Classes
The following classes are available globally.
-
A standard implementation of
See moreModelProvider
. This implementation stores all registeredMDLAsset
objects in memory and returns them synchronously whenloadAsset(forObjectType:,identifier:,completion:)
is called.Declaration
Swift
open class AKModelProvider : ModelProvider
-
A single class to hold all world state. It manages it’s own Metal Device, Renderer, and ARSession. Initialize it with a MetalKit View which this class will render into. There should only be one of these per AR View.
See moreDeclaration
Swift
open class AKWorld : NSObject
-
A generic AR object that can be placed in the AR world. These can be created and given to the AR engine to render in the AR world.
See moreDeclaration
Swift
open class AugmentedAnchor : AKAugmentedAnchor
-
A generic implementation of
See moreAKAugmentedSurfaceAnchor
that renders aMDLTexture
on a simple plane with a given extentDeclaration
Swift
open class AugmentedSurfaceAnchor : AKAugmentedSurfaceAnchor
-
A
See moreAugmentedSurfaceAnchor
subclass that is able to display the contents of aUIView
as the texture for the surface.Declaration
Swift
open class AugmentedUIViewSurface : AugmentedSurfaceAnchor
-
An anchor used for debugging which displays real surfaces detected by
See moreARKit
Declaration
Swift
open class DetectedSurfaceAnchor : AKRealSurfaceAnchor
-
A generic implementation of a AKPathSegmentAnchor. Instead of creating these objects directly, these objects should be created as part of creating a new
See moreAKPath
instance.Declaration
Swift
open class PathSegmentAnchor : AKPathSegmentAnchor
-
A generic implementation of AKRealSurfaceAnchor. Renders a featureless plane geometry.
See moreDeclaration
Swift
open class RealSurfaceAnchor : AKRealSurfaceAnchor
-
A relative
See moreAKHeading
that matches the heading of it’s parent. This is the simplest relative heading and is the default heading for Real anchors which (due to the fact that they represent real world geometries) must match the heading of their parent objects.Declaration
Swift
open class SameHeading : AKHeading
-
An absolute
See moreAKHeading
where the heading can be initialized relative to due north or facing aAKWorldLocation
Declaration
Swift
open class WorldHeading : AKHeading
-
A data structure that represents a position relative to another reference position in world space.
See moreDeclaration
Swift
open class AKRelativePosition
-
Wraps ARKit’s
See moreARWorldMap
and adds world location properties which ties the World Map to a specific location in the real world. TheARWorldMap
provides enough information to tie all of the anchors inarWorldMap
to real world locations. Thetransform
, a position in the coordinate space of thearWorldMap
is mapped to thelatitude
,longitude
, andelevation
. From one knowd reference location, thelatitude
,longitude
, andelevation
of every other point in the coordinate space ofarWorldMap
can be calculated.Declaration
Swift
open class AKWorldMap : NSObject, NSCopying, NSSecureCoding
-
An implementation of
See moreAKAugmentedUserTracker
Declaration
Swift
open class UserTracker : AKAugmentedUserTracker
-
A utility for doing location conversion calculations
See moreDeclaration
Swift
open class AKLocationUtility
-
Tools for using quaternions. Augmentkit uses
See moresimd_quatf
for all quaternions.Declaration
Swift
open class QuaternionUtilities
-
SHA-256 implementation from Secure Hash Algorithm 2 (SHA-2) set of cryptographic hash functions (FIPS PUB 180-2).
See moreDeclaration
Swift
public final class SHA256
-
Provides methods for geting information about the users device
See moreDeclaration
Swift
open class DeviceManager
-
A default implementation of
See moreLocalStoreManager
which sotores properties in memoryDeclaration
Swift
open class DefaultLocalStoreManager : LocalStoreManager
-
See moreLocationManager
protocol implementationDeclaration
Swift
open class WorldLocationManager : NSObject, LocationManager
-
Tools for creating ModelIO’s
See moreMDLAsset
objectsDeclaration
Swift
open class MDLAssetTools
-
AumentKit’s main Metal based render.
See moreDeclaration
Swift
open class Renderer : NSObject
-
Extensions for loading a model from SceneKit so it can be used as an anchor. This can be excluded if SceneKit is not being used.
See moreDeclaration
Swift
open class AKSceneKitUtils


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PVP
29 Jul 2019There are two types of PVP matches in El Chronicle. Coliseum and Infinite Fortress.
Coliseum
Picking Squads
First pick your squad. C...
There are two types of PVP matches in El Chronicle. Coliseum and Infinite Fortress.
First pick your squad. C...
What is Jaegalmageon? A support hero? Yes. A tank? Yes. A DPS? Yes. When built right, he can do it all.
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A big part of playing El Chronicle is squad building. Trying new heroes and seeing how they fair in the group. This tool can help you conceptualize a squad.


H&R Block
H&R Block with Watson Super Bowl Commercial starring Jon Hamm. By arming our Tax Pros with the cognitive computing power of Watson, we’re creating a future where every last deduction and credit is found. H&R Block and IBM Watson, together. Welcome to taxes won. To schedule an appointment or for more details, visit hrblock.com
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Story 1
Extreme growth in terrorist threat in Europe
Story 2
Terrorism: looking beyond Western Europe


You can click on the districts to see more information about it. To close the pop up window you can click again on the district or use the close button on the top right corner.
For the main filters selection you have to click on the button wich label describes the filter
that you want to add in order to calculate the top 10 districts to live in NYC.
When a filter is activated you can modify the importance level for the final
calculation of the
districts score for the ranking.
Remember that the importance level means how important is to you an especific
property for the ranking.
IT DOESN'T MEAN the actual level for that property (for example far, medium and
close distance for the
closeness level).
The special filters are a group of especific characteristics to have in mind in
the
moment of looking a good place to live
There are 5 special filters that happen to be really useful when you think about it, these are:
the number of museums as points of interest from the district,
the air quality(referred to contamination) taken in 2005 - 2013 period,
the number art galleries in wich you can spend time and have fun,
and finally the number of farmer markets to fill up your kitchen cupboard.
In order to visualize the ranking you must choose at least one of the principal or one of the special filters above
Down bellow you can find the graphs that represents the total score of the top 3 districts to live in New york combining the closest distance to NYU, the lower number of crimes (safer districts), the higher number of affordable units , the higher number of museums, the lower amount of air pollution (air quality), the higher number of art galleries and the higher number of farmers markets . You can also find the color indicators for these values in the table bellow
The 59 habitable districts of New York
You must select two districts to see the comparision summary
Are you a NYU Stern School of Business student who can't find a nice place to live? a place that is close to the university , where you feel safe and last but not least affordable for a student. For all these people this website helps to take the right desition , you can filter all the districts in New York based on the principal filters below.
And for these ones who have special interests for the place they want to live the website has another special options to make your search more personalized and take an even better desition.
You can control your search however you like by selecting the features for which you want to filter the districts. Also you have charts and graphics that help you to see the information clearly and a comparision tool that allows you to make a direct comparision of two district and see a summary of which of both districts is the best in each of the features. Finally you have all the information that you need to have of the districts and the rankings in tables, info windows, pop-ups, and more. So what are you waiting for? go and find your next home!


Module 41 Git
Perhaps the below is familiar to you…
Or this…
There is a better way
Version control systems (VCS) are software tools meant to help programmers collaborate, maintain source code, document changes, and generally keep track of their files. Instead of reading, sit back and watch this video.
Having a working knowledge of a version control system will allow you to better organize and track your own files, as well as collaborate on teams. Though there are lots of different systems out there, the most popular version control system is “git”. Let’s dive in (next chapter).
What is git?
Git is a software for “version control”: ie, tracking changes to sets of files. It is a very commonly used tool in programming, computer science, data science, and software development in general. For anyone working in data science, knowing git is a must.
But what is it, exactly? Git is a system for tracking, organizing, sharing, and reviewing changes to software. It’s very flexible, and very powerful. And learning it can sometimes feel a bit overwhelming, because it has so many features and capabilities. But the Pareto principle (ie, the 80/20 rule) applies here: most of what you need to know to competently handle git, you can do in very little time.
Why?
Why use git? Why not just save files with meaningful names, make changes to them, overwrite the old changes, etc.? Why not just treat code the same way we treat a MS Word document, or write code collaboratively using interactive, auto-saving tools like Google Docs?
There are a number reasons:
- First, writing code is not like writing a paper. If you make a mistake in the introduction of a term paper, it doesn’t “break” your conclusion. But with code, minor changes to one line of code can have a very large impact on how other parts of that code work. Therefore, tracking minor changes is essential to recovering from errors and managing complex, interdependent software components.
- Second, collaborating on code is more complex than collaborating on a term paper. To combine (merge) one person’s work with another often requires very careful review. Git optimizes for this.
- Third, code is rarely “done”. It’s usually a work in progress. Git takes this into account, and is set up for very structured checkpoints (commits), change suggestions (pull requests), etc.
- Finally, git is the “lingua franca” of version control. Employers often request to see a prospective employee’s github profile, and expect that programmers and developers of all types (including data scientists) be proficient in git.
Get ready for git
It’s time to “git” started. Rather than diving into too much theory, let’s skip right to the practice. Like this:
Installation
We’ll start by installing git. Go here and follow the instructions for your operating system.
Windows
On windows, once you’ve downloaded, you’ll want to select the below parameters:
The program will prompt you to pick a text editor. Select notepad.
For all other options, leave settings as default and click “next”. The program will now install.
After installation, there is an option to “Launch Git Bash”. Click it.
This will open a “terminal” window:
Mac
To get Git on your Mac, you will be typing commands into your computer’s Terminal. “Terminal” is the Mac word for the “Git Bash” window you will be using in the next section.
- To open Terminal, open the Mac Search (
Command
+Spacebar
) and search “Terminal”. PressEnter
. A Terminal “shell” window will appear:
- Next we need to download and install a software management tool called Homebrew. Copy and paste the following command into your Terminal, and press
Enter
:
You will likely be asked for your computer password. Press Enter
when instructed to do so. Downloading Homebrew might take a few minutes.
- Now that Homebrew is installed, copy and paste the following command into your Terminal, and press
Enter
:
After a minute or two, Git should be downloaded, installed and ready to go.
Getting to know git bash
The strange little black box you’re looking at is called “Git Bash”. Bash is a command line language/interface. In other words, it’s a way to interact with your computer without pointing and clicking. You type code, and the computer does things. It’ll feel a bit unfamiliar at first, but don’t worry - there are just a few commands you need to know to work with git. We’ll use the terms “bash”, “command line”, and “terminal” interchangeably (though in reality these are a bit different).
pwd
Let’s start with pwd
. This stands for “path to working directory”. Type it, press enter, and see what happens.
If everything went to plan, you’ll see a path (ie, a location within your computer’s file structure). “Working directory” means the folder you are “in” right now. Just like with a point-and-click program for exploring folders, you can navigate between folders using bash / terminal.
When you typed pwd
you were asking your computer which directory (folder) you’re in. It responded. Great! Now let’s see what else is in the folder where you are.
ls
Type ls
. This stands for “list” as in "list all the files in this directory. ls
is commonly used to quickly see contents of a folder.
cd
You now know how to (a) see where you are and (b) see what else is there. But what about navigation? Let’s say you want to “move around” (ie, go to other folders). You do this using the cd
command, which stands for “change directory”.
After typing cd
, you should type a space and then the name of the directory you want to navigate to. This directory can be either (a) relative or (b) full. “Relative” means relative to where you are. So, for example, if you are currently in the following folder:
/home/abc/folder1
And within that folder you have the following sub-folders:
foldera
folderb
folderc
You could navigate to one of them by typing the full path:
cd /home/abc/folder1/foldera
Or by typing the relative path:
cd foldera
Both of the last two commands have the same result: changing your working directory to /home/abc/folder1/foldera
.
What about if you want to navigate “up” to the /home/abc
folder. Again, you can do this using relative or full paths. To navigate there with the full path, simply type:
cd /home/abc
To go “up” one level using a relative path, use ..
. So:
cd ..
So far so good. Now you can (a) see where you are with pwd
, (b) list folder contents with ls
and (c) navigate with cd
. Those 3 command will cover 80% of what you’ll need to do to use git from the command line.
Configuration
Once you’ve installed git, you’ll likely want to configure some options and preferences. Go here and walk through the steps.
Github
Now you’ve got git. Great! Git is often used in conjunction with a third party, web-based platform. The most popular is github. Go to www.github.com and create a user account.
Creating a repository
Once you’ve created an account and logged in, let’s create a repository. What is a repository? Basically, it’s a project in the form of a folder. Having logged into git, click the “plus” icon in the upper right and then click “New repository” (or go directly here).
You can fill in the “Repository name” field with whatever you’d like. For the following examples, we’ll use the word “testrepo”.
Fill in the “Description” field with the word “My first git repository”.
Set the repo as “Public” (unless you plan on putting any secrets here!), and then click the “Add a README file” checkbox. Finally, click “Create repository”.
Cool! You’ve now created your first git repository. It’s public url is https://github.com/
Cloning a repository
“testrepo” exists on the internet, but does not yet exist on your local machine. In order to get “testrepo” on your computer, you’ll need to do something that you’ll only do once: “clone” the repo. “Cloning” in git-speak means creating a copy of the repository locally.
To clone, you’ll first open your terminal window and cd
into a directory where you’d like to clone your repo. For example, if you want to put your testrepo
directory into ~/Documents
, you’ll type the below into terminal:
cd ~/Documents
You can confirm that you are in ~/Documents
by typing: pwd
. There? Good.
Now, we’ll write the code to “clone” testrepo
:
git clone https://github.com/<USERNAME>/testrepo
Now, you’ve got a folder on your machine named testrepo
. You can confirm this by writing ls
in the terminal.
See testrepo
there? Great!
Writing some code
In your local testrepo
folder, you have a “cloned” copy of the repository at https://github.com/README.md
. A “README” file is generally an explanation of a repository’s content, purpose, etc. Like all files, a README can be tracked in git.
Let’s open the README file and make a change to it. We’ll add the below line of “code”:
This is my first git repository.
The save and close the README file.
Now, let’s ask “git” if it noticed if we had made any changes. Type the below into terminal:
git status
If everything has gone well until now, git will reply by telling us that we’ve made a change to the file. We can ask git what change we made by typing:
git diff README.md
diff
stands for “difference”, as in "what is the difference between the code I had and the code I have. Git will spit back some color-coded lines showing the change you’ve made.
Satisfied with your change? Great, now it’s time to confirm it by doing the following:
git add README.md
This tells git that we want it to notice and track the change we made to README.md
. Then:
git commit -m 'my first change'
This tells git that we are “committing” our change, it marking a checkpoint (to which we can revert later). The -m
flag is followed by a message in quotations which will help us to navigate this checkpoint in the future.
Almost there. Now that we’ve added and committed, we need to “push” our change to the remote repository (github), by running:
git push
You did it! Go to https://github.com/README.md
file. You’ll notice that your most recent changes are there. Now, if someone else wants to get your code, they can “clone” your repository, and they’ll have the code you’ve “pushed” there.
A bit more practice
Exercise: creating another repo
Let’s face it: testrepo
is a pretty lame name for a repository. How about we make a repo that’s actually real and useful? We’ll make one for storing all the code we’re writing in this course.
Go to https://github.com/
Click the “plus” icon in the upper right and then click “New repository” (or go directly here).
Now, for “Repository name”, write “datascience”.
Fill in the “Description” field with the words “Code I wrote during my intro to data science course”.
Set the repo as “Public” (unless you plan on putting any secrets here!), and then click the “Add a README file” checkbox. Finally, click “Create repository”.
Clone the repo to your computer (Documents folder)
Create a new R script in your repository “datascience” called gapminder
Create a histogram of life expectancy in 1982
Create a line plot for population in Asia, colored by country. Make the lines a bit thicker and more transparent.
Add new x and y axis labels, as well as a chart title.
Create a bar chart of all European countries gdp per capita in 2002
Make the bars transparent and filled with the color blue.
Create a new data set called
the_nineties
that only contains years from the 1990s.Save this dataset to your repository (use write.csv)
Add, commit, and push your files to github
The .gitignore
If you cd
into datascience
, and then type git status
, you might note that it’s a bit “busy”. That is, there are a lot of documents there! You’re going to want to (i) add, (ii) commit, and (iii) push these documents, but perhaps there are some kinds of documents you don’t want to push.
For example, maybe you want to push R code files (.R
), but not data files (.csv
). In this case, you can explicitly tell git that you don’t want it to pay any attention to .csv
files by creating a .gitignore
file. A .gitignore
file is simply a text file in a git repository that indicates to git that the contents of that file should be ignored.
Let’s do it. First, create an empty .gitignore
file:
touch .gitignore
Then, open the .gitignore
file in RStudio.
Finally, add the following line to it:
*.csv
The star is a “wildcard”, meaning that it stands in place of anything (such as ducks.csv
or data.csv
or xyz.csv
).
With this in your repo, git now knows to ignore anything that ends with the extension .csv
.
Good? Great. Push everything to your repo. Now you can share your code with others, and your future self.
Advanced git
Branching, pull requests, blaming, and more - in a break-out session.


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Iran planning attacks on Israel: Netanyahu
Jerusalem: Israeli Prime Minister Benjamin Netanyahu on Sunday accused Iran of planning attacks against the Jewish state and said everything possible would be done to prevent them.
The premier, who was indicted on corruption charges on Thursday and is seen to be battling for his political life, made his remarks on a visit to an army base near the border with conflict-ravaged Syria.
"Iran's aggression in our region, and against us, continues," Netanyahu said.
He was speaking on the day US General Mark Milley, chairman of the Joint Chiefs of Staff, was in the country to meet his Israeli counterpart Aviv Kohavi.
The two generals discussed "operational questions and regional developments", an army statement said.
Speaking on the Israeli-annexed Golan Heights, Netanyahu said "we are taking all necessary actions to prevent Iran from entrenching here in our region."
"This includes the activity necessary to thwart the transfer of lethal weaponry from Iran to Syria, whether by air or overland.
"We will also take action to thwart Iran's effort to turn Iraq and Yemen into bases for launching rockets and missiles" at Israel, he added.
On Wednesday, in a rare confirmation of such operations, Israel said its warplanes carried out a "very intense" attack against Iranian forces and Syrian army targets in Syria.
Britain-based monitoring group the Syrian Observatory for Human Rights said 23 people were killed in the strikes -- 21 fighters and two civilians.
The previous day, Israel's "Iron Dome" missile defence system had intercepted four rockets fired from Syria, with the army blaming an "Iranian force".
Attorney General Avichai Mandelblit announced Thursday he had charged Netanyahu with bribery, fraud and breach of trust, prompting speculation that the end of the premier's decade-long tenure was nigh.
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Rights researcher deported by Israel vows to continue work
A human rights researcher who is being deported from Israel over his alleged boycott advocacy said Sunday he will remain in his position and continue doing the "important, urgent work” of documenting violations in Israel and the Palestinian territories from abroad.
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Will Netanyahu's party stick with him? Senior leaders quiet
Prime Minister Benjamin Netanyahu looked to project business as usual Sunday as he returned to work following his indictment on corruption charges, but a wall of silence from his usually loyal Cabinet ministers indicated tough times ahead for the embattled Israeli leader.
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Ultra-Orthodox Jews fight domestic violence in Israel
If you are scared, that is not shlom bayit," reads the slogan that Esty Shushan hopes will encourage religious Jewish Israeli women like her to leave violent marriages.
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Israeli attorney general to decide on Netanyahu charges
Israel’s attorney general scheduled a Thursday night news conference to announce his long-awaited decision on whether to indict Prime Minister Benjamin Netanyahu in a series of corruption scandals.
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‘Dark days’ in Israel after PM and rival fail to form government, election looms
Israel's president told lawmakers on Thursday to name a candidate to form a new government after Prime Minister Benjamin Netanyahu and challenger Benny Gantz both failed, a development that probably sets the stage for a third election within a year.
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Israel nears unprecedented third vote as Gantz coalition bid fails
Former military chief Benny Gantz failed to muster enough support in parliament to form a government and dislodge Prime Minister Benjamin Netanyahu, bringing Israel closer to its third election in a year and prolonging its drawn-out political gridlock.


Usage examples for <amp-3d-gltf />
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Layout: responsive
With placeholder
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With fallback
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Graduate of New York Code + Design Academy. I am a focused and driven individual that is not afraid of taking on big challenges. I would love to hear from you!
Here's a little bit about me!I am Adam Cappello, a full-stack software developer based in the Greater Philadelhia area! I have always enjoyed working with my hands and hard labor, I have helped make decks, stairs, railings, and furniture. There is a sense of fulfillment when you step back and say "I built that!". Coding has giving me that same feeling of fulfillment and labor, but instead of working with my hands I get to work with my mind!


This section describes the RPMsg Queue component that allows:
More...
This section describes the RPMsg Queue component that allows:
- Blocking reception.
- Zero-copy blocking reception.
|
| int32_t | rpmsg_queue_rx_cb (void *payload, uint32_t payload_len, uint32_t src, void *priv) |
| | This callback needs to be registered with an endpoint. More...
|
| |
| rpmsg_queue_handle | rpmsg_queue_create (struct rpmsg_lite_instance *rpmsg_lite_dev) |
| | Create a RPMsg queue which can be used for blocking reception. More...
|
| |
| int32_t | rpmsg_queue_destroy (struct rpmsg_lite_instance *rpmsg_lite_dev, rpmsg_queue_handle q) |
| | Destroy a queue and clean up. Do not destroy a queue which is registered with an active endpoint! More...
|
| |
| int32_t | rpmsg_queue_recv (struct rpmsg_lite_instance *rpmsg_lite_dev, rpmsg_queue_handle q, uint32_t *src, char *data, uint32_t maxlen, uint32_t *len, uint32_t timeout) |
| | blocking receive function - blocking version of the received function that can be called from an RTOS task. The data is copied from the receive buffer into the user supplied buffer. More...
|
| |
| int32_t | rpmsg_queue_recv_nocopy (struct rpmsg_lite_instance *rpmsg_lite_dev, rpmsg_queue_handle q, uint32_t *src, char **data, uint32_t *len, uint32_t timeout) |
| | blocking receive function - blocking version of the received function that can be called from an RTOS task. The data is NOT copied into the user-app. buffer. More...
|
| |
| int32_t | rpmsg_queue_nocopy_free (struct rpmsg_lite_instance *rpmsg_lite_dev, void *data) |
| | This function frees a buffer previously returned by rpmsg_queue_recv_nocopy(). More...
|
| |
| int32_t | rpmsg_queue_get_current_size (rpmsg_queue_handle q) |
| | This function returns the number of pending messages in the queue. More...
|
| |
| int32_t rpmsg_queue_rx_cb |
( |
void * |
payload, |
|
|
uint32_t |
payload_len, |
|
|
uint32_t |
src, |
|
|
void * |
priv |
|
) |
| |
This callback needs to be registered with an endpoint.
- Parameters
-
| payload | Pointer to the buffer containing received data |
| payload_len | Size of data received, in bytes |
| src | Pointer to address of the endpoint from which data is received |
| priv | Private data provided during endpoint creation |
- Returns
- RL_HOLD or RL_RELEASE to release or hold the buffer in payload
Create a RPMsg queue which can be used for blocking reception.
- Parameters
-
| rpmsg_lite_dev | RPMsg Lite instance |
- Returns
- RPMsg queue handle or RL_NULL
Destroy a queue and clean up. Do not destroy a queue which is registered with an active endpoint!
- Parameters
-
| rpmsg_lite_dev | RPMsg-Lite instance |
| [in] | q | RPMsg queue handle to destroy |
- Returns
- Status of function execution
blocking receive function - blocking version of the received function that can be called from an RTOS task. The data is copied from the receive buffer into the user supplied buffer.
This is the "receive with copy" version of the RPMsg receive function. This version is simple to use but it requires copying data from shared memory into the user space buffer. The user has no obligation or burden to manage the shared memory buffers.
- Parameters
-
| rpmsg_lite_dev | RPMsg-Lite instance |
| [in] | q | RPMsg queue handle to listen on |
| [in] | data | Pointer to the user buffer the received data are copied to |
| [out] | len | Pointer to an int variable that will contain the number of bytes actually copied into the buffer |
| [in] | maxlen | Maximum number of bytes to copy (received buffer size) |
| [out] | src | Pointer to address of the endpoint from which data is received |
| [in] | timeout | Timeout, in milliseconds, to wait for a message. A value of 0 means don't wait (non-blocking call). A value of 0xffffffff means wait forever (blocking call). |
- Returns
- Status of function execution
- See also
- rpmsg_queue_recv_nocopy
blocking receive function - blocking version of the received function that can be called from an RTOS task. The data is NOT copied into the user-app. buffer.
This is the "zero-copy receive" version of the RPMsg receive function. No data is copied. Only the pointer to the data is returned. This version is fast, but it requires the user to manage buffer allocation. Specifically, the user must decide when a buffer is no longer in use and make the appropriate API call to free it, see rpmsg_queue_nocopy_free().
- Parameters
-
| rpmsg_lite_dev | RPMsg Lite instance |
| [in] | q | RPMsg queue handle to listen on |
| [out] | data | Pointer to the RPMsg buffer of the shared memory where the received data is stored |
| [out] | len | Pointer to an int variable that that will contain the number of valid bytes in the RPMsg buffer |
| [out] | src | Pointer to address of the endpoint from which data is received |
| [in] | timeout | Timeout, in milliseconds, to wait for a message. A value of 0 means don't wait (non-blocking call). A value of 0xffffffff means wait forever (blocking call). |
- Returns
- Status of function execution.
- See also
- rpmsg_queue_nocopy_free
-
rpmsg_queue_recv
This function frees a buffer previously returned by rpmsg_queue_recv_nocopy().
Once the zero-copy mechanism of receiving data is used, this function has to be called to free a buffer and to make it available for the next data transfer.
- Parameters
-
| rpmsg_lite_dev | RPMsg-Lite instance |
| [in] | data | Pointer to the RPMsg buffer of the shared memory that has to be freed |
- Returns
- Status of function execution.
- See also
- rpmsg_queue_recv_nocopy
This function returns the number of pending messages in the queue.
- Parameters
-
- Returns
- Number of pending messages in the queue.


Inherited
Private
Only exported
review.js
ReVIEW
Exec
ResultSuccess
Interface ResultSuccess
Index
Properties
book
results
Properties
public
book
:
Book
optional
public
results
?:
any
Globals
ReVIEW
ReVIEW.IO
ReVIEW.Exec
ReVIEW.i18n
ReVIEW.Parse
ReVIEW.Build
ResultFailure
ResultPromise
ResultSuccess
book
results
singleCompile


Accessible Modal Dialogs from Scratch
This document demonstrates a working modal dialog developed with no external dependencies. It includes the minimal amount of HTML, JavaScript and CSS to power the modal, and nothing else.
You can spawn the modal by clicking the following link, which simulates a prompt to close the current document (regardless of how you respond to the modal, the document will not closed).
Features Include...
- Upon opening the modal, focus should move to the "cancel" button - the safest button for a user to accidentially click.
- Upon closing the modal, focus should return to the "Close Window" link above.
- While the modal is open, focus is trapped and cannot return to the main document. The main content is also hidden with
aria-hidden="true"
, while the document itself hasaria-hidden="false"
andaria-modal="true"
applied to it. - The modal is decorated with
role="alertdialog"
which triggers a system-level alert - The modal is described by a hidden element containing a more detailed explanation than the text that appears for sighted users. When the modal appears, the screenreader should announce:
"You are in a modal window prompting you to abandon your unsaved changes. You may click "ok" to abandon your chagnes or "cancel" to return tot he parent document."
- The modal can be dismissed with the Escape key, or by clicking the backdrop
Source Code
The source is availble in Github: https://github.com/meagar/accessibility/tree/master/modal/js


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Ans: Okay, First we started with rankthem it was kinda fun running that website. But some things were missing and incomplete in that and here we are with some of the gaps filled. The theme is different here, with the different categories of rating you can find out what actually you are to others and can also find your crushes here.

Ans: Yeah, that's our flagship feature. So here's how it works...
First what you do is click the button "Click if you have a crush on this person"(You know what it means!). The other person won't be notified anything about this. You can have crushes on 5 People at the max. We had to add this constraint to avoid people abusing this feature. In your "View My Profile" Page you can find out the list of people you have crush upon. Next is to wait, if the other person really likes you, even he/she would click the button for your profile. It's only then on both of your "View My Profile" Page Your crush's name will show up on the "People who also have Crush on you" list. If you didn't get the above paragraph. All right leave it, Just click the button when your your crush's profile shows up and keep checking your "People who also have Crush on you" list on the "View My Profile" Page. If your lucky Someday you'll find your crushes name there.
Ans: That happens a lot, we know that.Try the forgot password link in the Homepage or message us on our facebook page. We'll reset the password for you.
Ans: Ahem,That's our favourite question! FYI We did this for fun and we don't care if you don't use it or don't like it. We are not making money out of this! That's not our intention and never will be. There are different other better ways to make money than this! We'd call that person the dumbest moron if he makes money this way. And even we don't like our screen to be flooded with Ads when we open a page.
Ans: We love you, 'cause your asking this question. Okay, listen we got all your USN,names from the internet. If you haven't heard of PHP cURL(or simply cURL)just google it, you can code a robot to extract any information from a webpage. We got all your info in a few tricky time consuming steps.The login system is all plain PHP and mySQL, anybody can do it and the random profile loading is all done by a beautiful php function mt_rand(). As usual CSS for decorating the HTML markups and JAVA for here and there checks. If this website was written in AJAX you would have definitely fallen in love with it. The rating system is also plain simple, your % is all school mathematics and the crush system is also not that complex, it just came into our minds and the code was written instantly. If you are still hungry your free to trouble us by messaging our facebook page or haunt us personally if you know us. We'll fill you in with lots of stuffs. We love this things a lot!
Ans: All right, We'll answer it all together. No, your account is all safe! Just google what's "Random Salts" and your questions about your account safety will be answered. Yes you can trust us! Of course! We love you all!  We think you would do if you were us, but we wouldn't. Don't ever think that question again!


[ the cutting edge ]
G'Day Developers!
If you ask a new .NET developer (from the Access or VB6
world) what is the best thing about .NET Windows Forms, most
of your answers will be "Form Inheritance" that allows them
to keep a nice consistent look for all forms. If you ask
them a couple of months later, they will probably tell you
the worst thing about .NET Windows Forms is "Form
Inheritance". This is because they have had too many
problems with the bugs in the form designer regarding this
feature. Many abandon them altogether and jump on the user
control band wagon. Please don't, I have a solution to
this....
I think if you can keep the level of form inheritance to a
minimum, then you may not see the problem or at least you
will experience the problem less. Anyway even if you do,
stop whinging and just close down Visual Studio.NET and
restart. You don't change the base form that often anyway.
Well how do you keep it to a minimum? Well make the first
base form without any controls, only code (to make it as
flexible as possible and avoid having a multitude of base
forms).
We try to keep the number of controls on inherited forms,
and the levels of inheritance to a minimum, because it
reduces the risk of problems with the Visual Studio Designer
(you know when the controls start jumping around, or
disappearing from the Designer, or properties getting reset
on inherited copies or even the tab order getting
corrupted). Designer errors can also occur in the task list
if the InitializeComponent method fails.
Every form in your application should inherit from a base
form which has code common to every form.
See our examples.
Cheers until next time,
Adam
SSW Chief Architect and Microsoft Regional Director,
Australia
Got a comment for Adam?
6164616d636f67616e407373772e636f6d2e6175
|


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Please log in (tom and sally are valid names)
Username:
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(logout)
{{userName}} is a
User
Admin
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This is an example of the "ConduitITCPro-Light" web font file.
Note: Web Fonts may not work with all web browsers. Please check your web browser documentation for Web Font support.


A hackathon hosted by and for computer science students. Join us at the Rio Piedras Campus of the University of Puerto Rico.
About Hack-UPRRP
...
The Rules
[...]
Contact AECC
For details about the hackathon or to provide sponsorship, contact the AECC team (Asociación de Estudiantes de Ciencias de Cómputos) at the following social media outlets:


Class: Com::Vmware::Content::LibraryService
- Inherits:
-
VAPI::Bindings::VapiService
- Object
- VAPI::Bindings::VapiService
- Com::Vmware::Content::LibraryService
- Defined in:
- /build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb
Overview
The ``Com::Vmware::Content::Library`` class provides methods to manage and find :class:`Com::Vmware::Content::LibraryModel` entities.
The ``Com::Vmware::Content::Library`` class provides support for generic functionality which can be applied equally to all types of libraries. The functionality provided by this class will not affect the properties specific to the type of library. See also :class:`Com::Vmware::Content::LocalLibrary` and :class:`Com::Vmware::Content::SubscribedLibrary` .
Defined Under Namespace
Classes: FindSpec
Constant Summary
- RESOURCE_TYPE =
'com.vmware.content.Library'
Instance Method Summary (collapse)
-
- (Array<String>) find(spec)
Returns a list of all the visible (as determined by authorization policy) libraries matching the requested :class:`Com::Vmware::Content::Library::FindSpec` .
-
- (Com::Vmware::Content::LibraryModel) get(library_id)
Returns a given :class:`Com::Vmware::Content::LibraryModel` .
-
- (LibraryService) initialize(config)
constructor
Constructs a new instance.
-
- (Array<String>) list
Returns the identifiers of all libraries of any type in the Content Library.
-
- (Void) update(library_id, update_spec)
Updates the properties of a library.
Constructor Details
- (LibraryService) initialize(config)
Constructs a new instance.
159 160 161 |
# File '/build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb', line 159 def initialize(config) super(config, @@service_info) end |
Instance Method Details
- (Array<String>) find(spec)
Returns a list of all the visible (as determined by authorization policy) libraries matching the requested :class:`Com::Vmware::Content::Library::FindSpec` .
198 199 200 201 202 |
# File '/build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb', line 198 def find(spec) invoke_with_info(@@find_info, { 'spec' => spec, }) end |
- (Com::Vmware::Content::LibraryModel) get(library_id)
Returns a given :class:`Com::Vmware::Content::LibraryModel` .
174 175 176 177 178 |
# File '/build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb', line 174 def get(library_id) invoke_with_info(@@get_info, { 'library_id' => library_id, }) end |
- (Array<String>) list
Returns the identifiers of all libraries of any type in the Content Library.
185 186 187 |
# File '/build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb', line 185 def list() invoke_with_info(@@list_info) end |
- (Void) update(library_id, update_spec)
Updates the properties of a library.
This is an incremental update to the library. Any field in the :class:`Com::Vmware::Content::LibraryModel` class that is nil will not be modified.
This method will only update the common properties for all library types. This will not, for example, update the :attr:`Com::Vmware::Content::LibraryModel.publish_info` of a local library, nor the :attr:`Com::Vmware::Content::LibraryModel.subscription_info` of a subscribed library. Specific properties are updated in :func:`Com::Vmware::Content::LocalLibrary.update` and :func:`Com::Vmware::Content::SubscribedLibrary.update` .
222 223 224 225 226 227 |
# File '/build/mts/release/bora-4571906/build/sdk/aggregated-bindings/ruby/com/vmware/content.rb', line 222 def update(library_id, update_spec) invoke_with_info(@@update_info, { 'library_id' => library_id, 'update_spec' => update_spec, }) end |


{% extends "base.html" %} {% load static %} {% block custom_stylesheet_links %} {% endblock %} {% block custom_body_classes %}text-center{% endblock %} {% block title %}Internal Server Error (500){% endblock %} {% block body %}
Sorry, but we were unable to serve your request. The administrator has been notified.


A survey of PDE methods for image segmentation
Matt Hancock — Florida State University — Department of Mathematics
Image segmentation
Not in this talk
- Simple intensity based methods
- Thresholding
- Region growing
- Clustering
- Edge-based
- Statistical methods
- Active shape, active appearance models
- Pixel / voxel - wise Classification
- Markov random fields
- etc ...
Basic idea of PDEs for segmentation
- A curve on the image evolves according to some PDE.
- At equilibrium, the curve represents the boundary of segmentation.
Issues
- Ability to capture "true" segmentation
- Free parameter choices
- Stability
- Smoothness
- Topology
A simple model
- Segment with parametric curve: $\displaystyle \begin{bmatrix} x(s,t) & y(s,t) \end{bmatrix}^T $
-
Curve velocity is in the direction of the outward normal, and has magnitude proportional to image pixel values:
$$
\begin{bmatrix} x_t \\ y_t \end{bmatrix} = \hat{I}(x,y) \mathbf{n}(s,t) = \frac{\hat{I}(x,y)}{\sqrt{x_s^2 + y_s^2}}\begin{bmatrix} y_s \\ -x_s \end{bmatrix}
$$
-
$\hat{I}(x,y) = S(G*I)(x,y; \sigma, \beta)$ is the image convolved with a gaussian filter with parameter $\sigma$ and processed with a sigmoidal filter with parameter, $\beta$.
- Approximate PDE with finite differences.
Spiculated lung nodule from LIDC dataset
It works!
Sort of...
Issues
- Sensitive to parameters of gaussian and sigmoidal filter.
- Time step size? Curve parameter discretization?
- How do we know when to stop evolving the curve?
- Curve can't adapt to holes
Active contours (snakes) [1]
- Again, segment via a parametrically defined curve, $\mathbf{c}(s)$.
- Energy minimization principle: $$J[\mathbf{c}] = \int E[\mathbf{c}] ds = \int \left( E_{\text{int}}[\mathbf{c}] + E_{\text{ext}}[\mathbf{c}] \right) ds$$
- Desired curve is $\displaystyle\text{arg}\min_{\mathbf{c}}J[\mathbf{c}]$.
[1]: Kass et. al. Snakes: Active contour models. International journal of computer vision. 1988
Active contours
- Typically,$$E_{\text{int}}[\mathbf{c}] = \frac{1}{2}\left( \alpha ||\mathbf{c}'||^2 + \beta ||\mathbf{c}''||^2 \right) $$
- and, $$E_{\text{ext}}[\mathbf{c}] = -\frac{\gamma}{2} ||\nabla (G*I)(\mathbf{c};\sigma)||^2$$
- $\alpha,\beta,\gamma,\sigma$ are all free parameters
Minimizing the energy functional
- Euler-Lagrange equations yield: $$\nabla E_{\text{ext}} - \alpha \mathbf{c}'' + \beta \mathbf{c}^{(4)} = 0 \tag{1}$$
- Introduce "time" variable, set $(1) := F(t)$.
- Set $\frac{\partial \mathbf{c}}{\partial t} = F(t)$, and discretize in $s$ and $t$ using finite differences.
- At equilibrium, the Euler-Lagrange equations are satisfied.
It works!
Sort of...
Issues
- Needs good initialization.
- So many free parameters! How to set them?
- Can't adapt to holes (without additional bookkeeping).
Level Sets [2]
- Segmenting contour is the zero level set of an evolving surface: $$ \mathbf{c}(t) = \{\mathbf{x} \; | \; \psi(\mathbf{x},t) = 0 \}$$
[2]: Malladi, Sethian, Vemuri. Shape Modelling with Front Propagation: A level set approach. IEEE Transactions on Pattern Analysis and Machine Intelligence. 1995
Motion of the surface
- $\mathbf{x}(t)$ on contour $\Leftrightarrow \psi(\mathbf{x}(t), t) = 0$
- $\mathbf{x}(t)$ moves normal to $\mathbf{c}(t)$ and $||\mathbf{x}_t|| = F(\mathbf{x}(t))$
- So, $$\psi_t + F(\mathbf{x}) ||\nabla \psi|| = 0$$ governs the motion of the surface, and its implicitly defined contour.
Controlling the speed
- Speed is governed by a combination of image attributes and by the geometry of the curve
- Let $F = F_A + F_G$
- Often, $$\begin{align*} F_A &= F_A( ||\nabla (G * I)(\mathbf{x};\sigma)|| ) \\ F_G &= F_G(K) \end{align*}$$
Advantages
- Contours easily split and merge.
- No conceptual differences in extending to 3 dimensions.
Disadvantages
- Same as other methods: stability, parameter setting, etc...
Other PDE methods not discussed
- Caselles, Vicent, Ron Kimmel, and Guillermo Sapiro. "Geodesic active contours." International journal of computer vision 1997
- Vese, Luminita A., and Tony F. Chan. "A multiphase level set framework for image segmentation using the Mumford and Shah model." International journal of computer vision 2002
- Álvarez, Luis, et al. "Morphological snakes." Computer Vision and Pattern Recognition (CVPR), 2010 IEEE Conference on. IEEE, 2010.
... this is the last slide


If you see this file on the server you configured, it hopefully means it worked!
A change happened.
Another change happened.
This is a change from 11th May 2013 09:22 (and 09:23)
Testing merge message


Dream Jobs is a specialized recruitment firm to recruit highly qualified and skilled candidates for senior-level and executive jobs in your organization
Find Out More
Dream Jobs was founded in March 2006.
And soon become a well known headhunter organisation in India.
We have worked successfully with top organisations in the country, as well as, with the various clients around the globe.
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We believe in not just giving out the best but also we believe to reach out for a long term commitment.
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1 April 2013 - On 31 March 2013, the China Health and Family Planning Commission notified the World Health Organization (WHO) of three cases of human infection with influenza A(H7N9). The cases were laboratory confirmed on 29 March by China CDC. Laboratory testing for influenza A(H3N2), A (H1N1)pdm09 and A(H5N1), as well as for novel coronavirus, has been negative.
The cases were reported from Shanghai (2 cases) and Anhui province (1 case). All three cases presented with respiratory tract infection with progression to severe pneumonia and breathing difficulties. Disease onset was between 19 February and 15 March 2013. Two of the cases died. The third case is currently in critical condition.
To date no epidemiological link between the cases has been identified. An investigation including follow-up of contacts is ongoing. So far no further cases have been identified among the 88 identified contacts under follow up.
Investigations into the source of infection and mode of transmission are ongoing.
The Chinese government is actively investigating this event and has instituted enhanced surveillance, laboratory strengthening and training of health care professionals for detection, reporting and treatment.
WHO is in contact with the national authorities and is following the event closely. It will issue updates as new information becomes available.


POST /orgs/:org/hooks
| Name | Type | Description |
|---|---|---|
name |
string |
Required. Must be passed as "web". |
config |
object |
Required. Key/value pairs to provide settings for this webhook. These are defined below. |
events |
array |
Determines what
events the hook
is triggered for. Default: ["push"] .
|
active |
boolean |
Determines if notifications are sent when the webhook is triggered. Set
to true to send notifications. Default: true .
|
The config
object can
accept the following keys:
| Name | Type | Description |
|---|---|---|
url |
string |
Required. The URL to which the payloads will be delivered. |
content_type |
string |
The media type used to serialize the payloads. Supported values include
json and form . The default is
form .
|
secret |
string |
If provided, the secret will be used as the
key to generate the HMAC hex digest value in the
X-Hub-Signature
header.
|
insecure_ssl |
string |
Determines whether the SSL certificate of the host for
url will be verified when delivering payloads. Supported
values include 0 (verification is performed) and
1 (verification is not performed). The default is
0 .
We strongly recommend not setting this to 1 as you are
subject to man-in-the-middle and other attacks.
|
Here's how you can create a hook that posts payloads in JSON format:
{
"name": "web",
"active": true,
"events": [
"push",
"pull_request"
],
"config": {
"url": "http://example.com/webhook",
"content_type": "json"
}
}
Status: 201 Created
Location: https://api.github.com/orgs/octocat/hooks/1
{
"id": 1,
"url": "https://api.github.com/orgs/octocat/hooks/1",
"ping_url": "https://api.github.com/orgs/octocat/hooks/1/pings",
"name": "web",
"events": [
"push",
"pull_request"
],
"active": true,
"config": {
"url": "http://example.com",
"content_type": "json"
},
"updated_at": "2011-09-06T20:39:23Z",
"created_at": "2011-09-06T17:26:27Z"
}


enum class PlayerType
Enum of player types
Factory method for Player types
fun createPlayer(type: PlayerType, id: PlayerId): Player


| 12 Apr 2002 |
White House press spokesman Ari Fleischer unveils President Bush's latest neologism: homicide bombing. When asked to justify the change in terminology, Fleischer responds: "The reason I started to use that term is because it's a more accurate description. These are not suicide bombings. These are not people who just kill themselves.  These are murderers. The President has said that in the Rose Garden. And I think that is just a more accurate description of what these people are doing. It's not suicide, it's murder." |
| 14 May 2002 |
During a press conference, President George W Bush declares: "In terms of youngsters who are looking for -- you know, who are searching for a future, if there's a hopeless future there may be an opportunity to convert them into potential suiciders or potential killers." |
| 30 Apr 2003 |
White House press spokesman Ari Fleischer declares: "The fact that Saddam Hussein has been removed from power does remove one source of instability that paid for suicide homicide bombers to cross into Israel and take innocent lives." |
| 6 Oct 2003 |
During a press conference, President George W Bush declares: "I talked to Prime Minister Sharon yesterday. I expressed our nation's condolences, the needless murder of innocent people by the latest suicider." |
| 28 Oct 2003 |
During a press conference in the Rose Garden, President George W Bush declares: "It is dangerous in Iraq because there are some who believe that we're soft, that the will of the United States can be shaken by suiciders - and suiciders who are willing to drive up to a Red Cross center, a center of international help and aid and comfort, and just kill... The strategy remains the same. The tactics to respond to more suiciders driving cars will alter on the ground." |
| 14 Nov 2003 |
President George W Bush announces that Saddam Hussein "is paying suiciders to go kill innocent Israelis." |
| 16 Nov 2003 |
President George W Bush announces that Ariel Sharon is "a man who has presided over suiciders, where he has to go to the funerals of women and children because some cold-blooded killer is trying to destroy the hopes of all the people in the region." |
| 13 Dec 2003 |
President George W Bush tells Barbara Walters: "These are people that hide in caves, they hide in the dark corners of society, and they use suiciders as their forward army." |
| 8 Feb 2004 |
President George W Bush tells Tim Russert on Meet the Press: "We remembered the fact that [Saddam] had used weapons, which meant he had weapons. We knew the fact that he was paying for suicide bombers." |


The holy pair were not only children under the fatherly care of God but students receiving instruction from the all-wise Creator. They were visited by angels, and were granted communion with their Maker, with no obscuring veil between.  The mysteries of the visible universe “the wondrous works of Him which is perfect in knowledge” afforded them an exhaust-less source of instruction and delight. The laws and operations of nature, which have engaged men’s study for six thousand years, were opened to their minds by the infinite Framer and Upholder of all.
"In the early history of the nation, education, was restricted to the family, in which the father was the principle teacher. There were no popular schools nor professional teachers"
—Painter's History of Education"The children were gathered for instruction in the synagogues and schoolhouses, where the teacher, generally the Chazzan, or officer of the synagogue, imparted to them the precious knowledge of the law, with constant adaptation to their capacity, with unwearied patience, intense earnestness, strictness tempered by kindness, but, above all, with the highest object of their training ever in view. To keep children from all contact with vice; to train them to gentleness, even when bitterest wrong had been received; to show sin in its repulsiveness, rather than to terrify by its consequences;
to train to strict truthfulness; to avoid all that might lead to disagreeable or indelicate thoughts; and to do all this without showing partiality, without either undue severity or laxity of discipline, with judicious increase of study and work, with careful attention to thoroughness in acquiring knowledge–all this and more constituted the ideal set before the teacher, and made his office of such high esteem in Israel.." These teachers took the youth at the most critical period of their development. And how thoroughly they understood the needs of the developing minds!
—Hinsdale's Jesus as a Teacher, page 31.Further provision was made for the instruction of the young, by the establishment of the schools of the prophets. If a youth desired to search deeper into the truths of the word of God, and to seek wisdom from above, that he might become a teacher in Israel, these schools were open to him. The schools of the prophets were founded by Samuel, to serve as a barrier against the wide-spread corruption, to provide for the moral and spiritual welfare of the youth, and to promote the future prosperity of the nation by furnishing it with men qualified to act in the fear of God as leaders and counselors.
In the accomplishment of this object, Samuel gathered companies of young men who were pious, intelligent, and studious. These were called the sons of the prophets. As they communed with God, and studied his word and his works, wisdom from above was added to their natural endowments. The instructors were men not only well versed in divine truth, but those who had themselves enjoyed communion with God, and had received the special endowment of his Spirit. They enjoyed the respect and confidence of the people, both for learning and for piety.
—Christian Education p.61.1Wherever in Israel God’s plan of education was carried into effect, its results testified of its Author. But in very many households the training appointed by heaven, and the characters thus developed, were alike rare. God’s plan was but partially and imperfectly fulfilled. By unbelief and by disregard of the Lord’s directions, the Israelites surrounded themselves with temptations that few had power to resist. At their settlement in Canaan “they did not destroy the nations, concerning whom the Lord had commanded them: but were mingled among the heathen, and learned their works. And they served their idols: which were a snare unto them.” Their heart was not right with God, “neither were they steadfast in his covenant.
 For he remembered that they were but flesh; a wind that passeth away, and cometh not again.” Fathers and mothers in Israel became indifferent to their obligation to God, indifferent to their obligation to their own children. Through unfaithfulness in the home, and idolatrous influences without, many of the Hebrew youth received an education differing widely from that which God had planned for them. They learned the ways of the heathen.
—RH October 5, 1911, par. 10The lesson is recorded for our instruction. The enemy of souls will invent may things to lead the minds of our youth from firm faith in God to the idolatrous practices of the world. Let the cautions given to ancient Israel be carefully studied. Satan’s efforts to spoil the thoughts and confuse the judgment are unceasing, and we must be on our guard.
We must be careful to maintain our allegiance to God as his peculiar people. While wickedness is increasing in the world, the people of God are to increase in understanding, in sanctified devotion to the cause of God, in keenness of perception to discern between righteousness and unrighteousness. At this time we can not afford to run any risks. If we commit sin, the Lord will be greatly dishonored. But if we work the works of righteousness, we shall follow on to know the Lord more and more perfectly.
—RH October 5, 1911, par. 12In the days of Christ the town or city that did not provide for the religious instruction of the young was regarded as under the curse of God. Yet the teaching had become formal. Tradition had in a great degree supplanted the Scriptures. True education would lead the youth to “seek the Lord, if haply they might feel after Him, and find Him.” Acts 17:27. But the Jewish teachers gave their attention to matters of ceremony. The mind was crowded with material that was worthless to the learner, and that would not be recognized in the higher school of the courts above.
The experience which is obtained through a personal acceptance of God’s word had no place in the educational system. Absorbed in the round of externals, the students found no quiet hours to spend with God. They did not hear His voice speaking to the heart. In their search after knowledge, they turned away from the Source of wisdom. The great essentials of the service of God were neglected. The principles of the law were obscured. That which was regarded as superior education was the greatest hindrance to real development. Under the training of the rabbis the powers of the youth were repressed. Their minds became cramped and narrow.
The child Jesus did not receive instruction in the synagogue schools. His mother was His first human teacher. From her lips and from the scrolls of the prophets, He learned of heavenly things. The very words which He Himself had spoken to Moses for Israel He was now taught at His mother’s knee. As He advanced from childhood to youth, He did not seek the schools of the rabbis. He needed not the education to be obtained from such sources; for God was His instructor.
The question asked during the Saviour’s ministry, “How knoweth this man letters, having never learned?” does not indicate that Jesus was unable to read, but merely that He had not received a rabbinical education. John 7:15. Since He gained knowledge as we may do, His intimate acquaintance with the Scriptures shows how diligently His early years were given to the study of God’s word. And spread out before Him was the great library of God’s created works. He who had made all things studied the lessons which His own hand had written in earth and sea and sky.
Apart from the unholy ways of the world, He gathered stores of scientific knowledge from nature. He studied the life of plants and animals, and the life of man. From His earliest years He was possessed of one purpose; He lived to bless others. For this He found resources in nature; new ideas of ways and means flashed into His mind as He studied plant life and animal life. Continually He was seeking to draw from things seen illustrations by which to present the living oracles of God. The parables by which, during His ministry, He loved to teach His lessons of truth show how open His spirit was to the influences of nature, and how He had gathered the spiritual teaching from the surroundings of His daily life.
Every child may gain knowledge as Jesus did. As we try to become acquainted with our heavenly Father through His word, angels will draw near, our minds will be strengthened, our characters will be elevated and refined. We shall become more like our Saviour. And as we behold the beautiful and grand in nature, our affections go out after God. While the spirit is awed, the soul is invigorated by coming in contact with the Infinite through His works. Communion with God through prayer develops the mental and moral faculties, and the spiritual powers strengthen as we cultivate thoughts upon spiritual things.
In His prayer to the Father, Christ gave to the world a lesson which should be graven on mind and soul. “This is life eternal,” He said, “that they might know Thee the only true God, and Jesus Christ, whom Thou hast sent.” John 17:3. This is true education. It imparts power. The experimental knowledge of God and of Jesus Christ whom He has sent, transforms man into the image of God. It gives to man the mastery of himself, bringing every impulse and passion of the lower nature under the control of the higher powers of the mind. It makes its possessor a son of God and an heir of heaven. It brings him into communion with the mind of the Infinite, and opens to him the rich treasures of the universe.
God desires us to reach the standard of perfection made possible for us by the gift of Christ. He calls upon us to make our choice on the right side, to connect with heavenly agencies, to adopt principles that will restore in us the divine image. In His written word and in the great book of nature He has revealed the principles of life. It is our work to obtain a knowledge of these principles, and by obedience to cooperate with Him in restoring health to the body as well as to the soul.
Nature and revelation alike testify of God’s love. Our Father in heaven is the source of life, of wisdom, and of joy. Look at the wonderful and beautiful things of nature. Think of their marvelous adaptation to the needs and happiness, not only of man, but of all living creatures. The sunshine and the rain, that gladden and refresh the earth, the hills and seas and plains, all speak to us of the Creator’s love. It is God who supplies the daily needs of all His creatures. In the beautiful words of the psalmist—
The eyes of all wait upon Thee; And Thou givest them their meat in due season. Thou openest Thine hand, And satisfiest the desire of every living thing.
—Psalm 145:15, 16.
The Saviour’s life on earth was not a life of ease and devotion to Himself, but He toiled with persistent, earnest, untiring effort for the salvation of lost mankind. From the manger to Calvary He followed the path of self-denial and sought not to be released from arduous tasks, painful travels and exhausting care and labor. He said, “The Son of man came not to be ministered unto, but to minister, and to give His life a ransom for many.” Matthew 20:28. This was the one great object of His life. Everything else was secondary and subservient. It was His meat and drink to do the will of God and to finish His work. Self and self-interest had no part in His labor.
The apostle Paul, in his second letter to the Thessalonians, foretold the great apostasy which would result in the establishment of the papal power. He declared that the day of Christ should not come, “except there come a falling away first, and that man of sin be revealed, the son of perdition; who opposeth and exalteth himself above all that is called God, or that is worshiped; so that he as God sitteth in the temple of God, showing himself that he is God.” [2 Thessalonians 2:3, 4, 7.] And furthermore, the apostle warns his brethren that “the mystery of iniquity doth already work.” [2 Thessalonians 2:3, 4, 7.] Even at that early date he saw, creeping into the church, errors that would prepare the way for the development of the papacy.
Little by little, at first in stealth and silence, and then more openly as it increased in strength and gained control of the minds of men, the mystery of iniquity carried forward its deceptive and blasphemous work. Almost imperceptibly the customs of heathenism found their way into the Christian church. The spirit of compromise and conformity was restrained for a time by the fierce persecutions which the church endured under paganism. But as persecution ceased, and Christianity entered the courts and palaces of kings, she laid aside the humble simplicity of Christ and his apostles for the pomp and pride of pagan priests and rulers; and in place of the requirements of God, she substituted human theories and traditions.
This compromise between paganism and Christianity resulted in the development of the “man of sin” foretold in prophecy as opposing and exalting himself above God. That gigantic system of false religion is a masterpiece of Satan’s power,—a monument of his efforts to seat himself upon the throne to rule the earth according to his will.
The character of the youth was formed, from memorizing "the fables of Esop and collections of maxims and proverbs. After this, Virgil was usually the text-book, and was handled in the same style."
"In most of the schools, the so-called seven liberal arts were taught. The pupil commenced with grammar, then proceeded to rhetoric, and afterward to logic or dialectics. Having thus mastered the Trivium, as it was called, those who aspired to greater attainments proceeded with slow steps through the Quadrivium (a course including arithmetic, music, geometry, and astronomy) to the honor of perfectly learned men."
"Seven years were devoted to the completion of the course in liberal arts (the Trivium and the Quadrivium) Dialectic or logic was based somewhat remotely on the writings of Aristotle. At a later period, logic was rigidly applied to the development of theology, and gave rise to a class of scholars called the school- men. . . . . Arithmetic was imperfectly taught, importance being attached to the supposed secret properties of numbers. Geometry was taught in an abridged form, while astronomy did not differ materially from astrology. The study of music consisted chiefly in learning to chant the hymns of the church."
"This order, established by Ignatius Loyola [in 1534], found its special mission in combating the Reformation. As the most effective means of arresting the progress of Protestantism, it aimed at controlling education, particularly among the wealthy and the noble. In rivalry with the schools of Protestant countries, it developed an immense educational activity, and earned for its schools a great reputation."
"The Jesuit system of education.., was intended to meet the active influence of Protestantism in education. It was remarkably successful, and for a century [following 1584] nearly all the foremost men of Christendom came from Jesuit schools. In 1710 they had 612 colleges, 157 normal schools, 24 universities, and an immense number of lower schools.
Every member of the order, became a competent and practical teacher. He received a thorough course in the ancient classics, philosophy, and theology. During the progress of his later studies he was required to teach.
Had Protestantism remained true to her first principles of education, her overthrow would have been impossible. She paved the way for her own fall by departing gradually from the gospel, and by leaning more and more toward the classics and scholasticism. It was this decline on her own part, caused by the insidious workings of the Jesuits, which made possible the great victories of this order in later years.
He who knows how to excite emulation has found the most powerful auxiliary in his teaching. Let the teacher, then, highly appreciate this valuable aid, and let him study to make the wisest use of it. Emulation awakens and develops all the powers of man. In order to maintain emulation, it will be necessary that each pupil have a rival to control his conduct and criticism him;...Nothing will be held more honorable than to outstrip a fellow student, and nothing more dishonorable than to be outstripped. Prizes will be distributed to the best pupils with the greatest possible solemnity.
"Give me the child until he is seven and I’ll give you the man"
—Francis Xavier, co-founder of the Jesuit order
Now, as never before, we need to understand the true science of education. If we fail to understand this, we shall never have a place in the kingdom of God.—The Christian Educator, August 1, 1897, par.4
When the truth for these last days came to the world in the proclamation of the first, second, and third angel’s messages, we were shown that in the education of our children a different order of things must be brought in;
The Scriptures both in the English version and in the original tongues were considered to possess the highest educational value, and as such, they should be studied first, last, and everywhere between...
"Uninspired authors are placed in the hands of children and youth in our schools as lesson books--books from which they are to be educated. They are kept before the youth, taking up their precious time in studying those things which they can never use... All unnecessary matter needs to be weeded from the course of study, and only such studies placed before the student as will be of real value to him."
"I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is the holding of students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined. We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and shall require elementary qualifications only, and sufficient age."
Jefferson's plan for an elective course was a blow at one of the fundamental principles of the Papal system which gives the student no choice, and, of course, was opposed by those controlled by the Papal system. Boone says, "In 1814, after numerous defeats and constant opposition from William and Mary College, from Protestant churches, and from most of the political leaders of the time, Mr. Jefferson and his friends sought to provide a university" which recognized the great principle of liberty in education.
"In our institutions of learning there was to be exerted an influence that would counteract the influence of the world, and give no encouragement to indulgence in appetite, in selfish gratification of the senses, in pride, ambition, love of dress and display, love of praise and flattery, and strife for high rewards and honors as a recompense for good scholarship. All this was to be discouraged in our schools. It would be impossible to avoid these things and yet send them to the public school."
"Vegetables and fruit should constitute the substance of every meal, and should be eaten as nearly as may be in their natural state. Bread should be made of unbolted wheat flour (that being the natural condition), though rye and Indian are allowable if unbolted, likewise rice and sago, if plainly cooked. Good cream may be used instead of butter, though milk and honey are somewhat better. Flesh meat and fish in all forms had better be banished from the table. No fat or gravies are to be tasted, nor any liquid foods like soup and broth. Pastry is an abomination, and cakes in which any fat or butter has been used. Bread should be at least twelve hours from the oven, and twenty-four hours are better. And as for condiments, pepper, mustard, oil, vinegar, etc., and stimulants like tea and coffee, they are to be by all means eschewed as deadly foes to health."
The health should be as sacredly guarded as the character.
"We are to establish schools of the first order, from the infant school up to an academic school, which shall afford a thorough education in English and useful languages, and if Providence favor it, at length instruction in theology--I mean practical theology. We are to connect work shops and the farm with the institution."
"Instead of constructing a single and large edifice which might have exhausted their funds, and left nothing or too little for other essential expenses, they thought it better to erect a small and separate building for each professor with an apartment for his lectures, and others for their own accommodations, connecting these cottages, by a range of dormitories capable each of lodging two students only--a provision equally friendly to study as to morals and order." Of the student's cottages it is said, "They consisted of one story dormitories exhibiting a not unpleasant effect,"
The students were divided into small companies of eight or ten each, and each company placed under the supervision of one of the older students... It broke the monotony of ordinary student life; it promoted health and buoyancy of spirit; in the hours of field and forest labor, there was found. not only relief from study but such a variety of incident, that the students of those days found more means of solid enjoyment than others have since... All the students except day students boarded in a common hall, where by practicing economy and with the help of the farm, a variable surplus was realized each year which was applied in making improvements."
The time employed in physical exercise, which step leads on to excess, to intensity in the games, and the exercise of the faculties, ought to be used in Christ's lines, and the blessing of God will rest upon them in so doing... Diligent study is essential. The influence has been growing among students in their devotion to amusement, to a fascinating, bewitching power, to the counteracting of the influence of the truth upon the human mind and character... What force of powers is put into your games of football and your other inventions after the way of the Gentile -- exercises that bless no one... I cannot find an instance in the life of Christ where he devoted time to play and amusement."
—Testimonies on Education pp. 190-192Individuality, originality, and independence of thought and action on the part of the student are in the end destroyed by the Papal system of education and other systems derived from it. This system is intended by its promoters to destroy these vital elements of character in order to make the individual a willing, blind, obedient servant to the mandates Of men. The Papacy can not prosper except as it does destroy these most godlike faculties of man.
True self-government does not mean do-as-you-please; it means that self shall be governed by the Word of God.—E. A. Sutherland
Jefferson's school finally lost out in its reforms because he was unwise enough to select a number of members for the faculty of the University of Virginia from the universities of Europe. Wise as was Jefferson on many great questions, he was weak on this point.


Usage guide
Local usage
Within a local environment, for short-time usage or testing, the MDsrv can be started from a directory providing access to files within this and underlying directories by the following command:
> mdsrv
positional options: [structure] [trajectory]
additional options: [--script SCRIPT] [--cfg CFG]
[--host HOST] [--port PORT]
The command "mdsrv" itself starts the MDsrv including the NGL viewer with access to files within the starting directory and underneath, exclusively. By executing the MDsrv with a structure (e.g. a .gro or .pdb file) and trajectory (e.g. a .gro, .xtc or .dcd file) including their path which must be within the current working directory or a sub directory, both will be loaded into the MD viewer.
> mdsrv 3DQB.gro sims/3DQB.xtc <-- working
> mdsrv 3DQB.gro ../../3DQB.xtc <-- not working (parent directory not accessible)
A structure file is mandatory for loading a trajectory. Trajectories and structures within the current working directory can still be loaded afterwards via the GUI.
MDsrv uses .ngl/.js script files to load structures and trajectories with specific settings (e.g representations, colors, selections or background scheme), orientations or self-coded functions. The file is further explained below and example code can be found in the scripting section.
mdsrv --script session.ngl
mdsrv --script session.js
The .ngl file is written in JavaScript and contains commands to execute predefined settings and functions. A sample .ngl file shows additional options like functions and basic loading commands. This is recommended if simulation sessions should be shared. The location of this file should be within an accessible directory and can then be loaded via the URL (e.g. http://localhost/mdsrv.html?load=file://MDsrv/example.ngl, where MDsrv is the directory defined within the .cfg file). Further information and example code can be found in the scripting section.
To include other directories and security settings, the configuration file (.cfg, explained in the configuration section) can be loaded accordingly:
mdsrv --cfg my.cfg
mdsrv --configure my.cfg
System wide/web-server usage
To maintain MDsrv as a system wide web-server, follow the deployment instructions. Besides apache, any webserver with wsgi support can be used (not tested).
We provide an example of the usage of the MDsrv as a web-server in combination with the NGL viewer. An embedded example is used in this documentation. By utilizing a web-server, collaborators, reviewers or students can easily inspect simulations visually on-the-fly.
More
If you have any questions, found some bugs, or want to report enhancement requests use the Issue Tracker, use the contact formular or write a mail to<EMAIL_ADDRESS>or<EMAIL_ADDRESS>Please give us feedback!


Make predictions for observations that vary over features of interest. There are two major use cases for this function. One is to understand how the model responds to features, not just individually but over combinations of features (i.e. interaction effects). The other is to explore how an individual prediction would vary if feature values were different. Note, however, that this function does not establish causality and the latter use case should be deployed judiciously.
explore( models, vary = 4, hold = list(numerics = median, characters = Mode), numerics = c(0.05, 0.25, 0.5, 0.75, 0.95), characters = 5 )
| models | A model_list object. The data the model was trained on must
have been prepared, either by training with |
|---|---|
| vary | Which (or how many) features to vary? Default is 4; if
|
| hold | How to choose the values of features not being varied? To make
counterfactual predictions for a particular patient, this can be a row of
the training data frame (or a one-row data frame containing values for all
of the non-varying features). Alternatively, this can be functions to
determine the values of non-varying features, in which case it must be a
length-2 list with names "numerics" and "characters", each being a function
to determine the values of non-varying features of that data type. The
default is |
| numerics | How to determine values of numeric features being varied? By
default, the 5th, 25th, 50th (median), 75th, and 95th percentile values
from the training dataset will be used. To specify evenly spaced quantiles,
starting with the 5th and ending with the 95th, pass an integer to this
argument. To specify which quantiles to use, pass a numeric vector in [0,
1] to this argument, e.g. |
| characters | Integer. For categorical variables being varied, how many values to use? Values are used from most- to least-common; default is 5. |
A tibble with values of features used to make predictions and
predictions. Has class explore_df
and attribute vi
giving
information about the varying features.
If vary
is an integer, the most important features are
determined by get_variable_importance
, unless glm is the only
model present, in which case interpret
is used with a
warning. When selecting the most important features to vary, for
categorical features the sum of feature importance of all the levels as
dummies is used.
# First, we need a model on which to make counterfactual predictions set.seed(5176) m <- machine_learn(pima_diabetes, patient_id, outcome = diabetes, tune = FALSE, models = "xgb")#>#>#> #>#> #>#>#>#> #>#># By default, the four most important features are varied, with numeric # features taking their 5, 25, 50, 75, and 95 percentile values, and # categoricals taking their five most common values. Others features are # held at their median and modal values for numeric and categorical features, # respectively. This can provide insight into how the model responds to # different features explore(m)#> # A tibble: 625 x 9 #> predicted_diabe… plasma_glucose pedigree age diastolic_bp pregnancies #> * <dbl> <dbl> <dbl> <dbl> <dbl> <dbl> #> 1 0.0126 80 0.140 21 52 3 #> 2 0.0377 99 0.140 21 52 3 #> 3 0.114 117 0.140 21 52 3 #> 4 0.416 141 0.140 21 52 3 #> 5 0.765 181 0.140 21 52 3 #> 6 0.0122 80 0.244 21 52 3 #> 7 0.0295 99 0.244 21 52 3 #> 8 0.0954 117 0.244 21 52 3 #> 9 0.318 141 0.244 21 52 3 #> 10 0.690 181 0.244 21 52 3 #> # … with 615 more rows, and 3 more variables: skinfold <dbl>, insulin <dbl>, #> # weight_class <chr># It is easy to plot counterfactual predictions. By default, only the two most # important features are plotted over; see `?plot.explore_df` for # customization options explore(m) %>% plot()#># You can specify which features vary and what values they take in a variety of # ways. For example, you could vary only "weight_class" and "plasma_glucose" explore(m, vary = c("weight_class", "plasma_glucose"))#> # A tibble: 25 x 9 #> predicted_diabe… weight_class plasma_glucose pregnancies diastolic_bp #> * <dbl> <chr> <dbl> <dbl> <dbl> #> 1 0.0213 obese 80 3 72 #> 2 0.0344 overweight 80 3 72 #> 3 0.00774 normal 80 3 72 #> 4 0.0503 morbidly ob… 80 3 72 #> 5 0.0213 NA 80 3 72 #> 6 0.0667 obese 99 3 72 #> 7 0.105 overweight 99 3 72 #> 8 0.0196 normal 99 3 72 #> 9 0.148 morbidly ob… 99 3 72 #> 10 0.0667 NA 99 3 72 #> # … with 15 more rows, and 4 more variables: skinfold <dbl>, insulin <dbl>, #> # pedigree <dbl>, age <dbl># You can also control what values non-varying features take. # For example, if you want to simulate alternative scenarios for patient 321 patient321 <- dplyr::filter(pima_diabetes, patient_id == 321) patient321#> # A tibble: 1 x 10 #> patient_id pregnancies plasma_glucose diastolic_bp skinfold insulin #> <int> <int> <int> <int> <int> <int> #> 1 321 4 129 60 12 231 #> # … with 4 more variables: weight_class <chr>, pedigree <dbl>, age <int>, #> # diabetes <chr>explore(m, hold = patient321)#> # A tibble: 625 x 9 #> predicted_diabe… plasma_glucose pedigree age diastolic_bp pregnancies #> * <dbl> <dbl> <dbl> <dbl> <dbl> <int> #> 1 0.00456 80 0.140 21 52 4 #> 2 0.0125 99 0.140 21 52 4 #> 3 0.0103 117 0.140 21 52 4 #> 4 0.0186 141 0.140 21 52 4 #> 5 0.228 181 0.140 21 52 4 #> 6 0.00752 80 0.244 21 52 4 #> 7 0.0165 99 0.244 21 52 4 #> 8 0.0188 117 0.244 21 52 4 #> 9 0.0240 141 0.244 21 52 4 #> 10 0.289 181 0.244 21 52 4 #> # … with 615 more rows, and 3 more variables: skinfold <int>, insulin <int>, #> # weight_class <chr># Here is an example in which both the varying and non-varying feature values # are explicitly specified. explore(m, vary = list(weight_class = c("normal", "overweight", "obese"), plasma_glucose = seq(60, 200, 10)), hold = list(pregnancies = 2, pedigree = .5, age = 25, insulin = NA, skinfold = NA, diastolic_bp = 85)) %>% plot()