Movie Review: Sultan

I had just come back after 5 months in the land of the brave and free (  Trumpistan ) so it was my first Bollywood movie in some time and Salman Khan did not disappoint in his annual Id outing. Sultan followed a wrestler who became a wrestler to impress a girl, and then gets separated post losing the girl. Fairly standard sports movie fare of rise, fall and rise again, though with a great Indian twist and I really think they could make Sultan 2.The heroine should be Rhonda Rousy in that one though. Anushka is not credible enough as a skinny wrestling prodigy, though Salman easily does the best acting of his career (minus the dancing)

The songs were ok ok, though the dialogues were amazing. Bhai rocks

https://en.wikipedia.org/wiki/Sultan_(2016_film)

sultan

 

 

star-trek-beyond-release-date

Movie Review: Star Trek Beyond

This Star Trek movie was a bit of a slow starter. There was no Khan /Benedict Cumberbatch to play the foil which would be a tough act to follow and no JJ Abrams too. No cameo by Spock prime, though the only emotional high points were his reminisces. new Chekov is dead and that was a bummer. Bones and Karl Urban still rock! new Sulu is gay, sigh , we live in politically correct times, but what a cheesy way to honor George Takeai’s work

I wish they showed a bit of Kirk Prime someday. new Spock and new Kirk clearly seemed a bit tired. Oh no, third movie of a Franchise already they said. the soundtrack is oki doki and actually the Beastie Boy song was the worst bot of casting since George Clooney was cast as the Dark Knight.

The plot seemed nice enough and so were the graphics, but Idris Elba just did not seem menacing enough. See it if you are a fan boy, but rather pop in an older version of the TV series if you really needed Vitamin  Trek. I think it is time they brought in Picard eh amigo

Send in Rouge One me hearties

star-trek-beyond-posters-183927

 

Why law enforcement continues to be reactive rather than predictive

First of all, my dad worked 37 years in Indian Federal Law Enforcement so this is not a song to the heroes ( no heroes, they are doing a job they chose to do) or a left wing critique (it IS a demanding job). As with most of my writing I will try (and succeed a bit and fail a bit) in being objective.

  1. Law enforcement here means cops, police officers, first responders, peace officers. It does not included detectives, federal agencies and military based intelligence.
  2. It means people who try to deter crime or terrorism by either reacting fast, being present there in force or anticipating where crime or attacks are likely to happen
  3. It is usually a shift based system, involving employees who are lesser skilled than other agencies
  4. A rotation system involving other agencies would help with both coordination and up skills ( eg in some professional armies, the logistics people spend 3 years in infantry. Some policemen should spend time in federal agencies and vice versa as per rotation)
  5. Over investment in weapons ( hardware) , under investment in training (especially cross geography and cross agency) and up skilling (in the age of Internet, social media), and almost zero investment in formal analytics (spatial analytics, time series analytics, where is crime likely to happen, who or what is a significant factor, how effective have frisk-check-patrolling efforts been) means law enforcement and community relationships continue to be maligned in democracies like India, USA, France. In a non democracy, there  is no one to complain to and no one to complain of.
  6. In the national defense and homeland security budget the local law enforcement gets lower priority even though they remain the first line of defense in maximum harm

Gandhi said that for evil to flourish the only thing that needs to happen is for good men to do nothing. Law enforcement in democracies critically needs investment in cyber science and  data science to restore community relationships.

3c19957b09f7f0ece0513faba1a42c7e

Making a fresh data science box by updating your Ubuntu

Operating System

  1. Find out if you are 32 bit or 64 bit

lscpu

Architecture:          x86_64
CPU op-mode(s):        32-bit, 64-bit
Byte Order:            Little Endian
CPU(s):                4
On-line CPU(s) list:   0-3
Thread(s) per core:    2
Core(s) per socket:    2
Socket(s):             1
NUMA node(s):          1
Vendor ID:             GenuineIntel
CPU family:            6
Model:                 69
Model name:            Intel(R) Core(TM) i3-4005U CPU @ 1.70GHz
Stepping:              1
CPU MHz:               1698.273
CPU max MHz:           1700.0000
CPU min MHz:           800.0000
BogoMIPS:              3392.00
Virtualization:        VT-x
L1d cache:             32K
L1i cache:             32K
L2 cache:              256K
L3 cache:              3072K
NUMA node0 CPU(s):     0-3

  1. Ubuntu 16 upgrade (download from http://www.ubuntu.com/download and make a fresh startup USB see http://www.ubuntu.com/download/desktop/create-a-usb-stick-on-ubuntu)
  2. Download Chrome

http://www.google.com/chrome/

 

Dependencies from Terminal

  • Package Manager Synaptic sudo apt-get install synaptic
  • Package Manager Software Centre sudo apt-get install software-center*
  • SSL sudo apt-get install libssl-dev
  • XML sudo apt-get install libxml2-dev
  • Curl sudo apt-get install libcurl4-openssl-dev
  • GIT sudo apt install git
  • GTK $sudo apt-get install wajig

$wajig install libgtk2.0-dev

  • Java
    java -version

    sudo apt-add-repository ppa:webupd8team/java
    sudo apt-get update
    sudo apt-get install oracle-java8-installer
    
    
    export JAVA_HOME=/usr/lib/jvm/java-8-oracle
    
    

    sudo R CMD javareconf

  • R for Linux
Manual Editing of Sources is by (use Ctrl O and Ctrl X to write file and exit nano)

sudo nano /etc/apt/sources.list 

# Grabs your version of Ubuntu as a BASH variable
CODENAME=`grep CODENAME /etc/lsb-release | cut -c 18-`

# Appends the CRAN repository to your sources.list file 
sudo sh -c 'echo "deb http://cran.rstudio.com/bin/linux/ubuntu $CODENAME" >> /etc/apt/sources.list'

 

sudo apt-key adv –keyserver keyserver.ubuntu.com –recv-keys E084DAB9

sudo apt-get install r-base-dev

  • RStudio

https://www.rstudio.com/products/rstudio/download/

  • RStudio Addins

install.packages(‘addinslist’)

  • Data Mining

install.packages(c(‘rattle’,”Rcmdr”))

install.packages(c(“RcmdrPlugin.epack”, “RcmdrPlugin.KMggplot2”))

 

Python

Download

https://www.continuum.io/downloads

$cd Downloads

~/Downloads$ bash Anaconda3-4.1.1-Linux-x86_64.sh

$conda install -c r r-essentials

 

Racism causes Terrorism

An uncomfortable fact that policy makers and intelligence analysts do not want to confront is that lack of integration and disillusionment is caused by inbred racism in Western societies to non-conformance of the Caucasian or Judeo-Christian mould. Thanks to regulation, explicit racism is banned, but implicit racism exists and is enabled by both economics as well as technology. Unless you confront racism inherent in some societies or geographies, you will be doing post mortems on events rather than pre-emptive cures. Why does India have much lower cases of home grown terror with 150 million Muslims. It is because they fit well here. Muslim males are not fitting well in Florida or California or on the French Riviera. The golden age of surveillance and the cooperation between technology service providers and government agencies cannot solve the problems of lack of integration due to racism.

Related

https://www.solidarity-us.org/node/1265

https://www.theguardian.com/commentisfree/2015/jun/19/american-mass-shootings-terrorism-racism

http://www.jcpa.org/jl/vp468.htm

https://www.quora.com/Is-terrorism-racism

https://wikiislam.net/wiki/72_Virgins

How to motivate students for online education

Motivating students for online education is a dilemma. Students come from diverse cultures with different levels of communication, hierarchy, expectations. Exit barriers to dropping out also make some students drop out too easily by giving up since the course is free or at a nominal price. I believe one way to motivate students is to keep them involved by constant quizzes, feedback mechanisms as well as ensure how to maximize the rate of knowledge gained by student per hour invested. Time is a key investment by a student. Unfortunately one of the reasons of very good content by many MOOCs still continues to have a high dropout rate is they focus on revenue (verified certificates for a small price), and content (better projects and industry interaction) and course breadth (more courses or bundling them into a specialization) than the key underlying principle of motivating students for a global audience

From

http://jolt.merlot.org/vol11no1/Wang_0315.pdf

Abstract The advent of massive open online courses (MOOCs) poses new learning opportunities for learners as well as challenges for researchers and designers. MOOC students approach MOOCs in a range of fashions, based on their learning goals and preferred approaches, which creates new opportunities for learners but makes it difficult for researchers to figure out what a student’s behavior means, and makes it difficult for designers to develop MOOCs appropriate for all of their learners. Towards better understanding the learners who take MOOCs, we conduct a survey of MOOC learners’ motivations and correlate it to which students complete the course according to the pace set by the instructor/platform (which necessitates having the goal of completing the course, as well as succeeding in that goal). The results showed that course completers tend to be more interested in the course content, whereas non-completers tend to be more interested in MOOCs as a type of learning experience. Contrary to initial hypotheses, however, no substantial differences in mastery-goal orientation or general academic efficacy were observed between completers and non-completers. However, students who complete the course tend to have more self-efficacy for their ability to complete the course, from the beginning.

and from

http://dl.acm.org/citation.cfm?id=2675217&dl=ACM&coll=DL&CFID=810485845&CFTOKEN=62482478&preflayout=flat

Massive Open Online Courses (MOOCs) have recently experienced rapid development and garnered significant attention from various populations. Despite the wide recognition of MOOCs as an important opportunity within educational practices, there are still many questions as to how we might satisfy students’ needs, as evidenced by very high dropout rates. Researchers lack a solid understanding of what student needs are being addressed by MOOCs, and how well MOOCs now address (or fail to address) these needs. To help in building such an understanding, we conducted in-depth interviews probing student motivations, learning perceptions and experiences towards MOOCs, paying special attention to the MOOC affordances and experiences that might lead to high drop rates. Our study identified learning motivations, learning patterns, and a number of factors that appear to influence student retention. We proposed that the issue of retention should be addressed from two perspectives: retention as a problem but also retention as an opportunity.