Kila’s New Drake – Ridable 11-15-11

http://en.wikipedia.org/wiki/Crowd_psychology

Contextual cueing is defined as an attentional guidance or facilitation effect derived from past experiences of (mostly hidden) regularities of the (mainly visual) world. In other words, visual attention can be guided by incidentally acquired knowledge about spatial invariants. Spatial invariants can be the objects around a given target object, their spatial layout, their trajectories, etc. This means that when you are searching for some visual object that is repeatedly surrounded by the same objects, or by objects in the same locations, or by objects following the same trajectories, you will be faster to find the object you are looking for. However, if the object is surrounded by different objects, or by displaced objects, or by objects randomly moving around, each time you look for it, then you will not be faster to find the given object.

The contextual cueing effect has several main characteristics, in terms of underlying learning and memory processes: (1) it reflects an acquired sensitivity to meaningful regularities and covariances between objects and events in a scene; (2) implicit learning processes allow this complex information about the stimulus environment to be acquired without intention or awareness; (3) memory representations involved are unconscious, highly robust, instance-based, episodic, and distinctive (i.e., specific to training contexts); (4) they interact with general-purpose spatial attention mechanisms to guide search within complex visual arrays; (5) contextual cueing is a form of memory-based automatically.

In general, the contextual cueing paradigm is especially interesting for the study of implicit learning and consciousness because existing results indicate that implicitly acquired knowledge can guide visual attention and thereby shape the way we consciously perceive visual scenes (since we are mostly aware of those things we attend to).

Furthermore, the contextual cueing paradigm differs from other implicit learning paradigms in certain interesting ways and may therefore allow for new insights into the nature of implicit learning in general: (1) learning is very unlikely to involve any kind of rule-abstraction, since there are no abstract rules to be discovered; (2) it does not engage any kind of motor learning, since motor responses do not correlate (by design) with the relevant knowledge of the association between context configurations and target locations; (3) it seems to involve brain structures different from those used to perform other implicit learning tasks (Chun & Phelps, 1999), since patients with medial temporal lesions may show preserved (if somewhat reduced) performance in standard implicit learning tasks, while showing no contextual cueing effect at all.

Finally, exploring implicit learning of visuo-spatial invariants is likely to yield new insights into the cognitive mechanisms implied in everyday life situations of navigation in space, which have so far been largely described and conceptualized in terms of explicit and symbolic knowledge. However, for principled reasons exposed in following chapters, such activities are likely to lead to the acquisition of implicit knowledge, which is largely ignored by current models of spatial cognition. One striking anecdotal example, that hints at the existence of such implicit learning in spatial navigation, is that you have surely already experienced situations where you found yourself in an unknown supermarket and still somehow found your way around to certain things relatively easily without being able to fully verbalize your knowledge about the structure of the supermarkets you have been to. And you will surely be even more aware of the existence of implicit expectations about your “prototypical” supermarket layout, when you do not find things were they “ought” to be.

http://en.wikipedia.org/wiki/Contextual_cueing

Merriam-Webster

The Hayflick limit was discovered by Leonard Hayflick in 1961, at the Wistar Institute, Philadelphia, when Hayflick demonstrated that a population of normal human fetal cells in a cell culture divide between 40 and 60 times. It then enters a senescence phase (refuting the contention by Alexis Carrel that normal cells are immortal). Each mitosis shortens the telomeres on the DNA of the cell. Telomere shortening in humans eventually makes cell division impossible, and it correlates with aging. This mechanism appears to prevent genomic instability and the development of cancer.

http://en.wikipedia.org/wiki/Hayflick_Limit

• Home Page
• Company Profile
• Product page or Service page
• Achievements
• Clientele
• Contact Page
• Sitemap

No problem! I hope the website will  look professional, have good, clean code, be fast and aesthetic, be functional, search engine ready, .. and a whole slew of lists the client might not even know exists.

But, what is a professional-looking website? Is it different from a professional-acting website? What about the Search Engine Optomization -ability of the website? Does functionality matter at all? Is what you think is “professional” different from what a Client thinks is professional?

What about the impact of:

• Easy navigation
• Color Scheme
• Good images
• Font
• Good content

• Initial Impression
• Visual Aesthetics
• Usability
• Content
• Code

Here are some links I ran across as I was looking for the answers to these and more questions.

• http://boldperspective.com/2010/the-five-layers-of-good-web-design/
• http://www.leapgo.com/professional-website-design
• http://www.web-designing-india.com/what_makes_successful_business_website.html
• http://credibility.stanford.edu/guidelines/index.html
• http://www.smashingmagazine.com/2010/05/12/case-study-deconstructing-popular-websites-opinion-column/
• http://www.colombowebsolutions.com/10-tips-to-improve-your-websites-professional-look-and-feel/
• http://www.sooperarticles.com/internet-articles/web-design-articles/what-makes-website-professional-529428.html
• http://www.cleaningtalk.com/f22/what-makes-good-company-website-238/
• http://www.professionalfreelancersnetwork.com/freelancers-blog/icondesigner/what-makes-a-good-website
• http://www.ppmag.com/web-exclusives/2007/12/what-makes-a-photography-websi.html
• http://www.chromaticsites.com/blog/12-steps-to-creating-a-professional-web-design/
• http://www.aksams.com/what-makes-a-website-look-professional-and-elegant/
• http://professional-web-designers.blogspot.com/2011/08/what-makes-for-excellent-website-design.html
• http://www.webstudio.ca/what_makes_a_professional_website_great.php
• http://www.webdesignerdepot.com/2009/12/how-to-get-a-professional-look-with-color/
• http://expertscolumn.com/content/setting-professional-website-your-home-business
• http://stock-files.com/articles/website-design/professional-website-design-makes-it-possible-to-build-a-good-brand-image/

http://www.billiardworld.com/physics.html

• http://designfestival.com/a-few-design-trends/
• http://designfestival.com/bread-and-butter-layouts-and-inspiration/
• http://designfestival.com/defining-good-design/
• http://designfestival.com/layout-and-composition-as-part-of-the-web-design-process/
• http://designfestival.com/top-5-peeves-of-bad-web-design/

• http://www.digital-photography-school.com/waterfall-digital-photography
• http://www.alexwisephotography.net/blog/2007/11/18/shooting-waterfalls/
• http://www.garryblack.com/waterfalls.htm
• http://hankinslawrenceimages.wordpress.com/2008/07/13/10-tips-for-photographing-waterfalls/
• http://www.world-of-waterfalls.com/featured-articles-waterfall-photography-tips.html
• http://www.waterfall-picture-guide.com/waterfall-pictures.html
• http://www.newenglandwaterfalls.com/waterfallsphotography.php
• http://www.aria-database.com/waterfall/falls-tips.html

Searches

• http://www.google.com/search?sourceid=chrome&ie=UTF-8&q=tips+for+waterfall+photography

setup2

• so, the radio is powered up..
• it has the username and password in it
• it talks to the radius and auths..
• then the radius gives the radio a 172 number
• then a 216.x.x.x is given to the soho router.

im fuzzy on the order.. and something about the 172 address stays connected while the 216 number acts flaky
the radius controls both ip pools the 172 and the 216

Paradigm shift, a term to describe a change in basic assumptions within the ruling theory of science
Paradigm Shift (album), a 1997 album by various artists
“Paradigm Shift”, the first track on the 1998 album Liquid Tension Experiment by the band Liquid Tension Experiment
Paradigm Shift (comic), a comic novel series by Dirk Tiede

From Wikipedia

Examples of paradigm shifts in the natural sciences

Some of the “classical cases” of Kuhnian paradigm shifts in science are:
The transition in cosmology from a Ptolemaic cosmology to a Copernican one.
The transition in optics from geometrical optics to physical optics.
The transition in mechanics from Aristotelian mechanics to classical mechanics.
The acceptance of the theory of biogenesis, that all life comes from life, as opposed to the theory of spontaneous generation, which began in the 17th century and was not complete until the 19th century with Pasteur.
The acceptance of the work of Andreas Vesalius, whose work De Humani Corporis Fabrica corrected the numerous errors in the previously-held system created by Galen.
The transition between the Maxwellian Electromagnetic worldview and the Einsteinian Relativistic worldview.
The transition between the worldview of Newtonian physics and the Einsteinian Relativistic worldview.
The development of Quantum mechanics, which redefined Classical mechanics.
The acceptance of Plate tectonics as the explanation for large-scale geologic changes.
The development of absolute dating
The acceptance of Lavoisier’s theory of chemical reactions and combustion in place of phlogiston theory, known as the Chemical Revolution.
The acceptance of Mendelian inheritance, as opposed to pangenesis in the early 20th century

Examples of paradigm shifts in the social sciences

In Kuhn’s view, the existence of a single reigning paradigm is characteristic of the sciences, while philosophy and much of social science were characterized by a “tradition of claims, counterclaims, and debates over fundamentals.” Others have applied Kuhn’s concept of paradigm shift to the social sciences.
The movement, known as the Cognitive revolution, away from Behaviourist approaches to psychological study and the acceptance of cognition as central to studying human behaviour.
The Keynesian Revolution is typically viewed as a major shift in macroeconomics. According to John Kenneth Galbraith, Say’s Law dominated economic thought prior to Keynes for over a century, and the shift to Keynesianism was difficult. Economists who contradicted the law, which inferred that underemployment and underinvestment (coupled with oversaving) were virtually impossible, risked losing their careers.In his magnum opus, Keynes cited one of his predecessors, J. A. Hobson, who was repeatedly denied positions at universities for his heretical theory.
Later, the movement for Monetarism over Keynesianism marked a second divisive shift. Monetarists held that fiscal policy was not effective for stabilizing inflation, that it was solely a monetary phenomenon, in contrast to the Keynesian view of the time was that both fiscal and monetary policy were important. Keynesians later adopted much of the Monetarists view of the quantity theory of money and shifting Philips curve, theories they initially rejected.
Fritjof Capra describes a paradigm shift presently happening in science from physics to the life sciences. This shift in perception accompanies a shift in values and is characterized by ecological literacy.

As marketing speak

In the later part of the 1990s, ‘paradigm shift’ emerged as a buzzword, popularized as marketing speak and appearing more frequently in print and publication. In his book, Mind The Gaffe, author Larry Trask advises readers to refrain from using it, and to use caution when reading anything that contains the phrase. It is referred to in several articles and books as abused and overused to the point of becoming meaningless.

Other uses

The term “paradigm shift” has found uses in other contexts, representing the notion of a major change in a certain thought-pattern — a radical change in personal beliefs, complex systems or organizations, replacing the former way of thinking or organizing with a radically different way of thinking or organizing:
Handa, M. L., a professor of sociology in education at O.I.S.E. University of Toronto, Canada, developed the concept of a paradigm within the context of social sciences. He defines what he means by “paradigm” and introduces the idea of a “social paradigm”. In addition, he identifies the basic component of any social paradigm. Like Kuhn, he addresses the issue of changing paradigms, the process popularly known as “paradigm shift.” In this respect, he focuses on the social circumstances which precipitate such a shift. Relatedly, he addresses how that shift affects social institutions, including the institution of education.
The concept has been developed for technology and economics in the identification of new techno-economic paradigms as changes in technological systems that have a major influence on the behaviour of the entire economy (Carlota Perez; earlier work only on technological paradigms by Giovanni Dosi). This concept is linked to Schumpeter’s idea of creative destruction. Examples include the move to mass production, and the introduction of microelectronics.
In the arena of political science, the concept has been applied to the ethos of war. Evolutionary biologist Judith Hand, in a paper entitled “To Abolish War,” argued that that a paradigm shift is possible from a global ethos that operates on the assumption that war is an inevitable aspect of human nature to a global ethos that rejects war under any circumstances.
Two photographs of the Earth from space, “Earthrise” (1968) and “The Blue Marble” (1972), are thought to have helped to usher in the environmentalist movement which gained great prominence in the years immediately following distribution of those images.

at / around 37:00, that Penelope said the suspect had performed almost 50 lethal injections.

The screen she read from stated Total executions performed: 53

37:41 I noticed Penelope reading the computer screen to _ and stated that he lost his pinky and his ring finger in a buzz saw accident when he was 12.

I noticed on the screen itself, it states the fourth and fifth fingers removed to an accident with a saber saw.

Trust escapes a simple measurement for several reasons, be it its unclear definition, its complexity, subjectivity or the fact that it is a mental process, unavailable to instruments. There is a strong argumentation against the use of a simplistic metrics to measure trust that validly points to the complexity of the process and the embeddedness of trust that makes it impossible to capture trust in a clear form. For a detailed discussion about different trust metrics see.

There is no generally agreed set of properties that make a particular metric better than others, as each metric is designed to serve different purposes, e.g. provides certain classification scheme for trust metrics. Two groups of trust metrics can be identified:

Empirical metrics focusing on supporting the capture of values of trust in a reliable and standardised way
Formal metrics that focus on formalisation leading to the ease of manipulation, processing and reasoning about trust; formal metrics can be further classified depending on their properties.

Wireles AP Overlay

The city of Königsberg in Prussia (now Kaliningrad, Russia) was set on both sides of the Pregel River, and included two large islands which were connected to each other and the mainland by seven bridges.

The problem was to find a walk through the city that would cross each bridge once and only once. The islands could not be reached by any route other than the bridges, and every bridge must have been crossed completely every time (one could not walk half way onto the bridge and then turn around and later cross the other half from the other side). Euler proved that the problem has no solution.

Each Farey sequence starts with the value 0, denoted by the fraction 0⁄1, and ends with the value 1, denoted by the fraction 1⁄1 (although some authors omit these terms).

A Farey sequence is sometimes called a Farey series, which is not strictly correct, because the terms are not summed.

The Farey sequences of orders 1 to 8 are :
F1 = {0⁄1, 1⁄1}
F2 = {0⁄1, 1⁄2, 1⁄1}
F3 = {0⁄1, 1⁄3, 1⁄2, 2⁄3, 1⁄1}
F4 = {0⁄1, 1⁄4, 1⁄3, 1⁄2, 2⁄3, 3⁄4, 1⁄1}
F5 = {0⁄1, 1⁄5, 1⁄4, 1⁄3, 2⁄5, 1⁄2, 3⁄5, 2⁄3, 3⁄4, 4⁄5, 1⁄1}
F6 = {0⁄1, 1⁄6, 1⁄5, 1⁄4, 1⁄3, 2⁄5, 1⁄2, 3⁄5, 2⁄3, 3⁄4, 4⁄5, 5⁄6, 1⁄1}
F7 = {0⁄1, 1⁄7, 1⁄6, 1⁄5, 1⁄4, 2⁄7, 1⁄3, 2⁄5, 3⁄7, 1⁄2, 4⁄7, 3⁄5, 2⁄3, 5⁄7, 3⁄4, 4⁄5, 5⁄6, 6⁄7, 1⁄1}
F8 = {0⁄1, 1⁄8, 1⁄7, 1⁄6, 1⁄5, 1⁄4, 2⁄7, 1⁄3, 3⁄8, 2⁄5, 3⁄7, 1⁄2, 4⁄7, 3⁄5, 5⁄8, 2⁄3, 5⁄7, 3⁄4, 4⁄5, 5⁄6, 6⁄7, 7⁄8, 1⁄1}

http://en.wikipedia.org/wiki/Farey_sequence

The principle holds that in a hierarchy, members are promoted so long as they work competently. Eventually they are promoted to a position at which they are no longer competent (their “level of incompetence”), and there they remain, being unable to earn further promotions. Peter’s Corollary states that “in time, every post tends to be occupied by an employee who is incompetent to carry out their duties” and adds that “work is accomplished by those employees who have not yet reached their level of incompetence”. “Managing upward” is the concept of a subordinate finding ways to subtly “manage” superiors in order to limit the damage that they end up doing.

This principle can be modelled and has theoretical validity for simulations.However, all of the real world evidence for it is anecdotal (and often intended to be humorous in nature).