An idea to inspire childrens digital learning started with 4 schools in the Glasgow area reaching 2000 children with our Space Unicorn Maths.
Our volunteers took Make It Happen to 16 schools and 10,000 pupils! Using our low tech paper competition entries and Thunkable to build winning apps with the pupils inspired us as much as the children!
Our winning apps have been installed across the Globe from China to the USA to the Republic of Congo to Argentina and Vietnam!
Make It Happen Club registered as a charity SCIO SC049247! Our aim ... to Inspire Childrens Digital Learning!
Running Make It Happen workshops as part of this event for children aged 4-14 and their parents.
Inform and Inspire Intro!
Discover everything you need to know to be able to run Make It Happen in your local Primary School!
Wednesday 13th November @ 2-3pm
Alhambra House, Room 6.3
One-hour tutorials in over 45 languages. No experience needed. Ages 4 to 104.
hourofcode.comThunkable is the platform where anyone can build their own mobile apps. Available for iOS and Android.
thunkable.comAn amazing collection of free interactive cyber skills lessons that get kids excited and engaged!
cyberskillslesson.comWith Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community.
scratch.mit.eduA rich set of products, resources and tools for Education from Google.
edu.google.comA rich set of products, resources and tools for Education from Microsoft.
www.microsoft.com/en-gb/educationA rich set of products, resources and tools for Education from Apple.
www.apple.com/uk/education/J.P. Morgan, our platinum sponsor.
jpmorgan.comCreated and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.
Searching, processing and managing information responsibly |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I can use digital technologies
to explore how to search and
find information.
TCH 0-02a |
Learners have the knowledge and understanding to use digital technologies and software to collect data, communicate, create, capture and manipulate sounds, texts and images to represent experiences. |
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Suggested Resources
Age appropriate devices including tablets, iPads and apps for media capture, editing and presentation. Digital cameras Find the Letter - Learners have 30 seconds to match the letter on the display with the letter on the keyboard. This could be used as an effective warm-up activity. www.freewebs.com/weddell/findtheletter.html Doorway Typing doorwayonline.org.uk/texttype2.html The touch typing tutor Comic Life - A great tool for making comic strips. Wordle - www.wordle.net/ Microsoft Word Shape Collage - Application that allows you to use photographs and digital images to create shapes and text for display purposes ABC Paint - www.abcya.com/abcya_paint.htm A web based application which allows users to learn basic skills in creating a digital picture. All basic drawing features are available. The learner can save the picture and edit the picture. The application does not allow users to open saved images. Simple Animation Maker-http://www.abcya.com/animate.htm - This application allows you to build simple backgrounds and objects in a frame to quickly create an animation |
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Using digital products and services in a variety of contexts to achieve a purposeful outcome |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts.
TCH 0-01a |
Learners have the knowledge and understanding to use digital technologies and software to collect data, communicate, create, capture and manipulate sounds, texts and images to represent experiences. |
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Suggested Resources
Age appropriate devices including tablets, iPads and apps for media capture, editing and presentation. Digital cameras Collecting Sort Shapes http://www.primaryresources.co.uk/online/simpleshapesort.swf This is a simple online sorting activity based upon the number of sides a shape has. Pictograph http://primaryschoolict.com/pictograph/ An easy-to-use program for learners to create pictographs using predefined tables or blank formats. (Note: This website uses the American spelling of favourite). Analysing Catch and Count www.toytheater.com/fishing.php Children click on the hook to catch fish in each colour. They then need to count how many they caught in order for graph to be completed. Need counting skills to 9. |
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Cyber Resilience and Internet Safety |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I can explore, play and communicate using digital technologies safely and securely.
TCH 0-03a |
Learners have the knowledge and understanding to demonstrate online safety skills and can begin to make informed choices when using online technology. Learners can begin to demonstrate an understanding for the need for passwords and pin codes on devices (tablets, smartphones and computers) |
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Suggested Resources
CBBC Kidsmart Campus Cop – presentation (Based in Williamwood HS) Online Communication Safety www.thinkuknow.co.uk/5_7/hectorsworld/ Cartoon clips with information about e-communication: Hector’s World, and Lee and Kim for 5-7s Safe use of e-communication www.getsafeonline.org/safeguarding-children/ A good source of advice for teachers and carers. Using online resources safely www.kidsmart.org.uk/teachers/ks1/sources/projet/The-Adventures-of-Smartie-the-Penguin.pdf A story to help young children make good choices about when to ask for help. |
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Understanding the world through computational thinking |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I can explore computational thinking processes involved in a variety of everyday tasks and can identify patterns in objects or information
TCH 0-13a |
Learners have the knowledge and understanding that allows them to comment on the processes involved in a variety of everyday tasks and can recount and sequence main events and identify patterns (similarities and differences) |
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Suggested Resources
Materials for creating repeated pattern. E.g. counting beads, numeral cards, number lines etc. Dash & Dot (programmable workshop) ‘Go’ iPad app Scratch Kids/Juniors Kodable Robotics 1 – Introduction (K-2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/24/79/ Sequence 1: Introduction (K-5th grade) https://dashboard.kodable.com/#/curriculum/lesson/1/2/ Sequence 2: Algorithms (K-2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/1/31/ If Flash, then Clap (K-2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/28/97/ Pizza Party (Pre-reader) (K-1st Grade) https://dashboard.kodable.com/#/curriculum/lesson/26/102/ Maze Maker Challenges (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/30/103/ Hour of Code: Beginner (Kindergarten) https://dashboard.kodable.com/#/curriculum/lesson/19/58/ Hour of Code: ELA Integration (Kindergarten) https://dashboard.kodable.com/#/curriculum/lesson/22/65/ Hour of Code: Advanced (Kindergarten) https://dashboard.kodable.com/#/curriculum/lesson/20/66/ Coding Explained by Child-Friendly Video Clips www.bbc.co.uk/education/topics/zs7s4wx Mouse Control www.doorwayonline.org.uk/movingtargets.html This website encourages learners to develop mouse control skills. Learners should control the mouse in order to click on still and moving objects. Arrow Key Control www.iboard.co.uk/teacher/jlisaw8/2 Five games to develop skills in controlling a character/object using arrow keys. The objectives for each game encourage children to plan their route. These games also introduce children to language such as compass points, quarter and half turn and diagonal. Beebot in the Early Years http://elresources.skola.edu.mt/wp-content/uploads/2010/06/doc_669_2468_beebotguideA4v2.pdf “ICT Learning Innovation Centre’s Guide to using Bee-Bots in the Early Phase” |
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Understanding and analysing computer technology |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I understand that sequences of instructions are used to control computing technology.
TCH 0-14a I can experiment with and identify uses of a range of computing technology in the world around me. TCH 0-14b |
Learners explore and can identify common uses of computing science in the world around them. |
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Suggested Resources
BBC Bitesize Nina and the Neurons https://www.bbc.co.uk/cbeebies/shows/nina-and-the-neurons Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf Computing Science resources available in the National Technologies Community on Glow |
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Designing, building and testing computing solutions |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | ||||
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I can develop a sequence of instructions and run them using programmable devices or equivalent
TCH 0-15a |
Learners have the knowledge and understanding to explore a range of algorithms/instructions running them using programmable devices and/or computers |
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Suggested Resources
Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/ Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow. Beebot, Blue Bot Kodable – See above Hour of Code - https://code.org/learn Code Combat https://codecombat.com/play |
Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.
Searching, processing and managing information responsibly |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
|---|---|---|---|---|---|---|---|
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Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning
in different contexts.
TCH 1-02a |
Learners have knowledge and understanding to use a range of digital technologies and software effectively to collect, analyse, organise, retrieve, evaluate and present data and information. |
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Suggested Resources
Digital devices including tablets, age appropriate apps and software for media capture, editing and presentation Word Play Linking in ICT to consolidate learning in on-going literacy work is always useful; learners typing their name when they arrive in class; manipulating CVC words in Wordle; adding High Frequency / Topic words into a Word document and editing etc. Interactive Games There are a huge number of interactive typing games that are both fun and appropriate at Early level. It is a good idea to find a ‘breadth’ of resources within this area for use in the classroom. Some further ideas to get you started; http://games.sense-lang.org/ http://www.abcya.com/kids_typing_games.htm http://www.freetypinggame.net/play.asp Doorway Typing http://doorwayonline.org.uk/texttype2.html This resource teaches how to touch type Dancemat Typing www.bbc.co.uk/schools/typing/levels/level1.shtml Keyboard typing training with a clear progression of skills. Comic Life A great tool for making comic strips. Wordle www.wordle.net/ Learners can add word lists, Wordle then generates a visual display with them. Microsoft Publisher Microsoft Word Shape Collage Application that allows you to use photographs and digital images to create shapes and text for display purposes ABC Paint www.abcya.com/abcya_paint.htm A web based application which allows users to learn basic skills in creating a digital picture. The learner can save the picture and edit the picture. PowToon http://www.powtoon.com/ Powtoon is a free online animated presentation tool Microsoft Office 365 Onenote Incompetech Royalty Free Music http://incompetech.com/music/royalty-free/ Royalty free music. A great resource to find backing tracks to animations or mini-movies. SoundBible- Free Sound FX http://soundbible.com/free-sound-effects-1.html Sound effects for everyone. Great for spicing up animations or mini-movies. Canva- Poster Creation Tool www.canva.com/ A free online tool for creating mini-posters from a range of templates. Mindomo www.mindomo.com Mindomo is an online mind mapping tool Voki Character Animation www.voki.com/create.php This application allows you to make a character speak. http://www.prezi.com/ |
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Using digital products and services in a variety of contexts to achieve a purposeful outcome |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can explore and experiment with digital technologies and
can use what I learn to support and enhance my learning
in different contexts.
TCH 1-01a |
Learners have knowledge and understanding to use a range of digital technologies and software effectively to collect, analyse, organise, retrieve, evaluate and present data and information. |
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Suggested Resources
Digital devices including tablets, age appropriate apps and software for media capture, editing and presentation Collecting Organising Data www.bbc.co.uk/schools/teachers/ks1_lessonplans/maths/organising_data.shtml Create A Graph http://nces.ed.gov/nceskids/graphing/classic/ This website allows learners to input data into the computer for it to be displayed in Area, Bar, Line and Pie charts and graphs. The created graphs can then be printed and analysed. Analysing Data Handling http://topicbox.net/mathematics/data_handling/ A great range of resources for creating and interpreting different graph types. The Garden Data Sheet http://home.freeuk.net/elloughton13/woods17.htm This webpage contains information that can be used to create your own database, graphs or charts. Kids Biology.com Database www.kidsbiology.com/animals-for-children.php This example of a database can be used to provide experiences and discussions around databases. Microsoft Word |
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Cyber Resilience and Internet Safety |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can extend my knowledge
of how to use digital technology
to communicate with others and
I am aware of ways to keep safe and secure.
TCH 1-03a |
Learners have knowledge and understanding demonstrate safe and responsible use of a wide range of technologies. Including the internet and how to safely communicate with others. Learners begin to demonstrate an understanding for the need for strong passwords and keeping passwords safe. |
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Suggested Resources
CBBC Kidsmart NSPCC Childnet Simple Wikipedia Campus Cop – presentation (Based in Williamwood HS) Thinkuknow www.thinkuknow.co.uk/5_7/ This website contains many informative child friendly sections on electronic communication. Aimed at 5-7 yr olds. Internet Safety For Kids www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe-Base/ This website contains many informative child friendly sections on electronic communication. Aimed at 8-10 year olds. Adventures of Kara, Winston and the SMART crew www.childnet.com/resources/the-adventures-of-kara-winston-and-the-smart-crew Movies in sections about aspects of internet safety. Digiduck’s Big Decision www.kidsmart.org.uk/teachers/ks1/sourcesDuck/index.htm Online story about the consequences of forwarding a photo that ridicules someone. Cyberbullying www.digizen.org/resources/cyberbullying/interactive Online scenario and quizzes. Pupils make choices about appropriate online behaviour. Caught in the Web www.bbc.co.uk/newsround/13908828 News round special programme all about staying safe on the internet. Voiced by David Tennant, it tells the story of Lost Princess, who gets into danger after meeting someone in a chat room. It also has lots of tips on how to be safe, and case studies of children with real-life experiences of how things can go wrong. Keep Dodge safe online www.bbc.co.uk/cbbc/games/keep-dodge-safe-online A quiz to check your knowledge about staying safe online. Who do you share your details with www.bbc.co.uk/cbbc/clips/p014pfyk The News Kids On The Block (aka Ore, Joe and Ricky) sing about how to stay safe online. |
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Understanding the world through computational thinking |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way
TCH 1-13a |
Learners have knowledge and understanding that allows them to collaborate to create solutions by breaking down an everyday task into more manageable steps; identifying key information, construct rules based on patterns and create precise instructions and/or diagrams. |
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Suggested Resources
Hour of Code - https://code.org/learn Code Combat https://codecombat.com/play Daisy the Dinosaur for iPad Scratch Kids/Juniors Microbits Beebots, Blue Bots iPad apps Kodable – Maze Maker Challenges (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/30/103/ Conditions 1: Introduction (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/2/4/ Conditions 2: Conditional Statements (K-2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/2/5/ Hour of Code: Beginner (1st Grade) https://dashboard.kodable.com/#/curriculum/lesson/19/59/ Hour of Code: Advanced (1st Grade) https://dashboard.kodable.com/#/curriculum/lesson/20/67/ Hour of Code: ELA Integration (1st Grade) https://dashboard.kodable.com/#/curriculum/lesson/22/72/ Maze Maker Challenges (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/30/103/ Loops 1: Introduction (1st-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/3/8/ Hour of Code: Beginner (2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/19/60/ Hour of Code: Advanced (2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/20/68/ Hour of Code: ELA Integration (2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/22/73/ Women in Tech (3rd-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/29/105/ Functions 1: Introduction (2nd-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/4/12/ String Variables 1: Introduction (3rd-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/5/16/ Maze Maker Challenges (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/30/103/ Choose Your Own Adventure (3rd-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/31/104/ |
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Understanding and analysing computer technology |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I understand the instructions of a visual programming language and can predict the outcome of a program written using the language.
TCH 1-14a I understand how computers process information. TCH 1-14b |
Learners explore uses of Computing Science in the world around them and have the knowledge and understanding that allows them to identify the main features of digital technology, including key components and uses of computers, programs and the Internet. |
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Suggested Resources
BBC Bitesize Quickstart Computing http://primary.quickstartcomputing.org Computing Science Unplugged http://csunplugged.org/activities/ Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf Computing Science resources available in the National Technologies Community on Glow |
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Designing, building and testing computing solutions |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
| I can demonstrate a range of basic problem solving skills by building simple programs to carry out a given task, using an appropriate language. TCH 1-15a | Learners have the knowledge and understanding that allows them to demonstrate a range of basic problem solving skills, creating and improving simple algorithms using programming languages and programmable devices. |
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Suggested Resources
Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/ Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow. Kodable – See above Daisy the Dinosaur app for iPad Beebot, Blue Bot, Dash & Dot, iPad apps Hour of Code - https://code.org/learn Code Combat https://codecombat.com/play |
Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.
Searching, processing and managing information responsibly |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
|---|---|---|---|---|---|---|---|
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I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible. TCH 2-02a |
Learners have the knowledge and understanding to use a range of digital technologies and software to develop skills in creating multimedia, capturing and manipulating sounds, text and images in a variety of ways and contexts. Learners have the knowledge and understanding to collect, analyse and present data and information. |
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Suggested Resources
● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software ● Doorway Typing http://doorwayonline.org.uk/texttype2.html This resource teaches how to touch type ● Dancemat Typing www.bbc.co.uk/schools/typing/levels/level1.shtml Keyboard typing training with a clear progression of skills. This can be an effective warm-up activity to compliment other ICT experiences. ● Tagxedo www.tagxedo.com/ Tagxedo takes Wordle a step further, allowing users to shape their word clouds. Users can upload their own picture or photo to design. ● Comic Life A great tool for making comic strips. ● Microsoft Publisher ● Microsoft Word ● Pixlr http://www.pixlr.com/ A web based application for editing digital images. There are three levels of complexity and learners can have opportunities to explore the different functions. The easiest setting is suitable for second level. ● Shape Collage It teaches learners how images can be used to make interesting graphics. ● Incompetech Royalty Free Music http://incompetech.com/music/royalty-free/ A great resource to find backing tracks to animations or mini-movies. ● SoundBible- Free Sound FX http://soundbible.com/free-sound-effects-1.html Great for spicing up animations or mini-movies. ● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing ● Microsoft Office, GLOW (office tools) ● One drive ● Google Drive ● Google Sites |
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Using digital products and services in a variety of contexts to achieve a purposeful outcome |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way.
TCH 2-01a |
Learners have the knowledge and understanding to use a range of digital technologies and software to develop skills in creating multimedia, capturing and manipulating sounds, text and images in a variety of ways and contexts. Learners have the knowledge and understanding to collect, analyse and present data and information. |
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Suggested Resources
● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing ● Microsoft Office, GLOW (office tools) ● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software ● Collecting ● Create A Graph www.nces.ed.gov/nceskids/createagraph/default.aspx Allows learners to create a range of graphs and charts using easy to follow steps. ● Survey Monkey www.surveymonkey.com/mp/education-surveys/ This resource allows you to create a set of questions for a class survey. It then has the ability to analyse and display the data for you to interpret. Users need to register (free) before using ● Maths is Fun www.mathsisfun.com/data/data-graph.php This website allows users to input data into a table, then quickly change to graphs or charts. ● Microsoft word ● Microsoft Excel ● Analysing Topmarks Data Handling: www.topmarks.co.uk/interactive.aspx?cat=28 A fantastic range of resources to support learning on graphs and charts. ● Interpreting Data www.bbc.co.uk/bitesize/ks2/maths/data/interpreting_data/read/1/ Step by step guidance on reading and understanding data from different sources. ● Spreadsheet Game www.what2learn.com/spreadsheet-game-ks3/ An interactive ‘snakes and ladders game’ with questions based on knowledge of how to use Excel. ● Lunar Theme Park www.teachingideas.co.uk/maths/files/lunarthemepark.pdf ● A problem solving task that requires children to apply their skills and knowledge of analysing data. |
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Cyber Resilience and Internet Safety |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can explore online communities demonstrating an understanding
of responsible digital behaviour
and I’m aware of how to keep myself safe and secure.
TCH 2-03a |
Learners have the knowledge and understanding to demonstrate an awareness of the safety issues of giving away personal information online and can identify the differences between private and personal details that can identify them uniquely. Learners know how to report cyber bullying. Learners have developed strategies to make a strong password and keep it safe |
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Suggested Resources
● CBBC ● Kidsmart ● NSPCC ● Childnet ● Simple Wikipedia ● Campus Cop – presentation (Based in Williamwood HS) ● Safety in the Park – P7 trip ● google Sites - teaching points ● Wild Web Woods www.wildwebwoods.org/popup.php?lang=en ● In order to get to e-city, you need to collect info, security, privacy and awareness tokens to reach the target. ● Who’s Ya Buddy? www.thinkuknow.co.uk/8_10/control/Whos-Ya- Buddy/ Instant messaging explained in a child friendly context. ● Thinkuknow Cybercafe www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe- Base/ This website contains many informative child friendly sections on electronic communication. Aimed at 8-10 year olds. ● Safe or unsafe?  Find out how to get help when things go too far. You choose what happens in this interactive film! Content 11+. ● Let’s fight it together http://old.digizen.org/cyberbullying/fullfilm.aspx Excellent video vividly portraying effect of cyberbullying. Includes short interviews with all the characters involved. ● Netiquette www.tes.co.uk/Download.aspx?storycode=6071671&type=X&id=6118393 Pupils can produce a netiquette leaflet/Do & don’t sheet |
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Understanding the world through computational thinking |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I understand the operation of a process and its outcome. I can structure related items of information.
TCH 2-13a |
Learners have the knowledge and understanding to be able to analyse increasingly more complex problems, create and/or remix possible solutions using computational thinking techniques to justify, debug and evaluate its efficiency. |
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Suggested Resources
● Hour of Code - https://code.org/learn ● Code Combat https://codecombat.com/play ● Hopscotch for iPad ● Programmable robots E.g. sphero, BB-8, Dash & Dot ● iPad apps Kodable IntegerVariables1:Introduction(4th-5htGrade) https://dashboard.kodable.com/#/curriculum/lesson/6/19/ ArrayVariables:Introduction(4th-5thGrade) https://dashboard.kodable.com/#/curriculum/lesson/7/22/ Properties1:Introduction(5thGrade)https://dashboard.kodable.com/#/curriculum/lesson/10/28/ PizzaParty(4th-5thGrade) https://dashboard.kodable.com/#/curriculum/lesson/26/90/ HourofCode:Beginner(4thGrade) https://dashboard.kodable.com/#/curriculum/lesson/19/62/ HourofCode:Advanced(4thGrade) https://dashboard.kodable.com/#/curriculum/lesson/20/70/ HourofCode:Advanced(4th–5thGrade) https://dashboard.kodable.com/#/curriculum/lesson/20/71/ HourofCode:ELAIntegration(4thGrade) https://dashboard.kodable.com/#/curriculum/lesson/22/75/ Assessment – OOP1: Concept Review https://dashboard.kodable.com/#/curriculum/lesson/8/44/ Scratch Rock Band https://codeclubprojects.org/en-GB/scratch/rock-band/ Paint box https://codeclubprojects.org/en-GB/scratch/paint-box/ Chatbot https://codeclubprojects.org/en-GB/scratch/chatbot/ Ghostbusters https://codeclubprojects.org/en-GB/scratch/ghostbusters/ Lost in space https://codeclubprojects.org/en-GB/scratch/lost-in-space/ Memory https://codeclubprojects.org/en-GB/scratch/memory/ Dodge ball https://codeclubprojects.org/en-GB/scratch/dodgeball/ Brain Game https://codeclubprojects.org/en-GB/scratch/brain-game/ Catch the dots https://codeclubprojects.org/en-GB/scratch/catch-the-dots/ Clone wars https://codeclubprojects.org/en-GB/scratch/clone-wars/ Create your own world https://codeclubprojects.org/en-GB/scratch/create-your-own-world/ Python https://www.cyberskillslesson.com/ Every Picture Tells a Story https://www.cyberskillslesson.com/lesson-picture/# Cracking one in a million passwords https://www.cyberskillslesson.com/lesson1/ How to Rob a Bank https://www.cyberskillslesson.com/lesson2/ Encrypting Files http://lessons.cyberskillslesson.com/?lesson=encryption 01/10/18 Ring of Firewalls http://lessons.cyberskillslesson.com/?lesson=firewall Photo Detective http://lessons.cyberskillslesson.com/?lesson=forensics Database Clean Up http://lessons.cyberskillslesson.com/?lesson=database HTML and CSS Happy Birthday https://codeclubprojects.org/en-GB/webdev/happy-birthday/ Tell a story https://codeclubprojects.org/en-GB/webdev/tell-a-story/ Wanted https://codeclubprojects.org/en-GB/webdev/wanted/ Recipe https://codeclubprojects.org/en-GB/webdev/recipe/ Mystery Letter https://codeclubprojects.org/en-GB/webdev/mystery-letter/ Project Showcase https://codeclubprojects.org/en-GB/webdev/project-showcase/ Build a Robot https://codeclubprojects.org/en-GB/webdev/build-a-robot/ https://codeclubprojects.org/en-GB/webdev/stickers/ Sunrise https://codeclubprojects.org/en-GB/webdev/sunrise/ Linked Rooms https://codeclubprojects.org/en-GB/webdev/linked-rooms/ Magazine https://codeclubprojects.org/en-GB/webdev/magazine/ Pixel Art https://codeclubprojects.org/en-GB/webdev/pixel-art/ Coding Explained by Child-Friendly Video Clips www.bbc.co.uk/education/topics/zs7s4wx |
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Understanding and analysing computer technology |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can explain core programming language
computational thinking concepts and
concepts in appropriate technical language.
TCH 2-14a I understand how information is stored and how key components of computing technology connect and interact through networks. TCH 2-14b |
Learners have the knowledge and understanding of how technology works such as computer networks. Learners have the knowledge and understanding that allows them to identify the main features of Computing Science – including key components and uses of computers, programs and the Internet. |
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Suggested Resources
● BBC Bitesize ● Quickstart Computing http://primary.quickstartcomputing.org ● Computing Science Unplugged http://csunplugged.org/activities/ ● Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf ● Computing Science resources available in the National Technologies Community on Glow |
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Designing, building and testing computing solutions |
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| Experiences and Outcomes | Education Scotland Progression Framework | Skills | |||||
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I can create, develop and evaluate computing solutions in response to a design challenge
TCH 2-15a |
Learners have the knowledge and understanding to write algorithms to solve simple problems. Learners have the knowledge and understanding to allow them to design, create and debug computer programs using coding languages. |
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|
Suggested Resources
● Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/ ● Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow. ● Scratch, – See above ● HTML and CSS – See above ● Cyber Skill Lessons - see above ● Programmable robots – Sphero, Dash & Dot ● iPad apps ● Hour of Code - https://code.org/learn ● Code Combat https://codecombat.com/play |
Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.
Primary 1 |
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| Skills | Resources | |
|---|---|---|
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| The children will be introduced to the concept of programming through several unplugged activities. This will begin with identifying steps and patterns in everyday processes. Pupils should be able to identify what will happen if steps within a process change or are missing. Pupils will then be introduced to directional instructions through a variety of unplugged, practical activities, games on Activ Inspire, Beebots and a bee-bot website. https://www.bee-bot.us/emu/beebot.html The primary focus will be to ensure children have a firm understanding of directional signs and instructions (forward, back, left and right). Finally, children will be able to progress onto the first stage of the Kodable website “Smeeborg - Sequence Sector”. This will allow them to apply their knowledge of programming by creating a sequence of directional instructions. | ||
Primary 2 |
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| Skills | Resources | |
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| The children will be introduced to coding on a computer program. Children will be given a class code to access Kodable resources. They will begin by sequencing steps in a process. The concept of conditioning will then be introduced in which the children have to alter a simple sequence. The children will then be briefly introduced to loops and functions. Children will then create their own maze in the “create” section of Kodable. | ||
Primary 3 |
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| Skills | Resources | |
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| Children will be introduced to coding through a series of lessons on ‘code.org’. Some lessons are ‘unplugged’ and therefore teach the concept without being on the computer. Each lesson focuses on a particular skill and increases in difficulty as you work through the lessons More able pupils may move onto to use ‘Scratch’ learning basic skills using the Scratch Card lessons (see link). Then they can complete Projects 1 - 3 on the ‘Code Club’ website (link shown in resources column). | ||
Primary 4 |
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| Skills | Resources | |
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| Children will be introduced to Scratch. They will begin with writing a simple program and progress onto adding background and sounds, telling a story, making animating and moving their own sprite and making a game. Following this children will reinforce their learning through Scratch Projects. | ||
Primary 5 |
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| Skills | Resources | |
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| Progression of Scratch programming learning. It increases in complexity chronologically and mostly comprises of game based creation scratch programming activities. Making a simple quiz Making a game where they catch dots A save the earth game An adventure game A platform game A memory game A movement game An image creator A more complex quiz A where’s wally style game | ||
Primary 6 |
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| Skills | Resources | |
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Creates programs in a visual programming language including variables and conditional repetition Identifies patterns in problem solving and reuses aspects of previous solutions appropriately, for example, reuse code for a timer, score counter or controlling arrow keys Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance, change as the program runs through each instruction Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary, for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example, the internet Can design a webpage focusing on both style and functionality. Embedding trinkets and Scratch projects within a webpage. Learn how to animate a simple scene using CSS |
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Intro in HTML (HyperText Markup Language). The language used to make web pages. CSS (Cascade Styling Sheets) is responsible for the design or style of the website, including the layout, visual effects and background color. Writing HTML Writing CSS Children will learn about HTML lists and CSS colours. Children are introduced to CSS classes. They use multiple CSS classes to style text and also learn how to use background images and free Google fonts in their projects. Children are introduced to hyperlinks and embedding trinkets and Scratch projects within a webpage. Children will be introduced to linear and radial gradients in CSS. They will also learn more about borders and positioning. Children will to learn how to animate a simple scene using CSS. They will use the CSS @keyframes rule to animate various properties of images and divs. Children are introduced to multiple linked web pages in the same project each with their own CSS file. Children will learn how to create a two-column layout. They will also recap lots of the HTML & CSS that they have learned in other projects. They will also learn how to use HTML tables to create a grid of pixels. HTML and CSS lessons ● Recipe https://codeclubprojects.org/en-GB/webdev/ ● Mystery Letter https://codeclubprojects.org/en-GB/webdev/ ● Project Showcase https://codeclubprojects.org/en-GB/webdev/ ● Build a Robot https://codeclubprojects.org/en-GB/webdev/ ● Stickers https://codeclubprojects.org/en-GB/webdev/ ● Sunrise https://codeclubprojects.org/en-GB/webdev/ ● Linked Rooms https://codeclubprojects.org/en-GB/webdev/ ● Magazine https://codeclubprojects.org/en-GB/webdev/ ● Pixel Art https://codeclubprojects.org/en-GB/webdev/ Python Lessons ● Activity 1: Encrypting Files http://lessons.cyberskillslesson.com/encryption/ ● Activity 2: Ring of Firewalls http://lessons.cyberskillslesson.com/firewall/ ● Activity 3: Photo Detective http://lessons.cyberskillslesson.com/forensics/ ● Activity 4: Database Cleanup http://lessons.cyberskillslesson.com/database/ |
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Primary 7 |
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| Skills | Resources | |
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Creates programs in a visual programming language including variables and conditional repetition Identifies patterns in problem solving and reuses aspects of previous solutions appropriately, for example, reuse code for a timer, score counter or controlling arrow keys Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance, change as the program runs through each instruction Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary, for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example, the internet Create an encryption program Extract information from photographs use code to protect basic firewall understanding and manipulating variables, lists and dictionaries. |
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Summary |
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Digital photographs contain hidden information.You'll use Python code to extract evidence hidden inside photographs. Step into the shoes of a cyber criminal and use computer code to attempt to “crack” a massive collection of passwords encrypting and decrypting files using code modifying settings for firewall to protect yourself Metadata - info stored on cameras/gps/etc how to clean up a hacked database using the terminal Python They will create ASCII art (images from text) and perform calculations based on user input. using variables and conditional statements. loops This project teaches lists and using files. This project introduces dictionaries by creating a dictionary that maps from human-friendly colour names to hex codes children will learn how to make an encryption program, to send and receive secret messages with a friend. This project introduces iteration (looping) over a text string. functions Children collect data and use Pygal to display it using Pie Charts and Bar Graphs. manipulating dictionaries and lists. Children will work with JSON and Python data structures. This will be achieved by understanding and manipulating variables, lists and dictionaries. Cyber Skills Lessons ● Lesson: Cracking One Million Passwords https://www.cyberskillslesson.com/lesson1/ ● Lesson: How To Rob A Bank https://www.cyberskillslesson.com/lesson2/ ● Lesson: Every Picture Tells A Story https://www.cyberskillslesson.com/lesson-picture/ ● Lesson: Defend The Hospital http://cs4.cyberskillslesson.com/ ● Lesson: Defend The Fire Service http://cs4.cyberskillslesson.com/?fire=1 Python Lessons ● About Me https://codeclubprojects.org/en-GB/python/ ● Rock, paper, Scissors https://codeclubprojects.org/en-GB/python/ ● Turtle Race! https://codeclubprojects.org/en-GB/python/ ● Team Chooser https://codeclubprojects.org/en-GB/python/ ● Colourful Creations https://codeclubprojects.org/en-GB/python/ ● Secret Messages https://codeclubprojects.org/en-GB/python/ ● Modern Art https://codeclubprojects.org/en-GB/python/ ● Popular Pets https://codeclubprojects.org/en-GB/python/ ● RPG https://codeclubprojects.org/en-GB/python/ ● Where is the Space Station? https://codeclubprojects.org/en-GB/python/ ● Robo-Trumps https://codeclubprojects.org/en-GB/python/ ● CodeCraft https://codeclubprojects.org/en-GB/python/ |
A Complete Guide to help you run the Make It Happen app design competition at your local school or club.
All our InspHire Workshop materials to help you Make It Happen after the event.
Quick Guide |
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| Task | Description | Materials | Key Message |
|---|---|---|---|
| Intro! | 10 min intro to excite, engage, inspire and lead thoughts. |
We all love apps - Make It Happen is inviting you to design your own app! Its Simple - Design your app on our competition entry form Space Unicorn Maths example shows you don't need to be a great artist to have a great idea You can work alone or in small groups Have Fun! |
|
| Collect! |
You will get 45 minutes to come up with any app idea your imagination can dream up. We normally recommend 2 weeks but we will do this in a 45 minute workshop. |
Its the idea that matters - not the quality of writing/drawing/expression |
|
| Judge! |
Now the hardest part of all ... picking a winner We will pick one winner from the event. |
Everyone is a winner as everyone can attempt to build their own using Thunkable |
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| Announce! |
The fun part ... announce the winner at the closing ceremony! |
Screaming and celebration is all part of the fun! Some tears too... Everyone is a winner! as everyone has taken their first steps in becoming a Digital Creator whether you win or not! Their own app is the most exciting part, prizes are nice too ;-) |
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| Build It! |
Now the fun really starts... building a winner Like all good work - take your app build in steps, screen at a time step at a time Keep it simple - start simple with one screen and then iterate Use our winners as examples - have a look at our winners and tutorials on Thunkable to see how you can build something similar We are here to help - reach out to our volunteers using our email |
Everyone can attempt to build their own too Its ok to fail! - failing is the first step to success - we are here to help and will support you Publish - contact us to help publish your app onto the PlayStore and AppStore using our email |


#!/usr/bin/env python
# -*- coding: utf-8 -*-
import json
import requests
import math
from pkg_resources import get_distribution
from .exceptions import ApiError
from .decorators import pandasize
__all__ = ['OpenAQ']
__version__ = "1.1.0"
class API(object):
"""Generic API wrapper object.
"""
def __init__(self, **kwargs):
self._key = kwargs.pop('key', '')
self._pswd = kwargs.pop('pswd', '')
self._version = kwargs.pop('version', None)
self._baseurl = kwargs.pop('baseurl', None)
self._headers = {'content-type': 'application/json'}
def _make_url(self, endpoint, **kwargs):
"""Internal method to create a url from an endpoint.
:param endpoint: Endpoint for an API call
:type endpoint: string
:returns: url
"""
endpoint = "{}/{}/{}".format(self._baseurl, self._version, endpoint)
extra = []
for key, value in kwargs.items():
if isinstance(value, list) or isinstance(value, tuple):
#value = ','.join(value)
for v in value:
extra.append("{}={}".format(key, v))
else:
extra.append("{}={}".format(key, value))
if len(extra) > 0:
endpoint = '?'.join([endpoint, '&'.join(extra)])
return endpoint
def _send(self, endpoint, method='GET', **kwargs):
"""Make an API call of any method
:param endpoint: API endpoint
:param method: API call type. Options are PUT, POST, GET, DELETE
:type endpoint: string
:type method: string
:returns: (status_code, json_response)
:raises ApiError: raises an exception
"""
auth = (self._key, self._pswd)
url = self._make_url(endpoint, **kwargs)
if method == 'GET':
resp = requests.get(url, auth=auth, headers=self._headers)
else:
raise ApiError("Invalid Method")
if resp.status_code != 200:
raise ApiError("A bad request was made: {}".format(resp.status_code))
res = resp.json()
# Add a 'pages' attribute to the meta data
try:
res['meta']['pages'] = math.ceil(res['meta']['found'] / res['meta']['limit'])
except:
pass
return resp.status_code, res
def _get(self, url, **kwargs):
return self._send(url, 'GET', **kwargs)
[docs]class OpenAQ(API):
"""Create an instance of the OpenAQ API
"""
[docs] def __init__(self, version='v1', **kwargs):
"""Initialize the OpenAQ instance.
:param version: API version.
:param kwargs: API options.
:type version: string
:type kwargs: dictionary
"""
self._baseurl = 'https://api.openaq.org'
super(OpenAQ, self).__init__(version=version, baseurl=self._baseurl)
[docs] @pandasize()
def cities(self, **kwargs):
"""Returns a listing of cities within the platform.
:param country: limit results by a certain country
:param limit: limit results in the query. Default is 100. Max is 10000.
:param page: paginate through the results. Default is 1.
:param order_by: order by one or more fields (ex. order_by=['country', 'locations']). Default value is 'country'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:param df: convert the output from json to a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is 'local'
:return: dictionary containing the *city*, *country*, *count*, and number of *locations*
:type country: 2-digit ISO code
:type limit: number
:type order_by: string or list of strings
:type sort: string
:type page: number
:type country: string or array of strings
:type df: bool
:type index: string
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.cities()
>>> resp['results']
[
{
"city": "Amsterdam",
"country": "NL",
"count": 21301,
"locations": 14
},
{
"city": "Badhoevedorp",
"country": "NL",
"count": 2326,
"locations": 1
},
...
]
"""
return self._get('cities', **kwargs)
[docs] @pandasize()
def countries(self, **kwargs):
"""Returns a listing of all countries within the platform
:param order_by: order by one or more fields (ex. order_by=['cities', 'locations']). Default value is 'country'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:param limit: change the number of results returned. Max is 10000. Default is 100.
:param page: paginate through results. Default is 1.
:param df: return the results as a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is local
:type order_by: string or list
:type sort: string
:type limit: int
:type page: int
:type df: bool
:type index: string
:return: dictionary containing the *code*, *name*, *count*, *cities*, and number of *locations*.
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.countries()
>>> resp['results']
[
{
"cities": 174,
"code": "AT",
"count": 121987,
"locations": 174,
"name": "Austria"
},
{
"cities": 28,
"code": "AU",
"count": 1066179,
"locations": 28,
"name": "Australia",
},
...
]
"""
return self._get('countries', **kwargs)
[docs] @pandasize()
def latest(self, **kwargs):
"""Provides the latest value of each parameter for each location
:param city: limit results by a certain city. Defaults to ``None``.
:param country: limit results by a certain country. Should be a 2-digit
ISO country code. Defaults to ``None``.
:param location: limit results by a city. Defaults to ``None``.
:param parameter: limit results by a specific parameter. Options include [
pm25, pm10, so2, co, no2, o3, bc]
:param has_geo: filter items that do or do not have geographic information.
:param coordinates: center point (`lat`, `long`) used to get measurements within a
certain area. (Ex: coordinates=40.23,34.17)
:param radius: radius (in meters) used to get measurements. Must be used with coordinates.
Default value is 2500.
:param limit: change the number of results returned. Max is 10000. Default is 100.
:param page: paginate through the results.
:param df: return results as a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is local
:type city: string
:type country: string
:type location: string
:type parameter: string
:type has_geo: bool
:type coordinates: string
:type radius: int
:type limit: int
:type page: int
:type df: bool
:type index: string
:return: dictionary containing the *location*, *country*, *city*, and number of *measurements*
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.latest()
>>> resp['results']
[
{
"location": "Punjabi Bagh",
"city": "Delhi",
"country": "IN",
"measurements": [
{
"parameter": "so2",
"value": 7.8,
"unit": "ug/m3",
"lastUpdated": "2015-07-24T11:30:00.000Z"
},
{
"parameter": "co",
"value": 1.3,
"unit": "mg/m3",
"lastUpdated": "2015-07-24T11:30:00.000Z"
},
...
]
...
}
]
"""
return self._get('latest', **kwargs)
[docs] @pandasize()
def locations(self, **kwargs):
"""Provides metadata about distinct measurement locations
:param city: Limit results by one or more cities. Defaults to ``None``. Can define as a single city
(ex. city='Delhi'), a list of cities (ex. city=['Delhi', 'Mumbai']), or as a tuple
(ex. city=('Delhi', 'Mumbai')).
:param country: Limit results by one or more countries.  See `city` for details.
:param location: Limit results by one or more locations.
:param parameter: Limit results by one or more parameters. Options include [
pm25, pm10, so2, co, no2, o3, bc]
:param has_geo: Filter items that do or do not have geographic information.
:param coordinates: center point (`lat`, `long`) used to get measurements within a
certain area. (Ex: coordinates=40.23,34.17)
:param nearest: get the X nearest number of locations to `coordinates`. Must be used
with coordinates. Wins over `radius` if both are present. Will add the
`distance` property to locations.
:param radius: radius (in meters) used to get measurements. Must be used with coordinates.
Default value is 2500.
:param order_by: order by one or more fields (ex. order_by=['country', 'count']). Default value is 'location'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:param limit: change the number of results returned. Max is 10000. Default is 100.
:param page: paginate through the results.
:param df: return results as a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is local
:type city: string, array, or tuple
:type country: string, array, or tuple
:type location: string, array, or tuple
:type parameter: string, array, or tuple
:type has_geo: bool
:type coordinates: string
:type nearest: int
:type radius: int
:type order_by: string or list
:type sort: string
:type limit: int
:type page: int
:type df: bool
:type index: string
:return: a dictionary containing the *location*, *country*, *city*, *count*, *distance*,
*sourceName*, *sourceNames*, *firstUpdated*, *lastUpdated*, *parameters*, and *coordinates*
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.locations()
>>> resp['results']
[
{
"count": 4242,
"sourceName": "Australia - New South Wales",
"firstUpdated": "2015-07-24T11:30:00.000Z",
"lastUpdated": "2015-07-24T11:30:00.000Z",
"parameters": [
"pm25",
"pm10",
"so2",
"co",
"no2",
"o3"
],
"country": "AU",
"city": "Central Coast",
"location": "wyong"
},
...
]
"""
return self._get('locations', **kwargs)
[docs] @pandasize()
def measurements(self, **kwargs):
"""Provides data about individual measurements
:param city: Limit results by a certain city. Defaults to ``None``.
:param country: Limit results by a certain country. Should be a 2-digit
ISO country code. Defaults to ``None``.
:param location: Limit results by a city. Defaults to ``None``.
:param parameter: Limit results by one or more parameters. Options include [
pm25, pm10, so2, co, no2, o3, bc]
:param has_geo: Filter items that do or do not have geographic information.
:param coordinates: center point (`lat`, `long`) used to get measurements within a
certain area. (Ex: coordinates=40.23,34.17)
:param radius: radius (in meters) used to get measurements. Must be used with `coordinates`.
Default value is 2500.
:param value_from: Show results above a value threshold. Must be used with `parameter`.
:param value_to: Show results below a value threshold. Must be used with `parameter`.
:param date_from: Show results after a certain date. Format should be ``Y-M-D``.
:param date_to: Show results before a certain date. Format should be ``Y-M-D``.
:param sort: The sort order (``asc`` or ``desc``). Must be used with `order_by`.
:param order_by: Field to sort by. Must be used with **sort**.
:param include_fields: Include additional fields in the output. Allowed values are: *attribution*,
*averagingPeriod*, and *sourceName*.
:param limit: Change the number of results returned. Max is 10000 and default is 100.
:param page: Paginate through the results
:param df: return the results as a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is local
:type city: string
:type country: string
:type location: string
:type parameter: string, array, or tuple
:type has_geo: bool
:type coordinates: string
:type radius: int
:type value_from: number
:type value_to: number
:type date_from: date
:type date_to: date
:type sort: string
:type order_by: string
:type include_fields: array
:type limit: number
:type page: number
:type df: bool
:type index: string
:return: a dictionary containing the *date*, *parameter*, *value*, *unit*,
*location*, *country*, *city*, *coordinates*, and *sourceName*.
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.measurements(city = 'Delhi')
>>> resp['results']
{
"parameter": "Ammonia",
"date": {
"utc": "2015-07-16T20:30:00.000Z",
'local': "2015-07-16T18:30:00.000-02:00"
},
"value": "72.9",
"unit": "ug/m3",
"location": "Anand Vihar",
"country": "IN",
"city": "Delhi",
"coordinates": {
"latitude": 43.34,
"longitude": 23.04
},
"attribution": {
"name": "SINCA",
"url": "http://sinca.mma.gob.cl/"
},
{
"name": "Ministerio del Medio Ambiente"
}
...
}
"""
return self._get('measurements', **kwargs)
[docs] def fetches(self, **kwargs):
"""Provides data about individual fetch operations that are used to populate
data in the platform.
:param order_by: order by one or more fields (ex. order_by=['timeEnded', 'count']). Default value is 'country'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:param limit: change the number of results returned. Max is 10000. Default is 100.
:param page: paginate through the results. Default is 1.
:type order_by: string or list
:type sort: string
:type limit: int
:type page: int
:return: dictionary containing the *timeStarted*, *timeEnded*, *count*, and *results*
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.fetches()
>>> resp
{
"meta": {
"name": "openaq-api",
"license":
"website":
"page": 1,
"limit": 100,
"found": 3,
"pages": 1
},
"results": [
{
"count": 0,
"results": [
{
"message": "New measurements inserted for Mandir Marg: 1",
"failures": {},
"count": 0,
"duration": 0.153,
"sourceName": "Mandir Marg"
},
{
"message": "New measurements inserted for Sao Paulo: 1898",
"failures": {},
"count": 1898,
"duration": 16.918,
"sourceName": "Sao Paulo"
},
...
],
"timeStarted": "2016-02-07T15:25:04.603Z",
"timeEnded": "2016-02-07T15:25:04.793Z",
}
]
}
"""
return self._get('fetches', **kwargs)
[docs] @pandasize()
def parameters(self, **kwargs):
"""
Provides a simple listing of parameters within the platform.
:param order_by: order by one or more fields (ex. order_by=['preferredUnit', 'id']). Default value is 'country'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:type order_by: string or list
:type sort: string
:return: a dictionary containing the *id*, *name*, *description*, and
*preferredUnit*.
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.parameters()
>>> resp['results']
[
{
"id": "pm25",
"name": "PM2.5",
"description": "Particulate matter less than 2.5 micrometers in diameter",
"preferredUnit": "ug/m3"
}
...
]
"""
return self._get('parameters', **kwargs)
[docs] @pandasize()
def sources(self, **kwargs):
"""
Provides a list of data sources.
:param order_by: order by one or more fields (ex. order_by=['active', 'country']). Default value is 'country'
:param sort: define the sort order for one or more fields (ex. sort='desc')
:param limit: Change the number of results returned.
:param page: Paginate through the results
:param df: return the results as a pandas DataFrame
:param index: if returning as a DataFrame, set index to ('utc', 'local', None). The default is local
:type limit: number
:type page: number
:type df: bool
:type index: string
:type order_by: string or list
:type sort: string
:return: a dictionary containing the *url*, *adapter*, *name*, *city*,
*country*, *description*, *resolution*, *sourceURL*, *contacts*, and *active*.
:Example:
>>> import openaq
>>> api = openaq.OpenAQ()
>>> status, resp = api.sources()
>>> resp['results']
[
{
"url": "http://airquality.environment.nsw.gov.au/aquisnetnswphp/getPage.php?reportid=2",
"adapter": "nsw",
"name": "Australia - New South Wales",
"city": "",
"country": "AU",
"description": "Measurements from the Office of Environment & Heritage of the New South Wales government.",
"resolution": "1 hr",
"sourceURL": "http://www.environment.nsw.gov.au/AQMS/hourlydata.htm",
"contacts": [
<EMAIL_ADDRESS>]
}
...
]
"""
return self._get('sources', **kwargs)
def __repr__(self):
return "OpenAQ API"


Sexuality and Intersectionality
Week 11
Levi Sands
Get into groups and discuss these questions from fellow classmates
- Sociology seems to have done a successful job at proving the effectiveness of affirmative
action, so what is still holding people back? Data does not lie or discriminate so why is there
a disconnect?
- The book tells us that the government and other social policies intervene in people’s sexual and
reproductive decision making. Do you think the government should we allowed to create laws
surrounding this topic?
- There is a prominent double standard for guys versus girls in the “hookup” world. When men have
sex with other girls they are called players, but women are called hoes, sluts, skanks, etc. How
can society work to change these double standards, and expect the same out of men and women?
Late Work
- I will be accepting late work through December 13th
- If you have any late work for anything that is worth 10 points send me an email (section number
in the subject line) with the missing assignment by the 13th for up to half credit
- I will not be accepting any late work for any of those assignments after that date
Extra Credit Opportunity
- Details will be on ICON/Canvas
- Worth 5 pts (maybe more)
- You will have to listen to two podcasts and answer a series of questions regarding what you
heard
- Due Dec 1st I will NOT accept them after that time
Good Sex vs Bad Sex
Source: Boundless.com Socialization and Human Sexuality
- Western Cultures adhere to the idea of heteronormativity
- The view that all human beings are either male or female, both in sex and in gender, and
that sexual and romantic thoughts and relations are normal only when between people of
different sexes.
- Religion, the law, and the media are the three primary agents of socialization that teach
people how to behave sexually
- There is a lot of variability across cultures when it comes to sexual norms and practices
Example
- Personal example from Reddit
Discussion
- Colorado case of cake makers not making a cake for a gay couple due to
religious beliefs
- Should companies be allowed to choose their clientele even if that would
mean that there would be discrimination?
Intersectionality
- “Theory that suggests we cannot separate the effects of race, class, gender, sexual
orientation, and other attributes” (OpenStax College 2012).
- Example Black Women
Questions
- How does intersectionality affect you?
- How can the stress of being in a minority group affect individuals over time?
- What other groups not mentioned yet might be susceptible to discrimination?
- What can be done about this?
Group Activity
In your group write down answers to the following questions
- Describe 5 obstacles preventing an individual with multiple intersectionality disadvantages from
being successful economically.


Craving some delicious Greek food? Maybe you’re in the mood for a juicy steak? No matter what kind of meal you have in mind, The Spot Restaurant is ready to prepare it for you. Since 1973, The Spot Restaurant has been the go-to diner for residents of Binghamton, NY. Our diner serves breakfast all day, in addition to wholesome and flavorful dining options for lunch and dinner. From burgers to salads, seafood to pastas, you’ll find all kinds of hearty meals prepared fresh at The Spot Restaurant. Our diner also has a full bakery with delicious baked goods and other treats, including our famous cheesecake. Sounds delicious, right? The Spot Restaurant is open daily from 5 a.m. to 11 p.m. We’re here to serve you the best food around, whenever you’re looking for a great American restaurant in Binghamton, NY.
If you’ve never been to our restaurant before, you should know that it's a large dining room that can seat many people. With that sort of space, we have the capacity to host a range of events and special occasions. The Spot Restaurant is happy to be the venue for your next presentation, reunion, party, luncheon or banquet. With two banquet rooms, presentation screens, an LCD projector and a podium, The Spot Restaurant can transform a space into the perfect site for your gathering. Whether you want to have your associates attend a training luncheon or you're planning a birthday party, trust that we have the space, equipment and menu to accommodate any occasion. To reserve a space for your next event, come by the restaurant or call<PHONE_NUMBER> today.
To top it all off, The Spot Restaurant also has a full bar and a bakery. Whether you want to stop in for an after work drink or a late night pastry, you’re sure to find what you’re looking for and a whole lot more. At The Spot Restaurant, we want to get to know you and your friends in the Binghamton, NY area. Hopefully you’ll come in and get to know us while enjoying our delicious food options. From beer to burgers, cheesecake to chops, we’re serving up what you're craving. Stop by our great Greek and American food diner in Binghamton, NY, tonight.


The project has a multi-purpose and interdisciplinary focus. The main tasks of the research work are the development of methods of science of data and their application to various branches of knowledge. Communication between the project participants who are representatives of the leading scientific institutions of the National Academy of Sciences of Ukraine and have different professional expertise will allow enriching the common knowledge and methods of lending, as well as facilitating the interpenetration of tasks and methods between different branches.
This team work of various scientific groups of scientists within the framework of the joint project is the basis for the interdisciplinary KAU Center of Applied Data Science and Innovation (KAU CADSI) at the Kiev Academic University (KAU). Research within the framework of the project will focus on the development, use and dissemination of machine learning and artificial intelligence methods, including methods of Big Data, and application of these methods to various scientific and practical interdisciplinary tasks, in particular, environmental research, in the field of bioinformatics and biomedicine, physical material science, physics and high-energy astrophysics, optimization of individual economic processes, and also in the analysis of innovation activity integrity.


Restore {{currentNode.name}} under {{target.name}}?
{{currentNode.name}} was moved underneath {{target.name}}


--- title: Hello World flask app keywords: fastai sidebar: home_sidebar summary: "Getting started with Flask in nbdev." description: "Getting started with Flask in nbdev." nb_path: "50_flask_hello_world.ipynb" ---
↓ make sure we can create the app with/without specifying config
assert not create_app().testing
assert create_app({"TESTING": True}).testing
↓ make requests against a test client to show that we can GET
the /hello
route with/without specifying a name
app = create_app({"TESTING": True})
client = app.test_client()
response = client.get("/hello/Pieter van de Heuvel, MSc")
assert response.data == b"Hello, Pieter van de Heuvel, MSc!"
response = client.get("/")
assert response.data == b"Hello, World!"
The next cell just says "run the app if we're running from the command line". We use IN_NOTEBOOK
to avoid running the app when we're in the notebook.
from nbdev.export import notebook2script
notebook2script('50_flask_app.ipynb')


Btw, I think there are some errors here:
https://komodoplatform.atlassian.net/wiki/spaces/KPSD/pages/71729215/What+is+the+5+Komodo+Stake+Reward
The 5% reward starts accumulating after a few minutes if you hold over 10 KMD in your wallet.
It will more likely be around an hour not a few minutes if nLockTime is set slightly in the past.
It is very similar to POS
And then in the next line:
KMD's POS is a hybrid zero footprint proof of stake
These two statements seem to contradict each other, saying it's similar to PoS and then saying it is PoS then saying it's hybrid PoS.
Also, it's completely unrelated to PoS, it's not a consensus mechanism. I think the comparison to PoS is confusing, PoS should either not be mentioned at all, or only be mentioned purely to explain that Komodo is not PoS and KMD rewards are nothing to do with stake rewards.
(edited)


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Simply put, We build great products.
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Maserati sports car coming May 2020
The first step in Maserati's next-decade plan will roll out in May, offering a sports car to offset the loss of the now-defunct GranTurismo and GranCabrio.
by Scott Collie- shares
Maserati has announced its upcoming sports car will be revealed in May 2020.
Details about the 'sports car' are hard to come by at the moment, but a teaser video posted on Twitter offers a few hints beyond the launch date.
For one, it features a revving petrol engine, suggesting the first electrified Maserati won't be a pure-electric vehicle – instead, it's likely to be a plug-in hybrid, or offer a purely internal-combustion powertrain option option.
Reports from earlier this year claimed the sports car – which may be called Alfieri – will be built on a modular aluminium space-frame chassis designed to support fully- and partially-electrified powertrains.
The most powerful model is expected to be a three-motor, all-wheel drive electric model capable of hitting 100km/h in around two seconds.
The sports car will be joined by a convertible version in 2021, according to Maserati's latest earnings report. Also on the cards are refreshed Levante, Ghibli, and Quattroporte models in 2020.
An all-new GranTurismo is also expected to follow in 2021, with a new GranCabrio and Quattroporte to come in 2022.
1
1
nextprevious
Maserati sports car coming May 2020


My Portfolio
Home
Personal
Education
Contact
Contact Details
Permanent Address:
749,N.Kasaba,Near Date Ganapati Mandir,Shreyas Apartment,Solapur
PinCode-413007
Contact No:<PHONE_NUMBER>
Current City: Pune
Email Id: prajaktashelgikar47@gmail.com


Evening 10 Series 2019 Event 4
| TL 4 |
30 April 19 |
|
10 |
miles |
| Name |
Position |
Road bike |
Actual Time |
Avg. mph |
| |
|
|
|
|
| Timothy Smith |
1 |
|
00:22:42 |
26.43 |
| Ed Grandidge |
2 |
|
00:23:04 |
26.01 |
| Josh van
Nierop |
3 |
|
00:23:27 |
25.59 |
| James Lowe |
4 |
|
00:23:28 |
25.57 |
| James
Moore |
5 |
1 |
00:23:36 |
25.42 |
| Matt Plews |
6 |
|
00:23:39 |
25.37 |
| Jason
Williams |
7 |
2 |
00:24:07 |
24.88 |
| Hans van
Nierop |
8 |
|
00:24:15 |
24.74 |
| Michael
Burke |
9 |
3 |
00:24:31 |
24.47 |
| Phil
Rayner |
10 |
|
00:24:35 |
24.41 |
| Jonathan
Durnin |
11 |
|
00:24:44 |
24.26 |
| Alex Fry |
12 |
|
00:25:07 |
23.89 |
| Lawrence
Cox |
13 |
|
00:25:30 |
23.53 |
| David
Wilson |
14 |
|
00:25:44 |
23.32 |
| Chris
Dainty |
15 |
|
00:26:18 |
22.81 |
| Alistair
Watson |
16 |
|
00:26:33 |
22.60 |
| Linda
Hubbard |
17 |
|
00:26:38 |
22.53 |
| Ian
Waterfield |
18 |
|
00:26:48 |
22.39 |
| Dominic
Switzer |
19 |
4 |
00:26:59 |
22.24 |
| Bill
Barrie |
20 |
|
00:27:11 |
22.07 |
| Stuart
Dawkins |
21 |
5 |
00:27:19 |
21.96 |
| Roger
Kockelbergh |
22 |
|
00:27:23 |
21.91 |
| David
Bowrey |
23 |
6 |
00:27:59 |
21.44 |
| Harrison
Fay |
24 |
7 |
00:28:06 |
21.35 |
| Helen
Talbot |
25 |
|
00:28:12 |
21.28 |
| Ray Taylor |
26 |
|
00:28:31 |
21.04 |
| Mitchell
James |
27 |
8 |
00:28:37 |
20.97 |
| Peter Condon |
28 |
|
00:28:53 |
20.77 |
| Mark
Chapman |
29 |
9 |
00:28:58 |
20.71 |
| Jennifer
Clegg |
30 |
|
00:29:02 |
20.67 |
| Stewart
Holland |
31 |
10 |
00:29:08 |
20.59 |
| Gary Ashwell |
32 |
|
00:29:24 |
20.41 |
| Huw Wilson |
33 |
|
00:29:48 |
20.13 |
| Steve Fay |
34 |
11 |
00:30:20 |
19.78 |
| Duncan Hopwood |
35 |
|
00:30:30 |
19.67 |
| Charlie
Simpson |
36 |
12 |
00:31:19 |
19.16 |
| Steve
Alden |
37 |
|
00:31:28 |
19.07 |
| Andy Smith |
38 |
13 |
00:32:29 |
18.47 |
| Will & Trevor Wise |
39 |
|
00:33:02 |
18.16 |
| May Naylor |
40 |
|
00:33:31 |
17.90 |
| Lorna
Marlow |
41 |
14 |
00:34:42 |
17.29 |
| Sophie
Ward |
42 |
15 |
00:36:30 |
16.44 |
| Debbie
Ward |
43 |
16 |
00:37:27 |
16.02 |
| Mike
Vybiral |
44 |
17 |
00:38:59 |
15.39 |
|
|
|
|
|


This is a silent countdown timer. It will display a notification when the time is up but it will not annoy your coworkers by making a sound.


Question 1
What will the code below output to the console and why ?
console.log(1 + "2" + "2");
console.log(1 + +"2" + "2");
console.log(1 + -"1" + "2");
console.log(+"1" + "1" + "2");
console.log( "A" - "B" + "2");
console.log( "A" - "B" + 2);
Answer--->The console.log
is the kind of function call, where
the console is the object calling the function naming
log which is used to print the inputs given inside the ""
on the window and the (+) operator
is used to concatinate 2 things of the output.


↻
↺
Pan to London
Elastic to Moscow
Bounce to Istanbul
Spin to Rome
Fly to Bern
Rotate around Rome
Take a tour


Add a check select to a form.
A check select is an alternative to a multiple select (<select>) which uses checkboxes rather than an input.
| name | purpose | type | required? | default | choices |
|---|---|---|---|---|---|
choices |
Possible choices | expression | No | None |
|
class |
Extra class for select | text | No | "input-medium" |
|
fieldname |
Field name | text | No | "check-select" |
| name | purpose | type | required? | default | choices |
|---|---|---|---|---|---|
adapt |
Function to adapt field before applying | function | No | value |
|
disabled |
Disabled control? | boolean | No | no |
|
dst |
Destination object index | text | No | ||
help |
Help text | text | No | ||
hidelabel |
Hide label? | boolean | No | no |
|
if |
Conditional expression | expression | No | yes |
|
initial |
Initial value | expression | No | None |
|
inlinehelp |
Help text | text | No | ||
label |
Label | text | No | ||
maxlength |
Maximum length | text | No | ||
name |
Field name | text | No | ||
process |
Function to process src in to a string | function | No | str:value |
|
required |
Is a value required for this field? | boolean | No | ||
src |
Source object index | text | No | ||
style |
Override style | text | No | ||
template |
Template | template path | No | ||
upload |
Contains a file upload field? | boolean | No | no |
|
visible |
Visible? | boolean | No | yes |


Usage
Use these as follows. Text color will be automatically applied as seen in colors shown above.
Typical use case
This code:

Heading

Paragraph content

Produces:
Heading
Paragraph content
Hover option
Besides standard usage, all of these colors are also available in a hover version. This means that the color will be applied only on hover.
This code:

Hover over this!

Produces:
Hover over this!
You can apply both a regular color and a hover color as shown below:
This code:

Hover over this!


|
DeuStock-Server
|
Public Member Functions | |
| WalletService () | |
| void | setUserDAO (UserDAO userDAO) |
| void | setStockHistoryDAO (StockHistoryDAO stockHistoryDAO) |
| void | setWalletDAO (WalletDAO walletDAO) |
| double | getBalance (String username) throws WalletException |
| void | resetHoldings (String username) throws WalletException |
| List< StockHistoryDTO > | getHoldings (String username) throws WalletException |
| void | updateMoney (String username, double amount) throws WalletException |
| void | updateMoneyByWalletID (String walletID, double amount) throws WalletException |
| void | addToHoldings (String username, DeuStock stock, double amount, OperationType type) throws WalletException |
| StockHistory | getStockHistory (String stockHistoryID) throws WalletException |
| void | closeStockHistory (String stockHistoryID) throws WalletException |
Service class for wallet instance.
Definition at line 25 of file WalletService.java.
| es.deusto.deustock.services.investment.wallet.WalletService.WalletService | ( | ) |
| void es.deusto.deustock.services.investment.wallet.WalletService.addToHoldings | ( | String | username, |
| DeuStock | stock, | ||
| double | amount, | ||
| OperationType | type | ||
| ) | throws WalletException |
| stock | Required stock with price |
| WalletException |
Definition at line 157 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.closeStockHistory | ( | String | stockHistoryID | ) | throws WalletException |
Definition at line 176 of file WalletService.java.
| double es.deusto.deustock.services.investment.wallet.WalletService.getBalance | ( | String | username | ) | throws WalletException |
Definition at line 53 of file WalletService.java.
| List<StockHistoryDTO> es.deusto.deustock.services.investment.wallet.WalletService.getHoldings | ( | String | username | ) | throws WalletException |
Definition at line 104 of file WalletService.java.
| StockHistory es.deusto.deustock.services.investment.wallet.WalletService.getStockHistory | ( | String | stockHistoryID | ) | throws WalletException |
Definition at line 168 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.resetHoldings | ( | String | username | ) | throws WalletException |
Definition at line 86 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.setStockHistoryDAO | ( | StockHistoryDAO | stockHistoryDAO | ) |
Definition at line 43 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.setUserDAO | ( | UserDAO | userDAO | ) |
Definition at line 39 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.setWalletDAO | ( | WalletDAO | walletDAO | ) |
Definition at line 47 of file WalletService.java.
| void es.deusto.deustock.services.investment.wallet.WalletService.updateMoney | ( | String | username, |
| double | amount | ||
| ) | throws WalletException |
| void es.deusto.deustock.services.investment.wallet.WalletService.updateMoneyByWalletID | ( | String | walletID, |
| double | amount | ||
| ) | throws WalletException |
Definition at line 134 of file WalletService.java.


THE WHITE BALLOON A film review by James Berardinelli Copyright 1996 James Berardinelli
RATING (0 TO 10): 7.5 Alternative Scale: *** out of ****
Iran, 1995 U.S. Release Date: beginning 1/96 (limited) Running Length: 1:25 MPAA Classification: No MPAA Rating (nothing offensive) Theatrical Aspect Ratio: 1.85:1
Cast: Aida Mohammadkhani, Moshen Kalifi, Fereshteh Sadr Orfani, Anna Bourkowska, Mohammad Shahani Director: Jafar Panahi Screenplay: Abbas Kiarostami Cinematography: Farzad Jowdat U.S. Distributor: October Films In Farsi with subtitles
Iranian films are not big in the United States. After just a few months of limited release, THE WHITE BALLOON has already made more money in this country than any previous Iranian picture, including last year's THROUGH THE OLIVE TREES, which was made by international film icon Abbas Kiarostami and distributed by Miramax. THE WHITE BALLOON, written by Kiarostami and directed by one of his proteges, Jafar Panahi, has the characteristic slow, stately tone that dominates Iranian efforts, but, at least in terms of its minimalist narrative, it's reminiscent of Vittorio De Sica's Italian classic, THE BICYCLE THIEF.
THE WHITE BALLOON is told in real time through the eyes of its seven year old, female protagonist, the feisty Razieh (Aida Mohammadkhani). Our impressions of other characters are filtered through Razieh, so we see them as she does, whether they're strange, frightening, indifferent, or helpful. All the facets of humanity are represented, from a generous-but-ineffectual old woman to a sinister soldier who tells lies to gain the young girl's confidence.
It's New Year's Day in Tehran, and, in ninety minutes, all the shops will close for a week-long holiday. Before that happens, Razieh desperately wants to buy a plump, white goldfish with elaborate fins. She has her heart set on this prize and refuses to give up even when her mother says "no." So, with the help of her brother (Moshen Kalifi), she eventually wears down all resistance, and, armed with her mother's last 500 tomans bill, heads into the marketplace on her own. Between home and the fish store, however, she loses the money down a street grate, where the metal bars keep it within sight, but out of reach.
Like THE BICYCLE THIEF, THE WHITE BALLOON proves that movies don't have to be plot-heavy to succeed.  Portrayed in a perfectly-nuanced, unaffected manner by Aida Mohammadkhani, Razieh is one of the most impressive screen children since the protagonist of CROWS. Mohammadkhani, with only a little help from her supporting actors, makes this picture.
In addition to its account of a girl's fist venture into the adult world on her own, THE WHITE BALLOON gives Western viewers a rare glimpse into the real Iran. Here, freed of political shading, we meet the genuine inhabitants of Tehran, and, unsurprisingly, find that they're not all that different from us. THE WHITE BALLOON certainly isn't everyone's kind of film, but those with the patience to sit through all eighty-five minutes will uncover a sublime, unconventionally engrossing story.
A controversy that has nothing to do with the film's content has metamorphosed around THE WHITE BALLOON. Following a U.S. congressional bill funding covert action against the current government of Iran, that country attempted to withdraw the film from contention for a best foreign film Oscar nomination. Subsequently, when THE WHITE BALLOON began its limited U.S. run, Iran denied the director, Jafar Panahi, permission to leave the country to participate in a publicity tour. Nevertheless, even though Panahi has been forbidden to travel to the United States, he is well represented by his first feature, which speaks as eloquently as anything he would likely say.
- James Berardinelli e-mail<EMAIL_ADDRESS>web: http://www.cybernex.net/~berardin
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{% extends "base.html" %} {% block title %}
Medieval catalogues > SECULAR INSTITUTIONS: Secular Colleges > Windsor > Inventory of books and church goods, 1384-5
{% endif %}34 identified entries found.
All data was derived from the List of Identifications by Professor Richard Sharpe.
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Core Team
Angular version 2.1.0 - incremental-metamorphosis - is a minor release following our announced adoption of Semantic Versioning...
In order for the ecosystem around Angular to thrive, developers need stability from the Angular framework so that reusable components and libraries, tools and learned practices don’t go obsolete unexpectedly...
Developer Community
I figured it would be a good idea to demonstrate how to ship a NativeScript Angular 2 application with a pre-filled SQLite database rather than populating it on-the-fly....
If there was one feature in Angular that made us go “Wow”, then it was probably its two-way data binding system. Changes in the application state have been automagically reflected into the view...
This walkthrough reveals how to create a DialogComponent and to-do app with Angular Material and the Angular CLI...
Angular CLI is a great tool for developing Angular 2 applications. I thought it would be fun to do a quick demo...


WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Registering, but not testifying:
FOR:
Cole, Celia CEO (Feeding Texas), Austin, TX
Hodges, Kenneth (Corn Producers Association of Texas), Waco, TX
Houston, Joshua General Counsel (Texas Impact), Austin, TX
Quinzi, Patty Legislative Counsel, TX American Fed. Of Teachers (TX - American
Federation of Teachers), Austin, TX
Ward, Kyle Executive Director (TX PTA), Austin, TX
Williams, Paige Director of Legislation (Texas Classroom Teachers Association), Austin,
TX
ON:
Hunter, Dan Asst Commissioner (Texas Dept Of Agriculture), Austin, TX
Providing written testimony:
FOR:
Eyer, Jenny (CHILDREN AT RISK), Dallas, TX
FOR:
Arredondo, Jenny Sr. EXecutive Director of Child Nutrition (also providing written
testimony) (San antonio isd), San Antonio, TX
Eyer, Jenny (also providing written testimony) (CHILDREN AT RISK), Dallas, TX
Glosson, Sharon Executive Director (also providing written testimony) (Self; North East
ISD), San Antonio, TX
Registering, but not testifying:
FOR:
Cole, Celia CEO (Feeding Texas), Austin, TX
Hodges, Kenneth (Corn Producers Association of Texas), Waco, TX
Houston, Joshua General Counsel (Texas Impact), Austin, TX
Quinzi, Patty Legislative Counsel, TX American Fed. Of Teachers (TX - American
Federation of Teachers), Austin, TX
Ward, Kyle Executive Director (TX PTA), Austin, TX
Williams, Paige Director of Legislation (Texas Classroom Teachers Association), Austin,
TX
ON:
Hunter, Dan Asst Commissioner (Texas Dept Of Agriculture), Austin, TX
FOR:
Christian, George (Texas Civil Justice League), Austin, TX
Medrano, Andres (also providing written testimony) (Real Page), Austin, TX
Mintz, David Vice President of Government Affairs (Texas Apartment Association),
Austin, TX
Reeve, Lana (RealPage, Inc.), Richardson, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
AGAINST:
Gonzales, Juliana Austin Tenants' Council, Executive Director (Austin Tenants' Council),
Austin, TX
Roach, Nelson (Self; TTLA), Daingerfield", TX
Sommerman, Victoria (Texas Watch), Austin, TX
Weber, Martin (also providing written testimony) (Self), Houston, TX
ON:
Benter, Tammy Water Director - PUC (Public Utility Commission), Austin, TX
Registering, but not testifying:
FOR:
Lavelle, Tanya Policy Director (Texas Affiliation of Affordable Housing Providers),
Austin, TX
Lawson, Drew (Texans for Lawsuit Reform), Austin, TX
Marcinkowski, Dave (Self; Texas Apartment Association and Madera Residential),
Lubbock, TX
Matz, Laura (Texas Community Association Advocates), Austin, TX
Minick, Stephen Vice President for Government Affairs (Texas Asssociation of Business),
Austin, TX
Pendleton, DJ Executive Director (Texas Manufactured Housing Association), Austin, TX
Scurlock, Stephen (Independent Bankers Association of Texas), Austin, TX
Wright, Felicia (Texas Assn. of Builders), Austin, TX
AGAINST:
Duncan, Charlie (Tx low income housing info service), Austin, TX
FOR:
Harden, Bob (Texas association of ground water owners and producers), Austin, TX
Johnson, Russell Attorney (Self), Austin Tx, TX
Messer Whitehead, Victoria Director of Governmental Affairs (High Plains Water District),
Lubbock, TX
Sequeira, Simon (Texas alliance of water providers), Austin, TX
AGAINST:
Aaron, Dirk Clearwater UWCD (Clearwater UWCD), Belton, TX
Cole, Reginald David Director GCD (Clearwater UWCD), Killeen, TX
Conkwright, Jim (also providing written testimony) (Prairielands Groundwater
Conservation District), Cleburne, TX
Dailey, Robert (Self; The WOODLANDS JOINT POWERS AGENCY AND 10
Municipal Utility Districts and 50 Mud Directors), The Woodlands, TX
Davis, Terry Mr (Self; Southern Montgomery Municipal District), Spring, TX
Dupnik, John General Manager (Barton Springs Edwards Aquifer Conservation District),
Austin, TX
Ellis, Gregory (Self; Clients of the firm including the South Plains UWCD, Llano Estacado
UWCD, Mesa UWCD, Kinney County GCD and Jeff Davis County UWCD.), League City,
TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Fitzsimmons, Shauna (North Texas Groundwater Conservation District; Sandy Land
Groundwater Conservation District), Austin, TX
Jones, Kathy Turner General Manager (LONE STAR GCD), Conroe, TX
Kramer, Ken Water Resources Chair (also providing written testimony) (Sierra Club -
Lone Star Chapter), Austin, TX
Leigh, David K. (Self), Belton, TX
Masson, Kerry Mr (Self; Southern Montgomery County MUD), Montgomery, TX
McGeary, Judith (Self; Farm and Ranch Freedom Alliance), Cameron, TX
McMurry, Dave General Manager (Self; Aqua Water Supply Corp.), Bastrop, TX, TX
Puig-Williams, Vanessa Executive Director, General counsel for TESPA (Self; Trinity
Edwards Springs Protection Association), Austin, TX
Raun, Lowell (also providing written testimony) (Self; Texas rice producers group,
coastal bend gcd), El campo, TX
Rogers, Linda Kaye (Self), Wimberley, TX
Schlessinger, Sarah Executive Director (Texas Alliance of Groundwater Districts), Austin,
TX
Schumann, Bill Bell county commissioner (Self; Bell county), Belton, Texas, TX
Selvera, ERIN Director of legal and legislative services (TEXAS RURAL WATER
ASSOCIATION), Austin, TX
Shaw, Doug (Self; Upper Trinity Groundwater Conservation District), Springtown, TX
Sledge, Brian Attorney (Hunt Companies, Inc.), Austin, TX
Stansberry, Blayne President Board of Directors (Self; Barton Springs Edwards Aquifer
Conservation District), Austin, TX
Stephens, Rodney (Self; Middle trinity groundwater conservation district), Comanche, TX
ON:
Bessent, Kody Vice President of Operations & Legislative Affairs (Plains Cotton Growers,
Inc.), Lubbock, TX
Day, Alan General Manager, Brazos Valley GCD (Brazos Valley Groundwater
Conservation District), Hearne, Texas, TX
Embrey, Ty (Terrell County GCD, Panola County GCD, Clearwater UWCD, Middle
Trinity GCD), Austin, TX
Hodges, Kenneth (Corn Producers Association of Texas), Waco, TX
Williams, C.E. General Manager (Self; Panhandle GCD), White Deer, TX
Registering, but not testifying:
FOR:
Gaines, James (Texas landowners council), Austin, TX
Gipson, Mark (Pioneer Natural Resources), Irving, TX
Graham, Bill (Self), Milano, TX
Howe, Billy Associate Director Government Affairs (Texas Farm Bureau), Austin, TX
Lauderback, Bill Executive VP, Public Affairs (Lower Colorado River Authority), Austin,
TX
Pomeroy, Cory (Texas Oil and Gas Association), Austin, TX
Sequeira, Simon (Self; Texas alliance of water providers), Magnolia, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Skaggs, Jason Executive Director of Government & Public Affairs (Texas and
Southwestern Cattle Raisers Association), Austin, TX
Stevens, Bill Consultant (Texas Alliance of Energy Producers), Austin, TX
Williams, Julie State Government Affairs Representative (Chevron), Austin, TX
AGAINST:
Adams, Leah General Manager (Panola County Groundwater Conservation District),
Carthage, TX
Andruss, Tim General Manager (Victoria County GCD), Victoria, TX
Ashbrook, Joni (Self), Bastrop, TX
Barfknecht, Jayson Public Works Diector, City of Bryan (City of Bryan), Bryan, tx, TX
Bell-Enders, Kendall (Barton Springs Edwards Aquifer Conservation District), Austin, TX
Biemer, Jason Division Manager (Self; City of Kyle, TX), Kyle, TX
Birch, Carol Legislative Counsel (Public Citizen Texas), Austin, TX
Box, Steve Executive director (Self; Environmental Stewardship), Bastrop, TX
Brown, Tim Bell County Commissioner (Bell county), Tx, TX
Burnam, Lon (Self), Fort Worth, TX
Canepa, Alex Research and Education Director (GROW North Texas), Austin, TX
Casnovsky, Joy Program Director (Self; Sustainable Food Center), Austin, TX
Curtis, Linda Director (Self; Independent Texans PAC), Bastrop, TX
Davenport, Teresa (Self), McKinney, TX
Davis, Kelly (Self), Austin, TX
Drummond, Marie (Self), Del Valle, TX
Earwood, Meredith Operations Manager (Sutton County Underground Water Conservation
District), Sonora, TX
Fairchild, Fancy. (Self), Elgin, TX
Falk, Carrie (Self; Blue ribbon day), Elgin, TX
Flatten, Charles Water policy (Self; Hill Country Alliance), Bee cave, TX
Forbes (North Plains Groundwater Conservation District), Austin, TX
Foster, David Clean Water Action State Director (Clean Water Action), Austin, TX
Fowler, Larry (Self), Georgetown, TX
Gangnes, Michele Director (Self; League of independent Voters of Texas, and Simsboro
Aquifer Water Defense Fund), Lexington, TX
Geisman, Cindy (Self), Bastrop, TX
Gendron, Patrick Texas certified farmers market assoc (Self; Texas certified farmers
market association), Bryan, TX
Glass, Tom (Self), Hockley, TX
Godwin, Gaelyn Rev (Self), Houston, TX
Green, Ronald Dr (Self; Greater edwards aquifer alliance), Helotes, TX
Haverlah, Sandra Ms. (Environmental Defense Fund), Austin, TX
Henneke, Dee (Self; Farfa), Leander, TX
Hess, Myron (National Wildlife Federation), Austin, TX
Holland, Zach (Self; Bluebonnet GCD), Navasota, TX
Hubbard, Alexandra (Self), Elgin, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Lillibridge, Brian Water Specialist (City of Buda), Buda, TX
Marrs, Annie Ms (Self), Bastrop, TX
Masters, Kelley (Self), Cedar park, TX
McGuire, Mike General Manager (Self; Rolling Plains Groundwater Conservation
District), Munday, TX
Morris, Joe (Aqua WSC), Austin, TX
Parker, Judy (Self; Clearwater Underground Water Conservation District), Killeen, Tx, TX
Peace, Annalisa (Self; Greater Edwards Aquifer Alliance), San Antonio, TX
Rabe, Katherine Porter (Self; MSP/JHP Properties LLC), College station, TX
Russell, Claudia (Brush Country Groundwater Conservation District), Austin, TX
Ryan, Michelle (Self), Elgin, TX
Salas, Sarah (Self), Austin, TX
Sengelmann, Greg General Manager (Gonzales County Underground Water Conservation
District), Gonzales, TX
Sikora, Catherine Ms. (Self), Georgetown, TX
Sinclair, Caroline (Self), Del Valle, TX
Singleton, Mary (Self), Bastroo, TX
Smith, Jennifer (Benbrook Water Authority), Austin, TX
Smith, Mark (Hunt Companies, Inc.), El Paso, TX
Smock, Roxanna (Self), Austin, TX
Sterling, Karen (Self), Cedar Creek, TX
Stover, John (Southeast Texas GCD), Lufkin, TX
Turner, Robert (West Texas Groundwater Management Alliance), Voss, TX
Turner, Robert (Sterling county underground wastere consev dist), Voss, TX
Turner, Robert (Irion county underground water conservation dist), Voss, TX
Turner, Robert (Plateau underground water conservation district), Voss, TX
Turner, Robert (West texas groundwater conservation management alliance), Voss, TX
Woodsong, Theresa Citizen (Self), Austin, TX
Zent, Lara Executive Director & General Counsel (Texas Rural Water Association),
Austin, TX
ON:
Mace, Robert DEA-TWDB (TWDB), Austin, TX
FOR:
Ewing, Steve CFO (also providing written testimony) (San Angelo Community Medical
Center), San Angelo, TX
Wetz, Staci CFO (Shannon Medical Center), San Angelo, TX
Registering, but not testifying:
FOR:
Gilbert, Don (Self), Austin, TX
Hawkins, John SVP, Government Relations (Texas Hospital Association), Austin, TX
Minick, Stephen Vice President for Government Affairs (Texas Asssociation of Business),
Austin, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Turner, Robert (Self), Voss, TX
AGAINST:
Fudge, Barbara (Self; Texas Democratic Women), Waxahachie, TX
Registering, but not testifying:
FOR:
Adams, Leah General Manager (Panola County Groundwater Conservation District),
Carthage, TX
Embrey, Ty (Terrell County GCD, Panola County GCD, Clearwater UWCD, Middle
Trinity GCD), Austin, TX
Registering, but not testifying:
FOR:
Clifton, Ricky General Manager (Self; GCWDA), Houston, TX
Golemon, Kinnan (Gulf Coast Waste Disposal Authority), Austin, TX
ON:
Evans, Mark Chairman, Region H (also providing written testimony) (Region H Water
Planning Group), Houston, TX
Kramer, Ken Water Resources Chair (Sierra Club - Lone Star Chapter), Austin, TX
Williams, C.E. General Manager (Self; Panhandle GCD), White Deer, TX
Registering, but not testifying:
FOR:
Schlessinger, Sarah Executive Director (Texas Alliance of Groundwater Districts), Austin,
TX
Wright, Felicia (Texas Assn. of Builders), Austin, TX
AGAINST:
Woodsong, Theresa (Self), Austin, TX
ON:
Flatten, Charles Water policy (Self; Hill Country Alliance), Bee cave, TX
Mckinnon, Temple (TWDB), Austin, TX
FOR:
Flatten, Charles Water policy (also providing written testimony) (Self; Hill Country
Alliance), Bee cave, TX
Fleming, Lila (Self), TX, TX
Green, Ronald Dr (Self; Greater edwards aquifer alliance), Helotes, TX
Groeger, Alan Assoc professorr (Self), San marcos, TX
Houser, Sabrina (also providing written testimony) (Self), New braunfels, TX
Madden, Jensie (also providing written testimony) (Self; League of Women Voters of
Texas), Fischer, TX
Mims, Con (also providing written testimony) (Nueces River Authority), Uvalde, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Peace, Annalisa (also providing written testimony) (Self; Greater Edwards Aquifer
Alliance), San Antonio, Texas, TX
Pitts, Wes (Self), Driftwood, TX
Urban, Carl (Self), Buda, TX
Watts, Martha Ms (Self), Brooklyn, NY
Wheelus, Dan Attorney (also providing written testimony) (Texas Ranch Conservation, a
Texas non profit corp. and a number of ranchers), Austin,, TX
AGAINST:
Callegari, Robert (City of Dripping Springs), Austin, TX
McCarthy, Eddie (DH Investments), Austin, TX
Miertschin, James Phd (City of dripping springs), Austin, TX
Minick, Stephen Vice President for Government Affairs (Texas Asssociation of Business),
Austin, TX
ON:
Galindo, David (Texas Commission on Environmental Quality), Austin, TX
Registering, but not testifying:
FOR:
Bell-Enders, Kendall (Barton Springs Edwards Aquifer Conservation District), Austin, TX
Birch, Carol Legislative Counsel (Public Citizen Texas), Austin, TX
Burnam, Lon (Self), Fort Worth, TX
Curtis, Linda Director (Self; Independent texans PAC), Bastrop, TX
Curtis, Linda (League of independent voters of texas), Bastrop, TX
Davis, Kelly (Self), Austin, TX
Dupnik, John General Manager (Barton Springs Edwards Aquifer Conservation District),
Austin, TX
Fairchild, Fancy (Self), Elgin, TX
Foster, David Clean Water Action State Director (Clean Water Action), Austin, TX
Gaines, James (Texas landowners council), Austin, TX
Graham, Terrell (Self), Kenedy, TX
Hess, Myron (National Wildlife Federation), Austin, TX
Kramer, Ken Water Resources Chair (Sierra Club - Lone Star Chapter), Austin, TX
Lauderback, Bill Executive VP, Public Affairs (Lower Colorado River Authority), Austin,
TX
Lewey, Sky Ms. (Self), Uvalde, TX
Mast, Hank (Self), Alpine,Texas, TX
Mast, Tom (Self), Austin, TX
McNeel, Douglas (Self; San Geronimo Valley Alliance), Helotes, TX
Morris, Joe (Self; Texas Ranch Conservation), Austin, TX
Muse, Christy External relations, Shield Ranch (Self; Shield Ranch), Ausrin, TX
Park, Joey (Texas Wildlife Association), Austin, TX
Smith, Candace (Self), San Antonio, TX
Stansberry, Blayne President Board of Directors (Self; Barton Springs Edwards Aquifer
Conservation District), Austin, TX
WITNESS LIST
Agriculture, Water & Rural Affairs
April 10, 2017 2:00 PM - or upon adjournment
Stapper, Reginald (Self), Junction, TX
Urban, Betsy (Self), Buda, TX
Watts, John Mr (Self), Brooklyn, NY
AGAINST:
Graham, Bill (Self), Milano, TX
Howard, Jay (Guadalupe Blanco River Authority), Austin, TX
Registering, but not testifying:
ON:
Kirkle, Sarah Review Director (Sunset Advisory Commission), Austin, TX


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