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| PREV NEXT | FRAMES NO FRAMES |
| Packages that use Vector | |
|---|---|
| jMath.linalg |
| Uses of Vector in jMath.linalg |
|---|
| Methods in jMath.linalg that return Vector | |
|---|---|
static Vector |
Vector.abs(Vector x)
takes absolute value of a vector |
Vector |
Vector.add(double alpha)
add a constant to every entry in the vector |
static Vector |
Vector.add(Vector... vectors)
adds an arbitrary number of vectors together |
Vector |
Vector.add(Vector y)
add two vectors |
static Vector |
Vector.average(Vector... vectors)
Computes the elementwise average of a set of vectors |
static Vector |
Vector.colon(double a,
double b)
Creates a vector mimicking Matlab's colon operation a:b |
static Vector |
Vector.colon(double a,
double ds,
double b)
Creates an vector mimicking Matlab's colon operation a:ds:b (does not necessarily end on b. |
static Vector |
Vector.concat(Vector... vlist)
concatenate vectors into one larger one [v1 v2 .... |
static Vector |
Vector.constant(double alpha,
int n)
Creates a constant vector with value alpha of length n |
static Vector |
Vector.copy(Vector x)
Create a copy of the vector |
static Vector |
Vector.cos(Vector x)
|
Vector |
Vector.cross(Vector y)
computes cross product of two 3 dimensional vectors |
static Vector |
Vector.cumsum(Vector x)
cumulative sum of elements in x |
static Vector |
Vector.deriv(Vector x,
Vector y)
numerical derivative of y w.r.t x using central difference except at end points. |
Vector |
Vector.divide(double alpha)
divide a vector by a constant |
Vector |
Vector.dotDivide(Vector y)
element by element division of two vectors |
Vector |
Vector.dotTimes(Vector y)
element by element multiplication of two vectors |
static Vector |
Vector.eval(Function1Var func,
Vector x)
Elementwise application of an arbitrary 1D function |
static Vector |
Vector.flip(Vector x)
flip a vector around |
Vector |
Matrix.getColumn(int j)
get column j |
Vector |
Matrix.getRow(int i)
get row i |
static Vector |
Vector.interp1(Vector x,
Vector y,
Vector xi)
1d linear interpolation to approximate y(x) at all of the entries in xi. |
static Vector |
Vector.linspace(double x1,
double x2,
int n)
Creates a linearly spaced vector |
static Vector |
Vector.logspace(double x1,
double x2,
int n)
a logarithmically spaced vector |
Vector |
Matrix.LUSolve(Vector b)
computes least squares solution to Ax=b using LU decomposition (appropriate for square matrix) |
Vector |
Vector.multiply(double alpha)
multiply a vector by a constant |
Vector |
Matrix.multiply(Vector x)
matrix-vector multiply |
static Vector |
Vector.negative(Vector x)
Change sign of vector |
static Vector |
Vector.ones(int n)
Creates an vector of ones of length n |
Vector |
Vector.pow(double exp)
computes powers of vectors elementwise |
Vector |
Vector.project(Vector y)
projection of x onto y. |
Vector |
Matrix.QRSolve(Vector b)
computes least squares solution using QR decomposition |
static Vector |
Vector.rand(int n)
Generates a random vector of size n |
static Vector |
Vector.sin(Vector x)
|
Vector |
Matrix.solve(Vector b)
solve least squares solution to a linear system of equations Ax = b Assumes A is dense. |
static Vector |
Vector.sort(Vector x)
sort vector in numerical order |
static Vector |
Vector.sqrt(Vector x)
elementwise square root of a vector |
Vector |
Vector.sub(int[] e)
Get a sub-vector |
Vector |
Vector.sub(int iStart,
int iEnd)
Get a sub-vector |
Vector |
Vector.subtract(double alpha)
subtract a constant from every entry in the vector |
Vector |
Vector.subtract(Vector y)
subtract two vectors (x-y) |
static Vector |
Vector.tan(Vector x)
|
static Vector |
Vector.unique(Vector x)
removes duplicate elements from x, preserves order |
static Vector |
Vector.unit(Vector x)
returns a unit vector from x |
static Vector |
Vector.zeros(int n)
Creates a vector of zeros of length n |
| Methods in jMath.linalg with parameters of type Vector | |
|---|---|
static Vector |
Vector.abs(Vector x)
takes absolute value of a vector |
static Vector |
Vector.add(Vector... vectors)
adds an arbitrary number of vectors together |
Vector |
Vector.add(Vector y)
add two vectors |
void |
Vector.addEquals(Vector y)
x += y |
static Vector |
Vector.average(Vector... vectors)
Computes the elementwise average of a set of vectors |
static Vector |
Vector.concat(Vector... vlist)
concatenate vectors into one larger one [v1 v2 .... |
static Vector |
Vector.copy(Vector x)
Create a copy of the vector |
static Vector |
Vector.cos(Vector x)
|
Vector |
Vector.cross(Vector y)
computes cross product of two 3 dimensional vectors |
static Vector |
Vector.cumsum(Vector x)
cumulative sum of elements in x |
static Vector |
Vector.deriv(Vector x,
Vector y)
numerical derivative of y w.r.t x using central difference except at end points. |
double |
Vector.dot(Vector y)
returns dot product of two vectors |
Vector |
Vector.dotDivide(Vector y)
element by element division of two vectors |
Vector |
Vector.dotTimes(Vector y)
element by element multiplication of two vectors |
static Vector |
Vector.eval(Function1Var func,
Vector x)
Elementwise application of an arbitrary 1D function |
int[] |
Vector.find(Vector xi)
Checks to see if the elements of xi are in vector x. |
static Vector |
Vector.flip(Vector x)
flip a vector around |
static double |
Vector.includedAngle(Vector x,
Vector y)
Compute include angle between two vectors in radians |
static double |
Vector.interp1(Vector x,
Vector y,
double xi)
1d linear interpolation to find yi, the approximate value of y(x) at xi. |
static Vector |
Vector.interp1(Vector x,
Vector y,
Vector xi)
1d linear interpolation to approximate y(x) at all of the entries in xi. |
Vector |
Matrix.LUSolve(Vector b)
computes least squares solution to Ax=b using LU decomposition (appropriate for square matrix) |
static double |
Vector.max(Vector x)
get maximum value in vector |
static double |
Vector.mean(Vector x)
computes mean of the vector |
static double |
Vector.min(Vector x)
find minimum value in vector |
Vector |
Matrix.multiply(Vector x)
matrix-vector multiply |
static Vector |
Vector.negative(Vector x)
Change sign of vector |
static double |
Vector.norm(Vector x,
double p)
Vector norm |
Vector |
Vector.project(Vector y)
projection of x onto y. |
Vector |
Matrix.QRSolve(Vector b)
computes least squares solution using QR decomposition |
void |
Matrix.setColumn(int i,
Vector x)
set column i equal to vector x |
void |
Matrix.setRow(int i,
Vector x)
set row i equal to vector x |
void |
Vector.setSub(Vector v,
int iStart)
Set a part of the vector this(istart:iend) = v |
void |
Vector.setSub(Vector v,
int[] e)
Set a part of the vector this(e(:)) = v |
static Vector |
Vector.sin(Vector x)
|
Vector |
Matrix.solve(Vector b)
solve least squares solution to a linear system of equations Ax = b Assumes A is dense. |
static Vector |
Vector.sort(Vector x)
sort vector in numerical order |
static Vector |
Vector.sqrt(Vector x)
elementwise square root of a vector |
Vector |
Vector.subtract(Vector y)
subtract two vectors (x-y) |
void |
Vector.subtractEquals(Vector y)
x -= y |
static double |
Vector.sum(Vector x)
returns the sum of the entries in the vector |
static Vector |
Vector.tan(Vector x)
|
static double |
Vector.trapz(Vector x,
Vector y)
numerical integration of y w.r.t x using trapezoidal method. |
static Vector |
Vector.unique(Vector x)
removes duplicate elements from x, preserves order |
static Vector |
Vector.unit(Vector x)
returns a unit vector from x |
| Constructors in jMath.linalg with parameters of type Vector | |
|---|---|
Matrix(boolean columns,
Vector... data)
construct a matrix either with data as columns or as rows |
|
||||||||||
| PREV NEXT | FRAMES NO FRAMES |


File loop expressions are expressions that can only be used within the context of a file loop and allow you to conditionally include or exclude code based on the attributes of the current file.
|
File Loop Expression |
Description |
|
The file is an ASCII file. |
|
|
The file has change tracking enabled. (Synergy 10.1 and higher). |
|
|
The file has a file description specified. |
|
|
The file is an ISAM file. |
|
|
The file does not have change tracking enabled. (Synergy 10.1 and higher). |
|
|
The file does not have a file description specified. |
|
|
The file does not have record compression enabled. |
|
|
The file does not have stored GRFA enabled. (Synergy 10.1 and higher). |
|
|
The file is not an ASCII file. |
|
|
The file is not an ISAM file. |
|
|
The file does not contain fixed length records. |
|
|
The file does not contain variable length records. |
|
|
The file does not contain multiple fixed length records. |
|
|
The file is not a RELATIVE file. |
|
|
The file does not use static RFAs. |
|
|
The file is not a terabyte file. |
|
|
The file is not a user-defined file type. |
|
|
The file does not have user defined text specified. |
|
|
The page size of the file is 512 bytes. |
|
|
The page size of the file is 1024 bytes. |
|
|
The page size of the file is 2048 bytes. |
|
|
The page size of the file is 4096 bytes. |
|
|
The page size of the file is 8192 bytes. |
|
|
The page size of the file is 16384 bytes. |
|
|
The page size of the file is 32768 bytes. |
|
|
The file has record compression enabled. |
|
|
The file contains fixed length records. |
|
|
The file contains variable length records. |
|
|
The file contains multiple fixed length records. |
|
|
The file is a RELATIVE file. |
|
|
The file uses static RFAs. |
|
|
The file has stored GRFA enabled. (Synergy 10.1 and higher). |
|
|
The file is a terabyte file. |
|
|
The file is a user-defined file type. |
|
|
The file has user defined text specified. |
Copyright © 2021 Synergex International, Inc.


Home
>
ColdFusion possibilities test page
Environment
This page allows to check the possibility to get the extension environment settings.
Variables


I went to CUE 2014 this year in Palm Springs, Cali. If you’re not familiar with the conference, it’s the largest regional education conference on the west coast with over 5,000 people in attendance. As I was preparing to go, I took a look at the keynotes.
Day 1: Dan Meyer. Solid.
Day 2: Levar Burton. Advocate for literacy since the 80’s. Plus, he was on Star Trek: TNG. Pretty cool.
Day 3: Salman Khan. Oh boy.
I’ve tried to remain positive, giving the Khan Academy the benefit of the doubt. Maybe the journalism covering the Academy has been poor…perhaps it’s all media spin that can be ignored for the most part. I resolved myself to go to the third keynote even though I had a pretty good idea of how it was going to go down.
Observation one: the first half of the keynote was a history of Khan Academy. Seriously. Watch the TED Talk if you want to see it. Khan is a gifted speaker. He’s charming and endearing. His story is really remarkable. He didn’t go looking for all the attention he’s been given since 2011. The problem I had with this section is that it was all about him. You can tell a story about your life without sounding self-indulgent, and he wasn’t able to do that effectively.
Observation two: World-class education is defined by…?. The stated mission of the Khan Academy is “providing a free world-class education for anyone anywhere.” But, repeatedly, Khan seems to define that education within the scope of the Khan Academy.  The entire premise of the Academy is that schools aren’t doing enough. As a teacher sitting in the audience, I was offended and really in disbelief that very few people had the same reaction.
Observation three: He’s kind of short. And Dan Meyer is a giant. It surprised me, is all.
Observation four: Khan missed an opportunity when it came to the SAT. This is the kicker for me. The SAT is a test that promotes rote learning and regurgitation. Even the essay. I’ve written about the changes before. In 2011, Khan Academy reported $11.8 million in donations and other income. That’s the latest information I could find, and considering corporations like Comcast and Bank of America, that number is surely much higher. They have clout.
So, if Khan Academy is for kids learning and exploring, why, why, would they team up with the College Board for some PR media about changes that mean nothing? Because Sal Khan is not an educator.
Sal Khan speaks for Khan Academy and for his own story, not for a free, “world class” education. Not for students. If he were for students, why hasn’t he reached out to leaders in education? When he’s criticized for poor content, why has he been so defensive? Why hasn’t he answered a single, to-the-point question about education practice in any interview anywhere?
Khan has missed opportunities constantly since 2011. Teachers and education professionals have reached out over and over, offering to help, to make videos, to design lessons…all to be turned down. Khan had an opportunity – as the “leader in world class education” – to take a stand against bad education policy. But, because it’s about the Academy and achieving it’s own goals, that will never happen.
Now, where CUE missed the opportunity was in offering a Twitter question submission from the audience using the #cuekhan hashtag. As soon as it was announced, I went for it. You can see the archive of the entire hashtag.* CUE had an opportunity to ask some more pointed and meaningful questions, and they missed that chance. I understand the PR agreement and that they were probably bound by some kind of speaker’s contract, but I still wish someone…anyone…had the gumption to finally get to the point.
*I removed RT’s from the archive for clarity. You can see the entire thread – including RT’s – here.
Written on March 26th, 2014 by Brian Bennett Categorized in: All Teaching
Leave a comment


The AlphaRun Web Browser for Web App Developers is a
simple, lightweight, full-screen browser for the Android platform.
It is designed for use by developers of applications built using standard Web technologies,
including HTML, CSS, and JavaScript.
It is NOT a general purpose browser for normal web browsing.
While generally useful for HTML5 web app developers, AlphaRun's main purpose is for testing and running mobile applications built using Alpha Software's Alpha Anywhere development system. Alpha Anywhere is a complete system for rapidly building and deploying HTML5 business applications for mobile devices and personal computers. For more information about Alpha Anywhere, see www.alphasoftware.com.
The features include:
-
Full screen browsing
-
Only reloads URL while running when you or the page requests a reload
-
Optional use of PhoneGap/Cordova WebView with various plug-ins instead of basic WebView
-
Manually ordered bookmark list, no address bar
-
Can hide device status bar
-
"Touch Highlighting" mode displays finger touches for more effective demos on mirrored external displays
-
Can display and clear cookies
-
Can add browser load errors and current value of optional JavaScript expression to a log file
-
URL variable to insert into bookmark URLs for easier use on different LANs
-
Ability to use the camera to scan a QR code to input a URL (some development systems
display QR codes on the screen of URLs you can use for testing)
The Bookmarks list shows all of the current web page bookmarks, one per row.
Both the user-provided bookmark name and the URL it refers to are displayed.
These bookmarks are only for this app and are not related to any other app's bookmarks.
There are two buttons above the list: Add and Preferences .
The Add button opens the New Bookmark page to create a new bookmark. The Preferences button opens the AlphaRun preferences screen, where you can set browsing behaviors and access debugging logs, among other options (see below for more details).
By holding down on a specific bookmark for a short period, you are able to access functionality specific to that highlighted bookmark. Those are:
- - Edit the highlighted bookmark's name, URL, UID, and/or ability to be updated by scanning a QR code.
- - Delete the highlighted bookmark.
- - Move the bookmark up the list.
- - Move the bookmark down the list.
By pressing either the Add button (for a new bookmark) or the Edit button (for an existing bookmark) switches to the Details display to let
you set the properties.
The bookmark properties that you can set in the
Details view are:
Name
An optional user-provided description of the bookmark.
URL
The URL to access when the bookmark is selected.
If this value does not contain "://", the characters "http://" will automatically be
assumed to start the URL.
UID
An optional user-provided text value used to identify a particular
bookmark. This is unused at this point.
Scan Button
If this setting is "ON", then a Scan button will appear on the
right side of the row for this bookmark in the Bookmarks list.
The Scan button lets you, with one tap in the Bookmarks list,
update the URL for that bookmark
from a QR code and then select it for display.
(Some development systems
display QR codes on the screen of URLs you can use for testing.)
Scan QR code URL
This is a button that displays at the bottom of the screen.
Pressing it will bring up a live-view from the camera.
If you point the camera at a QR code, the resulting scanned
value will replace the URL value in the Details for this bookmark.
To save the current bookmark values, press the Save button .
To cancel out of the current screen without saving any changes made, press the Cancel button .
When the plain Bookmarks list is displayed, tapping on a bookmark will select it and switch to
the Main Web Viewing Display, which will then load that URL.
The Main Web Viewing Display takes up the whole screen.
It acts like a regular browser view, accepting taps, swipes, etc.
It includes the Toolbar Button on the right that is used to access the AlphaRun features:
When you tap the Toolbar Button, the full Toolbar will be displayed:
Tapping the toolbar icon on the right again will hide the toolbar.
Press and holding on the toolbar button and then dragging up or down lets you
reposition the toolbar button (and the toolbar when it is displayed) to different
parts of the screen so as not to obscure important buttons on the web page itself.
These positions are remembered separately for portrait and landscape device orientation.
The buttons on the toolbar are as follows (from left to right):
Back
Acts like a browser Back button
Forward
Acts like a browser Forward button
Refresh
Reloads the current browser display
Stop
Stops loading
Settings
Brings up the AlphaRun Settings page
Bookmarks
Brings up the AlphaRun Bookmarks list
Compass
Hides the toolbar when tapped, repositions when you press, hold, and drag
There is also an optional Javascript button that appears when the JavaScript setting is not blank.
See the help for the JavaScript setting below for more information.
Tapping the toolbar Settings button brings up the Settings page:
The settings are as follows:
Touch Highlighting
When ON, a small red dot will be displayed over the Main Web Viewing Display whenever your
finger is on the screen.
This is useful when you are mirroring the screen to an external display, such as
with supported HDMI adapters.
Status Bar
Controls the display of the device status bar at the
top of the screen on the Main Web Viewing Display.
Toolbar Button
Controls the display of the Toolbar Button on the Main Web Viewing Display.
While you will no longer be able to access the Toolbar Button in the current Web Viewing Display, you can still access the Preferences screen from the Bookmarks list.
Use PhoneGap/Cordova
Controls which type of browser view is used.
When "OFF" (the initial default), a normal, plain WebView is used.
This should behave like a normal browser window.
When "ON", a Cordova view is used (controlled by an Android CordovaInterface).
(Cordova is the name of the Open Source engine that powers PhoneGap.)
This lets the web pages you load take advantage of native Android code
using Cordova (PhoneGap) protocols.
You can find out which version of Cordova is being used, and see a list of the
installed plug-ins, by tapping the About setting row.
Note: This setting applies to all URLs loaded by the app.
When you change this setting the app will switch which view is displayed,
but that view is not reloaded. You should then go to the Bookmarks list and select the
URL you wish to load.
Cookies
Displays the current web cookies stored by this app.
When they are displayed there is a button for deleting all of them.
You may copy any of the data displayed by pressing and holding on the display
and using the standard Android Copy, etc., commands.
You can view the cookies either as a selectable list per entry or one a single page with entries appropriately separated.
To switch between views, you press the Switch View button
. You can also delete all of the cookies
by clicking on the Trash icon
. These will be grayed out when the functionality is unavailable (e.g. there are no entries to display).
Log File
Brings up the AlphaRun Log File.
Items are added to this file when logging errors and when the special JavaScript
is run. For information about both cases, see below.
When the Log File is displayed there is a button to erase all of it.
You may copy any of the data displayed by pressing and holding on the display
and using the standard Android Copy, etc., commands.
Navigation and display of the log entries is the same as that available for cookies.
Log Errors
Controls whether or not loading errors on the Main Web View Display are added to the Log File.
Clear Browser Cache
When tapped, this setting will remove all responses from the
cache used by this app's browser views, as well as related cookies and other data.
The size of the cache shown is inexact but instead a close approximation of data stored on the device from the viewing session. This cache is separate from that stored by the other brower(s) on the device.
URL Variable
This optional text is automatically inserted into URLs in place of the characters "[[v1]]".
It is useful, for example, to set a part of multiple bookmarks that varies from time to
time, such as the IP address of a local server on a LAN accessed over WiFi during testing.
JavaScript
This feature is mainly for developers who are familiar with JavaScript.
It may be ignored by other users.
When this setting has a text value, such as:
"body="+document.body.innerHTML
the Toolbar will have an extra button: the
js button
.
Whenever that button is pressed, the JavaScript in this setting will be executed
and the resulting value will be added to the Log File.
Previous JS Commands list.
A selectable list of the 5 most recent JS commands used by you. Selecting one will replace the current Javascript text field with this value.
Help
Loads and displays the latest help page from the AlphaRun support web site.
About
Displays the current app version.
When tapped, it displays additional information if appropriate.
When available, the Up button next to AlphaRun's icon allows you to navigate back from your current position. The behavior should feel similar to standard Android back behavior in most circumstances.
Pressing the Android back button returns to the Main Web Viewing Display. All changes made to the Preferences will be saved.


--- layout: default title: "Gallery Detail" active_title: "Gallery" --- {% include window_mac_start.html title="Photo"%} {% include window_mac_end.html %} {% include button_back.html %}


Apprentice Software Developer
- Engineered several Single-Page Web Applications using popular JavaScript frameworks such as AngularJS
- Utilized version control systems Git and Github during group and personal assignments to ensure a high quality of code
- Implemented and designed a workflow utilizing Github Projects and Trello that incorporated code reviews to verify a high
understanding of Object Oriented programing during server side instruction
- Developed RESTful APIs written in C# and the .NET framework
- Interacted with several third-party APIs through AJAX calls written in jQuery, Vanilla Javascript, and AngularJS
- Designed MVC applications using the ASP.NET framework
- Participated in daily stand-ups, planned weekly sprints, and implemented Agile methodology into project planning.


2017-05-21 STEEMIT TIPS- You can make a lot of money by reading other people's posts. Closing in on 700 followers! steemit
2017-05-20 STEEMIT TIPS- 3 suggestions for gathering your first followers! I'm closing in on 600! steem
2016-10-10 Satirically Yours S1E32- Ex-President George W. Bush with extra time out of the office now does Yoga, paints, and questions the official 9/11 narrative politics
2016-09-30 Satirically Yours S1E30: Fisticuffs at state fair following spat of taunts by blue ribbon pumpkin grower gardening
2016-09-20 Satirically Yours S1E19: Heroic police officer decides not to shoot prone, complying, black teenager at a pool party in broad daylight life
2016-09-18 Inside the bloggers studio- Blair Reich, PhD and satirical alter ego @aggroed discuss blogging, screencasting, youtube, writing, and more introduceyourself
2016-09-18 Satirically Yours S1E18- Colin Kaepernick escalates anthem protest. Converts to Wahabism, burns flag, joins ISIS. SF wins 28, 0. politics
2016-09-17 Satirically Yours S1E17: Inspired by America's Got Talent illusionist Hiroki Hara, Hillary Clinton to include green screen magic in campaign speeches. writing
2016-09-16 Satirically Yours S1E15: Hillary Clinton regrets leaving campaign trail to attend dubstep/electronic music festival headlined by Bassnectar politics
2016-09-14 Satirically Yours S1E12: Cis gendered Caucasian plus sized bisexual millennial social justice warrior experiences brief freedom from patriarchal homophobic consumerist American culture while taking nature walk nature
2016-09-13 Satirically Yours S1E10: @aggroed sits down for an interview with @ned and @dan about STEEMIT economics while chained to a basement chair in STEEMIT headquarters steem
2016-09-13 Satirically Yours S1E9- Unidentified woman falls victim to zombie infection, begins campaigning in NYC writing
2016-09-09 Satirically Yours S1E5: HRC to host an open and honest press conference on a green screen with press surrounded by deep state snipers politics


package embeddings
- Alphabetic
- Public
- All
Type Members
-
class
AverageEmbeddings extends AnnotatorModel[AverageEmbeddings] with HasSimpleAnnotate[AverageEmbeddings] with HasStorageRef with HasEmbeddingsProperties with CheckLicense
Merge embdeddings.
-
class
BertSentenceChunkEmbeddings extends BertSentenceEmbeddings with CheckLicense
BERT Sentence embeddings for chunk annotations which take into account the context of the sentence the chunk appeared in.
BERT Sentence embeddings for chunk annotations which take into account the context of the sentence the chunk appeared in. This is an extension of BertSentenceEmbeddings which combines the embedding of a chunk with the embedding of the surrounding sentence. For each input chunk annotation, it finds the corresponding sentence, computes the BERT sentence embedding of both the chunk and the sentence and averages them. The resulting embeddings are useful in cases, in which one needs a numerical representation of a text chunk which is sensitive to the context it appears in.
This model is a subclass of BertSentenceEmbeddings and shares all parameters with it. It can load any pretrained BertSentenceEmbeddings model. Available models can be found at Models Hub.
Two input columns are required - chunk and sentence.
val embeddings = BertSentenceChunkEmbeddings.pretrained() .setInputCols("sentence", "chunk") .setOutputCol("sentence_chunk_bert_embeddings")
The default model is
"sent_small_bert_L2_768"
, if no name is provided.Sources :
BERT: Pre-training of Deep Bidirectional Transformers for Language Understanding
Sentence-BERT: Sentence Embeddings using Siamese BERT-Networks
Example
import spark.implicits._ import com.johnsnowlabs.nlp.base.DocumentAssembler import com.johnsnowlabs.nlp.annotator.SentenceDetector import com.johnsnowlabs.nlp.embeddings.BertSentenceEmbeddings import com.johnsnowlabs.nlp.EmbeddingsFinisher import org.apache.spark.ml.Pipeline val documentAssembler = new DocumentAssembler() .setInputCol("text") .setOutputCol("document") val sentenceDetector = new SentenceDetector() .setInputCols("document") .setOutputCol("sentence") val tokenizer = new Tokenizer() .setInputCols("sentence") .setOutputCol("tokens") val wordEmbeddings = BertEmbeddings .pretrained("biobert_pubmed_base_cased") .setInputCols(Array("sentence", "tokens")) .setOutputCol("word_embeddings") val nerModel = MedicalNerModel .pretrained("ner_clinical_biobert", "en", "clinical/models") .setInputCols(Array("sentence", "tokens", "word_embeddings")) .setOutputCol("ner") val nerConverter = new NerConverter() .setInputCols("sentence", "tokens", "ner") .setOutputCol("ner_chunk") val sentenceChunkEmbeddings = BertSentenceChunkEmbeddings .pretrained("sbluebert_base_uncased_mli", "en", "clinical/models") .setInputCols(Array("sentence", "ner_chunk")) .setOutputCol("sentence_chunk_embeddings") val pipeline = new Pipeline() .setStages(Array( documentAssembler, sentenceDetector, tokenizer, wordEmbeddings, nerModel, nerConverter, sentenceChunkEmbeddings)) val sampleText = "Her Diabetes has become type 2 in the last year with her Diabetes." + " He complains of swelling in his right forearm." val testDataset = Seq("").toDS.toDF("text") val result = pipeline.fit(emptyDataset).transform(testDataset) result .selectExpr("explode(sentence_chunk_embeddings) AS s") .selectExpr("s.result", "slice(s.embeddings, 1, 5) AS averageEmbedding") .show(truncate=false) +-----------------------------+-----------------------------------------------------------------+ | result| averageEmbedding| +-----------------------------+-----------------------------------------------------------------+ |Her Diabetes |[-0.31995273, -0.04710883, -0.28973156, -0.1294758, 0.12481072] | |type 2 |[-0.027161136, -0.24613449, -0.0949309, 0.1825444, -0.2252143] | |her Diabetes |[-0.31995273, -0.04710883, -0.28973156, -0.1294758, 0.12481072] | |swelling in his right forearm|[-0.45139068, 0.12400375, -0.0075617577, -0.90806055, 0.12871636]| +-----------------------------+-----------------------------------------------------------------+
- See also
BertEmbeddings for token-level embeddings
BertSentenceEmbeddings for sentence-level embeddings
Annotators Main Page for a list of transformer based embeddings
- trait ReadBertSentenceChunksTensorflowModel extends ReadTensorflowModel
- trait ReadablePretrainedBertSentenceChunksModel extends ParamsAndFeaturesReadable[BertSentenceChunkEmbeddings] with HasPretrained[BertSentenceChunkEmbeddings]
Value Members
- object BertSentenceChunkEmbeddings extends ReadablePretrainedBertSentenceChunksModel with ReadBertSentenceChunksTensorflowModel with Serializable


One of my more effective tricks for teaching data mining (to graduate students) is to:
By the time that is done:
So here is my reference system for my standard data mining toolkit, written in a language that it is very unlikely that they have ever used before.
Share and enjoy.
The following instructions work for Mac. Probably work for LINUX as well.
sbcl
. Currently I’m using 1.4.2,All the files are now in src/
and test/
. Most of the files in src/X.lisp
have demo code or unit tests in test/Xok.lisp
.
Edit the file in the root of the distro called cram
. Change the following
two lines to include the right pathnames.
## begin config
# Where is sbcl?
Sbcl="/usr/local/bin/sbcl"
# Where is the test dir?
Test="$HOME/gits/lisp/cram/code/test"
## end config here
Test the install
sh lithp
This should generate lots of output and no crashes.
All these files know
that, to find dependents, look in either ../src
or ../test
. So,
to write new files…
Step1: Write a file src/xxx.lisp
file in src/
. Ensure its first lines are
(load "../src/lib")
Step2: Write a second file `tests/xxxok.lisp’. Ensure its first lines are
(load "../src/lib")
(reload "../src/xxx")
IMPORTANT: Note the reload
command: this loads a file, but only if it has not been used before.
So all your code should start with one load
command then some reload
commands.
Step3: Into tests/xxxok.lisp
, add multiple deftest
commands. These functions should have a
a documentation string, then arbitrary LISP code. Any call test
will iincrement
counters of how many times those tests pass or fail.
(deftest r2! ()
"does 'r1' round to 2 decimal places"
(test 0.13 (r2 0.127456)))
Step4: Run the above. Create an ok
file
sh cram xxx
That should run the xxx
file.
There are two parts, background tools and core.
here ehtere
asd asd asd asd asda sd asdas as asd asd asd asd asda sdas dasd asd asdasdd saasd as sadas das asdadsdaas


What’s JavaScript?.
JavaScript is an interpreted and high-level programming language,
it’s a programming language that conforms to the ECMAScript specification. often just-in-time compiled, and multi-paradigm. It has curly-bracket syntax, dynamic typing, prototype-based object-orientation, and first-class functions.
Alongside HTML and CSS, JavaScript is one of the core technologies of the World Wide Web. JavaScript enables interactive web pages and is an essential part of web applications. The vast majority of websites use it for client-side page behavior, and all major web browsers have a dedicated JavaScript engine to execute it.
Designed by Netscape Communications and Brendan Eich initially in 1995, actually other key contributors update javascripts on the ECMAScript specification.


LiveTraffic API.
API to access LiveTraffic's aircraft information. Data transfer from LiveTraffic to your plugin is by dataRefs in a fast, efficient way: LiveTraffic copies data of several planes combined into defined structures. LTAPI handles all that in the background and provides you with an array of aircraft information with numerical info like position, heading, speed and textual info like type, registration, call sign, flight number.
- See also
- https://twinfan.github.io/LTAPI/
- Author
- Birger Hoppe
- Copyright
- (c) 2019-2020 Birger Hoppe
-
Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:
The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.
 IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.


Money Play. How should Red play 33?
pips Red=155 White=159
(CorrectAnswer= 0/0, ErrorScore= 0)
Nice though it would be to make a five-point prime with 13/7(2) that would leave the rear checkers stranded and priming one checker is rarely stronger than priming two.
24/21(20, 13/10(2) is neither fish nor fowl though it does bring two checkers from the mid-point into play.
Best by a long way is 24/18(2). This solves the problem of the rear checkers, races when ahead (if only just),puts long-term pressure on the five White checkers on his mid-point and gives connectivity to Red’s checkers.
13/7(2) is a blunder and 24/21(2), 13/10(2) is very nearly one.
24/21(20, 13/10(2) is neither fish nor fowl though it does bring two checkers from the mid-point into play.
Best by a long way is 24/18(2). This solves the problem of the rear checkers, races when ahead (if only just),puts long-term pressure on the five White checkers on his mid-point and gives connectivity to Red’s checkers.
13/7(2) is a blunder and 24/21(2), 13/10(2) is very nearly one.
1. Cubeful 2-ply 24/18(2) Eq.: +0.492 0.629 0.156 0.004 - 0.371 0.061 0.001 2. Cubeful 2-ply 24/21(2) 13/10(2) Eq.: +0.446 (-0.046) 0.608 0.180 0.005 - 0.392 0.064 0.001 3. Cubeful 2-ply 13/7(2) Eq.: +0.399 (-0.094) 0.600 0.208 0.007 - 0.400 0.102 0.004 4. Cubeful 2-ply 24/21(2) 13/7 Eq.: +0.311 (-0.182) 0.564 0.169 0.005 - 0.436 0.071 0.002 5. Cubeful 0-ply 24/21(2) 4/1*(2) Eq.: +0.204 (-0.288) 0.537 0.185 0.003 - 0.463 0.080 0.002


Investigating Endangered Languages
Table of Contents
- 1. Project Details
- 2. Public Exhibition
- 3. Learning Objectives
- 4. Craft the Driving Question
- 5. Plan the Launch
- 6. Plan the Assessments
- 7. Calendar the Project
- 8. Student Voice and Choice
- 9. Critique and Revision
- 10. Reflection
- 11. Differentiation
- 12. Materials and Staff Resources
- 13. Initial List of Resources and Endangered Languages of Interest
1 Project Details
1.1 Organization
| Name of Project | Investigating Endangered Languages |
| Developer | Matthew Edward Adams |
| Developer Website | http://www.matthew-edward-adams.org/ |
| Duration | 6 weeks |
| Teachers | Individual |
| Team-teaching is possible. |
1.2 Summary
The purpose of this project is to enable students to investigate a specific endangered language of the world, tracing properties and facts about the language and its speakers, reasons for its endangered status, and possible solutions to the endangerment of this language as well as others. Students will learn to use linguistically appropriate terminology in discussing the language and its speakers; to identify political and social causes of language endangerment; to derive reasons for why linguistic diversity is important; and to propose solutions, both small- and large-scale, to encourage linguistic diversity with respect to their chosen language and, ultimately, to sociolinguistic situations in their own community.
A major function of the project is to direct students toward a public presentation of their research. They will learn to develop a research plan and enact it, and they will demonstrate their knowledge and thought process by presenting their findings using two modalities: visual (a poster) and oral (an accompanying short speech and receptiveness to answering audience questions).
2 Public Exhibition
The culmination of this project will be a poster and presentation session to which members of the school and local community will be invited. Students will display their information in a graphically appealing, visually stimulating way using standard conference posters. They will also be expected to give a short overview of salient facts about their endangered language, in particular its geographical location, the number of speakers, some fun facts about the language that set it apart from English, and clear identification of some causes of the erosion in the number of speakers of the language.
Students should be able to answer additional questions about potential solutions to the language crisis, generate debate about the importance of linguistic diversity, and respond to requests for more information from attendees.
Taking a longer view, I envision students taking the results from this initial public exhibition and applying for a Special Workshop Session at the Linguistic Society of America's Annual Meeting, held in a different U.S. city each year. In January 2017, it will be held in Austin, Texas. In 2018, it will be held in Salt Lake City, Utah. And in 2019, it will be held in New York City. Given procurement of funding, students would travel to this conference, present their information in a special poster session, and interact with working linguists, some of whom are actively engaged in language endangerment research and revitalization efforts.
3 Learning Objectives
A central strength of using linguistics in a high school classroom is that it touches on so many academic disciplines at once. This maintains student interest by showing how complex and all-encompassing language is in their daily lives. It also ensures that existing academic subjects receive additional "support" via a linguistic point-of-view.
I summarize below both key knowledge areas and understanding, as well as success skills, in particular the academic mindsets, that students should develop and adopt.
3.1 Key Knowledge and Understanding
What follows are some content areas that the project explicitly touches on. This is just a sample. Further work on the course would align many of them, if needed, to specific Common Core standards or other educational objectives operative at the school, district, or national level.
- Language Arts
- What makes a language a language?
- "Standard" vs. dialect
- Dialect vs. accent
- Written vs. non-written
- Language attitudes and judgments about speakers
- Structure of language
- Phonology and phonetics
- Language consists of sounds that are assembled in systematic ways to produce meaningful words.
- Languages differ radically in the sounds they use to build words. Many of the sounds we are used to in speaking English or Spanish are not found in other languages, and vice versa.
- Morphology
Language consists of ways of putting words, suffixes, and prefixes together to show grammatical relationships (subject-object, possession, etc.). - Syntax and semantics
Language consists of ways of putting words together to convey ideas about the world.
- Phonology and phonetics
- Use of language
- Communicative
Language involves exchanging ideas and information. - Expressive
Language can express and "index" identities, roles, relationships. - And many more!
- Communicative
- Reading and writing
- Not all endangered languages can be read because they have no written form.
- Reading a foreign language is challenging and requires years of study.
- What makes a language a language?
- Geography
- Nations vs. countries
Where a language is spoken does not always correspond to national or other political boundaries. - Distribution and location
50% of the world's languages are located in just eight of the world's countries: India, Brazil, Mexico, Australia, Indonesia, Nigeria, Papua New Guinea, and Cameroon. - Diversity
Linguistic diversity is analogous to biodiversity.
- Nations vs. countries
- Government and politics
- Language policy
- In the United States, many indigenous tribes were forced to learn
English and sent to boarding schools in the Pacific Northwest.
- In the United Kingdom, Welsh was banned from many parts of public life, though recent efforts have dramatically improved chances of revitalization.
- In the United States, many indigenous tribes were forced to learn
English and sent to boarding schools in the Pacific Northwest.
- Local government vs. national government
- Language policy
- History
- Potential sources of language endangerment
- Imperialism
- Globalization
- Racism
- Economic progress
- Migration
- War
- "Guns, Germs, and Steel"
- What makes a language dominant?
- Dispelling the notion that there is any such thing as a perfect or better language for communication
- Potential sources of language endangerment
- Statistics
- Number of languages in the world
- Percentages vs. raw number of speakers
- Definitions of "endangered" and finding a
range
,mean
, and other descriptive statistics - Learning ways to visualize and display data honestly, appealingly, and revealingly
3.2 Success Skills
- Critical thinking and problem solving
- What are basic facts about the endangered language?
- Geographical location
- Number of speakers
- Type of language
- Written vs. non-written
- Fun language examples
- What are the major issues involved in making the language endangered?
- Geographical
- Political
- Historical
- Causes external and internal to the language community
- "Do I have a good understanding of the facts and issues?"
- Self-assessment
- Creating materials to remember and broadcast what has been learned
- Creating follow-up questions
- Identifying holes in knowledge and being curious about the unknown
- Can I propose some solutions?
- Hypothesis generation
- Checking solutions against historical record: Has a solution been tried before?
- What could be preventing the implementation of a particular solution?
- Coming to an understanding of complex systems and the need for partial or incremental solutions
- What are basic facts about the endangered language?
- Collaboration
- Recruit another student and create a short dialog in the language
- Find native speakers in the community and contact them
- Write linguists working on the language and ask them for feedback
- Self-management
- How do I organize my time appropriately?
- How do I organize my research?
- What tools (books, software, knowledge) do I have to create a coherent presentation?
- How do I present my information professionally and respectfully?
- How do I fact-check?
- Am I revisiting my work and critiquing it?
- Am I being compassionately objective to myself as a learner?
4 Craft the Driving Question
Despite the fact that there are more than 6,000 spoken languages on Earth, many languages have very few speakers and risk dying out in the next several generations. What are some of these languages, what can they teach us about language in general, what causes endangerment, and what solutions exist for maintaining linguistic diversity in the future?
Each student should focus on choosing a single endangered language, learning about its structure and speakers, identifying causes of endangerment, and discovering why linguistic diversity is important (with the important goal of trying to propose ways of solving some small corner of the linguistic diversity crisis).
5 Plan the Launch
I envision this project as part of a linguistics course taught at the high school level. I have material elsewhere devoted to issues of motivation for teaching at high school, case studies of its implementation in the United States and elsewhere, and recruitment strategies.
It is also possible to envision the course operating within a digital humanities course elective or even an English or foreign language course, though additional work would have to be done on introducing central linguistic concepts (accent, dialect, syntax, etc.).
I will engage students in the topic by providing audio and video samples of various languages of the world, endangered and otherwise (Xhosa, Hungarian, Cherokee, Basque, Icelandic, Gaelic, etc.). I will invite them to reflect on what a language even is; what its uses are; how and why languages differ from each other. In my experience, these are fascinating topics for people of many different backgrounds and age groups, and in-class discussion can be vigorous and revealing.
I will then play students samples or show them examples of endangered languages and ask them to reflect on whether they think all of the languages I have played will be alive in 100 years. I will invite them to compare linguistic diversity with animal and plant diversity and discuss reasons why loss of linguistic diversity might also be bad for the planet and human society.
Endangered languages often have fun and interesting names, and this adds to initial student interest in the topic.
6 Plan the Assessments
6.1 Early in the Project
6.1.1 Product
- Students choose a single endangered language from a provided list
- I've ensured that the list provides sufficient material from existing research.
- Students provide a research plan for the next six weeks, detailing
- Online and offline resources they will use
- The teacher will provide them with sufficiently scaffolded starters.
- A set of questions they will need to ask and answer
- The teacher will provide them with a sufficiently detailed starter set of questions about their language.
- They will need to come up with more on their own.
- The questions should run the gamut from the informational to the high-level (how does racism impact language use?).
- A rough draft of what they would like their final poster to contain
- Sections and themes
- Materials they will need (markers, printers, audio equipment, etc.)
- Brainstorming of what could make their poster "stand out"
- Putting a personal stamp on their research
- Write down what interests them the most about the topic
- Identify three additional questions that increase their personal involvement
- A part of the world they want to travel to someday?
- Ancestors who live in the region they're interested in?
- Like the sound of the language and want to learn more about linguistics?
- Online and offline resources they will use
6.1.2 Criteria
I will use teacher-student feedback during in-class work, in short one-on-one meetings and asynchronously, and via the Wiki interface itself (see next section). I will employ a standard rubric that takes into account different thinking styles and rewards student work that is both rigorous and innovative.
- Feasibility and scope: Is it too much? Is it asking questions that lead to sustained inquiry?
- Is the student asking sufficiently detailed questions?
- Does the research plan show a beginning, middle, and end?
6.2 During the Project
6.2.1 Product
- An online journal shared among members of the class using a Wiki format, set up and maintained by the instructor.
- Students will add information about their language at calendared intervals, filling in sections partly put in place ahead of time and partly during in-class work sessions.
- Product can form the basis for a class website of endangered languages, which can then go online after editing, scrubbing of personal information, etc., as a public resource.
6.2.2 Criteria
I will use similar assessment criteria at this stage (interventions, meetings, written feedback, and feedback over the Wiki).
- Are students fact-checking?
- Are students citing material appropriately and judiciously?
- Are they using professional English to convey their discovered facts and ideas?
- Are students asking probing follow-up questions every time they ask a question?
6.3 End of the Project (Final Product)
6.3.1 Product
- Poster and presentation
6.3.2 Criteria
- The poster will be printed on academic-sized poster board with clearly defined sections, providing a clear narrative about the language and its state of endangerment.
- Visually appealing and professionally designed poster that displays information
- Graphically (graphs, maps)
- Textually (language examples, facts, argumentation)
- Audiovisually (language examples)
- Professional delivery of a five-minute "elevator" speech about the language
- Speakers of the language
- Structure of the language
- History
- Location
- Political problems
- Causes for endangerment
- Possible solutions
- Resources and existing research
- Ability to respond to audience members
- Asking clarifying questions
- Admitting when they don't know an answer and making an effort to find out at a later date
- Thanking attendees and projecting enthusiasm for their language and its importance as a piece of linguistic diversity
7 Calendar the Project
I envision this as taking place within a larger curricular framework. Students may have full time on some days to work, while on others it may be 20–30 minutes of classroom time. It will, however, constitute the main homework for the course during the period.
Depending on class ability level, an additional week may be necessary for research and editing.
| Monday | Tuesday | Wednesday | Thursday | Friday | Weekend |
|---|---|---|---|---|---|
| Introduction | Introduction | Choosing their language | Developing a research plan: In class mini-workshop and demonstration | Guest presentation from local universitylinguist | Draft of research plan (Wiki) |
| In-class research (Wiki and journal) | In-class research (Wiki and journal) | Individual meeting with students; feedback and class instruction: taking stock of where we are | In-class research (Wiki and journal) | In-class research (Wiki and journal) | Final form of research plan (Wiki) |
| Guest presentation on designing visually appealing posters | In class research (Wiki and journal) | In-class research (Wiki and journal) | Second individual meeting with students; in-class research (Wiki and journal) | Modeling of successful poster presentation (by instructor) | Out-of-class research (Wiki and journal) |
| Class meeting about progress (concerns, timelines, deadlines) | Organizing research for presentation (Wiki and journal) | Organizing and editing research for presentation (Wiki and journal) | Poster construction | Poster construction | Writing elevator speeches |
| Writing elevator speeches | Writing elevator speeches | Practicing elevator speeches | Practicing and critiquing elevator speeches | Final individual assessment from instructor; group critiques of presentations (poster and oral) | Practice! Final journal reflections (Wiki and journal) |
| Poster presentation conference! |
8 Student Voice and Choice
Students have opportunity at every stage of the project to express voice and choice.
- In initial weeks
- Reflect on and give their own opinions and stories about language, language use, and language endangerment
- Choose their own language from a list based on their expressed interests
- A Choose Your Own Adventure model of answering 10 questions will
supply them with two or three possibilities.
- How many languages do you speak?
- Where is your family originally from?
- Where do you hope to travel someday?
- Etc.
- The algorithm will ensure that there is no overlap among students.
- Sadly, there are plenty of endangered languages for this to be possible.
- A Choose Your Own Adventure model of answering 10 questions will
supply them with two or three possibilities.
- Develop extensions to a template research plan
- Ask questions to a guest linguist working on endangered languages
- In weeks two onward
- Engage in active research (Web, library, interviews) based on their research plan
- Identify problems with their research in their journaling
- Track their research via the Wiki format
- Engage with other students in teams that support each other's research and motivation
- In weeks four onward
- Design and begin construction of their own poster
- Include, assimilate, or even reject feedback from team members, instructor, and possibly other members of the faculty on ways to improve their presentation and sharpen their visual and oral skills
- Decide if they want to make their poster more "multi-dimensional"
- Sound clips
- Screen showing interviews with speakers
- Books published in the language (dictionaries)
- Artwork that reflects concerns about linguistic diversity
- How they will dress and behave as presenters
More advanced students will be given greater leeway in their Wikis and journals to decide how they want to continue their investigation and present their results and findings; demonstrate visually and orally what they have learned; and provide extensions to their work as they engage with the public.
9 Critique and Revision
Students are encouraged to be the first responders to critique and revise their work. Daily journaling and the Wiki framework naturally encourage reflection and re-planning.
I have built into the class schedule many opportunities for instructor feedback at both the class and individual level. This will be done with written expectations and suggestions, verbal discussions of how the project could unfold and problems the student researcher is facing, and most importantly, collaborative work on the Wiki between instructor and student.
The journal is an important research tool that allows students to track their own progress, revise as they go, and demonstrate growth as they learn more about a complex topic.
The Wiki is in place to build a solid research foundation on their work, with built-in assistance. It also will include guiding questions, resources, and other materials that students can harness in case they find themselves stuck. It lends itself naturally to revision because of the very nature of Wikis.
Lastly, students will be organized into accountability groups in the classroom. While they will be working on separate languages, they will occasionally be required to explain aspects of their research to their peers, and their peers are additionally required to provide feedback and critique of work quality.
Final quality assurance rests with the student and instructor.
10 Reflection
Weekly journal entries will ask for higher-level reflective responses on the nature of research itself:
- What is most challenging about research?
- What specific problems were encountered and overcome this week?
- What could be improved about the project itself?
- What gaps in knowledge are apparent? What is being done to fill them, or are they best left for the future?
11 Differentiation
As I mentioned in the calendar portion of this plan, some classes may need more time than six weeks for roll-out, research, development, and implementation of a coherent poster presentation. That is the best-case scenario. It can easily take seven to ten weeks, especially if the class has other material being taught during class time.
A particularly strong case for why linguistics makes sense in high school is that it offers something to everyone: a math-inclined person can develop quantitative skills in linguistics. A person inclined more to poetry can explore aesthetic aspects of the language in question. There is a wealth of directions a student can travel, and all of them are productive.
This is true as well for ESL students, special-needs students, and students with diverse learning styles. The Wiki and journal system provides cohesion in the course and a set of universal requirements, but within that framework, there is incredible room for student development and growth.
Some students will require more feedback, more scaffolding, and more help in finding resources. The accountability of the Wiki and the journal provide a sure-fire, daily way for the instructor to track students' progress and adapt in individual cases as needed. Of course, the foremost goal of the course is to promote a "flexible learner," so students should always be pushed to a reasonable standard, but no one should fall through the cracks, especially with a project with such rich possibilities for learners of so many different styles, backgrounds, and abilities.
12 Materials and Staff Resources
The teacher will need
- laptop computers with intranet ability (for the Wiki and the journal)
- Web access, including access to online libraries
- guest speakers to round out the intructor's own discussion
- a field linguist working on an endangered language
- a policy expert working on revitalization
- a member of an endangered language
- an instructor specializing in visual presentation of materials
- poster materials and supplies, including funds for printing posters (often close to $80)
- audiovisual equipment
- editing and proofreading help from aides and volunteers
- scheduling and venue assistance from the administration to schedule a public poster presentation
- recruitment of volunteers for the conference (set-up, take-down, food)
13 Initial List of Resources and Endangered Languages of Interest
13.1 Resources
13.2 Some Example Languages
- Endangered Langauges by World Region
- Severely Endangered Languages in the Western United States (searchable map from UNESCO)
Figure 1: Endangered Languages in the United States (Source: Moseley, Christopher (ed.). 2010. Atlas of the World’s Languages in Danger, 3rd edn. Paris, UNESCO Publishing. Online version: http://www.unesco.org/culture/en/endangeredlanguages/atlas)


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|
TGUI
v0.7-dev
|
Public Member Functions | |
| MenuBarRenderer (MenuBar *menuBar) | |
| Constructor. More... | |
| virtual void | setProperty (std::string property, const std::string &value) override |
| Change a property of the renderer. More... | |
| virtual void | setProperty (std::string property, ObjectConverter &&value) override |
| Change a property of the renderer. More... | |
| virtual ObjectConverter | getProperty (std::string property) const override |
| Retrieve the value of a certain property. More... | |
| virtual std::map< std::string, ObjectConverter > | getPropertyValuePairs () const override |
| Get a map with all properties and their values. More... | |
| void | setBackgroundColor (const Color &backgroundColor) |
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| void | setTextColor (const Color &textColor) |
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| void | setSelectedBackgroundColor (const Color &selectedBackgroundColor) |
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| void | setSelectedTextColor (const Color &selectedTextColor) |
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| void | setTextFont (std::shared_ptr< sf::Font > font) |
| Changes the font used in the menu bar. More... | |
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| Changes the distance between the text and the side of the menu item. More... | |
| void | setBorderColor (const Color &color) |
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| void | setItemBackgroundTexture (const Texture &texture) |
| Change the image that is displayed when the tab is not selected. More... | |
| void | setSelectedItemBackgroundTexture (const Texture &texture) |
| Change the image that is used as background of the selected menu item. More... | |
| Public Member Functions inherited from tgui::WidgetRenderer | |
| virtual | ~WidgetRenderer () |
| Virtual destructor. | |
|
inline |
Constructor.
| menuBar | The menu bar that is connected to the renderer |
|
overridevirtual |
Retrieve the value of a certain property.
| property | The property that you would like to retrieve |
Reimplemented from tgui::WidgetRenderer.
|
overridevirtual |
Get a map with all properties and their values.
Reimplemented from tgui::WidgetRenderer.
| void tgui::MenuBarRenderer::setBackgroundColor | ( | const Color & | backgroundColor | ) |
Set the background color that will be used inside the menu bar.
| backgroundColor | The color of the background of the menu bar |
| void tgui::MenuBarRenderer::setBackgroundTexture | ( | const Texture & | texture | ) |
Change the image that is used to fill the entire menu bar.
| texture | New item background texture |
Pass an empty string to unset the image.
| void tgui::MenuBarRenderer::setBorderColor | ( | const Color & | color | ) |
Changes the color of the borders that are optionally drawn around the menu items.
| color | New border color |
| void tgui::MenuBarRenderer::setDistanceToSide | ( | float | distanceToSide | ) |
Changes the distance between the text and the side of the menu item.
| distanceToSide | distance between the text and the side of the menu item |
| void tgui::MenuBarRenderer::setItemBackgroundTexture | ( | const Texture & | texture | ) |
Change the image that is displayed when the tab is not selected.
| texture | New item background texture |
Pass an empty string to unset the image.
|
overridevirtual |
Change a property of the renderer.
| property | The property that you would like to change |
| value | The new serialized value that you like to assign to the property |
| Exception | when deserialization fails or when the widget does not have this property. |
| Exception | when loading scrollbar fails with the theme connected to the list box |
Reimplemented from tgui::WidgetRenderer.
|
overridevirtual |
Change a property of the renderer.
| property | The property that you would like to change |
| value | The new value that you like to assign to the property. The ObjectConverter is implicitly constructed from the possible value types. |
| Exception | for unknown properties or when value was of a wrong type. |
| Exception | when loading scrollbar fails with the theme connected to the list box |
Reimplemented from tgui::WidgetRenderer.
| void tgui::MenuBarRenderer::setSelectedBackgroundColor | ( | const Color & | selectedBackgroundColor | ) |
Set the background color of the selected text that will be used inside the menu bar.
| selectedBackgroundColor | The color of the background of the selected item |
| void tgui::MenuBarRenderer::setSelectedItemBackgroundTexture | ( | const Texture & | texture | ) |
Change the image that is used as background of the selected menu item.
| texture | New selected item background texture |
Pass an empty string to unset the image.
| void tgui::MenuBarRenderer::setSelectedTextColor | ( | const Color & | selectedTextColor | ) |
Set the text color of the selected text that will be used inside the menu bar.
| selectedTextColor | The color of the text when it is selected |
| void tgui::MenuBarRenderer::setTextColor | ( | const Color & | textColor | ) |
Set the text color that will be used inside the menu bar.
| textColor | The color of the text |
| void tgui::MenuBarRenderer::setTextFont | ( | std::shared_ptr< sf::Font > | font | ) |
Changes the font used in the menu bar.
When you don't call this function then the global font will be use. This global font can be changed with the setGlobalFont function from the parent.
| font | The new font. |


@(game: Games,user: models.users.User,env: play.api.Environment) @main("Gamez4Us - Purchase View",user) {
@game.getGameTitle - @game.getGamePrice
Game successfully purchased. Press button to return to the home page


| The following two house descriptions correspond to the following two prices: ${CPrice1} and ${CPrice2} | |
| Description 1:
${Description 1} |
Description 2:
${Description 2} |
| The Descriptions above correspond to prices of ${CPrice1} and ${CPrice2}. The one that best corresponds to a price of ${CPrice1} is: Description 1
|
|
| The following two house descriptions correspond to the following two prices: ${CPrice3} and ${CPrice4} | |
| Description 1:
${Description 3} |
Description 2:
${Description 4} |
| The Descriptions above correspond to prices of ${CPrice3} and ${CPrice4}. The one that best corresponds to a price of ${CPrice3} is:
|
|
| The following two house descriptions correspond to the following two prices: ${CPrice5} and ${CPrice6} | |
| Description 1:
${Description 5} |
Description 2:
${Description 6} |
| The Descriptions above correspond to prices of ${CPrice5} and ${CPrice6}. The one that best corresponds to a price of ${CPrice5} is:
|
|
| The following two house descriptions correspond to the following two prices: ${CPrice7} and ${CPrice8} | |
| Description 1:
${Description 7} |
Description 2:
${Description 8} |
| The Descriptions above correspond to prices of ${CPrice7} and ${CPrice8}. The one that best corresponds to a price of ${CPrice7} is:
|
|
| The following two house descriptions correspond to the following two prices: ${CPrice9} and ${CPrice10} | |
| Description 1:
${Description 9} |
Description 2:
${Description 10} |
| The Descriptions above correspond to prices of ${CPrice9} and ${CPrice10}. The one that best corresponds to a price of ${CPrice9} is:
|


This is some random text that is emulating the header text.This is some random text that is emulating the header text.This is some random text that is emulating the header text.
Click for demoThis is some random text that emulates our about project section. We can also do an image here if you guys want or something similar. This is some random text that emulates our about project section. We can also do an image here if you guys want or something similar.This is some random text that emulates our about project section. We can also do an image here if you guys want or something similar. This is some random text that emulates our about project section. We can also do an image here if you guys want or something similar.
This is some random text that emulates our about us section. We can also do an image here if you guys want or something similar. This is some random text that emulates our us project section. We can also do an image here if you guys want or something similar.This is some random text that emulates our about us section. We can also do an image here if you guys want or something similar. This is some random text that emulates our about us section. We can also do an image here if you guys want or something similar. Or not.


4 metre deep sinkhole causes traffic diversions in Benoni
by Nicole McCainMotorists have been warned of a sinkhole on the N12 (Snake Road) near Benoni.
The sinkhole was discovered in the early hours of Saturday morning and by afternoon road closures remained in place. The sinkhole appears to be around four metres deep, according to Gauteng Roads and Transport Department spokesperson Melitah Madiba.
In a tweet, MEC for Gauteng Public Transport and Roads Jacob Mamabolo stated that a detailed geotechnical investigation to assess the situation will be carried out.
Madiba added that the department could not speculate as to what had caused the sinkhole, or estimate when repairs would get underway, as they were awaiting the outcome of an investigation by the geotechnical engineers.
"The investigation will determine the severity of the sinkhole as well as outline when the repairs will commence," she said.
Motorists have been advised to make use of alternative routes, as the sinkhole poses a threat to road users.


US judge temporarily stops 1st federal execution in 16 years
by AP(AP) — A federal judge has temporarily halted the first federal execution in 16 years as a lawsuit on how the government intends to carry it out continues.
US District Judge Tanya S Chutka said in a Wednesday evening ruling that the public is not served by “short-circuiting” legitimate judicial process.
“It is greatly served by attempting to ensure that the most serious punishment is imposed lawfully,” she wrote.
Attorney General William Barr unexpectedly announced in July that the government would begin resuming executions starting December 9, ending an informal moratorium on federal capital punishment as the issue receded from the public domain. The Justice Department didn’t immediately return a call seeking comment on Thursday, and the attorney general was travelling.
Most Democrats oppose the death penalty. By contrast, President Donald Trump has spoken often about capital punishment and his belief that executions serve as an effective deterrent and an appropriate punishment for some crimes, including mass shootings and the killings of police officers.
Still, executions on the federal level have been rare. The government has put to death only three defendants since restoring the federal death penalty in 1988, most recently in 2003, when Louis Jones was executed for the 1995 kidnapping, rape and murder of a young female soldier.
In 2014, following a botched state execution in Oklahoma, President Barack Obama directed the Justice Department to conduct a broad review of capital punishment and issues surrounding lethal injection drugs.
Barr said in July that the Obama-era review had been completed, clearing the way for executions to resume.
He approved a new procedure for lethal injections that replaces the three-drug combination previously used in federal executions with one drug, pentobarbital. This is similar to the procedure used in several states, including Georgia, Missouri and Texas.
Some of the chosen convicts challenged the new procedures in court, arguing that the government was circumventing proper methods to wrongly execute inmates quickly.
Danny Lee, of Yukon, Oklahoma, was the first person scheduled to be executed. Lee was convicted in the 1996 deaths of an Arkansas family as part of a plot to set up a whites-only nation in the Pacific Northwest.
“This decision prevents the government from evading accountability and making an end-run around the courts by attempting to execute prisoners under a protocol that has never been authorised by Congress,” said the convicts’ attorney, Shawn Nolan. “The court has made clear that no execution should go forward while there are still so many unanswered questions about the government’s newly announced execution method.”
The death penalty remains legal in 30 states, but only a handful regularly conduct executions. Texas has executed 108 prisoners since 2010, far more than any other state.
Though there hasn’t been a federal execution since 2003, the Justice Department has continued to approve death penalty prosecutions, and federal courts have sentenced defendants to death.
More International News Stories
-
DC priest says he was ‘too busy’ to abuse parishioners November 21, 2019
-
Utah woman faces lewdness charge for being topless at home in front of stepchildren November 21, 2019
-
Teen who ran ‘slave for sale’ Craigslist ad on black classmate faces hate crime charges November 21, 2019
-
Family drags uncle’s corpse to insurance company to prove he’s dead November 21, 2019
-
Prince Andrew didn’t step back from royal duties – Queen Elizabeth ‘fired’ him November 21, 2019
-
British Airways says flights hit by glitch November 21, 2019
-
Prince Andrew to step back from public duties November 20, 2019
-
Prosecutor killed in freak accident when gun goes off in court November 20, 2019
-
Dance teacher pleads guilty to exposing teen boy to HIV November 20, 2019


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Hello World!
We are working on figuring out how to link html to css
messina round with a little bit of jquery linking


Contact info for Josh Simmons
Looking to connect? Reach out – I'm always looking to meet new people!
Email<EMAIL_ADDRESS>Matrix
@josh:josh.tel IRC
bluesomewhere on Libera.Chat Social networks
Mastodon
Pixelfed
BookWyrm
GitHub Phone number
+1<PHONE_NUMBER>
For secure communications, ask me for my Signal number. Fax number
+1<PHONE_NUMBER>
Mailing address
PO Box 2934
Petaluma, California 94953
United States


Wayland Server API
1.16.0
Data Fields
wl_resource_iterator_context Struct Reference
Collaboration diagram for wl_resource_iterator_context:
[
legend
]
Data Fields
void *
user_data
wl_client_for_each_resource_iterator_func_t
it
Field Documentation
◆
it
wl_client_for_each_resource_iterator_func_t
wl_resource_iterator_context::it
◆
user_data
void* wl_resource_iterator_context::user_data
The documentation for this struct was generated from the following file:
/dev/shm/libwayland/wayland/src/
wayland-server.c
Generated on Thu Sep 6 2018 13:02:11 for Wayland Server API by
1.8.13


In this tutorial, we will be modelling and finding a solution to the Farmer River Crossing Puzzle:
A farmer is on one shore of a river and has with him a fox, a chicken, and a sack of grain. He has a boat that fits one object besides himself. In the presense of the farmer nothing gets eaten, but if left without the farmer, the fox will eat the chicken, and the chicken will eat the grain. How can the farmer get all three possessions across the river safely?
In this chapter, we are not trying to verify a global property of a system, nor are we verifying that particular operations fulfill their specifications, as in the file system example. Rather, we are trying to find a single solution, or trace, of a given state machine. The solution to this puzzle will be a sequence of states that represent the farmer's trips across the river. We will look for a trace satisfing the puzzle in exactly the same manner we would search for a (counter)example satisfying some definition of an unsafe or undesirable circumstance.
The model begins with an open statement which imposes an ordering on the set of State atoms in the model. For now, ignore the open statement.
Next we define a signature
Object, which represents the set of the Farmer and
his possessions. We partition the Object set into
four singleton subsets: Farmer,
Fox, Chicken, and
Grain.
abstract sig Object { eats: set Object }
one sig Farmer, Fox, Chicken, Grain extends Object {}
The fox will eat the chicken if the farmer is not with them, and the chicken will eat the grain if the farmer is not with them. We represent this relationship with the eats relation from Object to Object, and we constrain the exact value of the eats relation using the following fact:
fact { eats = Fox->Chicken + Chicken->Grain}
We then create a signature called State, which
represents the set of states in our model. In each state, there
are a certain set of objects on the near side of the river, and a
certain set on the far side of the river.
sig State { near, far: set Object }
We would now like to say that all the Objects are on the near side of the river in the first state. We would also like to ask Alloy to find a solution in which all the objects are on the far side of the river in the last state. The problem is we do not yet have a way of talking about the first state, the last state, or the fact that one may come before or after another. In sum, we need a way to construct a linear ordering of states and refer to properties of that ordering. Luckily, Alloy comes with a polymorphic linear ordering module that can do that work for us. We import this module by adding the following line to the beginning of our model. We parametarize on State, so now we can call order comparison operations on elements of the State signature.
open util/ordering[State]
The util/ordering module imposes a total ordering on the atoms of State, and provides a few useful functions you can use, including first, next, and last.
first returns the first State atom in the linear ordering.
last returns the last State atom in the linear ordering.
next maps each State atom (except the last atom) to the next State atom.
Now that we've loaded util/ordering, this is how we can use the util/ordering module to say all the Objects are on the near side of the river and none are on the far side in the initial state:
fact { first.near = Object && no first.far }
If you're thinking about this problem in terms of a state machine, this fact constrained the starting state of the state machine. Now let's describe a transition function between states.
At any state, we will call the side of the river the farmer is currently on the 'from' side and the other side the 'to' side. So our function will stipulate how the set of objects on the 'from' and 'to' sides change from state to state. Thus, we have the following signature for our transition function:
pred crossRiver [from, from', to, to': set Object] { . . . }
Here is one way we might write this predicate:
pred crossRiver [from, from', to, to': set Object] { one x: from | { from' = from - x - Farmer - from'.eats to' = to + x + Farmer } }
We know the farmer can take at most one object with him across the river. We use "one x: from" to pick exactly one item from the from set. There are two possibilities here:
If x is not Farmer, then the predicate says that both the Farmer and x travel from from to to, and if there were objects that would eat each other when left alone then the eating happens.
If x is Farmer, then the predicate says the Farmer travels alone from from to to, and if there were objects that would eat each other when left alone then the eating happens.
Next we must constrain each consecutive pair of States to abide by the transition function. If the farmer is on the near side of the river, then the near side of the river is the 'from' side and the far side of the river is the 'to' side. And if the farmer is on the far side, then the far side is 'from' and the near side 'to'. We express this constraint in the following Alloy fact.
fact { all s: State, s': s.next { Farmer in s.near => crossRiver [s.near, s'.near, s.far, s'.far] else crossRiver [s.far, s'.far, s.near, s'.near] } }
The function next in the above fact is provided by the util/ordering module. It returns the state that follows its argument in the linear ordering. That is, s.next returns the state immediately following s; unless s is the last state in the linear order, in which case it returns the empty set. So the quantifying expression "all s: State, s': s.next" effectively says "for all consecutive pairs of states". It is equivalent to writing "all s, s': State | s' = s.next => ...".
Here we see => followed by two expressions (separated by the else keyword) used to denote a conditional (if-then-else) logical operation.
Now that our state machine is defined, we must ask Alloy to produce a trace of the state machine in which all the objects are on the far side of the river in the final state. To do so, we ask Alloy to find a solution where at the last State, we see every Object is at the far side:
run { last.far = Object }
Recall that Object is just a set and can be read as "the set of all Objects". That is, we are saying that, in the last State, the set of things on the far shore equals the set of all things. This is a place where the rough OO level understanding of Alloy will mislead you (that is, thinking of Object as a class), and a set theoric level of understanding is required to make sense of the model. (Recall our earlier discussion of three levels of abstractness for interpreting an Alloy model.)
Without specifying a scope, Alloy will assume there are 3 atoms of everything unless specified otherwise. In this case, Alloy will assume there are 3 State atoms. But Alloy Analyzer knows that there are exactly 4 Objects since it is already defined to be the union of 4 singleton disjoint atoms Farmer, Chicken, Fox, and Grain.
Not surprisingly, Alloy finds no solutions, because the problem can't be solved in only three states. If we steadily increase the scope on the set of States, we eventually reach a point at which Alloy can find a solution at a scope of 8. Thus, the command that finds the smallest solution to this puzzle is
run { last.far = Object } for exactly 8 State


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Context Link to heading
My Downloads
folder is a mess!
I have got hundreds of files in that directory. Most of them are PDF documents with some images, archives and disk images.
“Is there a way to only list all the PDF files present in a directory?”
Well, filtering based on file extension (.pdf
) should be able to do this for me. Moreover, I can leverage the power of regular expression: $ ls -lh ~/Downloads/*.pdf
After some experimentation, I discovered that a non-negligible number of files stored in PDF format existed which did not have a .pdf
extension 😱:
- The university’s portal only allows us to download PDFs with a
.jsp
extension. 😓 - I had a
FileHandler.ashx
file that also contained data in PDF format.
These findings helped me infer that the use of *.pdf
RegEx is not robust enough to ensure that all PDF documents are selected. Apparently, even the OSX’s Finder fails at detecting the file “Kind” for FileHandler.ashx
.
Finder
Looking for something more sophisticated, eh?
Detour: Magic Numbers ✨ Link to heading
What is a magic number?
Any constant numerical or text value that you find in your code is a magic number, especially the ones you “forget” to comment/document.
Interestingly enough, many files have such constants that identify the contained data. In addition to this, detecting such constants in files is a simple and effective way of distinguishing between many file formats. 😲 These magic numbers, used to identify or verify the content of a file, are also called “file signatures”.
Examples:
- PDF documents begin with
%PDF
text - the corresponding magic number for this format. - Shebang (
!/usr/bin/sh
) line in script files is a human readable file signature. <!DOCTYPE HTML>
indicate HTML documents.
caution ⚠:
The magic number approach offers better guarantees that the format will be identified correctly, and can often determine more precise information about the file.
- Since reasonably reliable “magic number” tests can be fairly complex, and each file must effectively be tested against every possibility in the magic database, this approach is relatively inefficient, especially for displaying large lists of files.
- Also, data must be read from the file itself, increasing latency as opposed to metadata stored in the directory.
- Where file types don’t lend themselves to recognition in this way, the system must fall back to metadata.
green light ✅:
Failing a well-designed magic number test is a pretty sure sign that the file is either corrupt or of the wrong type. On the other hand, a valid magic number does not guarantee that the file is not corrupt or is of a correct type.
Preliminary Research Link to heading
I have previously used the Unix file
command for determining the file type by performing some “tests” via system calls. One of them is the magic test which checks the file header for the existence of these magic numbers using the libmagic
library written in C.
The next question confronting me: “Is there a way to use the libmagic library from Go?”
That’s when I found the rakyll/magicmime package from the inimitable JBD. 🎉
It provides Go bindings for the libmagic
library - exactly what I was looking for! 😁
Solution Link to heading
This week I will be developing a CLI using spf13/cobra which can help the users filter files based on it’s format. My intention is to make a simple, decoupled and UNIX pipe compatible tool that plays well with other utilities. With my university exams starting in 10 days, this week would be the optimal period for me to work on the project.
In case there are any existing solutions for solving this, do let me know!
If you currently experience this problem, I would love to hear your thoughts. 😃


Helicopter crashes during Australia bushfire operation
A helicopter crashed while being used to fight a bushfire in the northern Australian state of Queensland on Wednesday, a fire service official told AFP.
"We're aware that the helicopter crashed during waterbombing operations at the Pechey fire today," the Queensland Fire and Emergency Service spokesperson said.
"We are currently looking for further clarification regarding the pilot's condition."
The state's fire and ambulance services were responding to the incident.


A light-weight REST API Development on the top of
OSRM
routing with Node.js, Express
Author:
@Bhargav NALLAPU


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It was the start of warm sunny day when all of a sudden a cluster of bricks formed a wall blocking the sun from rising! Your mission is to destroy thoes pesky bricks and help the sun to rise!!.
To Destroy the bricks you will have to control the log at the bottom of the screen using the left/right arrows or the A/B keys, to keep the sun from setting below the grass.
Once all the blocks are Destroyed! You will have defeted the game, and have helped the the sun to rise YIPEE!!. Altho if you let the sun drop in the grass 3 times, the sun will set and you will lose the game and the posibility of a nice farmers tan.


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--- layout: page title: "Practical Vim (for Kathryn Amaral)" prev: f_0002.html next: f_0004.html book_path: books/drew-neil-practical-vim-edit-text-at-the-speed-of-thought-_oeb/ --- {% include JB/setup %} {% raw %}
I’ve learned more about Vim by reading this book than I have from any other resource.
| → | Robert Evans |
| Software Engineer, Code Wranglers |
After reading a couple of chapters of Practical Vim, I realized how little I knew. From intermediate to beginner in thirty minutes!
| → | Henrik Nyh |
| Software Engineer |
Practical Vim continues to change what I believe a text editor can do.
| → | John P. Daigle |
| Developer, ThoughtWorks, Inc. |
Drew has continued the wonderful work he has done with Vimcasts in this book, a must-read for anyone serious about Vim.
| → | Anders Janmyr |
| Developer, Jayway |
Practical Vim bridges the gap between the official documentation and how to really use Vim. After reading a few chapters, I switched to using Vim as my default editor. I’ve never looked back.
| → | Javier Collado |
| QA Automation Engineer, Canonical Ltd. |
Drew Neil does more than show the right tool for the job. He paces the narrative, laying out the philosophy behind each decision. Instead of expecting you to memorize everything, Practical Vim teaches you to think with Vim under your fingertips.
| → | Mislav Marohnic |
| Consultant |
I’ve been using Vim for server maintenance for more than fifteen years now, but I’ve only recently started using it for software development. I thought I knew Vim, but Practical Vim has massively improved my code-wrangling productivity.
| → | Graeme Mathieson |
| Software Engineer, Rubaidh Ltd. |
Practical Vim made me realize how much there is still to learn about Vim. Every single tip can be easily and immediately applied to your workflow and will improve your productivity manifold.
| → | Mathias Meyer |
| Author, Riak Handbook |
Practical Vim is the ultimate treasure chest when it comes to Vim knowledge. I’ve used Vim daily for over two years now, and this book has been nothing short of a revelation for me.
| → | Felix Geisendörfer |
| Cofounder, Transloadit |


SIG Sauer P226 is essentially the same basic design of the SIG Sauer P220, but developed to use higher capacity, double stack magazines in place of the single stack magazines of the P220. The P226 itself has spawned further sub-variants; the P228 and P229 are both compact versions of the double stack P226 design. The SIG Sauer P226 and its variants are in service with numerous law enforcement and military organizations worldwide. It was and it is used by a lot of armies and special forces like:


L.A. CONFIDENTIAL (1997) A Film Review by Ted Prigge Copyright 1997 Ted Prigge
Director: Curtis Hanson Writers: Brian Hegeland and Curtis Hanson (based on the novel by James Ellroy) Starring: Kevin Spacey, Russell Crowe, Guy Pearce, Kim Bassinger, James Cromwell, Danny DeVito, David Straithairn, Graham Beckel, Ron Rifkin, Matt McCoy, Paul Guilfoyle, Amber Smith, Darrell Sandeen, Brenda Bakke
I was thinking after I saw "L.A. Confidential," and I couldn't come up with a single thing wrong with it. And I couldn't think of one scene where I wasn't totally engrossed, a character who wasn't at least a bit interesting (save the really small parts), and a performance which didn't hit the nail on the head. "L.A. Confidential," which has been getting some pretty just awards from critic circles as of late, is definitely one of the most engrossing films of the year, and also one of the best.
"L.A. Confidential" has a very complex plot, which somehow never feels overwhelming. The film follows three detectives in the LAPD back in the 50s: the wild fame-hungering Jack Vincennes (Kevin Spacey), the hot-tempered Bud White (the awesome Russell Crowe), and the by-the-rules newcomer Ed Exley (Guy Pearce). The film paints a negative yet positive view on the LAPD, as being totally corrupt, with lots of politics, hypocrisy, but with people who really want justice to be done, even if they have to bend the truth a little.
 Exley, the nightwatchman for the night, testifies, and is immeadiately made a lieutenant detective, much to the dismay of everyone on the force.
The three detectives, working apart for most of the film, begin to uncover lots of twists, as well as hidden secrets of L.A. life. They run into a wealthy man named Pierce Patchett (David Straithairn), who runs a little side job, pimping for high-class hookers who look like celebrities.
The film unearths even more smut, as a result of the slimy Syd Hudgeons (Danny DeVito), who runs a little gossip page called "Hush Hush," which gets off on making people look bad. The magazine gets a lot of tip-offs from Vincennes (who also has a hysterical side job of being the technical advisor for a "Dragnet"-esque show called "Badge of Honor," starring none other than Matt McCoy), as well as tipping off for Vincennes.
>From this point on, the story is intricate, fun to watch, and filled with depth. The incident uncovers a lot of police corruption, leading all the way to the top. I loved the way the film was very responsible about this, and showed the corruption being as a result of a lack of justice in the world. After all, justice is almost impossible to inforce, and sometimes one needs to bend the truth a bit.
I also loved how every single scene in "L.A. Confidential" is intricately planned out for the maximum effect. For the entirety of the film, I kept waiting for a scene to slip up, to go the wrong way. The plot never falters, even after twist upon twist upon twist upon twist, etc. And the characterization is always deep, and never false. Curtis Hanson (who has directed the horrible "The Hand That Rocks the Cradle," as well as the tepid "The River Wild") has created a wonderful film here, filled with moody atmosphere, as well as a gorgeous backdrop. I mean, this is Hollywood. In the 50s.
The acting is also amazing. Kevin Spacey, of course, is amazing, as usual. But what's cool is how he shares the screen with two non-stars. Russell Crowe, who is an accomplished Aussie actor, who has been in a couple American pics ("Virtuosity" and "The Quick and the Dead"), is absolutely awesome in his role. He has charisma, style, and even depth. Of course, if you've seen him in anything else, this isn't even remotely a big shock. And Guy Pearce is pretty incredible, looking very stern yet kind of ignorant as to the ways of the LAPD. And if you've seen him as the ecstatic, overzealous, drag queen in "The Adventures of the Priscilla, Queen of the Desert" (yes, he's also an Aussie), it's even more incredible of a performance. Interesting side note: all three of the leads have played a gay man in a movie at least once.
And in the supporting region, DeVito and Bassinger are pretty awesome in their respective roles. DeVito has that kind of sliminess that only he can make lovable, and he does it brilliantly here. And Bassinger, who is near the end of my list of actresses who would shock me with a great performance, shocked me with a great performance. Who knew Mrs. Baldwin could act, what after that "Real McCoy" movie?
"L.A. Confidential" is definitely one of the best films of the year; a masterpiece from start to finish. There wasn't a moment where I wasn't amazed, bowled over by its greatness. This film just shows that one can still do noir and make it non-Tarantino-esque.
MY RATING (out of 4): ****
Homepage at: http://www.geocities.com/Hollywood/Hills/8335/
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One project - different releases:
How to specify and isolate?
Presented in decreasing order of FAIL
Flavors:
“Vagrant provides easy to configure, reproducible, and portable work environments built on top of industry-standard technology and controlled by a single consistent workflow to help maximize the productivity and flexibility of you and your team.”
Vagrant makes all these easy:
$ vagrant init precise32 http://files.vagrantup.com/precise32.box
$ vagrant up
$ git clone git://server/my_vagrant_repo
$ cd my_vagrant_repo
$ vagrant up
Presented using reveal.js.
Isn't it freaking awesome?


This installer adds four components to the RTBN course, including the bug fix for Lab 6. 1) Lab 6: Bluetooth. There are four BLE projects available as you learn Bluetooth, all of which require the CC2650 LaunchPad or CC2650 BoosterPack. VerySimpleApplicationProcessor is a barebones BLE example. ApplicationProcessor is a more abstract BLE example. There are two lab 6 starter projects, one project based on Lab 1, and another based on Lab 3. The Lab6wLab1_xxx project will run without an operating system. The Lab6wLab3_xxx project requires the OS with blocking semaphores from Lab 3.
2) Logic analyzer There is a new project called TExaSDisplay that shows the inner workings of the TExaS logic analyzer. The TM4C123 version of this project also adds an oscilloscope.
3) Hand-help video game There is also a new optional Lab 4 that runs a hand held video game.  This version of the OS has two new featues, dynamic thread creation and destruction. In particular, you can add threads one at time at run time. Furthermore, a thread can kill itself (OS_Kill), freeing its resources. This system supports up to 20 threads and uses PendSV to launch a new thread during OS_Kill();
4)Bug fixes. This installer includes the fix of the MSP432 bug that incorrectly set the clock speed to 48 MHz.
Test EXecute, And Simulate, called TExaS,
is a collection of DLL
plugins that transform Keil uVision into learning environment for
embedded systems. These plugins provide simulation of the Texas
Instruments Tiva LaunchPad.
The suite also includes a stand-alone application called TExaSdisplay, which provides a serial port interface.
When operating with the code embedded on the microcontroller, TExaSdisplay also provides a oscilloscope
and logic analyzer functionality.
Furthermore, TExaS can be used for
automatic grading of labs on the real board for UT.12.01x.
TExaS accompanies the books
"Embedded Systems: Introduction to ARM Cortex M
Microcontrollers", ISBN:<PHONE_NUMBER>749, Jonathan Valvano,
copyright (c) 2016
"Embedded Systems: Real Time Interfacing to ARM Cortex M
Microcontrollers", ISBN:<PHONE_NUMBER>154, Jonathan Valvano,
copyright (c) 2016
"Embedded Systems: Real-Time Operating Systems for ARM
Cortex-M Microcontrollers”, ISBN:<PHONE_NUMBER>863, Jonathan
Valvano, copyright (c) 2016
Copyright 2016 by Jonathan W. Valvano,
<EMAIL_ADDRESS>You may use, edit, run or
distribute these files as long as the copyright notice remains
THIS SOFTWARE IS PROVIDED "AS IS". NO WARRANTIES, WHETHER
EXPRESS, IMPLIED OR STATUTORY, INCLUDING, BUT NOT LIMITED TO,
IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR
PURPOSE APPLY TO THIS SOFTWARE. VALVANO SHALL NOT, IN ANY
CIRCUMSTANCES, BE LIABLE FOR SPECIAL, INCIDENTAL, OR
CONSEQUENTIAL DAMAGES, FOR ANY REASON WHATSOEVER.
For more information about my classes, my research, and my books,
see http://users.ece.utexas.edu/~valvano/
These components where developed for educational purposes. Feel
free to use them for educational use, but cannot use them for
commercial products without permission.
This is version 2.28, built November 20, 2016 and includes all software for
the course. This version
was rebuilt without SSE2 so it should run on vintage PCs with AthlonXP or PIII processors.
Jonathan Valvano


Dentist appointment today.  Strangely more pleasant than today's work.
1/27/2010, 5:44:04 PM
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Dentist appointment today.  Strangely more pleasant than today's work.
1/27/2010, 5:44:04 PM
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Retweets: 0
link


def reshape(x, shape):
return T.reshape(x, shape)
def permute_dimensions(x, pattern):
"""Transpose dimensions.
def reshape(x, shape):
y = T.reshape(x, shape)
if is_explicit_shape(shape):
y._keras_shape = shape
return y
def permute_dimensions(x, pattern):
"""Transpose dimensions.