boolean enabled
QAConfig config
File scratchDir
File testSourceDir
File testClassDir
String policyTag
private void readObject(ObjectInputStream stream) throws IOException, ClassNotFoundException
OverrideProviders
referenced by
loadTestConfiguration
are assumed to have been
installed before serialization was performed.IOException
ClassNotFoundException
String uniqueString
String configuratorClassName
ArrayList<E> overrideProviders
ArrayList<E> failureAnalyzers
int configurationCount
Properties configProps
Properties configSetProps
Properties defaultProps
TestDescription td
Properties dynamicProps
Properties propertyOverrides
String[] args
String[] configTags
String currentTag
String trackKey
ArrayList<E> hostList
ArrayList<E> selectedIndexes
boolean useAddress
org.apache.river.qa.harness.Resolver resolver
String testJar
String harnessJar
String[] searchList
boolean testSuspended
int hostIndex
int passCount
boolean callAutot
int testTotal
int testIndex
String resumeMessage
String name
TestDescription
QAConfig config
Properties properties
boolean nextConf
nextConfiguration
callTestEnvironment test
String msg
boolean updateSuspended
boolean suspended
GridBagLayout layout
private void readObject(ObjectInputStream stream) throws IOException, ClassNotFoundException
e2etest.clientProp
which is only allowed in the client context, and
e2etest.serverProp
which is only allowed in the
server context.IOException
- if an I/O error occursClassNotFoundException
- if the class cannot be foundInstanceCarrier defaultCarrier
InstanceCarrier
to be used if the
wrapper is not activenet.jini.core.constraint.InvocationConstraints constraints
Integer key
Integer key
private void writeObject(ObjectOutputStream stream) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
InstanceCarrier defaultCarrier
InstanceCarrier
to be used if the
wrapper is not activenet.jini.jeri.Endpoint endpoint
String className
private void readObject(ObjectInputStream in) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
private void readObjectNoData() throws InvalidObjectException
InvalidObjectException
private Object writeReplace() throws ObjectStreamException
ObjectStreamException
LeaseBackEnd home
long[] granted
renewAll
,
granted[i]
is the granted lease time, or -1 if the
renewal for that least generated an exception. If there was
an exception, the exception is held in denied
.LeaseBackEnd.RenewResults.denied
Throwable[] denied
i
th -1 in granted
was denied because of denied[i]
. If nothing was denied,
this field is null
.net.jini.security.proxytrust.ProxyTrust proxy
net.jini.export.Exporter exporter
private void readObject(ObjectInputStream stream) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
private void writeObject(ObjectOutputStream stream) throws IOException
IOException
int serialFormat
int id
LeaseBackEnd home
String name
String name
net.jini.id.Uuid id
String color
net.jini.id.Uuid id
String color
net.jini.id.Uuid id
String color
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
boolean received
Object proxy
net.jini.export.Exporter exporter
AccessControlContext context
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
Float aFloat
short[] arrayOfShorts
float ANOTHERFIELD
Integer aInt
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
Object proxy
Template notifyTmpl
MarshalledObject<T> handBack
net.jini.core.event.RemoteEventListener client
Vector<E> receptRecord
List<E> waitList
net.jini.core.event.EventRegistration registration
long highestSeqNum
long expected
long mayNotHaveHappened
LoginContext context
boolean wrongID
boolean wrongHandBack
boolean wrongSource
boolean early
net.jini.export.Exporter exporter
AccessControlContext acContext
ARemoteInterface aRI
String aString
org.apache.river.test.impl.outrigger.matching.RandomUserDefinedClass aRUDO
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
long maxSeqNum
Object proxy
net.jini.export.Exporter exporter
int what
Date when
private void readObject(ObjectInputStream in) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
private void readObjectNoData() throws ObjectStreamException
ObjectStreamException
org.apache.river.test.services.lookupsimulator.LookupSimulator server
net.jini.core.lookup.ServiceID serviceID
String aString
Long aLong
LeaseBackEnd home
LeaseBackEnd home
private Object writeReplace() throws ObjectStreamException
ObjectStreamException
net.jini.export.Exporter exporter
Object proxy
long[] granted
renewAll
,
granted[i]
is the granted lease time, or -1 if the
renewal for that least generated an exception. If there was
an exception, the exception is held in denied
.LeaseBackEnd.RenewResults.denied
Exception[] denied
i
th -1 in granted
was denied because of denied[i]
. If nothing was denied,
this field is null
.private void readObject(ObjectInputStream stream) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
private void writeObject(ObjectOutputStream stream) throws IOException
IOException
int serialFormat
long duration
Throwable renewalException
net.jini.core.lease.Lease lastLeaseRenewed
Long aLong
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
Map<K,V> txns
LoginContext context
RemoteException exception
net.jini.config.Configuration c
Object proxy
Object myRef
net.jini.core.transaction.server.TransactionManager server
int sid
int id
LeaseBackEnd home
private void readObject(ObjectInputStream stream) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
ActivationGroupID agid
Logger logger
int lineno
String location
null
if location information is not available.public Object writeReplace() throws ObjectStreamException
ObjectStreamException
AbstractBaseTest.RegistrationInfo regInfo
Object proxy
net.jini.security.ProxyPreparer registrarPreparer
net.jini.export.Exporter exporter
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
net.jini.export.Exporter exporter
Object proxy
int state
net.jini.core.constraint.InvocationConstraint[] required_ic
private void readObject(ObjectInputStream in) throws IOException, ClassNotFoundException
IOException
ClassNotFoundException
Throwable readObjectException
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
net.jini.core.entry.Entry template
long leaseTime
long maxEvNum
Object proxy
net.jini.export.Exporter exporter
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
net.jini.export.Exporter exporter
Object proxy
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
net.jini.core.entry.Entry snapshot
String host
int port
org.apache.river.test.spec.jeri.mux.util.TestEndpoint.TestConnection connection
net.jini.jeri.connection.ConnectionManager manager
private void readObject(ObjectInputStream in) throws IOException, ClassNotFoundException
readObject
method that reads the objects
state from in
.
If a read object exception is unserialized, then this method will throw that exception.
ro_exc
- if ro_exc is not nullAssertionError
- if ro_exc is not null and
ro_exc is not instanceof IOException, RuntimeException,
ClassNotFoundException or ErrorIOException
ClassNotFoundException
private void writeObject(ObjectOutputStream out) throws IOException
writeObject
method that will throw the
write object exception passed in during construction. If no
write object exception was passed in, then this method will
write the objects state to out
.wo_exc
- if wo_exc is not nullAssertionError
- if wo_exc is not null and
wo_exc is not instanceof IOException, RuntimeException or ErrorIOException
Logger logger
Throwable marshalArgumentsException
Throwable marshalMethodException
Throwable unmarshalReturnException
Throwable unmarshalThrowException
Throwable createMarshalInputStreamException
Throwable createMarshalOutputStreamException
Collection<E> context
private void writeObject(ObjectOutputStream stream) throws IOException
IOException
AbstractBaseTest.SlowAttrField slowAttr
int i
Integer val
String val
public Object writeReplace() throws ObjectStreamException
ObjectStreamException
Object proxy
Integer i0_12
Boolean b0_12
String s0_12
Long l0_12
Integer i1_12
Boolean b1_12
String s1_12
Long l1_12
Integer i2_12
Boolean b2_12
String s2_12
Long l2_12
Integer i3_12
Boolean b3_12
String s3_12
Long l3_12
int i
int i
int i
int i
int i
String actions
RuntimeException getPermissionsTrap
RuntimeException verifyTrap
RuntimeException grantTrap
RuntimeException setConstraintsTrap
boolean skipVerify
boolean remoteExceptionInVerify
Object storedProxy
int testNum
int test1Num
int exTestNum
int testNum
int test1Num
int exTestNum
private Object readResolve()
private Object readResolve()
int setConstraintsNum
Object setConstraintsArg
private Object readResolve()
RemoteException re
int i
Integer val
Copyright 2007-2013, multiple authors.
Licensed under the Apache License, Version 2.0, see the NOTICE file for attributions.


MC-TOOL(1) Utilities MC-TOOL(1) NAME mc-tool - manipulate Mission Control accounts from the command line SYNOPSIS mc-tool list mc-tool add PROFILE DISPLAY-NAME [PARAMETER-SETTINGS...] mc-tool add MANAGER/PROTOCOL [PARAMETER-SETTINGS...] mc-tool update ACCOUNT [PARAMETER-SETTINGS...] mc-tool display ACCOUNT DISPLAY-NAME mc-tool nick ACCOUNT NICKNAME mc-tool service ACCOUNT SERVICE-NAME mc-tool icon ACCOUNT ICON mc-tool show ACCOUNT mc-tool get ACCOUNT PARAMETER [PARAMETER...] mc-tool auto-presence ACCOUNT STATUS [MESSAGE] mc-tool request ACCOUNT STATUS [MESSAGE] mc-tool auto-connect ACCOUNT on|off mc-tool remove ACCOUNT DESCRIPTION mc-tool's usage depends on its first argument (the "command") SPECIFYING ACCOUNTS Where an account name is needed, it may be given as a full object path (e.g. /org/freedesktop/Telepathy/Account/gabble/jabber/example), or as the unique account-specific suffix (e.g. gabble/jabber/example). SPECIFYING PARAMETER SETTINGS Many commands take arguments that represent Telepathy connection manager parameters (see the Telepathy Specification for details of these). Each argument has the following form: TYPE:NAME=VALUE where TYPE is either int, uint, bool, or string (other parameter types exist, but are currently unsupported by mc-tool), NAME is the name of the connection manager parameter (e.g. account or password), and VALUE is the parameter's value (with integers in decimal, and booleans as 0 or 1). The update command also accepts arguments of the form clear:NAME which delete the named parameter from the account configuration. LIST mc-tool list lists the available accounts. ADD mc-tool add adds an account. The connection manager and protocol can either be given as the name of a Mission Control profile, (e.g. gtalk), or as a slash-separated connection manager name and protocol (e.g. gab‐ ble/jabber). DISPLAY mc-tool display ACCOUNT DISPLAY-NAME sets the DisplayName property of ACCOUNT to DISPLAY-NAME. NICK mc-tool nick ACCOUNT NICKNAME sets the Nickname property of ACCOUNT to NICKNAME. SERVICE mc-tool service ACCOUNT SERVICE-NAME sets the Service property of ACCOUNT to SERVICE-NAME. ICON mc-tool icon ACCOUNT ICON sets the Icon property of ACCOUNT to ICON. SHOW mc-tool show ACCOUNT shows information about ACCOUNT. GET mc-tool get ACCOUNT PARAMETER [PARAMETER...] shows the values of the given parameters of ACCOUNT. ENABLE mc-tool enable ACCOUNT sets the Enabled property of ACCOUNT to True. DISABLE mc-tool disable ACCOUNT sets the Enabled property of ACCOUNT to False. AUTO-PRESENCE mc-tool auto-presence ACCOUNT STATUS [MESSAGE] sets the AutomaticPresence property of ACCOUNT to STATUS with optional message MESSAGE. REQUEST mc-tool request ACCOUNT STATUS [MESSAGE] sets the RequestedPresence prop‐ erty of ACCOUNT to STATUS with optional message MESSAGE; this is how you tell an account to connect or go offline, for example. AUTO-CONNECT mc-tool auto-connect ACCOUNT on sets the ConnectAutomatically property of ACCOUNT to True. mc-tool auto-connect ACCOUNT off sets it to False. Telepathy July 2009 MC-TOOL(1)


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{% extends "_post.html" %}
{% hyde
title: "The Real Difference Between Mercurial and Git"
snip: "It’s not their features."
created: 2010-01-20 21:56:00
flattr: true
%}
{% block article %}
There are a
[lot](http://nubyonrails.com/articles/five-features-from-mercurial-that-would-make-git-suck-less)
of
[other](http://www.rockstarprogrammer.org/post/2008/apr/06/differences-between-mercurial-and-git/)
[blog](http://importantshock.wordpress.com/2008/08/07/git-vs-mercurial/)
[posts](http://jointheconversation.org/2008/11/24/on-mercurial.html)
and
[web sites](http://www.whygitisbetterthanx.com/)
comparing [Mercurial][] and [git][].
Some of them are just plain outdated or wrong
([whygitisbetterthanx.com](http://whygitisbetterthanx.com/) for example, lists
"cheap local branching" as a git advantage over Mercurial, when Mercurial
actually has [*cheaper* branching][hgbranch] than git!).
Even the ones that aren't factually incorrect often seem to focus on features
and speed. While this may have been relevant in the past, both systems have
borrowed so much from each other that I don't think it's a very big deal
today.
This post is about what I feel are the last, most *important* differences
between git and Mercurial.
[Mercurial]: {{links.mercurial}}
[git]: {{links.git}}
[hgbranch]: /blog/2009/08/a-guide-to-branching-in-mercurial/#branching-anonymously
[TOC]
The Big Difference
------------------
I think there's still one very, very important difference left: **the systems
*feel* very different to use**.
This might sound trivial, but I don't think it is. How a system "feels"
matters. Version control is something you use *constantly*, so it's important
to find a system that fits your way of thinking.
I'm a visual learner, so I find it helpful to make visual analogies when I'm
trying to explain something. Here's how I visualize the difference between
Mercurial and git:
![Swiss Army Knife and Kitchen Utensils](/media/images{{parent_url}}/mercurial-vs-git.jpg "Mercurial vs. Git")
Each git command is like a Swiss Army knife. For example, `git checkout` can
switch the working directory to a new branch, update file contents to that of
a previous revision, and even create a new branch. It's an efficient way to
work once you learn all the arguments and how they interact with each other.
Mercurial is like a well-equipped kitchen -- it has a lot of tools that each
do one simple, well-defined thing, and do it well. To switch the working
directory you use `hg update`. To update file contents to what they were at a
previous revision you use `hg revert`. To create a new branch you use `hg
branch`. This means there are more commands to learn, but each command is much
simpler and more specific to a single conceptual task.
I personally find Mercurial's philosophy easier to work with. It's easy for me
to wrap my head around commands when they're more modular and less monolithic.
For example, I find Mercurial's `help` entries easier to understand. This
might just be because git's `help` entries are simply too long to read and
digest when I'm in the middle of coding:
:::console
$ git help checkout | wc -l
236
$ (hg help update && hg help branch && hg help revert) | wc -l
100
I realize that not everyone feels the same way as I do. If you like git's way
of thinking better, you should certainly use it.
Other Differences
-----------------
Aside from their "feels" I see two other big differences that still remain
between git and Mercurial.
### BitBucket and GitHub
A major difference between the two systems is their most popular hosting
sites: [BitBucket][] and [GitHub][]. GitHub is leaps and bounds above
BitBucket in pretty much any aspect you look at: graphic design, popularity,
speed, and/or features. Every time I've seriously considered moving to git it
was purely because of this disparity.
I don't like using git itself (though it's *far* better than SVN or CVS), but
GitHub is such an awesome site that I've considered switching just to use it.
You can chalk it up to "popularity" (i.e. git has more users, so GitHub is
more profitable and so has more money to spend on development), but the fact
is that GitHub is still far better than BitBucket.
[BitBucket]: {{links.bitbucket}}
[GitHub]: {{links.github}}
### Git's Index
One of the features that git users talk about often is git's
[index][gitindex]. Mercurial has the [record][] extension, but it's not really
the same thing.
I personally don't like the index. I feel that git encourages people to check
in changesets that contain code which they've never tested (or even built)
because the index is such a prominent part of git's workflow.
Yes, one can argue that you don't actually *push* changes until you've got a
working state. The problem is that when you then try to run `git bisect` later
to find a bug you'll have to waste time skipping over changesets that don't
build. You could use `git rebase --interactive` to fold partial changesets
into one big one, but again, my gut feeling is that few people actually bother
*testing* the results.
With all that said, I've [considered][] creating a Mercurial extension that
adds git's index functionality to Mercurial, because I think it would make the
transition to Mercurial easier for git users. I've had enough experience with
Mercurial's internals to know that such a thing is *possible*, but I simply
don't have the time to do it *all* myself. If you're interested in helping out
please let me know!
[gitindex]: http://book.git-scm.com/1_the_git_index.html
[record]: http://mercurial.selenic.com/wiki/RecordExtension
[considered]: http://twitter.com/stevelosh/status/7106305374
{% endblock %}


Company profile - Canadian Company Capabilities
Third-Party Information Liability Disclaimer
Some of the information on this Web page has been provided by external sources. The Government of Canada is not responsible for the accuracy, reliability or currency of the information supplied by external sources. Users wishing to rely upon this information should consult directly with the source of the information. Content provided by external sources is not subject to official languages, privacy and accessibility requirements.
Starbond Human Resource Consultants
Legal/Operating Name:
Starbond Human Resource Consultants
Mailing Address:
39 Malibou Rd SWCALGARY, Alberta
T2V 1W9
Location Address:
39 Malibou Rd SWCALGARY, Alberta
T2V 1W9
Tel.:<PHONE_NUMBER>
Fax:
Company Profile
STARBOND HUMAN RESOURCE CONSULTANTS provide support, which helps
corporations achieve a competitive advantage in a complex and
difficult business environment.
Member of CHRP
Founding Director of YESS Young Entrepreneur Success Strategies
STARBOND can help your company meet the management challenges you
face. We provide the following services:
Analysis, Identification and Summary of Organizational Needs
Coaching and Follow up to Improve Performance
Development of Strategic Training Plans
Presentation of Training and Development Seminars
Today everyone can purchase the same technology, they can
implement similar procedures, but what gives a company its'
competitive advantage is its' people. Every successful
corporation has recognized that training its' employees is a
critical factor in business success.
We train, coach, and facilitate employee development to achieve
greater corporate effectiveness in corporations in Canada.
TRAINING SEMINARS
STARBOND has developed several comprehensive seminars, which can
be tailored to meet your firm's key human resource priorities.
For information about our consulting service, please call (403)
640-0097. We would like to meet with you to discuss solutions to
your program coordination problems.
STARBOND'S Clients include:
Novacorp International Consulting - ESSO - Anadime -
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Council - Ashmead Economic Research Inc. - Safeguard Business
Systems - Career Development and Employment - Bond Investments
Limited - Mutual Life of Canada - Regional Group Claims - Bovar
Western Research - Pallister Resource Management Ltd. - Walker
Newby Consultants Inc. - Gimble Eye Centre - PSQ International -
Calgary Sun Women's Weekend - Alberta Garment Industry - Dr.
E.P.Scarlett High School - Industrial Adjustment Services -
Fashion Industry Development Institute - Continuing Education
Programs - Alberta College of Art - Kids Only - Amoco - Girl
Guides KEEP Conference - University of Calgary, Knowledge
Engineering Project - Faculty of Continuing Education - Office
of Undergraduate Medical Education -
Southern Alberta Institute of Technology - Math Physics,
Electrical Electronics Communications, Petroleum Oil and Gas
Accounting, Communications Business and Technical Systems
Jessica Starkman, President of STARBOND CONSULTANTS, has been
active in training, and human resource development for the past
ten years. She works with a wide variety of organizations
assessing the human resource development functions and advising
managers on concerns related to career and management
development. Her mission is to create pathways that provide
support and help to corporations wishing to achieve a competitive
advantage in a complex and difficult business environment.
Ms. Starkman has extensive history working with individuals in
the advanced technology and the fashion industries. She has been
active in developing training strategy, customizing training
models, coordinating, developing and delivering sessions.
Ms. Starkman received her Masters degree, which specialized in
Adult and Community Education from the University of Calgary.
Full profile
Full profile
Contact information
Company description
Product / Service / Licensing
resources to help achieve a distincitive competitive advantage.
Services we provide include assesing needs (Front End Analyis)
Designing and delivering training.
The areas of specialization include
Career and Life Planning
Managing Transitions
Leader Development
Making teams more effective
Participants are introduced to the famous psychological type
indicator, they work through a process to increase understanding
of how to communicate, solve problems and work more effectively
with associates.
Learn techniques you can apply in your organization. Key
principles and practices of management development are covered in
this seminar. They are then applied to your situation.
These can be offered individually or as a package. Provide your
managers with sound management and leadership practices and watch
your teams take off!!
Learn specific principles of adult learning, shift from
controlling to coaching, maintain momentum and motivation of
staff.

TRAIN THE TRAINER
Organizations are under increasing pressure to design training
programs that achieve results. This practical workshop offers a
step by step approach to understanding adult learning principles
and their application to the design and delivery of effective
training programs. The central goal of this workshop is to
provide you with knowledge and skills to help you improve your
organization's trainers and training programs.
TRAIN THE TRAINER TOPICAL AGENDA
1. Beliefs about Training Program Development
· Some Basic Assumptions
· Changes Affecting Our Lives
· Principles of Adult Learning
· Course Design Implications
· Learning Style Assessment
· Learning Theories
2.Creating a Positive Learning Environment
· Motivation
3.Understanding Group Dynamics
· Predictable Phases of Group Development
· FIRO B (Fundamental Interpersonal Relationship
Orientation)
4.Seven Steps to Developing Effective Programs
· Assessing Needs
· Defining Objectives
· Designing the Training Program
· Developing the Program
· Establishing Strategies for Managing Training
· Delivering the Program
· Evaluating the Program
5.Roles of a Training Consultant
· Degrees of Intervention
· Trainer Type Inventory
6.Special Topics
· Suggestions for Transferring Training
· Ethical Issues
· Terms of Reference
Individuals in companies are going through tremendous change.
Explore what gives you that distinctive competitive advantage.
Principles of effective career planning are presented to people
who are undergoing changes, transitions or seeking direction in
their careers.
Increase your success with interviewing. This program is meant
to cover the basics, how to plan, prepare and interview job
applicants. Current theory and practice are included in this
session.
People make the difference in an organization. Offer key people
an opportunity to work through the nuts and bolts issues of
customer relations. Activities include role-play, and problem
solving to understanding the essence of sound customer service.
To book our training programs or to design a custom training
program call STARBOND Training Consulting at<PHONE_NUMBER>.
STARBOND does a careful evaluation of your current state of
affairs by going through a step by step process which helps
determine how to adapt or develop a program to meet your needs.
The process may include the following front-end analysis
strategies:
- Reviewing your strategic plan
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- Determining the most appropriate assessment strategies
- Developing training needs assessment worksheet or questionnaire
- Coordinating employee surveys
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- Interviewing staff to pin point gaps of actual and desired
performance levels
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and issues
- Reviewing services provided by the competition
- Designing customer or employee feedback systems
- Determining long range and short range goals
- Analysing and reporting research results
Starbond Consulting has a proven track record in the coordination
and administration of both large and small training events. These
include seminars, workshops, and conferences. Our services
nclude:
- Developing and planning the entire training event
- Designing brochures
- Organizing the mail-out
- Recommending promotional strategies
- Planning events for companions
- Coordinating plans for exhibitions
- Chairing the coordinating committee
THE REAL SECRET TO BECOMING AN EFFECTIVE MANAGER IS THROUGH THE
PROCESS OF BECOMING AN EFFECTIVE PERSON. THIS PRACTICAL SERIES
OF MODULES IS INTENDED TO PROVIDE PARTICIPANTS WITH AN
UNDERSTANDING OF THE SKILLS NECESSARY TO BECOME AN EFFECTIVE
MANAGER. THIS PROGRAM ADOPTS A SYSTEMATIC APPROACH TO ANALYSING
BASIC LEADERSHIP SKILLS, ASSESSING YOUR ABILITIES AND DEVELOPING
NEW SKILLS. IN A HANDS-ON APPROACH, THESE MODULES PROVIDE
PARTICIPANTS WITH PRACTICAL KNOWLEDGE FOR ''OLD HANDS'' AND ''NEW
COMERS'' ALIKE.
Please note that topics described in the modules are not cast in
granite. They are meant to be adapted adjusted and changed
according to the needs of the target group.
Effective Management
· Provocative Questions
· Overview of Management and Leadership
· Critical Role Orientation
· Factors that Distinguish Effective from Ineffective Managers
· Factors that inhibit success
· The Myers - Briggs Type Indicator
· The Ideal Organization
· Situational Leadership
· Influence and leadership
· Management Skills Inventory
· Action Plan
Managing Change
· Provocative Questions
· Changing Paradigms
· Overview of the Nature of Change
· Change Enhancers
· Three Stages to Planning a Change
· Reasons for Resisting Change
· How Do You Deal with Change?
· Planning for Conflict that Surrounds the Change
· Steps for Confronting Conflict
· Approaches to Change Based on Preferences in the MBTI
· The Paradox of Managing Change
· 10 Factors That Help Institutionalize Change
Delegation
· Delegation Overview
· Delegation Value Shifts
· Five Delegation Characteristics
· Effects of Tight Controls
· Ways to Delegate and Give Orders
Problem Solving
· General Overview of Problem Solving Skills
· Problem Solving Models
· Orientation Inventory
· Linear Idea Generation
· Intuitive Idea Generation
· Inventory of Barriers to Creativity and Innovation
· Developing Your Intuition
· Test Your Intuitive Management Quotient
· Determining the best Problem Solving Approach
Goal Setting
· Overview of Goal Setting Characteristics
· Sources of Ideas for Goals
· Force Field Analysis
· Advantages of Goal Setting
· SPIRO method of Goal Setting
· Goal Driven Action Plan
Team Building
· Team Rating Development Inventory
· Assessment Profile
· Provocative Questions
· Overview of Team building
· Picture of my Team
· Myths about Teams
· Differences of Groups and Teams
· Stage of Our Team and Its Development
· Action Case Study
· Roles and Responsibilities
· Typical Stages of Group Development
· Woodcock's Building Blocks of Effective Development
· Characteristics of Effective Performing Teams
· Common Team Problems
· Your Function as a Team Leader
· Qualities of Good Team Members
· Managing Conflict
· Understanding Your Needs
· Coaching Team Members
· Team Building Action Plan
Motivation
· Motivation Needs of Different Personality Types
· Proven Motivational Strategies
· Six Ideas to Help Motivate Marginal Performers
· Motivation Feedback Opionnaire
· Motivation Myths
· Order of Importance of Job Factors
· How to Reward Employees
· How to help People Rekindle Their Desires
· Interpersonal Relationship Questionnaire
· Myers Briggs
Performance Appraisal
· Performance Appraisal Myths
· Overview of Performance Appraisal
· Performance Characteristics of Managers that do Effective
Appraisals
· Developing Effective Managers; An Exercise
· Giving and Receiving Feedback
· Effective Listening
· Characteristics of Performance Appraisals
· Job Design Work Sheet
· Job Expectation Work Sheet
· Performance Appraisal Tips
· When and What to Appraise
· 13 Tips Toward Effective Performance Appraisal
· Six Common Performance Appraisal Problems
· What would you say?
· Conflict and Confrontation
· Case Studies
· Role-play
Communication
· General Overview of Communication
· Straight Talk
· Gender Talk
· Guidelines to Help Managers Avoid Problems
· Barriers to Straight Talk
· Verbal and Nonverbal Communication
· Feedback
· Persuasion Strategies and Tactics
· Ways to Influence the Thinking of Others
· Listening Skills
A Practical Guide for Success
Jessica Starkman
STARBOND CONSULTING
Research has shown that people would rather die than make a
public presentation. Research has also proven that presentation
skills are a significant factor in winning over or influencing
audiences. This program provides you with a practical guide to
help you when planning and preparing for business and technical
presentations. The content of this customized one-day workshop
can cover the following topics:
· Self-Analysis; am I the bore I think I am?
· Factors to consider before you begin; what am I getting into?
· Purpose of the presentation; sell, tell, defend, support,
report?
· Analysing your audience; never talk to a naked audience
· Organizing your presentation; tell them what you are going to
tell them, tell them, and tell them what you told them
· Using visual aids; and other tools that provide an impact
· Rehearsing your presentation; practice produces precision
· Making the presentation; comparing this to life and death
· Dealing with anxiety; overcoming stage fright
· Answering questions; consider a question as a compliment
· Practising your presentation
Teamwork Workshop
A team that works well together is not a chance event. Team
working relationships can be improved through systematic
development of skills and attitudes. This workshop explores
characteristics of effective teams. Some exercises are based
upon your Myers Briggs preferences.
If you have not completed the MBTI we can arrange for you to
complete a self-scoring version of the instrument.
Day 1
9:00-9:15 - 15 min - Introduction and Housekeeping Workshop
assumptions and expectations
9:15-9:30 - 15 min - Provocative Questions
9:30-10:15 - 45 min - Bridge Building Exercise
10:15-10:30 - 15 min - Coffee
10:30-10:45 - 15 min - Groups and Teams
10:45-11:05 - 20 min - Building Blocks of Effective Teamwork
Types of Teams-Stages of Team development
11:05-11:35 - 30 min - Case Study
11:35-11:45 - 10 min - Myths
11:45-12:00 - 15 min - Teams in my work life
12:00-1:00 - 60 min - Lunch
1:00-2:00 - 60 min - MBTI Basic Information ''Best Fit''
2:00-2:30 - 30 min - Team Issues
2:30-2:45 - 15 min - Coffee
2:45-3:30 - 30 min - Understanding Communications Issues
3:30-3:55 - 25 min - Persuasion
3:55-4:00 - 5 min - Summary and wrap up of Day 1
Day 2
9:00-9:10 - 10 min - Review Day 1
9:10-9:30 - 20 min - Team exercise
9:30-10:15 - 45 min - High Performing Teams & Video
10:15-10:30 - 15 min - Coffee
10:30-11:00 - 30 min - Building Support and Trust
11:00-12:00 - 60 min - Understanding Teams During Change
12:00-1:00 - 60 min - Lunch
1:00-2:00 - 60 min - Conflict Management Strategies
2:00-2:15 - 15 min - Coffee
2:15-3:15 - 60 min - Toot your own horn Exercise
3:15-3:45 - 30 min - Action Planning
3:45-4:00 - 15 min - Summary Wrap - Up
This two-day session is designed to allow managers with limited
previous team leadership experience to examine their own role and
behaviour in relation to the teams they are leading. We will be
using the Leadership Practices Indicator.
Topical Agenda includes;
Day 1 Exploring Leadership
9:00-9:15 Introductions and House keeping
Assumptions and Expectations
9:15-9:45 Personal Best
What is leadership?
What is a team? Model for developing teams
9:45-10:00 Completing the Leadership Practices Indicator
10:00-10:30 Best Leader
10:30-10:45 Coffee
10:45-12:00 Frequently Asked Indicator Questions
12:00-1:00 Lunch
1:00-2:00 Interpreting the Self Rating
2:00-2:15 Coffee
2:15-3:15 Leadership Style
3:15-3:40 Action Planning
3:40-3:50 Assumptions we often make about team leadership
(Have you got ROCS in your head????)
3:50-4:00 Summary and wrap-up of Day 1
Day 2 Exploring Practical Applications
9:00 - 9:10 Review Day 1
9:10-9:25 Your Roles as a Team Leader
9:25 10:00 Team Exercise
10:00-10:15 What Teamwork Will and Won't Do -Probing
Polarities
10:15-10:30 Coffee
10:30-10:50 Group Think Video
10:50-11:30 How Good a Coach are You?
Being a better Coach
11:30-12:00 Leading Effective Meetings
12:00-1:00 Lunch
1:00-2:15 Cave Rescue Exercise
2:15-2:30 Coffee
2:30-3:30 Review and Appraisal Meetings - Positive and
Negative Feedback
3:30-3:50 Team Effectiveness Action Plan
3:50-4:00 Summary and Wrap-up
Presented by
Starbond Consultants
When you talk you say something that you already know, when you
listen you learn what someone else knows
- Workshop Objectives
- Recognize the need for listening in the communication process
- Understand the differences between hearing and listening
- Identify blocks and barriers to effective listening
- Explore the different purposes for listening
- Practice listening skills
From listening comes wisdom, and from speaking repentance
LISTENING FOR RESULTS
Course Agenda
Day 1
Introductions
Objectives
Communication Model
Barriers to Listening
What Listening Is All About
Poor Listening Habits: Identifying Them and Improving Them
Homework Assignment
Day 2
Review homework
Amazing Listening Provocative Statements
Listening Profile
Styles of Listening
Video
Giving and Receiving Feedback
Meanings of Words
Effective Listening
Active listening
Helping Others Listen Better
What Would You Say Dear?
 This indiventory and analysis will aid
in providing guidance and insight into developing effective
strategies to manage stress, adaptablitiy understanding yourself
and others.
coach and develop leaders in the workplace. It offers a
practical approach for adding new insights and practices for
those participating.
Market profile
Alliances:
Strategic alliances:
I am interested in aligning with firms that provide sharedservices to support client needs
Third-Party Information Liability Disclaimer
Some of the information on this Web page has been provided by external sources. The Government of Canada is not responsible for the accuracy, reliability or currency of the information supplied by external sources. Users wishing to rely upon this information should consult directly with the source of the information. Content provided by external sources is not subject to official languages, privacy and accessibility requirements.
Contacts
Contact information
Description
Company description
Products, services and licensing
Product / Service / Licensing
resources to help achieve a distincitive competitive advantage.
Services we provide include assesing needs (Front End Analyis)
Designing and delivering training.
The areas of specialization include
Career and Life Planning
Managing Transitions
Leader Development
Making teams more effective
Participants are introduced to the famous psychological type
indicator, they work through a process to increase understanding
of how to communicate, solve problems and work more effectively
with associates.
Learn techniques you can apply in your organization. Key
principles and practices of management development are covered in
this seminar. They are then applied to your situation.
These can be offered individually or as a package. Provide your
managers with sound management and leadership practices and watch
your teams take off!!
Learn specific principles of adult learning, shift from
controlling to coaching, maintain momentum and motivation of
staff.

TRAIN THE TRAINER
Organizations are under increasing pressure to design training
programs that achieve results. This practical workshop offers a
step by step approach to understanding adult learning principles
and their application to the design and delivery of effective
training programs. The central goal of this workshop is to
provide you with knowledge and skills to help you improve your
organization's trainers and training programs.
TRAIN THE TRAINER TOPICAL AGENDA
1. Beliefs about Training Program Development
· Some Basic Assumptions
· Changes Affecting Our Lives
· Principles of Adult Learning
· Course Design Implications
· Learning Style Assessment
· Learning Theories
2.Creating a Positive Learning Environment
· Motivation
3.Understanding Group Dynamics
· Predictable Phases of Group Development
· FIRO B (Fundamental Interpersonal Relationship
Orientation)
4.Seven Steps to Developing Effective Programs
· Assessing Needs
· Defining Objectives
· Designing the Training Program
· Developing the Program
· Establishing Strategies for Managing Training
· Delivering the Program
· Evaluating the Program
5.Roles of a Training Consultant
· Degrees of Intervention
· Trainer Type Inventory
6.Special Topics
· Suggestions for Transferring Training
· Ethical Issues
· Terms of Reference
Individuals in companies are going through tremendous change.
Explore what gives you that distinctive competitive advantage.
Principles of effective career planning are presented to people
who are undergoing changes, transitions or seeking direction in
their careers.
Increase your success with interviewing. This program is meant
to cover the basics, how to plan, prepare and interview job
applicants. Current theory and practice are included in this
session.
People make the difference in an organization. Offer key people
an opportunity to work through the nuts and bolts issues of
customer relations. Activities include role-play, and problem
solving to understanding the essence of sound customer service.
To book our training programs or to design a custom training
program call STARBOND Training Consulting at<PHONE_NUMBER>.
STARBOND does a careful evaluation of your current state of
affairs by going through a step by step process which helps
determine how to adapt or develop a program to meet your needs.
The process may include the following front-end analysis
strategies:
- Reviewing your strategic plan
- Linking your plan to your strategy
- Determining the most appropriate assessment strategies
- Developing training needs assessment worksheet or questionnaire
- Coordinating employee surveys
- Facilitating focus groups to determine needs not met
- Interviewing staff to pin point gaps of actual and desired
performance levels
- Surveying staff clients or suppliers to determine key concerns
and issues
- Reviewing services provided by the competition
- Designing customer or employee feedback systems
- Determining long range and short range goals
- Analysing and reporting research results
Starbond Consulting has a proven track record in the coordination
and administration of both large and small training events. These
include seminars, workshops, and conferences. Our services
nclude:
- Developing and planning the entire training event
- Designing brochures
- Organizing the mail-out
- Recommending promotional strategies
- Planning events for companions
- Coordinating plans for exhibitions
- Chairing the coordinating committee
THE REAL SECRET TO BECOMING AN EFFECTIVE MANAGER IS THROUGH THE
PROCESS OF BECOMING AN EFFECTIVE PERSON. THIS PRACTICAL SERIES
OF MODULES IS INTENDED TO PROVIDE PARTICIPANTS WITH AN
UNDERSTANDING OF THE SKILLS NECESSARY TO BECOME AN EFFECTIVE
MANAGER. THIS PROGRAM ADOPTS A SYSTEMATIC APPROACH TO ANALYSING
BASIC LEADERSHIP SKILLS, ASSESSING YOUR ABILITIES AND DEVELOPING
NEW SKILLS. IN A HANDS-ON APPROACH, THESE MODULES PROVIDE
PARTICIPANTS WITH PRACTICAL KNOWLEDGE FOR ''OLD HANDS'' AND ''NEW
COMERS'' ALIKE.
Please note that topics described in the modules are not cast in
granite. They are meant to be adapted adjusted and changed
according to the needs of the target group.
Effective Management
· Provocative Questions
· Overview of Management and Leadership
· Critical Role Orientation
· Factors that Distinguish Effective from Ineffective Managers
· Factors that inhibit success
· The Myers - Briggs Type Indicator
· The Ideal Organization
· Situational Leadership
· Influence and leadership
· Management Skills Inventory
· Action Plan
Managing Change
· Provocative Questions
· Changing Paradigms
· Overview of the Nature of Change
· Change Enhancers
· Three Stages to Planning a Change
· Reasons for Resisting Change
· How Do You Deal with Change?
· Planning for Conflict that Surrounds the Change
· Steps for Confronting Conflict
· Approaches to Change Based on Preferences in the MBTI
· The Paradox of Managing Change
· 10 Factors That Help Institutionalize Change
Delegation
· Delegation Overview
· Delegation Value Shifts
· Five Delegation Characteristics
· Effects of Tight Controls
· Ways to Delegate and Give Orders
Problem Solving
· General Overview of Problem Solving Skills
· Problem Solving Models
· Orientation Inventory
· Linear Idea Generation
· Intuitive Idea Generation
· Inventory of Barriers to Creativity and Innovation
· Developing Your Intuition
· Test Your Intuitive Management Quotient
· Determining the best Problem Solving Approach
Goal Setting
· Overview of Goal Setting Characteristics
· Sources of Ideas for Goals
· Force Field Analysis
· Advantages of Goal Setting
· SPIRO method of Goal Setting
· Goal Driven Action Plan
Team Building
· Team Rating Development Inventory
· Assessment Profile
· Provocative Questions
· Overview of Team building
· Picture of my Team
· Myths about Teams
· Differences of Groups and Teams
· Stage of Our Team and Its Development
· Action Case Study
· Roles and Responsibilities
· Typical Stages of Group Development
· Woodcock's Building Blocks of Effective Development
· Characteristics of Effective Performing Teams
· Common Team Problems
· Your Function as a Team Leader
· Qualities of Good Team Members
· Managing Conflict
· Understanding Your Needs
· Coaching Team Members
· Team Building Action Plan
Motivation
· Motivation Needs of Different Personality Types
· Proven Motivational Strategies
· Six Ideas to Help Motivate Marginal Performers
· Motivation Feedback Opionnaire
· Motivation Myths
· Order of Importance of Job Factors
· How to Reward Employees
· How to help People Rekindle Their Desires
· Interpersonal Relationship Questionnaire
· Myers Briggs
Performance Appraisal
· Performance Appraisal Myths
· Overview of Performance Appraisal
· Performance Characteristics of Managers that do Effective
Appraisals
· Developing Effective Managers; An Exercise
· Giving and Receiving Feedback
· Effective Listening
· Characteristics of Performance Appraisals
· Job Design Work Sheet
· Job Expectation Work Sheet
· Performance Appraisal Tips
· When and What to Appraise
· 13 Tips Toward Effective Performance Appraisal
· Six Common Performance Appraisal Problems
· What would you say?
· Conflict and Confrontation
· Case Studies
· Role-play
Communication
· General Overview of Communication
· Straight Talk
· Gender Talk
· Guidelines to Help Managers Avoid Problems
· Barriers to Straight Talk
· Verbal and Nonverbal Communication
· Feedback
· Persuasion Strategies and Tactics
· Ways to Influence the Thinking of Others
· Listening Skills
A Practical Guide for Success
Jessica Starkman
STARBOND CONSULTING
Research has shown that people would rather die than make a
public presentation. Research has also proven that presentation
skills are a significant factor in winning over or influencing
audiences. This program provides you with a practical guide to
help you when planning and preparing for business and technical
presentations. The content of this customized one-day workshop
can cover the following topics:
· Self-Analysis; am I the bore I think I am?
· Factors to consider before you begin; what am I getting into?
· Purpose of the presentation; sell, tell, defend, support,
report?
· Analysing your audience; never talk to a naked audience
· Organizing your presentation; tell them what you are going to
tell them, tell them, and tell them what you told them
· Using visual aids; and other tools that provide an impact
· Rehearsing your presentation; practice produces precision
· Making the presentation; comparing this to life and death
· Dealing with anxiety; overcoming stage fright
· Answering questions; consider a question as a compliment
· Practising your presentation
Teamwork Workshop
A team that works well together is not a chance event. Team
working relationships can be improved through systematic
development of skills and attitudes. This workshop explores
characteristics of effective teams. Some exercises are based
upon your Myers Briggs preferences.
If you have not completed the MBTI we can arrange for you to
complete a self-scoring version of the instrument.
Day 1
9:00-9:15 - 15 min - Introduction and Housekeeping Workshop
assumptions and expectations
9:15-9:30 - 15 min - Provocative Questions
9:30-10:15 - 45 min - Bridge Building Exercise
10:15-10:30 - 15 min - Coffee
10:30-10:45 - 15 min - Groups and Teams
10:45-11:05 - 20 min - Building Blocks of Effective Teamwork
Types of Teams-Stages of Team development
11:05-11:35 - 30 min - Case Study
11:35-11:45 - 10 min - Myths
11:45-12:00 - 15 min - Teams in my work life
12:00-1:00 - 60 min - Lunch
1:00-2:00 - 60 min - MBTI Basic Information ''Best Fit''
2:00-2:30 - 30 min - Team Issues
2:30-2:45 - 15 min - Coffee
2:45-3:30 - 30 min - Understanding Communications Issues
3:30-3:55 - 25 min - Persuasion
3:55-4:00 - 5 min - Summary and wrap up of Day 1
Day 2
9:00-9:10 - 10 min - Review Day 1
9:10-9:30 - 20 min - Team exercise
9:30-10:15 - 45 min - High Performing Teams & Video
10:15-10:30 - 15 min - Coffee
10:30-11:00 - 30 min - Building Support and Trust
11:00-12:00 - 60 min - Understanding Teams During Change
12:00-1:00 - 60 min - Lunch
1:00-2:00 - 60 min - Conflict Management Strategies
2:00-2:15 - 15 min - Coffee
2:15-3:15 - 60 min - Toot your own horn Exercise
3:15-3:45 - 30 min - Action Planning
3:45-4:00 - 15 min - Summary Wrap - Up
This two-day session is designed to allow managers with limited
previous team leadership experience to examine their own role and
behaviour in relation to the teams they are leading. We will be
using the Leadership Practices Indicator.
Topical Agenda includes;
Day 1 Exploring Leadership
9:00-9:15 Introductions and House keeping
Assumptions and Expectations
9:15-9:45 Personal Best
What is leadership?
What is a team? Model for developing teams
9:45-10:00 Completing the Leadership Practices Indicator
10:00-10:30 Best Leader
10:30-10:45 Coffee
10:45-12:00 Frequently Asked Indicator Questions
12:00-1:00 Lunch
1:00-2:00 Interpreting the Self Rating
2:00-2:15 Coffee
2:15-3:15 Leadership Style
3:15-3:40 Action Planning
3:40-3:50 Assumptions we often make about team leadership
(Have you got ROCS in your head????)
3:50-4:00 Summary and wrap-up of Day 1
Day 2 Exploring Practical Applications
9:00 - 9:10 Review Day 1
9:10-9:25 Your Roles as a Team Leader
9:25 10:00 Team Exercise
10:00-10:15 What Teamwork Will and Won't Do -Probing
Polarities
10:15-10:30 Coffee
10:30-10:50 Group Think Video
10:50-11:30 How Good a Coach are You?
Being a better Coach
11:30-12:00 Leading Effective Meetings
12:00-1:00 Lunch
1:00-2:15 Cave Rescue Exercise
2:15-2:30 Coffee
2:30-3:30 Review and Appraisal Meetings - Positive and
Negative Feedback
3:30-3:50 Team Effectiveness Action Plan
3:50-4:00 Summary and Wrap-up
Presented by
Starbond Consultants
When you talk you say something that you already know, when you
listen you learn what someone else knows
- Workshop Objectives
- Recognize the need for listening in the communication process
- Understand the differences between hearing and listening
- Identify blocks and barriers to effective listening
- Explore the different purposes for listening
- Practice listening skills
From listening comes wisdom, and from speaking repentance
LISTENING FOR RESULTS
Course Agenda
Day 1
Introductions
Objectives
Communication Model
Barriers to Listening
What Listening Is All About
Poor Listening Habits: Identifying Them and Improving Them
Homework Assignment
Day 2
Review homework
Amazing Listening Provocative Statements
Listening Profile
Styles of Listening
Video
Giving and Receiving Feedback
Meanings of Words
Effective Listening
Active listening
Helping Others Listen Better
What Would You Say Dear?
 This indiventory and analysis will aid
in providing guidance and insight into developing effective
strategies to manage stress, adaptablitiy understanding yourself
and others.
coach and develop leaders in the workplace. It offers a
practical approach for adding new insights and practices for
those participating.
Market
Market profile
Alliances:
Strategic alliances:
I am interested in aligning with firms that provide sharedservices to support client needs


crysknife
This project is a proof of concept for a CDI-like Dependency Injection framework with a support of some popular features. It’s based on annotation processors code generation and has no GWT2 dependencies.
At this point Crysknife supports:
- @Singleton/@Application and @Dependent scopes
- lazy fields and constructor injections
- @PostContract
- transitive injections
- @Named qualifiers and @Produces for custom objects like Elemental2 widgets
- HTML templates
- Errai-like navigation
- Data binding
Demo shows how Crysknife is used on a simple page compiled with J2CL (with j2cl-maven-plugin).
Please, remember that this is a POC, nothing more at this moment.
Feel free to comment and criticize.
How to build:
- 'git clone git@github.com:treblereel/crysknife.git'
- 'mvn clean install'
- To run demo, run 'mvn clean j2cl:watch' within crysknife/demo folder
- Open another console and run 'mvn tomcat7:run'
- Open in browser: http://<IP_ADDRESS>:8080/demo
- To build a .war, run 'mvn clean package -Pbuild' within crysknife/demo folder
Have fun and let J2CL win !


Dramatic video of pedestrian hit-and-run crash in Westlake district
LOS ANGELES (KABC) -- Police have found the car believed to be involved in a hit-and-run crash in the Westlake district, but they're still looking for the driver.
The crash was recorded on surveillance video. It shows the man walking across the street before getting hit. He was later found unconscious and taken to the hospital. He was badly injured.
The crash happened Thursday night just before 11 p.m. on Olympic Boulevard between Grand View and Lake Street.
Detectives said they got a tip and located the car, a white sedan, a couple miles from the site of the crash. The car was parked in front of a home on South Saint Andrews place. They also have video of someone appearing to cover it with a tarp.


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lclpy.aidfunc package¶
Submodules¶
lclpy.aidfunc.add_to_data_func module¶
-
lclpy.aidfunc.add_to_data_func.
add_to_data_func
(data, *args)¶ A function to add values to a list with a timestamp.
The data will be kept into a tuple and added to the list. Note that a timestamp is always added as the first item in the tuple. This timestamp, however has no fixed epoch. So only differences in time have a real meaning.
- Parameters
data (list) – The list one wishes to append the data to.
*args – The data one wishes to append to data.
lclpy.aidfunc.convert_data module¶
-
lclpy.aidfunc.convert_data.
convert_data
(data)¶ Converts a list made with add_to_data_func into seperate lists.
- Parameters
data (list of tuple) – A list created with add_to_data_func
- Returns
All the data in seperate lists. The first list will always be the time passed.
- Return type
tuple of numpy.ndarray
lclpy.aidfunc.error_func module¶
This module contains all package specific Exceptions of lclpy.
The module also contains functions to raise Exceptions.
-
exception
lclpy.aidfunc.error_func.
NoNextNeighbourhood
¶ Bases:
Exception
Is raised when there is no next neighbourhood.
-
exception
lclpy.aidfunc.error_func.
WrongMoveTypeError
¶ Bases:
Exception
Is raised when the wrong move type is used with a certain class.
-
lclpy.aidfunc.error_func.
not_multi_move_type
(*args)¶ An error raising function that can take any amount of parameters.
This function is meant to be called when someone uses a different move type than MultiNeighbourhood when one needs to use an instance of the MultiNeighbourhood class.
- Parameters
*args – Variable length argument list, it does not matter what or how many parameters you use. Does not accept keyword arguments.
- Raises
WrongMoveType – This error will always be raised.
lclpy.aidfunc.is_improvement_func module¶
This module contains functions to check if a value is an improvement.
-
lclpy.aidfunc.is_improvement_func.
bigger
(old_value, value)¶ Checks if a value is an improvement. Bigger values are improvements.
- Parameters
old_value (int or float) – The old value.
value (int or float) – The new value that is checked.
- Returns
Returns true if the new value is bigger than the old value, else returns false.
- Return type
bool
Examples
Some simple tests:
-
lclpy.aidfunc.is_improvement_func.
bigger_or_equal
(old_value, value)¶ Checks if a value is an improvement. Bigger values are improvements.
- Parameters
old_value (int or float) – The old value.
value (int or float) – The new value that is checked.
- Returns
Returns true if the new value is bigger or equal to the old value, else returns false.
- Return type
bool
Examples
Some simple tests:
-
lclpy.aidfunc.is_improvement_func.
smaller
(old_value, value)¶ Checks if a value is an improvement. Smaller values are improvements.
- Parameters
old_value (int or float) – The old value.
value (int or float) – The new value that is checked.
- Returns
Returns true if the new value is smaller than the old value, else returns false.
- Return type
bool
Examples
Some simple tests:
-
lclpy.aidfunc.is_improvement_func.
smaller_or_equal
(old_value, value)¶ Checks if a value is an improvement. Smaller values are improvements.
- Parameters
old_value (int or float) – The old value.
value (int or float) – The new value that is checked.
- Returns
Returns true if the new value is smaller or equal to the old value, else returns false.
- Return type
bool
Examples
Some simple tests:
lclpy.aidfunc.logging module¶
-
lclpy.aidfunc.logging.
log_improvement
(value)¶ function to log improvements to the command line.
- Parameters
value (int or float) – The value for the improvement
-
lclpy.aidfunc.logging.
log_passed_worse
(value)¶ function to log the passing of worse solutions to the command line.
- Parameters
value (int or float) – The value for the improvement
lclpy.aidfunc.pass_func module¶
-
lclpy.aidfunc.pass_func.
pass_func
(*args)¶ A function that does nothing.
- Parameters
args – Variable length argument list, it does not matter what or how many parameters you use. Does not accept keyword arguments.
Module contents¶
This package contains multiple aid functions.
The functions should only be used by other functions and methods in lclpy.


FileStorage class
This class holds utils to save and delete file.
Example
$file = new File('docs', 'cv.pdf', 'base64 content');
FileStorage::saveFile($file);
FileStorage::deleteFile($file);
FileStorage::deleteFolder('./folder_to_be_deleted');
| package |
Default |
|---|
_deleteFolder(string $dir) : void
Recursive private method to delete a folder
string
delete() : void
Delete the file from persistent storage.
Example
$file = new File('docs', 'cv.pdf', '');
$fileStorage = new FileStorage($file);
$fileStorage->delete();
deleteFile(\TinyORM\File $file) : \TinyORM\FileStorage
Short hand static method to delete a file.
Example
$file = new File('docs', 'cv.pdf', '');
FileStorage::deleteFile($file);
\TinyORM\File
\TinyORM\FileStorage
deleteFolder(string $path) : void
Short hand static method to delete a filder.
Example
FileStorage::deleteFolder('./folder_to_be_deleted');
string
save() : void
Save the file to a persistent storage.
Example
$file = new File('docs', 'cv.pdf', 'base64 content');
$fileStorage = new FileStorage($file);
$fileStorage->save();
saveFile(\TinyORM\File $file) : \TinyORM\FileStorage
Short hand static method to save a file.
Example
$file = new File('docs', 'cv.pdf', 'base64 content');
FileStorage::saveFile($file);
\TinyORM\File
\TinyORM\FileStorage


Exercises 5.10 Exercises
1.
The USA released greenhouse gases equivalent to \(6.34*10^9\) metric tons of CO2 in 2021 [<IP_ADDRESS>]. Figure 5.10.1 shows where those emissions come from.
Which sector accounts for the largest part of emissions? How many millions of metric tons of CO2 equivalent gases does that sector emit?
Which sector accounts for the smallest part of emissions? How many millions of metric tons of CO2 equivalent gases does that sector emit?
How could we use the information in this graph to prioritize laws, regulations, and other changes to reduce greenhouse gas emissions?
2.
According to [<IP_ADDRESS>], global CO2 emissions were 37.1 billion tons in 2021. Write this number in scientific notation. If there were 7.8 billion people, how many tons of CO2 emissions would that be per person?
Is this a reasonable way to look at per capita emissions? Consider the following two statements:
The average person worldwide uses ___ tons of CO2 per year.
On average, each person worldwide uses ___ tons of CO2 per year.
where the blank is filled in with your answer. Do you agree with these statements? Why or why not? What is the danger of using an average with a quantity like this
Repeat this exercise with just the US (2021 emissions: 5 billion tons, population 331.9 million people). Do these numbers have the same problems as the ones above? Explain.
3.
The graph in Figure 5.10.2 uses data from [<IP_ADDRESS>] and shows the 20 corporations which have contritbuted most to global CO2 emissions. The graph gives the total emissions for each corporation from 1965-2018. The data is also shown in this table:
Entity
Country
Millions of Tons of CO2 Equivalents
% of Global Emissions
Saudi Aramco
Saudi Arabia
61143
4.33
Gazprom
Russia
44757
3.17
Chevron
USA
43787
3.1
ExxonMobil
USA
42484
3.01
National Iranian Oil Co.
Iran
36924
2.62
BP
United Kingdom
34564
2.45
Royal Dutch Shell
The Netherlands
32498
2.3
Coal India
India
24338
1.73
Pemex
Mexico
23025
1.63
PetroChina
China
16515
1.17
Petroleos de Venezuela
Venezuela
16029
1.14
Peabody Energy
USA
15783
1.12
ConocoPhillips
USA
15422
1.09
Abu Dhabi
United Arab Emirates
14532
1.03
Kiuwait Petroleum Corp.
Kuwait
13923
0.99
Iraq National Oil Co.
Iraq
13162
0.93
Total SA
France
12755
0.9
Sonatrach
Algeria
12700
0.9
BHP
Australia
10068
0.71
Petrobras
Brazil
9061
0.64
Total
493470
34.96
Why did the person who made this visualization choose a bar chart? Explain why a line graph and a pie chart would each be inappropriate here.
Use the graph and the table to find the four corporations listed from the US. How much have they contributed overall to CO2 emissions? Give your answer in scientific notation.
How could the information in this chart be used to help us create effective strategies to reduce greenhouse gas emissions?
4.
The file Emissions by Country/Region 1 from [<IP_ADDRESS>] gives data for countries and regions around the world. The data includes:
Country Name
Population
Total CO2 Emissions in 2021.
CO2 Emissions per capita - the total CO2 emissions divided by the population in 2021.
Cumulative CO2 emissions over history.
The change in atmostpheric CO2 due to land use. This can be positive or negative - if countries plant more trees, for example, that would reduce atmospheric CO2, while clearing land or changing how it is used can increase emissions.
CO2 emissions from land use per capita.
Share of CO2 emissions in 2021, as a percentage of global emissions in 2021.
Share of cumulative global CO2 emissions over time, as a percentage of cumulative global emissions.
Share of temperature change from greenhouse gas emissions. Certain changes or types of emissions can have larger effects on temperature change, so this may be different that then the percentage of CO2 emissions.
Use the data in the spreadsheet to answer these questions:
Create a graph of the total CO2 emissions of the 10 countries with the highest emissions in the list. What kind of graph did you choose to make and why?
Create a graph which shows the percentage share of CO2 that each continent or region (the continents/regions listed are Africa, Asia, Europe, North America, Oceania, and South America) has emitted. What kind of graph did you choose to make and why?
Taking all the countries with populations smaller than the USA, create a graph which shows the relationship between population and the percentage of CO2 emissions which the country is responsible for. What kind of graph did you choose and why? Does there seem to be a relationship between the size of the country and the percentage of CO2 emissions they're responsible for.
5.
Use the data from Emissions by Country/Region 2 to answer the following questions:
What kind of data is the variable land_use_change_co2_per_capita, which gives the per capita CO2 emissions due to land use change for each country or region?
This variable gives the CO2 emissions from changes in land use, like clearing of land for agriculture or housing, open-pit mining, or elimination of wetlands. The values for per capita land use CO2 emissions range from -3.674 tons per person (Vanuatu) to 8.483 tons per person (Bhutan). Explain why you would need to use a histogram to display this data.
Create a frequency table using intervals of width 1 (\([-4,-3),[-3,-2),\ldots,[7,8),[8,9)\)) for per capita land use emissions from the countries listed in the data - you can omit continents, regions, and groupings of countries by income.
Use the frequency table you created in Item 5.10.5.c to create a histogram of the per capita land use emissions for the countries.
What does the histogram tell you? Are there a lot of countries with positive land use emissions per capita, or very few? Do most countries have positive or negative emissions per capita? What does this histogram tell you about how we should focus our efforts to reduce greenhouse gas emissions from land use?
We built our histogram for per capita land use change CO2 emissions. The table also has overall land use change CO2 emissions for each country (the land_use_change_co2 variable). Why is it easier to create a histogram for the land use per capita data than the overall land use CO2 emissions? Why is it more useful to use per capita data to understand patterns in emissions than overall land use CO2 totals?
6.
The data in USA CO2 Emissions 3 gives the CO2 emissions (in millions of tons) and per capita CO2 emissions (in tons per person) for the USA for each year since 1800 [<IP_ADDRESS>]. Use the data to answer the following questions:
Create a graph of the CO2 emissions from 1800 to 2022. What kind of graph did you use and why?
Use the same kind of graph to graph the per capita CO2 emissions from 1800 to 2022. How are the patterns in the graph similar to those in Item 5.10.6.a? How are they different?
CO2 emissions rose steadily in the USA until 2005, with some notable exceptions. Look at the graphs and the data to find at least two periods where CO2 emissions dropped for multiple years in a row. What was going on in the USA when this occurred that could have caused the reduction in emissions?
Since 2005, CO2 emissions have fallen in the USA. Using your own research, list a few possible explanations for what has caused this reduction in emissions.
7.
Use the data provided in Exercise 5.10.4 to create a graph for each of the following questions. Explain why you chose to create the graph that you did and how it helped you answer the question.
Are the continental regions which have contributed the most to cumulative global emissions the same ones that are currently contributing most to global emissions?
Do countries that have high CO2 emissions per capita also have high CO2 emissions from land use per capita?
Do countries with higher incomes have higher per capita CO2 emissions?
Which countries have the highest per capita emissions?
8.
The file at CO2 Levels and Temperature Anomalies 4 (Data from [<IP_ADDRESS>] and [<IP_ADDRESS>]) gives the following data for every year since 1959:
The mean annual CO2 level recorded at the Mauna Loa Observatory in Hawaii in parts per million (ppm).
The mean annual global temperature anomaly gives the number of degrees Celsius that the mean global temperature differs from the mean temperature during the years 1901-2000. If the temperature in a year was exactly average for the 20th century, then the anomaly would be 0. If it is higher than the average for the 20th century, it will be greater than 0 - and less than 0 if it is lower.
Create a graph of the relationship between CO2 levels and the global temperature anomaly. Explain why you chose the graph you did. Does there appear to be a relationship between global CO2 levels and a rise in temperature?
9.
The two graphs shown below in Figure 5.10.4 both use the data from CO2 Levels and Temperature Anomalies 5 .
Answer the following questions about these graphs:
In the first graph in Figure 5.10.4, does it look like CO2 is increasing, decreasing, or staying the same? What about the temperature anomaly?
In the second graph in Figure 5.10.4, does it look like CO2 is increasing, decreasing, or staying the same? What about the temperature anomaly?
From looking at the first graph in Figure 5.10.4, what conclusion might you draw about the relationship between CO2 levels and temperature? What about from the second graph in Figure 5.10.4?
What makes the two graphs in Figure 5.10.4 look so different, even though they show the same data?
These graphs - usually called dual axis charts are frequently used in misleading ways. Read more on your own about dual axis charts. Can they be used effectively, or do you think they are best avoided?
10.
The data in Table 5.10.5 gives the percentage of newly registered vehicles in some European countries that are fully electric, plug-in hybrid, hybrid, gasoline, or diesel in 2019 (data from [<IP_ADDRESS>]).
 Why did you choose the type of graph you did? What does the graph tell you about the types of cars people drive in Ireland?
Use the data in Table 5.10.5 to create a graph of the percentages of vehicles which are electic, plug-in hybrid, or hybrid in each country,. Why did you choose the type of graph you did? What does the graph tell you about the usage of electric/hybrid cars across Europe?
Use the data in Table 5.10.5to create a graph which compares the types of vehicles driven in Norway and the United Kingdom. Why did you choose the type of graph you did? What does the graph tell you about the differences between Norway and the United Kingdom?
11.
The data in Table 5.10.6 gives the percentage of newly registered vehicles in Norway that were fully electric, plug-in hybrid, hybrid, gasoline, or diesel from 2013 to 2019 (data from [<IP_ADDRESS>]).
Year
% Electric
% Plug-in Hybrid
% Hybrid
% Gasoline
% Diesel
2013
6%
0%
7%
35%
53%
2014
13%
1%
7%
31%
49%
2015
17%
5%
7%
30%
41%
2016
15%
14%
11%
29%
31%
2017
19%
20%
13%
26%
23%
2018
31%
18%
11%
23%
18%
2019
42%
14%
12%
16%
16%
Graph the percentage of fully electric vehicles in Norway for each year since 2013. Explain why you chose the graph that you did.
Create a graph of the percentages of electric (fully electric, plug-in-hybrid, hybrid) and petroleum (gasoline, diesel) in Norway for each year from 2013 to 2019. Explain why you chose to graph them the way that you did.
Subsection 5.10.1 Generative AI Prompts
Consider using the following prompts with generative AI, such as Chat GPT, to develop additional exercises for this material. These programs can also be used to generate solutions, but those solutions will not necessarily be correct! These prompts have been tested with ChatGPT [<IP_ADDRESS>].
Give me 5 questions that use examples from greenhouse gases, climate change, and global warming to teach students about using scientific notation and working with large numbers.
Give 5 questions which encourage students to explore data visualizations of greenhouse gas emissions data
greenhouse-gas/data-files/owid-emissions-by-country.csv
greenhouse-gas/data-files/owid-emissions-by-country.csv
greenhouse-gas/data-files/owid-emissions-usa.csv
greenhouse-gas/data-files/co2-and-temperature-anomaly.csv
greenhouse-gas/data-files/co2-and-temperature-anomaly.csv
greenhouse-gas/data-files/vehicle-type-percentages.csv
greenhouse-gas/data-files/norway-vehicle-types.csv


ISP
`Prev `__
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`Next `__
--------------
**ISP**: /I·S·P/
Common abbreviation for Internet Service Provider, a kind of company
that barely existed before 1993. ISPs sell Internet access to the mass
market. While the big nationwide commercial BBSs with Internet access
(like America Online, CompuServe, GEnie, Netcom, etc.) are technically
ISPs, the term is usually reserved for local or regional small providers
(often run by hackers turned entrepreneurs) who resell Internet access
cheaply without themselves being information providers or selling
advertising. Compare `*NSP* <../N/NSP.html>`__.
--------------
+--------------------------------------------+----------------------------+---------------------------+
| `Prev `__ | `Up <../I.html>`__ | `Next `__ |
+--------------------------------------------+----------------------------+---------------------------+
| ISO standard cup of tea | `Home <../index.html>`__ | Itanic |
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| Package | Description |
|---|---|
| org.jnosql.diana.api.reader |
The
ValueReader has the goal read a information from Value by Class informed
from Value.get(java.lang.Class) . |
| Modifier and Type | Class and Description |
|---|---|
class |
AtomicIntegerValueReader
Class to reads and converts to
AtomicInteger , first it verify if is AtomicInteger if yes return itself then
verifies if is Number and use Number.intValue() ()} otherwise convert to String
and then AtomicInteger |
class |
AtomicLongValueReader
Class to reads and converts to
AtomicLong , first it verify if is Double if yes return itself then verifies
if is Number and use Number.longValue() otherwise convert to String
and then AtomicLong |
class |
BigDecimalValueReader
Class to reads and converts to
BigDecimal , first it verify if is Double if yes return itself then verifies
if is Number and use Number.doubleValue() otherwise convert to String
and then BigDecimal |
class |
BigIntegerValueReader
Class to reads and converts to
BigInteger , first it verify if is Double if yes return itself then verifies
if is Number and use Number.longValue() otherwise convert to String
and then BigInteger |
class |
BooleanValueReader
Class to reads and converts to both
Boolean and AtomicBoolean |
class |
ByteValueReader
Class to reads and converts to
Byte , first it verify if is Double if yes return itself then verifies if is
Number and use Number.byteValue() otherwise convert to String and then Byte |
class |
CalendarValueReader
Class to reads and converts to
Calendar , first it verify if is Calendar if yes return itself then verifies
if is Long and use Calendar.setTimeInMillis(long) } otherwise convert to String |
class |
CharacterValueReader
Class reader for
Character |
class |
DateValueReader
Class to reads and converts Date type
|
class |
DoubleValueReader
Class to reads and converts to
Double , first it verify if is Double if yes return itself then verifies if is
Number and use Number.doubleValue() otherwise convert to String and then Double |
class |
EnumValueReader
Class to reads and converts to
Enum |
class |
FloatValueReader
Class to reads and converts to
Float , first it verify if is Double if yes return itself then verifies if is
Number and use Number.floatValue() otherwise convert to String and then Float |
class |
IntegerValueReader
Class to reads and converts to
Integer , first it verify if is Double if yes return itself then verifies if is
Number and use Number.intValue() otherwise convert to String and then Integer |
class |
LocalDateTimeValueReader
Class to reads and converts to
LocalDateTime type |
class |
LocalDateValueReader
Class to reads and converts to
LocalDate type |
class |
LocalTimeValueReader
Class to read and convert to
LocalTime type |
class |
LongValueReader
Class to reads and converts to
Long , first it verify if is Double if yes return itself then verifies if is
Number and use Number.longValue() otherwise convert to String and then Long |
class |
NumberValueReader
|
class |
OptionalValueReader
Class to reads and converts to
Optional |
class |
ShortValueReader
Class to reads and converts to
Short , first it verify if is Double if yes return itself then verifies if is
Number and use Number.shortValue() otherwise convert to String and then Short |
class |
StringValueReader
Class to reads and converts to both
String and CharSequence . |
class |
YearMonthValueReader
|
class |
YearValueReader
|
class |
ZonedDateTimeValueReader
Class to read and convert to
ZonedDateTime type |
Copyright © 2016. All rights reserved.


Money Play. Should Red redouble? If redoubled, should White take?
pips Red=151 White=134
(CorrectAnswer= 0/0, ErrorScore= 0)
It should be clear that when things go well for Red he will win a lot of gammons. In fact, he wins a gammon more than 50% of the time. The position is volatile, any six by Red followed by a fan by White will likely make Red too good to redouble.
Equally well Red could quickly crash and after 45 (17/12*/8) and a fan by White Red can’t even redouble despite three checkers on the bar! Red needs 83 pips to bear in all his checkers so that is circa ten rolls. That gives White a lot of time to enter his checkers from the bar and Red won’t be able to attack those checkers for some time. Once he anchors White may well have a very strong position.
The upshot is that this is only just a redouble and a very easy take. However, with the cube coming on 8 and the threat of losing 16 points I think Red will get some undeserved drops! Note that dropping is nearly a quadruple blunder.
Equally well Red could quickly crash and after 45 (17/12*/8) and a fan by White Red can’t even redouble despite three checkers on the bar! Red needs 83 pips to bear in all his checkers so that is circa ten rolls. That gives White a lot of time to enter his checkers from the bar and Red won’t be able to attack those checkers for some time. Once he anchors White may well have a very strong position.
The upshot is that this is only just a redouble and a very easy take. However, with the cube coming on 8 and the threat of losing 16 points I think Red will get some undeserved drops! Note that dropping is nearly a quadruple blunder.
Cube analysis 2-ply cubeless equity +0.493 0.626 0.370 0.018 - 0.374 0.136 0.012 Cubeful equities: 1. Double, take +0.736 2. Double, pass +1.000 (+0.264) 3. No double +0.679 (-0.057) Proper cube action: Redouble, take


The app runtime and event page are responsible for managing the app lifecycle. The app runtime manages app installation, controls the event page, and can shutdown the app at anytime. The event page listens out for events from the app runtime and manages what gets launched and how.
The app runtime loads the event page
from a user's desktop and
the onLaunch()
event is fired.
This event tells the event page what windows
to launch and their dimensions.
The lifecycle diagram here isn't the nicest to look at,
but it's practical (and we will make it nicer soon).
When the event page has no executing JavaScript,
no pending callbacks, and no open windows,
the runtime unloads the event page and closes the app.
Before unloading the event page,
the onSuspend()
event is fired.
This gives the event page opportunity
to do simple clean-up tasks
before the app is closed.
All apps must have an event page. This page contains the top-level logic of the application with none of its own UI and is responsible for creating the windows for all other app pages.
To create the event page,
include the "background" field in the app manifest
and include the background.js
in the scripts array.
Any library scripts used by the event page need to be added
to the "background" field first:
"background": { "scripts": [ "foo.js", "background.js" ] }
Your event page must include the onLaunched()
function.
This function is called
when your application is launched in any way:
chrome.app.runtime.onLaunched.addListener(function() { // Tell your app what to launch and how. });
An event page may create one or more windows at its discretion. By default, these windows are created with a script connection to the event page and are directly scriptable by the event page.
Windows in Chrome Apps are not associated with any Chrome browser windows. They have an optional frame with title bar and size controls, and a recommended window ID. Windows without IDs will not restore to their size and location after restart.
Here's a sample window created from background.js
:
chrome.app.runtime.onLaunched.addListener(function() { chrome.app.window.create('main.html', { id: 'MyWindowID', bounds: { width: 800, height: 600, left: 100, top: 100 }, minWidth: 800, minHeight: 600 }); });
Depending on how your app is launched,
you may need to handle launch data
in your event page.
By default, there is no launch data
when the app is started by the app launcher.
For apps that have file handlers,
you need to handle the
launchData.items
parameter to allow
them to be launched with files.
The app runtime controls the app installs, updates, and uninstalls.
You don't need to do anything to set up the app runtime,
but your event page can listen out for the onInstalled()
event
to store local settings and the
onSuspend()
event to do simple clean-up tasks
before the event page is unloaded.
chrome.runtime.onInstalled()
is called when your app has first been installed,
or when it has been updated.
Any time this function is called,
the onInstalled
event is fired.
The event page can listen for this event and use the
Storage API
to store and update local settings
(see also Storage options).
chrome.runtime.onInstalled.addListener(function() { chrome.storage.local.set(object items, function callback); });
Users can uninstall your app at any time. When uninstalled, no executing code or private data is left behind. This can lead to data loss since the users may be uninstalling an app that has locally edited, unsynchronized data. You should stash data to prevent data loss.
At a minimum, you should store user settings so that if users reinstall your app, their information is still available for reuse. Using the Storage API ($(ref:storage.sync)), user data can be automatically synced with Chrome sync.
The app runtime sends the onSuspend()
event to the event page before unloading it.
Your event page can listen out for this event and
do clean-up tasks and save state before the app closes.
Once this event is fired,
the app runtime starts the process of closing the app. If the app has open
windows it may be restarted in the future via the onRestarted
event. In this case the app should save its current state to persistent
storage so it can restart in the same state if it receives an
onRestarted
event. The app only has a few seconds to save its
state, after which it will be terminated, so it is a good idea to be
incrementally saving app state while the app is running normally.
After receiving onSuspend
no further events will be delivered
to the app, unless the suspension is aborted for some reason. In this case
the onSuspendCanceled
will be delivered to the app, and the app
won't be unloaded.
chrome.runtime.onSuspend.addListener(function() { // Do some simple clean-up tasks. });