Standards and Testing Agency
Email<EMAIL_ADDRESS>STA modified test helpline 0300 303 3019
For guidance on ordering modified test materials.
Guidance
Guidance for teachers and headteachers about access arrangements for pupils to participate in the 2017 key stage 2 national curriculum tests.
Some pupils with specific needs may need additional arrangements to be put in place so that they can take part in the key stage 2 (KS2) tests. Access arrangements are adjustments that can be made to support pupils. Headteachers and teachers must consider whether any of their pupils will need access arrangements before they administer the tests.
Access arrangements should be based primarily on normal classroom practice and they must never provide an unfair advantage. The support given must not change the test questions and the answers must be the pupils’ own.
Failure to apply for, or administer, access arrangements appropriately could result in a maladministration investigation at the school and the pupil’s results may be annulled.
It may be helpful to use KS2 practice materials with pupils before administering the tests. This will enable you to identify where support is needed and if any adaptations will need to be made, to either the test materials or the administration of the tests.
Section 5.3 of the 2017 KS2 assessment and reporting arrangements (ARA) provides a summary of who access arrangements are for and how they can be used.
Access arrangements might be used to support pupils:
Due to the diversity of pupils’ needs, this guidance does not list every circumstance where it would be appropriate to use access arrangements. When planning for the tests, you should think of any needs your pupils have and whether they receive additional support as part of normal classroom practice. Some pupils may not be able to access the tests, despite the provision of additional arrangements.
During a monitoring visit, local authorities (LAs) may ask to see evidence that any additional support provided in the tests is part of normal classroom practice. Evidence will vary according to the type of arrangement and the tasks it is required for. Evidence may include notes recorded in teaching plans, individual pupil support plans or a pupil’s classwork to demonstrate the type of support provided in the classroom.
If this guidance does not cover a particular pupil’s needs, you may contact STA using ‘Message us’ in the ‘Access arrangements’ section of NCA tools . For general enquiries contact the national curriculum assessments helpline on 0300 303 3013.
We have also produced 3 videos demonstrating how to apply for additional time, early opening and timetable variations which you may find useful.
Some access arrangements must be applied for in advance:
| Access arrangement | Deadline for applications | Notification of outcome |
|---|---|---|
| Compensatory marks | Monday 27 February | Monday 10 April |
| Early opening | Monday 27 February | Monday 10 April |
| Additional time | Monday 24 April | On completion of the application |
Details about how and where to apply are included in the guidance below.
There are some access arrangements that do not require an application, but schools are required to notify STA about their use:
| Access arrangement | Notification form available | Deadline for submitting notification |
|---|---|---|
| Scribes | Thursday 11 May | Friday 19 May |
| Transcripts | Thursday 11 May | Friday 19 May |
| Word processors or other technical or electrical aids | Thursday 11 May | Friday 19 May |
These notifications should be submitted on NCA tools by Friday 19 May, after all tests have been administered.
Other access arrangements may be put in place without the prior approval or need to notify STA. However, the use of these arrangements must reflect normal classroom practice.
Details are provided for the following arrangements below:
| Activity | Date |
|---|---|
| Access arrangements section of NCA tools opens for applications for additional time, compensatory marks, early opening and timetable variations | Monday 30 January |
| Deadline for schools to submit applications for compensatory marks and early opening | Monday 27 February |
| Schools notified of the outcome of their applications for compensatory marks and early opening | Monday 10 April |
| Deadline for schools to make applications for additional time | Monday 24 April |
| Online notification form for the use of a scribe, transcript, word processor or other electronic aid opens on NCA tools | Thursday 11 May |
| Deadline for submitting notifications of scribes, transcripts, word processors or other technical or electrical aids | Friday 19 May |
Applications made via the ‘Access arrangements’ section of NCA tools must be approved before opening KS2 test materials early. The deadline for applications is Monday 27 February. You may find it helpful to watch our video demonstrating how to apply for early opening.
Early opening must not be used to administer tests earlier than the date within the statutory test timetable.
Schools may open test papers, including modified test papers, up to one hour before a test is due to start without seeking permission from STA. This flexibility is designed to help schools that need to make small adaptations for their pupils, for example, photocopying test papers onto coloured paper.
If you need to open test papers, including modified test papers, more than one hour before a test is due to start you must submit an application for early opening. Permission is required in all cases, regardless of a pupil’s provision as determined in the SEN code of practice.
We will only allow schools to open standard test materials more than one day before the tests, or modified materials more than 2 days before the tests, in exceptional circumstances. Justification must be provided with the early opening application.
Subject specific guidance, which is provided with the modified tests and models provided with the modified large print ( MLP ) and braille tests, can be opened as stated on the test packs and does not require permission for early opening. Please refer to the modified test administration guidance (MTAG), to be published in March 2017, for further information.
Applications made after the deadline of Monday 27 February will only be considered under exceptional circumstances. Examples of exceptional circumstances are where a pupil’s needs have changed or a pupil joins the school after 27 February 2017. In such cases, you should contact STA using ‘Message us’ in the ‘Access arrangements’ section of NCA tools to discuss the pupil’s requirements.
All schools that apply for early opening will be notified of the outcome of their application on NCA tools by Monday 10 April.
The headteacher is responsible for safeguarding the security and confidentiality of test materials before the administration of tests and of the scripts until they are dispatched for marking.
Schools will only be given permission to open test materials early if they need to prepare apparatus or make adaptations to a test. Early opening may be appropriate when:
These pupils will usually be those:
You must receive confirmation from STA that an application has been approved before opening test materials early. Only the headteacher or a person making adaptations to text should have access to test papers that have been opened early.
Early opening to prepare apparatus or make adaptations to text is not appropriate when:
Applications must be made using the online application form in the ‘Access arrangements’ section of NCA tools . Additional time must be approved before the tests are administered. The deadline for applications is Monday 24 April.
Pupils automatically qualify for additional time if they:
Schools do not need to complete an application for these pupils.
Pupils with a statement of SEN or EHC Plan are allowed up to 25% additional time, except for the spelling paper, which is not strictly timed. Pupils who use the braille or MLP versions of the tests can have up to 100% additional time.
Additional time to complete the tests may be appropriate for other pupils who:
Some pupils should not be given additional time as they should not be taking the tests. These pupils will be:
Applications are made through the ‘Access arrangements’ section of NCA tools . The application form will be available from Monday 30 January and must be submitted by Monday 24 April. You may find it helpful to watch our video demonstrating how to apply for additional time.
Maintained schools, including academies and free schools, need to provide unique pupil numbers (UPNs) when completing applications. Independent schools do not need to provide pupils’ UPNs.
Applications should be made by a teacher who has a good knowledge of the particular pupil’s needs and abilities. The outcomes of applications are determined only by the teacher’s responses to the questions. Reports from educational psychologists or other education professionals are not required. This is because additional time should be based primarily on normal classroom practice and might apply to pupils that do not hold such a report. Where a report is already in place, teachers might choose to use it to inform their responses about the pupil.
Applications cannot be amended after submission. You should read the 2017 additional time application questions guide ( MS Word Document , 30.6KB ) before starting to make an application. This will ensure that you understand what information is required to complete the application process.
You will need to respond to 7 questions about the pupil. The questions draw on your knowledge of the pupil and your assessment of their particular abilities or needs.
Answer all questions before submitting the form. On completing the application, you will be given information about the use of additional time and / or any alternative access arrangements for the pupil, based on your responses to the questions.
If additional time has not been awarded, it is because the pupil does not meet the criteria. In these circumstances, you may wish to consider alternative access arrangements for the pupil. Advice on this will be provided in the application outcome.
Schools must have evidence to justify their decisions regarding the use of additional time in case they receive a monitoring visit.
Additional time is not cumulative. If a pupil qualifies for additional time for more than one reason on the application form, they are only allowed 25% additional time. However, a pupil that qualifies for additional time for 2 reasons may be allowed the use of an aid as well as 25% additional time. For example, a pupil that is a slow reader and also a slow writer could use a scribe for writing and still qualify for 25% additional time if they are reading independently.
Local authorities (LAs) do not make decisions about applications for additional time, although they will be able to view schools’ completed applications. Schools that use additional time or any other access arrangement inappropriately will be subject to a maladministration investigation. This could lead to pupils’ results being amended or annulled.
Please refer to the following sections for guidance on using additional time in specific circumstances:
Applications made via the ‘Access arrangements’ section of NCA tools must be approved before compensatory marks will be awarded. The deadline for applications is Monday 27 February.
Compensatory marks may be awarded to pupils who have a profound hearing impairment and do not use lip-reading or a signing system. They are available for the spelling paper of the English grammar, punctuation and spelling test.
Compensatory marks are based on the average raw score achieved by pupils who take the test. Awarding compensatory marks allows pupils to receive an overall test outcome for the English grammar, punctuation and spelling test.
A pupil should not take the spelling paper of the English grammar, punctuation and spelling test if they have been awarded compensatory marks. If a pupil incorrectly takes the spelling paper when compensatory marks have already been approved, they will be awarded marks based on their performance in that test and will not be awarded the compensatory marks.
A scribe is a writing assistant who writes out answers dictated by the pupil.
Schools should consider using a word processor or transcription before deciding to use a scribe. A scribe should only be used if other options are not appropriate and if it is part of normal classroom practice for that pupil. Schools must have evidence to show that resources are routinely used to support the pupil, except in the case of injuries.
Approval is not required but schools must notify STA of their use in the ‘Access arrangements’ section of NCA tools , from Thursday 11 May to Friday 19 May.
A scribe can be used when a pupil is physically:
Schools should arrange for a scribe in advance when they are aware of a pupil who may need a scribe part way through the test. A scribe might be needed for a pupil:
In these circumstances, the pupil may start the test as normal and begin using a scribe when needed.
Scribes:
The scribe must not pause for spellings to be dictated unless the pupil usually works this way. Pausing is allowed in the spelling paper of the English grammar, punctuation and spelling test. All language, punctuation and phrasing must be the pupil’s own.
The scribe must:
If a pupil needs a scribe because of an injury that occurred in the week before the tests, schools may allow 25% additional time as well as the use of the scribe. This is only for circumstances where the pupil is unfamiliar with working with a scribe. Schools do not need to apply for additional time in this instance but should be prepared to explain the arrangement in the event of a monitoring visit.
If a pupil uses a scribe when they have already been awarded additional time due to reduced writing speed, then the original additional time application will no longer apply.
You do not need to request permission from STA or your LA when using a scribe but you do need to complete the online notification form in the ‘Access arrangements’ section of NCA tools . This is available from Thursday 11 May. You must not send copies of the notifications with test scripts, as this will slow down the marking process.
At the end of each test, test administrators should make a note of which pupils used a scribe and give the information to their headteacher. The headteacher must use this information to complete an online notification form in the ‘Access arrangements’ section of NCA tools .
The form should be filled out once all tests have been completed. It must be submitted before the headteacher’s declaration form (HDF) and by Friday 19 May at the latest.
Schools can transcribe all or part of a pupil’s test script, if it will be very difficult for a marker to read the pupil’s writing. If the marker can read the pupil’s writing, they will mark the original work.
Approval is not required but schools must notify us of their use in the ‘Access arrangements’ section of NCA tools , by Friday 19 May.
When transcribing a pupil’s work, schools must remember that:
Pupils who cannot read their own writing should use a word processor or scribe, if this is normal classroom practice. Braille test scripts should not be transcribed as STA will make appropriate marking arrangements.
You do not need to request permission from STA or your LA to create a transcript of a pupil’s script but you do need to complete the online notification form in the ‘Access arrangements’ section of NCA tools . This is available from Thursday 11 May. You must not send copies of the notifications with test scripts, as this will slow down the marking process.
At the end of each test, test administrators should make a note of which pupils used a transcript and give the information to their headteacher. The headteacher must use this information to complete an online notification form in the ‘Access arrangements’ section of NCA tools .
The form should be filled out once all tests have been completed. It must be submitted before the HDF and by Friday 19 May at the latest.
Advance approval for the use of word processors or other technical or electrical aids is not required but schools must notify us of their use via the ‘Access arrangements’ section of NCA tools , by Friday 19 May at the latest.
Pupils may use word processors or other technical or electrical aids during the mathematics and English grammar, punctuation and spelling tests provided that:
You must test the functionality of the equipment by using the KS2 practice materials . If there is functionality that can’t be turned off which would provide the pupil with an advantage, the pupil must not use the equipment. You may arrange for the test to be read to the pupil or for a scribe to record the pupil’s answers instead.
Word processors or electronic or technical aids may be used to record pupils’ answers in the English reading test. They must not be used to provide reading support, other than to read the general instructions on page 3 of the reading answer booklet.
Schools must ensure that the guidance relating to the use of readers is adhered to. Inappropriate use of equipment may lead to a maladministration investigation and annulment of the pupil’s results.
You do not need to request permission from STA or your LA if a pupil uses a word processor or electronic or technical aid (including electronic readers and pens) but you do need to complete the online notification form in the ‘Access arrangements’ section of NCA tools . This is available from Thursday 11 May. You must not send copies of the notifications with test scripts, as this will slow down the marking process.
At the end of each test, test administrators should make a note of which pupils used a word processor or electronic or technical aid and give the information to their headteacher. Headteachers must use this information to complete the form in the ‘Access arrangements’ section of NCA tools .
The form should be filled out once all tests have been completed. It must be submitted before the HDF and by Friday 19 May at the latest.
At the headteacher’s discretion, a test or tests may be administered to one or more pupils at an alternative location to the rest of the cohort, away from the school. The headteacher is responsible for ensuring that the security of the test(s) is maintained and the test(s) are administered in accordance with the test administration instructions.
The headteacher must also complete the notification form in the ‘Access arrangements’ section of NCA tools . This is available from Friday 5 May. You should submit a notification as soon as you are aware an alternative location will be used for administering tests.
Approval is not required, but schools must notify us where tests are administered at an alternative location to the rest of the cohort using the ‘Access arrangements’ section of NCA tools by Friday 19 May at the latest.
It is not necessary for schools to notify STA if a pupil will take the test in a separate room at the school where they are registered.
Approval or notification is not required, but the use of a reader must reflect normal classroom practice. Schools must have evidence to show that readers are routinely used to provide this support. A reader must only be used on a one-to-one basis. In most cases, this will apply to pupils whose reading age is considerably lower than their actual age.
Readers are usually teachers or support assistants, they:
Before the test period, readers must understand:
Schools should consider testing pupils in a separate room if they need more than single words or sentences read to them. For example, a pupil’s individual education plan may show that they need the whole question paper read to them so that they can access the test.
If a pupil requests it, the reader may also read back any part of a pupil’s response.
Readers must not be used with pupils who are capable of reading the test materials on their own. STA will monitor schools during the test period to make sure readers are used correctly. The inappropriate use of readers may lead to the annulment of a pupil’s results.
As the English reading test is designed to allow pupils to demonstrate reading skills as well as comprehension, readers may only help pupils to read the general instructions. This includes information on the front cover of the test paper and any directions that are not part of the actual questions. For example, the reader may say ‘Questions 1–12 are about The Humble Potato (pages 4–5)’, but the reader must not read the texts, questions or any part of a pupil’s response back to the pupil.
Readers are allowed for the English grammar, punctuation and spelling test if it is part of normal classroom practice. ‘Notes for readers in the English grammar, punctuation and spelling test’ will give examples of how particular types of questions should be read aloud to a pupil. Readers should make sure they understand the guidance so that they read each question type correctly, in particular questions with multiple choice answers. This is so they do not give pupils an unfair advantage by reading questions in a particular way.
A reader may help a pupil to read the mathematics tests. They may:
If a mathematics question is read to a pupil the reader may read words and numbers but not mathematical symbols. This is so that the function of a mathematical symbol is not inadvertently explained by reading its name.
Approval or notification is not required, but the arrangement must reflect normal classroom practice.
A pupil with severe attention problems may be supported by a prompter. Verbal prompting may be used where this is in line with the support the pupil normally receives in class.
Schools do not need to request permission from STA or their LA to use a prompter.
However, in the event of a monitoring visit schools must:
Prompters should:
Prompters must:
If a pupil finds it difficult to concentrate on individual questions, then schools may choose to use adhesive notes or stickers to cover other questions on the page. In these circumstances, the whole question the pupil is currently working on should remain uncovered. This should only be done when it is in line with the support the pupil normally receives in class.
Approval or notification is not required to administer rest breaks but the arrangement must reflect normal classroom practice.
The majority of pupils should be able to complete the tests without a break. However, rest breaks can be appropriate for a pupil who finds it difficult to concentrate or who may experience fatigue.
Rest breaks can be provided by splitting the tests into sections or stopping the clock. The content of the test must not be discussed during rest breaks. The test must be completed on the same day that it was started.
Rest breaks can be used at any point during the English reading test. However, you might consider stopping the test once the pupil has either read a particular text or answered the questions for that text, before moving onto the next text in the test.
There is no specific guidance for using rest breaks in the mathematics or the English grammar, punctuation and spelling tests.
If you decide to split a test, you should:
If the clock is stopped for a pupil to take a rest break, you must make sure that you do not give any unauthorised additional time.
Approval or notification is not required, but the arrangement must reflect normal classroom practice.
Written translations should be made during the hour before the test is due to start. If, due to exceptional circumstances, it is not possible to do this, an application for early opening of the test materials must be made.
Oral translations may be given by a translator at the time of the tests. This must be on a one-to-one basis. If a pupil answers orally this must also be on a one-to-one basis. If several pupils require a translator but only one is available, you should make a notification of start time variation to stagger the time that pupils take the test or apply for a timetable variation to administer the test on a different day.
The pupil may then write their responses in English or in their first language. If the pupil’s answers are not in English, a transcript should be made by the pupil’s usual translator.
The pupil’s original test script must be sent for marking along with the translated test script. You also need to complete the online notification form in the ‘Access arrangements’ section of NCA tools . This is available from Thursday 11 May. You must not send copies of the notifications with test scripts, as this will slow down the marking process.
The form should be filled out once all tests have been completed. It must be submitted before the HDF and by Friday 19 May. The headteacher is responsible for assuring the quality of any translation made.
Translators need to bear in mind that pupils with English as an additional language may not be familiar with some subject-specific vocabulary and technical terms in their preferred language.
A translator must not be another pupil at the school or a relative, carer or guardian of the pupil requiring a translation. Inappropriate use of translators may lead to a maladministration investigation and annulment of the pupil’s results.
For the English reading and the English grammar, punctuation and spelling tests, only the general instructions on the cover of the question papers and any directions that are not part of the actual questions can be translated. No help may be given with reading or understanding the questions or passages of text on which questions are based.
Approval or notification is not required, but the arrangement must reflect normal classroom practice.
If a pupil has difficulty accessing two-dimensional diagrams, schools may give them real objects that look like those illustrated in the mathematics tests.
Number apparatus, counters or number squares must not be used.
Test administrators may indicate on the test papers where real objects are available for pupils to look at. Shapes should be identical to those drawn and relative sizes should be the same.
Schools can make some modifications to test papers, such as photocopying onto coloured paper, enhancing diagrams and enlarging text, up to one hour before the tests without requesting permission from STA.
Approval or notification is not required, but the arrangement must reflect normal classroom practice.
If more than one hour before the test is required, the school must apply for early opening of the test papers. Please refer to the specific guidance about making adaptations to the standard tests provided in the ‘Test administrators guide’ (TAG) and the specific guidance about making adaptations to the modified tests in the MTAG to be published in March 2017.
Schools are responsible for ensuring that any modifications made to the tests are conducted properly. STA cannot compensate or give special consideration where schools have incorrectly modified test papers.
In the event that a pupil sustains an injury within a week of the tests which affects their ability to take a test, for example, if they break their writing arm or hand, you can provide them with additional support. This could include a scribe or use of a word processor. Where the pupil is not familiar with any additional support provided, they may also be allowed 25% additional time for the test.
Approval of the use of scribes, word processors or transcripts is not required but schools must notify us of their use in the ‘Access arrangements’ section of NCA tools by Friday 19 May.
Schools must not open the tests early because of injuries.
You do not need to apply for permission to award additional time but you do need to complete the online notification form in the ‘Access arrangements’ section of NCA tools if a scribe, word processor or transcript is used. This is available from Thursday 11 May. Schools must not print off and send copies of the notifications with their test scripts, as this will slow down the marking process.
At the end of each test, test administrators should make a note of which pupils used a scribe, transcript, or word processor or electronic or technical aid and give the information to their headteacher. The headteacher must use this information to complete an online notification form in the ‘Access arrangements’ section of NCA tools . The form should be filled out once all tests have been completed. It must be submitted before the HDF and by Friday 19 May at the latest.
If a pupil sustains an injury more than a week before the tests you can provide them with a scribe, a word processor or make a transcript of their test paper but they are not allowed additional time. You should give the pupil the chance to practice with a scribe or word processor under test conditions before test week starts. Pupils with injuries who take the tests do not qualify for special consideration, as alternative access arrangements are available.
Pupils who are ill on the day of a test should not take them. Schools should consider using a timetable variation if it is a minor illness and a pupil is not able to take the test on the published test date. Pupils who were ill but still took the test do not qualify for special consideration as they should not have taken the test if they were unwell.
Email<EMAIL_ADDRESS>STA modified test helpline 0300 303 3019
For guidance on ordering modified test materials.
Email<EMAIL_ADDRESS>National curriculum assessments helpline 0300 303 3013
For general enquiries about national curriculum tests.
Published: 1 January 2014
Updated: 27 January 2017


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{% extends "app/app_base.html" %} {% import "bootstrap/wtf.html" as wtf %} {% block title %}BrainDump{% endblock %} {% block page_content %}
Hi! You can change your settings here.
These settings control various behaviors of the application.
When you add a note without specifying a notebook, this is the notebook
that the note will be placed into. If you delete a notebook that contains notes
all of those notes will be placed into this notebook as well.
You cannot delete your default notebook
Download a zip archive of all of your notes.
Export your NotesHere are all of the notes you have shared:
{% if current_user.shared_notes.all() %}| Note | Recipient | Shared Date |
|---|---|---|
| {{current_user.notes.filter_by(id=shared_note.note_id).first().title}} | {{ shared_note.recipient_email }} | {{ shared_note.created_date.strftime('%Y-%m-%d') }} |
Looks like you have not yet shared anything.
{% endif %}


@import gospeak.core.domain.{CommonProposal, Talk} @import gospeak.libs.scala.domain.Page @import gospeak.web.domain.Breadcrumb @import gospeak.web.pages.user.partials.html.{container, commonProposalItem} @import gospeak.web.pages.user.talks.cfps.routes.CfpCtrl @import gospeak.web.pages.user.talks.proposals.routes.ProposalCtrl @import gospeak.web.utils._ @(talk: Talk, proposals: Page[CommonProposal])(b: Breadcrumb)(implicit req: UserReq[AnyContent]) @container(s"${talk.title.value} proposals", b)() { @if(proposals.isEmpty) {
Find some CFP and propose it


Everybody cheer! Here comes media!
Saša Nikolič, Tadej Baša
Overview
- Struggle with Drupal 7
- Drupal 8 out of the box
- Media entity and Media in Core
- Entity selection with Entity browser
- Embedding entities
- Image Cropping
- Questions
Required modules
- Drupal 8.4-dev (with Media enabled)
- Video Embed Field
- Embed and Entity Embed
- Inline Entity Form
- Ctools
- Entity Browser
- DropzoneJS
- Crop API, Image Widget Crop, Focal point
The struggle
- Nothing out-of-the-box?
- File fields
- Image fields
- Cannot add fields to files
- Cannot reuse files
Have no fear, contrib is here!
... the struggle continues
- Media module
- Media oEmbed for remote resources (YouTube, Vimeo)
- Media CKEditor
- Entity Embed
That’s ok... because of the modular architecture
SCALD
Source: https://www.drupal.org/project/scald
IMCE
Source: https://www.drupal.org/project/imce
Source: https://www.brainvire.com
Drupal 8 “out of the box”
- Basic image/file upload
- CKEditor + embedding
- Basic file listing with usage info
- Limitations (still)
- Cannot reuse files
- Embedding supports only images
- Cannot add custom fields to files
- Cannot reference remote media
Media initiative
Main goals:
- Ability to reuse content
- Media library
- Remote media sources
- Generic solution for media handling
- Metadata
- Embedding
- Cropping
Media entity
- Media is content entity
- Media types make use of Media source plugins
- Media sources provide metadata:
- Thumbnail
- Description
- Size
- Mapping of metadata to entity fields
Bringing Media entity into core
- Media Entity -> Media in Drupal 8.4
- Improved API
- Basic types: Image, Document
- Everything else in contrib
Improving the experience
with
Entity browser
Entity browser
- Selecting from library
- Creating a new item while referencing
- Uploading multiple images at once
- More complex workflows
Entity browser in use
- As an entity reference field widget
- As a file/image field widget
- With Entity embed
- In a custom form (as a form element)
- In combination with Inline Entity Form
Entity browser - advanced
Embedding media
Source: https://www.nytimes.com
Entity embed
"The Entity Embed module allows any Drupal entity to be embedded within a text area using a WYSIWYG editor."
Embed anything
- Video
- Related article (node)
- List of related articles (Taxonomy)
- Related product (Commerce product)
- Discussion thread (Comment)
- ...
Getting there...
Image cropping
Crop API
- Storage for all cropping solutions
- Handling crops based on:
- Region - storing a crop area
- Reference point
Image widget crop
- Specify exact crop region
- Manual - It’s a field widget
- Many crops → more work
Focal point
- Crop around a selected point
- Semi-Automatic
Media team - #mediaintiative
Cheer!
JOIN US FOR CONTRIBUTION SPRINT
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Source code for openjub_py
import urllib
import json
import requests
[docs]class Client():
"""A Client for the OpenJUB-API.
:param token: Token to use for authentication.
:param app_id: App Id to be used only when using authentication.
:param server: The Address of the OpenJUB server to use. Must include protocol, port and ending slash.
"""
allFields = ["firstName", "lastName", "eid", "type", "email", "username", "major", "country", "description"]
""" All possible fields that are availablw to the server. """
def __init__(self, token, app_id = None, server = "http://open.jacobs-cs.club/"):
"""Constructor. """
self.token = token
self.server = server
self.app_id = app_id
def __request__(self, end_point, get_params = None, post_params = None):
"""Makes a generic request to the server.
:param end_point: Endpoint to request on the server
:param get_params: GET Parameters for the request.
:param post_params: POST Parameters for the request.
:returns: JSON-response to the request.
"""
if get_params == None:
get_params = {}
url = self.server + end_point + "/?" + urllib.urlencode(get_params)
headers = {"Authorization": "Bearer "+self.token}
if post_params == None:
res = requests.get(url, data=json.dumps(post_params), headers=headers)
else:
res = requests.post(url, data=json.dumps(post_params), headers=headers)
return json.loads(res.text)
[docs] def user(self, q, limit = 10, skip = 0, fields = None):
"""The /user endpoint.
:param q: Query to filter users
:param limit: Number of elements on one page
:param skip: Number of elements on one page
:param fields: List of Fields to return. Defaults to all fields.
:returns: JSON-response to the request.
"""
if fields == None:
fields = Client.allFields
return self.__request__("user", get_params = {"q": q, "limit": str(limit), "skip": str(skip), "fields": ",".join(fields)})
[docs] def user_autocomplete(self, q, limit = 10, skip = 0, fields = None):
"""The /user/autocomplete endpoint.
:param account: Account to look for.
:param fields: List of Fields to return. Defaults to all fields.
:returns: JSON-response to the request.
"""
if fields == None:
fields = Client.allFields
return self.__request__("user/autocomplete", get_params = {"q": q, "limit": str(limit), "skip": str(skip), "fields": ",".join(fields)})
[docs] def user_account(self, account, fields = None):
"""The /user/:account endpoint.
:param account: Account to look for.
:param fields: List of Fields to return. Defaults to all fields.
:returns: JSON-response to the request.
"""
if fields == None:
fields = Client.allFields
return self.__request__("user/"+account, get_params = {"fields": ",".join(fields)})
[docs] def user_eid(self, eid, fields = None):
"""The /user/eid/:eid endpoint.
:param eid: eid to look for.
:param fields: List of Fields to return. Defaults to all fields.
:returns: JSON-response to the request.
"""
if fields == None:
fields = Client.allFields
return self.__request__("user/eid/"+eid, get_params = {"fields": ",".join(fields)})


"After returning to the criminal underworld to repay a debt, John Wick discovers that a large bounty has been put on his life."
Year: 2017
Rating: 7.6
Runtime: 148mins
Modal body text goes here.


STTweetLabel 1.1.1 Reference
STTweetLabel
A custom UILabel view controller for iOS with certain words tappable like Twitter (#Hashtag, @People and http://www.link.com/page))
Documentation
You need only 2 files:
STTweetLabel
.h
STTweetLabel
.m
Don’t forget to implement STLinkProtocol
and initialize the STTweetLabel
’s delegates in the view controller which manages your STTweetLabel
(see the example in the project).
You can change the fonts and colors for the different words (#Hashtag/@People AND http://link.com) via the STTweetLabel
attributes.
Demo
Build and run the project STTweetLabelExample in Xcode to see STTweetLabel
in action.
Example Usage
``` objective-c
STTweetLabel *tweetLabel = [[STTweetLabel alloc] initWithFrame:CGRectMake(20.0, 60.0, 280.0, 200.0)];
[tweetLabel setFont:[UIFont fontWithName:@"HelveticaNeue" size:17.0]];
[tweetLabel setTextColor:[UIColor blackColor]];
[tweetLabel setDelegate:self];
[tweetLabel setText:@"Hi. This is a new tool for @you! Developed by->@SebThiebaud for #iPhone #ObjC... ;-) My GitHub page: https://t.co/pQXDoiYA"];
[self.view addSubview:tweetLabel];
```
When an user will click on a tappable word, the delegate methods
objective-c
- (void)twitterAccountClicked:(NSString *)link;
- (void)twitterHashtagClicked:(NSString *)link;
- (void)websiteClicked:(NSString *)link;
will be called. The word clicked by the user is the parameter (NSString *)link
.
Credits
Inspired by the original Twitter applications. Thanks to @TomGiana for disturbing me while I’m focused in my code!
Contact
Sebastien Thiebaud
License
STTweetLabel is available under the MIT license.


|
HoloObjectDetection - PC
Provide code and tools to make object detection application executable on Hololens
|
Detector of object on a frame using a trained model. More...
Public Member Functions | |
| def | __init__ (self, session, image_tensor, tensors_list, classes_names) |
| Constructor that set as attributes the model input and output tensors. More... | |
| def | SetThreshold (self, threshold) |
| Set the threshold used for exclude low confident detections. More... | |
| def | ApplyThresold (self, boxes, scores, classes) |
| Apply the threshold attribute to the last detection results. More... | |
| def | BoundingboxCenter (self, bbox) |
| Calculate the center of a bounding box. More... | |
| def | IncludeCenters (self, detected) |
| Build a the list of the objects centers. More... | |
| def | DrawCenters (self, frame, detected) |
| Represent the calculated centers on the frame. More... | |
| def | Detect (self, frame) |
| Main method to call for execute a detection on frame. More... | |
Public Attributes | |
| threshold | |
| draw | |
| session | |
| tensorsList | |
| imageTensor | |
| classesNames | |
Detector of object on a frame using a trained model.
##############################################################################
| def ObjectDetector.ObjectDetector.__init__ | ( | self, | |
| session, | |||
| image_tensor, | |||
| tensors_list, | |||
| classes_names | |||
| ) |
Constructor that set as attributes the model input and output tensors.
| session | tensorflow session loaded with the model |
| image_tensor | tensor loaded with the model that will receive frames |
| tensors_list | list of outputs tensors loaded with the model |
| classes_names | object names that the object is able to detect |
| def ObjectDetector.ObjectDetector.ApplyThresold | ( | self, | |
| boxes, | |||
| scores, | |||
| classes | |||
| ) |
Apply the threshold attribute to the last detection results.
| boxes,array | of bounding box |
| scores,array | of float |
| classes,array | of index return a dictionnary with contains arrays of bounding boxes (key = boxes), scores (key = scores), object indexes (key = classes) and object names (key = classes_names) |
| def ObjectDetector.ObjectDetector.BoundingboxCenter | ( | self, | |
| bbox | |||
| ) |
Calculate the center of a bounding box.
| bbox | bounding box from a detection return a 2D coordinate (x, y) |
| def ObjectDetector.ObjectDetector.Detect | ( | self, | |
| frame | |||
| ) |
Main method to call for execute a detection on frame.
| frame | numpy array representing a frame return a dictionnary including tensorflow detection and calculated parameters as centers |
| def ObjectDetector.ObjectDetector.DrawCenters | ( | self, | |
| frame, | |||
| detected | |||
| ) |
Represent the calculated centers on the frame.
| frame | numpy array representing a frame |
| detected | dictionnary of data provided by the detection |
| def ObjectDetector.ObjectDetector.IncludeCenters | ( | self, | |
| detected | |||
| ) |
Build a the list of the objects centers.
| detected | dictionnary of detection returned by ApplyThresold |
| def ObjectDetector.ObjectDetector.SetThreshold | ( | self, | |
| threshold | |||
| ) |
Set the threshold used for exclude low confident detections.
| threshold | int, a percentage range 0 to 100 |
| ObjectDetector.ObjectDetector.classesNames |
| ObjectDetector.ObjectDetector.draw |
| ObjectDetector.ObjectDetector.imageTensor |
| ObjectDetector.ObjectDetector.session |
| ObjectDetector.ObjectDetector.tensorsList |
| ObjectDetector.ObjectDetector.threshold |


Welcome to the MeshCentral translator. You can use this to help translate MeshCentral into other languages. Start by selecting a language, translate a few strings and save the strings to your server. Then, hit "Translate Server" to apply your changes to your server's web pages.
When ready, please mail the "meshcentral-data/translate.json" file to
<EMAIL_ADDRESS>for inclusion in the MeshCentral official builds.
Close


Even without partisan bias, the notion of a “fair” district map may take on different meanings depending on your state and point of view. Perhaps a fair map is one that reliably produces representatives which are proportional to the state's political party populations. Maybe a map with a high number of competitive districts keeps democracy flourishing. Or possibly a state's geography prioritizes compactness of district shapes.
in-context


web compiler
Manual Download
In Chrome you might need to disable "Safe Browsing" in configuration to download BIN files.


| hidd |
Coming Soon: New Products!
Over the next few weeks we will be adding
ENERGY STAR ceiling, kitchen and outdoor fixtures to our product
catalog. Well also be adding compact fluorescent (cfl) bulbs,
books on energy efficiency, and energy saving accessories. Participating
utility companies will be offering incentive discounts off our already
low prices so check back with us again soon.
Gift
Purchases
You can shop
for friends and family on the LightSite. Surprise them with a gift
shipped directly to their door.
Fire
Map
We've added a map
illustrating fires that have occurred in the U.S. due to halogen torchiere
floor lamps.
Web
Links & Resources
We've expanded this section so check
it out.
|


{%extends 'portal/base.html'%} {%load static%} {%block title%} Students | Teacher's Portal {%endblock%} {%block head%} {%endblock%} {%block title_inpage%} Students + Add New {%endblock%} {%block content%}


EVENT HORIZON Starring: Laurence Fishburne (Captain Joe Miller), Sam Neill(Dr. William Wier), Kathleen Quinlan (Peters) Directed by: Paul Anderson Written by: Phillip Eisner
Reviewed by: Doug Skiles
The event horizon is the boundary of a black hole... and, in the future, it's also the name of a spaceship that vanished when it tried to go faster than the speed of light by traversing through its own portable black hole. Naturally, this is the setup for the other EVENT HORIZON... the movie. When the ship suddenly appears at the point that it vanished at, just outside of Neptune, the crew of the ship called the "Lewis and Clark" has to go to investigate, and Dr. William Weir, the creator of the "Event Horizon," gets to come along for the ride. If you've glanced at a poster for this movie, you know that, supposedly, what follows is "Infinite Terror." Well, I don't know about the "Terror" part, but "Infinite" certainly seems to qualify...
 It starts off as an ALIEN rip-off, and then degenerates into a pointlessly bloody slasher flick after about 40 minutes. At least for those first 40 minutes it's an *interesting* rip-off of ALIEN. That's a lot more than can be said for the rest of them movie, which seems to go on forever. It not a scary monster movie, nor is it a psychological thriller. It is simply a movie which tries again and again to make the viewers feel sick to their stomach at the site of extreme gore. You've seen this kind of movie before. The HELLRAISER series had plenty of scenes containing this sensibility. This is a kind of movie for which I have no respect, a kind of movie which I had hoped died out years ago.
It is quite possible for a movie to frighten or shock its audience without resorting to nothing more than gore, but EVENT HORIZON takes the low road, and the viewers pay the price. There are many good, respectable performances, from Fishburne and Neill most noticably. Paul Anderson's direction is impressive, as it was in MORTAL KOMBAT. There are many nice special effects, mostly dealing with numerous common objects floating around in zero-gravity. The sets are beautiful to gaze upon. And Richard T. Jones' character (Cooper) is hilarious and extremely likable (more so than most characters I've seen in recent movies) for the little screen time that he has. And none of this can save the movie from being a D-grade level of film. The idea of a ship that has some sort of life within its walls, a life that knows the fears and inner skeletons of the human passengers, is a promising one. A haunted house story in space isn't such a bad idea. But the final execution is extremely disappointing.
That's not to say that Philip Eisner (here making his feature film-writing debut) doesn't have talent. For those first 40 minutes, he manages to make a tired premise interesting, adding in aspects of unique flavor into a rip-off story, and that's something that not too many writers can do. He even has one scene that, though it also tries to sicken the audience, has a honestly tense feel to it (the scene in question deals with one of the crew being in an airlock while others try to save him from floating into space). He definitely has something of a gift, but it's not fully on display here. I certainly will look forward to seeing more from him, and I hope that his future work fully explores his talent and the story possibilities of the premise. But because of what this movie degenerates into, I have little or no respect, and got little or no enjoyment, out of it. If this is what we have to look forward to in the future of film, then I agree with Laurence Fishburne's sentiment - "God help us."
RATING: D-
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


Easily collaborate with your collegues. Draw on white board while talking with them.
Hassle free and easy to use.


virus antiviral []. Res./j.antiviral... treatment viruses infections viral antivirals compounds [], vitro fever activity drug clinical infection hemorrhagic influenza inhibitor biological agents potential broad-spectrum human {border-style Ebola use effective models px;} ribavirin #ffffff;} FDA animal research approved efficacy favipiravir number RNA encephalitis threat case developed drugs inhibits severe cause causing Zika cell development measles model used Chikungunya high including polymerase shown caused drugs. flaviviruses health novel replication testing treat yellow available cells currently design early infected inhibit mouse resistance respiratory target virusAntivir CHIKV Lassa active candidates cellular chikungunya compound disease effects entry enveloped evaluation fatality fevers inhibitors public px; requires shows small {font-family agents. candidate containment. described font-size lethal medical natural nucleoside potent significant small-molecule targeting targets using vaccine viruses, Africa Crimean-Congo FDA-approved Ribavirin Venezuelan agent agents, alphaviruses approach biodefense biothreat considered countermeasures dengue different double; equine family fatal fever, hepatitis lead licensed list mainly mechanism members mice mortality non-human outbreak outbreaks poxvirus primates recent recently review risk role silico smallpox sofosbuvir syndrome toxicity virus-specific virusesAntivir vivo (Step (T-) (TableÂ (e.g., AMed Agents Antiviral Dengue Group However, Infect Res./S-()- West approval barrier border-color border-width brincidofovir cases conditions development. does endemic experimental filovirus filoviruses flavivirus focus include interesting large new numbers outcomes paramyxoviruses patients promising pulmonary rates reported solid; ss-RNA tested therapeutic therapy transmission transmitted type vaccines {font-style {font-weight BSL- CCHFV Chem Clin FGI- Handling Human MBDC Nipah OPV VEEV Valley ]), action acute adenosine analogue bold brain bunyaviruses canine central combination compared compassionate complex control courier; deliberate diseases distemper effect em; emerging evaluated examples filo-, genome global hantavirus host hosts infections, inhibiting inhibitors, known models. molecule need options order overview pathogenic phase point potentially protease protein pt;} rapid rate reduces reduction regulatory relevance remdesivir rodent secondary select session similar specific strains studies susceptibility treatments trial vaccinia virus, zoonotic


Army training: no Thanksgiving hunts in 2 Louisiana areas
by The Associated PressBATON ROUGE, La. — Extensive Army training will close two Louisiana wildlife management areas near Fort Polk to hunters over the Thanksgiving weekend. That word comes from the Louisiana Department of Wildlife and Fisheries.
A news release Thursday said the Fort Polk-Vernon and Peason Ridge Wildlife Management Areas will be closed to hunting from Nov. 29 through Dec. 1.
The Fort Polk-Vernon WMA is in central Vernon Parish near Leesville. Peason Ridge is in northern Vernon Parish, southeastern Sabine Parish and southwestern Natchitoches Parish near Simpson.
The department notes that deer hunts will remain open in the Kisatchie National Forest and three other wildlife management areas in the region. Those wildlife management areas are Clear Creek near Leesville, West Bay in Allen Parish, near Oakdale, and Sabine, in Sabine Parish, near Many.
The Associated Press


--- layout: docpage title: "Documentation" is_homepage: false is_sphinx_doc: true doc-parent: "Contributing to Cassandra" doc-title: "Release Process" doc-header-links: ' ' doc-search-path: "../search.html" extra-footer: ' ' ---
Contents
The steps for Release Managers to create, vote and publish releases for Apache Cassandra.
While a committer can perform the initial steps of creating and calling a vote on a proposed release, only a PMC member can complete the process of publishing and announcing the release.
A debian based linux OS is required to run the release steps from. Debian-based distros provide the required RPM, dpkg and repository management tools.
To create a GPG key, follow the guidelines. The key must be 4096 bit RSA. Include your public key in:
https://dist.apache.org/repos/dist/release/cassandra/KEYS
Publish your GPG key in a PGP key server, such as MIT Keyserver.
Publishing a successfully voted upon release requires bintray access to the Apache organisation. Please verify that you have a bintray account and the Apache organisation is listed here.
Any committer can perform the following steps to create and call a vote on a proposed release.
Check that there are no open urgent jira tickets currently being worked on. Also check with the PMC that there’s security vulnerabilities currently being worked on in private.’ Current project habit is to check the timing for a new release on the dev mailing lists.
Run the following commands to generate and upload release artifacts, to the ASF nexus staging repository and dev distribution location:
cd ~/git
git clone https://github.com/apache/cassandra-builds.git
git clone https://github.com/apache/cassandra.git
# Edit the variables at the top of the `prepare_release.sh` file
edit cassandra-builds/cassandra-release/prepare_release.sh
# Ensure your 4096 RSA key is the default secret key
edit ~/.gnupg/gpg.conf # update the `default-key` line
edit ~/.rpmmacros # update the `%gpg_name <key_id>` line
# Ensure DEBFULLNAME and DEBEMAIL is defined and exported, in the debian scripts configuration
edit ~/.devscripts
# The prepare_release.sh is run from the actual cassandra git checkout,
# on the branch/commit that we wish to tag for the tentative release along with version number to tag.
cd cassandra
git switch cassandra-<version-branch>
# The following cuts the release artifacts (including deb and rpm packages) and deploy to staging environments
../cassandra-builds/cassandra-release/prepare_release.sh -v <version>
Follow the prompts.
If building the deb or rpm packages fail, those steps can be repeated individually using the -d and -r flags, respectively.
Fill out the following email template and send to the dev mailing list:
I propose the following artifacts for release as <version>.
sha1: <git-sha>
Git: https://gitbox.apache.org/repos/asf?p=cassandra.git;a=shortlog;h=refs/tags/<version>-tentative
Artifacts: https://repository.apache.org/content/repositories/orgapachecassandra-<nexus-id>/org/apache/cassandra/apache-cassandra/<version>/
Staging repository: https://repository.apache.org/content/repositories/orgapachecassandra-<nexus-id>/
The distribution packages are available here: https://dist.apache.org/repos/dist/dev/cassandra/${version}/
The vote will be open for 72 hours (longer if needed).
[1]: (CHANGES.txt) https://git1-us-west.apache.org/repos/asf?p=cassandra.git;a=blob_plain;f=CHANGES.txt;hb=<version>-tentative
[2]: (NEWS.txt) https://git1-us-west.apache.org/repos/asf?p=cassandra.git;a=blob_plain;f=NEWS.txt;hb=<version>-tentative
Any PMC member can perform the following steps to formalize and publish a successfully voted release.
Run the following commands to publish the voted release artifacts:
cd ~/git
# edit the variables at the top of the `finish_release.sh` file
edit cassandra-builds/cassandra-release/finish_release.sh
# After cloning cassandra-builds repo, `finish_release.sh` is run from the actual cassandra git checkout,
# on the tentative release tag that we wish to tag for the final release version number tag.
cd ~/git/cassandra/
git checkout <version>-tentative
../cassandra-builds/cassandra-release/finish_release.sh -v <version>
If successful, take note of the email text output which can be used in the next section “Send Release Announcement”. The output will also list the next steps that are required.
Log into bintray and publish the uploaded artifacts.
See docs for building and publishing the website.
Also update the CQL doc if appropriate.
Release the JIRA version.
Update the codebase to point to the next development version:
cd ~/git/cassandra/
git checkout cassandra-<version-branch>
edit build.xml # update `<property name="base.version" value="…"/> `
edit debian/changelog # add entry for new version
edit CHANGES.txt # add entry for new version
git commit -m "Increment version to <next-version>" build.xml debian/changelog CHANGES.txt
# …and forward merge and push per normal procedure
Wait for the artifacts to sync at https://downloads.apache.org/cassandra/
Fill out the following email template and send to both user and dev mailing lists:
The Cassandra team is pleased to announce the release of Apache Cassandra version <version>.
Apache Cassandra is a fully distributed database. It is the right choice
when you need scalability and high availability without compromising
performance.
http://cassandra.apache.org/
Downloads of source and binary distributions are listed in our download
section:
http://cassandra.apache.org/download/
This version is <the first|a bug fix> release[1] on the <version-base> series. As always,
please pay attention to the release notes[2] and let us know[3] if you
were to encounter any problem.
Enjoy!
[1]: (CHANGES.txt) https://git1-us-west.apache.org/repos/asf?p=cassandra.git;a=blob_plain;f=CHANGES.txt;hb=<version>
[2]: (NEWS.txt) https://git1-us-west.apache.org/repos/asf?p=cassandra.git;a=blob_plain;f=NEWS.txt;hb=<version>
[3]: https://issues.apache.org/jira/browse/CASSANDRA
cassandra
Slack roomTweet the new release, from the @Cassandra account
As described in When to Archive.
An example of removing old releases:
svn co https://dist.apache.org/repos/dist/release/cassandra/ cassandra-dist
svn rm <previous_version> debian/pool/main/c/cassandra/<previous_version>*
svn st
# check and commit


LDA_set_user_seeds.Rd
This is a modification to the function LDATS::LDA_set to allow the user to choose the seed for the LDA. RMD originally added this function in a branch of weecology/LDATS, but that means that to use it you have to install that branch version of LDATS. It is necessary for this package, so porting it over as part of cvlt
. This means cvlt
can depend on the CRAN version of LDATS.
From LDATS documentation:
For a given dataset consisting of counts of words across
multiple documents in a corpus, conduct multiple Latent Dirichlet
Allocation (LDA) models (using the Variational Expectation
Maximization (VEM) algorithm; Blei et al. 2003) to account for 1
uncertainty in the number of latent topics and 2 the impact of initial
values in the estimation procedure.
LDA_set
is a list wrapper of LDA
in the topicmodels
package (Grun and Hornik 2011).
check_LDA_set_inputs
checks that all of the inputs
are proper for LDA_set
(that the table of observations is
conformable to a matrix of integers, the number of topics is an integer,
the number of seeds is an integer and the controls list is proper).
LDA_set_user_seeds(document_term_table, topics = 2, seed = 1, control = list())
| document_term_table | Table of observation count data (rows:
documents, columns: terms. May be a class |
|---|---|
| topics | Vector of the number of topics to evaluate for each model.
Must be conformable to |
| seed | Seed to use for each
value of |
| control | A |
LDA_set
: list
(class: LDA_set
) of LDA models
(class: LDA_VEM
).
check_LDA_set_inputs
: an error message is thrown if any input is
improper, otherwise NULL
.
Blei, D. M., A. Y. Ng, and M. I. Jordan. 2003. Latent Dirichlet Allocation. Journal of Machine Learning Research 3:993-1022. link.
Grun B. and K. Hornik. 2011. topicmodels: An R Package for Fitting Topic Models. Journal of Statistical Software 40:13. link.


---
layout: post
title: the increasingly impersonal face of corporations
date: '2007-03-12T10:49:00.000-07:00'
author: Jason R. Coombs
tags:
- None
modified_time: '2011-07-17T13:45:49.777-07:00'
blogger_id: tag:blogger.com,1999:blog-3597351713969111277.post-2820912874513031009
blogger_orig_url: http://blog.jaraco.com/2007/03/increasingly-impersonal-face-of.html
---
Today I had particularly ugly experiences with two companies that reflected the unaccounted cost to society of the disorganized nature of call centers and other phone-based customer support.
I'm not going to go into the details, but I've escalated my complaints. If they don't reach a satisfactory end, expect to see some flaming posts detailing my experiences.
Raaaaargh!


signIn lets your users log into your web app. This API will return a promise that gets resolved once the user has been logged in.
userbase.signIn({
username: 'example-username',
password: 'example-password'
}).then((user) => {
// user logged in
}).catch((e) => console.error(e))
Parameters
-
username [string | Len: 1-100] - The username for the account to be login.
-
password [string | Len: 6-1000] - The password for the account to be login.
-
rememberMe [string | optional] - The persistence mode for the user's session. Valid values are 'local', 'session', and 'none'. When set to 'local', the session persists even after the browser window gets closed. When set to 'session', the session persists until the browser window gets closed. And 'none' disables session persistence completely. Defaults to 'session'.
Result
-
user [object] - Contains information about the logged in user.
- username [string] - The user's username.
- userId [string] - The user's unique identifier.
- authToken [string] - The user's authentication token that can be used to verify the user is signed in via the Verify Auth Token endpoint in the Userbase Admin API.
- creationDate [string] - The date the user was created.
- email [string] - The user's email.
- profile [object] - The user's profile.
- usedTempPassword [boolean] - Indicates if the user has signed in with a temporary password from the forgotPassword workflow. You may want to prompt the user to change the password when this is true.
- paymentsMode [string] - The app's payments mode set in your Admin panel. Can be 'disabled', 'test', or 'prod'.
- subscriptionStatus [string] - The user's subscription status. Can be 'active', 'incomplete', 'incomplete_expired', 'past_due', 'canceled', or 'unpaid'. Each status is explained further here.
- trialExpirationDate [string] - The date the user's trial expires.
- cancelSubscriptionAt [string] - The date the user's subscription is set to be canceled.
Notes
-
The user's password is never sent to the server. A hash gets computed client-side, and only the hash is transmitted and stored server-side.
-
When rememberMe is set to 'session' or 'local', the user's encryption key will be stored in clear in the browser's session or local storage respectively. If you want to avoid this, you will need to set rememberMe to 'none'. When rememberMe is 'none', the user will always have to login with the username and password when visiting your web app.
Errors
- ParamsMustBeObject
- UsernameMissing
- UsernameOrPasswordMismatch
- UsernameCannotBeBlank
- UsernameTooLong
- UsernameMustBeString
- PasswordMissing
- PasswordCannotBeBlank
- PasswordTooShort
- PasswordTooLong
- PasswordMustBeString
- PasswordAttemptLimitExceeded
- RememberMeValueNotValid
- KeyNotFound
- AppIdNotSet
- AppIdNotValid
- UserAlreadySignedIn
- ServiceUnavailable


| ↑ Up |
Module la
provides an array data type which can be
used to calculate with coordinate vectors and matrices.
use la: vector, matrix v = vector(1,2) A = matrix( [1,2], [3,4] ) print(A*v)
math.la
provides the polymorphic version
of the array data type.
use math.la: matrix A = matrix( [1,2], [3,4] ) print(A^40) # Output (long integers instead of floating point numbers): # matrix( # [38418114959269691024862069751,<PHONE_NUMBER>0538933080248818850], # [83987403255808399620373228275,<PHONE_NUMBER>15078090645235298026] # )
It is possible to combine this with rational numbers.
A rational number a/b is denoted as
rat(a,b)
.
use math.la: matrix use math.rational: rat A = matrix( [rat(4,1),rat(2,3)], [rat(9,5),rat(1,2)] ) print(A^2) # Output: # matrix( # [86/5, 3], # [81/10, 29/20] # )
Basic operations are stated directly.
use math.la: vector a = vector(1,2) b = vector(3,4) # Linear combination c = 2*a+4*b # Scalar product s = a*b # Absolute value r = abs(a) # Unit vector e = a/abs(a)
The orthogonal projection of v
onto a line of
direction u
is given by:
P = |u,v| (u*v)/(u*u)*u
Basic operations are stated directly.
use math.la: vector, matrix, scalar use math: pi, sin, cos A = matrix( [1,2], [3,4] ) rot = |phi| matrix( [cos(phi),-sin(phi)], [sin(phi),cos(phi)] ) deg = pi/180 B = rot(90*deg) # Multiplication matrix*vector v = vector(1,2) w = A*v # Multiplication matrix*matrix C = A*B # Matrix power C = A^2 # Transposition C = A.T # Trace t = A.tr # n×n identity matrix E = scalar(n,1,0)
Column and row matrices may be used as coordinate vectors.
use math.la: matrix # A row vector v = matrix([1,2]) # A col vector w = matrix([3,4]).T # Scalar product s = v*w # Outer product M = w*v
Vectors and matrices of complex numbers are handled almost like the real versions, with the difference that scalar products need an explicit conjugation operation.
use math.la: vector, matrix v = vector(1+2i,3+4i) w = vector(5+6i,7+8i) # Scalar product s = v.conj*w # Absolute value r = abs(v) A = matrix( [1+2i, 3+4i] [5+6i, 7+8i] ) # Conjugate matrix B = A.conj # Conjugate transpose B = A.T.conj B = A.H # Bra-ket notation ketv = matrix([1+2i,3+4i]).T ketw = matrix([5+6i,7+8i]).T brav = ketv.H braw = ketw.H # Scalar product s = brav*ketw # Absolute value # (uses Frobenius norm for compability with vectors) r = abs(ketv)
There are functions, providing computation of determinant and inverse of a matrix.
use math.la: matrix use math.la.inversion: det, inv A = matrix( [1,2,3], [4,5,6], [7,7,9] ) print(det(A)) print(inv(A))
Often one needs to convert between different representations.
use math.la: vector, matrix, array # Turning a list into a vector v = vector(*a) # Turning a vector into a list a = v.list() # Turning a ragged array into a matrix A = matrix(*a)
Vectors are indexed like lists.
v = vector(1,2) print(v[0])
Sometimes, rather than indexing a vector, the elements should be unpacked into named coordinates.
# Unpacking an indexed object of unknown type [x,y] = v # Unpacking a function's argument f = |[x,y]| x^2+y^2 print(f(vector(1,2)))


| Device Utilization Summary | [-] |
| Slice Logic Utilization | Used | Available | Utilization | Note(s) |
| Number of Slice Registers |
1,548 |
407,600 |
1% |
|
| Number used as Flip Flops |
1,545 |
|
|
|
| Number used as Latches |
3 |
|
|
|
| Number used as Latch-thrus |
0 |
|
|
|
| Number used as AND/OR logics |
0 |
|
|
|
| Number of Slice LUTs |
3,277 |
203,800 |
1% |
|
| Number used as logic |
3,269 |
203,800 |
1% |
|
| Number using O6 output only |
2,494 |
|
|
|
| Number using O5 output only |
94 |
|
|
|
| Number using O5 and O6 |
681 |
|
|
|
| Number used as ROM |
0 |
|
|
|
| Number used as Memory |
0 |
64,000 |
0% |
|
| Number used exclusively as route-thrus |
8 |
|
|
|
| Number with same-slice register load |
4 |
|
|
|
| Number with same-slice carry load |
4 |
|
|
|
| Number with other load |
0 |
|
|
|
| Number of occupied Slices |
1,123 |
50,950 |
2% |
|
| Number of LUT Flip Flop pairs used |
3,371 |
|
|
|
| Number with an unused Flip Flop |
2,333 |
3,371 |
69% |
|
| Number with an unused LUT |
94 |
3,371 |
2% |
|
| Number of fully used LUT-FF pairs |
944 |
3,371 |
28% |
|
| Number of unique control sets |
25 |
|
|
|
Number of slice register sites lost to control set restrictions |
92 |
407,600 |
1% |
|
| Number of bonded IOBs |
59 |
400 |
14% |
|
| Number of LOCed IOBs |
59 |
59 |
100% |
|
| Number of RAMB36E1/FIFO36E1s |
1 |
445 |
1% |
|
| Number using RAMB36E1 only |
1 |
|
|
|
| Number using FIFO36E1 only |
0 |
|
|
|
| Number of RAMB18E1/FIFO18E1s |
0 |
890 |
0% |
|
| Number of BUFG/BUFGCTRLs |
4 |
32 |
12% |
|
| Number used as BUFGs |
4 |
|
|
|
| Number used as BUFGCTRLs |
0 |
|
|
|
| Number of IDELAYE2/IDELAYE2_FINEDELAYs |
0 |
500 |
0% |
|
| Number of ILOGICE2/ILOGICE3/ISERDESE2s |
0 |
500 |
0% |
|
| Number of ODELAYE2/ODELAYE2_FINEDELAYs |
0 |
150 |
0% |
|
| Number of OLOGICE2/OLOGICE3/OSERDESE2s |
0 |
500 |
0% |
|
| Number of PHASER_IN/PHASER_IN_PHYs |
0 |
40 |
0% |
|
| Number of PHASER_OUT/PHASER_OUT_PHYs |
0 |
40 |
0% |
|
| Number of BSCANs |
0 |
4 |
0% |
|
| Number of BUFHCEs |
0 |
168 |
0% |
|
| Number of BUFRs |
0 |
40 |
0% |
|
| Number of CAPTUREs |
0 |
1 |
0% |
|
| Number of DNA_PORTs |
0 |
1 |
0% |
|
| Number of DSP48E1s |
0 |
840 |
0% |
|
| Number of EFUSE_USRs |
0 |
1 |
0% |
|
| Number of FRAME_ECCs |
0 |
1 |
0% |
|
| Number of GTXE2_CHANNELs |
0 |
16 |
0% |
|
| Number of GTXE2_COMMONs |
0 |
4 |
0% |
|
| Number of IBUFDS_GTE2s |
0 |
8 |
0% |
|
| Number of ICAPs |
0 |
2 |
0% |
|
| Number of IDELAYCTRLs |
0 |
10 |
0% |
|
| Number of IN_FIFOs |
0 |
40 |
0% |
|
| Number of MMCME2_ADVs |
0 |
10 |
0% |
|
| Number of OUT_FIFOs |
0 |
40 |
0% |
|
| Number of PCIE_2_1s |
0 |
1 |
0% |
|
| Number of PHASER_REFs |
0 |
10 |
0% |
|
| Number of PHY_CONTROLs |
0 |
10 |
0% |
|
| Number of PLLE2_ADVs |
0 |
10 |
0% |
|
| Number of STARTUPs |
0 |
1 |
0% |
|
| Number of XADCs |
0 |
1 |
0% |
|
| Average Fanout of Non-Clock Nets |
4.63 |
|
|
|


Centrality analysis is based on graph theory and is used to understand structural properties of complex relational networks. Centrality measures identify that, in a network, some nodes are more central than others (the most important vertices in a graph). The idea of centrality was first introduced in the context of social systems. It helps understand the relation between the location of an individual in the network and its influence in the group[1]. Centrality is also relevant for urban networks and used to understand spatial factors affecting human life and behaviors in cities[2] In the city we consider urban street patterns as spatial networks by transforming the city into a spatial graph by mapping the inter-sections into the graph nodes and the roads into links between nodes. By using a set of different centrality indices (multiple centrality assessment) it is possible to spot relevant places of a city:
Space Syntax brings together a series of theories for the analysis of spatial configurations in urban systems [3][4]. The Space Syntax approach represents streets as nodes and intersections as edges. According to Space Syntax, the three main conceptions of space are: isovist, axial space and convex space, and the street networks analyses are: Integration, Choice and Depth Distance.
For our MOOC exercise you can intuitively work with centrality or you can deepen your knowledge on Space Syntax theory or graph theory and use computational tools such as depthmap (http://www.spacesyntax.net/software/) or any GIS software.


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GA4GH BRCA Exchange
meow
Version: 0.1
All rights reserved
http://apache.org/licenses/LICENSE-2.0.html
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[ Jump to Models ]
Table of Contents
get /v0.6.0a8/datasets/{dataset_id}
post /v0.6.0a8/datasets/search
get /v0.6.0a8/callsets/{call_set_id}
post /v0.6.0a8/variants/{variant_id}
get /v0.6.0a8/variantsets/{variant_set_id}
post /v0.6.0a8/callsets/search
post /v0.6.0a8/variantsets/search
post /v0.6.0a8/variants/search
Up
get /v0.6.0a8/datasets/{dataset_id}
Gets a `Dataset` by ID. (getDataset)
`GET /datasets/{dataset_id}` will return a JSON version of\n`Dataset`.
Path parameters
dataset_id (required)
Path Parameter —
Consumes
This API call consumes the following media types via the
Content-Type request header:
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
post /v0.6.0a8/datasets/search
Gets a list of `Dataset` matching the search criteria. (searchDatasets)
`POST /datasets/search` must accept a JSON version of\n`SearchDatasetsRequest` as the post body and will return a JSON\nversion of `SearchDatasetsResponse`.
Consumes
This API call consumes the following media types via the
Content-Type request header:
Request body
body (required)
Body Parameter —
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
get /v0.6.0a8/callsets/{call_set_id}
Gets a `CallSet` by ID. (getCallSet)
`GET /callsets/{id}` will return a JSON version of `CallSet`.
Path parameters
call_set_id (required)
Path Parameter —
Consumes
This API call consumes the following media types via the
Content-Type request header:
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
post /v0.6.0a8/variants/{variant_id}
Gets a `Variant` by ID. (getVariant)
`GET /variants/{id}` will return a JSON version of `Variant`.
Path parameters
variant_id (required)
Path Parameter —
Consumes
This API call consumes the following media types via the
Content-Type request header:
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
get /v0.6.0a8/variantsets/{variant_set_id}
Gets a `VariantSet` by ID. (getVariantSet)
`GET /variantsets/{variant_set_id}` will return a JSON version of\n`VariantSet`.
Path parameters
variant_set_id (required)
Path Parameter —
Consumes
This API call consumes the following media types via the
Content-Type request header:
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
post /v0.6.0a8/callsets/search
Gets a list of call sets matching the search criteria. (searchCallSets)
`POST /callsets/search` must accept a JSON version of\n`SearchCallSetsRequest` as the post body and will return a JSON version of\n`SearchCallSetsResponse`.
Consumes
This API call consumes the following media types via the
Content-Type request header:
Request body
body (required)
Body Parameter —
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
post /v0.6.0a8/variantsets/search
Gets a list of `VariantSet` matching the search criteria. (searchVariantSets)
`POST /variantsets/search` must accept a JSON version of\n`SearchVariantSetsRequest` as the post body and will return a JSON version\nof `SearchVariantSetsResponse`.
Consumes
This API call consumes the following media types via the
Content-Type request header:
Request body
body (required)
Body Parameter —
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
Up
post /v0.6.0a8/variants/search
Gets a list of `Variant` matching the search criteria. (searchVariants)
`POST /variants/search` must accept a JSON version of\n`SearchVariantsRequest` as the post body and will return a JSON version of\n`SearchVariantsResponse`.
Consumes
This API call consumes the following media types via the
Content-Type request header:
Request body
body (required)
Body Parameter —
Return type
Produces
This API call produces the following media types according to the request header;
the media type will be conveyed by the
Content-Type response header.
Responses
200
Description
[ Jump to Methods ]
Table of Contents
Ga4ghCall
Ga4ghCallSet
Ga4ghDataset
Ga4ghGetCallSetRequest
Ga4ghGetDatasetRequest
Ga4ghGetVariantRequest
Ga4ghGetVariantSetRequest
Ga4ghSearchCallSetsRequest
Ga4ghSearchCallSetsResponse
Ga4ghSearchDatasetsRequest
Ga4ghSearchDatasetsResponse
Ga4ghSearchVariantSetsRequest
Ga4ghSearchVariantSetsResponse
Ga4ghSearchVariantsRequest
Ga4ghSearchVariantsResponse
Ga4ghVariant
Ga4ghVariantSet
Ga4ghVariantSetMetadata
ProtobufListValue
ProtobufNullValue
ProtobufStruct
ProtobufValue
call_set_id
String The ID of the call set this variant call belongs to.\n\nIf this field is not present, the ordering of the call sets from a\n`SearchCallSetsRequest` over this `VariantSet` is guaranteed to match\nthe ordering of the calls on this `Variant`.\nThe number of results will also be the same.
call_set_name
String The name of the call set this variant call belongs to.\nIf this field is not present, the ordering of the call sets from a\n`SearchCallSetsRequest` over this `VariantSet` is guaranteed to match\nthe ordering of the calls on this `Variant`.\nThe number of results will also be the same.
genotype
array[Integer] The genotype of this variant call.\n\nA 0 value represents the reference allele of the associated `Variant`. Any\nother value is a 1-based index into the alternate alleles of the associated\n`Variant`.\n\nIf a variant had a referenceBases field of \"T\", an alternateBases\nvalue of [\"A\", \"C\"], and the genotype was [2, 1], that would mean the call\nrepresented the heterozygous value \"CA\" for this variant. If the genotype\nwas instead [0, 1] the represented value would be \"TA\". Ordering of the\ngenotype values is important if the phaseset field is present.
genotype_likelihood
array[Double] The genotype likelihoods for this variant call. Each array entry\nrepresents how likely a specific genotype is for this call as\nlog10(P(data | genotype)), analogous to the GL tag in the VCF spec. The\nvalue ordering is defined by the GL tag in the VCF spec.
info
map[String, protobufListValue] A map of additional variant call information.
phaseset
String If this field is populated, this variant call's genotype ordering implies\nthe phase of the bases and is consistent with any other variant calls on\nthe same contig which have the same phaseset string.
bio_sample_id
String The BioSample the call set data was generated from.
created
String The date this call set was created in milliseconds from the epoch.
id
String The call set ID.
info
map[String, protobufListValue] A map of additional call set information.
name
String The call set name.
updated
String The time at which this call set was last updated in\nmilliseconds from the epoch.
variant_set_ids
array[String] The IDs of the variant sets this call set has calls in.
description
String Additional, human-readable information on the dataset.
id
String The dataset's id, locally unique to the server instance.
info
map[String, protobufListValue] A map of additional dataset information.
name
String The name of the dataset.
call_set_id
String The ID of the `CallSet` to be retrieved.
dataset_id
String The ID of the `Dataset` to be retrieved.
variant_id
String The ID of the `Variant` to be retrieved.
variant_set_id
String The ID of the `VariantSet` to be retrieved.
bio_sample_id
String Return only call sets generated from the provided BioSample ID.
name
String Only return call sets with this name (case-sensitive, exact match).
page_size
Integer Specifies the maximum number of results to return in a single page.\nIf unspecified, a system default will be used.
page_token
String The continuation token, which is used to page through large result sets.\nTo get the next page of results, set this parameter to the value of\n`next_page_token` from the previous response.
variant_set_id
String The VariantSet to search.
call_sets
array[ga4ghCallSet] The list of matching call sets.
next_page_token
String The continuation token, which is used to page through large result sets.\nProvide this value in a subsequent request to return the next page of\nresults. This field will be empty if there aren't any additional results.
page_size
Integer Specifies the maximum number of results to return in a single page.\nIf unspecified, a system default will be used.
page_token
String The continuation token, which is used to page through large result sets.\nTo get the next page of results, set this parameter to the value of\n`next_page_token` from the previous response.
datasets
array[ga4ghDataset] The list of datasets.
next_page_token
String The continuation token, which is used to page through large result sets.\nProvide this value in a subsequent request to return the next page of\nresults. This field will be empty if there aren't any additional results.
dataset_id
String The `Dataset` to search.
page_size
Integer Specifies the maximum number of results to return in a single page.\nIf unspecified, a system default will be used.
page_token
String The continuation token, which is used to page through large result sets. To\nget the next page of results, set this parameter to the value of\n`next_page_token` from the previous response.
next_page_token
String The continuation token, which is used to page through large result sets.\nProvide this value in a subsequent request to return the next page of\nresults. This field will be empty if there aren't any additional results.
variant_sets
array[ga4ghVariantSet] The list of matching variant sets.
call_set_ids
array[String] Only return variant calls which belong to call sets with these IDs.\nIf unspecified, return all variants and no variant call objects.
end
String Required. The end of the window (0-based, exclusive) for which overlapping\nvariants should be returned.
page_size
Integer Specifies the maximum number of results to return in a single page.\nIf unspecified, a system default will be used.
page_token
String The continuation token, which is used to page through large result sets.\nTo get the next page of results, set this parameter to the value of\n`next_page_token` from the previous response.
reference_name
String Required. Only return variants on this reference.
start
String Required. The beginning of the window (0-based, inclusive) for\nwhich overlapping variants should be returned.\nGenomic positions are non-negative integers less than reference length.\nRequests spanning the join of circular genomes are represented as\ntwo requests one on each side of the join (position 0).
variant_set_id
String The `VariantSet` to search.
next_page_token
String The continuation token, which is used to page through large result sets.\nProvide this value in a subsequent request to return the next page of\nresults. This field will be empty if there aren't any additional results.
variants
array[ga4ghVariant] The list of matching variants.\nIf the `callSetId` field on the returned calls is not present,\nthe ordering of the call sets from a `SearchCallSetsRequest`\nover the parent `VariantSet` is guaranteed to match the ordering\nof the calls on each `Variant`. The number of results will also be\nthe same.
alternate_bases
array[String] The bases that appear instead of the reference bases. Multiple alternate\nalleles are possible.
calls
array[ga4ghCall] The variant calls for this particular variant. Each one represents the\ndetermination of genotype with respect to this variant. `Call`s in this\narray are implicitly associated with this `Variant`.
created
String The date this variant was created in milliseconds from the epoch.
end
String The end position (exclusive), resulting in [start, end) closed-open\ninterval.\nThis is typically calculated by `start + referenceBases.length`.
id
String The variant ID.
info
map[String, protobufListValue] A map of additional variant information.
names
array[String] Names for the variant, for example a RefSNP ID.
reference_bases
String The reference bases for this variant. They start at the given start\nposition.
reference_name
String
start
String The start position at which this variant occurs (0-based).\nThis corresponds to the first base of the string of reference bases.\nGenomic positions are non-negative integers less than reference length.\nVariants spanning the join of circular genomes are represented as\ntwo variants one on each side of the join (position 0).
updated
String The time at which this variant was last updated in\nmilliseconds from the epoch.
variant_set_id
String The ID of the `VariantSet` this variant belongs to. This transitively\ndefines\nthe `ReferenceSet` against which the `Variant` is to be interpreted.
dataset_id
String The ID of the dataset this variant set belongs to.
id
String The variant set ID.
metadata
array[ga4ghVariantSetMetadata] Optional metadata associated with this variant set.\nThis array can be used to store information about the variant set, such as\ninformation found in VCF header fields, that isn't already available in\nfirst class fields such as \"name\".
name
String The variant set name.
reference_set_id
String The ID of the reference set that describes the sequences used by the\nvariants in this set.
description
String A textual description of this metadata.
id
String
info
map[String, protobufListValue] Remaining structured metadata key-value pairs.
key
String The top-level key.
number
String The number of values that can be included in a field described by this\nmetadata.
type
String The type of data.
value
String The value field for simple metadata.
values
array[protobufValue] Repeated field of dynamically typed values.
fields
map[String, protobufValue] Map of dynamically typed values.
bool_value
Boolean Represents a boolean value.
list_value
protobufListValue Represents a repeated `Value`.
null_value
protobufNullValue Represents a null value.
number_value
Double Represents a double value.
string_value
String Represents a string value.
struct_value
protobufStruct Represents a structured value.


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瑞雪兆丰年，春来发几枝！
雷雨发庄稼
the weather of today is rain
Hi Mom And Dad!


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Next: Invalid Keyword Arguments, Previous: Too Many Arguments, Up: Argument Mismatch Detection
It is not permitted to supply a keyword argument to a function using a name that is not recognized by that function unless keyword argument checking is suppressed as described in Suppressing Keyword Argument Checking.
If this situation occurs in a safe call,
an error of type program-error must be signaled; and in an unsafe call the situation has undefined consequences.


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1
Today, the sun is shining brightly in the sky.
2
My cousin lives in a small town.
3
The news said that there can be a thunderstorm tonight.
4
His party is at a famous Mexican restaurant.
5
Sharon had to recite a poetry before her classmates.
6
The employer thanked his employee for the excellent work.
7
The engine of the train let out a sharp whistle.
8
What is your teacher’s name?
9
A customer walked into the store.
10
My doctor gave me some medicines for the fever.


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#include "../geometric.hpp"
#include "projection.inl"
Go to the source code of this file.
GLM_GTX_projection
Definition in file projection.hpp.


Illegal timber and vehicles seized in three provinces
by Khouth Sophak ChakryaForestry administration and other related authorities seized a large amount of illegal timber and a number of vehicles, including boats, used for transporting timber.
Kratie province’s Sambor district Military Police commander Sum Sokunthea told The Post on Sunday that anti-natural resource crime forces had patrolled the Mekong River and found a boat loaded with timber moored in Vattanak commune in Sambor district, Kratie province.
They handed over the timber-loaded boat to the Forestry Administration for further investigation.
“The villagers said the boat had been moored there to load timber on Friday morning, but no one knew who owned it.
“The villagers only saw a few workers who fled when they saw the authorities arrive,” Sokunthea said.
Kratie provincial Forestry Administration deputy director Buoy Ratana told The Post on Sunday that the officials in charge were measuring the timber and looking for the owner of the boat.
“If no one claims ownership of the boat and the timber, the authorities will record the items as an asset of unidentified persons and seize it as state property,” Ratana said.

Stung Treng provincial Forestry Administration director Orn Chan Socheat said on Sunday that in the operation from November 18 to 20, they confiscated a boatload of timber in Kbal Romeas commune, in Sesan district.
They also busted illegal timber transported by two vans along National Road 7, near Security Post 722 in Siem Bok district.
“Our forces had identified the owners of those vans. We will summon them to solve the issue according to legal procedure.
“The timber was already processed and produced as windows and doors,” Chan Socheat said.
Oddar Meanchey busts
In Oddar Meanchey, the Military Police had a joint operation with the Forestry Administration on November 20 and 21.
Busted were seven timber processing facilities which produced furniture and stored illegal timber in Srah Chhouk village, Trapaing Brei commune in Anlong Veng district. Some 50 cubic metres of timber were seized.
“Even though they had collected the timber from villagers who sourced them from the forest or in their farms, that was not the matter.
“What’s important is that they processed the timber illegally, or that permits they received had expired,” said Anlong Veng district Military Police chief Nguon Rithy.


C ProgrammingLesson 2 - Installing Codeblocks |
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Although it is possible to program in a text editor, it can be quite a pain. Trying to use the command line for the first time could have also been daunting in the last lesson. Good news, this isn't how most programmers develop software. An easier way to write, compile and run code is within an integrated development environment (IDE). An IDE contains all the necessary tools to program without having to open up a command line interface. For these lessons I will be using Code::Blocks. I would suggest downloading this because it is the easiest way to get started on programming in the c language. Code::Blocks is open source and works on virtually any operating system. Download it here.
Once you have downloaded it, open it in your downloads folder and follow the instructions to install. I suggest leaving everything to its default settings. Once it is open it should look very similar to this:
Close the Start here tab. Click File then hover over New. Select the Empty File option. Type in the code we made last time. If you don't remember I have provided it below:
#include <stdio.h> int main() { printf("Hello World"); return(0); }Now click File then Save File As and choose where you want your file to be saved to and name it. Remember to include the .c extension. You should notice that colors have been added to each element of the program. This will make longer programs easier to read.


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Horizontal Rhythm
In Kube horizontal rhythm based on a 4px vertical grid is something that we are truly proud of.
Typography
We obsess over typography, and it shows throughout Kube.
Minimalism
We strongly believe in minimalism as a general concept as well as a practical approach to everyday life.
Mobile-first Design
Every element in kube is mobile-first and fully embraces latest and greatest tech.
Cross-browser
Kube works in all modern browsers, both desktop and mobile, including latest Chrome, Firefox, Safari, Opera, IE and Edge.
License
Kube licensed under MIT.
Kube Framework is absolutely free for personal or commercial use.