Endless Plains [al70], plain, in Imperia, peasants: 110
Last updated Turn #97
Endless Plains [al70], plain, in Imperia, peasants: 110
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0: Garrison [gb0x], garrison, Imperial Empire, with seven peasants,
0: three skirmishers guards Endless Plains [al70].
6: Stefano [t8e], Imperial Empire, the High Priest of the Church of
6: Halon [157], with ten angels, 31 nazgul, arrived from the east,
6: accompanied by:
6: Lord Rodrigo Bane [c8b], Imperial Empire, Bishop of the Church of
6: Dol [153], with five angels, 40 hvy. xbowmen, five nazgul
7: Stefano [t8e], Imperial Empire, the High Priest of the Church of
7: Halon [157], with ten angels, 31 nazgul, went north, accompanied by:
7: Lord Rodrigo Bane [c8b], Imperial Empire, Bishop of the Church of
7: Dol [153], with five angels, 40 hvy. xbowmen, five nazgul
7: Gwydeon [o5e], refugee, arrived from the west.
9: Gwydeon [o5e], refugee, went east.
12: Pasqual the Magnifico [h9t], refugee, arrived from the east.
14: Pasqual the Magnifico [h9t], refugee, went west.
14: Keith [h8q], refugee, arrived from the south.
18: Keith [h8q], refugee, went north.
30: The population grows by one peasant.
Province controlled by Castle Thorbardin [v46], castle, in Thorbardin
Mountains [ao69]
Ruled by [b5y], duke
Entrance fees:
Routes leaving Endless Plains:
North, plain, to Endless Plains [ak70], 7 days
East, plain, to Endless Plains [al71], 7 days
South, plain, to Endless Plains [am70], 7 days
West, plain, to Endless Plains [al69], 7 days
Inner locations:
Catacombs [ad0b], graveyard, 1 day
Seen here:
Garrison [gb0x], garrison, Imperial Empire, with seven peasants,
three skirmishers


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--- layout: post title: How to add or create a new group in FreeBSD ? date: 2010-02-18 12:10:01.000000000 +01:00 categories: - linux tags: - linux status: publish type: post published: true meta: _edit_last: '1' author: ---
To create a new group in *nix machines, you can use
/usr/sbin/groupadd
You need to be root to use this.
However, in FreeBSD, this option doesnt exist.
In a FreeBSD machine, you need to edit /etc/group file to add a new group.
or you can use pw command to the same effect.


Python is one of the most powerful but also easy to learn programming languages. After this tutorial, you will be able to write python projects by yourself! Good luck!
Let’s begin with a simple Python code:
value = 23
speed = value
my_string = "test"
if value > 20 and value < 100
value += 1
my_string = my_string + "the program"
print value
print my_string
In Python, everything is an object. So line 2 is not a copy process, Python just tag the address of 23 with speed along with value.
Line 5 to Line 7 is a “block”, defining the if statement.
Now let’s start with details of Python:
There are two fundamental Datatypes in Python:
- Mutable: State can be changed after creation
- ex. list: A = [3.24, 1000, ‘foo’]
———defined by bracket - ex. dictionary: A = {‘age’: 34, ‘gender’: ‘female’}
———defined by curly braces
- ex. list: A = [3.24, 1000, ‘foo’]
- Immutable: State cannot be changed after creation
- ex. tuple: A = (32, ‘bar’, 32.2)
———defined by parenthesis - ex. str: A = “hello world!” ———defined by ‘ ‘ or “ “ or “” “” (If mutable, then you would be able to change the value stored in memory)
- ex. tuple: A = (32, ‘bar’, 32.2)
(Strings, tuples and lists are three sequence types in python, which can be indexed and iterable)
strings:
>>my_string = "hello world"
>> 'wor' in my_string
True
>> my_string[1:4]
'ell'
>> var = "hello" + " " + "world"
>>print var
hello world
>> var.upper()
'HELLO WORLD'
>> "data1, label1, data2, label2".split(".")
['data1', 'label1', 'data2', 'label2']
>> speed = 10
>>fuel = 5.23
>> bar = "speed = %i, fuel = %f" %(speed, fuel)
'speed = 10, fuel = 5.230000'
Notes of strings from above code:
* the ‘in’ keyword is Python style logical comparison
* sequence types in python (strings, tuples and lists) can be indexed
* strings has built-in functions: upper, split. etc.
* print out a string by using ‘%’ sign to specify argument values
lists:
>>my_list = [43, "some words", 10, 1.23]
>>print my_list
[43, 'some words', 10, 1.23]
>>print my_list[0]
43
>>print my_list[-1]
1.23
>>my_list.append(40)
>>print my_list
[43, 'some words', 10, 1.23, 40]
>>my_list.remove(10)
>>print my_list
[43, 'some words', 1.23, 40]
>>my_list2 = [23, 40, 100, 21, 1, 59]
>>my_list2.sort()
>>print my_list2
[1, 21, 23, 40, 59, 100]
>>my_list2.reverse()
>>print my_list2
[100, 59, 40, 23, 21, 1]
Notes of lists from above code:
* lists in Python can store any type of values, e.g. int, float, string, char. etc.
* there are some built-in functions in Python for lists: append, remove, sort, reverse. etc.
lists has a built-in function called iterators:
>>my_list = [98, 23, 'time', 32.99]
>>my_list_iter = iter(my_list)
>>my_list_iter.next()
98
>>my_list_iter.next()
23
>>my_list_iter.next()
'time'
...
>>for item in my_list:
------------for-loop secretly calls iter and iterator.next()
print item
98
23
'time'
32.99
Notes of lists from above code:
* ‘iter’ is a built-in function in python for lists, every single call of ‘next’ will return next element in the list
* ‘for … in …’ is Python style of for-loop, but traditional for-loop is also acceptable in Python
tuples:
>>test = (8, 23, 99, 4, 61)
>>test[2] = 37
some error
--------------tuples are immutable
>>test.append(690)
some error
unpacking tuples:
>>employee = ('bob', 'male', 42, 'engineer')
>>name, sex, age, job = employee
>>print name, sex, age, job
bob male 42 engineer
Notes of tuple from above code:
* tuples can be regarded as ‘immutable lists’, some built-in function of lists can be used by tuples
* element values of tuples cannot be changed. But they can be unpacked, then change the value, then pack back
we can also create a list of tuples:
>>A = [22, 33, 44, 55]
>>B = [10, 20, 30, 40]
>>C = zip(A, B)
>>print C
[(22, 10), (33, 20), (44, 30), (55, 40)]
>>for a, b in zip(A, B):
print a, b, a+b
22 10 32
33 20 53
44 30 74
55 40 95
>>for index, (a,b) in enumerate(zip(A, B)):
print index, a, b, a+b
0 22 10 32
1 33 20 53
2 44 30 74
3 55 40 95
dictionaries:
>>employee = {'jobs': 'boss', 'age': 38, 'pay':7200}
>>print employee['job']
boss
>>print employee['age']
38
>>for i in employee:
print '%s: %s' % (str(i), str(employee[i]))
pay: 72000
job: boss
age: 38
>>employee.items()
[('pay', 72000), ('job', 'boss'), ('age', 38)]
Notes of dictionaries from above code:
* dictionaries are kind of ‘struct’ in C
* use ‘:’ to specify class name and class value
* ‘str’ is a keyword in Python to convert other data types to string
* ‘items’ secretly calls ‘for … in …’ and return (class name, class value) pairs
After introducing the datatypes of python, let’s see some basic file I/O methods:
read example:
>>f = open('test.txt')
>>f.readline()
>>f.read(5) --------------read 5 bytes
>>f.seek(0) --------------move curser to byte zero(the beginning of the file)
>>f.seek(0, os.SEEK_SET) --------------move to byte 0, starting from the beginning of the file
>>f.seek(-10, os.SEEK_END) --------------move backward 10 bytes, starting from the end of the file
>>f.seek(5, os.SEEK_CUR) --------------move forward 5 bytes, starting from the current position
write example:
>>f = open('test.txt', 'w+')
>>f.writelines(list)
>>f.seek(0)
>>for line in f:
print line
>>f.close()
Python style of loops:
range:
>>my_list = range(5)
>>print my_list
[0, 1, 2, 3, 4, 5]
>>my_list = range(15, 20)
>>print my_list
[15, 16, 17, 18, 19]
>>my_list = range(15, 30, 3)
>>print my_list
[15, 18, 21, 24, 27]
Notes of range() from above code:
* standard format: range(start, end, interval)
* if start value is not provided, default start is 0
* return arrays are [start, end), which means start <= values < end
for-loop:
my_list = [8, 23, 99, 4, 61]
for i in range(len(my_list)):
item = my_list[i]
foo = item * 10 + 4
print foo
Notes of for-loop from above code:
* ‘len’ is a keyword to get the length of lists
* Any scope in Python (for loops, if statements, class definitions, etc.) are defined in ‘blocks’, defined by spaces and comma instead of ‘end’ keyword
enumerate:
>>my_list = [8, 23, 99, 4, 61]
>>foo = enumerate(my_list)
>>foo.next()
(0, 8) -----------tuple
>>foo.next()
(1, 23) -----------tuple
for index, item in enumerate(my_list):
my_list[index] *= 10
print my_list
...
Notes of enumerate from above code:
* ‘enumerate’ function produces (index, value) pairs
* for-loop in Python can extract multiple items from input arguments
list comprehension:
[expression for name in list]
ex:
>>my_list = [10, 20, 30, 40, 50]
>>new_list = [item**2 for item in my_list]
>>print new_list
[100, 400, 900, 1600, 2500]
With all the backgrounds, let see some more complicated Python codes:
alpha = 0.24 -----------global variable
def my_function(parameter): -----------definition name
age = 34
radius = 100 -----------definition body
delta = parameter * alpha
return age * radius * delta -----------return value
def my_range(start, stop, step=1) -----------input parameter can also has default value
numbers = []
result = my_function(2)
print result
Notes from above code:
* variables defined outside of definitions are global variables
* variables defined inside of definitions are local variables and cannot be used outside of definition
* ‘def’ is the keyword if define a definition
import libraries or other functions:
import example -------------import whole file
total = 0
for item in example.my_range(2, 21, 2): --------------my_range is in example.py
total += item
print total
or:
from example import my_range --------------import single definition from a file
total = 0
for item in my_range(2, 21, 2):
total += item
or:
from example import my_range as flower ---------------import single definition from a file with alias
total = 0
for item in flower(2, 21, 2):
total += item
import matlab plot library to plot images:
from matplotlib import pyplot as plt
from math import sin, pi
sine_wave = [sin(2*pi*x*0.001) for x in xrange(0,1000)]
plt.plot(sine_wave)
plt.show()


---
layout: post
title: snow is so high you need to step down onto the
date: '2011-03-11T09:56:03+01:00'
tags: []
tumblr_url: http://dotmr.tumblr.com/post/3784824827/snow-is-so-high-you-need-to-step-down-onto-the
---
Snow is so high you need to step down onto the deck @ 4 points hut ( check out the wooden railing buried in the snow)


https://github.com/aboul3la/Sublist3r
About Sublist3r
Sublist3r is a python tool designed to enumerate subdomains of websites using OSINT. It helps penetration testers and bug hunters collect and gather subdomains for the domain they are targeting. Sublist3r enumerates subdomains using many search engines such as Google, Yahoo, Bing, Baidu, and Ask. Sublist3r also enumerates subdomains using Netcraft, Virustotal, ThreatCrowd, DNSdumpster, and ReverseDNS.
subbrute was integrated with Sublist3r to increase the possibility of finding more subdomains using bruteforce with an improved wordlist. The credit goes to TheRook who is the author of subbrute.
Screenshots
Sublist3r
Installation
git clone https://github.com/aboul3la/Sublist3r.git
Recommended Python Version:
Sublist3r currently supports Python 2 and Python 3.
The recommended version for Python 2 is 2.7.x
The recommened version for Python 3 is 3.4.x
Dependencies:
Sublist3r depends on the requests, dnspython, and argparse python modules.
These dependencies can be installed using the requirements file:
Installation on Windows:
c:\python27\python.exe -m pip install -r requirements.txt
Installation on Linux
sudo pip install -r requirements.txt
Alternatively, each module can be installed independently as shown below.
Requests Module (http://docs.python-requests.org/en/latest/)
Install for Windows:
c:\python27\python.exe -m pip install requests
Install for Ubuntu/Debian:
sudo apt-get install python-requests
Install for Centos/Redhat:
sudo yum install python-requests
Install using pip on Linux:
sudo pip install requests
dnspython Module (http://www.dnspython.org/)
Install for Windows:
c:\python27\python.exe -m pip install dnspython
Install for Ubuntu/Debian:
sudo apt-get install python-dnspython
Install using pip:
sudo pip install dnspython
argparse Module
Install for Ubuntu/Debian:
sudo apt-get install python-argparse
Install for Centos/Redhat:
sudo yum install python-argparse
Install using pip:
sudo pip install argparse
for coloring in windows install the following libraries
c:\python27\python.exe -m pip install win_unicode_console colorama
Usage
Short Form Long Form Description
-d --domain Domain name to enumerate subdomains of
-b --bruteforce Enable the subbrute bruteforce module
-p --ports Scan the found subdomains against specific tcp ports
-v --verbose Enable the verbose mode and display results in realtime
-t --threads Number of threads to use for subbrute bruteforce
-e --engines Specify a comma-separated list of search engines
-o --output Save the results to text file
-h --help show the help message and exit
Examples
To list all the basic options and switches use -h switch:
python sublist3r.py -h
To enumerate subdomains of specific domain:
python sublist3r.py -d example.com
To enumerate subdomains of specific domain and show only subdomains which have open ports 80 and 443 :
python sublist3r.py -d example.com -p 80,443
To enumerate subdomains of specific domain and show the results in realtime:
python sublist3r.py -v -d example.com
To enumerate subdomains and enable the bruteforce module:
python sublist3r.py -b -d example.com
To enumerate subdomains and use specific engines such Google, Yahoo and Virustotal engines
python sublist3r.py -e google,yahoo,virustotal -d example.com
Using Sublist3r as a module in your python scripts
Example
import sublist3r
subdomains = sublist3r.main(domain, no_threads, savefile, ports, silent, verbose, enable_bruteforce, engines)
The main function will return a set of unique subdomains found by Sublist3r
Function Usage:
domain: The domain you want to enumerate subdomains of.
savefile: save the output into text file.
ports: specify a comma-sperated list of the tcp ports to scan.
silent: set sublist3r to work in silent mode during the execution (helpful when you don't need a lot of noise).
verbose: display the found subdomains in real time.
enable_bruteforce: enable the bruteforce module.
engines: (Optional) to choose specific engines.
Example to enumerate subdomains of Yahoo.com:
import sublist3r
subdomains = sublist3r.main('yahoo.com', 40, 'yahoo_subdomains.txt', ports= None, silent=False, verbose= False, enable_bruteforce= False, engines=None)
License
Sublist3r is licensed under the GNU GPL license. take a look at the LICENSE for more information.
Credits
TheRook - The bruteforce module was based on his script subbrute.
Bitquark - The Subbrute's wordlist was based on his research dnspop.
Thanks
Special Thanks to Ibrahim Mosaad for his great contributions that helped in improving the tool.
Version
Current version is 1.0


The Cmajor compiler follows traditional compiler organization having a front-end and a back-end. The front-end drives the compilation process and generates intermediate code. The back-end optimizes the intermediate code and generates machine code from it. In addition the front-end utilizes an archiver that bundles object code files into libraries and a linker that produces executable programs from the object code and library files.
At present there's one front-end written in C++ and another one planned to be written in Cmajor. There's three back-ends, LLVM back-end that is the real one, a C++ back-end, and System X, that is an experimental one written in Cmajor. LLVM can produce code for many platforms and computer architectures, but currently Cmajor outputs only x86_64 code for Windows and Linux. The System X back-end produces MMIX-based assembly code for a virtual machine.
The front-end has four main components:
The parser component is made using SoulNG parser generator tool. It produces a tree of objects for each syntax element in a Cmajor source file. Each kind of syntax element, be it an identifier, literal, variable, function or type, is represented by a class that is derived from the Node class. Syntax tree nodes can be written to and read from a binary stream, cloned and they accept a visitor. The phases of compilation following the parsing phase walk the syntax tree node object hierarchy using a concrete visitor derived from the base visitor class.
There are many kinds of syntax tree nodes. Primitive ones such as identifier are derived directly from the node class. They just contain the data for the element. There are also composite syntax tree nodes that have child nodes. The unary nodes have one child node. Concrete examples of unary nodes are nodes for expressions taking one operand. Each kind of unary operator is represented by such a class derived from the unary node class. Similarly each binary operator is represented by a class derived from the binary node class. Nodes having arbitrary many child nodes, such as namespace nodes, have a node list.
The symbol table component collects information about program entities. In syntax tree each identifier has its own node despite of its value. In contrast in the symbol table each symbol except class template specialization symbol is unique. The key classes in this component are
The information kept in the symbol table depends on the program entity:
Mapping from syntax tree nodes to symbols and vice versa is kept in the symbol table, so when the following phases of compilation visit the syntax tree node object hierarchy, they have access to the corresponding symbols as well.
At the end of compilation of a program or library module, the contents of the module, meaning exportable symbols and their the externally visible attributes, is written to a module file that has a .cmm extension. At the start of a compilation of a program or library module the contents of the modules it references to are read from their module files.
The task of the binder component is to combine syntax with symbols and to create bound node trees from which intermediate code can be generated. After creating syntax trees from the source files and creating symbols from the syntax trees, the front-end completes the symbols with type information. The type binder visits syntax trees and uses the type resolver to look up identifiers that should represent types from the symbol table. The type resolver also creates class template specialization symbols from template id nodes when needed. The type binder resolves:
After binding types the control branches to multiple threads and the compilation of each compile unit is done in parallel from now on.
The next phase is binding statements and expressions. The statement binder visits the body of each function and creates bound statements from the corresponding syntax statements. It also binds each expression using the expression binder. The expression binder creates bound expressions from syntax expressions. Each bound expression has a type that is represented as a pointer to a type symbol. Most bound expressions contain also a pointer to the symbol that corresponds the syntax tree node from which the bound node is created from: bound local variable has a local variable symbol, and bound constant has a constant symbol, for example.
Major part of expression binding is devoted to overload resolution. To resolve a function call, the ResolveOverload function is called with the group name of the function to call and bound expression arguments. It returns a bound function call that contains a pointer to the symbol of the called function. Naturally all function call expressions are represented as bound function calls but also construction, copying and moving values, expressions containing unary and binary operators, and array element access are represented as such as well. For such operations the symbol contained in the bound function call is of type derived from the generic function symbol class.
After resolving a function call expression to a function symbol to call, the compiler checks if the function symbol is a constexpr function or a compile time primitive function such as length of an array or string literal. When this is the case, the compiler tries to evaluate the value of the function at compile time using static evaluator. If it succeeds the function call is replaced by a bound literal that contains the evaluated value. If the static evaluation fails, the value of the function is computed at run-time as usual.
The binder component creates a bound compile unit in the beginning of compilation of a source file and it is also the result of this compilation. To support the compilation process, mainly overload resolution, a bound compile unit contains various repositories:
The task of a code generator is to go through a bound compile unit and generate intermediate code from it. There are three code generators in the Cmajor front-end: one for Windows, one for Linux and one for System X. The Windows and Linux code generators generate LLVM instructions and the System X code generator generate System X instructions. The difference between the Windows and the Linux code generator is in implementation of exception handling. The Windows code generator implements the Visual C++ exception handling ABI and the the Linux code generator implements the Itanium exception handling ABI. The Windows and Linux code generators use the cmllvm emitter for creating intermediate instructions and the System X code generator use the cmsxbe emitter for this task. Both emitters derive from the abstract ir emitter class, whose interface is a superset of the functionality implemented by both concrete emitters.
When visiting each kind of bound statement, the code generators create basic blocks that contain code for bound expressions and jumps between the basic blocks that correspond the control flow. The bound expressions implement two basic operations defined in the GenObject interface: the load operation that produce side effects, generates a value and pushes it to the value stack of an emitter, and the store operation that pops a value from the value stack and stores it to a location of the bound expression. The store operation of those bound expressions that are not lvalues generate an error by throwing an exception.
Function calls and operations on primitive, derived and class types are all implemented as bound function calls that call the the virtual generate call member function of a contained function symbol that represents the operation.
The front-end consists of these modules.
The implementation of is and as expressions is based on a scheme invented by Michael Gibbs and Bjarne Stroustrup and described in their article Fast dynamic casting.
Each polymorphic class in Cmajor has a unique 128-bit identifier that is a product of prime number keys. The prime number key of the class is based on the level of the class in the class hierarchy. Ultimate base classes are assigned keys 2, 3, 5, etc., and the leaf classes of the class hierarchy have the largest keys. The identifier of a class is the product of the key of itself, the key of its base class, the key of its ancestor class, and so on.
When we have these class identifiers, the test whether a polymorphic class A is the same class or derived from the class B becomes a simple modulo operation: classIdOf(A) % classIdOf(B) == 0 <=> A is same or derived from B.
The 128-bit identifier of a class is stored to the virtual method table of the class at index 0. The class identifier is initially zero and dynamically initialized by calling the runtime library. The runtime library looks up the class identifier from a hash table by using a 16-byte type identifier (UUID) of the class as a key and stores the nonzero 128-bit class identifier to the virtual method table index 0. The 16-byte type identifier (UUID) is initialized by the compiler and stored to the virtual method table at index 2 in 64-bit units. The hash table lookup is needed only first time. In the future the class id is found in the VMT at index 0.


The following is the text from an assignment I did for my current grad class. We were asked to read the Introduction and chapters 1 and 2 from Larry Cuban’s Teachers and Machines as well as Chapter 3 from John Hattie’s Visible Learning.
In Visible Learning, Hattie lays out six areas technology can influence: the teacher, child, home, school, curriculum, and pedagogy. I responded to areas of greatest influence, least influence, most potential, and most challenging. Because we were asked to reply to the text directly, the citations are limited to the two texts.
Student achievement is a dangerous topic. The world, including teachers and schools, are looking for easy solutions (single solutions) for a very complex idea. Oftentimes, technology is the go-to solution for achievement issues that can be better served by focusing on improvement in other areas. That being said, technology, when used as a resource rather than a means to an end, can be extremely powerful in improving both teaching and learning.
Hattie (2008) makes it clear that “learning is a very personal journey for the teacher and [emphasis added] the student” (p. 23) and that the two need to work together in order to be successful. Technology can impact the learning process in many ways, and I would like to argue that the Teacher and Approaches (Pedagogy) have the highest potential to be powerfully affected.
The teacher cannot improve without reflecting on pedagogy, and pedagogical growth cannot occur without a reflective teacher.
I am linking these two factors because “[The act of teaching] involves an experienced teacher (individual) who knows a range of learning strategies (pedagogy)…” (p. 23). A significant part of the expectation of the teacher to both “learn from the success or otherwise” (p. 24) of strategies used in teaching and learning. This involves an intimate knowledge of how to provide meaningful and effective feedback as well as evaluation of the methods or pedagogical approach used. Technology can not only help teachers give timely and meaningful feedback to students, it can also help teachers reflect meaningfully on their practice. The teacher cannot improve without reflecting on pedagogy, and pedagogical growth cannot occur without a reflective teacher. The teacher has direct influence over both areas, meaning technology should have the greatest impact when applied purposefully.
At the opposite end of the spectrum, the School is the factor least affected (in a direct manner) by technology, mainly because Hattie’s definition includes, “the climate of the classroom” and “peer influences” (p. 33). For technology to influence the school, it requires the intentional application of the tools by teachers and students. Cuban (1986) defines technology as “any device available to teachers for use in instructing students in a more efficient and stimulating manner” (p. 4), so a compelling argument could be made that technology should not be included with Hattie’s classroom climate.
In any case, the Student stands to benefit the most from any intentional use of technology. Student growth requires four actions: quality experiences, difficult yet specific goals, meaningful feedback, and the awareness of a teacher. Technology can have an immediate impact particularly with meaningful feedback and teacher awareness by eliminating time and communication barriers. Hattie (2008) even says, “[teachers] provide students with multiple opportunities and alternatives for developing learning strategies” (p. 22). This is a significant step in pushing students through the realms of knowledge and thinking about those facts and into construction, which is “the major legacy of teaching” (p. 26).
The Home is the factor least addressed by Hattie, which in turn, makes it stand out as the most problematic for schools. One of the major concerns is that parents do not know how to “speak the language of schooling” (p. 33). The burden of proof is entirely on schools. In conjunction with access issues for some students, technology can appear to widen an achievement gap. Technology can surely help with the communication and we’ve already seen how it can benefit students, but the challenge schools face is to show those benefits clearly and concisely to parents.
Cuban, L. 1986. Teachers and machines: The classroom use of technology since 1920. New York, NY: Teachers College Press.
Hattie, J. 2008. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Written on January 17th, 2014 by Brian Bennett Categorized in: All MAET
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title('Map: Browse by Building Number') ->navbar_image('map') ->breadcrumbs('Browse Map'); $drilldowns = array( "Main" => "1-76", "North" => "N4-N57", "Northeast" => "NE18-NE125", "East" => "E1-E70", "West" => "W1-WW15", "Northwest" => "NW10-NW95" ); $page->content_begin(); ?>


THE FRIGHTENERS A film review by Shane R. Burridge Copyright 1997 Shane R. Burridge
The Frighteners (1996) 105 min.
I suspect Peter Jackson's latest offering will mark a division between his fans. There will be those who accuse him of copping out with a commercial soft sell (Michael J. Fox? In a Peter Jackson movie??) and there will be others happy to see the larrikin New Zealand film-maker getting his foot in the Hollywood door.
Jackson and co-writer Fran Walsh (who'd collaborated with him on his earlier film HEAVENLY CREATURES) have thrown together a grab-bag of ideas for this big-budget comic thriller. Fox plays Frank Bannister, a conman who makes his living performing fake psychic cleansings house-to-house in the small coastal town of Fairwater. He is aided in his work by three less-than-enthusiastic spirits who are awaiting their crossover to the `other side'. Apart from an unrecognizable John Astin, this ghostly trio doesn't provide as many laughs as they should, and Fox's familiar mannerisms don't promise to lift THE FRIGHTENERS much above the level of a ho-hum supernatural sitcom. But not all is lost. Jackson soon shifts gears, and as things begin to get serious, so does Fox - his performance improves as the movie goes on. Oddball characters begin to spring out of the woodwork (notably an unhinged FBI agent played by Jeffrey Combs), and the plot takes new turns: Bannister is trying to help nominal love interest Lucy (Trini Alvarado) cope with the recent death of her husband; Lucy is trying to help a housebound woman (Dee Wallace Stone) escape from her domineering mother; the local sheriff is trying to find the cause of a series of fatal heart attacks plaguing the town; FBI agent Milton Dammers is trying to pin the blame for these on Bannister. At the core of all this is a mysterious dark figure, at first glance the Grim Reaper (marvelously realized as a furious, flapping streak of robes), that is causing murder and mayhem throughout Fairwater. It's up to Bannister, of course, to stop it.
The most impressive thing about THE FRIGHTENERS is the amount that Jackson has managed to stuff into it. In fact there is almost too much of everything: plot, laughs, suspense, special effects, action, imagination. Its only puzzle is why, ultimately, it fails to impress. The fans of Jackson's earlier films BAD TASTE and BRAIN DEAD will be disappointed that his gore has now become computer-generated; fans of HEAVENLY CREATURES will no doubt see his new film as a step backward to his splatter days. But for every weak moment there is a directorial flourish that compensates (one of my favorites is a wild scene in a cemetery where all four protagonists are fighting each other off simultaneously); and who would have believed that a film touted as a comedy could contain a sequence as chilling as the one in which Bannister relives flashbacks of a mass murder? It is best, perhaps, to think of THE FRIGHTENERS as Jackson's Ghost Train. It is an amusement park ride of a movie, although one tailored to the director's own tastes. As Jackson himself laughs it off, "I went to Hollywood to make a movie, and I blew it". It's obvious that he saw his chance to grab the brass ring, and made the most of the ride while he could. As should any prospective audience of his new movie.
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


Jcrop Example
- draw some crops!
swing
inQuad
outQuad
inOutQuad
inCubic
outCubic
inOutCubic
inQuart
outQuart
inOutQuart
inQuint
outQuint
inOutQuint
inSine
outSine
inOutSine
inExpo
outExpo
inOutExpo
inCirc
outCirc
inOutCirc
inElastic
outElastic
inOutElastic
inBack
outBack
inOutBack
inBounce
outBounce
inOutBounce
Animate
Market
Sierra
Sierra2
Lake
Red
Blue
Yellow
Black
Low
Medium
High
Full


|
This SVG will test the SVGGlobal's postURL() callback status. The test is passed if, on each row, both squares have the same color.
There are multiple calls to postURL(), each with a different expected HTTP return code.
The test works in conjunction with a JSP servlet called HttpCodeTest, which will simulate the various HTTP return codes, based on the query parameter from the client.
For each call to postURL(), two squares will appear. The first square represents the "expected" status code. The second square represents the "actual" status code that the callback function receives. The status codes are color-coded.
Note that the status codes may take some time to update, due to the asynchronous nature of the postURL() callback. Tester should allow some time for all postURL() calls to receive ther return codes. The latency will vary depending on the network environment, but normally, it should only be a couple minutes at most.
100-ranges status codes are not tested here because the spec states that these status codes should be ignored. It is not clear what the expected callback status should be in this case.


[Note that the follow-up is set to rec.arts.sf.written rather than rec.art.sf.movies. This was done on purpose. -Moderator]
THE WHOLE WIDE WORLD A film review by Mark R. Leeper Copyright 1996 Mark R. Leeper
Capsule: THE WHOLE WIDE WORLD tells the true story of the nearly amorous, sometimes-touching, relationship of a lackluster school teacher and a mother-dominated pulp fiction writer in West Texas in the 1930s. What gives the story its interest is that the writer is Robert E. Howard, the creator of Conan, King Kull, and Solomon Kane. This is a well-textured observation of two very different personalities in a story of contrasts: the difference in personalities of the two main characters, the difference in their writing styles, and the differences between Howard and the characters about whom he wrote. This slow-paced film will not be to all tastes, but it creates its period and tells us a great deal about writing in general. Rating: high +1 (-4 to +4)
In 1934 Robert E. Howard's friends called him "the best pulp writer in the whole wide world." These days that title would more likely go to Edgar Rice Burroughs or H. P. Lovecraft. However, in some order, the next two names probably would be Walter Gibson and Robert E. Howard. Howard invented the popular genre of fantasy novel today called "Sword and Sorcery." His most popular character is, of course, Conan of Cimmeria (a.k.a. Conan the Barbarian) who with a powerful sword and a rudimentary intelligence fights the powers of Black Magic in a prehistoric world of monsters and sorcerers. (Of course, the sword was made more powerful and the intelligence more rudimentary in the 1982 John Milius film CONAN THE BARBARIAN and its 1984 sequel CONAN THE DESTROYER, both starring Arnold Schwarzenegger.) But THE WHOLE WIDE WORLD is not the story of larger-than-life people and huge mystical events, it is more whimper than bang. In 1934 a schoolteacher and aspiring writer, Novalyne Price, met and got to know Bob Howard. Years later, in probably the only piece of her writing that ever got any attention, she told the story of that friendship in a memoir entitled ONE WHO WALKED ALONE. That memoir is the basis of THE WHOLE WIDE WORLD.
Price (played by Renee Zellweger who currently also has the co- starring role in JERRY MAGUIRE) is introduced to Howard (Vincent D'Onofrio) by a mutual friend. Most of the town of Cross Plains in rural West Texas think of Howard as being a little strange and unbalanced. The truth is that most of the town is probably right.   His one outlet is his typewriter where he turns what are little more than expanded adolescent fantasies into adventure prose, often shouting out that prose as he writes a story. Price intrudes on the relationship between the Howard and his mother to make friends with the twenty-eight-year- old writer. She maintains a relationship that goes little beyond the platonic with the stocky child-man. She herself would like to be a good writer in the classic sense and has a hard time telling Howard that he should aspire to writing more than his swaggering fantasies.
The great irony, of course, but one that the narrative never admits except by its very existence, is that Price is 180 degrees wrong. There can be as much art to writing an adolescent fantasy really well as there can be to describing the real world. Her own well-observed description of her dating period is of interest only in that it sheds light on the forces that formed the pulp fiction she looked down upon. On the other hand Howard perhaps in innocence never doubted that his swaggering stories were the gull-darnedest best writing around. And he was, in fact, writing a literature that once it was rediscovered in the 1960s would never be out of print and would be an inspiration to generations of writers. Price's position in the world of literature today is as a footnote, remembered as the woman who dated Howard and whose reminiscences gave us a look into his personal life. This subtext is more of interest than the actual text of the film.
Vincent D'Onofrio is already establish as one of our better feature actors. Since he played the doomed Private Pyle in FULL METAL JACKET he has had an enviable succession of character roles. Renee Zellweger is a graduate of horror films who has lucked into having two star-making roles (JERRY MAGUIRE being the other) on the screen in one Christmas season. This is Dan Ireland's first time directing, though he has produced, or executive-produced, such diverse films as the 1988 film TWISTER, PAPERHOUSE, and WHORE. He does a reasonable job, though fails to keep the characters consistently interesting. Occasionally he goes in for some hammy photography tricks like crudely darkening a strip at the top of the screen to create the effect of a darkened sky.
It is not clear that this film really stands well on its own. If it were a work of fiction it would just be a story of the dating between two people who were not really very interesting in the final analysis. THE WHOLE WIDE WORLD gives little feel for the sort of stories that Howard was writing at the time, except for their overwhelming silliness and juvenility. And certainly the stories will bear that interpretation. Where the story gets its real impetus is not from the endings that Price sees in the story, but in the beginnings that she does not appreciate. I give this film a high +1 on the -4 to +4 scale.
Mark R. Leeper<EMAIL_ADDRESS>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


Module Utils.Math
Extends math namespace
Functions
| math.round (num) | Rounds a number. |
| math.clamp (x, min, max) | Clamps a number between a min and a max value |
| math.clampAbs (x, maxAbs) | Clamps a number between a value and its negative |
| math.clampLen (vec, maxLen) | Clamps a vec2 to a maximum length value |
| math.sign (x) | Returns the sign of a number. |
| math.fequals (x1, x2, dist) | Checks if 2 numbers are equals "enough". |
Fields
| eps | epsilon = 1e-11 |
Functions
- math.round (num)
-
Rounds a number.
Parameters:
- num the number to round
Returns:
-
number rounded to nearest int value
- math.clamp (x, min, max)
-
Clamps a number between a min and a max value
Parameters:
- x
- min
- max
- math.clampAbs (x, maxAbs)
-
Clamps a number between a value and its negative
Parameters:
- x
- maxAbs
- math.clampLen (vec, maxLen)
-
Clamps a vec2 to a maximum length value
Parameters:
- vec
- maxLen
- math.sign (x)
-
Returns the sign of a number. 0 if the number is 0
Parameters:
- x
- math.fequals (x1, x2, dist)
-
Checks if 2 numbers are equals "enough".
Because for floating point numbers the equals operator raises problems,
it's possible to use this function the check if the difference bewteen 2
number is as small as desired.
Parameters:
- x1 first number
- x2 second number
- dist maximum distance allowed to consider the 2 number equals. default value is eps
Returns:
-
bool


KoBold Systems
Team
Chris Tran
The developers
Capability
Software
Word cloud
Heroes
The developers
https://www.nasa.gov/mission_pages/shuttle/flyout/flyfeature_shuttlecomputers.html
https://en.wikipedia.org/wiki/MacCready_Gossamer_Albatross
Agile
idea 1
idea 2
Trust/span>
Secret Sauce?
idea 1
idea 1
Trust


Trader Galladucci:
You have the Traveler's Mark, I see. Are you asking me for help?
I'll tell you that nothing in this world is free, even if you have connections. You have to work for whatever you want, so forget it if you aren't willing to sweat a little.
Still want my help?
Say that you'll perform the work, whatever it is.


Logo
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menu
EzStudyLife
An useful application for all independent students
Get Started
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Eat What?
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Andrés Sanoja UPMC - LIP6
heuristic.rb
Requires: Ruby 1.9.1+ (1.8.x versions won’t work) and rubygems 1.3.7+
Copyright (C) 2011, 2012 Andrés Sanoja, Université Pierre et Marie Curie - Laboratoire d’informatique de Paris 6 (LIP6)
Contributors: Stephane Gançarski - LIP6
This program is free software: you can redistribute it and/or modify it under the terms of the GNU Lesser General Public License as published by the Free Software Foundation, either version 3 of the License, or (at your option) any later version.
This program is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU Lesser General Public License for more details.
You should have received a copy of the GNU Lesser General Public License along with this program. If not, see <www.gnu.org/licenses/>.
classes for determine if a HTML node should be considered as a coherent segment of a web page (block) This file includes the following classes:
Heuristic: intended as a abstract class for heuristics
Action: action to take if a heuristic is met
Body: Body tag detection and actions
Invalids: Detect invalid nodes (no visible in rendering, divs with no children, etc)
OneChild: Detect tags that serve only for organizing but not relevant to page layout
LayoutContainer: Detect big nodes that helps to describe the page layout
IndirectContainer: Node which one of his children is far bigger than the rest, for preserving block partitioning
Container: Common nodes for organizing content (divs, table, etc)
ContentContainer: Tags that holds content directly (p, h1, td, etc)
Content: Content itself with inline tags (a, b, span, em, etc)
Image: detect a tag image
DefaultDivide: If any of the above rules are met evaluate if the node should be divided based on the relative area it covers
DefaultExtract: Same as dividing, but for extract a node as block


The War of the Worlds
by H.G. Wells
Book Two—The Earth Under the Martians, Chapter 5: The Stillness
Additional Information
- Year Published: 1898
- Language: English
- Country of Origin: England
- Source: Wells, H. G. (1898). The War of the Worlds. London, England: Chapman and Hall.
-
Readability:
- Flesch–Kincaid Level: 9.0
- Word Count: 978
- Genre: Science Fiction
- Keywords: 19th century literature, aliens, h.g. wells, survival, war
- ✎ Cite This
Downloads
My first act before I went into the pantry was to fasten the door between the kitchen and the scullery. But the pantry was empty; every scrap of food had gone. Apparently, the Martian had taken it all on the previous day. At that discovery I despaired for the first time. I took no food, or no drink either, on the eleventh or the twelfth day.
At first my mouth and throat were parched, and my strength ebbed sensibly. I sat about in the darkness of the scullery, in a state of despondent wretchedness. My mind ran on eating. I thought I had become deaf, for the noises of movement I had been accustomed to hear from the pit had ceased absolutely. I did not feel strong enough to crawl noiselessly to the peephole, or I would have gone there.
On the twelfth day my throat was so painful that, taking the chance of alarming the Martians, I attacked the creaking rain–water pump that stood by the sink, and got a couple of glassfuls of blackened and tainted rain water. I was greatly refreshed by this, and emboldened by the fact that no enquiring tentacle followed the noise of my pumping.
During these days, in a rambling, inconclusive way, I thought much of the curate and of the manner of his death.
On the thirteenth day I drank some more water, and dozed and thought disjointedly of eating and of vague impossible plans of escape. Whenever I dozed I dreamt of horrible phantasms, of the death of the curate, or of sumptuous dinners; but, asleep or awake, I felt a keen pain that urged me to drink again and again. The light that came into the scullery was no longer grey, but red. To my disordered imagination it seemed the colour of blood.
On the fourteenth day I went into the kitchen, and I was surprised to find that the fronds of the red weed had grown right across the hole in the wall, turning the half–light of the place into a crimson–coloured obscurity.
It was early on the fifteenth day that I heard a curious, familiar sequence of sounds in the kitchen, and, listening, identified it as the snuffing and scratching of a dog. Going into the kitchen, I saw a dog's nose peering in through a break among the ruddy fronds. This greatly surprised me. At the scent of me he barked shortly.
I thought if I could induce him to come into the place quietly I should be able, perhaps, to kill and eat him; and in any case, it would be advisable to kill him, lest his actions attracted the attention of the Martians.
I crept forward, saying "Good dog!" very softly; but he suddenly withdrew his head and disappeared.
I listened—I was not deaf—but certainly the pit was still. I heard a sound like the flutter of a bird's wings, and a hoarse croaking, but that was all.
For a long while I lay close to the peephole, but not daring to move aside the red plants that obscured it. Once or twice I heard a faint pitter–patter like the feet of the dog going hither and thither on the sand far below me, and there were more birdlike sounds, but that was all. At length, encouraged by the silence, I looked out.
Except in the corner, where a multitude of crows hopped and fought over the skeletons of the dead the Martians had consumed, there was not a living thing in the pit.
I stared about me, scarcely believing my eyes. All the machinery had gone. Save for the big mound of greyish–blue powder in one corner, certain bars of aluminium in another, the black birds, and the skeletons of the killed, the place was merely an empty circular pit in the sand.
Slowly I thrust myself out through the red weed, and stood upon the mound of rubble. I could see in any direction save behind me, to the north, and neither Martians nor sign of Martians were to be seen. The pit dropped sheerly from my feet, but a little way along the rubbish afforded a practicable slope to the summit of the ruins. My chance of escape had come. I began to tremble.
I hesitated for some time, and then, in a gust of desperate resolution, and with a heart that throbbed violently, I scrambled to the top of the mound in which I had been buried so long.
I looked about again. To the northward, too, no Martian was visible.
When I had last seen this part of Sheen in the daylight it had been a straggling street of comfortable white and red houses, interspersed with abundant shady trees. Now I stood on a mound of smashed brickwork, clay, and gravel, over which spread a multitude of red cactus–shaped plants, knee–high, without a solitary terrestrial growth to dispute their footing. The trees near me were dead and brown, but further a network of red thread scaled the still living stems.
The neighbouring houses had all been wrecked, but none had been burned; their walls stood, sometimes to the second story, with smashed windows and shattered doors. The red weed grew tumultuously in their roofless rooms. Below me was the great pit, with the crows struggling for its refuse. A number of other birds hopped about among the ruins. Far away I saw a gaunt cat slink crouchingly along a wall, but traces of men there were none.
The day seemed, by contrast with my recent confinement, dazzlingly bright, the sky a glowing blue. A gentle breeze kept the red weed that covered every scrap of unoccupied ground gently swaying. And oh! the sweetness of the air!


Beta This is a test version of the layout of this page. Take the survey to help us improve it
Guidance
At the request of the Secretary of State for Education, Ofsted conducts pre-registration inspections of proposed free schools, studio schools and university technical colleges.
Ofsted inspects proposed free schools, studio schools and university technical colleges (UTCs) before their opening.
Following this type of inspection, Ofsted inspectors produce an advice note for the Secretary of State on the extent to which the proposed school is likely to meet the independent school standards at the time of opening.
This advice note informs the Secretary of State’s decision on whether a proposed free school, studio school or UTC should be registered. It is important to note that the decision is not made solely on the strength of the advice note but is also based on other information available to the Secretary of State.
The advice notes arising from the summer 2015 programme of pre-registration inspections are available in the document on this page and the table below lists the schools that have had letters published.
| Schools a - p | Schools q – z |
|---|---|
| Akaal Primary School | Ramsgate Free School |
| ARK Byron Primary Academy | Riverside Bridge School |
| Atrium Studio School | Riverside Primary |
| British Sikh School, The | Rugby Free Primary School |
| Channeling Positivity | Sidney Stringer Primary Academy |
| Deer Park School | South Devon University Technical College |
| Derby Manufacturing UTC | South Wiltshire University Technical College |
| Digitech Studio School | Space Studio |
| Drapers’ Maylands Primary School | Temple Learning Academy |
| EBN Academy 2 | The Belham Primary School |
| Eden Boys’ School, Birmingham | The Edge Academy |
| Eden Boys’ School, Preston | The Fermain Academy |
| Eden Girls’ School, Slough | The Isambard Kingdom Brunel Studio School |
| Elliott Hudson College | The Kingston Academy |
| Finham Park 2 | The Langley Academy Primary |
| Floreat Brentford Primary School | The Mendip School |
| Forest Bridge School | The Ongar Academy |
| Grove House School | The University of Birmingham School |
| Hackney New Primary School | The University of Cambridge Primary School |
| Halley House Free School | The WREN School |
| Harington School | Turing House School |
| Harris Primary Academy Beckenham | GEMS Twickenham Primary Academy |
| Health Futures UTC | Unity Community Primary |
| Hoe Valley Free School | UTC Bolton |
| Humber UTC | UTC Oxfordshire |
| Hunsley Primary School | UTC @Harbourside |
| Kilburn Grange School | UTC @MediaCityUK |
| King Solomon International Business School | Walthamstow Primary Academy |
| Kingston Community School | Watling Park School |
| Maiden Erlegh School | West Didsbury Church of England Primary School |
| Medway UTC | West Midlands Construction UTC |
| Mendip Studio School, The | Wolverhampton Vocational Training Centre |
| Perry Beeches V | Wynyard Church of England Primary School |
| Plymouth Studio School |


source_assess_treatment_efficacy.meta_analysis package¶
Submodules¶
source_assess_treatment_efficacy.meta_analysis.import_csv_for_meta_analysis module¶
-
source_assess_treatment_efficacy.meta_analysis.import_csv_for_meta_analysis.
import_csv
(csv_file, raters='')¶ Imports data from a csv file containing parents and sometimes teachers and clinicians severity assessments of a disease. This csv file contains all the data required to perform a meta-analysis. It is possible to import parents’ ratings, teachers’ or clinicians’ only but also the three of them.
Parameters: csv_file: str
Name or localisation of the csv file that contains all the values of RCT with a pretest posttest design required to perform a meta analysis. The csv file must have a specific form:
- nine columns: Author, Year, Group, Score Name, Number of patients, Raters, Time, Mean, Std;
- each study has 4 lines if only parent assessments are available, 8 if teacher assessments are provided too, and 12 if clinicians’ are available: the Author name (repeated 4, 8, or 12 times), Year (repeated 4 or 8 times), Group (Treatment or control), Score Name, Raters (Parents, Teachers, or Clinicians), Time (pre and post), Mean and Std;
- for each author, the 4 lines of the Group column have to be filled as follows: Treatment, Treatment, Control, Control (pattern repeated one more time if teachers or clinicians assessment is available);
- for each author, the 4 lines of the Raters column have to be filled as follows: Parents, Parents, Parents, Parents and if teachers’ assessment is available 4 more lines are added (Teachers, Teachers, Teachers, Teachers), same for clinicians;
- for each author, the 4 lines of the Time column have to be filled as follows: pre, post, pre, post (pattern repeated one moretime if teachers assessment is available);
- Mean and Std correspond to the clinical score extracted from studies.
raters: str, optional ‘Teachers’, ‘Parents’ or ‘Clinicians’
Person assessing a disease symptoms, if no raters are precised then all values will be returned.
Returns: df_values_parents: pandas.DataFrame
Parents’ ratings required to perform the meta-analysis. It will be returned if
raters = 'Parents'
. Each row corresponds to a study, the disease symptoms are assessed by parents. Columns are: mean_post_test_treatment, mean_post_test_control, mean_pre_test_treatment, mean_pre_test_control, n_treatment. n_control, std_post_test_treatment, std_post_test_control, std_pre_test_treatment, std_pre_test_control, raters for each study.df_values_teachers: pandas.DataFrame
Teachers’ ratings required to perform the meta-analysis. It will be returned if
raters = 'Teachers'
. Each row corresponds to a study, the disease symptoms are assessed by teachers. Columns are: mean_post_test_treatment, mean_post_test_control, mean_pre_test_treatment, mean_pre_test_control, n_treatment. n_control, std_post_test_treatment, std_post_test_control, std_pre_test_treatment, std_pre_test_control for each study.df_values_clinicians: pandas.DataFrame
Clinicians’ ratings required to perform the meta-analysis. It will be returned if
raters = 'Clinicians'
. Each row corresponds to a study, the disease symptoms are assessed by clinicians. Columns are: mean_post_test_treatment, mean_post_test_control, mean_pre_test_treatment, mean_pre_test_control, n_treatment. n_control, std_post_test_treatment, std_post_test_control, std_pre_test_treatment, std_pre_test_control for each study.Notes
The three dataframes will be returned if no rater is precised.
source_assess_treatment_efficacy.meta_analysis.perform_meta_analysis module¶
-
source_assess_treatment_efficacy.meta_analysis.perform_meta_analysis.
forest_plot
(df_results_per_study, df_results)¶ Creates a forest plot.
Parameters: df_results_per_study: pandas.DataFrame
Results per study. Dataframe obtained after performing the meta-analysis with
run_meta_analysis
. Rows of the dataframe correspond to the studies, columns correspond to the effect size of the study, its standard error, its 95% confidence interval, and the weight of the study.df_results: pandas.DataFrame
Global results. It contains the summary effect, its 95% confidence interval, its variance, its standard error, its p-value, the between studies variance (Tau²), the heterogeneity (I²), its p-value, and the Chi2 value.
Returns: forest_plot: matplotlib.figure
Graphical representation of the meta-analysis’ results. Representation of the effect size and its 95% confidence interval for each study.
-
source_assess_treatment_efficacy.meta_analysis.perform_meta_analysis.
run_meta_analysis
(df, scale_to_reverse=[], pre_post_correlation=0.5)¶ Performs a meta analysis with the formulae described in Scott B. Morris (2008) “Estimating Effect Sizes From Pretest- Posttest Control Group Designs and under a random effects model”, Organizational Research Methods and in Borenstein (2009) Introduction to meta-analysis. These formulae are the same as the ones used in Cortese et al., 2016.
A negative effect size favours the treatment.
Parameters: df: pandas.DataFrame
Parents, teachers or clinicians ratings required to perform the meta-analysis. This dataframe corresponds to one of those obtained with the
import_csv_for_meta_analysis
module. If you want to run the meta-analysis on parent assessments enterdf_values_parents
, to run it on teacher assessments enterdf_values_teachers
, and to run on clinicians assessments, rundf_values_clinicians
Each row corresponds to a study, the disease symptoms are assessed by parents, teachers, or clinicians. Columns are: mean_post_test_treatment, mean_post_test_control, mean_pre_test_treatment, mean_pre_test_control, n_treatment, n_control, std_post_test_treatment, std_post_test_control, std_pre_test_treatment, std_pre_test_control, raters for each study.scale_to_reverse: list of str, optional
List of strings listing the clinical scales having a positive correlation with symptoms of the disease; i.e increasing when a patient gets better.
pre_post_correlation: float, default = 0.5
Pearson correlation of the pre-test and post-test values (i.e the pooled within-groups Pearson correlation). Set to 0.5 by default (see Cuijpers et al., 2016 and Balk et al., 2012 “Empirical Assessment of Within-Arm Correlation Imputation in Trials of Continuous Outcomes”).
Returns: df_results_per_study: pandas.DataFrame
Results per study. Rows of the dataframe correspond to the studies, columns correspond to the effect size of the study, its standard error, its 95% confidence interval, and the weight of the study.
df_results: pandas.DataFrame
Global results. It contains the summary effect, its 95% confidence interval, its variance, its standard error, its p-value, the between studies variance (Tau²), the heterogeneity (I²), its p-value, and the Chi2 value.
Notes
Effect sizes computed for each study correspond to the effect sizes between subjects. Thus, the studies included in the meta-analysis must be controlled and provide pre and post scores for treatment and control groups.
Note
An example of the use of this package is proposed in example\meta-analysis
. Data is available to review and update the work presented in Bussalb et al., 2019.


To select a dynamic universe of US Equities based on Brain Sentiment Indicator data, call the AddUniverse method with the BrainSentimentIndicatorUniverse class and a selection function.
def Initialize(self) -> None: self.AddUniverse(BrainSentimentIndicatorUniverse, "BrainSentimentIndicatorUniverse", Resolution.Daily, self.UniverseSelection) def UniverseSelection(self, alt_coarse: List[BrainSentimentIndicatorUniverse]) -> List[Symbol]: return [d.Symbol for d in alt_coarse \ if d.TotalArticleMentions7Days > 0 \ and d.Sentiment7Days]
AddUniverse<BrainSentimentIndicatorUniverse>("BrainSentimentIndicatorUniverse", Resolution.Daily, altCoarse=> { return from d in altCoarse where d.TotalArticleMentions7Days > 0m && d.Sentiment7Days > 0m select d.Symbol; });
The Brain Sentiment Indicator universe runs at 7 AM Eastern Time (ET) in live trading. For more information about dynamic universes, see Universes.


{% extends "base.html" %} {% block group_name %}Connect{% endblock %} {% block extra_style %} {{block.super}} {% endblock %} {% block left_nav %} {% include "left_nav.html" %} {% endblock %} {% block content_head %}
Keep up with news from Carthage College by receiving our email newsletters. Carthage sends monthly email newsletters to our parents, alumni, and friends; and weekly email newsletters about Family Fun Night. To manage your email subscriptions, please enter your email address below. You will have an option to subscribe or unsubscribe from our email publications.


Asset management and versioning for production pipelines
Most versioning systems are designed for source code and programmers. Unikorn is designed for artists from the ground up. If you need to manage huge amounts of 3d models, textures, videos or wave files, it it for you.
Try it


User Account: {{(userToDisplay | async)?.name}}
Points: {{(userToDisplay | async)?.points}}
You did not give the mouse what he wanted. Is the mouse on a diet?


Biography
Education History
job Experience
My Goals
Im haneen odebat i live in jersh im 22 years old I love to learn and communicate with the community I will tell more about myself later.
I studied management information systems I have experiences by self-learning
I haven't got a job yet, but I am looking forward to getting a great job
I want to learn more Getting a great job Share my experiences with other people and help them if they want to
Top Ten drinks:
- Coffee
- Tea
- Milk
- Black tea
- Green tea
- Coca-Cola
- Red Bull
- Caffè latte
- Hot chocolate
- water


pygeomod is a Python package with several modules to manipulate and control geological models created with Geomodeller. It contains methods to automate model computation and export (for structured and unstructured grids), to change input files, and to adapt exported and imported data sets around geological models.
The current version of the repository can be accessed on github:
https://github.com/flohorovicic/pygeomod
No guarantee for any working order :-) However, if you have any questions, feel free to email me!
The best way to get started (after installation, that is) is to go through the IPython tutorial and example notebooks. I will try to keep them as self-consistent as possible (with all data sets provided in the package, as well).
The best way to view the documentation online is through the ReadTheDocs page:
http://pygeomod.readthedocs.org/en/latest/
The documentation is also available in PDF and HTML versions as part of the repository: HTML: https://github.com/flohorovicic/pygeomod/tree/master/doc/build/html/index.html PDF: https://github.com/flohorovicic/pygeomod/tree/master/doc/build/latex/pygeomod.pdf
Simplest way (if you have pip installed): download from Python Package Index and install:
pip install pygeomod
For more information on pip, see http://www.pip-installer.org/en/latest/quickstart.html
NOTE: to be on the safe side, it is a good idea to install experiemntal Python packages into a virtual environment first:
https://python-packaging-user-guide.readthedocs.org/en/latest/tutorial.html
Alternatively, you can download the distribution (either from PyPI or from github) and simply run
python setup.py install
pygeomodeller is free software and published under an MIT License (basically, you can do anything you want with the code, as long as you provide attribution back to me and don’t hold me liable).
If you use this work in any form in a publication, please cite our article as reference:
J. Florian Wellmann, Stefan Finsterle, Adrian Croucher, Integrating Structural Geological Data into the Inverse Modelling Framework of iTOUGH2, Computers & Geosciences, Available online 31 October 2013, ISSN 0098-3004, http://dx.doi.org/10.1016/j.cageo.2013.10.014.
The manuscript is available online at: http://www.sciencedirect.com/science/article/pii/S0098300413002781
Disclaimer: the code is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE.
Have fun!


Kenny Social Network
Home
Profile
Friends
Profile of Kenny
Name
: Kenny
Birthday
: No one knows
Occupation
: Celebrity
Area of occupation
: Web


This stuff is pretty amazing
Arrays are ordered list of objects. In the Ruby programming language the Array Class provides built in methods for creating and editing a list of variables. The array that is created from this class is a Ruby object that is itself a variable, and the list of items within the array is also a list of individually ordered variables. This is much like just keeping a list shopping list when you go to the grocery, and numbering the list. For example, let's create a shopping list to bake a cake:
1. Flour 2. Sugar 3. Butter 4 Eggs 5. Milk 6. Vanilla extract
This list can be turned into an array, except in many programming languages including Ruby, the list ordering starts at the index of 0. The number of the item is called the index, and the corresponding string object in this array is called the value in the array.
To define an array variable in Ruby there are 2 formulas:
We can define the array explicitly:
new_array = [item1, item2]
We can also define the array using a constructor:
new_array = Array.new
naming each item as a string then, and defining the array explicitly we should write:
shopping_list = [ "Flour", "Sugar", "Butter", "Eggs", "Milk", "Vanilla extract" ]
naming each item as a string then, and defining the array with a constructor we should write:
shoping_list = Array.new shopping_list[0] = "Flour" shopping_list[1] = "Sugar" shopping_list[2] = "Butter" shopping_list[3] = "Eggs" shopping_list[4] = "Milk" shopping_list[5] = "Vanilla extract"
The benefit of defining an array is that we do not have to define many variables to name all the many items in the list. We simply can call the list and index to pull up the grocery item. For example if we want to know what the second item in list is we can call:
puts shopping_list[1]
the output will be the string
Sugar
The second important aspect to note about arrays is that the variables inside of it are ordered by the index. The items are in an ordered structure. The ordering is of course is by its index, and each item has a corresponding position in the list. This is important when you want to know what position a certain variable is located in the list, and this also means we can call the item based on its position in the list.
Hashes also store variables in an structure. However, the hash is made of key and value pairs. The keys in a Hash are also any type of object we would like to use. Similar to the way we can use an use integer number to call/identify variables in an Array, we use keys to call variables in a Hash.
Hashes are more versatile in that we simply call a value by the name of the key object, but we don't have to know the particular index or order of the variables as we would have to know in an Array. Hashes are good to use when we want to call by an object and are not worried about the order of the variables in a list.
Similar to an Array a hash maybe defined explicitly with:
new_hash = { :key1 => value1, :key2 => value2 }
or with a consructor
new_hash = Hash.new new_hash[:key1] = value1 new_hash[:key2] = value2
In the case of a Hash, the number of items and there positioning is not as important as being able to call a value by the key object.
A good example of this would be storing the price of an item and calling it by the grocery list item
An example of this item would be
shopping_list_prices[:eggs] = 1.49
We would not want to call the price by the position in the list. We would want to call the price by the name of the item for example to get the price of eggs we would write:
shopping_list_prices[:eggs]
and ouput
1.49
It wouldn't make sense to memorize the position or index of a price and then create an array value, and then store the associated index to the item in another database or data structure
So to create a Hash with our shopping list prices we could write the following in the explicit method of defining a Hash:
shopping_list = { :Flour => 3.00, :Sugar => .99, :Butter => 1.50, :Eggs => 1.49, :Milk => 2.25, :Vanilla extract => 3.25 }
To summarize we use an Array when the order of the data structure is important. We use a Hash when we want to associate objects with other objects.


{{product.name}}
Price: {{product.price | currency}}
Weight: {{product.weight}}
Quantity:
Add to Cart


[§329B-1] Purpose. The purpose of this chapter is to ensure that appropriate and uniform substance abuse test procedures are employed throughout the State, to protect the privacy rights of persons tested, and to achieve reliable and accurate results. [L 1990, c 236, pt of §1]


When you click on the dice, it randomizes every die with a number.
I learned how to make a nested for loops to make all of the die and kind of learned
how to make a class. Still not very solid on the idea of classes but I think I got the
main structure of how to make a class.


OMNBU - Operator '?:' May Not Be Used
The operator '?:' makes the code harder to read, than the alternative form with an if-statement.
Wrong
int b = (a == 10) ? 20 : 30;
}
Tip: Replace '?:' operator with the appropriate if-else statement.
Right
if (a == 10)
b = 20;
else
b = 30;
}


Annotation Type Command
-
@Retention(RUNTIME) @Target(METHOD) public @interface Command
Marks a method as a command.The return value of such a command method is used as the response to the actual command. The response is deleted when the command message is deleted. Command methods can return one of the following: Anything not listed here will be converted to a string using
String.valueOf(Object)
.A command method can have different types of parameters, any of which will be set to their respective value: Any type that is not listed here will receive
null
as a parameter.
-
-
Optional Element Summary
Optional Elements Modifier and Type Optional Element Description java.lang.String[]
aliases
Defines aliases for the command.boolean
async
Defines whether a command should be executed async.boolean
convertStringResultsToEmbed
Defines whether all returned Strings should be converted to an embed usingDefaultEmbedFactory
.java.lang.String
description
Defines the description that is shown in a help command.boolean
enablePrivateChat
Defines whether this command should be usable in a private chat.boolean
enableServerChat
Defines whether this command should be usable in a server chat.int
maximumArguments
Defines the maximum amount of arguments allowed for the command to run.int
minimumArguments
Defines the minimum amount of arguments required for the command to run.int
ordinal
Defines the ordinal index of the command in the group, as listed in a help command.int
requiredChannelMentions
Defines the minimum amount of channel mentions required for the command to run.org.javacord.api.entity.permission.PermissionType[]
requiredDiscordPermissions
Defines a permission that the user is required to have be in the executing context; e.g. the ServerTextChannel.int
requiredRoleMentions
Defines the minimum amount of role mentions required for the command to run.int
requiredUserMentions
Defines the minimum amount of user mentions required for the command to run.boolean
runInNSFWChannelOnly
Defines whether a command should only be usable in an NSFW channel.boolean
shownInHelpCommand
Defines whether the command is shown in the default help command.java.lang.String
usage
Defines the usage that is shown in a help command.boolean
useTypingIndicator
Defines whether the bot should send a typing indicator in the command channel while processing the command.
-
-
-
-
requiredDiscordPermissions
org.javacord.api.entity.permission.PermissionType[] requiredDiscordPermissions
Defines a permission that the user is required to have be in the executing context; e.g. the ServerTextChannel. Default value isPermissionType.SEND_MESSAGES
.- Returns:
- The required permission to execute this command.
- Default:
- {org.javacord.api.entity.permission.PermissionType.SEND_MESSAGES}
-
-
-
convertStringResultsToEmbed
boolean convertStringResultsToEmbed
Defines whether all returned Strings should be converted to an embed usingDefaultEmbedFactory
.- Returns:
- Whether to convert all
String
-type results to embeds.
- Default:
- false
-
-
-
useTypingIndicator
boolean useTypingIndicator
Defines whether the bot should send a typing indicator in the command channel while processing the command.This value should only be set to
TRUE
if the command evaluation is expected to take a long time.Note that this will not work well when not responding with a message, as a typing indicator will last until either a message is sent or for 5 seconds. This will also send a typing indicator to the channel the command has been invoked in and, if open, the private channel to the user who sent the command.
Read more on the documentation: https://discordapp.com/developers/docs/resources/channel#trigger-typing-indicator
- Returns:
- Whether to use a typing indicator.
- Default:
- false
-
-


--- layout: post title: Mobile-specific TLDs miss the point date: 2004-01-06 00:00:00 ---
From We need a mobile-oriented top-level domain (on Mobitopia):
Why is there an assumption that the mass market of mobile users want to know about URLs, or where the services they access reside?
Do cable TV viewers care what frequencies are used to distribute different channels? Do satellite users care which satellite is used to broadcast their favourite channels? Of course not.
Decent operator portals which categorise and impose editorial values to list the most popular web services will address a large proportion of needs from end-users. Decent search engines or schemes like TinyURL or even Bango can help alleviate the pain of typing in URLs. Munging DNS to fit the UI requirements of a specific platform seems like a short-term and rather selfish strategy to me.
The needs of yer average Mobitopia reader (myself included) are very different from the needs of the population at large and are not representative - in the same way that the automobile requirements of mechanics or the music requirements of DJs differ from the requirements of the population as a whole.


Lean into the fear.
My brother was always the risk taker. He would pick fake fights with family friends. On his first time on the ice rink, he skated as if he were a natural. He was the only one in the family to dare ride a roller coaster, and because my dad’s love for him was greater than his fear, my dad rode with him (after that ride in Universal Studios, both were like, “that was too scary…”).
I, on the other hand, played it safe. I was obedient, followed my elder’s rules and instructions to a T. I remember. Once on a field trip to a museum, the chaperone of my group instructed us to follow her so we wouldn’t get lost. What that means is keep an eye on the group and stick with it. For me, I just follow-the-leadered her, trailing her into the bathroom to wash her hands and as she meandered while we were waiting for entry into the museum. She laughed and told me she didn’t mean I literally had to follow her, and I remember thinking to myself, “You said to follow you though…”
I think part of my personality was due to my parents working all the time.  Knowing the stress my parents carried to afford our humble lifestyle, I took those words to heart, and I assumed a more parental role over my brother.
This has hindered me in many ways, some of which I still struggle with right now. However, one thing that I have taken away from these experiences is to lean into my fears. I’ve been presented with opportunities that sound very exciting. My immediate response is, “I want to do that!” However, when I am actually given the opportunity to do it, I tell myself, “I can’t. I’m scared.” But then I see my brother do it, and I’m like, “Come on. If he can do it, I should be able to do it too.”
There is no pivoting moment where I realized this.  And I’ve noticed it more recently in my conversations with people and the activities I’ve pursued in my summer life at Austin, TX.
This past weekend, I went gokarting with a crew of Cloudflare employees and co-interns. I had a lot of fun through the heat and sweat. First, I felt so cool driving the gokart. How can you not when you wear such a large helmet and drive at seemingly high speeds with loud car engine noises? And when you pass other racers (that happened only twice for me)? That’s the best part, haha.
I also discovered another world. The technique and strategy to braking and gassing the gokart requires skill! My ego got the best of me after a good 2nd race (we raced 3 races in total), and I spun out way too many times by gassing too much on my 3rd race, placing dead last (very humbling).
One thing that I noticed in my interactions with the group was that 3 out of the 5 people asked me if I had fun. They didn’t ask that question to anyone else, not that I heard of at least. I don’t know what that means. My hypothesis is that 1) I’m a female, 2) I was not very talkative (that’s in my nature, but I don’t think I talked significantly less compared to the others), 3) it was coincidence, or 4) some other reason. I was very aware that I was the only female in the group. My mom noticed it immediately too when I sent her a photo of the crew. I don’t think it’s worth thinking too much about, but it did bother me.
What provoked me to write on this is 1) to share my adventure (since this category is lacking so far) and 2) a cointern had made a side comment on how I’m risk taking (I forgot his exact word choice). And I just wanted to share: my immediate response to the gokarting event was like, “heck yea, I want to do it! sounds fun.” But my mind was telling me, “it seems kinda scary to drive at 55mph though…” I didn’t respond to the group chat until a week after when they were finalizing ticket purchases when I told myself, “Being scared is not a good reason not to do something.” So I let them know I wanted to join. I don’t self-describe myself as a risk taker, but I am intentional about accepting opportunities that are available to me that I’m interested in.
I don’t lean into everything though. One thing I won’t do is bungee jump, because I have no interest in doing so (not because I’m scared. I am scared, but I would push myself to do it if I had any interest.) It’s not easy to lean in. It takes intention, determination, and consciousness, but it’s all worth it in the end.


BUTTERFLY A film review by Steve Rhodes Copyright 2000 Steve Rhodes RATING (0 TO ****): **
José Luis Cuerda's BUTTERFLY (LA LENGUA DE LAS MARIPOSAS) is a coming of age story set against the background of a brewing Spanish Civil War. A tale so modest that 15 minutes would more than suffice in telling it all, the movie has nothing wrong with it but little that is compelling either.
Moncho (Manuel Lozano), the story's protagonist, is off for his first day of school. An asthmatic, he is so scared that he literally pees in his pants in front of the class on his important first meeting with his new classmates. But this is that rare and unbelievably tolerant class that never holds his embarrassment against him, thanks to the guidance of their nearly sainted teacher, an atheist named Don Gregorio (Fernando Fernán Gómez). Both of these male leads deliver noteworthy performances in this minimalist drama.
"Be careful with him," Moncho's mother admonishes Gregorio before the eventful first day. "He's a sparrow out of the nest for the first time." This episode gives Moncho the occasional nickname of sparrow.
The one-room schoolhouse in the small Spanish town where the story is set houses boys of all ages. The girls' schooling, or lack thereof, is never addressed. We do know that there are girls in the town because of a scene in which young school-age kids of both sexes swim together partially clothed -- the type of scene that would probably never past muster with the MPAA censors were the movie not foreign.
Shot in warm earth tones, the movie is visually appealing. After various small incidents from nature walks to the canonical scene of young kids peeping on adults "humping," the movie finally takes off in the last 5 minutes. With the predictable climax of denounce or be denounced, the villagers are forced to take sides in the war, with the consequence of a wrong choice being fatal. It is a powerful scene, but the movie needs many more such ones to be worth recommending.
BUTTERFLY runs 1:35. The film is in Spanish with English subtitles.  The movie would be acceptable for older teenagers.
Email<EMAIL_ADDRESS>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


org.joonegap.samples.noughtsandcrosses
Class NoughtsAndCrossesGame
java.lang.Object
|
+--org.joonegap.samples.noughtsandcrosses.NoughtsAndCrossesGame
- public class NoughtsAndCrossesGame
- extends java.lang.Object
| Methods inherited from class java.lang.Object |
clone, equals, finalize, getClass, hashCode, notify, notifyAll, wait, wait, wait |
NoughtsAndCrossesGame
public NoughtsAndCrossesGame()
clear
public void clear()
play
public boolean play(NoughtOrCross p_type,
int p_iColumn,
int p_iRow)
- Play the given type (nought or cross) at the given column and row.
- Returns:
- true if the cross was play, false if the square was not empty
toString
public java.lang.String toString()
- Overrides:
toString
in class java.lang.Object
getWinner
public NoughtOrCross getWinner()
throws java.lang.Exception
- See if 'noughts' or 'crosses' have won the match
- Returns:
- noughts or crosses, or null if a draw
java.lang.Exception
getBoardAsArray
public double[] getBoardAsArray()


Call Your Mom is a improvisational comedy group based in New York City that hard core doesn't suck.
Get show updates in your inbox.


{{Orphan|date=December 2012}}
{{Infobox prepared food | name = Berlingozzo | image = | caption = | alternate_name = | country = Italy | region = Lamporecchio | creator = | course = | type = Cake | served = | main_ingredient = Flour, butter, eggs, sugar, milk, yeast, anise seeds | variations = | calories = | other = }} The Berlingozzo is a cake from Lamporecchio, in the province of Pistoia, central Italy. It is a simple ring-shaped cake, and it has its origins in the time of the Medici. It is a typical Carnival cake, its name appearing to derive from the word Berlingaccio, meaning “Fat Thursday”.
<BR>
{{Italy-cuisine-stub}}


Example label component
Show HTML snippet
{% filter escape %}{% include "includes/components/labels.html" %}{% endfilter %}
Show CSS snippet
{{'./app/assets/sass/components/_labels.scss' | fileInclude }}
When to use labels
Labels help users identify grouped content. They are for quick referencing so should change as the status of a thing changes.
How to use labels
Labels should be single words and use plain English to describe the grouping. We recommended that labels are lowercase.
Colour combinations should meet the minimum contrast levels for WCAG AA.
User research
Adding labels to everything is counterintuative
Services using this pattern
- Home Office Communications (HOC)
- Syrian Refugee Resettlement Service
Get in touch
If you’ve got a question or suggestion share it on Slack #interaction-designers channel or on GitHub.


{# List of publications, divided by years. Requires sorted list. #}
{% try %}
{{ list_title }}
{% except NameError %}
{{ len(publications) }} publications
{% end %}
{# The list of publications must be sorted by published date. #}
{% set yr = None %}
{% for publication in publications %}
{% if publication['published'].split('-')[0] != yr %}
{% set yr = publication['published'].split('-')[0] %}
Year {{ yr }}
{% end %}
{% include 'publication_display.html' %}
{% end %} {# for #}


Search at the patient-level by name or MRN.
If you don't have the patient name, you can search by other factors listed.
| Patient Name | MRN | City | Primary Contact | |
| Dave Folscomb | 6541816 | Efland | Dana Parks | |
| Ed Seth Pellen | 9375793 | MaCalley | Michelle Kirkland | |
| Mac Smith | 6829676 | Ballerton | Warren Morales | |
| August Potter | 3891087 | Litchford | Steven Madden | |
| Daphne Sanders | 8937857 | Framingham | Sierra Morton | |
| Elford Brimley | 9678521 | Martinsville | Maya Ayers | |
| Tim Cooper | 4867965 | Mallerton | Ruth Lee | |
| Edward Alford Boggs | 4622201 | Mimpton | Noel Langley | |
| Dave Fanning | 6541816 | Erberville | Dane Pantella | |
| Sam Papkon | 9375793 | Mitreville | Michael Papkon | |
| Michael Macntyre | 6829676 | Wilforton | Wally Newten | |
| Allan Portman | 3891087 | Luxemton | Steven Madson | |
| Daria Miller | 8937857 | Fitch Fork | Sally Morton | |
| Eric Miller | 9678521 | Mayberry | Malina Ayers | |
| Tina Dobson | 4867965 | Moxton | Ruth Lee | |
| Gilbert Gillingham | 4622201 | Mullberry | Noel Langley |


To replace on-site doctor visit, the app looks at how a typical doctor visit generally goes. Patient would fill in forms, wait for hours, see doctor, before patient get prescription. With the app automatically pairing patient with a doctor, patient is able to save time compared to on-site doctor visit.
To get the MVP asap, we conclude that the must-haves are a way to completely get rid of the doctor visit wait and paper works, providing more time to engage with the doctor, and getting prescription.
MedQ is an app that allows patient to see doctor and get prescription virtually. As the Covid-19 pandemic changes the way people live their day-to-day, patients need a way to access their healthcare without becoming part of the problem. With the long incubation period of Covid-19, people are becoming sick, faster than the current healthcare system could detect new patient. MedQ prevents unecessary doctor visit without taking away access to healthcare.
Product • Telemedicine • In-App Prescription Order • Direct Communication with Doctor
Service • UX | UI Design • Wireframe • Information Architecture
The focus of the design is trying to dig down on what is the core experience and action of a typical doctor visit.
The first userflow is to explore the core feature of the MVP: Seeing a Virtual Doctor.
The second userflow is to explore post-pandemic scenarios and the long-term plan for MedQ users. We looked at how on-site healthcare could be integrated with telemedicine to improve healthcare access.
The challenge of the app will be to ensure that the Doctor Pairing moment works just as shown. Future possibilities include: repeat patients could directly get prescription for common colds without going through doctor pairing, group visit for families looking to see a doctor virtually, etc. The Covid-19 pandemic has provided another space where technology could be utilized to improve the situation and preventing people to be part of the problem.


Python Odoo Developer / Full Stack Developer
Hospital Español de MendozaMendoza, ARProjects:
- HCUD (Python/Odoo/React): Digital Unique Medical Record
- Farmacia (Python/Odoo): ERP, Stock and Sales for Pharmacy
- CAEA (Python/Odoo/SQL Server): Interface between Account System and Government Register
- Kronos (Python/Odoo/SQL Server): cross-platform interface engine between systems via API REST with a publisher/suscriber configuration.


Cloud Vision V1 API - Module Google::Cloud::Vision::V1::Likelihood (v0.6.4)
Reference documentation and code samples for the Cloud Vision V1 API module Google::Cloud::Vision::V1::Likelihood.
A bucketized representation of likelihood, which is intended to give clients highly stable results across model upgrades.
Constants
UNKNOWN
value: 0
Unknown likelihood.
VERY_UNLIKELY
value: 1
It is very unlikely.
UNLIKELY
value: 2
It is unlikely.
POSSIBLE
value: 3
It is possible.
LIKELY
value: 4
It is likely.
VERY_LIKELY
value: 5
It is very likely.


Change password
Password changed
Current password:
New password:
Repeat new password:
Change password


{% extends "base.html" %} {% block title %}Launcher{% endblock %} {% block content %}
Here you can upload a zip file containing test environments and criteria. Each criterion file triggers a test execution.


Jeremiah 23:30
Therefore, behold, I am against the prophets, saith the LORD, that steal my words every one from his neighbour.


In this project, we are going to detect the shape of a face using Neural Network! By inputing an image containing a face, our model should detect key points on the face automatically.
In general, we train our Neural Network model using training images with ground truth face shapes (key points) given. We can see how the model performance gradually improves (mean square error decreases) when we go more rounds on the training data. Then we test our model using validation images with ground truth face shapes also given.
The main tool I use is Pytorch. The main processes include:
1. Creating datasets for training data and validation data respectively.
2. Creating dataloader to iterate through all images and coresponding ground truth key points.
3. Creating CNN model, including convolution layers, RELU layers and max pool layers.
4. Train CNN model on training data by minimizing MSE loss.
5. See result on validation data and evaluate training and validation accuracy.
created with
Website Builder Software .


Van Dijk thrilled as Netherlands end big-stage absence by reaching Euro 2020
by BeSoccerNetherlands clinched Euro 2020 qualification by drawing away to Northern Ireland, and captain Virgil van Dijk vowed to savour the success.
Captain Virgil van Dijk said Netherlands would enjoy the moment after qualifying for Euro 2020.
The Dutch ended their self-inflicted exile from major tournament football, having failed to reach Euro 2016 or last year's World Cup, when a 0-0 draw away to Northern Ireland secured a top-two finish in Group C.
Netherlands were without the injured Memphis Depay and carried little threat up front in his absence, while Northern Ireland's Steven Davis missed a first-half penalty that would have ramped up pressure on Ronald Koeman's men.
But in the end the visitors secured the primary objective for the night - the certainty they will be in next summer's 24-team European Championship.
Van Dijk, who won the Champions League with Liverpool last season, told Dutch broadcaster NOS: "We're going to a tournament again. That's the most important thing.
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"We wanted to win today and we had chances. We knew it would be difficult but in the end we qualified - how doesn't really matter very much.
"In the last 15 minutes, Northern Ireland started to play more directly, hoping for free-kicks and corners. It was up to us to stay sharp and we did very well at times.
"We are going to the European Championship, let's just enjoy it now. We will prepare ourselves well for that."
Northern Ireland can still qualify by the play-off route, while Netherlands appear likely to finish as group runners-up behind Germany, whom they trail by two points.
The Germans round off their qualifying campaign with a home clash against Northern Ireland next Tuesday, and on the same night Netherlands play host to Estonia.


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