Ford Still Has the Force
"Air Force One" Harrison Ford, Gary Oldman, Glenn Close Directed by Wolfgang Petersen Columbia Pictures, rel. 7-25-97 review by Mike Rizzo
It's a curious comment on the state of Hollywood that the most realistic action hero offered up in any of this year's summer blockbusters is the President of the United States. Judging from "Air Force One"'s opening weekend box office, we as an audience, even in this modern age of cynicism and distrust of our nation's leaders, are more than willing to believe that the President would defend himself, his family, and his country with his fists as easily as he would with military strikes and smart bombs. Why? Two words: Harrison Ford. In "Air Force One", Ford adds to his mile-long list of action fits while giving the audience a two-hour lesson in star power. The setup of "Air Force One" is fairly easy to follow. An allied group of U.S. and Russian commandos raid the Presidential Palace of Khazakhstan, overthrowing and imprisoning the hard-line Khazakhstani Communist leader, General Radek. U.S. President Marshall(Ford), at a banquet in Moscow, follows this with a speech condemning Radek's brutality, replete with a vow to fight terrorism throughout the world. Ford makes a stately and noble chief executive; he embarks on this new policy, not because his re-election campaign is coming up, but because, "It's the right thing to do." Once again, an idealism that we as Americans wish our leaders still had. After the banquet, Ford retires to his plane, the actual AFO, for the flight home with his wife(Wendy Crewson) and daughter(Liesel Matthews). We see the president as a doting father and loving husband, and a football fanatic who'd rather watch the game with a beer than sit through another policy meeting; we see the President as an average guy. Unbeknownst to him and everyone else on board, however, a group of Russian terrorists, led by psycho extraordinaire Gary Oldman, have boarded the plane with the aid of a duplicitous Secret Service agent, disguised as a news crew on a press tour. Of course, the terrorists take over the plane, kill a few people, and go looking for the President; they want him to influence the Russian president to release Radek. Before Oldman and company can get to him, the Secret Service whisk Ford off to his Presidential escape pod. Believing that the Prez has escaped, Oldman goes to Plan B. He uses AFO's communications system to contact Washington, and informs Vice President Glenn Close that he intends to kill a hostage every half hour until Radek is released. Predictably, the Cabinet is in disarray. Close squabbles with the Scretary of Defense (Dean Stockwell)over authority; a humorous moment arises when the Cabinet can't find a copy of the Constitution to figure out wh exactly is in charge. They know something that Oldman doesn't: Ford wasn't in the escape pod. Unfortunately, they don't know if he's alive or dead, so they also don't know if he's still the President. This is where the action begins in earnest. Ford sneaks around the underneath of the plane, trying to figure out a way to save his family and the other hostages. Soon, Oldman notices that he's losing men, and begins looking for whoever is attempting to foul up his plans. Much of the film from this point feels like a high-stakes version of "Die Hard" on an airplane, and it is, but "Air Force One" is also complex, well-acted, and its action scenes will leave you breathless. Oldman gives the film an intense, brooding energy as the buzz-cut psycho leading the hijacking, alternately exuding justifying ideology, uncontrollable rage, and cool, collected malevolence. His telephone conversations with Close are chilling. He is every bit as solid and contolled here as he was outlandish in "The Fifth Element"; this film loses a little steam with his demise. Close is a convincing VP, all nerves as she attempts to sort out the mess while defending the President's course of action. "Fargo" Oscar nominee William H. Macy lends a hand as an Air Force officer who aids the President in retaking the plane. The real stars, though, other than Ford, are director Wolfgang Petersen and the model AFO he has created. Petersen's trademark claustrophobic action (I recently read a review which referred the film as "Das Plane") is in good effect here; it's a surprise Bruce Willis hasn't sought out Petersen. The tense action and fantastic in-air effects (Check out the exploding fuel tanker and the fighter plane battle. Only one of the effects shots doesn't work - you'll know which one when you see it...) help Petersen overcome a somewhat implausible, often corny script by first-time Screenwriter Andrew W. Marlowe. Even with all of this going on around him, though, everything centers on Ford. He is worth every penny of his reported $20 million salary in this, his best actioner since "The Fugitive" and his return, after the disappointing grosses of "Sabrina" and "The Devil's Own", to the box-office throne to which he is accustomed. One amusing final note: A friend with whom I saw "Air Force One" couldn't understand why everyone in the film spoke so reverentially of Ford's President Marshall. I have no doubt that if Harrison Ford himself were President, he'd receive the same reverence.
Stars: A Plot: B+ Direction/Effects: A Script: B-
Overall: A-
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Aww yeah, you successfully read this important alert message. This example text is going to run a bit longer so that you can see how spacing within an alert works with this kind of content.
Whenever you need to, be sure to use margin utilities to keep things nice and tidy.
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I am a 19 year old first year student in University College Cork studying BIS. I am currently employed in Blarney Woolen Mills as a catering assistant and work part time on weekends. I am a young, enthusiastic worker, who excels in teams and occasionally takes up leadership roles within groups. I had a long and diverse experience within the workforce and I am familiar with various aspects of computing and Business.
With the world wide reputation as the centre for Irish clothing, gifts and memorabilia, Blarney Woolen Mills has made a significant name for itself. It operates as one of the main area and attractions for tourists visiting the blarney region. Currently I operate as a catering assistant with the Mills and assist the staff where ever I can. I mainly cover as a Barista and can make all mainstream versions of Coffee. I have experience In waiting both Tour Groups and Families
During the winter months of 2016, I was selected by members of staff from Presentation Brothers College to act as a counter for the S.H.A.R.E. Organisation.
During my Transition year, I applied to a cyber security initiative which was spear headed by McAfee Computer Security Company. The objective was to inform younger pupils about the dangers of the Internet. We made presentations in a number of Primary Schools across the Cork City region and took questions from the students where needed.
I organised and documented Information for Michael, while assisting in other general tasks and helping where I could. During the job I development many skills and gained vital experience that will prove beneficial in the future. .
| Subject | Result |
|---|---|
| Maths | H5 |
| English | H4 |
| Irish* | 03 |
| German | H4 |
| Business | H3 |
| Economics | H3 | History | H3 |
In my long sporting career I have found and excelled in many areas. I have particular interest in field sport such as Rugby,Hurling and Football. My time at PBC solidified my passion of Rugby where I varied between two positions, Flanker and Winger. In Hurling I prove to be a nippy corner back in which i .
When forced indoors, I follow a number of sci-fi and fantasy genre movies and television shows, I am an aspiring chef, and I spend a large amount of my free time exploring the latest technology advancements in the front-end web development world.


Genie Jobs - Query Parameters
Filter jobs based on the following parameters
userName
User name
jobType
Job type: HADOOP, HIVE or PIG
status
Status: RUNNING, SUCCEEDED, FAILED, KILLED
jobID
Job ID Pattern
jobName
Job Name Pattern
limit
Number of jobs
Submit


Every time your teammates perform a check-in, you receive a script with their changes (it's the so called "push" model). The script arrives through e-mail or your network and ends up in the Inbox tab of the project. Script changes are not reflected in your project files until you execute the scripts in the Inbox.
Before you execute a script, you can review the changes it will make to your files. Select the script in the Inbox. In the details pane below, double-click on a file, and a visual differ opens, showing the script's changes. (You can either use the built-in Differ or the Beyond Compare differ as your file comparator (use the Tools>Differ menu item to switch between them.)
If a script modifies a file that you have checked out and worked on, Code Co-op will attempt to merge changes. You will be notified when this is the case. Always review the results of a merge which will be listed in the Synch Merge tab.


# 10 Fun Facts about Utah!
- It was founded by the Utes, a gang of kids that lived in Joe Pesci’s neighborhood.
- Morton Salt has their headquarters there, and the rebranding of a toxic salt spill to be a Great Salt Lake is studied in marketing programs around the world.
- The Mountain Time Zone was named after Big Mountain Jones, a local goldsmith in the 1800s.
- The NBA’s Utah Jazz are named the Jazz because Salt Lake City is known as the Birthplace of Jazz.
- Famous Jazz player Karl Malone is nicknamed the Mailman, because when he first started playing in the NBA, he also drove for USPS to help make ends meet.
- Another famous Jazz in Utah: DJ Jazzy Jeff summers in Park City.
- The University of Utah offers the world’s only BFA in Snowboarding.
- Children from all over Utah compete annually in the nation’s largest staring contest, judged by Nickelodeon’s Pete and Pete.
- While alcohol content is kept under 4% for draft beer, Utah is the nation’s only state where bottles of unknown hooch with “XXX” on them are still legal. Locals call it Ramble Gamble Juice!
- I’ma be there in about 14 hours for MARCH MADNESS.


DynamicRestProxy API
Interaction with the DynamicRestProxy api is primarly via the dynamic nature of the DynamicRestClient type. In most cases declare the client instance as type dynamic at which point all property and method invocations are dynamically invoked.
dynamic client = new DynamicRestClient("https://example.com");
dynamic result = await client.get();
Helper Types
- ContentInfo Used to declare the MIME type and content heanders of message content
- DynamicRestClientDefaults Default values that will be added to all requests
- DynamicRestClientResponseException Exception thrown when response status does not indicate success. Allows response content and headers to be inspected on failure
- HttpClientExtensions Extension methods to aid deserialization
- PostUrlParam By default POST parameters will be form encoded. Use this to force the request to have a particular parameter encoded on the url query
- StreamInfo Wrapper class for a Stream that relates the stream to metadata (MIME type) about the stream so metadata can be added to content headers


Debian Package Dependencies Terminator
Please select System
ubuntu 16.04
Please choose to get dependencies through the
package name
or
custom scripts
Package Name
Customer Shell Script
Package Name
Customer Shell Script
REQUEST DEPENDENCIES


--- title: Red Butte Photo of the Day September 17, 2009 date: 2009-09-17 00:00:00 -06:00 categories: - whats-blooming layout: post blog-banner: whats-blooming-now-fall.jpg post-date: September 17, 2009 post-time: 11:06 AM blog-image: wbn-default.jpg ---
American Indians made a tart drink (“Indian lemonade”) from the ripe fruits of skunkbrush sumac. The bark of all sumacs has been used as an astringent, and leaves and bark can be used for tanning leather because of the high tannin content. Various Indian tribes have used fragrant sumac in treatment for various illnesses and health problems. The leaves, mixed with tobacco, were used as a smoking mixture.
The fruit is an important winter food for birds, including turkey, ruffed grouse, robins, and flickers, and for various small mammals (e.g., raccoon, opossum, chipmunk). The foliage is relatively unpalatable to most species of wildlife and domestic livestock. Thickets of fragrant sumac provide cover for many species of birds and small mammals.
Skunkbrush Sumac is becoming more frequently used in xeric plantings and can sometimes be found at the large chain home improvement centers.


Jena RDF Tutorial
Javadoc
The Jena Javadoc (Public APIs)
FAQ
SPARQL
ARQ is an implementation of the SPARQL query language for Jena. Documentation.
Ontology Processing
Example programs:
Persistent Ontology Models
Textual description of a class
Textual rendering of the class hierarchy
Inference
Persistent RDF data in relational databases
Database Specific Notes
MySQL
HSQLDB
Apache Derby
PostgreSQL
Oracle
Microsoft SQL Server
HowTo's
Schemagen - generate a Java class from a vocabulary or ontology
Using a DIG description-logic reasoner with Jena
Jena Model Assemblers - describing models with RDF
Frame-like views of RDF resources and classes
Jena 2.3 query performance notes
Command Line Utilities
Jena has a number of command line programs to process RDF models and to manipulate models held in relational databases.
- Tool descriptions
- javadoc for the "jena" package


o != arg0
is the same as !(o == (arg0))
.
o != arg0
is the same as !(o == (arg0))
.
the object to compare against this object for dis-equality.
false
if the receiver object is equivalent to the argument; true
otherwise.
o == arg0
is the same as if (o eq null) arg0 eq null else o.equals(arg0)
.
o == arg0
is the same as if (o eq null) arg0 eq null else o.equals(arg0)
.
the object to compare against this object for equality.
true
if the receiver object is equivalent to the argument; false
otherwise.
o == arg0
is the same as o.equals(arg0)
.
o == arg0
is the same as o.equals(arg0)
.
the object to compare against this object for equality.
true
if the receiver object is equivalent to the argument; false
otherwise.
Sets values from nested element config
.
Sets values from nested element config
.
Sets value from nested element excludes
.
Sets value from nested element excludes
.The excludes
attribute has been deprecated and will be removed in a future version of ScalaTest.
Please use the tagsToExclude
attribute instead.
Sets value from nested element includes
.
Sets value from nested element includes
.The includes
attribute has been deprecated and will be removed in a future version of ScalaTest.
Please use the tagsToInclude
attribute instead.
Sets value from nested element jvmarg
.
Sets value from nested element jvmarg
.
Sets value from nested element membersonly
.
Sets value from nested element membersonly
.
Sets values from nested element property
.
Sets values from nested element property
.The property
attribute has been deprecated and will be removed in a future version of ScalaTest.
Please use the config
attribute instead.
Sets value from nested element reporter
.
Sets value from nested element reporter
.
Sets value from nested element runpath
.
Sets value from nested element runpath
.
Sets value from nested element runpathurl
.
Sets value from nested element runpathurl
.
Sets value from nested element suite
.
Sets value from nested element suite
.
Sets value from nested element excludes
.
Sets value from nested element excludes
.
Sets value from nested element tagsToInclude
.
Sets value from nested element tagsToInclude
.
Sets value from nested element testngsuites
.
Sets value from nested element testngsuites
.
Sets value from nested element wildcard
.
Sets value from nested element wildcard
.
This method is used to cast the receiver object to be of type T0
.
This method is used to cast the receiver object to be of type T0
.
Note that the success of a cast at runtime is modulo Scala's erasure semantics. Therefore the expression1.asInstanceOf[String]
will throw a ClassCastException
at runtime, while the expressionList(1).asInstanceOf[List[String]]
will not. In the latter example, because the type argument is erased as
part of compilation it is not possible to check whether the contents of the list are of the requested typed.
the receiver object.
This method creates and returns a copy of the receiver object.
This method creates and returns a copy of the receiver object.
The default implementation of the clone
method is platform dependent.
a copy of the receiver object.
This method is used to test whether the argument (arg0
) is a reference to the
receiver object (this
).
This method is used to test whether the argument (arg0
) is a reference to the
receiver object (this
).
The eq
method implements an [http://en.wikipedia.org/wiki/Equivalence_relation equivalence relation] on
non-null instances of AnyRef
:
* It is reflexive: for any non-null instance x
of type AnyRef
, x.eq(x)
returns true
.
* It is symmetric: for any non-null instances x
and y
of type AnyRef
, x.eq(y)
returns true
if and
only if y.eq(x)
returns true
.
* It is transitive: for any non-null instances x
, y
, and z
of type AnyRef
if x.eq(y)
returns true
and y.eq(z)
returns true
, then x.eq(z)
returns true
.
Additionally, the eq
method has three other properties.
* It is consistent: for any non-null instances x
and y
of type AnyRef
, multiple invocations of
x.eq(y)
consistently returns true
or consistently returns false
.
* For any non-null instance x
of type AnyRef
, x.eq(null)
and null.eq(x)
returns false
.
* null.eq(null)
returns true
.
When overriding the equals
or hashCode
methods, it is important to ensure that their behavior is
consistent with reference equality. Therefore, if two objects are references to each other (o1 eq o2
), they
should be equal to each other (o1 == o2
) and they should hash to the same value (o1.hashCode == o2.hashCode
).
the object to compare against this object for reference equality.
true
if the argument is a reference to the receiver object; false
otherwise.
This method is used to compare the receiver object (this
) with the argument object (arg0
) for equivalence.
This method is used to compare the receiver object (this
) with the argument object (arg0
) for equivalence.
The default implementations of this method is an [http://en.wikipedia.org/wiki/Equivalence_relation equivalence
relation]:
* It is reflexive: for any instance x
of type Any
, x.equals(x)
should return true
.
* It is symmetric: for any instances x
and y
of type Any
, x.equals(y)
should return true
if and
only if y.equals(x)
returns true
.
* It is transitive: for any instances x
, y
, and z
of type AnyRef
if x.equals(y)
returns true
and
y.equals(z)
returns true
, then x.equals(z)
should return true
.
If you override this method, you should verify that your implementation remains an equivalence relation.
Additionally, when overriding this method it is often necessary to override hashCode
to ensure that objects
that are "equal" (o1.equals(o2)
returns true
) hash to the same
scala.Int
(o1.hashCode.equals(o2.hashCode)
).
the object to compare against this object for equality.
true
if the receiver object is equivalent to the argument; false
otherwise.
Executes the task.
Executes the task.
This method is called by the garbage collector on the receiver object when garbage collection determines that there are no more references to the object.
This method is called by the garbage collector on the receiver object when garbage collection determines that there are no more references to the object.
The details of when and if the finalize
method are invoked, as well as the interaction between finalize
and non-local returns and exceptions, are all platform dependent.
Returns a representation that corresponds to the dynamic class of the receiver object.
Returns a representation that corresponds to the dynamic class of the receiver object.
The nature of the representation is platform dependent.
a representation that corresponds to the dynamic class of the receiver object.
Returns a hash code value for the object.
Returns a hash code value for the object.
The default hashing algorithm is platform dependent.
Note that it is allowed for two objects to have identical hash codes (o1.hashCode.equals(o2.hashCode)
) yet
not be equal (o1.equals(o2)
returns false
). A degenerate implementation could always return 0
.
However, it is required that if two objects are equal (o1.equals(o2)
returns true
) that they have
identical hash codes (o1.hashCode.equals(o2.hashCode)
). Therefore, when overriding this method, be sure
to verify that the behavior is consistent with the equals
method.
the hash code value for the object.
This method is used to test whether the dynamic type of the receiver object is T0
.
This method is used to test whether the dynamic type of the receiver object is T0
.
Note that the test result of the test is modulo Scala's erasure semantics. Therefore the expression1.isInstanceOf[String]
will return false
, while the expression List(1).isInstanceOf[List[String]]
will
return true
. In the latter example, because the type argument is erased as part of compilation it is not
possible to check whether the contents of the list are of the requested typed.
true
if the receiver object is an instance of erasure of type T0
; false
otherwise.
o.ne(arg0)
is the same as !(o.eq(arg0))
.
o.ne(arg0)
is the same as !(o.eq(arg0))
.
the object to compare against this object for reference dis-equality.
false
if the argument is not a reference to the receiver object; true
otherwise.
Wakes up a single thread that is waiting on the receiver object's monitor.
Wakes up a single thread that is waiting on the receiver object's monitor.
Wakes up all threads that are waiting on the receiver object's monitor.
Wakes up all threads that are waiting on the receiver object's monitor.
Sets value of the concurrent
attribute.
Sets value of the concurrent
attribute.Note: The concurrent
attribute has been deprecated and will be removed in a future version of ScalaTest.
Please use the parallel
attribute instead.
Sets value of the fork
attribute.
Sets value of the fork
attribute.
Sets value of the haltonfailure
attribute.
Sets value of the haltonfailure
attribute.
Sets value of the maxmemory
attribute.
Sets value of the maxmemory
attribute.
Sets value of membersonly
attribute.
Sets value of membersonly
attribute.
Sets value of the numthreads
attribute.
Sets value of the numthreads
attribute.
Sets value of the parallel
attribute.
Sets value of the parallel
attribute.
Sets value of the runpath
attribute.
Sets value of the runpath
attribute.
Sets value of suite
attribute.
Sets value of suite
attribute.
Sets value of the testngsuites
attribute.
Sets value of the testngsuites
attribute.
Sets value of wildcard
attribute.
Sets value of wildcard
attribute.
Returns a string representation of the object.
Returns a string representation of the object.
The default representation is platform dependent.
a string representation of the object.
An ant task to run ScalaTest. Instructions on how to specify various options are below. See the scaladocs for the
Runner
class for a description of what each of the options does.To use the ScalaTest ant task, you must first define it in your ant file using
taskdef
. Here's an example:Once defined, you use the task by specifying information in a
scalatest
element:You can place key value pairs into the
configMap
using nested<config>
elements, like this:You can specify a runpath using either a
runpath
attribute and/or nested<runpath>
elements, using standard ant path notation:or
To add a URL to your runpath, use a
<runpathurl>
element (since ant paths don't support URLs):You can specify reporters using nested
<reporter>
elements, where thetype
attribute must be one of the following:graphic
file
junitxml
stdout
stderr
reporterclass
Each may include a
config
attribute to specify the reporter configuration. Typesfile
,junitxml
andreporterclass
require additional attributesfilename
,directory
, andclassname
, respectively:Specify tags to include and/or exclude using
<tagsToInclude>
and<tagsToExclude>
elements, like this:To specify suites to run, use either a
suite
attribute or nested<suite>
elements:or
To specify suites using members-only or wildcard package names, use either the
membersonly
orwildcard
attributes, or nested<membersonly>
or<wildcard>
elements:or
or
Use attribute
parallel="true"
to specify parallel execution of suites. (If theparallel
attribute is left out or set to false, suites will be executed sequentially by one thread.) Whenparallel
is true, you can include an optionalnumthreads
attribute to specify the number of threads to be created in thread pool (e.g.,numthreads="10"
).Use attribute
haltonfailure="true"
to cause ant to fail the build if there's a test failure.Use attribute
fork="true"
to cause ant to run the tests in a separate process.When
fork
istrue
, attributemaxmemory
may be used to specify the maximum memory size that will be passed to the forked jvm. For example, the following setting will cause"-Xmx1280M"
to be passed to the java command used to run the tests.When
fork
is true, nested<jvmarg>
elements may be used to pass additional arguments to the forked jvm. For example, if you are running into 'PermGen space' memory errors, you could add the followingjvmarg
to bump up the JVM'sMaxPermSize
value:authors:
George Berger


SCHEDULE
All workshops and talks will be presented in English language.
WORKSHOP DAY - FRIDAY, SEPTEMBER 21
08:00am
DOORS OPEN
08:45am
SHORT INTRO
PHP USERGROUP DRESDEN e.V.
FOYER
Breaks during the workshop day:
- COFFEE BREAK from 11:00am to 11:30am
- LUNCH BREAK from 01:30pm to 02:30pm
- COFFEE BREAK from 04:30pm to 05:00pm
07:00pm
SOCIALIZING
08:30pm
SPEAKER DINER
CONFERENCE DAY - SATURDAY, SEPTEMBER 22
07:30am
DOORS OPEN
08:30am - 08:50am
INTRO BY THE ORGANIZERS
PHP USERGROUP DRESDEN e.V.
MAIN HALL
09:00am - 10:00am
MAIN HALL
10:00am - 10:30am
COFFEE BREAK
FOYER
12:45pm - 02:15pm
LUNCH BREAK
RESTAURANT
03:30pm - 04:30pm
MAIN HALL
04:30pm - 05:00pm
COFFEE BREAK
FOYER
05:00pm - 06:00pm
MAIN HALL
05:00pm - 06:00pm
#UN CONFERENCE (2 TALKS)
06:15pm - 07:15pm
#UN CONFERENCE (2 TALKS)
07:15pm
CLOSING WORDS
by PHP USERGROUP DRESDEN e.V.
by PHP USERGROUP DRESDEN e.V.
MAIN HALL
07:30pm
SOCIALIZING / WURSTCON
FOYER


Our sole mission is to help the students of India get the education they want and deserve. We aspire to be the first choice for every student as well as a parent when it comes to consultancy services. We believe in hard work that our team puts in to shape the future of students of India and we seek to become the most trusted educational consultancy provider for overseas education.
Migrates Overseas Consultancy overseas LLP is not only an overseas educational consultancy, in fact, we are a team that helps students build a better future. We make the dreams of a student, come true. We are based in Hyderabad. And we not only provide consultancy services but also coaching for IELTS. As we all know in past few years the competition for overseas education has risen a lot. Along with this, the number of students who want to go abroad rose as well. So, a group of people came together to form Migrates Consultancy with a thought of helping students in need of guidance to go overseas. Our consultancy gives paramount importance to the future of students and concentrates them to make their dreams come true.
After Globalization and development of our country as well as other countries, it has become a relatively easier job to get an education from abroad. The countries are more open to foreign students and their culture. This is the best time to get an education from around the world. But due to lack of information, improper guidance, fear of surviving in another country, not enough knowledge about universities etc., the students with potential never get to go to the Universities they dream of. Instead, they give up on their dreams due to complications and end up in a University abroad which doesn't provide quality education.
We at Migrates, take pride in ourselves for helping students wholeheartedly and guide them towards a better future that they deserve. The definition of success, for us, is the number of students we help and guide to get the education they wanted and the number of parents we made proud by getting the students into the pristine Universities around the world.
Education is the defining factor of our life and if we are guided in the wrong direction in the field of education, it could lead to a lot of problems in students' lives. That is why Migrates is at work so that you can get the service you need to explore your full potential without worrying about misguidance.


Had this problem a while back when I needed a logo SVG in a PDF brand guidelines document. I ended up asking one of the UX designers who had a Adobe Creative Cloud subscription. This is how to extract it for free on your own.
- Install Inkscape
- Open the PDF file and select the page the image is on
- Select the image and copy
- Open a new Inkscape page, paste the image
- Edit -> Resize Page to Select or Shift + Ctrl + R
- Save (dat money)


10.7. Assertions
Assertions are diagnostic predicates that must evaluate to Boolean true; otherwise, an exception is raised to indicate that the expression is false. These work similarly to the assert macros, which are part of the C language preprocessor, but in Python these are runtime constructs (as opposed to precompile directives).
If you are new to the concept of assertions, no problem. The easiest way to think of an assertion is to liken it to a raise-if statement (or to be more accurate, a raise-if-not statement). An expression is tested, and if the result comes up false, an exception is raised.
Assertions are carried out by the assert statement, introduced back in version 1.5.
10.7.1. assert Statement
The assert statement evaluates a Python expression, taking no action if the assertion succeeds (similar to a pass statement), but otherwise raising an AssertionError exception. The syntax for assert is:
assert expression [, arguments]
Here are some examples of the use of the assert statement:
assert 1 == 1
assert 2 + 2 == 2 * 2
assert len(['my list', 12]) < 10
assert range(3) == [0, 1, 2]
AssertionError exceptions can be caught and handled like any other exception using the TRy-except statement, but if not handled, they will terminate the program and produce a traceback similar to the following:
>>> assert 1 == 0
Traceback (innermost last):
File "<stdin>", line 1, in ?
AssertionError
As with the raise statement we investigated in the previous section, we can provide an exception argument to our assert command:
>>> assert 1 == 0, 'One does not equal zero silly!'
Traceback (innermost last):
File "<stdin>", line 1, in ?
AssertionError: One does not equal zero silly!
Here is how we would use a TRy-except statement to catch an AssertionErrorexception:
try:
assert 1 == 0, 'One does not equal zero silly!'
except AssertionError, args:
print '%s: %s' % (args.__class__.__name__, args)
Executing the above code from the command line would result in the following output:
AssertionError: One does not equal zero silly!
To give you a better idea of how assert works, imagine how the assert statement may be implemented in Python if written as a function. It would probably look something like this:
def assert(expr, args=None):
if __debug__ and not expr:
raise AssertionError, args
The first if statement confirms the appropriate syntax for the assert, meaning that expr should be an expression. We compare the type of expr to a real expression to verify. The second part of the function evaluates the expression and raises AssertionError, if necessary. The built-in variable __debug__ is 1 under normal circumstances, 0 when optimization is requested (command-line option -O).
|


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Perfectly designed for your home.
Harry's compact size and contemporary design means
it complements your house décor perfectly.
Clean and fresh water at your fingertips.
| RETAIL PRICE | MONTHLY RENTAL |
|---|---|
| RM 3960 | RM 123 |
| FREE 1-YEAR SERVICE & PRODUCT WARRANTY | FREE 5-YEAR SERVICE & PRODUCT WARRANTY |
Tank Capacity :
6.0 Litres Ambient Water
3.0 Litres Cold Water
3.0 Litres Hot Water
Filtration Capacity : 30 Litre / Hour
Power Consumption : Cooler : 154w Heater : 500w
Dimension : 260mm (W), 448mm (D), 1150mm (H)


Last year, I made an attempt to predict the winner of the 2018 World Series (WS18). That model was built on only a few features, focusing only on statistically significant data that discerns the World Series winners from all other teams. These features included: ERA, Runs, and WP (win percentage). However, that model was a touch simplistic and not terribly accurate. The goal this year is to build a robust model without narrowing the dataset.
Before diving into the data, however, there is a bit of controversy that must be addressed. This concerns the definition of the "modern era" of baseball. There are two years that could be posited as the start of the "modern era": 1905 and 1969.
1905.
While the available data reaches back to 1876, it wasn't until 1905 that annual World Series were held. In 1905, there were significant rule changes. These included foul balls counted as strikes, RBIs and ERAs were tracked, the mound was moved further back (allowing for breaking balls), and spitballs were made illegal.1969.
The reason for the 1969 start date is due to significant rule changes that are more similar to current baseball rules. For example, 1969 marked the first year of division play and the expanded postseason, the strike zone shrinking, and the lowering of the pitcher's mound by five inches. All of these changes result in very different metrics posted by each team.
Data.
Two datasets will be obtained. The first will include regular season data from 1905-2019; the second will include data from 1969-2019. All statistics from hitting, fielding, and pitching will be included in the dataset, with the exception of calculated features.
Models.
Each dataset will be put through different readily available models. These models will be fine-tuned. The generated models will be validated against data from 2016-2018 to ensure that the predictions are accurate.
In the earlier rudimentary model, I used data from Kaggle. However, that dataset is outdated. In an effort to get the most recent data, I decided to scrape MLB and ESPN. All of the data were for teams and not individual contributors.
The notebooks for scraping and cleaning data can be found in my GitHub.
Each dataset has it's own set of problems. I generated some visualizations to briefly determine the differences between the datasets.
Of the 1905-2019 dataset, 4.59% of the population are winners. With the 1969-2019 dataset, 3.54% of the population are winners. Clearly, the data are not balanced.
With the number of features, it was important to see the differences between the winners and the not-winners for the two datasets. There are more positively correlated statistics in the 1969-2019 dataset compared to the 1905-2019 dataset. However, one of the highest correlation is CG (Complete Game). This statistic is important as it tells the health of the pitcher--the higher the CG number, the healther the pitchers on the team. Another high correlation value is SHO (Shut Outs). The higher the number, the tougher it is to score runs against that team's pitcher. In other words, the pitchers throw "dirty" stuff.
The notebook for data visualization can be found in my GitHub.
A number of different models were tested against the 1905-2019 dataset and the 1969-2019 dataset. As I tested these models, I ran into a problem of unbalanced data. There were far more not-winners of the World Series compared to actual winners of the World Series. Therefore, the models would be overfitted for not-winners and produce complete junk for predictions of the validation set.
The notebooks for upscale/scale/split data, model building/fine-tuning, and validation can be found in my GitHub.
Given the current standings in the 2019 regular season, the model predicts the Red Sox to win the World Series.


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Here are a few things I played with at some point in time


Adding or Removing Devices
- The list above displays all of the devices that will be handled by Micro-Manager in this configuration file.
- If you are making a new configuration file for the first time, please visit the Micro-Manager website (www.micro-manager.org) and look under
Devices to find instructions for setting up all your devices.
- You can begin adding new devices whenever you're ready (click 'Add' button).
If you need more help with deciding which devices to add, highlight
a particular device and click Help (it really helps!).
- While adding a device you can choose to allow the wizard to recognize
these devices automatically (recommended) or show all of the subdevices (check 'Show all').
- Once you have chosen a device you will be prompted for a device name. You can also edit the name in the device list (double-click the Name in the first column of the list).
- Device names must be unique and should not contain any special characters. We recommend that you make it a name that will simplify recognizing the device,
since only this name will be used henceforth to specify the device.
- If you are modifying a list, you can remove a device at any time (highlight the Name of the device and click Remove).
- Click Next when you are satisfied with the list of devices.


I took advantage of this project to add some progressive app related features such as:
This is still a work in progress, the code is well commented, you can see the doc on the wiki.


toString()
calls on objects of a class extending Number
.
Such calls are usually incorrect in an internationalized environment and some locale specific formatting should be used instead.
Example:
void print(Double d) {
System.out.println(d.toString());
}
A possible way to fix this problem could be:
void print(Double d) {
System.out.printf("%f%n", d);
}
This formats the number using the default locale which is set during the startup of the JVM and is based on the host environment.


Doom
Tips
- Learn the abilities and auras of neutral creeps and figure out which ones best match your playstyle. Get
a Hill Troll Priest from an easy camp early game for the mana aura, Centaur from a medium camp mid game for
the Stomp, and an Alpha Wolf from a medium camp late game for the crits and aura. If you're jungling, try to
get the big red Satyr for the HP regen or the blue Ogre for the Ice Armor. If you're stacking camps, get
the Wildwing and take down the stack with the Tornado.
- The net on the Dark Troll Warlord goes through spell immunity and Linken's Sphere.
- If enemies are picking up Linken's, find a neutral spell that is targeted to pop them before casting Doom.
The longest range targeted neutral spell is the Harpy's Chain Lightning (900 range), and the Mud Golem's Hurl
Boulder is a close second (800 range).
- DOOOOOOOOOOOOOOOOOOOOOOOOOOM mutes usage of items. Besides stopping someone from TPing, it's also
useful against Mek or Pipe carriers.
Counters
- Pay attention to what creep ability Doom has by clicking on him. Don't get surprised when his team
rushes out of nowhere because he has the Kobold aura or if he breaks your channel because he took a Centaur
Stomp.
- Linken's Sphere is the textbook anti-Doom item. Lotus Orb is also good for offensive situations.
- Please deny your allies when they're Doomed.
- However, you ideally want to click on your ally and track how much time is left on the Doom debuff icon
because deny range != dead range.
- DOOOOOOOOOOOOOOOOOOOOOOOOOOM mutes items, including that Magic Wand that I know you want to use
so badly because it should be enough to just barely sav... you're dead.


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Speech
Secretary of State Michael Gove speaks at the FASNA (Freedom and Autonomy for Schools National Association) conference, July 2012.
Thank you very much for that kind introduction.
May I start by wishing FASNA my congratulations on your 20th birthday?
I’m delighted to have the opportunity today to pay tribute to this organisation, and to wish you well for the next twenty years.
FASNA was established by educationalists who wanted to take charge of their own destiny.
And when you came together it was to affirm the vital importance of greater Freedom and Autonomy for schools as the key to raising standards.
When FASNA was set up, those principles needed to be proclaimed, needed to be fought for, needed friends.
The liberating power of greater autonomy for great head teachers was not seen as the most powerful driver of higher standards - as we know it is today.
It was seen as a threat.
To vested interests. To local authorities. Trades Unions. And to the politicians and academics whose reputations were invested in the unreformed status quo.
And you were a threat.
Because you were the leaders of the nation’s best state schools. The results achieved by your students gave you the authority to speak out. You proved every day that children - whatever their background - were capable of excellence in the right surroundings. And you therefore proved that many of those responsible for state education elsewhere had failed. Failed generations of children, who were condemned to a culture of low expectations.
In the last twenty years the education debate in this country has swung in different directions, with politicians who believed in the principles which have made your schools successful succeeded by, and in some cases thwarted by, those who were prisoners of old ideologies.
But now - 20 years after FASNA’s establishment - we can see that you have been unambiguously on the winning side of the debate.
We know - from the international evidence so carefully assembled by independent organisations such as the OECD - that freedom and autonomy for school leaders is the key to successful education systems.
We know - from the amazing achievements of those schools which embraced autonomy early, from voluntary aided schools, trust and foundation schools, CTCs and academies - that freedom has driven standards up.
We know - from the subsequent embrace of academy freedoms by more than half the nation’s secondary heads - that the attractions of autonomy are now clear to leaders responsible for educating more than half the nation’s children.
And there is also now, happily, a firm political consensus among the politicians who matter - Tony Blair and Andrew Adonis, Nick Clegg and David Laws, David Cameron and George Osborne - that greater freedom and autonomy for school leaders is the route to genuine and lasting school reform.
We have - thanks to FASNA - come a very long way.
And today I’d like to salute the people who made that possible
All of you in this room. And, in particular, Helen Hyde, Tom Clark, Joan Binder and George Phipson.
Thank you for everything you’ve done.
It’s because we in the Coalition Government know that greater freedom for great leaders is a proven route to excellence that we’ve wanted to spread the gospel more widely.
That’s why we have driven the expansion of the academies programme at such speed.
When we took office, there were just 203 academies - now there are nearly two thousand. Teaching over one and a quarter million children - and more are applying every day.
This milestone matters because more and more children are being educated in schools oriented towards success.
With greater freedom has come a broader shouldering of responsibility.
Outstanding schools like yours which have converted to academy status have been required to help schools in greater need.
This has helped to give children in the most disadvantaged circumstances - those most in need - the most damaged victims of the failed ideologies of the past - access at last to a culture of excellence.
And just as school leaders and teachers have used academy freedoms to help those most in need, so school leaders and teachers have used the new freedoms created to establish wholly new schools in areas of disadvantage and deprivation.
Until this Government was formed, idealistic teachers couldn’t set up schools explicitly designed to help those most in need.
If you were a professional doctor committed to helping the disadvantaged, you could establish a community GP practice in a challenging area. If you were a professional solicitor determined to provide access to justice for the poorest, you could set up a community law centre in a disadvantaged borough.
But if you were a professional teacher who wanted to bring your skills and expertise to help the poorest, you couldn’t set up a community school for children in need.
Well, now - thanks to the free school reforms championed by David Cameron and Nick Clegg - these schools are being set up.
Patricia Sowter - a headteacher ranked outstanding by Ofsted - has set up two new primaries in Edmonton, and has plans to establish a ground-breaking secondary as well.
Greg Martin - a headteacher ranked outstanding by Ofsted - runs an amazing primary in Brixton and is opening a state secondary boarding school for students from Lambeth.
Peter Hyman - a former aide to Tony Blair turned outstanding assistant head - is opening an innovative new school designed to build confidence and raise educational standards for the poorest children in Newham.
Just down the road teachers from the state secondary Kingsford - and independent schools such as Eton and Brighton College - are setting up a sixth form free school for gifted and talented children.
In Bedford another great teacher - Mark Lehain - is trying to do just the same.
I know teachers sometimes get a bad press - isolated bad apples that pop up in the newspapers, odd GTC cases, bizarre NUT conference speakers embracing Trotskyism when even the Communist party of Vietnam operates a market economy…
But the teachers I’ve mentioned - like everyone in this hall, and the hundreds of thousands who do such a brilliant job every day - deserve better than to be associated with those individuals.
When the OECD records that we have - overall - among the best headteachers in the world we should celebrate that. And that is what I am here to do, by translating words into actions.
Not least by seeking to give you more freedom - and autonomy - to push standards even higher.
As well as extending academy freedoms as widely as possible, we have tried to cut back bureaucracy as much as possible.
Exempting outstanding schools from routine Ofsted inspections.
Replacing more than 20 Ofsted judgements with just four.
Removing the requirement to fill Ofsted’s sprawling self-evaluation form.
Cutting the guidance on behaviour policy from 600 pages to just 50.
Reducing the admissions and appeals codes from 138 pages to less than half.
And giving all schools the freedom to expand - by increasing their Planned Admissions Number - without any bureaucratic obstacles.
As well as managing their own in-year admissions.
On discipline, we’ve given heads and teachers new search powers.
Abolished the rule requiring teachers to give 24 hours’ notice of detention.
Removed the ability of outside bodies to demand the reinstatement of excluded pupils.
And ended the need to record every exercise of physical restraint when poor behaviour needs to be managed.
There is of course more - much more - to do.
On funding - we need further reform and simplification.
We need to move to a full fair national funding formula where each school receives a set, transparent sum for each pupil - and the pupil premium on top for the poorest pupils - and local authorities only receive money for services that schools themselves decide that they need to buy.
We need to move in that direction as quickly - but also as carefully - as possible, to avoid causing unnecessary instability en route.
That is why we are introducing the first stage of funding reforms which will provide a minimum funding guarantee for all existing schools but which also require schools to be funded in a way which sees money go to them first, not the local authority - and which allows schools to work together through the Schools Forum to take account of specific local needs but where the operation of the Schools Forum will be scrutinised from the centre to prevent individual good schools losing out.
I know that there are still issues to be ironed out as we move further on funding reform - but the Government’s sense of direction is clear - and with your help, I hope we can get there as soon as possible.
And there is another area where I need to drive reform faster.
Governance.
Good schools need good governors. And we have thousands of reasons to be grateful to those who give up so much time to help support school leaders in the work they do.
It’s because governance matters so much that the difference between good and bad governance matters so much.
We all know what good governance looks like.
Smaller governing bodies, where people are there because they have a skill, not because they represent some political constituency. They concentrate on the essentials such as leadership, standards, teaching and behaviour. Their meetings are brief and focused; the papers they need to read are short, fact-packed and prepared in a timely way; they challenge the school leadership on results, and hold the leadership and themselves responsible for securing higher standards year on year - every year.
And, all too sadly, we also know what bad governance looks like.
A sprawling committee and proliferating sub-committees. Local worthies who see being a governor as a badge of status not a job of work. Discussions that ramble on about peripheral issues, influenced by fads and anecdote, not facts and analysis. A failure to be rigorous about performance. A failure to challenge heads forensically and also, when heads are doing a good job, support them authoritatively.
We cannot have a 21st century education system with governance structures designed to suit 19th century parochial church councils.
Ofsted, in their new inspection framework, will now be asking searching questions on governance - including assessing how well governors hold the head and senior leader to account.
When it is our children’s future at stake, we cannot afford the archaic amateurism of old-fashioned committee protocols - we have to be more professional.
Reinforcing a commitment to professionalism at every level is what our reform programme has been about.
Giving school leaders greater freedom is a recognition that they take professional pride in driving up standards every year and they want to help as many children as possible enjoy greater opportunities.
The idealistic way in which heads have risen to the challenges we have set on higher standards, the enthusiasm they have shown for academy freedoms, the transparent sense of moral purpose the best have shown in helping those most in need, have contributed to an ever increasing level of respect for those school leaders who do make a difference.
People like all of you in this room.
And your success in shaping your own futures - and enhancing the reputation of your profession - is an inspiration to me in my work.
I am determined to do everything possible to enhance the professional status of teaching.
That is why I have taken the advice of Sir Michael Barber, and all those who have studied those jurisdictions where teaching deservedly enjoys high status.
I have raised the bar on entry to the profession: demanding better degrees of
trainees to send a signal that - like law and medicine - education is a demanding vocation which requires high quality professionals.
I have insisted that we have stricter literacy and numeracy tests on entry to the profession.
I have demanded changes to the funding of teacher training so we secure the closure of those teacher training institutions which are under-performing, and guarantee more graduates train in outstanding schools - like yours - where they can learn from the best.
I have expanded elite routes into the classroom - tripling the size of Teach First and providing new bursaries for first-class maths and science graduates.
I have made more money available for those trainees whose idealism inclines them to teach in schools with the greatest number of disadvantaged pupils.
I have established a new set of Teacher Standards which embody a higher level of professional ambition.
I have instituted a new system of scholarships for teachers who want to undertake research as part of their professional development.
And I have affirmed that teachers - like university academics - are integral to the intellectual life of this nation, guardians of the life of the mind.
Whenever there has been an opportunity for me to appoint a figure to shape educational policy I have tried to ask teachers to lead.
A teacher led our review into teaching standards.
Teachers - dozens of them - helped us develop our new draft primary national curriculum.
A teacher is chief inspector. And another teacher is Chair of Ofsted.
A teacher will lead the nation’s teacher training body - the Teaching Agency.
A teacher is in charge of our academy policy - as Schools Commissioner.
Teachers are in charge of our school improvement effort - through the sponsored academy programme and the National Leaders of Education programme.
Teachers are in charge of training and developing talent in the profession - through the new generation of 200 Teaching Schools and the new opportunities offered by the School Direct programme.
Now there is more - much more - we can do.
We need to reform pay and conditions so teachers are treated and rewarded as autonomous professionals of great creativity and idealism - not homogenized units of production in something rather patronisingly called “the workforce”.
We need to ensure the individual practice of brilliant teachers - and great schools - is better recognised and celebrated by Ofsted and Government.
I am aware that some in the profession think teaching needs that support because it is not valued as it should be by the public.
I understand those concerns, but I am not sure that they are entirely correct.
Evidence from the Teaching Agency has shown that - among graduates - the respect in which the teaching profession is held has risen since 2010.
I believe that is not because of anything I’ve said or done, but because teaching has got better - we have a better generation of teachers and leaders in our schools than ever before.
But some argue that perceptions of teaching have been damaged by the stress I - and the Chief Inspector - have placed on excellence.
I think that analysis is profoundly misconceived.
As does the man who knows more about education than anyone on the globe.
Andreas Schleicher is the OECD official responsible for the international comparisons - PISA - which allow us to identify the best and worst education systems in the world.
He, like me, believes the essence of a good education system is good teaching.
And he, like me, wants to see the respect in which teachers are held increase. But as he recently pointed out…
“The general perception is that the social status of teachers is determined by how much society respects the teaching profession. The OECD data, however, suggests the reverse: it is the nature of the profession that is creating the teachers’ image.”
In other words, the status and prestige of the teaching profession depends not on what politicians or newspapers or other so-called opinion-formers say - but on what teachers do.
The public treat most media and political commentary with the respect it deserves - and prefer, rightly, to judge teachers on what they see with their own eyes.
Increasingly they are seeing great school leaders driving up standards, a culture of excellence and high aspirations being driven by more and more people engaged in education, and schools once thought unimprovable becoming world-beaters.
Those changes - driven by you - are changing perceptions for the better.
But there are factors acting as a drag on that change for the better.
Actions by teachers - and some of those who claim to speak for the profession - which go against the grain of higher aspirations for all.
Teaching union leaders who deny there is any such thing as a bad teacher who needs to go - and so hold back freedom and recognition for those good teachers who deserve our praise and promotion.
Teaching union leaders who oppose the extra work involved in getting every child to read fluently at 6.
Subject association leaders - like the man in charge of the National Association for Teaching English - who argue that it is oppressive to teach children grammar.
Professional leaders - in the unions and elsewhere - who object to being held to account objectively for getting children to learn.
Union leaders who object to poor schools getting help from those with a track record of excellence because it offends their ideology.
Union leaders whose conferences discuss the terms, conditions, pay, pensions, party politics and ideological crusades of their members - but not the curriculum, standards, support and help which is right for children.
This focus does not do justice to the hundreds of thousands of teachers who are working hard every day on school improvement, on innovative new practice; on raising standards and helping children.
It is not the stuff of true professional leadership. It doesn’t represent a profession which wants to aim higher.
In particular, professional associations need to connect with the public’s very real concerns about standards. Three in five members of the public say the standards expected of pupils in British schools are not yet high enough - half of all parents of school-age children.
Yet while we look to the teaching profession to contribute to the debate on how to drive up standards, partisan, political union leaders concentrate the media spotlight relentlessly on differences, rather than agreement - on problems with the past, rather than plans for the future.
The message the country hears is that the unions care far more about wranglings between adults than about improvements for children.
The Times Educational Supplement - hardly a publication of the radical right - spoke for many in the profession (and among the wider public) recently, when it sharply criticized the behaviour of some union leaders during conference season.
As one editorial said, “It would be the stuff of Ealing comedies if it weren’t so tragic. The profession deserves serious representation and all it gets is this nonsense.”
Another editorial cited a contributor on the TES web forums who wrote that the Easter weekend was “slightly embarrassing”. She wished the TV cameras would ‘give the conferences a miss so that she didn’t have to justify them to her friends and family’.
It’s because of that I want to see the focus shift - to the overwhelming majority of teachers doing a job they love in schools which are improving and where children are learning more and more.
And I have a specific challenge for my friends in the media. Our education system is changing at the moment - dramatically and, I believe, overwhelmingly for the better. Let’s hear more about the schools and teachers doing amazing things, not the dwindling number standing in the way of progress and marginalising themselves within the debate.
Let’s have more coverage of FASNA and its brilliantly innovative schools and less of the reactionary comments from those conservative voices still too prevalent in the union movement.
For my part - I will continue to praise the teachers and schools who are doing a great job - and I will try to do everything I can to support you in your drive for higher standards.
And that lies behind my hopes for the curriculum and the exam system.
I want to see - at one and the same time - higher expectations of what our schools and children can achieve, but far greater flexibility for schools and teachers over how to get there.
We need to lift from teachers’ shoulders the burden of expectations from those in society who want them to be social workers, careers advisers, child psychiatrists, foster parents, casual labour for exam boards and human rights and equality monitors, so they can be liberated to concentrate on the thing which matters most - teaching. Introducing the next generation to the best that has been thought and written.
We know that the better educated children are, the more rigorous qualifications they have secured, the more knowledge they have acquired, the more learned they are - the better their lives will be.
They are less likely to fall pregnant too early, endure mental illness and depression, experience long-term unemployment, remain stuck in sub-standard housing, see their incomes decline relative to their neighbours and then see their children fail in turn.
That’s why I believe that the best personal, social, health and economic education anyone can received is a proper immersion in a rigorous curriculum which confers the qualifications employers value, colleges ask for, universities demand and the public respects.
That is why I am so glad that we’ve improved, through the work of Alison Wolf, the quality of our vocational offer. And that the English Baccalaureate has resulted in the numbers studying Physics, Biology, Chemistry, Foreign languages, History and Geography going up. More children studying the subjects which will get them good jobs and prestigious college places. More social mobility and greater equal opportunity. Through proper education.
And critical to extending opportunity further is yet further reform. We know the current curriculum says far too much about how to teach at the expense of what should be taught. Which is why we are stripping out unnecessary pedagogic detail and concentrating on the basics in our draft primary curriculum.
And it’s also why we are reforming the curriculum and qualifications in secondary schools.
There are good and bad things about the current examination system but I believe that its central fault is the manner in which it denies opportunity to so many students. It has reinforced the stratification and segregation of our education and social systems. It was a vale of tiers.
The first problem we faced was the number of students being steered towards qualifications of no, or indeed negative, value.
In 2004 a variety of so-called vocational qualifications were allowed to count in league tables as “equivalent” to one or more GCSEs. Some of the courses leading to those qualifications had merit. Most did not. They were not truly vocational because they were not respected by employers and did not lead to employment. Some had a negative value in the labour market because they marked out their bearer as an under-performer in the eyes of the school.
They were not genuinely “equivalent” because they did not lead to the opportunities GCSEs did. You need at least a B in GCSE in most circumstances to attempt A-level in most schools. Many of these qualifications were simple pass/fail exams, with a pass being awarded by a teacher on the basis of classroom assessment and not external testing, so sixth-forms and FE colleges would not consider them anything like adequate preparation for many of the courses they offered.
The distinction between equivalents and real GCSEs is not the only division holding children back. In English, maths and science as well as many other subjects, GCSEs are split between Foundation and Higher Tiers. These are two separate exams. Just like the old O-level and the old CSE.
If you sit the Foundation Tier Paper you cannot get higher than a C - just like the old CSE. Only if you sit the Higher Tier Paper can you get an A*, A or B. And since you need a B at GCSE to do A-level, sitting the Foundation Tier Paper effectively prevents you from doing academic study post-16. Just like the old CSE.
What is worse, some colleges will only accept Cs at GCSE if the candidate secured that grade in the Higher Tier paper. They don’t even consider a C in a Foundation paper to count in the same way.
The exam boards don’t publish how many students sit Foundation Papers and how many sit Higher Tier papers. Or where. So we do not know how many students are having their aspirations capped. Or where they are.
But we can be sure that a disproportionate number of those sitting Foundation Tier papers will be in weaker schools, around floor standard level, in poorer areas.
These students are also likely to be the candidates who suffer from another, deep, structural flaw in the current system. The race to the bottom.
The requirement we currently place on schools to ensure as many pupils as possible secure five GCSE passes at C or above has led many schools, especially weaker schools in poorer areas, to search out the easiest exams.
Exam boards, anxious to maintain, or increase, market share have pandered to that appetite. By arranging seminars in which they signal which questions will appear. Publishing study guides which reveal how mark schemes operate. Hollowing out the syllabus to provide the scantiest coverage of the curriculum consistent with being approved by regulations and asking simpler, shorter questions that do not test deep understanding. Even letting schools know in advance which scenes from plays will be examined.
The recent Education Select Committee report confirms what the Daily Telegraph investigation into exam board conduct last year revealed - these practices have driven down standards.
The whole country has been the loser as a result. Our slip down international league tables reflects the ever less demanding nature of the courses and qualifications pursued by our students. They are more poorly equipped to compete internationally, for college places and for jobs, because they lack the skills and knowledge expected of contemporaries in other nations. For those who rely most on state education to compensate for poverty at home - whether poverty of expectations or resources - this devaluation of exam standards is a further impoverishment of opportunity.
And what makes it worse is that the brightest students, in the most exclusive schools, are escaping the consequences of this process because they have been allowed to pursue more rigorous qualifications. An increasing number of independent schools are steering their students towards iGCSEs - especially in the core subjects of English, Maths and Science - because these qualifications are better preparation for further study and open more doors.
So, we can see that the GCSE is no longer a general certificate at all. It is being abandoned by the wealthiest, it restricts opportunities globally at a time when they are expanding, it is divided into two qualifications for core subjects, divides candidates into two tracks thereafter and has become an engine of lowering expectations.
And of course the biggest problem of all with the GCSE is that forty per cent do not get even five grade C passes including English and Maths at 16. 16 per cent don’t even get a D in English. 22 per cent don’t secure a pass in Maths. And their chances of securing a grade C after 16 are vanishingly small. Only one in fifty do. These students - tens of thousands every year - are failed by the schools in which they study.
Of course some of them will secure some qualifications. There are certificates awarded to recognise what is judged by the current system to be basic literacy or numeracy. These foundation qualifications - or Level One qualifications, or key skills - are intended to acknowledge effort, progress and accomplishment at a very basic level. But employers, sadly, are rarely impressed by these qualifications. They consider a Maths or English GCSE to be the very least required of any prospective employee.
So when critics argue that any move away from the current system would create a new class of qualifications for those below GCSE level which won’t impress employers or colleges, they ignore the fact that they are describing the failed status quo we inherited.
I did not come into politics to defend the status quo - I came in to support greater freedom for those who wish to make our society stronger.
Like the people in this hall.
Behind your success has been the determination to expect more and more from more and more. To raise aspirations everywhere, for all students, at all times.
So the original floor standard for secondary schools - below which none should fall - was 20 per cent securing five good GCSE passes. This was then raised to 30 per cent, to 35 per cent, to 40 per cent for this year’s results, and we anticipate raising it further to at least 50 per cent by 2015.
We also introduced effective floor standards for primaries - expecting at least 60 per cent of children to reach basic levels in English and Maths.
There has been significant resistance to both interventions. We have been accused of penalising the disadvantaged by setting a standard which their schools cannot reach.
This is, of course, nonsense. Not only do many schools with exceptionally disadvantaged intakes - from Mossbourne to Burlington Danes - easily outstrip both floor standards and indeed national averages, it is also deeply unfair to disadvantaged students to say they should expect less from their schools.
Every time the bar has been raised in school standards - when we introduced floor standards, when a requirement was introduced to include English and Maths in the 5 GCSE measure, when the English Baccalaureate was introduced - the usual suspects have said that is unfair on poorer students. But what is unfair is having an expectation - which becomes an entitlement - for a minority of students which is not extended to all students.
Other countries expect more and more of their students - 80 per cent and rising - to secure qualifications at 16 which are more stretching than the GCSEs we can only get 60 per cent to a C. And those jurisdictions never give up on young people. They encourage and support the students who fail to get passes at 16 to secure them at 17 or 18, while we, until recently, left most of these students to drift.
I believe that we can only overcome the corrosive culture of low expectations which still persists in too many of our schools by setting a higher bar, with harder exams, for all students. It is only when we have a system where we expect for all children what we would expect for our own that we have a dynamic which drives up attainment for the very poorest. If we settle for a system where forty per cent fail, then we will all fall behind. Our whole society is impoverished.
If we presume that the only way to get more to pass these qualifications is to keep standards low then we will devalue those qualifications relative to other countries, we will restrict our young people’s opportunities, we will set a ceiling on their achievements, we will perpetuate the attitude that the poor can only climb so high. We will proclaim to our own citizens, and to other nations, our lack of ambition.
But if we do change our curriculum and exams system we can set a course of higher expectations for all - dramatic levelling up - which fulfils the highest hopes of the comprehensive ideal.
That is why I hope the journey we have both been on - of greater freedom and autonomy for schools driving up standards for all - will ensure that every child enjoys the high quality education which means they have the freedom to shape their own destiny in life - to become the authors of their own life story.
Published: 5 July 2012


‘Days Of Our Lives’ Renewed For 56th Season After Entire Cast Was Released From Contracts
by Aynslee DarmonFans were worried about the fate of the beloved soap opera “Days Of Our Lives” after a report from TV Line suggested producers of the long-running series had released the entire cast from their contracts.
Yet no worries were needed as Deadline confirmed that NBC has renewed the series for its 56th season.
The cost-cutting move by releasing the cast from their contracts came as NBC and “Days” distributor Sony Pictures TV were in negotiations to renew the show which typically happens at the start of the year. However, with the backlash on Twitter, negotiations were likely sped up.
There is no report on the renegotiation of cast contracts but one actor previously told The Wrap that if the show does resume production in March, the entire cast will receive a sizeable pay cut.
Check out some of the fan reaction that helped get the show renewed for another season:
“Days” celebrated their 54th anniversary over the weekend and will continue to air on Global, weekdays at 1 p.m. ET/PT.


Who we Are
What We're Working On
Contact Us
Who We Are
We are a group of like-minded people, seeking to make games from our love of them
Our Goals
one
three
fifteen
two


What is this?
This is a simulation of how a virus spread over the population. The simulation is heavily inspired by the
SIR model. SIR is a technique used to simplify the mathematical modelling of infectious disase.
In the SIR model, we have three different states of each agent (a person). The first state
isSUSCEPTIBLE, second one is SICK, and the last one is RECOVERED. We have also a
DEAD state in this simulation.
How does it work?
Every agent starts with the `SUSCEPTIBLE` state in the simulation, except a few of them. Some of the
agents are on the `SICK` state at the very beginning.  After the infection, they switch into a recovered
or a dead state based on some probabilistic values.
The probabilistic values are defined in a markov-chain concept. Markov chain is a stochastic model to
describe a sequence of possible events that can occur in the future.
How does a probabilistic model look like?
We're using a markov graph to define a probabilistic transition. We can simply say that markov chain is a
graph of all the possible state transitions of an individual node.
In a infectious disaese case, we can use markov chains to define the probabilistic chain of an person to
be inftected, to be recovered, or to be dead. Furthermore, we can also define the possible travel route of
an agent by using the same technique.
How can we define a probabilistic model of an infecitious disease?
As I previously mentioned, we can use the SIR model to set up the simulation, and we can use markov
chains to define probabilistic model of an infectious disaese.
I would like to give a disclaimer that, I'm just an open-source developer who
loves building data visualizations and simulations, I don't have a background of Epidemiology or other
related stuff. Please don't take my assumptions seriously.
Here's the state transition map of an agent over the time.
const SIR_TRANSITION_STATE = {
[SUSPECTIBLE]: [
[1, SUSPECTIBLE],
],
[RECOVERED]: [
[1, RECOVERED],
],
[SICK]: [
[0.995, SICK],
[0.004, RECOVERED],
[0.001, DEAD],
],
[DEAD]: [
[1, DEAD],
],
};
Simulation's clock ticks on each second. On each tick, all the agents are subject to that transition map.
As you can see on that object, we have defined states as keys, and possible values of that specific state.
For example, a susceptible person will be always suspectible, there's no any state change for that state,
yet. But for a sick agent, there are two more possible states different than it's actual state. So the
options are; staying as sick until the next state transition, being recovered, or being dead. The values
defined before the next state is the probabilistic value.
const DISEASE_SPREAD_TRANSITION = {
[SUSPECTIBLE]: [
[0.3, SICK],
[0.7, SUSPECTIBLE],
],
[RECOVERED]: [
[1, RECOVERED],
],
[SICK]: [
[1, SICK],
],
[DEAD]: [
[1, DEAD],
],
};
The previous transition map was for a person who has no any interaction with a sick person.  As you can see on this map, a
susceptible person will get sick by the possibility of %30.
Question: In that map, people who already recovered from the virus develop an immunity and don't get sick
again. How could we define the probabilistic map if the disease was super infectious and people who
recovered don't gain any immunity?
Other simulations
If you liked that stuff, you can explore other simulations that I created in the past.
I would like to discover more
This is an MIT-licensed open-source project, you can find the source code on github. Feel free to copy,
use or modify it for your own simulations.
https://github.com/fatiherikli/coronavirus-simulation
Thanks for reading this article, and stay safe!
@fthrkl


More on Mo:Blog
What I would like to see from Mo:Blog is the timestamp associated with when I entered the entry, not when I uploaded it. Really, the timestamp of when I upload something is completely uninteresting to me. (Well, almost).
The idea is to have a gateway for the pics I generate from the palm. I haven't been able to keep up with my blog at all in the last while, and I have barely touched a computer outside of work since my laptop's hard drive has started to do its impression of a chipmunk on speed, so I'd like this to happen automagically so I can still appear alive.
Appearance is everything.
About this entry
You"re currently reading "More on Mo:Blog," an entry on a crick in the net
- Published:
- 05.20.04 / 4pm
- Category:
- Circular File


|
SSW
Tech Breakfast - Design and Implement Database Solutions Using Microsoft SQL
Server 2000 - Special Double Session
Microsoft
SQL Server has set the fastest TCP-C Performance record ever and
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to ensure data integrity
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Run Index Tuning Wizard and Database Maintenance Wizard
-
Utilise SP Mail as the most powerful work-horse in your application
-
Use DTS (Data Transformation Services) effectively
Wednesday
August 29 Register
here
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the pricing of business application software, operating systems,
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CyberGhost owner buys PIA for $95.5m to create VPN giant
by Darren AllanCyberGhost owner buys PIA for $95.5m to create VPN giant
Private Internet Access will become part of a huge global VPN operation
(Image credit: Shutterstock)
Private Internet Access, a popular VPN provider, is set to have a new owner, after Kape Technologies announced its intention to acquire the parent company (and creator) of PIA, LTMI Holdings (London Trust Media).
The deal is for $95.5 million according to a report by Vox Markets, consisting of $52.9 million cash, and the issue of over 42.7 million new Kape shares which will also pay off London Trust Media’s existing $32.1 million debt (making the total enterprise value of LTMI $127.6 million in the acquisition).
- Predicting the future of internet privacy
- Secure all of your devices with the best VPN routers
- The best VPN services of 2019
Kape describes itself as a cybersecurity company focusing on giving consumers better digital protection, and the operation has already bought two other high-profile VPN providers previously – namely ZenMate (acquired last year) and CyberGhost (picked up the year before).
Clearly, Kape is serious about gobbling up turf in VPN territory, and the firm notes that PIA has over a million paying customers, and that almost half of these are based in the US.
This will double Kape’s existing user base to make for over two million paying subscribers across the globe.
Name changer
Assuming the acquisition goes ahead as planned – subject to the usual regulatory approval – it’s expected to be finalized in early 2020, and Kape says it will then adopt the Private Internet Access name.
Kape CEO, Ido Erlichman, commented: “This transaction makes our vision a reality by creating one of the most prominent privacy companies globally. In one acquisition, I believe we have positioned Kape to fast become one of the leading digital privacy service providers in the world, empowering consumers to manage their own data and digital security.”
As well as the core VPN business, Private Internet Access has various other strings to its privacy bow, including an encrypted search engine (Private.sh) and a privacy-focused browser called LibreBrowser.
When we reviewed Private Internet Access, we were highly impressed with the VPN on the whole, so it’s not surprising that the service makes the cut for our roundup of the best VPN providers.
- Also check out the best secure VPN providers of 2019


We visualize metrics!
- engineer visionary interfaces
- cultivate global experiences
- deploy killer deliverables
- drive turn-key users
- redefine robust mindshare
- expedite cutting-edge web services
- unleash user-centric technologies
- extend interactive infrastructures


LONDON (AP) — Christian Pulisic scored his fifth goal in three Premier League games as Chelsea beat Crystal Palace 2-0 in the Premier League on Saturday.
Palace’s defense survived a Chelsea onslaught in the first half — the Blues recording 11 shots to zero for Palace at the break — but Tammy Abraham broke the deadlock soon after.
Abraham read the game well to beat Palace’s offside trap in the 52nd minute and met a backheel pass from Willian before shooting low for his 10th league goal of the season.
Pulisic ensured Chelsea’s sixth consecutive league win in the 79th with a header when Michy Batshuayi’s shot was deflected and looped into the air.
The American didn’t get a Premier League start from August until Oct. 26, when he took full advantage with a hat trick against Burnley. He followed up a week later with a goal against Watford.
___
More AP soccer: https://apnews.com/Soccer and https://twitter.com/AP_Sports


Molly-Mae Hague teases the launch of a mysterious new brand
"Can't believe I can finally start talking about it."
by Sarah MaglioccoMolly-Mae Hague has teased the launch of a mysterious new brand.
The star took to social media to reveal her new brand Filter, but what the brand comprises of is still a mystery.
Posting to her Instagram story, she shared a link to her new brand.
The image for the brand shows Molly-Mae standing in a sea-side cove, with just her silhouette visible.
“Lying in bed feeling so happy and excited,” she wrote.
“I am so so excited to show you what Iv’e been working on.”
“Can’t believe I can finally start talking about it.”
Many fans are speculating that the Love Island star is launching her own swimwear brand.
The speculation comes after the star went on a trip to Barbados, and was papped wearing a selection of stylish white bikinis and swimsuits.
While on the trip, the star shared that it was one of her most “exciting” yet, and did not mention that she was shooting for another already established brand.
Others speculate that she may be launching a lifestyle brand, or an official website about her life.
Along that vein, it has been suggested that she could be creating her own filters and social media presets, so that fans can create online content just like hers.
Molly’s brand is being supported by her Love Island co-stars, with Maura Higgins and boyfriend Tommy Fury sharing the link to her new project.
The brand will launch officially on Wednesday.


Preparation time
1-2 hours
Cooking time
10 to 30 mins
Serves
Makes 12 melts
Dietary
These pretty little melt-in-the-mouth treats are perfect for a special tea time, or as petit fours with coffee after dinner.
Preheat the oven to 180C/350F/Gas 4/180C. Grease two baking trays.
Using a hand-held electric mixer, cream the butter until it is soft and fluffy. Gradually add the icing sugar, mixing on a low speed until it is all combined, then increase the speed and beat until light and creamy.
Gradually add the flour and custard powder, beating as you do so. The mixture should be loose enough to pipe through a piping bag; add a little cold water if needed.
Spoon in the biscuit mixture into a piping bag fitted with a large star nozzle, squeeze the mixture down to remove any air bubbles. Pipe 24 stars onto the baking trays, 4cm/1½in apart. Bake in the oven for 10-14 minutes, or until the biscuits are pale golden-brown at the edges.
Remove the trays from the oven and set aside to cool completely.
To make the custard cream filling, beat the butter using an electric hand mixer until light and fluffy, then add the icing sugar and beat at a low speed to combine. Add the custard powder, continue beating until thoroughly combined then set the mixture aside. Spoon the filling into a piping bag fitted with a plain nozzle.
To make the jam, blend the strawberries in a food processor or with a hand blender to make a purée. Place the purée in a saucepan and add the sugar. Heat gently until the sugar has dissolved then add the butter. Turn the heat up and when the mixture has reached a rolling boil continue boiling for four more minutes. Remove the pan from heat and pour the jam into a bowl to cool.
Spoon the jam into a piping bag fitted with a small plain nozzle.
Check the biscuits are completely cool then use a palette knife to lift them onto a clean tea towel, flat side uppermost, pairing them up as you go. Be careful as the biscuits are very fragile.
Pipe a circle of custard cream filling onto half the stars, then fill with the jam. Place the paired star on top, pressing it down gently.


Maltese tycoon re-arrested in journalist murder case
VALLETTA, Nov 22 — Maltese police today re-arrested a tycoon in connection with the murder of investigative journalist Daphne Caruana Galizia, just hours after releasing him on bail, police sources said.
Yorgen Fenech had been detained on his yacht at dawn Wednesday after attempting to sail away from Malta, the day after Prime Minister Joseph Muscat promised to pardon an alleged middleman if he named the person who ordered the attack.
Investigators have described him as “a person of interest” in the 2017 murder of Caruana Galizia, who reported on corruption, including alleging links between high-level politicians and a company that it later transpired was owned by Fenech.
Under Maltese law, police had 48 hours to interrogate and then charge or release him.
The prominent businessman “was released on bail last night, and re-arrested this morning,” a police source told AFP today.
Muscat told reporters today that police had been forced to arrest Fenech the first time because he was attempting to leave the tiny Mediterranean island on his sleek blue and white yacht.
“Police would have preferred to conclude their analysis on the middleman before any further arrests were made,” he said.
Today’s re-arrest buys them another 48 hours.
Fenech, who is from a wealthy family with a sprawling business empire from energy to hotels, was also being questioned today over possible links to money laundering and drugs, the police source said.
The alleged middleman in the case, taxi driver and loan shark Melvin Theuma, who was arrested last week, was hospitalised today for an unknown medical complaint but his condition was not serious, Muscat said.
Security was tightened at the hospital after the 41-year old was admitted, he said.
Caruana Galizia, described by supporters as a “one-woman WikiLeaks”, was blown up in a car bomb on October 16, 2017 at the age of 53. — AFP


Data Feed: CompanyToIndustry
Category: MembershipFeed
This relationship is described in the Portfolio Management Application Core Classes document.
| Field | Type | Description |
|---|---|---|
| --- Required Fields --- | ||
| groupId | String | id of existing Industry instance |
| memberId | String | id of existing Company instance |
| --- Suggested Fields --- | ||
| date | Date | date of the membership |
The following tab-delimited feed could be used to define company-industry memberships
over time.
Related Feeds:
Sample Upload:
Interface ExternalFeedMaster upload: "CompanyToIndustry" using:
"memberId groupId date
00036110 560 Default
00036110<PHONE_NUMBER>1
00079410 740 Default
00079410<PHONE_NUMBER>1
00079410 Default 19960115
00163T10 140 Default
" ;
| Copyright © 1998 Innovative Systems Techniques, Inc. | Updated October 31, 1999 |


Home
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Home
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Aerodynamics
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Resources
The ground school topics are based on:
FAR AIM
Subject Areas
Aircraft
Aerodynamics
Flight Instruments
Airplane Systems
Aircraft Performance
Regulations
Airspace
Airworthiness
Currency
Flight Operations
Medical Factors
Weather
Weather Theory
Weather Services
Procedures
Maneuvers
Traffic Patterns
Navigation
Emergencies
AIM Sections
Table of contents
Air Navigation
Aeronautical Lighting and Other Airport Visual Aids
Airspace
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Medical Factors for Pilots
Aeronautical Charts and Related Publications
Helicopter Operations


AN EXPERIMENTAL STUDY OF THE MOBILITY OF
EDGE DISLOCATIONS IN PURE COPPER SINGLE CRYSTALS
Thesis by
Kenneth Mark Jassby
In Partial Fulfillment of the Requirements For the Degree of
Doctor of Philosophy
California Institute of Technology Pasadena, California
1970
(Submitted July 7, 1969)
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.


{{ $featured := where .Site.RegularPages ".Params.featured" true }}
{{ $pages := where .Site.RegularPages "Type" "in" .Site.Params.mainSections }}
{{ $paginator := .Paginate $featured}}
{{ range $paginator.Pages.Reverse}}
{{ partial "post-preview.html" . }}
{{ end }}
{{ template "partials/paginator.html" . }}
The math circle meets weekly on Sunday 3-5 pm at Lighthouse Tutoring in Temecula.
Middle school and high school students of all mathematical levels are welcome to join!


@main {
Hello .
Thank you! And spread the word!
Hi there, You need to be logged to sign the manifesto
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Home
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Add Route
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Reserve for Today
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Time Preferred
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Service
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Internal Links
We can link to a file in the same directory as this HTML file like this:
GO TO CONTACT
GO TO ABOUT
Linking to a file in the same directory
GO TO SECTION#
DIV Linking to a file in the same directory


A little about Guatemala
Here are a few photos of my "outdoor adventures" so you can see all the beautiful places Guatemala has to offer!
Click on each one to learn more :)
Hi there!
Thanks for stopping by my little corner of the internet!
I'm a Guatemalan based Web Developer. I can create, improve or fix your current website
so it truly represents your brand and attracts ideal customers.
I majored as an engineer and made a career change a few years later.
I enjoy cooking, reading, playing board games, and going on outdoor adventures! (see below)
I'm passionate about making the web a better place by creating responsive, dynamic, user-friendly websites that are optimized for SEO.
I would be thrilled to help yours stand out. Make sure to stop by the contact section so we can get things going!
Looking forward to hearing from you :)
HTML5
CSS3
JavaScript
jQuery
Web Design
WordPress
Here are a few photos of my "outdoor adventures" so you can see all the beautiful places Guatemala has to offer!
Click on each one to learn more :)


django-critic v0.2.1 documentation
Contents
Below is a list of all the settings variables.
This setting is a list of dictionaries that defines all the properties of your rating methods.
Example:
CRITIC_RATING_METHODS = (
{'name': 'A Simple Up/Down Rating System',
'content_types': ['blog.entry'],
'options': [0, 1],
'allow_change': True
},
)
name - String, Optional, this is a generic name so you can identify the rating method.
options - This is a list of Integers of all the options a user can select.
True|False, used as a default value to determine if a user can change their rating for a object.
The location of the default template. Default location is ‘critic/render.html’
The name of the attribute that will be added to the object for easy access to the ratings


Hamachi supports Ukraine through donations to the Red Cross
Ukraine
Hamachi stands with Ukraine in their fight for freedom and democracy. We donate to the International Red Cross/Norway in order to support their humanitarian work in Ukraine
Hamachi
Hamachi invests in technology companies that develop products and services in line with
UN's Sustainable Development Goals
About
Founded: 2012
Contact: hd@hamachi.no


--- title: Red Butte Photo of the Day September 22, 2009 date: 2009-09-22 00:00:00 -06:00 categories: - whats-blooming layout: post blog-banner: whats-blooming-now-fall.jpg post-date: September 22, 2009 post-time: 8:25 AM blog-image: wbn-default.jpg ---
Common sunflower is a robust annual that grows from 1 1/2 to over 8 feet tall. The flower heads can grow up to 5 inches across. It is the state flower of Kansas.
The name of this flower in Spanish means "Looks at the Sun" The flower heads follow the sun each day, facing eastward in the morning and westward at sunset. It has been cultivated in Central North America since pre-Columbian times. A yellow dye was obtained from its flowers, and a black or sometimes blue dye from its seeds.
Native Americans made a flour out of the ground seeds and used its oil for cooking and as a hair dressing.
Many varieties of the common sunflower have been developed in the United States and Eurasia; some with one enormous head that tops a 15 foot stalk, and others with red or maroon ray flowers.
In Utah, the Common Sunflower is an important food source for migrating populations of Mourning Dove as well as many species of sparrows and finch.


The Municipal Records Management Division (MRMD) at DORIS serves 2
primary functions:
- We develop and set citywide policies for records and information management and monitor compliance.
- We operate storage facilities that hold 1 million cubic feet of active records for New York City agencies.
In order to accomplish these functions, the MRMD team performs the following activities:
- We develop guidance and document best practices with regards to information and records governance.
- We assist agencies in creating and maintaining retention schedules.
- We establish protocols for offices and agencies to follow regarding electronic records management.
- We work directly with agencies to develop and implement project plans to improve records management practices.
- We coordinate the transfer, storage, retrieval, and disposal of hard copy records between DORIS and municipal agencies.


## Infrastructure as Code
### Vagrant and Puppet
in software development
https://github.com/scheuchzer/hands-on-vagrant-puppet
## Setup
- Install Java
http://www.oracle.com/technetwork/java/javase/downloads/index.html
- Install Maven
http://maven.apache.org/download.cgi
- Install Virtualbox
https://www.virtualbox.org/wiki/Downloads
- Install Vagrant
http://www.vagrantup.com/downloads.html
- Download a VM to speed up the examples later on.
Execute the commands:
```bash
# This is a bug in Vagrant for Windows. Add an additional PATH
# directory. Not needen on Linux.
$ set PATH=c:\HashiCorp\Vagrant\embedded\mingw\bin;%PATH%
```
```
# Install a basic vm
$ vagrant box add hashicorp/precise32
```


Explosive Claims Brad Crouch Made A “Last-Ditch” Effort To Get To The Gold Coast Suns
Adelaide Crow Brad Crouch approached the Gold Coast Suns on the final weekend of the AFL trade period and “lowered his asking price”, according to a report.
According to theage.com.au:
Initially, Crouch had asked for a six-year deal at just shy of $1 million per season.
The contract proposal went all the way to the Gold Coast board but was declined. The Suns were adamant they could not afford to spent that type of money on a player like Crouch, particularly as they would have to trade for him as well.
With the trade seemingly dead in the water, Crouch and his management made a last-ditch effort to re-ignite the move, lowering his asking price significantly, by hundreds of thousands of dollars.
But the deal didn’t go through.
It was too late in the piece and the Suns were unwilling to reveal Crouch’s trade request publicly, knowing that Adelaide would have demanded pick one or two in exchange.