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Here you can insert your date of birth and
see your Akan name according to the day you were born.
Here you can insert your date of birth and
see your Akan name according to the day you were born.


Hugo Blog Test
This is a test project to learn how to use the Hugo blogging platform. Nothing special to see here for now, but I will be adding over time as I work through the tutorial from Flavio Copes.
This is a test project to learn how to use the Hugo blogging platform. Nothing special to see here for now, but I will be adding over time as I work through the tutorial from Flavio Copes.


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Contact
Comment on the new Library Catalog
LSU Libraries
Baton Rouge, LA 70803
Tel<PHONE_NUMBER>
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To search, enter terms above, or use the Advanced Search feature.
Comment on the new Library Catalog
LSU Libraries
Baton Rouge, LA 70803
Tel<PHONE_NUMBER>
Fax<PHONE_NUMBER>


❌An Unhelpful Header For The Factoids Below!
- ✅George Washington was the first President.
- ✅George Washington was not not the first President.
- ❌George Washington was the third President.
- ❌George Washington was the first President and third President.
- ❌George Washington was not the first President.


Hello, My name is Salam Mustafa,My age is 24, My background in Computer science, I studied in Al-hussien Bin Talal University, I have passion in coding so now I'm taking an advanced course of software development for ASAC, And my goal is to be a professional programmer,I don't have any programming experience but I have experience in other fieled, I worked as teacher and costumer service agent.
- I studied Computer Science in Al-hussien Bin Talal University
- I worked as teacher for science and computer
- I worked as costumer service agent
My Experience And Education
- Turkey
- Canada
- United Kingdom
- Spain
- Italy
- Greece
- Russia
- Holanda
- Switzerland
- Sweden


Known Bug List (Waba for the Newton)
If you have a bug to report that's not on this list (see below for reporting Socket/Serial bugs), feel free to contact Sean Luke.
Bugs
- Waba uses a chunk of the C++ memory to run. This memory is also used by windows (for redrawing, closing, and opening), Newton Internet Enabler, bitmaps, the sound system, Paul Guyot's ATA card driver, etc. The more Java Heap/Stack space you allocate in Waba apps' preference panels, the more memory is consumed. The negative results of this are as follows:
- On a machine with limited memory (like a MP2K), if you open several Waba VMs simultaneously, moving windows around starts taking a long long time. Eventually you cannot move windows at all -- they appear "pinned in place" as it were.
- Some Newton operations and applications leak C++ memory (they request the memory but forget to give it up when they quit). This can cause Waba apps to run more slowly as the C++ system struggles to get them the memory they need, particularly if they're using lots of images. You can see this effect sometimes when you open the Santa game and it seems to scroll more slowly. Similar effects happen with the Frog Against the Machine game. You can really only fix this problem by rebooting the Newton.
- Paul's ATA card driver uses enough memory too cause Waba apps to run slowly if they use a lot of images (like Santa or Frogs Against the Machine).
- If an error causes the Waba application to die or otherwise stop working, closing the Waba window may not free up the C++ memory that Waba had allocated. It can get leaked. We've done our best to prevent this from happening in most unusual cases, but it still might occur. You may not even notice anything (or care) if you have something other than an MP2K. This can cause windows to open or close more slowly (or not at all), freezes, or other odd stuff. Rebooting the Newton will fix the problem.
- Loaded images are converted into dithered black and white no matter what. Oops!
- NewtOS 2.0 machines have a NewtonScript bug that results in incorrect handling of the OR and XOR operations when drawing lines.
- Socket and Serial Port code still is shakey -- report any discovered Socket/SerialPort bugs to Paul Guyot.
- Even though Sean thinks the Catalog code is looking good, Frogs Against the Machine still isn't using the catalogs correctly to store its high scores, and FATM's high-score soup just grows and grows a little at a time. Dunno why, we don't have the FATM code to examine.
- "foo" + null will generate an error. That's because Waba's StringBuffer.append(obj) doesn't check to see if obj is null before calling obj.toString(). We'll get that fixed next time.
NOT Bugs
- WavingDuke's "about" panel is clipped. It does this on the Palm also. It's a programming error, not a bug in Waba.


Note: These instructions assume that you have already factory reset and jailbroken your device.
The NowSecure repo is responsible for keeping Workstation iOS device dependencies up-to-date and also responsible for the agent/certificate installation.
Provisioning Steps:
From the jailbroken iOS Device, open the Sileo
application.
Click on the Sources
bottom navigation tab.
Click on the +
icon in the top right corner of the screen
In the Add Source
prompt, enter https://cydia.nowsecure.com in the text field and click the Add Source button
The Sileo package manager will add the repo to the Sources list.
Click on the NowSecure Workstation item in the list
Click on All Categories item in the list
Scroll down to the iOS 11+12 Metapackage and click on the item
Click on the GET button
Click on the Queued
1 Package list item above the bottom navigation tabs
Click on the Confirm button
After the metapackages install on the device successfully, click the Done
button
Open the Safari application on the device and browse to this URL: https://cydia.nowsecure.com
Click on the Install Profile
item in the list
Click the Allow
button on the prompt
Click the Close
button on the prompt
Navigate to the Homescreen and open the Settings
application the device. Navigate to General > Profiles & Management
Click on the mitmproxy downloaded Profile
Click on the Install
text at the top right corner of the screen
Click on the Install
text at the top right corner of the screen
Click on the Install
button on the screen
Click on the Done
text at the top right corner of the screen. The configuration profile should display as Verified
after installation.
The iOS 12 device is now provisioned correctly for use with NowSecure Workstation.
After installation of the MITMproxy certificate, please open the Sileo application on the device and install our Frida, fsmon, and nsprot packages.
The NowSecure repo is responsible for keeping Workstation iOS device dependencies up-to-date and also responsible for the agent/certificate installation.
Provisioning Steps:
From the jailbroken iOS Device, open safari and browse to this URL: https://cydia.nowsecure.com
Open in Cydia
click Open
.Install the Source
. Click it.Continue to Package
. Click it.Modify
in the upper-right corner.Install
button.Confirm
.Restart Springboard
. The device will reboot.Sources
tab and you will see that the Source has now been added.Open the Safari application on the device and browse to this URL: https://cydia.nowsecure.com
Click on the Install Profile
item in the list
Click the Allow
button on the prompt
Click the Close
button on the prompt
Click on the Install
text at the top right corner of the screen
Click on the Install
text at the top right corner of the screen
Click on the Install
button on the screen
Click on the Done
text at the top right corner of the screen. The configuration profile should display as Verified
after installation.
After installation of the MITMproxy certificate, please open the Cydia application on the device and install our Frida, fsmon, and nsprot packages.
The iOS version 8 - 11 device is now provisioned correctly for use with NowSecure Workstation.
On first launch, Cydia will need to prep the filesystem. The device will reboot upon completion. If this is the case, start back from step one after the device reboots.


{% extends 'base.html' %} {% block title %}Test page{% endblock %} {% block content %}
All fields on this page are required in order to create the initial space listing.
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Enclosed space for individual or group
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A number of computers grouped in a way that students would call a “lab”
Work space with specialized equipment or technology, such as a multimedia studio
Larger-capacity rooms primarily used for classes, meetings, or workshops
Area for use by multiple individuals or groups; may contain a range of furniture -- carrels, tables, lounge furniture
Indoor casual space, typically with lounge furniture and low tables
Space that functions primarily as an eatery
Outdoor casual space
Never displayed to students. For admin use only.


class: center, middle, inverse, title-slide # Young Statisticians Workshop: Developing Your Career to Thrive in a Data-rich, Technology-driven, Reproducible Research Environment ## Effective plots ### Di Cook (
<EMAIL_ADDRESS>,
@visnut
) ### 25/9/2017 --- # Overview - Grammar of graphics + Language of defining plots, that integrates with statistical thinking + Way to say how one plot is the same or different from another, e.g. barchart v pie chart + Evaluate whether one design is better than another for communication - Inference for graphics - Graphical principles --- class: inverse middle # Your turn - What is a (data) plot? - What are the three most important data plots? --- class: inverse middle # Your turn How would you describe this plot?  --- class: inverse middle # Your turn What about this plot?  --- # Elements of a data plot - data - mapping of variables to graphical elements (aesthetics) - type of plot structure to use (geom) - transformations: log scale, ... and ... - layers: multiple geoms, multiple data sets, annotation - facets: show subsets in different plots - themes: modifying style --- # Why use a grammar of graphics? - Remember tidy data? - Data is organised into variables and observations. - With a grammar, the variables are directly mapped to an element in the plot --- # Tuberculosis data ```r ggplot(tb_au, aes(x = year, y = count, fill = gender)) + geom_bar(stat = "identity", position = "fill") + facet_grid(~ age) + scale_fill_brewer(palette="Dark2") ```  100% charts? What so we learn? --- # Bar charts ```r ggplot(tb_au, aes(x = year, y = count, fill = gender)) + geom_bar(stat = "identity") + facet_grid(~ age) + scale_fill_brewer(palette="Dark2") ```  What do we learn? --- # Side-by-side barcharts ```r ggplot(tb_au, aes(x = year, y = count, fill = gender)) + geom_bar(stat = "identity", position="dodge") + facet_grid(~ age) + scale_fill_brewer(palette="Dark2") ```  What is the focus now? --- # Separate bar charts ```r ggplot(tb_au, aes(x = year, y = count, fill = gender)) + geom_bar(stat = "identity") + facet_grid(gender ~ age) + scale_fill_brewer(palette="Dark2") ```  What is the focus now? --- # Pie charts? ```r ggplot(tb_au, aes(x = year, y = count, fill = gender)) + geom_bar(stat = "identity") + facet_grid(gender ~ age) + scale_fill_brewer(palette="Dark2") + coord_polar() ```  Nope! That's a rose chart. --- # Rainbow charts? ```r ggplot(tb_au, aes(x = 1, y = count, fill = factor(year))) + geom_bar(stat = "identity", position="fill") + facet_grid(gender ~ age) + theme( axis.text = element_blank(), strip.text = element_text(size = 16), axis.title = element_text(size = 16) ) ```  Its a single stacked bar, in each facet. --- # Pie charts ```r ggplot(tb_au, aes(x = 1, y = count, fill = factor(year))) + geom_bar(stat = "identity", position="fill") + facet_grid(gender ~ age) + theme( axis.text = element_blank(), strip.text = element_text(size = 16), axis.title = element_text(size = 16) ) + coord_polar(theta="y") ```  --- # Tidy data and random variables - The concept of tidy data matches elementary statistics - Tabular form puts variables in columns and observations in rows - Not all tabular data is in this form - This is the point of tidy data `$$X = \left[ \begin{array}{rrrr} X_1 & X_2 & ... & X_p \end{array} \right] \\ = \left[ \begin{array}{rrrr} X_{11} & X_{12} & ... & X_{1p} \\ X_{21} & X_{22} & ... & X_{2p} \\ \vdots & \vdots & \ddots& \vdots \\ X_{n1} & X_{n2} & ... & X_{np} \end{array} \right]$$` - `\(X_1 \sim N(0,1), ~~X_2 \sim exp(1) ...\)` --- # Grammar of graphics and statistics - A statistic is a function on the values of items in a sample, e.g. for `\(n\)` iid random variates `\(\bar{X}_1=\sum_{i=1}^n X_{i1}\)`, `\(s_1^2=\frac{1}{n-1}\sum_{i=1}^n(X_{i1}-\bar{X}_1)^2\)` - We study the behaviour of the statistic over all possible samples of size `\(n\)`. - The grammar of graphics is the mapping of (random) variables to graphical elements, making plots of data into statistics --- # Putting plots into an inference framework - Choice of plot implicitly sets `\(H_0\)`, `\(H_1\)` - Generically, we are thinking `\(H_0\)`: no pattern, `\(H_1\)`: pattern, but the choice of plot makes this much more explicit --- # Putting the pieces together  --- # Inference - Question? - Data, variables - Mapping - Null generating mechanism -- - Question? Is there a difference between the two groups? `\(H_0\)`: no difference, `\(H_1\)`: difference -- - Data, variables: Two variables: v1, v2; v2 is categorical -- - Mapping: x=V2, y=V1, colour=V1, geom=boxplot -- - Null generating mechanism: permute the values of V1, relative to V2 --- # Clarity - The null hypothesis is determined based on the plot type - It is not based on the structure seen in a data set --- # Lineup Embed the data plot in a field of null plots --- Which plot shows the most difference between the groups?  --- # Answer Data plot is in position 8 --- # Rejection of null ![](images/inference.png) --- # Evaluation - Computing `\(p\)`-values - Power - signal strength --- # p-values Suppose `\(x\)` individuals selected the data plot from a lineup of `\(m\)` plots, shown to `\(K\)` independent observers, then simplistically we can think about the probability of this happening, if the data plot is from the same distribution as the null plots. This yields a binomial formula: `$$P(X\geq x) = \sum_{i=x}^{K} \binom{K}{i} \left(\frac{1}{m}\right)^i\left(\frac{m-1}{m}\right)^{K-i}$$` For `\(x=4, K=17, m=20\)` ``` x simulated binom [1,] 4 0.0191 0.008800605 ``` --- # Simulation approach - Scenario I: in each of K evaluations a different data set and a different set of (m-1) null plots is shown. - Scenario II: in each of K evaluations the same data set but a different set of (m-1) null plots is shown. - Scenario III: the same lineup, i.e. same data and same set of null plots, is shown to K different observers. --- # Null-generating mechanisms - Permutation: randomizing the order of one of the variables breaks association, but keeps marginal distributions the same - Simulation: from a given distribution, or model. Assumption is that the data comes from that model --- # Data - Autism Repeated measurements (panel data, longitudinal data) for each subject. Need to examine within subject dependence, relative to between subject, and between demographic group. ```r library(HLMdiag) data(autism) glimpse(autism) Observations: 604 Variables: 7 $ childid <int> 1, 1, 1, 1, 1, 10, 10, 10, 10, 100, 100, 100, 100, 10... $ sicdegp <fctr> high, high, high, high, high, low, low, low, low, hi... $ age2 <dbl> 0, 1, 3, 7, 11, 0, 1, 7, 11, 0, 1, 3, 7, 0, 1, 7, 11,... $ vsae <int> 6, 7, 18, 25, 27, 9, 11, 18, 39, 15, 24, 37, 135, 8, ... $ gender <fctr> male, male, male, male, male, male, male, male, male... $ race <fctr> white, white, white, white, white, white, white, whi... $ bestest2 <fctr> pdd, pdd, pdd, pdd, pdd, autism, autism, autism, aut... ``` --- # Plotting points ```r ggplot(autism, aes(x=age2, y=vsae)) + geom_point() ```  --- # Jittering points ```r ggplot(autism, aes(x=age2, y=vsae)) + geom_jitter(width=0.3, height=0) ```  --- # Adding lines ```r ggplot(autism, aes(x=age2, y=vsae)) + geom_point() + geom_line() ```  Not the lines we want! --- # These are the lines we want ```r ggplot(autism, aes(x=age2, y=vsae, group=childid)) + geom_point() + geom_line() ```  --- # Too much ink ```r ggplot(autism, aes(x=age2, y=vsae, group=childid)) + geom_point() + geom_line(alpha=0.1) ```  --- # Log scale y ```r ggplot(autism, aes(x=age2, y=vsae, group=childid)) + geom_point() + geom_line(alpha=0.2) + scale_y_log10() ```  --- # By diagnosis at age 2 ```r ggplot(autism, aes(x=age2, y=vsae, group=childid, colour=bestest2)) + geom_point() + scale_colour_brewer(palette="Dark2") + geom_line(alpha=0.5) + scale_y_log10() ```  --- # Refine groups ```r ggplot(autism, aes(x=age2, y=vsae, colour=bestest2)) + geom_point(alpha=0.1) + scale_colour_brewer(palette="Dark2") + geom_line(aes(group=childid), alpha=0.1) + geom_smooth(se=F) + scale_y_log10() ```  What do we learn about autism, age, and the diagnosis at age 2? --- class: inverse middle # Your turn Make a plot that explores the differences between genders, like this  --- # A different look ```r ggplot(autism, aes(x=age2, y=vsae, colour=bestest2)) + geom_boxplot() + scale_colour_brewer(palette="Dark2") + scale_y_log10() ```  That's not what I wanted .... --- # For each age measured ```r ggplot(autism, aes(x=factor(age2), y=vsae, colour=bestest2)) + geom_boxplot() + scale_colour_brewer(palette="Dark2") + scale_y_log10() ```  --- # Which is better? ```r p1 <- ggplot(autism, aes(x=age2, y=vsae, colour=bestest2)) + geom_point(alpha=0.1) + scale_colour_brewer(palette="Dark2") + geom_line(aes(group=childid), alpha=0.1) + geom_smooth(se=F) + scale_y_log10() + theme(legend.position="none") p2 <- ggplot(autism, aes(x=factor(age2), y=vsae, colour=bestest2)) + geom_boxplot() + scale_colour_brewer(palette="Dark2") + scale_y_log10() + theme(legend.position="none") grid.arrange(p1, p2, ncol=2) ```  --- class: inverse middle # Your turn For the autism data, think about answering the question "Do the kids who age two test on the autism scale have lower cognitive skills than those classed as pdd?" - Determine which of the two possible plot designs best helps the reader answer this. - Determine an appropriate null generating mechanism to test `\(H_o\)`: no relationship between age and gender. - Make a lineup to for each plot design. - This may not be easy to do: Show the lineups to several other people, people should only see one. For each plot design + Record the number of people selecting the data plot + Compute the power for each test, the signal strength of the design --- # New example - Flying etiquette [41% Of Fliers Think You’re Rude If You Recline Your Seat](http://fivethirtyeight.com/datalab/airplane-etiquette-recline-seat/) ``` Observations: 1,040 Variables: 27 $ RespondentID <dbl> ... $ `How often do you travel by plane?` <chr> ... $ `Do you ever recline your seat when you fly?` <chr> ... $ `How tall are you?` <int> ... $ `Do you have any children under 18?` <chr> ... $ `In a row of three seats, who should get to use the two arm rests?` <chr> ... $ `In a row of two seats, who should get to use the middle arm rest?` <chr> ... $ `Who should have control over the window shade?` <chr> ... $ `Is itrude to move to an unsold seat on a plane?` <chr> ... $ `Generally speaking, is it rude to say more than a few words tothe stranger sitting next to you on a plane?` <chr> ... $ `On a 6 hour flight from NYC to LA, how many times is it acceptable to get up if you're not in an aisle seat?` <chr> ... $ `Under normal circumstances, does a person who reclines their seat during a flight have any obligation to the person sitting behind them?` <chr> ... $ `Is itrude to recline your seat on a plane?` <chr> ... $ `Given the opportunity, would you eliminate the possibility of reclining seats on planes entirely?` <chr> ... $ `Is it rude to ask someone to switch seats with you in order to be closer to friends?` <chr> ... $ `Is itrude to ask someone to switch seats with you in order to be closer to family?` <chr> ... $ `Is it rude to wake a passenger up if you are trying to go to the bathroom?` <chr> ... $ `Is itrude to wake a passenger up if you are trying to walk around?` <chr> ... $ `In general, is itrude to bring a baby on a plane?` <chr> ... $ `In general, is it rude to knowingly bring unruly children on a plane?` <chr> ... $ `Have you ever used personal electronics during take off or landing in violation of a flight attendant's direction?` <chr> ... $ `Have you ever smoked a cigarette in an airplane bathroom when it was against the rules?` <chr> ... $ Gender <chr> ... $ Age <chr> ... $ `Household Income` <chr> ... $ Education <chr> ... $ `Location (Census Region)` <chr> ... ``` --- # Variables - Mix of categorical and quantitative variables. - What mappings are appropriate? - Area for counts of categories, - side-by-side boxplots for mixed pair. --- # Support ```r ggplot(fly, aes(x=`How often do you travel by plane?`)) + geom_bar() + coord_flip() ```  Categories are not sorted --- # Sorted categories ```r fly$`How often do you travel by plane?` <- factor(fly$`How often do you travel by plane?`, levels=c( "Never","Once a year or less","Once a month or less", "A few times per month","A few times per week","Every day")) ggplot(fly, aes(x=`How often do you travel by plane?`)) + geom_bar() + coord_flip() ```  --- ```r ggplot(fly, aes(x=`How often do you travel by plane?`, fill=`How often do you travel by plane?`)) + geom_bar() + coord_flip() + scale_fill_brewer(palette="Dark2") ```  --- # Filter data ```r fly_sub <- fly %>% filter(`How often do you travel by plane?` %in% c("Once a year or less","Once a month or less")) %>% filter(!is.na(`Do you ever recline your seat when you fly?`)) %>% filter(!is.na(Age)) %>% filter(!is.na(Gender)) ``` --- # Recline by height ```r fly_sub$`Do you ever recline your seat when you fly?` <- factor( fly_sub$`Do you ever recline your seat when you fly?`, levels=c( "Never","Once in a while","About half the time", "Usually","Always")) ggplot(fly_sub, aes(y=`How tall are you?`, x=`Do you ever recline your seat when you fly?`)) + geom_boxplot() + coord_flip() ```  --- class: inverse middle # Your turn Make a plot to answer the question "Is the proportion of males and females that find it rude to bring a baby on board different?" --- class: inverse middle # Your turn What is the difference between `colour` and `fill`? -- - colour is for 0 or 1-dimensional elements, and -- - fill is for area (2-d) geoms --- # Coordinate systems What does `coord_fixed()` do? What is the difference between this and using `theme(aspect.ratio=...)`? -- - coord_fixed operates on the raw data values, but -- - theme(aspect_ratio=...) works on the plot dimensions --- # Facets ```r ggplot(fly_sub, aes(x=`In general, is itrude to bring a baby on a plane?`)) + geom_bar() + coord_flip() + facet_wrap(~Gender) ```  --- # Facets ```r fly_sub$Age <- factor(fly_sub$Age, levels=c("18-29","30-44","45-60","> 60")) ggplot(fly_sub, aes(x=`In general, is itrude to bring a baby on a plane?`)) + geom_bar() + coord_flip() + facet_grid(Age~Gender) ```  --- # Color palettes - default ```r p <- ggplot(fly_sub, aes(x=`In general, is itrude to bring a baby on a plane?`, fill=Gender)) + geom_bar(position="fill") + coord_flip() + facet_wrap(~Age, ncol=5) p ```  What do we learn? --- # Color palettes - brewer ```r p + scale_fill_brewer(palette="Dark2") ```  --- # Color blind-proofing ```r library(scales) library(dichromat) clrs <- hue_pal()(3) p + theme(legend.position = "none") clrs <- dichromat(hue_pal()(3)) p + scale_fill_manual("", values=clrs) + theme(legend.position = "none") ``` --- ![](3.effective.plots_files/figure-html/unnamed-chunk-43-1.png)![](3.effective.plots_files/figure-html/unnamed-chunk-43-2.png) --- # Perceptual principles - Hierarchy of mappings: (first) position along an axis - (last) color (Cleveland, 1984; Heer and Bostock, 2009) - Pre-attentive: Some elements are noticed before you even realise it. - Color: (pre-attentive) palettes - qualitative, sequential, diverging. - Proximity: Place elements for primary comparison close together. - Change blindness: When focus is interrupted differences may not be noticed. --- # Hierarchy of mappings - 1.Position - common scale (BEST) - 2.Position - nonaligned scale - 3.Length, direction, angle - 4.Area - 5.Volume, curvature - 6.Shading, color (WORST) --- # Pre-attentive Can you find the odd one out?  --- Is it easier now?  --- # Color palettes - Qualitative: categorical variables - Sequential: low to high numeric values - Diverging: negative to positive values ---  --- # Proximity ```r ggplot(fly_sub, aes(x=`In general, is itrude to bring a baby on a plane?`, fill=Gender)) + geom_bar(position="fill") + coord_flip() + facet_wrap(~Age, ncol=5) ```  With this arrangement we can see proportion of gender within each rudeness category, and compare these across age groups. How could we arrange this differently? --- # Proximity ```r ggplot(fly_sub, aes(x=Gender, fill=`In general, is itrude to bring a baby on a plane?`)) + geom_bar(position="fill") + coord_flip() + facet_wrap(~Age, ncol=5) + theme(legend.position="bottom") ```  What is different about the comparison now? --- # Another arrangement ```r ggplot(fly_sub, aes(x=Age, fill=`In general, is itrude to bring a baby on a plane?`)) + geom_bar(position="fill") + coord_flip() + facet_wrap(~Gender, ncol=5) + theme(legend.position="bottom") ```  --- # Themes The `ggthemes` package has many different styles for the plots. Other packages such as `xkcd`, `skittles`, `wes anderson`, `beyonce`, .... ```r library(xkcd) ggplot(fly_sub, aes(x=Gender, fill=`In general, is itrude to bring a baby on a plane?`)) + geom_bar(position="fill") + coord_flip() + facet_wrap(~Age, ncol=5) + theme_xkcd() + theme(legend.position="bottom") ``` ---  --- # Summary - Plotting data is an essential component of initial data analysis, and exploratory data analysis - it typically does not compromise the modeling or classical inference - Plotting post-analysis is important for diagnosing models - Not so much important whether you choose a bar chart or pie chart, proximity, appropriate color choices, ordering of categories are far more important - Plot provide more complex statistic, important in today's data-rich world, and they can be slotted into the inferential framework with technology and social tools like crowd-sourcing --- # Resources - Winston Chang (2012) [Cookbook for R](graphics cookbook) - ggplot2 [Cheat sheet](https://www.rstudio.com/wp-content/uploads/2016/11/ggplot2-cheatsheet-2.1.pdf) - [ggplot2: Elegant Graphics for Data Analysis, Hadley Wickham](http://ggplot2.org/book/), [web site](http://ggplot2.org) - Antony Unwin (2014) [Graphical Data Analysis](http://www.gradaanwr.net) - Naomi Robbins (2013) [Creating More Effective Charts](http://www.nbr-graphs.com) - [Antony Unwin, Graphical Data Analysis with R](https://www.crcpress.com/Graphical-Data-Analysis-with-R/Unwin/9781498715232) - Hofmann, H., Follett, L., Majumder, M. and Cook, D. (2012) Graphical Tests for Power Comparison of Competing Designs, http://doi.ieeecomputersociety.org/10.1109/TVCG.2012.230. - Wickham, H., Cook, D., Hofmann, H. and Buja, A. (2010) Graphical Inference for Infovis, http://doi.ieeecomputersociety.org/10.1109/TVCG.2010.161. --- # Share and share alike This work is licensed under the Creative Commons Attribution-Noncommercial 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.


wasteland
[40, 0]
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Carner Way Police Dept
[41, 0]
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a carpark
[42, 0]
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Nursey Bank
[43, 0]
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Wolsey Crescent Fire Station
[44, 0]
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St Alfred's Hospital
[45, 0]
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Ivyleafe Way
[46, 0]
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wasteland
[47, 0]
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a junkyard
[48, 0]
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a warehouse
[49, 0]
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the Spankling Building
[40, 1]
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Mahoney Plaza Police Dept
[41, 1]
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Codman Alley Railway Station
[42, 1]
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the Genge Monument
[43, 1]
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the Gilmore Motel
[44, 1]
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Schonlau Walk
[45, 1]
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a junkyard
[46, 1]
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a junkyard
[47, 1]
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Club Hefferin
[48, 1]
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Merson Street
[49, 1]
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a junkyard
[40, 2]
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Wescombe Cinema
[41, 2]
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Hateley Avenue
[42, 2]
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the Herridge Hotel
[43, 2]
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the Eastwood Building
[44, 2]
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a junkyard
[45, 2]
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the Scarman Building
[46, 2]
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Meade Walk Railway Station
[47, 2]
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Whalen Place School
[48, 2]
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a junkyard
[49, 2]
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a carpark
[40, 3]
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the Brazey Building
[41, 3]
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Baynton Park
[42, 3]
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the Hocking Monument
[43, 3]
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Cookesley Walk Fire Station
[44, 3]
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Plummer Library
[45, 3]
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Rago Cinema
[46, 3]
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Trott Plaza
[47, 3]
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Kemys Way School
[48, 3]
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wasteland
[49, 3]
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Gimblett Bank
[40, 4]
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Yeriod Bank
[41, 4]
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a warehouse
[42, 4]
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Challenger Crescent Police Dept
[43, 4]
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Chitty Walk
[44, 4]
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the Pegrum Monument
[45, 4]
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a warehouse
[46, 4]
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the Channing Building
[47, 4]
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wasteland
[48, 4]
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Troake Road
[49, 4]
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the Flynn Motel
[40, 5]
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Havenhand Boulevard
[41, 5]
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St Jude's Hospital
[42, 5]
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a warehouse
[43, 5]
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Colsworthy Street
[44, 5]
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Alphege General Hospital
[45, 5]
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the Havill Motel
[46, 5]
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Weary Library
[47, 5]
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Sparey Plaza
[48, 5]
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Ireland Drive
[49, 5]
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Anastasius General Hospital
[40, 6]
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Vimpany Auto Repair
[41, 6]
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St Anthony's Church
[42, 6]
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a cemetery
[43, 6]
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the Digby Building
[44, 6]
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the Southworth Arms
[45, 6]
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the Mays Monument
[46, 6]
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wasteland
[47, 6]
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Silwood Row
[48, 6]
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Tidcombe Plaza
[49, 6]
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the Porcher Building
[40, 7]
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the Stapellton Arms
[41, 7]
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the Lynn Monument
[42, 7]
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Donovan Square
[43, 7]
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Dawes Walk
[44, 7]
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Poulet Grove
[45, 7]
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Packham Alley
[46, 7]
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a factory
[47, 7]
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the Sheppard Building
[48, 7]
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a junkyard
[49, 7]
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Huddleston Avenue
[40, 8]
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a carpark
[41, 8]
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Braddon Way
[42, 8]
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Cassell Auto Repair
[43, 8]
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Knyps Drive
[44, 8]
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Bayley Street
[45, 8]
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wasteland
[46, 8]
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Ambrose Lane
[47, 8]
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Beedall Cinema
[48, 8]
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Southall Mansion
[49, 8]
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Latcham Library
[40, 9]
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Anning Avenue
[41, 9]
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Nation Library
[42, 9]
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Bale Mall
[43, 9]
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Bale Mall
[44, 9]
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St Matthew's Hospital
[45, 9]
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Barton Lane
[46, 9]
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the Loveless Building
[47, 9]
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St Philip's Church
[48, 9]
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Southall Mansion
[49, 9]
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Customizing the Main Display
In the lower right portion of the main window is the book display. This is used show the relevant details about the selected books.
The Default Display
The look and feel is customizable by selecting a display plugin from the preferences. Books ships with several styles, so find the one that suits you best.
In addition to the look and feel, you can customize what fields are visible, including custom fields. To define what fields you would like to see, open the preferences and click the Details tab.
A Customized Display Using the Books Online Plugin
The example above shows the preference configuration used to show two standard fields and one custom field. Note that Display default fields... box has been unchecked to allow the customization.
Did You Know?
Books display plugins use the same rendering technology as Apple's Safari web browser. If you are comfortable with HTML and CSS and would like to further customize your display, contact us and we'll get you all of the things you need to get started.


Transaction Result:
Awaiting transactions...
Transaction verified status result:
Awaiting transactions...
Testing cards:
For 3D Secure:
Visa success 4811 1111 1111 1114
Visa deny by bank 4711 1111 1111 1115
Visa deny by FDS 4611 1111 1111 1116
MasterCard success 5211 1111 1111 1117
MasterCard deny by bank 5111 1111 1111 1118
MasterCard deny by FDS 5411 1111 1111 1115
Challenge by FDS 4511 1111 1111 1117


#550 d_ful
deceitful
delightful
direful
disdainful
disgraceful
disrespectful
distasteful
distrustful
doleful
doubtful
dreadful
dutiful


Before we go on to the list of commands, you need to open the command line first. If you are still unsure about the command-line interface, check out this CLI tutorial.
Although the steps may differ depending on the distribution that you’re using, you can usually find the command line in the Utilities section.
Here is a list of basic Linux commands:
Use the pwd command to find out the path of the current working directory (folder) you’re in. The command will return an absolute (full) path, which is basically a path of all the directories that starts with a forward slash (/). An example of an absolute path is /home/username.
To navigate through the Linux files and directories, use the cd command. It requires either the full path or the name of the directory, depending on the current working directory that you’re in.
Let’s say you’re in /home/username/Documents and you want to go to Photos, a subdirectory of Documents. To do so, simply type the following command: cd Photos.
Another scenario is if you want to switch to a completely new directory, for example,/home/username/Movies. In this case, you have to type cd followed by the directory’s absolute path: cd /home/username/Movies.
There are some shortcuts to help you navigate quickly:
On a side note, Linux’s shell is case sensitive. So, you have to type the name’s directory exactly as it is.
The ls command is used to view the contents of a directory. By default, this command will display the contents of your current working directory.
If you want to see the content of other directories, type ls and then the directory’s path. For example, enter ls /home/username/Documents to view the content of Documents.
There are variations you can use with the ls command:
cat (short for concatenate) is one of the most frequently used commands in Linux. It is used to list the contents of a file on the standard output (sdout). To run this command, type cat followed by the file’s name and its extension. For instance: cat file.txt.
Here are other ways to use the cat command:
Use the cp command to copy files from the current directory to a different directory. For instance, the command cp scenery.jpg /home/username/Pictures would create a copy of scenery.jpg (from your current directory) into the Pictures directory.
The primary use of the mv command is to move files, although it can also be used to rename files.
The arguments in mv are similar to the cp command. You need to type mv, the file’s name, and the destination’s directory. For example: mv file.txt /home/username/Documents.
To rename files, the Linux command is mv oldname.ext newname.ext
Use mkdir command to make a new directory — if you type mkdir Music it will create a directory called Music.
There are extra mkdir commands as well:
If you need to delete a directory, use the rmdir command. However, rmdir only allows you to delete empty directories.
The rm command is used to delete directories and the contents within them. If you only want to delete the directory — as an alternative to rmdir — use rm -r.
Note: Be very careful with this command and double-check which directory you are in. This will delete everything and there is no undo.
The touch command allows you to create a blank new file through the Linux command line. As an example, enter touch /home/username/Documents/Web.html to create an HTML file entitled Web under the Documents directory.
You can use this command to locate a file, just like the search command in Windows. What’s more, using the -i argument along with this command will make it case-insensitive, so you can search for a file even if you don’t remember its exact name.
To search for a file that contains two or more words, use an asterisk (*). For example, locate -i school*note command will search for any file that contains the word “school” and “note”, whether it is uppercase or lowercase.
Similar to the locate command, using find also searches for files and directories. The difference is, you use the find command to locate files within a given directory.
As an example, find /home/ -name notes.txt command will search for a file called notes.txt within the home directory and its subdirectories.
Other variations when using the find are:
Another basic Linux command that is undoubtedly helpful for everyday use is grep. It lets you search through all the text in a given file.
To illustrate, grep blue notepad.txt will search for the word blue in the notepad file. Lines that contain the searched word will be displayed fully.
Short for “SuperUser Do”, this command enables you to perform tasks that require administrative or root permissions. However, it is not advisable to use this command for daily use because it might be easy for an error to occur if you did something wrong.
Use df command to get a report on the system’s disk space usage, shown in percentage and KBs. If you want to see the report in megabytes, type df -m.
If you want to check how much space a file or a directory takes, the du (Disk Usage) command is the answer. However, the disk usage summary will show disk block numbers instead of the usual size format. If you want to see it in bytes, kilobytes, and megabytes, add the -h argument to the command line.
The head command is used to view the first lines of any text file. By default, it will show the first ten lines, but you can change this number to your liking. For example, if you only want to show the first five lines, type head -n 5 filename.ext.
This one has a similar function to the head command, but instead of showing the first lines, the tail command will display the last ten lines of a text file. For example, tail -n filename.ext.
Short for difference, the diff command compares the contents of two files line by line. After analyzing the files, it will output the lines that do not match. Programmers often use this command when they need to make program alterations instead of rewriting the entire source code.
The simplest form of this command is diff file1.ext file2.ext
The tar command is the most used command to archive multiple files into a tarball — a common Linux file format that is similar to zip format, with compression being optional.
This command is quite complex with a long list of functions such as adding new files into an existing archive, listing the content of an archive, extracting the content from an archive, and many more. Check out some practical examples to know more about other functions.
chmod is another Linux command, used to change the read, write, and execute permissions of files and directories. As this command is rather complicated, you can read the full tutorial in order to execute it properly.
In Linux, all files are owned by a specific user. The chown command enables you to change or transfer the ownership of a file to the specified username. For instance, chown linuxuser2 file.ext will make linuxuser2 as the owner of the file.ext.
jobs command will display all current jobs along with their statuses. A job is basically a process that is started by the shell.
If you have an unresponsive program, you can terminate it manually by using the kill command. It will send a certain signal to the misbehaving app and instructs the app to terminate itself.
There is a total of sixty-four signals that you can use, but people usually only use two signals:
Besides knowing the signals, you also need to know the process identification number (PID) of the program you want to kill. If you don’t know the PID, simply run the command ps ux.
After knowing what signal you want to use and the PID of the program, enter the following syntax:
kill [signal option] PID.
Use the ping command to check your connectivity status to a server. For example, by simply entering ping google.com, the command will check whether you’re able to connect to Google and also measure the response time.
The Linux command line is super useful — you can even download files from the internet with the help of the wget command. To do so, simply type wget followed by the download link.
The uname command, short for Unix Name, will print detailed information about your Linux system like the machine name, operating system, kernel, and so on.
As a terminal equivalent to Task Manager in Windows, the top command will display a list of running processes and how much CPU each process uses. It’s very useful to monitor system resource usage, especially knowing which process needs to be terminated because it consumes too many resources.
When you’ve been using Linux for a certain period of time, you’ll quickly notice that you can run hundreds of commands every day. As such, running history command is particularly useful if you want to review the commands you’ve entered before.
Confused about the function of certain Linux commands? Don’t worry, you can easily learn how to use them right from Linux’s shell by using the man command. For instance, entering man tail will show the manual instruction of the tail command.
This command is used to move some data into a file. For example, if you want to add the text, “Hello, my name is John” into a file called name.txt, you would type echo Hello, my name is John >> name.txt
Use the zip command to compress your files into a zip archive, and use the unzip command to extract the zipped files from a zip archive.
If you want to know the name of your host/network simply type hostname. Adding a -I to the end will display the IP address of your network.


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DeployedThis project seeks to recreate the multi server setup from my Bookshop project in a Rails environment. I'm using two separate Rails servers as the API and the Proxy server. I'm still using react to build out the UI and functionality but I'm ditching bootstrap in favor of styling my own site this time around. I'm giving a greater focus to using styles in this project to give the site a more polished look.
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DeployedThis is my second app built with React. It's a study, in a sense, for a project I've been planning to build for some months now. I needed to understand how to allow non technical users to add and remove product info from the site so they can sell products without having to contact a website administrator. Using redux I can maintain state for both the cart and the list of books available to potential shoppers. The "bookshop owner" can add books via the admin page. I'm experimenting with a two server setup for this project where I employ a reverse proxy which can handle load balancing and points to my API server which uses Mongoose to model the data to and from my DB. The proxy server also uses server side rendering (isomorphic/universal react) to improve SEO and app loading speed.
-
Back End Repo-
DeployedThis project was an exploration into Ember for me. I had recently spent a couple days tinkering with React and wanted to see how Ember compared. The entire experience taught me a lot about the client side model view controller paradigm. I also learned how difficult it can be to style a web app when you don't need pictures. Since the apps ui was all text I decided to read a bit about minimalist web design. What you see here is my 3 hour interpretation of what Material Design told me a web site should look like! I think I nailed the drop shadows, but I think I definitely need to spend more time working on my design chops.
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Back End Repo-
DeployedSurvey Lemur (legally distinct from Survey Monkey) was a group project I worked on at GA. As you probably suspect this is a survey generation / survey taking platform. While making the project itself was a great learning experience it was working with a group that taught me the most. I fell into the role of project lead during the three day sprint and ended up learning way more than I thought I would about version control, good commit messages, and the importance of rebasing your code regularly.
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Back End Repo-
DeployedThis is a rough draft for a website where instrument builders (luthiers) in Boston can offer unique violin family instruments to musicians in the area. During the three day sprint we were given to develop the project I designed and built the ruby/rails server and built a handlebars template to generate a standard layout using data uploaded by the hypothetical luthier.
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DeployedA classic "first app", I built this in three days after two weeks of learning javascript, HTML/CSS, and learning how to use AJAX to interact with a server. The project was designed to emulate a working environment so I started by writing wireframes and user stories. The logic was written in javascript and user authentication and game state is stored on a rails server. It's possible to look at game history and review each game by id.


IntroductionFrequently asked questionsSyntax, keywords and built-in functionsStandard distributionimport implementationBrowser interface
Introduction - DOM API
Creating a document Accessing elements Attributes and methods Events Mouse events Keyboard events Focus events Drag events Query string Using Javascript objects and libraries Brython-specific built-in modules
browser
browser.ajax browser.html browser.local_storage browser.markdown browser.object_storage browser.session_storage browser.svg browser.timer browser.websocket javascript Working with Brython
Options of function
brython()
Installing the development environment Testing and debugging Deploying an application Brython for Firefox OSCookbook |
EventsIntroductionSuppose we have in a page a element of type button, like this one : If you click on it, nothing will happen, because no instruction was given on how to react to a click. For that, the action to take is defined by this syntax :The first argument ofbtn.bind('click', show) bind is the type of event the button must handle ; the second is a function that takes a single argument, an instance of the class DOMEvent . For instance :
(remember that to see the results ofdef show(ev): print('ok !') print the browser console must be open)
Instances of DOMEvent have a number of attributes that depend on the event type. In the case of a click, and more generally for events related to the mouse, the attributes include
def show(ev): print(ev.target.text, ev.x, ev.y) InterfaceFor events management, the elements of a page have the following methods :elt.bind(evt_name, handler)
associates function handler to the event named evt_name elt.unbind(evt_name[, handler])
removes the association of function handler to the event named evt_name. If handler is omitted, removes all the associations for the event elt.events(evt_name)
returns the list of functions that handle the event named evt_name
(information by Mozilla Contributors, found at https://developer.mozilla.org/en-US/docs/Web/API/event)
Whatever the event type, instances of class |
bubbles
boolean, indicates whether the given event bubbles up through the DOM or not |
|
cancelable
boolean, indicates whether the event is cancelable or not |
|
currentTarget
instance of
|
|
defaultPrevented
boolean indicating whether or not event.preventDefault() was called on the event |
|
eventPhase
integer, indicates which phase of the event flow is currently being evaluated |
|
target
|
|
timeStamp
integer, the time (in milliseconds since Jan. 1st, 1970 at 0h) at which the event was created |
|
type
string, contains the event type |
preventDefault()
prevents the execution of the action associated by default to the event
Example
When a checkbox is clicked on, the default action is to show or hide a tick inside the checkbox :
checkbox (default behaviour)
To disable this behaviour on the checkbox :
from browser import documentdef _cancel(ev): ev.preventDefault() document["disabled_cbox"].bind('click',_cancel)
result :
disabled checkbox
stopPropagation()
prevents further propagation of the current event
Example
In the coloured zone below
the 3 elements (the outer yellow frame and the inner blue and green frames) handle the click event
from browser import document, alert def show(ev): alert('click on %s' %ev.currentTarget.id) def show_stop(ev): alert('clic on %s' %ev.currentTarget.id) ev.stopPropagation() document["yellow"].bind('click',show) document["blue"].bind('click',show) document["green"].bind('click',show_stop)
Clicking on the yellow zone triggers the call of function show()
, which prints the message "click on yellow"
A click on the blue zone triggers the alert message "click on blue". Then the event propagates to the parent, the yellow frame. Since this frame also handles the event "click", the browser calls the associated action, the same functionshow()
, and shows the message "click on yellow" (notice that the attributecurrentTarget
is updated when the event propagates)
Clicking on the green zone cause the message "click on green" to pop up. This event is handled by the function show_stop()
, which ends in
ev.stopPropagation()
So the event does not propagate to the upper level and the execution exits without an alert box "click on yellow"
DOMEvent(
evt_name)
Creates an event of type evt_name such as keydown, mousemove, etc.
element.dispatchEvent(
event)
Fires the event on the specified element


India vs Bangladesh: Sanjay Manjrekar's insulting jibe at Harsha Bhogle irks fans
Sanjay Manjrekar was involved in an awkward on-air spat with fellow commentator Harsha Bhogle when the latter insisted on asking cricketers regarding the visibility of the pink ball.
HIGHLIGHTS
- Sanjay Manjrekar and Harsha Bhogle were involved in an argument on Day 3 of Pink ball Test
- Harsha Bhogle suggested that India should do a post-mortem of India's maiden Pink ball Test
- Sanjay Manjrekar suggested there was no issue with the visibility of the ball
Cricketer turned commentator Sanjay Manjrekar and his colleague in the commentary box Harsha Bhogle were involved in an argument on Day 3 of the landmark Pink ball Test between India and Bangladesh at Eden Gardens, Sunday.
During the match, Harsha Bhogle suggested that India should do a post-mortem of India's maiden Pink ball Test and players should be asked for their opinion on the visibility of the ball. However, Manjrekar suggested there was no issue with the visibility of the ball and he knows it because, he has played international cricket, unlike Bhogle.
"Well there is a post-mortem done on this game and there should be a post mortem on this game.
"Don't think so. Because when you see the slip catchers the way they have taken catches, I don't think visibility is an issue at all. The texture of the ball is the issue," responded Manjrekar, who has played 37 Tests for India between 1987 and 1996.
"We just need to ask the players what they think," replied Bhogle, who was the first Indian commentator to be invited by the Australian Broadcasting Corporation for an overseas tour in 1992.
On this, Manjrekar took a jibe at Bhogle, saying, "You need to ask, for those who have played cricket, it's evident it can be seen well."
However, Bhogle was adamant in his argument and countered Manjrekar, saying, "The only reason you need to ask is, having played cricket should never be a limitation or a ceiling to learning. We would never have had T20 cricket otherwise."
The spat came to an end with Manjrekar saying, "Point taken, don't agree."
Team India demolished Bangladesh by an innings and 46 runs on day 3 of the Pink ball Test to sweep the two-match series 2-0 at the Eden Gardens stadium in Kolkata. It was the second time in succession that India defeated Bangladesh inside three days after the Indore Test last week.


Semidirect Product Group Demo
Reflect X-axis
Reflect Y-axis
Rotate Clockwise
Rotate Counter-Clockwise


In Nobel speech, Japanese winner Akira Yoshino says lithium-ion batteries will play key role in achieving sustainable society
STOCKHOLM – Japanese chemist Akira Yoshino, one of three winners of this year’s Nobel Prize in chemistry for contributions to the development of lithium-ion batteries, said in his Nobel lecture on Sunday that such batteries will play a key role in achieving a sustainable society.
Lithium-ion batteries “will play a central role” in achieving a sustainable society in which the environment, economy and convenience are balanced in harmony, the 71-year-old honorary fellow at Asahi Kasei Corp. and professor at Meijo University said at Stockholm University in Sweden. “Our world will change dramatically.”
In the lecture, titled “Brief History and Future of Lithium-ion Batteries,” Yoshino underscored that the development of the batteries can be linked with that of AI, the “internet of things” and next-generation wireless networks.
Behind the discovery of a key electrode material were research results achieved by two other Japanese Nobel laureates — the late Kenichi Fukui and University of Tsukuba professor emeritus Hideki Shirakawa, 83, Yoshino said.
Lithium-ion batteries are “very, very fortunate fellows,” born with the support of eight Nobel laureates, Yoshino said.
RELATED STORIES
Regarding a reason for selection of the lithium-ion battery researchers for this year’s prize, Yoshino cited expectations for the batteries’ contributions to efforts to build a sustainable society.
“Innovation all around will enable a sustainable society to be achieved very soon,” Yoshino said.
The clash between environmental protection and the pursuit of economy and convenience can be resolved, he said, expressing confidence about the role lithium-ion batteries will play.
Among his best decisions in life, he cited his advance to Kyoto University and his marriage to his wife, Kumiko, 71. Yoshino drew laughter when he described her as a “wonderful woman.”
When he finished the lecture he received thunderous applause, and shook hands with John Goodenough, an American and one of the three co-winners of this year’s prize, who attended Yoshino’s lecture in a wheelchair.
The lecture is one of a series of events during Nobel Week, including a news conference with other laureates Saturday and the awards ceremony on Tuesday.
Yoshino, who was born in Osaka Prefecture, shared the award with Goodenough and Stanley Whittingham of the U.K.
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StreamError ParallelClose( GeodeHandle driver, ParallelUnit unit, Boolean linger);
Close the stream to a parallel port.
Include: streamC.h
StreamError ParallelGetError ( Handle driver, ParallelUnit unit, StreamRoles roles, ParallelError * errorCode);
This routine returns any parallel-driver-specific error codes set by the last call to the parallel-driver.
StreamError ParallelOpen( GeodeHandle driver, ParallelUnit unit, StreamOpenFlags flags, word outBuffSize, word timeout);
This routine opens a stream to the specified parallel port. It is passed the following arguments:
driver
GeodeToken
of the parallel driver.
unit
flags
outBuffSize
timeout
flags
is not STREAM_OPEN_TIMEOUT.)
If the routine is successful, it returns zero. If it is unsuccessful, it returns a member of the
StreamError
enumerated type.
Include: streamC.h
StreamError ParallelSetError( Handle driver, ParallelUnit unit, StreamRoles roles, ParallelError * errorCode);
This routine sets the device-specific error code for the specified parallel port.
StreamError ParallelWrite( GeodeHandle driver, ParallelUnit unit, StreamBlocker blocker, word buffSize, const byte * buffer, word * numBytesWritten);
Write data to a parallel port.
Include: streamC.h
StreamError ParallelWrite( GeodeHandle driver, ParallelUnit unit, StreamBlocker blocker, word buffSize, byte dataByte);
Write one byte of data to a parallel port.
Include: streamC.h
ParserScannerEvaluatorError ParserParseString( char *textBuffer, byte *tokenBuffer, CParserStruct *parserParams, CParserReturnStruct *retVal);
Parse a string into a sequence of tokens.
Include: parse.h
ParserScannerEvaluatorError ParserEvalExpression( byte *scratchBuffer, byte *resultBuffer, word bufSize, CEvalStruct *evalParams);
Evaluate a parsed expression.
Include: parse.h
ParserScannerEvaluatorError ParserFormatExpression( byte *tokenBuffer, char *textBuffer, CFormatStruct *formatParams);
Format an expression from parsed data.
Include: parse.h
#define PCB(return_type, pointer_name, args) \ return_type _pascal (*pointer_name) args
This macro is useful for declaring pointers to functions that use the pascal calling conventions. For example, to declare a pointer to a function which is passed two strings and returns an integer, one could write
PCB(int, func_ptr, (const char *, const char *));
which would be expanded to
int _pascal (*func_ptr) (const char *, const char *);
See Also: CCB()
.


How Can I...
Back
FAQ
Contact
Home
FS
Forms
Track my patient's referrals?
Place an order on Epic?
Create a student note?
Place a future order?
Upload documents on Epic?
Create a patient list?
View results on Epic?

Use the translator phone?
View orders on epic
Make Updates/Changes to the App


{{blog.content}}
{{comment.content}}
Created at : {{comment.createDate}}
Last updated at : {{comment.updateDate}}
Commented by : {{comment.commenterEmail}}


title($inst_name." Athletics") ->header($inst_name." Athletics: Team Details"); $page->content_begin(); ?>
News Statistics Schedule Team Roster Game notes
That team was not found. Sorry.


{% extends "layout.html" %} {% block page_title %} MOT testing service {% endblock %} {% block content %} You have signed in without your security card What happens next You have 5 days remaining before you will be unable to sign in without a security card. You need a security card to access the full MOT testing service and to make your account more secure. If your card is lost or damaged, then order a new security card. You can also order one later from your profile. Continue to home {% endblock %}
You have 5 days remaining before you will be unable to sign in without a security card.
You need a security card to access the full MOT testing service and to make your account more secure.
If your card is lost or damaged, then order a new security card. You can also order one later from your profile.


AgroSupport is an initiative formed by young Tanzanian women in 2018. The aim being to support young and empower women in the Tanzanian society who are involved in agriculture especially those found in rural areas.
Building confidence and competence in the market
To connect women in agriculture with agricultural professional
Improve capacity building in their agriculture activities.
Improve agricultural skills and create awareness among young women
We offer a wide range of services
Our service ensures that the woman farmers makes the most profit out of her efforts incurred in the entire farming process.We offer a direct link betweeen the woman farme in Morogoro and Pwani and her potential market.
Our service ensures that the woman farmers ha ve access to agricultural experts from all over the country. This is to enable the women farmers to also acquire new farming practises and improve thier quality of farming.
We enable the women farmer to be regularly updated on the best practises on how to grow her business. We link the women farmers with other well established women famers for advice and guidance as well as expose them to various agricultural expos where they can benefit from.
We also help the woman farmer when it comes to access ing the most updated and affordable agricultural equipments. We advise and connect them with supplier of such equipments located nearest to the farmer's location.


We do not require a donation to join and use our discord server but you do have an option to donate $2+ for a special rank on the server called Donator. The donator rank is able to:
If you would like to apply for staff, please fill out the google form listed below and when you are done, in the staff-applications text channel, write, "I have filled out a staff application." Once we recieve this message we will review your application and you will have an answer within 48 hours. To give you your answer, we will either send you an email or we will direct message you on Discord.


DH_TESTROOT(1) Debhelper DH_TESTROOT(1) NAME dh_testroot - ensure that a package is built as root SYNOPSIS dh_testroot [debhelperÂ options] DESCRIPTION dh_testroot simply checks to see if you are root. If not, it exits with an error. Debian packages must be built as root, though you can use fakeroot(1) SEE ALSO debhelper(7) This program is a part of debhelper. AUTHOR Joey Hess<EMAIL_ADDRESS>9.20120909 2011-09-12 DH_TESTROOT(1)


{% if error == 404 %}
{% trans "The document you requested was not found." %}
{% elif error == 403 %}
{% trans "You're not authorized to see this content or perform this action." %}
{% elif error == 400 %}
{% trans "Your browser sent a malformed request." %}
{% elif error == 500 %}
{% trans "There was an server-side error while processing your request." %}
{% else %}
{% trans "There was an unexpected error." %}
{% endif %}


com.lilypepper.groovy.boot
contains the bootstrap classes for Gosh.
When Java starts, it creates a "root" classloader which a small number of core classes are loaded into. On top of this, Java creates an "extensions" classloader, where Java's extensions are loaded. And on top of this, Java creates a "system" classloader, where anything on the class path is loaded.
Java allows you to override the system classloader with your own. To do this, you set
the java.system.class.loader
property, and Java uses your class instead.
Only, everything on the class path gets loaded in the parent classloader.
In order to fully control dynamic class loading, we have to hijack the system
classloader with as few loaded jars and classes as possible. We've replaced the
default system classloader with GoshClassLoader
, which is simply a
URLClassLoader
that supports dynamically adding new class path information.
The Bootstrap
class contains the project main()
method.
It takes care of dynamically loading all the jar files in the .\gosh\lib
folder into our hijacked system classloader. One of these files is gosh.jar
,
which contains the code for starting up Groovy, man.
The crux of all of this is that gosh.jar
, all the groovy jar files, and any
jar files and class paths you add via root.config.groovy
through the normal methods
are all added to the same classloader, dynamically, at runtime.
It goes a long way toward getting rid of the funky classloader-forName ClassNotFoundException
blues.


Intro | Version 1 | Version 2 | Viewer 1 | Collaboration
First, a Design principle for Canvas Panel:
Internally, work with the latest IIIF specification (Presentation 3) and normalise incoming resources to this specification, rather than accommodating different versions of the spec throughout the codebase.
Canvas Panel is a component that renders canvases. So, perhaps Canvas Panel is to a IIIF Canvas what OpenSeadragon (OSD) is to a deep zoom tile source. But this analogy doesn't really stretch very far; you can pass multiple tile sources to OSD, but CP's job is to render one IIIF Canvas. That Canvas might have other canvases on it, as content. It might be VERY complex. And, your viewer could use multiple CP instances to render multiple canvases. But by definition, no matter how complex the canvas is, one CP instance renders one single canvas.
A better analogy is an img
tag; this only takes one value for src
. It has block level layout.
But this doesn't quite work either. What's the block on the page that Canvas Panel occupies? Is it an exact
correspondence with the canvas it is rendering, and therefore of the same proportions? No, I don't think so; even though we
only give it one canvas to render, the UI we want is a viewport on that canvas: the block level element on the page
is a viewport, in which we might zoom in to look at just part of the canvas. That seems to be the most aligned with how
I would put together a viewer; managing a viewport independent of its content is difficult, you want the black box
of CP taking care of that.
Having said that, you could use CP in locked mode; where it doesn't support pan and zoom; you set a height and width for the element proportional (or even the same as) the Canvas dimensions. This would be better for video, for example. It's not incompatible with the notion of a viewport; it's just a locked viewport. So I think the Viewport model is the right level for the CP component, the maximum usefulness. CP is a block element that renders a canvas, but there is navigational freedom over the canvas inside that block.
So, another Design principle for Canvas Panel:
CP is a block level element that renders a viewport on the canvas. In many scenarios this viewport may be fixed.
For later consideration: full screen. Sometimes you might want to defer full screen rendering to CP, but other times you might want to carry some of your other UI to full screen mode; i.e., it's the viewer going full screen, not CP. Developers have a similar consideration when using OSD.
I want CP to behave like a div
,
so I can treat it like other div
s in my application, style it, apply predictable
CSS to it, etc. As a web component, this feels like a Customized built-in element,
rather than an Autonomous custom element
(following the definitions given at
MDN).
My first thought is to just feed it canvases, that probably live in manifests:

It's a div tag, extended with the canvas-panel-1
behaviour.
In this type of usage, CP is entirely declarative. It needs to go off and load things under the hood. In this case it will need to load the manifest, then find the canvas in it, then render the canvas. To be useful for people who want to do this, CP needs to have all the normalisation to P3 built in. The resources at the other end of those attribute values could be Presentation 2 manifests and canvases; used like this, CP will have to manage the conversion to Presentation 3 itself.
Maybe I don't know what's on this canvas. I don't even know if it has an image, image with tilesource, multiple images, Choice, Audio, Video, text. As my viewer gets more sophisticated, I want to deal with more potential IIIF content. If I want a component like this to insert that content into a page, I don't want different components for different types of content. This declarative component would be good for that.
As established in the viewport design principle, the thing you are setting the size of in the linked CSS isn't a canvas. You probably don't know how big or what shape the canvas is at this point. The component is a viewport - the space in which canvas panel is free to render the canvas (or part of it).

This is a 600 by 600 pixel div, rendering the canvas I have given it.
I haven't written any code here to respond to anything on that canvas that might need a user interaction to provide the full rendering - e.g., a Choice annotation. And I can't step in to deal with user interactions in the canvas, such as a click on a linking annotation.
Another example:

The red border is part of this demo Canvas Panel's rendering. You'd probably control whether it was visible (usually not) but I'm showing it here to indicate the shape of the canvas that is being shown in this viewport.
While the component shown here would be very useful, I don't think this is Canvas Panel. This feels like a component that's a light wrapper around CP - taking the attributes and then loading the resources, like this:

or...

In that second example I want the viewport to show a particular region of the canvas.
The existing React implementation of Canvas Panel lets you do something just like this:


Welcome to the Epicodus Credit Union!
Register a new account:
Name:
Initial Deposit
Submit
Deposit or withdrawl funds:
Deposit:
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Current Balance:
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A Health Warning Is Out As Smoke Covers Adelaide
Image | @simonbronsk
SA Health has issued a health warning for people with chest or heart conditions as smoke from the Yorke Peninsula bushfire blankets Adelaide.
STATEMENT:
Image | @simonbronsk
STATEMENT:


Alexey "DataGreed" Strelkov
Social
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(NEW!)
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Till Breath Do Us Part
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Listen on SoundCloud
LinkedIn Profile
Tweets by DataGreed
@datagreed


HelloBooks
<EMAIL_ADDRESS>dashboard
DASHBOARD
face
PROFILE
settings_applications
SETTINGS
book
BOOKS
mail_outline
NOTIFICATIONS
menu
Profile
power_settings_new
mode_edit
Choose Profile
Username:
Skiposki
Email:
<EMAIL_ADDRESS>Usertype:
Admin
Account Type:
Admin


You can create a new project by importing your own earth observation imagery, or searching publicly available scenes for use in your project. Then you can edit your project to color-correct the scenes and arrange them into a perfectly mosaicked basemap.
New projectUnable to find any projects matching "{{$ctrl.search}}".


--- layout: post title: STATA date: 2008-01-17 11:01:10.000000000 -06:00 type: post parent_id: '0' published: true password: '' status: publish categories: - English - Projects tags: - STATA meta: {} author: login: dreamessenceonthemove email<EMAIL_ADDRESS>display_name: darribas first_name: Daniel last_name: Arribas-Bel permalink: "/2008/01/17/stata/" ---
And here we go with the begining of the second great journey I´m starting these days :)


Millie Bobby Brown Addresses Global Summit At United Nations & I’m Sorry, But How Is She 15
by By PEDESTRIAN.TVUNICEF Goodwill Ambassador Millie Bobby Brown opened up about her experiences with bullying during a rousing speech for World Children’s Day at United Nations headquarters in New York.
Millie was joined by fellow ambassador David Beckham as the duo demanded equal rights for children across the globe.
During her speech, Millie addressed the tremendous amount of cyber-bullying and online abuse she’s received over the years, despite being only 15.
“I was lucky. With the help of my friends, family and people around me, I was able to overcome these negative feelings and take my power back. But millions of children aren’t so lucky. They’re still struggling in the darkness…”
Millie later took to Instagram to discuss the importance of this UN address. “i was so grateful to have the opportunity to walk in the footsteps of my idol, Audrey Hepburn,” she captioned a snippet of her speech. “she addressed world leaders as they adopted the UN convention on the Rights of the Child.”
“today was a dream because i joined @unicef to mark the 30th anniversary of the Convention and remind everyone *specifically world leaders* that children’s rights matter. today is #WorldChildrensDay and I am v proud to join young people all across the world to ask world leaders to stand WITH us. listen. and make change. protect us and our beautiful planet! there’s more work to do. much more.”
We simply can’t help but stan such an inspirational human, who’s ridiculously wise beyond her years. Check out the small portion of her speech below.
Image: Getty / Monica Schipper / Stringer


Our mission is to bring together people who love to program (or want to learn) to build new products using technology! As a result we hope to have the best technology professionals who can create their companies (or work) wherever they want.
MoreImagine ... when we can all live wherever we want, with enough money to have a good quality of life and be happy in our daily activities.
Let's make it possible together!We code, as much as we can, cause we love code.
We create, think and change together. We want to generate products that add value to our day-to-day.
We believe that English is important, and we Brazilians from this community are learning and practicing, maybe you help us!
We always learn and try to do it in a fun way!
We start by chatting about what's going on in CodeFTW, then from time to time we have a talk from someone in the group. Those first two parts are pretty fast. After that each one will act on your CodeFTW project of interest.
Add our Schedule to your Google CalendarDid not you understand something? Have doubts? Send us a WhatsApp or Email
+55 (67) 99244 9937


Click the 'back' button on your browser to return to the Texas Independence Relay tracking map.
Prior
legs list


|
Halide
12.0.0
|
#include <mini_d3d12.h>
Definition at line 2399 of file mini_d3d12.h.
| DXGI_FORMAT D3D12_SHADER_RESOURCE_VIEW_DESC::Format |
Definition at line 2400 of file mini_d3d12.h.
| D3D12_SRV_DIMENSION D3D12_SHADER_RESOURCE_VIEW_DESC::ViewDimension |
Definition at line 2401 of file mini_d3d12.h.
| UINT D3D12_SHADER_RESOURCE_VIEW_DESC::Shader4ComponentMapping |
Definition at line 2402 of file mini_d3d12.h.
| D3D12_BUFFER_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Buffer |
Definition at line 2404 of file mini_d3d12.h.
| D3D12_TEX1D_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture1D |
Definition at line 2405 of file mini_d3d12.h.
| D3D12_TEX1D_ARRAY_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture1DArray |
Definition at line 2406 of file mini_d3d12.h.
| D3D12_TEX2D_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture2D |
Definition at line 2407 of file mini_d3d12.h.
| D3D12_TEX2D_ARRAY_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture2DArray |
Definition at line 2408 of file mini_d3d12.h.
| D3D12_TEX2DMS_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture2DMS |
Definition at line 2409 of file mini_d3d12.h.
| D3D12_TEX2DMS_ARRAY_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture2DMSArray |
Definition at line 2410 of file mini_d3d12.h.
| D3D12_TEX3D_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::Texture3D |
Definition at line 2411 of file mini_d3d12.h.
| D3D12_TEXCUBE_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::TextureCube |
Definition at line 2412 of file mini_d3d12.h.
| D3D12_TEXCUBE_ARRAY_SRV D3D12_SHADER_RESOURCE_VIEW_DESC::TextureCubeArray |
Definition at line 2413 of file mini_d3d12.h.
| union { ... } |


“strive 2/18 ~ 2/25”
Use
-
[gem] expeditor
- Expeditor is a Ruby library that provides asynchronous execution and fault tolerance for microservices.
Read
-
[ruby] How Ruby Uses Memory
- Object Retention
- RUBY_GC_HEAP_GROWTH_FACTOR, ruby will retentino memory
-
[ruby] Memory-hungry Ruby daemons
-
[ruby] Garbage collector performance tuning
-
[api] 从达标到卓越 —— API 设计之道
- logic & abstract
- domain knowledge
- language sense
-
[api] Page Visibility 的 API 设计
- backward compatibility
- document.hidden vs document.visible？
- scalability
- consistency
- backward compatibility
-
[api] 我心目中的优秀 API
- simple: easy to understand
- complete: all soluctions on specific domain
-
[ruby] Deploy parts of a Ruby on Rails application
- how to deploy portions of a Ruby on Rails application to separate servers with the use of Ruby Gems and Rails Engines
-
[ruby] Reduce memory footprint requiring portions of your component based Rails application with Bundler
- you can require only the necessary portion to reduce memory usage and speed up the bundling process
-
[bundler] 5 Reasons to Avoid Bundler.require
Bundler.require
is a shortcut for people who can’t (or don’t want to) write their own requires.- DHH: Not having to manually track your dependencies feels liberating. Like not having to track memory allocation by hand.
Book
Video
-
[learn] 10 steps to learn anything quickly
-
- get the big picture
- high level topic you want to learn
- break high level topic up into smaller subtopics
- get the big picture
-
- determine the scope
- what subtopic do you want to learn
- what do you plan on doing with the knowledge you will get from learning about the topic
- what time frame do you expect to learn
- determine the scope
-
- define success
- what specific actions could I do when I got the knowledge
- which specific action are the most valuable for me
- make success criteria measurable
- define success
-
- find resources
- start with books, list the best 5 books on your topic and list them
- list all the other resources you can think of (blog, internet articles)
- find resources
-
- create a learning plan
- list best 5 resource and list the chapters of them
- which repeated the most
- create a learning plan
-
- filter resources
- what criteria do you think is the most important for judging the resources you will use for learning
- filter resources
-
- learn enough to get started
- waht is the gereral idea of this module in your learning plan
- learn enough to get started
-
- play around
- what can you do to ‘play around’ with the subject you are learning about
- play around
-
- learn enough to do something useful
- what are the most important questions you hope to find answers to during this step
- what questions are still unanswered after completing this step
- what do you think would be an effective way to teach what you have larned in this step
- what is the most important thing you have larned in this step
- learn enough to do something useful
-
- teach
- what do you think would be the best way to present the material you have larned
- teach
-