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DfE Character Awards winners for 2016 were announced today by Children and Families Minister Edward Timpson.
Nine outstanding practitioners in character education, one from each of the English regions including one national winner, were celebrated today (1 July 2016) at a presentation that took place as part of the inaugural Association of Character Education ( ACE ) conference, held at the University of Birmingham School.
Children and Families Minister Edward Timpson announced the 2016 DfE Character Award winners at the event, held by ACE to support schools, teachers and other educationalists to develop traits like confidence, perseverance and resilience in young people; traits that support academic attainment, are valued by employers and enable young people to make a positive contribution to British society.
First introduced in 2015 by Education Secretary Nicky Morgan, the awards celebrate excellence and diversity in this field, recognising that character is already being encouraged, nurtured and developed alongside academic rigour through a variety of programmes inside and outside schools across the country. The awards demonstrate that character education can be found within a school’s ethos, in the classroom and on the playground, as much as it can be found on the sports field and outside of school in the local community.
Education Secretary Nicky Morgan said:
I congratulate those organisations winning an award today for their efforts to support young people to develop the positive character traits that can make a difference to thousands of lives. We know that qualities such as self-control, confidence, perseverance and the ability to bounce back from adversity underpin future success and well-being. We want to ensure that all young people have opportunities to develop these traits, and as the awards show us today, this is something that the best already do.
Children and Families Minister Edward Timpson said:
I’m delighted to announce Thoresby Primary School in Hull as the national winner of the Character Awards, alongside the 8 others receiving regional awards today. They’ve been rightly recognised for showing tremendous commitment to instilling positive character in young people, and their work demonstrates the breadth of ways that character can be developed, from sport and music activities, to youth social action and the development of an ethos around specific traits. I congratulate them all.
Charlotte Hill, Chair of the Character Awards judging panel and Chief Executive of Step Up To Serve, said:
The benefits of getting involved in character-building activities in and out of school extend well beyond the classroom. Taking part sets young people up to lead happy and successful lives at the same time and make a positive contribution to society.
Danielle Brown, MBE , double Paralympic gold medallist and 3-time World Champion in archery, also on the Character Awards national judging panel commented:
Character has a big impact on success, from the classroom, the sports field or the workplace. In my career I’ve learned the value of determination, confidence and the ability to bounce back from setbacks. That is why I’m delighted that I was able to join the national panel to identify those schools and organisations that are leading the way to develop character traits in their pupils.
Thoresby is an inner-city school at the heart of a diverse local community with 496 pupils on roll and 29 languages spoken. It is as a founding member of HCAT (Hull Collaborative Academy Trust) and it embodies the trust’s mission statement: “Children first.” The school offers an extensive programme of creative activities, trips and wider community projects, all linked to its core value, building character. Enterprise learning is well established through city-wide business links. A week-long “Kaleidoscope” arts festival is hosted by the school and pupils, which culminates in performances from each individual student to parents, local community stakeholders and businesses. The school’s vision is “the highest aspirations for all” and it achieves this through projects that develop key attributes of resilience, drive and determination in children, enabling them to take pride in their own achievements and those of their school.
North Herts Education Support Centre is a pupil referral unit in Hitchin serving students experiencing social, emotional, and mental health challenges. Students require additional support in order to develop into confident and independent young men and women and the centre provides tailored vocational learning and qualifications for the students to build up a toolbox of invaluable practical life skills; skills that will support them in life beyond education. Through visits to the local college and food bank, the centre encourages students to develop the courage and confidence to take part in their local communities.
Team London was set up by the Mayor of London to capitalise upon the success of the London 2012 Games. The programme has engaged 1 million Londoners and resulted in London being named European Volunteering Capital 2016. Their key focus is to build the next generation of volunteers and provide young people with the skills required to enter the world of work. Their Young Ambassadors program provides workshops in communication, leadership, and organisational skills and encourages young people to take on social action projects. In addition, the organisation hosts youth summits that bring together students from local schools to network and collaborate.
Archibald Primary School’s motto is “Believe and achieve” and the staff team place great emphasis on instilling a belief in pupils that, whatever challenges they face, they can achieve their full potential. Character education is at the heart of the school’s ethos and embedded across the curriculum. One of the acronyms its uses is MAGIC, standing for Motivation, Attitude, Gumption, I learn and Communication, students know that if they strive to master these attributes, they will make the best possible progress. Drama is amongst the wide range of opportunities offered at the school, which is a local hub for the RSC , and this partnership has enabled children to visit and perform at both Stratford and Downing Street.
Birtenshaw School is a special school for pupils aged from 3 to 19. Students face a range of challenges including autistic spectrum conditions, communication difficulties, multi-sensory impairments and physical disability. Students at Birtenshaw have often failed to thrive at their previous schools and on arrival, they are supported in a way that is tailored to their own particular needs. Birtenshaw’s stated aim is to “brighten lives and build futures.” For every child the starting point is to build trust and confidence. The school can then start to draw out creative curiosity and support pupils so that they learn to have confidence in themselves and in their ability to achieve at school and, in doing so, prepare for life after school.
In 2007, Newlands Primary started its mission to put character education at the heart of the school. Over the past 10 years, they have undertaken a range of activity all designed to benefit pupils by showing them that they can have a positive impact across their community and beyond. The school works with 2 main partners, The British Council, on developing global partnerships and with UNICEF on their Rights Respecting Schools programme . Through global partnerships, Newlands has collaborated with schools in Kenya, South Africa, Sweden and China and pupils have learned to become true global citizens. The programme has helped the school to take a whole school and community approach to values and character education. In connecting pupils to the rest of the world through the UNICEF programme, the school has helped pupils to understand that they can truly make a difference in and out of school.
Character development is key to the ethos of Great Torrington School, whose mission is: “To inspire confident learners who will have the skills, qualities and qualifications to thrive in our changing world.” The school is a mixed secondary which provides an extensive range of enrichment opportunities to help students expand upon their life experiences and give them the grit and determination to keep trying. Students are encouraged to take part in competitions at local, regional and national levels. These have included; the international Lego league, South West Regional show jumping, Rotary Young Chef, Rotary Youth Speaks, Torrington Carnival, Teen Tech Awards, Maths Challenge and the Great Torrington School Spelling Bee. All with the objective of giving students experiences that enhance their GCSE achievements to offer them the widest opportunity for future careers and life-long learning.
The aim of Nottingham Girls Academy is to ensure that students become confident, compassionate and articulate young women with the skills to support them through the rest of their lives. Key character traits are promoted by what is called “a 6 R platform”. The 6 Rs are; resilience, reflection, reasoning, respect, responsibility and resourcefulness. Character education is centred around a whole school programme, called My Personal Best or MyPB . Although MyPB is rooted in PE , it also covers this is me, thinking me, and social me. In each area many life skills are taught and developed, including resilience, communication (speaking and listening), integrity and self-management. The outcomes of MyPB are raising aspirations while developing students’ personal skills and behaviours.
The Co-op Academy focuses on character education based on self-help, self-responsibility, democracy, equality, equity and solidarity. To a population of students who are mostly identified as disadvantaged, the academy promotes participation in student council, enrichment activities and competitive sports. This is a co-operative academy with a focus on building character based on the co-operative values of self-help, self-responsibility, democracy, equality, equity and solidarity. The school’s vision for their students is to “be the best”. Character education is part of a deeply engrained moral purpose that runs through the academy and is aimed at making a significant impact on the life chances of students. A wide programme of character building activities take place, including random acts of kindness; art therapy; current affairs; and cross country running. The result is that there is a real understanding of civic virtues in all academy students.
Further details, including a full listing of the national panel of judges, can be found on the Characters Awards 2016 website .
Winning entries demonstrated excellence in delivering a programme that developed character traits, attributes and behaviours that underpin success in school and work, including:
We are grateful to the following organisations and individuals for their donation of prizes to the winning schools: Aldeburgh Music, The Arts Council Bridge Organisations, The British Athletes Commission, Barclays, The British Board of Film Classification, Carrie Grant, Charlene White and ITV News, The Civic Barnsley, Colonel Melissa Bowerman, Commando Joe’s, The English-Speaking Union, Fitzwilliam Museum, Future Foundations, Gez Walsh, The Georgian Theatre Royal, The Invictus Games Foundation, The Jubilee Centre for Character and Virtues, Lord Holmes of Richmond, National Coal Mining Museum for England, National Citizen Service, Premiership Rugby, The Princes Trust, The Royal Opera House, Saint John’s Ambulance and Youth Sports Trust.
Central newsdesk 020 7783 8300
General enquiries 0370 000 2288
Published: 1 July 2016
Updated: 8 July 2016


Content Enrichment of the Text Retrieval Conference (TREC) Polar Dynamic Domain Dataset
Team 6
D3 visualizations:
Geographical Diversity Analysis of the Polar Data
Percent Contribution of every parser in Metadata
Percentage Distribution of Publications by Year
Publications of TREC Polar dataset by Location in Us
SWEET Ontology intersection with existing dataset


Carma
Seamless intercar communication
Carma provides a seamless end-to-end and mobile-first way to notify other drivers of immediate problems with their car, through crowdsourcing.
How it works
"Ok google, open carma"
- Integrates seamlessly with Google maps navigation
"Tell the green volvo that its tail light is out"
- Carma utilizes the Smartcar API to detect your present location and fetch a list of nearby Smartcar users
The other car receives a push notification with the information
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Is it functional?
Yes! Stick around for our live demo at Tamuhack 2019.


A Little Princess
by Frances Hodgson Burnett
Chapter 1: Sara
Additional Information
- Year Published: 1906
- Language: English
- Country of Origin: England
- Source: Burnett F. H. (1906). The Little Princess.London, England: Warne.
-
Readability:
- Flesch–Kincaid Level: 6.3
- Word Count: 3,762
- Genre: Adventure
- Keywords: 20th century literature, american literature, children's literature
- ✎ Cite This
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Once on a dark winter’s day, when the yellow fog hung so thick and heavy in the streets of London that the lamps were lighted and the shop windows blazed with gas as they do at night, an odd- looking little girl sat in a cab with her father and was driven rather slowly through the big thoroughfares.

She was such a little girl that one did not expect to see such a look on her small face. It would have been an old look for a child of twelve, and Sara Crewe was only seven. The fact was, however, that she was always dreaming and thinking odd things and could not herself remember any time when she had not been thinking things about grown-up people and the world they belonged to. She felt as if she had lived a long, long time.
At this moment she was remembering the voyage she had just made from Bombay with her father, Captain Crewe. She was thinking of the big ship, of the Lascars passing silently to and fro on it, of the children playing about on the hot deck, and of some young officers’ wives who used to try to make her talk to them and laugh at the things she said.
Principally, she was thinking of what a queer thing it was that at one time one was in India in the blazing sun, and then in the middle of the ocean, and then driving in a strange vehicle through strange streets where the day was as dark as the night. She found this so puzzling that she moved closer to her father.
“Papa,” she said in a low, mysterious little voice which was almost a whisper, “papa.”
“What is it, darling?” Captain Crewe answered, holding her closer and looking down into her face. “What is Sara thinking of?”
“Is this the place?” Sara whispered, cuddling still closer to him. “Is it, papa?”
“Yes, little Sara, it is. We have reached it at last.” And though she was only seven years old, she knew that he felt sad when he said it.
It seemed to her many years since he had begun to prepare her mind for “the place,” as she always called it. Her mother had died when she was born, so she had never known or missed her. Her young, handsome, rich, petting father seemed to be the only relation she had in the world. They had always played together and been fond of each other. She only knew he was rich because she had heard people say so when they thought she was not listening, and she had also heard them say that when she grew up she would be rich, too. She did not know all that being rich meant. She had always lived in a beautiful bungalow, and had been used to seeing many servants who made salaams to her and called her “Missee Sahib,” and gave her her own way in everything. She had had toys and pets and an ayah who worshipped her, and she had gradually learned that people who were rich had these things. That, however, was all she knew about it.
During her short life only one thing had troubled her, and that thing was “the place” she was to be taken to some day. The climate of India was very bad for children, and as soon as possible they were sent away from it—generally to England and to school. She had seen other children go away, and had heard their fathers and mothers talk about the letters they received from them. She had known that she would be obliged to go also, and though sometimes her father’s stories of the voyage and the new country had attracted her, she had been troubled by the thought that he could not stay with her.
“Couldn’t you go to that place with me, papa?” she had asked when she was five years old. “Couldn’t you go to school, too? I would help you with your lessons.”
“But you will not have to stay for a very long time, little Sara,” he had always said.
She had liked to think of that. To keep the house for her father; to ride with him, and sit at the head of his table when he had dinner parties; to talk to him and read his books—that would be what she would like most in the world, and if one must go away to “the place” in England to attain it, she must make up her mind to go. She did not care very much for other little girls, but if she had plenty of books she could console herself. She liked books more than anything else, and was, in fact, always inventing stories of beautiful things and telling them to herself. Sometimes she had told them to her father, and he had liked them as much as she did.
“Well, papa,” she said softly, “if we are here I suppose we must be resigned.”
He laughed at her old-fashioned speech and kissed her. He was really not at all resigned himself, though he knew he must keep that a secret. His quaint little Sara had been a great companion to him, and he felt he should be a lonely fellow when, on his return to India, he went into his bungalow knowing he need not expect to see the small figure in its white frock come forward to meet him. So he held her very closely in his arms as the cab rolled into the big, dull square in which stood the house which was their destination.

“Here we are, Sara,” said Captain Crewe, making his voice sound as cheerful as possible. Then he lifted her out of the cab and they mounted the steps and rang the bell. Sara often thought afterward that the house was somehow exactly like Miss Minchin. It was respectable and well furnished, but everything in it was ugly; and the very armchairs seemed to have hard bones in them. In the hall everything was hard and polished—even the red cheeks of the moon face on the tall clock in the corner had a severe varnished look. The drawing room into which they were ushered was covered by a carpet with a square pattern upon it, the chairs were square, and a heavy marble timepiece stood upon the heavy marble mantel.
As she sat down in one of the stiff mahogany chairs, Sara cast one of her quick looks about her.
“I don’t like it, papa,” she said. “But then I dare say soldiers— even brave ones—don’t really like going into battle.”
Captain Crewe laughed outright at this. He was young and full of fun, and he never tired of hearing Sara’s queer speeches.
“Oh, little Sara,” he said. “What shall I do when I have no one to say solemn things to me? No one else is as solemn as you are.”
“But why do solemn things make you laugh so?” inquired Sara.
 And then suddenly he swept her into his arms and kissed her very hard, stopping laughing all at once and looking almost as if tears had come into his eyes.
It was just then that Miss Minchin entered the room. She was very like her house, Sara felt: tall and dull, and respectable and ugly. She had large, cold, fishy eyes, and a large, cold, fishy smile. It spread itself into a very large smile when she saw Sara and Captain Crewe. She had heard a great many desirable things of the young soldier from the lady who had recommended her school to him. Among other things, she had heard that he was a rich father who was willing to spend a great deal of money on his little daughter.
“It will be a great privilege to have charge of such a beautiful and promising child, Captain Crewe,” she said, taking Sara’s hand and stroking it. “Lady Meredith has told me of her unusual cleverness. A clever child is a great treasure in an establishment like mine.”
 She was thinking something odd, as usual.
“Why does she say I am a beautiful child?” she was thinking. “I am not beautiful at all. Colonel Grange’s little girl, Isobel, is beautiful. She has dimples and rose-colored cheeks, and long hair the color of gold. I have short black hair and green eyes; besides which, I am a thin child and not fair in the least. I am one of the ugliest children I ever saw. She is beginning by telling a story.”
 She was not in the least like Isobel Grange, who had been the beauty of the regiment, but she had an odd charm of her own. She was a slim, supple creature, rather tall for her age, and had an intense, attractive little face. Her hair was heavy and quite black and only curled at the tips; her eyes were greenish gray, it is true, but they were big, wonderful eyes with long, black lashes, and though she herself did not like the color of them, many other people did.
“I should be telling a story if I said she was beautiful,” she thought; “and I should know I was telling a story. I believe I am as ugly as she is—in my way. What did she say that for?”
After she had known Miss Minchin longer she learned why she had said it. She discovered that she said the same thing to each papa and mamma who brought a child to her school.
Sara stood near her father and listened while he and Miss Minchin talked. She had been brought to the seminary because Lady Meredith’s two little girls had been educated there, and Captain Crewe had a great respect for Lady Meredith’s experience. Sara was to be what was known as “a parlor boarder,” and she was to enjoy even greater privileges than parlor boarders usually did. She was to have a pretty bedroom and sitting room of her own; she was to have a pony and a carriage, and a maid to take the place of the ayah who had been her nurse in India.
“I am not in the least anxious about her education,” Captain Crewe said, with his gay laugh, as he held Sara’s hand and patted it. “The difficulty will be to keep her from learning too fast and too much. She is always sitting with her little nose burrowing into books. She doesn’t read them, Miss Minchin; she gobbles them up as if she were a little wolf instead of a little girl. She is always starving for new books to gobble, and she wants grown-up books—great, big, fat ones—French and German as well as English—history and biography and poets, and all sorts of things. Drag her away from her books when she reads too much. Make her ride her pony in the Row or go out and buy a new doll. She ought to play more with dolls.”
“Papa,” said Sara, “you see, if I went out and bought a new doll every few days I should have more than I could be fond of. Dolls ought to be intimate friends. Emily is going to be my intimate friend.”
Captain Crewe looked at Miss Minchin and Miss Minchin looked at Captain Crewe.
“Who is Emily?” she inquired.
“Tell her, Sara,” Captain Crewe said, smiling.
Sara’s green-gray eyes looked very solemn and quite soft as she answered.
“She is a doll I haven’t got yet,” she said. “She is a doll papa is going to buy for me. We are going out together to find her. I have called her Emily. She is going to be my friend when papa is gone. I want her to talk to about him.”
Miss Minchin’s large, fishy smile became very flattering indeed.
“What an original child!” she said. “What a darling little creature!”
“Yes,” said Captain Crewe, drawing Sara close. “She is a darling little creature. Take great care of her for me, Miss Minchin.”
Sara stayed with her father at his hotel for several days; in fact, she remained with him until he sailed away again to India. They went out and visited many big shops together, and bought a great many things. They bought, indeed, a great many more things than Sara needed; but Captain Crewe was a rash, innocent young man and wanted his little girl to have everything she admired and everything he admired himself, so between them they collected a wardrobe much too grand for a child of seven. There were velvet dresses trimmed with costly furs, and lace dresses, and embroidered ones, and hats with great, soft ostrich feathers, and ermine coats and muffs, and boxes of tiny gloves and handkerchiefs and silk stockings in such abundant supplies that the polite young women behind the counters whispered to each other that the odd little girl with the big, solemn eyes must be at least some foreign princess—perhaps the little daughter of an Indian rajah.
And at last they found Emily, but they went to a number of toy shops and looked at a great many dolls before they discovered her.
“I want her to look as if she wasn’t a doll really,” Sara said. “I want her to look as if she listens when I talk to her. The trouble with dolls, papa”—and she put her head on one side and reflected as she said it—”the trouble with dolls is that they never seem to hear.” So they looked at big ones and little ones— at dolls with black eyes and dolls with blue—at dolls with brown curls and dolls with golden braids, dolls dressed and dolls undressed.
“You see,” Sara said when they were examining one who had no clothes. “If, when I find her, she has no frocks, we can take her to a dressmaker and have her things made to fit. They will fit better if they are tried on.”
After a number of disappointments they decided to walk and look in at the shop windows and let the cab follow them. They had passed two or three places without even going in, when, as they were approaching a shop which was really not a very large one, Sara suddenly started and clutched her father’s arm.
“Oh, papa!” she cried. “There is Emily!”

“She is actually waiting there for us!” she said. “Let us go in to her.”
“Dear me,” said Captain Crewe, “I feel as if we ought to have someone to introduce us.”
“You must introduce me and I will introduce you,” said Sara. “But I knew her the minute I saw her—so perhaps she knew me, too.”
Perhaps she had known her.  She was a large doll, but not too large to carry about easily; she had naturally curling golden-brown hair, which hung like a mantle about her, and her eyes were a deep, clear, gray-blue, with soft, thick eyelashes which were real eyelashes and not mere painted lines.
“Of course,” said Sara, looking into her face as she held her on her knee, “of course papa, this is Emily.”
So Emily was bought and actually taken to a children’s outfitter’s shop and measured for a wardrobe as grand as Sara’s own. She had lace frocks, too, and velvet and muslin ones, and hats and coats and beautiful lace-trimmed underclothes, and gloves and handkerchiefs and furs.
“I should like her always to look as if she was a child with a good mother,” said Sara. “I’m her mother, though I am going to make a companion of her.”
Captain Crewe would really have enjoyed the shopping tremendously, but that a sad thought kept tugging at his heart. This all meant that he was going to be separated from his beloved, quaint little comrade.
He got out of his bed in the middle of that night and went and stood looking down at Sara, who lay asleep with Emily in her arms. Her black hair was spread out on the pillow and Emily’s golden-brown hair mingled with it, both of them had lace-ruffled nightgowns, and both had long eyelashes which lay and curled up on their cheeks. Emily looked so like a real child that Captain Crewe felt glad she was there. He drew a big sigh and pulled his mustache with a boyish expression.

The next day he took her to Miss Minchin’s and left her there. He was to sail away the next morning. He explained to Miss Minchin that his solicitors, Messrs. Barrow & Skipworth, had charge of his affairs in England and would give her any advice she wanted, and that they would pay the bills she sent in for Sara’s expenses. He would write to Sara twice a week, and she was to be given every pleasure she asked for.
“She is a sensible little thing, and she never wants anything it isn’t safe to give her,” he said.
 Sara sat on his knee and held the lapels of his coat in her small hands, and looked long and hard at his face.
“Are you learning me by heart, little Sara?” he said, stroking her hair.
“No,” she answered. “I know you by heart.  And they put their arms round each other and kissed as if they would never let each other go.
When the cab drove away from the door, Sara was sitting on the floor of her sitting room, with her hands under her chin and her eyes following it until it had turned the corner of the square. Emily was sitting by her, and she looked after it, too. When Miss Minchin sent her sister, Miss Amelia, to see what the child was doing, she found she could not open the door.
“I have locked it,” said a queer, polite little voice from inside. “I want to be quite by myself, if you please.”
Miss Amelia was fat and dumpy, and stood very much in awe of her sister. She was really the better-natured person of the two, but she never disobeyed Miss Minchin. She went downstairs again, looking almost alarmed.
“I never saw such a funny, old-fashioned child, sister,” she said. “She has locked herself in, and she is not making the least particle of noise.”
“It is much better than if she kicked and screamed, as some of them do,” Miss Minchin answered. “I expected that a child as much spoiled as she is would set the whole house in an uproar. If ever a child was given her own way in everything, she is.”
“I’ve been opening her trunks and putting her things away,” said Miss Amelia. “I never saw anything like them—sable and ermine on her coats, and real Valenciennes lace on her underclothing. You have seen some of her clothes. What do you think of them?”
“I think they are perfectly ridiculous,” replied Miss Minchin, sharply; “but they will look very well at the head of the line when we take the schoolchildren to church on Sunday. She has been provided for as if she were a little princess.”
And upstairs in the locked room Sara and Emily sat on the floor and stared at the corner round which the cab had disappeared, while Captain Crewe looked backward, waving and kissing his hand as if he could not bear to stop.


Former Tennessee jailer pleads guilty to hiding inmate abuse
TIPTONVILLE, Tenn. (AP) - A former Tennessee jailer has pleaded guilty to hiding inmate abuse by other correctional officers.
Citing a Department of Justice statement, news outlets report 21-year-old Cadie McAlister has admitted to concealing the February assault of an inmate at Northwest County Correctional Complex in Tiptonville.
The statement issued Wednesday says five officers went to the inmate’s cell in the center’s mental health unit, and McAlister helped to cover up a nearby surveillance camera, as requested. It says the inmate was beaten by an officer. It says McAlister was responsible for updating the unit’s logbook yet failed to document the inmate’s assault or how he was left bleeding in his cell.
Former officers Nathaniel Griffin, Tanner Penwell and Carl Spurlin Jr. have already pleaded guilty to related charges in the case.
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Alta Fox Opportunities Fund, L.P. Q3 2019 Quarterly Letter
by Fund LettersSummary
- Alta Fox Capital is a long/short hedge fund.
- In Q3 2019, the fund decreased 2.21% gross and 2.10% net.
- This compared favorably to the -2.40% return for the Russell 2000 and -5.4% return for the Russell Microcap index, but unfavorably to the S&P 500's 1.70% return.
Editor's Note: The summary bullets for this article were chosen by Seeking Alpha editors.


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AxlLoader is an application for opening swf files.
DEVELOPMENT, DEBUG, PREVIEW
It allows network sandboxed files to access local file system by placing loaded content in it's own (AIR application) sandbox.
It allows to pass set of flashvars to loaded swfs easily. History of recently loaded files, quick load / re-load hot-keys, on-screen display list arranger, console log with command prompt talking to loaded content makes it valid, lightweight development tool. It allows to load both AS3 and AS2 projects.
Supported files
Despite the fact it's created for flash files, AxlLoader also provides primitive support for:
- sounds - mp3, mpeg
- images - png, jpg, gif
- textual - xml, json, csv, txt
Opening files
There is number of ways to load content in AxlLoader. Choose your favourite.
- Drag and drop files onto application window or desktop icon
- Associate files with AxlLoader - choose it as your default application for opening swf files
- Copy file or link and paste it into main AxlLoader window
- Use "Open" button on top bar menu
- Use "History" button to navigate through previously loaded files, double click to load again
- Use hot-keys to open files you loaded in the past
Hot Keys
AxlLoader is quite rich in hot keys. There are two groups it. First is related to loading and re-loading contents.
Second controlls using LiveArranger.
- ctrl/cmd + r : reload current file
- ctrl/cmd + [0-9] : load file from history
- ctrl/cmd + v: load file from clipboard
- ctrl/cmd + l : show/hide top menu bar
- ctrl/cmd + t : show/hide Timestamp Generator window
- ctrl/cmd + t : show/hide FlashVars window
- ctrl/cmd + shift + c : show/hide Console window
- ctrl/cmd + shift + h : show/hide History window
- F6: switch on / switch off LiveArranger - on screen display list editor. When LiveArranger is on:
- PageUp, PageDown, Home – opens/closes editor widget for selected object
- ESC – closes editor. If editor is closed, turns arranger off.
- Left arrow, Right arrow, Up arrow, Down arrow
- if focus is on selected object: moves selected object horizontally and vertically
- if focus is in editor input: increases and dis-creases numeric value or changes Boolean flag
- Shift – changes selection style
- Shift + arrows – multiplies movements by 5
- Z – (traverse up) sets parent of selected object as selected object if available.
- X – (traverse down) selects first child of selected object as selected object if available.
- 1 – (traverse side) selects another child(+1) in container of selected object if available.
- 2 – (traverse side) selects another child(-1) in container of selected object if available.
- Press and hold CTRL or CMD
- if editor is off: allows to drag buttons preventing from executing their functions
- if editor is on: allows to select new object without exiting editor
Worth to mention that date component (top bar menu) is also interactive: mouse wheel and keyboard arrows can tweak values, pressing Enter key when focus is in any of date component input fields reloads current content.


Pairing wasn't really what I had expected coming into phase 0. I majored in physics in college, and there was a lot of collaboration on physics problems and I kind of expected pairing to be similar to that. The fact that I'm pairing with people over the Internet, not in the same room as them makes it really different though. It's harder to get my point across, and I feel like its harder to explain my ideas(and also harder to understand my pair's) since I'm such a hands on, visual learner. That has made it a bit frustrating, but I also enjoy it for the reasons I enjoyed working in groups in college. Collaborating on something means other people are going to bring out their own ideas to the group, and you're going to discover alternative methods to solve problems much faster than on your own. Overall its been good, especially when I've gotten to just discuss the problems with people and look at how they've been doing things to get a different perspective than my own.
Feedback has been a lot harder. I'm the guy who always turned in blank feedback papers in college since it was never something I really thought about during the class. Its something I'm needing to train myself to consciously think about because unless there's something that really obviously needs improvement I don't remember it when its time to give feedback. This has led to a lot of my given feedbacks to not really have anything actionable in them, because I simply didn't notice anything.
Receiving feedback is also something that I haven't been good at. I'm fine with it when its verbal and I'm able to talk to the person giving it, but for whatever reason written feedback is always accompanied with a twinge of anxiety. This post is really the first time I've actually read my feedback (although that's partly due to not being observant enough to notice it at the bottom of the feedbackinator). Like most things people stress over it wasn't nearly as bad as I feared it might be, mainly I need to be more vocal about my ideas when pairing. Reading that was kind of weird, since I sometimes feel like I'm being too vocal and not letting my pair share their ideas enough, but I guess I can stop worrying about that too.
Overall I think that pairing, and especially GPSes, are really useful for learning the phase0 material. I've always found it easier to learn alongside other people and this hasn't been any different.


Independent Egyptian media outlet says editor arrested
This is the latest arrest amid a wider crackdown on dissent in the country.
by Al JazeeraEgyptian protesters shout slogans as they take part in a protest calling for the removal of President Abdel Fattah al-Sisi in Cairo's downtown on September 20, 2019. - Protestors also gathered in other Egyptian cities calling for the removal of President Abdel Fattah al-Sisi but police quickly dispersed them. In Cairo dozens of people joined night-time demonstrations around Tahrir Square -- the epicenter of the 2011 revolution that toppled the country's long-time autocratic leader. (Photo by STR / AFP)
A prominent investigative media outlet in Egypt says security forces have arrested one of its editors, the latest arrest amid a wider crackdown on dissent in the country.
Mada Masr, one of a shrinking number of independent news websites in Egypt, said Shady Zalat, 37, was arrested from his home in Cairo early on Saturday. Police raided his apartment without showing an arrest warrant, the outlet added.
In a statement, Mada Masr said plain-clothed police told Zalat’s wife that he was being taken to the Giza police headquarters.
But the outlet said it has been unable to confirm where Zalat is being held and demanded his release.
“Shady has been working at Mada Masr as an editor since 2014,” the outlet’s statement said. “He has done nothing more than use words to report the news.”
“We hold Egyptian authorities responsible for his safety and well being and call for his immediate and unconditional release,” the statement added.
There was no immediate comment from the authorities.
Zalat’s arrest came after Mada Masr published an article last week alleging that President Abdel Fattah el-Sisi ‘s son Mahmoud had been transferred to Moscow on a diplomatic posting.
His re-assignment from a senior intelligence post came after he had been criticised internally within the security apparatus, Mada Masr reported.
The article, which cited unnamed Emirati and Egyptian officials, gave details about the country’s security agencies at a time when press freedoms in Egypt are shrinking.
Egypt has arrested at least 4,000 people since September amid a sweeping crackdown following rare anti-government protests.
Mada Masr is one of the hundreds of websites blocked by the Egyptian government in recent years.
Egypt jails more journalists than any other country except China and Turkey, according to New York-based watchdog, Committee to Protect Journalists.


Google
Food insider
Stykka
My favourite site is
This is a link to GitHub!
My HTML header file
Hello there, awesome person!


2. Schedule

You will want to select and copy the text in red from any of the links (the numbers will vary by vehicle but you want everything prior to the filename including the /). Then in your text editor use the Find & Replace function and paste the copied line into the "Find:" box and set the "Replace with:" box to an empty string (Blank text box). Replace all instances found in the file.
| Base Url: | |
|---|---|
| Delay: | (in seconds) 90 seconds is safe to stay under 50 / hour download |
| Start Index: | (to resume downloading) |
| Import HTML Source: |


| FieldingPost {Lahman} | R Documentation |
Post season fielding data
data(FieldingPost)
A data frame with 14647 observations on the following 17 variables.
playerID
Player ID code
yearID
Year
teamID
Team; a factor
lgID
League; a factor with levels AL
NL
round
Level of playoffs
POS
Position
G
Games
GS
Games Started
InnOuts
Time played in the field expressed as outs
PO
Putouts
A
Assists
E
Errors
DP
Double Plays
TP
Triple Plays
PB
Passed Balls
SB
Stolen Bases allowed (by catcher)
CS
Caught Stealing (by catcher)
Lahman, S. (2021) Lahman's Baseball Database, 1871-2020, 2020 version, http://www.seanlahman.com/baseball-archive/statistics/
require("dplyr") ## World Series fielding record for Yogi Berra FieldingPost %>% filter(playerID == "berrayo01" & round == "WS") ## Yogi's career efficiency in throwing out base stealers ## in his WS appearances and CS as a percentage of his ## overall assists FieldingPost %>% filter(playerID == "berrayo01" & round == "WS" & POS == "C") %>% summarise(cs_pct = round(100 * sum(CS)/sum(SB + CS), 2), cs_assists = round(100 * sum(CS)/sum(A), 2)) ## Innings per error for several selected shortstops in the WS FieldingPost %>% filter(playerID %in% c("belanma01", "jeterde01", "campabe01", "conceda01", "bowala01"), round == "WS") %>% group_by(playerID) %>% summarise(G = sum(G), InnOuts = sum(InnOuts), Eper9 = round(27 * sum(E)/sum(InnOuts), 3)) ## Top 10 center fielders in innings played in the WS FieldingPost %>% filter(POS == "CF" & round == "WS") %>% group_by(playerID) %>% summarise(inn_total = sum(InnOuts)) %>% arrange(desc(inn_total)) %>% head(., 10) ## Most total chances by position FieldingPost %>% filter(round == "WS" & !(POS %in% c("DH", "OF", "P"))) %>% group_by(POS, playerID) %>% summarise(TC = sum(PO + A + E)) %>% arrange(desc(TC)) %>% do(head(., 1)) # provides top player by position


Modern C++ programs make frequent use of smart pointers and STL.
Most of the time, given a statement like
p->func();
where p is a smart pointer, you may want to step inside function
func rather than p's operator->()
.
To this purpose, the contextual menu entry Always Step Over...
may be used. The first time the debugger steps inside operator->()
code, use the options under this menu to disable future stepping inside
the function.


This is the web page of evergreen computing. We connect the world of mathematics and computer science to creativity and art.


{% extends "base/email_base.html" %} {% block title %}Account Verification{% endblock %} {% block header %}Account Verification{% endblock %} {% block body %}
Hi, thanks for creating an account!
Please verify your account by pressing this button:
If the button does not work please use this link:
https://{{ app.url }}/verify/{{ code }}


Assignment 1
Name
Age
Level
Department
Jack
16
100
Law
Flora
21
400
Botany
Bob
19
100
Chemistry
Toke
22
200
Maths
Phil
23
500
Computer Science
Assignment 2
Username:
Gender:
Female
Male
Type of car:
Toyota
Honda
Ferrari
Nil


Hardware Blocks¶
The SAP-1 Processor can logically be grouped into the following submodules.
The individual modules communicate over the 8-bit Data Bus and are controlled by the control lines in the Control Word. Other than that, the only shared signals between modules are the global clock (CLK and its inverse !CLK), and the clear signal (CLR and !CLR).
The block diagram shows how the modules are connected together. The 8-bit bus in the middle is the databus, while the blue line on the outside is the control word with 16 control lines.


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log out
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Delete
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|
||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object Map
public class Map
Map class holds all of the Nodes
| Constructor Summary | |
|---|---|
Map(int size)
Initialize a new Map object with a set size. |
|
Map(int[][] map)
Initialize a new Map object based on an integer array of binary values. |
| Method Summary | |
|---|---|
static int[] |
findPath(int[][] map,
int fromTileX,
int fromTileY,
int toTileX,
int toTileY)
Find a path in the map from some tile coordinates to other ones. |
Node |
getCollectionNode()
Returns the Node where blocks should be picked up The block search algorithm should start here This node is specified when creating the Map |
Node |
getDeliveryNode()
Returns the Node where the blocks should be delivered This node is specified when creating the Map |
static int |
getLength()
Get the "length" of the map, as in the length of one side (so 12 for the final project) |
Node |
getNodeAtIndex(int i)
Returns the Node at the specified index |
Node |
getNodeAtPosition(int x,
int y,
double t)
Returns the Node at the specified position Based on the x value (increasing to the east from 0 at the left) And the y value (increasing to the south from 0 at the top) And the theta value (0 facing east, increasing counter clockwise) |
Path |
getPathFromNodeToNode(Node from,
Node to)
Returns the shortest Path between two nodes. |
java.util.ArrayList<Node> |
getRemaningNodes()
Returns an ArrayList of Node objects This is populated only with the Node objects that are still valid starting locations |
| Methods inherited from class java.lang.Object |
|---|
clone, equals, finalize, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Constructor Detail |
|---|
public Map(int size)
size
- An integer designating the number of nodes in the map.public Map(int[][] map)
map
- A 2D array of integers representing the layout of the map.| Method Detail |
|---|
public java.util.ArrayList<Node> getRemaningNodes()
public Path getPathFromNodeToNode(Node from, Node to)
from
- The Node to start atto
- The Node to finish
public Node getNodeAtIndex(int i)
i
- An integer representing the index
public Node getNodeAtPosition(int x, int y, double t)
x
- X value of the nodey
- Y value of the nodet
- Theta value of the node in degrees
public Node getDeliveryNode()
public Node getCollectionNode()
public static int getLength()
public static int[] findPath(int[][] map, int fromTileX, int fromTileY, int toTileX, int toTileY)
map
- The map to path find infromTileX
- The starting x coordinate in tile coordinatesfromTileY
- The starting y coordinate in tile coordinatestoTileX
- The target x coordinate in tile coordinatestoTileY
- The target y coordinate in tile coordinates
Integer.MAX_VALUE
terminated stack or integer coordinates, each pair being successive in the array
|
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


Sharing data between AngularJS controllers
{{article.title}}
Title:
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Author:
{{article.author}}
Published date:
{{article.date}}
Excerpt
{{article.excerpt}}


Trot veteran Tae Jin Ah buddies up with K-pop idols backstage at this week's 'Show! Music Core'
by danisurstTae Jin Ah recently shared some fun photos on social media!
On November 10 KST, the legendary trot singer took to his personal Instagram account to share images of him backstage at MBC's 'Show! Music Core' with a number of famous K-pop faces.
"Please give me love," he wrote in the caption to his Instagram posts. In the images, he is seen smiling brightly in a traditional hanbok, posing with WINNER, GOT7, MONSTA X, former B.A.P member Youngjae, VICTON, and Dongkiz. Each time, someone in the picture is also holding his fan, which has the name of his latest single "Kim Seondal" written across it. Tae Jin Ah performed the single on the November 9 episode of the program, with the acts in his photos being other artists who appeared on the broadcast that day.
Meanwhile, Tae Jin Ah also appeared on this week's 'M! Countdown'.
Check out Tae Jin Ah's Instagram posts below!


Funfair
Trade demonstration
Free exhibition
Paying exhibition
Paying demonstration
Unknown
1890
1892
1893


Home
Generate wallet
Send
Open wallet
Balance
Wallet
Private key
Sender
Recipient
Value
BlockchainNode


<IP_ADDRESS>.1.1 Examples of Suppressing Keyword Argument Checking
;;; The caller can supply :ALLOW-OTHER-KEYS T to suppress checking.
((lambda (&key x) x) :x 1 :y 2 :allow-other-keys t) => 1
;;; The callee can use &ALLOW-OTHER-KEYS to suppress checking.
((lambda (&key x &allow-other-keys) x) :x 1 :y 2) => 1
;;; :ALLOW-OTHER-KEYS NIL is always permitted.
((lambda (&key) t) :allow-other-keys nil) => T
;;; As with other keyword arguments, only the left-most pair
;;; named :ALLOW-OTHER-KEYS has any effect.
((lambda (&key x) x)
:x 1 :y 2 :allow-other-keys t :allow-other-keys nil)
=> 1
;;; Only the left-most pair named :ALLOW-OTHER-KEYS has any effect,
;;; so in safe code this signals a PROGRAM-ERROR (and might enter the
;;; debugger). In unsafe code, the consequences are undefined.
((lambda (&key x) x) ;This call is not valid
:x 1 :y 2 :allow-other-keys nil :allow-other-keys t)
Copyright 1996, The Harlequin Group Limited. All Rights Reserved.


Some examples...
-
:active
...represents an element (such as a button) that is being activated by the user. When using a mouse, "activation" typically starts when the user presses down the primary mouse button
-
:checked
...represents any radio, checkbox, or option type input element that is checked or toggled to an on state.
-
:default
...represents any radio, checkbox, option, or button type input element that hat are the default in a group of related elements.
:defined
...represents any element that has been defined (This is useful if you have a complex custom element that takes a while to load into the page — not(:defined) - you might want to hide instances of the element until definition is complete)
-
:disabled
...represents any disabled element.
-
:empty
...represents any element that has no children.
-
:enabled
...represents any enabled element.
-
:first
...represents the first page of a printed document and is used with @page rule.
-
:first-child
...represents the first element among a group of sibling elements.
-
:first-of-type
...represents the first element of its type among a group of sibling elements.
-
:focus
...represents an element that has received focus. It is generally triggered on form input when the user clicks or taps on an element or selects it with the keyboard's Tab key.
-
:focus-within
... represents an element that has received focus or contains an element that has received focus (For example used for highlighting an entire formcontainer when the user focuses on one of its input fields)
-
:has
...a “parent” selector to select elements that contain elements that match the selector you pass into it (takes the specificity of the most specific selector in its arguments and is forgiving)
div:has(p) {...}
-
:host
... selects the shadow host of the shadow DOM containing the CSS it is used inside(has no effect when used outside a shadow DOM)
-
:host()
...selects the shadow host of the shadow DOM containing the CSS it is used inside BUT only if the selector given as the function's parameter matches the shadow host.
-
:hover
...triggered when the user hovers over an element with the cursor (mouse pointer).
-
:indeterminate
...represents any form element whose state is indeterminate (such as checkboxes which have their HTML indeterminate attribute set to true, radio buttons which are members of a group in which all radio buttons are unchecked, and indeterminate progress elements)
-
:in-range
...represents an input element whose current value is within the range limits specified by the min and max attributes (cane be used to give the user a visual indication that a field's current value is within the permitted limits).
-
:invalid
...represents any input or other form element whose contents fail to validate (useful to highlight errors when filling out a form).
-
:is
...allows you to easily write compound selectors(Specificity is that of the most specific selector)./p>
:is(ul, ol) li {}
-
:lang()
...matches elements based on the language they are determined to be in.
-
:last-child
...represents the last element among a group of sibling elements.
-
:last-of-type
...represents the last element of its type among a group of sibling elements.
-
:left
...represents all left-hand pages of a printed document and is used with @page rule.
-
:link
...represents an element that has not yet been visited. (matches every a, area or link element with href attribute)
-
:not()
...represents elements that do not match a list of selectors
:not(::first-line) { }
p:not(article *) { }
-
:nth-child()
...matches elements based on their position in a group of siblings..for example :nth-child(3) selects the third element and :nth-child(3n) selectes every third element.
-
:nth-last-child()
...matches elements based on their position among a group of siblings, counting from the end (same as :nth-child() but counts in backwards direction).
-
:nth-last-of-type()
...matches elements of a given type, based on their position among a group of siblings, counting from the end
-
:nth-of-type()
...matches elements of a given type (tag), based on their position among a group of siblings
-
:only-child
...represents an element without any siblings
-
:only-of-type
...represents an element that has no siblings of the same type
-
:optional
...represents any input, select, or textarea element that does not have the required attribute set on it.
-
:out-of-range
...represents an input element whose current value is outside the range limits specified by the min and max attributes (handy for givinga visual indication that a field's current value is outside the permitted limits).
-
:read-only
...represents an element (such as input or textarea) that is not editable by the user
-
:read-write
...represents an element (such as input or textarea) that is editable by the user.
-
:required
...represents any input, select, or textarea element that has the required attribute set on it.
-
:right
...represents all right-hand pages of a printed document and is used with @page rule.
-
:root
...matches the root element of a tree representing the document
-
:scope
...represents elements that are a reference point for selectors to match against.
-
:target
...represents a unique element (the target element) with an id matching the URL's fragment.
-
:valid
...represents any input or other form element whose contents validate succesfully (useful to highlight correctly filled out fields in a form).
-
:visited
...represents links that the user has already visited
-
:where
...selects any element that can be selected by one of the selectors in that list(specificity is 0).
(:where(ul, ol) {...})


Array of numbers
add a number
remove a number
display all numbers
find all numbers greater than X
find all numbers less than X
find the average of all numbers
reset


Route
class Route extends Model
Constants
| STATUS_UNPROCESSED |
Possible status of the route. |
| STATUS_PROCESSING |
|
| STATUS_SUCCESSFUL |
|
| STATUS_FAILED |
|
Properties
| protected string | $token | Token that identifies the route. | |
| protected string | $status | Current status of the route. | |
| protected array | $path | List of locations (latitude, longitude) of the route. | |
| protected int | $totalDistance | Total route distance (in meters) after following the shortest driving path. | |
| protected int | $totalTime | Total route time (in seconds) after following the shortest driving path. | |
| protected string | $error | Last calculation error. |
Methods
Convert the route to its array representation.
Set the total distance of the route.
Set the total time of the route.
Get the token of the route.
Get the status of the route.
Get the path of the route.
Get the total distance of the route.
Get the total time of the route.
Get the last calculation error.
Details
at line 233
array
toArray()
Convert the route to its array representation.
in Model at line 23
string
toJson(int $options)
Convert the model to its JSON representation.
at line 65
Route
setToken(string $token)
Set the token of the route.
at line 81
Route
setStatus(string $status)
Set the status of the route.
at line 110
Route
setPath(array $path)
Set the path of the route.
at line 129
Route
setTotalDistance(int $distance)
Set the total distance of the route.
at line 144
Route
setTotalTime(int $time)
Set the total time of the route.
at line 159
Route
setError(string|null $error)
Set the last error of the route.
at line 173
string|null
getToken()
Get the token of the route.
at line 183
string
getStatus()
Get the status of the route.
at line 193
array
getPath()
Get the path of the route.
at line 203
int|null
getTotalDistance()
Get the total distance of the route.
at line 213
int|null
getTotalTime()
Get the total time of the route.
at line 223
string|null
getError()
Get the last calculation error.


TEST METHOD: TURBIDITY
Revised 25 Junw 2007 (Palin reference)
RISK ASSESSMENT
Assess Safety, Health, Quality and Environmental aspects of each specific step.
OVERVIEW
Turbidity is a measure of brine/water clarity and reflects the biomass (and therefore nutrient level) or disturbance of the brine or water. Turbidity is measured in the field with a secchi disk, or in the laboratory using a spectrophotometer or LED nephelometer.
TASK SAFETY REQUIREMENTS
Safety boots are mandatory in the field or lab.
| SPECIFIC JOB STEPS | RISK ASSESSMENT | RISK CONTROL |
| Method
One
A secchi disk may be used in the field to measure the relative turbidity of brine or water. A secchi disk is a circular plate of metal with a diameter of 30-40 cm. The surface is painted in 4 segments, alternating black and white. The secchi disk is suspended from its centre point by a length of rope. |
||
| The secchi disk is lowered into the brine by the rope until the quadrats can no longer be distinguished. | Surface is chopped by wind action. | Choose a calm day for sampling. |
| The distance between the surface of the secchi disk and the surface of the brine is recorded in centimetres. | ||
| Method
Two Spectrophotometer - a laboratory method The spectrophotometer is prepared by turning it on. |
||
| The sample cell is rinsed with sample, then filled with sample, carefully wiped with a tissue, and placed in the spectrophotometer. | Sample may settle prior to return to laboratory | Gently agitate the entire sample bottle prior to filling the sample cell. |
| Readings of Absorbance are taken at 425nm and 580nm. | ||
| The readings are plotted on the Nomogram chart (Palin) to determine colour in Hazens or Colour units, and Turbidity in NTU's. The chart is derived from AT Palin (1955) "Photometric determination of the colour and turbidity of water." Water & Water Engineering, 59:341-345 | ||
| Method
Three
A calibrated turbidity meter that measures the ratio of transmitted to scattered light using a light emitting diode may be used whether in the field or the laboratory. |
||
| Turn the meter on and immerse the probe fully in the sample. Record the readings. | Inherent uncertainties are present in all methods of turbidity measurement. | Only report to the closeness specified in the table below (APHA, Standard Methods for the Examination of Water and Wastewater). |
Turbidity Reading |
Report to Nearest NTU |
0-1.0 |
0.05 |
1-10 |
0.1 |
10-40 |
1 |
40-100 |
5 |
100-400 |
10 |
400-1000 |
50 |
> 1000 |
100 |


Translator: GYHHAHA
Author: labuladong
In the “Interval Scheduling: Greedy Algorithm”, we use greedy algorithm to solve the interval scheduling problem, which means, given a lot of intervals, finding out the maximum subset without any overlapping.
Actually, there are many other relating problems about interval itself. Now, we will talk about the “Merge Interval Problem”.
【Leetcode 56】Merge Intervals
Given a collection of intervals, merge all overlapping intervals.
Example 1:
Input: [[1,3],[2,6],[8,10],[15,18]]
Output: [[1,6],[8,10],[15,18]]
Explanation: Since intervals [1,3] and [2,6] overlaps, merge them into [1,6].
Example 2:
Input: [[1,4],[4,5]]
Output: [[1,5]]
Explanation: Intervals [1,4] and [4,5] are considered overlapping.
NOTE: input types have been changed on April 15, 2019. Please reset to default code definition to get new method signature.
The general thought for solving interval problems is observing regular patterns after the sorting process.
A certain interval can be defined as[start, end]
, the interval scheduling in the last article states the sorting process need to be done by end
. But for the merging problem, both sorting with the end
or start
are acceptable. For the clear purpose, we choose sorting by start
.
【Explanations for chinese in the picture】
【按start排序：sorting by start】【索引：index】
Clearly, for the merging result x
, x.start
must have the smallest start
in these intersected intervals, and x.end
must have the largest end
in these intersected intervals as well.
Since ordered, x.start
is easy to achieve, and computing x.end
is also not difficult as well, which can take an analogy of searching the max number in a certain array.
int max_ele = arr[0];
for (int i = 1; i < arr.length; i++)
max_ele = max(max_ele, arr[i]);
return max_ele;
# intervals like [[1,3],[2,6]...]
def merge(intervals):
if not intervals: return []
# ascending sorting by start
intervals.sort(key=lambda intv: intv[0])
res = []
res.append(intervals[0])
for i in range(1, len(intervals)):
curr = intervals[i]
# quote of the last element in res
last = res[-1]
if curr[0] <= last[1]:
# find the biggest end
last[1] = max(last[1], curr[1])
else:
# address next interval need to be merged
res.append(curr)
return res
It will be illustrated more clearly by the follow gif.
So far, the Interval Merging Problem have been solved.
The End. Hope this article can help you!


| intervals-package | Tools for working with points and intervals |
| adjust_closure | Re-represent integer intervals with open or closed endpoints |
| adjust_closure-method | Re-represent integer intervals with open or closed endpoints |
| as.matrix | Extract matrix of endpoints |
| as.matrix-method | Extract matrix of endpoints |
| as.matrix.Intervals_virtual | Extract matrix of endpoints |
| c | Combine different interval matrix objects |
| c.Intervals | Combine different interval matrix objects |
| c.Intervals_full | Combine different interval matrix objects |
| closed | Class "Intervals_virtual" |
| closed-method | Class "Intervals_virtual" |
| closed<- | Classes "Intervals" and "Intervals_full" |
| closed<--method | Classes "Intervals" and "Intervals_full" |
| close_intervals | Re-represent integer intervals with open or closed endpoints |
| close_intervals-method | Re-represent integer intervals with open or closed endpoints |
| clusters | Identify clusters in a collection of positions or intervals |
| clusters-method | Identify clusters in a collection of positions or intervals |
| coerce-method | Classes "Intervals" and "Intervals_full" |
| coerce-method | Class "Intervals_virtual" |
| contract | Expand or contract intervals |
| contract-method | Expand or contract intervals |
| distance_to_nearest | Compute distance to nearest position in a set of intervals |
| distance_to_nearest-method | Compute distance to nearest position in a set of intervals |
| empty | Identify empty interval rows |
| empty-method | Identify empty interval rows |
| expand | Expand or contract intervals |
| expand-method | Expand or contract intervals |
| head-method | Class "Intervals_virtual" |
| initialize-method | Classes "Intervals" and "Intervals_full" |
| initialize-method | Class "Intervals_virtual" |
| Intervals | Classes "Intervals" and "Intervals_full" |
| intervals | Tools for working with points and intervals |
| Intervals-class | Classes "Intervals" and "Intervals_full" |
| Intervals_full | Classes "Intervals" and "Intervals_full" |
| Intervals_full-class | Classes "Intervals" and "Intervals_full" |
| Intervals_virtual-class | Class "Intervals_virtual" |
| Intervals_virtual_or_numeric-class | Class "Intervals_virtual_or_numeric" |
| interval_complement | Compute the complement of a set of intervals |
| interval_complement-method | Compute the complement of a set of intervals |
| interval_difference | Compute set difference |
| interval_difference-method | Compute set difference |
| interval_included | Assess inclusion of one set of intervals with respect to another |
| interval_included-method | Assess inclusion of one set of intervals with respect to another |
| interval_intersection | Compute the intersection of one or more sets of intervals |
| interval_intersection-method | Compute the intersection of one or more sets of intervals |
| interval_overlap | Assess overlap from one set of intervals to another |
| interval_overlap-method | Assess overlap from one set of intervals to another |
| interval_union | Compute the union of intervals in one or more interval matrices |
| interval_union-method | Compute the union of intervals in one or more interval matrices |
| is.na-method | Class "Intervals_virtual" |
| open_intervals | Re-represent integer intervals with open or closed endpoints |
| open_intervals-method | Re-represent integer intervals with open or closed endpoints |
| plot | Plotting methods for interval objects |
| plot-method | Plotting methods for interval objects |
| plot.Intervals | Plotting methods for interval objects |
| plot.Intervals_full | Plotting methods for interval objects |
| reduce | Compactly re-represent the points in a set of intervals |
| reduce-method | Compactly re-represent the points in a set of intervals |
| sgd | Yeast gene model sample data |
| show-method | Class "Intervals_virtual" |
| size | Compute interval sizes |
| size-method | Compute interval sizes |
| split | Split an intervals object according to a factor |
| split-method | Split an intervals object according to a factor |
| split.Intervals_virtual | Split an intervals object according to a factor |
| t-method | Class "Intervals_virtual" |
| tail-method | Class "Intervals_virtual" |
| type | Class "Intervals_virtual" |
| type-method | Class "Intervals_virtual" |
| type<- | Class "Intervals_virtual" |
| type<--method | Class "Intervals_virtual" |
| which_nearest | Identify nearest member(s) in a set of intervals |
| which_nearest-method | Identify nearest member(s) in a set of intervals |
| [-method | Classes "Intervals" and "Intervals_full" |
| [<--method | Classes "Intervals" and "Intervals_full" |