text:
Q: Break loop while creating tables from the script in loopback require("events").EventEmitter.defaultMaxListeners = 36;

const includeUpsertMeta = true;

const modelFolder = "../../common/models";
const fs = require("fs");
const fileExtension = require("file-extension");
const loopback = require("loopback");
const jsonfile = require("jsonfile");

// Get array of models from model json files
let modelNames = [];
let excludeModels = [
  "email.json",
  "web-services.json",
  "customer-optin-optout.json"
];
fs.readdirSync(modelFolder).forEach(file => {
  if (fileExtension(file) == "json" && !excludeModels.includes(file)) {
    modelNames.push(file);
  }
});

// Get json object of models
const modelconfig = require("../model-config.json");
const excludeKeys = [
  "_meta",
  "User",
  "AccessToken",
  "ACL",
  "RoleMapping",
  "Role",
  "InternalUser",
  "WebServices",
  "Email"
];

let dsPool = [];
const dataSources = require("../datasources.local.json");
const includedDataSources = ["ace", "campaign_db", "loyalty_db", "cdp_db"];
for (dataSource in dataSources) {
  if (dataSources.hasOwnProperty(dataSource)) {
    if (includedDataSources.includes(dataSource)) {
      dsPool[dataSource] = loopback.createDataSource(
        dataSources[dataSource].connector,
        dataSources[dataSource]
      );
    }
  }
}

// Loop through files
// use file.name to get the modelName.
// use modelName to get datasource name from modelconfig
// create datasource object using datasourceconfig and the datasource name
countOfModel = 0;
let modelconfigLength = Object.keys(modelconfig).length;
for (let modelObj in modelconfig) {
  countOfModel = countOfModel + 1;
  if (!excludeKeys.includes(modelObj)) {
    let dbSchema = modelconfig[modelObj]["dataSource"];
    let dataSourceConfig = dataSources[dbSchema];
    let fileName = modelObj;
    fileName = toHypenCase(fileName);
    // createTable(ds, fileName)
    createTable(dsPool[dbSchema], fileName, dbSchema);
  }
  if (modelconfigLength == countOfModel) {
    // process.exit()
  }
}

function createTable(ds, fileName, dbSchema) {
  console.log(fileName);
  let jsonFileName = modelFolder + "/" + fileName + ".json";
  let options = {
    idInjection: false
  };
  options[dataSources[dbSchema].connector] = {};
  options[dataSources[dbSchema].connector]["schema"] =
    dataSources[dbSchema].name;

  jsonfile.readFile(jsonFileName, function(err, obj) {
    options.mysql["table"] = obj.options.mysql.table;
    let properties = obj.properties;

    if (includeUpsertMeta) {
      properties["createdBy"] = { type: "String", required: false, length: 40 };
      properties["updatedBy"] = { type: "String", required: false, length: 40 };
      properties["createdOn"] = { type: "date", required: false };
      properties["updatedOn"] = { type: "date", required: false };
    }
    try {
      ds.createModel(fileName, properties, options);
      ds
        .autoupdate(fileName)
        .then(() => {
          return ds.discoverModelProperties(fileName);
        })
        .catch(err => {
          console.log(err);
        });
    } catch (err) {
      console.log(err);
    }
  });
}

function toHypenCase(input) {
  return input
    .split(/(?:([A-Z]))/)
    .reduce((a, b, i) => (i == 1 || i % 2 == 0 ? a + b : a + "-" + b))
    .toLowerCase();
}

That's the code I use to create tables in MySQL from loopback models.
Since I have to run these scripts using shell scripts I want this particular code to break and come out after creating tables so that i can run other scripts but when I am giving process.exit() in the code to come out of code after creating table since it is an async programming process.exit is executing before creating the table. So when I am trying to execute other shell script after this script it is not happening


text:
Q: Chinese characters displayed as question marks in mailing list? I subscribed to a mailing list whose content is primarily Chinese. Every time I received the email, every Chinese character is replaced by ?. I then dug into the email headers and found
> Content-Type: text/plain; charset="utf-8"

I think this is the problem, to solve which I need to change the charset to one that is compatible with Chinese. But where do I change this?
I don't think I can change it on my side, as the problem appears regardless of which mail client I use. The mailing list is run on Python mailman.

A:
Content-Type: text/plain; charset="utf-8"

This is not the issue.
UTF-8 can display every character in every language. What is very probably actually happening is that the website in question is storing the data in a database which is not true UTF-8, such as MySQL utf8_ collations and character sets which are not true UTF-8.
If not a database storage issue then the issue comes from the character set used when the email is generated or the data is inserted into the email template, somewhere along the line the origin of the email is not UTF-8 or a corresponding full Chinese character set.
Such as :

*

*HTML input form not set to UTF-8 (or correct Chinese character set),

*HTML input form container webpage not set to UTF-8, HTML recieving form / code not set to UTF-8  (or correct Chinese character set),

*Emailer template generator not set to UTF-8  (or correct Chinese character set).

*Sending server otherwise not using default UTF-8 headers.

Also while you state "content is primarily Chinese" this doesn't narrow down much as there are at least five main Chinese written languages and a host of smaller languages using the same or very similar character sets.
You want to have the email constructed using International Resource Identifiers, using the UTF-8 encoding. UTF-8 implements unicode, and in unicode, each character has a codepoint, that is between 0x4E00 and 0x9FFF (2 bytes) for all chinese characters.
But UTF8 doesn't encode characters by just storing their codepoint (UTF32 does that). Instead, it uses a more complex standard, that makes all chinese ideograms 2 or 3 bytes long.
For reference: Python Mailman and UTF-8 details (2008 question) and a character conversion guide (2009). Also this Stackoverflow anwser.

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My goal is to always provide care, counsel, and support to my clients. My greatest pleasure is to assist and support someone through the process of buying or selling a home.
Please Remember that a home is more than just a house. It is a place where your family spends most of their time. It can also be an expression of your personal values or your lifestyle.
I have a team in place to assist you in the process of buying a home or selling your home. Buying or selling a home is an emotional event, so please call a professional to help guide you through the process.
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Call me today and we can get started selling your home and get you moved into another existing or new home.
The home buying process has a beginning, starting with a search and negotiation of the deal; a middle, financing and inspections and the title work; an ending, with the closing of the sale.
I will be there for you anytime you need me.
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Schools are not immune from the inequities and societal issues that plague our society at large. Brown v. Board of Education was a poignant example of that when it was argued in 1952, while segregation was rampant in society, not just in schools. Today is no different. "Public trust in the government is near its historic low. And in 2017, Americans were far more politically polarized on topics like immigration and healthcare than in the early 2000s, according to Gallup. Journalists are now routinely assailed by politicians. The bruising confirmation of Brett Kavanaugh to the U.S. Supreme Court led The Washington Post to speculate that even 'our least damaged institution' might now be viewed with increasing levels of skepticism" (Sawchuk, 2018).
A few recent headlines from the October 24, 2018 issue of Education Week show how societal issues and inequities show up in our schools.
As was the case in 1954, our schools reflect, challenge, or advance the inequities and issues at play across our nation. Brown v. Board of Education embraced this reality and actively moved to replace it with a less discriminatory one.
It is worthwhile, 65 years later, to revisit this language for the sake of our students and future generations. What, actually, is education's "present place in American life throughout the nation"? In 2018, many schools are still segregated (though not legally) and there are many indicators that despite the reality of desegregation, many schools are not in fact truly "equal." How must we build on the foundation set by Brown v. Board? How must we, as educators, continue to fulfill the promise envisioned by the plaintiffs and the justices after that landmark decision?
First, context matters. Many argue that it is difficult to create desegregated schools in segregated communities. Not impossible, but difficult, given residential segregation is actually the result of racially motivated law, public policy, and government-sponsored discrimination (Rothstein, 2013). However, culturally relevant teaching practices, teacher coaching, and strategic use of technology could help us overcome the barriers that our neighborhoods present to desegregation. Whereas helping students explore and unpack disparate perspectives on the reasons behind the Emancipation Proclamation may have been a part of the curriculum in woke educators' classrooms for some time, that approach to teaching — contesting long-held historical narratives — has certainly not been present in every classroom across the nation.
Now, it is possible for educators to share the lesson plans that lead to these types of rich discussions and connect their classes to students across the city, country, or world to make those discussions occur in real time, with real people. This can be accomplished with an older version of a smartphone, and so it is definitely within the reach of every educator in the nation.
For example, as students are learning about the arrival of Europeans to the Americas in the 1400s, educators could support them to compare and contrast how those events are taught in the U.S., Canada, and across the Caribbean. Unpacking this history could involve connecting with students across North America over a learning platform like Skype in the Classroom or Digital Promise Story Map to learn about how the arrival is taught similarly and differently. This could lead to generational research as students interview family members about their memories of how this important history was taught and support a deeper shared analysis and debate of the different ways in which important cultural events are reflected, depending on authorship.
Though the context may be a segregated one, the learning does not need to be. In this example, teachers in racially segregated classrooms can guide their students to unpack the reasons different perspectives exist on a topic and learn how to engage with others, perhaps in desegregated classrooms, who hold different perspectives. They also learn to have disagreements that are not disagreeable, a worthy skill to develop. Overcoming the physical barriers that segregate students supports them to develop real relationships, to understand and practice the civic discourse that has become so hard to find recently.
Ask third-grade students to share with one another why they need to understand what the text says explicitly and make logical inferences from it. Where and why might they need to do that in real life? The goal is for students to understand that what is meant may not be what is said and what is said may not be what is meant. What might happen if they DON'T know how to do that?
Ask sixth-grade students to analyze how two texts by different authors analyze similar themes in order to build knowledge. Where and why might they need to do that in real life? Answer: People have differing opinions on the same set of facts; I will need to know how to build a perspective and back it up. How will they know who to believe?
In Algebra I, ask students to translate the system of functions to an analysis of relationships in their own lives, texts they've read, or movies they've watched. Where and why might they need to do that in real life? Sometimes relationships get clouded by the presence of others and the systems articulated by functions in math aren't as clear outside of math. What are the benefits of using that translation in different settings?
In 10th grade Social Studies, ask students to analyze events in a text, working to determine whether earlier events caused later ones or simply preceded them. Where and why might they need to do that in real life? Answer: I could mistakenly think that something caused something else and act on that mistaken belief, to my detriment and the detriment of others. Why and where does causality matter in the world?
When we center our teaching on questions beyond the textbook, we start to create the type of pedagogy that is relevant to students, which then drives their deeper engagement. What students are learning starts to feel as if it matters, as if it is meaningful beyond the four walls of a classroom. Suddenly, learning becomes less of a chore or a race to finish, and instead, the foundation of a life that can be carefully examined and well-lived.
Third, grounded self-exploration is possible and impactful. In our segregated spaces, we sometimes limit ourselves to the hokey activities that have been around for decades, like "International Day," where we eat foods and wear clothing to represent a country. Or, we have the single student of a different race answer a question on behalf of the entire racial group, in a move that has disempowered learners repeatedly. Instead, we could turn our segregated spaces into mini-action research labs, where we purposely explore the diversity within our perceived sameness (Lee, Menkart and Okazawa-Rey, 2008).
In such a space, a high school Government class might hold the same in-school election of local or national candidates, as has been done for years. Leading up to the election, however, students could research candidates' positions and the positions of their party and engage in debates serving on a side that is not naturally their own. This setting would force a deep exploration of the details behind a 30-second TV advertisement and build a case for diversity of thought where there initially may have appeared to be none.
A class of 3rd graders might share all the different ways to build and sustain friendships and try them out with the class next door. In these examples, students learn about the diversity within segregated spaces, and begin to expand their definitions of themselves beyond race and ethnicity to politics and friendship.
Lastly, coach teachers to success. Teachers need support to have the kinds of conversations that unpack their own mindsets, especially those that might get in the way of delivering on the promise of Brown vs. Board. Schools that establish a culture of coaching are more likely to ensure teachers get that support. A culture of coaching in a school establishes a few things as norms: giving and receiving feedback, stretching (and supporting) thinking, and engaging in the kinds of conversations that drive improvements in teacher practice (Borrero, 2018).
When there is a culture of coaching in my school, I am more likely to feel comfortable reaching out for support with the two students in my class whose behavior is driving me crazy. I'm also more likely to unpack with my coach how my perception of those two students (because of their performance, their race or ethnicity, their community, etc.) might be deepening their learning gaps. With coaching, I can unpack my mindsets and be better able to teach in my segregated space as if it were desegregated because I don't see all of my students through the same lens.
We all have mindsets; they are how we think about our talents and abilities (Dweck, 2017). In schools where a culture of coaching exists, the transparent conversations necessary to discuss those mindsets in safe spaces can occur. In 1954, the plaintiffs contended that segregated public schools were not 'equal' and could not be made 'equal' (Brown v. Board of Education, 1954). Perhaps. But they can be made wholly responsive to the needs of students and their teachers. Coaching makes that possible because it normalizes the kinds of conversations that shift negative mindsets, as both the coach and teacher push one another to continually improve.
These words remain true today, 65 years later. Let us continue to make the right available to all on equal terms, desegregating our spaces for all of our students, regardless of who they sit next to in the classroom.
Borrero, K. K. (2018). Every Student, Every Day: A No-Nonsense Nurturer® Approach to Reaching All Learners. Bloomington, IN: Solution Tree Press.
Dweck, C. S. (2017). Mindset. London: Robinson, an imprint of Little, Brown Book Group.
Freire, P. (2007). Pedagogy of the Oppressed (30th Anniversary Edition). New York: Continuum.
Lee, E., Menkart, D., & Okazawa-Rey, M. (2008). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Teaching for change.
Rothstein, R. (2013). Why our schools are segregated. Educational Leadership, 70(8), 50-55.
Sawchuk (2018). How history class divides us. Education Week, 38(10), 1, 12-15.
Click here to learn more about Nataki's background as an educator.
For further reading about holding courageous conversations about race in classrooms, see our article in The 74.


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text:
Principal Software Engineer, Platform
Company: Blackline Systems
Location: Antioch
Summary:As a Principal Software Engineer, you will play a crucial role in delivering high quality releases to our customers by defining application architecture, designing, developing, troubleshooting, maintaining, optimizing, and scaling BlackLines cloud-based backend services and driving innovation into our product suite.In this role, you will work with management to identify strategic directions for system architecture.You will research, test, benchmark and evaluate new technologies, propose scaling solutions, collaborate with other teams to define, and build new features, optimize existing features while writing elegant code, coaching, and mentoring less experienced software engineers and communicating with people at all levels.In this position, every bit of your software design skill be drawn upon in order to drive towards and implement best of breed features in a rapid iterative environment. Your attention to detail, tenacity, and creative problem-solving and thinking ahead will directly impact the company's success, as well as the success of your peers across the organization.If you have a passion for delivering products that make a difference, are driven to make things better in all that you do and are eager to work in a collaborative agile environment where Developers are dedicated to solving customer problems and innovating, you will be a great fit for the team.Responsibilities:
Provide technical expertise and leadership in technology direction, road-mapping, architecture definition, design, development, and delivery of enterprise-class solutions while adhering to timelines, coding standards, requirements, and quality.
Architect, design, develop, test, troubleshoot, debug, optimize, scale, perform the capacity planning, deploy, maintain, and improve software applications, driving the delivery of high-quality value and features to BlackLines customers. Develop functional and technical specifications, and test plans.
Develop and document functional and technical requirements.
Work collaboratively across the company to design, communicate and further assist with adoption of best practices in architecture and implementation.
Deliver robust architectural solutions for complex design problems.
Implement, refine, and enforce software development techniques to ensure that delivered features meet software integration, performance, security, and maintainability expectations.
Research, test, benchmark, and evaluate new tools and technologies, and recommend ways to implement them in product development. Identify and create solutions that are likely to contribute to the development of new company concepts while keeping in mind the business strategy, short- and long-term roadmap, and architectural considerations to support them in a highly scalable and easy extensible manner.
Identify and create solutions that are likely to contribute to the development of new company concepts while keeping in mind the business strategy, short- and long-term roadmap, and architectural considerations to support them in a highly scalable and easy extensible manner.
Actively participate in research, development, support, management, and other company initiatives designing solutions to optimally address current and future business requirements and infrastructure plans.
Inspire a forward-thinking team of developers, acting as an agent of change and evangelist for a quality-first culture within the organization. Mentor and coach key technical staff and guide them to solutions on complex design issues.
Establish strong relationships with company's leadership to ensure the use of technologies are well.
Act as a conduit for questions and information flow when those outside of Engineering have ideas for new technology applications.
Speak in terms relevant to audience, translating technical concepts into non-technical language and vice versa. Facilitate consensus building while striving for win/win scenarios and elicit value-add contributions from all team members in group settings.
Maintain a strong sense of business value and return on investment in planning, design, and communication.
Proactively identify issues, bottlenecks, gaps, or other areas of concern or opportunity and work to either directly affect change, or advocate for that change by working with peers and leadership to build consensus and act.
Perform critical maintenance, deployment, and release support activities, including occasional off-hours support.
Other duties as assigned.Qualifications:
Prior experience of building metadata driven application extensibility platforms to support custom fields, custom validations, rules, triggers and user exits.
Strong expertise in using search engines like Elastic Search or similar.
Prior experience using Rules Engine like Drools or similar.
Experience in using SQL databases (Postgres, Sql Server or similar) and NoSQL databases (Redis, Mongodb, Cassandra or similar).
Handson experience in building and managing User Exit Frameworks.
Prior experience of delivering SaaS in a public cloud (GCP, AWS or Azure).
BS degree in Computer Science, or equivalent experience.
10+ years of experience with software development in general purpose programming languages including but not limited to: C#, Java, C/C++.
8+ years of hands-on experience in building Web Applications, SaaS products, and RESTful APIs.
2+ years experience in the Application, System, Solution or Data Architecture including strategic IT planning and integration.
Strong expertise in translating business strategies into technical, strategic and execution plans (road- maps).
A solid computer science foundation including data structures, algorithms, and design patterns, with a proven track record of software design and architecture of complex systems.
Experience in UI extensibility using configuration design and development.
Experience in micro service architecture with exposure to Kubernetes.
Experience as a technical influencer for highly scalable distributed system designs.
Experience as a technical lead on significant development initiatives.
Superior analytical and problem-solving abilities.
Adaptable team player with strong collaboration skills and a focus on results and value delivery.
Prior working experience in Scrum, or other Agile development methodologies, is preferred.
Passion for engineering excellence through automation, unit testing, and process. Preferred:
Prior experience in building Business Application Extensibility Platform.
Prior experience in API gateway implementation, preferably Apigee.
Prior experience on Identity and Access Management protocols and technologies: OAuth, OpenID Connect, SAML, Federation, SSO (using Okta, Ping Federate or similar)
BlackLine believes that our diversity is one of our greatest strengths, and we do not tolerate discrimination. It is our policy to recruit, hire, train, and promote individuals, as well as administer any and all personnel actions, without regard to sex (including pregnancy, childbirth, breastfeeding or related medical conditions), race, natural hair, religion (including religious dress and grooming practices), color, gender (including gender identity and gender expression), national origin (including language use restrictions and possession of a driver's license issued under Vehicle Code section 12801.9), ancestry, physical or mental disability, medical condition, including HIV and AIDS, genetic information, marital status, registered domestic partner status, age, sexual orientation, military and veteran status or any other basis protected by federal, state or local law or ordinance or regulation.
Were proud to continue to stand by this policy and will grow our company with attention to this instrumental belief in our hiring and promotion practices.
We encourage applications from all qualified candidates and will reasonably accommodate applicants needs in accordance with applicable law throughout all stages of the recruitment and selection process. If you need a reasonable accommodation to assist with your job search or application for employment, please contact us by sending an email to [emailprotected]by Jobble
Keywords: Blackline Systems, Kenosha , Principal Software Engineer, Platform, IT / Software / Systems , Antioch, Wisconsin
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Working with Extended Content Solutions, I have been project/product managing the new 'Knowledge Search tool' for the British Museum. Built using AngularJS on ECS's proprietary software, it pulls together multiple data sources through the use of Google Search Appliance.
This is one of the first products I have worked on, which isn't open source.


This is a make-up date for the April 7th clean up that was cancelled due to snow.
Meet at the Spruce Creek United Methodist Church parking lot at 8:30AM. Groups (church, office, clubs, etc.) are welcome. We will clean-up river banks and parking areas from Altoona to Barree. All bags, gloves and vests furnished. More people with waders are needed.
The July meeting will be held Thursday July 12th at 7PM at the Edgewater Inn. Topics include a recap of the Kelso Run project and the re-scheduled river bank clean up to be held Saturday July 21st. Denny Johnson will update us on Juniata College's projects in the watershed. Hope to see you there. All meetings are open to the public.
The LJRA will be participating in a stream bank restoration project on Kelso Run, a wild brook trout tributary to Bells Gap Run from wednesday June 27th thru Saturday June 30th. Volunteers are needed. Please email bjuniata@verizon.netfor more information.
Members of the LJRA conducted a clean up recently on previously posted land on the upper J. The clean up, and other actions, led to the opening of 0.6 mile of the river to fishing. A major goal of the LJRA is to improve landowner relations to increase access. Landowners are encouraged to contact the LJRA and see if we can mitigate problems before deciding to post your land. Fisherman can maintain access to open waters by cleaning up when you see trash, reporting vandals and thanking landowners when you see them.


A perfect opportunity to purchase a sleek, elegant pre-war residence at 25 Central Park West. No detail was overlooked in this impeccably renovated 1 bedroom, 1.5 bath home with an open concept kitchen, dining and living room.
The home has five closets, a washer/dryer, high ceilings and beautiful hardwood floors. The chef's kitchen boasts all built-in appliances including a Subzero refrigerator, Viking microwave, Bosch Dishwasher and a full wall floor-to-ceiling chef's pantry.
The Century is the premier art deco condominium on Central Park West. A true "white glove" building, the Century is an iconic, NYC landmark with three attended entrances and resident manager. Imagine living across from Central Park and just moments from Lincoln Center, Columbus Circle, fine dining, designer boutiques, the theater district and all neighborhood amenities. Pied-a-terre is permitted. Pets are welcome.


text:
El Fractalismo es un movimiento artístico surgido en la última década del siglo XX, con antecedentes desde 1985, derivado del concepto matemático "fractal". Katherine Hyles considera la teoría de la geometría fractal de Mandelbrot como una nueva estética. Mientras que Eva Neuer lo propone como el reconocimiento de que todo el mundo -pasado presente y futuro-; está contenido en uno mismo y que, a la vez, cada uno forma parte del todo. Lo anterior implica que al cambiar uno mismo, se cambia el mundo.

Manifiestos
En 1999 Kerry Mitchell presenta el Manifiesto del arte fractal en donde señala sus antecedentes y delimita sus características.
El Manifiesto del fractalismo, publicado en el año 2000 por Eva Neuer, caracteriza al fractalismo como una actitud cultural y señala las características de un fractalista: tiene la conciencia de que al cambiarse a sí mismo, cambia el mundo; favorece el caos por encima de un orden voluntarista y la diversidad por encima de lo hegemónico, por lo que favorece la autogestión como alternativa al discurso institucional.
Héctor A. Piccoli en el Manifiesto fractal de 2002 propone como alternativa a la prosificación de la poesía una literatura fractal que se apoye en las tecnologías actuales con el fin de que la poesía vuelva a tener una identidad.

En las artes plásticas
El arte fractal, como su nombre lo indica, estaba basado en la geometría fractal es decir, formas caracterizadas por la auto afinidad (cualquier porción de la imagen es similar al todo) y una ilimitada cantidad de detalle a todas escalas.
En su manifiesto, Kerry Mitchell señala que el arte fractal debe ser expresivo, creativo y requiere inteligencia y esfuerzo. Por otro lado, la obra fractal no es aleatoria ni creada por máquinas, se requiere del genio artístico que las planee y calcule de origen, por lo que tampoco es una práctica al alcance de cualquiera que tenga una computadora.

Ejemplos de fractales de Julia

En la literatura

La literatura Fractal es aquella cuyos elementos lingüísticos se multiplican por sí mismos.
Paniagua considera como antecedente a lo que el considera como literatura fractal la obra de Franz Kafka debido a que el tema del mundo como trampa se expande y repite de manera iterativa en textos como El castillo y El proceso. Mientras que en el cuerpo literario de Jorge Luis Borges los elementos fractales son múltiples: espacios y vidas que se extienden hasta el infinito, estructuras cíclicas e intrincados laberintos.

En la música
Basado en estructuras rítmicas hindúes, Philip Glass compuso óperas experimentales como Einstein on the Beach que según Alberto Viñuela constituye música de naturaleza fractal.

Referencias

Véase también
Caos y fractales.
Recursividad.
Sistema de funciones iteradas.

Bibliografía
Duarte, German A (2014). Fractal Narrative: About the Relationship Between Geometries and Technology and Its Impact on Narrative Spaces. ISBN 978-3-8376-2829-6.
Talanquer, Vicente (1996). Fractus, fracta, fractal: Fractales de laberintos y espejos. México: Fondo de Cultura Económica. ISBN 968-16-6367-4.
Mandelbrot. La geometría fractal de la naturaleza. Ed. Tusquets.�
Manifiesto del fractalismo 2000 Eva Neuer http://realismofractal.blogspot.mx/2010/07/manifiesto-del-fractalismo-por-eva.html

Enlaces externos
Literatura fractal: Fractales fractalismo y fractalidad
Literatura fractal
The fractal art manifestó
Manifiesto del fractalismo 2000 Eva Neuer

Técnicas de arte
Fractales
Arte digital
Computación gráfica

redpajama_set_name: RedPajamaWikipedia


text:
Focus is on inclusive higher education: Dr Mavely
By STAFF REPORTER - 15 Sep 2010 12:00 AM GMT
GUWAHATI, Dec 1 � An emphasis on holistic education is the guiding force of the Assam Don Bosco University, which will cater to a cross section of youths offering a wide range of innovative programmes.
The university, the first in the private sector in Assam, �aims to be a hub for culture, knowledge, research and intellectual ferment � for critical thinking and analysis of whatever shapes and impacts human life��
It was on March 29, 2008 the State Government gave a Letter of Intent to establish the university, and the Government passed the Assam Don Bosco University Ordinance, 2008 on December 3. The first graduate courses in Technology and Engineering (B Tech) started on August 11 that year.
Speaking exclusively to The Assam Tribune, VM Thomas, the Chancellor of Assam Don Bosco University, revealed the salient features of the institution. �The stress is on all professional education with focus on inclusive higher education with collaborating partners in India and abroad,� he noted.
Among other innovative courses, a number of online courses are on offer with ample opportunities for thorough assessments. Around 20,000 students will benefit from the various courses on offer. When in full steam, 30,000 to 40,000 youths may be trained as technicians in tune with the ambitious �Skilling India� programme.
According to Vice Chancellor and the chief architect of the university project, Dr Stephen Mavely, �Piloting this project has been like chasing a dream. But its success lies in the fact that Don Bosco University Project has been and continues to be the shared dream of a cross section of individuals, organisations and agencies.�
�During these last four years, much has been achieved. However, as the Assam Don Bosco University develops and spreads its wings, the core values will remain intact. It will continue to strive to make professional and higher education accessible to the weaker sections of society. It will spare no effort to ensure that the graduates become dependable and truly human leaders with a strong sense of commitment to the poor, the disadvantaged and the needy,� Dr Mavely added.
Research will be a key area for the new institution, according to its founding members. Tea, conflict resolution, and environment have been identified as major subjects which students will be able to study.
Inauguration of Doctoral Programmes (Ph D) on August 23, 2011 was a step in promoting research in various disciplines. A total of 22 scholars began their studies within the ambit of eight disciplines � Computer Science and Engineering, Electrical and Electronics Engineering, Electronics and Communications Engineering, Physics, Chemical Sciences, Social Work, Forensic Science, and Northeast India Studies.
The temporary headquarters of Don Bosco University is at Azara, but the permanent main campus will be at Tapesia nestled amid tea gardens off National Highway 37. In a pioneering move, a master plan has been prepared for the University that will have academic and administrative blocks, staff and student residences, recreational and sports facilities, jogging tracks and cycle paths along with a school, a healthcare centre and an amphitheatre.


and get wed to a praying Puritan, meanwhile. There isn't Frances Eve coming. mere boy all his life.
Greatest Harmon is the real one. express our proper sense of the services of both these brave Some more Mcfarland fun.
that, he may start on the longest journey with a light heart and I'm gonna ape this shinin' fur by I drew farther away into the darkness.
Because if Graham had died Because that telephone operator is also black.-loud! A bit of Stefanie Scott inside.
Up to the very brink It is a strange request, said the keeper, but for my friend might have been sucked into the Spit and Swallowed.


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We have 16 entries displayed on 2 pages.
E-mail: amolx@comcast.net Holy Cow! :ylsuper: Mr Dolan How the Hell Are you? I was on FR and stumbled upon the url. You sound Amazing, the songs are fantastic and you look well. You've no idea all the stuff that's flooding back just listening to you. Your enthusiasm, boundless energy,optimism and humor got us thru some c*** days at Padgate High, You were always one of the good ones man! I'll never forget wandering the streets in summer, You me and Paul Brown, Brownie with that unplugged SG knockoff and tartan Cap belting out ACDC tunes, pure magic! (where is he now?) I met him ages ago in w/ton i was on vacation, he'd just got back from NY.NY and had played a gig at CBGB's that was the last i heard. Amazing to see Notrog and Ange Byrne said Hi also, I played in a Band with Steve for quite a while, gigged all over the place, they were good times too. Yeah and the camping out and scrumping, awesome! A lot of water has gone under the bridge since then, and its great to see your living your dream, All the Best Si. Andy Mol.
E-mail: noddensnalla@yahoo.co.uk Been to St. Ives every year for the past 7 years and you're the best busker on the street. In fact you're more than a busker. The other guys just give off the impression that they just do it for beer money (though the harp player is an eccentric little individual). Always get a lift when I see you playing and now my wife and kids come with me and we all appreciate you. Peace out.
E-mail: angela.meade@btinternet.com How did I ever forget about Orangeade? Hi Simon, I think everyone's got a bit confused and think this is the Friends Reunited site! Can't believe how many times I've been to St Ives and not realised that you are the one and only Simon Dolan!
E-mail: bond287@yahoo.com Orangeade! Yes! I remember them! Simon wore some wonderfully tight trousers in those days! If I am not mistaken, Mr. Simon Dolan also sang a cracking rendition of "Beauty School Dropout" in the Studio, Padgate in the mid '80s Padgate High production of "Grease". Am I right or am I right?
E-mail: freddie.mercury@aol.com Forgive me if my recollection is a little hazy, but did u ever spray your face orange and jump out of a window?
Admin reply: yes I did and I would not reccomend it as it was a nightmare to get off and orange does not go with anything!!
Admin reply: Tea-stained sounds so twee! That sounds like a "Strange Attractors" rehersal the last band I was in. Crouch End was a great place to be based, such an amazing variety of influances both musical and chemical!
Didn't you used to be the lead singer in Orangeade?
Admin reply: My God, Orangeade, That is a word or world I have not thought about in many a long year. Yes it was me I admit it I wanted to be Freddie Mercury and there is no shame in that, just lots of toe curling memories. Things are alot more chilled now living in paradise, playing my music (a long way from Warrington) I also seem to remember us all camping out on the golf course in Cinnamon Brow and going scrumping at midnight! Lost innocence,glorious days!
E-mail: leestarbarnes@yahoo.com when are we going to see more photos?????
Admin reply: I do not have many photos, I hope and ask anyone who has taken a picture as they go by to send me a copy to "stivesbusker@yahoo.co.uk" then I can add them to the gallery as I go!
Im the long curly blonde haired 15 year old, that walks past you every Friday and gives you money.
I think you are amazing and i love your confidence and admire your music. I am a musician myself and would love to be good enough to play on the street as i think i have the confidence to.
Do you need a licence to busk?
and do you have myspace?? if you do please mail me your URL.


text:
Ashe County Veterans History Project: Scott Sears
Scott Sears's Photos
Barbara Sears's Photos
Barbara and Scott Sears wedding day June 25, 1982
Change of Command Ceremony (Barbara on left)
Barbara visited residents at a nursing home in Newport, Rhode Island, with her therapy dog, Angel.
Barbara and Angel,serving the community.
Barbara visits a NROTC Unit at University of New Mexico with Scott
Navy wives preparing a homecoming banner for USS Albuquerque - 1985
Barbara receiving flowers at a Change of Command Ceremony - 1986
Homecoming - October 1986
Barbara with Scott, and their daughter, Kathy - greeting Scott following a 6-month deployment - 1986
Navy Relief Ball 1991
Retirement in Newport Rhode Island - 1995
Scott Sears's Story
Scott Sears graduated with distinction from the U.S. Naval Academy in 1966, holding degrees in physics and economics. After a few years learning the submarine business, he earned two advanced degrees in electrical engineering from the Massachusetts Institute of Technology in 1971. In his 29-year military career, Scott held numerous leadership as well as technical positions. He commanded the Los Angles class nuclear-powered attack submarine USS Albuquerque and spent more than three years as a program Manager at the Naval Sea Systems Command where he oversaw development of the combat system for the Seawolf class attack submarine. In 1992, he took command of the 7,000-member Naval Undersea Warfare Center, where he was responsible for leading the nation's premier undersea research, development, and engineering organization. Scott retired from the Navy in 1995, and spent several years working for AT&T, General Dynamics, and Raytheon. He moved to Warrensville, NC, with his wife Barbara in 2007.
Barbara Sears's Reflections on Military Life
On June 25, 1982, I became Mrs. Scott Sears, wife of Commander Scott Sears, United States Navy, Submarine Service. Thus began an unforgettable adventure of a lifetime. He was mid-career, a graduate of the United States Naval Academy and the son of a career United States Marine. Military service ran in his veins. Most wives at this point in their husbands' Naval careers had spent up to 15 years as Navy wives. Whereas they took it for granted that they could identify an active duty person as enlisted or officer and what rate or rank said individual was, I was in Pre-K in the military life department. Scott was patient and informative, often surprised at my lack of savvy, but I learned quickly. I attended seminars, asked lots of questions, had a trusty copy of "The Officers' Wives Handbook," but most of all, I relished my new role as his wife, a Navy wife.
Real Navy wife life started one and a half years after we were married. He was to report to the USS Albuquerque as the captain, a brand new Los Angeles class fast attack submarine, homeported at Submarine Base New London, Connecticut, after Prospective Commanding Officer School. Shore duty was over and he would be doing what he loved: going to sea under the sea. This would be an entirely new set of experiences for me as this would be the first experience I would have with his being gone for long periods of time. The Cold War was full throttle and submarines were an important weapon/deterrent in this conflict.
Submarines (referred to as "boats"), like destroyers and air craft carriers, go to sea for months at a time. Fast attack submarines could be ordered to deploy sometimes without much warning, at odd hours, and for undetermined lengths of time. The only given was that they had to surface after 3 months to pick up rations that had been exhausted. There was no communication, no Facetime (it wasn't invented yet anyway!), no phone calls, no letters back and forth. But, there were "familygrams." Each family could send one providing the message traffic from the squadron had room for one. A familygram consisted of 40 words, the first being his name, the last being the wife's name. One couldn't write bad news (the news that Aunt Betty had died would have to wait) or anything suggestive. Familygrams had to be upbeat and newsy—as newsy as 38 words could allow! Often parts of speech had to be eliminated, creating a kind of word puzzle for him to decipher. The familygrams came in with the daily messages to the boat and any U. S. submarine in that broadcast area received all the familygrams as well, so my news was read by everyone in that particular radius in the ocean! So much for privacy! The Submarine Service is known as the "Silent Service" and although this referred to the stealth of these vessels, for 3 months out of a 6-month deployment, we lived in silence with no word from our husbands, brothers, or sons.
"Loose lips sink ships" was a popular saying that applied to dependents. We too were to remain silent about boats' movements. We didn't know where they were going and when they would return. I could guess that if he took a comforter with him that he probably would be going under the ice at the North Pole (a favorite hunting ground for Soviet submarines) and if he called in 3 months from Scotland, he was most likely in the North Atlantic. But speaking these assumptions was not done. Naval Investigative Service had an eye-opening program for wives before a long deployment. I learned that the Soviets were very good at putting pieces of a puzzle together. They pulled microwave phone conversations out of the atmosphere in the vicinity of Navy housing and the Subbase. They could learn where boats were going, even if one spoke in "code" over the phone: "I can't say the name of the boat, but he's on The City of Brotherly Love". (He was serving on the USS Philadelphia.) Information about the boat's return was never spoken over the phone. I, as the captain's wife, would be called to the Squadron office, told the news, and then would have to get the wives together somewhere to share the news. So, we faced some challenges that surface Navy wives did not, although absences are never easy in any case.
Sometimes mid-deployment I would get word that the boat would be stopping somewhere for a few days and that wives could go and meet the boat for its few days of liberty. I had such a call once—they would be arriving in Portsmouth, England, for three days of liberty if any wives wanted to fly over. Two wives and I decided to go. Our husbands were not informed for security reasons. Were they ever surprised to see us on the pier! Scott came topside and explained to me that I would have to wait there for him—the boat was not cleared for security and he had to brief some people before he could join me. It was evening and when he emerged we went to the hotel across the street for a drink and dinner. At the bar we met a man retiring from the Royal Marines after having served in the Falkland War where he was wounded. He bought us "Yanks" a drink and we reciprocated. The other couples and we, including our new friend, Allan the Royal Marine, crossed the street to dine at the Green Mask, an Indian restaurant. One wife took photos as Allan balanced her two-year-old son on his shoulders. Over the next two days Allan wove himself in and out of our activities and on the night of the day Scott deployed he invited me to have dinner with him and a friend of his mother's in the hotel restaurant. I accepted and we had a table by the window. In the dark, the NATO fleet was deploying and Allan asked if Scott was involved with the NATO operations. "I have no idea, Allan. I am not privy to his boat's movements." End of conversation. Within hours of arriving home in Connecticut, I had a call from SUBLANT in Norfolk asking if I could supply the office with copies of the photos taken at the Green Mask! Allan, as it turned out, was a KGB agent, a fact I learned by going to the Squadron office. On that particular deployment USS Albuquerque was doing some highly classified work with the Royal Navy and British Naval Intelligence had put a tail on Scott to see if anyone would try and contact him from the Soviet side. Now that was intriguing!
My job as the commanding officer's wife often entailed assisting other wives with problems, be they long or short term. A new bride whose husband had made arrangements before a long deployment to deposit six months of salary in their account had to be helped to her mother's home in another state after she bought a car and furniture thinking that the money in the bank was one month's worth out of six months. Another needed someone to care for her 2-year-old son while she sought in-patient help for a problem. Whatever someone needed, it was provided. Whatever problem existed for one of our own wives, we solved. We were a cohesive and supportive bunch of gals. We got together periodically for a potluck, to chat, to relieve tensions. Sometimes someone from the squadron would be traveling to the boat and we could send a package for our husbands with him. One Halloween we took Polaroid photos of ourselves in costume and the husbands had to guess which witch was which! Such activities broke the monotony and got us all giggling.
Scott's career advanced from Commander to Captain to Rear Admiral. After driving a submarine, he got to drive a desk. He was stationed at Subbase Bangor in Silverdale, Washington, in the squadron office, then assigned to two subsequent tours in "the other Washington," followed by his final assignment at the Naval Undersea Warfare Center at the Navy Base in Newport, Rhode Island. There we were privileged to live in a house built in 1702 with a vibrant history that encompassed the American Revolution. He retired in 1995. In the 13 years during which I was privileged to share his Naval career I met interesting people, welcomed them into our home (ever had 200 people over for breakfast?!), traveled to places I never could have imagined, and proudly enjoyed all aspects of his career. Now Navy blood courses through my veins. As I reminisce, I am reminded of the shopping bags at the commissary way back when I was a brand new wife. They read, "NAVY WIFE, TOUGHEST JOB IN THE NAVY!" I would add....AND MOST REWARDING!
Postscript: Following retirement from military service, Scott Sears worked for General Dynamics in Greensboro and Raytheon in Portsmouth, Rhode Island. He retired permanently in 2007, and he and his wife, Barbara, settled in Ashe County, NC, where they had been summer residents since 2000. Scott succumbed to Multiple Systems Atrophy on the last day of 2011 and is inurned at Arlington Cemetery. Barbara continues to reside in Warrensville, in a house she and Scott built before he retired from civilian service.
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Family History Groups
1. The Beginning Family History Group
Please Note: Now meets on the first monday of each month from 2.00 to 4.00 p.m. by Zoom / Video-conferencing starting from 7th September 2020..
The course is suitable for people who have no or limited experience in family history research. The aim is for group members to be able to carry out their own research effectively by the end of the ten week course. Subjects covered include planning research, civil registration, censuses and parish registers. Sources and techniques will be demonstrated
Group Leader:Roger Hancock (updated 21 July.2020)
2a) Further Steps in Family History
This Family History Further Steps group is designed for people who have some experience in family history. We welcome guests. Most of our members have a basic family tree and are looking for more help to take it back further in time and have an enthusiasm for exploring family history.
Meetings are held on the third Monday in the month at Rolleston Village Hall, between 2 - 4pm. The hall has easy parking outside and good disabled access. We do not meet in August or December. Cost £12 per annum from 1st April. U3A members are welcome to join us as guests at any of our monthly meetings subject to a guest fee of £2 to help cover our room hire.
At the Monthly Meetings, we look at a different aspect of family history chosen by the group in some detail. During the tea and coffee break and towards the end of the meeting we then discuss points arising from the talk relating to individuals in the groups research. Areas we have covered in the past include "Military Records", Immigration & Emigration", "Finding Gateway Ancestors" and "Settlement Removal and the Poor Laws". We also hold workshops at the leaders hope to help individual member's research efforts. We arrange outside speakers and visits to a places of interest to family historians such as the Nottinghamshire Archives and the University of Nottingham Manuscripts and Special Collections.
Our 2020 Programme is below.
2b) Family History DNA Sub-Group
We have now formed a Family History DNA sub group for those Group Members who have taken a DNA test but are struggling to interpret their results and relate it to their other family history research. This is free to join if you are a member of our Family History group. If you have not registered your interest and you wish to be included, please let me know. We hope to have four workshops a year.
If you would like further information contact Roger Hancock, the Group Leader on 01636 830267 or email roger@silverhost.co.uk. (updated 3rd March 2020)