Wright Park, which is located at the eastern part of the city and fronting the main gate of the Mansion, is one of the many scenic parks in Baguio City. Its main features are a shallow elongated rectangular body of water known as the "Pool of Pines" and the park circle which is on one end of the park. Postcard-type photographs are usually taken at both ends of Wright Park and when going there it is best to bring along a camera.
Tall pine trees and decorative street lights line both sides of the access road beside the pool. There are times that you will find at the park some Igorots dressed in their native attire and regalia who are willing to pose for a photograph ... of course, for a fee. Native handicrafts are also sold at the Mansion end of the park by a few Igorot peddlers. From the park circle is a walkway which leads to a wide stairway made of stones that descend to an area where ponies are rented out.
Riding a pony is a favorite among children as well as adults. The place is usually crowded with people during sunny weekends and on holidays. With an accompanying guide, there are some ponies that may be rented and taken farther out along South Drive, the Mines View Park area or to Outlook Drive. For those who intend to take out a pony, it is advisable to first agree on the hourly cost to be charged.


kotcity4
/
aballano.kotlinmemoization.tuples
/
Quadruple
/
third
third
val
third
:
C
Third value.
Property
third
- Third value.


| buffer = any valid screen/image buffer (optional) |
|
After you use LockBuffer on a buffer, the only graphics commands you can use are the read/write pixel commands ReadPixel, WritePixel, ReadPixelFast, and WritePixelFast. You must use this command before using other graphics commands.
The buffer parameter isn't required. If omitted, the default buffer set with SetBuffer will be used. See the other commands for more information. See also: LockedPitch, LockedFormat, LockedPixels, ReadPixelFast, WritePixelFast, LockBuffer. |
|
; High Speed Graphics Commands
Graphics 640,480,16 ; Draw a bunch of stuff on the screen For t= 1 To 1000 Color Rnd(255),Rnd(255),Rnd(255) Rect Rnd(640),Rnd(480),Rnd(150),Rnd(150),Rnd(1) Next Delay 3000 ; Copy the top half of the screen over the bottom half ; using fast pixels and locked buffers For x = 1 To 640 For y = 1 To 240 LockBuffer FrontBuffer() WritePixelFast x,y+241,ReadPixelFast(x,y) UnlockBuffer FrontBuffer() Next Next Delay 3000 ; Draw the left half of the screen over the right half ; using the slower direct pixel access For x = 1 To 320 For y = 1 To 480 WritePixel x+320,y,ReadPixel(x,y) Next Next |


Big JavaScript application cause huge startup latency. A 1Mb of JavaScript initializes about ~600-3000ms! without touching any part of DOM. It evals module only when they are required. LMD is inspired by AMD and provides similar module interface
Info – to see detailed build info: build plugins, detailed modules information.
Rebuild – LMD will create package using current build config. Additional build info will be provided.
Watch – LMD will watch all your files declared in current build config. LMD will rebuild all project if one of them changes. This is a background process.
Server – to start stats server.  This is a background process.


2 writes to _stopping
System.Management.Automation (2)
engine\hostifaces\PSTask.cs (2)
824
_stopping
= true;
845
_stopping
= false;
1 reference to _stopping
System.Management.Automation (1)
engine\hostifaces\PSTask.cs (1)
885
if (!
_stopping
|| stateInfo.State != PSInvocationState.Stopped)


--- layout: post date: 2011-05-06 time: "09:00:00" authors: ["Greg Wilson"] title: The Architecture of Open Source Applications tags: ["Noticed"] ---
My apologies for how quiet this site has been recently—finding a new job takes time [1], and we had to make one final push on the other project I've been working on. But I'm pleased to announce that The Architecture of Open Source Applications is now at the printer's—we're going to give the first copy a final going-over, then make it available for purchase (hopefully within two weeks). I'm very pleased with how it looks, and very grateful to my co-editor Amy Brown, the contributors, and the reviewers for all their hard work.
One note, though: if and when you buy it, please buy it directly from Lulu.com, rather than through Amazon or another outlet—it makes an enormous difference to how much money we raise for charity:
| You buy from: | ||||
| Lulu | Amazon | |||
| You pay: | $35.00 | $35.00 | ||
| Lulu gets: | $3.74 | $0.94 | ||
| Amazon gets: | $0.00 | $17.50 | ||
| Amnesty gets: | $14.98 | $3.78 |


#import <PRTween.h>
List of all members.
Member Function Documentation
Doing CALayer or UIView animations.
Helper method to add a period into PRTween.
- Parameters:
-
| period | A period to be tweened. |
| target | Target that cares about the outcome. |
| selector | The selector on the given target to call when tween is complete. |
| timingFunction | Timing function to use for interpolation. |
- Returns:
- A created operation from the given parameters.
- See also:
- PRTweenOperation
| - (PRTweenOperation *) addTweenPeriod: |
|
(PRTweenPeriod *) |
period |
| target: |
|
(NSObject *) |
target |
| selector: |
|
(SEL) |
selector |
| timingFunction: |
|
(PRTweenTimingFunction) |
timingFunction |
|
|
| |
Tween using an object property and a linear interpolation period.
- Parameters:
-
| object | Object to manipulate. |
| property | Property of the given object to manipulate. |
| period | A linear interpolation period. |
| timingFunction | Timing function to use for interpolation. |
| target | Target that cares about the outcome. |
| selector | The selector on the given target to call when tween is complete. |
- Returns:
- A created operation from the given parameters.
- See also:
- PRTweenOperation
| + (PRTweenOperation *) tween: |
|
(CGFloat*) |
ref |
| from: |
|
(CGFloat) |
from |
| to: |
|
(CGFloat) |
to |
| duration: |
|
(CGFloat) |
duration |
|
|
| |
| + (PRTweenOperation *) tween: |
|
(CGFloat*) |
ref |
| from: |
|
(CGFloat) |
from |
| to: |
|
(CGFloat) |
to |
| duration: |
|
(CGFloat) |
duration |
| timingFunction: |
|
(PRTweenTimingFunction) |
timingFunction |
| target: |
|
(NSObject*) |
target |
| completeSelector: |
|
(SEL) |
selector |
|
|
| |
Tween using a reference of a value.
- Parameters:
-
| ref | Reference to value that will be manipulate. |
| from | Starting value. |
| to | Ending value. |
| duration | Time for tween to go from start to end. |
| timingFunction | Timing function to use for interpolation. |
| target | Target that cares about the outcome. |
| selector | The selector on the given target to call when tween is complete. |
- Returns:
- A created operation from the given parameters.
- See also:
- PRTweenOperation
| + (PRTweenOperation *) tween: |
|
(id) |
object |
| property: |
|
(NSString*) |
property |
| from: |
|
(CGFloat) |
from |
| to: |
|
(CGFloat) |
to |
| duration: |
|
(CGFloat) |
duration |
|
|
| |
| + (PRTweenOperation *) tween: |
|
(id) |
object |
| property: |
|
(NSString*) |
property |
| from: |
|
(CGFloat) |
from |
| to: |
|
(CGFloat) |
to |
| duration: |
|
(CGFloat) |
duration |
| timingFunction: |
|
(PRTweenTimingFunction) |
timingFunction |
| target: |
|
(NSObject*) |
target |
| completeSelector: |
|
(SEL) |
selector |
|
|
| |
Tween using an object property.
- Parameters:
-
| object | Object to manipulate. |
| property | Property of the given object to manipulate. |
| from | Starting value. |
| to | Ending value. |
| duration | Time in seconds for tween to go from start to end. |
| timingFunction | Timing function to use for interpolation. |
| target | Target that cares about the outcome. |
| selector | The selector on the given target to call when tween is complete. |
- Returns:
- A created operation from the given parameters.
- See also:
- PRTweenOperation
Member Data Documentation
Expired PRTweenOperations.
- (NSTimer*) _timer [protected] |
Timer to update active PRTweenOperations.
Active PRTweenOperations.
Property Documentation
The timing function to default to if none are given.
Tells PRTween to use built in animations for operations.
The documentation for this class was generated from the following files:


This class defines a clone() method but the class doesn't implement Cloneable. There are some situations in which this is OK (e.g., you want to control how subclasses can clone themselves), but just make sure that this is what you intended.
class House // Incorrect : Do Not Implement Cloneable { public Object clone() { ... } }
class House implement Cloneable // Correct : Implement Cloneable { public Object clone() { ... } }


Like every year we will be celebrating Ganesh Chaturthi festival at Hindu Temple, Omaha this year too. NMM will celebrate this event with all the excitement of Dhol, Tasha & Lezim not to mentioned the Ganapati dance and Mahaprasad. Donations are welcomed for this event. Please join us to welcome Lord Ganapati with Josh and JaiGhosh/exuberance.
Please send your donations to Nebraska Marathi Mandal by
1. Pay Pal, paypalID<EMAIL_ADDRESS>2. By Cheque , payable to: Nebraska Marathi Mandal.
3. Cash: hand it over to NMM board members.


Try to guess the same letter that the computer has choosen!
Wins: 0
Loses: 0
Guesses Left: 5
Guesses:


SGPA-CGPA-CALCULATOR
Calculate SGPA
Calculate CGPA
CALCULATE CGPA
Semester
SGPA
Semester Credit
Calculated CGPA
Semester
TOTAL CGPA :
0
ADD SEMESTER
CALCULATE


trodoss, roadster, JTCook
roadster, JTCook, Oldbitcollector (Jeff), Cardboardguru, Potatohead, Ariba, Baggers, lft, Unsoundcode, Chris Savage (and SavageCircuits.com)
This project is an adventure game engine in the same style of LucasArt's SCUMM (Script Utility for Maniac Mansion) and Sierra-Online's AGI (Adventure Game Engine) implemented on the Parallax Propeller microcontroller.
The current requirements:
- Propeller board with NTSC video out (using Demo Board configuration)
- SD card capability
- Keyboard
Configure the "PAGE_Main.spin" file to match your setup and compile. In the /examples directory you will find several sets of example code and command-line batch files to compile the examples.
Note: The included application(s) work best when the archive is located on the root directory of the drive, so, if possible, unzip the archive in a directory off the root of the drive (c:\PAGE_04\ for example).
PINTBasic Example #1 - Single Room
PINTBasic Example #2 - Adding Hotspots, Inventory
PINTBasic Example #3 - Adding Rooms
PINTBasic Reference


Stereotype Threat
May 20, 2015.
In this post, I'm going to talk a bit about Stereotype threat. Before I proceed, I would like to thank DBC for exposing my ignorance by making me research on cultural topics like this which I'm usually ignorant about. Stereotype threat is one such topics. A lot of research has been carried out relating to this issue. According to Dr. Claude M. Steele, A social psychologist who has been doing research on the topic for over 20 years, Stereotype Threat is being in a situation or doing something for which a negative stereotype about one of your identities could be applied to you. Some of these identities are age, sex, race, religion, profession, ethnicity, nationality, etc.
Steele's argument is that if you have to do things in certain situation because you have the identity, then the identity is likely to be part of you. Stereotype threat basically says that having negative idea about one of your identities can have a negative impact on your day to day life. Several experiments have been performed to support this claim.  The result of the tests was that when the participants where told that it was just a puzzle, the Blacks performed significantly better than when they were told it was an IQ test. Steele suggests that by thinking of it as an IQ test, when the test got harder, frustration would probably cause the Blacks to think about how there's a stereotype that Whites perform better. This would result in a lower performance.
I think one of the main reasons why an individual might experience stereotype threat would be self-awareness. I was born and raised in Lagos, Nigeria. Growing up in Nigeria, I wasn't really aware of some of the stereotypes between Blacks and Whites because I was always around people like me. As a result of this, the issue of stereotype threat in the context of race is very less likely to affect me than it would affect an African-American who grew up in the United States where there are several negative stereotypes about African-Americans. By doing a little research before this post, I became more aware of what people may have to deal with as a result of stereotype threat.


Welcome ceremony and announcements.
Go has emerged as the language of the server, but it remains underrepresented in large, consumer-focused companies like Facebook, Twitter, Netflix, and SoundCloud. These organizations have largely adopted JVM-based tech stacks for their business logic, owing in large part to libraries and ecosystems that directly support their service-oriented architectures.
To reach its next level of success, Go needs more than simple primitives and idioms. It needs a comprehensive toolkit, for coherent distributed programming in the large. This talk describes Go kit, a toolkit for Go in the modern SOA.
A good debugger is an essential tool for any software engineer – but Go has some unique characteristics (the runtime scheduler, for instance) that make traditional debuggers unfeasible. So I wrote Delve, a debugger tailored specifically for Go.
When your software misbehaves, how can you glean insight into its unruliness?
To answer that we’ll take a deep dive into Delve. We’ll explore what makes software like Delve work, how it aims to solve problems with existing debuggers, and how you can leverage Delve.
Go can be seen as a language that is too difficult for beginner programmers. The resources and documentation for the language seem too technically advanced for the beginner to pick up fundamental programming concepts. Nevertheless within 5 weeks of looking into Go I taught myself how to build my first CRUD web application and a week later, an API client. In this talk I will share my thoughts about why I think Go is a fantastic teaching tool, and why beginners should not be afraid to learn it.
 Our Go application, Pillar, processes 15 gigabits per second, packages over 3000 channels, serves millions of users, and runs on more than 450 servers nationwide.
While writing Pillar, we developed five guidelines for the use of Go and CSP. Guidelines that helped us prevent deadlocks, prevent resource leaks, and simplified our code. Go developers will find lasting value in these battle-tested guidelines.
Long garbage collection (GC) pauses stand directly in the way of Go’s growth. It is an important, and often times the only, technical reason practitioners give for not migrating to managed runtimes such as Go. If Go is to live up to its promise of providing a better place for developers it must eliminate long GC pauses.
This talk presents and discusses the new 1.5 low latency concurrent GC. Motivations will be given, performance numbers will be presented, we will deep dive into some technical challenges, but more importantly we will discuss why this approach fits well with the Go language.
The mantra of the Go community is “keep it simple”. Sometimes, this idea is distorted to justify poor engineering decisions. In this talk, we’ll explore what simple really means, and what Go brings to the table.
Learn how Parse.com a backend platform for mobile app developer reinvented its backend stack without breaking compatibility with the existing API using Go as the primary tool. One can say this is upgrading the engine of a plane mid-flight. Come hear about all the war stories.
Find out how at times we did not do things the “Go-Way”. Learn how we were inspired by the Facebook PHP stack.
Many lessons have been learned from more than two years of developing Prometheus. Most of its components are implemented in Go, and we run them at their limits during our day-to-day work at SoundCloud.
This talk will shed light on various aspects of Prometheus from the perspective of a Go developer, from the instrumentation library all the way to the storage backend.
Timehop Engineering has made real strides thanks to using Go in production for two years now and we’ve made plenty of mistakes along the way. Typed nils, bloated interfaces, runaway goroutines, mysterious closure states… you name the mistake, we’ve made it.
Every once in a while, a new programming language comes up that fundamentally changes how we think about computing. But even more so often, the core ideas behind a “new” language are hinged upon ideas that were first propounded by languages or systems which are much older.
Often our understanding of a language’s features and the intentions thereof are limited by our understanding of its roots.
In this talk, BG will talk about the origins of the core ideas behind Go and will take you on a “language-archeology” tour where we’ll trace the roots of Go.
Wynkoop Brewing Company
1634 18th St.
Denver, CO 80202
This evening’s offsite event will once again take place at the Wynkoop Brewing Company, Colorado’s oldest brew pub.
Upon arrival, guests will enter the main level where a large bar and ample seating is available. Just beyond the bar, the Mercantile Room will host a special tasting area for the evening. For guests that want to learn more about Colorado’s local brewery explosion, four (4) professional beer experts will be on-hand to answer questions on all matters of beer, including brewing processes, storage, serving, and sampling. Hops and grains such as wheat, barley and rye will be displayed in glass containers, while tasting notes will allow guests to have an interactive and hands-on experience under the guidance of our brew experts.
In addition to the main level, guests will have use of the Wynkoop’s entire second floor pool hall. This expansive space features a large bar, ample seating, dartboards, pool tables, table shuffleboard, and foosball.
Admission requires your GopherCon badge or T-Shirt, and a government issued photo ID if you intend on drinking.
Wynkoop Brewing Company
1634 18th St.
Denver, CO 80202


MEN WITH GUNS A film review by Mark R. Leeper
Capsule: In an unspecified Latin American country a naive doctor searches for the students he sent into the mountains to help Indios only to find a string of atrocities by the army and the guerrillas. The film is slow and totally obvious from the first reel. Flat and uninteresting characters do little to help. This is a heartfelt story, but tells us nothing we have not known for decades. Rating: 4 (0 to 10), 0 (-4 to +4) New York Critics: 12 positive, 2 negative, 4 mixed
One of the most respected names in American independent filmmaking is John Sayles. He has built a strong reputation with films like MATEWAN and THE SECRET OF ROAN INISH, and one of his best was his last film, LONE STAR. After Sayles gave us this complex and unconventional look at ethnic tensions on the US-Mexico border, expectation ran high for his next film. Unfortunately, his MEN WITH GUNS is not the film anyone was hoping for. We are essentially told in the first reel where the film is going to go and what it is going to do. Then the film does exactly what it promised, a painful as that is. The plot of MEN WITH GUNS can be summarized "In a Central or South American country things are really bad for everybody in the mountains where the army clashes with the guerrillas. Dr. Fuentes did not believe how bad things were so he went. And he found out again and again and again." Of course it is perfectly true that in many places in that region armed conflicts have turned life into a living hell. A guerrilla war is always bad for civilians. But the film talks down to the viewer.
Dr. Fuentes (played by Federico Luppi) teaches medicine in the capital city of his country. He has, as a great humanitarian gesture, trained and inspired some of his best students to go into the mountains and make the world a little better for the poor Indios. Fuentes believe the students to be up there doing humanitarian service. Then he discovers one of his best students has instead returned to the city and runs a squalid private pharmacy. In shame and disappointment Fuentes asks the student what has happened to the others. The student tells him the others are still in the mountains, but suggests that it may not be a good place to be. Fuentes goes off to find and visit the doctors, ignoring the advice of his family and a patient who happens to be an army general. The results are little different than one would expect.
Dr. Fuentes starts out incredibly naive. Even some American tourists, present in the film mostly for comic relief, seem to know better than Dr. Fuentes that things have gotten pretty bad in the mountains. But Fuentes has to go from one scene of barbarity to another and discover how wrong he was. Sayles certainly could have used 126 minute of screen time to tell us something more profound than that nasty things are happening down there and most of the worst happens to the unarmed civilians.
The cast is mostly unknowns to American audiences. Federico Luppi is the good Mexican actor who played the antique dealer torn by mysterious forces in CRONOS. Damian Delgado makes a late appearance as an army deserter. Mandy Patinkin has a small role made to look bigger in the trailer.
MEN WITH GUNS is a film on a serious subject, but it has little new or valuable to say on that subject. I rate it 4 on the 0 to 10 scale and a 0 on the -4 to +4 scale.
Mark R. Leeper<EMAIL_ADDRESS>Copyright 1998 Mark R. Leeper
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


|
PolyTycoon
1
UnityTransportTycoontypegame.
|
Public Member Functions | |
| TransportRouteElement () | |
Properties | |
| Path | Path [get, set] |
| PathFindingNode | FromNode [get, set] |
| PathFindingNode | ToNode [get, set] |
| List< TransportRouteSetting > | RouteSettings [get, set] |
| TransportRouteElement.TransportRouteElement | ( | ) |
|
getset |
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getset |
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getset |
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getset |


Spring In The Park labeled a success in inaugural year
by Ben HopkinsPeople have come out in droves to check out Ballarat's newest youth festival despite the chilly weather at Victoria Park.
Hundreds funneled through the inaugural Spring In The Park festival on Saturday afternoon, taking in the activities, live music and food on offer.
Organised by the Central Highlands Youth Advisory Board, the free, all-ages event has been labelled a success by one of its organisers.
YAB coordinator Pearl Goodwin-Burns said despite the cold conditions, she was very happy with the amount of people enjoying themselves at the festivals debut.
"I'm stoked," she said.
"I'm so impressed with Ballarat for getting out and supporting young people on a day that's not particularly warm."
With a number of large festivals in the region unavailable for younger people for a numerous reasons, Ms Goodwin Burns believes having a free, all-ages event like Spring In The Park is important.
"It's incredibly important to have free, family friendly community events, especially ones that are drug and alcohol free and all ages.
"It makes it nice for those younger people who can't go to Spilt Milk or can't afford to go to a major festival to have something like this available."
Ms Goodwin Burns added she was confident the festival would return in years to come.
"I think given the success of today I think they'll be a strong chance that we'll be back next year... we've had so much support from our sponsors I think it's only going to get bigger and better."


Save/Load Important: you must copy and paste this text and save it in your own computer for future reference. Nothing will be saved in the NYU servers. Click here for samples
To send feedback: email my username (5-character username that follows the ~ in the address bar) at my university's domain.
Baker's Percentage Calculator by Heitor Chang http://homepages.nyu.edu/~hc742/bakerspercentage.html


Single Dish Radio Astronomy Software Tools¶
For an overview of SDRAST and the current status please visit https://sdrast.github.io/.
Astrophysics Package¶
Astrophysics functions and modules
Functions¶
Returns the sky brightness in K due to galactic synchrotron radiation at the north celestial pole given the frequency f in MHz |
Astrophysics.Pulsars Package¶
package Astrophysics.Pulsars - analyze pulsar data
Contents¶
Effects related to propagation of pulsed signals (main module).
Pulsar data from the Parkes Catalogue (module pulsar_data)
Fast folding algorithm for DM searching using numpy (module np_ffa).
Functions¶
|
Given the frequency in GHz, and the dispersion measure in pc/cm^3, returns the slope of f vs t in MHz/microsec |
|
Pulse broadeing due to interstellar scattering |
|
Given the dispersion measure in cm^-3/pc, f in GHz, BW in MHz returns time_delay in microseconds |
|
Given the frequency f in Hz, the mean electron density, and the path length, returns the drift rate in Hz/s |
|
electron density in electrons/cc |
|
Return the base 10 logarithm of x. |
|
EM radiation propagation time |
|
EM transit time from dispersion measure |


A std::map that uses a constant char array as the keys, and stores values of type T.
More...
|
| void | insert (const char *key) noexcept |
| | Insert a new key into the map. More...
|
| |
| void | insertOrAssign (const char *key, const T &value) |
| | Insert or overwrite the value T at the index of key. More...
|
| |
| void | erase (const char *key) noexcept |
| | Remove the element found in the map matching the key specified. More...
|
| |
| void | clear () noexcept |
| | Clears the map of all entries. More...
|
| |
| size_t | size () const noexcept |
| | Retrieve the number of entries into the map. More...
|
| |
| T & | at (const char *key) noexcept |
| | Retrieve the element associated with the given key. More...
|
| |
| const T & | at (const char *key) const noexcept |
| | Retrieve the element associated with the given key. More...
|
| |
| T & | operator[] (const char *key) |
| | Retrieve the element associated with the given key. More...
|
| |
| auto | begin () noexcept |
| | The beginning iterator. More...
|
| |
| auto | begin () const noexcept |
| | The beginning constant iterator. More...
|
| |
| auto | end () noexcept |
| | The ending iterator. More...
|
| |
| auto | end () const noexcept |
| | The ending constant iterator. More...
|
| |
| std::optional< T > | search (const char *key) const |
| | Check if the given key exists in the map, and optionally return its value. More...
|
| |
| bool | find (const char *key) const |
| | Check if the given key exists in the map. More...
|
| |
| auto | find_I (const char *key) |
| | Retrieves an iterator of the element associated with the key given. More...
|
| |
| auto | find_I (const char *key) const |
| | Retrieves a constant iterator of the element associated with the key given. More...
|
| |
template<typename T>
class MappedChar< T >
A std::map that uses a constant char array as the keys, and stores values of type T.
Uses the adapter pattern to hide some of the complexity and reduce the amount of redundant code written. Also provides easier insertion, lookup, and boolean find operations.
- Template Parameters
-


A zip archive containing the required files for the latest release are here.
There is no need to build the JavaScript application from source files unless you would like to modify the application.
Unzip the archive in a convenient location on your web server
CaveView requires two files to be included in the page. Replace the placeholder %path% with the path to the unzipped files on the server in the following examples.
The side panel interface and on screen indicators are styled with caveview.css. Include this in the head section of the page.
<link type="text/css" href="%path%/CaveView/css/caveview.css" rel="stylesheet" />
The CaveView application is provided in one javascript file. Include this in the body section of the page. NOTE: The filename has changed for the V2 API.

Add an empty block element to the page, with a suitable id attribute. This contains the application, and be sized as required. For example a div element:

The application can be loaded using javascript, typically using an load event handler. Replace the placeholder %...% elements with values appropriate for your site.

alternatively provide a list of surveys to display, by replacing the loadCave() function call with loadCaveList() :
ui.loadCaveList( [ '% survey filename 1 %', '% survey filename 2 %', '% survey filename 3 %' ] );
This can be automatically executed on page load by including a page load handler in the page body tag:

CaveView should now display when the page is viewed.
The example files included demonstrate using multiple viewers on a page, changing the default view settings and altering the appearance of the viewer.
To remove the viewer from a page and reclaim memory used promptly:
ui.dispose(); ui = null; viewer = null;
Or if not using the UI, just the viewer:
viewer.dispose(); viewer = null;


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I'm a Software Engineer currently located in London who's overly obsessed with running & cycling. This site acts as a place to put my general ramblings.
London Edinburgh London 2022 - Part 1
London Edinburgh London 2022 - Part 2
2019 Training Review
Brighton & Hove Triathlon
The Cumby Trail Race
Mental Poker - An overview of approaches
Mental Poker - A deep dive into random card generation
Mental Poker - Preventing card collisions


Untitled
February 28th, 2011
who wants children
who longs for that explanation
who knew one and who knew another language
you lay down
what is like my life for me
who are intimate with another
who are intimate with
that after wedding smell that fume
TO GET IN TO OR OUT OF THE BUSINESS
take someone up on their offer
I just want to kiss your lips
both small round parts- a breath of fresh air
because their is terror you inspire me
because there is like a candle in a dark night
one single chance to see
something new
because yes I've been waiting to experience
to change To prove my self and others wrong because I forgot this then
because I forgot this then
and then you.
you are one in a deck of cards
I want to go away with you
I want you to feel absolutely safe with me
don't tell
but
who wrote graffiti got up
whose lexicon reflected passion
taking those highways to their end
who saw fabulous light who blew up
fought in the subways
couldn't remember for two hours after leaving dinner
who grew up like that
who's your hold back
what's the deal when you're so like that
what's the deal then -
who are all those other cards?
to loose another and to have a twin
your heart won't be mine but I will take care of it
I checked your eyes I checked them twice
why would you hold my gaze
and your beautiful hands- I saw them
you can help me see it alright
look over my shoulder for me
to be thrust into this postmodern life
let's get this show on the road
oh
this show on the road
the black water ripped through the countryside
you can describe it


Git It?
Choose Your Own Adventures: Introduction to Git, GitHub, and Version Control
October 11, 2014
Verizon control is like the interactive children's book series, "Choose Your Own Adventure." You read the book to a certain checkpoint. You are then faced with a few different options, each of which leads to more options, then to one of many endings. If at any point, you decide that you don't like the progress of your chosen storyline, you can revert back to any of the previous stopping points and choose an alternative plot. In the end, you've created a linear story - to your satisfaction.
Similarly, version control allows coders to utilize the idea of "branches" to play around and "choose their own adventure." If you decide that the code for a particular branch is progressing the program in a desired manner, you can integrate it to the master, and then continue onwards. Just like in the book series.
Using git, a version control software, you rely on commits, or "saves" to create these checkpoints. This ensure that you avoid losing work, wasting hours, days, or even months simply because you accidentally deleted portions of your program. If at any point, your code breaks, you simply go back to the previous commit and boom! you’re back to hacking away.
Another benefit of version control is that it allows for easy collaboration among team members, whether just two developers or a team large enough to fill a gymnasium. This tool allows coders to work simultaneously on the program, using different branches. The commits can then be reviewed before being integrated back into the master. This streamlines the process, saving time and ensuring quality control.
To maximize the benefits of git, you have Github - an online hub, a sort of social network connecting developers. You upload your code onto GitHub for other developers to review and to contribute. It stores all commmits in an organized manner so that you can jump back and forth through time as you wish. Here are some of the reasons to use Github:
- Protects your work because it resides remotely on the internet
- Serves as a portal for team members to collaborate on the same code
- Eliminates the need for back-and-forth emails or flashdrives
- Allows others to follow the process and thinking behind the code beacuse they can see all the commits and changes
- Provides developers a platform to share their code and to receive feedback
- Contributes to an open-source community
Just as in the book series, with version control, you have the ability to progress forward without fear of consequence.


Compliance Report
Compliance Report
S.1. The institution has Student Services Program (SSP).
S.2. The Student Affairs Services (SAS) program is consistent with the vission and mission of the instruction, goals of the College/Academic Unit and objectives of the Program.
S.3. The objectives of the SAS are clearly defined.
S.4. The objectives of the SAS are in accordance with CMO No. 9 series of 2013.
S.5. The SAS is composed of:
S.5.1. student welfare programs and services; and
S.5.2. student development programs and services.
S.6. The following basic services are available:
S.6.1. Student Welfare;
S.6.1.1. Information and Orientation Services;
S.6.1.2. Guidance and Counselling Services;
S.6.1.3. Career and Job Placement Services;
S.6.1.4. Economic Enterprise Development; and
S.6.1.5. Student Handbook Development.
S.6.2. Student Development;
S.6.2.1. Student Activities;
S.6.2.2. Student Organizations and Activities;
S.6.2.3. Leadership Training;
S.6.2.4. Student Council/Government;
S.6.2.5. Student Discipline; and
S.6.2.6. Student Publication/Year Book.
S.6.3. Institutional Student Programs and Services;
S.6.3.1. Admission Services;
S.6.3.2. Scholarships and Financial Assistance (SFA);
S.6.3.3. Food Services;
S.6.3.4. Health and Wellness Services;
S.6.3.5. Safety and Security Services;
S.6.3.6. Student Housing and Residential Services;
S.6.3.7. Multi-faith and Inter-faith Services;
S.6.3.8. Foreign/International Students Services (whenever applicable);
S.6.3.9. Services for Students with Special Needs;
S.6.3.10. Culture and Arts Program;
S.6.3.11. Sports and Development Programs;
S.6.3.12. Social and Community Involvement Programs; and
S.63.13. others (please specify) __________.
S.7. There is a SAS unit that manages student affairs development and welfare programs.
S.8. The SAS unit has an organizational structure indicating its relationship with other Units.
S.9. The SAS Unit is headed by the qualified official.
S.10. The SAS Unit is staffed with qualified personnel.
S.11. The various student services are provided with adequate staff, physical facilities, equipment and materials (e.g. one (1) guidance counselor for every 1,000 students, etc.)
S.12. There is sufficient budget allocation for the Student Affairs and Services of the institution.
I.1. The objectives of the SAS are disseminated to and understood by the students, faculty, staff and administrators.
I.2. The SAS plans, implements, monitors and coordinates programs and services for student welfare and development.
I.3. Prompt, courteous and efficient services in the handling of business transactions with students are evident.
I.4. The SAS staff receives salaries on time.
I.5. The SAS is represented in the policy and decision-making body of the institution.
I.6. The projects and activities of the SAS Unit are recognized and implemented.
I.7 There is a continous and systematic evaluation of the effectiveness of the programs and services for student welfare and development.
O.1. The students are satisfied with the Students Services Program
S.1. The institution has a Student Handbook containing comprehensive information on programs and services for student welfare and development.
S.2. A regular and comprehensive Orientation Program is held for new, returning and continuing students.
S.3. The information materials on educational, career, personal and social concerns are readily available, such as:
S.3.1. R.A. 9262 or Anti Violence Against Women and Children Act;
S.3.2. Anti-Bullying Act;
S.3.3. Guidelines on drug abuse prevention and control;
S.3.4. R.A. 7877 or the Anti-Sexual Harassment Act of 1995;
S.3.5. HIV AIDS awareness;
S.3.6. Self-care and healthy lifestyle; and
S.3.7. R.A. 9442, particularly on the provision on public ridicule and vilification against persons with disability.
S.4. The Guidance and Couselling Program provides the following services:
S.4.1. information and inventory;
S.4.2. counselling;
S.4.3. appraisal and testing;
S.4.4. placement and follow-up; and
S.4.5. referral.
S.5. Gender-sensitive individual and group counselling is provided.
S.6. Counselling Services consider cultural differences.
S.7. The Guidance Program is headed by a licensed Guidance Counselor with at least a master's degree in Guidance and Counselling.
S.8. All the Guidelines Counselors are licensed.
S.9. The Guidance Program is supported by qualified staff.
S.10. Every student has an updated profile at the guidance office.
S.11. A counselling room is provided for students including those with special needs.
S.12. There is a well-planned assessment program for students with appropriate standardized pyschological tests.
S.13. Career seminars and job placement services are available for the students.
S.14. There is a mechanism to establish partnership and collaboration with other institutions, agencies and industry.
S.15. There is mechanism for storing and archiving student records for reference purposes.
I.1. The ratio of a Guidelines Counselor to student population is 1:1000.
I.2. Counselling and other student records are maintained and kept confidential.
I.3. Appropriate intervention programs and services are adopted to promote and enhance students welfare and development.
I.4. The Guidance Office maintains an updated inventory of student cumulative records.
I.5. The psychological tests are administered, scored and interpreted by qualified staff and the results are kept confidential.
I.6. The test results are disseminated to concerned parties.
I.7. Test results are utilized in designing activities to meet student needs.
I.8. A scheme for appropriate follow-up and referral is utilized.
I.9. The Guidance Office prepares valid appraisal data of students for career and job placement.
I.10. Student placement is regularly monitored and followed up.
I.11. The institution maintains active networking with the schools, the communities, alumni, and other concerned agencies for career and job placement of students.
I.12. Career counselling is provided to enable students to choose appropriate major/field of specialization.
I.13. Information materials on career and job opportunities are made accesible.
I.14. The SAS maintains liaison with its alumni to follow graduates job performance, vis-a'vis:
I.14.1. awards received;
I.14.2. key positions in private and/or government agencies; and
I.14.3. status of the enterprise, if applicable.
I.15. Skills development program are conducted.
I.16. The students are given assistance in career and job placement.
I.17. The institutions encourages student ecenomic ventures such as but not limited to:
I.17.1. student laboratory cooperatives;
I.17.2. entrepreneurial activities / projects;
I.17.3. savings; and
I.17.4. others (please specify) ______________.
I.18. Updated information on student welfare and development are accesible and disseminated.
I.19. The student body is involved in the development and revision of Student Handbook.
O.1. Quality student welfare services are available.
S.1. The institution has a system of accreditation, monitoring and evaluation of student organizations.
S.2. The institution provides adequate office space and other forms of support to accredited student organizations.
S.3. There is coordination between the school administration and SAS concerning students with drug and other related problems.
S.4. A mechanism to address student grievance is in place.
S.5. Programs and opportunities to develop and enhance leadership among students are provided.
I.1. Requirements and procedures for recognition / accreditation of student organizations are widely disseminated.
I.2. The Constitution and by-laws of student organizations incorporate participation and advocacy in social action activities.
I.3. The constitution conducts leadership training.
I.4. The institution recognizes the right of the students to the:
I.4.1. govern themselves as a student body;
I.4.2. be transparent and accountable to thier constituents; and
I.4.3. be represented in various fora where the students need to be consulted.
I.5. The institution ensures transparency in the development/revision of guidelines and procedures for the student council/government.
I.6. The institution implements gender and disability sensitive rules and regulations published in a Student Handbook/Manual acceptable to students.
I.7. Sanctions are enforced for misconduct such as but not limited to acts of vandalism, hazing, bullying, libelous statements and other negative acts that threaten peace and order inside and outside the school premises.
I.8. Grievance Committee is established to ensure due to process in dealing with students misconduct.
I.9. The institution supports the establishment and implementation of student publication as provided for in R.A. 7079, otherwise known as "Campus Journalism Act of 1991" and other media forms.
I.10. The production/publication of a yearbook is encouraged.
O.1. Quality student development services are assured.
S.1. There is a system of student recruitment, selection, admission and retention.
S.2. Admission requirements and procedures of persons with disabilities as stipulated in R.A. 7277 are in place.
S.3. Scholarship and financial assistance in various forms are available to students.
S.4. Policies and guidelines are institutionalized for students from marginalized sector of the country.
S.5. There is a policy on wellness and healthy lifestyle.
S.6. Buildings and facilities which conform with government standards are provided with accesible and safe amenities for persons with disabilities.
S.7. There is a disaster risk reduction and management program in compliance with R.A. 10121, otherwise known as the " Philippine Disaster Risk reduction and Management Act of 2010".
S.8. Policies on the use of student facilities are in place.
S.9. An integrated service program that caters to the various needs of foreign students are available, whenever applicable.
S.10. A liaison officer is available to assist foreign students in their transactions with concerned government agencies, whenever applicable.
S.11. There are programs for life skills training (e.g. conflict and stress management, harassment, etc.) counselling, testing and referrals for students with special needs.
S.12. The institution provides opportunities for promotion and appreciation of culture and arts.
S.13. The institution has well equipped offices for:
S.13.1. Culture and the Arts;
S.13.2. Sports Development;
S.13.3. Student Publication; and
S.13.4. Medical-Dental Clinic.
S.14. There is a well-furnished medical-dental clinic.
S.15. There is a medical and dental program designed for:
S.15.1. diagnostic purposes;
S.15.2. first aid;
S.15.3. prevention and prophylaxis; and
S.15.4. physical-dental exam.
S.16. An updated information on student health condition is available to parents/guardians.
S.17. There are mechanisms to promote national, sectoral and cultural sports activities and development in coordination with concerned agencies.
S.18. There are finacial assistance programs designed for:
S.18.1. educational loans;
S.18.2. student assistantship;
S.18.3. attendance to seminars, trainings (sports, leadership, etc.)
S.18.4. grants-in-aid; and
S.18.5. others (please specify) ____________.
I.1. The faculty and students are properly informed of the admission guidelines and retention policies.
I.2. The policies and procedures on selection, admission and retention of students are implemented.
I.3. The following student admission records are filled and made available to concerned parties:
I.3.1. enrollment trends;
I.3.2. drop-out rate;
I.3.3. licensure examination results and passing percentage;
I.3.4. employability of graduates;
I.3.5. student transferees; and
I.3.6. student classification by specialization.
I.4. Retention policies are approved by the Academic Council and confirmed by the Board of Regents/Trustees.
I.5. The list of tuition and other school fees is posted conspiciously.
I.6. The institution provides acces to scholarship and finacial assistance.
I.7. Guidelines on scholarship and financial assistance are widely and promptly disseminated.
I.8. Criteria for safety, sanitation and food choices in the school canteen/cafeteria are enforced.
I.9. The institution coordinates with the local government for the safety and sanitation of food service outside the school premises.
I.10. The institution periodically inspects food outlets for sanitation and hygiene, The sanitary permit is displayed in a prominent area of the food outlet.
I.11. The primary health care services are administered to all students by licensed medical, dental and allied professionals.
I.12. Facilities for keeping health care and updated health records of students are adequate and well-maintained.
I.13. Policies and procedures in the selection of student athletes, performers, writers, etc. are implemented.
I.14. Health and related laws, rules and regulations are enforced.
I.15. Licensed and competent security personnel ensure the safety and security of students.
I.16. Earthquake and fire drills involving students, faculty and administrative staff are conducted regularly.
I.17. The institution establishes programs for the students to help in crime prevention, cleanliness and orderliness, observance of a clean and green environment, safety and security of the school premises.
I.18. The institution provides assistance to students on accesible, affordable, clean, conducive to learning, dormitories and housing facilities.
I.19. The institution ensures that the students right to practice his/her religion is respected.
I.20. Submission of required reports on foreign students to concerned government agencies is done, whenever applicable.
I.21. The Code of Conduct for foreign students in the country is enforced.
I.22. The institution accomodates students with special needs.
I.23. There is a regular submission of the list of students with special needs to the CHEDRO describing the institutions invention programs.
I.24. Sports development programs are regularly conducted.
I.25. The institution ensures opportunities for students to participate in socio and civic action activities.
I.26. The students are covered with Life and Accident insurance.
I.27. The institution rewards SAS staff for exceptional job performance.
I.28. The institution informs the students and other stakeholders on other related programs and services not cited in CMO No.9 s. 2013.
O.1. The institutional programs and services develop students potentials to the fullest.
S.1. The institution has a research program on students affairs and services.
S.2. There is mechanism for monitoring and evaluation of SAS programs.
S.3. Monitoring and evaluation instruments are available.
S.4. There is adequate funding for the conduct of SAS researches and monitoring and evaluation.
I.1. Research on student affairs and services are conducted.
I.2. Research results and outputs are disseminated and utilized.
I.3. Regular monitoring and evaluation on the implementation of student services are conducted.
I.4. Monitoring and evaluation instruments are developed, reviewed and continously improve.
I.5. Reports are filed and submitted regularly to CHEDRO.
O.1. Research outputs are presented and published.


@(accountOption:Option[com.rodneylai.auth.Account])(implicit request: Request[Any], environment: play.api.Environment, configuration: play.api.Configuration)
@main("Rodney's Test Server",accountOption,"home") {
} {
} {
Rodney's Test Server
@(configuration.getString("aws.s3.bucket"),configuration.getString("aws.s3.folder")) match {
case (Some(bucketName),Some(folderName)) => {
}
case _ => {}
}
}
@*
*
* Copyright (c) 2015-2017 Rodney S.K. Lai
* https://github.com/rodney-lai
*
* Permission to use, copy, modify, and/or distribute this software for
* any purpose with or without fee is hereby granted, provided that the
* above copyright notice and this permission notice appear in all copies.
 IN NO EVENT SHALL THE AUTHOR BE LIABLE FOR
* ANY SPECIAL, DIRECT, INDIRECT, OR CONSEQUENTIAL DAMAGES OR ANY DAMAGES
* WHATSOEVER RESULTING FROM LOSS OF USE, DATA OR PROFITS, WHETHER IN AN
* ACTION OF CONTRACT, NEGLIGENCE OR OTHER TORTIOUS ACTION, ARISING OUT OF
* OR IN CONNECTION WITH THE USE OR PERFORMANCE OF THIS SOFTWARE.
*
*@


Clean Livin'
Our Code: We don't really care what you do in your free time as long as you wear fantastic underwear. We only do business with partners who respect people and the planet, nice 'n' clean.Customer Support
We back everything up with a full guarantee of your satisfaction. You wanna get someone on the phone? You can. We like to chat anyway.Responsive
We show up in person, and we show up online. Either way, you get what you've paid for. Or intend to pay for. Our vibe is to soothe what ails ya.Documentation
Not only do we provide detailed, comprehensive receipts (many stores just blurt a confirmation email at you), but we'll show you how we do things and who we do 'em with.Quality
The products are the proof. They're sewn and decorated by hand in-house by professionals who've been producing twenty years. These are not department store undie packs!We try to make very high-quality products that you're proud to wear. If you want to sag your pants with DeepSeaology undies, that's fine.
But it's important to assert what the name is all about. But it's important to assert what the name is all about. But it's important to assert what the name is all about. But it's important to assert what the name is all about.
Buy some Learn some


fast_ml fast_ml-2013 fast_ml-2013-28 knowledge-graph by maker-knowledge-mining
Source: html
Introduction: Sometimes, fortunately not very often, we see people mention Weka as useful machine learning software. This is misleading, because Weka is just a toy: it can give a beginner a bit of taste of machine learning, but if you want to accomplish anything meaningful, there are many way better tools. Warning: this is a post with strong opinions. Weka has at least two serious shortcomings: It’s written in Java. We think that Java has its place*, but not really in desktop machine learning. Particularly, Java is very memory-hungry and it means that you either constrain yourself to really small data or buy some RAM. This also applies to other popular GUI tools like Rapid Miner or KNIME. It is no accident that some of the best known Java projects concern themselves with using many machines. One is just not enough with Java. Weka people chose another way: their next project, MOA, is about data stream mining. Online learning, in other words. That way you only need one example in memor
sentIndex sentText sentNum sentScore
1 Sometimes, fortunately not very often, we see people mention Weka as useful machine learning software. [sent-1, score-0.381]
2 This is misleading, because Weka is just a toy: it can give a beginner a bit of taste of machine learning, but if you want to accomplish anything meaningful, there are many way better tools. [sent-2, score-0.421]
3 Warning: this is a post with strong opinions. [sent-3, score-0.114]
4 Weka has at least two serious shortcomings: It’s written in Java. [sent-4, score-0.156]
5 We think that Java has its place*, but not really in desktop machine learning. [sent-5, score-0.327]
6 Particularly, Java is very memory-hungry and it means that you either constrain yourself to really small data or buy some RAM. [sent-6, score-0.26]
7 This also applies to other popular GUI tools like Rapid Miner or KNIME. [sent-7, score-0.07]
8 It is no accident that some of the best known Java projects concern themselves with using many machines. [sent-8, score-0.285]
9 Weka people chose another way: their next project, MOA, is about data stream mining. [sent-10, score-0.233]
10 That way you only need one example in memory at a time. [sent-12, score-0.104]
11 Bruce Lee responding to Scaling Weka With Hadoop proposal Weka uses its own proprietary file format called ARFF. [sent-13, score-0.152]
12 It’s seriously stupid and you will discover that if you try to work with it. [sent-14, score-0.185]
13 *Java seems to be successfully applied in distributed infrastructure-type software like Hadoop. [sent-17, score-0.152]
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simIndex simValue blogId blogTitle
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Introduction: Sometimes, fortunately not very often, we see people mention Weka as useful machine learning software. This is misleading, because Weka is just a toy: it can give a beginner a bit of taste of machine learning, but if you want to accomplish anything meaningful, there are many way better tools. Warning: this is a post with strong opinions. Weka has at least two serious shortcomings: It’s written in Java. We think that Java has its place*, but not really in desktop machine learning. Particularly, Java is very memory-hungry and it means that you either constrain yourself to really small data or buy some RAM. This also applies to other popular GUI tools like Rapid Miner or KNIME. It is no accident that some of the best known Java projects concern themselves with using many machines. One is just not enough with Java. Weka people chose another way: their next project, MOA, is about data stream mining. Online learning, in other words. That way you only need one example in memor
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SUBROUTINE ZLALSA( ICOMPQ, SMLSIZ, N, NRHS, B, LDB, BX, LDBX, U, $ LDU, VT, K, DIFL, DIFR, Z, POLES, GIVPTR, $ GIVCOL, LDGCOL, PERM, GIVNUM, C, S, RWORK, $ IWORK, INFO ) * * -- LAPACK routine (version 3.1) -- * Univ. of Tennessee, Univ. of California Berkeley and NAG Ltd.. * November 2006 * * .. Scalar Arguments .. INTEGER ICOMPQ, INFO, LDB, LDBX, LDGCOL, LDU, N, NRHS, $ SMLSIZ * .. * .. Array Arguments .. INTEGER GIVCOL( LDGCOL, * ), GIVPTR( * ), IWORK( * ), $ K( * ), PERM( LDGCOL, * ) DOUBLE PRECISION C( * ), DIFL( LDU, * ), DIFR( LDU, * ), $ GIVNUM( LDU, * ), POLES( LDU, * ), RWORK( * ), $ S( * ), U( LDU, * ), VT( LDU, * ), Z( LDU, * ) COMPLEX*16 B( LDB, * ), BX( LDBX, * ) * .. * * Purpose * ======= * * ZLALSA is an itermediate step in solving the least squares problem * by computing the SVD of the coefficient matrix in compact form (The * singular vectors are computed as products of simple orthorgonal * matrices.). * * If ICOMPQ = 0, ZLALSA applies the inverse of the left singular vector * matrix of an upper bidiagonal matrix to the right hand side; and if * ICOMPQ = 1, ZLALSA applies the right singular vector matrix to the * right hand side. The singular vector matrices were generated in * compact form by ZLALSA. * * Arguments * ========= * * ICOMPQ (input) INTEGER * Specifies whether the left or the right singular vector * matrix is involved. * = 0: Left singular vector matrix * = 1: Right singular vector matrix * * SMLSIZ (input) INTEGER * The maximum size of the subproblems at the bottom of the * computation tree. * * N (input) INTEGER * The row and column dimensions of the upper bidiagonal matrix. * * NRHS (input) INTEGER * The number of columns of B and BX. NRHS must be at least 1. * * B (input/output) COMPLEX*16 array, dimension ( LDB, NRHS ) * On input, B contains the right hand sides of the least * squares problem in rows 1 through M. * On output, B contains the solution X in rows 1 through N. * * LDB (input) INTEGER * The leading dimension of B in the calling subprogram. * LDB must be at least max(1,MAX( M, N ) ). * * BX (output) COMPLEX*16 array, dimension ( LDBX, NRHS ) * On exit, the result of applying the left or right singular * vector matrix to B. * * LDBX (input) INTEGER * The leading dimension of BX. * * U (input) DOUBLE PRECISION array, dimension ( LDU, SMLSIZ ). * On entry, U contains the left singular vector matrices of all * subproblems at the bottom level. * * LDU (input) INTEGER, LDU = > N. * The leading dimension of arrays U, VT, DIFL, DIFR, * POLES, GIVNUM, and Z. * * VT (input) DOUBLE PRECISION array, dimension ( LDU, SMLSIZ+1 ). * On entry, VT' contains the right singular vector matrices of * all subproblems at the bottom level. * * K (input) INTEGER array, dimension ( N ). * * DIFL (input) DOUBLE PRECISION array, dimension ( LDU, NLVL ). * where NLVL = INT(log_2 (N/(SMLSIZ+1))) + 1. * * DIFR (input) DOUBLE PRECISION array, dimension ( LDU, 2 * NLVL ). * On entry, DIFL(*, I) and DIFR(*, 2 * I -1) record * distances between singular values on the I-th level and * singular values on the (I -1)-th level, and DIFR(*, 2 * I) * record the normalizing factors of the right singular vectors * matrices of subproblems on I-th level. * * Z (input) DOUBLE PRECISION array, dimension ( LDU, NLVL ). * On entry, Z(1, I) contains the components of the deflation- * adjusted updating row vector for subproblems on the I-th * level. * * POLES (input) DOUBLE PRECISION array, dimension ( LDU, 2 * NLVL ). * On entry, POLES(*, 2 * I -1: 2 * I) contains the new and old * singular values involved in the secular equations on the I-th * level. * * GIVPTR (input) INTEGER array, dimension ( N ). * On entry, GIVPTR( I ) records the number of Givens * rotations performed on the I-th problem on the computation * tree. * * GIVCOL (input) INTEGER array, dimension ( LDGCOL, 2 * NLVL ). * On entry, for each I, GIVCOL(*, 2 * I - 1: 2 * I) records the * locations of Givens rotations performed on the I-th level on * the computation tree. * * LDGCOL (input) INTEGER, LDGCOL = > N. * The leading dimension of arrays GIVCOL and PERM. * * PERM (input) INTEGER array, dimension ( LDGCOL, NLVL ). * On entry, PERM(*, I) records permutations done on the I-th * level of the computation tree. * * GIVNUM (input) DOUBLE PRECISION array, dimension ( LDU, 2 * NLVL ). * On entry, GIVNUM(*, 2 *I -1 : 2 * I) records the C- and S- * values of Givens rotations performed on the I-th level on the * computation tree. * * C (input) DOUBLE PRECISION array, dimension ( N ). * On entry, if the I-th subproblem is not square, * C( I ) contains the C-value of a Givens rotation related to * the right null space of the I-th subproblem. * * S (input) DOUBLE PRECISION array, dimension ( N ). * On entry, if the I-th subproblem is not square, * S( I ) contains the S-value of a Givens rotation related to * the right null space of the I-th subproblem. * * RWORK (workspace) DOUBLE PRECISION array, dimension at least * max ( N, (SMLSZ+1)*NRHS*3 ). * * IWORK (workspace) INTEGER array. * The dimension must be at least 3 * N * * INFO (output) INTEGER * = 0: successful exit. * < 0: if INFO = -i, the i-th argument had an illegal value. * * Further Details * =============== * * Based on contributions by * Ming Gu and Ren-Cang Li, Computer Science Division, University of * California at Berkeley, USA * Osni Marques, LBNL/NERSC, USA * * ===================================================================== * * .. Parameters .. DOUBLE PRECISION ZERO, ONE PARAMETER ( ZERO = 0.0D0, ONE = 1.0D0 ) * .. * .. Local Scalars .. INTEGER I, I1, IC, IM1, INODE, J, JCOL, JIMAG, JREAL, $ JROW, LF, LL, LVL, LVL2, ND, NDB1, NDIML, $ NDIMR, NL, NLF, NLP1, NLVL, NR, NRF, NRP1, SQRE * .. * .. External Subroutines .. EXTERNAL DGEMM, DLASDT, XERBLA, ZCOPY, ZLALS0 * .. * .. Intrinsic Functions .. INTRINSIC DBLE, DCMPLX, DIMAG * .. * .. Executable Statements .. * * Test the input parameters. * INFO = 0 * IF( ( ICOMPQ.LT.0 ) .OR. ( ICOMPQ.GT.1 ) ) THEN INFO = -1 ELSE IF( SMLSIZ.LT.3 ) THEN INFO = -2 ELSE IF( N.LT.SMLSIZ ) THEN INFO = -3 ELSE IF( NRHS.LT.1 ) THEN INFO = -4 ELSE IF( LDB.LT.N ) THEN INFO = -6 ELSE IF( LDBX.LT.N ) THEN INFO = -8 ELSE IF( LDU.LT.N ) THEN INFO = -10 ELSE IF( LDGCOL.LT.N ) THEN INFO = -19 END IF IF( INFO.NE.0 ) THEN CALL XERBLA( 'ZLALSA', -INFO ) RETURN END IF * * Book-keeping and setting up the computation tree. * INODE = 1 NDIML = INODE + N NDIMR = NDIML + N * CALL DLASDT( N, NLVL, ND, IWORK( INODE ), IWORK( NDIML ), $ IWORK( NDIMR ), SMLSIZ ) * * The following code applies back the left singular vector factors. * For applying back the right singular vector factors, go to 170. * IF( ICOMPQ.EQ.1 ) THEN GO TO 170 END IF * * The nodes on the bottom level of the tree were solved * by DLASDQ. The corresponding left and right singular vector * matrices are in explicit form. First apply back the left * singular vector matrices. * NDB1 = ( ND+1 ) / 2 DO 130 I = NDB1, ND * * IC : center row of each node * NL : number of rows of left subproblem * NR : number of rows of right subproblem * NLF: starting row of the left subproblem * NRF: starting row of the right subproblem * I1 = I - 1 IC = IWORK( INODE+I1 ) NL = IWORK( NDIML+I1 ) NR = IWORK( NDIMR+I1 ) NLF = IC - NL NRF = IC + 1 * * Since B and BX are complex, the following call to DGEMM * is performed in two steps (real and imaginary parts). * * CALL DGEMM( 'T', 'N', NL, NRHS, NL, ONE, U( NLF, 1 ), LDU, * $ B( NLF, 1 ), LDB, ZERO, BX( NLF, 1 ), LDBX ) * J = NL*NRHS*2 DO 20 JCOL = 1, NRHS DO 10 JROW = NLF, NLF + NL - 1 J = J + 1 RWORK( J ) = DBLE( B( JROW, JCOL ) ) 10 CONTINUE 20 CONTINUE CALL DGEMM( 'T', 'N', NL, NRHS, NL, ONE, U( NLF, 1 ), LDU, $ RWORK( 1+NL*NRHS*2 ), NL, ZERO, RWORK( 1 ), NL ) J = NL*NRHS*2 DO 40 JCOL = 1, NRHS DO 30 JROW = NLF, NLF + NL - 1 J = J + 1 RWORK( J ) = DIMAG( B( JROW, JCOL ) ) 30 CONTINUE 40 CONTINUE CALL DGEMM( 'T', 'N', NL, NRHS, NL, ONE, U( NLF, 1 ), LDU, $ RWORK( 1+NL*NRHS*2 ), NL, ZERO, RWORK( 1+NL*NRHS ), $ NL ) JREAL = 0 JIMAG = NL*NRHS DO 60 JCOL = 1, NRHS DO 50 JROW = NLF, NLF + NL - 1 JREAL = JREAL + 1 JIMAG = JIMAG + 1 BX( JROW, JCOL ) = DCMPLX( RWORK( JREAL ), $ RWORK( JIMAG ) ) 50 CONTINUE 60 CONTINUE * * Since B and BX are complex, the following call to DGEMM * is performed in two steps (real and imaginary parts). * * CALL DGEMM( 'T', 'N', NR, NRHS, NR, ONE, U( NRF, 1 ), LDU, * $ B( NRF, 1 ), LDB, ZERO, BX( NRF, 1 ), LDBX ) * J = NR*NRHS*2 DO 80 JCOL = 1, NRHS DO 70 JROW = NRF, NRF + NR - 1 J = J + 1 RWORK( J ) = DBLE( B( JROW, JCOL ) ) 70 CONTINUE 80 CONTINUE CALL DGEMM( 'T', 'N', NR, NRHS, NR, ONE, U( NRF, 1 ), LDU, $ RWORK( 1+NR*NRHS*2 ), NR, ZERO, RWORK( 1 ), NR ) J = NR*NRHS*2 DO 100 JCOL = 1, NRHS DO 90 JROW = NRF, NRF + NR - 1 J = J + 1 RWORK( J ) = DIMAG( B( JROW, JCOL ) ) 90 CONTINUE 100 CONTINUE CALL DGEMM( 'T', 'N', NR, NRHS, NR, ONE, U( NRF, 1 ), LDU, $ RWORK( 1+NR*NRHS*2 ), NR, ZERO, RWORK( 1+NR*NRHS ), $ NR ) JREAL = 0 JIMAG = NR*NRHS DO 120 JCOL = 1, NRHS DO 110 JROW = NRF, NRF + NR - 1 JREAL = JREAL + 1 JIMAG = JIMAG + 1 BX( JROW, JCOL ) = DCMPLX( RWORK( JREAL ), $ RWORK( JIMAG ) ) 110 CONTINUE 120 CONTINUE * 130 CONTINUE * * Next copy the rows of B that correspond to unchanged rows * in the bidiagonal matrix to BX. * DO 140 I = 1, ND IC = IWORK( INODE+I-1 ) CALL ZCOPY( NRHS, B( IC, 1 ), LDB, BX( IC, 1 ), LDBX ) 140 CONTINUE * * Finally go through the left singular vector matrices of all * the other subproblems bottom-up on the tree. * J = 2**NLVL SQRE = 0 * DO 160 LVL = NLVL, 1, -1 LVL2 = 2*LVL - 1 * * find the first node LF and last node LL on * the current level LVL * IF( LVL.EQ.1 ) THEN LF = 1 LL = 1 ELSE LF = 2**( LVL-1 ) LL = 2*LF - 1 END IF DO 150 I = LF, LL IM1 = I - 1 IC = IWORK( INODE+IM1 ) NL = IWORK( NDIML+IM1 ) NR = IWORK( NDIMR+IM1 ) NLF = IC - NL NRF = IC + 1 J = J - 1 CALL ZLALS0( ICOMPQ, NL, NR, SQRE, NRHS, BX( NLF, 1 ), LDBX, $ B( NLF, 1 ), LDB, PERM( NLF, LVL ), $ GIVPTR( J ), GIVCOL( NLF, LVL2 ), LDGCOL, $ GIVNUM( NLF, LVL2 ), LDU, POLES( NLF, LVL2 ), $ DIFL( NLF, LVL ), DIFR( NLF, LVL2 ), $ Z( NLF, LVL ), K( J ), C( J ), S( J ), RWORK, $ INFO ) 150 CONTINUE 160 CONTINUE GO TO 330 * * ICOMPQ = 1: applying back the right singular vector factors. * 170 CONTINUE * * First now go through the right singular vector matrices of all * the tree nodes top-down. * J = 0 DO 190 LVL = 1, NLVL LVL2 = 2*LVL - 1 * * Find the first node LF and last node LL on * the current level LVL. * IF( LVL.EQ.1 ) THEN LF = 1 LL = 1 ELSE LF = 2**( LVL-1 ) LL = 2*LF - 1 END IF DO 180 I = LL, LF, -1 IM1 = I - 1 IC = IWORK( INODE+IM1 ) NL = IWORK( NDIML+IM1 ) NR = IWORK( NDIMR+IM1 ) NLF = IC - NL NRF = IC + 1 IF( I.EQ.LL ) THEN SQRE = 0 ELSE SQRE = 1 END IF J = J + 1 CALL ZLALS0( ICOMPQ, NL, NR, SQRE, NRHS, B( NLF, 1 ), LDB, $ BX( NLF, 1 ), LDBX, PERM( NLF, LVL ), $ GIVPTR( J ), GIVCOL( NLF, LVL2 ), LDGCOL, $ GIVNUM( NLF, LVL2 ), LDU, POLES( NLF, LVL2 ), $ DIFL( NLF, LVL ), DIFR( NLF, LVL2 ), $ Z( NLF, LVL ), K( J ), C( J ), S( J ), RWORK, $ INFO ) 180 CONTINUE 190 CONTINUE * * The nodes on the bottom level of the tree were solved * by DLASDQ. The corresponding right singular vector * matrices are in explicit form. Apply them back. * NDB1 = ( ND+1 ) / 2 DO 320 I = NDB1, ND I1 = I - 1 IC = IWORK( INODE+I1 ) NL = IWORK( NDIML+I1 ) NR = IWORK( NDIMR+I1 ) NLP1 = NL + 1 IF( I.EQ.ND ) THEN NRP1 = NR ELSE NRP1 = NR + 1 END IF NLF = IC - NL NRF = IC + 1 * * Since B and BX are complex, the following call to DGEMM is * performed in two steps (real and imaginary parts). * * CALL DGEMM( 'T', 'N', NLP1, NRHS, NLP1, ONE, VT( NLF, 1 ), LDU, * $ B( NLF, 1 ), LDB, ZERO, BX( NLF, 1 ), LDBX ) * J = NLP1*NRHS*2 DO 210 JCOL = 1, NRHS DO 200 JROW = NLF, NLF + NLP1 - 1 J = J + 1 RWORK( J ) = DBLE( B( JROW, JCOL ) ) 200 CONTINUE 210 CONTINUE CALL DGEMM( 'T', 'N', NLP1, NRHS, NLP1, ONE, VT( NLF, 1 ), LDU, $ RWORK( 1+NLP1*NRHS*2 ), NLP1, ZERO, RWORK( 1 ), $ NLP1 ) J = NLP1*NRHS*2 DO 230 JCOL = 1, NRHS DO 220 JROW = NLF, NLF + NLP1 - 1 J = J + 1 RWORK( J ) = DIMAG( B( JROW, JCOL ) ) 220 CONTINUE 230 CONTINUE CALL DGEMM( 'T', 'N', NLP1, NRHS, NLP1, ONE, VT( NLF, 1 ), LDU, $ RWORK( 1+NLP1*NRHS*2 ), NLP1, ZERO, $ RWORK( 1+NLP1*NRHS ), NLP1 ) JREAL = 0 JIMAG = NLP1*NRHS DO 250 JCOL = 1, NRHS DO 240 JROW = NLF, NLF + NLP1 - 1 JREAL = JREAL + 1 JIMAG = JIMAG + 1 BX( JROW, JCOL ) = DCMPLX( RWORK( JREAL ), $ RWORK( JIMAG ) ) 240 CONTINUE 250 CONTINUE * * Since B and BX are complex, the following call to DGEMM is * performed in two steps (real and imaginary parts). * * CALL DGEMM( 'T', 'N', NRP1, NRHS, NRP1, ONE, VT( NRF, 1 ), LDU, * $ B( NRF, 1 ), LDB, ZERO, BX( NRF, 1 ), LDBX ) * J = NRP1*NRHS*2 DO 270 JCOL = 1, NRHS DO 260 JROW = NRF, NRF + NRP1 - 1 J = J + 1 RWORK( J ) = DBLE( B( JROW, JCOL ) ) 260 CONTINUE 270 CONTINUE CALL DGEMM( 'T', 'N', NRP1, NRHS, NRP1, ONE, VT( NRF, 1 ), LDU, $ RWORK( 1+NRP1*NRHS*2 ), NRP1, ZERO, RWORK( 1 ), $ NRP1 ) J = NRP1*NRHS*2 DO 290 JCOL = 1, NRHS DO 280 JROW = NRF, NRF + NRP1 - 1 J = J + 1 RWORK( J ) = DIMAG( B( JROW, JCOL ) ) 280 CONTINUE 290 CONTINUE CALL DGEMM( 'T', 'N', NRP1, NRHS, NRP1, ONE, VT( NRF, 1 ), LDU, $ RWORK( 1+NRP1*NRHS*2 ), NRP1, ZERO, $ RWORK( 1+NRP1*NRHS ), NRP1 ) JREAL = 0 JIMAG = NRP1*NRHS DO 310 JCOL = 1, NRHS DO 300 JROW = NRF, NRF + NRP1 - 1 JREAL = JREAL + 1 JIMAG = JIMAG + 1 BX( JROW, JCOL ) = DCMPLX( RWORK( JREAL ), $ RWORK( JIMAG ) ) 300 CONTINUE 310 CONTINUE * 320 CONTINUE * 330 CONTINUE * RETURN * * End of ZLALSA * END


1. Load an image of almost any filetype! Panorama, stills, .img/.jpg/.jpeg/.ico & most imaginable file formats supported.
2. Select several points on the image to reduce & smoothen the image's base color palette.
Pallete depth: ∑ i=2-3+ colors REQUIRED, ∑ i=3-15 colors LOW-CORRELATION,
∑ i=15-20 colors MED-CORRELATION, ∑ i=20-40 colors HIGH-CORRELATION.
3. Hit the ENTER key or "Blend", and your file will be segmented by "paint by number" & converted into two file templates.
I recommend ~15 colors to start.
4. Save the divvied outline (bare) and smoothened goal (filled) palette, print them out on medium of choice, and paint/color/origami who knows!
Privacy note: Your image will only be loaded into the browser on your computer. Your results will not be uploaded, they can only be downloaded by YOU.
Saving: pressing either "Save" key will open a generated file in a new tab. If this file cannot be saved by Command+S \\ CTRL+S, screenshot the image. Resolution quality will be preserved.
Drag + drop file to load or click to insert a local image.
(Note) --> videos or .gif such files must be stills.
IOS images will be most heavily modified, but predominantly for the best!
{{ $index + 1 }}: {{ color.hex }} | RGB({{ color.r }}, {{ color.g }}, {{ color.b }}) | HSL({{ color.hsl.h }}, {{ color.hsl.s }}%, {{ color.hsl.l }}%) | HSV/HSB({{ color.hsv.h }}, {{ color.hsv.s }}%, {{ color.hsv.v }}%) | CMYK({{ color.cmyk.c }}%, {{ color.cmyk.m }}%, {{ color.cmyk.y }}%, {{ color.cmyk.k }}%)


Uber to let users record audio of rides in Brazil, Mexico
by Cathy Bussewitz, The Associated PressNEW YORK — Uber will let passengers and drivers record audio of their rides in an attempt to improve its safety record.
The ride-hailing company plans to pilot the feature in cities in Brazil and Mexico in December. It eventually hopes to launch it in other markets including the United States, although it has no timeline for possible expansion.
The feature will allow customers to opt into recording all or select trips.
Uber has struggled with safety issues and faced accusations that some of its drivers have assaulted and raped passengers. Some of its drivers also have been attacked by passengers.
Uber says the recordings will be encrypted to protect privacy. Users can later share the recording with Uber if they want to report a problem.
Cathy Bussewitz, The Associated Press


Deductive Logic
by George William Joseph Stock, M.A.
Part 2: Chapter 1
Additional Information
- Year Published: 1888
- Language: English
- Country of Origin: England
- Source: Stock, G. W. J. (1888). Deductive Logic. Oxford, England; Pembroke College.
-
Readability:
- Flesch–Kincaid Level: 11.0
- Word Count: 406
- Genre: Informational
- Keywords: math, math history
- ✎ Cite This
Downloads
PART II.—OF PROPOSITIONS.
CHAPTER I.
Of the Proposition as distinguished from Other Sentences.
172. As in considering the term, we found occasion to distinguish it from words generally, so now, in considering the proposition, it will be well to begin by distinguishing it from other sentences.
173. Every proposition is a sentence, but every sentence is not a proposition.
174. The field of logic is far from being conterminous with that of language. Language is the mirror of man’s whole nature, whereas logic deals with language only so far as it gives clothing to the products of thought in the narrow sense which we have assigned to that term. Language has materials of every sort lying strewn about, among which the logician has to seek for his proper implements.
175. Sentences may be employed for a variety of purposes—
(1) To ask a question;
(2) To give an order;
(3) To express a feeling;
(4) To make a statement.
These various uses give rise respectively to
(1) The Interrogative Sentence;
(2) The Imperative Sentence;
(3) The Exclamatory Sentence;
(4) The Enunciative Sentence; Indicative Potential.
It is with the last of these only that logic is concerned.
176. The proposition, therefore, corresponds to the Indicative and Potential, or Conditional, sentences of grammar. For it must be borne in mind that logic recognises no difference between a statement of fact and a supposition. ‘It may rain to-morrow’ is as much a proposition as ‘It is raining now.’
177. Leaving the grammatical aspect of the proposition, we must now consider it from the purely logical point of view.
178. A proposition is a judgement expressed in words; and a judgement is a direct comparison between two concepts.
179. The same thing may be expressed more briefly by saying that a proposition is a direct comparison between two terms.
180. We say ‘direct comparison,’ because the syllogism also may be described as a comparison between two terms: but in the syllogism the two terms are compared indirectly, or by means of a third term.
181. A proposition may be analysed into two terms and a Copula, which is nothing more than the sign of agreement or disagreement between them.
182. The two terms are called the Subject and the Predicate ( 58).
183. The Subject is that of which something is stated.
184. The Predicate is that which is stated of the subject.
185. Hence the subject is thought of for its own sake, and the predicate for the sake of the subject.


{% extends "base.html" %} {% block title %}Convert Chemkin File{% endblock %} {% block navbar_items %}
Upload your chemkin file and its associated RMG Dictionary text file to generate files for creating a RMG-Java kinetics library: reactions.txt, pdepreactions.txt, and species.txt
These files should be dropped into a single folder within the kinetics_libraries folder.
reactions.txt
pdepreactions.txt
species.txt
{% endif %}
{% endblock %}