Creates the main menu.
More...
#include <mainmenu.h>
◆ mainMenu()
| mainMenu::mainMenu |
( |
QWidget * |
parent = 0 | ) |
|
|
explicit |
◆ ~mainMenu()
◆ computeMaximumValue()
| void mainMenu::computeMaximumValue |
( |
| ) |
|
The maximum value for the garage gets computed from the highscores.
◆ insertHighscoreToTable()
| void mainMenu::insertHighscoreToTable |
( |
| ) |
|
The highscore gets written in the table.
◆ playBackgroundMusic
| void mainMenu::playBackgroundMusic |
( |
| ) |
|
|
signal |
Signal to start background music.
◆ playButtonSound
| void mainMenu::playButtonSound |
( |
| ) |
|
|
signal |
Signal to play button sound.
◆ playCarSound
| void mainMenu::playCarSound |
( |
| ) |
|
|
signal |
Signal to start car sound.
◆ saveGarage()
| void mainMenu::saveGarage |
( |
| ) |
|
The values set in the garage get saved.
◆ setBackgroundMusicVolume
| void mainMenu::setBackgroundMusicVolume |
( |
int |
volume | ) |
|
|
signal |
Signal to set volume of background music.
- Parameters
-
| volume | Volume of the background music |
◆ setButtonSoundVolume
| void mainMenu::setButtonSoundVolume |
( |
int |
volume | ) |
|
|
signal |
Signal to set volume of button sound.
- Parameters
-
| volume | Volume of the button sound |
◆ setCar()
| void mainMenu::setCar |
( |
| ) |
|
The car picture gets set in the garage.
◆ setCarSoundVolume
| void mainMenu::setCarSoundVolume |
( |
int |
volume | ) |
|
|
signal |
Signal to set volume of car sound.
- Parameters
-
| volume | Volume of the car sound |
◆ setGameMode
| void mainMenu::setGameMode |
( |
bool |
mp | ) |
|
|
signal |
Signal to select multi- or singleplayer.
- Parameters
-
| mp | Value to select game mode (false -> singleplayer, true -> multiplayer) |
◆ setStars()
| void mainMenu::setStars |
( |
| ) |
|
The number of stars above the levels get set according to the highscores.
◆ stopBackgroundMusic
| void mainMenu::stopBackgroundMusic |
( |
| ) |
|
|
signal |
Signal to stop background music.
◆ stopCarSound
| void mainMenu::stopCarSound |
( |
| ) |
|
|
signal |
Signal to stop car sound.
◆ GillSansMT
| QFont mainMenu::GillSansMT |
The documentation for this class was generated from the following files:


{%load static%}
The primary goal of this project is to build a logistic regression model based on features generated from textual information capable of prediction whether given article (piece of text) represents fake or real news. In order to reduce amount of used features, i.e. reduce dimensionality of the model, principal component analysis (PCA) was applied. The obtained results demonstrate that using PCA helps to reduce number of used features by 99,4% without signiﬁcant decrease of the model accuracy.
Data source
Data set name: fake and real news dataset
Link: https://www.kaggle.com/clmentbisaillon/fake-and-real-news-dataset
Initially there were two separate ﬁles with real and fake news. I merged them with adding the target variable column tr.
Features:
title - The title of the article
text - The text of the article
subject - The subject of the article
date - The date at which the article was posted
Target variable
tr - fake, if 0; real, if 1
The final data frame which I used for model fitting contains 500 variables representing one hot encoded words and ngrams (as a result of vectorization) from article texts for each article. The last column of this data frame (tr) has values 0, when article is fake and 1 when it is real. The data frame consists of 44898 records and was subsequently split into train and test dataset with proportions of 70/30 using randomized choice.
The data looks balanced.
As it can be seen we have a slightly different distribution for fake news. Even though the date feature can be considered a significant factor for the current case, I would not use it due to generalizability considerations as the method of obtaining initial data set is unclear. So let's drop it together with the time stamp
For modelling I chose logistic regression as it was a natural choice due to binary nature of the target variable.
I also considered logistic regression approach with prelimenary PCA for dimensionality reduction.
Regarding preprocessing I used CountVectorizer for text vectorization with parameters adjusted in grid search model. The plot reflecting this search for logistic regression model is provided here. The optimal set of parameters is marked by the red dot.
In the table on the right I provide the results for these models.
| Model name | Model parameters | Accuracy |
|---|---|---|
| Logistic Regression | Number of features: 500 | 0.991 |
| PCA + Logistic Regresion | Number of features: 3 | 0.840 |
Feature importances are provided on the plot below.
PCA can effectively decrease model complexity in NLP domain. Reducing the number of features from 500 to 3 resulted in only 15% decrease in accuracy.


Functions | |
| OPJ_BOOL | opj_matrix_inversion_f (OPJ_FLOAT32 *pSrcMatrix, OPJ_FLOAT32 *pDestMatrix, OPJ_UINT32 nb_compo) |
| Calculates a n x n double matrix inversion with a LUP method. |
|
|
Calculates a n x n double matrix inversion with a LUP method. Data is aligned, rows after rows (or columns after columns). The function does not take ownership of any memory block, data must be fred by the user.
|


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public interface RegistryInternalConstants
| Modifier and Type | Field and Description |
|---|---|
static String |
HADOOP_USER_NAME
This the Hadoop environment variable which propagates the identity
of a user in an insecure cluster
|
static int |
PERMISSIONS_REGISTRY_READERS
Permissions for readers: 1.
|
static int |
PERMISSIONS_REGISTRY_SYSTEM_SERVICES
Permissions for system services: 31
|
static int |
PERMISSIONS_REGISTRY_USER_ROOT
Permissions for a user's root entry: 15.
|
static String |
SASLAUTHENTICATION_PROVIDER
Name of the SASL auth provider which has to be added to ZK server to enable
sasl: auth patterns: "org.apache.zookeeper.server.auth.SASLAuthenticationProvider".
|
static String |
VALID_PATH_ENTRY_PATTERN
Pattern of a single entry in the registry path.
|
static String |
ZOOKEEPER_AUTH_PROVIDER
String to use as the prefix when declaring a new auth provider: "zookeeper.authProvider".
|
static final String VALID_PATH_ENTRY_PATTERN
This is what constitutes a valid hostname according to current RFCs. Alphanumeric first two and last one digit, alphanumeric and hyphens allowed in between.
 All Rights Reserved.


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WITNESS LIST Business & Commerce Committee April 24, 2001 - 8:00A SB 427 FOR: Cole, Tim (Interagency Council on Autism and PDD), Montague, TX Green, Eric (Autism Society of America and Tx Center for Autism Research and Treatment), San Antonio, TX James, Vernon L. (Children), San Antonio, TX Palmer, Ray (Children), San Antonio, TX Richardson, Kimberly (Self), Arlington, TX AGAINST: Hammond, Bill (Tx Association of Business), Austin, TX SB 771 Registering, but not testifying: For: Hammond, Bill (Tx Association of Business), Austin, TX SB 805 FOR: Caballero, Pat (Self), Dallas, TX AGAINST: Pollard, Mike (Tx Association of Life & Health Insurers), Austin, TX Stevens, Marybeth (American Council of Life Insurers), Washington, DC Registering, but not testifying: Against: Hammond, Bill (Tx Association of Business), Austin, TX SB 806 Registering, but not testifying: Against: Hammond, Bill (Tx Association of Business), Austin, TX SB 1467 FOR: Dabaghi, Rashad (Tx Society of Gastroenterology and Endoscopy), Austin, TX Davis, Maureen (Self), Austin, TX Lundgren, Wallace (Self), Austin, TX Snyder, Ned (Tx Society of Gastroenterology and Endoscopy), Waco, TX Registering, but not testifying: For: Headrick, Kelly (American Cancer Society), Austin, TX Reece, Laurie (Tx Society of Gastroenterology), Austin, TX Rice, Dan (Self), Austin, TX Against: Hammond, Bill (Tx Association of Business), Austin, TX SB 1568 AGAINST: Heasley, John (Tx Bankers Association), Austin, TX Neeley, Karen (Independent Bankers Association of Tx), Austin, TX ON: Montemayor, Jose Commissioner of Insurance (Tx Department of Insurance), Austin, TX Registering, but not testifying: For: Schneider, Rob (Consumers Union), Austin, TX Against: Stranz, Paul (MBNA America Bank), Addison, TX On: Bingham, Bill (Tx Department of Insurance), Austin, TX SB 1571 FOR: Feste, Joseph R. (Tx Medical Association), Austin, TX Registering, but not testifying: For: Dabaghi, Rashad (Self), Austin, TX Katz, Hal (Self), Austin, TX Pruden, Shellie (Dallas County Medical Society), Arlington, TX Reece, Laurie (Tx Transplant Society and Tx Society for Gastroenterolotgy), Austin, TX Snyder, Ned (Self), Waco, TX Against: Taylor, William J. (Aetna), Austin, TX SB 1797 FOR: Burrus, C. Sidney (Rice University), Houston, TX Kester, Steve (American Electronics Association), Austin, TX AGAINST: Schulle, Jr., Gerhardt (Tx Society of Professional Engineers), Austin, TX Stagner, Steve (Consulting Engineers Council of Tx), Austin, TX ON: Streetman, Ben (UT Austin School of Engineering), Austin, TX Registering, but not testifying: For: Chiodo, Dana (Raytheon), Austin, TX McDonald, Carol (Independent Colleges and Universities of Tx, Inc), Austin, TX SB 1825 ON: Taylor, Dub (Comptroller- State Energy Conservation Choice), Austin, TX Registering, but not testifying: For: King, Robert J. (Renewable Power Coalition, TESCO, Distributed Energy Coalition, and Methanex Corp.), Austin, TX Smith, Tom "Smitty" (Public Citizens Members), Austin, TX On: Lanford, Lane Executive Director (Public Utility Commission), Austin, TX SCR 45 FOR: Gonzales, Joe Rey (Tx Insurance Verification Service), Austin, TX


class: center, middle, inverse, title-slide # Datenwissenschaft in der Bildungsforschung ## Week 5 - Measurement ### Job Schepens ### IFS, TU Dortmund ### 2020-12-10 --- layout: true
  class website
 --- ## Topics - Discuss homework - Discuss readings - Continue presentation --- ## This week's assignment - Review the research methods of the study I presented in class. Ignore the statistics. - See also: - [press release](https://www.fu-berlin.de/en/presse/informationen/fup/2019/fup_19_356-studie-fremdsprachen-lernen/index.html) - [original article](http://www.sciencedirect.com/science/article/pii/S001002771930229X) and [pdf](https://jobschepens.github.io/DIDB/schepensetal-cognition-inpress.pdf) - Does the study convincingly show a causal relationship? Think of two alternative explanations for the results and for both of them, describe why the study cannot rule them out. - Think about an ideal study design to investigate the hypothesis of the study. What variables would you use and how would you measure them? Why would such a design address the alternative explanations you identified? --- ## Discussion points Muijs (quasi-)experimental research 1. What are the main differences between experimental and quasi-experimental studies? 2. ‘Correlation does not imply causality.’ Do you agree with this statement? Why? Why not? 3. If experiments are the best way of determining causality, why would we want to do any other kind of research? 4. I want to know whether my school improvement project is improving pupils’ attitudes to school. Can you design a study that looks at this? 5. I have noticed that my pupils seem to be hyperactive when they have drunk soft drinks during break time. I want to know whether consuming soft drinks leads to lower concentration levels in pupils immediately following consumption. Can you design a study that looks at this? 6. I want to know whether teacher motivation improves pupil performance or whether it is higher pupil performance that motivates teachers. Is it possible to determine this? If yes, how would you do that? --- ## Discussion points Muijs observational research 1. What are the main differences between experimental and non-experimental studies? 2. ‘Observational studies give us a true picture of reality, while surveys only give us perceptions.’ Do you agree or disagree with this statement? Why? 3. If surveys are the most flexible and efficient way of doing research, why would we want to do any other kind of research? 4. I want to know whether teachers’ classroom practice influences pupils’ self-concept. Can you design a study that looks at this? 5. I want to know what both teachers and pupils in my school think of the new mentoring system I have introduced. Can you design a study that looks at this? 6. I want to know whether self-concept influences pupil achievement, or whether it is higher pupil performance that leads to a more positive self-concept. Is it possible to determine this using non-experimental research? If yes, how would you do that? --- ## Next week: - Read validity and reliability chapters - Get familiar with data


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Nicholas Fang to moderate ‘In Conversation with President Barack Obama’ on December 16
- Advertisement -
Singapore— Nicholas Fang, the Director of Security and Global Affairs at Singapore Institute of International Affairs, will moderate former US President Barak Obama’s event on December 14 and 16.
The organiser of the speaking event, business education provider, The Growth Faculty made the announcement on their website.
President Obama’s wife, Michelle will also attend the event which will be the first public event the former US President attends in the country.
He will be speaking with Asia-Pacific industry leaders on December 16th at the Singapore Expo, from 11:30 am to 1:00 pm at an event entitled, ‘In Conversation with President Barack Obama.’
- Advertisement -
President Obama will be discussing his time in office as well as his perspectives on leadership.
The announcement on The Growth Faculty website reads, “President Barack Obama’s path to success is unlike any other. As a global leader, pioneer and 44th president of the United States, his journey is one of resilience, perseverance and triumph, the result of exceptional determination and true tenacity.
“In times of great challenge and change, President Obama’s leadership ushered in a stronger economy, a more equal society, a nation more secure at home and more respected around the world.”
An audience of 5000 is expected at the event.
Mr Fang is a former national athlete, news editor and parliamentarian. He is also a recipient of the Public Service Medal, as well as the founder of strategic communications Black Dot.
In his capacity as the Director of Security and Global Affairs of SIIA, Mr Fang has represented Singapore in the Japan-Singapore Symposium and the China-Singapore Forum.
This is not the first time that Mr Fang will face Obama. In 2016, he interviewed PM Lee and Obama during an official press conference at the White House.
Expressing how much of an honour it has been to be invited by The Growth Faculty to moderate the conversation with Obama, Mr Fang said, “Given the current global environment, President Obama’s example of leadership is a much-needed beacon to the world, this region and indeed Singapore, as we look to the challenges and opportunities in the years ahead.
“It will be an honour and a privilege to moderate In Conversation with Obama, which promises to be an insightful and fascinating experience for myself and all audience members.”
Karen Beattie, the Founder of The Growth Faculty, said, “As the world faces unprecedented challenges, we must seek to learn from those who champion best-practice leadership.
“In confirming a moderator of Nicholas Fang’s calibre for In Conversation with Obama, we can be assured of a fascinating discussion that will make an impact on all who attend.”
Mr Fang has worked as a journalist at The Straits Times (ST) and was a business desk editor at Channel NewsAsia (CNA). He was also a deputy chief editor of Singapore news at Mediacorp, and received the Public Service Medal at the 2015 National Day Awards.
Mrs Obama will speak on December 14, from 7:30 to 9:00 pm, in an event called ‘An Evening with Michelle Obama,’ also at the Singapore Expo. She will be talking about her public and private life as the first African-American First Lady of the United States and sharing from her bestselling memoir, Becoming. -/TISG
Read related: Barack & Michelle Obama to speak at separate events in Singapore this December
- Advertisement -


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|
TSGL
A thread-safe graphics library
|
Draw a simple line. More...
#include <Line.h>
Public Member Functions | |
| Line (float x, float y, float z, GLfloat length, float yaw, float pitch, float roll, ColorFloat color) | |
| Explicitly constructs a new Line. More... | |
| Line (float x, float y, float z, GLfloat length, float yaw, float pitch, float roll, ColorFloat color[]) | |
| Explicitly constructs a new Line. More... | |
| Line (GLfloat x1, GLfloat y1, GLfloat z1, GLfloat x2, GLfloat y2, GLfloat z2, float yaw, float pitch, float roll, ColorFloat color) | |
| Explicitly constructs a new Line. More... | |
| Line (GLfloat x1, GLfloat y1, GLfloat z1, GLfloat x2, GLfloat y2, GLfloat z2, float yaw, float pitch, float roll, ColorFloat color[]) | |
| Explicitly constructs a new Line. More... | |
| void | setFirstEndpoint (float x, float y, float z) |
| Moves the line's first endpoint to the parameter coordinates. More... | |
| void | setSecondEndpoint (float x, float y, float z) |
| Moves the line's second endpoint to the parameter coordinates. More... | |
| void | setLength (GLfloat length) |
| Mutates the line's length to the new parameter value. More... | |
| void | changeLengthBy (GLfloat delta) |
| Mutates the line's length by the parameter value. More... | |
| GLfloat | getLength () |
| Returns the length of the line. More... | |
| GLfloat | getFirstEndpointX () |
| Returns the x-coordinate of the line's first endpoint. More... | |
| GLfloat | getFirstEndpointY () |
| Returns the y-coordinate of the line's first endpoint. More... | |
| GLfloat | getFirstEndpointZ () |
| Returns the z-coordinate of the line's first endpoint. More... | |
| GLfloat | getSecondEndpointX () |
| Returns the x-coordinate of the line's second endpoint. More... | |
| GLfloat | getSecondEndpointY () |
| Returns the y-coordinate of the line's second endpoint. More... | |
| GLfloat | getSecondEndpointZ () |
| Returns the z-coordinate of the line's second endpoint. More... | |
| Public Member Functions inherited from tsgl::Polyline | |
| Polyline (float x, float y, float z, int numVertices, float lineVertices[], float yaw, float pitch, float roll, ColorFloat color) | |
| Explicitly constructs a new monocolored Polyline. More... | |
| Polyline (float x, float y, float z, int numVertices, float lineVertices[], float yaw, float pitch, float roll, ColorFloat color[]) | |
| Explicitly constructs a new multicolored Polyline. More... | |
| virtual void | draw (Shader *shader) |
| Draw the Polyline. More... | |
| virtual void | setColor (ColorFloat c) |
| Sets the Polyline to a new color. More... | |
| virtual void | setColor (ColorFloat c[]) |
| Sets the Polyline to a new array of colors. More... | |
| virtual ColorFloat | getColor () |
| Accessor for Shape's color. More... | |
| virtual void | getColors (std::vector< ColorFloat > &colorVec) |
| Accessor for Shape's colors. More... | |
| bool | isProcessed () |
| Overrides isProcessed() in Drawable.h. More... | |
| Public Member Functions inherited from tsgl::Drawable | |
| Drawable (float x, float y, float z, float yaw, float pitch, float roll) | |
| Constructs a new Drawable. More... | |
| virtual void | changeXBy (float deltaX) |
| Alters the Drawable's x position. More... | |
| virtual void | changeYBy (float deltaY) |
| Alters the Drawable's y position. More... | |
| virtual void | changeZBy (float deltaZ) |
| Alters the Drawable's z position. More... | |
| virtual void | changeCenterBy (float deltaX, float deltaY, float deltaZ) |
| Alters the Drawable's vertex locations. More... | |
| virtual void | setCenterX (float x) |
| Sets the Drawable's x position. More... | |
| virtual void | setCenterY (float y) |
| Sets the Drawable's y position. More... | |
| virtual void | setCenterZ (float z) |
| Sets the Drawable's z position. More... | |
| virtual void | setCenter (float x, float y, float z) |
| Moves the Drawable to new coordinates. More... | |
| virtual void | setYaw (float yaw) |
| Mutator for the Drawable's yaw. More... | |
| virtual void | setPitch (float pitch) |
| Mutator for the Drawable's pitch. More... | |
| virtual void | setRoll (float roll) |
| Mutator for the Drawable's roll. More... | |
| virtual void | setYawPitchRoll (float yaw, float pitch, float roll) |
| Mutator for the yaw, pitch, and roll of the Drawable. More... | |
| virtual void | changeYawBy (float deltaYaw) |
| Alters the Drawable's yaw by a specified amount. More... | |
| virtual void | changePitchBy (float deltaPitch) |
| Alters the Drawable's pitch by a specified amount. More... | |
| virtual void | changeRollBy (float deltaRoll) |
| Alters the Drawable's roll by a specified amount. More... | |
| virtual void | changeYawPitchRollBy (float deltaYaw, float deltaPitch, float deltaRoll) |
| Alters the Drawable's yaw, pitch, and roll by a specified amount. More... | |
| virtual void | setRotationPointX (float x) |
| Virtual mutator that changes the rotation point of the Drawable's x value. More... | |
| virtual void | setRotationPointY (float y) |
| Virtual mutator that changes the rotation point of the Drawable's y value. More... | |
| virtual void | setRotationPointZ (float z) |
| Virtual mutator that changes the rotation point of the Drawable's z value. More... | |
| virtual void | setRotationPoint (float x, float y, float z) |
| Sets the point around which Drawable is rotated. More... | |
| virtual float | getCenterX () |
| Accessor for the center x-coordinate of the Drawable. More... | |
| virtual float | getCenterY () |
| Accessor for the center z-coordinate of the Drawable. More... | |
| virtual float | getCenterZ () |
| Accessor for the center z-coordinate of the Drawable. More... | |
| virtual float | getYaw () |
| Accessor for the Yaw of the Drawable. More... | |
| virtual float | getPitch () |
| Accessor for the Pitch of the Drawable. More... | |
| virtual float | getRoll () |
| Accessor for the Roll of the Drawable. More... | |
| virtual float | getRotationPointX () |
| Accessor for the rotation x-coordinate of the Drawable. More... | |
| virtual float | getRotationPointY () |
| Accessor for the rotation y-coordinate of the Drawable. More... | |
| virtual float | getRotationPointZ () |
| Accessor for the rotation z-coordinate of the Drawable. More... | |
| virtual unsigned int | getShaderType () |
| Accessor that returns a value corresponding to a certain shader in Canvas. More... | |
| virtual float | getAlpha () |
| Accessor that returns Drawable's alpha value. More... | |
Additional Inherited Members | |
| Protected Member Functions inherited from tsgl::Polyline | |
| virtual void | addVertex (GLfloat x, GLfloat y, GLfloat z, const ColorFloat &color=WHITE) |
| Adds another vertex to a Polyline. More... | |
| Polyline (float x, float y, float z, int numVertices, float yaw, float pitch, float roll) | |
| Explicitly constructs a new Polyline. More... | |
| Protected Member Functions inherited from tsgl::Drawable | |
| bool | centerMatchesRotationPoint () |
| Protected helper method that determines if the Drawable's center matches its rotation point. More... | |
| Protected Attributes inherited from tsgl::Polyline | |
| int | numberOfVertices |
| int | currentVertex = 0 |
| Protected Attributes inherited from tsgl::Drawable | |
| std::mutex | attribMutex |
| Protects the attributes of the Drawable from being accessed while simultaneously being changed. | |
| GLfloat * | vertices |
| float | myCurrentYaw |
| float | myCurrentPitch |
| float | myCurrentRoll |
| float | myXScale |
| float | myYScale |
| float | myZScale |
| float | myRotationPointX |
| float | myRotationPointY |
| float | myRotationPointZ |
| float | myCenterX |
| float | myCenterY |
| float | myCenterZ |
| bool | init = false |
| unsigned int | shaderType = SHAPE_SHADER_TYPE |
| GLfloat | myAlpha = 0.0 |
Draw a simple line.
Line is a class for holding vertex data for a simple line.
| tsgl::Line::Line | ( | float | x, |
| float | y, | ||
| float | z, | ||
| GLfloat | length, | ||
| float | yaw, | ||
| float | pitch, | ||
| float | roll, | ||
| ColorFloat | color | ||
| ) |
Explicitly constructs a new Line.
This is the constructor for the Line class.
| x | The x coordinate of the center of the line. |
| y | The y coordinate of the center of the line. |
| z | The z coordinate of the center of the line. |
| length | The length of the line. |
| yaw | The yaw of the line. |
| pitch | The pitch of the line. |
| roll | The roll of the line. |
| color | The reference variable to the color of the Line. |
| tsgl::Line::Line | ( | float | x, |
| float | y, | ||
| float | z, | ||
| GLfloat | length, | ||
| float | yaw, | ||
| float | pitch, | ||
| float | roll, | ||
| ColorFloat | color[] | ||
| ) |
Explicitly constructs a new Line.
This is the constructor for the Line class.
| x | The x coordinate of the center of the line. |
| y | The y coordinate of the center of the line. |
| z | The z coordinate of the center of the line. |
| length | The length of the line. |
| yaw | The yaw of the line. |
| pitch | The pitch of the line. |
| roll | The roll of the line. |
| color | The reference variable to the colors of the Line. |
| tsgl::Line::Line | ( | GLfloat | x1, |
| GLfloat | y1, | ||
| GLfloat | z1, | ||
| GLfloat | x2, | ||
| GLfloat | y2, | ||
| GLfloat | z2, | ||
| float | yaw, | ||
| float | pitch, | ||
| float | roll, | ||
| ColorFloat | color | ||
| ) |
Explicitly constructs a new Line.
This is the constructor for the Line class.
| x1 | The x coordinate of the first endpoint of the line. |
| y1 | The y coordinate of the first endpoint of the line. |
| z1 | The z coordinate of the first endpoint of the line. |
| x2 | The x coordinate of the second endpoint of the line. |
| y2 | The y coordinate of the second endpoint of the line. |
| z2 | The z coordinate of the second endpoint of the line. |
| yaw | The yaw of the line. |
| pitch | The pitch of the line. |
| roll | The roll of the line. |
| color | The reference variable to the color of the Line. |
| tsgl::Line::Line | ( | GLfloat | x1, |
| GLfloat | y1, | ||
| GLfloat | z1, | ||
| GLfloat | x2, | ||
| GLfloat | y2, | ||
| GLfloat | z2, | ||
| float | yaw, | ||
| float | pitch, | ||
| float | roll, | ||
| ColorFloat | color[] | ||
| ) |
Explicitly constructs a new Line.
This is the constructor for the Line class.
| x1 | The x coordinate of the first endpoint of the line. |
| y1 | The y coordinate of the first endpoint of the line. |
| z1 | The z coordinate of the first endpoint of the line. |
| x2 | The x coordinate of the second endpoint of the line. |
| y2 | The y coordinate of the second endpoint of the line. |
| z2 | The z coordinate of the second endpoint of the line. |
| yaw | The yaw of the line. |
| pitch | The pitch of the line. |
| roll | The roll of the line. |
| color | The reference variable to the colors of the Line. |
| void tsgl::Line::changeLengthBy | ( | GLfloat | delta | ) |
Mutates the line's length by the parameter value.
| delta | The difference between the new and old line lengths. |
| GLfloat tsgl::Line::getFirstEndpointX | ( | ) |
Returns the x-coordinate of the line's first endpoint.
Returns the value of the endpointX1 instance variable.
Referenced by getLength().
| GLfloat tsgl::Line::getFirstEndpointY | ( | ) |
Returns the y-coordinate of the line's first endpoint.
Returns the value of the endpointY1 instance variable.
Referenced by getLength().
| GLfloat tsgl::Line::getFirstEndpointZ | ( | ) |
Returns the z-coordinate of the line's first endpoint.
Returns the value of the endpointZ1 instance variable.
Referenced by getLength().
|
inline |
Returns the length of the line.
Returns the value of the myLength instance variable.
| GLfloat tsgl::Line::getSecondEndpointX | ( | ) |
Returns the x-coordinate of the line's second endpoint.
Returns the value of the endpointX2 instance variable.
Referenced by getLength().
| GLfloat tsgl::Line::getSecondEndpointY | ( | ) |
Returns the y-coordinate of the line's second endpoint.
Returns the value of the endpointY2 instance variable.
Referenced by getLength().
| GLfloat tsgl::Line::getSecondEndpointZ | ( | ) |
Returns the z-coordinate of the line's second endpoint.
Returns the value of the endpointZ2 instance variable.
Referenced by getLength().
| void tsgl::Line::setFirstEndpoint | ( | float | x, |
| float | y, | ||
| float | z | ||
| ) |
Moves the line's first endpoint to the parameter coordinates.
| x | The Line's first endpoint's new x-coordinate. |
| y | The Line's first endpoint's new y-coordinate. |
| z | The Line's first endpoint's new z-coordinate. |
| void tsgl::Line::setLength | ( | GLfloat | length | ) |
Mutates the line's length to the new parameter value.
| length | The Line's new length. |
| void tsgl::Line::setSecondEndpoint | ( | float | x, |
| float | y, | ||
| float | z | ||
| ) |
Moves the line's second endpoint to the parameter coordinates.
| x | The Line's second endpoint's new x-coordinate. |
| y | The Line's second endpoint's new y-coordinate. |
| z | The Line's second endpoint's new z-coordinate. |


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[[macros.html]]
Incorporation Application
[[common/style.html]]
[[common/businessDetails.html]]
{% if business.legalType == 'CP' %}
[[incorporation-application/nameRequest.html]]
[[incorporation-application/cooperativeAssociationType.html]]
[[incorporation-application/effectiveDate.html]]
[[incorporation-application/completingParty.html]]
[[common/addresses.html]]
[[common/directors.html]]
{% else %}
[[incorporation-application/nameRequest.html]]
[[incorporation-application/effectiveDate.html]]
[[incorporation-application/incorporator.html]]
[[incorporation-application/completingParty.html]]
[[common/statement.html]]
[[incorporation-application/benefitCompanyStmt.html]]
[[common/addresses.html]]
[[common/directors.html]]
[[common/shareStructure.html]]
{% endif %}


mdl.raw.
raw
Bases: object
object
processing summary data for output
Methods
download
library
Check if required libraries are available.
Download raw data for use in analysis.
str
The list of experiments to pull data from.
The directory path to save the log of participant data downloaded.
The directory path to save paticipant data.
SSH hostname.
SSH username.
SSH password.


The team develops many tools to support empirical research and we disseminate our techniques in the following main tools:
- Melange is a language and platform for assembling and integrating multiple domain-specific languages (DSL).
- Familiar is a language for importing, exporting, composing, decomposing, editing, configuring, computing “diffs”, refactoring, reverse engineering, testing, and reasoning about (multiple) feature models.
- Kevoree aims at enabling distributed reconfigurable software development.
- Our diversification toolbox gathers a set of tools to monitor and automatically synthesize variants of Java programs.
As a common technical foundations, we use a lot in the team the followings tools:
Spoon: Java src code transformation
- Spoon parses Java source code and creates an Abstract Syntax Tree (AST) : e.g. Micro/Design pattern detection, Architectural rule checking, Metrics
- Usage for source-to-source code transformation: e.g. Automatic instrumentation & logging, Automatic refactoring, Automatic repair
- Powerful API (better than JavaParser)
ByteBuddy: runtime code generation
- Byte Buddy is a code generation and manipulation library for creating and modifying Java classes during the runtime of a Java application and without the help of a compiler.
- Byte Buddy offers a convenient API for changing classes either manually, using a Java agent or during a build.
Graal, Truffle, Polyglot
- GraalVM: Universal virtual machine for running applications written in JavaScript, Python, Ruby, R, JVM-based languages like Java, Scala, Clojure, Kotlin, and LLVM-based languages such as C and C++.
- Truffle: Language Implementation Framework
- High level representation of the language AST
- Annotated AST to assist Graal speculative optimizations.
- Polyglot: A language interop framework that allows Truffle languages to call each other
Gemoc Studio
- The GEMOC Studio provides generic components through Eclipse technologies for the development, integration, and use of heterogeneous executable modeling languages.
SciPy
SciPy is a Python-based ecosystem of open-source software for mathematics, science, and engineering. In particular, these are some of the core packages:
- NumPy Base N-dimensional array package
- SciPy library: Fundamental library for scientific computing
- Matplotlib: Comprehensive 2D Plotting
- IPython: Enhanced Interactive Console
- Sympy: Symbolic mathematics
- pandas: Data structures & analysis
scikit-learn
- Machine Learning in Python
- Simple and efficient tools for data mining and data analysis
- Accessible to everybody, and reusable in various contexts
- Built on NumPy, SciPy, and matplotlib
- Open source, commercially usable - BSD license
GreyCat: Next-Gen Live Analytics using Temporal Graph
- GreyCat is the first Temporal Many-World Graph database. In a nutshell, this project defines a graph storage and processing framework that allows you to store and analyze highly interconnected complex data structures and rapidly evolving over time. This data structure can be as well infinitely cloneable in order to evaluate potential alternatives modifications to find the best one. To sum up GreyCat is a core data structure framework to build for businesses, a live reasoning engine that can handle simulations and analytics over data in motion.


AP Top International News at 2:58 a.m. EST
by EndPlayResidents of Mexican town struggle with fear after massacre
Iran 5.9 magnitude earthquake kills at least 5, injures 300
Hong Kong protesters blame police after student dies in fall
Brazil's ex-president could be freed after top court ruling
For east Syria, US troops are about much more than oil
Domingo won't perform at Tokyo Olympics cultural events
AP Explains: Why is Evo Morales facing protests in Bolivia?
France reopens contested Jewish tomb in east Jerusalem
China sentences Japanese man to life in prison in drug case
Graft ruling for Malaysian ex-leader a test for government


Who Are We?
Pop's Pizza place, Founded in 1960, is the recognized leader in pizza delivery in town, operating a network of company-owned and franchise-owned stores in the Kenyan market. Pop's Pizza Place is a company of exceptional people on a mission to be the best pizza delivery company in the country.


Tagged service is missing extends or interface statement See more on Symfony2 doc:
The Dependency Injection Tags


<dependency>
<groupId>com.tinkerpop.blueprints</groupId>
<artifactId>blueprints-core</artifactId>
<version>??</version>
</dependency>
PartitionGraph
is a graph wrapper that partitions the elements (vertices/edges) of a graph into String
named partitions (i.e. buckets, subgraphs, etc.). The idea behind PartitionGraph
is presented in the image above where each element is in a single partition (represented by its color). Partitions can be read from, written to, and linked/joined by edges that span one or two partitions (e.g. a tail vertex in one partition and a head vertex in another).
PartitionGraph
is simple to use. There are three primary variables in PartitionGraph
:
String
value representing a partition.String
denoting what partition all future written elements will be in.Set<String>
of partitions that can be read from.The best way to understand PartitionGraph
is via an example.
PartitionGraph graph = new PartitionGraph(rawGraph, "_partition", "a"); // reading and writing is to partition "a"
Vertex v1 = graph.addVertex(null); // v1 has a property of {_partition:"a"}
graph.setWritePartition("b");
Vertex v2 = graph.addVertex(null); // v2 has a property of {_partition:"b"}
graph.getVertices(); // only v1 is in the iterator
graph.addReadPartition("b");
graph.getVertices() // both v1 and v2 are in the iterator
graph.removeReadPartition("a");
graph.removeReadPartition("b");
graph.getVertices(); // no vertices are in the iterator
graph.setWritePartition("c");
Edge e1 = graph.addEdge(null, v1, v2, "knows"); // e1 has a property of {_partition:"c"}
graph.getEdges(); // e1 is in the iterator
By writing elements to particular partitions and then restricting read partitions, the developer is able to create multiple graphs within a single address space. Moreover, by supporting references between partitions, it is possible to merge those multiple graphs (i.e. join partitions). Finally, there also exists PartitionIndexableGraph
with read partition respective index get()
and count()
methods.


I often find myself discovering new technological material while drifting from one "why" to another, learning and planning my next challenge. This impassioned questioning has made me obtain a wide computing experience
in the forefront of technological innovation. It is this innocent curiosity combined with my innate problem-solving and resourceful skills shape the future that has led me down a path in video game development field.
Use Unity 3D, UDK and Blender to develop the casual games WittySums, WittyMole and WittyAdventure for mobile devices.
▪ Designed the character, scenes environment, sound effects and character animations.A number game combined with strategy. Play with the time and sums to reach the maximum score! A true brain workout! Soon available in App Store.
Show your skills to fly, jump and dig! Do your best and beat the high score in this platform game.
Adventure and Puzzle game based on Infinity Blade assets with UDK.
God Eater 2: Rage Burst
Arcade Game Series
Hitman Sniper
Knights & Dragons – Acción RPG
Lara Croft GO
Hitman GO
Tekken mobile
Saint Seiya: Soldier's Soul
Far Cry Primal
One Piece: Pirate Warrior 3
God Eater Resurrection
Batman Arkham Knight
Let's Sing 2016
Tales of Zestiria
Project X Zone 2
Mighty No.9
APB Reloaded
▪ Used library Three.js under HTML5; management of scene, camera, renderer and lights. VR mode compatibility.
▪ Designed look & feel of the website: http://www.wittyplanet.com
▪ Used native Objective-C and JAVA to develop applications for iOS devices using libraries such as CoreData,UIKit, Core Animation, Core Foundation, Core Plot, Unit Testing, SQLite.
▪ Developed Web Services and prepared interface mock-ups and storyboards.
▪ Organized and led meetings of project leaders, developers and QA team members for each original test procedure.
▪ Sourced, selected and organized information for inclusion and designed the appearance, layout and flow of the Web site and created and optimized content for the Web site using a variety of graphics, databases, animations and other software.
▪ Planned,designed,wrote,modified,integrated and tested Web-site related code and conduct tests and perform security and quality controls.


Natalia Garcés Herrera / @nata_garces
Juan Camilo Noreña / @lobo_d_b
Juan Castaño / @juan_castano
Julián Alberto Gaitán / @guatajuk
80s Toyota Just In Time
90s Henry Johansson's BPR (Business reengineering Process) cost, quality, service
mid 90s BPO (Business Process Optimization) cost, delivery, Marketing and sales, Inventory, payment and avoidance of work redundancy
2003 ERP (Enterprise Resource Planning) processes as strategic assets of an organization that must be understood, managed, and improved to deliver value-added products and services to clients
Improving corporate performance by managing and optimising a company's business processes.
Business Process Oriented
flexibility
Processes-People-IT
Horizontal integrated vision
Business: The value dimension
Process: The transformation dimension
Management: The enabling dimension
The business dimension is the dimension of value, and of the creation of value for both customers and stakeholders. BPM directly facilitates the goals and objectives of the business enterprise
The process dimension creates value through structured activities called processes. Operational processes transform resources and materials into products or services for customers and end consumers.
Through BPM, business processes are more effective, more transparent, and more agile.
Management is the enabling dimension. Management sets people and systems into motion and prods processes into action, in pursuit of the business goals and objectives


In this tutorial I show how to read data from online sources, in various ways. I will also demonstrate how to tidy data using the tidyr
package, in particular converting from wide to long format.
In the case where a csv or other text file is available as a direct link, we can simply read the file from the URL without having to download it. To read the current CO2 concentrations on Mauna Loa, for example, we can use the following:
url <- "ftp://aftp.cmdl.noaa.gov/products/trends/co2/co2_weekly_mlo.txt"
d <- read.table(url, na.strings="-999.99")
plot(d[,4], d[,5], type='l', xlab="Year", ylab=expression("["*CO[2]*"]"~(ppm)))
The only hitch here is that the column names are not read (they are embedded in the comments in a messy way), but we can find that year is the 4th column, and CO2 concentration the 5th.
Also note the use of na.strings
to convert missing values coded as -999.99
to NA
.
In the example above, and all that follow, we have to save the URL of the data source. When you find the URL of the datafile, or the button that says ‘Click to Download’, or whatever, right-click on it and select ‘Copy Link Address’ (Windows instructions).
In the above example, we read a text file from a direct URL. Sometimes this is not possible, and other times you would also like to have a local copy of the text file for safekeeping (in case something happens to NOAA, for example).
The following example downloads the CO2 data to a local file.
url <- "ftp://aftp.cmdl.noaa.gov/products/trends/co2/co2_weekly_mlo.txt"
fn <- basename(url)
download.file(url, fn)
Here I use basename
to extract the right-hand side of the url (co2_weekly_mlo.txt
), a natural name for the file.
The next example shows how to download a zip file, containing data files, from an online source. Downloading a zip file proceeds as above, however we have to specify one extra argument.
Warning: For non-text files, on Windows, you must use the argument mode="wb"
!
If you don’t follow this warning, the file will download just fine but you cannot read it (and it may take you some time to figure out why not).
The following example downloads data from the Research Data at Western Sydney University (your data ends up here if you publish your data via the HIEv).
url <- "http://research-data.westernsydney.edu.au/redbox/verNum1.8-SNAPSHOT/default/detail/094c4376cead38dc21556f59470de5a0/WTC_TEMPERATURE_SUNSHADE.zip?preview=true"
# Note the mode='wb'
download.file(url, "data.zip", mode="wb")
# Using the built-in unzipper - it returns the filenames.
u <- unzip("data.zip")
# Find the csv files
csvfiles <- u[grep("[.]csv", u, ignore.case=TRUE)]
# Read the first one
dat <- read.csv(csvfiles[1])
There are a few options to read HTML tables directly into R. This example shows the use of the simple readHTMLTable
from the XML
package. Reading data from HTML tables on the web is particularly useful for data that are updated frequently.
Here I read the water level of the Hawkesbury river at Windsor, as provided by the BOM.
library(XML)
url <- "http://www.bom.gov.au/fwo/IDN60233/IDN60233.567044.tbl.shtml"
# to open a URL with the default browser, do this:
## # browseURL(url)
wat <- readHTMLTable(url, which=1)
names(wat) <- c("DateTime","WaterLevel")
# for 'mutate', a cleaner way to add new variables
library(dplyr)
wat <- mutate(wat,
WaterLevel = as.numeric(as.character(WaterLevel)),
DateTime = as.POSIXct(DateTime, format="%d/%m/%Y %H:%M"))
# Simple line plot of the river height
par(cex.main=0.85)
with(wat, plot(DateTime, WaterLevel, type='l', main="Hawkesbury River water level at Windsor"))
The second option uses the rvest
package. I will also introduce the pipe operator (%>%
) for tidier coding.
library(rvest)
url <- "https://en.wikipedia.org/wiki/Demography_of_Australia"
tb <- html_nodes(read_html(url), "table")
# Many tables are found
head(tb)
## {xml_nodeset (6)}
## [1] <table class="plainlinks metadata ambox ambox-content ambox-Update" ...
## [2]
\n<tr ...
## [3]
\n
\n ...
## [4] <table class="wikitable sortable plainrowheaders" style="text-align: ...
## [5]
\ ...
## [6]
\n ...
In the above example we do the usual nesting of expressions. First the url is read (read_html(url)
), then the table nodes are found (html_nodes
). Often we have multiple steps that are nested in this way, which can make for long and sometimes unreadable code. An alternate way of writing these expressions is to use the pipe operator, which allows us to write expressions in the order that they occur. Example:
# this expression:
tb <- html_nodes(read_html(url), "table")
# is equivalent to:
tb <- url %>% read_html %>% html_nodes("table")
With the pipe operator, the result of the expression to the left will be used as the first argument to the next expression. For example, url
is sent to read_html
which treats it as its first argument. The output from read_html
is sent to html_nodes
which uses that as its first argument.
After digging in the results a bit, we find we want the third table. That returns a list of length one, so we take just the first element (pop[[1]]
).
pop <- html_table(tb[4], fill=TRUE)
# Also delete first row, contains headers (again), keep only first two columnss.
pop <- pop[[1]][-1,1:2]
The resulting table is far from pretty. First we fix the column names, then format the total population column.
names(pop) <- c("Region","population")
# Remove commas by substituting them with nothing ("")
pop$population <- as.numeric(gsub(",","", pop$population))
# And a simple barplot
par(mar=c(10,4,1,1), las=3, cex.axis=0.8)
pop <- pop[order(pop$population),]
with(pop, barplot(population * 10^-6,
col="cornflowerblue",
names.arg=Region, ylab="Population (millions)"))
In some cases data are stored as an Excel workbook, with data organized in tabs. I usually prefer to convert all tabs to CSV files and work with those. However there are two distinct advantages to reading data from the Excel workbook directly (although of course I do not advocate you use Excel to begin with; the point is others do and we have to work with that).
Advantages are:
as.Date(num, origin="1900-1-1")
).In this example I use data form agricultural commodities (crops, livestock), available on the Australian Bureau of Statistics (http://www.abs.gov.au/AUSSTATS).
Again the URL could be found by ‘Copy Link Address’ after right-clicking the Download button.
url <- "http://www.abs.gov.au/AUSSTATS/subscriber.nsf/log?openagent&7124%20data%20cube.xls&7124.0&Data%20Cubes&EF15C557DF98A5F9CA257B2500137D3B&0&2010-11&06.03.2013&Latest"
download.file(url, "tmp.xls", mode="wb")
We use read_excel
from the readxl
package, which is pretty quick and easy to use. It does have some issues, for example it spits out a long message a lot of the time (in hexadecimal code), which is quite useless and annoying. I have suppressed the messages below, but you will see many on the screen!
library(readxl) # for read_excel
library(tidyr) # for gather, spread
As a first example we will read the ‘Horses’ tab, showing the number of horses in the country since 1885. The data are in wide format (every column is a year), and we can use gather
from tidyr
to quickly make this into long format. The first argument is the name of the new variable in long format that will contain the names of the columns that used to be in wide format (here, year
). The second argument is the new name of the variable that will contain the data (I here call it count
).
Also note the use of the %>%
operator, and the indexing (square brackets) to keep only the first row, and to delete the first column ([1,-1]
).
# Look at the 'horses' tab, we just want to plot the number of horses over time.
horses <- read_excel("tmp.xls", sheet=7, skip=4)[1,-1] %>%
gather(year,count)
with(horses, plot(year, count, type='l'))
Clearly number of horses has declined steadily since the introduction of the automobile - but note the pause in decline during the Great Depression.
Now let’s write a simple function that takes the name of the sheet, and plots the first row of data against year. The trick here is to store the names of the sheets first (as sh
).
# Read sheet names, store as vector
# library(XLConnect)
# sh <- getSheets(loadWorkbook("tmp.xls"))
# Or with readxl
sh <- excel_sheets("tmp.xls")
plot_row1 <- function(sheetname){
# Look up which sheet has that name
i <- which(sh == sheetname)
# Read that sheet.
# Keep only first row, delete first column ([1,-1])
# Make into long format, with year as first variable, new variable
# 'count' as variable that stores the data (gather).
data <- read_excel("tmp.xls", sheet=i, skip=4)[1,-1] %>%
gather(year,count)
# Simple line plot
with(data, plot(year, count, main=sheetname, type='l'))
}
plot_row1("Sheep")
The final example is more complex. If you inspect the Barley tab in the Excel workbook, you see that we want to reshape two variables, representing area, and total yield. I want to plot yield per area over time (productivity), so we need to keep track of both variables. This example shows the use of tidyr
to accomplish that.
library(readxl)
library(tidyr)
library(dplyr)
# Read second sheet, Barley.
# Keep first and second row, delete first column
aus_barley <- read_excel("tmp.xls", sheet=2, skip=4)[1:2,-1]
# Rename first column, reset 'Variable' to more useful names.
names(aus_barley)[1] <- "Variable"
aus_barley$Variable <- c("Area","Yield")
# Make long format, but ignore the 'Variable' column when doing so.
aus_barley_long <- gather(aus_barley, year, value, -Variable)
# Now we have area and yield for every year, as rows following each other:
head(aus_barley_long)
# Now we go back to wide format, 'splitting' by the 'Variable' column,
# so that we have separate columns for area and yield, using spread() from tidyr.
aus_barley_long <- spread(aus_barley_long, Variable, value)
head(aus_barley_long)
# Now add year and yield per hectare, using the convenient mutate function from dplyr
aus_barley_long <- mutate(aus_barley_long,
year = round(as.numeric(year),0),
yield_ha = Yield / Area)
# Yield per hectare over time.
with(aus_barley_long, plot(year, yield_ha, type='l',
xlab="Year",
ylab=expression(Yield~~(t~ha^-1)),
main="Barley yield"))


| Table of Content |
|---|
| 1 |
| 2 |
| 3 |
30 minutes into looking at some 2 year old code written by my hands, it hit me! I was lost. I did not understand my own code. The variables looked new, the methods and their parameters looked off, and worse of all, I had little to no saving grace -- I had no comments in my code.
What's worse, the source code I was going through was a group project and not one of the group members complained commenting. We were all present in whenever we worked on the it, yet not a single soul felt there was the need to raise the commenting topic.
And now I suffer. The present me now suffers the decisions the old me didn’t make. Not commenting not to comment though the source code.
This tutorial serves to deal with a disease. Most of use do not comment through our code. Typing is too much work as it is so why comment? This study guide serves to anwser that quesiton and these:
Commenting as an art is the use of high level language, English (whichever language), to describe what your program does.
Generally ignored by compilers and interpreters, they are put in place with the purpose of making source code easier to understand by humans
We shall examin some example code, and study how comments should be used in them.
Consider the following cases.
// Let x be length
// Let y be width
// Let a be area of square
double x = 0.0;
double y = 0.0;
double a = 0.0;
.
.
.
a = x * y;
At a glance, the code above makes some sense. There isn't the need to decipher and reverse engineer. This is heavily due to the presence of comments. They clarify what is happening within the code.
Because code is written is meant for the compiler and intepreter, should we mentally ommit the comments the variables x, y, a will not make sense, or at least it will take the reader a long time to figure out.
With comments serving as explanations the reader is able to understand that the code calculates the Area of a Rectangle.
double length = 0.0;
double width = 0.0;
double area = 0.0;
.
.
.
area = length * width;
Case B above has no comments, however, one is able to understand what it does.
Without having to give it too much thought one is able to deduce from the variables names provided that the program calculates the area by taking the length and width in it's calculations.
We are given the notion that so far as there is a comment, it serves as an explanation, and you’re all set.
But that is not the case. As stated by Dr. Bjarne Stroustrup, creator of C++, comments should be to say things that you can not do well in code.
Meaning, only put comments inside of your code if your code will be difficult to understand when glanced at.
Case 1 will be difficult to understand without comments and Case 2 will have no need for comments as it does a great job of naming variables.
We will examin the types of comments next.
Naturally (lol), most programming languages have 2 commenting approaches to them. They include Inline Commenting & Block Commenting.
We will consider Inline Commenting next.
Most programming languages have inline comments, but its use is pretty tricky. They serve the purpose of having to explain code that is not self documenting. That is, if it doesn’t make sense at a glance, comment it. Programming is a hard task as it is. Saving your future self, and potential readers of what is left of our sanity should be important to us.
As a note you myself I say, IF IT DOESN'T MAKE SENSE, COMMENT IT!
However do not be that guy! That one person whose comments outweigh his sourcecode. Yes, Philp Gray. Don't be Philip Gray!
Do not overwhelm yourself or a reader of your code by providing comments for every line of code.
The world would be a better place if you didn't do that! Save some characters!
Let us consider Case C below!
double length = 0.0;
double width = 0.0;
double area = 0.0;
Scanner in = new Scanner(System.in);
length = in.nextDouble(); // allows user input for length
width = in.nextDouble(); // allows user input for width
area = length * width;
System.out.println("The area is " + area);
Case C above is what proper commenting should look like. You notice that without having to give it too much thought the program written is understood.
Notice also that naming the variabes properly reduces the chance of redundancy. It is not needed to do the following in lines 1 to 3
// Let length be length
// Let width be width
// Let area be area of square
double length = 0.0;
double width = 0.0;
double area = 0.0;
Scanner in = new Scanner(System.in);
length = in.nextDouble(); // allows user input for length
width = in.nextDouble(); // allows user input for width
area = length * width;
System.out.println("The area is " + area);
when the variables names do a good job at that.
It stresses the point of commenting. If variables are named properly, providing comments for every line of code becomes unnecessary. You only write comment to explain certain things, i.e., to explain what certain absurd lines of code do.
NOTE: Inline comments can be over used. DO NOT be that one person who has Inline Comments on every line
DO NOT be Philp Gray!
The power of Block Comments lie their paragraphing ability. For instance, when you want to inlcude a lengthy explanation as to what a function does, Block Comments become bae.
Consider the following:
public static void main(String[] args)
{
System.out.println("10 + 20 = " + getIntegerSum(10, 20));
System.out.println("20 x 40 = " + multiplyInteger(20, 40));
}
public static int getIntegerSum (int i, int j)
{
return i + j;
}
public static int multiplyInteger (int x, int y)
{
return x * y;
}
It doesn’t take a genius to figure out what the above methods do, however, their parameters are confusing. Regularly, one would have to use Inline comments to do a little bit of explaining, but thankfully that isn't needed. The beauty of Block Commenting can be seen below.
/**
* @param args the command line arguments [Unused]
* @return Nothing
*/
public static void main(String[] args)
{
Scanner in = new Scanner(System.in);
int firstInt = in.nextDouble(); // allows user input for length
int secondInt = in.nextDouble(); // allows user input for width
System.out.println("10 + 20 = " + getIntegerSum(firstInt, secondInt));
System.out.println("20 x 40 = " + multiplyInteger(firstInt, secondInt));
}
/**
* @param i The first integer
* @param j The second integer
* @return The sum of the integers
*/
public static int getIntegerSum (int i, int j)
{
return i + j;
}
/**
* @param x The first integer
* @param y The second integer
* @return Nothing
*/
public static int multiplyInteger (int x, int y)
{
System.out.println("The result is " + (x * y));
}
The main method/function above uses both Inline and Block Commenting. Looking at it at a glance, the comments bring the dead (absurd) part of the code to life.
In conclusion one must diligently put in effort in the selection of identifiers. This means the names of the variables, classes, methods and what not must serve the purpose of their name.
The importance of this action is that a properly named identifier reduces the risk of over commenting increasing the chance of ones understanding of the sourcecode.
Remember, do not be Philip Gray!
Remember, comments are not for your present self, but for your future self, potential inheritors of your program, and anyone.
Check this out for more details.


This week DBC asked us to reflect about our values and to think about how they can be used to mediate stereotype threat, in case we feel it. The first part of the exercise instructed us to think about times in our life where we have been the happiest, the proudest or the most satisfied and pick which values came to our mind at this moment. Reading the list a lot of important values came to my mind, but I think the one that caught my attention was the "close relationships". When I read "close relationships" I first though about my friends and my family, that are the closest people to me, but relationship is important regardless of how close you are to the person. We live with people, we all depend on people, nobody is self-sufficient, so building and mantaining good relationships is really important for our life. It's important to our personal and professional life. I mentioned in the last week's blog that I have already faced some unpleasant situations at work for being a woman working in the technology area. The good relationships that I have built always helped me in this kind of situation. When you first meet someone and you try to establish a good relationship from the beginning, the person will be more open to interact with you without doing any previous judgement. I've been using this strategy during all my life and it has been working fine most of the times. My time at DBC will not be different. I have already started to build some good relationships in Phase 0, but I'm looking forward to start the Phase 1 and build the relationships in person, which is much more fun :)


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A Bayesian framework for parameter inference in differential equations. This approach offers a rigorous methodology for parameter inference as well as modeling the link between unobservable model states and parameters, and observable quantities. Provides templates for the DE model, the observation model and data likelihood, and the model parameters and their prior distributions. A Markov chain Monte Carlo (MCMC) procedure processes these inputs to estimate the posterior distributions of the parameters and any derived quantities, including the model trajectories. Further functionality is provided to facilitate MCMC diagnostics and the visualisation of the posterior distributions of model parameters and trajectories.
| Version: | 0.4.2 |
| Depends: | R (≥ 2.10), deSolve |
| Imports: | truncdist, coda, RColorBrewer, MASS, stats, mvtnorm, graphics, grDevices, plyr, PBSddesolve, methods |
| Suggests: | testthat, knitr, rmarkdown, devtools, R.rsp, beanplot |
| Published: | 2018-04-18 |
| Author: | Philipp H Boersch-Supan [aut, cre], Leah R Johnson [aut], Sadie J Ryan [aut] |
| Maintainer: | Philipp H Boersch-Supan <pboesu at gmail.com> |
| BugReports: | https://github.com/pboesu/debinfer/issues |
| License: | GPL-3 |
| URL: | https://github.com/pboesu/debinfer |
| NeedsCompilation: | no |
| Citation: | deBInfer citation info |
| Materials: | README |
| In views: | Bayesian |
| CRAN checks: | deBInfer results |
| Reference manual: | deBInfer.pdf |
| Vignettes: |
Chytrid DDE example Logistic ODE example Speeding up parameter inference with compiled models |
| Package source: | deBInfer_0.4.2.tar.gz |
| Windows binaries: | r-devel: deBInfer_0.4.2.zip, r-release: deBInfer_0.4.2.zip, r-oldrel: deBInfer_0.4.2.zip |
| OS X binaries: | r-release: deBInfer_0.4.2.tgz, r-oldrel: deBInfer_0.4.2.tgz |
| Old sources: | deBInfer archive |
Please use the canonical form https://CRAN.R-project.org/package=deBInfer to link to this page.


Now that you have an understanding of what heteroglossia looks like, let’s discuss applications of heteroglossia in the classroom. In 1997, Michelle Grijalva documented an application of heteroglossia through the eyes of a school called Tuba City High. There, the literature taught in 1988 consisted of Beowulf, Shakespeare, and Wordsworth—literature written predominantly by white males.
Not only is this strategy flawed for any classroom as discussed in the previous section, but in this classroom in particular, the curriculum did even more damage. Tuba City sits on an Native American reservation, where much of the heritage of the student body hailed from the roots of the area. As we learned in the Culturally Sustaining Pedagogy section, it is important for pedagogy and curriculum to target students culture to preserve heritage and identity. Here the teachers missed an opportunity to provide students with connection to their culture through literature.
In fact, teachers at the school were so misinformed of the importance of culture, one was documented as saying that bringing in the Native literature was an attempt to take us all back to the age in which humans lived in caves.
Grijalva in her own class at the University of Arizona, however, demonstrates her pedagogical prowess by exposing to the students the power of understanding cultural, historical, and political importance of the Navajo tribe through select readings from literature from the area. As a result, the students walked away with assumptions and procenceptions replaced with appreciation and respect.
To read the full Michelle Grijalva excerpt, titled Writings in Multicultural Settings click here.
After reading about the literature selection in Grijalva's excerpt, think back to your schooling as well as the classrooms you may have taught in. How has the pedagogy within those classrooms supported the students? How has the curriculum and literature helped or hurt the preservation of your, your classmates', or your students' heritage?
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