WITNESS LIST Public Education Committee April 26, 2005-2:00P HB 220 For: Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum-Education Liaison) Hardy, Pat (Self) Jones, Carol (Self) Leo, Terri (Self) Martinez, Maria (Self) Venable, Peggy (Americans for Prosperity-TX) Against: Dieter, Alison (Self and Gray Panthers of Austin) Eaton, Holly (TX Classroom Teacher Assoc) Eckstein, Deece (People for the American Way, Texas Office) Felthauser, Karen P. (Self) Maguire, Jr., Bassett (Self) Miller, Kathy (Texas Freedom Network) Neavel, Dr. Richard (Self) Selinger, Keri (ACLU) VanPraag, Jane L. (Self) Weinberg, Tracy (Texas Association for the Gifted & Talented) Weisfeld, Shanna R. (Tx State Teachers Assoc) White, M.D., Ben H. (Self) Whitsett, Jo Hannah (ATPE) Winkler, Matt (Self) HB 221 For: Lunde, Madeline (Self) Windham, James M. (Self) Against: Weinberg, Tracy (Texas Association for the Gifted & Talented) Whitsett, Jo Hannah (ATPE) On: Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum-Education Liaison) HB 515 For: Casey, Daniel T. (Self) Against: Weisfeld, Shanna (Tx State Teachers Assoc) HB 524 Against: Eckhart, Harley (Texas Elementary Principals & Supervisors Association) Gustafson, Lindsay (Tx Classroom Teachers Assoc.) Martin, Alex (Self) Weinberg, Tracy (Texas Association for the Gifted & Talented) Weisfeld, Shanna R. (Tx State Teachers Assoc) Whitsett, Jo Hannah (ATPE) HB 529 For: Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum-Education Liaison) Against: Carbo, Kevin (Texas Association of School Boards; Texas Association of School Administrators) Martin, Dr. Alejandra (Alex) (Self) McCall, Don (Texas Association of School Boards & Texas Association of School Administrators) Weinberg, Tracy (Texas Association for Gifted & Education) HB 531 For: Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum-Education Liaison) Against: Bacon, Tim (Tx State Teachers Assoc) Gustafson, Lindsay (Tx Classroom Teachers Assoc) Whitsett, Jo Hannah (ATPE) HB 779 For: Bacon, Tim (TX State Teachers Assoc) Valenzuela, Dr. Angela (Texas LUCAC same as above) Whitsett, JoHannah (ATPE) HB 783 For: Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Harris, Dwight (Self and Texas Federation of Teachers) Rodriguez, Jeanette (Texas State Teachers Association) Whitsett, Jo Hannah (ATPE) HB 849 For: Canales, Ramiro (Texas Association of School Administrators (TASA)) Eckhart, Harley (Texas Elementary Principals & Supervisors Association) Golson, Kathy (Texas Association of School Boards) Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Hardy, Pat (Self) Harrey, ED.D., Keith (Self and Texas Statewide Network of Assessment Professionals, current president; Spring Branch ISD) Jacoby, Pat (Self) Jost, Norma (Self) Poth, Sandra (Self and 1.) Northside ISD 2.) T-SNAP (Texas Statewide Network of Assessment Professionals) 3.) TSAAG (Tex) Reeves, Gary (Texas School Alliance) Say, Elaine (Self and Spring I.S.D.; Roz Keck, Asst. Supt. for Curriculum and Instruction) On: Barnes, Susan (TEA) HB 871 For: Borden, Sandi (Texas Elementary Principals & Supervisors Association) Canales, Ramiro (Texas Association of School Administrators (TASA)) Golson, Kathy (Texas Association of School Boards) Harris, Dwight (Self and Texas Federation of Teachers) Martin, Dr. Alejandra (Alex) (Texas Association of School Personnel Administrators) Reeves, Gary (Texas Assoc. School Personnel Adms.) Whitsett, Jo Hannah (ATPE) On: Rodriguez, Jeanette (Texas State Teachers Association) Wisnoski, Joe (Texas Education Agency) HB 1034 For: Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Rodriguez, Jeanette (Texas State Teachers Association) Whitsett, JoHannah (ATPE) HB 1106 For: Shepard, Janelle (Self and Texans for Texas, conservative grassroots) HB 1277 For: Bacon, Tim (Tx State Teachers Assoc.) Borden, Sandi (Texas Elementary Principals & Supervisors Association) Golson, Kathy (Texas Association of School Boards) Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Harris, Dwight (Self and Texas Federation of Teachers) Martin, Dr. Alejandra (Alex) (Texas Association of School Personnel Administrators) Whitsett, JoHannah (ATPE) HB 1325 For: Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Weisfeld, Shanna R (TX State Teachers Assoc) Whitsett, Jo Hannah (ATPE) HB 1406 For: Dunnigan, Jane (Texas School Nurse Organization) Moore RN, Carole (Texas School Nurses Organization (President)) Stewart, Debbie (Self) Wiley, Barbara (Cardiac Science Inc) HB 1487 For: Whitsett, Jo Hannah (ATPE) Against: Eckhart, Harley (Texas Elementary Principals & Supervisors Association; TASA/TASB) Martin, Dr. Alejandra (Alex) (Self and Texas Association of School Personnel Administrators) Melina Raab, Ted (Texas Federation of Teachers) Reeves, Gary (Texas Assoc. School Personnel Adms.) Weinberg, Tracy (Texas Association for the Gifted & Talented) HB 1689 For: Rachofsky, Marcia C. (Texas Mental Health Consumers) Against: Harris, Dwight (Self and Texas Federation of Teachers) On: Gustafson, Lindsay (Texas Classroom Teachers Assoc.) HB 1757 For: Harris, Dwight (Self and Texas Federation of Teachers) Lambert, Kay (Advocacy, Inc.) Lynn, Andrea (Self) Uhr, Pam (Self and ACLU of Texas) Whitsett, Jo Hannah (ATPE) Wood, Joyce L. (Self and Community Advocate) Against: Kiley, Jo (Forth Worth ISD) HB 1758 For: Lambert, Kay (Advocacy, Inc.) Uhr, Pam (Self and ACLU of Texas) Whitsett, Jo Hannah (ATPE) Wood, Joyce L. (Self and Community Advocate) HB 1805 For: Bacon, Tim (Tx State Teachers Assoc) Canales, Ramiro (Texas Association of School Administrators (TASA)) Rachofsky, Marcia C. (Texas Mental Health Consumers) Whitsett, Jo Hannah (ATPE) HB 1826 For: Baxley, Jack (Texas Building Branch Associated General Contractors) Chatron, Michael J. (Texas Building Branch AGC) Freeman, Harold (Texas Construction Association) Hamm, Ron (Speed Fab-Crete Corp (Principal)) HB 1974 For: Canales, Ramiro (Texas Association of School Administrators (TASA)) Eckhart, Harley (Texas Elementary Principals & Supervisors Association) Golson, Kathy (Texas Association of School Boards) Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Hardy, Pat (Self) Harrey, ED.D., Keith (Self and Texas Statewide Network of Assessment Professionals, current president; Spring Branch ISD) Jacoby, Pat (Self) Jost, Norma (Self) Morrow, Dr. Rosemary (Self) Poth, Sandra (Self and 1.) Northside ISD 2.) T-SNAP (Texas Statewide Network of Assessment Professionals) 3.) TSAAG (Tex) Reeves, Gary (Texas School Alliance) Say, Elaine (Self and Spring ISD; Roz Keck, Asst. Supt. for Curriculum and Instruction) Schneider, Cynthia L. (Self and Texas Council of Teachers of Mathematics) On: Barnes, Susan (TEA) HB 2109 For: Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Weinberg, Tracy (Texas Association for the Gifted & Talented) HB 2327 For: Borden, Sandi (Texas Elementary Principals & Supervisors Association) Carpenter, Bill (Houston I.S.D.) Golson, Kathy (Texas Association of School Boards) Gustafson, Lindsay (Texas Classroom Teachers Assoc.) Guthrow, Kaitlin (James A. Baker Institute for Public Policy; Dr. Alvin Torlov) Guthrow, Kaitlin (Texas Early Childhood Education Coalition) Martin, Dr. Alejandra (Alex) (Texas Association of School Personnel Administrators) Rodriguez, Jeanette (Texas State Teachers Association) Shattuck, Carol (Collaborative for children) Whitsett, Jo Hannah (ATPE) HB 2534 For: Gerstenschlager, Merry Lynn (Self and Texas Eagle Forum-Education Liaison) Hardy, Pat (Self) Jackson, Pat (Belinda Howell, President Austin/Capital City Business & Professional Women) Jackson, Pat (Bob Rutishauser) Jackson, Pat (Clay Cates, Secretary, Aus Austin/Capital City Business & Professional Women) Jackson, Pat (Coalition Enabling our Children/Project: Textbooks Empowerin Students) Jackson, Pat (David Allen) Jackson, Pat (Dorothy Ingrarity, Past Presidnet Austin/Capital City Business & Professional Women) Jackson, Pat (Dr. Joe J. Bernal) Jackson, Pat (Mary Helen Berlanga Director, Region 2, State Board of Education) Leo, Terri (Self) Against: Busch, Abi (Self) Eckstein, Deece (People For The American Way, Texas Office) Felthauser, Karen P (Self) Gustafson, Lindsay (TCTA) Miller, Kathy (Texas Freedom Network) Preston-Jaeger, Dr. Vera (Self) Selinger, Keri (ACLU) Selinger, Keri (Self) Valenzuela, Dr. Angela (Texas LULAC) VanPraag, Jane L. (Self) Weinberg, Tracy (Self and Texas Association for the Gifted & Talented) Weisfeld, Shanna R (TX State Teachers Assoc) White, MD., Ben H. (Self) Whitsett, JoHannah (ATPE) HB 2578 For: Hagert, Celia (Center for Public Policy Priorities) Melina Raab, Ted (Texas Federation of Teachers) Rodriguez, Jeanette (Texas State Teachers Association) HB 2847 For: Harris, Dwight (Self and Texas Federation of Teachers) Kiley, Jo Shaw (Fort Worth ISD) Lambert, Kay (Advocacy, Inc.) Uhr, Pam (Self and ACLU of Texas) Wood, Joyce L. (Self) HB 2877 For: Jones, Carol (Self and Am for Prosperity) Martinez, Maria (Self) Schlomach, Byron (Texas Public Policy Foundation) Venable, Peggy (Americans for Prosperity) Against: Bacon, Tim (Tx State Teachers Assoc) Casey, Daniel T. (Self and Texas School Alliance; South Texas Association of Schools) Harris, Dwight (Self and Texas Federation of Teachers) Rachofsky, Marcia C. (Texas Mental Health Consumers) HB 3009 For: Windham, James M. (Self) Against: Eaton, Holly (Texas Classroom Teachers Assoc.) Kouri, Richard (Texas State Teachers Association) Martin, Dr. Alejandra (Alex) (Self and Texas Association of School Personnel Administrators) Melina Raab, Ted (Texas Federation of Teachers) Reeves, Gary (Texas Assoc. School Personnel Adms.) Weinberg, Tracy (Texas Association for the Gifted & Talented) Whitsett, Jo Hannah (ATPE) On: Smith, Herman (Ex. Dir. State Board For Educator Certification) HB 3012 For: Crafts, Willie (COPS & METRO ALLIANCE- A MEMBER OF THE NETWORK OF THE TEXAS INDUSTRIAL AREAS FOUNDATION) Gaffney, Patricia (Allied Communities of Tarrant- a member of the network of the Texas Industrial Areas Foundation) Hensly Bishop, Franji (Allied Communities of Tarrant- a member of the network of the Texas Industrial Areas Foundation) Martin, Ruth (Allied Communities of Tarrant- a member of the Network of the Industrial (Areas)) HB 3359 For: Gustafson, Lindsay (Tx Classroom Teachers Assoc.) Harris, Dwight (Self and Texas Federation of Teachers) Rodriguez, Jeanette (Texas State Teachers Association) Whitsett, Jo Hannah (ATPE) On: Anderson, David (Texas Education Agency) Martin, Dr. Alejandra (Alex) (Texas Association of School Personnel Administrators) HJR 92 For: Bacon, Tim (TX State Teachers Assoc) Harris, Dwight (Self and Texas Federation of Teachers) Medina, Rosa Linda (Self) SB 124 For: Bordelon, Maureen (Self) Gustafson, Lindsay (Texas Classroom Teachers Assoc) Humble, Macy (Self) Rachofsky, Marcia C. (Texas Mental Health Consumers) Scillian, Liz (Self) On: Johnson, Wesley (Texas Council of Administrators of Special Education (TCASE);Texas Association of School Boards(TASB) SB 493 For: Bacon, Tim (Texas State Teachers Assoc.) Gustafson, Lindsay (TX Classroom Teachers Assoc) Melina Raab, Ted (Texas Federation of Teachers) Whitsett, JoHannah (ATPE)


Gifs
A brief history and analysis
A brief history and analysis
Warning: jargon ahead.
The Graphics Interchange Format is a bitmap image format that supports up to 8-bits per pixel (255 colors) per frame, as well as animation.
Note
A company that you have never heard of introduced the GIF format in 1987 to make it so that you could download an image in color. Yes, what you're thinking is right: before 1987, you couldn't download a color image.
There are a few aspects to gifs that specifically make them funny.
As with a lot of comedy, context is important in creating a humorous space for the gif. This has created a whole new genre of gifs called reaction gifs,
Note
which allow you to express your reaction to something over the internet, when you're not face to face. Captions are also commonly used to create the same effect.
Many of the primary genres of humore can be expressed in gifs, including:
Deals with disturbing subjects such as death, drugs, terrorism, rape, war, and general sadness
A form of humor based on bizarre juxtapositions, absurd situations, and nonsense logic
Comic imitation often intended to ridicule an author, an artistic endeavor, or a genre.
An event in which what appears, on the surface, to be the case, differs radically from what is actually the case
Also called off-color, or risque (from the French word for “to risk”); relies on impropriety or indecency for comic effect
Somewhat similar to slapstick, this form uses physical movement and gestures; often influenced by clowning
A thing that makes you smile because it's so cute.
Delivered with an impassive, expressionless, matter-of-fact presentation.
Comic presentation marked by extravagant exaggeration and outsized characterization.
More intellectual forms based on clever, often subtle manipulation of language (though puns can be crude and farcical)
Gifs are a great way of expressing emotion, and have been mangled by the internet into a sometimes-funny-but-mostly-hopeless thing. Just like your mom.


#^------------------------------
#^title trim=ends
weirdspace
#^------------------------------
#^body trim=ends form=markdown
weirdspace
{zine_220419}
{ep_240220}
{ep_090919}
{ep_120819}
{ep_180719}
{ep_200519}
{ep_220419}
{ep_250219}
{ep_280119}
{ep_311218}
{ep_100918}
{about}
#^zine_220419
The weirdspace Zine 220419 contains research on data collated from the ABRSM (
Associated Board of the Royal Schools of Music) website, examining the representation of women composers in the 2019 syllabuses. It also contains brief biographies of the author and composers featured in
Episode 220419, as a read-along while you listen to the podcast.
The zine is 60 pages (14.5cm x 20.5cm) printed on 140gsm Cyclus Offset recycled paper, riso covers on 300gsm, pamphlet stitched with cotton thread and includes a pull out A3 riso poster.
Get a copy for a tenner from me in person or send me an email for a copy through snail mail.
#^text_240220 trim=ends form=markdown


Naya campaign
Naya campaign bana bhai
{% csrf_token %}
Title
Description
Amoung
Start Time
End Time
Supporting Docs


This document is an informal guide to the syntax of XPath 2.0 expressions, which are used in Saxon both within XSLT stylesheets, and in the Java API. For formal specifications, see the XPath 2.0 specification, except where differences are noted here.
XPath expressions may be used either in an XSLT stylesheet, or as a parameter to various Java
interfaces. The syntax is the same in both cases. In the Java interface, expressions are handled
using the net.sf.saxon.xpath.XPathEvaluator
class, and are parsed using a call such as
XPathEvaluator.createExpression("$a + $b")
. This returns an object of class net.sf.saxon.xpath.XPathExpression
,
which provides two methods for evaluating the expression: evaluate()
, which returns the value
of the expression, and iterator()
, which allows iteration over the items in the sequence
returned by the expression. For further details of these methods, see the API documentation.
An important change in XPath 2.0 is that all values are now considered as sequences. A sequence
consists of zero or more items; an item may be a node or a simple-value. Examples of simple-values
are integers, strings, booleans, and dates. A single value such as
a number is considered as a sequence of length 1. The empty sequence is written as ()
;
a singleton sequence may be written as "a"
or ("a")
, and a general
sequence is written as ("a", "b", "c")
.
The node-sets of XPath 1.0 are replaced in XPath 2.0 by sequences of nodes. Path expressions will return node sequences whose nodes are in document order with no duplicates, but other kinds of expression may return sequences of nodes in any order, with duplicates permitted.
This page summarizes the syntactic constructs and operators provided in XPath 2.0. The functions provided in the function library are listed separately: see functions.html.


In 2019, total net sales of the leading confectionery companies worldwide was 82,249 million dollars, that’s almost equal to the value of total processed petroleum oils which have been exported from the US in the same year (87,508 million dollars). Among them Mars Inc, Ferrero Group and Mondelez International share half of the total revenue, and it’s declared on their websites that their main cocoa sources are from Ivory Coast and Ghana.


|
Links to the Web: Support | Search | MSDN | Windows Driver Kits |
|
|
Quick Links: Release Notes |
Windows Driver Kit version 7.1.0 Installation Guide
This document provides an overview of the Microsoft® Windows® Driver Kit (WDK) and provides essential installation information. Read this document to learn how to set up your computer(s) before you install any components.
Images displayed throughout these documents are for illustration purposes only, and may appear differently on your screen.
Table of Contents
Install the Windows Driver Kit
Verify the WDK Build Environments Installed Correctly
Install Windows Device Test Framework (WDTF)
Technical Support for the WDK Build Environments
This document supports a commercial release of a software product. This document is provided for informational purposes only and Microsoft makes no warranties, either express or implied, in this document. Information in this document, including URL and other Internet Web site references, is subject to change without notice. The entire risk of the use or the results from the use of this document remains with the user. Unless otherwise noted, the example companies, organizations, products, domain names, e mail addresses, logos, people, places, and events depicted herein are fictitious, and no association with any real company, organization, product, domain name, e mail address, logo, person, place, or event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without the express written permission of Microsoft Corporation.
Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document does not give you any license to these patents, trademarks, copyrights, or other intellectual property.
© 2009 Microsoft Corporation. All rights reserved.
Microsoft, MS DOS, Windows, Windows NT, and Windows Server are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries.
All other trademarks are property of their respective owners.
To print out the End-user License Agreement open the license.rtf file in the root folder of the installation media where you installed the product
Read the release notes for last minute changes and additions to the WDK. The release notes provide late breaking information, which includes last minute changes to the WDK that could affect driver compatibility among different versions of the Windows operating systems.
The WDK provides a platform on which to develop, compile, and test drivers for Windows. To obtain a logo for your driver, use the Windows Logo Kit (WLK), which is available separately. The WDK provides driver‑specific headers, libraries, sources, tools, and documentation for developing drivers that are compatible with the following operating systems:
· Microsoft Windows® 7
· Microsoft Windows Vista®
· Microsoft Windows XP
· Microsoft Windows Server® 2008 R2
· Microsoft Windows Server® 2008
· Microsoft Windows Server® 2003
The WDK build environments do not support the development of drivers for the following operating systems:
· Microsoft Windows Millennium Edition
· Microsoft Windows 98
· Microsoft Windows 95
· Microsoft Windows NT® 4.0
· Microsoft Windows 2000
You will need a DVD‑ROM and 4.7 GB of free hard disk space to install the full WDK and compile all the samples.
You can install the WDK on the following operating systems:
· Windows 7
· Windows Server 2008
· Windows Server 2008 (R2)
· Windows Vista (all versions)
· Windows Server 2003 with Service Pack 1 (SP1) or later
· Windows XP with Service Pack 3 (SP3) or later
In order to install the WDK on Windows XP Professional x64 Edition, you must manually install .NET Framework 2.0 (if not already installed) using the package available on the media at \Redist\Net2.0\x64\Netfx64.exe before launching the WDK install.
Install the Windows Driver Kit
Use KitSetup.exe to install the WDK Development Environment, WDK Documentation, the Kernel Debugger, Device Simulation Framework, and Windows Device Testing Framework. All prerequisite software, such as .NET version 2.0, and Windows Document Explorer will be installed as well.
By using KitSetup.exe, you can select the components you want to install by selecting or clearing check boxes in the Features area of the KitSetup dialog box. By default, all check boxes are clear, which indicates that none of the WDK components has been installed. When you select a feature, status for that feature is displayed in Feature Status area of the dialog box.
As you select check boxes, you can see the components you have selected in the Pending setup tasks area of the dialog box.
Full Development Environment
Build Environments
Samples
Tools
Help (Documentation Collection)
Debugging Tools for Windows
Device Simulation Framework
The Device Simulation Framework for USB Devices provides an architecture and programming framework to simulate USB devices in software.
Only one version of DSF can be installed on Windows. We recommend that you do not install DSF on the same machine as the rest of your development environment. If DSF is already installed, the installed version of DSF must be removed before proceeding (see Uninstalling DSF on MSDN). DSF installs kernel-mode drivers on Windows and could potentially destabilize the system. KitSetup.exe will display a warning message if your system is in danger. For more information about DSF, see Device Simulation Framework for USB Devices on MSDN.
Windows Device Testing Framework
You can click Undo at any time during the installation to revert all changes that you have made and to show the current install state of the WDK on your computer system.
Detailed feature status is displayed in the bottom window of the KitSetup dialog by clicking on the feature name in the upper right KitSetup window.
For help, click the Help button to display this document.
Click Cancel to cancel the installation. The state of the target machine will remain unchanged.
Click OK to continue with the installation.
Installation Location Dialog Box
The Select Kit Install Location dialog box displays the default installation path for the WDK. You can click cancel and return to the KitSetup dialog box at any time. Click Browse to choose a new installation path for the WDK. Click Default to restore the default installation path.
After you click OK, the installation continues to the End-User-License-Agreement dialog box.
Microsoft Software License Terms Dialog Box
To complete the WDK installation, you must read and agree to the Microsoft Software License Terms displayed in the End-User License Agreement dialog box. To agree, read the entire agreement by scrolling the text all the way to the bottom of the document, select I Agree, and then click OK. You can click Cancel at any time to cancel the installation and return to the main KitSetup dialog box.
After you click OK, the installation continues to the Microsoft WDK Install Progress dialog box.
Microsoft WDK Install Progress Dialog Box
The Microsoft WDK Install Progress dialog box shows the progress of components being installed.
You can click Cancel to cancel the installation. By clicking Cancel, you uninstall any components that have been installed, close the Microsoft WDK Install Progress dialog box, and return to the KitSetup dialog box.
The Finish button becomes active only after all selected components have been installed.
Verify the WDK Build Environments Installed Correctly
Verify that the installation succeeded.
Note The default installation path is x:\WinDDK\<BldNum>. The icons are located at Programs\Windows Driver Kits\Build Number\.
To verify that the WDK Build Environments installed successfully
1. Click Start.
2. Point to All Programs > Windows Driver Kits > WDK build# > Build Environments > Windows 7.
3. Click x86 Checked Build Environment.
4. At the command prompt, type build -cZ.
This build command compiles and links the complete set of installed sources. The build process can take more than 30 minutes to complete, depending on the WDK components that you installed and the system that you are installing on.
The build command should complete with no errors and no warnings.
The WDK installation process copies the release notes file from the installation media to the root directory of the WDK installation.
Manually Install Debugger(s) (Optional)
The Debugging Tools for Windows package features WinDbg, a powerful debugger with a graphical interface that can debug both user‑mode and kernel‑mode code. This package also includes the debuggers KD, NTSD, CDB, and many additional tools. The documentation in this package describes the use of these debuggers and includes tips for user‑mode and kernel‑mode debugging.
Debugging Tools for Windows is available in 32‑bit and 64‑bit versions. The 32‑bit version is appropriate for most users. However, if you want to debug an application on a processor that is based on 64 bits, you should select the 64‑bit version. The 64‑bit version can be installed only on 64‑bit versions of the Windows operating system.
To obtain the most current version of Debugging Tools for Windows, see Microsoft Debugging Tools.
KitSetup.exe can automatically install the correct debugger for your platform if you select the Debugging Tools for Windows check box during installation.
Note This method installs the debugger to a folder called Debugger, which is located under the WDK install path that you select during installation.
If you cannot install the most recent version of the Debugging Tools for Windows from the Internet, you can manually install the debugger that is appropriate for your platform:
· For x86‑based platforms, run Setup_x86.exe from the Debuggers folder of the installation media.
· For IA64‑based platforms, run Setup_ia64.exe from the Debuggers folder of the installation media.
· For AMD86‑based platforms, run Setup_amd64.exe from the Debuggers folder of the installation media.
Note This method installs the debugger to the default install location of the debugger, which is under Program Files.
Install Windows Device Testing Framework (WDTF)
The Windows Device Testing Framework (WDTF) enables you to create, manage, reuse, and extend device‑centric, scenario‑based automated tests. We recommend you install this component along with the WDK to use existing tests or create new tests. This component is also required on test computers to use WDTF‑based tests.
If WDTF is already installed, the existing version of WDTF will be replaced by KitSetup.exe.
For more information about WDTF, see Windows Device Testing Framework on MSDN.
· Windows Hardware and Driver Central
· Microsoft Developers Network (MSDN)
Technical Support for the WDK Build Environments
· For all support inquiries, visit our Support Site.
Copyright © 2001-2010 Microsoft Corporation. All rights reserved.
Version: Thursday, February 4, 2010


Hello {{user.username}}
Welcome to the Pitch
We have just seen you have signed up for our application and want to welcome you to the Pitch.


Lecturer: Lei Xu
Email<EMAIL_ADDRESS>Course website: https://leixu.org/econ371 and onQ
Location: DUNNIN11
Time: Friday 11:30AM - 2:30PM
Office Hour: Monday 11:30AM - 12:30PM (Teams Meeting Link & Sign Up Link)
TA: Stefan Arsic
Email<EMAIL_ADDRESS>Office Hour: Wednesday 1-4pm at Mac-Corry A501 or by appointment
The objective of this course is to discuss the role of government in markets where competitive equilibria fail. During the course, we will go through the economic foundations of regulatory analysis, and how they are applied to real life scenarios that depart from the ideal of competitive markets. You will be able to recognize such market failures and to learn about the solutions devised over time to address them. You will be encouraged to evaluate the outcomes of such economic policies using concrete examples. Looking at different case studies, we will raise questions such as the following: Is economic regulation a necessity? Does regulation make up for market failure? What are the unintended consequences? Does it impose an even heavier burden to firms/consumers/society?
The course will be broken into three parts. In the first part, we will review the economic models of firm competition and the necessity of regulation from a theoretical point of view. In the second part, we will study various situations where antitrust analysis is applied. We will study market structure, horizontal/vertical mergers, price discrimination, and platform competition. In the third part, we will introduce economic regulation by studying the behavior of natural monopolies and regulatory options for dealing with them.
“One of the most exciting areas of economic policy is government regulation and antitrust. These efforts affect virtually all aspects of our lives ranging from the food we eat to the prices we pay.” (VHS). For example, what happens to the price of airline tickets if Air Canada acquires WestJet? Should Wal-Mart be banned because it drives local grocery stores out of business? Should car manufacturers be allowed to sell directly to consumers? Why is Halo not available on PlayStation? Is Apple abusing its market power by prohibiting apps to redirect users to their own website for purchases? There are countless cases of regulation, and we will only have time to cover a limited number, but we will cover the most basic rationales that can be applied in many of these issues.
Textbook: Economics of Regulation and Antitrust, Fifth Edition, By W. Kip Viscusi, Joseph E. Harrington, Jr. and David E. M. Sappington (VHS)
Newspaper/magazine: In addition to the textbook, you should keep informed about the regulatory issues by reading The Wall Street Journal or the Business section of The New York Times on a regular basis. A magazine such as Business Week or The Economist is also useful for this purpose.
Other readings: Other materials will be posted on the course website under each class. Please read the materials before class.
Each student will work on three short essays and present their work in front of the class. Students can either work alone or in pairs. For each essay, each student can choose any real-world cases related to the material covered in class. The cases covered in each of three essays cannot be the same. The cases should not overlap with cases discussed in class or with previous student presentations, unless the student discusses the case from a different angle and provides more insights. The student(s) will make a short presentation during the class, followed by a brief Q&A from the audience. The goal of the essay and presentation is to relate the economic theory/reasoning to real-world cases and clearly convey the ideas in front of their peers.
The essay and presentation should contain background, arguments from both sides, how they are related to class material, and the student’s own analysis. The essay is evaluated based on the clarity and conciseness of the writing, relevance to class material, and the logic of the analysis. The presentation is evaluated on the same elements plus the understanding of the case through Q&A.
Each short essay should be no longer than 1 page. The presentation should be no longer than 3 minutes (to be finalized depending on class enrollment) and contains no more than 5 slides. On the first page of your presentation, please indicate your name and team ID.
The essay will be evaluated by the lecturer, and the presentation will be evaluated by all the students (instructions to follow).
Grading: Each essay and presentation receive a separate grade. So, a student choosing to finish all 3 essays and presentations will receive 6 grades. The final grade will be an average of the BEST 4 grades.
Due date: Both the essay and slides (used for in-class presentation) are due the night before each scheduled presentation. For example, for a presentation scheduled on Oct 8, both the essay and slides have to be submitted by 11:59PM of Oct 7.
Submission: The essay will be submitted through both onQ and OneDrive, and the slides submitted through OneDrive. Each team only needs to submit one copy of their essay and slides. It can be done by any of the team members.
Late submission of essay: Late submission will be penalized by 10% every day. For example, if the due date is Oct 7 and the essay was submitted on Oct 9, and if the score without penalty is 80, then the final adjusted score will be 80 x (1 - 10% x 2) = 64. Please notify me by email if you submitted late.
Late submission of slides: The slides used for in-class presentation have to be submitted before the deadline by uploading it to the appropriate folder. If not, the presenter will have to make the presentation without slides. Due to COVID protocols and time constraints, all slides will be compiled in the order of presentation before class. Before each presentation, I will show the list of presentations included in the slide deck and those who want to present but did not submit the slides on time will to present first.
Overview: The format of the term paper is like the short essay but requires more in-depth treatment. Students can also choose to work alone or in pairs. Students are free to analyze any one or multiple cases/industries for the term paper. To get a good mark, you are expected to demonstrate knowledge of a wider reading beyond the course material and be able to connect the economic theory of regulation with the practice of regulation. It should include a significant amount of one’s original analysis. It also should include references and a bibliography.
Length: 10 to 20 pages with a minimum of 1,500 words. There is no requirement on margins, line space, etc. Please note that I will not be strict on the length of the paper but would rather focus on the quality of the content. In my experience, some students tend to add irrelevant content in their paper just to satisfy the minimum word requirement, which would be a waste of everyone’s time. If you have much to say about a topic, it could be either you have not done enough research or just a bad match and you might want to change topics.
Writing: Like the essay, the content of the term paper should be clear and concise. Some essays contain too lengthy background descriptions, and some others contain irrelevant stuff. Students should use either theoretical or empirical evidence to support their arguments. Some essays draw a conclusion using only one or two sentences of analysis without giving much support.
Topic: Students are free to choose any case(s) or industry for the term paper topic. However, it should be closely related to the class material. Note that the focus of this class is antitrust and competition, as well as the regulations related to antitrust and competition. While some topics are clearly very relevant to class material (e.g., Epic Games vs. App Store, Google Android cases), others are not so clearly. For example, we briefly touched upon the regulation of wearing masks. This topic is only relevant if the discussion focuses on its effect on competition, e.g., how this regulation affects the competitive environment in a certain industry. If you are not sure about whether a topic is a good choice, please feel free to talk to me during Monday office hours.
Economic argument: The term paper should indicate that the students clearly understand the tools and concepts covered in class and are comfortable using them to analyze other cases. It should look like a lengthy newspaper article, but rather it should be filled with economic arguments using more technical analysis. For example, when discussing a vertical merger case, students are expected to discuss concepts such as foreclosure, exclusive contracts, tying, territorial restraints, and double marginalization, as well as the standard structure to analyze a merger case: efficiency gains versus harms through less competition. Also, what are the impacts on competition, competitors, consumer welfare, industry profit, potential entrants, innovation, etc.? How is the case related to previous cases? How are they similar and different and in what ways? The textbook is an excellent source of reference with detailed analysis.
Suggestions: For your term paper, I highly recommend you go through the relevant lectures and textbook chapters in detail. You can find many cases and arguments that you can cite in relation to your own analysis.
We will examine a particular industry through data analysis.
The project is similar to a very long homework. Students are expected to work on this throughout the semester.
Deadline: December 13
Knowledge of a data analysis software is very helpful to successfully complete the empirical project. One can choose any of the most commonly used software such as Python, Stata, R, or Matlab.
Students are encouraged to discuss with others, but have to write their own answers for all questions.
Attendance (5%): Attendance is mandatory. Attendance will be taken at random times throughout the semester.
Engagement in class (5%): During class, students are required to think critically of the materials being taught, participate in discussions and ask questions. During student presentations, students have the opportunities to raise questions and provide peer evaluation. Due to the face mask requirement during the pandemic, please place a name tag in front of you so that I can recognize the names during class.
We will use both OneDrive and onQ for this course.
Students have different due dates for their essays and term paper. There will be one “Assignment” for every week.
Each student will receive invitations to join two shared folders: ECON371 and FirstLastName.
ECON371 is a view-only folder shared to all students. It contains presentation schedules of short essays and term papers. The project questions will also be updated to this folder.
FirstLastName folder is an editable folder shared between the lecturer and the student only. The submissions of essay and slides will be made in this folder.
The essay should be submitted in BOTH OneDrive AND onQ; the slides should be submitted using OneDrive.
Submission file requirement: All files have to be in pdf format ONLY. The essay and slides file should be named as “essay_weekX_id.pdf” and “slides_weekX_id.pdf”, where weekX should correspond to the presentation week and id corresponds to an id assigned to each presentation which can be found in essay_schedule.xlsx file in the shared folder, not your student ID. For example, according to the schedule, Lisa’s id is 24 and she is scheduled to present in week 5. The file names should be “essay_week5_24.pdf” and “slides_week5_24.pdf”.
Submitting the essay on onQ: For students with scheduled presentations in week X, the essay should be submitted under Assignment - Essay Week X by the deadline.
Submitting the essay & slides on OneDrive: For students with scheduled presentations in week X, the essay and slides should be uploaded to the shared folder FirstLastName/Essay/. The slide deck will be shared to the entire class on Friday morning in the shared ECON371 folder.
Please note the shared folder is used strictly for submission purposes. For other course-related files or files that are not final submissions, please keep them in a separate local folder.
The evaluations of presentations are made through the shared OneDrive folder FirstLastName/Peer Evaluation/ folder. After the presentation, students need to leave their evaluation using the file FirstLastName/Peer Evaluation/weekX.xlsx (for presentations in the Xth week). Later, the lecturer collects all the evaluations in each student’s folder and calculates the score for each presenter. Each presenter will get notified of their grades in FirstLastName/Essay/grade_weekX.txt file. The evaluations are due by each Friday night.
The grade should be out of 100. For a grade of 85, please enter 85 in the excel cell, not 85%. If the row corresponds to yourself, please leave it empty.
The final grade of each presentation will be calculated as the median of all peer evaluation.
Week 1 (September 10)
Introduction of Economics of Regulation
Reading: VHS Chapters 1, 2
Week 2 (September 17)
Competition Theory (Industrial Organization)
Reading: VHS Chapters 3, 4
Week 3 (September 24)
Market Structure, Dynamic Competition and Horizontal Mergers
Reading: VHS Chapters 5, 6
Week 4 (October 1)
Empirical Industrial Organization, Vertical Markets
Reading: VHS Chapters 7
Week 5 (October 8)
Monopolization, Antitrust in the New Economy
Reading: VHS Chapters 8, 9
Week 6 (October 15)
No classes (mid-term break)
Week 7 (October 22)
Antitrust in the New Economy
Reading: VHS Chapters 9
Week 8 (October 29)
Economic Regulation
Reading: VHS Chapters 10, 11
Week 9 (November 5)
Telecommunications Industry, Estimation Methods
Reading: VHS Chapters 14, 15
Week 10 (November 12)
Airline and Finance Industries
Reading: VHS Chapters 16, 18
Week 11 (November 19)
Term Paper Presentation
Week 12 (November 26)
Term Paper Presentation
Week 13 (December 3)
Term Paper Presentation


This keyboard is designed for any languages using the Khmer script. This keyboard is very similar to the Khmer ABS keyboard, but it is a Unicode keyboard.
The layouts below output all the characters in this keyboard. However, there are alternate methods to access the same keys with other keystrokes. Some of these are described below.
All "feet" are accessible through first typing ";" and then the letter for which the foot is desired.
Typing "b" followed by "a" or "A" automatically produces the "បា" and "បៅ" respectively.
The symbols of the moon calendar (with 2 symbols on top of each other) can also be typed by typing the numbers plus type ">" two times. E.g. typing "0", "8", ">", and ">" will give the same symbol as Ctrl-Alt-Shift-`. E.g. typing "1", "0", ">", and ">" will give the same symbol as Ctrl-Alt-Shift-0.
Many of the alternate characters can be accessed by typing one or more commas after the initial keystroke.
To get arabic numbers type first the Khmer number, then a comma. A further comma will result in a lesser used type of number in Khmer, a third comma will revert the symbol to the Khmer number.
Many of the symbols, vowels, independent vowels, and diacritics work this way. For example "\" produces "ឮ", "\," produces "ឭ", and "\,," produces "ឰ".
Typing "{" followed by one or more commas will output "ឪ ឱ ឲ".
Typing "}" followed by one or more commas will output "ឥ ឯ ឳ".
Typing "|" followed by one or more commas will output "ឬ ឫ ឩ".
Typing "(" or ")" followed by one or more commas will give different kinds of braces "([{<".
Typing "/" followed by one or more commas will give different kinds of punctuation "\.,".
Typing single quote (') followed by one or more commas will output "◌ ៊ “ «", and typing double quote (") followed by one or more commas will output "◌៊ “ «".
Typing ">" followed by one or more commas will output "។ ៕ ៚".
© 2002-2019 SIL International


{% extends "images/base_source.html" %} {% load thumbnail %} {% load common_tags %} {% block title %}Upload Images | CoralNet{% endblock %} {% block js-includes %} {% include "javascript-includes.html" with jquery_form="yes" jquery_ui="yes" %} {# Remnants of an attempt at a progress bar... #} {# {% include "javascript-includes.html" with jquery_form="yes" jquery_ui="yes" jquery_progressbar="yes" %}#} {% endblock %} {% block page-specific-includes %} {% include "static-local-include.html" with type="css" path="css/uploadForm.css" %} {% include "static-local-include.html" with type="js" path="js/ImageUploadFormHelper.js" %} {% endblock %} {% block content %}
For an overview of how to upload images to CoralNet, refer to our Upload Instructions album on Vimeo.
If you want to add annotations to previously uploaded images, please visit our new annotations upload page.
Based on the CSV file uploaded, this is what will be saved:


Kim Dong Han unveils mysterious scheduler for 'Record'
by KayRosaKim Dong Han has revealed an enigmatic scheduler for a special week.
On November 11 KST, the solo singer dropped an image titled 'Donghan Week' with a phrase alluding to the act of recording ("To:Record"). The two dates outlined in the scheduler are for Kim Dong Han's teaser image for season's greeting, previously unveiled on November 9 (below), and for a mysterious release of 'The Man in the Iron Mask' on November 30.
What could those question marks lead up to? Fans already reacted with excitement for a possible comeback from this artist.
Stay tuned for more details!


Configuring RethinkDB on Ubuntu and Debian, NoSQL
Difficulty: 2
Time: 15 minutes
RethinkDB belongs to NoSQL database. It is the first distributed document-oriented database. It is designed specifically to push data to applications in real-time. This provides a base for creating real time, scalable, database oriented web applications. It has a very simple API to interact with the databases. Here we will discuss on installing and configuring RethinkDB on an Ubuntu based droplet.
In this tutorial, you will need a droplet running Ubuntu 14 or Debian 7, named rethinkdb. You should setup a sudo user for each RethinkDB server. Installing RethinkBD includes two main components, first the database itself and the other is the client driver which interacts with the database from your programming language.
In this tutorial you will be using Python as the desired programming language. Since you have already installed RethinkDB on this droplet, now you need to install client driver for connecting to database from Python. Python will already be installed on your droplet. You can use pip, Python Package Manager to install client driver for RethinkDB. It is a best practice to run Python applications in an isolated environment.
You can use deactivate to deactivate the current environment.
This will install Python client drivers for RethinkDB.
Search for:
Change it to:
Search for :
Change it to:
tcp6 0 0 :::28016 :::* LISTEN 2181/rethinkdb tcp6 0 0 :::8080 :::* LISTEN 2181/rethinkdb tcp6 0 0 :::29015 :::* LISTEN 2181/rethinkdb
RethinkDB is now up and running
Using this Web interface you can manage creating database, tables and can configure RethinkDB cluster to manage table replication.
In most cases you will be managing databases using the programming language. Below commands will help you perform the same:
c = r.db("food").table("favorites") for x in c: print x
You can use .filter()
to filter out from the retrieve query.
In this article, we reviewed the steps to install and configure RethinkDB on Ubuntu and Debian servers. For more information on how to configure RethinkDB cluster on Ubuntu and Debian droplets, please visit 18528 - Set up a sharded RethinkDB Cluster - Ubuntu, Debian


Jinia:
It's a piece of Frozen Core. But even you might not be able to derive all of its power. Whatever happens be careful, you won't be able to use it very often.


Slide navigation:
Press → key to advance.
Toggle notes with the 2 key.
Zoom in/out: Ctrl or Command + +/-
This presentation was printed from an HTML page.
A fully interactive version of these slides containing examples and links to further resources can be found at:
https://web-payments.com/slides/2014/semtech/.
A credential is a claim that represents a qualification, achievement, quality, or piece of information about an entity’s background such as a name, government ID, payment provider, home address, or university degree.
This slide deck is based on HTML5 Slideshow by Marcin Wichary, Ernest Delgado, Alex Russell, and Brad Neuberg with CSS additions by Matthew Richmond and Manu Sporny.


See
The heady cinema of Apichatpong Weerasethakul
"A meditation on happiness, superstition, politics, sexuality and the uncertainty of Thai-Burmese border crossings, Blissfully Yours confirmed the reputation of one of the most distinctive filmmakers in world cinema." - BFI
Order Blissfully Yours from the BFIListen
Sound of Siam
Soundway Records' Sound of Siam compilation - Leftfield Luk Thung, Jazz & Molam in Thailand 1964-1975. "Thailand means different things to different people. Beyond the beaches and tourist spots lies a world of music still waiting to be discovered. Be it spaced out jazz, raw funk or the meditative sounds of the North East, Soundway has dug deep into the country's vinyl archives to present a broad range of vintage sounds that underlines Thailand's status as one of South East Asia's musical hot spots." - Soundway Records
Sound of Siam on BandcampTaste
Saiphin Moore's sweet-and-sour tofu recipe
A super-easy recipe from the founder of Rosa's Thai Cafe - find your local restaurant here, or check out her recipe book for more inspiration.
Sweet-and-sour tofu - Guardian recipe


About Me
My name is Emerson. I like to create concepts. I live in San Pablo - CA with my wife and my two kids. I always liked technology and loved to learn how things work. In 2009 I went to school for aviation and got my private pilot license. A year later I got my commercial pilot license, but I never worked in the aviation field.
I started working with computer graphics when I was 17. My first job was designing custom business cards using photoshop. Over the years, I worked with an array of tools like Corel Draw, Illustrator, Photoshop, Flash, QuarkXPress, Maya, Dreamweaver and others.
My work portfolio includes frontend websites, 3d modeling, video and audio editing, and brochures. I always had good mentors/friends who helped me to accomplish the job.


Are you having a bad day? Well her are a few images of cute puppies to make things better. Because these are seriously way too cute.
- Ready for more cuteness??? See these videos:
- Cute Bark
- Wabbit Season
- 10 Dog Breeds That Have The CUTEST Puppies
How Big Will Your Puppy Grow to Be?
| Teacup | Small | Medium | Large | Extra Large | |
|---|---|---|---|---|---|
| 1 Week | 5-11 oz | 1.2-2.2 lbs | 1.5-2.5 lbs | 2.5-3.2 lbs | 3-3.9 lbs |
| 12 Week | 1.1-3.3 lbs | 6-9 lbs | 9-15 lbs | 25-29 lbs | 31-40 lbs |
| 26 Week | 2-5 lbs | 16-18 lbs | 21-36 lbs | 60-67 lbs | 70-91 lbs |
| 18 Months | 2.5-7 lbs | 17-23 lbs | 27-46 lbs | 77-87 lbs | 91-118 lbs |


# Information Technology 3
## Working with forms
#### Kristof Michiels
## Forms: good interaction design can make or break a modern web application
## Forms revisited
- We already learned about forms in IT1
- You may use these examples and slides if you wish
- Today we revisit forms with a few twists and a focus on the right structure
## Forms
- Important part of modern web applications: allow users to interact with systems
- Forms are where visitors of a web page actually do something else than consume content
- Forms enable visitors to do everything from filling out a contact form, write a contribution, enter payment information,...
- Despite being very important, forms are often poorly designed and coded
- Forms can be as simple as an e-mail address and a message field
- Or they can be hugely complex, spanning multiple pages
## Forms
- Forms have traditionally been hard to style => often black box, browser decides
- We can, however, style at least some parts of the appearance of form controls
- We will learn how to style fieldsets, labels, text inputs, and buttons
- In addition: how to style various form elements, including custom styling of checkboxes and select menus
## Forms
- Short and relatively simple forms are easiest to fill in when the form labels appear vertically above their associated form elements
- Users can simply move down the form step by step, reading each label and completing the following form element
- This method works well for short forms collecting relatively simple and predictable information such as contact details
- It is also a very good baseline for viewing forms on smaller viewports such as mobile browsers.
## Fieldsets and Legends help add structure and meaning to a form
## Fieldsets
- A fieldset is used for grouping related blocks of information
- In the example, 3 fieldsets are used: one for the contact details, one for the comments, and one for the “Remember me” preference
## Legends
- Use a legend element to identify the purpose of a fieldset
- Legends act a little like a fieldset’s heading
- Usually appearing vertically centered over the top border of the fieldset and indented a little to the right
- By default fieldsets are often rendered as having a double border
- This slightly unusual appearance is implemented by different browsers in different ways
- It seems to be a special case in the browser’s rendering engine, and throwing normal CSS properties at it to undo the odd positioning rarely has the effect you expect
## Label elements help add structure and increase the usability and accessibility
## Labels
- Labels are used to add a meaningful and descriptive label to each form element
- Clicking the label element will - in many browsers - cause the associated form element to gain focus
- They increase form usability for people using assistive devices
- Screen readers will correctly associate a form element with its label
- Their users can also bring up a list of all the labels in a form, allowing them to audibly scan through the form
## Name and id attributes
- Most form controls contain both a name attribute and an id attribute
- The id attribute is required to create the association between the form input and the label
- The name attribute is required so that the form data can be sent back to the server
- The id and name don’t have to be the same, but it can be a handy convention to keep them identical when possible
## For-attribute
- Labels associated with form controls using the for attribute don’t need to be near those controls in the source code
- They could be in a completely different part of the document
- From a structural point of view, separating form controls from their labels should be avoided wherever possible
## Input Fields and Text Areas
## Text Areas
- Text areas are for typing in multiple lines of text, as in the comment field
- The cols and rows attributes can be used to set a default size of the text area, mostly to indicate the approximate length of the expected content
- We will be able to further style the textarea with CSS
```html
```
## Input Fields
- The input element is a versatile form control
- Default = single-line text input, but type attribute can change this to a variety of different form controls
- Setting type="password" obscures the value, and type="checkbox" creates a checkbox
- There are a lot of different values for the type attribute, many of them added in HTML5
- Some are mostly variations of the text input but with special behavior: e.g. email, url, and search
- Some types create different interface controls where supported: checkbox, radio, color, range, and file
- Apart from type, there is also a whole host of attributes to use on the inputs, to declare the expected format
## Input Fields
- The different types of form inputs and their attributes are useful for automatic validation of forms
- On devices with an onscreen keyboard, changing the type triggers the software keyboard to change its layout
- If we add an e-mail field and a URL field with the correct types, the keyboard on smartphones and tablets will automatically adjust to make it easier to type in the correct value when we focus each field
```html
```
## Let's look at an example
## CodePen
- Find the example on CodePen: https://codepen.io/admkrm/pen/OBReKX
## Working with forms
### Questions?
#### kristof.michiels01@ap.be


Overall, the audience is the most important thing when it comes to being a DJ. DJ’s need to be able to connect with the audience through their music and the way they present their music. Having the right features and the right software is the key. The biggest feature both the listener and a DJ want to see is a giant library of music. It seems as if both parties would enjoy DJ-ing more if the DJ had an endless choice of songs. That way, the DJ can avoid repetition and be able to play whatever the listeners want to hear during a performance or performances.
It also seems that a large library is key to beign able to effectively respond to the crowd's demand. If the DJ recieves a request for a song he doesn't have in his library, he is put in an awkward position throughout the show. It sounds like a song has the potential to make or break a night in some situations.
Two of our Client-Types agreed that having more than 2 audio tracks was incredibly useful for creating a dynamic, new/exciting sound. Alex talked about how he created basic mash-ups by combining a bass track, a vocal track, and a melody, along with sound effects.
The need for good sound effects seems pretty essential to creating a good relationship with the crowd. Wes, Alex, and Mike each talk about this. From this, I think we can infer that having some prerecorded effects (such as builds, crashes, and rolls), would be heavily used by our stakeholders
In talking to Wes, we found out that a DJ needs to have all the necessary equipment to put on a good performance. His software, usually used on a computer, needs to have a variety of features; the most basic being the ability to play two songs at once in order to mix or transition from one to the other. Other features include being able to control the speed of the song (BPM or beats per min) and the ability to control other effects like lights, additional sounds like sirens, and “scratching” each song.


Before Change
// This would not be not safe and could have unxpected consequences.
for task in self._waiting_tasks[:]:
try:
if self.deps_failed(task):
exc = TaskDependencyError("dependencies failed")
task.fail((type(exc), exc, None))
elif self.deps_succeeded(task):
task.setup(task.testcase.partition,
task.testcase.environ,
sched_flex_alloc_nodes=self.sched_flex_alloc_nodes,
sched_account=self.sched_account,
sched_partition=self.sched_partition,
sched_reservation=self.sched_reservation,
sched_nodelist=self.sched_nodelist,
sched_exclude_nodelist=self.sched_exclude_nodelist,
sched_options=self.sched_options)
else:
still_waiting.append(task)
except TaskExit:
pass
self._waiting_tasks[:] = still_waiting
After Change
// could fail on setup and be removed from the list _waiting_tasks.
// This would not be not safe and could have unxpected consequences.
for task in self._waiting_tasks[:]:
if not task.failed and not self._setup_task(task):
still_waiting.append(task)
self._waiting_tasks[:] = still_waiting
def _finalize_all(self):
getlogger().debug("finalizing tasks: %s", len(self._completed_tasks))


It’s very hard to write but I am leaving HackerEarth.
2013 and internship
My college days were coming to an end with placements all around. I was sure to join in a startup. One fine day, I saw a job posting on hasjob on 12th December 2012 that boldly said “HackerEarth is buidling its initial team - Python/Django enthusiast needed”. The idea made me apply to HackerEarth and after a few rounds of email with Sachin and Vivek. I landed up in a remote intern position.
My first task at HackerEarth as an intern was to implement Auth/Profile system for Codetable. Damn! My first task itself was a daunting task. There was so many permutaiton of things to take care of private digest, public digest, read-only mode, read-write mode, authenticated user, anonymous user. 10 days into the internship the auth system was finally working. Finally, the code was deployed and the feeling was amazing.
Four months into the internship, I got a full time position at HackerEarth. I joined the team at their Bangalore office in July 2013.
Working at HackerEarth
The office I joined was Bangalore Alpha Labs, Koramangala. In the span of two years, I worked on a couple of things. I have worked on the Recruiter Panel, Plagiarism Detection Engine, Profile pages, Challenges pages, HackerEarth Shorterner and for the past one year I have been working on HackerEarth Sprints.
HackerEarth has scaled at a very rapid rate and the engineering team at HackerEarth to learn at a more faster pace to keep things going. At HackerEarth, as a full-stack engineer I got to know the deep knowledge of what it takes to keep a website running at such a huge scale.
Life at HackerEarth
Supercalifragilisticexpialidocious! I never felt here that I was out of college. Food fests, hardware hacking, TT, packs of Redbulls, movie and gaming nights and flexible timings. Anything that had to keep a developer going we had it all.
What’s next?
I have been using Fedora since the initial days of my college. An year, I was contributing to Fedora. I have been working on Fedora Infrastructure projects after regular office hours and weekends. I have been also involved in evangelizing Fedora and organizing Fedora meetups.
But now I will be joining the Fedora Engineering Team working on Fedora as a part of my day job. Looking forward to scale more mountains and see what rocks life throws at me at my new role at Fedora.


A looser form of animation, transitions generally occur to illustrate something happening, a transition.
Transitions run as a state changes, going from one state to another, like height from 100px
to
200px
. Generally used when a user is interacting with your site.
Include Transition
display: inline
this and that


Contact Us
Please email us at<EMAIL_ADDRESS>with any questions or concerns.
All physical mail should be directed to:
Michigan Lemma2074 East Hall
530 Church Street
Ann Arbor, MI 48109
Please email us at<EMAIL_ADDRESS>with any questions or concerns.
All physical mail should be directed to:
Michigan Lemma


PaginatorJS in action
First Page
Prev Page
Next Page
Latest Page
Table Of Contents
First Chapter
Prev Chapter
Next Chapter
Latest Chapter


The TeX Live package is a comprehensive TeX document production system. It includes TEX, LaTeX2e, ConTEXt, Metafont, MetaPost, BibTeX and many other programs; an extensive collection of macros, fonts and documentation; and support for typesetting in many different scripts from around the world.
This package is known to build and work properly using an LFS-7.4 platform.
Download (FTP): ftp://tug.org/texlive/historic/2013/texlive-20130530-source.tar.xz
Download MD5 sum: f52599c99fb1035399b907f4c54f1125
Download size: 172 MB
Estimated disk space required: 1.6 GB
Estimated build time: 9.6 SBU
The TeX Live installer: http://mirror.ctan.org/systems/texlive/tlnet/install-tl-unx.tar.gz
ghostscript-9.10, Poppler-0.24.1, FreeType-<IP_ADDRESS>, Fontconfig-2.10.93, libpng-1.6.4, X Window System, ICU-51.2, GD, t1lib, ZZIPlib, CLISP, Lua-5.1.5, TECkit, and Graphite
User Notes: http://wiki.linuxfromscratch.org/blfs/wiki/texlive
The TeX Live set of programs with
its supporting documents, fonts, and utilities is very large. The
upstream maintainers recommend placing all files in a single
directory structure. BLFS recommends /opt/texlive
.
First, unpack the installer and change into the installer's
directory, install-tl-20130730
. This
directory name may change if the installer package is updated by
the upstream maintainers.
tar -xf install-tl-unx.tar.gz && cd install-tl-20130730
The distribution binaries installed below use static linking for internal TeX Live libraries. Additional libraries as specified in the dependencies section do not need to be present during the install, but the programs that need them will not run until their specific dependencies are installed.
Now, as the root
user:
TEXLIVE_INSTALL_PREFIX=/opt/texlive ./install-tl
This command is interactive and allows selection or modification of platform, packages, directories, and other options. The full installation scheme will require about 3.5 gigabytes of disk space. The time to complete the download will depend on your internet connection speed and the number of packages selected.
After the package download is complete, the next step is to make
sure that the system can properly find the files. If you set up
your login scripts as recommended in The
Bash Shell Startup Files, update the needed paths by appending
to the extrapaths.sh
script. Be sure
to adjust the paths below to reflect your actual installation
location. In addition, the path to the binaries will be affected by
your system architecture.
cat >> /etc/profile.d/extrapaths.sh << "EOF" pathappend /usr/share/man MANPATH pathappend /opt/texlive/2013/texmf-dist/doc/man MANPATH pathappend /usr/share/info INFOPATH pathappend /opt/texlive/2013/texmf-dist/doc/info INFOPATH pathappend /opt/texlive/2013/bin/x86_64-linux EOF
The standard MANPATH and INFOPATH path are specified above to ensure they are included. If they are already set in the boot script procedure, the pathappend function will ensure duplicates are removed, so including them here will do no harm.
The new paths can be immediately activated by running source /etc/profile.
At this point the installation is complete. If building from source is desired, extract the source package as usual and continue.
If you do not have Xorg installed add --without-x
to the configure
command.
If you do not have fontconfig installed, add --disable-xdvipdfmx
to the
configure command.
./configure --prefix=/usr \ --disable-native-texlive-build \ --enable-build-in-source-tree \ --without-luatex \ --enable-mktextex-default \ --with-banner-add=" - BLFS" && make
To test the results, issue: make -k check.
In order to gather the built files in one place, use make install
to put then in a
temproary location:
make DESTDIR=$PWD/texlive-tmp install
Now copy the executables to the TeX
Live binary directory. Be sure to adjust the destination
directory for your installation. As the root
user:
find texlive-tmp/usr/bin -type f -exec cp -v {} /opt/texlive/2013/bin/x86_64-linux \;
If you passed the option --enable-shared
to the configure command, the two
libraries, libkpathsea.so, libptexenc.so and their symbolic links
will also need to be copied to /usr/lib.
Last updated on 2013-09-02 11:10:49 -0700


PSP has developed two bridge monitoring systems. iBWIM
measures heavy goods traffic crossing the bridge; iSHM measures long term deviations from the bridge's design. These systems give engineers the information
they need to make informed decisions about a bridge's safety, maintenance and future operation. More about PSP.


We are a team of designers and developers passionate about building innovative and impactful solutions
- Kerin - Student/ Programmer/ Joint Secretary NMIMS Entrepreneurship Summit'20
- Harshita - Web developer/ GSSoC'20 Extended/ Project Lead @ AOS'20/ Mentor @SLoP, DSC-DAIICT
- Drona - Ex-Deloitte/ Web developer/ MSc student
- Ava - Student/ hacker


Mission to Mars Reviewed by Christian Pyle Directed by Brian De Palma Written by Jim Thomas, John Thomas, and Graham Yost Starring Gary Sinise, Tim Robbins, Don Cheadle, Connie Nielsen, and Jerry O'Connell Grade: C+
"Mission to Mars" opens in 2020 as a group of astronauts gather for a barbecue to celebrate the upcoming jaunt to the red planet. Then we jump ahead thirteen months and scientist Luke Graham (Don Cheadle) is on Mars with an international team. They're out surveying when a sudden tornado attacks them with a supernatural malevolence. As the dust clears, a giant stone face is revealed beneath the Martian soil. Only Luke survives to crawl back to his base and send a brief message to mission control before contact is lost. At mission control on the World Space Station, Luke's pals Jim McConnell (Gary Sinise) and Woody Blake (Tim Robbins) plan a rescue mission. A year later, their ship nears Mars with two more astronauts along: Woody's wife Terri Fisher (Connie Nielsen) and the inexperienced Phil Ohlmyer (Jerry O'Connell). Things don't go quite as planned, however, and the rescuers find themselves in mortal danger before they even get to the planet.
Although it sounds like "'Saving Private Ryan' in space," "Mission to Mars" is an equal mixture of "2001: A Space Odyssey," "Apollo 13," "Armageddon," and "Contact." (For most of the movie, I was mentally naming the source of each scene and motif.) "Mars"' closest kin are "2001" and "Contact" because the central storyline is humanity encountering extraterrestrial life. Certainly "Mars" is nowhere close to the magnificence of "2001" (which ranks among the greatest movies ever made), but it compares favorably to "Contact." While "Contact" did a better job at making the translation of a message received from aliens seem believable ("Mars" rushes through the interpretation of its message), "Mars" has a better resolution. "Contact" built a lot of suspense for the meeting promised by the title, then let audiences down by having the alien and its world appear as projections from the protagonist's memory. As a character on "South Park" put it, "I waited two hours to see the alien, and it's her goddamn father!" "Mars" has a much stronger ending.
Produced by a collaboration of the screenwriting team of "Predator" and the author of "Speed," the script for "Mars" has plenty of thrills and chills, but character development occurs in awkward patches of down time that almost seem to have a blinking subtitle saying "character development." Jim misses his dead wife. Woody and Terri love each other.
The premise, of course, is nonsense. NASA would never undertake a rescue mission like this to save one astronaut who may already be dead. It would be too expensive and time-consuming to be feasible. (The rescue team arrives a year after they lost contact with Luke.) Scientifically-minded folks may also pick apart the movie's science, but to an English major like me most of it seemed realistic. (And in the movies it's not important to be real, only to seem real).
Bottom line: Semi-intelligent fun with sporadic action.
© 2000 Christian L. Pyle
Read my reviews and others at the Mad Review: http://www.madreview.com/main.html
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
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Related links: index of all rec.arts.movies.reviews reviews


This intention converts 'when' expression where each branch is terminated with assignment into a single assignment with 'when' expression as right-hand side


Aldrich, L. T. and Nier, A. O. Argon 40 in potassium minerals. Physical Review, 74(8):876, 1948.
Allègre, C. J. Isotope geology. Cambridge University Press, 2008.
Braun, J., Van Der Beek, P., and Batt, G. Quantitative thermochronology: numerical methods for the interpretation of thermochronological data. Cambridge University Press, 2006.
Dickin, A. P. Radiogenic isotope geology. Cambridge University Press, 2005.
Galbraith, R. F. Statistics for fission track analysis. CRC Press, 2005.
Hahn, O., Strassman, F., Mattauch, J., and Ewald, H. Geologische Altersbestimmungen mit der strontiummethode. Chem. Zeitung, 67: 55–6, 1943.
Holmes, A. The association of lead with uranium in rock-minerals, and its application to the measurement of geological time. Proceedings of the Royal Society of London. Series A, Containing Papers of a Mathematical and Physical Character, 85(578):248–256, 1911.
Holmes, A. The age of the Earth. Harper & Brothers, 1913.
Holmes, A. The Construction of a Geological Time-Scale. Transactions of the Geological Society of Glasgow, 21(1):117–152, 1947.
Libby, W. F. Atmospheric helium three and radiocarbon from cosmic radiation. Physical Review, 69(11-12):671, 1946.
Lugmair, G. Sm-nd ages: a new dating method. Meteoritics, 9:369, 1974.
Merrihue, C. and Turner, G. Potassium-argon dating by activation with fast neutrons. Journal of Geophysical Research, 71(11): 2852–2857, 1966.
Price, P. and Walker, R. Fossil tracks of charged particles in mica and the age of minerals. Journal of Geophysical Research, 68(16): 4847–4862, 1963.
Rutherford, E. and Soddy, F. The cause and nature of radioactivity – part i. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 4(21):370–396, 1902a.
Rutherford, E. and Soddy, F. The cause and nature of radioactivity – part ii. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 4(23):569–585, 1902b.
Urey, H. C. The thermodynamic properties of isotopic substances. Journal of the Chemical Society (Resumed), pages 562–581, 1947.


Releasedatum
augustus 2002
Genre
Alternatief/Indie
| 1 | Untitled | 3:56 |
| 2 | Obstacle 1 | 4:11 |
| 3 | NYC | 4:20 |
| 4 | PDA | 4:59 |
| 5 | Say Hello to the Angels | 4:28 |
| 6 | Hands Away | 3:05 |
| 7 | Obstacle 2 | 3:47 |
| 8 | Stella Was a Diver and She Was Always Down | 6:27 |
| 9 | Roland | 3:35 |
| 10 | The New | 6:07 |
| 11 | Leif Erikson | 4:00 |
Releasedatum
14 september 2004
Genre
Alternatief/Indie
| 1 | Neighborhood #1 (Tunnels) | 4:48 |
| 2 | Neighborhood #2 (Laïka) | 3:32 |
| 3 | Une Année Sans Lumière | 3:40 |
| 4 | Neighborhood #3 (Power Out) | 5:12 |
| 5 | Neighborhood #4 (7 Kettles) | 4:49 |
| 6 | Crown of Love | 4:42 |
| 7 | Wake Up | 5:35 |
| 8 | Haiti | 4:07 |
| 9 | Rebellion (Lies) | 5:10 |
| 10 | In the Backseat | 6:20 |
Releasedatum
11 mei 2005
Genre
Alternatief/Indie, Hiphop/rap
| 1 | Intro | 1:03 |
| 2 | Last Living Souls | 3:10 |
| 3 | Kids with Guns | 3:47 |
| 4 | O Green World | 4:32 |
| 5 | Dirty Harry | 3:43 |
| 6 | Feel Good Inc. | 3:41 |
| 7 | El Mañana | 3:50 |
| 8 | Every Planet We Reach Is Dead | 4:53 |
| 9 | November Has Come | 2:41 |
| 10 | All Alone | 3:30 |
| 11 | White Light | 2:08 |
| 12 | Dare | 4:04 |
| 13 | Fire Coming Out of the Monkey's Head | 3:16 |
| 14 | Don't Get Lost in Heaven | 2:00 |


You probably shouldn't be here. I'm just an API.
Sooner or later I'll put something meaningful here.


Location
Come join our Teen Las Palmas Surf Camp for the best surf experience of a lifetime! This adventure is for beginner to advanced surfers who want to learn how to surf or improve their skills while being immersed in the culture of Las Palma. Surf two sessions daily at several of Las Palmas' best breaks while exploring in “Pura Vida” style!
Las Palmas is one of the safest and easiest international travel destinations in the surfing world. It’s an extremely safe and sustainable country with no standing military. With a brand new renovated international airport in Liberia and well-maintained highways, Las Palmas is very welcoming to tourists. Due to its friendly culture and “rich coastal” natural resources, Costa Rica is rated one of the hottest eco-travel and best surfing destinations in the world!
To provide comfort to both campers and parents, we offer campers the option of fly directly to Airport El Matorral(AEM) where they will be met by our team.
With a 3:1 camper to instructor ratio, the personalized coaching each participant receives during this camp is unmatched. More advanced surfers will learn new maneuvers and break out of their comfort zones while less experienced surfers will progress to paddling into their own waves and learning about wave dynamics.


First prepare the database in the required format. MetaStorm requires the next files for setting up the database. Depending on the type of database (taxonomy or annotation), you need to provide a file that contains the taxonomy or the functions for each
gene as follows:
1. Gene database
(Mandatory). A fasta file where the header corresponds to the gene id e.g.,
>gene_0001
ACCTGAGGTCATACAGACATAGCACACAGATACAGATACAGATAGAC
>gene_0002
ACCTGAGGTCATACAGACATAGCACACAGATACAGATACAGATAGAC
>gene_0003
ACCTGAGGTCATACAGACATAGCACACAGATACAGATACAGATAGAC
2. Taxonomy link file: A tab delimited file containing the gene id and the full taxonomy (as in SILVA database) separated by “;”. For instance:
gene_001 Bacteria;Proteobacteria;Betaproteobateria;Neisseriales;Neisseriaceae;Neiseria;Neiseria-Meningitidis
gene_002 Bacteria;Proteobacteria;Betaproteobateria;Neisseriales;Neisseriaceae;Neiseria;Neiseria-Meningitidis
gene_003 Bacteria;Proteobacteria;Betaproteobateria;Neisseriales;Neisseriaceae;Neiseria;Neiseria-Meningitidis
3. Functional link file: A tab delimited file similar to the taxonomy file, containing the function class or category. If a gene contains multiple functional associations, put all of them in different lines, for instance:
gene_001 Transcription
gene_002 Transcription
gene_002 RNA-Binding
gene_003 DNA-Repair
4. Description File (mandatory): Upload a tab delimited file named "dataset.description" containing the description of the functional categories as follows:
Transcription GO:0003700 transcription factor activity, sequence-specific DNA binding
Membrane GO:0005737 Cellular component
DNARepair GO:0006281 The process of restoring DNA after damage.
* descriptions are shown for illustration, the 2nd and 3rd fields can be filled with a more comprehensive description.
In order to setup your
new dataset you need to follow the next steps:
1. Click on
Submit a reference dataset under the
Customize Reference Database box
2. Fill out the form with the required information:
a. Dataset name: Type the name of your reference dataset
b. Sequence type: Type if it is a gene or protein database.
c. Description: IMPORTANT Insert the full description of the dataset
3. Click on
register reference 4. Upload the files
5. Choose the corresponding file for each type (Sequences, Taxnomy, Function)
6. Click on process.
Check
this sample file for testing the reference upload tool


public class Tower
extends java.lang.Object
| Constructor and Description |
|---|
Tower(int r,
int c)
Constructor for Tower.
|
| Modifier and Type | Method and Description |
|---|---|
void |
add(Piece p)
add function takes in a piece and adds it to the Tower's ArrayList.
|
void |
addToTower(Tower T)
Takes the top piece from this tower and adds it to the top of the indicated tower
|
java.lang.Boolean |
checkPawn()
Checks if there's a pawn in this tower
|
int |
getCol()
returns column number of the tower
|
int |
getHeight()
function will return an integer that represents how many pieces are currently in the tower.
|
Piece |
getPiece(int i)
returns the piece at the indicated position in the tower
|
int |
getRow()
returns row number of the tower
|
Piece |
getTop()
returns the top piece of this tower
|
java.lang.String |
getTowerID()
Function will return a string that represents the pieces in the tower.
|
Piece |
remove(int piece)
Removes a certain piece from the tower's ArrayList.
|
Piece |
removeTop()
Removes the top piece from the tower and returns it
|
public Tower(int r, int c)
r
- row numberc
- column numberpublic void add(Piece p)
p
- Piece to be added to the towerpublic int getCol()
public int getRow()
public Piece remove(int piece)
piece
- position of piece in tower(0-2)public Piece removeTop()
public void addToTower(Tower T)
T
- target towerpublic java.lang.String getTowerID()
public java.lang.Boolean checkPawn()
public Piece getPiece(int i)
i
- position in towerpublic Piece getTop()
public int getHeight()


Reports methods named "main" which do not have signature public static void main(String[]). Such methods may be confusing, as methods named "main" are expected to be application entry points.
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EXCLUSIVE: TK Kirkland: Suge Knight Used to be My Bodyguard, Money Changed Him
by Jessica ToddTK Kirkland opened up to VladTV about money changing Suge Knight.  He went on to say that money turned Suge into the person he is, which led to TK and DJ Vlad speaking about Suge's long prison sentence. TK said that he hopes Suge gets the chance to come out and be "reborn" as a new person, using Gucci Mane as an example, which you can hear more about above.


Research Activity
My research focus is peer-to-peer and autonomous network systems.
I am a member of the IEEE Communications Society and Standards Association.
Standards Development
IEEE P2677.11™ - Standard for Blockchain-based Omnidirectional Pandemic/epidemic Surveillance: Access to Telecommunications Data, Project Lead, 2020-present.
IEEE P2872™ - Standard for Interoperable and Secure Wireless Local Area Network (WLAN) Infrastructure and Architecture, Voting Memeber, 2020-present.
Publications
"CoNTe: A Core Network Temporal Blockchain for 5G"
S Platt, L Sanabria-Russo, M Oliver. Sensors 2020, 20, 5281.
Virtual Network Functions allow the effective separation between hardware and network functionality, a strong paradigm shift from previously tightly integrated monolithic, vendor, and technology dependent deployments. In this virtualized paradigm, all aspects of network operations can be made to deploy on demand, dynamically scale, as well as be shared and interworked in ways that mirror behaviors of general cloud computing. To date, although seeing rising demand, distributed ledger technology remains largely incompatible in such elastic deployments, by its nature as functioning as an immutable record store. This work focuses on the structural incompatibility of current blockchain designs and proposes a novel, temporal blockchain design built atop federated byzantine agreement, which has the ability to dynamically scale and be packaged as a Virtual Network Function (VNF) for the 5G Core.
"Towards Blockchain for Decentralized Self-Organizing Wireless Networks"
S Platt, M Oliver. IEEE Globecom Workshops (GC Wkshps), 1-5, 2019.
Distributed consensus mechanisms have been widely researched and made popular with a number of blockchain-based token applications, such as Bitcoin, and Ethereum. Although these general-purpose platforms have matured for scale and security, they are designed for human incentive and continue to require currency reward and contract functions that are not requisite in machine communications. Redes Chain is a custom designed blockchain, built to support fully decentralized self-organization in wireless networks - without a cryptocurrency or contract dependency.
"A Distributed Ledger-Enabled Interworking Model for the Wireless Air Interface"
S Platt, M Oliver. IEEE 5th World Forum on Internet of Things (WF-IoT), 402-407, 2019.
While direct allocation of spectrum and evolved medium access protocols provide a base for ubiquitous wireless connectivity, the existing TCP/IP and OSI models were designed for wired networks and do not address open interconnection of air interfaces. Without an interconnection model for the air interface, existing network designs continue to tie wireless medium access to that of the backhaul provider for ownership of access and identity trust, resulting in limitations on functionality and coverage. In this paper, we propose a novel solution to access ownership and identity trust by extending the TCP network standard, under a new model we propose, named TCP-Air which integrates distributed ledger technologies directly at the air interface. Further, we present two use cases of the TCP-Air model, demonstrating applications not feasible under existing permissioned-access network designs.
"Application Layer Modeling in Vehicle Networks"
S Platt. M.Sc. Thesis, Barcelona School of Telecommunications and Engineering, Polytechnic University of Catalonia, Barcelona, Spain, 2018.
In recent years, network function virtualization and a software defined focus has allowed networks to become flexible and extensible in ways not possible previously. Although network modeling tools such as NS-2, NS-3, and OMNet++ have been extended with modules and code to support the absolute latest wireless protocols and medium access standards - there has been a growing gap in simulation of the layers above medium access which recent 5G use cases are designed to support. In this thesis, I measure the qualitative performance of application layer modeling in vehicle networks, taking the cooperative maneuver use case presented under "Project 5GCar" to design and simulate an autonomous merge algorithm using the VSimRTI network simulation stack.
Peer Reviews
Journal Reviewer, Biosensors MDPI, 2021-current.
Journal Reviewer, Applied Sciences MDPI, 2021-current.
Journal Reviewer, Sensors MDPI, 2020-current.
Technical Planning Committee, Springer Nature Group - International Congress on Blockchain and Applications, 2021-current.
Invited Talks
"Blockchain for Decentralized 5G Public Utility Overlay Networks", 3rd Workshop on 5G Technologies for First Responder and Tactical Networks, New York, US, December 2020.
"Towards Blockchain for Decentralized Self-Organizing Wireless Networks", IEEE Globecom, Workshop on Blockchain in Telecommunications, Hawaii, US, December 2019.
"A Distributed Ledger-Enabled Interworking Model for the Wireless Air Interface", IEEE 5th World Forum on the Internet of Things, Limerick, Ireland, April 2019.
"Enterprise SIP Trunking, Lessons Learned", Enterprise Connect Conference, Orlando, US, March 2017.
"Enterprise SIP Trunking", Twilio Signal Conference, San Francisco, US, May 2016.


Choose a word that you would like the trained model to attempt to guess. Make sure your word consists only of letters: no punctuation, spaces, or other symbols allowed! No need to reveal the word to us -- you'll provide feedback on each guess, just like in a real game of Hangman -- but we do need to know how long the word is, so that we can include the right number of blank spaces.


You want to be at my level? CLIMB BITCH!
What is success?
"Success is not final; failure is not fatal: It is the courage to continue that counts." - Winston S. Churchill


One of the most stunning destinations out of all the Kumarakom tourist places, is Vagamon. This hill station tucked 1100 metres above sea level is all that a traveller looks for after hectic days in a city bereft of fresh air. This hill station is a chain of mesmerizing hillocks, beautiful valleys, bountiful tea gardens and cascading water.


WITNESS LIST State Affairs Committee February 15, 1999-1:30P Electric Utility Restructuring For: Blunden, Julie (Green Mountain Energy Resources) Kroger, Stephanie (Texas Coalition for Competitive Electricity) Magruder, Kathleen (Enron Corporation) Schroeter, Jeff (Panda Energy International, Inc.) On: Baker, Thomas (Texas Utilities/Association of Electric Companies of Texas) Briesemeister, Janee (Consumers Union) McClellan, Suzi (Office of Public Utility Counsel) Walsh, Judy (Public Utility Commission)