| Top |
| GtkMessageType | message-type | Read / Write / Construct |
| gboolean | show-close-button | Read / Write / Construct |
| gint | action-area-border | Read |
| gint | button-spacing | Read |
| gint | content-area-border | Read |
| gint | content-area-spacing | Read |
GObject ╰── GInitiallyUnowned ╰── GtkWidget ╰── GtkContainer ╰── GtkBox ╰── GtkInfoBar
GtkInfoBar is a widget that can be used to show messages to the user without showing a dialog. It is often temporarily shown at the top or bottom of a document. In contrast to GtkDialog, which has a action area at the bottom, GtkInfoBar has an action area at the side.
The API of GtkInfoBar is very similar to GtkDialog, allowing you
to add buttons to the action area with gtk_info_bar_add_button()
or
gtk_info_bar_new_with_buttons()
. The sensitivity of action widgets
can be controlled with gtk_info_bar_set_response_sensitive()
.
To add widgets to the main content area of a GtkInfoBar, use
gtk_info_bar_get_content_area()
and add your widgets to the container.
Similar to GtkMessageDialog, the contents of a GtkInfoBar can by
classified as error message, warning, informational message, etc,
by using gtk_info_bar_set_message_type()
. GTK+ may use the message type
to determine how the message is displayed.
A simple example for using a GtkInfoBar:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 |
// set up info bar GtkWidget *widget; GtkInfoBar *bar; widget = gtk_info_bar_new (); bar = GTK_INFO_BAR (bar); gtk_widget_set_no_show_all (widget, TRUE); message_label = gtk_label_new (""); gtk_widget_show (message_label); content_area = gtk_info_bar_get_content_area (bar); gtk_container_add (GTK_CONTAINER (content_area), message_label); gtk_info_bar_add_button (bar, _("_OK"), GTK_RESPONSE_OK); g_signal_connect (bar, "response", G_CALLBACK (gtk_widget_hide), NULL); gtk_grid_attach (GTK_GRID (grid), widget, 0, 2, 1, 1); ... // show an error message gtk_label_set_text (GTK_LABEL (message_label), message); gtk_info_bar_set_message_type (bar, GTK_MESSAGE_ERROR); gtk_widget_show (bar); |
The GtkInfoBar implementation of the GtkBuildable interface exposes the content area and action area as internal children with the names “content_area” and “action_area”.
GtkInfoBar supports a custom <action-widgets> element, which can contain
multiple <action-widget> elements. The “response” attribute specifies a
numeric response, and the content of the element is the id of widget
(which should be a child of the dialogs action_area
).
GtkWidget *
gtk_info_bar_new (void
);
Creates a new GtkInfoBar object.
Since: 2.18
GtkWidget * gtk_info_bar_new_with_buttons (const gchar *first_button_text
,...
);
Creates a new GtkInfoBar with buttons. Button text/response ID
pairs should be listed, with a NULL
pointer ending the list.
Button text can be either a stock ID such as GTK_STOCK_OK
, or
some arbitrary text. A response ID can be any positive number,
or one of the values in the GtkResponseType enumeration. If the
user clicks one of these dialog buttons, GtkInfoBar will emit
the “response” signal with the corresponding response ID.
void gtk_info_bar_add_action_widget (GtkInfoBar *info_bar
,GtkWidget *child
,gint response_id
);
Add an activatable widget to the action area of a GtkInfoBar, connecting a signal handler that will emit the “response” signal on the message area when the widget is activated. The widget is appended to the end of the message areas action area.
Since: 2.18
GtkWidget * gtk_info_bar_add_button (GtkInfoBar *info_bar
,const gchar *button_text
,gint response_id
);
Adds a button with the given text and sets things up so that clicking the button will emit the “response” signal with the given response_id. The button is appended to the end of the info bars's action area. The button widget is returned, but usually you don't need it.
Since: 2.18
void gtk_info_bar_add_buttons (GtkInfoBar *info_bar
,const gchar *first_button_text
,...
);
Adds more buttons, same as calling gtk_info_bar_add_button()
repeatedly. The variable argument list should be NULL
-terminated
as with gtk_info_bar_new_with_buttons()
. Each button must have both
text and response ID.
info_bar |
||
first_button_text |
button text or stock ID |
|
... |
response ID for first button, then more text-response_id pairs,
ending with |
Since: 2.18
void gtk_info_bar_set_response_sensitive (GtkInfoBar *info_bar
,gint response_id
,gboolean setting
);
Calls gtk_widget_set_sensitive (widget, setting) for each widget in the info bars’s action area with the given response_id. A convenient way to sensitize/desensitize dialog buttons.
Since: 2.18
void gtk_info_bar_set_default_response (GtkInfoBar *info_bar
,gint response_id
);
Sets the last widget in the info bar’s action area with the given response_id as the default widget for the dialog. Pressing “Enter” normally activates the default widget.
Note that this function currently requires info_bar
to
be added to a widget hierarchy.
Since: 2.18
void gtk_info_bar_response (GtkInfoBar *info_bar
,gint response_id
);
Emits the “response” signal with the given response_id
.
Since: 2.18
void gtk_info_bar_set_message_type (GtkInfoBar *info_bar
,GtkMessageType message_type
);
Sets the message type of the message area.
GTK+ uses this type to determine how the message is displayed.
Since: 2.18
GtkMessageType
gtk_info_bar_get_message_type (GtkInfoBar *info_bar
);
Returns the message type of the message area.
Since: 2.18
GtkWidget *
gtk_info_bar_get_action_area (GtkInfoBar *info_bar
);
Returns the action area of info_bar
.
Since: 2.18
GtkWidget *
gtk_info_bar_get_content_area (GtkInfoBar *info_bar
);
Returns the content area of info_bar
.
Since: 2.18
gboolean
gtk_info_bar_get_show_close_button (GtkInfoBar *info_bar
);
Returns whether the widget will display a standard close button.
Since: 3.10
void gtk_info_bar_set_show_close_button (GtkInfoBar *info_bar
,gboolean setting
);
If true, a standard close button is shown. When clicked it emits
the response GTK_RESPONSE_CLOSE
.
Since: 3.10
“message-type”
property“message-type” GtkMessageType
The type of the message.
The type may be used to determine the appearance of the info bar.
Flags: Read / Write / Construct
Default value: GTK_MESSAGE_INFO
Since: 2.18
“action-area-border”
style property“action-area-border” gint
Width of the border around the action area of the info bar.
GtkInfoBar:action-area-border
has been deprecated since version 3.6 and should not be used in newly-written code.
Flags: Read
Allowed values: >= 0
Default value: 5
Since: 2.18
“button-spacing”
style property“button-spacing” gint
Spacing between buttons in the action area of the info bar.
GtkInfoBar:button-spacing
has been deprecated since version 3.6 and should not be used in newly-written code.
Flags: Read
Allowed values: >= 0
Default value: 6
Since: 2.18
“content-area-border”
style property“content-area-border” gint
The width of the border around the content content area of the info bar.
GtkInfoBar:content-area-border
has been deprecated since version 3.6 and should not be used in newly-written code.
Flags: Read
Allowed values: >= 0
Default value: 8
Since: 2.18
“content-area-spacing”
style property“content-area-spacing” gint
The default spacing used between elements of the content area of the info bar.
GtkInfoBar:content-area-spacing
has been deprecated since version 3.6 and should not be used in newly-written code.
Flags: Read
Allowed values: >= 0
Default value: 16
Since: 2.18
“close”
signalvoid user_function (GtkInfoBar *arg0, gpointer user_data)
The ::close signal is a keybinding signal which gets emitted when the user uses a keybinding to dismiss the info bar.
The default binding for this signal is the Escape key.
Flags: Action
Since: 2.18
“response”
signalvoid user_function (GtkInfoBar *info_bar, gint response_id, gpointer user_data)
Emitted when an action widget is clicked or the application programmer
calls gtk_dialog_response()
. The response_id
depends on which action
widget was clicked.
info_bar |
the object on which the signal is emitted |
|
response_id |
the response ID |
|
user_data |
user data set when the signal handler was connected. |
Flags: Run Last
Since: 2.18


East Riding & Yorkshire Marathon
Beverley ENG
Race Winners
(17 runnings)
07 Apr
1969
2:20:57
15 Apr
1968
2:20:06
27 Mar
1967
2:23:43
11 Apr
1966
2:21:38
19 Apr
1965
2:26:33
30 Mar
1964
2:19:37
15 Apr
1963
2:25:21
05 May
1962
2:32:55
29 Apr
1961
2:28:27
18 Jun
1960
2:33:26
25 Apr
1959
2:26:45
03 May
1958
2:28:37
25 May
1957
2:29:54
21 Apr
1956
2:30:31
30 Apr
1955
2:28:21
1954
2:38:02
24 May
1953
2:43:41
Notes: 1953 was the inaugural year. Thru 1962, this race was run in Hull ENG and known as the Hull Marathon and
was held on a course consisting of a single loop finishing at Costello Park in Hull. In 1963, the organizing group
moved the race to nearby Beverley due to circumstances including the upgrading of the A63 trunk route. The race
was renamed the East Riding Marathon. The race also served as the venue of the Yorkshire and Northern Counties
AA championship after 1961.
Anthony Moore-2
Colin Kirkham (ENG)
Anthony Moore (ENG)
Don Shelley (ENG)
Ron Hill-2
Ron Hill (ENG)
Terence Rooke (ENG)
Fred Howe (ENG)
Ken Pawson-3
Brian Cooke (ENG)
Ken Pawson-2
Ken Pawson (ENG)
Arthur Keily (ENG)
Eric Smith-2
Eric Smith (ENG)
Norman Neilson-2
Norman Neilson (SCO)
Most Wins
(1953-1969)
Men
3
Ken Pawson (ENG)
1958-59,1961
Prize Money
(ADR qualified runners)
No prize money was awarded at this race.
Race Time Bias
(sec/km)
Insufficient data to calculate the race time bias.
Competitive Level
(1990-date)
Insufficient data to calculate the competitive level.
Quality Performances
Men <2:20 1
Last Updated on 01 Dec 2005
Contributors: Alex Wilson (16), Dave Macdonald


What I plan to talk about
- My bootcamp journey
- Successes and Failures
- Cool WebDev news
Hi, I'm Amber Nash. Welcome to my WebDev blog!
| Learning Rubric | Do I have it memorized? | Do I remember anything about it |
|---|---|---|
| Yes | Yes. Definitely | |
| Maybe | Perhaps | |
| o_O | Oh, god. |
Fantastic blog by Rachel Andrew, front-end web developer with over 16 years experience. This blog focuses on front-end design - which is just my cup of tea. :)


|
libfly
6.2.2
C++20 utility library for Linux, macOS, and Windows
|
#include <system_monitor.hpp>
Public Member Functions | |
| virtual | ~SystemMonitor ()=default |
| std::uint32_t | get_system_cpu_count () const |
| double | get_system_cpu_usage () const |
| double | get_process_cpu_usage () const |
| std::uint64_t | get_total_system_memory () const |
| std::uint64_t | get_system_memory_usage () const |
| std::uint64_t | get_process_memory_usage () const |
Static Public Member Functions | |
| static std::shared_ptr< SystemMonitor > | create (std::shared_ptr< fly::task::SequencedTaskRunner > task_runner, std::shared_ptr< SystemConfig > config) |
Protected Member Functions | |
| SystemMonitor (std::shared_ptr< fly::task::SequencedTaskRunner > task_runner, std::shared_ptr< SystemConfig > config) noexcept | |
| virtual void | update_system_cpu_count ()=0 |
| virtual void | update_system_cpu_usage ()=0 |
| virtual void | update_process_cpu_usage ()=0 |
| virtual void | update_system_memory_usage ()=0 |
| virtual void | update_process_memory_usage ()=0 |
Virtual interface for monitoring system-level resources. Provides CPU and memory monitoring. This interface is platform independent - OS dependent implementations should inherit from this class.
|
virtualdefault |
Destructor.
|
protectednoexcept |
Constructor.
| task_runner | Task runner for posting monitor-related tasks onto. |
| config | Reference to system configuration. |
|
static |
Create and start a system monitor.
| task_runner | Task runner for posting monitor-related tasks onto. |
| config | Reference to system system monitor |
| double fly::system::SystemMonitor::get_process_cpu_usage | ( | ) | const |
Get the process's CPU usage percentage (0-100%) over the last second.
| std::uint64_t fly::system::SystemMonitor::get_process_memory_usage | ( | ) | const |
Get the process's physical memory usage in bytes.
| std::uint32_t fly::system::SystemMonitor::get_system_cpu_count | ( | ) | const |
Get the system's CPU count.
| double fly::system::SystemMonitor::get_system_cpu_usage | ( | ) | const |
Get the system's CPU usage percentage (0-100%) over the last second.
| std::uint64_t fly::system::SystemMonitor::get_system_memory_usage | ( | ) | const |
Get the system's physical memory usage in bytes.
| std::uint64_t fly::system::SystemMonitor::get_total_system_memory | ( | ) | const |
Get the system's total physical memory available in bytes.
|
protectedpure virtual |
Update the process's current CPU usage.
Implemented in fly::system::SystemMonitorImpl, fly::system::SystemMonitorImpl, and fly::system::SystemMonitorImpl.
|
protectedpure virtual |
Update the process's current memory usage.
Implemented in fly::system::SystemMonitorImpl, fly::system::SystemMonitorImpl, and fly::system::SystemMonitorImpl.
|
protectedpure virtual |
Update the system's current CPU count.
Implemented in fly::system::SystemMonitorImpl, fly::system::SystemMonitorImpl, and fly::system::SystemMonitorImpl.
|
protectedpure virtual |
Update the system's current CPU usage.
Implemented in fly::system::SystemMonitorImpl, fly::system::SystemMonitorImpl, and fly::system::SystemMonitorImpl.
|
protectedpure virtual |
Update the system's current memory usage.
Implemented in fly::system::SystemMonitorImpl, fly::system::SystemMonitorImpl, and fly::system::SystemMonitorImpl.


This intention replaces a
switch
statement with a series of
if-else
statements.
Powered by JavaScript IntentionPowerPack


In this guide, we will help you implement the connection process between an a company’s SAP Concur instance to your system. You will find best practices for user-centered design, examples of dos-and-don’ts, and suggested steps to guide the administrator through the connection process.
It is not our intention to tell you what colors and fonts to use. Maintaining your brand integrity is important, and these guidelines do not interfere with that. Rather, our goal is for SAP Concur administrator to have a pleasant and consistent experience across all of our partner applications. Observing these guidelines will help ensure that our shared users have positive experiences with both of our companies as a result of our partnership.
This guide also includes some suggestions on how to ensure your site is Section 508 compliant. At SAP Concur, we work hard to make sure our critical services are available and usable by every employee at the companies who use our products. From private companies to government agencies, we have a wide range of users with varying levels of abilities. Observing accessibility best practices in your product helps us meet our commitment to provide quality software to our entire user base.
This section provides guidelines for the process for an administrator to connect their company’s SAP Concur instance your application. A “user” (described generically within this document) for Enterprise applications is the company administrator (for more information on permissions required to activate an Enterprise application, please refer to the activation guide). Note that not all steps below will apply to all applications. This guide, however, attempts to cover the common variations.
The connection flow begins from the SAP Concur App Center. Once the user has accepted the terms of the connection, the user will be redirected to your site.
Step 1 Connect
Step 2 Accept Terms
Step 3 Landing Page
Step 4 Account Creation
Step 5 Confirmation
The following guidelines should be used to develop your connection user experience and will be used to evaluate your application during the certification process.
There are two possible configurations for enterprise listings that modify the primary action for the user.
In this configuration Connect is the prominent call to action. This should be used in cases where the user can self-service and connect their Concur account to your application automatically.
In this configuration “Request information” is more prominent. This should be used in cases where the customer must contact the partner before connecting. This may be the case for applications which have multiple options, versions and/or varying pricing.
The Terms & Conditions for your application will differ between Enterprise and Consumer applications. Enterprise applications require an additional, company-wide authorization.
For more information on the terms & conditions, please refer to the documentation on the Developer Portal.
This will be the first page the user sees upon redirect from SAP Concur. The SAP Concur App Center will open a new window to your pre-defined redirect URI (referred to as your “Connect URI”).
This page should include your brand and the application the customer is connecting to. In addition, the page should clearly indicate that the customer is activating an integration with SAP Concur.
On this page, you must use one of the below calls to action:
| Call To Action | Description |
|---|---|
| Verification | This is used when the customer must first have signed an agreement with you prior to connecting. This is typically used for subscription services. The customer must be provided a verification code prior to connecting. |
| Sign In or Sign Up | This is used when the customer may not have an account or relationship with you prior to connecting. This is typically used for free services and services that support online account creation. |
This is the recommended option for Enterprise applications that already have a signed Agreement in place between the Partner and the customer. Once the contract has been signed by the customer, you will provide the customer with a verification code to enter on your landing page. In the remainder of this guide, this will be referred to as a “Verification” app. This page should clearly articulate the next steps and should provide the user the option to:
IMPORTANT: Any administrator can connect to your application from the SAP Concur App Center. It is possible that administrators that have not completed the pre-requisites will access your landing page. The “Contact Us” option will allow users that have not yet completed pre-requisites but are interested in connecting to your application to contact you. Requests generated from this landing page must be continuously monitored. You may use the inquiry link used in your listing (for more information on the inquiry link please refer to the App Center Listing Form submission document).
Use this option if you support online account registration or free trials.
Note: If you support Free Trials, your Landing Page is required to indicate how long the Trial will last and what the Partner will do with the data collected if the customer declines to move forward as a customer with the Partner. This text is in addition to the other requirements such as checkboxes for the user to select for your Privacy Policy and Terms and Conditions.
The first page should give the user the option to sign in with an existing account or sign up for a new account.
This page should:
For applications that support both Enterprise and Consumers, an administrator may have an existing, personal account; In that case, it is recommended that this page guide the user to create a new, separate business account for the purpose of administering their company’s integration.
For most Enterprise Applications, administrators will set up a new account specifically for the SAP Concur and company integration.
To facilitate ease of use and encourage users to complete registration, it is recommended that this page only include necessary information to create the account.
Account details can be pre-populated in this form leveraging SAP Concur API’s. For more information, please refer to documentation on the Developer Portal. Once the user submits the form, your application will begin the authentication process. Your Partner Enablement representative will provide the technical details for implementation based on your SAP Concur integration type.
If your account creation process requires multiple steps, provide a progress indicator so the user knows what is required. If the form requires information the user may not have, allow the user to come back and complete the form at a later time and proceed with account creation.
Once the connection is complete, indicate that the connection was successful.
IMPORTANT:
For apps with online account creation, or “Sign in or Sign up”, users should be directed to close the window as the connection is complete.
Additionally, you may decide to display links for the user to your app’s home page.
Note: If you provide links to your home page, it is recommended that links open a new browser window to clearly indicate that the connection was successfully completed and to display your page in a larger form factor.
For “Verification” apps, this should provide the user information on what will occur next such as to expect an email to book their first service, follow-up on their free trial and/or what to expect from their Concur integration.
This section provides a summarized checklist of the required and recommended components of your account linking flow. For more detail, please refer to Design Guidelines section above.
“Must” indicates required. Recommendations are provided for an optimal user experience.
Providing text alternatives for non-text content ensures that individuals with visual impairment are still able to understand your site or application. SAP Concur recommends providing short text alternatives for images, which makes your image content nearly as accessible as your text-based content. This allows special technology such as screen readers (which assist the blind) to read your content aloud to a user with visual disabilities.
SAP Concur’s design focuses on making it easy for users to see and/or hear content. SAP Concur manages this challenge by:
These design elements help make the user experience better for all users, but especially those who are visually impaired or color-blind.
All functionality of your site or application should be operable through a keyboard interface without requiring specific timings for individual keystrokes. Providing keyboard input mechanisms helps users with visual impairments or mobility issues to use your site without having to point-and-click on objects they cannot see. The keyboard interface can be combined with mouse input or other input methods, to support all users.
SAP Concur’s design attempts to make all pages appear and operate in predictable ways. SAP Concur manages this challenge by:
SAP Concur aims to help users avoid and correct mistakes by:
For further information on accessibility for you and your team, we recommend:


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Server: Microsoft-IIS/3.0
Date: Thu, 18 Dec 1997 18:40:07 GMT
Content-Type: text/html
Accept-Ranges: bytes
Last-Modified: Wed, 08 Oct 1997 20:16:02 GMT
Set-Cookie: EGSOFT_ID=<IP_ADDRESS>-1558309056.29166564; expires=Fri, 31-Dec-2010 00:00:00 GMT; path=/
Content-Length: 56275
Curative Wound Care Center®
WOUND CARE CENTER® and WOUND MANAGEMENT PROGRAMS
Wound Care Centers® and Wound Management Programs are unique treatment programs managed by Curative Health Services. The centers and programs apply a comprehensive approach to the diagnosis and treatment of chronic non-healing wounds. Therapeutic treatment plans are tailored to the individual needs of each patient.
Wound Care Centers® and Wound Management Programs have been successful in promoting the healing of wounds that previously resisted healing and in reducing amputations.
If you have more questions, talk to your doctor or call the Wound Care Center® closest to you.
Click on the state to see a list of the Wound Care Centers® and their locations
ALABAMA
- Carraway Methodist Medical Center
- Carraway Northwest Wound Care Center®
- The Central Alabama Wound Care Center®
ARIZONA
- Plaza Healthcare of Scottsdale
ARKANSAS
- Washington Regional Medical Center Wound Care Center®
CALIFORNIA
- Columbia Mission Bay Wound Care Center®
- John Muir Medical Center Wound Care
Center®
- LaPalma Wound Care Center®
- O'Connor Wound Care Center®
- Saint Joseph Hospital Wound Care Center®
- The San Francisco Wound Care Center®
Seton Medical Center
- San Leandro Hospital Wound Care Center®
- Specialty Hospital of Southern California
Wound Management Program
In-Patient Program
14900 E. Imperial Highway, La Mirada, CA 90638
(310)944-1900
- Wound Care Center® at
Daniel Freeman Memorial Hospital
COLORADO
- Denver Wound Care Center®
Presbyterian/St. Lukes Medical Center
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<EMAIL_ADDRESS>- Poudre Valley Hospital Wound Care Center®
1024 Lemay Avenue, Fort Collins, CO 80524
(970)495-8440 or 1-800-653-5627 ext. 8440
<EMAIL_ADDRESS>- Wound Care Center® of
Southern Colorado
CONNECTICUT
- Wound Care Center® at
St. Joseph Medical Center
DELAWARE
- Riverside Hospital Wound Care Center®
FLORIDA
- Bayonet Point Wound Care Center®
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- Brandon Regional Wound Care Center®
- Central Florida Wound Care Center®at
Columbia Park Medical Center Orlando
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Columbia Medical Center Sanford
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Wound Care Center®
- Columbia Englewood Community Hospital
Wound Care Center®**
- Columbia Englewood Community Hospital
Wound Management Program
In-Patient Program
779 Medical Drive, Suite 2, Englewood,
FL 34223
(941)473-9305
- Columbia Gulfcoast Hospital Wound Care
Center®*
- Columbia JFK Regional Medical Center Wound Care
Center®*
- Columbia Medical Center Wound Care Center®
1701 SE Hillmore Drive, Suite 16, Port St. Lucie,
FL 34952
(561) 398-3609
<EMAIL_ADDRESS>- Columbia North Florida Regional Medical
Center Wound Care Center®
- Columbia Northeast Florida Wound Care
Center®at Memorial Health Care Center Regency
- Columbia Northeast Florida Wound Care
Center® Orange Park
- Columbia Ocala Regional Medical Center
Wound Care Center®
2760 SE 17th Street, Suite 401, Ocala, FL 34471
(352)732-4694
<EMAIL_ADDRESS>- Columbia St. Petersburg Wound Care Center®
- Columbia Tallahassee Community Hospital
Wound Care Center®
- Columbia West Florida Regional Wound
Care Center®
- Curative Wound Care Center®
at Melbourne Professional Complex
- Daytona Wound Care Center®
at Columbia Medical Center - Daytona
- South Florida Wound Care Center®
at Columbia Kendall Medical Center
- South Florida Wound Care Center®
at Columbia Miami Heart Institute
- South Florida Wound Care Center®
at Columbia Northwest Medical Center
- South Florida Wound Care Center®
at Columbia Westside Regional
- Southwest Florida Wound Care Center®
at Fawcett Memorial Hospital
3280 South Tamiami Trail, Suite 3, Port Charlotte,
FL 33952
(941)764-9300 or 1-800-874-7503
<EMAIL_ADDRESS>- Southwest Florida Wound Care Center®
at Southwest Florida Regional Medical Center
- Wound Care Center® at
Columbia Aventura Hospital and Medical Center
21110 Biscayne Boulevard, Suite 104, Aventura, FL 33180
(305)692-8558, (305)930-HEAL or (954)930-HEAL.
<EMAIL_ADDRESS>- Wound Care Center® at
Columbia Deering
Wound Care Center®
at Columbia Hospital
GEORGIA
- Curative Wound Care Center®of Savannah
#5 Medical Arts Center, 836 Est 65th Street, Savannah, GA 31405
(912) 353-7730
<EMAIL_ADDRESS>- Phoebe Putney Memorial Hospital Wound Care Center®
- Wound Care Center® at
Columbia Eastside Medical Center
2160 Fountain Drive, PO Box 587, Snellville,
GA 30278
(770)972-3180
<EMAIL_ADDRESS>- The Wound Care Center®
at Columbia West Paces
ILLINOIS
- Good Samaritan Hospital Wound Care Center®
- Quad City Regional Wound Care Satellite**
2508 25th Street, Suite F, Rock Island, IL 61201
(309)786-3466
<EMAIL_ADDRESS>- Swedish Covenant Wound Care Center®
INDIANA
- Regional Wound Care Center®at St. Margaret Mercy Health Care Centers
- St. Anthony Hospital Wound Care Center®
- St. Elizabeth Wound Care Center®
- Winona Regional Wound Care Center®
IOWA
- Curative Inpatient Program at Manor Care
- Missouri Valley Iowa Community Memorial
Hospital Wound Care Center®**
631 North 8th Street, Missouri Valley,
IA 51555
(712)642-2784
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StateMachine
public class StateMachine
Models a finite state machine that has a single current state.
-
Declaration
Parameters
previous
the state that was exited, this is nil if this is the state machine’s first entered state
current
the state that is being entered next
-
The current state that the state machine is in. Prior to the first called to enterState this is equal to nil.
Declaration
Swift
public private(set) var current: State?
-
Create a finite state machine.
Declaration
Swift
public init(_ states: [State])
Parameters
states
the finite state machine possible states
-
Updates the current state machine.
Declaration
Swift
public func update(_ deltaTime: TimeInterval)
Parameters
deltaTime
the time, in seconds, since the last frame
-
Subscribes to machine state changes.
Declaration
Swift
@discardableResult public func subscribe(_ closure: @escaping SubscribeClosure) -> SubscriptionIndex
Parameters
closure
subscription closure
Return Value
subscription index for unsubscribe
-
Unsubscribes a subscriber to machine state changes.
Declaration
Swift
public func unsubscribe(_ index: SubscriptionIndex) -> Bool
Parameters
index
subscription index
-
Unsubscribes all subscribers to machine state changes.
Declaration
Swift
public func unsubscribeAll()
-
Returns true if the indicated class is a valid next state or if current is nil.
Declaration
Swift
public func canEnterState<S: State>(_ type: S.Type) -> Bool
Parameters
type
the class of the state to be tested
-
Calls canEnterState to check if we can enter the given state and then enters that state if so. State.willExit(to:) is called on the old current state. State.didEnter(from:) is called on the new state.
Declaration
Swift
@discardableResult public func enter<S: State>(_ type: S.Type) -> Bool
Parameters
type
the class of the state to switch to
Return Value
true if state was entered, false otherwise
-
Gets the state of the indicated class. Returns nil if the state machine does not have this state.
Parameters
forClass
the type of the state you want to get


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Evidence for the Conduit Metaphor
Appendix A partial listing of the metalingual resources of English
This appendix lists core expressions available in English to describe how verbal communication succeeds or fails. It is divided into two parts. The first lists expressions arising from the logic of the conduit metaphor; the second lists expressions which are either metaphorically neutral or involve logics alternative to the conduit metaphor. Further search for expressions, along with a more elaborate means of analyzing and classifying, will be required before either collection can be termed complete. In some cases, in Part One, core expressions which I have placed in one category could with justification be placed in a different category as well. These and other niceties must await later exposition. One or two examples follow each expression. Click below to see these lists.
Part One: The conduit metaphor
I. THE MAJOR FRAMEWORK
- Bold text indicates a repertoire member (RM)
- italic text indicates a signal word (s)
- See Reddy 289-290
A. Implying that human language functions like a conduit enabling the transfer of repertoire members (RM) from one individual to another.
| Index | Structure | Example1 | Example2 | Notes_Comments
| ----- | --------- | -------- | -------- | ------------- |
| 1. | get RM across (to someone) | “You’ll have to try to get your real attitudes across to her better.” | “It’s very hard to get that idea across in a hostile atmosphere.” |
| 2. | put RM across (to someone) | “If you salesmen can’t put this understanding across to the clients more forcefully, our new product will fail.” |
| 3. | give RM (to someone) | “You know very well that I gave you that idea.” |
| 4. | give RM away | “Jane gives away all her best ideas.” |
| 5. | get RM from someone | “Marsha got those concepts from Rudolf.” |
| 6. | RM get through (to someone) | “Your real feelings are finally getting through to me.”
| 7. | RM come through (to someone) | “Apparently, your reasons came through to John quite clearly.” | “What comes through most obviously is anger.” | * The word 'clearly' is further evidence - implies that ideas can be transmitted perfectly; in that sense it is also an (s) - sort of an ancillary or supplemental (s) |
| 8. | RM come across (to someone) | “Your concepts come across beautifully.” |
| 9. | RM make it across (to someone) | “Your thoughts here don’t quite make it across.” |
| 10. | let someone have RM | “Oh come on, let me have some of your great ideas about this.” |
| 11. | present someone with RM | “Well, you have presented me with some unfamiliar thoughts and I think I should let them settle awhile.” | | the 'let' in 'let them settle' also a (s)? |
| 12. | Send RM (to someone) | “Next time you write, send better ideas.” |
| 13. | language transfers RM | “Language transfers meaning.” |
B. Implying that, in speaking or writing, humans place their internal repertoire members within the external signals, or else fail to do so in unsuccessful communication.
- Bold text indicates a repertoire member (RM)
- italic text indicates a signal word (s) - in this context, a (s) refers to "external physical patterns of marks, sounds, etc. that pass between speakers"
- Indicate "transmission" words with bold italic - these are any words that imply transmission and/or that words are "vessels" capable of containing and transmitting.
- See Reddy 289-290
| Index | Structure | Example1 | Example2 | Notes_Comments |
|---|---|---|---|---|
| 14. | put RM into S | “It is very difficult to put this concept into words.” | ||
| 15. | capture RM in S | “When you have a good idea, try to capture it immediately in words.” | ||
| 16. | fill S with RM | “Harry always fills his paragraphs with meaning.” | ||
| 17. | pack S with RM | “A good poet packs his lines with beautiful feelings.” | ||
| 18. | pack RM into S | “If you can’t pack more thought into fewer words, you will never pass the conciseness test.” | ||
| 19. | load S with RM | “Never load a sentence with more thought than it can carry.” | 'carry' also implies containment and transmission | |
| 20. | load RM into S | “John loads too much conflicting feeling into what he says.” | ||
| 21. | insert RM in S | “Insert that thought elsewhere in the sentence.” | ||
| 22. | include RM in S | “I would certainly not include that feeling in your speech.” | ||
| 23. | burden S with RM | “You burden your words with rather terribly complex meanings.” | ||
| 24. | overload S with RM | “Harry does not exactly overload his paragraphs with thought.” | ||
| 25. | stuff RM into S | “You cannot simply stuff ideas into a sentence any old way!” | ||
| 26. | stuff S with RM/full of RM | “You have only a short time, so try to stuff the essay with all your best ideas.” | “You can stuff the paper full of earthshaking ideas—that man still won’t notice.” | |
| 27. | cram RM into S | “Dickinson crams incredible amounts of meaning into her poems.” | ||
| 28. | cram with RM/full of RM | “He crammed the speech with subversive ideas.” | “Harry crammed the chapter full of spurious arguments.” | |
| 29. | unload RM in S | “Unload your feelings in words—then your head will be clearer.” | 'clearer' again implies that RMs can be transmitted flawlessly/perfectly from one head to another | |
| 30. | force RM into S | “Don’t force your meanings into the wrong words.” | ||
| 31. | get RM into S | “I can’t seem to get these ideas into words.” | ||
| 32. | shove RM into S | “Trying to shove such complicated meanings into simple sentences is exceedingly difficult.” | ||
| 33. | fit RM into S | "This notion does not seem to fit into any words.” |
C. Implying that signals convey or contain the repertoire members, or else fail to do this in unsuccessful communication.
- Bold text indicates a repertoire member (RM)
- italic text indicates a signal word (s) - in this context, a (s) refers to "external physical patterns of marks, sounds, etc. that pass between speakers"
- Indicate "transmission" words with bold italic - these are any words that imply transmission and/or that words are "vessels" capable of containing and transmitting.
- See Reddy 289-290
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 34. | S carry RM | “His words carry little in the way of recognizable meaning.” | |||
| 35. | S convey RM | “The passage conveys a feeling of excitement.” | |||
| 36. | S transfer RM | “Your writing must transfer these ideas to those who need them.” | |||
| 37. | S display RM | “This essay displays thoughts I did not think Marsha capable of.” | |||
| 38. | S bring RM (with it) | “His letter brought the idea to the French pilots.” | |||
| 39. | S contain RM | “In terms of the rest of the poem, your couplet contains the wrong kind of thoughts.” | |||
| 40. | S have RM-content/RMa-content | “The introduction has a great deal of thought content.” | “The statement appears to have little emotional content.” | “The speech has too much angry content.” | (“RMa” stands for adjectives appropriate to repertoire members.) |
| 41. | RM be in S | “That thought is in practically every phrase!” | |||
| 42. | S be pregnant with RM | “His words, pregnant with meaning, fell on receptive ears.” | |||
| 43. | S be fraught with RM | “The poem is fraught with dire thoughts about civilization.” | |||
| 44. | S be saturated with RM | “The last stanza is saturated with despair.” | |||
| 45. | S be hollow | “Your words seem rather hollow.” | Notable for absence of RM | ||
| 46. | S be full of RM | “The oracle’s words were full of meaning.” | |||
| 47. | S be without RM | “The sentence is without meaning.” | |||
| 48. | S have no RM | “Sam’s words have not the slightest feeling of compassion.” | |||
| 49. | S be empty (of RM) | “His lines may rhyme, but they are empty of either meaning or feeling.” | “The sentences are empty; they say nothing to me.” | “What the candidates have said is so much empty sound.” | Again refers to absence of RM |
| 50. | S be void of RM | “The entire chapter is void of all useful ideas.” | |||
| 51. | S’s RM/RM of S | “The thought of this clause is somehow disturbing.” | “This paragraph’s thought is completely garbled.” | ||
| 52. | S be bursting with RM | “The poem is bursting with ecstasy!” | |||
| 53. | S be overflowing with RM | “The line is overflowing with pure happiness.” | |||
| 54. | RM show up in S | “This idea shows up in the second paragraph.” | |||
| 55. | S hand RM (to someone) | “But this sentence hands us a completely different idea.” |
D. Implying that, in listening or reading, humans find repertoire members within the signals and take them into their heads, or else fail to do so in unsuccessful communication.
- Bold text indicates a repertoire member (RM)
- italic text indicates a signal word (s) - in this context, a (s) refers to "external physical patterns of marks, sounds, etc. that pass between speakers"
- Indicate "transmission" words with bold italic - these are any words that imply transmission and/or that words are "vessels" capable of containing and transmitting.
- See Reddy 289-290
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 56. | get RM out of S/from S | “I have to struggle to get any meaning at all out of the sentence.” | “I got the idea of patience from your statement.” | ||
| 57. | get the RM in S into one’s head | “Everybody must get the concepts in this article into his head by tomorrow or else!” | |||
| 58. | extract RM from S | “Can you really extract coherent thoughts from that incredible prose?” | |||
| 59. | RM arise from S | “The feeling arises from the second paragraph.” | |||
| 60. | see RM in S | “We will see this thought several times again in the sonnet.” | |||
| 61. | find RM in S | “John says that he cannot find your idea anywhere in the passage.” | |||
| 63. | [sic] Come upon RM in S | “I would be quite surprised if you came upon any interesting concepts in Stephen’s essay.” | |||
| 64. | uncover RM in S | “John admits that we uncovered those ideas in the ode, but still doesn’t believe that Keats put them there.” | 'them' refers to the RM ideas; 'there' refers to the (s) ode | ||
| 65. | overlook RM in S | “Don’t overlook the idea of fulfilled passion later on in the passage.” | |||
| 66. | pay attention to RM in S/what’s in S | “You rarely pay enough attention to the actual meaning in the words.” | “Please pay attention to what’s there in the words!” | ||
| 67. | reveal RM in S | “Closer reading reveals altogether uncharacteristic feelings in the story.” | |||
| 68. | miss RM in S | “I missed that idea in the sentence completely.” | |||
| 69. | S be impenetrable | “The poem is meant to be impenetrable—after all, Blake wrote it.” | Indicates absence of RM, but meant could be argued to implied intentionality - whatever mental mechanisms are involved with being purposefully obtuse. | ||
| 70. | RM be locked up in S | “Whatever she meant, it’s likely to be locked up in that cryptic little verse forever.” | In this case "Whatever she meant" is the RM | ||
| 71. | RM be sealed up in S | “It’s as if he wrote the sentences in such a way as to seal up the meaning in them.” | 'them' refers to the (s) sentences | ||
| 72. | RM be hidden (away) in S | “The attitudes I want to show you are hidden away someplace in the last chapter.” | This example is particularly interesting: the phrase 'I want to show you' combined with 'hidden away' implies the RM (attitudes) we intentionally obscured within the (s)/vessel (IOW, the chapter). | ||
| 73. | RM be/get lost in S | “Mary has good ideas, but they get lost in her run-on sentences.” | Again, interesting because this all but directly implies that ideas can be lost or concealed within signals (s) (sentences, in this case) | ||
| 74. | RM be buried in S | “Yes, but the man’s thought is buried in these terribly dense and difficult paragraphs.” | Again, RM can be obscured in signals/(s)/words - i.e. ideas, thoughts, can be placed inside words for multiple purposes; frequently this purpose is obfuscation. | ||
| 75. | RM be sunk in S | “The thought is there, although I grant that it’s sunk pretty deep in paradoxical language.” | 'there' refers to the (s) - the language that the RM is "sunk" in. | ||
| 76. | lay bare RM in S | “John’s analysis really lays bare the ideas in the chapter.” | 'analysis' and 'chapter' both indicate (s)'s - the vessels in which mental components are contained and transmitted. | ||
| 77. | bare RM in S | “You have bared the hidden meanings in the sentence.” | |||
| 78. | unseal RM in S | “To unseal the meaning in Wittgenstein’s curious phrases is no easy task.” | |||
| 79. | expose RM in S | “You have exposed certain feelings in the essay of which the author would not be proud.” |
II. THE MINOR FRAMEWORK
E. Implying that, particularly when communications are recorded or delivered in public, speakers and writers eject their repertoire members into an external “space.”
- Bold text indicates a repertoire member (RM)
- italic text denotes a word that refers to the RM being "out" in some external space
- see Reddy 291
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 80. | get RM out | “I feel some responsibility to get these ideas out where they can do some good.” | |||
| 81. | get RM into circulation | “Try to get your feelings about the merger into circulation among the board members.” | |||
| 82. | put RM into circulation | “We intend to put these new concepts into circulation among actual teachers.” | |||
| 83. | put RM forth | “IBM put forth the idea that they had been mistreated.” | |||
| 84. | pour RM out | “Mary poured out her sorrows.” | |||
| 85. | pour RM forth | “You come over and pour forth your anger and expect me to take it all in!” | 'take it all in' refers to the fact that once RM has been put into the "idea space" it may or may not be picked up, absorbed, etc. by someone else | ||
| 86. | bring RM out | “Dr. Williams brings out some unusual thoughts on the matter.” | |||
| 87. | S put RM forth | “IBM’s legal brief puts forth the idea that they have been mistreated.” | |||
| 88. | S brings RM out | “The essay brings out unusual thoughts on the matter.” | |||
| 89. | bring RM forth | “That child brought forth feelings I couldn’t cope with.” | |||
| 90. | RM leak out | “Your thoughts will leak out anyway.” | |||
| 91. | get RM down on paper | “Get your insights down on paper at once.” | |||
| 92. | put RM down on paper | “Perhaps you could put this feeling of sympathy down on paper and send it to your brother.” | This is interesting and somewhat unusual as it still references the idea of "sending" an RM; IOW transmitting | ||
| 93. | set RM down on paper | “Can you set the latest idea down on paper and let me take it?” | |||
| 94. | lay RM out on paper | “Lay your thoughts out on paper where you can see them.” | |||
| 95. | let RM drop | “Someone let drop the idea of continuing anyway.” | |||
| 96. | let RM slip out | “Who let this understanding slip out” | |||
| 97. | deliver self of RM | “He delivered himself of a great deal of anger.” | |||
| 98. | RM pour out | “Interesting ideas just seem to pour out of that man.” | |||
| 99. | RM flow out | “Don’t let your feelings flow out so freely when he’s around.” | |||
| 100. | RM gush out/forth | “Let your emotions gush right out—that’s what we’re here for.” | “All these thoughts can’t gush forth at once, you know.” | ||
| 101. | RM ooze out | “Her sympathy just oozes out.” | |||
| 102. | RM escape someone’s lips | “That idea will never escape Mary’s lips.” | |||
| 103. | throw out RM | “I just want to throw out some new ideas for you folks to look at.” | |||
| 104. | throw RM EX LOC | “You can’t just throw ideas onto the page any old way!” | “Mary throws her ideas at the reader too fast.” | (EX LOC stands for external locative, that is, any expression denoting a place external to the speaker’s or writer’s head.) | |
| 105. | toss out RM | “I shall begin the class by tossing out some apparently very simple thoughts.” | |||
| 106. | blurt out RM | “You always blurt out your feelings before anyone is ready to cope with them.” |
F. Implying that repertoire members are reified in this external “space,” independent of any need for living humans to think or feel them.
- Bold text indicates a repertoire member (RM)
- italic text denotes a word that refers to the RM being "out" in some external space
- Bold italic indicates either EX LOC (see example 104), L (see example 114), B (see example 116) - basically indicates an external space or object that an RM can occupy
- see Reddy 291
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 107. | RM float around | “That concept has been floating around for centuries.” | |||
| 108. | RM circulate | “Those precise thoughts began circulating shortly after your birth.” | |||
| 109. | RM move | “In America, ideas tend to move from the coasts to the middle of the country.” | |||
| 110. | RM make its/their way | “The concept made its way very quickly into the universities.” | |||
| 111. | RM find its/their way | “These feelings found their way to the ghettos of Rome.” | |||
| 112. | RM arrive | “A fantastic idea arrived in the mail this morning!” | |||
| 113. | RM travel | “The notion traveled from Russia to China that communism would have to be modified.” | |||
| 114. | find RM in/at L | “You won’t find that idea in any bookstore!” | (L stands for any edifice or room containing reading matter.) | ||
| 115. | RM be in/at L | “I’m sure those thoughts are already in the library.” | |||
| 116. | find RM in B | “You can find that idea in several books.” | (B stands for those physical objects that normally contain writing—i.e., “magazines,” “newspapers,” etc., and also expressions like “on microfilm.”) | ||
| 117. | RM be in B | “I’m sure those thoughts are in some magazine.” | |||
| 118. | RM be on radio/television/tape/records | “That kind of anger has never been on television.” | |||
| 119. | immerse self in RM | “He immersed himself in the fresher ideas of topology.” | |||
| 120. | bury self in RM | “Don’t bury yourself in these concepts in any case.” | |||
| 121. | lose self in/among RM | “She lost herself among her intense feelings.” | “She lost herself in the feeling of grief.” | ||
| 122. | wander among RM | “Harry was now free to wander happily among the ideas of the more learned hedonists.” | |||
| 123. | kick RM around | “We were kicking around some of Dave’s ideas.” | |||
| 124. | toss RM back and forth | “They tossed your thoughts back and forth for over an hour, but still could not make sense of them.” | |||
| 125. | throw RM around | “That professor throws around esoteric ideas like it was going out of style.” |
G. Implying that the reified repertoire members may or may not find their way once again into the heads of living humans.
- Bold text indicates a repertoire member (RM)
- italic text denotes a word that refers to the RM being "out" in some external space
- Bold italic indicates either EX LOC (see example 104), L (see example 114), B (see example 116) - basically indicates an external space or object that an RM can occupy
- see Reddy 291
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 126. | absorb RM | “You have to absorb Plato’s ideas a little at a time.” | |||
| 127. | RM sink in | “Harry just won’t let certain kinds of thoughts sink in.” | |||
| 128. | take RM in | “You have to learn to take in your friends’ emotions and react sensibly to them.” | |||
| 129. | internalize RM | “Marsha has obviously not internalized these ideas.” | |||
| 130. | catch RM | “It was a notion I didn’t catch right away.” | |||
| 131. | get RM | “We didn’t get that idea until very late in the semester.” | |||
| 132. | RM come to someone | “Then the thought came to me that you might have already left.” | |||
| 133. | RM come to mind | “Different ideas come to mind in a situation like this.” | |||
| 134. | RM come to someone’s ears | “The thought of doing things differently came to my ears in a very curious fashion.” | |||
| 135. | soak up RM | “You should see him soak up ideas!” | |||
| 136. | stuff someone/someone’s head with/full of RM | “They have already stuffed his head full of radical ideas.” | |||
| 137. | cram RM | “I’m cramming history tonight for tomorrow’s exam.” | “Cramming most of the major ideas of organic in a single night is impossible.” | “I’m sorry, but I have to cram this afternoon.” | Example 3 - RM is implied |
| 138. | shove RM into someone/someone’s head | “I’ve shoved so many ideas into my head today I’m dizzy.” | |||
| 139. | RM go over someone’s head | “Of course, my ideas went right over his head.” | |||
| 140. | RM go right past someone | “It seems like the argument went right past him.” | |||
| 141. | RM fall on deaf ears | “Her unhappy feelings fell on deaf ears.” |
Part Two: Other metalingual resources
Many of the expressions below can be used with common adjuncts to form statements that support the conduit metaphor. Thus, it is only when they are used without these adjuncts that they can be thought of as alternatives. To make this apparent, I shall present starred examples (*) which show how easily the neutrality of these expressions can be lost. There are also expressions which appear to involve the conduit metaphor in one reading, but not in another. These I shall flag with a question mark.
I. Alternatives to Categories lA, IB, and IE of the Conduit Metaphor: Expressions which do not imply that language functions like a conduit, or that speaking and writing are acts of insertion into the words or ejection into an external space.
| Index | Structure | Example1 | Example2 | Example3 | Notes_Comments |
|---|---|---|---|---|---|
| 1. | speak of/about RM (to someone) (NLI S) | “Please speak to me more clearly about your feelings.” | “Speak to me of your feelings using simpler words.” | *“Speak to me of your feelings in simpler words.” | (NLI stands for any non-locative instrumental, such as “with,” “by means of,” etc. To be ruled out here are the locative instrumentals, “through words” and “in words,” which signal the conduit metaphor.) |
| 2. talk of/about RM (to someone) (NLI S) | |||||
| “Mary talked about her new ideas.” | |||||
| “Harry talked about his ideas using very complex sentences.” | |||||
| *“Harvey talked about his ideas through very complex sentences.” | |||||
| 3. write of/about RM (to someone) (NLI S) | |||||
| “John can write of his feelings with real clarity.” | |||||
| *“Try to write about your feelings in simpler words.” | |||||
| 4. state RM (to someone) (NLI S) | |||||
| “State your thoughts plainly.” | |||||
| *“State your thoughts in other words, please.” | |||||
| ?5. communicate (of/about) RM (to someone) (NLI S) | |||||
| “Is that the feeling you are trying to communicate?” | |||||
| *“Why not communicate this thought in the next paragraph?” | |||||
| 6. tell someone of/about RM (NLI S) | |||||
| “John told you about those ideas yesterday.” | |||||
| *“Mary told me about her sorrow in graphic sentences.” | |||||
| 7. inform someone of/about RM (NLI S) | |||||
| “I informed them of my changing ideas.” | |||||
| *“Did you inform him of your feelings through words he could understand?” | |||||
| 8. mention RM (to someone) (NLI S) | |||||
| “You should never have mentioned the idea to Harry.” | |||||
| “When I mentioned the thoughts to John, I used the same words I used with you.” | |||||
| *“When I mentioned the thoughts to John. I did it in the same | |||||
| words I used with you.” | |||||
| 9. express RM (to someone) (NLI S) | |||||
| “I cannot express these feelings accurately.” | |||||
| *“Perhaps you should express your concepts through other words.” | |||||
| 10. report RM (to someone) (NLI S) | |||||
| “You can report your ideas using layman’s language.” | |||||
| *“Report your feelings in different words.” | |||||
| ?11. describe RM (to/for someone) (NLI S) | |||||
| “Describe those concepts for me again.” | |||||
| *“Rich described his feelings in beautiful words.” | |||||
| ?12. sketch RM (for someone) (NLI S) | |||||
| “We only have time to sketch the ideas right now.” | |||||
| *“When you sketch a thought, don’t do it in such complicated sentences.” | |||||
| ?13. impart RM (to someone) (NLI S) | |||||
| “It’s difficult to impart ideas to a class like this.” | |||||
| *“I’ll have to impart the idea in different words.” | |||||
| 14. give notice of RM (to someone) (NLI S) | |||||
| “What she gave notice of was her feeling of isolation.” | |||||
| *“You gave notice of your attitude in words you should not have used.” | |||||
| 15. make RM known (to someone) (NLI S) | |||||
| “When did you make your idea known to her?” | |||||
| *“You may have tried to make your anger known to them, but you did it in words that were bound to fail.” | |||||
| 16. advise someone of/about RM (NLI S) | |||||
| “Did you advise them about your feelings?” | |||||
| *“You certainly advised him of your ideas in the right phrases.” | |||||
| 17. apprise someone of/about RM (NLI S) | |||||
| “Mary did not apprise John of her thoughts.” | |||||
| *“John apprised the repairman of his feeling through the simplest of words.” | |||||
| ?18. acquaint someone with RM (NLI S) | |||||
| “I acquainted them with your feelings.” | |||||
| *“You cannot acquaint him with the idea in those words.” | |||||
| 19. enlighten someone about RM (NLI S) | |||||
| “How will you enlighten Mary about your thoughts?” | |||||
| *“If you enlighten them about the concept in those words, he may never speak to you again.” | |||||
| ?20. disclose RM (to someone) (NLI S) | |||||
| “When you get ready to disclose the ideas, let me know.” | |||||
| *“I would disclose the thoughts first in German, and only later in English.” | |||||
| 21. notify someone of/about RM (NLI S) | |||||
| “Have you notified anyone of these new feelings?” | |||||
| *“Notify your readers of this idea immediately in the first paragraph.” | |||||
| 22. announce RM (to someone) (NLI S) | |||||
| “You should not announce these attitudes to the group.” | |||||
| *“You certainly could announce these ideas in different words.” | |||||
| 23. bring news of RM (to someone) | |||||
| “Henry brought news of Jeri’s ideas.” | |||||
| 24. bring tidings of/about RM (to someone) | |||||
| “Someone should bring tidings of these thoughts to the world at large.” | |||||
| 25. give account of RM (to someone) (NLI S) | |||||
| “He could not give a clear account of Einstein’s ideas.” | |||||
| (Starred examples exist for any core expression with the NLI S adjunct. But since the format of these should be clear by now, I shall cease to provide such examples at this point.) | |||||
| 26. discuss RM (with someone) (NLI S) | |||||
| “I have never discussed my thoughts with John.” | |||||
| 27. converse about RM (with someone) (NLI S) | |||||
| “You should learn to converse intelligently about your feelings.” | |||||
| 28. exchange words about RM (with someone) | |||||
| “John and I exchanged words about our feelings.” | |||||
| 29. have verbal interchange about RM (with someone) | |||||
| “The class had several verbal interchanges about the new concepts.” | |||||
| ?30. publish RM (NLI S) | |||||
| “When are you going to publish your ideas?” | |||||
| ?31. make RM public (NLI S) | |||||
| “John does not know how to make his attitudes public.” | |||||
| ?32. disseminate RM (NLI S) | |||||
| “How can we disseminate such ideas?” |
II. Alternatives to Categories IC and IF of the Conduit Metaphor: Expressions which do not imply that words contain or convey meanings, or that ideas exist independent of human beings in an abstract “space.” 33. S symbolize RM “Words symbolize meanings.” “Gestures can symbolize various emotions.” 34. S correspond to RM “The sentence corresponds to mythoughts.” 35.  S represent RM “Language represents our thoughts and feelings.” ?37. S mean/have meanings (to someone) “I hope my words mean something to you.” (It appears that we make up for the poverty of this category by reusing many Category I expressions with S words, as opposed to humans, as subjects. Thus, “John’s words tell us of his ideas,” or “This sentence states your thoughts plainly.” Whether this personification of the signals is linked to the conduit metaphor or not, I have not yet determined. The conduit metaphor does view words as containing ideas just as humans do, however, which could provide motivation for the transfer. That is, the signals could be “giving us the ideas they contain,” just as, in speaking, humans “give us the ideas they contain.” This question will have to await deeper analysis.)
III. Alternatives to Categories ID and IG of the Conduit Metaphor: Expressions which do not imply that reading and listening are acts of extraction, or that reified ideas re-enter human heads from an abstract “space.” 38. understand S/RM—but not understand RM in S “I have some trouble understanding the sentence.” “I can rarely understand his thoughts.” “I have never understood the meaning in that essay.” 39. comprehend S/RM—but not comprehend RM in S “Have you comprehended the sentence?” “She does not comprehend my thoughts.” “John comprehends few of the thoughts in Mary’s paper.” ?40. grasp S—but not grasp RM or grasp RM in S “I have not yet grasped the sentence.” *“I have had little time to grasp his thoughts, especially the meaning in the last chapter.” 41. construct a reading for S “It is easy to construct a reading for that sentence.” 42. build a reading for S “How do you build readings for sentences like that?” ?43. get reading for S “How did you get that reading for that phrase?” ?44. interpret S “I find it hard to interpret his paragraphs.” 45. follow S “I could follow his sentences easily.”


Edu & Elena
You will be stuck with the Big Ball of Mud due to the economics of software
Brian Foote and Joseph Yoder
PLoP 97
While much attention has been focused on high-level software architectural patterns, what is, in effect, the de-facto standard software architecture is seldom discussed.
A BIG BALL OF MUD is haphazardly structured, sprawling, sloppy, duct-tape and bailing wire, spaghetti code jungle.
Service-oriented architecture is a style of architecture based on service.
A service is a well-defined and self-contained functionality.
In this architecture, different services communicate with each other to perform some activity.
These services are loosely-coupled i.e., a service need not know the technical details of another service that it is interacting with.
While communicating, the service provider and the consumer both adhere to a pre-defined protocol.
Ayuda a mantener nuestro código totalmente desacoplado.
Dependemos de abstracciones en vez de implementaciones concretas.
You need to start making small packets inside of your ball of mud.
You can not deal with one giant ball of mud, you need many little balls of mud
One of the most common problems is that there are not good ways to establish boundaries around parts of systems (not the kind we really need)
As I started to see the microservices stuff being presented I thought "Oh, there is a real boundary"
Eric Evans - DDD & Microservices
CQRS is not an Architecture
CQRS can be called an architectural pattern. Just like Transaction Script is an architectural pattern.
Event Sourcing is also an architectural pattern
As we move towards a fully encapsulated domain model, we may start to encounter a very critical word in our conversations with the domain experts:
When.
That should be a signal to us that there is a potential event in our system
Interesting Example: Dice game
Advantages:
Clasic examples: CVS/Wiki.
Martin fowler
Disadvantages:
Key points:
Secret weapons
Secret weapons
Active collaboration, one person, one marker
Secret weapons
Powerful
come up with a comprehensive model of a complete business flow in hours instead of weeks.
Engaging
Bring people with questions to do, and people with answers to give in the same room to build a model together
Efficient
The resulting model is perfectly aligned with Event Sourcing and Event Driven Architectures, and allows for a quick determination of Bounded Context and Aggregate boundaries and thereby also Service boundaries
Easy
Ultra-simple notation. No complex UML
Fun
People are energized and deliver more than expected


class: center, middle, inverse, title-slide .title[ # Confidence Intervals ] .author[ ### Mahendra Mariadassou, INRAE
.small[from original slides by Tristan Mary-Huard] ] .date[ ### Shandong University, Weihai (CN)
Summer School 2022 ] --- --- class: middle, inverse, center # Warm-up ## Refresher and technical results --- ## Prerequisites .pull-left[ .blue[Gaussian variable manipulation] - Assume `\(X_1\sim \N\left(\mu_1,\sigma_1^2\right)\)`. .question[quizz1] - What is the distribution of `\(aX_1+b\)` ? - By product: what is the distribution of `\(\frac{X_1-\mu_1}{\sigma_1}\)` Assume `\(X_2\sim \N\left(\mu_2,\sigma_2^2\right)\)` and `\(X_1\perp X_2\)`. .question[quizz2] - What is the distribution of `\(X_1+X_2\)` ? ] -- .col-right[ .blue[An important result] - Assume `\(X_1,...,X_n\sim\N(\mu,\sigma^2),\)` i.i.d.. Then `$$\frac{1}{\sigma^2}\sum_{i=1}^n (X_i- \overline{X})^2 \sim \chi^2(n-1)$$` ] --- ## Introducing the Student distribution Let `\(X\sim \N\left(0,1\right)\)`, `\(U\sim \chi^2(n)\)`, and `\(X\perp U\)`. Define random variable `$$Z = \frac{X}{\sqrt{U/n}}.$$` -- Then `\(Z\)` is said to have a Student distribution with degrees of freedom `\(n\)`. One notes `$$Z \sim \mathcal{T}(n).$$` -- One can show that the distribution of `\(Z\)` is symmetric, _i.e._ its density function satisfies `$$f(-z)= f(z).$$` .question[quizz3] --- ## Student density  .question[quizz4] --- ## So far... .blue[Estimation] - Assuming `\(X_1,...,X_n\sim\L(\theta)\)`, i.i.d. one can estimate `\(\theta\)` through Maximum Likelihood (ML): `$$\widehat{\theta} = \arg\max_{\theta} Lik_{\theta}(x_1,...,x_n)$$` -- - On several examples, the ML estimator `\(T\)` of parameter `\(\theta\)` exhibits good properties: - low bias, - MSE decreasing with `\(n\)`. -- - Still, if e.g. `\(X_1,...,X_n\)` are continuous random variables, then `$$P\left(T= \theta\right) = 0$$` --- ## Confidence interval Instead of providing a single value, provide a **range** of values such that $$ P(L \leq \theta \leq U) = 1 - \alpha$$ where - `\(L\)` and `\(U\)` can be computed from the data, - the **confidence level** `\(\alpha\)` is **chosen** by the user. --- ## Pivotal statistic In the previous general framework where `$$X_1,...,X_n\sim\L(\theta) \text{, i.i.d.}$$` obtaining a confidence interval will require the following concepts: -- .def[Definition] Let `\(T_{pv}\)` be a score function (ie a function with values in `\(\mathbb{R}\)`) that depends on the data and on the unknown parameter `\(\theta\)`: `$$T_{pv}=f(X_1,...,X_n,\theta)$$` If the .blue[distribution] of `\(T_{pv}\)` is known and does not depend on `\(\theta\)` (or any other unknown quantity), then `\(T_{pv}\)` is called a **pivotal statistic**. -- .blue[Two questions] - How to find a pivotal statistic ? - How to use it to build a confidence interval ? --- class: middle, inverse, center # Example 1 ## Weighing scale precision --- ## Example 1: Weighing scale precision A biologist needs a new weighing machine. -- A manufacturer proposes a new machine for which the precision is claimed to be of `\(10^{-3}\mu g\)`. -- The biologist performs a trial where the same object of weight 1 `\(\mu g\)` is weighted 15 times. -- The obtained measurements are the following: ``` 0.99966 1.00193 0.99939 1.00005 0.99698 1.00153 0.99879 0.99925 1 0.99772 0.9993 1.0011 0.99714 0.99833 0.99848 ``` -- Assuming the scale is unbiased, is the manufacturer honest ? - Is the accuracy small enough compared to `\(10^{-3}\mu g\)` --- ## Modeling Denote `\(W_i\)` the measurement obtained for the `\(i^{th}\)` weighting. - One assumes that measurements are independent: `$$W_1\perp W_2\perp... \perp W_{15}$$` - Measurements are continuous `$$W_1,..., W_{15} \sim \N\left(\bullet, \bullet\right), \text{ i.i.d}$$` - The scale is unbiased `$$W_1,..., W_{15} \sim \N(1,\bullet), \text{ i.i.d}$$` - The scale precision is unknown `$$W_1,..., W_{15} \sim \N(1,\sigma^2), \text{ i.i.d}$$` -- .blue[Objective]: propose an interval for the scale precision `\(\sigma\)`. --- ## Estimation In most cases `\(T_{pv}\)` is derived from the ML estimator of the quantity of interest... `$$\begin{eqnarray*} Lik_\sigma(w_1,...,w_n) &=& \prod_{i=1}^n f_\sigma(w_i) \quad\text{(i.i.d. assumption)}\\ &=& \prod_{i=1}^n \frac{1}{\sqrt{2\pi}\sigma}\exp\left\{-\frac{1}{2}\frac{(w_i-1)^2}{\sigma^2}\right\} \\ \Rightarrow LLik_\sigma(w_1,...,w_n) &=& -n\log(\sqrt{2\pi}) -n\log(\sigma) -\frac{1}{2\sigma^2}\sum_{i=1}^n (w_i-1)^2 \end{eqnarray*}$$` -- .blue[Derivation] `$$\begin{equation} \frac{\partial LLik_\sigma(w_1,...,w_n)}{\partial \sigma}= -\frac{n}{\sigma} + \frac{1}{\sigma^3}\sum_{i=1}^n (w_i-1)^2 \end{equation}$$` Setting the derivative at 0, one gets: `$$\widehat{\sigma}^2 = \frac{1}{n}\sum_{i=1}^n (w_i-1)^2$$` --- ## Pivotal statistic The ML estimator of `\(\sigma^2\)` is `\(S^2 = \frac{1}{n}\sum_i(W_i-1)^2\)`. What is the distribution of `\(S^2\)` ? .question[quizz5] -- `$$\frac{n}{\sigma^2}S^2\sim \chi^2(n)$$` -- Let `\(T=\frac{n}{\sigma^2}S^2\)`. One can observe that - `\(T\)` depends on the data, - `\(T\)` depends on `\(\sigma^2\)`, - `\(T\)` has a known distribution that does not depend on `\(\sigma^2\)`, .blue[Conclusion] `\(\Rightarrow T\)` is a pivotal statistic `\(T\rightarrow T_{pv}\)`. --- ## Probability interval .pull-left[ One seeks values `\(a\)` and `\(b\)` such that $$ P( a \leq T_{pv} \leq b) = 1-\alpha $$ A possible strategy is to set - `\(a=c_{n,\frac{\alpha}{2}}\)` - `\(b=c_{n,1-\frac{\alpha}{2}}\)` where `\(c_{n,u}\)` is the `\(u\)` order quantile of the `\(\chi^2(n)\)` distribution. ] -- .pull-right[ ![](05_Confidence_Interval_files/figure-html/unnamed-chunk-4-1.png)<!-- --> ] --- ## Probability interval (II) One then has -- `$$\begin{eqnarray*} && P\left(c_{n,\frac{\alpha}{2}} \leq \frac{n}{\sigma^2}S^2 \leq c_{n,1-\frac{\alpha}{2}}\right) = 1-\alpha \\ \Rightarrow && P\left( \frac{c_{n,\frac{\alpha}{2}}}{nS^2} \leq \frac{1}{\sigma^2} \leq \frac{c_{n,1-\frac{\alpha}{2}}}{nS^2} \right) = 1-\alpha \\ \Rightarrow && P\left( \frac{nS^2}{c_{n,1-\frac{\alpha}{2}}} \leq \sigma^2 \leq \frac{nS^2}{c_{n,\frac{\alpha}{2}}} \right) = 1-\alpha \\ \Rightarrow && P\left( \sigma \in \left[ \sqrt{\frac{nS^2}{c_{n,1-\frac{\alpha}{2}}}};\ \sqrt{\frac{nS^2}{c_{n,\frac{\alpha}{2}}}} \right] \right) = 1-\alpha \end{eqnarray*}$$` --- ## Confidence interval .blue[Application] One has - `\(n=\)` 15 - `\(\widehat{\sigma}^2 = \frac{1}{n}\sum_i(w_i-1)^2= 2.53\times 10^{-6}\)` -- Assume one wants a confidence interval at level 95%, then - `\(\alpha=\)` 0.05 - `\(c_{15,0.025}=\)` 6.26 - `\(c_{15,0.975}=\)` 27.49 Consequently, one has `$$\text{IC}_{0.95}(\sigma) = \left[ 0.0012 ;\ 0.0025 \right].$$` .blue[Conclusion ?] --- ## Some comments Recall `$$\begin{equation} \text{IP}_{1-\alpha}(\sigma) = \left[ S\sqrt{\frac{n}{c_{n,1-\frac{\alpha}{2}}}};\ S \sqrt{\frac{n}{c_{n,\frac{\alpha}{2}}}} \right] \end{equation}$$` -- <img src="05_Confidence_Interval_files/figure-html/unnamed-chunk-6-1.png" style="display: block; margin: auto;" /> `\(n\)` fixed at 15 and `\(\alpha\)` fixed at 0.05 --- class: middle, inverse, center # Example 2 ## Number of bacteriophages --- ## Example 2: Infection A biologist runs an experiment to investigate the infection of a colony of bacteria by bacteriophages. -- A given bacterium can be infected by one or several phages. -- The biologist sampled 20 bacteria in the colony and observed the following number of phages per bacteria: ``` 4 4 1 3 2 2 3 0 2 3 2 3 4 1 2 4 5 0 2 2 ``` -- .blue[Objective] Provide a confidence interval for the proportion of uninfected bacterias in the colony. --- ## Modeling Denote `\(X_i\)` the number of phages obtained for the `\(i^{th}\)` bacterium. - One assumes that bacteria are independent: `$$X_1\perp X_2\perp... \perp X_{n},\quad\text{with } n= 20$$` - Measurements are discrete `$$X_1,..., X_{n} \sim \P (\bullet), \text{ i.i.d}$$` - The infection level is unknown `$$X_1,..., X_{n} \sim \P(\lambda), \text{ i.i.d}$$` .blue[Objective] Propose a confidence interval for the proportion `\(P(X=0)=e^{-\lambda}\)`. --- ## Estimation Starting point: derive the ML estimator for the quantity of interest. `$$\begin{eqnarray} Lik_\lambda(x_1,...,x_n) &=& \prod_{i=1}^n P_\lambda(X_i=x_i) \quad\text{(i.i.d. assumption)}\\ &=& \prod_{i=1}^n \frac{\lambda^{x_i}}{x_i!}e^{-\lambda} \\ \Rightarrow LLik_\lambda(x_1,...,x_n) &=& \log(\lambda)\sum_{i=1}^{n}x_i - \sum_{i=1}^{n}\log(x_i!) - n\lambda \end{eqnarray}$$` .blue[Derivation] `$$\frac{\partial LLik_\lambda(x_1,...,x_n)}{\partial \lambda}= \frac{1}{\lambda}\sum_{i=1}^n x_i -n$$` Setting the derivative at 0, one gets: `\(\widehat{\lambda} = \frac{1}{n}\sum_{i=1}^n x_i\)`. --- ## Pivotal statistic The ML estimator of `\(\lambda\)` is `\(\overline{X} = \frac{1}{n}\sum_i X_i\)`. What is the distribution of `\(\overline{X}\)` ? `$$n\overline{X} \sim \P(n\lambda)$$` Proof: your turn! (sum of independent Poisson) -- One can observe that `\(n\overline{X}\)` depends on the data, but - `\(n\overline{X}\)` does not depend on `\(\lambda\)`, - `\(n\overline{X}\)` has a known distribution but it depends on `\(\lambda\)`, `\(\Rightarrow n\overline{X}\)` is **not** a pivotal statistic. --- ## Gaussian approximation .pull-left[ .blue[Central limit theorem] Let `\(X_1,...,X_n\)` be `\(n\)` i.i.d. quantitative random variables with mean `\(\mu\)` and variance `\(\sigma^2\)`. Let `\(S_n = \sum_i X_i\)`. Then, for `\(n\)` large, one has `$$\frac{S_n-n\mu}{\sigma\sqrt{n}} \overset{approx}{\sim} \N(0,1)$$` ] -- .pull-right[ .blue[Application] Back to our infection example, one has `$$n\overline{X} = \sum_i X_i$$` where the `\(X_i\)`'s are i.i.d. with `\(E[X_i]=V[X_i]=\lambda\)`. Then $$ T = \frac{n\overline{X}-n\lambda}{\sqrt{n\lambda}} \overset{approx}{\sim} \N(0,1)$$ (assuming `\(n\)` is... "big enough"!) Then `\(T\)` is a pivotal statistic: `\(T\rightarrow T_{pv}\)`. ] --- ## Probability interval .pull-left[ One seeks values `\(a\)` and `\(b\)` such that $$ P( a \leq T_{pv} \leq b) = 1-\alpha $$ An **optimal** strategy is to set - `\(a=u_{\frac{\alpha}{2}}=-u_{1-\frac{\alpha}{2}}\)` - `\(b=u_{1-\frac{\alpha}{2}}\)` where `\(u_{q}\)` is the `\(q\)` order quantile of the `\(\N(0,1)\)` distribution. ] -- .pull-right[ <img src="05_Confidence_Interval_files/figure-html/unnamed-chunk-10-1.png" style="display: block; margin: auto;" /> ] --- ## Probability interval (II) `$$\begin{eqnarray} && P\left( -u_{1-\frac{\alpha}{2}} \leq \frac{n\overline{X}-n\lambda}{\sqrt{n\lambda}} \leq u_{1-\frac{\alpha}{2}} \right) = 1-\alpha \end{eqnarray}$$` To obtain the probability interval, one then needs to "isolate" `\(\lambda\)`... --- ### First strategy: exact computation Note that `$$\begin{eqnarray} && P\left( -u_{1-\frac{\alpha}{2}} \leq \frac{n\overline{X}-n\lambda}{\sqrt{n\lambda}} \leq u_{1-\frac{\alpha}{2}} \right) = 1-\alpha \\ \Rightarrow && P\left( \left| \frac{n\overline{X}-n\lambda}{\sqrt{n\lambda}} \right| \leq u_{1-\frac{\alpha}{2}} \right) = 1-\alpha \\ \Rightarrow && P\left( \left( n\overline{X}-n\lambda \right)^2 \leq u_{1-\frac{\alpha}{2}}^2n\lambda \right) = 1-\alpha \\ \Rightarrow && P\left( n^2\lambda^2 - n\left(2n\overline{X} + u_{1-\frac{\alpha}{2}}^2\right)\lambda + n^2\overline{X}^2 \leq 0 \right) = 1-\alpha \\ \end{eqnarray}$$` -- To get the lower and upper bounds one needs to find the solutions of the 2nd order equation. One obtains: `$$P\left( \lambda \in \left[ \overline{X} + \frac{u_{1-\frac{\alpha}{2}}^2}{2n}\quad \pm \quad \frac{nu_{1-\frac{\alpha}{2}}\sqrt{u_{1-\frac{\alpha}{2}}^2 +4n\overline{X}}}{2n^2} \right] \right) = 1 - \alpha$$` --- ### Second strategy: plug-in approximation Proceed naively `$$\begin{eqnarray} && P\left( -u_{1-\frac{\alpha}{2}} \leq \frac{n\overline{X}-n\lambda}{\sqrt{n\lambda}} \leq u_{1-\frac{\alpha}{2}} \right) = 1-\alpha \\ \Rightarrow && P\left( -u_{1-\frac{\alpha}{2}}\sqrt{n\lambda} \leq n\overline{X}-n\lambda \leq u_{1-\frac{\alpha}{2}}\sqrt{n\lambda} \right) = 1-\alpha \\ \Rightarrow && P\left( n\overline{X}-u_{1-\frac{\alpha}{2}}\sqrt{n\lambda} \leq n\lambda \leq n\overline{X} + u_{1-\frac{\alpha}{2}}\sqrt{n\lambda} \right) = 1-\alpha \\ \Rightarrow && P\left( \overline{X}-u_{1-\frac{\alpha}{2}}\sqrt{\frac{\lambda}{n}} \leq \lambda \leq \overline{X} + u_{1-\frac{\alpha}{2}}\sqrt{\frac{\lambda}{n}} \right) = 1-\alpha \\ \end{eqnarray}$$` -- Now replace `\(\lambda\)` in the bounds by its estimator... `$$\begin{eqnarray} && P\left( \overline{X}-u_{1-\frac{\alpha}{2}}\sqrt{\frac{\overline{X}}{n}} \leq \lambda \leq \overline{X} + u_{1-\frac{\alpha}{2}}\sqrt{\frac{\overline{X}}{n}} \right) = 1-\alpha \\ \Rightarrow && P\left( \lambda \in\left[ \overline{X}\quad \pm \quad u_{1-\frac{\alpha}{2}}\sqrt{\frac{\overline{X}}{n}} \right] \right) = 1-\alpha \end{eqnarray}$$` --- ## Confidence interval .blue[Application] One has - `\(n=\)` 20 - `\(\widehat{\lambda} = \frac{1}{n}\sum_ix_i= 2.45\)` Assume one wants a confidence interval at level 95%, then - `\(\alpha=\)` 0.05 - `\(u_{1-\frac{\alpha}{2}}=\)` 1.96 Exact strategy : `$$\text{IC}_{0.95}(\lambda) = \left[ 1.85 ;\ 3.24 \right]$$` Plug-in strategy : `\(\text{IC}_{0.95}(\lambda) = \left[1.76 ;\ 3.14 \right].\)` .blue[Conclusion ?] -- $$ P(X=0) = e^{-\lambda}\Rightarrow \text{IC}_{0.95}(e^{-\lambda}) = \left[ 0.04 ;\ 0.16 \right] \text{ or } \left[ 0.04 ;\ 0.17 \right]$$ } --- ## Summary .blue[General strategy] Assume `\(X_1,...,X_n\sim \L(\theta)\)` i.i.d. To get a confidence interval for `\(\theta\)` - 1/ Find the ML estimator `\(T\)` of `\(\theta\)` - 2/ Find a pivotal statistic `\(T_{pv}\)` using - either the exact distribution of `\(T\)`, - or an approximate (normal) distribution based on CLT. - 3/ Find a probability interval - either by isolating `\(\theta\)`, - or using the plug-in strategy wherever necessary. - 4/ Choose a confidence level `\(1-\alpha\)` and compute the CI. -- .blue[and don't forget...] **estimator** `\(\neq\)` **estimate** and **probability** `\(\neq\)` **confidence** interval. --- ## Exercise 1: maize yield analysis Consider here the grain yield measurement obtained from 18 dent lines: ``` 16.84 16.03 16.16 14.64 12.55 18 17.01 15.95 14.84 17.67 16.65 15.87 18.05 16.78 11.94 14.55 13.68 14.08 ``` `\(Hint:\)` Quantiles tables are available in the following slides... -- 1/ Provide an exact probability interval for the yield variance in the dent population, and a confidence interval at level 0.95%. 2/ Provide an exact probability interval for the yield mean in the dent population, and a confidence interval at level 0.95% --- ## Solution -- We model the yields `\(Y_i\)` as i.i.d variables with distribution `\(\N(\mu,\sigma^2)\)` and `\(n = 18\)`. The estimates for the mean is `\(\hat{\mu} =\)` 15.63 and for the variance is `\(\hat{\sigma}^2\)` = 3.18. Remember that $$ \frac{1}{\sigma^2} \sum_{i=1}^n (Y_i - \bar{Y})^2 = \frac{(n-1)S^2}{\sigma^2} \sim \chi^2(n-1) \quad \text{and} \quad \frac{\bar{Y} - \mu}{S/\sqrt{n}} \sim \mathcal{T}(n-1) $$ .blue[Probability Intervals] .pull-left[ `$$P\left( \sigma \in \left[ \sqrt{\frac{(n-1)S^2}{c_{n-1,1-\frac{\alpha}{2}}}};\ \sqrt{\frac{(n-1)S^2}{c_{n-1,\frac{\alpha}{2}}}} \right] \right) = 1-\alpha$$` `$$\text{IC}_{0.95}(\sigma) = [1.38; 2.75]$$` ] .col-right[ `$$P\left( \mu \in \left[ \bar{Y} \pm t_{n-1, \alpha/2} \frac{S}{\sqrt{n}} \right] \right) = 1-\alpha$$` `$$\text{IC}_{0.95}(\mu) = [14.74; 16.51]$$` ] --- #### Table of the `\(\N(0,1)\)` quantiles  --- #### Table of the `\(\chi^2\left(k\right)\)` quantiles  --- #### Table of the `\(\mathcal{T}(k)\)` quantiles


Textarea below will refresh will display the configuration object every time a user interacts, using the "onRefresh" parameter. Instead of showing the configuration in a textarea, one could store the configuration in a cookie or implement a "save configuration" feature.


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Columbia Landmarks
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Landmark Recognition
Recognize Landmarks on Columbia's Campus
COMS W4995: A Deep Learning Model to recognize landmarks (famous places, like the Alma Mater sculpture, or Butler library) on Columbia's campus, and get it working in the browser.
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Introduction
Ruby is an object-oriented programming language, designed to make programmers happy. It has a lot of syntactic sugar that makes Ruby easy to read and fun to learn! In my opinion, Ruby is a great first language for baby code witches!
I'm no technical writer (I'll leave that to my husband, @docswarlock), but let me give you a quick rundown of some Ruby basics.
Comments
There are a couple ways to comment your code in Ruby.
- Single-Line:
# A single-line comment begins with a hashtag.
-
Multi-Line:
# A multi-line comment can begin with a hashtag.
# Each following line
# also begins with a hashtag. - Block Comment:
=begin
Multi-line comments
can also be nested between =begin and =end.
This style is known as "block commenting."
=end
Add comments to explain your code to other readers (including your future self. It's also helpful to note that commented code will not be executed.
Variables
We use variables to store and retrieve data. Think back to your high school algebra class. Ruby variables work in much the same way.
Ruby variables are declared using the assignment operator, also known as the equal sign (=). The variable name goes to the left, and the value is placed on the right.
# the variable, x, equals the value, 1234.
x = 1234
If you need to declare a constant, simply begin your variable name with a capital letter. It is common convention to use all caps for constants.
Constant = "I'm a constant."
BETTERCONSTANT = "I'm a constant that follows conventions."
Methods
Ruby methods, similar to functions in other languages, let you reuse chunks of code. Once you define a method, you can call it in other areas of your program!
To define a method, use the keyword def
, followed by the method's name.
It is good practice to name your method in a way that describes its purpose.
Close the method definition with the keyword end
.
def say_hello
puts "Hello World"
end
To invoke a method, simply say the method's name.
# Let's invoke our previous method.
say_hello
=> "Hello World"
Arrays and Hashes
Two common data structures in Ruby are arrays and hashes. Both...
- allow you to store multiple multiple data points in one location.
- can contain any type of data, including other arrays and hashes
- can be looped or iterated through with various helper methods
Let's look at an array:
# An array is surrounded by square brackets.
# Each element is separated by a comma.
[ "This", "is", "an", "array", 1, true, false ]
Let's look at a hash:
# An array is surrounded by curly brackets.
# Data is stored in key: value pairs.
# These pairs are separated by commas.
{
key: value,
key_with_array_value: ["another", "array"],
yet_another_key: 12345,
key_with_boolean: false
}


Level Editor for an isometric game.
As a learning project, I started developing a level editor for an isometric game with four seasons using XNA. You could add and remove objects, change visible season, and save and load levels.
I've been with my Australian partner for over two years, and I'm currently living in Australia, so I hope my English sounds better now than in the video.


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Educational attainment—the highest educational level a person achieves—varies across the country. Some counties are rich in people with professional and advanced degrees. Other counties are mostly filled with people who only finished high school. Education levels greatly affect the economic, social, and cultural life of a county.
Below is a map showing three different levels of educational attainment: high school, bachelors, and graduate levels. The map shows the proportion of residents over the age of 25 who have achieved a certain level of education. Green circles represent counties that have greater proportions of that educational achievement. Red circles represent counties with a smaller proportion of that educational achievement. Black circles show counties that are nearly equal. Explore the map by hovering and clicking on counties or by searching for your county using the search feature.
Data from American Community Survey from the US Census (link).
County home to both Harvard University and MIT.
Wealthiest county by median household income—$119,000.
Poorest county by median household income—$12,692.
Largest county in US by population.
County near the median for educational attainment.
Visualization by Alex Sciuto. Based on a tutorial by Mike Bostock.


{{users.description}}
School Name: {{education.schoolName}}
Graduated year: {{education.graduatedYear}}
Description: {{education.description}}
Company Name: {{experience.companyName}}
Position: {{experience.position}}
Start date: {{experience.startDate}}
End date: {{experience.endDate}}
Skill name: {{skill.name}}
Description: {{skill.description}}


to see flags controlled by each team when you choose a serve - Better Battlelog Forums #1686
Sitemap
24. April 2012 12:17
Topicstarter
Guest
Is it possible to see flags controlled by each team when you choose a server?
24. April 2012 12:35
BrainFooLong
Administrator
No - All what's possible already available in the LiveServer Feature.
Greetz
24. April 2012 12:39
ORFK
Global Moderator
Only DICE can include this requested feature.
Please go to the official Feedback Site:
https://getsatisfaction.com/battlefield3