A responsive site is one in which the elements change depending on the screen size. This might mean their size, their position, or whether they are visable.
Mobile first design is designing how your site looks on a mobile first, then how it looks on larger screens like a desktop. This is because mobiles are the minimum size, so we use the minimum number of elements needed. When it comes to adjusting the design for other screen types, we aren't trying to cram a large number of things onto a smaller screen.
A framework is a supporting structure of code, typically written by someone else, onto which web developers can program their site and applications. This saves having to rewrite structural code snippets, and provides a good starting platform for writing common web applications. A con of using frameworks is that it isn't always clear what the framework is doing, which can make it difficult to make your code operate as designed.
A wireframe is a basic template of a website, showing the basic layout without design elements like font or colour. It is simply to show what elements are on the page and where.
I found it difficult to get my blog navigation to aline properly, particularly once screen size was adjusted. This was because it wasn't clear what the skeleton documentation was doing, as my understanding of my own CSS is still shaky, so understanding someone elses was very challenging.


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2 Poems
by Johnny Kiosk on February 15, 2016
the elder scrolls
the part in oblivion
where you go into the painting
and you have to fight the painted trolls
but you don't have enough turpentine arrows to defeat them
so you run up a hill
and try to cast fireballs at them
but their health regenerates too quickly
because the leveling up system is broken
and bethesda realized this and fixed it in skyrim
but you aren't playing skyrim
and now the trolls have murdered you
that's what it feels like not talking to youcheat code
not feeling very motivated
not feeling very challenged by life
because i live in my childhood bedroom
this is life on easy mode
you can't get the best ending on easy mode
i don't care about endings or beginnings or the middle
mature people take coffee breaks at starbucks near their places of work while talking to other working people about work
they write short non emotional emails that refer to the contents of spreadsheets or other emails
they do this for forty to fifty years
i stare at a screen and wait for the internet to tell me what emotion to experience next
there is a gigantic hole in my mind that information technology plugs up
i try to imagine myself feeling worked up enough about life to scream silently in my head for three hours but i don't
i would flush this poem down the toilet but it’s on my macbook and that won't fit down the toilet even if i shatter it first
so instead i just stare at it and try to subtract any emotioninducing lines or words out of it because aren't we past that stuff by now
imagine seagulls flying toward the sunset growing and expanding into Salvador Dali type creatures dripping liquid clocks over parked cars and pedestrians while humming chopin's nocturnes
would that be beautiful?
i don't know what is beautiful
this poem is an exegesis on continental philosophy and aesthetics
beautiful things disappear as you approach them
my computer is telling me not to get a job
i tell it ok
i feel better for a little while and then don't
-
1 Poem
by Rao Mendes on February 14, 2016
You know my favorite thing about the skyline?
The Verizon® logo.
It ruins the view so much that it’s kind of beautiful in its own way.
It’s real.
and
I guess time just doesn’t stop for us dear,
They made the summer faster to skip the previews,
We keep cutting corners though,
like wild frost flowers growing out of their habits.
You know what?
This would probably look better on my screensaver,
Bird baths, Cherry Blossoms,
Yellow taxi cabs.
A lonely peanut
inside a yellow flavored M&M.
A chocolate smudge on our shirts.
You got my heart leaking 16 fl oz. at a time.
-
3 Poems
by Carolyn DeCarlo on February 14, 2016
Circulars
Upstairs, the one legged man taps on the floor
and I think it is someone knocking at our door.
Sometimes when I am lying in bed
I can hear him in the toilet.
Our flats are laid out backward.
His lounge is above my bedroom,
his bedroom below our lounge.
The kitchens are in completely different places.
Once, Jackson said he could hear the
one legged man peeing while he was peeing.
The one legged man leaves his newspapers on the footpath
and his junk mail in the mailbox.
We bring his junk mail down to him
and put it on his barbecue,
but it just ends up blowing around
on our steps and getting caught out in the rain.
The one legged man stays home a lot.
He watches a lot of movies and
gets his food delivered from Countdown.
The one legged man keeps his door open
but I’ve only seen him once.
The day we moved in,
I knocked on his door frame.
He came out and introduced himself.
He said he likes to play music
and we should tell him off if it gets too loud.
The one legged man’s music is never too loud
but it’s not enjoyable either.
The one legged man has two cats.
They are both incredibly shy.
One of them accepts pats
but the other one will hide under the house
if he sees you coming.
One time, I sat down on the couch
and the shy cat shot out from behind it
and ran out the door.
The one legged man seems nice enough.
We borrowed his can opener once.

House
I tie a thread around my ankles and lower my body down beneath the deck to watch the cats with human faces clean themselves in the half-light of their homes. A zeppelin disguised as a kereru propels itself magnificently through the stratosphere overhead and my person-eyes are transfixed by the person-eyes in front of mine, set in their frame of orange fur. How far back does the person go, I wonder – as in, are they person-brains or cat-brains living inside? Their homes are so clean, pitched roofs and whitewashed boards fitted snug to the land, the gentle roll of the hill. It is hard to hold onto them, hard to keep sight of their scale as we tap dance on the lino above their heads.

Houseplants
Trees march down the window panes of all the apartment buildings in straight diagonal lines. A woman peers through the plants in her window and smiles as you pass. Smile back. A foot appears in the gutter, lonely, pierced by a metal rod. Pick it up and place it in your bag.
-
Birds
by Jackson Nieuwland on February 14, 2016
Bianca had to move to the new school because an earthquake broke her old school. The ground swallowed all the buildings. The new school was full of sparrows. When they came into the classrooms it was not the usual chaos of hollow bones slamming into double glazed glass and feathers floating slowly to the floor to be picked up, one at a time, by small fingers, during the end of day tidy up. The birds knew their way around. They never entered accidentally through open windows, always came in politely through the front door and, when they were ready, exited the same way.
Occasionally a child would arrive at school in the morning to find a nest had been built in their desk overnight, their books torn to shreds and woven into an origami home for eggs which was not to be disturbed until the caretaker had a spare minute to relocate it to a nearby treetop. When teachers ran out of activities for their students, they had them make bird feeders to join the multitudes that hung all around the school like fire alarms, but the sparrows were more interested in the children’s lunches, so occasionally you would see a five year old who had thrown all his chips to the birds sucking on a peanut butter smeared pinecone.
Bianca hadn’t been told any of this. On her first day at the school, the principal pointed her to a classroom and the teacher pointed her to a desk. She sat, without first looking down at the chair, and felt a crunch flow into wetness on the back of her new tan skirt with the owl print. She had worn it to look nice because she didn’t have a school uniform yet. Quickly standing, she looked down at the chair and saw a flattened bird’s nest with a dead something inside. Her eyes went wide and she rushed out of the class.
On her way to the sickbay to get a change of clothes Bianca walked past the staffroom, where every morning, before the nine o’clock bell rang, the teachers huddled around the coffee table, kneeling on the carpet, and did lines of cocaine. They needed the hit in order to deal with the children’s endless Whys. Then they needed another hit at morning tea, one at the beginning of lunch and another at the end of it. The cleaners, who came every night, were not given keys to the staffroom. They were told the teachers cleaned it themselves to set a good example for the children. The cleaners didn’t think this was working very well judging from the mess in the classrooms that they were paid to remove.
When Bianca got back to class in a borrowed, too tight, pair of jean shorts everyone was sitting in a circle on the floor sharing their news. They stood one at a time and, while the rest stared up at them, started with Did You Know.
“Did you know I went to the supermarket.”
“Did you know Amelia came to my house.”
“Did you know I have this.”
A toy truck, a new lunchbox, an empty Pepsi Max bottle. Bianca hung back in the doorway searching for her spot in the circle, but there was no extra space.
“Did you know that girl killed a bird,” he said, pointing straight at Bianca.
Everyone looked at her with expressions on their faces. She ran back out of the classroom and sat under a tree until the teacher came out fifteen minutes later and brought her back in, while the other kids were doing their handwriting.The next day Bianca returned wearing a new school uniform, the borrowed jeans freshly washed and folded in a plastic bag in her hand. She returned them to the front desk at the office.
“Well aren’t you looking smart today,” said the receptionist.
Bianca didn’t respond with words but gave a small smile and looked down quickly.
“Better run to class dear,” the receptionist said, kindly giving Bianca a way out of the situation.
She nodded and rushed out of the office. She sprinted across the playground and into her classroom even though there were still five minutes til the bell rang and all the other children were playing outside. She sat in the room alone, staring at her cellphone.  When the other students eventually trickled into the classroom they didn’t greet her, but they didn’t mention the incident from the day before either.The first part of class, as always, was news. The teacher sat on a chair while the students formed a circle on the floor, each with a toy or accessory or new item of clothing clasped tight in their hands. The teacher coughed.  It came around to Bianca.
“Do you have anything to tell us about, Bianca,” said the teacher.
 There were thousands of tiny, perfectly circular, holes. They moved on to the next boy in the circle.
“Did you know my daddy has new running shoes.”The next day, at the beginning of lunch, Bianca slipped on a patch of bird droppings, grazing her knee. She sat, crying on the concrete, with her legs pulled up to her chest. The principal happened to be walking past. He knelt down.
“Is it your first day of school,” he said.
“Yes. No. It’s my third day,” said Bianca.
“That’s nice. You’ll be okay.”
The principal rubbed her back and then wandered off. Five minutes later he was in the staffroom, doing two lines of coke back to back. Two friendly children came up to Bianca and helped her to the sick bay where the office receptionist cooed over her.
“You are having a tough week, aren’t you.”On Thursday Bianca skipped her turn at news again. At lunchtime she hung out with the boy and girl who had helped her the day before. They played a game where they told Bianca to run around a block of buildings. Each time, when she got back, they told her she had either gone too fast or too slow and she had to do it again. It was her best day at the school yet.
The next morning when it came to her turn at news, and the teacher asked if she had anything to share, Bianca said yes. The teacher blew her nose.
“Bless you,” said Bianca.
She stood up and smoothed out her skirt with her palms, wiping the sweat off them at the same time.
“Off you go,” said the teacher as she scratched the edge of her nostril.
A bird hopped in through the doorway.“Did you know last night I had a bad dream,” said Bianca.
The teacher’s nose began running. She dabbed at it with a tissue, focusing on Bianca’s story.
“I can’t remember all of it, just some bits.”
The bird hopped further into the room.
“My daddy was there.”
The teacher scrunched up her nose and blew it again.
“He was chasing me.”
She looked down at the tissue and saw a bloody snot glob oozing in the centre of it. She quickly tucked it behind her back. The bird extended its wings and wobbled into the air. It veered left into a window, banging the glass, and losing two feathers which floated slow down to the floor. A few children glanced over at it but quickly switched their attention back to Bianca’s story.
“He had a egg beater but big.”A drip of blood leaked from one child’s nose, but he didn’t notice it. While listening to Bianca, he licked his upper lip without registering the salty taste on his tongue.
“He said he wanted to tell me something.”
The blind bird bashed repeatedly into the window, losing more feathers, but no one heard the noise over Bianca’s quiet voice. Blood was running freely from the teacher’s nose now.
“We were in the hallway and I started running.”More of the children’s noses started bleeding.  The bird swooped across the room, slamming into the opposite window and falling to the floor.
“The hall just kept getting longer and longer and the walls were covered in pictures I had drawn.”
 The teacher slumped forward, her face in a pool of blood in her lap.“There was a mirror at the end of the hall but I couldn’t see myself in it, just my Dad winding the egg beater faster and faster.”
Children were collapsing all around her but Bianca wasn’t paying any attention, she was too busy making up her story.
“I heard my Mum’s voice from the other room yelling to hurry up.”The bird staggered through the air in short leaps to land in the centre of the circle while the last few children collapsed. It hopped around, tapping it’s beak on fallen children’s shoes. Then it returned to the centre of the circle, wearing half as many feathers as it had when it entered, and flew straight out the front door. Two more birds flew into the room. Then they flew back out. Then another four flew in. They circled the room a few times before coming down to land, hopping over the bodies.
“That’s all I can remember.”
Bianca noticed a small bloodstain on the sleeve of her shirt from the boy sitting to her left. Thinking she might be bleeding herself, she quietly exited the room and walked to the sick bay, crunching fallen leaves under her new sneakers. When she stepped into the office building the receptionist looked up at her.
“More trouble sweetheart.”
Bianca held up her sleeve in explanation.
-
3 Poems
by Claire Alexandria on February 14, 2016
Application of Oz
Do you identify more with the witch
or with melting? The puddle or the
screaming? Are you the doe-eyed girl,
slippers tapping together, or the color red
and are you loving it? Are you the first or
last time she says home? Who could
play the part of the yellow brick road?
Are you the journey or the lion?
Where is your name?
I fall asleep to John talking
about the French Defense
every night in a blue room.
What are you?
Trains carry me places
in cars of mounting luggage.
I sit naked on
leather seats my round body.

Why are you doing?
Do you want to come over &
make noise together? Talk music?
When were you sad?
How did you do it?


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Time of page load (from now, live update):
a few seconds ago
Time of page load:
3:44:19 pm
One day ago (from now):
a day ago
A time in the past (from now):
3 years ago
Past date, different format:
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Same past date, different format:
May 22 2014
Same past date, different format:
May 22 2014 0:00 PM
Same past date, different format:
Fri, May 22 2014 0:00 PM


PAINTING
问题描述 :
We are going to cover a wall (whose area is r*c) with m different kinds of oil paint ( that is also m kinds of colors ). In order to simplify the problem, we will regard the wall as a set of r*c small squares. The area of one small square is 1 and a small square could be expressed as (x , y) (1<=x<=r, 1<=y<=c).
So every time when we are painting some selected area, we are covering the small squares in that area with a particular color.
Your task is to calculate the number of colors which are completely covered after m times of painting.
For example, given a rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2)
So every time when we are painting some selected area, we are covering the small squares in that area with a particular color.
Your task is to calculate the number of colors which are completely covered after m times of painting.
For example, given a rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2)
输入:
Multiple test cases, end with EOF.
In every test case:
In the first line, there will be 3 integers: r c m. r and c are the length and width of the wall , and m is the number of colors of the oil paint. Each type of the oil paints has its own different color.
Then there will be m lines followed, and the ith line has 4 integers: x1 y1 x2 y2, which means that we will cover the rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2) with the ith color.
In every test case:
In the first line, there will be 3 integers: r c m. r and c are the length and width of the wall , and m is the number of colors of the oil paint. Each type of the oil paints has its own different color.
Then there will be m lines followed, and the ith line has 4 integers: x1 y1 x2 y2, which means that we will cover the rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2) with the ith color.
输出:
Multiple test cases, end with EOF.
In every test case:
In the first line, there will be 3 integers: r c m. r and c are the length and width of the wall , and m is the number of colors of the oil paint. Each type of the oil paints has its own different color.
Then there will be m lines followed, and the ith line has 4 integers: x1 y1 x2 y2, which means that we will cover the rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2) with the ith color.
In every test case:
In the first line, there will be 3 integers: r c m. r and c are the length and width of the wall , and m is the number of colors of the oil paint. Each type of the oil paints has its own different color.
Then there will be m lines followed, and the ith line has 4 integers: x1 y1 x2 y2, which means that we will cover the rectangular area of a upper left corner (x1, y1) and a lower right corner (x2, y2) with the ith color.
样例输入:
3 3 3 1 1 2 2 1 3 3 3 1 1 3 3
样例输出:
2
#include <cstdio> #include <cstring> #include <iostream> using namespace std; int r, c, m; int mark[953][957]; bool f[1000]; int main() { while(~scanf("%d%d%d", &r, &c, &m)) { int minx = 2000, miny = 2000, maxx = 0, maxy = 0; memset(mark, 0, sizeof(mark)); memset(f, 0, sizeof(f)); for(int i = 1; i <= m; i++) { int x1, x2, y1, y2; scanf("%d%d%d%d", &x1, &y1, &x2, &y2); minx = x1 < minx ? x1 : minx; minx = x2 < minx ? x2 : minx; maxx = x1 > maxx ? x1 : maxx; maxx = x2 > maxx ? x2 : maxx; miny = y1 < miny ? y1 : miny; miny = y2 < miny ? y2 : miny; maxy = y1 > maxy ? y1 : maxy; maxy = y2 > maxy ? y2 : maxy; for(int x = x1; x <= x2; x++) for(int y = y1; y <= y2; y++) mark[x][y] = i; } int ans = 0; for(int x = minx; x <= maxx; x++) for(int y = miny; y <= maxy; ++y) if(!f[mark[x][y]]) f[mark[x][y]] = true; for(int i = 1; i <= m; ++i) if(f[i]) ans++; printf("%d\n", m - ans); } return 0; }
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释迦摩尼老早就把真相告诉世人了，可是凡人的意识局限于六根的外在功能，无法弄明白佛陀的真意。这个所谓的现代化社会其实还不如古代的农耕社会！地球社会之所以会发展成为现在的摸样，完全是人的集体意识，集体欲望形成的。最后当所谓的科学走到尽头时，回过头才发现以往以
释迦摩尼老早就把真相告诉世人了，可是凡人的意识局限于六根的外在功能，无法弄明白佛陀的真意。这个所谓的现代化社会其实还不如古代的农耕社会！地球社会之所以会发展成为现在的摸样，完全是人的集体意识，集体欲望形成的。最后当所谓的科学走到尽头时，回过头才发现以往以
释迦摩尼老早就把真相告诉世人了，可是凡人的意识局限于六根的外在功能，无法弄明白佛陀的真意。这个所谓的现代化社会其实还不如古代的农耕社会！地球社会之所以会发展成为现在的摸样，完全是人的集体意识，集体欲望形成的。最后当所谓的科学走到尽头时，回过头才发现以往以
释迦摩尼老早就把真相告诉世人了，可是凡人的意识局限于六根的外在功能，无法弄明白佛陀的真意。这个所谓的现代化社会其实还不如古代的农耕社会！地球社会之所以会发展成为现在的摸样，完全是人的集体意识，集体欲望形成的。最后当所谓的科学走到尽头时，回过头才发现以往以
。。。
能告诉我为什么对于每一个m，cnt的值不用更新吗?这儿我想不通啊，谢谢
已经挂掉了，给个参考呗
刚开始学习，为啥会报错了
因为是要把从字符串s的start位到当前位在hash中重置，修改提交后能accept，但是不修改居然也能accept
刚开始学，非常好
这个也是算法导论的习题
分析的很详细！赞一个
我觉得是D哎……
必须试过啊
这种二分还是比较经典！mark
不错
学算法中的数据结构学到一定程度会乐此不疲的，比如其中的2－3树，类似的红黑树，我甚至可以自己写个逻辑文件系统结构来。
约瑟夫也用说这么长……很成熟的一个问题了，分治的方法解起来o(n)就可以了，有兴趣可以看看具体数学的第一章，关于约瑟夫问题推导出了一系列的结论，很漂亮


Notebooks
Story: The song of the kwa kwara, or korhaan malkop
The song of the kwa kwara, or korhaan malkop
Title
The song of the kwa kwara, or korhaan malkop
Collection
Summary
The song sung by the korhaan malkop, or kwa kwara (also known as the bustard, the black koran or Eupodotis afra). It sings of the Early Times when its head was burnt in the fire.
Comments
1) See The kwa kwara, or korhaan malkop and The story of the Kwa-kkwara and The Korhaan marries his elder sister (the Anteater's laws), 2) This story is found in Book VIII-1
Contributors
|han≠kass'o (Klein Jantje) (VIII)
Date
5 March 1879
Categories
Keywords
bird (the kwa kwara, bustard, black koran, korhaan malkop or Eupodotis afra) , kwa kwara (or korhaan malkop) , kwa kwara (in Early Times) , kwa kwara (also known as the bustard, the black koran, or Eupodotis afra) , kwa kwara (accounting for its appearance) , kwa kwara (Korhaan's head was burnt in fire) , kwa kwara (song of) , kwa kwara (sings of its head burnt in the fire) , song (of the kwa kwara or korhaan malkop) , korhaan malkop (kwa kwara) , korhaan malkop (in Early Times) , korhaan malkop (its song) , korhaan malkop (sings of its head burnt in the fire) , korhaan malkop (also known as the bustard, the black koran, or Eupodotis afra) , korhaan malkop (accounting for its appearance) , korhaan malkop (Korhaan's head was burnt in fire)
Story Pages
6138v


Main Header is here!!!
This is my first webpage!
Isn't it nice?
Header 2!
Things I
like
to eat
Cheese
Bread
Sweet potatoes
Here is a link to my
favorite things
Check out
epidcodus


--- layout: default title: About Melanie ---
Melanie is a coder at heart and a dedicated data engineering professional.
She was also a member of the Data Science Research Lab during her graduate studies in computer science.
| Mohammad Pourhomayoun, Ph.D. | Principal Investigator |
| Sue Ellen Martin, MD, Ph.D. | Principal Investigator |
| Melanie Kwon, MSCS | Research Project Manager |
| Vanessa Martin, MD | Co-Investigator |
| Tae Hun Kim, MD | Co-Investigator |
| Adam Berman, MSCS | Co-Investigator |
“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.” – Henry Ford
“Either write something worth reading or do something worth writing.”
– Benjamin Franklin


🙋♂ I'm Lorenzo.
👨💻 A full-stack developer.
🙆♂ Usual participant in Hacktoberfest.
🤷♂ Would love to get that t-shirt!
💁♂
My GiHub profile


I am a visual thinker and a people person. Over the past few years, I have been drawn towards opportunities that allow me to develop these two qualities. My career is consumed by employment that further enhances my love of design and utilizes my enthusiasm to lead. My passion for design is highlighted through over 5 years of professional marketing experience. My desire to collaborate with others led me to supplement my bachelor’s degree and pursue an MBA with a focus in Marketing & Leadership. Currently, I am in charge of all communication and marketing content for Legacy, an engineering based manufacturing company in NYC. In my free time, I freelance for several companies.
I will create an experience for your brand. We will work together to build an engaging story to move markets through creative marketing. I am here to help you connect with customers in authentic ways. Please contact me if you are need of design work.


Estimates of rainfall at desired frequency (e.g., 1% annual chance or 100-year return period) and desired duration (e.g., 24-hour duration) are often required in the design of dams and other hydraulic structures, catastrophe risk modeling, environmental planning and management. One major source of such estimates for the USA is the NOAA National Weather Service's (NWS) division of Hydrometeorological Design Studies Center (HDSC). Raw data from NWS-HDSC is available at 1-km resolution and comes as a huge number of GIS files. This package provides functionality to easily access and analyze the 1-km GIS files provided by NWS' PF Data Server for the entire USA. This package also comes with datasets on record point rainfall measurements provided by NWS-HDSC.
| Version: | 0.3 |
| Depends: | R (≥ 3.0.2) |
| Imports: | RCurl, SDMTools |
| Suggests: | knitr, raster, maps |
| Published: | 2014-11-29 |
| Author: | Gopi Goteti |
| Maintainer: | Gopi Goteti <my.ration.shop at gmail.com> |
| License: | MIT + file LICENSE |
| NeedsCompilation: | no |
| Materials: | NEWS |
| CRAN checks: | rainfreq results |
| Reference manual: | rainfreq.pdf |
| Vignettes: |
Package Demo: rainfreq |
| Package source: | rainfreq_0.3.tar.gz |
| Windows binaries: | r-devel: rainfreq_0.3.zip, r-release: rainfreq_0.3.zip, r-oldrel: rainfreq_0.3.zip |
| OS X binaries: | r-release: rainfreq_0.3.tgz, r-oldrel: rainfreq_0.3.tgz |
| Old sources: | rainfreq archive |
Please use the canonical form https://CRAN.R-project.org/package=rainfreq to link to this page.


The IO module contains classes to load assets like images, shader files,
textures, models and data sets in an asynchronous way.
Separates between loadFiles, loadImages and loadTextures.
While the intention is to mainly provide a basic set of features and
to enable use of external modules for more advanced asset loading use cases,
the IO module does provide a couple of conveniences:
Parallel loading of multiple files.
Promise based interface, easy to compose with other asynchronous events.
Works on both browser and node (work in progress).
Progress callbacks (work in progress).
IO Function: loadFiles
Loads remote data asynchronously via an http request (AJAX).
On the browser, the domain serving the data must match the
domain where the data is queried.
Creates a connection and sends the information to be sent. Returns
an array of promises that will resolve to the contents of the files.
Syntax:
loadFiles({paths, …options});
Arguments:
paths - (array)
options - (object) An object containing the following options:
Options:
method - (string, optional, default=’GET’)
The request method. Possible values are GET or POST.
async - (boolean, optional, default=true)
Whether to make the request asynchronous or not.
noCache - (boolean, optional, default=false)
If true a random number will be appended to the url in order to
force the reload of the file and avoid the use of the cache.
responseType - (string, optional)
The format/type of data to be retrieved.
Set this to arraybuffer to get binary data. More info
here.
sendAsBinary - (boolean, optional, default=false)
Whether the content should be sent as binary or not. More info
here.
body - (mixed, optional) To be used when sendAsBinary is true.
The binary content to be sent. More info
here.
onProgress - (function, optional)
A callback executed while the data is being downloaded.
The first parameter of the callback is the percentage downloaded.
Options:
method - (string, optional) The request method.
Possible values are GET or POST. Default’s GET.
async - (boolean, optional, default=true)
Whether to make the request asynchronous or not. Default’s true.
noCache - (boolean, optional, default= false)
If true a random number will be appended
to the url in order to force the reload of the file and avoid
the use of the cache.
responseType - (string, optional) The format/type of data to be retrieved.
Set this to arraybuffer to get binary data. More info
here.
sendAsBinary - (boolean, optional) Whether the content should be sent
as binary or not. Default’s false. More info
here.
body - (mixed, optional) To be used when sendAsBinary is true.
The binary content to be sent. More info
here.
Examples:
Creating a request object to a specific url and making the request.
Note the send call at the end of the instanciation.
Creating a request object to a specific url.
Creating a request object to a specific url.
Creating a request object to a specific url and making the request.
IO Function: loadImages
A very useful class that enables loading of multiple remote images
asynchronously and returns an array with all the images loaded.
paths - (array) An array of strings pointing to image urls.
options - (object) An object containing the following options:
Options:
onProgress - (function, optional) Callback executed each time an image is loaded. Provides as first argument the percentage of images loaded.
noCache - (boolean, optional, default=false)
If true a random number will be appended to the url in order to force
the reload of the file and avoid the use of the cache.
Examples:
Creating a request to load images.
IO Function: loadTextures
Loads multiple textures from image urls asynchronously and in parallel.
Syntax:
Arguments:
paths - (array) An array of strings pointing to image urls.
options - (object) An object containing the following options:
Options:
noCache - (boolean, optional, default=false)
If true a random number will be appended to the url in order to
force the reload of the file and avoid the use of the cache.
Examples:
Creating a request to load images and create WebGL textures


Mouse interactionsAttach and manipulate mouse-based interactions to shiny html tags and input/output widgets |
|
|---|---|
|
|
Mouse interactions |
Enable bookmarking state of mouse interactions |
|
Shiny UI with mouse interactionsWrapper functions to create shiny ui with interaction attached. |
|
Create a draggable modal dialog UI |
|
A shiny input control to show the order of a list of items |
|
Create a Checkbox Group Input Control with Sortable Choices |
|
Create radio buttons with sortable choices |
|
Create a tabset panel with sortable tabs |
|
Create a table output element with sortable rows |
|
Create a table output element with selectable rows or cells |
|
Animation and class effectsAllow element(s) to show animation effects, or menipulate their class(es) while animating all style changes. |
|
Animation effects. |
|
Get available animation effects. |
|
Class effects. |
|
Others |
|
Inject necessary js and css assets to the head of a shiny document (deprecated). |
|
Create a jQuery UI icon |


Social networking in schools
Oct 22, 2012
My article from Issue 1.3 of Teach Secondary Magazine.
Teaching for learning is about meeting our students where they are and taking them to a place they wouldn’t have reached otherwise. But how good we are at both taking our students on and meeting them where they are when it comes to online tools for learning and teaching? For a large proportion of our students, the place where they are, online, is Facebook, and yet few schools make any use of Facebook.
Ofcom’s report, UK Children’s Media Literacy (pdf), found 79% of 12-15 year olds in 2010 had an active social network profile, with 96% of these on Facebook. There are, as with cycling and swimming, risks associated with social networking, but, by and large, we’ve done a good job of educating young people how to keep themselves safe online. Most do seem savvy in using Facebook: keeping profiles private or semi-private and socialising online only with those they know already. That said, whilst most young people have the technical skills needed to use Facebook, far fewer use it as creatively, effectively or critically as they might: perhaps more engagement by teachers and schools here might well make a difference.
Those who’ve watched ‘The Social Network’ will know that its origins lie within education, with membership originally restricted to students at Harvard and then other Ivy League universities. The social dimension of school is particularly important: we learn how to get on and work with others through school; peer pressure can be a force for good or ill; and many of our own Facebook friends date back to our own school days. The importance of personal learning networks to learning at university and in employment suggests that the skills and understanding necessary to make the best use of these are ones that might usefully be developed at school.
The ‘anytime-anywhere’ promises of online learning are made good by social networking sites: with many users logged in almost continuously, the opportunity to bounce ideas to and fro is ever present. Integration with phones and tablets is usually very slick: because there’s always an app for this, social networking, and thus social learning, isn’t limited to the institution, the desktop or laptop.
Facebook’s founder, Mark Zuckerberg, is clear about online and offline identity being no different, with a real names policy being essential to the Facebook experience. Thinking through issues of identity and its presentation is not an easy thing for students, for whom there are often tensions between the persona they might present to their friends, their family, their teachers and those they know less well. Social networks that allow control over the groups with whom content might be shared, provide one way of looking at issues of identity and its expression. Students ought to bear in mind the implications of a persistent, permanent online identity for their future study, work and social lives.
There are many ways in which schools and teachers might make more, and better, use of social networking for education. First off, it’s well worth conducting a survey or having a few conversations about how students are already using social networking. As well as getting a sense of the extent to which students are keeping themselves safe online and thinking about their responsibility for their online profile, you can judge to what extent they’re already using their networks to support their learning and perhaps even developing a critical understanding of social technology.
At a simple level, your school might setup a Facebook Page, using this to keep those students, parents and teachers who ‘Like’ it informed of news, as well as gathering feedback, sharing photos and maintaining a calendar of events. Whilst this can all be done via a conventional school website, having updates from school in stakeholders’ news feeds might provide a more immediate experience. It’s best to see this as the public face of the school, but using a Facebook Group rather than a Page allows more control over who gets to see and contribute to what’s posted.
Whilst teaching unions and others advise against teachers becoming Friends with their students, and indeed many students might have their own concerns about their wall posts and photo albums being viewed by teachers, Facebook Groups allow both teachers and pupils to use the platform to communicate and collaborate without having access to one anothers’ more personal or private content. These can work very well for a class, with teachers acting as the group admin, inviting only those in their class as members. The Group then becomes the online learning space for the class, much like a VLE, with the teacher uploading files, sharing links to resources, continuing classroom discussions online, running quick-quiz polls etc, with updates going directly into users’ news feeds.
Using Facebook in school is not without difficulties. Those that do make the move might need to have their filtering settings changed to allow access to at least some bits of Facebook from inside school. Schools and teachers should consider carefully trusting student level data to any third party, particularly where this might be used to help target advertising. Unlike Zuckerberg, many teachers, and perhaps many students, might feel a degree of discomfort using the same environment, if not the same spaces in it, for personal and academic purposes. Furthermore, Facebook’s terms and conditions prohibit those under 13 from setting up an account, due to US COPPA legislation.
Alternatives to Facebook, purpose built with education in mind, do exist: Edmodo has a substantial user base in UK schools: it provides a Facebook-like social networking platform with additional tools for teachers to set and mark assignments and online quizzes. Schoology is a similar system, better known in the US than UK, with some useful analytic tools and a rather nice integration with Google Docs, which would be useful for schools that have already made that move. Edmodo are committed to offering their basic service for free, with Schoology offering a ‘freemium’ model, charging schools for access to their more advanced admin tools. Some VLEs include some social networking tools too, although these are rarely as smooth as dedicated solutions.
It’s possible to do all this and more in-house, keeping all data inside the school’s own ‘walled garden’ for free, although this requires a little technical expertise and more time. Elgg is an open source social networking engine that will run very happily, and very securely, on an Apache web-server, although there’s quite a learning curve to climb with this. For schools that are already making use of pupil and teacher blogs, the Buddypress extension to WordPress provides another approach, and multi-purpose content management systems like Drupal have all the plug-ins you’d need to build your own social networking platform.
Whichever approach you take, acknowledging the social dimension to learning, both offline and online, is well worth the effort – yes we learn through experience and from resources, but we learn so much more through the conversations about these things.
The above is © Teach Secondary Magazine, 2012, all rights reserved. It is reproduced here with permission.
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Chapter 11 Instruments
In BASS, instruments are the building blocks of assessments. Under this menu option, you can view a list of all the instruments currently set up in your database, as well as Create new instrument by using the built-in editor and Import instrument from XML to import an already built instrument from another BASS database by copying its XML code. You can also edit instruments, as well as delete them.
But first, let’s examine the table.
- To the left we have the Name column. This simply shows the name of the instrument, as well as if it is adapted to responsive presentation (a small cell phone icon will be shown) and/or if it is a clinician rated instrument (a small, grey scroll icon will be shown). Responsive presentation means that the instrument is set up to adapt to different screen sizes, i.e desktop/laptop screens and mobile screens.
- Next is the Abbreviation column, which shows the abbreviation of the instrument (if one is specified), such as MADRS-S, HADS, PHQ-9 and so forth.
- The next column is labeled Title name, and is the title shown to participants. This can be either the proper name of the instrument, a name of your own choosing, or nothing at all.
- The Id column shows the ID the instrument is given within your database. This is useful if you want to set up Answer flags for an instrument. In such a case, you can refer to the instrument’s ID rather than its name, since the ID can’t be changed. As such, it is a more stable way and less vulnerable to changes.
- The following column, #Items, displays the number of items in the instrument.
- The next column, #Completed, displays the number of times the instrument has been completed by participants.
- The #Ass.batt. column displays the number of Assessment batteries in which the instrument is included.
- The last the columns are Edit (the pencil icon), Copy (the clipboard icon) and Delete (the trash can icon).
There are two ways to create a new instrument in BASS4. Either you can copy an existing instrument, that is similar to the one you wish to create and adjust that instrument. You can also create a new instrument from scratch, using the built in tool in BASS4.
11.1 Copy an instrument
To copy an instrument, follow these steps:
1) Navigate to Instruments in the main menu to the left. Here you can view all instruments currently available in your database.
2) On the far right of the instrument you wish to copy, next to the trash can icon, is an icon resembling two documents. If you hover with the mouse pointer over this icon, it will say “Copy instrument.” Clicking on this icon will create a copy of the instrument, called “Copy of [Instrument].”
3) Open the instrument you just created by clicking the pencil icon to the right on the instrument row. If you hover the mouse pointer over the pencil icon, it will display the tooltip “Edit instrument.” Clicking the pencil icon will show the instrument editor. The “Creating a new instrument” section explains how this editor works.
4) Prior to editing the instrument, it’s good practice to open a separate window or browser tab by using the Preview-function. This function is located under the Preview-tab, and opened by clicking the “Open preview in Clojure app” hyperlink. By default, a new tab will open where the instrument will be displayed in its formatted layout. It’s a good idea to have this tab opened while editing the instrument in the instrument editor, and switching back and forth between the browser tabs to see your updates displayed in the Preview.
11.2 Creating a new instrument
To begin creating a new instrument, navigate to Instruments in the main menu on the left. This will open up a table view showing you all the instruments currently available in your database. On the bottom of the table, there is a hyperlink with the text “Create new instrument.” Clicking this hyperlink will take you to the General view of the instrument editor, as shown in picture 1 below. The tabs named Edit, Preview, Scoring Formula and Export are also displayed.
11.2.1 The General Tab
This tab is where you can change the Name of the instrument, its Abbreviation (both of which are only show in the administrator’s view), as well as the Title name (which is the title presented to the participants). For example, this could be Audit in all three cases, as show in picture 1 below.
Picture 1
If the instrument you are creating is supposed to be filled out by a clinician, you check the box called Clinician assessment.
<IP_ADDRESS> The BASS4 Table
This table contains three options that influence the presentation of your instrument.
Classic presentation in BASS4 governs whether your instrument is shown in a classic layout, i.e somewhat smaller font size, or a more modern layout with a somewhat larger font size (16 pixels).
Responsive presentation governs whether or not your instrument is adjusted automatically according to the size of the screen it is viewed on (i.e mobile or PC/Mac). This mainly affects Question items, where answers ordered by cell will require additional steps be taken in order to display correctly.Instructions on how to do this are found under the “Edit” section.
Answers ordered by line break will automatically display correctly both on mobile and PC/Mac with this option checked.
Leaving this box unchecked will cause the instrument to display its PC/Mac layout regardless of which screen it is viewed on. It will not adjust to mobile screens.
Number column governs whether or not the first column of the instrument is assigned to the display of question numbers in responsive presentation.
When you’ve entered the information, click save.
11.2.2 The Preview Tab
In this tab, you can view the instrument with it’s final visual design applied (the final visual design is applied automatically by BASS) by clicking the hyperlink named “Open preview in Clojure app.” By default, a new tab will open, in which the instrument will be displayed with its final visual design applied. It’s a good idea to have this tab opened while editing the instrument in the instrument editor, and switching back and forth between the browser tabs to see your updates displayed in the Preview.
11.2.3 The Edit Tab
This tab is where you create, or build, your new instrument. This is also where you adjust any instrument you’ve copied or want to edit. This is mainly done through adding, editing or deleting content in the form. To begin, start by creating and defining a table definition
Add table definition
By default, the first table definition is already created. However, it has not been defined, and thus you need to define it before proceeding to adding additional items and elements to your instrument. To do this, click the “Edit” text in the Table definition box. This opens up the editor for this specific item (in this case a table definition).
One thing to note before starting to assign Cell width is that the total width of your instrument is fixed to 700 pixels on PC/Mac. As such, you will have to stay within those confines when defining your table definition.
If responsive presentation is used, the instrument width will adapt to a mobile screen size where applicable.
A table definition provides a layout framework for every item below it, up until the next table definition (if there is one).
A good practice is to allow the first column to take up 30 pixels of screen space. This is done by typing 30 into the first box of the Cell width column. If you so wish, you can justify the text of a box to be either left aligned, centered, or right aligned by choosing the corresponding option in the box’s dropdown menu in the Justify column. The second cell is most often reserved to the text of a question, and can be set to the desired width by typing it into the box. Typing a * into the box makes its cell flexible, causing it to fill any left over width not claimed by the other cells in the table definition. If multiple cells are given a flexible width by typing * in their cell width boxes, they will share the left over width evenly. The third through 16th cell is usually utlized for answers to a question item, when ordered by Cell (horizontally) and can be given any desired width. However, remember that width is limited if you are ordering answers by cell, and that long words in an answer may clip into eachother if the allocated space is too small. Ordering answers by line break organizes them in a vertical structure, and as such they do not suffer this limitation. If you plan to order your answers by line break you only need to fill in the boxes for cell 1 and 2 in your table definition that governs the layout for the question items that utilizes line break
Add information
Usually a form starts with information on how to fill it out, and as such you want to add that information before you add your questions. To do this, click “Add new [Free text]” and type the information ionto the “Free text” box.
In “Free text” you type regular HTML or regular text input. You can find some basic HTML tags in the appendix of this manual, with links to more thorough resources listed as well. In “Layout-string,” you type [T], which instructs BASS to render the text in the “Free text” box. Then press save.
Hint: If you want to have a line above or below your text, to act as a separator, you can type in 1 in the “Border-width upper” or “Border-width lower,” respectively.
Adding questions
Depending on what questions you would like to add, you go about adding them in different ways. We will adress the most common type of question below.
Adding multiple-choice questions
By follow the instructions below, your end result will look similar to this:
First, you will need to add a new “free text.” To do this, click “Add new [Free text].” Then type in the options that are needed for the questions you want to add. For example, if you have five options to your question, you type it in like in picture 4 picture below. Picture 4
If you have more options, you add them by typing “[TD] option 6,” before the HTML tag
. If you have less options, you delete the superfluous [TD] with accompanying text. The reason for the twin [TD][TD] in the beginning is to make empty space for the question you’re adding later. The reason for the single [TD] between the options is to separate the options.
Hint:

is HTML and means that the rest of the text starts on a new row, i.e it implements a line break. If you want to have numbers on one row and the text under, you can add two
tags in between. If it’s all supposed to be on the same row, you can omit including any

tags.
Like in the “Free text” example, you type [T] in “Layout-string” to instruct BASS to render the text. Then decide whether or not you want borders above or below the text by typing in a numerical value in “Border-width upper” or “Border-width lower,” respectively. Then click “Save.”
Below the created “free text,” you now click “Add new [question].” In the number box, you type in the number you want to assign to the question. In the “Question”-box you type in the question or statement.
By using the tools in the “Answer definition” section, you can define what type of answer you want. By default, “Radio buttons” is selected as the “Answer type.” If you want multiple choice, you change the “Answer type” to “Checkboxes.” You can then fill out the different options under “label” (in this example you would use the same options you typed in “free text”) and give them unique values under “value,” see picture 5 below. The values are used to calculate the result with a scoring formula later on.
Important note: The values for each answer option in a question have to be unique. If to answer options are supposed to have the same value, this is corrected for later on in the scoring formula.
When you’ve filled in your answer options and their unique values, you can choose “Cell” under the “Separator”-dropdown. In “Layout definition” you type in the following: [N].[TD][Q][TD][X]. This defines the layout for the question within the framework provided by your table definition. When this is done, click “Save.”
HELP! What does [N].[TD][Q][TD][X] mean?
- [N] Renders the number of the question in a cell. The period simply puts a period after the rendered number.
- [TD] Creates an empty cell
- [Q] Renders the text of the “Question” box in a cell
- Renders the answer options in a cell
The input in the “layout definition” box is read from left to right, and is applied in the same order. In the layout above [N] is rendered in the first cell, [TD] creates a space, [Q] is rendered in the second cell and [X] is rendered in the third through seventh cell.
Hint: Make a habit of going back to your Preview page to see what your form looks like. This lets you correct mistakes and make adjustments as you go along.
Hint: You can read about “optional,” “inheritable,” “jump,” and “specification text” under “Extra information.”
Picture 5
Adding a text-answer question
To add a question with a text answer, click “Add new [question].” Follow the same procedure as detailed above, by typing the number you want to assign to the question in the number box, and typing your question or statement into the question-box. Under “Answer definition,” choose what type of answer you want, either “short free text” or “long free text.” In “Layour-string,” type in [N].[TD][Q][X].
Having the multiple-choice answer options listed vertically instead of horizontally
If you would rather have your answer options listed vertically below your question, you type the question in a Free text. To do this, click “Add new [Free text].” Then type the question into the free text box, and type [T] into the layout-string box.
Below the “free text” you just created, click “Add new [question].” In the number box, assign the number you wish your question to have. Leave the “question”-box empty.
Proceed to fill out the “Answer definition,” and type in your answer options and their unique values. Then, choose “Line break” in the Separator-dropdown.
11.2.4 Extra information
Optional questions
If the question is not mandatory, you can tell BASS to treat it as such by checking the “optional”-box, in the upper right corner of the question-editor window. This enables a participant to complete the form without submitting an answer to that specific question.
Page break
If you want a question to appear on a new page, you can tell BASS to divide your form into pages by checking the “page break”-box in the upper left corner of an editing window. By checking this box, the item for which you check it will be the first item to display on the new page. The following items will show on the new page.
Using the jump function
If you want an answer option to skip a participant ahead in your form, for example if a subset of questions isn’t relevant if a particular answer option is selected, you can do so by using the “jump”-function. You find this function to the right of each answer option. Open the dropdown, and select the item you wish that answer option to skip ahead to.
Re-use layout and options
If you have multiple questions that use the same layout and/or the same options, you can check the “inheritable”-boxes for “layout-string” and/or “answer options.” This enables the settings of one question to be inherited by another. In the editing window of the questions you wish to be inheriting settings, use the “Inherit from”-dropdown and choose the question you want them to inherit from.
Adding more questions
Adding a multiple-choice question that have the same options as the previous question.
If you want to add more questions with the same options as the previous question you just created, click “Add new [question]” and fill out the new question like you did the previous one.
Hint: Don’t forget that you can use the “inherit”-function. Read more about this function in the “Extra information”-section, “Re-use layout and options.”
Adding a multiple-choice question that do not have the same options as the previous question.
If your next question has a different set of answer options than the previous one, but the same number of answer options, you add a new free text and write the options like previously instructed, and then add the new question.
If your next question has a different number of options as the previous question, you need to add a new “table definition” that provides a new layout framework that fits the structure of the new question. Then proceed to add the new free text and question as previously instructed.
Adding a text-answer question.
Create a new question by clicking “Add new [question]” and fill it out like previously instructed.
11.3 Scoring formula
In the Scoring formula tab, you can define formulas that calculate the scores from the different items in your instrument. You refer to specific items in your instrument by using the @#
identifier, i.e @1
refers to question 1, @2
refers to question 2, and so on.
Should you leave the scoring formula blank, you will still get all value readouts from your instrument. The scoring formula is meant to help with calculating different scores that are relevant to your instrument.
Defining a calculation:
sum = @1 + @2 + @3 + @4 + @5
#sums sum
If you want to calculate several sums or products, you define each score (sum
) by giving it a number.
Adding several scores:
sum1 = @1 + @2 + @3
sum2 = @4 + @5 + @6
sum3 = @7 + @8 + @9
#sums sum1, sum2, sum3
Multiplying several scores:
sum1 = (@1 * @2) + (@3 * @4)
sum2 = (@5 * @6) + (@7 * @8)
#sums sum1, sum2
You can also calculate the mean of a score, by dividing the number of questions included.
Calculating the mean of a score:
sum1 = @1 + @2 + @3 + @4 + @5
mean1 = @1 + @2 + @3 + @4 + @5 / 5
#sums sum1, mean1
Just as you can calculate several sums and products, you can also calculate several means.
Calculating several means:
mean1 = (@1 + @2 + @3) / 3
mean2 = (@4 + @5) / 2
mean3 = (@6 + @7 + @8 + @9) / 4
#sums mean1, mean2, mean3
11.4 Export
The export tab lets you copy the XML code of an instrument, to enable exporting to another database or another program that can accept instruments/forms in XML format.


The development team at Wanderlist has made it simple to pick a destination without days of research. People love our destinations, hotels, and to-do choices, in fact, we dare to say everyone does.
We've tried to take the stress of travel decision making, especially international travel, and make it simple. Once you've gone through our four prompts take a look at your new itinerary, click the link and book, that simple!
Because our vacation choices are the top booked travel destinations in the world, we are positive these choices are not going to dissapoint. Book, Relax, and Enjoy your vacation.
The development team at Wanderlist has made it simple to pick a destination without days of research. People love our destinations, hotels, and to-do choices, in fact, we dare to say everyone does. We've tried to take the stress of travel decision making, especially international travel, and make it simple. Once you've gone through our four prompts take a look at your new itinerary, click the link and book, that simple!
Team Lead/Back-End
UX/UI
Lead Front-End
Lead Back-End


HELLO!!
- Im a student learning to use javascript html and css.
- I'm living in greater seattle and being a student is my full time job at least 12 hours a day.
- my post secondary education has been focused on technical preperation for employment, largly in the maritime industry and suport industries.
- untill now i have been primaraly employed in a lagistics carrer.
- I have had other jobs as well, such as construction, demolition, heavy industry, restraount, and general labor


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For robots to be effectively deployed in novel environments and tasks, they must be able to understand the feedback expressed by humans during intervention. This can either correct undesirable behavior or indicate additional preferences. Existing methods either require repeated episodes of interactions or assume prior known reward features, which is data-inefficient and can hardly transfer to new tasks. We relax these assumptions by describing human tasks in terms of object-centric sub-tasks and interpreting physical interventions in relation to specific objects. Our method, Object Preference Adaptation (OPA), is composed of two key stages: 1) pre-training a base policy to produce a wide variety of behaviors, and 2) online-updating only certain weights in the model according to human feedback. The key to our fast, yet simple adaptation is that general interaction dynamics between agents and objects are fixed, and only object-specific preferences are updated. Our adaptation occurs online, requires only one human intervention (one-shot), and produces new behaviors never seen during training. Trained on cheap synthetic data instead of expensive human demonstrations, our policy demonstrates impressive adaptation to human perturbations on challenging, realistic tasks in our user study. More details provided in the paper.
A major advantage of defining our policy relative to objects and learning features for object-centric behavior is that our policy naturally handles different environment settings. This is crucial: robots should be flexible in their behavior when objects get shifted and rotated around. The video below shows an extension of task 3 from our paper that examines behavior of the policy as the scanner's pose changes. Given human correction in an initial setting A, the policy should still behave correctly in different settings B and C without the need for additional supervision (zero-shot).
In Section 3-B of the paper, we mentioned how the position relation network overall outputs a push-pull force on the agent. We allow this direction to be freely determined by the network. Potential field methods also use this approach, but constrain the direction to be parallel to each agent-object vector. Only magnitude and sign of the vector can change. This may seem like an intuitive way to enforce structure in the network and reduce complexity, but this constraint fails during “singularities” where no orthogonal component is available to avoid an obstacle lying in the same direction as the goal.
Graph-based models and neural networks have an advantage of being invariant to the order and number of objects in a scene. We only trained our model's position relation network in scenarios with two other objects: repel and attract. Ideally, our model should be able to generalize to more objects. Here, we examine this generalization ability. The below video shows our model on scenarios with 4 objects: two repel, two attract. The text at the center of each object displays the attention value placed on that object in the format att: value.
Coming Soon: Comparison of Stochastc Gradient Descent vs Learned Optimizer (Learn2Learn) vs Recursive Least Squares


— Allen May (@AllenHMay)
Sparkbox always values the tech community and are proud to support
the Dayton Web Developers group.
Check out their web design and development articles on The Foundry.
While you're there, signup for their monthly email recap of what they've been posting in the Foundry.
"Thank you" Bryan Braun for being here for us!


--- layout: page title: About header-img: "img/about-bg.png" ---
I am a software developer working in HTML/CSS, Ruby/Rails, Sinatra, SQL, JavaScript, Python, Angular, and React. I'm currently a postdoc at Stanford and a research fellow at Cambridge.


{%include head.html%}
{%include header.html%}Spreading cheer throughout the year! Holiday help has the power to create year-round impact - whether you’re collecting items for one of our local charities, helping at a day of service project, or generously donating to our Christmas in July grant fund, you are making a real difference in your community.
Become one of Santa’s Helpers! Sign up online and get updated volunteer opportunities delivered right to your inbox.
Your generous gift helps move our mission forward! Give today and help support local charities creating real change in our community.
Santa’s elves need help to make the holidays bright! You can host an Elf on the Run drop-off location at your business and be part of creating a more engaged community.
“After many years of supporting a non-profit organization on a corporate level for a holiday project, Sterling Seacrest Partners decided to support Elf on the Run and had a huge success. Supporting 12 different organizations through Elf on the Run allowed everyone to find an organization that they could connect with on a personal level which resulted in a huge outpouring of support from the entire company. We would never be able to support so many various organizations due to coordination efforts but Elf on the Run made donating effortless and fun!”


Flood-hit Venice to face another exceptional high tide on Sunday
MILAN (Reuters) - Venice will face another exceptional high tide on Sunday, after its worst flooding in 50 years on Tuesday caused more than $1 billion worth of damage and submerged St Mark’s Square under a meter of water.
The tide could reach 160 cm (5.25 feet) just after midday on Sunday, according to Venice’s center for forecast on tides.
“It will be a tough day tomorrow, but we are ready,” Mayor Luigi Brugnaro said on Saturday during a press conference.
On Tuesday the tide peaked at 187 cm (6.14 ft) at 10.50 p.m. (2150 GMT), just short of the record 194 cm set in 1966. In normal conditions, tides of 80-90 cm are generally seen as high but manageable.
Brugnaro, who has been appointed the special commissioner to deal with the emergency, on Saturday said he had received offers of support from the European Union, and that the European Investment Bank (EIB) could grant special loans for repairs.
The mayor confirmed a damage estimate of around 1 billion euros ($1.1 billion). The government declared a state of emergency for Venice on Thursday, allocating 20 million euros to address the immediate damage.
Speaking at the same press conference, the official supervising art works and historic buildings Emanuela Carpani said half the city’s 120 churches had been flooded with salt water on Tuesday, damaging some mosaic floors.
“Water is a cancer whose damages emerge after months,” Carpani said, adding that the first repairs to these churches could cost 3.6 million euros.
On Tuesday Saint Mark’s Basilica was flooded for the sixth time in 1,200 years, but the fourth in the last 20.
With three tides above 140 cm this week, 2019 will be the worst year for high tides in Venice since 1872, when official tide statistics were first produced.


model
valid
The model valid time: YYYY-mm-dd_HHMM
fxx
The forecast lead time: 0-18 for hrrr and hrrrX. 0-36 for hrrrak
location
- Mesowest ID: WBB
- latitude,longitude: 40,-110
dsize
- full: the full model domain
- small
- medium
- large
- xlarge
- xxlarge
- xxxlarge
background
- arcgis: basic terrain/shaded relief
- arcgisSatl: satellite image
- arcgisRoad: roads
- terrain: model terrain
- landuse: model land surface classifications
- none: plain white background
If dsize=full, then the background will be a plain tan for land and light blue for water
plotcode
In general, requires 3-4 parts per code, separated by an underscore. Plots can be stacked by including many plotcodes, each separted by a comma.
[variable]_[level]_[plot type]_[contour interval (optional)]
- TMP or DPT
- 2-m
- 500-mb
- 700-mb
- surface
- Fill
- Contour
- contour interval is [0] by default
- custom contour intervals is numbers separated by a c. Example: '0c10c20c'
- p05p95: 5th and 95th percentile depression/exceedance. (only for level=2-m)
- Wind
- 10-m
- 80-m
- 250-mb
- 500-mb
- 700-mb
- Fill
- p95: 95th percentile exceedance. (only for level=10-m or 80-m)
- Shade: Shade areas with high winds
- Barbs
- Quiver
- Vorticity
- Convergence
- RH
- 2-m
- 500-mb (computed from TMP and DPT)
- 700-mb (computed from TMP and DPT)
- dBZ: simulated composite reflectivity
- entire
- Fill
- Contour
- contour interval is [10,20,30,40,50] by default
- custom contour intervals is numbers separated by a c. Example: '0c10c20c'
- APCP: Accumulated Precipitation
- surface:0 (accumulation since f00)
- surface (accumulation for previous hour only)
- [any HRRR variable abbreviation]
- [any level available for that variable]


FUTURE DEVELOPMENT
Hawk Ridge Residences
The residences at Hawk Ridge are one part of an ambitious project that is to reimagine its residents’ lifestyles in Orillia. A draft plan has been approved for 368 detached homes and townhouses set on the 89 acres. The entire site, however, sprawls across 422 acres and includes a golf course, clubhouse and commercial development.
Hawk Ridge Golf & Country Club
The Hawk Ridge Golf and Country Club is a 45-hole public golf facility with two 18-hole Championship Courses (Meadow Nest and Timber Ridge), and a 9-hole Executive Par 3 Course (Hawk’s Island).
The Clubhouse
The heart of Hawk Ridge, a 15,000 square foot clubhouse, elegantly appointment and able to transform itself to host any occasion. It is home to over 160 annual events such as weddings, banquets and tournaments.
Commercial Development
Tucked away on 10 acres beside Highway 11, a commercial development will be raised as part of the project, servicing the community and immediate trade area.
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-
Expanding marine sanctuary is meant to save ocean from mass extinction | ...
www.pbs.org
President Barack Obama pledged Thursday to expand the largest ocean sanctuary to 490,000 square miles, six times its current size. The PBS NewsHour ...
-
American Graduate Day 2014 to highlight efforts to boost graduation rates ...
www.pbs.org
On Saturday, PBS is dedicating "American Graduate Day" to telling the stories of local leaders, teachers, students and others who are finding those ...
-
Colorado students protest proposed curriculum changes | The Rundown | PBS ...
www.pbs.org
For the past week, more than a thousand students have walked out of their classes at several schools in Colorado's Jefferson County, protesting ...
-
So you want a job? You'd better be in the right neighborhood | Making ...
www.pbs.org
There's a spatial mismatch between the availability of jobs and the people who need them most. There are various ways to close that physical ...
-
Back to the USSR? Ukraine PM says Putin still longs for “Soviet style ...
www.pbs.org
PBS NewsHour's Margaret Warner sat down with Ukraine's prime minister Arseniy Yatsenyuk in New York on Thursday. Continue reading →
-
Gwen's Take: After Ferguson - What I Learned | PBS NewsHour
www.pbs.org
When PBS first decided to come to Missouri to dig a bit beneath the surface, I have to admit I was a bit skeptical. Would anyone still be talking ...
-
Are billionaires dictating American political debate?
www.pbs.org
Much of the record campaign money pouring into this midterm election cycle comes from a relatively small number of donors. Darrell West, author of ...
-
Training young men to change their lives by saving others
www.pbs.org
In Oakland, California, a program called EMS Corps trains young men to become certified emergency medical technicians. Students with disadvantaged ...
-
Intentionally set fire grounds flights at Chicago airports | The Rundown | ...
www.pbs.org
A fire at an air traffic control facility outside of Chicago, which authorities said was intentionally set by a contract employee of the Federal ...
-
Twitter Chat: What do today’s high school graduates need to know and how ...
www.pbs.org
PBS NewsHour is hosting a Twitter chat exploring the question of what today’s high school graduates need to know and how this knowledge can be ...
-
Paramedic training, poetry change lives for California youth with few ...
www.pbs.org
EMS Corps is relatively new Alameda County program that trains young men from disadvantaged backgrounds how to be EMTs. For a community where ...
-
Billionaires' influence on politics not just an American phenomenon | The ...
www.pbs.org
Darrell West, the vice president and director of Governance Studies at the Brookings Institution, a Washington think tank, has a new book that ...
-
Irish teens win Google science fair with bacteria-enhanced plant growth | ...
www.pbs.org
Three 16-year-old high school girls hailing from Ireland claimed the top prize for Google's 2014 Science Fair with a project that aims to solve the ...
-
Twitter chat: What do today's high school graduates need to know? (with ...
storify.com
A Social Media Story storified by NewsHour
-
Watch Live: Speeches of U.N. General Assembly 2014 | The Rundown | PBS ...
www.pbs.org
Heads of state from more than 120 countries meet Sept. 24-30 at the U.N. General Assembly in New York City. You can watch the proceedings in this ...
-
6.2 magnitude earthquake rocks Alaska | The Rundown | PBS NewsHour
www.pbs.org
A 6.2 magnitude earthquake rocked Alaska this morning, shaking residents in one the strongest quakes for the state in 50 years. Continue reading →
-
What contemporary capitalism could learn from fairy tales
www.pbs.org
Six years ago, during the fall of 2008, the financial world was unraveling. But the origins of the Great Recession weren't simply monetary; they were ...
-
Protecting ancient treasures in Mideast war zones
www.pbs.org
Northern Iraq boasts thousands of archaeological sites dating to the beginning of civilization, and they are being destroyed by the Islamic State ...
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El Salvador can't ensure safe homecoming for child deportees | PBS NewsHour
www.pbs.org
SAN SALVADOR, El Salvador -- The tiny nation of El Salvador is scrambling to receive thousands of children deported from Mexico back to their home ...
-
Eric Holder: no one forced me out | PBS NewsHour
www.pbs.org
Almost immediately after the first reports of Attorney General Eric Holder’s impending resignation surfaced today, his detractors did too. “Eric ...
-
FBI may have identified masked man in beheading videos | The Rundown | PBS ...
www.pbs.org
The U.S. believes it has identified the British-accented masked man in the videos depicting the beheadings of two American journalists and a British ...
-
Marine preserve to become world's largest in new expansion | The Rundown | ...
www.pbs.org
NEW YORK — Thousands of miles off America's shores, an ocean preserve flush with rare seabirds, turtles and marine mammals will grow to roughly three ...
-
India’s low-budget space program may offer lesson for U.S.
www.pbs.org
India’s successful first mission to Mars is a major accomplishment for that nation, in both scientific and budgetary terms. To understand the ...
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How to Destroy College Education
www.thedailybeast.com
Americans starting with Benjamin Franklin have been suspicious of liberal arts higher education. But lately the critics’ knives are out in earnest.
-
Is there too much testing in the public schools?
www.pbs.org
This is the first year that schools will publish student test scores tied to the Common Core initiative. Critics argue that implementing these new ...
-
In Kentucky, Moving Beyond Dependence On Tests
www.npr.org
How one district is moving past standardized tests in an effort to show deeper learning.
-
Why It's Time to Get Rid of Standardized Tests
ideas.time.com
Research repeatedly shows that tests heavily advantage some and disadvantage others. So why do we still rely on them?
-
Is Our K–12 Education System Lagging Behind? | U.S. Chamber of Commerce
www.uschamber.com
Even the most advantaged U.S. students are barely in the middle of the pack when stacked up against the students of global competitors.
-
The myth of Common Core equity
www.washingtonpost.com
On the impact of Common Core testing on under-served communities.


--- layout: archive title: Zulip Chat Archive permalink: /stream/113488-general/topic/generalize.20semicolon.html ---
example : 0 = 0 := by {generalize : 0 = n, refl} example : 0 = 0 := begin generalize : 0 = n, refl end example : 0 = 0 := by generalize : 0 = n; refl
somehow the last one breaks Lean
Kenny, this is just because error handling in the parser monad is screwed
There is a bug which never got fixed
what's the bug?
The actually error which is being suppressed is that the semicolon is being parsed as part of the 0 = n
stuff and that's throwing an error
But then that is hidden from you
And instead you just get that
vm_check
business
MWE:
open tactic tactic.interactive interactive.types interactive lean.parser lean expr private meta def some_arg : parser (pexpr × name) := fail "OOPSIE" meta def tactic.interactive.oopsie (p : parse some_arg) : tactic unit := tactic.skip example : 0 = 0 := by oopsie; refl
In this case private meta def generalize_arg_p : parser (pexpr × name)
in the definition of generalize
is failing
The culprit is
private meta def generalize_arg_p_aux : pexpr → parser (pexpr × name) | (app (app (macro _ [const `eq _ ]) h) (local_const x _ _ _)) := pure (h, x) | _ := fail "parse error" private meta def generalize_arg_p : parser (pexpr × name) := with_desc "expr = id" $ parser.pexpr 0 >>= generalize_arg_p_aux
That fail "parse error"
is setting fire to the world and then blowing it up,
instead of just printing parse error
to the console. I have a fix in mathlib for the coersion from parser
to tactic
, but I'd wager that doesn't fix this situation, since the parser being invoked is too deep I think (unless it works in a more hacky way than I expect, in which case importing tactic.core
may just magically fix the issue).
After checking, indeed it doesn't.
{% endraw %}Last updated: Apr 24 2020 at 19:02 UTC


Brit tourist tells of Thai prison terror after beaten inmate died in his arms
EXCLUSIVE: British dad of two Kai Isaacs landed up in Bangkok's notorious International Detention Centre after overstaying his visa
by Phil Cardy, https://www.mirror.co.uk/authors/phil-cardy/A British dad jailed in Thailand for overstaying his visa has told of his horror after a fellow inmate died in his arms from a brutal beating.
Kai Isaacs, 35, from the Isle of Wight, was locked up in a filthy room with 150 other inmates including gangsters and suspected terrorists in the notorious IDC, International Detention Centre, in Bangkok.

"In the IDC there were 150 people in the room, sleeping on the floor 10 in a row.
"It was hot, it stank, it was noisy, it was violent and scary.
“There were people from 47 different countries.
"There were suspected terrorists. Their own countries didn’t want them back so they had been there for years. They ran the place.
“When this American lad, Rickey McDonald, came in they singled him out.
"They didn’t like the USA much. He’d only been there for four days when he died.
“They picked on him from the minute he walked in the room. They beat him and beat him and beat him.
“He was bullied to the point he couldn’t get water. They gave you a three-litre bottle to fill up but the water was only on for an hour a day. If he stood up they hit him.
“I ended up filling his bottle for him. There was one time I pushed them off when they attacked him.
"A few of them grabbed me and I was kicked. But I was never beaten badly.
“There was a bit more respect for me because I’d been in there for quite a long time, a lot longer than normal for Westerners.
“But the guy died in my arms in the morning. It was suspected heart failure. It was horrible and I was still in there for weeks after it happened.”
Now Kai has given a statement to the FBI, who are investigating the death of the Kentucky man on May 21.
Kai’s nightmare began after he travelled to Thailand in August last year on a one-way flight to visit his girlfriend.
Before setting off he transferred £2,000 via MoneyGram to collect when he arrived. But when he tried to claim his cash he was told someone had already withdrawn it.
He had a 30-day visa, as is standard for Brits travelling to Thailand, and had no money to book a flight home.
Kai admits he made a mistake by going to stay with Thai friends for several months before contacting the British embassy for help in March this year.
He said the embassy advised him to hand myself in at the Soi 9 police station in Pattaya, warning he would be arrested.
Kai said they told him he would be transferred to the IDC but should be flown home to the UK within a couple of weeks.
He said: “I was kept in a cell with around 50 Thai people in a cage for five days then taken to court.”
Kai was fined 4,500 baht – £115 – but couldn’t afford to pay. All his possessions, and what little money he had, went missing while he was in the police cell.
He was sentenced to nine days in Pattaya Nong Pla Lai jail where he spent his time in a room with around 150 Thai gangsters and murderers before being transferred to two police stations then going to the IDC.
Kai said: “It’s an inhumane place. There are guards but there is a hierarchy among the inmates. The bosses were Iranian gangsters and regularly gave severe beatings. Every moment in there was horrific. I wouldn’t wish it on anyone.”
Kai was finally deported in June with the help of the embassy and has now been barred from returning to Thailand for five years.
The Foreign and Commonwealth Office said: “Our consular staff supported a British man detained in Thailand and remained in close contact with the Thai authorities.”


def step(self, action_dict):
for agent in self.agents:
action_dict[agent] = self.action_space.sample()
obs, rew, dones, info = self.par_env.step(action_dict)
dones["__all__"] = all(dones.values())
return obs, rew, dones, info
aobs, arew, adones, ainfo = self.par_env.step(action_dict)
obss = {}
rews = {}
dones = {}
infos = {}
for agent in action_dict:
obss[agent] = aobs[agent]
rews[agent] = arew[agent]


Money Play. How should Red play 11?
pips Red=220 White=115
(CorrectAnswer= 0/0, ErrorScore= 0)
Red has to decide which back game to play.
I think in my youth I would have been happy with a 1-4 or 2-4 back game but experience has taught me that back games with contiguous points play better and thus the 3-4 game is the right one to play here by moving bar/22, 23/22.
Remember also, that the higher the points the fewer the gammons you lose and that is borne out by the rollouts here.
Nearly any other move is a blunder. Bar/24, 23/22, 8/7(2) is the second best move but even that gives up 0.075 equity points. So remember, go for contiguous points.
I think in my youth I would have been happy with a 1-4 or 2-4 back game but experience has taught me that back games with contiguous points play better and thus the 3-4 game is the right one to play here by moving bar/22, 23/22.
Remember also, that the higher the points the fewer the gammons you lose and that is borne out by the rollouts here.
Nearly any other move is a blunder. Bar/24, 23/22, 8/7(2) is the second best move but even that gives up 0.075 equity points. So remember, go for contiguous points.
1. Cubeful 2-ply bar/22 23/22 Eq.: -0.324 0.480 0.076 0.003 - 0.520 0.336 0.018 2. Cubeful 2-ply bar/23 8/7(2) Eq.: -0.348 (-0.025) 0.477 0.074 0.002 - 0.523 0.325 0.029 3. Cubeful 2-ply bar/23 8/6 Eq.: -0.383 (-0.060) 0.467 0.073 0.002 - 0.533 0.324 0.027 4. Cubeful 2-ply bar/23 8/7 6/5 Eq.: -0.383 (-0.060) 0.470 0.072 0.002 - 0.530 0.330 0.028 5. Cubeful 2-ply bar/24 8/5 Eq.: -0.387 (-0.064) 0.466 0.066 0.002 - 0.534 0.309 0.035


Apple TV+ thriller 'Servant' renewed for second season
Source: Apple
What you need to know
- Apple TV+ thriller Servant has been renewed for a second season.
- Executive Producer and Director M. Night Shyamalan confirmed the news on The Tonight Show Starring Jimmy Fallon.
- There are no reports as to when season 2 will begin production, or be released.
It appears that Apple TV+ thriller Servant has been renewed for a second season.
According to Variety, the show's Executive Producer M Night. Shyamalan (who also directed several episodes) confirmed that a second season was in the pipeline, whilst appearing on The Tonight Show Starring Jimmy Fallon. Apple premiered the show earlier this week, November 20. In a press release, it confirmed that the first season of Servant starring Toby Kebbell, Lauren Ambrose, Nell Tiger Free, and Rupert Grint, would be released on November 28. Three episodes will be made available at launch, with remaining episodes released weekly on a Friday thereafter. There are 10 episodes in total.
Servant tells the story of a Philadelphia couple who tragically lose their 13-week old child. In order to cope, they replace the child with a life-like doll and hire a nanny to look after it. The trailer alone is quite enough to chill your bones, you can check it out below.
Whilst M. Night Shyamalan may have confirmed that a second season has been commissioned, there is no indication as to when production might start. Servant joins See, For All Mankind, and the Morning Show, as well as Dickinson in the lineup of Apple TV+ shows confirmed for followup seasons.
Servant coming soon!
Apple TV+
M. Night Shyamalan's Servant will be available on November 28, and season 2 has reportedly been commissioned.
Subscribe, or enjoy a year's free viewing if you bought an iPhone, iPod, iPad Mac or Apple TV after September 10, 2019.
We may earn a commission for purchases using our links. Learn more.


Gregor Long Music Analytics Project
For My Music Analytcis Project, I have transcribed, encoded and analysed three tracks which are recongised from video games. Below you are able to view these files as well as the relevant technical and descriptivedata for each composition. Furthermore, each track has visualisations available too which allow for analysis. Information Regarding the dataset them can be found in the 'Readme' file in the repository.


This code block should be properly parsed and highlighted:
class Finder implements \IteratorAggregate, \Countable { /** * Constructor. */ public function __construct() { $this->ignore = static::IGNORE_VCS_FILES | static::IGNORE_DOT_FILES; $this ->addAdapter(new GnuFindAdapter()) ->addAdapter(new BsdFindAdapter()) ->addAdapter(new PhpAdapter(), -50) ->setAdapter('php') ; } // ... }
This is an expanded version of the previous code block and it should be wrongly parsed and highlighted, because it contains some empty lines without leading tabs or spaces:
<?php
/* * This file is part of the Symfony package. * * (c) Fabien Potencier<EMAIL_ADDRESS>* * For the full copyright and license information, please view the LICENSE * file that was distributed with this source code. */
namespace Symfony\Component\Finder;
use Symfony\Component\Finder\Adapter\AdapterInterface; use Symfony\Component\Finder\Adapter\GnuFindAdapter; use Symfony\Component\Finder\Adapter\BsdFindAdapter; use Symfony\Component\Finder\Adapter\PhpAdapter; use Symfony\Component\Finder\Exception\ExceptionInterface;
class Finder implements \IteratorAggregate, \Countable { /** * Constructor. */ public function __construct() { $this->ignore = static::IGNORE_VCS_FILES | static::IGNORE_DOT_FILES;
$this ->addAdapter(new GnuFindAdapter()) ->addAdapter(new BsdFindAdapter()) ->addAdapter(new PhpAdapter(), -50) ->setAdapter('php') ; }
// ... }
This is a code block with a generic code listing because it specifies no particular programming language:
// Bubble sort pseudocode implementation // see http://en.wikipedia.org/wiki/Bubble_sort#Pseudocode_implementation procedure bubbleSort( A : list of sortable items ) repeat swapped = false for i = 1 to length(A) - 1 inclusive do: /* if this pair is out of order */ if A[i-1] > A[i] then /* swap them and remember something changed */ swap( A[i-1], A[i] ) swapped = true end if end for until not swapped end procedure
This code block uses the fenced code block style. Therefore, it shouldn't be parsed and it should be displayed as is:
~~~ .twig {% for row in items|batch(3) %}
And the following code listing uses the GitHub-style code block, so it should also be output as is, without parsing or highlighting:
twig
{% for row in items|batch(3) %}

{% for column in row %}

{{ column }}

{% endfor %}

{% endfor %}
The last code is a bit special, because it contains the special [code php]
tag
that, in this case, should not be interpreted, but displayed:
[code php] public function start($callback = null) { if (null === $this->getCommandLine()) { if (false === $php = $this->executableFinder->find()) { throw new RuntimeException('Unable to find the PHP executable.'); } $this->setCommandLine($php); } parent::start($callback); }


@header@
| What is Pebble antblog? | ||
|
Pebble antblog is a set of custom Ant tasks that allow you to update a blog from within your Ant build script. For example, you might want to update a blog with the build status as a part of a continuous integration environment. A nice side-effect of posting such information to a blog is that you get an RSS feed from your blog (that developers can subscribe to) and the build status is archived in the same way blog entries are. Some blogs also provide a way to search over your blog entries, making it easy to find out how often the build failed! Antblog also includes a task that lets you upload build artifacts to your blog, via the MetaWeblog API.
|
| Minimum requirements |


Relational databases and OO memory models use different paradigms. Mapping between one and the other is often necessary and ends up being fiddly work so an auto-mapping tool like SQLObject (python framework) can help enormously.
Let's face it - a lot of developers prefer to just code classes - that's what OO is all about. Having then to persist those classes into tables creates all sorts of fiddly mapping code. If you don't need to persist into tables - fine. But if you do need to persist into tables, one way to reduce your workload is to use a tool like SQLObject - you simply write your code in a certain way and the tables are automatically maintained.
The ORM tool automatically causes the setting of attributes on objects to have a wonderful side effect: the values are written to the database table. And conversely, pulling information out from your object triggers the appropriateSQL calls to retrieve the information from the table. You don't have to deal with sql syntax yourself. However you can take advantage of the fact that you now have a sql backend, to make sql-like queries - thus you can save coding effort. You have all the power of SQL at your disposal now, you might as well use take advantage of it! You don't have to use precise SQL syntax but you need to use something very much like it E.g. in SQLObject you would write things like:
ps = Person.select("""address.postcode LIKE '3186'""",
clauseTables=['address'])
print list(ps)
Finally, ORM (object relational mapping) tools usually let you choose what style of database to use with a switch - e.g. develop on sql-lite and deploy on mysql - all without changing any of your code.
You may also be interested in Sqlalchemy which seems to be getting a fair bit of mindshare. Its similar to SQLObject and is for python. Then there are ORM frameworks for java like hibernate and many others. Just google for ORM. And if you are into .NET then the "low hanging fruit" solution of LINQ is worth looking at.
The point of this article has been to get you to see the essence of what an ORM does, with the minimal amount of code.


https://blog.xpnsec.com/becoming-system/
Bonus Round: Getting SYSTEM via the Kernel
OK, so this technique is just a bit of fun, and not something that you are likely to come across in an engagement... but it goes some way to show just how Windows is actually managing process tokens.
Often you will see Windows kernel privilege escalation exploits tamper with a process structure in the kernel address space, with the aim of updating a process token. For example, in the popular MS15-010 privilege escalation exploit (found on exploit-db here), we can see a number of references to manipulating access tokens.
For this analysis, we will be using WinDBG on a Windows 7 x64 virtual machine in which we will be looking to elevate the privileges of our cmd.exe process to SYSTEM by manipulating kernel structures. (I won't go through how to set up the Kernel debugger connection as this is covered in multiple places for multiple hypervisors.)
Once you have WinDBG connected, we first need to gather information on our running process which we want to elevate to SYSTEM. This can be done using the !process command:
!process 0 0 cmd.exe
Returned we can see some important information about our process, such as the number of open handles, and the process environment block address:
PROCESS fffffa8002edd580
SessionId: 1 Cid: 0858 Peb: 7fffffd4000 ParentCid: 0578
DirBase: 09d37000 ObjectTable: fffff8a0012b8ca0 HandleCount: 21.
Image: cmd.exe
For our purpose, we are interested in the provided PROCESS address (in this example fffffa8002edd580), which is actually a pointer to an EPROCESS structure. The EPROCESS structure (documented by Microsoft here) holds important information about a process, such as the process ID and references to the process threads.
Amongst the many fields in this structure is a pointer to the process's access token, defined in a TOKEN structure. To view the contents of the token, we first must calculate the TOKEN address. On Windows 7 x64, the process TOKEN is located at offset 0x208, which differs throughout each version (and potentially service pack) of Windows. We can retrieve the pointer with the following command:
kd> dq fffffa8002edd580+0x208 L1
This returns the token address as follows:
fffffa80`02edd788 fffff8a0`00d76c51
As the token address is referenced within a EX_FAST_REF structure, we must AND the value to gain the true pointer address:
kd> ? fffff8a0`00d76c51 & ffffffff`fffffff0
Evaluate expression: -8108884136880 = fffff8a0`00d76c50
Which means that our true TOKEN address for cmd.exe is at fffff8a000d76c50. Next we can dump out the TOKEN structure members for our process using the following command:
kd> !token fffff8a0`00d76c50
This gives us an idea of the information held by the process token:
User: S-1-5-21-3262056927-4167910718-262487826-1001
User Groups:
00 S-1-5-21-3262056927-4167910718-262487826-513
Attributes - Mandatory Default Enabled
01 S-1-1-0
Attributes - Mandatory Default Enabled
02 S-1-5-32-544
Attributes - DenyOnly
03 S-1-5-32-545
Attributes - Mandatory Default Enabled
04 S-1-5-4
Attributes - Mandatory Default Enabled
05 S-1-2-1
Attributes - Mandatory Default Enabled
06 S-1-5-11
Attributes - Mandatory Default Enabled
07 S-1-5-15
Attributes - Mandatory Default Enabled
08 S-1-5-5-0-2917477
Attributes - Mandatory Default Enabled LogonId
09 S-1-2-0
Attributes - Mandatory Default Enabled
10 S-1-5-64-10
Attributes - Mandatory Default Enabled
11 S-1-16-8192
Attributes - GroupIntegrity GroupIntegrityEnabled
Primary Group: S-1-5-21-3262056927-4167910718-262487826-513
Privs:
19 0x000000013 SeShutdownPrivilege Attributes -
23 0x000000017 SeChangeNotifyPrivilege Attributes - Enabled Default
25 0x000000019 SeUndockPrivilege Attributes -
33 0x000000021 SeIncreaseWorkingSetPrivilege Attributes -
34 0x000000022 SeTimeZonePrivilege Attributes -
So how do we escalate our process to gain SYSTEM access? Well we just steal the token from another SYSTEM privileged process, such as lsass.exe, and splice this into our cmd.exe EPROCESS using the following:
kd> !process 0 0 lsass.exe
kd> dq <LSASS_PROCESS_ADDRESS>+0x208 L1
kd> ? <LSASS_TOKEN_ADDRESS> & FFFFFFFF`FFFFFFF0
kd> !process 0 0 cmd.exe
kd> eq <CMD_EPROCESS_ADDRESS+0x208> <LSASS_TOKEN_ADDRESS>


Forest of the Lost [aq59], forest, in Imperia, peasants: 133
Last updated Turn #126
Forest of the Lost [aq59], forest, in Imperia, peasants: 133
------------------------------------------------------------------------
1: Wild men [gz3e], savages, number: 42, went north.
4: Stack of nazgul [dt6y], nazgul, number: 2, arrived from the west.
6: Stack of nazgul [dt6y], nazgul, number: 2, went east.
14: Stack of nazgul [dt6y], nazgul, number: 2, arrived from the east.
16: Stack of nazgul [dt6y], nazgul, number: 2, went west.
29: Pack of wolves [hz9v], wolves, number: 7, arrived from the west.
30: It has stopped raining.
30: The population grows by one peasant.
Routes leaving Forest of the Lost:
North, forest, to Forest of the Lost [ap59], 8 days
East, forest, to Forest of the Lost [aq60], 8 days
South, forest, to Forest of the Lost [ar59], 8 days
West, forest, to Forest of the Lost [aq58], 8 days
Seen here:
Stack of nazgul [ci5y], nazgul, number: 4
Stack of nazgul [dt5o], nazgul, number: 3
Pack of wolves [hz9v], wolves, number: 6