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Le gouter d'azor. Que voulez vous, mon cher: cette bête n'a que moi, vous, vous avez tout le monde. (10192/4530)
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Revolution and the Russian Orthodox Church: Cheliabinsk in 1917 (Brown, Patrick) (10192/77)
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131
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Synthesis, purification, and characterization of the potent inhibitor of inosine monophosphate dehydrogenase: oxanosine monophosphate (Braunstein, Philip) (10192/61)
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73
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Entre la guerre et la paix. (10192/3144)
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62
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Quantitative Detection and Discrimination of Pathogenic Mycobacteria Using LATE-PCR and Lights-On/Lights-Off Probes (Fishbein, Skye) (10192/44)
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55
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Ronald Reagan, SDI, and the Nuclear Freeze: Reordering the Ethics of Mass Destruction (Brown, Joseph) (10192/22924)
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53
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Un jeune homme qui est l'espoir et l'orgueil de la famille Badinguet. (10192/1854)
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47
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Application of Multivalent Displays on Metalloprotease-Dependent Cleavage of Semaphorin 4D in Synapse Development (Scangarello, Frank) (10192/80)
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40
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Perinatal Loss Manifested Through the Lens of the Extended Family Unit (Steeves, Marcie) (10192/83)
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40
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Cystic Fibrosis Carrier Screening: Current Practices and Challenges in Genetic Counseling (Wellington, Erica J.) (10192/81)
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37
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https://bir.brandeis.edu/handle/10192/22948
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https://bir.brandeis.edu/handle/10192/60
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https://bir.brandeis.edu/handle/10192/23678
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https://bir.brandeis.edu/handle/10192/22986
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https://bir.brandeis.edu/handle/10192/22926
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https://bir.brandeis.edu/handle/10192/4962
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https://bir.brandeis.edu/handle/10192/24386
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https://bir.brandeis.edu/handle/10192/23017
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https://bir.brandeis.edu/handle/10192/23818
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https://bir.brandeis.edu/handle/10192/22963
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https://bir.brandeis.edu/handle/10192/3033
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https://bir.brandeis.edu/handle/10192/3784
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https://bir.brandeis.edu/handle/10192/23882
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https://bir.brandeis.edu/handle/10192/22995
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https://bir.brandeis.edu/handle/10192/23819
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https://bir.brandeis.edu/handle/10192/23170
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https://bir.brandeis.edu/handle/10192/24079
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https://bir.brandeis.edu/handle/10192/22999
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https://bir.brandeis.edu/handle/10192/4526
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https://bir.brandeis.edu/handle/10192/4322
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https://bir.brandeis.edu/handle/10192/22927
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https://bir.brandeis.edu/handle/10192/23877
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https://bir.brandeis.edu/handle/10192/23380
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https://bir.brandeis.edu/handle/10192/22974
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https://bir.brandeis.edu/handle/10192/1723
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https://bir.brandeis.edu/handle/10192/24178
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https://bir.brandeis.edu/handle/10192/23800
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https://bir.brandeis.edu/handle/10192/23070
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https://bir.brandeis.edu/handle/10192/3722
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https://bir.brandeis.edu/handle/10192/23762
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https://bir.brandeis.edu/handle/10192/23918
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https://bir.brandeis.edu/handle/10192/24397
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https://bir.brandeis.edu/handle/10192/23866
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https://bir.brandeis.edu/handle/10192/23797
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https://bir.brandeis.edu/handle/10192/23002
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https://bir.brandeis.edu/handle/10192/2151
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https://bir.brandeis.edu/handle/10192/23647
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https://bir.brandeis.edu/handle/10192/23440
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https://bir.brandeis.edu/handle/10192/1867
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https://bir.brandeis.edu/handle/10192/24317
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headache needling dry pain studies systematic tension-type review study cervicogenic headache, patients using Cochrane data meta-analysis treatment {border-style Headache effect migraine px;} search #ffffff;} outcomes bias physical criteria included Pain TrPs chronic size trigger headaches myofascial quality [], acupuncture clinical effectiveness neck primary trials used (e.g., Fernández-de-las-Peñas based cervical disability headaches, performed publication research scale use Dry analysis Clin International Linde addition, assessed conducted confidence control eligible following headache: low migraine. muscle needle results risk ./j.-...x Cuadrado Systematic University according available change considered effects evidence frequency grid.. important local management point points ppc published px; reviewers reviews studies, {font-family BMJ Cephalalgia GRADE M.A.M.B., Physical Review Study Tension-type Ther characteristics classification comparison font-size head heterogeneity number observational spine therapy twitch Cervicogenic Database Manip Pareja Simons common continuous defined domains double; episodic estimate identified interventions literature outcome pre relevant reported required selected significant standard trial type (M.R.P., ./S-()- Acupuncture Department Furthermore, Group Health However, M.B.) Man Medicine Moreover, NOS ROM, Rehabilitation Sciences, Society Stata Syst Trials Web activity article assess baseline border-color border-width comparative controlled electronic fine headache. health-related impact include independently main mean measure meta-analyses method missing muscles participants patient pooled prevalence process protocol randomized referred response secondary solid; strategies studies. time versus years {font-style {font-weight :;–. ;:CD. Additionally, Brinkhaus Collaboration College Corp., César Data Despite Electronic Int Liu Medical Meta-analysis Myofascial PRISMA Preferred Science, Scopus, Station, Studies TX, Trigger agreement; assessment bold case combined corresponding courier; design disorders, duration effective em; exclude exercise file group guideline however, individual information intensity, international intervals intervention manual mechanism online ordinal pain, present presented provide pt;} range review. routine score searched selection sensitivity statement statistical strategy study. technique test types unilateral upper variables


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| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object java.util.TimerTask net.floodlightcontroller.trafficmatrix.TrafficMatrix
public class TrafficMatrix
| Field Summary | |
|---|---|
static long |
DATA_CANNOT_BE_CALCULATED
|
static int |
INTERVAL_FOR_QUERYING_NETWORK
|
| Constructor Summary | |
|---|---|
TrafficMatrix()
|
| Method Summary | |
|---|---|
void |
addedSwitch(IOFSwitch sw)
Fired when a switch is connected to the controller, and has sent a features reply. |
Route |
getBestRoute(java.util.LinkedList<Route> routes)
|
java.lang.Long |
getFreeLinkBrandwidth(Link l)
returns total bandwidth which is available on the link. |
java.util.Collection<java.lang.Class<? extends IFloodlightService>> |
getModuleDependencies()
Get a list of Modules that this module depends on. |
java.util.Collection<java.lang.Class<? extends IFloodlightService>> |
getModuleServices()
Return the list of interfaces that this module implements. |
java.lang.String |
getName()
The name assigned to this listener |
java.util.Map<java.lang.Class<? extends IFloodlightService>,IFloodlightService> |
getServiceImpls()
Instantiate (as needed) and return objects that implement each of the services exported by this module. |
void |
init(FloodlightModuleContext context)
This is a hook for each module to do its internal initialization, e.g., call setService(context.getService("Service")) All module dependencies are resolved when this is called, but not every module is initialized. |
void |
portloadscanner()
this is the main function which is called after each interval. |
void |
removedSwitch(IOFSwitch sw)
Fired when a switch is disconnected from the controller. |
void |
run()
this function is called by Timer every interval to re-run portloadscanner. |
void |
startUp(FloodlightModuleContext context)
This is a hook for each module to do its external initializations, e.g., register for callbacks or query for state in other modules It is expected that this function will not block and that modules that want non-event driven CPU will spawn their own threads. |
| Methods inherited from class java.util.TimerTask |
|---|
cancel, scheduledExecutionTime |
| Methods inherited from class java.lang.Object |
|---|
equals, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Field Detail |
|---|
public static final int INTERVAL_FOR_QUERYING_NETWORK
public static final long DATA_CANNOT_BE_CALCULATED
| Constructor Detail |
|---|
public TrafficMatrix()
| Method Detail |
|---|
public java.util.Collection<java.lang.Class<? extends IFloodlightService>> getModuleServices()
IFloodlightModule
getModuleServices
in interface IFloodlightModule
public java.util.Map<java.lang.Class<? extends IFloodlightService>,IFloodlightService> getServiceImpls()
IFloodlightModule
getServiceImpls
in interface IFloodlightModule
public java.util.Collection<java.lang.Class<? extends IFloodlightService>> getModuleDependencies()
IFloodlightModule
getModuleDependencies
in interface IFloodlightModule
public void init(FloodlightModuleContext context) throws FloodlightModuleException
IFloodlightModule
init
in interface IFloodlightModule
FloodlightModuleException
public void startUp(FloodlightModuleContext context)
IFloodlightModule
startUp
in interface IFloodlightModule
public void addedSwitch(IOFSwitch sw)
IOFSwitchListener
addedSwitch
in interface IOFSwitchListener
public void removedSwitch(IOFSwitch sw)
IOFSwitchListener
removedSwitch
in interface IOFSwitchListener
public java.lang.String getName()
IOFSwitchListener
getName
in interface IOFSwitchListener
public void portloadscanner()
public void run()
run
in interface java.lang.Runnable
run
in class java.util.TimerTask
public java.lang.Long getFreeLinkBrandwidth(Link l)
public Route getBestRoute(java.util.LinkedList<Route> routes)
getBestRoute
in interface ITrafficMatrixService
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


Spider-Man Is About To Become Marvel's Sorcerer Supreme
by Sam StoneIn December, Marvel Comics launches Symbiote Spider-Man: Alien Reality, a miniseries set during Peter Parker's time bonded to the alien symbiote before it became the villainous Venom. However, as the creative team takes things back to the past, the web-slinger may get a previously unseen magical status quo.
Marvel has released its solicitation information for titles going on sale in February 2020, including the miniseries' third issue. As Peter looks to overcome an unspecified past trauma, he seeks help from Doctor Strange, presumably leading to an impromptu team-up.
SYMBIOTE SPIDER-MAN: ALIEN REALITY #3 (OF 5)
- PETER DAVID (W) • GREG LAND (A/C)
- VARIANT COVER BY RON LIM
- VARIANT COVER BY ALEX SAVIUK
- GWEN STACY VARIANT COVER BY PHIL NOTO
- VARIANT COVER BY GERARDO SANDOVAL
- CONNECTING CHINESE NEW YEAR VARIANT COVER (2 of 3) BY JIE YUAN
- PETER PARKER: THE SPIDER SUPREME?!
- • After reliving one of the most horrible moments of his life, Peter Parker turns to one of his oldest allies for a magical helping hand.
- • Don’t miss the next history-shaking adventure of Peter David and Greg Land’s landmark SYMBIOTE SPIDER-MAN Series!
- 32 PGS./Rated T …$3.99
Following the success of an oversized one-shot released in April, Marvel commissioned a five-issue miniseries, reuniting the creative team of Land and writer Peter David. Now, with even more issues to explore, the miniseries is poised to take the extraterrestrial-augmented wallcrawler into strange territory.
Symbiote Spider-Man: Alien Reality #3, Peter David and Greg Land, goes on sale in February 2020 from Marvel Comics.
https://schema.orgBreadcrumbListListItem1Homehttps://www.cbr.com/ListItem2Comicshttps://www.cbr.com/category/comics/ListItem3Comic Newshttps://www.cbr.com/category/comics/news/ListItem4Spider-Man Is About To Become Marvel's Sorcerer Supremehttps://www.cbr.com/symbiote-spider-man-sorcerer-supreme/


TraME (Transportation Methods for Econometrics) is a collection of libraries for solving problems of equilibrium computation and estimation in consumer demand and matching frameworks via the Mass Transportation Approach.
Work on TraME is supported by NSF Grant DMS-1716489
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Hello! I'm Dane Mariott and apart from being an avid technophile, I'm a big fan of solving problems and gleaning actionable insights from relevant data. My previous work experience is primarily in welding and industrial construction as I've always had an affinity for building things. However, I firmly believe that technology will be the solution to most of the world's future concerns and I very much want to be a part of that. It is my ambition to obtain a programming, analytics, and/or information systems related position with a flexible, forward-looking company doing meaningful work.
The Management Information Systems major has a great deal of finance and business-centric focus, but great care was taken to acquire as much technical training and proficiency as possible. Relevant courses to programming and analytics are as follows:
• MIS 5900 - System Design & Implementation
• MIS 5400 - Systems Analytics & Programming
• MIS 4330 - Advanced Database Implementation
• MIS 3800 - IT Infrastructure
• MIS 3500 - Business Applications Programming
• MIS 3450 - Designing GUI for eCommerce
• MIS 3330 - Database Management
• MIS 3300 - Big Data Analytics
• MIS 3200 - Business Communication
• MIS 2100 - Principles of MIS
• CS 2420 - Computer Science III (Data Structures & Algorithms)
• CS 1410 - Computer Science II
• CS 1400 - Computer Science I
• CS 1030 - Foundations of Computer Science
• MATH 1210 - Calculus I
• STAT 2300 - Business Statistics
• ECON 4330 - Econometrics
This is a lightweight, client-side web application built with ASP.NET Core 3, ML.NET, and Chart.js. The application reads in five years of historical revenue data and forecasts the following two years for financial reporting. ML.NET is using a fasttree regression machine learning model, chart.js renders a historical revenue graph for accuracy comparison, and Visual Studio 2019 was used to create a small bundle executable for the application.
View ProjectThis is web scraping, data persistence, data retrieval API, and data visualization application. Pandas libraries are used to scrape the Colorado Lottery results website. The website data tables are converted to dataframes and persisted to an Azure database. An API is created to retrieve the .json file from the database and visualizations detailing the optimal lottery months are published to a Jupyter notebook using Matplotlib and Numpy.
View ProjectThis is a responsive design website for a welding and waterjet cutting company. This is a simple HTML & CSS site using media queries and flex-box styling to acheive responsive display. All HTML & CSS has been W3C code validated and the site has been Wave/webaim validated for accessibility. Additionally, the site employs a jquery searchbox and a global site tag for Google analytics.
Site LinkThis is application is a simple Windows Form salary calculator using the .net framework. The form calculates lifetime wage to the age of sixty-five beginning at a user designated age, starting salary, and assuming a 5 percent annual increase for the remainder. Custom icons and background image were added to the form for aesthetic effect and empty fields generate error messages requiring information.
View ProjectThis report contains sample data questions and analysis using supervised and unsupervised methods with RapidMiner and Power BI. The unsupervised portion begins with data cleansing and a K-means clustering analysis. The supervised portion analyzes data via decision tree and neural net then contrasts results to decipher the superior model. Data visualizations are included for each associated model.
View Project


As a programmer, I do love developing freeware, or OpenSource software.
But sometimes, it's just not an option.
When you passed just too many days and nights coding, you'll certainly think about selling your software.
The question is how?
Selling a software implies creating a web-shop, with credit-card support, having a good serial number system, and maybe an online activation system.
Not easy... When you're software is ready, you usually don't want to spend more time for those tasks...
I personally use the «eSellerate» system: http://www.esellerate.net/
They just manage everything. Serial numbers, online activation, custom web-shops, in-app purchase, physical CD delivery, etc...
They provide a very well documented SDK (static library), that you can embed into your software.
No more hassle. It just works...
So if you need to sell software, and don't want to spend time on other things than developing, just take a look.


Buy Pre-Construction & New Condos
Directly From Developers,
Online.
Request PRE-LAUNCH Invitation
Launching June 2021
Launching June 2021
Search 1000’s of resale listings on our sister-site Condo.com.
Visit Condo.comLet us help you sell more units. We are broker-friendly and have free tools to help you close more pre & new construction sales.
Contact Us


Speech
Nick Gibb outlines the support given to schools as they move away from level descriptors.
Reform is an important think tank because of its clear commitment to public service reform and the fact that its reports are always based on strong evidence.
When this government came into office in 2010, there was no public service area in greater need of reform than our education system. Our ambitious programme of reform, based on increased academic standards, high aspirations for every pupil and professional autonomy for schools, is now beginning to bear fruit.
The proportion of 6-year-olds able to decode simple words and pass the phonics screening check at the end of year 1 increased from 58% in 2012 to 74% in 2014. That means 102,000 more 6-year-olds are on track to be reading more effectively as a direct result of this policy. The number of pupils attending good or outstanding schools has increased by more than a million since 2009 to 2010.
Since 2010 we have effected a major, evidence-driven renewal of the content of the national curriculum, drawing on the study of the curriculum content of high-performing countries. These changes have restored the vital content lost in the 2007 changes to the national curriculum, and are the basis for a more secure assessment system that no longer uses the notion of ‘levels’.
Levels were introduced with the new national curriculum in 1988. They were devised with the intention of delivering an assessment system which measured pupils’ progress against a national framework.
But international comparisons tell us that fast-improving countries around the world do not use levels - Singapore does not, Finland did not during its time of rapid improvement, Hong Kong does not, nor does Massachusetts. And it’s not that they are missing something. Wroxham Primary School in Potter’s Bar - with a demanding, mixed intake - doesn’t and hasn’t used levels as it has made its journey from ‘special measures’ to repeated judgments of ‘outstanding’.
What these other nations do, and what effective schools in England do, is focus on the specifics of key areas of the curriculum, and ensure deep, secure knowledge and understanding in these specifics. Levels have been a distracting, over-generalised label, giving misleading signals about the genuine attainment of pupils. They have driven undue pace as Ofsted insisted on ‘progress against levels’. They have resulted in a lack of trust between primary and secondary schools and they have clogged up the education system with undependable data on pupil attainment.
The lightbulb moment for me came when visiting a primary school I saw a poster on the wall with 16 words labelled as level 5 words, the implication being that just learning these words would result in a pupil becoming level 5.
As Tim Oates of Cambridge Assessment - and who chaired our curriculum review - points out, any assessment is a claim. A claim that a person can do ‘a’ or ‘b’; that they know and understand ‘x’ and ‘y’. These are claims which have consequences - that a person is ready to study medicine or engineering, that they are ready to progress into advanced study in languages; that they know things. These claims need to be well grounded. If they are not, pupils will be misled about their own progress and we will all be misled about the quality of schools.
But what things does someone with the label ‘level 3’ actually know; what things can they do? In the drive to use levels for school improvement, for measures of national standards, for school inspection, we lost sight of what kind of claim we were making with levels and how reliable they are.
We lost sight of the purpose of the national curriculum as a clear statement of necessary content. The revised national curriculum reinstates the distinction between the national curriculum - the content of the core academic curriculum; and the school curriculum - the broader curriculum and activities of a school which should be left to the discretion of teachers.
We lost sight of the original aims of the national curriculum - enshrined in law - that all children should have access to all of the content of the national curriculum. The models of progress, ability and assessment which came to dominate the system were focused not on ensuring access and attainment for all, but on getting a small annual increase in the numbers gaining level 4 at 11, and grade C and above at GCSE .
The education system lost sight of the need for a genuine conversation between parents and schools: to help parents support their children on this part of reading, or that part of maths; not focus on a blanket judgment that ‘your child is level 3, and that’s fine for a child of their age.’
The curriculum review - resulting in the revised curriculum implemented in September 2014 - returned both the national curriculum and its assessment to a focus on necessary detail in key subjects. The new primary curriculum delivers ‘fewer things in greater depth’ which we see in the most effective primary curricula around the world. The year-by-year structure of the revised primary curriculum makes clear what needs to be taught in each subject. The secondary curriculum also focuses on key concepts, key principles, fundamental operations and core knowledge - developed in conjunction with leading academic authorities in each subject.
This clarity and precision in the national curriculum provides the basis for sound and dependable assessment. Clarity in the things being assessed is key to validity in those assessments. One headteacher in an outstanding primary school said, ‘now we can get back to assessing what is really important: the things which the children understand and can do.’ In short, levels were just too vague and imprecise. They were misleading as to what pupils knew and could do. The use of levels was pushing pupils on to new material - in the name of pace - when they had not adequately understood vital content, and had serious gaps in their knowledge. We had a system swimming in defective data on attainment and failed to see that our legal commitment to giving all children access to all of the national curriculum had been compromised.
In any assessment system, if the same claim - such as ‘this child is level 4’ - means something different on different occasions and different people mean something different by it, then one of the first principles of assessment is being infringed.
‘This child is level 4’ could come from getting a certain number of marks on a national test at key stage 2. But different children could gain these marks in very different ways. Levels are not trusted by secondary schools, since pupils described as level 4 were supposed to meet a common descriptor, but frequently had serious gaps in their reading, or in their capability in maths. Using APP - Assessing Pupil Progress - a level 4 could come from ‘best fit with the level 4 descriptor.’ This was very different from getting the label level 4 from the score on a national curriculum test and very different from those pupils who just scraped over the level 4 threshold.
Levels were too vague to enable parents to understand what they needed to do to support their children’s education. Level 3 may have appeared reassuring to parents, but it failed to communicate that parents might encourage their child to undertake wider reading, or practise an aspect of maths, or discuss with them a particular topic.
Also, ‘levels’ were originally designed to avoid children self-labelling - a situation where a child says ‘I am grade E; I always have been and always will be.’ This capping of aspiration reinforced dysfunctional ideas of ‘fixed ability’. But levels provided exactly the same kind of problematic labelling - ‘I am level 3b and all my friends are level 4.’ And being level 4 at age 14 is not the same as being level 4 at age 9.
For the last 2 decades, schools have argued that central prescription and formal assessment have impacted negatively on standards. We have responded to this - removing levels decreases central prescription in the way schools teach and assess.
We have moved the system away from misleading general labels, to assessment which is educationally well grounded and of value. We have listened to experts and, as the review panel recommended, have shifted the purpose of assessment away from ‘assigning a “best-fit” level to each pupil, to tracking which elements of the curriculum they have adequately achieved and those which require more attention.’
I recognise that removing levels requires schools to develop their own assessment schemes, matched to the timing and content of their school curriculum. This requires effort and expertise. But we have taken heed of the profession’s concerns that too much of the school curriculum and its assessment previously has been determined centrally.
The workload survey we conducted recently showed that data collection was the single biggest contributor to excess teacher workload, reported by some 56% of respondents.
We have reduced prescription of assessment, focusing instead on a limited number of tests in primary and on public examinations in secondary education. There needs to be more assessment, not less - but not centrally determined and not high stakes. Schools need to develop their own assessments which provide clear evidence of attainment and progression, focused on real things: the reading of the pupil, the specifics of what they know and can do in maths, their understanding of key concepts in science and events in history. We need more assessment, but of a different kind.
Schools know when and through which contexts they are teaching particular ideas. They can then choose questions to put to pupils which match the school curriculum, measure progress, and feed back into their teaching. But those internal, formative assessments do not need to be benchmarked to some national standard. And if there is only one message you take away from this today, it should be this one. The national standard will be measured at the end of the key stages. It is for the professionalism of schools and their teachers that drives how they ensure their pupils reach those standards. The steps towards those goals will be varied and will depend on the pupils and the curriculum and the approach of the school.
I have seen very well-designed recap quizzes in schools such as in David Perks’s East London Science School - questions carefully chosen by teachers to show how well a group is progressing through a half-term’s work, and whether misconceptions or gaps are present. These are low-stakes, formative tests to inform pupils about how well they are doing and to influence the teaching. For those teachers who fear that the removal of levels means no data to feed into management systems, it is clear that such tests produce useful and informative data on attainment and progress. Such approaches are far more robust than systems recording levels.
A frequent concern has been over what Ofsted will be looking for when they inspect. I can assure all teachers, heads and governors that the Ofsted inspection framework has been changed to reflect ‘life without levels’. Training for inspectors has been revised, and they will inspect schools’ approaches to continuous assessment of pupils’ attainment and progress in the key elements of the national curriculum. There will be no expectation that formative assessment will need to be benchmarked against some national standard other than the national curriculum for maintained schools and against the school’s own curriculum in the case of academies. And I rang Ofsted yesterday just to double check it reflects their current thinking and it does.
It is early days, but I have visited schools where the changes have been enthusiastically embraced, where rich question and answer permeates class time, where workbooks encourage children to practise and demonstrate both to themselves and others their thinking, where progress is seen clearly against the revised detail in the national curriculum. In these schools there is no nostalgia for ‘levels’. In these schools there is no notion of ‘fixed ability’, but a model akin to that in schools in Singapore and Finland; namely, that a child is capable of anything, depending on how it is presented to them, and the effort which they put into learning it.
As one former teacher, Henry Fletcher-Wood, wrote recently on his blog:
I’m not arguing for less assessment, I’m arguing for frequent, useful assessment. Levels do not help a teacher or a head of department (if they did, it would be possible to explain how to support a student at ‘level 5’ in history without any further information).
What teachers need to assess on a regular basis is students’ knowledge of individual concepts and ideas, and their capacity to use that knowledge; this kind of analysis must happen at a departmental level. Question-level analysis in departments provides usable insights: if 80% of students in class A answered a question about the Blitz well, but only 40% in class B did so, it seems highly likely that the teacher of class A has done something her colleague would benefit from learning about.
Practice is an important component of both the learning process and assessment which is why we need to increase the amount of practice pupils undertake. In the same way we see the need to practise music or sport, this also applies to maths and writing. In Singapore, for example, children enjoy engaging with carefully-designed maths problems, including outside of contact time. Children who quickly grasp ideas or operations have a chance to consolidate and secure their fluency and understanding. Children who find a particular idea difficult are presented with a range of contexts, with a greater chance that one of these will be the trigger to understanding.
This carefully designed variation in problems is something which Debbie Morgan continues to research at the National Centre for Excellence in the teaching of Mathematics. It is a feature of the work of the newly established 34 maths hubs which are helping to identify the best approaches to teaching maths. The approach challenges the notion of ‘demonstrate once and move on’ - related to the idea of pace which I mentioned earlier. Practice is through well-designed activities in high-quality textbooks and student workbooks. These books reveal pupils’ levels of understanding and misconceptions and they can show how well a pupil is progressing.
Rich question and answer is a form of assessment, linked intimately with the learning process. But there is another key idea which we would wish to see embedded in assessment practice - the idea of ‘production’, a term coined by Tim Oates who has been exploring this with Dame Alison Peacock at Wroxham Primary School. He noticed that the pupils’ exercise books at Wroxham were far more substantial than in many other primary schools. The chidren wrote, drew, and produced more. What this research emphasises is that the things which pupils produce are a key to the nature of their thought, and to the way that their understanding is building.
The exercise books at Wroxham give the teachers a clear idea of where they need to direct support and of the need to present ideas in varied ways. Such books are there for Ofsted to see, to observe what rate of progress children are making, and what kind of questions they can answer.
At Westminster Academy in London, teachers have broken down the curriculum into 15 topics which are each independently assessed via an in-class quiz, homework and an end-of-term exam. A score is produced for each topic and then used to provide an average score. Teachers then use topic scores to provide support where needed.
To help schools as they develop effective and valuable assessment schemes, and to help us to identify model approaches we are today announcing the formation of a commission on assessment without levels. This commission will continue the evidence-based approach to assessment which we have put in place, and will support primary and secondary schools with the transition to assessment without levels, identifying and sharing good practice in assessment. I am delighted that John McIntosh CBE will chair the commission and look forward to sharing more details on the commission’s members in due course.
The leading US academic E. D. Hirsch wrote that:
It is the duty of schools to provide each child with the knowledge and skills requisite for academic progress - regardless of home background.
In government we have made it our aim to deliver a curriculum and assessment framework that will ensure that all pupils, regardless of background or ability, will be taught the national curriculum. We are determined to close the attainment gap between those from richer and poorer backgrounds, preparing all young people for life in modern Britain, and today’s announcement will, I believe, help schools to deliver that key objective.
Thank you.
Published: 25 February 2015


A set which is both compact and connected.
This word is also used more generally to mean a set or thing which is continuous and has no gaps or breaks in it.


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Command-line interface¶
A command-line interface to interact with your computer is required.
Whether you know about it or not, there should be a way to open a window and directly issue commands to your operating system. Different operating systems give this tool slightly different names, but they all have some form of it.
Windows¶
On Windows the command-line interface is called the “command prompt.” It is a perfectly fine piece of software, but to ease your experience with Python you should install cygwin, a free alternative. Here’s how:
- Download the installer from cygwin.com.
- Run the installer.
- Verify it’s working.
Warning
When the class begins, all the examples will assume you are using cygwin instead of the standard command prompt. Please take the time to install it now. You’ll thank me later.
Mac OSX¶
On Apple’s Mac OSX operating system, a suitable command-line program is already installed. It’s called “Terminal.” You should try opening it up and typing in some basic commands to verify it’s working. Here’s how:
- Click on the magnifying glass in the upper right hand corner.
- Type in “Terminal”.
- Press enter or select the first search result.
- A command line prompt should appear.
- Verify it works by typing a simple command like
whoami
and pressing enter.


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You now need to provide client credentials to your extension so it can access your data.
More details about client credentials can be found on the SAP Field Service Management help portal.
Configure


This is the project for the course Practical Machine Learning from the Coursera.This projects uses the accelerometer measurement of 6 people over the time. The data contains the accelerometer measurement mesurement for different type of acctivities and label identifying the quality of the activity.The goal of the project is to create the prediction model to predict the label for the test data sets given.The project describes each steps taken to build the model and all the preprocessing done in data sets to reach the mode.The data for the project is taken from [1].
Here is the detail analysis with output.
The caret
package is used for this project.Training and test data sets are read and test data is not used until the model is built.
library(caret)
ptrain <- read.csv("data/pml-training.csv")
ptest <- read.csv("data/pml-testing.csv")
To estimate the out-of-sample error, the training set ptrain
is splitted into training and validation set: ptrain1
and validation
.
set.seed(1000)
inTrain <- createDataPartition(y = ptrain$classe, p = 0.7, list = FALSE)
ptrain1 <- ptrain[inTrain, ]
validation <- ptrain[-inTrain, ]
We will now anlyse the each features of the ptrain1
and remove feauters which do not contribute much to the final model.The features with almost zero and NA values are not useful for building model.Also, the feature having almost zero variance do not contribute.Other feature variable such as name do not contribute the model but make the prediction model more complex.Now we will analyze the ptrain1
and remove those features and we will apply same to the validation
set also.
# remove features with nearly with zero variance using
nzVar <- nearZeroVar(ptrain1)
ptrain1 <- ptrain1[, -nzVar]
# Applying same to validation set
validation <- validation[, -nzVar]
# check for features with mostly NAs value and remove if any
mostlyNAs <- sapply(ptrain1 , function(x) mean(is.na(x))) > 0.95
ptrain1 <- ptrain1[, mostlyNAs == F]
validation <- validation[, mostlyNAs == F]
# remove variables which are not relevant for building the model. The first 5 feature varible * X, user_name, raw_timestamp_part_1, raw_timestamp_part_2, cvtd_timestamp* are not relevant.
ptrain1 <- ptrain1[, -(1:5)]
validation <- validation[, -(1:5)]
First, I planned to build the model using neural network
.Since the problem is supervised learning and neural nets are good at classification task.To make the model more robust I will use 3 - fold cross validation to build the model.
# Use 3-fold cross validation to build the model
controlPara <- trainControl(method = "cv", number = 3, verboseIter = F,)
#build model using ptrain1
modelFit1 <- train(classe ~ ., data = ptrain1, method = "nnet", trControl = controlPara,trace = F)
The fitted model is used to predict tje label for our validation set and find the out-of-sample error.Confusion matrix is used to compare the output from the our model to the actual labels of the data.
# uses modelFit1 to predict classe for our validation data sets
prediction <- predict(modelFit1, newdata = validation)
# Show the confusion matrix with other relevant information to evaluate our model
confusionMatrix(validation$classe, prediction)
The performance of this model is less than satisfactory with just 38 % accuracy.The matrix shows there are lots of misclassification. The nnet is feed forward model so the neural network with back propagation may give more accuracy then just feed forward model.
Let’s try to build the second model with Random Forest
and evaluate the accuracy of model on the validation data sets.The model is build with 3-fold CV.
# Use 3-fold cross validation to build the model
controlPara <- trainControl(method = "cv", number = 3, verboseIter = F,)
#build model using ptrain1
modelFit2 <- train(classe ~. , data = ptrain1 ,method = "rf", trControl = controlPara )
The fitted model is used to predict tje label for our validation set and find the out-of-sample error.Confusion matrix is used to compare the output from the our model to the actual labels of the data.
# uses modelFit1 to predict classe for our validation data sets
prediction <- predict(modelFit2, newdata = validation)
# Show the confusion matrix with other relevant information to evaluate our model
confusionMatrix(validation$classe, prediction)
The modelFit2
build with Random Forest
is far better then our previos model modelFit1
.The out-of-sample
error for the model is less 1 %. This is the excellent model with 99 % accuarcy. We will use this model as our final model and used this to predict the classes on our test data sets.
Since we have divided our origan training data sets ptrain
into ptrain1
and validation
for finding the out-of-sample error.Now we will build the model using complete trianing data sets ptrain
.We also apply the same data pre-processing steps on both ptrain
and ptest
data sets.
# remove features with nearly with zero variance using
nzVar <- nearZeroVar(ptrain)
ptrain <- ptrain[, -nzVar]
# Applying same to test data set
ptest <- ptest[, -nzVar]
# check for features with mostly NAs value and remove if any
mostlyNAs <- sapply(ptrain , function(x) mean(is.na(x))) > 0.95
ptrain <- ptrain[, mostlyNAs == F]
ptest <- ptest[, mostlyNAs == F]
# remove variables which are not relevant for building the model. The first 5 feature varible * X, user_name, raw_timestamp_part_1, raw_timestamp_part_2, cvtd_timestamp* are not relevant.
ptrain <- ptrain[, -(1:5)]
ptest <- ptest[, -(1:5)]
Now we fit the model on the complete training data sets.
# Use 3-fold cross validation to build the model
controlPara <- trainControl(method = "cv", number = 3, verboseIter = F)
#build model using ptrain
modelFinal <- train(classe ~. , data = ptrain ,method = "rf", trControl = controlPara )
Now we will use our final model modelFinal
to predict the class of our test data set.We have applied the same data preprocessing methods to test data sets as to training data sets.
The test data sets ptest
contains 20 observations. The prediction output for each observation is written to the separate file.
# predict the class of test data
prediction <- predict(modelFinal, newdata = ptest)
# create the character vector for prediction class
preds <- as.character(prediction)
# write prediction for each observation to the files
write_to_files <- function(x) {
n <- length(x)
for(i in 1:n) {
filename <- paste0("output/problem_id_", i, ".txt")
write.table(x[i], file=filename, quote=F, row.names=F, col.names=F)
}
}
# create prediction files to submit
write_to_files(preds)


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PDF – Geospatial PDF
Driver short name
Build dependencies
none for write support, Poppler/PoDoFo/PDFium for read support
GDAL supports reading Geospatial PDF documents, by extracting georeferencing information and rasterizing the data. Non-geospatial PDF documents will also be recognized by the driver.
PDF documents can be created from other GDAL raster datasets, and OGR datasources can also optionally be drawn on top of the raster layer (see OGR_* creation options in the below section).
The driver supports reading georeferencing encoded in either of the 2 current existing ways : according to the OGC encoding best practice, or according to the Adobe Supplement to ISO 32000.
Multipage documents are exposed as subdatasets, one subdataset par page of the document.
Driver capabilities
Supports CreateCopy()
This driver supports the GDALDriver::CreateCopy()
operation
Supports Georeferencing
This driver supports georeferencing
Supports VirtualIO
This driver supports virtual I/O operations (/vsimem/, etc.)
Vector support
See the PDF vector documentation page
Metadata
The neatline (for OGC best practice) or the bounding box (Adobe style) will be reported as a NEATLINE metadata item, so that it can be later used as a cutline for the warping algorithm.
XMP metadata can be extracted from the file, and will be stored as XML raw content in the xml:XMP metadata domain.
Additional metadata, such as found in USGS Topo PDF can be extracted from the file, and will be stored as XML raw content in the EMBEDDED_METADATA metadata domain.
Configuration options
GDAL_PDF_DPI
: To control the dimensions of the raster by specifying the DPI of the rasterization with the Its default value is 150. The driver will make some effort to guess the DPI value either from a specific metadata item contained in some PDF files, or from the raster images inside the PDF (in simple cases).GDAL_PDF_NEATLINE
: The name of the neatline to select (only available for geospatial PDF, encoded according to OGC Best Practice). This defaults to “Map Layers” for USGS Topo PDF. If not found, the neatline that covers the largest area.GDAL_USER_PWD
: User password for protected PDFs.GDAL_PDF_RENDERING_OPTIONS
: a combination of VECTOR, RASTER and TEXT separated by comma, to select whether vector, raster or text features should be rendered. If the option is not specified, all features are rendered (Poppler and PDFium).GDAL_PDF_BANDS
= 3 or 4 : whether the PDF should be rendered as a RGB (3) or RGBA (4) image. The default value will depend on the PDF rendering used (Poppler vs PDFium) and on the content found in the PDF file (if an image with transparency is recognized, then 4 will be used). When 3 bands is selected, a white background is used.GDAL_PDF_LAYERS
= list of layers (comma separated) to turn ON (or “ALL” to turn all layers ON). The layer names can be obtained by querying the LAYERS metadata domain. When this option is specified, layers not explicitly listed will be turned off (Poppler and PDFium).GDAL_PDF_LAYERS_OFF
= list of layers (comma separated) to turn OFF. The layer names can be obtained by querying the LAYERS metadata domain (Poppler and PDFium).GDAL_PDF_LAUNDER_LAYER_NAMES
= YES/NO: (GDAL >= 3.1) Can be set to NO to avoid the layer names reported in the LAYERS metadata domain or as OGR layers for the vector part to be “laundered”.
Open Options
Above configuration options are also available as open options.
RENDERING_OPTIONS=[RASTER,VECTOR,TEXT / RASTER,VECTOR / RASTER,TEXT / RASTER / VECTOR,TEXT / VECTOR / TEXT]: same as GDAL_PDF_RENDERING_OPTIONS configuration option
DPI=value: same as GDAL_PDF_DPI configuration option
USER_PWD=password: same as GDAL_USER_PWD configuration option
PDF_LIB=[POPPLER/PODOFO/PDFIUM]: only available for builds with multiple backends.
LAYERS=string: list of layers (comma separated) to turn ON. Same as GDAL_PDF_LAYERS configuration option
GDAL_PDF_LAYERS_OFF=string: list of layers (comma separated) to turn OFF. Same as GDAL_PDF_LAYERS_OFF configuration option
BANDS=3 or 4. Same as GDAL_PDF_BANDS configuration option
NEATLINE=name of neatline. Same as GDAL_PDF_NEATLINE configuration option
LAYERS Metadata domain
When GDAL is compiled against Poppler or PDFium, the LAYERS metadata domain can be queried to retrieve layer names that can be turned ON or OFF. This is useful to know which values to specify for the GDAL_PDF_LAYERS or GDAL_PDF_LAYERS_OFF configuration options.
For example :
$ gdalinfo ../autotest/gdrivers/data/adobe_style_geospatial.pdf -mdd LAYERS
Driver: PDF/Geospatial PDF
Files: ../autotest/gdrivers/data/adobe_style_geospatial.pdf
[...]
Metadata (LAYERS):
LAYER_00_NAME=New_Data_Frame
LAYER_01_NAME=New_Data_Frame.Graticule
LAYER_02_NAME=Layers
LAYER_03_NAME=Layers.Measured_Grid
LAYER_04_NAME=Layers.Graticule
[...]
$ gdal_translate ../autotest/gdrivers/data/adobe_style_geospatial.pdf out.tif --config GDAL_PDF_LAYERS_OFF "New_Data_Frame"
Restrictions
The opening of a PDF document (to get the georeferencing) is fast, but at the first access to a raster block, the whole page will be rasterized (with Poppler), which can be a slow operation.
Note: some raster-only PDF files (such as some USGS GeoPDF files), that are regularly tiled are exposed as tiled dataset by the GDAL PDF driver, and can be rendered with any backends.
Only a few of the possible Datums available in the OGC best practice spec have been currently mapped in the driver. Unrecognized datums will be considered as being based on the WGS84 ellipsoid.
For documents that contain several neatlines in a page (insets), the georeferencing will be extracted from the inset that has the largest area (in term of screen points).
Creation Issues
PDF documents can be created from other GDAL raster datasets, that have 1 band (graylevel or with color table), 3 bands (RGB) or 4 bands (RGBA).
Georeferencing information will be written by default according to the ISO32000 specification. It is also possible to write it according to the OGC Best Practice conventions (but limited to a few datum and projection types).
Note: PDF write support does not require linking to any backend.
Creation Options
COMPRESS=[NONE/DEFLATE/JPEG/JPEG2000]: Set the compression to use for raster data. DEFLATE is the default.
STREAM_COMPRESS=[NONE/DEFLATE]: Set the compression to use for stream objects (vector geometries, JavaScript content). DEFLATE is the default.
DPI=value: Set the DPI to use. Default to 72. May be automatically adjusted to higher value so that page dimension does not exceed the 14400 maximum value (in user units) allowed by Acrobat.
WRITE_USERUNIT=YES/NO: (GDAL >= 2.2) Whether the UserUnit setting computed from the DPI (UserUnit = DPI / 72.0) should be recorded in the file. When UserUnit is recorded, the raster size in pixels recognized by GDAL on reading remains identical to the source raster. When UserUnit is not recorded, the printed size will depends on the DPI value. If this parameter is not set, but DPI is specified, then it will default to NO (so that the printed size depends on the DPI value). If this parameter is not set and DPI is not specified, then UserUnit will be recorded (so that the raster size in pixels recognized by GDAL on reading remain identical to the source raster).
PREDICTOR=[1/2]: Only for DEFLATE compression. Might be set to 2 to use horizontal predictor that can make files smaller (but not always!). 1 is the default.
JPEG_QUALITY=[1-100]: Set the JPEG quality when using JPEG compression. A value of 100 is best quality (least compression), and 1 is worst quality (best compression). The default is 75.
JPEG2000_DRIVER=[JP2KAK/JP2ECW/JP2OpenJPEG/JPEG2000]: Set the JPEG2000 driver to use. If not specified, it will be searched in the previous list.
TILED=YES: By default monoblock files are created. This option can be used to force creation of tiled PDF files.
BLOCKXSIZE=n: Sets tile width, defaults to 256.
BLOCKYSIZE=n: Set tile height, defaults to 256.
CLIPPING_EXTENT=xmin,ymin,xmax,ymax: Set the clipping extent for the main source dataset and for the optional extra rasters. The coordinates are expressed in the units of the SRS of the dataset. If not specified, the clipping extent is set to the extent of the main source dataset.
LAYER_NAME=name: Name for layer where the raster is placed. If specified, the raster will be be placed into a layer that can be toggled/un-toggled in the “Layer tree” of the PDF reader.
EXTRA_RASTERS=dataset_ids: Comma separated list of georeferenced rasters to insert into the page. Those rasters are displayed on top of the main source raster. They must be georeferenced in the same projection, and they will be clipped to CLIPPING_EXTENT if it is specified (otherwise to the extent of the main source raster).
EXTRA_RASTERS_LAYER_NAME=dataset_names: Comma separated list of name for each raster specified in EXTRA_RASTERS. If specified, each extra raster will be be placed into a layer, named with the specified value, that can be toggled/un-toggled in the “Layer tree” of the PDF reader. If not specified, all the extra rasters will be placed in the default layer.
EXTRA_STREAM=content: A PDF content stream to draw after the imagery, typically to add some text. It may refer to any of the 14 standard PDF Type 1 fonts (omitting hyphens), as /FTimesRoman, /FTimesBold, /FHelvetica, /FCourierOblique, … , in which case the required resource dictionary will be inserted.
EXTRA_IMAGES=image_file_name,x,y,scale[,link=some_url] (possibly repeated): A list of (ungeoreferenced) images to insert into the page as extra content. This is useful to insert logos, legends, etc… x and y are in user units from the lower left corner of the page, and the anchor point is the lower left pixel of the image. scale is a magnifying ratio (use 1 if unsure). If link=some_url is specified, the image will be selectable and its selection will cause a web browser to be opened on the specified URL.
EXTRA_LAYER_NAME=name: Name for layer where the extra content specified with EXTRA_STREAM or EXTRA_IMAGES is placed. If specified, the extra content will be be placed into a layer that can be toggled/un-toggled in the “Layer tree” of the PDF reader.
MARGIN/LEFT_MARGIN/RIGHT_MARGIN/TOP_MARGIN/BOTTOM_MARGIN=value: Margin around image in user units.
GEO_ENCODING=[NONE/ISO32000/OGC_BP/BOTH]: Set the Geo encoding method to use. ISO32000 is the default.
NEATLINE=polygon_definition_in_wkt: Set the NEATLINE to use.
XMP=[NONE/xml_xmp_content]: By default, if the source dataset has data in the ‘xml:XMP’ metadata domain, this data will be copied to the output PDF, unless this option is set to NONE. The XMP xml string can also be directly set to this option.
WRITE_INFO=[YES/NO]: By default, the AUTHOR, CREATOR, CREATION_DATE, KEYWORDS, PRODUCER, SUBJECT and TITLE information will be written into the PDF Info block from the corresponding metadata item from the source dataset, or if not set, from the corresponding creation option. If this option is set to NO, no information will be written.
AUTHOR, CREATOR, CREATION_DATE, KEYWORDS, PRODUCER, SUBJECT, TITLE : metadata that can be written into the PDF Info block. Note: the format of the value for CREATION_DATE must be D:YYYYMMDDHHmmSSOHH’mm’ (e.g. D:20121122132447+02’00’ for 22 nov 2012 13:24:47 GMT+02) (see PDF Reference, version 1.7, page 160)
OGR_DATASOURCE=name : Name of the OGR datasource to display on top of the raster layer.
OGR_DISPLAY_FIELD=name : Name of the field (matching the name of a field from the OGR layer definition) to use to build the label of features that appear in the “Model Tree” UI component of a well-known PDF viewer. For example, if the OGR layer has a field called “ID”, this can be used as the value for that option : features in the “Model Tree” will be labelled from their value for the “ID” field. If not specified, sequential generic labels will be used (“feature1”, “feature2”, etc… ).
OGR_DISPLAY_LAYER_NAMES=names : Comma separated list of names to display for the OGR layers in the “Model Tree”. This option is useful to provide custom names, instead of OGR layer name that are used when this option is not specified. When specified, the number of names should be the same as the number of OGR layers in the datasource (and in the order they appear when listed by ogrinfo for example).
OGR_WRITE_ATTRIBUTES=YES/NO : Whether to write attributes of OGR features. Defaults to YES
OGR_LINK_FIELD=name : Name of the field (matching the name of a field from the OGR layer definition) to use to cause clicks on OGR features to open a web browser on the URL specified by the field value.
OFF_LAYERS=names: Comma separated list of layer names that should be initially hidden. By default, all layers are visible. The layer names can come from LAYER_NAME (main raster layer name), EXTRA_RASTERS_LAYER_NAME, EXTRA_LAYER_NAME and OGR_DISPLAY_LAYER_NAMES.
EXCLUSIVE_LAYERS=names: Comma separated list of layer names, such that only one of those layers can be visible at a time. This is the behavior of radio-buttons in a graphical user interface. The layer names can come from LAYER_NAME (main raster layer name), EXTRA_RASTERS_LAYER_NAME, EXTRA_LAYER_NAME and OGR_DISPLAY_LAYER_NAMES.
JAVASCRIPT=script: Javascript content to run at document opening. See Acrobat(R) JavaScript Scripting Reference.
JAVASCRIPT_FILE=script_filename: Name of Javascript file to embed and run at document opening. See Acrobat(R) JavaScript Scripting Reference.
COMPOSITION_FILE=xml_filename: (GDAL >= 3.0) See below paragraph “Creation of PDF file from a XML composition file”
Update of existing files
Existing PDF files (created or not with GDAL) can be opened in update mode in order to set or update the following elements :
Geotransform and associated projection (with SetGeoTransform() and SetProjection())
GCPs (with SetGCPs())
Neatline (with SetMetadataItem(“NEATLINE”, polygon_definition_in_wkt))
Content of Info object (with SetMetadataItem(key, value) where key is one of AUTHOR, CREATOR, CREATION_DATE, KEYWORDS, PRODUCER, SUBJECT and TITLE)
xml:XMP metadata (with SetMetadata(md, “xml:XMP”))
For geotransform or GCPs, the Geo encoding method used by default is ISO32000. OGC_BP can be selected by setting the GDAL_PDF_GEO_ENCODING configuration option to OGC_BP.
Updated elements are written at the end of the file, following the incremental update method described in the PDF specification.
Creation of PDF file from a XML composition file (GDAL >= 3.0)
A PDF file can be generate from a XML file that describes the composition of the PDF:
number of pages
layer tree, with visibility state, exclusion groups
definition or 0, 1 or several georeferenced areas per page
page content made of rasters, vectors or labels
The GDALCreate() API must be used with width = height = bands = 0 and datatype = GDT_Unknown and COMPOSITION_FILE must be the single creation option.
The XML schema against which the composition file must validate is pdfcomposition.xsd
Example on how to use the API:
char** papszOptions = CSLSetNameValue(nullptr, "COMPOSITION_FILE", "the.xml");
GDALDataset* ds = GDALCreate("the.pdf", 0, 0, 0, GDT_Unknown, papszOptions);
// return a non-null (fake) dataset in case of success, nullptr otherwise.
GDALClose(ds);
CSLDestroy(papszOptions);
A sample Python script gdal_create_pdf.py is also available. Starting with GDAL 3.2, the gdal_create utility can also be used.
Example of a composition XML file:
<PDFComposition>
<Metadata>
<Author>Even</Author>
</Metadata>
<LayerTree displayOnlyOnVisiblePages="true">
<Layer id="l1" name="Satellite imagery"/>
<Layer id="l2" name="OSM data">
<Layer id="l2.1" name="Roads" initiallyVisible="false"/>
<Layer id="l2.2" name="Buildings" mutuallyExclusiveGroupId="group1">
<Layer id="l2.2.text" name="Buildings name"/>
</Layer>
<Layer id="l2.3" name="Cadastral parcels" mutuallyExclusiveGroupId="group1"/>
</Layer>
</LayerTree>
<Page id="page_1">
<DPI>72</DPI>
<Width>10</Width>
<Height>15</Height>
<Georeferencing id="georeferenced">
<SRS dataAxisToSRSAxisMapping="2,1">EPSG:4326</SRS>
<BoundingBox x1="1" y1="1" x2="9" y2="14"/>
<BoundingPolygon>POLYGON((1 1,9 1,9 14,1 14,1 1))</BoundingPolygon>
<ControlPoint x="1" y="1" GeoY="48" GeoX="2"/>
<ControlPoint x="1" y="14" GeoY="49" GeoX="2"/>
<ControlPoint x="9" y="1" GeoY="49" GeoX="3"/>
<ControlPoint x="9" y="14" GeoY="48" GeoX="3"/>
</Georeferencing>
<Content>
<IfLayerOn layerId="l1">
<!-- image drawn, and stretched to (x1,y1)->(x2,y2), without reading its georeferencing -->
<Raster dataset="satellite.png" x1="1" y1="1" x2="9" y2="14"/>
</IfLayerOn>
<IfLayerOn layerId="l2">
<IfLayerOn layerId="l2.1">
<Raster dataset="roads.jpg" x1="1" y1="1" x2="9" y2="14"/>
<!-- vector drawn with coordinates in PDF coordinate space -->
<Vector dataset="roads_pdf_units.shp" layer="roads_pdf_units" visible="false">
<LogicalStructure displayLayerName="Roads" fieldToDisplay="road_name"/>>
</Vector>
</IfLayerOn>
<IfLayerOn layerId="l2.2">
<!-- image drawn by taking into account its georeferencing -->
<Raster dataset="buildings.tif" georeferencingId="georeferenced"/>
<IfLayerOn layerId="l2.2.text">
<!-- vector drawn by taking into account its georeferenced coordinates -->
<VectorLabel dataset="labels.shp" layer="labels" georeferencingId="georeferenced">
</VectorLabel>
</IfLayerOn>
</IfLayerOn>
<IfLayerOn layerId="l2.3">
<PDF dataset="parcels.pdf">
<Blending function="Normal" opacity="0.7"/>
</PDF>
</IfLayerOn>
</IfLayerOn>
</Content>
</Page>
<Page id="page_2">
<DPI>72</DPI>
<Width>10</Width>
<Height>15</Height>
<Content>
</Content>
</Page>
<Outline>
<OutlineItem name="turn only layer 'Satellite imagery' on, and switch to fullscreen" italic="true" bold="true">
<Actions>
<SetAllLayersStateAction visible="false"/>
<SetLayerStateAction visible="true" layerId="l1"/>
<JavascriptAction>app.fs.isFullScreen = true;</JavascriptAction>
</Actions>
</OutlineItem>
<OutlineItem name="Page 1" pageId="page_1">
<OutlineItem name="Important feature !">
<Actions>
<GotoPageAction pageId="page_1" x1="1" y1="2" x2="3" y2="4"/>
</Actions>
</OutlineItem>
</OutlineItem>
<OutlineItem name="Page 2" pageId="page_2"/>
</Outline>
</PDFComposition>
Build dependencies
For read support, GDAL must be built against one of the following libraries :
Note: it is also possible to build against a combination of several of the above libraries. PDFium will be used in priority over Poppler, itself used in priority over PoDoFo.
Unix build
The relevant configure options are –with-poppler, –with-podofo, –with-podofo-lib and –with-podofo-extra-lib-for-test.
Starting with GDAL 2.1.0, –with-pdfium, –with-pdfium-lib, –with-pdfium-extra-lib-for-test and –enable-pdf-plugin are also available.
Poppler
libpoppler itself must have been configured with -DENABLE_UNSTABLE_API_ABI_HEADERS=ON so that the xpdf C++ headers are available. Note: the poppler C++ API isn’t stable, so the driver compilation may fail with too old or too recent poppler versions.
PoDoFo
As a partial alternative, the PDF driver can be compiled against libpodofo to avoid the libpoppler dependency. This is sufficient to get the georeferencing and vector information. However, for getting the imagery, the pdftoppm utility that comes with the poppler distribution must be available in the system PATH. A temporary file will be generated in a directory determined by the following configuration options : CPL_TMPDIR, TMPDIR or TEMP (in that order). If none are defined, the current directory will be used. Successfully tested versions are libpodofo 0.8.4, 0.9.1 and 0.9.3. Important note: using PoDoFo 0.9.0 is strongly discouraged, as it could cause crashes in GDAL due to a bug in PoDoFo.
PDFium
Using PDFium as a backend allows access to raster, vector, georeferencing and other metadata. The PDFium backend has also support for arbitrary overviews, for fast zoom-out.
Only GDAL builds against static builds of PDFium have been tested. Building PDFium can be challenging, and particular builds must be used to work properly with GDAL.
With GDAL >= 3.4.0
The scripts in the https://github.com/rouault/pdfium_build_gdal_3_4 repository must be used to build a patched version of PDFium.
With GDAL >= 3.2.0
The scripts in the https://github.com/rouault/pdfium_build_gdal_3_2 repository must be used to build a patched version of PDFium.
With GDAL 3.1.x
The scripts in the https://github.com/rouault/pdfium_build_gdal_3_1 repository must be used to build a patched version of PDFium.
With GDAL >= 2.2.0 and < 3.1
A PDFium forked version for simpler builds is available (for Windows, a dedicated win_gdal_build branch is recommended). A build repository is available with a few scripts that can be used as a template to build PDFium for Linux/MacOSX/Windows. Those forked versions remove the dependency to the V8 JavaScript engine, and have also a few changes to avoid symbol clashes, on Linux, with libjpeg and libopenjpeg. Building the PDF driver as a GDAL plugin is also a way of avoiding such issues. PDFium build requires a C++11 compatible compiler, as well as for building GDAL itself against PDFium. Successfully tested versions are GCC 4.7.0 (previous versions aren’t compatible) and Visual Studio 12 / VS2013.
Examples
Create a PDF from 2 rasters (main_raster and another_raster), such that main_raster is initially displayed, and they are exclusively displayed :
gdal_translate -of PDF main_raster.tif my.pdf -co LAYER_NAME=main_raster -co EXTRA_RASTERS=another_raster.tif -co EXTRA_RASTERS_LAYER_NAME=another_raster -co OFF_LAYERS=another_raster -co EXCLUSIVE_LAYERS=main_raster,another_raster
Create of PDF with some JavaScript :
gdal_translate -of PDF my.tif my.pdf -co JAVASCRIPT_FILE=script.js
where script.js is :
button = app.alert({cMsg: 'This file was generated by GDAL. Do you want to visit its website ?', cTitle: 'Question', nIcon:2, nType:2}); if (button == 4) app.launchURL('http://gdal.org/');


For running the tests, you will need:
First run bootstrap to ensure necessary dependencies:
$ script/bootstrap
Then run headless tests in the console:
$ script/test [<test-file>]
To run tests in other browsers, start a server:
$ script/server
# now open http://localhost:4567/
There are 3 main test modules:
test/unit/fn_pjax.js
- Primarily tests the $.fn.pjax
method and its optionstest/unit/pjax.js
- Main comprehensive pjax functionality teststest/unit/pjax_fallback.js
- Tests that verify same result after navigationEach test drives a hidden test page in an <iframe>
. See other tests to see how
they trigger pjax by using the frame
reference and remember to do so as well.


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As a first example, a class with a method quack
is stated.
class Duck = { function quack() print(self.name, " quacks.") end } d = table Duck{name = "Dagobert"} d.quack()
Object properties shadow class properties. For example,
the method quack
may be shadowed by a
special method:
d.quack = fn|| print(self.name, " quacks loudly.") end d.quack()
Objects are constructed by ordinary functions.
For example, a function duck
may create
an object of class Duck
.
function duck(name) return table Duck{name = name} end d = duck("Dagobert") d.quack()
It can be moved into the class, that is only a matter of style:
class Duck = { function quack() print(self.name, " quacks.") end, function new(name) return table Duck{name = name} end } d = Duck.new("Dagobert") d.quack()
When an object is not needed anymore, a destructor method
drop
may be called automatically. It is a special method
that can only be stated at class construction and cannot
be shadowed by local properties.
class Duck = { function quack() print(self.name, " quacks.") end, function drop() print(self.name, " flies away.") end }
Type checks are performed in two ways.
> type(d) is Duck true > d: Duck true
The former is only true if the types match exactly.
The latter is also true if d
is an descendant.
For example, d: Bird
would also be true,
in case Duck
inherits from Bird
.
Of course, type checks are also provided for the basic data types
Bool, Int, Long, Float, Complex,
Range, List, Map, String, Function.
The types Range
, List
, Map
,
String
, Function
inherit
from Iterable
.
Runtime type checks return a boolean value. Assert statements stay quiet for true and turn false into an exception. Any expression with boolean value is possible:
assert d: Duck assert x: Int and x>=0
A class may inherit properties from a parent class.
class Bird = { function fly() print(self.name, " flies.") end } class Duck: Bird = { function quack() print(self.name, " quacks.") end } d = table Duck{name = "Dagobert"} d.fly() d.quack()
As Duck just points to Bird, changing Bird afterwards will be reflected in Duck. This may be prevented by swallowing the properties of Bird instead. Replace
class Duck: Bird = {...}
by shallow copy:
class Duck = record(Bird)|{...}
or by deep copy:
class Duck = deep_copy(record(Bird))|{...}
The function deep_copy
is not part of the
core language. You will find it in the standard library.
A class may inherit from more than one parent.
class Diver = { function dive() print(self.name, " dives.") end } class Bird = { function fly() print(self.name, " flies.") end } class Duck: [Bird, Diver] = { function quack() print(self.name, " quacks.") end } d = table Duck{name = "Dagobert"} d.fly() d.dive() d.quack()
A property is first searched in Duck, then in Bird and then in Diver.
Instead of pointing to Bird and Diver, we can alternatively create a shallow copy:
function extends(*a) buffer = {} for m in a buffer.extend(record(m)) end return fn|m| buffer.update(m) return buffer end end class Diver = { function dive() print(self.name, " dives.") end } class Bird = { function fly() print(self.name, " flies.") end } class Duck = extends(Bird,Diver){ function quack() print(self.name, " quacks.") end } d = table Duck{name = "Dagobert"} d.fly() d.dive() d.quack()
An instance object may inherit from another instance object, its prototype. For example, a duck object may be regarded as an descendant of a bird object.
bird = table{ function fly() print(self.name, " flies.") end, name = "Unnamed bird" } d = table bird{name = "Dagobert"} bird.fly() d.fly()
The prototype system also allows multiple inheritance:
diver = table{ function dive() print(self.name, " dives.") end, name = "Unnamed diver" } d = table[bird, diver]{name = "Dagobert"} d.fly() d.dive()
Usage of the class system and the prototype system may be mixed:
class Bird = { function fly() print(self.name, " flies.") end } bird = table Bird{name = "Unnamed bird"} d = table bird{name = "Dagobert"} bird.fly() d.fly() assert d: Bird assert d: bird assert type(d) is bird
It should be noted that type
only returns the flat
type. To obtain the deeper underlying class, the more advanced behavior
shown in deep_type
is necessary.
function deep_type(t) T = type(t) return T if type(T) is Type else deep_type(T) end
Inheritance has the disadvantage that it might lead to name clashes. In case both ancestors have a method with the same name, which one should be used? This problem is solved by replacing inheritance with composition.
The following approach enables automatic composition by prefixing class properties.
function compose(tab) buffer = {} for prefix, type in tab.items() for key, value in record(type).items() buffer[prefix+"_"+key] = value end end return fn|m| buffer.update(m) return buffer end end class Diver = { function dive() print(self.name, " dives.") end } class Bird = { function fly() print(self.name, " flies.") end } class Duck = compose{"bird": Bird, "diver": Diver}{ function quack() print(self.name, " quacks.") end } d = table Duck{name = "Dagobert"} d.bird_fly() d.diver_dive() d.quack()
It might be that not only class properties clash, but also object properties. To solve this problem, we need more fine-grained control.
class Diver = { function dive() print(self.name, " dives ", self.quickness, ".") end } class Bird = { function fly() print(self.name, " flies ", self.quickness, ".") end } class Duck = { function quack() print(self.name, " quacks.") end } function duck(argm) name = argm["name"] bq = argm["bird_quickness"] dq = argm["diver_quickness"] return table Duck{ name = name, bird = table Bird{name = name, quickness = bq}, diver = table Diver{name = name, quickness = dq} } end d = duck{ name = "Dagobert", bird_quickness = "fast", diver_quickness = "very fast" } d.bird.fly() d.diver.dive() d.quack()
Reflection is the possibility to construct, obtain and modify the structure of a type at runtime. To achieve this, classes and objects may constructed dynamically from data.
Duck = class "Duck" { "quack": fn|| print(self.("name"), " quacks.") end } d = table Duck{"name": "Dagobert"} d.("quack")()
The properties are ordinary key-value maps:
class_data = { "quack": fn|| print(self.("name"), " quacks.") end } Duck = class "Duck" (class_data) table_data = {"name": "Dagobert"} d = table Duck(table_data) d.("quack")()
The map may be accessed with record
:
m = record(Duck) m["quack"](d;)
We have:
d.name == d.("name") == record(d)["name"]
But note that the dot operation also searches in the class and its ancestors, whereas the record lookup does not.
A class may be modified automatically in such a way, that
a special function called an advice enables us to do operations
before and after each method call. We will call this wrapping.
For example, a function log
should print to the
command-line when a method starts and ends.
function wrap(Class,advice) m = record(Class) for key, value in m.items() if type(value) is Function m[key] = |*argv| advice(key,value,self,argv) end end end function log(name,method,pself,argv) print("[Start of method {}]"%[name]) rv = method(pself;*argv) print("[End of method {}]"%[name]) return rv end class Duck = { function quack() print(self.name, " quacks.") end } wrap(Duck,log) d = table Duck{name = "Dagobert"} d.quack()
Table of binary overloadable operators:
| Op. | left | right |
|---|---|---|
a+b
| add
| radd
|
a-b
| sub
| rsub
|
a*b
| mul
| rmul
|
a/b
| div
| rdiv
|
a//b
| idiv
| ridiv
|
a^b
| pow
| rpow
|
a&b
| band
| rband
|
a|b
| bor
| rbor
|
a==b
| eq
| req
|
a<b
| lt
| rlt
|
a<=b
| le
| rle
|
Table of unary overloadable operators:
| Op. | Method |
|---|---|
-a
| neg
|
~a
| comp
|
Here is an implementation of complex number arithmetic. Complex numbers are covered already by the Moss language, but this implementation allows also for arithmetic of complex integers.
function complex(x,y) return table Complex{re=x, im=y} end class Complex = { function string() return "({}, {})" % [self.re, self.im] end, function neg() return table Complex{re = -self.re, im = -self.im} end, function add(a;b) if b: Complex return table Complex{re = a.re+b.re, im = a.im+b.im} else return table Complex{re = a.re+b, im = a.im} end end, function radd(a;b) return table Complex{re = a+b.re, im = b.im} end, function sub(a;b) if b: Complex return table Complex{re = a.re-b.re, im = a.im-b.im} else return table Complex{re = a.re-b, im = a.im} end end, function rsub(a;b) return table Complex{re = a-b.re, im = -b.im} end, function mul(a;b) if b: Complex return table Complex{ re = a.re*b.re-a.im*b.im, im = a.re*b.im+a.im*b.re } else return table Complex{re = a.re*b, im = a.im*b} end end, function rmul(a;b) return table Complex{re = a*b.re, im = a*b.im} end, function div(a;b) if b: Complex r2 = b.re*b.re+b.im*b.im return table Complex{ re = (a.re*b.re+a.im*b.im)/r2, im = (a.im*b.re-a.re*b.im)/r2 } else return table Complex{re = a.re/b, im = a.im/b} end end, function rdiv(a;b) r2 = b.re*b.re+b.im*b.im return table Complex{ re = a*b.re/r2, im = -a*b.im/r2 } end, function pow(a;n) return (1..n).prod(|k| a) end }
Example of use:
> i = complex(0,1) > 4+2*i (4, 2) > (4+2*i)*(5+3*i) (14, 22) > (4+2*i)^60 (-964275081903216557328422924784146317312,<PHONE_NUMBER>45772258729579365571477110784) > (4+2i)^60 -9.64275e+38+4.72329e+38i
Sometimes only methods that belong to the object should have write access to a property. Such a close relationship of the object to its methods can be achieved by a closure-binding of an interal private property table.
class Duck = {} function duck() private_tab = {beak_color = "yellow"} return table Duck{ function get(property) return private_tab[property] end, function orange_beak() private_tab["beak_color"] = "orange" end } end d = duck() print(d.get("beak_color")) d.orange_beak() print(d.get("beak_color"))
Every method that has direct access to private_tab
must belong to d
and not to its
type Duck
.
Private properties are constructed the same way as read-only properties. Only methods that belong to the object should be able to see the properties.
class Duck = {} function duck() private_tab = {beak_color = "yellow"} return table Duck{ function quack() color = private_tab["beak_color"] print("The duck quacks out of his {} beak."%[color]) end, function orange_beak() private_tab["beak_color"] = "orange" end } end d = duck() d.quack() d.orange_beak() d.quack()
We are able to add methods to already existent types. This technique is called monkey patching and considered a bad practice, because it can result in name conflicts.
As an example, we will add a method to the list type that splits the list into pairs.
> List.pairs = || list(self.chunks(2)) > list(1..4).pairs() [[1,2], [3,4]]
A more interesting example of a convenience extension:
String.split = fn|sep| a = []; w = [] for c in self if c in sep if len(w)!=0 then a.push(w.join()) end w = [] else w.push(c) end end if len(w)!=0 then a.push(w.join()) end return a end
> "1, 12, 3.5, 9".split(",\s") ["1", "12", "3.5", "9"]
Custom class constructors allow us to state object systems with different behavior.
# An implementation of prototyping inheritance. function get(key) data = record(self) while true if key in data return data[key] elif "prototype" in data data = record(data["prototype"]) else raise "key '{}' not found" % [key] end end end function set(key,value) record(self)[key] = value end # A custom class constructor. function pclass(name,m) m["get"] = get m["set"] = set return class(name)(m) end Object = pclass("Object",{}) bird = table Object{ function fly() print(self.name, " flies.") end, name = "Unnamed bird" } d = table Object{prototype = bird, name = "Dagobert"} bird.fly() d.fly()


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{% extends "info_page.html" %} {% block content %}
You have launched the following scan:
masscan {{ scan_range }} -p {{ port_range }} --banners --dport 61001 --max-rate 500
With the following excluded IP ranges: {{ exclude_range }}
The scan results will be uploaded into ikkyu automatically.
Please check back for results later
{% endblock %}


CLUSTER-SIGNUP
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Use the story id in the path to delete that story. Will fail if story has associated comments, tasks, or child dependencies (foreign key check failure). Also requires token to be sent in header (key of 'token'). ex: /stories/34


{% load i18n humanize %}
{% trans 'The review authors have made the following evaluations, which have generated conflict between them and must be resolved before proceeding. Since you are the reviewer, you need to resolve this conflict.' %}
| {% trans 'Author' %} | {% trans 'Status' %} | {% trans 'Criteria' %} | {% trans 'Comments' %} |
|---|---|---|---|
| {{evaluation.user.username}} | {{evaluation.get_status_html|safe}} | {{evaluation.selection_criteria}} | {{evaluation.comments}} |
{% trans 'Choose what status the article should have.' %}