Be really confident learning new languages and proficient in management and development of existing sites such as PlantMe.io and also incomplete works in progress such as our AR prototype built in Unity.
A description of your own strengths and limitations in relation to learning. Strengths: I try really hard at things I want to succeed in. I'm resourceful and resilient. Limitations: I find it hard to ask for help, partly down to my desire for perfect work and not wanting to appear really stupid. What skills (non-technical - human skills) would you like to see developed in yourself while at EDA?Looking after my own wellness and health will be an important part of this and something my personality type is prone to disregard when we get really into something. I will therefore commit to eating well, sleeping properly, exercising daily and maintaining a healthy wellness routine to ensure I remain in physical, mental and emotional wellness and can give my best self. I also commit to sidelining my startup for the duration of bootcamp to be able to give my everything to being a part of the academy experience. I will commit to completing all requirements of the programme with my highest level of effort and passion, communicating clearly, regularly and openly with facilitators and peers to ensure everyone has a nice time working together and we get everything done successfully, on schedule.
What you will do when things are building up and starting to get to you. Go for a walk, meditate, up the yoga, spend some time amongst the trees in my new place, garden. Talk to others, including sharing how things with my fellow cohort and facilitators. It's been really interesting how even online we have already experienced many of the same feelings and sharing our frustrations has been really affirming for everyone. A commitment as to how and where you will seek help in a timely way.I feel that this will be much easier in person than I have found it online. I will take time to formulate exactly what the problem and my misunderstanding is (good questions) and bring them to facilitators and peers when they arise and after I've done a wee bit of self-directed research + || more learning. I will not struggle with a problem for more than 2 hours without asking for some kind of help or direction.
A description of what you expect from the facilitation team. A bit of a prod on occasions would be really helpful since I find it difficult to ask for help and am classicly "fine" all the time. This is with complete understanding that I'm a grownup and so will make efforts to come to facilitators with any problems or if I'm struggling.
I expect empathy too because am certain I will drop some clanger questions showing my level of noob - really appreciate your patience and good humour in advance! :)
Honesty is also really important - I want to know where my areas of weakness are from an outsiders perspective so that I can work more on them. Equally if I, at any stage, achieve ninja level shit, please also send an elbow bump or high five my way - it really helps with the imposter syndrome.
Need some time to do some startup business stuff - it's end of year accounts time! Also have very irregular transcription work that I can make fit around EDA commitments.
Be proficient at learning development languages and confident to give things a good go so I can contribute/lead further development of Plantme.io and other future products as a coding founder. Becoming flexibly employable in a sector allowing me to use my existing skills and experience (alongside the new ones being generated) is also really attractive since this would potentially allow self-funding for my own business and startup.
A description of your own strengths and limitations in relation to learning.Strengths: Quick learner, high levels of motivation to succeed. Limitations: Impatient, time poor, sometimes struggle to complete tasks.
What skills (non-technical - human skills) would you like to see developed in yourself while at EDA?Letting people get to know me (as quite a serious introvert)
A commitment to how you will manage your workload in this programme. This should include: An explanation of how you will manage yourself to work productively and safely with other learners, facilitators and industry/community representatives. Prioritising EDA around the schedule I’ve agreed to. I have high levels of integrity and it bothers me deeply to not do what I say I will, when I say I will. To work productively, I will commit to and complete all required pre-learning and exploration to the agreed timeframes. Ensuring I timebox and stick to schedules in order to meet agreed targets. I will go the extra mile in making sure I reach the required standards and goals I have set myself. What you will do when things are building up and starting to get to you.Go for a walk, meditate, do some yoga, talk to people I trust about any issues I’m having. Also confide in facilitators and team-mates if and when appropriate.
A commitment as to how and where you will seek help in a timely way.I will make contact with facilitators and team mates in person, via Slack having reviewed the work programme for the upcoming week and identified any potential issues in plenty of time (e.g. not end of day Friday having discovered last minute issues). If I encounter problems, I will make contact immediately so that team-mates/facilitation team are updated.
A description of what you expect from the facilitation team.Help when I need it in the form of further information to explore or just headsup on the answer to problems I may be stuck with. Friendly interactions that support and encourage me but tell me upfront and be straight-up if I need to work harder in particular areas and improve. Guidance for what areas of learning to focus on to best achieve my outcome.
Any scheduling information such as block-out times when you are committed to other things. For example, you might have whanau commitments like school drop-offs. It’s important to plan these in.Need a couple of hours a day at least to do my startup stuff. Also have a side hustle that I’m financially dependent on (transcription of technical R&D calls for tech companies in the UK) that is completely random in regards to commitment and turnaround time.


Mental health services are available to students enrolled at OU’s Athens campus. CPS offers many different options to help fit students’ needs. If a student is unsure what type of services they are interested in, CPS suggests calling<PHONE_NUMBER> and setting up an initial consultation for more details.
“For many students, it is the first time they are living away from home, from their supportive familiar communities,” Paul Castelino, Ph.D., psychologist and director of CPS, said in an email. “Some students struggle to adjust to college life and independent living. Many mental health disorders are first diagnosed in late teen years and early adulthood. For traditional college students between the ages of 18 and 24, it is a critical time in their identity development (in all its forms such as gender, sexual, spiritual, etc.) as well as clarifying life goals (including career) and personal values. Having access to mental health services and mental health providers who are trained in addressing college student issues is a priority at OU. It fosters a healthy community and helps students to accomplish their academic goals.”
CPS offers group counseling, which involves five to 10 students supporting each other. It also offers short term individual counseling where a student attends counseling at least every other week and can seek help with issues such as coping with depression and anxiety; improving communication skills and relationships; and getting guidance to help improve academic and social skills. Relationship or couples counseling is also offered and helps couples with conflict solving and communications techniques.
“I frequently tell students and other members of the community that I have yet to meet anyone who could not benefit from counseling — we could all benefit from counseling at various points in our lives,” Becky Conrad Davenport, Ph.D., psychologist and associate director/clinical director of CPS, said in an email. “Counseling can be particularly helpful at such a transitional period of life (during young adulthood, when for many they are exploring their own identities and establishing independence in a different way than they might have previously, working to clarify interests/values/identities, making decisions about their future/career, and navigating life stressors). There is a lot of complexity and development that happens during the college years and in early adulthood, so providing support for students to have access to psychoeducation, mental health support, and mental health treatment is important and useful to students.”
The Coping Clinic helps students with their stress reduction skills and provides information on managing everything from mental health issues, like depression, to practicing mindfulness training.
CPS also offers psychiatric consultations to help diagnose students and help them with medication for their mental health. The Counselor-In-Residence program helps to bring trained professionals into residence halls to give students the opportunity to talk to someone about any issues they are having regarding their mental health.
“Become familiar with the well-being resources OU offers students,” David Lairmore, Psy.D., psychologist and outreach coordinator of CPS, said in an email. “OU offers services geared toward mental health, but there are other resources that promote overall well-being, such as Campus Care, the on-campus medical care unit, and Campus Recreation.”
Some of the services CPS offers are support communities that bring students together who are dealing with the same or similar issues.
Recovery to Inspire, Share and Empower, or RISE, is OU’s community for students who are recovering from alcohol or drug misuse, other addictions or dealing with a loved one who is suffering from addiction.
The Survivor Advocacy Program offers support to sexual assault survivors and their loved ones.
CPS also offers support and services for disordered eating. The Body Project is a student led prevention program that advocates for body positivity and tries to decrease risk factors for eating disorders.
“If you are already connected with a counselor, be sure to talk about the transition to college and possible needs that you may have,” Lairmore said in an email. “You could also talk about the possibility of continuing with your counselor while at college if they offer telehealth services.”
In addition to these programs, CPS also offers some online resources to help educate students on mental health. There are two workshops: the Anxiety Toolbox and Getting Unstuck, which both aim to help students better understand their anxiety and depression symptoms, respectively. Both workshops give students coping techniques and skills to help them succeed.
“Do not be afraid to ask for support—whether that be from an instructor, advisor, RA, parent, friend, counselor, partner,” Davenport said in an email. “If in the transition to school or at another point, you are not feeling well or not feeling like yourself, I recommend focusing on some basic self-care until you feel more like yourself—try to get enough rest, try to eat to fuel your body, do something to move your body, connect to people who support you, stop or limit your interactions with people who may be abusive to you, be compassionate with yourself (try talking to yourself the way you would talk to someone that you really care about), and do not engage in substance use. These things may not fix the problems you are facing, but they will likely help you to begin to feel a bit more like yourself.”
If a student is experiencing a life threatening emergency, CPS recommends calling 911. CPS has a 24/7 hotline where students can reach a trained professional at<PHONE_NUMBER>. Students can also call the National Suicide Prevention Lifeline at 1-800-273-8255 or use the Crisis Text Line at 741-741. The number for CPS is also listed on the back of students’ OHIO ID.
CPS will be present throughout Bobcat Student Orientation to familiarize students with the services and programs it offers.


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Sweet roll sesame snaps danish I love jelly wafer dragée soufflé cake. Cookie chocolate cake gingerbread powder icing. Ice cream cotton candy gummi bears oat cake sweet pastry.
Biscuit marshmallow chocolate cake tiramisu cupcake. Powder liquorice jelly cheesecake chocolate bar. Chocolate cake icing pudding. Tart ice cream cupcake. Cake chocolate bar carrot cake pie marshmallow sugar plum dessert. Pudding lollipop sugar plum topping sugar plum chocolate bar jelly-o pastry donut. Candy canes icing apple pie pie.
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using some big position or past history is I guess a lame way of making a trusted respected profile in cryptocurrency/dev community.
the highly recommended way is:
- Be Completely Anonymous.
- Code, make it public, and contribute to existing Open Source Projects.
>> The Quality of the contributions builds the trusted and respectful profile much much better than the previous history of whatever big someone was in industry. <<(edited)
There was one project last time I doubted about. That was kinda the reason for me there as well. And it's the same with this imposter too.
There is no need to be someone. Just be your own self. Be Anonymous. Contribute. Gain wealth.
3
2
klein11-May-19 09:37 AM
I'm not a bear guys, my apologies for misleading anyone
3
grewalsatinder11-May-19 09:37 AM
doesn't matter.
We love Pooh
grewalsatinder11-May-19 10:01 AM
yep, read that, didn't try to look into things last night. It was my bed time.
thanks for adding/clearing it (edited)
In the age of information, the human society only gave boost to the the real world gossip via social media at the most dangerous levels in our human history.
it is hard to find the truth in this noise much of the time.
KomodoWorld11-May-19 10:09 AM
there's a world of difference between being anon and faking an identity/credentials using bought/hacked accounts, the latter is going to raise huge red flags. This is a space full of sharks and scammer. He/She pretendes not to see the difference pls grow up and blame yourself
2
grewalsatinder11-May-19 10:10 AM
It looks like a poor try to be anonymous. Hence my comments.
who knows that was the intentions except only imagining a negative since the initial profile being negative.
I'm closing this conversation. Moving back to what I was doing. think it was enough for a day worth chat.
you guys continue
since I'm here for a lil while @Deleted User how's your JavaScript work going with Komodo CC?
I was almost away from all things for a month. Must have missed a lot of things in dev
really excited for your project (edited)
SHossain11-May-19 10:47 AM
iirc, there was another profile that this impersonator works for Apple
it's a good tool, but if you're paranoid, don't mention you just used it
2
Andersen11-May-19 12:42 PM
What can i say ? I'am not Berlusconi
1
joe2x411-May-19 12:51 PM
Definitely never dull around here. Add one more interesting character to the history of Komodo. For some reason this episode reminds me of Blue Meanie from back in the day.
ComputerGenie 👴👴👴11-May-19 01:33 PM
@Moderator When was it decided we couldn't advert for votes in general anymore? Or am I just being singled out for deletion?(edited)
2
ComputerGenie 👴👴👴11-May-19 01:40 PM
So now we're deciding what is/isn't "proper" content arbitrarily? nice to know
Instel711-May-19 01:40 PM
Yep, I think it's pretty much because it's taking a long proportion of the chat, maybe the horizontal one was less intrusive
ComputerGenie 👴👴👴11-May-19 01:41 PM
@Instel7 no more than a 1.25 screen image
I'm glad you find humor in subverting the election process
refrains from commenting what he thinks you are
1
1
PTYX11-May-19 02:03 PM
@Pepe you can also use app.magnumwallet.co
Their service doesn't charge the 5% and it's working well. (if that's something you'd like to avoid)(edited)
SHossain11-May-19 02:04 PM
magnum wallet isn't working for me at least for a month.
i have to select the derivation path, address gets addred and no balance showing
PTYX11-May-19 02:05 PM
Did you reach out to their team?
SHossain11-May-19 02:05 PM
yes
magnumwallet said they will look into it
PTYX11-May-19 02:05 PM
They tend to fix things fast. I'll check to see if I can claim on my ledger.


This is an EPICS areaDetector driver for CMOS detectors from QImaging Technology . It has been tested on the RETIGA 4000DC camera, but should work with other cameras as well. The driver is supported 32-bit and 64-bit Windows.
The driver provides access to essentially all of the features of the QImaging cameras:
This driver inherits from ADDriver. It implements many of the parameters in asynNDArrayDriver.h and in ADArrayDriver.h. It also implements a number of parameters that are specific to the QImaging detectors.
The areaDetector driver uses these features. All of the enum menus are built dynamically at iocInit, they are not preset in the template file. This ensures that the enum choices match the actual capabilities of the current camera. Whenever an integer or float parameter is changed it is checked to ensure it is within the current valid bounds for that feature. The feature callback is used to ensure that the current EPICS readback value of that parameter matches the actual camera value, without requiring the driver to poll.
The following table describes how the QImaging driver implements some of the standard driver parameters.
| Implementation of Parameters in asynNDArrayDriver.h and ADDriver.h, and EPICS Record Definitions in ADBase.template and NDFile.template | ||
| Parameter index variable | EPICS record name | Description |
|---|---|---|
| ADTriggerMode |
$(P)$(R)TriggerMode $(P)$(R)TriggerMode_RBV |
Sets the trigger mode for the detector. Options for the Neo are:
|
| ADImageMode |
$(P)$(R)ImageMode $(P)$(R)ImageMode_RBV |
Sets the image mode for the detector. Options are:
|
| ADNumExposures |
$(P)$(R)NumExposures $(P)$(R)NumExposures_RBV |
Sets the number of accumulations per image. |
| ADNumImages |
$(P)$(R)NumImages $(P)$(R)NumImages_RBV |
Sets the number of images to take when ImageMode=Fixed. |
| ADAcquirePeriod |
$(P)$(R)AcquirePeriod $(P)$(R)AcquirePeriod_RBV |
Sets the FrameRate (=1./AcquirePeriod). The FrameRate can also be set directly. The minimum AcquirePeriod (maximum FrameRate) depends on a number of other parameters, including the A3Binning, SizeX, SizeY, ReadoutRate, A3ShutterMode, PixelEncoding, and Overlap. |
| NDDataType |
$(P)$(R)DataType $(P)$(R)DataType_RBV |
The data type for the image data. Allowed values are:
|
| ADTemperature |
$(P)$(R)Temperature $(P)$(R)Temperature_RBV |
Sets the setpoint temperature of the camera. |
| ADTemperatureActual | $(P)$(R)TemperatureActual | Reads the actual temperature of the camera. |
The QImaging driver implements the following parameters in addition to those in asynNDArrayDriver.h and ADDriver.h.
| Parameter Definitions in QImaging.h and EPICS Record Definitions in qimaging.template | ||||||
| Parameter index variable | asyn interface | Access | Description | drvInfo string | EPICS record name | EPICS record type |
|---|---|---|---|---|---|---|
| Version information | ||||||
| qSerialNumberRBVString | asynOctet | R/O | Camera serial number | SERIAL_NUMBER_RBV | SerialNumber | stringin |
| qMaxBitDepthRBVString | asynInt32 | R/O | Max bit depth | MAX_BIT_DEPTH_RBV | MaxBitDepth | stringin |
| qUniqueIdRBVString | asynOctet | R/O | Unique ID | UNIQUE_ID_RBV | UniqueId | stringin |
| qCcdTypeRBVString | asynOctet | R/O | CCD Type | CCD_TYPE_RBV | CCDType | stringin |
| Cooling control and status | ||||||
| qCooledRBVString | asynInt32 | R/W | Turn the sensor cooler on and off | COOLED_RBV |
Cooled Cooled_RBV |
bo bi |
| qRegulatedCoolingRBVString | asynInt32 | R/O | Regulated cooling | REGULATED_COOLING_RBV | RegulatedCooling_RBV |
bo bi |
| qFanControlRBVString | asynInt32 | R/W | Fan Control | FAN_CONTROL_RBV | FanControl |
mbbo mbbi |
| qHighSensitivityModeRBVString | asynInt32 | R/W | High sensitivity mode | HIGH_SENSITIVITY_MODE_RBV | HighSensitivityMode_RBV |
mbbo mbbi |
| Readout control and status | ||||||
| qBlackoutModeRBVString | asynOctet | R/O | Blackout mode | BLACK_OUT_MODE_RBV | BlackOutMode_RBV | stringin |
| qAsymmetricalBinningRBVString | asynFloat64 | R/W | ASYMMETRICAL_BINNING_RBV | AsymetricalBinning_RBV |
ao ai |
|
| qCoolerActiveString | asynFloat64 | R/O | COOLER_ACTIVE | CoolerActive | ai | |
| qReadoutSpeedString | asynInt32 | R/W | READOUT_SPEED |
ReadoutSpeed ReadoutSpeed_RBV |
mbbo mbbi |
|
| qOffsetString | asynInt32 | R/W | OFFSET |
Offset Offset_RBV |
mbbo mbbi |
|
| qImageFormatString | asynInt32 | R/W | IMAGE_FORMAT |
ImageFormat ImageFormat_RBV |
mbbo mbbi |
|
| qAcquireTimeRBVString | asynFloat64 | R/O | ACQUIRE_TIME_RBV | AquireTime_RBV | ai | |
| qMinXRBVString | asynInt32 | R/W | MIN_X_RBV | MinX_RBV |
bo bi |
|
| qMinYRBVString | asynInt32 | R/W | MIN_Y_RBV | MinY_RBV |
bo bi |
|
| Trigger control | ||||||
| qSizeXRBVString | asynInt32 | R/W | SIZE_X_RBV | SizeX_RBV | bo | |
| Area-Of-Interest (AOI) Control | ||||||
| qSizeYRBVString | asynInt32 | R/O | SIZE_Y_RBV | SizeY_RBV | bi | |
| qTriggerModeRBVString | asynInt32 | R/W | TRIGGER_MODE_RBV | TriggerMode_RBV |
mbbo mbbi |
If any of the parameters set are out of range the driver will set them to the minimum or maximum allowed value for that parameter. The _RBV value will indicate the actual value in effect.
The QImaging driver is created with the QImageConfig command, either from C/C++ or from the EPICS IOC shell.
int QImageConfig(const char *portName, int cameraId, int maxBuffers, size_t maxMemory, int priority, int stackSize, int maxFrames)
The following shows the MEDM screen that is used to control the QImage detector.
qimage_base.adl
is the main screen used to control the QImaging driver.


Before Change
the sentence is completed.
The meaning of other parameters are similar to TransformerEncoder
return {
"sampling_method": "argmax",
"initializer": None,
"multiply_embedding_mode": "sqrt_depth",
"position_embedder_hparams": None,
"share_embed_and_transform": True,
"transform_with_bias": True,
"num_heads":8,
"num_blocks":6,
"maximum_decode_length":10,
"embedding_dropout":0.1,
"attention_dropout":0.1,
"residual_dropout":0.1,
"poswise_feedforward":None,
"num_units":512,
"eos_idx": 2,
"bos_idx": 1,
"beam_width":1,
"alpha":0,
"name":"transformer_decoder",
}
def _prepare_tokens_to_embeds(self, tokens):
a callable function to transform tokens into embeddings.
token_emb = tf.nn.embedding_lookup(self._embedding, tokens)
After Change
the sentence is completed.
The meaning of other parameters are similar to TransformerEncoder
return {
"initializer": None,
"position_embedder_hparams": None,
"share_embed_and_transform": True,
"transform_with_bias": True,
"num_heads":8,
"num_blocks":6,
"maximum_decode_length":256,
"embedding_dropout":0.1,
"attention_dropout":0.1,
"residual_dropout":0.1,
"poswise_feedforward": {
"name":"ffn",
"layers":[
{
"type":"Dense",
"kwargs": {
"name":"conv1",
"units":2048,
"activation":"relu",
"use_bias":True,
}
},
{
"type":"Dropout",
"kwargs": {
"rate": 0.1,
}
},
{
"type":"Dense",
"kwargs": {
"name":"conv2",
"units":512,
"use_bias":True,
}
}
],
},
"dim":512,
"eos_idx": 2,
"bos_idx": 1,
"beam_width":1,
"alpha":0,
"name":"transformer_decoder",
}
def _prepare_tokens_to_embeds(self, tokens):
a callable function to transform tokens into embeddings.
token_emb = tf.nn.embedding_lookup(self._embedding, tokens)


3. What to take to your appointment
You'll need to take different documents depending on the service.
Premium 1-day and Fast Track 7-day
You need to take:
If you can't go to your appointments
Somebody else can drop off your application, photos and documents.
If you use Premium 1-day or Fast Track 7-day, somebody else can collect your passport for you. They need to take:
- their ID (passport, driving licence or a utility bill less than 3 months old)
- a signed and dated letter from you, naming them and giving them permission to collect the passport
- the application receipt (received when the cashier accepts the application)
Premium Click and Collect
- You only need to take your old passport with you. We'll cancel it when you collect your new passport. You'll need to collect your new passport in person.


JavaScript to
Find Position in the String of the Left-Most Vowel [OR]
Print Given Number in Reverse Order
Enter String/Number:
Result:


Be useful
I get asked for career advice semi-regularly by people just starting out in tech. I don’t know to what degree I’m qualified to advise anybody, but the advice is always very different and specific to somebody’s circumstances. However, there is one recommendation common to everyone: be useful.
By that I mean: if you pick a company and get hired for a job, do that job. If the job changes or the company changes, then do your new job, or quit. But don’t try to do some other job. Be useful. Be the person your company needs you to be right now.
You’d think that would be obvious, but the opposite happens all the time. People get hired thinking they’re going to be doing task A, discover there’s more task B to be done, and declare “that’s not my job”. Okay, sure, it’s disappointing you don’t get to do A.
Another way it happens is when, through the best of intentions, somebody attempts to grow in their career within a company. They’re doing A, they want to be doing B, they start picking up any B that happens to be lying around. That’s great! You should do that. But not if it means A doesn’t get done. When the company is big enough that you need two full-time people doing A and B, you can pick which one you do. But not before then.
Being useful is another way of saying “respond to market demand, not what you guess”. I thought I was going to be a Java developer in 2005, but Yahoo hired me to be a PHP developer. I could have said no and worked at a bunch of other Java companies, but that would have been a bad idea. Once at Yahoo I was supposed to be writing desktop software, but the team needed a website, so I built a website. Then there was a reorg and I found myself in another part of the company expecting to still be a web developer, but they needed a DBA, so I became the DBA. Over and over in my career, I have done the job that needed doing, and it’s made me valued at my job and more valuable as an engineer.
Right now I’m a COO.  I’m not jazzed about spreadsheets, generally, though they have a certain quiet satisfaction. But it’s the job that needs doing, and doing it is making the company better. It’s making me more valuable – if I ever decide to do a startup again, I know a lot more about finance than I did before – and it’s entirely an accident.
All that said, you don’t have to stay in one job forever just because it needs doing. If your career isn’t growing, by all means quit and find a job at another company. But don’t try to create that need at a company that doesn’t have it.
Do the job that needs doing. Be useful. And it will pay off.


64 faces from Leigham in the late 90s and early 2000s We bring back to life the most memorable moments from the Plymouth estate way back in the day 29 Nov 2019, 10:23 by Miles O'Leary 8-9-99 JOHN ALLEN LEIGHAM SCHOOLS, FIRST DAY BACK. INFANTS HEAD JAN SPILLER WITH LEWIS CHRIMES, 6 AND EMMA DAY, 6. 16/11/00 -TECH STOREMAN L /CPL KAREN GREAVES 26 FROM LEIGHAM WHO SPENT A WEEK ON PATROL WITH THE INFANTRY. PIC BY PAUL SLATER 16 02 2000 PIC SAMANTHA PRITCHARD LEIGHAM SCHOOLS OFFICIAL OPENING CROWDS OF STUDENTS CHEER AS THE LORD MAYOR OPENS THE SCHOOLS. 16 02 2000 PIC SAMANTHA PRITCHARD LEIGHAM SCHOOLS OFFICIAL OPENING THE LORD MAYOR OPENS THE SCHOOLS. 8-9-99 JOHN ALLEN LEIGHAM SCHOOLS, FIRST DAY BACK. CLASSES GET UNDERWAY 13 07 2001 PIC TERI COX Z O N E B LEIGHAM INFANTS AND JUNIOR SCHOOL SUMMER FAIR. 5 YEAR OLD JOSH PETER GIVES TEACHER DAVID BURKE A GOOD SOAKING 12/12/2000 N A T I V I T Y LEIGHAM JUNIOR SCHOOL CHRISTMAS NATIVITY NATHAN CRAIG AND LEE CREBER PIC BY LUCY DUVAL 29 09 99 THURLESTONE WALK LEIGHAM STREET SIGN PIC BY PAUL SLATER 2-04-02 PIC GUY CHANNING SUB OFFICER DAVE MARSH WHO WAS ONE OF THE FIRST ON THE SCENE AT THE LEIGHAM SCHOOL FIRE 27 04 99 REPORTER LOUISE YEARLING ROGER WILLS WITH ONE OF THE BURNT OUT CARS AT LEIGHAM fire at leigham school neg ref:-cp 866 FIREFIGHTERS TACKLE A BLAZE FROM THE ROOF OF LEIGHAM JUNIOR SCHOOL, PLYMOUTH. 31-02-leigham LEIGHAM SCHOOL HAS BURNED DOWN 13 07 2001 PIC TERI COX Z O N E B LEIGHAM INFANTS AND JUNIOR SCHOOL SUMMER FAIR 06 03 2002 PIC BY TERI COX LEIGHAM JUNIOR SCHOOL- PERFORMING ARTS CLUB PRESENT JOSEPH AND HIS AMAZING TECHICOLOUR DREAMCOAT LEIGHAM NURSERY 8-9-99 JOHN ALLEN LEIGHAM SCHOOLS, FIRST DAY BACK. ASHLEIGH BEN ROSEANNA DAVIES ALBERTS FEANEY 6 7 6 14/7/99 LUCY BLAKE LEIGHAM INFANT AND JUNIOR SCHOOL GIVE A CHEQUE TO DEVON AIR AMBULANCE WHEN THEY VISITED THE SCHOOL. 8-9-99 JOHN ALLEN LEIGHAM SCHOOLS, FIRST DAY BACK.  DIGI PIC BY LUCY DUVAL LEIGHAM INFANTS SCHOOL Mark Swift (L) from the Leigham School toy sale receives a signed Argyle shirt from Michael Holladay(corr) LEIGHAM SCHOOL HEADS L,R JAN SPILLER AND BARRY HARDING,BELOW THE SOLAR PANELS. 05 09 2002 PIC TERI COX FIRST DAY OF COMBINED SCHOOLS AT LEIGHAM. CHILDREN AT THE FIRST DAYS' ASSEMBLY. STUART 05 09 2002 PIC TERI COX FIRST DAY OF COMBINED SCHOOLS AT LEIGHAM. RYAN BAZLEY (8) GETS DOWN TO SOME HARD WORK 18-9-02 JOHN ALLEN for 'PLYMOUTH PRIMARY SCHOOL MENU' section LEIGHAM PRIMARY SCHOOL. JODIE BRITTON, 8 23/07/02 DIGI PIC BY LUCY DUVAL LEIGHAM SCHOOL HEAD OF INFANTS JAN SPILLER AND DEPUTY ANDREW BIRCH ARE RETIRING FROM LEIGHAM INFANTS SCHOOL- NEXT EDUCATIONAL YEAR THE INFANTS AND JUNIOR SCHOOL WILL JOIN TOGETHER. JAN SPILLER HEAD OF INFANTS WITH DEPUTY ANDREW BIRCH SURROUNDED IN SOME OF THEIR STUDENTS. 18-10-02 JOHN ALLEN COLWILL ROAD, LEIGHAM: RESIDENTS UPSET AT PLANS TO CHANGE REFUSE COLLECTION TIME TO 6.30 AM. STEPHEN COURSE (left) WITH MIKE CALLOW. 2/11/02 DIGI PIC BY LUCY DUVAL ELM CENTRE ESTOVER, OPEN DAY TO PROMOTE THE CENTRES ACTIVITIES. REBECCA SHEARING-BROWN, ASSISTANT GUIDER FOR THE 1ST LEIGHAM GUIDES WITH SOME OF THE LEAFLETS DISTRUBUTING TO THOSE WHO ARE INTERESTED IN JOINING THE GUIDES. 29-11-02 JOHN ALLEN N A T I V I T Y LEIGHAM PRIMARY SCHOOL NURSERY "THE ELVES AND THE SHOEMAKER" ELVES: LIAM FITZGERALD, CODY NANKIVELL, REECE SHEPHERD, AMBER POLLOCK 29-11-02 JOHN ALLEN N A T I V I T Y LEIGHAM PRIMARY SCHOOL NURSERY "THE ELVES AND THE SHOEMAKER" CAT AND MICE: rear FINTAN JAMES-KEARNEY, SAM GARLAND, ROSS TREGIDGO front: JACK TOOKEY, TYLER RIDGERS cat: SHUSHONI BOLT 03/12/02 - BRADLEY FOWELL AGED 6 WITH SOPHIE BABER ALSO 6 OF LEIGHAM PRIMARY SCHOOL WITH THE NEW CHILD FRIENDLY DIRECTION SIGNS IN THE THEATRE ROYAL.  PIC BY PAUL SLATER 08/07/04 - PIC BY LUCY BLAKE. SPORT SPORT SPORT. THE WINDMILL PUB POOL TEAMS WHO HAVE SWEPT THE BOARD IN PLYMOUTH'S POOL LEAGUES WITH INDIVIDUAL AND TEAM TROPHIES 08/01/04 LEIGHAM JUNIOR SCHOOL CELEBRATES HAVING A GOOD OFSTED REPORT. L-R, JAMIE CHRISTIAN AND KATIE UREN.  LEFT, MARK MAIN (FUNDRAISING CO-ORDINATOR) AND RIGHT, WENDY MAIN (SECRETARY) WITH YOUNG PEOPLE FROM THE AREA. PIC BY CLAIRE TREGASKIS 07/04/03 DIGI PIC BY LUCY DUVAL LEIGHAM PRIMARY SCHOOLS PRODUACTION OF 'BUGSEY MALONE' (L-R) CHRISTOPHER BIGGS PLAYING FIZZY AND HOLLI LITTLEJAIR AS BLOUSEY BROWN 17/10/03 PIC BY HANNAH DEAKIN. MONICA HEAFORD STANDS ON THE CORNER OF BAMPTON RD AND BARNSTABLE CLOSE, LEIGHAM, AND IS INCREASINGLY CONCERNED BY THE VOLUME AND SPEED OF THE TRAFFIC THAT RUNS THROUGH THE AREA.  L-R, CODY SELBY, CHRIS GREAVES, MATT REECE-JONES AND BEN BELLAMY. PIC BY CLAIRE TREGASKIS 27/11/03 NATIVITY NATIVITY NATVITY LEIGHAM PRIMARY SCHOOLS NURSERY'S NATIVITY 'THE DEERS TALE' (L-R) THE ANGELS REBECCA SNEAP, JAKE VERNON AND COURTNEY JOHNSTON DIGI PIC BY LUCY DUVAL 15/03/04 JOHN ALLEN LEIGHAM PRIMARY SCHOOL PERFORMING ARTS CLUB: 'ANNIE' 26/04/04 PIC GUY CHANNING MANDY SNEAP (CORRECT) LEFT AND FRIEND HELEN BEAVER WITH THEIR CHILDREN REBECCA SNEAP 4, LEWIS SNEAP, 8 AND ETHAN BENNETT, 5 (SON OF HELEN BEAVER).  LEFT, ABBIE FOX ENJOYS PAINTING CONTACT:NATALIE DENNIS ON 790990 PIC BY CLAIRE TREGASKIS 07/12/04 - LEIGHAM PRIMARY SCHOOL NATIVITY PHOTO CALL. THREE KINGS - AJ HAWKER, COLBY MILLS AND BRANDON TUNBRIDGE. PIC BY PAUL SLATER 07/12/04 - LEIGHAM PRIMARY SCHOOL NATIVITY PHOTO CALL. CAT AND MOUSE - GEORGINA SPIERS WITH HOLLY TUCKER. PIC BY PAUL SLATER 07/12/04 - LEIGHAM PRIMARY SCHOOL NATIVITY PHOTO CALL. SHEEP - CHLOE BARNFIELD WITH ROSS TREGIDGO. PIC BY PAUL SLATER 12/11/04 PIC BY JAMES BREEDEN LEIGHAM PRIMARY SCHOOL BOOKS WEEK. KIDS & STAFF ARE DRESSED UP AS FAMOUS 'GOODIES & BADDIES' FROM FICTION BOOKS. BACK L-R: EMILY ROWE, JACK TUCKER, MATTHEW OWEN. FRONT L-R: JAMES KITT, TIANNA QUIGLEY. 18/10/04 LEIGHAM PRIMARY SCHOOL HAVE AN ARTS WEEK, WITH A SEA THEME. JAMES DOTT, 6, ENJOYS PAINTING A STONE CONTACT:NATALIE DENNIS ON 790990 PIC BY CLAIRE TREGASKIS 12/11/04 PIC BY JAMES BREEDEN LEIGHAM PRIMARY SCHOOL BOOKS WEEK. KIDS & STAFF ARE DRESSED UP AS FAMOUS 'GOODIES & BADDIES' FROM FICTION BOOKS. WICKED WITCH OF THE WEST (BRYONI DAWE) AND HARRY POTTER (ALAISTER MALCOLM). REPORTER: TONY 18/10/04 LEIGHAM PRIMARY SCHOOL HAVE AN ARTS WEEK, WITH A SEA THEME. STUDENTS GET TOGETHER AND MAKE A WILLOW HOUSE. L-R, PAUL TURNER, EMMA GREY, KANE KEARNEY, JO TYLER (CREATIVE KIDS), CHRIS COOPER AND ROSS WRIGHT PIC BY CLAIRE TREGASKIS 07/12/04 - LEIGHAM PRIMARY SCHOOL NATIVITY PHOTO CALL. SHEPHERDS - JAIMES DOTT, REECE SHEPPERD AND EOIN DOTT.  V E DAY PARTY AT THE LEIGHAM COMMUNITY HALL.  Imps with Shannon Grove far right. Pic by James Breeden 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School Shepherds and sheep: Harrison O'Leary, Pearce Pettitt, Jack Adams. front: Amy Merwhiter, Mackenzie Dawe, Caitlin Norman, Adam Bryce. 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School Nursery Unit. Snowflakes l to r: Sophie Matthews, Jack Horton, Lauren Beare, Katie Shaw, Ria McConaghy 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School Nursery Unit. Snowman Eleanor West-Thomas In background: Joshua Holten, Adam Hannaford, Ryan Pollock, Owen Gocher. 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School Nursery Unit. Snowmen Joshua Holten and Owen Gocher 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School rear: Joanna Mitten, Amber Pollock, Jaimes Dott, Abbie Crowley. front: Liam Weir as Santa 01/12/05 JOHN ALLEN NATIVITY Leigham Primary School l to r: Joshua Kennedy, Jack Waugh, Hannah Dorrall, Dennis Moore, Paige Shepherd, Declan Parry. They are Christmas dinner. 05 09 2002 PIC TERI COX FIRST DAY OF COMBINED SCHOOLS AT LEIGHAM. NEW PUPILS ARE EXCITED TO BE AT SCHOOL 23/05/06. NEWS. Leigham Primary School 'Healthy Breakfast'. From left are Gemma Logan, Karen Williams events co-ordinator at Adsa and Dennis Moore. Pic - Amy Stanford


Blog
More recent articles I wrote at BRICKMAKERS' blog
Archive of random thoughts
{% for post in site.posts limit: 10 %} {% endfor %}More recent articles I wrote at BRICKMAKERS' blog
Archive of random thoughts
{% for post in site.posts limit: 10 %} {% endfor %}Some projects I worked on
FITNESSSHOPPER · A social deal site to find the best deals for fitness products. Users can submit and vote deals related to nutrition, supplements & equipment. Written in Django.
Muskelmaschine · A web app written in c# ASP.NET MVC / Web API. The app lets users follow along a customized fitness/bodybuilding plan.
Developed as clientwork at BRICKMAKERS.
fa2png · fa2png is an online generator for Font Awesome icons written with the Python framework Flask.
shakem · An Android and iOS native cross plattform app written in c# with Xamarin. Developed as clientwork at BRICKMAKERS.
Kennzeichen · First Android app I ever wrote. Now > 500,000 Downloads from Germany, Russia, India, China, Italy, France, Austria, Switzerland, and Poland. Very simple yet useful to a lot of people. Sold in 2014 Play Store Link
Socialfunders · Socialfunders is a crowdfunding app written with the Python framework Django empowering charity projects to collect money from enterprises.
Masters thesis · Mobile Cross Platform Application Development for B2B Companies.
Bachelors thesis · Inventory Manangement aided by mobile Applications and RFID.
Macbook pro retina 15", Google Pixel 3XL, Seat Tarraco (7 seats)
Outlook, Excel, Firefox (Manager Stuff :-D ) PyCharm (for python and web dev), Xamarin Studio (for Android and iOS dev), Sublime Text 3 + vim ( for ruby dev, server configs and basic text editing), Sourcetree (git
gui), Gmail, Chrome (Android and OSX)
Github, MS O365/Azure
Article from Mai 2013 about the MyApp Workshop for high school students we hosted


demsom1
Purpose
Demonstrate SOM for visualisation.
Synopsis
demsom1
Description
This script demonstrates the use of a
SOM with a two-dimensional grid to map onto data in
two-dimensional space. Both on-line and batch training algorithms
are shown.
See Also
som
, sompak
, somtrain
Pages:
Index
Copyright (c) Ian T Nabney (1996-9)