Play checkers simply by dragging and dropping the pieces into the desired square. The game follows the rules of the US version of checkers. The pieces can only move forward and kings may move both forward and backward. When multiple jumps are possible, the player have one second between each jump to realize it. No artificial intelligence is implemented, you have to play for the two players alternatively


Encircled by a 2-mile border with Italy, Vatican City is an independent city-state that covers just over 100 acres, making it one-eighth the size of New York’s Central Park. Vatican City is governed as an absolute monarchy with the pope at its head.
I've been to the Vatican more than anyplace else outside this country in the world. I am mesmerized by it. Rush Limbaugh
- John Doe
When a great fire leveled much of Rome, Emperor Nero, seeking to shift blame from himself, accused the Christians of starting the blaze. He executed them by burning them at the stake, tearing them apart with wild beasts and crucifying them.
In 1277, a half-mile-long elevated covered passageway, the Passetto di Borgo, was constructed to link the Vatican with the fortified Castel Sant’Angelo on the banks of the Tiber River.
I talked to them before 'Angels and Demons,' and they said the scandal, abuse of power and violence was part of church history, which you can read about in the Vatican bookstore.


Pixel Pal (PART 2) : Gathering data for Pixel Pal
Posted on Sat 15 February 2020 in Linux, HiDPI, PixelPal
Pixel Pal is a project I have started whose purpose is to bring new life to old icon themes. Many old icon themes are in raster format and are not available for HiDPI screens (their resolution are too small). Currently the only way to handle old icon themes is to resample them by the desired factor, but the icons look pixelated. The goal of this project is to use deep learning to upsample small icons into icons for HiDPI screens.
To solve this I will use artificial intelligence and more precisely deep learning. The idea is to teach a neural network how to upsample icons in a manner that takes into account the shape of the underlying icon. In other words the idea is to do better than increasing the number of pixels. However to teach a neural network you need lots of data. In our case the data is a collection of icons for which we have both low resolution and HiDPI resolution versions.
Thankfully due to open source a lot of icons themes are available for which we have both. There are some requirements:
- The icon theme's licence needs to allow use theme to make a derivative product. To be safe I will stick to open source licences.
- There needs to be enough data to teach a network. However I will intentionally not get too much data to explore data augmentation techniques.
- Ability to split data well in various sets: training, validation, test and real world data
Let me explain the splitting of the data a little more by using an analogy. Training a network is a bit like taking a course at university. You get a lot of material through the course and at the end of the course there is a final exam. You are not allowed to see the final exam.
The course material is your real training data, and the final exam is test data. The point of test data is to evaluate the real performance of the network. But the test data is part of the course. I have another data set, a real world data which is there for me to use the network a first time on a real task; in other words none course material. The real world data will correspond to some old icon sets (OS2, CDE).
Furthermore real training data will be split. To use our analogy to learn the course and pass the final exam with a good grade you do practice tests. This is done by splitting our real training data into a smaller training data set and a validation data set.
So to recap we have :
- Training data : Use for training the network
- Validation data : Use for evaluating the training
- Test data : Use for evaluating the performance of the network
- Real world data : To test the use of the software on an actual use case.
Let me explain a bit more about the use of real world data. I have chosen two really old icon themes for which no svg formats are available. I can't learn to upscale those images but I would be very much interested in doing so. This data set allows me to judge whether the project has been a success in a qualitative way.
Because no svg files are available an official metric can't be calculated, which is why we need a testing data set with svg icons. Using old icons with no svg file format will showcase whether using deep learning is actually useful for reviving old icon sets. The old icon themes are the official CDE icon theme and the icon theme from OS/2.


{% load static %}
This gives information about ongoing treatments and ability to track progress over the treatment duration.


npm i -g generator-sipss
sipss
came from the need to simplify creating static sites for my side projects. As you can see from
this Twitter thread, I found that
each project's site was 95% the same as the others - all I was changing was the basics like the name of the project,
its description, features, etc. So, I decided to make my life a little easier and create this Yeoman generator to
scaffold the site for me. This very site was created using sipss
!


PO2DEBCONF(1) po-debconf PO2DEBCONF(1) NAME po2debconf - merge master templates file and PO files SYNOPSIS po2debconf [-v] [-h] [--podir=DIR] [-o FILE] [-e STRING] master DESCRIPTION This program reads all PO files and a single templates file, and produces a Debconf templates file containing all translations, similar to the one produced by debconf-mergetemplate(1) (from the "debconf-utils" package). PO files are by default searched in the po subdirectory below the location of the master file. To help the language code transition for Norwegian BokmÃ¥l, the no and nb language codes are handled specially. If no.po exists, it should be renamed to nb.po. Using nb.po will make both "-no" and "-nb" translations available in the templates file. Lines beginning with a number sign ("#") are comments in templates files. They are useful to give hints to translators, and are discarded by po2debconf. Special comments have been introduced in "po-debconf" 1.0. They are in the form "#flag:directive". The "#flag:partial" is the only directive interpreted by po2debconf. Normally when a field is composed of several paragraphs (like "__Choices" and "_Description"), it is translated if all paragraphs are translated. When a field contains "#flag:partial", translated strings may be mixed with untranslated strings. OPTIONS -h, --help Display a usage summary and exit. -v, --verbose Process in verbose mode. --podir=DIR Set directory for PO files. Default is to search PO files in the po subdirectory below the location of the master file. -o, --output=FILE Set output filename (default is standard output). -e, --encoding=STRING Convert encoding. Argument can take 3 values: "utf8" (convert to UTF-8), "po" (do not change encoding) and "popular" (convert encoding of input files depending on their language; the "PODEBCONF_ENCODINGS" environment variable must point to a name of a file containing the encoding map). Such a filename looks like: # # Number is comment sign # cs ISO-8859-2 da ISO-8859-1 de ISO-8859-1 el ISO-8859-7 etc. Default encoding used to be "popular", and has been switched to "utf8" since po-debconf 0.9.0. OUTPUT FORMAT Since debconf 1.2.0, templates format has changed, encoding is part of field names, i.e. they are "foo-lang.encoding". When older debconf encounter such fields, they are silently ignored, which means that original text is displayed. If present, a po/output file can override defaults for encoding and output format. It contains a single line with two fields. The first field is the output format (currently valid values are 1 for fields in the form "foo-lang", and 2 for "foo-lang.encoding") and the second field is the encoding, e.g. echo '2 utf8' > po/output let po2debconf convert text to UTF-8. When encoding is set to "po" or "utf8", output format is always set to 2, so that older debconf do not try to display text with wrong encodings. SEE ALSO debconf-gettextize(1), debconf-updatepo(1), po-debconf(7). AUTHOR Denis Barbier<EMAIL_ADDRESS>2011-12-29 PO2DEBCONF(1)


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{% extends "base.html" %} {% block body %} Thanks for making your elections. I'll let you know when all lots are cast. {% endblock body %}


Trifolia allows you to format descriptions, notes, and narrative constraint text using wiki syntax. When you render the output to HTML or Word, the text is formatted correctly.
The following fields support wiki syntax formatting:
Input Example
This is *an example of bold* text
Output Example
This is an example of bold text
Input Example
This is _an example of italic_ text
Output Example
This is an example of italic text
You can create links to templates, or to external resources such as websites or reference documents. Depending on the syntax, Trifolia can insert information into the link's text.
Input Example
Example of a link to [URL:#<IP_ADDRESS>.5]
Output Example
Example of a link to My Template Name (<IP_ADDRESS>.5)
Input Example
Example of a link to [URL:http://www.lantanagroup.com]
Output Example
Example of a link to http://www.lantanagroup.com
Input Example
Example of a link to [URL:Lantana Consulting Group|http://www.lantanagroup.com]
Output Example
Example of a link to Lantana Consulting Group
Input Example
|| Name || Email || Location
| Joe |<EMAIL_ADDRESS>| Texas
| Sally |<EMAIL_ADDRESS>| Arkansas
| John |<EMAIL_ADDRESS>| Pennsylvania
Output Example
Name |
Location |
|
Joe |
<EMAIL_ADDRESS>|
Texas |
Sally |
<EMAIL_ADDRESS>|
Arkansas |
John |
<EMAIL_ADDRESS>|
Pennsylvania |
Wiki syntax supports ordered (numbered) and unordered (bulleted) lists.
Input Example
* Bullet 1
* Bullet 2
* Bullet 3
Output Example
Input Example
# Bullet 1
# Bullet 2
# Bullet 3
Output Example


${comment.content}
#for(child : comment.children)-
${child.author}
${comment_at(child.parent)}
回复
#end
${child.content}


Before Change
Adds nodes to graph with node-labels as provided in function.
self._nodes_unsorted = [node_name for node_name in args]
self._nodes = sorted(self._nodes_unsorted, key=str.lower)
//using alphabetical order for all parameters internally
self.add_nodes_from({node:tuple()
for node in self._nodes})
def add_edges(self, tail, head):
After Change
Adds nodes to graph with node-labels as provided in function.
for item in args:
if type(item) != type("str"):
raise TypeError("Name of nodes must be strings.")
self.add_nodes_from(args)
def add_edges(self, tail, head):
Takes two tuples of nodes as input. All nodes in "tail" are


Seattle woman suspected of Capital One hack granted bond
SEATTLE (AP) - Washington state authorities say a software engineer who pleaded not guilty to deferral computer and wire fraud charges in a Capital One hack was released from jail on bond.
KING-TV reported Monday that 33-year-old Paige Thompson was granted bond Monday.
Authorities say Thompson is expected to live in a halfway house upon release. She would be required to wear a GPS monitor and would be prohibited from using computers or the internet.
Authorities say Thompson gained access to personal information from more than 100 million Capitol One credit applications.
Capital One said 140,000 Social Security numbers and 80,000 bank account numbers were breached, resulting in at least 40 lawsuits against the company.
Federal officials say they expect to add charges in the case.
A trial is set for March 2020.
Information from: KING-TV, http://www.king5.com/
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Copyright © 2019 The Washington Times, LLC.
Please read our comment policy before commenting.


One responsive element:
Two responsive element (50%):
Static element between two responsive element (50%):


The solution
The conda-forge organization was created with to be a transparent, open, community led organization, to build conda packages and, hopefully, provide a stable source for packages while reducing the effort duplication and recipe fragmentation.
While developed to meet the unique needs of scientific software developers, it is a system that brings features and utilities for the broader developer community.
Maintaining recipes in the feedstock
{% set version = "1.0" %}
package:
name: example
version: {{ version }}
source:
fn: example-{{ version }}.tar.gz
url: https://pypi.python.org/example-{{ version }}.tar.gz
md5: 842b44f8c95517ed5b792081a2370da1
patches:
- some.patch
build:
number: 0
.
.
.


{%extends "base/page.html"%} {%block title%}{{title}}{%endblock%} {%block contents%}
Commercial support is available from many different companies providing professional services to the PostgreSQL community.
{%else%}Many companies provide hosting solutions based on PostgreSQL. Some also provide complete solutions including support contracts.
{%endif%}If your company would like to be listed here, please fill out this form.
Please select a region:


From Dorian to Imelda, look back at the 2019 hurricane season
It's safe to say Mother Nature wasn't shy during the 2019 hurricane season.
In fact, the year is likely to go down in history as one of the more active seasons, according to AccuWeather, thanks in part to warm water temperatures in the Atlantic basin. Dorian will likely be remembered as the storm of the year, but other systems like Barry and Imelda also made their mark.
"Even though it wasn't a very strong or powerful storm, it caused major flooding," AccuWeather lead hurricane forecaster Dan Kottlowski said of Imelda.
Though the hurricane season is coming to a close, post-season development cannot be completely ruled out.
See more from the 2019 hurricane season in the video above.


Hello change me please
If the symptom become worse when first taking a homoeopathic medicine is it all right or does this indicate the wrong choice of medicine?


A shimmering field appears and surrounds a creature of your choice within range, granting it a +2 bonus to AC for the duration.
A shimmering field appears and surrounds a creature of your choice within range, granting it a +2 bonus to AC for the duration.


Install docker-compose and clone our* repository. Then, from the project root directory run:
sudo apparmor_parser -r -W sw-script-profile
sudo docker-compose up
We recommend you start with the example files in this project.
Copyright © 2016 Leidos, Inc. All rights reserved.


Email:
You did not enter an email address
Your email address is inavlid
Password:
You did not enter a valid password


--- layout: page title: "Test" description: "Hey, this is WWW." header-img: "../img/common-bg.jpg" ---
This is a test page!


Dear Sir / Madam I am Mr.Chuks Anthony,an account officer with Stanbic Bank of South Africa. I have an urgent and confidential business proposition for you. On June 6, 1997, an American Mining Consultant/Contractor with the South African Mining Corporation, Mr. Ken Power made a numbered time (Fixed) Deposit for twelve (12) calendar months, valued at US$28,320,000.00 (Twenty-Eight Million Three Hundred and Twenty Thousand Dollars) in my branch. Upon maturity, I sent a routine notification to his forwarding address but got no reply. After a month, we sent a reminder and finally we discovered from his contract employers, the South African Mining Corporation that Mr. Ken Power died from an automobile accident. On further investigation, I found out that he died without making a WILL and all attempts to trace his next of kin was fruitless. I therefore made further investigation and discovered that Mr. Ken Power did not declare any next of kin or relations in all his official documents, including his Bank Deposit paper work in my Bank. This sum of $28,000,000.00 USD is still sitting in my Bank and the interest is being rolled over with the principal sum at the end of each year. No one will ever come forward to claim it. According to South African Law, at the expiration of 5 (five) years, the money will revert to the ownership of the South African Government if nobody applies to claim the funds. Consequently, my proposal is that I would like you to stand in as the next of kin to Mr. Ken Power so that the fruits of this old man's labour will not get into the hands of some corrupt government officials. This is simple, I will like you to provide immediately your full names and address so that the Attorney will prepare the necessary documents and affidavits which will put you in place as the next of kin. We shall employ the service of an Accredited Attorney for drafting and notarization of the WILL and to obtain the necessary documents and letter of Probate/Administration in your favour for the transfer. A bank Account in any part of the world which you will provide will then facilitate the transfer of this money to you as the beneficiary/next of kin. The money will be paid into your Account for us to share in the ration of 60% for me and 40% for you. There is no risk at all as the paper work for this transaction will be done by the Attorney and my position as the Branch Manager guarantees the successful execution of this transaction. If you are interested, please reply immediately email. Upon your response,I shall then provide you with more details and relevant documentsthat will help you understand the transaction. Please observe utmost confidentiality, and be rest assured that this transaction would be most profitable for both of us because I shall require your assistance to invest my share in your country. Awaiting your urgent reply. Mr. Chuks Anthony


Warning Signs of Predators for Parents
How can you tell if someone has ulterior motives for wanting to get closer to your child? An expert identifies three red flags you want to watch out for.
STORY: Should the Duggar Family Really Be ‘Stunned’ by Josh’s Cheating Scandal?
But parents who assume their child could never be a victim should know that the reality is nine out of 10 children who are sexually abused are victimized by someone they know — including relatives, family friends, clergy, teachers, and babysitters, according to the National Children’s Advocacy Center (NCAC).
STORY: Here’s What Experts Had to Say About That Viral Child-Abduction Video
“The offender usually uses coercion and manipulation, not physical force, to engage the child,” reports the American Academy of Pediatrics in a sexual abuse prevention tip sheet for parents. Deborah Callins, prevention director at the NCAC, tells Yahoo Parenting, “They take advantage of a child’s natural curiosity.” So how can mothers and fathers identify the close people most likely to have ulterior motives, or who might want to take advantage of your child?
“Parents can protect their children by being better listeners,” she says. “Are
they hearing what their child is actually meaning? If a child states he or she doesn’t want to spend time
with a particular person, the parents may assume their child thinks the person is boring. But the real
message the child might be trying to send is that the person makes him or her feel uncomfortable.” So stop a
moment and try to really get to the heart of the matter before you insist that little Madison drive to the
park with Uncle Jim to play on the swings if she’s dragging her feet. “Your children could be sending you
little hints,” explains Callins. “You need to dig a little for more information.”
Consider
whether someone seems to be ‘testing’ your child’s ability to protect himself.
Does a family friend
always insist on “hugging, touching, kissing, tickling, wrestling with or holding a child, even when the
child does not want this physical contact or attention?” asks sexual abuse prevention organization Stop It Now! in its resource
sheet, Behaviors to Watch Out for When Adults are with Children. Such
seemingly innocuous behaviors indicate that the adult is ignoring a child’s social, emotional and physical
boundaries — and that’s a big red flag.
Take
note if a person is sexually suggestive around your kid.
 That
goes for comments about a child’s “developing body” or a teen’s dating details, too. “It may be nothing, or
it may be a warning signal that the person is grooming your child,” explains Callins. He or she may be
trying to figure out how curious your child is about sex, how much they know about it, and whether they may
be willing to participate in it. “Perhaps the parent doesn’t even realize that it’s an issue — ‘Oh, that’s
just how my cousin is,’ or ‘That’s just how he talks,’” she says. “But it could also be a test.”
Callins advises removing your child from such a situation if it makes you or your kid uncomfortable, and then talking about it separately afterward with both the person and your child. “That way, it’s out in the air,” she says. And that way there’s no question about your boundaries — and whether you’ll be aware if somebody tries to cross them.
Please
follow @YahooParenting on Facebook, Twitter, Instagram, and Pinterest. Have an
interesting story to share about your family? Email us at YParenting (at) Yahoo.com.


Hazel sang as a child in her elementary's choir.
At the age of ten, Hazel had already learned to play the piano and the guitar.
By twelve, Hazel had released her first youtube clip of her singing and it reached 10,000 likes.
At fourteen, Hazel auditioned and won America's Got Talent and was seen as, "the next big star".
By 15, Hazel released her first album which charted on BILLBOARD as number one for seven weeks.
At 16, Hazel had been nominated and won five Grammys.


STEALING BEAUTY A film review by Julian Lim Copyright 1996 The Flying Inkpot
Directed by: Bernardo Bertolucci Cast : Liv Tyler, Jeremy Irons Produced by : Jeremy Thomas Rating : *** out of ***** Theatres: Shaw Cinemas
Mmm, isn't Jeremy Irons lovely? How he moves, how he talks, how his saliva falls on to the hard rocky ground.  He speaks French, he speaks Italian, and he's dying. Could anything be sexier?
Well, there's Liv Tyler of course.  And actually, she's pretty good, too. Tyler is a natural at playing the American beauty Lucy Harmon, poised between adolescent gawkiness and adult self-awareness, who comes into an Italian village to stay with family friends.
Lucy is aware of her beauty, flirting with it, toying with her role as the pretty young thing amidst the old, the jaded and the sleazy. Yet she is still in the process of getting used to the attentions of men, and more importantly, finding out what she wants and who she is. A double quest unfolds in the course of the film: one, to lose her virginity, and two, to find out more about her mother's past, perhaps even to discover her true father.
Aiding and abetting her in the first quest is Jeremy Irons, oozing his uniquely foxlike charm out of every dying pore. As an invalid and old person, he plays the part eunuch mentor to Lucy, but his busy probings into her love life are a strange mix of leering, paternal and camp. His interests in her remain ambiguous to the end, when he falls sick and has to be hospitalised soon after Lucy takes a man home.
STEALING BEAUTY could have been an interesting exploration of virginity, innocence and experience. And with its dual search for absent fathers and lovers, it nearly manages an incisive look at how a young woman's identity is dependent on male figures, and on male constructions of the female image (hinted at in the opening scene of a strange man videotaping Liv Tyler sleeping in the train).
Unfortunately, Bertolucci's film touches on these themes but never goes into them with much depth or energy. The search for Lucy's first love never rises much above the level of your typical teen movie. Indeed a film like CLUELESS had a more ironic and revealing take on teen love, poking fun at its conventions even while revelling in them. By contrast, STEALING BEAUTY seems to take all too seriously characters like the sleazy American hunk, the cute-but-insincere Italian, the drunk Englishman, and the truly-sincere-sensitive-shy guy. Does Bertolucci somehow expect us to see this string of cardboard figures as steps in Liv Tyler's voyage of sexual awakening?
Perhaps the problem with the film is that it shares rather too much of the teenager's perspective, with the adolescent's self-absorption and exaggerated seriousness. Hence the 'adult' characters surrounding Lucy never quite take on a life of their own, seemingly spending all of their time thinking and talking about her. Rather than offering contrasting, ironic perspectives on her character, they only seem to indulge her sense of self-importance.
But to carp too much on the shallowness of STEALING BEAUTY is really to miss the pleasures of watching this movie. As in his previous films, Bertolucci excels at providing manifold feasts for the eyes. Here, joined by hipper-than-hip cinematographer Darius Khondji (SEVEN, CITY OF LOST CHILDREN), he gives us lush Tuscan landscapes, beautiful life-size wood sculptures, kisses in a sunset-drenched meadow, Liv Tyler emerging from a pool seemingly chiselled from marble (the pool, that is), Jeremy Irons removing his cap to show a thin veil of grey hair. There are times when the images take on a stunning, iconic flair all their own, as in the scenes of some beguilingly bizarre dancing at a party. It is actually not that hard to lose yourself in the simple charms of this film, to get into the easygoing, gently interested pace of the plot, and to even feel for Liv Tyler as she goes looking for love in all the most photogenic places -- just don't take too seriously the pretensions of the film to being anything complex or profound.
The Flying Inkpot Rating System: * Wait for the TV2 broadcast. ** A little creaky, but still better than staying at home with Gotcha! *** Pretty good, bring a friend. **** Amazing, potent stuff. ***** Perfection. See it twice.>
____________________________________________________________
This movie review was written for THE FLYING INKPOT, the
Singaporean zine that dares to say "Bok." For a spanking
good time, visit THE FLYING INKPOT at <http://bizdir.com.sg/inkpot/>
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


How to play SteamVR games on the Oculus Quest
Source: Android Central
So, you own an Oculus Quest VR headset, and you're really enjoying all of the great VR games on the Oculus Store. However, SteamVR offers a lot of other amazing VR experiences that you can't find in the Oculus Store. This step-by-step guide will walk you through the process of setting up your Oculus Quest to play SteamVR games.
Products needed for this guide:
- Get connected: VRidge Software (Free or $17 at Riftcat)
- Access to 1,000's of VR titles: Steam Account (Free at Steam)
- Tetherless VR: Oculus Quest ($399 at Amazon)
- If your PC doesn't have a USB-C input: Onvian USB-C to USB 3.0 Adapter ($7 at Amazon)
Determine that your computer can support VRidge
Before you can move toward playing SteamVR games on your Quest, you will need to make sure you can run Riftcat's VRidge software on your PC. VRidge is the softwar you'll need to do it. Riftcat's website references cardboard viewers. You can disregard that since streaming to mobile VR and streaming to the Oculus Quest VR headset are the same thing.
Source: RiftCat
Getting your smartphone and your Quest ready
There are only a few steps needed to get you up and running so you can play SteamVR games on your Oculus Quest. They might seem a bit daunting, but thankfully Riftcat's VRidge software does most of the heavy lifting for you. Your first step is to make sure both your smartphone and your Quest are on the same Wi-Fi signal.
- Open the settings on your smartphone and choose Wi-Fi. Make a note of what Wi-Fi signal you are on. You will need this information for Step 3.
- Now put on your Quest headset and choose settings in the lower menu to access the menu with Wi-Fi options. Source: Android Central
- Select Wi-Fi and make sure your Quest Wi-Fi is the same as your smartphones Wi-Fi signal. Source: Android Central
- Put your Oculus Quest in Developer Mode by opening the Oculus App on your smartphone.
- Tap on settings. Your Oculus Quest VR headset listed in the apps directory.
- Tap on your headset listing to connect your smartphone's app with your Quest headset. Source: Android Central
- After you connect, you'll have an new More Settings option. Click into the menu and select Developer Mode.
- Tap the switch so it toggles to blue and Developer Mode will be on.
Download VRidge to your PC
Get everything ready. Make sure your Oculus Quest, your Quest controllers, and the USB connector that came with it are close by.
- Go to the Riftcat website and download VRidge and install the software to your PC.
- Launch VRidge on your PC and choose Oculus Quest.
- Connect your Oculus Quest to your PC using the USB connector that came with your Oculus Quest. You will need to keep your Quest connected to your PC to complete this step and to play SteamVR games. If your computer doesn't have a USB-C input, you'll need to purchase an adaptor. Source: Android Central
Syncing your Quest with your PC
This step is where it might seem a little scary. However, there is no need to fret. All you are doing is cutting and pasting a script and then hitting enter on your keyboard. Once you've done that, all you have to do is put on your Quest VR headset and, using your Quest controllers, give your PC permission to link to the headset.
- Search for the Windows PowerShell App. Windows PowerShell App will come up immediately with three options. Choose run as Administrator. Source: Android Central
- Next, open up your web brower and use this Github link to access the script needed to connect your Quest to your PC. Simply copy the entire script from top to bottom. Source: Android Central
- Go back to your open Windows PowerShell and paste the Github script into Windows PowerShell and then hit enter. This will automatically perform all of the steps needed so you can stream SteamVR games to your Quest. All you have to do is wait for the process to finish. Once it's done, you'll get a notification.
- Put on your Quest headset, and go to your library. Choose unknown sources in the sidebar, and launch VRidge within your Quest. Source: Android Central
- On your desktop, open VRidge and start playing. Source: Android Central
- You will then see a message on your PC's desktop informing you that VRidge is now running on your Quest headset. Source: Android Central
- Now, choose between using the free version or the paid version. If you choose the free version, you'll get 10 minutes of SteamVR gameplay. The paid version will give you unlimited SteamVR playtime.
Launch SteamVR on your Quest
Your final step is an easy one. Your Quest is tethered to your PC through the charging cable that came with your VR headset, and you now have Riftcat's VRidge software running on both your PC and your Quest headset. The only thing left for you to do is set up your Quest headset in the same way that you would with the HTC Vive or any other headset using Steam.
- Launch SteamVR on your PC.
- Choose room-scale or standing VR experience. Source: Android Central
- Create your guardian so you don't bump into anything.
- That's it! Call your friends! Time for a VR party!! Source: Android Central
You're done!
You'll now be able to use Riftcat's VRidge to stream several games from StreamVR that aren't available in the Oculus Store. One thing to mention is some of the graphics might come across a little dull. It's not enough to ruin your VR experience, but you will notice a slight difference.
Our top equipment picks
The Oculus Quest is already a great VR headset. Still, new firmware updates will soon make the headset even better when Oculus brings in hand tracking, meaning no more controllers!
Untethered VR
Oculus Quest
VR without the need for external sensors
The Oculus Quest is a tetherless VR headset that doesn't require a computer and uses inside out tracking. You can move freely without worrying about tripping over cables or setting up external sensors. It comes in both 64GB and 128GB versions.
SteamVR was developed by the Valve Company and offers VR fans a large number of VR experiences. The company even has its own VR hardware called Valve Index.
VR games galore
SteamVR
Lots of VR options
Steam offers VR gamers 1,000's of game titles. That's because Steam has become a distribution company for any third-party publisher using Steams Steamworks SDK, giving young developers and small companies an outlet to release their VR experiences.
VRidge offers a free version and a paid version. Both offer Oculus Quest support, sound streaming, controller support, technical support, and future updates. The only difference between the two versions is that the free version gives you 10 minutes of playtime per session, while the paid version gives you unlimited playtime.
SteamVR on the Quest
Riftcat
VRidge for your Quest
There are other ways that you could stream SteamVR games to your Oculus Quest headset, but Riftcat's VRidge software is the best and easiest way to make this happen. The process doesn't require a lot of work, and the software does all of the heavy lifting.
Unfortunately, not every PC comes with USB-C input. However, it's an easy fix with this small, low-profile adaptor that offers super-fast transfer speeds.
Plug your Quest into your PC
Onvian USB C to USB 3.0 Adapter, 2-Pack
In case your PC doesn't have the right input
This adaptor will turn any USB 3.0 input into a USB-C input: super easy and hassle-free plug and play. The adaptor offers data transfer speeds of up to 5 Gbps between connected devices. It also supports up to 2.4 Amps of power output for charging your devices.
We may earn a commission for purchases using our links. Learn more.


ARC LENGTH CALCULATOR
The length of an arc depends on the
radius of a circle and the central angle θ.
L / θ = C / 2π
As circumference C = 2πr,
L / θ = 2πr / 2π
L / θ = r
We find out the arc length formula when multiplying this equation by θ:
L = r * θ


Places in Norway
This little website is built to serve as a demonstration of some WXT mechanismes. The theme is simply "places in Norway". The selection of places is more or less random.
The styling is rather simple. The intention has been to make it distinct, not pretty.
B. Stenseth
Thursday, July 8, 2010
The template used for all pages:
The script for this site:


PERLIRIX
Section: Perl Programmers Reference Guide (1)Updated: 2009-02-12
Index Return to Main Contents
NAME
README.irix - Perl version 5 on Irix systemsDESCRIPTION
This document describes various features of Irix that will affect how Perl version 5 (hereafter just Perl) is compiled and/or runs.Building 32-bit Perl in Irix
Use
sh Configure -Dcc='cc -n32'
to compile Perl 32-bit. Don't bother with -n32 unless you have 7.1 or later compilers (use cc -version to check).
(Building 'cc -n32' is the default.)
Building 64-bit Perl in Irix
Use
sh Configure -Dcc='cc -64' -Duse64bitint
This requires require a 64-bit MIPS CPU (R8000, R10000, ...)
You can also use
sh Configure -Dcc='cc -64' -Duse64bitall
but that makes no difference compared with the -Duse64bitint because of the "cc -64".
You can also do
sh Configure -Dcc='cc -n32' -Duse64bitint
to use long longs for the 64-bit integer type, in case you don't have a 64-bit CPU.
If you are using gcc, just
sh Configure -Dcc=gcc -Duse64bitint
should be enough, the Configure should automatically probe for the correct 64-bit settings.
About Compiler Versions of Irix
Some Irix cc versions, e.g. <IP_ADDRESS>m (try cc -version) have been known to have issues (coredumps) when compiling perl.c. If you've used -OPT:fast_io=ON and this happens, try removing it. If that fails, or you didn't use that, then try adjusting other optimization options (-LNO, -INLINE, -O3 to -O2, etcetera). The compiler bug has been reported to SGI. (Allen Smith <easmith@beatrice.rutgers.edu>)Linker Problems in Irix
If you get complaints about so_locations then search in the file hints/irix_6.sh for ``lddflags'' and do the suggested adjustments. (David Billinghurst <David.Billinghurst@riotinto.com.au>)Malloc in Irix
Do not try to use Perl's malloc, this will lead into very mysterious errors (especially with -Duse64bitall).Building with threads in Irix
Run Configure with -Duseithreads which will configure Perl with the Perl 5.8.0 ``interpreter threads'', see threads.For Irix 6.2 with perl threads, you have to have the following patches installed:
1404 Irix 6.2 Posix 1003.1b man pages 1645 Irix 6.2 & 6.3 POSIX header file updates 2000 Irix 6.2 Posix 1003.1b support modules 2254 Pthread library fixes 2401 6.2 all platform kernel rollup
IMPORTANT: Without patch 2401, a kernel bug in Irix 6.2 will cause your machine to panic and crash when running threaded perl. Irix 6.3 and later are okay.
Thanks to Hannu Napari<EMAIL_ADDRESS>for the IRIX pthreads patches information.
Irix 5.3
While running Configure and when building, you are likely to get quite a few of these warnings:
ld: The shared object /usr/lib/libm.so did not resolve any symbols. You may want to remove it from your link line.
Ignore them: in IRIX 5.3 there is no way to quieten ld about this.
During compilation you will see this warning from toke.c:
uopt: Warning: Perl_yylex: this procedure not optimized because it exceeds size threshold; to optimize this procedure, use -Olimit option with value >= 4252.
Ignore the warning.
In IRIX 5.3 and with Perl 5.8.1 (Perl 5.8.0 didn't compile in IRIX 5.3) the following failures are known.
Failed Test Stat Wstat Total Fail Failed List of Failed -------------------------------------------------------------------------- ../ext/List/Util/t/shuffle.t 0 139 ?? ?? % ?? ../lib/Math/Trig.t 255 65280 29 12 41.38% 24-29 ../lib/sort.t 0 138 119 72 60.50% 48-119 56 tests and 474 subtests skipped. Failed 3/811 test scripts, 99.63% okay. 78/75813 subtests failed, 99.90% okay.
They are suspected to be compiler errors (at least the shuffle.t failure is known from some IRIX 6 setups) and math library errors (the Trig.t failure), but since IRIX 5 is long since end-of-lifed, further fixes for the IRIX are unlikely. If you can get gcc for 5.3, you could try that, too, since gcc in IRIX 6 is a known workaround for at least the shuffle.t and sort.t failures.
AUTHOR
Jarkko Hietaniemi<EMAIL_ADDRESS>report any errors, updates, or suggestions to<EMAIL_ADDRESS>Index
This document was created by man2html, using the manual pages.
Time: 05:29:08 GMT, December 24, 2015


{# Copyright 2020 Google LLC Licensed under the Apache License, Version 2.0 (the "License"); you may not use this file except in compliance with the License. You may obtain a copy of the License at https://www.apache.org/licenses/LICENSE-2.0 Unless required by applicable law or agreed to in writing, software distributed under the License is distributed on an "AS IS" BASIS, WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. See the License for the specific language governing permissions and limitations under the License. #} {% extends "base.html" %} {% block page_title %}Profile{% endblock %} {% block main_content %}{% raw %}


public abstract class BreakIterator extends Object implements Cloneable
BreakIterator
class implements methods for finding
the location of boundaries in text. Instances of BreakIterator
maintain a current position and scan over text
returning the index of characters where boundaries occur.
Internally, BreakIterator
scans text using a
CharacterIterator
, and is thus able to scan text held
by any object implementing that protocol. A StringCharacterIterator
is used to scan String
objects passed to setText
.
You use the factory methods provided by this class to create
instances of various types of break iterators. In particular,
use getWordInstance
, getLineInstance
,
getSentenceInstance
, and getCharacterInstance
to create BreakIterator
s that perform
word, line, sentence, and character boundary analysis respectively.
A single BreakIterator
can work only on one unit
(word, line, sentence, and so on). You must use a different iterator
for each unit boundary analysis you wish to perform.
Line boundary analysis determines where a text string can be broken when line-wrapping. The mechanism correctly handles punctuation and hyphenated words. Actual line breaking needs to also consider the available line width and is handled by higher-level software.
Sentence boundary analysis allows selection with correct interpretation of periods within numbers and abbreviations, and trailing punctuation marks such as quotation marks and parentheses.
Word boundary analysis is used by search and replace functions, as well as within text editing applications that allow the user to select words with a double click. Word selection provides correct interpretation of punctuation marks within and following words. Characters that are not part of a word, such as symbols or punctuation marks, have word-breaks on both sides.
Character boundary analysis allows users to interact with characters as they expect to, for example, when moving the cursor through a text string. Character boundary analysis provides correct navigation through character strings, regardless of how the character is stored. The boundaries returned may be those of supplementary characters, combining character sequences, or ligature clusters. For example, an accented character might be stored as a base character and a diacritical mark. What users consider to be a character can differ between languages.
The BreakIterator
instances returned by the factory methods
of this class are intended for use with natural languages only, not for
programming language text. It is however possible to define subclasses
that tokenize a programming language.
Examples:
Creating and using text boundaries:
Print each element in order:public static void main(String args[]) { if (args.length == 1) { String stringToExamine = args[0]; //print each word in order BreakIterator boundary = BreakIterator.getWordInstance(); boundary.setText(stringToExamine); printEachForward(boundary, stringToExamine); //print each sentence in reverse order boundary = BreakIterator.getSentenceInstance(Locale.US); boundary.setText(stringToExamine); printEachBackward(boundary, stringToExamine); printFirst(boundary, stringToExamine); printLast(boundary, stringToExamine); } }
Print each element in reverse order:public static void printEachForward(BreakIterator boundary, String source) { int start = boundary.first(); for (int end = boundary.next(); end != BreakIterator.DONE; start = end, end = boundary.next()) { System.out.println(source.substring(start,end)); } }
Print first element:public static void printEachBackward(BreakIterator boundary, String source) { int end = boundary.last(); for (int start = boundary.previous(); start != BreakIterator.DONE; end = start, start = boundary.previous()) { System.out.println(source.substring(start,end)); } }
Print last element:public static void printFirst(BreakIterator boundary, String source) { int start = boundary.first(); int end = boundary.next(); System.out.println(source.substring(start,end)); }
Print the element at a specified position:public static void printLast(BreakIterator boundary, String source) { int end = boundary.last(); int start = boundary.previous(); System.out.println(source.substring(start,end)); }
Find the next word:public static void printAt(BreakIterator boundary, int pos, String source) { int end = boundary.following(pos); int start = boundary.previous(); System.out.println(source.substring(start,end)); }
(The iterator returned by BreakIterator.getWordInstance() is unique in that the break positions it returns don't represent both the start and end of the thing being iterated over. That is, a sentence-break iterator returns breaks that each represent the end of one sentence and the beginning of the next. With the word-break iterator, the characters between two boundaries might be a word, or they might be the punctuation or whitespace between two words. The above code uses a simple heuristic to determine which boundary is the beginning of a word: If the characters between this boundary and the next boundary include at least one letter (this can be an alphabetical letter, a CJK ideograph, a Hangul syllable, a Kana character, etc.), then the text between this boundary and the next is a word; otherwise, it's the material between words.)public static int nextWordStartAfter(int pos, String text) { BreakIterator wb = BreakIterator.getWordInstance(); wb.setText(text); int last = wb.following(pos); int current = wb.next(); while (current != BreakIterator.DONE) { for (int p = last; p < current; p++) { if (Character.isLetter(text.codePointAt(p))) return last; } last = current; current = wb.next(); } return BreakIterator.DONE; }
CharacterIterator
| Modifier and Type | Field and Description |
|---|---|
static int |
DONE
DONE is returned by previous(), next(), next(int), preceding(int)
and following(int) when either the first or last text boundary has been
reached.
|
| Modifier | Constructor and Description |
|---|---|
protected |
BreakIterator()
Constructor.
|
| Modifier and Type | Method and Description |
|---|---|
Object |
clone()
Create a copy of this iterator
|
abstract int |
current()
Returns character index of the text boundary that was most
recently returned by next(), next(int), previous(), first(), last(),
following(int) or preceding(int).
|
abstract int |
first()
Returns the first boundary.
|
abstract int |
following(int offset)
Returns the first boundary following the specified character offset.
|
static Locale[] |
getAvailableLocales()
Returns an array of all locales for which the
get*Instance methods of this class can return
localized instances. |
static BreakIterator |
getCharacterInstance()
|
static BreakIterator |
getCharacterInstance(Locale locale)
Returns a new
BreakIterator instance
for character breaks
for the given locale. |
static BreakIterator |
getLineInstance()
|
static BreakIterator |
getLineInstance(Locale locale)
Returns a new
BreakIterator instance
for line breaks
for the given locale. |
static BreakIterator |
getSentenceInstance()
|
static BreakIterator |
getSentenceInstance(Locale locale)
Returns a new
BreakIterator instance
for sentence breaks
for the given locale. |
abstract CharacterIterator |
getText()
Get the text being scanned
|
static BreakIterator |
getWordInstance()
|
static BreakIterator |
getWordInstance(Locale locale)
Returns a new
BreakIterator instance
for word breaks
for the given locale. |
boolean |
isBoundary(int offset)
Returns true if the specified character offset is a text boundary.
|
abstract int |
last()
Returns the last boundary.
|
abstract int |
next()
Returns the boundary following the current boundary.
|
abstract int |
next(int n)
Returns the nth boundary from the current boundary.
|
int |
preceding(int offset)
Returns the last boundary preceding the specified character offset.
|
abstract int |
previous()
Returns the boundary preceding the current boundary.
|
abstract void |
setText(CharacterIterator newText)
Set a new text for scanning.
|
void |
setText(String newText)
Set a new text string to be scanned.
|
public static final int DONE
protected BreakIterator()
public Object clone()
public abstract int first()
public abstract int last()
public abstract int next(int n)
BreakIterator.DONE
and the current position is set to either
the first or last text boundary depending on which one is reached. Otherwise,
the iterator's current position is set to the new boundary.
For example, if the iterator's current position is the mth text boundary
and three more boundaries exist from the current boundary to the last text
boundary, the next(2) call will return m + 2. The new text position is set
to the (m + 2)th text boundary. A next(4) call would return
BreakIterator.DONE
and the last text boundary would become the
new text position.n
- which boundary to return. A value of 0
does nothing. Negative values move to previous boundaries
and positive values move to later boundaries.BreakIterator.DONE
if either first or last text boundary
has been reached.public abstract int next()
BreakIterator.DONE
and
the iterator's current position is unchanged. Otherwise, the iterator's
current position is set to the boundary following the current boundary.BreakIterator.DONE
if the current boundary is the last text
boundary.
Equivalent to next(1).next(int)
public abstract int previous()
BreakIterator.DONE
and
the iterator's current position is unchanged. Otherwise, the iterator's
current position is set to the boundary preceding the current boundary.BreakIterator.DONE
if the current boundary is the first text
boundary.public abstract int following(int offset)
BreakIterator.DONE
and the iterator's current position is unchanged.
Otherwise, the iterator's current position is set to the returned boundary.
The value returned is always greater than the offset or the value
BreakIterator.DONE
.offset
- the character offset to begin scanning.BreakIterator.DONE
if the last text boundary is passed in
as the offset.IllegalArgumentException
- if the specified offset is less than
the first text boundary or greater than the last text boundary.public int preceding(int offset)
BreakIterator.DONE
and the iterator's current position is unchanged.
Otherwise, the iterator's current position is set to the returned boundary.
The value returned is always less than the offset or the value
BreakIterator.DONE
.offset
- the character offset to begin scanning.BreakIterator.DONE
if the first text boundary is passed in
as the offset.IllegalArgumentException
- if the specified offset is less than
the first text boundary or greater than the last text boundary.public boolean isBoundary(int offset)
offset
- the character offset to check.true
if "offset" is a boundary position,
false
otherwise.IllegalArgumentException
- if the specified offset is less than
the first text boundary or greater than the last text boundary.public abstract int current()
BreakIterator.DONE
because either first or last text boundary
has been reached, it returns the first or last text boundary depending on
which one is reached.next()
,
next(int)
,
previous()
,
first()
,
last()
,
following(int)
,
preceding(int)
public abstract CharacterIterator getText()
public void setText(String newText)
newText
- new text to scan.public abstract void setText(CharacterIterator newText)
newText
- new text to scan.public static BreakIterator getWordInstance()
public static BreakIterator getWordInstance(Locale locale)
BreakIterator
instance
for word breaks
for the given locale.locale
- the desired localeNullPointerException
- if locale
is nullpublic static BreakIterator getLineInstance()
public static BreakIterator getLineInstance(Locale locale)
BreakIterator
instance
for line breaks
for the given locale.locale
- the desired localeNullPointerException
- if locale
is nullpublic static BreakIterator getCharacterInstance()
public static BreakIterator getCharacterInstance(Locale locale)
BreakIterator
instance
for character breaks
for the given locale.locale
- the desired localeNullPointerException
- if locale
is nullpublic static BreakIterator getSentenceInstance()
public static BreakIterator getSentenceInstance(Locale locale)
BreakIterator
instance
for sentence breaks
for the given locale.locale
- the desired localeNullPointerException
- if locale
is nullpublic static Locale[] getAvailableLocales()
get*Instance
methods of this class can return
localized instances.
The returned array represents the union of locales supported by the Java
runtime and by installed
BreakIteratorProvider
implementations.
It must contain at least a Locale
instance equal to Locale.US
.BreakIterator
instances are available.Dracula Javadoc Sample, Made with Allan Im.


{{ appPanel({
titleText: "Get in touch",
html: "If you’ve got a question, idea or suggestion share it by creating an entry on the github.com/CQCDigital/design-system-backlog issues page or email the Design System team on<EMAIL_ADDRESS>})
}}


NOT(3) - [BIT:LOGICAL] Logical negation; flips all bits in an integer
result = not(i)
elemental integer(kind=KIND) function not(i)
integer(kind=KIND), intent(in) :: i
o I may be an integer of any valid kind o The returned integer is of the same kind as the argument I.
NOT(3) returns the bitwise Boolean inverse of I. This is also known as the "Bitwise complement" or "Logical negation" of the value.
If an input bit is a one, that position is a zero on output. Conversely any input bit that is zero is a one on output.
o I : The value to flip the bits of.
The result has the value obtained by complementing I bit-by-bit according to the following truth table:
> I | NOT(I) > ----#---------- > 1 | 0 > 0 | 1That is, every input bit is flipped.
Sample program
program demo_not implicit none integer :: i ! basics i=-13741 print *,the input value,i,represented in bits is write(*,(1x,b32.32,1x,i0)) i, i i=not(i) print *,on output it is,i write(*,(1x,b32.32,1x,i0)) i, i print *, " on a twos complement machine flip the bits and add 1" print *, " to get the value with the sign changed, for example." print *, 1234, not(1234)+1 print *, -1234, not(-1234)+1 print *, " of course x=-x works just fine and more generally." end program demo_notResults:
the input value -13741 represented in bits is<PHONE_NUMBER>1111111100101001010011 -13741 on output it is 13740<PHONE_NUMBER>0000000011010110101100 13740 on a twos complement machine flip the bits and add 1 to get the value with the sign changed, for example. 1234 -1234 -1234 1234 of course x=-x works just fine and more generally.
Fortran 95
IAND(3), IOR(3), IEOR(3), IBITS(3), IBSET(3),
IBCLR(3)
fortran-lang intrinsic descriptions (license: MIT) @urbanjost
| Nemo Release 3.1 | not (3) | July 22, 2023 |


Release Notes
Version 1.1 (20th February 2011)
Version 1.8 (29th November 2010)
- Added: new Data Source connection providers Database (SQL Server, Oracle, etc.) and Active Directory / LDAP in addition to the existing SPS/MOSS Farm User Profiles and SPF/WSS Site User Accounts connections.
Version 1.7.5 (25th September 2010)
- [7th October 2010] Added: ExportZen integration for exporting your SharePoint
staff directories, phone listings, departmental or any other User Profile listings
to Excel or CSV
- Added: option to offer the selected print-friendly view in the Web Part menu
(integrates with PrintZen)
Version 1.7 (11th September 2010)
- Added: full support for SharePoint Foundation 2010 (SPF) and Windows SharePoint
Services (WSS) 2007
- Added: on SharePoint Server 2010 (SPS) and Microsoft Office SharePoint Server (MOSS)
2007, as a new alternative to the User Profiles Shared Service Application,
you can now instead use the current Site Collection User Accounts as the
data source for user profile information displayed in the Web Part.
- Fixed: a "stack overflow" warning message when using AJAX-based live filtering
on a page with more than one FilterZen Web Part
Version 1.6 (8th August 2010)
Version 1.5 (16th April 2010)
- Added: interactive quick-filter tabs by any user profile property of your choice
(for example, tab by Department or A..Z name indices)
- Added: roxSiteGroups
property for filtering by user group membership
- Added: Performance improvements and Fast user profiles enumeration mode for
MOSS 2007
- Added: DIY User Interface Localization tool in PeopleZen Studio
- Added: Transfer Wizard (import/export) tool in PeopleZen Studio
Version 1.4 (26th January 2010)
- Added: more control over paging appearance and controls
- Added: AJAX support for smoother paging, filtering, ad-hoc sorting, and interactive
view switching
- Added: grouping (ascending or descending) by user profile property
- Improved: UI for pre-sorting (ascending or descending) by user profile property
Version 1.3 (25th December 2009)
- Added: Display style List-style view table, resembling SharePoint List Views
for user profile listings, with option to enable interactive ad-hoc sorting via
column headers
- Added: Option to enforce rows of n user profiles each in the Tiles
view style
- Added: Web Part settings to control rendering of user profile pictures
- Added: Web Part settings to control rendering of user display names
Version 1.2 (21st September 2009)
- Added: product configuration setting for always excluding certain user name patterns
- Added: support for extensive filtering using FilterZen
- Fixed: sorting by numeric or date/time user profile properties was performed alphabetically
- Fixed: "Unable to add selected web part: This web part could not be imported."
error message
Version 1.1 (18th September 2009)
- Added: product configuration settings for controlling links to user profiles
- Added: support for URL parameters optionally overriding Web Part settings
- Added: product documentation
- Fixed: Web Part produced a "Could not find a part of the path '12\template\images\peoplecache\peoplecache.xml'"
error message under certain circumstances.
Version 1.0 (30th July 2008)
- Initial Beta Release: "roxority User Profiles Web Part"


Declarations of a BGV-type ciphertext and key-switching matrices. More...
Go to the source code of this file.
Classes | |
| class | helib::Ptxt |
An object that mimics the functionality of the Ctxt object, and acts as a convenient entry point for inputting/encoding data which is to be encrypted. More... | |
| class | helib::SKHandle |
| A handle, describing the secret-key element that "matches" a part, of the form s^r(X^t). More... | |
| class | helib::CtxtPart |
| One entry in a ciphertext std::vector. More... | |
| class | helib::Ctxt |
| A Ctxt object holds a single ciphertext. More... | |
Namespaces | |
| helib | |
Functions | |
| std::ostream & | helib::operator<< (std::ostream &s, const SKHandle &handle) |
| std::istream & | helib::operator>> (std::istream &s, CtxtPart &p) |
| std::ostream & | helib::operator<< (std::ostream &s, const CtxtPart &p) |
| void | helib::totalProduct (Ctxt &out, const std::vector< Ctxt > &v) |
| void | helib::incrementalProduct (std::vector< Ctxt > &v) |
| void | helib::innerProduct (Ctxt &result, const std::vector< Ctxt > &v1, const std::vector< Ctxt > &v2) |
| Ctxt | helib::innerProduct (const std::vector< Ctxt > &v1, const std::vector< Ctxt > &v2) |
| void | helib::innerProduct (Ctxt &result, const std::vector< Ctxt > &v1, const std::vector< DoubleCRT > &v2) |
| Compute the inner product of a vectors of ciphertexts and a constant vector. More... | |
| Ctxt | helib::innerProduct (const std::vector< Ctxt > &v1, const std::vector< DoubleCRT > &v2) |
| void | helib::innerProduct (Ctxt &result, const std::vector< Ctxt > &v1, const std::vector< NTL::ZZX > &v2) |
| Ctxt | helib::innerProduct (const std::vector< Ctxt > &v1, const std::vector< NTL::ZZX > &v2) |
| void | helib::CheckCtxt (const Ctxt &c, const char *label) |
| print to cerr some info about ciphertext More... | |
| void | helib::extractDigits (std::vector< Ctxt > &digits, const Ctxt &c, long r=0) |
| Extract the mod-p digits of a mod-p^r ciphertext. More... | |
| void | helib::extractDigits (std::vector< Ctxt > &digits, const Ctxt &c, long r, bool shortCut) |
| void | helib::extendExtractDigits (std::vector< Ctxt > &digits, const Ctxt &c, long r, long e) |
Detailed Description
Declarations of a BGV-type ciphertext and key-switching matrices.
A ciphertext is a std::vector of "ciphertext parts", each part consists of a polynomial (element of polynomial ring R_Q) and a "handle" describing the secret-key polynomial that this part multiplies during decryption. For example:
- A "canonical" ciphertext has two parts, the first part multiplies 1 and the second multiplies the "base" secret key s.
- When you multiply two canonical ciphertexts you get a 3-part ciphertext, with parts corresponding to 1, s, and s^2.
- When you apply automorphism X->X^t to a generic ciphertext, then
- the part corresponding to 1 still remains wrt 1
- every other part corresponding to some s' will now be corresponding to the polynomial s'(X^t) mod Phi_m(X)
This type of representation lets you in principle add ciphertexts that are defined with respect to different keys:
- For parts of the two ciphertexts that point to the same secret-key polynomial, you just add the two Double-CRT polynomials
- Parts in one ciphertext that do not have counter-part in the other ciphertext will just be included in the result intact. For example, you have the ciphertexts C1 = (a relative to 1, b relative to s) C2 = (u relative to 1, v relative to s(X^3)) Then their sum will be C1+C2 = (a+u relative to 1, b relative to s, v relative to s(X^3))
Similarly, in principle you can also multiply arbitrary ciphertexts, even ones that are defined with respect to different keys, and the result will be defined with respect to the tensor product of the two keys.
The current implementation is more restrictive, however. It requires that a ciphertext has one part wrt 1, that for every r>=1 there is at most one part wrt to s^r(X^t) (for some t), and that the r's are consecutive. For example you cannot have parts wrt (1,s,s^3) without having a part wrt s^2.
It follows that you can only add/multiply ciphertexts if one of the two lists of handles is a prefix of the other. For example, one can add a ciphertext wrt (1,s(X^2)) to another wrt (1,s(X^2),s^2(X^2)), but not to another ciphertext wrt (1,s).


{% extends 'main/base.html' %} {% block content %}
CellCountr provides a simple way for cells on a peripheral blood or bone marrow aspirate film to be counted and analysed.
Cells, including abnormal cells, can be counted with one hand. Reference images at your fingertipsClick here to watch a screencast giving an overview of how CellCountr works. {% endblock %}


WATCH: Miniature ponies trot into Shrewsbury care home
by Sue AustinResidents at a Shropshire care home came face to face with two very special visitors who trotted in to see them.
Rolo and Moomin, a pair of miniature ponies, proved a big hit with residents at the Uplands in Bicton Heath,Shrewsbury.
Known at the Lollipop Ponies, the pair were led around the complex for residents to meet them.
WATCH: Miniature ponies visit care home residents
Sophie Bird from the Uplands said the visit was a huge success and had put a big smile on the faces of all those who were able to stroke the ponies.
She added: “The ponies were so well behaved, and it was wonderful to see the residents’ faces light up when they met them.
“Both animals were so relaxed and friendly, and didn’t mind at all being led across all four units here.
“Everyone had a chance to meet them, whether in the unit lounges or in individual bedrooms. They were able to pat and stroke the two ponies who were so docile and seemed to be enjoying themselves as well.
“The visit was much enjoyed by all and hopefully we’ll be welcoming the Lollipop Ponies again.”
The Midlands based Lollipop Ponies organisation says that pony therapy is just one of the ways to engage older people and say their ponies are happy to go into lifts tovisit residents who are unable to leave their rooms.
"They are gentle and affectionate and the residents love interacting with the ponies and there are smile all round." a spokesman said.
"The ponies wear special tabards to prevent any little accidents left behind which gives everyone peace of mind. Ponies are known to offer therapeutic benefits to the vulnerable , elderly and very young. They are intuitive and respond to the emotions of the people around them."


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Knockback.js - All Tests (Stack)
Knockback.js - All Tests (Latest)
Knockback.js - All Tests (Deprecated)
Interactive Tests (Latest)
Interactive Tests (Deprecated)


Speech
Elizabeth Truss focuses on the importance of maths education at the North of England Education Conference on 17 January 2013.
2012 marked the centenary of the birth of one of this country’s great heroes - Alan Turing. Through his groundbreaking work in computing and computer science, cryptography, artificial intelligence and, perhaps most importantly of all, the mathematical theory of computability - Alan Turing shaped the world we live in today and continues to shape our unfurling future.
Less than a century on, we are all, more than we even realise, Turing’s heirs.
We live in a world governed and ruled by maths. Algorithms are woven into the architecture of our lives, directing the cars through our streets and the planes through our skies; bringing shopping to the door and the world to our desks.
Whatever subject and job you do, it is there.
Just over 50 years ago, the scientist and novelist CP Snow claimed that science and the humanities had become ‘two cultures’ - divided, alienated and mutually suspicious. A famous squabble with literary critic FR Leavis, who contemptuously described Snow as ‘intellectually as undistinguished as it is possible to be’, only seemed to confirm his theory.
What I think is so interesting, half a century on, the Cold War between science and art is over. Last summer’s Olympics opening ceremony seamlessly combined Isambard Kingdom Brunel and William Shakespeare, Tim Berners-Lee and Mary Poppins.
Our greatest living artists like David Hockney and Alison Lapper have found new inspiration and impetus by creating work on the iPhone and iPad and through digital imaging. Historians like Niall Ferguson analyse sweeping historical trends and the march of human progress through statistics, technological innovation and the growth of so-called ‘killer apps’.
In other words, understanding the language and logic and structure of mathematics is no longer a narrow discipline practiced by removed specialists. It is universal.
That is why we are so determined to make sure that the next generation is fluent in the language of maths, the universal language of the modern world. The increasing earnings premium for maths at A Level, degree level and beyond shows its draw.
We are changing our curriculum to reflect the demands of the 21st century.
Students will be starting languages at age 7 - because language proficiency is increasingly important in a more open world.
Children will also be learning programming at primary school so they can ‘speak computer’ as well as using it.
But the growing importance of maths shows we need to do more to make sure children speak that language too. That is why we are redesigning the primary maths curriculum to focus on mastery and fluency of the vital building block of mathematics, which is arithmetic.
Last year, the Secretary of State set out his ambition that within a decade the vast majority of young people will be studying maths right through to 18.
No longer can these skills be considered a minority pursuit - maths has gone mass market.
We know that is the aspiration, unfortunately we are not there yet.
According to the Nuffield Foundation, we have the smallest proportion of 16- to 18-year-olds studying maths of any of the 24 countries examined: far less than nations like France, the US, Ireland, New Zealand, Russia, Australia, Estonia, Spain, Germany or China. 85 per cent of Japanese students are studying the equivalent of A Level maths - in England it’s just 12 per cent of young people.
New data from TIMSS 2011 shows that England’s maths performance has not improved since 2007 either at age 10 or at age 14. Put together with PISA 2009 data, it does show a worrying lack of progress - while the East Asian nations are extending their lead.
When we delve into the detail of these studies it’s even more worrying. The gap at age 10 between our strongest and weakest maths performers is one of the widest in TIMSS - with fewer of our pupils overall reaching the very highest levels. A growing number of our students don’t even reach the lowest benchmark on that scale - 12 per cent at age 14, three times as many pupils falling behind in this country as in the US.
OECD maths results in PISA 2009 also showed that the gap in achievement between English boys and girls was one of the widest in the world - with boys 20 points ahead, equivalent to around half a year of formal schooling.
Girls are less likely than boys to study maths beyond 16 and less confident about their ability overall. Independent research has found that ‘girls rate their own ability (in maths) as lower than that of boys as early as the first year of primary school, even when their actual performance does not differ from that of boys’.
Lower income pupils are also falling behind, particularly in maths. At 16, the attainment gap between children on free school meals and the rest of the population is wider in maths than in English, history, or the sciences. Only 46 per cent of pupils on free school meals achieve GCSE maths at A* to C, compared with 70 per cent of the rest of the population.
At A Level, comprehensive students are half as likely to study maths as their colleagues at independent or grammar school - whereas they are equally likely to study history or English.
When considering this problem it’s quite hard to pin down exactly why there are greater issues in maths than other subjects. There are deep seated cultural issues with maths in this country which need to be challenged - in our culture where, inexplicably, it is completely acceptable for adults and children to shrug their shoulders and say, laughing, ‘I’m rubbish at maths’. It would be unthinkable for anyone to say, almost proudly, ‘I can’t read’, or ‘I’ve never quite got to grips with writing’.
But as well as a cultural block - there are also problems with the level of attainment and the architecture of our system which have not helped maths to flourish.
On Monday, Nuffield followed up their blockbuster Outliers study with another major report with King’s College London, examining universal participation in post-16 maths.
It found that one of the most important factors in determining whether or not young people continue with maths after 16 is prior attainment. In other words, if we get maths teaching right from the start of primary right through to GCSE, more young people will finish GCSE feeling confident and comfortable in maths - and participation after 16 will naturally increase.
A new primary curriculum will focus on mastering essential arithmetic at an early stage. This doesn’t mean a pick and mix approach, but a deeper, richer, stronger curriculum with a new emphasis on problem-solving, practice and fluency, ensuring that children are properly prepared for secondary school and beyond.
To ensure that children build up their mathematical fluency and become comfortable with basic calculations, we’re removing calculators from primary tests from 2014. Rather than requiring children to know the 10 times table by the end of year 6, pupils will learn all of their multiplication (including the 12 times tables) earlier, by the end of year 4.
And, crucially, we are putting arithmetic, numbers, fractions, decimals and percentages at the heart of our new curriculum.
These essential skills are the bedrock of the subject, vital for almost every higher-level specialism and essential if children are to feel confident and capable as they move on to secondary school. The countries which regularly out-perform us in international tests like TIMSS or PISA - East Asian nations, in particular - make sure that every pupil masters arithmetic and number, gaining a rock-solid grasp of these fundamental mathematical skills before moving on to more advanced topics.
But as last year’s TIMSS results showed only too clearly, where East Asian nations perform extremely well in arithmetic, our children do relatively poorly. By contrast, English children achieve comparatively high marks in data at an earlier age, than in high performing nations.
The issue is that data does not provide such a solid foundation for further study as arithmetic. No wonder, therefore, that English pupils perform relatively poorly at age 14 in PISA tests on the topics at the core of the curriculum, algebra and geometry - both heavily dependent on arithmetic.
Our reforms to the curriculum will enable our country to be on a par with the highest-performing nations. That means shifting the balance away from data and towards arithmetic, so that children become secure and confident in the basics of the subject when they leave primary school. There is a role for statistics when these fundamentals have been mastered.
A vital part of that mastery is practice.
The truth is that high-quality, productive practice is essential in learning any skill whether penalty shootouts or piano playing, manipulating Spanish verbs or sine and cosine. As the legendary golfer Gary Player said, ‘the more I practice, the luckier I get’.
No one can predict what will make the ‘light bulb’ ping above a child’s head - converting fragile insight into secure, confident understanding. So pupils need plenty of opportunities to practise a technique in a wide variety of contexts, working through increasingly demanding problems on their own and with a teacher.
Research by King’s College has shown that the number of young people in this country with a poor grasp of basic calculation has more than doubled over the last 30 years. 15 per cent of children today cannot successfully solve even the most basic problems - questions involving simple arithmetic like doubling, trebling and halving - compared with just seven per cent in the mid-1970s.
I think this question of practice is one of the most important differences between top-performing countries and here. As well as focusing on arithmetic and number, pupils in South East Asia spend more time than English children on high-quality, productive practice - and end up with deeper, stronger mathematical understanding.
Another essential reform to the primary curriculum is to ensure that all pupils are taught efficient calculation methods - rather than spending too much time on confusing, time-consuming methods like chunking and gridding.
These tortured techniques have been the trend in recent years. Instead of simple, efficient columnar long multiplication and division, children have been taught to rely on intermediate methods, splitting numbers into smaller chunks and parts, working them out separately and repeatedly adding numbers together, or taking them away.
Supporters of these methods say that they are useful in helping children to understand the concept behind the calculation. But all these methods are slow and simplistic, only effective on the most basic sums. Children cannot progress to more advanced maths without learning the efficient, written methods; and the shift between the two leaves children more confused than ever.
Parents are often utterly baffled, and complain that they have no idea how to help children with their homework - even one of my colleagues with a maths degree; while education experts from other countries are even more befuddled, unable to fathom why the British education system has adopted an untried method for teaching maths, which holds back the most able and confuses everyone else.
High-performing jurisdictions like Singapore, Japan and Hong Kong leave out gridding or chunking from their textbooks entirely - and the best schools in this country don’t use them either. Ofsted research looking at 20 high-achieving primary schools found that the maths teachers avoided chunking because, as they put it, it confused pupils, particularly the low attainers. The National Centre for Excellence in the Teaching of Mathematics agrees - developing new guidance which makes it clear that children should learn efficient calculation methods as quickly as possible, with no encouragement for chunking or gridding whatsoever.
So the new National Curriculum will specify that children should learn efficient calculation methods like columnar addition and subtraction and short and long multiplication; and KS2 tests will be designed to reward pupils whose working shows they have used the efficient methods.
In other words, if children get the right answer, they get the marks. If they get the wrong answer, but their working shows that they were using the most efficient methods, they will still be rewarded.
Fixing weaknesses in the curriculum will be vital in driving up standards in the classroom. But we also need to make sure that assessment and qualifications are right.
In maths, one of the most serious problems in recent years has been the steep rise in the number of schools choosing to enter pupils for maths GCSE early. In 2005, 1 per cent of pupils took maths GCSE early. In 2010, the figure had leaped to 27 per cent.
Of course, there will always be a small number of high-fliers who take exams early as part of a planned programme of accelerated progression.
But disturbingly, many schools seem to be choosing to enter pupils of all abilities early as a way of performing well in league tables - choosing to ‘bank’ a C grade at age 13 or 14, even if the child could have achieved an A or A* at age 16. Department for Education research has shown that these candidates achieve worse grades overall than those who sit the exam at the normal time, even after re-sits are taken into account.
We are talking to Ofsted about how to tackle this problem and will also consider it in the imminent accountability review. In every case, and every school, the best interests of pupils should and must come first.
This is particularly worrying because attainment at 16 is very closely linked to whether young people go on to study maths at A Level or beyond. By entering pupils early, schools are effectively limiting pupils’ achievements and ending their maths careers five years early.
All the evidence from international tests and league tables suggests that high performing countries put core academic subjects at the centre of their curriculum for longer than we do in this country. Nowhere is this more striking than in 16-18 maths.
The introduction of Curriculum 2000 sent the numbers studying maths plummeting - from 56,000 before the introduction of it to 44,000 afterwards. More than a decade on, I’m delighted that the number of young people taking maths A Level is increasing - indeed, maths and further maths exam entries have risen 50 per cent since 2000 - and degree entries are also rising fast.
But there’s still much further to go - and we’ll be saying more about our plans in the next few months.
Last year we announced that maths will be compulsory for students up to the age of 19 who have not achieved a C at GCSE - a decision supported by this week’s Nuffield report.
That doesn’t mean that young people who have achieved a C or above at GCSE should wave maths goodbye. On the contrary, we want many more students to study maths after 16 - whether they are doing arts or sciences in the rest of their options.
Countries with higher maths uptake between 16 and 18 tend to offer mid-level qualifications at this age - what I describe as core maths - effectively as an alternative to A Level. The Nuffield report found that the availability of appropriate qualifications in advanced mathematics is absolutely ‘crucial to increasing participation’.
We are keen to see a range of approved qualifications that can provide rigorous, respected mathematical options for 16- to 19-year-olds who have achieved at least C at GCSE. For example, these could be a subset of a more traditional maths course or a statistics and probability qualification - like one which has increased take-up in New Zealand.
We are also funding maths in education and industry to work with Professor Tim Gowers, professor at the Department of Pure Mathematics and Mathematical Statistics at Cambridge University and Fields Medallist, devising a whole new problem-solving course. The course will be based on considering intriguing, real-life questions using mathematical rules and techniques - learning to think about the world in a mathematical way.
It will give young people studying literature an insight into logic, aspiring politicians an understanding of probability - and show thousands of young people how mathematical rules shape and govern our world.
Tim Gowers wrote a brilliant explanation of his approach on his blog, and later in ‘Should Alice Marry Bob?’ in the Spectator, and I urge you to read them if you haven’t already. They really illustrate a new way of looking at maths. If those early outlines are anything to go by, this course will appeal to students of all disciplines.
What I’m doing at the moment is talking to higher education and working with organisations like the Advisory Committee for Mathematics Education to look at other possibilities for new post-16 courses. The critical point is that these qualifications must be respected by higher education and employers.
We are also working to improve existing 16-19 maths courses and stretch top students. At the moment, even the brightest 18-year-olds at this country’s top universities are struggling. Academics warn that too many students are arriving to study maths or mathematics-related degrees without the basic mastery they need - which inevitably means that they struggle with the demands of a university course.
Cambridge University’s maths department is developing a rigorous, top-quality curriculum and teaching materials for advanced maths, focusing on key mathematical ideas such as complex numbers and trigonometry. Cambridge is a world-leader, with some of the best mathematicians in the world - and this work will give many more students the deep knowledge and skills needed for further study or employment.
Led by Cambridge professors and the University’s Millennium Mathematics Project, the programme will provide free online materials for students and teachers, helping them to explore connections between different areas of mathematics and to develop key mathematical skills and clarity of thought.
We have also expanded the work of the Further Mathematics Support Programme delivered by MEI. The programme is a huge success story, largely responsible for further maths becoming the fastest-growing A level subject last year. So we have increased its funding, helping to support every schools and college that wants to offer its pupils further maths.
In 2011, the Chancellor announced funding for specialist maths Free Schools for 16- to 18-year-olds, supported by strong university mathematics departments and academics, and giving our most talented young mathematicians the best possible preparation for university.
And I’m delighted that King’s College London is planning to open the first in September 2014 - giving promising 16- to 18-year-olds the benefit of their inspirational teaching and global reputation.
The quality and skills of the workforce will be vital in driving up standards - and all of these schemes have excellent professional development and comprehensive training and teaching resources at their heart.
We are continuing to fund high-quality CPD for primary, secondary and post-16 teachers through the National Centre for the Excellence in the teaching of mathematics. And we are encouraging CPD providers to learn from what we already know does and doesn’t work - for example, ensuring that great textbooks and enrichment material (from Tony Gardiner’s books on maths to the world-renowned Russian textbooks) become more widely known and used.
I can also announce today that we are funding Imperial College to develop and pilot a one year course for teachers of A level mathematics to improve their factual mathematical knowledge, confidence and fluency. Like Cambridge, Imperial College is a world leader, with a global reputation. Its experience will improve the quality of advanced maths teaching in schools and colleges, and the skills of students entering university.
For new teaching recruits in every subject, we have increased the level of numeracy required - ensuring that every new teacher is able to pass a test equivalent to a B grade at GCSE maths.
We’ve introduced prestigious £20,000 scholarships for aspiring maths teachers, led by the Institute of Mathematics and its Applications, the London Mathematical Society and the Royal Statistical Society for Maths.
And although most primary ITT courses prepare generalist teachers who teach across the curriculum, we want primary schools to have the opportunity to employ maths specialists.
So the first trainees will be starting our new primary maths specialist programme in September this year - and an extra £2000 bursary for those with at least a B in A level maths will help to attract the brightest and best into our primary schools.
This country can be proud of our mathematical heritage. From Sir Isaac Newton to Charles Babbage to Ada Lovelace to Alan Turing - English mathematicians have shaped the world we live in and will shape the future still to come.
But what was once the domain of the exceptionally gifted has become the currency of how we live. Maths is the universal language of the modern world - and across every career and every discipline, its importance will only grow.
That is why I want to see more girls taking maths, more comprehensive schools offering advanced maths and more students across the whole country studying and enjoying this great subject.
Because unless we make maths universal, our young people will never be able to reach their full potential. And, critically, we will fail to compete against those countries where maths is considered a birthright - the Asian nations beating us in the international league tables and pulling further ahead every year.
By redesigning the curriculum and assessment, improving the standard of teaching and expanding the range of qualifications, we can make sure that every young person in the country - male or female, rich or poor, dreaming artist or single-minded scientist - masters maths early, and studies it for longer.
Because the only way to create the next generation of Turings and Lovelaces is to make fluency in the universal language of maths our top priority.
Thank you.
Published: 18 January 2013


Emotional intelligence is the ability to identify, understand and manage emotions correctly, in a way that facilitates relationships with others, the achievement of goals and objectives, the management of stress or overcoming obstacles. Before any event that happens in your life, emotions, both positive and negative, will be there, and can help you and make you happy or sink into the most absolute pain, depending on how you are able to handle them. People with high emotional intelligence do not necessarily have fewer negative emotions, but when they appear, they know how to handle them better. They also have a greater capacity to identify them and know what they are feeling exactly and also a high capacity to identify what others feel. By identifying and understanding emotions better, they are able to use them to relate better to others (empathy), be more successful in their work and lead more satisfying lives.
Characteristics of people with high emotional intelligence
Identify one's emotions They are able to identify their emotions and know what they are feeling in each moment and why, and realize how they influence their behaviour and their thinking. Management of emotions. They are able to control their impulses, they are not easily carried away by emotional outbursts, they know how to calm themselves when their emotions are especially negative and intense and they know how to adapt to changing circumstances. Identify the emotions of others. They have a high capacity to understand the emotions, needs and concerns of others, know how to put themselves in the place of others and understand points of view different from their own. They have a high capacity to recognize the dynamics of a group, to relate to others, because they know how they feel and can act on it in the best way possible. For this reason, others are comfortable at their side, because they feel understood and respected. They also have a high capacity for maintaining good relationships, influencing others, communicating clearly, managing conflicts and working as a team.  The difference between these two is that no one can alter his/her intelligence or reasoning abilities, but anyone can learn to handle emotions, to bring success for him.
The EQ is important because through it we are able to motivate ourselves, control our impulses, regulate our moods and empathize with others. It allows us not only to live with those around us, but to survive. It is, in short, the one that controls a large part of who we are.
"It is very important to understand that Emotional Intelligence is not the opposite of intelligence, it is not the triumph of the heart over the head, it is the intersection of both"
-David Caruso-


undefined
!foobar!
# grunt-preprocess
Preprocess HTML and JavaScript with directives based off ENV configuration
Consider looking at [grunt-env](https://github.com/onehealth/grunt-env) for easier environment configuration.
## What does it look like?
```html
Your App
```
```js
var configValue = '/* @echo FOO */' || 'default value';
// @ifdef DEBUG
someDebuggingCall()
// @endif
```
## Directive syntax
### Simple syntax
The most basic usage is for files that only have two states, non-processed and processed.
In this case, your directives for exclude are removed after the `preprocess` task
```html
```
After build
```html
```
### Advanced directives
- `@if VAR='value'` / `@endif`
This will include the enclosed block if your test passes
- `@ifdef VAR` / `@endif`
This will include the enclosed block if VAR is defined (typeof !== 'undefined')
- `@ifndef VAR` / `@endif`
This will include the enclosed block if VAR is not defined (typeof === 'undefined')
- `@include`
This will include the source from an external file
- `@exclude` / `@endexclude`
This will remove the enclosed block upon processing
- `@echo VAR`
This will include the environment variable VAR into your source
### Extended html Syntax
This is useful for more fine grained control of your files over multiple
environment configurations. You have access to simple tests of any ENV variable
```html
```
With a `NODE_ENV` set to `production` and `0xDEADBEEF` in
`COMMIT_HASH` this will be built to look like
```html
```
With NODE_ENV not set or set to dev and nothing in COMMIT_HASH,
the built file will be
```html
```
### JavaScript Syntax
Extended syntax below, but will work without specifying a test
```js
normalFunction();
//@exclude
superExpensiveDebugFunction()
//@endexclude
anotherFunction();
```
Built with a NODE_ENV of production :
```js
normalFunction();
anotherFunction();
```
## Getting Started
Install this grunt plugin next to your project's [Gruntfile][getting_started] with: `npm install grunt-preprocess`
Then add this line to your project's Gruntfile:
```javascript
grunt.loadNpmTasks('grunt-preprocess');
```
## Configuration and Usage
grunt-preprocess is a Grunt Multi Task that takes your
standard source and destination and processes a template based
around environment configuration.
```js
preprocess : {
html : {
src : 'test/test.html',
dest : 'test/test.processed.html'
},
multifile : {
files : {
'test/test.processed.html' : 'test/test.html'
'test/test.processed.js' : 'test/test.js'
}
},
inline : {
files : [ 'processed/**/*.js' ]
inline : true
},
js : {
src : 'test/test.js',
dest : 'test/test.js'
}
}
```
[grunt]: https://github.com/cowboy/grunt
[getting_started]: https://github.com/cowboy/grunt/blob/master/docs/getting_started.md
## Contributing
In lieu of a formal styleguide, take care to maintain the existing coding style. Add unit tests for any new or changed functionality. Lint and test your code using [grunt][grunt].
## Release History
- 1.2.0 Added @include to include external files
- 1.1.0 Added ability to process multiple destinations in a files block
- 1.0.0 Changed syntax, added directives
- 0.4.0 Added support for inline JS directives
- 0.3.0 Added insert, extended context to all environment
- 0.2.0 Added simple directive syntax
- 0.1.0 Initial release
## License
Copyright OneHealth Solutions, Inc
Written by Jarrod Overson
Licensed under the Apache 2.0 license.


Finally! The complete material course released! [$]
Joakim Tornhill/Blender Insight writes:
So, finally my over 12 hours long course in Udemy about how to create, work with and apply materials in Blender cycles is alive!
That means nearly 100 video chapters that covers everything from your first baby steps in to the Shader editor until you can leave the course, feeling confident and sure about how you handle almost any task related to materials. A lot of practical examples and you are never alone. I'm always there if it should be anything at all around this course.
NB! I have also added a big discount the first month to the course, so jump right in there and start twisting, turning and adding those nodes :).