% htmlWebpackPlugin.options.context.css.forEach(function(css) { %> <%= css %> <% }) %>
To begin, you'll need to open two browser windows, and arrange them side by side. Open the Weather Rescue classify page in one, and WRT in the other.
More information: Arranging Windows
On the WRT page, select the subject set using the dropdown menus.
More information: Subject Sets
Start entering values by clicking in the top-left box of the table. Press Enter to move on to the next value.
Once you have entered all the values in a column (without errors), the output for that column appears in the results row at the bottom of the table. You can either copy the results over to Weather Rescue immediately, or continue to fill-in the rest of the table.
More information: Navigation, Keyboard Shortcuts, Unclear, Validation
To transfer the output from a column over to Weather Rescue, click the Copy button next to the box in the results row. The output is copied onto the clipboard. Paste it into the box on Weather Rescue using right-click → Paste or left-click → Ctrl V.
More information: Copying Output
Once you have copied the output from all columns over to Weather Rescue, click Done to reset the table and start the next observation.
To use WRT you'll need to open two browser windows, and place them side-by-side. Right-click the following link and select 'Open Link in New Tab' to open the Weather Rescue classify page in a new tab. Right-click the following link and select 'Open Link in New Window' to open WRT in a new window.
The method for placing the windows side-by-side depends on your operating system:
You should end up with something like the image below [1]:
If you want to put the table closer to the image, you can overlap the windows. To do this, click on the left-hand edge of the WRT window, and drag it past the edge of the Weather Rescue window. You might need to open up a gap between the windows first by clicking on the title bar and dragging it to the right. Here's the result:
Make sure that the left-hand side of the input box on the Weather Rescue site is visible. This allows you to click in the box directly when you come to copy the output across.
Another option is available if your screen is tall enough. By resizing the Weather Rescue window you can make the site stack the image and instructions vertically rather than horizontally. Click on the right-hand edge of the Weather Rescue window and drag it to the left. You should see the layout change. Finally, drag the left-hand edge of the WRT window to the left to fill the gap:
To make sure that the image and buttons are visible, you might need to scroll the screen down and/or zoom out; in the screenshots above, the zoom level in the Weather Rescue window has been set to 90%.
Select the subject set as follows:
You can move around between inputs using the mouse, or with the following key combinations:
Values are visited first in column order, followed by the output Copy buttons, and finally the Done button.
To mark a value as unclear, make sure that the cursor is inside the box and click the Unclear button. The unclear icon appears inside the box. Clicking Unclear again unmarks it. Although you won't see the unclear tags '[unclear][/unclear]', they will be added to the column output.
The following keyboard shortcuts are available:
WRT checks that the values you enter have the correct type for that column. These types are summarized below.
| Column | Allowed Values | Examples |
|---|---|---|
| Pressure |
|
27.90, 31.25 |
| Temperature |
|
-5, 0, 28 |
| Rainfall |
|
0, 0.04, -, 1.50 |
| All |
|
#, *, ?31.37, ?-45 |
Each value box in WRT is in one of three states:
For each column of values, WRT will only generate output if all of the boxes in that column have valid values.
Once you've completed transcribing the weather data, you need transfer it to the Weather Rescue site using copy and paste. There are two ways to copy the output onto the clipboard:
The message 'Copied' appears at the bottom of the column. Paste the output into the box on Weather Rescue using right-click → Paste or left-click → Ctrl V. Once all columns have been copied, the Done button is enabled. Click Done to reset the table ready for the next observation.


Title is exactly:
Title contains:
Author is exactly:
Author name contains:
Author born between:
and
Words per sentence between:
and
Word count between:
and
Avg word length between:
and
Download count between:
and
Avg rating between:
and
Frequent word:
Contains all these words:
Similar to book:
with rank >


--- layout: page title: "Additional Media Type Structured Syntax Suffixes" description: "A content media type name sometimes includes partitioned meta-information distinguished by a structured syntax to permit noting an attribute of the media as a suffix to the name. This document defines several structured syntax suffixes for use with media type registrations. In particular, it defines and registers the \"+json\", \"+ber\", \"+der\", \"+fastinfoset\", \"+wbxml\" and \"+zip\" structured syntax suffixes, and provides a media type structured syntax suffix registration form for the \"+xml\" structured syntax suffix." ---
| Document Name: | RFC 6839 |
|---|---|
| Document URI: |
urn:ietf:rfc:6839
|
| Online Version: |
https://datatracker.ietf.org/doc/html/rfc6839
|
| Organization: | Internet Engineering Task Force (IETF) |
| Series: | Request for Comments (RFC) |
| Abstract: | A content media type name sometimes includes partitioned meta-information distinguished by a structured syntax to permit noting an attribute of the media as a suffix to the name. This document defines several structured syntax suffixes for use with media type registrations. In particular, it defines and registers the "+json", "+ber", "+der", "+fastinfoset", "+wbxml" and "+zip" structured syntax suffixes, and provides a media type structured syntax suffix registration form for the "+xml" structured syntax suffix. |
+ber
,
+der
,
+fastinfoset
,
+json
,
+wbxml
,
+zip
Return to ( Series | Organization | all Specifications )


hdayjp.js
https://github.com/boiledorange73/hdayjp.js
Sample
test.html
(simple tester)
caljp.html
(calendar in Japanese)


483.57 grams of gold seized at airport
by Special CorrespondentThe Customs sleuths recovered 483.57 grams of gold, valued at ₹ 18.47 lakh, from a passenger at the international airport here on Tuesday. The passenger is said to have concealed the gold, which is in paste form, in his rectum.
The Customs sleuths said that the passenger was checked soon after he arrived at the airport from Dubai. The gold was concealed by the passenger in three packets in his rectum. The passenger was released after the formalities of seizure were completed.
On October 12 this year, the Customs sleuths had foiled a similar attempt by a passenger to smuggle in gold by seizing 524.78 grams of gold valued at ₹ 19.72 lakh. Later, on November 4, the sleuths had seized 252.98 grams of gold in plate form from another passenger.


{% extends "common/email/base.html" %} {% load i18n %} {% block content %} {% blocktrans with request.get_host as host %}
You have registered an account at {{ site_name }}.
In order to validate your account, please click the link below:
{{ link }}
If you do not use this link within 24 hours, it will be invalidated. If that happens, you will need to use the password recovery option to get your account verified.
{% endblocktrans %} {% endblock content %}


Created: 03/01/2014
By: Maryna Aleksandrova
Email<EMAIL_ADDRESS>This is CSS3 animation, that you can use as Technical Problems page, 404 Page, Launch Page or any other page on your site. Thank you for purchasing it. If you have any questions that are beyond the scope of this help file, please feel free to email via my user page contact form here. Thanks so much!
This page has two main sections: 1) #gears - contains all animated illustrative elements and 2) #title - contains name of the page and text description.
I'm using one CSS file for this animated maintanance page. This file contains some general styling and all of the specific stylings for the page. The file is separated into sections using:
/* === COMMON PAGE STYLES === */ common basic code for page /* === STYLES FOR ILLUSTRATION ELEMENTS === */ styling of all illustartions elements on the page /* === ANIMATIONS === */ css animations
Text is fully editable, as well as background color. I would not suggest to change anything else in CSS file, unless you are very proficient with CSS animations.
This theme doesn't use any Javascript code.
Design for this single page comes in 5 thems. They are by numbers: 1, 2, 3, 4, 5. You can find them in folder of appropriate name.
Once again, thank you so much for purchasing this theme. As I said at the beginning, I'd be glad to help you if you have any questions relating to this theme. No guarantees, but I'll do my best to assist. If you have a more general question relating to the themes on ThemeForest, you might consider visiting the forums and asking your question in the "Item Discussion" section.
Maryna Aleksandrova


{{title}} (#{{thiscomic}})
{% include "includes/scriptbtns.html" %}{{alt}}
{% include "includes/scriptbtns.html" %}
Date: {{thedate}}
Permanent URL: https://xkcd.l64.repl.co/script?num={{thiscomic}}
{{alt}}
{% include "includes/scriptbtns.html" %}
Date: {{thedate}}
Permanent URL: https://xkcd.l64.repl.co/script?num={{thiscomic}}


{% extends "layout.html" %} {% block content %}
Bug reports, feature requests or general questions can be sent to us via<EMAIL_ADDRESS>You can also use the forum on Gwips-Viz Alternatively you can fill in the contact form below.


Waffles may be made fresh or simply heated after having been commercially cooked and frozen.


2 Kings 4:18
And when the child was grown, it fell on a day, that he went out to his father to the reapers.


jQuery is a popular JavaScript library which simplifies JS programming
jQuery User Interface is built on the top of jQuery. It is useful to design highly interactive eb applications.
tom come on


Dear Sir, Difficulties encountered in efforts to establish a business abroad necessitate this search for someone to assist me in securing and investing the sum of $12.500.000 (twelve million and five hundred thousand dollars)inherited from my father's business reserve. I am the heir of a Zimbabwean family; my father was an agriculturist. He became rich from his old-aged investment in agriculture and later was victimized by President Robert Mugabe's land reform policy. He was assassinated by unknown gunmen for defending his land ownership and siding the minority white farmers. Before his death, my father foresaw the insecurity of both our lives and properties then decided to deposit the above sum with a private finance and security firm in Europe. This money has become the only inherited property of our family since our home was burnt,and the farmlands and machines seized; yet the government and it's loyalists are bent on making life difficult for us. To summarise this traumatic story, my mother and I have decided to offer 15% of the above sum to anyone who assists us to secure this funds overseas or 25% share for possible help on investing in any rentable sector. thanks for your anticipated assistance. if you do not accept my offer,please in good fate treat with utmost confidentiality . A quick reply with your name,telephone and fax numbers for further details will be highly appreciated. Sincerely yours, KATURA BANGA


Update Announcer:
New updates are available for the following places. Which one would you like to hear about?
Forge of the Gods
Primeval Isle
Giant's Cave
Den of Evil
Mithril Mines
Reed Field of Innadril
Crypts of Disgrace
Stakato Nest
The Chamber of Delusion


EpiBibR is a R wrapper to easily access bibliographic data on Covid-19 and other medical references. In this global crisis, knowledge and open data can have an impact. In this regard, our team thought it could be significant to make available more than 20 000 references (journal articles,letter,news) through R.
The references were collected via PubMed, a free resource that is developed and maintained by the National Center for Biotechnology Information (NCBI), at the U.S. National Library of Medicine (NLM), located at the National Institutes of Health (NIH). PubMed includes over 30 million citations from biomedical literature.
More specifically, to retrieve our references, we adopted the procedure use by the Allen Institute for AI for their CORD-19 project. We apply the same query on PubMed (“COVID-19” OR Coronavirus OR “Corona virus” OR “2019-nCoV” OR “SARS-CoV” OR “MERS-CoV” OR “Severe Acute Respiratory Syndrome” OR “Middle East Respiratory Syndrome” ) to build our own bibliographic data.
To navigate through our bibliographic data, EpiBibR has numerous search arguments: author, author’s country of origin, keyword in the title, keyword in the abstract, year and the name of the journal. Each of them can truly help scientists and R users to filter references and find the relevant articles.
In an effort to rally our package with the open source community, the format of our dataframe has been designed to facilitate the use of the R package Bibliometrix on our data.
First, install corridoR:
devtools::install_github("warint/EpiBibR")
Next, call EpiBibR to make sure everything is installed correctly.
library(EpiBibR)
| Field Tag | Description |
|---|---|
| AU | Authors |
| TI | Document Title |
| AB | Abstract |
| PY | Year |
| DT | Document Type |
| MESH | Medical Subject Headings Vocabulary |
| TC | Times Cited |
| SO | Publication Name (or Source) |
| J9 | Source Abbreviation |
| JI | ISO Source Abbreviation |
| DI | Digital Object Identifier (DOI) |
| ISSN | Source Code |
| VOL | Volume |
| ISSUE | Issue Number |
| LT | Language |
| C1 | Author Address |
| RP | Reprint Address |
| ID | PubMed ID |
| DE | Authors’ Keywords |
| UT | Unique Article Identifier |
| AU_CO | Author’s Country of Origin |
| DB | Bibliographic Database |
EpiBibR allows you to search bibligraphic references using several arguments : Author, author’s country of origin, author + year, keywords in the title, keywords in the abstract, year and source name.
To get the entire bibliographic dataframe contaning more than 25 000 references, use the EpiBib_reference
function
EpiBib_data <- EpiBib_references()
covid_articles <- EpiBib_title("covid")
coronavirus_articles <- EpiBib_abstract("coronavirus")
A2020_articles <- EpiBib_year(2020)
bio_articles <- EpiBib_source("bio")
Bibliometrix package allows an easy bibliometric analysis on R. Our EpiBib data have been designed to make it easier to use.
Here are some examples:
# Bibliographic plot summary EpiBib_data <- EpiBib_references() M <- EpiBib_data
plot(x = results, k = 10, pause = FALSE)
library(reshape2) library(ggplot2) kword <- KeywordGrowth(M, Tag = "DE", sep = ";", top = 15, cdf = TRUE) DF = melt(kword, id='Year') #timeline keywords ggplot ggplot(DF,aes(x=Year,y=value, group=variable, shape=variable, colour=variable))+ geom_point()+geom_line()+ scale_shape_manual(values = 1:15)+ labs(color="Author Keywords")+ scale_x_continuous(breaks = seq(min(DF$Year), max(DF$Year), by = 5))+ scale_y_continuous(breaks = seq(0, max(DF$value), by=10))+ guides(color=guide_legend(title = "Author Keywords"), shape=FALSE)+ labs(y="Count", variable="Author Keywords", title = "Author's Keywords Usage Evolution Over Time")+ theme(text = element_text(size = 10))+ facet_grid(variable ~ .)


Functions | |
| int | rbxLib_getVersion (int *libVersion) |
| Gets the version of the loaded Nexway library. | |
| int | rbxLib_getErrMsg (int errCode, char *errMsg, int maxLen, int *retLen) |
| Gets a description of the specified Robix error code. |
|
|
Gets the version of the loaded Nexway library.
The version number can be determined by viewing the returned
|
|
|
Gets a description of the specified Robix error code. This function is useful when displaying error conditions. Rather than printing a cryptic error code, you can use this function to retrieve a description of the error.
|


Preparation time
overnight
Cooking time
no cooking required
Serves
Makes 1 whole fish
Gut and wipe clean the salmon then take two large fillets from each side, as close to the backbone as possible (use the carcass for stock or soup).
Roughly chop the dill and mix thoroughly in a bowl with the salt, sugar and pepper. Lay out a sheet of foil or cling film about four times the width of a salmon fillet. Spread a quarter of the pickling mix over a fillet-size area on one side of the foil with a good 15cm/6in margin for folding over.
Place one fillet, skin side down, on top of the pickle mixture and cover with slightly more than half of what is left. Place the second fillet on top, skin side up, to make a sandwich. Scatter the remaining pickle mixture over the skin.
Wrap up the parcel tightly, tucking the ends and edges in underneath the fish.
Put the package on the tray and place a similar size tray, or a plank of wood on the top. Weight it down, with a brick or two or anything else handy (the contents of the fridge?).Turn the package daily for at least five days, and no more than eight. Do not discard the pickling liquid that oozes from the package unless it threatens to spill over the side of the tray.
At least one hour before you wish to serve the fish, combine all the ingredients for the dressing in a jar and shake well together. Leave to stand and shake again to emulsify before serving.
To serve, unwrap the gravadlax and wipe off any excess pickling liquid. There is no need to scrape off the dill pieces though, as some recipes suggest. Slice fairly (but not too) thinly then serve with the sauce and buttered brown bread. (Unused gravadlax can be re-wrapped in clean cling film or foil and kept in the fridge for up to five days.)


|
42h
v0.1
Simplified shell
|
Go to the documentation of this file.
12 #ifndef GARBAGE_COLLECTOR_H
13 #define GARBAGE_COLLECTOR_H
void free_garbage_collector()
free list of elements
Definition: garbage_collector.c:33
struct garbage_element * last
Definition: garbage_collector.h:25
Definition: garbage_collector.h:16
struct garbage_element * next
Definition: garbage_collector.h:24
struct garbage_element * next
Definition: garbage_collector.h:17
struct garbage_collector * garbage_collector
Definition: garbage_collector.c:5
Definition: garbage_collector.h:22
void * addr
Definition: garbage_collector.h:18
void append_to_garbage(void *addr)
append addr to list of elements
Definition: garbage_collector.c:14
struct garbage_element * first
Definition: garbage_collector.h:23
void new_garbage_collector(void)
create the garbage collector
Definition: garbage_collector.c:6


Scratch – across the curriculum
Jun 30, 2012
Despite the Coalition’s rejections of Sir Jim Rose’s proposals for the primary curriculum, an embedded approach to ICT still wins much support. Indeed there’s much to said for taking the ideas of computational thinking beyond the ICT curriculum and applying them in all areas of learning. It’s perhaps with this in view that Ian Addison invited me to suggest a few ideas for his new Rising Stars book, ICT Essentials, on how the wonderful Scratch toolkit might be used in other areas of the curriculum. Here’s what I came up with…
- Turtle graphics (maths). Scratch supports most of the Logo commands for Turtle Graphics and so lends itself to exploring geometry ideas – you can start with drawing squares and triangles, generalise to any polygon using variables and then combine these in increasingly complex snowflake or crystal flower patterns.
- Islamic art (maths, art, RE). The geometric patterns of Islamic art can also be explored using the Turtle Graphics commands in Scratch, moving the sprite around the stage to draw one or more shape in each position on a grid. This can be a good way to introduce coordinates in four quadrants. Scratch lets you change the pen colour and thickness as you go.
- Arithmetic games (maths). It’s easy enough to code up a simple drill and practice arithmetic game in Scratch, using random numbers to ask, eg, multiplication questions. The game can be made more interesting by using variables to make the questions harder as the score increases, and more appealing by having sprites move on the stage depending on whether answers are right or wrong (eg, climbing out of a well, escaping from a zombie).
- Spelling games (English). Spelling games allow pupils to explore lists and recorded audio, with the computer picking at random from a list of audio recordings and then comparing the entered answer with one stored in the same position on an answers list. If the answers are right, both items can be removed from their lists. Why not get pupils to create spelling games for younger classes to use?
- Simulating simple physics (science, maths).  With a little tweaking, the latter can be adapted to make a simple Angry Birds level.
- Animating traditional tales, historical situations, Bible stories etc. (English, history, RE etc). Scratch lends itself to developing simple, scripted animations: pupils can take time creating sprites and backgrounds and then write the scripts to have them interact using pre-planned movement and dialogue. Pupils can use the say/think blocks for the latter or pupils can record their own audio.
- Creating games using characters from class readers, history topics, etc (English, history, etc). Again, many pupils introduction to Scratch is through coding up simple computer games, based on familiar gameplay such as pong, mazes, duck shoot, chase games etc. Having pupils create their own backgrounds and sprites linked to topics from other curriculum areas allows some cross-curricular links to be developed.
- Simulating probability experiments (maths). Scratch’s random number generator, sprite movement and multi-costume sprites allow pupils to easily simulate probability experiments. The use of variables and lists would allow some analysis and experiments can be made interactive using mouse or keyboard control.
- Food chains (science). Simple two or three stage food chains can be modelled easily in Scratch, although duplicating Scripts for multiple sprites is easier in the BYOB variant. Simulations can be allowed to run automatically, with movement and other behaviours being controlled randomly by the computer, or with some interaction to create simple games.
- Programming in another language (MFL). Unusually for a programming language, Scratch commands can be replaced by their equivalents in other languages by simply changing the language setting on the Globe icon, providing one way in for pupils to learn simple vocabulary and grammar by programming Scratch in their target language.
- Interactive conversations (English, MFL). Scratch’s Ask, Think and Say blocks allow pupils to create scripted conversations in Scratch, either in English or in a MFL. The Answer variable can be used in Scratch’s response to a user’s input. Although Scratch currently lacks voice recognition or synthesis capabilities, pupils’ recorded audio can be played back.
- Jigsaw puzzles (art, geography etc). Use an image editor to break a picture into a small number of parts (rectangles, jigsaw shape or continents on a map). These can then be imported as sprites into Scratch. They can be positioned randomly on screen and then moved back into position. Keeping track of when each piece has been solved can be done using position tests and a list of flags, each set as a sprite is correctly positioned.
- Composing (music). An on screen piano, drum kit or other instrument can be created with each key/drum as its own sprite, playing an associated sound when clicked. Music can then be recorded into, and played back from a list variable.
- 20 Questions (science, or other areas). Scratch’s If…Then…Else block allows simple or more complex branching databases to be constructed, allowing pupils to create their own ’20 Questions’ style ‘guess the animal’ games. Interaction is best accomplished by using the Key Pressed sensing block.
- Image manipulation (art). Scratch can be used for simple image manipulation, with a number of image properties and filters available. These can be applied randomly, according to a predetermined script or under the user’s control. A disco simulation is easy, and the fisheye and whirl effects can be most amusing with portrait photographs of head teachers or secretaries of state.
- Control technology (DT). Out of the box, Scratch is able to use Lego Wedo sensors and motors – simply choose Show Motor Blocks from the Edit menu. It can then be used to control and interact with simple Lego models, such as the ‘friendly ‘gator’ model from the Wedo pack. With a little experience, pupils would be able to create their own interactive models. More advanced control projects can be accomplished using the Scratch variants S4A with Arduino or Enchanting with Lego NXT Mindstorms.
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Zoobar Foundation for Ethical Discourse
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This is a paragraph. Lorem ipsum dolor sit amet consectetur adipisicing elit. Cupiditate, pariatur?
This is a preformatted text. This is second line. This is third line and has some space.
This is a code snippet.
printf("Hello World!");


{% extends 'selia_templates/base.html' %} {% load i18n %} {% block main-content %}
{% blocktrans %} You do not have permission to view this content or perform this action. {% endblocktrans%}


Lorem Ipsum is simply dummy text of the printing and industry.
Lorem Ipsum is simply dummy text of the printing and industry.
Lorem Ipsum is simply dummy text of the printing and industry.
Lorem Ipsum is simply dummy text of the printing and industry.
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book.Lorem Ipsum is simply dummy text of the printing and typesetting industry.Lorem Ipsum is simply dummy text of the printing and typesetting industry.
Name
Role
Name
Role
Name
Role


You can upload almost any file type – .jpg, .pdf, e-pub, Word document, Excel document, video, audio, html and more.
In the Teacher Library page or the Teacher Home page click the Upload Content button.
You must first choose a file from your computer to upload. You can then enter a custom title, description and attach tags and categories. Entering all of this information correctly it will help you and your students to find the content more easily.
Tags are descriptive words the Content Hub uses to make searching for content easier. Tags such as "science", "lab-exercise", "juniorsv and "pdf" applied to content items will allow those content items to show up in searches for any of those terms. For this reason it's important to assign relevant descriptive tags to your content.
Lessons are collections of educational content that you create for your students. The Lessons page is where you can view and manage the lessons you have created. On this page you can also create a new lesson, feature a lesson, delete one or multiple lessons and edit the lesson names.
Click on the Create a New Lesson button. A pop-up will open that allows you to name the new lesson. Click Create Lesson. Text should appear at the top of the screen confirming "Lesson created". Now you can fill the new lesson with content.
Click the button in the 'Create a New Lesson' box on the left of the screen. A popup will open in which you will name your new lesson and click "create lesson". The 'Create a New Lesson' box should now have the name of your lesson as the title and expand. You can now choose, drag and drop content from the Preloaded Content and My Uploaded Content on the right of the page into the box.
Once a lesson has been created you can add content to it. On the Teacher Library page, select and drag a content item into the lesson box to add it to that lesson. Or use the buttons at the end of every content listing. Click "Add To Lesson" on individual content items or tick the check box on multiple content items and click the "Add to Lesson" button at the top of the page.
You can edit the name of a lesson using the options button underneath each lesson icon on the Teacher Lessons page. Choose 'Edit Lesson Name' from the dropdown menu.
In the Teacher Lessons page click on the lesson you wish to edit. This will open the Lesson Details page. Click on the options button on an individual content item and choose "Delete This Item" from the dropdown menu. Or click on the checkboxes at the end of each content item listing and use the "Remove" button at the top of the page to batch delete content items.
On the Teacher Lessons page, click on the star button under any lesson you wish to feature. The featured lesson should now appear on the Home page under Featured Lessons. To unfeature the lesson, click on the star icon again. It should return to a default grey colour and the lesson should disappear from the Featured Lessons area.
On the Teacher Lessons page, click on the options button under the lesson you wish to delete. Choose Delete This Lesson from the dropdown menu.
Alternately, tick the checkbox under any lesson you wish to delete and use the Delete button at the top of the Lessons section to batch delete multiples lessons.
The Library page displays the content that you have uploaded and any pre-loaded content that exists. On this page you can browse items by content categories, create a new lesson and drag content into it, edit content and upload content.
The Content Hub can include pre-loaded educational content, i.e. educational content loaded onto the Content Hub before it begins to be used by Teacher and Students. This content may be loaded onto the Content Hub by, for example, the equipment manufacturer or a Ministry of Education before it is shipped to the school or educational establishment in which it is being used.
Uploaded content is content that you the teacher upload from files on your computer. These can be any type of file – Excel document, Word document, html, pdf, e-pub, video, image, etc.
Click on the star button under any content you wish to feature. The colour of the star will change to yellow indicating it is now featured. This content should appear on the Home page under Featured Content. To unfeatured content simply click on the star button again. The star will return to its default colour of grey and the content item should disappear from the Featured Content area.
Click on the options button at the end of the content item you wish to edit. Choose Edit Details from the dropdown menu. A pop-up will open in which you can edit the title, description, category and subcategories of the content item.
You can delete content you have uploaded by selecting 'Delete This Item' from the content item's editing options dropdown menu. You cannot delete Preloaded content.
Add content to a lesson by selecting 'Add To Lesson' from the content item's editing dropdown menu
You can hide content from students by selecting 'Hide From Students' from the content item's editing dropdown menu. Students will no longer be able to see the content in their Library.
Download content by clicking on the download icon in the content item listing.
You can batch delete multiple content items and batch add multiple content items to lessons. To batch delete tick the checkbox of every content item you wish to delete. Then click on the batch 'Delete' button at the top of the content listings.
To batch add multiple content items to lessons tick the checkbox of every content item you wish to add to a lesson. Click the 'Add To Lesson' button at the top of the content listings. A popup will open. Choose the lesson to which you are adding content from the dropdown menu and click the 'Add to lesson' button.
Click the button in the 'Create a New Lesson' box on the left of the screen. A popup will open in which you will name your new lesson and click "create lesson".
The 'Create a New Lesson' box should now have the name of your lesson as the title and will expand. You can now choose, drag and drop content from the Preloaded Content and My Uploaded Content listings on the right of the page into the box.
Using the dropdown menus under Browse by Category on the left side of the screen, you can filter the list of content displayed by subject and any subcategories.
The tag cloud displays a shortened list of tags that have been assigned to content items. Tags are descriptive words the Content Hub uses to make searching for content easier. Tags such as "science", "lab-exercise", "juniors" and "pdf" applied to content items will allow those content items to show up in searches for any of those terms.
The more often a tag is applied to content, the larger the tag will display in the tag cloud. The tag cloud is any easy way to browse content by tags applied to that content and an easy way to see what type of tags are the most common in your content.
Click on the Manage button at the top right of the page. Choose Categories from the dropdown menu.
Here you can add new categories and assign them to a parent category or add as a new separate one. You can edit or delete exisitng categories here also.
Click on the Manage button at the top right of the page. Choose Tags from the dropdown menu.
You can edit and delete exisiting tags. To create new tags you must use the upload content form, found in the library.


The internet has greatly changed the way that people visualize data. With books, magazines, and newspapers, data visualizations were restricted to static images like graphs and charts. The modern internet provides the ability to use more dynamic and interactive data visualizations. These data visualizations can be useful and help people understand data better, but they can also be overwhelming. We'll look at some examples and talk about the advantages and disadvantages of these types of data visualizations.
in-context


The institute describes ASL as a language with similar linguistic properties as spoken languages expressed by hand and face movements.
Molly Taylor, a sophomore studying communication sciences and disorders, said people view ASL as English with translated hand signals. There are many incorrect perceptions about ASL. Taylor said that after taking classes, she realized how much she didn't understand ASL culture. In Taylor's first ASL class, her professor taught students the language's history.
"One of the biggest things that struck me was just how much history and recent history there is concerning ASL that we just don't know about or don't hear about as hearing people," Taylor said.
Taylor learned of the injustices committed against the Deaf community in the U.S. during the era after the Civil War. Gallaudet University, the only university where higher education is designed for deaf and hard of hearing students, wrote about this problematic time in a research article. Education reformers during the late 1800s, the university said, asked schools for deaf children in order to remodel their curriculum. Reformers wanted teachers to switch from "manualism," the use of sign language, to "oralism," the use of speech and lipreading. They believed sign language isolated deaf people from society.
"Children in schools, they weren't allowed to sign," Taylor said. "And I had never heard of it. I don't even think sign language was acknowledged as a language with its own grammatical structure in the (1870s) and '80s. And, you know, it is its own language."
Discrimination against the Deaf community isn't just history. In March, the Deaf Services Center, or DSC, fired their deaf executive director and CEO, John Moore, who held the position for over 20 years, according to the Daily Moth, a publication that delivers news in ASL.
Alex Abenchuchan is a deaf host who covers trending stories and deaf topics for the outlet. Abenchuchan said the DSC replaced Moore with Greg Kellison, who has served as director of advancement and community engagement since 2018. Kellison is hearing and doesn't sign.
The DSC is a nonprofit that emerged after Ohio established the Community Centers for the Deaf, or CCD, in 1980, according to the organization's website. In 1991, the DSC was created in Columbus to expand services provided by the CCD. Their mission: "To empower the deaf, hard of hearing and deaf-blind and to promote access to communication, services and events in the community."
The DSC announced that Kellison would be the interim executive director in a Facebook post, said Abenchucan. A comment from an account with the profile name Greg Kellison said that Moore was terminated for "failure to exercise fiduciary responsibility." The DSC board also voted unanimously to remove Moore from the position. Deaf Ohioans and others frustrated over the decision protested outside the DSC for weeks after and continue to do so.
McKenna Christy
John Lestina is the owner and president of Heritage Interpreting, a company that connects people with ASL interpreters for events and conversations in Ohio. He said the DSC removed Moore without warning or communication to the Deaf community.
"What they've done is gotten rid of all of the deaf people and put people in place who make decisions who are not part of the community and don't have any idea about the realities of living in the community," Lestina said. "(They're) making decisions without communicating with the community. And it's like a slap in the face."
Lestina is a child of deaf adults, or CODA, and ASL is his native language.
"The Deaf community often considers themselves to be a sociolinguistic minority as opposed to a disability group," Lestina said. "And I've always identified with that as well. I come from that perspective. It's a culture, it's a sociolinguistic minority."
After college, Lestina moved to Washington D.C. to be an ASL interpreter. Lestina then moved to Boston and observed the high standards the interpreting field is held to in these cities.
Interpreters can get a National Interpreter Certification, or NIC, to prove their qualifications. Lestina said that in places such as Washington and Boston, you can't find work as an interpreter without the certification. When Lestina moved to Columbus to be closer to family, he was shocked about the standards held to interpreters in Ohio.
ASL interpreters take on a complex role. The National Deaf Center said: "Interpreting requires a high level of fluency in two or more languages, keen ability to focus on what is being said, broad-based world knowledge and professional, ethical conduct. Interpreters cannot interpret what they do not understand." ASL interpreters are present to serve all parties in a conversation.
"Here in Columbus, most interpreters do not have their NIC and they are not incentivized to go get it," Lestina said. "Why would I spend all this money to earn a certification? And that's the perspective that's very commonly held here. It was a rude awakening. The state of Ohio is one of the very few states left that doesn't have any licensure requirements."
Lestina founded Heritage Interpreting to hold the Ohio interpreting field to higher standards and ethical interpreting requirements.
"I think we're the best and the community has kind of shown that that's what they want," Lestina said. "They want people who are holding themselves to these national standards of interpreting and to be the folks doing it."
People who need an ASL interpreter can contact Heritage Interpreting, preferably a week or more before their event or conversation.
"Whenever anyone needs an interpreter, they can just call, email or go to the website and we're gonna take care of them," Lestina said.
Heritage Interpreting can be called at<PHONE_NUMBER>.
Heritage Interpreting got its name, Lestina said, because ASL and interpreting is part of his family heritage and more research is becoming available about heritage language users.
Lestina said heritage language users are people who grew up in homes where one language is predominantly spoken and is different from the one the community around them speaks. For heritage language users, access to interpreters is important. Ohio University works closely with Heritage Interpreting for their own interpreting needs.
Becky Brooks is an interpreter and OU's ASL coordinator. However, since taking on the coordinator role, she doesn't interpret as often. Brooks created the ASL curriculum for OU's Lancaster campus while working toward her Ph.D. in cultural studies with a focus on deafness. Still, Brooks's journey with ASL and interpreting began long before she joined OU's faculty.
"I was born in 1970 and in 1976 Sesame Street hired a deaf actress," Brooks said. "And I just fell in love. I was six years old.  At that time we had three channels, so there wasn't a lot for my mother to pick from. And I fell in love with sign language, but I didn't really know anything."
Brooks said she had always wanted to be a teacher for deaf children because of her love for ASL. Even as Brooks got older, her passion for ASL didn't fade. But in terms of college, Brooks had an art scholarship to go to the Columbus College of Art and Design.
"And at the last minute, like right before the semester was going to start, I talked to somebody and I found out that Columbus State had an interpreting program," Brooks said.
Brooks got into the program and the rest is history. Along with her passion for ASL, Brooks also believes access to ASL and interpreters is important. She said that ASL can be applied in many circumstances.
"…Access to communication is everything," Brooks said. "And you can't form bonds with your peers if you can't access your peers. Communication is foundational to relationships. And those interpreters provide the bridge to individuals who can't sign or just sign basic."
John McCarthy, the interim dean of the College of Health Sciences and Professions, is working alongside Brooks to create ways for faculty within the college to learn ASL.
"I think in working with our deaf faculty, we have some great faculty who are deaf in CSD," McCarthy said. "And I have always been excited to get to know them. But they're people who, if I have an interpreter and a meeting, I can certainly talk effectively with them. But other times if I see them in the hallway, it's sort of what I can remember from my ASL class, which is getting kind of old these days."
McCarthy said he reached out to Brooks about the idea of finding a way for faculty to learn ASL and Brooks was excited about the opportunity. Brooks, McCarthy said, thought of creating or using an application similar to Duolingo. Another idea is putting ASL lessons on Blackboard for interested faculty to complete at their own pace.
"I knew that language and using language with other people is really important," McCarthy said. "So we said, well, could we also find some ways to get together too?"
There are many blossoming ideas McCarthy and Brooks have to assist faculty in learning ASL. They are starting with a survey to gauge how many people are interested in learning.
McCarthy believes individuals can make language, such as ASL, the most meaningful it can be; they just need to try.
"I think that language is best when we sit down and negotiate our meaning and ideas together," McCarthy said. When you communicate with someone, you do it because you both share a goal to understand something or to share something or to help someone else out or to just participate in a general social ritual. As a college and as faculty and people who are working together, we just have that philosophy."
While McCarthy and Brooks develop ASL lessons for faculty, OU has an ASL club where students interested in learning and practicing the language can come together throughout the school year. Jake Wendling, the former president of the club and OU alumnus, said that the club provides students with learning opportunities and experiences.
"We always do an activity or a game that teaches ASL or practices ASL that they already know,"Wendling said. "We introduce new concepts that they may not see until a higher level ASL course so we try to expose them to that kind of thing earlier. We hold fundraising events and stuff within the community to bring out the deaf and hearing communities together to get that intermingling going on."
Beyond OU, Ohio is home to the fifth school founded for the deaf in the U.S., Lestina said. Lestina is on the board for the Ohio School for the Deaf Foundation and said it's time for ASL and interpreting services to be exceptional here. The Ohio School for the Deaf is a state agency and cannot fundraise, according to Lestina. The Ohio School for the Deaf Foundation fundraises for the school and donates all proceeds.
ASL and the Deaf community have important histories globally and in Ohio. As Taylor continues to learn ASL, Lestina improves the interpreting industry, Brooks and McCarthy make ASL more accessible at OU and they all mutually understand how language shapes our lives, relationships and cultures.
"All of the people we work with on the leadership team either have deaf family members or are deaf themselves or are very close to the Deaf community," Lestina said.
"We all very much share this feeling that not only is it a community we serve, but it's a community that we're a part of, it's a community that we come from, it's our roots." John Lestina, owner and president of Heritage Interpreting


Type Event Dispatch chain ▸ Runtime Revision Current Public Release (2013.2076) Keywords mouse
Mouse events occur when the mouse cursor moves or when the mouse buttons have been pressed or released. This event provides information about the mouse cursor's current screen coordinates and its button states.
Note that a mouse will generate touch events while holding the primary mouse button down.
Also note that a mouse will generate tap events when clicking the primary mouse button. The tap's event.numTaps property will be set to 1 when single clicking and 2 when double clicking. A tap event will not be raised when clicking any other mouse button.
Only Android 3.1 or higher devices support a mouse via bluetooth or USB.
Android 3.1 and 3.2 only support the mouse's primary button. The event.isSecondaryButtonDown and event.isMiddleButtonDown properties will always be false on these Android operating system versions.
Android 4.0 and higher devices support the mouse's secondary and middle buttons.
Does not support mouse events.
The Corona Simulator for Mac does not currently support mouse events.
The Corona Simulator for Windows only supports mouse events when simulating an Android device.
Mouse events will not be received while the mouse cursor is outside of the application window, such as when you drag the cursor on top of Android's bottom navigation bar.


Portland Field Guide is here to help you get to know the local flora in your city! Start recognizing plants and trees when you explore the many urban green spaces our city has to offer.
Click on the sections below to explore native species & plant communities, see which common plants are actually invasive, or check out our handy tips on how to start identifying plants. You can also peruse our glossary of plant-related terminology, and search for more information on plants in our database.
You'll be identifying plants in no time!


house dojo fiddles
Template
fiddleDateTextBox
fiddleEnhancedGrid
fiddleEnhancedGridPlugins
fiddleEpochTimeStamp
fiddleObjectToQuery
fiddleParsingDates
fiddleTabContainer


The playlist plugin provides multiple track playlist for both HTML5 <video>
and <audio>
.
id="XXX-vjs-playlist"
//playlist wrapper ID that is specific to the instantiated videojs id, e.g., id="audio-playlist-vjs-playlist". This allows for multiple videojs players on the same page.class="vjs-track"
// tracks className is required


Lesson Plan Title: How to Perform Cross Site Scripting (XSS)
Concept / Topic To Teach:
In role-based access control scheme, a role represents
a set of access permissions and privileges. A user can be
assigned one or more roles. A role-based access control
normally consists of two parts: role permission management
and role assignment. A broken role-based access
control scheme might allow a user to perform accesses
that are not allowed by his/her assigned roles, or
somehow obtain unauthorized roles.
General Goal(s):
Your goal is to explore the access control
rules that govern this site. Each role has permission to
certain resources (A-F). Each user is assigned one or more roles.
Only the user with the [Admin] role should have access
to the 'F' resources. In a successful attack, a user doesn't
have the [Admin] role can access resource F.
Solution:
You have to be sure that the user is AUTHORIZED to do an action and that
he is authorized to do this action on a certain employee! So you have to check for his authorization.
You have to write some code in the class
org.owasp.webgoat.lessons.RoleBasedAccesControl.RoleBasedAccessControl.java.
Alter the handleRequest method as there is happening the dispatching.
Action has already a method called isAuthorizedForEmployee which you can use:
//***************CODE HERE*************************
if(!isAuthorized(s, userId, requestedActionName))
{
throw new UnauthorizedException();
}
if(!action.isAuthorizedForEmployee(s, userId, employeeId))
{
throw new UnauthorizedException();
}
//*************************************************
Try the attack again and you will see that the authorization fails and the
lesson is completed.


Dayton area traffic from the WHIO Traffic Center
by Breaking News StaffTraffic issues can be reported by calling our newsroom at<PHONE_NUMBER> or tweeting @WHIOTraffic.
Traffic conditions are updated every 6 minutes on 1290 and 95.7 WHIO between 5 and 9 a.m. Monday through Friday.
Major Highway Incidents
- No incidents reported.
Surface Road Incidents
- No incidents reported.
Ongoing Construction & Other Closures
Live look at highways on our traffic cameras here.
Latest traffic conditions are also available on our traffic map.
MONTGOMERY COUNTY
- Harshman Drive and Woodman Drive from the Springfield Street overpass to Eastman Avenue in Riverside, portions of the road will be closed daily as the road is milled and repaired starting Nov. 25. The project is expected to take three days, weather permitting, with work running from 9 a.m.-2:30 p.m. each day.
- I-75 north between I-70 and Northwoods Boulevard, there will be an overnight lane closure Nov. 26 at 7 p.m. – Nov. 27 at 6 a.m. Two northbound lanes will remain open.
- SR 741 between Prestige Plaza Drive and Silvercliff Drive, there will be daily lane closures Nov. 17–26 between 9 a.m. and 5 p.m. One lane will remain open in each direction.
- SR 48 between North Village Drive and Brookmount Road, there will be daily lane closures Oct. 21 – Nov. 26 between 9 a.m. and 4 p.m. One lane will remain open in each direction.
- I-70 west Ramp to I-75 south, there will be a lane closure Nov. 25 between the hours of 9 a.m. and 3 p.m. One lane will remain open on the ramp.
- I-75 north Ramp to US 35 east, the ramp will be closed Nov. 25 at 9 p.m. – Nov. 26 at 5 a.m. The official detour is: US 35 west to James H. McGee Boulevard to US 35 east.
- Broadway Street Ramp to I-75 north and south, the ramp will be closed Nov. 25 between 7 a.m. and 5 p.m. The official detour is: Germantown Street to James H. McGee Boulevard to US 35 east.
- US 35 Ramp to I-75 north and south, there will be lane closures Nov. 25 between 9 a.m. and 5 p.m. One lane will remain open on the ramp.
- Woodman Drive just south of Grice Lane in Kettering, there will be lane closures for either direction as Montgomery County Environmental Services replaces water lines on the west side of the bridge. Traffic will be maintained in either direction. The work will start Nov. 18 and will take about 4 weeks.
- US 35 east Ramp to I-75 south, there is a lane width restriction from Oct. 24–Oct. 15, 2020. One eastbound lane remains open on the ramp.
- I-75 south between I-70 and Wagner Ford Road, there will be nightly lane closures from Sept. 30–Dec. 1 between 7 p.m. and 6 a.m. These will become double lane closures at 11 p.m. One southbound lane will remain open.
- Benchwood Road Ramp to I-75 south, there will be nightly ramp closures from Sept. 30–Dec. 1 between 7 p.m. and 6 a.m. The official detour is Benchwood Road to I-75 north to US 40 to I-75 south.
- Stanley Avenue between Keowee Street and Webster Street, there will be nightly road closures Sept. 30– Dec. 1 between the hours of 8 p.m. and 6 a.m. The official detour is: Stanley Avenue to I-75 north to Wagner Ford Road to I-75 south to Stanley Avenue.
- On U.S. 40 in Vandalia, crews have starting milling on National Road as a major resurfacing project began Sept. 18. Crews will resfurface National Road from Airport Access Road to Brown School Road before the end of the year. They will resurface Brown School Road to the Taylorsville Dam in the Spring. Allow extra time to get where you’re going as this project is underway. For more information, click here.
- The Schantz Avenue Bridge over South Dixie Highway in Kettering, BRIDGE CLOSURE beginning Monday, April 1, for complete replacement of the bridge and the retaining wall. The project is expected to take 7 to 8 months. Detour signs are posted along the road. Drivers are encouraged to use alternative routes during peak traffic hours to avoid possible delays
- On Washington Street in Dayton, between the U.S. 35 west exit and South Perry Street, a major reconstruction project will block parts of Washington Street into 2020. Phase one of the project blocks westbound traffic starting at South Jefferson Street. Traffic from the U.S. 35 West exit ramp will be diverted north onto South Jefferson Street toward downtown Dayton. Drivers can access South Main and South Ludlow streets from West Fifth Street.
CLARK COUNTY
- I-70 east between US 68 and SR 72, there will be an overnight lane closure Nov. 24 at 8 p.m. – Nov. 25 at 6 am. One eastbound lane will remain open.
- I-70 east between US 68 and SR 72, there will be nightly lane closures Nov. 25–27 between 7 p.m. and 6 am. One eastbound lane will remain open.
- US 40 between Snyder Park Road and US 68, there will be daily lane closures Nov. 25–29 between 8 am and 3:30 p.m. One lane will remain open in each direction.
- SR 4 between Upper Valley Pike and I-70, there will be daily lane closures Nov. 25–29 between 8 am and 3:30 p.m. One lane will remain open in each direction.
- On US 68 near I-70, there will be lane closures from Nov. 26, 2018–July 30, 2020. One 12-foot lane will remain open in each direction.
MIAMI COUNTY:
- I-75 south between US 36 and CR 25A (Troy), there will be a traffic pattern shift Sept. 16–Nov. 29. Two southbound lanes will remain open, but one will be a contraflow lane operating on the northbound side of the interstate.
GREENE COUNTY
- On U.S. 35 at the Xenia bypass, between the C.R. 135 and U.S. 68 interchanges, lane restrictions will go into effect on Saturday, September 7 due to paving work. Throughout construction, a minimum of one lane will be open in each direction. The project is scheduled for completion in early fall.
- On West Second Street between South Progress Drive and South Church Street/U.S. 42 in Xenia, road construction will cause temporary lane closures and delays beginning Monday, Apr. 8 - October, 2019. The City of Xenia Engineering Division advises motorists to seek alternate routes for the duration of the project. More information is available here.
CHAMPAIGN COUNTY
- No current construction projects are scheduled by ODOT.
AUGLAIZE COUNTY
- No current construction projects are scheduled by ODOT.
DARKE COUNTY
- On U.S. 127 between U.S. 36 and SR 121, daily lane closures are scheduled from July 15 through Dec. 6. One lane will remain open in each direction.
- Kruckeberg Road between SR 121 and Jaysville St. Johns Road, the road will be closed July 15 - Dec. 6. The official detour is: SR 121 to Jaysville St. Johns Road.
LOGAN COUNTY
- No current construction projects are scheduled by ODOT.
MERCER COUNTY
- No current construction projects are scheduled by ODOT.
SHELBY COUNTY
- No current construction projects are scheduled by ODOT.
WARREN COUNTY
- No current construction projects are scheduled by ODOT.


Welcome! Here are the pages of this site. You can see the different htmls' are loaded in the browser address bar.
Page 1 Page 2 Page 3


Somewhere over a storm-ravaged Curitiba in the south of Brazil…
We were a couple hours out of São Paulo when the pilot alerted us of the trouble straight ahead. Apparently he hadn’t factored in the weather when he filed his flight plan and now there was a mass of furious rage and hail in front of us and it wasn’t about to step aside for us to make our layover in Curitiba.
It’s very late, and it’s very dark. We have piles of hours behind us and we still have many left to go. It was going to be an epic night of obstacle dodging but I think we’d known that from the beginning. We were already more than thirty-six hours on the run and our bodies had not seen or felt comfort in any form over the last week. From São Paulo to San Francisco, then a drive to San Luis Obispo, Lafayette, and a flight back to São Paulo and now off to Curitiba and then Buenos Aires. By the time we were done we would have traveled roughly 25,000 kilometers, which is a little over 8 times the length of the United States, more than half way around the world. And we did it in about a week. With lay overs and a lot of driving.
This is insane.
We had left Brazil the previous Thursday for the United States, arriving early on Friday morning and driving the 4-hour suckfest down to San Luis Obispo for my brother’s graduation from Cal Poly. Say what you will about Pismo Beach and the surrounding economies fueled by former Hell’s Angels with thoughts of retirement and surfer junkies who’ve finally found their calling. Say what you will about Cal Poly as a school or San Luis Obispo as a town — putting two boys through the damn thing is an accomplishment for the parents of said boys as much as it is for the boys themselves.
So there was much to celebrate and I was damned if I was going to miss it.
The ceremony itself was a worthwhile event, better than mine in every respect. The Computer Engineering Department seems to care what people think about their school after graduation and my brother’s professors were all there, many of whom I recognized from my days. The Computer Science guys? Not so much. Still, I’m glad we went. It was nice to be in San Luis again though I felt removed from it. I guess college towns have the power to do that to you once you leave.
But shit, Sunday was another trek back north, just in time to pay the bills, feed the fish and celebrate some more. Monday morning was coming fast.
And when it did we caught the flight back to Brazil, arriving just in time for the Croatia game of the World Cup on Tuesday morning, which in another country half a world away, Brazil won, 1-0. Still got it.
But now, the darkness outside, the late hour, the many hours behind us and the others still ahead are not helping matters. Struck with fatigue, my partner-in-crime perseveres in her attempts at staying awake, still reading up on our destination at this last minute. Her attention is interrupted by the captain’s intercom, which is coming on as I type this to deliver more bad news.
–
When the fuel started giving way to time, the pilot soiled himself and the plane turned to the east, headed for Florianópolis and then continuing on to our layover in Asunción, Paraguay. There we were told that the layover would be longer than expected. Buenos Aires was covered in a fog so thick that people weren’t even driving on the streets.
“Nevermind landing,” said an bald mand with a briefcase and an American accent, “where can we get some food?”
The next few hours were clearly going to be long ones. We strolled around the dark terminal. It was lined with little bodegas that sold futbol jerseys, cheap jewelry and other souveniers but at 2 in the morning they were all closed, covered in thick canvas with tweed ropes tied around the bottoms.
Our stroll around that eerie place showed us that the ‘terminal’ was really just a tiny room about fifty feet by fifty feet, made larger by the labyrinthine look of the place in the dark, between all of the souvenir stands.
In any case, we saw no signs of help.
–
Hours passed; we waited, still in Paraguay. We alternated napping in short, unrestful bursts. Eventually we found some coffee that another airline was serving its stranded passengers.  But still, in Paraguay, we waited. Hours passed.
A bald man with a brown leather briefcase, slacks, a short-sleeved shirt and about fifty pounds of weight he didn’t need started complaining to no one in particular that the airline should put us in a hotel. Guess where he was from? It starts with an ‘A’ and rhymes with ‘Captain America’. Yeah.
 Either one would have done the trick. Unfortunately, neither happened. He went to call a lawyer at one point only to find that the phone systems in the terminal at that hour don’t work.
Mind you, I’m not one to turn the other cheek but if I wanted a high-quality airline, I wouldn’t have flown Gol for fifty Reais. And just who would I complain to anyway? There was no one with the airline in the terminal and he was starting to sound more and more like a schizophrenic with every yelp. So we waited some more.

That’s about all I can do, short of not buying tickets from them. Fortunately TAM also had gates in that terminal and they are a little bit more humane to their customers, or as Gol prefers to call us, livestock. They must’ve done some research that found that harp music is a cheap way of calming down terminally-waiting passengers. They’d gone to the trouble of waking up their go-to harp-guy and brought in a bartender to hand out soft-drinks and coffee to anyone in the terminal. Lucky thing for Gol.
At some hour when the light was starting to come up over the horizon, they announced that we were going to give Buenos Aires another shot. In between losses of consciousness I boarded the plane, trusting it was the right one. I didn’t see a damn thing until we landed in BA.
p.dro
Asunción, Paraguay – June, 2006
to be continued…


Before Change
if imports and language != "js":
raise Exception("Imports are available for Javascript UDFs only")
params = ",".join(["%s %s" % named_param for named_param in params])
imports = ",".join(["library="%s"" % i for i in imports])
After Change
imports: a list of GCS paths containing further support code.
params = ",".join(["%s %s" % named_param for named_param in params.items()])
imports = ",".join(["library="%s"" % i for i in imports])
udf = "CREATE TEMPORARY FUNCTION {name} ({params})\n" +\


Helping students get into their dream university
No stress, No rush, we take away your worries and help you choose which univeristy home or abroad is the right fit for you. It's a seamless process and we provide full suppoort from start to finish.
View brochureWe are here to provide you with the best services
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No credit checks
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Tailored payment plan
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gdallocationinfo
Raster query tool
Synopsis
Usage: gdallocationinfo [--help-general] [-xml] [-lifonly] [-valonly]
[-b band]* [-overview overview_level]
[-l_srs srs_def] [-geoloc] [-wgs84]
[-oo NAME=VALUE]* srcfile [x y]
Description
The gdallocationinfo utility provide a mechanism to query information about a pixel given its location in one of a variety of coordinate systems. Several reporting options are provided.
- -xml
The output report will be XML formatted for convenient post processing.
- -lifonly
The only output is filenames production from the LocationInfo request against the database (i.e. for identifying impacted file from VRT).
- -valonly
The only output is the pixel values of the selected pixel on each of the selected bands.
- -b <band>
Selects a band to query. Multiple bands can be listed. By default all bands are queried.
- -overview <overview_level>
Query the (overview_level)th overview (overview_level=1 is the 1st overview), instead of the base band. Note that the x,y location (if the coordinate system is pixel/line) must still be given with respect to the base band.
- -l_srs <srs_def>
The coordinate system of the input x, y location.
- -geoloc
Indicates input x,y points are in the georeferencing system of the image.
- -wgs84
Indicates input x,y points are WGS84 long, lat.
- -oo NAME=VALUE
Dataset open option (format specific)
- <srcfile>
The source GDAL raster datasource name.
- <x>
X location of target pixel. By default the coordinate system is pixel/line unless -l_srs, -wgs84 or -geoloc supplied.
- <y>
Y location of target pixel. By default the coordinate system is pixel/line unless -l_srs, -wgs84 or -geoloc supplied.
This utility is intended to provide a variety of information about a pixel. Currently it reports:
The location of the pixel in pixel/line space.
The result of a LocationInfo metadata query against the datasource. This is implement for VRT files which will report the file(s) used to satisfy requests for that pixel, and by the MBTiles driver
The raster pixel value of that pixel for all or a subset of the bands.
The unscaled pixel value if a Scale and/or Offset apply to the band.
The pixel selected is requested by x/y coordinate on the command line, or read
from stdin. More than one coordinate pair can be supplied when reading
coordinates from stdin. By default pixel/line coordinates are expected.
However with use of the -geoloc
, -wgs84
, or -l_srs
switches it is possible
to specify the location in other coordinate systems.
The default report is in a human readable text format. It is possible to instead request xml output with the -xml switch.
For scripting purposes, the -valonly and -lifonly switches are provided to restrict output to the actual pixel values, or the LocationInfo files identified for the pixel.
It is anticipated that additional reporting capabilities will be added to gdallocationinfo in the future.
Examples
Simple example reporting on pixel (256,256) on the file utm.tif.
$ gdallocationinfo utm.tif 256 256
Report:
Location: (256P,256L)
Band 1:
Value: 115
Query a VRT file providing the location in WGS84, and getting the result in xml.
$ gdallocationinfo -xml -wgs84 utm.vrt -117.5 33.75
<Report pixel="217" line="282">
<BandReport band="1">
<LocationInfo>
<File>utm.tif</File>
</LocationInfo>
<Value>16</Value>
</BandReport>
</Report>
Reading location from stdin.
$ cat coordinates.txt
443020 3748359
441197 3749005
443852 3747743
$ cat coordinates.txt | gdallocationinfo -geoloc utmsmall.tif
Report:
Location: (38P,49L)
Band 1:
Value: 214
Report:
Location: (7P,38L)
Band 1:
Value: 107
Report:
Location: (52P,59L)
Band 1:
Value: 148


ESP3 ver. 0.9.6
Home page
Release notes
Tutorials
Links
ESP3 standalone version (does
NOT
require Matlab) download:
https://sourceforge.net/projects/esp3/
Installation instructions
Installation instructions
Others
Copy of the project's "README.md" file
https://bitbucket.org/echoanalysis/esp3/wiki/README)
Information about the wiki organization and how to contribute
https://bitbucket.org/echoanalysis/esp3/wiki/About_this_wiki


2016-11-2
It's about choice
Where to store data?
Tenants (users) want isolated and secure networks
how it all ties together


 In those days, Iran was the Persian heartland, with a disparate set of Iranian cultures being ruled over by the Persian nobility. Iraq was Babylon and Assyria, with Babylon in the south and Assyria in the north. All these lands were lost in a rush, as the Persian Shah Darius suffered defeat after defeat to Alexanders army.
After his death, these lands fell into the control of another of his generals, a man named Seleucus Nicator. He founded a dynasty now known as the Seleucids, who ruled over all that land as well as modern day Syria. He founded Antioch in Syria, and it became a leading city along with Seleucia in Babylon. Seleucus's offspring went on to rule the premier power of their day, until the constant warfare with Ptolmeic Egypt led to their downfall. Syria was lost to the Romans, and the rest to their former vassals, the Iranian Parthians.


| Design and Implementation of a validating XML parser in Haskell: Master's thesis; University of Applied Sciences Wedel | ||
|---|---|---|
| Prev | Next |
This chapter describes the package hdom, which defines a generic tree data type XmlTree for representing whole XML documents in Haskell. The package provides many functions for processing XML documents represented by this data model.
The core public module of the package hdom is the module XmlTree. It exports all elements from the basic libraries XmlTreeAccess, XmlTreePredicates, XmlTreeTypes, NTree and XmlKeywords.
The module XmlTreeTypes defines data types for representing any XML document in Haskell. The generic tree data type XmlTree models XML documents, including all logical units of XML like the DTD subset or document subset. This type is based on the general n-ary tree NTree defined in the module NTree. The type NTree defines trees as a node that has a list of child nodes. Leafs are just nodes with an empty child list. XML documents are composed of elements, comments, DTD declarations, character references or processing instructions. XmlTree provides for each logical unit an own node type.
The module NTree defines a general n-ary tree structure NTree as well as filter functions (see Section 2.3) and combinators (see Section 2.4) for processing this data type. The filters and combinators have been copied and modified from HaXml [WWW21]. In contrast to HaXml the filters have been modified using a more generic approach. The filter functions of HaXml work only for the document subset of XML documents. Because of the generic tree data model NTree these functions can be used to process whole XML documents in the Haskell XML Toolbox.
The module XmlTreeAccess provides basic filter functions for constructing, editing or selecting parts of the data type XmlTree. Furthermore it provides functions for processing the attribute list of XmlTree nodes.
The module XmlTreePredicates provides basic predicate filter functions. The functions are similar to predicate logic. If the condition is true, they return a list with a node, otherwise they return an empty list.
The module XmlKeywords provides constants that are used for representing DTD keywords and attributes in the XmlTree.
Besides the module XmlTree and its sub-modules there exist some other public modules for processing the XmlTree data structure.
XmlTreeToString provides functions for transformation of an XmlTree back into a string. The string shows an XML document in XML syntax.
EditFilters provides some filters for transforming an XmlTree:
Remove text nodes which contain only white space from the tree.
Remove comment nodes from the tree.
Transform special characters like <, >, ", ' and & of text nodes into character references.
Manipulate text nodes with customized functions.
Convert CDATA nodes to text nodes by escaping all special characters.
Convert character references to normal text.
Create a canonicalized representation of XML documents [WWW03].
FormatXmlTree creates a string with a tree representation of an XmlTree. This is useful to see how the data type XmlTree represents an XML document.
XmlFilterCombinators provides special filter combinators for processing an XmlTree. These filters can only operate on the data type XmlTree and not on the general n-ary tree data type NTree.


Normally CPlot reduces the quality of graphs as much as needed to guarantee a minimum framerate of 40 FPS. Unless this setting is disabled. The downside of this being enabled is that the transient frames can be very ugly when the graph takes longer to compute.
Most transparency modes (Multiply is the exception) require back-to-front (as defined by the current viewpoint) sorted drawing to look right. This setting enables that sorting, which makes everything look much nicer, but it can drop the framerate quite a bit because the sorting must be done on every redraw.
For surface graph computation. The default is to use one thread per core.
Toggles wether or not the sliders for parameters and axis settings snap back to the midpoint instantly when released.
For debugging the graphics code.


Inside the div you just created, write ng-repeat = 'list in myCtrl.list'. Your div should look like :

.
ng-repeat = 'list in myCtrl.list'


Effect trigger scene
Throudh this effect we switch to the selected scene.
Create a trigger scene effect:
- Select the effect: Select the effect on the creation effects panel. Press OK.
- Creation effect panel: afterwards an edition panel will appear:
In the first place we can choose the scene we will switch once the effect is performed.
Afterwards will appear a preview of the scene and from the position in which the player will appear after the switch has been performed. This position can be chosen giving value to the coordinates X and Y, or just by clicking in the position of the desired scene.


| ↑ Up |
There are a number of notations similar to mathematical notation.
| Math | Moss | Notes |
|---|---|---|
| x := a | x=a
| assignment |
| a = b | a==b
| comparison |
| xn | x^n
| to the power of |
| ai | a[i]
| index |
| a mod m | a%m
| modulo |
| ¬a | not a
| logical negation |
| a∧b, a∨b | a and b, a or b
| logical and, or |
| x ∈ A | x in A
| is an element of |
| A⊆B, A⊂B | A<=B, A<B
| subset, proper subset |
| A∩B, A∪B | A&B, A|B
| intersection, union |
| A\B, AΔB | A-B, A$B
| difference, symmetric difference |
| N0, N* | (0..), (1..)
| non-negative integers, positive integers |
a if c else b | distinction of cases | |
| x ↦ 2x | |x| 2*x
| anonymous function |
| fn(x) | (f^n)(x)
| iterated function |
| {a, b, c} | {a,b,c}
| sets |
| (a, b, c) | [a,b,c]
| tuples |
| A×B, An | A*B, A^n
| cartesian product, power |
Furthermore:
| Math | Moss | Notes |
|---|---|---|
(m..n).sum(|k| f(k)) | summation over a range | |
M.sum(|k| f(k)) | summation over an iterable object | |
a.sum() | summation | |
(m..n).prod(|k| f(k)) | product over a range | |
| ∀x∈M: p(x) | M.all(|x| p(x))
| universal quantifier |
| ∃x∈M: p(x) | M.any(|x| p(x))
| existential quantifier |
| {x∈M | p(x)} | M.filter(|x| p(x))
| set builder notation |
| #{x∈M | p(x)} | M.count(|x| p(x))
| counting |
| f(A) | f[A]
| image of a function |
use math: sqrt, root use math.na: inv, diffh, integral use cmath: conj, re, im diff = diffh(order=false)
| Math | Moss | Notes |
|---|---|---|
sqrt(x), root(n,x)
| square root and general root | |
diff(f,a) | derivative | |
diff(f,a,n) | derivative of order n | |
integral(a,b,|x| f(x)) | definite integral | |
inv(f,x,a,b)
| inverse function | |
| a+bi | a+b*1i
| complex numbers |
abs(z), conj(z)
| absolute value, conjugation | |
| Re z, Im z | re(z), im(z)
| real part, imaginary part |
There are different forms of integer division.
# Floor division div_floor = |x,y| x//y mod_floor = |x,y| x%y # Euclidean division div_euc = |x,y| sgn(y)*(x//abs(y)) mod_euc = |x,y| x%abs(y) # Truncating division div_trunc = |x,y| sgn(x)*sgn(y)*(abs(x)//abs(y)) mod_trunc = |x,y| x%(sgn(x)*abs(y))
In case of y>0
, flooring division and Euclidean
division coincide. In case of x>0
and
y>0
, all of them coincide.
Furthermore, there are floating point counterparts:
use math: floor, trunc # Floor division div_floor = |x,y| floor(x/y) mod_floor = |x,y| x-y*floor(x/y) # Euclidean division div_euc = |x,y| sgn(y)*floor(x/abs(y)) mod_euc = |x,y| x-abs(y)*floor(x/abs(y)) # Truncating division div_trunc = |x,y| trunc(x/y) mod_trunc = |x,y| x-y*trunc(x/y)
Module math.rational
provides rational numbers.
A rational number a/b is denoted as
rat(a,b)
.
> use math.rational: rat > rat(1,2)+2 5/2 > rat(4,5)^40+rat(2,3)^20<PHONE_NUMBER>3860928837764998235160576/<PHONE_NUMBER>9339932240545749664306640625
You can check this with the computer algebra system Maxima:
(%i1) (4/5)^40+(2/3)^20;<PHONE_NUMBER>3860928837764998235160576 (%o1) --------------------------------------<PHONE_NUMBER>9339932240545749664306640625
Main chapter: Linear algebra.
Module math.la
provides vector algebra.
use math.la: vector, matrix v = vector(1,2) A = matrix( [1,2], [3,4] ) print(A*v)


This is my web site, and this is how I like to handle my stuff, as simple as can be.
I am programmer. A passionate and curious one. Ruby, JavaScript, Java, PHP - and mostly recently - PL/SQL are the tools I like to play with.
I like sports(A LOT), I am a Corinthians fan as well as a fan of all of the DFW sports teams (that includes the Cowboys, Rangers, Mavericks and so on...). Books, movies and the learning of new languages are always on my agenda, too.
I would love to talk to you, ping me on twitter and I will gladly answer(even more if the topic is about Programming, Sports or GOT).


Remove From DOM User Guide
1. Type an element to remove. Either an id, class or tag
2. Add an amount (leave blank to remove all)
3. Hit delete and watch that element magically disappear!


Description
- Many people throng the temple at Purnagiri, which is situated on the top of a mountain on the right bank of the river Kali near Tanakpur, in the district of Champawat.
- The temple is very crowded during the Navaratris of Paush and Chaitra.
- Every year a fair is held on Vishuwat Sankranti and this attracts a large number of pilgrims.
- After the Holi festival, the longest fair of Kumaon (for about 40 days) starts at Purnagiri.
- Thousands of people visit the shrine these days.


An unexpected error occurred during this page rendering. Please contact support to resolve the issue.


Create Account
First Name
Last Name
Adress
Phone Number
Initial Amount
Create acount
USER BANK ACCOUNT
User new Account
Names
Deposit Amount
Current Balance
Withdraw Amount
Current Balance


access_time
{{ content?.duration | pipeDurationTransform: 'hms' }}
{{ content?.timeLeft | pipeDurationTransform: 'hms' }}
Remaining
Completed!
|
{{ content?.resourceType ? content?.resourceType : content?.contentType }}
Content maybe expired or deleted.
Content can only be viewed in intranet.
You no longer have access to this content


Let's Play Ping Pong
Play Ping Pong
Created by:
Alex Zerbach
Github Account
ayezeecodes
The Rules
Ping Pong app will count up from 1 with the following exceptions:
Numbers divisible by 3 are replaced with "ping"
Numbers divisible by 5 are replaced with "pong"
Numbers divisible by 15 are replaced with "pingpong"


Today’s article is the 101st and marks this column’s 2nd anniversary; as with any milestone, reflection is advisable. Only editorial space limits the depth to which we can reflect and so we’ll look at twelve ways in which we can connect with the buyer; which is the underlying theme of Sales Pitch.
1. “Third World is a state of the mind and until we change our attitude as Africans, if there is a fourth, fifth and even sixth world, we will be in it.” (PLO Lumumba ).
The seller’s attitude can spiral him into the sixth world of disconnection or raise him to the first where connection with the buyer is almost tangible.
2. Quit hearing and start listening.
Actively listening acts as the rudder that steers you to the buyer’s soul. Research into live buyer interactions of 800 sellers proves this.
3. Believing in your product produces emotional contagion, infecting the prospect and making him less adversarial and open to new possibilities.
4. Love what you hate about selling.
Inviting the walk-in client who just wants a quote to a tour of the shop floor may just tilt the balance in your favour when he is making a decision on which quote to go with.
5. Be prepared. Always.
The 5Rs help:
- Representation (how you present yourself),
- Repertoire (your sales kit),
- Research (your prospect),
- Rehearsal (practice) and
- Repetition (of the first four always, for one can never be too prepared).
6. How do you sell to someone whose budget at his local pub is the half a million shillings you can only access as a loan?
First, get out of your way. Get rid of the smugness of self-righteousness.
7. Connecting the dots happens when the seller paints a picture of how his product solves the buyer’s problem.
The existence and contents of this column were unknown to the author two years ago, yet here we are 100 dots later. To connect one must connect the dots.
8. Educating the customer as a way to sell produces a powerful connection.
Educating is genuinely seeking to create understanding about the client’s situation or your product.
9. Framing a sale in terms of experiential satisfaction as opposed to material possession is more likely to get the sale and repeat purchases.
Experience sells because we derive much more pleasure buying experiences than we do buying goods though it is the latter that attracts.
10. Brochures (like Power Pont slides) don’t connect with the buyer, salespeople do.
Prospects (and that includes you) hardly read marketing material or act on it little more than they get moved by the inanimate slide.
11. Fend off technical jargon when selling.
“Explain it to me like I’m a two year old” should not be seen as a condescending term for the salesperson. It should be the Holy Grail.
12. Let that moment of tension (when closing is imminent) galvanize you to ask for the cheque.
Many times the buyer wants you to. Don’t cave into the tension. Close. The razzmatazz of football is a delight to watch, but did you score?
The second birthday is commonly referred to as terrible twos. It needn’t be. These “connectors” will see you aiming for the terrific twelve. Progressively build on one a month as we head for the 3rd birthday. Why? Because the internet gives the buyer access to the same information as the seller making them almost equal. A seismic shift in selling is thus necessary, for the snowballing tsunami of 'seller beware' is about to hit shore.


--- layout: example categories: example/v1.0.0 version: v1.0.0 title: Add styles made with Mapbox Studio to a Leaflet map description: Display a style created in Mapbox Studio tags: - leaflet ---


|
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def | __init__ |
| |
|
def | module |
| |
|
def | set_module |
| |
|
def | clear_module |
| |
|
def | has_module |
| |
|
def | version |
| |
|
def | set_version |
| |
|
def | clear_version |
| |
|
def | has_version |
| |
|
def | MergeFrom |
| |
|
def | Equals |
| |
|
def | IsInitialized |
| |
|
def | ByteSize |
| |
|
def | ByteSizePartial |
| |
|
def | Clear |
| |
|
def | OutputUnchecked |
| |
|
def | OutputPartial |
| |
|
def | TryMerge |
| |
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def | __str__ |
| |
|
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| has_module_ |
| |
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| module_ |
| |
|
| has_version_ |
| |
|
| version_ |
| |
|
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int | has_module_ = 0 |
| |
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string | module_ = "" |
| |
|
int | has_version_ = 0 |
| |
|
string | version_ = "" |
| |
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int | kmodule = 1 |
| |
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int | kversion = 2 |
| |
The documentation for this class was generated from the following file:
- code/googleappengine-read-only/python/google/appengine/api/modules/modules_service_pb.py


Valv
e
Server Rules
No cheating
No mic spam
No discriminating, racist, sexist language
No inappropriate sprays
Our group page
-
Donations
-
Sourcebans
Admins
Gaben
Player


Repo for hosting R package for shellfish genetic risk modeling
This package allows for agent based modeling of shellfish genetic risk modeling. The model itself runs in Python, but users can use this package to both run and process the results in R.
To install shellfishrisks from GitHub run
# install.packages("devtools")
devtools::install_github("nwfsc-cb/shellfish-genetic-risks")
Note that this requires installing the devtools
package prior to installing shellfishrisks
This package also requires a working Python 3.X installation. The model is currently built assuming users have an Anaconda installation of Python. Users unfamiliar with installing Python should install Anaconda and Python 3.X following the instructions here. If you are familiar enough with Python to have strong opinions about the type of Python installation you would like (i.e. something other than Anaconda) we shall assume you can do so without our guidance.
We won’t kid you. Users unfamiliar with Python installation may find the process extremely daunting . We have tried to make this process as painless as possible. The package is designed assuming use of Anaconda. We then interface with Python through R using the reticulate
package. By default, reticulate
automatically creates and uses a Conda (Anaconda) environment called r-reticulate
. The packages attempts to install any missing and required Python packages the first time the package is run, so if you have not previously installed the required Python packages you will need a working internet connection.
See the example below for the workflow needed to use this package
shellfishrisks::install_pypkgs()
installs any missing and required Python packages
Note that even if you have previously installed packages in another Python environment the first time you run this you will likely have to install packages again into the r-reticulate
Conda environment
For various reasons, if think you need to install Python libraries, you need to run
shellfishrisks::install_pypkgs()
BEFORE calling
Once you have run shellfishrisks::install_pypkgs()
, YOU MUST RESTART R COMPLETELY (e.g. exit RStudio and restart it) prior to calling
This example shows you the sequence of steps needed to run shellfishrisks
.
See the vignettes in the “Articles” tab for other examples on running multiple batches at once, or running based on a control file.
set.seed(42)
library(shellfishrisks) # now load shellfishrisks after installing required python packages
# If you get an error about a missing Python package, restart R completely, and then follow "Installing Python Packages" instructions
shellfishrisks::load_shellfish()
#> shellfishrisks is using Conda environment r-reticulate
# Set options
reps <- 1
coreid <- 1
# All the _years should ideally be set to 50. However, that takes >24 hours to run. For testing, we recommend setting years to 1 to ensure the installation is working properly.
pre_farm_years <- 1
farm_years <- 1
post_farm_years <- 1
# Run shellfishrisk model: this takes about 20min with these
# demonstration settings
shellfishrisk_reps(
batch = "demo1",
reps = 10,
coreid = coreid,
pre_farm_years = pre_farm_years,
farm_years = farm_years,
post_farm_years = post_farm_years,
wild_N_init = 100,
prob_repro_by_month = list('Jan' = 0, 'Feb' = 0, 'Mar' = 0, # for wild reproduction
'Apr' = 1, 'May' = 0, 'Jun' = 0,
'Jul' = 0, 'Aug' = 0, 'Sep' = 0,
'Oct' = 0, 'Nov' = 0, 'Dec' =0)
)
results <- serve_shellfish(batches = c("demo1")) # read the results stored in .txt files into a list object
str(results)
#> List of 9
#> $ AFs :'data.frame': 500 obs. of 11 variables:
#> ..$ coreid : int [1:500] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Srep : int [1:500] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Rep : int [1:500] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Year : int [1:500] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Subpop : chr [1:500] "wild1" "wild1" "wild1" "wild1" ...
#> ..$ Locus_index : int [1:500] 0 0 1 1 2 2 3 3 4 4 ...
#> ..$ Allele : int [1:500] 0 1 0 1 0 1 0 1 0 1 ...
#> ..$ Adaptive : chr [1:500] "True" "True" "True" "True" ...
#> ..$ Adv : chr [1:500] "True" "False" "True" "False" ...
#> ..$ AlleleFrequency: num [1:500] 0.8874 0.1126 0.9607 0.0393 0.8945 ...
#> ..$ batch : chr [1:500] "demo1" "demo1" "demo1" "demo1" ...
#> $ bstock_report :'data.frame': 9 obs. of 5 variables:
#> ..$ coreid : int [1:9] 1 1 1 1 1 1 1 1 1
#> ..$ Rep : int [1:9] 0 0 0 0 0 0 0 0 0
#> ..$ Year : int [1:9] 1 1 1 1 1 1 1 1 1
#> ..$ IndID_survivedAgeX: num [1:9] 91 42 30 31 84 81 29 90 78
#> ..$ batch : chr [1:9] "demo1" "demo1" "demo1" "demo1" ...
#> $ harvest :'data.frame': 3 obs. of 6 variables:
#> ..$ coreid : int [1:3] 1 1 1
#> ..$ Srep : int [1:3] 1 1 1
#> ..$ Rep : int [1:3] 0 0 0
#> ..$ Year : int [1:3] 0 1 2
#> ..$ IndsHarvested: int [1:3] 0 0 0
#> ..$ batch : chr [1:3] "demo1" "demo1" "demo1"
#> $ life_hist_report:'data.frame': 123342 obs. of 13 variables:
#> ..$ coreid : int [1:123342] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Rep : int [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Year : int [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Month : chr [1:123342] "Jan" "Jan" "Jan" "Jan" ...
#> ..$ Subpop : chr [1:123342] "wild1" "wild1" "wild1" "wild1" ...
#> ..$ IndID : num [1:123342] 1 2 3 4 5 6 7 8 9 10 ...
#> ..$ Sex : int [1:123342] 2 2 2 2 2 1 2 2 1 2 ...
#> ..$ CohortYear : num [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Age : num [1:123342] 4.17 9.33 2.5 2.83 1.5 ...
#> ..$ Mother_id : num [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Father_id : num [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ meanParentAge: num [1:123342] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ batch : chr [1:123342] "demo1" "demo1" "demo1" "demo1" ...
#> $ log :'data.frame': 3 obs. of 10 variables:
#> ..$ coreid : int [1:3] 1 1 1
#> ..$ rep : int [1:3] 0 0 0
#> ..$ farm_phase: chr [1:3] "pre-farm" "during-farm" "post-farm"
#> ..$ year : int [1:3] 0 1 2
#> ..$ wild1_size: int [1:3] 730 1206 1572
#> ..$ wild2_size: int [1:3] 710 1203 1570
#> ..$ wild3_size: int [1:3] 722 1201 1587
#> ..$ farm_size : int [1:3] NA 498 NA
#> ..$ time_stamp: chr [1:3] "2021-09-02_22:29:54" "2021-09-02_22:32:57" "2021-09-02_22:36:50"
#> ..$ batch : chr [1:3] "demo1" "demo1" "demo1"
#> $ pop_pair_rvars :'data.frame': 36 obs. of 8 variables:
#> ..$ coreid : int [1:36] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Srep : int [1:36] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Rep : int [1:36] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Year : int [1:36] 0 0 0 0 0 0 0 0 0 1 ...
#> ..$ Pop_pair: chr [1:36] "wild1_wild2" "wild1_wild2" "wild1_wild2" "wild2_wild3" ...
#> ..$ Rvar : chr [1:36] "Fst" "Fst_aL" "Fst_nL" "Fst" ...
#> ..$ Value : num [1:36] 0.00823 0.00996 0.00728 0.00831 0.01122 ...
#> ..$ batch : chr [1:36] "demo1" "demo1" "demo1" "demo1" ...
#> $ pop_rvars :'data.frame': 40 obs. of 8 variables:
#> ..$ coreid: int [1:40] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Srep : int [1:40] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Rep : int [1:40] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Year : int [1:40] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ Subpop: chr [1:40] "wild1" "wild1" "wild1" "wild1" ...
#> ..$ Rvar : chr [1:40] "mfit" "popsize" "het" "ar" ...
#> ..$ Value : num [1:40] 0.997 839 1 1800 0.996 ...
#> ..$ batch : chr [1:40] "demo1" "demo1" "demo1" "demo1" ...
#> $ temp_rvars :'data.frame': 3 obs. of 7 variables:
#> ..$ coreid: int [1:3] 1 1 1
#> ..$ Srep : int [1:3] 1 1 1
#> ..$ Rep : int [1:3] 0 0 0
#> ..$ Subpop: chr [1:3] "wild1" "wild2" "wild3"
#> ..$ Rvar : chr [1:3] "Fst" "Fst" "Fst"
#> ..$ Value : num [1:3] 0.000103 0.00032 -0.000164
#> ..$ batch : chr [1:3] "demo1" "demo1" "demo1"
#> $ survival : grouped_df [11 × 6] (S3: grouped_df/tbl_df/tbl/data.frame)
#> ..$ batch : chr [1:11] "demo1" "demo1" "demo1" "demo1" ...
#> ..$ coreid : int [1:11] 1 1 1 1 1 1 1 1 1 1 ...
#> ..$ Rep : int [1:11] 0 0 0 0 0 0 0 0 0 0 ...
#> ..$ age : num [1:11] 0 1 2 3 4 5 6 7 8 9 ...
#> ..$ survival : num [1:11] 0.5304 0.3782 0.0432 0.8119 0.6364 ...
#> ..$ survivorship: num [1:11] 1 0.53045 0.20059 0.00866 0.00703 ...
#> ..- attr(*, "groups")= tibble [1 × 4] (S3: tbl_df/tbl/data.frame)
#> .. ..$ batch : chr "demo1"
#> .. ..$ coreid: int 1
#> .. ..$ Rep : int 0
#> .. ..$ .rows : list<int> [1:1]
#> .. .. ..$ : int [1:11] 1 2 3 4 5 6 7 8 9 10 ...
#> .. .. ..@ ptype: int(0)
#> .. ..- attr(*, ".drop")= logi TRUE
plot_shellfish(results, type = "rvars")
plot_shellfish(results, type = "fst")
plot_shellfish(results, type = "popsize")


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