My Dev Academy Journey
By Ben Mitchell
_________________________________________________________________________________________________________________________________________________________________________________________
Technical Blog 4
Getting Blocked on Simple Problem.
One small problem I got blocked on was with the formatting of how I had written my code whilst testing on repl.it. I had written my code to how I thought that it should be working, and even looking at the solution page it appeared that I had written my code write, however it was not working when I clicked play. I kept reading the error message over and over again, until I realised that there was a tiny mistake, in the form of having part of my code within brackets when it did not need to be there. Throughout the process I felt rather frustrated and confused as I was sure I had done everything right. From this I learned that it is important to always keep an eye out for the simplest and smallest mistakes, and to always pay close attention to the error messages you get as they can often help show exactly where the problem is.
Solving a Problem in an Elegant way.
One problem I feel I did well in solving was with my initial confusion with some of the challenges on repl.it. I feel like I solved this well with the use of googling, as I was able to figure out the parts that were confusing me and able to complete the challenges. At first I was a bit worried as I thought I wouldnt be able to complete the tasks, however I was able to quickly find resources to help me figure out what I needed to. From this I learned that one of the best parts about working with computers is we always have access to the answers we need at our fingertips.
Confidence with problem soliving techniques
I feel quite confident with most of the problem solving techniques we researched in this weeks sprint. I found the pseudocoding quite useful, as it helps to be able to remember exactly what the code you are writing is supposed to be doing. The rubber ducky method is also quite useful, as it is sometimes easy to get caught up in the technical lingo, and sometimes explaining things as simply as possible can help us figure out what needs to be done. As I said earlier, the googling method is great too, as we have access to a whole bunch of different resources and other people who can help with the problems we are currently facing. The two processes I struggle with most would be the asking peers and asking coaches, as my introverted nature often makes this a difficult task.


More Jataka Tales
by Ellen C. Babbitt
“The Woodpecker, Turtle, and Deer”
Additional Information
- Year Published: 1922
- Language: English
- Country of Origin: India
- Source: Babbitt, E.C. (Ed.). (1922). More Jataka Tales. New York, NY: D. Appleton-Century Company.
-
Readability:
- Flesch–Kincaid Level: 3.7
- Word Count: 739
- Genre: Fairy Tale/Folk Tale
- Keywords: friendship
- ✎ Cite This
Downloads
Once upon a time a Deer lived in a forest near a lake. Not far from the same lake, a Woodpecker had a nest in the top of a tree; and in the lake lived a Turtle. The three were friends, and lived together happily.
A hunter, wandering about in the wood, saw the footprints of the Deer near the edge of the lake. “I must trap the Deer, going down into the water,” he said, and setting a strong trap of leather, he went his way.
Early that night when the Deer went down to drink, he was caught in the trap, and he cried the cry of capture. At once the Woodpecker flew down from her tree-top, and the Turtle came out of the water to see what could be done. Said the Woodpecker to the Turtle: “Friend, you have teeth; you gnaw through the leather trap. I will go and see to it that the hunter keeps away. If we both do our best our friend will not lose his life.” So the Turtle began to gnaw the leather, and the Woodpecker flew to the hunter’s house.
At dawn the hunter came, knife in hand, to the front door of his house.
The Woodpecker, flapping her wings, flew at the hunter and struck him in the face.
The hunter turned back into the house and lay down for a little while. Then he rose up again, and took his knife. He said to himself: “When I went out by the front door, a Bird flew in my face; now I will go out by the back door.” So he did.
The Woodpecker thought: “The hunter went out by the front door before, so now he will leave by the back door.” So the Woodpecker sat in a tree near the back door.
When the hunter came out the bird flew at him again, flapping her wings in the hunter’s face.
Then the hunter turned back and lay down again. When the sun arose, he took his knife, and started out once more. This time the Woodpecker flew back as fast as she could fly to her friends, crying, “Here comes the hunter!” By this time the Turtle had gnawed through all the pieces of the trap but one. The leather was so hard that it made his teeth feel as if they would fall out. His mouth was all covered with blood. The Deer heard the Woodpecker, and saw the hunter, knife in hand, coming on. With a strong pull the Deer broke this last piece of the trap, and ran into the woods.
The Woodpecker flew up to her nest in the tree-top. But the Turtle was so weak he could not get away. He lay where he was. The hunter picked him up and threw him into a bag, tying it to a tree. The Deer saw that the Turtle was taken, and made up his mind to save his friend’s life. So the Deer let the hunter see him. The hunter seized his knife and started after the Deer. The Deer, keeping just out of his reach, led the hunter into the forest. When the Deer saw that they had gone far into the forest he slipped away from the hunter, and swift as the wind, he went by another way to where he had left the Turtle.
But the Turtle was not there. The Deer called, “Turtle, Turtle!”; and the Turtle called out, “Here I am in a bag hanging on this tree.” Then the Deer lifted the bag with his horns, and throwing it upon the ground, he tore the bag open, and let the Turtle out. The Woodpecker flew down from her nest, and the Deer said to them: “You two friends saved my life, but if we stay here talking, the hunter will find us, and we may not get away. So do you, Friend Woodpecker, fly away. And you, Friend Turtle, dive into the water. I will hide in the forest.”
The hunter did come back, but neither the Deer, nor the Turtle, nor the Woodpecker was to be seen. He found his torn bag, and picking that up he went back to his home.
The three friends lived together all the rest of their lives.


|
BSL430.NET
1.2.1
|
The exception that is thrown when an attempt to load a class fails due to the absence of an entry method. More...
Public Member Functions | |
| EntryPointNotFoundException () | |
| Initializes a new instance of the EntryPointNotFoundException class. More... | |
| EntryPointNotFoundException (string message) | |
| Initializes a new instance of the EntryPointNotFoundException class. More... | |
| EntryPointNotFoundException (string message, Exception innerException) | |
| Initializes a new instance of the EntryPointNotFoundException class. More... | |
The exception that is thrown when an attempt to load a class fails due to the absence of an entry method.
This method is intended as a drop in replacement for the equivalent exception in .NET. Unfortunately, .NET Standard 1.6 and earlier do not contain this exception, even though P/Invoke on Windows certainly raises this exception.
| System.EntryPointNotFoundException.EntryPointNotFoundException | ( | ) |
Initializes a new instance of the EntryPointNotFoundException class.
| System.EntryPointNotFoundException.EntryPointNotFoundException | ( | string | message | ) |
Initializes a new instance of the EntryPointNotFoundException class.
| message | The message that describes the error. |
| System.EntryPointNotFoundException.EntryPointNotFoundException | ( | string | message, |
| Exception | innerException | ||
| ) |
Initializes a new instance of the EntryPointNotFoundException class.
| message | The error message that explains the reason for the exception. |
| innerException | The exception that is the cause of the current exception, or a null reference (Nothing in Visual Basic) if no inner exception is specified. |


--- layout: page status: publish published: true title: Iowa Cubs Game Meet-Up author: display_name: Corey Fineran login: Corey email<EMAIL_ADDRESS>url: '' author_login: Corey author_email<EMAIL_ADDRESS>wordpress_id: 9002 wordpress_url: http://ivyenvy.com/?page_id=9002 date: '2014-03-12 21:27:23 +0000' date_gmt: '2014-03-13 02:27:23 +0000' categories: [] tags: [] comments: - id: 10388 author: A Twig Jam in the Infield - Podcast Episode 6.05 - Ivy Envy author_email: '' author_url: http://ivyenvy.com/twig-jam-infield-podcast-episode-6-05/ date: '2014-03-17 00:32:16 +0000' date_gmt: '2014-03-17 05:32:16 +0000' content: "[…] of the episode, we talked about a few events that are coming up this year. More information on the Ivy Envy Iowa Cubs Game Meet-up and the 2nd Annual Ivy Envy Weekend at the Lake will be posted on those […]" - id: 10392 author: Eye on the I-Cubs - Ivy Envy author_email: '' author_url: http://ivyenvy.com/eye-cubs/ date: '2014-03-18 06:17:42 +0000' date_gmt: '2014-03-18 11:17:42 +0000' content: "[…] Ivy Envy will be hosting a meet-up at an Iowa Cubs game on May 24th. […]" - id: 10548 author: "$10 in Duffy's Dollars - Podcast Episode 6.08 - Ivy Envy" author_email: '' author_url: http://ivyenvy.com/10-duffys-dollars-podcast-episode-6-08/ date: '2014-04-06 23:09:40 +0000' date_gmt: '2014-04-07 04:09:40 +0000' content: "[…] at the Iowa Cubs game. We have solidified the plans yet, but keep an eye on the page for the event on our site and the Facebook event page. Please RSVP and let us know if you’re coming, or if you’re […]" ---
Join us in Des Moines on May 24th to watch the Iowa Cubs take on the Colorado Springs Sky Sox (Rockies affiliate). This is our chance to watch Javier Baez and other future Cubs before they get to Wrigley.
We will meet before the game at El Bait Shop, which is at 200 SW 2nd St. in Des Moines. You can meet us there anytime after 3pm. From there, we will walk over to the Iowa Cubs game, which starts at 7pm. We have reserved a suite for this game. By the way, the first 1000 in attendance will receive a Javier Baez jersey shirt that night.
If you plan to attend this event, RSVP on the Facebook Event or send an email to<EMAIL_ADDRESS>to let us know you're coming. You can reserve your spot in our suite by sending $20 to<EMAIL_ADDRESS>on Paypal.


I like to write code and play gamelan
I like writing code in these languages:
Call at<PHONE_NUMBER>
Or message me on GitHub


The Polar Explorer: Sea Level app uses sets of questions to put together groups of interactive maps on similar topics. There are seven main areas, each is described here. Within each main area there are sub-areas. Each main area will have its own 'Overview of the topics' to look through. The small word description that shows when a new map is selected and the one minute audio will help the user interact with the map. The information page adds supporting information.
This seemingly simple question can be answered in many ways. Here we look at three different considerations used in defining sea level. Shorelines are a marker for locating local sea level on the waterfront throughout the day. 'Elevation beneath the sea' is a measure of ocean depth telling us of both past sea level through the continental shelf, and the depth of the ocean basin. Finally the variation in height of the surface of the sea around the world, referred to as the geoid, lets us look at gravitational pull.
Sea level is affected by many parts of the climate system. The warming of the oceans has a direct effect through 'thermal expansion' or the expansion of water as it warms causing it to take up more space. Our warming atmosphere is warming the ocean as well as melting more snow and ice in the higher elevations which we can measure in the contributions of melting ice towards sea level rise. Finally we look at the role of post-glacial or 'isostatic rebound' defined as sections of land once buried under large amounts of ice slowly rise back up as the weight of the ice is removed.
First we start with a map showing tide gages that have been installed around the world to measure local sea level. Then we show a regional map with data recorded from satellites for the period 1993-2008. Our third map focuses on the U.S. coastal regions that are vulnerable to future coastal flooding.
Users might question why an entire section of this app is devoted to the remote polar regions. The answer lies in the sea level rise potential that is tied up in the ice sheets of Greenland and Antarctica, and the neighboring high latitude glaciers. In this section you will see a range of measurements collected by different methods, many from different satellites that show the amount of ice and how it is changing. Each of these independent measures points to warming and melting of ice in the polar regions. In prior warm periods in Earth's history, ice melt from the polar regions has contributed many meters of sea level rise. The record left on the Earth suggests that the melting of ice causing sea level to rise is a much more rapid process than the creation of ice during a cold period. Studying the polar regions can help us understand the timing and extent of this process.
Earth's history has been made up or cycles of warm and cold periods. Over the last 450,000 years cold periods have dominated with four warm periods prior to the present warm period. In this section we look at three past warm periods, about 1000 years ago, 5000 years ago, and 125,000 years ago. For past cold periods we look at the Eurasian (or Fennoscandian) ice sheet, the together with the Laurentide ice sheet covered much of the northern latitudes until 20,000 years ago at the end of the most recent past cold periods. The final map moves the user through deglaciation of the northern hemisphere over the last 20,000 years.
Predictions are not guesses, they are based on a series of measurements that are combined with models to help us plan for the future. Here we look at areas that are vulnerable to a rise of up to 2m (6 ft.) of sea level.
In this section on vulnerability we examine regions around the globe that are the most at risk from the impacts of sea level rise, bringing together science with social science indicators to evaluate human impacts; impacts both from the environment to humans and from humans to the environment. These at risk areas include low lying regions, densely populated sections of the coast, areas geographically located in the pathway of storms, floods and surges.


| logmeanexp {pomp} | R Documentation |
logmeanexp
computes
\log\frac{1}{N}\sum_{n=1}^N\!e^x_i,
avoiding over- and under-flow in doing so. It can optionally return an estimate of the standard error in this quantity.
logmeanexp(x, se = FALSE, ess = FALSE)
x |
numeric |
se |
logical; give approximate standard error? |
ess |
logical; give effective sample size? |
When se = TRUE
, logmeanexp
uses a jackknife estimate of the
variance in log(x)
.
When ess = TRUE
, logmeanexp
returns an estimate of the effective sample size.
log(mean(exp(x)))
computed so as to avoid over- or underflow.
If se = TRUE
, the approximate standard error is returned as well.
If ess = TRUE
, the effective sample size is returned also.
Aaron A. King
# takes too long for R CMD check
## an estimate of the log likelihood:
ricker() |>
pfilter(Np=1000) |>
logLik() |>
replicate(n=5) -> ll
logmeanexp(ll)
## with standard error:
logmeanexp(ll,se=TRUE)
## with effective sample size
logmeanexp(ll,ess=TRUE)


El Faro (The Lighthouse) Screened at Filmfest DC 1999 Reviewed by Mac VerStandig<EMAIL_ADDRESS>http://www.moviereviews.org 3 Stars (Out of 4)
"Extraordinary people never die." A character murmurs this line in the latest film from Argentinean director Eduardo Mignogna, "El Faro" (The Lighthouse). These four words seem to capture the entire essence of this 108 minute masterpiece.
As the production opens, images of a photo album appear on the screen. Memories. The family being pictured is happy. Then, less than ten seconds later, the family is no longer. The parents are deceased, the two daughters orphaned, and one crippled as a result of the car crash that will forever change their lives. That is where the heartwarming story of these two sisters commences.
The eldest sister's name is Carmela, but she goes by Meme. She is in the position of having to take care of her younger sister, Anita, as Meme is over 18 and legally responsible. Meme's only objective in life is to have her own baby. That has made her a very sexual and edgy young woman. Anita is a young girl who seems to live not thinking of tomorrow, but concentrating only on today.
Where Meme has a direction in life, Anita has none. Meme is sinful, with addictions to cigarettes, alcohol, and sex. Anita is young, pure, and innocent. However different, they both are still orphans surviving on a day to day basis, needing each other more than anything else in the world.
A classic plot would only damage, if not ruin, this fine film. The Lighthouse is a movie that chronicles two young girls trying to make the best out of a shattered life, and grow up while doing so. The interesting element is that they slowly seem to grow closer and switch positions. The film begins with Anita as young and immature and progresses until she is a woman. Meme starts off responsible and almost perfect. However, her drinking, smoking, unprotected sex and lack of care for a crippled leg, slowly turn her into the one needing care.
To Eduardo Mignogna's credit, he didn't attempt any complexity in his choice of filmmaking style.  By allowing certain scenes to depart or arrive by fading, it gives the audience that little bit of extra time they need to absorb the incredible scenes they have just witnessed.
As much as the simplicity may be part of The Lighthouse's beauty, you also must wonder what it really cost the film. It seems that the independent budget may have denied the film some of the help it could have used. The lighting is often poor, thus leaving otherwise beautiful scenes dimly lit. The makeup seems to be sub standard as well. The one moment where Meme's scar is shown is brief, probably due to the extremely fake look that it carries. Inexcusably, the shot selection also left something to be desired. Very rarely do we ever get to see the girls' faces, and the only lengthy shot of either of them occurs when Meme has removed her shirt. But these are all forgivable flaws, especially when you weigh their magnitude against the magnificence of this film.
One of the most difficult tests that a film faces is the comparison between it and another previous work that was successful. Ironically, the best movie for "The Lighthouse" to be examined against was very much an opposite. The 1992 hit, "A League of Their Own" was unlike Mignogna's work, in that it was a big budget Hollywood film with big name stars and an accomplished director, Penny Marshall. However, by closely examining the common plot of two sisters trying to look out for each other, and growing in the process, you will find that the two films yield that one major similarity. In that aspect, The Lighthouse is a far superior film. The character development is far richer, and the emotional attachment of the audience is far greater. It also claims the wonderful advantage of not having the typically predictable Hollywood ending. This production seems to have passed that test with plenty of room to spare.
The Lighthouse is one of the most touching, heartwarming, and enjoyable films to emerge in years. It doesn't use any fancy effects, and it doesn't feature any big names. It is not even in English. Instead it uses a simple message and touches all that see it through that message: "Extraordinary people never die."
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


public class HumanAttributes
extends java.lang.Object
| Constructor and Description |
|---|
HumanAttributes(Human h,
Config config)
Construct a HumanAttributes object that wraps a Human.
|
| Modifier and Type | Method and Description |
|---|---|
void |
addBuriednessDamage(double d)
Add some buriedness damage.
|
void |
addCollapseDamage(double d)
Add some collapse damage.
|
void |
addFireDamage(double d)
Add some fire damage.
|
void |
clearDamage()
Clear all damage.
|
double |
getBuriednessDamage()
Get the amount of buriedness damage this human has.
|
double |
getCollapseDamage()
Get the amount of collapse damage this human has.
|
double |
getFireDamage()
Get the amount of fire damage this human has.
|
Human |
getHuman()
Get the wrapped human.
|
EntityID |
getID()
Get the ID of the wrapped human.
|
int |
getTotalDamage()
Get the total damage of this human, rounded to the nearest integer.
|
void |
progressDamage()
Progress all damage types.
|
void |
setBuriednessDamage(double d)
Set the amount of buriedness damage this human has.
|
void |
setCollapseDamage(double d)
Set the amount of collapse damage this human has.
|
void |
setFireDamage(double d)
Set the amount of fire damage this human has.
|
public EntityID getID()
public Human getHuman()
public void addCollapseDamage(double d)
d
- The amount of damage to add.public double getCollapseDamage()
public void setCollapseDamage(double d)
d
- The new collapse damage.public void addBuriednessDamage(double d)
d
- The amount of damage to add.public double getBuriednessDamage()
public void setBuriednessDamage(double d)
d
- The new buriedness damage.public void addFireDamage(double d)
d
- The amount of damage to add.public double getFireDamage()
public void setFireDamage(double d)
d
- The new fire damage.public int getTotalDamage()
public void progressDamage()
public void clearDamage()


Dexterity
4
|
Blaster: repeating blaster
specialization
|
6 + 1
|
|
Dodge
|
6
|
|
Running: short sprint
specialization
|
6
|
Mechanical
2
Strength
5
|
Brawling: Martial arts
specialization
|
8
|
Knowledge
3
|
Willpower
|
5
|
|
Scholar: Armor
specialization
|
3 + 1
|
Food truck fixie locavore, accusamus mcsweeney's marfa nulla single-origin coffee squid. Exercitation +1 labore velit, blog sartorial PBR leggings next level wes anderson artisan four loko farm-to-table craft beer twee. Qui photo booth letterpress, commodo enim craft beer mlkshk aliquip jean shorts ullamco ad vinyl cillum PBR. Homo nostrud organic, assumenda labore aesthetic magna delectus mollit.


I studied mathematics and physics between 1978 and 1984 at the Philipps-Universität Marburg an der Lahn. I finished my studies with an M.S. diploma. The overall grade and all sub grades were the highest possible, "sehr gut".
As is common, I began my studies in pure mathematics: algebra, function theory, linear algebra, differential and integral analysis. After the intermediate diploma I continued my studies in pure mathematics with functional analysis, spectral theory, and homology theory, but also turned more and more toward applied mathematics, beginning with probability theory and statistics with Prof. Mammitzsch, then numerical analysis with Prof. Böhmer.
In collaboration with Prof. Böhmer I led various tutorials on numerical analysis and the programming languages Pascal and Basic.
I wrote my M.S. thesis on "error asymtotik and defect correction for the solution of stiff differential equations" under Prof. Böhmer's leadership, in Fortran on the university mainframe computer.
In physics, I was mainly interested in theoretical subjects, especially electrodynamics and quantum mechanics.


ARIMA-model-based decomposition of quarterly and monthly time series data. The methodology is developed and described, among others, in Burman (1980) <doi:10.2307/2982132> and Hillmer and Tiao (1982) <doi:10.2307/2287770>.
| Version: | 0.2 |
| Depends: | R (≥ 3.0.0) |
| Published: | 2017-01-04 |
| Author: | Javier López-de-Lacalle |
| Maintainer: | Javier López-de-Lacalle <javlacalle at yahoo.es> |
| License: | GPL-2 |
| URL: | https://jalobe.com |
| NeedsCompilation: | no |
| Materials: | NEWS |
| In views: | TimeSeries |
| CRAN checks: | tsdecomp results |
| Reference manual: | tsdecomp.pdf |
| Vignettes: |
tsdecomp-intro |
| Package source: | tsdecomp_0.2.tar.gz |
| Windows binaries: | r-devel: tsdecomp_0.2.zip, r-release: tsdecomp_0.2.zip, r-oldrel: tsdecomp_0.2.zip |
| OS X binaries: | r-release: tsdecomp_0.2.tgz, r-oldrel: tsdecomp_0.2.tgz |
Please use the canonical form https://CRAN.R-project.org/package=tsdecomp to link to this page.


{% extends 'base.html' %} {% block content %}
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Defendant’s response |
|
In the County Court Business Centre Online Court |
|
Claim number: {{ claim.referenceNumber }} |
|
Issued on: {{ claim.issuedOn }} |
|
Defence submitted on: {{ defenceSubmittedOn }} |
| Name: | {{ defendant.fullName }} |
| Contact person: | {{ defendant.contactPerson }} |
| Business name: | Trading as {{ defendant.businessName }} |
| Address: {% if defendant.addressAmended %} (as amended) {% endif %} |
{{ defendant.address.line1 }}
{% if defendant.address.line2 is defined and defendant.address.line2 is not empty %} {{ defendant.address.line2 }} {% endif %} {% if defendant.address.line3 is defined and defendant.address.line3 is not empty %} {{ defendant.address.line3 }} {% endif %} {{ defendant.address.city }} {{ defendant.address.postcode }} |
| Correspondence address: |
{{ defendant.correspondenceAddress.line1 }}
{% if defendant.correspondenceAddress.line2 is defined and defendant.correspondenceAddress.line2 is not empty %} {{ defendant.correspondenceAddress.line2 }} {% endif %} {% if defendant.correspondenceAddress.line3 is defined and defendant.correspondenceAddress.line3 is not empty %} {{ defendant.correspondenceAddress.line3 }} {% endif %} {{ defendant.correspondenceAddress.city }} {{ defendant.correspondenceAddress.postcode }} |
| Date of birth: | {{ defendant.dateOfBirth }} |
| Telephone: | {{ defendant.mobilePhone }} |
| Email: | {{ defendant.email }} |
| Defendant's response: | {{ responseTypeSelected }} |
| Why they dispute the claim: | |
|
{{ responseDefence | trim}} |
|
| Defendant’s timeline of what happened: | |
| {{ event.date | trim }} | {{ event.description | trim }} |
| Comments about claimant’s timeline: | {{ timelineComment }} |
| Defendant’s evidence: | |
| {{ row.type | trim }} | {{ row.description | trim }} |
| Comments about claimant’s evidence: | {{ evidenceComment }} |
| When they paid this amount: | {{ paymentDeclaration.paidDate }} |
| How they pay the amount claimed: | {{ paymentDeclaration.explanation }} |
| I believe that the facts stated in this defence are true. | |
| {{ defendant.fullName }} | |
| Company: {{ defendant.businessName }} | |
| Name: {{ signerName }} | |
| Role: {{ signerRole }} | |
| {{ defenceSubmittedDate }} |
| Settle the claim | Unless you’ve been asked not to, you can still contact defendant directly. If you can reach an agreement you may not have to go to a hearing. |
| Mediation |
If the defendant has asked for mediation then the claimant will be asked if they want to mediate. If the defendant hasn’t asked for mediation then the case will be reviewed by a judge and might go to a hearing. The claimant and defendant will be contacted if a hearing date is scheduled and it will be explained what they need to do to prepare. |


{# ux_oak/templates/ux_oak/my_ballot.html #} {% extends "we_vote_base.html" %} {% block title %}My Ballot{% endblock %} {% block content %}
(empty ballot)
{% endif %} {# This is a DIV which gets populated each time someone clicks a CandidateCampaigns positions #}


A concussion is a type of TBI, a traumatic brian injury, that is caused by a bump, blow, or jolt to the head or a hit to the body that cause the head and brain to move rapidly back and forth. Concussions can leave long lasting impacts on a persons brain icluding their memory and ability to focus.
When someone has a concussion, it is very important that the rest, both physically and mentally. This means that activities are very limited until your symptoms, including headaches and dizziness, are lessened.


|
Helix
|
Classes | |
| class | Col |
| class | ColTest |
| class | DeleteScheduleItem |
| class | DeleteSQLWork |
| class | GetIAFileDetails |
| class | GetIAFileList |
| class | GetOneScheduleItem |
| class | GetScheduleItems |
| class | GetSQLTest |
| class | GetSQLWork |
| class | GetWorkFileList |
| class | IAFile |
| class | IAFileTest |
| class | IAFolder |
| class | IAFolderTest |
| class | LoadSQLTestMeta |
| class | Row |
| class | RowTest |
| class | SaveIAFile |
| class | SaveSQLTest |
| class | SaveSQLWork |
| class | SchedItem |
| class | SchedItemTest |
| class | SQLStmt |
| class | SQLStmtTest |
| class | SQLTests |
| class | SQLTestsTest |
| class | SQLWork |
| class | SQLWorkTest |
| class | UpdateScheduleItem |
Typedefs | |
| typedef sptr< vector< Col * >, Col::deleteVector > | Col_svect |
| typedef sptr< vector< IAFile * >, IAFile::deleteVector > | IAFile_svect |
| typedef sptr< vector< IAFolder * >, IAFolder::deleteVector > | IAFolder_svect |
| typedef sptr< vector< Row * >, Row::deleteVector > | Row_svect |
| typedef sptr< vector< SchedItem * >, SchedItem::deleteVector > | SchedItem_svect |
| typedef sptr< vector< SQLStmt * >, SQLStmt::deleteVector > | SQLStmt_svect |
| typedef sptr< vector< SQLTests * >, SQLTests::deleteVector > | SQLTests_svect |
| typedef sptr< vector< SQLWork * >, SQLWork::deleteVector > | SQLWork_svect |
| typedef sptr< vector< Col* >, Col::deleteVector> Helix::Logic::admin::Col_svect |
This typedef makes it easy to declare smart pointer vectors of the Col object type. Use this to keep your code clean and easy to read. For example:
Col_svect myVect = Col::selectSomething(odbc);
| typedef sptr< vector< IAFile* >, IAFile::deleteVector> Helix::Logic::admin::IAFile_svect |
This typedef makes it easy to declare smart pointer vectors of the IAFile object type. Use this to keep your code clean and easy to read. For example:
IAFile_svect myVect = IAFile::selectSomething(odbc);
| typedef sptr< vector< IAFolder* >, IAFolder::deleteVector> Helix::Logic::admin::IAFolder_svect |
This typedef makes it easy to declare smart pointer vectors of the IAFolder object type. Use this to keep your code clean and easy to read. For example:
IAFolder_svect myVect = IAFolder::selectSomething(odbc);
| typedef sptr< vector< Row* >, Row::deleteVector> Helix::Logic::admin::Row_svect |
This typedef makes it easy to declare smart pointer vectors of the Row object type. Use this to keep your code clean and easy to read. For example:
Row_svect myVect = Row::selectSomething(odbc);
| typedef sptr< vector< SchedItem* >, SchedItem::deleteVector> Helix::Logic::admin::SchedItem_svect |
This typedef makes it easy to declare smart pointer vectors of the SchedItem object type. Use this to keep your code clean and easy to read. For example:
SchedItem_svect myVect = SchedItem::selectSomething(odbc);
| typedef sptr< vector< SQLStmt* >, SQLStmt::deleteVector> Helix::Logic::admin::SQLStmt_svect |
This typedef makes it easy to declare smart pointer vectors of the SQLStmt object type. Use this to keep your code clean and easy to read. For example:
SQLStmt_svect myVect = SQLStmt::selectSomething(odbc);
| typedef sptr< vector< SQLTests* >, SQLTests::deleteVector> Helix::Logic::admin::SQLTests_svect |
This typedef makes it easy to declare smart pointer vectors of the SQLTests object type. Use this to keep your code clean and easy to read. For example:
SQLTests_svect myVect = SQLTests::selectSomething(odbc);
| typedef sptr< vector< SQLWork* >, SQLWork::deleteVector> Helix::Logic::admin::SQLWork_svect |
This typedef makes it easy to declare smart pointer vectors of the SQLWork object type. Use this to keep your code clean and easy to read. For example:
SQLWork_svect myVect = SQLWork::selectSomething(odbc);


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| Interface | Description |
|---|---|
| IIOParamController |
An interface to be implemented by objects that can determine the
settings of an
IIOParam object, either by putting up a
GUI to obtain values from a user, or by other means. |
| ImageTranscoder |
An interface providing metadata transcoding capability.
|
| Class | Description |
|---|---|
| IIOImage |
A simple container class to aggregate an image, a set of
thumbnail (preview) images, and an object representing metadata
associated with the image.
|
| IIOParam |
A superclass of all classes describing how streams should be
decoded or encoded.
|
| ImageIO |
A class containing static convenience methods for locating
ImageReader s and ImageWriter s, and
performing simple encoding and decoding. |
| ImageReader |
An abstract superclass for parsing and decoding of images.
|
| ImageReadParam |
A class describing how a stream is to be decoded.
|
| ImageTypeSpecifier |
A class that allows the format of an image (in particular, its
SampleModel and ColorModel ) to be
specified in a convenient manner. |
| ImageWriteParam |
A class describing how a stream is to be encoded.
|
| ImageWriter |
An abstract superclass for encoding and writing images.
|
| Exception | Description |
|---|---|
| IIOException |
An exception class used for signaling run-time failure of reading
and writing operations.
|
Many common image I/O operations may be performed using the static
methods of the ImageIO
class.
This package contains the basic classes and interfaces for describing
the contents of image files, including metadata and thumbnails
(IIOImage
); for controlling the image reading process
(ImageReader
, ImageReadParam
, and
ImageTypeSpecifier
) and image writing process
(ImageWriter
and ImageWriteParam
); for
performing transcoding between formats (ImageTranscoder
),
and for reporting errors (IIOException
).
All implementations of javax.imageio provide the following standard image format plug-ins:
| Reading | Writing | Notes | Metadata | |
|---|---|---|---|---|
| JPEG | yes | yes | none | JPEG metadata format |
| PNG | yes | yes | none | PNG metadata format |
| BMP | yes | yes | none | BMP metadata format |
| WBMP | yes | yes | none | WBMP metadata format |
| GIF | yes | yes | GIF plug-in notes | GIF metadata format |
ImageIO provides ImageReader
and ImageWriter
plug-ins for the
Graphics Interchange Format (GIF) image format.
These are the "standard" GIF plug-ins, meaning those that are included in the
JRE, as distinct from those included in standard extensions, or 3rd party
plug-ins. The following notes and metadata specification apply to the
standard plug-ins.
By default the GIF writer plug-in creates version "89a" images. This can be changed to "87a" by explicitly setting the version in the stream metadata (see GIF Stream Metadata Format Specification).
The GIF writer plug-in supports the creation of animated GIF images through
the standard sequence writing methods defined in the
ImageWriter
class.
A global color table is written to the output stream if one of the following conditions is met:
In the first case the global color table in the stream metadata is used, in the second the local color table in the image metadata is used, and in the third a global color table is created from the ColorModel or SampleModel of the (first) image.
A local color table is written to the output stream only if image metadata containing a LocalColorTable element is supplied to the writer, or no image metadata is supplied to the writer and the local color table which would be generated from the image itself is not equal to the global color table.
A Graphic Control Extension block is written to the output stream only if image metadata containing a GraphicControlExtension element is supplied to the writer, or no image metadata is supplied and the local color table generated from the image requires a transparent index. Application, Plain Text, and Comment Extension blocks are written only if they are supplied to the writer via image metadata.
The writing of interlaced images can be controlled by the progressive
mode of the provided ImageWriteParam
instance.
If progressive mode is
MODE_DISABLED
then a non-interlaced image will be written. If
progressive mode is MODE_DEFAULT
then an interlaced image will
be written. If progressive mode is MODE_COPY_FROM_METADATA
, then
the metadata setting is used (if it is provided, otherwise an interlaced
image will be written).
The GIF image writer plug-in supports setting output stream metadata from metadata supplied to the writer in either the native GIF stream metadata format javax_imageio_gif_stream_1.0 or the standard metadata format javax_imageio_1.0, and setting output image metadata from metadata supplied to the writer in either the native GIF image metadata format javax_imageio_gif_image_1.0 or the standard metadata format javax_imageio_1.0. The mapping of standard metadata format to the GIF native stream and image metadata formats is given in the tables here .
Submit a bug or feature
For further API reference and developer documentation, see Java SE Documentation. That documentation contains more detailed, developer-targeted descriptions, with conceptual overviews, definitions of terms, workarounds, and working code examples.
Copyright © 1993, 2015, Oracle and/or its affiliates. All rights reserved.


Web scraping, web harvesting, or web data extraction is data scraping used for extracting data from websites
https://en.wikipedia.org/wiki/Web_scraping
Web scraping is a technique used to extract data from websites through an automated process.
GETTING DATA THAT IS OTHERWISE HARD TO GET TO
There are many reasons and use cases why you would want to scrape data:
Scrape pages of a e-retailer to spot if some of the clothes you want to buy got discounted
Scrape pages of a sports website to get the latest results
Compare prices of several clothes brands by scraping their pages
Price of the flight tickets can vary during the day. One could crawl the travel website and get alarmed once the price was lowered
Analyze the action websites to answer the question if starting bid should be low or high to attract more bidders or if the longer auction correlates with a higher end bid
For when the website or data provider doesn't give me an API interface to interrogate the data
The data is presented in a static way: either a table or in a paragraph
and the content is not dynamically rendered
There is no universal solution for web scraping because the way data is stored on each website is usually specific to that site. In fact, if you want to scrape the data, you need to understand the website’s structure and either build your own solution or use a highly customizable one.
The web is known as an open place – but that would be just an exaggeration if you take a closer look. The web that we know is actually just the tip of a huge iceberg. Search engine crawlers have access only to the ‘Surface web’ which is a name for the smaller percentage of web where crawlers can go. The rest of the websites disallow crawling by stating it in their robots.txt file. Robots.txt is a file used by websites to let ‘bots’ know if or how the site should be crawled and indexed. Many sites simply disallow crawling, meaning the site shouldn’t be crawled by search engines or other crawler bots. When you are trying to extract data from the web, it is critical to understand what robots.txt is and how to respect it to avoid legal ramifications.
https://www.promptcloud.com/blog/how-to-read-and-respect-robots-file


This question runs the following analytics to measure how similar pairs of nodes are:
NOTE: This question adds "Similarity" transactions between nodes with a similarity score attached.


Connect to MATHEMATICS in the Course Register.
************************************************ . FOLLOW THE LINK TO THE UNDERGRADUATE PROGRAM FROM HTTP://WWW.MATH.UPENN.EDU FOR THE LATEST UPDATES AND ANNOUNCEMENTS CONCERNING THE MATHEMATICS COURSE ROSTER. . IF YOU HAVE TROUBLE GETTING IN TO A MATH COURSE, COME TO THE MATHEMATICS DEPARTMENT OFFICE, DAVID RITTENHOUSE LABS, ROOM 4W1.  MATH 103,104,114,115, AND 170 FULFILL THE FORMAL REASONING AND ANALYSIS REQUIREMENT. . MATH 210 AND MATH 475 FULFILL THE COLLEGE QUANTITATIVE DATA ANALYSIS REQUIREMENT .   ************************************************
MATHEMATICS
MATH-103 INTRODUCTION TO CALCULUS 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 001 LEC TR 10:30-12NOON DRLB 3N1H SIMMONS W Structured, In-class, Active Learning Cours MAX: 66 INTRODUCTION TO CALCULUS 1 CU 201 REC M 8-9AM DRLB 4C6 DAVILA M MAX: 33 202 REC M 9-10AM DRLB 4C6 DAVILA M MAX: 33 MATH-104 CALCULUS I 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 001 LEC TR 1:30-3PM DRLB 3N1H CROKE C Structured, In-class, Active Learning Cours MAX: 66 CALCULUS I 1 CU 201 REC M 8-9AM DRLB 2C4 BARBOSA R MAX: 33 202 REC M 9-10AM DRLB 2C4 BARBOSA R MAX: 33 CALCULUS I 0 CU GROUP 2 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 002 LEC MWF 12-1PM DRLB A4 YU S MAX: 160 CALCULUS I 1 CU 211 REC T 8:30-9:30AM DRLB 2C4 UTAY E MAX: 20 212 REC T 9:30-10:30AM DRLB 2C4 UTAY E MAX: 20 213 REC R 8:30-9:30AM DRLB 3C2 UTAY E MAX: 20 214 REC R 9:30-10:30AM DRLB 3C2 UTAY E FORMAL REASONING COURSE MAX: 20 215 REC T 8:30-9:30AM DRLB 4E9 DUNN M FORMAL REASONING COURSE MAX: 20 216 REC T 9:30-10:30AM DRLB 4E9 DUNN M FORMAL REASONING COURSE MAX: 20 217 REC R 8:30-9:30AM DRLB 4E9 DUNN M FORMAL REASONING COURSE MAX: 20 218 REC R 9:30-10:30AM DRLB 4E9 DUNN M MAX: 20 CALCULUS I 0 CU GROUP 3 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 003 LEC TR 3-4:30PM DRLB 3N1H STRAIN R Structured, In-class, Active Learning Cours MAX: 66 CALCULUS I 1 CU 221 REC W 8-9AM DRLB 2C6 HAYS C MAX: 33 222 REC W 9-10AM DRLB 2C6 HAYS C MAX: 33 CALCULUS I 0 CU GROUP 4 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 004 LEC TR 10:30-12NOON DRLB A6 HYND R MAX: 80 CALCULUS I 1 CU FORMAL REASONING COURSE 231 REC M 8-9AM DRLB 2C6 JACKSON J FORMAL REASONING COURSE MAX: 20 232 REC M 9-10AM DRLB 2C6 JACKSON J FORMAL REASONING COURSE MAX: 20 233 REC W 8-9AM DRLB 4C4 JACKSON J FORMAL REASONING COURSE MAX: 20 234 REC W 9-10AM DRLB 4C4 JACKSON J MAX: 20 MATH-110 CALCULUS FOR WHARTON STU 1 CU REGISTRATION REQUIRED FOR LEC, REC FORMAL REASONING COURSE 001 LEC MWF 9-10AM DRLB 3N1H PEMANTLE R MAX: 50 RECITATION 0 CU 201 REC T 8-9AM DRLB 4C2 CHO S REC R 8-9AM DRLB 4C2 MAX: 25 202 REC T 9-10AM DRLB 4C2 CHO S REC R 9-10AM DRLB 4C2 MAX: 25 MATH-114 CALCULUS II 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 001 LEC TR 10:30-12NOON DRLB A1 RIMMER N MAX: 160 CALCULUS II 1 CU 201 REC M 8-9AM DRLB 3C2 ROSENBERG J MAX: 20 202 REC M 9-10AM DRLB 3C2 ROSENBERG J MAX: 20 203 REC W 8-9AM DRLB 3C4 ROSENBERG J MAX: 20 204 REC W 9-10AM DRLB 3C4 ROSENBERG J MAX: 20 205 REC M 8-9AM DRLB 2C8 KRISHNAN A MAX: 20 206 REC M 9-10AM DRLB 2C8 KRISHNAN A MAX: 20 207 REC W 8-9AM DRLB 3C6 KRISHNAN A MAX: 20 208 REC W 9-10AM DRLB 3C6 KRISHNAN A MAX: 20 CALCULUS II 0 CU GROUP 2 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE ENGINEERING STUDENTS ONLY 002 LEC TR 12-1:30PM LRSM AUD GHRIST R MAX: 120 CALCULUS II 1 CU ENGINEERING STUDENTS ONLY 211 REC M 8-9AM DRLB 3C4 YOON H ENGINEERING STUDENTS ONLY MAX: 20 212 REC M 9-10AM DRLB 3C4 YOON H MAX: 20 ENGINEERING STUDENTS ONLY 213 REC F 8-9AM DRLB 2C4 YOON H ENGINEERING STUDENTS ONLY MAX: 20 214 REC F 9-10AM DRLB 2C4 DIEGMILLER R ENGINEERING STUDENTS ONLY FORMAL REASONING COURSE MAX: 20 215 REC M 8-9AM DRLB 4E19 DIEGMILLER R ENGINEERING STUDENTS ONLY FORMAL REASONING COURSE MAX: 20 216 REC M 9-10AM DRLB 4E19 DIEGMILLER R MAX: 20 CALCULUS II 0 CU GROUP 3 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 003 LEC MWF 9-10AM DRLB A1 HAGLUND J MAX: 80 CALCULUS II 1 CU 221 REC T 8:30-9:30AM DRLB 2C8 DEAN S MAX: 20 222 REC T 9:30-10:30AM DRLB 2C8 DEAN S MAX: 20 223 REC R 8:30-9:30AM DRLB 2C8 DEAN S MAX: 20 224 REC R 9:30-10:30AM DRLB 2C8 DEAN S MAX: 20 CALCULUS II 0 CU GROUP 4 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 004 LEC MWF 12-1PM DRLB A1 SHATZ S MAX: 120 CALCULUS II 1 CU 232 REC T 9:30-10:30AM DRLB 3C4 LAZAR E MAX: 17 233 REC R 8:30-9:30AM TBA STAFF MAX: 0 234 REC R 9:30-10:30AM DRLB 3C4 LAZAR E MAX: 20 MATH-115 CALCULUS II PROB&MATRIC 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE 001 LEC TR 3-4:30PM DRLB A4 POWERS R MAX: 80 CALCULUS II PROB&MATRIC 1 CU 201 REC M 8-9AM DRLB 4E9 KUNIN V MAX: 20 202 REC M 9-10AM DRLB 4E9 KUNIN V MAX: 20 203 REC F 8-9AM DRLB 4E9 KUNIN V MAX: 20 204 REC F 9-10AM DRLB 4E9 KUNIN V MAX: 20 MATH-123 COMMUNITY MATH TEACH PRO 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC M 10-12NOON TBA STAFF MAX: 0 LABORATORY 0 CU 101 LAB W 10-12NOON TBA STOVALL I MAX: 0 MATH-170 IDEAS IN MATHEMATICS 1 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE NATURAL SCIENCE & MATH SECTOR 001 LEC MWF 11-12NOON DRLB A4 SCHERR Z MAX: 80 RECITATION 0 CU 201 REC T 8:30-9:30AM DRLB 4C8 SAVVA C MAX: 20 202 REC T 9:30-10:30AM DRLB 4C8 SAVVA C MAX: 20 203 REC R 8:30-9:30AM DRLB 4C8 SAVVA C MAX: 20 204 REC R 9:30-10:30AM DRLB 4C8 SAVVA C MAX: 20 IDEAS IN MATHEMATICS 1 CU GROUP 2 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS FORMAL REASONING COURSE NATURAL SCIENCE & MATH SECTOR 002 LEC TR 1:30-3PM DRLB A1 RIMMER N MAX: 80 RECITATION 0 CU 211 REC W 8-9AM DRLB 4C8 COHEN R MAX: 20 212 REC W 9-10AM DRLB 4C8 COHEN R MAX: 20 213 REC F 8-9AM DRLB 4C8 COHEN R MAX: 20 214 REC F 9-10AM DRLB 4C8 COHEN R MAX: 20 MATH-180 ANAL METH ECON, LAW MED 1 CU FORMAL REASONING COURSE 001 LEC TR 3-4:30PM DRLB A2 NICOARA A MAX: 35 MATH-203 LABORATORY 0 CU REGISTRATION REQUIRED FOR LAB, LEC 101 LAB M 6:30-8:30PM DRLB 4C2 ZHANG T MAX: 15 102 LAB W 6:30-8:30PM DRLB 4C2 ZHANG T MAX: 15 PROVING THINGS: ALGEBRA 1 CU FRESHMAN SEMINAR 301 LEC TR 3-4:30PM DRLB A5 HABLICSEK M MAX: 30 MATH-210 MATH IN AGE OF INFO 1 CU FRESHMAN SEMINAR COLLEGE QUANTITATIVE DATA ANALYSIS REQ. 301 LEC MWF 12-1PM DRLB 4C6 CHINBURG T MAX: 30 MATH-240 CALCULUS III 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 001 LEC TR 10:30-12NOON STIT B6 DETURCK D MAX: 130 CALCULUS III 1 CU 201 REC W 8-9AM DRLB 4C2 ANAVI A MAX: 17 202 REC W 9-10AM DRLB 4C2 ANAVI A MAX: 17 203 REC F 8-9AM DRLB 3C8 ANAVI A MAX: 16 204 REC F 9-10AM DRLB 3C8 ANAVI A MAX: 16 205 REC W 8-9AM DRLB 4C6 BROOKS T MAX: 16 206 REC W 9-10AM DRLB 4C6 BROOKS T MAX: 16 207 REC F 8-9AM DRLB 3C6 BROOKS T MAX: 16 208 REC F 9-10AM DRLB 3C6 BROOKS T MAX: 16 CALCULUS III 0 CU GROUP 2 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 002 LEC MWF 11-12NOON DRLB A8 CHAI C MAX: 130 CALCULUS III 1 CU 211 REC T 8:30-9:30AM DRLB 3C8 ZHANG J MAX: 17 212 REC T 9:30-10:30AM DRLB 3C8 ZHANG J MAX: 17 213 REC R 8:30-9:30AM DRLB 3C8 ZHANG J MAX: 16 214 REC R 9:30-10:30AM DRLB 3C8 ZHANG J MAX: 16 CALCULUS III 0 CU GROUP 3 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 003 LEC TR 9-10:30AM DRLB A8 DONAGI R MAX: 120 CALCULUS III 1 CU 221 REC W 8-9AM DRLB 3C2 PHAM P MAX: 20 222 REC W 9-10AM DRLB 3C2 PHAM P MAX: 20 223 REC F 8-9AM DRLB 3C2 PHAM P MAX: 20 224 REC F 9-10AM DRLB 3C2 CAO C MAX: 20 225 REC W 8-9AM DRLB 3C8 CAO C MAX: 20 226 REC W 9-10AM DRLB 3C8 CAO C MAX: 20 MATH-241 CALCULUS IV 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 001 LEC TR 10:30-12NOON DRLB A2 KAZDAN J MAX: 80 CALCULUS IV 1 CU 201 REC M 8-9AM DRLB 4C2 HOISINGTON J MAX: 20 202 REC M 9-10AM DRLB 4C2 HOISINGTON J MAX: 20 203 REC F 8-9AM DRLB 4C2 HOISINGTON J MAX: 20 204 REC F 9-10AM DRLB 4C2 HOISINGTON J MAX: 20 CALCULUS IV 0 CU GROUP 2 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 002 LEC TR 1:30-3PM DRLB A2 GRESSMAN P MAX: 80 CALCULUS IV 1 CU 211 REC M 8-9AM DRLB 4C4 SO E MAX: 20 212 REC M 9-10AM DRLB 4C4 SO E MAX: 20 213 REC F 8-9AM DRLB 4C4 SO E MAX: 20 214 REC F 9-10AM DRLB 4C4 SO E MAX: 20 MATH-260 HONORS CALCULUS 0 CU GROUP 1 SECTIONS REGISTRATION REQUIRED FOR LEC, REC FROM WITHIN THIS GROUP OF SECTIONS 001 LEC TR 12-1:30PM DRLB 4C2 SHANESON J MAX: 50 HONORS CALCULUS (CONT.) 1 CU 201 REC W 6-7:30PM DRLB 4C4 TAI M MAX: 25 202 REC W 7:30-9PM DRLB 4C4 TAI M MAX: 25 MATH-299 UNDERGRAD RES IN MATH 1 CU 001 LEC TR 9-10:30AM DRLB 3N6 HABLICSEK M MAX: 30 MATH-312 LINEAR ALGEBRA 1 CU 001 LEC MWF 10-11AM DRLB A2 IVANOV S PREREQUISITE: MATH 240 MAX: 80 002 LEC TR 9-10:30AM DRLB A6 GRASSI A PREREQUISITE: MATH 240 COMPUTER SECTION MAX: 100 MATH-313 COMPUT LINEAR ALGEBRA 1 CU 001 LEC TR 10:30-12NOON DRLB A4 XIAO L MAX: 40 MATH-341 DISCRETE MATHEMATICS II 1 CU 401 LEC TR 1:30-3PM DRLB 4C2 TOWSNER H CROSS LISTED: LGIC-220 SECTION MAX: 15 MAX W/CROSS LIST: 30 MATH-360 ADVANCED CALCULUS 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC TR 12-1:30PM DRLB 4C8 PIMSNER M MAX: 36 LABORATORY 0 CU 101 LAB M 6:30-8:30PM DRLB 4N30 ASTRAND M MAX: 18 102 LAB W 6:30-8:30PM DRLB 4N30 ASTRAND M MAX: 18 MATH-361 ADVANCED CALCULUS 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC TR 1:30-3PM DRLB 4C6 POP C MAX: 36 LABORATORY 0 CU 101 LAB M 6:30-8:30PM DRLB 4C8 JANG J MAX: 18 102 LAB W 6:30-8:30PM DRLB 4C8 JANG J MAX: 18 MATH-370 ALGEBRA 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC TR 1:30-3PM DRLB 4C8 SIMMONS W MAX: 50 LABORATORY 0 CU 101 LAB M 6:30-8:30PM DRLB 3C6 ALBERT B MAX: 13 102 LAB W 6:30-8:30PM DRLB 3C6 ALBERT B MAX: 12 MATH-371 ALGEBRA 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC MWF 2-3PM DRLB A5 SCHERR Z MAX: 40 LABORATORY 0 CU 101 LAB T 6:30-8:30PM DRLB 4C2 JIN X MAX: 20 102 LAB R 6:30-8:30PM DRLB 4C2 JIN X MAX: 20 MATH-425 PARTIAL DIFFER EQUATIONS 1 CU 401 LEC TR 12-1:30PM DRLB A6 KAZDAN J CROSS LISTED: AMCS-525 SECTION MAX: 45 MAX W/CROSS LIST: 60 MATH-432 GAME THEORY 1 CU 001 FRAIMAN BORRAZA LEC TR 12-1:30PM DRLB 3C8 MAX: 30 MATH-465 DIFFERENTIAL GEOMETRY 1 CU 401 LEC TR 12-1:30PM DRLB 4C4 GLUCK H CROSS LISTED: MATH-501 SECTION MAX: 10 MAX W/CROSS LIST: 35 MATH-499 SUPERVISED STUDY 1 CU PERMISSION NEEDED FROM DEPARTMENT SEE DEPT. FOR SECTION NUMBERS 000 IND TBA STAFF MATH-501 DIFFERENTIAL GEOMETRY 1 CU 401 LEC TR 12-1:30PM DRLB 4C4 GLUCK H CROSS LISTED: MATH-465 SECTION MAX: 25 MAX W/CROSS LIST: 35 MATH-503 ABSTRACT ALGEBRA 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC MW 10:30-12NOON DRLB 3C2 PANTEV T MAX: 30 LABORATORY 0 CU 101 LAB T 6:30-8:30PM DRLB 3C6 STAFF MAX: 15 102 LAB R 6:30-8:30PM DRLB 3C6 STAFF MAX: 15 MATH-505 GRAD PROSEMINAR IN MATH 1 CU 001 LEC WF 1:30-3PM DRLB 4N30 WONG T MAX: 30 MATH-509 ADVANCED ANALYSIS 1 CU REGISTRATION REQUIRED FOR LEC, LAB 001 LEC TR 1:30-3PM DRLB A7 GLUCK H MAX: 50 LABORATORY 0 CU 101 LAB M 6:30-8:30PM DRLB 3C2 STAFF MAX: 25 102 LAB W 6:30-8:30PM DRLB 3C2 STAFF MAX: 25 MATH-530 MATH OF FINANCE 1 CU 001 LEC TR 9-10:30AM DRLB 4C6 BLOCK J MAX: 30 MATH-547 STOCHASTIC PROCESSES 1 CU 401 LEC MW 10:30-12NOON JMHH F36 STEELE J UNDERGRADUATES NEED PERMISSION CROSS LISTED: STAT-531 SECTION MAX: 20 MAX W/CROSS LIST: 40 MATH-550 SELECT FROM MODERN MATH 1 CU 001 LEC MW 1:30-3PM DRLB 4N49 POP F MAX: 20 MATH-560 SELECT GEOMTRY & TOPOLGY 1 CU 401 LEC MW 3-4:30PM DRLB 4C8 CAHN P CROSS LISTED: MATH-730 SECTION MAX: 15 MAX W/CROSS LIST: 30 MATH-571 INTRO LOGIC & COMPUTABTY 1 CU 401 SEM TR 12-1:30PM DRLB 3N6 TOWSNER H CROSS LISTED: MATH-671 PHIL-412 SECTION MAX: 5 MAX W/CROSS LIST: 20 MATH-581 COMB ANAL & GRAPH THRY 1 CU 001 LEC TR 12-1:30PM DRLB 3C6 PANOVA G MAX: 30 MATH-599 INDEPENDENT STUDY 1 TO 4 CU PERMISSION NEEDED FROM DEPARTMENT SEE DEPT. 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Machine Learning in BI
Use neural nets to predict future revenue in a Shipment Profile Report
This app is the first prototype from BI's new Machine Learning unit, 'MLinBI'. We aim to build a model that is trained once using a large dataset on a central server, then again using a smaller dataset given to us by the client.
For our prototype, the central server is being skipped and so Training Data refers only to what the client uploads. We aim to demonstrate how this second round of training can occur in real time on the client side using the TensorFlowJS framework.
We will be training the model with the Shipment Profile Report (SPR) from Caroz dating Jun 2018 to Aug 2019. Then we will make predictions for Sep-Nov 2019 and compare this to the observed data for that period.
In production, we would train using as much data as possible from all clients, then use the weights derived here in a process called Transfer Learning to train a new model and make predictions.
Client training is most useful when refining the model for edge cases, often combined with transfer learning. This is why the SPRs are so perfect for it, even before you consider the reduced load on Wisecloud servers.
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There are 4 parts to this app:
- Client uploads their Shipment Profile Report
- We group Sum of Revenue by Departure Date
- Use this grouped dataset to train a neural network in index.js
- Graph the previous results and predictions
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Requirements for training data:
- csv format
- 'Departure Date' column has yyyy-mm-dd hh:mm:ss format
- 'Sum_of_Revenue' column is an integer or float
These are the default settings for the report. Please upload the data below.
Above you have uploaded Training Data and visualised it. Now we will train a model on that data.
Try ItNeed to upload training data.
Now we have trained our model, you can use it to predict the shipment revenue. The sign of a successful model is that the red line closely follows the blue dotted.
Try ItNeed to train a model.
I'd propose that...?


WITNESS LIST Natural Resources Committee May 7, 2001 - 2:00P HB 981 FOR: Covert, Paul Vice President (National Association of Royalty Owners-Texas), Leander, TX Registering, but not testifying: For: Bailey, Chuck (TLMA), Austin, TX Cox, Jayme Mgr., Public Affairs (Sunoco), Tulsa, TX Gutierrez, Hugo Manager of Govt. Affairs (Marathon Oil Company), Houston, TX Moore, Julie Director, State Govt. Affairs (Oxy Permian), Austin, TX Perry, Steve Consultant (Texaco Exploration & Poduction, Inc.), Austin, TX Rigsbee, Ken Director, Governmental Relations (Phillips Petroleum Company), Austin, TX Sellers, Tom Mgr., Govt. Affairs (Conoco), Austin, TX Stevens, Bill Executive VP (Texas Alliance of Energy Producers), Abilene, TX Tays, Sara Chair-Royalty Issues Committee (Texas Oil and Gas Assoc.), Houston, TX HB 1038 Registering, but not testifying: For: Woodard, Shayne (Texas Rice Producers Legislative Group), Austin, TX HB 1110 Registering, but not testifying: For: Rendl, Alan President/Director (North Harris Rgional Water Authority), Houston, TX Shackleford, Ed General Manager (North Harris Regional Water Authority), Houston, TX HB 1258 FOR: Clayton, Bill Consultant (Williams Farms, Inc.), Austin, TX HB 1838 FOR: Stewart, Michael Vice President (TX Aggregates & Concrete Assn.), Austin, TX HB 1909 Registering, but not testifying: For: Lange, Allan General Manager (Lipan-Kickapoo Water Conservation District), San Angelo, TX HB 2005 FOR: Guabatz, Boots Mayor for 14 years (City of Fair Oaks Ranch), Fair Oaks Ranch, TX Powell, William (Self), Helotes, TX Sledge, Brian Attorney (Lloyd, Gosselink, Blevins, Rochelle, Baldwin & Townsend, P.C.), Austin, TX Registering, but not testifying: For: Campbell, Jim External Relations Director (City of San Antonio), San Antonio, TX Kasprowicz, Daniel (City of Fair Oaks Ranch), Fair Oaks Ranch, TX Mitchell, Seth Intergovernmental Services Manager (Bexar County Commissioners Court), San Antonio, TX Smith, Andrew Federal & State Legislative Officer (SAWS), San Antonio, TX Providing written testimony: For: Frisk, Deanna (Self), San Antonio, TX HB 2316 Registering, but not testifying: On: Hill, Cynthia Acting General Counsel (General Services Commission), Austin, TX HB 2362 Registering, but not testifying: For: Sledge, Brian Attorney (Lloyd, Gosselink, Rochelle, Baldwin & Townsend, P.C.) HB 2529 Registering, but not testifying: On: Brady, Zach General Counsel (Lone Wolf Groundwater Conservation District), Austin, TX HB 2571 FOR: Stover, John attorney (ACWCID #4), Lufkin, TX HB 2586 FOR: Boerner, Ben President (Texas Grain & Feed Assn.), Fort Worth, TX Hodges, Kenneth Associate Legislative Director (TX Farm Bureau), Austin, TX Registering, but not testifying: On: Gipson, David Deputy General Counsel (Texas Dept. of Agriculture), Kyle, TX HB 2847 Registering, but not testifying: For: Field, Michael Executive Counsel (Brazos River Authority), Waco, TX HB 3034 Registering, but not testifying: On: Olsen, Leonard (TX Water Development Board), Austin, TX HB 3404 FOR: Edmondson, Eddy President (Texas Nursery & Landscape Assn.), Austin, TX Hander, James VP (Mortellaro's Nursery, Inc), San Antonio, TX Registering, but not testifying: For: Howe, Billy Assoc. Legislative Director (Texas Farm Bureau), Austin, TX Against: Scheider, Rob Sr. Staff Attorney (Consumers Union), Austin, TX Woodford, Suzy Executive Director (Common Cause Texas), Austin, TX On: Clayton, Bill Consultant (Uvalto Water District), Austin, TX HB 3544 FOR: Gooden, James County Judge (Kendall County), Boerne, TX Registering, but not testifying: For: Sorenson, Mark County Engineer (Kendall County), Boerne, TX On: Sanchez, Maria Attorney (Davidson & Troilo), Austin, TX HB 3640 Registering, but not testifying: For: Simon, Haskell (Matagorda County Groundwater Comm.), Bay City, TX Woodard, Shayne (Texas Rice Producers Legislative Group), Austin, TX SB 1750 FOR: Foppiano, Rick Senior Advisor-Regulatory Affairs (Occidental Permian Ltd.), Woodlands, TX Robison, Douglass Attorney/ Sr. Land Manager (Henry Petroleum LP), Midland, TX Zuniga, Sr., Mike (LULAC), Ballinger, TX AGAINST: Copeland, Ralph Royalty Owner (Yates Family Assn.), San Antonio, TX Covert, Paul Vice President (National Association of Royalty Owners-Texas), Leander, TX Grable, Robert Lawyer (Bass Enterprises Production Co.), Fort Worth, TX Registering, but not testifying: For: Gutierrez, Hugo Manager of Govt. Affairs (Marathon Oil Company), Houston, TX Moore, Julie Director, State Governmental Affairs (Oxy Permian), Austin, TX OBrien, Urban Director, Governmental Affairs (Apache Corporation), Houston, TX Perry, Steve Consultant (Texaco Exploration & Production, Inc.), Austin, TX Rigsbee, Ken Director, Governmental Relations (Phillips Petroleum Company), Austin, TX Against: Clayton, Bill Consultant (Williams Energy), Austin, TX Hodges, Kenneth Associate Legislative Director (Texas Farm Bureau), Austin, TX Martinez, Mari Bill Wallace, Ex. Air. (Committee of TX Independents), Austin, TX


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2 August 2011 - The Ministry of Health (MoH) of the Kingdom of Cambodia has announced a confirmed case of human infection with avian influenza A (H5N1) virus.
The case was a 4 year old female from Chork Reaksmey Village, Rohath Teuk Comune, Mongkul Borei District, Banteay Meanchey Province. She developed symptoms on 11 July, was initially treated by local private practitioners with no effect and was later admitted to Jayavarma VII Hospital on 18 July. She died on 20 July, two days after admission.
There have been reports of poultry die off in her village and the case is reported to have had exposure to dead poultry. The female is the seventeenth person in Cambodia to become infected with the H5N1 virus and the fifteenth to die from complications of the disease. All seven cases of H5N1 infections in humans in Cambodia this year have been fatal.
The National and local Rapid Response Team (RRT) is conducting outbreak investigation and response following the national protocol.
There is no evidence of increased ILI activity in the local health centre or any increase in number of SARI cases from the affected village. Thirteen contacts were tested for A/H5N1 influenza, all of whom were negative. There is enhanced surveillance for ILI and SARI in the local health centre and hospital for a further two weeks. Health education messages are ongoing in the community.


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Indian startups do receive a lot of negative and neutral comments from various MNCs. These comments not only affect hiring as well as other people perspective towards our business. Ranjeet Singh is a Software Engineer at C42 Engineering who work as a startup consultant. He with his other team members help startups to engineer their product. In his talk about Startup and Life he picked up most of the myths about startups and tell the truth behind whether they are true or not. Lastly, he talked about how to apply to startups, evaluate them and how do they evaluate you.
Agile Software Development is a tuneable software development strategy for small business like startups. This workshop was designed to give a very introductory knowledge about,
Students from 2nd year conducted an introductory level workshop teaching basics of Python. In this workshop student's were made familiar with basic fundamentals, concepts and applications of python and the following topics were discussed:
IEEE USICT Student Branch hosted an introductory workshop "WebSlinger (Introduction to Web Designing)", which was carried forward by IEEE student branch members. Objective of the workshop was to introduce students' to the subject and teach them building blocks of the same.
Following topics were discussed:
IEEE USICT Student Branch organised an introductory workshop "Sensoduino (Introduction to Arduino)", conducted by IEEE student branch members. Objective of the workshop was to introduce students' to the subject and teach them building blocks of the same.
Sensoduino was a hand-on workshop where students were given an introdcution to Arduino board.
Difference between a microprocessor and microcontroller, sensors and actuators etc. were discussed.
Introduction to programming with Arduino IDE environment was held and students were asked to make and test basics programmes like blinking of LED, Controlling servo motors and triggering circuits using IR sensors.
IEEE, Institute Of Electrical And Electronics Engineers (IEEE, pronounced as I-Triple-E) is the 125 years old world’s largest technical society. The society is headquartered in New York dedicated to advancing technological innovation and excellence of humanity.
IEEE and its members inspire global community through its highly cited publications, conferences, technology standards and professional plus educational activities. Its student branches contribute a lot in developing an engineer student’s personality and technical skills. Every day, IEEE societies make a difference in the world and the lives of their members. Today, IEEE is serving more than 425,000 members who are geographically organized into 10 regions over 333 sections and 2,345 student branches that conduct and participate in its activities.
At the pre-college level, the IEEE works with industry, universities and government to raise student’s literacy in science, maths, engineering and technology. IEEE journals are consistently among the most named in electrical and electronics engineering, telecommunications and other technical fields. IEEE is a leading developer of international standards that underpin many of today’s telecommunications, information technology and power generation products and services. IEEE helps in discovering better career opportunities and gain a better understanding of the field.