| SSID |
Student |
Gender |
Ethnicity |
Grade Level |
Classification |
Reg Ed |
Time |
Begin Date (this) |
Exit Date |
Code |
Assessment Type |
~[tlist_sql;
WITH recent_responses AS (
SELECT
u_fb_form_response. ID,
u_fb_form_response.u_fb_form_id,
recent_response.response_type,
recent_response.student_id,
recent_response.created_on
FROM
u_fb_form_response
INNER JOIN (
SELECT
response_type,
student_id,
MAX (whencreated) AS created_on,
u_fb_form_id
FROM
u_fb_form_response
GROUP BY
student_id,
response_type,
u_fb_form_id
) recent_response ON recent_response.response_type = u_fb_form_response.response_type
AND recent_response.student_id = u_fb_form_response.student_id
AND recent_response.created_on = u_fb_form_response.created_on
WHERE
u_fb_form_response.u_fb_form_id IN (
SELECT
ID
FROM
u_fb_form
WHERE
form_title LIKE 'IEP%'
)
),
classifications AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Classification'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 6a1'
AND ROWNUM < 2
)
),
regedcategories AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Reg Ed Category'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 51'
AND ROWNUM < 2
)
),
timecode AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Time'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 51'
AND ROWNUM < 2
)
),
begindate AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Date of IEP'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 6a1'
AND ROWNUM < 2
)
),
assessmenttype AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Assessment Type'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 51'
AND ROWNUM < 2
)
),
exitdate AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Exit Date'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 51'
AND ROWNUM < 2
)
),
exitcode AS (
SELECT
u_fb_form_response_detail.response_value,
recent_responses.student_id,
students.schoolid
FROM
u_fb_form
INNER JOIN recent_responses ON recent_responses.u_fb_form_id = u_fb_form. ID
INNER JOIN u_fb_form_response_element ON u_fb_form_response_element.u_fb_form_response_id = recent_responses. ID
INNER JOIN u_fb_form_response_detail ON u_fb_form_response_detail.u_fb_form_response_id = recent_responses. ID
AND u_fb_form_response_detail.u_fb_form_response_element_id = u_fb_form_response_element. ID
INNER JOIN u_fb_form_element ON u_fb_form_element. ID = u_fb_form_response_element.u_fb_form_element_id
INNER JOIN students ON recent_responses.student_id = students. ID
WHERE
u_fb_form_element.title = 'Exit Code'
AND u_fb_form. ID = (
SELECT
ID
FROM
u_fb_form
WHERE
form_title = 'IEP'|| chr(58) ||' SpEd 51'
AND ROWNUM < 2
)
)
SELECT DISTINCT
students.student_number AS SSID,
students.lastfirst AS Student,
students.gender,
students.ethnicity,
students.grade_level AS Grade,
classifications.response_value AS Classification,
regedcategories.response_value AS "Reg Ed",
timecode.response_value AS "Time",
begindate.response_value AS "Begin Date (this)",
exitdate.response_value AS "Exit Date",
exitcode.response_value AS Code,
assessmenttype.response_value AS AssessmentType
FROM
students
INNER JOIN recent_responses ON students. ID = recent_responses.student_id
LEFT JOIN classifications ON students. ID = classifications.student_id
LEFT JOIN regedcategories ON students. ID = regedcategories.student_id
LEFT JOIN timecode ON students. ID = timecode.student_id
LEFT JOIN begindate ON students. ID = begindate.student_id
LEFT JOIN exitdate ON students.id = exitdate.student_id
LEFT JOIN exitcode ON students.id = exitcode.student_id
LEFT JOIN assessmenttype ON students. ID = assessmenttype.student_id
ORDER BY
students.lastfirst ASC
]
| ~(1) |
~(2) |
~(3) |
~(4) |
~(5) |
~(6) |
~(7) |
~(8) |
~(9) |
~(10) |
~(11) |
~(12) |
[/tlist_sql]


Home
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Staff Focus: Supporting English Language Learners While Embracing Self-Care
At Oakland Mills Middle School, Sarah Mayhew supports English language learners by keeping in touch with families, co-teaching classes, and collaborating with teachers to provide differentiated learning opportunities and incorporate diverse texts into the curriculum. Mayhew is also her school’s well-being representative for staff. Mayhew explained, “When we’re good to ourselves, that transcends into the classroom and school culture.”
Events | Reminders
Events
Apprenticeship Maryland Academy Information Session
Thursday, February 20, 6 p.m., Applications and Research Laboratory
High school and their parents/guardians are invited to learn how the apprenticeship program offers opportunities to enter the workforce and gain marketable industry skills in high skill, high wage employment while still in high school.
Unheard Perspectives Showcase
Saturday, February 29, 9 a.m.-noon, Hammond Middle School
The public is invited to attend the annual event featuring elementary student presentations, displays and performances about innovators in American History whose perspectives were often underrepresented.
International Parent Leadership Program
Applications Due Tuesday, March 3
The four-week program helps international parents to make informed decisions about their child’s education and prepare for leadership roles in schools and communities as advocates on behalf of the system’s international students.
Recruitment Event for Teachers of Color
Tuesday, March 24, 9 a.m.-3 p.m., Jim Rouse Theatre at Wilde Lake High School
Come meet educators and school leaders from across HCPSS. During this full-day event, participants will learn about teaching positions in HCPSS, discover how HCPSS supports and develops educators, tour some schools and start the application process.
1st Grade Art Showcase
Through Tuesday, April 14, Department of Education
Members of the public are invited to view colorful artworks by Grade 1 students, on display in the Department of Education gallery.
Reminders
Announcements of Upcoming Board Meetings
Schedules of upcoming Board of Education meetings, including regular and special sessions and public hearings, are posted on the HCPSS website. Any changes to the schedule are posted as soon as they are announced. Board meetings can be viewed during and after each event, online and on Comcast channel 95 and Verizon channel 42.
G/T Educator Recognition Nominations
Nominations for educators who demonstrate exemplary commitment to the needs of advanced-level learners and/or the Howard County G/T Education Program are due Friday, February 14.
Dyslexia Workgroup Meetings
Families, students and staff are invited to attend monthly workgroup meetings supporting students with dyslexia. The next meeting is on Tuesday, February 18, 6 p.m. in the Department of Education Board Room.
Nominations Open for Friends of Education Award
The award, established by the Howard County Board of Education, recognizes individuals, businesses, non-profit groups, organizations or associations who have made exemplary contributions to Howard County public education. The nomination deadline is Monday, February 24.
Judges Needed for History Day Competition
Volunteers are needed to judge student exhibits, papers, performances, documentaries and other entries for Howard County History Day on Saturday, March 14. Register online by Friday, February 28.
|
|
|


---
title: "Program"
description: "NeIC 2015 conference program"
layout: menu-wide
---
{% assign event = site.data.neic2015 %}
Workshops
If you have questions or input to the workshops you are welcome to contact the workshop organizers directly, or the conference [[#program committee]].
{% assign day = event.program[0] %}
Workshop Day 1 - {{ day.day }}
{% include neic2015/workshop_schedule.html day=day event=event event_root='/neic2015' %}
{% assign day = event.program[1] %}
Workshop Day 2 - {{ day.day }}
{% include neic2015/workshop_schedule.html day=day event=event event_root='/neic2015' %}
Conference
{% assign day = event.program[2] %}
Conference Day 1 - {{ day.day }}
{% include neic2015/conference_schedule.html day=day event=event event_root='/neic2015' %}
{% assign day = event.program[3] %}
Conference Day 2 - {{ day.day }}
{% include neic2015/conference_schedule.html day=day event=event event_root='/neic2015' %}


iCloud Photos Needs A Local Storage Limit
I like iCloud Photos and pay for extra storage.
It is convenient to have my photos sync between phone and mac without any thought. Optimise iPhone storage is missing one crucial feature: there should be a slider that limits how much local storage space will be taken up by local photo caches.
The way this feature is currently set up makes it impossible to control how much space photos take up on your mobile device. Sure, the feature stores less than my whole photo library on my phone. You could call that “optimised” — in a simple world. Now that I never sync my phone to my laptop (over-the-air-updates are wonderful) I find my phone is constantly running out of storage space.
Hopefully the next iOS update includes a slider that limits the amount of storage that iCloud Photo Library takes up. 10% of the device. 2GB. 40GB. Always leave 20% of the phone’s storage free. There’s plenty of ways to do it, but Optimise iPhone Storage is too vague.
Optimise iPhone Storage and never store more than XGB of photos on this device should exist.


Home
Pizza & Pricing
Order
Contact
TRUE ITALIAN MENU
pepperloni
- The salty and slightly spicy taste holds its own against waves of melty, gooey cheese and gets ever-so-slightly crisped
Margherita
- This Neopaltian-style pizza has thin crust, fresh tomato sauce, fresh mozzarella cheese, and just a few leaves of basil
Hawaiian pizza
- A combination of tomato sauce, cheese, ham, and pineapple.That is as beloved as it is despised still makes our list of iconic pizzas
CHICKEN BBQ
-Pizza creation was made with BBQ sauce, chicken, cilantro, red onions, and fontina cheese
PLACE YOUR ORDER
Choose the size of Pizza:
small (700)
medium (950)
large (2000)
Choose a crust:
gulet free (100)
Thick (200)
Stuffed (250)
Crispy (100)
Choose toppings:
tomatoes (200)
beef (350)
onions/Bacon (200)
pepper (450)
Chicken (250)
Place Order
return
Price: Ksh
deliver fee is 100
Tonlion
Enter
Checkout
Your order is: Ready
Thank you and Welcome again!


SNOW WHITE: A TALE OF TERROR (1996)
To tell you the truth, I grew up with fairy tales -- but which girl didn't? Unlike the cenored and sugar-coated Disney version, the Grimm Brothers' collection of folklores and fairy tales are quite bloody and dark according to today's standard. What made me interested in watching this film as an adult is the curiosity to see the ruthless and brutal nature of the story itself and today's interpretation.
As we all know, Snow White's mother wished for a baby with skin as white as the snow and lips as red as the blood. The film opens as the Bavarian nobleman Hoffman (Sam Neill) riding home in a carriage with his wife Lilliana, who is pregnant.   Unfortunately, her father soon remarries and takes home a beautiful wife that occupies all his affection and attention. Lady Claudia (Sigorney Weaver), to the contrary of the usual opinions, does not start as a witch. She tries to be friendly and get along with the young Lillie, without much success. She does not abuse her stepdaughter. Although tension remains between the two women as Lillie grows up, things remain civilized, until nine years later, when Lady Claudia finally becomes pregnant with a boy, a possible heir.
Claudia's sanity quickly degenerates as his baby boy dies at birth. It is at this time that her Magic Mirror starts talking to her. This seems to be a clear cut case of postpartum manic depression with psychosis. She is suddenly convinced that Lillie is responsible for her boy's death. This deviates from the original story's theme about female rivalry and fear for loss of youth and good looks. The interesting thing is the lack of supernatural elements up till this point, in which the talking mirror may as well be Claudia's hallucination rather than some evil force. I was quite fascinated by the attempts of the filmmakers to explain the fairy tale in a realistic way.
Things change when Lady Claudia begins to practice black magic and witchcraft.  Of course she escapes, and runs into seven... nope, not dwarfs, but seven miners with shady past, among which only one is a dwarf. None of them is cute, sweet, funny or friendly. Unable to find her way home, she gradually gets along with them while Claudia continues trying to do some remote killing with little success. Although young, naive and innocent, Lillie is another example of "die hard" character.
At this point, the film becomes strangely dark and bizzare, as Claudia turns madder and madder. I was bored by the predictability and weirdness; I started to doubt about the point of remaking a well know fair tale. What's interesting, however, is the attraction that develops between Lillie and one of the miners Will (Gil Bellows). I could not figure out what they are going to do with it.
As we all know, Claudia finaly sets out to poison Snow White with an apple, and succeeds. The prince in this film is not a prince, but a physician and family friend Dr. Peter Guttenberg (David Conrad). He finds her, but she is dead. In the mean time, a few twisted things happened at home in the Hofffman household. I was really growing impatient by then as the whole thing seems to be a disappointment afterall. However, the plot makes a few neat turns and delivers some interesting twist. The last 20 minutes or so has shadows from "The Terminator", "The Abyss" ("Breeeeeath!"), "Portrait of Dorin Gray", "Buffy the Vampire Slayer" and some generic horror flicks. Although definitely not original, it nevertheless surprised me mildly given the situation.Plus, as a 90's fairy tale, the heroine is bound to kick some butts rather than waits to be rescued. With some graphic moments, this is definitely not for kids.
What's good about the film is the occasional unpredictability mixed with cliched elements from the original story, and its attempt to instill reality into the interpretation. The production design and costumes are quite lousy and ... eh... inexpensive -- but I guess it's a made-for-tv movie afterall. Nothing impressive.
The actings are at best mediocre, except for Weaver, who carries subtlety and complexity in the first half and throughout her transformation, but unfortunately goes over the top as her character turns hopelessly evil and insane.
For the standard of tv movies, it deserves a B+, but as a movie, I give it a generous C, because I'm a sucker for new interpretation of old tales, any time. I did enjoy it.
jun
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


Class GameBase<TPlayer>
Base class to represent a game between Discord users.
uid: Discord.Addons.MpGame.GameBase1.#ctor(Discord.IMessageChannel,System.Collections.Generic.IEnumerable{
0},System.Boolean)
syntax:
content: |
protected GameBase(IMessageChannel channel, IEnumerable players,
bool setFirstPlayerImmediately = false)
Namespace: Discord.Addons.MpGame
Assembly: Discord.Addons.MpGame.dll
Syntax
public abstract class GameBase<TPlayer>
where TPlayer : Player
Type Parameters
| Name | Description |
|---|---|
| TPlayer | The type of this game's kind of Player object. |
Constructors
| Improve this Doc View SourceGameBase(IMessageChannel, IEnumerable<TPlayer>, Boolean)
Sets up the common logic for a multiplayer game.
Declaration
protected GameBase(IMessageChannel channel, IEnumerable<TPlayer> players, bool setFirstPlayerImmediately = false)
Parameters
| Type | Name | Description |
|---|---|---|
| IMessageChannel | channel | The channel where the public-facing side of the game is played. |
| IEnumerable<TPlayer> | players | The players for this game instance. |
| Boolean | setFirstPlayerImmediately | When set to true, will set the TurnPlayer to the first player before the game begins, otherwise it will be set to an empty Node and you will have to set it to Turnplayer.Next when starting the first turn. |
Properties
| Improve this Doc View SourceChannel
The channel where the public-facing side of the game is played.
Declaration
protected IMessageChannel Channel { get; }
Property Value
| Type | Description |
|---|---|
| IMessageChannel |
Players
Represents all the players in this game.
Declaration
protected CircularLinkedList<TPlayer> Players { get; }
Property Value
| Type | Description |
|---|---|
| CircularLinkedList<TPlayer> |
TurnPlayer
The current turn's player.
Declaration
public Node<TPlayer> TurnPlayer { get; protected set; }
Property Value
| Type | Description |
|---|---|
| Node<TPlayer> |
Methods
| Improve this Doc View SourceEndGame(String)
Perform all actions that happen when the game ends (e.g.: a win condition is met, or the game is stopped early).
Declaration
public async Task EndGame(string endmsg)
Parameters
| Type | Name | Description |
|---|---|---|
| String | endmsg | The message that should be displayed announcing the win condition or forced end of the game. |
Returns
| Type | Description |
|---|---|
| Task |
GetGameState()
Get a string that represents the state of the game.
Declaration
public abstract string GetGameState()
Returns
| Type | Description |
|---|---|
| String |
Remarks
implement
Does not need to be implemented if only GetGameStateEmbed() is used.
GetGameStateEmbed()
Get an embed that represents the state of the game.
Declaration
public abstract Embed GetGameStateEmbed()
Returns
| Type | Description |
|---|---|
| Embed |
Remarks
implement
Does not need to be implemented if only GetGameState() is used.
IsTurnPlayerFirstPlayer()
Indicates whether or not the current TurnPlayer is the first player in the list.
Declaration
protected bool IsTurnPlayerFirstPlayer()
Returns
| Type | Description |
|---|---|
| Boolean |
IsTurnPlayerLastPlayer()
Indicates whether or not the current TurnPlayer is the last player in the list.
Declaration
protected bool IsTurnPlayerLastPlayer()
Returns
| Type | Description |
|---|---|
| Boolean |
NextTurn()
Perform all actions that are part of starting a new turn.
Declaration
public abstract Task NextTurn()
Returns
| Type | Description |
|---|---|
| Task |
OnGameEnd()
Gets called when the game ends.
Declaration
protected virtual Task OnGameEnd()
Returns
| Type | Description |
|---|---|
| Task |
OnPlayerAdded(TPlayer)
Gets called when a player is added into an ongoing game, allowing an opportunity to add properties to the player.
Declaration
protected virtual Task OnPlayerAdded(TPlayer player)
Parameters
| Type | Name | Description |
|---|---|---|
| TPlayer | player | The player that is added. |
Returns
| Type | Description |
|---|---|
| Task |
Examples
protected override async Task OnPlayerAdded(CardPlayer player)
{
for (var i = 0; i < 5; i++)
player.AddCard(Deck.Draw());
await Channel.SendMessageAsync($"**{player.User.Username}** has joined.");
}
|
Improve this Doc
View Source
OnPlayerKicked(TPlayer)
Gets called when a player is forcibly kicked, allowing an opportunity to access some of their properties to put back into the game.
Declaration
protected virtual Task OnPlayerKicked(TPlayer player)
Parameters
| Type | Name | Description |
|---|---|---|
| TPlayer | player | The player that is removed. |
Returns
| Type | Description |
|---|---|
| Task |
Examples
protected override async Task OnPlayerKicked(CardPlayer player)
{
var card = player.TakeCard(0);
while (card != null)
{
Deck.PutBottom(card);
card = player.TakeCard(0);
}
await Channel.SendMessageAsync($"**{player.User.Username}** has left.");
}
|
Improve this Doc
View Source
SetupGame()
Perform the actions that are part of the initial setup.
Declaration
public abstract Task SetupGame()
Returns
| Type | Description |
|---|---|
| Task |
StartGame()
Perform the one-time actions that happen at the start of the game.
Declaration
public abstract Task StartGame()
Returns
| Type | Description |
|---|---|
| Task |


The programs in this book use only cin
and cout
for their input and output. Larger
applications, however, often need to work with multiple files, both for input and output.
C++ offers a wide variety of facilities for doing so, of which we will discuss only a few.
It is often useful for a program to be able to comment about what it is doing in a way that is not part of its regular output. Such comments might notify the user about error conditions, or might constitute a log of events that the program considers significant.
To make such comments easy to distinguish from ordinary output, the C++ library defines a standard error stream, in addition to the standard input and output streams. This stream is often merged with the standard output, but most systems provide a way to separate them.
To write to the standard error stream, C++ programs can use either cerr
or clog
.
These output streams are both attached to the same destination. The difference between
them is how they handle buffering (§1.1/11).
The clog
stream, as its name suggests, is intended for logging purposes. Accordingly,
it has the same buffering properties as cout
: It saves characters and writes them when
the system decides that it is appropriate to do so. The cerr
stream, on the other hand,
always writes its output immediately. This strategy guarantees that the output will
become visible as soon as possible, but it imposes what might be substantial overhead.
Therefore, to write an urgent complaint, you should use cerr
; to produce a running commentary
about what the program is doing, you should use clog
.
The standard input, output, and error streams might or might not be associated with files. For example, a window system might run C++ programs with these streams connected to a window associated with the program, and might use completely different facilities to do so than it would to access disk files.
For this reason, the objects that the C++ standard library uses for file input and output
have different types than the objects that it uses to denote the standard input and output
streams. If you wish to work with an input or output file, you must create an object of
type ifstream
or ofstream respectively. This requirement may seem to cause needless
difficulty. After all, we have seen that the library's input and output facilities are all
defined in terms of types istream
and ostream
. Does the library have another set of
definitions for ifstream
and ofstream
?
Fortunately, the answer is no. As we shall see in Chapter 13, it is possible to say that
one type is similar enough to another that one can stand in for the other. The standard
library says exactly that, by defining ifstream
to be a kind of istream
and ofstream
to be a kind of ostream
. As a result, it is possible to use an ifstream
wherever the
library expects an istream
and an ofstream
wherever the library expects an ostream
.
The definitions of both of these classes appear in header <fstream>
.
When we define an ifstream
or ofstream
object, we might expect to have to supply,
in the form of a string
, the name of the file that we wish to use. In fact, we are
required to supply, not a string
, but rather a pointer to the initial element of a null-
terminated character array. One reason for this curious requirement is to give programs
the option of using the input-output library without using the string
facilities. Another
reason is historical: The input-output library predates the string
class by several years.
A third reason is that this requirement makes it easier to interface with operating-system
input-output facilities, which typically use such pointers to communicate. Whatever the
reasons, the fact is that programs that deal with files must ultimately express the files'
names as pointers to null-terminated character arrays.
As an example, here is a program that copies a file named in
to a file named out
:
int main() { ifstream infile("in"); ofstream outfile("out"); string s; while (getline(infile, s)) outfile << s << endl; return 0; }
This program takes advantage of the fact that a string literal is effectively a pointer to the
initial character of a null-terminated array. If we don't want to have to give the name of
the file as a literal, the best alternative is to store the file name in a string
and then use
the c_str
member function that we will describe in §12.6/224. So, for example, if file
is a string
variable that contains the name of a file that we want to read, we can create
an ifstream
object that will read it by defining it as
ifstream infile(file.c_str());
As a final example, here is a program that produces, on its standard output, a copy of the contents of all the files whose names are given as arguments to main:
int main(int argc, char **argv) { int fail_count = 0; // for each file in the input list for (int i = 1; i < argc; ++i) { ifstream in(argv[i]); // if it exists, write its contents, otherwise generate an error message if (in) { string s; while (getline(in, s)) cout << s << endl; } else { cerr << "cannot open file " << argv[i] << endl; ++fail_count; } } return fail_count; }
For each argument given to main (§10.4/179), the program creates an ifstream
object to
read the file by that name. If the object appears false
when used as a condition, that
means that the file does not exist, or that it cannot be read for some reason. Accordingly,
the program complains on cerr
, and keeps a count of how many failures it had. If the
program created the ifstream
object successfully, it reads the file, one line at a time, into
s, and writes the contents of each line on the standard output.
When the program returns control to the system, it passes back the number of files that it was unable to read. As usual, a return value of zero indicates success, which in this case will indicate that we were able to read all the files.


We provide you with a marketplace solution that will allow your employees to broadcast the areas that they would like to work on and connect and match them to managers and other teams in your company that seek support.
Employees broadcast their current interest
Managers are matched with suitable candidates for the project
Employees are matched with in-house projects that fit their skills and interests


Goal: Redesign the website of my hometown school county, Charlotte-Mecklenburg. The site is a great platform to provide both school system-wide and school-specific information seamlessly. Here, I will redesign the site to be more intuitive to users by applying principles of design, usability, memorability, and learnability.
Above is the hi-fi redesign of the Charlotte-Meckenburg school county homepage. I chose the fonts and color scheme to be consistent with the logo and image of the CMS school system. I kept the red and used it as an accent color to make headers like the top bar and titles like Recent News stand out. Complimenting the strong red with a cooler blue, I aimed to make the site more relaxing and balanced on the eyes. To draw attention to urgent alerts, I used a color totally inconsistent and jarring with the rest of the style: bright yellow. As for font, I used Sans Serif for big titles like Home in the header and Recent News and Quick Links, matching the logo text (but unbolded) as closely as possible. I complimented it with Gil Sans to add some variety in the link and calendar text. The redesign utilized a grid layout to ensure that the site is responsive across different screens and platforms.
The first step, and most important change, in my redesign was reorganizing the overall structure and flow of the site itself. As seen in the hifi version, I altered the categories and simplified the navigation bar. This change was my first step in the redesign. Below, are the initial wireframes of multiple pages in the site that I created as I thought through creating a smoother, more learnable, and more memorable flow for the site.
The second step in my process was to mockup the color, content, and exact layout in a hifi prototype. To make the site as usable and accessible as possible to users across multiple devices, I also created the mock-up with grid and resizing annotation to aid coding the actual site redesign.
Finally, I wrote up a usability evaluation of the old and new versions of the site, outlining the aspects I tried to change and how.
Original Interface |
New Interface |
|
|---|---|---|
| Intuitive Design | The website does well by keeping the horizontal tab bar constant at the top of all pages. However, this consistency fails when we enter a specific school’s page. Although still housed under the same CMS site, the top tab bar is different, both in style, color, and organization. Perhaps the thought of this was to allow the school page to seem separate, but the page is still hosted under the CMS site, and still has many direct links to the CMS site. The CMS logo is also still in the header, making it’s status and location in the site ambiguous and confusing. Furthermore, the tabs and the page name don’t always match up, which, in conjunction with the fact that the page title is always hidden below a large picture banner, makes status and website architecture very vague. | In my redesign, the school pages have the same top tab bar and CMS header, but have their own banner and logo below, along with their own vertical menu bar on the left. This way, it’s clear you have navigated to a school subset of the larger CMS page, and the user can easily understand and remember how to navigate back to the CMS main pages/tabs. Furthermore, to address the lack of status visibility, the section (a.k.a. corresponding tab at top) is written next to the logo in the header, even for the home page. |
| Ease of Learning | The website does well by including sections for different users (get involved/careers, students, and parents). They also include a small down arrow for tab elements that have a drop-down menu as well, providing good affordability. However, these get lost in the clutter of all the other tabs and quick link buttons which can really confuse the viewer. Likewise, because the tabs are a part of this long continuous red shape that extends behind the picture galleries at the top of each page, they get lost and don’t seem to be their own elements. | In my redesign, the tabs are consolidated from nine tabs to seven, and I added a home tab to make it clear how to get back to the landing page (instead of making users discover that you can click the logo). The quick links become a section on the home page instead and can also be reached in the dropdowns. Additionally, the vertical tab bar and CMS header are designed to be separate elements that sit above and separate from the page content, drawing attention to it and allowing users to see it more easily. |
| Efficiency of Use | The website features a search bar in the header, allowing for a quick search to find what you need. However, it gets lost in the clutter of all the logos and buttons in the header. Also, because there are many pages with a lot of information, like the school page and the student portal page, it’s very inefficient and cumbersome to manually search through these. | In order to make it more visible, I’ve cleared the header of clutter (logos, random quicklinks), giving the search bar more space and emphasis. Also, I implemented scroll bars to hold large amounts of information (like school names/links), along with search, sort, and filter options to allow users to quickly find the name/school/resource they’re looking for (either by category, alphabetical ordering, by specific name, etc.) |
| Memorability | Likewise, although both the CMS and Providence Spring Elementary home page both have an events section, they are styled in very different ways: one is icon based, the other text. This creates poor memorability for the user since there are few repeated elements. | I also made sure to use similar styles for elements with the same function. For example, I used the same calendar and search day format for events on both the CMS and Providence Spring Elementary home pages, this way the user already knows how to use these elements. Similarly, the quick-links boxes are styled in the same way, and the same filter, sort, and search elements are used for large amounts of info. Additionally, I tried making different elements in different styles to differentiate function. For example, the calendar is not displayed through text or icons, but a very visual calendar element. Links are displayed as text with an arrow next to it. And recent news was displayed with a small picture and caption icon format. |
| Error frequency and Severity | The website is mainly informational, so there’s not many very wrong actions the user can take other than navigating to not their intended place. Many pages are only discoverable down very specific links and chains, and it’s easy to get lost and forget how to get somewhere. There is also very poor visibility of system status, thus, making it hard for users to navigate out of where they have come. However, the good thing is it’s always easy for users to escape from going down the wrong path by returning to the CMS home page. This is only achievable by pressing on the CMS logo, which takes a bit of getting used to the website, and is not very discoverable or intuitive. | In order to allow users to recover easily from erroneous actions, there should be a good way to navigate back to the standard pages, a simple organization of pages, and clear visibility of system status–which my redesign does by always keeping tabs to the website’s main sections (Home, about, parents, students, etc.) and putting the current section in the header next to the CMS logo.Additionally, I’ve made sure to organize the website structure more efficiently and including links from multiple pages to the same place, so that there are multiple ways to navigate somewhere instead of one. |


Thanks for your input, but I'm rather busy fixing critical security holes at the moment.
I'm sure if I spent all day reading mails from associate consultants, I would eventually discover some incredible insights. Alas, It is not to be.
Oskar Jönsson
Managing Consultant
Head of IT security


[gecode-users] Removing constraints from a Space
"Ignacio Castiñeiras Pérez"
ncasti at fdi.ucm.es
Mon Jan 25 22:34:04 CET 2010
Oh, fantastic, I see how to do it. I'm sure it will work!
Thank you very much for helping me.
Best,
Nacho
----- Mensaje original -----
De: Christian Schulte <cschulte at kth.se>
Fecha: Lunes, Enero 25, 2010 19:25
Asunto: RE: [gecode-users] Removing constraints from a Space
A: 'Nacho' <ncasti at fdi.ucm.es>, users at gecode.org
> No, it is not (and never will be). What you can do, though:
> create a clone
> of a space before you add a constraint. That is exactly how
> search in Gecode
> works!
>
>
>
> Cheers
>
> Christian
>
>
>
> From: users-bounces at gecode.org [mailto:users-bounces at gecode.org]
> On Behalf
> Of Nacho
> Sent: Monday, January 25, 2010 6:41 PM
> To: users at gecode.org
> Subject: [gecode-users] Removing constraints from a Space
>
>
>
> Hi all,
>
> I am using Gecode for reason about models. I know how to add new
> constraintsfrom anywhere in my C++ application, but I don't know
> how to remove any of
> the constraints previously imposed. I have read the Modeling
> with Gecode
> documentation, but I haven't found any reference on how to do
> it. Is it
> possible?
>
>
>
> Thank you very much in advance.
>
> Nacho
>
>
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Cleaned by removing whitespace, adding a hashtag, matching text-inputs to the correct hex, converting rgb-inputs to hex and making everything uppercase.
Cleaned by doing the same as above, by making every function functional!
Cleaned by removing whitespace and converting ',' to '.'
Cleaned by removing whitespace and converting ',' to '.'


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{% verbatim %}
{{playlistCntrl.itemSelected.litem_desc}}
Have questions? Head to the forums for discussion with the NuEra Community.


Firemen hailed as heroes in Delhi horror blaze
NEW DELHI: Two firemen who rescued 27 people were hailed as heroes Monday (Dec 9) after Delhi's deadliest fire in decades killed 43, prompting outrage that safety regulations were yet again ignored.
The blaze early Sunday ripped through a four-storey building housing small factory units in the congested lanes of the Old Delhi district while the migrant workers inside were asleep.
Fire fighter Rajesh Shukla, who carried out 11 people and was injured in a dangerous and difficult operation in the area's narrow lanes, said he was shocked so many people were inside.
"No one in the area informed us that so many people were there in the building, some said there were three or four people trapped inside," Shulka told the Times of India daily.
"I saw at least 30 people in the room (on the third floor) with most of them sleeping. A few others were dead ... We were told that the labourers slept in shifts," he said.
READ: Screams, goodbyes as at least 43 die in devastating India factory fire
On Monday, charred walls and smoke-blackened windows bore a grim testimony to the tragedy that unfolded at the cramped premises.
Locals told AFP that all illegal factories in the area pull down and lock their shutters at night, which gives workers time to flee if police raid the premises.
"But this time it proved fatal for them as a lot of precious time was lost in trying to enter the building," a local resident said, as officials from the electricity department arrived at the scene.
"LOST EVERYTHING"
Firefighter Ashish Malik, who managed to carry out 16 people from the blazing building, said they "had to take huge risks" carrying people down the only staircase on a rickety floor.
"We rescued workers by carrying them on our shoulders. Some had to be dragged," he said.
Zameel Ahmed, who lost two of his sons aged 32 and 34 in the inferno, was inconsolable.
"Five of my grandchildren have lost their fathers. We have lost everything."
Hardeep Singh Puri, Indian housing and urban development minister, hit out at the Delhi state government for allowing the owners of the building to operate with "impunity".
The lanes were narrow and congested with wires and cables dangling dangerously, he said in a statement, adding the building flouted safety and fire norms.
"If all these (city) departments had done their job properly then many valuable lives could have been saved," he said.
Police said the owner of the building and its manager have been arrested and that the illegal factory units inside had been operating without fire safety clearance.
One of the units manufactured wall mirrors, one was involved in the stitching of schoolbags and another stitched skull caps, the Press Trust of India news agency reported.
Such firms often provide sleeping quarters for poor workers, mostly migrants from elsewhere in India who save money by bedding down at their workplaces.
Some were paid just 1,000 rupees (US$14) a month.
Locals said the building, which also made purses and jackets, had just one entrance. Twenty rooms on each floor were connected by a single internal stairway.
Prime Minister Narendra Modi tweeted that the fire, the deadliest in Delhi since 59 people perished in a burning cinema in 1997, was "extremely horrific".


 Neuroplasticity also helps people recover from injuries or even addictions.
Discuss how you might engage with the principals of neuroplasticity for your own benefit
I’m going to try and better myself with my hockey and coding because I believe that they are almost like learning a language in a way. I can train my brain to become more quick and more focused on what I need to do.
What are some of the ways to increase your neuroplasticity
Keep practicing and practicing every day so that the cells in have a long-term relationship with my brain and ultimately making things second nature to me and in the process making me more smart and more interested in what I’m doing.
Link to a resource that you found particularly useful or engaging.
 It is relevant to everyone because it can help in pretty much any situation like injury, addiction and even wanting to better yourself.
In this exploration, did anything surprise you? Change for you?
I made the conscious effort to focus and practice on exercises for longer to try better my understanding of what I was doing and it helped immensely. It does take time but in the future it will be very beneficial for me as it has already changed my perspective of thinking.
How will you integrate growth mindset into your learning journey?
Practice practice practice. That’s all I can really say. It is the most important thing to train your brain in the right way and I believe it will be through practice.
Link to a resource that you found particularly useful or engaging.
Good Resource Here:Reflect and discuss how these understandings may shape or influence your learning plan and strategy.
These understanding will influence my learning plan/strategy in the best way possible. Knowing this information and learning about it has been really awesome and as I said above, practice is going to play a big part in it.


Before Change
$ polyaxon experiment -x 10 -p mnist logs
```
user, project_name, experiment = ctx.obj["user"], ctx.obj["project_name"], ctx.obj["experiment"]
colors = deque(Printer.COLORS)
job_to_color = {}
sign = {"current": "-", "values": ["-", "|"]}
After Change
$ polyaxon experiment -x 10 -p mnist logs
```
user, project_name, experiment = get_experiment_or_local(ctx.obj["project"],
ctx.obj["experiment"])
colors = deque(Printer.COLORS)
job_to_color = {}
sign = {"current": "-", "values": ["-", "|"]}


AnimalViz (formerly known as DoggyVision) is a mobile phone application that simulates animals' vision in real-time on the phone's video feed.
Current animal science and biological education curriculum struggle to teach the differences between humans' and animals' senses. Many animals' senses are so different from ours that they are hard to comprehend.
Design a tool that enables students to engage in firsthand "perspective-taking" of another animal's senses in real-time. Particularly, design an augmented reality application that simulates different animals' visual senses to give students a better understanding of our biological differences.
In 2018, my collaborators and I led a focus group to investigate what curiosities and questions families, particularly adolescents, have about their pets' senses and experiences. We facilitated discussion among the group with questions we designed ahead of time, as well as a post-it based activity where families could write down responses and questions to prompts we wrote on the board.
Our analysis of the focus group showed us that families were particularly interested in how their pets see and hear the world. Several participants mentioned the desire to use technology to view the world from their pet's perspective. In particular, participants wanted to use this technology to answer questions about how their pets see and feel about the world.
Based on the insight we gained of our user population, we decided to develop an application called DoggyVision, an augmented reality app that helps people see the world with the visual perception of a dog. DoggyVision could be used as a handheld device, and also with Google Cardboard to become an Augmented Reality headmounted display (HMD).
We structured our evaluation as a three hour workshop with families at a museum on a college campus. Five families participated (8 adults, 9 kids). We opened the workshop with a group discussion about what questions families had about their dogs' visual senses. We then sent each family out on a DoggyVision scavenger hunt where they took photographs of different scenes indoors and outdoors. Afterwards, we facilitated a group sticky-note based discussion about what they observed and other questions they had about their pets (or other animals).
We found DoggyVision to be an effective means in engaging families to scientifically think about the differences in theirs and their pets senses. The families were curious about other species of pets (and non-pets) such as fish, cats, birds, reptiles, and more.
I am currently working on new designs for AnimalViz which will offer firsthand perspective-taking of vision like DoggyVision, but offer more species' senses to experience. In addition, AnimalViz will simplify the process of saving images and videos. We also received feedback from teachers that a data collection and visualization tool would be nice to have in AnimalViz for classroom work, and I am incoprating this into the designs as well.
“Our Dog Probably Thinks Christmas is Really Boring”: Re-mediating Science Education for Feminist-Inspired Inquiry
Annie Kelly, Christine Chang, Christian Hill, Mary West, Mary Yoder, Joseph Polman, Shaun Kane, Michael Eisenberg, & R. Benjamin Shapiro
In Proceedings of the 2020 ICLS International Conference of the Learning Sciences
A blog post I wrote for how to install the Snapchat DoggyVision and KittyVision lenses.
Description of the grant funded project on the ATLAS Institute website.


| Recorded Crime Offences (Number) by Garda Station, Type of Offence and Year |
|||||||
|---|---|---|---|---|---|---|---|
| 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | ||
| Terenure, D.M.R. Southern Division | 03 ,Attempts/threats to murder, assaults, harassments and related offences | 49 | 33 | 54 | 37 | 54 | 57 |
| 06 ,Robbery, extortion and hijacking offences | 15 | 21 | 26 | 17 | 15 | 13 | |
| 07 ,Burglary and related offences | 207 | 241 | 191 | 240 | 263 | 196 | |
| 08 ,Theft and related offences | 417 | 511 | 491 | 513 | 530 | 436 | |
| See Background Notes |


CPPGM Programming Assignment 9 (cy86)
Write a C++ application called cy86
that translates a set of source files in the CY86 Mock Intermediate Language (described below) into a native Linux x86-64 program.
Prerequisites
You should complete Reading Assignment B before starting this assignment.
Starter Kit
The starter kit can be obtained from:
$ git clone git://git.cppgm.org/pa9.git
It contains:
- a stub implementation of
cy86
- a compiled reference implementation
cy86-ref
- a test suite of CY86 programs.
- the grammar for this assignment called
pa9.gram
- a html grammar explorer of
pa9.gram
in the sub-directorygrammar/
- a machine readable list of the CY86 operand constraints (described below) called
cy86-opcode.desc
You will want to extend your PA5 preproc
solution to complete this assignment.
Input / Command-Line Arguments
The same as PA8 nsinit
. Behaviour is undefined unless the command-line arguments match:
$ cy86 -o <outfile> <srcfile1> <srcfile2> ... <srcfileN>
with the same relaxations as PA8
Output Format
cy86
shall write a Linux x86-64 Program to <outfile>
. A Linux x86-64 Program is an ELF Executable file (details in Reading Assignment B).
Testing
Testing has changed for PA9. It is now based on the output of the generated program of your implementation.
For this assignment your solution will be tested in the following way:
For each test case x
your implementations output will be generated as follows:
There are n input translation units x.t.1
through x.t.n
as per PA8.
Your compiler will be executed on them as follows:
$ cy86 -o x.my.program x.t.*
The numeric exit code ($?
) will be stored in x.my.impl.exit_status
If the exit code is 0
(meaning success), the resulting program will then be executed:
$ x.my.program > x.my.program.stdout
The numeric exit code ($?
) will be stored in x.my.program.exit_status
The reference implementation output is generated in the same fashion.
If x.ref.impl.exit_status
is not the same as x.my.impl.exit_status
the test case fails.
Otherwise, if x.ref.impl.exit_status
is non-zero (indicating an ill-formed program) the test case passes.
Otherwise, if x.ref.program.stdout
is identical to x.my.program.stdout
and x.ref.program.exit_status
is identical to x.my.program.exit_status
the test case passes.
Otherwise, the test case fails.
CY86 Language Specification
Phases of Translation
The CY86 phases of translation are identical to the C++ phases of translation from 1 to 6 and up to and including the tokenization part of phase 7. (That is, the C++ preprocessor and tokenizer are applied.) It is at the parsing phase the two languages diverge.
There are no user-defined literals in CY86, it is an error if one is present. Although the C++ keywords are reserved in CY86, they are not used. It is therefore also an error if a C++ keyword is present.
After tokenization, the token sequence from each translation unit is concatenated in the order given on the command-line into one long token sequence. This token sequence is then matched against the program
grammar:
Grammar/Semantics
program:
(statement OP_SEMICOLON)*
A program consists of a sequence of statements. Each statement is in one of the following forms:
statement:
label OP_COLON statement
opcode operand*
TT_LITERAL
OP_MINUS TT_LITERAL
label:
TT_IDENTIFIER
opcode:
TT_IDENTIFIER
A label
introduces a name for a 64-bit unsigned long int value that represents the virtual memory address of the labelled statement
. If the spelling of a label is the same as either an opcode, register or another label - the program is ill-formed. (Note that labels can be forward referenced, so a label may be used before the label is introduced with this construct).
The two literal statement forms place the specified literal data in PA2 encoding, after appropriate zero-padding to achieve the correct alignment. This allows static data to be introduced into the program (see also the data
opcodes). The OP_MINUS
prefix may only be applied to arithmetic types, and specify the arithmetic negation of the value.
An opcode
is an identifier. It specifies one of the CY86 instructions (described below). This is followed by zero or more operands:
operand:
register
immediate
memory
The opcode dictates the number of operands, and for each their width and other constraints. The operands however can be parsed context-free, and later semantic rules can be applied. (In fact CY86, like many near-assembly-level languages, is a regular language).
Each operand
may be either a register
, an immediate
or a memory
.
A register
is an identifier with one of the following spellings:
sp
bp
x8
x16
x32
x64
y8
y16
y32
y64
z8
z16
z32
z64
t8
t16
t32
t64
The CY86 machine has four general-purpose 64-bit registers x64
, y64
, z64
and t64
and, like x86-64, these registers have 32-bit, 16-bit and 8-bit aliases to the lower bits:
x8 x16 x32 x64
y8 y16 y32 y64
z8 z16 z32 z64
t8 t16 t32 t64
NOTE: When an instruction writes to x32, it shall zero the upper 32 bits of x64. Likewise for y32-y64, z32-z64 and t32-t64. This is to match the behaviour of x86 registers.
As well as two 64-bit address registers:
sp bp
(Note these are not the same as the x86-64 16-bit registers of the same names, sp and bp. The suggested design has the CY86 sp and bp registers backed by the x86-64 rsp and rbp registers respectively.)
Internally, it also has an unaddressable 64-bit instruction pointer pc
. It has no flag registers.
If a register does not match the required operand width in an instruction, the program is ill-formed.
An immediate
operand has one of the following forms:
immediate:
TT_LITERAL
label
OP_LPAREN TT_LITERAL OP_RPAREN
OP_LPAREN OP_MINUS TT_LITERAL OP_RPAREN
OP_LPAREN label OP_RPAREN
OP_LPAREN label OP_PLUS TT_LITERAL OP_RPAREN
OP_LPAREN label OP_MINUS TT_LITERAL OP_RPAREN
The parenthesis only serve to delimit the immediate tokens and have no semantic meaning.
The OP_MINUS
TT_LITERAL
form carries out arithmetic negation as for literal statements described above.
The label
OP_PLUS/MINUS
TT_LITERAL
form requires the literal be of integral type. The value undergoes negation if OP_MINUS
is present. The value is then sign-extended to 64-bits if a signed type, or zero-extended to 64-bit if unsigned. The value is then added to the constant value of the label to produce the immediate value. The final type is unsigned long int.
If the width of a literal (given in PA2) does not match the operand width required by the opcode:
- If the literal is too long, it is truncated to the required size, by removing the rightmost bytes.
- If the literal is too short it shall be sign-extended if it is a signed integral type, or zero-extended otherwise.
A memory
operand specifies a range of bytes in virtual memory:
memory:
OP_LSQUARE TT_LITERAL OP_RSQUARE
OP_LSQUARE register OP_RSQUARE
OP_LSQUARE register OP_PLUS TT_LITERAL OP_RSQUARE
OP_LSQUARE register OP_MINUS TT_LITERAL OP_RSQUARE
OP_LSQUARE label OP_RSQUARE
OP_LSQUARE label OP_PLUS TT_LITERAL OP_RSQUARE
OP_LSQUARE label OP_MINUS TT_LITERAL OP_RSQUARE
The size of the range of bytes is determined by the opcode and operand width.
The address of the first byte is given by the expression inside the square brackets. The width of the address value is 64-bit, so only 64-bit registers may be used, and labels and TT_LITERAL
s are interpreted as described above in the same manner as immediate operands of 64-bit width.
The red zone (the 128 bytes from [sp-128]
to [sp-1]
inclusive ) is reserved and is undefined in CY86 programs. (This allows your CY86 implementation to use this area for temporary storage).
Entry Point
If there exists a label start
, the entry point of a CY86 program is the label start
.
Otherwise, the entry point of a CY86 program is the first statement
in the program
.
CY86 Opcode Descriptions
In the following documentation, each opcode descriptor is followed by one or more operand descriptors. An operand descriptor is a string that is a concatenation of one or more of the following strings:
w - written to - may not be an immediate
r - read from
a - address
b - boolean, behaviour is undefined if not equal to 0 or 1
i - an integer (either signed or unsigned)
s - a signed integer (hi bit is sign bit)
u - an unsigned integer (no sign bit)
f - a floating point number
I - an immediate only
8 - 8 bits wide
16 - 16 bits wide
32 - 32 bits wide
64 - 64 bits wide
80 - 80 bits wide
For example, in the following hypothetical definition:
foo sr32
The opcode is foo
and it takes one operand. The operand (sr32
) is a signed (s
) 32-bit (32
) integer (i
) that is read from.
Literal Data
data8 rI8
data16 rI16
data32 rI32
data64 rI64
The data instructions are literal encodings of their immediate operands (after appropriate immediate width conversion). They also must be aligned so are preceeded if necessary by appropriate zero-padding to align them to their size. They are not intended for execution, and like literal statements, are a way to add static data to a program image. For example:
foo: data16 0x1122;
bar: data16 0x3344;
The label foo
address will be divisable by 2. bar
is equal to foo+2
. The four bytes in memory starting at address foo
are in hex:
22 11 44 33
Data Transfer
move8 w8 r8
move16 w16 r16
move32 w32 r32 op1 = op2;
move64 w64 r64
move80 w80 r80
This command simply copies data from the second operand and overwrites the first.
Control Transfer
jump ar64 pc = op1
jumpif br8 ar64 if (op1) pc = op1
call ar64 sp -= 8; *sp = pc; jump op1;
ret jump *sp; sp += 8;
The jump
command unconditionally assigns to the pc
instruction counter. The instruction at the given address will be the next executed.
The jumpif
command jumps to the address in its second operand, if and only if the first operand is non-zero.
The call
command pushes the current pc
on the stack and then jumps to op1.
The ret
command pops the stack into the pc
.
Bitwise Logic
not8 w8 r8
not16 w16 r16 op1 = ~op2
not32 w32 r32
not64 w64 r64
Bitwise NOT.
and8 w8 r8 r8
and16 w16 r16 r16 op1 = op2 & op3
and32 w32 r32 r32
and64 w64 r64 r64
Bitwise AND.
or8 w8 r8 r8
or16 w16 r16 r16
or32 w32 r32 r32 op1 = op2 | op3
or64 w64 r64 r64
Bitwise OR.
xor8 w8 r8 r8
xor16 w16 r16 r16
xor32 w32 r32 r32 op1 = op2 ^ op3
xor64 w64 r64 r64
Bitwise XOR.
Bit Shift
lshift8 iw8 ir8 ur8
lshift16 iw16 ir16 ur8 op1 = op2 << op3
lshift32 iw32 ir32 ur8
lshift64 iw64 ir64 ur8
Left shift op3 bits. If op3 is greater than or equal to operand width, behaviour is undefined. Zero bits are shifted in.
srshift8 sw8 sr8 ur8
srshift16 sw16 sr16 ur8
srshift32 sw32 sr32 ur8
srshift64 sw64 sr64 ur8 op1 = op2 >> op3
urshift8 uw8 ur8 ur8
urshift16 uw16 ur16 ur8
urshift32 uw32 ur32 ur8
urshift64 uw64 ur64 ur8
Right shift op3 bits. If op3 is greater than or equal to operand width, behaviour is undefined. Signed versions preserve sign (shift in copy of previous sign bit). Unsigned versions shift in zero.
Floating Conversions
s8convf80 fw80 sr8
s16convf80 fw80 sr16
s32convf80 fw80 sr32
s64convf80 fw80 sr64
u8convf80 fw80 ur8
u16convf80 fw80 ur16 op1 = (long double) op2
u32convf80 fw80 ur32
u64convf80 fw80 ur64
f32convf80 fw80 fr32
f64convf80 fw80 fr64
Convert from integer and floating types to 80-bit float.
f80convs8 sw8 fr80
f80convs16 sw16 fr80
f80convs32 sw32 fr80
f80convs64 sw64 fr80
f80convu8 uw8 fr80
f80convu16 uw16 fr80 op1 = (T) op2
f80convu32 uw32 fr80
f80convu64 uw64 fr80
f80convf32 fw32 fr80
f80convf64 fw64 fr80
Convert from 80-bit float to integer or floating type. Behaviour is undefined if the value cannot be exactly represented.
Arithmatic
iadd8 iw8 ir8 ir8
iadd16 iw16 ir16 ir16
iadd32 iw32 ir32 ir32
iadd64 iw64 ir64 ir64 op1 = op2 + op3
fadd32 fw32 fr32 fr32
fadd64 fw64 fr64 fr64
fadd80 fw80 fr80 fr80
Arithmetic addition. Integer and floating versions. (Note that signed and unsigned integer addition are the same operation).
isub8 iw8 ir8 ir8
isub16 iw16 ir16 ir16
isub32 iw32 ir32 ir32
isub64 iw64 ir64 ir64 op1 = op2 - op3
fsub32 fw32 fr32 fr32
fsub64 fw64 fr64 fr64
fsub80 fw80 fr80 fr80
Arithmetic subtraction. Integer and floating versions. (Note that signed and unsigned integer subtraction are the same operation).
smul8 sw8 sr8 sr8
smul16 sw16 sr16 sr16
smul32 sw32 sr32 sr32
smul64 sw64 sr64 sr64
umul8 uw8 ur8 ur8
umul16 uw16 ur16 ur16 op1 = op2 * op3
umul32 uw32 ur32 ur32
umul64 uw64 ur64 ur64
fmul32 fw32 fr32 fr32
fmul64 fw64 fr64 fr64
fmul80 fw80 fr80 fr80
Arithmetic multiplication. Signed integer, unsigned integer and floating-point versions.
sdiv8 sw8 sr8 sr8
sdiv16 sw16 sr16 sr16
sdiv32 sw32 sr32 sr32
sdiv64 sw64 sr64 sr64
udiv8 uw8 ur8 ur8
udiv16 uw16 ur16 ur16 op1 = op2 / op3
udiv32 uw32 ur32 ur32
udiv64 uw64 ur64 ur64
fdiv32 fw32 fr32 fr32
fdiv64 fw64 fr64 fr64
fdiv80 fw80 fr80 fr80
Arithmetic division. Signed integer, unsigned integer and floating-point versions.
smod8 sw8 sr8 sr8
smod16 sw16 sr16 sr16
smod32 sw32 sr32 sr32
smod64 sw64 sr64 sr64 op1 = op2 % op3
umod8 uw8 ur8 ur8
umod16 uw16 ur16 ur16
umod32 uw32 ur32 ur32
umod64 uw64 ur64 ur64
Modulus operation. Signed integer and unsigned integer versions.
Comparisons
In all comparison operations the first 8-bit operand is set to 0x01 to indicate true and 0x00 to indicate false.
ieq8 wb8 ir8 ir8
ieq16 wb8 ir16 ir16
ieq32 wb8 ir32 ir32
ieq64 wb8 ir64 ir64 op1 = op2 == op3
feq32 wb8 fr32 fr32
feq64 wb8 fr64 fr64
feq80 wb8 fr80 fr80
Equals operation. Integer (bitwise) and floating versions.
ine8 wb8 ir8 ir8
ine16 wb8 ir16 ir16
ine32 wb8 ir32 ir32
ine64 wb8 ir64 ir64 op1 = op2 != op3
fne32 wb8 fr32 fr32
fne64 wb8 fr64 fr64
fne80 wb8 fr80 fr80
Not Equals operation. Integer (bitwise) and floating versions.
slt8 wb8 sr8 sr8
slt16 wb8 sr16 sr16
slt32 wb8 sr32 sr32
slt64 wb8 sr64 sr64
ult8 wb8 ur8 ur8
ult16 wb8 ur16 ur16 op1 = op2 < op3
ult32 wb8 ur32 ur32
ult64 wb8 ur64 ur64
flt32 wb8 fr32 fr32
flt64 wb8 fr64 fr64
flt80 wb8 fr80 fr80
Less Than operation. Signed integer, unsigned integer and floating versions.
sgt8 wb8 sr8 sr8
sgt16 wb8 sr16 sr16
sgt32 wb8 sr32 sr32
sgt64 wb8 sr64 sr64
ugt8 wb8 ur8 ur8
ugt16 wb8 ur16 ur16 op1 = op2 > op3
ugt32 wb8 ur32 ur32
ugt64 wb8 ur64 ur64
fgt32 wb8 fr32 fr32
fgt64 wb8 fr64 fr64
fgt80 wb8 fr80 fr80
Greater Than operation. Signed integer, unsigned integer and floating versions.
sle8 wb8 sr8 sr8
sle16 wb8 sr16 sr16
sle32 wb8 sr32 sr32
sle64 wb8 sr64 sr64
ule8 wb8 ur8 ur8
ule16 wb8 ur16 ur16 op1 = op2 <= op3
ule32 wb8 ur32 ur32
ule64 wb8 ur64 ur64
fle32 wb8 fr32 fr32
fle64 wb8 fr64 fr64
fle80 wb8 fr80 fr80
Less than or Equal operation. Signed integer, unsigned integer and floating versions.
sge8 wb8 sr8 sr8
sge16 wb8 sr16 sr16
sge32 wb8 sr32 sr32
sge64 wb8 sr64 sr64
uge8 wb8 ur8 ur8
uge16 wb8 ur16 ur16 op1 = op2 >= op3
uge32 wb8 ur32 ur32
uge64 wb8 ur64 ur64
fge32 wb8 fr32 fr32
fge64 wb8 fr64 fr64
fge80 wb8 fr80 fr80
Greater than or Equal operation. Signed integer, unsigned integer and floating versions.
System Calls
syscall0 w64 r64
syscall1 w64 r64 r64
syscall2 w64 r64 r64 r64
syscall3 w64 r64 r64 r64 r64 op1 = syscall(op2, ..., opn)
syscall4 w64 r64 r64 r64 r64 r64
syscall5 w64 r64 r64 r64 r64 r64 r64
syscall6 w64 r64 r64 r64 r64 r64 r64 r64
The number after the opcode is the number of parameters to the system call. op1 stores the return value. op2 is the system call number. op3 through to op3+n are the parameters to the system call.
Design Notes (optional)
The primary purpose of this assignment and the CY86 language is to provide a simple wrapper for you to write and test your x86-64 Assembler component.
The recommended PA9 solution design is as follows:
PA5Preproc
|
| Tokens (eg TT_IDENTIFIER)
v
CY86Parser
|
| CY86Instructions (eg move64 x64 y64)
v
CY86ToX86Translator
|
| X86Instructions (eg mov r12 r13)
v
X86Assembler
|
| X86MachineCode (eg 4D 89 EC)
v
X86Program
For later assignments you will then reuse and extend your X86Instruction and X86Assembler components in the final stages of your real backend.
As you will discover the CY86Parser and CY86ToX86Translator components are small and just for testing. In particular, the CY86 language is not intended to be an intermediate form used in PA10 and future assignments. You may decide later to extend the CY86 language to serve as an intermediate form in your future designs, but this is not required or recommended.
The CY86Parser is a very simplified version of a parser like the one you wrote for PA6. The CY86 language has only eight non-terminals and is a regular language so this will be trivial. As output from your CY86Parser you will want to have a sequence of CY86Instructions that form an object model of the various CY86 opcodes and operands. You can use the usual object-oriented techniques to model the different kinds of operands and their association with the instruction that contains them.
You will also want to perform a short semantic analysis phase to tie up labels and to check operand type and transform operand widths and so on.
The next step is to plan out which x86 instructions you will want to use to translate CY86 into, and how you will use registers/memory. Each CY86 instruction can be translated into a short fixed finite sequence of x86 instructions. There are multiple ways to do this, but as a recommended simple design we suggest the following:
You can directly back the CY86 registers with x86 registers as follows:
cy86 x86
---- ---
sp rsp
bp rbp
x64 r12
y64 r13
z64 r14
t64 r15
The stack register and base register are obvious. The reason r12 to r15 are recommended for the other registers is that they are not used for anything else in other x86 instructions or in system calls, so this is conveniant as they are never clobbered.
Then to translate a CY86 instructions you can use the other x86 registers freely. Generally speaking the way we recommend to translate a non-floating-point CY86 instruction is as follows:
- load the input operands into some fixed x86 registers for the instruction (like rax, rbx, etc)
- execute x86 instructions on those fixed x86 registers to a fixed x86 output register
- store the write operand from the set x86 output register to the cy86 output operand
For x87 floating point operations this is similiar but you can use the x87 register stack:
- push the cy86 input operands onto the x87 floating stack
- execute the x87 floating point instruction
- pop the x87 floating stack into the cy86 output operand
If you need a temporary memory operand (as you may for some floating point instructions) you can use the red zone, this is the area just logically above / numerically below the stack pointer. For example the eight bytes at [rsp-8]
are in the red zone. Be careful with instructions that modify the cy86 sp
register and the use of the red zone.
As you will have learned in Reading Assignment B, x86 instructions are classified first by a mneumonic (each of which has its own page in the Intel manual), and for every mneumonic there are several forms. You will only need to use a subset of the mneumonics and for each only a subset of their forms.
As a hint, here are most of the x86 instructions that cy86-ref
uses:
MOV AND OR XOR ADD SUB CMP
FADDP FSUBP FMULP FDIVP FCOMIP
SYSCALL SETcc NOT SHL SHR SAR
MUL IMUL DIV IDIV JMP Jcc
FILD FLD FISTP FSTP
And for each mneumonic only a subset of the forms are used. You may want to use these or additional/different ones.
Once you have determined which mneumonics and forms of those mneumonics you will need you should then work through the pages for them in the Intel manual. Figure out their semantics and then transcribe the forms into C++ data structures. You will quickly notice that many instructions use similar patterns, and you can create an abstract base for those instructions that share properties.
You should keep in mind that you may want to extend your x86 assembler later with more instructions, so you should structure it in such a way as to make it easy to extend.
Like for CY86 operands, you will want to develop an object model for x86 operands. They have a similar structure (immediates, registers, memory addresses), but x86 has more addressing forms (like scale-index-base [rax+rcx*8+42]
). You don't need to support them all internally, but can if you wish.
Once you have your x86 instructions and x86 operands in an object model you will then need to write your x86 machine code generator. In general an x86 instruction can have prefixes, like operand size prefixes, a REX byte with REX.W, REX.R, REX.X and REX.B bits, some number of opcode bytes, a modr/m byte with reg, mod and rm fields, and a sib byte with scale, index, base fields, and displacement and immediate byte sequences. All of those parts apart from the opcode byte may be (and usually are) absent from an instruction. You will want to create a data structure to represent an x86 machine code instruction in full generality, and then write a function that converts from your X86Instruction object model to that data structure. From the data structure you will then write a function that creates an array of bytes that is the final machine code.
Because final label values will depend on the byte size of instructions, and in general this is not known until the machine code is generated, you will need to incorporate a way to relocate the values as per your PA8 linker. One way to do this is to assemble some marker value into the immediate, storing its location separately, and then making another pass of the machine code to patch them. There is some discussion about this and related techniques around section 6.7 of the dragon book.
It is helpful in selecting instructions, and also to check your assembler, to compare it against a production toolchain. The best way to see what, for example, gcc uses to implement an instruction is to create a test translation unit and then decompile.
For example, let's find out what instructions gcc uses to add two long doubles:
void f(long double* res, long double* op1, long double* op2)
{
*res = *op1 + *op2;
}
Compile this with:
$ gcc -c -O3 test.c
And then use:
$ objdump -d -M intel test.o
The -M intel
switch will give you intel syntax, which is much clearer for human-reading and will match up better with what you read in the Intel manual.
The objdump gives us:
0: db 2e fld TBYTE PTR [rsi]
2: db 2a fld TBYTE PTR [rdx]
4: de c1 faddp st(1),st
6: db 3f fstp TBYTE PTR [rdi]
8: c3 ret
So we can see the pointers are passed in rdi
, rsi
and rdx
. The first two FLD instructions load from the memory addresses [rsi]
and [rdi]
onto the x87 FPU register stack. The FADDP instructions adds the two top values. The FSTP then stores the result to the memory address. The type TBYTE is for 10 bytes or 80 bits. The prefix TBYTE PTR
explicitly states the operand size. If the assembler can determine this from the context this prefix can be omitted.
To compare your x86 instruction to machine code translator to a production assembler you can use a gas input file like this:
.intel_syntax noprefix
.global _start
_start:
XXX
Where XXX is the instruction in Intel syntax. For example:
.intel_syntax noprefix
.global _start
_start:
mov eax, [rbx]
Save this to test.s
and then execute:
$ gcc -nostdlib test.s
$ objdump -d -M intel a.out
You will see the machine code for your instruction:
4000d4: 8b 03 mov eax,DWORD PTR [rbx]
The machine code is on the left, hex 8B 03
.
Notice that the assembler has automatically added the unnecessary DWORD PTR
prefix to the memory operand. DWORD
in Intel syntax is 32-bits (1 byte = BYTE, 2 bytes = WORD, 4 bytes = DWORD (doubleword), 8 bytes = QWORD (quadword), 10 bytes = TBYTE). The operand size was infered from the use of the eax
register which is 32-bits.
Here are some useful GDB commands to work with raw programs at the bare metal machine-code level:
$ readelf -a myprogram
Entry Point Address: 0x400123
$ gdb ./myprogram
gdb> break *0x400123 <--- set breakpoint at address 0x400123
gdb> run < test.stdin
breakpoint hit
gdb> set disassembly-flavor intel <--- intel syntax
gdb> x/20i $pc <--- disassemble current and following 20 instructions
gdb> stepi <--- step one instruction
gdb> info registers <--- the x86 general purpose register values
gdb> info all-registers <--- all registers, including x87 registers
gdb> print $rax <--- print value of rax register
The Examining Memory page of the GDB manual is very useful: https://sourceware.org/gdb/onlinedocs/gdb/Memory.html, as is the rest of the manual.


Seven O’Clock Stories
by Robert Gordon Anderson
“Nineteenth Night: Wienerwurst’s Brave Battle”
Additional Information
- Year Published: 1920
- Language: English
- Country of Origin: United States of America
- Source: Anderson, R. G. (1920). Seven O’Clock Stories. New York: G.P. Putnam’s Sons: The Knickerbocker Press.
-
Readability:
- Flesch–Kincaid Level: 4.7
- Word Count: 1,931
- Genre: Adventure
- Keywords: children's stories
- ✎ Cite This
Downloads
Mr. Sun must have known that it was Jehosophat’s birthday, he made it so bright, not too sunny nor yet too cool.
The three children, Mother, Father, and the Toyman, were all crowding about something which stood in front of the barn. The three tails of three doggies wagged as if they thought it was fine. Mr. Stuckup came to take a look. So did Miss Crosspatch and the Wyandottes; and the pigeons flew down from their house on the roof and perched on its seat.
It was something for Jehosophat, of course. It was his birthday, and he had tried hard to be good ever since he had had that talk with the tall man on the white horse in the picture.
It was something he had always wanted,—a little cart with a real live pony in the shafts. And the pony was all dressed in new harness, spick and span and shiny.
Not very tall was the little pony. His ears twitched just on a level with Jehosophat’s head.
Jehosophat put his arm around his neck and patted his black coat, which was almost as shiny as the harness itself. He looked at the tail. It was nearly a yard long and very thick. That pony was certainly handsome. And Father had given him—cart, harness, and all—to Jehosophat for his birthday, for his very own, to keep just as long as the pony lived. And that was the finest present any boy could have—ever.
The name was a very important matter. The boys each had a dozen they could think of, but Mother and Father and the Toyman couldn’t think of any. At least they wouldn’t give any suggestions. They thought it was Jehosophat’s right to name his own pony.
It was settled at last,—”Little Geeup.” Where-ever Jehosophat got that name nobody knew. I really believe he read a story once about a horse called that. Or perhaps he remembered one of the circus ponies with the same name. Anyway, that was the one he chose. So it can’t be changed now, any more than Jehosophat’s own, or Marmaduke’s, or Hepzebiah’s.
A moment more they looked Little Geeup all over, from the black mane on his neck down his sleek back to his fine full tail. A moment more they looked at the little cart, its bright red body with the blue lines around it, the wheels and spokes, which were bright yellow, and the shafts and the whiffletrees, which were yellow too.
Then they got in. Little Hepzebiah sat on the seat with Jehosophat. He proudly held the reins. Marmaduke sat behind, his legs hanging over the tail-board, with Wienerwurst wriggling on his lap.
“Tluck, tluck,” called Jehosophat. Little Geeup obeyed. The yellow wheels turned, and down the driveway they went, Father and the Toyman hurrying alongside, Rover and Brownie barking behind.
There were lots of fine carriages out that day, but never so fine a turnout as that little red cart with the yellow wheels and the black pony in the shafts.
Jehosophat didn’t have to learn how to drive Little Geeup. Father had often let him drive Old Methuselah when they went to town, and the little black pony was quite safe.
At last Father and the Toyman stopped and waved good-bye. So off the children drove, up the road by the river.
“Where shall we go?” asked Jehosophat.
Now Marmaduke was thinking over something Tody the Clown had told him—about making other folks happy.
“Let’s take Johnny Cricket for a ride,” he suggested.
The driver agreed, so they turned from the road by the river and drove up a lane. At the end was a house. It was a very small house and a poor one too. Here lived Johnny Cricket, the lame little fellow, who never could run or play like the three happy children.
There wasn’t much furniture in his home, or much money either, hardly enough to buy him new crutches, to say nothing of toys that little boys like.
“Whoa!” called Jehosophat, in front of the gate.
Then he got out and knocked at the door.
It opened. Johnny’s Mother was there.
Jehosophat took off his hat.
“Good-morning, Mrs. Cricket, can we take Johnny for a ride in my new cart?”
“Of course,” replied she. “My! Won’t Johnny be glad to go for a ride in that pretty cart! He’s been very lonesome.”
So out hobbled Johnny, all smiles. Crunch, crunch, crunch went his crutch down the gravel walk.
“Hepzebiah, you’ll have to sit in the back with Marmaduke,” commanded the owner of the little cart.
So the little girl climbed over the back of the seat and sat with Marmaduke and Wienerwurst.  Johnny enjoyed it ever so much, but not more than they. I guess the three children were quite as happy, for to make others happy brings the best sort of happiness.

They were just trotting past the Miller Farm when they heard a great growl.
Over the fields, with great leaps, a big dog was running.  Often the three children had heard Father say “He ought to be shot.”
And there he was—running straight towards them, and little Wienerwurst had jumped over the tailboard and out of the wagon, and was trotting alongside.
“Urrururur ,” growled Prowler. He had almost reached the gate. He was long and big, and really looked more like a savage animal than a dog. Pieces of chain hung from his neck and dragged alongside in the earth as he ran. He must have broken away from his kennel.
Through the gate he bounded, then stopped still and growled in suspicion.
“Out—out—out !” he seemed to be saying. He thought they had no right in front of his home, not even when they were driving on the road, which was free to all.
The three happy children and Little Geeup didn’t like the looks of things very much.
“Here, Wienerwurst—come here,” called Marmaduke.
But Wienerwurst was no coward. Besides, he was a friendly little fellow, and liked to be polite to everybody, dogs and people too, even if sometimes he did chase the pretty pink pigeons and the White Wyandottes. But that was just in fun, of course.
So he just stood still and looked at the big bad dog and wagged his tail in a friendly way, and smiled.
But that big bad dog Prowler didn’t appreciate that at all. He opened his big jaws and showed his teeth and gave a deep growl.
“Out—out—out !” he repeated.
And then Wienerwurst gave his tail a wag, and advanced a step or two.
Quick as lightning Prowler jumped at him.
Wienerwurst didn’t run. Yet he was so little and the other dog was so big. And his ear hurt too, where the other dog bit him.
The big dog was jumping at him again and again and biting him too, but I guess Wienerwurst must have heard Father and the Toyman tell the boys once never to start a fight, but always to stand up for one’s rights, and never to be a coward, or run away.
That Prowler had no right at all to tell him to get off the road nor to bite him!
And so, though he was only a yellow dog and small and weak, Wienerwurst barked bravely and tried his best to fight off the big dog.
It wasn’t a very happy chorus of growls and barks and squeals. It sounded something like this:
“Gurrrrr—gurrr-uh—ow—ow—gurr—gurr—ow—wuf—ar—gurr—ow—wow—uh- wuf—xxx—x !!!”
Jehosophat pulled on the reins.
“We must stop that,” said he. “Hepzebiah you sit here.”
Out he jumped, but his brother was ahead of him, for Marmaduke loved Wienerwurst even more than they did.
 But he was very strong, that wicked bad dog. They couldn’t budge him at all.
But just then they heard the sound of wheels. They were glad.
Help was coming at last!
 It was the country postman, who delivered the mail to the farms, in a wagon.
“Whoa!” the postman shouted and out he jumped with his whip!
He ran straight for the big dog, and out of the gate ran Jake Miller too.  The two men grabbed the chain and whipped the big bad dog till he let go of Wienerwurst and ran back to his kennel.
Tenderly the two boys lifted their little friend into the cart, and drove home as fast as they could.
They forgot all about the pony and the fine new cart, just thinking of their poor hurt doggie.
Mother and the Toyman brought water in a basin, and the Toyman poured something from a bottle, which coloured the water all dark.
Then out to the workshop he went and brought back a little can. He unscrewed the top and took out some of the salve inside. It was coloured just like peanut-butter and was soft and healing. On each cut he put a little of the salve, then wound the little doggie all up in nice soft bandages too. And Wienerwurst licked the Toyman’s hand to show how thankful he was.
They made him a little bed, but he didn’t stay in that long. The Toyman was such a good doctor that Wienerwurst felt better already. Still he didn’t play very much that day.
Mother sent the Toyman over to the Cricket farm to ask Johnny’s mother to let her boy stay for the night.
He did—for three whole days—and great fun they had with Little Geeup, and the red dogcart, and the little lame boy, giving Wienerwurst rides to make him all well.
And Father and the Toyman made Jake Miller chain up the wicked dog—very tight this time—with a chain that would never break.
And soon that bad dog died, which was a good thing too. Nobody wasted many tears on him.
But little Wienerwurst got well and strong, and chased the pretty pink pigeons—in fun of course—just as fast as ever he did.


Freshmen DOCKET
Silicon Valley
It's fun loving event for new buds having knowledge of aptitude with good communication skills and should be blog lovers.
DETAILSSilicon Valley
ROUND 1:Inquizive
Quiz (Aptitude questions, True/False, General Knowledge, Crossword, Answer in 1 or 2 words)
ROUND 2:Group Discussion
It would be conducted on the next day of 1st round. Selected participants will be divided into 2 groups for group discussion. They will be judged by our professors.
Topic will be given after the formation of groups.
Marking: The answer should contain proper fact. Only English language is to be used. Formal outfit is compulsory.
ROUND 3:Blogatica
A topic will be given on which they have to make blog using word press or Google blog or any tools and winners would be selected on the basis of blog content and presentation they give about their blog in front of jury.
Event Fee – 20 Rs
Participants per team – 1
Event Manager – Ria Chaudhari
Mobile no.-8128943481
Suits
This event focuses on finding your own voice through the crowd.
ROUND 1:
A team of two would be going up for this quiz. Each team would be handed out with a list of clues regarding the places where they would have to go and clear the quiz. A small quiz of around 5 questions would be given to each team at every location. The questions asked would be regarding the previous location they visited. The first 10 teams to clear their respective quiz and arrive at the final destination would be qualified.
ROUND 2:
A picture would be shown to all the 10 teams simultaneously and 5 min duration would be allotted. During this 5 min each team has to prepare a story board inspired from the picture which was shown before. After the allotted 5 min are over, the team members would be separated from each other. One team member would have to write down the story limiting themselves to a maximum of 150 words in 5 min. Then later the other team member would have to narrate and explain the team’s perception regarding the picture to a panel of jury. The best performing 4 teams would be allowed to advance to the final round.
ROUND 3:
The surviving 4 teams would be dismembered and would be sent to a panel of jury who would be judging each one individually on their viewpoints, personality, confidence and knowledge. A special twist is awaiting for the finalists that would be revealed on the spot.
Event Fee – 30 Rs (per team)
Participants per team – 2
Event Manager – Dhruvaj Suryvanshi, Enosh Vishwanathan
Mobile no.-8758864550/9157730975


Daily Insider Ratings Round Up 12/6/19
by InsiderInsightsSummary
- Tables of the top insider purchases and sales filed with the SEC on 12/6/19, based on dollar value.
- Dollar values often do not equate with significance when it comes to insider trades.
- Proprietary Insider Company Ratings are relayed to clarify significance.
InsiderInsights' Daily Round Up articles rate the "Significance" of the Top 10 dollar value insider purchases and sales filed at the SEC on the Title date. Dollar value is only the most basic metric to assess the "Significance" of an insider transaction, however, and often not even the most important one.
When a new insider transaction occurs, our programs mathematically score the significance of the company's three-month insider profile based on numerous criteria programmed into our expert system.
Stocks that achieve an InsiderInsights Company Rating of "Significant" and "Leaning" Bullish or Bearish have been independently validated to generate alpha as a group and should be considered by investors looking for new long and short investments.
Seasonal Note: Form 4 filing volumes will stay strong through the third week of December. We're in high season for using insider data in the investing process.
----------------------
On Today's Tables:
Insider trades were rated Significant at:
- Pope Resources (POPE);
- PBF Energy (PBF);
- Kodiak Sciences (KOD);
- Century Bancorp (CNBKA); and
- Apollo Medical (AMEH).
Insider trades were rated Nearly Significant at:
Insider trades were considered Insignificant at:
- Zumiez (ZUMZ);
- Veeva Systems (VEEV);
- Trade Desk (TTD);
- Sterling Bancorp (SBT);
- Royal Caribbean (RCL);
- NortonLifeLock (NLOK);
- Liberty Media (LSXMA);
- Dicerna Pharm (DRNA); and
- CarGurus (CARG).
There is a Conflicted Insider Signal (both purchases & sales) at:
There is an IPO or Known Corporate Action at:
- LMP Automotive (LMPX).
It's difficult to argue significance for most transactions made during IPOs, or when insiders make trades during a known corporate action.
Insider Purchases
| #: | Filer Name | Insider Titles | Company Name | Ticker | TransType | Dollar Value |
| 1 | Baker Bros | DIR, BO | Kodiak Sciences | KOD | JB* | $87,499,960 |
| 2 | Inversora Carso S A De C V | BO | PBF Energy | PBF | B | $25,149,548 |
| 3 | Williams Randa Duncan | DIR, BO | Enterprise Products Partners | EPD | B | $8,357,864 |
| 4 | Tawfik Samer | CEO, DIR, BO | LMP Automotive | LMPX | JB* | $2,750,000 |
| 5 | Allied Physicians Of California A Profession Medic | BO | Apollo Medical | AMEH | B | $613,279 |
| 6 | Pura Vida Inv | BO | Greenlane | GNLN | B | $464,250 |
| 7 | McCaffrey Thomas P | VP, CFO | KLX Energy Services | KLXE | B | $393,945 |
| 8 | Filler James J | BO | Century Bancorp | CNBKA | JB*,B | $119,869 |
| 9 | Dahl James H | BO | Pope Resources | POPE | B | $84,891 |
| 10 | Frost Phillip Md | CEO, CB, BO | OPKO Health | OPK | B | $80,000 |
Insider Sales
| #: | Filer Name | Insider Titles | Company Name | Ticker | TransType | Dollar Value |
| 1 | Feld Peter A | DIR | NortonLifeLock | NLOK | S | $424,625,664 |
| 2 | Koppel Adam | DIR | Dicerna Pharm | DRNA | JS* | $37,020,000 |
| 3 | Maffei Gregory B | CEO, DIR | Liberty Media | LSXMA | JS*,S | $19,569,493 |
| 4 | Cabral Timothy S | CFO | Veeva Systems | VEEV | AS | $6,135,045 |
| 5 | Sheffield Bryan | DIR, BO | Parsley Energy | PE | S | $4,950,021 |
| 6 | K I S S Dynasty Trust No 9 | BO | Sterling Bancorp | SBT | JS* | $3,792,000 |
| 7 | Campion Thomas D | CB, DIR, BO | Zumiez | ZUMZ | AS | $3,478,000 |
| 8 | Yang Vivian | LO | Trade Desk | TTD | AS | $3,054,057 |
| 9 | Steinert Langley | CEO, CB, BO | CarGurus | CARG | AS | $3,030,540 |
| 10 | Fain Richard D | CB, CEO | Royal Caribbean | RCL | AS | $2,410,908 |
Source: InsiderInsights.com | Key to Insider Title and Trans Type Codes:
B = Open-market Buy; AB = 10b5-1 (automatic) Buy; JB* = Buy indicated as being open-market but not confirmed by trading price range and volume for the session. S = Open-market Sale; AS = 10b5-1 (automatic) Sale; JS* = Sale indicated as being open-market but not confirmed by trading price range and volume for the session.
Did you miss our Previous Daily Round Up?
If you're serious about using insider data in your investment process, you can't find a better source of investment ideas (or a better value!) than our Daily Ratings Reports. Subscribe or Trial Now!
Disclosure: I am/we are long AMEH, PBF. I wrote this article myself, and it expresses my own opinions. I am not receiving compensation for it (other than from Seeking Alpha). I have no business relationship with any company whose stock is mentioned in this article.


Cop Caught ‘Ogling’ Yoga Instructor As He Arrests Her In Bodycam Footage
by Julia BanimA police officer has been caught allegedly ogling a young woman following a traffic stop in New York, with his behaviour captured on his own bodycam.
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Police Officer John Mascetti, 35, reportedly leered at Yael Glantz, 26, at Manhattan’s 7th Precinct stationhouse after an early morning traffic stop close to the Empire State Building on August 8.
The married father of four has been accused of checking out Glantz’s ‘rear end’ and referring to her as ‘total stripper’. Glantz’s lawyer has also alleged Mascetti lied about Glantz failing a breath test.
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Mascetti stopped Glantz while she was driving a black Mercedes-Benz 350 SUV at the corner of East 34th Street and Fifth Avenue.
Glantz was charged with driving while intoxicated and driving with impaired ability. However, according to court documents obtained by the New York Post, defence lawyer Mark Bederow has claimed the footage shows Mascetti lied about the breath test and exhibited ‘sophomoric behavior’.
According to court papers, Bederow wrote:
At 33:11 of his body camera video, Mascetti makes faces and shakes his head at Ms. Glantz, who remained oblivious to his sophomoric behavior.
[…] A few seconds later (while he is at the copying machine), Mascetti appears to look at Ms. Glantz’s rear end, raise his eyebrows and laugh.
[…] After the third attempt, Mascetti warned Ms. Glantz that this was her ‘last chance’ and that if she didn’t take the test properly, he would arrest her.
After Ms. Glantz’ fourth unsuccessful attempt, Mascetti immediately arrested her.
Bodycam footage reveals Mascetti’s ‘growing frustration’ with Glantz as she ‘unsuccessfully’ tried to take a breath test. Bederow has alleged Mascetti falsely recorded Glantz ‘blew a .15’ in a bid to ‘exaggerate the state of the evidence against her’.
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Following the arrest, Mascetti allegedly texted another officer about Glantz, a cop identified in court documents as ‘HC’.
Bederow wrote:
Apparently unaware that his partner’s body camera captured their messages, Mascetti referred to Ms. Glantz as a ‘bitch’ and claimed that she ‘jerked the machine off. I got pissed and cuffed her.
Within this same text exchange, Mascetti reportedly described Glantz as being a ‘total stripper’ and a ‘blonde Russian’, prompting HC to ask for a picture of her. According to Bederow, Glantz works as a yoga instructor, not a stripper, and is ‘not even Russian’.
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Glantz is apparently now concerned about the possibility of Mascetti having taken ‘unauthorised photos’ of her while she was in custody, in accordance with HC’s request.
Bederow wrote:
We demand any and all copies of any such photos, documentation of where they came from and to whom they were disseminated, and proof that they have been deleted from Mascetti’s, ‘HC’s,’ or anyone else’s devices.
Writing in the criminal complaint made against Glantz, Mascetti stated:
I advised the defendant of her rights regarding the taking of a test to determine how much alcohol was in her blood and the defendant refused to take the test.
The New York Police Department is reportedly aware of the allegations made against Mascetti and is now conducting an investigation into the incident.
Jules studied English Literature with Creative Writing at Lancaster University before earning her masters in International Relations at Leiden University in The Netherlands (Hoi!). She then trained as a journalist through News Associates in Manchester. Jules has previously worked as a mental health blogger, copywriter and freelancer for various publications.


Raspberry Pi’s Code Club and Aardman Animations get kids coding
by Alex McCarthyA joint promotion between Raspberry Pi’s Code Club programme and Aardman Animations challenged primary school students across the globe to show off their coding skills with an animation based on the Shaun the Sheep films.
The contest was open for seven weeks and any registered Code Club was eligible to enter. It closed with 683 entries from 35 countries, and from that pool, a selection of winners has been chosen.
Code Club explains the competition’s brief: “create a Scratch animation of Shaun and his new alien friend Lu-La using our starter project, then remix it to add your own story and code.”
A judging panel made up of representatives from Raspberry Pi and Aardman Animations chose the contest’s winners. Initially planning to highlight just 10 entries, the judges decided the overall standard of competition was so high they needed to expand the selection to 12.
Winners came from clubs from across the globe, in the UK, France, Iraq, Israel, Sri Lanka, and Malaysia. “All demonstrated amazing creativity and coding skills,” Code Club said.
AliceCode Code Club in Israel submitted over 40 entries, and the judges were so impressed at their quality that three winners were chosen from the club. The judges said these projects “told a very clear story” and “made excellent use of backdrops and sound effects.”
Of the remaining winners, four hailed from Code Clubs in the UK. These included the Mount School York club, the Warwick Junior School club, the Worcester Park Library club and the Steiner Academy Exeter club. The projects were praised for their interactivity and story elements.