W3C Accessibility Guidelines (WCAG) 3.0 will provide a wide range of recommendations for making web content more accessible to users with disabilities. Following these guidelines will address many of the needs of users with blindness, low vision and other vision impairments; deafness and hearing loss; limited movement and dexterity; speech disabilities; sensory disorders; cognitive and learning disabilities; and combinations of these. These guidelines address accessibility of web content on desktops, laptops, tablets, mobile devices, wearable devices, and other web of things devices. The guidelines apply to various types of web content including static, dynamic, interactive, and streaming content; visual and auditory media; virtual and augmented reality; and alternative access presentation and control. These guidelines also address related web tools such as user agents (browsers and assistive technologies), content management systems, authoring tools, and testing tools.
Each guideline in this standard provides information on accessibility practices that address documented user needs of people with disabilities. Guidelines are supported by multiple outcomes to determine whether the need has been met. Guidelines are also supported by technology-specific methods to meet each outcome.
This specification is expected to be updated regularly to keep pace with changing technology by updating and adding methods, outcomes, and guidelines to address new needs as technologies evolve. For entities that make formal claims of conformance to these guidelines, several levels of conformance are available to address the diverse nature of digital content and the type of testing that is performed.
See WCAG 3 Introduction for an introduction and links to WCAG technical and educational material.
To comment, file an issue in the W3C wcag3 GitHub repository. The Working Group requests that public comments be filed as new issues, one issue per discrete comment. It is free to create a GitHub account to file issues. If filing issues in GitHub is not feasible, send email to<EMAIL_ADDRESS>(comment archive). In-progress updates to the guidelines can be viewed in the public editors’ draft.
What’s new in this version of WCAG 3?
This specification presents a new model and guidelines to make web content and applications accessible to people with disabilities. The W3C Accessibility Guidelines (WCAG) 3.0 support a wide set of user needs, use new approaches to testing, and allow frequent maintenance of guidelines and related content to keep pace with accelerating technology change. WCAG 3 supports this evolution by focusing on the functional needs of users. These needs are then supported by outcomes and technology-specific methods to meet those needs.
WCAG 3 is a successor to Web Content Accessibility Guidelines 2.2 [[WCAG22]] and previous versions, but does not deprecate WCAG 2. It will also incorporate content from and partially extend User Agent Accessibility Guidelines 2.0 [[UAAG20]] and Authoring Tool Accessibility Guidelines 2.0 [[ATAG20]]. These earlier versions provided a flexible model that kept them relevant for over 15 years. However, changing technology and changing needs of people with disabilities have led to the need for a new model to address content accessibility more comprehensively and flexibly.
There are many differences between WCAG 2 and WCAG 3. Content that conforms to WCAG 2.2 A and AA is expected to meet most of the minimum conformance level of this new standard but, since WCAG 3 includes additional tests and different scoring mechanics, additional work will be needed to reach full conformance. Since the new standard will use a different conformance model, the Accessibility Guidelines Working Group expects that some organizations may wish to continue using WCAG 2, while others may wish to migrate to the new standard. For those that wish to migrate to the new standard, the Working Group will provide transition support materials, which may use mapping and other approaches to facilitate migration.
As part of the WCAG 3 drafting process each normative section of this document is given a status. This status is used to indicate how far along in the development this section is, how ready it is for experimental adoption, and what kind of feedback the Accessibility Guidelines Working Group is looking for.
The following guidelines are being considered for WCAG 3. They are currently a list of topics which we expect to explore more thoroughly in future drafts. The list includes current WCAG 2 guidance.
The individuals and organizations that use WCAG vary widely and include web designers and developers, policy makers, purchasing agents, teachers, and students. To meet the varying needs of this audience, several layers of guidance will be provided including functional categories of disabilities, general guidelines, outcomes that can be tested, a rich collection of methods, resource links, and code samples.
The following guidelines are an initial list that the working group will be exploring. The following guidelines are initial groupings to guide the next phase of work. They should be considered drafts and should not be considered as final content of WCAG 3.
As more content is developed, this section will be a list of guidelines with a unique short name, and the text of the requirement written in plain language. The list is currently in alphabetical order, but we do not expect that to persist.
The web site or app aids navigation
Video and audio have alternatives
Content uses clear language
Controls have clear purpose
Contents use sufficient contrast and do not rely on color alone
The web site or app has a consistent design
Contents are programmatically and visually ordered
Appearance of controls and focus support keyboard and pointer use
Controls have correct semantic markup
Controls notify users when making mistakes
User processes prevent users from making mistakes
Views are flexible
On-screen motion does not cause harm
The web site or app supports the keyboard
The web site or app supports mobile and pointer inputs
Images and graphics have non-visual alternatives
The web site or app does not cause harm
User processes do not increase cognitive load
The web site or app provides help
Views have structure that helps user orient and navigate
Text uses appropriate layout and semantics
The web site or app minimizes the impact of timing and interruptions
Users have ability to control audio, movement, and auto updating
You might want to make a claim that your content or product meets the WCAG 3 guidelines. If it does meet the guidelines, we call this “conformance.” To conform to WCAG 3, your test results must show that your project is accessible.
If you want to make a formal conformance claim, you must use the process described in this document. However, conformance claims are not required and your content can conform to WCAG 3, even if you don’t want to make a claim. You can still use this process to test your project’s accessibility.
There are two types of content in this document:
informative.
There are a variety of ways to say what is required in WCAG 3. We are experimenting with different approaches. Once we have developed enough guidelines, we will test how well each works. Here are some of the ideas for WCAG 3 requirements:
We intend to address the following topics in the future, but for now, you can skip them.
In addition to this section, the Guidelines and Conformance sections in WCAG 3 provide normative content and define requirements that impact conformance claims. Introductory material, appendices, sections marked as non-normative
, diagrams, examples, and notes are informative (non-normative). Non-normative material provides advisory information to help interpret the guidelines but does not create requirements that impact a conformance claim.
The key words MAY, MUST, MUST NOT, NOT RECOMMENDED, RECOMMENDED, SHOULD, and SHOULD NOT in this document are to be interpreted as described in BCP 14 [[RFC2119]] [[RFC8174]] when, and only when, they appear in all capitals, as shown here.
WCAG 3 will include a new conformance model to address a wider range of user needs, test a wider range of technologies and support new approaches to testing. We are exploring several approaches to conformance. After studying the comments on the previous draft, these are the concepts that showed promise. We are giving an overview in this draft, but we continue to test the combination of the concepts.
There are several goals for this new conformance model:
The proposed approaches can fit together in a variety of ways. We will be testing these approaches and others for validity, reliability, sensitivity, adequacy, complexity and equity. We welcome suggestions on ways to improve these approaches to better meet these criteria and concerns about how they might affect accessibility. The working group plans to select from or even replace these options based on feedback, prototyping, and testing.
There are two main approaches to evaluating accessibility that are promising. There are also detailed ideas that support these approaches. The two main approaches are:
There are additional ideas that support these two approaches and can be used or combined in many different ways.
The details of these approaches change as we assemble them into a coherent whole. This draft gives a high level overview of these approaches so we can give an update and receive feedback on the individual approaches we are considering.
As we continue developing conformance, we seek input on the following:
Next steps include:
As we continue developing outcomes and methods, we seek input on how well the approach to outcomes, assertions and tests defined here supports additional requirements not addressed in 2.2.
Next steps include:
Outcomes are verifiable statements that allow testers to reliably determine if the content being evaluated satisfies the user needs identified in the Guideline. All outcomes and assertions that relate to a Guideline will be listed together to encourage adoption of higher levels of accessibility.
Each outcome is associated with at least one method. Methods are informative and kept in how to documents. Each method contains techniques for meeting the outcome, examples, resources, and sets of tests for evaluating the outcome. Methods can apply to a specific technology, such as HTML, or can be more generic where the advice applies no matter what technology, such as the methods supporting the Clear Language guideline.
Outcomes are written so that testers can determine the accessibility of technologies based solely on the outcome, even when methods do not yet exist for those technologies.
WCAG 3 includes two (2) types of tests which are evaluated:
Most tests have prescribed ways to meet the test. In some cases, the ways to meet the test will change based on a specific condition being met (example: the human language of the content).
Although content may satisfy all outcomes using quantifiable and qualitative tests, the content may not always be usable by people with a wide variety of disabilities. The assertions (see Section 3.4.1 Assertions) are designed to address this problem.
Quantifiable tests rely on measuring properties of the content based on nominal values. The test results are objectively verifiable, and avoid variation of test results between different testers. Values are quantifiable. They could be boolean (true/false), for example to check the presence of titles, text alternatives, and accessible names. Other values could include numerical thresholds; for example, to check color luminosity ratios.
Each method using quantifiable tests includes:
Qualitative tests rely on evaluating content based on a set of defined qualities and exceptions. The set of qualities and exceptions limit the scope of decisions, to minimize variation of test results arrived at by different testers. Still, some level of qualitative assessment is required, therefore the accuracy of the test results also depends on the knowledge and context of the testers to some degree.
Each method using qualitative tests includes:
Testing outcomes use items, views, user processes, and the aggregate to define what is being tested.
Items are the smallest testable unit. They may be interactive components such as a drop down menu, a link, or a media player. They may also be units of content such as a word, a phrase, a label or error message, an icon, or an image.
Views include all content visually and programmatically available without a substantive change. Conceptually, views correspond to the definition of a web page as used in WCAG 2, but are not restricted to content meeting that definition. For example, a view could be considered a “screen” in a mobile app or a layer of web content – such as a modal.
User processes are a series of user actions, and the distinct interactive views and items that support the actions, where each action is required to complete an activity. A user process may include a subset of items in a view or a group of views.
Examples of a process include:
A process is comprised of one or more views or subsets of views. Only the part of the views that support the user process are included in a test of the user process.
The aggregate is the combination of items, views, and user processes that collectively comprise the web site, set of web pages, web app, etc.
Some tests only apply in certain situations. Testing may occasionally require determining and referencing which specifications are being tested. Methods will note whether a test always applies or under what conditions a test applies. Both quantitative and qualitative tests can be conditional.
As we continue developing this content, we seek input on the following:
Next steps include:
An assertion is a formal claim of fact, attributed to a person or organization. In WCAG 3, an [=assertion=] is an attributable and documented statement of fact regarding procedures practiced in the development and maintenance of the content or product to improve accessibility.
Assertions may supplement [=methods=] in one or more outcomes. Assertions should only be used on outcomes and guidelines that allow assertions. Organizations can make an assertion that they followed a procedure to claim conformance. Results when testing assertions are true/false - the organization making the assertion either provided the required documentation or it did not.
Procedures used in assertions may be implemented at the organization level, during design and development, or during testing.
Examples of procedures that may be used during implementation might include:
Examples of procedures that may be used to evaluate accessibility might include:
Assertions must be documented as part of the conformance claim process. The required information may also be made available through the web site.
Assertions might include the following information:
An alternative to specifying assertions at the outcome or guideline level might be to require the assertion apply to the scope of the conformance claim.
WCAG recommends maintaining additional information that an organization can use to improve or validate procedures and assertions. WCAG will not require organizations to provide supporting documentation to conform.
The quality of an assertion can be tested based on how well the assertion meets the documentation requirements for assertions (See Documenting Assertions). Conforming to WCAG does not require testing supporting documentation; however, organizations may decide to adopt additional documentation requirements based on the procedure being asserted.
WCAG 3 defines three levels of conformance: bronze, silver, and gold. While it is easy to replicate the WCAG 2 A, AA, AAA by renaming the levels, there is an opportunity to improve accessibility for people with disabilities by using a more advanced approach.
Bronze is the minimum conformance level. Content that does not meet the requirements of the bronze level does not conform to WCAG 3. To reach Bronze level, the scope claimed in the conformance statement must pass a subset of outcomes and assertions. The subset will require enough outcomes and assertions to improve equity across functional needs.
Silver level incentivizes organizations to go further to improve accessibility. One possibility that we are examining is that Silver level points can accumulate even prior to completing bronze but are not usable until Bronze is achieved. The goal is to encourage organizations to go beyond the minimum, especially where organizations want to be recognized for their efforts to go beyond minimum accessibility.
Gold level identifies measures we want to include for those organizations that do achieve Silver so that some can stand out as exemplary, cutting edge, and role models. There are a number of ideas that will be developed further once more of the conformance structure is solidified.
Severity rating could contribute towards scoring and prioritization.
As we continue developing this content, we seek input on the following:
Next steps include:
Outcomes may allow for the concept of varying severity. High severity issues are those which prevent users from completing user processes (tasks).
Tests could include critical issues. Each test could have a category of severity, so some tests will be flagged as causing a critical issue. Examples of critical issues in tests are at Text Alternative Available and Translates Speech And Non-Speech Audio.
Adjectival Ratings allow test results to go beyond Pass or Fail to show progress towards a goal or exceeding a goal. Example of Possible adjectival ratings are:
Outcomes or guidelines could be evaluated using adjectival ratings on both directly quantifiable outcomes and qualitative measures that are asserted. Outcomes might be assigned an adjectival rating based on methods used to meet the outcome and issue severity. Guidelines might be assigned an adjectival rating based on the outcomes and assertions completed under the guideline.
We are exploring whether percentages could apply to Bronze but have not found a model to date where this works without adding complexity and time needed for testing.
As we continue developing this content, we seek input on the following:
In this approach, percentage of outcomes and assertions passed or percentage passed at a certain adjectival rating might be used to conform to Silver and Gold levels.
Pre-Assessment checks are tests or criteria that implementers can use to determine if they are ready to assess conformance. The intent of specifying these would be to help implementers prepare for conformance testing, not to create a new level of conformance. Examples of pre-assessment checks might be:
We continue to explore how the WCAG 2 concept of accessibility-supported fits into proposed conformance models.
When evaluating the accessibility of content, WCAG 3 requires the outcomes apply to a specific scope. While the scope can be an all content within a digital product, it is usually one or more sub-sets of the whole. Reasons for this include:
WCAG 3 therefore defines two ways to scope content: views and processes. Evaluation is done on one or more complete views or processes, and conformance is determined on the basis of one or more complete views or processes.
Conformance is defined only for processes and views. However, a conformance claim may be made to cover one process and view, a series of processes and views, or multiple related processes and views. All unique steps in a process MUST be represented in the set of views. Views outside of the process MAY also be included in the scope.
We recognize that representative sampling is an important strategy that large and complex sites use to assess accessibility. While it is not addressed within this document at this time, our intent is to later address it within this document or in a separate document before the guidelines reach the Candidate Recommendation stage. We welcome your suggestions and feedback about the best way to incorporate representative sampling in WCAG 3.
For technology to conform to WCAG 3, the following conformance requirements apply:
Conformance claims are not required. Authors can conform to WCAG 3 without making a claim. The material below describes how to make a conformance claim if that option is chosen.
A conformance claim MUST include the following information:
W3C Accessibility Guidelines 3.0 at https://www.w3.org/TR/wcag-3.0/
On 12 August 2020, the following 10 views and 2 processes conform to WCAG 3 at a bronze level. Processes were selected because they are the most common activities on the web site and include 4 unique views. The other 6 views are the most commonly used.
These were tested using Firefox and Chrome on a Windows platform. The assistive technology used included JAWS and Dragon.
We continue to explore how the WCAG 2 concept of conforming alternative versions fit into proposed conformance models.
User-generated content is content written by the public and customers. WCAG 3.0 may use different advice or steps for user-generated content to improve accessibility than for content created by the publisher. WCAG 3.0 proposes that organizations identify user-generated content and identify the steps taken to encourage accessibility.
It remains to be determined how to address user-generated content that has accessibility issues; and to define what minimum thresholds might be acceptable. We expect WCAG 3 to provide this guidance within individual guidelines and outcomes and to support testing for conformance. The working group is looking at alternative requirements to apply to user-generated content guideline by guideline, and is seeking feedback on what would serve as reasonable requirements on how to best support accessibility in user-generated content with known (or anticipated) accessibility issues.
One example would be “alternative text”. The Authoring Tool Accessibility Guidelines (ATAG) has specific guidance for providing a mechanism for alternative text. The ATAG 2.0 Guideline B.2.3 - “Assist authors with managing alternative content for non-text content” could be adapted to provide specific, guideline-related guidance for user generated alternative text.
The working group intends to more thoroughly address the contents and the location of an accessibility statement in a future draft.
Web content publishers may include content provided by the users of their digital products. We refer to such content as “user-generated content”.
Examples of user-generated content include:
User-generated content is provided for publication by visitors where the content platform specifically welcomes and encourages it. User-generated content is content that is submitted through a user interface designed specifically for members of the public and customers. Use of the same user interface as an authoring tool for publication of content by agents of the publisher (such as employees, contractors, or authorized volunteers) acting on behalf of the publisher does not make that content user-generated content. The purpose of the user-generated content conformance section is to allow WCAG 3 outcomes and methods to require additional or different steps to improve the accessibility of user-generated content.
An important part of WCAG conformance is the specific guidance that is associated with individual WCAG 3 guidelines and outcomes. Not all WCAG 3 guidelines will have unique outcomes and testing for user-generated content. Unless user-generated content requirements are specified in a particular guideline, that guideline applies as written whether or not the content is user generated.
The web content publisher should identify all locations of user-generated content (such as commentary on hosted content, product descriptions for consumer to consumer for sale listings, and restaurant reviews) and perform standard accessibility evaluation analysis for each. If there are no accessibility issues, the user-generated content is fully conforming.
If accessibility issues are identified, or if the web site author wants to proactively address potential accessibility issues that might arise from user-generated content, then all of the following must be indicated alongside the user-generated content or in an accessibility statement published on the web site or product that is linked from the view or page in a consistent location:
Many of the terms defined here have common meanings. When terms appear with a link to the definition, the meaning is as formally defined here. When terms appear without a link to the definition, their meaning is not explicitly related to the formal definition here. These definitions are in progress and may evolve as the document evolves.
Adequacy is subtle metric, but important to WCAG 3 proposals. Adequacy describes if the formulas being used to process and score the accessibility testing results are using such a small interval that small changes in accessibility do not cause large changes in scoring. Benchmarking Web Accessibility Metrics, Vigo, Lopes, O Connor, Brajnik, Yesilada 2011.
A system to report evaluation results as a set of human-understandable adjectives.
A formal claim of fact, attributed to a person or organization. An attributable and documented statement of fact regarding procedures practiced in the development and maintenance of the content or product to improve accessibility.
Evaluation conducted using software tools, typically evaluating code-level features and applying heuristics for other tests.
Automated testing is contrasted with other types of testing that involve human judgement or experience. [=Semi-automated evaluation=] allows machines to guide humans to areas that need inspection. The emerging field of testing conducted via machine learning is not included in this definition.
Methods which are not required and meet a higher requirement than methods required to conform to Bronze.
Complexity refers to the resources required to accomplish the conformance testing. These could be crawler time, or time for human judgment testing. This would be a useful metric to have to answer the question of how much time WCAG 3 takes to test as compared to WCAG 2. Benchmarking Web Accessibility Metrics, Vigo, Lopes, O Connor, Brajnik, Yesilada 2011.
Satisfying all the requirements of the guidelines. Conformance is an important part of following the guidelines even when not making a formal Conformance Claim.
See Conformance.
To declare something outdated and in the process of being phased out, usually in favor of a specified replacement.
Deprecated documents are no longer recommended for use and may cease to exist in the future.
Equity is the outcome of processes and actions that ensure the spectrum of human reality obtains what is needed to participate, not solely access. As equity relates to WCAG it is about the impact the standards/guidelines have on people with disabilities, along with actually including people with disabilities in the work.
A statement that describes a specific gap in one’s ability, or a specific mismatch between ability and the designed environment or context.
High-level, plain-language content used to organize outcomes.
Guidelines provide a high-level, plain-language version of the content for managers, policy makers, individuals who are new to accessibility, and other individuals who need to understand the concepts but not dive into the technical details. They provide an easy-to-understand way of organizing and presenting the outcomes so that non-experts can learn about and understand the concepts. Each guideline includes a unique, descriptive name along with a high-level plain-language summary. Guidelines address functional needs on specific topics, such as contrast, forms, readability, and more. Guidelines group related outcomes and are technology-independent.
Evaluation conducted by a human, typically to apply human judgement to tests that cannot be fully automatically evaluated.
Human evaluation is contrasted with automated evaluation which is done entirely by machine, though it includes semi-automated evaluation which allows machines to guide humans to areas that need inspection. Human evaluation involves inspection of content features, by contrast with user testing which directly tests the experience of users with content.
Content provided for information purposes and not required for conformance.
Detailed information, either technology-specific or technology-agnostic, on ways to meet the outcome as well as tests and scoring information.
Content whose instructions are required for conformance.
Result of practices that reduce or eliminate barriers that people with disabilities experience.
See Outcomes.
A sequence of steps that need to be completed to accomplish an activity / task from end-to-end.
The reproducibility and consistency of scores i.e. the extent to which they are the same when evaluations of the same resources are carried out in different contexts (different tools, different people, different goals, different time). This would be particularly useful to ensure that similar results are achieved by different testers. It would also be useful to see if different testers would select the same path or off-path decisions. Representative sampling tests also fit in this category. Benchmarking Web Accessibility Metrics, Vigo, Lopes, O Connor, Brajnik, Yesilada 2011.
Evaluation conducted using machines to guide humans to areas that need inspection.
Semi-automated evaluation involves components of automated evaluation and human evaluation.
Sensitivity of a metric is related to the extent that changes in the output of the metric are quantitatively related to changes of the accessibility of the web site being analyzed. This metric is useful for determining if the conformance proposal captures the impact of the severity of accessibility barriers on the final score and if different disabilities are treated equally by the proposal. Benchmarking Web Accessibility Metrics, Vigo, Lopes, O Connor, Brajnik, Yesilada 2011.
Mechanism to evaluate implementation of a method.
Technology-specific approach to follow a method.
The end goal a user has when starting a process through digital means.
Evaluation of content by observation of how users with specific functional needs are able to complete a process and how the content meets the relevant outcomes.
The extent to which the measurements obtained by a metric reflect the accessibility of the web site to which it is applied. Does the rating that a web site or digital product achieve in any conformance proposal actually reflect the rating that it should get? Benchmarking Web Accessibility Metrics, Vigo, Lopes, O Connor, Brajnik, Yesilada 2011. Accessed on 29 July 2020
The content of this document has not matured enough to identify privacy considerations. Reviewers of this draft should consider whether requirements of the conformance model could impact privacy.
The content of this document has not matured enough to identify security considerations. Reviewers of this draft should consider whether requirements of the conformance model could impact security.
WCAG 3 includes some of the information from WCAG 2, guidelines for tools to create web content (ATAG), and guidelines for browsers, media players, and similar software (UAAG). The WCAG 3 design is based on research. You can read more about the Requirements for WCAG 3.0.
The Web Content Accessibility Guidelines (WCAG) 2.0 [[WCAG20]] were designed to be technology neutral, and have stayed relevant for over 10 years. The Authoring Tool Accessibility Guidelines (ATAG) 2.0 [[ATAG20]] provide guidance for various types of software that assist people in writing accessible content. User Agent Accessibility Guidelines (UAAG) 2.0 [[UAAG20]] offers useful guidance to user agent developers and has been implemented on an individual success criterion basis.
These guidelines have normative guidance for content and helpful implementation advice for authoring tools, user agents, and assistive technologies.
For more details about differences from previous guidelines, see Appendix: Differences From WCAG 2.
The goal of WCAG 3 and supporting documents is to make digital products including web, ePub, PDF, applications, mobile apps, and other emerging technologies more accessible and usable to people with disabilities. It is the intention for WCAG 3 to meet this goal by supporting a wider set of user needs, using new approaches to testing, and allowing more frequent maintenance of guidelines to keep pace with accelerating technology change. The hope is that WCAG 3 will make it significantly easier for both beginners and experts to create accessible digital products that support the needs of people with disabilities.
Research and design work performed by the Silver Task Force identified key requirements needed to improve upon the existing WCAG 2 structure. These requirements, presented in the Requirements for WCAG 3 document, shaped the guidelines that follow and should be taken into account when evaluating and updating the guidelines.
Outcomes are different from WCAG 2 success criteria. Compared to success criteria, outcomes are written to be:
The design of outcomes allows more varied needs of people with disabilities than could have been included in WCAG 2.
Methods map approximately to WCAG 2 Techniques documents.
| WCAG 2 | WCAG 3 |
|---|---|
| Success Criteria | Outcomes |
| Techniques | Methods |
| Understanding | How-to |


As of the {{ stat.year.name }} school year, there were {{ stat.all_students_count|intcomma }} students in {{ state.get_name_display }}. {{ stat.at_risk_percent|floatformat }}% of students were considered at risk of dropping out of school, and {{ stat.bilingual_esl_percent|floatformat }}% of students were enrolled in bilingual and English language learning programs.
In the Class of {{ stat.year.start_year }}, {{ stat.four_year_graduate_all_students_percent|floatformat }}% of students received their high school diploma on time or earlier. The dropout rate for students in grades 9-12 was {{ stat.dropout_all_students_percent|floatformat }}% during the {{ stat.year.previous_year }} school year.
The average SAT score in {{ state.get_name_display }} was {{ stat.avg_sat_score_all_students }} for {{ stat.year.previous_year }} graduates, and the average ACT score was {{ stat.avg_act_score_all_students }}.
As of the {{ stat.year.name }} school year, an average teacher's salary was ${{ stat.teacher_avg_base_salary|floatformat:"0"|intcomma }}. On average, teachers had {{ stat.teacher_avg_experience|floatformat }} years of experience on the job.
Statewide data is included in The Tribune's Higher Ed Outcomes app. Students who started eighth grade in {{ latest_state_cohort.year.start_year }} had a college graduation rate of {{ latest_state_cohort.percent_completed_higher_education|percentify }}%. View a more comprehensive breakdown of higher education outcomes in Texas.


Exercise 3.
In Subsubsection <IP_ADDRESS> we analyzed how often white and Black drivers were searched after they were stopped, and how often contraband was found among those who were searched, for stopped Hartford drivers. Apply the same techniques to the Philadelphia drivers. Were stopped white or Black drivers searched at a higher rate? Was contraband found at a higher rate among white or Black searched drivers?


{% extends "common/base.html" %} {% block content %}
You are about to rate the following procedures:
Please correct the following errors.
Apply


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Jason Allan Dillon
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I work in school administration as a "teacher on special assignment" for Aurora Public Schools, at Gateway High School.
K-12 Principal Licensure, Colorado State University-Global Campus, 2020; M.Ed. Technology, Innovation, and Education, Harvard Graduate School of Education, 2013; M.Ed. Literacy Instruction at the Secondary Level, Regis University-Denver, 2011; Special Education Teaching Credential, Sonoma State University-Rohnert Park, California, 2001; B.A. Psychology, University of Colorado-Boulder, 1996
80224
As mentioned above, I consider schools to be important community organizations for social change and citizen empowerment. My choice to do school leadership work as a career involves a great deal of "organizing, representing, advocating for, or considering the interests of groups" in diverse school communities. As part of my responsibilities in schools (in Colorado and Brazil during this time), I have worked with students and teachers to develop community-facing service projects.
I have been a regular voter, even when I lived outside of the US for much of the time from 2002-2018. Since November, 2015, I have made occasional small donations to political candidates that advocate for citizen empowerment and anti-corruption efforts. I believe this to be a complete list, but acknowledge that my records may not be comprehensive. 10/2018 $20.20 to Crowdpac to support the democratic nominee for senate in Maine; 2/2018 $24 to March for Our Lives; 11/2017 $99 to Tarbell independent newspaper; 5/2017 $10 to Paula Jean Swearengen in W Va; 12/2016 $25 to Citizens Climate Education; 7/2016 $25 to Courage Classic and Children's Hospital of Colorado; 4/2016 $10 to Act Blue for John Fetterman in PA; 2/2016 to 4/2016 eight donations totaling $171 to Bernie Sanders 2016
I currently participate in my homeowner's association meetings. I am a member of the Aurora Education Association, my teacher's union. I have worked as a school leader in every community where I have lived since Nov 2015; I consider schools to be vital community organizations.
I wholeheartedly endorse the goal to limit the impact of partisan politics on the electoral infrastructure, which includes the creation of district boundaries. I believe it is important for citizens to choose their representatives in a competition of ideas that fairly represents the interests of the community. For too long, and in too many places, political interests have manipulated the drawing of boundaries so that political leaders essentially choose their voters, when it should be the other way around.
Much of my work involves empowering students and teachers to make decisions about issues in our school community. This requires respectful facilitation of discussion, active listening, and identifying consensus that can motivate collective action. My impartiality will be driven by my commitment to empowerment of citizens to engage in a fair electoral process.
My work in school administration, and previously as a special education teachers, involves analysis of demographics, budgets, and a wide array of assessment tools and performance indicators. I am a sophisticated reader of qualitative and quantitative data. While I use these skills to identify trends and to draw conclusions, it is just important to identify unknowns and generate questions for further inquiry.
male


| DOSE: |
16 mg |
oral |
2C-I |
(powder / crystals) |
Having suffered from a lot of stress due to social/work issues, I decided that I needed a break from all this, to prevent me from breaking under the pressure. In an ideal world, I should have taken a vacation, but I didn't have the time or the money to do that. So I took a one-day-break, using some of a relatively rare compound: 2C-I.
I took 16 mg of 2C-I at 4pm, and decided to continue to do some text editing for the first hour. After 90 minutes, I was gradually coming up. The slow coming up was most likely due to the not-completely digested light meal I had at 12:30. In retrospect, this also caused the experience to be somewhat less intense than other trials with this compound, at a similar dosage.
I wanted to go to a nearby forest, to sit & meditate & `trip' alone. Biking to the forest was possible, but it took some difficulty to focus my attention on riding. At this point, there was a nice contrast enhancement, especcialy of dark greens and blues. Cars appeared more shiny. This diverted my attention a bit from their movements/speeds etc. There were also some typically psychedelic giggles.
When I arrived (t+2.00h) at a nice spot in the forest where I could sit and relax, there was not much happening. With some difficulty I could start some visual activity, but it was tough. I was also a bit bored with it, because I'd seen things like these before. Furthermore, stress prevented me from really relaxing. Closed my eyes and tried to focus on CEV's, which started promptly.
After one hour to 90 minutes in the forest, I suddenly saw in my CEV's a bear/wolf-like creature, who noticed me and came running towards me, howling a thought similar to `I'll destroy you/I'll rip your heart out'. (Note that english is not my native language). The sight of the creature running at me instantly induced an intense feeling of fear; but my conscious mind was happy to see this, as I related this directly to my `survivor', as described in Tihkal, and it was my first time to come in touch with such subconscious things. This realization made the creature dissappear immediately, similar like suddenly noticing that you're finally capable of juggling, and the result of your undivided attention to the juggling process causes you to mess up again.
Five minutes later, the same process repeated, this time with a wolf, which suddenly emerged from some CEV's, and growled `I'll rip your heart out' (again!), and then disappeared. To this day, I still have no interpretation for these events, but OTOH, it doesn't matter to me; just seeing this gave me relief.
About 45 minutes later, it started to get chilly, and I went home. Noticed that coordination was a bit clumsy, and that up & down movements of my head were exaggerated a bit.
Not-so-nice: at home, I had to clean things up before I could seat myself. (It was a giant mess in my room when I left, because I didn't have the time to clean things up in the week before). I spend 20 minutes cleaning my room, which needed solid attention and caused the `trip' to be almost over at the end.
Took some soup because I'd gotten very hungry, and it felt like I was running out of energy reserves. Soup caused some mild stomach distress, to the point of almost puking. Put on some calm music, and waited for the nausea to pass away. No visual activity, apart from CEVs. Felt very relaxed, dreamy, but also conscious. Noticed that these kind of experiences are exercises in conscious dreaming.
Suddenly, a new wave of the visual activity started, which consisted of indian symbols superimposed on top of the fabric of my trousers. For me, this was kind of startling, because I felt completely sober, yet saw all kind of symbols (which looked similar to the artwork on shamen's `entact') on my pants. The most impressive sight was that of a greyish barbed-wire knot-like construction laying halfway my thigh, floating in the air and with moving `spikes'.
I could also recognize some of these `symbol-visuals' in the random dots of the tiles in my bathroom. Instantly, blobs of dots were connected together and given more relief.
Although I was completely relaxed, I still noticed that anger about my situation was capable of breaking through the shield laid down by the 2C-I. Which annoyed me deeply. On the other hand, this experience showed me that 2C-I (or 2C-B, or whatever phenethylamine) can be used as `forced recovery': take a bit of a bitter powder, and you know you have some hours of forced relaxation for you. No stress or other obligations, just you. Meditation probably also works, but it is so easy to break out of it, and it can be difficult to find time to do it.
Some other sideeffects: the next day, I felt quite lethargic, but I also had a burst of creativity in the evening, which was a bit difficult to combine.
I believe that this is a bit related to the activities you persue when under the influence: on earlier occasions, I usually went dancing in a club, and although I felt tired the day after, this was more because of the fact that I'd been up to 8 am. Often, there was still a large amount of energetic push present. I still have to find out if you can prevent the lethargic feeling by doing some exercices, or that it is necessary to listen to bad house music to prevent it :-)
Compared to 2C-B, 2C-I appears to be more potent. This is a bit complicated by the different `feels' of both compounds. 2C-B has for me, more a tendency to immerse me in an isolated, abstract world (`I live in this town. Concept `town' doesn't make sense. What is a town? A town is a large group of people living together. There are other towns, such as thisplace and thatplace.', or the famous `hand over round small moneythings found in wallet (leather-like-thingy found in pocket located at upper part of right thigh) to female life form with nice wobbly bits to get `drink' to satisfy thirst-feeling'.
2CI has none of this, but tends to make the world `movielike', as if I'm an actor in a movie called `my life', and the place I'm in is just a giant mock-up which could end if I walked outside the door and see the cardboard stop, but in which the whole handling of concepts is just fine.
Some other differences between these compounds: 2C-I has a stronger `energetic push'; there is a constant burning feeling somewhere between my navel and my solar plexus from the fourth hour or so on. For equal dosages (in mg), 2C-I also lasts longer.
With somewhat higher dosages of 2C-B (18mg+), I've noticed that after about 3 hours, there is suddenly a deep oceanic/peacefull/spiritual feeling, which lasts for about five to ten minutes, and seems to progress using a predefined set of states; sortof as if 2C-B starts a spiritual program, to say it bluntly. 2C-I doesn't appear to do this, at the 16 mg level.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


French government forms cybersecurity pact with major French companies
PARIS (Reuters) - The French government signed on Thursday a three-year cybersecurity pact with eight of the country’s leading companies, as major world nations step up security arrangements in the wake of recent high-profile hacking incidents.
The French government said it had signed the agreement - for which no financial details were disclosed - with Airbus, Dassault Aviation, Thales, Safran, Ariane group, MBDA, Naval Group and Nexter.


from 《The surgeon’s cut》@Netflix
-
I wanted to devote my life towards understanding how we can save the baby in situations where the baby would otherwise die.
-
He has been a pioneer.
-
From my perspective, that is a very simple gesture which engages them. We are undertaking the procedure together.
-
You know, I can’t wait to hold them and be a dad. I’m really excited about that.
-
Then, suddenly, in the last year a new professor arrived. He was one of the great pioneers of ultrasound. My whole life changed completely.
-
It is understanding that the medical condition is part of the overall life of an individual.
-
Although I deal with life and death on an almost daily basis. I somehow had this impression that I was immortal.
-
I try to put my problem on the side and focus on carrying on with my work.
-
I am happy with what I have done in my life. I will hopefully continue to do what I enjoy to be with my patients, to be with my colleagues.
-
We had no idea where “faraway” was, but just looking at the railroad, they seemed to just go toward the horizon. i* If I follow that trail one day, I’ll get to faraway, and maybe one day I’ll get to see things that no one else has seen before.
-
Now, when I’m in the oprerating room, I’m looking at the brain. This unexplored frontier that we understand so little.
-
I didn’t have dreams of becoming a brain surgeon.  And now, here I am at the Mayo Clinic as the Mayo Professor of Neurosurgery, potentially the best hospital in the world. And that sometimes makes me want to pinch myself.
 That, to me, is the beauty of what I do.
-
He is a lovely patient. The future of his family is on his shoulders. We’re going to have to do an operation because the tumor is growing again. I’am going to try to cure him.
-
He is definitely scared.
-
I always view any tumor as a foe that I need to defeat.
-
I left Mexico whe I was 19 years old. And now, 33 years later, I come back to Mexicali. This area remains hanging in time. as if was waiting for me to come back and say hi.
-
I do have vivid memories of my grandfather. My grandfather was not educated. He was not well-traveled, but he would always encourage me to go off to a little trail and just take the path that no one has taken before.
-
As a kid, I did have this extraordinary ability to figure out a way to move around obstacles.
-
Many times life will put you down on your knees. And the greatest challenge that we have is to get up and try again.
-
For years, I would avoid answering the question of where was I from. And to be honest with you, sometimes I would even lie about my roots.
-
I can’t change the fact that I grew up poor, I can’t change the fact that I came as a poor immigrant. I just embrace it and I work with it.
-
She‘s pretty harsh.
-
She has pioneered so many aspects of surgery, nationally and internationally.
-
She is one of the most talented American surgeons ever. A constant pursuit of absolute, undeniable excellence.
-
I wanted a job that would keep me occupied and interested and excited about going to work, like, for 20 years and 30 years.
-
You can have an infection.
-
We were told as children that we could do anything we wanted. We could achieve anything we wanted, but we had to do service. We could not do business. We had to help other people.
-
We are the generation of people that made transplantation , liver transpalantation, a clinical reality.
-
The founder of their troupe has this quote that basically says, “Life is on the wire, the resst is just waiting.”
-
People have a fantasy that surgeons are aloof, and are disconnected from their patients. And I actually am of the absolute opposite opinion.
-
If I have to come back to this world another hundred times. I would like to do exactly what I did, and in every life. I want to be a heart surgeon. That’s all I want to do, nothing else.
-
It was a very happy childhood. My mother had nothing else other than pure love for all of us.
-
The moment you stop the circulation, the clock starts ticking. So you are racing against time. That is the reson why it’s technically challenging.
-
I do exactly he wants me to do and nothing more, nothing less.
-
In the last 20 years, we have never refused a single patient because of the money.
-
He is a man with a vision. What he’s doing for India is outstanding.
-
He’s saved so many lives, and so many children' lives, and helped so many people.


Bandwidth Utilisation
User management
Task management
Activity management
Release management
Reports


--- layout : default title : We couldn't find this page permalink : 404.html ---
Maybe it's out there, somewhere...
You can always find insightful stories on our homepage.


If you have ever found some wooden blocks with letters on them and tried to figure out what words you can make using these cubes, look no further because this is the website to solve your problems.
Is it unclear what I mean? Just look at this picture:
The API uses .dic files from the LibreOffice GitHub repository; I do not take responsibility for the words actually being correct or used in daily life. Some of them might not make sense (as this data source is not an actual word list but a source for a spell checker), but most of them should.
© 2021 – released under the MIT license. API, GitHub repo.
Thanks to BootsrapFormBuilder.com.


Squires Gate 0 Rylands 3: Brave battle by 10-man Gate
Squires Gate lost 3-0 at home to Rylands in the premier division, having held out for almost an hour with 10 men.
by Andy MooreA red card shown in the first minute for a foul by Robbie Parker had seriously damaged Gate’s hopes of building on recent promising performances but it wasn’t until the 58th minute that Stephen Wolhunter broke the deadlock for the Warrington side.
Debutant Lewis Buckley, who had been brought down by Parker when clean through, doubled the lead five minutes later and Kane Drummond completed the scoring after a fine move on 85 minutes.
Manager Luke Evans was pleased with his side’s efforts in adversity, though 17th-placed Gate are now only three points above bottom club Litherland REMYCA from two games more.


|
Colore
<IP_ADDRESS>
C# library for Razer's Chroma SDK
|
Base class for devices, containing code common between all devices. More...
Public Member Functions | |
| abstract void | Clear () |
| Clears the current effect on the device. More... | |
| abstract void | SetAll (Color color) |
| Sets the color of all components on this device. More... | |
| void | SetGuid (Guid guid) |
| Updates the device to use the effect pointed to by the specified GUID. More... | |
Package Functions | |
| void | DeleteCurrentEffect () |
| Deletes the currently set effect. More... | |
Properties | |
| Guid | CurrentEffectId [get, protected set] |
| Gets or sets the ID of the currently active effect. More... | |
| Properties inherited from Corale.Colore.Core.IDevice | |
| Guid | CurrentEffectId [get] |
| Gets the ID of the currently active effect. More... | |
Base class for devices, containing code common between all devices.
|
pure virtual |
Clears the current effect on the device.
Implements Corale.Colore.Core.IDevice.
Implemented in Corale.Colore.Core.Mouse, Corale.Colore.Core.Keyboard, Corale.Colore.Core.Keypad, Corale.Colore.Core.Mousepad, Corale.Colore.Core.Headset, and Corale.Colore.Core.GenericDevice.
|
package |
|
pure virtual |
Sets the color of all components on this device.
| color | Color to set. |
Implements Corale.Colore.Core.IDevice.
Implemented in Corale.Colore.Core.Mouse, Corale.Colore.Core.Keyboard, Corale.Colore.Core.Keypad, Corale.Colore.Core.Mousepad, Corale.Colore.Core.GenericDevice, and Corale.Colore.Core.Headset.
| void Corale.Colore.Core.Device.SetGuid | ( | Guid | guid | ) |
Updates the device to use the effect pointed to by the specified GUID.
| guid | GUID to set. |
Implements Corale.Colore.Core.IDevice.
|
getprotected set |


GetThumbnailfield - any text, number, date, time, timestamp, or container field; or any text expression or numeric expression.width - the width for the thumbnail.height - the height for the thumbnail.Note If the field parameter does not specify a field that contains image data, field must evaluate to the file path of an image. See Creating file paths.GetThumbnail(Dog;GetLayoutObjectAttribute("rectangle","width"); GetLayoutObjectAttribute("rectangle","height")) returns an image stored in the Dog field that fits into the dimensions of the Rectangle layout object.GetThumbnail(Property;GetWidth(Property)/2;GetHeight(Property)/2)returns an image that is 50 percent of the size of the original image in the Property field.GetThumbnail ( "image:question.png" ; 50 ; 50 ) returns a thumbnail of question.png with a maximum height and width of 50 points.


×
Search engine for the
CORD-19 dataset
using word embeddings and TF-IDF
{% if not searching %}
Type in a query below to get started
{% endif %}


A simple solution to getting a mobile-friendly timetable of your courses at the University of Victoria. Learn more.
| Hours | Courses | Remove |
|---|---|---|
| 8:30 | ||
| 9:00 | ||
| 9:30 | ||
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| 11:30 | ||
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| 12:30 | ||
| 1:00 | ||
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| 7:30 |


HasSwitch
public protocol HasSwitch : HasRUIMaterials
An interface used for all entities that have a toggling option
-
Switch’s isOn property has changed
Declaration
Swift
var switchChanged: ((HasSwitch) -> Void)? { get set }
-
switchness
Extension methodThe switch properties that defines the visual appearance and state.
Declaration
Swift
internal(set) var switchness: SwitchComponent { get set }
-
setOn(_:
Extension methodanimated: ) Set the switch’s current value
Declaration
Swift
func setOn(_ isOn: Bool, animated: Bool = true)
Parameters
isOn
The switch’s new state
animated
Should the switch animate to the new state, if an animation is available.
-
padding
Extension methodPadding (in meters) between the thumb and the inner capsule of the switch. This cannot yet be altered once the switch has been created
Declaration
Swift
var padding: Float { get }
-
border
Extension methodBorder (in meters) between the two outer capsules of the switch. This cannot yet be altered once the switch has been created
Declaration
Swift
var border: Float { get }
-
isOn
Extension methodA Boolean value that determines the off/on state of the switch. To update the value, use
.setOn(:Bool,animated:Bool)
Declaration
Swift
private(set) var isOn: Bool { get set }
-
borderColor
Extension methodColor of the outer border. Default
Material.Color.black
Declaration
Swift
var borderColor: Material.Color { get }
-
onColor
Extension methodColor of the inner capsule when the switch is set to off. Default
Material.Color.systemGreen
Declaration
Swift
var onColor: Material.Color { get }
-
offColor
Extension methodColor of the inner capsule when the switch is set to on. Default
Material.Color.lightGray
Declaration
Swift
var offColor: Material.Color { get }
-
updateMaterials()
Extension methodUpdates all materials in an entity, this is called internally whenever things change such as the entity responding to light or whether it is enabled.
Declaration
Swift
func updateMaterials()


tmp_2c78d90
and
tmp_2c78d90
DIAG Set 15 - ARM Sites Annual Cycle Plots
| Southern Great Plains (SGP) | ||
|---|---|---|
| T | Temperature | plot |
| Q | Specific Humidity | plot |
| CLOUD | Cloud Fraction | plot |
| MSE | Moist Static Energy | plot |
| TMQ | Precipitable Water | plot |
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |
| TGCLDLWP | Total Grid-Box Cloud Liquid Water Path | plot |
| CLDTOT | Total Cloud | plot |
| PRECT | Precipitation | plot |
| LHFLX | Latent Heat Flux | plot |
| SHFLX | Sensible Heat Flux | plot |
| North Slope of Alaska (NSA) | ||
| T | Temperature | plot |
| Q | Specific Humidity | plot |
| CLOUD | Cloud Fraction | plot |
| MSE | Moist Static Energy | plot |
| TMQ | Precipitable Water | plot |
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |
| TGCLDLWP | Total Grid-Box Cloud Liquid Water Path | plot |
| CLDTOT | Total Cloud | plot |
| Tropical Western Pacific--Region 1 (TWP1) | ||
| T | Temperature | plot |
| Q | Specific Humidity | plot |
| CLOUD | Cloud Fraction | plot |
| MSE | Moist Static Energy | plot |
| TMQ | Precipitable Water | plot |
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |
| TGCLDLWP | Total Grid-Box Cloud Liquid Water Path | plot |
| CLDTOT | Total Cloud | plot |
| Tropical Western Pacific--Region 2 (TWP2) | ||
| T | Temperature | plot |
| Q | Specific Humidity | plot |
| CLOUD | Cloud Fraction | plot |
| MSE | Moist Static Energy | plot |
| TMQ | Precipitable Water | plot |
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |
| TGCLDLWP | Total Grid-Box Cloud Liquid Water Path | plot |
| CLDTOT | Total Cloud | plot |
| Tropical Western Pacific--Region 3 (TWP3) | ||
| T | Temperature | plot |
| Q | Specific Humidity | plot |
| CLOUD | Cloud Fraction | plot |
| MSE | Moist Static Energy | plot |
| TMQ | Precipitable Water | plot |
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |
| TGCLDLWP | Total Grid-Box Cloud Liquid Water Path | plot |
| CLDTOT | Total Cloud | plot |
| Surface Heat Budget of the Arctic Ocean (SHEBA) | ||
| FSDS | Downwelling Shortwave Flux at Surface | plot |
| FLDS | Downwelling Longwave Flux at Surface | plot |


Wordle/WordCloud:
tagCrowd - http://www.tagcrowd.com/
US Presidential Speeches Tag Cloud (Top 100 Tags) from http://chir.ag/projects/preztags/
Wordle - http://www.wordle.net/ or https://tagul.com/create
The right world is for Declaration of Independence.
You can find Wordle on CS TTU faculty website (Prof. Sepideh Ghanavati)
or on the TTU Payroll site.
Papers:
TextFlow: Towards Better Understanding of Evolving Topics in Text
Visual Analysis of Topic Competition on Social Media
TopicPanorama: a Full Picture of Relevant Topics
© Last revised: Oct 6th, 2016


Congratulations, you're on Rails!
You've succesfully configured your wb-server to point at this Rails application.
Before you move on, verify that the following conditions have been meet:
- The log directory and the empty log files must be writable to the web server (
chmod -R 777 log
).
-
The shebang line in the public/dispatch* files must reference your Ruby installation.
You might need to change it to #!/usr/bin/env ruby
or point directly at the installation.
-
Rails on Apache needs to have the cgi handler and mod_rewrite enabled.
Somewhere in your httpd.conf, you should have:
AddHandler cgi-script .cgi
LoadModule rewrite_module libexec/httpd/mod_rewrite.so
AddModule mod_rewrite.c
Take the following steps to get started:
- Create empty production and test databases for your application.
Warning: Don't point your test database at your production database, it'll destroy the latter on test runs!
- Edit config/database.yml with your database settings.
- Create a new controller using the
script/new_controller
generator
Help: Run with no arguments for documentation
- Create a new model using the
script/new_model
generator
Help: Run with no arguments for documentation
- See all the tests run and by running
rake
.
- Develop your Rails application!
- Setup FastCGI or mod_ruby to get production-level performance
Having problems getting up and running? First try debugging it yourself by looking at the log files.
Then try the friendly Rails
community on IRC (howto IRC). It's on FreeNET in channel #rubyonrails.


--- layout: doc_layout title: Serialization with Wave category: Serialization prev: /docs/logging/customadapters.html next: /docs/serialization/jsondotnet.html ---
Serilization is the process of taking a object and converting it into a representation that can be sent across the network. Wave uses serialization when moving a message from a publisher to its subscribers.
Out of the box, Wave uses the WCF DataContract Json serializer to achieve this. However, Wave also provides support for the most popular .NET serialization frameworks via additional NuGet packages.
All serializers work slightly differently, even if they use the same underlying format. Because of this, it is highly recommended that all publishers and subscribers use the same serializer.
The next sections will explain how to integrate with these 3rd party serializers.
If your infrastructure uses a custom serialization system, it is straight forward to create an adapter to bridge Wave serialization into your system.


Start Here
Hi. I'm Alex Hillman, the co-founder of Indy Hall, and I want to welcome you. First and foremost, I want to thank you for accepting our invitation to be a member of Indy Hall. When I started down the path of creating Indy Hall, it wasn't because I needed of a place to work - it was because even through I loved the freedom and flexibility to work from anywhere, I was lonely working by myself.
Many years later, Indy Hall has evolved into an unusual, exceptional, unpredictable, and wonderful place - but you probably already know that, because you've made the decision to be a part of our community.
One of the things that's always been remarkable to me about Indy Hall's growth and evolution from our initial 20 members to the 200+ member community we are today is that the culture of this community is still as strong as it was the first day, if not stronger for our size.
1. How to use this Guide
Even more remarkable is that we've accomplished this without written "rulebook" for our members.
I've often joked that part of the reason we don't have a rulebook is because "I like being able to change things as we go". There's more than a bit of truth in that, and in fact, I believe that we need to be able to change things as we go. Once we write down an answer, people tend to stop exploring new possibilities (accepting things as status quo is something that Our Virtues guide us away from).
But one of the other things that's allowed Indy Hall to evolve successfully is listening with an open mind. While reading this thread on our discussion list, my eyes were opened to the need for more "guidance systems" to help Indy Hall members feel comfortable and confident in our community.
A new kind of challenge
So creating this guide posed a new challenge:
How do we create a resource that gives answers, but also explains how we came up with those answers and encourages members to explore of new possible answers?
The result is a guide that is a mix of story, dialogue, introspection, ideas, and tools to help you be an excellent community member at Indy Hall - and ultimately, in any setting where you gather, meet, work, and collaborate.
This is a map, not a manual. We need your contributions.
Most importantly, this guide is co-created by you - the members of Indy Hall.
It's important remember to treat this as a map, and NOT a user manual. There are very few "rules", and always more than one way to skin a cat.
You're invited - and encouraged - to push boundaries, explore new options, find new (and better!) answers to any questions about how to succeed as a member, and how to help this community succeed.
You can even contribute directly to the guide with additional/revised text, photos, stories, links, blog posts, etc. Read our how to section on How To Contribute to this Guide to find out more.
2. Questions? Comments? Ideas?
Let's keep the conversation going.
If you want to share with the entire community, start a new discussion on GroupBuzz.
If you prefer to start the conversation privately, you can email<EMAIL_ADDRESS>to reach Alex, Adam, and Karina directly.


Our chapter began rechartering in the Spring of 2014. In the Fall of 2016, we officially chartered and celebrated our return to the Iowa State University campus. Our house is located at 307 Lynn Avenue, just south of the Memorial Union.
We host two philanthropy events each year and participate in community service events with our national partner The American Red Cross. Members also participate in brotherhood activities, Greek Week and Homecoming tournaments, and personal development opportunities. We are constantly seeking quality men who are interested in bettering themselves and the community.
Our chapter hosts several philanthropy events throughout the year to benefit groups like the Ulman Cancer Fund and Youth and Shelter Services.
We work closely with our national partner, The American Red Cross, to do important community service projects, like installing smoke detectors.
Learn and grow with high quality men through brotherhood events, weekly tournaments at the house, and semesterly retreats off campus.
Participation in the Greek Community is important to us. Our chapter competes in Homecoming, Greek Week, and campus activities.


A C E F G I K L M N P R S T V
A
- Active() - Method in interface neural_networks.IPopulation
-
- add(float) - Method in class neural_networks.Matrix
-
- add(Matrix, Matrix) - Static method in class neural_networks.Matrix
-
C
- CalcFitness() - Method in interface neural_networks.IPopulation
-
- cols - Variable in class neural_networks.Matrix
-
- copy() - Method in class neural_networks.ENN
-
Copies the network
- Copy() - Method in interface neural_networks.IPopulation
-
- copy() - Method in class neural_networks.Matrix
-
- crossover(ENN[]) - Static method in class neural_networks.ENN
-
Performs crossover on a population (currently copies networks and mutates them)
E
- ENN - Class in neural_networks
-
- ENN(int, int[], int, String) - Constructor for class neural_networks.ENN
-
F
- Factory() - Method in interface neural_networks.IPopulation
-
- fitness - Variable in class neural_networks.ENN
-
- Fitness() - Method in interface neural_networks.IPopulation
-
G
- GetAlive() - Method in class neural_networks.Population
-
Get all entities that are still alive
- GetBrain() - Method in interface neural_networks.IPopulation
-
I
- IPopulation<T> - Interface in neural_networks
-
- IsDead() - Method in class neural_networks.Population
-
Check if generation is dead
K
- Kill() - Method in class neural_networks.Population
-
Kill all entities that should be killed
L
- learningrate - Variable in class neural_networks.SNN
-
- load(String) - Static method in class neural_networks.ENN
-
- load(String) - Static method in class neural_networks.SNN
-
M
- Matrix - Class in neural_networks
-
- Matrix(int, int) - Constructor for class neural_networks.Matrix
-
- Matrix(float[][]) - Constructor for class neural_networks.Matrix
-
- Matrix(float[]) - Constructor for class neural_networks.Matrix
-
- multiply(float) - Method in class neural_networks.Matrix
-
- multiply(Matrix) - Method in class neural_networks.Matrix
-
- multiply(Matrix, Matrix) - Static method in class neural_networks.Matrix
-
- mutate() - Method in class neural_networks.ENN
-
Mutates the network
- mutationRate - Variable in class neural_networks.ENN
-
N
- NEAT - Class in neural_networks
-
- neural_networks - package neural_networks
-
- NextGen() - Method in class neural_networks.Population
-
Breeds the next generation based on the previous one
P
- Population<T extends IPopulation<T>> - Class in neural_networks
-
- Population(int, IPopulation<T>) - Constructor for class neural_networks.Population
-
Constructor
- print() - Method in class neural_networks.Matrix
-
R
- randomize() - Method in class neural_networks.Matrix
-
- rows - Variable in class neural_networks.Matrix
-
S
- save(String) - Method in class neural_networks.ENN
-
- save(String) - Method in class neural_networks.SNN
-
- SNN - Class in neural_networks
-
- SNN(int, int[], int, String) - Constructor for class neural_networks.SNN
-
- subtract(Matrix, Matrix) - Static method in class neural_networks.Matrix
-
T
- table - Variable in class neural_networks.Matrix
-
- Think() - Method in class neural_networks.Population
-
Method for thinking
- ThinkWrapper() - Method in interface neural_networks.IPopulation
-
- toArray() - Method in class neural_networks.Matrix
-
- train(float[], float[]) - Method in class neural_networks.SNN
-
- transpose(Matrix) - Static method in class neural_networks.Matrix
-
V
- VERSION - Static variable in class neural_networks.Matrix
-
- version() - Static method in class neural_networks.Matrix
-
return the version of the library.
A C E F G I K L M N P R S T V
processing library neural_network by Victor Arvidsson. (c) 2019


Human hair behind pigeons' lost toes, Paris study finds
by Agence France-PresseResearch suggests density of hairdressers in an area – and resulting human hair – affects rate of lost toes
For a long time scientists thought the fact that pigeons in urban environments often lost their toes was due to some form of infection, or was a reaction to chemical pollutants.
But now researchers in France believe they’ve stumbled upon the real culprit: human hair.
The team from the National Museum of Natural History and the University of Lyon recorded the occurrence and extent of toe mutilations from pigeons eking out their time in 46 sites across Paris.
They found that human pollution likely played a part in nearly all cases of missing toes and that pigeons living in areas with higher rates of air and noise pollution tended to have fewer digits than those that lived in leafier environs.
Perhaps most strikingly, the team noticed that toe mutilation “tended to increase with the density of hairdressers” – suggesting the birds often lose their extremities by getting them entangled in human hair.
The team suggested that more green spaces might benefit the population of birds seen by many city-dwellers as pests.
But they do in fact serve a worthy purpose for science.
“Measuring the impacts of urban pollution on biodiversity is important to identify potential adaptations and mitigations needed for preserving wildlife even in city centres,” the team wrote.
The study was published in the journal Biological Conservation.


| Short description: |
A high-level line oriented interface
toolkit. |
| Category: |
Library/TUI |
| Status: |
Production/Stable |
| Created: |
2005-05-21 01:14:44 GMT |
| Last update: |
2006-03-23 04:28:57 GMT |
| Owner: |
James Edward Gray
II
(Projects of this owner) |
| Homepage: |
http://highline.rubyforge.org/ |
| Download: |
http://rubyforge.org/frs/?group_id=683
|
| License: |
Ruby's |
| Dependency: |
| Requires: |
termios/0.9.4
|
For character reading. (Optional--will work without it.) |
|
| Description: |
HighLine was designed to ease the tedious tasks of doing console input and output with low-level methods like gets() and puts(). HighLine provides a robust system for requesting data from a user, without needing to code all the error checking and validation rules and without needing to convert the typed Strings into what your program really needs. Just tell HighLine what you're after, and let it do all the work.
|
| Versions: |
[1.2.0 (2006-03-23)]
[1.0.2 (2006-02-20)]
[1.0.1 (2005-07-07)]
[1.0.0 (2005-07-07)]
[0.6.1 (2005-05-26)]
[0.6.0
(2005-05-21)]
|


Daniel Fallman
Has a follow-up paper "Design-oriented Research versus Research-oriented Design"
A great deal of the positioning seems to come from a Coyne paper concerning the hermeneutics (Heidegger) of design - which I can't get access to.
design methodology movement, reflection-in-action
"three candidate accounts from design theory of what design ‘is’ are introduced; the conservative, the romantic, and the pragmatic"
"HCI...does not recognize itself as a design discipline"
"we examine in detail the concept of sketching as the archetypal activity of the design approach, and how it helps us grasp design work more properly as a kind of dialogue"
"design is a matter of making; it is an attitude to research that involves the researcher in creating and giving form to something not previously there"
"design-orientation by definition implies a commitment to technology and technological development that goes beyond critique"
"the conservative account assumes that there is a ‘problem’ to be solved, and that descriptions of this problem can be comprehensively and accurately produced, if possible in the form of a structured requirements specification... ...A good designer in this tradition is someone who is able to follow prescribed action. This tends to deemphasize the role of the designer, striving towards a disembodied design process built on structured methods and externalized guidelines rather than on the skills and judgment of individual designers"
"the romantic account of design gives prominence to the role of the designer. Here, they are seen as imaginative masterminds equipped with almost magical abilities of creation... ...In its emphasis on the individual, romanticism understands the key human abilities to be imagination over abstract reasoning and creativity over rational problem solving. Designers are seen as creative individuals with unusual talents, who often have to fight opposition in order to defend their unique creativity and artistic freedom... ...Hence, the romantic account...trades in creativity and individuality over methodology and control, aesthetics and individual judgment over transparency and logical reasoning. The content of design (the product) and the human creator (the designer) are accentuated, whereas the process of producing the product is opaque."
"According to the pragmatic account, design is about being engaged
directly in a specific design situation. It holds that design is always
carried out somewhere in particular. This ‘situatedness’ locates the
design process in a world which is already crammed with people,
artifacts, and practices, each with their own histories, identities,
goals, and plans.... ...design takes the form of a hermeneutic process
of
interpretation and creation of meaning, where designers iteratively
interpret the effects of their designs on the situation at hand. It is a
reflective conversation with the materials of the design situation"
"The traditional conception of the design process, strongly rooted in the conservative account, is to envision design work as divided into three distinct stages. The designer, according to this view, should first be involved in analyzing a problem, then in synthesizing a solution, and finally in evaluating the outcome... ...This layout of the design process has been and still is highly influential, especially for approaching design in the engineering disciplines."
"To contrast the problems of the structured design methods, some have advocated the use of less formal, so-called ‘second generation’ design methods. [5,6] These methods—which include such activities as workshops, brainstorm sessions, synectics, checklists, and the use of specific environments to nurture creativity or for improving collaborative design [8, 26]—are intended to assist designers to collaborate and to be creative, rather than to systematize and formalize design work."
"Jones [20] and Alexander [2], the founders of the design methodology movement , acknowledge problems with the design methods. While still claiming the need for such methods, Jones notes that there “is not much evidence that they have been used with success, even by their inventors.”"
"SKETCHING AS ARCHETYPAL DESIGN ACTIVITY
To better capture and understand the nature of design work,
it becomes necessary to consider what is in this paper
proposed as an archetypical activity performed in all design
work, namely sketching. Here, sketching will not be
regarded primarily as a useful tool, technique, or skill that
is available to designers, but rather as the way in which
designers think. After the importance of sketching has been
established, it will follow to come to consider design more
as a dialogue than as a set of rigid and transparent
processes. In laying out these fundamentals, aspects that by
some might be considered ‘unscientific’ or ‘irrational’—
and which as such generally appear to be problematic
elements in research processes—will emerge as being at the
heart of design-orientation."
"The design process tends to remain implicit as
researchers are embarrassed by not being able to show
evidence of the same kind of control, structure,
predictability, and rigorousness in doing design as they are
able to show in other parts of their research."
Cross, N. (Ed.) 1984 Developments in Design Methodology.
...esp. "The Development of Design Methods."
Lévi-Strauss, C. The Savage Mind. 1966 [credited for the concept of bricoleur]
Louridas (from UMIST) [designers as bricoleurs]
Lowgren 1995 (again)


{{ post.date | date: '%B %d, %Y' }}
---
layout: post
title: MIT Christians on Campus
---
MIT Christians on Campus is a registered MIT student organization. We are believers in Christ from diverse backgrounds who love our dear Lord Jesus and hold the Christian faith which is common to all believers.
Acts 2:46 - "And day by day, continuing steadfastly with one accord in the temple and breaking bread from house to house, they partook of their food with exultation and simplicity of heart"
Meet in a small group to read and enjoy the Word of God. Times are flexible to meet your schedule.
A home away from home! Come enjoy open homes, open hearts, open Bibles and open fridges in the Cambridge community.
The Intercollegiate Praise and Ministry Meeting ("IPMM") is an exciting monthly get-together for students from Boston-area universities, which is hosted from campus to campus.
Every semester we set aside a weekend to unwind in the beautiful woods of Connecticut, fellowship with one another and be refreshed by the Word of God.
We hold the faith which is common to all believers (Titus 1:4, Jude 3).
The Bible is the complete divine revelation inspired word-by-word by God through the Holy Spirit.
God is uniquely one, yet triune - the Father, the Son, and the Spirit.
The Son of God, even God Himself, was incarnated to be a man by the name of Jesus Christ.
Christ died on the cross for our sins, shedding His blood for our redemption.
Christ resurrected from among the dead on the third day.
Christ ascended to the right hand of God to be Lord of all.
Whenever any person repents to God and believes in the Lord Jesus Christ, he or she is regenerated (born again) and becomes a living member of the one Body of Christ.
Acts 20:21, John 3:3, Ephesians 1:22, Ephesians 1:23, Romans 12:5
Christ is coming again to receive His believers to Himself.
Sign up to hear concerning our upcoming events


Acronyms and Abbreviations
APIs Application programming interfaces
CAPI Computer assisted personal interviewing
CR Compass and rope
CSPro The Census and Survey Processing System
GPS Global Positioning System
ICLS International Conference of Labour Statisticians
LSMS-ISA Living Standards Measurement Study - Integrated Surveys on Agriculture
NGO Non-governmental organization
NSO National Statistical Office
ODK Open Data Kit
PAPI Paper assisted personal interviewing


railo-context.Component coldbox.system.cache.providers.RailoProvider
Copyright Since 2005 ColdBox Framework by Luis Majano and Ortus Solutions, Corp www.coldbox.org | www.luismajano.com | www.ortussolutions.com Author: Luis Majano Description: This CacheBox provider communicates with the built in caches in the Railo Engine
| Constructor Summary | |
|---|---|
|
init()
Constructor. |
| Method Summary | |
|---|---|
any
|
clear(any objectKey)
clear an element from cache. |
void
|
clearAll()
clear all elements from cache. |
void
|
clearByKeySnippet(any keySnippet, [any regex='false'], [any async='false'])
Clear by key snippet. |
any
|
clearQuiet(any objectKey)
clear with no advising to events. |
void
|
clearStatistics()
clear the cache stats: Not enabled in this provider. |
void
|
configure()
configure the cache for operation. |
void
|
expireAll()
not implemented by cache. |
void
|
expireObject(any objectKey)
not implemented by cache. |
any
|
get(any objectKey)
get an item from cache. |
any
|
getCachedObjectMetadata(any objectKey)
get an object's cached metadata. |
any
|
getCacheFactory()
get the associated cache factory. |
any
|
getConfiguration()
get the cache configuration structure. |
any
|
getEventManager()
get the event manager. |
any
|
getKeys()
get all the keys in this provider. |
any
|
getName()
get the cache name. |
any
|
getObjectStore()
Returns the underlying cache engine: Not enabled in this provider. |
any
|
getOrSet(any objectKey, any produce, [any timeout='0'], [any lastAccessTimeout='0'], [any extra='[runtime expression]'])
Tries to get an object from the cache, if not found, it calls the 'produce' closure to produce the data and cache it. |
any
|
getQuiet(any objectKey)
get an item silently from cache, no stats advised: Stats not available on railo. |
any
|
getSize()
get cache size. |
any
|
getStats()
|
any
|
getStoreMetadataKeyMap()
Get a key lookup structure where cachebox can build the report on. |
any
|
getStoreMetadataReport()
get the cache's metadata report. |
private any
|
isDefaultCache()
Checks if the default cache is in use. |
any
|
isEnabled()
|
any
|
isExpired(any objectKey)
Not implemented by this cache. |
any
|
isReportingEnabled()
|
any
|
lookup(any objectKey)
check if object in cache. |
any
|
lookupQuiet(any objectKey)
check if object in cache with no stats: Stats not available on railo. |
void
|
reap()
Not implemented by this cache. |
any
|
set(any objectKey, any object, [any timeout='0'], [any lastAccessTimeout='0'], [any extra])
set an object in cache. |
void
|
setCacheFactory(any cacheFactory)
set the associated cache factory. |
void
|
setConfiguration(any configuration)
set the cache configuration structure. |
void
|
setEventManager(any EventManager)
set the event manager. |
void
|
setName(any name)
set the cache name. |
any
|
setQuiet(any objectKey, any object, [any timeout='0'], [any lastAccessTimeout='0'], [any extra])
set an object in cache with no advising to events. |
void
|
shutdown()
shutdown the cache. |
private void
|
validateConfiguration()
Validate the incoming configuration and make necessary defaults. |
| Methods inherited from class railo-context.Component |
|---|
| None |
| Constructor Detail |
|---|
Constructor
| Method Detail |
|---|
clear an element from cache
clear
in interface
ICacheProvider
objectKey
clear all elements from cache
clearAll
in interface
ICacheProvider
Clear by key snippet
keySnippet
regex
async
clear with no advising to events
clearQuiet
in interface
ICacheProvider
objectKey
clear the cache stats: Not enabled in this provider
clearStatistics
in interface
ICacheProvider
configure the cache for operation
configure
in interface
ICacheProvider
not implemented by cache
expireAll
in interface
ICacheProvider
not implemented by cache
expireObject
in interface
ICacheProvider
objectKey
get an item from cache
get
in interface
ICacheProvider
objectKey
get an object's cached metadata
getCachedObjectMetadata
in interface
ICacheProvider
objectKey
get the associated cache factory
getCacheFactory
in interface
ICacheProvider
get the cache configuration structure
getConfiguration
in interface
ICacheProvider
get the event manager
getEventManager
in interface
ICacheProvider
get all the keys in this provider
getKeys
in interface
ICacheProvider
get the cache name
getName
in interface
ICacheProvider
Returns the underlying cache engine: Not enabled in this provider
getObjectStore
in interface
ICacheProvider
Tries to get an object from the cache, if not found, it calls the 'produce' closure to produce the data and cache it
objectKey
produce
timeout
lastAccessTimeout
extra
get an item silently from cache, no stats advised: Stats not available on railo
getQuiet
in interface
ICacheProvider
objectKey
get cache size
getSize
in interface
ICacheProvider
getStats
in interface
ICacheProvider
Get a key lookup structure where cachebox can build the report on. Ex: [timeout=timeout,lastAccessTimeout=idleTimeout]. It is a way for the visualizer to construct the columns correctly on the reports
getStoreMetadataKeyMap
in interface
ICacheProvider
get the cache's metadata report
getStoreMetadataReport
in interface
ICacheProvider
Checks if the default cache is in use
isEnabled
in interface
ICacheProvider
Not implemented by this cache
isExpired
in interface
ICacheProvider
objectKey
isReportingEnabled
in interface
ICacheProvider
check if object in cache
lookup
in interface
ICacheProvider
objectKey
check if object in cache with no stats: Stats not available on railo
lookupQuiet
in interface
ICacheProvider
objectKey
Not implemented by this cache
reap
in interface
ICacheProvider
set an object in cache
set
in interface
ICacheProvider
objectKey
object
timeout
lastAccessTimeout
extra
set the associated cache factory
setCacheFactory
in interface
ICacheProvider
cacheFactory
set the cache configuration structure
setConfiguration
in interface
ICacheProvider
configuration
set the event manager
setEventManager
in interface
ICacheProvider
EventManager
set the cache name
setName
in interface
ICacheProvider
name
set an object in cache with no advising to events
setQuiet
in interface
ICacheProvider
objectKey
object
timeout
lastAccessTimeout
extra
shutdown the cache
shutdown
in interface
ICacheProvider
Validate the incoming configuration and make necessary defaults


Before you are able to check the status
of your booking, you are to declare that you are the one who made the following booking.
Booking No.: {{booking.id}}
Name: {{booking.name}}
Email: {{booking.email}}
Organization: {{booking.organization}}
Purpose: {{booking.reason}}
From: {{booking.loan_start_time|date: 'd/M/yyyy'}}
To: {{booking.loan_end_time|date: 'd/M/yyyy'}}
Status: {{returnStatusString(booking.status)}}
Items
Item
{{booked_item.item.name}}
Deposit Payable
Quantity
{{booked_item.quantity}}
{{booking.deposit_left|currency}}
Status
{{returnStatusString(booked_item.status)}}


The Cholas were not just one of the longest ruling dynasties in the Indian history, they were also more of a phenomenon; fore-fathers of so many innovations - in water management for a predominantly agrarian society, in levying relevant taxes and composing intelligent social laws for an expanding wealthy population.
Travelling with us, you will experience the grandeur of Cholas, walk through their battlefields which led to their meteoric rise, stroll across the ruins which mourn their unpropitious fall, the drama and intrigue behind their strategic alliances and their final resting places. If you are someone willing to understand and see the golden past, we are waiting.
A Hindu temple dedicated to Lord Shiva located in south bank of Kaveri river in Thanjavur, TN, India. Built by Raja Raja Chola I between 1003 and 1010 AD, the temple is a part of UNESCO World Heritage Site and exemplary example of a fully realized Dravidian architecture.
This museum was built by the State of Tamil Nadu in 1984 to celebrate the 1000th birth anniversary of the great Chola king Raja Raja Chola. King Raja Raja Chola was the most famous King in the Chola dynasty that ruled Thanjavur.
The Sri Ranganathaswamy Temple is a Hindu temple dedicated to Ranganatha, a reclining form of the Lord Vishnu. Constructed in the Dravidian architectural style, the temple is glorified by Alvars in Divya Prabhanda and has unique distinction of being not only the foremost among 108 Divya Desams dedicated to Vishnu, but also the largest functioning Hindu temple in the world.


--- layout: project title: Dungeon Crawler Video Game (and 3D Game Engine) date: August 12, 2015 excerpt: A 3D game engine I am currently working on using C++ and DirectX 11. This is a current ongoing project. categories: gamedev c++ ---
I am currently working on a 3D action RPG dungeon crawler style game, using my Gumshoe 3D game engine. The plan is to use this game as a test project to scope out and create the features in the engine. The main motivation behind the project is to learn about how low level systems in game engines work, and what kind of problems need to be solved to make them work effeciently.
With that in mind I started working on the game engine, which I am calling the Gumshoe engine. "Gumshoe" was my online handle when I played Counter-Strike back around 2001 or so, and it was the first engine-name sounding word that popped into my head. Having developed some basic systems for the engine (input, sound, graphics, shaders, camera support), I started on the dungeon crawler game as a way to uncover features that the engine should include, and what types of issues need to be solved.
Here is the project source on github: https://github.com/ericdefelice/Dungeon_Crawler
Here is a screenshot of the current status of the game. Check my blog for updates to this project. That will probably have more up to date information, and hopefully more in depth discussion.