Drink water from your own cistern, running water from your own well. How may your water sources be dispersed abroad, streams of water in the streets? Let your fountain be yours alone, not one shared with strangers; And have joy of the wife of your youth, your lovely hind, your graceful doe. Her love will invigorate you always, through her love you will flourish continually, Why then, my son, should you go astray for another's wife and accept the embraces of an adulteress? （Proverbs 5：15——20） 你当饮你自己池里的水，喝你井里的活泉。你的泉水岂可外溢，成为街头的流水？其实都应全归于你，不得让外人与你共享。 你的泉源理应受祝福；你应由你的少年妻子取乐。她宛如可爱的母鹿，妩媚的母羚；她的酥胸应常使你畅怀，她的爱情应不断使你陶醉。 我儿，你为什么要迷恋外妇，拥抱别人妻室的胸怀？ ( 箴 5 ： 15 —— 20) 扩展阅读： 天主教中文在线圣经 ———————— 最“色”只是对于本人读过的章节而言，如果谁有新发现可以跟贴评论。婚姻为双方都是天主教徒者是有着宗教高度的神圣事件，不同于普通无宗教信仰者或单方是信徒者在教堂举行的祝福婚礼。双方是信徒的婚礼会举行一个宗教仪式，我们称之为婚配圣事， 为天主教七件圣事 之一，一但在主内结合，是不允许离婚的，共同的信仰是双方感情的保障与基石。 扩展阅读： 汤汉主教证婚训勉词
Distinguished Stanford graduates such as David Kreps and Darrell Duffie contributed important new ideas in economics from the beginning of their careers partly because they are creative and partly because they were extraordinarily well equipped in mathematical and statistical tools. Math Department Math 103, 104, Linear algebra Math 113, 114 Linear algebra and matrix theory Math 106, Introduction to functions of a complex variable (especially useful for econometrics and time series analysis) Math 124, Introduction to stochastic processes Math 130, Ordinary differential equations Math 103, 104, Linear algebra Math 131, Partial differential equations Math 175, Functional analysis Math 205A, B, C, Real analysis and functional analysis Math 230A, B, C, Theory of Probability Math 236, Introduction to stochastic differential equations Engineering Economic Systems and Operations Research EESOR 313, Vector Space Optimization. This course is taught from `the Bible' by the author (Luenberger). The book is wonderful and widely cited by economists EESOR 322, Stochastic calculus and control Statistics Stat 215-217, Stochastic processes (Cover) Stat 218, Modern Markov chains (Diaconis) Stat 310 A, B, Theory of probability (Dembo)
It is also important to address how the mainstream media is intertwined, often covertly and secretly, with the government.Carl Bernstein, one of the two Washington Post reporters who covered the Watergate scandal, revealed that there were over 400 American journalists who had “secretly carried out assignments for the Central Intelligence Agency.” Interestingly, “the use of journalists has been among the most productive means of intelligence - gathering employed by the CIA.” Among organizations which cooperated with the CIA were the "American Broadcasting Company, the National Broadcasting Company, the Associated Press, United Press International, Reuters, Hearst Newspapers, Scripps - Howard, Newsweek magazine, the Mutual Broadcasting System, the Miami Herald and the old Saturday Evening Post and New York Herald-Tribune." By far the most valuable of these associations, according to CIA officials, have been with the New York Times, CBS and Time Inc .The CIA even ran a training program “to teach its agents to be journalists,” whowere “then placed in major news organizations with help from management.” These types of relationships have continued in the decades since, although perhaps more covertly and quietly than before. For example, it was revealed in 2000 that during the NATO bombing of Kosovo, “ several officers from the US Army's 4th Psychological Operations (PSYOPS) Group at Ft. Bragg worked in the news division at CNN's Atlanta headquarters .” This same Army Psyop outfit had “planted stories in the U.S. media supporting the Reagan Administration's Central America policies,” which was described by the Miami Herald as a “vast psychological warfare operation of the kind the military conducts to influence a population in enemy territory.” These Army PSYOP officers also worked at National Public Radio (NPR) at the same time. The US military has, in fact, had a strong relationship with CNN . In 2008, it was reported that the Pentagon ran a major propaganda campaign by using retired Generals and former Pentagon officials to present a good picture of the administration’s war-time policies. The program started in the lead-up to the Iraq War in 2003 and continued into 2009. These officials, presented as “military analysts”, regurgitate government talking points and often sit on the boards of military contractors, thus having a vested interest in the subjects they are brought on to “analyze.” 摘自 Truth, Propaganda and Media Manipulation by Global Research http://www.globalresearch.ca/index.php?context=vaaid=23868 By Barry Ritholtz - October 25th, 2011, 2:30PM Over the past 16 years channels broadcasted to homes in the U.S. have increased by over 70. But who owns all of those channels? UsTelevision.com looked into it and found the biggest businesses that have stakes in the stuff we watch on TV. Click for ginormous chart: Source: Us Television infographic Wallstats, August 2011
编译自 ：The Long Wait | LJ's Placements Salaries Survey 2011 . http://www.libraryjournal.com/lj/home/892403-264/the_long_wait__ljs.html.csp By Stephanie L. Maatta Oct 14, 2011 “处境艰难啊！”从波士顿、西雅图、明尼阿波利斯市到迈阿密，到处一个声音。对2010届毕业生，过去的一年亲历寻找适当生活工资的职业岗位，然而，尽管经济遭遇打击，也有一些意想不到的机会及具有积极意义的信息。由图书馆杂志（LJ）发起的就业及薪酬年度调查，1789位图情毕业生反馈，代表的是来自38所参与学校的大约4790名学生中的37.3%。在这里阅读所有有关他们的经历，工作在哪里、工资趋势及从调查数据挖掘其它信息。 图书馆杂志（LJ）发起的就业及薪酬年度调查（LJ’s annual Placements Salaries Survey）始于2003年，调查的对象是美国图书馆协会认证的48所图情（LIS）学院（机构或个人代表参与，2010年有38所参与）。2011年的调查报告内容包括激烈竞争（Tight Competition）；图书馆职位在哪里（Where the Library Jobs Are）；图书馆之外的职位（Jobs Beyond Libraries）；重定义两性公平差距（Equity Gap Redefined）；毕业生视角（The Grads’ Perspective）；（调查结果浏览）Explore the Data；调查方法（Survey Methods）；确认你所在学校是否被调查到（Make Sure Your School Gets Counted）；来自编辑的职业忠告（Heed This Career Advice | Editorial）；来自历届学长的职业提示（Career Tips from the Trenches）。 图谋的观感：这样的调查研究非常有现实意义，对于教与学，对于图情师生的职业发展、对于图情教育、对于图情事业等诸多方面有参考价值。值得国内参考借鉴。 你可以通过这个链接引用该篇文章:http://libseeker.bokee.com/viewdiary.58816675.html
C++中各大有名的科学计算库【转帖】 2011-01-13 15:14 在 C ++中，库的地位是非常高的。 C ++之父 Bjarne Stroustrup先生多次表示了设计库来扩充功能要好过设计更多的语法的言论。现实中， C ++的库门类繁多，解决 的问题也是极其广泛，库从轻量级到重量级的都有。不少都是让人眼界大开，亦或是望而生叹的思维杰作。由于库的数量非常庞大，而且限于笔者水平，其中很多并 不了解。所以文中所提的一些库都是比较著名的大型库。 C ++各大有名库的介绍——科学计算 １、Blitz++ 参考网站： http://www.oonumerics.org/blitz Blitz++ 是一个高效率的数值计算函数库，它的设计目的是希望建立一套既具像 C ++ 一样方便，同时又比Fortran速度更快的数值计算环境。通常，用 C ++所写出的数值程序， 比 Fortran慢20%左右，因此Blitz++正是要改掉这个缺点。方法是利用 C ++的template 技术，程序执行甚至可以比Fortran更快。 Blitz++目前仍在发展中，对于常见的SVD，FFTs，QMRES等常见的线性代数方法并不提供，不过使用者可以很容易地利用 Blitz++所提供的函数来构建。 ２、POOMA 参考网站： http://www.codesourcery.com/pooma/pooma POOMA是一个免费的高性能的 C ++库，用于处理并行式科学计算。POOMA的面向对象设计方便了快速的程 序开发，对并行机器进行了优化以达到最高的效率，方便在工业和研究环境中使用。 ３、 MTL 参考网站： http://www.osl.iu.edu/research/ mtl Matrix Template Library ( MTL ) 是一个高性能的泛型组件库，提供了各种格式矩阵的大量线性代数方面的功能。在某些应用使用高性能编译器的情况下，比如Intel的编译器，从产生的汇编代 码可以看出其与手写几乎没有两样的效能。 ４、CGAL 参考网站： www.cgal.org Computational Geometry Algorithms Library 的目的是把在计 算几何方面的大部分重要的解决方案和方法以 C ++库的形式提供给工业和学术界的用户。 Intel Math Kernel Library 1.基本线形代数运算(BLAS) 向量与向量、向量与矩阵、矩阵与矩阵的运算 2.稀疏线形代数运算 3.快速傅立叶变换(单精度/双精度)(fftw) 4.LAPACK(求解线形方程组、最小方差、特征值、Sylvester方程等) 5.向量数学库(VML) 6.向量统计学库(VSL) 7.高级离散傅立叶变换 IMSL 软件名称 IMSL C Numerical Library (不兼容vc6 编译器) 程序设计语言 C , Forton, C #, Java 资源网址 http://www.vni.com/ 功能概述 分为统计库和数学库两部分. 数学库包含应用数学和特殊函数.IMSL 程序库 – 已成为数值分析解决方案的工业标准。 IMSL 程序库提供最完整与最值得信赖的函数库。 IMSL 数值程序库提供目前世界上最广泛被使用的 IMSL 算法，有超过 370 验证过、最正确与 thread-safe 的数学与统计程序。 IMSL FORTRAN 程序库提供新一代以 FORTRAN 90 为程序库基础的程序，能展现出最佳化的演算法能力应用于多处理器与其它高效能运算系统。 LAPACK UserGuide: http://www.netlib.org/lapack/lug/lapack_lug.html lapack 软件名称 Linear Algebra Package 程序设计语言 Fortran 77 资源网址 http://www.netlib.org/lapack 功能概述 线性代数计算子程序包 clapack 软件名称 Linear Algebra Package for C 程序设计语言 c/c++ 资源网址 http://www.netlib.org/clapack/ 功能概述 c版的线性代数计算子程序包 如何在Visual Studio 2008中安装CLAPACK http://www.deuxmille.org/archives/1486 lapack++ 软件名称 Linear Algebra Package in c ++ 程序设计语言 c ++ 资源网址 http://math.nist.gov/lapack++/ 功能概述 c ++版的线性代数计算子程序包 BLAS 软件名称 Basic Linear Algebra Subroutines 程序设计语言 Fortran 77 主要开发者 Kagstrom B. ，Ling P. ，Van Loan C . 资源网址 http://www.netlib.org/blas 功能概述 Blas是执行向量和矩阵运算的子程序集合。 uBLAS BLAS in C ++ with expression templates. 表达式模版形式的 C ++ 中的BLAS ， gsl 软件名称 GNU Scientific Library (linux) 程序设计语言 C , C ++ compable 资源网址 http://www.gnu.org/software/gsl/ 功能概述 范围广泛, 包括数值分析的常见内容 Blitz++ 软件名称 Blitz++ (不兼容vc6编译器) 资源网址 http://sourceforge.net/project/showfiles.php?group_id=63961 功能概述 The current versions provide dense arrays and vectors, random number generators, and small vectors and matrices.是一个高效率的数值计算函数库，它的设计目的是希望建立一套既具像 C ++ 一样方便，同时又比 Fortran 速度更快的数值计算环境。通常，用 C ++ 所写出的数值程序，比 Fortran 慢 20% 左右，因此Blitz++ 正是要改掉这个缺点。方法是利用 C ++ 的 template 技术，程序执行甚至可以比 Fortran 更快。 MTL 软件名称 Matrix Template Library (兼容vc6编 译器) 资源网址 http://www.osl.iu.edu/research/ mtl / 功能概述 The Matrix Template Library ( MTL ) is a high-performance generic component library that provides comprehensive linear algebra functionality for a wide variety of matrix formats. MTL 专注于线性代数相关的计算任务，如各种形式矩阵的生成(对角，共轭，稀疏，对 称等)，相关的计算，变换，以及与一维向量的运算。 Armadillo Armadillo is a C++ linear algebra library (matrix maths) aiming towards a good balance between speed and ease of use. Integer, floating point and complex numbers are supported, as well as a subset of trigonometric and statistics functions. Various matrix decompositions are provided through optional integration with LAPACK and ATLAS libraries. 资源网址 http://arma.sourceforge.net/ ATLAS The ATLAS (Automatically Tuned Linear Algebra Software) project is an ongoing research effort focusing on applying empirical techniques in order to provide portable performance. At present, it provides C and Fortran77 interfaces to a portably efficient BLAS implementation, as well as a few routines from LAPACK . 资源网址 http://math-atlas.sourceforge.net/ http://www.deuxmille.org/archives/1477
Death is the destination we all share, no one has ever escaped it. And that is as it should be because death is very likely the single best invention of life. Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma — which is living with the results of other people's thinking. Don't let the noise of others' opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary. Remembering that I'll be dead soon is the most important tool I've ever encountered to help me make the big choices in life. Because almost everything — all external expectations, all pride, all fear of embarrassment or failure — these things just fall away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart. No one wants to die. Even people who wanna go to heaven don't wanna die to get there.
"Your time is limited, so don't waste it living someone else' life. Don't be trapped by dogma - which is living with the results of other people's thinking. Don't let the noise of others opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary." --Steve Jobs "你们的时间很有限, 所以不要将它浪费在重复其他人的生活上。不要被教条束缚,那意味着你和其他人思考的结果一起生活。不要被其他人喧 嚣的观点掩盖住你真正的内心的声音。还有最重要的是, 你要有勇气去听从你的直觉和你的心—— 它们在某 种程度上知道你想要成为什么样子，所有其他的事情都是次要的。" 你要去追寻真爱---苹果总裁乔布斯在斯坦福大学的演讲
Preface Education is one of the largest and most important investments made by governments and people. Understanding whether this investment leads to the desired ends is crucial to effective government policy and private decision- making. What is known, statistically, about the current state of education across the world? What are the sources and quality of basic statistical data? Most efforts to collect data focus on the inputs into education, the investments of money and time in the education system. These data shed light on differences between countries and regions, but are incomplete. Information on other aspects of education—e.g., on what is taught and how, on what is learned, and on the long-term consequences of investments in education—are even scarcer. Governments need more, and more reliable, information upon which to base their decisions about education. Some overarching facts and trends are clear. Worldwide, approximately 97 million children of primary school age and 226 million of secondary school age are not enrolled in school. At current rates of education al progress and demographic change, the corresponding figures in 2015 are projected to be similar (with an increase in the number of primary-aged children not enrolled and a decrease for secondary-aged children). Developed countries have now achieved very high levels of access to primary and secondary education. Educational attainment and completion rates in these countries are also high. Some developing regions, in particular East Asia and Latin America and the Caribbean, likewise have very high enrollment ratios, but only in primary education. Attainment and completion rates still demand improvement. On nearly all measures, South Asia and Sub- Saharan Africa lag far behind. Gender differences in favor of boys are common in most developing regions, though not in Latin America and the Caribbean or in Eastern Europe and Central Asia. Gender differences are particularly pronounced in some Sub-Saharan African countries. Although measures of the quality of education are inadequate, the data we have indicate that the gap in education quality between rich and poor countries is large and shows no signs of narrowing. Based on extrapolations from the small body of country test-score data, an estimated 75–95 percent of the world’s children live in countries where education quality falls short of the average among OECD countries. The dearth of data on education quality, in conjunction with limited data on education outputs, makes it difficult to reach definitive conclusions about the effectiveness of educational practices. Worse still, the validity of some of the most prominent schooling attainment data must be questioned, in light of serious internal inconsistencies revealed in the analyses below. Available cross-country data do not always appear to be consistent across the leading country-level data sets or with country-specific population data. Evidence-based policymaking holds great promise, but that promise can only be realized when relevant and accurate data are available. Greater and better-coordinated efforts by international organizations could overcome years of insufficient funding and conflicting priorities for data collection, thus improving the quantity and quality of education data. This improvement has begun (particularly through the efforts of the UNESCO Institute for Statistics). Because such efforts may be politically delicate for some governments, close coordination and tactful diplomacy with countries that supply data, as well as with end users, will be important. An earlier version of this paper was reviewed and discussed by experts at a daylong workshop held at the American Academy in Cambridge, Massachusetts on March 10, 2004. We thank the following participants for their comments: Leslie Berlowitz (American Academy), Henry Braun (Educational Testing Service), Barbara Bruns (World Bank), Michael Clemens (Center for Global Development), Tamara C. Fox (William and Flora Hewlett Foundation), Emily Hannum (University of Pennsylvania), Edilberto Loaiza (UNICEF), Albert Motivans (UNESCO), Jeffrey Puryear (Inter-American Dialogue), Laura Salganik (American Institutes for Research), Joel Sherman (American Institutes for Research), and Annababette Wils (Academy for Educational Development). Denise Lievesley was an important advisor on the paper from its inception. Joel E. Cohen, Tamara Fox, Martin Malin and six anonymous reviewers provided written comments. Kate Bendall, Diana Bowser, Anna Cederberg, Victoria Collis, Jane Frewer, Darren Morris, Nina Ni, Edward Reed, Larry Rosenberg, David Steven, and MeghanTieu provided considerable assistance in the preparation of this paper. A special thanks is due to Helen Curry at the American Academy, whose intellectual contributions, project coordination, and copy-editing have been indispensable. Leslie Berlowitz’s vision and leadership as chief executive officer of the American Academy made this project possible. The UBASE project focuses on the rationale, the means, and the consequences of providing the equivalent of a primary and secondary education of quality to all the world’s children. This monograph is one in a series of the UBASE project published by the American Academy. Other papers examine related topics, including: • the history of efforts to achieve universal education, and political obstacles that these efforts have encountered; • the goals of primary and secondary education in different settings, and how progress toward those goals is assessed; means of implementing universal education, and the evaluation of these means; • the costs of achieving universal education at the primary and secondary levels; • health and education; and • the economic and social consequences of global educational expansion. The complexity of achieving universal basic and secondary education extends beyond the bounds of any single discipline and necessitates disciplinary rigor as well as interdisciplinary, international, and cross-professional collaboration. By focusing on both primary and secondary education, paying attention to access, quality, and cultural diversity, and encouraging fresh perspectives, we hope that the UBASE project will accelerate and enrich educational development. This project is supported by major funding from the William and Flora Hewlett Foundation, and by generous grants from John Reed, the Golden Family Foundation, Paul Zuckerman, an anonymous donor, and the American Academy of Arts and Sciences. The project also benefits from the advice of a distinguished advisory committee, whose names are listed at the back of this volume. As with all Occasional Papers of the American Academy, responsibility for the views presented here rests with the authors. Joel E. Cohen David E. Bloom Martin Malin Rockefeller and Harvard University American Academy of Columbia Universities Arts and Sciences 原文见 http://www.amacad.org/publications/bloom.pdf
1. Follow the time table 2. Try my best to more experiment 3.Finish the next paper in one month 4.Finish my doctoral dissertation innext two month 5.Improve my Chinese and English listen, oral, writting level 6. Exercise 7.Make a video CV 8. Keep on read papers 9. Save timeand refrainfromamusing myself on net.
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