My favorite cases for the iPhone 11 Pro
by Anthony BouchardApple’s brand-new iPhone 11, 11 Pro, and 11 Pro Max handsets are beautiful – both to the eyes and to the touch – but all it takes is one good drop to put an end to that seemingly short-lived appreciation. That’s why I always use a case.
Given just how many case options there are on the market today, both from no name manufacturers and from well recognized brands, it seemed like a wonderful opportunity to go over some of my favorite cases that I’ve enjoyed using since splurging on the smaller iPhone 11 Pro this Fall.
I like to keep half of a dozen cases or so on hand at any point in time because different cases have varying features that make certain ones more ideal for what I’m doing any particular day. If I know I’m going to be somewhere rough or rugged, then I’ll use a thicker case; otherwise, I levitate toward something thinner. Some of my cases include added utility that I’ll go over in this piece.
My favorite iPhone 11 Pro cases
After taking a moment to think about the cases I use the most and why, these were my obvious choices:
1. Speck Presidio Grip
Topping today’s list is the Speck Presidio Grip, a highly versatile case that meets slenderness somewhere in the middle with military grade drop protection of up to 13 feet and a pocket-friendly 1.2cm at its thickest point when installed.
Speck’s Presidio series cases come equipped with a proprietary rubberized bumper technology that they call Impactium, and I have yet to experience a drop where it hasn’t helped my iPhone land safely. I’d even go as far as to call this my daily driver given just how often I use it.
My favorite feature of the Presidio Grip case is what’s in the name – the grip. So many cases on the market are either too slippery or catch too much of my pocket when I pull my iPhone out. The Grip’s hard plastic rear shell combined with the subtle rubber rubbing is the perfect compromise, and it feels great in my hand.
Pros:
- Grippy sides and rear
- Great drop protection
- Excellent screen and camera bezel for lay-on-table protection
- Good port access
Cons:
- Buttons feel slightly squishy
You can pick up a Speck Presidio Grip case for your iPhone 11 Pro for anywhere from $22-40 on Amazon, depending on the colorway.
2. Nomad Active Rugged Case
The second runner-up to my favorite case above is the Nomad Active Rugged Case, a sporty option that combines the luxury of leather with the performance of 6-foot drop protection while maintaining a pocketable 1.2cm at its thickest point when installed.
Nomad is known for their use of Horween leather in many of their cases, but this is the first time they’ve deviated to something new. The Nomad Active Rugged Case takes advantage of German Heinen leather, and unlike Horween leather, Nomad’s Heinen-wrapped case sports hydrophobic qualities that make it uncompromisingly luxurious in damp environments.
Albeit not the most protective case on this list, Nomad’s Active Rugged Case brings decent drop protection with a slim form factor and premium materials. It’s great for the office life, but it can be used confidently on outdoor excursions. Nomad even includes a lanyard loop near the iPhone’s speakers to prevent drops entirely.
Pros:
- Uncompromising materials with hydrophobic qualities
- Fair drop protection
- Good screen and camera bezel for lay-on-table protection
- Integrated lanyard loop
Cons:
- Leather scratches easily
- Lanyard not included
- Not as grippy as I’d like
Limited colors of the Nomad Active Rugged Leather case are available on Amazon for as little as $45, but you can find the full assortment of color options on Nomad’s website for $50.
3. Mophie Juice Pack Access
Another case I like to keep in my arsenal is the Mophie Juice Pack Access, a case that couples an integrated Qi-enabled battery pack with high-tech USB-C-based pass-through charging. Measuring about 1.8cm at its thickest point when installed, this pocketable case is on the beefier side of things, but for all the right reasons.
I wouldn’t go as far as to say that I’d trust this case in a dropping contest, but it definitely has some rigidity to it that would make me confident in protecting against small drops – perhaps from my waist when exiting my car. But clearly, drop protection isn’t this case’s takeaway feature.
As an avid Pokémon GO player, my iPhone’s battery almost always seems to need more juice after just a few hours, and this case extends my handset’s battery life more than two-fold. Best of all, it charges either with a wireless Qi-enabled charger or with a USB-C cable, and the latter is particularly tempting given just how much I wish the iPhone would ditch Lightning in place of USB-C.
Pros:
- Nearly double the iPhone’s standard battery life
- Fully Qi-compatible (both for charging the case and the iPhone)
- Integrated USB-C port
Cons:
- Leaves the entire bottom of your iPhone exposed
- Somewhat chunky
- Not as grippy as I’d like
The Mophie Juice Pack Access is available for $80 on Amazon with Prime shipping.
4. OtterBox Defender Pro
By far the chunkiest case on this list is the OtterBox Defender Pro, a case that shares its roots with the iconic OtterBox Defender but stands apart with its integration of an anti-microbial coating that resists germs and stains better than the former. Holster included, this case measures almost 3.5cm thick at its thickest point when installed, or just 1.5cm without the holster.
The OtterBox Defender Pro is far from my daily driver, but I trust its beefiness when carrying out tasks that would otherwise be dangerous for my iPhone, such as working on my car, hiking, or zip-lining. What’s more is the port protectors keep water and dust out of the Lightning port and ringer/silent switch. In most high-risk situations, I’d trust this case over most others.
As an added bonus, the holster’s clip doubles as a kickstand, enabling effortless Netflix binge-watching when you get home to unwind. What’s more is these cases don’t integrate a chintzy screen protector anymore, so you’re free to use your favorite tempered glass option instead.
Pros:
- Dependable drop protection time and time again
- Optional holster doubles as a kickstand
- Anti-microbial finish
- Integrated port covers
- Protective bezels for the screen and camera
Cons:
- Bulky
- Time-consuming to install and uninstall
- Expensive
If you’re serious about protecting your pricey investment, then you can buy an OtterBox Defender Pro case from the manufacturer’s website for $71. The case comes in a variety of colors to match any taste.
5. Pitaka Air Case
Whenever I’m in an environment relaxed enough not to necessitate any form of drop protection, but still want some form of scratch protection from being set on a tabletop or otherwise, I turn to my Pitaka Air Case, a premium minimalist case made of 600D aramid fiber that adds just 0.06cm of thickness to a naked iPhone 11 Pro.
It’s rare that I’m daring enough to go this minimalistic with my $1,000 iPhone, but if I do, I do it with Pitaka’s Air Case. It’s so thin that the iPhone quite literally feels naked in my hand, apart from the fabulous silky feel that the case seems to emanate in one’s hand, which offers a satisfying grip.
The one thing I disliked about this case was the plastic camera bezel that made my iPhone ‘floppy’ on a flat surface, so I pulled it off the case. The manufacturer probably wouldn’t recommend doing this since the lenses protrude from this impossibly thin case without the bezel, but I think it makes the user experience a whole lot nicer, especially if I’m in an environment where I don’t really have to worry about damage.
Pros:
- Impossibly thin design is perfect for minimalists
- Made from genuine 600D aramid fibers that resist wear and tear
- Good grip in the hand
Cons:
- No drop protection
- Annoying camera bezel (can be removed)
- No screen bezel
- Pricey
Fellow minimalists can pick up a Pitaka Air Case for $60 from Amazon with Prime shipping.
Conclusion
When it comes to smartphone cases, some people prefer minimalism over protection, and others are just the opposite. I’m somewhat moderate on the matter, and that’s why I like to have such a strong variety for different occasions.
While these are certainly my favorite cases to use, I’m curious to know what my readers’ favorite iPhone cases might be. Please feel free to comment about yours below.
Note: If you’re using an Apple Watch, then you might also be interested in my favorite wrist bands for the Apple Watch Series 5 post.


|
Class Summary |
| CharacterRange |
Title:
Description:
Copyright: Copyright (c) 2003
Company: |
| CharacterSet |
Title:
Description:
Copyright: Copyright (c) 2003
Company: |
| CharMap |
|
| Codes |
Title:
Description:
Copyright: Copyright (c) 2003
Company: |
| FSMState |
|
| Interpret |
Title: Interpret.java
Description: This is the main class which which should be invoked to load the
rule file in the system and then to execute the program to find the root word
and the affix to it. |
| Morph |
Description: This class is a wrapper for Interpret ,
the Morphological Analyzer. |
| MorphFunctions |
Title:
Description:
Copyright: Copyright (c) 2003
Company: |
| ParsingFunctions |
Title: ParsingFunctions.java
Description: This class implements all static methods, which can be used for
various purposes, like converting rules defined by users into the regular
expressions, finding varilable type from its value type etc. |
| PatternParser |
|
| PatternPart |
|
| ReadFile |
Title: ReadFile.java
Description: This class provides methods to read the file (provided by the
user) and to have the read access to each and every line separately |
| RHS |
|
| Storage |
Title: Storage.java
Description: This class is used as the storage in the system, where
all the declared variables and their appropriate values are stored |
| StringSet |
Title: StringSet
Description: This is one of the variable types that is allowed to define. |
| TestMorph |
Title: TestMorph
Description:
Copyright: Copyright (c) 2000
Company: University Of Sheffield
|
| Variable |
Description: This is an interface which should be implemented by every
new variable type. |


Summarizes the public school enrollment trend at the 5 largest districts in California.
An overview of public school enrollment in the Los Angeles Unified District since 2015.
A view of unemployment rates within the designated LAUSD area since 2015.
A regression analysis between public school enrollment and unemployment in California to determine correlation.


HTML DOM allows JavaScript to react to HTML events.
A JavaScript can be executed when an event occurs, like when a user clicks on an HTML element.
To execute code when a user clicks on an element, add JavaScript code to an HTML event attribute:
Examples of HTML events:
In this example, the content of the <h1> element is changed when a user clicks on it:
In this example, a function is called from the event handler:
To assign events to HTML elements you can use event attributes.
Assign an onclick event to a button element:
In the example above, a function named displayDate will be executed when the button is clicked.
The HTML DOM allows you to assign events to HTML elements using JavaScript:
Assign an onclick event to a button element:
In the example above, a function named displayDate is assigned to an HTML element with the id="myBtn".
The function will be executed when the button is clicked.
The onload and onunload events are triggered when the user enters or leaves the page.
The onload event can be used to check the visitor's browser type and browser version, and load the proper version of the web page based on the information.
The onload and onunload events can be used to deal with cookies.
The onchange event are often used in combination with validation of input fields.
Below is an example of how to use the onchange. The upperCase() function will be called when a user changes the content of an input field.
The onmouseover and onmouseout events can be used to trigger a function when the user mouses over, or out of, an HTML element.
A simple onmouseover-onmouseout example:
The onmousedown, onmouseup, and onclick events are all parts of a mouse-click. First when a mouse-button is clicked, the onmousedown event is triggered, then, when the mouse-button is released, the onmouseup event is triggered, finally, when the mouse-click is completed, the onclick event is triggered.
A simple onmousedown-onmouseup example:


MICR
- Magnetic ink character recognition devices were developed to assist the banking industry. It is used in the processing of cheques.
- The most commonly used character set by MICR devices is known as E13B font that consists of numerals 0-9, and 4 special characters.
Scanners
These are basically input devices that are capable of recognizing marks or characters. They are used for direct entry of data into the computer.
Different types of scanners are:-
These are scanner devices that are capable of detecting alphabetic and numeric characters by comparing the shapes with internally stored patterns. These are expensive and are used only for large-volume processing applications e.g. by credit-card companies
These scanners are capable of recognising a pre-specified type of mark made by a pencil. These are normally used for validation of input documents, evaluating answer-sheets in objective-type tests e.g. GRE, GMAT.
Data coded in the form of light and dark lines or bars are known as bar codes. Bar codes are used particularly by the retail trade for labeling goods. Bar code reader is a device used for reading bar code data which is performed by laser beam scanner which is linked to a computer.
The scanning process involves application of the light source to the image. The light is reflected back form the image into the scanner optics where the varying levels of light are interpreted.The image is then reconstructed digitally and displayed on the screen.
Touch Screen
It is a computer screen designed or modified to recognize the location of a touch on its surface. By touching the screen, the user can make a selection or move a cursor. The simplest type of touch screen is made up of a grid of sensing lines, which determine the location of a touch by matching vertical and horizontal contacts.
Light Pen
A light pen is a pointing device. It is used to select a displayed menu option on the CRT. It is a photosensitive pen like device. It is capable of sensing a position on the CRT screen when its tip touches the screen. When its tip is moved over the screen surface, its photocell sensing element detects the light coming from the screen and the corresponding signals are sent to the processor.


Sudoku Puzzle Solver
GitHub repository
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More by Jake Larson
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 I chuckle every now and then, or imagine that I am speaking. I'm interested in nonsensical conversation but can't express everything I need to say. My friend rocks back and fourth while opening her mouth over and over for illogical reasons saying “Hmm.” and “Hello?” from time to time. We were tigers in a tent piled on top of each other for warmth, wishing we were bugs on the outside. We were insane.
I took 8mg of 2 C-P at about 4 pm while my friends are I were hiking to a campsite supposedly 3 miles away. We figured that since there would be a slow onset that we'd have plenty of time to set up the tent and make some food. We made a wrong turn and ended up walking longer than expected and we started to feel a little disoriented, so we just set up the tent along side the trail. Almost immediately after we set up the tent, we all began to experience more serious effects.
Laying on my back and feeling rather uncomfortable, my vision began to vibrate and everything seemed to be hilarious. I laughed so hard that my abs hurt. As time passed, it began to get much darker, and colder, which seriously effected my trip. We all described it as becoming severely mentally insane. We attempted to talk about anything and everything in order to keep from being sucked into the depths of our imaginations. The silence was overwhelming, it weighed a ton, and it caused me to hallucinate the most horrific things that I was able to imagine.
I was holding a toy dinosaur which somehow connected me to reality and helped me remember that it was all in my head. My heart was beating fast, and my friend who sat rocking back and fourth opening her mouth over and over asked repeatedly if she was alright and if we were safe. Her reason for continuously opening her mouth was that “Reality was pushing down on her so hard, and she could feel it in her jaw.” She said that she started the trip to the campsite biting her lip from stress, and was unable to stop the whole night; she woke up with a giant blister on her lip from the gnawing. We had to keep reminding her that the tent was protecting us, and that everything was just in her mind.
As the sky became darker, the tent was only illuminated by the 6 glow bracelets that we bought earlier on. The bags surrounding us transformed into mangled dead pigs and when I glanced at my friends faces, they seemed to be melting and I couldn't distinguish their features very well. When I looked up, the trees were now claws bending down into the screen tent. The sounds of a road a few miles away were heard as vicious animals close by violently feasting. We analyzed the bugs on the inside and outside of the tent and how the bugs outside of the tent bounced along the screen attempting to get in, while bugs bounced along the interior attempting to get out.
The night grew colder and we had a hard time covering ourselves to keep warm because we felt heavy and unable to control our actions very well. The only thing that brought us relief was hearing our sober friend speak logically about the situation, so we asked her to continue reassuring us that things weren't real. Every now and then I tried not to speak, which caused my brain to imagine anything and everything and trick myself into believing anything as well. It was overwhelming, so I tried to continue speaking with as much logic as I had. While zoning out for about 5 minutes, I began to lose control of myself and began urinating a little bit. This caused me to decide to keep making sound so that I could control my actions.
I figured that it would be a good idea to leave the tent to urinate, but it took me a while to find the strength and will power to get up and stumble to the door. It was impossible to find and figure out how to operate the zipper, so I had my friend attempt to help me. I walked in my socks to a different part of the forest and while I walked, the ground seemed to be like piles of bones, and as I walked, they crumbled under my feet. The Earth was only illuminated by the moonlight, and I couldn't tell what I was walking through, but just figured that just needed to get far enough away from the tent.
I walked for 5 minutes and got a bit side tracked when I found myself analyzing everything about myself and my significance to the Earth. I contemplated my existence and how humans were merely intelligent animals, but animals non- the- less. I looked down at my body and saw a mangled shape that frightened me. I was like a tree, with roots extending out into the Earth. I pondered what it would be like to be a tree. The act of urinating felt like an amazing sensation. However, once I was through I felt gross and sick. I struggled to get my pants back on, and then decided to walk a bit deeper into the forest. There was a thick mist in the air that I pushed my way through, and it was so cold that I could barely breathe even though it was realistically only about 50 degrees.
The trees around me and above me were frightening, taking on the characteristics of demons and giant dinosaur- like creatures. The sounds of creatures feasting and writhing in the distance became more pronounced, and closer. I imagined them charging towards me and I felt them breathing down my neck. My back ached and my feet burned from ant bites and splinters. After standing up, I stayed in place for a while staring up at the sky being utterly silent. A wave of fear and anguish came over me wondering if I would ever be sane again.
My teeth quivered and chattered; the sound echoed in my ears like a chainsaw. I decided to find my way back to the tent, and turned around to see nothing but fog wafting through the air. I walked forward and my heart began to race as I realized that I was unable to find where I was. The ground was painful, and I felt achy all over, but all I wanted was to find my friends. I forgot who they were. I forgot what they were like and I forgot how they sounded. I remembered that my friend who I was excited to meet was in the tent as well and I was anxious to talk to him, yet I was unable to.
Morning came before I could get any rest, for when I shut my eyes, I was more awake than ever, hallucinating any and everything I could that prevented me from sleeping. I imagined my friends all lying in a pile with blood covering us, the ground was unpleasant, and the dirt and sand was hard to ignore, as well as the sound of bugs buzzing and crawling around. Standing hurt my head and my feet, sitting caused my back to ache, and laying any which way was just never comfortable. I felt like I weighed a ton, and that any way I positioned myself would harm my muscles.
When I was able to find my phone, I saw that the time was 7AM. I was still tripping really hard, when I got a text message from my friend Andrew, who was just outside the tent. He said that he would rather text than talk for some reason, and texting was not as hard as I thought it would be. He said that we needed to text, and all I said was, “I want this to end really badly.”  He never answered the following text that said that he would be able to go home later, so I exited the tent and walked up to him to talk. I was not enjoying talking to him, because he just said over and over that he needed to leave.
I began to cry, and was unable to talk about anything, All the conversations that I had while tripping throughout the night were unresolved, and decision-making was an impossible task. I walked over by the pile of ash that was once fire and stared at it as tears flowed down my face. I burned inside my body from hunger, but eating was the last thing I wanted to do. I told him that we just needed to get some rest, but he said that it was impossible and left. Later on he regretted leaving, and said that he was still tripping and freaking out when he did.
The drug seemed to have worn off at about 9AM, but the sleep deprivation was causing us to be totally out of it. We struggled to gather all our stuff, and ended up leaving a lot of it because we were just physically unable to take it with us. When we gathered all that was extremely necessary, we were on our way to the nearest intersection to drop our stuff, and have 2 people walk the 5 miles to get a park ranger to come get us and all our stuff. 4 hours later, and after passing out from heat exhaustion for a little while, a truck came and saved us.
I wouldn't choose to do this drug again, unless the circumstances are much more comfortable.
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.


UVa-641-Do the Untwist(解密工作)
Background
Cryptography deals with methods of secret communication that transform a message (the plaintext) into a disguised form (the ciphertext) so that no one seeing the ciphertext will be able to figure out the plaintext except the intended recipient. Transforming the plaintext to the ciphertext is encryption; transforming the ciphertext to the plaintext is decryption. Twisting is a simple encryption method that requires that the sender and recipient both agree on a secret key k, which is a positive integer.
The twisting method uses four arrays: plaintext and ciphertext are arrays of characters, and plaincode and ciphercode are arrays of integers. All arrays are of length n, where n is the length of the message to be encrypted. Arrays are origin zero, so the elements are numbered from 0 to n – 1. For this problem all messages will contain only lowercase letters, the period, and the underscore (representing a space).
The message to be encrypted is stored in plaintext. Given a key k, the encryption method works as follows. First convert the letters in plaintext to integer codes in plaincode according to the following rule: ‘SPMamp_&’ = 0, ‘a’ = 1, ‘b’ = 2, …, ‘z’ = 26, and ‘.’ = 27. Next, convert each code in plaincode to an encrypted code in ciphercode according to the following formula: for all i from 0 to n – 1,
ciphercode[i] = (plaincode[ki mod n] – i) mod 28.
(Here x mod y is the positive remainder when x is divided by y. For example, 3 mod 7 = 3, 22 mod 8 = 6, and -1 mod 28 = 27. You can use the C ‘%’ operator or Pascal ‘mod’ operator to compute this as long as you add y if the result is negative.)
Finally, convert the codes in ciphercode back to letters in ciphertext according to the rule listed above. The final twisted message is in ciphertext. Twisting the message “cat” using the key 5 yields the following:
| Array | 0 | 1 | 2 |
| plaintext | ‘c’ | ‘a’ | ‘t’ |
| plaincode | 3 | 1 | 20 |
| ciphercode | 3 | 19 | 27 |
| ciphertext | ‘c’ | ‘s’ | ‘.’ |
Your task is to write a program that can untwist messages, i.e., convert the ciphertext back to the original plaintext given the key k. For example, given the key 5 and ciphertext ‘cs.’, your program must output the plaintext ‘cat’.
Input
The input file contains one or more test cases, followed by a line containing only the number 0 that signals the end of the file. Each test case is on a line by itself and consists of the key k, a space, and then a twisted message containing at least one and at most 70 characters. The key k will be a positive integer not greater than 300.
Output
For each test case, output the untwisted message on a line by itself.
Note: you can assume that untwisting a message always yields a unique result. (For those of you with some knowledge of basic number theory or abstract algebra, this will be the case provided that the greatest common divisor of the key k and length n is 1, which it will be for all test cases.)
Sample Input
5 cs.
101 thqqxw.lui.qswer
3 b_ylxmhzjsys.virpbkr
0
Sample Output
cat
this_is_a_secret
beware._dogs_barking
Analysis
直接反转公式即可。由于原公式中取模操作的特殊性，平码可直接由密码取28的模得到。
代码
#include <iostream> #include <string> #include <vector> using namespace std; int main(void) { int i, k, nCipherCode; char szCipherText[71]; char szPlainText[71]; vector<string> vecPlainTexts; while (cin >> k) { if ( k == 0 ) { break; } cin >> szCipherText; int nLen = strlen(szCipherText); for (i = 0; szCipherText[i] != 0; ++i) { if (szCipherText[i] == '_') nCipherCode = 0; else if (szCipherText[i] == '.') nCipherCode = 27; else nCipherCode = szCipherText[i] - 'a' + 1; int nPlainCode = (nCipherCode + i) % 28; if (nPlainCode == 0) szPlainText[(k * i) % nLen] = '_'; else if (nPlainCode == 27) szPlainText[(k * i) % nLen] = '.'; else szPlainText[(k * i) % nLen] = nPlainCode + 'a' - 1; } szPlainText[i] = 0; vecPlainTexts.push_back(szPlainText); } for (vector<string>::iterator iter = vecPlainTexts.begin(); iter != vecPlainTexts.end(); ++iter) { cout << *iter << endl; } return 0; }
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
是的，真心会上瘾。。。。。
第二个方法很不错啊
Java真是解决大数的利器
多谢提醒，是漏掉了
為甚麼fln*20+0.5f
这个也是算法导论的习题
写的好····· Pollard Rh
好厉害～
Good task for the group. Hold it up for every yeara??s winner. This is a excellent oppotunity for a lot more enhancement. Indeed, obtaining far better and much better is constantly the crucial. Just like my pal suggests on the truth about ab muscles, he just keeps obtaining much better.
原来的主机不行，目前更换到了国内主机
博主的C++功底真是好
因为是要把从字符串s的start位到当前位在hash中重置，修改提交后能accept，但是不修改居然也能accept
能不能说下这个是用的什么算法策略？
网站不错


Photo Courtesy of: Gregor Fischer
According to the Associated Press and CBS News , Opioid Painkillers such as heroin and prescription painkillers, have surpassed gun-related homicides as a higher cause of death in the United States. Opioid abuse has resulted in over 50,000 American deaths in 2015. Currently there isn't a visual tool to help aid researchers in discovering statistical trends in Opioid overdose in California. Currently also isn't a tool that aids Presribers of opioids in showing their patients their personalized risks based on ethnicity, sex, and age. This tool was created to allow people to see how the Opioid Epidemic has affected California. To begin using the website, please select one of the buttons below:


#import <NTPackageManagerListener.h>
Inherits NSObject.
Instance Methods | |
| (void) | - onPackageListUpdated |
| (void) | - onPackageListUpdatedSwigExplicitNTPackageManagerListener |
| (void) | - onPackageListFailed |
| (void) | - onPackageListFailedSwigExplicitNTPackageManagerListener |
| (void) | - onPackageStatusChanged:version:status: |
| (void) | - onPackageStatusChangedSwigExplicitNTPackageManagerListener:version:status: |
| (void) | - onPackageCancelled:version: |
| (void) | - onPackageCancelledSwigExplicitNTPackageManagerListener:version: |
| (void) | - onPackageUpdated:version: |
| (void) | - onPackageUpdatedSwigExplicitNTPackageManagerListener:version: |
| (void) | - onPackageFailed:version:errorType: |
| (void) | - onPackageFailedSwigExplicitNTPackageManagerListener:version:errorType: |
| (NSString *) | - swigGetClassName |
| (void *) | - swigGetDirectorObject |
Class Methods | |
| (NTPackageManagerListener *) | + swigCreatePolymorphicInstance:swigOwnCObject: |
Base class for map package manager event listeners.
Includes callbacks for package list events and individual package events.
| - (void) onPackageCancelled: | (NSString*) | arg1 | |
| version: | (int) | version | |
Listener method that is called when a package download has been cancelled.
| id | The id of the package that has been cancelled |
| version | The version of the package that has been cancelled |
| - (void) onPackageCancelledSwigExplicitNTPackageManagerListener: | (NSString*) | arg1 | |
| version: | (int) | version | |
Listener method that is called when a package download has been cancelled.
| id | The id of the package that has been cancelled |
| version | The version of the package that has been cancelled |
| - (void) onPackageFailed: | (NSString*) | arg1 | |
| version: | (int) | version | |
| errorType: | (enum NTPackageErrorType) | errorType | |
Listener method that is called when updating a package failed (network error, etc).
| id | The id of the package that failed |
| version | The version of the package that failed |
| errorType | Reason or type of the failure |
| - (void) onPackageFailedSwigExplicitNTPackageManagerListener: | (NSString*) | arg1 | |
| version: | (int) | version | |
| errorType: | (enum NTPackageErrorType) | errorType | |
Listener method that is called when updating a package failed (network error, etc).
| id | The id of the package that failed |
| version | The version of the package that failed |
| errorType | Reason or type of the failure |
| - (void) onPackageListFailed |
Listener method that is called when server package could not be downloaded or updated.
| - (void) onPackageListFailedSwigExplicitNTPackageManagerListener |
Listener method that is called when server package could not be downloaded or updated.
| - (void) onPackageListUpdated |
Listener method that is called when server package list has been successfully updated.
| - (void) onPackageListUpdatedSwigExplicitNTPackageManagerListener |
Listener method that is called when server package list has been successfully updated.
| - (void) onPackageStatusChanged: | (NSString*) | arg1 | |
| version: | (int) | version | |
| status: | (NTPackageStatus*) | status | |
Listener method that is called when a package status has changed.
Information about the status of the package (current action, progress, etc) is explictly given with this event.
| id | The id of the package whose status has changed |
| version | The version of the package whose status has changed |
| status | The current status of the package |
| - (void) onPackageStatusChangedSwigExplicitNTPackageManagerListener: | (NSString*) | arg1 | |
| version: | (int) | version | |
| status: | (NTPackageStatus*) | status | |
Listener method that is called when a package status has changed.
Information about the status of the package (current action, progress, etc) is explictly given with this event.
| id | The id of the package whose status has changed |
| version | The version of the package whose status has changed |
| status | The current status of the package |
| - (void) onPackageUpdated: | (NSString*) | arg1 | |
| version: | (int) | version | |
Listener method that is called when a package is successfully updated (downloaded or removed).
| id | The id of the package that has been updated |
| version | The version of the package that has been updated |
| - (void) onPackageUpdatedSwigExplicitNTPackageManagerListener: | (NSString*) | arg1 | |
| version: | (int) | version | |
Listener method that is called when a package is successfully updated (downloaded or removed).
| id | The id of the package that has been updated |
| version | The version of the package that has been updated |
| + (NTPackageManagerListener *) swigCreatePolymorphicInstance: | (void*) | cPtr | |
| swigOwnCObject: | (BOOL) | cMemoryOwn | |
Creates a polymorphic instance of the given native object. This is used internally by the SDK.
| cPtr | The native pointer of the instance. |
| cMemoryOwn | The ownership flag. |
| - (NSString *) swigGetClassName |
Returns the actual class name of this object. This is used internally by the SDK.
| - (void *) swigGetDirectorObject |
Returns the pointer to the connected director object. This is used internally by the SDK.


Guidance
This guide provides information to all those involved in the delivery of the Care to Learn scheme in the 2016 to 2017 academic year.
This guide provides information to all those involved in delivering the Care to Learn scheme in the 2016 to 2017 academic year. It provides general information about the eligibility criteria for the scheme which has been set by Education Funding Agency (EFA).
This guide does not attempt to offer definitive advice for every situation; stakeholders who require further or more detailed help and advice should contact the Student Bursary Support Service (SBSS<EMAIL_ADDRESS>who administer the scheme on behalf of EFA. The further information section provides useful telephone numbers; email and website addresses.
Care to Learn is intended to help young parents, defined as those under the age of 20, to continue in and return to, education after the birth of a child. It provides funding for childcare whilst the young parent is engaged in a study programme and is not able to provide care for their child. Care to Learn can also help with the cost of associated travel. The scheme can provide up to a maximum total amount of £160 per child per week or up to a maximum of £175 per child per week in London.
The young parent’s study programme must have some public funding. Care to Learn will only fund childcare provision that is registered with Ofsted.
To receive Care to Learn, young parents, their education institution and their childcare provider must all meet the eligibility criteria set out below.
Young parents must complete and submit a new application for each academic year they want to claim Care to Learn funding, even if their study programme runs for more than one year.
Young parents are encouraged to apply for Care to Learn before the start of their study programme or as soon as possible after they start. It is important that young parents are aware that payments can only be backdated to the start of their study programme if their application is received within 28 days of the start date. Payments for any applications received outside of this timeframe will begin from the Monday of the week in which the application was received.
Young parents can apply before their baby is born, but their application cannot be fully assessed until all the child’s details have been provided.
Stakeholders are encouraged to tell young parents about the availability of financial support for childcare through Care to Learn to help them make more informed decisions about their options.
In order to receive support from Care to Learn, the young parent, their education institution and childcare provider must all meet the eligibility criteria for the scheme as set out below.
The young parent must be under 20 years old on the date they start their study programme. Young parents who become 20 during their study programme will continue to be funded to the end of that specific study programme, ie to the end of the same programme at the same level.
The young parent must be the main carer and be in receipt of Child Benefit for the child(ren) for whom they are claiming Care to Learn. If a young parent loses custody of their child(ren), even temporarily, the SBSS must be told immediately. Care to Learn may be claimed by the mother or father of the child as long as:
Only young parents who are both living and studying in England are eligible for Care to Learn.
A London weighting applies to the scheme. The London weighted maximum is £175 per child per week (compared with a maximum of £160 outside London). Eligibility for London weighting is determined by the young parent’s home address and applies to the following Boroughs:
To be eligible for Care to Learn, a young parent must meet the following residency criteria:
Where a young parent indicates that they are a migrant from a country that is outside the EEA, they will only be eligible for Care to Learn if one of the following immigration conditions applies:
Young parents are not required to submit evidence of their residency status with their application. However, where they confirm they are a migrant from outside the EEA, EFA may request evidence and/or may carry out checks with the Home Office to confirm their immigration status. Supporting evidence may be requested from the young parent if any issues are identified.
The young parent’s study programme must have some public funding. There are no specific requirements for the length, duration or level of the study programme but it must clearly be a defined programme of study.
The following gives examples of study programmes which are eligible for Care to Learn but is not an exhaustive list:
The following are not eligible for Care to Learn:
In any instances where a young parent is still looking after their child, for example, while they are undertaking a study programme with a childcare provider, this is outside the scope of Care to Learn funding.
Young parents can apply before the date of their study programme has been finalised; however the application cannot be fully assessed until the study programme details are confirmed.
Young parents can claim Care to Learn for independent study time which is required as part of their study programme, eg to complete coursework, undertake revision or homework. The amount of independent study time which is required must be agreed between the young parent and their education institution.
Care to Learn will support time needed to undertake work experience placements, but only where these have been clearly identified as an integral part of the study programme. The costs associated with independent study time and work experience placements will form part of the Care to Learn weekly maximum amount (£160 per child per week and £175 per child per week in London).
Childcare provision must be registered with Ofsted for it to be eligible for Care to Learn funding. It must be registered in one of the following ways:
Support for specialist provision on the Care Quality Commission’s register may also be granted on a case by case basis if general childcare provision is not suitable for the child. The childcare provider must provide evidence of being registered with Ofsted, or, in the case of a school providing childcare, their unique reference number (URN). From 1 September 2014 childminder agencies have been able to register with Ofsted on behalf of the childminders they represent; childminder agencies will be required to provide evidence of their Ofsted registration.
Where a childcare provider is related to the child, the childcare provider must, in addition to being registered with Ofsted:
Local authorities have a duty to secure 570 hours a year of government funded early education over no fewer than 38 weeks of the year for all 3 and 4 year olds and eligible 2 year olds. Children become eligible for a government funded early education place from 1 September, 1 January or 1 April following their second or third birthday.
A 2 year old child is eligible for an early education place if their parent(s) claims any one of the following:
A 2 year old child is also eligible if they:
Two year old children who meet the eligibility criteria can continue to receive a funded place once they have taken it up, even if their circumstances change at a later date. To find out more about the entitlement to early learning for 2 year olds and to see if their child is eligible for a place, parents should visit freechildcare on GOV.UK.
EFA expects young parents to access this entitlement before applying for funding from Care to Learn. Young parents may apply for Care to Learn for support to cover any extra hours (over and above their funded early education entitlement) to complete their study programme. This point is explicitly referenced in the declaration on the application.
Local authorities will be able to provide further information about government funded early education in their area.
Childcare Tax Credits are also available for parents (lone or couples) who meet the eligibility criteria to provide help with childcare costs. Any childcare hours being requested for Care to Learn payments must not already be being funded from Child Tax Credits. Again, this point is explicitly referenced in the declaration on the application.
In the 2016 to 2017 academic year, the application process for Care to Learn will continue to be an online process. Guidance is available throughout the online process to help young parents complete their application.
New Care to Learn applicants need to apply online and follow the instructions to complete the application. Applications for the 2016 to 2017 academic year will be available from May.
Young parents who applied for Care to Learn in the 2015 to 2016 academic year should use the same log in details (username and password) for the 2016 to 2017 academic year. If the young parent has forgotten their username or password, they should choose the appropriate option on the SBSS portal log in screen.
To apply, the young parent will need to know:
If a young parent does not have all the information to hand to complete the online application in full, it can be saved at any time. When they have the required information, they can log back in to the portal and resume their online application.
Once the online application has been completed in full, young parents will need to ensure that they have read and agree to the privacy notice and declaration before they submit it.
On submission, young parents will receive an email to confirm their application has been received.
After the young parent has applied, they must give their education institution either:
Institutions are asked to remind any young parents who they know are applying for Care to Learn Support to ensure they provide the required documents. No payments will be made to the young parent’s childcare provider until this documentation has been provided to the institution.
The SBSS will make contact with the young parent’s chosen childcare provider and education institution and ask them to provide further details via the SBSS portal to confirm the course or study programme details and the childcare requirements.
Childcare providers and education institutions already registered on the SBSS portal should continue to log in using the same details (username and password) as they did in the previous academic year. The SBSS will ensure that any providers or institutions who have not previously accessed the portal are provided with log-in credentials.
The young parent’s application cannot be processed until all parties have completed their part of the application process.
It is important that all parties: young parent, education institution and childcare provider are fully aware of the content of the relevant declarations before submitting their part of the application.
Care to Learn applications must not be submitted by one of the other parties involved in the application process without the young parent’s knowledge.
It would be appreciated if institutions and providers could help young parents who are experiencing difficulties with completing the online application process. Institutions and providers are reminded that the young parent’s log in details are private and should not be used by them on the young parent’s behalf.
Alternatively, young parents can use the online webchat function or they can call the SBSS student helpline on 0800 121 8989 for help and advice. Calls to the student helpline are free from a landline; calls from a mobile will be charged but young parents can request a call back to minimise the cost.
Support workers, childcare providers and education institutions are encouraged to use the online webchat function or contact the SBSS provider helpline on 0300 303 8610 at any point during the completion of the online application if they are unsure about what information or evidence is required.
The SBSS will carry out an assessment of the young parent’s application to determine their eligibility for Care to Learn. These checks will ensure the childcare provider, education institution and study programme are eligible for the scheme, and that the childcare hours claimed are reasonable in comparison with the hours entered for the study programme.
The SBSS will not make Care to Learn payments until all information from the young parent, education institution and childcare provider has been received and approved and a payment plan has been issued. It is particularly important that childcare providers are fully aware of this.
The following information must be supplied before any Care to Learn payments can be made:
From the childcare provider or childminder agency:
From the education institution:
Once the application has been processed and approved, the SBSS will send an email confirming Care to Learn eligibility to the young parent, childcare provider and education institution. The SBSS will issue a payment plan which confirms the amount that will be paid each week for childcare and the dates between which childcare costs will be paid.
Where the young parent intends to use more than one childcare provider, a payment plan will be issued to each childcare provider. The combined amounts on each plan will not exceed the Care to Learn weekly maximum amount (up to £160 per child per week or up to £175 per child per week in London). All payment plans and correspondence can be viewed on the SBSS portal accounts.
The SBSS will also confirm that eligibility for Care to Learn covers the whole or remainder of the academic year, enabling the young parent to complete one study programme and embark on a new one within the same academic year without being required to submit a new application (as long as the eligibility criteria continue to be met). However, any changes must be notified to the SBSS via a change of circumstances process available on the portal as any changes may impact on the dates and costs set out in the payment plan.
The SBSS will also confirm the amount to be paid for additional travel costs, if applicable. If the young parent is not eligible for Care to Learn, the SBSS will send a refusal email to explain this. A copy will also be sent to their support worker if their details have been provided on the application.
If the SBSS receives the application within 28 days of the start of the study programme, payments will be backdated to the start of the study programme. If the application is received after the 28 day period, payments will begin only from the Monday of the week the application was received by the SBSS.
If the young parent is assessed as eligible for Care to Learn, payments for childcare will be made directly to the childcare provider or childminder agency by the SBSS. Payments for the young parent’s travel costs will be made directly to the education institution by the SBSS.
All payments will be made securely by the Banks Automated Clearing System (BACS).
Care to Learn will pay towards the cost of childcare up to a maximum of £160 per child per week (up to a maximum of £175 per child per week if the young parent’s home address attracts London weighting). The funds will be paid directly to the childcare provider or childminder agency each month in advance. Childcare providers must note that no Care to Learn payments can be made until all the information required from the young parent, education institution and childcare provider has been received by the SBSS.
Care to Learn will support childcare hours in reasonable excess of the study programme hours to allow time for travel between the education institution and the childcare provider, and for any independent study time undertaken, within the maximum weekly amount.
Summer retainers can be paid to childcare providers for the time between the end of one study programme period and the beginning of another. A summer retainer to keep the childcare place open over the summer holiday period must be applied for separately before the end of the summer.
Any summer retainer forms for 2016 which are received by the SBSS after 1 September 2016 will not be paid.
Deposits of up to £250 per child can be paid to the childcare provider if required. The amount of deposit will be deducted from the first month’s childcare payment. In the unlikely event that the first month’s childcare payment is insufficient to support the deduction of the full deposit, the balance will be deducted from the second month’s childcare payment. The childcare provider cannot have the deposit offset against the final weeks of the payment plan.
Registration fees charged by the childminder or childminder agency, up to a maximum of £80 per child, will be funded through the scheme. Such fees are not deducted from future childcare payments.
Young parents may claim for travel costs that are necessary to take their child(ren) between childcare and home where those costs are in addition to their normal travel costs from home to their institution. The young parent should use the cheapest means of transport available, this is normally public transport. If the cheapest means is by car, the amount payable will be calculated using a rate of 23p per mile. Travel costs will not be paid where the childcare takes place on the same site as the education. The total of the childcare and travel costs must not exceed the weekly maximum amount of £160 per child per week (or up to £175 per child per week in London).
If the amount of travel being requested seems excessive, the SBSS will request additional information from the education institution to confirm that the costs are reasonable, based on their local knowledge.
Travel payments are made to the education institution. The education institution should reimburse the travel payment to the young parent, or use it to arrange transport for the young parent, as appropriate.
If the young parent withdraws from their study programme, the education institution may be required to pay back any travel payments that have not been used to the SBSS.
A one off £100 childminder network/broker payment will be made for each application which is supported by a network/broker or childminder agency, if they are acting in the capacity set out below, that results in a young parent starting their study programme. This is dependent on that network/broker or childminder agency providing at least 3 of the 5 services listed below:
In addition, the network/broker or agency must be recognised by their local authority, Early Years Development and Childcare Partnership, or Family Information Service, or the Professional Association for Childcare and Early Years.
The childcare provider is asked on the Care to Learn application to make a formal declaration about whether they have been supported by a childminding network/broker or a childminder agency acting in this capacity.
A one off payment of £80 will be made to education institutions for each new young parent accessing Care to Learn to support their administrative costs for the attendance monitoring requirements of the scheme. Only one payment per young parent per academic year will be issued. Payment will be made following confirmation from the education institution that the young parent is in attendance.
Payments for childcare will only be made while the young parent is still attending their study programme and the child is still in childcare. Both the education institution and childcare provider are required to complete monthly attendance monitoring returns online via the SBSS portal.
Attendance monitoring returns should be completed online and submitted to the SBSS within 7 working days of becoming available via the portal in order to avoid payments being withheld. An email will be sent to education institutions and childcare providers when the attendance monitoring returns are available.
Young parents and their child(ren) are expected to attend their respective provision for all the hours stated in the application, but there may be occasions where this is not possible, for example, because of illness or family emergency. For that reason, there is no required level of attendance set for Care to Learn. Education institutions should use their discretion to assess whether a young parent is still attending their study programme, considering the number of and reasons for absences to decide whether or not reasonable attendance has been met.
Failure by education institutions or childcare providers to complete and submit attendance monitoring returns within 7 working days will result in childcare and travel payments being withheld. Education institutions and childcare providers should notify the SBSS immediately if the young parent has stopped attending their study programme or has removed their child from childcare.
The SBSS must be notified immediately if any of the following circumstances change:
Change of circumstances must be reported through the SBSS portal by the young person in the first instance. The SBSS will then contact the education institution and childcare provider if needed.
Where study lasts for more than one academic year, or where the young parent is progressing onto a further study programme or to University, a summer retainer can be paid to enable the childcare place to be kept open over the summer holiday period.
To be eligible for a summer retainer in 2016 the young parent must be:
Summer retainer applications for summer 2016 will be managed online. Guidance to help young parents complete the process will be available, as for the 2016 to 2017 academic year application, but any students unable to complete the process online should call the SBSS helpline on 0800 121 8989.
The summer retainer application must be completed and submitted to the SBSS before the end of the summer holiday period.
Summer retainer applications for 2016 which are received by the SBSS after 1 September 2016 will not be paid.
Education institutions and childcare providers are expected to retain accurate, robust and up to date records on attendance and funds received in order to ensure the effective reconciliation of payments.
Any Care to Learn overpayments that have been made as a result of error or fraud will be recovered. This includes all childcare payments, including deposits, registration fees, retainers (including summer retainers), travel payments, education institution administration payments and broker fees. If false or incomplete information has been provided we may refer the matter to the police and this could result in prosecution.
Where any Care to Learn overpayments have been made as a result of error by the young parent, education institution or childcare provider, recovery action may be taken, each case will be considered on an individual basis.
All complaints and appeals must be made in writing to the SBSS. This can be done by registering the complaint or appeal on their SBSS portal account using the Issue Reporting function or by sending an email to<EMAIL_ADDRESS>.
If the complaint/appeal concerns operational processes or a complaint about customer service, it will be dealt with by the SBSS in the first instance. If the complaint/appeal is about Care to Learn policy, the SBSS will refer it to EFA’s Young People Group for a response.
In the event that they are still dissatisfied with the way in which their appeal has been dealt with, the complainant may refer to the Department for Education’s complaints procedure . For more information, see the Department for Education complaints procedure on GOV.UK.
For education institutions, childcare providers and providers of information, advice and guidance etc:
For young parents:
Published: 4 April 2016


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(From left to right): Jess Haney, Ethan Goodpaster, Sam Melo, Charlie Holt, and Darrick “Bozzy” Keller Here is some of what will be located on this site Information on the band members. The band's discography: connecting to the actual music. Notable information on the band itself. Social Media Facebook Twitter Instagram


public LobbyModule
void setSpawnpoint(double x, double y, double z)
Set spawnpoint for this lobby.
x
- Coordinate in X-axis.y
- Coordinate in Y-axis.z
- Coordinate in Z-axis.void setSpawnpoint(double x, double y, double z, float yaw, float pitch)
Set spawnpoint for this lobby.
x
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- Pitch degree.void setTimer(@NotNull Timer timer)
Set timer for this lobby. The game starts when the timer runs out.
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- is the amount of time for which the game should wait for more players.void setExitWorld(@NotNull java.lang.String world, double x, double y, double z)
void setExitServer(@NotNull java.lang.String server)


SUNMARK PHENOLATED CALAMINE- zinc oxide and phenol lotion
McKesson
Disclaimer: Most OTC drugs are not reviewed and approved by FDA, however they may be marketed if they comply with applicable regulations and policies. FDA has not evaluated whether this product complies.
Dries the oozing and weeping and temporarily pain and itching of poison ivy, poison oak, and poison sumac, or other minor skin irritations
before using on children under 2 years of age.
When using this product. Discontinue use if condition worsen or does not improve within 7 days and consult a doctor.
In case of accidental ingestion, seek professional assistance or contact a poison Control Center immediately.
Adult and children 2 years of age and older: Cleanse the skin with soap and water and let dry before each use. Apply product to the affected area using cotton or soft cloth, as often as needed for comfort.
Children under 2 years of age: Consult a doctor before use.
|
SUNMARK PHENOLATED CALAMINE
calamine and zinc oxide and phenol lotion | |||||||||||||||
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| Labeler - McKesson (177667227) |
| Registrant - Humco Holding Group, Inc. (825672884) |


Created by OCHA's Centre for Humanitarian Data / @humdata
Press right on your keyboard or swipe right to navigate.
Perfect data does not exist. When we talk about working with data, we often focus on data collection, data analysis and data visualisation. However, any data scientist will tell you the bulk of their time is spent on data verification, data cleaning and otherwise ‘processing’ the data.
The ability to quickly and seamlessly transform and merge data is a critical step in moving from raw data to actionable insight.
In this introductory session to processing data using examples from the COVID-19 pandemic, you will learn:
01: An Overview of Data Processing
The progress bar at the bottom of your screen lets you know where you are in the session. If you would like to skip through the pages, you can do this using the navigation menu at the bottom left of your screen.
Each page introduces a tip, concept or best practice for processing data during the COVID-19 pandemic. Scroll through the pages using your keyboard or by clicking on the right and left arrows at the bottom right of your screen.
On certain pages, there is the option to scroll down to learn more about a particular topic. Navigate to these vertical pages using the down arrow on your keyboard or by clicking on the down arrow at the bottom right of your screen.
Press down to learn more about navigating the session.
The navigation arrows at the bottom right of your screen are there to lead you through the session. In the example below, the left faded arrow indicates completed pages whereas both the down arrow and right arrow indicate pages you have yet to visit.
Now that you understand how to navigate this session, click on the right arrow to start the session.
A data management process is an approach to working with data, from the planning of a data exercise to destruction or retention of the data gathered.
No matter the scope of the data exercise, working with data always involves a series of non-linear steps that help us systematically define our goals and plan, gather data, prepare and analyse that data, and ultimately use it to drive data-informed actions.
Data processing is an umbrella term that refers to the methods for collating and manipulating data to meet analytical requirements. Data processing is all the steps required to take data from its raw, often messy, form and prepare it for analysis. Data processing includes:
With so much data being shared about the pandemic, we often want to jump in and find the insight. But remember, pristine data is very rare, and COVID-19 data is no exception. Before we analyse, we have to process messy COVID-19 data because:
Before analysing data, it is important to understand what the data in your spreadsheet is actually measuring. That is why we always check the metadata, assess the collection methodology and read through the data dictionary first. This way we understand what is and is not being represented by the data in our spreadsheet.
In this learning session, we will be working with a few different datasets, all downloaded from HDX. HDX makes it easy to verify data using the meta fields.
When in doubt, contact the source. If you do not understand what the data represents, it's impossible to analyse it properly. The better the documentation, the easier it will be to verify your data.
Data cleaning is the process of correcting and standardising data from a record set, table, or database. It broadly consists of detecting, correcting, replacing, modifying or removing messy data.
If we download the Johns Hopkins University COVID-19 confirmed case dataset and screen for errors, there are a few issues that jump out.
Before doing anything, make sure back up the original data. Then, you can start editing and removing messy data for your file with peace of mind.
Data validation is essentially the steps we take to ensure that the data we have is in a standardised format and is meaningful. There are many types of data validation checks we could perform, for example:
Data validation, verifying and cleaning help to ensure that the data we have is good enough for our analysis. However, even once our data is ‘good enough’, there is more processing work to be done. We will often have to reshape and bring together different datasets in order to do our analysis.
In tabular data every column of a table represents a particular variable and each row corresponds to a given record, or observation.
In the example below, we have two distinct data structures for the same data. One is wide and the other is long. Depending on what you want to do with your data and the tools that you will use, one format might be preferable to the other. Knowing how to transform your data's structure is an important part of efficient data processing.
In a wide format each column represents a different variable. It data tends to make it more ‘human readable'. It is a common data structure for humanitarian data, as survey tools will usually output results in this one-row-per-respondent format with a different column for each question (variable).
This is the data structure required for creating charts like line graphs in spreadsheet software.
In the JHU dataset, the column headers are values of the 'date' variable. This is quite a common practice for displaying data in tables but it can make working with the data difficult combersom. The long dataset keeps 'location', 'date' and 'confirmed cases' as distinct variables while the wide
Adding additional variables to a wide data stucture can quickly become unwieldy. Imagine adding confirmed deaths, number of tests performed etc. to this dataset without a column for date.
Long data is, as the name suggests, longer with more rows and less columns. One column can represent different variables with a corresponding column for their respective values. This format is also referred to as narrow, tall, stacked or tidy data. It is often more straightforward to work with and analyse data in this format.
One of the benefits of long data is that it makes it easier to add additional variables. By creating a 'Type' column we can store many different variables (Confirmed Deaths, Confirmed Cases) in the same column.
Merging data, as the name implies, is the process of combining two or more datasets into a single dataset. Data that you may want to analyse will often be stored in multiple files, worksheets, or data tables and we have to bring it together in order to analyse it all in one go. We will often merge data to:
Merging small amounts of data can be performed by copying and pasting but this is time consuming, not reproducible and error prone. Consider a more sophisticated method for merging datasets if you find yourself:
If you are using Excel, you may want to use a lookup formula to merge data - VLOOKUP, HLOOKUP or XLOOKUP. Once you get a hang of LOOKUP formulas, you will quickly and easily be able to merge data, wasting less time and minimising the chance of error.
In this next section, we will walk through a few of the steps of data processing using different two COVID-19 datasets.
The Humanitarian Data Exchange is an open data portal with over 20,000 datasets and a great source for finding data.
To get started, we are going to download the following datasets:
After backing up our data, a helpful first step is to remove unneeded data. We are only interested in data on Humanitarian Response Plan locations and so we will first remove data on the other locations. This is quick and easy using an advanced filter. Advanced filters allow you to filter by a list, in this case a list of HRP locations.
In the Johns Hopkins University dataset, you could run the following data validation checks to make sure that the data we have is meaningful.
Using PowerQuery, we can quickly and easily transform columns into rows. This is called 'unpivoting' in Microsoft tools. You will do this in PowerQuery, following these steps:
Tables are a simple and easy way to work with data in Excel. Simply go to ‘Insert’, click on ‘Table’ and select the data that you want to include in your data table. If you want to name the table go to the ‘Design’ tab and add a table name.
PowerQuery is a tool built into Excel that allows you to import data from many different sources and then clean, transform and reshape it as needed. To open our data in the PowerQuery editor, simple go to the ‘Data’ tab. In the ‘Get & Transform’ section, click on the table icon.
Now that you have the data loaded into the PowerQuery editor, we want to transform it. The first step is to select the date columns. Selected columns will be green. Next, go to the ‘Transform’ tab and click ‘Unpivot Columns’. Finally, rename the new columns (Attribute → Date, Value → Confirmed Cases).
Now that the data is in the shape we want, we want to load it to a new worksheet in our excel file. To do this, simply go to the ‘Home’ tab and select ‘Close and Load to’. You can decide where you want to send this new data. For us, a new worksheet will do. Voila, you have transformed your wide data into long data.
For our analysis, we want to compare the number of cases to the INFORM Risk index score. We will use a XLOOKUP to add this to our COVID-19 case dataset.
Now your data is ready for analysis.


Accessibility
The Distance Formula
For What Purpose?
 In the first video above, we are expecting a student to be a consumer. It will need a different set up than preparing an environment in which the student is a producer, as seen in the second video.
This is part of the unspoken time penalty a student with disabilities must traverse when trying to accomplish the same tasks that others do. The student not only must learn how to additional software, but has to effectively work in two locations -- one to consume, and another to produce.
Resources
-
WAI-ARIA Practices WD math example
a pen by Peter Krautzberger | as accessed October 1, 2019


This is an administration page to setup the consumer key and secret to be used with chromoting. Please don't play with this unless you are on the Chromoting dev team.
Move the HttpXmppProxy setup out of this page, and make the semantics less hacky!


[gecode-users] Linking problems in Visual Studio
Guido Tack
tack at gecode.org
Sun Aug 22 13:40:12 CEST 2010
Steven Villegas wrote:
> 1>LIBCMT.lib(wincrt0.obj) : error LNK2001: unresolved external symbol
> _WinMain at 16
> 1>C:\Users\Steven Augusto\Documents\Visual Studio
> 2010\Projects\GECODE\Release\GECODE.exe : fatal error LNK1120: 1
> unresolved externals
> ========== Build: 0 succeeded, 1 failed, 0 up-to-date, 0 skipped ==========
>
> any hints about the problem??
That's not a Gecode problem, you're trying to create a Windows Application (as opposed to a Windows Console Application), where the main function must be called WinMain or wWinMain.
Cheers,
Guido
--
Guido Tack, http://people.cs.kuleuven.be/~guido.tack/
More information about the users
mailing list


You’ve got a date with a handsome guy you just met (not on Tinder, thank you very much!), and you want to grab his attention. Instead of searching through your closet in a panic, it’s time to take a step back. Regroup. Relax. Remain calm. We’ve got your date outfit covered—without all the stress.
Why? Studies have shown that men think red to is the sexiest color on a woman. Researchers at the University of Rochester found that men who are shown pictures of a woman in a red dress want to ask her more amorous questions than men who are shown a picture of the same woman wearing blue or green.
Your goal on a date is to be approachable and, let’s face it, to look touchable. Accordingly, you want to wear something that’s flirtatious and feminine, specifically: a summer dress in soft fabrics. Wear your dress with killer heels, which will convey you’re ready for a fun night out.
Again, this isn’t the time or place to experiment with daring beauty trends. The key is to emphasize your features. Avoid piling on concealer and false eyelashes, and draw attention to your gorgeous eyes with mascara and liner, or plump your lips with a bright peachy (not too sticky) gloss.
A first date is not the time to experiment with a new, daring trend. It’s more important to feel comfortable and your best, which means wearing clothes that suit your body type and personal style. For example, if you have great legs, show them off.)


Scorpio
Scorpio : (October 24 – November 22)
Today you will get numerous opportunities in business to explore further. You will get favorable proposals. They will come with immense potential for further growth. You will take time to decide. You could buy costly metals like gold, silver and diamond etc. Wedding of your brother/sister could be planned. You will come in contact with old friends.


| Interface | Description |
|---|---|
| IAcceptCombinedUpdateReport | |
| IAncestorReport |
For a particular versionable item, its ancestor report describes all of the
hierarchical ancestors to them in the configuration, along with their name in
the parent folder, as obtained through the use of the
IConfiguration.locateAncestors(List) operation. |
| IBaselineSearchCriteria | |
| IBaselineSetSearchCriteria | |
| IChangeHistorySyncReport |
Represents the relative synchronization of a pair of change histories, termed
the local and the remote, and provides the information needed to transfer
changes sets between them.
|
| IChangeSetFlowReport |
Data transfer object which represents the results of a workspace flow query.
|
| IChangeSetLinkSummary |
Provides a summary of the links associated with a change set including a
one line human presentable description of the links.
|
| IChangeSetPropertiesSearchCriteria | |
| IChangeSetSearchCriteria |
This interface defines the criteria that changesets can match.
|
| IComponentDeltaReport | |
| IComponentDeltaReport.IComponentDeltaFactory | |
| IComponentizedAncestorList | |
| IComponentLockReport |
This report groups all versionable reservations by component within a stream.
|
| IComponentLockReport.IFactory | |
| IComponentOpDescriptor |
DTO which describes an operation to perform upon a component in a workspace.
|
| IComponentOpDescriptor.IComponentOpDescriptorFactory | |
| IComponentSearchCriteria |
This interface defines the criteria that components can match.
|
| IComponentStateSummary |
Describes the UUID of the configuration for a given component.
|
| IContributorDeferringScope |
An item with contributor deferring scope:
must be owned by a contributor
defers read access decisions to a project area.
|
| IGapDescription |
*UNDER CONSTRUCTION - do not use*
|
| IItemBaseReport |
Base interface for all item reports.
|
| IItemConflictReport |
Report which describes how a particular operation has left a single
item in conflict in the workspace.
|
| IItemInfoData | |
| IItemInfoData.IFactory | |
| IItemOverlapData |
A data transfer object which describes the exact failure of an
ItemAlreadyInActiveChangeSetException . |
| IItemUpdateReport |
A description of how a single item was affected.
|
| ILocateChangeSetsSearchCriteria |
Specify which change sets to locate in the given workspaces, snapshots and baselines.
|
| ILocateChangeSetsSearchCriteria.ILocateChangeSetSearchCriteriaFactory | |
| ILocateChangeSetsSearchResult |
Represents the workspaces, snapshots and baselines that contain change sets
specified in
ILocateChangeSetsSearchCriteria#changeSets . |
| ILocateChangeSetsSearchResult.ILocateChangeSetSearchResultFactory | |
| ILockSearchCriteria |
This interface defines the criteria that locks can match.
|
| ILockSearchResult |
TODO
|
| INameItemPair |
A mapping between an item and its name.
|
| IOrderedSearchCriteria | |
| IOrphanDescriptor |
Describes the specific item (and current or potential parent) which would have become an orphan in
the configuration if the operation succeeded.
|
| IPrivateScope |
An item with private scope is visible only to the owner.
|
| IProcessAreaScope |
An item with this scope is owned by a process area.
|
| IPublicScope |
Items with this scope may be read by all contributors.
|
| IReadScope |
Describes an arbitrary visibility.
|
| IReadScope.IReadScopeFactory |
The source for readscope objects.
|
| IRepositoryDescriptor |
This interface describes a remote repository, as used in cross-repository
comparisons and preflight accept.
|
| IRepositoryDescriptor.IFactory | |
| ISearchCriteria |
Marker interface for search criterias interfaces.
|
| IStreamLockReport |
This report describes the different versionable locks which are held upon
components in the indicated stream.
|
| IStreamLockReport.IFactory | |
| ISynchronizationInfo |
Interface for allowing a client to construct synchronization information that it cares about
to pass in to various SCM methods.
|
| ISynchronizationTime |
Marker interface for synchronization times
|
| ISynchronizationTimes |
Marker interface for passing around synchronization information.
|
| ISyncTime |
A wrapper interface for synchronization times to isolate the
client from changes in the storage format of those times.
|
| ITeamAreaPrivateScope |
Items with this scope must be owned by a team area.
|
| IUnknownScope |
Indicates that the scope is not known to the client.
|
| IUpdateReport |
Describes what has happened to the workspace as the result of an operation like
IWorkspaceConnection.accept(boolean,List) operation. |
| IVersionableLock |
A versionable lock is a reservation in a component in a stream by a contributor,
to prevent others from changing the current state in the configuration.
|
| IVersionableLock.IFactory | |
| IWorkspaceSearchCriteria |
This interface defines the criteria that workspaces can match.
|


|
|
Being able to understand what is said in English in many different situations is essential. There is no mystery here; the more you listen, the more you will understand. However, many students complain that they don’t get enough opportunities to listen to spoken English. Well, wake up to the age of multimedia! Everything you need is on the internet and you can listen to whatever you want; songs, news, radio, sound tracks… Some resources are especially for esl (English as a 2nd language) learners – use them! Once you become more confident, start listening to sources for native English speakers; you will be surprised at how quickly you can progress, provided you listen regularly of course. Here are just a few examples of what is available: Extensive site including video & audio versions of news stories to improve your listening comprehension skills. You can listen to TV and radio broadcasts. Click on worldservice or radio. Don’t forget that CNN provides video and audio. Voice of America (VOA), is an extensive site with lots of resources for listening. Several language versions are available. If you click on "special English" you find a webpage containing links to webcasts, dictionaries, foreign student services. If you click directly on webcasts and then on one of the themes (business, science etc) you will reach a page with the headlines of the audio material. Click on a headline that interests you & you'll find the script with the audio link. However, remember that this site is government run. This is a goldmine. Go directly to story archives & start
exploring. You can listen and read at the same time, do comprehension
exercises, work on vocabulary, and more. http://www.bbc.co.uk/worldservice/learningenglish/multimedia/index.shtml This is an excellent multimedia site. Check out 'video nation' which is a way to meet people from across the UK and hear what they say about their lives and the world around them. Watch the video clips and test your comprehension in Listen out! Check what you have heard by looking at the tapescripts. Listening comprehension for all levels. Try it out! http://listening.englishclub.com/ Links to sites where you can listen to English, but some of the links don’t work (e.g. voice of America) This site allows you to listen to reports about topics relating to science & technology. Unfortunately, no tapescripts are available. In the left-hand menu click on 'songs & lyrics'. Here you'll find a site that provides links to a new song every week. You can listen to the song, read the lyrics & do some language practice activities in relation to the song. You can also click on 'archives' to find a database of songs that have been worked on. |


College Textbook Marketplace is your one-stop shop to find gently used college books at a great price. Started
in 2016, we have a collection of over 5,000 books from top notch sellers to fit all of your college needs.
CONTACT US
Email:
<EMAIL_ADDRESS>Phone Number:
123-456-7890
Mailing Address:
123 Main Street, Suite 100
City, State 12345


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--- layout: post title: Web services, paging and page size categories: [] tags: serviceapi status: draft type: post published: false meta: {} ---
Here are some thoughts based on experiences building web applications to search Content Manager (CM).
Paging through a set of search results is a popular requirement for any web application and the temptation is to provide a snappy looking pagination with page numbers, like this one. One pre-requisite for this is to know how many items you have in your result set. There are two problems with this:
ACLs inherited through multiple levels of containers in CM require some post-processing, meaning that the count we get from the database engine has the potential to be optimistic. In more recent versions of CM FastCount will return -1 if your ACLs are such that this error could occur.
Here is an approach I like, do not use page numbers, just use previous / next page links, like this sample. ResultsOnly is a search option which will prevent FastCount populating the TotalResults property. Instead use HasMoreItems to determine whether you should show a 'Next' link. The URL below will return a result where TotalResults is not set.
http://localhost/ServiceAPI/record?q=all&format=json&resultsonly=true&pageSize=1
{ "Results":[ {"TrimType":"Record", "Uri":9000000000} ], "PropertiesAndFields":{}, "TotalResults":0, "HasMoreItems":true, "HitHighlightString":"", "TrimType":"Record", "ResponseStatus":{} }
If you suspect end users will still want to know how many total results then display a button to display the count for the search. To improve performance tell the search to not return any records in the ServiceAPI this is achieved by setting pageSize == -1, for example:
http://localhost/ServiceAPI/record?q=all&format=json&pageSize=-1
At the time of writing the ServiceAPI only uses TrimMainObjectSearch.FastCount to set the TotalResults property. To guarantee an accurate count it should really call TrimMainObjectSearch.Count, which will call FastCount first and if that fails use a slower, more reliable count.


Click the button to lazy load the Esri JSAPI. This can be used when you want to defer its inclusion until necessary, which can be particularly helpful when developing Single Page Applications (SPAs). You can see the resources being pulled from dev tools, once you click the button.
Based on this sample.


WITHOUT A CLUE [Spoilers] A film review by Jeff Meyer Copyright 1988 Jeff Meyer
Farces like WITHOUT A CLUE are born with a twist: a well-known character or historical figure is pin-wheeled around a concept that is, in some way, radically different from their continuity/history. Usually, however, the surprise from the twist is within full view within the first half-hour, meaning the film had better have some entertainment value beyond the twist itself. The consequences of the twist can be more fully explored, or the actors attempt to re-define the characters within the scope of the twist.
WITHOUT A CLUE, as you well know, is about Sherlock Holmes and Dr. Watson, and there is a twist in their relationship. It's been discussed quite a bit in the ads and the papers, but if you really want to know, better bow out now. I will say that it's a very funny film and worth your time if you're a Holmes fan at all.
Ready? Spoilers below...
The twist is that there is really no Sherlock Holmes. Dr. Watson (Ben Kingsley) created the character to cover his own fantastic abilities at deduction. However, he needed someone to portray Holmes to the police (especially Inspector Lestrade), the press and the public. So he hired an alcoholic, out-of-work actor (Michael Caine) to play Holmes while he, Watson, did the detective work. This occurred nine years before the events of WITHOUT A CLUE take place; "Holmes" has become something of a pain-in-the-ass (and he has always been a buffoon), as he has convinced himself that *he* is mostly responsible for the success of Sherlock Holmes. Tired of his antics and having his brilliance attributed to someone else, Watson has decided that it is time for the two to part. Unfortunately, neither have particularly great luck without the other, and there *is* this major crime threatening the economy of the Empire (devised by you-know-who)....
Luckily for WITHOUT A CLUE, the creative staff realized that the twist was only a foundation for the movie; they brought in some very impressive pillars to keep the whole thing working. Michael Caine was a brilliant choice for "Holmes"; he may be a buffoon, but he is a buffoon with wit and a beautiful lack of scruples. You laugh at him, but you like him as well. Kingsley transfers much of the classic Holmes' mannerisms and acerbic nature to himself, and his brilliance seems to snap from his eyes. They're an odd combination of each other at times, and it's little touches like that that made the film work so well (not to mention how the story (except for the twist) didn't tread on the Canon -- old friends from the stories are here in numbers (Wiggins and the Irregulars, John Clay, etc.). There are some wonderful lines here, especially for Sherlockians; and while much of the humor is physical, most of it is very good slapstick -- the director, Thom Eberhardt, has a knack for framing visual comedy well. Jeffrey Jones as Lestrade is an excellent foil for Caine -- I was laughing hard at the concept that Lestrade, always baffled in the story by Holmes' methods, had reason to be confused as Holmes *has* no methods -- he fakes the sleuthing bit while Watson seeks clues elsewhere. Finally, the film is rarely obvious; kudos to the writers, Gary Murphy and Larry Strawther, from ever letting things become routine.
There are negative points: the physical humor does tend to the slapstick at several points, and not great slapstick at that. Henry Mancini's music is so damn cheery that I thought I was listening to music at the mall (the main theme sounds a lot like the theme song to "Captain Kangaroo"). And Paul Freeman plays a stock Professor Moriarty without the imagination or range that the role deserv----
[SMACK!]
*Ahem*. Anyway, any Holmes fan (and many who are not) should find this to be a real romp, the kind of holiday film that it is a holiday to watch. Not the best movie of the autumn, but certainly one of my favorites of the year.
Moriarty, aka Jeff Meyer INTERNET<EMAIL_ADDRESS>Manual UUCP: {uw-beaver, sun, microsoft}!fluke!moriarty
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


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System Setup
TinyCLR OS is the tiny operating system used by the BrainPad to run your C# and Visual Basic programs. Microsoft Visual Studio is used to write these programs on your computer and is also used by professional programmers the world over. Both TinyCLR and Visual Studio are available for free, but must be set up before you can program the BrainPad and start having fun.
This video details the instructions on this page.
Tip
You can learn more about TinyCLR OS on the GHI Electronics website
System Setup Overview
The instructions on this page describe how to setup your computer to start programming the BrainPad using Visual Studio. The steps are as follows:
Step 1: Setup Your Computer
Step 2: Setup Your BrainPad
Step 1: Setup Your Computer
Install Visual Studio
The Visual Studio Community Edition is free and can be found here: Microsoft Visual Studio 2017 Community Edition.
Click on the above link an then click on the Download VS Community 2017 button. After downloading is complete, open or run the file. If you are asked, allow the program to make changes to your device.
When the installation program shows the Workloads
screen, select .NET desktop development
(you should see a check mark in the .NET desktop development
box) and then click the Install
button.
After installation is complete, click on the Launch
button. You will be asked to sign in or sign up for Visual Studio developer services. You can either sign in (or sign up) now or click the 'Not now, maybe later' option. You will then be asked to pick a color scheme and Visual Studio will start.
Install the TinyCLR Extension
This project system extension allows Visual Studio to work with the BrainPad. To install, first run Visual Studio and then go to Tools->Extensions and Updates...
. In the search box enter tinyclr and you should now be able to see the extension. Go ahead and install it.
Tip
It is possible to download the extension seperately to install on a computer without internet access.
Step 2: Setup Your BrainPad
Load the BrainPad TinyCLR Firmware
The TinyCLR OS firmware is loaded the same way MakeCode programs are loaded.
- Download the desired BrainPad TinyCLR OS firmware from Downloads.
- Select
Show in folder
orSave
andOpen folder
(depending on your browser). - Connect the BrainPad to your computer using a micro USB cable. The power (PWR) light on the BrainPad should be on.
- Press and hold the RESET button on the BrainPad for at least three seconds until the Light Bulb on the BrainPad lights up green.
- Window will detect a media device named
BrainPad
. Copy or drag the firmware file from the folder in step 2 into this media. - The Light Bulb on the BrainPad will flicker and a progress gauge will appear on the computer screen.
- It only takes a few seconds for the firmware to be copied to the BrainPad. When it is done, the green light on the BrainPad will stop flickering and the
BrainPad2
window will close. - Congratulations! Your BrainPad is now running TinyCLR OS.
While the BrainPad will seem to not do anything at this point, it is actually running TinyCLR OS and is waiting for Visual Studio. For verification, you can check under device manager
to verify it is runnig TinyCLR OS.
Note
The BrainPad comes with a "bootloader" pre-installed. You shouldn't have to reinstall it unless you are an advanced user using advanced programming techniques. If you need to reflash it, you can get it from our downloads page to find out more.
Ready... Steady... GoByond!
Congratulations!  You have the option of using the C# programming language or the Visual Basic programming language. If you are not sure which one to pick, C# is used more often in the professional world and is recommended for those serious about learning programming. Visual Basic is easier to use -- especially for beginners. We use C# for our own software development, but we usually start with Visual Basic for those who are new to programming.
You are not locked in to one language -- you can freely switch between C# and Visual Basic.
To give you a better idea, here is code that counts from 1 to 10 on the BrainPad display in C#:
namespace Counter {
class Program {
public void Main() {
for (int count = 1; count < 11; count++) {
BrainPad.Display.DrawNumber(0, 0, count);
BrainPad.Display.RefreshScreen();
BrainPad.Wait.Seconds(1);
}
}
}
}
And here is the equivalent code in Visual Basic:
Class Program
Public Sub Main()
For count = 1 To 10
BrainPad.Display.DrawNumber(0, 0, count)
BrainPad.Display.RefreshScreen()
BrainPad.Wait.Seconds(1)
Next count
End Sub
End Class
Click on a link below to get started:


Under these circumstances, Black borrowers default on student loans five times more often that white borrowers [9.11.162]. Therefore, the disproportionate load of student debt on Black borrowers is both a symptom of, and exacerbates, the racial wealth gap in the U.S., or the difference in total assets and debts between Black and white Americans.
in-context


fun abortAnimation(): Unit
Aborts the animation, setting the current zoom value to the ending value.
See Also
android.widget.Scroller.abortAnimation


Here's to actually making progress on any of these. Ha, fat chance.
I’m writing this post as the final hours of 2017 tick away. It’s a very stressful time for my family right now: my brother is racing to finish his college applications as I type. It feels like I applied eons ago: how time flies, huh?
2017 has been a pretty crazy year for me, mentally at least. I definitely feel like I’m coming out a different person than I entered. Here are some highlights:
I have a highly addictive personality: it drives me to obsession too quick. I don’t think that this’ll change, but I have an idea to counter it. I didn’t approach 2017 with a creed, a life purpose,which meant I was too easily influenced, and moven off track. In this document, I hope to establish a creed: it may change, bit by bit, or even drastically, but it needs to start somewhere.
I have very poor self-discipline and drive, and I’m very streaky. Whenever I start a goal, it starts off well the first week, but then immediately devolves. The furthest I got was during the summer, when I cut my weight to 153 lbs.  This definitely needs to change. I’m also a lazy fuck: this needs to change as well.
Invictus by William Henley
It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.
The Invitation by Oriah Mountain Dreamer
I want to know
if you will risk
looking like a fool
for love
for your dream
for the adventure of being alive.
The Road Not Taken by Robert Frost
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference
Have You Earned Your Tomorrow - Anonymous
Is anybody happier because you passed his way?
Does anyone remember that you spoke to him today?
This day is almost over, and its toiling time is through;
Is there anyone to utter now a kindly word of you?

Or a churlish sort of "Howdy" and then vanish in the throng?

Can you say tonight, in parting with the day that's slipping fast,
That you helped a single brother of the many that you passed?
Is a single heart rejoicing over what you did or said;
Does a man whose hopes were fading now with courage look ahead?
Did you waste the day, or lose it, was it well or sorely spent?
Did you leave a trail of kindness or a scar of discontent?
As you close your eyes in slumber do you think that God would say,
You have earned one more tomorrow by the work you did today?
Follow the Reddit PPL Program
By establishing a system, I hope to counter my internal “lazy fuck”, and take better care of my skin, hair, and teeth.
I spent minimal time on classes in Fall 2017, which allowed me to spend more time on research. Problem is, I didn’t spend that time on research. I need to set up a system to be more productive this semester, so when I work, I actually get work done.