FROM: Mr.Mandla Sizwe, 77 Seaside Cottages Fish Hoek-Cape Town South Africa. I feel quite safe dealing with you in this important business having gone through your remarkable profile on the internet. Though, this medium Internet) has been greatly abused, I choose to reach you through it because it still remains the fastest medium of communication. My name is Mr.Mandla Sizwe, I am the operational manager in account management section in charge of credit and foreign bills of one of the prime banks here in South Africa. I am writing in respect of a foreign customer of my bank who perished with his whole families on 18TH JULY 2003 in KENYAN PLANE CRASH with the whole passengers aboard. There is an account opened in this bank in the year 2000 by this great late INDUSTRIALIST who died without a written or oral 'WILL' attached to the account. Since his death, I personally have watched with keen interest to see the next of kin but all has proved abortive as no one has come to claim his funds and no other person knows about this account or anything concerning it,the account has no other beneficiary and until his death he was the manager of his company. The banking ethics here does not allow such money to stay more than six years without claim hence the money will be recalled to the government treasury as unclaimed after this long period of dormancy.I have secretly discussed this matter with the general manager of the bank who I must involve in order to have a smooth and a successful transfer of the fund to any foreign bank account which you are going to nominate.It can be an EMTY account. On this note, I decided to seek for a reliable foreigner who will act as the foreign beneficiary of the fund from the deceased by providing his/her bank account where the fund will be ransferred for immediate investment but my only worry is the security of the fund once the fund is transfered into your account.It is only a foreigner who can claim this money with legal claims to the account holder which I will provide to you if you are interested. This money will remain useless in this dormant account if I did not transfer the fund out to a foreign account.The total amount involved is $16,000,000.00 USD.[Sixteen Million United States Dollar]. We wish to start the first transfer with $6,000,000.00[Six million] and upon successful transaction without any disappointment from your side, we shall re-apply for the transfer of the remaining balance of &10 million to your account.At the conclussion of this transaction, your share will be 25% of the total transfer sum, 70% for me and my partner while 5% will be set aside for any expenses both parties might incure during the process of the transfer.If you are truly serious to do this business with me,and you know that you will never, ever betray me now or in the future let me know so that I will give you the full transaction details. Let me hear from you. Respectfully yours, Mr. Mandla Sizwe.


Fix typo in build instructions (Matthias Gutjahr)
Remove leading slash from storage location (
#1543
) (Jens Schulze)


FOR u IN users
FOR f IN friends
FILTER u.active == @active && f.active == true && u.id == f.userId
RETURN { "name" : u.name, "friends" : friends }
LET name = "Peter"
LET age = 42
RETURN { name, age }
FOR u IN users
FILTER u.status == "not active"
UPDATE u WITH { status: "inactive" } IN users
FOR i IN 1..100
INSERT { value: i } IN test
RETURN NEW


Unity {$VER} {$DLL}.dll symbol list
Filter:
{$BODY}
Unity
is provided by
Unity Technologies
.
This index is provided by
kobake@github
.


Cross Site Scripting is kind of like SQLinjection except instead of ) and ;, the dangerous characters in this case are the angle brackets from HTML. If you don't "escape" angle brackets by converting those bracket into something that the browser doesn't see as an indicator of a tag (ie & l t ; [minus the spaces] for < and & g t ; for >), there will be a vulnerability in your site. This is because someone can put script tags into the input and then write whatever javascript they want. Apparently it's a pretty insidious problem, because anywhere a user inputs something there is the potential for that custom javascript to come into play. Some big companies even have bounties for exposing the vulnerabilities, because the other option, almost complete vulnerability, is so much less appealing.


| Package | Description |
|---|---|
| es.utils.doublekeymap |
Provides the classes necessary to handle a map having two keys.
|
| es.utils.functionalinterfaces.throwing |
Provides a set of utility classes useful in the implementation.
|
| es.utils.mapper |
Provides a all the code of the mapping.
|
| es.utils.mapper.annotation |
Provides the annotation that can be used to configure the mappings operations directly from the Object class.
|
| es.utils.mapper.configuration |
Provides a class for the configuration af the Mapper.
|
| es.utils.mapper.converter |
Provides a generic AbstractConverter class that is need to be extended to create custom converters between types.
|
| es.utils.mapper.defaultvalue |
Provides a generic DefaultValueFactory class that is need to be extended to create custom supplier for default value.
|
| es.utils.mapper.exception |
Provides the exception that can be thrown during the execution o the code.
|
| es.utils.mapper.factory |
Provides a factory class to help the user to create custom mappings.
|
| es.utils.mapper.factory.builder |
Provides a a Step builder implementation for creating a ElementMapper step by step.
|
| es.utils.mapper.holder |
Provides a class that contains the information of a field used in the mappings.
|
| es.utils.mapper.impl |
Provides a class handling the mapping between two different types.
|
| es.utils.mapper.impl.element |
Provides a class handling the mapping of a single element of a class.
|
| es.utils.mapper.impl.object |
Provides a class handling the mapping between two different types.
|
| es.utils.mapper.utils |
Provides a set of utility classes useful in the implementation.
|
Copyright © 2022. All rights reserved.


| Time Sheet notes | |
|
{{ day.day | date:'dd'}} {{ day.day | date:'MM'}}
{{ day.day | date:'EEE'}}
|
Drag and Drop Tasks here
{{ projects.project+' / '+ projects.task}}
Hrs
|


Goodness-of-fit tests for selection of r in the r-largest order statistics (GEVr) model. Goodness-of-fit tests for threshold selection in the Generalized Pareto distribution (GPD). Random number generation and density functions for the GEVr distribution. Profile likelihood for return level estimation using the GEVr and Generalized Pareto distributions. P-value adjustments for sequential, multiple testing error control. Non-stationary fitting of GEVr and GPD.
| Version: | 0.2.5 |
| Depends: | R (≥ 2.10.0) |
| Imports: | Matrix, parallel, stats, graphics, utils, EnvStats |
| Suggests: | knitr, SpatialExtremes |
| Published: | 2018-10-18 |
| Author: | Brian Bader [aut, cre], Jun Yan [ctb] |
| Maintainer: | Brian Bader <bbader.stat at gmail.com> |
| BugReports: | https://github.com/geekman1/eva_package/issues |
| License: | GPL-2 | GPL-3 [expanded from: GPL (≥ 2)] |
| URL: | https://github.com/geekman1/eva_package |
| NeedsCompilation: | no |
| Citation: | eva citation info |
| CRAN checks: | eva results |
| Reference manual: | eva.pdf |
| Vignettes: |
Introduction to 'eva' and its capabilities |
| Package source: | eva_0.2.5.tar.gz |
| Windows binaries: | r-devel: eva_0.2.5.zip, r-release: eva_0.2.5.zip, r-oldrel: eva_0.2.5.zip |
| OS X binaries: | r-release: eva_0.2.5.tgz, r-oldrel: eva_0.2.5.tgz |
| Old sources: | eva archive |
| Reverse depends: | tea |
| Reverse imports: | ev.trawl |
Please use the canonical form https://CRAN.R-project.org/package=eva to link to this page.


SJSU CS Wiki Use Cases
A copy of the SJSU CS wiki curated by Cay Horstmann. Retrieved from the Internet Archive.
Version 1.7 last modified by Cay Horstmann on 06/12/2007 at 21:19
Issues related to Native Properties
“Eclipse does it for me”
Indeed, all modern IDEs will generate getters and setters automatically. But you, the programmer, must still read them.
Properties are the Tool of the Devil
Allen Holub’s well-known article Why getter and setter methods are evil argues that programmers should think twice before exposing fields with getters and setters. Despite its inflammatory title, the article is quite nuanced and does not say that every getter and setter is evil. What is evil is to provide them without thinking through the consequences.
A property exposes the same internal implementation as a getter/setter pair, making it equally “evil”.
Bound Properties
A bound property fires an event to PropertyChangeListeners when its value changes. Bound properties are commonly used in Swing. They are even more boring and tedious to implement/read than plain properties. Can a language extension help?
Jan 10, 2007:
http://weblogs.java.net/blog/hansmuller/archive/2007/01/property_syntax.html Hans Muller – property support is not useful if it only addresses the use case of shortcut field-backed property definition is not enough (fails to recognize that properties address many other concerns). Expresses strong desire for the bound properties use case to be addressed and not just the trivial case
http://blogs.sun.com/abuckley/entry/properties_in_java Alex Buckley – convinced by Muller that he does not want properties http://blogs.sun.com/ahe/entry/no_properties Peter Ahe – Also convinced by Muller against properties.
Jan 11, 2007:
http://weblogs.java.net/blog/forax/archive/2007/01/property_and_in.html Remi Forax – concedes that bound properties are not a good idea as a language feature but rather handled through interceptors like in Ejb3. Then goes on to define language support for a per-class property interceptor. Weird.
Jan 23, 2007:
http://weblogs.java.net/blog/forax/archive/2007/01/property_reload.html Remi Forax – Proposal for bound properties in response to Muller. Covers only trivial case of field-backed property with auto-generated getter/setter – no support for customizing validation code for example, as pointed out by Muller. Also, problem with generated code – do we use == or .equals() for comparison?
May 13, 2007:
http://weblogs.java.net/blog/forax/archive/2007/05/java_property_d.html Remi Forax – java property spec draft 3 with description of bound properties again covering only trivial case. Also, too tight restriction – “bound property must be overridden by bound property?”
Overloaded setters
How do we handle this with properties:
public void setFoo(Foo foo) {this.foo = foo;} public void setFoo(MyFooLikeThing fooLikeThing) { setFoo(fooLikeThing.asFoo()); }
http://skizz.biz/blog/2003/09/12/whats-wrong-with-c-properties/
Different Access Modifiers
Want to have a public getter and protected setter?
Mentioned http://blogs.sun.com/abuckley/en_US/entry/properties_in_java
Override getter with covariant return type
class Super { Number getValue(); void setValue(Number value); } class Sub extends Super { Integer getValue(); // co-variant return type }
http://weblogs.java.net/blog/rbair/archive/2007/01/properties_in_j.html
Breakpoints
Comment to http://weblogs.java.net/blog/cayhorstmann/archive/2007/01/arrows_in_the_b.html Posted by: alekd on January 09, 2007 at 09:41 AM
Raises the issue of breakpoints and synthesized methods.
Java APIs That Need Updating
Annotations
- Target.PROPERTY
Reflection APIs
- java.lang.reflect.Property class
- java.lang.Class: add getProperties(), getProperty(String name) methods.
Property Introspection APIs in Java SE
This is a list of Java APIs that contain introspection code that looks up properties in a Java class by looking up get/set methods. These might need to be extended in order to recognize first-class properties and allow for the intuitive operation of this new feature.
- JavaBeans Introspector - java.beans.Introspector
- JMX MBean Introspector - com.sun.jmx.mbeanserver.Introspector
APIs that Bypass Introspection
Many other 3rd party libraries resort to manual lookup of getter and setter methods. Some of these libraries are implementations of Java specs such as J2EE. Those libraries will need to change and when they are bound by specs the specs will need to change also to facilitate wide-scale support for first-class properties.
Comments
None


×
INFO
Deadliner is an ongoing, experimental project about clocks and deadlines.
This project was an assignment from data visualization class at Bilgi VCD. Main goal of assignment is designing a clock without using traditional clock face. It was forbidden to use letters, numbers, clock hands and any speech voice.
I designed a prototype and developed a working version for assignment.
In this version you have 1440 rectangle, which represents 1440 minutes in 1 day. Minutes grouped in 24 columns, which represents hours. If you set a deadline, you will see, how many times you have in visually. So, dark yellow color represents time you have and light color represents time you passed or couldn't use because of deadline.
If you have suggestions, reviews or bug reports; please feel free to contact me.


{% extends "account/show.html" %} {% load i18n %} {% block title %}{% translate "Your draft requests" %}{% endblock %} {% block breadcrumbs %} {% url "account-drafts" as section_url %} {% translate "Your draft requests" as section_name %} {% include "account/includes/breadcrumbs.html" with section_name=section_name section_url=section_url %} {% endblock %} {% block pre_table %}
{% if view.query %} {% blocktrans with query=view.query count request_count=page_obj.paginator.count %} Your search for “{{ query }}” produced one search result. {% plural %} Your search for “{{ query }}” produced {{ request_count }} search results. {% endblocktrans %} {% else %} {% blocktrans count request_count=page_obj.paginator.count %} You have one request draft. {% plural %} You have {{ request_count }} request drafts. {% endblocktrans %} {% endif %}


Episode I THE PHANTOM MENACE It is a period of civil war. Rebel spaceships, striking from a hidden base, have won their first victory against the evil Galactic Empire.  Pursued by the Empire's sinister agents, Princess Leia races home aboard her starship, custodian of the stolen plans that can save her people and restore freedom to the galaxy....


--- title: A Calculus Analogy -- Integrals as Multiplication | BetterExplained layout: post ---
Psst! Integrals let us ‘multiply’ changing numbers. We’re used to “3 × 4 = 12″, but what if one quantity is changing? We can’t multiply changing numbers, so we integrate.
I wish this guy was my math teacher back in school


Please consider joining our mailing list at http://groups.google.com/group/coverstory-discuss.
Issues can be filed on our issues list at http://code.google.com/p/coverstory/issues/list.


Paul Kagame president of Rwanda
Paul Kagame, (born October 1957, Rwanda), Rwandan military leader and politician, who, as leader of the Rwandan Patriot Front, defeated Hutu extremist forces to end the 1994 Rwandan genocide. In 2000 he became president of Rwanda. Early life Kagame grew up in exile in Uganda, where his parents had taken him as a young child when Hutu violence toward the Tutsi flared in 1959 during the buildup to Rwandan independence from Belgium. In Uganda he studied at Makerere University in Kampala, before joining the forces of Yoweri Museveni, who overthrew Ugandan Pres. Milton Obote in 1986. Kagame became Museveni’s chief of intelligence and gained a reputation for incorruptibility and severity by enforcing a stringent code of behaviour. Many Ugandans resented the Rwandan presence in their country, however, and, as the 1980s closed, Kagame and three other expatriate Rwandan military leaders formed the Tutsi-led Rwandan Patriot Front (Front Patriotique Rwandais; FPR) and plotted an invasion of their homeland. In 1990, while Kagame was studying at the U.S. Army Command and General Staff College in Fort Leavenworth, Kansas, that invasion—mostly involving Tutsi veterans of the Ugandan army—was undertaken and repulsed. In the process the other three members of the FPR command were killed. Kagame assumed direction of the civil war, which was suspended in August 1993 by a peace agreement that promised—but never delivered—real power sharing. 1994 genocide and rise to power Early in April 1994 Rwandan Pres. Juvénal Habyarimana, a Hutu, was killed when his plane was shot down over Kigali. This sparked a campaign of genocide against the Tutsi and their moderate Hutu allies. In response, Kagame led a force of 10,000–14,000 FPR soldiers against the Hutu forces perpetrating the genocide. By eschewing direct assaults and utilizing protracted artillery attacks on enemy strongholds, Kagame’s forces were able to minimize casualties and retake the capital, Kigali, in early July. By that time, however, more than 800,000 people had been killed in the genocide. The FPR set up a new government that had for its president a Hutu, Pasteur Bizimungu, but the real power appeared to rest with Kagame, who, at the age of 37, assumed the titles of vice president and minister of defense. In 2000 he was elected president of Rwanda’s transitional government by the National Assembly.
Presidency
After the genocide, many Hutu forces had fled to neighbouring Zaire (after May 1997, the Democratic Republic of the Congo) and used the country as a base from which to attack Rwanda. Frustrated that Zaire’s government was not taking enough action to stop the attacks, Kagame sent Rwandan troops into the country in late 1996 to battle the Hutu forces. While there, the troops also intervened in the rebellion taking place, supporting Laurent Kabila in his successful quest to depose Zairean president Mobutu Sese Seko. In 1998, after Kabila had been in power for a little more than a year, Kagame shifted support to rebels who sought to oust Kabila. Kagame was one of several African leaders operating military forces in Congo during that country’s civil war—dubbed Africa’s “first world war” for this reason—and he was the subject of much international criticism for Rwanda’s involvement. He supported rebel forces until 2002, when he signed a peace accord and agreed to remove Rwandan troops in exchange for the disarmament and repatriation of Hutu forces in Congo. Presidency During the 2003 presidential campaign, Kagame portrayed himself as a Rwandan rather than a Tutsi and attempted to downplay the existence of ethnic strife in the country. Kagame—who engaged in aggressive campaign tactics against his Hutu rivals, going so far as to arrest opponents’ supporters and forcing some candidates to withdraw from the race—won a landslide victory in the country’s first multiparty elections. He was sworn into office on September 12, 2003, ending the nine-year transitional government. A major focus of his presidency was building national unity and the country’s economy. In 2006 Rwanda broke diplomatic ties with France after a French judge issued international arrest warrants for several of Kagame’s close associates and called for Kagame to face trial at the International Criminal Tribunal for Rwanda (established by the United Nations Security Council to try those involved in the 1994 genocide), alleging that Kagame and other FPR leaders had ordered the rocket attack that caused the 1994 plane crash that killed Habyarimana. Kagame vehemently denied the accusation and in turn claimed that France had armed and advised the rebels responsible for the genocide. In 2007 the Rwandan government launched a formal investigation into the 1994 plane crash. The results, released in 2010, indicated that Hutu extremist soldiers were responsible for shooting down the plane, in an effort to derail Habyarimana’s peace negotiations with the Tutsi rebels.
Kagame continued to work
In 2010 Kagame sought reelection. In the run-up to the August presidential election, some opposition media outlets were repressed, and several individuals, including an independent journalist and an opposition party leader, were murdered—although Kagame vowed that neither he nor his regime were involved in the killings. Because of this environment, several opposition parties were unable to field candidates; some candidates faced arrest, others fled, and some were excluded from participation. The three candidates who eventually stood against Kagame posed little challenge. Official results indicated that Kagame had been reelected with 93 percent of the vote, and voter turnout was reported as more than 95 percent. Kagame continued to work toward rebuilding the country and was lauded for making notable gains, such as fostering a consistently strong economy and having improved social conditions in Rwanda. However, praise for the progress occurring under his administration continued to be tempered by criticism of its intolerance of political dissent and media freedom, as well as Rwanda’s alleged continued involvement in conflicts in neighbouring countries. Still, he remained popular in many circles at home and abroad. Discussion of amending the constitution to allow Kagame to continue to serve as president after his current term ended circulated as early as 2013 and grew stronger in the following years. In a referendum held in 2015, voters approved amendments to the constitution that would allow Kagame to serve a third seven-year term; in addition, he would be eligible to serve two five-year terms after that, giving him the potential to hold the office until 2034. Shortly after the constitution was amended, Kagame announced that he would indeed stand in the upcoming 2017 presidential election; his decision to stand for yet another term was met with some criticism from the international community. He easily won reelection in the August 4, 2017, poll, taking more than 98 percent of the vote in a landslide victory against the other two presidential candidates.


MiraPy
Table of Contents
MiraPy: Python Package for Deep Learning in Astronomy
Applications
Installation
Contributing
About Us
License
Tutorials
Astronomical Image Reconstruction using Autoencoder
Comparing results
HTRU1 Batched Dataset Classification
Handling Imbalanced Dataset
XRay Binary Classification
Playing with Sunspotter Dataset
MiraPy API
MiraPy
Docs
»
Tutorials
View page source
Tutorials
¶
You can find the jupyter notebooks for the following in our
tutorials
repository.
Astronomical Image Reconstruction using Autoencoder
Comparing results
HTRU1 Batched Dataset Classification
Handling Imbalanced Dataset
1. Using class weights
Dataset Citation
XRay Binary Classification
Playing with Sunspotter Dataset
Joining images, rank and fitsfiles (dates)
Visualization using MiraPy


Cool! framework designed to be small and memorable. It contains a handful number of classes and method. Currenty it has 2 libraray, Standard and MVC. The standard library contains 9 classses and 10 methods, and the MVC contains 4 classes and 5 methods. The detail are as follow:
Standard 9 Classes Root, Exception, System, Engine, Web, File, TextFile, Integer, Float 10 Methods Root.text() -- similar to toString() File.read() File.write() File.list() TextFile.append() Engine.execute() Engine.parse() Web.select() Web.get() Web.post() MVC 4 Classes Database, View, Controller, Server 4 Methods View.render() Controller.index() Controller.error() Server.start() Future Release Date Time


Toggle navigation
FUNCY
Submit
Link
Dropdown
Action
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Something else here
Separated link
Home
Profile
Messages
Fancy is more fun with frineds!
Log in to see what your friends are up to.
Log in with Facebook
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Folders
Desktop
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Local Disk (C:)
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How Computers Work
Intro
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The Bus
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intro
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Edvac,Eniac & Univac
Transistor & ICTC
Future of Computers


using Bootstrap, JavaScript and NodeJS
I started FreeCodeCamp in February, 2017. I am currently working on completing the Front-end Developer Certificate.
Links to my projects and social media are below. I have completed the Basic Front-end Developer Projects. As well as, the basic and intermediate algorithm problems in JavaScript. I am currently working on the Intermediate Front-end Developer Projects which I will use later to update the thumbnails below. I am also working towards completing the #100DaysOfCode challenge and attempting the advanced JS algorithm problems for additional practice. As you can see from the Einstein quote below, my programming philosophy is that of "simplicity".
“Everything should be made as simple as possible, but not one bit simpler.”
Coded with using Bootstrap and Font Awesome


This cliche of
Do the right thing
Be good
Open your heart.
All of it,
A very smart philosophy
Witty, Elaborated,
Maybe even
Addictive.
The more light you have,
The more you want it,
The more you get.
What I call
The snowball of light.

Perhaps,
A stone appears,
Your ball is damaged
Some light is lost
You'll have to wait.
You want the same roll
So tempting to just
Take the shortcut
Amend the future
Play dices of gods
But why
would I
do it?
This ball,
bright ball,
Got me here in the first place.
Smarter to
Just
Wait
Get stronger
Run over some stones
Keep rolling.


{% extends "base.html" %} {% block title %}Members of Parliament | PMG{% endblock %} {% block breadcrumb %} {% if province %}
Connect with your representatives and find out more about them at PA.org.za


Mayela's Gift: Unwrapping Pastillas de Leche
-
Serious Eats
The
Days and Nights of Photographer Stephen Wilkes
-
Magenta
If
You’re Obsessed With Being French, This Newsletter Is
Superb
-
The Cut
This
Trusty $13 Mascara Might as Well Be Chanel -
The Strategist
A
French Speaker Company Set Up Shop in a 19th Century
Opera House -
Motherboard
How
H&M Is Trying to Balance Fast Fashion With
Revolutionary Recycling -
Fast Company
The Last
Plane at Tegel Airport -
Atlas Obscura
These
Brothers Built a New Berlin Wall Out Of 8,000
Balloons for the Fall’s 25th Anniversary -
Fast Company
How
Do You Eradicate an Invasive Crayfish in Berlin?
-
Modern Farmer
Urban
Foraging in Berlin Transcends Trends
-
Modern Farmer
I Think About Arnold Schwarzenegger's Mini-Horse a Lot
- The Cut
The Scourge of the Calendar App
- Magenta
Giving Up on New York
- Aufbau, page 27 for English
Mayela the Brave
- Narratively
Fire Island and the Summer of Pernod
- Narratively
Under Lockdown, Tech and Film Meet in New Ways to Unstall an Industry on Hold
-
The Credits
How Joker's Production Designer Brought Back New York's Past
- The Credits
The Bespoke Technology That Made Netflix's Black Mirror Possible
-
The Credits
Jared Harris on Creating Valery Legasov, Chernobyl's Reluctant Hero
-
The Credits
Becoming Composer Kamasi Washington on Making Music to Match Michelle Obama's Life
-
The Credits
Bohemian Rhapsody’s Production Designer on Reconstructing the World of Queen
- The Credits
Our Obsession With Wealth and Youth is Making Us All Soulless and Insane
- Vice
Beales Reels Revealed
- The East Hampton Star
Encounters
- The Big Ponder / Goethe-Institut
Firsts
- The Big Ponder / Goethe-Institut
Wednesday 3 p.m.: Miezi
- KCRW Berlin
Wednesday 3 p.m.: The Dirndl
- KCRW Berlin
Life in Berlin: Countering Assumptions About Turkey’s Referendum
- NPR Berlin
Life in Berlin: Berlin-Based Artist Ryan Mendoza Opens Rosa Parks’ Former Home in His Backyard
- NPR Berlin
Life in Berlin: Berlinale 2017—The Talents Program Turns 15
- NPR Berlin
Berlin, Berlin, Berlin
Agriculture and Environment
Personal Essays
Film and Television
Radio work


--- layout: post title: Accessing Cross-Domain ADO.NET Data Services from the Silverlight Client Library date: 2008-10-20 22:36:00.000000000 -04:00 type: post published: true status: publish categories: [] tags: - Astoria - CrossDomain - DataServiceContext - Demo - Documentation - Prototype meta: _encloseme: '1' orig_url: http://blogs.msdn.microsoft.com/b/phaniraj/archive/2008/10/21/accessing-cross-domain-ado-net-data-services-from-the-silverlight-client-library.aspx orig_site_id: '7524' orig_post_id: '9008548' orig_parent_id: '9008548' orig_thread_id: '612987' _wds_ratings_users: '0' orig_application_key: phaniraj orig_post_author_id: '56365' orig_post_author_username: PhaniRajuYN orig_post_author_created: Nov 10 2006 05:47:39:000PM orig_is_approved: '1' orig_attachment_count: '1' orig_url_title: http://blogs.msdn.com/b/phaniraj/archive/2008/10/20/accessing-cross-domain-ado-net-data-services-from-the-silverlight-client-library.aspx opengraph_tags: | author: login: phanirajuyn email<EMAIL_ADDRESS>display_name: Phani Raju MSFT first_name: '' last_name: '' ---
When we built the client library for Silverlight in Silverlight 2.0 , the underlying Network Stack provided by Silverlight core libraries
was very limited in terms of the Status Codes and Request Verbs that it supported.Our options were :
a) Use the System.Net libraries provided by the agClr and give a limited subset of the functionality available on the desktop.
b) Cook up our own Network stack and provide all the functionality provided on the desktop , in Silverlight.
We went with Option (b) and built a network stack that uses the browser’s underlying XmlHttpRequest object.
This means that the cross domain access available in Silverlight networking stack is not available in our networking stack.
Forums user Ben Hayat asked a question about the guidelines for Cross-Domain access using our Silverlight Client Library .
Now , this is not supported out of the box . But ,you can use the same solution as you would for an Ajax application ,
which is building a server-side proxy that talks to the remote service and is completely transparent to the client library.
Below is a sample Server-Side proxy that would help one talk to Data Services hosted on a different domain than the Silverlight application.
There are a couple of issues that a Server-Side proxy needs to solve for an ADO.NET Data Service ,
a) Appear totally transparent
b) Resolve Identities of resources to appear as they would from the Proxy service and not the original Data Service.
Issue a) is easy , Issue b) is a little more involved.
When the client library receives a Payload back as part of a query ,we construct the entity’s identity based on the following rules,
ex: If you browse to http://ServiceEndpoint/Northwind.svc/Customers('ALFKI') ,the response looks like this :
<entry xml:base="http://ServiceEndpointNorthwind.svc/" xmlns:d="http://schemas.microsoft.com/ado/2007/08/dataservices" xmlns:m="http://schemas.microsoft.com/ado/2007/08/dataservices/metadata" xmlns="http://www.w3.org/2005/Atom"> <link rel="edit" title="Customers" href="Customers('ALFKI')" /> <id>http://ServiceEndpointNorthwind.svc/Customers('ALFKI')</id> <content type="application/xml"> <m:properties> Properties go here
</m:properties> </content> </entry>
When we get the above payload back as a response , we create a Customer object and its identity is the value of the <id> field in the payload.
When you make any edits to this Customer object, the edits are sent to the URI specified in the <link rel=”edit”> value of the payload.
Which means that the proxy server has to modify the payload it recieves from the real Data Service to make sure that all links , Id and Edit
point to the proxy Data Service and not the real Data Service. The easiest way to do this is to do a String.Replace replacing all occurrences of the
the original Service end point with the Proxy Service end point in the payload.
Without further stalling , here is the Proxy Handler.
this is just me illustrating how to write a proxy.
The Cross Domain Proxy is a generic AShx handler which receives the requests from the Client library and forwards them onto the
original Data Service , gets the response , changes the ID and Edit Links and returns the response to the Silverlight Client .
The source available for download contains “CrossDomainHandlerBase” which is the class that contains the functionality required
for recieving requests from clients and forwarding the requests onto the Data Service.
2. This will create a Generic Handler which implements IHttpHandler.
3. Remove the code stubs for IHttpHandler methods and properties .
4. Replace IHttpHandler with “CrossDomainHandlerBase”.
[WebService(Namespace = "http://tempuri.org/")] [WebServiceBinding(ConformsTo = WsiProfiles.BasicProfile1_1)] public class CrossDomainHandler : CrossDomainHandlerBase { public CrossDomainHandler() : base() { this.DataServiceURI = "URI FOR THE DATA SERVICE"; this.ProxyServiceURI = "URI FOR THE PROXY SERVICE"; } }
4.From this point on , for all purposes , the Proxy Handler service IS the Data Service
DataProvider dataProvider = new DataProvider( new Uri("RELATIVE URI FOR THE PROXY SERVICE", UriKind.RelativeOrAbsolute) );
To do in the near future :


Header Example
See an animated example on the top. You can simply remove the WOW.js-Tags to avoid animation.
Footer Example
See bottom :-)
Extra: bottom-sheet
Click the top-right-corner
See an animated example on the top. You can simply remove the WOW.js-Tags to avoid animation.
See bottom :-)
Click the top-right-corner


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WHEN A MAN LOVES A WOMAN A Film Review by Scott Renshaw Copyright 1994 Scott Renshaw
Starring: Andy Garcia, Meg Ryan, Lauren Tom, Tina Majorino. Screenplay: Ronald Bass and Al Franken. Director: Luis Mandoki.
This is the contradiction of WHEN A MAN LOVES A WOMAN: as impressed as I was with most of its parts, I kept coming up with better ways to piece them together. It's that rare film that pulls very few punches in its examination of a family in crisis, but there is a schizophrenia in the perspective. There are some extremely effective performances, but director Luis Mandoki shows us far too much from the perspective of the alcoholic character. Ultimately there is more right than there is wrong with WHEN A MAN LOVES A WOMAN, yet is also makes choices which are more safe than they are appropriate.
Michael (Andy Garcia) and Alice (Meg Ryan) are a San Francisco couple who, in the parlance, "seem to have it all." Michael is an airline pilor, and Alice a school counselor; they have a lovely home, two daughters (Tina Majorino, Mae Whitman) and an au pair (Lauren Tom). They also have a problem: Alice is an alcoholic. The problem seems "under control" until two close calls froce the Greens to confront the situation. As Alice goes into rehab, Michael is left to hold the family together. But that might be even harder than it first appears, as the lack of social lubricant exposes cracks in Michael and Alice's relationship, and the time comes for hard decisions.
WHEN A MAN LOVES A WOMAN is grounded in two expertly developed characters, well-acted by Andy Garcia and Meg Ryan. Michael is the consummate co-dependant, blinding himself to Alice's alcoholism because it's easier and more satisfying for him to play the problem- solver. He doesn't respect Alice, and a couple of great scenes demonstrate how he treats her like one of his children. Most effective are scenes where Michael realizes that the girls, who are always around when he is off on a trip, are much more aware of what is going on than he is. Ryan is solid as the fragile and frightened Alice, and plays a very restrained drunk. She also makes a believable transition after her detox, leading into a fine bit of acting in a counseling session. The big showdown between Michael and Alice is completely raw and very compelling, and Garcia and Ryan have tremendous chemistry.
The problem is that WHEN A MAN LOVES A WOMAN doesn't commit to its point of view. I felt this was essentially the story of the family's response to and discovery of the extent of Alice's problem, and not the story of Alice and her recovery. Consequently, I wasn't bothered by the slickness of the production, because it fit with Michael's lack of awareness of what was going on beneath the surface. But then Mandoki and screenwriters Ronald Bass and Al Franken seem to want it both ways, showing us Alice sneaking into the street for a drink, or in the middle of a case of the DT's. When the nuts and bolts of Alice's addiction were given the spotlight, the polish seemed inappropriate. I wanted all of our discoveries about Alice to come as Michael discovered them (like well-handled scenes of Alice comforting a friend from rehab out of our hearing), so that I didn't feel Ryan was just being given showy scenes because she's a star. A focus on Michael would have mad this a very different film from most films about substance abuse, but WHEN A MAN LOVES A WOMAN retreats into the obvious.
One key element of WHEN A MAN LOVES A WOMAN which bears specific mention is the dynamic performance of Tina Majorino as eldest daughter Jess. The child of Alice's first marriage, Jess brings a host of abandonment issues to the table, and a worldliness beyond her years which still seems very real. Majorino's eyes are filled with profound sadness, and her reactions to Alice's final washout are stunning. It was moments like her last scene with Garcia which finally brought me to tears, and convinced me that there should have been more family moments. The original title of WHEN A MAN LOVES A WOMAN was SIGNIFICANT OTHER, but it really should have been SIGNIFICANT OTHERS. When it lost sight of the others affected by alcoholism, it missed the chance to be truly special.
On the Renshaw scale of 0 to 10 significant others: 6.
-- Scott Renshaw Stanford University Office of the General Counsel
.
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
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Related links: index of all rec.arts.movies.reviews reviews


2021 Mercedes-Benz EQA spied
Mercedes-Benz's compact electrified crossover has been spied charging in a German underground garage.
by Scott Collie- shares
The Mercedes-Benz EQA SUV has been spied charging in a German garage, revealing hints of its GLA-derived design.
The all-electric crossover will be built on Mercedes-Benz's MFA II platform, and is expected to offer an electric range around 482km when it launches in 2021.
As with the EQC and GLC, the EQA appears to share its basic silhouette with the GLA – at least, if our recent prototype drive is a guide – but will likely differentiate itself with unique trim and lighting elements.
It sits on a set of aero-style wheels inspired by those of the EQC, and features a charge connector on its right-hand rear flank.
Compared to the previous GLA, expect the latest model (upon which the EQA will be based) to be a proper 'crossover' instead of a hatchback on stilts. It's almost 100mm taller than before, with a 30mm longer wheelbase underpinning a body that's actually 20mm shorter than that of the outgoing model.
That should make for improved head- and legroom in the rear seats, and a more useful luggage area.
Inside, expect the EQA to follow in the footsteps of the A-Class and B-Class with a dual-screen infotainment system, three circular air vents on the dash, and a row of toggle switches below it.
The EQA will be joined by an EQB and EQE in the Mercedes-Benz line-up during 2021, reports from Europe have suggested. By the end of 2022, the three-pointed star plans to have 10 electric vehicles on sale.
Mercedes has filed patent applications for the EQA, EQC, EQE, EQG, and EQS nameplates. It also this week confirmed an all-electric G-Wagen is in the works.
Click on one of the pictures for a full gallery of images from Greg Kable.
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nextprevious
2021 Mercedes-Benz EQA spied


Hostels
PG's
Flats
Food Delivery
Laundary Service
Cab Service
Mobile Repairing
Laptop Repairing
Bus Service
Wifi Service
Bike Rental
Courier Service
Shoes Laundry


1. Which flavor do you like for ZongZi (Sticky Rice Dumpling) ? Sweet Salty
2. Which is the reguler size of a dish？ Bigger Smaller
3. Which flavor do you like for Douhua (Tofu Pudding)? Salty Sweet
4. Do you like to have soup for evey dinner? Yes No
5. Rice or Noodle? Rice Noodle


#include <IOData.h>
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void | log (std::string message) |
| | Write message to log file; console out if desired.
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void | debug (std::string message) |
| | Only write if in debug mode.
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void | backupFile (std::string file) |
| | Copy a file to the output dir.
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std::string | dir () |
| | Return output directory.
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void | _init (std::string output_dir_in, int verbosity_in) |
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int | verbosity |
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std::string | output_dir |
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std::ofstream | logfile |
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idx_t | slice_output_interval |
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idx_t | grid_output_interval |
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idx_t | meta_output_interval |
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The documentation for this class was generated from the following file:


{%extends "confreg/confadmin_base.html" %} {%load assets%} {%block title%}Reports{%endblock%} {%block extrahead%} {%asset "css" "jqueryui1" %} {%asset "js" "jqueryui1" %} {%endblock%} {%block layoutblock%}
Reports with * indicates pre-defined reports that cannot be edited or deleted.
FieldsSelect fields to include.Drag to change order. |
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FiltersSelect filters to apply |
Multiple filters are ANDed together. Multiple filter blocks are ORed together. |
Query matched {{matchingattendees|length}} attendees.
{%if dynafields%}


RStudio Instructor Certification Thoughts
I have always tried to live by the adage that if you are going to do something, you should try to do it well. For the past eight or so months at Flatiron School, what I have been doing is teaching. In fact, like many trained academics, what actually “pays the bills” at the end of the day and what you spent a sizeable amount of your time doing is teaching, not research (especially in the United States).
You wouldn’t think that was the case if you looked at what is required of most of us with academic backgrounds. The emphasis with academics is often to gain subject matter expertise in something where you become the expert. You take classes, read really thick books, take obscure examinations, and synthesize them all in order to come up with new ideas.  All it takes to share that information is one good squeeze and all the information comes gushing out.
And we’ve all witnessed this. We’ve sat in a classrooms where someone who “really know their stuff” gets up in front of a group of people and the information that’s inside of them just comes out every which way and you as the student are spending most of your effort trying to put all the pieces together to make sense of what is happening rather than absorbing the material yourself.
You might think to yourself, “I know this teacher really knows their stuff, why do I not just get it? What’s wrong with me?” Well the answer is that the skills that get you in a position of power to teach something very complex are often not the skills that make you a good teacher.
The skills that get you in a position of power to teach something very complex are often not the skills that make you a good teacher!
This is true in academia and over the past few months I’ve also found it’s also true in the world of data science and software engineering (and literally any other discipline in my opinion, anyone that’s taken music lessons from a fantastic player knows that their playing ability doesn’t always translate to teaching ability).
But why is this the case? Well in my experience, a huge part of this is that academics have never really been taught how to be an effective teacher to the extent they have for research. Literally five years as a graduate student and only in one semester did I take a class on teaching which was mostly designed to teach professional musicians who had to teach a music theory class so they can explain what an augmented sixth chord is.
The rest of my education on teaching comes from being on the receiving end of teaching. It consisted of making a big list of things I like and don’t like that my teachers did with the latter list being much longer than the former.
I know the above is a bit heavy on the autobiographical side, but I’d bet many people who are reading this can relate.1 Many people find themselves in a position of having (probably wanting!) to teach, but not having nearly as many resources to help you be a great teacher as there are to be a great researcher. And if you’re going to teach, you should do it well. So what can you do?
Well one thing that you could try to do, like anything else you want to get better at, is to get external training on becoming a better teacher.
R Studio Instructor Certification
In this post I want to reflect on my experience of completing the RStudio Instructor Certification program and just think out loud regarding the process for anyone else who also finds themselves in the boat of wanting to become a better teacher (especially those working in the world of technology!), but not really knowing an efficient way to go about this. I’m also not the only one who has written about this, if you want to see what other’s have said check out what Ted, Ari, Omayma or this interview have to say.
Certification
I first heard about the RStudio instructor certification back in August from Josiah Perry who mentioned it to me since at the time since he knew I was doing a few workshops in around London for Minerva Statistical Consulting and trying to grow that side hustle as I looked for full time employment.
My initial reason for signing up for this course was on the RStudio website there is a big list of teachers that RStudio points people to who are looking to hire a trainer. They note the demand for teaching R is growing fast, so why not try to get on that list to say I’m ready and willing!
So how do you get on that list? Well it’s a multi-step process that you can read about on the website here but the summary is that you need to…
- Sign up for the class (there’s often a bit of a waiting period)
- Attend an ~8 hour course via Zoom
- Take a 90 minute teaching exam
- Take a 90 minute subject area exam in the tidyverse (you can do Shiny too!)
The course costs $500, which is pretty pricy and unfortunatly I couldn’t get my employer to cover it for reason that might soon be clear, but they do waivers if needed!
But many people reading this probably knew that and instead want to read more about the experience so they know what it’s like and if it’s for them. So let me reflect on each step in turn. Some will get more attention than others.
Step One
As for step one, I want to mention that I first reached out to Greg Wilson about the course in August, tried to sign up for a course in December, but because life happens I was not able to attend the remote sessions that are offered until March. I mention this only to note that as of now, the course is quite popular and if you are interested in participating, I suggest you sign on sooner rather than later. This of course might be different depending on when you read this, but did want to mention it.
Step Two
The first part of the certification requires an about eight hour course on evidence based teaching methods. As can be found on the slides for the course that are open sourced, the pitch of the whole course is to treat the attendees as if they were educational front line workers who need to know best practices for when you are in front of students, rather than take a more academic review of all things education research.
The vast majority of the course content comes from Greg Wilson’s Teaching Tech Together. The book is free to read online, but as a compulsive book buyer (and back in the day when I had 45 minutes on my commute I liked to sit down and read the actual book) I bought a copy to read in preparation for the course.2 You don’t have to read the book to take the course, but I wanted to get most out of the course and it’s a long wait between sign-up and the course, so why not best prepare?
The course is not just a rehash of the book, most of the content comes from the slides I linked to earlier. Now instead of just rehashing the course, I want to talk about some ideas I found valuable from the course to give you a taste of what you might dive deeper into if you do sign up.
Learning Personas
The first meaningful thing from the course came in the first lecture which was the idea of a learner persona. The main idea here is to get you to realise first and foremost that you are not your students. Writing a learner personal reminds you that you are going to teach real people who want to know real things, not just listen to how much you know.
A lot of the time this is sort of done for us as teachers. We are assigned to teach course ABC202 with this material XYZ and can assume that students have taken pre-reqs ABC-101, 102, and maybe 104, but in the Wild West of weekend workshops, this cannot always be assumed.3 By realising you are not your students, the idea is that you are able to better scope the content of your materials and meet your learners where they are in order to give them what they want in the limited time you have with them.
Concept Maps
The second thing I really liked about the course was the idea of the concept map to help talk about learner’s different mental models. The idea here is to write down your thoughts on paper in a non-linear way because the order that you think of things (for reasons of expertise discussed in the course) is not always the best way to deliver that material to people who don’t know about it. You subsequently learn how to take these concept maps and turn them into lesson plans.
I really got a lot out of this idea and have been using them in my own work. In addition to using this for lesson plans, you can see the drafts below of what I sketched out for the Science of Netflix event I did back in March. I have also started to use it for organising some of the academic papers I am still writing!
What I found particularly helpful about concept maps is how there is not one “true” concept map for any topic and that the configuration of the ideas in your map really is in the eye of the beholder. The examples in the slides that I have taken directly from the training shown below offer two views of the organisation of a library: one from the vantage point of a patron and another the director.
These are two different perspectives on the same thing and you’d also imagine that these maps would differ based on two levels of expertise of a subject. A kid might have different bubbles and arrows compared to an eldery person explaining how a library works.
Of all the things in the course, concept maps are what I have thought about most in the weeks following.
I’ve really spent a lot of time thinking about the idea that the metal model that you use to think about an idea does not have to be “exactly” how something does work . It sort of is related to Greg’s Rule of teaching Number 6 that it’s ok to sacrifice truth for clarity.
This really got me thinking about all things statistics and data science education. For example, how does sacrificing truth for clarity come into play when I teach p values? Part of me feels like the students need to understand everything I know or else I am doing them a disservice and part of me knows that hitting them over the head with all that at once is not going to be an effective teaching strategy in the long run.
My original draft of this had a giant detour on this, so maybe better to save this for another time…
Regardless, I really feel the idea of concept maps in tandem with considering the state of a student’s mental model has been very helpful in explaining concepts to students the past month or so.
Reproducible Lesson Planning
The third major item I want to note that I found valuable cropped up across many of the sessions and that was the idea of how to do efficient, reproducible lesson planning. This is something that myself and the data science team at Flatiron in London have been thinking a lot about as many of us are teaching the same materials, all with our own idiosyncrasies, and all having to reinvent the wheel in order to make a lesson.
Prior to a few months ago, there were not stock lessons that any data science teacher could just grab, spend a few minutes reading, and be ready to deliver the materials. It was always a matter of piecing together someone else’s scraps of a lesson then gluing their pieces together with your own understanding before putting the material in front of students.
In the past few months, we’ve gotten a bit better at this. For example some of our lessons are getting carved out to have everything people would want to just get up and teach it which includes:
- Observable Learning Objectives
- A Lesson Outline with Time Points
- Slides
- An interactive notebook with questions for various ability levels for skill differentiation
- List of questions for instructors to ask built into the deck that are formative in order to check for understanding
- An objective exit ticket at the end to check for summative understanding
- Lesson notes for other teachers who are picking up the lesson cold
Though the amount of effort to make a lesson with all of this is above and beyond some of the other resources I currently use that are probably good lessons, like this one here on this thing, you wouldn’t be able to tell from the materials alone because most of what is important about this is in my head (where it’s only of use to me at this point). It’ll be a bit more work to get that all cleand up and ready for someone else to use, but once that is done, I’ll probably save someone else a ton of time.
The last bonus thing I wanted to mention was some lateral learning I picked up on while participating in Greg’s Zoom sessions. The sessions themselves were masterclasses in online teaching. Throughout the two days I felt engaged and that if I tuned out, my lack of presence would be noticed. I felt like I was part of the learning experience.
I’ve really tried to emulate this in my own online classes recently. If you find yourself online teaching (or will in Autumn) and want suggestions that work well, check out this recording and follow up that were posted around the time we all moved online two months ago.
So all in all, I learned a ton from this course. Of course I’m not so naive to think that an eight hour course has totally transformed my teaching and made me a master teacher, but I have been able to use much of what I learned right away and it’s made both mine and my student’s lives easier.
Testing
After taking the course, you are then asked to complete your two exams within three months of the course. Scheduling your exams was super easy and will next reflect on those experiences.
The first exam you need to take is the teaching exam. If you have taught prior to this course and were paying attention and actively participating in the class, all that is really required of you here is to make sure you put in the time to prepare your materials well (just like a regular class). If you don’t have lots of experience doing this, I’d say just make sure to not have the first time you deliver your materials be at the exam…
You need to prepare a 15 minute lesson that demonstrates you understand the material from the course and can apply it, then you spend the rest of your 90 minutes on unprepared material that reflects your understanding of other aspects of the course.
If you’d like, you can check out some of the materials I prepared here but don’t take that as any sort of benchmark for good or bad. I just feel proud of what I did create and wanted to share it with others. My only tip here is that whatever you decide to teach on, remember you only have 15 minutes so make sure to not be too ambitious in your materials and practice it in front of your friends a few times even if you are comfortable teaching.
I know that for as much as I do teach (and perform!) I still get super nervous when I know there is a pass/fail competent to what I am about to do. Though if doing a degree in music taught me anything it’s that if you’re nervous it’s often because you actually care about what you’re doing.
The tidyverse exam is separate from the teaching exam, needs to be scheduled at a separate time, and also is capped at 90 minutes. Of course I can’t say what is on the exam without compromising the integrity of the current test, but if you have a bit of psychometrician in you, you know that one aspect of any good test is that multiple versions of the same test should yield similar results. With that in mind, my big piece of advice here would just be to try an old version of the test and see how you do in 90 minutes.
The test is also totally open internet, you just can’t ask any friends for help. If you’re nervous about this, what I’d also say is in your practice test and actual test, just practice googling even stuff that you know. Even as someone that does tidyverse stuff all the time, I found that just committing myself to opening up R for Data Science or googling any problem I didn’t know like the back of my hand alleviated a lot of the burden of choice I know I would have in a test taking environment. Remember, if you’re nervous it just means that you care about it.
If you didn’t do as well as you’d like to have on your homemade practice test, then just slowly start to make your way through R for Data Science and stay active with all things Tidy Tuesday (you know you’re gonna do some ggplotting).
What’s Next
So with both the course and the tests under my belt, what’s next? Well it’s been about a month since I finished and the first thing on my plate has been trying to take all of our London materials and get it to the point so that others within Flatiron can pick up my lesson plans. I’ve also started to try to share a lot of what I have been learning with my colleagues. On a meta-level post, which you’ll probably see a lot more of on my Twitter feed, I don’t know exactly what is next for me in terms of education in tech, but am really hoping to apply everything that I have learned in future teaching!


My most important value that I wrote about in the first cultural blog was free time. If I were feeling down at DBC, the best thing I can do is to either get some alone time or hang out with close friends. Personally, I'm not one to be negatively affected by stereotypes. When I last wrote about stereotype threat, I found that the best way to deal with it is to understand the stereotype, and I think I understand mine well. I'm also someone that just does my work without being distracted by what others think of me, so I don't think stereotype threat will affect me.


Your data must have these properties to be accepted :
{% block required_fields %}
species(string), location(string), notes(string), category(string), date(yyyy-mm-dd), collector(string)
{% endblock %}
coordinates or geometry must be geographic on WGS84 datum
And these are optional properties :
{% block optional_fields %}
custodian(string), present(int), absent(int)
{% endblock %}
Duplicates will be detected and rejected.
You need to upload .shp, .shx, and .dbf files together


Scope type decorated with helper methods useful for testing. These
methods are automatically available on any Scope instance when
ngMock
module is loaded.
In addition to all the regular Scope
methods, the following helper methods are available:
$countChildScopes();
Counts all the direct and indirect child scopes of the current scope.
The current scope is excluded from the count. The count includes all isolate child scopes.
| number | Total number of child scopes. |
$countWatchers();
Counts all the watchers of direct and indirect child scopes of the current scope.
The watchers of the current scope are included in the count and so are all the watchers of isolate child scopes.
| number | Total number of watchers. |


BAD MOON A film review by James Berardinelli Copyright 1996 James Berardinelli
RATING (0 TO 10): 1.5 Alternative Scale: 1/2 out of ****
United States, 1996 U.S. Release Date: 11/1/96 (wide) Running Length: 1:20 MPAA Classification: R (Violence, gore, nudity, sex, mild profanity) Theatrical Aspect Ratio: 2.35:1
Cast: Mariel Hemingway, Michael Pare, Mason Gamble, Ken Kirzinger Director: Eric Red Producer: James G. Robinson Screenplay: Eric Red Cinematography: Jan Kiesser Music: Daniel Licht U.S. Distributor: Warner Brothers
With certain movies, it's possible to tell immediately that you're watching something memorably bad. With others, you have to wait a little longer. In BAD MOON, it takes approximately three minutes. The first shot -- a stunning widescreen view of a mountainscape, complete with mist-shrouded jungle -- is actually quite impressive. It's what happens shortly thereafter that makes it apparent how low the standards of quality are on this production. After a brief sex scene (is it possible to have a horror film without at least a little bare female flesh?), we're treated to our first view of a werewolf. At that supposedly-chilling moment, I started laughing so hard that I nearly fell out of my chair. In this era of morphing, CGI, and other futuristic special effects, BAD MOON put someone into an exceptionally cheesy-looking wolf man suit. I spent a good portion of the rest of the film looking for the zipper.
It's this kind of movie that somehow restores one's faith in Hollywood -- they can still make movies that are so completely awful that, on a masochistic level, they're a riot to watch. People occasionally ask me why I venture into films that I fully expect to be bad; this is the reason. And, as an added bonus, BAD MOON doesn't drag its hideousness out to the point where it becomes unbearable. At just eighty minutes (seventy-five if you ignore the end credits), it's over before the urge to walk out becomes irresistible.
BAD MOON starts out in the jungles of Nepal, where photojournalist Ted Harrison (Michael Pare) is on an expedition. One night, while he and his girlfriend are having some fun in a tent, the camp is attacked by a half-man/half-wolf (it's actually stunt coordinator Ken Kirzinger). Ted's girlfriend is shredded and, before he can use his shotgun, Ted is bitten. Of course, as everyone knows, "even a man who is pure in heart, and says his prayers by night" is susceptible to lycanthropy when chewed on by a werewolf.
Some months later, Ted's sister, Janet (Mariel Hemingway), and her 10-year old son, Brett (Mason Gamble), visit him at his Pacific Northwest home. Janet notices a change in her brother, and, worried about his well-being, she invites him to live with her. Not long after, Ted takes her up on the offer (for some inexplicable reason, he thinks "the love of [his] family" will cure him). No sooner has he arrived, however, than strange, bloody things start happening. Only the family dog, Thor, is suspicious that Ted might not be the same man he used to be.
There are a few points I'd like to raise about this movie. First of all, even though Ted claims that it doesn't take a full moon to force the transformation of a real werewolf, in this film, the moon is always full. On at least three consecutive nights, we're shown shots of it, hanging in the sky, emerging from behind clouds, full and round. I would think such a bizarre astronomical event would cause far more interest than the comparatively mundane occurrence of a man changing into a werewolf.
Secondly, in order to stop his dangerous transformation, Ted handcuffs himself so that his arms are wrapped around the trunk of a tree. Not a bad idea, right? But how does he get free in the morning? If he still has the keys, then why doesn't he use them as a werewolf? And if he doesn't have the keys, how does he manage to escape once he's turned back into human form? Somehow, I don't think we're supposed to think about this.
Finally, it's pretty amazing that on the one morning Ted is spending some quality time with Brett and Janet, a werewolf movie just happens to be on TV. We learn all sorts of interesting information during the ensuing discussion between Brett and Ted.
The actors probably shouldn't have played their roles quite so solemnly. A little more tongue-in-cheek would have improved the tone immeasurably. Then again, almost anything would have accomplished that aim. I'm not sure why BAD MOON didn't go straight to video. Don't worry, though, if you're planning to subject yourself to it in that medium -- it will arrive there faster than a speeding bullet, silver or otherwise.
- James Berardinelli e-mail<EMAIL_ADDRESS>ReelViews web site: http://www.cybernex.net/~berardin
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Classes (S4) of commonly used elliptical, Archimedean, extreme-value and other copula families, as well as their rotations, mixtures and asymmetrizations. Nested Archimedean copulas, related tools and special functions. Methods for density, distribution, random number generation, bivariate dependence measures, Rosenblatt transform, Kendall distribution function, perspective and contour plots. Fitting of copula models with potentially partly fixed parameters, including standard errors. Serial independence tests, copula specification tests (independence, exchangeability, radial symmetry, extreme-value dependence, goodness-of-fit) and model selection based on cross-validation. Empirical copula, smoothed versions, and non-parametric estimators of the Pickands dependence function.
| Version: | 0.999-18 |
| Depends: | R (≥ 3.1.0) |
| Imports: | stats, graphics, methods, stats4, Matrix, lattice, colorspace, gsl, ADGofTest, stabledist (≥ 0.6-4), mvtnorm, pcaPP, pspline, numDeriv |
| Suggests: | MASS, KernSmooth, sfsmisc, scatterplot3d, Rmpfr, bbmle, knitr, parallel, gridExtra, lcopula, mvnormtest, partitions, polynom, qrng, randtoolbox, rugarch, Runuran, tseries, VGAM, VineCopula, zoo |
| Enhances: | nor1mix |
| Published: | 2017-09-01 |
| Author: | Marius Hofert, Ivan Kojadinovic, Martin Maechler, and Jun Yan |
| Maintainer: | Martin Maechler <maechler at stat.math.ethz.ch> |
| License: | GPL (≥ 3) | file LICENCE |
| URL: | http://copula.r-forge.r-project.org/ |
| NeedsCompilation: | yes |
| Citation: | copula citation info |
| Materials: | NEWS ChangeLog |
| In views: | Distributions, ExtremeValue, Finance, Multivariate |
| CRAN checks: | copula results |
| Reverse depends: | BivarP, censorcopula, ClusterStability, CoClust, CoImp, CopCTS, gofCopula, HAC, HMMcopula, lcopula, nCopula, RGENERATEPREC, RMRAINGEN, SemiParSampleSel, vfcp, vines |
| Reverse imports: | apt, bivgeom, cds, copulaedas, flood, gamCopula, GJRM, MHTcop, pgee.mixed, PortRisk, sgee, strataG, svars, tailDepFun, VineCopula |
| Reverse suggests: | aftgee, copBasic, docopulae, intcensROC, kyotil, mbbefd, npcp, qrmtools, robustrank, SimDesign, simsalapar, simsem, wdm, zenplots |
Please use the canonical form https://CRAN.R-project.org/package=copula to link to this page.


Invisible Captcha : how to avoid spam in Rails
If you got a public website and you got a form that can be edited from users (like a contact form for example), you will get spammed every day. How to deal with it ?
Spambots become stronger day after day. When we dev a new form we have to deal with security to avoir injections, but sometimes we have to avoid with spam. Imagine you got a website with a contact form, how will you do to stop spambots ?
There are man ways to do it, you can try to :
- Ask a question to the user (example : Give me result for 4+4)
- Use a captcha (like google captcha)
- Disallow links in content form
- Use a blacklist of words or adresses extension
But all of these are not really good because of user experience (you stop the user in his way to complete the form asking a question or filling a captcha), or just because it’s hard to deal with a blacklist.
Honeypot to the rescue !
Another approach is to use the honeypot principle : add in your form an input that won’t be visible by the user, will have to stay empty, but bots will complete it. This is the simple first way, but it’s not suffisant.
Bots test your website and to check if they complete your form, they are waiting for the response. So you have to catch them before submit (to block usual action), and give them a “200 response OK”.
Invisible-captcha’s gem
In a Rails project, there is a gem to do it : invisible-captcha :
You can choose to params this honeypot’s gem with many options, like custom the name of the field, choose what do to with callback etc.
Github invisible-captcha


Mission Statement
When we first came up with the idea for Guardians of the Goats our goal was to create a place to connect goat advocates throughout the United States. Now, it has also become a place to find goats in need of care or rescue in specific locations. We want to make it easier for people who know of or have goats in need of care to connect with those are able to help in any way shape or form.
All over the world goats are abused, sold for slaughter, discarded, and abandoned because of neurological disorders or physical deformities. Sometimes perfectly healthy goats just fall into the hands of the wrong people. Here at Guardians of the Goats we care about all animals and want to provide love and care for all that we can, but we really love goats.
Who We Are
We are a group of friends who met through volunteering at several different goat rescues in Washington over the last few years. Our love for goats brought us together and our passion for protecting and caring for them ignited a spark in our hearts that lit the fire of Guardians of the Goats. Saving one goat makes this entire project worth all of the work.


The Early-Warning-Signals Toolbox provides methods for estimating
statistical changes in timeseries that can be used for identifying nearby
critical transitions. Based on Dakos et al (2012) Methods for Detecting
Early Warnings of Critical Transitions in Time Series Illustrated Using
Simulated Ecological Data. PLoS ONE 7(7):e41010
| Version: |
1.0.59 |
| Depends: |
R (≥ 3.0.2), ggplot2, moments, tgp, tseries |
| Imports: |
fields, nortest, quadprog, Kendall, KernSmooth, lmtest, som, spam, stats |
| Published: |
2014-04-12 |
| Author: |
Vasilis Dakos, with contributions from S.R.
Carpenter, T. Cline, L. Lahti |
| Maintainer: |
Vasilis Dakos <vasilis.dakos at gmail.com> |
| License: |
FreeBSD |
| URL: |
http://www.early-warning-signals.org,
http://vasilisdakos.wordpress.com |
| NeedsCompilation: |
no |
| Citation: |
earlywarnings citation info |
| In views: |
TimeSeries |
| CRAN checks: |
earlywarnings results |


The key type that is derived from tree values, in order to compare their order.
The type of values that are to be stored in the tree.
Deletes the node with given key from the tree.
A boolean that indicates whether a node was deleted:
false
if the given key was not found in the tree, or true
otherwise.
Folds (reduces) the tree left-to-right using in-order traversal.
The type of the accumulation (and the seed).
The accumulator function.
The initial value.
The accumulation of the tree.
Folds (reduces) the tree right-to-left using reversed in-order traversal.
The type of the accumulation (and the seed).
The accumulator function.
The initial value.
The accumulation value.
Performs in-order traversal of the tree, applying the given fn
to each contained value.
The callback function to run for each value in the tree.
Inserts a new value into the tree.
A boolean that indicates whether a node was inserted:
false
if the key derived from given value is already
in the tree, or true
otherwise.
Returns true
if the tree does not have any nodes.
Returns a list of all keys within the tree as an array, in-order.
Returns the value within the tree that ranks highest, or null
if the tree is empty.
Returns the value within the tree that ranks lowest, or null
if the tree is empty.
Search a value by a given searchKey
, matching against keys of nodes.
The node key - which must be of type K - to look for.
The matching value contained in the tree, or null
if the key
is not in the tree.
Returns the size of the tree: the amount of nodes contained.
Returns a list of all values within the tree as an array, in-order.
The AVL tree's instance interface.


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