text:
Wishful Personality Traits: Unlocking the Power of Optimism, Positivity, and Confidence
Do you wish to lead a fulfilling and successful life? Are you eager to overcome challenges, achieve your goals, and cultivate meaningful relationships? If so, then it's time to explore the fascinating world of wishful personality traits.
In this article, we will delve into the meaning and importance of wishful personality traits, discuss common traits, explore how they impact life, provide practical tips on developing these traits, and address common questions. So, let's get started on this exciting journey towards unlocking the power of wishful personality traits!
Definition of wishful personality traits
Wishful personality traits are positive and empowering qualities that influence an individual's behavior, emotions, and attitudes towards life. They are characterized by an optimistic outlook, positive mindset, and resilient nature, enabling individuals to navigate challenges and setbacks with grace and determination. Wishful personality traits are not innate qualities but can be developed and nurtured over time with conscious effort and practice.
Importance of wishful personality traits
Wishful personality traits play a crucial role in shaping an individual's life. They have a significant impact on mental health, personal relationships, and overall success and achievement. Cultivating wishful personality traits can lead to increased happiness, improved well-being, enhanced social connections, and greater resilience in the face of adversities. Wishful personality traits are like the fuel that propels individuals towards their goals, helping them overcome obstacles and stay focused on their dreams.
II. Common Wishful Personality Traits
Optimism is a key wishful personality trait characterized by a positive outlook on life. Optimistic individuals tend to see the glass as half full, focusing on possibilities rather than limitations. They approach challenges as opportunities for growth and learning, and their positive mindset helps them maintain motivation and perseverance even in the face of setbacks.
Positivity is another essential wishful personality trait that influences an individual's thoughts, emotions, and behavior. Positive individuals exude an optimistic vibe, radiating warmth, and positivity in their interactions with others.
They have a positive attitude towards life and tend to see the good in people and situations. Positivity is contagious and can greatly impact personal relationships, creating a positive and supportive environment.
Confidence is a crucial wishful personality trait that empowers individuals to believe in themselves and their abilities. Confident individuals have a strong sense of self-worth and are not afraid to take risks and pursue their goals.
They exude self-assurance and are not easily deterred by failures or setbacks. Confidence is a key ingredient for success, as it enables individuals to step out of their comfort zones and seize opportunities.
Resilience is the ability to bounce back from failures and setbacks, and it is a vital wishful personality trait. Resilient individuals are not easily discouraged by obstacles, but rather view them as temporary challenges that can be overcome.
They possess the mental strength and emotional fortitude to persevere in the face of adversity, and they often emerge stronger and more determined.
Determination is a wishful personality trait that drives individuals to stay focused and committed to their goals. Determined individuals have a clear sense of purpose and are willing to put in the hard work and effort required to achieve their objectives. They possess a strong inner drive that keeps them motivated, even when faced with challenges or distractions.
III. How Wishful Personality Traits Impact Life
The impact of wishful personality traits extends to various aspects of life, including mental health, personal relationships, and overall success and achievement.
Positive effects on mental health
Cultivating wishful personality traits can have a positive impact on mental health. Optimism, positivity, confidence, resilience, and determination are associated with lower levels of stress, anxiety, and depression.
Having a positive mindset and resilient nature can help individuals cope better with challenges and adversities, leading to improved mental well-being.
Enhancing personal relationships
Wishful personality traits also play a crucial role in building and maintaining healthy personal relationships. Optimism and positivity can create a positive and uplifting atmosphere in relationships, fostering better communication, understanding, and connection with others.
Confidence and determination can also enhance relationships by promoting assertiveness, effective communication, and mutual respect.
Boosting success and achievement
Wishful personality traits are closely linked to success and achievement. Optimism, positivity, confidence, resilience, and determination provide individuals with the motivation, perseverance, and self-belief needed to pursue their goals and overcome obstacles. They help individuals stay focused, take calculated risks, and persist in the face of challenges, leading to increased success and accomplishment.
IV. Developing Wishful Personality Traits
The good news is that wishful personality traits are not fixed, but can be developed and nurtured with conscious effort and practice. Here are some practical tips for cultivating wishful personality traits:
Cultivating a growth mindset
Developing a growth mindset, which is the belief that abilities and intelligence can be developed through effort and learning, is fundamental to cultivating wishful personality traits.
Embracing a growth mindset allows individuals to view failures and setbacks as opportunities for learning and growth, rather than as limitations or failures. It promotes a positive and optimistic outlook, fosters resilience, and empowers individuals to take ownership of their personal development.
Self-reflection is an important practice for developing wishful personality traits. It involves introspection and self-awareness, which allows individuals to identify their strengths, weaknesses, and areas for improvement.
Self-reflection helps individuals understand their thoughts, emotions, and behaviors, and enables them to make positive changes to cultivate wishful personality traits. Journaling, meditation, and seeking feedback from trusted individuals are effective ways to practice self-reflection.
Setting and pursuing
Setting and pursuing personal goals is another effective way to develop wishful personality traits. Setting clear and achievable goals helps individuals stay focused, motivated, and determined.
It provides a sense of purpose and direction, and empowers individuals to take proactive steps towards their desired outcomes. Regularly reviewing and adjusting goals based on progress and feedback can further enhance determination, resilience, and confidence.
Practicing positive self-talk and affirmations
Positive self-talk and affirmations are powerful tools for cultivating optimism, positivity, and confidence. The way individuals talk to themselves can greatly impact their mindset and outlook. Practicing positive self-talk involves consciously replacing negative self-talk with positive and empowering thoughts. Affirmations are positive statements that individuals repeat to themselves, reinforcing their beliefs, strengths, and capabilities. Incorporating positive self-talk and affirmations in daily routines can boost wishful personality traits and foster a positive self-image.
Building a support system
Having a supportive network of family, friends, mentors, or coaches can greatly impact the development of wishful personality traits. Surrounding oneself with positive, like-minded individuals who believe in one's abilities and provide encouragement and support can boost confidence, resilience, and determination. Building a support system that offers guidance, feedback, and motivation can provide the necessary resources and accountability for cultivating wishful personality traits.
Taking care of one's physical, mental, and emotional well-being is crucial for developing wishful personality traits. Practicing self-care involves getting enough rest, eating well, engaging in regular exercise, and managing stress effectively. It also includes engaging in activities that bring joy, relaxation, and fulfillment. When individuals take care of their overall well-being, they are better equipped to cope with challenges, maintain a positive outlook, and cultivate wishful personality traits.
In conclusion, wishful personality traits such as optimism, positivity, confidence, resilience, and determination are essential for personal growth, success, and overall well-being.
Cultivating these traits through practices such as developing a growth mindset, self-reflection, goal-setting, positive self-talk and affirmations, building a support system, and practicing self-care can greatly impact an individual's life in a positive way.
By incorporating these practices into daily routines, individuals can develop a wishful mindset that empowers them to face challenges, pursue their goals, and live a fulfilling and successful life.


Thought-provoking abortion documentaries
Abortion documentaries on RTD explore the dividing issue and the arguments on both sides. Abortion documentaries relay stories of women who seek to end unplanned pregnancies due to social insecurity and hears from those trying to change their minds on abortion.
Meet the Vietnamese man, who helps expectant mothers in desperate situations and takes care of abandoned babies. Or, learn about the forced sterilisation programme in Peru and its victims. Or, hear from women on why they doubt their readiness to become mothers.
Abortion documentaries
A still from Tough Love


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Patan (Sanskrit: पाटन Pātan, Nepal Bhasa: यल Yala), officially Lalitpur Sub-Metropolitan City, is one of the major cities of Nepal located in the south-central part of Kathmandu Valley.
The city was initially designed in the shape of the Buddhist Dharma-Chakra (Wheel of Righteousness). The four thurs or mounds on the perimeter of Patan are ascribed around, one at each corner of its cardinal points, which are popularly known as Asoka Stupas. Legend has it that Emperor Asoka (the legendary King of India) visited with his daughter Charumati to Kathmandu in 250 B.C. and erected five Asoka Stupas, four in the surrounding and one at the middle of the Patan. The size and shape of these stupas seem to breathe their antiquity in a real sense. There are more than 1,200 Buddhist monuments of various shapes and sizes scattered in and around the city.
The most important monument of the city is Patan Durbar Square, which has been listed by UNESCO as one of seven Monument Zones that make up the Kathmandu Valley World Heritage Site

source: HuggingFaceFW/fineweb-edu


From Cycling '74 Wiki
Revision as of 06:05, 30 April 2013 by gtaylorrtqenet (Talk | contribs)
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bucket online refpage
Using the bucket object
The bucket object implements a bucket brigade device (in the electronics world, this is sometimes referred to as a discrete time-analogue delay line). As the examples below suggest, it's useful for single-sample delay lines, calculating averages, computing velocity and acceleration, and permutating lists by rotating them.
bucket Tutorials
In the Max tutorial on abstractions, you can find a classic example of why the bucket object is so useful - this Max tutorial demonstrates its use as a single sample delay for number values useful for constructing drawing commands.
bucket Tips and Workarounds
Velocity and Acceleration
Lots of people use the bucket object for shifting data in series, it's computationally useful for calculating first and second derivatives for streams of data. The terms "first and second derivative" are math-speak for keeping track of:
 - the rate that things are changing (that's what velocity (the first derivative) is - the rate of change in a value over time.
 - the rate of the rate that things are changing - that's what acceleration (the second derivative) is.
Here's a patch that does that:
-- Pasted Max Patch, click to expand. --
Running Averages
I also tend to use the object quite a bit in situations where I desire a running average over some finite set of events (if you want a running average for an stream or unspecified set of values, you'd use the mean object). Here's an example that calculates the average of the last 8 floating point input values:
-- Pasted Max Patch, click to expand. --
A Bucket for Symbols
The bucket object is a little unusual in that you don't need to worry about using arguments to the object in order to have it work with floating point values. In fact, bucket is so useful that people often ask whether or not there's a Max object that is similar but will work with symbols or lists. While there isn't a specific object, here's a Max patch that does exactly that (and it also helpfully outputs stuff in standard right-to-left order, too):
-- Pasted Max Patch, click to expand. --
Arbitrary List Rotation
One way to think of the bucket object is a as an object that adds new input values and rotates the list by one position. While you can rotate a list forward or backward using the r2l and l2r messages to the bucket object, performing arbitrary list rotations can be done using the zl object and specifying the rot option:
-- Pasted Max Patch, click to expand. --
Third-Party Max externals similar to the bucket object
Maxobjects.com listing for the bucket object
The zl object (in its zl rot form). Useful for performing rotations of lists where the list offset is an odd number greater than 1.
The cycle object
Errors or Clarifications


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Did you know in 2015, Airbnb had close to $1 billion dollars in revenue? Currently, there are over 100 million users actively using Airbnb and making reservations. Over 640,000 are hosts. There are over 2.3 million Listings on Airbnb. On average, there are 500,000 stays every single night, in over 57,000 cities and 191 countries! What that means is millions of transactions happen, resulting in millions of dollars in sales per day worldwide!
Take the course "How to Create an Empire on Airbnb without Owning a Home" to learn the exact strategies and techniques the instructors use to build their empire on Airbnb. You'll learn how to setup a proper listing on Airbnb and optimize the correct settings, the core concepts of Hosting, how to build a team/outsource your work, how to scale up your business … and much more!
How to Create an Empire on Airbnb without Owning a Home Course Content
This course will enable you to:
- Understand the core concepts of creating a Business on Airbnb;
- Learn exact formulas and techniques to increasing profit;
- Create systems for self-sustainability;
- How to turn a property and rent within 48 hours;
- Earn money from your new skills;
- How to effectively build a team/Outsource certain tasks.
The course comprises 65 lectures organized into the following eleven sections:
- Section 1: The Prep Up!
- Section 2: Behind The Scenes Look!
- Section 3: Before Securing a Property
- Section 4: It takes a TEAM to win! Assembling your team!
- Section 5: After Securing a Property
- Section 6: Move-In Day! Time is money!
- Section 7: Optimizing Your Listing for More Profits
- Section 8: Handling Reservations
- Section 9: When Something Goes Wrong…
- Section 10: Tools & Resources Make Life Easier!
- Section 11: Conclusion – Take Action!
What are the requirements?
- No experience or pre-knowledge required
- Any computer and or Laptop – Windows or Mac
- No special software needed, just a connection to the internet
- Have a property to list, or have the finances to invest on furnishing one
Summary of Main Course Features
- Instructors: David Vu, Richard Mark Endaya, Gabriel Salera, Luis Mercado
- Lectures: 65
- Length: 4 hours
- Skill Level: All Levels
- Lifetime access
- 30-day money back guarantee!
- Available on iOS and Android
- Certificate of Completion
Price: $194.99 – Click link below to check for special offer details

source: openbmb/Ultra-FineWeb


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For its upcoming Visions of the Universe exhibition, Royal Museums Greenwich has brought together more than 100 space images – from sources such as Nasa, the Russian space programme and the Royal Observatory – to explore the development of telescopy, photography and our place in the universe.
There will be breath-taking images such as this shot of the Orion Nebula, taken by the Hubble Telescope:
The rings of Saturn, taken by Nasa's Cassini-Huygens Mission:
And the classic Earthrise over the Moon shot, taken during the 1969 Apollo 11 mission:
The exhibition will also chart the development of astronomical imaging, starting with Galileo looking at the stars through a telescope, and moving all the way up to the latest cutting-edge images from space programmes around the world.
The show's centrepiece will be the Mars Window, a 13x4m curved wall, onto which the latest images beamed back by Nasa's Mars Curiosity Rover will be projected.
Visions of the Universe will be held at the National Maritime Museum, Park Row, Greenwich, London SE10 from 7 June-15 September.


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Framework for scalable DeepLabCut based analysis including 3D tracking
Project description
Anipose is a framework for scalable DeepLabCut-based analysis. It supports both 2d and 3d tracking, handles calibration and processing all files within a group of folders.
The name Anipose comes from Animal Pose, but it also sounds like "any pose".
(NOTE: This is not yet ready for production, still some issues to fix to make the experience smooth )
Getting started
 1. Setup DeepLabCut by following instruction here
 2. Install Anipose through pip: pip install anipose
Input specification
Ideally someone who is collecting data should just be able to put all the videos into a single folder during a data collection run.
Different data collection sessions (e.g. on different days) are usually placed into different folders.
We'll need a config file to specify what to use for tracking and post-processing. However, it's cumbersome to remember to put a new config file for each new session, especially if the config doesn't really change from session to session.
It would be nice to be able to place a separate config file into each session though, to override the experiment config as needed.
It would be extra nice to reprocess the data if any of the config parameters change.
layout of folder for videos for 2d tracking
layout of folder for videos for 3d tracking
Example config file for 2d/3d tracking:
# Project name
project = "flypose"
# Change this to match deeplabcut folder (one with trained network)
model_folder = '/Data/Videos/DLC_Analysis/Running-Brandon-2019-01-29'
# How many folders are nested in structure?
nesting = 1
# Settings for a threshold filter
# Removes data outside threshold (probably errors in tracking), and interpolates
enabled = true
medfilt = 13
offset_threshold = 25
score_threshold = 0.8
spline = true
# labeling scheme...specify lines that you want to draw
scheme = [ ["head", "thorax", "abdomen"], ["thorax", "leg-1"] ]
Output specification
The output structure should match the input structure, with additional files resulting from the tracking.
The structure should be as follows:
Where FOLDER is a folder storing the output of a specific processing step.
It can be one of the following values:
 - videos-raw = input videos
 - pose-2d = 2d tracking for each of the input videos
 - pose-2d-filtered = filtered version of 2d tracking
 - calibration = camera parameters obtained from 3d calibration, along with calibration videos
 - pose-3d = 3d tracking for each group of input videos
 - angles = computed angles from 3d tracking
 - videos-labeled = videos labeled with the 2d tracking
 - videos-3d = 3d videos generated from 3d tracking
 - config = computed configuration for each session
Outline of processing plan
For each experiment, for each session
 1. Compress the videos into videos-raw
 2. Place the configuration files into config (based on defaults and session config)
 3. Perform the 2d tracking based on the configuration
 4. Label the individual videos with 2d tracking
 5. If 3d tracking is enabled
 1. Perform camera calibration
 2. Perform triangulation of 2d tracking
 3. Compute angles, if needed
 4. Generate 3d videos
Using the pipeline in the field
Ideally, there should be one repository with all the code, and the data is held separate. Each data folder should come with a configuration file of its own. The user should be able to invoke some pipeline script to process everything, and separate pipeline scripts for each step.
Perhaps something like:
anipose calibrate # run calibration of intrinsics and extrinsics
anipose label # label the poses for each video
anipose label-videos # create videos for each pose
anipose run-data # run only the data portion (no viz)
anipose run-viz # run only the visualization pipeline
anipose run-all # run everything (run-data then run-viz)
The program anipose should parse out the config within the folder, and figure out all the appropriate parameters to pass to the functions underneath.
Computing angle estimates
Although it's very useful to get 3D tracking estimates, we also need angle estimates.
However, not all angles make sense, it is up to the user to specify which angles she cares about.
This may be specified in the config.toml file as follows:
L1_CF = ["L1A", "L1B", "L1C"]
L1_FTi = ["L1B", "L1C", "L1D"]
L1_TiTa = ["L1C", "L1D", "L1E"]
The key above is the [angles] header, which specifies that whatever follows is an angle.
Next, each angle is specified by a name on the left, and by a list of 3 joints on the right.
Summarizing the data
After computing the whole pipeline for all videos, the final outputs of interest (the 3d pose coordinates and angles, possibly the 2d coordinates) are scattered across a lot of folders.
For further processing and analysis, it is often useful to have one central file with all the data. Hence, Anipose provides the command "summarize", which summarizes everything into a "summaries" folder. The output csv for each of angles, 3d, and 2d tracking coordinates has all the data from all sessions, and a few extra columns to show where the data comes from.
Configuring the standardized 3D pose
In order to properly compare across different trials, different animals, and different setups, the 3D coordinates must be standardized relative to a common reference frame.
Anipose should allow configuration of this by specifying 2 sets of points to use as axes, and which axes these should be.
The algorithm to determine the axes is as follows:
 - the first axis is taken as given
 - the second axis is orthogonalized with respect to the first
 - the third axis is the cross product of the first two axes
An axis is specified as a pair of points, with the axis going from the first to the second point.
Furthermore, it is often useful to set the zero to a standard reference point. Anipose allows this too.
An example configuration:
axes = [
 ["x", "L1A", "L3A"],
 ["z", "L1B", "L1A"]
reference_point = "L1A"
Calibration marker configuration
Anipose uses ArUco markers for calibration. They are superior to checkerboards in that they are more robust to blurring, rotation, and cropping. This makes them ideal for calibrating arbitrary camera setups.
In order to configure this, it should be possible to specify which ArUco board was used to calibrate the cameras. What should be configurable:
 - The type of board (ArUco / ChArUco)
 - the size of the board (number squares in X and Y directions)
 - ArUco marker dictionary (number of bits and number of markers in dictionary)
 - Length of marker side in appropriate unit (triangulation is set to this unit)
 - Length of marker separation (for ArUco) or square side (for ChArUco), in same unit
# aruco / charuco
board_type = "aruco"
# width and height of grid
board_size = [2, 2]
# number of bits in the markers
board_marker_bits = 5
# number of markers in dictionary (less is best)
board_marker_dict_number = 50
# length of marker side
board_marker_length = 4 # mm
# If aruco, length of marker separation
board_marker_separation_length = 1 # mm
# If charuco, square side length
# board_square_side_length = 8 # mm
Calibration: how to actually calibrate
TODO: Document how to calibrate cameras
TODO: Document where to place the calibration folder and how this is processed
TODO: document how to specify ROIs
TODO: provide example python/matlab code to automatically generate toml files
Here are some references for DeepLabCut and other things this project relies upon:
 title={DeepLabCut: markerless pose estimation of user-defined body parts with deep learning},
 author = {Alexander Mathis and Pranav Mamidanna and Kevin M. Cury and Taiga Abe and Venkatesh N. Murthy and Mackenzie W. Mathis and Matthias Bethge},
 journal={Nature Neuroscience},
 title = {DeeperCut: A Deeper, Stronger, and Faster Multi-Person Pose Estimation Model},
 author = {Eldar Insafutdinov and Leonid Pishchulin and Bjoern Andres and Mykhaylo Andriluka and Bernt Schiele},
 booktitle = {ECCV'16},
 url = {}
Project details
Download files
Files for anipose, version 0.2.1
Filename, size File type Python version Upload date Hashes
Filename, size


text: OBJECTIVES: Among individuals who satisfy diagnostic criteria for both major depressive disorder (MDD) and irritable bowel syndrome (IBS), little is known about the role of familial tendency and environmental influences in disease susceptibility. Therefore, we aimed to examine if there is a genetic component to the co-occurrence of MDD and IBS in participants from the population-based Swedish Twin Registry. METHODS: We implemented a nested case-control analysis and a co-twin control analysis. IBS cases were ascertained using an adapted version of the Rome II criteria and MDD cases were assessed using a shortened version of the Computerized International Diagnostic Interview. The case-control analysis included individuals with complete covariate information (N = 29,616), and adjusted for twin pair, 3-yr age band, and sex. The co-twin control analysis considered 288 twin pairs discordant for IBS. Odds ratios (OR) and 95% confidence intervals (CI) were estimated using generalized estimating equations for the case-control analysis and conditional logistic regression for the co-twin control analysis. RESULTS: In all analyses, comorbid disorders of chronic widespread pain, chronic fatigue-like illness, and MDD were more common in IBS cases than controls. In the case-control analysis, individuals with IBS had an increased odds of MDD (OR 2.7, 95% CI 2.3-3.2). In the co-twin analysis, the association was similar (OR 2.2, 95% CI 1.5-3.3) when both MZ and DZ twins were used, and larger among only MZ twins (OR 3.2, 95% CI 1.7-6.1). CONCLUSIONS: From this analysis, we found no evidence that genetic and family environmental factors explain the association between MDD and IBS. Rather, one of these disorders appears to be part of the disease-causing sequence of events, or biologic disease pathway, for the other disorder. However, it was not possible to evaluate the timing of onset between MDD and IBS in this study.


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Purpose: Although new teachers' induction is a key issue of principals' work, there's still little research on this. Occurring within the frame of a EU project, the goal of the study was to perceive the main needs of principals to support beginning teachers in Belgium (Flanders), Finland and Portugal.
Research method: It built on a questionnaire applied to 1654 principals in three countries. 261 principals replied to the questionnaire. Descriptive statistics and exploratory factor analysis were used, and a comparative test involving the countries under analysis was performed.
Findings: The most relevant needs referred to professional/organizational development and pedagogical leadership, comprising implementation of supervisory devices and ICT integration in the classroom. Principals stressed the need to support new teachers to promote differentiated pedagogy, critical reflection and collaborative practices. Moreover, we found significant differences between countries: Belgians presented the highest scores in all dimensions, followed by the Portuguese and the Finish, respectively.
Conclusions: There's a consensus on the relevance of principals' action as pedagogical leaders, with a great focus on collaboration as a methodology of work among teachers, and reflection as an opportunity for professional growth and learning. Traditionally, this issue concerned only teachers. Currently, there seems to be a shift towards a commitment of principals to become more directly involved in driving teachers' practices and teaching processes. Nevertheless, this consensus is not total, as they value differently, in breadth and depth, the other dimensions, which must be analyzed in the light of the idiosyncrasies of each educational system.
school management, school principal; pedagogical leadership; new qualified teachers' induction; professional and organizational development


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Inside XSL-T (3/4) - exploring XML
Attribute sets, variables, and parametersThe xsl:attribute-set element defines a named set of attributes. These attribute sets can be attached to new elements using xsl:element, or copied from element to element using xsl:copy or xsl:use-attribute-sets. The value of the use-attribute-sets attribute is a whitespace-separated list of names of attribute sets, so it is a convenient way for inserting the same set of attributes in many places.
A variable is a name that may be bound to a value. The value to which a variable is bound can be an object of any of the types that can be returned by expressions, namely node-sets, booleans, strings, and numbers. There are two elements that can be used to bind variables: xsl:variable and xsl:param. The difference is that the value specified on the xsl:param variable is only a default value for the binding; when the template or stylesheet within which the xsl:param element occurs is invoked, parameters may be passed that are used in place of the default values.
A variable-binding element can specify the value of the variable in three alternative ways. If the variable-binding element has a select attribute, then the value of the attribute must be an expression and the value of the variable is the object that results from evaluating the expression. In this case, the content must be empty. If the variable-binding element does not have a select attribute and has non-empty content (i.e. the variable-binding element has one or more child nodes), then the content of the variable-binding element specifies the value. The content of the variable-binding element is a template, which is instantiated to give the value of the variable. If the variable-binding element has empty content and does not have a select attribute, then the value of the variable is an empty string.
TemplatesTemplates are the main mechanism for transforming the source into the result document. They consist of two parts, an XPath expression that is supposed to match elements in the source tree, and a fragment that gets inserted into the result document by creating new elements and copying and modifying elements from the source.
Matching source and result elements: XPath
The primary purpose of XPath is to address parts of an XML [XML] document. Supporting this, it also provides basic facilities for manipulation of strings, numbers and booleans. XPath gets its name from its use of a path notation as in URLs for navigating through the hierarchical structure of an XML document, and a natural subset can be used for matching (testing whether or not a node matches a pattern) in XSLT.
Location paths select one node or a set of nodes in the document tree. They exist in normal and abbreviated syntax, where the latter mimics directory navigation behavior.
Here are some examples of location paths using abbreviated syntax:
- /doc/chapter/section selects the fourth section of the third chapter of the doc
- //section/para selects all the para elements in the same document as the current node that have a section parent
-../_USER_ selects the lang attribute of the parent of the current node
- para[_USER_="warning"] selects all para children of the context node that have a type attribute with value warning
- para[_USER_="warning"] selects the fifth para child of the context node that has a type attribute with value warning
- para[_USER_="warning"] selects the fifth para child of the context node if that child has a type attribute with value warning
- chapter[title="Introduction"] selects the chapter children of the context node that have one or more title children with string-value equal to Introduction
- chapter[title] selects the chapter children of the context node that have one or more title children
- para[_USER_ and _USER_] selects all the para children of the current node that have both a lang and an annotation attribute
XPath supports the data types node-sets, booleans, numbers, and strings.
Node-set functions include last(), position(), count(), name(), id() and key().
Sub-string and concatenation functions are included for strings, as well as
the expected basic boolean operations and numerical calculations.
That way complex matching expressions can be formed, for details see
XPath core library.
Finally something about creating result elements, and the unevitable conclusion.
Created: Aug 13, 2000
Revised: Aug 13, 2000


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This article is intended for an Exchange Server administrator. If you experience issues with your Exchange account on your iPhone, iPad, or iPod touch, contact your company's Exchange Server administrator.
An iPhone, iPad, or iPod touch might get connection errors from an intermediate server. These errors happen if a transaction times out before the Mailbox server and device finish a session. Sometimes, a Time to Live (TTL) or heartbeat interval (HBI) on the intermediate servers is shorter than the life of the Exchange ActiveSync transactions. When this happens, the device and the Mailbox server don't communicate.
Check the TTL settings for the intermediate servers between the iOS devices and the Mailbox server. ActiveSync transactions fail when these settings don't exceed the maximum TTL.
Identify the error
When the transaction takes longer than the TTL settings allow, an error appears on the device. It might be an HTTP 500 error or a Status error 110. These errors might delay the account data in that folder or cause it to reload. For example, requests to sync an Exchange Calendar might result in a series of 500 errors in a row. When this happens, iOS asks Exchange to send all calendar data the next time it connects. This lets iOS replace its local cache of calendar data.
Check the ActiveSync log to find out what type of error the device received at the time of the issue. Here's an example of an HTTP 500 error in an ActiveSync log:
Event Type: Error
Event Source: Server ActiveSync
Description: Unexpected Exchange mailbox Server error: Server: [myserver.company.com] User: [_EMAIL_] HTTP status code:. Verify that the Exchange mailbox Server is working correctly.
Learn how to identify the HTTP or Status errors in your Exchange logs.
Set the server's HBI to 59 minutes
The HBI is the amount of time that iOS calculates should pass between pings to the server. If you're the Exchange Server administrator, set the server's HBI to 59 minutes. Learn how to adjust the HBI for your server.
Confirm the timeout for all network firewalls
If you're the system or network administrator, set all network firewalls to time out at 30 minutes or more. The default timeout for some devices might be as low as five minutes. Give the pings and other sync processes enough time to travel to the mailbox and back. Learn how to set and confirm all network firewall settings.
Update the iPhone, iPad, or iPod touch settings
To decrease the amount of data that syncs to the device, lower these settings:
- The number of Mail Days to Sync
- The Sync Calendar Events timeframe
- How often the device fetches data from the server, and how often the server pushes data to the device


text: Mapping network drives and other locations on your Windows laptop or computer is a good way of keeping remote data at hand in your local area network. However, at some point, you might also want to delete some of these drive mappings and keep only those that you regularly use. In this article, we show you exactly how to do that. Here are five methods for deleting mapped drives and network locations from Windows 10 or Windows 11:\r\n\r\n\r\n1. How to delete a mapped network drive from Windows 10 using File Explorer\r\nIf you\u2019re using Windows 10 and you need to delete a previously created drive mapping, the first thing you must do is open File Explorer. Then, on the left side of the window, select This PC. All of the mapped drives are available in the Network Locations group, beneath your solid-state drive, hard-disk drives, and other similar devices such as CD/DVD units or USB memory sticks.\r\n\r\n\r\n\r\nThe mapped network drives are shown in File Explorer\r\n\r\nTo delete a drive mapping toward a network location, right-click (or press-and-hold) on it and select Disconnect.\r\n\r\n\r\n\r\nDisconnect a mapped network drive from Windows 10\r\n\r\nTo remove a drive mapping towards a network folder or FTP site, select it and press Delete on your keyboard. Alternatively, you could also right-click (or press-and-hold) on it and choose Delete in the context menu.\r\n\r\n\r\n\r\nDelete a network location from Windows 10\r\n\r\nThe deleted mapped drives then stop showing. If you want to restore them, you have to recreate them, using this guide: How to map FTP drives, network drives, and web shares, in Windows 10.\r\n\r\n\r\n2. How to delete a mapped network drive from Windows 11 using File Explorer\r\nThe steps to remove a network drive from Windows 11 using File Explorer are similar to the ones in Windows 10. Start by opening File Explorer (Windows + E) and, on the navigation section from the left of the window, select This PC. Then, you\u2019ll see all your mapped network drives listed under Network Locations.\r\n\r\n\r\n\r\nMapped network drives are listed in Windows 11\\'s File Explorer\r\n\r\nTo unmap a network drive from Windows 11, select it, click or tap on the \u2026 (See more) button from the top toolbar, and press \u201cDisconnect network drive\u201d from the menu displayed.\r\n\r\n\r\n\r\nHow to remove a mapped network drive from Windows 11\r\n\r\nAlternatively, you can also use File Explorer\u2019s context menus to remove a network drive from Windows 11. First, right-click or press-and-hold on the mapped network drive that you want to disconnect and select \u201cShow more options.\u201d\r\n\r\n\r\n\r\nShow more options in the context menu\r\n\r\nThen, in the expanded context menu shown, select Disconnect to remove the mapped network drive.\r\n\r\n\r\n\r\nDisconnect a network drive from Windows 11\r\n\r\nIf what you wanted was to delete a network location mapped towards a network folder or FTP site, things couldn\u2019t be simpler. Select it, and either press Delete on your keyboard or the Delete button from the top toolbar of File Explorer. Alternatively, you can also right-click (press-and-hold) on the network location and click or tap Delete in the context menu.\r\n\r\n\r\n\r\nHow to remove a network location from Windows 11\r\n\r\nOnce you delete a mapped drive or network location, File Explorer no longer displays it. If you want them back, you\u2019ll have to recreate them using this tutorial: How to map network drives and add FTP locations in Windows 11.\r\n3. How to unmap a network drive in Command Prompt, PowerShell, or Terminal with the \u201cnet use /delete\u201d command\r\nIf you prefer command-line environments, you can use the net use command to delete mapped network drives. Net use works in Command Prompt, PowerShell, and also in the new Terminal app, both in Windows 10 and Windows 11. Open CMD or the command-line interface you like best and run this command:\r\n\r\nnet use [Mapped Drive Letter] /delete[/DC-CODE]\r\n\r\nFor example, I had a drive mapping to which I assigned the letter Z, so the command I needed to run to unmap the drive was:\r\n\r\nnet use Z: /delete[/DC-CODE]\r\n\r\n\r\n\r\nUsing the net use /delete command to remove a mapped network drive\r\n\r\nOnce you run the net use /delete command, you are informed that the mapped drive has been deleted successfully, and the network drive disappears immediately from File Explorer.\r\n\r\nIMPORTANT: The net use /delete command only works for drive mappings that have a letter assigned. It doesn\u2019t work for network location mappings such as FTP servers or web servers.\r\n\r\n\r\n4. How to delete all mapped network drives with the \u201cnet use /delete\u201d command\r\nIf you have more than one mapped network drive configured and you want to delete them all at once, you can use the same net use command to disconnect them all at once. Open Powershell, Windows Terminal, or start Command Prompt and run the following command:\r\n\r\nnet use * /delete[/DC-CODE]\r\n\r\n\r\n\r\nRunning the net use * /delete command to remove all the mapped network drives\r\n\r\nCMD (or, depending on what you\\'re using, Windows Terminal or PowerShell) then shows you all the active network connections that are going to be canceled. It might also ask whether you are sure that you want to continue. Type in Y if you do, or N if you don\u2019t.\r\n\r\n\r\n\r\nTyping Y to confirm the removal of all the mapped network drives\r\n\r\nTIP: If you want to use the net use to disconnect all the mapped network drives, and you want to force the process to go on without asking for any confirmations, add the /y parameter to the command, like this:\r\n\r\nnet use * /delete /y[/DC-CODE]\r\n5. How to remove a network location (FTP, web server) from Windows by erasing its shortcut\r\nA network location mapping is a shortcut stored as a file on your Windows computer. If you can\u2019t delete it using the first method we\u2019ve shown, you can try others. One of them is to use File Explorer to delete its shortcut. Open File Explorer and navigate to\r\n\r\n%appdata%MicrosoftWindowsNetwork Shortcuts[/DC-CODE]\r\n\r\nwhich is the same as\r\n\r\nC:UsersYour_User_NameAppDataRoamingMicrosoftWindowsNetwork Shortcuts[/DC-CODE]\r\n\r\n\u2026 where Your_User_Name is the name of your Windows user account.\r\n\r\n\r\n\r\nThe Windows folder where network location shortcuts are saved\r\n\r\nIn the Network Shortcuts folder, you can find all network location mappings. Select the ones you no longer want to use. Then, if you\u2019re using Windows 10, right-click (or press-and-hold) on them and select Delete or press the Delete key on your keyboard.\r\n\r\n\r\n\r\nHow to unmap a network location by deleting its shortcut from Windows 10\r\n\r\nIn case you\u2019re using Windows 11, select the network location(s) you want to unmap, and then press Delete on your keyboard. Alternatively, you can also right-click (or press-and-hold) on the network locations and select Delete in the context menu.\r\n\r\n\r\n\r\nHow to unmap a network location by deleting its shortcut from Windows 11\r\n\r\nRegardless of whether you\u2019re using Windows 11 or Windows 10, the selected network mappings are deleted immediately, without additional confirmation.\r\nTroubleshoot network drives and locations that won\u2019t go away\r\nThere are times when none of the methods we described above work as they should. What if you just cannot remove a disconnected network drive from Windows 10 or Windows 11? How do you unmap a drive in Windows in such a situation? Well, if you stumble upon such an issue, here are a few things you could try to disconnect and delete mapped drives:\r\n\r\n \tIf you disconnect a mapped network drive or delete a network location, but it doesn\u2019t disappear from File Explorer, the reason might be that File Explorer didn\u2019t get to refresh its contents. Try pressing the F5 key on your keyboard or click/tap on Refresh in the right-click menu inside File Explorer.\r\n \t If you tried to remove a network mapping from your Windows 10 or Windows 11 PC, but you get an error about that location no longer being available, your Windows operating system is likely outdated. We\u2019ve tested to see what happens when the PC with the mapped network drives and locations is disconnected from the network or when the network resources are no longer available (target devices are shut down or are no longer part


text:
Welcome to Season 1, Episode 3 of the Spiritual Directions podcast. In this episode, I sit down with former oncology nurse and spiritual direction student Barbett Wood to discuss her life as a caregiver and the value of independent thinking.
How do we maintain a sense of meaning and direction surrounded by death and dying? Barbett Wood shares her experiences that led to her understanding of a good death, the simplicity of belief, and the impact of Richard Rohr on her spiritual journey.
CLICK TO LISTENSubscribe to Podcast in iTunes
In this episode you'll discover:
- A caregiver's path through independent questioning to a faith rooted in community
- The poem that framed her values
- Defining a good death
- The key difference between science and faith that can influence our path
- How we can deepen our path with Lectio Divina
Join the Conversation
One of the great things about doing these podcasts is taking part in the conversations they bring about. Every episode, I ask a question to kick it off. This week, the question is:
Explore Additional Resources
In this episode we mentioned the following resources:
Book: The Naked Now: Learning to See as the Mystics See by Richard Rohr. This profoundly insightful book by Franciscan monk Richard Rohr explores ways to let go of dualisms and stay rooted in the present, drawing on the gospels, the teachings of Jesus, and the Christian Mystics.
Book: Jesus Calling: Enjoying Peace in His Presence by Sarah Young. A modern devotional based on Young's daily reflections over years of journaling and listening to God.
If you are looking for previous episodes, you can find them here.
Ask a question
If you have a question, comment, thought or concern, you can share it by clicking here. I'd love to hear from you.
Subscribe to the Podcast
If you enjoyed the podcast, please subscribe:
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If you enjoyed the show, it's a huge help if you rate it on iTunes and write a brief review. That gets the word out, raises rank and visibility, and gives us leverage to share the message.


text:
Making Better Connections in Physics
Jan 07, 2013
Studio physics is an interactive way of learning science, and thanks to a grant from the National Science Foundation, Concordia is bringing studio physics to campus.
With studio, students experience a seamless integration between lecture and lab. Faculty briefly lecture at the start of the class period, and then students work in groups of three or four either to solve problems or do experiments that are integrated with the lecture.
Each group of students works with its own equipment and materials and records data on a dedicated laptop.
"In contrast to the lecture style where students observe the instructor doing an experiment, here students do the work themselves," says Dr. Luiz Manzoni, assistant professor. "We feel it's the best way to teach physics."
Extensive research shows this method improves students' ability to retain what they learn, Manzoni says.
"We're seeing our students are ahead of the curve in test results, and we're seeing that they have a much better understanding of the material," says Manzoni.
Manzoni says this method has been well established but requires an extensive initial expenditure for resources, equipment and computers. Receiving the NSF grant, which was written by physics professor Dr. Heidi Manning, enabled the department to launch studio classes.
"No question, studio encourages more student engagement," says Manzoni. "Students can devise their own method to measure an experiment, and there's more time for discussion at the same time that they are working on the experiment. We're not giving them a recipe to follow. Students are actively doing the problem-solving."
Manzoni says he enjoys studio teaching.
"Students are not afraid to ask questions, and there's much more discussion in class," he says. "It's more fun to teach."
The physics department will expand studio to four classes next year, including all the introductory physics classes.


Diary of a Wimpy Kid Wiki
The Muddy Hand
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Redirected from The Muddy hand
The Muddy Hand is a disembodied hand made covered with mud that appears in one of Rodrick's horror movies entitled "Hello, You're Dead". In it, the Muddy Hand travels the countryside looking
Muddy Hand
for victims to strangle, and the last person who sees it is always the next victim. The film in question frightened Rowley and Greg at the end (where the Muddy Hand strangles its last victim and walks straight at the screen, implying that the viewer will be its next victim.) This made Greg and Rowley become really paranoid that the Muddy Hand was out to get them (despite being a fictional character.) Greg then figures out that since it is just a hand it would take a long time to get to them so they stopped worrying about it. It was only mentioned in Dog Days. In Rodrick Rules, The Foot is used (which is most likely a parody of the Muddy Hand).
In Fregley's version in Dog Days film,in the wilderness awareness he tells a campfirestory about the Muddy Hand. It is about an old woodsman who chops of his own hand by mistake while chopping wood in rain,his hand is the Muddy Hand.
The Muddy Hand looks just like an ordinary hand,the only notable difference is that the hand is quite dirty and has black spots that resemble mud, which is the reason why it's called the "Muddy Hand". It's also unknown how he kills its victim, it is most likely it either strangles the victims throat or any other body part.
 - If the Muddy Hand was not in the book, the plot could have been very different, as Greg and/or Rowley, in specific scenes, would not have been scared and would not have taken the plot-defining actions (such as Rowley smashing Greg's hand with a hammer because he thought it was the Muddy Hand.)
 - In the fim, Rodrick Rules the movie was not The Muddy Hand, but it was The Foot.
 - In the film, Dog Days The Muddy Hand was not in a horror movie, but in a campfire story told by Fregley.
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text:
Q) If a neck lift is performed along with a chin implant, what would be the benefit?
A) The incision for the neck lift is in the same position for a chin implant so it's easy to use the same incision on both procedures. The neck lift can be performed using an endoscopic method which is less invasive than other techniques requiring neck and chin incisions to manipulate the neck muscles. The type of technique is based on the problem and what is most appropriate. Endoscopic procedures are used when very minimal changes are needed and this works well. A more traditional procedure may be used if more work is needed to bring the neck to the upper position.


When working with a multi-terrain setup, it often happens that you get unwanted seams or steps in your world - either on the border between two terrains, or at the edge of a stamp. This article explains how you can get rid off those seams in an elegant way with the stamper in Gaia 2 / Pro.
Our example setup: Two terrains with unaligned heights between the borders.
1. Remove all masks from the stamper. Set the Operation Type to "Set Height", then Add a Distance Mask with
Influence: Global
Axes: X or Z, depending on which axis your seam / edge runs across.
For the Distance Mask Curve set up a hill-like curve. Combined your mask settings should look like this:
You should now be seeing some "hill-like" structure that mimics the curve of the distance mask when the stamp preview is enabled, depending on the height of the stamper it should either be a hill or a valley in your existing terrains:
2. Position the Stamper exactly above the edge you want to blend away. You can experiment a bit with the height to decide at which height the transition should take place:
3. In theory you can stamp now and the two terrains will be merged according to the stamp preview. However you will notice that the seam area will look a bit bland and featureless. You can change this by adding an additional image mask, then selecting a stamp image that shows interesting features that you would like to see in the transition:
Keep in mind that you can just open the stamp browser to flip through the available stamps,the preview will update accordingly:
If you are happy with the result, you can press the stamp button, and you should see your stamp / edge being replaced with the transition you just created. Here are the two terrains from the example setup at the beginning:
If you don't like the transition taking place over such a large area across your world, you can also fine tune the curve, but if you overdo it, it might become obvious that thereis some sort of artifical transition going on between the terrains:


video you already recorded? If you record using some other option and you don't go hit saving produce, it will just be in your clip bin, or you'll have to go open up wherever your recording files are saved directly. So if you have import media, for example, I just hit Capture one there. Now it pops up in the Camp Tasia Recording file. Now you just drag it down here onto the timeline. If you've already recorded a video in it somewhere else, sonority is rendered, then what you can do is hit import media. And for example, let's say I want to go grab a recorded game. I already did. Then what I can do is I can grab, say, this clip right here. I can just drag it in over into the I can get open right here, and it will bring it in. Animals show is a video instead of a Camp Taser recording file. And then when I can do is drag it down here onto the timeline. How it may take a second to render sometimes your audio, so you just want to go ahead and let it do that. And then this is how the normal audio looks on a video. It goes up and down and all around, and then you can edit it from here, and then you can export it into a video. If you want to record the camera, then the recording. The camera comes up the same way as recording the screen. It will pop up, and there's no actual camera connected that this computer right now. But once you record the camera, it will pop up then, and you can bring it down here to edit it also. So that's how you imported video you've already recorded into Camp Tasia Studio so that you can add it and work with the video you've already recorded. 4. Basic editing functions in Camtasia Studio.: here are the basic editing functions in Camp Tasia on Windows, the most basic first step is toe. Have some clip selected in the timeline down here in blue, so you can't edit anything. For example, if I delete this, you can't edit anything if you don't have anything in here. So when you record something, it will automatically pop up in here. Now, if you're trying to edit something else or you deleted by accident, you can always just control Z to undo. Or you can control. Why? To redo you convey. Drag a file down here from the clip bin. Now note that it won't often put it at the very beginning. So if you don't move it over to the beginning, then what you're going to get is a video that starts off black screen for our many seconds between where you put it. So the most basic thing to do is drag your blue selected clips over to the zero point. Once you've got it dragged over to the zero point, then it's easier to work with. The next thing is to understand what each clip is so when you have a screen capture, according in Austin by default, be called something like capture dot t r E C, and this is what you've actually recorded. Now, if you have another track here, if you record the system audio, this will come up is a separate track. Or, if you want to put some images or another video in, you can mix things up with different tracks. Whatever track is on top is the one that will be shown. So if you can see up here, Track two is on top. It's the one that can be shown if I record another track here just very quickly, and I hit record and I go through and do another quick recording. And now it's recording and say is just a couple of seconds I had stopped it. Saving edit. Now this is a new capture file, and what it will do is add it on to the end of what I've already got. So since I don't need the system audio on the bottom, I will delete both of these. So now I have to actual tracks, these air, two different recordings. So right now there's set up so that it's straight, in other words, is just a straight play through their set up concurrently Onley, this one selected, so if it's in gray, it's not selected. If you click on it, then you can select the other one for some editing functions. Like if you're doing the audio, you want to select all your clips, you gonna hold down control and then hit A to select all your clips. If you just want to select multiple clips, you can hit mouse and then hold down control and hit the other clip you want. So say, if you have a bunch of clips and you just want a certain amount, you can select them that way. You can also hold down shift to select all the clips in a row so you don't have to control click manually. So once you've got your clip selected, then you can do various things, like adding in the audio or putting in transitions whatever else you want and I'll show you more about the audio in a minute. For now, I will use the quick audio function to bring the volume up a little more so that you can see a little more drastic change in the volume instead of that flat line, so I just did a basic audio thing to increase the volume on it. So I'll get out of there. So you what you can see is the audio has little ups and downs now, which is good. Your audio is likely to have ups and downs in it, because when you're talking, then there's ups. When you're not talking or there's no sound, then there's downs. So the audio is the key part of getting your clip edited properly. Before I fully move onto that, I'll show you what I mean here by having multiple clips. If you have a clip on top of each other, both of the audio will play. But then the clip that's on top will actually supersede whatever the one on the bottom is. So if you say mess up a part of the video, you can. Actually, just if you mute the audio in this section or if you're not doing audio, can just put it on top to fix it. The easiest thing to do to edit things out is what I'm going to do now to show you with the audio, so the audio is your key tool to editing. Have you seen a movie before? Where they do that? Take three cut and they snapped down the I don't know what it's called, but it snaps down and makes a loud sound to show that they've started filming. The point of doing that is to make a big spike in the audio. That way, you know where to sink the audio on the video up. You don't need to do that in here, but it's the same principle. You use the audio to do the editing on the video. For example, when you start talking often when you record at the beginning, you won't say anything at the very beginning. And you don't want to say anything at the very beginning because you're likely at some point. I've done this plenty of times you start talking before the video's actually rolling. You'll get a word or two in, and then it wont make any sense. So the easiest thing to do is wait a couple seconds while it's recording, and then when you go back and edit, you drag upto where you start talking and the best way determine when you start talking is to use the play button he used to play. But you see Okay, I started talking right there. But it's easy to look at the audio on, see where it goes, up and down to figure out where you started talking. Now my microphone on this is a little bit far away, so the audio's kind of flat years should be a little bit more up and down now, once you've edited out the beginning, So I've zoomed out and you can zoom back in here. What I've actually done is clipped off the first part of the 1st 2nd of this. I clipped it off because in a real video, I wouldn't be talking there and I'd start right where the audio started coming in and you can double check it. You hit control A. To select all your clips. You drag it back to the start, and then what you conduce hit play to make sure that's when you actually started talking. If say, sometimes I'll mess up the very beginning of the videos. A matter of fact, I messed up the beginning of this one. There's no point reshooting another video. What I do is leave kind of a flat silence like this. And then I just go in and edit it upto like right here. Control A to make sure all clips are selected. Dragged back over. Go over here, play and then I start talking as soon as the video roles. So before every video, there's always some silence. Now the same thing will happen. Towards the end of the video, there will be some silence. So what I've done, I grabbed the play cursor that dragged it from the beginning down to the end of the video, and I click. Zoom in here and now this is about in a regular video where the talking would end. But as you can see, there's another clip I put in here, which has its own sound effects. So this works for both the end of a video and putting clips together. What I can do is grab this little arrow, dragged that back, so that trims it out. That terms that silence out. And then I can move this clip over here. I can drag this over to about where I started talking and you want to always check it Well, what you


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Praspel and the Realistic Domains
Praspel (PHP Realistic Annotation and Specification Language) is a formal specification language for PHP. It is based on the Design-by-Contract paradigm and uses preconditions, postconditions, invariants etc. Specifications are written in the comments of the PHP code. Praspel is used for manual, automated or automatic software validation and verification.
This language is inspired by JML but the difference is in the way to specify the data. PHP is dynamically and weakly typed. To specify the data, Praspel relies on realistic domains: Structures allowing to validate and generate data, with the ability to compose them to represent more complex data. Realistic domains are implemented in the Hoa\Realdom library.
Data generators
A contract can be used to automatically generate unit tests. A test is constitued of 2 parts: Test data, and an oracle. Test data are crucial since it must reflect "realistic" data as much as possible, and being to generate data at the limits is also very important. Realistic Domains is an answer to this problem by being able to generate integers, reals, strings (based on regular expressions or grammars for instance), arrays (based on a constraint solver) or objects, for the PHP language types. Thus, it is possible to combine these realistic domains to generate more sophisticated data (like dates, object models etc.).
Contract Coverage Criteria
The contract language can be evaluated to validate and verify data manipulated by the program on one hand. On the other hand, we have algorithms able to automatically generate test data from a piece of a contract. In order to ensure whether the contract is correctly covered, we have defined several contract coverage criteria.
Thus, we are able to generate unit test suites satisfying these contract coverage criteria, and thus ensuring that generated unit test suites reflect all the behavior expressed in the contract.
Research papers
This language is the result of several research papers, journals and PhD thesis.
Learn more.
With Composer, to include this library into your dependencies, you need to require hoa/praspel:
$ composer require hoa/praspel '~1.0'
For more installation procedures, please read the Source page.
$ composer install
Then, to run all the test suites:
$ vendor/bin/hoa test:run
For more information, please read the contributor guide.
The hack book of Hoa\Praspel contains detailed information about how to use this library and how it works.
To generate the documentation locally, execute the following commands:
$ composer require --dev hoa/devtools
$ vendor/bin/hoa devtools:documentation --open
More documentation can be found on the project's website:
Getting help
There are mainly two ways to get help:
Related projects
The following projects are using this library:


text:
spikenard (spĪkˈnärd) [key], name for several plants. The biblical spikenard, or nard, was a costly aromatic ointment, preserved in alabaster boxes, whose chief ingredient is believed to have been derived from Nardostachys grandiflora (or N. jatamansi ), a plant of the family Valerianaceae (valerian family). Such was the precious box of ointment that Mary Magdalen broke over Jesus' feet. The American spikenard, or Indian root, is Aralia racemosa, of the family Araliaceae (ginseng family). The fragrant rhizome of both of these plants is still sometimes used medicinally. The false Solomon's seal, of the family Liliaceae (lily family), is sometimes called wild spikenard. Spikenards are all classified in the division Magnoliophyta but differ in the classes, orders, and families to which they belong.
More on spikenard from Fact Monster:
See more Encyclopedia articles on: Plants


Agency of Human Services: Final Adopted Rule For Access to Information
This is a rule promulgated in 1996 by the Agency of Human Services as AHS Rule 96-1. It also is known as AHS Rule 96-23. The Department of Health is a department within the agency.
I. Definitions
1.1 "Agency" means the Agency of Human Services or any of theoffices, departments or programs that comprise the Agency.
1.2 "AHS" means the Vermont Agency of Human Services
1.3 "Client" means an individual or family who is voluntarilyserved by a department, office, program, contractor or grantee ofthe Agency of Human Services.
1.4 "Contractor" means an individual or entity with whom theAgency or any of its departments, offices or programs has acontract to provide personal services.
1.5 "Employee" means any person who works in a full-time, part-time, temporary, or contractual position for the Agency or any ofits departments, offices, or programs.
1.6 "Grantee" means an individual or entity with whom the Agencyor any part thereof has a grant to provide personal services.
1.7 "Program" means a set of services, (such as determining and processing ANFC benefits, verifying and setting up delivery for WIC foods) for which the Agency bears fiscal responsibility.
1.8 "Administrative Obligations" means activities pursuant to federal or state laws or regulations (such as verification of eligibility, verification of service delivery, detection of fraud, monitoring of quality assurance, audit of expenditure reports) which provide for accountability in the use of public funds.
II. Basic Principles
2.1 Presumption of Confidentiality
All information specific to, and identifying of, individualsand families is presumed to be confidential and subject to thesestandards. Employees shall not disclose the informationunless a specific exception to the presumption applies or thedisclosure is authorized by the client, a court or as otherwise authorized by law or rule.
2.2 Existing Statutes
These rules are not intended to expand or diminish currentprovisions in law relating to disclosure of confidentialinformation.
2.3 Information Collection
Employees shall collect and record only that informationneeded to fulfill the goal of serving the client and meetingadministrative or legal obligations.
2.4 Informing Clients
At the initial meeting with each client, or within two weeks, employees shall review and offer to provide the rules for access to information to the client.
III. Permissible Disclosures
3.1 Client Consent
No information about a client shall be released without prior consent from the client, unless directly connected with the administration of a program or necessary for compliance with federal or state laws or regulations.
3.2 Sharing "Non-identifiable" Information
Information that does not identify a client may be used forstatistical research, forecasting program needs, or other suchpurposes.
3.3 Public Information
Information defined as public by 1 VSA & 317 or otherapplicable statute is available to the public. The proceduresin the public records statute shall be followed before publicinformation is released.
3.4 Information Sharing for Administrative Purposes
Employees may share information which is necessary tosatisfy the Agency's administrative obligations. Departmentswill develop written agreements limiting the kinds of informationto be shared when programs are jointly administered by different Departments. No information shall be released to a person or entity that is out of state, unless directly connected with the administration of a program or necessary for compliance with federal or state laws or regulations.
3.5 Disclosure Without Consent in Limited Circumstances
Employees must release sufficient information tocomply with mandatory reporting requirements for cases involvingthe abuse, neglect, or exploitation of children and persons whoare elderly or who have disabilities. Information may be releasedwithout consent when Vermont law creates a duty to warn identified individuals of potential harm to their person or property, in response to court orders, or to investigate or report criminal activity as required by federal or state law or regulation. Only information relevant to the situation shall be disclosed. The employee shall document the date, purpose and content of the report, the name, address and affiliation of the person to whom the information was released, and shall notify the client that the information was disclosed.
IV. Procedures Related to Consent
4.1 Obtaining Informed Consent
Prior to releasing confidential information the Agency shallobtain the client's informed consent. This includes providinginformation about consent in a language and format understandableto the client. Reasonable accommodations shall be made forspecial needs based on the individual or family's education,culture, or disability. Employees shall inform clients that granting consent is not a pre-requisite for receiving services, and shall explain that they may apply for services separately.
4.2 Consent of Minors to Release of Information
Employees shall obtain the consent of a minor client torelease information concerning treatment for which parentalconsent is not required.
4.3 Format for Consent to Share Information
Consent for the sharing or release of information shallordinarily be in writing. If an emergency situation requires granting of verbal consent, written consent shall be obtained at the next office visit or within thirty days, whichever comes sooner. Required information will include:
 1. Names of the people about whom information may beshared
 2. A checklist of the kinds of information to be shared
 3. A checklist of the departments within the Agency toreceive the information
 4. A statement or date covering expiration of consent
 5. A statement about procedures for revoking consent
 6. Signature of individuals covered by the consent, ortheir parents or guardians
 7. Signature of the individual explaining the consentprocess with their position and job title.
 8. A space to provide individualized instructions.
 9. A copy of the consent form shall be provided to all signatories.
4.4 Client Access to Records
Unless prohibited by federal or state law or regulation, clients shall be permitted to view and obtain copies of their records. Each department within the Agency shall have written procedures which permit clients to verify personal information they have provided for accuracy and completeness and for placing amendments to the information in their files. Employees shall take reasonable steps to present records in a form accessible to the client, including but not limited to large type format or verbal review. A fee not to exceed the actual cost of copying may be charged for records exceeding 10 pages. This fee shall be waived if it would prohibit access.
V. Procedures to Protect Confidentiality
5.1 Staff Training
All AHS employees and all AHS volunteers and interns, shall be instructed in these rules. AHS shall train their Contractors and grantees who shall, in turn, provide the same instruction for their employees, interns, and volunteers.
5.2 Response to Requests for Information
An employee shall not respond to requests from outside the Agency for information about clients even to acknowledge that the person is a client, unless authorized. If a client has consented to or requests that information be released, the employee shall comply with the request.
5.3 Designated Individual
Each agency or department shall appoint one or more trained staff members to be responsible for responding to all requests for client information when there is no written consent to release, and no statutory or administrative authority permitting release of the requested information. These individuals shall be specially trained in maintaining confidentiality. A list of the designated individuals for each department and office shall be maintained in the Attorney General's office; Human Services Division.
5.4 Affirmation of Understanding
Employees shall sign an affirmation that they will complywith these rules. This affirmation shall be part of theirpersonnel files. Supervisors shall review this affirmationduring annual evaluations. Violation of these rules shall result in disciplinary action.
5.5 Written Agreements with Grantees or Contractors
The following assurance, or one similar to it, will beincluded in all AHS grants/contracts signed after these ruleshave been approved:
[Grantee/contractor] agrees to comply with the requirementsof AHS Rule No. 96-1 concerning access to information. Thecontractor shall require all of its employees to sign the AHSaffirmation of understanding or an equivalent statement.
5.6 Client Referrals
When referring a client to another agency for services, ifthe referral does not meet the criteria for permissibledisclosures under Section 3.4, the initial agency shall obtain the consent of the client for the referral and alert the receiving agency that confidential client information accompanies the referral.
5.7 Documentation of Disclosure
Requests for disclosures of client information shallbe maintained in the client's file if the request does not meetthe definition of a permissible disclosure under Section 3.4.
Employees shall document in writing any information actually disclosed, along with the name of the person/agency to whom it was disclosed and the date of the disclosure. When permissible disclosures are made under Section 3.4, documentation may be limited to the name of the department/agency/program to whom the disclosure was made.
VI. Information Systems
6.1 Computerized Information:
When developing a computerized data system, the Agencyshall:
 1. Develop security procedures consistent with the rule;
 2. Instruct staff in the security procedures;
 3. Inform clients if a computerized system is being used;
 4. Establish written agreements with participatingagencies outlining procedures for sharing andprotecting information.
 5. Develop security procedures in relation to the transmission of information.
6.2 Security Procedures
The Agency shall develop a protocol which is consistent with the requirements of this rule to safeguard confidentialclient information. Contractors and grantees shall also develop aprotocol or shall adopt the protocol of


Definition - What does Plea mean?
A plea refers to an answer to a claim made by an individual in a criminal case in an adversarial system. Colloquially, a plea has taken on the meaning of a declaration made by a defendant at an arraignment, or in response to a criminal charge, wherein the defendant claims him or herself to be guilty or not guilty. Most jurisdictions also allow for a person to plead "no contest."
Justipedia explains Plea
The idea of a plea is one of the most significant differences when comparing criminal and civil procedures. Under criminal procedure, a plea of guilty by the defendant waives the trial process and allows the defendant to be sentenced immediately. On the other hand, in civil procedure, there is no concept of a guilty plea. Even if a defendant is willing to give a full confession, this will not prevent a trial from being held, nor does it relieve the plaintiff from the duty of proving its case.
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text:
15-864 Assignment 1: Subdivision Surfaces
Monday, Feb 13 before midnight.
In this assignment you will get experience working with half-edge
data structures and subdivision surface algorithms. Upon completion
of the assignment, you will have produced a useful command-line tool
for subdividing meshes stored in
the OBJ file format.
- Read a mesh from an
put it in a half-edge
data structure. Note that your data structure should support general
polygons (not just triangles), and support geometry files with
multiple (disconnected but manifold-with-boundary) mesh components. We
will provide C++ code for parsing.obj files (see below), and some
sample triangle-based and quadrilateral-based meshes.
- Use your data structure to subdivide the mesh using one of the
subdivision algorithms discussed in class; namely, Loop
scheme or Catmull-Clark
scheme (or even Butterfly
scheme, or Doo-Sabin
scheme) (note that some of these schemes require nontriangle
meshes, or involve dual meshes).
- "subdivide" command-line tool: Make command line
tool to subdivide one obj file and produce a second, e.g., subdivide
input.obj output.obj. It should provide an error message if the
input file has the wrong kind of geometry, e.g., "expected only
triangles but found a 6-gon." Be sure to write out normals for the
- Displaying/debugging meshes: Feel free to use
any third-party software to visualize your mesh, e.g., maya, or make a
command line tool for displaying your untextured subdivision meshes
with exported normals.
- Hand in your full source code, and compiled
executable tools. All code should run on the Weh5336 cluster--but
feel free to work on your own machine in the beginning. Your command
line tool (subdivide) should give meaning help when
with the "--help" option. Include a
README file that
summarizes what you did, any special build instructions, and how to
control the displayMesh UI (preferrably in the "--help" option).
Turn-in directories have yet to be created, but
You can find an obj file reader and some example code that uses it here.
It depends on both the vl and boost libraries, both of which have
in a convenient location in afs (the Makefile includes all the
appropriate paths; take a look at it for details). If you are curious
about the.obj file format, Roy Riggs has a great summary.
Here are some connected manifold-with-boundary test meshes (more to
Also, check out Turbo
Squid; it has a lot of free models. (Warning: Some of
these models can have pretty gross mesh topology, since artists seldom
care about the numerical properties of the meshes they create.
Improving the error error checking of your code will be helpful.)
Other things to try:
- Make you subdivision algorithm interactive, so that you can load
and subdivide meshes interactively. You might also try deforming the
base mesh, and seeing how the subdivided mesh is affected.
- Provide a command line option to write out positions and/or
normals on the limit subdivision surface. Formulae of limit positions
and normals for Loop surfaces are given in the course notes,
or in [Hoppe et. al
1994]. See references for other subdivision types.
- Include support for textured meshes by subdividing texture
coordinates the same way that you subdivided points. Details are in [DeRose et al.,
SIGGRAPH 98]. Watch out for texture boundaries.
- Try implementing support for semi-sharp features, as in [DeRose et al.,
SIGGRAPH 98], and provide a simple example. You can save the edge
sharpness value (-1=smooth,
0,1,2,3...) in your HalfEdge object. (To automatically specify edge
sharpness for a complex example, you could also map edge-flap angles
in the control mesh to sharpness values.)
- Take a look at this
page for some useful
- If you're having trouble logging into the lab machines, please
- Tony D. DeRose, Michael Kass, and Tien Truong. Subdivision
Surfaces in Character Animation. Proceedings of SIGGRAPH
98. pp. 85-94, 1998.
- Hugues Hoppe, Tony DeRose, Tom Duchamp, Mark Halstead, Hubert
McDonald, Jean Schweitzer, and Werner Stuetzle. Piecewise
Smooth Surface Reconstruction. Proceedings of SIGGRAPH 94.
pp. 295-302, 1994.
- Jos Stam. Exact
Evaluation of Catmull-Clark Subdivision Surfaces at Arbitrary Parameter
Values. Proceedings of SIGGRAPH 98. pp. 395-404,
- Joe Warren and Henrik Weimer. Subdivision
Methods for Geometric Design: A Constructive Approach
Morgan Kaufmann, 2001.
- Denis Zorin, Peter Schröder, Tony DeRose, Leif Kobbelt, Adi
and Wim Sweldens. Subdivision
for Modeling and Animation. SIGGRAPH 2000 Course Notes.


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In the continued drive for greater fuel efficiency and reduced emissions, Caterpillar has developed a hybrid propulsion system, ideal for tugboats or many other marine applications. The Cat Hybrid Propulsion System brings a great deal of flexibility to the vessel, giving captains several options in how they operate their tug. If your vessel spends the majority of its time in standby, position-keeping or low-speed transit modes, a conventional diesel-mechanic propulsion system may be costing you too much in fuel, maintenance and overall lifecycle expenses. Hybrid propulsion systems give you the full diesel-mechanic power and performance you need in work mode — then let you switch to more efficient diesel-electric operation in other applications. The result? Higher average engine load, fuel savings, significantly reduced maintenance costs, increased uptime and a lot more.
The Cat Hybrid Propulsion System can be developed as stem-to-stern solution, with a pair of primary diesel engines connected to the vessel's azimuth drives. In addition to the diesel engines, the Cat Hybrid Propulsion System includes VFD controlled booster motors, which are also tied to the azimuth drives. The booster motors are powered by generator sets and/or batteries and the load balancing and switching between operation modes are handled in a highly optimized control system.
Popular power options for the Cat Hybrid Propulsion System include Caterpillar's highly esteemed 3500 marine power series, and a suitable selection of generator sets.
WHAT IS THE BENEFIT OF UTILIZING DIESEL AND ELECTRIC TOGETHER?
If maximum performance is needed from the azimuth drives, a captain can combine full power from the diesel engines with the booster motors to get top bollard pull. If, though, the vessel is in transit or in standby, then the main diesel engines can be shut down and the smaller generators used to create enough thrust. And if conventional tugboat capabilities are desired, the diesel engines can be used to power the azimuth thrusters without the booster motors. This ability to switch on the fly offers obvious benefits, including:
- Increased fuel efficiency – In transit or standby, the vessel can run its smaller generators at a higher load, getting more out of every drop of fuel.
- Reduced running hours – With additional power options on the vessel, captains can protect their primary engines from unnecessary wear.
- Reduced maintenance costs – Caterpillar's C-series of generator sets are smaller than the 3500 engines, which means they are easier to service, and cost less to do so. Captains can take advantage of this by prioritizing generator usage whenever possible.
- Reduced emissions – Better fuel efficiency and higher average engine load means lower emissions.
The Cat Hybrid Propulsion System gives every captain what they want – options. And with more options comes more performance and more efficiency.
MEET THE NEW CAT HYBRID PROPULSION SYSTEM
HARBOR DOCKING AND TOWING CHOOSES WASHBURN & DOUGHTY FOR NEW TUGS FEATURING CAT® HYBRID PROPULSION
Caterpillar Marine is pleased to announce a contract to supply an integrated hybrid propulsion solution on two new vessels for Harbor Docking and Towing based in Houston, Texas. The vessels will be designed and built by Washburn & Doughty in East Boothbay, Maine. This sales contract is a culmination of joint efforts between Milton Cat and Louisiana Cat who supports Harbor Docking and Towing's vessels operating in Lake Charles, LA. Caterpillar will be providing a 'stem-to-stern' Cat® content hybrid propulsion system scope including 3512E main engines, C18 generator sets, a C7.1 generator set, shaft lines, MTA 628 azimuth drives, booster motors, VFD's, switchgear, and a fully integrated and simple to use control system. Read more about this in our press release!


text:
Marble Chips and Acids
Date: Around 1999
I would be ecstatic if you have, or know of any site
that does, an investigation on the reaction between hydrochloric acid and
marble chips. (I am investigating how the concentration of acid affects
It is for my GCSE coursework, and as i have missed the last 2/3 months of
school; due to serious health problems, i am desperately stuggling.
I would really appreciate it if you could help in all areas (plan,
conclusion and analysis etc.). If anyone has handed in or re-written a
GCSE investigation to do with this experiment, i would be SO grateful if
you would email me with either a web page or details.
Newton isn't in the business of doing people's schoolwork for them. We're
here to help them learn, which isn't the same thing.
You have chosen a somewhat difficult system to investigate, as it involves
two different phases (solid marble chips and liquid HCl in solution). The
progress of the reaction will depend on many variables other than the
concentration of the HCl. Two that are especially prominent because of the
two-phase nature are: 1. The ratio of surface area of the chips to the mass
of the chips. Smaller chips or chips of irregular shape will have
proportionately more surface area than large or blocky chips. 2. The
mixing between the two phases. As the reaction proceeds, HCl near the chips
will be depleted, and the concentration there will be less than the average
concentration throughout the reaction mixture. This could really throw off
your investigation. To minimize problem 1, you will need to use similar
marble chips for each experiment. They should be the same size and general
shape from run to run to give you interpretable results. For your analysis,
it may be a good idea to estimate the surface area (in, say, square
centimeters per gram) of the chips. This number may change as the reaction
proceeds, so you may also want to determine the area as a function of time
or extent of reaction as well. To minimize problem 2, you will need to keep
the reaction mixture well-mixed throughout the course of the reaction.
Before I go further, I should establish exactly what reaction is occurring.
CaCO3(s) + H+(aq) + Cl-(aq) --> Ca++(aq) + HCO3-(aq) + Cl-(aq)
HCO3-(aq) + H+(aq) + Cl-(aq) --> H2CO3(aq) + Cl-(aq)
H2CO3(aq) --> H2O + CO2(g)
Add these all together to get
CaCO3(s) + 2H+(aq) --> Ca++(aq) + H2O + CO2(g)
Depending on what the rate-determining step of this reaction is, the
kinetics should be either first or second order in acid.
There are several ways that you can follow the reaction, and it may be a
good idea to try more than one of them. As the reaction proceeds, solid
marble (CaCO3) disappears, acid (H+) is consumed, and carbon dioxide gas
(CO2) is produced. You could measure these by:
CaCO3: Stop the reaction after some period of time by filtering out and
washing the marble, and weigh it.
acid: Measure the pH of the reaction as it proceeds (requires a pH meter,
which is expensive), or fish out the marble and titrate the remaining acid.
CO2: Trap the gas evolved into an inverted graduated cylinder or a balloon,
and measure its volume. You could also trap it onto a chemical adsorbent,
such as Ascarite of soda lime, and weigh the charged sorbent. (Both
measurements would need to be corrected for water vapor in the collected
As for analysis and conclusions, you will need some data first. This should
be enough to get you started.
Richard E. Barrans Jr., Ph.D.
PG Research Foundation, Darien, Illinois
Click here to return to the Chemistry Archives
Update: June 2012


text:
accelerated light exposure的用法和样例：
- Operating relative humidity during light exposure (if measured).
- Green laser light exposure was given 72 hours after HPD injection.
- You are great, do not need as light exposure, insufferably arrogant.
- There seems to be interplay between an individual's innate vulnerability and her degree of light exposure.
- You can also rotate the containers so each side of your plant gets enough light exposure.


text:
Politics and tax morale. the role of trust, values, and beliefs, in shaping individual attitudes towards tax compliance.
MetadataShow full item record
Traditional models of tax evasion cannot explain why most people comply with their taxes. It has been proposed that taxpayers may have an intrinsic motivation (or willingness) to comply with taxes - Tax Morale. Empirical studies found that trusting government, upholding religious beliefs, and supporting democratic regimes, increase individual Tax Morale. Based on those results and drawing from related literature in Political Science, this study tests the role of trusting government institutions delivering public goods to taxpayers, ideological beliefs, individual support for political regimes, and upholding post-materialist values, on Tax Morale. Results for individuals living in democratic countries show a positive relationship between trust in government institutions and upholding democratic values on Tax Morale; a negative relationship between upholding ideological (conservative) beliefs and Tax Morale, and no relationship between upholding post-materialist values and Tax Morale. Results for individuals living under non-democratic regimes differ in some respects; whereas support for democracy is related with higher Tax Morale, other results - trust in government and ideological beliefs - differ from theoretical expectations. Overall, higher trust in government increases willingness to comply with taxes, and support for democracy elicits higher Tax Morale.