I'm a creative designer, cybersecurity expert, software & full-stack webdeveloper
I am an allround web & software developer. I am a brand manager with good knowledge of cybersecurity. I love structure and order and I also stand for quality. I love spending time on fixing little details and optimizing apps. Also I like working in a team, you'll learn faster and much more.
Name:
Babatope Ifesanya - Thurpe
Age:
Late 20's
Location:
'Somewhere in Africa, Earth
“If you only have a hammer, you tend to see every problem as a nail.”
- Abraham Maslow (1966)
Sept 2019 - in View
Course - MSc. Business Administration (MBA) Studying an MBA degree forces you to get out of the comfort zone. I was able to explore the latest International Business trends, apply the newest IT management tools and techniques, and challenge myself to improve in business, teams, and collaboration. Magodo, Lagos
Mar 2011 - Dec 2014
Bachelor - Marketing (Specialization: Digital Marketing) Probably one of the most important time to learn how to be a team player, other than the 7p's of marketing. I became a self-taught programmer by learning about SQL, C#, .NET, MVC, Python and more. During my time in college, I specialized in multimedia and digital marketing. Here I learned about web- and user experience and design. Ojo, Lagos
Aug 2007 - Jun 2009
Highschool - Commercial Class I graduated highschool, where I enjoyed doing business, math, commerce and accounting. I realized that i didn't need a computer science degree to become a computer engineer, and couldn't even afford it so i started playing with java applications. Festac Town, Lagos
May 2015 - current
Fulltime - Brand Manager | Senior Web Developer Working as a Senior Devloper on a large african based website for IT and Business Management training. The application was .NET based initially, but drifted to a php based and as a team we are working in a fully scrum way. . Lagos | https://makintouch.com
Aug 2018 - Apr 2019
Fulltime - Web Developer Worked mainly on frontend and using frameworks and technologies such as Laravel, Wordpress, Drupal 8 and ElasticSearch. I also introduced working with Git Flow and supporting my colleagues to write nice readable and reusable code. Later moved to Weebly Lagos | https://wtechafrica.org/
Feb 2017 - Jul 2018
Fulltime - Creative Developer Maktechhub is an online platform targeted at Freelancers. Due to competition and economic reasons it was a short but good experience. Lagos | https://maktechhub.com/
“Life without knowledge is death in disguise.”
- Talib Kweli
This project is build on a custom made C#, .NET framework.
See project on Github
“You can do anything you set your mind to.”
- Benjamin Franklin
“If I had asked people what they wanted, they would have said faster horses. ”
- Henry Ford


Search all sources at etreedb. This search allows you to search both Performance and Source data for matching sources. All the fields are optional and only fields with criteria will be searched.


Module containing the main TcContext Class, responsible for establishing connection over TwinCAT's ADS layer,
generating the Type and Symbol Maps for future communication.
Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"),
to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense,
and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:
The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.
 IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS
IN THE SOFTWARE.
Module containing the main TcContext Class, responsible for establishing connection over TwinCAT's ADS layer, generating the Type and Symbol Maps for future communication.
Licensed under MIT License.
Copyright (c) 2020 Dmitrij Trifanov<EMAIL_ADDRESS>Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:
The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.
 IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.


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I'm a beginner in Computer Programming with big dreams and intentions to achieve them at any cost.
From learning CPP, Data Structures to Competitive Coding, the intentions are to improve skills and get better in something I love to do. Currently, I want an internship that can further improve my skills in C++ & Data Structures.
Not just that, I have started to learn Full Stack Web Development too! Very soon, I'll be a competitive programmer as well as a web developer.
This is a sample Resume, made just for the sake of display of my front-end web development skills.
P.S: I'm still a learner!
And links to my social networking sites are yet to be added.
SKILLS
Work Experience
Designation
Company's Name
Month YYYY - Month YYYY
Here I'll be writing a few details about the internship and what I learned from that. I can mention a few details of the firm I worked for.
Designation
Company's Name
Month YYYY - Month YYYY
Here I'll be writing a few details about the job and what I learned from that. I can mention a few details of the firm I worked for.
Designation
Company's Name
Month YYYY - Present
Here I'll be writing a few details about the job and are my roles here. I can mention a few details of the firm I am working for.
Education
Takshila School
10th
April 2017
I passed 10th class with a perfect 10 CGPA. My teachers always appreciated me and my dedication throughout my school life. I was quite active in sports too and brought multiple madels for my school!
Ch.B.S.P School
12th
April 2019
I scored 94.8% in 12th. I prepared for JEE along with my 12th class and was able to secure a rank of 11,457 out of about 10 lakh students!
P.E.C
B.E (ECE)
2019 - 2023
Currently I am pursuing my bachelor's degree at Punjab Engineering College. My current CGPA is 8.14.
Portfolio
About Project Here
About Project Here
About Project Here
About Project Here
About Project Here
About Project Here
Contact
Get In Touch
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book.
My Address
Delhi, India
1234567899
username@domain.com


Passwords should be between 6 and 15 characters long.
These are your shared locations. These locations can be used to recommend you people that is near you.


About - Thanks for visiting!
This website is one of many "apps" hosted by a small DigitalOcean VPS.
Content is served through NodeJS running on Debian 8.1.
I, John Paul Hayes II, maintain the VPS.
You can find the root of all my applications at bwackwat.com.
You can also find my tech-speak blog at grokkingequanimity.com. It's incomplete XD...


Want to know how the API looks? Make some requests with the tool below. See how different inputs produce different tax calcluation results, and see what kind of tax information you can expect to get back.
Create a Sandbox Account
This sandbox account is for evaluation only and is initially active for 90 days, but you can request an extension if needed. You will need to add company profile and tax profile information to calculate sales tax. It is based on an AvaTax Basic subscription and includes access to Nexus Jurisdictions in the U.S. and Canada only. To access full AvaTax Pro System Tax Code functionality or Global Nexus Jurisdictions, please contact sales to inquire about a paid development account.
Note: In order to match the sample code we provide, use CompanyCode APITrialCompany when creating your company. If you use some other CompanyCode value remember to change the value in your samples.
Make a Tax Call
Now that you have an account with company settings, you are ready to make an API request!
We have automatically filled in the required POST parameters to calculate the sales tax on a $10 sale amount using the Avalara corporate address at 100 Ravine Lane, Bainbridge Island, WA.
POST REQUEST
We will make a POST request to URL:
Use an online encoding tool or perhaps one of the REST client apps for Google Chrome to create a Basic Authorization Header from your username and password.
It will look something like this:
The POST body will be:
DocDate is the date used to calculate the tax, and to identify the date on which the invoice is recorded. This should be your invoice date.
CustomerCode uniquely identifies the end customer making the purchase.
DocCode is a unique identifier of the transaction. This is often invoice number.
DocType tells Avalara what kind of transaction this is. In this case, it is a document that represents a sale, and should be saved in our database.
Address in this case is used as both the origin and destination. In general, these may not be the same.
Lines is an array of all line items on the invoice (including any freight and miscellaneous charges). Each invoice line should be a line on the tax request, and should specify a line number (unique within the document), quantity, and extended amount.
IMPORTANT:
The dollar amount must be nonzero to calculate nonzero tax (tax on $0 will always be $0).
You will need your account credentials (Username and Password) to make a successful API call.
POST RESPONSE
Document-level tax calculation results are available at the root level of the response, notably TotalTax. This is the total amount of tax calculated on the invoice.
Each Line item in the request is represented in the response by a TaxLine, which shows line-level tax calculation results. The jurisdictional breakout of the tax calculation for each line is displayed as an array of TaxDetails.
Verify Your Results in the Admin Console
The tax request you made in Step 3 will be viewable in the Admin Console. Log in and navigate to the Transactions tab to verify that you have produced a successful outcome.
Example of successful outcome
Moving forward, it's a good idea to periodically review the Admin Console to verify that you're heading in the right direction.


Welcome to the Identity and Accounts Manager
The Identity and Accounts Manager lets you review your personal information, as well as manage security settings, privacy settings, and services associated with your UCLA Logon ID.
My Personal Information
Review your personal information and find resources to fix outdated information.
- UID:
- 123456789
- Display Name:
- Jen Burin
- Official Email:
-<EMAIL_ADDRESS>My UCLA Logon ID
Perform actions to manage your UCLA Logon ID.
- Change Your Password
- Manage Multi-Factor Authentication
- Account Recovery Options
My BOL Services
Review the services you have access to and manage service settings.
- @ucla.edu email forwarding:
- sent to Google Apps at UCLA
Get Help
Contact the Bruin OnLine Help Desk or visit our knowledge base.
- Go to Bruin OnLine's contact page
- Send an email to<EMAIL_ADDRESS>- Give us a call at 310-267-HELP (4357)
- Visit our Knowledge Base


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Gives a high level overview on installing Portworx on Kubernetes.
Shows how to create persistent volumes using Portworx on Kubernetes.
Shows how to use shared Portworx volumes on Kubernetes.
Goes through Resizing Portworx volumes on Kubernetes.
Goes over creating encrypted volumes on Kubernetes with Portworx.
Shows how to deploy Minio on Portworx volumes and use it for volume backups.
Shows how to deploy Kafka and Zookeeper on Kubernetes using Portworx volumes.
Shows how to deploy MongoDB using Portworx and goes through failover scenarios and snapshots.
Shows how to deploy PostgreSQL using Portworx.
Goes through SQL Server deployment and high-availibility with Portworx, with a sub 2 minute failover.
Goes over deploying a Redis database on Kubernetes using Portworx, showing HA failover scenario.
Shows how to deploy MySQL to Kubernetes and use Portworx Volumes to provide HA capability.
Shows how to deploy Cassandra to Kubernetes and use Portworx Volumes to provide HA capability.


Resort Mate is a booking management and invoicing app for pensions and hotels. We started the development of Resort Mate because we found that existing management software for hotels are far too complex with functions that are not needed to manage pensions or small-scale hotels. Resort Mate has a simple role management and access management and if permissions are granted data can be accessed from within any browser. Currently, only Google Chrome for desktop version 45 or higher is supported. Other browser might work but can lead to unexpected application behavior. We have support of other major browsers and a version for mobile devices on our roadmap, which will be available on release of Resort Mate.
In the meantime you can test an alpha release of Resort Mate. We've created test accounts, which you can find further down this page.
{{!--We used latest web-development standards and changes made in Resort Mate are immediately synchronized to other clients accessing the same data.--}} We know that an easy-to-use and easy-to-learn user interface is mandatory for the success of Resort Mate and user experience and a fun-to-use application can bring added value. This is why we are currently in beta-testing with a real client and plan to go live once we are satisfied with the user experience.
We've created three user accounts to play with and test Resort Mate. Each user account is associated to with different role. The manager role has access to customer data, can manage rooms and order items, add or change bookings, and create offers and invoices. The curator role can access to customer data and add or change bookings. The accountant role can access customer data and add or change offers and invoices.
Log in with either of the test accounts and try out Resort Mate.


“Hello and welcome, glad to see you. Remember to trust the next event with our company, because we consists of an experienced and dedicated teams. See you on your next event.”
Ramdan Wulan Agung
Director at Miskat Alam Internasional
“Hello and welcome, glad to see you. Remember to trust the next event with our company, because we consists of an experienced and dedicated teams. See you on your next event.”
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Manager at Miskat Alam Internasional
“Hello and welcome, glad to see you. Remember to trust the next event with our company, because we consists of an experienced and dedicated teams. See you on your next event.”
Amelia
Staff at Miskat Alam Internasional
“Hello and welcome, glad to see you. Remember to trust the next event with our company, because we consists of an experienced and dedicated teams. See you on your next event.”
Intan Kartika
Staff at Miskat Alam Internasional
“Hello and welcome, glad to see you. Remember to trust the next event with our company, because we consists of an experienced and dedicated teams. See you on your next event.”
Jajang Saepudin
Staff at Miskat Alam Internasional


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Don't forget the div tag with id="js-console", which is empty
Find divs count


WeSign keeps your business moving forward.
Try WeSign FreeA suite of applications and integrations for automating and connecting the entire agreement process
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Automate agreement workflows and management
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Use AI to search and analyze by legal concepts
Your organization runs on contracts and other types of agreements. It’s time to transform how you prepare, sign, act on, and manage them.
Get in touchWeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
WeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
WeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
WeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
WeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
WeSign allows you to electronically request and add legally binding signatures to any document, from new hire agreements to loans, to NDAs. WeSign is available in an intuitive web interface, a developer-friendly API, or as a Salesforce add-on.
Get in touch with our team to learn more about plan differences and find the right fit for you.


--- title: Download date: 2016-11-23 +0700 categories: Home description: Home author: Me layout: page-1 ---


Speech
Secretary of State for Education Michael Gove speaks about teachers in charge, at the National College for Teaching and Leadership.
I want to begin by saying thank you.
I’m grateful to Charlie Taylor for inviting me here today.
And I’m grateful to him for the work he’s already done at the Teaching Agency in reforming teacher training.
As well as the work he’s leading now through the National College for Teaching and Leadership to build on its past successes.
But one thing I am particularly grateful to Charlie for is something I’d also like to thank all of you for doing.
Having a vocation.
All of you – thankfully – resisted the temptations of other professional paths and chose to teach.
No one in this room is a conscript, no one is in their job because economic circumstances forced it on them, no one in this room approaches every day with the sense of futility that comes from feeling your talents are being wasted.
All of you know the sense of fulfilment that comes from choosing your path and doing a good job well.
My ambition for the state education system is simple. I want every young person to have the freedom - as an adult - to choose the path that is right for them.
I want young people to leave school with the qualifications, the confidence and the character to be able to decide their future for themselves - to become authors of their own life story.
Sadly, there are still young people who leave school without the exam passes, without the literacy, without the numerical ability, without the strength of character, to choose their own future. They are unable to choose the jobs they want, unable to buy a home in which to raise a family, unable to play a part in a modern democracy as fully engaged citizens.
Those young people are, overwhelmingly, from our poorest homes. And while it is a source of great encouragement to me that we are reducing their number, every child who leaves school without the tools to succeed is a reproach to our consciences.
Because all children can succeed in school - and many, many more than we allow for at the moment can secure outstanding exam passes, complete demanding apprenticeships, achieve our new, and aspirational, technical baccalaureate standard or go on to university.
That is why I am deliberately setting higher and higher standards for our state school system every year. Because I know we can meet, and surpass, those higher standards. And every time we do, more children are emancipated from ignorance and liberated to succeed.
The reason I am so convinced we can aspire to better every year is that is what you all do. There’s not a head here who would be satisfied with the same level of GCSE performance year on year. And in every school I’ve ever visited that is heading in the right direction, the senior leadership team make public how grades have improved every year and are clear about what more is expected of students.
And in affirming my belief in higher expectations - year on year - I’m not just reflecting what happens in the best schools, your schools.
I am also underlining my belief in the power - and importance - of teaching.
Because I believe that if you take children, from whatever background, and maximise the amount of time they have with a great teacher then you can see them make astounding progress.
There are some people who deny the importance of teaching.
On the right there are some people who think that intelligence is somehow a fixed commodity; that schools should identify those who are able, put them on one path, and find an alternative track or tracks for others who cannot benefit from a stretching curriculum.
And on the left there are some people, including leaders of teaching unions, who argue that children from poorer homes are so economically and socially disadvantaged that their fates are fixed before they even reach school.
Both positions seem to me sad because they deny the power of teaching to transform lives. The people who hold those positions seem to me to be the real enemies of promise.
None of us would be here today if we didn’t believe that teaching can change a child’s life immeasurably for the better.
And that is why everything the government is doing in education affirms the importance of teaching.
And that is why I am so convinced that the best people to be driving change in our education system and setting higher standards than ever before should be teachers.
It’s a belief that teachers should be in charge that lies behind our structural reform programme in education.
Our first legislative act as a government, the Academies Act, was designed to put teachers back in control, or more fully in charge, of their schools.
The rapid growth in the number of academies (from just 203 when the coalition government was formed to 2886 now) was not driven by ministerial fiat but by teachers, many in this room, taking control.
Amazing things have been, and are being, achieved by the academies movement. But all politicians - and commentators - should realise those amazing things are being achieved by teachers in a teacher-led movement.
The success of the Greenwood Dale Academies Trust is down to the leadership of one teacher above all - Nottingham’s own Barry Day - and now he and his colleagues are helping to transform schools which had lost their way in some of the poorest areas of the East Midlands, schools like Nottingham Academy or Queensmead Academy in Leicester.
The growth - and the achievements - of the Kemnal Trust are a result of the ambition of another inspirational teacher - John Atkins. The Kemnal Trust currently manages 34 Academies across the South East, schools like Orchards Academy in Kent. And they’re seeing brilliant results. In 2009, when it joined the Trust, only 22% of pupils at Orchards achieved 5 or more GCSEs at A* to C including English and maths. Today, more than twice as many pupils do - 55% and climbing.
In Birmingham another wonderful teacher, Liam Nolan, has established the Perry Beeches chain of schools, with superbly talented lieutenants such as Jackie Powell (headteacher of Perry Beeches II The Free School) and Stuart Turnbull (associate headteacher of Perry Beeches Academy). The achievements of Liam and his team have transformed the life chances of thousands of children across the Birmingham area. When Perry Beeches Academy received an ‘outstanding’ rating last month, Ofsted paid tribute to Liam’s leadership - under which, in their words, ‘the academy has become a beacon of outstanding practice’.
And the same level of creativity, innovation and ambition is also on show in Mike Wilkins’ schools in the Outwood Grange Trust, Sir Paul Edwards’ schools in the School Partnership Trust, or Sir Dan Moynihan’s schools in the Harris Federation.
All great teachers. All transforming schools in communities which had been poorly served for years.
And our free schools policy is giving even more teachers the chance to make a difference where it matters. Whether it’s an established head like Patricia Sowter in Enfield, a classroom teacher stepping up to leadership like Mark Lehain in Bedford or a group of teachers determined to prove that every child can succeed if given a classical liberal education - like the team behind Greenwich Free School - increasingly when it comes to providing parents with choice teachers are doing it for themselves.
Many of the best free schools are those where the idea comes from teachers and many of the best bids to open new schools every year are coming from teachers.
And free schools have, at last, allowed teachers to do what other professionals have always been able to do. Build an institution which they run themselves for those most in need.
GPs who want to help those most in need have always been able to set up a practice in a most disadvantaged area. Solicitors who want to offer support to the marginalised and overlooked have always been able to open up practices and law centres in areas of disadvantage. But until now no teacher could do as Peter Hyman has done, as Patricia Sowter has done and as Mark Lehain has done and open their own school to help poor children succeed. I think the establishment of the free school movement is a huge step forward in enhancing the prestige and supporting the innate idealism of the teaching profession.
And the academies and free school movement hasn’t just provided a better platform than ever before for teachers’ ambitions, it has also given teachers the opportunity to become curriculum innovators to a greater, and more exciting, extent than at any point during the last quarter of a century.
Whether it was the pioneering work done by David Benson at the Ark Academy in Wembley which he will now have the chance to extend to more students as the new principal of the Aldridge Academy in North Kensington - or the innovative approaches to liberal learning being developed by Daisy Christodolou in the Curriculum Centre at Pimlico Academy - or the more stretching approach to mathematics I saw being adopted at Nunthorpe Academy in Middlesbrough just last week - teachers are taking increasing control of what and how children learn.
We’re in the middle of reflecting on the consultation responses to our draft national curriculum.
And the responses which weigh most with me are from teachers.
It’s important to get the national curriculum right - it serves as a benchmark and embodies a level of ambition which affirms our desire to raise standards for all children.
But no national curriculum can ever, or will ever, be right in every circumstance for every school.
That is why all schools can ask to disapply any aspect of the national curriculum if they feel they can do something better and more appropriate for their children, whether that means tailoring it for pupils with particular needs or experimenting with a different approach to drive up outcomes.
And the existence of a majority of secondary schools, and a growing army of primary schools, which enjoy academy freedoms means this new national curriculum will be more insulated from ministerial error than any before.
Because there are now thousands of schools empowered - every day - to find even better ways of teaching individual subjects, or areas within subjects, than any single time bound document can encapsulate.
The new national curriculum is being shaped to provide a level of challenge - and ambition - explicitly sharper than exists in the current national curriculum.
But the most ambitious people in our education system are not ministers but teachers - and I see that every week in the innovations of teachers like Daisy Christodolou or Peter Hyman in School 21 or Lee Faith at the Greenwich Free School.
So I predict that in the months and years to come the best curriculums will be developed - and refined - in schools across the country by teachers for teachers.
And that is why I think this national curriculum may well be the last national curriculum. Because in future teachers will be doing it for themselves.
You can see already in the resources teachers share through the TES website, or the eagerness they have in so many good schools to observe and be observed, or in the syllabus developed by Brighton College to integrate the history, geography and cultural achievements of these islands, that new technology and academic freedom are combining to provide an environment in which the best minds can collaborate to improve what our children learn.
And technology provides increasing opportunities. The advent of MOOCS - massive open online courses - in higher education is transforming our idea of a university.
When the Stanford scientist Sebastian Thrun can put his entire artificial intelligence course online so anyone anywhere in the world can watch him teach, take his papers and earn accreditation direct from him, then we are witnessing a revolution in learning to rank with Guttenberg’s printing press.
And it is an opportunity designed to empower teachers. Because great teaching will become more visible as the system becomes more open.
And just as the impact of great teaching is becoming more visible so the voices of great teachers are becoming more audible in the education debate.
Voices across the political spectrum are talking honestly about the profession’s strengths and weaknesses; successes, failures and priorities for the future.
I’m a great fan of Andrew Old, whose brilliant blog Scenes from the Battleground provides one of the most insightful commentaries on the current and future curriculum that I’ve ever read; but I’m also an admirer of John Blake of Labour Teachers, who has transcended party politics to praise all schools which succeed for their pupils, even if they are academies or free schools…
I also hugely enjoy the always provocative work of Tom Bennett, the Behaviour Guru, who champions teachers at every turn while challenging them to up their game. And one of the brightest young voices in the education debate is the Birmingham teacher Matthew Hunter, whose work online and in Standpoint magazine reinforces my view that those who are have entered the profession in the last few years - and are entering now - are hugely ambitious for the children in their care.
I’m also indebted to David Weston, Chief Executive of the Teacher Development Trust - who is a principled and non-partisan voice for reform and to the school leaders who have set up the Headteachers’ Roundtable - an initiative which, I admit, may be further from my personal viewpoint than some of the others I’ve mentioned - but which represents a brilliant forum for progress and debate within the education world.
And at the level of national policy direction it’s teachers who are not just leading the debate but implementing change - Liz Sidwell as Schools Commissioner, Charlie Taylor at the Teaching Agency, Sir Michael Wilshaw at Ofsted.
It’s teachers - at every level - who are shaping the future
Not least in developing a new culture of ambition and collaboration.
As so many of you can prove.
As brand new NLEs , teaching schools or (for around 70 of you, very impressively), both – heads and teachers are taking the lead in school improvement and driving up standards right across the system.
You’re in good company.
1 in 3 secondary heads and almost 1 in 5 primary heads is now either an NLE, an LLE or a member of a teaching school alliance - using their position and powers in a restless, relentless quest for improvement.
And there are a growing number of organisations led by teachers - not directed by Whitehall - driving faster change.
Excellent organisations like Challenge Partners are proving that it’s teachers who are both the sharpest critics and the most effective reformers of our schools.
And that is why I am so delighted by the launch of Aspire - a school improvement pilot developed and run by the NAHT .
As well as taking charge of schools and school improvement, teachers are also taking charge of their own profession - from training and recruitment to professional development.
School Direct - our new programme for ITT - has been shaped in the image of outstanding schools, like yours, the type of schools which already grow their own teachers and groom them for greatness; encouraging heads and teachers all over the country to follow your lead, and to emulate your success.
I’m delighted that the programme has been met with such enthusiasm so far - and I very much hope that even more of you will be encouraged to sign up for next year, and the years after that.
But I’d like to take a moment to pay particular tribute to the work of teaching schools in making this programme a success.
Some teaching schools and alliances are already training 50 or more teachers a year - schools like Bishop Rawstorne Church of England Academy, working with Cumbria University, which is offering 100 School Direct places for the academic year 2013 to 14; or South Farnham SCITT, which is offering 50 School Direct places for the academic year 2013 to 14.
In total, last year, the first 100 teaching school alliances delivered over 10,000 ITT placements - and well over a third of all School Direct places are on track to be delivered by teaching school alliances next year. Our goal is for half of all teacher training places to be led by schools by 2015 - and we will welcome your help in making that happen.
Teaching schools and alliances are also, of course, the centres of high quality professional and leadership development - working hard, right across the country, to ensure that teachers get the best possible opportunities for development.
And Teaching Schools of course reflect the personal commitment to excellence over the years of the National College’s leadership - especially under Steve Munby and Toby Salt.
They championed not just Teaching Schools but brilliant programmes like Teaching Leaders and Future Leaders - which, I’m delighted to say, are now growing further and faster than ever before and helping to grow and develop the next generation of inspirational leaders.
And I am particularly pleased that both Steve and Toby are showing leadership on the ground as chief executives of the CfBT Education Trust and Ormiston Academies Trust respectively - again, teachers leading change.
And increasingly the changes which are being made in teaching are changes which are rooted rigorously in evidence from the chalkface.
The Education Endowment Fund is trialling and rigorously evaluating which approaches are most likely to drive up standards for the poorest children, and it is teachers who are bidding for its support and establishing a new research base to inform education policy.
Alongside the work of the EEF the Department for Education has also been working with the author of Bad Science - Dr Ben Goldacre - to ensure we all have access to better science about how children learn. Ben has issued an invitation - and set a challenge - to the profession to help establish randomised control trials so we can test as rigorously as possible what works in schools.
This is a great opportunity for teachers to take control of the education debate - the profession is now being empowered to demonstrate what genuinely gets results and generate the data which will determine what evidence-based policy really looks like.
The future of education is being written, right now, by teachers - and we would like all of you to be a part of it.
Putting teachers in charge of the future of their profession also means that they are increasingly in control of their own reputation.
Because public perceptions of the teaching profession rest, not on what politicians or Ofsted inspectors or the media say, but on what teachers do.
Andreas Schleicher, the man who knows more about education than anyone on the globe, nails it:
The general perception is that the social status of teachers is determined by how much society respects the teaching profession. The OECD data, however, suggests the reverse: it is the nature of the profession that is creating the teachers’ image.
In other words, public perceptions of teachers are shaped every day by parents’ respect for the hundreds and thousands of dedicated, hard-working professionals in classrooms across the country - by the school leaders driving up standards, and the schools where a culture of fatalism and failure has been replaced by an aspiration to excellence for all.
That’s why the tiny, but vocal, group of militant activists in the teaching unions we hear so much from every Easter are increasingly out of touch with the profession as a whole.
The leadership teams of the NUT and NASUWT have demanded their members take industrial action - a work-to-rule - for reasons which are obscure to me but seem to amount to ‘we don’t like the last 25 years of education reform, why can’t we party like it’s 1968?’.
But the overwhelming majority of teachers aren’t interested in turning back the clock, working to rule or engaging in a political showdown.
According to a survey in November last year, only 9% of teachers in state-funded schools said that the NUT / NASUWT work to rule action is having an impact in their school.
Which means that despite all the media grandstanding by union leaders - despite a few striking teachers being paraded on stage at their conferences for cheers and praise - the facts show that the vast majority of teachers on the ground are ignoring this irresponsible campaign and putting the interests of their pupils first.
That same survey found that only 6% of teachers joined a teaching union because ‘it campaigns about issues that matter to me’. Just 11% claimed that they ‘believe in trade unions’. An overwhelming majority, on the other hand - 72% - joined for ‘support if I had a problem with work’. For legal, logistical advice; not for ideological passion.
And there are now alternative sources of that legal and logistical advice.
One teacher - John Roberts - unhappy with the way the unions were spending his money has set up an organisation edapt - to provide independent support for teaching professionals.
Now there is no need for teachers to feel they have to join a union if they want full employment protection - they can get impartial legal and employment advice from an organisation without a political agenda. And it is great that this organisation is teacher-created, teacher-designed and teacher-led.
And if the employment protection role offered by the unions is now done better by an alternative organisation, so then the role they’ve played as a voice for the profession can also now be done better by an alternative organisation.
Progressives within teaching, like Russell Hobby, Sir Tim Brighouse, members of the Academies Commission (Christine Gilbert, Brett Wigdortz, and Chris Husbands) and the leadership of the Prince’s Teaching Institute, have suggested that the time is right for a new body to act as a voice for the whole teaching profession.
There is a growing consensus that teachers should emulate other professions, and set up a new Royal College - like the Royal College of Surgeons or Paediatricians - identifying, exemplifying and defining best practice in the teaching profession.
The creation of a Royal College is not DfE policy - on the contrary, I’ve had nothing whatever to do with it - which is why it’s such a good idea.
Now, I realise that any endorsement from me might blight its chances before it even gets off the ground.
But the great thing about this idea is that it’s about teachers taking responsibility for ensuring the profession is seen to be serious about standards. It sends a hugely important signal about the aims and aspirations of the teaching profession - and I wish those working on it every possible success.
All of you here today are outstanding heads and leaders, already driving up standards and already achieving impressive success. So I know that to some extent I’m preaching to the choir.
But I hope you’ll agree that the greater autonomy, greater freedom, greater powers to lead the system and greater prestige for the profession as a whole, add up to this one, self-evident truth.
In classrooms, staff rooms and playgrounds, whether new recruits or wise elder statesmen, in every type of school and in every type of community: there’s never been a better time to be a teacher. Thank you.
Published: 25 April 2013


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| Total net profit | -141.71 | Gross profit | 38.53 | Gross loss | -180.24 |
| Profit factor | 0.21 | Expected payoff | -28.34 | ||
| Absolute drawdown | -180.24 | Maximal drawdown (%) | 146.5 (-434.2%) | ||
| Total trades | 5 | Profit trades (% of total) | 1 (20.0%) | Loss trades (% of total) | 4 (80.0%) |
| Long positions (won %) | 0 (0.0%) | Short positions (won %) | 5 (20.0%) | ||
| Largest | profit trade | 38.53 | loss trade | -67.41 | |
| Average | profit trade | 38.53 | loss trade | -45.06 | |
| Minimum | profit trade | 38.53 | loss trade | -27.07 | |
| Maximum | take profit in pips | 15150.0 | stop loss in pips | -5970.0 | |
| Average | take profit in pips | 7978.0 | stop loss in pips | -3894.0 | |
| Minimum | take profit in pips | 3410.0 | stop loss in pips | -2400.0 | |
| Maximum | Reward-Risk | 5.1 | Duration in minutes | 334 | |
| Average | Reward-Risk | 2.3 | Duration in minutes | 157.0 | |
| Minimum | Reward-Risk | 0.9 | Duration in minutes | 17 | |
| Maximum | consecutive wins (profit in money) | 1.0 (38.53) | consecutive losses (loss in money) | 4.0 (-180.24) | |
| Average | consecutive wins | 1.0 | consecutive losses | 4.0 |
| Total net profit | 0.0 | Gross profit | 0.0 | Gross loss | 0.0 |
| Profit factor | 0.0 | Expected payoff | 0.0 | ||
| Absolute drawdown | 0.0 | Maximal drawdown (%) | 0.0 (0.0%) | ||
| Total trades | 0 | Profit trades (% of total) | 0 (0.0%) | Loss trades (% of total) | 0 (0.0%) |
| Largest | profit trade | 0.0 | loss trade | 0.0 | |
| Average | profit trade | 0.0 | loss trade | 0.0 | |
| Minimum | profit trade | 0.0 | loss trade | 0.0 | |
| Maximum | take profit in pips | 0.0 | stop loss in pips | 0.0 | |
| Average | take profit in pips | 0.0 | stop loss in pips | 0.0 | |
| Minimum | take profit in pips | 0.0 | stop loss in pips | 0.0 | |
| Maximum | Reward-Risk | 0.0 | Duration in minutes | nan | |
| Average | Reward-Risk | 0.0 | Duration in minutes | 0.0 | |
| Minimum | Reward-Risk | 0.0 | Duration in minutes | nan | |
| Maximum | consecutive wins (profit in money) | 0.0 (0.0) | consecutive losses (loss in money) | 0.0 (0.0) | |
| Average | consecutive wins | 0.0 | consecutive losses | 0.0 |
| Total net profit | -141.71 | Gross profit | 38.53 | Gross loss | -180.24 |
| Profit factor | 0.21 | Expected payoff | -28.34 | ||
| Absolute drawdown | -180.24 | Maximal drawdown (%) | 146.5 (-434.2%) | ||
| Total trades | 5 | Profit trades (% of total) | 1 (20.0%) | Loss trades (% of total) | 4 (80.0%) |
| Largest | profit trade | 38.53 | loss trade | -67.41 | |
| Average | profit trade | 38.53 | loss trade | -45.06 | |
| Minimum | profit trade | 38.53 | loss trade | -27.07 | |
| Maximum | take profit in pips | 15150.0 | stop loss in pips | -5970.0 | |
| Average | take profit in pips | 7978.0 | stop loss in pips | -3894.0 | |
| Minimum | take profit in pips | 3410.0 | stop loss in pips | -2400.0 | |
| Maximum | Reward-Risk | 5.1 | Duration in minutes | 334.0 | |
| Average | Reward-Risk | 2.3 | Duration in minutes | 157.0 | |
| Minimum | Reward-Risk | Duration in minutes | 17.0 | ||
| Maximum | consecutive wins (profit in money) | 1.0 (38.53) | consecutive losses (loss in money) | 4.0 (-180.24) | |
| Average | consecutive wins | 1.0 | consecutive losses | 4.0 |


About me
Hello, I am Parnabrita. I am a Computer Science undergrad student at Indian Institute of Engineering Science and Technology, Shibpur. I will be graduating in 2023.
Currently, Machine Learning and Full-stack Web Development are my primary interests. But I am also interested in learning more about Symbolic Mathematics, Computer Algebra System, and Mathematical Programming. In my spare time, I love to draw, paint and read books. I am willing to learn about Game Development and Game Designing in the future.
Skills
Languages
C
C++
Python
JavaScript
HTML
CSS
Technical Proficiency
TensorFlow
Keras
OpenCV
Django
React
Flutter


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T
Title
S
Section


An abstract syntax tree walker for the ESTree format.
Acorn is open source software released under an MIT license.
You are welcome to report bugs or create pull requests on github. For questions and discussion, please use the Tern discussion forum.
The easiest way to install acorn is from npm
:
npm install acorn-walk
Alternately, you can download the source and build acorn yourself:
git clone https://github.com/acornjs/acorn.git
cd acorn
npm install
An algorithm for recursing through a syntax tree is stored as an object, with a property for each tree node type holding a function that will recurse through such a node. There are several ways to run such a walker.
simple(node, visitors, base, state)
does a 'simple' walk over a
tree. node
should be the AST node to walk, and visitors
an object
with properties whose names correspond to node types in the ESTree
spec. The properties should contain
functions that will be called with the node object and, if applicable
the state at that point. The last two arguments are optional. base
is a walker algorithm, and state
is a start state. The default
walker will simply visit all statements and expressions and not
produce a meaningful state. (An example of a use of state is to track
scope at each point in the tree.)
const acorn = require("acorn")
const walk = require("acorn-walk")
walk.simple(acorn.parse("let x = 10"), {
Literal(node) {
console.log(`Found a literal: ${node.value}`)
}
})
ancestor(node, visitors, base, state)
does a 'simple' walk over
a tree, building up an array of ancestor nodes (including the current node)
and passing the array to the callbacks as a third parameter.
const acorn = require("acorn")
const walk = require("acorn-walk")
walk.ancestor(acorn.parse("foo('hi')"), {
Literal(_, ancestors) {
console.log("This literal's ancestors are:", ancestors.map(n => n.type))
}
})
recursive(node, state, functions, base)
does a 'recursive'
walk, where the walker functions are responsible for continuing the
walk on the child nodes of their target node. state
is the start
state, and functions
should contain an object that maps node types
to walker functions. Such functions are called with (node, state, c)
arguments, and can cause the walk to continue on a sub-node by calling
the c
argument on it with (node, state)
arguments. The optional
base
argument provides the fallback walker functions for node types
that aren't handled in the functions
object. If not given, the
default walkers will be used.
make(functions, base)
builds a new walker object by using the
walker functions in functions
and filling in the missing ones by
taking defaults from base
.
full(node, callback, base, state)
does a 'full' walk over a
tree, calling the callback with the arguments (node, state, type) for
each node
fullAncestor(node, callback, base, state)
does a 'full' walk
over a tree, building up an array of ancestor nodes (including the
current node) and passing the array to the callbacks as a third
parameter.
const acorn = require("acorn")
const walk = require("acorn-walk")
walk.full(acorn.parse("1 + 1"), node => {
console.log(`There's a ${node.type} node at ${node.ch}`)
})
findNodeAt(node, start, end, test, base, state)
tries to locate
a node in a tree at the given start and/or end offsets, which
satisfies the predicate test
. start
and end
can be either null
(as wildcard) or a number. test
may be a string (indicating a node
type) or a function that takes (nodeType, node)
arguments and
returns a boolean indicating whether this node is interesting. base
and state
are optional, and can be used to specify a custom walker.
Nodes are tested from inner to outer, so if two nodes match the
boundaries, the inner one will be preferred.
findNodeAround(node, pos, test, base, state)
is a lot like
findNodeAt
, but will match any node that exists 'around' (spanning)
the given position.
findNodeAfter(node, pos, test, base, state)
is similar to
findNodeAround
, but will match all nodes after the given position
(testing outer nodes before inner nodes).


Along with items parameter both append and prepend methods have eof/bof parameter which is optional and which prevents rendering of new items when the end of the dataset (if we are speaking of append) or beginning of the dataset (prepend case) is not reached. See also bof/eof demo.
For example, if we call {{ prependCallSample }} when the beginning of the dataset is reached and no more items can be fetched in the backward direction, then the new items will be injected and rendered immediately. But if we are not in BOF, new items will not appear, they will be virtualized: viewport backward padding element size will be increased in accordance with the number of new items multiplied by the default item size. The same works for {{ appendCallSample }} call adjusted for forward direction and forward padding element.
Indexes increase by default when Adapter.append and decrease by default when Adapter.prepend. The indexing strategy can be changed by decrease/increase params. They are boolean and set to false by default. For example, if we call {{ prependIncreaseCallSample }}, the topmost index remains unchanged, prepended items start with the topmost index, the rest indexes are incremented.
The most important idea behind the Adapter update API is that the changes made via Adapter must be synched with the Datasource. This demo implements one of the possible ways of synching the Datasource with the Adapter.append/prepend updates. The external dataset is changed per each doAppend / doPrepend call destructively by unshift and push Array's methods. There are also some additional variables that provide index offsets and that are used in the Datasource.get and doPrepend/doAppend methods to guarantee a stable data flow from the App component to the Scroller. Another examples of such synchronization could be found in remove and insert demos.


controllerAs
syntax is a good first step into being able to have some sort of sense of hierarchy in applications. However, large controllers can still get unwieldy. We can move towards controlling our controllers with angular.extend
.
TL;DR
Put all your controller properties into an object literal, and extend that object into this
:
After that, always use this
to refer to controller properties (don’t use vm.whatever
).
A brief overview of controllerAs
Skip to the next section if you already know how to use this.
Basically, if you have a parent controller and a child controller nested within, you have to explicitly refer to $scope.$parent
to access the parent controller from the child controller.
However, with controllerAs
syntax, we get a namespace.
But then in your controller, you might have to deal with this:
Also, wondering why we’re using vm
? Check out John Papa’s AngularJS Style Guide.
Now imagine that, 1000x, when you have a controller full of lots and lots of stuff. Really, you could argue that you should consider leveraging directives and services for most of your business logic, but sometimes it’s difficult to do.
By the way, controllerAs
still knows about $scope
. This fake “namespace” simply happens internally by attaching an object to $scope
. So in the above example, our parent controller $scope
would look like this:
In fact, if you were to inject $scope
into that controller and ask for $scope.parent
, you’d see all those properties. There’s nothing fancy about it.
Extending the view model
Ever heard of angular.extend
? It’s pretty nifty. It basically just puts properties from one object into another object, without overwriting any properties. AngularJS already attempts to protect us from this by delimiting internal properties with $
or $$
, so it’s not really a concern anyway, but it’s a nice added touch.
So, we can just make our controller look like this:
However, you’ll notice that it’ll usually be better from then on to continue to refer to controller properties with this
rather than vm
, because any changes through data-binding will propogate only to this
(our namespaced controller), and not to our vm
object reference. You can leverage things like Function.prototype.bind
if you get into hairy contexts (like forEach
loops, etc.).


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Brief Census Survey - State of Goa
As a result of regular changes in the quantity of the population of the state of Goa, it is incumbent upon our NGO to undertake a brief survey of the people periodically, in conjunction with the Government of Goa. The information gathered in this survey would be held in the highest confidence, and protected by law.
You are required to enter all the details accurately to the best of your knowledge. Thank you for your cooperation. You are required to complete this process only once.
The form may be filled by the head or on behalf of the head of the family.
Instructions for filling the form:
- Ensure that the information entered is accurate.
- The Aadhar and PAN number identifications are to be those of the head of the family only.
- The "Name" has to include the name, age and gender of the head of the family.
- The "Other Names" includes all family members names, ages and genders.
- Include the ages and genders of the respective persons after entering all their names in the same space provided, separated by a comma for each person. The genders are to be entered either as "M" for "Male" or "F" for "Female"
Example: John Smith 15 M, Jenny Smith 13 F, etc. - In the "Place of birth (country)" section, first enter the country of birth of the head of the family first, followed by the countries of birth in the order of family members entered in the "Other Names" category.
- In the State and Taluka category, follow the same order as the previous category. You will have to separate the taluka with a hyphen "-", but fill the Taluka category only if the member is from Goa. Follow the below example for assistance:
Example: Goa-Salcete, Maharashtra, Goa-Bicholim, Karnataka etc. - In the marital status category, you are required to state the marital status with an initial of either "M" for "Married" or "U" for "Unmarried" for all the members of the family, starting with the head of the family, followed by the same order of family members entered in the "Other Names" category. Separate each member with a comma. Follow the example below for reference:
Example: M, M, U, U, U - In the disability status category, you are required to state the disability status with an initial of either "D" for "Disabled" or "N" for "Not Disabled" for all the members of the family, starting with the head of the family, followed by the same order of family members entered in the "Other Names" category. Separate each member with a comma. Follow the example below for reference:
Example: N, N, N, N, D - In the literacy status category, you are required to state the literacy status with an initial of either "L" for "Literate" or "I" for "Illiterate" for all the members of the family, starting with the head of the family, followed by the same order of family members entered in the "Other Names" category. Separate each member with a comma. Follow the example below for reference:
Example: L, L, L, I, I - It is not mandatory to enter your election card details
- "Other known languages" refers to languages known by the head of the family besides the mother tongue.
- "Highest education level" and "Profession" have to be entered of all the members of the family with a separation of each member with a comma.
- "Religion" refers to the religion of the head of the family.
- "Contact details" have to be of the head of the family.


Define a pointer validation function and use it before dereferncing pointers.
Invalid pointers may cause the program to crash or allow an attacker to execute artbitrary code.
Pointer validation is most useful when pointers are passed as arguments to functions.
Perform the following actions to implement a pointer validation function:
Add a pointer validation function. You should have a class or library dedicated to input and data validation. Add a function to this class or library to validate pointers. The pointer validation function should throw exceptions when invalid pointers are detected.
Check for null pointers. The first and most obvious thing to check for is null. Add code to check that the pointer is not null to your validation function.
Use dynamic_cast. When converting an incompatible pointer type, dynamic_cast returns a null pointer. This makes dynamic_cast suitable for checking whether a pointer points to an object of a correct type. For the purpose of pointer validation, use it like this:
if (NULL == dynamic_cast(pointer)) //error
Use Win32 APIs. The following APIs may be used to validate pointers on Windows platforms:
Validate pointers. Use the pointer validation function before dereferencing them. This is most likely to be useful when pointers are passed as arguments to functions. In such cases, pointers should be validated in the very beginning of function code.


HTJ2K decoding in the browser using WASM (with or without SIMD)
This webpage employs WASM SIMD if your browser supports it -->
Decoding the full resolution image.
Decode time:
HTJ2K progressive decoding to the actual image resolution
This example shows that one source image can be used for multiple reconstructed resolutions.
The client/browser can decide, depending on the rendering resolution, the number of bytes to load and decode for a given image.
Note: Below each image, we display the number of decoded bytes
|
|
|
|
|
|
|
Decoded Bytes
Time |
826 bytes
ms |
2312 bytes
ms |
5977 bytes
ms |
13022 bytes
ms |
22005 bytes
ms |
32553 bytes
ms |
HTJ2K progressive decoding to full resolution (downloaded once, decoded many ways)
This example shows the progressive decoding of JPEG2000.
Image quality improves as more data arrives. This is better than waiting for the whole image to arrive before decoding it.
Note: Below each image, we display the number of decoded bytes and PSNR.
|
|
Decoded Bytes: 826 bytes |
Decoded Bytes: 2312 bytes |
PSNR: 16.96 dB |
PSNR: 18.25 dB |
Decode Time: |
Decode Time: |
|
|
Decoded Bytes: 5977 bytes |
Decoded Bytes: 13022 bytes |
PSNR: 21.21 dB |
PSNR: 25.46 dB |
Decode Time: |
Decode Time: |
|
|
Decoded Bytes: 22005 bytes |
Decoded Bytes: 32553 bytes |
PSNR: 30.82 dB |
PSNR: 37.13 dB |
Decode Time: |
Decode Time: |


Hi! I'm Glenn and welcome to my slice of the internet! If you're here, chances are you're looking to hire me (or Google's being very generous with my page ranking).
Hopefully after browsing my site you'll see not just how passionate I am about technology but why I'm pretty great (or so i like to think!)


BMW i4 electric saloon to launch in 2021
by Matt de PrezBMW will launch its first electric compact executive car in 2021 called the i4.
The new model will be based on the 4 Series, in Gran Coupe body type, and will have a potential power output of more than 500PS.
Rivalling the Tesla Model 3, the zero-emission i4 will be desirable among fleet users with low BIK.
It uses the brand’s fifth generation electric powertrain system that will debut in the iX3 next year.
The i4 will have a range of almost 380 miles and will be able to recharge at 150kW, adding 60 miles in six minutes.
Its 80kWh battery is more efficient than batteries used in existing electric BMW models, thanks to developments at the brand's Battery Cell Competence Centre.
BMW’s latest eDrive technology uses a highly integrated drive system in which the electric motor, transmission and power electronics are accommodated in a single housing. This drive system can be fitted to a number of different models in a range of output levels and scaled to suit varied segments.
By 2023, the BMW Group will have 25 models with electrified drive in its program, including Mini and Rolls Royce models. With a model portfolio that includes efficient combustion engines as well as modern plug-in hybrid and purely electric drive.


WITNESS LIST
Urban Affairs Committee
January 18, 2018 - 9:00 AM
Short- and long-term housing after Hurricane Harvey
On:
Albert, Michael (Self)
Anthony, Alisa (Texas Organizing Project)
Bush, George (Texas General Land Office)
Hay, Allison (Houston Habitat for Humanity)
Lagrone, Heather (Texas General Land Office)
Lawler, Mary (Avenue Community Development Corporation)
Lemelle, Daphne (Harris County Community Services Department)
Longoria, Sarai (Texas Organizing Project)
McCasland, Tom (City of Houston)
Moses, Malberth (Texas Organizing Project)
Palay, Chrishelle (Texas Housers)
Pittman, David (Texas Organizing Project)
Santurbano, Jonathan (FIEL Houston)
Selle, Becky (West Street Recovery)
Sosa, Maria (FIEL Houston)
Turner, Sylvester (City of Houston)
Wemple, Charles (Chuck) (Houston-Galveston Area Council)
Registering, but not testifying:
On:
Fleming, Bob (The Metropolitan Organization)
Jackson, Lennie (Houston Rising)
Phillips, Pete (Texas General Land Office)
1


{% extends "comp/base.html" %} {% import "macros/forms.html" as forms %} {% import "macros/bootstrap.html" as bsu %} {% block pagetitle %}{% if form.instance %}{{ gettext('Modify competition %(name)s', name=form.instance.title) }}{% else %}{{ gettext('create new competition').capitalize() }}{% endif %}{% endblock %} {% block content %}


Software Engineer. Technology enthusiast. Passionate about Data Science, Machine Learning and Artificial Intelligence. Music lover. Manchester United fan. Aspiring traveler.
Find Out MoreNot your typical Software Engineer. No no, I am much more than that.
Although my position says “Software Engineer”, I am also a technology enthusiast in love with computer science and software, a future entrepreneur generating one idea after another, a tech geek interested in product management, start-ups, personal growth and marketing. I believe that Machine Learning and AI will fundamentally change the world that we live in, so I make sure I am up-to-date with everything that is going on in the Data Science and Big Data sphere, as my interests go from Smart Applications for everyday living to Recommender Systems that have a say in peoples decision making.
4+ years experience working on innovative, custom-tailored software, ranging from Hybrid Mobile Applications, leveraging React and React Native, to backend systems built with Spring and Node, one-of-a-kind solutions involving an app which uses Bluetooth Low Energy as a means to do a money transaction, to educational platforms paving the way of the future with use of Data Mining, ML and AI. Experience working in large teams, working on platforms, up to small two-three person teams working on internal proof-of-concept ideas.
I have a great understanding and deep knowledge of key computer science concepts, no matter the technology. With a strong sense of software development best practices, I try to bring quality and new ideas into every project. Alongside my fun and sociable personality, my quest for an optimal, simple and creative solution, I believe to be a great addition to any team.
I believe in the transformable power of MOOCs so I hang-around on Coursera waaay more than I should. I am a strong believer that you can learn a lot from peoples experience, so I try to use a great deal of my free time reading books from powerful people that show the way of success by telling their story. I find a great deal of motivation in sharing knowledge, so I used to hold classes for younger colleagues that had trouble with programming. Lately, I found great satisfaction in transferring my knowledge to kids who are interested in Computer Science from an early age.
Have an interesting idea and you need help in turning it into a reality? Or just want to have a beer and discuss software, books or football? Find me on the internetZ...


Oranges are good for you. It is healthy and we sell them fresh everyday. You can make juice with orange by crushing them.
Your favorite color will be orange because it will blow your mind off when you try our oranges. You cannot resist orange.


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| < Day Day Up > |
10.7. Starting Modes via Auto-Mode CustomizationThe tables in Appendix B list several major modes that are automatically invoked when you visit a file whose name ends in the appropriate suffix. Look for "suffix" in the right-hand columns of the tables to see many of the associations between filename suffixes and major modes that Emacs sets up by default. These associations are contained in the special Emacs variable auto-mode-alist. auto-mode-alist is a list of pairs (regexp . mode), where regexp is a regular expression (see Chapter 3 and Chapter 11) and mode is the name of a function that invokes a major mode. When Emacs visits a file, it searches this list (from the beginning) for a regular expression that matches the file's suffix. If it finds one, it runs the associated mode function. Notice that any part of a file's name—not just its suffix—can actually be associated with a major mode. You can add your own associations to auto-mode-alist, although the syntax is weird if you are not used to Lisp (see Chapter 11 for the gory details). If you are programming in the Ada language, and your Ada compiler expects files with suffix .ada, you can get Emacs to put your files in Ada mode whenever you visit them by putting the following line in your .emacs file: (setq auto-mode-alist (cons '("\\.ada$" . ada-mode) auto-mode-alist)) Make sure you include the single quote after the term cons and the dot between "\\.ada$" and ada-mode. The notation '(x . y) is just Lisp syntax for "make x and y a pair." The string "\\.ada$" is a regular expression that means "anything with .ada at the end of it," that is, $ matches the end of the string (as opposed to the end of the line, which is what it matches during regular expression search and replace). The entire line of Lisp basically means "add the pair ("\\.ada$", 'ada-mode) to the front of the auto-mode-alist." Note that, because Emacs searches auto-mode-alist from the beginning and stops when it finds a match, you can use the above cons construct to override existing mode associations.[3]
As another example, let's say you save certain mail messages in files whose names begin with msg-, and you want to edit these files in text mode. Here is the way to do it: (setq auto-mode-alist (cons '("^msg-" . text-mode) auto-mode-alist)) Notice that in this case we are matching the beginning, rather than the end, of the filename. The regular expression operator (^) means beginning of string, so the entire regular expression means "anything beginning with msg-." Finally, if the name of a file you are editing does not match any of the regular expressions in auto-mode-alist, Emacs puts it into the mode whose name is the value of the variable default-major-mode. This mode is normally fundamental mode, a basic mode without special functionality. However, many people like to set their default mode to text mode, accomplished by adding a line like this to .emacs: (setq default-major-mode 'text-mode) Although we have covered many useful ways to customize Emacs in this chapter, we have really only scratched the surface. To find out more, turn to Chapter 11 and find out about Lisp programming, the key to getting Emacs to do just about anything you want. |
| < Day Day Up > |


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ACTS
Version 1.0.0
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Combination of two buffers to a ping-pong buffer. More...
#include <DoubleBuffer.hpp>
Public Member Functions | |
| DoubleBuffer (SDWriter &) | |
| DoubleBuffer constructor. More... | |
| void | storeData (SampleData in) |
| storeData method More... | |
| void | swap () |
| swap method More... | |
| void | emptyBuffer () |
| emptyBuffer method More... | |
| void | writeToSd () |
| writeToSd method More... | |
| ~DoubleBuffer () | |
| DoubleBuffer deconstructor. More... | |
Combination of two buffers to a ping-pong buffer.
This class combines two BinaryBuffer classes into a single class and handles all writing and reading. This class acts as a ping-pong buffer.
| DoubleBuffer::DoubleBuffer | ( | SDWriter & | wr | ) |
DoubleBuffer constructor.
| SDWriter | class pointer |
This constructor initializes all buffers and needs an SDWritter class as argument, needed for writing.
| DoubleBuffer::~DoubleBuffer | ( | ) |
DoubleBuffer deconstructor.
This method delets all buffers.
| void DoubleBuffer::emptyBuffer | ( | ) |
emptyBuffer method
This method empties the current buffer.
| void DoubleBuffer::storeData | ( | SampleData | in | ) |
storeData method
| in | SampleData structure |
This method stores the data in the currently used buffer.
| void DoubleBuffer::swap | ( | ) |
swap method
This method swaps the ping pong buffer to the next one.
| void DoubleBuffer::writeToSd | ( | ) |
writeToSd method
This method writes the current buffer to the sd card using the SDWriter class.
Warning: file must be opened before calling this method.


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Seattle Reign |
| Lower Woodland, Greenlake | |
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Skill Level: Expert |
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Seattle Sounders |
| Loyal Hights, Ballard | |
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Skill Level: Beginner |
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Seattle Sounders |
| Interbay Stadium, Interbay | |
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Skill Level: Intermediate |


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Tom Hartvigsen
I am a postdoc at MIT as a member of the Computer Science and Artificial Intelligence Laboratory, where I work on machine learning research with Marzyeh Ghassemi.
My interests span time series, machine learning, data mining, NLP, fairness in AI systems, and applications to understand and improve health.
I did my PhD at WPI, where I was advised by Elke Rundensteiner and Xiangnan Kong, funded by a GAANN PhD Fellowship.
Email  /
CV  /
Bio  /
Google Scholar  /
Twitter  /
Github
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| fansi_lines {fansi} | R Documentation |
Color each element in input with one of the "256 color" ANSI CSI SGR codes. This is intended for testing and demo purposes.
fansi_lines(txt, step = 1)
txt |
character vector or object that can be coerced to character vector |
step |
integer(1L) how quickly to step through the color palette |
character vector with each element colored
NEWS <- readLines(file.path(R.home('doc'), 'NEWS')) writeLines(fansi_lines(NEWS[1:20])) writeLines(fansi_lines(NEWS[1:20], step=8))


The radiobuttons in the left-hand-side of the toolbar
switch between the Input and Output pages (the buttons are
disabled if Output page is not formed yet). Central part of the toolbar
may show either the Run button for starting the job, or show a "busy"
indicator and Stop button while the job is running, or the final job
status ("completed", "failed", "terminated") if job is finished.
The Ref. button displays reference documentation on the task currently
represented by the Dialog, while Help button provides the Dialog's
manual you are currently reading. The Close button in the right-hand-side
of the toolbar closes the Dialog without running the job.
Both fields always have default parameters, which may be found suitable in many cases. However, sometimes you will want to adjust them.
| job description | Provides a brief job description for displaying in the Job Tree. This field may be used to annotate your project, for example "2nd molecular replacement attempt using sequence correction of the model". The field may be changed both before and after running the job. |
| output id | Provides a template name output data. Please see the "Naming" section in Data Management. Using this field will help to obtain and download output files with more meaningful names. |
the job takes one Structure Revision, one or more anomalous HKL Datasets, and one native HKL Dataset (see data object summary here). Correspondingly, the Data Section presents one combobox for structure revision, one for native dataset, and a variable number of comboboxes for anomalous reflection datasets. Initial selections in all comboboxes are chosen according to intrinsic task and project's logics and should be suitable in most cases; however, this must be checked in each and every case.
In the above example, second combobox for anomalous dataset shows [do not use]. This means that only one anomalous HKL dataset, selected in first combobox, will be passed on to the job. If a user selects a dataset in second combobox as well, it will be passed as second anomalous dataset to the job, and another combobox with title "Anomalous reflection data (3)" and initial value [do not use] will be displayed, thus suggesting that yet another dataset may be passed on to the job, if needed and available.
The comboboxes may be accompanied by additional input widgets, related to particular data object. In the above example, each anomalous dataset chosen must be annotated by wavelength as "low-remote", "peak", "inflection" or "high-remote", which is done using additional comboboxes displayed right below the relevant input. Similarly, the input of native dataset is accompanied by a checkbox for specifying whether this dataset shoud be used for phasing in addition to model building and refinement.
Finally, there is an inspection button on the left from all comboboxes with a data object selected. Pressing this button will launch a data inspector window, containing many useful details related to the object selected, such as space group, cell parameters, descriptions of macromolaular chains and many others.
Note that input widgets for optional data input will not be displayed if the corresponding data is not found in the Project. For example, second widget for anomalous reflection dataset in the above example would not appear if there were only one such dataset imported or generated.
Individual parameters may be hidden depending on choices made by user in both
Data Section and Parameters Section, if such choices make the parameter not
applicable.
Tabs "Log file" and "Errors" display the standard output and standard error streams from the running job. Usually, a job involves execution of several programs one after another, in which case their standard outputs are concatenated. Before each program's output, "Log file" displays the command line, used to invoke the program, and the the corresponding standard input stream, which contain data and parameters read from the Input Page.
The "Report" tab's content and structure may vary, but you may expect it to present the job title, report body and summary of generated data, which may be used in subsequent tasks. A typical example of report is shown below:
In this Example, the report body is given by the set of sections, which are initially folded for the brevity of presentation. Unfolding the sections reveals fine report details, including tables, graphs and intermediate results, which may be inspected using built-in viewers.
After the report body, there is a summary of Structure Revisions and Structure Data generated by the job. These data objects are available for all tasks descending from the given one, and will appear in Data Sections of their Job Dialogs.
All generated data object references are accompanied with either inspector buttons (as in case of Structure Revisions) or corresponding viewers (in case of Structure Data). Thus, "Coot", "ccp4mg" and "UglyMol" buttons will launch Coot, CCP4mg or UglyMol viewers with XYZ coordinates and density map loaded ("Coot" and "ccp4mg" buttons will appear only if your client machine has CCP4 Suite installed and a dedicated jsCoFE client server running). "ViewHKL" will laucnch a utility for the inspection of MTZ file content. "Display" launches a viewer for the inspection of XYZ file (typically in PDB format).


9.3.4. sklearn.naive_bayes.BernoulliNB¶
- class sklearn.naive_bayes.BernoulliNB(alpha=1.0, binarize=0.0, fit_prior=True)¶
Naive Bayes classifier for multivariate Bernoulli models.
Like MultinomialNB, this classifier is suitable for discrete data. The difference is that while MultinomialNB works with occurrence counts, BernoulliNB is designed for binary/boolean features.
Note: this class does not check whether features are actually boolean.
Parameters : alpha: float, optional (default=1.0) :
Additive (Laplace/Lidstone) smoothing parameter (0 for no smoothing).
binarize: float or None, optional :
Threshold for binarizing (mapping to booleans) of sample features. If None, input is presumed to already consist of binary vectors.
fit_prior: boolean :
Whether to learn class prior probabilities or not. If false, a uniform prior will be used.
References
C.D. Manning, P. Raghavan and H. Schütze (2008). Introduction to Information Retrieval. Cambridge University Press, pp. 234–265.
A. McCallum and K. Nigam (1998). A comparison of event models for naive Bayes text classification. Proc. AAAI/ICML-98 Workshop on Learning for Text Categorization, pp. 41–48.
V. Metsis, I. Androutsopoulos and G. Paliouras (2006). Spam filtering with naive Bayes – Which naive Bayes? 3rd Conf. on Email and Anti-Spam (CEAS).
Examples
>>> import numpy as np >>> X = np.random.randint(2, size=(6, 100)) >>> Y = np.array([1, 2, 3, 4, 4, 5]) >>> from sklearn.naive_bayes import BernoulliNB >>> clf = BernoulliNB() >>> clf.fit(X, Y) BernoulliNB(alpha=1.0, binarize=0.0, fit_prior=True) >>> print clf.predict(X[2]) [3]
Attributes
class_log_prior_ array, shape = [n_classes] Log probability of each class (smoothed). feature_log_prob_ array, shape = [n_classes, n_features] Empirical log probability of features given a class, P(x_i|y). Methods
fit(X, y) self Fit the model predict(X) array Predict using the model. predict_proba(X) array Predict the probability of each class using the model. predict_log_proba(X) array Predict the log probability of each class using the model. - __init__(alpha=1.0, binarize=0.0, fit_prior=True)¶
- fit(X, y, class_prior=None)¶
Fit Naive Bayes classifier according to X, y
Parameters : X : {array-like, sparse matrix}, shape = [n_samples, n_features]
Training vectors, where n_samples is the number of samples and n_features is the number of features.
y : array-like, shape = [n_samples]
Target values.
class_prior : array, shape [n_classes]
Custom prior probability per class. Overrides the fit_prior parameter.
Returns : self : object
Returns self.
- predict(X)¶
Perform classification on an array of test vectors X.
Parameters : X : {array-like, sparse matrix}, shape = [n_samples, n_features] Returns : C : array, shape = [n_samples]
- predict_log_proba(X)¶
Return log-probability estimates for the test vector X.
Parameters : X : {array-like, sparse matrix}, shape = [n_samples, n_features]
Returns : C : array-like, shape = [n_samples, n_classes]
Returns the log-probability of the sample for each class in the model, where classes are ordered by arithmetical order.
- predict_proba(X)¶
Return probability estimates for the test vector X.
Parameters : X : {array-like, sparse matrix}, shape = [n_samples, n_features]
Returns : C : array-like, shape = [n_samples, n_classes]
Returns the probability of the sample for each class in the model, where classes are ordered by arithmetical order.
- score(X, y)¶
Returns the mean error rate on the given test data and labels.
Parameters : X : array-like, shape = [n_samples, n_features]
Training set.
y : array-like, shape = [n_samples]
Labels for X.
Returns : z : float
- set_params(**params)¶
Set the parameters of the estimator.
The method works on simple estimators as well as on nested objects (such as pipelines). The former have parameters of the form <component>__<parameter> so that it’s possible to update each component of a nested object.
Returns : self :


USD/INR: Mildly positive as US-China row confronts Indian government measures
by Anil Panchal- USD/INR struggles to cheer Indian government measures to boost economic momentum.
- The US-China trade/political headlines keep traders guessing.
- Mint’s Emerging Markets Tracker puts India on the second rank.
With the mixed sentiment surrounding the US-China deal keeping the USD on the front-foot, USD/INR finds it hard to extend gains following the Indian government measures. The pair stays mildly bid while taking rounds to 71.82 ahead of the European session on Thursday.
On Wednesday, Indian Cabinet announced steps to divest five Public Sector Undertakings (PSUs) while also taking measures, like a two-year moratorium, for telecom companies. In addition to the Cabinet’s actions, Securities and Exchange Board of India (SEBI) released notifications that could positively affect market investments and solve trading problems.
Earlier in the month, the government stayed ready to hold the fiscal deficit target unchanged despite global rating agency Moody’s cutting down its growth forecast of the Indian economy. Also on the positive side could Mint’s Emerging Markets Tracker that recently put India to the second, after Philippines, in the list of 10 large emerging markets.
Trade tussle between the United States (US) and China kept taking a toll on the market’s risk tone. However, recently mixed notes from Chinese Vice Premier Liu He and Hong Kong Government seem to stop traders for further clues. The US-China row flared recently after the US House of Representatives passed the Hong Kong Human Rights Bill.
With this, the US 10-year treasury yields remain soft around 1.73% while that of Indian 10-year government bonds seesaw around 6.45%.
Given the absence of major data, investors will keep an eye over the trade/political headlines for fresh impulse.
Technical Analysis
Prices need a successful break of 72.37/38 to regain its strength to challenge yearly high near 72.65, else a gradual pullback to 70.37/36 horizontal support can’t be denied.
additional important levels
| Overview | |
|---|---|
| Today last price | 71.8225 |
| Today Daily Change | 0.0435 |
| Today Daily Change % | 0.06% |
| Today daily open | 71.779 |
| Trends | |
|---|---|
| Daily SMA20 | 71.2892 |
| Daily SMA50 | 71.163 |
| Daily SMA100 | 70.7491 |
| Daily SMA200 | 70.218 |
| Levels | |
|---|---|
| Previous Daily High | 72.1082 |
| Previous Daily Low | 71.6455 |
| Previous Weekly High | 72.37 |
| Previous Weekly Low | 70.97 |
| Previous Monthly High | 71.79 |
| Previous Monthly Low | 70.6425 |
| Daily Fibonacci 38.2% | 71.8223 |
| Daily Fibonacci 61.8% | 71.9315 |
| Daily Pivot Point S1 | 71.5803 |
| Daily Pivot Point S2 | 71.3815 |
| Daily Pivot Point S3 | 71.1175 |
| Daily Pivot Point R1 | 72.043 |
| Daily Pivot Point R2 | 72.307 |
| Daily Pivot Point R3 | 72.5058 |


Thomas Cruise Mapother IV (born July 3, 1962) is an American actor and producer. He has received various accolades for his work, including three Golden Globe Awards and three nominations for Academy Awards. He is one of the highest-paid actors in the world.[2] His films have grossed over $4 billion in North America and over $10.1 billion worldwide,[3] making him one of the highest-grossing box office stars of all time.[4] Cruise began acting in the early 1980s and made his breakthrough with leading roles in the comedy film Risky Business (1983) and action drama film Top Gun (1986). Critical acclaim came with his roles in the drama films The Color of Money (1986), Rain Man (1988), and Born on the Fourth of July (1989). For his portrayal of Ron Kovic in the latter, he won a Golden Globe Award and received a nomination for the Academy Award for Best Actor. As a leading Hollywood star in the 1990s, he starred in several commercially successful films, including the drama A Few Good Men (1992), the thriller The Firm (1993), the horror film Interview with the Vampire (1994), and the romance Jerry Maguire (1996). For his role in the latter, he won a Golden Globe Award for Best Actor and received his second Academy Award nomination.
Some of his gratest Movies -


When we moved from Chicago to Seattle, we realized in order to buy a house, we’d have to spend a lot and probably not get a lot in return. Our house is small (not for SF standards) but we realized the potential of owning in a great neighborhood, and with my architecture and construction skills, we’d be able to make our small oasis a great home. One thing that was missing was an area for me to work, be creative and build things I was interested in. I left my architecture job one month before started the HCI program at the University of Washington. That allowed me to work, uninterrupted on building a backyard workspace, but also gave me a tight timeline where I knew I’d have to make quick and thoughtful design decisions in order to complete the project.
Ideally the space would be larger. After hours of code research and talking with the city planning department, I decided to make the building 14’ x 8’ (112 square feet) by 12’ tall. Structures over 120 square feet and above 12 feet tall need to be permitted, which would have blown my budget and timeline. The tight budget meant keeping the shape simple and maximize standard material sizes - almost no waste in materials. The exterior cladding is a rainscreen system - cedar boards that were 5’ long to start with, creating 3” of waste, which we used as firewood. The glass doors were purchased from a reuse store ($75/each) and slide on a custom track that I made.
The backyard workspace is a solid cube with one glass wall, on a budget. People are shocked when they find out that I built it, then even more shocked to know how cheap it was to build. The building is exactly what I need to be creative, but it also taught me about functional simplicity. Often times as an architect, we want to over-design our buildings to have that wow factor, regardless of the functional program. This building is a direct result of the program. It’s tall to allow for storage overhead, plywood interior walls so that I can drill and hang things wherever I might need, skylights and north facing windows for diffused natural light, and the cedar exterior will eventually fade to gray, blending in with the neighborhood color palette.