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| Packages that use org.apache.bcel.classfile | |
| org.apache.bcel | This package contains basic classes for the Byte Code Engineering Library and constants defined by the JVM specification. |
| org.apache.bcel.classfile | This package contains the classes that describe the structure of a Java class file and a class file parser. |
| org.apache.bcel.generic | This package contains the "generic" part of the Byte Code Engineering Library, i.e., classes to dynamically modify class objects and byte code instructions. |
| org.apache.bcel.util | This package contains utility classes for the Byte Code Engineering Library, namely: Collection classes for JavaClass objects A converter for class files to HTML A tool to find instructions patterns via regular expressions A class to find classes as defined in the CLASSPATH A class loader that allows to create clases at run time |
| org.apache.bcel.verifier.statics | Provides PassVerifier classes used internally by JustIce. |
Classes in org.apache.bcel.classfile used by org.apache.bcel| JavaClass
|
Represents a Java class, i.e., the data structures, constant pool, fields, methods and commands contained in a Java .class file. |
Classes in org.apache.bcel.classfile used by org.apache.bcel.classfile| AccessFlags
|
Super class for all objects that have modifiers like private, final, ... Attribute
|
Abstract super class for Attribute objects. AttributeReader
|
Unknown (non-standard) attributes may be read via user-defined factory objects that can be registered with the Attribute.addAttributeReader method. ClassFormatException
|
Thrown when the BCEL attempts to read a class file and determines that the file is malformed or otherwise cannot be interpreted as a class file. Code
|
This class represents a chunk of Java byte code contained in a method. CodeException
|
This class represents an entry in the exception table of the Code attribute and is used only there. Constant
|
Abstract superclass for classes to represent the different constant types in the constant pool of a class file. ConstantClass
|
This class is derived from the abstract Constant class and represents a reference to a (external) class. ConstantCP
|
Abstract super class for Fieldref and Methodref constants. ConstantDouble
|
This class is derived from the abstract Constant class and represents a reference to a Double object. ConstantFieldref
|
This class represents a constant pool reference to a field. ConstantFloat
|
This class is derived from the abstract Constant class and represents a reference to a float object. ConstantInteger
|
This class is derived from the abstract Constant class and represents a reference to an int object. ConstantInterfaceMethodref
|
This class represents a constant pool reference to an interface method. ConstantLong
|
This class is derived from the abstract Constant class and represents a reference to a long object. ConstantMethodref
|
This class represents a constant pool reference to a method. ConstantNameAndType
|
This class is derived from the abstract Constant class and represents a reference to the name and signature of a field or method. ConstantObject
|
This interface denotes those constants that have a "natural" value, such as ConstantLong, ConstantString, etc.. ConstantPool
|
This class represents the constant pool, i.e., a table of constants, of a parsed classfile. ConstantString
|
This class is derived from the abstract Constant class and represents a reference to a String object. ConstantUtf8
|
This class is derived from the abstract Constant class and represents a reference to a Utf8 encoded string. ConstantValue
|
This class is derived from Attribute and represents a constant value, i.e., a default value for initializing a class field. Deprecated
|
This class is derived from Attribute and denotes that this is a deprecated method. ExceptionTable
|
This class represents the table of exceptions that are thrown by a method. Field
|
This class represents the field info structure, i.e., the representation for a variable in the class. FieldOrMethod
|
Abstract super class for fields and methods. InnerClass
|
This class represents a inner class attribute, i.e., the class indices of the inner and outer classes, the name and the attributes of the inner class. InnerClasses
|
This class is derived from Attribute and denotes that this class is an Inner class of another. JavaClass
|
Represents a Java class, i.e., the data structures, constant pool, fields, methods and commands contained in a Java .class file. LineNumber
|
This class represents a (PC offset, line number) pair, i.e., a line number in the source that corresponds to a relative address in the byte code. LineNumberTable
|
This class represents a table of line numbers for debugging purposes. LocalVariable
|
This class represents a local variable within a method. LocalVariableTable
|
This class represents colection of local variables in a method. Method
|
This class represents the method info structure, i.e., the representation for a method in the class. Node
|
Denote class to have an accept method(); PMGClass
|
This class is derived from Attribute and represents a reference to a PMG attribute. Signature
|
This class is derived from Attribute and represents a reference to a SourceFile
|
This class is derived from Attribute and represents a reference to the source file of this class. StackMap
|
This class represents a stack map attribute used for preverification of Java classes for the Java 2 Micro Edition (J2ME). StackMapEntry
|
This class represents a stack map entry recording the types of local variables and the the of stack items at a given byte code offset. StackMapType
|
This class represents the type of a local variable or item on stack used in the StackMap entries. Synthetic
|
This class is derived from Attribute and declares this class as `synthetic', i.e., it needs special handling. Unknown
|
This class represents a reference to an unknown (i.e., application-specific) attribute of a class. Visitor
|
Interface to make use of the Visitor pattern programming style. |
Classes in org.apache.bcel.classfile used by org.apache.bcel.generic| AccessFlags
|
Super class for all objects that have modifiers like private, final, ... Attribute
|
Abstract super class for Attribute objects. CodeException
|
This class represents an entry in the exception table of the Code attribute and is used only there. Constant
|
Abstract superclass for classes to represent the different constant types in the constant pool of a class file. ConstantPool
|
This class represents the constant pool, i.e., a table of constants, of a parsed classfile. Field
|
This class represents the field info structure, i.e., the representation for a variable in the class. JavaClass
|
Represents a Java class, i.e., the data structures, constant pool, fields, methods and commands contained in a Java .class file. LineNumber
|
This class represents a (PC offset, line number) pair, i.e., a line number in the source that corresponds to a relative address in the byte code. LineNumberTable
|
This class represents a table of line numbers for debugging purposes. LocalVariable
|
This class represents a local variable within a method. LocalVariableTable
|
This class represents colection of local variables in a method. Method
|
This class represents the method info structure, i.e., the representation for a method in the class. |
Classes in org.apache.bcel.classfile used by org.apache.bcel.util| EmptyVisitor
|
Visitor with empty method bodies, can be extended and used in conjunction with the DescendingVisitor class, e.g. Field
|
This class represents the field info structure, i.e., the representation for a variable in the class. JavaClass
|
Represents a Java class, i.e., the data structures, constant pool, fields, methods and commands contained in a Java .class file. Method
|
This class represents the method info structure, i.e., the representation for a method in the class. Visitor
|
Interface to make use of the Visitor pattern programming style. |
Classes in org.apache.bcel.classfile used by org.apache.bcel.verifier.statics| Code
|
This class represents a chunk of Java byte code contained in a method. CodeException
|
This class represents an entry in the exception table of the Code attribute and is used only there. ConstantClass
|
This class is derived from the abstract Constant class and represents a reference to a (external) class. ConstantDouble
|
This class is derived from the abstract Constant class and represents a reference to a Double object. ConstantFieldref
|
This class represents a constant pool reference to a field. ConstantFloat
|
This class is derived from the abstract Constant class and represents a reference to a float object. ConstantInteger
|
This class is derived from the abstract Constant class and represents a reference to an int object. ConstantInterfaceMethodref
|
This class represents a constant pool reference to an interface method. ConstantLong
|
This class is derived from the abstract Constant class and represents a reference to a long object. ConstantMethodref
|
This class represents a constant pool reference to a method. ConstantNameAndType
|
This class is derived from the abstract Constant class and represents a reference to the name and signature of a field or method. ConstantPool
|
This class represents the constant pool, i.e., a table of constants, of a parsed classfile. ConstantString
|
This class is derived from the abstract Constant class and represents a reference to a String object. ConstantUtf8
|
This class is derived from the abstract Constant class and represents a reference to a Utf8 encoded string. ConstantValue
|
This class is derived from Attribute and represents a constant value, i.e., a default value for initializing a class field. Deprecated
|
This class is derived from Attribute and denotes that this is a deprecated method. EmptyVisitor
|
Visitor with empty method bodies, can be extended and used in conjunction with the DescendingVisitor class, e.g. ExceptionTable
|
This class represents the table of exceptions that are thrown by a method. Field
|
This class represents the field info structure, i.e., the representation for a variable in the class. InnerClass
|
This class represents a inner class attribute, i.e., the class indices of the inner and outer classes, the name and the attributes of the inner class. InnerClasses
|
This class is derived from Attribute and denotes that this class is an Inner class of another. JavaClass
|
Represents a Java class, i.e., the data structures, constant pool, fields, methods and commands contained in a Java .class file. LineNumber
|
This class represents a (PC offset, line number) pair, i.e., a line number in the source that corresponds to a relative address in the byte code. LineNumberTable
|
This class represents a table of line numbers for debugging purposes. LocalVariable
|
This class represents a local variable within a method. LocalVariableTable
|
This class represents colection of local variables in a method. Method
|
This class represents the method info structure, i.e., the representation for a method in the class. Node
|
Denote class to have an accept method(); Signature
|
This class is derived from Attribute and represents a reference to a SourceFile
|
This class is derived from Attribute and represents a reference to the source file of this class. StackMap
|
This class represents a stack map attribute used for preverification of Java classes for the Java 2 Micro Edition (J2ME). Synthetic
|
This class is derived from Attribute and declares this class as `synthetic', i.e., it needs special handling. Unknown
|
This class represents a reference to an unknown (i.e., application-specific) attribute of a class. Visitor
|
Interface to make use of the Visitor pattern programming style. |
|
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|
TMCStepper
|
#include <TMC2130_bitfields.h>
Public Attributes | |
| union { | |
| uint32_t sr: 18 | |
| struct { | |
| bool i_scale_analog: 1 | |
| bool internal_rsense: 1 | |
| bool en_pwm_mode: 1 | |
| bool enc_commutation: 1 | |
| bool shaft: 1 | |
| bool diag0_error: 1 | |
| bool diag0_otpw: 1 | |
| bool diag0_stall: 1 | |
| bool diag1_stall: 1 | |
| bool diag1_index: 1 | |
| bool diag1_onstate: 1 | |
| bool diag1_steps_skipped: 1 | |
| bool diag0_int_pushpull: 1 | |
| bool diag1_pushpull: 1 | |
| bool small_hysteresis: 1 | |
| bool stop_enable: 1 | |
| bool direct_mode: 1 | |
| } | |
| struct { | |
| bool recalibrate: 1 | |
| bool faststandstill: 1 | |
| bool multistep_filt: 1 | |
| bool diag0_step: 1 | |
| bool diag1_dir: 1 | |
| bool diag1_poscomp_pushpull: 1 | |
| } | |
| }; | |
Static Public Attributes | |
| constexpr static uint8_t | address = 0x00 |
Definition at line 4 of file TMC2130_bitfields.h.
| union { ... } |
|
staticconstexpr |
Definition at line 5 of file TMC2130_bitfields.h.
| bool GCONF_t::diag0_error |
Definition at line 14 of file TMC2130_bitfields.h.
| bool GCONF_t::diag0_int_pushpull |
Definition at line 21 of file TMC2130_bitfields.h.
| bool GCONF_t::diag0_otpw |
Definition at line 15 of file TMC2130_bitfields.h.
| bool GCONF_t::diag0_stall |
Definition at line 16 of file TMC2130_bitfields.h.
| bool GCONF_t::diag0_step |
Definition at line 32 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_dir |
Definition at line 34 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_index |
Definition at line 18 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_onstate |
Definition at line 19 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_poscomp_pushpull |
Definition at line 35 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_pushpull |
Definition at line 22 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_stall |
Definition at line 17 of file TMC2130_bitfields.h.
| bool GCONF_t::diag1_steps_skipped |
Definition at line 20 of file TMC2130_bitfields.h.
| bool GCONF_t::direct_mode |
Definition at line 25 of file TMC2130_bitfields.h.
| bool GCONF_t::en_pwm_mode |
Definition at line 11 of file TMC2130_bitfields.h.
| bool GCONF_t::enc_commutation |
Definition at line 12 of file TMC2130_bitfields.h.
| bool GCONF_t::faststandstill |
Definition at line 29 of file TMC2130_bitfields.h.
| bool GCONF_t::i_scale_analog |
Definition at line 9 of file TMC2130_bitfields.h.
| bool GCONF_t::internal_rsense |
Definition at line 10 of file TMC2130_bitfields.h.
| bool GCONF_t::multistep_filt |
Definition at line 30 of file TMC2130_bitfields.h.
| bool GCONF_t::recalibrate |
Definition at line 28 of file TMC2130_bitfields.h.
| bool GCONF_t::shaft |
Definition at line 13 of file TMC2130_bitfields.h.
| bool GCONF_t::small_hysteresis |
Definition at line 23 of file TMC2130_bitfields.h.
| uint32_t GCONF_t::sr |
Definition at line 7 of file TMC2130_bitfields.h.
| bool GCONF_t::stop_enable |
Definition at line 24 of file TMC2130_bitfields.h.


Simple tooltips made of pure CSS
Balloon.css lets you add tooltips to elements without JavaScript and in just a few lines of CSS.
Positioning
For positioning, use data-balloon-pos
attribute with one of the values: up
, down
,
left
or right
<button data-balloon="Whats up!" data-balloon-pos="up">Hover me!</button>
<button data-balloon="Whats up!" data-balloon-pos="left">Hover me!</button>
<button data-balloon="Whats up!" data-balloon-pos="right">Hover me!</button>
<button data-balloon="Whats up!" data-balloon-pos="down">Hover me!</button>
Length
By default, tooltips will always remain single-line no matter their length. You can change this behavior
by using the attribute data-balloon-length
with one of the values: small
, medium
,
large
or fit
.
<button data-balloon-length="small" data-balloon="Hi." data-balloon-pos="up">Hover me!</button>
<button data-balloon-length="medium" data-balloon="Now that's a super big text we have over here right?  data-balloon-pos="up">I'm a medium tooltip.</button>
<button data-balloon-length="large" data-balloon="What about something really big? This may surpass your window dimensions. Imagine you're on that boring class with that boring teacher and you didn't slept so well last night. Suddenly you're sleeping in class. Can you believe it?!" data-balloon-pos="up">I'm a large tooltip</button>
<button data-balloon-length="xlarge" data-balloon="What about something really big? This may surpass your window dimensions. Imagine you're on that boring class with that boring teacher and you didn't slept so well last night. Suddenly you're sleeping in class. Can you believe it?!" data-balloon-pos="up">I'm a Xlarge tooltip</button>
<button data-balloon-length="fit" data-balloon="What about something really big? This may surpass your window dimensions. Imagine you're on that boring class with that boring teacher and you didn't slept so well last night. Suddenly you're sleeping in class. Can you believe it?!" data-balloon-pos="up">My width will fit to element</button>
Glyphs and Icon Fonts
You can also add any HTML special character to your tooltips, or even use third-party Icon fonts:
<button data-balloon="HTML special characters: ☻ ✂ ♜" data-balloon-pos="up">Hover me!</button>
<button data-balloon="Emojis: 😀 😬 😁 😂 😃 😄 😅 😆" data-balloon-pos="up">Hover me!</button>
<button class="fa" data-balloon="Font Awesome:     " data-balloon-pos="up">Hover me!</button>
How to use
Simply call Balloon.css to your HTML:
<link rel="stylesheet" href="path/to/balloon.css">
Alternatively, you can use it via CDN (provided by cdnjs):
<link rel="stylesheet" href="https://cdnjs.cloudflare.com/ajax/libs/balloon-css/0.2.4/balloon.min.css">
And add the attributes data-balloon
and data-balloon-pos
to your HTML elements:
Blablabla
Drawbacks
Balloon.css make use of pseudo-elements thus self-closing elements such as , <input> and
 will not render tooltips.
Also keep in mind that if pseudo elements are already in use on an element, the tooltip will conflict with them resulting in potential bugs.


| Rank | Player | Goals Scored | Assists | Minutes Played | Matches Played | Penalties Scored |
|---|---|---|---|---|---|---|
| {{player.rank}} |
{{player.name}}
|
{{player.goalsScored}} | {{player.assist}} | {{player.minutesPlayed}} | {{player.matchesPlayed}} | {{player.penaltiesScored}} |
| Rank | Player | Matches Played | Minutes Played | Saves | Save Rate |
|---|---|---|---|---|---|
| {{player.rank}} |
{{player.name}}
|
{{player.matchesPlayed}} | {{player.minutesPlayed}} | {{player.goalsSaved}} | {{player.goalsSaveRate}} |


Name:
Term:
Min. req. Assignments:
Min. req. Score:
Archived:
Grading Scheme:
User ID:
Name:
| Student | Total Score | Percentage | Passed | Grade |
|---|---|---|---|---|
| Number | Name | Deadline | Final Results | Fixed Groups | Min. Req. Score | Mandatory | Weight | Graded | Group Size | Actions |
|---|---|---|---|---|---|---|---|---|---|---|
| - |
| Grade | |
|---|---|
| Required Percentage |


Data table single selection
Click "View" button after selecting a row to see details
#{car.model}
#{car.year}
#{car.manufacturer}
#{car.color}


Chapter 8 Programming in R
8.1 Objectives and Resources
Now we are going to build a little analysis. We will learn to automate our analyses with a for loop. We will make figs, save them each with automated labeling. Then, we will join data from different files and conditionally label them with if/else statements.
Ultimately, with our analysis, we want to plot…
Objectives
- discuss good file naming practices
- create an R script
- for loops
- joining data
- if statements Resources
8.2 Naming files
Now is a good interlude to talk about naming things.
We are going to take five minutes to talk through Jenny Bryan’s three principles for naming files:
- machine readable
- human readable
- play well with default ordering
8.3 Analysis plan
OK, here is the plan for our analysis. We want to plot the gdpPercap for each country in the gapminder data frame. We will label each one and save it in a folder called figures.  What is an R script? It’s a text file with a .R extension. We’ve been writing R code in R Markdown files so far; R scripts are just R code without the Markdown along with it.
Go to File > New File > R Script (or click the green plus in the top left corner).
Let’s start off with a few comments so that we know what it is for, and save it:
## gapminder-analysis.R
## analysis with gapminder data
## J Lowndes<EMAIL_ADDRESS>We’ll be working with the gapminder data again so let’s read it in here:
## load libraries
library(tidyverse)
## read in gapminder data
gapminder <- readr::read_csv('https://raw.githubusercontent.com/OHI-Science/data-science-training/master/data/gapminder.csv')
Remember, like in R Markdown, hitting return does not execute this command. To execute it, we need to get what we typed in the script down into the console. Here is how we can do that:
- copy-paste this line into the console.
- select the line (or simply put the cursor there), and click ‘Run’. This is available from
- the bar above the script (green arrow)
- the menu bar: Code > Run Selected Line(s)
- keyboard shortcut: command-return
- source the script, which means running the whole thing. This is also great for to see if there are any typos in your code that you’ve missed. You can do this by:
- clicking Source (blue arrow in the bar above the script).
- typing
source('gapminder-analysis.R')
in the console (or from another R file!!!).
8.5 Automation with for loops
Our plan is to plot gdpPercap for each country. This means that we want to do the same operation (plotting gdpPercap) on a bunch of different things (countries). Yesterday we learned the dplyr’s group_by()
function, and this is super powerful to automate through groups. But there are things that you may not want to do with group_by()
, like plotting. So we will use a for loop.
Let’s start off with what this would look like for just one country. I’m going to demonstrate with Afghanistan:
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == "Afghanistan")
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
labs(title = "Afghanistan")
Let’s actually give this a better title than just the country name. Let’s use the base::paste()
function from to paste two strings together so that the title is more descriptive. Use ?paste
to see what the “sep” variable does.
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == "Afghanistan")
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste("Afghanistan", "GDP per capita", sep = " "))
And as a last step, let’s save this figure using base::file.path()
(which works like paste() would if sep = “/”).
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == "Afghanistan")
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste("Afghanistan", "GDP per capita", sep = " "))
ggsave(filename = "Afghanistan_gdpPercap.png", plot = my_plot,
width = 15, height = 10)
OK. So we can check in our figures/folder and see the generated figure:
And there wasn’t that much code needed to get us here, but we definitely do not want to copy this for every country. Even if we copy-pasted and switched out the names, it would be very typo-prone. Plus, what if you wanted to instead plot lifeExp? You’d have to remember to change it each time…it gets messy quick.
Better with a for loop. This will let us cycle through and do what we want to each thing in turn. If you want to iterate over a set of values, and perform the same operation on each, a for
loop will do the job.
8.5.1 For loop basic structure
The basic structure of a for
loop is:
for( each item in set of items ){
do a thing
}
Note the ( )
and the { }
. We talk about iterating through each item in the for loop, which makes each item an iterator.
So looking back at our Afghanistan code: all of this is pretty much the “do a thing” part. And we can see that there are only a few places that are specific to Afghanistan. If we could make those places not specific to Afghanistan, we would be set.
Let’s paste from what we had before, and modify it. I’m also going to use RStudio’s indentation help to indent the lines within the for loop by highlighting the code in this chunk and going to Code > Reindent Lines (shortcut: command I)
for( each item in set of items ){
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == "Afghanistan")
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste("Afghanistan", "GDP per capita", sep = " "))
ggsave(filename = "Afghanistan_gdpPercap.png", plot = my_plot
width = 15, height = 10)
}
OK. So let’s start with the beginning of the for loop. We want a list of countries that we will iterate through. We can do that by adding this code before the for loop. And we will need to name the iterator something, so let’s call it cntry so that it has a distinct name.
We can also add a print statement so that we can watch it iterate:
## create a list of countries
country_list <- c("Albania", "Fiji", "Spain")
for( cntry in country_list ){
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == "Afghanistan")
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste("Afghanistan", "GDP per capita", sep = " "))
ggsave(filename = "Afghanistan_gdpPercap.png", plot = my_plot,
width = 15, height = 10)
}
At this point, we do have a functioning for loop. For each item in the country_list$country
, the for loop will iterate over the code within the { }
, changing cntry
each time as it goes through the list. And we can see it works because our print statement displays each country.
But our code doesn’t work the way we expected. Why? Well, is looping through the 3 countries in our country_list, but it is creating plots for Afghanistan each time. We can see that by looking in the git tab: only that one Afghanistan figure. It’s because we haven’t brought the cntry
variable into the for loop. Let’s do that now.
8.5.2 Executable for loop!
## create a list of countries
country_list <- c("Albania", "Fiji", "Spain")
for( cntry in country_list ){
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
ggsave(filename = paste(cntry, "_gdpPercap.png", sep = ""), plot = my_plot,
width = 15, height = 10)
}
Great! And it doesn’t matter if we just use these three countries or all the countries–let’s try it.
But first let’s create a figure directory and make sure it saves there since it’s going to get out of hand quickly. We could do this from the Finder/Windows Explorer, or from the “Files” pane in RStudio by clicking “New Folder” (green plus button). But we are going to do it in R. A folder is called a directory:
dir.create("figures")
## create a list of countries
country_list <- unique(gapminder$country) # ?unique() returns the unique values
for( cntry in country_list ){
## filter the country to plot
gap_to_plot <- gapminder %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
ggsave(filename = paste("figures/", cntry, "_gdpPercap.png", sep = ""), plot = my_plot,
width = 15, height = 10)
}
So that took a little longer than just the 3, but still super fast. For loops are sometimes just the thing you need to iterate over many things in your analyses.
8.5.3 Clean up our repo
OK we now have 142 figures that we just created. They exist locally on our computer, and we have the code to recreate them anytime. But, we don’t really need to push them to GitHub. Let’s delete the figures/ folder and see it disappear from the Git tab.
8.5.4 Your turn
- Modify our for loop so that it:
- loops through countries in Europe only
- plots the cumulative mean gdpPercap (Hint: Use the Data Wrangling Cheatsheet!)
- saves them to a new subfolder inside the (recreated) figures folder called “Europe”.
- Sync to GitHub
<IP_ADDRESS> Answer
No peeking!
dir.create("figures")
dir.create("figures/Europe")
## create a list of countries. Calculations go here, not in the for loop
gap_europe <- gapminder %>%
filter(continent == "Europe") %>%
mutate(gdpPercap_cummean = dplyr::cummean(gdpPercap))
country_list <- unique(gap_europe$country) # ?unique() returns the unique values
for( cntry in country_list ){ # (cntry = country_list[1])
## filter the country to plot
gap_to_plot <- gap_europe %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap_cummean)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
ggsave(filename = paste("figures/Europe", cntry, "_gdpPercap_cummean.png", sep = ""),
plot = my_plot, width = 15, height = 10)
}
Notice how we put the calculation for cummean()
outside the for loop. It could have gone inside, but it’s an operation that could be done just one time before hand (outside the loop) rather than multiple times as you go (inside the for loop).
8.6 Conditional statements with if
and else
Often when we’re coding we want to control the flow of our actions. This can be done by setting actions to occur only if a condition or a set of conditions are met.
In R and other languages, these are called “if statements”.
8.6.1 if statement basic structure
# if
if (condition is true) {
do something
}
# if ... else
if (condition is true) {
do something
} else { # that is, if the condition is false,
do something different
}
Let’s bring this concept into our for loop for Europe that we’ve just done. What if we want to add the label “Estimated” to countries that were estimated? Here’s what we’d do.
dir.create("figures")
dir.create("figures/Europe")
## create a list of countries
gap_europe <- gapminder_est %>% ## use instead of gapminder
filter(continent == "Europe") %>%
mutate(gdpPercap_cummean = dplyr::cummean(gdpPercap))
country_list <- unique(gap_europe$country)
for( cntry in country_list ){ # (cntry = country_list[1])
## filter the country to plot
gap_to_plot <- gap_europe %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap_cummean)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
## if estimated, add that as a subtitle.
if (gap_to_plot$estimated == "yes") {
## add a print statement just to check
print(paste(cntry, "data are estimated"))
my_plot <- my_plot +
labs(sutbtitle("Estimated data"))
}
# Warning message:
# In if (gap_to_plot$estimated == "yes") { :
# the condition has length > 1 and only the first element will be used
ggsave(filename = paste("figures/Europe", cntry, "_gdpPercap_cummean.png", sep = ""),
plot = my_plot, width = 15, height = 10)
}
This worked, but we got a warning message with the if statement. This is because if we look at gap_to_plot$estimated
, it is many “yes”s or “no”s, and the if statement works just on the first one. We know that if any are yes, all are yes, but you can imagine that this could lead to problems down the line if you didn’t know that. So let’s be explicit: ### Executable if statement
dir.create("figures")
dir.create("figures/Europe")
## create a list of countries
gap_europe <- gapminder_est %>% ## use instead of gapminder
filter(continent == "Europe") %>%
mutate(gdpPercap_cummean = dplyr::cummean(gdpPercap))
country_list <- unique(gap_europe$country)
for( cntry in country_list ){ # (cntry = country_list[1])
## filter the country to plot
gap_to_plot <- gap_europe %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap_cummean)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
## if estimated, add that as a subtitle.
if (any(gap_to_plot$estimated == "yes")) { # any() will return a single TRUE or FALSE
print(paste(cntry, "data are estimated"))
my_plot <- my_plot +
labs(subtitle = "Estimated data")
}
ggsave(filename = paste("figures/Europe", cntry, "_gdpPercap_cummean.png", sep = ""),
plot = my_plot, width = 15, height = 10)
}
OK so this is working as we expect! But an if/else statement could make us extra sure that everything is working appropriately.
8.6.2 Executable if/else statement
dir.create("figures")
dir.create("figures/Europe")
## create a list of countries
gap_europe <- gapminder_est %>% ## use instead of gapminder
filter(continent == "Europe") %>%
mutate(gdpPercap_cummean = dplyr::cummean(gdpPercap))
country_list <- unique(gap_europe$country)
for( cntry in country_list ){ # (cntry = country_list[1])
## filter the country to plot
gap_to_plot <- gap_europe %>%
filter(country == cntry)
## add a print message
print(paste("Plotting", cntry))
## plot
my_plot <- ggplot(data = gap_to_plot, aes(x = year, y = gdpPercap_cummean)) +
geom_point() +
## add title and save
labs(title = paste(cntry, "GDP per capita", sep = " "))
## if estimated, add that as a subtitle.
if (any(gap_to_plot$estimated == "yes")) { # any() will return a single TRUE or FALSE
print(paste(cntry, "data are estimated"))
my_plot <- my_plot +
labs(subtitle = "Estimated data")
} else {
print(paste(cntry, "data are reported"))
}
ggsave(filename = paste("figures/Europe", cntry, "_gdpPercap_cummean.png", sep = ""),
plot = my_plot, width = 15, height = 10)
}
So now we have a working for loop with conditional if/else statements that we could build from.
8.7 More R!
With just a little bit of time left, here are some things that you can look into more on your own.
8.7.1 Importing and Installing
Here are some really helpful packages for you to work with:
Remember you’ll use install.packages("package-name-in-quotes")
to install from CRAN.
readr
to read in .csv filesreadxl
to read in Excel filesstringr
to work with stringslubridate
to work with dates
You are also able to install packages directly with Github, using the devtools
package. Then, instead of install.packages()
, you’ll use devtools::install_github()
. And you can create your own packages when you’re ready. Read http://r-pkgs.had.co.nz/ to learn how!
8.7.2 Organization and workflows
- set up a folder for figs, intermediate analyses, final outputs, figures
8.7.3 Getting help
You’ll soon have questions that are outside the scope of this workshop, how do you find answers?
- end with a ton of resources: https://peerj.com/collections/50-practicaldatascistats/
8.8 Ideas for Extended Analysis 2
- stringr() http://r4ds.had.co.nz/strings.html


This document is a scripting exercise! Click the buttons to run the
scripts.
Question 1
Print to the console first the expression (1 == true) and then the
expression (1 === true). Note the difference between using the simple
and strict comparison operators == and ===.
Output:
Question 2
Define two variables x and y and initialise them to 3 and 5.
Print to the console the following expressions:
x less or equal to y
x greater than 4 and y greater than 4
x greater than 4 or y greater than 4
not (x greater than 4 or y greater than 4)
x not equal y and y greater than 0
x times y less than 15
x times y equal or less than 15
Output:
Question 3
Use an if statement that tests whether x is greater than y and then
prints either "x is greater than y" or "x is less than or equal to y"
to the console.
Output:
Question 4
Log the result of dividing x by y only if x is greater than y
Output:
Question 5
Add x to y while y is less than 100, then log the value of y to the
console
Output:
Question 6
Log the string "Hello [number]" to the console y times (i.e. Hello 1,
Hello 2, Hello 3 ....)
Output:
Question 7
Define a variable day and initialise it to a random number between 0
and 6
use a switch statement to test the value of day and print a
corresponding day of the week to the console
Hint: use the following expression to generate a random number between
0 and 6: var day = Math.floor(Math.random() * 7);


This is one of the places that I wanted to visit for so long and finally got the time to check it out. I enjoyed alot spending amazing times here with my family and girlfriend.
Looking to work on a significant digital transformation project? We are looking for an Intermediate C# Developer to help shape our digital future. This challenging, yet highly rewarding Hamilton-based role will give you the chance to make your mark on the
Today I created this amazing design that I know you will love, please check it out and tell me if you like it.


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Download QuickQWERTY
You are viewing an offline version of QuickQWERTY download page from your computer or from a web server other than quickqwerty.com. The download details mentioned in this page may be outdated.
Visit http://quickqwerty.com/download.html to read an up-to-date version of this page.
QuickQWERTY can be used offline by downloading a zip or tar.gz file, extracting it on your computer, and then opening the index.html file in the extract. The latest development release is the recommended release for offline use.
Contents
Latest stable release
There is no stable release available yet.
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(2013-09-29)
This is a beta release. This release is currently undergoing real world testing. This release may be followed by more beta releases to fix issues found in this release. If no major issues are found in this release, then this release will be followed by a release candidate.
This release is not considered stable enough for regular usage by all users. This release is recommended only to those users who want to use the new features that are present in this release but not available in the stable release. The user must be aware that this release is unstable, and therefore it may contain issues.
Online release
The online release of QuickQWERTY can always be accessed at http://quickqwerty.com/.
The online release is usually a snapshot of a recent development release, or the latest stable release if no development release has been made since the last stable release. Occasionally, the online release may contain features and fixes that will be available in a future development release.
All releases
A list of links to the latest stable and development releases as well as all other earlier releases can be found at https://github.com/susam/quickqwerty/releases.


{% extends "home/base.html" %} {% block content %} Welcome Instructor ! Submit Trivia Questions View Submitted Questions View Scores {% endblock content %}


Bash is a Unix shell and command language written by Brian Fox for the GNU Project as a free software replacement for the Bourne shell. First released in 1989, it has been distributed widely as the default login shell for most Linux distributions and Apple's macOS (formerly OS X). A version is also available for Windows 10. It is also the default user shell in Solaris 11.
Bash is a command processor that typically runs in a text window where the user types commands that cause actions. Bash can also read and execute commands from a file, called a shell script. Like all Unix shells, it supports filename globbing (wildcard matching), piping, here documents, command substitution, variables, and control structures for condition-testing and iteration. The keywords, syntax and other basic features of the language are all copied from sh. Other features, e.g., history, are copied from csh and ksh. Bash is a POSIX-compliant shell, but with a number of extensions.
The shell's name is an acronym for Bourne-again shell, a pun on the name of the Bourne shell that it replaces and on the common term "born again".
During your time as an user you will use the terminal to perform tasks such as:
- Print "Hello World"
- Creating folders
- Deleting files
- Scripting
- Variables
To get started with writing Bash, open the Terminal and write your first "Hello world" Bash code:
echo "Hello World"
The command echo
display message on screen, writes each given STRING to standard output, with a space between each and a newline after the last one.
Creating folders can be done simply in the file manager nautilus by right clicking and selecting 'Create Folder', but if you want to do this from a cli environment you would type the following in the terminal:
mkdir /home/user/Desktop/new_folder
the mkdir
(make directory) command creates the folder then the file path tells it where to create the folder.
Deleting files are done with the rm
command as follows:
rm /home/user/file_to_be_deleted
The rm
(remove) command is used to remove anything through a cli environment.
NOTE: The commands given in the scripting section are to be put into the text editor and not in the terminal unless instructed otherwise.
Bash is primarily a scripting language, so it would be a crime not to talk about scripting. Let's dive straight in with a bash script. More precisely the infamous "Hello World" script. You can create a bash script by opening your favorite text editor to edit your script and then saving it (typically the .sh file extension is used for your reference, but is not necessary. In our examples, we will be using the .sh extension).
#!/bin/bash
echo "Hello, World"
The first line of the script just defines which interpreter to use. NOTE: There is no leading whitespace before #!/bin/bash. That's it, simple as that. To run a bash script you first have to have the correct file permissions. We do this with chmod command in terminal (change mode) as follows:
chmod a+x /where/i/saved/it/hello_world.sh #Gives everyone execute permissions
# OR
chmod 700 /where/i/saved/it/hello_world.sh #Gives read,write,execute permissions to the Owner
This will give the file the appropriate permissions so that it can be executed. Now open a terminal and run the script like this:
/where/i/saved/it/hello_world.sh
Now, lets get to more interesting aspects of Bash programming, Variables!
Variables basically store information. You set variables like this using text editor:
var="FOO"
'var' can be anything you want as long as it doesn't begin with a number. "FOO" can be anything you want.
To access the information from the variable you need to put a '$' in front of it like this:
var="FOO"
echo $var
Try entering those lines into a terminal one at a time; you will see that the first one just gives you another prompt and the second one prints FOO.
But that's all a bit boring. So let's make a script to ask the user for some information and then echo that information.
#!/bin/bash
clear
echo "Please enter your name"
read name
echo "Please enter your age"
read age
echo "Please enter your sex. Male/Female"
read sex
echo "So you're a $age year old $sex called $name"
read allows the user to input information where it is then stored in the variable defined after the read. read variable would take whatever input the user entered and store it in $variable
. We then access this with echo
and set up a neat sentence.


inline fun <reified T : Any> MaterialAutoCompleteTextView.getLastSelected(): T?
Gets the last selected item.
Return Item that was selected last or null if no item has been selected.


Protest will go on: JNU students meet HRD ministry panel, seek meeting with V-C
A meeting between Jawaharlal Nehru University Students' Union (JNUSU) office-bearers and an HRD Ministry panel to restore normalcy on the campus took place on Wednesday.
A group of students of the Jawaharlal Nehru University (JNU) met a panel of HRD ministry officials on Wednesday morning, days after the clashes with Delhi Police personnel, and told the officials about the brutal police action.
Coming out of the meeting, JNUSU member Apeksha said, "The HRD ministry officials gave us a patient hearing. We informed them that the protests will go on and we want a meeting with the Vice-Chancellor."
She added, "We also sought action against the police."
According to sources from inside the meeting between Jawaharlal Nehru University Students' Union (JNUSU) office-bearers and HRD ministry officials, the students spoke at length about the Vice-Chancellor of the university being unavailable and unresponsive to their needs.
The students also gave out details of the alleged lathicharge done by Delhi Police personnel when the protesting JNU students were marching towards the Parliament on Monday.
The meeting between JNU students and government officials started around 10.30 am on Wednesday and the students' union office-bearers are attending it along with the student councillors from different schools.
The JNU students have been protesting for over three weeks against a draft hostel manual, which has provisions for hostel fee hike, dress code and curfew timings.
The HRD Ministry had on Monday constituted the three-member committee to recommend ways to restore normal functioning of the JNU.
A day after accusing the police of baton-charging them for protesting on the streets of Delhi against hostel fee hike, students of Jawaharlal Nehru University alleged that even physically challenged protesters were not spared and women were groped and manhandled.
The police, however, have denied lathicharging, using tear gas or any form of violence against students.
Shashibhushan Pandey, a visually challenged student, claimed that police beat him up even when he told them he is "differently abled", while JNU Students' Union president Aishe Ghosh alleged that women students were "manhandled and groped" by male policemen.


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Please contact your system administrator to re-set your account.
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Situated at the head of the Gulf of Aqaba at the northern end of the Red Sea, Aqaba is Jordan's only sea port and is adjacent to the border with Israel.
It is a very popular tourist resort with its beaches, scuba diving and other water-based activities.
Position: 29º 24.5'N, 034º 58.1’E.
Yachts must call the Port Authority on Channel 16 or 12 on arrival in Jordanian waters. Instructions will be given where to proceed. Officials will come out to the yacht in a patrol boat. The marina can help with outward clearance.
Tala Bay is located along the beautiful coral reef, within the Aqaba Marine Park. There are several mooring buoys along the coastline of the bay.
Docking is available at the new marina and the Royal Jordanian Yacht Club's marina, either of which is a secure place to leave the yacht while visiting the interior.


Use bicaption instead of caption in bookdown
Insert monthly or weekly calendar.
Instert Chinese chess diagrams. (插入中国象棋棋谱.)
Write a book with chemical molecular formulae and equations.
Write a chemistry book in Chinese. (中文文档插入化学符号.)
Classic thesis.
Write academic papers of Copernicus journals. Support both the two-columned pdf version and the discussion version.
Writing a book of Chapman & Hall.
Thesis of China University of Mining and Technology, Beijing. (中国矿业大学（北京）学位论文模板.)
I don’t know what on earth it is.
A template from the book Lokal lagring og bruk av sensitive data
Elegant book. Experimental
Paper in Chinese
Write academic papers of Elsevier journals.
Write a book with guitar chords.
Insert Go game diagrams.
Laboratory journal or personal diary.
Write elegant traditional mails. Multiple themes are available.
Write academic papers in the layout of MDPI journals.
Typesetting music and related stuff.
A book template from the book A short course on nonparametric curve estimation
A template from Nothing to envy, in Chinese. (中文散文模板。)
Write academic manuscript in Chinese with bilingual titles, author lists, abstracts, and keywords. (中文学术论文模板。支持双语标题、作者、摘要、关键词。)
Write a thesis of Peking University with R markdown syntax. (北京大学学位论文模板。)
A poem book.
A template from the book Getting used to R, RStudio, and R Markdown
Insert chess diagrams.
A simple template for thesis in Chinese. (简单的中文学位论文模板。)
Thesis of University of Bayreuth
Write a thesis of the University of Chinese Academy of Sciences. (中国科学院大学学位论文模板。)
Thesis of Zhejiang Uni., in Chinese. (据说是浙江大学学位论文模板.)
西交利物浦大学传单
西交利物浦大学报告
西交利物浦大学海报
西交利物浦大学幻灯片
The Monash Business School theme
Generate Academic Posters in R Markdown and CSS
Additional Themes and Theme Components for ‘ggplot2’
PNAS Article template
Work with the Reed College LaTeX template
Illinois colored header boxes
Metropolis Theme with Illinois colors for Beamer.
Beamer Market Information Lab (MIL)
Minimialist slides with a color preference to orange.
xaringan
-powered Metropolis Theme for Illinois.
Create slideshows with remark.js through R Markdown.


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Provides a unified view of a ServletConfig or a FilterConfig.
A template context for use in servlets
Loads files using ServletContext
.
A Servlet based TemplateEngine which initializes itself using a ServletConfig or a FilterConfig.
Servlet filter which auto routes to the scalate engines for paths which have a scalate template defined.
Servlet which renders the requested Scalate template.
Some helper methods for servlet and web app based code
Easy access to servlet request state.


This is a proof-of-concept. We have implemented a new L.TimeDimension.Layer class to manage ImageOverlays and a basic custom control to manage the TimeDimension.
The chart below shows the daily wind average observed at the weather station installed in Cala Millor by SOCIB. If you click in any point of the chart, it will show the image of the selected date at 12:00h.


Speech
The Children’s Minister addresses the Youth Sport Trust (YST) conference.
Thank you, Sue [Baroness Sue Campbell].
Twenty years on, and it’s been another great year for the Youth Sport Trust in providing access to sport and inspiration to thousands of children.
And today, all of us here are united by a single belief - that sport changes lives for the better.
Whether you prefer a racquet to a rugby ball or a swimming cap to a skateboard - just getting involved can make you a happier and healthier person.
For me, as I’m sure I’ve told many of you before, that person was Big Joe Corrigan. This time, however, I’ve come armed with photographic evidence.
Growing up in the early 1980s, the Manchester City and England goalie was my sporting hero.
As you can see, even in snowy weather, I’d be outside, fielding shots from my big brother, pretending to be Big Joe - attempting spectacular finger-tip saves, and imagining, unlike him, I’d saved that winning and still-grating Ricky Villa goal for Spurs in the 1981 FA Cup Final replay.
Meeting him has got to be one of my top moments to treasure.
And when Tottenham Face Chelsea in the League Cup final next month, I’m sure there’ll be thousands of children, eagerly cheering on Petr Cech and Michael Vorm - if they’re picked! - in the same way I would have Big Joe.
Because, although certain sports and sports players will fall in and out of fashion, a passion for sport can be passed down, generation to generation, and should remain a feature of every child’s upbringing.
And we know that the early years of physical education are the most important - that’s why we chose to target primary schools with £450 million of premium funding, to improve PE and sport for children across the country.
And importantly, we’ve put the power in the hands of headteachers - those who know their pupils best - to decide what to do with the cash to maximise its impact.
But we also know that exercise faces huge competition when it comes to what children want to spend their free time doing.
It’s easy to see why so many young people live sedentary lives. The appeal of the newest computer game - Minecraft and Skylanders are current favourites in our household - or the magnetism of screen-time on iPads all contribute to children moving less and losing out - something the YST ’s ‘Future foundations’ report called the “digitally distracted”. And this has real and lasting consequences:
Just the other week, we learned that children as young as 2 were being hospitalised for obesity.
And a recent King’s College report places a third of middle-school children in the obese bracket.
But the report also offers hope that these figures are levelling out.
With the help of programmes like Change 4 Life, which has attracted 350,000 pupils to take part in sports clubs, we’ve managed to stem the rise in obesity we saw in the preceding decade.
But maintaining a healthy weight isn’t the only spur to an active and sporty lifestyle - it’ll reduce the risk of heart disease, stroke and type 2 diabetes.
And we know that regular physical activity goes further than just physical health, and can even guard against depression. Being active is central to good mental health.
For me, I run marathons not just for my body, but for my mind too.
Mo Farah’s trainer, Alan Watkinson, has said that the energy Mo put into his training also helped him focus on his studies. If it’s good enough for Mo, it’s good enough for me!
And children themselves know just how important sport is for a healthy lifestyle, so we need to set them up to succeed and not fail.
And that’s where the primary PE and sport premium comes in. It’s allowed schools both to invest and improve the quality of PE and sport as well as provide new opportunities for their pupils.
And we know just how important it is- that’s why it’s the only money for schools that is ring-fenced, to be spent solely on school PE and sport.
So how is it helping?
Well, since the introduction of the funding in 2013 around 18,000 schools have been in receipt of the premium, and an independent analysis of its impact clearly demonstrates that headteachers and their staff have started to transform PE and sport.
Cedars Primary School, in Milton Keynes, has decided to use their allocation - a little over £9,000 - to employ a specialist PE teacher, as well as working on greater participation in sports at lunchtime.
And just down the road at Glastonbury Thorn Primary School, they’ve put their funding of just under £10,000 towards a specialist teacher, too.
They’ve also expanded their extracurricular timetable, and purchased new equipment to broaden the curriculum.
Last week I visited the fantastic Brackenwood Junior School on the Wirral, where I met Kevin Byrne, Head of PE and the cluster group leader for 12 local primary schools.
Kevin told me that thanks to the premium, staff are more competent at teaching PE and - across the cluster - the number of children taking part in after-school clubs has more than doubled.
On the back of these changes, Brackenwood are now finally able to enter inter-schools competitions, and have given pupils access to new after-school clubs like basketball and hockey.
They’ve also introduced PE into other areas of the curriculum, with 1930s jive dance being taught alongside the Second World War - proving that cross-curriculum lessons not only work, but can be of benefit to your health, too!
As these and many other primary schools have demonstrated, the premium is having a very real, positive impact and - importantly - has been designed for the future to ensure a long-term, sustainable approach to physical education.
For instance, more teachers have been trained to take children out on to sports pitches and playing fields.
And the subject has been firmly embedded into the curriculum - something I sincerely hope will outlast parliamentary terms.
And perhaps most crucially of all, the Prime Minister has personally committed to funding the primary PE and sports premium into 2020 - an additional £750 million that will ensure the progress you have made will not be lost.
And with stronger Ofsted accountability over how schools are spending premium money, physical wellbeing is sure to remain a firm priority.
Victoria Pendleton, amongst our most illustrious Olympic gold medallists, has said that the premium “gives teachers an opportunity to get creative about the activities they offer”.
She added that “you can’t beat the life lessons that competitive sport offers”.
And I couldn’t agree more.
The premium will allow us to support budding Pendletons or Farrahs.
And as Jess Ennis-Hill has said, it will “spark an interest” in sports at a young age.
It’s great of course to know that these sporting stars and role models, who’ve achieved so much for our country, can see the good in what we’re doing.
But the people we really need to embrace and lead our work on this are headteachers and teachers - those who are bringing the funding to life.
None more so than the first 120 specialist PE teachers, trained through a National College pilot.
Since September, these highly trained graduates have put their expertise and love of sport into delivering the calibre of PE lessons we need.
John is one of those 120, and is now in place at Moorlands Junior School.
He used to be a professional rugby league player - representing Ireland and Oldham - and now takes part in downhill mountain biking and cross-fit.
He sounds less like a teacher and more like a professional trainer.
John says he’s excited by the new concept of specialist PE teachers, and that the experience at his training school, Ashton on Mersey, was he said “life changing”.
In helping make all this happen, the Youth Sport Trust has been a stalwart for schools seeking support with their funding and professional development, and I want to put on record my continued gratitude to Sue and the YST team in being such an integral part of our collective push on PE and sport in our schools.
Importantly, that work is complemented by other growing initiatives, like School Games, which has got nearly 30,000 disabled children involved, and is the only youth programme that has seen girls outnumber boys at last year’s games, accounting for 52% of participants.
We’ve also seen health and wellbeing boards, local councils and sports governing bodies take the funding very seriously too. And, for me, it’s these all-encompassing collaborations have contributed to such promising progress.
But, as ever, there is always more we can do. Particularly when it comes to encouraging more girls to take part.
Girls, and women, face a whole other set of inhibiting factors to participation.
YST ’s own ‘Girls’ active’ report shows women and girls are put off sport because of fears about how they look or how they will be perceived.
It doesn’t help when top seed tennis stars are asked to ‘do a twirl’ at the Australian Open - reducing their incredible sporting achievements to the clothes on their backs.
Thankfully, most commentators found the request as patronising as the rest of us.

 If you haven’t seen her goal yet, watch it online - it’s an absolute cracker, one even Big Joe Corrigan would’ve struggled to save.
And Ebonie Jones, a British boxer who’s been crowned European Champion at just 16-years-old.
Some of you have also seen the This Girl Can campaign on adverts and posters around the country.
It’s a great, honest campaign led by my colleague Helen Grant, the Sports Minister, that’s inspiring more girls and women to follow the lead of Stephanie and Ebonie, and have a go at sparring, or joining a 5-a-side.
As research by YST has demonstrated, good leadership can help girls to see their bodies and aptitude for sport in a much more positive light - and even feel better about school in general.
So I hope This Girl Can, with its positive messaging, will go some way towards encouraging more women to discover the benefits of exercise.
We also want the legacy of the Paralympic Games to live on just as much as the Olympic Games - and our investment in Project Ability is helping staff to deliver better sports activities to thousands of disabled student students in both mainstream and special schools.
One teacher in North Warwickshire described inclusive competition in her area as “flourishing” and that Project Ability had increased opportunities for all young people.
I’d love for the teachers and headteachers among you to consider what your premium funding can do to enhance the activities on offer for young disabled students - and what a fantastic legacy that would be for your schools to leave.
To help you achieve just that, I’m pleased to be able to announce today the extension of the Project Ability programme for another year, with around £300,000 of additional funding to do so. The funding will ensure that Project Ability can grow and extend its reach, as well as to drive and test innovative ways of support for all disabled young people to access and excel at PE and sport.
So - what do we want the child of 2035 to look like?
Ideally, obesity in childhood will be a thing of the past.
Children will be eager to try new sports, and will be fulfilling or even exceeding their target of an hour’s activity a day.
Better yet, sports halls and fields will be packed with as many girls as boys, supported by encouraging and motivating teachers - because thanks to the premium, it’s down to the professionals, with even greater control, to help build a generation of fit and active children.
For me, 30 odd years ago, Big Joe gave me the inspiration to go on and play competitive football and run marathons.
But today, the inspiration need not be on a pitch a hundred miles away - but much closer to home, in teachers, coaches and club leaders. And of course, parents.
Parents like me and you - who are from a generation that has benefitted so much from having PE and sport as a constant feature in our lives.
But, as much as I hate to admit it, it’s not about me anymore. It’s about our children and our grandchildren - ensuring they too get to experience, as a rite of passage, all that physical activity and sport has to offer, giving them every chance of leading healthy, active lives.
Children like my son Sam, seen here on sports day, straining every sinew to keep that egg expertly lodged on that spoon whilst hurtling full pelt towards the finish line.
I love this photo, because it reminds me of my own discovery of a lifelong love of sports that’s helped shape my future in so many positive ways.
Whether my son’s been inspired to do likewise, time will tell.
But what’s important is that we open up that opportunity to all children, regardless of their background, or start in life - to be inspired by sport, and see the real value in a physically active life - so that they, in turn, allow the pupils of 2035 to benefit from a legacy that we can be proud to call our own.
Thank you.
Published: 6 February 2015
From: Department for Education Edward Timpson MP
Part of: Young people


This directory is a repository for test files and test automation for Xalan.
Redirecting to Xalan Testing Overview
(If you are not connected to the net, then try viewing your local
copy of testing documentation at: Xalan Testing Overview;
if that doesn't work, you may need to build docs
.


*** User 2017-04-18 14:18:50.677 ***
14:18:50.677 [info] Disabling blocking sync...
*** User 2017-04-18 14:18:50.681 ***
14:18:50.681 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-1@MBPdeAnneFrance'
*** User 2017-04-18 14:18:52.138 ***
14:18:52.138 [info] Enabling membership...
*** User 2017-04-18 14:18:52.139 ***
14:18:52.139 [info] Disabling blocking sync...
*** User 2017-04-18 14:18:52.144 ***
14:18:52.144 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-2@MBPdeAnneFrance'
*** User 2017-04-18 14:18:53.591 ***
14:18:53.591 [info] Enabling membership...
*** User 2017-04-18 14:18:53.592 ***
14:18:53.592 [info] Disabling blocking sync...
*** User 2017-04-18 14:18:53.597 ***
14:18:53.597 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-3@MBPdeAnneFrance'
*** User 2017-04-18 14:18:53.819 ***
Joining node: 'node-3@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50541
*** User 2017-04-18 14:18:53.820 ***
Joining issued: 'node-3@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50541
*** User 2017-04-18 14:18:53.820 ***
Joining node: 'node-2@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50525
*** User 2017-04-18 14:18:53.821 ***
Joining issued: 'node-2@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50525
*** User 2017-04-18 14:18:53.821 ***
Joining node: 'node-1@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50514
*** User 2017-04-18 14:18:53.822 ***
Joining issued: 'node-1@MBPdeAnneFrance' to runner@MBPdeAnneFrance at port 50514
*** User 2017-04-18 14:18:53.883 ***
Waiting for join to complete with manager: partisan_default_peer_service_manager
*** User 2017-04-18 14:18:53.884 ***
Finished.
*** CT 2017-04-18 14:18:53.884 *** COVER INFO
Adding nodes to cover test: [runner@MBPdeAnneFrance]
*** CT 2017-04-18 14:18:53.893 *** COVER INFO
Successfully added nodes to cover test: []
*** User 2017-04-18 14:18:53.894 ***
14:18:53.894 [info] Manager: partisan_default_peer_service_manager
*** User 2017-04-18 14:18:53.894 ***
14:18:53.894 [info] Nodes: [runner@MBPdeAnneFrance,'node-3@MBPdeAnneFrance','node-2@MBPdeAnneFrance','node-1@MBPdeAnneFrance']
*** User 2017-04-18 14:18:53.894 ***
14:18:53.894 [info] Waiting for cluster to stabilize.
*** User 2017-04-18 14:19:03.901 ***
14:19:03.901 [info] Adding invariant on node: 'node-1@MBPdeAnneFrance'!
*** User 2017-04-18 14:19:03.901 ***
14:19:03.901 [info] Invariant configured!
*** User 2017-04-18 14:19:03.917 ***
14:19:03.917 [info] Waiting for response...
*** User 2017-04-18 14:19:03.918 ***
14:19:03.917 [info] Finished enforce_once test.
*** User 2017-04-18 14:19:03.918 ***
Case finished: enforce_once_test
*** User 2017-04-18 14:19:10.961 ***
14:19:10.961 [info] Application lasp exited with reason: stopped
*** User 2017-04-18 14:19:10.961 ***
14:19:10.961 [info] Application partisan exited with reason: stopped
=== Ended at 2017-04-18 14:19:10
=== successfully completed test case
=== Returned value: ok
Test run history
| Top level test index


--- layout: post title: DIY Donettes (Mini Sugar-Coated Doughnuts) Recipe date: 2017-11-18 02:48:27 +0000 type: post parent_id: 0 image: assets/images/post-img/20160225-hostess-donuts-vicky-wasik-28-thumb-1500xauto-430798-508x381.jpg status: publish categories: - Desserts tags: - Serious Eats meta: _wpghs_github_path: _posts/2017-11-17-mini-sugar-coated-doughnuts.md _sha: 9e9007424855a49fbfedd8d9a8256d95a2403e11 _wpas_done_all: '1' _edit_last: '1' _thumbnail_id: '851' _wp_old_slug: diy-donettes-mini-sugar-coated-doughnuts-recipe _yourls_url: http://7t3.link/6yd5u _yourls_clicks: '0' _posts_by_tag_page_fields: a:2:{s:12:"widget_title";s:0:"";s:11:"widget_tags";s:0:"";} author: login: mkelley email<EMAIL_ADDRESS>display_name: Mike first_name: Mike last_name: Kelley remote_url: http://www.seriouseats.com/recipes/2016/04/diy-donettes-doughnut-recipe.html ---
Like the ones made by Hostess, my Donettes are fluffy bites of yellow cake swaddled in a messy coat of powdered sugar, and small enough to eat by the handful. They're a little tangy like the original, but from thick Greek yogurt rather than some mystery additive, with a vibrant color and custardy richness from egg yolks. But the real secret is refined coconut oil, which is odorless at high heat and happens to be the tastiest fry oil around.


Single Smurf is for the people who just want to level one smurf at same time. You can control it from anywhere and any device which has internet access. When you pay for it you will have lifetime access.
Monthly smurf has the same features like Multi Smurf so you can run mutiple smurfs at same time. You control them from anywhere and any device which has internet access. The difference is this is monthly payment.
Multi smurf account is the full package and the best package of Hands Free Leveler. With this package you can run multiple smurfs at same time and control them from anywhere and any device which has internet access. When you pay for it you will have lifetime access.
Upgrading from single smurf to multi smurf


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Same as Current address
Permanent Address
District
Pin Code
City
State
Andaman and Nicobar Islands
Andhra Pradesh
Arunachal Pradesh
Assam
Bihar
Chandigarh
Chhattisgarh
Dadra and Nagar Haveli and Daman and Diu
Delhi
Goa
Gujarat
Haryana
Himachal Pradesh
Jammu and Kashmir
Jharkhand
Karnataka
Kerala
Ladakh
Lakshadweep
Madhya Pradesh
Maharashtra
Manipur
Meghalaya
Mizoram
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Class org.mockitousage.verification.DescriptiveMessagesWhenVerificationFailsTest
Tests
| Test |
Duration |
Result |
| should_never_break_method_string_when_no_args_in_method |
0s |
passed |
| should_print_actual_and_unverified_wanted_when_the_difference_is_about_arguments |
0.001s |
passed |
| should_print_actual_and_wanted_in_line |
0s |
passed |
| should_print_actual_and_wanted_in_multiple_lines |
0.001s |
passed |
| should_print_actual_and_wanted_when_actual_method_name_and_wanted_method_name_are_the_same |
0.001s |
passed |
| should_print_field_name_when_annotations_used |
0.001s |
passed |
| should_print_first_unexpected_invocation |
0.001s |
passed |
| should_print_first_unexpected_invocation_when_verifying_zero_interactions |
0.001s |
passed |
| should_print_interactions_on_mock_when_ordinary_verification_fail |
0.001s |
passed |
| should_print_method_name |
0.001s |
passed |
| should_print_method_name_and_arguments |
0.001s |
passed |
| should_print_method_name_and_arguments_of_other_interactions_of_same_method |
- |
ignored |
| should_print_method_name_and_arguments_of_other_interactions_with_different_methods |
0.001s |
passed |
| should_print_method_name_when_verifying_at_least_once |
0s |
passed |
| should_print_method_when_matcher_used |
0s |
passed |
| should_print_method_when_missing_invocation_with_array_matcher |
0.003s |
passed |
| should_print_method_when_missing_invocation_with_matcher |
0.001s |
passed |
| should_print_method_when_missing_invocation_with_vararg_matcher |
0.001s |
passed |
| should_print_null_arguments |
0s |
passed |
| should_say_never_wanted_but_invoked |
0.001s |
passed |
| should_show_right_actual_method |
0.001s |
passed |
| test1 |
- |
ignored |
| test2 |
- |
ignored |
Standard output
Wanted but not invoked:
iMethods.threeArgumentMethod(12, foo, "xx");
-> at org.mockitousage.verification.DescriptiveMessagesWhenVerificationFailsTest.should_print_method_name_and_arguments_of_other_interactions_with_different_methods(DescriptiveMessagesWhenVerificationFailsTest.java:374)
However, there were other interactions with this mock:
iMethods.arrayMethod(["a", "b", "c"]);
-> at org.mockitousage.verification.DescriptiveMessagesWhenVerificationFailsTest.should_print_method_name_and_arguments_of_other_interactions_with_different_methods(DescriptiveMessagesWhenVerificationFailsTest.java:371)
iMethods.forByte(25);
-> at org.mockitousage.verification.DescriptiveMessagesWhenVerificationFailsTest.should_print_method_name_and_arguments_of_other_interactions_with_different_methods(DescriptiveMessagesWhenVerificationFailsTest.java:372)


Wireframes and Mockup
Here are two wireframes for the main homepage and a project page. I wanted to keep things fairly simple and flexible for the wireframes. Below the wireframes is a mockup of what the homepage would look like. I use the color red in a lot of my branding on the internet so my white and red color scheme is carried over into this site as well. I love typography and had some fun with Google Web Fonts for this design. I think the clean and finished design encompasses my taste and design aesthetic well.
Card Sorting
My Card Sort
I want to do an extensive personal site for my final project; something that is professional and displays my work, experience, and more. I want something for my portfolio and some place I can create a blog and post my process. My sort was similar to the other sorters, except that I place the portfolio and blog on the Home page. I wanted to highlight social media and resources as its own page to show my involvement in the design community. I want to create an responsive HTML resume with an option to print out a designed PDF version. Contact and About are fairly standard pages that I thought I needed, but might end up moving that to the footer or something else.
Other's Card Sorts
The three people I had do the card sort of my personal website had fairly standard layouts of a personal portfolio website. Some had the portfolio on the Home page, while another had it separate. Similarly, most grouped Experience, Resume, and About together and had the Blog on its own page. This sort was easier than the other because there is less information.


Utilities Dashboard - Update
by Fred PiardSummary
- Valuation metrics in utilities.
- Evolution since last month.
- A list of stocks looking cheap in their industries.
This article series provides a monthly dashboard of industries in each sector of the GICS classification. It compares valuation and quality factors relative to their historical averages in each industry.
Executive summary
Power producers/traders have mixed valuation metrics: price/sales is good and price/earnings is rather bad. They are above the historical average in profitability measured in return on equity. Other industries in the sector are significantly overpriced.
Since last month:
- P/E and P/S have improved in utilities, except a deterioration in power producers/traders.
- ROE has improved in gas utilities, electric utilities, multi-utilities and deteriorated a bit in water utilities, power producers/traders.
- The Utilities Select Sector SPDR ETF (XLU) has lagged the SPDR S&P 500 Trust ETF (SPY) by 4.6%.
- On this period, the best-performing S&P 500 Utilities stocks are AES Corp. (AES), Evergy Inc. (EVRG), PPL Corp. (PPL), Southern Company (SO).
Some cheap stocks in their industries
The stocks listed below are in the S&P 1500 index, cheaper than their respective industry factor for price/earnings and price/sales. The 10 companies with the highest return on equity are kept in the final selection. I update every month several lists like this in various sectors. The list was published for subscribers at the beginning of the month based on data available at this time. This is not investment advice. Do your own research before buying.
| EXC | Exelon Corp. | UTILELECTRIC |
| FE | FirstEnergy Corp. | UTILELECTRIC |
| SWX | Southwest Gas Holdings Inc | UTILGAS |
| AES | AES Corp. | UTILINDEP |
| AVA | Avista Corp | UTILMULTI |
| DTE | DTE Energy Co. | UTILMULTI |
| ED | Consolidated Edison Inc. | UTILMULTI |
| MDU | MDU Resources Group Inc. | UTILMULTI |
| AWK | American Water Works Co. Inc. | UTILWATER |
| CWT | California Water Service Group | UTILWATER |
Detail of valuation and quality indicators in utilities on 11 / 20 /2019
I take 3 aggregate industry factors: price/earnings (P/E), price-to-sales (P/S), return on equity (ROE). My choice has been justified here and here. Their calculation aims at limiting the influence of outliers and large caps. They are reference values for stock picking, not for capital-weighted indices.
For each factor, I calculate the difference with its own historical average: to the average for valuation ratios, from the average for ROE, so that the higher is always the better. The difference is measured in percentage for valuation ratios, not for ROE (already in percentage).
The next table reports the 3 industry factors. There are 3 columns for each factor: the current value, the average (“Avg”) between January 1999 and October 2015 taken as an arbitrary reference of fair valuation, and the difference explained above (“D-xxx”).
| P/E | Avg | D- P/E | P/S | Avg | D- P/S | ROE | Avg | D-ROE | |
| Gas Utilities | 24.62 | 17.24 | -42.83% | 1.74 | 0.97 | -79.24% | 9.62 | 11.49 | -1.87 |
| Water Utilities | 42.99 | 23.68 | -81.55% | 6.98 | 3.94 | -77.19% | 7.87 | 7.96 | -0.09 |
| Multi-Utilities | 20.43 | 16.59 | -23.12% | 2.45 | 0.95 | -158.37% | 11.34 | 9.48 | 1.86 |
| Electric Utilities | 22.10 | 15.94 | -38.67% | 2.58 | 1.22 | -111.50% | 9.46 | 10.43 | -0.97 |
| Power Prod./ Traders* | 44.63 | 34.9 | -27.88% | 3.20 | 4.16 | 22.96% | -0.38 | -5.15 | 4.77 |
* Averages since 2005
The following charts give an idea of the current status of two valuation factors (P/E, P/S) and a quality factor (ROE) relative to their historical average in each industry. For all factors, the difference to average is calculated in the direction where positive is good. For valuation ratios lower is better, for ROE higher is better. On the charts below, higher is always better.
Price/earnings relative to historical average:
Price/sales relative to historical average:
ROE relative to historical average:
Momentum
The next chart compares the price action of a major ETF in utilities with the benchmark in 1 month.
Chart by TradingView
Most of my stock holdings are based on quantitative value models. However, value is a bad timing indicator. Quantitative Risk & Value (QRV) provides you with a more realistic quantitative approach, for a world of probabilities instead of just risk on/risk off. It includes a systemic risk indicator and strategies based on it. Get started with a two-week free trial and see how QRV can improve your investing decisions.
Disclosure: I am/we are long SPY. I wrote this article myself, and it expresses my own opinions. I am not receiving compensation for it (other than from Seeking Alpha). I have no business relationship with any company whose stock is mentioned in this article.


-
Proposed Course Structure for B.Tech. - R15 Regulations
B. Tech I Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan (2017&18)
1
Functional English
3
1
3
2
Mathematics - I
3
1
3
3
Computer Programming
3
1
3
Download 4
Physics
3
1
-
3
5
Engineering Drawing
1
3
3
6
Problem Solving and Reasoning Techniques
3
1
3
Download 7
English Language Communication Skills Lab
-
-
-
3
2
8
Computer Programming Lab
-
-
-
3
2
9
Physics Lab
-
-
3
2
Total
16
5
3
9
24
B. Tech I Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan (2015&16) Lesson Plan (2016&17)
1
15AHS03
English for Professional Communication
3
1
3
2
15ABS07
Mathematics - II
3
1
3
3
15ACS04
Data Structures
3
1
3
Download Download 4
15ABS03
Chemistry 3
1
-
3
5
15ABS05
Environmental Studies
1
3
3
6
15ACS06
Digital Logic Design
3
1
3
Download Download 7
15ACS05
Data Structures Lab
-
-
-
3
2
8
15ABS04
Chemistry Lab -
-
-
3
2
9
15AME03
Engineering & IT Workshop Lab -
-
3
2
Total
16
5
3
9
24
B. Tech II Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson plan Lesson Plan (2017&18)
1
Mathematics – III
3
1
-
-
3
2
Computer Organization
3
1
-
-
3
Download Download 3
Basic Electrical and Electronics Engineering
3
1
-
-
3
4
Operating Systems
3
1
-
-
3
Download 5
Object oriented Programming through JAVA
3
1
-
-
3
Download 6
Choice Based Credit Courses (for non-CSE branches)
- Data Structures
- Object oriented Programming
- Operating Systems
3
1
-
-
3
7
Operating Systems and Java Programming Lab
--
-
-
3
2
8
Basic Electrical and Electronics Engineering Lab
-
-
-
3
2
9
Human Values and Professional Ethics (Audit Course)
2
-
-
-
Total
20
6
-
6
22
B. Tech II Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan (2016&17)
1
15ABS09
Probability and Statistics
3
1
-
-
3
2
15AHS05
Managerial Economics and Financial Analysis
3
1
-
-
3
3
15ABS11
Discrete Mathematics
3
1
-
-
3
Download 4
15ACS12
Database Management Systems
3
1
-
-
3
Download 5
15ACS13
Formal Languages and Automata Theory
3
1
-
-
3
Download 6
15ACS14
Internet Technologies
3
1
-
-
3
Download 7
15ACS15
Database Management Systems Lab
--
-
-
3
2
8
15ACS16
Internet Technologies Lab
-
-
-
3
2
9
15ACS17
Comprehensive Online Examination
-
-
-
1
Total
18
6
-
6
23
B. Tech III Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan (2017&18)
1
Microprocessors and Micro Controllers
3
1
-
-
3
2
Design and Analysis of Algorithms
3
1
-
-
3
Download 3
Computer Networks
3
1
-
-
3
Download 4
Software Engineering
3
1
-
-
3
Download 5
Data Warehousing and Data Mining
3
1
-
-
3
6
Management Science
3
1
-
-
3
7
Microprocessors and Microcontrollers Lab
--
-
-
3
2
8
Data Warehousing and Data Mining Lab
-
-
-
3
2
9
Advanced Communication Skills Lab (Audit Course)
-
-
3
-
Total
18
6
-
9
22
B. Tech III Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
Compiler Design
3
1
-
-
3
2
Object Oriented Analysis and Design
3
1
-
-
3
3
Mobile Application Development
3
1
-
-
3
4
Multimedia Application Development
3
1
-
-
3
5
Advanced Computer Networks
Te3
1
-
-
3
6
Choice Based Credit Courses (for non-CSE branches)
- Internet Technologies
- Python Programming
- Principles of Database Systems
3
1
-
-
3
7
Object Oriented Analysis and Design and Compiler Design Lab
--
-
-
3
2
8
Mobile Application Development and Multimedia Application Development Lab
-
-
-
3
2
9
Comprehensive Online Examination
-
-
-
1
Total
18
6
-
6
23
B. Tech IV Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
Software Testing
3
1
-
-
3
2
Big Data Analytics
3
1
-
-
3
3
Cloud Computing
3
1
-
-
3
4
Choice Based Credit Courses (for CSE students)
- Internet of Things
- Machine Learning
- Software Project Management
3
1
-
-
3
5
Choice Based Credit Courses
- Distributed Systems
- Enterprise Application Systems
- Semantic Web
3
1
-
-
3
6
MOOC (tentative list)
- Network application development
- Computer Algorithms
- Searching and Indexing
3
1
-
-
3
7
Software Testing Lab
-
-
-
4
2
8
Cloud Computing and Big Data Lab
-
-
-
4
2
Total
18
6
-
8
22
B. Tech IV Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
Information Security
3
1
-
-
3
2
Computer Vision/Protocols Engineering
3
1
-
-
3
3
MOOC (Set of subjects to be specified by respective board)
- Mongo DB
- Penetration testing and ethical hacking
- Computer and hacking forensics
3
1
-
-
3
4
MOOC (Set of subjects to be specified by respective board)
- Advanced Computer Architecture
- Social Networks
3
1
-
-
3
5
Project work and Seminar
-
-
-
20
10
Total
12
4
-
20
22
-
Proposed Course Structure for B.Tech. - R13 Regulations
B. Tech I Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
Functional English
3
1
3
2
Mathematics - I
3
1
3
3
Computer Programming
3
1
3
4
Physics
3
1
-
3
5
Engineering Drawing
1
3
3
6
Problem Solving and Reasoning Techniques
3
1
3
7
English Language Communication Skills Lab
-
-
-
3
2
8
Computer Programming Lab
-
-
-
3
2
9
Physics Lab
-
-
3
2
Total
16
5
3
9
24
B. Tech I Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan 1
English for Professional Communication
3
1
3
2
Mathematics - II
3
1
3
3
15ACS04
Data Structures
3
1
3
Download 4
Chemistry 3
1
-
3
5
Environmental Studies
1
3
3
6
15ACS06
Digital Logic Design
3
1
3
Download 7
Data Structures Lab
-
-
-
3
2
8
Chemistry Lab -
-
-
3
2
9
Engineering & IT Workshop Lab -
-
3
2
Total
16
5
3
9
24
B. Tech II Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson plan 1
Mathematics – III
3
1
-
-
3
2
Computer Organization
3
1
-
-
3
Download 3
Basic Electrical and Electronics Engineering
3
1
-
-
3
4
Operating Systems
3
1
-
-
3
5
Object oriented Programming through JAVA
3
1
-
-
3
6
Choice Based Credit Courses (for non-CSE branches)
- Data Structures
- Object oriented Programming
- Operating Systems
3
1
-
-
3
7
Operating Systems and Java Programming Lab
--
-
-
3
2
8
Basic Electrical and Electronics Engineering Lab
-
-
-
3
2
9
Human Values and Professional Ethics (Audit Course)
2
-
-
-
Total
20
6
-
6
22
B. Tech II Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
Probability and Statistics
3
1
-
-
3
2
Managerial Economics and Financial Analysis
3
1
-
-
3
3
Discrete Mathematics
3
1
-
-
3
4
Database Management Systems
3
1
-
-
3
5
Formal Languages and Automata Theory
3
1
-
-
3
6
Internet Technologies
3
1
-
-
3
7
Database Management Systems Lab
--
-
-
3
2
8
Internet Technologies Lab
-
-
-
3
2
9
Comprehensive Online Examination
-
-
-
1
Total
18
6
-
6
23
B. Tech III Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
1
13ACS14
Operating Systems
3
1
-
-
3
2
13ACS15
Advanced Data structures
3
1
-
-
3
3
13ACS16
Computer Networks
3
1
-
-
3
4
13ACS17
Software Engineering
3
1
-
-
3
5
13ACS18
Data Base Management Systems
3
1
-
-
3
6
13AHS06
Management Science
3
1
-
-
3
7
13AHS05
Advanced Communication Skills Lab
--
-
-
3
-
8
13ACS19
System Software Lab
-
-
-
3
2
9
13ACS20
Data Base Management Systems Lab
-
-
3
2
9
13ACS21
Comprehensive Online Examination
-
-
-
1
Total
18
6
-
9
23
B. Tech III Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan(2016&17)
1
13ACS22
Compiler Design
3
1
-
-
3
2
13AEC25
Microprocessors & Microcontrollers
3
1
-
-
3
3
13ACS24
Design and Analysis of Algorithms
3
1
-
-
3
Download 4
13ACS25
Web Programming
3
1
-
-
3
Download 5
13ACS26
Software Testing
Te3
1
-
-
3
6
Choice Based Credit Course(Inter Department) ANNEXURE-I
3
1
-
-
3
7
13AEC32
Microprocessors & Microcontrollers Lab
--
-
-
3
2
8
13ACS29
Web Programming & Compiler Design Lab
-
-
-
3
2
9
13ACS30
Comprehensive Online Examination
-
-
-
1
Total
18
6
-
6
23
B. Tech IV Year I Semester
S. No.
Course Code
Subject Name
Theory
Tut
Lab
Credits
Lesson Plan(2017&18)
1
13ACS31
Data Warehousing and Data Mining
3
1
-
3
Download 2
13ACS32
Cryptography and Network Security
3
1
-
3
3
13ACS33
Social Networking
3
1
-
3
Download 4
13ACS34
Mobile Application Development
3
1
-
3
Download 5
13ACS35
13ACS36
13ACS37
13ACS38
Choice Based Credit Courses (for CSE students)
- Cloud Computing
- LinuxAdministration&SocketProgramming
- Business Analytics
- Intellectual Property Rights & CyberLaws
3
1
-
3
6
13ACS39
13ACS40
13ACS41
Choice Based Credit Courses
- Information Retrieval Systems
- Human Computer Interaction
- Computer Forensics
3
1
-
3
7
13ACS42
Data Warehousing and Data MiningLab
-
-
3
2
8
13ACS43
Mobile Application Development Lab
-
-
3
2
Total
18
6
6
22
B. Tech IV Year II Semester
S. No.
Course Code
Subject Name
Theory
Tut
Draw
Lab
Credits
Lesson Plan(2016&17)
1
13ACS44
Big Data
3
1
-
-
3
Download 2
13ACS45
Wireless Network Technologies
3
1
-
-
3
Download 3
MOOC-I
Subject -I
Subject -II
3
1
-
-
3
4
MOOC-II
Subject -III
Subject -IV
3
1
-
-
3
5
Comprehensive Viva
-
-
-
--
1
6
Project work and Seminar
-
-
-
20
10
Total
12
4
-
20
23
-
B. Tech IV Year II Semester
S. No.
Course Code
Subject Name
Theory
Lab
Project
Credits
Lesson Plan
1
9AHS701
Management Science
4
-
-
4
Download
2
9A05801
Design Patterns
4
-
-
4
Download 3
9A05803
Web Services
4
-
-
4
Download
4
9A05806
Internetworking with TCP/IP
4
-
-
4
Download
5
9A05808
Seminar
-
-
-
2
6
9A05809
Project Work
-
-
-
10
Total
16
0
-
28


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MKSITE.SH is static website generator tool. It is best for small websites giving them a nice look and feel as per (a) costumized looks via css specials and (b) a nice feel through common navigation bar and (c) a sitemap index.
The custom look idea sprang out of the observation that it is not good to implant color and font information to the text, and not even set text-align inline. Instead one should reference a css definition. Standard html does only define two colors "foreground" and "background" but for navigation we want atleast two more for "shaded foreground" and "shaded background". So, we need to set those in one place and the regenerate the look for all pages from it.
Using an external css file makes for a dependency of the look of your webpage, and in fact some browsers can not even show a view if the css file unreachable. As would be for saved-as html page or a project page group that was moved to subdirectory of another website area. So, in fact we want the css definition inline to each html. A common "sitefile" allows for that.
Secondly, we want a navigation bar that references each page in a category/subcategory manner. For that we can use a "sitefile" as well containg all pages. This "sitefile" does even define the navigation order of next/prev/up, so none of the input htm files needs to remember that. The input htm files however contain the true (long) title and description whereas the "sitefile" only has a shorthand for navigation purpose.
When a website gets beyond a dozen pages we often see viewers to get lost in the navigation no matter how simple we did try to make it. The reason is in the "shorthand"s used on the navigation bar. That has made most experienced webdesigners to create an index and/or sitemap file additionally that lists all webpages along with their (long) description. As the counter effect we use even more rigid shorthands on the navigation bar now which makes for a lighter non-overloaded look of the navigation bar. So that people don't overlook the "FAQ" item.


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I want to apologize for my English beforehand. In my life there was only darkness, self destructive patters, drug abuse, self abuse…and I didn’t believe in anything or anyone. I was always seduced by debauchery. But still, I thought I can be happy with that life style. I still was sleeping.
Well I have this therapist, this angel…and he used to take Ayahuasca since he had 14 years. So one night he recommended me, and told me I should attend to an Ayahuasca ceremony in order to heal myself. That was what he said. I had heard of Ayahuasca, I live in Colombia so; although its use isn’t of masses, some people know it and had told me their experiences. Here in Colombia we call it Yagé o Yagesito. Well, the night came and I was frightened, really frightened. I did it outside Bogota (like two hours from there) with a chaman.
Since the Chaman and his wife entered the place, they look as angels, they have this light inside them, and everyone notice that, they were beautiful beings. The ceremony started with prayers and sacred incense. The place was located in a country field, there were plants all over, and it was really dark and cold. Everyone did a crooked circle and each individual stand up to take the vine of the souls. It tasted awful, many people instantly puked, it was a very intense flavor of thick-bitter-wine. The rest of the story, I feel I can barely put it in to words.
But let’s give it a chance. My main goal to achieve that night, was to believe in something, to believe in God. Everything was alright; everyone one was smoking tobacco which is sacred, a friend told me that smoking tobacco intensifies the prayers, because the smoke always goes to the heart of the heavens where God resides. After praying a lot, after asking for forgiveness, after crying, at some point in the ceremony I get really dizzy, I can barely move. And that dizziness gets to a point where it is unbeareable. Plus I am hearing the spirits voices and having this intense visuals, and everyone was easing (that is how the chaman and the ‘’yageceros’’ call it when you are vomiting), and they didn’t make the normal puking sound, it sounded as an exorcism. But I was feeling compassion and understanding the pain, but above all knowing that soon I would going to be in my knees vomiting.
There is an awakening, because it seems that everything that I realized while on ayahuasca I already knew. When I can barely breath, when I feel that the air can´t pass my nostrils, when I am certain that I am going to die, when I think I am at the edge of madness, when the only thing that I want is to cry and to run towards nothing, when the only thing that I feel is sadness and despair and loss, when I am impotent, when the nausea is so inside me, when I want to yell but I can’t, when the spirits are speaking without speaking, when I no longer am me…I puke, and just then I let everything go, I let my fears out, I learn how to love me, how to love my beloved ones, how to love everyone, I realize that love is the only thing that can save me, it teaches me how to live. The mother earth appears to me as the most pure and strong being, the one without beginning and without ending, it made me humble, it made me think of how small and fragile I am, it made me awake of the dream.
It made me free. The more comfortable you are with your masks, with your appearance, with what you thing you are, the more sustained the pain is in the ceremony, you just have to surrender, when I surrendered I accepted my fears and my dear demons. And then I became free.
The ceremony was quite severe, intense, strong, deep, long, enchanted. I died (literally) and then I was alive again, I notice that everything has to do with the cycle of Life-Death-Life Death. Something wrong inside me died that night, and by dawn something beautiful had come to reside within me.
The rest of the week is wonderful, I feel as if I were a child, I am surprised by every movement, and the mother earth captivates me. I am happy to be alive, and I gave thanks to the Great Spirit for allowing me to breath, the sacred breath that I share with every single being. It sounds cliché to say that it was life changing, but indeed it was. It certainly opened my heart, mind and eyes. I fear and respect Ayahuasca, the beautiful serpent, the one reed, the root.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


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