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Generates a dictionary of the same type as mapping with a fixed set of keys mapping to strategies. mapping must be a dict subclass.

Generated values have all keys present in mapping, with the corresponding values drawn from mapping[key]. If mapping is an instance of OrderedDict the keys will also be in the same order, otherwise the order is arbitrary.

Examples from this strategy shrink by shrinking each individual value in the generated dictionary.

Generates dictionaries of type dict_class with keys drawn from the keys argument and values drawn from the values argument.

The size parameters have the same interpretation as for lists.

Examples from this strategy shrink by trying to remove keys from the generated dictionary, and by shrinking each generated key and value.

Generates an infinite stream of values where each value is drawn from elements.

The result is iterable (the iterator will never terminate) and indexable.

Examples from this strategy shrink by trying to shrink each value drawn.

Deprecated since version 3.15.0: Use Easy USA Womens Aqua Wave Water Shoes Socks Black/Pink YXUkTi

Generates unicode text type (unicode on python 2, str on python 3) characters following specified filtering rules.

The _codepoint arguments must be integers between zero and sys.max_unicode . The _characters arguments must be collections of length-one unicode strings, such as a unicode string.

The _categories arguments must be used to specify either the one-letter Unicode major category or the two-letter Unicode general category . For example, ('Nd', 'Lu') signifies “Number, decimal digit” and “Letter, uppercase”. A single letter (‘major category’) can be given to match all corresponding categories, for example 'P' for characters in any punctuation category.

Examples from this strategy shrink towards the codepoint for '0' , or the first allowable codepoint after it if '0' is excluded.

Generates values of a unicode text type (unicode on python 2, str on python 3) with values drawn from alphabet, which should be an iterable of length one strings or a strategy generating such. If it is None it will default to generating the full unicode range (excluding surrogate characters). If it is an empty collection this will only generate empty strings.

min_size and max_size have the usual interpretations.

Examples from this strategy shrink towards shorter strings, and with the characters in the text shrinking as per the alphabet strategy.

Generates strings that contain a match for the given regex (i.e. ones for which will return a non-None result).

regex may be a pattern or compiled regex . Both byte-strings and unicode strings are supported, and will generate examples of the same type.

Pattison, J., (in press) London: Vanity Press. Woolley, E. and Muncey, T., (in press) Demons or diamonds: a study to ascertain the range of attitudes present in health professionals to children with conduct disorder. (Accepted for publication December 2002).
Anglia Ruskin University, 2007. [leaflet] August 2007 ed. Cambridge: Anglia Ruskin University.
Hindle, E., 2000. [letter] (Personal communication, 2 June 2000). O'Sullivan, S., 2003. [letter] (Personal communication, 5 June 2003).
Where there is no obvious publication date, check the content and references to work out the earliest likely date, for example: Occasionally it may not be possible to identify an author, place or publisher. This applies particularly to what is known as 'grey literature', such as some government documents, leaflets and other less official material. Information such as place and publisher not found on the document, but traced from other sources, should be placed in square brackets. You should, however be very cautious about using as supporting evidence material where you cannot identify the author, date or source.


If you understand the reasons for referencing it is evident why you should not pass off work of others as your own. Failing to reference appropriately could result in your assessors thinking you are guilty of plagiarism - the act of using somebody else's work or ideas as your own. You will find information relating to academic honesty in various student documentation including module guides and student handbooks. The university has recently introduced Turnitin to assist you in identifying where you have used original material so that you can ensure it is correctly referenced in your submission. This is supported by the University policy relating to academic honesty. Student handbooks for both undergraduate and post graduate students refer to the University Library Harvard Guide for guidance. Students should however check the relevant guidelines for their subject within the Faculty. For more information see the University Library serction on referencing NB: To assist students when they run their work through Turnitin, Double quotation marks are recommended.
Why reference? What is referencing-Evidence? The Harvard System A two part reference system In-text - citing within the assignment script-
Essential components of an essay are "an effective structure " (Redman, 2006, p.22), together with a leading introduction which...
Redman, P., 2006. Good essay writing: a social sciences guide. 3rd ed. London: Open University in assoc. with Sage.
Reference List or Bibliography: What's the difference? Reference List Bibliography

You can read the essay here .

What are the implications of Charlottesville for universities, and for those of us who believe that viewpoint diversity is a good thing, and who believe that we need more of it on many campuses? There are many, and its going to take us a while to work them all out. I have no time to write this week, but I just wanted to raise a few points briefly, as markers for future posts. I speak only for myself here. I hope others will chime in, in the comments, and in other posts.

1) Free Speech has now suffered from contagion . Anything Nazis support becomes stained. If Nazis said that carrots were their favorite vegetable, and they organized a march to promote carrots, many people would find carrots less desirable. Those of us who embrace the American tradition of free speech will now have a harder time promoting that tradition to students. This is likely to accelerate the long-term drop in support for free speech by each generation after the greatest generation. This is a shame all around, especially because, as Musa al-Gharbi and I argued in a recent Atlantic article, It’s Disadvantaged Groups That Suffer Most When Free Speech Is Curtailed on Campus.

2) We live in an age of outrage . Perceived atrocities by one’s enemies are used to justify atrocities by one’s own side. Everyone is immersed in high-quality outrage stories, delivered many times a day by social media. Here’s a two minute animation from an RSA talk I gave that illustrates our new national dynamic:

The net effect is that we get closer and closer to critical mass, or escape velocity—there are numerous metaphors from physics to describe a system that is on the verge of undergoing a radical change. Our rising polarization and the increasing endorsement of violence on both sides may be an existential threat to America. Recognizing this threat raises two immediate implications for universities:

A) Stronger moral passions will lead to stronger partisan sentiments and stronger confirmation biases. It will become even more difficult to do our work of discovering truth and educating students if discussions take place in the context of anger and activism rather than open-mindedness and curiosity.

B) In an age of outrage, universities should try even harder to remain politically neutral. To the extent that many elite universities are seen to be committed to helping one side in the culture war, universities may be making things worse, and they may pay a heavy price, particularly in red states. Adopting the Chicago Principles on Free Expression would be a powerful statement of institutional neutrality. (Students are free to be partisans, but the university should not take sides on issues being debated).

3) Focus on intimidation, rather than free speech. Even if “free speech” no longer inspires many students, everyone appreciates how awful it is to live in fear of saying what they believe. For a while the intimidation on campus came mostly from the left, in the form of “call out” culture, as described by this Smith student , and as confirmed by our own research using the Fearless Speech Index . But in the last year or two, the right has found a variety of new ways to intimidate and harass people on campus using news sites, “watch” sites, and social media, as I discussed in this blog post . Let’s focus on intimidation and do all we can to rid our schools of it, from all sources.

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