Speech
Schools Minister Nick Gibb addresses the Education Reform Summit.
Education reform is the great social justice cause of our times. If we are to deliver a fairer society, in which opportunity is shared more widely, we must secure the highest standards of education for all young people, regardless of their background.
This is the commitment which has been at the heart of the government’s programme of reform. It is a pleasure to speak at a conference today with so many dedicated professionals and experts who share this belief, and have guided and implemented the changes we have introduced.
Today, thanks to the hard work of thousands of teachers, 100,000 more 6-year-olds are on track to become confident readers as a result of our focus on phonics.
Two hundred thousand fewer pupils are persistently absent from school compared to 5 years ago.
And over a million more children now attend a ‘good’ or ‘outstanding’ school than in 2010.
But too many children still do not receive the standard of education to which they are entitled. In this new Parliament, we will continue to support teachers to raise standards and challenge underperformance.
Two weeks ago, we confirmed the next steps in our programme of structural reform, by setting out more details of how we will support and turn around schools which are ‘coasting’ or failing through the Education and Adoption Bill .
And we have announced our intention that 11-year-olds starting secondary school in September will be the first cohort to benefit from a core academic curriculum when they reach GCSE .
Today, though, I would like to take a step back from the details of our reforms and turn to a broader question: what is the purpose of education?
 Delivering on our commitment to social justice requires us to place these 3 objectives at the heart of our education system.
We all have a responsibility to educate the next generation of informed citizens, introducing them to the best that has been thought and said, and instilling in them a love of knowledge and culture for their own sake. But education is also about the practical business of ensuring that young people receive the preparation they need to secure a good job and a fulfilling career, and have the resilience and moral character to overcome challenges and succeed.
The government’s economic record is strong. Last year, GDP grew by 3% - the strongest growth since 2006, and the fastest in the G7 . At the end of 2014, employment was at its highest-ever level, with 1.85 million more people in work since the coalition government entered office. Business investment has increased by 25.6% since the first quarter of 2010.
But the data on productivity has been mixed. In line with other advanced economies, productivity fell in the financial crisis, though it has since been increasing steadily. The UK does, however, have a long-term productivity challenge. Output per hour in the UK was 17 percentage points below the G7 average in 2013. We are addressing this gap, by rebalancing our economy, investing in our infrastructure, and building a competitive tax system.
But perhaps most important of all, we must ensure that more people have the knowledge and skills they need to succeed in a demanding economy. Here too, our long-term performance has lagged behind those of our international competitors. Our 15-year-olds are on average 3 years behind their peers in Shanghai in mathematics and we are the only OECD country whose young people do not have better levels of literacy or numeracy than their grandparents’ generation.
Our ambitious programme of reform is addressing this legacy, and this starts by getting the basics right. Reading underpins a child’s academic performance throughout their school career. In 2014, only 1 in 3 pupils who had just reached the current expected standard in English when in key stage 2, achieved 5 good GCSEs including English and mathematics. By contrast, almost 3 in 4 of those with a high level 4 in English achieved this GCSE standard.
The importance of strong literacy skills remain long after a young person has left school or formal education. Adults with good literacy skills (the equivalent of a good English Language GCSE or better) are much more likely to be in work than those with lower levels of literacy: 83% compared to 55%. Data from the recent OECD Survey of Adult Skills show that unemployed adults are twice as likely to have weak literacy skills as those in full-time employment.
We recognised the strong evidence demonstrating that systematic synthetic phonics is the most effective way to teach children to read. In 2012, we therefore introduced the year 1 phonics screening check to help teachers identify pupils falling behind with their phonic knowledge, who may benefit from additional help. We are supporting schools to establish phonics partnerships to help them further improve the quality of their phonics teaching. Each of the successful groups will be led by a school that achieves excellence in teaching early reading. The partnerships will receive £10,000 to improve the quality of phonics teaching; they will develop models that can be used by other schools, and share knowledge and resources that come out of their work.
A basic mastery in mathematics is also essential to success in our modern economy. We have learnt from the best international systems, launching the highly successful teacher exchange with Shanghai . Our new network of maths hubs across England is now raising standards by helping primary schools to deliver the highly effective Asian-style mastery approach and strengthen teaching through the use of high-quality textbooks.
In secondary school, the new mathematics GCSE places greater emphasis on mathematical reasoning and the application of maths; and includes new content to better support transition to the A level - on, for example, rates of change and quadratic functions.
We have taken the important step of introducing ‘core maths’ qualifications for students with a good GCSE in the subject at age 16 but who don’t continue to the A level - to enable them to study this essential subject beyond GCSE .
Employers want to see many more young people entering the labour market with high-level skills in STEM subjects. I’m pleased to support the Your Life campaign which aims to encourage more young people - girls and boys - to continue with these subjects to A level and beyond.
For too long, the quality of technical and vocational education in England has lagged behind that of our international competitors - as a result, employers have sometimes struggled to find staff with the skills they need to grow their business and create jobs. In 2011, we asked Professor Alison Wolf to review vocational education , and have acted swiftly to implement her recommendations. We have removed over 3,000 low-value qualifications from performance tables and introduced tech levels and technical certificates, which set rigorous new standards for technical qualifications.
We have worked with universities and employers to open 30 university technical colleges , which combine the study of technical subjects, including engineering and life sciences, with the core academic qualifications that employers demand. We are committed to having a UTC within reach of every city.
Equipping young people with the knowledge and skills they need to secure a place at a good university, start an apprenticeship, or find their first job, is a fundamental responsibility of all of us working in education. But the purpose of education is, of course, far broader.
As we all know, education has an intrinsic value as the hallmark of a civilised society and the foundation of our culture. Matthew Arnold was a great education reformer of the 19th century. He is best remembered now as a cultural critic, but he also spent 35 years as an HMI , the last 2 of which as Chief Inspector. In ‘Culture and Anarchy’, his best-known work, he articulated the liberal ideal of a high-quality education for all, which:
[…]seeks to do away with classes; to make the best that has been known and thought in the world current everywhere; to make all men live in an atmosphere of sweetness and light, where they may use ideas, as it uses them itself, freely, - nourished, and not bound by them.
This ideal must be reflected in reality if we are to build an education system with social justice at its heart.
Jonathan Rose provides a masterful account of our long tradition of the autodidact - of individuals from all backgrounds staking their claim to our cultural inheritance - in ‘The Intellectual Life of the British Working Classes’. This tradition spans from the 14th century Lollards, suppressed by the church because their ‘vernacular Bible threatened to break a clerical monopoly on knowledge’.
It includes Charles Campbell, a Scottish cotton-spinner born in 1793. He set aside a few pennies of his weekly wage of 8 shillings to pay for a library membership. He was a member of a club of 12 artisans and mechanics who met weekly to discuss literary topics. Their goal was not economic self-improvement - it was a deeper intellectual life. Campbell wrote:
[…]the lover of learning… unbends the wing of his imagination, and solaces his weary mind in the delightful gardens of the classic muse of poetry and music.
The tradition of course continues today. But the truth is that the successful autodidact, finding their own way through literature, history and culture, with little formal education, is a rare exception. For the vast majority, a high-quality education in school is essential - a ‘love of learning’ is not sufficient.
Engaging with a text firstly requires an ability to read. This includes decoding skill, but also reading fluency and speed of reading built up through practice over many years. But reading also demands background knowledge - of vocabulary and of context assumed by the author - assumed knowledge. Factual knowledge is essential for reading comprehension.
Mark Twain wrote, disdainfully, that:
I have never let my schooling interfere with my education.
Daniel Willingham, the American cognitive scientist, is clear that this denial of the importance of schools to culture and imagination is inconsistent with the scientific evidence. Willingham writes:
I don’t know why some great thinkers (who undoubtedly knew many facts) took delight in denigrating schools, often depicting them as factories for the useless memorisation of information… I for one don’t need brilliant, highly capable minds telling me (and my children) how silly it is to know things.
We must resist attempts to divide culture from knowledge, or to suggest that a focus on a core academic curriculum in school makes it more difficult to develop our young people into creative, engaged citizens.
The core academic subjects at school are the primary colours of an educated person’s palette, enabling them to read more, not just within those subjects but also the subjects that emanate from them: history and maths underpin economics; the study of English links to drama; paleontology combines chemistry and biology.
We have also continued to champion the importance of the arts in schools. Music and art and design are statutory subjects in the national curriculum for 5- to 14-year-olds and the national curriculum also ensures that pupils study drama and dance.
Over the 2012 to 2016 period we have spent over £460 million in a diverse portfolio of music and arts education programmes designed to improve access to the arts for all children regardless of their background and to develop talent across the country. These include support for: music education hubs , the Sorrell Foundation’s National Art and Design Saturday Clubs, the British Film Institute’s ‘Film Academy’, Music for Youth’s School Proms, the National Youth Dance Company, and support for the Shakespeare Schools Festival.
The Music and Dance Scheme , funded by the department, enables our most talented young people to receive a world-class education in our top music and dance schools. This year we are spending £29 million to ensure that the children who are able to benefit from this specialist education are those with the most talent, not those whose parents can afford to pay the fees. Just last week, I had the privilege to attend the Royal Ballet School’s End of Year Performance, and the virtuosity on display was astonishing.
These 2 purposes of education - to grow our economy and nurture our culture - are vital. But I believe there is a third, very practical purpose to education. Adult life today is complicated, and we owe it to young people to ensure that they have the character and sense of moral purpose to succeed.
There is now very clear evidence that schools can make a significant contribution to their pupils’ achievement by finding opportunities to instil key character traits, including persistence, grit, optimism and curiosity.
This is not about vague notions of ‘learning how to learn’ or ‘therapeutic education’, and we will not return to the failed approaches of the past. In 2005, the then-government promoted and funded a strategy to schools named ‘ social and emotional aspects of learning ’. This was a well-meaning attempt to ensure children received a broader education. But it failed, because it was part of a wider retreat from the importance of knowledge-based curriculums in schools. Its evaluation found that SEAL was in fact associated with declining respect for teachers and enjoyment of school.
We have recognised that a broader education - including character and values - can only succeed when it is underpinned by the highest standards of academic rigour.
The Knowledge is Power Programme schools - KIPP -are one of the earliest and best groups of charter schools in the United States. Their first school opened in Houston, Texas in 1999. They now have 162 schools educating 60,000 pupils throughout the USA, 87% of whom come from low income families.
The first pupils to graduate from KIPP schools left with academic records which no-one had previously dared to expect from young people growing up in the neighbourhoods from which they came. More than 94% of KIPP middle school students have graduated high school, and more than 82% of KIPP alumni have gone on to college.
But while these students from disadvantaged backgrounds were entering colleges in greater numbers than ever before, it soon became clear that they were much more likely to drop out than their more advantaged peers.
The American academic ED Hirsch has made a persuasive case that an important reason for this gap is a deficit of vocabulary and knowledge. KIPP charters are middle schools - so children enter aged 11 or 12. Even the excellent education they receive after they arrive cannot overcome the disadvantage which they have already experienced. Building vocabulary and knowledge simply takes too long. Once in college, without the intensive support provided by KIPP , some are falling behind.
I have no doubt that this explanation is correct. But I am convinced that that these pupils struggled in college for another reason, too. Recent research - particularly the work of Angela Duckworth and the Nobel Laureate James Heckman - has examined the impact of character on underperformance. They have found that key attributes including resilience, self-control and social intelligence are powerful predictors of achievement in education and success in adult life.
Robert Putnam, a Harvard Professor of Public Policy, recently published ‘Our Kids’, an account of the decline of social mobility in the United States over the past half-century. He places part of the blame on unequal access which disadvantaged children have to extracurricular activities, compared to the greater opportunities open to children in better-off circumstances.
If we are to deliver on our commitment to social justice, breaking the cycle of disadvantage so that every child reaches their potential, we must therefore ensure that all pupils benefit from an education based on these values.
Character education is already a part of the ethos and culture of many good schools. In the United States, KIPP schools now focus on developing grit, resilience and self-confidence in their pupils, and this work is showing results. As of spring 2015, 45% of KIPP pupils have gained a college degree, compared to a national average of 34%, and just 9% from low-income families.
Building on this evidence, we launched a national awards scheme to reward and showcase schools and organisations who demonstrated their commitment to building character in young people aged 5 to 16.
We are also providing £3.5 million to fund 14 projects to build and better understand what works and share the good practice with all schools.
Premier Rugby Limited and 14 professional rugby clubs are leading one of these projects, in the year that the Rugby World Cup comes to England. Building on the core rugby values of respect, teamwork, enjoyment, discipline and sportsmanship, the programme will deliver classroom based and physical activity character building programmes to 17,250 pupils. An additional programme funded by Premier Rugby and its partnerships will offer an intensive 33 week programme to 480 16- to 18-year-olds who are not in education, employment or training. These vulnerable young people will benefit from character building activities, qualifications and work experience, setting them up for a more successful future.
A further project will be led by Floreat Education, a trust with 2 new free schools. They will receive funding to develop and pilot a character virtue development programme for reception, year 1 and year 2 in its 2 new free schools, from September. The project will also provide significant resources and support for other schools, helping to spread the impact of their work more widely.
Three purposes - empowering young people to succeed in the economy, participate in culture, and leave school prepared for adult life - have consistently guided our programme of reform. Delivering on our commitment to social justice means placing these principles at the centre of everything we do, so that every young person has the opportunity to reach their potential.


Day 4 - Advanced CSS
Today we’re going learn how to create structural html elements, and style individual and groups of elements with classes.
Whoops, there is a typo at 15 minutes – when you use an element selection ( like a ) and a class selector ( like .button ) it’s the class selector styles that will apply!
Activity 1
P.S. Try not to copy and paste but rather to type yourself, as the muscle memory helps you to learn
1. In the html, create two h2, h3 and p elements

 My name is Tina

 I'm the co-founder of IOC

 I was born in Australia

 I live in Bali

 I love sunset walks on the beach with my puppy Houdini

 My favourite coffee is a soy latte

2. Write a default style for each
h2 {
...
}
h3 {
...
}
p {
...
}
3. Create a 3 classes with unique styles in your css. Experiment with adding these classes to various the html elements and watch as they override the default styles for each element (these are examples but feel free to use your own).
.bg-featured {
background-color: #ff7979;
}
.big-text {
font-size: 2.5rem;
}
.underline {
border-bottom: 2px solid;
}
.fancy-text {
font-family: font-family: 'Dancing Script', cursive;
}
Then experiment with adding these classes to the html elements and seeing what the effect is.

 My name is Tina

 I'm the co-founder of IOC

 I was born in Australia

 I live in Bali

 I love sunset walks on the beach with my puppy Houdini

 My favourite coffee is a soy latte

P.S. If you want to use a google font, make sure you have added the link to the  in the settings.
Activity 2 - Light & Dark Sections
1. Start by setting up your html with two sections, each with a h2, paragraph and link. Add a class for each background, and one for each button.

 Light

 Lorem ipsum dolor sit amet consectetur adipisicing elit. Repudiandae eum eveniet velit. A recusandae labore inventore? Impedit, aperiam? Voluptatibus, tempora ullam!  Repudiandae eum eveniet velit. A recusandae labore inventore? Impedit, aperiam? Voluptatibus, tempora ullam! Impedit fugit sequi consequuntur, aliquam harum explicabo aspernatur neque.

 Learn More

2. Clean the slate with your CSS reset
* {
margin: 0;
padding: 0;
}
3. Set some default styles
body {
font-family: "Quicksand";
}
section {
padding: 5%;
}
h2, p {
margin-bottom: 1rem;
}
4. Style your light and dark background classes
.bg-light {
background-color: rgb(230,230,230);
}
.bg-dark {
background-color: rgb(60,60,60);
color: white;
}
5. Style your buttons
.button {
color: inherit;
text-decoration: none;
border: 2px solid;
padding: 0.5rem 2rem;
display: inline-block;
}
6. Bonus: Add a hover effect to your buttons
.button:hover {
color: orange;
}
Here’s a link to the codepen finished example.
BONUS LESSON
Some of you have asked about how to style just a specific part of text within another element. This wasn’t planned to be part of the 7 day challenge, but I’ve included a little how to below.
To style just part of text element we need to use a new container element called a span.

 My name is  Tina May

.featured-text {
color: red;
}


Federer still can't put a date on retirement
Cape Town - Tennis fans are all wondering when Roger Federer will hang up his racket, but the Swiss legend says he still "cannot predict" when he will call it a day.
Federer has been playing professional tennis since 1998 and, at the age of 38, many fear that he could quit any day now.
However, he is still going strong and competing with the best in the business as he finished the year as the world No 3 behind Rafael Nadal and Novak Djokovic.
Federer plays a reduced schedule these days to prolong his career, but he still has energy for exhibition tournaments and he will feature in a few matches in South America this week.
When asked when he will stop playing, he replied: "My retirement will depend on my health. At the moment I do not see any reason to retire.
"I did not think I would play beyond 35, 36 years and here I am. I am doing well physically. I cannot predict when it will be the time to stop.
"I think in 2009 I questioned it for the first time. (It has been) 10 years and here I am. I'm exactly where I wanted to be at this age."
Federer won his 100th singles title in March this year and added another three titles to his collection to leave him on 103, six short of Jimmy Connors record of 109.
"With age everything gets a bit more difficult," he continued. "But at the same time, with experience also you can savour the moments more.
"I don't know how it's going to end. I hope it's just going to be somewhat emotional I guess and nice ... I just hope it's going to be good, the whole process, and not too difficult."
- TeamTalk Media


Once again appologies if this is explained or answered somewhere but I am struggling to establish the latest, compatible build for an EmonBase.
I have built a Nanode RF with an 868Mhz RF unit, I am using a Version 1 IDE, and using what I think is the latest Ethershield (thiseldo-EtherShield-3793b4c) and I have succesfully got one or two examples to work including the MAC reader (thiseldo-NanodeMAC-4ad237f).
When I try other programs I get compiling errors associated with 'wire.write/send' which I think are due to incorrect or missing libraries. I also noticed that some some programs are not yet modified to work with the V1 IDE although the rest are.
So what I need is a definitive 'build' list for the EmonBase which I can start from, (a baseline.) If anybody can just tell me what they are using to get to started it would be a great help.
I also noticed that I'll need to modify a statement regarding the frequency of the RF unit. Any help with this would also be greatly appreciated.
Thanks
Re: Hardware, Software, IDE and libraries - Compatibility
The emonBase sketches are up on our github. We have moved to using the JeeLabs EtherCard library since the EtherShield library is not supported any more. See the readme for the download location: https://github.com/openenergymonitor/nanodeRF
Yes, you will need to change the frequency in the sketch to 868Mhz
Re: Hardware, Software, IDE and libraries - Compatibility
Thank you for the answer. I knew it must be there but I hadn't picked up on the change of the Ethershield library.
I assume I substiture the frequency i.e. replace 433 with 868?
Steve
Re: Hardware, Software, IDE and libraries - Compatibility
Yes, that's correct
Re: Hardware, Software, IDE and libraries - Compatibility
I have succesfully compiled and loaded NanodeRF_singleCT and all seems to work - I am getting the date and time back onto the serial monitor so assume that the rest will be fine one I've built the Emon TX.
So thank you for the help.
I am not sure I have worked out the differences between the various examples you have provided but no doubt that will emerge.
I will lert it run for a while to see how stable it is.
As my next step is the EmonTX is that much the same?
Steve


| Student id | Student Name Last | Student Name first | Services |
| 1502032 | Mike | Trevor | Occupational Therapy Services: Physical Therapy |
| 1510278 | Mike | Trevor | Physical Therapy |
| 1525155 | Mike | Trevor | Occupational Therapy Services |
| 1355622 | Mike | Trevor | Vision Services |
| 1520487 | Mike | Trevor | Physical Therapy: Speech-language therapy |
| 1520488 | Mike | Trevor | Vision Services |
| 1347290 | Mike | Trevor | Physical Therapy |
| 1505629 | Mike | Trevor | Occupational Therapy Services |
| 1475257 | Mike | Trevor | Occupational Therapy Services |
| 1527617 | Mike | Trevor | Vision Services |
| 1526802 | Mike | Trevor | Vision Services |
| 1471258 | Mike | Trevor | Physical Therapy |
| 1515321 | Mike | Trevor | Speech-language therapy |
| 1462356 | Mike | Trevor | Speech-language therapy |
| 1485613 | Mike | Trevor | Speech-language therapy |
| 1485614 | Mike | Trevor | Speech-language therapy: |


Beginning in fall 2018, the Sport Management program will offer a 100 percent online track. This track will focus on preparing students to be Interscholastic Athletic Administrators, and the degree will be conferred as a MS in Sport Management.
Two course changes for this track: Leadership in Interscholastic Athletic Administration and Interscholastic Sport Organization and Administration will be offered in place of Individual Interactions in Sport and Teaching Practicum Research Project.
Courses taught by experts in the profession.
The online program will consist of 10 total courses and can be completed in less than two years. Students can start the online program in any semester - fall, spring or summer.
Students who prefer a low-residency approach, online learning with required on-campus residencies, can elect to follow the traditional path in Comprehensive Sport Industry Management. The low-residency format offers the flexibility to complete courses at times that are convenient for students. Students will complete 75 percent of the coursework online and the remaining 25 percent will be completed onsite at the WVU campus over a two-week period during the first semester (summer). Throughout the summer on-campus format, students will network and interact with their cohort and faculty. To enhance their careers, students must expand their skill sets including event management, administration and governance, staffing, marketing and resource development. The low-residency program also consists of 10 courses, but is a summer only start.
The Sport Management graduate program, offered by the College of Physical Activity and Sport Sciences, is designed to advance the careers of established sport professionals while helping those individuals wanting to gain entry into this highly sought-after field.
Vivamus tellus est, imperdiet id.
Vivamus et mauris auctor magna.
Vivamus molestie porta erat, et.
| Career info - 30% |
| Career info - 40% |
| Career info - 36% |
Dr. Bulger was very involved in sports at a young age and throughout his childhood and adolescence. As a young boy in Buffalo, NY, he played almost every traditional team sport there was. Baseball, basketball and soccer–just to name a few–slowly transitioned into cross country and track as he began his college career. When choosing a field of study in college as an undergraduate and master’s student, his decision never wavered. It would be physical education.
Steve Robertson has his future planned out, and he chose WVU’s online Sport Management program to help him get to a Power 5 conference. WVU’s program is one of the most recognized programs in the world, and comes with an extensive alumni network, and that is something Steve had to be part of.


Documentation
Write object ids of all dirty objects to the commit file, so
recovery can do its job if this transaction never completes.
Source
(defun create-commit-file (transaction cache)
"Write object ids of all dirty objects to the commit file, so
recovery can do its job if this transaction never completes."
(with-open-file (stream (commit-filename cache)
:direction :output
:if-exists :supersede
:if-does-not-exist :create
:element-type '(unsigned-byte 8))
(serialize (transaction-id transaction) stream)
(serialize (hash-table-count (dirty-objects transaction)) stream)
(loop for object-id being the hash-key of (dirty-objects transaction)
do (serialize object-id stream))))
Source Context


{% load bootstrap3 %} {% bootstrap_form_errors form %} {% bootstrap_field form.name %} {% bootstrap_field form.public %} {% bootstrap_field form.shared_preview %} {% bootstrap_field form.external %} {% bootstrap_field form.scheduled %} {% bootstrap_field form.image %} {% bootstrap_field form.short_description %} {% bootstrap_field form.purpose %} {% bootstrap_field form.compensation_description %} {% bootstrap_field form.exit_url %} {% bootstrap_field form.criteria %} {% bootstrap_field form.criteria_expression %}
This and the maximum age cutoff are used to check eligibility for studies; families who select a child outside the age range see a warning indicating that their data may not be used. The child's age in days is compared to these (inclusive) min and max ages (computed as years * 365 + months * 30 + days) to check eligibility.


Id: 7
Name: Abradolf Lincler
Status: unknown
Species: Human
Type: Genetic experiment
Gender: Male
OriginName: Earth (Replacement Dimension)
OriginUrl: https://rickandmortyapi.com/api/location/20
LocationName: Testicle Monster Dimension
LocationUrl: https://rickandmortyapi.com/api/location/21
Image: https://rickandmortyapi.com/api/character/avatar/7.jpeg
Episode: ['https://rickandmortyapi.com/api/episode/10', 'https://rickandmortyapi.com/api/episode/11']
Url: https://rickandmortyapi.com/api/character/7
Created: 2017-11-04T19:59:20.523Z


Getting Started with Dimcli
In a nutshell
Dimcli is a Python client for accessing the Dimensions Analytics API. It makes it easier to authenticate against the API, send queries to it and process the JSON data being returned. E.g.:
>>> import dimcli
>>> dimcli.login(key="private-key-here",
endpoint="https://app.dimensions.ai/api/dsl/v2")
>>> dsl = dimcli.Dsl()
>>> res = dsl.query("""search grants for "malaria" return researchers""")
>>> print(res.json)
{'researchers': [{'id': 'ur.01332073522.49',
'count': 75,
'last_name': 'White',
'first_name': 'Nicholas J'},
{'id': 'ur.01343654360.43',
'count': 59,
'last_name': 'Marsh',
'first_name': 'Kevin'},
.............
],
'_stats': {'total_count': 8735}}
Dimcli includes also an interactive command line interface (CLI) that aims at simplifying the process of learning the grammar of the Dimensions Search Language (DSL). Calling dimcli
from the terminal opens an interactive query console with syntax autocomplete, persistent history across sessions, pretty-printing and preview of JSON results, export to HTML and CSV, and more.
Current version: see pypi homepage. Source code hosted on github. See also an older animated video on asciicinema.
Installation
Using pip:
$ pip install dimcli -U
Using conda:
conda install -c conda-forge dimcli
You can check if the installation worked with:
$ dimcli --help
There’s been reports of Dimcli failing to install on Anaconda. This can be solved by updating manually a couple of libraries Dimcli relies on:
pip install prompt-toolkit -U
pip install ipython -U
Authentication
After installation it’s strongly advised to create a configuration file containing your Dimensions account credentials (see below). This can be done only once and it’ll save you from having to type in credentials each time you use Dimcli. E.g.
>>> import dimcli
>>> dimcli.login() # config file is picked up automatically
If you can’t create a configuration file you can explicitly provide log in credentials as follows (see also the Dimcli as a Python module section for more options).
>>> import dimcli
>>> dimcli.login(key="123456789qwertyuiop",
endpoint="https://my.instance.of.dimensions.ai")
The default endpoint URL is set to “https://app.dimensions.ai”.
The legacy username/password authentication method is also supported.
>>> import dimcli
# you can specify endpoint, which by default is set to "https://app.dimensions.ai"
>>> dimcli.login(username="mary.poppins",
password="chimneysweeper",
endpoint="https://app.dimensions.ai")
Creating a configuration file using the helper script (recommended)
The easiest way to set up the authentication file is to use the command line helper:
$ dimcli --init
The helper will guide you through the process of creating this file, which will be safely stored in your computer home folder. That’s it - you’re ready to hit the API! See below for more info on how to do that.
Creating a configuration file manually
This section provides more details about where Dimcli expects credentials data to be found, in case you want to set this up manually.
The configuration file must be called dsl.ini
and located in your user directory in the .dimensions
folder. If you want to set this up manually, this is what you’d do on unix systems:
$ mkdir ~/.dimensions
$ touch ~/.dimensions/dsl.ini
Then open dsl.ini
with a text editor. Its contents should look like this:
[instance.live]
url=https://app.dimensions.ai
key=yourkeyhere
In most situations you can simply copy/paste the text above and update its contents as needed.
NOTE if your Dimensions instance still supports the legacy authentication method via username and password, you can provide that in the init file too:
[instance.live]
url=https://app.dimensions.ai
<EMAIL_ADDRESS>password=yourpasswordhere
Important
You always need to have an entry in the configuration file called
[instance.live]
Depending on whether you authenticate using an API key or username & password, fill in the relevant details and just leave the other stuff blank. Eg this is a valid config snippet if you authenticate using a key:
[instance.live]
url=https://app.dimensions.ai
key=yourkeyhere
login=
password=
The ‘live’ configuration directive is used by default. Eg with Python:
>>> import dimcli
# The two lines below are equivalent
>>> dimcli.login()
>>> dimcli.login(instance="live")
Overriding credentials at runtime (e.g. with Jupyter Notebooks)
If you are using Dimcli within a Jupyter notebook and you do not want (or cannot) set up credentials globally, you can simply put a dsl.ini
file in the current working directory (= where the notebook is located).
The file contents should look just like above, that is:
[instance.live]
url=https://app.dimensions.ai
<EMAIL_ADDRESS>password=yourpasswordhere
key=yourkeyhere
Note the same-directory credentials will take precedence over any system-level credentials previously defined.
Using multiple API endpoints (for advanced users)
If you have access to multiple Dimensions API endpoints (or instances), you can just add more entries to the credentials file.
You can add details for more than one instance but make sure you give them unique names. So for example you can add another entry like this:
[instance.private]
url=https://private-instance.dimensions.ai
<EMAIL_ADDRESS>password=yourpasswordhere
key=yourkeyhere
When running the shell CLI you can select which instance to use just by passing its name as argument eg
$ dimcli private
Or from Python:
>>> import dimcli
>>> dimcli.login(instance="private")
Settings
A settings file can be stored alongside the authentication details file, in order to enable other functionalities.
This file must be called settings
and it has to be located in your user directory, in the .dimensions
folder. This is what you’d do on unix systems:
$ touch ~/.dimensions/settings
Github Gists Token
By adding a github authentication token to the settings file, it is possible to save API query results to https://gist.github.com/.
See this guide on how to create a new token. Ensure that the token has the ‘gists’ scope from the available options.
One you have the token, add the following section to the settings
file (of course replacing the token value with your token):
[gist]
token: d5047fASAD889912HHBAJVSAD8e8bae17e2
This will allow to export/create gists from DSL queries when using the Dimcli CLI.
NOTE: this method by default generates secret gists - they are not searchable, but if you send the URL of a secret gist to a friend, they’ll be able to see it.
Dimcli as a Python module
Dimcli can be used as a wrapper around the Dimensions API within a Python program. It makes it easier to authenticate, query the Dimensions endpoint and handle the results, normally returned as JSON.
>>> import dimcli
# if you have already set up the credentials file (see above), no need to pass log in details
>>> dimcli.login()
# you can pass explicitly your login details as arguments
>>> dimcli.login(key="my-super-secret-key", endpoint="https://app.dimensions.ai")
# works also with the legacy authentication method
>>> dimcli.login(username="mary.poppins", password="chimneysweeper")
# if your account uses a different endpoint, you can specify that
>>> dimcli.login(username="mary.poppins", password="chimneysweeper", endpoint="https://nannies-research.dimensions.ai")
Once logged in, you can get a query object and try some queries:
>>> dsl = dimcli.Dsl()
# queries always return a DslDataset object (subclassing IPython.display.JSON)
>>> dsl.query("search grants for \"malaria\" return publications")
<dimcli.dimensions.DslDataset object>
# use the .data method to get the JSON
>>> dsl.query("search grants for \"malaria\" return publications").data
{'errors': {'query': {'header': 'Semantic Error',
'details': ["Semantic errors found:\n\tFacet 'publications' is not present in source 'grants'. Available facets are: FOR,FOR_first,HRCS_HC,HRCS_RAC,RCDC,active_year,funder_countries,funders,funding_org_acronym,funding_org_city,funding_org_name,language,research_org_cities,research_org_countries,research_org_name,research_org_state_codes,research_orgs,researchers,start_year,title_language"],
'query': 'search grants for "malaria" return publications'}}}
# now a good query
>>> res = dsl.query("search grants for \"malaria\" return researchers")
>>> print(res.data)
{'researchers': [{'id': 'ur.01332073522.49',
'count': 75,
'last_name': 'White',
'first_name': 'Nicholas J'},
{'id': 'ur.01343654360.43',
'count': 59,
'last_name': 'Marsh',
'first_name': 'Kevin'},
.............
],
'_stats': {'total_count': 8735}}
# JSON keys are available also as dict attributes
>>> res['researchers'][0]
{'id': 'ur.01332073522.49',
'count': 75,
'last_name': 'White',
'first_name': 'Nicholas John'}
# note: res.['researchers'] is also allowed!
# so now let's pull out all names and surnames
>>> [x['first_name'] + " " + x['last_name'] for x in res['researchers']]
['Nicholas John White', 'Kevin Marsh',
'Nicholas Philip John Day', 'Takafumi Tsuboi',
'Malcolm Edward Molyneux', 'Kazuyuki Tanabe',
'Stephen Lev Hoffman', 'Toshihiro Horii',
'Louis H Miller', 'Francois Henri Nosten',
'Motomi Torii', 'Alan Frederick Cowman',
'Patrick Emmet Duffy', 'Satoru Kawai',
'Alister Gordon Craig', 'Fumihiko Kawamoto',
'Makoto Hirai', 'Marcelo Urbano Ferreira',
'Osamu Kaneko', 'Yusuke Wataya']
The Dimensions API Lab includes several notebooks demonstrating the practical use of Dimcli. In particular, these two are a good place to start:
Dimcli as a Command Line Interface
Dimcli includes a handy Command Line Interface (CLI) which lets you query the Dimensions API interactively. The CLI has several features but, most importantly, it allows to use the TAB key to autocomplete your queries (based on the latest API syntax and fields), which makes it an ideal tool for both newbies and expert users.
Run the command line application by typing
$ dimcli
That’ll launch the Dimcli console, where you can hit help
in case you need more support :-)
Dimcli with Jupyter Notebooks
Dimcli includes a number of features that simplify working with the Dimensions API within Jupyter notebooks.
For example, it contains a few magic commands that make it super-easy to hit the API from a notebook cell:
%dsl
-> run an API query%dslloop
-> run an API query, using pagination (= iterations up to 50k records)%dsldf
-> run an API query and transform the JSON data to a dataframe%dslloopdf
-> run a paginated API query and transform the JSON data to a dataframe%dsldocs
-> get DSL documentation information%dslgsheets
-> run an API query and export results to Google Sheets%dsl_extract_concepts
-> extract keywords from text input%dsl_identify_experts
-> find researchers matching text input
For more information and examples see the The Dimcli Python library: Magic Commands notebook and the jupyter.magics module.
Changelog
See the file CHANGELOG.md
on Github.
Comments, bug reports
Dimcli lives on Github. You can file issues or pull requests there. Suggestions, pull requests and improvements welcome!


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MIGHTY JOE YOUNG (PG). (Walt Disney Pictures/RKO/Buena Vista International) Director: Ron Underwood Stars: Bill Paxton, Charlize Theron, Rade Serbedzija, Peter Firth, David Paymer, regina King, Naveen Andrews, Lawrence Pressman, Linda Purl.
The original Mighty Joe Young, produced in 1949, was politely regarded as something of a distant cousin to King Kong. This entertaining and environmentally friendly $49 million Disney remake softens the action to make the movie more palatable for family audiences, while retaining something of a deliberately old fashioned flavour.
For those interested in useless trivia, the original Mighty Joe Young is the only movie to have been directed by a legally blind person. Director Ernest B Schoedsack lost his sight during W.W.II, and could only see blurred movement. An assistant director told him what was happening on the set. Taking advantage of more sophisticated technology, director Ron Underwood (Tremors, etc) also improves upon the original, even though it ultimately ends up being something of a lukewarm cross between Gorillas In The Mist and King Kong.
Oscar winning effects designer Rick Baker (incidentally, the man inside the gorilla suit in John Guillerman's 1976 remake of King Kong) has created a life-like and realistic gorilla who interacts beautifully with his human co-stars. Joe, the 20 foot gorilla, is portrayed here as quite loveable, and ensures that audience sympathy is with him all the way. The climax, in which Joe rescues a young boy trapped on a blazing ferris wheel, is awash in mawkish sentimentality, and threatens to unbalance the movie.
Jill Young (Charlize Theron, from The Devil's Advocate, etc) has grown up as a wild child of the jungle. She and the gorilla Joe share a life shaped by tragedy. Twelve years earlier they both lost their mothers to the villainous poacher Strasser (Rade Serbedzija, from The Saint, etc). Ever since, Jill has protected Joe from the dangers represented by man, hiding him away from the rapidly encroaching modern world.
One day he is discovered by Gregg O'Hara (Bill Paxton, from Titanic, etc), a scientist who traps animals for a nature conservatory in Los Angeles. O'Hara eventually convinces Jill that the safest place for Joe is in the preserve, where he will be protected from poachers. Joe initially reacts badly to being displaced from his jungle home, but soon settles down as Jill watches over him.
All goes well, and Joe becomes the conservatory's biggest attraction. Then Strasser returns to resolve unfinished business. Joe escapes Strasser's clutches, and runs amok through the streets of LA, climbing over familiar landmarks such as Mann's Chinese Theatre and the Hollywood sign. There is plenty of action as Joe is pursued through the streets and sewers of LA by helicopters. These sequences are more genuinely exciting that the recent Godzilla, in which much of the action was murkily shot.
The computer generated special effects are superb, although they do not detract from the more human elements of the story. Younger audiences may find themselves a little bored with the developing romance between O'Hara and Jill, and the pace is a little slow until Joe escapes into LA. Characterisation is pretty one dimensional, although the performances overcome many of the limitations of the formulaic and predictable script.
An always likeable and solid actor, Paxton brings plenty of charm and sincerity to his role here. Special effects creator Ray Harryhausen, who designed the Oscar winning stop motion effects for the original, and actress Terry Moore, who starred in the 1949 version, both contribute brief cameos here.
This modern reworking of Mighty Joe Young is quite an exciting and entertaining adventure, ideal family viewing for the holiday season.
*** greg king http://www.netau.com.au/gregking
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belongs to the author.
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<EMAIL_ADDRESS>Programming Languages & Tools
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Prototyping & Design Tools
Adobe Photoshop
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I am in charge of taking content from a clients old website and migrating it to their new website in developement. Content Migration calls for being able to identify small details such as alt tags for images and links, as well as choosing what kind of layout is best for specific content. I've also worked on Content Maps, which is documenting a clients old website, and seeing where everything will go on the new website.
I am in charge of fitting rooms, where I help customers find what they are looking for, and make sure they feel comfortable in our clothes. I found this job has helped me become more personable with customers, and built my communication skills which is a neccassery skill to have for my career path as a Web Developer.
I was a helping hand for updating their internal website, by adding in promotional banners for events, adding and removing employees from their databases, as well as creating a calendar for their New Grads to see and use. During my time at Sunlife I was also able to take part of their quarterly Hackathon. I got to create a prototype that would implement AI Technologies into the services provided by Sunlife. For the Hackathon, I also got to help out with marketing by creating Posters and Banners that would be used on their internal site as well as be posted throughout their building locations.
I had to ring out customers products by using Freshco's Computer System. I also had to help customers find what they were looking for by guiding them in the right direction. I found this job was helpful for developing my communication skills, as sometimes when I would end up in a disagreement with a customer, I had to find the right way to explain the situation in a way that would solve both their problem and mine.
Within my program I've gotten the chance to build my skills on different programming languages such as HTML, CSS, Javascript, C#, and Java. I've also had the chance to learn how to design page layouts using Adobe Photoshop, and create animations using blender.


{% extends "base.html" %}
{% load bootstrap3 %}
{% block title %}Update settings for a class{% endblock %}
{% block content %}
Update settings for a class
Important
If you update the class name or course id after students have begun accessing
this class, they may need to update their software settings again to continue looking up
the current learning objectives.
If you choose to delete the class, it will be deleted immediately with
no further confirmation.


8. windows.wintrust
– Checking signature¶
Note
See sample windows.wintrust
The wintrust
module offers wrapper around wintrust.dll
.
It allows to check the signature of a file.
The signature of a file can be at two differents place:
- In the file itself (
check_signature()
)- In a catalog file (
full_signature_information()
)
8.1. API¶
-
windows.wintrust.
is_signed
(filename)[source]¶ Check if
filename
is signed:- File embeds a valid signature
- File is part of a signed catalog file
Returns: bool
-
windows.wintrust.
full_signature_information
(filename)[source]¶ Returns more information about the signature of
filename
Returns: SignatureData
-
windows.wintrust.
check_signature
(filename)[source]¶ Check if
filename
embeds a valid signature.Returns: int
:0
iffilename
have a valid signature else the error
8.1.1. SignatureData¶
-
class
windows.wintrust.
SignatureData
(signed, catalog, catalogsigned, additionalinfo)¶ Signature information for
FILENAME
:signed
: True ifFILENAME
embeds a valide signaturecatalog
: The filename of the catalogFILENAME
is part of (if any)catalogsigned
: True ifcatalog
embeds a valide signatureadditionalinfo
: The return error ofcheck_signature(FILENAME)
additionalinfo
is useful to know ifFILENAME
signature was rejected for an invalid root / expired cert.-
additionalinfo
¶ Alias for field number 3
-
catalog
¶ Alias for field number 1
-
catalogsigned
¶ Alias for field number 2
-
signed
¶ Alias for field number 0


To set up DynEval, one must start by adding the extension to Concordion.
There are various documented ways for doing this. One would be to use the @Extensions
annotation:
@Extensions(DynEval.class)
@RunWith(ConcordionRunner.class)
public class MyFixture {
...
}
When DynEval encounters a reference in a Concordion specification document, it looks to replace that reference with a matching value. For that to happen, one must first register those values and link them to keys/references.
The easiest way to do this is to register values "one-by-one".
This is done by invoking DynEval.putValue(key, value)
.
public class MyFixture {
public MyFixture() {
DynEval.putValue("one", "1");
DynEval.putValue("two", "2");
}
}
Given a fixture class,
When registering reference "one" as "1" and reference "two" as "2"
Then a Concordion parameter set with a concatenation of those references will be parsed as "12"
And a "display()" method call with that parameter should return "12".
In most cases, one might want to define a list of references in a properties' file, such as:
first.value=111
second.value=222
To register the references in that properties' file, a PropertiesBasedValuesProvider
instance must be set as DynEval's values provider.
public class MyFixture {
public MyFixture() {
DynEval.setValuesProvider(new PropertiesBasedValuesProvider("/path/to/references.properties"));
}
}
Given a file of properties written as follows:
first.value=111
second.value=222
And given a fixture class registering that properties' file using PropertiesBasedValuesProvider
,
When invoking the "display()" method with the value "111222"
Then it should be possible to assert the method's result against a concatenation of the registered references' values: "111222".


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1 Writ Petition No.1510/2011 (Mohammed Iqbal Vs. The State of M.P. & another) 03.02.2011 Shri Ashok Agarwal, learned counsel for the petitioner. Shri Naman Nagrath, learned Additional Advocate General for the respondent/State.
Heard on the question of admission.
In the instant petition filed as Public Interest Litigation, the petitioner has challenged the excise policy/arrangement for the year 2011-12, whereby the State Government has modified the previous years arrangement and has adopted a new eligibility criterion of taking into consideration 80% production capacity mentioned in the D/1 distillery licence or two crores proof liters, whichever is lower for considering the tender for granting licence to supply spirit from bonded warehouses to retail sale contractors.
Learned counsel for the petitioner submitted that under the new excise policy the State Government by fixing 80% of the manufacturing capacity of any distillery of the State within the maximum limit provided therein is bound to violate the limit allowed by the M.P. Pollution Control Board in NOC/permission and thus it would violate the provisions contained in section 25/26 of the Water (Prevention and Control of Pollution) Act, 1974, and section 21 of the Air (Prevention and Control of Pollution) Act, 1981.
On the other hand, learned Additional Advocate General submitted that under rule 3(7)(iii) of the M.P. Distilleries Rules, 1995, (for short 'the 1995 Rules') a distiller is required to submit NOC from the M.P. Pollution Control Board which is renewed every year for setting up of a distillery and only thereafter licence is issued as in form D-1 by the State subject to due observations of the Act/Rules and the conditions of licence. It is submitted that under rule 4(6) of the 1995 Rules, every distiller has to obtain consent under the Water (Prevention and Control of Pollution) Act, 1974, and the Air (Prevention and Control of Pollution) 2 Act, 1981, after making necessary arrangement for air and water effluents treatment from the M.P. Pollution Control Board which regularly inspects the distilleries and monitors the treatment of industrial wastes and effluents.
Learned Additional Advocate General for the State further submitted that every manufacturer/distiller is required in law to limit his production only upto the capacity permitted by the Pollution Control Board and for which it has given its NOC irrespective of the actual installed/production capacity mentioned in the D/1 licence of a particular unit meaning thereby that even if a distiller may have a higher production capacity but he shall be allowed production only upto the limit which has been fixed or approved by the Pollution Control Board. Therefore, it is submitted that the apprehension of the petitioner that the impugned change in the policy shall permit the distilleries to violate pollution norms and exceed the production beyond the limit mentioned in the NOC given by the pollution authorities is ill founded as the policy will not effect the environment or in any way violate the pollution norms.
In paragraph 10 of the preliminary objection it has been categorically stated that after filing of the writ petition the Excise Commissioner vide his letter dated 25.1.2011 has clarified that the production capacity as mentioned inD-1 licence issued by the Excise Department is and shall be subject to the production allowed by the M.P. Pollution Control Board in its NOC. A copy of the letter is also enclosed as annexure R/1.
Therefore, the apprehension of the petitioner that the new policy has given a complete go-bye to the production limit approved by the M.P. Pollution Control Board in the consent letter/NOC issued to the distillers is misconceived and cannot be accepted in view of the categorical statement made on behalf of the respondent State and also in view of the letter of the Excise Commissioner dated 25.11.2011.
It has further been alleged in the writ petition that for the first time in the State of M.P. the country spirit shall be bottled in PET (Plastic 3 Empty Bottle) of 750 ml., 350 ml. and 180 ml. capacity which would not only be unhygienic but also would be hazardous to the environment. The respondents in their preliminary objection regarding maintainability of the petition has averred that though the petitioner has raised this technical and scientific issue but no material whatsoever has been given in support of the submissions. It has further been averred that the Excise Commissioner vide its order dated 25.1.2011, a copy whereof is enclosed as annexure R/3, has stated that the specification of bottles mentioned in the aforesaid letter of the Excise Commissioner confirms to IS-14537 fixed by the Bureau of Indian Standards for Packaging of Alcoholic Liquors for PET bottles and it is thus contended by the learned Additional Advocate General that the specification of bottles being as per BIS specification, the petitioner cannot question the same without there being any basis or material in support thereof.
The learned Additional Advocate General further submitted that the petitioner not being engaged in the liquor business is neither a trader nor a manufacturer of liquor and therefore cannot challenge the policy on the ground that the same is violative of Article 19(1)(g) of the Constitution and thus this Public Interest Litigation being a sponsored petition at the behest of some-one deserves to be dismissed as none of his fundamental rights are infringed or violated giving cause to approach this Court.
Learned counsel for the petitioner during the course of submissions confined his submissions only in respect of the criteria fixing the manufacturing capacity of distillers and in fact has not urged other points, though raised in the writ petition, therefore, we need not to address the same. He, however, further submitted that in view of the statement of learned Additional Advocate General and the affidavit filed on behalf of the State Government, this petition may be disposed of by recording the same.
4Besides that we are of the view that the scope of judicial review in the matter of policy decision being limited and permissible only to cases where it is found to be capricious, arbitrary or against the statutory provisions or suffers from the vice of discrimination or is unconstitutional, which is not the case here, no interference is warranted in this petition filed as Public Interest Litigation. Reference is made to the apex court decision in Delhi Development Authority N.D. and another Vs. Joint Action Committee, Allottee of SFS Flats and others, AIR 2008 SC 1343.
In view of the above discussion and also as agreed to by the learned counsel for the parties, this petition is disposed of in terms of the statements and affidavit given on behalf of the State Government.
(S.R.Alam) (R.S.Jha) Chief Justice Judge Msp/HS


{% extends "base.html" %} {% load bootstrap3 %} {% load staticfiles %} {% load toolstags %} {% load partition_slice %} {% load commontags %} {% load compress %} {% load profilestags %} {% block head_statics %} {% compress js %} {% endcompress %} {% compress css %} {% endcompress %} {% endblock %} {% block head_title %}{{ category_group.name }} - {% endblock %} {% block main %}
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Suppose that a particular algorithm has
time complexity T(n) = 3 \times 2^n
and that executing
an implementation of it on a particular machine
takes t
seconds for n
inputs. Now
suppose that we are presented with a machine that is 64 times as
fast. How many inputs could we process on the new machine
in t
seconds?
n+6
6
3
3n
6n
n^2
n+3
64
64n
This problem has an exponential growth rate. The behavior of an exponential growth rate is different from a polynomial growth rate.
With a polynomial growth rate, a faster computer leads to a new problem size that is bigger by some factor multiplied by the original problem size that can done in the same amount of time.
But with an exponential growth rate, we only get an additive improvement.
Regardless of the value of t
, the machine that
is 64 times faster can only do a problem size that is 6
larger in the same amount of time
(because \log 64 = 6
).


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General
In geometry, a pyramid is a polyhedron formed by connecting a polygonal base and a point, called the apex. Each base edge and apex form a triangle, called a lateral face. It is a conic solid with polygonal base. A pyramid with an n-sided base will have n + 1 vertices, n + 1 faces, and 2n edges. All pyramids are self-dual.
A right pyramid has its apex directly above the centroid of its base. Nonright pyramids are called oblique pyramids.
When unspecified, a pyramid is usually assumed to be a regular square pyramid, like the physical pyramid structures. A triangle-based pyramid is more often called a tetrahedron.
Among oblique pyramids, like acute and obtuse triangles, a pyramid can be called acute if its apex is above the interior of the base and obtuse if its apex is above the exterior of the base. A right-angled pyramid has its apex above an edge or vertex of the base. In a tetrahedron these qualifiers will change based on which face is considered the base.
Pyramids are a subclass of the prismatoids. Pyramids can be doubled into bipyramids by adding a second offset point on the other side of the base plane.
n-dimensional pyramids
A 2-dimensional pyramid is a triangle, formed by a base edge connected to a noncolinear point called an apex.
A 4-dimensional pyramid is called a polyhedral pyramid, constructed by a polyhedron in a 3-space hyperplane of 4-space with another point off that hyperplane.
Higher-dimensional pyramids are constructed similarly.
The family of simplices represent pyramids in any dimension, increasing from triangle, tetrahedron, 5-cell, 5-simplex, etc. A n-dimensional simplex has the minimum n+1 vertices, with all pairs of vertices connected by edges, all triples of vertices defining faces, all quadruples of points defining tetrahedral cells, etc.
Pyramid symbolism
The shape of Egyptian pyramids is thought to represent the primordial mound from which the Egyptians believed the earth was created. The shape of a pyramid is thought to be representative of the descending rays of the sun, and most pyramids were faced with polished, highly reflective white limestone, in order to give them a brilliant appearance when viewed from a distance. Pyramids were often also named in ways that referred to solar luminescence. For example, the formal name of the Bent Pyramid at Dahshur The Southern Shining Pyramid, and that of Senwosret at el-Lahun was Senwosret is Shining.
While it is generally agreed that pyramids were burial monuments, there is continued disagreement on the particular theological principles that might have given rise to them. One suggestion is that they were designed as a type of "resurrection machine."
The Egyptians believed the dark area of the night sky around which the stars appear to revolve was the physical gateway into the heavens. One of the narrow shafts that extend from the main burial chamber through the entire body of the Great Pyramid points directly towards the center of this part of the sky. This suggests the pyramid may have been designed to serve as a means to magically launch the deceased pharaoh's soul directly into the abode of the gods.
All Egyptian pyramids were built on the west bank of the Nile, which, as the site of the setting sun, was associated with the realm of the dead in Egyptian mythology.
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Writen by
Danilo Nikić


Tumblr Batch Block
Instructions:
- Navigate to the 'Edit appearance' page for your blog.
- Click the button with the action you would like to take.
Please note:
- Both blocking and exporting may take some time, but you can continue to surf the web in another tab while the app runs.


Link: Timeline Documentation
A timeline contains one or more bands, which can be panned infinitely by dragging with the mouse pointer. A band can be configured to synchronize with another band such that panning one band also scrolls the other.
A timeline is implemented as a div element that contains inner div elements as its bands (right). The band divs are cropped and positioned relative to the timeline div.
A band div itself contains several inner elements that implements various parts of the band. For example, the two timelines above show labels for days, weeks, months, and years. The bands also have different background colors, and the weekly band of the second timeline has weekend markings. All of these visual elements are "painted" by adding HTML elements to the band divs at the appropriate positions.
As a band is panned, its div is shifted horizontally or vertically, carrying all of its visual elements along. When either end of the band div approaches the visible (non-cropped) area, the band div is re-centered, its coordinate origin is changed, and then its various visual elements are re-"painted" relative to the new coordinate origin. All of this "paging" is done as seamlessly as possible so that the user experiences smooth, infinite panning.
A band is responsible for supporting panning as well as coordinating its various sub-components:
an ether, whose sole responsibility is mapping between pixel coordinates and dates/times;
an ether painter, which paints date/time labels and the background of the band as well as the highlight (the lighter part of the lower band in the first timeline above);
zero or more decorators, which further decorate the background of the band; and
an event painter, which paints the events.
The band also takes an event source which provides events to be displayed in that band. Different bands can have different event sources. This flexibility allows for timeline mashups, as exemplified here. Various sub-components that do painting take a theme, which stores default visual and behavioral settings.


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Acceptance of the Terms of Use
These terms of use (these "Terms of Use") are entered into by and between you and Suarez International Sportswear, Inc. ("Suarez", "we" or "us") and govern your access to and use of our website [www.suarezcustom.com] (the "Website").
Please read these Terms of Use carefully before you start to use the Website. By using the Website or by clicking to accept or agree to the Terms of Use when this option is made available to you, you accept and agree to be bound and abide by these Terms of Use and our Privacy Statement, incorporated herein by reference. If you do not want to agree to these Terms of Use or the Privacy Statement, you must not access or use the Website.
The Website is offered and available to users who are 18 years of age or older. If you are not at least 18, you must not access or use the Website.
Changes to the Terms of Use
We may revise and update these Terms of Use from time to time in our sole discretion. All changes are effective immediately when we post them, and apply to all access to and use of the Website thereafter. Your continued use of the Website following the posting of revised Terms of Use means that you accept and agree to the changes. We encourage you to check these Terms of Use often for updates.
Accessing the Website and Account Security
Subject to the terms and conditions of these Terms of Use, Suarez grants you a limited, revocable, non-exclusive, and non-sublicensable license to use the Website for your personal and non-commercial use. We reserve the right to withdraw or amend this Website, and any service or material we provide on the Website, in our sole discretion without notice. We will not be liable if for any reason all or any part of the Website is unavailable at any time or for any period. From time to time, we may restrict access to some parts of the Website, or the entire Website, to users.
You are responsible for:
- Making all arrangements necessary for you to have access to the Website.
- Ensuring that all persons who access the Website through your Internet connection are aware of these Terms of Use and comply with them.
To access the Website or some of the resources it offers, you may be asked to provide certain registration details or other information. It is a condition of your use of the Website that all the information you provide on the Website is correct, current and complete. You agree that all information you provide to register with this Website or otherwise, including but not limited to through the use of any interactive features on the Website, is governed by our Privacy Statement, and you consent to all actions we take with respect to your information consistent with our Privacy Statement.
If you choose, or are provided with, a user name, password or any other piece of information as part of our security procedures, you must treat such information as confidential, and you must not disclose it to any other person or entity. You also acknowledge that your account is personal to you and you agree not to provide any other person with access to the Website or portions of it using your user name, password or other security information. You agree to notify us immediately of any unauthorized access to or use of your user name or password or any other breach of security. You also agree to ensure that you exit from your account at the end of each session. You should use particular caution when accessing your account from a public or shared computer so that others are not able to view or record your password or other personal information.
We have the right to disable any user name, password or other identifier, whether chosen by you or provided by us, at any time in our sole discretion for any or no reason.
Intellectual Property Rights
The Website and all of its contents, features and functionality (including but not limited to all information, software, text, displays, images, video and audio, and the design, selection and arrangement thereof), are owned by Suarez, its licensors or other providers of such material and are protected by United States and international copyright, trademark, patent, trade secret and other intellectual property or proprietary rights laws. You may not commercially exploit or make the Website available to any third party. You must not reproduce, distribute, modify, create derivative works of, publicly display, publicly perform, republish, download, store or transmit any of the material on the Website, except as authorized by these Terms of Use. No right, title or interest in or to the Website or any content on the Website is transferred to you, and all rights not expressly granted are reserved by Suarez.
Certain features or functions of the Website may allow you to post or transmit through the Website certain text, designs, graphics, logos, slogans, and other information (collectively, "User Content"). You retain ownership of any User Content posted or transmitted to or through the Website, but you must grant certain rights to Suarez to use the User Content. Accordingly, you hereby grant to Suarez and its designees, a royalty free, perpetual, worldwide, fully paid, nonexclusive, freely transferrable and freely sublicensable license and authority to: (i) use, edit, modify, prepare derivative works of, publicly perform, publicly display, post, transmit, download, transcode, copy, reproduce, distribute, incorporate and otherwise fully exploit the User Content, and all intellectual property rights associated therewith or embodied therein, in connection with: (i) Suarez’s maintenance, operation, and performance of the Website; (ii) the operation of Suarez’s business, including its design of any products; and (iii) Suarez’s promotion, marketing and distribution of its goods or services in any and all media formats and through any and all media channels.
You represent and warrant to Suarez that: (i) you own the User Content which you post or transmit on or through the Website, or otherwise have the legal right to post or transmit such User Content on or through the Website; and (ii) the User Content or the posting thereof to or through the Website does not violate the privacy rights, publicity rights, intellectual property rights, or any other proprietary rights of any third party.
Trademarks
The Suarez name and all related names, logos, product and service names, designs and slogans are trademarks of Suarez or its licensors. You must not use such marks without the prior written permission of Suarez. All other names, logos, product and service names, designs and slogans on the Website are the trademarks of their respective owners.
Prohibited Uses
You may use the Website only for lawful purposes and in accordance with these Terms of Use. You agree not to:
- Use the Website in any way that violates any applicable federal, state, local or international law or regulation (including, without limitation, any laws regarding the export of data or software to and from the US or other countries).
- Use the Website in any manner that could disable, overburden, damage, or impair the site or interfere with any other party’s use of the Website, including their ability to engage in real time activities through the Website.
- Use any robot, spider or other automatic or manual device, process or means to access the Website for any purpose, including monitoring, copying or scraping any of the material or information on the Website.
- Use any device, software or routine that interferes with the proper working of the Website.
- Introduce any viruses, trojan horses, worms, logic bombs or other material which is malicious or technologically harmful.
- Attempt to gain unauthorized access to, interfere with, damage or disrupt any parts of the Website, the server on which the Website is stored, or any server, computer or database connected to the Website.
- Attack the Website via a denial-of-service attack or a distributed denial-of-service attack.
- Otherwise attempt to interfere with the proper working of the Website.
Monitoring and Enforcement; Termination
We may: (i) disclose your identity or other information about you to any third party who claims that material posted by you violates their rights, including their intellectual property rights, publicity rights or their right to privacy; (ii) take appropriate legal action, including without limitation, referral to law enforcement, for any illegal or unauthorized use of the Website; and (iii) terminate or suspend your access to all or part of the Website for any reason.
Without limiting the foregoing, we have the right to fully cooperate with any law enforcement authorities, third parties or court order requesting or directing us to disclose the identity or other information of anyone posting any materials on or through the Website.
We do not undertake to review any User Content before it is posted or transmitted through the Website, and cannot ensure prompt removal of objectionable material after it has been posted or transmitted. Accordingly, we assume no liability for any action or inaction regarding transmissions, communications or content, including any User Content, provided by any user or third party. We have no liability or responsibility to anyone for performance or nonperformance of the activities described in this section.
Copyright Infringement
Anyone who believes that their work has been reproduced in the Website in any way constituting copyright infringement may provide a notice to the designated Copyright Agent for the Website containing the following: (i) an electronic or physical signature of a person authorized to act on behalf of the owner of the copyright interest; (ii) identification of the copyrighted work claimed to have been infringed; (iii) identification of the material that is claimed to be infringing and information reasonably sufficient to permit us to locate the material; (iv) the address, telephone number, and, if available, an email address at which the complaining party may be contacted; (v) a representation that the complaining party has a good faith belief that use of the material in the manner complained of is not authorized by the copyright owner, its agent, or the law; and (vi) a representation that the information in the notice is accurate, and under penalty of perjury, that the complaining party is authorized to act on behalf of the owner of an exclusive right that is allegedly infringed.
Copyright infringement claims and notices (but not other notices) should be sent to the attention of our Copyright Agent, in the following manner:
Please use the same procedure for any claimed infringement of any trademark rights or infringements or misappropriations of other intellectual property or third party rights.
Reliance on Information Posted
The information presented on or through the Website is made available solely for general information purposes. We do not warrant the accuracy, completeness or usefulness of this information.  We disclaim all liability and responsibility arising from any reliance placed on such materials by you or any other visitor to the Website, or by anyone who may be informed of any of its contents.
Changes to the Website
We may update the content on the Website from time to time, but its content is not necessarily complete or up-to-date. Any of the material on the Website may be out of date at any given time, and we are under no obligation to update such material.
Information About You and Your Visits to the Website
All information we collect on through the Website is subject to our Privacy Statement. By using the Website, you consent to all actions taken by us with respect to your information in compliance with the Privacy Statement.
Online Purchases and Other Terms and Conditions
The following terms and conditions of sale ("Sale Terms") apply to your purchases of any products from Suarez, except to the extent that you have entered into a separate written agreement with Suarez that supersedes some or all of these Sale Terms. These Sale Terms are subject to change without prior written notice at any time, in Suarez’s s sole discretion, and by placing an order for products through the Website, you agree to be bound by and accept the terms and conditions of sale in effect at the time of such order.
Payment Method. Suarez currently accepts all major credit cards, including, VISA, MasterCard, American Express, and Discover.
Shipping Terms and Policies. All Custom orders will be processed in 30 business day(s), after a 50% down payment is done and all artwork has been approved. Suarez’s standard business hours are: 7:30 AM – 5:30 PM (GMT -5) Monday thru Friday. Standard shipping is typically via FeDex Courier and you should allow 5 business days for standard delivery once an order has been shipped. Suarez reserves the right to substitute another carrier of equal or lesser cost to deliver your order. If expedited shipping is required, please select that as your shipping choice to extent that option is presented to you. All shipping charges are the responsibility of the customer. Shipping charges will be included on your invoice and can be viewed on a summary screen prior to finalizing your order. Shipping charges are based on the delivery location and method you select during the checkout process. The shipping charge shown during the checkout process is subject to verification. Shipping charges are subject to change without notice, provided that, if the actual shipping charge is more than the amount shown on your invoice, we will contact you with the correct shipping costs before processing your order, and you will have an opportunity to cancel your order. All orders are shipped FOB Shipping Point. Title to products passes from Suarez to you upon shipment, and Suarez is not responsible for any shipping delays or problems once the product has been shipped.
Returns. You may return non-custom or non-special order products for a full refund provided that you return the product to Suarez in its unworn, original condition within 30 days of purchase. Suarez does not accept returns of custom or special order products. All product returns shall be returned freight prepaid in the manner specified by Suarez.
Product Availability and Pricing. Suarez may revise or discontinue any products at any time without prior notice to customers, and products may become unavailable to customers even after an order is placed. All prices are subject to change without notice.
Product Descriptions and Errors. Suarez uses commercially reasonable efforts so as minimize errors in any product descriptions, photographs, pricing or other product information on the Website. However, Suarez does not warrant that such product descriptions, photographs, pricing or other product information is accurate, complete, reliable, current, or error-free. In addition, all weights and size dimensions are approximate. If a product offered by Suarez is not as described or pictured, your sole remedy is to return it in unused condition for a refund. In the event of an error, whether on the Website, in an order confirmation, in processing an order or otherwise, Suarez reserves the right to correct such error and charge the correct price or cancel the order, and your sole remedy in the event of such error is to cancel your order.
Product Warranties. Suarez provides a limited product warranty, which is accessible via the following link: WARRANTY
Links from the Website
If the Website contains links to other sites and resources provided by third parties, these links are provided for your convenience only. We have no control over the contents of those sites or resources, and accept no responsibility for them or for any loss or damage that may arise from your use of them. If you decide to access any of the third party websites linked to this Website, you do so entirely at your own risk and subject to the terms and conditions of use for such websites.
Geographic Restrictions
The owner of the Website is based in the United States. We make no claims that the Website or any of its content is accessible or appropriate outside of the United States. Access to the Website may not be legal by certain persons or in certain countries. If you access the Website from outside of the United States, you do so on your own initiative and are responsible for compliance with local laws.
Important Note to New Jersey Consumers
If you are a consumer residing in New Jersey, the following provisions of this Terms of Use do not apply to you (and do not limit any rights that you may have) to the extent that they are unenforceable under New Jersey law: (i) in the Section titled Limitation of Liability below, specifically the disclaimer of liability for any indirect, incidental, consequential, special, exemplary or punitive damages of any kind (for example, to the extent unenforceable under the New Jersey Punitive Damages Act, New Jersey Products Liability Act, New Jersey Uniform Commercial Code and New Jersey Consumer Fraud Act; (ii) in the Section titled Limitation of Liability below, specifically the limitation on liability for lost profits or loss or misuse of any data (for example, to the extent unenforceable under the New Jersey Identity Theft Protection Act and New Jersey Consumer Fraud Act); (iii) in the Section titled Limitation of Liability below, specifically the application of the limitations of liability to the recovery of damages that arise under contract and tort, including negligence, strict liability or any other theory (for example, to the extent such damages are recoverable by a consumer under New Jersey law, including the New Jersey Products Liability Act; (iv) in the Section titled Indemnification below, specifically the requirement that you indemnify Suarez (for example, to the extent the scope of such indemnity is prohibited under New Jersey law); and (v) in the Section titled Governing Law and Jurisdiction below, specifically the Delaware governing law provision (for example, to the extent that your rights as a consumer residing in New Jersey are required to be governed by New Jersey law).
Disclaimer of Warranties
THE WEBSITE IS PROVIDED ON AN “AS IS” BASIS. SUAREZ MAKES NO REPRESENTATIONS OR WARRANTIES WHATSOEVER, EXPRESS, IMPLIED OR STATUTORY, INCLUDING BUT NOT LIMITED TO REPRESENTATIONS OR WARRANTIES REGARDING THE COMPLETENESS, QUALITY, ACCURACY OR NATURE OF THE CONTENT OF THE WEBSITE, MERCHANTABILITY, OWNERSHIP, NONINFRINGEMENT OR FITNESS FOR A PARTICULAR PURPOSE. SUAREZ SHALL NOT BE RESPONSIBLE FOR ANY ERRORS OR OMISSIONS REGARDING CONTENT DELIVERED THROUGH THE WEBSITE OR ANY DELAYS IN OR INTERRUPTIONS OF SUCH DELIVERY.

Indemnification
You agree to defend, indemnify and hold harmless Suarez, its affiliates, licensors and service providers, and its and their respective officers, directors, employees, contractors, agents, licensors, suppliers, successors and assigns from and against any claims, liabilities, damages, judgments, awards, losses, costs, expenses or fees (including reasonable attorneys’ fees) arising out of or relating to your violation of these Terms of Use or your use of the Website, including, but not limited to, any use of the Website’s content, services and products other than as expressly authorized in these Terms of Use or your use of any information obtained from the Website.
 CLASS ARBITRATIONS, CLASS ACTIONS, AND PRIVATE ATTORNEY GENERAL ACTIONS ARE NOT ALLOWED.
Waiver of Jury Trial
EACH PARTY IRREVOCABLY AND UNCONDITIONALLY WAIVES, TO THE FULLEST EXTENT PERMITTED BY APPLICABLE LAW, ANY RIGHT IT MAY HAVE TO A TRIAL BY JURY IN ANY LEGAL ACTION, PROCEEDING, CAUSE OF ACTION OR COUNTERCLAIM ARISING OUT OF OR RELATING TO THESE TERMS OF USE, OR THE SUBJECT MATTER OF THESE TERMS OF USE.
Governing Law and Jurisdiction
All matters relating to the Website and these Terms of Use will be governed by and construed in accordance with the laws of the State of Delaware, excluding Delaware conflict of law rules. THE EXCLUSIVE VENUE FOR ANY DISPUTE ARISING UNDER OR RELATING TO THESE TERMS OF USE OR THE WEBSITE IS MULTNOMAH COUNTY, OREGON. YOU AND SUAREZ CONSENT TO THE PERSONAL JURISDICTION OF THESE COURTS.
General Terms
These Terms of Use, including our Privacy Statement, constitute entire agreement between you and Suarez with respect to the Website and supersede all prior agreements with respect to the Website.
If any provision of these Terms of Use is found to be unlawful or unenforceable in any respect, you agree that the court may reform such provision so as to render it enforceable (or, if it is not possible to reform such provision so as to make it enforceable, then delete such provision). As so reformed or deleted, the court shall fully enforce the resulting Terms of Use.
Your Comments and Concerns
All feedback, comments, requests for technical support and other communications relating to the Website should be directed to [julian@suarez.com.co].


Samples and Demos
In each sample directory is a Readme file. This is just a collection of them.
Basic Samples
Blinky Application
Button demo
I2C Scanner sample
Touchscreen IRQ
Touchpoints
Sensor Samples
BMA280: Three Axis High-g I2C/SPI Accelerometer
CST816S HYNITRON TOUCHSCREEN
HRS3300 Heart Rate Sensor
Driver Samples
I2C Scanner sample
I2C Scanner sample
Display Samples
ST7789V Display driver
GUI Samples
LittlevGL Clock Sample
Adafruit GFX Library on ST7789V Display
LittlevGL Basic Sample
BMA280: Three Axis High-g I2C/SPI Accelerometer
LittlevGL Basic Sample
LittlevGL Basic Sample
Bluetooth Samples
Bluetooth: Eddystone
Bluetooth: Peripheral


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Face Detection DEMO with OpenCV & WebRTC!
Web Service URL
Start Streaming
Stop Streaming
Toggle Face Detection


Games, games, games! No doubt many (if not all of you) also play video games. I love video games, ever since I was a child and my parents bought me a NES, Ive been hooked. Now a days, most of my video games are on my PC but I still own a Nintendo Switch for console games. My current list of games that I try to play weekly are:
I also am interested in tabletop games. I used to play D&D and Vampire: The Masquerade when I was younger. And although I do not play these any longer, I urge others to give em a try to experience role-playing in a tabletop setting. These days my tabletop games are more army war based rather than adventuring parties. I have sizable armies for the following games:
I also enjoy reading books and manga (Japanese comics). While I mostly just read the mangas of certain series, I also occasionally watch some of the more popular animes such as Boku No Hero Academia. As for books themselves, I tend to read in the Sci-fi/Fantasy genres. Some of my all time favorites include (but hardly limited to!):


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Head Blacksmith Noel:
Not just anybody can restore weapons of the old Empire, what makes you think you can help me? I can't even entrust Hilda or Feynn with the job! Well, Caradine does think highly of you.
"I can help."