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 |
|---|---|---|---|---|---|
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | The same situation is when you display values off the scale. In most cases the most important thing is to show the user that the values are exceeded. Usually exceeded values aren't represented proportionally to the columns lenght. You could see how the problem is handle by personal finance apps, which have budgets functions - in these apps we need to communiacte user that the budget is exceeded.
 | Is a progress bar the best way to represent this data? How far past 100% can the values go? Is it infite or fixed.
If the potential post-100% value is not infinite then I would suggest extending the progress bar tick-marks or indicator outside of the original bar and change the color to indicate that it has surpassed the allowed time.
Here is a quick mock-up:
 |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | One suggestion would be to have 2 designs: in-range (0-100) (eg. green) and out-of-range (100-200) (eg. red)
When the item is in-range, display one style meter.
Once the item reaches 100% replace the in-range meter with the out-of-range one.
Ensure your out-of-range meter is significantly different from your in-range meter and you will be able to communicate this information in an efficient use of space. | Is a progress bar the best way to represent this data? How far past 100% can the values go? Is it infite or fixed.
If the potential post-100% value is not infinite then I would suggest extending the progress bar tick-marks or indicator outside of the original bar and change the color to indicate that it has surpassed the allowed time.
Here is a quick mock-up:
 |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | The same situation is when you display values off the scale. In most cases the most important thing is to show the user that the values are exceeded. Usually exceeded values aren't represented proportionally to the columns lenght. You could see how the problem is handle by personal finance apps, which have budgets functions - in these apps we need to communiacte user that the budget is exceeded.
 | My suggestion...[](https://i.stack.imgur.com/V0wrK.png)
If it needs explaining, it's not good enough :) |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | The [Area51](http://area51.stackexchange.com/) for staging new Stack Exchange sites has some progress bars that may be relevant.
[](https://i.stack.imgur.com/qKjwu.png)
A site in staging goes through three phases - definition, commitment and beta. Each phases has it's own progress - a set of metrics and goals to be met. So each phase has a progress between 0 and 100%. After 100% in a phase is reached, the site moves into the next phase - so progress continues. The overall state is combined into a single progress bar which looks like a single bar where 'complete' means progress reached 100% in all three phases.
It seems that the question also talks of different phases. All you need to do is define the metrics for each phase, and how many phases you require.
For example (imaginary):
* Phase 1: a numerical goal based (% of quota)
* Phase 2: a numeric or log based percentage over-reach before it becomes critical / escalated to phase 3
* Phase 3: a time based percentage (% of how long an item is allowed to be critical for) | Is a progress bar the best way to represent this data? How far past 100% can the values go? Is it infite or fixed.
If the potential post-100% value is not infinite then I would suggest extending the progress bar tick-marks or indicator outside of the original bar and change the color to indicate that it has surpassed the allowed time.
Here is a quick mock-up:
 |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | This is what was inside my mind right now, maybe it isn't up to marks:
[](https://i.stack.imgur.com/VabJz.png)
1. Set a Bar Chart range to 0% to 150% (you can change the max number as you wish)
2. Anything <=100% will be display in normal way.
3. Anything >100% to <=150%, the data label background will be display in yellow color.
4. Anything >150%, the data label background will be display in red color.
The reason behind this proposed 150% max value is because the data can be any number of percentage, even 1270%. Without the limit, there is a risk of that bar chart being render as one long bar, and make it not uniform with others bar chart around it.
Since generally the purposes of dashboard is to able the user to understand the information at one glance, we will set the max value up to 150% (...and it's up to you how far you want to put the limit) to make all bar chart in uniform size. Anything beyond 150% we consider as abnormal.
So if the user seeing any figure in solid red background, they know this bar need some extra attention to it. | One suggestion would be to have 2 designs: in-range (0-100) (eg. green) and out-of-range (100-200) (eg. red)
When the item is in-range, display one style meter.
Once the item reaches 100% replace the in-range meter with the out-of-range one.
Ensure your out-of-range meter is significantly different from your in-range meter and you will be able to communicate this information in an efficient use of space. |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | In "real life", pressure gauges, temperature gauges and "rpm meters" often have a indicator for a limit which should not be exceeded. Often, the unit of measurement will be the "native unit" (degrees temperature, psi, pascals, revs per minute), but sometimes they are also carry percentages (I have encountered one voltmeter which has markings of 80%, 100% and 120% - anything below 80% and above 120% was apparently so far out of the question that no markings exist).
Typically, anything above the rated 100% figure has a red sector or arc, so the user can easily see when the needle gets past the red line.
The concept of "redlining" (or, rather, avoiding redlining) should be familiar to most car drivers.
A round gauge (like the rpm meter in a car) will have a hard stop at some point; the needle won't go over, let's say 130% or so. A temperature gauge in a car will often be designed that 100% is in the center, so it could go (visually) up to 200%. An analog/digital combination can be used to give the quick visual reading of below/above 100%, with the increased accuracy and range of a digital readout. | Is a progress bar the best way to represent this data? How far past 100% can the values go? Is it infite or fixed.
If the potential post-100% value is not infinite then I would suggest extending the progress bar tick-marks or indicator outside of the original bar and change the color to indicate that it has surpassed the allowed time.
Here is a quick mock-up:
 |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | The same situation is when you display values off the scale. In most cases the most important thing is to show the user that the values are exceeded. Usually exceeded values aren't represented proportionally to the columns lenght. You could see how the problem is handle by personal finance apps, which have budgets functions - in these apps we need to communiacte user that the budget is exceeded.
 | This is what was inside my mind right now, maybe it isn't up to marks:
[](https://i.stack.imgur.com/VabJz.png)
1. Set a Bar Chart range to 0% to 150% (you can change the max number as you wish)
2. Anything <=100% will be display in normal way.
3. Anything >100% to <=150%, the data label background will be display in yellow color.
4. Anything >150%, the data label background will be display in red color.
The reason behind this proposed 150% max value is because the data can be any number of percentage, even 1270%. Without the limit, there is a risk of that bar chart being render as one long bar, and make it not uniform with others bar chart around it.
Since generally the purposes of dashboard is to able the user to understand the information at one glance, we will set the max value up to 150% (...and it's up to you how far you want to put the limit) to make all bar chart in uniform size. Anything beyond 150% we consider as abnormal.
So if the user seeing any figure in solid red background, they know this bar need some extra attention to it. |
55,136 | I have a zoomable, draggable map (leaflet) showing pin points of addresses across a city. For each of those addresses, I have a photo of the building at that address. The photos are big, high-rez shots -- not google street view.
Is there any conventional wisdom (or data) on how to display the images associated with the pin points. I can think of a few options:
* You click a pin point and a big dialog opens, showing the photo. The advantage to this is that the photo looks great. The disadvantage is that you have to click to see the photo: extra step.
* You hover over the pin point and a small photo window opens around your mouse, almost like a tool tip. I don't usually like these because the photos are too small to tell you much.
* I split the screen showing the map on the left and the photos on the right. Whatever point on the map is closest to the users mouse gets its photo shown on the righthand side. The disadvantage here is that you lose some of the detail in the photo, as opposed to the popup.
* A pane in the corner of the map showing the photo.
Are there are other ways? Is there a conventional wisdom on how to do this?
Mobile-friendly is good and -- but not the primary consideration in the design. I can modify some of the coding for small phones.
*A little context*: I work for a news organization. The city says it has demolished or fixed blighted properties. The photos show if the properties are really fixed -- or just counted as not blighted. | 2014/04/03 | [
"https://ux.stackexchange.com/questions/55136",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/35249/"
] | This is what was inside my mind right now, maybe it isn't up to marks:
[](https://i.stack.imgur.com/VabJz.png)
1. Set a Bar Chart range to 0% to 150% (you can change the max number as you wish)
2. Anything <=100% will be display in normal way.
3. Anything >100% to <=150%, the data label background will be display in yellow color.
4. Anything >150%, the data label background will be display in red color.
The reason behind this proposed 150% max value is because the data can be any number of percentage, even 1270%. Without the limit, there is a risk of that bar chart being render as one long bar, and make it not uniform with others bar chart around it.
Since generally the purposes of dashboard is to able the user to understand the information at one glance, we will set the max value up to 150% (...and it's up to you how far you want to put the limit) to make all bar chart in uniform size. Anything beyond 150% we consider as abnormal.
So if the user seeing any figure in solid red background, they know this bar need some extra attention to it. | My suggestion...[](https://i.stack.imgur.com/V0wrK.png)
If it needs explaining, it's not good enough :) |
2,363 | These two tags seem to be quite similar to each other:
* [incident-analysis](https://security.stackexchange.com/questions/tagged/incident-analysis "show questions tagged 'incident-analysis'"): 10 questions, excerpt below.
* [investigation](https://security.stackexchange.com/questions/tagged/investigation "show questions tagged 'investigation'"): 15 questions, no excerpt.
>
> The process of gathering evidence and information that allows for the creation of a theory of events explaining a security incident.
>
>
>
Are they about the same thing? And in that case, should one be a synonym of the other? | 2016/05/12 | [
"https://security.meta.stackexchange.com/questions/2363",
"https://security.meta.stackexchange.com",
"https://security.meta.stackexchange.com/users/98538/"
] | That depends. Is the incident analysis something that has to be investigated, or is it an incident for testing and training purposes only? Is there anything to investigate, or would there be anything to investigate?
---
incident-analysis
-----------------
I can cause an incident on my own systems and throw an alarm, but may not know why I threw it in my IDS. At that point I should analyze the incident, but no investigation into scope and breach of attack may be needed.
investigation
-------------
This could mean that you're investigating something security related but isn't an incident. Maybe I want to investigate another system in our network, but I don't have an incident. I just want to make sure it's a safe system and go poking around. I have something I know is related to security, but I don't know what it is, or if it's safe and I should investigate it's purpose further.
---
Really these are connotations, but show that one could exist without the other. Granted they are usually heavily inter dependent, but cases like these provided are common as well. IT really feels like these tags are poorly defined and need to be updated to be a little more concise. It would be helpful to know that I can have one without the other, but in most actual incident analysis I would want both. | In my experience, "Incident analysis" is part of a formal event lifecycle. A collection of security events, through automated or manual correlation are collected for formal analysis.
From a procedural standpoint, incident analysis may result in an investigation. The difference being the depth of analysis, the expertise of the investigator, the time they spend and the expectations of the report. If an incident takes more than a few minutes to analyze, it should be raised for an investigation, else it's interfering with daily monitoring tasks.
One problem with the word "incident" is that outside the security practice, it is a much heavier word, associated with successful breaches, denial of service, virus outbreaks etc. It's accurate there too, but when customers ask for reports of your most recent security incidents, they're not asking for the false-positive the printer generated, or the massscan which hit you on Tuesday. They want the big stuff.
Investigations also go way beyond the Incident-analysis meaning, including missing laptops, devices knocked offline, indications of inappropriate access, missing evidence of authorization before granting access to systems, etc.
For now, the meaning of the word depends on who I'm talking to. If I'm talking to SOC analysts, "Incident" means a bunch of correlated events. "Investigation" means what you're doing with those correlated events.
If I'm talking to customers or management "Incident" means a breach or similar security fail, while "Investigation" means a multi-day or multi-week thing which is going to have a root-cause analysis and will result in an ugly MS Word document filed for review by auditors, investors or customers.
The outside world and even the best product documentation confuses the language. E.g., I've been reviewing Splunk's capabilities in regard to incident analysis, even they get fuzzy on the terms... notice how it's the "Incident review" dashboard, but they talk about "Events", "Notable Events" and "investigation"
<http://docs.splunk.com/Documentation/ES/latest/User/IncidentReviewdashboard>
It's like they changed their mind about calling anything an "Incident". |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Use a local environment yourself. I guess you've tried evangelizing, now don't. When someone asks why you doing it, or what are your experiences with your arrangement, explain them. If you get a convert or two, rest will probably follow. If nobody sees the benefits, there either aren't any (I doubt), or you really *should* look for a new job.. | Don't worry about what they do. It will just make your head hurt. However, if I were you, I would be looking for a job, or at least a different position. You are not compatible with this team, and your frustration will only increase. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Don't worry about what they do. It will just make your head hurt. However, if I were you, I would be looking for a job, or at least a different position. You are not compatible with this team, and your frustration will only increase. | It sounds like it should only have a minimal impact on your own work. If so, I would let it go. There are benefits to a shared development environment as well, such as quicker sharing of code, easier backups of work in progress, less hardware expense, easier to standardize the environment, less setup and maintenance time for individual developers, etc. Different people have different preferences for how they like to work, and there's nothing wrong with that. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Don't worry about what they do. It will just make your head hurt. However, if I were you, I would be looking for a job, or at least a different position. You are not compatible with this team, and your frustration will only increase. | OK, I'm being *half* serious here...
Create your local dev environment, and crash the dev server.
You probably shouldn't really do that, but it would be the most effective way of demonstrating the benefits of a local dev environment. While they're busy mucking about with the server, unable to do any development work, you can point out that you can still be productive. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Don't worry about what they do. It will just make your head hurt. However, if I were you, I would be looking for a job, or at least a different position. You are not compatible with this team, and your frustration will only increase. | Typically the reason you have an entirely separate system is so you can alter shared libraries.
On your common development environment, you will almost certainly have something that is common to everybody, a system service or a version of some component (eg a database) that cannot be changed. So when you want to make changes to that shared component,everyone else is impacted until you're done, and even then - you simply cannot revert to an older version of the codebase without reverting (ie re-installing) the shared component.
On your own dev box though, you can do what you like without interrupting the guy doing bugfixes on the old code, or the guy just updating a feature that uses the existing system.
For example, at an old place we had a few PHP devs who coded on a shared linux box that was 'controlled' by a sysadmin guy. All was good if they only updated application code (which they could do in their home directory), but there were some shared services that could not be updated... and so never were, ever. When it eventually came time to update the OS, one dev had a new box built for him and everything migrated so he could make whatever changes were required - notice that this is effectively a box for himself, a situation that wouldn't have been as disruptive as it was had he been running locally anyway. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Use a local environment yourself. I guess you've tried evangelizing, now don't. When someone asks why you doing it, or what are your experiences with your arrangement, explain them. If you get a convert or two, rest will probably follow. If nobody sees the benefits, there either aren't any (I doubt), or you really *should* look for a new job.. | It sounds like it should only have a minimal impact on your own work. If so, I would let it go. There are benefits to a shared development environment as well, such as quicker sharing of code, easier backups of work in progress, less hardware expense, easier to standardize the environment, less setup and maintenance time for individual developers, etc. Different people have different preferences for how they like to work, and there's nothing wrong with that. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Use a local environment yourself. I guess you've tried evangelizing, now don't. When someone asks why you doing it, or what are your experiences with your arrangement, explain them. If you get a convert or two, rest will probably follow. If nobody sees the benefits, there either aren't any (I doubt), or you really *should* look for a new job.. | OK, I'm being *half* serious here...
Create your local dev environment, and crash the dev server.
You probably shouldn't really do that, but it would be the most effective way of demonstrating the benefits of a local dev environment. While they're busy mucking about with the server, unable to do any development work, you can point out that you can still be productive. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | Use a local environment yourself. I guess you've tried evangelizing, now don't. When someone asks why you doing it, or what are your experiences with your arrangement, explain them. If you get a convert or two, rest will probably follow. If nobody sees the benefits, there either aren't any (I doubt), or you really *should* look for a new job.. | Typically the reason you have an entirely separate system is so you can alter shared libraries.
On your common development environment, you will almost certainly have something that is common to everybody, a system service or a version of some component (eg a database) that cannot be changed. So when you want to make changes to that shared component,everyone else is impacted until you're done, and even then - you simply cannot revert to an older version of the codebase without reverting (ie re-installing) the shared component.
On your own dev box though, you can do what you like without interrupting the guy doing bugfixes on the old code, or the guy just updating a feature that uses the existing system.
For example, at an old place we had a few PHP devs who coded on a shared linux box that was 'controlled' by a sysadmin guy. All was good if they only updated application code (which they could do in their home directory), but there were some shared services that could not be updated... and so never were, ever. When it eventually came time to update the OS, one dev had a new box built for him and everything migrated so he could make whatever changes were required - notice that this is effectively a box for himself, a situation that wouldn't have been as disruptive as it was had he been running locally anyway. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | OK, I'm being *half* serious here...
Create your local dev environment, and crash the dev server.
You probably shouldn't really do that, but it would be the most effective way of demonstrating the benefits of a local dev environment. While they're busy mucking about with the server, unable to do any development work, you can point out that you can still be productive. | It sounds like it should only have a minimal impact on your own work. If so, I would let it go. There are benefits to a shared development environment as well, such as quicker sharing of code, easier backups of work in progress, less hardware expense, easier to standardize the environment, less setup and maintenance time for individual developers, etc. Different people have different preferences for how they like to work, and there's nothing wrong with that. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | It sounds like it should only have a minimal impact on your own work. If so, I would let it go. There are benefits to a shared development environment as well, such as quicker sharing of code, easier backups of work in progress, less hardware expense, easier to standardize the environment, less setup and maintenance time for individual developers, etc. Different people have different preferences for how they like to work, and there's nothing wrong with that. | Typically the reason you have an entirely separate system is so you can alter shared libraries.
On your common development environment, you will almost certainly have something that is common to everybody, a system service or a version of some component (eg a database) that cannot be changed. So when you want to make changes to that shared component,everyone else is impacted until you're done, and even then - you simply cannot revert to an older version of the codebase without reverting (ie re-installing) the shared component.
On your own dev box though, you can do what you like without interrupting the guy doing bugfixes on the old code, or the guy just updating a feature that uses the existing system.
For example, at an old place we had a few PHP devs who coded on a shared linux box that was 'controlled' by a sysadmin guy. All was good if they only updated application code (which they could do in their home directory), but there were some shared services that could not be updated... and so never were, ever. When it eventually came time to update the OS, one dev had a new box built for him and everything migrated so he could make whatever changes were required - notice that this is effectively a box for himself, a situation that wouldn't have been as disruptive as it was had he been running locally anyway. |
94,690 | I'm trying to convince my co-workers about the merits of developing on local environments, but so far have had little luck in my quest. Outside of myself, the other developers with my company develop on seperate folders on the same server as our development server, using the same DB/DB Server/Web Server for all folders, with your standard text editor on the local machines. I've mentioned the benefits of any mistakes (like say the stray while loop misconfiguration) localized to one machine, network or server issues having no relevance or effect on work, and able to use xdebug (although you can use it on a shared server, the issues with sessions I've been told are problematic...and not having a fulltime sys admin to keep things happy doesn't hurt either). So far, no dice.
So I ask you the SO community what could be done to convince others to do so, or if I'm the one that is on the wrong path. The current environment that we have is your typical WAMP environments, but I wanted to keep the question language and environment agnostic as possible.
Thanks in advance! | 2011/07/21 | [
"https://softwareengineering.stackexchange.com/questions/94690",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/10885/"
] | OK, I'm being *half* serious here...
Create your local dev environment, and crash the dev server.
You probably shouldn't really do that, but it would be the most effective way of demonstrating the benefits of a local dev environment. While they're busy mucking about with the server, unable to do any development work, you can point out that you can still be productive. | Typically the reason you have an entirely separate system is so you can alter shared libraries.
On your common development environment, you will almost certainly have something that is common to everybody, a system service or a version of some component (eg a database) that cannot be changed. So when you want to make changes to that shared component,everyone else is impacted until you're done, and even then - you simply cannot revert to an older version of the codebase without reverting (ie re-installing) the shared component.
On your own dev box though, you can do what you like without interrupting the guy doing bugfixes on the old code, or the guy just updating a feature that uses the existing system.
For example, at an old place we had a few PHP devs who coded on a shared linux box that was 'controlled' by a sysadmin guy. All was good if they only updated application code (which they could do in their home directory), but there were some shared services that could not be updated... and so never were, ever. When it eventually came time to update the OS, one dev had a new box built for him and everything migrated so he could make whatever changes were required - notice that this is effectively a box for himself, a situation that wouldn't have been as disruptive as it was had he been running locally anyway. |
136,420 | I have been thinking and researching about this issue for a while with no success. I am hoping someone can solve this problem in the community.
I want to have many small modules each with a small battery and LED, not connected to anything else.
I need to be able to arbitrary turn an LED on (no need to turn them off). For example I want to send a command to LED no 10 and turn that specific LED on.
Imagine a number of wireless relays, but with the constraints that each system has to be very low power and very compact (and ofcourse very cheap). | 2014/10/29 | [
"https://electronics.stackexchange.com/questions/136420",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/57184/"
] | I've used Tango - but that must have been over 12 years ago, and was probably on Windows XP. If it won't run on Win 8.1, I'd assume it is a 16 bit program.
Use Windows Explorer to open the folder that contains the program (tango.exe). Right-click the .exe file, and select Properties. A 16-bit program does not have a Version tab in this dialog box.
Windows 8.1 will not run a 16 bit program.
If this is the case, then you could install a Virtual Machine (look for *Oracle VM Virtual Box*), install Windows XP on it, and then install Tango on XP in the Virtual Box. | Tango runs very well in DosDox 0.74, even in Windows 10 64 bit.
See instructions at:
<http://www.acdcelectronics.ro/tango_sch_pcb_win_7_english.pdf>
Good luck!! |
136,420 | I have been thinking and researching about this issue for a while with no success. I am hoping someone can solve this problem in the community.
I want to have many small modules each with a small battery and LED, not connected to anything else.
I need to be able to arbitrary turn an LED on (no need to turn them off). For example I want to send a command to LED no 10 and turn that specific LED on.
Imagine a number of wireless relays, but with the constraints that each system has to be very low power and very compact (and ofcourse very cheap). | 2014/10/29 | [
"https://electronics.stackexchange.com/questions/136420",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/57184/"
] | I am running Tango Pcb on linux LXLE dosbox V0.74.
It works 100%. Can make Gerber plots and read them with Gerbview 7 that runs on windows 7. My old Tango produce gerber files in RS274D (separate aperture file needed for the old system.)
With Gerbview 7 you can xport that file as RS274x the new system. | Tango runs very well in DosDox 0.74, even in Windows 10 64 bit.
See instructions at:
<http://www.acdcelectronics.ro/tango_sch_pcb_win_7_english.pdf>
Good luck!! |
174,267 | Not sure if I am missing something very obvious here, but it looks like you can't set your own key bindings in gedit. I've looked around on the ubuntu support forums and Googled around, but apart from a very old and down-voted gedit plugin on sourceforge, there is nothing that allow this.
Any help will be appreciated. | 2010/08/10 | [
"https://superuser.com/questions/174267",
"https://superuser.com",
"https://superuser.com/users/43262/"
] | This page's comments contain some info about changing keyboard shortcuts:
<http://live.gnome.org/Gedit/KeyboardShortcuts>
For example, you could install this plugin to edit *some of them*:
<http://empty.23inch.de/pmwiki.php/Main/EditShortcuts> | I wanted to know this a while back as well and eventually came across this:
<https://answers.launchpad.net/ubuntu/+source/gedit/+question/37357>
Enable 'Editable menu shortcut keys' in System > Preferences > Appearance > Interface.
You can then highlight a menu entry in gedit and change its key binding by pressing the combination you want. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | As always: [Firebug](https://addons.mozilla.org/en-US/firefox/addon/1843). | [HttpFox](https://addons.mozilla.org/en-US/firefox/addon/6647) is one of my favorites. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | [HttpFox](https://addons.mozilla.org/en-US/firefox/addon/6647) is one of my favorites. | You may try [Web Developer extension](https://addons.mozilla.org/cs/firefox/addon/60) for Firefox. It has many handy tools and can show you server response and header as well. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | I recommend [Fiddler](http://i32.tinypic.com/2usx0yg.jpg). It shows all traffic organized per request, and offers multiple ways to view the request and response. Like formatted xml, javascript, post body. It also decodes when needed. If I'm right it also offers an firefox integration addon. | On Windows, you could use [HttpWatch](http://www.httpwatch.com). It will save the complete HTTP response from the server, including all binary content.
There is a free version available, but it is limited to sites in the Alexa Top 20.
\*\* Disclaimer: This answer was posted by Simtec Limited, the makers of HttpWatch \*\* |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | As always: [Firebug](https://addons.mozilla.org/en-US/firefox/addon/1843). | Firebug is good. My preference is [Fiddler](http://www.fiddler2.com). |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | Firebug is good. My preference is [Fiddler](http://www.fiddler2.com). | On Windows, you could use [HttpWatch](http://www.httpwatch.com). It will save the complete HTTP response from the server, including all binary content.
There is a free version available, but it is limited to sites in the Alexa Top 20.
\*\* Disclaimer: This answer was posted by Simtec Limited, the makers of HttpWatch \*\* |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | As always: [Firebug](https://addons.mozilla.org/en-US/firefox/addon/1843). | On Windows, you could use [HttpWatch](http://www.httpwatch.com). It will save the complete HTTP response from the server, including all binary content.
There is a free version available, but it is limited to sites in the Alexa Top 20.
\*\* Disclaimer: This answer was posted by Simtec Limited, the makers of HttpWatch \*\* |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | As always: [Firebug](https://addons.mozilla.org/en-US/firefox/addon/1843). | You may try [Web Developer extension](https://addons.mozilla.org/cs/firefox/addon/60) for Firefox. It has many handy tools and can show you server response and header as well. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | I recommend [Fiddler](http://i32.tinypic.com/2usx0yg.jpg). It shows all traffic organized per request, and offers multiple ways to view the request and response. Like formatted xml, javascript, post body. It also decodes when needed. If I'm right it also offers an firefox integration addon. | You may try [Web Developer extension](https://addons.mozilla.org/cs/firefox/addon/60) for Firefox. It has many handy tools and can show you server response and header as well. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | As always: [Firebug](https://addons.mozilla.org/en-US/firefox/addon/1843). | I recommend [Fiddler](http://i32.tinypic.com/2usx0yg.jpg). It shows all traffic organized per request, and offers multiple ways to view the request and response. Like formatted xml, javascript, post body. It also decodes when needed. If I'm right it also offers an firefox integration addon. |
1,372,446 | I'm familiar with LiveHTTPHeaders and TamperData which can show what is going to be sent to the web server. However, I also want to study the server responses. How can I do this? | 2009/09/03 | [
"https://Stackoverflow.com/questions/1372446",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/-1/"
] | [HttpFox](https://addons.mozilla.org/en-US/firefox/addon/6647) is one of my favorites. | On Windows, you could use [HttpWatch](http://www.httpwatch.com). It will save the complete HTTP response from the server, including all binary content.
There is a free version available, but it is limited to sites in the Alexa Top 20.
\*\* Disclaimer: This answer was posted by Simtec Limited, the makers of HttpWatch \*\* |
877 | There was a request for difficult questions, but having never brewed, this is all I've got:
Can you describe the most basic setup (preferably one with a reasonably low difficulty and high success rate) for a first time brewer? Information on where to purchase and likely cost would also be useful.
This is not limited to a specific type of beer, so a variety of answers are welcome. Stout, ale, pilsner, IPA?
There are beginner's guides all over the internet, sure, but none of them are from This Trusted Resource. ;) | 2009/12/16 | [
"https://homebrew.stackexchange.com/questions/877",
"https://homebrew.stackexchange.com",
"https://homebrew.stackexchange.com/users/330/"
] | The best way to go would be with an extract kit. I find the best way to go is with a clone extract kit from AustinHomebrew.com. Why? Because if you do a clone of a beer you already know then you can evaluate how close you got. Make sense? Once you've done that once or twice then stop cloning and start adventuring.
You read all these stories about how quickly people went all-grain and all that stuff, disregard all that as it's mostly just bravado. Extract kits can make a pretty damn good beer.
The kits come with all the ingredients and ridiculously easy step by step directions. They run on average probably about $30 and make 5 gallon batches.
For equipment I think I bought a kit from NorthernBrewer.com and was very happy with it. A starter kit from a place like that will be good cause you know you will have everything you need. Drop them an email and outline what you want to do and they will even customize the kit for you, that's what I did!
The most fun in the beginning is what me and my buddies called "making bottles" and that involved drinking a lot of Sam Adams as those bottles seem to work the best.
Bottom line is relax and have fun, it's really not all that hard! | I'll echo what Entrebrewer said and then add in that if you have a local homebrew supply shop, it is an invaluable resource not only for supplies, but meeting and talking to other homebrewers, looking at what other people are doing, etc. I find homebrewing to be a very fun and social hobby, and have spent hours in the shop just talking with people. |
877 | There was a request for difficult questions, but having never brewed, this is all I've got:
Can you describe the most basic setup (preferably one with a reasonably low difficulty and high success rate) for a first time brewer? Information on where to purchase and likely cost would also be useful.
This is not limited to a specific type of beer, so a variety of answers are welcome. Stout, ale, pilsner, IPA?
There are beginner's guides all over the internet, sure, but none of them are from This Trusted Resource. ;) | 2009/12/16 | [
"https://homebrew.stackexchange.com/questions/877",
"https://homebrew.stackexchange.com",
"https://homebrew.stackexchange.com/users/330/"
] | I just answered this question for a friend. Means I get to cut'n paste.
I don't know what your budget is... you can easily spend a few hundred dollars for a good kitchen setup.
The Minimum:
A large pot. Stainless steel is best, but aluminum is cheap. At least 2 gallons. The bigger, the better. Best is 6 gallons so you can do a full-wort boil where you don't have to top off the fermenter with tap water. Boiling 5 gallons of wort on a kitchen stove is a big pain though, consider getting one of those turkey fryer burner deals. The one I used to have was a 7-gallon aluminum pot and a burner. Never did fry a turkey.
A fermenter. Go for the 6 gallon variety. I used glass carboys, but I have heard very good things about the Better Bottle. If I needed another (cheap) fermenter, I'd try one out. The homebrew shop will probably tell you need a primary & secondary fermenter, but that's a myth. I do my fermentations in a single vessel and make pretty good (damn good) beer. Politely decline.
Transfer tubing, bottling wand and a racking cane. Not too much to say here - the homebrew shop will know what you need. I recommend a stainless steel racking cane over a plastic one. It's worth the extra money.
A bottling bucket.
Bottles. Five gallons of beer fills a little fewer than fifty bottles.
Sanitizer. Go for the "no rinse" variety. I switch between iodophor and 5-Star to keep the nasties on their toes. Buy in bulk.
Testing equipment. A floating thermometer or a digital thermometer on a probe. Also a hydrometer and a cheap graduated cylinder to take specific gravity readings in. Long ago I ditched the cylinder & hydrometer in favor of a refractometer. Really worth the extra money (but maybe only if you've been using a hydrometer for a while :-)
A wort chiller. After you're done boiling the wort you need to get it down to room temperature so you can toss in the yeast. The faster you do this the better. Immersion chillers are okay - they go in the kettle and you run cold water through them. Counter-flow chillers are good - they are a tube inside a tube where hot wort goes one way and cold water goes the other. Whirlpool chillers are also good, but you need an expensive pump. When I brewed in my various apartments I got a garden hose adapter for my sink because all the chillers use that fitting for the cold water. I made my first immersion chiller out of 50' of 3/8" diameter soft copper tubing, some tubing, clamps and garden hose fittings. In the very beginning I cooled my wort by immersing the pot in cold water, but that takes *forever*. | The best way to go would be with an extract kit. I find the best way to go is with a clone extract kit from AustinHomebrew.com. Why? Because if you do a clone of a beer you already know then you can evaluate how close you got. Make sense? Once you've done that once or twice then stop cloning and start adventuring.
You read all these stories about how quickly people went all-grain and all that stuff, disregard all that as it's mostly just bravado. Extract kits can make a pretty damn good beer.
The kits come with all the ingredients and ridiculously easy step by step directions. They run on average probably about $30 and make 5 gallon batches.
For equipment I think I bought a kit from NorthernBrewer.com and was very happy with it. A starter kit from a place like that will be good cause you know you will have everything you need. Drop them an email and outline what you want to do and they will even customize the kit for you, that's what I did!
The most fun in the beginning is what me and my buddies called "making bottles" and that involved drinking a lot of Sam Adams as those bottles seem to work the best.
Bottom line is relax and have fun, it's really not all that hard! |
877 | There was a request for difficult questions, but having never brewed, this is all I've got:
Can you describe the most basic setup (preferably one with a reasonably low difficulty and high success rate) for a first time brewer? Information on where to purchase and likely cost would also be useful.
This is not limited to a specific type of beer, so a variety of answers are welcome. Stout, ale, pilsner, IPA?
There are beginner's guides all over the internet, sure, but none of them are from This Trusted Resource. ;) | 2009/12/16 | [
"https://homebrew.stackexchange.com/questions/877",
"https://homebrew.stackexchange.com",
"https://homebrew.stackexchange.com/users/330/"
] | The best way to go would be with an extract kit. I find the best way to go is with a clone extract kit from AustinHomebrew.com. Why? Because if you do a clone of a beer you already know then you can evaluate how close you got. Make sense? Once you've done that once or twice then stop cloning and start adventuring.
You read all these stories about how quickly people went all-grain and all that stuff, disregard all that as it's mostly just bravado. Extract kits can make a pretty damn good beer.
The kits come with all the ingredients and ridiculously easy step by step directions. They run on average probably about $30 and make 5 gallon batches.
For equipment I think I bought a kit from NorthernBrewer.com and was very happy with it. A starter kit from a place like that will be good cause you know you will have everything you need. Drop them an email and outline what you want to do and they will even customize the kit for you, that's what I did!
The most fun in the beginning is what me and my buddies called "making bottles" and that involved drinking a lot of Sam Adams as those bottles seem to work the best.
Bottom line is relax and have fun, it's really not all that hard! | I got [this starter kit](http://www.northernbrewer.com/brewing/starter-kits/deluxe-beer-starter-kit.html) as a housewarming present, along with an IPA extract kit. It saw me safely through my first batch, and I didn't run out of anything until my third batch. (When I did, it was sanitizer.)
I'm so glad someone made the executive decision for me and stopped me from assembling a setup piecemeal. Your time is valuable. Get a starter equipment kit and get brewing. Better that than getting in the middle of your first batch and realizing you don't have x piece of essential equipment.
The only thing this didn't come with (which I already had) was a three-gallon pot. |
877 | There was a request for difficult questions, but having never brewed, this is all I've got:
Can you describe the most basic setup (preferably one with a reasonably low difficulty and high success rate) for a first time brewer? Information on where to purchase and likely cost would also be useful.
This is not limited to a specific type of beer, so a variety of answers are welcome. Stout, ale, pilsner, IPA?
There are beginner's guides all over the internet, sure, but none of them are from This Trusted Resource. ;) | 2009/12/16 | [
"https://homebrew.stackexchange.com/questions/877",
"https://homebrew.stackexchange.com",
"https://homebrew.stackexchange.com/users/330/"
] | I just answered this question for a friend. Means I get to cut'n paste.
I don't know what your budget is... you can easily spend a few hundred dollars for a good kitchen setup.
The Minimum:
A large pot. Stainless steel is best, but aluminum is cheap. At least 2 gallons. The bigger, the better. Best is 6 gallons so you can do a full-wort boil where you don't have to top off the fermenter with tap water. Boiling 5 gallons of wort on a kitchen stove is a big pain though, consider getting one of those turkey fryer burner deals. The one I used to have was a 7-gallon aluminum pot and a burner. Never did fry a turkey.
A fermenter. Go for the 6 gallon variety. I used glass carboys, but I have heard very good things about the Better Bottle. If I needed another (cheap) fermenter, I'd try one out. The homebrew shop will probably tell you need a primary & secondary fermenter, but that's a myth. I do my fermentations in a single vessel and make pretty good (damn good) beer. Politely decline.
Transfer tubing, bottling wand and a racking cane. Not too much to say here - the homebrew shop will know what you need. I recommend a stainless steel racking cane over a plastic one. It's worth the extra money.
A bottling bucket.
Bottles. Five gallons of beer fills a little fewer than fifty bottles.
Sanitizer. Go for the "no rinse" variety. I switch between iodophor and 5-Star to keep the nasties on their toes. Buy in bulk.
Testing equipment. A floating thermometer or a digital thermometer on a probe. Also a hydrometer and a cheap graduated cylinder to take specific gravity readings in. Long ago I ditched the cylinder & hydrometer in favor of a refractometer. Really worth the extra money (but maybe only if you've been using a hydrometer for a while :-)
A wort chiller. After you're done boiling the wort you need to get it down to room temperature so you can toss in the yeast. The faster you do this the better. Immersion chillers are okay - they go in the kettle and you run cold water through them. Counter-flow chillers are good - they are a tube inside a tube where hot wort goes one way and cold water goes the other. Whirlpool chillers are also good, but you need an expensive pump. When I brewed in my various apartments I got a garden hose adapter for my sink because all the chillers use that fitting for the cold water. I made my first immersion chiller out of 50' of 3/8" diameter soft copper tubing, some tubing, clamps and garden hose fittings. In the very beginning I cooled my wort by immersing the pot in cold water, but that takes *forever*. | I'll echo what Entrebrewer said and then add in that if you have a local homebrew supply shop, it is an invaluable resource not only for supplies, but meeting and talking to other homebrewers, looking at what other people are doing, etc. I find homebrewing to be a very fun and social hobby, and have spent hours in the shop just talking with people. |
877 | There was a request for difficult questions, but having never brewed, this is all I've got:
Can you describe the most basic setup (preferably one with a reasonably low difficulty and high success rate) for a first time brewer? Information on where to purchase and likely cost would also be useful.
This is not limited to a specific type of beer, so a variety of answers are welcome. Stout, ale, pilsner, IPA?
There are beginner's guides all over the internet, sure, but none of them are from This Trusted Resource. ;) | 2009/12/16 | [
"https://homebrew.stackexchange.com/questions/877",
"https://homebrew.stackexchange.com",
"https://homebrew.stackexchange.com/users/330/"
] | I just answered this question for a friend. Means I get to cut'n paste.
I don't know what your budget is... you can easily spend a few hundred dollars for a good kitchen setup.
The Minimum:
A large pot. Stainless steel is best, but aluminum is cheap. At least 2 gallons. The bigger, the better. Best is 6 gallons so you can do a full-wort boil where you don't have to top off the fermenter with tap water. Boiling 5 gallons of wort on a kitchen stove is a big pain though, consider getting one of those turkey fryer burner deals. The one I used to have was a 7-gallon aluminum pot and a burner. Never did fry a turkey.
A fermenter. Go for the 6 gallon variety. I used glass carboys, but I have heard very good things about the Better Bottle. If I needed another (cheap) fermenter, I'd try one out. The homebrew shop will probably tell you need a primary & secondary fermenter, but that's a myth. I do my fermentations in a single vessel and make pretty good (damn good) beer. Politely decline.
Transfer tubing, bottling wand and a racking cane. Not too much to say here - the homebrew shop will know what you need. I recommend a stainless steel racking cane over a plastic one. It's worth the extra money.
A bottling bucket.
Bottles. Five gallons of beer fills a little fewer than fifty bottles.
Sanitizer. Go for the "no rinse" variety. I switch between iodophor and 5-Star to keep the nasties on their toes. Buy in bulk.
Testing equipment. A floating thermometer or a digital thermometer on a probe. Also a hydrometer and a cheap graduated cylinder to take specific gravity readings in. Long ago I ditched the cylinder & hydrometer in favor of a refractometer. Really worth the extra money (but maybe only if you've been using a hydrometer for a while :-)
A wort chiller. After you're done boiling the wort you need to get it down to room temperature so you can toss in the yeast. The faster you do this the better. Immersion chillers are okay - they go in the kettle and you run cold water through them. Counter-flow chillers are good - they are a tube inside a tube where hot wort goes one way and cold water goes the other. Whirlpool chillers are also good, but you need an expensive pump. When I brewed in my various apartments I got a garden hose adapter for my sink because all the chillers use that fitting for the cold water. I made my first immersion chiller out of 50' of 3/8" diameter soft copper tubing, some tubing, clamps and garden hose fittings. In the very beginning I cooled my wort by immersing the pot in cold water, but that takes *forever*. | I got [this starter kit](http://www.northernbrewer.com/brewing/starter-kits/deluxe-beer-starter-kit.html) as a housewarming present, along with an IPA extract kit. It saw me safely through my first batch, and I didn't run out of anything until my third batch. (When I did, it was sanitizer.)
I'm so glad someone made the executive decision for me and stopped me from assembling a setup piecemeal. Your time is valuable. Get a starter equipment kit and get brewing. Better that than getting in the middle of your first batch and realizing you don't have x piece of essential equipment.
The only thing this didn't come with (which I already had) was a three-gallon pot. |
18,629 | In the Indiana Jones movies whenever his hat is lost he'll always at least try to get it back. He's risked limbs amongst other things in order to make sure he always has it with him. This isn't limited to just the Indiana Jones movies either, sometimes you'll see a character that simply always has a particular object, and will go to very far lengths to keep it on their person.
Is there a reason he loves that hat so much? if so what trope would it fall under? | 2014/04/09 | [
"https://movies.stackexchange.com/questions/18629",
"https://movies.stackexchange.com",
"https://movies.stackexchange.com/users/6709/"
] | Appropriately, this 'trope' is actually named after Indy himself!
The [Indy Hat Roll](http://tvtropes.org/pmwiki/pmwiki.php/Main/IndyHatRoll) is a recognized trope: wherein a character will, given enough time (and typically the presence of a slow moving threat) cease their flight to retrieve a seemingly insignificant fallen item. It is often found paired with [Just in Time](http://tvtropes.org/pmwiki/pmwiki.php/Main/JustInTime) and [No One Gets Left Behind.](http://tvtropes.org/pmwiki/pmwiki.php/Main/NoOneGetsLeftBehind)
Indy's fedora is no different, and every adventurer knows you should never leave a good hat behind!
*The Last Crusade* reveals a history which imbues Indy's hat with sentimental value, [however...](https://www.youtube.com/watch?v=28sQaaMDpZU) | The Indy Hat Roll is more of a "last minute grab of something/someone before it is too late" but Indy's Hat itself (and similar objects you mention like it) is probably more an example of a [Number One Dime](http://tvtropes.org/pmwiki/pmwiki.php/Main/NumberOneDime):
>
> The Number One Dime is an item that is in and of itself of little to no interest or usefulness (i.e. it is not a usable weapon), but to the character, it is **ridiculously overimportant in a strictly sentimental way.**
>
>
>
Indy earns his hat as a child in the introduction to The Last Crusade, when he tries but fails to save the Cross of Coronado from some graverobbers. The lead robber gives him his hat, with the quote "You lost today kid, but it doesn't mean you have to like it..." Thus, the hat is a symbol of Indy's resolve to win, even in the face of overwhelmingly bad odds or previous losses.
Overall, his hat is a [Nice Hat](http://tvtropes.org/pmwiki/pmwiki.php/Main/NiceHat):
>
> A discerning hero/villain just can't be seen without their Nice Hat! Harming the nice hat may be akin to kicking the dog, with disastrous results.
> To show that you mean business, it's important to have style. Enter: the nice hat. It may actually have utility — even conveying special powers — **but more often than not it just looks cool, or even just sexy.**
>
>
>
In fact, Indy's hat is called out in the [film sub-page for Nice Hat](http://tvtropes.org/pmwiki/pmwiki.php/NiceHat/Film):
>
> Indiana Jones' spiffy fedora, which he never leaves behind even when he's about to be crushed by slowly descending doors. Many fans know it simply as "The Hat".
>
>
> |
260,588 | I read that Scrum meetings should be less than 15 minutes long. Is this how long they usually are, or do they depend on the size of the development team? Must every team member speak in these? | 2014/10/22 | [
"https://softwareengineering.stackexchange.com/questions/260588",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/153175/"
] | The Scrum meetings should mainly involve
1. What is the progress from the last meeting?
2. What do you plan to do next?
3. Do you see any blockers?
The actual time depends on the team size and should be short and quick.
This is mainly a technique in agile world where you want to dynamically assess the situation and take decisions and also increase the transparency and better communication. | Your team is probably too big. Various sources, [Mountain Goat Software](http://www.mountaingoatsoftware.com/agile/scrum/team) among them, recommend doing team(s) of teams ([Scrum of Scrums](https://www.scrumalliance.org/community/articles/2013/june/scrum-of-scrums-running-agile-on-large-projects)). This is analogous to the [pizza rule](http://online.wsj.com/news/articles/SB10001424052970203914304576627102996831200) that Amazon uses. The core principle here is to reduce the number of connections between people so that communication is less complex.
Fixing this would effectively require that you figure out how to break up the big team into smaller teams and have the authority or ability to persuade the authority to adopt this method. |
260,588 | I read that Scrum meetings should be less than 15 minutes long. Is this how long they usually are, or do they depend on the size of the development team? Must every team member speak in these? | 2014/10/22 | [
"https://softwareengineering.stackexchange.com/questions/260588",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/153175/"
] | >
> Is this how long they usually are, or do they depend on the size of the development team?
>
>
>
No. In my experience, they're either <10 minutes for a manageable team or like 30 minutes because the team is too large or there's nobody (good) in charge. Once you get over 10 minutes, people get antsy and stop listening.
>
> Must every team member speak in these?
>
>
>
**Yes.** If they didn't do anything worth speaking about, they shouldn't be in the scrum - either because they belong on another team (stop wasting their time), or because they need to be fired (stop wasting *your* time). | Your team is probably too big. Various sources, [Mountain Goat Software](http://www.mountaingoatsoftware.com/agile/scrum/team) among them, recommend doing team(s) of teams ([Scrum of Scrums](https://www.scrumalliance.org/community/articles/2013/june/scrum-of-scrums-running-agile-on-large-projects)). This is analogous to the [pizza rule](http://online.wsj.com/news/articles/SB10001424052970203914304576627102996831200) that Amazon uses. The core principle here is to reduce the number of connections between people so that communication is less complex.
Fixing this would effectively require that you figure out how to break up the big team into smaller teams and have the authority or ability to persuade the authority to adopt this method. |
260,588 | I read that Scrum meetings should be less than 15 minutes long. Is this how long they usually are, or do they depend on the size of the development team? Must every team member speak in these? | 2014/10/22 | [
"https://softwareengineering.stackexchange.com/questions/260588",
"https://softwareengineering.stackexchange.com",
"https://softwareengineering.stackexchange.com/users/153175/"
] | >
> Is this how long they usually are, or do they depend on the size of the development team?
>
>
>
No. In my experience, they're either <10 minutes for a manageable team or like 30 minutes because the team is too large or there's nobody (good) in charge. Once you get over 10 minutes, people get antsy and stop listening.
>
> Must every team member speak in these?
>
>
>
**Yes.** If they didn't do anything worth speaking about, they shouldn't be in the scrum - either because they belong on another team (stop wasting their time), or because they need to be fired (stop wasting *your* time). | The Scrum meetings should mainly involve
1. What is the progress from the last meeting?
2. What do you plan to do next?
3. Do you see any blockers?
The actual time depends on the team size and should be short and quick.
This is mainly a technique in agile world where you want to dynamically assess the situation and take decisions and also increase the transparency and better communication. |
15,697 | My thesis (Canadian Research Based, Computer Science), collects three separate research projects (with a tenuous connecting thread).
While collating these projects into a single document, I have looked into other theses coming out of my university and others in my field, and have realized that it's looking like my thesis is going to be very large. Probably twice the average length of others in my field.
Which makes me wonder: Did I do **too much** work for a thesis? Should I have pushed my supervisor, cancelled the final proposed project (#3) and graduated on the strength of the first two?
I'll be graduating 6 months after my target deadline, with multiple publications, and so burnt out that my initial plan to pursue a PhD has collapsed. Can't change the past, so I'm asking here mostly out of curiosity, and for other future students. | 2014/01/12 | [
"https://academia.stackexchange.com/questions/15697",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/10757/"
] | It is not clear how to judge the "size" of a thesis (page length or word count is probably not very good), but one can clearly do too much research for a Masters or Doctorate. That said a factor of two difference is not really that big since there is always going to be a healthy overlap between the "largest" Master thesis and the "smallest" PhD thesis. If your Masters thesis is larger than the average PhD thesis and larger than the vast majority of Masters theses, then it is possibly too large.
As a student you need to be asking yourself why you are getting the qualification. Most students put in much more work than that which is required to simply graduate. You should make sure you push your supervisor to help you achieve your goals. | It is hard for me to understand some of your thinking. If your MSc thesis has already resulted in "multiple" publications, that means that you are actually closer to getting a PHD than most of your co-students, who have to start from scratch. A few weeks of rest, should be sufficient for you to actually recover from your "burnout", although it is quite unusual for students to actually refer to burnout from a MSC thesis. As multiple others (before me) have stated, the stress in a REAL job could be several orders of magnitude larger than the stress related with a bachelor or MSc degree (PHD is another case altogether). Also, the fact that a MSc thesis has provided multiple publications is also a good indicator that a) your supervisor knows what he is doing (which is a huge PLUS) b) you probably have what it takes to actually be successful in a future PHD.
Still, if you found the work for your thesis boring, stressful or simply too much for you, perhaps a PHD is not for you (and vice-versa). So, think it over (after some weeks of rest) on what you actually want. I am sure you will make the right choice (whatever that is) for you. |
15,697 | My thesis (Canadian Research Based, Computer Science), collects three separate research projects (with a tenuous connecting thread).
While collating these projects into a single document, I have looked into other theses coming out of my university and others in my field, and have realized that it's looking like my thesis is going to be very large. Probably twice the average length of others in my field.
Which makes me wonder: Did I do **too much** work for a thesis? Should I have pushed my supervisor, cancelled the final proposed project (#3) and graduated on the strength of the first two?
I'll be graduating 6 months after my target deadline, with multiple publications, and so burnt out that my initial plan to pursue a PhD has collapsed. Can't change the past, so I'm asking here mostly out of curiosity, and for other future students. | 2014/01/12 | [
"https://academia.stackexchange.com/questions/15697",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/10757/"
] | It is not clear how to judge the "size" of a thesis (page length or word count is probably not very good), but one can clearly do too much research for a Masters or Doctorate. That said a factor of two difference is not really that big since there is always going to be a healthy overlap between the "largest" Master thesis and the "smallest" PhD thesis. If your Masters thesis is larger than the average PhD thesis and larger than the vast majority of Masters theses, then it is possibly too large.
As a student you need to be asking yourself why you are getting the qualification. Most students put in much more work than that which is required to simply graduate. You should make sure you push your supervisor to help you achieve your goals. | **As with many questions in academia, the answer is "It depends."**
*Too much* is a subjective term, but I think it probable that you did not put *too much* work into your thesis, in that the extra work should not cause the work to be of lesser quality, nor should you be judged negatively on the basis of having a larger than average thesis. Although there are limits as to how much extra work is beneficial and how much may be perceived as an attempt at padding; in general, having done more research will be a plus no matter what your plans for the future.
**However**--and this is the 'it depends' part--you have probably put too much work into the thesis if the following apply to you.
* You have lost the continuity and focus of your work. (How tenuous is the connection between your several projects? Is it a long stretch to connect them in the same work, or are they just different views/portions of the same problem?)
* You had to neglect other important aspects of your life to complete the third project.
* You have done research that would better have waited for the PhD program. (This point is debatable; the amount of work that is needed for a successful PhD thesis is a [hotly debated topic](https://academia.stackexchange.com/q/8747/7921), and it is not clear whether it is generally an advantage to have done doctoral level research now.)
* You are facing a long-term burnout as a result of over-work during your Master thesis. Don't jump to this conclusion too quickly--take some time off, and give yourself permission to do absolutely nothing except be lazy and have fun. Even a week of this total vacation can do wonders to relieve the stress that we over-achievers put on ourselves!
Ultimately only you can decide whether or not you have put in *too much* work on your Master's thesis. But before you decide that this is the case (and also before you give up on attaining a PhD), take a break, recuperate, and give yourself a chance to see the world through less-stressed eyes! |
15,697 | My thesis (Canadian Research Based, Computer Science), collects three separate research projects (with a tenuous connecting thread).
While collating these projects into a single document, I have looked into other theses coming out of my university and others in my field, and have realized that it's looking like my thesis is going to be very large. Probably twice the average length of others in my field.
Which makes me wonder: Did I do **too much** work for a thesis? Should I have pushed my supervisor, cancelled the final proposed project (#3) and graduated on the strength of the first two?
I'll be graduating 6 months after my target deadline, with multiple publications, and so burnt out that my initial plan to pursue a PhD has collapsed. Can't change the past, so I'm asking here mostly out of curiosity, and for other future students. | 2014/01/12 | [
"https://academia.stackexchange.com/questions/15697",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/10757/"
] | It is hard for me to understand some of your thinking. If your MSc thesis has already resulted in "multiple" publications, that means that you are actually closer to getting a PHD than most of your co-students, who have to start from scratch. A few weeks of rest, should be sufficient for you to actually recover from your "burnout", although it is quite unusual for students to actually refer to burnout from a MSC thesis. As multiple others (before me) have stated, the stress in a REAL job could be several orders of magnitude larger than the stress related with a bachelor or MSc degree (PHD is another case altogether). Also, the fact that a MSc thesis has provided multiple publications is also a good indicator that a) your supervisor knows what he is doing (which is a huge PLUS) b) you probably have what it takes to actually be successful in a future PHD.
Still, if you found the work for your thesis boring, stressful or simply too much for you, perhaps a PHD is not for you (and vice-versa). So, think it over (after some weeks of rest) on what you actually want. I am sure you will make the right choice (whatever that is) for you. | **As with many questions in academia, the answer is "It depends."**
*Too much* is a subjective term, but I think it probable that you did not put *too much* work into your thesis, in that the extra work should not cause the work to be of lesser quality, nor should you be judged negatively on the basis of having a larger than average thesis. Although there are limits as to how much extra work is beneficial and how much may be perceived as an attempt at padding; in general, having done more research will be a plus no matter what your plans for the future.
**However**--and this is the 'it depends' part--you have probably put too much work into the thesis if the following apply to you.
* You have lost the continuity and focus of your work. (How tenuous is the connection between your several projects? Is it a long stretch to connect them in the same work, or are they just different views/portions of the same problem?)
* You had to neglect other important aspects of your life to complete the third project.
* You have done research that would better have waited for the PhD program. (This point is debatable; the amount of work that is needed for a successful PhD thesis is a [hotly debated topic](https://academia.stackexchange.com/q/8747/7921), and it is not clear whether it is generally an advantage to have done doctoral level research now.)
* You are facing a long-term burnout as a result of over-work during your Master thesis. Don't jump to this conclusion too quickly--take some time off, and give yourself permission to do absolutely nothing except be lazy and have fun. Even a week of this total vacation can do wonders to relieve the stress that we over-achievers put on ourselves!
Ultimately only you can decide whether or not you have put in *too much* work on your Master's thesis. But before you decide that this is the case (and also before you give up on attaining a PhD), take a break, recuperate, and give yourself a chance to see the world through less-stressed eyes! |
169,305 | In Italian, "to love someone" has two translations:
* *amare qualcuno*, meaning "to desire a romantic relationship with someone";
* *voler bene a qualcuno*, meaning "to care for someone" (literally: "to wish for someone's good") - for example, "*to love* a friend" is translated as "*voler bene a* un amico".
I don't know of any word in English which is as strong as "to love", yet cannot be misunderstood for interest in a romantic relationship. Is there such a phrase?
So far, the best I came up with is "to care for someone", but it doesn't express the same strength, so to speak, as "to love [a friend]". | 2014/05/09 | [
"https://english.stackexchange.com/questions/169305",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/61885/"
] | I'm going to go with "no". We live in ambiguity of the many meanings of "love" in English, or if we need to be specific we resort to similes or explanations: "I love you like a [sister/friend/parent]". | We don't have a special word for this. When we need to distinguish it, we say something like like: I love you, but I'm not *in love* with you.
*In love* refers to strong, romantic affection. |
169,305 | In Italian, "to love someone" has two translations:
* *amare qualcuno*, meaning "to desire a romantic relationship with someone";
* *voler bene a qualcuno*, meaning "to care for someone" (literally: "to wish for someone's good") - for example, "*to love* a friend" is translated as "*voler bene a* un amico".
I don't know of any word in English which is as strong as "to love", yet cannot be misunderstood for interest in a romantic relationship. Is there such a phrase?
So far, the best I came up with is "to care for someone", but it doesn't express the same strength, so to speak, as "to love [a friend]". | 2014/05/09 | [
"https://english.stackexchange.com/questions/169305",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/61885/"
] | I'm going to go with "no". We live in ambiguity of the many meanings of "love" in English, or if we need to be specific we resort to similes or explanations: "I love you like a [sister/friend/parent]". | I think Americans use the conjunction 'but' to distinguish brotherly sentiment from romantic love or employ slang: 'Love ya bro' |
169,305 | In Italian, "to love someone" has two translations:
* *amare qualcuno*, meaning "to desire a romantic relationship with someone";
* *voler bene a qualcuno*, meaning "to care for someone" (literally: "to wish for someone's good") - for example, "*to love* a friend" is translated as "*voler bene a* un amico".
I don't know of any word in English which is as strong as "to love", yet cannot be misunderstood for interest in a romantic relationship. Is there such a phrase?
So far, the best I came up with is "to care for someone", but it doesn't express the same strength, so to speak, as "to love [a friend]". | 2014/05/09 | [
"https://english.stackexchange.com/questions/169305",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/61885/"
] | I'm going to go with "no". We live in ambiguity of the many meanings of "love" in English, or if we need to be specific we resort to similes or explanations: "I love you like a [sister/friend/parent]". | To love someone as a friend can be considered as **platonic** love. |
169,305 | In Italian, "to love someone" has two translations:
* *amare qualcuno*, meaning "to desire a romantic relationship with someone";
* *voler bene a qualcuno*, meaning "to care for someone" (literally: "to wish for someone's good") - for example, "*to love* a friend" is translated as "*voler bene a* un amico".
I don't know of any word in English which is as strong as "to love", yet cannot be misunderstood for interest in a romantic relationship. Is there such a phrase?
So far, the best I came up with is "to care for someone", but it doesn't express the same strength, so to speak, as "to love [a friend]". | 2014/05/09 | [
"https://english.stackexchange.com/questions/169305",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/61885/"
] | I'm going to go with "no". We live in ambiguity of the many meanings of "love" in English, or if we need to be specific we resort to similes or explanations: "I love you like a [sister/friend/parent]". | In American English, if we love someone as a friend, we usually say that we [**like**](http://www.wordcentral.com/cgi-bin/thesaurus) that person.
* I **like** Gladys because she is a faithful and kindhearted friend. |
31,786 | Most (if not all) major Christian denominations seem to support the idea of "social justice." Most sources I've read seem to agree that the term itself was originally a Christian term that's gotten traction in more secular circles. Nowadays, people tend to use it mostly as a catch-all for a wide variety of political movements they believe in. I've seen "social justice" tied to campaigns for organic food, both sides of the abortion debate, tax policy, you name it.
My question is: Is there a specific Christian definition of the term "social justice" In particular, is it something different from plain ol' justice, or is the extra word just redundant? | 2014/08/05 | [
"https://christianity.stackexchange.com/questions/31786",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/14419/"
] | For Evangelicals, Christianity Today can usually be counted on as a pretty good current "state of the church" type of statement. They [define social justice](http://www.christianitytoday.com/ct/topics/s/social-justice/?paging=off) as follows:
>
> It’s a tired trope that evangelicals only recently began caring about “social justice,” a buzzword that carries connotations of political activism and “the social gospel.” In fact, orthodox Christians have long recognized in Scripture a call to defend and uphold the dignity and well being of all persons, especially the poor and powerless. Take, for example, John Wesley, who led prison reform and abolitionists movements in 18th-century England. More recently, evangelical leaders like Ron Sider and Jim Wallis have promoted Christian engagement in anti-war, environmental, and immigration causes, while facing suspicion of falling prey to partisan politics. At the local church level, sex trafficking, fair trade, and clean water campaigns are trendy ways today for lay Christians to fight social ills, even if that means simply clicking a “Like” button.
>
>
>
This fits well with Pope Francis' call to:
>
> protect... people, showing loving concern for each and every person, especially children, the elderly, those in need, who are often the last we think about. (3/19/13)
>
>
>
All of this is rooted in Jesus' statement inn Matthew 25 that Christians should show love "to the least of these my brethren" or to Mary's [Magnificat](http://en.wikipedia.org/wiki/Magnificat) in Luke 1.
The focus of the phrase "social justice" almost always implies:
* a focus on those least able to speak up for themselves
* a focus on action to alleviate direct needs
At its worst, it can to some carry a negative connotation that implies [liberation theology](https://christianity.stackexchange.com/questions/8392/what-is-the-scriptural-basis-for-liberation-theology) or a focus on "doing good works" to the exclusion of teaching "the gospel" - but mature Christians typically understand that social justice is actually not something that can be divorced from the redemption message of the Gospel. | The best definition of "social justice" is probably to be found in the parable of the Sheep and the goats (Matthew 25:31 et seq.), wherein those who fed the hungry, cared for the sick, and visited the prisoner were adjudged to be righteous, and those who did not do these things were adjudged as unrighteous. It is taking the teachings of Jesus to the pharisee on the meaning of the Great commandment, and applying it to non-religious circumstances. |
31,786 | Most (if not all) major Christian denominations seem to support the idea of "social justice." Most sources I've read seem to agree that the term itself was originally a Christian term that's gotten traction in more secular circles. Nowadays, people tend to use it mostly as a catch-all for a wide variety of political movements they believe in. I've seen "social justice" tied to campaigns for organic food, both sides of the abortion debate, tax policy, you name it.
My question is: Is there a specific Christian definition of the term "social justice" In particular, is it something different from plain ol' justice, or is the extra word just redundant? | 2014/08/05 | [
"https://christianity.stackexchange.com/questions/31786",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/14419/"
] | No, there's not a specific Christian definition for this phrase. It means various things to different people based on their own values. The defiition, in general is the same as it is in the secular world - to champion social causes that are considered "Just". Beyond that, it gets into "What's 'Just'?".
Put simply, there's no "Specific Christian definition" because "Christianity" is not one single view, it's the sum total of all the views of the believers. See [Is it valid to ask if “Christianity” teaches anything?](https://christianity.meta.stackexchange.com/questions/2237/is-it-valid-to-ask-if-christianity-teaches-anything) | The best definition of "social justice" is probably to be found in the parable of the Sheep and the goats (Matthew 25:31 et seq.), wherein those who fed the hungry, cared for the sick, and visited the prisoner were adjudged to be righteous, and those who did not do these things were adjudged as unrighteous. It is taking the teachings of Jesus to the pharisee on the meaning of the Great commandment, and applying it to non-religious circumstances. |
31,786 | Most (if not all) major Christian denominations seem to support the idea of "social justice." Most sources I've read seem to agree that the term itself was originally a Christian term that's gotten traction in more secular circles. Nowadays, people tend to use it mostly as a catch-all for a wide variety of political movements they believe in. I've seen "social justice" tied to campaigns for organic food, both sides of the abortion debate, tax policy, you name it.
My question is: Is there a specific Christian definition of the term "social justice" In particular, is it something different from plain ol' justice, or is the extra word just redundant? | 2014/08/05 | [
"https://christianity.stackexchange.com/questions/31786",
"https://christianity.stackexchange.com",
"https://christianity.stackexchange.com/users/14419/"
] | No, there's not a specific Christian definition for this phrase. It means various things to different people based on their own values. The defiition, in general is the same as it is in the secular world - to champion social causes that are considered "Just". Beyond that, it gets into "What's 'Just'?".
Put simply, there's no "Specific Christian definition" because "Christianity" is not one single view, it's the sum total of all the views of the believers. See [Is it valid to ask if “Christianity” teaches anything?](https://christianity.meta.stackexchange.com/questions/2237/is-it-valid-to-ask-if-christianity-teaches-anything) | For Evangelicals, Christianity Today can usually be counted on as a pretty good current "state of the church" type of statement. They [define social justice](http://www.christianitytoday.com/ct/topics/s/social-justice/?paging=off) as follows:
>
> It’s a tired trope that evangelicals only recently began caring about “social justice,” a buzzword that carries connotations of political activism and “the social gospel.” In fact, orthodox Christians have long recognized in Scripture a call to defend and uphold the dignity and well being of all persons, especially the poor and powerless. Take, for example, John Wesley, who led prison reform and abolitionists movements in 18th-century England. More recently, evangelical leaders like Ron Sider and Jim Wallis have promoted Christian engagement in anti-war, environmental, and immigration causes, while facing suspicion of falling prey to partisan politics. At the local church level, sex trafficking, fair trade, and clean water campaigns are trendy ways today for lay Christians to fight social ills, even if that means simply clicking a “Like” button.
>
>
>
This fits well with Pope Francis' call to:
>
> protect... people, showing loving concern for each and every person, especially children, the elderly, those in need, who are often the last we think about. (3/19/13)
>
>
>
All of this is rooted in Jesus' statement inn Matthew 25 that Christians should show love "to the least of these my brethren" or to Mary's [Magnificat](http://en.wikipedia.org/wiki/Magnificat) in Luke 1.
The focus of the phrase "social justice" almost always implies:
* a focus on those least able to speak up for themselves
* a focus on action to alleviate direct needs
At its worst, it can to some carry a negative connotation that implies [liberation theology](https://christianity.stackexchange.com/questions/8392/what-is-the-scriptural-basis-for-liberation-theology) or a focus on "doing good works" to the exclusion of teaching "the gospel" - but mature Christians typically understand that social justice is actually not something that can be divorced from the redemption message of the Gospel. |
157,822 | Background: Around 600 years ago, the whole world was in conflict.
Outside of Ser, the world was a chaotic and dangerous place. Ser was the only neutral country in a world filled with violence and devastation. There were at least 8 wars going on and nobody had any alliances. All trade was cut off.
The country Ser, led by an aging Empress Ana, said the following:
>
> Let them fight, die, or whatever it is that barbarians do with one another. There is no need to intervene, so long as they do not cross our borders.
>
>
>
Upon her death, her son gained the throne and had a much different stance on the matter. In fact, he declared war upon the *entire world:*
>
> As of this moment, the Ser Empire will begin to liberate the people in the world burdened by their oppressive governments, who forfeited their right to yield power when they abused it. We will extend our hand in leadership towards these victims and one by one, we will unite all of mankind. This will be the last war.
>
>
>
In a nutshell, they were able to actually conquer the entire world due to their brilliant military strategist. I won't go into detail.
---
In response to being conquered, about 50 years later a superhuman organization intent on overthrowing the Ser government was created called Res. They almost succeeded.
A new secret organization of superhumans called Rova was created, secretly sponsored by the Ser government to defeat Res. Res was defeated and disbanded, only to keep resurfacing every once in a while.
---
**500 years later**, in a world very similar to modern Earth, Rova continues to protect the world from the chaos of Res.
I'm having a hard time figuring out just how big secret organizations such as Res and Rova would be. **How big would Res be, considering that its leaders and key figures have been defeated time and time again? How big would Rova be, with the support and finances of the Ser government?**
The way the Rova organization works currently in my story: They have a shell organization or organizations that are legitimate on the outside, but most of its members are all part of something bigger. For example, the Rova headquarters is located in the capital city of Ser, in a building that leases office space to some other large organizations.
---
Specifically, I'm trying to figure out how buildings each organization might own, or how many employees I should decide each organization has. Or how they might get away with staying in the shadows for hundreds of years and yet maintain influence on an international scale.
---
EDIT Clarification 1: Superhumans are born, not made. They can been seen as similar to mutants from the X-Men/Marvel universe. However, there is also some genetics involved: Normal people tend to produce normal children, and superhumans tend to make superhuman children. But it is also not out of the ordinary for normal people to produce superhumans, or vice versa.
EDIT Clarification 2: Although it is true that rebellions thrive on publicity, Res is keeping themselves secret because they aren't strong enough to take on the entire world by themselves. They need to slowly gain enough members secretly until they believe they can take on the entire world's armies. Their political views simply do not have enough public support to justify coming to the surface - especially with their history of violence. | 2019/10/07 | [
"https://worldbuilding.stackexchange.com/questions/157822",
"https://worldbuilding.stackexchange.com",
"https://worldbuilding.stackexchange.com/users/68902/"
] | My answer is: pretty small.
I'd personally go with something like 1000-3000 humans in the whole world.
That is to cover the entire planet.
Here is a couple of points to justify the number.
* Consider how much influence google, facebook, and amazon are for example.
Each can be run by a couple of people.
Gone are the days of dragging the rebel to the town square and beheading him.
It's enough to simply omit them from the internet.
* Lobbies, interest groups, and all the actual dirty politics of the modern world.
Oh boy. Are we talking.
Imagine how much those groups actually effect the country and even world.
Why are we letting them get away? Simple. They control the elected officials.
Now there are levels of this. But in truth if your group is big enough and strong enough, which is is because magic, you can be even more powerful.
And you just need a handful of people to control it.
* Money.
If you control the money you control the world.
Honestly it's that simple.
Especially in the context of magic and planning for centuries for advance.
Your group of people can have the entire world in debt and still have them borrow more.
Think of Crassus in the Roman Republic.
So have a bunch of venture capitalist and bankers in there.
* Big companies. Like really big companies. Think GE.
Pretty simple. One figure head for that company.
* Science and research.
Yep. They can be bought and sold.
I don't want to get into too much real world politics.
But you would be surprised how much the actual scientific community is...
Well. A community. A group of humans with all that brings.
So again with enough money you can easily control the whole thing.
Also science is not an abstract meditation thing.
Scientists need money. And if you control the money...
* The military.
If you control enough of the high ranking generals you effectively control the military. Pretty simple.
* The media.
If they are not corrupt they are just plain wrong and stupid.
And if you super duper smart journalist can't find a sing newspaper or channel to run their story, then they don't have a story.
If the idea the games causes violence or that metalhead are satanists then I'm pretty sure they won't mind getting paid to still cover lies.
I mean if they gonna suck anyway, might as well get paid.
* Art. You finances the next movie, game, play, and other stuff?
Yeah. They decide what is on screen and what people can see.
Think how big Netflix, Sony, and Disney are. Just imagine.
OH you just made a masterpiece with a crew of 2 and a budget of a grilled cheese sandwich and some change?
OK. But where will it air? How can people see it?
If you are into cinema you will be surprised at how much they even screw up the non political parts of it.
And all that with the supreme goal of mere money making.
However if your group don't care then it won't even matter if the movies make money or not.
* Friendly head of states in third world countries.
Is a thing. And it sucks.
Want to mine Phlebotinum but can't find it anywhere but in this hellhole that is in a constant state or civil war like an NPC in a loop?
Just a couple of millions in peaceful aid.
Just your run of the mill artillery, tanks, automatic rifles, and kevlar
The stuff children need to survive.
And now you have your very own government.
Ask that dictator for the hearts of a 100 child monthly and they will oblige.
I read about literal cannibal dictators in Africa.
So. Yep.
* Little global conflicts.
Because you already own most of the world as it is.
You still let people have their fun and problem.
But you don't have to worry about actual opposition.
* The Godfather's model.
The idea is that you do people favors of all types and sorts and then they owe you. And you should not be stupid enough to ask them something they won't like doing.
So how can you actually control a several million people army?
You approach the up and coming officers. You don't break their door and drop a bag of gold on their beds while putting a gun to their child's head.
You gradually introduce them into you world with whatever vices or method is more appropriate.
With time they come to depend on their "godfather" more and more.
You insure they rise to the top or whatever position you want.
By that point, we are talking years, they already view that person as a good guy.
If he says they should support that war against that country then it's not like a stranger or a blackmailer. It's the guy that have been looking out for them since day one.
Then you already have the entire cabinet in your pocket.
You also have the media.
They open the TV and it's about the necessity for war against country X.
They speak to the elected people and again it's war.
Their fellow officers want war.
If you control enough people then the rest will follow.
Same with every single aspect of society.
Buy the head of university, but the think tank, buy people the head of
the local fast food store for all it matters. You can afford it.
You also don't ask the upstanding vegan doctor who volunteers all the time and uses a bicycle and is really child, to go butcher a nosy journalist.
You ask the corrupt cop, you ask the button man.
In fact the ruling class/elite/group...etc is so removed for the request of murder that they are never aware about the day to day affairs.
All this is with as little magic as possible.
You superhumans can change it further.
So just having the resources, focus, and time to do it is enough.
They can do it with a 100. But I gave a more generous number to comfortably cover the world. So that there is no stress of worrying. | Well, you need to consider what resources and superhuman abilities that Res has access to, and the power levels of supers in the setting in general. Perhaps it keeps coming back because a leader/founder has some kind of reincarnation ability or something similar that allows him to keep starting the organization up again no matter how many times Rova finishes him off? Can some members teleport away from capture? And just how easily can each side recruit new supers? |
110,726 | The Psychic Power 'Strength of my Enemy' allows you to enhance any (natural) weapon you have to deal one point of strength damage with each succesful hit. This drained strength is then added to your own as an enhancement bonus.
The power itself clearly states that it lasts for 1 round per lvl. However, the effect of this power is NOT "you get a strength bonus". The effect of this power is "As long as the effect last, you can drain strength from your enemies."
So how long does the strength bonus last? Indefinitely? Until the effect ends? Or "1 round/lvl from the moment you drained this specific strength point?"
Or, to keep bookkeeping easy: "1 round/level from the moment you drained the last point from a specific creature", since each creature's drained strength is counted as a seperate bonus. | 2017/11/29 | [
"https://rpg.stackexchange.com/questions/110726",
"https://rpg.stackexchange.com",
"https://rpg.stackexchange.com/users/24453/"
] | You use the speed of whatever movement mode(s) you are using
------------------------------------------------------------
For most intents and purposes, all of a creature's movement modes are interchangeable other than what sorts of terrain they can be used in. All of the various available speeds simply define how far you can move while using that movement mode. i.e. if a creature is flying, it uses its fly speed for any movement it takes.
The Rules Compendium has information supporting this conclusion spread out in various places through the "Movement, Distance, And Terrain" section of Chapter 6.
>
> move: Any instance of movement, whether it is done willingly or unwillingly. Whenever a creature, an object, or an effect leaves a square to enter another, it is moving. Shifting, teleporting, and being pushed are all examples of moves.
>
> speed: The distance (in squares) that a creature can move using the walk action.
>
>
>
Rules Compendium, page 200
>
> ### Special Movement Modes
>
>
> [...]
>
>
> If a creature can use a special movement mode, it can take the walk or the run action using its speed (or simply stand still) with that movement mode instead of its walking speed. It might also be able to charge, shift, or use other move actions while using that movement mode. For instance, a creature that has a fly speed can take the walk action to fly instead of walk, and it can shift while flying.
>
>
>
Rules Compendium, pages 202-203
>
> ### Flying
>
>
> [...]
>
>
> **Fly Speed:** To fly, a creature takes the walk, run, or charge action but uses its fly speed in place of its walking speed. A creature that has a fly speed can also shift and take other move actions, as appropriate, while flying.
>
>
>
Rules Compendium, page 210
As a side note, it's possible to combine multiple movement types into a single move. Rules Compendium page 204: Combining Movement Modes covers how to calculate your speed when doing such. | Rules Compendium on Speed:
>
> A creature's speed represents the number of 5-foot squares it can move
> when taking a move action to walk. Some creatures have speeds for
> movement modes other than walking: Burrowing, climbing, flying and
> swimming.
>
>
>
This would lead me to understand that an effect that refers to a creature's Speed refer to the actual Speed statistic, and not it's speed when using special movement modes.
Basically, 'Speed' and 'Flight Speed' are different terms, and thus mean different things. |
46,398,875 | As per link - <http://activemq.apache.org/activemq-message-properties.html>
Message should have "**JMSXDeliveryCount**" used for Number of attempts to send the message
When checked from jconsole for message properties, it's missing though other Jms supported property like "**JMSXGroupID**" & "**JMSXGroupSeq**" is available
[](https://i.stack.imgur.com/ZPQOx.png)
Note: -
1. I have used standard activemq-5.14.2 setup and starting it up from win64
2. JBoss Server is used | 2017/09/25 | [
"https://Stackoverflow.com/questions/46398875",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/3568094/"
] | The JMSXDeliveryCount property is only available when the message has been delivered once and then re-dispatched (session recover etc). If the delivery count of the message is zero then there will be no JMSXDeliveryCount present in the returned set from getPropertyNames() or the like. | There is a message property named JMSXDeliveryCount that indicates how many times the message has been delivered. Section 3.5.11 of the JMS 2. 0 spec says this about JMSXDeliveryCount:
When a client receives a message the mandatory JMS-defined message property JMSXDeliveryCount will be set to the number of times the message has been delivered. The first time a message is received it will be set to 1, so a value of 2 or more means the message has been redelivered.
If the JMSRedelivered message header value is set then the JMSXDeliveryCount property must always be 2 or more. See section 3.4.7 “JMSRedelivered” for more information about the JMSRedelivered message header,
The purpose of the JMSXDeliveryCount property is to allow consuming applications to identify whether a particular message is being repeatedly redelivered and take appropriate action.
The value of the JMSXDeliveryCount property is not guaranteed to be exactly correct. The JMS provider is not expected to persist this value to ensure that its value is not lost in the event of a failure. |
36,158 | The battle of Adwa was fought between Italians and Ethiopians in northern Ethiopia in 1896. The Italians were defeated and it was the greatest victory for Africans. Were there any other battles where Africans defeated Europeans between 1850 and 1950? | 2017/03/24 | [
"https://history.stackexchange.com/questions/36158",
"https://history.stackexchange.com",
"https://history.stackexchange.com/users/24229/"
] | One example of a clear and decisive European defeat is the [Battle of Isandlwana](https://en.wikipedia.org/wiki/Battle_of_Isandlwana) in 1879, during the [Anglo-Zulu War](https://en.wikipedia.org/wiki/Anglo-Zulu_War). The British started taking the Zulus a lot more seriously after that, and won the war. | An example in which the native forces were numerically inferior1 the colonizing forces was the [Battle of Annual](https://en.wikipedia.org/wiki/Battle_of_Annual) in Morocco in 1924.
Not in Africa, but still part of the colonial efforts, in 1857 the [Indian Rebellion](https://en.wikipedia.org/wiki/Indian_Rebellion_of_1857) managed to expel the British East India Company for two years.
---
1OTOH, the technological differences between the two forces were not as lopsided as it was in Isandlwana. |
36,158 | The battle of Adwa was fought between Italians and Ethiopians in northern Ethiopia in 1896. The Italians were defeated and it was the greatest victory for Africans. Were there any other battles where Africans defeated Europeans between 1850 and 1950? | 2017/03/24 | [
"https://history.stackexchange.com/questions/36158",
"https://history.stackexchange.com",
"https://history.stackexchange.com/users/24229/"
] | One example of a clear and decisive European defeat is the [Battle of Isandlwana](https://en.wikipedia.org/wiki/Battle_of_Isandlwana) in 1879, during the [Anglo-Zulu War](https://en.wikipedia.org/wiki/Anglo-Zulu_War). The British started taking the Zulus a lot more seriously after that, and won the war. | [Afroblogger](http://theafroblogger.blogspot.com/2016/01/10-most-amazing-military-upsets-by.html?m=1) lists the greatest upsets by Africans against European armies |
36,158 | The battle of Adwa was fought between Italians and Ethiopians in northern Ethiopia in 1896. The Italians were defeated and it was the greatest victory for Africans. Were there any other battles where Africans defeated Europeans between 1850 and 1950? | 2017/03/24 | [
"https://history.stackexchange.com/questions/36158",
"https://history.stackexchange.com",
"https://history.stackexchange.com/users/24229/"
] | An example in which the native forces were numerically inferior1 the colonizing forces was the [Battle of Annual](https://en.wikipedia.org/wiki/Battle_of_Annual) in Morocco in 1924.
Not in Africa, but still part of the colonial efforts, in 1857 the [Indian Rebellion](https://en.wikipedia.org/wiki/Indian_Rebellion_of_1857) managed to expel the British East India Company for two years.
---
1OTOH, the technological differences between the two forces were not as lopsided as it was in Isandlwana. | [Afroblogger](http://theafroblogger.blogspot.com/2016/01/10-most-amazing-military-upsets-by.html?m=1) lists the greatest upsets by Africans against European armies |
69,408 | [](https://i.stack.imgur.com/9EeLl.png)
(from <http://www.sheetmusic1.com/winston/Road.pdf>)
I have figured that the first chord he plays is a Cm11 but what is the chord in the fifth bar? I know it could be a million things such as Em7#5/C or a Cmaj9 with the 7th omitted, but what would it most logically be thought of given the idea of chord progressions? | 2018/03/30 | [
"https://music.stackexchange.com/questions/69408",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/48200/"
] | I think it's pretty clearly a C(add9). There's not much functional going on here. He's just exploring various colours of C chord. It's not until bar 29 that he decides the C7 is going to be the dominant of F. And that's really the only bit of functional harmony in the whole piece!
This is George Winston in his pastoral, 'New Age' style. He meanders rather than progresses. That's OK, but there's maybe not much point in labelling the chords 'logically'. | Whenever you're confronted with a difficult analytic decision like this, try to explain it in a way that not only helps you hear *this* section, but that also might help inform a later section. Another way to frame this suggestion is to use later material to help determine what's happening earlier.
When we get to the *Moderato* section in m. 8, I immediately see a switch after two measures from C minor to C major. As such, I think it would be best to understand m. 5 as a type of C major, since hearing it that way will create a Cm-to-CM progression similar to the one that we'll hear starting in m. 8.
As such, my read would be that m. 5 is a Cadd9 chord.
But there's another reason, too: since the bass `C G` doesn't change in m. 5, it's going to be easier for the listener to understand m. 5 as a modification of the chord that came before it, not a chord with a completely different root.
---
Having listened to the entire piece, one could understand these C chords as just suggesting dominant in various (if slightly unorthodox) ways. The F chord halfway through page 2 really sounds like tonic at first hearing, although the F at the end really sounds like IV. Ultimately, I think that's the point of the piece: harmonic ambiguity. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | I attended an interesting talk by Timothy Guasco,
who teaches physical chemistry at a US college.
He's reduced some of the high demands for mathematical
skills in PChem by displacing some math derivations with
computation and modeling. Then he needs the students to
understand the concepts of calculus, but they do not
need to be adept at calculating.
E.g., they need to be able to understand perturbation
theory—partial derivatives and $\nabla$—while
relying on computation after the model is detailed.
It could well be that this tradeoff between mathematical
derivations and computation will be more widespread in the
future. If so, it suggests that understanding the concepts
of calculus is more important than the ability to solve
calculus problems or prove theorems. | If you replace computations with proofs (since the students don't like it, haven't had it), than you are substituting beets for spinach. ;-) (Worse for bad, if you didn't get it.)
If the students did not validate the course than they have problems with the material. For those who can easily learn the computations, fine, it will be an easy A. But I would be much more wary of kids who NEED more practice since they struggled the first time through. Your counsel to them should be very much on the need to practice, to stay up to speed, and to NOT get overconfident because it is easy at first.
In class and after class drill is what the students need. If they are going to be engineers or physicists or chemists, they need to just be able to think of calculus as no big deal within a derivation or some homework problem in fluids, electrostatics, or P chem.
This isn't just me being a hardass, this is the counsel from Feynman or lots of physics grad students. Lots of classroom and after class drill is the best medicine.
FYI, you admit your lack of experience with what general technical students need, but I can honestly tell you that I have broad background here (I probably don't know what the math student needs!) general engineering at collged, chemistry through Ph.D., mechanical engineering (in the field), officer Navy nuclear power school, applied psychology (heavy stats), etc. And that included classes (but not concentrations) in EE and control systems. You need the basic calculus building blocks to be comfortable when there are derivations or homework problems in technical classes (and many students will at least need to get through ODE. If you aren't solid on integrals, good luck with ODE.)
Teach the kids basic classical Granville. A few proofs along the way are fine. As motivation, examples, etc. But not as the reason. Please don't jump down the "real analysis during calculus" path. There is no reason kids can't go back and do that later. And lots of very high level theoretical physicists say it doesn't help them.
Finally, I encourage you to expand your horizons and get some general technical education. It will make you a better teacher of engineers or the like. One example of a very powerful mathematician who still had an understanding of what technical students needed, and even a sympathy of wanting them to learn it, was Kreyszig. He wrote a very classical mathy (but pedagogical) Advanced Engineering Math text. But he also wrote books on functional analysis and differential geometry. So it's not like he didn't know the fancy stuff. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | I'll address one piece of your question: how to think about proofs in a class for non-majors. I've tried to approach this by assuming that, whether or not a proof is good for the students, they haven't learned how to read and understand proofs, and can't be expected to do so on their own.
So any time I include a proof, I need to not only teach them the proof, but teach them how to think about this particular proof. Assuming the students are comfortable with calculations, that means only worrying about the proofs that are one conceptual step above the calculations, so that I can explain its value by pointing back to the calculations. Usually these end up being proofs where either the proof is mostly a worthwhile calculation itself ("this is a good example of the method we just learned...") or where the proof illustrates the use of an assumption. If I can't explain the purpose of the proof concretely ("Well, this proof helps us understand why...") then it's too abstract. | If you replace computations with proofs (since the students don't like it, haven't had it), than you are substituting beets for spinach. ;-) (Worse for bad, if you didn't get it.)
If the students did not validate the course than they have problems with the material. For those who can easily learn the computations, fine, it will be an easy A. But I would be much more wary of kids who NEED more practice since they struggled the first time through. Your counsel to them should be very much on the need to practice, to stay up to speed, and to NOT get overconfident because it is easy at first.
In class and after class drill is what the students need. If they are going to be engineers or physicists or chemists, they need to just be able to think of calculus as no big deal within a derivation or some homework problem in fluids, electrostatics, or P chem.
This isn't just me being a hardass, this is the counsel from Feynman or lots of physics grad students. Lots of classroom and after class drill is the best medicine.
FYI, you admit your lack of experience with what general technical students need, but I can honestly tell you that I have broad background here (I probably don't know what the math student needs!) general engineering at collged, chemistry through Ph.D., mechanical engineering (in the field), officer Navy nuclear power school, applied psychology (heavy stats), etc. And that included classes (but not concentrations) in EE and control systems. You need the basic calculus building blocks to be comfortable when there are derivations or homework problems in technical classes (and many students will at least need to get through ODE. If you aren't solid on integrals, good luck with ODE.)
Teach the kids basic classical Granville. A few proofs along the way are fine. As motivation, examples, etc. But not as the reason. Please don't jump down the "real analysis during calculus" path. There is no reason kids can't go back and do that later. And lots of very high level theoretical physicists say it doesn't help them.
Finally, I encourage you to expand your horizons and get some general technical education. It will make you a better teacher of engineers or the like. One example of a very powerful mathematician who still had an understanding of what technical students needed, and even a sympathy of wanting them to learn it, was Kreyszig. He wrote a very classical mathy (but pedagogical) Advanced Engineering Math text. But he also wrote books on functional analysis and differential geometry. So it's not like he didn't know the fancy stuff. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | I attended an interesting talk by Timothy Guasco,
who teaches physical chemistry at a US college.
He's reduced some of the high demands for mathematical
skills in PChem by displacing some math derivations with
computation and modeling. Then he needs the students to
understand the concepts of calculus, but they do not
need to be adept at calculating.
E.g., they need to be able to understand perturbation
theory—partial derivatives and $\nabla$—while
relying on computation after the model is detailed.
It could well be that this tradeoff between mathematical
derivations and computation will be more widespread in the
future. If so, it suggests that understanding the concepts
of calculus is more important than the ability to solve
calculus problems or prove theorems. | What does an engineer need to get out of their calculus classes?
* The Reynolds Transport Theorem. All of their Physics, Chemistry, and Engineering classes have lots of hard conservation law problems. Teach them what all of those problems have in common, and their lives will be much easier.
* How to set up a story problem -- drawing a picture, labelling axes, directions, and dimensions, identifying knowns and unknowns.
* Comfort recognizing field conditions and boundary conditions.
* Comfort working with variables. It is much better to be able to derive an answer using variables, than to only be able to punch numbers into a calculator.
* Comfort using units and dimensional analysis. (For example, distances in meters, speeds in meters per second, accelerations in meters per second per second, jerks in …)
* How to check their work.
* Significant figures and error analysis. How accurate are the inputs? Does the algorithm mitigate or enhance errors? How accurate are the outputs?
* How to clearly explain an answer to someone who never took a calculus class. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | This depends hugely on what calculus class you are teaching. I'll speak to a non-major-focused calculus class (as opposed to non-majors in some other calc class).
* Idea that we can get a huge amount of information about functions' behavior from calculus ideas.
* The concept of marginality - not necessarily using that word, though it's great if you have econ/business majors. This is far more fundamental than we really understand, in my opinion.
* Totals and rates are inverse operations, in some sense.
* Assuming you have people with the right interests, that even simple models using rates (derivatives) can be useful (either symbolic or numerical integration, which doesn't have to be as intense as Runge-Kutta but could be essentially Euler's method in a spreadsheet). Models from fisheries to ice sheets to adoption of technology are all appropriate.
* The notion that how to talk about infinity might matter. (Cue their intro philosophy class and Aristotle or Hobbes, a theology class and Aquinas, or a history class and Galileo.) Everyone seems to have something to say about Zeno, even if [not everyone thinks it's solved by calculus](http://existentialcomics.com/comic/82).
>
> (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
>
>
>
Yes. Calculus is a course looking for a reason to exist, in many contexts - it's more of a gatekeeper than anything else. If your students don't know why they should care about functions once they are done memorizing them for an exam, it's trouble. That's why the modeling idea is key, though unfortunately not very easy to implement. See [the Manga guide to calculus](https://www.nostarch.com/mg_calculus.htm) for some very interesting ones that unfortunately probably won't make sense to your students until after they've actually had calculus. | If you replace computations with proofs (since the students don't like it, haven't had it), than you are substituting beets for spinach. ;-) (Worse for bad, if you didn't get it.)
If the students did not validate the course than they have problems with the material. For those who can easily learn the computations, fine, it will be an easy A. But I would be much more wary of kids who NEED more practice since they struggled the first time through. Your counsel to them should be very much on the need to practice, to stay up to speed, and to NOT get overconfident because it is easy at first.
In class and after class drill is what the students need. If they are going to be engineers or physicists or chemists, they need to just be able to think of calculus as no big deal within a derivation or some homework problem in fluids, electrostatics, or P chem.
This isn't just me being a hardass, this is the counsel from Feynman or lots of physics grad students. Lots of classroom and after class drill is the best medicine.
FYI, you admit your lack of experience with what general technical students need, but I can honestly tell you that I have broad background here (I probably don't know what the math student needs!) general engineering at collged, chemistry through Ph.D., mechanical engineering (in the field), officer Navy nuclear power school, applied psychology (heavy stats), etc. And that included classes (but not concentrations) in EE and control systems. You need the basic calculus building blocks to be comfortable when there are derivations or homework problems in technical classes (and many students will at least need to get through ODE. If you aren't solid on integrals, good luck with ODE.)
Teach the kids basic classical Granville. A few proofs along the way are fine. As motivation, examples, etc. But not as the reason. Please don't jump down the "real analysis during calculus" path. There is no reason kids can't go back and do that later. And lots of very high level theoretical physicists say it doesn't help them.
Finally, I encourage you to expand your horizons and get some general technical education. It will make you a better teacher of engineers or the like. One example of a very powerful mathematician who still had an understanding of what technical students needed, and even a sympathy of wanting them to learn it, was Kreyszig. He wrote a very classical mathy (but pedagogical) Advanced Engineering Math text. But he also wrote books on functional analysis and differential geometry. So it's not like he didn't know the fancy stuff. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | I'll address one piece of your question: how to think about proofs in a class for non-majors. I've tried to approach this by assuming that, whether or not a proof is good for the students, they haven't learned how to read and understand proofs, and can't be expected to do so on their own.
So any time I include a proof, I need to not only teach them the proof, but teach them how to think about this particular proof. Assuming the students are comfortable with calculations, that means only worrying about the proofs that are one conceptual step above the calculations, so that I can explain its value by pointing back to the calculations. Usually these end up being proofs where either the proof is mostly a worthwhile calculation itself ("this is a good example of the method we just learned...") or where the proof illustrates the use of an assumption. If I can't explain the purpose of the proof concretely ("Well, this proof helps us understand why...") then it's too abstract. | What does an engineer need to get out of their calculus classes?
* The Reynolds Transport Theorem. All of their Physics, Chemistry, and Engineering classes have lots of hard conservation law problems. Teach them what all of those problems have in common, and their lives will be much easier.
* How to set up a story problem -- drawing a picture, labelling axes, directions, and dimensions, identifying knowns and unknowns.
* Comfort recognizing field conditions and boundary conditions.
* Comfort working with variables. It is much better to be able to derive an answer using variables, than to only be able to punch numbers into a calculator.
* Comfort using units and dimensional analysis. (For example, distances in meters, speeds in meters per second, accelerations in meters per second per second, jerks in …)
* How to check their work.
* Significant figures and error analysis. How accurate are the inputs? Does the algorithm mitigate or enhance errors? How accurate are the outputs?
* How to clearly explain an answer to someone who never took a calculus class. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | I attended an interesting talk by Timothy Guasco,
who teaches physical chemistry at a US college.
He's reduced some of the high demands for mathematical
skills in PChem by displacing some math derivations with
computation and modeling. Then he needs the students to
understand the concepts of calculus, but they do not
need to be adept at calculating.
E.g., they need to be able to understand perturbation
theory—partial derivatives and $\nabla$—while
relying on computation after the model is detailed.
It could well be that this tradeoff between mathematical
derivations and computation will be more widespread in the
future. If so, it suggests that understanding the concepts
of calculus is more important than the ability to solve
calculus problems or prove theorems. | This depends hugely on what calculus class you are teaching. I'll speak to a non-major-focused calculus class (as opposed to non-majors in some other calc class).
* Idea that we can get a huge amount of information about functions' behavior from calculus ideas.
* The concept of marginality - not necessarily using that word, though it's great if you have econ/business majors. This is far more fundamental than we really understand, in my opinion.
* Totals and rates are inverse operations, in some sense.
* Assuming you have people with the right interests, that even simple models using rates (derivatives) can be useful (either symbolic or numerical integration, which doesn't have to be as intense as Runge-Kutta but could be essentially Euler's method in a spreadsheet). Models from fisheries to ice sheets to adoption of technology are all appropriate.
* The notion that how to talk about infinity might matter. (Cue their intro philosophy class and Aristotle or Hobbes, a theology class and Aquinas, or a history class and Galileo.) Everyone seems to have something to say about Zeno, even if [not everyone thinks it's solved by calculus](http://existentialcomics.com/comic/82).
>
> (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
>
>
>
Yes. Calculus is a course looking for a reason to exist, in many contexts - it's more of a gatekeeper than anything else. If your students don't know why they should care about functions once they are done memorizing them for an exam, it's trouble. That's why the modeling idea is key, though unfortunately not very easy to implement. See [the Manga guide to calculus](https://www.nostarch.com/mg_calculus.htm) for some very interesting ones that unfortunately probably won't make sense to your students until after they've actually had calculus. |
8,195 | When I teach a course for math majors (an analysis course out of Rudin, say), I have a more or less clear idea of what the students should take away from the course, having been in their shoes some 15 years ago.
But when teaching a calculus class for a mix of physics, engineering, economics, business, pre-med, and miscellaneous students, I lack anything resembling this clarity. On the one hand, I can teach them how to solve computational problems, but the majority of these students (at least at the two universities where I have taught) have had calculus in high school and already know how to do the computations, making this painfully boring for them and for me. On the other hand, I could prove theorems. Experience shows that the vast majority of students are not interested in proofs, and it's hard to make the argument that knowing how to prove the Mean Value Theorem will help them in their future non-mathematical careers.
Of course, students can potentially benefit from learning proofs because through this, they will learn how to think in a new way. However, the same could be said of learning almost any academic subject, so this does not help us with the question at hand: what material to teach, how to teach it, and what to emphasize.
*If* I could succeed in convincing my students that proofs were interesting and/or fun, I could make the class a worthwhile experience for them. But I find that this is a losing battle for the vast majority of students, even bright ones. There will usually be one or two students in a class of 50 who become (or were already) interested in the theoretical side of things, but catering the class to the interests of such a small minority seems like a bad choice. Again, with a class for math majors, I don't have to worry as much about the students' interests (though it's always good to keep in mind) because I know what they need to know, and why. I have no such "moral high ground" with the proof of the Mean Value Theorem.
The standard answer is to ride the fence between the two extremes (computations vs. proofs) by focusing on concepts while mostly avoiding rigorous proofs. I have found it very difficult to adopt this attitude in practice, falling most of the time into one extreme or the other. The one useful concept that I instill in all my students is: stop and think about a problem before trying to compute the answer. I accomplish this by showing them cases where the standard methods fail, and giving them such problems on exams. Most students absorb this lesson, and that's fine. But other than that, I feel I have nothing useful to tell these students, and judging by student feedback on evaluations, they feel the same way. (Which my colleagues all tell me not to worry about, because evaluations are typically mediocre at best for freshman calculus courses. But couldn't this be indicative of a general problem?)
To try to make this question more focused: a good answer would give a big-picture idea of what benefits non-math majors (in particular, those who have already learned the computational methods in high school) can take away from calculus, and/or specific examples of concepts that are "just right" for emphasis in a calculus class, and good ways to teach these concepts.
There is a related question here: [How to make Calculus II seem motivated, interesting, and useful?](https://matheducators.stackexchange.com/questions/2428/how-to-make-calculus-ii-seem-motivated-interesting-and-useful?rq=1) But I am more interested in what should actually be taught, and with what emphasis, than in motivating the material per se.
After posting, I noticed the closely related question [The purpose of mathematics in a liberal education when it is not a prerequisite to other subjects](https://matheducators.stackexchange.com/questions/8138/the-purpose-of-mathematics-in-a-liberal-education-when-it-is-not-a-prerequisite). My question is more practical and specific: what concepts, or what type of concepts, can and should non-math majors take from calculus? | 2015/06/01 | [
"https://matheducators.stackexchange.com/questions/8195",
"https://matheducators.stackexchange.com",
"https://matheducators.stackexchange.com/users/5249/"
] | What does an engineer need to get out of their calculus classes?
* The Reynolds Transport Theorem. All of their Physics, Chemistry, and Engineering classes have lots of hard conservation law problems. Teach them what all of those problems have in common, and their lives will be much easier.
* How to set up a story problem -- drawing a picture, labelling axes, directions, and dimensions, identifying knowns and unknowns.
* Comfort recognizing field conditions and boundary conditions.
* Comfort working with variables. It is much better to be able to derive an answer using variables, than to only be able to punch numbers into a calculator.
* Comfort using units and dimensional analysis. (For example, distances in meters, speeds in meters per second, accelerations in meters per second per second, jerks in …)
* How to check their work.
* Significant figures and error analysis. How accurate are the inputs? Does the algorithm mitigate or enhance errors? How accurate are the outputs?
* How to clearly explain an answer to someone who never took a calculus class. | If you replace computations with proofs (since the students don't like it, haven't had it), than you are substituting beets for spinach. ;-) (Worse for bad, if you didn't get it.)
If the students did not validate the course than they have problems with the material. For those who can easily learn the computations, fine, it will be an easy A. But I would be much more wary of kids who NEED more practice since they struggled the first time through. Your counsel to them should be very much on the need to practice, to stay up to speed, and to NOT get overconfident because it is easy at first.
In class and after class drill is what the students need. If they are going to be engineers or physicists or chemists, they need to just be able to think of calculus as no big deal within a derivation or some homework problem in fluids, electrostatics, or P chem.
This isn't just me being a hardass, this is the counsel from Feynman or lots of physics grad students. Lots of classroom and after class drill is the best medicine.
FYI, you admit your lack of experience with what general technical students need, but I can honestly tell you that I have broad background here (I probably don't know what the math student needs!) general engineering at collged, chemistry through Ph.D., mechanical engineering (in the field), officer Navy nuclear power school, applied psychology (heavy stats), etc. And that included classes (but not concentrations) in EE and control systems. You need the basic calculus building blocks to be comfortable when there are derivations or homework problems in technical classes (and many students will at least need to get through ODE. If you aren't solid on integrals, good luck with ODE.)
Teach the kids basic classical Granville. A few proofs along the way are fine. As motivation, examples, etc. But not as the reason. Please don't jump down the "real analysis during calculus" path. There is no reason kids can't go back and do that later. And lots of very high level theoretical physicists say it doesn't help them.
Finally, I encourage you to expand your horizons and get some general technical education. It will make you a better teacher of engineers or the like. One example of a very powerful mathematician who still had an understanding of what technical students needed, and even a sympathy of wanting them to learn it, was Kreyszig. He wrote a very classical mathy (but pedagogical) Advanced Engineering Math text. But he also wrote books on functional analysis and differential geometry. So it's not like he didn't know the fancy stuff. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | My husband is Mexican grew up in Puebla, Mexico, the proud "mecca" of Mexican cuisine. His family puts their corn tortillas in a plastic grocery bag and microwaves them for a few seconds. Or, they warm them in a frying pan in olive oil for a few moments on each side, long enough to soften but not crisp them. I've never seen Poblano cuisine use crispy tortillas. | Just made a large pan of chicken enchiladas. Heated the corn tortillas in a small, dry skillet (no oil). This is the first time I have not either dipped them in enchilada sauce or fried in oil. Was able to easily roll them, except for repeatedly burning my fingers. :o( I think I prefer the dry way, as I'd rather not add additional calories if I don't have to. [Note: the tortillas were pretty fresh, which I do believe helped.] |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | My husband is Mexican grew up in Puebla, Mexico, the proud "mecca" of Mexican cuisine. His family puts their corn tortillas in a plastic grocery bag and microwaves them for a few seconds. Or, they warm them in a frying pan in olive oil for a few moments on each side, long enough to soften but not crisp them. I've never seen Poblano cuisine use crispy tortillas. | I used to make enchiladas all the time and what I did was dip the corn tortilla in hot oil briefly, flip and do it again. However, now the tortillas I get turn mushy and tear easily, so I think something about the tortillas in my neightborhood has changed.
A friend's family's technique is to fry them in oil until they are almost hard enough for tostadas since she explained that the enchilada sauce will soften the tortillas once they are cooked. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | i have kind of given up on having perfect store bought corn tortillas. so i decided to just layer them all across the bottom of a casserole dish and then filling and then all across the top with whatever sauce and cheeses you want to add. almost lasagna like. i know its fake bu i slice them in enchilada size portions. no one knows the difference. | Just made a large pan of chicken enchiladas. Heated the corn tortillas in a small, dry skillet (no oil). This is the first time I have not either dipped them in enchilada sauce or fried in oil. Was able to easily roll them, except for repeatedly burning my fingers. :o( I think I prefer the dry way, as I'd rather not add additional calories if I don't have to. [Note: the tortillas were pretty fresh, which I do believe helped.] |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | You need to warm them up a bit. There are a number of ways to do this
* 20 or 30 seconds on a griddle (or a [comal](https://en.wikipedia.org/wiki/Comal_%28cookware%29) if you have one)
* wrap a stack in foil and place in 325 oven for until warm
* wrap a stack in a clean towel and steam them using a steamer
* slightly moisten a towel and wrap it around a stack and microwave them for a bit
If you've warmed them and they are still tearing then your tortillas are no longer fresh. | I spread coconut oil on the tortilla (thin layer like butter) and heat them in a hot skillet for about 15 seconds per side, drop it in the enchilada sauce, stuff and roll. That way the tortilla gets pliable, the sauce gets on the tortilla, and the sauce helps it stick together and look nice and neat. I've tried many ways (enchiladas are one of my favorite dinners to make with leftover beef or chicken) and this one has proven to be the easiest for me. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | i have kind of given up on having perfect store bought corn tortillas. so i decided to just layer them all across the bottom of a casserole dish and then filling and then all across the top with whatever sauce and cheeses you want to add. almost lasagna like. i know its fake bu i slice them in enchilada size portions. no one knows the difference. | Using tongs, dip corn tortillas in hot manteca (lard) briefly on both sides, and drain on paper towels. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | I spread coconut oil on the tortilla (thin layer like butter) and heat them in a hot skillet for about 15 seconds per side, drop it in the enchilada sauce, stuff and roll. That way the tortilla gets pliable, the sauce gets on the tortilla, and the sauce helps it stick together and look nice and neat. I've tried many ways (enchiladas are one of my favorite dinners to make with leftover beef or chicken) and this one has proven to be the easiest for me. | I used to make enchiladas all the time and what I did was dip the corn tortilla in hot oil briefly, flip and do it again. However, now the tortillas I get turn mushy and tear easily, so I think something about the tortillas in my neightborhood has changed.
A friend's family's technique is to fry them in oil until they are almost hard enough for tostadas since she explained that the enchilada sauce will soften the tortillas once they are cooked. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | I spread coconut oil on the tortilla (thin layer like butter) and heat them in a hot skillet for about 15 seconds per side, drop it in the enchilada sauce, stuff and roll. That way the tortilla gets pliable, the sauce gets on the tortilla, and the sauce helps it stick together and look nice and neat. I've tried many ways (enchiladas are one of my favorite dinners to make with leftover beef or chicken) and this one has proven to be the easiest for me. | Using tongs, dip corn tortillas in hot manteca (lard) briefly on both sides, and drain on paper towels. |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | You need to warm them up a bit. There are a number of ways to do this
* 20 or 30 seconds on a griddle (or a [comal](https://en.wikipedia.org/wiki/Comal_%28cookware%29) if you have one)
* wrap a stack in foil and place in 325 oven for until warm
* wrap a stack in a clean towel and steam them using a steamer
* slightly moisten a towel and wrap it around a stack and microwave them for a bit
If you've warmed them and they are still tearing then your tortillas are no longer fresh. | Just made a large pan of chicken enchiladas. Heated the corn tortillas in a small, dry skillet (no oil). This is the first time I have not either dipped them in enchilada sauce or fried in oil. Was able to easily roll them, except for repeatedly burning my fingers. :o( I think I prefer the dry way, as I'd rather not add additional calories if I don't have to. [Note: the tortillas were pretty fresh, which I do believe helped.] |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | If possible, don't buy your tortillas from a modern super market, but look for a source of homemade/fresh tortillas. These can be found in many cities in the U.S. at Mexican or Latin American stores or neighboroods. Perhaps check your yellow pages for "Tortilleria" (The spanish word for "Tortilla Store"). These tortillas will also taste much better (at least in my opinion), and have fewer preservatives or other additives (such as artificial colors, etc).
If you can find a good source of fresh tortillas, they will generally be much softer than those you buy pre-packaged in a supermarket. They will be fresher, and if you find a good source, they'll be sold to you still warm (often kept in an ice chest or similar, to keep them warm until sale).
If you can't find this, you can learn to make your own tortillas.
Or, you can do as @djmadscribbler suggested, and warm your tortillas gently. Between warming and using, keep them covered so they don't dry out or cool down. Don't overheat them, or you'll dry them out (especially if you're warming them individually on the stove). | Just made a large pan of chicken enchiladas. Heated the corn tortillas in a small, dry skillet (no oil). This is the first time I have not either dipped them in enchilada sauce or fried in oil. Was able to easily roll them, except for repeatedly burning my fingers. :o( I think I prefer the dry way, as I'd rather not add additional calories if I don't have to. [Note: the tortillas were pretty fresh, which I do believe helped.] |
23,532 | I like the flavor and texture of corn tortillas (store-bought), but they always tear apart whenever I try to use them in a non-flat way - enchilada-style, for example. How can I make the corn tortillas soft enough to work with (to roll around some ingredients, for example)? | 2012/05/02 | [
"https://cooking.stackexchange.com/questions/23532",
"https://cooking.stackexchange.com",
"https://cooking.stackexchange.com/users/1685/"
] | You need to warm them up a bit. There are a number of ways to do this
* 20 or 30 seconds on a griddle (or a [comal](https://en.wikipedia.org/wiki/Comal_%28cookware%29) if you have one)
* wrap a stack in foil and place in 325 oven for until warm
* wrap a stack in a clean towel and steam them using a steamer
* slightly moisten a towel and wrap it around a stack and microwave them for a bit
If you've warmed them and they are still tearing then your tortillas are no longer fresh. | My husband is Mexican grew up in Puebla, Mexico, the proud "mecca" of Mexican cuisine. His family puts their corn tortillas in a plastic grocery bag and microwaves them for a few seconds. Or, they warm them in a frying pan in olive oil for a few moments on each side, long enough to soften but not crisp them. I've never seen Poblano cuisine use crispy tortillas. |
577,403 | I am working on an assignment where you are supposed to ask Obama a question. I wanted to include the quote in the middle of my sentence and use that quote to help me ask my end question. I added a comma after the quote then asked my question. Is this correct (see below)?
>
> I assume you consider yourself now retired. After you and Michelle “...slept late, ate leisurely dinners, went for long walks, swam in the ocean, took stock, replenished our friendship, rediscovered our love, and planned for a less eventful but hopefully no less satisfying second act.”, Did you struggle to find a purpose excluding the standard post-presidency obligations?
>
>
> | 2021/10/25 | [
"https://english.stackexchange.com/questions/577403",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/437093/"
] | DjinTonic is right that the best approach is probably to rework the sentence, but to directly address questions of punctuation and capitalization: If your sentence continues after the quoted material, you would replace the period with a comma (style conventions and manuals vary on whether it goes inside or outside the closing quote marks), and would *not* capitalize your next word.
Part of the point is that you're bending the original structure of the quoted sentence to fit the structure of the sentence you're crafting. As long as you don't misrepresent the quote, you want to fit it into your context, so even though "act" was the end of Obama's sentence, it's not the end of yours. | You could make the "retired" assumption part of the question and put the quote at the end, for example:
>
> Do you consider yourself retired, and aside from post-presidency
> obligations, did you struggle to find a purpose after you and Michelle
> "...slept late, ate leisurely dinners, went for long walks, swam in the ocean, took stock, replenished our friendship, rediscovered our love, and planned for a less eventful but hopefully no less satisfying second act”?
>
>
> |
1,984,627 | [Manual page](http://help.adobe.com/en_US/ColdFusion/9.0/Developing/WSc3ff6d0ea77859461172e0811cbec22c24-7c48.html#WS88096532-E1B5-40d6-92CF-41A5E402994B) tells about bunch of advantages of the J2EE session management (SM) over the ColdFusion SM, but what about other side? Which problems can appear when using J2EE SM?
Also, if J2EE SM is so cool, why ColdFusion SM is still default?
I can see one obvious reason: backwards compatibility. And this is typical for Adobe. Same time I doubt that Adobe cares about compatibility with other CFML engines.
Any other reasons? | 2009/12/31 | [
"https://Stackoverflow.com/questions/1984627",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/56604/"
] | None that I've found, really. As soon as J2EE session management became available I started using it and have had no troubles.
The only problem I had with it was that even if you turn on J2EE session management, if you "setclientcookies" to **yes** the CFIDE/CFTOKEN cookie pair is created anyway. That caused a problem in my current environment as there is a policy against persistent cookies.
I suppose if you have a need for a session to remain available if the browser is closed and restarted then the J2EE session management isn't for you. | It is harder to make the cookie HTTPOnly, at least with JRun. |
5,893,117 | our Java application has this problem with shadowed fields (a subclass declare the same fields' names as it superclass) in many classes. The application won't work correctly with our new enhancement if any class has shadowed fields.
Is there any tool to quickly scan for those?
Thanks
I looked through PMD and options under eclipse and they don't really help though. I don't think PMD has the capability to traverse across classes? Or am I wrong? | 2011/05/05 | [
"https://Stackoverflow.com/questions/5893117",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/739237/"
] | You can write a custom rule for [pmd](http://pmd.sourceforge.net/xpathruletutorial.html). I don't think any of the default rules cover what you want to do. | Well you could simply write a small app that reads all the java classes and searches for inheritance trees and then sees if there are sub classes that have these shadow fields.
You could even have the app rename the shadowed fields if you wanted to get a little more fancy (not much more fancy). If you opted to attempt renaming them programmatically then you will have to find all references in the application and update them as well.
I do not know of any tools that do this off the top of my head but a good Google search could probably do that for you =P
Also check your IDE to see if it has the capability you are after. |
5,893,117 | our Java application has this problem with shadowed fields (a subclass declare the same fields' names as it superclass) in many classes. The application won't work correctly with our new enhancement if any class has shadowed fields.
Is there any tool to quickly scan for those?
Thanks
I looked through PMD and options under eclipse and they don't really help though. I don't think PMD has the capability to traverse across classes? Or am I wrong? | 2011/05/05 | [
"https://Stackoverflow.com/questions/5893117",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/739237/"
] | Eclipse has an option that's normally off to check for this problem. Go to Window > Preferences, navigate to Java > Compiler > Errors/Warnings, then expand "Name shadowing and conflicts". There are several options there that will help.
I'm not sure if Netbeans has a similar setting, but I imagine it does. | Well you could simply write a small app that reads all the java classes and searches for inheritance trees and then sees if there are sub classes that have these shadow fields.
You could even have the app rename the shadowed fields if you wanted to get a little more fancy (not much more fancy). If you opted to attempt renaming them programmatically then you will have to find all references in the application and update them as well.
I do not know of any tools that do this off the top of my head but a good Google search could probably do that for you =P
Also check your IDE to see if it has the capability you are after. |
8,539 | I set up a firmware password on my MacBook. One thing I don't understand is how I can install a tool such as [rEFIt](http://refit.sourceforge.net/), and effectively bypass the entire firmware password (i.e. installing it never asked for my original Firmware password).
It says on their [website](http://refit.sourceforge.net/doc/c3s2_access.html):
>
> [...] since “refit.efi” is configured as the legitimate boot loader, it effectively circumvents the firmware password protection.
>
>
>
Isn't that a huge security hole in setting up a firmware password? Doesn't that mean that the securing a computer by setting up a firmware password is only as strong as an admin account's password (i.e. someone that has privileges to install a tool such as rEFIt)? | 2011/02/16 | [
"https://apple.stackexchange.com/questions/8539",
"https://apple.stackexchange.com",
"https://apple.stackexchange.com/users/218/"
] | Yes, but this is not particularly a problem with rEFIt, it's intrinsic to the way firmware password and admin access relate to each other -- if you have either one, you can take control of the other. For instance, if you have admin access, you can disable or change the firmware password with nvram command, You can also change the boot volume with System Preferences, effectively bypassing the firmware password protection.
Basically, the firmware password is there to protect the integrity of the computer until the OS starts and can start enforcing its idea of access controls, at which point admin passwords are the relevant control. Don't think of firmware password as a higher-level control, it's more of a supplement. | Yes that is correct sadly, although you do need admin access to install an EFI loader to circumvent this most accounts don't have root access and as such you can have an admin account with one password but a different root password altogether. Or you can simply deny your account root access and make another root password.
To add on to this, firmware passwords are not very strong to begin with. If I had physical access to your laptop I can simply reset the PRAM and your password is null and void. It's not supposed to be very strong (to be honest I see no point in it). |
7,907 | How does one go about opening a bottle of beer when (gasp) there are no bottle openers present?
Twist off is not an option. And, anything involving using one's teeth should be omitted (safety first!) | 2019/12/06 | [
"https://beer.stackexchange.com/questions/7907",
"https://beer.stackexchange.com",
"https://beer.stackexchange.com/users/5847/"
] | Almost anything can be used to open a bottle of beer. What we used as university students: spoon (fork, knife), key, table, park bank, fence, another bottle of beer.
My preferred way (when there's no bottle opener) is to use a spoon (I hold the spoon differently but this way is also worth consideration):
[](https://i.stack.imgur.com/OzSVb.jpg)
Using another (closed) bottle:
[](https://i.stack.imgur.com/431wp.jpg)
If you are outside you can use any hard surface. Place the bottle as in picture and push on it or hit slightly. Keep in mind that wood can be damaged by a bottle cap.
[](https://i.stack.imgur.com/9Zl1Y.jpg)
[](https://i.stack.imgur.com/j0rX6.jpg) | The most common method that I have seen and used is "ye ol' lighter trick." With which, one uses the butt of an igniting [lighter](https://en.wikipedia.org/wiki/Lighter) as a lever and one's own finger as the fulcrum. Technique is important with this one because one can really cut/scratch up one's knuckles if this is done improperly.
Depicted here:
<https://youtu.be/fvlrRjNVaqg>
Another nifty trick that I have seen and tried (though my technique could use a bit of improvement) is using a ring on your finger... Albeit, the ring should be strong (steel or the like) because the rigid edges of the bottle caps will really bite into and damage precious metals, like softer golds and .925 silver...
Depicted here:
<https://youtu.be/X-HSgXflNec> |
7,907 | How does one go about opening a bottle of beer when (gasp) there are no bottle openers present?
Twist off is not an option. And, anything involving using one's teeth should be omitted (safety first!) | 2019/12/06 | [
"https://beer.stackexchange.com/questions/7907",
"https://beer.stackexchange.com",
"https://beer.stackexchange.com/users/5847/"
] | The most common method that I have seen and used is "ye ol' lighter trick." With which, one uses the butt of an igniting [lighter](https://en.wikipedia.org/wiki/Lighter) as a lever and one's own finger as the fulcrum. Technique is important with this one because one can really cut/scratch up one's knuckles if this is done improperly.
Depicted here:
<https://youtu.be/fvlrRjNVaqg>
Another nifty trick that I have seen and tried (though my technique could use a bit of improvement) is using a ring on your finger... Albeit, the ring should be strong (steel or the like) because the rigid edges of the bottle caps will really bite into and damage precious metals, like softer golds and .925 silver...
Depicted here:
<https://youtu.be/X-HSgXflNec> | Take a can of chewing tobacco and blast off. |
7,907 | How does one go about opening a bottle of beer when (gasp) there are no bottle openers present?
Twist off is not an option. And, anything involving using one's teeth should be omitted (safety first!) | 2019/12/06 | [
"https://beer.stackexchange.com/questions/7907",
"https://beer.stackexchange.com",
"https://beer.stackexchange.com/users/5847/"
] | Almost anything can be used to open a bottle of beer. What we used as university students: spoon (fork, knife), key, table, park bank, fence, another bottle of beer.
My preferred way (when there's no bottle opener) is to use a spoon (I hold the spoon differently but this way is also worth consideration):
[](https://i.stack.imgur.com/OzSVb.jpg)
Using another (closed) bottle:
[](https://i.stack.imgur.com/431wp.jpg)
If you are outside you can use any hard surface. Place the bottle as in picture and push on it or hit slightly. Keep in mind that wood can be damaged by a bottle cap.
[](https://i.stack.imgur.com/9Zl1Y.jpg)
[](https://i.stack.imgur.com/j0rX6.jpg) | Take a can of chewing tobacco and blast off. |
140,881 | I want to print this motif on a grey hoodie using DTG, how would I compute the color values for the white underprint to make the colors on grey fabric approximate the colors in the image? My intuition is, after converting to CMYK (assuming no pixel has positive values in all four channels), I subtract the K value of the background grey from the K value of each pixels, the negative K values give me exactly the intensity of the white underprint needed to represent the color. Is that somewhat correct?
[EDIT] My back of an envelope calculation went like following. Assume for simplicity that every layer tranlucent print of color S ∈ {C, M, Y, K} lets light of color A ∈ {R, G, B} pass at rate S(A). Assume further that the fabric reflects light of color A at rate F(A), and a layer of white print on the fabric with opacity w reflects light of color A at rate w + (1 - w) F(A). So a standard CMYK conversion of the RGB image with corresponding values r, g, b would tell us what values c, m, y, k approximate a ~ (c C(A))² (m M(A))² (y Y(A))² (k K(A))² for (a, A) ∈ {(r, R), (g, G), (b, B)}. We want to find values c', m', y', k', w to approximate a ~ (c' C(A))² (m' M(A))² (y' Y(A))² (k' K(A))² (w + (1 - w) F(A)) for (a, A) ∈ {(r, R), (g, G), (b, B)}. To have the grey being transparent, we must further assume that approximating a := F(A) gives all zeros. | 2020/09/15 | [
"https://graphicdesign.stackexchange.com/questions/140881",
"https://graphicdesign.stackexchange.com",
"https://graphicdesign.stackexchange.com/users/94522/"
] | I can show you one way (out of several) to remove the gray background color from the image, but I'm not sure if the resulting image will work for a shirt print.
In RGB, just add a layer on top of the image filled with the same gray color as the image and set the new layer's *Blend Mode* to *Divide*.
Optionally use a *Levels* adjustment layer or similar to add some contrast to the image.
[](https://i.stack.imgur.com/051TP.gif)
Now the problem is that if the printer adds solid white under each pixel which has some other color than white, the result won't look like the original image.
Here I try to show how it would look by first grouping the layers from before. Then pasting in a cotton fabric background and finally double-clicking the group and use *Blend If* to make every completely white pixel transparent. The logo contains some darker gray areas which I try to remove by altering the *Levels* layer, but this exposes the bad quality of the image. Perhaps your original is better than the compressed version I downloaded.
[](https://i.stack.imgur.com/EiRzh.gif)
If the result was better you could perhaps add back some of the removed gray color, but I think the difference between gray fabric and gray print would always be visible. Even if you somehow managed to get the exact tone, there would still be a difference in texture.
Perhaps you should forget getting the exact colors of the original and just print the result from my first gif (with the gray removed) directly on a (not too dark) gray shirt. It could look a little like this:
[](https://i.stack.imgur.com/cDG9b.png)
It won't look like the original image, but it would be a "pure" solution without any trickery needed.
It will probably be a good idea to ask the manufacturer about which method would give the best result.
### Edit due to edit in the original question
You have added some calculations to your question for calculating the values for the white channel. I don't fully understand. Maybe the math makes sense, but I think you misunderstand how the print is made physically.
I'm not an expert in DTG print (I work with offset and digital print), but I believe that like all other kinds of print you can really only print in 1-bit. Ink or no ink. So all tints are made with some kind of screen pattern. The CMYK colors are transparent so it works well to overlap the inks, but the white is opaque and is normally just used at 100%. (Others please correct me if I'm wrong.)
Let me show you an example of what I mean. Let's assume you wanted to print a magenta gradient on a gray shirt.
[](https://i.stack.imgur.com/8KRes.png)
If you just printed the magenta directly on the fabric you wouldn't get the intended result.
[](https://i.stack.imgur.com/90y7k.png)
So you want to add some white opaque ink underneath.
[](https://i.stack.imgur.com/T9m5G.png)
You hope to get the following result.
[](https://i.stack.imgur.com/KagF7.png)
In reality we can't print tints of colors. We can only print in 1-bit. Either there is ink or there is no ink. So we have to use some kind of screen pattern to simulate tints. I don't know which pattern DTG uses, so here I've just used traditional halftone screening. The issues should be similar.
We would have to print the opaque white first.
[](https://i.stack.imgur.com/r7bNT.png)
And then print the transparent magenta on top.
[](https://i.stack.imgur.com/9xpXu.png)
As you see this method have some limitations. In some places you see the magenta on top of fabric other places it's on top of white. In some places the white doesn't have magenta on top and shines through. Even a tiny white dot lights up on the dark fabric and the gradient doesn't fade out seamlessly. It doesn't quite give the intended result. | If that is all that you have for the logo, good luck. Any printer that you send that to is going to print you a big rectangle and flood white behind it. There's nothing else that they can do. Even if they do try to print white just under the rainbow parts, that file would still print CMYK to make the grey rectangle and show up on the shirt. That's how the print works.
You can't do what you intend with that image. When you convert that to CMYK the "grey" isn't just in the K channel, it will be in all four with no easy way to separate it out.
If you want to print Just the rainbow haloing, or even to print the isolated OpenGL logo, you are going to have to recreate this in some way that doesn't have the grey in it, only the parts you want to print. Once you have that on a white background (Photoshop) or as vector art with gradients (Illustrator), the printer will have a setting in the software for "Pixel Match" or something similar that tells the printer to print white behind anywhere it's printing CMYK. |
1,243,835 | I've created a windows service which is listening to a MSMQ. For each message I receive, some DB transactions need to be made. Later it might be possible that there will be 1 message every second.
Currently the Nhib session is kept open until the service is stopped manually.
Is it a good practice or should I close the session after each message?
Thanks in advance | 2009/08/07 | [
"https://Stackoverflow.com/questions/1243835",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/152365/"
] | An NHibernate session is meant to be relatively short lived, so its generally not a good idea to keep it active for a longer period. The session caches entities and as more entities are fetched more data is cached, if you don't manage the caching in some way. This leads to a performance degradation.
The NHibernate docs describe ISession like this:
>
> A single-threaded, short-lived object representing a conversation between the application and the persistent store. Wraps an ADO.NET connection. Factory for ITransaction. Holds a mandatory (first-level) cache of persistent objects, used when navigating the object graph or looking up objects by identifier.
>
>
>
I would suggest using a session-per-conversation, i.e. if you have a few db operations that "belong together" you use the same session for those operations, but when those operations are done you close the session.
So, using a new session for each message you process sounds like a good idea. | In contrast to the session factory (ISessionFactory) which is thread safe you should open and close the session (ISession) with every database transaction. |
105,954 | Suppose I have a screen with 2 elements: a selection table and a form. I am able to select elements from the 2d table like structure and upon selection the item's properties would appear in the form, the inputs can be edited and upon save the properties are saved.
this works well for single selection, but if one would be able to select multiple the problem I'm not sure the form would cover would be
* unsetting a field's value to empty string for multiple selection" (you select 2 elements and want them both to have `Field1` = "")
VS
* leaving a field as is for all the elements in the selection but modifying other fields.
In both cases I would be tempted to leave the field empty, as it was presented, but upon save how is one to differentiate between the 2 cases?
[](https://i.stack.imgur.com/LPJ2U.png)
Also would there be an alternative to this? It was thought about showing the multiple selection's properties in a grid/table format, where you can check all the fields for all the entities selected, among other things. | 2017/03/16 | [
"https://ux.stackexchange.com/questions/105954",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/98555/"
] | IMHO, I don't think the question has one solution and also does not approaches the intent in the right way .
This is a classic delivery mindset problem . Isn't it mandatory for the Front end developer to actually make sure the User experience is the numero uno priority , right from **utilizing cache effectively** to making sure there is **no complex loops** in our JS .
It is understood that the strict timelines we'd have to adhere to sometimes causes things to roll out of control,but when we step back and do a usability testing ofvarious scenarios , for eg: network throttling. we can see a number of issues.
Fortunately , UX is not only relegated to a bunch of fancy animations and ARIA color contrasts anymore.
From a developer perceptive, it would be better if we take a look at these things
* use browser cache and server cache effectivetly
* memory management in JS (using chrome audits)
* using CSS [effectively](https://nystudio107.com/blog/implementing-critical-css) , make sure above the fold content renders instantaneously
* and dont dump big libraries for small features.
My two cents based on experience :) ! | Irrespective of the department of website development, **anything that makes the user experience of the site unpleasant directly affects on how the user reacts to your product**.
The example you put above on the front-end development is just one entity of the website development team. Imagine that the front-end developers have done a great job in optimizing the website to the best, **but the data coming from back-end is taking a lot of time**. And when both (the front-end and back-end developers) have done the perfect job, **but the user is not able to consume the content well, because the content developer has not written understandable content**. And the list goes on....
Eventually, everyone in the team have to do their jobs well to make the user experience of the site usable, delightful, understandable; so the users use your product without getting annoyed. |
13,594,668 | I have a formula in LaTex or MathML and I want to render it on a browser, I try MathJax but is so slow, there is another javascript for render some formula faster the mathjax? | 2012/11/27 | [
"https://Stackoverflow.com/questions/13594668",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/764133/"
] | For tex-like input you could give jqmath a try, it is much smaller and faster than mathjax (but doesn't try to do such a complete job) <http://mathscribe.com/author/jqmath.html>
For MathML input webkit and firefox now support that by default but getting math fonts installed by default on the platforms is still an issue, and it may take a while for the mathml support to reach all relevant browsers. For example MathML is in Chrome 24 released last week, but neither the mobile version of chrome (nor the android stock browser) use a new enough webkit base at present. Obviously the built in MathML support will be a lot faster than a javascript implementation. | You can probably use this: [WP Latex](http://wordpress.org/extend/plugins/wp-latex/) |
7,809 | How exactly is a dual pivot brake better than single pivot?
Is it the travel, mechanical advantage, or what? | 2012/01/23 | [
"https://bicycles.stackexchange.com/questions/7809",
"https://bicycles.stackexchange.com",
"https://bicycles.stackexchange.com/users/2824/"
] | The main point of a dual pivot is the mechanical advantage. Since the individual pivot for each side of the brake is optimized for a greater lever length, you end up with a greater pressure of the pads against the rim.
Also, since the pivots are cleverly positioned (in my opinion), you end up with a compact, light and strong overall structure.
The downside would be tire clearance, which is not big problem on road bikes. On mountain bikes, V-brakes provide very good mechanical advantage with a very good clearance, but with a less compact structure. | Another reason for this is that two-pivot varieties have an opportunity to recenter themselves better than single pivot. This reduces friction from one side dragging on the rim, and also contributes to why good road bikes that use them will frequently use the dual pivot calliper brakes. |
217,237 | how do I design a fan fail circuit (open circuit or fan not moving etc) for a 115VAC two wire fan and illuminate a 115V Panel indicator? | 2016/02/15 | [
"https://electronics.stackexchange.com/questions/217237",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/98506/"
] | Depends, there are many ways, each good in is own way.
I'd probably prefer a differential pressure detection or airflow detection scheme rather than looking at the fan blades or fan motor current - both of which are valid schemes in their own way.
My preference is to look as far down the chain towards "why do I care if the fan is running" as possible and measure **THAT** parameter, rather than one further up the chain. So I want to see air moving, and I don't care why it moves, as long as it moves enough, and in the right direction.
As it happens, simple (KISS is my mantra) paddle type airflow switches are dirt common.
[](https://i.stack.imgur.com/7m8OB.gif) (image from web, not associated with nor endorsing source of image which was www.dwyer-inst.com)
You can either find one that will light your light directly, or one that will allow a relay to light your light.
If KISS is not your mantra there are a multitude of methods to overcomplicate it and get a micro-controller involved, such as building a hot wire anemometer or a spinning anemometer. In a few situations those will actually be better, not just more complex. In most situations, they will just be more complex. | Two ideas:
1. Use a current transformer to get current through the fan. Rectify/average so you have average current. Pass that to a window comparator; if the average drops below a threshold or rises above a threshold, you could assume something not good has happened.
2. Optical sensor monitoring the fan blades. Convert the pulse train to a voltage with an astable multivibrator, and into the window comparator again. Of course, if you want to make things *really* easy, use an MCU and it can handle the pulse train directly (and even inform you of RPM). |
217,237 | how do I design a fan fail circuit (open circuit or fan not moving etc) for a 115VAC two wire fan and illuminate a 115V Panel indicator? | 2016/02/15 | [
"https://electronics.stackexchange.com/questions/217237",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/98506/"
] | Depends, there are many ways, each good in is own way.
I'd probably prefer a differential pressure detection or airflow detection scheme rather than looking at the fan blades or fan motor current - both of which are valid schemes in their own way.
My preference is to look as far down the chain towards "why do I care if the fan is running" as possible and measure **THAT** parameter, rather than one further up the chain. So I want to see air moving, and I don't care why it moves, as long as it moves enough, and in the right direction.
As it happens, simple (KISS is my mantra) paddle type airflow switches are dirt common.
[](https://i.stack.imgur.com/7m8OB.gif) (image from web, not associated with nor endorsing source of image which was www.dwyer-inst.com)
You can either find one that will light your light directly, or one that will allow a relay to light your light.
If KISS is not your mantra there are a multitude of methods to overcomplicate it and get a micro-controller involved, such as building a hot wire anemometer or a spinning anemometer. In a few situations those will actually be better, not just more complex. In most situations, they will just be more complex. | You can get two devices that behave as thermisters that are the same .These could be diodes or KTY88 or whatever is convenient .Connect them in series and put some current through them such that they self heat like being warm to touch .Because these devices are small and therefore have high thermal impedences you wont be needing high currents .The expected voltages across the two series connected devices will be the same because thier heating current is the same.Place a small semicircular shield around one of the thermisters and the voltages will barely change .Now put your thermisters in the flow of your fan and you will see a very significant voltage imbalance occurring because the unshielded device is not being fan cooled and the shielded device experiences the cold blast of the fan .If you get this right you will find it easy to run a simple compariter like a LM393 or use a spare microprocessor input to implement a reliable GO/NOGO lamp . |
38,039 | I want to **push** music to my Android device running Google Music. Is this possible? | 2013/01/21 | [
"https://android.stackexchange.com/questions/38039",
"https://android.stackexchange.com",
"https://android.stackexchange.com/users/440/"
] | It's actually pretty simple but not obvious at first.
1. Create a Playlist (e.g. 'Offline')
2. Open Google Play Music on your Android device and select the playlist
3. Check 'Keep on device' for the playlist
4. Go to <http://music.google.com> and add tracks to this playlist
5. You device will download the tracks, *even if you add them with the web interface* | Alternatively open up the Play Music app on your phone.
Using the menu navigate to My Library.
Choose the Album view.
under the album picture is the 3 dots, press on them to bring up menu options, one of which is Keep on Device. Press that to download the music to your phone.
You can specify phone or SD Card (if available) by going into the Play Music settings option and changing the Storage Location under the Downloading options. |
113,645 | I have 2 detail sections on my report (details a and details b).
Fields in both sections can grow up to 10 lines.
How do I force the Crystal Report to print both sections on one page?
Currently the report on bottom page print section "details a", but section "details b" prints on next page.
How do I prevent this behavior? | 2008/09/22 | [
"https://Stackoverflow.com/questions/113645",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/17465/"
] | You could also try and see what the [Droid](http://droid.sourceforge.net/) identification tool says about that file. | CF stands for "Compression Factor". CF-10 means factor ten, and I don't think it's different from any "standard" jpeg. |
113,645 | I have 2 detail sections on my report (details a and details b).
Fields in both sections can grow up to 10 lines.
How do I force the Crystal Report to print both sections on one page?
Currently the report on bottom page print section "details a", but section "details b" prints on next page.
How do I prevent this behavior? | 2008/09/22 | [
"https://Stackoverflow.com/questions/113645",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/17465/"
] | You could also try and see what the [Droid](http://droid.sourceforge.net/) identification tool says about that file. | DROID gives it as being a "JTIP (JPEG Tiled Image Pyramid)". Some info from <http://www.bcr.org/cdp/digitaltb/digital_imaging/formats.html> :
>
> JTIP (JPEG Tiled Image Pyramid) is similar to GridPrix. It offers multiple layers of higher and higher resolutions. Each layer is further divided into tiles. A user can zoom into these tiles, or request a corresponding tile at a higher resolution.
>
>
> |
4,497,773 | I am currently working on an Android App which has different service dimensions, such as " service order", "route planning", "photo gallery" and a central login.
so far i implemented each "screen" (and by screen i mean actually the layout of a screen) as a seperate class, which loads a specific layout and handles all listeners and core functionalities such as calling webservices in a thread, receiving answers etc.
I am not quite sure if this is the best way to implemnt mulitiple layout-screens.
The Android dev guideline proposes to use single activities for each "screen layout". However I doubt that this is the most effective way of doing things. Since i need information for each "layout" which are retrieved by the central login (here: a user object). Since an activity (as far as i understand) is a seperate thread, the passing and retrieving of information seems not very practical.
I would like to get your oppinions/feedback on that and thanks for any hint or tip.
So far my structure looks like :
* Activity
+ loads login layout (res/layout/login.xml with setlContentView)
+ depending on buttonclick other resources are loaded and initialized (means listeners are added etc.)
Greets
Peter | 2010/12/21 | [
"https://Stackoverflow.com/questions/4497773",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/549709/"
] | The dev guidelines recommend that for a reason. It IS the most effective way of doing things. You may complain about having to store your data so it can be passed along from activity to activity, but guess what? You're developing an app for a phone! At any point in time, the phone could ring, forcing the user to switch away from your app. Or the user could just choose to temporarily look at a different app. If your app goes back to square one after switching back and lost all data, the user will be understandably angry. | Don't know if this would be suitable for your app, but another option could be to split off the core data handling into a Service, and have your app be just a UI frontend which communicates with that service. |
54,510 | I am writing a historical fiction book. I do not have access to historical records/documents/historians so I tend to skip chapters saying I will write them later because I do not have the resources to get accurate descriptions of the setting, clothing, etc. for that chapter.
Is this good practice? I fear that I will mess things up if I jumble up the order of the chapters.
**Should I just power through chapters that I have some details I am unsure about and come back to them when I find the adequate resources for that time period?**
Or should I do what I am doing and just skip those chapters and come back later once I feel confident in that area of research? | 2021/01/18 | [
"https://writers.stackexchange.com/questions/54510",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/47470/"
] | It should be fine for you to skip certain chapters until you have research material as long as you:
1. Have an outline of the chapters in which you are skipping. This way you won't have to completely rewrite the other chapters in order to fit them with the research and historical facts.
2. Know enough about the time period so that you can at least write passably about it. If you can't do this, I would advise waiting to research that time period, so that your work can accurately portray the time period which you are writing about.
3. And know where your story is going. If you have a set ending, or someplace you know the story will finish, everything you write will go towards that ending, which will also help you know what to research.
But to be honest, it is, in my opinion, most important to have a plan in your writing, that way you can structure your novel around this plan, even if you don't have all of the research you need. | Well, first you write the first draft. Then you rewrite it several times before you have a finished story. (And then you submit it, and if it gets accepted you rewrite several more times...)
The first draft is not the final product, and how you write it depends on *what you need to get it done.*
Lots of authors write their stories in another order than the chapter order. And then many other authors create books where the chapters aren't in chronological order.
For instance, I try to write in chapter order and keep the chapters in chronological order. I sometimes still have to go back and add to the text when I need a character, or character development, or something else. And then, in the rewriting, I usually have to do even more with it.
If you feel that writing the chapters out of order is a problem, is it a problem that prevents you from writing the next chapter, or is it a problem that you feel that you "should" write the chapters in order?
It's only if it prevents you from writing that it's really a problem.
That being said. Research is important. Not only will it prevent you from adding elements to your novel that will sound strange or untrue, but it can also offer lots of input and ideas.
I think historical fiction is a bit like my genre (sci-fi) in that the research is needed to avoid physically impossible [ringworlds](https://en.wikipedia.org/wiki/Ringworld), teleporting in the wrong direction, and any number of inconsistencies in history (I can only imagine having an actual source to what actually happened would make any errors seem even more glaring...)
You don't mention why you've started writing while feeling you lack research or why you can't get at it, but while you certainly can keep writing, you obviously need to have all the research in place before you can really call the book (or even the first draft?) finished.
Even though I have most of my research in place I sometimes get myself into places where I've created some situation that doesn't work. It's like; if he's going to do this, and she's going to do that then... all these things can't happen... oh well... back to the drawing board...
I'd probably get even more "oh well"-moments with less research, less world-building, and less character-building...
I can imagine someone using a tool that hadn't been invented or referring to some event that hadn't happened might be a small problem... or a show stopper... Regardless, it will likely force you to do more rewrites or fix more problems...
So, even if it doesn't prevent you from writing... you should probably try to get the research in place first. But if you can't do that, keep going, but expect more rewriting and problem shooting... |
11,420 | What Websites offer quality Drum Scores /Sheet Music (not Tabs)? | 2013/07/26 | [
"https://music.stackexchange.com/questions/11420",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6739/"
] | *I'm not a Drummer, but I would highly recommend investing in a copy of [Guitar Pro](http://www.guitar-pro.com/en/index.php). Most of the songs I've downloaded for guitar pro have the transcribers really putting a ton of effort into transcriptions of songs.*
It allows you to follow along, speed up, slow down, loop etc, and the Real Sound Engine means that the drums actually sound realistic. A quick search for [song name] Guitar pro pretty much always yields Success.
The software doesn't cost much, and once you have it sheet music is free everywhere (that I've found!)
**Here's an example of what the drum scoring looks like**
Like I say I'm not a Drummer, but I am interested in studying some real Percussion and Drum Sheet music. From Mike Portnoy to Brian Ferneyhough and of course Zappa! | In addition to Alexander Troup's answer, I'll confirm that [Guitar Pro 6](http://www.guitar-pro.com/) displays the drum track in a "standard" notation (using the [Berklee notation](http://forum.makemusic.com/attach.aspx/12199/berklee_drum_notation_finale.pdf)).
Using this software, you'll be able to open a lot of tabs from the Internet (more or less accurate), you can find them on a lot of websites, like on [Ultimate-Guitar](http://www.ultimate-guitar.com/).
If you don't want to buy a software, you can check out [Songsterr](http://www.songsterr.com/), which is more or less an online Guitar Pro player, the tabs they use are from Internet, so they are not always accurate, but it's often a good start.
Arobas Music, the editor of GP, also have a website where they sell accurate tabs (they are not as accurate as they claim, but they're pretty good) : [MySongBook](http://www.mysongbook.com/), but today there are not a lot of songs. |
11,420 | What Websites offer quality Drum Scores /Sheet Music (not Tabs)? | 2013/07/26 | [
"https://music.stackexchange.com/questions/11420",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6739/"
] | *I'm not a Drummer, but I would highly recommend investing in a copy of [Guitar Pro](http://www.guitar-pro.com/en/index.php). Most of the songs I've downloaded for guitar pro have the transcribers really putting a ton of effort into transcriptions of songs.*
It allows you to follow along, speed up, slow down, loop etc, and the Real Sound Engine means that the drums actually sound realistic. A quick search for [song name] Guitar pro pretty much always yields Success.
The software doesn't cost much, and once you have it sheet music is free everywhere (that I've found!)
**Here's an example of what the drum scoring looks like**
Like I say I'm not a Drummer, but I am interested in studying some real Percussion and Drum Sheet music. From Mike Portnoy to Brian Ferneyhough and of course Zappa! | I play in two bands and we continualy struggle to get sheet music for drums that is acurate and technicaly correct. Agree Guitar Pro is awsome but expensive and some (not many) of the sheets are badly put together for drums.
Our sucsesses have been from two sources Amazon in the sheet music section but can be expensive most books only give 8 or 9 sheets and you probably only need 2 or 3. The other area is [Drumscore.com](http://www.drumscore.com/)
we have had great experiences here and the guy who owns it has been vey helpful to our drummers and offers great advice. |
11,420 | What Websites offer quality Drum Scores /Sheet Music (not Tabs)? | 2013/07/26 | [
"https://music.stackexchange.com/questions/11420",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6739/"
] | *I'm not a Drummer, but I would highly recommend investing in a copy of [Guitar Pro](http://www.guitar-pro.com/en/index.php). Most of the songs I've downloaded for guitar pro have the transcribers really putting a ton of effort into transcriptions of songs.*
It allows you to follow along, speed up, slow down, loop etc, and the Real Sound Engine means that the drums actually sound realistic. A quick search for [song name] Guitar pro pretty much always yields Success.
The software doesn't cost much, and once you have it sheet music is free everywhere (that I've found!)
**Here's an example of what the drum scoring looks like**
Like I say I'm not a Drummer, but I am interested in studying some real Percussion and Drum Sheet music. From Mike Portnoy to Brian Ferneyhough and of course Zappa! | Try SheetMusicPlus or Musescore. They both have vast amounts of sheet music available, for many different instruments. |
11,420 | What Websites offer quality Drum Scores /Sheet Music (not Tabs)? | 2013/07/26 | [
"https://music.stackexchange.com/questions/11420",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6739/"
] | In addition to Alexander Troup's answer, I'll confirm that [Guitar Pro 6](http://www.guitar-pro.com/) displays the drum track in a "standard" notation (using the [Berklee notation](http://forum.makemusic.com/attach.aspx/12199/berklee_drum_notation_finale.pdf)).
Using this software, you'll be able to open a lot of tabs from the Internet (more or less accurate), you can find them on a lot of websites, like on [Ultimate-Guitar](http://www.ultimate-guitar.com/).
If you don't want to buy a software, you can check out [Songsterr](http://www.songsterr.com/), which is more or less an online Guitar Pro player, the tabs they use are from Internet, so they are not always accurate, but it's often a good start.
Arobas Music, the editor of GP, also have a website where they sell accurate tabs (they are not as accurate as they claim, but they're pretty good) : [MySongBook](http://www.mysongbook.com/), but today there are not a lot of songs. | Try SheetMusicPlus or Musescore. They both have vast amounts of sheet music available, for many different instruments. |
11,420 | What Websites offer quality Drum Scores /Sheet Music (not Tabs)? | 2013/07/26 | [
"https://music.stackexchange.com/questions/11420",
"https://music.stackexchange.com",
"https://music.stackexchange.com/users/6739/"
] | I play in two bands and we continualy struggle to get sheet music for drums that is acurate and technicaly correct. Agree Guitar Pro is awsome but expensive and some (not many) of the sheets are badly put together for drums.
Our sucsesses have been from two sources Amazon in the sheet music section but can be expensive most books only give 8 or 9 sheets and you probably only need 2 or 3. The other area is [Drumscore.com](http://www.drumscore.com/)
we have had great experiences here and the guy who owns it has been vey helpful to our drummers and offers great advice. | Try SheetMusicPlus or Musescore. They both have vast amounts of sheet music available, for many different instruments. |
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