The presentation was given by Mr. Bas Kempen, ISRIC, during the GSOC Mapping Global Training hosted by ISRIC - World Soil Information, 6 - 23 June 2017, Wageningen (The Netherlands).
The TileDB Array Data Storage Manager - Stavros Papadopoulos, Jake BolewskiPyData
TileDB is an open-source storage manager for multi-dimensional sparse and dense array data. It has a novel architecture that addresses some of the pain points in storing array data on “big-data” and “cloud” storage architectures. This talk will highlight TileDB’s design and its ability to integrate with analysis environments relevant to the PyData community such as Python, R, Julia, etc.
Design decisions relating to ChiToolbox, presented at the Kick-off Meeting for OpenVibSpec, 3 February 2020, in Bochum, Germany.
ChiToolbox is an open source MATLAB toolbox for handling data from hyperspectral imaging experiments.
https://bitbucket.org/AlexHenderson/ChiToolbox/
https://openvibspec.org/
This slide will provide an overview of current functionality, techniques, and tips for visualization and query of HDF and netCDF data in ArcGIS, as well as future plans. Hierarchical Data Format (HDF) and netCDF (network Common Data Form) are two widely used data formats for storing and manipulating scientific data. The NetCDF format also supports temporal data by using multidimensional arrays. The basic structure of data in this format and how to work with it will be covered in the context of standardized data structures and conventions. This slide will demonstrate the tools and techniques for ingesting HDF and netCDF data efficiently in ArcGIS, as well as some common workflows to employ the visualization capabilities of ArcGIS for effective animation and analysis of your data.
Data Science, Statistical Analysis and R... Learn what those mean, how they can help you find answers to your questions and complement the existing toolsets and processes you are currently using to make sense of data. We will explore R and the RStudio development environment, installing and using R packages, basic and essential data structures and data types, plotting graphics, manipulating data frames and how to connect R and SQL Server.
The TileDB Array Data Storage Manager - Stavros Papadopoulos, Jake BolewskiPyData
TileDB is an open-source storage manager for multi-dimensional sparse and dense array data. It has a novel architecture that addresses some of the pain points in storing array data on “big-data” and “cloud” storage architectures. This talk will highlight TileDB’s design and its ability to integrate with analysis environments relevant to the PyData community such as Python, R, Julia, etc.
Design decisions relating to ChiToolbox, presented at the Kick-off Meeting for OpenVibSpec, 3 February 2020, in Bochum, Germany.
ChiToolbox is an open source MATLAB toolbox for handling data from hyperspectral imaging experiments.
https://bitbucket.org/AlexHenderson/ChiToolbox/
https://openvibspec.org/
This slide will provide an overview of current functionality, techniques, and tips for visualization and query of HDF and netCDF data in ArcGIS, as well as future plans. Hierarchical Data Format (HDF) and netCDF (network Common Data Form) are two widely used data formats for storing and manipulating scientific data. The NetCDF format also supports temporal data by using multidimensional arrays. The basic structure of data in this format and how to work with it will be covered in the context of standardized data structures and conventions. This slide will demonstrate the tools and techniques for ingesting HDF and netCDF data efficiently in ArcGIS, as well as some common workflows to employ the visualization capabilities of ArcGIS for effective animation and analysis of your data.
Data Science, Statistical Analysis and R... Learn what those mean, how they can help you find answers to your questions and complement the existing toolsets and processes you are currently using to make sense of data. We will explore R and the RStudio development environment, installing and using R packages, basic and essential data structures and data types, plotting graphics, manipulating data frames and how to connect R and SQL Server.
Week-3 – System RSupplemental material1Recap •.docxhelzerpatrina
Week-3 – System R
Supplemental material
1
Recap
• R - workhorse data structures
• Data frame
• List
• Matrix / Array
• Vector
• System-R – Input and output
• read() function
• read.table and read.csv
• scan() function
• typeof() function
• Setwd() function
• print()
• Factor variables
• Used in category analysis and statistical modelling
• Contains predefined set value called levels
• Descriptive statistics
• ls() – list of named objects
• str() – structure of the data and not the data itself
• summary() – provides a summary of data
• Plot() – Simple plot
2
Descriptive statistics - continued
• Summary of commands with single-value result. These commands will work on variables
containing numeric value.
• max() ---- It shows the maximum value in the vector
• min() ----- It shows the minimum value in the vector
• sum() ----- It shows the sum of all the vector elements.
• mean() ---- It shows the arithmetic mean for the entire vector
• median() – It shows the median value of the vector
• sd() – It shows the standard deviation
• var() – It show the variance
3
Descriptive statistics - single value results -
example
temp is the name of the vector
containing all numeric values
4
• log(dataset) – Shows log value for each
element.
• summary(dataset) –shows the summary
of values
• quantile() - Shows the quantiles by
default—the 0%, 25%, 50%, 75%, and
100% quantiles. It is possible to select
other quantiles also.
Descriptive statistics - multiple value results -
example
5
Descriptive Statistics in R for Data Frames
• Max(frame) – Returns the largest value in the entire data frame.
• Min(frame) – Returns the smallest value in the entire data frame.
• Sum(frame) – Returns the sum of the entire data frame.
• Fivenum(frame) – Returns the Tukey summary values for the entire
data frame.
• Length(frame)- Returns the number of columns in the data frame.
• Summary(frame) – Returns the summary for each column.
6
Descriptive Statistics in R for Data Frames -
Example
7
Descriptive Statistics in R for Data Frames –
RowMeans example
8
Descriptive Statistics in R for Data Frames –
ColMeans example
9
Graphical analysis - simple linear regression model
in R
• Logistic regression is implemented to understand if the dependent
variable is a linear function of the independent variable.
• Logistic regression is used for fitting the regression curve.
• Pre-requisite for implementing linear regression:
• Dependent variable should conform to normal distribution
• Cars dataset that is part of the R-Studio will be used as an example to
explain linear regression model.
10
Creating a simple linear model
• cars is a dataset preloaded into
System-R studio.
• head() function prints the first
few rows of the list/df
• cars dataset contains two major
columns
• X = speed (cars$speed)
• Y = dist (cars$dist)
• data() function is used to list all
the active datasets in the
environment.
• ...
Using R to Visualize Spatial Data: R as GIS - Guy LansleyGuy Lansley
This talk demonstrates some of the benefits of using R to visualize spatial data efficiently and clearly.
It was originally presented by Guy Lansley (UCL and the Consumer Data Research Centre) to the GIS for Social Data and Crisis Mapping Workshop at the University of Kent.
Item 9: Soil mapping to support sustainable agricultureExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Markus Anda (Indonesia)
Item 8: WRB, World Reference Base for Soil ResoucesExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Satira Udomsri (Thailand)
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
Shree Prasad Vista (Nepal)
Item 6: International Center for Biosaline AgricultureExternalEvents
SOIL ATLAS OF ASIA
2ND EDITORIAL BOARD MEETING
RURAL DEVELOPMENT ADMINISTRATION, NATIONAL INSTITUTE OF AGRICULTURAL SCIENCES,
JEONJU, REPUBLIC OF KOREA | 29 APRIL – 3 MAY 2019
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. What is R?
• R is a free software environment for statistical computing and
graphics
• R provides a wide variety of statistical (linear and nonlinear
modelling, classical statistical tests, time-series analysis,
classification, clustering, …) and graphical techniques, and is highly
extensible.
– Base functionality (comes with R installation)
– Extension via ‘Packages’ (~6,700)
• www.r-project.org/
• www.r-tutor.com
3. Why R?
• It is free
• It runs on a variety of platforms
• Platform for (advanced) statistical data analyses
• State-of-the-art graphic capabilities
• Connects with other software (SAGA GIS, GE, Python)
• Very large user community on the web; lots of resources
• R has a steep learning curve
• Thousands of packages, not always easy to find what you are
looking for
• Sometimes cryptic error messages
• Not a GIS
6. First steps.....
• Tell R where to find and save your files: setting the
working directory using the ‘setwd’ command:
– setwd(“D:/Bas/SpringSchool/Rintro/workingdir”)
– setwd(“D:BasSpringSchoolRintroworkingdir”)
• Load packages that are required for your analyses:
– library(gstat)
– require(gstat)
(packages should be installed on your computer)
• Note: R is case-sensitive!
8. R scripts and data objects
• R scripts are saved as “<name>.R” files
• R objects in the environment can be saved for future
use.
• Save the entire environment or only a couple of
objects.
• Objects are saved as “<name>.rda” or
“<name>.RDATA” files
9. Basic Data Types
• Numeric
• Integer
• Logical
• Character
• Factor
Vector
Function
10. Vectors
• Sequence of data elements of the same basic
type.
• Vectors can be combined.
11. Vector arithmetic
• Vectorized operations: most operations work on vectors with
the same syntax as they work on scalars (no need for looping)
• Vector arithmetic:
• Recycling of vector elements:
12. Other data structures
• Matrices
• Lists
• Data frames
• Data frame is the fundamental data structure
for statistical modelling in R.
• Data frame is a table with columns and rows
(fields and records).
13. Data frame
• Columns can have different data types
(numeric, integer, logical, character, factor)
• All columns must have the same length
15. Functions
• Data analyses and modelling is done through functions.
• These can be very simple:
• More complex functions have multiple arguments (inputs)
• Arguments have specific requirements
• Access help: ?fit.variogram
16. Plotting
• Large number of packages and functions for
generating plots with basic functionality to
‘high-level’: e.g. lattice and ggplot.
• The basic function for plotting is ‘plot’
17. ggplot (http://ggplot2.org/)
• library(ggplot2)
• Build your plot layer by layer
• Building blocks:
– geom: the geometric object that describes the
type of plot that is produced.
– aes: ‘aesthetics’, defines the visual properties of
the variables that are going to be plotted.
– scales: control the legend, plot layout
22. Importing data
• Importing from tables:
– csv: read.csv()
– txt: read.table()
– xlxs: read.xlsx() [requires package ‘xlsx’]
• Data is imported as a data.frame
25. Spatial Data in R
• R offers a wide variety of packages and tools that
can handle spatial data.
• Note: R is not a GIS.
• R is not so memory efficient.
• Relevant packages:
– sp: handling spatial data
– raster: reading/manipulating/writing spatial raster
data
– rgdal: reading/writing spatial data
– maptools: reading/manipulating/writing spatial
polygon data (not maintained anymore)
26. Spatial data classes and formats
• Vector: points, lines and polygons (areal).
• For storing data that has discrete boundaries, such as
country borders, land parcels, and streets.
• Format: shapefile
27. Spatial data classes and formats
• Raster: surface divided into a regular grid of cells.
• For storing data that varies continuously, as in a
satellite image, a surface of chemical concentrations,
or an elevation surface.
• Format: GeoTiff (allows embedding spatial reference
information, metadata and color legends. It also
supports internal compression)
• (Ascii, ESRI Grid)
28. Structures for spatial data
• Spatial data is nothing more than a data frame
that has columns with X and Y coordinates.
• Example:
• Let’s now take a look at R classes for spatial data
(sp package)
29. Spatial data classes I
• Convert a data frame to a SpatialPointsDataFrame
object with the coordinates function.
36. Projections
• Once you have loaded your spatial data in R,
you have to tell R its geographic projection.
• Check the current projection: proj4string
function.
• Setting a projection: CRS function.
• Reprojecting to another coordinate system:
spTransform function.