chengyewang/TexOCR-eval huggingface dataset:
\section{Number Format Exception}

\begin{verbatim}
import javax.swing.JOptionPane;

public class HelloWorld
{
    public static void main(String[] args)
    {
        String str =
            JOptionPane.showInputDialog(null, "Enter a number");

        int n = Integer.parseInt(str);

        System.out.println(n + 11);
    }
}
\end{verbatim}

Exception in thread "main" java.lang.NumberFormatException: For input string: "5x"

at java.lang.NumberFormatException.forInputString (Unknown Source)

at java.lang.Integer.parseInt (Unknown Source)

at java.lang.Integer.parseInt (Unknown Source)

at HelloWorld.main (HelloWorld.java:10)

\section{Invoking a Method: class vs object}

Why are some methods invoked using a class name instead of an object name?

\begin{verbatim}
1) String s1, s2;

2) s1 = JOptionPane.showInputDialog(null);

3) s2 = s1.toUpperCase();

s2 = String.toUpperCase(); //***Error***
\end{verbatim}

showInputDialog is invoked using a class name. JOptionPane is a class name.

toUpperCase is invoked using an object name.

s1 is an instance of the String class.
\title{Certificat de publicació / Certificado de publicación}

La Agencia de Tecnología y Certificación Electrónica certifica que:

El document amb títol / El documento con título:

ANUNCIO-C9-2022-1285

El resum del qual, generat amb l’algorisme SHA-256, és / Cuyo resumen o hash generado con el algoritmo SHA-256 es:

wm0+ZT6id6FtQV99ZTUhO0yFeVYBBqGxr7QGMtr

Es troba publicat en la URL / Se encuentra publicado en la URL:

https://webges.uv.es/uvTaeWeb/DescargarAnuncio.do?codigo=ANUNCIO-C9-2022-1285

En la data i hora / En la fecha y hora:

31-03-2022 14:08
Values concerning item bank building (item linking, -calibration, equating)

\begin{table}[h]
\centering
\caption{Values concerning item bank building (item linking, -calibration, equating)}
\label{tab:table_1}
\begin{tabular}{lcccc}
\hline
 & testforms & items/form & examinees & items/bank \\
\hline
matrice test & 76 & 12 & 29.728 & 456 \\
analogy test & 25 & 24 & 12.548 & 254 \\
arithmetic test & 32 & 18 & 17.008 & 288 \\
\hline
\end{tabular}
\end{table}

In a further step the adaptive 2 PL-algorithm was evaluated in combination with the three item banks mentioned above. Hence 8000 examinees (draftees) worked on the usual conventional test battery. Additionally, they received one of the three tests which corresponded to one test in the test battery. The additional test was administered as an adaptive one.

The aim of adaptive testing in the testing situation is to gain maximum information with minimum effort. Hence the examinees should be given only those items that meet the person's level of functioning, so that the items will be solved in about fifty percent of the cases. If that holds, irrelevant items can be economized on, and, as one of various merits, it can be expected that adaptive testing, particularly the 2 PL, will need much less items as against conventional tests based on classical test theory. The conventional tests of our test battery consist of 20 items each with moderate reliability ($r_{tt} = 0.74$ to $r_{tt} = 0.88$). Figure~\ref{fig:figure_1} is based on the compound result of the three tests. It shows the joint distribution of the adaptive items needed to reach a reliability of $r_{tt} \ge 0.84$ for each person. This reliability is associated with a standard error of measurement of $SEM = 0.39$ for this sample. With the appearance of variance in the answer vector, the SEM is calculated whenever a person answers an administered item within the adaptive testing procedure. Before testing, the SEM value is fixed on a corresponding desired reliability level (in this case $r_{tt} = 0.84$). This cut-off value serves as stop criterion of the adaptive procedure as soon as the SEM falls below.
Interdisciplinary studies may have a positive impact on the development of law and facilitate its continuous adjustment to complex challenges.

Chapters 8 and 9 note that the practice of international tribunals and courts consolidates customary principles and rules of fresh water law. Moreover, judicial and diplomatic means exist to assist States in the resolution of water conflicts. Dispute settlement provisions are contained in the 1992 Convention on the Protection and Use of Transboundary Watercourses and International Lakes adopted under the aegis of the United Nations Economic Commission for Europe (UNECE Water Convention) and the 1997 UN Watercourses Convention. Contrary to the case of the law of the sea, for example, in fresh water law there are no generally agreed upon compulsory methods producing final and binding solutions. In certain treaties or cases, however, the litigant States have agreed or agree on jurisdictional methods of settlement, through the application of conventional and customary rules of international law.

Chapter 9 explores conflict related to the development of hydropower installations. The production of hydroelectricity is becoming increasingly attractive to States. However, hydroelectric projects involve enormous investment and have significant impacts: social, economic, environmental and others. When hydroelectric power generation projects are constructed and operated on international watercourses, disputes between riparians often arise. International courts and tribunals have had to consider the rights of use of riparian states on transboundary rivers in the context of disputes concerning hydroelectricity projects. They have dealt with the antagonism between, on the one hand, the permanence and need for stability for the construction and operation of hydroelectric projects and, on the other hand, the development of international law and the changing scientific and environmental conditions and values concerning the transboundary rivers.

\section{Specific Regimes of Fresh Water Resources}

Section 3 continues with the analysis, focussing on specific fresh water governance regimes. Chapter 12 gives an in-depth analysis of the right to water. Several international documents have recognized this right. These include the
\section{Elementary and Secondary Mathematics and Science Education}

\subsection{Highlights}
\begin{itemize}
\item Student Learning in Mathematics and Science
\item Student Coursetaking in High School Mathematics and Science
\item Teachers of Mathematics and Science
\item Transition to Higher Education
\end{itemize}

\subsection{Introduction}

\subsection{Student Learning in Mathematics and Science}
\subsubsection{Mathematics and Science Performance in Grades 4, 8, and 12}
\subsubsection{Algebra Performance of Ninth Graders in 2009}
\subsubsection{International Comparisons of Mathematics and Science Performance}

\subsection{Student Coursetaking in High School Mathematics and Science}
\subsubsection{High School Graduation Requirements and Curriculum Standards}
\subsubsection{Mathematics and Science Coursetaking in High School}

\subsection{Teachers of Mathematics and Science}
\subsubsection{Characteristics of High-Quality Teachers}
\subsubsection{School Factors Contributing to Teachers’ Effectiveness}

\subsection{Transition to Higher Education}
\subsubsection{Completion of High School}
\subsubsection{Enrollment in Postsecondary Education}

\subsection{Conclusion}

\subsection{Notes}

\subsection{Glossary}

\subsection{References}

\subsection{List of Sidebars}
\begin{itemize}
\item Development and Content of NAEP Technology and Engineering Literacy Assessment
\item Mathematics and Science Achievement in Charter Schools
\item Sample Items from PISA
\item Common Core State Standards
\item Taking Algebra I Before High School
\item Measuring Teaching Quality
\item Teacher Attrition
\item State Student Tracking Systems
\end{itemize}
\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{Sanierungsgebiet II - Altstadt (Altstadt und Domberg Freising mit den fr\"uhen Siedlungserweiterungen) - Untersuchungsgebiet. Legend: Umgriff Sanierungssatzung I "Am W\"orth"; Umgriff Sanierungssatzung II "Altstadt"; Ensemble Domberg und Altstadt Freising; Abgrenzungsvorschlag nach dem Plan zur st\"adtebaulichen Denkmalpflege; Abgrenzungsvorschlag Stadt Freising. Map annotations include: potentielle Erweiterung 1 Bahnhof; potentielle Erweiterung 2 Volksfestplatz; potentielle Erweiterung 3 K\"onigstein/Moosach Arme; potentielle Erweiterung 4 Johannispark.}
\label{figure_1}
\end{figure}
The distributed middleware architecture of the application was based on the framework described in \cite{10}. The physics of the scene was simulated using the Bullet Physics Library\footnote{www.bulletphysics.org}. Simplified forms of non-convex pieces and holes were designed for the physics simulation in order to facilitate their manipulation, as the Bullet Physics Library does not handle non-convex meshes properly.

\begin{figure}[h]
\centering
\includegraphics{figure_2.pdf}
\caption{On Top: six holes complexity task description. On Bottom: two holes complexity task description. In both cases, twelve pieces were involved, six ``fitters'' to place in the holed box and six ``non-fitters'' to place in the disposal zone.}
\label{figure_2}
\end{figure}

The virtual coordinates of the flystick were linked to the physical ones by the mean of a standard proportional derivative control scheme for positions and a suboptimal control scheme with a quadratic cost for rotations, as described in \cite{32}. Performance levels were set at
\section{Certificate}

This is to certify the thesis entitled ``EFFECT OF PHYSICAL AND COMBINATION OF PHYSICAL AND YOGIC EXERCISES ON PERFORMANCE AND PERFORMANCE RELATED FACTORS OF BASKETBALL PLAYERS'' submitted by M.M.G. HARI HARA RAMACHANDHIRAN for the award of the degree of Doctor of Philosophy in the Department of Physical Education, Bharathidasan University, Tiruchirappalli, is a bonafide record of research work carried out under my guidance and supervision. It is further certified that to the best of my knowledge the work reported here does not form part of any other thesis or dissertation for the award of any other degree or diploma.

Place: Tiruchirappalli

Date: 13-05-05
\title{Videojugando se aprende: renovar la teoría del conocimiento y la educación\\Learning with videogames: Ideas for a Renewal of the Theory of Knowledge and Education}

\author{Anita Gramigna \and Juan C. González-Faraco}

\begin{abstract}
En este artículo se reflexiona sobre la relación del juego con el desarrollo cognitivo y los procesos educativos en un tiempo de profundos cambios tecnológicos. En concreto, sobre el papel de los videojuegos en la construcción del conocimiento y la formación de los niños. Profundizando en la lógica de los videojuegos y en la relación compleja que los usuarios entablan con ellos, pueden extraerse interesantes ideas para repensar la teoría del conocimiento y la educación. El texto analiza primeramente el papel de los videojuegos en el mundo lúdico, para internarse posteriormente en sus modelos narrativos propios. Finalmente se valoran sus virtualidades para el aprendizaje y en general para la educación, sin olvidar sus riesgos. Se concluye en la valorización cognitiva y pedagógica del pensamiento conectivo que pueden desarrollar los videojuegos.

In this paper we reflect on the relationship of games, cognitive development and educational processes during a time of profound technological change. Specifically, we consider the role of video-games in knowledge construction and in children’s education. By studying both the logic of video games and how players understand them, we can develop interesting ideas for re-thinking theories on knowledge and education. Primarily, this text analyzes the role of video games in the world of play in order to delve into its unique narrative models. Finally, we evaluate their virtual features for learning and education in general, then focusing on the risks entailed. We conclude with a cognitive-pedagogical evaluation of the connective thought that videogames can develop.
\end{abstract}

\textbf{Keywords:} Videogame, multimedia, learning, education, knowledge construction, recreational thought.
\section{Instructions}
Please provide information concerning your health for participation in 4-H Events for the current year. If you are a person with a disability and desire any assistive devices, services, or other accommodations to participate in activity, please contact your local Extension office during business hours at least 7 days prior to the event to discuss accommodations. PLEASE PRINT ALL INFORMATION. (NOTE: Both sides of this form must be completed.)

COUNTY \underline{\hspace{10cm}}

\section{Identification}
NAME \underline{\hspace{8cm}} \\
Last \hspace{2cm} First \hspace{2cm} MI \hspace{2cm} FEMALE [\ ] \hspace{0.5cm} MALE [\ ]

MAILING ADDRESS \underline{\hspace{8cm}} \hspace{0.5cm} CELL PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}}

CITY \underline{\hspace{6cm}} \hspace{0.5cm} STATE \underline{\hspace{1cm}} \hspace{0.5cm} ZIP \underline{\hspace{2cm}}

HOME PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}} \hspace{0.5cm} BIRTHDATE \underline{\hspace{3cm}} \hspace{0.5cm} EMAIL \underline{\hspace{4cm}}

\section{Emergency Contact}
NAME \underline{\hspace{8cm}} \hspace{0.5cm} CELL PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}}

ADDRESS \underline{\hspace{10cm}} \hspace{0.5cm} HOME PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}}

RELATIONSHIP \underline{\hspace{6cm}} \hspace{0.5cm} WORK PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}}

\section{Physician/Insurance Information}
NAME OF PHYSICIAN \underline{\hspace{8cm}} \hspace{0.5cm} PHONE (\underline{\hspace{1cm}}) \underline{\hspace{3cm}}

MEDICAL/HOSPITAL INSURANCE \underline{\hspace{8cm}} \\
Carrier \hspace{4cm} Policy ID \#

\section{Media Release}
The Virginia Polytechnic Institute and State University/College of Agriculture and Life Sciences (CALS) periodically uses electronic and traditional media (e.g., photographs, video, audio footage, testimonials) for publicity and educational purposes. By my signature on this form, I acknowledge receipt of this document and give permission to the College of Agriculture and Life Sciences and its designee to use such reproductions for educational and publicity purposes in perpetuity without further consideration from me.

I understand that I will need to notify Virginia Tech/College of Agriculture and Life Sciences if any changes to my situation occur that will impact this media release permission.

PLEASE INITIAL \hspace{1cm} YES \underline{\hspace{2cm}} \hspace{1cm} NO \underline{\hspace{2cm}}
la actualizan, posibilitando así, la constitución de una colectividad, un ``nosotros''. \cite{Tatsch_2013}\footnote{Texto fuente: ``Fala a partir da coletividade do lugar social ocupado pelo grupo que representa como pessoa autorizada (...). É responsável pelo que é dito a partir dos lugares da memória, distribuindo os saberes e os dizeres que atualizam a memória, possibilitando assim, a constituição de uma coletividade, um `nós'.''}

En lo que respecta a los cánones nacionales envueltos en la traducción a analizar y sus representaciones del gaucho, es interesante observar que ``la literatura gauchesca rioplatense contribuyó en la invención teórica de una nueva región cultural'', entre cuyos textos apropiados destaca \textit{Martín Fierro}, el cual ``puede ser considerado uno de los textos fundadores de la gauchesca brasileña'' \cite{Massina_2002}. En otras palabras, es de estimarse cierto vínculo entre la traducción del poema de Hernández y la forma en que la cultura receptora se ve representada a sí misma a través de los gauchos allí retratados. Entre los rasgos más sobresalientes de dicha caracterización, interesa especialmente reflexionar acerca del atributo heroico de Fierro, dado que en el poema de Hernández existe una voluntad de escamotear dicho rasgo \cite{Borges-Guerrero_1999}.

Contemporáneamente a la publicación de \textit{Martín Fierro}, la década de 1870 dio a la luz dos textos literarios que inmortalizaron al gaucho en la literatura brasileña: \textit{O gaúcho}, de José de Alencar, y \textit{O vaqueano}, de Apolinário Porto Alegre. El aspecto de mayor relevancia en el que las referidas obras brasileñas coinciden es la construcción de una imagen idealizada del gaucho y de la sociedad a la que pertenecía. Ya fuera que se ocultara el trabajo del peón de estancias, de los inmigrantes europeos y del esclavo en las charqueadas, así como la devastación de la economía, familias y estancias durante la revolución; o que se presentara a gauchos, patrones, esclavos, indios y soldados farrapillas como héroes que conviven en un mundo sin jerarquías; como resultado se exalta la figura del gaucho y se instaura el mito de la democracia de la pampa, dispositivos discursivos estratégicos para legitimar el poder a las elites locales, en una comunidad integrada gracias a una identidad regional, a su vez proyectada como guardiana de las fronteras nacionales y, por tanto, participante de una identidad mayor \cite{DeCampos_2008}.

La literatura regionalista de tema gauchesco seguiría la misma tendencia durante su edad de oro. De acuerdo con Ligia Chiappini, dentro de esta tradición literaria ``el personaje no solo es reducido a un tipo social, sino a un tipo social mitificado: el gaucho y su antípoda --el antigaucho, el antihéroe'' \cite{Leite_1978}.\footnote{Texto fuente: ``O personagem não é só reduzido a tipo social, mas a um tipo social mitificado: o gaúcho heroi e seu antípoda -- o antigaucho, o anti-herói''.} Estas obras, que sirven como referencia para la
\subsection{Distribution time (cont.)}

In P2P architecture:

\begin{itemize}
\item In P2P, when a peer receives some file data, it can use its own upload capacity to redistribute the data to other peers.
\end{itemize}

Calculating the distribution time for the P2P architecture is somewhat more complicated.

A simple expression for the minimal distribution time:

\begin{itemize}
\item \textbf{Step1:} At the beginning, only the server has the file.

To get this file into the community of peers, minimum distribution time is at least $F/u_s$.

\item \textbf{Step2:} the peer with the lowest download rate cannot obtain all $F$ bits of the file in less than $F/d_{\min}$ seconds.

\item \textbf{Step3:} the total upload capacity of the system is, $u_{\text{total}} = u_s + u_1 + \cdots + u_N$.

\begin{itemize}
\item The system must deliver (upload) $F$ bits to each of the $N$ peers.
\item This cannot be done at a rate faster than $u_{\text{total}}$.
\item So, the minimum distribution time is also at least $NF/(u_s + u_1 + \cdots + u_N)$.
\end{itemize}
\end{itemize}

Finally, the minimum distribution time for P2P

\[
D_{P2P} \ge \max \left\{ \frac{F}{u_s}, \frac{F}{d_{\min}}, \frac{NF}{u_s + \sum_{i=1}^{N} u_i} \right\}
\]
numerous industrial type structures associated with the water industry. Here the valley widens and the river basin affords room for pools and wetland areas supporting a range of plant and fish life. Approaching the valley head there is a gradual change to wilderness and a sense of being in the heart of the Bowland fells.

5. (53.97486; -2.52965)

This is the furthest point of the route. After taking in the scenery, retrace your steps back to the bridge then follow the ``Short Route'' description back to the village.
\title{Corrigendum to ``Midwifery continuity of carer in an area of high socio-economic disadvantage in London: A retrospective analysis of Albany Midwifery Practice outcomes using routine data (1997--2009)''}

\author{Caroline S.E. Homer, RM, MMed(ClinEpi), PhD Professor \\ Nicky Leap, DMid Adjunct Professor of Midwifery \\ Nadine Edwards, PhD Independent Researcher \\ Jane Sandall, PhD, CBE Professor, NIHR Senior Investigator \\
Centre for Midwifery, Child and Family Health, Faculty of Health, University of Technology Sydney, PO Box 123, Broadway, Sydney, New South Wales 2007, Australia \\
Division of Women's Health, Faculty of Life Sciences \& Medicine, King's College London, United Kingdom \\
Women's Health Academic Centre, St. Thomas' Hospital, London SE1 7EH, United Kingdom}

\section*{Corrigendum}

The authors regret that on page 8 we inadvertently referred to NICE as providing policy and policy direction. This was incorrect. NICE provides national clinical guidance based on systematic reviews. The sentence should read: A large study comparing perinatal outcomes by planned place of birth (Birthplace in England Collaborative Group, 2011) supported the clinical guidance to offer women with low risk pregnancies a choice of birth settings, including birth at home (NICE, 2014).

The authors would like to apologise for any inconvenience caused.
gran diferencia con respecto a otros (figura~\\ref{figure_1}).

Su frecuencia de uso va en aumento (figura~\\ref{figure_2}); de hecho se ha llegado a picos de casi 1.000 consultas mensuales cuando el producto empezó a estar disponible, con una media en los últimos meses de entre 600 y 700 consultas.

Las materias más consultadas son enfermedades infecciosas y gastroenterología (figura~\\ref{figure_3}). El hecho de que temáticas como ginecología y obstetricia o pediatría no aparezcan en puestos más elevados de uso, siendo numerosos los facultativos de estas especialidades en el hospital, orienta a la biblioteca en el sentido de organizar campañas de difusión y formación específicas para estos servicios.

Tan sólo el 0,5\% de las consultas se encaminaron a los apartados \textit{What's new in...}, lo cual demuestra que el uso de UTD es primordialmente clínico, más que de actualización, aunque sin embargo tiene una alta capacidad para ello, como el propio nombre del producto sugiere.

De los datos provisionales de la encuesta distribuida entre los usuarios se pueden avanzar algunos datos:

1. Amigabilidad de su sistema de consulta (con una nota media de 3'35 sobre 5).

2. La sensación de éxito en la búsqueda de información es alta (con una nota media de 3'14 sobre 5; ningún usuario valoró negativamente esta variable).

3. Se realiza un gran número de búsquedas en presencia del paciente. Entre los recursos electrónicos disponibles desde las consultas médicas es el más utilizado (39\% de los que alguna vez han utilizado recursos electrónicos estando con un paciente). Además, mientras que con otros recursos electrónicos accesibles \textit{on site} los usuarios se quejan de la no accesibilidad desde el exterior, en el caso de UTD no ocurre; el personal médico no lo echa tanto de menos como el acceso a ciertas revistas, libros, etc., electrónicos.

``Es un recurso que merece la pena suscribir en hospitales en su versión online, ya que los facultativos pueden consultarlo desde su puesto de trabajo''.

El buscador de contenidos no permite las combinaciones booleanas aunque sí un ``estrechamiento'' de los resultados \cite{Fox_Moawad_2003}. No obstante, consultada la empresa distribuidora, tienen entre las mejoras previstas del producto incluir su utilización para 2006.

A la hora de interpretar las estadísticas de uso se observa una no coincidencia entre la indicación de algunos temas y la identificación de especialidades. Por ejemplo: la revisión más visitada durante los

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{Comparación del uso de los principales recursos electrónicos disponibles para los usuarios del Hospital de Fuenlabrada (enero--mayo 2005).}
\label{figure_1}
\end{figure}

\begin{figure}
\centering
\includegraphics{figure_2.pdf}
\caption{Media de utilización de UTD: 548 consultas/mes.}
\label{figure_2}
\end{figure}

\begin{figure}
\centering
\includegraphics{figure_3.pdf}
\caption{Temática de las consultas realizadas a UpToDate (marzo 2004 a junio 2005).}
\label{figure_3}
\end{figure}
\title{Bell Tower Millfield Street \cite{1}}
\author{Huettner, Alfred F. (Alfred Francis), b. 1884}

\section{Subject}
Woods Hole (Mass.) \cite{2}

\section{Topic}
Places \cite{3} People \cite{4}

\section{Publisher}
Marine Biological Laboratory Archives

\section{Rights}
Licensed as Creative Commons Attribution-NonCommercial-Share Alike 3.0 Unported. http://creativecommons.org/licenses/by-nc-sa/3.0/

\section{Format}
Photographs \cite{5}

\section{Last Modified}
Wednesday, July 4, 2018 - 04:40

\section{DC Date Accessioned}
Tuesday, May 15, 2012 - 13:23

\section{DC Date Available}
Tuesday, May 15, 2012 - 13:23

\section{DC Date Created}
1930