Configure layer 7 routing for production
Estimated reading time: 4 minutesThese are the docs for UCP version 3.1.12
To select a different version, use the selector below.
This section includes documentation on configuring Interlock
for a production environment. If you have not yet deployed Interlock, refer to Deploying Interlock because this information builds upon the basic deployment. This topic does not cover infrastructure deployment -
it assumes you have a vanilla Swarm cluster (docker init
and docker swarm join
from the nodes).
Refer to the Swarm documentation if you need help
getting a Swarm cluster deployed.
The layer 7 solution that ships with UCP is highly available and fault tolerant. It is also designed to work independently of how many nodes you’re managing with UCP.
For a production-grade deployment, you need to perform the following actions:
- Pick two nodes that are going to be dedicated to run the proxy service.
- Apply labels to those nodes, so that you can constrain the proxy service to only run on nodes with those labels.
- Update the
ucp-interlock
service to deploy proxies using that constraint. - Configure your load balancer to only route traffic to the dedicated nodes.
Select dedicated nodes
Tuning the default deployment to
have two nodes dedicated for running the two replicas of the
ucp-interlock-proxy
service ensures:
- The proxy services have dedicated resources to handle user requests. You can configure these nodes with higher performance network interfaces.
- No application traffic can be routed to a manager node. This makes your deployment secure.
- The proxy service is running on two nodes. If one node fails, layer 7 routing continues working.
Apply node labels
Configure the selected nodes as load balancer worker nodes ( for example, lb-00
and lb-01
) with node labels in order to pin the Interlock Proxy service. After you log in to one of the Swarm managers, run the following commands to add node labels
to the dedicated ingress workers:
$> docker node update --label-add nodetype=loadbalancer lb-00
lb-00
$> docker node update --label-add nodetype=loadbalancer lb-01
lb-01
You can inspect each node to ensure the labels were successfully added:
$> docker node inspect -f '{{ .Spec.Labels }}' lb-00
map[nodetype:loadbalancer]
$> docker node inspect -f '{{ .Spec.Labels }}' lb-01
map[nodetype:loadbalancer]
The command should print “loadbalancer”.
Update proxy service
Now that your nodes are labelled, you need to update the ucp-interlock-proxy
service configuration to deploy the proxy service with the correct constraints (constrained to those
workers). From a manager, add a constraint to the ucp-interlock-proxy
service to update the running service:
$> docker service update --replicas=2 \
--constraint-add node.labels.nodetype==loadbalancer \
--stop-signal SIGQUIT \
--stop-grace-period=5s \
$(docker service ls -f 'label=type=com.docker.interlock.core.proxy' -q)
This updates the proxy service to have two (2) replicas and ensure they are constrained to
the workers with the label nodetype==loadbalancer
as well as configure the stop signal for the tasks
to be a SIGQUIT
with a grace period of five (5) seconds. This will ensure that Nginx uses a graceful shutdown
before exiting to ensure the client request is finished.
Inspect the service to ensure the replicas have started on the desired nodes:
$> docker service ps $(docker service ls -f 'label=type=com.docker.interlock.core.proxy' -q)
ID NAME IMAGE NODE DESIRED STATE CURRENT STATE ERROR PORTS
o21esdruwu30 interlock-proxy.1 nginx:alpine lb-01 Running Preparing 3 seconds ago
n8yed2gp36o6 \_ interlock-proxy.1 nginx:alpine mgr-01 Shutdown Shutdown less than a second ago
aubpjc4cnw79 interlock-proxy.2 nginx:alpine lb-00 Running Preparing 3 seconds ago
Then add the constraint to the ProxyConstraints
array in the interlock-proxy
service
configuration so it takes effect if Interlock is restored from backup:
[Extensions]
[Extensions.default]
ProxyConstraints = ["node.labels.com.docker.ucp.orchestrator.swarm==true", "node.platform.os==linux", "node.labels.nodetype==loadbalancer"]
Learn how to configure ucp-interlock.
Once reconfigured, you can check if the proxy service is running on the dedicated nodes:
docker service ps ucp-interlock-proxy
Configure load balancer
Update the settings in the upstream load balancer (ELB, F5, etc) with the addresses of the dedicated ingress workers. This directs all traffic to these nodes.
You have now configured Interlock for a dedicated ingress production environment. Refer to the configuration information if you want to continue tuning.
Production deployment configuration example
The following example shows the configuration of an eight (8) node Swarm cluster. There are three (3) managers and five (5) workers. Two of the workers are configured with node labels to be dedicated ingress cluster load balancer nodes. These will receive all application traffic. There is also an upstream load balancer (such as an Elastic Load Balancer or F5). The upstream load balancers will be statically configured for the two load balancer worker nodes.
This configuration has several benefits. The management plane is both isolated and redundant. No application traffic hits the managers and application ingress traffic can be routed to the dedicated nodes. These nodes can be configured with higher performance network interfaces to provide more bandwidth for the user services.


Detail
Stock Exchange
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Currency
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Ask
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Bid
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Days High
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Days Low
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Year High
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Year Low
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Average Daily Volume
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Notes¶
A few quick notes about some of the less obvious aspects of interacting with Ethereum in JavaScript.
Why can’t I just use numbers?¶
The first problem many encounter when dealing with Ethereum is the concept of numbers. Most common currencies are broken down with very little granulairty. For example, there are only 100 cents in a single dollar. However, there are 1018 wei in a single ether.
JavaScript uses IEEE 754 double-precision binary floating point numbers to represent numeric values. As a result, there are holes in the integer set after 9,007,199,254,740,991; which is problematic for Ethereum because that is only around 0.009 ether (in wei).
To demonstrate how this may be an issue in your code, consider:
> (Number.MAX_SAFE_INTEGER + 4 - 5) == (Number.MAX_SAFE_INTEGER - 1)
false
To remedy this, all numbers (which can be large) are stored and manipulated as Big Numbers.
The functions parseEther( etherString ) and formatEther( wei ) can be used to convert between string representations, which are displayed to or entered by the user and Big Number representations which can have mathematical operations handled safely.
Promises¶
A Promise in JavaScript is an object which simplifies many aspects of dealing with asynchronous functions.
It allows a pending result to be treated in many ways as if it has already been resolved.
The most useful operations you will need are:
- Promise . all ( promises )
- Returns a new promise that resolves once all the promises have resolved.
- prototype . then ( onResolve, onReject )
Returns another Promise, which once the Promise was resolved, the onResolve function will be executed and if an error occurs, onReject will be called.
If onResolve returns a Promise, it will be inserted into the chain of the returned promise. If onResolve throws an Error, the returned Promise will reject.
Examples¶
Cleaning out an account
var ethers = require('ethers');
var targetAddress = "0x02F024e0882B310c6734703AB9066EdD3a10C6e0";
var privateKey = "0x0123456789012345678901234567890123456789012345678901234567890123";
var wallet = new ethers.Wallet(privateKey);
// Promises we are interested in
var provider = ethers.providers.getDefaultProvider('ropsten');
var balancePromise = provider.getBalance(wallet.address);
var gasPricePromise = provider.getGasPrice();
var transactionCountPromise = provider.getTransactionCount(wallet.address);
var allPromises = Promise.all([
gasPricePromise,
balancePromise,
transactionCountPromise
]);
var sendPromise = allPromises.then(function(results) {
// This function is ONLY called once ALL promises are fulfilled
var gasPrice = results[0];
var balance = results[1];
var transactionCount = results[2];
// Sending a transaction to an externally owned account (EOA) is 21000 gas)
var txFeeInWei = gasPrice.mul(21000);
// This will send the maximum amount (our balance minus the fee)
var value = balance.sub(txFeeInWei);
var transaction = {
to: targetAddress,
gasPrice: gasPrice,
gasLimit: 21000,
nonce: transactionCount,
// The amount to send
value: value,
// Prevent replay attacks across networks
chainId: provider.chainId,
};
var signedTransaction = wallet.sign(transaction);
// By returning a Promise, the sendPromise will resolve once the
// transaction is sent
return provider.sendTransaction(signedTransaction);
});
var minedPromise = sendPromise.then(function(transaction) {
// This will be called once the transaction is sent
// This promise will be resolve once the transaction has been mined.
return provider.waitForTransaction(transaction);
});
minedPromise.then(function(transaction) {
console.log("The transaction was mined: Block " + transaction.blockNumber);
});
// Promises can be re-used for their value; it will not make the external
// call again, and will provide the exact same result every time.
balancePromise.then(function(balance) {
// This *may* return before teh above allPromises, since it only
// required one external call. Keep in mind asynchronous calls can
// be called out of order.
console.log(balance);
});
Checksum Address¶
A checksum address uses mixed case hexidecimal strings to encode the checksum information in the capitalization of the alphabetic characters, while remaining backwards compatible with non-checksum addresses.
Example:
// Valid; checksum (mixed case)
0xCd2a3d9f938e13Cd947eC05ABC7fe734df8DD826
// Valid; NO checksum (no mixed case)
0xcd2a3d9f938e13cd947ec05abc7fe734df8dd826
0xCD2A3D9F938E13CD947EC05ABC7FE734DF8DD826
// INVALID; (mixed case, but case differs from first example)
0xDc2a3d9f938e13cd947ec05abc7fe734df8dd826
^^
To convert between ICAP and checksum addresses, see getAddress().
ICAP Address¶
The original method of adding a checksum to an Ethereum address was by using the a format compatible with IBAN addresses, using the country code XE. However, only addresses which have 0 as the first byte (i.e. the address begins with 0x00) are truely compatible with IBAN, so ICAP extends the definition to allow for 31 alphanumeric characters (instead of the standard 30).
An ICAP address has the following format:
XE [2 digit checksum] [up to 31 alphanumeric characters]
To convert between ICAP and checksum addresses, see getAddress().


{% extends "base.html" %} {% block content %} {{session.user.first_name + "'s " + page_title}} {% if reviews %} {% for review in reviews %} Edit Delete {{review.product}} - {{review.review_title}} {% endfor %} {{pagination.links}} {% else %} You haven't reviewed any products yet. Search for a product to write a review. {% endif %} {% endblock %}
{{review.product}} - {{review.review_title}}
You haven't reviewed any products yet. Search for a product to write a review.


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| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object edu.biu.scapi.tools.math.MathAlgorithms
public class MathAlgorithms
This class holds general math algorithms needed by cryptographic algorithms.
Each algorithm is represented by a static function that can be called independently from the other algorithms.
| Nested Class Summary | |
|---|---|
static class |
MathAlgorithms.SquareRootResults
This class holds the result of calculating the square root of a BigInteger. |
| Constructor Summary | |
|---|---|
MathAlgorithms()
|
| Method Summary | |
|---|---|
static java.math.BigInteger |
chineseRemainderTheorem(java.util.Vector<java.math.BigInteger> congruences,
java.util.Vector<java.math.BigInteger> moduli)
Computes the integer x that is expressed through the given primes and the congruences with the chinese remainder theorem (CRT). |
static int |
factorial(int n)
Computes n! |
static java.math.BigInteger |
factorialBI(int n)
Computes n! |
static MathAlgorithms.SquareRootResults |
sqrtModP_3_4(java.math.BigInteger z,
java.math.BigInteger p)
This function calculates the square root of z mod p if and only if p is a prime such that p = 3 mod 4. |
| Methods inherited from class java.lang.Object |
|---|
equals, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Constructor Detail |
|---|
public MathAlgorithms()
| Method Detail |
|---|
public static java.math.BigInteger chineseRemainderTheorem(java.util.Vector<java.math.BigInteger> congruences, java.util.Vector<java.math.BigInteger> moduli)
congruences
- the congruences c_imoduli
- the primes p_i
public static int factorial(int n)
n
-
public static java.math.BigInteger factorialBI(int n)
n
-
public static MathAlgorithms.SquareRootResults sqrtModP_3_4(java.math.BigInteger z, java.math.BigInteger p)
z
- the number for which we calculate the square rootp
- the mod
java.lang.IllegalArgumentException
- if p != 3 mod 4
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| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


Hello World! I am currently an Architectural & Interior designer, with some background in visual coding through script-based programs like Grasshopper/Rhinoceros and Dynamo/Revit. I currently reside in Ridgewood, Queens, NY and I work at a design firm in Midtown, Manhattan. I am looking forward to building upon my skillset to pursue a pivot into technology!
My Hobbies Include:
- Cycling & Outdoor Adventures
- Rock Climbing
- Building & Tinkering
- Cooking & Feeding
- Reading
to see some work from a previous lifetime. :)


gxps [ -crd -i <infile> -o <outfile> ] ]
gxps
is a UNIX utility that converts the GrADS metacode format file to a
PostScript file. Command line arguments and switches are:
-i fname
identifies input GrADS metacode file -o fname
identifies output postscript file -c
prints color plot -r
prints on a black background -d
does not append CTRL-D to the file, useful if printing on a HP1200C/PS color printergxps
is to create a grayscale
plot on a white background. The GrADS default rainbow colors (color
numbers 2 to 14) are converted into appropriate grey
shades. User-defined colors (numbers above 15) are translated to
greyscale intensity based on their green content only.
Example
gxps -cr -i mytest.mf -o mytest.ps
Convert GrADS metacode format file mytest.mf
to a color
plot on a black background and outputs the result to PostScript file
mytest.ps
.


Posts about “Just Another Opinion”
Seems like an oxymoron, doesn’t it. Hasn’t everybody read Harry Potter? Does anybody who goes to a Harry Potter not know what’s going to happen the minute Potter raises his wand? Sadly, yes. For every thousand kids that read the book, there are probably tens of thousands more that find the Potter movies as fresh and entertaining as the Lord of the Rings, precisely because they never even read the books.
This is a personal blog. Having read that sentence, you might be inclined to click away in disgust. I won’t blame you. In fact, I hope that is exactly what you do. I’m not really writing this stuff for your enjoyment - it’s more for mine.   I just want you to know that this could be mind-numbingly boring for you.


Hierarch Kekropus:
Hmm...something like that happened, eh?
...
Then I should tell you the truth...
Long, long ago, we were created to be living weapons with which the Giants might oppose the gods.
That is the secret of our race.
Because of this, we were sealed between dimensions for ages...
(Kekropus stares of into space, apparently deep in reminiscence.)
A long, long time ago, following the great civil war between the gods, the Giants began to become disillusioned
about the gods' rule. They built a mighty empire, developing thier science to a level that the world had never seen.
To protect themselves from the gods, they also began to develop weapons capable of harming the gods themselves.
They used what they had discovered during the war of the gods to unlock the secrets of life itself.
We, the Kamael, are the result of the Giants' experiments to create life independent of the gods and their wheel of fate.
Although we have not the raw power of the Giants, much less the gods, because we were created outside of the natural order
we, more than any other creatures, are able to oppose the gods.
Just as even the mightiest beast can be felled by a drop of deadly poison, so we were created to be a poisoned
dagger to fell the gods themselves...
Continue listening.


What about ISAMA
ISAMA is a marketing foundation located in Rlyadh built on the talent of creation that leads to a modern concept of professionalism. At ISAMA we believe even if you are good at what you do, you have a great product or you provide an excelent service.  Simply we give your business the perfect image.


{% extends "base.html" %}
{% load url from future %}
{% block head %}
{% if USE_ACCORDION %}
{% endif %}
{% endblock head %}
{% block content %}
The recordings and input fields will be enabled gradually, each time
you finish listening to the previous recording. You can move between
the Play/Next buttons and text areas using the tab key. You will be
able to replay each sound any time later.
Instructions
The dialogue


This extended example is intended for developers planning to use the the CropNResize plugin found
at https://github.com/alohaeditor/Aloha-Plugin-CropNResize.
It displays the whole set of configuration options currently available. Well, just take a look at the
code.
Click the image to start resizing right away, as a resize handle will appear in it's south-east
corner.


The following document contains the results of Checkstyle.
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|---|---|---|---|
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| Method 'toString' is not designed for extension - needs to be abstract, final or empty. | 111 | |
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| Missing a Javadoc comment. | 6 | |
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| Method 'toString' is not designed for extension - needs to be abstract, final or empty. | 14 | |
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| Avoid inline conditionals. | 15 |
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| Using the '.*' form of import should be avoided - edu.uci.ics.jung.visualization.*. | 9 | |
| Using the '.*' form of import should be avoided - java.awt.*. | 23 | |
| Line is longer than 80 characters. | 49 | |
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| Line has trailing spaces. | 74 | |
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| Variable 'width' must be private and have accessor methods. | 96 | |
| '1200' is a magic number. | 96 | |
| Variable 'height' must be private and have accessor methods. | 103 | |
| '1200' is a magic number. | 103 | |
| Variable 'vertexFullLabel' must be private and have accessor methods. | 110 | |
| Variable 'suppressedScopes' must be private and have accessor methods. | 120 | |
| Line is longer than 80 characters. | 125 | |
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| Extra HTML tag found: </p> | 142 | |
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| Method 'getSiteRenderer' is not designed for extension - needs to be abstract, final or empty. | 212 | |
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| Method 'getOutputDirectory' is not designed for extension - needs to be abstract, final or empty. | 216 | |
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| Method 'getName' is not designed for extension - needs to be abstract, final or empty. | 228 | |
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| Parameter locale should be final. | 228 | |
| Method 'getDescription' is not designed for extension - needs to be abstract, final or empty. | 232 | |
| Missing a Javadoc comment. | 232 | |
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| Method 'executeReport' is not designed for extension - needs to be abstract, final or empty. | 247 | |
| Parameter locale should be final. | 247 | |
| Missing a Javadoc comment. | 289 | |
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| Method 'getGraphLocationInSite' is not designed for extension - needs to be abstract, final or empty. | 390 | |
| Missing a Javadoc comment. | 390 |


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--- title: "Developing data science pedagogical content knowledge" author: '' date: '2019-07-23' slug: data_science_PCK tags: - Education - R comments: no showcomments: yes showpagemeta: no output: html_document ---
There’s a moment from teaching high school math in North Carolina that I remember especially vividly. It was an ordinary Thursday afternoon, and I felt exhausted. In the back corner a few girls were off-task, two boys were yelling out, asking to go to the bathroom for the 2nd time in the 50 minute period, the lesson I was teaching for the first time in my life wasn’t working, and my old whiteboard marker was nearly out of ink. How can I get the girls to get on-task? Do I let the boys go to the bathroom? I can’t possibly say no, can I? Am I soft for always saying yes? Should I re-explain sin waves again or let them get onto the worksheet? Is the worksheet too hard? Do I leave the room in search of a better whiteboard marker?
I paused and shaking my head subtly, thought to myself — holy cow, teaching involves making A LOT of decisions.
Since that day, in the back of my mind I’ve always thought of teaching as the sum of thousands, if not millions, of decisions. Better teachers make better decisions on average. Becoming better at teaching means making better decisions.
I’m now a PhD student in a school of education, focusing on teaching data science. I teach a course mostly for Masters students. For example, here’s an objective we cover: Students will be able to reshape a data set and explain the relative advantages of a dataset in different shapes.
I’ve never taught this objective before. How can I make good decisions in teaching this objective? How can I choose examples, explanations, and activities that help my students master this objective? What misconceptions might they develop?
Not so long ago, I thought I needed experiments to answer these questions. We could come up with a few different explanations and then randomize students to each of them to see which one works best. I’ve since realized that isn’t a good idea — if you list out of all of the decisions a teacher has to make, an experiment for each of them quickly becomes unwieldy.
In this old way of thinking, it’s bad if teachers make decisions based only on their intuition. I don’t think so anymore. With all of the decisions they make, teachers must make most of their decisions based on intuition.
It’s useful to break down a teacher’s intuition into two parts: general teaching intuition (should students work in groups?) and teaching intution related to a specific content objective (how should I explain reshaping data?).
Shulman named this pedagoglical content knowledge in his 1986 paper and described it as the following:
“that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding”
It’s useful perhaps to name the enemy. Most often it’s lack of empathy for what it’s like to be new to something. The teacher has seen a concept many times and can’t quite remember what it’s like to not get it or to have fragile understanding of prerequesite knowledge. This has been referred to as the expert blind spot or the curse of knowledge, and its why teachers are sometimes bad at knowing whats best for their students.
I see pedagogical content knowledge as the antidote to the expert blind spot, and as one of the essential ingredients to effective teaching. Here’s my question then:
For such a fundamental question, research offers surprisingly little practical advice.
Imagine you are teaching spread and gather for reshaping data next week.
You need to quickly build empathy for what it’s like to be a beginner having never seen these functions before. You need to understand the misconceptions that come up. And the explanations and exercises that help students move towards mastery.
I didn’t find that research offered useful advice. I had an idea though — I remembered a lesson from taking the startup garage course: Conduct user interviews with prototypes to generate discussion. The prototypes can be incredibly simple, even a piece of paper with just a few sketches on them.
This idea is similar to the idea of a think aloud protocol which educators have been using for many years. However, I’ve never seen think aloud protocols used to develop a teacher’s pedagogical content knowledge. Instead, student think alouds are typically done to validate assessment items (e.g. does the item require use of the targeted skill), and teacher think alouds are a teaching technique used to model how to approach a problem.
To test this idea, I built a prompt for the spread and gather functions. Here’s the first part (you can see the full prompt here):
I printed out the following prompt and talked to students about it one at a time to better understand how to teaching reshaping data in R.
Marva has data on the number of hamsters, cages, and hamster wheels that a couple of his classmates have. The data is stored in a data frame called hamsters_data_frame. You can think of hamsters_data_frame as a small spreadsheet:
hamsters_data_frame
## # A tibble: 6 x 3
## name what count
## <chr> <chr> <dbl>
## 1 Amy hamsters 2
## 2 Amy cages 4
## 3 Amy wheels 1
## 4 Bianca hamsters 8
## 5 Bianca cages 3
## 6 Bianca wheels 2
Marva wants to change the shape of his data. To do so, she ran the following code:
spread(data = hamsters_data_frame, key = what, value = count)
## # A tibble: 2 x 4
## name cages hamsters wheels
## <chr> <dbl> <dbl> <dbl>
## 1 Amy 4 2 1
## 2 Bianca 3 8 2
Question 1: Explain what Marva’s code did. Please explain in detail. You might even draw a picture…
I listened as a few students responded to this prompt. I was shocked at how quickly my vision for teaching spread and gather developed. The first thing I noticed was the different words that students used to describe what spread does to a dataset: collapse, reshape, transpose, spreadsheet, arrange, wide, and long. The second thing I noticed is that each of the students I talked to either didn’t understand or misconception around the idea of a row identifier. One student actually asked this question directly: “How does R know to collapse the name column?”. (INPUT IMAGE OF RESPONSE)
There was also confusion on how the output dataset was sorted. Was Amy the first row because she appears first in the input dataset or because she is first in alphabetically?
The students responses made me realize more generally what the goal of my prompt was. I wanted a simple example that made the spread function clear by looking at the input and output datasets. Similarly, if you are teaching someone multiplication for the first time, you probably aren’t going to show them 112 * 101 = 11312 first because it’s too complex. Similarly, you probably wouldn’t show them 2 * 2 = 4 because it’s difficult to distinguish from addition. The best first example for teaching multiplation is 2 * 3 = 6. It’s simple and unambiguous.
I haven’t heard a name for these first examples used to introduce a concept, so for lack of a better term, let’s call them simplest possible umambiguous examples (or spues).
Talking to students made me realize that a single example of spread isn’t sufficient for students to understand it. So instead I seek a set of spues such that for a student to create a mental model that inputs every example’s input to its output, there’s a very high likelihood they’ll have generated an unflawed mental model.
hamsters_data_frame
## # A tibble: 6 x 3
## name what count
## <chr> <chr> <dbl>
## 1 Zach hamsters 2
## 2 Zach cages 4
## 3 Zach wheels 1
## 4 Bianca hamsters 8
## 5 Bianca cages 3
## 6 Bianca wheels 2
spread(data = hamsters_data_frame, key = what, value = count)
## # A tibble: 2 x 4
## name cages hamsters wheels
## <chr> <dbl> <dbl> <dbl>
## 1 Bianca 3 8 2
## 2 Zach 4 2 1
In talking to students, this was the key misconception I observed students having. In spread, any columns not provided as the key or value columns are implicitly used to identify rows. This is very subtle and confusing for students. To make matters worse, other versions of reshape functions in R, stata, and other languages uusally have the user specify explicitly the row identifying variables.
hamsters_data_frame
## # A tibble: 7 x 3
## name what count
## <chr> <chr> <dbl>
## 1 Zach hamsters 2
## 2 Zach cages 4
## 3 Zach wheels 1
## 4 Bianca hamsters 8
## 5 Bianca cages 3
## 6 Bianca wheels 2
## 7 Zach hamsters 3
spread(data = hamsters_data_frame, key = what, value = count)
## Error: Each row of output must be identified by a unique combination of keys.
## Keys are shared for 2 rows:
## * 1, 7
hamsters_data_frame <-
tibble(
name = c("Zach", "Zach", "Zach", "Bianca", "Bianca", "Bianca", "Zach"),
id = c(1, 1, 1, 2, 2, 2, 3),
what = c("hamsters", "cages", "wheels", "hamsters", "cages", "wheels", "hamsters"),
count = c(2, 4, 1, 8, 3, 2, 3)
)
hamsters_data_frame
## # A tibble: 7 x 4
## name id what count
## <chr> <dbl> <chr> <dbl>
## 1 Zach 1 hamsters 2
## 2 Zach 1 cages 4
## 3 Zach 1 wheels 1
## 4 Bianca 2 hamsters 8
## 5 Bianca 2 cages 3
## 6 Bianca 2 wheels 2
## 7 Zach 3 hamsters 3
spread(data = hamsters_data_frame, key = what, value = count)
## # A tibble: 3 x 5
## name id cages hamsters wheels
## <chr> <dbl> <dbl> <dbl> <dbl>
## 1 Bianca 2 3 8 2
## 2 Zach 1 4 2 1
## 3 Zach 3 NA 3 NA
hamsters_data_frame <-
tibble(
name = c("Zach", "Zach", "Zach", "Bianca", "Bianca", "Bianca", "Zach"),
id = rnorm(7),
what = c("hamsters", "cages", "wheels", "hamsters", "cages", "wheels", "hamsters"),
count = c(2, 4, 1, 8, 3, 2, 3)
)
hamsters_data_frame
## # A tibble: 7 x 4
## name id what count
## <chr> <dbl> <chr> <dbl>
## 1 Zach -2.25 hamsters 2
## 2 Zach 0.762 cages 4
## 3 Zach -0.886 wheels 1
## 4 Bianca 0.200 hamsters 8
## 5 Bianca 0.943 cages 3
## 6 Bianca -0.0935 wheels 2
## 7 Zach 0.180 hamsters 3
spread(data = hamsters_data_frame, key = what, value = count)
## # A tibble: 7 x 5
## name id cages hamsters wheels
## <chr> <dbl> <dbl> <dbl> <dbl>
## 1 Bianca -0.0935 NA NA 2
## 2 Bianca 0.200 NA 8 NA
## 3 Bianca 0.943 3 NA NA
## 4 Zach -2.25 NA 2 NA
## 5 Zach -0.886 NA NA 1
## 6 Zach 0.180 NA 3 NA
## 7 Zach 0.762 4 NA NA
### not sure what this is so just hiding it in a comment ###
# # A recipe for teaching effectively
#
# a design class though of build something really simple and put it in front of people and it will generate discussion.
#
# So I wrote a super simple example of what spread does. And I gave it to students. They wrote their responses and we talked about those responses.
#
# I put myself in this situation
#
#
# Not so long ago, I thought of a teacher's intuition
#
#
#
# Teaching is hard. I Teach a data science course in this area. It seems to me that teachining is the sum of thousnda of individual decisions: asf aksdf adsfk asdkfj asdfk.
#
#
#
# one can think of teaching as thousands of decisions. millions maybe.
#
# i had this idea of we need evidence. we need to test everything. but then i realized two things
#
# (1) a lot of what we know from other stuff holds
#
# (2) testing everything becomes unwieldy
#
# so then using intuition isn't the enemy, teachers are going to use it. how can we help them develop it. researchers call this PCK.
#
# so how can we help teachers develop PCK? It's useful perhaps to name the enemy. The enemy is the expert blindspots. Or in other words lack of empathy for what its like to not understand something.
#
# Maybe I'm explaining something and I go too quickly or don't offer practice on it? Why? Because I don't fully appreciate what its like to not know and the practices necessary.
#
# We need to help teachers develop this empathy or intuiton of PCK or whatever you want to call it.
#
# But doing that is super hard.  This paper provides a meta-study which I'd summarize as many studies have found ways of improving PCK by doing things like ..., but the studies aren't specific about what works.
#
# I'm interested in something like what if someone needs to teach a class of students how to reshape data in R (e.g. go from wide to long) next week. What can they do to prepare now? I believe the first thing they do should be to build an empathy for what it's like to not understand that concept.
#
# I looked and I looked and I looked and I couldn't find any suggestions for what to build that empathy quickly. I remembered a lesson from a design class though of build something really simple and put it in front of people and it will generate discussion.
#
# So I wrote a super simple example of what spread does. And I gave it to students. They wrote their responses and we talked about those responses.
#
# Students used all sorts of vocabulary. Could have been reshape_spread or reshape_gather.
#
# This student made me realize what I now believe is the key misconception or shortcoming in almost everyone's understanding. When you use the spread function you specify the key and and value columns and nothing else. What happens to all of those other columns? They implicitly become the row identifiers. Almost no one understand that. And other implementations of reshapes has one specify those explicitly.
#
# I also realized this idea of a SPUE in creating it. For example, if you were teaching multiplication to a student for the first time you'd... then you'd move onto the edge of cases of multiply by 1 and 0 and then larger numbers. You might even ask students why 2 x 2 might be confusing.
#
# It's hard to show everything, like this idea of implicit row identification, with just one SPUE. So maybe the idea I'm after is a set of SPUEs such that in order for students to learn how the inputs lead to all of the outputs, they must hold a nearly correct mental model with high probability.
#
# Consider these examples:
#
# For students to fully grasp, they must see it orders. That these become row identifiers. That when a value is missing it fills it in with NA. That if there are multiple values for a cell it returns an error. That for additional values of the column they just keep getting spread out wide.
#
# So here's my rough draft suggestion for what I'd do if I had to teach a data science concept next week.
#
# (1) be sure i fully understand it
#
# (2) make some example of using it and then find students and conduct a talk aloud about it
#
# (3) create what I'm calling a set of SPUEs.
#
# I think if you get to that point the rest of what to do unfolds fairly well. You can use that set of SPUEs as inspiration for a short-lecture on how to use the method. It can also be the inspiration for exercises for students to work on in groups. And it can certainly be inspiration for writing assessment items on the concept.


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I'm a passionate javascript developer who likes dancing forró and good breakfasts :)
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How we work
A comprehensive understanding of sales and marketing processes. We have extensive marketing and business development experience.
The intelligence to adapt a particular service or product to specific targets - it takes creativity and skill to access global brands.
At Beacon you will have a Business Development Director with you from initial briefing through to the campaign conclusion.
There is no quick fix for new business success. It’s about hours spent reaching out to prospects and constantly building and developing relationships that benefit both parties.
From experience we know the fundamentals of sales and business development that enable successful campaigns.
The defining aspects that make your brand stand out.
A brand story that prospects will find engaging and interesting.
Exciting, qualified business opportunities with prospects that want to meet you.
As a client of Beacon you will have a dedicated new business team ensuring that meetings and briefs with the prospects you want to work with are always being pursued on your behalf. We deliver a cost effective and proven method for any business seeking growth.
Copyright Beacon 2015. All rights reserved.


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JavaScript is a scripting language that is not only used with HTML/CSS, but also can be used to do other things not related to web or HTML/CSS. If you need a web page which is clickable, hoverable, generally dynamic; you need to manipulate its HTML and CSS, by using JavaScript.
Javascript is dynamic programming language. It commonly used as part of browser for website to manipulate data, interact of end-users. The most famous javascript framework is Jquery which help developer easily to develop diversity functionalities for website. Moreover, Javascript now was used a part of hybrid-mobile-app with Apache Cordova, PhoneGap to build mobile app. The term "Hybrid" was born as part of mobile app development. With combination of HTML, Hybrid techniques help developer in mobile develop without knowledge of native programming language.
Control flow relates to the order in which tasks or code is run. For example:Wake up, Tired => Press snooze, Not tired => Get out of bed.
Loops on the other hand, iterate over the same peice of code until the condition turns false. For example:Go to bathroom and brush teeth, Are teeth clean? No => Action: Up then down, Yes => Stop Brushing
Arrays come with several, very useful native methods. We can add a new element to existing array instance using push() and remove the last element from the array via pop(). We can also use splice() to remove n elements and/or insert new element(s) at index i.
Generally when we work with arrays, we care less about indexes and more about values. One of the common operations we perform with Arrays is checking if a certain value is in the array. This is easily accomplished using indexOf() method.
In contrast to Arrays, we generally want to know if an Object contains a certain property. Usually we will write a function that takes Object as an argument and will expect that it contains a certain set of properties. This Object can come from an API or some other piece of code and we shouldn't rely on it having all the properties we expect. It is always a good idea to check whether the property exists before accessing the value behind that property. Objects come with hasOwnProperty() method which allows us to do just that.
To summarize, Arrays are really good at storing ordered lists and ordering things while the cost of removing/splicing elements is a bit higher. Objects are great at representing schemas and the cost of augmenting or deleting properties is very low, but are not good for preserving order.
A function is almost like a mini-program that we can write separately from the main program, without having to think about the rest of the program while we write it. This allows us to divide complicated tasks into smaller, simpler ones, and drastically reduces the overall complexity of our program.
Reusability -- Once a function is written, it can be called multiple times from within the program. This avoids duplicated code and minimizes the probability of copy/paste errors. Functions can also be shared with other programs, reducing the amount of code that has to be written from scratch (and retested) each time.
Testing -- Because functions reduce code redundancy, there’s less code to test in the first place. Also because functions are self-contained, once we’ve tested a function to ensure it works, we don’t need to test it again unless we change it. This reduces the amount of code we have to test at one time, making it much easier to find bugs (or avoid them in the first place).
Extensibility -- When we need to extend our program to handle a case it didn’t handle before, functions allow us to make the change in one place and have that change take effect every time the function is called.
Abstraction -- In order to use a function, you only need to know its name, inputs, outputs, and where it lives. You don’t need to know how it works, or what other code it’s dependent upon to use it. This is super-useful for making other people’s code accessible (such as everything in the standard library).


Hi Jane, can you take pictures for my new food?
8:40 AM, Today
Of course! What kind of food you have?
8:55 AM, Today
It is pudding!
9:00 AM, Today
Alright! Please send the pudding to the Metier office on the next Saturday.
9:05 AM, Today
Okay, do you also need some decorations?
9:07 AM, Today
I'll bring the decorations. Thank you.
9:10 AM, Today
Okay, thank you too!
9:12 AM, Today


This is a personal portfolio for Robby East. I have a passion for coding with quality.
Here are some of my favorite projects
Quote Machine
Product Landing Page
Documentation page
Here are a few ways to get ahold of me and see more of my work.


|
Not Just Breadfruit!
Mangos are a well known tropical fruit delicacy. Cultivated in many tropical regions and distributed widely in the world, mango is one of the most extensively exploited fruits for food, juice, flavor, fragrance and color, making it a common ingredient in new functional foods often called superfruits.
Tamarind is tart and tasty. It is a tropical tree native to Africa. The fruit is a brown pod-like legume, which contains a soft acidic pulp and many hard-coated seeds.
Mangosteen is a tropical evergreen tree originating in southeast Asia. The rind of the
edible fruit is deep reddish purple when ripe and is often described as a sublte delicacy.
Guava originally from Africa, is now widely grown in the Caribbean and Asia. It makes a great healthy snack eaten fresh from the tree. Guava is also used to make preserves and syrups. The trees are relatively small (8 ft ht) and can easily be grown beside houses.
Leechee (lychee), Rambutan, and Longan are popular Chinese fruits are about the size of walnuts, with a bumpy shell encasing sweet pulp, similar in texture to a grape. Although this fruit is originally from Asia many of these trees have been introduced to the Caribbean and will be an excellent snack and cash crop for farmers.
|


◆ ScalingType
The way the image should be scaled.
| Enumerator |
|---|
| Normal | The image is not split and scaled normally.
|
| Horizontal | Image is split in Left, Middle and Right parts. Left and Right keep ratio, Middle gets stretched.
|
| Vertical | Image is split in Top, Middle and Bottom parts. Top and Bottom keep ratio, Middle gets stretched.
|
| NineSlice | Image is split in 9 parts. Corners keep size, sides are stretched in one direction, middle is stretched in both directions.
|
◆ Sprite()
| tgui::Sprite::Sprite |
( |
const Texture & |
texture | ) |
|
Constructor that immediately sets the texture.
- Parameters
-
| texture | Texture to use in the sprite |
◆ getOpacity()
| float tgui::Sprite::getOpacity |
( |
| ) |
const |
Returns the opacity of the texture.
- Returns
- The opacity of the texture. 0 means completely transparent, while 1 (default) means fully opaque
◆ getPosition()
| Vector2f tgui::Sprite::getPosition |
( |
| ) |
const |
Gets the position of the sprite.
- Returns
- Sprite position
◆ getRotation()
| float tgui::Sprite::getRotation |
( |
| ) |
const |
Gets rotation of the sprite.
- Returns
- Degrees rotated counterclockwise
◆ getScalingType()
Returns the way in which the image is being scaled.
- Returns
- Scaling type
◆ getSize()
| Vector2f tgui::Sprite::getSize |
( |
| ) |
const |
Returns the size that the image has when drawing.
- Returns
- Size of the sprite
◆ getTexture()
| const Texture& tgui::Sprite::getTexture |
( |
| ) |
const |
Returns the texture used by this sprite.
- Returns
- Texture of the sprite
◆ getVisibleRect()
| FloatRect tgui::Sprite::getVisibleRect |
( |
| ) |
const |
Returns the part of the sprite that is drawn.
- Returns
- Visible part of the sprite
◆ isSet()
| bool tgui::Sprite::isSet |
( |
| ) |
const |
Returns whether a texture was set.
- Returns
- Has a valid texture been assigned to this sprite?
◆ isTransparentPixel()
| bool tgui::Sprite::isTransparentPixel |
( |
Vector2f |
pos | ) |
const |
Checks if a certain pixel is transparent.
- Parameters
-
| pos | Coordinate of the pixel |
- Returns
- True when the pixel is transparent, false when it is not
◆ setOpacity()
| void tgui::Sprite::setOpacity |
( |
float |
opacity | ) |
|
Changes the opacity of the texture.
- Parameters
-
| opacity | The opacity of the texture. 0 means completely transparent, while 1 (default) means fully opaque |
The alpha component of the color specified with setColor is multiplied with this factor.
◆ setPosition()
| void tgui::Sprite::setPosition |
( |
Vector2f |
position | ) |
|
Sets the position of the sprite.
- Parameters
-
| position | New sprite position |
◆ setRotation()
| void tgui::Sprite::setRotation |
( |
float |
angle | ) |
|
Sets rotation of the sprite.
- Parameters
-
| angle | Degrees to rotate counterclockwise |
Rotation can currently only be a multiple of 90 degrees.
◆ setSize()
| void tgui::Sprite::setSize |
( |
const Vector2f & |
size | ) |
|
Changes the size that the image will have when drawing.
- Parameters
-
◆ setTexture()
| void tgui::Sprite::setTexture |
( |
const Texture & |
texture | ) |
|
Changes the texture.
- Parameters
-
◆ setVisibleRect()
| void tgui::Sprite::setVisibleRect |
( |
const FloatRect & |
visibleRect | ) |
|
Changes the part of the sprite that should be drawn.
- Parameters
-
| visibleRect | Visible part of the sprite |
Set this to (0, 0, 0, 0) to show the entire sprite
The documentation for this class was generated from the following file:


This is AMKBank's temporary Landing page.
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{% extends "base.html" %} {% block title %}Registration{% endblock %} {% block content %}
We activated your account. You are now able to log in. Have fun!
{% else %}The submitted activation code is invalid. Activation is not possible.
{% endif %} {% endblock %}


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Referee got 'simulation' call right and Shrewsbury behaved 'cowardly' – Bristol Rovers boss Graham Coughlan
by Lewis CoxBristol Rovers manager and former Shrewsbury captain Graham Coughlan accused Louis Thompson of 'simulation' and felt the behaviour of some home players was 'cowardly' in his side's thrilling victory.
It was another ex-Salop skipper, Abu Ogogo, who fired a dramatic late winner for the visitors in an absorbing seven-goal contest at Montgomery Waters Meadow.
Sam Ricketts' Town trailed 2-0 and then 3-1, pegging Rovers back to 3-3 midway through the second half, but the Pirates had the final say.
But Irishman Coughlan was left unhappy with a flashpoint 17 minutes in with his side 1-0 up, as referee Graham Salisbury waved away a Shrewsbury penalty appeal after Norwich loanee Thompson went down under pressure from visiting defender Alfie Kilgour.
"I wanted to go on the pitch, one of their players lifted his hands," Coughlan said of the incident after Thompson's appeal was waved away, where five players were shown yellow cards.
"The referee, whether he chose to dismiss it or didn't see it, I wanted to go on the pitch.
"I don't like cowardly acts."
On the decision not to award Town their first penalty of the season, Coughlan, who played for Town between 2008 and 2010, added: "I thought the referee called it spot on, to be honest with you.
"It was simulation, the referee is an experienced lad, he's not going to fall for things like that."
Town boss Ricketts thought his side were denied a clear penalty as Thompson, after a storming run down the right flank, was ran into from behind by Kilgour.
After Town's rousing comeback it was Ogogo who made the difference at the death, although the midfielder decided not to celebrate in front of more than 800 away fans.
Coughlan added: "It was a nice touch that he chose not to celebrate as he played here, so we won with dignity."


Farm Boy cheese balls recalled due to possible contamination
The six varieties of recalled cheese balls were sold up to and including Sunday.
by Jason WhiteA series of cheese balls, sold at Farm Boy stores in Ontario, are being recalled because of possible contamination with Listeria.
The cheese balls were sold up to and including Sunday.
Six varieties of cheese balls are affected:
- Cheese Ball Trio -- Fiesta, Cranberry Pecan, Bacon Cheddar and/or FB Cheese Ball Trio, with UPC codes starting with 0 238211
- FB Blue Cheese & Walnut Ball, with UPC codes starting with 0 238274
- Cranberry Pecan Cheese Ball and/or FB Cran Pecan Cheese Ball, with UPC code 8 08912 00884 4 or starting with 0 232337
- Fiesta Cheese Ball and/or Farm Boy Fiesta Cheese Ball, with UPC code 8 08912 00883 7 or starting with 0 238283
- FB Wht Choc Pecan Cran Ball, with UPC codes starting with 0 238275
- Bacon Cheddar Cheese Ball and/or FB Bacon Chedd. Cheese Ball, with UPC code 8 08912 00885 1 or starting with 0 238284
Consumers are being told to not consume the recalled products, and return them to the store where they were purchased.
The Canadian Food Inspection Agency says the recall was triggered by its test results. The CFIA is conducting a food safety investigation, which may lead to additional recalls.


Party Page
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Neo Maggoo
Neo4j OGM for Node.js using proxified ES6 classes
WARNING: This package is still in an experimental state, currently in active development and could change at any time.
Installation
npm install neo-maggoo --save
Requirements
- Node.js >= 6.0.0
- Neo4j >= 3.0.0
Docs
https://bram-l.github.io/neo-maggoo/
Examples
const { Node, Relationship, DB } = require('neo-maggoo')
// Node definition
class Person extends Node {
static get relationships()
{
return {
relatives: {
Model: Person,
type: 'is_related_to',
direction: Relationship.OUT
},
father: {
Model: Person,
type: 'is_father_of',
direction: Relationship.IN,
singular: true // Returns a single node instead of an array
},
mother: {
Model: Person,
type: 'is_mother_of',
direction: Relationship.IN,
singular: true // Returns a single node instead of an array
}
}
}
}
// Initialize database connection
DB.init(NEO4J_BOLT_URL, NEO4J_USER, NEO4J_PASSWORD)
READ
Get all nodes
const people = await Person.all()
assert(people.length)
Get a single node
// Find by UUID
const person = await Person.get('foo')
assert(person.id === 'foo')
// Find by Neo4j ID (NOTE: this may change over time)
const person = await Person.get(1)
assert(person.$id === 1)
Find nodes using filter
const people = await Person.find({ name: 'foo' })
assert(people[0].name === 'foo')
const people = await Person.find({ name: 'foo' }, { with: 'relatives' })
assert(people[0].name === 'foo')
assert(people[0].relatives.length)
Find with related nodes
const foo = await Person.get('foo', { with: 'relatives' })
assert(foo.relatives.length)
const foo = await Person.get('foo', { with: 'father.father' })
assert(foo.father.id)
assert(foo.father.father.id)
const foo = await Person.get('foo', { with: ['father.father', 'mother'] })
assert(foo.father.id)
assert(foo.father.father.id)
assert(foo.mother.id)
const foo = await Person.get('foo', { with: { relatives: { name: 'bar' }, 'relatives.father': true } })
assert(foo.relatives[0].name === 'bar')
assert(foo.relatives[0].father.id)
Find nodes using query
const people = await Person.query('MATCH (n) WHERE n.id = {id}', { id: foo }, { with: 'relatives' })
assert(people[0].id === 'foo')
assert(people[0].relatives.length)
Count nodes
const total = await Person.count()
assert(total > 0)
const total = await Person.count({ name: foo })
assert(total > 0)
const total = await Person.count('WHERE n.name = {name}', { name: foo })
assert(total > 0)
WRITE
Save an entire graph
const foo = await Person.get('foo', { with: 'father' })
foo.father.name = 'baz'
await foo.save(true) // Will save foo.father
Save nested nodes
const foo = new Person()
const bar = new Person()
foo.relatives.push(bar)
await foo.save(true) // Saves foo & bar, and creates a 'is_related_to' relationship
Delete collection
const people = await Person.all()
await people.delete()
Delete an entire graph
const foo = await Person.get('foo', { with: 'relatives' })
await foo.delete(true) // Deletes foo and its related nodes


Dev Bootcamp Projects
Hello there! Below you will find links to some of the projects I've worked on during my time at Dev Bootcamp. Right now I only have projects from Phase 0. These are very rudimentary and mostly cover basic HTML and CSS skills I learned in the first few weeks. As time goes on, I'll add more things I've worked on that I want to share! Until then, please poke around and email me with any feedback! Also be sure to check out my Blog where I've reflected on these projects and many other things!
- Phase 0 Projects
- Week 1 - HTML Basics and About me!
- Week 1 - Wireframing Websites
- Week 1 - My Favorite Websites!
- Week 2 - Fun with Margins, Borders, and CSS Positioning!
- Week 2 - Wireframing My Website (yep, this changed a little bit)
- Week 9 - Redesigning My Website
- Phase 1 Projects - Coming Soon!
- Phase 2 Projects - Coming Soon!
- Phase 3 Projects - Coming Soon!


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History
v1.1.7 2015 December 12
- Revert minimum node version from 0.12 back to 0.4
v1.1.6 2015 December 12
- Fixed
assert-helpers
sneaking into dependencies
v1.1.5 2015 December 9
- Updated internal conventions
- Added better jspm support
v1.1.4 2015 February 3
- Added
domain.enter()
domain.exit()
domain.bind()
domain.intercept()
v1.1.3 2014 October 10
- Added
domain.add()
- domain.remove()
v1.1.2 2014 June 8
- Added
domain.createDomain()
alias
v1.1.1 2013 December 27
- Fixed
domain.create()
not returning anything
v1.1.0 2013 November 1
- Dropped component.io and bower support, just use ender or browserify
v1.0.1 2013 September 18
- Now called
domain-browser
everywhere
v1.0.0 2013 September 18


Paeda444.github.io
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PronType
: pronominal type
In English, this feature applies to pronouns, determiners and pronominal adverbs.
Prs
: personal or possessive personal pronoun or determiner
See also the Poss feature that distinguishes normal personal
pronouns from possessives. Note that Prs
also includes reflexive
personal/possessive pronouns.
Examples
The following pronouns have this feature:
- I, you, he, she, it, we, they, my, your, his, her, its, our, their, mine, yours, hers, ours, theirs, me, him, us, them, myself, yourself, himself, herself, itself, ourselves, youselves, theirselves
Art
: article
Article is a special case of determiner that bears the feature of definiteness.
Examples
In English, the following three determiners have this feature:
- a, an, the
Int
: interrogative pronoun, determiner or adverb
Note that the possessive interrogative determiner (whose) can be distinguished by the Poss feature.
In English, all words with the PTB tag WDT
, WP
, WP$
or WRB
have this feature unless
they mark the beginning of a relative clause.
Examples
- Which one should I get?
- Who was elected president?
- Whose car is this?
- How old is he?
Rel
: relative pronoun or determiner
All pronouns and determiners that mark the beginning of a relative clause have this feature.
Examples
- The book that I read
- The book which she bought
- The book whose author was arrested
Dem
: demonstrative determiner or adverb
Examples
The following determiners and adverbs have this feature:
- this, that, those, these, here, there
Note that that only has this feature when it is being used as a demonstrative determiner. If it is used to mark the beginning of a clausal complement or a relative clause it does not have this feature.
Emp
: emphatic pronoun
Examples
The following pronouns can have this feature:
- myself, yourself, herself, himself, itself, ourselves, yourselves, themselves
Note that the -self pronouns only have this feature when used emphaticaly, as in 1., but not when they are used directly as arguments, as in 2., in which case they should be treated as personal pronouns
- Thomas himself said so (himself: PronType=Emp)
- Thomas saw himself in the mirror (himself: PronType=Prs)
Neg
: negative pronoun or determiner
Examples
The following pronouns and determiners have this feature:
- none, no
Rcp
: reciprocal pronoun
Examples
Used for the following fixed expressions:
- each other, one another
Tot
: total pronoun or determiner
Examples
The following pronouns and determiners have this feature:
- all, both
Ind
: indefinite pronoun or determiner
Examples
The following pronouns and determiners have this feature:
- some, any
PronType in other languages: [arr] [bej] [bg] [bm] [bor] [cs] [el] [en] [fi] [fr] [ga] [gd] [gn] [gub] [gun] [hu] [hy] [it] [kpv] [ky] [la] [myu] [pcm] [qpm] [sga] [sl] [sv] [tr] [tt] [u] [uk] [urj]


Fuel tank of a passenger car.
More...
|
| | CarTank () |
| | Create a tank for a passenger car. More...
|
| |
| double | Spend (double fuel) |
| | Use up some of the fuel from the tank for driving. More...
|
| |
Fuel tank of a passenger car.
◆ CarTank()
| AbstractFactoryL1.AbstractFactoryImpl.CarTank.CarTank |
( |
| ) |
|
Create a tank for a passenger car.
◆ Spend()
| double AbstractFactoryL1.AbstractFactoryImpl.CarTank.Spend |
( |
double |
fuel | ) |
|
Use up some of the fuel from the tank for driving.
- Parameters
-
| fuel | Required amount of fuel. |
- Returns
- A multiplier indicating how much fuel was actually used. Value on the segment [0; 1], where 0 - there is no fuel, 1 - there is all the necessary fuel. The value affects the actual path traveled. If there was a request for 10 liters of fuel, and there was only 3 in the tank, then a value of 0.3 will be returned, indicating that a third of the empty has been passed.
Implements AbstractFactoryL1.AbstractFactoryImpl.ITank.
◆ Empty
| bool AbstractFactoryL1.AbstractFactoryImpl.CarTank.Empty |
|
get |
A flag indicating whether the tank is empty.
◆ MaxVolume
| double AbstractFactoryL1.AbstractFactoryImpl.CarTank.MaxVolume |
|
get |
◆ Name
| string AbstractFactoryL1.AbstractFactoryImpl.CarTank.Name |
|
get |
◆ Price
| decimal AbstractFactoryL1.AbstractFactoryImpl.CarTank.Price |
|
get |
◆ SpeedFactor
| double AbstractFactoryL1.AbstractFactoryImpl.CarTank.SpeedFactor |
|
get |
Tank void multiplier that affects speed. The less fuel, the less weight, the higher the speed.
◆ Volume
| double AbstractFactoryL1.AbstractFactoryImpl.CarTank.Volume |
|
get |
◆ Weight
| double AbstractFactoryL1.AbstractFactoryImpl.CarTank.Weight |
|
get |
The weight of the tank including the fuel in it.
The documentation for this class was generated from the following file: