OIOSAML Discovery Profile
This document explains how the Discovery profile is implemented in OIOSAML.
The discovery implementation contains two parts: A discovery service, which can read the _saml_idp cookie and transport it as a request parameter,
and support in the SP.
The discovery service is a simple servlet, which reads the cookie and redirects the browser back to a url given as a request parameter. The value of
the _saml_idp cookie is appended to the url.
Discovery is initiated in SPFilter, which checks if discovery is enabled (more than one IdP metadata file is available). If so, it checks
if _saml_idp is present in the url, and if not, the browser is redirected to the discovery service.
When the browser returns, SPFilter checks if the requested IdP is available and retrieves its metadata. From here, AuthnRequests are issued as
usual.
Each time a request is sent from the SP, the request id is saved in LoggedInHandler together with the destination IdP entity id. When responses
arrive, the IdP metadata is found by using InResponseTo to find the original IdP entity id.
The discovery profile has the following consequences:
- If a LogoutRequest is received, and the user has already timed out, and there is no Issuer included in the request, the process will stop, and an exception will be thrown.
This happens because the proper redirect url cannot be determined.
- If the value of _saml_idp is an unsupported IdP, an exception is thrown - however, if it's empty, the default IdP is used.
Enabling Discovery profile
To enable discovery profile, the following steps must be completed:
- Save all participating Identity Providers' metadata in metadata/IdP/ in separate files. The file names are not important, as long as they end in .xml
- Deploy the discovery service on a server in the common domain, and at a secure url
- Set oiosaml-sp.discovery in oiosaml-j.properties to point to the discovery service
- Optionally, set oiosaml-sp.discovery.default to point to a default IdP entity id, which will be used if no _saml_idp cookie has been set in the current session. If this is not set, the first IdP metadata will be used.
When these steps have been completed, discovery profile will be enabled automatically.
The Discovery Service
The discovery service is a simple web application, and is bundled in the distribution file. Simply deploy oiosaml.java-discovery.*.war to a
servlet container. No further configuration is necessary.
Prompting the user for an IdP
In cases where a discovery service is not configured, or no _saml_idp cookie exists, the user will be prompted to choose an IdP. This behavoir can be
modified in the following ways:
- Set oiosaml-sp.discovery.prompt to false - this will select the first IdP metadata and sign on using that. Which IdP is the first is not defined.
- Set oiosaml-sp.discovery.default to an IdP entity id. This IdP will then be used if no values was discovered.
- Set oiosaml-sp.discovery.prompt.servlet to point to a local servlet defined in web.xml. This servlet will then be called when the user is prompted instead
of the default one. By implementing this servlet, it is possible to modify the layout and functionality of the page. The servlet receives one attribute in the
request: "entityIds", which is a Map<String, String> containing entityId -> urls. The url must be used as is to select the corresponding IdP, probably
in an a tag.


{% extends 'base.html' %} {% block body %}
You have {{ user.valid_through.astimezone().replace(tzinfo=None) | humanize }} to consume the services (your voucher will expire on {{ user.valid_through.strftime('%Y-%m-%d')}}).
Your free trial is supported by RECAS-Bari
{% else %}Your free trial is supported by CESGA
{% endif %}The VMOps dashboard provides a Graphical User Interface (GUI) that allows to perform Virtual Machine (VM) management operations on the EGI Cloud Compute service. Read about the dashboard at AppDB FAQ.
You may create up to 4 VMs at the providers using the predefined flavors. You may explore the full range of providers, flavors and images available using the AppDB Cloud markeplact section {% if vo.site == 'recas-bari' %}
Please provide feedback at www.FIXME.com
{% else %}


There is a language 'little known,'
Lovers claim it as their own.
Its symbols smile upon the land,
Wrought by nature's wondrous hand;
And in their silent beauty speak,
Of life and joy, to those who seek.
For Love Divine and sunny hours
In the language of the flowers.


Sara Pascoe (born 1981-05-22[ref]) has appeared in 100 episodes between 2012-2019. Sara Pascoe on IMDB. Sara Pascoe on Wikipedia. Sara Pascoe on Chortle.


Summary
Students developed a adaptive input device to enable persons with ALS or quadriplegia to control an electric tricycle.
| Theme | Bicycle Engineering | Current Researchers | |
| Last Worked On | August 2018 | Past Researchers | Aaron Shaw, Jake Parkhurst, Andy Wu, Felicia Fashanu, Haowei Li, Cynthia Devaughn, Vivian Ting, Thomas Poozhikala |
| Collaborators | Greg Tanner (Disability Reports), Tommy Ausherman (Outrider USA) |


Spoilers: Killer Robert saves David from death in Neighbours?
by Katie BaillieThe Robinsons are desperate – David (Takaya Honda) is on the verge of dying and it would appear no one can help. But their desperation will lead them down a dangerous path in Neighbours that could have massive consequences.
David’s at death’s door when a nasty infection takes hold and threatens his already failing kidney. The family are desperate, with Aaron (Matt Wilson) turning to tarot cards for help while Paul (Stefan Dennis) does what he knows best and makes a dark turn – attempting to make a deal with Claudia to find David a kidney.
Harlow (Jemma Donovan) comes up with a hair-brained idea to save David and takes Roxy (Zima Anderson) along for the ride, deciding that paying a visit to David’s psychopath half-brother Robert is the way forward. Roxy is obviously still keeping the fact she was a match close to her chest which leads them to try and make a deal with the devil.
But with Harlow visiting the dangerous Robinson, will she have any idea the consequences she is about to unleash on Ramsay Street?
Harlow is eager to find out whether Robert (Adam Hunter) can help and is over the moon when she learns he’s passed the first two tests – it looks like he might be able to save David if he can pass a third test. But what he asks for in return could be a pricey sum for the Robinsons to pay.
When Paul learns of Harlow’s plan he is disgusted and immediately refuses the murderer’s help. But with David’s condition deteriorating, he’s given no choice. He and Harlow have no idea what they’ve got themselves into…
Scenes air from Monday 16th December at 12.50pm and 6pm on Channel 5.


[1]
sweep Panorama is available but going from 28-560MM on too small Wish continuous burst is astounding.
[2]
sweep Panorama is available but going from 28-560MM on too small Wish continuous burst is does is astounding.


Chromebook and Plain Text
I’ve had the Chromebook for a while and I’ve used it off and on over that time. A few niggles would creep in here and there, namely due to the offline access. Yet, this didn’t prove to be to problematic most of the time. It’s main use seemed to be as a second machine as the girlfriend would often use it when she was round to browse on, whilst I would use the iPad. For this it was great - she could sign in using her Google login and everything was synced, just like her Chrome install at home.
However, for more serious work and productivity, I at times struggled. I’ve spoken in the past about using LaTeX on the iPad and mentioned how I was editing LaTeX files in the past blog post. Editing online was fine - I was using the excellent Neutron Drive - offline editing was the issues
Text
This is where Text comes in. It lets you edit any text files you have downloaded and lets you work on them offline. A lot of my files are actually text files (Markdown normally, or LaTeX for my academic writing) and therefore I needed access to these when I offline, or at least I would need to create new files offline to let me add the information to existing files when I got back online. When I first got the Chromebook, this was next to impossible. I had to put it into developer mode and then use Vim in the shell to make edits. Long winded and annoying (I dislike Vim - I’m more of a nano fan if I have to use a text editor on the command line! - mainly because I can never remember the commands for Vim).
It even features syntax highlighting for various programming languages, one of which is LaTeX (though very basic, in comparison to Sublime Text or Textastic on iOS and Mac). However, it does make the LaTeX file somewhat easier to read, even with basic syntax highlighting.
I used it extensively a few weeks ago to type up notes whilst at a conference and it was a great tool. Combined with the fantastic battery life of the Chromebook (I was using it for 7 hours and it had only used a third of the battery within that time!)
With the addition of offline text editing capabilities, the Chromebook has become a very decent editing tool (for those that rely on plain text). I have an iPad which is useful for making edits, but for some serious writing, the Chromebook, with it’s built in keyboard seems to win out for long note taking. A shame Google Docs lacks working on some of the more complicated Word document templates (for example, my office ones which include A3 style reports).


| Location | Contact Info |
|---|---|
| 🏫 Office: Not on campus Fall 2023 | 📞 Phone:<PHONE_NUMBER> |
| 🕟 Office Hours: By appointment | ✉ Email<EMAIL_ADDRESS>|
This course introduces students to the world of internet and networked systems development. Concepts related to distributed systems development; concurrent and asynchronous processing; process communications and network transport protocols; distributed application architecture and design; deployment, monitoring and debugging of internet-based systems will be covered.
This course explores the concepts and technologies that are used in modern Internet systems, and provides the necessary skills and knowledge of software technologies needed for creating Internet/Web services. It is designed to expose students to web content presentation and generation technologies, programming, and building multi-tiered client/server web applications.
One of:
To be successful in this course, students are expected to have practical experience building multi-file/multi-component software projects. In particular, students should be comfortable working with data structures, designing classes and class interfaces, and writing software modules that form part of a larger, multi-file application.
Students will experience the design and construction of internet-based systems through hands-on interaction with course material. The course will provide students with a basis of theory upon which to reflect upon experiences: designing and building server-side systems that must communicate with client systems via internet protocols; designing and building client systems that operate and interact with the server system concurrently and asynchronously; debugging process timing and network failure issues; and understanding the network designs and protocols that enable the modern internet.
Upon completion of this course, students should be able to:
📘 The Illustrated Network: How TCP/IP Works in a Modern Network, 2nd Edition, by Walter Goralski. Morgan Kaufmann/Elsevier, 2017. ISBN 978-0-12-811027-0.
You DO need to obtain a copy of this book, at least for the semester. The Monroe Library has been able to provide a digital copy of the book. You should be able to access that via the library catalog. If you have trouble, you can contact the library staff for help.
This book is also available for sale online for between $70 and $90, and is a fantastic reference for this content for the future.
📙 Eloquent Javascript, 3rd Edition, by Marijn Haverbeke. Marijn Haverbeke, 2018. ISBN 978-15-932795-0-9.
Companion website: https://eloquentjavascript.net/.
This version of the book is available for free online. You DO NOT need to buy this book. In addition, the online version is interactive, allowing you to try out code and explore the output while you read.
A print version is available from No Starch Press. If you would like to purchase the book, you can get there from the book website.
📕 Designing Distributed Systems, 1st Edition, by Brendan Burns. O'Reilly Media, 2018. ISBN 978-14-919836-4-5.
Companion website: http://shop.oreilly.com/product/0636920072768.do.
This book will be a good reference for the project, particularly if you choose to use a container-based architecture to build your API and web components.
You DO NOT need to buy this book, but it is a good reference if you can afford it.
📔 Distributed Systems, 3rd Edition, by Maarten van Steen and Andrew S. Tanenbaum. Maarten van Steen, 2017. ISBN 978-15-430573-8-6 (print), 978-90-815406-2-9 (digital).
Companion website: https://www.distributed-systems.net/index.php/books/distributed-systems-3rd-edition-2017/.
This book is available free online, and will only be used as reference. You DO NOT need to buy this book.
📗 Building the Web of Things, 1st Edition, by Dominique Guinard and Vlad Trifa. Manning Publications, 2016. ISBN 978-16-172926-8-2.
Companion website: https://webofthings.org/book/.
You do NOT need to buy this book. This book is available for sale online for about $35.
This book is a good resource if you are interested in Internet of Things and hardware-integrated internet software. Most of this content will NOT be covered this semester in class.
During this course, you will build a multi-component internet system using some of the concepts learned through lecture and demo.
The project entails creating two key components:
Several time periods during class this semester are set aside for demonstrations, homework help, or lab exploration. These are opportunities for you to see how such projects are built, ask questions about issues you are having on your own project, or tell your peers about problems you’ve experienced while working on your project and how you overcame them. These sessions will be enough time to clarify the required functionality for each assignment with instructor/faculty assistance, get started on project work or assignments, and get help on problems you are experiencing while working on projects or assignments. However, these sessions likely will not be enough to complete the project. Please expect to dedicate time outside of class to working on the project on your own.
All programming for the project will be done using JavaScript. The required “textbook” Eloquent JavaScript, 3rd Ed. (see Textbooks above) is a great interactive online resource that allows you to play with the code examples from within the browser to get a feel for how the code works. It teaches modern JavaScript coding style and syntax, which is what we’ll use during the majority of this course.
JavaScript was originally meant for the web browser. However, it is now used often in various non-browser ways. For this project, we’ll use the following JavaScript based tools:
During this course, we will be learning to use a variety of basic Linux command line tools (that are available on almost every installation of Linux) to inspect the networks of the Internet and how our computers interact with them.
In some cases, these are not enough, and we want to inspect the packet-level data being transmitted through the network. In such cases, there are a few useful tools you can use.
Although not strictly related to the project, you may find some of these tools useful in debugging what you build.
tshark
, the command-line version of Wireshark. This was originally named “Ethereal”, with command-line version tethereal
.libpcap
, which is part of the tcpdump
command line packet analyzer. Somewhat harder to use, it provides raw capture capability for cases where Wireshark is not enough. (Your instructor has not found any cases like this yet.)nmap
command line tool, provides facilities for scanning networks and systems for security vulnerabilities.During this course, we will use Wireshark during demos to explore the protocol layers of internet message packets when we dive into the details of the various protocols.
Be creative and make your project yours. You’ll have fun, and you’ll create something you can be proud to show off to your classmates and even to potential employers!
We’ll use the final exam period to host a celebration of our project work. You’ll have the chance to show off what you did and talk about why it’s important to you, and we’ll cheer each other on as we do.
During this course, you will also be keeping a journal with at least weekly reflections on your experiences, including but not limited to the following topics:
Journal entries will be due at the end of the day every Monday (i.e., just before midnight Central time), with the exception of the first entry, which you’ll do during the first class period. Journal entries must be submitted using the REFLECT assignments in Canvas. Be sure to write your entry into the Reflection assignment with the appropriate due date.
Additional journal entries beyond those required weekly may be helpful as you capture your thoughts and information about your learning that may be useful in determining what grade you believe you earned. You can add those by resubmitting any already submitted Reflection assignment with additional content. Be sure to date the new entry at the beginning so it’s obvious that it’s a new entry.
At the midpoint and at the end of the semester, you will be required to write short (5-10 pages) personal reflection essays based on your reflection journaling examining the following questions:
These papers are due:
Papers must be submitted in PDF format through the Canvas assignment, which uses plaigiarism detection. Unless you have arranged with me ahead of time due to some unforeseen circumstance, essays emailed to me or transmitted by some other mechanism result in you forfeiting your ability to weigh in on your grade for that portion of the course, meaning that my decision, based on what I know of your work so far, will be final.
Each of your grade proposals, so long as they are well-defended with specific personal reflections, will be the primary consideration for your grade at the midterm and for your final grade in the course respectively.
In order to ensure your grade proposal is well-defended, you will want to focus on the following:
Content. In order to effectively argue for a passing grade, your paper must address all the above questions. Reflection essays may explore other topics related to these questions if they are relevant to demonstrating your learning or defending your grade proposal, but if the listed questions are not addressed, this will significantly weaken your argument. In preparation for this, you may wish to address at least one of those questions in each journal entry, and not address the same question each week.
Depth of Personal Reflection. Your paper and journal entries should show depth of reflection. Learning often means struggling not only with new concepts and ideas, but also with your own habits and perceptions. Spend enough time thinking about this and reflecting on these questions that you are able to feel that struggle. Your argument for your grade will be much more convincing if you have put in this work and are able to discuss it.
Correctness. In addition to content, the correctness of your writing (spelling, grammar, punctuation, word choice, etc.), and the readability and formatting of your submitted paper (font choice, margins, line length, spacing, etc.), are important factors in making a convincing written defense. Papers that are difficult to read result in fragmented understanding of your argument and disrupt the ideas you are trying to communicate. Please be careful in your writing and be sure to proofread before submitting.
Grading in this course is non-traditional. While you will be receiving direct feedback on the assignment and project work you do, your reflection journal entries, and your participation in class, you will not be receiving numeric or letter grades for each individual assignment or class period. Instead, I will set your mid-term and final letter grades based on the outcome of the following two-step process.
Step 1. You propose your grade in Reflection Essays. You will have two opportunities, one at mid-term and one at the end of the course, to propose what letter grade you feel you’ve earned in the course and to defend it based on your effort, learning, accomplishments, and reflections. These proposals will be submitted in the form of reflection papers, as detailed above in Assessments.
Step 2. I assess your proposal and either accept or adjust. When I receive your proposal, I will use your proposed grade if:
However, I will adjust your proposed grade up or down as needed if I believe that any of the following are true:
In the case where an adjustment is needed, I will discuss that with you in a one-on-one conversation scheduled as soon as possible outside of classtime (usually within office hours).
Early Feedback Opportunity. If you are concerned about whether you have earned a specific grade or how to defend a grade proposal, you are welcome to talk with me about what you plan to propose while working on your reflection paper, and I can help guide you on what might be compelling in defense of that grade. This must be done early in the assignment period and not at the last minute. If you wait until the last minute, I may not be able to accomodate a meeting prior to having to submit grades.
The following schedule of topics and activities represents the best estimation of the semester schedule based on available information at the time of writing. Dates and activities are subject to change in response to needs that come up during the semester. You will be notified in class and/or via Canvas or text message about any adjustments to the schedule.
| Week • Session | Date | What You Need to Know |
|---|---|---|
| August 2023 | ||
| Course Week 1 — Aug 20 - 26, 2023 | ||
| W1 • 📌 |
Tue 08/22 |
Readings & Preparation: |
| W1 • S1:a |
Tue 08/22 |
Class Format:
Topics:
Assigned Today:
|
| W1 • S1:b |
Tue 08/22 |
Class Format:
Topics:
Assigned Today:
|
| W1 • 📋 |
Tue 08/22 |
Assigned Today:
|
| Course Week 2 — Aug 27 - Sep 2, 2023 | ||
| W2 • 📌 |
Mon 08/28 |
Due Today:
|
| W2 • 📌 |
Tue 08/29 |
Readings & Preparation: |
| W2 • S2:a |
Tue 08/29 |
Class Format:
Topics:
|
| W2 • S2:b |
Tue 08/29 |
Class Format:
Topics:
|
| W2 • 📋 |
Tue 08/29 |
Assigned Today:
|
| September 2023 | ||
| Course Week 3 — Sep 3 - 9, 2023 | ||
| W3 • 📌 |
Mon 09/04 |
Due Today:
|
| W3 • 📌 |
Tue 09/05 |
Readings & Preparation:
Due Today:
|
| W3 • S3:a |
Tue 09/05 |
Class Format:
Topics:
|
| W3 • S3:b |
Tue 09/05 |
Class Format:
Topics:
|
| W3 • 📋 |
Tue 09/05 |
Assigned Today:
|
| Course Week 4 — Sep 10 - 16, 2023 | ||
| W4 • 📌 |
Mon 09/11 |
Due Today:
|
| W4 • 📌 |
Tue 09/12 |
Readings & Preparation: Due Today:
|
| W4 • S4:a |
Tue 09/12 |
Class Format:
Topics:
|
| W4 • S4:b |
Tue 09/12 |
Class Format:
Topics:
|
| W4 • 📋 |
Tue 09/12 |
Assigned Today:
|
| Course Week 5 — Sep 17 - 23, 2023 | ||
| W5 • 📌 |
Mon 09/18 |
Due Today:
|
| W5 • 📌 |
Tue 09/19 |
Readings & Preparation: |
| W5 • S5:a |
Tue 09/19 |
Class Format:
Topics:
|
| W5 • S5:b |
Tue 09/19 |
Class Format:
Topics:
|
| W5 • 📋 |
Tue 09/19 |
Assigned Today:
|
| Course Week 6 — Sep 24 - 30, 2023 | ||
| W6 • 📌 |
Mon 09/25 |
Due Today:
|
| W6 • 📌 |
Tue 09/26 |
Readings & Preparation:
Due Today:
|
| W6 • S6:a |
Tue 09/26 |
Class Format:
Topics:
|
| W6 • S6:b |
Tue 09/26 |
Class Format:
Topics:
|
| W6 • 📋 |
Tue 09/26 |
Assigned Today:
|
| October 2023 | ||
| Course Week 7 — Oct 1 - 7, 2023 | ||
| W7 • 📌 |
Mon 10/02 |
Due Today:
|
| W7 • 📌 |
Tue 10/03 |
Readings & Preparation: Due Today:
|
| W7 • S7:a |
Tue 10/03 |
Class Format:
Topics:
|
| W7 • S7:b |
Tue 10/03 |
Class Format:
Topics:
|
| W7 • 📋 |
Tue 10/03 |
Assigned Today:
|
| W7 • 📌 |
Fri 10/06 |
Due Today:
|
| Course Week 8 — Oct 8 - 14, 2023 | ||
| W8 • 📌 |
Tue 10/10 |
NO CLASS - FALL BREAK |
| Course Week 9 — Oct 15 - 21, 2023 | ||
| W9 • 📌 |
Mon 10/16 |
Due Today:
|
| W9 • 📌 |
Tue 10/17 |
Readings & Preparation: Due Today:
|
| W9 • S8:a |
Tue 10/17 |
Class Format:
Topics:
|
| W9 • S8:b |
Tue 10/17 |
Class Format:
Topics:
|
| W9 • 📋 |
Tue 10/17 |
Assigned Today:
|
| Course Week 10 — Oct 22 - 28, 2023 | ||
| W10 • 📌 |
Mon 10/23 |
Due Today:
|
| W10 • 📌 |
Tue 10/24 |
Readings & Preparation: Due Today:
|
| W10 • S9:a |
Tue 10/24 |
Class Format:
Topics:
|
| W10 • S9:b |
Tue 10/24 |
Class Format:
Topics:
|
| W10 • 📋 |
Tue 10/24 |
Assigned Today:
|
| Course Week 11 — Oct 29 - Nov 4, 2023 | ||
| W11 • 📌 |
Mon 10/30 |
Due Today:
|
| W11 • 📌 |
Tue 10/31 |
Readings & Preparation:
Due Today:
|
| W11 • S10:a |
Tue 10/31 |
Class Format:
Topics:
|
| W11 • S10:b |
Tue 10/31 |
Class Format:
Topics:
|
| W11 • 📋 |
Tue 10/31 |
Assigned Today:
|
| November 2023 | ||
| Course Week 12 — Nov 5 - 11, 2023 | ||
| W12 • 📌 |
Tue 11/07 |
NO CLASS - ELECTION DAY: GO VOTE! |
| Course Week 13 — Nov 12 - 18, 2023 | ||
| W13 • 📌 |
Mon 11/13 |
Due Today:
|
| W13 • 📌 |
Tue 11/14 |
Readings & Preparation: Due Today:
|
| W13 • S11:a |
Tue 11/14 |
Class Format:
Topics:
|
| W13 • S11:b |
Tue 11/14 |
Class Format:
Topics:
|
| W13 • 📋 |
Tue 11/14 |
Assigned Today:
|
| Course Week H — Nov 19 - 25, 2023 | ||
| WH • 📌 |
Mon 11/20 |
Due Today:
|
| WH • 📌 |
Tue 11/21 |
Readings & Preparation: Due Today:
|
| WH • S12:a |
Tue 11/21 |
Class Format:
Topics:
|
| WH • S12:b |
Tue 11/21 |
Class Format:
Topics:
|
| WH • 📋 |
Tue 11/21 |
Assigned Today:
|
| Course Week 14 — Nov 26 - Dec 2, 2023 | ||
| W14 • 📌 |
Mon 11/27 |
Due Today:
|
| W14 • 📌 |
Tue 11/28 |
Readings & Preparation: Due Today:
|
| W14 • S13:a |
Tue 11/28 |
Class Format:
Topics:
|
| W14 • S13:b |
Tue 11/28 |
Class Format:
Topics:
|
| W14 • 📋 |
Tue 11/28 |
Assigned Today:
|
| December 2023 | ||
| Course Week 15 — Dec 3 - 9, 2023 | ||
| W15 • 📌 |
Mon 12/04 |
Due Today:
|
| W15 • 📌 |
Tue 12/05 |
Readings & Preparation:
Due Today:
|
| W15 • S14:a |
Tue 12/05 |
Class Format:
Topics:
|
| W15 • S14:b |
Tue 12/05 |
Class Format:
Topics:
|
| W15 • 📋 |
Tue 12/05 |
Assigned Today:
|
| Course Week 16 — Dec 10 - 16, 2023 | ||
| W16 • 📌 |
Tue 12/12 |
Readings & Preparation:
|
| W16 • SF |
Tue 12/12 |
Class Format:
Topics:
|
| W16 • 📌 |
Fri 12/15 |
Due Today:
|
Please maintain an atmosphere of respect toward others.
By this point in your degree program, you should be able to manage your time appropriately and professionally. I expect you to be in class and to participate during every class period. Attendance is required and promptness is appreciated.
If there is a reason you must be absent, please arrange with the instructor in advance so that you can receive instruction for how to keep up with the material. Any absence not arranged with the instructor and approved in advance will result in a loss of the daily classtime participation grade if applicable, or count against you in consideration of your grade proposal otherwise. (See grading policy above.)
Absences from class will be excused only in accordance with the University Attendance Policy's required circumstances.
Please come to class on time and remain until class is dismissed.
Cell phones must be turned off during class, unless being used to test project work or participate in class meetings.
Students must check their Loyola email at least daily.
As a professional, if you miss a deadline, there are consequences.
In this class, your instructor is available and happy to help you with any road blocks you encounter in the assigned work. Please start on the assignments early, and ask for help if you need it. Although we are using non-standard grading, instances of unfinished work or of work not turned in before the deadline reflect poorly on your ability to perform the skills you're learning, and will result in a lower grade at the midterm and/or final.
For the project, you should treat assignment deadlines as professional project deadlines. Please do your best to complete all requirements before the deadline.
Notify the instructor as soon as you are aware of a delay in completion of project work. In many cases, your instructor may be able to assist you in getting past the difficult point in the completion of the assignment.
Even if you are not finished, please turn in what you have completed before the deadline.
If you wish to turn in another version following the deadline, you may do so at any time.
For all other classroom activities, late work will not be accepted, subject to the exceptions below. This is because, for assignments, we will be moving on to other topics and must keep pace to finish the material during the semester. For journals, the timing of the reflection is important to you getting a clear picture of your learning process.
The only exceptions to this classroom policy are for absences which fall under the University Attendance Policy.
Under that policy, excused absences require written documentation prior to the absence. Some excused absences related to health or mental health conditions may require documentation through the Office of Student Affairs or the Office of Disability Services.
In most cases, appropriate documentation consists of an email to the instructor prior to the start of class, but preferably more than 4 hours prior. Please email the instructor as soon as you know you will need to be absent.
Failure to appropriately document such absences will reflect poorly on your learning process, and may affect your grade.
In a professional setting, there are significant consequences for dishonesty and lack of integrity, including legal consequences, market reaction, and employer discipline or termination of employment.
As your instructor for this course, I have gone out of my way to ensure that you have a great opportunity to learn the course material in both theoretical and concrete ways. Your part in this learning effort is to do your own original work and give appropriate credit for legitimate help you have received.
In keeping with this, students are expected to maintain the highest standards of academic and professional integrity. Behavior that violates these standards is not acceptable.
Some examples of unacceptable behavior in this course are:
Cheating on quizzes or examinations, plagiarism, improper acknowledgment of sources in essays, and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current bulletin. Agreement between the student and the faculty member that a violation has occurred, or no response from the student, will result in the assignment of a lower grade or an F to the test or assignment, or in the case of a serious violation, a lower grade or F for the course.
Dishonesty breaks trust, and will be taken very seriously.
In this course, if I suspect you are in violation of the University policy on Academic Honesty and Plagiarism in any way, whether on required assignments, exams, project work, extra credit assignments, or anything else related to this course, I will impose the highest penalty allowed.
For your benefit, the University policy on Academic Honesty and Plagiarism is available in the University Bulletin at https://bulletin.loyno.edu/regulations/academic-honesty-and-plagiarism, including procedures associated with processing violations of the policy. Please read it and be familiar with it, as you will be responsible for ensuring your own compliance with it.
https://academicaffairs.loyno.edu/sites/default/files/fall_2023_syllabus_part_ii_1.pdf


This is the third log entry for my weight-tracking project and the work covered today happened over multiple days. I added a graph of the weight entries and moved away from django to flask.
Period 3 Task 1 (P3T1) - Adding a graph
Seeing the progress of my weight-change journey at-a-glance was a must for me and so a graph was required because it makes seeing the trend over time much simpler. I had already added a chart recently to another project and went with the same library and usage pattern. A simple chart of weight-entries against the date of measurement was all I needed. Screenshots of the results follow:
The website with no data added.
The website with a few weight entries.
P3T2 - Moving from django to flask
My initial reasoning to go with django was because I wanted to learn a Python backend framework, but with how much different types of code-bases I was seeing when looking for “the” code structure for a django project I was getting confused. So rather than burn my efficiency trying to grok just django, I decided to move to a simpler backend framework flask.
I started by installing flask and then serving the same HTML file as a rendered template from flask. Once that was done, I removed all the django-related code from the codebase. That was followed by learning how static files are served in flask and then moving my styles and Javascript to separate static files. Final step was to move the Javascript file for the charting library in-house. I downloaded the minified version of the library with a simple wget
and then moved it to the static folder and pointed my HTML file to it.
So far I would say that it is much easier to understand how things are happening in Flask than how they were happening in django. I am sure that django is a much more powerful framework but for my use-case, I think flask is more than enough.
Things I learned/solidified today
- Serve static files in flask
- Serve an HTML file as a template in flask
- How to remove dependencies from a Python project


MUSIC OF THE HEART A film review by Steve Rhodes Copyright 1999 Steve Rhodes RATING (0 TO ****): **
When a director like Wes Craven, who has built his career on horror flicks, wants to find something different for a change of pace, what does he pick? How about a script from Pamela Gray about teaching violin to Harlem students -- a story "inspired" by a documentary, as the credits claim?
You might expect an edgy movie, full of surprises. If you do, you'd be wrong. MUSIC OF THE HEART is MR. HOLLAND'S OPUS dumbed down and clichéd up. Even if the subject it chronicles is worthy, the film about it is so hopelessly saccharine that watching it may induce sugar overload.
The film stars Meryl Streep as divorced, single mother of two, Roberta Guaspari, a long time substitute teacher who establishes what becomes a wildly successful violin program for inner city kids. The schmaltzy script that Streep has to work from is beneath her, but, like the trooper she is, she gives it her all.
The well disciplined children have such nice manners that you'll find it hard to believe that they live in a ghetto. Roberta is a miracle worker. One minute her students are screeching away on their violins, and the next they're making melodious music at a concert.
The scenes are set up for maximum emotional effect. Roberta teaches her kids, for example, that standing tall and firm is part of the musical training regiment. She pushes one girl over only to realize that she wears leg braces. In another incident she reproves a girl for being late to class. When Roberta probes for the reason, she finds that the girl's grandmother has been mugged. When Roberta inquires whether her grandmother is okay now, the girl explains that she is dead. Raise the melancholy background music up high and cut. Impact made.
Surprisingly, half of the movie concerns not the music program but Roberta's family and social life. Her two boys put an ad in the personals to find her a date. They even bet on whether her first date will kiss her or not.
The film's saving grace is a rousing, star-studded ending that is the musical equivalent of the big game. It is completely satisfying even if the level of the kids' playing isn't quite believable. The satisfying conclusion does not, however, make up for the all the time waiting for it.
MUSIC OF THE HEART runs too long at 2:04. It is rated PG for language and would be fine for kids of any age, but those younger than teenagers are likely to be bored.
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{% extends 'feed/layout.html' %}
{% load crispy_forms_tags %}
{% load static %}
{% block cssfiles %}{% endblock cssfiles %}
{% block content %}
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Leclerc will be World Champion before Max Verstappen
by Joseph TyrrellCharles Leclerc and Max Verstappen have battled all season long with Leclerc leading in the Drivers' standings. Former-Ferrari driver, Felipe Massa believes Leclerc will win a Formula 1 World Championship before his rival Verstappen.
Both drivers have enjoyed strong seasons with their respective teams, both achieving two race wins. Verstappen racked up wins at the Austrian and German Grands Prix whilst Leclerc enjoyed success in Belgium and at Ferrari's home race at Monza.
The pair have both clashed on track this season and it has helped their rivalry simmer this season. Felipe Massa believes Charles Leclerc could be the first to strike a title blow in the rivalry.
"He's an upcoming world champion and I think we do not have to wait long, and I do not rule out that he will goal reached even before Verstappen," Massa told Motorsport-Total.
"Seven pole positions in the first Ferrari season are a clear message.
"What impresses me most about him is how he handles pressure.
"He has made a few mistakes, but you can not ignore his still limited Formula 1 experience, especially since he's in his first season in a top team."


Magister Sidra:
I am a Sorceress of the Dark Elves, and cannot teach you. If you want to learn something, go and find a teacher that is right for you.


MEEA TT Statistics
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About
Unofficial Ministry of Energy and Energy Affairs Trinidad and Tobago Statistics App b20140101
by Christopher Ottley
Use your mobile phone to quickly find data on statistics provided by the Ministry of Energy and Energy Affairs on their website.
Portions Copyright (c) 2014, Christopher Ottley
All rights reserved.
Developed using Intel XDK, Intel App Framework, AngularJS, UnderscoreJS, Numeral.js PhoneGap, GIMP and Google Chrome.
Statistics sourced from the MEEA Trinidad and Tobago's website. All images are copyright to their respective owners.

MEEA TT Statistics
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MovieDb Service A RESTful movie service
The Talk Python movie search service
Endpoints
-
Search movies
GET /api/search/{keyword} -
Movies by director
GET /api/director/{director_name} -
Movie by IMDB code
GET /api/movie/{imdb_number} -
Top 10 Movies (by IMDB score)
GET /api/movie/top -
All genres
GET /api/movie/genre/all -
Top movies for a given genres
GET /api/movie/genre/{genre}
Note: This service has limited data. It is for educational purposes only. If you are looking to build a real app based on movie data APIs, you should check out OMDb API: The Open Movie Database.


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Music&Life
April 4, 2008
There's surely no doubt, all over my life music has been as the curtain of many memmories. A few days ago, I was wandering the net and found out
this post. It's sth I had though so many times I guess it was the perfect excuse to start my own music life-cartography. Here I paste it. Of course, there are some important tunes missing, but those showing up here are part of myself: just random moments shaping a way to see the world. How about you guys?
" 15)I start listening to sweet reggae a bit more seriously than I had been, but even today the old Bob keeps defining myself in “Soul Rebel” (bob Marley).
17) Could have been either Pennywise, NoFX, or even blink-182, but the perfect combination to me of happy punk-rock and positiveness to life of Millenconlin just made my youth a better time to live:)
19)I’ve already made my way to the university, and breakdancing is at its peak time in my scale of preferences… no doubt that was partly due to Dj Shadow and his “Organ Donnor”.
22)Just that flight by my own would have been enough, but one more year living in Sweden after it makes sure the tune of my early twenties is swedish Lopptroop's "Fly away" ( I even got it tattoed on my feet later…).
23)Here I am, i’ve already landed one month ago in seoul and, while leaving it on my way back to Spain, I guess the only way i can find to get a bit of peace in the middle of this stream of planes, symbols i don’t know at all and feeling-rollercoasters is to go really back to the roots of beauty and plug my ears to Satie's piano and his Gymnopedie Nr. 1."


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@* outline Template File *@ @import controllers.Security._ @(title: String, user:controllers.Security.UserInfo, privilege: Privilege, content:Html)(implicit request: RequestHeader)


| Total Commits | {{repoView.branches[branchName].lastDayCommitCount}} | {{repoView.branches[branchName].lastSevenDaysCommitCount}} | {{repoView.branches[branchName].lastFourteenDaysCommitCount}} |
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{% extends 'layout.html' %} {% block body %}
Welcome to by Hilton Nairobi Hurlingham, a charming and modern hotel near the Nairobi Central Business District. Enjoy proximity to corporate parks and embassies, and spend free time exploring shopping malls, golf courses, museums and unique attractions like Nairobi National Park and the Giraffe Centre. Your pleasant stay begins with a warm DoubleTree chocolate chip cookie at check-in. Relax in a stylish guest room featuring complimentary WiFi, a 40-inch HDTV, mini-refrigerator, coffeemaker, ergonomic work space, and a bathroom with rain shower. Spacious suites offer locally sourced décor, a living area with sofa, and a bathroom with separate shower and bathtub. Dine any time of day at Atrium Brasserie – choose from the a la carte menu or indulge in an extensive buffet of Italian, Indian and pan-Asian cuisines. Our lobby lounge is perfect for morning coffee or unwinding with an evening cocktail and live music. Busy schedule? Count on 24-hour room service for tasty meals and beverages. Our Nairobi Hurlingham hotel has plenty of thoughtful amenities for a comfortable stay including an outdoor pool, fully equipped fitness center, lobby gift shop and 24-hour business center. We also have over 350 sq. m. of attractive event space including boardrooms, conference rooms and an outdoor terrace for meetings and celebrations of up to 400 guests..
Click here to go home!
{% endblock %}


Enders spent his sophomore year in Athens and has now returned as a senior, continuing to study sports management. He’s enrolled at Ohio University as part of a dual program with his old school, and he said he loves the feeling of an authentic American university.
“I think it’s really (an) unfiltered American experience here,” he said. “It’s a vibe like a music festival because everybody is young and just wants to explore themselves and have fun and have a good time.”
Creating a home away from home
Enders came to the U.S. with short notice both times, which meant he did not participate in the international student orientation. Enders said the university provided him with resources such as advice on what he should bring and where he can buy items in the U.S., but otherwise he relied on the friends he made.
“My roommates helped me out greatly,” Enders said. "That's the coolest part actually. They helped me out with everything.”
Enders said he was particularly interested in studying in the U.S. to broaden his horizons and was intrigued by what he saw in movies. He said he has not been disappointed, pointing to block parties and everyone wearing OU clothing as things he had seen through Hollywood.
“Everybody's just itching to get a good experience,” Enders said. “Especially, for instance, the move in weekend. Everybody's just all smiles and excited, like, ‘Hey, what's going on here?’”
Roshni Ashiq, a grad student studying health communication, arrived in the U.S. with an open mind. Having earned two degrees in public health, she had already experienced the workforce and knew how she wanted to make a difference.
Ashiq worked in a tertiary care hospital for two years where she was mainly focused on pediatrics. Although she had an enjoyable experience, she felt pulled to the communication side of medicine to connect communities with vital resources they might not have known about.
The way Ashiq ended up at OU was a little unconventional. The Higher Education Commission of her home country of Pakistan had just begun a scholarship program for PhD studies. Ashiq applied and received the scholarship to continue with her studies in public health. Once she was approved for the scholarship, the committee recommended OU. Ashiq said that she had her sights on Scripps College of Communication due to the good reputation and rigorous course load.
“Scripps College is so far one of the best colleges when it comes to communications,” Ashiq said. “I wanted to do it, but I never knew that I would actually be able to do it– it was a dream come true thing.”
Ashiq said she has had a great experience at OU thus far, most notably enjoying the opportunity to teach a class. In the second year of her program, she taught the Fundamentals of Public Speaking and Communication Among Cultures. She admitted that at first, she struggled with the language barrier and American cultural norms as she is now, but she has created an established rapport with her students and has learned a lot over time.
Additionally, Ashiq has loved making friends from all around the world. Not only is she meeting a lot of new people from the U.S., but she has also had the opportunity to meet fellow international students.
“Because there are so many international students now, I can say I have so many nationalities as a friend circle, so that is one thing really exciting about OU,” Ashiq said.
Keamogetse Yasmine Khudu, a Ph.D. student studying counseling education and supervision, serves as the president of the International Student Union, or ISU. Khudu hails from Botswana, and said being a part of ISU has allowed her to connect with other international students and build a new home.
ISU is an umbrella institution for 18 student organizations such as the African Students’ Union and Indian Students’ Association, each representing a global identity found at OU. Khudu said one of her favorite things about ISU is its ability to connect students in its network. ISU hosts events specifically for international students, such as the upcoming trip to Columbus on Dec. 3, but Khudu said her favorite events occur when international students are celebrated at a university-wide level.
“One of my favorite moments was during the homecoming parade, and just seeing so many of us from different parts of the world holding our country flags, that means a lot,” Khudu said. “I feel like at that moment all eyes are on us. Everyone is wearing white and green and all that, the OU colors. Those flags bring something else, they just bring that beautiful pop of color.”
Diana Cahill, the director of International Student and Scholar Services and the interim director of the Office of Global Affairs, said the university celebrations of international students are initiated by student organizations.
“One of the things the students and I have been talking about, or at least in the ISU with the group, is the idea of trying to figure out ways to really make sure that we’re highlighting the students themselves,” Cahill said. “What I mean by that is trying to make sure that we’re not just saying, oh, cool outfit or their music’s neat or the food is good, which it all is, but that’s not why they’re here.”
Khudu said there is nothing she loves about her experience in the U.S. more than feeling like the international community at OU is truly interwoven into the fabric of the university.
“Those are my favorite moments, when we are celebrated, when we are recognized, when we are seen, but also, when we are heard.” — Keamogetse Yasmine Khudu, a Ph.D. student studying counseling education and supervision
“(When) we hold those spaces where we can talk about our issues, those are the moments that I actually look forward to. I don’t want to be all about events and happiness, I also want to address issues that will affect us.”
Land of the Fee
For Enders, the hardest part about studying abroad is explaining Athens to his German friends and family. However, for international students who spend their entire undergraduate or graduate career in the U.S. rather than participating in an exchange, there can be more frequent difficulties.
To study abroad, students are required to have American visas. There are two main types of U.S. visas. The first are nonimmigrant visas that indicate a person is traveling to the U.S. temporarily. The second type are immigrant visas, which are for people who will be living in the U.S. permanently.
In order for international students to study in the U.S., they must apply for student visas. To do so, they have to already be accepted into their higher education institution or program.
The U.S. Department of State Bureau of Consular Affairs’s website allows for students to select a U.S. Embassy or Consulate in their home country and view wait times for visa interview appointments. An interview at a U.S. Embassy or Consulate is required for people between the ages 14 and 79.
Before the interview, one must purchase the $160 application fee and gather additional documents and documentation such as a passport, the nonimmigrant visa application, application payment receipt, a photo and other forms sent by the school a student plans to attend. A consular officer conducting the interview could also ask for documentation including but not limited to academic transcripts, previous standardized test scores or their financial plan for moving.
A student visa can be issued as many as 120 days prior to the start of a program. However, international students are not allowed to travel to the U.S. on their student visa more than 30 days before the start of their study. This can make for quick planning. Enders said for his first bout in the U.S., his visa came just three days before he flew across the world.
Upon arriving at a U.S. airport, a student can still be denied entry into the country, which is a decision made by officials of the Department of Homeland Security and the U.S. Costums and Border Protection.
Khudu’s student visa only allows her to be employed through the school. However, OU caps student work hours to 20 per week, to ensure students prioritize their schoolwork during the semester. The cap on student work hours is a result of federal regulations, Cahill said. But during breaks, which the university considers to be during summer and winter, the cap increases to 36 hours, which was decided by the university, as there is no federally enforced limit during those periods.
“There were regulations around when an employer had to offer their own insurance,” Cahill said. “And so that cap, it’s like when you switch from part time to full time, and so students were working 40 hours a week on average for a year (and) they would be eligible for employee sponsored insurance.”
If students work more than the caps allow, they violate their immigration status and risk being deported, Cahill said.
However, International students still have bills to pay and they all add up.
“We have to pay rent and the living expenses can be too much, or a bit expensive,” Khudu said. “That's another issue that we tried to kind of talk about, but also sometimes I feel guilty because I'm like, you know, they're paying for my school, my tuition and I'm working for them. But sometimes, even trying to afford rent is a little bit difficult.”
Khudu said most students she knows often utilize school resources such as Cat’s Cupboard and they are also able to use the same resources as domestic students. Khudu said many international students also get health insurance through the school, which is an additional expense.
According to the OU International Student and Scholar Services’ website, the U.S.’s lack of universal healthcare means students either have to pay out-of-pocket for medical costs or use health insurance. However, OU already requires students to have health insurance.
The Health Insurance Policy is provided by United Healthcare Student Resources and is automatically charged to students’ tuition, according to the Student Health Insurance website. It costs a premium of $1,071 for the 2022 Fall Semester and will decrease by around $30 for the Spring Semester, according to the university’s Student Health Insurance website.
“A lot of students are coming from countries where there’s universal healthcare,” Cahill said. “Coming to a country where you go from universal healthcare where you walk into the clinic or the pharmacy or whatever and you just get what you need to a place where there’s many layers, many options, many impacts—it’s really intense.”
Another issue that arises is when international students, especially graduate students, begin to get paid for their jobs.
“Your pay as a graduate student or even as somebody working at the institution,” Cahill said. “The first payroll date is often about a month after students arrive because of just the way all of the processing works.”
The wait for payments to enter students’ accounts makes it difficult to meet payment deadlines and afford basic necessities.
“The other day I was sitting with a group of friends from different parts of Africa talking about how we came here for school and you know, life is full of struggle, so we have to kind of accept it,” Khudu said. “But sometimes I disagree with that because I cannot accept it if every single month after I receive my stipend and I pay all my bills and stuff, I'm so sad that I'm like, ‘What am I going to eat?’”
Khudu said some international students also send money to their home countries, which can cause additional financial stress.
“We have to figure out how do we pay for rent, how do you pay for certain expenses?” Khudu said. “Some people send money home to family, to parents, to the kids, so imagine having to save $100 after paying rent and paying insurance. And then you're like, how do I survive?”
Resilience in relocation
Some international students may help provide for their families, but most miss them, particularly those who complete the entirety of their degree abroad.
Enders said he gets caught up in the semester, in meeting others and in the many experiences he has, which minimizes how much he misses his family. Perhaps this is why Khudu said summer is the loneliest time of the year. With plane tickets back to Botswana priced between $1200 and $2000, traveling home is difficult, and she said she feels especially homesick when Athens dies down in the summer months.
However, throughout the year, there are always pieces of home students wish they could find. Khudu said she particularly misses the food, especially given there are few options for African cuisine in Athens.
She said sometimes she dines at African restaurants in Columbus, but the hour and fifteen minute drive mostly only brings restaurants from the opposite side of the continent from Botswana, not her homely comfort foods.
Jisoo Jin, a freshman studying international relations, said he was looking forward to enjoying authentic Japanese food from home. He said there are not a lot of places to satisfy that craving in Athens.
Ashiq is on the same page, saying that the only thing she misses more than her family is food.
“I tend to have to travel so far to actually even get like a spice from home,” Khudu said. “Or someone who's coming from home I ask them ‘hey, can you bring this box of spices or bring me this?’”
When people are able to visit, it is often few and far between. Khudu said many international students have family members in the U.S., but they are often states away. She has no family in the U.S., and the lack of familial faces in the same time zone can be particularly lonely when she’s missing home.
Khudu said missing one’s family can be particularly aching for students with children. She said she’s had conversations with international students who have kids still living abroad, describing sorrowful phone calls with kids confused about when their parents are coming home.
On top of missing home, the adjustment to a new culture can be jarring. Living in the U.S. also means adjusting to the social issues here. Khudu said one particularly tricky learning curve was understanding microaggressions, especially when they applied to her.
“I have faced a lot of microaggressions and sometimes it's too late to pick it out,” Khudu said. “I go home and I'm like, ‘what is that about?’ And then my American friend will be like, ‘yeah, that's a microaggression.’ I wouldn't pick it up quickly, because I'm not used to that where I'm from, so it’s another thing that you have to quickly be aware of.”
Similar to Khudu, Ashiq has also faced microaggressions. She said although none of them have been extremely serious, the toll builds up over time, creating a very hostile environment to live and work.
Ashiq recounted an incident when she was walking down Court Street with a friend when a man walking his dog passed them. The dog started to suddenly bark at Ashiq.
“That guy told me very explicitly to my face, ‘Oh yeah, he does not like Brown people, that’s why he’s barking,’” Ashiq said. “I think I’m very resilient, and I usually am not offended by these statements because I know these are a part of every culture.”
While international students frequently face these incidents with resilience, these adjustments, especially without familiar support systems, can become mentally exhausting.
“Now that I'm aware of what a microaggression is, I tend to sit down and kind of dwell on that which sometimes really can affect my mental health,” Khudu said.
Mental health can also be impacted when there is turmoil at home. Khudu said it is difficult when students cannot fly home for funerals or to say goodbye to loved ones. She added it was even more harrowing when there is a large-scale issue at home, citing the protests in Iran, the war in Ukraine and the Taliban’s control in Afghanistan.
“How can a student concentrate in class or even send in an assignment when they're on the phone all night with their parents trying to see if everything is okay? That’s heartbreaking to even think about.” — Keamogetse Yasmine Khudu, a Ph.D. student studying counseling education and supervision
Ashiq has a different perspective when it comes to keeping up to date with the news of her home country. Even when she was back home, she chose to not consume news and media about recent tragedies.
“I would not watch much news for two reasons,” Ashiq said. “First, because it would make me depressed. Second, I think that they always would be highlighting the negatives more than the positives because I still feel that even though all the turmoil is going on, people need that hope and positivity, and the media has a very big role to play in that which I felt was missing.”
The university does offer some emotional support for international students. Recently, OU Counseling and Psychological Services hosted a support space for Iranian students given the violent protests in their home country. The event took place Nov. 8 via Teams meeting from 6 p.m. to 7 p.m. with the intention of providing a space for affected students to share their feelings. While this was a valiant effort on the university’s behalf, it can be difficult for international students to feel comfortable seeking professional help.
“Yes, we do have some resources here on campus, but some of us are from cultures where modernized counseling is not really our thing,” Khudu said. “So it takes a while for us to really reach out for help.”
Khudu is studying counseling, and noted she therefore has a good understanding of the importance of therapy, but said seeking counseling services was difficult even for her.
“Growing up I've been taught to be resilient, be strong, you know,” she said. “So having to sit down and talk to a stranger about my feelings can be hard.”
Looking forward
Spaces are being created for international students to communicate with one another to share similar experiences. Counseling and Psychological Services, or CPS, Cahill said, is leading some of these groups and can bring students together.
“One of the things students have said is that they’re already talking to each other,” Cahill said. “But sometimes they don’t want to talk about the reality of what’s going on because they don’t want to put that burden on their friend. But their friend actually understands what they’re going through."
In Athens, it is easy to get caught up in the bubble. Often, local things take precedence in students and staff’s minds because of their immediate relativity to the environment they are in. However, Khudu said she wishes there was more attention to events happening abroad, particularly from the university.
“We recognize that when things are happening back at home, yes, it might be far from us right now, but there’s definitely members who are experiencing that,” Khudu said. “A lot has been happening and I feel like the school hasn’t done anything yet.”
Instead of generally communicating about an incident in another country, Cahill said she prefers to reach out to different organizations and check on the students.
“I just think people need people. I’m sure that the statements because it does help with the other students to understand what’s going on and helps the faculty. I think those things are important. However, for me, I actually really want to make sure that the people are okay.” — Diana Cahill, the director of International Student and Scholar Services, interim director of the Office of Global Affairs
“I just think people need people,” Cahill said. “I’m sure that the statements because it does help with the other students to understand what’s going on and helps the faculty. I think those things are important. However, for me, I actually really want to make sure that the people are okay.”
Although there are different resources and offices for international students to reach out to, there are still students who hope to see more.
Khudu said she wishes there was an easier way for international students to voice concerns to the university, and more of an effort made to make international students feel heard.
“It goes back to creating a space where students can sit at a table and talk to the president of the school and say, ‘Hey, this is what we need right now from you, as our president, because you are hosting us as international students,’” Khudu said.
International students work through many hurdles in addition to the general stresses of being a college student. Even with the extra work and effort many of them have to do, Khudu said sometimes there is a feeling of being left unseen in the general university sphere.
Khudu said it can be difficult to balance acknowledging international student issues with a sense that they should not be complaining with this opportunity.
“You feel so stuck between being appreciative and then also feeling like you're being let down,” Khudu said. “I want us to be included because again, we bring a lot of rich diversity to this university. And I'd like us to feel like yeah, we are part of the university. I want to push for our existence to be recognized here as part of the Bobcats, not only during International Week, but every day.”


Password Change
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DropBox
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Files
d
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ID
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{% for row in data["files"] %}
{{row["id"]}}
File
file_copy
{{row["name"]}}
{% if row["permission"] == "public" %}
public
private
{% else %}
private
public
{% endif %}
{{row["owner"]["name"]}}
...
delete
download
Move
{% endfor %} {% for row in data["folders"] %}
{{row["id"]}}
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{{row["owner"]["name"]}}
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{% endfor %}
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Convenient tools for configuring and creating SSLContext objects
Custom SSL context objects are often needed when connecting to a server
that uses a self-signed SSL certificate or when SSL mutual authentication
is required. Creating an SSLContext
requires many steps and
fairly extensive knowledge of the Java Secure Socket Extension (JSSE) APIs.
This library provides a convenient and easy to use
SSLContextBuilder
that handles the most common cases of
SSL context configuration and creation.
See the JSSE Reference Guide for more information about the {@code SSLContext} and {@code KeyStore} API. See the JCA Standard Algorithm Name Documentation for names that identify supported SSL protocols, cipher suites, and key store types.


FARM AND HOME OWNERSHIP
Section 10. The public lands shall be used for the development of farm and home ownership on as widespread a basis as possible, in accordance with procedures and limitations prescribed by law.
Note
This is the former section 5 of the old Article X. A proposal of the 1978 Constitutional Convention deleting this provision from the Constitution was not validly ratified. Kahalekai v. Doi, 60 H. 324, 590 P.2d 543. In view of the holding, the revisor has restored the provision and designated it as section 10 of this article under the authority of Resolution No. 29 of the 1978 Constitutional Convention.


Welcome! You wanna see some amazing predictions and their visualizations? Check us out and have some scientific fun.
You wanna see some amazing predictions and their visualizations? Check us out and have some scientific fun.


[[title]]
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Post code example
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Optional
reading for your spare time…
Algorithms and Data Structures
Books:
Grokking Algorithms
–Beej’s favorite (
try coupon
grokkalg33
here for 33% off
)
Algorithms in a Nutshell
Hacker’s Delight
Introduction to Algorithms
(Cormen et al)–Beej’s other favorite
Foundations of Computer Science
Web pages:
Top Algorithms and Data Structures You Really Need To Know
–good overview
Data Structures-Algorithms Basics
–intro that gets progressively more challenging
Problem Solving with Algorithms and Data Structures using Python
–virtual book, covers up through trees and graphs
Top 10 Algorithms and Data Structures for Competitive Programming
–next level stuff
Architecture
The Elements of Computing Systems: Building a Modern Computer from First Principles
NAND2Tetris
–the companion website
Languages
JavaScript: The Good Parts
The C Programming Language
(K&R)
Networking
UNIX Network Programming
Operating Systems
Advanced Programming in the UNIX Environment
Operating Systems: Three Easy Pieces
The Design of the UNIX Operating System
Software Development
The Practice of Programming
The Pragmatic Programmer: From Journeyman to Master
Git Flight Rules
: how to do lots of tasks in git (web)
Software Development Methodologies
Scrum
(Wikipedia)
DevOps
Site Reliability Engineering (Google)


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Quick Start Guide
Why would we want to use passwords with emojis?
They are:
• Easy for us to remember
• Extra hard for bots to guess
What makes a strong emoji-infused password?
Use a mix of emojis and common words.
Place the emojis and common words as randomly as possible.
(We would love to hear any other tips you may have as well.)


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Most Graphically Demanding PC Games of All Time.
From Truly Demanding Games to the lowest.
"Star Wars Battlefront"
Star Wars Battlefront is one of the most beautiful-looking games today.
Whether it’s the frozen tundras of Hoth or the dusty sand dunes of Tatooine, the game’s impressive use of photogrammetry,
which uses real-life photography to map out virtual environments,realistically encapsulate the look of the iconic film series.
Using the Frostbite 3 engine and developed by DICE, the game is surprisingly well-optimized.
You don’t need a top-tier PC to get this game looking respectable at medium settings.
While we were able to crank up almost all the graphical bells and whistles,
we couldn’t get the game to run at 200% resolution scaling, which is an option in the game to double your resolution and then have it downscale to your monitor’s display.
We tried to get it working many times and many Bothans lost their lives trying to get us the data, but sadly we couldn't prevail.
With everything else turned up, however, the game ran smoothly with a 78 average FPS.
Developer:EA DICE
Game Engine:Frostbite 3
Release Date:November 2015
Average FPS:78.0fps
Screenshots:
PC Requirements:
| Minimum Requirements | Recommended Requirements | |
|---|---|---|
| OS: | 64-bit Windows 7 or later | 64-bit Windows 10 or later |
| CPU: | Dual Core Processors like Intel® Core™ i3-6300T 3.3GHz Or Higher | Quad Core Processors like Intel® Core™ i5-6600 3.3GHz Or Higher |
| RAM: | 8gb Of Ram Needed | 16gb Of Ram Needed |
| Hard Drive Space Required: | Needs 40gb Of Free Space | Needs 40gb Of Free Space |
| Video/Grapics Card: | At Least 2gb of Video Memory like NVIDIA® GeForce™ GTX 660 2gb Or ATI® Radeon™ HD 7850 2gb Or Higher | At least 4gb of Video Memory like NVIDIA® GeForce™ GTX 970 4gb Or ATI® Radeon™ R9 290 4gb Or Higher |
Gameplay:
"Crysis"
Yes, this game is quite old,
but it’s still pretty graphically demanding (and just straight up pretty).
When Crysis came out in 2007, it was so taxing on PC hardware that it spawned the infamous “But can it run Crysis?” meme.
It arguably held the title for most graphically-demanding game until Metro 2033 came out three years later.
To be fair, Crytek designed the game to be “future proof” and we can safely say that nine years later, it still holds up beautifully.

What made the game so taxing? Its barrage of particle effects, extreme physics, and realistic water rendered in a dynamic jungle environment melted graphics cards in its heyday.
Thankfully, GPU advancements have come along ways since the game’s release, as our monstrous rig with three GTX 980s was able to garner a 65.7fps average.
Developer:Crytek
Game Engine:CryEngine 2
Release Date:November 2007
Average FPS:65.7fps
Screenshots:
| Minimum Requirements | Recommended Requirements | |
|---|---|---|
| OS: | Windows XP/Vista/7 or later | Windows XP/Vista/7 or later |
| CPU: | 1 Core™ Or Dual Core™ Processors like Intel® Pentium™ 4 Processor 2.8 GHz Or Intel® Core™2 Duo Processor 2.0 GHz Or AMD® Athlon™ 2800+ 2.1 GHz Or Higher | Dual Core™ Processors like Intel® Core™2 Duo Processor E4500 2.2 GHz Or AMD Athlon 64 X2 Dual Core 4400+ 2.3 GHz Or Higher |
| RAM: | 1gb Of Ram Needed(Windows Vista requires 1.5GB RAM) | 2gb Of Ram Needed |
| Hard Drive Space Required: | Needs 12gb Of Free Space | Needs 12gb Of Free Space |
| Video/Grapics Card: | At Least 128mb Or 256mb of Video Memory like ATI® Radeon™ 9800 Pro 128mb Or NVIDIA® GeForce™ 6800 GT 256mb Or Higher | At least 640mb of Video Memory like NVIDIA GeForce 8800 GTS 640mb Or Higher |
Gameplay:
"Battlefield 4"
For a long time, the Battlefield franchise has been revered for its graphical prowess and Battlefield 4 is no different.
Like Star Wars Battlefront, the DICE-developed shooter uses the gorgeous Frostbite 3 engine and offers a ton of graphical features.
Like ambient occlusion? The game offers that. Want J.J. Abrams style lens flares? The game has that, too.
Like Battlefront, the game also allows you to scale up the resolution to 200 percent, but again, we couldn’t get the scaling to work here as it would simply lock up our PC.
We cranked everything else to the max, though, and got an average FPS of 59.5.
It dipped down to as low as 39fps, but it was still playable overall and looked fantastic.
Developer:DICE
Game Engine:Frostbite 3
Release Date:October 2013
Average FPS:59.5fps
Screenshots:
| Minimum Requirements | Recommended Requirements | |
|---|---|---|
| OS: | 32-bit Windows Vista SP2 or later | 64-bit Windows 8 or later |
| CPU: | Dual Core™ Processors like Intel® Core™2 Duo E6600 2.4 GHz Or AMD Athlon X2 2.8 GHz Or Higher | Quad Core™ Intel® Processors or Six Core™ AMD® Processors |
| RAM: | 4gb Of Ram Needed | 8gb Of Ram Needed |
| Hard Drive Space Required: | Needs 30gb Of Free Space | Needs 30gb Of Free Space |
| Video/Grapics Card: | At Least 512mb of Video Memory like AMD® Radeon™ HD 3870 512mb Or NVIDIA® GeForce™ 8800 GT 512mb Or Higher | At least 2gb Or 3gb of Video Memory like AMD® Radeon™ HD 7870 3gb Or NVIDIA® Geforce™ GTX 660 2gb Or Higher |
Gameplay:
"Middle-earth: Shadow of Mordor"
Monolith Production’s Shadow of Mordor is already a good-looking game on consoles, but with the HD texture pack on PC, it looks much sharper.
It’s the high-resolution textures here that really give this game its graphical edge.
When you add in the dynamic weather effects coupled with the large open landscapes and great character models, you get one beautiful-looking game when everything is cranked up.
This takes its toll on frame rate, though.
While its average 59.4fps looks okay on paper, the game occasionally stuttered to zero and became unplayable.
Developer:Monolith Productions
Game Engine:LitTech
Release Date:September 2014
Average FPS:59.4fps
Screenshots:
| Minimum Requirements | Recommended Requirements | |
|---|---|---|
| OS: | 64-bit Windows 7 or later | 64-bit Windows 7 or later |
| CPU: | Quad Core™ Processors like Intel® Core™ i5-750 2.6GHz Or AMD® Phenom™ II X4 965 3.4GHz Or Higher | Quad Core™ Intel® Processors or Octa Core™ AMD® Processors like Intel® Core™ i7-3770 3.4GHz Or AMD® FX-8350 4.0GHz Or Higher |
| RAM: | 3gb Of Ram Needed | 8gb Of Ram Needed |
| Hard Drive Space Required: | Needs 25gb Of Free Space | Needs 40gb Of Free Space |
| Video/Grapics Card: | At Least 1gb of Video Memory like NVIDIA® GeForce™ GTX 460 1gb Or ATI® Radeon™ HD 5850 1gb Or Higher | At least 2gb Or 3gb of Video Memory like AMD® Radeon™ HD 7870 3gb Or NVIDIA® Geforce™ GTX 660 2gb Or Higher |
Gameplay:
"Far Cry Primal"
Far Cry Primal is the latest in the famed first-person shooter series, and in this iteration, the game takes us to 10,000 BC.
One aspect of the game that remains true to the series is that it tells its tale using large, expansive environments.
In the beginning segment of the game that we played, we got to take down a mammoth with spears and confront a sabertooth tiger.
From an aesthetic perspective, Primal looks beautiful,
but the game’s frame rate detracted from the visual experience with a 46.1fps average.
Developer:Ubisoft Montreal
Game Engine:Dunia Engine 2
Release Date:March 2016
Average FPS:46.1fps
Screenshots:
| Minimum Requirements | Recommended Requirements | |
|---|---|---|
| OS: | 64-bit Windows 7 or later | 64-bit Windows 7 or later |
| CPU: | Quad Core™ Processors like Intel® Core™ i5-750 2.6GHz Or AMD® Phenom™ II X4 965 3.4GHz Or Higher | Quad Core™ Intel® Processors or Octa Core™ AMD® Processors like Intel® Core™ i7-3770 3.4GHz Or AMD® FX-8350 4.0GHz Or Higher |
| RAM: | 3gb Of Ram Needed | 8gb Of Ram Needed |
| Hard Drive Space Required: | Needs 25gb Of Free Space | Needs 40gb Of Free Space |
| Video/Grapics Card: | At Least 1gb of Video Memory like NVIDIA® GeForce™ GTX 460 1gb Or ATI® Radeon™ HD 5850 1gb Or Higher | At least 2gb Or 3gb of Video Memory like AMD® Radeon™ HD 7870 3gb Or NVIDIA® Geforce™ GTX 660 2gb Or Higher |
Gameplay:
VonCarl.


Patient Name
Patient ID
Physician
Hospital
Lil Nurse Select One Yes, get medicine reminders No need for reminders
Medicine Name
Dosage
Quantity
Date Issued
Special Instructions
Submit Patient Info


See: Description
| Interface | Description |
|---|---|
| InteractionFeedREST |
A very stripped down ATOM feed for the interaction service.
|
| TavernaServerDirectoryREST |
Representation of how a workflow run's working directory tree looks.
|
| TavernaServerInputREST |
This represents how a Taverna Server workflow run's inputs looks to a RESTful
API.
|
| TavernaServerInputREST.PathNames | |
| TavernaServerListenersREST |
This represents all the event listeners attached to a workflow run.
|
| TavernaServerListenersREST.Property |
This represents a single property attached of an event listener.
|
| TavernaServerListenersREST.TavernaServerListenerREST |
This represents a single event listener attached to a workflow run.
|
| TavernaServerREST |
The REST service interface to Taverna 3 Server.
|
| TavernaServerREST.EventFeed |
The interface exposed by the Atom feed of events.
|
| TavernaServerREST.PathNames |
Factored out path names used in the
TavernaServerREST interface
and related places. |
| TavernaServerREST.PolicyView |
How to discover the publicly-visible policies supported by this server.
|
| TavernaServerRunREST |
This represents how a Taverna Server workflow run looks to a RESTful API.
|
| TavernaServerRunREST.PathNames |
Factored out path names used in the
TavernaServerRunREST
interface and related places. |
| TavernaServerSecurityREST |
Manages the security of the workflow run.
|
| TavernaServerSecurityREST.PathNames |
| Class | Description |
|---|---|
| DirectoryContents |
The result of a RESTful operation to list the contents of a directory.
|
| FileSegment |
Representation of a segment of a file to be read by JAX-RS.
|
| ListenerDefinition |
Description of what sort of event listener to create and attach to a workflow
run.
|
| MakeOrUpdateDirEntry |
The input to the REST interface for making directories and files, and
uploading file contents.
|
| MakeOrUpdateDirEntry.MakeDirectory |
Create a directory, described with JAXB.
|
| MakeOrUpdateDirEntry.SetFileContents |
Create a file or set its contents, described with JAXB.
|
| TavernaServerInputREST.InDesc |
The Details of a particular input port's value assignment, done with
JAXB.
|
| TavernaServerInputREST.InDesc.AbstractContents |
Either a filename or a literal string, used to provide input to a
workflow port.
|
| TavernaServerInputREST.InDesc.File |
The name of a file that provides input to the port.
|
| TavernaServerInputREST.InDesc.Reference |
A reference to a file elsewhere on this server.
|
| TavernaServerInputREST.InDesc.Value |
The literal input to the port.
|
| TavernaServerInputREST.InputsDescriptor |
A description of the structure of inputs to a Taverna workflow run, done
with JAXB.
|
| TavernaServerListenersREST.ListenerDescription |
A description of an event listener that is attached to a workflow run.
|
| TavernaServerListenersREST.Listeners |
The list of descriptions of listeners attached to a run.
|
| TavernaServerListenersREST.Properties |
The list of properties of a listener.
|
| TavernaServerListenersREST.PropertyDescription |
The description of a single property, done with JAXB.
|
| TavernaServerREST.EnabledNotificationFabrics |
Helper class for describing the listener types that are allowed via JAXB.
|
| TavernaServerREST.PermittedListeners |
Helper class for describing the listener types that are allowed via JAXB.
|
| TavernaServerREST.PermittedWorkflows |
Helper class for describing the workflows that are allowed via JAXB.
|
| TavernaServerREST.PolicyView.CapabilityList |
A list of Taverna Server capabilities.
|
| TavernaServerREST.PolicyView.PolicyDescription |
A description of the parts of a server policy.
|
| TavernaServerREST.RunList |
Helper class for describing the workflow runs.
|
| TavernaServerREST.ServerDescription |
Helper class for describing the server's user-facing management API via
JAXB.
|
| TavernaServerREST.WorkflowReference |
A reference to a workflow hosted on some public HTTP server.
|
| TavernaServerRunREST.RunDescription |
The description of where everything is in a RESTful view of a workflow
run.
|
| TavernaServerRunREST.RunDescription.Expiry |
How to describe a run's expiry.
|
| TavernaServerRunREST.RunDescription.ListenerList |
The description of a list of listeners attached to a run.
|
| TavernaServerSecurityREST.CredentialHolder |
A container for a credential, used to work around issues with type
inference in CXF's REST service handling and JAXB.
|
| TavernaServerSecurityREST.CredentialList |
A simple list of credential descriptions.
|
| TavernaServerSecurityREST.Descriptor |
A description of the security resources associated with a workflow run.
|
| TavernaServerSecurityREST.Descriptor.Credentials |
A description of credentials associated with a workflow run.
|
| TavernaServerSecurityREST.Descriptor.Trusts |
A description of trusted certificates associated with a workflow run.
|
| TavernaServerSecurityREST.PermissionDescription |
An instruction to update the permissions for a user.
|
| TavernaServerSecurityREST.PermissionsDescription |
A description of the permissions granted to others by the owner of a
workflow run.
|
| TavernaServerSecurityREST.PermissionsDescription.LinkedPermissionDescription |
A description of the permissions granted to one user by the owner of
a workflow run.
|
| TavernaServerSecurityREST.TrustList |
A simple list of trusted certificate descriptions.
|
| Exception | Description |
|---|---|
| TavernaServerDirectoryREST.NegotiationFailedException |
Exception thrown to indicate a failure by the client to provide an
acceptable content type.
|
Copyright © 2015–2018 The Apache Software Foundation. All rights reserved.


There are some NIBRS rules that the NIBRS PCT cannot enforce because the validation relies on access to previously submitted incidents or specific FBI information on the submitting agency. There are other differences between the NIBRS PCT Report and FBI Error Data Set (EDS) due to different interpretations of the rules. These are being addressed with the FBI and the NIBRS PCT will be updated to be consistent with the FBI Report.
GROUP A INCIDENT REPORT
-
Structure Check Errors
- 930: Invalid ORI – ORI marked for historical reference
- 931: Invalid ORI – ORI marked for historical reference
- 932: Invalid ORI – ORI information is duplicated
- 933: Invalid ORI – ORI not found in reference data
- 934: Invalid ORI – ORI is covered by another agency
- 952: Invalid ORI – ORI is not in UCR file
-
Administrative Segment Errors – Level 1
- 118: Date cannot be on or after the inactive date of the ORI
- 173: Incident date cannot be before date ORI went IBR
-
Offense Segment Errors – Level 2
- All errors are validated
-
Property Segment Errors – Level 3
- All errors are validated
-
Victim Segment Errors – Level 4
- All errors are validated
-
Offender Segment Errors – Level 5
- All errors are validated
-
Arrest Segment Errors – Level 6
- 618: Arrest date cannot on or after the inactive date of the ORI
GROUP B ARREST REPORTS
- 718: Arrest date cannot be on or after the inactive date of the ORI
- 759: Duplicate Group B arrest report segment on file
- 798: Missing arrest date for delete, duplicate match
- 799: Missing arrest date for delete, multiple matches
ZERO REPORTS
- 028: Cannot add zero report – Group A incident report on file for this month
- 029: Cannot add zero report – Group B Arrest report on file for this month
- 093: Zero report month/year is prior to agency conversion to NIBRS
- 096: Zero report month/year cannot be on or after date agency is placed on covered-by status


The Story of Skye Belinda the developer
E kore e mau i a koe, he wae kai pakiaka.
A foot accustomed to running over roots makes the speediest runner.


|
Acme Robotics: Perception Module
1.0
Midterm project for ENPM808X at UMD
|
Class for perception module. This class finds the contours and the center of the contours in the image provided as an input. More...
#include <perception_module.hpp>
Public Member Functions | |
| PerceptionModule () | |
| Constructor of the class PerceptionModule. More... | |
| ~PerceptionModule () | |
| Destroys the object of the class PerceptionModule. More... | |
| auto | setCameraObj () -> void |
| Create a pointer to camera object. More... | |
| auto | isAlive () -> bool |
| Determines if the module is running or not. More... | |
| auto | detectContours (const cv::Mat &raw_image) -> void |
| Function to detect the contours in the incoming frame. More... | |
| auto | detectCenter () -> void |
| Method to get the center of the detected contours. More... | |
| auto | computeLinePts () -> void |
| Finds the best fitting line using the Hough transforms and returns the points on the line. More... | |
| auto | computeLinePts (const cv::Mat &img) -> void |
| Overload the function to read the specifc file. Find the best fitting line using the Hough transforms and returns the points on the line. More... | |
| auto | getPoints () -> std::vector< std::pair< int, int >> |
| Function to return the points on the detected line. More... | |
| auto | getCenter () -> std::pair< int, int > |
| Gets the location of the center of the contour. More... | |
| auto | cameraAlive () -> bool |
| Function to check if camera is running or not. More... | |
Private Attributes | |
| std::unique_ptr< Camera > | camera_obj_ |
| Object of the Camera sensor. More... | |
| std::vector< std::vector< cv::Point > > | contours_ |
| Vectors of contours. More... | |
| std::vector< cv::Vec4i > | heirarchy_ |
| Heirarchy of contours. More... | |
| std::pair< int, int > | center_ |
| cv::Mat | contour_image_ |
| Image containing detected contours. More... | |
| bool | contour_detected_ |
| int | largest_contour_id_ |
| ID of the largest contour detected. More... | |
| float | largest_contour_area_ |
| Area of the largest contour detected. More... | |
| std::vector< cv::Point > | largest_contour_ |
| Largest contour detected in the image. More... | |
| bool | is_running_ |
| std::vector< cv::Vec4i > | lines_ |
| std::vector< std::pair< int, int > > | points_ |
| Vector of points of line. More... | |
| cv::Mat | raw_image_ |
Class for perception module. This class finds the contours and the center of the contours in the image provided as an input.
Definition at line 29 of file perception_module.hpp.
| PerceptionModule::PerceptionModule | ( | ) |
Constructor of the class PerceptionModule.
Definition at line 21 of file perception_module.cpp.
| PerceptionModule::~PerceptionModule | ( | ) |
Destroys the object of the class PerceptionModule.
Definition at line 29 of file perception_module.cpp.
| auto PerceptionModule::cameraAlive | ( | ) | -> bool |
Function to check if camera is running or not.
Definition at line 178 of file perception_module.cpp.
| auto PerceptionModule::computeLinePts | ( | ) | -> void |
Finds the best fitting line using the Hough transforms and returns the points on the line.
| auto PerceptionModule::computeLinePts | ( | const cv::Mat & | img | ) | -> void |
Overload the function to read the specifc file. Find the best fitting line using the Hough transforms and returns the points on the line.
| [in] | file | The image to be read by the module. |
Definition at line 109 of file perception_module.cpp.
| auto PerceptionModule::detectCenter | ( | ) | -> void |
Method to get the center of the detected contours.
| [in] | raw_image | The image which is to be processed. |
| auto PerceptionModule::detectContours | ( | const cv::Mat & | raw_image | ) | -> void |
Function to detect the contours in the incoming frame.
| [in] | raw_image | The image in which contours are to be found. |
| auto PerceptionModule::getCenter | ( | ) | -> std::pair< int, int > |
Gets the location of the center of the contour.
| auto PerceptionModule::getPoints | ( | ) | -> std::vector<std::pair<int, int>> |
Function to return the points on the detected line.
Definition at line 172 of file perception_module.cpp.
| auto PerceptionModule::isAlive | ( | ) | -> bool |
Determines if the module is running or not.
Definition at line 36 of file perception_module.cpp.
| auto PerceptionModule::setCameraObj | ( | ) | -> void |
Create a pointer to camera object.
Definition at line 31 of file perception_module.cpp.
|
private |
Object of the Camera sensor.
Definition at line 109 of file perception_module.hpp.
|
private |
Definition at line 112 of file perception_module.hpp.
|
private |
Flag to indicated whether the contour is detected or not.
Definition at line 114 of file perception_module.hpp.
|
private |
Image containing detected contours.
Definition at line 113 of file perception_module.hpp.
|
private |
Vectors of contours.
Definition at line 110 of file perception_module.hpp.
|
private |
Heirarchy of contours.
Definition at line 111 of file perception_module.hpp.
|
private |
Flag to test if the perception module is running or not.
Definition at line 120 of file perception_module.hpp.
|
private |
Largest contour detected in the image.
Definition at line 119 of file perception_module.hpp.
|
private |
Area of the largest contour detected.
Definition at line 117 of file perception_module.hpp.
|
private |
ID of the largest contour detected.
Definition at line 116 of file perception_module.hpp.
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Definition at line 122 of file perception_module.hpp.
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Vector of points of line.
Definition at line 123 of file perception_module.hpp.
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Definition at line 124 of file perception_module.hpp.


More my plugins
WebGl, Jquery, PureJS, AngularJS, PureCSS, Material Design, Bootstrap
Jquery plugin for modal window Jquery plugin for modal window Jquery plugin for modal window Jquery plugin for modal windowJquery plugin for modal window
Material responsive table will help you to create rather adaptive tables! You can use them for display of comparative information, display a large number of content, for display of your employees.
Script for create 3d Panorams using libraries Three.js(WebGl). You can create your panoramas simply load their textures. Nothing more. You can control the model with your finger. There is a function check on WebGl.
A collection of CSS3 powered hover effects to be applied to links, buttons, logos and so on. Easily apply to your own elements, modify or just use for inspiration.
Animated alerts are the JQuery plugin based on css3 animation. Using it you can effectively communicate to users the right information.
I created a Jquery plugin that animates all page elements. To demonstrate its capabilities, I created this demo page as my portfolio. The main advantage of the plugin is its simple. You will need to connect the files and set need settings. For you available 36 effects, the ability to control the animation time. This plugin will help to make beautiful sites!
One of the most popular features of the website is a modal window. Modern developers pay little attention to them. Often Windows look awful, boring or don’t work. So we decided to create a unique component for modal dialogs!
This theme is a skin for Bootstrap, which means that can be used with any site built with the Bootstrap framework 3.
WebGl generator is a component for creating original 3D models. You can use it to demonstrate various products and other things. In order to use generator first you need to create .OBJ file in any graphics editor such as 3D MAX or Blender. Then you can add this file in component’s settings.
Collection of preloader – is a set of modern CSS3 animations for preloaders. Plugin is based on CSS transformations,so the animation smooth and clean. It will give freshness to your website! Collection of preloader friendly to mobile devices.
Responsive framework – it’s HTML, CSS and JS framework for fast and easy development.
Responsive UX template-is the modern and responsive html a template. It was developed by means of Responsive framework.


Munster make three changes as Zebo and Ryan start for Racing in Thomond return
The teams will square off at the Limerick venue in the Heineken Champions Cup tomorrow evening.
by Paul DolleryTHE MUNSTER TEAM that will start against Racing 92 at Thomond Park in tomorrow’s Heineken Champions Cup fixture [KO 5.30PM, BT Sport 3] shows three changes from last weekend’s win over Ospreys.
The visitors, who ran out 30-10 winners against champions Saracens in their opening fixture, have also made adjustments, one of which sees former Munster man Simon Zebo restored to the starting line-up.
After Tyler Bleyendaal reported stiffness this week, JJ Hanrahan has been drafted in to start at out-half for Munster.
Tommy O’Donnell also misses out, with Jack O’Donoghue coming into the back row. Billy Holland drops down to the bench to make way in the second row for Tadhg Beirne.
Zebo replaces Brice Dulin at fullback in a Racing side that also includes ex-Munster lock Donnacha Ryan.
Munster:
15. Mike Haley
14. Andrew Conway
13. Chris Farrell
12. Rory Scannell
11. Keith Earls
10. JJ Hanrahan
9. Conor Murray
1. Jeremy Loughman
2. Niall Scannell
3. John Ryan
4. Jean Kleyn
5. Tadhg Beirne
6. Peter O’Mahony
7. Jack O’Donoghue
8. CJ Stander
Replacements:
16. Kevin O’Byrne
17. James Cronin
18. Stephen Archer
19. Billy Holland
20. Fineen Wycherley
21. Alby Mathewson
22. Dan Goggin
23. Arno Botha
Racing 92:
15. Simon Zebo
14. Teddy Thomas
13. Virimi Vakatawa
12. Henry Chavancy (captain)
11. Juan Imhoff
10. Finn Russell
9. Maxime Machenaud
1. Eddy Ben Arous
2. Camille Chat
3. Cedate Gomes Sa
4. Donnacha Ryan
5. Dominic Bird
6. Wenceslas Lauret
7. Boris Palu
8. Antoine Claassen
Replacements:
16. Teddy Baubigny
17. Hassane Kolingar
18. Ali Oz
19. Fabien Sanconnie
20. Yoan Tanga Mangene
21. Teddy Iribaren
22. Ben Volavola
23. Brice Dulin
Murray Kinsella and Bernard Jackman join Gavan Casey in studio to preview the second weekend of Champions Cup action


Spectrum Music Labs provides fun and effective private music lessons to students of all ages and levels in Charlottesville, Virginia. Run by Christine Steele, a musician and educator with over 30 years of experience, Spectrum Music provides instruction tailored to each student’s abilities, learning modality and goals.
Our two children studied (clarinet and flute) with Christine from elementary school into and thro...
Christine has been a wonderful clarinet teacher for our son. She really understands his needs and...
Christine is a true gem of a music teacher… so patient, creative and fabulous! She is exactly wha...


We believe everyone has the right to manage their health.
Creating a healthy world one child at a time!
Cardea helps you keep your family safe. We provide quick, safe and informative access to your family’s medical records.
We believe people make better decisions with access to their health care history.
We make it easier for you to access and understand your health care history.