public class Quaternion
extends java.lang.Object
| Constructor and Description |
|---|
Quaternion(float x,
float y,
float z,
float w) |
Quaternion(Matrix4f rot)
This inisitialises and constructs a Quaternion is relation to a rotation
matrix.
|
Quaternion(Vector3f axis,
float angle)
Constructs and initialises the Quaternion with a specified axis and angle.
|
| Modifier and Type | Method and Description |
|---|---|
Quaternion |
add(Quaternion q)
Basic quaternion addition.
|
Quaternion |
conjugate()
Negates the x, y, z, w elements of the
Quaternion . |
float |
dot(Quaternion q)
Calculates the dot product of current quaternion by another quaternion.
|
boolean |
equals(Quaternion q)
Compares two
Quaternions to see if they are equal. |
Vector3f |
getBack()
Gets the
Vector3f backward by rotating the negative z-axis by the current Quaternion . |
Vector3f |
getDown()
Gets the
Vector3f down by rotating the negative y-axis by the current Quaternion . |
Vector3f |
getForward()
Gets the
Vector3f forward by rotating the z-axis by the current Quaternion . |
Vector3f |
getLeft()
Gets the
Vector3f left by rotating the negative x-axis by the current Quaternion . |
Vector3f |
getRight()
Gets the
Vector3f right by rotating the x-axis by the current Quaternion . |
Vector3f |
getUp()
Gets the
Vector3f up by rotating the y-axis by the current Quaternion . |
float |
getW() |
float |
getX() |
float |
getY() |
float |
getZ() |
float |
length()
Calculates the total length of current quaternion.
|
Quaternion |
mul(float r)
Multiplies every element inside the quaternion by a specified float value.
|
Quaternion |
mul(Quaternion q)
Quaternion multiplication with another quaternion.
|
Quaternion |
mul(Vector3f v)
Quaternion multiplication with
Vector3f . |
Quaternion |
normalise()
Divides each element, x, y, z, w by the total length of the quaternion.
|
Quaternion |
normalLinearInterpolation(Quaternion dest,
float lerpFactor,
boolean shortest) |
Quaternion |
set(float x,
float y,
float z,
float w)
Sets the x, y, z, w elements inside the
Quaternion with their specified values |
Quaternion |
set(Quaternion q)
Sets current quaternion to a specified
Quaternion |
void |
setW(float w) |
void |
setX(float x) |
void |
setY(float y) |
void |
setZ(float z) |
Quaternion |
sphericalLinearInterpolation(Quaternion dest,
float lerpFactor,
boolean shortest)
More commonly known as
Slerp , spherical linear interpolation was introduced by
Ken shoemake, in context of quaternion interpolation for animating 3D rotation. |
Quaternion |
sub(Quaternion q)
Basic quaternion subtraction.
|
Matrix4f |
toRotationMatrix()
Initialises the
Matrix rotation by Quaternion x, y, w, z element values. |
public Quaternion(float x, float y, float z, float w)
public Quaternion(Vector3f axis, float angle)
Example: If you want to rotate your object horizontally, you must rotate it
around the y-axis
, this is because you're rotating AROUND the axis
and not ON the axis. If you wish to rotate vertically, you must rotate around the x-axis
.
axis
- The desired axis to rotate around on.
Example: Vector3f(1, 0, 0)
rotates around the x-axis.
angle
- The desired to rotate on.public Quaternion(Matrix4f rot)
rot
- The rotational Matrix
used whilst constructing the Quaternion
.public Quaternion normalLinearInterpolation(Quaternion dest, float lerpFactor, boolean shortest)
dest
- lerpFactor
- shortest
- public Quaternion sphericalLinearInterpolation(Quaternion dest, float lerpFactor, boolean shortest)
Slerp
, spherical linear interpolation was introduced by
Ken shoemake, in context of quaternion interpolation for animating 3D rotation. Thus, this refers
to constant-speed motion along unit-radius great circle arc.dest
- The destination quaternion.lerpFactor
- The linear interpolation factor.shortest
- Whether you want it to calculate shrotest possibly distance.Slerp
added to it.public Quaternion sub(Quaternion q)
q
- Quaternion to subtract current quaternion by.public Quaternion add(Quaternion q)
q
- Quaternion to add current quaternion by.public float dot(Quaternion q)
q
- Quaternion to multiple current quaternion by.public float length()
public Quaternion normalise()
length()
function within the method therefore you shouldn't
have to calcualte the length beforehand.Quaternion
with normalised values.public Quaternion conjugate()
Quaternion
.Quaternion
with conjugated values.public Quaternion mul(Quaternion q)
q
- Quaternion to multiple current quaternion by.public Quaternion mul(Vector3f v)
Vector3f
.v
- Vector3f
to multiply current Quaternion by.public Quaternion mul(float r)
r
- The float value to multiple the Quaternion
by.public boolean equals(Quaternion q)
Quaternions
to see if they are equal.q
- Quaternion
to compare current Quaternion
by.Quaternion
is equal to the parameterpublic Quaternion set(float x, float y, float z, float w)
Quaternion
with their specified valuesx
- The value to set the x-element to.y
- The value to set the y-element to.z
- The value to set the z-element to.w
- The value to set the w-element to.Quaternion
with updated values.public Quaternion set(Quaternion q)
Quaternion
q
- Quaternion to set current quaternion to.public Matrix4f toRotationMatrix()
Matrix
rotation by Quaternion
x, y, w, z element values.public Vector3f getForward()
Vector3f
forward by rotating the z-axis by the current Quaternion
.Vector3f
with forward value.public Vector3f getBack()
Vector3f
backward by rotating the negative z-axis by the current Quaternion
.Vector3f
with backward value.public Vector3f getUp()
Vector3f
up by rotating the y-axis by the current Quaternion
.Vector3f
with up value.public Vector3f getDown()
Vector3f
down by rotating the negative y-axis by the current Quaternion
.Vector3f
with down value.public Vector3f getRight()
Vector3f
right by rotating the x-axis by the current Quaternion
.Vector3f
with right value.public Vector3f getLeft()
Vector3f
left by rotating the negative x-axis by the current Quaternion
.Vector3f
with left value.public float getX()
Quaternion
x-element.public void setX(float x)
x
- The value to set the x-element to.public float getY()
Quaternion
y-element.public void setY(float y)
y
- The value to set the y-element to.public float getZ()
Quaternion
z-element.public void setZ(float z)
z
- The value to set the z-element to.public float getW()
Quaternion
w-element.public void setW(float w)
w
- The value to set the w-element to.


This tutorial will show you how to get started with the Dart programming language and the StageXL library.
The easiest way to write Dart applications is to use the Dart Editor provided by the Dart team. It is a lightweight editor based on Eclipse and you get full debugger support as well as nifty features like autocomplete suggestions, code navigation and refactoring.
Get the Dart Editor here: Getting Started With Dart Editor
Please download and install the editor, then continue with the next step.
Launch the Dart Editor and open the File / New Application menu. Enter the name of your application as well as the location in the file system where the application should be created. Be sure to select Web Application as the sample content of the application. Finish the wizard and you will get your first Dart web application.
Please look at the three files named in accordance to your application name. Those three files contain the Cascading Style Sheets (.css), the Dart source code (.dart) and the HTML document (.html) of your application. Right click on the HTML document and select Run in Dartium. A new browser window with your application will open and you have successfully finished this second step.An essential part of the Dart platform is the package manager called Pub. This package manager is built right into the Dart Editor and helps you to find and manage packages (also known as libraries). You can learn more about Pub here: Getting Started With Pub.
You don't have to know all the details about Pub, to continue just double click the pubspec.yaml file in your web application. Here you can enter the general information about your application, but let's focus on the Dependencies section below. Those dependencies are the packages (libraries) your application depends on. The first package (browser) is already configured and contains some bootstrap code to launch your application in different browsers. Now press the Add button and you will get asked about the name of the package you want to add. Please enter "stagexl" in lowercase and press the OK button.
All you have to do now is save the pubspec.yaml file by pressing CTRL-S. The Dart Editor will notice the change in your Pub configuration and automatically download and install the StageXL package. After a few seconds you should see a new stagexl folder under the packages folder.
You probably have a basic understanding of HTML, so the next step should be very easy. Double click the HTML file in your application to open it. You will see some easy markup for the sample application, you can remove stuff but please be cautious to not delete the two script references at the bottom of the file.
The StageXL library depends on a so called Canvas element in HTML. The Canvas element is the area where the content of your StageXL application will be drawn. Add the following markup to the HTML body to create an area with the size of 800x600 pixel:
<canvas id="stage" width="800" height="600"></canvas>
You are only one step away from being productive with Dart and StageXL. The easiest way to continue is to replace the dart code of the sample application with the code below. Now start the application and you should see a red circle on the screen.
To learn more about the StageXL library, please read the wiki article:
Introducing the core concepts of StageXL.
To learn more about the Dart language, please read this:
Idiomatic Dart
You can also learn from these StageXL samples:
Samples on GitHub
import 'dart:html' as html; import 'package:stagexl/stagexl.dart'; void main() { // setup the Stage and RenderLoop var canvas = html.querySelector('#stage'); var stage = new Stage(canvas); var renderLoop = new RenderLoop(); renderLoop.addStage(stage); // draw a red circle var shape = new Shape(); shape.graphics.circle(100, 100, 60); shape.graphics.fillColor(Color.Red); stage.addChild(shape); }


Unit 10: Evaluation of Instruction and Teachers
In this assignment, you will learn about evaluating instruction, teaching, and teachers. These topics raise issues that are both complex and controversial. This unit is intended to prepare you to engage with peers, colleagues, and administrators around these topics.
Some of you will have to adapt your role and context for this assignment. If you feel you cannot apply any of the concepts to your context, be sure to demonstrate sufficient understanding of the concepts to explain why they are not relevant
About the K-12 landscape in the US. Teacher accountability is evolving quickly in the US. Because the 7th edition of the text was published in 2013, it was likely written in 2012 or even 2011. Some aspects of the text are already out of date. Some information on the web is also getting quite outdated. This assignment is prepared to bring you up to speed with the current situation and prepare you to make sense of the many changes to come. This assignment is also intended to help teachers, administrators, and researchers learn to talk to each other about these potentially contentious topics. There will be tensions as state educational administrators simultaneously introduce new standards, tests, and accountability schemes. You need to be prepared!
Reiterate Your Context (By November 17)
Provide a short summary of your curricular aim and role for the benefit of your classmates and the instructor (so they don’t have to look back). You should also add any new insights about your curricular aim and context that have emerged as you have thought about it more in the previous assignment(s). What is it about your context that impacts the following questions: How do you or might you evaluate your own instruction? How will your instruction be evaluated? (Or, how will you evaluate the instruction of others?) Will one person’s instruction be compared to that of other teachers? You should be forming some informed opinions about this important topic by now.
Consider The Concepts (All Required By November 17)
Consider Evaluating Instruction
Read/Review the first part of Chapter 15 on evaluating instruction. As summarized on page 378, Popham describes two types of evidence that typically are or might be used to evaluate instruction:
Rearrange the two boxes below into the order that indicates which kind of evidence is most relevant to evaluating instruction in your context. In the space below, draw on the text to describe what each of these types of evidence might look like for you and make it clear why the first type of evidence is most relevant and the last is the least relevant. You likely want to revise this after completing the rest of the assignment.
Consider Using Classroom Assessment Evidence
Instruction is often evaluated by comparing what students know before the instruction to what they know after the instruction is given. Many educators have never actually evaluated their own instruction in this way. Many who do are surprised at what they discover. Students often do surprisingly well on pretests; in many classrooms, some students will score higher on pretests than other students score on the post-test. More generally, the use of pretests often reveals that students are not learning nearly as much as teachers would otherwise think they were learning.
There are two primary ways of using evidence from classroom assessments to evaluate instruction:
Drag the boxes into the order that indicates which design is most relevant and useful for you. In the text box below, describe how you might use each to evaluate your instruction and the advantages and disadvantages. Be sure to indicate why the first is more relevant and useful than the second.
Consider Instructional Sensitivity
One of the biggest challenges when evaluating instruction is having items that are sensitive to the curricular aim of the instruction. Even when items are aligned to the aim, they are often too easy or too hard for some (or even all) students. Popham does a nice job simplifying instructional insensitivity on pages 389-393, and then list six causes of instructionally insensitive items on 397-398.
Popham discusses instructional sensitivity in the context of external accountability tests, but instructional sensitivity is also a big challenge for classroom assessments. The challenge is somewhat different for the pre-posttest design using classroom assessments than it is for external accountability tests. Consider these sources of insensitivity in the context of whichever kind of evidence (classroom or accountability) you ranked as most relevant above.
Drag the boxes to indicate their order of relevance for your aim and context, and for evaluating instruction using evidence from classroom assessments or external accountability tests (whichever one you chose as most relevant above). In the text box below, add a brief justification for the cause that you felt was more relevant and the cause that you felt was least relevant, given your aim, context, and type of evidence.
Evaluating Teaching and Teachers
“In the last few years we have seen an enormous increase in the clamor for test-based teacher evaluation--that is, teacher appraisals in which the dominant (but not the only) determiner of a teacher’s quality is the performance of a particular teacher’s students on an externally imposed standardized achievement test” (Popham, p. 384).
Popham has a lot of opinions about test-based teacher evaluation in Chapter 15 and in this Oregon Live column. Popham’s big point in the chapter is that teachers should be evaluated using instructionally sensitive tests in concert with teacher made assessments. The challenge is that making accountability tests sufficiently “objective” for making high-stakes evaluations of teachers (as the US and many countries are trying to do) makes them less sensitive to a particular teacher’s instruction.
On page 386-387 Popham describes student growth percentiles introduced in the US with the 2002 No Child Left Behind act. He also describes some of the problems with using student growth percentiles. On pages 396-397, Popham describes the new value-added models which proponents say address the shortcomings of student growth percentiles. Popham argues that value added models are “regarded by most non-partisans as inappropriate for evaluating the quality of educators’ endeavors” (p. 396). For now in the US and some other countries, the “partisans” of value-added modeling have prevailed. Value-added evaluation of teachers is central element of the US Race to the Top initiative. Most states in the US belong to one of two large coalitions, which are developing new tests and value-added accountability policies that will be phased in over the coming years.
If value-added policies impact your work, you need to be familiar with the techniques and policies. Read the sections in Popham carefully, and then review the following resources on teacher evaluation. You are also encouraged to search for other resources on the Internet to share with your classmates.
As you review them, drag the boxes so that the resources that are most relevant to your aim and role appear first. Then, in the text box below, summarize the resource you find to be most relevant and explain why it is relevant given your aim, context, and role. If you find other resources, paste the links below and explain why they are relevant. If the resource you find is more relevant that the ones provided, please say so and explain why.
Big Ideas
Review the chapter, assignment, and your peers’ wikifolios. Also, read the Chapter Summary and What Teachers Need to Know. Come up with three big ideas. Number the ideas (1, 2, 3) and list them in order of importance to you, keeping in mind your role and context. Write a brief summary/explanation of each idea where you make it clear why they are relevant to you. These are the BIG ideas of the chapter not the more specific concepts listed above. You should refer to the What Teachers Need to Know…. section and the summary at the end of the chapter. Try to insert your experience and academic domain into this discussion.
OPTIONAL ELEMENTS (MOST BY NOVEMBER 17)
Self-Check
Take the self-check at the end of the chapter. Answer all of the questions without looking up the answers. If you can't answer the items you should go back over that section. Say a few words about the ones you got wrong and why.
Pondertime
Ponder the Pondertime questions. Do so in light of your role and aspirations and identify the question that is most relevant to you. Write a response to the most relevant question that includes an explanation of why it is most relevant to you. In particular consider how your role and domain impacted the relevance of the questions for you.
Reflection (By November 24)
Post three brief reflections. You should write a coherent reflection that demonstrates understanding of the concepts and how they related to your curricular aims and context. On your Wikifolio, be sure to label each of the three types of engagement as you present your reflection.
You are advised to begin drafting the reflections while you are working on the Wikifolio, and then to complete them before starting the next assignment. They should serve as a review and help you better connect the ideas of the chapter to your practice.
//***NO TEXT INPUT FIELD for the following...put the first two above the endorse/promote box
INTERACT WITH PEERS (ALL REQUIRED, November 17-21)
Endorse (by November 21)
While you are commenting, you should endorse at least three of your classmates’ Wikifolios for being complete. If your classmate has completed the required Consider the Concepts elements of the assignment, click the box that says Required Elements Completed. If your classmate has completed all of the optional elements (except for the reflection) click All Elements Completed.
Your own Wikifolios needs to be endorsed by at least one classmate to count towards course completion. If you completed your wikifolio and it was not endorsed by a classmate, email<EMAIL_ADDRESS>Promote (by November 21)
As part of reviewing and discussing, promote one (and only one) of your classmates’ Wikifolios as being exemplary from your perspective. Your reference group is whatever set you choose to review. Ideally you should select promote the one wikifolio that is exemplary out of your networking group. Click the box that indicates you wish to mark it as exemplary and indicate what was exemplary about it that helped you understand the chapter concepts.
This does not have to mean it was that best or even most complete. But rather it was an exemplary consideration of the chapter concepts in a way that helped you better understand them. A “leader” badge will be issued for each of the the three sections for the member of each networking group whose Wikifolio gets the most promotions.
//***NO TEXT INPUT FIELD for the following...put these above the comments box
Post Questions (by November 17)
Post at least one question as a comment to your classmates and the instructor that this assignment raised for you, given your role and setting. Try to not ask “known answer” yes/no questions. Rather ask questions that can get some discussion started.
Discuss (November 17-21)
Review the wikifolios of your groupmates and find ones that look interesting to you. Engage in discussion with them by posting questions or responding to their questions. Be sure to put responses in the box for responses. If there are multiple responses make it clear which response you are responding to. The goal here is to generate discussion threads that consider how the chapter concepts and considerations take on different meanings for different students.
END NO TEXT INPUT FIELD***///


Webview
Image will reload in
seconds.
Click on the image for a remote window.
PLEASE DO NOT HIT RELOAD!!


525 NE Grand Avenue<PHONE_NUMBER> starbucks.com
The Seattle-based, omnipresent coffeehouse chain can be credited with starting the trend in the US towards the Italian-style cafe with espresso drinks, way back in 1983. Since that time, there are over 26,000 of these shops around the world, so if consistency is what you are looking for, you will get it at Starbucks, and it will not be hard to find one close by.  When it comes to lavish, decadent lattes, nobody really competes with Starbucks.
7001 SE Milwaukie Avenue<PHONE_NUMBER> starbucks.com
The Seattle-based, omnipresent coffeehouse chain can be credited with starting the trend in the US towards the Italian-style cafe with espresso drinks, way back in 1983. Since that time, there are over 26,000 of these shops around the world, so if consistency is what you are looking for, you will get it at Starbucks, and it will not be hard to find one close by.  When it comes to lavish, decadent lattes, nobody really competes with Starbucks.
1301 NW 23rd Avenue<PHONE_NUMBER> starbucks.com
The Seattle-based, omnipresent coffeehouse chain can be credited with starting the trend in the US towards the Italian-style cafe with espresso drinks, way back in 1983. Since that time, there are over 26,000 of these shops around the world, so if consistency is what you are looking for, you will get it at Starbucks, and it will not be hard to find one close by.  When it comes to lavish, decadent lattes, nobody really competes with Starbucks.
720 SW Broadway<PHONE_NUMBER> starbucks.com
The Seattle-based, omnipresent coffeehouse chain can be credited with starting the trend in the US towards the Italian-style cafe with espresso drinks, way back in 1983. Since that time, there are over 26,000 of these shops around the world, so if consistency is what you are looking for, you will get it at Starbucks, and it will not be hard to find one close by.  When it comes to lavish, decadent lattes, nobody really competes with Starbucks.
8539 N Lombard Street<PHONE_NUMBER> starbucks.com
The Seattle-based, omnipresent coffeehouse chain can be credited with starting the trend in the US towards the Italian-style cafe with espresso drinks, way back in 1983. Since that time, there are over 26,000 of these shops around the world, so if consistency is what you are looking for, you will get it at Starbucks, and it will not be hard to find one close by.  When it comes to lavish, decadent lattes, nobody really competes with Starbucks.
4721 NE Columbia Boulevard<PHONE_NUMBER> dutchbros.com
This western US chain of drive-through coffee stands, founded in Grants Pass, OR, has a rabid following, often nicknamed the 'Dutch Mafia', who are absolutely wild about the friendly baristas, super-fast service, and fun vibe. It is not uncommon to hear loyal customers say that their experience at Dutch Bros is the best part of their day because the energy is so positive and up-beat. It is a young crowd, with a decidedly youthful enthusiasm, but any ages are welcome.Drive-thru chain known for specialty java and espresso drinks, plus teas and smoothies.
514 SE Belmont Street dutchbros.com
This western US chain of drive-through coffee stands, founded in Grants Pass, OR, has a rabid following, often nicknamed the 'Dutch Mafia', who are absolutely wild about the friendly baristas, super-fast service, and fun vibe. It is not uncommon to hear loyal customers say that their experience at Dutch Bros is the best part of their day because the energy is so positive and up-beat. It is a young crowd, with a decidedly youthful enthusiasm, but any ages are welcome.Drive-thru chain known for specialty java and espresso drinks, plus teas and smoothies.
2110 NW 23rd Avenue<PHONE_NUMBER> dutchbros.com
This western US chain of drive-through coffee stands, founded in Grants Pass, OR, has a rabid following, often nicknamed the 'Dutch Mafia', who are absolutely wild about the friendly baristas, super-fast service, and fun vibe. It is not uncommon to hear loyal customers say that their experience at Dutch Bros is the best part of their day because the energy is so positive and up-beat. It is a young crowd, with a decidedly youthful enthusiasm, but any ages are welcome.Drive-thru chain known for specialty java and espresso drinks, plus teas and smoothies.
5852 SW Beaverton Hillsdale Highway<PHONE_NUMBER> dutchbros.com
This western US chain of drive-through coffee stands, founded in Grants Pass, OR, has a rabid following, often nicknamed the 'Dutch Mafia', who are absolutely wild about the friendly baristas, super-fast service, and fun vibe. It is not uncommon to hear loyal customers say that their experience at Dutch Bros is the best part of their day because the energy is so positive and up-beat. It is a young crowd, with a decidedly youthful enthusiasm, but any ages are welcome.Drive-thru chain known for specialty java and espresso drinks, plus teas and smoothies.
5700 E 4th Plain Boulevard dutchbros.com
This western US chain of drive-through coffee stands, founded in Grants Pass, OR, has a rabid following, often nicknamed the “Dutch Mafia”, who are absolutely wild about the friendly baristas, super-fast service, and fun vibe. It’s not uncommon to hear loyal customers say that their experience at Dutch Bros is the best part of their day because the energy is so positive and up-beat. It’s a young crowd, with a decidedly youthful enthusiasm, but any ages are welcome.
808 NE Dekum Street<PHONE_NUMBER> woodlawncoffee.com
Located in a beautiful, century-old building at the burgeoning triple intersection (The Woodlawn Triangle) of Dekum, Durham, and NE 8th Ave, this cozy coffeehouse also makes delicious baked goods uses seasonal, organic ingredients. The interior is warm and old-timey, with wood floors and tables and an oldsaloon-esque bar. They serve stellar local coffee from Coava and Roseline roasters, as well as teas from Tao of Tea. A true neighborhood feel will put you at ease and feel like part of the family.
1725 NE Alberta Street<PHONE_NUMBER> baristapdx.com
Barista is in the heart of the popular Alberta district of NE Portland, offering carefully prepared and presented coffee drinks from a variety of excellent roasters. The baristas behind the beautiful long bar are top-notch, so you can expect high quality espresso here. The laid back atmosphere is punctuated by the quirky decor that gives the place a 19th century, old-timey feel.
3729 SE Hawthorne Boulevard<PHONE_NUMBER> thefreshpot.com
This is a quaint little cafe branch of the local mini-chain featuring loose-leaf teas, WiFi, a small library and local roasts. The fact that it is attached to Powells Books on Hawthorne gives it a classic bookish feel, a place you could hang out and read for awhile. The decor is simple and no-nonsense, with a row of comfy little tables along the wall and a few with a great look out the window for people watching on the busy Hawthorne strip.
8235 SE 13th Avenue<PHONE_NUMBER>
Either/Or is a bright, cheery little space in the Sellwood neighborhood presenting locally roasted coffee, espresso flights, handmade sodas and pastries. The baristas are some of the best in a city known for its great baristas - this place is highly touted internationally and the baristas have won top awards for their latte art and drink making. Befitting its name, Either/Or offers two daily choices of single-origin espresso from stellar local roasters such as Heart and Roseline, as well as signature, seasonal coffee cocktails. They are also responsible for making the wonderfully spicy Tanglewood chai, which one can find at many shops around town. This is a place for the coffee aficionado.
2387 NW Thurman Street<PHONE_NUMBER> thedragonflycoffeehouse.com
Cozy, open-early spot pairing its brews with pastries and more in a low-key space with plush seating, dolls, and pillows. It is a magical atmosphere, full of red, warm hues and lamps, vases, chandeliers, and potted plants. A small library of books, a stack of games and puzzles, and fun art on the walls make it an entertaining place to be. The large LOVE sign behind the bar befits the welcoming vibe of the baristas and in a sense defines this little neighborhood spot.
417 NW 21st Avenue<PHONE_NUMBER> sterlingcoffee.com
This tiny (VERY tiny) coffeehouse in the heart of the bustling Alphabet district features high quality, carefully crafted coffee drinks with their own varying roasts, which include a traditional espresso roast and a rotating single origin offering. The classic decor, with its white table-clothed small tables, small flower arrangements, gilded mirrors, and golden green wallpaper, give this place a European feel, somewhere between France and Italy. Besides the stellar coffee, their hot chocolate, using cocoa made from local artisan chocolate maker Cacao, is the top-rated in town.
1225 SW 19th Avenue<PHONE_NUMBER> goosehollowinn.com
This family-run coffeehouse in the cute, residential Goose Hollow neighborhood offers breakfast sandwiches and homey touches like plush chairs, couches and chess tables. Located in a beautiful old house, this place is the picture of cozy comfort, with lots of tiny corners to disappear into, as well as a porch where you can relax on warm days. Known by its regularsas'The Hof', it is a hidden gem of Portland.
537 SW 12th Avenue<PHONE_NUMBER> heartroasters.com
The western outpost of these highly-renowned, innovative local roasters serves top-notch, carefully crafted espresso drinks for the true aficionado. Its industrial-chic quarters are stark but welcoming, and the bar along the window is a great place to sidle up for some laptop work or reading. The bustling indoor atmosphere and high volume music makes the place feel alive, but you can also opt for a quiet, modern designed table outside on the sidewalk. Heart is fast becoming a local landmark in a city renowned for its excellent coffee.
8716 N Lombard Street<PHONE_NUMBER> annabannanascafe.com
Laid-back is the key word at Anna Bannanas - the sign outside says to come in and “catch a breath”, while the owners are the self-proclaimed “champions of chill”. It’s got an eclectic, bohemian assortment of comfy furniture, with a lived-in quality that is the absolute opposite of industrial-chic. The framed picture of Jerry Garcia is a clue to the old hippie vibe that subtly inhabits the place, as does the whimsical artwork on the old brick walls and the little castle for kids to play in. Though the place is usually crowded, its got a lot of space to accommodate them.
7530 N Willamette Boulevard<PHONE_NUMBER> cathedralcoffee.com
A bit off the beaten path of downtown St Johns, Cathedral Coffee is a hidden gem that serves carefully crafted, beautifully poured espresso drinks and quality coffee. The interior is a combination of simple and bohemian, traditional and modern, hip and down-home. The huge mural depicting graffiti tags and the St Johns bridge anchors them as a solidly neighborhood spot that gives the feeling of being in the heart of St Johns, even if you’re not. The coffee here is top- notch and will impress any aficionado out there - and well worth the trip up north.


Met. Office Rainfall and Evaporation Calculation System - MORECS
The only operational nationwide service giving assessments of
rainfall, evaporation and soil moisture in real time.
At the heart of the MORECS system is a complicated equation which
calculates the soil moisture and evaporation values from
measurements of temperature, sunshine, wind and humidity. The
equation also allows for local variations in soil type and the
crops being grown on the land.
MORECS calculates the soil state and evaporation for both a 40
km by 40 km grid nation-wide on a weekly operational basis and
at individual weather recording sites for hindsight studies. The
operational MORECS results can be automatically faxed to
customers or sent by post.
Some examples of the uses of MORECS include:
Water Authorities
- Helping to predict river flow and input to river flow models.
- Predicting evaporation from open reservoirs
Environment
- Estimating leachate from landfill sites.
Insurance
- Helping in the servicing of subsidence claims
Agriculture
- Assessing drought stress in crops.
- Ensuring chemicals are applied when the soil moisture is most
suitable.
- Balance sheet irrigation scheduling by combining evaporation
figures with rainfall measurements.
- Trafficability: single station MORECS can help assess the value
of low ground-pressure tyres.
For further information please contact:
- Claudine Walduck
- Room 124b
- The Met. Office
- London Road
- Bracknell
- Berks.
- RG12 2SZ.
- Tel. +44 (0)1344 856857 Fax. +44 (0)1344 856151 Email<EMAIL_ADDRESS>James Barrott |<EMAIL_ADDRESS>| Last updated: 12 October 1995 | © Crown Copyright 1995


Oculus Quest is the world's first all-in-one gaming system built for virtual reality. You can now play almost anywhere with just a VR headset and controllers.
Notify MeSimply set up the device with your Oculus mobile app, and Oculus Quest has everything you need to explore VR out of the box. Suit up and game on.
Take your first steps in a new world. Oculus insight tracking instantly reflects your movements in VR. Slash through enemy hordes, duck under obstacles and charge into the heart of every experience.
Grab what you need, toss aside what you don't and feel the rumble of every impact. Oculus Touch controllers recreate your hands, their gestures and interactions precisely, so every game is real enough to reach out and touch.


Hey all, I have an app idea that will benefit both worlds ,just tell me where to post, and whom to contact, I need someone who is an app developer and block chain expert, I think my idea was already forwarded to business department,but that was 3 weeks ago. I will post the ...


--- layout: default officecolor: "#4C9509" office: Information Innovation Office (I2O) ---
The goal of the Leveraging the Analog Domain for Security (LADS) program is to develop new cybersecurity capabilities by exploring the intersection of the analog and digital domains. The high-level vision is that the combination of analog signal analysis (e.g., as used in side-channel attacks) and program analysis techniques will enable high-fidelity, high-accuracy introspection of embedded and mission-specific devices (EMSDs) by an external monitoring device, and that such introspection will enable the detection of a variety of adversaries. Although the primary focus is on EMSDs, the program is also interested in the application of such techniques in traditional information technology (IT) devices.
Program Manager: Dr. Angelos Keromytis
Contact<EMAIL_ADDRESS>The content below has been generated by organizations that are partially funded by DARPA; the views and conclusions contained therein are those of the authors and should not be interpreted as necessarily representing the official policies or endorsements, either expressed or implied, of DARPA or the U.S. Government.
Report a problem<EMAIL_ADDRESS>Last updated: Jun 16, 2017
| Team | Title | Link |
|---|---|---|
| Georgia Institute of Technology, Northrop Grumman | Zero-Overhead Profiling via EM Emanations | http://alenka.ece.gatech.edu/wp-content/uploads/sites/463/2016/09/ZoP.pdf |
| Georgia Institute of Technology, Northrop Grumman | Spectral Profiling: Observer-Effect-Free Profiling by Monitoring EM Emanation | http://alenka.ece.gatech.edu/wp-content/uploads/sites/463/2016/08/MICRO16.pdf |
| Georgia Institute of Technology, Northrop Grumman | A method for finding frequency-modulated and amplitude-modulated electromagnetic emanations in computer systems | http://alenka.ece.gatech.edu/wp-content/uploads/sites/463/2016/11/TEMC-074-2016.pdf |
| Georgia Institute of Technology, Northrop Grumman | Path Loss Prediction for Electromagnetic Side-Channel Signals | http://alenka.ece.gatech.edu/wp-content/uploads/sites/463/2017/02/EUCap17.pdf |
| Riverside Research | Characterization of a Riscure 1-GHz Low Sensitivity Probe for Side Channel Analysis | http://spie.org/Publications/Proceedings/Paper/10.1117/12.2262121 |
| Riverside Research | Extraction and Validation of Algorithms from Analog Side-Channels | http://spie.org/Publications/Proceedings/Paper/10.1117/12.2262113 |
| Georgia Institute of Technology, Northrop Grumman | EDDIE: EM-Based Detection of Deviations in Program Execution | http://alenka.ece.gatech.edu/wp-content/uploads/sites/463/2017/06/ISCA17.pdf |
| Georgia Institute of Technology, Northrop Grumman | Leveraging Electromagnetic Emanations for IoT Security | http://pwp.gatech.edu/ece-alenka/wp-content/uploads/sites/463/2017/06/Leveraging-Electromagnetic-Emanations-for-IoT-Security.pdf |


JavaScript is disabled on your browser.
Skip navigation links
Overview
Package
Class
Use
Tree
Deprecated
Index
Help
Prev Letter
Next Letter
Frames
No Frames
All Classes
A
B
C
E
F
G
H
I
L
M
N
O
P
R
S
T
U
V
W
Y
N
NoArgs
- Class in
org.barghos.core.event
notAbove(int, int)
- Static method in class org.barghos.core.
Check
notAbove(long, long)
- Static method in class org.barghos.core.
Check
notAbove(float, float)
- Static method in class org.barghos.core.
Check
notAbove(double, double)
- Static method in class org.barghos.core.
Check
notAbove(int, int...)
- Static method in class org.barghos.core.
Check
notAbove(long, long...)
- Static method in class org.barghos.core.
Check
notAbove(float, float...)
- Static method in class org.barghos.core.
Check
notAbove(double, double...)
- Static method in class org.barghos.core.
Check
notAboveOOO(int, int...)
- Static method in class org.barghos.core.
Check
notAboveOOO(long, long...)
- Static method in class org.barghos.core.
Check
notAboveOOO(float, float...)
- Static method in class org.barghos.core.
Check
notAboveOOO(double, double...)
- Static method in class org.barghos.core.
Check
notBelow(int, int)
- Static method in class org.barghos.core.
Check
notBelow(long, long)
- Static method in class org.barghos.core.
Check
notBelow(float, float)
- Static method in class org.barghos.core.
Check
notBelow(double, double)
- Static method in class org.barghos.core.
Check
notBelow(int, int...)
- Static method in class org.barghos.core.
Check
notBelow(long, long...)
- Static method in class org.barghos.core.
Check
notBelow(float, float...)
- Static method in class org.barghos.core.
Check
notBelow(double, double...)
- Static method in class org.barghos.core.
Check
notBelowOOO(int, int...)
- Static method in class org.barghos.core.
Check
notBelowOOO(long, long...)
- Static method in class org.barghos.core.
Check
notBelowOOO(float, float...)
- Static method in class org.barghos.core.
Check
notBelowOOO(double, double...)
- Static method in class org.barghos.core.
Check
notEmpty(List<A>)
- Static method in class org.barghos.core.
Check
notEmpty(A[])
- Static method in class org.barghos.core.
Check
notEmpty(String)
- Static method in class org.barghos.core.
Check
notEqual(boolean, boolean)
- Static method in class org.barghos.core.
Check
notEqual(int, int)
- Static method in class org.barghos.core.
Check
notEqual(long, long)
- Static method in class org.barghos.core.
Check
notEqual(float, float)
- Static method in class org.barghos.core.
Check
notEqual(double, double)
- Static method in class org.barghos.core.
Check
notEqual(String, String)
- Static method in class org.barghos.core.
Check
notEqual(A, A)
- Static method in class org.barghos.core.
Check
notEqual(boolean, boolean...)
- Static method in class org.barghos.core.
Check
notEqual(int, int...)
- Static method in class org.barghos.core.
Check
notEqual(long, long...)
- Static method in class org.barghos.core.
Check
notEqual(float, float...)
- Static method in class org.barghos.core.
Check
notEqual(double, double...)
- Static method in class org.barghos.core.
Check
notEqual(String, String...)
- Static method in class org.barghos.core.
Check
notEqual(A, A...)
- Static method in class org.barghos.core.
Check
notEqualOOO(boolean, boolean...)
- Static method in class org.barghos.core.
Check
notEqualOOO(int, int...)
- Static method in class org.barghos.core.
Check
notEqualOOO(long, long...)
- Static method in class org.barghos.core.
Check
notEqualOOO(float, float...)
- Static method in class org.barghos.core.
Check
notEqualOOO(double, double...)
- Static method in class org.barghos.core.
Check
notEqualOOO(String, String...)
- Static method in class org.barghos.core.
Check
notEqualOOO(A, A...)
- Static method in class org.barghos.core.
Check
notFalse(boolean)
- Static method in class org.barghos.core.
Check
notFalse(boolean...)
- Static method in class org.barghos.core.
Check
notFalseOOO(boolean...)
- Static method in class org.barghos.core.
Check
notInBetween(int, int, int)
- Static method in class org.barghos.core.
Check
notInBetween(long, long, long)
- Static method in class org.barghos.core.
Check
notInBetween(float, float, float)
- Static method in class org.barghos.core.
Check
notInBetween(double, double, double)
- Static method in class org.barghos.core.
Check
notInBetween(int, int, int...)
- Static method in class org.barghos.core.
Check
notInBetween(long, long, long...)
- Static method in class org.barghos.core.
Check
notInBetween(float, float, float...)
- Static method in class org.barghos.core.
Check
notInBetween(double, double, double...)
- Static method in class org.barghos.core.
Check
notInBetweenOOO(int, int, int...)
- Static method in class org.barghos.core.
Check
notInBetweenOOO(long, long, long...)
- Static method in class org.barghos.core.
Check
notInBetweenOOO(float, float, float...)
- Static method in class org.barghos.core.
Check
notInBetweenOOO(double, double, double...)
- Static method in class org.barghos.core.
Check
notInRange(int, int, int)
- Static method in class org.barghos.core.
Check
notInRange(long, long, long)
- Static method in class org.barghos.core.
Check
notInRange(float, float, float)
- Static method in class org.barghos.core.
Check
notInRange(double, double, double)
- Static method in class org.barghos.core.
Check
notInRange(int, int, int...)
- Static method in class org.barghos.core.
Check
notInRange(long, long, long...)
- Static method in class org.barghos.core.
Check
notInRange(float, float, float...)
- Static method in class org.barghos.core.
Check
notInRange(double, double, double...)
- Static method in class org.barghos.core.
Check
notInRangeOOO(int, int, int...)
- Static method in class org.barghos.core.
Check
notInRangeOOO(long, long, long...)
- Static method in class org.barghos.core.
Check
notInRangeOOO(float, float, float...)
- Static method in class org.barghos.core.
Check
notInRangeOOO(double, double, double...)
- Static method in class org.barghos.core.
Check
notNull(A)
- Static method in class org.barghos.core.
Check
notNull(A...)
- Static method in class org.barghos.core.
Check
notNullOOO(A...)
- Static method in class org.barghos.core.
Check
notNullOrEmpty(String)
- Static method in class org.barghos.core.
Check
notNullOrEmpty(A[])
- Static method in class org.barghos.core.
Check
notNullOrEmpty(List<A>)
- Static method in class org.barghos.core.
Check
notTrue(boolean)
- Static method in class org.barghos.core.
Check
notTrue(boolean...)
- Static method in class org.barghos.core.
Check
notTrueOOO(boolean...)
- Static method in class org.barghos.core.
Check
A
B
C
E
F
G
H
I
L
M
N
O
P
R
S
T
U
V
W
Y
Skip navigation links
Overview
Package
Class
Use
Tree
Deprecated
Index
Help
Prev Letter
Next Letter
Frames
No Frames
All Classes


Enter a Unix time, or any description of a time:
By Craig Anderson of UHF 62. Get the code on GitHub.


Home
(current)
News
Sign in
Alert
DAY
Search
Email
Password
First radio
Second radio
Third disabled radio
Checkbox
Example checkbox
Sign in


{% extends 'base.html' %} {% block title %}API - Endpoint Documentation - {{page}}{% endblock %} {% block head %}
This API is also used by the webapp, so refer to that if parts of this document are unclear.
All request paths are based on the prefix . Request fields should be passed as query parameters for GET
requests and JSON form bodies for POST
requests.
All requests may also return an error response. The error response has a field error
which contains two fields, code
and message
. code
is a numeric error code, and message
is a description of the error.
| {{field.name}} |
{% if field.optional %}opt{% endif %}
{% if field.nullable %}null{% endif %}
{% if field.range %}{{field.range}}{% endif %}
{{field.description | render}}
|
| {{field.name}} |
{% if field.optional %}opt{% endif %}
{% if field.nullable %}null{% endif %}
{% if field.range %}{{field.range}}{% endif %}
{{field.description | render}}
|


Each trial of the task requires you to make one response.
As shown in the diagram below, before each trial begins you will see an asterisk, then you will see a word written at the center of the screen.
Your job is to report the color of that word as quickly and accurately as possible, using the buttons indicated in the diagram below.
'A' = red           'S' = blue           'J' = green           'K' = yellow


🇲🇾
👾
🏀
🚲
🖌
👟
💻
🖊
🎙
🦊
🥑
🧗
🏳🌈
Disclaimer
This talk is purely a sharing based off my personal experiences and I do not believe this represents the full picture of the situation in my region.
I am also by no means an expert on accessibility but I am trying my best to learn and get better at it.
To be honest, I'm fairly nervous about this talk, because not only is it a completely new talk I've never given before. But it is also about a topic that I'm nowhere as confident in my knowledge as compared to something like CSS or basketball.
I'm fairly certain there are folks in the audience who are way better at this than I am, and if there is anything I mention that you think is not correct, please let me know, I really want to get better at this.
a11y
There are a number of numeronyms relevant to the web, like i18n, for example, but I like the one for accessibility because it also looks like the word “ally”, which is just so apt, in my opinion.
My understanding of web accessibility is to make your websites or web applications usable by as many people as possible.
There is that inevitable association of accessibility as relevant only for folks with disabilities but it's much broader than that. I know from personal experience that all of us are simply temporarily abled.
You could fall ill or be injured. You could just happen to carrying something with one hand and trying to use your phone on the other. You might end up in a place with a bad connection. All of these circumstances should not block you from accessing information.
Web Accessibility Initiative (WAI)
Accessibility is essential for developers and organizations that want to create high quality websites and web tools, and not exclude people from using their products and services.
https://www.w3.org/WAI/
The World Wide Web Consortium (W3C) places a strong emphasis on making the web be accessible and usable by everyone regardless of their disabilities. And so, we have the Web Accessibility Initiative, which develops guidelines as international standards, support materials and resources with many different stakeholders.
I highly suggest visiting this site to get started on your accessibility learning journey.
Why isn't accessibility explicitly taught during the basics of web development? 🤔
I am a self-taught web developer. And the way I learned was through various free online courses like CodeAcademy and the like, plus a lot of trial and error. I started out copying and pasting code by viewing source, not even knowing what half the code did.
Even though I've read countless articles and heard from many experienced folks on different web development topics over the course of my career, I noticed accessibility made up a relatively small proportion of my daily consumption.
Thinking back on those online courses that I took, I can scarcely remember much mention of accessibility, and I do wonder why that is?
The 80-20 rule
The 80-20 rule is also known as the Pareto principle, which states that for many events, roughly 80% of the effects come from 20% of the causes.
What does this have to do with accessibility, you may be wondering? This ties back to my previous thought on why accessibility part of the standard learn to web curriculum because there are numerous low-hanging fruit level things that are not overly complicated to implement. These things are perfect for folks just starting out with web development.
And if we took care of those things throughout the course of the project, instead of as one big scary accessibility task, you'd barely feel the weight of any extra effort at all.
Some of what I'm covering may sound like no-brainers, but I've encountered numerous projects that have missed them out, to an extent that I've stopped being surprised.
Web Accessibility Laws in Asia
This is some information on web accessibility laws in Asia I managed to dig up, most of it is from the W3C site directly but if you notice, they are mostly recommendations or guidelines. The only scope where accessibility is mandatory is for government sites.
So I don't think it's comes as a surprise to see folks here who don't see accessibility as something important. And based on my personal experience working for local companies, management tends to be fairly top-down, sometimes you might get feature requests that really don't make sense but because the CEO said so…
I'm not saying that all local companies ignore accessibility, but I do feel the lack of legislative consequence does have an impact on how organisations perceive its importance.
But what can I do?
Use your own best judgement
Before we get into things, I do want to stress the importance of using your best judgement on the content you're trying to present. If you're planning to use an animated 3D stacked pie chart, consider including an accessible data table that can express the same thing.
But if you're trying to present say a 3D CSS art work collection, then it doesn't make sense to insist every art piece is perfectly accessible to visually impaired folks since the medium is completely visual.
Level 1: No one can tell you're doing it
Depending on the type of environment you're in, I would say there are different levels of what you can do, how much you can push back on certain things and so on.
So let's start from the stuff that you almost definitely can get away with. I know it's slightly depressing that I'm framing accessibility in this manner, but I accept my reality and I'm merely sharing my thoughts based on that.
Page titles
Instead of…
Welcome to the home of the fluffiest musicians in the universe the Fluffy Philharmonic
Fluffy Philharmonic - Musicians
Fluffy Philharmonic | Life at FP
Try doing…
Fluffy Philharmonic home page
Musicians - Fluffy Philharmonic
Life at FP | Fluffy Philharmonic
I consider actions you can take on an individual capacity and are relatively low effort, things you can get away with, like page titles. Okay, maybe this wasn't the best first example, and page titles are important for SEO as well.
I don't actually recall seeing any websites without A page title, probably because I wouldn't have found it on Google at all. But I have encountered pages that don't have proper page titles when navigating within the site. Like, the page title remains unchanged as the site name or something.
So this is definitely something to check, because it is easily missed out. The best practice is to front-load important information first.
I don't think people intentionally miss this out, but with hardly anyone writing meta tags by hand anymore, this is sort of a common issue, especially when we forget to setup our templates properly.
Image text alternatives (alt text)
Every image must have an alt
attribute
If the image conveys useful information, then it needs alt text.
If the image is purely decorative, set the alt attribute to empty.
Context is everything
Text should be functional and provide an equivalent user experience, not necessarily describe the image.
Reference: WebAIM alternative text guidelines
I personally took a while before I got the hang of this. I would love to say that I knew about best practices from day 1 that is clearly a bold-faced lie. No, no, no, I've done terrible things. Like setting the alt text to “image3̦”. I have since been trying to redeem myself.
All jokes aside, this is really a bit of an art rather than a strict science. And the examples from the W3C as well as WebAIM really helped me grasp the guidelines. First of all, every image must have the alt attribute, even if its empty, it must be there.
How the alt text is written does depend on the context in which the image appears and the intended content of the image.
Even though Viola the red panda had played the violin for many years, she wasn't exactly passionate about it. But the first time she tried the viola, she finally knew what love was.
Pick the appropriate option:
"Image of Viola the red panda"
"Viola, the red panda who fell in love with the viola"
An empty alt attribute is enough
"Viola, the red panda" ✅
Option 4 would likely be the best alternative text in this instance. Option 1 unnecessarily describes the image as an image. Option 2 provides extra information that is not presented directly in the image and it is also redundant with content presented later within the text. Option 3 (no alt attribute) is not appropriate because the image conveys content that is not directly presented in the surrounding context. Even though the surrounding text does indicate that it's referring to Viola the red panda, visual users can tell this directly from the content of the image - so if the image conveys content, it should be given alternative text.
Viola, the red panda
Even though Viola the red panda had played the violin for many years, she wasn't exactly passionate about it. But the first time she tried the viola, she finally knew what love was.
Pick the appropriate option:
"Viola, the red panda"
An empty alt attribute is enough ✅
"Image"
No alt attribute is required
In this case, the content of the image is presented within the surrounding content, so Option 2 (alt="") is the best choice. Option 1 would be redundant. Option 3 provides extraneous and useless information. Option 4 (no alt attribute) is never the right choice - every image must have an alt attribute.
Use the lang
attribute
Declare the document language using the lang
attribute on the html
element
Indicate if there are language changes with the lang
attribute on specific elements
<html lang="en">
The fourth animal in the Chinese Zodiac is Rabbit (兔子 ).
I had previously dug a little bit more than usual into this because someone once mentioned to me that CSS had nothing to do with internationalisation. No.
And because I'm a terrible vindictive person, I proceeded to write a 2,500 word blog post about it, and made it into a talk. Yes, I can be passive aggressive like that.
But anyway, I find that the lang
attribute sometimes can get overlooked and most times, mixed language content does not get marked up appropriately.
Aside from the fact that there are SEO benefits to setting the language of your website, and that services like Google Translate can and will make use of this attribute. I will instead let this clip speak for itself. Oh no, an inadvertently bad joke.
Use semantic mark-up (1/3)
The <div>
element is not a magical hammer
Reference: HTML elements reference 🧡
This is sort of a wide-ranging tip because as you dig into the Web Content Accessibility Guidelines (WCAG), there is a lot to learn and cover to hit triple AAA, which is the best target. But I'm not even going there yet.
Standard HTML controls for user interface elements already meet basic WCAG success criterion when used according to specification. Browsers have a lot of accessibility features built in, the work has already been done for you. All you need to do is use the appropriate element.
There are semantic elements for lots of things, from addresses to keyboard inputs to maps and time. My suggestion is, before you create that next div, think about the content you want to put in it, and check if there's a semantic element for that.
Use semantic mark-up (2/3)
Buttons and links have different semantic meaning
Submit
Use buttons for actions
CSS lets you style them both however you want
Reference: A Complete Guide to Links and Buttons
A fairly good check of when you want to use a button and when you want to use a link is to ask, what happens when your user clicks? If the click triggers an action, go for a button. If the click brings them to somewhere else, go for a link.
This distinction can have major implications for usability. Links must have a non-empty href attribute for keyboard users to access them. But the biggest problem is when developers create links that go nowhere.
For example, drop-down menus that activate on hover only. Easier to show on CodePen.
And besides, as developers, we have the power of CSS to let us style either element however we like. I recommend this very comprehensive article on links and buttons from CSS tricks.
Use semantic mark-up (3/3)
Keyboard accessibility by default
Interaction
Keystrokes
Notes
Navigate to most elements
Tab Shift + Tab - navigate backward
Keyboard focus indicators must be present. Navigation order should be logical and intuitive.
Link
Enter
Button
Enter or Spacebar
Ensure elements with ARIA role="button" can be activated with both key commands.
Checkbox
Spacebar - check/uncheck a checkbox
Checkboxes should be used when one or more option can be selected.
Radio buttons
↑ / ↓ or ← / → - select an option. Tab - move to the next element.
Radio buttons should be used when only one option from a group can be selected.
Select (dropdown) menu
↑ / ↓ - navigate between menu optionsSpacebar - expand
You can also filter by typing letters, but this behavior varies by browser. Some will filter as you type, like autocomplete. Others will only sort by first letter.
Autocomplete
Type to begin filtering↑ / ↓ - navigate to an optionEnter - select an option
Link: Form elements
This is only part of the testing checklist on the WebAIM site that outlines what is expected for keyboard interactions but you know what? Using semantic HTML elements gives you almost all of it out the box.
Sharing another personal anecdote here, a very extreme case imo, so not sure if anyone can relate, but I've seen code that went through a whole lot of trouble trying to recreate the behaviour of a text input on an empty div element.
Even though my first thought was, wow, this person doesn't know the input element exists, the amount of code written made me aware of how much the browser takes care of already as long as we do the minimal effort of using semantic elements.
Level 2: Get designers/writers involved
If you are in an environment where you can make content/design decisions autonomously, that's great. But I find it is more common to have full-time designers and sometimes content writers you work with.
All the previous tips were almost visually invisible, but things like colour contrast, text sizes, form labels and so on are probably things you would want to discuss with the designers on your team.
If your designers are not familiar with how browsers work, I really believe that the time and patience developers take to explain reasons why a certain design might not be the best idea is worth it.
Resize text
Don't break zooming
Let users control text size
Reference: Accessibility in browsers: zoom level vs. font size
For a while I had been told not to use fixed font sizes because it would break zoom on browsers. But I noticed that even when I set a fixed font size trying to zoom with the browser still grew my text as expected.
Browsers implemented something called proportional scaling years ago, and the simplistic explanation is that it makes CSS pixels larger, hence the viewport smaller allowing media queries to trigger.
But there is also something called text scaling, which only works on websites that define font sizes and maybe some other elements with relative units, like rems.
Users have the option to set their default font size from the browser settings, so it is still a good idea to size things with relative units to respect your user's default choices.
Write meaningful link text
“Click here” isn't very helpful
Write link text so that it describes the content of the link target
The recommended practice is to write the link text in a way that users have a fairly good idea of where the link will lead them BEFORE they click the link. In other words, the purpose of the link can be determined from the link text alone, or from the link text together with the text of the enclosing sentence.
Use spacing and proper sectioning
Negative space and proximity can help make relationships between content more apparent.
Ties back to use of semantic mark-up for headings and content.
Content should be easy to scan.
This would be less of a problem with a designer around, I'm assuming, but let's not assume. The point is, Gestalt Principles, which describe how humans group similar elements, recognise patterns and simplify complex images when we perceive objects, do make a practical difference. And we have the CSS to achieve this.
Colour issues (1/2)
Provide enough contrast between text and background
Instead of…
This is a pretty unreadable combination. I mean, sure I'm using the browser default sans-serif, and the content is not particularly interesting, but still. I'm giving everyone the access to read my shitty content and judge for themselves.
Try doing…
Clearly a better combination. It didn't make the content any better, I'm still using the browser default sans-serif, and the content has not improved at all, but still. I'm giving everyone the access to read my shitty content and judge for themselves.
One of my pet peeves is light gray text on a light background. What I try to tell the designers is that no matter how pretty your font is, it doesn't matter if nobody can read the text anyway.
And now is probably a good time to talk about the improved accessibility features in browsers' Devtools! I love DevTools. Can't live without them. Both Firefox and Chrome have features that show the contrast ratio of elements on the page.
What's important to note is that sometimes the number alone is not enough, as demonstrated by this tweet from Adam Argyle.
Colour issues (2/2)
Colour alone is not enough to convey information
Also, even though colour is very helpful in conveying information, it should not be used as the only way. This is a relatively common user interface where we have forms with a mix of mandatory and optional fields.
Here is also where DevTools can come in handy for a quick visual proof of colour issues. You can simulate a variety of conditions from the accessibility tools natively.
Make interactive elements obvious
Links and buttons should have distinct styles from the rest of the text
Keep them consistent throughout the site
It's fairly common to have customised link styles and hover styles but there are still a couple of things to note. Related to the previous point about colour, it would be better to have something extra like an underline to indicate the presence of a link.
This is why I suggest developing a good working relationship with your designers and constantly keep them updated about browser behaviours, what is possible with new CSS and so on. And take the opportunity to slowly share your knowledge about accessibility.
Anyway, links. We can do lots of fun stuff with CSS, so go ahead and be as creative as you like, but don't forget about focus states.
The outline property and the border property are fairly similar except that outlines never take up space, since they are drawn outside the element's content. And they don't necessarily have to be rectangular, but they almost always are.
Form elements must have labels
Placeholder text is not a substitute for labels
Make sure the association between the field and label is clear
All input fields should have a descriptive label adjacent to the field. Exactly where can depend on the language direction as well as the type of input in question, but the Gestalt Principles mentioned earlier still apply.
The space between the labels and the fields should be smaller than the space between the fields themselves so it is obvious what the label is labelling.
Why so hard…?
I've tried to cover the most basic, generally Level A (according to WCAG standards) items today that you can apply even if you are working in an environment which can be challenging to push back on top-down decisions.
In a more ideal situation, and if you feel empowered enough, it is definitely worth the time and effort to try to share your knowledge of accessibility with your team and explain how taking care of these things result in usability improvements for everyone.
It will also be less hard to take care of these things during the start of the project as opposed to having it tacked on at the end after all the pages and content have been built out.
People I've learned from 🥰
And many more folks who share their knowledge about accessibility…


The Campaign Finance Board is a nonpartisan, independent city agency that strives to enhance the role of New York City residents in elections.
Small Donor Democracy
The public matching funds program amplifies the impact of low-dollar contributions, giving more New Yorkers a real voice in the democratic process.
Small Donor Democracy
The public matching funds program amplifies the impact of low-dollar contributions, giving more New Yorkers a real voice in the democratic process.
Small Donor Democracy
The public matching funds program amplifies the impact of low-dollar contributions, giving more New Yorkers a real voice in the democratic process.
Small Donor Democracy
The public matching funds program amplifies the impact of low-dollar contributions, giving more New Yorkers a real voice in the democratic process.


Privacy Policy for Github Trivia Quiz on the Google Assistant
The content for Github Trivia Quiz has been developed by Swapnajit Patil. However, Github Trivia Quiz runs on systems provided by Google, and Swapnajit Patil does not have full access to the app. In particular, Swapnajit Patil has no ability to access the messages you send to Github Trivia Quiz or the responses that it sends back to you.
Swapnajit Patil may receive from Google non-personally identifying information about the use of Github Trivia Quiz. For instance, Swapnajit Patil can access usage information regarding how many users are using the app, which geographical regions they are located in, and basic data including users’ language, device type, and length and frequency of use. None of the information Swapnajit Patil receives from Google identifies you, nor does it reveal to Swapnajit Patil what information you sent to the app or what specific responses the app sent to you.
When you use Github Trivia Quiz, you are also using the Google Assistant, and the Google Privacy Policy describes how Google collects and uses data about your use of the app. You may wish to consult Google’s documentation regarding what information is shared with your Google Assistant and how to delete your Google Assistant activity.
Swapnajit Patil may, in the future, modify Github Trivia Quiz to run on infrastructure which Swapnajit Patil has full access to, which would allow Swapnajit Patil access to additional information about your interaction with the app. Should that occur, Swapnajit Patil will comply with its obligations under applicable privacy law, including updating this Privacy Policy as required.


Tasks not finished from previous sessions
| Task | Session | View | Delete | |
|---|---|---|---|---|
| Complete the task app | {{session.name}} - {{session.createdAt | date: 'MM/dd/yyyy hh:mm a' }} |
Active Session
08/29/2013 12:38 AM
Tasks
Timer
00:17:59
Session Stats
| Completed | Interrupted | Abandoned |
|---|---|---|
| 2 | 0 | 0 |


public class TickingTimeSource extends java.lang.Object implements TimeSource, Service
TimeSource
that increases the time in background using a timer. This time usually gives better performances
to Ehcache than the default SystemTimeSource
. However, it will create a background thread that will continuously
wake up to update the time.
It works be increasing the time at a given granularity. So if you set the granularity at 10ms, a timer is called every 10ms and will increase the current time of 10ms. This will cause the current time to diverge a bit from the system time after a while. So you specify a system update period where the current time will be reset to the system time.
| Constructor and Description |
|---|
TickingTimeSource(long granularity,
long systemUpdatePeriod)
Constructor to create a ticking time source.
|
| Modifier and Type | Method and Description |
|---|---|
long |
getTimeMillis()
The current "time" in milliseconds
|
void |
start(ServiceProvider<Service> serviceProvider)
Start this service using the provided configuration and
ServiceProvider . |
void |
stop()
Stops this service.
|
public TickingTimeSource(long granularity, long systemUpdatePeriod)
granularity
- how long in milliseconds between each timer call to increment the current timesystemUpdatePeriod
- how long between resets of the current time to system timepublic long getTimeMillis()
TimeSource
getTimeMillis
in interface TimeSource
public void start(ServiceProvider<Service> serviceProvider)
Service
ServiceProvider
.
The service provider allows a service to retrieve and use other services.
A Service
retrieved at this stage may not yet be started. The recommended usage pattern therefore, is to keep a
reference to the dependent Service
but use it only when specific methods are invoked on subtypes.


--- layout: post title: Message Id beeing preserved across the error queue date: 2011-11-24 09:45:42.000000000 +01:00 categories: [] tags: [] status: draft type: post published: false meta: _edit_last: '1' author: login: andreas.ohlund email<EMAIL_ADDRESS>display_name: Andreas Öhlund first_name: Andreas last_name: "Öhlund" ---
sdasd


{{ information_card_title }}
{% include "grant_management/grantmanagement/information_card_section.html" with outer_p="Describe any advantages your products and services offer over competitors in overseas markets" inner_p=activation.process.grant_application.products_and_services_competitors %}


journal topics for mp3
MARS HILL AUDIO
The MARS HILL AUDIO Journal is an "audio magazine" featuring over one hundred minutes of conversation on each bimonthly CD or MP3 edition. The CDs for . had on our Journal. You can find more information about specific topics here.
http://www.marshillaudio.org/
Neurology® Podcast - American Academy of Neurology
It concludes with the Lesson of the Week, a short segment on a topic such as a . Science & Medicine true American Academy of Neurology clean journal . http:// www.aan.com/rss/index.cfm/getfile/AAN_2518.mp3<EMAIL_ADDRESS>Mon, .
http://www.aan.com/rss/?event=feed&channel=1
Science/AAAS | Multimedia | Science Podcast
The Science Podcast takes you on a tour of some interesting stories in the journal and . < [MP3] >. David Awschalom introduces the concept of spintronics and its .
http://www.sciencemag.org/site/multimedia/podcast/
Things You'll Need
- Certified copies of public records evidence in your case
Instructions
-
-
1
Scripture Study Journal: Topics: Shannon Foster:<PHONE_NUMBER>872 ...
Scripture Study Journal: Topics [Shannon Foster] on Amazon.com. *FREE* super saver shipping on qualifying offers. It is so important to write down what you .
http://www.amazon.com/Scripture-Study-Journal-Shannon-Foster/dp/1467991872 -
2
Risque Images, Music Tied to 9th Circuit Chief's Site ... - ABA Journal
Jun 13, 2008 . The ABA Journal searched in Google for alex.kozinski.com and mp3 several weeks ago and found file-sharing websites with links to music .
http://www.abajournal.com/news/article/risque_images_music_tied_to_9th_circuit_chiefs_site_raises_ethics_questions/The True and the Questions: A Journal: Sabrina Ward Harrison ...
Her new work, The True and the Questions, invites readers to allow themselves to "spill open" and create their own illustrated journal, and leaves plenty of space .
http://www.amazon.com/True-Questions-Sabrina-Ward-Harrison/dp/0811848620 -
-
3
Daily Writing Prompts - September
Daily Writing Prompts - Creative Writing Prompts for September. . Instead of purchasing an MP3, visitors could simply download an MP3 free of charge.
http://www.theteacherscorner.net/daily-writing-prompts/september/School Journal / Instructional Series / Teacher needs / Literacy ...
The School Journal supports students in years 4?8 to develop the knowledge and skills required to . Click here to access the School Journal audio MP3 files .
http://www.schooljournal.tki.org.nz/ -
4
Downloadable MP3 Files - Internet TESL Journal
ESL : Listening : Downloadable MP3 Files This is a sub-page of. The Internet TESL Journal's TESL/TEFL/TESOL/ESL/EFL/ESOL Links Links of Interest to .
http://iteslj.org/links/ESL/Listening/Downloadable_MP3_Files/Podcasts - WSJ.com - Wall Street Journal
Today's topic: Stocks fall . . ("mp3" file format only) . Hear the Journal's sports team's take on the most important topics and events in sports each week.
http://online.wsj.com/public/page/podcast.html
-
1
References
Resources
- Photo Credit Justice image by MVit from air charged lathe chucks


You must log into the database as Pat before proceeding with this page.
In previous pages, Pat was granted with SECADM authority. Check what Pat can now do.
Pat, SECADM of J.K.Avro superstore can now perform the following security related operations:
The commands show that Pat can perform all the above mentioned security administration tasks.


| Loads an 'image strip' for use as an 'animated image' to be drawn later and return a handle. |
| filename = string designating full path and filename to image. width=width in pixels of each frame in the image. height=height in pixels of each frame in the image. first=the frame to start with (usually 0) count=how many frames you are using of the imagestrip |
Command Description:
| While similar to LoadImage, the LoadAnimImage loads a single image that is made up of 'frames' of seperate images (presumably to be used as frames of a graphic animation). Like the LoadImage command, this command returns a file handle - a unique number to denote the graphic. Use a variable (usually GLOBAL) to contain this number, as you will need it to actually DRAW the image with the DrawImage command. See LoadImage command for more details. The imagestrip itself consists of 2 or more frames, horizontally aligned in a single graphic image. There is no spaces between the frames, and each frame must be the same width and height. For examples, look at the file kaboom.bmp or sparks.bmp included in the C:\Program Files\BlitzBasic\samples\graphics folder of your computer. There are some free utilities floating around to help you do this. When drawing the image to the screen with the DrawImage command, you specify which frame to draw with the frame parameter. To actually make your image animate, you'll need to cycle through the frames (like a flip book, cartoon, or any other video) quickly to give the illusion of motion. Our example will show you how to use one of the sample imagestrips and make it animate. While it may seem confusing, we are going to do some timer work as well as a little weird math. Please look over the example (if your like me, over and over :). Note: You may need to change the location of the file to suit your system. |
Example:
| ; LoadAnimImage/MaskImage Example ; With animation timers ; Even though we don't have any functions, let's do variables global ; One variable will hold the handle for the graphic, one will hold the ; current frame we are displaying, and one will hold the milliseconds ; timer so we can adjust the animation speed. Global gfxSparks, frmSparks, tmrSparks ; Standard graphic declaration and double buffering setup Graphics 640,480,16 SetBuffer BackBuffer() ; Load the imagestrip up and denote the frames 32x32 - for a total of 3 frames gfxSparks=LoadAnimImage("c:\Program Files\BlitzBasic\samples\Graphics\spark.bmp",32,32,0,3) ; We mask the image's color pink to be the 'transparent' color - look at the ; image in your favorite editor to see more why we use masking. MaskImage gfxSparks,255,0,255 ; Loop until ESC While Not KeyHit(1) Cls ; Standard clear screen ; The next statment checks to see if 100 milliseconds has passes since we ; last changed frames. Change the 100 to higher and lower values to ; make the animation faster or slower. If MilliSecs() > tmrSparks + 100 Then tmrSparks=MilliSecs() ; 'reset' the timer frmSparks=( frmSparks + 1 ) Mod 3 ; increment the frame, flip to 0 if we are out End If DrawImage gfxSparks,MouseX(),MouseY(),frmSparks ; draw the image Flip ; show the buffer Wend |


Molly-Mae Hague slammed for 'cultural appropriation' over Cleopatra Halloween costume
Molly-Mae's Cleopatra costume has drawn criticism from followers who branded it "cultural appropriation"
by Verity Sulway, https://www.mirror.co.uk/authors/verity-sulway/Love Island star Molly-Mae Hague has come under fire for dressing up as Egyptian ruler Cleopatra for Halloween .
Her costume included traditional clothing for Egyptian monarchy, with a gold headdress and she held an Ankh in her hand.
This has drawn criticism for being cultural appropriation, which is when someone adopts aspects of a minority or disadvantaged culture that is not their own, for personal gain.
When Molly-Mae, who is not Egyptian, posted a photo in her costume last night, comments flooded in berating her for it.
"Love the look but this is cultural appropriation" said one.
"Cultures aren’t costumes :(" said another.
"My culture is not your Halloween costume", said a third.
"Cultural appropriation for Halloween at its finest" added another.
"Molly please don't culturally appropriate. You are not egyptian", begged another.
"Yes, this is cultural appropriation, you are not Egyptian and therefore have no right to use their culture for your own purposes, how very wrong of you", said another comment.
However, Molly-Mae also received thousands of positive comments on the post, and some fans expressed disappointment at that.
Model Demi Rose Mawby was slammed for the same thing earlier this year when she dressed as Cleopatra for her 24th birthday party.
Molly-Mae appeared at the Pride of Britain Awards earlier this week, where she talked about the accusations her relationship was fake.
She said: "I think we're proper over that now. I don't think anyone is saying that anymore.
"We're just happy to be here."
Tommy also echoed his girlfriend's sentiments that things were going well with their relationship.
The boxer gushed the couple were stronger than ever since making their new home in Manchester a lovenest.
"We've gone from strength to strength since moving in," he said.


Facebook content loading placeholder
This is just a code implementation of
George Phillips
's article. All credits go to him.


Log Pane Help
As soon as you begin the AUT Holodeck will start to log the API calls you have
specified to be logged. The log pane will hold any logs you are currently viewing. Logs can
be filtered, sorted, or exported to make working with the data Holodeck provides
as easy as possible.
Log Pane Links
Logs Overview
Log
Filtering and Sorting
Exporting
Logs
Tips
To sort a column, click the column, a grey arrow indicates sort order.
To create a test based on a log entry double click the log item
To Filter a column right-click the column header and select Filter Column.
Log Filters vs. AutoFilters
Log filters change which API functions Holodeck intercepts. Logging fewer functions will allow the application and Holodeck to run more quickly; Logging more functions will allow you to turn on additional tests and faults.
Autofilters change which log entries are displayed. This is useful for investigating failures by limiting the set of API functions being displayed.


This tests deleting line break after blockquote. WebKit should not cancel styles added by blockquote by those of document's default style.
hello


Tristan Thornburgh
tthornburgh1
Java
Ping Pong will count up to your number with the following exceptions:


At TechChange, I supported the build and QA of a course for the Open Data for Resilience Initiative, Open DRI, a World Bank project that works to apply the concepts of the global open data movement to the challenges of reducing vulnerability to natural hazards and the impacts of climate change.


Choose holiday dates :
| AMENITIES | ||||||||
|---|---|---|---|---|---|---|---|---|
| Id | Name |
Price from:
to:
Rooms from:
to:
Date from:
to:
| APARTMENTS | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Host username | Status | Apartment Type | Location | Amenities | Number of rooms | Number of guests | Price | Image |
| ALL USERS | ||||||||
|---|---|---|---|---|---|---|---|---|
| Username | Name | Surname | Gender | Role |
| ALL RESERVATIONS | |||||||
|---|---|---|---|---|---|---|---|
| Guest username | Arrivale date | Nights of stay | Total price | Message for host | Status |


1.
Diagram of the AskUser Mind-Module
The asking of a simple question requires an auxiliary verb.
/^^^^^^^^^\Generation of "Does John read books?"/^^^^^^^^^\
/ EYE \ Auxiliary +Subject +Verb +Object / EAR \
/ \ | | | ___________ / \
| _______ | | | | / Sentence \ | |
| /"book" \ | | | | \___________/-------|-------------\ |
| / percept \---|---|-|-+ | \ | | |
| \ engram / | r|s|b| | _\____ | | |
| \_______/ | e|t|o| | /EnVerb\ | | |
| | a|u|o| | ( Phrase ) | | |
| | d|d|k| | /\______/ | | |
| visual | |e|s| | / / | | auditory | |
| | |n| | ___|__ / / | | | |
| memory | |t| | /EnNoun\/ _/_ | | memory | |
| | |s| |( Phrase ) /Aux\ | | | |
| channel | | | | \______/ \___/ | | channel | |
| | | | | | \ | | ____ | |
| | | | | | \ | | / \ | |
| _______ | | | | | _\_|_ | /"does"\ | |
| /fresh \ | |_|_| _|___ / En \ | / "John" \ | |
| / image \ | / \ / En \ / Verbs \-|-/ "read" \| |
| \ engram /---|--\ Psi /-/ Nouns \ \_______/ | \ "books" / |
| \_______/ | \___/ \_______/------------|--\________/ |
2. Purpose of the AskUser AI Mind-Module
The AskUser mind-module has several purposes. One is to ask the human user a question seeking confirmation or negation of a logical InFerence made by the InFerence module. Another purpose is to let the Volition module decide to ask various questions in pursuit of conducting a conversation with the human user.
3. Algorithm of the AskUser Module of Strong AI with
NLU
Whereas the SpreadAct module causes the AI to spread so much activation to a sequence of concepts that they surface in the output of the AI as a response to a query submitted by a human user, the AskUser module is engineered to ask specific questions of a human user in specific situations.
3.A. Ask a yes-or-no question to validate or reject a silent inference.
When the InFerence module makes a silent inference on the basis of input data, various parameters such as the subject of the inference, the verb involved, and the direct object of the inferred verb, are fed as variables to the AskUser module so that the AI may ask a human user if the inference is true. When the user answers "yes" or "no" or "maybe" or no answer at all, the KbRetro module retroactively adjusts the inferred idea in the knowledge base (KB) so that the AI may either use or disregard the idea in the future.
If you tell a mentifex-class AI Mind a general fact, such as "Women have a child" or "Boys play games" and you then input a specific fact such as "Mary is a woman" or "John is a boy", the AI will make a silent inference and then use the AskUser mind-module to ask for confirmation or refutation of the inference.
You can try it out with http://ai.neocities.org/Ghost.html by using Internet Explorer to input "Mary is a woman". Then the AI will ask you, "Does Mary have a child?" There are four possible answers anticipated by the AI software: Yes; No; maybe; or no answer at all. Then the KbRetro() module adjusts the knowledge base (KB) with your answer.
3.B. Ask a question out of AI curiosity.
Some versions of the AI Mind, MindForth in particular, are being coded to ask "Who are you?" if there has been no contact with the outside world after an arbitrary interval as specified by the AI coder or AI mind maintainer. Although this question needs to be reworked so that it arises spontaneously as an initiative undertaken at the behest of the Volition module for free will in robots, the question is important because any previous user may have departed from the scene and the AI Mind may need to become aware that it is dealing with a different user than before.
MindForth is the first AI Mind to implement the ability of the AskUser module to ask a who-question like "Who are you?" based upon a kind of artificial curiosity caused by an arbitrarily long period without any human input. The isolation flag is incremented one-by-one for any thought-cycle with no human input until a threshold level decreed by the AI mind maintainer sets the whoq flag to a unitary positive one, which prepares the AI to ask a question but does not yet actually ask the question. When human input causes the isolation flag to be reset to zero, the MindForth Volition module calls AskUser to start a conversation with "WHO ARE YOU". As long as the human user remains in conversation with the artificial intelligence, brief periods of no human input will not re-trigger the question of "WHO ARE YOU", because presumably a realistically long threshold has been set by the AI coder or mind-maintainer. It is important that the Volition module ask the question, so that psychological priorities may influence not only what question is asked, but indeed whether any question at all is asked. It is also significant that the questions asked by the AskUser module facilitate the man-machine dialog or conversation which is the hallmark of a true artificial intelligence.
3.C. Cycle through a delay-loop while the AI waits for a human response.
Normally the AI Mind will perform one mental operation after another without any delay, but a delay-loop serves the purpose of giving the human user time to respond to the artificial intelligence after the AI asks the user a question.
4. Code of AskUser() from ghost327.pl AI
source code in
Perl
sub AskUser() { # http://ai.neocities.org/AskUser.html $moot = 1; # 2019-10-23: prevent associative tagging during question TEST; TRUNCATE $pov = 1; # 2018-06-26: 1=internal; 2=external; $tsj = 0; # 2019-10-23: zero out any input time-of-subject $quobjaud = 0; # 2018-06-26: safety measure; if ($ynverb == 0) { # 2018-06-26: ask y/n question only once; $ynverb = $quverb; # 2018-06-26: isolate at start; $moot = 1; # 2018-06-26: prevent storing of "tkb" and "seq"; $auxverb = 818; # 2018-12-10: 818=DO as auxiliary verb; $prsn = 3; # 2018-10-08: assumption; otherwise track value thru code. EnAuxVerb(); # 2018-12-10: Say 818=DO or DOES; $auxverb = 0; # 2018-06-26: reset for safety; $moot = 0; # 2018-06-26: reset after use; for (my $i=$inft; $i>$midway; $i--) { # 2019-10-21: find the query-subject my @k=split(',',$psy[$i]); # 2018-06-26: examine @psy array; if ($k[1] == $qusub) { # 2018-06-26: if query-subject found; $aud = $k[20]; # 2019-08-01: assign auditory recall-tag; last; # 2018-06-26: exit the loop after first find; } # 2018-06-26: end of test for query-subject; } # 2018-06-26: end of loop in search of quobj. Speech(); # 2019-10-21: speak query-subject starting at "aud" value; if ($quverb == 0) { $quverb = 818 } # 2018-12-10: 818=DO default; # for (my $i=$inft; $i>$midway; $i--) { # 2019-10-13: skip silent inference; # my @k=split(',',$psy[$i]); # 2019-10-13: examine @psy array; # if ($k[1] == $quverb) { # 2019-10-13: even if not infinitive # $aud = $k[20]; # 2019-10-13: assign most recent recall-tag; # last; # 2019-10-13: exit the loop after first find; # } # 2019-10-13: end of test for any instance of the $quverb. # } # 2019-10-13: end of search for quverb in case infinitive is not found. $moot = 1; # 2019-10-21: prevent storage of associative tags with query-verb. for (my $i=$inft; $i>$midway; $i--) { # 2019-10-21: find the query-verb my @k=split(',',$psy[$i]); # 2018-06-26: examine @psy array; if ($k[1] == $quverb && $k[7] == 0) { # 2018-10-08: infinitive dba=0 $aud = $k[20]; # 2019-08-01: assign most recent recall-tag; last; # 2018-06-26: exit the loop after first find; } # 2018-06-26: end of test for $quverb. } # 2018-06-26: end of loop in search of yes-or-no ("yn") quverb; $verbprsn = 0; # 2018-06-26: Store the verb as an infinitive form; $audnum = 0; # 2018-06-26: infinitive without num(ber); $holdnum = 0; # 2018-06-26: infinitive without num(ber); $infincon = 1; # 2018-06-26: set flag to positive one; $nphrnum = 0; # 2018-06-26: for no influence on infinitive; $numsubj = 0; # 2018-06-26: for no influence on infinitive; $putnum = 0; # 2018-06-26: for insisting on zero num infinitive; $dba = 0; # 2019-10-21: for storage of infinitive form. TEST; TRUNCATE IF ACCEPTED $moot = 1; # 2019-10-23: prevent storage of associative tags with query-verb. Speech(); # 2018-06-26: speak the verb starting at "aud" value; $moot = 0; # 2019-10-21: end of $moot stoppage of forming associative tags for verb. if ($quobj == 0) { $quobj = 711 } # 2018-06-26: 711=ANYTHING default; for (my $i=$inft; $i>$midway; $i--) { # 2018-06-26: skip silent inference; my @k=split(',',$psy[$i]); # 2018-06-26: examine psy concedptual array; if ($k[1] == $quobj) { # 2018-06-26: if query-object found; if ($k[7]==4) { # 2018-06-26: dba=4 accusative? $quobjaud = $k[20]; # 2019-08-01: hold thru EnArticle(); $usx=0; # 2018-09-19: Suppress "THE" in the EnArticle() module. $us1=0;$us2=0;$us3=0;$us4=0;$us5=0;$us6=0;$us7=0; # 2018-09-19 EnArticle(); # 2018-06-26: insert "A" or "THE" article. $aud = $quobjaud; # 2018-06-26: restore after EnArticle; last; # 2018-06-26: exit the loop after first grammatical find; } # 2018-06-26: end of test for accusative dba=4. } # 2018-06-26: end of test for $quobj. } # 2018-06-26: end of loop in search of quobj; $dirobj = 1; # 2018-06-26: So OldConcept will set "dba" = 4 (accusative) Speech(); # 2018-06-26: say object word starting at "aud" value; $dirobj = 0; # 2018-06-26: Reset for safety after asking question; $yncon = 0; # 2018-06-26: assuming question has been asked; $kbcon = 1; # 2018-06-26: because waiting for answer; $ynverb = 0; # 2018-06-26: zero out; prevent repeat of query; } # 2018-06-26: end of test of ynverb; if ($subjpsi==701) { $prsn=1; } # 2018-06-26: 1st person "I"; if ($subjpsi==731) { $prsn=1; } # 2018-06-26: 1st person "WE"; if ($subjpsi==707) { $prsn=2; } # 2018-06-26: 2nd person YOU; if ($subjpsi==713) { $prsn=3; } # 2018-06-26: 3rd person HE; if ($subjpsi==719) { $prsn=3; } # 2018-06-26: 3rd person SHE; if ($subjpsi==725) { $prsn=3; } # 2018-06-26: 3rd person IT; if ($subjpsi==743) { $prsn=3; } # 2018-06-26: 3rd person THEY; $numsubj = 0; # 2018-06-26: reset for safety; $qusnum = 0; # 2018-06-26: reset for safety; $qusub = 0; # 2018-06-26: reset for safety; $recon = 0; # 2018-06-26: remove incentive for asking a question. $bias = 5; # 2018-06-26: restore expectation of a noun; my $rsvp = 0; # 2018-06-2016: counter for response-delay; until ($rsvp == 100000) { # 2018-06-26: upper limit on count; $rsvp++; # 2018-06-26: Increment $rsvp counter } # 2018-06-26: end of loop waitng for user-response. $pov = 2; # 2018-06-26: 1=internal; 2=external; } # 2019-10-13: AskUser() returns to EnThink()
5.
Variables for the AskUser Module of the AI Mind
$aud -- in the Speech() module is an associative tag leading to the typically most recent engram of a word stored in the @ear array of the auditory memory channel.
$audnum -- grammatical num(ber) variable potentially of use for locating an infinitive verb-form with zero as a grammatical num(ber).
$auxverb -- auxiliary verb such as "DOES" or "HAS".
$bias -- expected part-of-speech for any parsing module.
$dirobj -- flag indicates seeking for a direct object.
$holdnum -- transfers number from subject to verb.
$infincon -- infinitive condition flag
$kbcon -- flag for KbRetro to wait for a yes-or-no answer.
$moot -- as in legally moot -- is a flag to prevent the formation of associative tags during mental operations which are not truly a part of cognition, such as the processing of an input query, the formation of a silent InFerence, or the creation of an output query.
$nphrnum -- grammatical number of noun-phrase.
$numsubj -- for number of subject.
$pov -- point-of-view: 1=self; 2=dual; 3=alien. When pov=1, the word "you" is somebody in the external word. When pov=2, the word "you" refers to the self-concept "I" in the AI. When pov=3, the word "you" is interpreted as part of a conversation by a third-party or as a word in a text, not referring to the self-concept of either the AI or of someone talking to the AI.
$putnum -- putative num(ber) for subject-verb agreement.
$quobj -- query object – holds onto the psi identifier of a word chosen by the InFerence() module to be the direct object of a query created by the AskUser() module.
$quobjaud -- auditory recall-tag for AskUser module
$qusnum -- query-subject number – for the AskUser module to ask a question seeking yes-or-no confirmation of a logical inference made by the AI Mind.
$qusub -- query subject – is a transfer-vehicle of the subject-identifier from any module prompting a question into the specific module that will ask the question.
$quverb -- query verb -- is set in the InFerence module with the identifier of a verb concept serving as part of an InFerence being made about user input. Then the AskUser module transforms the quverb identifier into the yes-or-no-verb identifier ynverb so that AskUser can use the query-verb to ask a question expecting a yes-or-no answer.
$recon -- incentive for reconaissance by asking a question.
$rsvp -- to hold an arbitrary value for a delay in thinking to wait for user input.
$verbprsn -- verb-person -- reverting to zero for infinitive forms.
$yncon -- yes-or-no condition – is a status flag that a module like InFerence() can set to a positive one in order to trigger the calling of the AskUser() module by the English EnThink() module.
$ynverb -- yes-or-no-verb – identifier of a verb to be used in AskUser() for the asking of a question expecting a yes-or-no answer.
6. Troubleshooting and Debugging for
AI Mind Maintainers
6.1.a. Symptom: (Something goes wrong.)
6.1.b. Solution: (AI Mind
Maintainer devises solution.)
6.2.a. Symptom: AI asks confirmation question lacking a verb.
6.2.b. Solution: The AI Mind needs to have the query-verb in the
MindBoot sequence as an infinitive form with a
dba=0
indicating that the verb is not in first person or second person or third person.
7. Future Development of the AskUser AI Mind-Module
Roadmap to Artificial Intelligence
8. Resources in connection with the AskUser module
Please see
http://mind.sourceforge.net/ask.html
http://cyborg.blogspot.com/search/label/AskUser -- is a weblog URL which invites Netizens to view blog-posts discussing the AskUser mind-module.
9.
AiTree of Mind-Modules for
Natural Language Understanding


The Open Source Intelligence (OSINT) for Hackers workshop, as part of the Red Team Village, provides extensive information and hands on lessons relating to surface and deep web searching along with advanced online search techniques & strategies, online privacy / anonymity tools, counterintelligence techniques used by the criminal element, search techniques of blogs and social networks including social media monitoring, utilize database systems, methods to obtain historical website pages, develop previous domain & website details that no longer exist, geolocating, reverse imaging, transfer of large files, screenshot capabilities, and much more all focused on helping Hackers related to threat hunting, red teaming and information gathering.


TAGS SPECIFIC to head section
my website
link01
link02
link03
link04
link05
link06
link07
link08
link09
link10


FOR THE GRANOLA: (makes ½ cup)
½ cup shelled hemp seeds (aka hemp hearts)
1 tablespoon granulated erythritol or other low-carb sweetener (see here)
1 teaspoon ground cinnamon
⅛ teaspoon fine Himalayan salt
FOR THE PARFAITS:
1 cup fresh berries (I like to use ½ cup strawberries and ½ cup blueberries)
½ cup granola (from above)
2 cups Coconut Yogurt (here)
Layers of thick Coconut Yogurt (here) with fresh berries and a quick skillet granola: these parfaits are squeaky-clean but taste like dessert! Make them ahead of time and store them in the fridge for quick grab-and-go nutrition you can take to work or play.
Make the granola: Combine the hemp seeds, erythritol, cinnamon, and salt in a small skillet over medium-high heat. Cook for 5 minutes, or until the seeds begin to smell toasty, stirring occasionally. Then flatten the mix down on the skillet, lower the heat to medium-low, and cook for another 3 minutes. Remove from the heat and let cool.
Use a spoon or spatula to scrape and chip at the hemp seed granola, crumble it up, and transfer it to a jar with a lid. Store for up to 15 days in the pantry.
Make the parfaits: Put ¼ cup fresh berries in each of four jars or cups. Sprinkle 1 tablespoon granola over the berries. Layer ½ cup yogurt on top of the granola. Sprinkle another tablespoon of granola on the yogurt and garnish with 1 or 2 more berries.
Enjoy right away or store in the fridge to enjoy within a day or two.