INK Editor Blocks Architecture¶
INK Editor uses blocks architecture to maintain its content, control the changes and overall manage content operations. In order to manipulate or analyze the content inside INK editor, we need to understand how exactly does blocks works. Few important points below;
INK Editor uses an array-based hierarchy to store content.
Each element in the array is called block or node.
A node is an array, containing children nodes or leaves.
A leaf is a text node with no children.
Every node have some properties that can be modified using plugin APIs.
Because it’s an array based hierarchy, a node can be accessed with its index (its path).
For example, an image node have properties such as caption, alt text, title, size, etc. and all of these properties can be modified using editor.setBlockData
API.
To explore different properties of different types of blocks. Try using editor.getAllBlocks
API to extract all the blocks in the document.


WITNESS LIST Appropriations Committee February 20, 1997-8:00A Adjutant General's Department On: Cargice, Eugene (Adjutant General's) Goodwin, William (National Guard) Townsend, Keith (Adjutant General's) Alcoholic Beverage Commission On: Bailey, Doyne (TABC) Fox, Jeannene (TABC) Armory Board, National Guard On: Cruz, Lydia (Armory Board) Goodwin, William (TX. National Guard) Hift, Michael (Armory, Board) Attorney General, Office of the On: Gilbert, Don (MHMR) Miller, Alvin (Attorney General) Morales, Dan (Attorney General) Vega, Jorge (Attorney General) Zieschang, Beckie (Attorney General) Fire Protection, Commission on On: Warren, Gary (Fire Protection Comm.) Woods, Jack (Fire Protection Comm.) First Court of Appeals, Houston On: McCormick, Michael (Criminal Appeals) Judiciary Section, Comptroller's On: Camarillo, Leslee (Comptroller Judiciary) Demos, Chuck (Comptroller Judiciary) Juvenile Probation Commission On: Wright, Vicky (JPC) Law Enforcement Officer Standards On: Dozier, Jim (Law Enforcement) Polygraph Examiners Board On: Ditucci, Frank (Polygraph Board) Private Investigator On: Sanders, Clema (Private Investigators) Public Safety, Department of On: Gavin, David (DPS) Sex Offender Treatment, Council On: Davis, Grace (Sex Offenders) State Prosecuting Attorney, Office On: Paul, Matthew (State Prosecuting Att.) Supreme Court On: Benedict, Jerry (Supreme Court) Phillips, Thomas (Supreme Court) Workers' Compensation Payments On: Gilbert, Don (Workers' Compensation) Youth Commission On: Robinson, Steve (TYC)


Classes that demonstrate an overview of how certain use cases will be implemented before the code to implement them has been written.


{% extends 'layout.html' %} {% block content %}
Select your settings:
Demonstrates some very simple embedding into a webpage


--- layout: default ---
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Partner Integrations
Integrate Sumo Logic into your applications, access and manage data collectors, build your own search tools, and more using Sumo Logic APIs. Sumo Logic exposes APIs to access resources and log data from third-party scripts and applications, and also to configure Sources via JSON.


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Webpages are made up of a whole lot of elements. HTML or Hyper Text Markup Language can be thought of like a house. It is the structure, the foundation. CSS or Cascading Style Sheets is like the decorative elements of the house like the painting, door style, furniture etc. Without the house you can’t decorate it and without the decorative elements your house will be empty and bland. Then there is Javascript. Continuing with the house analogy you can think of it like the electrical wiring and plumbing, it's there hidden but it is vital for living in the house and allows you to interact with lights and the shower.
What's a Control Flow and what are Loops?
Control flow is the order of how statements, instructions or function calls are executed or evaluated. Loops are a form of control flow which takes a statement, instructions or function calls and iterates or goes through them until a flag/condition is met.
You can think of a control flow like an average daily routine.   Then when you go to choose your breakfast do you choose the toast or toast and eggs? It would depend on how hungry you might be.  Then you would head home, have dinner, relax and then go to sleep. This whole process then repeats itself the next day. Sometimes there is a breaking condition in which the control loop will stop. In the case of this analogy, the weekend might be a break in the control flow as a weekend routine is typically different to a weekday routine.
As for a loop you can think of the average daily routine analogy again. Why does the person go to sleep? The condition in this case would be a lack of energy/the person is tired. Like in the control flow analogy, you might break from the loop because of the weekend being a different routine or loop. The other break condition might be… death but now we’re getting philosophical, let’s stick to programming.
So what is a DOM?
Your browser needs to process all the HTML, CSS and Javascript to display a web document. Going one step further there is a hierarchy that browsers use to make sense of each of the code documents that make up the web document. This is where the DOM or Document Object Model comes in. This is a simplified graphic showing what the DOM might look like:
Each element such as the head, body, divs, h1 elements are known as nodes. Every element in HTML has a type associated to it. Each of these types go off from the Node base and makes up all the nodes.
Above the HTML node is the Document Object. Through Javascript you can make changes to the Document Object such as dynamically adding elements, removing them, animating them and setting events to elements to name a few.
Above the Document Object is the Window Object. The Window Object is responsible for accessing the current URL, getting frame information, using local storage, seeing screen information, using the scrollbar and all sorts of other things that are applicable to the container that your page is shown in.
Objects vs Arrays
An array is a data structure that contains data that is accessible through the index(a number starting from 0 going to the length of the array ) of the item in the array.
An object is a data structure that contains data through key, value pairs. Unlike in an array, you can access the values by the key that is associated with it which is the key difference between them.
Functions
Functions can be thought of like containers for little segments of your program. Usually a function returns a value which can then be used for other functions. Functions are useful for breaking code up into manageable and readable segments.
Finally
To have a great website, an understanding of Javascript and the DOM is needed to make it interactable. Without interactivity, websites will look great but won't have the functionality needed for modern web processes like shopping carts, or sorting products.


{% extends "extranet/base.html" %} {% block content %} {% endblock content %} {% block navbar %}
| Project(s): | {% for project in projects_for_customers %} {{ project.name }} {% endfor %} |
| Team(s): | {% for team in teams_for_coders %} {{ team.name }} {% endfor %} |
| Hours: | Track time Upload CSV Weekly Monthly |
| Admin: | Index |


Sir Timothy John Berners-Lee (born 8 June 1955), also known as TimBL, is an English engineer and computer scientist, best known as the inventor of the World Wide Web. He is currently a Professor of Computer Science at the University of Oxford. He made a proposal for an information management system in March 1989, and he implemented the first successful communication between a Hypertext Transfer Protocol (HTTP) client and server via the internet in mid-November the same year.
Berners-Lee is the director of the World Wide Web Consortium (W3C), which oversees the continued development of the Web. He is also the founder of the World Wide Web Foundation and is a senior researcher and holder of the founders chair at the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL). He is a director of the Web Science Research Initiative (WSRI), and a member of the advisory board of the MIT Center for Collective Intelligence. In 2011, he was named as a member of the board of trustees of the Ford Foundation. He is a founder and president of the Open Data Institute.
In 2004, Berners-Lee was knighted by Queen Elizabeth II for his pioneering work. In April 2009, he was elected a foreign associate of the United States National Academy of Sciences. Named in Time magazine's list of the 100 Most Important People of the 20th century, Berners-Lee has received a number of other accolades for his invention. He was honoured as the "Inventor of the World Wide Web" during the 2012 Summer Olympics opening ceremony, in which he appeared in person, working with a vintage NeXT Computer at the London Olympic Stadium. He tweeted "This is for everyone", which instantly was spelled out in LCD lights attached to the chairs of the 80,000 people in the audience. Berners-Lee received the 2016 Turing Award "for inventing the World Wide Web, the first web browser, and the fundamental protocols and algorithms allowing the Web to scale".
"He wove the World Wide Web and created a mass medium for the 21st century. The World Wide Web is Berners-Lee's alone. He designed it. He loosed it on the world. And he more than anyone else has fought to keep it open, nonproprietary and free."
Berners-Lee was born in London, England, United Kingdom, one of four children born to Mary Lee Woods and Conway Berners-Lee. His parents worked on the first commercially built computer, the Ferranti Mark 1. He attended Sheen Mount Primary School, and then went on to attend south west London's Emanuel School from 1969 to 1973, at the time a direct grant grammar school, which became an independent school in 1975. A keen trainspotter as a child, he learnt about electronics from tinkering with a model railway. He studied at The Queen's College, Oxford, from 1973 to 1976, where he received a first-class bachelor of arts degree in physics.
After graduation, Berners-Lee worked as an engineer at the telecommunications company Plessey in Poole, Dorset. In 1978, he joined D. G. Nash in Ferndown, Dorset, where he helped create type-setting software for printers.
Berners-Lee worked as an independent contractor at CERN from June to December 1980. While in Geneva, he proposed a project based on the concept of hypertext, to facilitate sharing and updating information among researchers. To demonstrate it, he built a prototype system named ENQUIRE.
After leaving CERN in late 1980, he went to work at John Poole's Image Computer Systems, Ltd, in Bournemouth, Dorset. He ran the company's technical side for three years. The project he worked on was a "real-time remote procedure call" which gave him experience in computer networking. In 1984, he returned to CERN as a fellow.
In 1989, CERN was the largest internet node in Europe, and Berners-Lee saw an opportunity to join hypertext with the internet: "I just had to take the hypertext idea and connect it to the Transmission Control Protocol and domain name system ideas and—ta-da!—the World Wide Web ... Creating the web was really an act of desperation, because the situation without it was very difficult when I was working at CERN later. Most of the technology involved in the web, like the hypertext, like the internet, multifont text objects, had all been designed already. I just had to put them together. It was a step of generalising, going to a higher level of abstraction, thinking about all the documentation systems out there as being possibly part of a larger imaginary documentation system.."
Berners-Lee wrote his proposal in March 1989 and, in 1990, redistributed it. It then was accepted by his manager, Mike Sendall. He used similar ideas to those underlying the ENQUIRE system to create the World Wide Web, for which he designed and built the first Web browser. His software also functioned as an editor (called WorldWideWeb, running on the NeXTSTEP operating system), and the first Web server, CERN HTTPd (short for Hypertext Transfer Protocol daemon).
In June 2009, then-British Prime Minister Gordon Brown announced Berners-Lee would work with the UK government to help make data more open and accessible on the Web, building on the work of the Power of Information Task Force. Berners-Lee and Professor Nigel Shadbolt are the two key figures behind data.gov.uk, a UK government project to open up almost all data acquired for official purposes for free re-use. Commenting on the opening up of Ordnance Survey data in April 2010, Berners-Lee said that:
"The changes signal a wider cultural change in government based on an assumption that information should be in the public domain unless there is a good reason not to—not the other way around."
He went on to say:
"Greater openness, accountability and transparency in Government will give people greater choice and make it easier for individuals to get more directly involved in issues that matter to them."
In November 2009, Berners-Lee launched the World Wide Web Foundation in order to "advance the Web to empower humanity by launching transformative programs that build local capacity to leverage the Web as a medium for positive change."
Berners-Lee was married to Nancy Carlson in 1990; they had two children and divorced in 2011. In 2014, Berners-Lee married Rosemary Leith at St. James's Palace in London. Leith is director of the World Wide Web Foundation and a fellow at Harvard University's Berkman Center. Previously, she was World Economic Forum Global Agenda Council Chair of the Future of Internet Security and now is on the board of YouGov.
Berners-Lee was raised as an Anglican, but in his youth, he turned away from religion. After he became a parent, he became a Unitarian Universalist (UU). He has stated:
"Like many people, I had a religious upbringing which I rejected as a teenager... Like many people, I came back to religion when we had children".
He and his wife wanted to teach spirituality to his children, and after hearing a Unitarian minister and visiting the UU Church, they opted for it. He is an active member of that church, to which he adheres because he perceives it as a tolerant and liberal belief. He has said:
"I believe that much of the philosophy of life associated with many religions is much more sound than the dogma which comes along with it. So I do respect them."
Main article: List of awards and honours received by Tim Berners-Lee
Berners-Lee has received many awards and honours. He was knighted by Queen Elizabeth II in the 2004 New Year Honours "for services to the global development of the internet", and was invested formally on 16 July 2004.
On 13 June 2007, he was appointed to the Order of Merit (OM), an order restricted to 24 (living) members. Bestowing membership of the Order of Merit is within the personal purview of the Queen, and does not require recommendation by ministers or the Prime Minister. He was elected a Fellow of the Royal Society (FRS) in 2001. He has been conferred honorary degrees from a number of Universities around the world, including Manchester (his parents worked on the Manchester Mark 1 in the 1940s), Harvard and Yale.
In 2012, Berners-Lee was among the British cultural icons selected by artist Sir Peter Blake to appear in a new version of his most famous artwork – the Beatles' Sgt. Pepper's Lonely Hearts Club Band album cover – to celebrate the British cultural figures of his life that he most admires to mark his 80th birthday.
In 2013, he was awarded the inaugural Queen Elizabeth Prize for Engineering. On 4 April 2017, he received the 2016 ACM Turing Award "for inventing the World Wide Web, the first web browser, and the fundamental protocols and algorithms allowing the Web to scale".
If you'd like to find more about Tim Berners-Lee


#assign kotlinmodel="active">
Model
We can have our entity beans extend io.ebean.Model
. They then have
save()
and delete()
methods.
BaseDomain extends Model ...
```java
import io.ebean.Model;
...
@MappedSuperclass
open class BaseDomain : Model() {
...
}
```
Now we can just save()
and delete()
them:
Model.save()
```java
val customer = Customer("Hello entity bean")
// insert
customer.save()
// update
customer.name = "Goodbye"
customer.save()
// delete the bean
customer.delete()
```
Note that Model.save()
and Model.delete()
use the default server
.
<@next_edit "Finder" "/docs/getting-started/kotlin-finder" "/docs/getting-started/kotlin-model.html"/>


tmlib.datasets.wiki_stream¶
This module helps loading minibatches from wikipedia website for learning LDA
Contents
class tmlib.datasets.wiki_stream.WikiStream¶
tmlib.datasets.wiki_stream.WikiStream(batch_size, num_batch, save_into_file=False, path_vocab=None)
Parameters¶
batch_size: int
size of mini-batch in each sampling randomly ariticles from wikipedia website.
num_batch: int,
This is the number of iterations for training LDA
save_into_file: boolean, default: False
Save the aritiles which is downloaded and analyzed into a file with format tf or sq
path_vocab: string, default: None
File vocabulary of articles on website. By default, we provided a file vocabulary (https://github.com/blei-lab/onlineldavb/blob/master/dictnostops.txt). This file has path “../tmlib/datasets/data/wikipedia/vocab.txt”
Attributes¶
batch_size: int
num_batch: int
output_format: default is DataFormat.TERM_FREQUENCY
format of mini-batch. User change the format by use method set_output_format
vocab: file vocabulary is save as dictionary format
For examle: vocab[‘online’] = 10. That means term ‘online’ is at 10th position (start from 0) in vocabulary file
end_of_data (inheritance attribute)
mini_batch_no (inheritance attribute)
Methods¶
__init__(data_path, batch_size, passes=1, shuffle_every=None, vocab_file=None)
load_mini_batch ()
loading a mini-batch from corpus with specific format (controlled by output_format)
check_end_of_data ()
Return True if the last minibatch is loaded
set_output_format (output_format)
set format for the loaded mini-batch
- Parameters: output_format (DataFormat.TERM_SEQUENCE or DataFormat.TERM_FREQUENCY)


lawrence!
this are lists of my projects
this below is part of my background
i was born in narok and raised in a place called entiani
started school at an age of 3 years
joined a school known as victonel acardemy
Then when i was in class three i transfered to a boarding school in narok known as ole ntutu arid zone and cleared my primary education
Shortly after joined saint elizabeth high school karen and cleared four years later
After completing high school did abit of work at home then joined 99's flying school at wilson airport to pursue piloting
After a couple of months i cleared my ppl (private pilot licence) passed with flying colours then continued to gain hours
then entered into farming and side hustles till date
This are some of my intrests
I love watching movies on my free time
I am into farming and trying to explore fruits that i can plant
I love making friends and travelling to fun places like hiking
Reason to why i joined moringa school
Its a simple answer i am intrested in coding and i would love to be the best and improve my skills


Class: Aws::APIGateway::Types::MethodSetting
| Relationships & Source Files | |
| Super Chains via Extension / Inclusion / Inheritance | |
|
Class Chain:
self,
Struct
|
|
|
Instance Chain:
self,
::Aws::Structure ,
Struct
|
|
| Inherits: |
Struct
|
| Defined in: | gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb |
Overview
Specifies the method setting properties.
Constant Summary
Instance Attribute Summary
-
#cache_data_encrypted ⇒ Boolean
rw
Specifies whether the cached responses are encrypted.
-
#cache_ttl_in_seconds ⇒ Integer
rw
Specifies the time to live (TTL), in seconds, for cached responses.
-
#caching_enabled ⇒ Boolean
rw
Specifies whether responses should be cached and returned for requests.
-
#data_trace_enabled ⇒ Boolean
rw
Specifies whether data trace logging is enabled for this method, which affects the log entries pushed to Amazon CloudWatch Logs.
-
#logging_level ⇒ String
rw
Specifies the logging level for this method, which affects the log entries pushed to Amazon CloudWatch Logs.
-
#metrics_enabled ⇒ Boolean
rw
Specifies whether Amazon CloudWatch metrics are enabled for this method.
-
#require_authorization_for_cache_control ⇒ Boolean
rw
Specifies whether authorization is required for a cache invalidation request.
-
#throttling_burst_limit ⇒ Integer
rw
Specifies the throttling burst limit.
-
#throttling_rate_limit ⇒ Float
rw
Specifies the throttling rate limit.
-
#unauthorized_cache_control_header_strategy ⇒ String
rw
Specifies how to handle unauthorized requests for cache invalidation.
Instance Method Summary
::Aws::Structure
- Included
| #to_hash | Alias for Structure#to_h. |
Instance Attribute Details
#cache_data_encrypted ⇒ Boolean
(rw)
Specifies whether the cached responses are encrypted. The PATCH path
for this setting is /\{method_setting_key\}/caching/dataEncrypted
,
and the value is a Boolean.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#cache_ttl_in_seconds ⇒ Integer
(rw)
Specifies the time to live (TTL), in seconds, for cached responses.
The higher the TTL, the longer the response will be cached. The
PATCH path for this setting is
/\{method_setting_key\}/caching/ttlInSeconds
, and the value is an
integer.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#caching_enabled ⇒ Boolean
(rw)
Specifies whether responses should be cached and returned for
requests. A cache cluster must be enabled on the stage for responses
to be cached. The PATCH path for this setting is
/\{method_setting_key\}/caching/enabled
, and the value is a
Boolean.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#data_trace_enabled ⇒ Boolean
(rw)
Specifies whether data trace logging is enabled for this method,
which affects the log entries pushed to Amazon CloudWatch Logs. The
PATCH path for this setting is
/\{method_setting_key\}/logging/dataTrace
, and the value is a
Boolean.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#logging_level ⇒ String
(rw)
Specifies the logging level for this method, which affects the log
entries pushed to Amazon CloudWatch Logs. The PATCH path for this
setting is /\{method_setting_key\}/logging/loglevel
, and the
available levels are OFF
, ERROR
, and INFO
. Choose ERROR
to
write only error-level entries to ::Aws::CloudWatch
Logs, or choose INFO
to include all ERROR
events as well as extra informational events.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#metrics_enabled ⇒ Boolean
(rw)
Specifies whether Amazon CloudWatch metrics are enabled for this
method. The PATCH path for this setting is
/\{method_setting_key\}/metrics/enabled
, and the value is a
Boolean.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#require_authorization_for_cache_control ⇒ Boolean
(rw)
Specifies whether authorization is required for a cache invalidation
request. The PATCH path for this setting is
/\{method_setting_key\}/caching/requireAuthorizationForCacheControl
,
and the value is a Boolean.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#throttling_burst_limit ⇒ Integer
(rw)
Specifies the throttling burst limit. The PATCH path for this
setting is /\{method_setting_key\}/throttling/burstLimit
, and the
value is an integer.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#throttling_rate_limit ⇒ Float
(rw)
Specifies the throttling rate limit. The PATCH path for this setting
is /\{method_setting_key\}/throttling/rateLimit
, and the value is
a double.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end
#unauthorized_cache_control_header_strategy ⇒ String
(rw)
Specifies how to handle unauthorized requests for cache
invalidation. The PATCH path for this setting is
/\{method_setting_key\}/caching/unauthorizedCacheControlHeaderStrategy
,
and the available values are FAIL_WITH_403
,
SUCCEED_WITH_RESPONSE_HEADER
, SUCCEED_WITHOUT_RESPONSE_HEADER
.
# File 'gems/aws-sdk-apigateway/lib/aws-sdk-apigateway/types.rb', line 3734
class MethodSetting < Struct.new( :metrics_enabled, :logging_level, :data_trace_enabled, :throttling_burst_limit, :throttling_rate_limit, :caching_enabled, :cache_ttl_in_seconds, :cache_data_encrypted, :, : ) SENSITIVE = [] include Aws::Structure end


Commentaires :
Glumix : OMG, trop bien ce jeu ! 5 413 652 approuvent 3 désapprouvent


| File | Statements | Branches | Functions | Lines | |||||
|---|---|---|---|---|---|---|---|---|---|
| src | 94.29% | 66/70 | 94.44% | 34/36 | 96.3% | 26/27 | 94.29% | 66/70 | |
| src/models | 80.95% | 34/42 | 80% | 8/10 | 70.37% | 19/27 | 80.95% | 34/42 | |
| src/resources | 100% | 0/0 | 100% | 0/0 | 100% | 0/0 | 100% | 0/0 | |
| src/resources/customers | 100% | 51/51 | 79.31% | 23/29 | 100% | 15/15 | 100% | 51/51 | |
| src/resources/payments | 38.1% | 8/21 | 60% | 9/15 | 33.33% | 2/6 | 38.1% | 8/21 |


WITNESS LIST Higher Education Committee May 5, 2003-2:30P HB 2468 For: Anderson, Betty (Self) Anderson, David R. (Self and Grace School of Theology Greater Houston Bible Church Association) Brooks Sr, Dennis L. (Self and Interdenominational Assn of Churches, Grace School of Theology, Institute for Teaching God's Word) Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum - Legislative Liason) Kruppstadt, Esq., Thomas K. (Self and Gauntt & Kruppstadt, L.L.P.) Oberholtzer, T. Kem (Self and Grace School of Theology) Yarger, Dr. William P. (Self and Grace School of Theology Vice President) Against: McDonald, Carol (Independent Colleges and Universities of Texas, Inc.) On: Brown, Dr. Don W. (Texas Higher Education Coordinating Board (THECB)) Laycock, Professor Douglas (Self) HB 2977 For: Guzman, Ana M. "Cha" (TACHE, Texas Association of Chicanos in Higher Education) Valdez, Jude (Texas Association of Chicanos in Higher Ed.) On: Flack, Teri E. (Texas Higher Education Coordinating Board) Moller, Lesa (Texas Higher Education Coordinating Board) HB 3331 Committee Substitute (Brown, Fred) Against: Anderson, David (JPI)


Nov. 5, 1994
Calendar
A calendar is a system of organizing days for social, religious, commercial, or administrative purposes. This is done by giving names to periods of time, typically days, weeks, months, and years. The name given to each day is known as a date. Periods in a calendar (such as years and months) are usually, though not necessarily, synchronized with the cycle of the sun or the moon.
18 Likes
Mar. 1, 2012
Architecture
Architecture is both the process and product of planning, designing and construction. Architectural works, in the material form of buildings, are often perceived as cultural symbols and as works of art. Historical civilizations are often identified with their surviving architectural achievements.
25 Likes
May 1, 2000
Autumn
Autumn or Fall is one of the four temperate seasons. Autumn marks the transition from summer into winter, in September (Northern Hemisphere) or March (Southern Hemisphere) when the arrival of night becomes noticeably earlier. The equinoxes might be expected to be in the middle of their respective seasons, but temperature lag (caused by the thermal latency of the ground and sea) means that seasons appear later than dates calculated from a purely astronomical perspective.
12 Likes
May 1, 2000
Boats
A boat is a watercraft of any size designed to float or plane, to provide passage across water. Usually this water will be inland (lakes) or in protected coastal areas. However, boats such as the whaleboat were designed to be operated from a ship in an offshore environment. In naval terms, a boat is a vessel small enough to be carried aboard another vessel (a ship).
11 Likes
Aug. 16, 1998
Arch
An arch is a structure that spans a space and supports a load. Arches appeared as early as the 2nd millennium BC in Mesopotamian brick architecture and their systematic use started with the Ancient Romans who were the first to apply the technique to a wide range of structures.
5 Likes
Sep. 16, 1998
Arch 2
An arch is a structure that spans a space and supports a load. Arches appeared as early as the 2nd millennium BC in Mesopotamian brick architecture and their systematic use started with the Ancient Romans who were the first to apply the technique to a wide range of structures.
Architecture Group 2
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--- layout: post authors: ["Greg Wilson"] title: "Teaching Tips" date: 2015-03-15 time: "11:30:00" tags: ["Teaching"] favorite: true ---
Last week's post on what's in your bag generated so many useful comments that we'd like to follow it up with another: what tips do you have for new instructors? The ones we've collected so far are listed below; please tell us what else we should tell people who are about to teach for the first time (and what else we should remind experienced instructors about).
Make sure everyone knows that there's a code of conduct. If someone (including a fellow instructor) speaks down to someone or otherwise makes them feel unwelcome, speak to them about it. Make sure you know about unconscious bias and stereotype threat, how to counter them, and how to be a good ally.
Don't say "just", as in, "Oh, it's easy, you just..." The things we teach are intrinsically hard, and far too much software makes doing them even harder. Talking down to users—in particular, implying that it's their fault for not already understanding this—isn't just rude. It also undercuts their confidence and motivation, which in turn impedes learning.
Similarly, don't get caught up in pointless argument or technical one-upmanship. The point of teaching is not to show the learners that you know more than them, or more than your fellow instructor. In particular, never hesitate to sacrifice completeness for clarity.
Software Carpentry runs biweekly debriefing meetings online for people who have recently taught workshops. Instructors who are about to teach workshops (particularly newcomers) are strongly encouraged to attend those as well to ask questions and hear what's working and what isn't.
Separately from that, the instructors for every workshop should get together online at least a couple of weeks before the workshop to talk about who's teaching what, who's handling which bits of prep, etc.
Point learners at our lessons page, which is the permanent home of the current learning materials. They should also be directed to Software Carpentry's FAQ.
Explain that the lesson materials can all be freely re-mixed and re-used under the Creative Commons - Attribution (CC-BY) license, provided people cite us as the original source (e.g., provide a link back to our site). However, Software Carpentry's name and logo are trademarked, and cannot be used without our permission. We normally grant this to any class that (a) covers our core topics and (b) has at least one badged instructor on the teaching roster, but are happy to discuss specifics.
Keep the lesson script or instructor's notes on a separate screen, such as a tablet. This way learners aren't distracted by seeing the instructor's notes, and the instructor doesn't have to switch between screens to see what comes next. Some people like to use an iPad or tablet for this purpose, so that the projected screen that the learners can see only contains the live code or instructions for challenges.
If there is the capability for two projected screens, use one for the live code and another that shows the example scripts (for reference) or instructions for challenges.
Plan for the first 30-60 minutes of the workshop to be spent on installation and setup, because it's going to happen anyway. Running a pre-workshop "help desk" doesn't really affect this: the people who are most likely to have installation problems probably won't show up. (We fantasize occasionally about turning people away if they haven't installed software, or at least downloaded the installers, but in practice it's hard to do.)
Emphasize that we're not trying to turn scientists into professional programmers. Instead, we're trying to teach good software development skills to enable productive, reproducible, reusable research.
Have learners post a red sticky note on their laptop whenever they have a question or need help. Have them take down their sticky notes at the start of each practical exercise, and then post a green one when they're done (and a red one when they need help).
As a variation on the red/green sticky notes, make little name tents out of red and green paper, held together with name tag labels. The learners write their names on the name tags, and prop the tents either green side up or red side up depending on the feedback they want to give about the lesson being too fast or too slow.
At lunch and again at the end of the day, ask learners to write one good point (i.e., something they learned or enjoyed) on their green sticky note and one bad point (i.e., something that didn't work, that they didn't understand, or that they already knew) on their red one. It only takes a couple of minutes to sort through these, and it's a quick way to find out how things are actually going.
At the very end of the workshop, ask learners to alternately give one good point or one bad one about the entire workshop. Write these down on the whiteboard as they come in, and do not allow repeats (i.e., every point has to be new). The first few negative points will usually be pretty innocuous; after those have been exhausted, you will start to get the real feedback.
Back up the material with your own anecdotes, experiences and evidence: it makes you more credible, helps learners understand how to apply what you're teaching to their own problems, and prevents the lectures from becoming too dry.
Keep a running list of the commands encountered so far in the lesson in the Etherpad or on a whiteboard adjacent to the projection screen. Encourage learners (particularly ones who already know the material and might otherwise get bored) to take notes in the Etherpad as well. This reduces the effort per learner, gives you a chance to see what they think you're saying, and provides a record after the workshop of what was actually taught.
For workshops that extend over more than two days (e.g. four afternoons spread over two weeks), it's a good idea to email the learners at the end of each day with a summary of what was taught (with links to the relevant online notes). Not only does this allow absent learners to catch up before the next session, it's also a great opportunity to present the lessons of the day in the context of the entire workshop.
The instructor who's at the front of the room talking is sometimes called the "pilot"; the other instructor is the "navigator", and she should be just as involved in the teaching as the pilot. She can answer questions on the Etherpad and update it with the key points made by the instructor (along with commands and any related points the instructor may not have mentioned). It's less disruptive to the "live" instructor than interjecting with these points, but allows the attendees to get the shared expertise from both instructors.
The navigator should stay at the back of the room, partly so that she doesn't draw attention away from the pilot, but partly also so that she can look over learners' shoulders and see who's bored (i.e., on Facebook or email) and who's fallen behind. The navigator should also give hand signals to the pilot: speak louder, speak slower, repeat that, time for a break, and so on.
The long-form notes are intended as a script for instructors and as self-study material for learners. Do not show these notebooks to learners: instead, start with a blank file or notebook when teaching and add code as you go. This helps prevent you from racing ahead of learners and makes it easier for you to improvise in response to their questions.
Point learners at the online versions of the long-form notes after the lesson is done: if you do it before the lesson, they'll try to read the notes while you're trying to talk.
Our workshops use live coding (for reasons discussed below): slides should only be used at the very start of a lesson to motivate it. The one exception is diagrams: it's often easier to bring up a prepared diagram than to draw it in real time on a whiteboard.
Our workshops use live coding instead of slides because:
Having to type things in slows the instructor down to something closer to the learners' pace.
It's much easier for instructors to follow their learners (i.e., take an unexpected but useful detour from the planned lesson) if they aren't constrained by a slide deck.
Slides are good for nouns, but not for verbs, i.e., they're good for showing the code we produce, but not for showing how we produce it. Learners often comment that seeing how we use tools, and in what order, is as useful as seeing what we write.
We make mistakes when we're live coding, but that's a good thing. Learners frequently say that watching instructors diagnose and fix their mistakes is the most valuable part of the workshop, since they, as novices, are going to be making a lot of mistakes and need to know what to do when that happens.
Pair programming is the practice of having two developers work together on one machine. Each takes turns being the pilot and the navigator, i.e., being the one who types and the one who comments. This effectively results in real-time code review, which research has shown results in higher productivity.
Pairing is also a good practice in workshops: the learners in each pair will probably have different knowledge and/or skill levels, so they can help each other in a scalable way. Pairing can also be used to get around installation problems by having someone who's unable to get software working pair with someone who has succeeded. In order to avoid making the person who couldn't get the software working feel singled out, it's important to put everyone into pairs, and to do this early on (before problems arise).
There are (at least) three ways to get data files to learners at the start of a lesson:
Create a zip file, add it to your workshop's repository, and put a link to it in your workshop's index.html
page
so that they can click, download, and unzip.
This uses something everyone already understands,
but does assume they know how to navigate from their download directory to their working (lesson) directory,
which is often not the case.
Create a throwaway Git repository on GitHub and tell them to run one command to clone it at the start of class. This lets you identify people who are going to have Git problems early on; the problem is, there will always be a few who do, and hitting this early can derail a workshop completely.
Paste the data into an Etherpad for learners to copy. As a bonus, this lets you identify people who (are going to) have trouble using a text editor early.
If you are using multiple windows (e.g., a command window and an editor window) make sure they are both large enough to be visible by all attendees. Remember to pause when switching from one window to the other so that learners don't become confused. If possible, use different background colors for different text windows to make it easier for learners to tell them apart (but keep in mind red-green and blue-yellow color blindness).
As you type at the command line, read out what you're typing. Remember that most learners can only go half as fast as you, because they have to watch you type then type it all in again themselves.
Don't just tell people what the question or exercise is: write it down in the Etherpad so that (a) everyone can refer back to it, and (b) everyone (including the instructor) knows what it actually is.
Instructing at a workshop isn't trivial. The most important thing is to remember that no lesson plan survives contact with the audience. Whether it's the network going down or the sudden realization that many of your learners don't know how to use SSH, you will frequently need to improvise. And even when there aren't hiccups like those, try your best to adjust your pace and examples based on learners' questions, puzzled looks, and sighs of impatience.
In almost all cases, learners want to use their own laptops during workshops so that they leave with a working environment set up. Even if you ask attendees to prepare beforehand, and give them detailed instructions, some will not have time, or will have run into problems that they're not yet able to fix. You should therefore schedule at least 20 minutes for checking the learners' machines at the beginning of the first day. Some workshops start early on the first day to allow time to troubleshoot setup problems.
You're not there to reproduce one of our online videos in person: you're there to interact with people so that they get a better learning experience. You shouldn't ever go more than two or three minutes without asking a question (and listening to the answer), and if it has been 15 minutes since any of your learners asked one, odds are you've either lost them or are boring them.
Your audience will never care more about what you're teaching than you appear to, so if they get the feeling you're not interested in it, they won't be either.
The more time folks spend with their hands on the keyboards doing exercises, the more time they're actually paying attention. The students have their computers in front of them: if you talk for more than five minutes without asking them to use their computers, the greater the odds they'll open up Facebook.
Typing too fast, using shortcuts or commands learners haven't seen yet: basically, any time you say, "Don't worry about this just now," or they say, "Wait, how did you do that?" or, "Can you please slow down, I can't keep up," you're no longer actually helping them.
When you go around helping people out as they work on the material, never put your hands on a learner's computer. It's too easy to step in and do a few quick changes that they can't follow and certain groups of learners will never say that this makes them uncomfortable - or ask questions.
It's easy to find code snippets on the web
but impress upon learners that part of what
they are learning is the muscle memory of
doing the text input. To drive this home, you
could show them an example of rm -rf /
in a sandbox
just to make it clear that there are risks
to running code you don't understand.
The feedback you get from learners on sticky notes or through surveys is pointless if you don't pay attention to it (or worse, if you explain it away). There's no point collecting feedback during and after each workshop if you don't change what and how you teach to reflect it.
Most of our learners are graduate students in science and engineering, so they know what evidence looks like, and why working practices should be evidence-based. That doesn't mean you have to have the whole of empirical software engineering at your fingertips, but please do read Facts and Fallacies of Software Engineering and sprinkle a few of the findings it quotes into your lessons.
The things we teach reinforce each other, so tie them together at every opportunity. Point out that connecting things with pipes in the shell is like chaining functions together, or that they can use a shell script to re-run a bunch of different tests before committing to version control, and so on. If possible, take 15 minutes or so each day to show them how you use these tools in your day-to-day work.
Do you have enough power outlets? (Are you sure?) Do you have enough bandwidth to handle fifty people hitting your version control repository at the same time? (How do you know?) Can everyone actually log in? Are the washrooms unlocked? Does campus security know you're using the room over the weekend?
Software Carpentry workshops are a great networking opportunity for our learners (and for us, too). Get to know your learners by name, have them work in pairs, and get them to mix up the pairs at least a couple of times. Encourage them to chat to one another at coffee breaks and lunch, and to get a pizza or some curry together for dinner on the first day.
Something always fails to install for someone (or they fail to install anything at all), or a bunch of learners are accidentally locked out of the building after lunch, or whoever was supposed to drop off power bars didn't. Roll with it, and remember to laugh (even if it's a bit hysterically).


The following is an account of the first real tobacco experience I had. I started smoking stogues (cigarettes) about 4 years ago, but always failed to inhale, fearing lung cancer, but never understanding why I was not receiving the head rush everyone else seemed to love.
It was a normal summer day of going to my friend J's house and buying a small sack of weed (today it was $40), and trying to make it last throughout the day & night. J had obtained a pack of Malboro 27's, a cigarette I enjoy more than the rest. At the time I had never felt the intense light-headedness everyone else loved stogues for, and I wasn't expecting to this time. After about a 30 minute walk to a nearby church while listening to J talk about how he thinks hes addicted, making up random facts to support his story. I was in a pretty good mind set, it was summer, no summer school and a little bank, and I was expecting a good time later that day. From what I remember it was just me and J, though my friend R may have been there too, I'm not sure.
Anyways, we finally reached the church and proceeded to wait for the dealer to arrive, and I decided to have a stogue to pass the time. I lit one and J kept telling me to inhale, and I kept replying that I was. Finally he put it bluntly: Hit it like your hitting a joint.  I took a deep breath and immediatly felt a rush of harsh smoke stream down my throat, causing me to cough.  I had to sit, for fear of falling over. I continued to take huge drags, this time inhaling.
Finally our dealer come through and arrived on his longboard with the baggie.  I kept babbling about how cigarettes are opening my mind to a new extent, and kept stating that I could think of anything right then and there. I was proven wrong every time when J would respond 'Then think of something smart that will make us rich', and every time I found myself at a loss. Then J and me decided that I should smoke three stogues at a time to rocket my first experience.  We originally decided for me to smoke 5, but my mouth couldn't steadily hold all those at once so we settled for 3.
 I immdeiatly felt like I was swimming in mid air, and seconds later found out I had let two of the three stogues fall from my mouth, each landing dangerously close to my clothing.  Fortunatly I came to and gave him one while I smoked both of the others, one in each hand while taking drag after consecutive drag.
 Walking home was hard, as I smoke stogue after stogue, and by the time we got to J's house, I felt some mild nausea. Which was OK, as we were planning to light a bowl as soon as we got to his room.
In conclusion, my first experience was a real good one, and to this day I smoke many, many cigarettes to try and get that state of light headedness. I've now found a love for rolling tobacco, as it is so much more effective its not even funny.
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.


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Automation/Development Intern
Pearson VUE
April 2017 - Present
Build up the automation suites used to test Pearson VUE's web applications.
Youngest team lead in IKEA Bloomington history, a creative computer science senior. Explains complicated ideas in a concise, down-to-earth manner. Effective collaborator, welcomes and encourages change. Beats obstacles with enthusiasm. Happiest when helping people. Part-time student, attends class in the evening.
Pearson VUE
April 2017 - Present
Build up the automation suites used to test Pearson VUE's web applications.
IKEA Bloomington
April 2016 - April 2017
Addressed the root causes of any customer experience issues. Interviewed and hired candidates. Managed coworkers' performance. Ensured coworkers had the knowledge, tools, and desire to support customers. Partnered with Safety & Security to ensure adherence to policies and procedures regarding the carts department, the children's play area, inventory integrity, safety, and cash handling.
IKEA Bloomington
October 2014 - April 2016
Sold various services to customers. Provided efficient and meaningful customer service. Created and preserved a mutualistic relationship with IKEA’s Home Delivery service provider. Trained new coworkers in departments' operations.
Minnesota Continuing Legal Education
September 2011 - July 2014
Maintained CLE's publication inventory & customer information database. Entered hand-written surveys into company systems. As a Law Conference Coworker; Staged companies' publications before conferences, resolved A.V. issues, tended to national speakers, and assisted attendees.
Dairy Queen - 143 N Snelling Avenue, Saint Paul
March 2013 - August 2014
Fulfilled orders. Received shipments, restocked, organized, and kept the restaurant clean.
Computer Science BS expected 2018
3.45 GPA
Highschool Diploma
3.2 GPA
Computer programming
Software testing
Sales
Microsoft Office
Customer service
Public speaking
Hiring
Leadership
Management
Languages of proficiency
Other languages used:
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- Discretization
- Problem
- Adaptation
- Boundary Conditions
- Material Models
- Anisotropic Damage
- Anisotropic Hyperelastic Damage
- Elastic Damage
- Gurson
- Gurson HMR
- J2
- J2 Fiber
- Mooney Rivlin
- Neohookean
- RIHMR
- Name
- CahnHill 2D
- ComprNS (2D,3D)
- Elasticity (1D,2D,3D)
- FELIX Stokes (2D,3D)
- FELIX Stokes First Order (2D,3D)
- Gradient Damage
- GPAM (1D,2D,3D)
- Heat (1D,2D,3D)
- Helmholtz 2D
- Hydride 2D
- HydMorph 2D
- Hydrogen Diffusion-Deformation (2D,3D)
- Lame
- Laplace Beltrami (2D,3D)
- LinComprNS (1D,2D,3D)
- Mechanics (1D,2D,3D)
- MesoScaleLink (1D,2D,3D)
- NavierStokes (1D,2D,3D)
- ODE
- PNP (1D,2D,3D)
- Poisson (1D,2D,3D)
- PoroElasticity (1D,2D,3D)
- Schrodinger (1D,2D,3D)
- ThermoElasticity (1D,2D,3D)
- ThermoElectrostatics 2D
- ThermoMechanical
- Total Lagrangian Plasticity with Projection (1D,2D,3D)
- Total Lagrangian PoroPlasticity (1D,2D,3D)
- Total Lagrangian ThermoPoroPlasticity (1D,2D,3D)
- UnSaturated PoroElasticity (1D,2D,3D)
- Piro


CruiseControl.rb is a continuous integration tool. Its basic purpose in life is to alert members of a software project when one of them checks something into source control that breaks the build.
CC.rb is easy to install, pleasant to use and simple to hack. It's written in Ruby.
|
1
Download
Believe it or not, you have to download CruiseControl.rb in order to use it.Download it now |
2
Add Your Project
cruise add <name> -u <url>
You can watch us setup a typical rails project, or read
more on the getting started page.
|
3
|


2021-04-24 * Revision: 197 - make compilescript similar to the one for follow.js - make scale computation similar to the one in follow.js 2021-04-23 * Revision: 196 - bug: array check in scale computation - changed test for extra bar line at start of a staff (eoln -> soln) - updated the translation of percussion maps (perc2map) 2020-10-10 * Revision: 195 - updated the docs with the new short cut keys (space, arrows) - do not use timeupdate event anymore, but our own timer (dummyplayer) timeupdate is much too slow (250ms) for the note cursor 2020-05-27 * Revision: 194 - readme changes 2019-07-05 * Revision: 193 - accept a playlist when opened with the browse button. 2019-07-04 * Revision: 192 - better positioning of media when a start time is given in the options - implementation of a playlist 2019-06-15 * Revision: 191 - added measure numbers (option mnum of xml2abc-js) at the start of each system 2019-06-12 * Revision: 190 - new key shorcuts: spacebar (play/pause), arrow left and arrow right (move cursor). 2019-06-11 * Revision: 189 - use CSS parameter scroll-behavior for smooth scrolling, when supported. - otherwise fall back to jquery animation - perform both horizontal and vertical scrolling in separate function * Revision: 188 - use function parameter noAnim in stead of class variable this.noAnim 2019-06-08 * Revision: 187 - bug: set the y-offset of the dotted line when loading a preload file - bug: set default values for newer options not present in older preload files 2019-06-06 * Revision: 186 - scrolling to the next music line is animated (smooth scroll) - setline can scroll with or without animation - alignCursor gets parameter to disable animation - msc_resize and lijn_shift always disable animation * Revision: 185 - moved all logic to draw, scroll and align the measure/note cursor to one function (alignCursor). - invalidate isvgPrev to force insertion of note cursors into the currenr music line (in alignCursor) * Revision: 184 - add white space area below score for better dotted line scrolling - simpler calculation of bottom y-coordinate of score - force setline and redraw cursor in centerPlayer (called when window resized) 2019-06-05 * Revision: 183 - various changes suggested by JSHint, included a couple of undeclared vars * Revision: 182 - new menu checkbox "dotted line" that toggles between (the old) page wise scrolling and "dotted line" scrolling. - implementation of the same "dotted line" scrolling as in pdfweb and xmlplay 2019-05-21 * Revision: 181 - css changes for the menu 2019-05-19 * Revision: 180 - make mapping from time index to measure index for note cursor - filter x coordinate of barlines returned by abc2svg and reject values close than 15 (avoids a problem in abc2svg with repeat brackets in eacht voice) - append a dummy note with start time just beyond the last note (otherwise the last note is never highlighted) 2019-05-18 * Revision: 179 - bug: menu should not overlap scrollbars when menu is collapsed - bug: exclude video element from resizing handler, otherwise video controls do not work. - do not exclude the credits from resizing (when present) 2019-05-17 * Revision: 178 - implementation of the note cursor. The note cursor highlights notes in each voice with a different color. The note cursor replaces the line cursor. - bug: wrong calculation of score offset when score is centered.


Using finite elements
Basic Mechanics of Materials
- Stress
- Strain
- Mechanical Properties of Materials
- Axial Load
- Torsion
- Bending
- Transverse Shear
- Combined Loading
- Stress Transformation
- Strain Transformation
- Design of Beams and shafts
- Deflection of Beams and Shafts
- Buckling of Columns (Problem 1)
- Energy Methods
- Stress and Strain
- Material Description
- Basic Structural Members
- Composite Structural Members
- Inelastic Structural Behavior
- Thin Walled Structural Members
- Energy Methods
- Elasticity and Mechanics of Materials
Advanced Mechanics of Materials
- Stress and Strain
- One Dimensional Structural Member
- Influence Functions
- Stability
- Plates
- Introduction to Elasticity
- Variational and Energy Methods


{{#session}} Logged in as {{username}} (Log out) {{/session}} {{^session}} Log in {{/session}} {{#foo}}foo = {{foo}}{{/foo}}
The following is included using {\{>tests/markdown}}
{{>tests/markdown}}


It's natural that we want to model the relation between these two rates of return. Intuitively we use a straight line to model it, this is called Linear Regression. In order to find the best straight line, it's natural to think that the vertical distances between the points of the data set and the fitted line should be minimized. Those vertical distances are called residual. Our objective is to make the sum of squared residuals as small as possible. This method is called ordinary least square, or OLS method. We use x and y to represent the two variable, S&P 500 daily returns and AMZN daily returns. The linear relation is:
\[Y = Y = \alpha + \beta*X + \epsilon\]Where \(\alpha\) is called intercept, \(\beta\) is called slope. Generally, if the scatter points can be represented by\(\left\{\right (x_1,y_1),(x_2, y_2),(x_3,y_3)...(x_n,y_n) \left\}\right\), then the intercept and slope are given by:
\[\beta = \frac{\sum_{i=1}^{n}(x-\bar{x})(y-\bar{y})}{\sum_{i=1}^{n}(x-\bar{x})^2}\] \[\alpha = \bar{y} - \hat{\beta}\bar{x}\]Where \(\bar{x}\) is the mean of X, \(\bar{y}\) is the mean of Y.
In python, we don't need to do the above calculation manually because we have package for it. But it still very important to understand the calculation process of \(\beta\) in order the understand the modern portfolio theory and CAPM, which we will cover in the future.


THE ADVENTURES OF HUCK FINN A film review by Jean Yves Desbiens Copyright 1993 Jean Yves Desbiens
I saw the movie in a preview viewing last night; it opens Friday.
This is my first review ever, so bear with me a little :-).
 But this was not the case--I actually liked this movie. I had not read the book, but knew about its dark moments and talked with people who had read it before seeing it. Since it is based on a well-known book that I haven't read, I will take for granted that they haven't changed the story, save some cleaning in language; those in know will soon correct me if I am wrong.
There are some problems with this movie: the acting of the main characters is sometimes a bit forced, the kid that plays Huck seems to be camera-conscious, the dialogues are squeaky-clean (Disney label picture), and of course the word Negro is not used by anybody in this movie even though it would have been heard all the time in its timeframe (but it is seen many times on a poster so they didn't go for total PC). The characterisation of the characters is also weak, but is mainly because the book could hardly fit in a 1-hour 45-minute time slot (this is already as long as any kid is expected to stay put for a movie). A "greater" more adult movie adaptation of the book would last at least 2 hours and 30 minutes and seeing as the main actor is a child, not many adults would want to see it and no child could see it. Still, the movie seems a bit rushed. Indeed the action never stops a moment even when the situations would call for such a pause--no time for grieving in this film.
So what is good about this movie? Well, actually it's the identification of us with the child, his desire for liberty, to play, to live and not have to worry about violence and other things, but being confronted with it nevertheless. Indeed, Huck is the rebel within us all, the one that would want to just drift down life's river without a care, doing as he pleases, but there are cares down this river, choices have to be made and dangers circumvented. Indeed, it's implied by the book and movie that the search for freedom is not easy and that our freedom and safety may come at the expense of others. Last but not least, freedom from society is harder to accomplish than merely running away from it; it permeates everything and always seam to catch up with us along the way; its better to face the facts and rid our minds off those ideas implanted in it and it is that that really permits Jim, the slave that Huck has befriended to be finally free. Jim goes against all the stereotypes that pervaded that era: he is physically powerful, but gentle and with a subtle way of putting his idea across, he longs to be free (but won't rebel openly), he will wait for the right time to continue his journey. Jim is like the Mississippi River, powerful but gentle, trapped within its banks until rain comes and it spills over the banks. The Mississippi, in fact, is the main character in this movie--it's never very far away.
As for performances, King played by Jason Robards is great, Huck's father also turns in a great show in his evil ways, the kid that does Huck is most of the time good; as for Jim played by another actor that I don't remember the name of, his acting is uneven but still decent, as is all the cast.
Yes there are philosophical undertones to the movie (or is it just me? :-)), but as the title suggests, this movie is at its base an adventure towards a place where freedom and dreams lies down a mighty river with the countless dangers of human nature spread along the way. As such, it works pretty well, as I already said; the compression of everything in so little time pretty much makes it a non-stop ride with humour and danger stalking every step. And to my great relief, the pipe-smoking Huck is still there (there will be outcry about that one I am sure). This film is violent but unlike other movies it is not graphic. People do get hurt and even our heroes gets hurt--violence is not glorious here; it is a sort of disease that pervades the whole area, it's apparent that this is the case (an America=gratuitous-violence allusion is even made as a sarcastic joke). That is why I think this movie, while violent, sometimes scary for kids, is highly recommended by me for them, even adults who will want see a nice adaptation of a classic book can enjoy this movie.
So recapitulating, this is a movie parents should be taking kids to. It is violent, scary, but also humourous, action-filled, and even thought provoking. Ideally, parents should set up this movie before viewing with some explanations about what was going on (but this is probably to much to ask); a discussion should also follow the viewing, answering the many questions the children will certainly have about what they have seen. I know that this demands some effort and that TEENAGE MUTANT NINJA TURTLES demand no efforts at all (although there the violence is seen as a fun thing if you see through their ninja oat mumbo-jumbo), but this will be rewarding. The theater was filled with kids and their parents when I went there and there was very little talking by them (5-15 years mostly). Imagine, 400 kids riveted for an hour and forty-five minutes; it is not an easy feat. This movie should do well if the reaction to this preview is any indication--even applause at the end! As for the adults, find the child within and you will enjoy Huck Finn, I sure did (but I read rec.arts.disney so I am biased :-).
Rating on a scale of one to ten: 9 for kids, 7 for adults.
-- Jean-Yves Desbiens<EMAIL_ADDRESS>Ecole Polytechnique de Montreal Can .
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rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
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Please direct comments/criticisms of the review to relevant newsgroups.
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Forms of fictional media have physics which differ from Real Life. As such, it's not uncommon for there to be places where the main character must cross gaps which can barely be surpassed with a well-timed jump.
However, sometimes a character's ability isn't great enough to let them cross a gap. Luckily, there just happens to be gusts of strong wind coming straight up! As the character jumps, the wind pushes enough force on our hero to let them cross the otherwise-uncrossable gap.
And thus, the character has just performed Air-Aided Acrobatics. Note that the air does not need to be coming directly from the gap, as Acrobatics can also be aided by air pushing from behind the character.
See also Jump Physics (especially Double Jump) and Vent Physics.
Almost guaranteed to show up in a Gusty Glade. Compare Rocket Jump, in which explosions aid the jump instead of wind.
Examples:
- The Chronicles of Narnia novel The Silver Chair. Eustace and Jill are blown from Aslan's Country to Narnia by Aslan's breath.
- Monty Python's Flying Circus. Parodied in the "First man to jump the English Channel" sketch, where Ron Obvious hopes to jump from Dover into Calais with the help of (among other things) "a gust of breeze over the French coast".
- The Super Mario Bros. series likes this trope.
- Super Mario Galaxy 2.
- Various levels in Super Mario 64 (but Tiny Huge Island most notably) have a number of updrafts that spontaneously activate when you're over them, which will allow you to make a jump or, perhaps, save your life from a Bottomless Pit.
- Several jumping puzzles in the Mario & Luigi series involves the Bros catching visible whirlwinds in midair while performing their Spin Jump ability.
- Super Mario Bros.: The Lost Levels has gusts of forward-moving wind that need to be used to trampoline over huge gaps.
- Donkey Kong Country 2: Diddy's Kong Quest level Gusty Glade includes a few spots where you must time your jump so that the wind pushes you enough that you can make a jump.
- The Legend of Zelda
- The Legend of Zelda: Phantom Hourglass. Doubly annoying in that the areas you're jumping from/to are narrow enough that overshooting is ludicrously common.
- Also, some areas using the Deku Leaf in The Legend of Zelda: The Wind Waker.
- Deku Link in The Legend of Zelda: Majora's Mask could also do this, notably in the Stone Tower Temple, as could Link in The Legend of Zelda: Twilight Princess — when hanging from an Oocoo in the City in the Sky, anyhow.
- The Legend of Zelda: Tri Force Heroes often has vertically-pointed fans that could give a slight aerial boost for the Links under normal circumstances, especially in the Sky Realm.
- The Legend of Zelda: Breath of the Wild has cracked patches of earth that emitted strong gusts of wind that give Link more vertical distance with the Paraglider, especially in the Hebra region.
- The Monkey Island 2: LeChuck's Revenge has this during the spitting contest (watch the flags to see when you've got a tailwind).
- Toward the end of Bushlands/Grasstown in Cave Story, you're required to make these kinds of jumps after activating the necessary fans.
- Ōkami, with the added awesomeness of you controlling the wind.
- Tengu Man's stage in Mega Man 8 features wind that alternates between giving you a boosting tail-wind and a hindering head wind. Either one has a chance of pushing you down a Bottomless Pit.
- A couple of weapons (Tornado Hold from 8 and Tornado Blow from Mega Man 9) allow you do do this at will.
- There are plenty of jumps in Icycle that would just be falls if not for thermal vents pushing you back up.
- The Windy Tree level (#10) in Prehistorik Man has wind coming from below, allowing to jump higher.
- In Drawn to Life: The Next Chapter for Wii, the Eastern Winds world has several of these. Unfortunately, it doesn't work out too well.
- Scribblenauts has the Air Vent, an item which creates gusts of winds, which can be used to cross gaps. Unlike most examples of this trope, nearly every object in the game can perform Air-Aided Acrobatics through the use of a couple Air Vents, making it a Game-Breaker in action levels where you can push harmful objects out of the way and push helpful objects to you.
- Windy Valley in Sonic Adventure has Sonic literally running on the wind.
- Lufia: Curse of the Sinistrals has moving updrafts (Handwaved as being elven spirits), which Artea will need to make use of in several jumping puzzles.
- In American McGee's Alice, you could only move Alice off a steam vent's Gusty Glade. In Alice: Madness Returns you can make Alice jump off from it as well.
- The Molten Front area in World of Warcraft includes thermal vents in some areas, allowing characters to use the updrafts to leap much further than normal.
- The Uldum dungeons Lost City of Tol`vir and Vortex Pinnacle both make use of these for transportation, and Throne of the Four Winds uses it as the boss' primary gimmick.
- LEGO Batman has fans that help lift you higher, as does LEGO Star Wars.
- Doritos Crash Course has fans throughout the course, including one section where you must float along as the fan moves across the gap.
- The Guilty Gear series has something called Air Dashing, where most characters can rush backwards or forwards while in midair. This is actually justified in story, as a limitless energy source popularly known as 'magic' is used by many characters, one of which is Air magic.
- The original Half Life 1 has a part where, by activating a fan underneath, you actually float up to the top of a shaft to enter an otherwise inaccessible vent.
- Jedi Outcast has it in the Cloud City levels.
- Kingdom Hearts 3D: Dream Drop Distance has a major one where Riku's boss fight in Le Cite Des Cloches has him almost literally walking on the heat waves that are rising from the burning city.
- Played straight in the mobile game Early Bird.
- Never Alone has this as a core mechanic. The movement of falling snow helps you predict when a big gust is about to come along. Most of the time it's a hazard, and you have to brace yourself to avoid being bowled over, but sometimes there are jumps you can't make unless you time your jump to coincide with the wind.
- In Knytt Stories, there are sometimes updrafts Juni can float along on to reach otherwise inaccessible places and avoid floors and walls covered in spikes, but only if she uses her umbrella.
- Snake Pass has updrafts in Bloh-Wee's realm that allows Doodle the hummingbird to carry the protagonist snake Noodle across large gaps.
- On of the blocks in Ultimate Chicken Horse is a large fan that blows air in one direction, pushing players that way. This includes upwards.
- In Poptropica, parts of Steamworks Island, Time Tangled Island, and 24 Carrot Island include fans that can push you up.
- Dreamscape: Jasmine can spring up high by creating a current of air underneath her.
- In Avatar: The Last Airbender, airbending can be used to blow yourself around just as easily as other things/people.
- The My Little Pony: Friendship Is Magic episode "Top Bolt" has Twilight and Rainbow Dash try to solve a friendship problem at the Wonderbolts Academy. It involves a pair of pegasus recruits with one of them creating gusts of wind with her wings to boost the other in the air for impressive stunts, without the latter knowing.
- Truth in Television in athletics, of course, although overly-tailwindy marks may be discounted.


{% extends "base_generic.html" %} {% load render_bundle from webpack_loader %} {% block content %}
Elena Renken
President, The Brown Daily Herald, Inc.
Editor-in-Chief, The Herald
Kasturi Pananjady
Vice President, The Brown Daily Herald, Inc.
Editor-in-Chief, the Herald
Michael Borrello
Treasurer, The Brown Daily Herald, Inc.
General Manager, The Herald
Matilda Lynton
Secretary, The Brown Daily Herald, Inc.
General Manager, The Herald
Editor-in-Chief: Elena Renken
Editor-in-Chief: Kasturi Pananjady
Managing Editor: Alex Skidmore
Senior Editor: Madison Rivlin
Senior Editor: Ben Shumate
Senior Editor: Hattie Xu
Post-: Jennifer Osborne
University News: Eduard Muñoz-Suñé, Priyanka Podugu, Sarah Wang
Metro: Emily Davies, Isabel Gensler
Science and Research: Jonathan Douglas, Jackson Wells
Arts & Culture: Ethel Renia
Sports: Alexandra Russell, James Schapiro
Opinions Editors: Connor Cardoso, Anuj Krishnamurthy, Emily Miller, Clare Steinman
Design Editors: Kyle Cui, Eduard Muñoz-Suñé
Assistant Design Editors: Julie Wang, Kelvin Yang
Graphics Editors: Marlis Flinn, Sarah Martinez
Head Photo Editor: Sam Berube, Anita Sheih
Illustrations Editor: Daphne Zhao
Copy Desk Chief: Kelley Tackett
Director of Web Development: Rahul Jayaraman
General Managers: Michael Borrello, Matilda Lynton
Office Manager: Diane Silvia
Sales: Shreya Raghunandan
Finance: Ravi Betzig
Strategy: Edwin Farley, Caroline Ziegler


|
| Local Properties | Local Methods | |
| Managed Object Types | Data Object Types | All Properties | All Methods |
Properties
| Name | Type | Description |
|---|---|---|
| childSnapshot* | ManagedObjectReference[]
to a VirtualMachineSnapshot[] |
All snapshots for which this snapshot is the parent.
Since vSphere API 4.1 |
| config | VirtualMachineConfigInfo |
Information about the configuration of this virtual machine when this snapshot was
taken.
The datastore paths for the virtual machine disks point to the head of the disk chain that represents the disk at this given snapshot. The fileInfo.fileLayout field is not set.
|
| vm | ManagedObjectReference
to a VirtualMachine |
The virtual machine for which the snapshot was taken.
Since vSphere API 6.0 |
| Properties inherited from ExtensibleManagedObject | ||
| availableField, value |
Methods
| Methods defined in this Managed Object |
|---|
| ExportSnapshot, RemoveSnapshot_Task, RenameSnapshot, RevertToSnapshot_Task |
| Methods inherited from ExtensibleManagedObject |
| setCustomValue |
See HttpNfcLease for information on how to use the lease.
Parameters
| Name | Type | Description |
|---|---|---|
| _this | ManagedObjectReference | A reference to the VirtualMachineSnapshot used to make the method call. |
Return Value
| Type | Description |
|---|---|
| ManagedObjectReference
to a HttpNfcLease | The export lease on this VirtualMachineSnapshot. The export task continues running until the lease is completed by the caller. |
Faults
| Type | Description |
|---|---|
| FileFault | Thrown if there is an error accessing the virtual machine files. |
| InvalidState | Thrown if the operation cannot be performed because of the virtual machine's current state. For example, if the virtual machine configuration information is not available. |
| RuntimeFault | Thrown if any type of runtime fault is thrown that is not covered by the other faults; for example, a communication error. |
| TaskInProgress | Thrown if the virtual machine is busy. |
Events
| Type | |
|---|---|
| None |
Parameters
| Name | Type | Description |
|---|---|---|
| _this | ManagedObjectReference | A reference to the VirtualMachineSnapshot used to make the method call. |
| removeChildren | xsd:boolean |
Flag to specify removal of the entire snapshot subtree.
|
| consolidate* | xsd:boolean |
(optional) If set to true, the virtual disk associated
with this snapshot will be merged with other disk if possible. Defaults to true.
Since vSphere API 5.0 |
Return Value
| Type | Description |
|---|---|
| ManagedObjectReference
to a Task | This method returns a Task object with which to monitor the operation. |
Faults
| Type | Description |
|---|---|
| RuntimeFault | Thrown if any type of runtime fault is thrown that is not covered by the other faults; for example, a communication error. |
| TaskInProgress | Thrown if the virtual machine is busy. |
Events
| Type | |
|---|---|
| None |
Parameters
| Name | Type | Description |
|---|---|---|
| _this | ManagedObjectReference | A reference to the VirtualMachineSnapshot used to make the method call. |
| name* | xsd:string |
New name for the snapshot.
|
| description* | xsd:string |
New description for the snapshot.
|
Return Value
| Type | Description |
|---|---|
| None |
Faults
| Type | Description |
|---|---|
| InvalidName | Thrown if the specified snapshot name is not valid. |
| InvalidPowerState | Thrown if the operation cannot be performed in the current power state of the virtual machine. |
| InvalidState | Thrown if the operation cannot be performed in the current state of the virtual machine. For example, the virtual machine's configuration is not available. |
| NotSupported | Thrown if the host product does not support snapshot rename. |
| RuntimeFault | Thrown if any type of runtime fault is thrown that is not covered by the other faults; for example, a communication error. |
| TaskInProgress | Thrown if the virtual machine is busy. |
Events
| Type | |
|---|---|
| None |
Parameters
| Name | Type | Description |
|---|---|---|
| _this | ManagedObjectReference | A reference to the VirtualMachineSnapshot used to make the method call. |
| host* | ManagedObjectReference
to a HostSystem |
(optional) Choice of host for the virtual machine, in case this
operation causes the virtual machine to power on.
If a snapshot was taken while a virtual machine was powered on, and this operation is invoked after the virtual machine was powered off, the operation causes the virtual machine to power on to reach the snapshot state. This parameter can be used to specify a choice of host where the virtual machine should power on. If this parameter is not set and the vBalance feature is configured for automatic load balancing, a host is automatically selected. Otherwise, the virtual machine keeps its existing host affiliation.
|
| suppressPowerOn* | xsd:boolean |
(optional) If set to true, the virtual
machine will not be powered on regardless of the power state when
the snapshot was created. Default to false.
Since vSphere API 4.0 |
Return Value
| Type | Description |
|---|---|
| ManagedObjectReference
to a Task | This method returns a Task object with which to monitor the operation. |
Faults
| Type | Description |
|---|---|
| FileFault | Thrown if there is a problem accessing the virtual machine on the filesystem. |
| InsufficientResourcesFault | Thrown if this operation would violate a resource usage policy. |
| InvalidPowerState | Thrown if the operation cannot be performed in the current power state of the virtual machine. |
| InvalidState | Thrown if the operation cannot be performed in the current state of the virtual machine. For example, the virtual machine's configuration is not available. |
| NotSupported | Thrown if the host product does not support snapshots. |
| RuntimeFault | Thrown if any type of runtime fault is thrown that is not covered by the other faults; for example, a communication error. |
| TaskInProgress | Thrown if the virtual machine is busy. |
| VmConfigFault | Thrown if a configuration issue prevents the power-on. Typically, a more specific fault, such as UnsupportedVmxLocation, is thrown. |
Events
| Type | |
|---|---|
| None |
| Top of page | Local Properties | Local Methods | |
| Managed Object Types | Data Object Types | All Properties | All Methods |


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--- layout: archive title: Zulip Chat Archive permalink: /stream/113488-general/topic/writing.20unicode.20to.20file.html ---
Does anyone have experience using file i/o with unicode characters? Lean seems to be mangling them. But I'm pretty sure something like this has worked for me in the past.
import system.io open io tactic run_cmd unsafe_run_io $ do h ← mk_file_handle "oops.txt" mode.write, fs.put_str h "α β γ"
The contents of oops.txt
are � � �
. This is on my desktop, so no Windows nonsense going on.
@Keeley Hoek ^
https://github.com/leanprover/lean/commit/4e16bc7192f9f32b03222142e659fa3dae4b8025
Aha. I suppose this is related to this conversation: https://leanprover.zulipchat.com/#narrow/stream/113488-general/topic/Character.20encoding.20of.20VM/near/132250034
And it looks like I'm using an old version of Lean that doesn't include that commit!
starts writing the 3.4.2 changelog
I'm currently compiling mathlib from scratch using Lean 3.4.2 (building on work by Bryan). I hope to open a mathlib PR very soon
I'm now merging Johannes' latest commit, but it touches order/basic
so I guess this is most recompiling from scratch...
https://github.com/leanprover/mathlib/pull/609
Is the general idea that the moment lean 3.4.2 and mathlib are playing well together, we should all switch? ooh -- I see that https://leanprover.github.io/download/ now links to 3.4.2 so any new users are going to end up with 3.4.2. @Scott Morrison do any installation procedures of yours or mine need updating I wonder?
Not quite at the moment but as soon as this PR is merged https://github.com/leanprover/mathlib/pull/610
I was faster
Hah, I missed that, probably because I was adding comments to mine.
My PR includes your commits (using it cherry-pick`) but also the latest upstream commits
I rebased mine on master before I PR'd so it should be up to date as well.
Ok, they should have the same effect then. I'll close mine
@Kevin Buzzard I think my installation instructions are still correct.
On <https://github.com/leanprover/mathlib/blob/master/docs/elan.md>, it suggests using leanpkg +nightly new my_playground
to create a new repository.
That still seems reasonable, but it might be better to add a comment explaining what +nightly
actually does, and explaining the alternatives.
If anyone has advice about what should go there, I'm happy to update that file.
{% endraw %}Last updated: Apr 24 2020 at 19:02 UTC


Attributes
(type in module ng
)
A shared object between directive compile / linking functions which contains normalized DOM element
attributes. The the values reflect current binding state {{ }}
. The normalization is needed
since all of these are treated as equivalent in Angular:
<span ng:bind="a" ng-bind="a" data-ng-bind="a" x-ng-bind="a">
Set DOM element attribute value.
name – {string} –
Normalized element attribute name of the property to modify. The name is
revers translated using the $attr
property to the original name.
value – {string} –
Value to set the attribute to. The value can be an interpolated string.
{object}
– A map of DOM element attribute names to the normalized name. This is needed to do reverse lookup from normalized name back to actual name.


---
layout: def
---
Spin
Spin has no classical equivalent, as the electron is thought of as a point particle. The spin angular momentum comes from quantum field theory.
The spin is a fundemental property of subatmic particles, and behaves like angular momentum.
Notations
The spin of denoted with $\vec{s}$.
The spin leads to an intrensic dipole moment $\vec{\mu}_s$, where the two are related by
$$\begin{align*}
\vec{\mu}_s=g\frac{q}{2m}\vec{s},
\end{align*}$$
where $q$ is the charge of the particle, $g$ is the gyromagnetic ratio of the particle, and $m$ is the mass of the particle, where the derivation is similar to the classical magnetic dipole moment.
For an electron, we get approximately
$$\begin{align*}
\mu_s=-\frac{e}{m_e}\vec{s},
\end{align*}$$.
Concepts
Related Classical Phenomenon
Magnetic dipole moment— a very simplified view is the electron is basically a tiny magnet in a circular orbit around the atom. By (something from electricity stuffs), let $A$ be the area enclosed by the loop, $T$ the time period of $e^-$ in the orbit, and $v$ the velocity of $e^-$. Then by (see I learned this but Forgot).
$$\begin{align*}
|\vec{\mu}_z|&=IA \\
&=\frac{e}{T}\pi r^2\\
&=\frac{e}{2\pi r/v}\pi r^2\\
&=\frac{e}{2} vr\\
&=\frac{e}{2m_e}m_e v r\\
&=\frac{2}{2me}|\vec{L}|,
\end{align*}$$
and the direction follows the right hand rule.
Fermions have fractional spin while bosons have integer spins. A spin of $0$ means no response to a magnetic field. For a particle of spin $s$, the
Related
Magnetic Dipole Moment


{% extends 'layout.html' %} {% block pageTitle %} Question page {% endblock %} {% block content %}
Step 5/10
Unfortunately we cannot accept referrals from young people over 18 years of age. Please contact 111 or click here to find you local CAMHS team


| CollectionFields | This classes purpose is to act as a container for fields on the collection level. |
| CollectionFieldsFactory | Collection fields are objects that allow us to traverse the keys in that collection. |
| CollectionsManager | Manage collections in the database by creating, updating and removing them. |
| CollectionsRepository | Retreives collection instances and sets and fields for us. |
| ResponseHandler | Handle responses for collection instances |


--- layout: index seotitle: "Easy PC - Build Your Dream PC" redirect_from: /crypto-mining/monero-hardware/ ---
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Twitter CEO Jack Dorsey to move to Africa in 2020
by Caitlin YilekTwitter CEO Jack Dorsey said he plans to spend part of 2020 living in Africa.
Dorsey spent November visiting with entrepreneurs in Ethiopia, Ghana, Nigeria, and South Africa.
“Sad to be leaving the continent…for now,” Dorsey tweeted Wednesday. “Africa will define the future (especially the bitcoin one!). Not sure where yet, but I’ll be living here for 3-6 months mid 2020.”
Techpoint publisher Adewale Yusuf, who organized a meeting between Dorsey and tech publishers and entrepreneurs, told CNN that he expects Dorsey to live in several African countries during his move abroad.
"I don't think he will pick a specific country. He might shuttle between a few African countries. But I definitely think Nigeria will be one of the countries," he said.


Definition: One or more people fashion an object out of metal
Explication: Working on a metal crafts project involves manipulating metal to create a decorative and/or functional object, such as jewelry, decorative wall hangings, or wrought-iron fences. Objects made in a factory or by operating a factory-style large machine do NOT count as relevant for this event. Metal may be manipulated by bending/molding with a vice, hammer, or other instrument, usually by initially heating the metal. This can be done by placing the designated metal into a hot fire or with targeted heat from a soldering iron or welding machine. Welding involves joining pieces of metal by heating them until they are molten and then joining them together. When metal is heated to this degree, it changes color to glow an orange or bright yellow/white color. Thin pieces of metal may have holes punched or drilled in them, either for decorative purposes or to allow wire or piece of connecting material (e.g. screw) to be passed through the hole.


De Niro to get lifetime achievement award
by AAPROBERT De Niro, a two-time Oscar winner and considered one of the finest actors of his generation, is being recognised by his peers with an annual lifetime achievement award from the Screen Actors Guild (SAG).
De Niro, 76, will receive the award in January, the labour union said on Tuesday.
“I have been a member of this union for over 50 years. It’s an honour to receive this award from SAG-AFTRA,” De Niro said in a statement.
The star of Taxi Driver, The Deer Hunter, Silver Linings Playbook and currently The Irishman will join the likes of previous lifetime recipients Alan Alda, Elizabeth Taylor, Morgan Freeman, Clint Eastwood and Debbie Reynolds at the SAG Awards ceremony in Los Angeles on January 19.
The SAG-AFTRA awards are voted on by the 160,000-strong actor union. The lifetime achievement award is presented to an actor who fosters “the finest ideals of the acting profession.”
De Niro, a co-founder of the Tribeca Film Festival in New York, is already the recipient of some of the highest cultural honours in the United States, including the Presidential Medal of Freedom and a Kennedy Center honour.
“From the smoldering inferno of young Vito Corleone to the raging bull Jake LaMotta and everybody’s grandpa Ben Whittaker, (De Niro) continues to touch our hearts and open our minds to new and exciting worlds of understanding and emotion,” SAG-AFTRA president Gabrielle Carteris said in a statement, referring to his roles in The Godfather II, Raging Bull, and The Intern.
The SAG awards for actors in film and television is one of the biggest ceremonies in the Hollywood awards season that culminates with the Oscars on February. 9.
This year’s nominations will be announced on December 11.


| terminalExecute {rstudioapi} | R Documentation |
Execute a command, showing results in the terminal pane.
terminalExecute(command, workingDir = NULL, env = character(), show = TRUE)
command |
System command to be invoked, as a character string. |
workingDir |
Working directory for command |
env |
Vector of name=value strings to set environment variables |
show |
If FALSE, terminal won't be brought to front |
The terminal identifier as a character vector (NULL
if unable
to create the terminal).
The terminalExecute
function was added in version 1.1.350 of
RStudio.
## Not run: termId <- rstudioapi::terminalExecute( command = 'echo $HELLO && echo $WORLD', workingDir = '/usr/local', env = c('HELLO=WORLD', 'WORLD=EARTH'), show = FALSE) while (is.null(rstudioapi::terminalExitCode(termId))) { Sys.sleep(0.1) } result <- terminalBuffer(termId) terminalKill(termId) print(result) ## End(Not run)


--- layout: page title: "Returning Values from Forms: multipart/form-data" description: "This specification defines an Internet Media Type, multipart/form-data, which can be used by a wide variety of applications and transported by a wide variety of protocols as a way of returning a set of values as the result of a user filling out a form." ---
| Document Name: | RFC 2388 |
|---|---|
| Document URI: |
urn:ietf:rfc:2388
|
| Online Version: |
https://datatracker.ietf.org/doc/html/rfc2388
|
| Organization: | Internet Engineering Task Force (IETF) |
| Series: | Request for Comments (RFC) |
| Abstract: | This specification defines an Internet Media Type, multipart/form-data, which can be used by a wide variety of applications and transported by a wide variety of protocols as a way of returning a set of values as the result of a user filling out a form. |
multipart/form-data
Return to ( Series | Organization | all Specifications )


Cavanas Party Rental not only provides you with all of the rental equipment you’ll need for a memorable event, but we also deliver unmatched service and reliability. We’re well known for our clean products, helpful staff (both in person and over the phone), and stress free client experience.
We bring joy to the people that matter most to you, by delivering flexibility, reliability, and fun. We’ll help you select the best package based on your event type, guest count, and time of year. We are dedicated to providing you with friendly service, a welcoming atmosphere, and above all else, excellent products.


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Ordered information.
Definitions.
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--- title: "The Fleet" layout: single author_profile: false excerpt: "The Fleet is a sci-fi roleplaying game where you play pilots aboard Forward Base Osiris: the last human colony in the universe." header: image: /assets/images/fleet-header-1.png teaser: /assets/images/fleet-tile-preview.png sidebar: - title: "Anticipated Release" text: "Early 2020" - title: "Genre" text: "Science fiction, cosmic horror" - title: "Players" text: "2-4 players + MC (3-5 total)" - title: "System" text: "Powered by the Apocalypse" ---
The Fleet is a sci-fi roleplaying game where you play pilots aboard Forward Base Osiris: the last human colony in the universe. The Earth has been ravaged by the all-consuming Hivemind, forcing humanity to flee into uncharted space in search of a new home. It's up to you and your fellow pilots to lead the fleet on a galaxy-spanning quest to escape the Hivemind before it’s too late.
The Fleet leverages the Apocalypse World engine to deliver character-focused stories that put the fate of humanity in the hands of the players. In each game, 2-4 players choose their callsigns and play as pilots, while one player acts as the Master of Ceremonies (MC). It's the MC's job to make the pilots' lives interesting and to give personality to the officers, crew, civilians and robots who the players will encounter during play.


--- title: Israel shot 176 date: 2004-06-25T00:00:00.000Z filepathOriginal: photos/IMG0081.jpg filepathThumbnail: photos/IMG0081.thumbnail.jpg filepathPreview: photos/IMG0081.preview.jpg ---
Einat giving me some 'medical treatment', despite my insistence that I didn't need any (farewell party)


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Annual and seasonal projected change in precipitation sum (% ... |
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Summary of simulated values for (A) GPP (gC m -2 yr -1); (B) ... |
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FIGURE 3
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Mean modeled change in annual growth (m 3 ha -1 yr -1) from ... |
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FIGURE 4
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Start of vegetation active period (A) from satellite observa ... |


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