| plot.survfit {survival} | R Documentation |
survfit
objects
A plot of survival curves is produced, one curve for each strata.
The log=T
option does extra work to avoid log(0), and to try to create a
pleasing result. If there are zeros, they are plotted by default at
0.8 times the smallest non-zero value on the curve(s).
Curves are plotted in the same order as they are listed by print
(which gives a 1 line summary of each).
This will be the order in which col
, lty
, etc are used.
## S3 method for class 'survfit' plot(x, conf.int=, mark.time=FALSE, mark=3, col=1, lty=1, lwd=1, cex=1, log=FALSE, xscale=1, yscale=1, firstx=0, firsty=1, xmax, ymin=0, fun, xlab="", ylab="", xaxs="S", conf.times, conf.cap=.005, conf.offset=.012, ...)
x |
an object of class |
conf.int |
determines whether confidence intervals will be plotted. The default is to do so if there is only 1 curve, i.e., no strata. |
mark.time |
controls the labeling of the curves. If set to |
mark |
vector of mark parameters, which will be used to label the curves.
The |
col |
a vector of integers specifying colors for each curve. The default value is 1. |
lty |
a vector of integers specifying line types for each curve. The default value is 1. |
lwd |
a vector of numeric values for line widths. The default value is 1. |
cex |
a numeric value specifying the size of the marks. This is not treated as a vector; all marks have the same size. |
log |
a logical value, if TRUE the y axis wll be on a log scale. Alternately, one of the standard character strings "x", "y", or "xy" can be given to specific logarithmic horizontal and/or vertical axes. |
yscale |
a numeric value used to multiply the labels on the y axis.
A value of 100, for instance, would be used to give a percent scale.
Only the labels are
changed, not the actual plot coordinates, so that adding a curve with
" |
xscale |
a numeric value used like |
firstx, firsty |
the starting point for the survival curves. If either of these is set to
If |
xmax |
the maximum horizontal plot coordinate. This can be used to shrink
the range of a plot. It shortens the curve before plotting it, so
that unlike using the |
ymin |
lower boundary for y values. Survival curves are most often drawn in the
range of 0-1, even if none of the curves approach zero.
The parameter is ignored if the |
fun |
an arbitrary function defining a transformation of the survival curve.
For example |
xlab |
label given to the x-axis. |
ylab |
label given to the y-axis. |
xaxs |
either |
conf.times |
optional vector of times at which to place a confidence bar on the curve(s). If present, these will be used instead of confidence bands. |
conf.cap |
width of the horizontal cap on top of the confidence bars; only used if conf.times is used. A value of 1 is the width of the plot region. |
conf.offset |
the offset for confidence bars, when there are multiple curves on the plot. A value of 1 is the width of the plot region. If this is a single number then each curve's bars are offset by this amount from the prior curve's bars, if it is a vector the values are used directly. |
... |
for future methods |
When the survfit
function creates a multi-state survival curve
the resulting object also has class ‘survfitms’.
Competing risk curves are a common case. The only difference in
the plots is that multi-state defaults to a curve that goes from lower
left to upper right (starting at 0), where survival curves by default
start at 1 and go down. All other options are identical.
When the conf.times
argument is used, the confidence bars are
offset by conf.offset
units to avoid overlap.
The bar on each curve are the confidence interval for the time point
at which the bar is drawn, i.e., different time points for each curve.
If curves are steep at that point, the visual impact can sometimes
substantially differ for positive and negative values of
conf.offset
.
a list with components x
and y
, containing the coordinates of the last point
on each of the curves (but not the confidence limits).
This may be useful for labeling.
In prior versions the behavior of xscale
and
yscale
differed: the first changed the scale both for the plot
and for all subsequent actions such as adding a legend, whereas yscale
affected only the axis label. This was normalized in version 2-36.4,
and both parameters now only affect the labeling.
points.survfit
,
lines.survfit
,
par
,
survfit
leukemia.surv <- survfit(Surv(time, status) ~ x, data = aml) plot(leukemia.surv, lty = 2:3) legend(100, .9, c("Maintenance", "No Maintenance"), lty = 2:3) title("Kaplan-Meier Curves\nfor AML Maintenance Study") lsurv2 <- survfit(Surv(time, status) ~ x, aml, type='fleming') plot(lsurv2, lty=2:3, fun="cumhaz", xlab="Months", ylab="Cumulative Hazard")


xcproj is a library written in Swift for parsing and working with Xcode projects. It’s heavily inspired in CocoaPods XcodeProj and xcode.
Continuous Integration ✅
Motivation 💅
Being able to write command line scripts in Swift to update your Xcode projects configuration. Here you have some examples:
- Add new
Build phases
. - Update the project
Build Settings
. - Create new
Schemes
.
Projects that benefit from xcproj ❤
| Project | Description |
|---|---|
| XcodeGen | Generate Xcode projects dynamically from a YAML file |
| xclint | Lint the format of your Xcode projects |
| xctools | Handy command line tools |
Contribute 👨👩👧
- Git clone the repository
git@github.com:xcodeswift/xcproj.git
. - Generate xcproj with
swift package generate-xcodeproj
. - Open
xcproj.xcodeproj
.
Setup 🦋
Using Swift Package Manager
Add the dependency in your Package.swift
file:
let package = Package(
name: "myproject",
dependencies: [
.package(url: "https://github.com/xcodeswift/xcproj.git", .upToNextMajor(from: "1.8.0")),
],
targets: [
.target(
name: "myproject",
dependencies: ["xcproj"]),
]
)
Using Marathon
Edit your Marathonfile
and specify the dependency in there:
https://github.com/xcodeswift/xcproj.git
Using CocoaPods
Edit your Podfile
and specify the dependency:
pod "xcproj"
Using Carthage
Edit your Cartfile
and specify the dependency:
github "xcodeswift/xcproj"
Note: xcproj is only available for macOS and iOS projects.
How to use xcproj 🐒
Xcode provides models that represent Xcode projects and are initialized by parsing the content from your project files. The generated models are classes that can be mutated at any time. These mutations in the models are kept in memory until they are persisted by writing them back to disk by writing either the XcodeProj
or the XCWorkspace
model. Modifications in your projects are usually executed in three steps:
- Read the project or workspace initializing a
XcodeProj
or aXCWorkspace
object respectively. - Modify those objects or any of its dependencies.
- Write it back to disk.
// Removing all frameworks build phases
let project = try! XcodeProj(path: "myproject.xcodeproj")
project.pbxproj.frameworksBuildPhases.removeAll()
try! project.write(path: "myproject.xcodeproj")
The diagram below shows the sructure of a Xcode project.
A XcodeProj
has the following properties:
XCSharedData
that contains the information about the schemes of the project.XCWorkspace
that defines the structure of the project workspace.PBXProj
that defines the strcuture of the project.
Among other properties, the most important one in the PBXProj
object is Objects
. Projects are defined by a list of those objects that can be classified in the following groups:
- Build phases objects: Define the available build phases.
- Target objects: Define your project targets and dependencies between them.
- Configuration objects: Define the available configs and the link between them and the targets.
- File objects: Define the project files, build files and groups.
All objects subclass PBXObject
, and have an unique & deterministic reference. Moreover, they are hashable and conform the Equatable
protocol.
You can read more about what each of these objects is for on the following link
Considerations
- Objects references are used to define dependencies between objects. In the future we might rather use objects references instead of the unique identifier.
- The write doesn’t validate the structure of the project. It’s up to the developer to validate the changes that have been done using
xcproj
. - New versions of Xcode might introduce new models or property that are not supported by
xcproj
. If you find any, don’t hesitate to open an issue on the repository.
Examples
Reading MyApp.xcodeproj
let project = try XcodeProj(path: "MyApp.xcodeproj")
Writing MyApp.xcodeproj
try project.write(path: "MyApp.xcodeproj")
Adding Home
group inside Sources
group
guard var sourcesGroup = project.pbxproj.objects.groups.first(where: {$0.value.name == "Sources"})?.value else { return }
let homeGroup = PBXGroup(reference: "xxx", children: [], sourceTree: .group, path: "Home")
sourcesGroup.children.append(homeGroup.reference)
project.pbxproj.objects.addObject(homeGroup)
Add HomeViewController.swift
file inside HomeGroup
let homeGroup = PBXGroup(reference: "xxx", children: [], sourceTree: .group, path: "Home")
let homeViewController = PBXFileReference(reference: "xxx", sourceTree: .group, path: "HomeViewController.swift")
homeGroup.children.append(homeViewController.reference)
Add HomeViewController.swift
file to MyApp
target
let homeViewController = PBXFileReference(reference: "xxx", sourceTree: .group, path: "HomeViewController.swift")
guard let sourcesBuildPhase = project.pbxproj
.objects.nativeTargets
.values
.first(where: {$0.name == "MyApp"})
.flatMap({ target -> PBXSourcesBuildPhase? in
return project.pbxproj.objects.sourcesBuildPhases.values.first(where: { target.buildPhases.contains($0.reference) })
}) else { return }
// PBXBuildFile is a proxy model that allows specifying some build attributes to the files
let buildFile = PBXBuildFile(reference: "yyy", fileRef: homeViewController.reference)
project.pbxproj.objects.addObject(buildFile)
sourcesBuildPhase.files.append(buildFile.reference)
Documentation 📄
You can check out the documentation on the following link. The documentation is automatically generated in every release by using Jazzy from Realm.
References 📚
- PathKit
- Xcode Project File Format
- A brief look at the Xcode project format
- pbexplorer
- pbxproj identifiers
- mob-pbxproj
- Xcodeproj
- Nanaimo
- Facebook Buck
- Swift Package Manager - Xcodeproj
Contributors
This project exists thanks to all the people who contribute. [Contribute].
Backers
Thank you to all our backers! 🙏 [Become a backer]
Sponsors
Support this project by becoming a sponsor.  [Become a sponsor]
License
MIT License
Copyright (c) 2017 xcode.swift
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.


Millions of people around the world live in areas that are not covered on online mapping services. MSF's Missing Maps initiative is hosting Mapathons and sending volunteers to those areas to put people on the map.
However, for both volunteering mappers and communities, there was not an effective way to display the difference they made on the ground. We came up with ImpactMap to help people understand the impact they are having on communities. Their impact is much more than just an updated map - mapping communities means adding people with unstable water supply and limited access to communication means to a global network.
ImpactMap shows the evolution of a map over a specific period of time and helps users understand their impact on the community.
We built ImpactMap on top of incredible software:
Additional data is based on the country average. We cannot guarantee that the data shown reflects the actual numbers on the ground.
This project was built during the University's Innovative Learning Week "Smart Data Hack" 2016. This project is released under an Apache 3.0 license. Feel free to fork and improve our project on GitHub.
We are, Łukasz, Tim, Jazon and Jonathan, four Computer Science/Software Engineering undergraduate students at the University of Edinburgh.


Effective date: January 13, 2019
BasketBall Score Chart ("us", "we", or "our") operates the https://shubh.dev website and the BasketBall Score Chart mobile application (the "Service").
This page informs you of our policies regarding the collection, use, and disclosure of personal data when you use our Service and the choices you have associated with that data.
We use your data to provide and improve the Service. By using the Service, you agree to the collection and use of information in accordance with this policy. Unless otherwise defined in this Privacy Policy, terms used in this Privacy Policy have the same meanings as in our Terms and Conditions.
Information Collection And Use
We collect several different types of information for various purposes to provide and improve our Service to you.
Types of Data Collected
Personal Data
While using our Service, we may ask you to provide us with certain personally identifiable information that can be used to contact or identify you ("Personal Data"). Personally identifiable information may include, but is not limited to:
First name and last name
Cookies and Usage Data
Usage Data
We may also collect information that your browser sends whenever you visit our Service or when you access the Service by or through a mobile device ("Usage Data").
This Usage Data may include information such as your computer's Internet Protocol address (e.g. IP address), browser type, browser version, the pages of our Service that you visit, the time and date of your visit, the time spent on those pages, unique device identifiers and other diagnostic data.
When you access the Service by or through a mobile device, this Usage Data may include information such as the type of mobile device you use, your mobile device unique ID, the IP address of your mobile device, your mobile operating system, the type of mobile Internet browser you use, unique device identifiers and other diagnostic data.
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We use cookies and similar tracking technologies to track the activity on our Service and hold certain information.
Cookies are files with small amount of data which may include an anonymous unique identifier. Cookies are sent to your browser from a website and stored on your device. Tracking technologies also used are beacons, tags, and scripts to collect and track information and to improve and analyze our Service.
You can instruct your browser to refuse all cookies or to indicate when a cookie is being sent. However, if you do not accept cookies, you may not be able to use some portions of our Service.
Examples of Cookies we use:
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BasketBall Score Chart uses the collected data for various purposes:
To provide and maintain the Service
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To allow you to participate in interactive features of our Service when you choose to do so
To provide customer care and support
To provide analysis or valuable information so that we can improve the Service
To monitor the usage of the Service
To detect, prevent and address technical issues
Transfer Of Data
Your information, including Personal Data, may be transferred to — and maintained on — computers located outside of your state, province, country or other governmental jurisdiction where the data protection laws may differ than those from your jurisdiction.
If you are located outside India and choose to provide information to us, please note that we transfer the data, including Personal Data, to India and process it there.
Your consent to this Privacy Policy followed by your submission of such information represents your agreement to that transfer.
BasketBall Score Chart will take all steps reasonably necessary to ensure that your data is treated securely and in accordance with this Privacy Policy and no transfer of your Personal Data will take place to an organization or a country unless there are adequate controls in place including the security of your data and other personal information.
Disclosure Of Data
Legal Requirements
BasketBall Score Chart may disclose your Personal Data in the good faith belief that such action is necessary to:
To comply with a legal obligation
To protect and defend the rights or property of BasketBall Score Chart
To prevent or investigate possible wrongdoing in connection with the Service
To protect the personal safety of users of the Service or the public
To protect against legal liability
Security Of Data
The security of your data is important to us, but remember that no method of transmission over the Internet, or method of electronic storage is 100% secure. While we strive to use commercially acceptable means to protect your Personal Data, we cannot guarantee its absolute security.
Service Providers
We may employ third party companies and individuals to facilitate our Service ("Service Providers"), to provide the Service on our behalf, to perform Service-related services or to assist us in analyzing how our Service is used.
These third parties have access to your Personal Data only to perform these tasks on our behalf and are obligated not to disclose or use it for any other purpose.
Analytics
We may use third-party Service Providers to monitor and analyze the use of our Service.
Google Analytics
Google Analytics is a web analytics service offered by Google that tracks and reports website traffic. Google uses the data collected to track and monitor the use of our Service. This data is shared with other Google services. Google may use the collected data to contextualize and personalize the ads of its own advertising network.
For more information on the privacy practices of Google, please visit the Google Privacy & Terms web page: https://policies.google.com/privacy?hl=en
Firebase
Firebase is analytics service provided by Google Inc.
You may opt-out of certain Firebase features through your mobile device settings, such as your device advertising settings or by following the instructions provided by Google in their Privacy Policy.
We also encourage you to review the Google's policy for safeguarding your data: For more information on what type of information Firebase collects, please visit please visit the Google Privacy & Terms web page.
Links To Other Sites
Our Service may contain links to other sites that are not operated by us. If you click on a third party link, you will be directed to that third party's site. We strongly advise you to review the Privacy Policy of every site you visit.
We have no control over and assume no responsibility for the content, privacy policies or practices of any third party sites or services.
Children's Privacy
Our Service does not address anyone under the age of 18 ("Children").
We do not knowingly collect personally identifiable information from anyone under the age of 18. If you are a parent or guardian and you are aware that your Children has provided us with Personal Data, please contact us. If we become aware that we have collected Personal Data from children without verification of parental consent, we take steps to remove that information from our servers.
Changes To This Privacy Policy
We may update our Privacy Policy from time to time. We will notify you of any changes by posting the new Privacy Policy on this page.
We will let you know via email and/or a prominent notice on our Service, prior to the change becoming effective and update the "effective date" at the top of this Privacy Policy.
You are advised to review this Privacy Policy periodically for any changes. Changes to this Privacy Policy are effective when they are posted on this page.
Contact Us
If you have any questions about this Privacy Policy, please contact us:
By email: contact@shubh.dev


Acknowledgements¶
Hopefully, even if programming can be a solitary activity, you don’t do this alone. Rare is the person who doesn’t google and draw inspiration from another’s work. If you’re lucky, then you have special people in you life, worthy of thanking, because they are why you do it.
Fellow Passionate Python People¶
Sphinx theme author Tell-K
- sphinxjp.themes.basicstrap
- sphinxjp.themes.revealjs
The Python Project Template from Chris Warrick
The Hitchhiker’s guide to Packaging team
Websites¶
Websites I referenced for inspiration
- https://codepen.io/patrickhlauke/pen/azbYWZ
- https://pythonhosted.org/sphinxjp.themes.basicstrap/index.html
- https://github.com/rtfd/sphinx_rtd_theme/
- https://chriswarrick.com/blog/2014/09/15/python-apps-the-right-way-entry_points-and-scripts/
- http://the-hitchhikers-guide-to-packaging.readthedocs.io
- http://python-packaging.readthedocs.io/en/latest/minimal.html
- https://www.geeksforgeeks.org/difference-various-implementations-python/
- https://stackoverflow.com/questions/50585246/pip-install-creates-only-the-dist-info-not-the-package
- https://packaging.python.org/discussions/wheel-vs-egg/
- https://github.com/pypa/pip/issues/5243#issuecomment-381513000
- https://www.python.org/dev/peps/pep-0008/#a-foolish-consistency-is-the-hobgoblin-of-little-minds
- https://packaging.python.org/guides/single-sourcing-package-version/
- https://docs.typo3.org/m/typo3/docs-how-to-document/master/en-us/WritingReST/Index.html


This will be a dashboard area for the site and the admin.
Modules you install might inject their dashboard widgets to this area.
In your end custom site, you may have an html file installed on "src/web/admin/tmpl/public/" and reference it in your config injects section for dashboard.
Accompanying this file with an angular controller, you may inject functionality in the admin working with the existing admin functions or any of your own.


| DOSE: |
5 hits |
smoked |
Cannabis |
(plant material) |
The day was greatly anticipated: Friday, noon, a school holiday and I'd be in company of good friends, one of which I have known for a very long time, could, and always have, trusted strongly. But I had no idea that it would be one of the most intense, disturbing, entertaining, groovy, frightening and paradox-infested days of my life, man. It welled up like the great ascension of my favourite song projected into a tidal wave that looms over me in silence; a vision that plays somewhere else in the time-space continuum, while on the opposite side a fainted beat to that song shatters the fearsome dream-state into an infinite amount of pieces that veer off into the Universe only to come shouting back at me with full force, becoming my ego itself.
 This is a very small part of the psychological jump that occurred for me.
Forgive the thoughts if they seem unorganized, but they are still struggling to return to this world even now, at 12:29 am after having begun to lose the trail of beta-level of consciousness long ago at approximately 1:00 pm.
I arrived at the place by a couple minutes passed noon, accompanied by my Strat guitar and a tiny amplifier that packs an insane sound that can vary in seemingly a million different ways. Today there was also a groovy navy blue beanie that held itself onto my skull very warmly, something that is somewhat out of character for me. But, luckily, the mood today called for something different, daring, crazy, out-there, and ready to make the world shout, 'Wow'. This something happened to be an unadorned beanie. Ironically, also, this was what saved my very life at one point in the day.  It became a place of comfort and hiding; a physically comforting escape from the fear.
After the arrival, we sat about for a while, jammed a bit, discussed some song possibilities and all the normal shit that I forget after the wave has left every part of my body soaked while the land around me dries up into a vast desert. Then one of my friends invites me to a part of the house that's safe, I know what's going on, he knows what's going on, and he knows that I know what's going on. All is cool.
Standing about, feeling odd and goofy like I normally do when the knowledge of the utter stupor and awkwardness of this adventure brews overhead, my friend extends a nice and pristine bud out at me and says:
'Take a whiff of that, man'
I do so and am totally unable to identify that particular scent, it has a crisp biting effect to it's personal smell.
'Wow, man' I say, 'That stuff seems crazy, man. What is it?'
'Guess. A very cool song was written after it'
'Dude! Purple Haze, man?' I whisper in the closest form of exclamation.
A nod and a big grin is the only response I receive. Now, man, I am not a strongly frequent user of Cannabis [It is only something I gladly indulge in on holidays, special occasions, weekends] and had no idea absolutely that this would be such an insane and other worldly thing for me. Sure, I *knew* this was a strong and crazy substance in front of me, but never did I imagine what was to come.
My friend loaded the bong and, as he did so, gave me a briefing on how to use this particular one. All I could think about was how nice this would all feel, how relaxing it could be. The first hit was nothing, effects didn't settle in like the marijuana I had smoked before and I began to wonder if my friend was even giving me anything at all. The second hit produced some vague feelings of dizziness and so I decided to sit down propped up against a wall, safe from any plunge to the earth below. These were normal sensations for a faint high and I thought nothing of it all. The third hit felt like the second. The fourth was stronger than the others and brought on an odd and different sensation of the muscles I did not know before. I may have taken a fifth or possibly even a sixth hit, but it's hard to truly confirm at this point seeing as my memory began to diminish quickly with specifics.
My friend and I sat in this room for a while and I remember him laughing about someone talking about us as they walked by the door. This freaked me out and made focusing very hard for some reason. Still, however, the effects were not strong at all; just the same as any common and weaker form of cannabis. This, as I remember, gave me mixed emotions that consisted of disappointment, curiosity, very slight paranoia, and a feeling of invincibility.
Finally, somehow, we reach the decision to leave the room and go watch some jamming that was about to take place again.
Standing up and walking wasn't too different from any other time, there was that dizziness, the feeling of overestimating my movement for every step, etc. It was when I sat down on the couch to just watch the jam that everything began to turn. And fast. A sensation of becoming detached from my body began to creep up on me as the others jammed out to some songs I couldn't even identify at this point. I just smiled and enjoyed it, after all, the feeling was mild and rather nice.
Then visual distortions began. My friends began to move away from the world, as if they were coming off of the seems of reality and ripped away from a paper that they had once been glued onto, yet it was all 3-dimensional. This has never occurred before and yielded a feeling of suspicion.
Then the out-of-body sensation was amplified by about 10 times and it began to feel as though I had entered outerspace and couldn't return to my body, which had become a part of the couch. This thought frightened me and I started thinking that it would be impossible to return to reality now. Suddenly viewpoints shifted and it felt as though a part of my self was flying in the air and catching quick glimpses of people at different angles.
A thought entered my mind that perhaps I would regret doing this. I soon found myself traveling through space and time, which now merged insanely. One moment it took centuries for a single second to make it's pass, the next it seemed like hours could have been milliseconds. I began to think that I was moving at the speed of light and had the dire need to 'catch up to my body' but felt like I was moving too fast at the same time.
This is when I became very frightened and started to shake while trying to return to my body. I had to grab onto something and maintain reality, so began to hug the arm of the couch while moving into the fetal position. It felt as though my legs were moving rapidly and my arms and hands couldn't feel my face when I made the attempt to touch it. Nothing felt like it was actually a part of my body, even, almost like I was just a being without a shell, reaching back and touching my discarded and empty self.
My vision darted to every tiny thing in the room and focused on it for what I thought could be maybe just seconds but were possibly hours. This uncertainty of time made me self-conscious for some reason and I feared how my reaction could appear to those outside of my world. Suddenly, and unexpectedly, I noticed my friends laughing and pointing at me. It was like a jump in time to this occuring and they started to transform into these odd bird/dargon/lizard creatures. It was at this point that I felt entirely isolated in another realm and set apart from everything else but still somehow able to see everyone and hear them on some level. But no longer were we in the same place.
'Dude! You're in the fetal position, man!' I remember hearing.
I started wanting to disappear now but remember laughing while feeling my body get forced against the couch, my movements feeling increasingly more rapid and odd. Before I knew it, one of my friends was hopping up very quickly, insisting that I follow because there was a movie file that I had to watch.
Standing up was a real challenging task seeing as my body was out. But somehow I managed it and made it down the hallway to a room with a computer. The insanity of a show called 'Wondershozen' soon came on and it was alright at first, hard to follow or comprehend, yes. But then it became terrifying. The out-of-body sensation had seemed to be wearing off when it suddenly hit me again like a wrecking ball smashing into a rickity old building, but this time it came on about 10 times stronger than it had been before.
A little boy was saying 'Stab you. Stab you.  But I was soon distracted again by the loss of my body and remember feeling odd and grabbing my legs a lot and eventually hugging myself. The insane thing is that I continued to watch this crazy movie file but had no idea what was going on at all anymore. My surroundings became only me and the screen in front of me. There was a vague awareness of others in the room with me, someone standing next to me and such, but that quickly left my thoughts.
The strongest part of this trip came on and began to frighten me. I didn't know what was going on and thought that death was now inevitable if I couldn't return to my body so I was desperately trying to catch up to it but felt as though my movements were faster than the speed of light at the same time. I fell against a wall and held onto the folded parts of my beanie, pulling on it and holding it securely on my skull. The movie file began to get more intense. Things were popping out at me, sounds threatened my safety, eyes stared, mouths laughed, and ears closed to me.
I watched my hands feel the keyboard. Then they were back at my beanie groping the shape of my skull through the fabric, searching, moving like probes.
 I began to feel hateful towards the odd scenes for their frightening tendencies.
I was told to keep watching it, but I couldn't. I was so frightened of not being able to get back that nothing else mattered.  However, I didn't even know if I was moving or if I just felt like it. This thought scared me. All the paradoxical realities were so complex with their simplicity that I felt like I was on a grid in the universe and getting lost in each tiny square that is only one in an infinite amount of more just as complicated as that single one.
The wall held me up. If it were not for it, I would have fallen to the floor and reached slowly out to it, to feel that I wasn't within it but just on top of it freaking out more than I ever had in my life.
My long-time friend said something to the effect of, 'Dude... she's really tripping out. Damn... Look at that'
They stopped the movie and I continued having trouble getting out of my spazzing and shaking. Vision became hard to even focus on and because of this, my sight was lost momentarily. I cried more into my beanie and closed my eyes, seeing all kinds of absurd animated-looking images that flowed like violent water into one another.
The question was raised as to whether or not I was okay. Responding was an impossible thing. I couldn't talk. 'or maybe I can' I thought and then wondered if all my thoughts had actually been said. Then I remembered trying to speak and tell my friends what was going on, but it was so hard to truly communicate, sure I had that mystical feeling of being able to transmit all my thoughts, but something told me that wasn't reality; I was giving in to the sub-reality that my body was moving too quickly through. It felt as though I was talking too fast and too slow simultaneously. Words couldn't even be formed, I was just struggling to get a grasp of my body and to catch up to it's lightspeed velocity so that I wouldn't die.
My friends were then taking me out of that room and I remember hearing someone say, 'And it's common for this to happen?' as I was trying to stand. When walking down the hall I had to prop myself against the wall and remember sliding alongside it, feeling like a retarded animal, then I became a bird and felt a hiccup of flight before returning to earth somewhat. I began to become very paranoid, my long-time friend played some soothing guitar and tried to calm me down.
For this, I tried to say, 'I love you, man!' but the spazzing continued. I was given a drink but remember thinking, 'AH! Poison!  I drank it anyway. Then remembered feeling like I shouted 'Water! Water now.'
Time skipped and jumped ahead, I became aware of the fact that was walking up some stairs and my friends were singing something about going to Mexico. I tripped out and saw all kinds of horse-shoes and other such things you might expect to see in some place like that.
We sat at a table and I laid my head down on it and remember feeling a lot of things on the table's surface. Then I sat up again and had the distinct impression that a malevolent entity was now present in the room with us and couldn't help spinning around to see if it would appear.
I was convinced eventually to just lay down and drink some water. My friends let me be for a while, something that I had wanted at that time. Every now and then one or the other would come back to check on my condition and try to get information from me as to how I was doing but it just wouldn't vocalize yet. I remember feeling very scared, abandoned, and fearful whenever they would leave after that.
Finally, the effects began to become less intense, but were still painfully present. I still felt detached entirely but the uncontrollable spazzing had ceased and it was easier to talk. I might have passed out at one point, it is hard to say, but I do remember waking up and thinking I was hearing a guitar lesson going on below me and that sound of a learning guitarist and his teacher talking and then playing being a very nice feeling that made the return to reality and the eventual repossesion of my body calm and beautiful.
The rest of the trip felt like any normal high. I became entranced by things on the television and couldn't focus on anything at all. The oddity that I never knew could possibly occur on something like marijuana had ended. Life was returning to normal, I had my body back.
All was good.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


| My Office: | Amos Eaton 115 |
|---|---|
| My Office Hours: | Mon/Thu 1:00-2:50PM; Tue 2:30-3:50PM (office hours follow the weekly class schedule) |
| My Email: |<EMAIL_ADDRESS>|
For undergraduate questions, please review the information at this URL: https://science.rpi.edu/computer-science/programs/undergrad/bs-computerscience (or Google "rpi computer science").
Contact your assigned academic advisor with questions or concerns; he or she is there to help! If you do not know who your academic advisor is, you can look in SIS (https://sis.rpi.edu).
Also feel free to visit the School of Science Advising Hub (https://science.rpi.edu/hub) in J-Rowl 1C12 during normal business hours or see Meaghan Potter in AE 119 (Mon/Tue/Thu).


--- layout: post status: publish published: true title: 'Podcast #15 - 8/3/09' author: display_name: Corey Fineran login: Corey email<EMAIL_ADDRESS>url: '' author_login: Corey author_email<EMAIL_ADDRESS>wordpress_id: 1175 wordpress_url: http://ivyenvy.com/?p=1175 date: '2009-08-03 22:03:25 +0000' date_gmt: '2009-08-04 04:03:25 +0000' categories: - Podcast tags: [] comments: [] ---
We record this episode at Twenty Sports Grille, a sponsor of the podcast. We're also joined by 2.5 new guests. Ryan and Brian sit in with us and Ian sticks around for the introduction and then leaves the table to pay more attention to the Cubs/Reds game and drink to prepare for Kevin Gregg entering the game.


Termination of your rights under this section does not terminate the licenses of parties who have received copies or rights from you under this License. If your rights have been terminated and not permanently reinstated, receipt of a copy of some or all of the same material does not give you any rights to use it.
The Free Software Foundation may publish new, revised versions of the GNU Free Documentation License from time to time. Such new versions will be similar in spirit to the present version, but may differ in detail to address new problems or concerns. See https://www.gnu.org/copyleft/.
Each version of the License is given a distinguishing version number. If the Document specifies that a particular numbered version of this License “or any later version” applies to it, you have the option of following the terms and conditions either of that specified version or of any later version that has been published (not as a draft) by the Free Software Foundation. If the Document does not specify a version number of this License, you may choose any version ever published (not as a draft) by the Free Software Foundation. If the Document specifies that a proxy can decide which future versions of this License can be used, that proxy’s public statement of acceptance of a version permanently authorizes you to choose that version for the Document.
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“CC-BY-SA” means the Creative Commons Attribution-Share Alike 3.0 license published by Creative Commons Corporation, a not-for-profit corporation with a principal place of business in San Francisco, California, as well as future copyleft versions of that license published by that same organization.
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An MMC is “eligible for relicensing” if it is licensed under this License, and if all works that were first published under this License somewhere other than this MMC, and subsequently incorporated in whole or in part into the MMC, (1) had no cover texts or invariant sections, and (2) were thus incorporated prior to November 1, 2008.
The operator of an MMC Site may republish an MMC contained in the site under CC-BY-SA on the same site at any time before August 1, 2009, provided the MMC is eligible for relicensing.
To use this License in a document you have written, include a copy of the License in the document and put the following copyright and license notices just after the title page:
Copyright (C) year your name. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.3 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled ``GNU Free Documentation License''.
If you have Invariant Sections, Front-Cover Texts and Back-Cover Texts, replace the “with…Texts.” line with this:
with the Invariant Sections being list their titles, with the Front-Cover Texts being list, and with the Back-Cover Texts being list.
If you have Invariant Sections without Cover Texts, or some other combination of the three, merge those two alternatives to suit the situation.
If your document contains nontrivial examples of program code, we recommend releasing these examples in parallel under your choice of free software license, such as the GNU General Public License, to permit their use in free software.
Next: Command and Option Index, Previous: GNU Free Documentation License, Up: Top [Contents][Index]
This is a general index of all issues discussed in this manual, with the
exception of the sed
commands and command-line options.
| Jump to: | -
0
;
A B C D E F G H I J L M N O P Q R S T U V W X Z |
|---|
| Jump to: | -
0
;
A B C D E F G H I J L M N O P Q R S T U V W X Z |
|---|
Previous: Concept Index, Up: Top [Contents][Index]
This is an alphabetical list of all sed
commands and command-line
options.
| Jump to: | #
-
:
=
{
A B C D E F G H I L N P Q R S T U V W X Y Z |
|---|
| Jump to: | #
-
:
=
{
A B C D E F G H I L N P Q R S T U V W X Y Z |
|---|
sed
scripts
sed
sed
: cycles
and buffers
bash
Environmentsed
’s Limitations and Non-limitationssed
This applies to commands such as =
,
a
, c
, i
, l
, p
. You can
still write to the standard output by using the w
or W
commands together with the /dev/stdout
special file
Note that GNU sed
creates the backup
file whether or not any output is actually changed.
This is equivalent to p
unless the -i
option is being used.
This is equivalent to p
unless the -i
option is being used.
There are of course many other ways to do the same, e.g.
grep 'bash$' /etc/passwd awk -F: '$7 == "/bin/bash"' /etc/passwd
All
the escapes introduced here are GNU
extensions, with the exception of \n
. In basic regular
expression mode, setting POSIXLY_CORRECT
disables them inside
bracket expressions.
Some regexp edge-cases depends on the operating system and libc implementation. The examples shown are known to work as-expected on GNU/Linux systems using glibc.
Actually,
if sed
prints a line without the terminating newline, it will
nevertheless print the missing newline as soon as more text is sent to
the same output stream, which gives the “least expected surprise”
even though it does not make commands like ‘sed -n p’ exactly
identical to cat
.
sed
guru Greg
Ubben wrote an implementation of the dc
RPN calculator!
It is distributed together with sed.
This requires another script to pad the output of banner; for example
#! /bin/sh banner -w $1 $2 $3 $4 | sed -e :a -e '/^.\{0,'$1'\}$/ { s/$/ /; ba; }' | ~/sedscripts/reverseline.sed
Some implementations have a limit of 199 commands per script
which is the actual “bug” that prompted the change in behavior


When I enter an username and an email all I see is "undefined", when I try to relogin afterwards emoncms tells me "Incorrect password, if your sure its correct try clearing your browser cache"...
To get back on to the system I registered a new user and altered his passwd and salt string from the DB with mine, so there's no urgent prob. But I'ld like to have that working too...
Passwort reset state's "undefined" and lock's the user
Submitted by mircsicz on Wed, 18/06/2014 - 10:37Hi hi,
for testing purpose I just tried to reset my user's password. Beforehand I checked that the smtp settings are correct:
$smtp_email_settings = array(
'host'=>"cloud.my-domain.de",
'username'=>"user",
'password'=>"pass",
<EMAIL_ADDRESS>=> 'EDM - ONE Energy-IT GmbH')
);
When I enter an username and an email all I see is "undefined", when I try to relogin afterwards emoncms tells me "Incorrect password, if your sure its correct try clearing your browser cache"...
To get back on to the system I registered a new user and altered his passwd and salt string from the DB with mine, so there's no urgent prob. But I'ld like to have that working too...
Hope you can help.


Embed your Scratch profile on your website
It is a choice.
When you look at an embedded profile, the profile info is loaded using JavaScript. It is because this service is hosted on GitHub Pages, which does not support pre-processors like PHP, so profile info can't be loaded from the service server, so I am obligated to make it load with JavaScript. For more info, Contact support with the chatbox on the right (works with JS only, sorry)


title = "Education Solutions"
url = "/"
layout = "default"
description = "Enriching education with the power of technology"
hidden = "0"
==
AXI's sole focus is improving Teaching and Learning outcomes utilizing innovative professional development with interactive technology and digital curriculum.
Our Teaching and Learning Consultants are passionate about helping teachers. Peruse this site, call, email or try our online store. Whatever you need, we can help you find it.


-
March 2017 current
Frontend Developer
Slice Group Agency Digital
-
March 2019 current
Frontend Developer
Santipm
-
March 2019 current
Frontend Developer
Contact Marketing
-
March 2014 current
Systems Engineer
National Experimental University of the Armen Forces.
Expected graduation: 2019 -
March 2016
Course (HTML - CSS - JAVASCRIP)
Slice Group


object PathSegmentSelectorBuilder
Helper object for building instances of RouteSelector from path segments
fun parseConstant(value: String): RouteSelector
Builds a RouteSelector to match a constant or wildcard segment parameter |
|
fun parseName(value: String): String
Parses a name out of segment specification |
|
fun parseParameter(value: String): RouteSelector
Builds a RouteSelector to match a path segment parameter with prefix/suffix and a name |


My Peeps by Michael Gary Scott
MOM
Dad...
Friends
Dwight
, tall and beets are what come to mind.
Candy
, the
only
stripper I know.
Jim and Pam
, I've painted them
nude.
Jan
, I'm scared of her.
Holly
, My numba one shawty.
Oscar
, the
only
man I've ever kissed.
Ryan
, the
only
man I want to kiss.
To see more about my life click the link to my book
"Somehow I Manage"


ZAXY USA & CARTAGO SANDALS websites
Goal of the project:
Create ecommerce websites for Zaxy and Cartago shoes using the Vtex Cloud Commerce platform.
Technologies used:
Front-End: HTML, CSS, Bootstrap, JavaScript, jQuery, Vtex
Back-end: Ruby on Rails, PostgreSQL
APIs: Vtex, CorpSystem Sales Tax SaaS (STS)
Deployment: Heroku
Gems: Httparty, Clockwork, Slack-notifier, Figaro
Development of the project:
These were my first ecommerce websites and my work led the company to be awarded the US Revelation Partner of 2017 by Vtex. The projects challenged me to learn a whole new platform in a limited amount of time. I also had to make sure that the integration with other systems worked seamlessly.
What I learned:
Apart from learning to use a comprehensive ecommerce platform, I acquired vast knowledge about logistics, SEO and key concepts of selling online.
On the technical side, I had the opportunity to use Httparty and the Net::FTP class for the first time.


Hook ajax request and/or response. Modify header, body, status, credentials, etc in request/response
https://hinaser.github.io/xspy/
Tested with IE9+, Firefox, Chrome, Edge.
You can test this module in your favorite browser by git clone
this repo and npm run test
or yarn test
in it.
Copy /dist/xspy.es5.min.js
and load into your <script> tag before any fetch/XMLHttpRequest.
<!-- Rename `xspy.es5.min.js` as you like -->
<script src="xspy.es5.min.js"></script>
npm install xspy -- OR yarn add xspy
const xspy = require("xspy").default;
import xspy from "xspy";
xspy.onRequest((req) => {
if(!req.headers["Authorization"]){
req.headers["Authorization"] = "bearer sakxxd0ejdalkjdalkjfajd";
}
});
xspy.onRequest(async (request, sendResponse) => {
var result = await someAsyncOperation();
var response = {...};
sendResponse(response);
});
xspy.onResponse((req, res) => {
console.log(res.url, res.status, res.headers);
});
xspy.onRequest(listener, [n])
listener
: (request, [callback]) => voidrequest
: Requestcallback
: ([response]) => voidresponse
: Responsen
: numberAdd custom request listener
to index n
. (listener at index n
=0 will be called first)
If you do not specify n
, it appends listener
to the last. (Called after all previous listeners finishes.)
This listener
will be called just before web request by window.fetch()
or xhr.sent()
departs from browser.
You can modify the request object(i.e. headers, body) before it is sent. See detail for request object later.
Note that when you supplies listener
as 2 parameters function(request
and callback
),
request will not be dispatched until you manually run callback()
function in listener
.
If you run callback()
without any arguments or with non-object value like false
,
request processing goes forward without generating fake response.
 In this case, real request never flies to any external network.
xspy.onResponse(listener, [n])
listener
: (request, response, [callback]) => voidrequest
: Requestresponse
: Responsecallback
: ([response]) => voidresponse
: Responsen
: numberAdd custom response listener
to index n
. (listener at index n
=0 will be called first)
If you do not specify n
, it appends listener
to the last. (Called after all previous listeners finishes.)
This listener
will be called just before API response is available at
window.fetch().then(res => ...)
or xhr.onreadystatechange
, and so on.
You can modify the response object before it is available to the original requester. See detail for response object later.
Note that when you supplies listener
as 3 parameters function(request
, response
and callback
),
response will not be returned to the original requester until you manually run callback()
function in listener
.
If you supply response
to callback
, supplied response will be provided to user scripts.
xspy.enable()
*When xspy module is loaded from <script> tag or import/require, it is enabled by default.
Enable spying on request/response by window.fetch()
and/or xhr.send()
.
When enabled, window.fetch
and XMLHttpRequest
is replaced by extended function/object to intercept communications.
xspy.disable()
Disable spying on request/response. window.fetch
and XMLHttpRequest
will be set back to original ones.
Note that request/response listeners are not cleared and stored in memory.
Request
Properties of Request
object can be edited in request listener.
Some properties are only available for specific ajaxType
.
ajaxType
: string - "xhr" or "fetch". Indicating whether request is dispatched from fetch()
or xhr.send()
.method
: string - Request method like GET
/POST
/PUT
/DELETE
/...url
: string - Request url.timeout
: number - Ignored if ajaxType
is fetch
headers
: Object - i.e. {"Authorization": "auth-strings", "content-type": "application/json"}
body
: Various types - Request body. It can be undefined if original requester does not set request body.And if ajaxType
is xhr
async
username
password
responseType
withCredentials
upload
And else if ajaxType
is fetch
cache
credentials
integrity
keepalive
mode
redirect
referrer
referrerPolicy
signal
Response
Properties of Response
object can be edited in response listener.
Some properties are only available for specific ajaxType
.
ajaxType
: string - "xhr" or "fetch". Indicating whether response is for fetch().then(res => ...)
or xhr
.status
: numberstatusText
: stringheaders
: Objectbody?
: Various types - Response bodyAnd if ajaxType
is xhr
responseType
response
responseText
responseXML
responseURL
And else if ajaxType
is fetch
ok
redirected
type
url
Generated using TypeDoc


{% extends "templates/web.html" %} {% macro email_login_body() -%}
{{ _("Forgot Password?") }}
{{ _("You need to enable JavaScript for your app to work.") }}{{ _("To enable it follow the instructions in the following link: {0}").format("enable-javascript.com
{{ _("or") }}
{{ _("Have an account? Login") }}
{{_("Signups have been disabled for this website.")}}
{{ _("Back to Login") }}


Note.
Navigate with top buttons. Drop images.jpg/png/gif (you might have to drop it twice) Numbers will be calculated. This will calculate 63 bytes of data. This numbers can be used in any commodore 64 program.


WebsiteForOnlineFoodDelivery.in
Log out
ACCOUNT SUMMARY
UPDATE PASSWORD
UPDATE WEBSITE PIC
UPDATE WEBSITE LOGO
UPDATE MENU CHART
UPDATE RESTAURANT TIMING
UPDATE YOUR ACCOUNT PASSWORD
Old Password
New Password
Confirm Password
submit


{% extends 'base.html' %} {% block header %} {% endblock %} {% block content %}
No invitations found!
No trainers found!
No trainees found!
No workouts found!
You have {{ event_length_array[0]}} created events!
You have {{ event_length_array[1]}} recieved events!


CSGO-Buynds
Home
Generator
Help
About
View on GitHub
CS:GO Buy Binds Generator
Multi-Key Generator
Single Key Generator
{{ 'Version: %VERSION%' | interpolate }}


It looks like you pointed a web browser here.
This isn't that type of web site though.
It's a site that serves APIs.
There's a separate site that documents the APIs served here:
API Docs
If you're looking for the source code for this site, it's on GitHub.


--- layout: post title: "Our IUSE Proposal Was Rejected" authors: ["Greg Wilson"] date: 2014-06-27 time: "12:00:00" tags: ["Funding", "Research"] ---
We got word a few days ago that our proposal to the NSF's Improving Undergraduate STEM Education program had been rejected. The panel summary agreed that software training is a good idea, but were not convinced about our plans to shift from training grad students to undergrads. In particular, they were not convinced that Unix-based workshops would be best for undergrads, and felt that not being embedded in the regular curriculum was a weakness. These are fair criticisms:
At the same time, though, the panel did not connect the results from years of Software Carpentry workshops and the expected impact of this effort. This indicates that the proposal did not effectively communicate how well our experience to date has laid the groundwork for efforts like this.
We're obviously disappointed by this rejection, but we've some useful lessons, and we hope that they will inspire others to put forward proposals of their own.
Scientists and engineers invented electronic computers to accelerate their work, but two generations later, many researchers in science, technology, engineering, and mathematics (STEM) are still not computationally competent: they do repetitive tasks manually instead of automating them, develop software using a methodology best summarized as "copy, paste, tweak, and pray" and fail to track their work in any systematic, reproducible way.
While the World-Wide Web was created by a scientist to help his peers share information, many still use it primarily as a way to find and download PDFs. Researchers may understand that open data can fuel new insights but often lack the skills needed to create and provide a reusable data set. Equally, any discussion of changing scientific publishing, making research reproducible, or using the web to support "science as a service" must eventually address the lack of pre-requisite skills in the general STEM research community.
Studies have repeatedly shown that most researchers learn what they know about computing by word of mouth, but this approach is failing to meet present-day needs: most faculty would agree that today's graduates are no more able to use computing and the web in their research than they were a generation ago. Attempts to integrate more training in basic computing skills into undergraduate education have largely failed to take root for several reasons:
One final issue is that the rewards are unknown. Open, web-based science is still in its infancy, so there is no general understanding of what people might need to know in order to incorporate it into their research careers. Since it is hard to measure something if you don't know what to look for, or if it is so young that there hasn't actually been long-term impact, little systematic study has been done to date of whether early training in the skills needed for this new kind of science actually has an impact, and if so, how and how much. Without such feedback, there is no systematic way to improve the training programs that currently exist.
This proposal builds on the success to date of the Software Carpentry workshops, a proven curriculum of essential software skills that enhance the productivity of graduate students, post-docs, and faculty. We propose to:
We will run software-skills workshops for undergraduate students taking part each year in summer research opportunities such as the NSF's Research Experience for Undergraduates (REU) program, at or near the start of those students' time in the lab. Based on data already collected from Software Carpentry workshops, we expect this training will help them be more productive during their research (graduate-level participants in our existing workshops typically report that what we teach saves them a day per week) and will prepare them to work in a world where all aspects of science are increasingly dependent on computing.
These undergraduates will serve as the treatment population for a five-year study of the impact of this training on their careers in general, and their involvement with open and web-enabled science in particular. In order to conduct this study, we will hire an expert in educational assessment, whose full-time work for the duration of the project will be to explore the effects of the training on workshop participants.
We will run two-day workshops at a steadily increasing number of sites each year for five years, timed to coincide with the start of the summer influx of undergraduate research students. Each workshop will be offered to a minimum of 40 learners per site, giving us a target study population of at least 2200 students by year 5. The content will be tailored to meet local needs but will be based on what is being used at that time by Software Carpentry and affiliated educational efforts. By design, it is straightforward to adapt workshop materials and contribute changes to the Software Carpentry course material. These features enhance the portability and flexibility of the workshops and increase the likelihood of wide dissemination beyond this project.
The home sites for investigators named in this proposal (George Washington University, Michigan State University, University of California, Berkeley, University of Wisconsin – Madison, and Utah State University) will run workshops in each of those years. Other sites will be added each year, expanding the total to 15 in year 5 and accordingly increasing the size of our study population. We will focus expansion on NSF REU sites but, as detailed below, we will also offer some workshops to other communities.
One set of possible sites for expansion are those campuses included in the "Condo of Condos" consortium, recently recommended for funding by the National Science Foundation. The Software Carpentry workshops proposed here will be valuable to that consortium in meeting its goals of increasing the number and diversity of researchers using advanced cyberinfrastructure and of developing data science practitioners.
Beyond this consortium, we will recruit sites for hosting workshops by identifying locations at which we could have the largest impact and/or that contribute most to our goal of increasing diversity. If we find there are more sites interested in hosting workshops than we are able to support in a given year, we will select the subset of sites that best meet our goals.
While there is considerable scope for customizing workshops to accommodate learners' prior experience and discipline-specific needs, what these workshops seek to convey is the best practices a researcher needs to be computationally competent:
With these objectives, the base workshop format will be divided in to four modules. All workshops will be hands-on so that learners can "learn by doing" and have experience with concrete examples. A typical workshop will devote roughly half of a day to each of the following:
As the module descriptions suggest, our real aim isn't to teach Python, Git, or any other specific tool: it's to teach computational competence.  If we show them how to solve a specific problem with a specific tool, though, we can then lead into a larger discussion of how scientists ought to develop, use, and curate software.
These workshops strive to show people how the pieces fit together: how to write a Python script that fits into a Unix pipeline, how to automate unit tests, etc. Doing this gives us a chance to reinforce ideas and also increases the odds of participants being able to apply what they've learned once the workshop is over.
We will aim for no more than 40 people per room at a workshop, so that every learner can receive personal attention when needed. Where possible, we will run two or more rooms side by side and use a pre-assessment questionnaire as a sorting hat to group learners by prior experience, which simplifies teaching and improves their experience.
All of the workshop instructors will have been trained and certified by Software Carpentry and will have had experience teaching this material prior to engaging in these particular workshops. Just as importantly, instructors will themselves be working scientists. By virtue of using these skills and concepts daily in their own research they are better able both to serve as role models and to deal with unanticipated questions or challenges based on personal experience.
Software Carpentry has a rich network of trained instructors, often recruited from past workshops. These instructors are volunteers who participate for a variety of reasons including sharpening their own teaching and computing skills, increasing diversity in the pipeline, and because it's fun.
As well as instructors, we will rely on local helpers to wander the room and answer questions during practicals. These helpers may be participants in previous workshops who are interested in becoming instructors, graduate students who've picked up some or all of this on their own, or members of the local open source community; where possible, we will aim to have at least one helper for every eight learners.
In order to increase the diversity of the study population, at least one workshop in each year will be aimed specifically at female students. Software Carpentry's first such workshop, held in Boston in June 2013, attracted 120 participants; its second is scheduled for Lawrence Berkeley National Laboratory in April 2014, and at least two more will be held by the time work on this project commences (one in the United States and one in Europe). This work will build on that experience and draw on the pool of instructors who have gained mentoring experience through those specific workshops.
Finally, we will organize workshops in years 2 through 5 specifically aimed at students from minority serving institutions. We are already in contact with the Computing Alliance for Hispanic-Serving Institutions (CAHSI) and with the Association of Public and Land-grant Universities' program for historically black colleges and universities (HBCUs). Software Carpentry is running its first workshop at an HBCU (Spelman College) in early 2014, and we expect to have significantly expanded these efforts by year two of this project.
We will employ an expert in educational assessment full-time for five years to monitor and compare undergraduate participants in these software carpentry skills building workshops, participants in a subset of our regular (graduate-level) workshops, and non-participants (as a control population). As part of their work, this person will be responsible not only for collecting and analyzing data but also for refining and extending the methods and measures used to gauge impact. D-Lab will assist in locating and supporting this expert.
Assessment will build on previous work, focusing particularly, but not exclusively, on the following questions:
This expert in educational assessment will explore ways in which our engagement with students changes the outlook and work practices of their peers and faculty supervisors (i.e., whether there is knowledge transfer sideways and upward) and the effectiveness of the community building and dissemination activities detailed in the next sections.
As with Software Carpentry's work to date, assessment will use both qualitative and quantitative techniques. On the qualitative side, we will conduct a series of interviews over the five-year period of the study to see how attitudes, aspirations, and activities change. Quantitatively, we will measure uptake of key tools such as version control as a proxy for adoption of related practices, as well as exploring more traditional measures of research success, such as progression to graduate school and publication/citation rates.
To track impact over time, we will conduct pre-workshop surveys and interviews roughly in the week before the workshops and the series of post-workshop surveys and interviews beginning approximately one month following the workshop. Follow on surveys and interviews will be conducted and the end of the students' lab appointment and annually thereafter (as applicable based on year of participation in the project).
Our findings, and any new methods or measures developed, will be shared with other researchers through publication in peer-reviewed journals and high-profile conferences.
We will employ one graduate student part-time at each site named in this proposal each year to provide technical support to workshop participants, and to act as an anchor for a Hacker Within-style grassroots group at that site. These community liaisons will not be study subjects but will help us stay in touch with students who are (a key requirement for any longitudinal study).
Separately, the Mozilla Science Lab will focus part of its ongoing community engagement efforts on the students who have taken part in our workshops during both the remainder of their undergraduate careers and afterward to help them become part of the broader open science community. This may include helping the students organize and run workshops of their own in subsequent years, connecting them with other open science projects, introducing them to potential graduate supervisors who understand and value their new skills and outlook, etc.
As a subordinate part of their work, the assessment researcher employed by this project will assess the effectiveness of the local graduate student organizers. In particular, they will explore whether seeding activity in this way leads to the formation of self-sustaining grassroots groups, and if so, what activities those groups develop on their own, how (and how effectively) they share discoveries with each other, the extent to which alumni of this program stay engaged with these groups, and whether the presence of these groups has a demonstrable impact on students' career paths in general and/or on their engagement with open and web-enabled science in particular.
While it will not be feasible to bring all of the students participating in a given year's workshops together physically, we will organize and run virtual conferences toward the end of their research term to give them an opportunity to present their work to one another, discuss what they have learned and build peer-to-peer connections. These conferences will also provide an opportunity to introduce participants to new forms of scientific "publishing", including blogging, the creation of screencasts and demonstration videos, and other methods that may not yet exist.
We will employ one instructional designer part-time throughout the project to create new material and to improve existing material based on feedback from workshop participants and the assessment program. Here, "creating material" may include both designing and implementing new domain-specific learning modules and translating existing materials into new forms, such as video recordings of lectures or auto-graded quizzes for self-paced instruction. This work will be done in consultation with educators at participating institutions in order to encourage incorporation of those materials into existing curricula.
All of the materials produced by and for this project will be made freely available under the Creative Commons – Attribution (CC-BY) license. The instructional designer will work with the Mozilla Science Lab and affiliated groups to share these materials and the results of our studies of the program's impact, through science education journals, conferences, and other channels.
The dissemination of this project's curriculum has strong potential to be high. Current Software Carpentry materials are available as online lessons and in GitHub. Workshop materials will continue to be open access and flexible, thus they can be readily adopted by others. Adapting workshop materials is low cost and does not require special equipment. Workshop materials are structured such that they can scale to the size and application of interest to a particular group. Anyone using workshop materials can directly contribute changes and feedback, which both increases buy-in and improves the materials organically. The Software Carpentry infrastructure provides support in the form of materials and people. And finally, local chapters of The Hacker Within create a natural ecosystem of support for workshop participants, their peers, and faculty.
As a subordinate part of their work, the assessment researcher employed by this project will assess the extent to which curriculum developed during this program is taken up by other educators (particularly those who think of themselves as scientists first and computationalists second), and their perception of its utility. Mid-point results of this evaluation will be shared with the instructional designer in order to allow evidence-based improvement of the materials.
Prof. Slaybaugh will be responsible for overall project management and reporting. The educational assessment expert hired by this project will report directly to her. Prof. Slaybaugh will be assisted by Dr. Huff, who will manage and coordinate the graduate student assistants at each site. Dr. Huff will also be responsible for organizing the workshops aimed at female students.
Profs. Barba, Brown, White, and P. Wilson will be responsible for coordinating workshops and for recruiting and supervising the graduate student assistant at their respective institutions. Prof. Teal will co-coordinate the workshops held at Michigan State University and will assist in developing workshop materials.
Dr. G. Wilson and the half-time instructional designer hired by this project will be responsible for preparation and publication of learning materials. Dr. G. Wilson will also provide instructional training for the graduate student assistants and other participants in the project on an ongoing basis and will be responsible for organizing the workshops aimed at students from minority serving institutions.
Workshop operations (such as finding instructors and arranging their travel) will be handled by Mozilla staff who are performing these duties for the Software Carpentry program more generally. These staff will be supervised by Ms. Thaney, who will also be responsible for connecting the other PIs and the graduate student assistants with other open and web-enabled science groups.
Our theory of action is straightforward: if students are explicitly taught software skills in a way that makes them seem both useful and important, they are likely to begin using them in day-to-day work, which will create a positive feedback cycle leading them to acquire more (and more advanced) skills on their own. This positive feedback cycle will in turn result in the students being more likely to engage in open and web-enabled scientific activities that would otherwise have been unknown, incomprehensible, or out of reach.
Using the terminology of, our work is primarily design and development research. We plan to design and develop solutions related to student engagement and mastery of specific skills, drawing on existing evidence from Software Carpentry's graduate-level workshops and investigating their impact and effectiveness. Further, we further plan to design and iteratively develop interventions. We are ready to begin collecting data on the feasibility of implementing solutions in typical delivery settings.
Studies of how scientists use computers and the web have found that most scientists learn what they know about developing software and using computers and the web in their research haphazardly and through word of mouth. In our experience, most training meant to address this issue:
On the other hand, studies of how people in general learn to program, and of how effective different approaches to teaching them are, have made significant strides in the past decade. In particular, our work is informed by the long-running research program of Guzdial et al. at Georgia Tech, who have found that a "media first" introduction to computing outperforms more conventional alternatives and that it is possible to assess the extent to which programming concepts, rather than merely the syntax of a particular programming language, have been mastered.
Others have demonstrated that peer instruction is a significantly better way to teach introductory programming than conventional classroom approaches. As discussed in the section below, we are already working to incorporate these evidence-based approaches into our teaching and will accelerate these efforts within the scope of this award.
Software Carpentry is the largest effort to date to address issues surrounding inadequate software carpentry skill training for students. Originally created as a training program at Los Alamos National Laboratory in the late 1990s, it is now part of the Mozilla Science Lab's efforts to help scientists take advantage of ways in which the web can change the practice of science today and invent new ways tomorrow. Over 100 certified volunteer instructors delivered two-day intensive workshops like those described earlier to more than 4200 people in 2013 alone.
Software Carpentry's curriculum and teaching practices have been refined via iterative design and are informed by current research on teaching and learning best practices. Its instructor-training program, which takes 2–4 hours/week of a trainee's time for 12–14 weeks (depending on scheduling interruptions), introduces participants to a variety of modern teaching techniques (e.g., peer instruction, active learning, and understanding by design), to concepts underlying these techniques (e.g., cognitive load theory), and to topic-specific work by computing education researchers (see,, and the first third of for overviews). One example of how they translate theory into practice is their insistence on live coding during teaching as a way of demonstrating and transferring authentic practice to learners.
Evidence of instructor training and experience is based on a Mozilla's Open Badge program. Further levels of expertise are obtained through helping at a workshop, being an instructor, being a lead instructor, and developing workshop materials. All of the participants in this proposal are certified instructors and have taught or will teach Software Carpentry workshops prior to the start of this project. For example, Dr. Huff has already taught at 9 workshops and Dr. G. Wilson has served as an instructor at 35.
Software Carpentry has been assessing learning outcomes and retention since the beginning of its Sloan Foundation funding in January 2012. The first round of assessment included both qualitative and quantitative assessment by Dr. Jorge Aranda (then at the University of Victoria) and Prof. Julie Libarkin (Michigan State University).
Dr. Aranda surveyed and interviewed participants, observed a workshop, and analyzed screencasts of participants working through a programming assignment. The surveys and interviews were conducted both pre- and post-workshop. The survey asked questions regarding the software development habits of respondents, the tools they were familiar with, their level of knowledge of five core Software Carpentry topics (shell commands, Python, version control, SQL, and testing concepts), and their challenges in using scientific computing to answer their research questions.
According to both qualitative and quantitative data, Dr. Aranda found significant increases in participants' understanding and use of shell commands, version control tools, Python, and testing techniques. Perhaps more importantly, participants reported better proficiency with software tools; greater concern for issues of provenance and code quality; better strategies to approach software development; and new research questions that have become accessible thanks to an increase in participants' software development skills.
Students also took a quiz consisting of yes/no questions that were purposefully chosen so that only about half of them could be answered with the standard material in the workshop; the other half was not covered by workshop instruction. Additionally, a cross-cutting half could be answered with introductory familiarity to the topic in question, while the other half would represent more advanced levels of expertise.
The objectives for this were to assess whether participants not only learned the workshop materials but were exploring the topics in greater depth on their own, and to avoid ceiling effects in our survey. Quiz performance improved across the board (by ~30%) for all question categories.
Prof. Libarkin performed a more detailed assessment of participants in a workshop held at Michigan State University, which was attended remotely by students from the University of Texas at Austin. Prof. Libarkin also collected qualitative and quantitative data. Eighty-five percent of participants reported that they learned what they hoped to learn, 81% changed their computational understanding, and 96% said they would recommend the workshop to others.
An attempt to scale this up in 2013 was set back by personnel changes, but systematic follow-ups with past participants in workshops have now been resumed, and we expect to be able to present preliminary results by mid-2014.
Some excerpted survey questions from the discussed studies can be found in the full proposal, as can excerpted interview questions from Dr. Aranda's study. The studies mentioned here and the additional data that will become available within the next six months will serve as a starting point for this project's assessment expert.
The Hacker Within (THW) was founded by graduate students, including Dr. Huff and Prof. Slaybaugh, in nuclear engineering at the University of Wisconsin – Madison to provide a forum for sharing scientific computing skills and best practices with their peers. As THW matured as a student organization, it attracted students from many scientific disciplines and academic levels. THW conducted bi-weekly seminars and developed a series of short courses addressing the programming languages C++, Python, and Fortran; best practices such as version control and test-driven code development; and basic skills such as UNIX mobility. This curriculum was delivered primarily as interactive short workshops on campuses and during scientific conferences. Many previous founders of the Hacker Within have since become instructors with Software Carpentry, and a new generation of THW graduate students has begun to emerge in their place. In 2013, new branches of THW were initiated at the University of Melbourne and the University of California, Berkeley (under the direction of Dr. Huff and Prof. Slaybaugh).
The "Condo of Condos" consortium, led by Clemson University and including the University of Wisconsin – Madison and four other campuses during its pilot phase, has recently been recommended for funding by the National Science Foundation. The consortium's primary task is to build a network of advanced cyberinfrastructure research and education facilitators (ACI-REFs), with goals that include increasing the diversity of researchers using advanced cyber infrastructure on each campus and developing data science practitioners. The Software Carpentry workshops being designed under this proposal will serve those goals directly. As an investigator on both that project and this proposal, Prof. P. Wilson will engage the network of ACI-REFs to share this curriculum with both the initial consortium institutions and any institutions who are able to join in the future.
D-Lab, located at the University of California, Berkeley, has the mission to create cross-disciplinary resources for high-level training and support services for social science researchers campus-wide. It does this by adaptively building new forms of shared infrastructure, including consulting and workshops in research tools and methods, and fostering discovery and connections with the pools of expertise and offerings of Berkeley's departments and professional schools. As a new research unit at Berkeley, D-lab has been actively involved in teaching software tools. D-lab is engaged in evaluating students' experiences with those trainings and adapting subsequent trainings in response to their evaluations. D-lab is an enthusiastic supporter of campus efforts to broaden this approach to teaching.
D-lab will provide space, outreach, and assistance in locating and supporting the assessment position outlined in this proposal. Prof. Slaybaugh will engage with D-lab to capitalize on their expertise at the intersection assessment and scientific education.
We believe this work will have significant impact in several areas beyond directly improving the computational science skills of workshop participants.
The graduate students who are serving as mentors for the undergraduates at the different universities will each be paired with a local faculty mentor. The faculty mentor will meet regularly with the graduate student to discuss and problem solve any issues that the graduate student or undergraduates are having and to provide active mentoring on how to train students in computational approaches.
In addition to engaging with the graduate students on their mentoring of the undergraduates, the faculty mentors will also serve as mentors for computational aspects of the graduate students' research and careers. In many areas of science, computationally-minded students are located in labs where the PIs do not have strong computational backgrounds. This means that they do not have a mentor to teach them about good computational practice in research. In addition, they do not have someone with whom to discuss computational careers, thus limiting their exposure to career paths outside of academia. Because the faculty mentors will have strong computational backgrounds themselves, they can fill this void for computationally-minded students.


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--- layout: archive title: Zulip Chat Archive permalink: /stream/113488-general/topic/teach.20VScode.20new.20unicode.20input.html ---
How do I teach VScode the fraktur letters?
Check out Scott's recent PR on how to add fraktur letters: https://github.com/leanprover/vscode-lean/pull/74/files
Thanks
{% endraw %}Last updated: Apr 24 2020 at 19:02 UTC


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The 2020 Olympic men’s marathon will be held on its originally scheduled date of Aug. 9 despite the event’s relocation from Tokyo to Sapporo, sources close to the matter said Sunday.
The International Olympic Committee’s decision to shift the Olympic marathon and race-walking events to Sapporo due to concerns over Tokyo’s heat was reluctantly accepted by Tokyo Governor Yuriko Koike earlier this month.
Tokyo Games organizing committee chief Yoshiro Mori had said on Nov. 7 that the men’s marathon schedule would “change greatly” as it would be “impossible” to hold the event in Sapporo on the same day as the closing ceremony in Tokyo.
Athletes will have to travel over 800 km after the race in Sapporo in order to attend the closing ceremony in Japan’s capital, a task further complicated by the time required for doping tests and other procedures.
On Wednesday, however, IOC Coordination Commission Chairman John Coates said the IOC wanted to keep the men’s marathon on the final day.
Coates said athletes would have to be flown to Tokyo for the closing ceremony, where they would be presented with medals per recent Olympic tradition.
The 2020 Games organizing committee as well as the governments of Sapporo and Hokkaido will hold a second round of administrative talks on Monday to settle on plans for the new marathon course, largely based on the course used for the annual Hokkaido Marathon.
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The handle is a Nordic style design with a non detachable velcro hand strap. It is worth noting for those who may not have encountered this style of grip that you cannot use the pole with your hand on top of the handle, like a walking stick, as the size and shape of the grip makes this uncomfortable. Likewise, it’s worth pointing out that while the hand strap is well made and looks really nice donning its Alpkit logo, it is rather small and fiddly making it hard to put on quickly. I found this design fine for long flattish walks where I could consistently hold the poles for long stretches of time but rather annoying on more technical hikes where I wanted to take my hand out of the straps often and quickly. If you plan to wear gloves in conjunction with these poles you may find it difficult to fit your hand in the strap.
Another thing to point out with this design is that while its collapsed length is very short, its minimum erected length is rather long (insert cock gag here) making it not particularly versatile for tarp camping where you may need shorter pole for your setup.
Quality
For the relatively tiny £34 price tag of these poles there’s question that quality you can expect would be lower than more expensive and familiar alternative options from the likes of Leki or Black Diamond. What you can expect here is a very compact folding pole that mostly bears the hallmarks of a product at its price but with a couple of nice features added in.
The hand strap, albeit small, is nicely made and I found it quite comfortable. I would prefer if it had a quick release clip or was simply larger.
The internal cable that runs down the centre of the pole is protected by a fairly thin plastic sheath. I noticed that when the pole is collapsed this cable is pulled tight against the edges of the pole segments, right now mine are holding strong but I will keep an eye on them as it looks vulnerable to damage, and if the cable breaks the pole become useless, something you wouldn’t want to happen on any long hike.
Alternatives
For this price, finding a branded alternative is quite difficult particularly one of this style with similar features. For instance any Leki pole that collapses as small as this will certainly cost more than £100, and the cheapest trekking pole they sell is still £5 more than the Alpkit.
Final thoughts
If you need a pole that packs particularly small and you are on a budget, this is an excellent option. You can for the price, expect to forgo some practicalities and some quality, but ultimately Alpkit has succeeded here in filling a space in the market for an imaginatively designed product delivered at an unbeatable price. I would have rated this product 3/4 if the handle and strap where just a little better and easier to use.


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'She leaves him. He kills her.' Thousands in Belgium march to demand end to violence against women
by Reuters1 / 10Demonstration against violence towards women, in Brussels
BRUSSELS (Reuters) - Thousands of people protested in Brussels on Sunday against violence targeting women, placing pairs of women's shoes painted red outside a court to symbolize victims of femicide.
Singing and chanting, protesters carried banners reading "She leaves him, he kills her", "A dress is not a 'Yes'" and "My body, my choice, my consent", a day after thousands also marched in France against domestic violence.
Police said about 10,000 people attended the protest, which took place on the eve of the International Day for the Elimination of Violence Against Women. More events are planned for Monday.
"The red shoes represent women killed by a man," said Julie Wauters of the Mirabal group, which organized the annual demonstration. "There have been about a hundred of them in the last three years."
The group said there were no official statistics in Belgium on femicide. One banner on display on Sunday read: "Am I next?"
(Reporting by Hortense de Roffignac; Writing by Gabriela Baczynska; Editing by David Clarke)


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