Speech
Nick Gibb congratulates publishers for recent improvements in textbook quality and ambition and discusses further challenges ahead.
Many thanks for inviting me back this year to take part in your annual conference.
I am here to discuss the progress that is being made towards improving the quality of textbooks in English classrooms, but first I would like to talk about ‘The Simpsons’. In general, I am a great fan of ‘The Simpsons’, but sometimes the series gives the teachers of Springfield Elementary School too hard a time.
In one memorable episode, Lisa is quizzed on her homework by Miss Hoover: “What 19th century figure was named ‘Old Hickory?’”. Lisa does not know the answer, so Miss Hoover reads from the teacher edition of the textbook: “The Battle of New Orleans”. Clearly, she has read the wrong line. As any American history buff here will know, the answer is Andrew Jackson.
This gives Lisa the bright idea of hiding the teacher edition of all the school textbooks in her locker. Pandemonium at Springfield Elementary School ensues. “What do we do?” cries one teacher. “Declare a snow day!” cries another. Miss Krabappel forces class prodigy Martin to take over all teaching responsibilities for the day.
The moral of this Simpsons episode seems to be that bad teachers rely on textbooks, and are powerless without them. What has been termed an ‘anti-textbooks ethos’ is frequently seen in popular culture - from the scene, for example, in ‘Dead Poets Society’ where the inspirational teacher John Keating encourages his pupils to rip the pages out of their dreary literature textbook, to Severus Snape’s withering demand that Harry Potter “turn to page 394”.
This anti-textbook culture is an unusual feature of the Anglosphere. When I spoke at the PA/BESA conference last year, I quoted a statistic from the 2011 TIMSS international survey. Year 5 mathematics teachers were asked whether they used textbooks as the basis for instruction in lessons. In Singapore, those who did accounted for 70% of pupils surveyed, in Finland 95%, but in England the figure was 10%.
The majority of pupils in all but 10 of the 50 participating countries had teachers who reported using textbooks as the basis for their teaching. But in New Zealand, the figure was 7%, in Australia 25%, and in America 45%. I believe this has much to do with the historic legacy of child-centred education in the English-speaking west. Firstly, the dismissal of subject content as the basis of a school curriculum has pushed teachers away from teaching a codified body of knowledge, so typically embodied in a textbook. Secondly, what is often called ‘personalisation’ – the belief that teaching should be tailored to the interests and capacities of each individual child – runs against the alleged uniformity of whole-class teaching from a textbook.
Such an anti-textbook ethos has created a fundamental market failure in this country, leading to poor-quality textbooks, or none at all, being used in our classrooms. This is a self-reinforcing failure of both supply and demand: teachers have been told not to demand good textbooks, so publishers have neglected to supply them with high-quality textbooks.
One year on, I can report that we are breaking this cycle; and I am delighted that on the supply side, publishers have moved a long way in such a short space of time. Inspired by what we have learnt from the far east, primary teachers from the 35 maths hubs that we established have been trialling 2 English adaptations of Singapore mathematics textbooks in their schools: ‘Maths No Problem’ and ‘Inspire Maths’.
These books are based upon the principle of ‘mastery’, where whole-class mathematics teaching is clearly scaffolded, learnt through intelligent practice, and designed to achieve mastery of a concept before new concepts are introduced.
One year on, the NCETM have written a short evaluation of their use, and teacher feedback was almost universally positive. Mark Cotton, the headteacher of Our Lady of Pity Primary School in Wirral, reported that the resources have “vastly reduced” the time teachers spend planning mathematics lessons, and resulted in a much faster rate of pupil progress.
He quoted a year 3 pupil from nearby Bidston Avenue Community School, also involved in the trial. She reported: “I love this book… it’s all just ‘there’, ready for me to learn”.
In addition to ‘Inspire Maths’ and ‘Maths No Problem’, Collins has recently published the mastery-based ‘Busy Ant Maths’ series, on top of the Shanghai Maths Project practice books which have been adapted from the mathematics curriculum in Shanghai.
In the short space of 2 short years, we have gone from having no mastery-based mathematics resources for English primary schools, to having at my count 5.
There are other glimmers of hope on the school resources horizon. It is a credit to publishers that some of their materials for the new mathematics and English GCSEs - such as those from Hodder and Cambridge - have been developed in the light of the recent international analysis of the detailed features of the highest-quality materials, such as an intense focus on discipline content, the inclusion of high-quality practice activities, and effective ongoing assessment.
High-quality school resources needn’t just mean textbooks. At the department, we have been looking into what it would take to provide more class sets of classic novels for schools. Seventy years after a novelist’s death, their work enters the public domain and becomes free from copyright. My ambition is that every secondary school should have sets of a wide range of classics such as ‘Great Expectations’, ‘Pride and Prejudice’ and ‘Jane Eyre’, so that whole classes can enjoy them together. For this reason, I have challenged publishers to market class sets - 30 copies - of 100 such books at a minimal cost, so that all children get to know the classics of English literature, especially if these books are not on their bookshelves at home.
I have been delighted by the response from publishers. Penguin have suggested 100 books from their Black Classics range, and are confident they will be able to sell class sets at minimal cost. Scholastic have highlighted 26 classics that they are making available to schools as an ‘easy book buy’ at £1.50 per copy.
In addition, may I congratulate PA/BESA for launching their subject-specific guidelines for new textbooks. My hope is that these guidelines will be the first step in ensuring the profession has an agreed foundation on what constitutes a high-quality textbook, be it the way new concepts are introduced in science resources, or the presentation of source material in history resources. I am grateful to all of the teachers, authors and publishers who gave up their time to produce such clear and constructive guidelines.
All such innovation from publishers is welcome. But supply is not enough, and stimulating more demand is also crucial. To achieve this, we must work together to challenge the philosophical underpinnings of the anti-textbook ethos. And we can do so by talking about the evidence base that exists on 2 fronts: the benefits for pupils, and the benefits for teachers.
Historically, teacher training, schools inspectors, and senior leaders have all played their part in promoting this damaging ethos. This is not to say that textbooks have been absent from our schools, but they have been seen as a slight embarrassment. At best, a necessary evil. Compare this to educationally high-performing jurisdictions around the world, where text books are respected as a central component of teaching, and therefore revised and refined to ensure they are of the highest quality.
In 1996, a British research group from the University of East Anglia went on an international study tour and wrote up their findings. Were I to read a section of their report, what country would you guess they visited?
“Whole classes following line by line what is written in the textbook, at a pace determined by the teacher. Rows and rows of children all doing the same thing in the same way whether it be art, mathematics or geography. We have moved from school to school and seen almost identical lessons… [We] did not see much evidence of, for example, student-centred learning or independent learning”.
The country in question was Finland. One can hear the disapproval of whole-class teaching from the British research group dripping off the page of that report, but why should they disapprove? They were witnessing Finnish schools at precisely the time that their pupil attainment peaked, according to longitudinal analysis of Finnish military conscript test scores, and before Finland’s current period of decline.
Everything that we are currently learning about cognitive science and memory suggests that textbooks are a good thing for pupils: the need to sequence instruction so not to overburden working memory, the need for prior knowledge to contextualise future teaching, the benefits of testing as a means of improving recall, and the importance of spaced practice and revisiting topics. These aspects of pupil understanding are all well served by clear and well-designed school resources.
Last month, a think tank called the Center for American Progress published a report entitled ‘The Hidden Value of Curriculum Reform’, arguing that adopting new curriculum resources is an inexpensive, effective, and currently under-recognised means of improving pupil outcomes. It created a minor tremor on Twitter thanks to the claim that compared to other school improvement policies, adopting effective curriculum resources has almost 40 times the average cost-effectiveness ratio.
Digging a little deeper, this claim from the Center for American Progress is based on an analysis of 4 elementary school mathematics curricula, conducted by the US Department of Education in 2011. The 4 curricula, ranging from constructivist child-centred resources to teacher-led resources, were randomly assigned to 110 elementary schools, and the effect was recorded in both first-grade and second-grade classes. According to this analysis, the best overall curriculum was Saxon Math. Originally developed by John Saxon for home schoolers, but now increasingly used in American classrooms, it is commonly described as a ‘back to basics’ approach. The US Department of Education describe it as follows: “a scripted curriculum that blends teacher-directed instruction of new material with daily distributed practice of previously learned concepts and procedures.”
Whilst the effect size of textbooks may be small in some meta-analyses, it is important to realise that the effect of particular textbooks - such as Saxon Math - is statistically significant in a number of American studies. So, we should make an argument not just for textbooks in general, but high-quality textbooks in particular.
This sort of analysis of text book efficacy is almost entirely absent from British education journals, but I would like to see far more of it. The best education systems know that a good workman finesses his most important tools.
And tools reduce workload. In the most commonly used secondary PGCE text, there is only 1 index reference to using textbooks in the classroom, which leads you to a short passage recommending that textbooks are numbered before being handed out as a system of stock control. By comparison, there are 6 index references to personalised learning, including 1 whole chapter. The fact that the use of textbooks is so roundly ignored in what is essentially a teacher training textbook shows how self-defeating this stricture against their use has become.
To win the battle for textbooks, it is vital that we publicise the great gains textbooks provide in reducing the burden on hardworking teachers. Since we last met, the Secretary of State has published her response to the teacher ‘workload challenge’, which gained more than 44,000 teacher responses. Three major concerns emerged to explain why teacher workload is so severe in this country compared to others in the OECD . We have established 3 working groups to produce reports on how they can be combatted. One is ‘planning and resources’.
I visited the planning and resources working group during their first meeting, and was delighted the anti-textbook ethos was being interrogated by members of the group. One member of the group told a disheartening story of a lesson inspection, where a teacher spent the preceding evening typing the contents of a textbook onto a hand-out so it appeared as a ‘teacher created’ resource. What a preposterous waste of time! I hope when their report is presented to the Secretary of State early next year, one of the key outcomes will be the rehabilitation of text book use in our classrooms.
One of the many interesting things that I have learnt from the teachers and officials returning from the Shanghai exchange is that Shanghai teachers often refer to recipe books as an analogy to explain their enthusiasm for textbooks.
The very best chefs in the world may be able to make do without a recipe book. Most of us mere mortals cannot, we learn to cook through earnest use of recipe books. As we improve we may stray from the instructions, make adjustments here and there, and even combine recipes from 2 books. However, recipe books remain at the foundation of what we do.
To extend the analogy, in England we have done the equivalent of encouraging all home chefs to cook with minimal recipe book use. Some unusually gifted and dedicated professionals may manage without, but as you can expect, most are cooking inconsistent and, on occasion, un-nourishing and strange-tasting meals.
Since I last visited the PA/BESA conference, some great strides have been made - particularly in mathematics. But we need to build upon these early successes and spread them to more and more parts of the curriculum. We need to see more textbooks to allow non-subject specialist teachers to inspire primary pupils with a core knowledge curriculum. We need to see more textbooks to overcome the problem area of key stage 3 that Sir Michael Wilshaw rightly recognised in his recent report. And we need to see text books for national examinations which are more than revision guides, and challenge pupils to read around the confines of the exam specimen.
I am confident these aims will be achieved for 1 simple reason: textbooks work. We are not trying to push upon the profession some strange and unusual pedagogical tool. Within a school-led system, as more and more schools prosper with well-designed resources playing a central role, other schools will follow that best practice. We have seen this process occur in phonics, we are seeing this occur in maths, and in time we will see it occur across the primary and secondary curriculum as a whole.
Published: 17 November 2015


The intricate arabesque patterns on the beautiful basque dress flowed into a delicate bisque colored swirl, creating a stunningly sophisticated visual effect. [G|D]
She had a brusque attitude, yet her burlesque act was anything but; it was so outrageously grotesque that the audience couldn't help but be mesmerized. [G|D]
They all gathered together in the masque, donned their traditional garb, and made their way to the grand mosque; the whole scene was like something out of a picaresque novel. [G|D]
The picturesque landscape was dotted with statuesque figures, each striking a risque pose that hinted at the hidden secrets lurking beneath the beauty of the seemingly perfect vista. [G|D]


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Showtimes for Hinsdale, Mt
Valley Cinema 2
600 2nd Avenue South, Glasgow, MT, United States -<PHONE_NUMBER>
Zootopia
1hr 48min - Rated PG - Animation/Action/Adventure - Trailer - IMDb
4:10
7:10
9:20pm
Risen
1hr 47min - Rated PG-13 - Drama/Family - Trailer - IMDb
10:00
11:00am
4:00
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9:15pm


event.live(events, selector, eventHandler);
You can JS events on elements that have been added to the page after the JS has been loaded.
Click here to trigger the 'live' event


At the beginning of this course I always used to get stuck on simple code problems because I was not reading through the material properly or I jumped into the assigments straight away. I remember something on my website did not work properly and I was stuck for almost 3 hours. Stress levels were really high, and I reached the point that I had to go out for a walk to distract my mind. After that I read through my code again and I found out that I did not link the file properly. I learnt that breaks are really important!
Pseudocode: I have not used this technicque yet or properly, I always trying to explain my problem to Mr. Potato Head
Trying something: This is a good technique that I use often.
Rubber ducky method: I use this method often but I am using Mr. Potato Head instead.
Reading error messages: This is very useful too. Also when you are debugging it is amazing how the dev tool shows you exactly where the error is located.
Console.logging: I have not used this method yet, I think I will use it later on debugging websites.
Googling: This is probably the number one on the list, the one I use most often. Google is an amazing problem solving tool.
Asking your peers for help: I ask for help when I am completely stuck. I always like to solve the problem on my own first then ask for help, but definetly this method is really helpfull.
Asking coaches for help: I have not asked for help yet. Probably soon!
Improving your process with reflection: This is good as well, or even taking some time off helps.
Array.prototype.map(): The map() method creates a new array with the results of calling a function for every array element.
Return an array with the square root of all the values in the original array:
var numbers = [4, 9, 16, 25];
function myFunction() {
x = document.getElementById("demo")
x.innerHTML = numbers.map(Math.sqrt);
}
The result will be:
2,3,4,5
Array.prototype.filter(): Creates a new array with all of the elements of this array for which the provided filtering function.
Example:
Return an array of all the values in the ages array that are 18 or over:
var ages = [32, 33, 16, 40];
function checkAdult(age) {
return age >= 18;
}
function myFunction() {
document.getElementById("demo").innerHTML =
ages.filter(checkAdult);
}
The result will be:
32,33,40
Array.prototype.reduce(): The reduce() method reduces the array to a single value, executes a provided function for each value of the array (from left-to-right).
Get the sum of the numbers in the array:
var numbers = [65, 4, 1, 4];
function getSum(total, num) {
return total + num;
}
function myFunction(item) {
document.getElementById("demo").innerHTML =
numbers.reduce(getSum);
}
The total of numbers in Array :74


Next:
Points to Note
Up:
Guide
Previous:
Representation of Orthogonal or

Contents

Index
Installing LAPACK Routines
Points to Note
Installing ILAENV
Susan Blackford
1999-10-01


{% extends "template.html" %} {% block headCSS %} {% endblock %} {% block pageTitle %} Cannot connect to your GP surgery {% endblock %} {% block header %} {{ header({ "service": { "name": "NHS login", "href": "/" }, "showNav": "false", "showSearch": "false" }) }} {% endblock %} {% block content %}
Reference: CID7023
The website or app you are trying to visit needs to connect to your GP surgery and it has not been able to do so.
This may be because you already have an NHS login with a different email address or the details we used to connect you are invalid.
If you already have an NHS login, you cannot create another one.
You should go back and log in again using the email address you registered with.
Log in with your NHS login email address
If that does not work, you can see more options.


--- layout: post title: "How to solve ml problems" date: 2016-11-01 comments: true archive: false tags: solving-ml-problems excerpt: How to solve ml problems ---
Solving ML problems
Defining the problem. There exist different ways to do that.
Informal description
Describe the problem as though you were describing it to a friend or colleague. This can provide a great starting point for highlighting areas that you might need to fill. It also provides the basis for a one sentence description you can use to share your understanding of the problem.
For example: I need a program that will tell me which tweets will get retweets.
Formalism
Here's a good example from Tom Mitchell’s machine learning formalism.
A computer program is said to learn from experience E
with respect
to some class of tasks T
and performance measure P
, if its
performance at tasks in T
, as measured by P
, improves with
experience E
.
Use the above formalism to define the T, P, and E for our problem.
For example:
Performance (P): Classification accuracy, the number of tweets predicted correctly out of all tweets considered as a percentage.
Assumptions
Create a list of assumptions about the problem and it’s phrasing. These may be rules of thumb and domain specific information that you think will get you to a viable solution faster.
It can be useful to highlight questions that can be tested against real data because breakthroughs and innovation occur when assumptions and best practice are demonstrated to be wrong in the face of real data. It can also be useful to highlight areas of the problem specification that may need to be challenged, relaxed or tightened.
For example:
The specific words used in the tweet matter to the model. The specific user that retweets does not matter to the model. The number of retweets may matter to the model. Older tweets are less predictive than more recent tweets.
Similar problems
What other problems have you seen or can you think of that are like the problem you are trying to solve? Other problems can inform the problem you are trying to solve by highlighting limitations in your phrasing of the problem such as time dimensions and conceptual drift (where the concept being modeled changes over time). Other problems can also point to algorithms and data transformations that could be adopted to spot check performance.
For example: A related problem would be email spam discrimination that uses text messages as input data and needs binary classification decision.
Why does the the problem need to be solved?
The second step is to think deeply about why you want or need the problem solved.
Motivation
Consider your motivation for solving the problem. What need will be fulfilled when the problem is solved?
For example, you may be solving the problem as a learning exercise. This is useful to clarify as you can decide that you don’t want to use the most suitable method to solve the problem, but instead you want to explore methods that you are not familiar with in order to learn new skills.
Alternatively, you may need to solve the problem as part of a duty at work, ultimately to keep your job.
Solution Benefits
Consider the benefits of having the problem solved. What capabilities does it enable?
It is important to be clear on the benefits of the problem being solved to ensure that you capitalize on them. These benefits can be used to sell the project to colleagues and management to get buy in and additional time or budget resources.
If it benefits you personally, then be clear on what those benefits are and how you will know when you have got them. For example, if it’s a tool or utility, then what will you be able to do with that utility that you can’t do now and why is that meaningful to you?
Solution Use
Consider how the solution to the problem will be used and what type of lifetime you expect the solution to have. As programmers we often think the work is done as soon as the program is written, but really the project is just beginning it’s maintenance lifetime.
The way the solution will be used will influence the nature and requirements of the solution you adopt.
Consider whether you are looking to write a report to present results or you want to operationalize the solution. If you want to operationalize the solution, consider the functional and nonfunctional requirements you have for a solution, just like a software project.
How would I solve the problem?
In this third and final step of the problem definition, explore how you would solve the problem manually.
List out step-by-step what data you would collect, how you would prepare it and how you would design a program to solve the problem. This may include prototypes and experiments you would need to perform which are a gold mine because they will highlight questions and uncertainties you have about the domain that could be explored.
This is a powerful tool. It can highlight problems that actually can be solved satisfactorily using a manually implemented solution. It also flushes out important domain knowledge that has been trapped up until now like where the data is actually stored, what types of features would be useful and many other details.
Collect all of these details as they occur to you and update the previous sections of the problem definition. Especially the assumptions and rules of thumb.
We have considered a manually specified solution before when describing complex problems in why machine learning matters.
Summary
In this post we've discussed the value of being clear on the problem you are solving. You discovered a three step framework for defining your problem with practical tactics at at step:


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If words could explain...
I first met melatonin in an adolescent psych hospital. I was there for some behavior type problems while I was working a 'dual diagnosis' program.. which is how they treat me when I use drugs and get stuck in one of those types of places.. so in short..  I was surprised.. the first night I used it was kinda a trip.. I don't know if was just so deprived of it or what, but it gave a hypnotic effect.. it was a distinct psychological seperation from the physical.. a dissociation kind of deal.. and that was one of the few waking effects I had.. another time (after a long abstinance from regular night dosage) I felt as if i could precieve the things in my room with my eyes closed and in the dark as i could in the light with them open..
but the number one reason I use melatonin over the years is the boost it provides in my dreaming. I dream in brighter colors, with seemingly more control, and for what seems to be a longer portion of my sleeping time.. this results in me not wanting to get out of bed so that I can dream some more, but as far as i can tell that is the only side effect.
I have taken handfuls of the 3mg pills and had the same results as a baby dose.. so I take 3 3mg pills just for the sake of numerology and over all good luck.. just a little ritual I have developed.. I could make the pills last longer, but screw it. the first time is the main time I ever experienced anything while awake..
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


Bushfire survival guide in Friday’s The Courier-Mail
With Queensland experiencing unprecedented, catastrophic bushfire conditions across the state, we’ve put together a full survival guide to help you protect your family and property.
The guide, produced in conjunction with Suncorp, will be available in Friday’s paper.

There are tips for safeguarding your home and property during bushfire season, protecting pets and how to check for danger signs when driving during a bushfire.
Understanding bushfire behaviour and how the terrain in your neighbourhood may influence it, is also explained in the Bushfire Survival Guide.
Don’t miss your copy in Friday’s The Courier-Mail.


I learned to feel a lot better once I began to see my inner flaws as freckles. I haven't yet grown to see them as stars, but I wanted to illustrate this self-love process with my video. Being used to Adobe Premiere, I wanted to focus on animation, something I've never done before.
To start, I drew and sequenced all the animated parts in Clip Studio Paint. To convert the still image sequence into video, I imported and exported to .MP4 in Adobe Photoshop. I was unable to export my animation as an RBGA video, so instead, I made the background green and used ultra-key to overlay it onto some stock clips. For the accompanying music, I used a music box arrange of Awake, by Jin of BTS, which is about pushing on despite self-doubt.
tead, I made the background green and used ultra-key to overlay it onto some stock clips. For the accompanying music, I used a music box arrange of Awake, by Jin of BTS, which is about pushing on despite self-doubt.


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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object coins.aflow.Flow
Representation of data flow information: Each expression is assigned an expression identifier (FlowExpId) if the expression has a value (such as r-value or l-value). If two expressions has the same form then the corresponding expression identifier is the same. Interface hierarchy: BitVector |- BBlockVector -- for BBlock |- ExpVector -- for expression |- FlowAnalSymVector -- for symbol |- PositionVector -- for def/use point |- DefVector -- for definition point BitVectorIterator |- ExpVectorIterator -- traverses all expressions | that have true bit in a given bit vector. |- FlowAnalSymVector -- traverses all symbols that have true bit in a given bit vector. |- PositionVectorIterator -- traverses all true def/use nodes |- DefVectorIterator -- traverses all def nodes Class hierarchy: BitVectorImpl extends Root implements BitVector |- BBlockVectorImpl implements BBlockVector |- ExpVectorImpl implements ExpVector |- FlowAnalSymVector implements FlowAnalSymVector |- PositionVectorImpl implements PositionVector |- DefVectorImpl implements DefVector BitVectorIteratorImpl implements BitVectorIterator |- ExpVectorIteratorImpl implements ExpVectorIterator |- FlowAnalSymVectorIteratorImpl implements FlowAnalSymVector |- PositionVectorIteratorImpl implements PositionVectorIterator |- DefVectorIteratorImpl implements DefVectorIterator Basic data flow information is as follows: Notations x, y, t, u : variable or register representing an operand. op : operator. def(x) : shows that value of x is definitely defined. mod(x) : shows that value of x is posibly defined. use(x) : shows that x is used. p(def(x)) : value of x is (definitely) modified (i.e. via assign) at program point p. p(mod(x, y, ...)) : value of x, y, ... are modified at program point p (modified means possibly changed). p(use(x)) : x is used at program point p. or_all(z) : construct a set by applying or-operation on all components indicated by z. and_all(z) : construct a set by applying and-operation on all components indicated by z. PDef(B) = { p | p(mod(x, y, ...)) is included in B and after that point there is no p' s.t. p'(def(x)) nor p" s.t. p"(def(y)), ... in B. } DKill(B) = { p | p(def(x)) is not included in B and p'(def(x)) is included in B. } PReach(B)= { p | there is some path from program point p that modifies some variables x, y, ... (that is, p(mod(x, y, ...))) to the entry of B such that there is no p'(def(x)) or no p''(def(y)) or ... on that path. } PReach(B) = or_all( (PDef(B') | (PReach(B') - DKill(B'))) for all predecessors B' of B) DDefined(B) = { x | x is definitely modified in B. } PDefined(B) = { x | x is posibly modified in B. } PExposed(B) = { x | x is possibly used in B and x is not definitely set in B before x is used. } PUsed(B) = {x|x is possibly used in B} DEGen(B) = { op(x,y) | expression op(x,y) is computed in B and after that point, neither x nor y are possibly set in B. } Thus, the result of op(x,y) is available after B. PEKill(B) = { op(x,y) | operand x or y is possibly modified in B and the expression op(x,y) is not re-evaluated after that definition in B. } If t = op(x,y) is killed in B, then op(t,u) should also be killed in B. DAvailIn(B) = { op(x,y) | op(x,y) is computed in every paths to B and x, y are not modified after the computations on the paths. } Thus, the result of op(x,y) can be used without re-evaluation in B. DAvailOut(B) = { op(x,y) | op(x,y) is computed in every paths to the exit of B and x, y are not modified after the computations on the paths. } Thus, op(x,y) can be used without re-evaluation after B. Following relations hold. DAvailIn(B) = and_all(DAvailOut(B') for all predecessors B' of B) if B is not an entry block; DAvailIn(B) = { } if B is an entry block. DAvailOut(B) = DEGen(B) | (DAvailIn(B) - PEKill(B)) PLiveIn(B) = { x | x is alive at entry to B, that is, on some path from entrance point of B to use point of x, x is not definitely set. } Thus, x in PLiveIn(B) should not be changed until it is used. PLiveOut(B) = { x | x is live at exit from B, that is, there is some path from B to B' where x is in PExposed(B'). } Following relations hold. PLiveOut(B) = or_all(PLiveIn(B') for all successors B' of B PLiveIn(B) = PExposed(B) | (PLiveOut(B) - DDefined(B)) DDefIn(B) = { x | x is always defined at entry to B whichever path may be taken. } DDefIn(B) = and_all(DDefOut(B') for all predecessors B' of B) DDefOut(B) = { x | x is always defined at exit from B whichever path may be taken.} DDefOut(B) = DDefined(B) | DefIn(B) Data structure There are several ways of representing data flow information such as bit vector representation and discrete list representation. When a new data flow information is introduced, it will be necessary to solve new data flow equation concerning it. For that purpose, several methods treating bit vector data structures are provided. By using these methods and methods in BitVectorInterface, we will be able to solve new data flow equation and to access the new data flow information. In the bit vector representation, information can be accessed by position number of IR nodes and index number of symbols which can be get from IR node or symbol table each respectively. BBlockVector is a bit vector representing 0/1 information for each BBlock. DefVector is a bit vector representing 0/1 information for each value-setting node. If its value at position p is 1, true is represented for the IR node at p, if it is 0, false is represented at that node. PointVector is a bit vector representing 0/1 information for each IR node. If its value at position p is 1, true is represented for the IR node at p, if it is 0, false is represented at that node. FlowAnalSymVector is a bit vector representing 0/1 information for each symbol such as variable or register. A symbol is assigned a local index. By local I mean it is unique within a subprogram. If FlowAnalSymVector value at position i is 1, true is represented for the symbol having index number i, if it is 0, false is represented for that symbol. ExpVector is a bit vector representing 0/1 information for each unique expression. Expressions having the same form are assigned the same local object (FlowExpId). An expression is represented by the index number assigned to the FlowExpId corresponding to the expression. If an ExpVector's n-th bit is 1, true is represented for the expression having the FlowExpId object whose index is i. All the indexes such as symbol indexes are numbered 1, 2, 3, ... . If such numbering is not yet performed, the index value will be 0. Position 0 in the bit vectors is not used. Usage Bit vector class having definite bit length should be defined as a subclass of BitVector. Its procedure for a subprogram is as follows: // Flow Analyzer Initiation Assign index number to symbols accessed in the subprogram; Assign index number to FlowExpIds representing expression; // Individual Flow Analyses Required for the Optimization to Perform Instantiate DefVectors by SubpFlow#defVector(); Instantiate ExpVectors by SubpFlow#expVector(); Manipulate the bit vectors by using methods for BitVector operation; Instantiate DefVectorIterator for some DefVector by SubpFlow#defVectorIterator(); Scan all nodes having true bit in the DefVector by using the DefVectorIterator. Instantiate ExpVectorIterator for some ExpVector by flowRoot.subpFlow.expVectorIterator(); Scan all symbols or expressions having true bit in the ExpVector by using the ExpVectorIterator.
This class itself is a demo driver class for flow analysis modules. In real world, each flow analysis module is called on demand by higher level modules. See { coins.aflow.util.SelfCollectingResults}.
| Field Summary | |
Flow |
flow
|
FlowRoot |
flowRoot
|
protected SubpFlow |
fSubpFlow
|
HirRoot |
hirRoot
|
IoRoot |
ioRoot
|
| Constructor Summary | |
Flow(FlowRoot pFlowRoot)
|
| Method Summary | |
AssignFlowExpId |
assigner(SubpFlow pSubpFlow)
|
BBlockHir |
bblock(LabeledStmt pLabeledStmt,
HirSubpFlow pHirSubpFlow)
|
BBlockSubtreeIterator |
bblockSubtreeIterator(BBlock pBBlock)
|
BBlockVector |
bblockVector(SubpFlow pSubpFlow)
|
static boolean |
checkTreeStructure(HIR pHIR,
IoRoot pIoRoot)
Checks if the tree structure under the given HIR node is valid. |
void |
dbg(int level,
java.lang.Object pObject)
|
void |
dbg(int level,
java.lang.String pHeader,
java.lang.Object pObject)
|
DefUseCell |
defUseCell(IR pDefNode)
|
DefUseList |
defUseList()
|
DefVector |
defVector(SubpFlow pSubpFlow)
|
void |
doHir()
Performs various HIR flow analyses. |
void |
doHir0(SubpDefinition subpDef,
FlowResults lResults,
SubpFlow lSubpFlow)
|
int |
doHirForC()
Assuming the input program is C, give some warnings. |
void |
doLir()
Performs various LIR flow analyses. |
Edge |
edge(BBlock pFrom,
BBlock pTo)
|
ExpVector |
expVector(SubpFlow pSubpFlow)
|
FlowAnalSymVector |
flowAnalSymVector(SubpFlow pSubpFlow)
|
SubpFlow |
getSubpFlow()
|
static boolean |
isExecutable(IR pIR)
Returns true if the given node is thought of as executable, giving grounds to what would be returned by getNextExecutableNode() in BBlockNodeIterator. |
void |
message(int level,
java.lang.String mes)
|
PointVector |
pointVector(SubpFlow pSubpFlow)
|
FlowResults |
results()
|
SetRefRepr |
setRefRepr(Stmt pStmt,
BBlockHir pBBlockHir)
|
SetRefReprList |
setRefReprList(BBlock pBBlock)
|
void |
setSubpFlow(SubpFlow pSubpFlow)
|
SubpFlow |
subpFlow(SubpDefinition pSubpDef,
FlowResults pResults)
|
void |
test()
|
UDChain |
udChain(IR pUseNode)
|
UDList |
udList()
|
(package private) void |
warning(java.lang.String mes)
output warning message. |
| Methods inherited from class java.lang.Object |
clone, equals, finalize, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Field Detail |
public final FlowRoot flowRoot
public final HirRoot hirRoot
public final IoRoot ioRoot
public final Flow flow
protected SubpFlow fSubpFlow
| Constructor Detail |
public Flow(FlowRoot pFlowRoot)
| Method Detail |
public int doHirForC()
public void doHir()
public void doHir0(SubpDefinition subpDef, FlowResults lResults, SubpFlow lSubpFlow)
public void doLir()
public static boolean isExecutable(IR pIR)
public static boolean checkTreeStructure(HIR pHIR, IoRoot pIoRoot)
public void dbg(int level, java.lang.String pHeader, java.lang.Object pObject)
public void dbg(int level, java.lang.Object pObject)
public void message(int level, java.lang.String mes)
void warning(java.lang.String mes)
mes
- warning messagepublic void test()
public AssignFlowExpId assigner(SubpFlow pSubpFlow)
public BBlockHir bblock(LabeledStmt pLabeledStmt, HirSubpFlow pHirSubpFlow)
public BBlockSubtreeIterator bblockSubtreeIterator(BBlock pBBlock)
public BBlockVector bblockVector(SubpFlow pSubpFlow)
public DefUseCell defUseCell(IR pDefNode)
public DefUseList defUseList()
public DefVector defVector(SubpFlow pSubpFlow)
public Edge edge(BBlock pFrom, BBlock pTo)
public ExpVector expVector(SubpFlow pSubpFlow)
public FlowAnalSymVector flowAnalSymVector(SubpFlow pSubpFlow)
public PointVector pointVector(SubpFlow pSubpFlow)
public FlowResults results()
public SetRefRepr setRefRepr(Stmt pStmt, BBlockHir pBBlockHir)
public SetRefReprList setRefReprList(BBlock pBBlock)
public SubpFlow subpFlow(SubpDefinition pSubpDef, FlowResults pResults)
public UDChain udChain(IR pUseNode)
public UDList udList()
public SubpFlow getSubpFlow()
public void setSubpFlow(SubpFlow pSubpFlow)
|
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


{% extends "global/Page.html" %} {% load otree static %} {% block title %} Quiz {% endblock %} {% block content %}
Please try the following quiz to make sure you understand the instruction. Check the correct answer and then click "Next".


Web Development Intern
TeamSI
June 2019 - January 2021
Support multiple development projects. Backend data entry. Sitefinity maintenance. Help clients change their websites. Maintaining multiple client websites.
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Unique Words
问题描述 :
A common problem faced by electronic information providers is determining the number of unique words in a document. The case of a word does not affect its uniqueness. For example, The, tHE and The are all considered equivalent. Punctuation can appear in these documents and is handled as follows:
1) Periods ‘.’ and exclamation marks ‘!’ may appear at the end of a sentence and should not be considered a word, or part of a word.
2) Dashes ‘-’ appear between hyphenated words. The hyphenated words should be considered separately.
3) Commas ‘,’ colons ‘:’ and semicolons ‘;’ appear within a sentence and should not be considered a word, or part of a word.
4) Apostrophes ‘ appear within contractions and possessive forms. These symbols should be treated as if they never appeared (i.e., as if they were deleted from the word).
1) Periods ‘.’ and exclamation marks ‘!’ may appear at the end of a sentence and should not be considered a word, or part of a word.
2) Dashes ‘-’ appear between hyphenated words. The hyphenated words should be considered separately.
3) Commas ‘,’ colons ‘:’ and semicolons ‘;’ appear within a sentence and should not be considered a word, or part of a word.
4) Apostrophes ‘ appear within contractions and possessive forms. These symbols should be treated as if they never appeared (i.e., as if they were deleted from the word).
输入:
The input file contains a series of documents, each separated by an entire line of text containing only the word EOD Each document will contain no more than 1,000 lines and at most 100 unique words. All input lines will not contain more than 80 characters. Numbers, control characters, and punctuation symbols not listed above will not appear in the text. An entire line containing only the string EOT identifies the end of the list of documents; note this last document is terminated by EOT and not EOD
输出:
The input file contains a series of documents, each separated by an entire line of text containing only the word EOD Each document will contain no more than 1,000 lines and at most 100 unique words. All input lines will not contain more than 80 characters. Numbers, control characters, and punctuation symbols not listed above will not appear in the text. An entire line containing only the string EOT identifies the end of the list of documents; note this last document is terminated by EOT and not EOD
样例输入:
The banker hammered home his two-part message! His message, at times satirical, was that the bank's situation was a mess. EOD Hello world EOD This is a final example EOT
样例输出:
WORDS IN DOCUMENT #1 A AT BANKER BANKS HAMMERED HIS HOME MESS MESSAGE PART SATIRICAL SITATUATION THAT THE TIMES TWO WAS WORDS IN DOCUMENT #2 HELLO WORLD WORDS IN DOCUMENT #3 A EXAMPLE FINAL IS THIS
题目链接：http://acm.zju.edu.cn/onlinejudge/showProblem.do?problemCode=2915
http://acm.hdu.edu.cn/showproblem.php?pid=2379
题目的意思就是给定一些单词，可以用这些单词的任意组合作为密码。求一个密码长度为l，恰好由k个给定的单词组成的种数。
是个动态规划的题目，题目很好理解，用dp[i][j]表示由i个单词组成长度为j的密码的种数，则dp[i+1][j+k]=dp[i][j]*cnt[k](1<k<10)则本题就比较简单了。
因为单词个数最大为5即L，密码长度最大为50即LEN,单词长度最大为10即K，所以时间复杂度为O(L*LEN*K)。cnt【k】表示长度为k的单词总共由多少个。
代码：
#include <iostream> #include <cstdio> #include <string> #include <cstring> using namespace std; const int LEN=52; const int N=7; __int64 dp[N][LEN]; int cnt[11]; int main() { int t,m,n,q,i,k,j,l; scanf("%d",&t); string a; while (t--) { scanf("%d%d%d",&m,&n,&q); while (m--) { cin>>a; cnt[a.length()]++; } memset(dp,0,sizeof(dp)); for (i=1;i<=10;i++) { dp[1][i]=cnt[i]; dp[i][i]=cnt[1]; } for (i=0;i<5;i++) { for (k=0;k<=10;k++) { for (j=0;j<=LEN-k;j++) { dp[i+1][j+k]+=dp[i][j]*cnt[k]; } } } while (q--) { scanf("%d",&l); printf("%I64d\n",dp[n][l]); } } return 0; }
解题转自：http://blog.csdn.net/iaccepted/article/details/6719507
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一开始就规定不相邻节点颜色相同，可能得不到最优解。我想个类似的算法，也不确定是否总能得到最优解：先着一个点，随机挑一个相邻点，着第二色，继续随机选一个点，但必须至少有一个边和已着点相邻，着上不同色，当然尽量不增加新色，直到完成。我还找不到反例验证他的错误。。希望LZ也帮想想, 有想法欢迎来邮件。谢谢
算法还停留在大学的知识中
其实就是DFS搜索，数据量较小，穷举了所有情况
楼主 为什么输入的形式都不对 题目是不是弄错了？
可以参考算法导论中的时间戳。就是结束访问时间，最后结束的顶点肯定是入度为0的顶点，因为DFS要回溯
涨姿势了
第二种解法如果数组有重复元素 就不正确
写的好····· Pollard Rho快速因数分解
失误失误，转载错了。已经改正，抱歉。
我想整理一下leetcode的题解，站长能不能给权限
for(int i=1; i<=m; i++){
for(int j=1; j<=n; j++){
dp = dp [j-1] + 1;
if(s1.charAt(i-1) == s3.charAt(i+j-1))
dp = dp[i-1] + 1;
if(s2.charAt(j-1) == s3.charAt(i+j-1))
dp = Math.max(dp [j - 1] + 1, dp );
}
}
这里的代码似乎有点问题？ dp(i)(j) = dp(i)(j-1) + 1;这个例子System.out.println(ils.isInterleave("aa","dbbca", "aadbbcb"));返回的应该是false
第一句可以忽略不计了吧。从第二句开始分析，说明这个花色下的所有牌都会在其它里面出现，那么还剩下♠和♦。第三句，可以排除2和7，因为在两种花色里有。现在是第四句，因为♠还剩下多个，只有是♦B才能知道答案。
即为打印出的组合的个数C(n,r)，假设print函数复杂度为O(1)
正在学习搜索，很好


--- layout: post title: Junot Diaz - as impactful when he speaks as when he writes date: 2012-12-14 01:42:40.000000000 -05:00 categories: - Books - Commentary on works - Culture and Society - Talks tags: - authors - junot diaz - speaking - writing status: publish type: post published: true meta: _edit_last: '7106425' _publicize_pending: '1' author: login: samarthbhaskar email<EMAIL_ADDRESS>display_name: samarthbhaskar first_name: '' last_name: '' ---
http://www.youtube.com/watch?v=r2VznOkJUJY
Junot Diaz, author of the highly acclaimed Drown, The Brief Wondrous Life of Oscar Wao and the recently released This is How You Lose Her, is amazingly eloquent as a speaker. He carries over his intelligence, charm, wit, humor, empathy and insight from the page to the interview set quite seamlessly.
I have watched a handful of really interesting interviews with Diaz discussing his experiences as a writer, an academic, a cultural critic and all the various roles he has taken on in his life. A common thread between all of the clips is his ability to construct a thought with precision and insight that is emblematic of a highly matured thought process. He hardly fails, even in sentences that seem to be off-the-cuff or filler, to convey a cogent and considered thought. After spending a year surrounded by mainstream political rhetoric, which even at its finest can be less than evocative and often repeats familiar patterns, I am perhaps more impressed than an average viewer with Diaz's oratory. It also doesn't hurt that I've devoured his writing in the last few years and thought highly of him as a cultural icon for hyphenated-Americans.
None the less, I hope to learn from him. Learn to speak as deeply as I think. Maybe I should start by thinking deeply first.


- Alfritaria
- The Great Capital City of the region holds all sorts of races and different shops, owned by Gi Lubeh and Jona Esla, who has a troubled son - Leon Esla - who assumes his Father was killed by the Black Knight.
- Conall Curach
- A historical place for the Selkies, who once marched through this swamp searching for a home. At the end they slayed a dragon and found the ocean.
- Daemons Court
- A home for Lizardmen. There is a small river here that trails all the way down to the Conall Curach. One can use the catapults in this circus-like area to find the two keys to the only room in the area. This room brings you the Myrrh Tree but also the Lizardman King, who likes to use big weapons and traps.
- Fields of Fum
- Mainly a Clavat town. A farmer's village radiating a peaceful atmosphere. An old man named Morris sells cows here and you can also bet on cow races. Other than that, Fum is known for its great food. Go to Nina for some provisions. You can also occasionally find Gi Lubeh from Alfitaria here.
- Goblin Wall
- A newly built fort for Goblins, built around the Myrrh Tree so it is in the Goblin King's main room.
- Jegon River
- The great river separating most of the East from the West, Tristan the ferryman will gladly allow you to cross it on his boat for a small price.
- Leuda
- Leuda, the city of Selkies, found on the Lynari Island. Don't let its bad reputation put you off as you will visit this place many times. Karl Linay and Beh Aou both have shops here. The chief of the Selkie tribe is in fact not a Selkie herself, but a survivor from Tida.
- Lynari Desert
- The great Lynari Desert contains many monsters such as the cactuar and antlion. A preacher gives you a riddle based on this area and there is said to be a great treasure hidden somewhere. Maybe it's just the Myrrh Tree?
- Mag Mell
- The legendary village of the Carbuncles. When you arrive in Mag Mell you will not see very much activity because the Carbuncles are sleeping, as they have been for several thousands of years.
- Marrs Pass
- An aging crystal village that used to be the Lilties' pride. Known for its blacksmiths, Nat Dennim and his rival, Arneaux.
- Mines of Cathuriges
- Old Mines that the Lilties of Marrs Pass would work in, but now they are inhabited by monsters, mainly Orcs and their King, who guards the Myrrh Tree.
- Moschet Manor
- Jack Moschet, lord of the Gigas, and his wife Maggie live together here with a great army of Tonberry Chefs. There are many rare books and documents in their library and a Myrrh Tree is hidden in there somewhere.
- Mount Kilinda
- A small island with a monstorous active volcano. Habited by only monsters adapted to the blazing enviroment. Near the top of the volcano you will most likely find Iron Giant, whose difficulty depends on whether his Goblin slaves successfully delivered him all of his greatswords. At the top is yet another Myrrh Tree.
- Mount Vellenge
- The great mountain to the very north of the world. This area is where it all started: where the meteor parasite landed and covered the world in Miasma, where the Doors of Recollection can be found, and where Raem along with Mio await.
- Mushroom Forest
- A forest made out of giant mushrooms. The only tree here is a Myrrh Tree guarded by the Malboro.
- Port Tipa
- A waterfront satellite of the village of Tipa. Tristan the Ferryman often has his boat there that can be used to travel across the Jegon River or to Lynari Island and Mount Kilanda for a small price.
- Rebena Te Ra
- Very old ancient ruins. Now it is only home to monsters who have created many puzzles to slow you down in your search for the Myrrh Tree. If you do find the tree then you also find the Lich, a great spirit who draws immortality from orbs.
- River Belle Path
- An old road that no-one dares walk these days or they will promptly be eaten by a monster. Only caravaners walk the old road now to obtain a drop of Myrrh from the Myrrh Tree, guarded by the Giant Crab.
- Selepation Cave
- Rumor has it this cave is where wind itself comes from. Using the crystals to create sequences trigger certain effects and the built-in lifts. Caravaners navigate through this mysterious cave to the end where the Cave Worm awaits, protecting the Myrrh Tree.
- Shella
- Hidden Village of the Yuke. To enter the mysterious town you must bring a mark of shella, found in the Sluice. This is the only place in all the world where you can find an accessory blacksmith - Spiran.
- Tida
- A Crystal Village, until one day the Crystal Caravan of Tida left for Myrrh and never returned. The village and its inhabitants slowly withered away and died or became monsters. A Myrrh Tree is found here, past Armstrong. What used to be the great house of the Armstrong family has now mutated into a monster.
- Tipa
- A small village with a crystal, not unlike Tida, to the south of the world. Inhabited by Moogles, Clavats, Yukes and Selkies. No matter how many years pass, the mayor will always be Roland.
- Veo Lu Sluice
- A small Area that uses Pumpflowers to pump water from the Jegon River into the pools and geysers here. In one year the Jegon River dries up. The Veo Lu Sluice dries up with it and the Pumpflower must be brought back to life.
Final Fantasy, all games and animation bearing the Final Fantasy name, and all characters in said games or animation are copyright their respective creators, including but not limited to Squaresoft, Square Enix, Square EA, Tokyo TV, and ADV Films.


| recordTest {shinytest} | R Documentation |
Launch test event recorder for a Shiny app
recordTest( app = ".", save_dir = NULL, load_mode = FALSE, seed = NULL, loadTimeout = 10000, debug = "shiny_console", shinyOptions = list() )
app |
A |
save_dir |
A directory to save stuff. |
load_mode |
A boolean that determines whether or not the resulting test script should be appropriate for load testing. |
seed |
A random seed to set before running the app. This seed will also be used in the test script. |
loadTimeout |
Maximum time to wait for the Shiny application to load, in milliseconds. If a value is provided, it will be saved in the test script. |
debug |
start the underlying |
shinyOptions |
A list of options to pass to |


4
The Throne in Heaven
1 After this I looked, and behold, a door standing open in heaven! And the first voice, which I had heard speaking to me like a trumpet, said, “Come up here, and I will show you what must take place after this.”
2 At once I was in the Spirit, and behold, a throne stood in heaven, with one seated on the throne.
3 And he who sat there had the appearance of jasper and carnelian, and around the throne was a rainbow that had the appearance of an emerald.
4 Around the throne were twenty-four thrones, and seated on the thrones were twenty-four elders, clothed in white garments, with golden crowns on their heads.
5 From the throne came flashes of lightning, and rumblings and peals of thunder, and before the throne were burning seven torches of fire, which are the seven spirits of God,
6 and before the throne there was as it were a sea of glass, like crystal.
 They cast their crowns before the throne, saying,
11 “Worthy are you, our Lord and God,
to receive glory and honor and power,
for you created all things,
and by your will they existed and were created.”


Purpose Of This Website
This website will not only act as a showcase of my knowledge on web design but also highlight all of my ongoing projects.
People will be able to search for any source code to my projects, find contact info to reach out, and learn more about me.


Spring Bridal Accessoacries
New Arrivals
Vintage Wedding Dresses
View Collection
Find the Perfect Wedding Dress
Make an Appointment


Welcome!
21 Sep 2021This is a test of the Jekyll theme I intend to use
Let’s try some maths: \(E = mc^2\)
The naturality of a locally covariant quantum field can be expressed as the equation
\[\mathfrak{A} \chi \Phi_\mathcal{M}(f) = \Phi_\mathcal{N}(\mathfrak{D} \chi f)\]or equivalently in terms of the diagram
\[\require{AMScd} \begin{CD} \mathfrak{D}(\mathcal{M}) @>\Phi_\mathcal{M}>> \mathfrak{A}(\mathcal{M})\\ @VV\mathfrak{D}\chi V @VV\mathfrak{A}\chi V\\ \mathfrak{D}(\mathcal{N}) @>\Phi_\mathcal{N}>> \mathfrak{A}(\mathcal{N}) \end{CD}\]which itself may be expressed using the short hand \(\Phi: \mathfrak{D} \Rightarrow \mathfrak{A}\)


Fill in your name, select assignment, and print this page.
Include this page as the front page of your assignment.


2015-16 Mercedes-AMG GT S recalled
The German marque has released a notice calling 92 of its V8-powered supercars back to dealers for a transmission-related issue.
by James Wong- shares
Mercedes-Benz Australia has issued a recall for the 2015-16 model-year GT S supercar over concerns of a potential transmission failure.
"The adhesive connection of the drive shaft to the engine/transmission flange may not meet specifications," the company reports.
"This may lead to the development of unusual noise, transmission malfunctions or, in certain cases, to loss of connection between the engine and transmission."
Mercedes-Benz says transmission malfunctions or a loss of connection between the engine and transmission creates an increased risk of accident and/or injury to occupants of the vehicle and other road users.
A total of 92 vehicles are included in this recall, available for sale from 3 August 2015 through 30 September 2016 – the VIN list is available here.
Owners of the affected AMG GT S models are requested to contact their preferred Mercedes-Benz dealer to arrange the inspection and repair of their vehicle, to be carried out free of charge.
For more information, you can access the original recall notice here.
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2015-16 Mercedes-AMG GT S recalled


--- layout: default title: National Progress permalink: /national-progress/ bodyClass: national-progress --- {% capture content %} {% include jumbotrons/general-dark.html title="National Progress" subtitle="Mapping Our Strategy" %}
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We’re building local teams across the country, fighting to save our democracy. See where your neighbors are engaging and join the fight! Read more about our plan to save democracy or click here to get involved immediately.


CtCI 1.1
Are all your word's characters unique?
Find out below!
Enter your word:
This word's characters are...


WATCH | Nasty helmet-swinging fight mars Browns win over Steelers
Los Angeles - Baker Mayfield threw four touchdowns as the Cleveland Browns rolled over the Pittsburgh Steelers 21-7 on Thursday in a game that was marred by a helmet-swinging brawl in the closing moments.
Cleveland defensive end Myles Garrett is likely facing one of the longest suspensions in NFL history after ripping off the helmet of Mason Rudolph and clobbering the Pittsburgh quarterback with it with just eight seconds to go in the fourth quarter.
Garrett was one of three players ejected for the wild melee but faces the harshest penalty because he appeared to be the main instigator.
Rudolph described Garrett as a "coward" and said that his helmet swinging was "bush league".
"It is a total coward move on his part. I am not going to back down from any bully out there," Rudolph said after the game.
Garrett got tangled up with Rudolph after a play and pulled Rudolph's helmet off by the facemask. While being restrained by Steelers offensive linemen David DeCastro, Garrett then swung it wildly overtop and clobbered Rudolph on the head with it.
The play began with Garrett dragging Rudolph to the ground and then refusing to let go as the quarterback tried to break free.
Rudolph, who was concussed and knocked unconscious by a helmet-to-helmet hit earlier this year, eventually rose to his feet and chased after Garrett and that is when he was clobbered with his own helmet.
Seconds later another Browns' player, defensive tackle Larry Ogunjobi, rushed up to Rudolph and hit him from behind knocking him to the ground a second time.
Meanwhile, DeCastro tackled Garrett, and Steelers centre Maurkice Pouncey ran around the two and threw several punches at Garrett before trying without success to kick him in the head.
Referee Clete Blakeman ejected Garrett, Ogunjobi and Pouncey.
"I've never seen that in my life," Cleveland coach Freddie Kitchens said.
"I'm embarrassed, Myles is embarrassed. He understands what he did. He understands what he did is totally unacceptable."
Browns quarterback Mayfield, who helped engineer Cleveland's first win over the Steelers in more than five years, said teammate Garrett deserves to be suspended.
"I didn't see why it started, but it's inexcusable," Mayfield said. "I don't care, rivalry or not, we can't do that.
"That's just endangering the other team. That's inexcusable. (Garrett) knows that.
"The reality of it, he's going to get suspended, and that's going to hurt our team."
The Browns beat the rival Steelers for the first time since October 2014 after losing seven of the previous eight meetings.
'I lost my cool'
Garrett said it was not like him to lose his temper like that.
"I made a mistake, I lost my cool," Garrett said after the game.
"What I did was foolish, and I shouldn't have allowed myself to do stuff like that. It's out of character."
Rudolph said he wasn't hurt in the fiasco.
"I'm fine," Rudolph said.
"I'm good. Good to go."
Several current and former NFL players expressed outrage on social media with some calling for a season long suspension and others saying they had never seen anything like it.
"Bro I can't even believe that just happen," wrote Kansas City quarterback Patrick Mahomes on Twitter.
Said Marcus Gilbert of the Arizona Cardinals, "Actually Assault! He should be escorted out of the stadium in handcuffs #mylesgarrett."
"In all my life of football that might have been the craziest thing I have seen on a football field!" said Reggie Bush, a former Heisman Trophy winner who retired from the NFL two years ago.
"People getting stomped out, that was a hood fight! Hate to see that in our game that's not what football is about!" he added.
The longest suspension for an on-field incident in league history is the five games that Albert Hanyesworth got in 2006 for stomping on another player's head.