返回主页
Educational Approach
目录
Educational Approach
Personalized Learning Plans
Real-World Application
Community Connection
Whole Child Development
Our goal for AltSchool students is to help them grow up T-shaped
Curriculum
The AltSchool Learning Cycle
AltSchool Learner Objectives
Curriculum Resources
Assessment
Co-Curriculars 辅助课程
The Classroom
Research shows that field trips increase students’ critical thinking skills
Real World Application
Top 10 Places to Take Kids in SF
Architect a personalized educational experience
Digital Tools to Support Learning
Continuous Innovation
Design Thinking for the Young Innovator: A Photo Essay
5 Tips to Make the Most of Day Trips this Summer
“Eating for Health” Community Workshops
Healthy Eating for Better Learning
Tablets and Tweens: How to Guide Your Child in Smart Use
How to Shop for Toys that Teach
3 Ways to Cultivate Gratitude in Your Children
Educational Approach
It’s a whole new world out there.
The sheer amount of information available today calls for us to go far beyond the conventional “one size fits all” approach to education. At AltSchool, we’ve reimagined the entire educational experience from the ground up. We’re preparing our children for the future by offering them:
正面管教（PD）应用于自闭症（Autism）儿童
Why Curiosity is Key to Your Child’s Learning
返回页首
Personalized Learning Plans
Children are naturally curious and capable learners. Our Personalized Learning Plans help them drive their own education through their real-world motivations and interests. AltSchool teachers curate our rigorous curriculum in partnership with students and parents, allowing children to learn at their own pace and in the ways they learn best. Read about how we personalize education from our founder, Max Ventilla.
Bespoke 预定/定做 Education
返回页首
Real-World Application
The world itself is captivating and interconnected. At AltSchool, we encourage interdisciplinary learning and avoid artificial separation between subjects. Encouraging students to learn by doing, we promote a deeper level of understanding. Teaching may originate in the classroom, but will continue on trips throughout the community, at home, or even on family vacations (which are welcomed throughout the year).
返回页首
Community Connection
AltSchool is building a network of micro-schools because we understand that children thrive under the nurturing warmth of a community. Our “village” is made up of inspiring teachers who co-learn with their students, asking questions, discovering connections and exploring relationships (with a low student-teacher ratio in the classroom). Our schoolhouses are supported by deep parent involvement, and active use of the best people and places that local areas have to offer.
返回页首
Whole Child Development
We agree with the research: social and emotional learning (SEL) is critical to student success in school and in life. AltSchool balances academic rigor with an emphasis on growing good citizens. We help our students to become self-aware and to develop the skills for good decision-making. Throughout, we encourage the grit, resilience, confidence and social engagement necessary for happiness and success in the 21st century.
While our students’ capacity for growth is huge, our time with them is precious. We set high expectations for that time, providing teachers with the tools, flexibility and support they need to best focus on their students. We benchmark ourselves to high standards and global best practices to drive continuous improvement.
返回页首
Our goal for AltSchool students is to help them grow up T-shaped
T-Shaped Students for Life
Posted by Shannon Arvizu, Ph.D.
Feb 12, 2014
Many people ask us, “What is the goal of an AltSchool education？”
To help children succeed in the world of 2030, we have many goals.
Among them are:
--to instill a positive mindset,
--to cultivate grit for meeting life’s challenges, and
--to inspire lifelong curiosity.
But there is one goal that really stands out for us.
Our goal for AltSchool students is to help them grow up T-shaped.
To thrive in this world, students need both breadth and depth in their educational experience.
T-shaped students are highly skilled and deeply talented in a single field, but also embody a horizontal breadth of interest, knowledge, and enthusiasm that cuts across disciplines.
The Power of the T
When we look at a traditional primary education, we see that schools focus mainly on the horizontal part of the T. Most primary education programs expose students to several different content areas without empowering students to go especially deep in any of them.
In college and the workplace, there is usually the opposite problem - too much emphasis on the “I.” Individuals are siloed into separate majors. Professionals become experts in one domain and find it difficult to do cross-collaboration and interdisciplinary work.
As a solution to this problem, thought leaders in education and design thinking, John Hennessy (Stanford University President) and Tim Brown (CEO of IDEO), respectively, promote the idea of T-shaped individuals.
For Hennessy, T-shaped individuals emerge within an interdisciplinary culture. At Stanford, Hennessy spearheads university initiatives for students with diverse interests to work together on solutions to real-world problems.
For Brown, T-shaped individuals are those who have a strong sense of empathy and enthusiasm. At IDEO, Brown encourages team members to understand a given problem from another’s perspective and work collaboratively to solve that problem.
For us, we instill a T-shaped dimension in our students in three ways:
1- We create an environment for students to cultivate their personal passions.
2- We help students use those passions as a lever for building competencies in other subject areas.
3- We match students with outside experts and with students who have complementary skills sets to work collaboratively on projects of impact.
For example, in our current classroom, we have a few upper elementary students who are passionate about Minecraft. Through their weekly playlist activities, the students use Minecraft as a window to build math, engineering, and even social science skills. As a team, the students are building a scaled digital version of San Francisco after the 1906 earthquake. As students progress in their studies through middle school, they may even begin to work with local engineers on actual design projects that have tangible benefits for the classroom and surrounding community.
What does a T-shaped AltSchool student look like？
When our students graduate from a K-8 education, they will have acquired deep mastery in one or more areas of passion. Throughout the course of their education, and particularly in middle school, students have ample opportunities to explore their interests and cultivate uniquely differentiated strengths. With mentorship from teachers and experts in the community, AltSchool students develop competence that far exceeds the baseline set by typical standards in their area of interest and would be recognized as significant by adult practitioners in the field.
In addition, each student graduates with a broad base of knowledge and experiences representing a strong grasp of essential academic and non-academic skills. They will have met the expectations of widely accepted standards, such as Common Core and Next Generation Science Standards. They will have had myriad experiences working collaboratively and iteratively on real-world projects that foster nimble thinking across subject areas.
Through these experiences, children are wholly capable of developing a T-shaped disposition. This disposition not only prepares them to succeed in leading universities and workplaces, but also helps them flourish as problem-seekers and problem-solvers in the world of tomorrow.
返回页首
Curriculum
To thrive in today’s world, students need both breadth and depth in their educational experience. AltSchool fosters interdisciplinary learning across all core education subjects. We also give students ample opportunity to explore their interests and cultivate uniquely differentiated strengths.
返回页首
The AltSchool Learning Cycle
The Learner Portrait: When a child joins AltSchool, we create a Learner Portrait that is continually updated throughout his or her time with us. It catalogs interests, passions, strengths, weaknesses, and learning strategies that work best. It also reflects the AltSchool Learner Objectives that have been met to date by each student.
Personalized Learning Plan (PLP): Based on the Learner Portrait, our educators (in collaboration with family and students) prioritize a set of goals from the AltSchool Learner Objectives. The PLP is reviewed regularly and informs the Playlist activities a student sees each week.
The Playlist: The Playlist is a set of weekly learning experiences and exercises that help students meet their specific PLP goals. The Playlist includes individual and group activities, as well as short-term and long-term projects. Once a PLP goal is successfully completed, this achievement is recorded as a milestone on a student’s Learner Profile.
返回页首
AltSchool Learner Objectives
AltSchool’s curriculum includes objectives in four major areas.
Ways of Thinking: This area includes cognitive procedures, reasoning, and creativity.
Ways of Being: This area includes self-awareness, self-confidence, growth mindset, gratitude, curiosity, self-regulation, and grit.
Ways of Interacting: This area includes empathy, perspective taking, communication, collaboration, and building relationships.
Knowledge and Experiences: This area includes language arts, history, culture, media, citizenship, mathematics, science and the environment, entrepreneurship, and health. We also want each child to have the experience of going deep in an area of interest.
These learning objectives draw from a variety of standards and metrics as a framework for instructional design. Our elementary and middle school instruction is informed by the Common Core, National Council of the Teachers of Mathematics (NCTM), Next Generation Science Standards, International Society for Technology in Education (ISTE), Partnership for 21st Century Skills, and the Collaborative for Academic, Social, and Emotional Learning (CASEL), among others.
返回页首
Curriculum Resources
AltSchool teachers curate learning activities for each child based on many outstanding curricular resources available, as well as resources they design themselves. In math, for example, we use programs such as Everyday Mathematics, Singapore Math, and First in Math. In language arts, we use Reading and Writing Project, 6+1 Traits, Handwriting Without Tears, Sitton Spelling, and Word Skills.
返回页首
Assessment
Each Playlist activity is assessed by a teacher and reflected upon by the student. Assessments may be rubric-based, narrative-based, or involve a quiz or problem. Based on these weekly assessments, each student’s Playlist is updated for the following week to reflect achievements in PLP goals. Parents receive regular progress reports on Playlist activities.
In addition, we use Measures of Academic Progress (MAP), a nationally-normed standardized test, three times each year to assess student progress in math, reading, and language arts. MAP is an adaptive computer-based test that adjusts to a child’s level and takes less time away from instruction than a traditional standardized test. We use MAP results to tailor instruction and track progress against grade-level benchmarks.
返回页首
Co-Curriculars 辅助课程
AltSchool offers a wide range of co-curricular experiences, including art, music, fitness, and technology. We personalize co-curricular offerings at each location based on student and parent preferences, as well as community availability. We regularly adjust co-curricular offerings based on feedback. Where possible, co-curriculars are woven into students’ work in an interdisciplinary way.
返回页首
The Classroom
AltSchool has brought together educators, parents, and design experts to develop a new vision for our school environment.
By incorporating the latest methods and research in creative collaboration, we’ve created warm spaces that work as multi-disciplinary learning centers. Students can study across subjects and learning styles, individually and in groups.
The AltSchool classroom is flexible, adapting to both teacher and student needs throughout the course of a day. An open floor plan and modular furniture allow us to accommodate a wide range of experiences, and to make children feel comfortable.
We also invite students to help customize a learning environment that works for them.
返回页首
Research shows that field trips increase students’ critical thinking skills
Research shows that field trips increase students’ critical thinking skills and abilities to recall information.
The Educational Value of Field Trips (Research)
The Educational Value of Field Trips
返回页首
Real World Application
We believe a quality education should include the incredible resources that live outside the traditional school campus.
Our micro-school approach is based on the principle that students learn most effectively when their education is applicable to the real-world. Our goal is to enable students to make meaningful connections and foster curiosity and wonder about the world we live in. We visit local businesses, neighborhood centers, community gardens, science institutions, and maker shops (to name a few). We also bring new energy and knowledge into AltSchool through community experts. Artists, professors, musicians, and innovators from diverse fields visit our classroom to offer learning experiences that broaden and enrich the AltSchool education.
This past school year, our students ventured all over the Bay Area to learn about science, history, ecology, and the arts. Read our teacher recommendations on the best places to take kids in San Francisco for playful learning.
Why Curiosity is Key to Your Child’s Learning
返回页首
Top 10 Places to Take Kids in SF
Posted by Shannon Arvizu, Ph.D.
Jun 30, 2014
What are the best places in the city to inspire, inform, and excite children?
This past school year, our students ventured all over the Bay Area to learn about science, history, ecology, and the arts.
Based on their experiences, here are recommendations from our teachers on the best places to take kids for play and purpose.
 Make sure to take advantage of the storytelling tours. “Our fantastic, spirited docent told stories of Hindu deities while pointing out their depictions in art. The kids loved it and they learned a ton!” says Sophia, one of our upper elementary teachers. See pictures from their experience.
Mission Science Workshop: “This is an amazing facility with a million hands-on things to check out!” says Sophia. Our students visited MSW twice this year. Check out their after school and Summer Scientist programs.
Flora Grubb: You may not immediately think of a gardening shop as a place to explore with your child, but Flora Grubb (owner) has an incredibly imaginative space. We took our younger students here to find plants for our flower box project. Check out the fun we had exploring Flora Grubb.
Explore14Angel Island: Angel Island is a state park where families can enjoy hiking and playing on the beach. “The ferry ride to the island is beautiful and the kids love exploring the boat,” says Carolyn, our Director of Education. Older children (age 7 and above) will also enjoy the historical exhibit that provides a real-world perspective of what it was like to be a Chinese immigrant to the U.S. at the turn of the century. See pictures of our Angel Island adventure.
Chinatown Alleyway Tour: This tour is a phenomenal way to get up close and personal with one of San Francisco’s most colorful neighborhoods. The tour guides are young people who are experts on Chinatown history. The tour also includes a stop at the fortune cookie factory, where you can have your own fortune added to a cookie for one dollar.
Fort Point: Our upper elementary students visited Fort Point during our first week of school. “The children loved exploring the Civil War era fort. Be sure to climb to the top and sit directly under the Golden Gate Bridge,” says Carolyn. Note, the National Park is only open Friday through Sunday.
YBCenter4Japanese Tea Gardens: Nestled in between the De Young and California Academy, the Japanese Tea Gardens are a hidden gem of Golden Gate Park. They are one of the most beautifully landscaped gardens around and offer a quiet respite where even the most active children can find some tranquility. Bring your sketch books and have fun observing and drawing flowers.
Exploratorium: The Exploratorium is perfect for inspiring curiosity and wonder. Every exhibit is hands-on and makes physics and biology come alive for kids. Located on the pier, the Exploratorium also offers breathtaking views of the Bay and is an ideal spot for an outdoor lunch.
Presidio/Crissy Fields and Golden Gate National Parks Conservancy: Engaging and passionate educators coupled with incredible programming makes the Golden Gate National Parks Conservancy an amazing place to learn about the Bay's natural environment. Connecting with nature in an urban environment can be difficult, but with the Conservancy, families can volunteer together to care for our parks. They can also take interpretive walks along the many hiking trails to learn more about native plants and animals. Picnic on the beach afterward to have an unplugged day of fun.
Children's Creativity Museum: The museum offers a perfect combination of technology and creativity for upper elementary children. Furthermore, outside of the museum is one of the best playgrounds in the city. You would never know it is there until you plan visit to Yerba Buena or the CCM.
We hope you enjoy these spots as much as we have. For additional tips, check out a related post on how families can make the most of day trips in the city.
返回页首
Architect a personalized educational experience
“AltSchool technology is the magic that allows teachers to architect a personalized educational experience based on each student’s unique circumstances and learning objectives.”
– Slade Maurer, AltSchool Engineer
返回页首
Digital Tools to Support Learning
Technology has the power to transform education far beyond the use of screens. Most of the technology we build for AltSchool is invisible when you walk into a classroom. Overall, we use technology in three ways:
1. Help teachers do what they do best - teach. We build digital tools to help teachers develop Personalized Learning Plans and to capture student progress toward them. We also create platforms for efficient classroom administration so teachers have more quality face-to-face time with their students.
2. Incorporate parent input and feedback. Parents are important teachers in our students’ lives. To ensure we are always learning from what happens outside the classroom, we build digital tools to support collaboration between teachers, parents and students.
3. Make personalized education a reality. Our project-based education approach truly comes alive when supported by carefully curated learning tools. We mentor each student in the use of technology for learning and help them skillfully navigate today's information terrain.
返回页首
Continuous Innovation
We believe that education can and should get better over time. To this end, we engage in many types of research at AltSchool, including:
Human-Centered Design:
AltSchool is committed to a human-centered design approach that continually improves the educational experience.
AltSchool's engineers and designers regularly collect feedback from families, educators, and students to see what's working and what needs to be improved.
We use cognitive walkthroughs and usability studies to test new processes and technology before we introduce them to the classroom and continue to collect feedback on an ongoing basis for future iterations.
Read about an example of human-centered design research with parents and one way students employ this type of research in the classroom.
Best Practices in Education: AltSchool has a resident team of Ph.D. researchers and a network of research assistants from top-level graduate programs to stay abreast of, and build upon, best practices in the field. We are constantly reviewing literature and updating our database of relevant studies to inform our own practices and identify areas for innovation.
Check out a recommended reading list of exceptional books that inform our educational philosophy and approach.
Learning Lab Research:
AltSchool trains and empowers our teachers to conduct classroom research to improve learning outcomes. Our teachers observe, reflect, and raise questions about their teaching and their students' learning.
Teachers also work with our internal research team to design classroom studies and analyze data that will improve student achievement within our micro-school network.
返回页首
Design Thinking for the Young Innovator: A Photo Essay
Posted by Sarah Rothenberg and Mitzi Mapa Contes
Jul 22, 2015
What does it mean for a 5-year old to build a prototype? Or how about conduct “user research” to inform her creations?
Design thinking is increasingly becoming more en vogue as a teaching tool in the classroom, but often times teachers introduce it to older students: middle schoolers and up. The truth is, the design approach is valuable for even the youngest ages! Children love to build and tinker, and design thinking helps structure their creativity, while developing additional communication skills in the process.
We just finished our second summer session of Design Thinking Maker Lab for Lower Elementary at AltSchool, where lower elementary students, ages 5-7, explored the five stages of design thinking as a way to develop their own projects. From building empathy to learning the fun of iteration, students both worked on themselves and a process to develop their projects.
From the eyes of our students, here are three core takeaways and skills young students learn through exploring the design-thinking process from beginning to end.
1. Building empathy and communication skills
Design thinking in an early childhood classroom is about building connections with each other and the environment. The beginning of the design process— building empathy— helps students connect with people, understand, and define their needs. How can you design something that one, two, or many people can use? In line with the design process, we start with interviews to deeply understand the people (or creatures) for whom you want to build your product, and then move to defining what those possible solutions could be. For example, after learning that his partner like to swim, one student decided to design and prototype a pair of goggles.
2. Prototyping, testing, failing, and iterating
Design thinking is all about celebrating failure and iteration, because that means you’re yet another step closer to a working solution! Built into the design process is an infinite loop of prototyping and testing. Failing in a safe setting helps teach a healthy growth mindset: students can derive learnings from their mistakes, instead of worrying about a perfect performance.
3. Taking pride in the process, not the product
At the end of camp, kids don’t take home the perfect boat or lighthouse. Instead, they’ve learned that by experimenting with 10 types of materials and 15 types of adhesive, they finally got a boat that floats or a lighthouse that actually lights up. This way their final products also embody a series of learnings and growth, which is even evident in the way they describe their creations. The process of building empathy, discovering, tinkering, and iterating removes pressure on performance, and instead emphasizes hard work and determination. Ultimately, it’s a healthy process they can apply towards a variety of projects and challenges.
返回页首
5 Tips to Make the Most of Day Trips this Summer
Posted by Shannon Arvizu, Ph.D.
Jun 2, 2014
DayTrip1With summer approaching, many families will venture to zoos, parks, and museums for fun experiences in the city with their children.
Taking your kids out to explore the city is all about helping them make connections to the real-world. These are valuable opportunities to ignite children’s passions and curiosities, as well as increase cognitive and critical thinking skills in children.
So how can you make the most out of day trips with the kids?
We recently asked AltSchool teachers for tips on how to create high-quality experiences that help children grow in new ways.
Here's what they had to share:
1. Choose an experience that is connected to your child’s interests: Many of the trips we took this past year emerged from our students’ curiosities and passions. For example, one of our younger students developed a passion for boats - which then led to a curiosity of how food travels in boats. The desire to learn more about how food is distributed led to a trip to Good Eggs, a sustainable food delivery service located one block away from the Dogpatch classroom. Keep in mind, a day trip does not necessarily mean visiting a museum or science center. Sometimes even a trip to a grocery store or food delivery service can be highly educational for children.
2. Preview the Experience: If possible, map out the visit. Call ahead to find out what types of learning opportunities are available. Scope out the schedule to see what workshops or activities might benefit your child most. Then, preview the experience with your child. In a trip to the Diego Rivera Museum, our teachers pulled up one of Rivera’s murals online and engaged the children in a discussion about its meaning. When children witnessed the mural in person, they experienced a strong, meaningful connection to the painting’s characters and emotions.
3. Follow Your Child’s Lead and Ask Questions: Let your child enjoy the experience at their own pace and in their own way. Be ready to discuss any questions that arise. If you don’t know the answer, write the questions down or record your child’s questions as a voice memo on your phone. Returning to these questions later is a great way to continue the learning experience at home.
4. Play Games: Games engage children and increase their motivation to learn. So why not make a game of your experience? For a lesson on early American history, our K-1 class ventured to the Ferry Building Farmer’s Market to go on a scavenger hunt to find food items served at the first Thanksgiving meal. Children took photos of each item with their iPad camera and compared notes with each other afterwards. For more ideas, the Smithsonian has a list of learning games suitable for a museum visit.
5. Continue the Learning at Home: Consider ways for your child to recreate the experience at home - whether through an art project, science experiment, or media project. Return to the questions your child brought up and investigate answers together. Post-trip discussions often lead to the planning of your next trip to continue exploring the treasures of the city together.
In our second installment of this series, we provide teachers’ recommendations on the top places to take children to learn in the city.
返回页首
“Eating for Health” Community Workshops
Posted by Shannon Arvizu, Ph.D.
Feb 11, 2014
0U9C0215Siri Scull (AltSchool teacher and nutritionist) is offering a series of four health and wellness workshops open to current and prospective AltSchool families.
All workshops will be held at 1245 Folsom from 4-5pm. No need to sign up - just stop by!
Feb 24 - Eating for Health: Learn about the whole food approach to nutrition and how to select organic foods and healthy seafood.
March 3 - Lean Protein and Clean Fats: How to choose outstanding proteins and superior fats for growth and nourishment of our bodies and brains.
March 10 - Colorful Complex Carbohydrates: Learn about how to choose whole grains and antioxidant-rich fruits and vegetables.
March 17 - Sustainable Nutrition: Chat about how to protect and sustain a bountiful food supply for the future.
返回页首
Healthy Eating for Better Learning
Posted by Shannon Arvizu, Ph.D.
Jan 16, 2014
Raising children with healthy eating habits is not just about keeping them physically well.
Nutrition is key for learning.
Neuroscience has unequivocally shown that nutrition affects cognitive development.
And is vision really improved with carrot consumption? The study, “Healthy Students are Better Learners,” reveals that proper nutrition enhances vision, motor skills, language, and even social abilities in children.
In our classroom, we regularly nurture healthy eating habits for strong bodies and minds. Below, AltSchool teacher Lauren Hancock highlights ways parents can help their children make smart food choices at home:
3 Tips for Raising Healthy Eaters
--Cooking projects: Cooking with your child is an excellent way to encourage healthy eating. AltSchool students cook a nutritious meal together in the classroom every week.
--Fresh produce delivery: Order a produce box from a weekly delivery service to expand healthy eating possibilities. AltSchool orders sustainable, locally-sourced produce and snacks from Good Eggs. Each week, students select items for their classroom order (favorites include mandarin oranges, avocados, and apples) and open the delivery box together.
--Healthy snacks: Anticipate your child’s hunger by placing healthy snack options in visible areas. In our classroom, we cut up fruits and veggies and place them on small plates for children to snack on throughout the day. You’ll be surprised to find your children munching on broccoli crudite or cherry tomatoes when they are readily available.
返回页首
Tablets and Tweens: How to Guide Your Child in Smart Use
Posted by Shannon Arvizu, Ph.D.
Dec 31, 2013
shutterstock_141207379What is the best way to help children develop socially as tablet users?
On the one hand, we want to give our children the space to explore and learn on their own with tablets.
On the other hand, it is helpful to remember that children need guidance in navigating the online world - particularly as they become middle schoolers.
How can you guide your tween in smart device use?
Dr. Christine Carter, author of Raising Happiness, says that children in their tweens may be tech-savvy, but they do not yet have the social skills to make their own way in the sophisticated social media world.
Carter writes:
"Middle schoolers are not old enough (or developmentally ready) to have as much freedom online as they often do these days. Think of these devices like cars: Before kids can drive them alone, they need to know the rules. They need clear roads with bright lines painted for them to show them where—and where not—to go."
Carter offers parents sound tips to create an environment for responsible tablet use. They include guidelines for:
--Spaces - Living room and kitchen are great. Bathroom and car? Not so great.
--Times - Afterschool for play and homework. Not during meals and bedtimes.
--Content - Clarify what is private and what is not.
Carter provides more detailed tips in Tablet and SmartPhone BootCamp for Middle School Parents.
返回页首
How to Shop for Toys that Teach
Posted by Shannon Arvizu, Ph.D.
Dec 18, 2013
JohnnycircuitsresizedYou’ve seen their lists - you’ve checked them twice…

The good news? There are some great finds out there that will make your children merry...and bright.
The best toys offer more than just entertainment. They can be valuable learning opportunities that build communication skills, hand-eye coordination, problem-solving and creative thinking.
We asked one of our teachers, Lauren Hancock, for helpful advice for parents who want to choose holiday-worthy toys that will help their children grow and develop.
Lauren’s tips? Focus on:
--Interests: Evaluate toys related to areas that your child loves.

--Open-ended experiences: Look for toys that have multiple uses and no “end.”
--Transfer of knowledge: Find toys that teach skills that transfer to other areas.
As an example, Lauren recently brought the game Snap Circuits to our Dogpatch classroom. Snap Circuits is a kit with multiple electronic parts, including a peg board and button-snap connectors. It is designed for a wide age group (“from 8 to 108”) and enables children to build all kinds of fun projects such as radios, doorbells, and dancing lights.
Lauren played Snap Circuits with both younger and older children. With both age groups, she made sure that they had free time to just “mess about” with the components. Instead of starting with instructions, she gave children unstructured play with new materials so they can engage in the the discovery process on their own.
With the younger children, Lauren first brought out only a few of the components.“Don’t just throw out all the pieces,” she explains. “Start them off small - the battery, a couple of the connectors, and something that glows.” From there, she helps them understand how the basic components work together.
One of the younger students, a 5-year-old, is already interested in building a more advanced project - connecting the circuits with an Ipad to produce dancing lights. Lauren likes Snap Circuits because it enables this type of skill-building over the long-term.
“He may not be able to get it right now, but he eventually will,” she says.
Lauren also appreciates the social skills that children learn with this toy. She noticed that some students who have mastered basic circuits are already teaching their peers these skills. “Children learn to be experts and are excited to show others,” she explains.
返回页首
3 Ways to Cultivate Gratitude in Your Children
Posted by Shannon Arvizu, Ph.D.
Nov 25, 2013
Thanksgiving is a wonderful time to ask children why they are grateful. So why not practice the art of appreciation once the turkey is gone...and all year long?
Instilling grateful feelings now benefits your child for a lifetime. Research shows that children who learn the art of appreciation:
--are more optimistic,
--have negative emotions less often,
--and are more likely to demonstrate grateful behavior.
While these outcomes sound ideal, it's important to keep in mind that gratitude does not usually come naturally to children.
As the author of Attitudes of Gratitude, Mary Jane Ryan, states:
“No one is born grateful...Recognizing that someone has gone out of the way for you is not a natural behavior for children -- it’s learned.”
So how can we help children adopt gratitude as a regular practice?
Here are three ways:
1. Play the Gratitude Game: One of our parents, Alice Shikina, plays the “gratitude game” with her children on a daily basis. The gratitude game is simple. Each family member states at least one thing that they are grateful for on that day.
2. Keep a Gratitude Photojournal: Have children take pictures of things for which they are grateful. Organize the photos in a digital folder and update it regularly. If your children are having a bad day, they can watch a slideshow of the things they love so they are reminded of what makes them thankful.
3.  Before serving dinner, have each person write or draw the things for which they are grateful. Periodically switch out your normal tablecloth for your thankful tablecloth to bring back those warm, grateful feelings.
Through these simple gratitude practices, you help your children build healthy social and emotional skills that prepare them for a well-balanced adulthood.
And remember, grateful kids are happy kids.
返回页首
返回主页
version:2.1<EMAIL_ADDRESS>© retter2012.com


Powerful earthquake hits Albania; at least minor damage seen
by The Associated PressTIRANA, Albania — A magnitude-6.4 earthquake has shaken Albania, causing at least minor damage.
The United States Geological Survey says the earthquake struck early Tuesday and was centred 30 kilometres (18.6 miles) northwest of the capital Tirana. It was at a depth of 10 kilometres (6.2 miles)
People reported seeing cracks in their apartment walls. People were seen leaving homes to go to open areas.
No announcement has been made from authorities.
An earthquake in September damaged hundreds of homes.
The Associated Press


MANHATTAN (1979) A Film Review By Daniel Chodos Copyright Dan Chodos 1998
Woody Allen Diane Keaton Mariel Hemingway
Very few films can make you laugh and care about the characters at the same time, Woody Allen's "Manhattan" has both in spades. A brilliant tale of a contemporary neurotic in the romanticized world of Manhattan. The contrast is as clear cut as Gordon Willis's magnificent black and white cinematography. With Gershwin blasting in the background, we follow the life of would be writer Isaac (Allen) Davis as he and his friends clumsily bumble around each other trying to find the right key of happiness. The problem for Isaac and his pseudo-sophisticated friends is that they think they earned the answer to the secret to life because they can dissect art and drive convertibles. A healthy relationship however, still alludes them.
Allen is in rare form as he puts on the balancing act of his questionable career moves, underage (Hemingway) girlfriend, lesbian ex-wife (Streep), and a rendevous with his best (only?) friends mistress (Keaton). The plot is so seamless it almost seems unrehearsed, a tribute to Allen as he masters his insecurity shtick but never relies on it to get him through a scene. Isaac is dating 17 year old mature for her age Tracy, but recognizes his insecurities and refuses to commit to what she wants -- a serious relationship. Isaac pushes her away because subconsciously he wants to escape this kind of life. Very soon after that, his best friend, Michael, introduces him to his mistress Mary so he can go back and live happily ever after with his wife. The male characters essentially use each other to clear their collective conscious. But it doesn't work, it can't work, not in this world with these characters. Isaac almost knows to begin with that he can't be happy, but goes through the appearance of striving for it anyway. Mary, played so wonderfully by Diane Keaton is so insecure that she needs men like Isaac and Michael to justify her existence in the world of higher culture.
There's a famous scene in "Manhattan" with a still shot of the 59th street bridge. It's beautiful and perfect, almost too perfect to be used in a movie with characters so undeserving. As they take us through their daily routine of savvy dinners racquetball clubs and museums we begin to discover that there's less to admire about this kind of life and more to pity. The last scene would be painful to watch if it were in any other movie. Isaac pleads with Tracy to take him back as she's just about to board a plane to Europe. Does she take the plane and escape this world? It's an important question, and the fact that we care to know is what makes "Manhattan" one of the best films of all time.
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


| Interface | Description |
|---|---|
| MetadataScanner |
Interface for SchemaMetaData scanners.
|
| SchemaManager |
Interface for managing schemas from SchemaMetaData
|
| Scriptable |
Base interface for objects that can be described by a script from a third party storage system.
|
| SelectableDef |
| Class | Description |
|---|---|
| BaseDef |
Base class for several types of metadata objects.
|
| CallableDef |
Base class for procedure and trigger metadata definitions
|
| ClassPackage |
JDO metadata package definition
|
| ColumnDef |
Column Definition
|
| ColumnExMetadata |
JDO ExtensionMetadata interface implementation
|
| ColumnList | |
| ExtendableDef |
JDO Metadata interface implementation
|
| FieldDef |
JDO FieldMetadata interface implementation
|
| ForeignKeyDef |
JDO ForeignKeyMetadata interface implementation
|
| IndexDef |
JDO IndexMetadata interface implementation for an index on a table or view
|
| JoinDef |
JDO JoinMetadata interface implementation
|
| MemberGroupDef |
JDO FetchGroupMetadata interface implementation
|
| MetadataObjectFactory |
Factory of metadata objects.
|
| NameAlias |
Helper class for parsing "name.alias" or "name AS alias" strings
|
| NonUniqueIndexDef |
Metadata of a non-unique index
|
| PrimaryKeyDef |
JDO PrimaryKeyMetadata interface implementation
|
| ProcedureDef |
Base class for procedure definitions on each RDBMS.
|
| PropertyDef |
JDO PropertyMetadata interface implementation
|
| QueryDef |
JDO QueryMetadata interface implementation
|
| SchemaMetaData |
In-memory structure for holding a data model
|
| SequenceDef |
JDO SequenceMetadata interface implementation
|
| TableDef |
Implementation of a table definition
|
| TriggerDef |
Definition of a trigger
|
| TypeDef |
Implementation of JDO TypeMetadata interface
|
| UniqueIndexDef |
Implementation of JDO UniqueMetadata interface
|
| ViewDef |
View metadata
|
| Enum | Description |
|---|---|
| IndexDef.Type | |
| IndexDef.Using | |
| JoinType |
© Copyright 2016 the original author.
|
| TriggerDef.Action | |
| TriggerDef.When |
Copyright © 2018 KnowGate. All rights reserved.


Road to $5 trillion economy: Former RBI Governor C Rangarajan doesn't see much hope
"This year it is going to be under-6 percent growth and next year it may be about 7 percent. After that, the economy may pick up," he said.
by Moneycontrol NewsFormer Reserve Bank of India Governor C Rangarajan feels that the reaching the $5-trillion GDP target by 2025 is "simply out of question".
"Today, our economy is about $2.7 trillion and we are talking about doubling this over the next five years at $5 trillion. The required rate of growth to achieve that level is in excess of 9 percent per annum. Reaching $5 trillion by 2025 is simply out of question. You have lost two years. This year it is going to be under-6 percent growth and next year it may be about 7 percent. After that, the economy may pick up," he said while addressing a function organised by IBS-ICFAI Business School.
He also said that if at all the growth target is achieved, our per capita income will be at $3,600, up from the present $1,800, leaving us in the low-middle income country bracket.
"The definition of a developed country is the one whose per capita income is $12,000. It will take 22 years for us to reach that level provided we grow at 9 percent per annum," he said.


How to track who's visiting your website, how long they spent there, how much cash they parted with.
Create an account, create a new "property". Fill in the details.
You should get a code like:
(function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){
(i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o),
m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m)
})(window,document,'script','https://www.google-analytics.com/analytics.js','ga');
ga('create', 'UA-69014870-2', 'auto');
ga('send', 'pageview');
This page has one! (check out the source)
I put it at the end so that it doesn't slow down the page loading. You should do the same.
Here's an image I stole from a tutorial
Get people to fill out forms. Useful for:
To embed it in your website, you need to change the option under "Send".
<iframe src="https://docs.google.com/forms/d/e/1FAIpQLSc9f2Hu4AbnZQCt4mhaUxV-wrsV-AEbtfi-iJY_5kBNHQGL5g/viewform?embedded=true" width="760" height="500" frameborder="0" marginheight="0" marginwidth="0">Loading...</iframe>
The notes cover this in more detail than I can here.
What the browser turns your HTML into on a running page
We manipulated last time using the jQuery $
function.
We used this last session to get HTML and data into our running page. Uses callback functions, because web requests are slow (and asynchronous)
We used AJAX to get things with HTTP. What if we could do more than just GET? HTTP defines other methods.
GET - retrieve, POST - update, PUT - create, and DELETE
A way of representing data that happens to be how JavaScript represents Objects (but you can definitely use it in other languages too!)
It defines a way of using some else's data/functionality.
For example, github let you see a user's repositories by an API. It looks like:
https://api.github.com/users/{username}/repos
For example https://api.github.com/users/robbie-c/repos - this is an example of JSON!
On twitter, go to a tweet, click the dropdown and select embed. It will provide the HTML to add to your page.
#DYK: Dogs aren’t the only animals with pups. Check out pics of 12 different species with pups: https://t.co/vy6j7UgRlC #NationalPuppyDay pic.twitter.com/zKw0gAdbzi
— US Dept of Interior (@Interior) March 23, 2017


Source code for bayes.utils.bayes_utils
#!/usr/bin/env python
# -*- coding: utf-8 -*-
import numpy as np
from collections import defaultdict
[docs]def get_complement_matrix(size):
ones = np.ones((size,))
return np.logical_not(np.diag(ones))
# def binarize_labels(y_input, classes_vector=None, classes_counts=None):
#
# if (classes_vector and not classes_counts) or (not classes_vector and classes_counts):
# raise Exception('You should pass both classes vector and classes counts!')
#
# classes_vector = classes_vector
# classes_counts = classes_counts
#
# y_unique, y_counts = np.unique(y_input, return_counts=True)
#
#
#
#
# def update_bin_labels(y_input, classes_vector, classes_counts):
# y_unique, y_counts = np.unique(y_input, return_counts=True)
#
# # Check if y_unique has items,
# # which don't occur in the classes_vector
#
# classes_diff = np.setdiff1d(y_unique, classes_vector)
#
# if classes_diff:
# classes_vector = np.hstack((classes_vector, classes_diff))
#
[docs]def get_rest(key, dictionary):
return [dictionary[k] for k in dictionary if k != key]
# def parallelSort(X, Y, classes):
# sortedDocs = dict((c, []) for c in classes)
# for x, y in zip(X, Y):
# sortedDocs[y].append(x)
# return sortedDocs
#
#
# def mergeDicts(X):
# merged = defaultdict(int)
# for d in X:
# for k, v in d.items():
# merged[k] += v
# return merged
#
#
# def allTermsMerge(X, terms):
# merged = dict((t, 0) for t in terms)
# for k, v in X.items():
# merged[k] += v
# return merged


The Mystery of Cloomber
by Sir Arthur Conan Doyle
Chapter XI: “Of the Casting Away of the Barque ‘Belinda’”
Additional Information
- Year Published: 1889
- Language: English
- Country of Origin: England
- Source: Doyle, A. C. (1889). The Mystery of Cloomber.London, England: Ward and Downey.
-
Readability:
- Flesch–Kincaid Level: 9.5
- Word Count: 4,770
- Genre: Mystery
- Keywords: 19th century literature, british literature, mystery, sir arthur conan doyle, the mystery of cloomber
- ✎ Cite This
Downloads
The third of October had broken auspiciously with a bright sun and a cloudless sky. There had in the morning been a slight breeze, and a few little white wreaths of vapour drifted here and there like the scattered feathers of some gigantic bird, but, as the day wore on, such wind as there was fell completely away, and the air became close and stagnant.
The sun blazed down with a degree of heat which was remarkable so late in the season, and a shimmering haze lay upon the upland moors and concealed the Irish mountains on the other side of the Channel.
The sea itself rose and fell in a long, heavy, oily roll, sweeping slowly landward, and breaking sullenly with a dull, monotonous booming upon the rock-girt shore. To the inexperienced all seemed calm and peaceful, but to those who are accustomed to read Nature’s warnings there was a dark menace in air and sky and sea.
My sister and I walked out in the afternoon, sauntering slowly along the margin of the great, sandy spit which shoots out into the Irish Sea, flanking upon one side the magnificent Bay of Luce, and on the other the more obscure inlet of Kirkmaiden, on the shores of which the Branksome property is situated.
It was too sultry to go far, so we soon seated ourselves upon one of the sandy hillocks, overgrown with faded grass-tufts, which extend along the coast-line, and which form Nature’s dykes against the encroachments of the ocean.
Our rest was soon interrupted by the scrunching of heavy boots upon the shingle, and Jamieson, the old man-o’-war’s man whom I have already had occasion to mention, made his appearance, with the flat, circular net upon his back which he used for shrimp-catching. He came towards us upon seeing us, and said in his rough, kindly way that he hoped we would not take it amiss if he sent us up a dish of shrimps for our tea at Branksome.
“I aye make a good catch before a storm,” he remarked.
“You think there is going to be a storm, then?” I asked.
“Why, even a marine could see that,” he answered, sticking a great wedge of tobacco into his cheek. “The moors over near Cloomber are just white wi’ gulls and kittiewakes. What d’ye think they come ashore for except to escape having all the feathers blown out o’ them? I mind a day like this when I was wi’ Charlie Napier off Cronstadt. It well-nigh blew us under the guns of the forts, for all our engines and propellers.”
“Have you ever known a wreck in these parts?” I asked.
“Lord love ye, sir, it’s a famous place for wrecks. Why, in that very bay down there two o’ King Philip’s first-rates foundered wi’ all hands in the days o’ the Spanish war. If that sheet o’ water and the Bay o’ Luce round the corner could tell their ain tale they’d have a gey lot to speak of. When the Jedgment Day comes round that water will be just bubbling wi’ the number o’ folks that will be coming up frae the bottom.”
“I trust that there will be no wrecks while we are here,” said Esther earnestly.
The old man shook his grizzled head and looked distrustfully at the hazy horizon.
“If it blows from the west,” he said, “some o’ these sailing ships may find it no joke to be caught without sea-room in the North Channel. There’s that barque out yonder—I daresay her maister would be glad enough to find himsel’ safe in the Clyde.”
“She seems to be absolutely motionless,” I remarked, looking at the vessel in question, whose black hull and gleaming sails rose and fell slowly with the throbbing of the giant pulse beneath her. “Perhaps, Jamieson, we are wrong, and there will be no storm after all.”
The old sailor chuckled to himself with an air of superior knowledge, and shuffled away with his shrimp-net, while my sister and I walked slowly homewards through the hot and stagnant air.
I went up to my father’s study to see if the old gentleman had any instructions as to the estate, for he had become engrossed in a new work upon Oriental literature, and the practical management of the property had in consequence devolved entirely upon me.
I found him seated at his square library table, which was so heaped with books and papers that nothing of him was visible from the door except a tuft of white hair.
“My dear son,” he said to me as I entered, “it is a great grief to me that you are not more conversant with Sanscrit. When I was your age, I could converse not only in that noble language, but also in the Tamulic, Lohitic, Gangelic, Taic, and Malaic dialects, which are all offshoots from the Turanian branch.”
“I regret extremely, sir,” I answered, “that I have not inherited your wonderful talents as a polyglot.”
“I have set myself a task,” he explained, “which, if it could only be continued from generation to generation in our own family until it was completed, would make the name of West immortal. This is nothing less than to publish an English translation of the Buddhist Djarmas, with a preface giving an idea of the position of Brahminism before the coming of Sakyamuni. With diligence it is possible that I might be able myself to complete part of the preface before I die.”
“And pray, sir,” I asked, “how long would the whole work be when it was finished?”
“The abridged edition in the Imperial Library of Pekin,” said my father, rubbing his hands together, “consists of 325 volumes of an average weight of five pounds. Then tile preface, which must embrace some account of the Rig-veda, the Sama-veda, the Yagur-veda, and the Atharva- veda, with the Brahmanas, could hardly be completed in less than ten volumes. Now, if we apportion one volume to each year, there is every prospect of the family coming to an end of its task about the date 2250, the twelfth generation completing the work, while the thirteenth might occupy itself upon the index.”
“And how are our descendants to live, sir,” I asked, with a smile, “during the progress of this great undertaking:’”
“That’s the worst of you, Jack,” my father cried petulantly. “There is nothing practical about you. Instead of confining your attention to the working out of my noble scheme, you begin raising all sorts of absurd objections. It is a mere matter of detail how our descendants live, so long as they stick to the Djarmas. Now, I want you to go up to the bothy of Fergus McDonald and see about the thatch, and Willie Fullerton has written to say that his milk-cow is bad. You might took in upon your way and ask after it.”
I started off upon my errands, but before doing so I took a look at the barometer upon the wall. The mercury had sunk to the phenomenal point of twenty-eight inches. Clearly the old sailor had not been wrong in his interpretation of Nature’s signs.
As I returned over the moors in the evening, the wind was blowing in short, angry puffs, and the western horizon was heaped with sombre clouds which stretched their long, ragged tentacles right up to the zenith.
Against their dark background one or two livid, sulphur-coloured splotches showed up malignant and menacing, while the surface of the sea had changed from the appearance of burnished quicksilver to that of ground glass. A low, moaning sound rose up from the ocean as if it knew that trouble was in store for it.
Far out in the Channel I saw a single panting, eager steam vessel making ifs way to Belfast Lough, and the large barque which I had observed in the morning still beating about in the offing, endeavouring to pass to the northward.
At nine o’clock a sharp breeze was blowing, at ten it had freshened into a gale, and before midnight the most furious storm was raging which I can remember upon that weather-beaten coast.
I sat for some time in our small, oak-paneled sitting-room listening to the screeching and howling of the blast and to the rattle of the gravel and pebbles as they pattered against the window. Nature’s grim orchestra was playing its world-old piece with a compass which ranged from the deep diapason of the thundering surge to the thin shriek of the scattered shingle and the keen piping of frightened sea birds.
Once for an instant I opened the lattice window, but a gust of wind and rain came blustering through, bearing with it a great sheet of seaweed, which flapped down upon the table. It was all I could do to close it again with a thrust of my shoulder in the face of the blast.
My sister and father had retired to their rooms, but my thoughts were too active for sleep, so I continued to sit and to smoke by the smouldering fire.
What was going on in the Hall now, I wondered? What did Gabriel think of the storm, and how did it affect the old man who wandered about in the night? Did he welcome these dread forces of Nature as being of the same order of things as his own tumultuous thoughts?
It was only two days now from the date which I had been assured was to mark a crisis in his fortunes. Would he regard this sudden tempest as being in any way connected with the mysterious fate which threatened him?
Over all these things and many more I pondered as I sat by the glowing embers until they died gradually out, and the chill night air warned me that it was time to retire.
I may have slept a couple of hours when I was awakened by some one tugging furiously at my shoulder. Sitting up in bed, I saw by the dim light that my father was standing half-clad by my bedside, and that it was his grasp which I felt on my night-shirt.
“Get up, Jack, get up!” he was crying excitedly. “There’s a great ship ashore in the bay, and the poor folk will all be drowned. Come down, my boy, and let us see what we can do.”
The good old man seemed to be nearly beside himself with excitement and impatience. I sprang from my bed, and was huddling on a few clothes, when a dull, booming sound made itself heard above the howling of the wind and the thunder of the breakers.
“There it is again!” cried my father. “It is their signal gun, poor creatures! Jamieson and the fishermen are below. Put your oil-skin coat on and the Glengarry hat. Come, come, every second may mean a human life!”
We hurried down together and made our way to the beach, accompanied by a dozen or so of the inhabitants of Branksome.
The gale had increased rather than moderated, and the wind screamed all round us with an infernal clamour. So great was its force that we had to put our shoulders against it, and bore our way through it, while the sand and gravel tingled up against our faces.
There was just light enough to make out the scudding clouds and the white gleam of the breakers, but beyond that all was absolute darkness.
We stood ankle deep in the shingle and seaweed, shading our eyes with our hands and peering out into the inky obscurity.
It seemed to me as I listened that I could hear human voices loud in intreaty and terror, but amid the wild turmoil of Nature it was difficult to distinguish one sound from another.
Suddenly, however, a light glimmered in the heart of the tempest, and next instant the beach and sea and wide, tossing bay were brilliantly illuminated by the wild glare of a signal light.
The ship lay on her beam-ends right in the centre of the terrible Hansel reef, hurled over to such an angle that I could see all the planking of her deck. I recognized her at once as being the same three-masted barque which I had observed in the Channel in the morning, and the Union Jack which was nailed upside down to the jagged slump of her mizzen proclaimed her nationality.
Every spar and rope and writhing piece of cordage showed up hard and clear under the vivid light which spluttered and flickered from the highest portion of the forecastle. Beyond the doomed ship, out of the great darkness came the long, rolling lines of big waves, never ending, never tiring, with a petulant tuft of foam here and there upon their crests. Each as it reached the broad circle of unnatural light appeared to gather strength and volume and to hurry on more impetuously until with a roar and a jarring crash it sprang upon its victim.
portrait of Sir Arthur Conan Doyle
Clinging to the weather shrouds we could distinctly see ten or a dozen frightened seamen who, when the light revealed our presence, turned their white faces towards us and waved their hands imploringly. The poor wretches had evidently taken fresh hope from our presence, though it was clear that their own boats had either been washed away or so damaged as to render them useless.
The sailors who clung to the rigging were not, however, the only unfortunates on board. On the breaking poop there stood three men who appeared to be both of a different race and nature from the cowering wretches who implored our assistance.
Leaning upon the shattered taff-rail they seemed to be conversing together as quietly and unconcernedly as though they were unconscious of the deadly peril which surrounded them.
As the signal light flickered over them, we could see from the shore that these immutable strangers wore red fezes, and that their faces were of a swarthy, large-featured type, which proclaimed an Eastern origin.
There was little time, however, for us to take note of such details. The ship was breaking rapidly, and some effort must be made to save the poor, sodden group of humanity who implored our assistance.
The nearest lifeboat was in the Bay of Luce, ten long miles away, but here was our own broad, roomy craft upon the shingle, and plenty of brave fisher lads to form a crew. Six of us sprang to the oars, the others pushed us off, and we fought our way through the swirling, raging waters, staggering and recoiling before the great, sweeping billows, but still steadily decreasing the distance between the barque and ourselves.
It seemed, however, that our efforts were fated to be in vain.
As we mounted upon a surge I saw a giant wave, topping all the others, and coming after them like a driver following a flock, sweep down upon the vessel, curling its great, green arch over the breaking deck.
With a rending, riving sound the ship split in two where the terrible, serrated back of the Hansel reef was sawing into her keel. The after-part, with the broken mizzen and the three Orientals, sank backwards into deep water and vanished, while the fore-half oscillated helplessly about, retaining its precarious balance upon the rocks.
A wail of fear went up from the wreck and was echoed from the beach, but by the blessing of Providence she kept afloat until we made our way under her bowsprit and rescued every man of the crew.
We had not got half-way upon our return, however, when another great wave swept the shattered forecastle off the reef, and, extinguishing the signal light, hid the wild denouement from our view.
Our friends upon the shore were loud in congratulation and praise, nor were they backward in welcoming and comforting the castaways. They were thirteen in all, as cold and cowed a set of mortals as ever slipped through Death’s fingers, save, indeed, their captain, who was a hardy, robust man, and who made light of the affair.
Some were taken off to this cottage and some to that, but the greater part came back to Branksome with us, where we gave them such dry clothes as we could lay our hands on, and served them with beef and beer by the kitchen fire. The captain, whose name was Meadows, compressed his bulky form into a suit of my own, and came down to the parlour, where he mixed himself some grog and gave my father and myself an account of the disaster.
“If it hadn’t been for you, sir, and your brave fellows,” he said, smiling across at me, “we should be ten fathoms deep by this time. As to the Belinda , she was a leaky old tub and well insured, so neither the owners nor I are likely to break our hearts over her.”
“I am afraid,” said my father sadly, “that we shall never see your three passengers again. I have left men upon the beach in case they should be washed up, but I fear it is hopeless. I saw them go down when the vessel split, and no man could have lived for a moment among that terrible surge.”
“Who were they?” I asked. “I could not have believed that it was possible for men to appear so unconcerned in the face of such imminent peril.”
“As to who they are or were,” the captain answered, puffing thoughtfully at his pipe, “that is by no means easy to say. Our last port was Kurrachee, in the north of India, and there we took them aboard as passengers for Glasgow. Ram Singh was the name of the younger, and it is only with him that I have come in contact, but they all appeared to be quiet, inoffensive gentlemen. I never inquired their business, but I should judge that they were Parsee merchants from Hyderabad whose trade took them to Europe. I could never see why the crew should fear them, and the mate, too, he should have had more sense.”
“Fear them I!” I ejaculated in surprise.
“Yes, they had some preposterous idea that they were dangerous shipmates. I have no doubt if you were to go down into the kitchen now you would find that they are all agreed that our passengers were the cause of the whole disaster.”
As the captain was speaking the parlour door opened and the mate of the barque, a tall, red-bearded sailor, stepped in. He had obtained a complete rig-out from some kind-hearted fisherman, and looked in his comfortable jersey and well-greased seaboots a very favourable specimen of a shipwrecked mariner.

“What d’ye think now, Captain Meadows?” he asked presently, glancing up at his superior officer. “Didn’t I warn you what would be the upshot of having those niggers on board the Belinda?”
The captain leant back in his chair and laughed heartily.
“Didn’t I tell you?” he cried, appealing to us. “Didn’t I tell you?”
“It might have been no laughing matter for us,” the other remarked petulantly. “I have lost a good sea-kit and nearly my life into the bargain.”
“Do I understand you to say,” said I, “that you attribute your misfortunes to your ill-fated passengers?”
The mate opened his eyes at the adjective.
“Why ill-fated, sir?” he asked.
“Because they are most certainly drowned,” I answered.
He sniffed incredulously and went on warming his hands.
“Men of that kind are never drowned,” he said, after a pause. “Their father, the devil, looks after them. Did you see them standing on the poop and rolling cigarettes at the time when the mizzen was carried away and the quarter-boats stove? That was enough for me. I’m not surprised at you landsmen not being able to take it in, but the captain here, who’s been sailing since he was the height of the binnacle, ought to know by this time that a cat and a priest are the worst cargo you can carry. If a Christian priest is bad, I guess an idolatrous pagan one is fifty times worse. I stand by the old religion, and be d—d to it!”
My father and I could not help laughing at the rough sailor’s very unorthodox way of proclaiming his orthodoxy. The mate, however, was evidently in deadly earnest, and proceeded to state his case, marking off the different points upon the rough, red fingers of his left hand.
“It was at Kurrachee, directly after they come that I warned ye,” he said reproachfully to the captain. “There was three Buddhist Lascars in my watch, and what did they do when them chaps come aboard? Why, they down on their stomachs and rubbed their noses on the deck—that’s what they did. They wouldn’t ha’ done as much for an admiral of the R’yal Navy. They know who’s who—these niggers do; and I smelt mischief the moment I saw them on their faces. I asked them afterwards in your presence, Captain, why they had done it, and they answered that the passengers were holy men. You heard ‘em yourself.”
“Well, there’s no harm in that, Hawkins,” said Captain Meadows.
“I don’t know that,” the mate said doubtfully. “The holiest Christian is the one that’s nearest God, but the holiest nigger is, in my opinion, the one that’s nearest the devil. Then you saw yourself, Captain Meadows, how they went on during the voyage, reading books that was writ on wood instead o’ paper, and sitting up right through the night to jabber together on the quarter-deck. What did they want to have a chart of their own for and to mark the course of the vessel every day?”
“They didn’t,” said the captain.
“Indeed they did, and if I did not tell you sooner it was because you were always ready to laugh at what I said about them. They had instruments o’ their own—when they used them I can’t say—but every day at noon they worked out the latitude and longitude, and marked out the vessel’s position on a chart that was pinned on their cabin table. I saw them at it, and so did the steward from his pantry.”
“Well, I don’t see what you prove from that,” the captain remarked,” though I confess it is a strange thing.”
“I’ll tell you another strange thing,” said the mate impressively. “Do you know the name of this bay in which we are cast away?”
“I have learnt from our kind friends here that we are upon the Wigtownshire coast,” the captain answered, “but I have not heard the name of the bay.”
The mate leant forward with a grave face.
“It is the Bay of Kirkmaiden,” he said.
If he expected to astonish Captain Meadows he certainly succeeded, for that gentleman was fairly bereft of speech for a minute or more.
“This is really marvelous,” he said, after a time, turning to us. “These passengers of ours cross-questioned us early in tile voyage as to the existence of a bay of that name. Hawkins here and I denied all knowledge of one, for on the chart it is included in the Bay of Luce. That we should eventually be blown into it and destroyed is an extraordinary coincidence.”
“Too extraordinary to be a coincidence,” growled the mate. “I saw them during the calm yesterday morning, pointing to the land over our starboard quarter. They knew well enough that that was the port they were making for.”
“What do you make of it all, then, Hawkins?” asked the captain, with a troubled face. “What is your own theory on the matter?”
“Why, in my opinion,” the mate answered, “them three swabs have no more difficulty in raising a gale o’ wind than I should have in swallowing this here grog. They had reasons o’ their own for coming to this God-forsaken—saving your presence, sirs—this God-forsaken bay, and they took a short cut to it by arranging to be blown ashore there. That’s my idea o’ the matter, though what three Buddhist priests could find to do in the Bay of Kirkmaiden is clean past my comprehension.”
My father raised his eyebrows to indicate the doubt which his hospitality forbade him from putting into words.
“I think, gentlemen,” he said, “that you are both sorely in need of rest after your perilous adventures. If you will follow me I shall lead you to your rooms.”
He conducted them with old-fashioned ceremony to the laird’s best spare bedroom, and then, returning to me in the parlour, proposed that we should go down together to the beach and learn whether anything fresh had occurred.
The first pale light of dawn was just appearing in the east when we made our way for the second time to the scene of the shipwreck. The gale had blown itself out, but the sea was still very high, and all inside the breakers was a seething, gleaming line of foam, as though the fierce old ocean were gnashing its white fangs at the victims who had escaped from its clutches.
All along the beach fishermen and crofters were hard at work hauling up spars and barrels as fast as they were tossed ashore. None of them had seen any bodies, however, and they explained to us that only such things as could float had any chance of coming ashore, for the undercurrent was so strong that whatever was beneath the surface must infallibly be swept out to sea.
As to the possibility of the unfortunate passengers having been able to reach the shore, these practical men would not hear of it for a moment, and showed us conclusively that if they had not been drowned they must have been dashed to pieces upon the rocks.
“We did all that could be done,” my father said sadly, as we returned home. “I am afraid that the poor mate has had his reason affected by the suddenness of the disaster. Did you hear what he said about Buddhist priests raising a gale?”
“Yes, I heard him,” said I. “It was very painful to listen to him,” said my father. “I wonder if he would object to my putting a small mustard plaster under each of his ears. It would relieve any congestion of the brain. Or perhaps it would be best to wake him up and give him two antibilious pills.  You can physic him in the morning if he needs it.”
So saying I stumbled off to my bedroom, and throwing myself upon the couch was soon in a dreamless slumber.


{% extends 'CodeCrewSiteApp/base.html' %}
{% load static %}
{% block header %}
About Us
{% endblock %}
{% block sidebar %}
OUR PROGRAMS Our programs expose students to producing technology and provide them in-depth training that keeps them interested and engaged across a continuum of subjects and grade levels. The subjects include mobile app development, web app development, game development, robotics, and drone programming, all while teaching fundamental computer science concepts that apply long term to all levels of the field. IN-SCHOOL ELECTIVES - We offer in-school classes at several locations in Memphis where students learn coding during the school day, 4-5 days per week, as part of their class schedules. Currently, these courses include web development, JavaScript and Python. These skills can positively impact subjects outside of computer science and pique interest in technology among involved students. AFTER SCHOOL + WEEKEND PROGRAMS - During the school year, CodeCrew teaches kids to use Scratch, build Android apps, practice JavaScript coding and learn Unity game development. These programs meet weekly. Kids show off their acquired skills in our December and May Hour of Code events. SUMMER PROGRAMS - During the summer, CodeCrew offers a number of six-week summer camps teaching kids to build mobile apps, as well as AP computer science concepts using Java and Python. Kids showcase what they have learned at the end of the summer during our annual hackathon. APP PUBLISHING PROGRAM - CodeCrew assists students who have shown leadership and innovation in app development within the CodeCrew programs by partnering them with tech expert mentors who guide them to getting their app published onto the App Store and Google Play. INTERNSHIP PROGRAM - CodeCrew provides internship opportunities to youth who have shown leadership and innovation within our tech education programs. We partner with tech companies, such as Preteckt, to offer our most advanced students opportunities to work and gain real-world experience in computer science and tech. CODE SCHOOL - Our Code School is a hands-on class designed to train adults to be entry-level software developers within a six-month course. Students work in a small classroom setting and use real-word technologies to learn the fundamentals of coding, app development, the leadership, and the life skills needed for a successful career and job market competitiveness.
{% endblock %} {% block footer %} 88 Union Avenue, 2nd Floor, Memphis, TN 38103 |<PHONE_NUMBER> |<EMAIL_ADDRESS>| #GritGrindCode {% endblock %}


{% extends "dashboard/main.html" %} {% block content %}
| Endpoint | {{ rule.endpoint }} |
| Added since app version | {{ rule.version_added }} |
| Date added to app | {{ "{:%Y-%m-%d %H:%M:%S }".format(rule.time_added) }} |
| Link to endpoint | {{ url }} |
| Last accessed | {{ "{:%Y-%m-%d %H:%M:%S }".format(rule.last_accessed) }} |


https://lmntl-search-engine.adcharity.repl.co/ https://repl.it/@AdCharity/firefox https://repl.it/@amasad/chrome https://novahaven.herokuapp.com/


The profiling interface, as described in Chapter 8 of MPI-1.1, must be supported for all MPI-2 functions, except those allowed as macros (See Section Functions and Macros ). This requires, in C and Fortran, an alternate entry point name, with the prefix PMPI_ for each MPI function. The profiling interface in C++ is described in Section Profiling .
For routines implemented as macros, it is still required that the PMPI_ version be supplied and work as expected, but it is not possible to replace at link time the MPI_ version with a user-defined version. This is a change from MPI-1.2.


In this section I will try to explain how this web app was made. The explanation is brief and step by step. All the files are uploaded in the github repo given below
In this step I came up with an initial plan for the project. About two days were spent in studying the data, figuring out the requirements and understanding the working of the Nutritionix API. The files given below are the important ones.
initialanalysis.py - The first data pull
ingredientsanalysis.py - For cleaning the ingredients statement field
initialoutput.csv - The first csv file
products.csv - The cleaned up products csv file
finalresults.csv - After all the cleaning
For cleaning the ingredients field, I utlized basic text mining techniques such as text normalization and stemming.
In this step I used Flask, SQL Alchemy and Postgres to develop a back end system to pull the data and inject it to the front end upon request. I used requests library for data pull. The files given below are the important ones.
app.py - The main flask app file
config.py - My configs for the app locally and in heroku
manage.py - For db migration
models.py - My sql alchemy db model
In this phase I heavily relied upon the Flask by Example tutorial that I did about 6 months back. It is a great tutorial by my favorite python teacher - Michael Herman. I am grateful to him.
By now I had a good understanding of the data and knew how the visualizations should look like. I drew the design on paper.
Once the design was complete, I went in and coded the pages using dc.js, d3.js and crossfilter.js. Bootstrap was also used extensively to beautify the dashboard.
The main js files are given below-
products.js - The js file for the products page
ingredients.js - The js file for the ingredients page
In the end I hosted the app in Heroku. While doing this I incorporated the redis task queue to make tha app fail safe.
Thank you for your time and feedback. I am improving everyday!
Yours,
Yedurag


{% extends 'layouts/docs.html' %} {% set page = {} %} {% set page.title = 'Modules' %} {% block content %}
Basscss is a collection of CSS modules that can be used independently.
This is a list of all currently available modules.
Note: not all modules are included in the standard Basscss package.


Topics 2 Worlds
Not a literal world, rather it refers to an opaque process or mechanism that is: - Embedded within a larger system or exist alone. - Produces an output or moves into a state that is of interest.
“No matter if it is a white cat, or a black cat; as long as it can catch mice, it is a good cat.”
— Deng Xiaoping（鄧小平）
The ‘world’, more precisely the world’s output or state is the subject of a model. The quality of this model rest completely on its ability to replicate and explain the outputs or states of interest.
Achieving Its Goal - A model’s goal can be achieved by directly mapping and reflecting or approximating the elements of the real world.
OR
- A model’s goal can be achieved by totally abstracting the elements of the real world.
Its Implementation
Model is implemented as part Data Structure and Part Process (Composition of Algorithms).
Has a verbose description (Story) as to how it operates to give rise to the data it produces.
Can query itself to answer questions about it own structure.
Together it explains the real world phenomenon which it is intended to reflect.
Runs on a cycle where the model hences it’s outputs are updated as new evidence flows into the model.
The value of storytelling
The data story has value, even if you quickly abandon it and never use it to build a model or simulate new observations. Indeed, it is important to eventually discard the story, because many stories always correspond to the same model. As a result, showing that a model does a good job does not in turn uniquely support our data story. Still, the story has value because in trying to outline the story, often one realizes that additional questions must be answered. Most data stories are much more specific than are the verbal hypotheses that inspire data collection. Hypotheses can be vague, such as “it’s more likely to rain on warm days.” When you are forced to consider sampling and measurement and make a precise statement of how temperature predicts rain, many stories and resulting models will be consistent with the same vague hypothesis. Resolving that ambiguity often leads to important realizations and model revisions, before any model is fit to data.
— Statistical Rethinking (McElreath 2016)
2.1 Small Close Worlds
Closed world models are actual what the name suggest, that are absence any of noise and messiness of the real world.
All the possibilities are nominated, no pure surprises, all the unknowns are known.
Having the unknowns identified allow us to reason about them.
The models’ logic can be verified under given assumptions.
Reasoning in the small world is based on negation by failure, ie: Not finding a condition or object is adequate to conclude it does not exist.
2.2 Large Open Worlds
Open world or open universe, aka real-life is vastly more complex and dynamic than the small worlds we build in our heads. Entities in the real world adaptive based on their own set of innate heuristics. These development shortcut gives rise to the following:
Entity Uncertainty, where an object may exist in the real world which is unknown or unobservable.
Magnitude Uncertainty, where the impact of a known or unknown object is not nominated.
Hence, to conclude a subject does not exist in the open world, requires proofing that the existence of subject is not possible. Not being able to do so simply mean it state or value is unknown.
2.3 Moving Between Worlds
Small world models need to graduate to the open world before they can deliver any value.
No guarantees that a logically consistency small world model, will scale or perform well in a large world setting.
Yet a logically inconsistent small world model, will certainly not perform well in a large world setting.
A models’ performance in the open universe needs to be demonstrated as it can not logically deduce.


m4-form-wrapper
is useful to wrap the controls of a form together. It will create an error
display for the group and makes the creation of forms a bit easier.
M4FormGroup
when using the m4-form-control-wrapper
or m4-form-wrapper
.M4FormGroup
provides a form name that is used for the generation of error codes.


We’re a small design studio based in Stockholm. We love designing for the web and have been doing so since 2015. We specialize in website design, illustration, as well as web application design and UX. Want your newborn company to look attractive to customers?  We're here for you.
Founder, lead illustrator, drummer
I’ve been designing and building websites since 2013. I have a bachelors degree in EPiServer developement but prefer front end designing for the Web. I believe in creating goal oriented design that not only look great but feel and react great as well.
Co-Founder, lead designer, couch potato
I’ve been designing and building websites since 2015. I have a have a history in working in the medical field but have a new found love for web development. Colors are a big deal.
we're great with this stuff


General-Market Broadcast: Performance Enhancement
The impetus for this campaign was to build milk into the context of pop culture by building off the outrage over baseball players using steroids. We positioned milk as nature's original performance enhancer to show that it could give people physical advantages without creating controversy, thus paying off the super-drink (yet authentic) platform.


My first Javascript Lambda¶
In this example we are going to create our first javascript lambda using gordon. This lambda is going to do the same than the Hello World
example AWS provides as blueprint. This
is:
- Receive an input message
- Log
key1
,key2
andkey3
values.- Return
key1
as result.
The test message we’ll use to test this function is the following:
{
"key3": "value3",
"key2": "value2",
"key1": "value1"
}
Before we start, make sure you have:
- An AWS Account
- You’ve setup your AWS credentials in your machine (Setup AWS Credentials)
- Gordon is installed (Installation)
Create your Project¶
From the command line, cd into a directory where you’d like to store your code, then run the following command:
$ gordon startproject hellojs
This will create a hellojs directory in your current directory with the following structure:
hellojs
└── settings.yml
This is the minimal layout of a project. We are now going to create an application.
Create your Application¶
Run the following command from the command line:
$ gordon startapp firstapp --runtime=js
This will create a firstapp directory inside your project with the following structure:
firstapp/
├── helloworld.js
└── settings.yml
By default, when you create a new application, gordon will create one really simple lambda called helloworld
.
In the next step we’ll install your application
Install your application¶
In order to install your application you need to add it to the apps
list in the project settings.yml
.
Edit your project settings.yml
file and add firstapp
to the list of installed apps.
---
project: hellojs
default-region: us-east-1
apps:
- gordon.contrib.helpers
- gordon.contrib.lambdas
- firstapp
In the next step we are going to make the default lambda gordon provides, do what we want it to do.
Create your Lambda¶
Open you firstapp/helloworld.js
file and edit it until it looks to something like this:
exports.handler = function(event, context) {
console.log('value1 =', event.key1);
console.log('value2 =', event.key2);
console.log('value3 =', event.key3);
context.succeed(event.key1); // Echo back the first key value
};
The code of our lambda is ready! We only need to double check it is correctly registered.
Open your firstapp/settings.yml
. It should look similar to this:
lambdas:
helloworld:
code: helloworld.js
#description: Simple functions in js which says hello
#handler: handler
#role:
#memory:
This file is simply registering a lambda called helloworld
, and telling gordon the source of the lambda is in helloworld.js
file.
The default behaviour for gordon is to assume the function to call in your source file is called handler
. You can change this behaviour by changing the handler
section
in your lambda settings.
Now we are ready to build your project!
Build your project¶
In the root of your project run the following command
$ gordon build
This command will have an output similar to:
$ gordon build
Loading project resources
Loading installed applications
contrib_helpers:
✓ sleep
contrib_lambdas:
✓ alias
✓ version
firstapp:
✓ helloworld
Building project...
✓ 0001_p.json
✓ 0002_pr_r.json
✓ 0003_r.json
If that’s the case... great! Your project is ready to be deployed.
Deploy your project¶
Projects are deployed by calling the command apply
. Apply will assume by default you want to deploy your project
into a new stage called dev
.
Stages are 100% isolated deployments of the same project. The idea is that the same project
can be deployed in the same AWS account in different stages (dev
, staging
, production
...) in order to SAFELY test your lambda behaviour.
If you don’t provive any stage using --stage=STAGE_NAME
a default stage called dev
will be used.
Once you are ready, call the following command:
$ gordon apply
This command will have an output similar to:
$ gordon apply
Applying project...
0001_p.json (cloudformation)
CREATE_COMPLETE waiting... -
0002_pr_r.json (custom)
✓ code/contrib_helpers_sleep.zip (364c5f6d)
✓ code/contrib_lambdas_alias.zip (e906090e)
✓ code/contrib_lambdas_version.zip (c3137e97)
✓ code/firstapp_helloworld.zip (db6f502e)
0003_r.json (cloudformation)
CREATE_COMPLETE
And you are done! Your lambda is ready to be used on AWS!
Test your Lambda¶
In order to test it, you can navigate into your Lambda Console and:
- Click on the lambda we have just created. It should be called something like:
dev-hellojs-r-FirstappHelloworld-XXXXXXXX
- Click the blue button named
Test
- Select the
Hello World
Sample event template (It should come selected by default)- Click
Save and Test
- You should get a succeed message:
Execution result: succeeded
, and some log information.
Congratulations! You’ve just deployed your first lambda into AWS using gordon!


WITNESS LIST State Affairs Committee February 13, 1997-1:30P SB 255 For: Green, Charles (Self), Arlington Against: Rivera, Betty (Self), San Antonio On: Scott, Robert (TEA), Austin Registering, but not testifying: For: Reyna, Carlos (Driving School Assn TX), Austin Ward, Phil (Self), Austin Against: Fuller, Carrol (TX Driver & Traf.Ed.Asn), Nacogdoches McCoulskey, Huey (TX Dri&Traf Ed Assn), Austin SB 330 On: Bailey-Taylor, Shelia (SOAH), Austin Registering, but not testifying: On: Longley, Joey (TX Sunset Commission), Austin SB 331 On: Bailey-Taylor, Shelia (SOAH), Austin SB 332 On: Bailey-Taylor, Shelia (SOAH), Austin Registering, but not testifying: For: Dalrymple, Bill (TX Counseling Assn.), Austin SB 447 On: Briseno, Elias (TX Dept. of Health), Austin Rice, Mike (State Bd. of Barber Ex), Austin SB 461 On: Reissig, Mike (Comptroller's Office), Austin


Humango is a social dining app where you can plan
meetups to join other foodies at trying out new places together.
Humango aims to connect like-minded individuals who are interested in experiencing food with others.
There is a stigma in Western culture that dictates that it's a negative to go out to eat alone. As a result we have created an application to allow users to enjoy the food they love without feeling isolated.
After all, good company enhances the experience of eating food, so why not get started today and explore the amazing food your city has to offer!
The Discover feature introduces a new way of finding places to eat.
Often, you're are forced go through a tedious process of finding a restaurant before being able to see what dishes are being offered.
However, as people who also occasionally want to pick out a new place quickly, we think it is important to allow users to choose restaurants directly by the images they're interested in.
Our Discover feed lets you scroll through images of key dishes to find your favourite places to try next.
Once you're satisfied with choosing the right restaurant, you can join meetups that have been listed beneath the restaurant that you are are currently viewing.
Before joining, you are able to learn about the maximum group size, time, and date of the event.
Afterwards, you're placed within the group and have the opportunity as well to discuss any concerns or plans in the chat room prior to attending the meetup.
Alternatively, if you can't find an existing meetup at a preferred location, you are able to host your own.
Meetup creations are limited to within the next 7 days to help users stay connected, and to prevent plans from turning stale.
After the meetup, feel free to rate and review the restaurant to let other foodies know about your experiences and adventures!
Download the app to start joining some foodie meetups nearby.


Engineering in Medicine and Biology Society
Improving human living through innovation and technology.
Engineering in Medicine and Biology Society (EMBS) is an internationally recognized technical society under IEEE, servicing the largest community of biomedical engineers in the world. Founded in September 2015, Purdue IEEE EMBS consists of a group of dedicated students who share a common passion for transforming and revolutionizing the future of medicine and healthcare. The mission of Purdue IEEE EMBS is to focus on the development and application of engineering concepts and methods to provide new solutions to medical and healthcare problems. Its members apply concepts and methods of physical engineering and life sciences to issues in the rapidly expanding fields of medicine and biology.
This society exposes its members to the people, practices, information, and ideas necessary for success in biomedical, robotics, data science, and related careers. It regularly conducts social events, seminars, and tours through the assistance of faculty and industry supporters; befitting a technical society, Purdue IEEE EMBS members diligently contribute to research initiatives, build innovative projects, and organize technical workshops for the cultivation of shared knowledge. Purdue IEEE EMBS's long-term project objective is to build a full-body exoskeleton for those with muscular dystrophy. EMBS will also be starting a project for an interactive mechatronic flower that will symbolically represent the user's current mental health status.
Join our Discord to get involved! EMBS Discord: http://bit.ly/slackembs
Contact us at<EMAIL_ADDRESS>with questions.
Amrutha Vaidyam
Neurobiology & Physiology
EMBS Chair
Alec Lucas
Materials Engineering
EMBS Vice Chair
Atthin
Materials Engineering
EMBS Secretary
Lorenzo Cacciapuoti
Computer Engineering
EMBS Project Manager
Alan Chi
Mechanical Engineering
EMBS Engineering Lead
Adithya Chandrasekar
Computer Science & Data Science
EMBS Software Lead


"Atmosphere debug" fragment shader.
More...
|
|
| layout (location=0) out vec4 fragColor |
| | Color.
|
| |
| bool | intersects (vec3 rayOrigin, vec3 rayDir, float radius, out vec2 roots) |
| |
| vec3 | computeEstimate (vec3 rayOrigin, vec3 rayDir, vec3 sunDir) |
| |
| void | main () |
| |
"Atmosphere debug" fragment shader.
◆ computeEstimate()
| vec3 GPU::Frag::Atmosphere_debug::computeEstimate |
( |
vec3 |
rayOrigin, |
|
|
vec3 |
rayDir, |
|
|
vec3 |
sunDir |
|
) |
| |
|
inline |
Cheap sky color estimation.
- Parameters
-
| rayOrigin | the ray origin |
| rayDir | the ray direction |
| sunDir | the light direction |
- Returns
- the estimated radiance
◆ intersects()
| bool GPU::Frag::Atmosphere_debug::intersects |
( |
vec3 |
rayOrigin, |
|
|
vec3 |
rayDir, |
|
|
float |
radius, |
|
|
out vec2 |
roots |
|
) |
| |
|
inline |
Check if a sphere of a given radius is intersected by a ray defined by an origin wrt to the sphere center and a normalized direction.
- Parameters
-
| rayOrigin | the origin of the ray |
| rayDir | the direction of the ray (normalized) |
| radius | the radius of the sphere to intersect |
| roots | will contain the two roots of the associated polynomial, ordered. |
- Returns
- true if there is intersection.
- Warning
- The intersection can be in the negative direction along the ray. Check the sign of the roots to know.
◆ main()
| void GPU::Frag::Atmosphere_debug::main |
( |
| ) |
|
|
inline |
Simulate sky color based on an atmospheric scattering approximate model.
◆ INTERFACE
| in GPU::Frag::Atmosphere_debug::INTERFACE |
Initial value:
Input: uv coordinates.
The documentation for this class was generated from the following file:
- resources/common/shaders/objects/atmosphere_debug.frag


You can't use this service
{% if data['a']=="age" %}
This service is for claims of £10,000 or less.
Use Money Claim Online (MCOL) for claims between £10,001 and £100,000.
Use form N1 (opens in a new window) for claims over £100,000.
{% elif data['a']=="claim-multi" %}You can't use this service if more than one person or business is making the claim.
Use form N1 (opens in a new window) to make your claim.
{% elif data['a']=="def-multi" %}You can't use this service if this claim is against more than one person or business.
Use Money Claim Online (MCOL) for claims against 2 people or organisations.Use form N1 (opens in a new window) for claims against 3 or more people or organisations.
{% elif data['a']=="c-address" %}You need to live in the UK to use this service.
You might be able to make a claim using form N510 (opens in a new window) or form N1 (opens in a new window).
{% elif data['a']=="d-address" %}You can only claim against a person or organisation in England or Wales.
You might be able to make a claim using form N510 (opens in a new window).
{% elif data['a']=="18" %}You need to be 18 or over to use this service.
You might be able to get free legal advice from organisations like Citizens Advice (opens in a new window) about making a claim.
{% elif data['a']=="hwf" %}You need to use the paper service if you want help paying your court fees.
Make your claim by post using form N1 (opens in new window).
{% elif data['a']=="landlord" %}You can't make a claim for a tenancy deposit using this service.
Get help to resolve your dispute with a landlord or tenant.
{% elif data['a']=="sols" %}This service is currently for claimants representing themselves.
If you're a legal representative use the Money Claim Online (MCOL) service.
{% elif data['a']=="crown" %} You can't use this service to claim against government departments.Use form N1 (opens in a new window) to make your claim.
{% endif %}


Cordova Sample
Connecting to Device
Device is Ready
Cordova Sample
Tree View
Back
Tree View
Back
Entity Details
Types
Properties


One thing that's important to understand, regardless of the language you choose to start with, is to start! Sounds cliche but making the commitment is the biggest obstacle.
And regardless of the language you begin with, the skillset you will have won't simply be the language. But you'll have learned the logic of one or two languages and have wired your brain to take on other languages in an easily assimilating way. This is important because new and better languages are always on the horizon!
In addition to recommending a language that would be a good jumping off point, we'll provide some information on some popular languages that are commonly used today.


{% extends 'base.html' %} {% load static i18n %} {% block title %} {% trans "Sending QR alerts" %} {% endblock %} {% block content_class %}row{% endblock %} {% block content %}
{% trans "You’ll send alerts to people who scanned a QR code during an exposure. To send an alert, you'll need the address, date, time and guidance for the exposure." %}
Start by finding the address.
{% endblocktrans %}{% trans "Follow your local contact tracing procedures." %}
{% trans "You will not be able to send the alert." %}


Bolton Moorland Scouts
boltonmoorlandscouts.org.uk
Covers Astley Bridge, Bromley Cross, Bradshaw, Eagley, Egerton, Harwood, Heaton, Horwich, Lostock, Markland Hill
Bolton South with Farnworth Scouts
bswfscouts.org.uk
Covers Darcy Lever, Daubhill, Farnworth, Great Lever, Kearsley, Moses Gate, Prestolee, Stoneclough, Westhoughton