OA4MP (for OIDC) supports the .well-known endpoint, as per RFC 5785 and OIDC discovery. It should be noted that each instance of OA4MP will have its own location for this which corresponds to that instance. This allows for multiple services in a single domain.
You may also use the discovery service to get the public signing keys. This is at the certs endpoint.
If OA4MP is hosted at https://services.bigstate.edu/oauth2, then the discovery page is at https://services.bigstate.edu/oauth2/.well-known/openid-configuration and will return a JSON object such as
{ "authorization_endpoint": "https://services.bigstate.edu/oauth2/authorize", "registration_endpoint": "https://services.bigstate.edu/oauth2/register", "token_endpoint": "https://services.bigstate.edu/oauth2/token", "userinfo_endpoint": "https://services.bigstate.edu/oauth2/userinfo", "issuer": "https://services.bigstate.edu/oauth2", "token_endpoint_auth_methods_supported": ["client_secret_post"], "subject_types_supported": ["public"], "scopes_supported": [ "email", "edu.uiuc.ncsa.myproxy.getcert", "openid", "profile", "org.cilogon.userinfo" ], "response_types_supported": [ "code", "token", "id_token" ], "claims_supported": [ "sub", "aud", "iss", "exp", "iat", "email" ], "id_token_signing_alg_values_supported": [ "RS256", "RS512" ], "jwks_uri": "https://services.bigstate.edu/oauth2/certs" }
Clients will parse this and use bits of the information (such as which signing algorithms are supported and the location of the public keys). There may be some variation, of course, depending on the server's exact configuration.
This would live at jwks_uri address from the discovery service, so you can go to https://services.bigstate.edu/oauth2/certs from the above example and this will return a JSON WebKey object:
{"keys": [ { "n": "4x7MbZyiKgD5xnEUOlPugxlUzLdNhbCXJqvrgRNj8w-O2hoHbnbJoA8rppco86LZ1W7WIIeOixw2YncKu5kISxq7lzMa_RNYOghkbeJzhs1PB_rUVkuZyySuLK9I2Q_2nfzlggVgn32JXiGR-u3ZqClGODJ8nh5m-H3eGR7-es2A3abQ4BydXbnAbFTTXMMk0C2w1eM5wgp15ZifdP6zfWkwsTpBYU80dRU1NpyZ2hryBtj6CS2sRKY9U09v-B0WlUL6m9RTDlxeQLwoz89XCe02zAftkTcAEQP56zs8SpUYQX_rVNtdI5KyMiOG8qbuYSt17GYynUB18zgc7sTzQ", "e": "AQAB", "alg": "RS512", "kid": "asdwer34df", "use": "sig", "kty": "RSA" }, { "n": "JFsi9rKTZXkiuXBBX2xt4KQx6AgtjzwUkGHNWFEFIpTs2UiRhtTVLNDAU1ocP512uFPb6iQMe6sIdzxntF_bbstHWEtxLsJmqEgObcniI3jcSDtlnxSNuZUUCtNg1jvxxDSOx4yGtTJgQ8JIqhzrDErCG7rqi-gth2oMLtGHtJji9urMuUch42iRI-YoQ7FkFxGlHYZM23U00h0WKilXB5n-zXgoNZC_ALzhKG5dpZh8BsVC_yTrYAP1cCx8kmie8p7Z9V1U42yHiPxSNkIPuLlpXr4xmWLyD7jVm7ppQVQjWjxNlSBrAzjpYF7BMxWd0k8oJnou_1Pa9uK9z396BQ", "e": "AQAB", "alg": "RS256", "kid": "9k0HPG3moXENne", "use": "sig", "kty": "RSA" } ]}


|
Labdevicedriver Framework
|
Rohde und Schwarz RohdeUndSchwarz_ZVM Vector Signal Analyzer. More...
Inherits labDevice, and VectorNetworkAnalyser.
Public Member Functions | |
| function | RohdeUndSchwarz_ZVM (in mode, in varargin) |
| RohdeUndSchwarz_ZVM constructor. More... | |
| function | delete (in obj) |
| Delete RohdeUndSchwarz_ZVM Object. More... | |
| function | read (in obj) |
| Read data from labdevice. More... | |
| function | flush (in obj) |
| Flush labdevice. More... | |
| function | write (in obj, in txt) |
| Write SCPI/skippy commands to labdevice. More... | |
| function | continuousSweep (in obj) |
| set device to continuous sweep mode More... | |
| function | doSweep (in obj) |
| do a single Sweep / immediately start a new measurement More... | |
| function | getSweepPoints (in obj) |
| get the amount of measurement points in a sweep More... | |
| function | getTraceCmplx (in obj, in channel, in f_points) |
| get the complex trace from the device More... | |
| function | setAverage (in obj, in average) |
| configure averaging More... | |
| function | setDisplay (in obj, in onoff) |
| enable/disable display update during remote control More... | |
| function | setMeasFormat (in obj, in format) |
| Set the measurement format. More... | |
| function | setMeasMode (in obj, in mode) |
| set the measurement mode More... | |
| function | setMeasParameter (in obj, in param) |
| set the parameter to measure More... | |
| function | setResolutionBandwidth (in obj, in bandwidth) |
| set the IF/IF/resolution bandwidth More... | |
| function | setSourcePower (in obj, in power) |
| set the source power More... | |
| function | setStartFreq (in obj, in freq) |
| set the start frequency More... | |
| function | setStopFreq (in obj, in freq) |
| set the stop frequency More... | |
| function | setSweepCount (in obj, in count) |
| set the sweep count More... | |
| function | setSweepMode (in obj, in mode) |
| choose single or continuous sweep mode More... | |
| function | setSweepPoints (in obj, in points) |
| set the amount of measurement points in a sweep More... | |
| function | setSweepTime (in obj, in time) |
| configure the sweep time (in ms) More... | |
| function | singleSweep (in obj) |
| set device to single sweep mode More... | |
| Public Member Functions inherited from labDevice | |
| function | labDevice (in deviceName, in mode, in varargin) |
| labdevice constructor More... | |
| function | delete (in obj) |
| Delete labDevice Object. More... | |
| function | flush (in obj) |
| function | read (in obj) |
| Read data from labdevice. More... | |
| function | write (in obj, in txt) |
| Write SCPI/skippy commands to labdevice. More... | |
| Public Member Functions inherited from VectorNetworkAnalyser | |
| virtual | getTraceCmplx (in obj) |
| get the measured complex values More... | |
Additional Inherited Members | |
| Public Attributes inherited from labDevice | |
| Property | prop |
Rohde und Schwarz RohdeUndSchwarz_ZVM Vector Signal Analyzer.
Usage: Initalise subclass
Definition at line 16 of file RohdeUndSchwarz_ZVM.m.
| function RohdeUndSchwarz_ZVM::RohdeUndSchwarz_ZVM | ( | in | mode, |
| in | varargin | ||
| ) |
RohdeUndSchwarz_ZVM constructor.
The constructor
| mode | Communication mode e.g. "gpib" for gpib |
| varargin | Variable input arguments depending on connection mode |
|
virtual |
set device to continuous sweep mode
| obj | Instance of RohdeUndSchwarz_ZVM class |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::delete | ( | in | obj | ) |
Delete RohdeUndSchwarz_ZVM Object.
The destructor
| obj | Instance of RohdeUndSchwarz_ZVM class |
|
virtual |
do a single Sweep / immediately start a new measurement
| obj | Instance of RohdeUndSchwarz_ZVM class |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::flush | ( | in | obj | ) |
Flush labdevice.
| obj | Instance of RohdeUndSchwarz_ZVM class |
|
virtual |
get the amount of measurement points in a sweep
| obj | Instance of RohdeUndSchwarz_ZVM class |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::getTraceCmplx | ( | in | obj, |
| in | channel, | ||
| in | f_points | ||
| ) |
get the complex trace from the device
| obj | Instance of RohdeUndSchwarz_ZVM class |
| channel | which measurement channel to use (just use 1) |
| f_points | amount of measurement points in the sweep |
| function RohdeUndSchwarz_ZVM::read | ( | in | obj | ) |
Read data from labdevice.
| obj | Instance of RohdeUndSchwarz_ZVM class |
| function RohdeUndSchwarz_ZVM::setAverage | ( | in | obj, |
| in | average | ||
| ) |
configure averaging
currently only set up for point averaging, functionality could be extended
| obj | Instance of RohdeUndSchwarz_ZVM class |
| average | -1 for no averaging, otherwise the amount of measurements to average into a single result. |
| function RohdeUndSchwarz_ZVM::setDisplay | ( | in | obj, |
| in | onoff | ||
| ) |
enable/disable display update during remote control
| obj | Instance of RohdeUndSchwarz_ZVM class |
| onoff | 'on' or 'off' |
| function RohdeUndSchwarz_ZVM::setMeasFormat | ( | in | obj, |
| in | format | ||
| ) |
Set the measurement format.
UPHase,PHASe,COMPlex,MAGNitude,PHASe,REAL,IMAGinary,SWR,GDELay
| obj | Instance of RohdeUndSchwarz_ZVM class |
| format | one of: 'UPH','PHAS','COMP','MAGN','PHAS','REAL','IMAG','SWR','GDEL' |
| function RohdeUndSchwarz_ZVM::setMeasMode | ( | in | obj, |
| in | mode | ||
| ) |
set the measurement mode
| obj | Instance of RohdeUndSchwarz_ZVM class |
| mode |
|
virtual |
set the parameter to measure
in frequency sweep mode, while measuring power
| obj | Instance of RohdeUndSchwarz_ZVM class |
| param | Measurement parameter, for example 'Z21' or 'S11' |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::setResolutionBandwidth | ( | in | obj, |
| in | bandwidth | ||
| ) |
set the IF/IF/resolution bandwidth
| obj | Instance of RohdeUndSchwarz_ZVM class |
| bandwidth | in Hz [double] |
|
virtual |
set the source power
| obj | Instance of RohdeUndSchwarz_ZVM class |
| power | in dBm |
Reimplemented from VectorNetworkAnalyser.
|
virtual |
set the start frequency
| obj | Instance of RohdeUndSchwarz_ZVM class |
| freq | in Hz |
Reimplemented from VectorNetworkAnalyser.
|
virtual |
set the stop frequency
| obj | Instance of RohdeUndSchwarz_ZVM class |
| freq | in Hz |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::setSweepCount | ( | in | obj, |
| in | count | ||
| ) |
set the sweep count
idk what this does, need to do some research in the manual later
| obj | Instance of RohdeUndSchwarz_ZVM class |
| count | sweep count |
| function RohdeUndSchwarz_ZVM::setSweepMode | ( | in | obj, |
| in | mode | ||
| ) |
choose single or continuous sweep mode
use RohdeUndSchwarz_ZVM.continuousSweep and RohdeUndSchwarz_ZVM.singleSweep for readability
| obj | Instance of RohdeUndSchwarz_ZVM class |
| mode | 'cont' or 'single' |
|
virtual |
set the amount of measurement points in a sweep
| obj | Instance of RohdeUndSchwarz_ZVM class |
| points | amount of points |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::setSweepTime | ( | in | obj, |
| in | time | ||
| ) |
configure the sweep time (in ms)
| obj | Instance of RohdeUndSchwarz_ZVM class |
| time | -1 for automatic sweep time, otherwise time in ms |
|
virtual |
set device to single sweep mode
| obj | Instance of RohdeUndSchwarz_ZVM class |
Reimplemented from VectorNetworkAnalyser.
| function RohdeUndSchwarz_ZVM::write | ( | in | obj, |
| in | txt | ||
| ) |
Write SCPI/skippy commands to labdevice.
| obj | Instance of RohdeUndSchwarz_ZVM class |
| txt | String with SCPI/skippy commands for labdevice |


|
Ext.NET Mobile
4.1.0
.NET Component Framework for Enterprise Level Apps
|
Public Member Functions | |
| Builder (TToolbar component) | |
| virtual TBuilder | Listeners (Action< ToolbarListeners > action) |
| Client-side JavaScript Event Handlers More... | |
| virtual TBuilder | DirectEvents (Action< ToolbarDirectEvents > action) |
| Server-side Ajax Event Handlers More... | |
| Builder () | |
| Builder (Toolbar component) | |
| Builder (Toolbar.Config config) | |
| Public Member Functions inherited from Ext.Net.Mobile.ToolbarBase.Builder< TToolbar, TBuilder > | |
| Builder (TToolbarBase component) | |
| virtual TBuilder | DefaultButtonUI (string defaultButtonUI) |
| virtual TBuilder | DefaultFieldUI (string defaultFieldUI) |
| virtual TBuilder | DefaultFooterButtonUI (string defaultFooterButtonUI) |
| virtual TBuilder | DefaultFooterFieldUI (string defaultFooterFieldUI) |
| virtual TBuilder | DefaultType (string defaultType) |
| The default type of content Container represented by this object as registered in Ext.ComponentMgr (defaults to 'panel'). More... | |
| virtual TBuilder | Flat (bool flat) |
| True to use flat style. More... | |
| virtual TBuilder | ClassicButtonStyle (bool classicButtonStyle) |
| True to use classic (none-flat) style. More... | |
| virtual TBuilder | EnableOverflow (bool enableOverflow) |
| Configure true to make the toolbar provide a button which activates a dropdown Menu to show items which overflow the Toolbar's width. More... | |
| virtual TBuilder | OverflowHandler (OverflowHandler overflowHandler) |
| virtual TBuilder | Title (string title) |
| virtual TBuilder | Vertical (bool vertical) |
| Set to true to make the toolbar vertical. The layout will become a vbox. Defaults to: false More... | |
Static Public Member Functions | |
| static implicit | operator Builder (Toolbar component) |
|
inline |
|
inline |
|
inline |
|
inline |
|
inlinevirtual |
Server-side Ajax Event Handlers
| action | The action delegate |
|
inlinevirtual |
Client-side JavaScript Event Handlers
| action | The action delegate |
|
inlinestatic |


C G M P S
connect_proxy
- Method of struct ml_base_seqr_proxy of user_base_sequence -- Connect the TLM ports in the proxy sequencer to the corresponding target TLM interface
get
- Method of struct ml_base_seqr_proxy of user_base_sequence -- Send item to remote sequencer
get_response_imp
- Field of struct ml_base_seqr_proxy of user_base_sequence -- TLM port implementation receiving the response from last sent item
ml_base_seqr_proxy of user_base_sequence
- Unit -- Template defining a sequencer proxy for ML sequence layering
put
- Method of struct ml_base_seqr_proxy of user_base_sequence -- Receive response from remote sequencer
send_item_imp
- Field of struct ml_base_seqr_proxy of user_base_sequence -- TLM port implementation providing the next item to caller
send_sequence
- Method of struct ml_base_seqr_proxy of user_base_sequence -- Invoke remote sequence
start_sequence_p
- Field of struct ml_base_seqr_proxy of user_base_sequence -- TLM port sending a sequence to be started at the target
C G M P S


{% extends "web_app/base.html" %} {% load static %} {% block content %}
To learn more about our service capabilities, please contact us today through the form below.
Katy, Texas
<EMAIL_ADDRESS>(832) 971-3599


WITNESS LIST Public Health Committee May 18, 2005-2:00P SB 47 For: Dunkelberg, Anne (Center for Public Policy Priorities) SB 330 For: Rutledge, MD, Neal (Texas Advocates for Stroke Seton Health Care Network) SB 610 For: Peppard, DDS, Dr. Mark (Texas Dental Association) SB 872 For: DaSilva, Joe A. (Texas Hospital Association) Thomas, John T (Baylor Health Care System and controlled affiliates) SB 1183 For: Holden, Juliet J. (Alliance For Infant Survival) Roberson, Jerry (Self and Texas Healthy Start Alliance) SB 1188 On: Balland, David J. (HHSC /MEDICAID /CHIP) Broadhurst, Tim (Health and Human Services Commission office of Inspector General) Garcia, Olga O. (HHSC) Millwee, Billy (HHSC) Syler, Susan (DADS) SB 1379 For: Stegemann, M.D., Lloyd (New Dimensions Weight Loss Surgery) Against: Sords, David (Texas Soft Drink Association) On: Bingham, Bill (Texas Department of Insurance) Perkins, John (Texas Department of Agriculture)


The best Taiwanese desserts and pastries right here in the Bay Area!
MenuSweet, Sweet, Boba Life
LocationCome by our place and try all our different eateries.
3583 Automall Dr
Fremont CA 94580
Phone us ahead
123-456-6789
Check us out on yelp!


Test: FACES-3327
Status: FAILURE
Detail: Failed to navigate after exporting/downloading data from a PrimeFaces component.


Amanitas - A. muscaria & Cannabis
I have taken Amanitas on a few occasions. I do not know why my reaction was as such this time, since it was from the same batch I had had before, which was from a very reputable online source. So I don't think it was the mushrooms itself. So maybe it was either the preparation, the 1 beer I had earlier, or a synergised effect between the Amanita and marijuana. The latter seems unlikely to me because I have been a daily pot smoker for over a decade, but frankly I don't know what happened.
It all started on a saturday night. I had finished one exam the day before and had one more to go but I decided I needed a break from studying and thus decided to make myself an Amanita tea. I took 10.5 grams (usually I take 7 grams),crushed them, added 1 lime, some green tea, a tbls of honey, and simmered the whole thing for 30 min. Then I strained the tea using a cloth and slowly drank the mixture over a half hour period.
Then I went for a walk. I smoked one joint and that took care of my nausea. I continued to walk for about an hour. I was increasingly reaching the peak. I stupidly decided that I wanted another joint, mainly as a habit of smoking on my 'journey' home. By the time I finished the joint I noticed I was getting increasingly dizzy and going in and out of 'sleep'. So I sat down out of precaution, so I wouldn't walk into traffic. I don't remember much after that other than a few incidents.
I remember a couple that was walking asking me if I was alright. Then I remember one of them saying they called the ambulance. Then I remember what appeared to be the police and some paramedics standing over me and asking all sorts of questions which I could not respond too. I thought it was all a dream. Then I remember being in the emergency room with doctors and nurses stripping my close off, sticking all sorts of IVs in me, and a tube up my urethra (I remember this excrutiating pain). I heard a couple nurses or doctors (not sure) scream, 'He is going into seizure again.' I then recall the doctor asking me if I took heroin a few times, and all I muttered was amanita, but he didn't know what I was saying. Then I remember coming to, with my mom by my side, about 6-8 hours later.
I didn't know who I was or where I was for a long time. I thought maybe I had been hit by a car, or maybe I had died. I simply didn't know and really didn't care, it is the day after now, and all I have as memories of last night are about 6 IV spots on both my arms, and an extremely painful urethra, which is torture to pee out of. I simply don't know what happened, maybe it was the drugs, the dosage, or something completely different. I got CAT scans and I don't have a tumor. I have never had a seizure in my life prior to this. I also can no longer drive until I follow up with a neurologist.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


{% for question in questions %}
{{question['question']}}
{{question['answers'][0]}}
{{question['answers'][1]}}
{{question['answers'][2]}}
{{question['answers'][3]}} {% endfor %}


| Path: | README.txt |
| Last Update: | Sat, 20 Jun 2009 23:45:42 +1000 |
An intelligent wrapper for the Twitter4r Rubygem.
You must have rubygems installed to use Twig as a gem. To install Rubygems on a debian or ubuntu linux system, do:
sudo aptitude update && sudo aptitude install rubygems
sudo gem install --remote twig-twitter
Then, add Twig to your script with:
require 'rubygems' require 'twig'
If you want to include Twig directly into your script, you can download Twig as a .tgz package from the Twig homepage at:
http://twig-twitter.rubygems.org
Once you have the package, add Twig to your script‘s directory, add the twig directory to your $LOAD_PATH variable…
$LOAD_PATH << "./twig"
.. and require Twig at the top of your script:
require 'twig'
(The MIT License)
Copyright (c) 2009 Mike Zazaian
Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the ‘Software’), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions:
The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software.
 IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.


Mechwarrior 5: Mercenaries is one day away, so here’s a launch trailer
by Sherif SaedMechwarrior 5 has been a long time coming, and you thankfully won’t have to wait too much longer to play it.
Mechwarrior 5: Mercenaries, which developer Piranha Games announced almost exactly three years ago, will finally launch tomorrow, December 10 on PC.
Mercenaries is a single-player, story-driven game based on the simulation engine that powers Mechwarrior Online, utilising many of its mechanics and features. The game supports co-op for four players, which will be filled in by AI when you’re running solo.
Similar to Battletech, Mercenaries lets you manage a company of mercenaries, look after repairs and upgrades, and hire skilled pilots for the different missions. You’ll also be given control of how to best manage salvage and set up your squad for better odds of survival.
Within the missions themselves, you’ll take on other mechs, planetary defences, as well as traditional attack vehicles. Mechwarrior 5: Mercenaries is an Epic Games Store exclusive. The launch trailer below should get you in the mood.


Contents
10. More attributes
|
How to program a text adventure in C
by Ruud Helderman
<EMAIL_ADDRESS>Licensed under
MIT License
10. More attributes
There are many possible reasons
for expanding the ‘object’ structure.
When we introduced objects in chapter 4, they had only three attributes.
In chapter 6, we added a fourth.
This is more or less the absolute minimum.
To put more detail into our adventure, we need some more attributes.
Here are a few examples.
- The command look around
gives a global description of the player’s location,
including a list of items, actors and other objects present there.
Many adventures require the player to examine these objects,
either to reveal certain clues that are needed to make progress in the game,
or simply to enhance the game’s atmosphere.
We will add an attribute details
that holds a detailed description of each object,
plus an attribute contents
that is used with objects that contain other objects.
- When the player follows a passage,
the response is invariably “OK”
followed by a description of the new location.
This is a bit dull;
it would be so much nicer to give each passage its own custom message.
We will add an attribute textGo to hold this message.
- Some passages have a ‘twist’;
they do not go where the player expects them to go.
For example, a forest path may be hiding a pitfall.
While the passage appears to be leading from location A to location B,
in reality the end point is location C, i.e. the bottom of a pit.
More common ‘twists’ are passages that are ‘blocked’:
a closed grating, a broken bridge, a narrow crack.
Suppose our cave entrance is blocked by the guard.
Any attempt to enter the cave will fail;
instead the player will stay at his original location, i.e. the field.
We could simply change the passage’s destination
to field (or NULL),
but that would result in an undesirable response to commands like
go cave and look cave:
“You don’t see any cave here.”
We need separate attributes for
the actual and the apparent end point of a passage.
We will introduce an attribute prospect to represent the latter;
the attribute destination, introduced in chapter 6,
still holds the actual end point.
In most cases, the two will be equal,
so we will have object.awk generate an appropriate default;
prospect only needs to be specified in object.txt
when it differs from destination.
- In many adventures, the player, as well as other actors in the game,
are limited in how much they can carry.
Give each item a weight;
the combined weight of all items in an actor’s inventory
should not exceed that actor’s capacity.
Give an object a very high weight to make it immovable
(a tree, a house, a mountain).
- RPG-style
adventure games will need a whole range of attributes for actors
(both player and non-player), for example health.
Objects with zero health are either dead, or they are not an actor at all.
We define seven new attributes in object.txt:
| object.txt |
- #include <stdio.h>
- #include "object.h"
- typedef struct object {
- const char *description;
- const char **tags;
- struct object *location;
- struct object *destination;
- struct object *prospect;
- const char *details;
- const char *contents;
- const char *textGo;
- int weight;
- int capacity;
- int health;
- } OBJECT;
- extern OBJECT objs[];
- - field
- description "an open field"
- tags "field"
- details "The field is a nice and quiet place under a clear blue sky."
- capacity 9999
- - cave
- description "a little cave"
- tags "cave"
- details "The cave is just a cold, damp, rocky chamber."
- capacity 9999
- - silver
- description "a silver coin"
- tags "silver", "coin", "silver coin"
- location field
- details "The coin has an eagle on the obverse."
- weight 1
- - gold
- description "a gold coin"
- tags "gold", "coin", "gold coin"
- location cave
- details "The shiny coin seems to be a rare and priceless artefact."
- weight 1
- - guard
- description "a burly guard"
- tags "guard", "burly guard"
- location field
- details "The guard is a really big fellow."
- contents "He has"
- health 100
- capacity 20
- - player
- description "yourself"
- tags "yourself"
- location field
- details "You would need a mirror to look at yourself."
- contents "You have"
- health 100
- capacity 20
- - intoCave
- description "a cave entrance to the east"
- tags "east", "entrance"
- location field
- prospect cave
- details "The entrance is just a narrow opening in a small outcrop."
- textGo "The guard stops you from walking into the cave."
- - exitCave
- description "an exit to the west"
- tags "west", "exit"
- location cave
- destination field
- details "Sunlight pours in through an opening in the cave's wall."
- textGo "You walk out of the cave."
- - wallField
- description "dense forest all around"
- tags "west", "north", "south", "forest"
- location field
- details "The field is surrounded by trees and undergrowth."
- textGo "Dense forest is blocking the way."
- - wallCave
- description "solid rock all around"
- tags "east", "north", "south", "rock"
- location cave
- details "Carved in stone is a secret password 'abccb'."
- textGo "Solid rock is blocking the way."
|
Explanation:
- Lines 9-15:
the seven new attributes.
- Lines 37 and 44:
the silver and gold coin have the same weight;
in case you find this unrealistic,
feel free to apply a more accurate unit of weight for your objects.
- Lines 52-53 and 61-62:
both the player and the non-player characters
are alive (they have health),
and they have a limited ability to carry objects
(here: the equivalent of 20 coins).
- Line 68:
I am using the cave entrance
to demonstrate the effect of attribute prospect.
Normally, prospect takes on the value of destination
(see object.awk below, specifically line 62).
By specifying prospect instead of destination
(consequently leaving the latter NULL),
we effectively ‘block’ the cave entrance
without making it disappear.
- Lines 85 and 92:
textGo is useful not only for passages,
but for non-passage objects as well
(in this case the two ‘walls’ we introduced in chapter 8).
New attributes also require an adjustment in the code generator.
| object.awk |
- BEGIN {
- count = 0;
- obj = "";
- if (pass == "c2") {
- print "\nOBJECT objs[] = {";
- }
- }
- /^- / {
- outputRecord(",");
- obj = $2;
- prop["description"] = "NULL";
- prop["tags"] = "";
- prop["location"] = "NULL";
- prop["destination"] = "NULL";
- prop["prospect"] = "";
- prop["details"] = "\"You see nothing special.\"";
- prop["contents"] = "\"You see\"";
- prop["textGo"] = "\"You can't get much closer than this.\"";
- prop["weight"] = "99";
- prop["capacity"] = "0";
- prop["health"] = "0";
- }
- obj && /^[ \t]+[a-z]/ {
- name = $1;
- $1 = "";
- if (name in prop) {
- prop[name] = $0;
- }
- else if (pass == "c2") {
- print "#error \"" FILENAME " line " NR ": unknown attribute '" name "'\"";
- }
- }
- !obj && pass == (/^#include/ ? "c1" : "h") {
- print;
- }
- END {
- outputRecord("\n};");
- if (pass == "h") {
- print "\n#define endOfObjs\t(objs + " count ")";
- }
- }
- function outputRecord(separator)
- {
- if (obj) {
- if (pass == "h") {
- print "#define " obj "\t(objs + " count ")";
- }
- else if (pass == "c1") {
- print "static const char *tags" count "[] = {" prop["tags"] ", NULL};";
- }
- else if (pass == "c2") {
- print "\t{\t/* " count " = " obj " */";
- print "\t\t" prop["description"] ",";
- print "\t\ttags" count ",";
- print "\t\t" prop["location"] ",";
- print "\t\t" prop["destination"] ",";
- print "\t\t" prop[prop["prospect"] ? "prospect" : "destination"] ",";
- print "\t\t" prop["details"] ",";
- print "\t\t" prop["contents"] ",";
- print "\t\t" prop["textGo"] ",";
- print "\t\t" prop["weight"] ",";
- print "\t\t" prop["capacity"] ",";
- print "\t\t" prop["health"];
- print "\t}" separator;
- delete prop;
- }
- count++;
- }
- }
|
Now we’re all set to start using the new attributes!
details is used in a newly recognized command
look <object>,
and textGo replaces the fixed text “OK”
in our implementation of command go.
| Sample output |
Welcome to Little Cave Adventure.
You are in an open field.

He has:
a silver coin
--> go cave
The guard stops you from walking into the cave.
--> go north
Dense forest is blocking the way.
--> quit
Bye!
|
| location.c |
- #include <stdbool.h>
- #include <stdio.h>
- #include <string.h>
- #include "object.h"
- #include "misc.h"
- #include "noun.h"
- void executeLook(const char *noun)
- {
- if (noun != NULL && strcmp(noun, "around") == 0)
- {
- printf("You are in %s.\n", player->location->description);
- listObjectsAtLocation(player->location);
- }
- else
- {
- OBJECT *obj = getVisible("what you want to look at", noun);
- switch (getDistance(player, obj))
- {
- case distHereContained:
- printf("Hard to see, try to get it first.\n");
- break;
- case distOverthere:
- printf("Too far away, move closer please.\n");
- break;
- case distNotHere:
- printf("You don't see any %s here.\n", noun);
- break;
- case distUnknownObject:
- // already handled by getVisible
- break;
- default:
- printf("%s\n", obj->details);
- listObjectsAtLocation(obj);
- }
- }
- }
- static void movePlayer(OBJECT *passage)
- {
- printf("%s\n", passage->textGo);
- if (passage->destination != NULL)
- {
- player->location = passage->destination;
- printf("\n");
- executeLook("around");
- }
- }
- void executeGo(const char *noun)
- {
- OBJECT *obj = getVisible("where you want to go", noun);
- switch (getDistance(player, obj))
- {
- case distOverthere:
- movePlayer(getPassage(player->location, obj));
- break;
- case distNotHere:
- printf("You don't see any %s here.\n", noun);
- break;
- case distUnknownObject:
- // already handled by getVisible
- break;
- default:
- movePlayer(obj);
- }
- }
|
Attributes weight and capacity together become
a possible reason for not being able to move certain objects around.
And a health check replaces the hard-coded whitelist of actors.
| move.c |
- #include <stdbool.h>
- #include <stdio.h>
- #include "object.h"
- #include "misc.h"
- static int weightOfContents(OBJECT *container)
- {
- int sum = 0;
- OBJECT *obj;
- for (obj = objs; obj < endOfObjs; obj++)
- {
- if (isHolding(container, obj)) sum += obj->weight;
- }
- return sum;
- }
- static void describeMove(OBJECT *obj, OBJECT *to)
- {
- if (to == player->location)
- {
- printf("You drop %s.\n", obj->description);
- }
- else if (to != player)
- {
- printf(to->health > 0 ? "You give %s to %s.\n" : "You put %s in %s.\n",
- obj->description, to->description);
- }
- else if (obj->location == player->location)
- {
- printf("You pick up %s.\n", obj->description);
- }
- else
- {
- printf("You get %s from %s.\n",
- obj->description, obj->location->description);
- }
- }
- void moveObject(OBJECT *obj, OBJECT *to)
- {
- if (obj == NULL)
- {
- // already handled by getVisible or getPossession
- }
- else if (to == NULL)
- {
- printf("There is nobody here to give that to.\n");
- }
- else if (obj->weight > to->capacity)
- {
- printf("That is way too heavy.\n");
- }
- else if (obj->weight + weightOfContents(to) > to->capacity)
- {
- printf("That would become too heavy.\n");
- }
- else
- {
- describeMove(obj, to);
- obj->location = to;
- }
- }
|
Here is one more module that can use health to identify actors.
| inventory.c |
- #include <stdbool.h>
- #include <stdio.h>
- #include "object.h"
- #include "misc.h"
- #include "noun.h"
- #include "move.h"
- void executeGet(const char *noun)
- {
- OBJECT *obj = getVisible("what you want to get", noun);
- switch (getDistance(player, obj))
- {
- case distSelf:
- printf("You should not be doing that to yourself.\n");
- break;
- case distHeld:
- printf("You already have %s.\n", obj->description);
- break;
- case distOverthere:
- printf("Too far away, move closer please.\n");
- break;
- case distUnknownObject:
- // already handled by getVisible
- break;
- default:
- if (obj->location != NULL && obj->location->health > 0)
- {
- printf("You should ask %s nicely.\n", obj->location->description);
- }
- else
- {
- moveObject(obj, player);
- }
- }
- }
- void executeDrop(const char *noun)
- {
- moveObject(getPossession(player, "drop", noun), player->location);
- }
- void executeAsk(const char *noun)
- {
- moveObject(getPossession(actorHere(), "ask", noun), player);
- }
- void executeGive(const char *noun)
- {
- moveObject(getPossession(player, "give", noun), actorHere());
- }
- void executeInventory(void)
- {
- if (listObjectsAtLocation(player) == 0)
- {
- printf("You are empty-handed.\n");
- }
- }
|
The weight check makes use of a new function weightOfContents;
it will be implemented in misc.c.
In the same module,
we also make modifications to some of the existing functions,
to support the last few attributes.
Attribute contents replaces the fixed text “You see”.
The original text was already a bit odd
when listing the player’s inventory,
but now that function listObjectsAtLocation is used to display
contents of any possible object (see function executeLook above),
we really need something more flexible.
By replacing attribute destination by prospect
in function getPassage,
we are improving responses to all commands
(not just go and look)
applied to a location that is seen lying on the other end of
a ‘passage with a twist.’
| misc.h |
- typedef enum {
- distSelf,
- distHeld,
- distHeldContained,
- distLocation,
- distHere,
- distHereContained,
- distOverthere,
- distNotHere,
- distUnknownObject
- } DISTANCE;
- extern bool isHolding(OBJECT *container, OBJECT *obj);
- extern OBJECT *getPassage(OBJECT *from, OBJECT *to);
- extern DISTANCE getDistance(OBJECT *from, OBJECT *to);
- extern OBJECT *actorHere(void);
- extern int listObjectsAtLocation(OBJECT *location);
|
| misc.c |
- #include <stdbool.h>
- #include <stdio.h>
- #include "object.h"
- #include "misc.h"
- bool isHolding(OBJECT *container, OBJECT *obj)
- {
- return obj != NULL && obj->location == container;
- }
- OBJECT *getPassage(OBJECT *from, OBJECT *to)
- {
- if (from != NULL && to != NULL)
- {
- OBJECT *obj;
- for (obj = objs; obj < endOfObjs; obj++)
- {
- if (isHolding(from, obj) && obj->prospect == to)
- {
- return obj;
- }
- }
- }
- return NULL;
- }
- DISTANCE getDistance(OBJECT *from, OBJECT *to)
- {
- return to == NULL ? distUnknownObject :
- to == from ? distSelf :
- isHolding(from, to) ? distHeld :
- isHolding(to, from) ? distLocation :
- isHolding(from->location, to) ? distHere :
- isHolding(from, to->location) ? distHeldContained :
- isHolding(from->location, to->location) ? distHereContained :
- getPassage(from->location, to) != NULL ? distOverthere :
- distNotHere;
- }
- OBJECT *actorHere(void)
- {
- OBJECT *obj;
- for (obj = objs; obj < endOfObjs; obj++)
- {
- if (isHolding(player->location, obj) && obj != player &&
- obj->health > 0)
- {
- return obj;
- }
- }
- return NULL;
- }
- int listObjectsAtLocation(OBJECT *location)
- {
- int count = 0;
- OBJECT *obj;
- for (obj = objs; obj < endOfObjs; obj++)
- {
- if (obj != player && isHolding(location, obj))
- {
- if (count++ == 0)
- {
- printf("%s:\n", location->contents);
- }
- printf("%s\n", obj->description);
- }
- }
- return count;
- }
|
To make the whole picture complete,
it would be nice to expand the generated map from the previous chapter
with dashed lines for the ‘apparent’ passages
(leading towards a prospect).
| map.awk |
- BEGIN { print "digraph map {"; }
- /^- / { outputEdges(); delete a; }
- /^[ \t]/ { a[$1] = $2; }
- END { outputEdges(); print "}"; }
- function outputEdges()
- {
- outputEdge(a["location"], a["destination"], "");
- outputEdge(a["location"], a["prospect"], " [style=dashed]");
- }
- function outputEdge(from, to, style)
- {
- if (from && to) print "\t" from " -> " to style;
- }
|
Notes:
- Please be aware that more detailed descriptions often warrant
a bigger dictionary (more objects, more tags).
For example, the command look silver coin now returns
“The coin has an eagle on the obverse.”
Very atmospheric, but it invites the player to ‘drill down’
by entering a command look eagle.
To avoid the disgrace of the game having to admit
that it does not actually know what ‘eagle’ means,
you either have to go for evasive answers
(“You see nothing special” –
quite disappointing, really),
or add an ‘ornamental’ eagle object.
You can use the location attribute to attach the eagle to the coin,
so that the eagle will follow wherever the coin goes.
- Try not to worry too much about the memory space
wasted on attributes that are only used in certain types of objects
(for example, textGo is only used in passages),
or the many duplicate string literals
(especially the default ones generated by object.awk).
We will discuss these issues in chapter 17.
- To demonstrate the use of attribute prospect,
we made the cave inaccessible.
This becomes immediately obvious when you look at the new map.png
(see the picture above);
the arrow going into the cave is dashed,
meaning it is an apparent passage, but not an actual passage.
Rest assured, the cave will be re-opened in the next chapter.
Next chapter: 11. Conditions


|
CmSc 250 Intro to Algorithms |
|
External Sorting Example of Two-Way Sorting: N = 14, M = 3 (14 records on tape Ta1, memory capacity: 3 records.) Ta1: 17, 3, 29, 56, 24, 18, 4, 9, 10, 6, 45, 36, 11, 43
17, 3, 29 -> 3, 17, 29 Tb1: 3, 17, 29 56, 24, 18 -> 18, 24, 56 Tb2: 18, 24, 56
Tb1: 3, 17, 29, 4, 9, 10 6, 45, 36 -> 6, 36, 45 Tb2: 18, 24, 56, 6, 36, 45 (there are only two records left) Tb1: 3, 17, 29, 4, 9, 10, 11, 43 At the end of this process we will have three runs on Tb1 and two runs on Tb2: Tb1: 3, 17, 29 | 4, 9, 10 | 11, 43 Tb2: 18, 24, 56 | 6, 36, 45 | B1. Merging runs of length 3 to obtain runs of length 6. Merge the first two runs (on Tb1 and Tb2) and store the result on Ta1. Tb1: 3, 17, 29 | 4, 9, 10 | 11, 43 Tb2: 18, 24, 56 | 6, 36, 45 | Thus we have the first two runs on Ta1 and Ta2, each twice the size of the original runs: Next we merge the third runs on Tb1 and Tb2 and store the result on Ta1. Since only Tb1 contains a third run, it is copied onto Ta1: B2. Merging runs of length 6 to obtain runs of length 12. After merging the first two runs from Ta1 and Ta2, we get a run of length 12, stored on Tb1: The second set of runs is only one run, copied to Tb2 Now on each tape there is only one run. The last step is to merge these two runs and to get the entire file sorted. B3. Merging the last two runs. The result is: Number of passes: log(N/M) In each pass the size of the runs is doubled, thus we need [log(N/M)]+1 to get to a run equal in size to the original file. This run would be the entire file sorted. In the example we needed three passes (B1, B2 and B3) because [Log(14/3)] + 1 = 3. |
|
Back to External Sort |


--- layout: default title: Home ---
This is Coderashed. Too long have blogs taught how to write code! Join me as we instead step through the software discovery process. In doing so we will discover how the software wants to be written instead of how we want to write it!
Beginning first with a step that most unfortunately skip, we will gather an understanding of the interface that we are working with, in this case PHP, and how it interacts with the various interfaces of the operating system. From there, we will gather an understanding of what it is our software actually has to accomplish. We will then develop the unit tests that will be the proofs of our application and tie them into a build package for all revisions. Finally, we will begin developing our code and running it against our previously defined unit tests.
We will begin with a core system. With that in place we will proceed to build various sub-systems that will work on top of it. What we will end up with is a pseudo-bulletproof extremely flexible application that works exactly as we would expect. As we make modifications, we will be able to regression test against previous builds by once again running the unit tests against the build.
I hope that this blog is enlightening, and please feel free to send comments and suggestions.


Our Vision
To see God’s name become the biggest name in Silicon Valley.
To see God’s name become the biggest name in Silicon Valley.
San Jose is California’s first city. Founded in 1777, the early settlers of San Jose called their new home the “Garden City” because everything they planted grew and flourished in the city’s good soil and temperate climate. This was a prophetic name for the city that’s grown to become the “Capital of Silicon Valley.” Silicon Valley is home to over 2 million people and home to major global corporations such as Google, Apple, eBay, Cisco, and Adobe. Silicon Valley is a flourishing and strategic city that plays a pivotal economic and cultural role in our global world. What happens in Vegas might stay in Vegas, but what happens in Silicon Valley impacts the world.
We love Silicon Valley. It’s a beautiful place to live and work. Yet Silicon Valley is also a broken city teeming with over-worked and under-loved people seeking meaning, hope, and glory in everything except the God who created them. The nearly 8-million-person San Francisco Bay Area is perhaps the most un-churched region in America.
Forbes Magazine has called our city both “the most innovative city in America” and “the most sinful city in America.” Silicon Valley needs not just one new church; it needs hundreds of new churches.  Our dream is for Garden City Church to pioneer a gospel movement, a church planting movement, in the Bay Area.
We have a supernatural vision for our church. It’s a God-sized vision. We believe God wants to use our church to help turn Silicon Valley—a place known for its technological impact—into a region also known for its worship of Jesus and its gospel impact. Instead of Apple, Google, or Facebook, we want to see God’s name become the biggest name in Silicon Valley. We believe God wants to use our church to raise the dead, to turn spiritually dead people into worshippers of the risen and reigning Jesus who are passionate to see others meet, enjoy, and follow Jesus. Hence our mission: Depending on God to grow disciples deep & wide for God’s glory.
The story of the Bible starts in a Garden (Eden) and ends in a Garden City (the New Jerusalem). It’s the story of God rescuing and redeeming broken people and renewing broken cities. We believe God has called us to plant something new in the Garden City—to plant a church that will impact a city that’s impacting the rest of the world. Through Garden City Church we hope to make the gospel of Jesus Christ accessible to the people of Silicon Valley in a new and profound way. Our prayer is that Silicon Valley will be a better city because Garden City Church exists. Our hope is that other parts of the world will feel this too.


UK weather forecast: Met Office issue danger to life warning ahead of -9C freeze
Temperatures are expected to plunge this evening bringing widespread frost and fog. The Met Office has issued a weather warning, urging people to be careful in the icy conditions
by Matthew Dresch, https://www.mirror.co.uk/authors/matthew-dresch/Forecasters have issued a danger to life ice warning as temperatures plummet to as low as -9C tonight.
If the mercury drops to -9C it will be the coldest night of the season so far, the Met Office said.
An ice alert for the Highlands, Orkney and Shetland islands is in force today, with the worst of the weather expected to end by 10am.
The Met Office warning states: "Scattered heavy showers will fall onto freezing surfaces overnight and Monday morning. These could wash off any surface treatment and lead to the formation of icy surfaces."
It adds that icy surfaces could lead to people injuring themselves by slipping over.
Met Office meteorologist Alex Burkill told the Daily Express : “Temperatures could dip to -8C (17.6F) or -9C (15.8F).... on Monday night.
“This would be the coldest night of autumn with the lowest temperature we have seen so far being -8.1C (17.42F).”
A netweather.tv spokesman added: "After a day with highs of 4-9c (coldest in the north), temperatures will quickly fall during the evening bringing a widespread frost and a few fog patches overnight."
The Environment Agency has 51 flood warnings and 90 less serious flood alerts in force for England.
Tonight will be dry for many with just a few scattered showers expected along the east coast.
Many will see clear skies too, with just the odd patch of cloud around, though some extensive mist and fog will form, particularly in central regions.
Sub-zero temperatures are expected to continue tomorrow morning, although things will feel slightly warmer in the afternoon.
Tomorrow will be cold to begin with, with some frost in places and also some patches of mist and fog, particularly across central parts of the country.
A largely dry day will follow, with variable cloud cover and bright or sunny spells, though Northern Ireland will be cloudy with rain later.
Wednesday will see variable cloud cover with bright spells and a few spots of rain or drizzle, though the south-west and Northern Ireland will see rain more persistent in nature.
Temperatures will plunge below 0C again on Wednesday night.
Thursday promises to be a damp day for Northern Ireland, Wales and south-west England, although it should be largely dry elsewhere.
Met Office five-day weather forecast
Today:
A few showers in the far north and east, but elsewhere it will be a dry day with a good deal of sunshine. A cold and frosty morning in the north, where fog patches may be slow to clear.
Tonight:
Cold and frosty for many areas with patchy fog, this becoming widespread across some central parts of England. A few showers for north Norfolk.
Tuesday:
Areas of fog slow to clear across central and eastern England, where it will be cold. Bright elsewhere, but cloud and wind increasing in the far west bringing rain later.
Outlook for Wednesday to Friday:
Becoming increasingly unsettled from the southwest with showers or longer spells of rain, heaviest in southwest England and south Wales. Windy at times but temperatures recovering to nearer normal.


include "include.html": {% include "include.html" %} include "bar/include.html": {% include "bar/include.html" %} include "foo/bar/include.html": {% include "foo/bar/include.html" %} include "/include.html": {% include "/include.html" %}


1.State the company that developed JavaScript?
2.Which symbol is used for singleline comments in JavaScript?
3.Which of the following is not a type of popup box in JavaScript?
4.Which HTML element do we put inside the JavaScript?
5.What is JavaScript?


C programmers:
your program name must be: prob05.exe
JAVA
programmers: your program name must be: prob05.class
Task
Description
This program provides a
simple decoder of a cellular phone text messaging
input. Given an input file (prob05.in) with a string of
phone pad keys and spaces, display the actual text
message being sent. Each message input stream will end
with an Asterisk, which denotes SEND.
For purposes of this
problem assume that key/letter associations are arranged
as follows:
|
1 |
2 |
3 |
|
@.?1 |
ABC2 |
DEF3 |
|
4 |
5 |
6 |
|
GHI4 |
JKL5 |
MNO6 |
|
7 |
8 |
9 |
|
PQRS7 |
TUV8 |
WXYZ9 |
|
* |
0 |
# |
|
send |
Zero |
space |
Pauses in the typing
sequence are represented by spaces in the file. Notice,
like on a regular phone, changing keys does not require
you to pause between letters. Also keying can roll over
to the beginning of the associated letters. (i.e.
pressing 5 once results in a J and pressing 5 five times
also results in a J.)
Program Input
(prob05.in)
4433 555 555 666* 9666
777 555 3* 222 9992 #555 8888777 *
Program Output
Print the letters as you
interpret them, start a new line anytime you see the
send key was pressed.
HELLO
WORLD
CYA L8R |


Graph Choices
This car charges using wireless power transfer. Below is a picture showing how the system works and how it is set up on the track. Wireless power transfer works by having the transmitter device, driven by electric power from a power source, generate a time-varying electromagnetic field, which transmits power across space to a receiver device. In this case, the electromagnetic field is generated by inductive coupling between coils of wire.
Comments Questions? Email us at: gearuptablet@gmail.com


I:What is the short form of Hype Text Markup Language?
II:What is the short form of JavaScript?
III:How do we declare a variable?
IV:Strings are denoted by;
V:When you see the '[ ]' signs,you think of;
VI:what is JQuery?
VII:What is DRY code?
VIII:Manipulation of DOM elements is done by inserting new text using the JQuery _____ method
IX:How many portions does media Query has?
X:Are variables key sensitive?


Address :
Network :
CryptoCollab
While you live, shine
Have no grief at all
life exists only for a short while
and time demands an end
Note Price is: 0.001 ETH
Purchase NOTE(s)
Purchase Notes
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Settings
to
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Stop
Loop
Kalimba
Electric Cello
Harmonics
Pizzicato
Wah
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>
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Speech
Michael Gove, Secretary of State for Education, speaks at the London Academy of Excellence about securing our children’s future.
Thank you very much for that kind introduction.
It’s a pleasure to be here at the London Academy of Excellence - and to be able to congratulate the students and teachers of this superb new free school on their amazing successes.
This start-up - a genuinely independent school which is free to all, socially inclusive and academically excellent, drawing its students from one of the most disadvantaged boroughs in the country, but sending them to the best universities in the world - is a wonderful example of what’s changing in state education.
The pace of change in our education system recently has been fast - and the reaction at times furious.
I appreciate that since I became Education Secretary I have been asking a great deal - a very great deal - of those who work in our schools.
And today I want to thank them.
By pointing out quite how much they’ve done.
The people who work in our schools at the moment have, I think, made history.
History, as some may know, is one of my passions.
And it seems to me we are living through a historic period in state education.
One of my favourite history books is a classic work which analyses how a once apparently secure consensus can be overturned with amazing speed.
George Dangerfield’s ‘The Strange Death of Liberal England’ describes how the thought-world of Edwardian liberalism - which seemed to be intellectually all-conquering - collapsed, never to return, in a remarkably short space of time.
Dangerfield argued that the disruptive forces of the suffragette movement, the rising Labour party and unionist reaction together overturned a status quo which had seemed impregnable.
Modern opinion divides on whether Dangerfield’s analysis was correct in every regard. But no one denies the power of his argument, or indeed the amazing speed with which the assumptions underpinning Edwardian liberalism collapsed.
I think we need a new Dangerfield today to write about another long-held consensus that has - with remarkable rapidity - been completely overturned.
This modern Dangerfield needs to write about the strange death of the sink school - and the strangely overlooked transformation of English state education.
For decades, the dominant consensus has been that state education in England was barely satisfactory; it was - if I may quote a distinguished former civil servant - “bog standard”.
For many years commentators have lamented poor discipline, low standards, entrenched illiteracy, widespread innumeracy, the flight from rigour, the embrace of soft subjects, the collapse of faith in liberal learning and the erosion of excellence in science and technology.
The widespread view has been that the only way to get a really good education for your children was to escape - either into a better postcode, or into the private sector - both, of course, extorting a hefty toll from your pocket.
But that pessimistic view is no longer tenable.
Because the facts show - beyond any reasonable doubt - that English state education is starting to show a sustained and significant improvement.
Fewer schools are failing.
This government has set tougher minimum standards for schools. We’ve made GCSEs more rigorous and insisted that every school ensure at least 40% of its students get at least 5 good GCSEs including English and maths, and keep up with expected progress measures.
And as we’ve made those minimum standards tougher, so the number of schools falling below them has dropped dramatically. In 2010, when we came to power, there were 407 secondary schools falling below the 40% mark. Last year the number was 195, and this year it’s fallen further to just 154.
Still too high, of course. No school should fall below the floor standard we’ve set.
But the progress made by Britain’s brilliant teachers has transformed the lives of thousands of children.
The number of pupils taught in underperforming secondary schools has fallen by almost 250,000 since 2010.
In the same period, more than 450 of the worst-performing primary schools have been taken over by experienced academy sponsors with a proven track record of success.
The academy programme - based on the work of Kenneth Baker - implemented by Tony Blair and Andrew Adonis - and massively expanded by Nick Clegg and David Cameron - is proving transformational.
Results show that sponsored academies are improving more quickly than other state-funded schools.
And that’s against a backdrop of teaching improving across the board.
Overall, Ofsted’s impartial inspectors report that schools improved faster last year than at any time in Ofsted’s history.
This is a significant achievement - making a huge impact on children’s lives, all over the country.
And the people we need to thank for this are the nation’s teachers.
The ‘Times Educational Supplement’ has - rightly - said that teaching is a more respected profession and a more attractive graduate destination than it has been for many years.
We have the best generation of teachers ever now working in English classrooms.
Education is now the most popular career destination for Oxford graduates. And the numbers entering teaching - at 14% of all graduates - are genuinely historic.
More of those training to join the profession have top-class degrees than ever before.
In 2010 to 2011, just 65% of postgraduates entering teacher training in England had a first or upper-second degree. 3 years on, it’s up to 74%.
And elite routes into teaching are expanding to meet this demand.
We are quadrupling the size of Teach First, and we’ve extended it into primary schools.
From this September, Teach First will send its brilliant, dedicated trainees from the best universities to schools in every region of the country - for the first time - reaching more children than ever before.
More great schools, and more talented teachers.
Teaching more rigorous subjects.
Our English Baccalaureate is a measurement of success in the essential academic subjects which give students the best possible start in life - English, maths, the sciences, languages, history and geography.
After just 3 years, the English Baccalaureate measure has helped to increase dramatically the number of students enjoying more rigorous courses.
Take languages. Between 2001 and 2011, the number of pupils at the end of key stage 4 sitting modern foreign language GCSEs dropped by more than 200,000.
In 2001, 79% of children in this country studied a modern foreign language at GCSE . In 2010, just 43% did - about half as many.
But now the decline has been reversed.
Pupils who sat their exams in summer 2013 were the first to make their GCSE choices since the English Baccalaureate was introduced, and the proportion taking a language GCSE has risen for the first time in over a decade.
In a year, the total number of entries increased by a fifth. French was up 19%, German up 10%; Spanish, up 31%.
And languages aren’t the only subjects enjoying a renaissance.
In total, in 2012, only 16% of pupils in state-funded schools achieved at least a C grade in each of the vital English Baccalaureate subjects - while 120 secondary schools across the country did not have even one pupil taking the English Baccalaureate.
One year on, the figures are significantly higher.
Seventy-two thousand more young people entered the EBacc in 2013 than in 2012 - an increase of almost 60%.
And when you look just at young people eligible for free school meals - the proportion taking the EBacc combination of subjects has more than doubled since 2011.
That adds up to thousands more pupils - including those from the poorest backgrounds - now studying the core academic subjects that universities and employers value; the subjects will help them get the jobs of the future.
These signs - more great schools, more great teachers, more pupils achieving great results - add up to one inescapable conclusion.
English state education is no longer ‘bog standard’ - but getting better and better.
When Channel 4 make documentaries about great comprehensives - academies - in Essex and Yorkshire, when BBC3 make heroes out of tough young teachers, when even Tatler publishes a guide to the best state schools - you know tectonic plates have started to shift.
The scale - and speed - of improvement has been dramatic. And should a modern Dangerfield attempt to analyse the reasons why the contemporary consensus on the weakness of state education has crumbled so quickly, I think he would identify three specific factors.
First - increased autonomy for schools, heads and teachers most of all, by giving every school in the country the chance to become an academy, with the same freedoms long enjoyed by private schools.
It’s a chance which thousands have seized.
In May 2010 just 6% of secondary schools were academies and no primaries.
Today 53% of secondary schools are academies and more than 1,700 primaries.
The second factor driving improvement?
More intelligent accountability.
We are blessed to have an outstanding chief inspector of schools in Sir Michael Wilshaw. From the moment of his appointment he has been setting higher standards. He has introduced an inspection framework shorn of politically correct peripherals and focused on teaching quality. He has fashioned a more professional inspectorate, with a growing number of serving school leaders taking over inspections. And he has demanded a move away from faddish attachments to outdated styles of teaching and a new emphasis that any style of teaching is welcome as long as students make progress
Alongside the superb leadership he has given, we have also reformed the league tables by which schools are judged and the qualifications which make them up.
We have got rid of modules in GCSEs , clamped down on the gaming of league tables through the use of multiple entry, and ensured proper marks are awarded for spelling, punctuation and grammar. Ofqual has cracked down on grade inflation and we’ve ensured vocational qualifications are - at last - as rigorous as academic courses.
More than that, we are ensuring that instead of just measuring the achievements of the tiny proportion of children on the C/D grade borderline, our new accountability system will value and reward the progress of every child - low attainers and high performers alike.
And the third critical factor driving change has been a relentless focus on driving up the quality of teaching.
New scholarships and bursaries worth up to £25,000 have helped attract top graduates into teaching. The Institute of Physics and the Royal Society of Chemistry have been supported to attract the best science graduates from elite universities into the classroom. Teacher training has been transformed under the outstanding leadership of an exceptional headteacher - Charlie Taylor. The School Direct programme he has launched enables prospective teachers to start their careers in our best schools and enables our best schools to hand-pick the most exceptional candidates. It’s heavily oversubscribed and those who’ve benefited from it are hugely enthusiastic.
School Direct also allows schools to shop around between universities for the best support for trainee teachers. That means universities have to shape their education departments to the practical needs of schools instead of the whims of ideologues. It also means that universities have to think hard about where they direct their research in education departments. Savvy schools are using School Direct to increasingly demand that universities conduct research which supports teachers’ professional development rather than satisfying academics’ pet passions.
Alongside the launch of School Direct we have also set up almost 350 teaching schools - schools which are outstanding in their quality of teaching and which support other schools to improve teacher training, professional development and classroom practice. And those brand-new teaching schools include schools from both the state and the independent fee-paying sector.
These changes have already had a big impact. And they’re giving our children a better start in life.
But behind each of these changes is one simple belief.
It’s the belief in higher standards for all, no matter where they live or what their parents can (or can’t) afford.
It’s the belief that any child - and every child - can succeed.
It’s the belief that nothing is too good for the children of this country.
We need to secure our children’s future in an ever more competitive world.
We need to give parents the peace of mind of knowing their child will be safe and will succeed wherever they go to school.
And we need to ensure that our society becomes fairer, more progressive, more socially just. We need to make opportunity more equal.
This is the belief that is driving me, and all of us in this government, to celebrate our education system’s successes and to challenge its failures.
Because although it sounds so simple, this belief that every child should be expected to succeed is not yet the dominant consensus - not yet uncontroversial.
Some still argue that children in poor areas shouldn’t be expected to do well; shouldn’t be encouraged to aim high.
That’s why it is encouraging to see cross-party support for higher standards. Brave Labour MPs such as Ian Austin, Pat McFadden Graham Allen and Kate Hoey have challenged local authorities - which have been complicit in underperformance for years - to embrace reform.
Good people in local government are responding to the demand that we raise expectations. In Hammersmith and Fulham the council has helped establish great new free schools. In Darlington the local authority has energetically advanced the academies programme. In Northumberland the new Director of Children’s Services has told heads they’ve tolerated standards which are unacceptably low and she will introduce new county-wide tests for every student every year to drive improvement.
But there’s still more to do.
And just as we must be ambitious for every child; so too we must be more ambitious for the system as a whole.
I want to see state schools in England the best in the world.
State schools where the vast majority of pupils have the grades and the skills to apply to university, if they want to; where a state pupil being accepted to Oxbridge is not a cause for celebration, but a matter of course; where it is the norm for state pupils to enjoy brilliant extracurricular activities like sports, orchestras, cadets, choir, drama, debating, the Duke of Edinburgh scheme, and more.
All those things are par for the course in the private sector - why shouldn’t children in the state sector enjoy them?
We know England’s private schools are the best independent schools in the world. Why shouldn’t our state schools be the best state schools in the world?
My ambition for our education system is simple - when you visit a school in England, standards are so high all round that you should not be able to tell whether it’s in the state sector or a fee-paying independent.
In the most recent PISA studies, England’s performance - overall - was pretty much exactly the same as the OECD average; lagging far behind the high performers at the top of the table.
Our 15-year-olds’ results in maths, for example, were around 3 years behind their peers in Shanghai.
But if you look just at England’s very best schools - whether independent or state - that gap disappears.
Our top schools are already performing just as well as Shanghai; just as well as the very best in the world.
The performance of these top-performing schools - both independent and state - must inspire all of us to do everything possible to raise the performance of the whole system.
I know that some critics will argue my expectations are too high.
They will point to the financial advantages many of the top private schools enjoy.
And money does matter.
Which is why we have protected schools spending; indeed, invested more in the poorest children through the pupil premium.
But more important than money is attitude - ambition, expectation - an ethos of excellence.
That’s what every school can have - and the best state schools already do.
Schools like Gordon’s state boarding school in Surrey, Holland Park school in West London, Sexeys in Bruton, in Somerset, Harris Academy Chafford Hundred, King Solomon Academy in Lisson Grove, the Hockerill Anglo-European College in Hertfordshire, Twyford Church of England School in Acton, Mossbourne Community Academy in Hackney - once condemned as ‘the worst school in Britain’ - now one of the best.
All of these - and many more - are state secondary schools every bit as good as excellent private schools. Which means they’re among the best secondary schools in the world.
And there are state primary schools every bit as ambitious, as supportive, as exciting, as the smartest of private prep schools.
Like, for example, Thomas Jones primary in West London - a school with a majority of children eligible for free school meals during the last 6 years, a majority coming from homes where English is not their first language - which is just as good (if not better) than the pre-eminent London prep - Wetherby school - just a mile or so away.
Under the changes we’re making, it’s becoming easier for state schools to match the offer from private schools.
Prep schools expect primary-age children from the age of 7 or 8 to be taught by subject specialists rather than generalists. I believe state schools should seek to match that. And I was delighted to be able to visit a primary free school in Chester this week which aims to do just that. And to help every primary reach that standard, we’re investing in a nationwide programme to train specialist maths teachers for our primaries.
Top private schools can recruit research scientists, academic experts or other people at the top of their career who want to switch to teaching - without forcing them to go back to the bottom of the ladder, start over at university and take out a student loan for a year’s study before they can benefit pupils.
Now, thanks to changes we’ve made to teacher training and recruitment, state schools can hire these outstanding people direct - and even poach great teachers from the private sector.
Instead of reinforcing the Berlin Wall between state and private, we should break it down.
Our academies and free schools programme is also starting to erode the boundaries between independent and state.
Many independent schools are already sponsoring or co-sponsoring state academies - sharing their expertise, spreading their excellence.
And in the last few years, 16 independent schools have even used our free schools and academies programmes to join the state sector - including, of course, Liverpool College, one of the 12 original members of the prestigious Headmasters’ and Headmistresses’ Conference.
Just last month, the godfather of the academies programme, Lord Andrew Adonis, predicted that up to 100 independent schools might do the same in the next 10 years.
This is hugely significant. Thanks to our reforms, private schools are opening their doors and their opportunities to more children than ever before.
And any change to our academy freedoms - in particular, to the freedoms we’ve given heads to recruit the best staff, just like independent schools do - would threaten those children’s futures; would threaten the teachers who have made these schools excellent; and would threaten any more great independent schools which had hoped to join the state sector - but would now be prevented.
At the heart of the success of the best independent schools - and the best state schools - is freedom for the headteacher.
That is why I believe the key to driving standards up further in the state sector is giving heads more power - freedom from bureaucracy, box-ticking and regulation - to make the changes needed to ensure children succeed.
One of the critical factors in the success of the best schools is the ability of the head to insist on - and enforce - exemplary behaviour. Not just compliance with basic rules but a positive pride in the school - with politeness and consideration for others becoming second nature.
I want to ensure that every head in the state sector has the ability to ensure children behave as impeccably as in the most successful state and private schools. That means giving heads the power to ensure there is exemplary behaviour - and giving teachers the power to keep control in the classroom and the playground.
Because without excellent behaviour, no child can learn - and a tiny minority of disruptive children can absorb almost all of teachers’ time and attention, in effect holding the education of the rest hostage.
So we have given teachers more freedoms to keep control in the classroom, and to discipline pupils for misbehaviour beyond the school gates.
Teachers’ powers to search pupils have been strengthened - not just for items that could be used to cause harm or break the law, but for items banned by the school rules - and schools are now free to impose same-day detentions as and when they think best.
Charlie Taylor - former headteacher of the Willows Special School in Hillingdon, where he achieved outstanding results with children with some of the most severe behavioural problems - joined us as a government adviser on behaviour, and developed a simple checklist to help schools tighten up their behaviour policies.
He’s now the head of the National College for Teaching and Leadership - making sure that the next generation of teachers put behaviour management right at the heart of their skills.
That emphasis on higher standards of behaviour has been reinforced by Ofsted. Sir Michael Wilshaw has made clear that poor behaviour which disrupts classroom learning will not be tolerated. Just on Friday, Ofsted confirmed that, from this month, they will start conducting no-notice monitoring inspections in schools where there are particular concerns about poor behaviour.
But there’s still more to do.
Teachers need confidence that they will be supported when they insist on good behaviour.
And heads need to know that we will give them every tool they need to enforce discipline.
So today, we are publishing an updated version of the department’s advice on behaviour policy - clarifying and explaining what schools can do, to give teachers more confidence in their own powers.
We make clear that teachers can deploy an escalating range of sanctions. Schools can insist on a detention, whether that’s at lunch break, after school, or at weekends. And they do not need to give parents notice.
They can ask students to do extra work, or to repeat unsatisfactory work; to write lines, or an extra essay.
They can remove responsibilities or privileges - like school trips, or the right to participate in a non-uniform day.
On top of these, we are today making clear that if a school wants to, they can ask pupils to carry out school service - whether that’s picking up litter, or washing graffiti off a wall, tidying a classroom, clearing up the dining hall.
We trust the professionalism of our teachers. So we’ve given them more powers, and more freedoms - the tools to keep control of their classrooms, and allow every student to learn in peace.
Good behaviour will make sure that pupils can learn - but I also want higher academic ambition for what they learn.
We have already introduced a new national curriculum enshrining high expectations at every stage and in every subject - so that every child in the country can enjoy the sort of deep, broad, knowledge-rich, content-heavy education hitherto reserved only for a fortunate few.
But there’s still more to do.
The new GCSEs currently being developed will be more demanding, and more ambitious - asking pupils to read a wider range of literary texts in English, demonstrate extended writing in history, and show more advanced problem-solving in maths and science.
And we’re working with world-renowned, world-class Russell Group universities and Professor Mark Smith of Lancaster University to reform A levels - ensuring they provide students with the knowledge and skills they need for the demands of university study.
Some of the best-respected academics on the globe are also working with us to drive up standards, transform teaching and inspire students in secondary schools; helping more children from state schools and deprived backgrounds to overtake their privately educated peers and reach the best universities.
Like Professor Sir Tim Gowers - one of this country’s most recent Fields medallists – who is working with Mathematics in Education and Industry to develop entirely new courses for post-16 maths - teaching young people how to think mathematically and develop exactly the kind of problem-solving skills most valued by universities and employers. His courses will help exam boards develop new ‘core maths’ qualifications, aimed at those 16-year-olds who get at least a C at GCSE but don’t go on to study maths A level - those, in other words, whom the current system has left behind for far too long.
Alongside him, Professor Martin Hyland is heading up the Cambridge Maths Education Project - a brilliant programme bringing teaching materials developed by Cambridge’s world-famous maths faculty to ordinary schools, all over the country. Already described by schools as ‘transformative’, it’s designed to help A level students to strengthen and deepen their understanding of maths.
And they’re joined by Professor Mark Warner - famous for explaining the problem of the chain fountain - who is leading the Rutherford Schools Physics Project. He’s working within the A level physics curriculum to create extra support and resources aimed at science teachers in state schools to help students develop the skills and attitudes that physicists need. His materials will be delivered through a massive open online course, or MOOC , to reach as many schools as possible.
And I can announce today that their work will be complemented by Professor Christopher Pelling from Oxford University - who will be leading a brand-new project in collaboration with several universities to develop top-quality professional development for non-specialist teachers of classics in state schools. His work will help state school students compete on equal terms with privately educated students for university classics places.
Academics of this calibre are serious about the need to give state school students the extra level of stretch and challenge that privately educated students enjoy through extra coaching and preparation.
Their work will do far more to improve access to the best universities - by genuinely democratising knowledge and robustly supporting a more meritocratic system - than any other set of academic initiatives I know.
We are hugely grateful to them for their help in giving disadvantaged children a hand up.
Their work will help thousands of pupils from the state sector to secure the places at the top universities which they deserve.
But we don’t want just to raise the academic bar for students on their way to university. We want to help state school students at every stage of their education to make the most of all the many, many resources already used by the independent sector.
Privately educated children often benefit from rigorous testing of ability - and, crucially, knowledge - at regular points throughout their school career.
We have national curriculum tests at age 11 and GCSEs or their equivalents, of course, at 16.
But since key stage 3 tests for 14-year-olds were abolished in 2008, we have had no rigorous externally set and marked measures of progress for students in the first 5 years of secondary school.
It is often during this period that performance dips and students suffer.
I am open to arguments about how we can improve performance - and assessment - in this critical period.
But there is already one widely available, robust and effective test of knowledge for just this age group.
The Common Entrance test papers.
They are exams designed for 13-year-olds - they are used by private schools to ensure students are on track for later success. They are already available on the web, and are a fantastic resource.
So I want state schools to try out Common Entrance exams - giving them a chance to check how well they and their pupils are performing against some of the top schools around the world.
And for the same reason, we are supporting PISA ’s plans to make their international tests available to English schools, so that our heads and teachers can, if they choose, check how well their pupils are performing compared to their peers - not just down the road - but on the other side of the globe, in Shanghai or Singapore.
Finally, the DNA of our best schools is made up of 2 strands. Excellence and rigour inside the classroom; and, just as important, a rich and rounded education beyond it.
I have never visited a school that excelled academically, which didn’t also excel in extracurricular activities.
As top heads and teachers already know, sports clubs, orchestras and choirs, school plays, cadets, debating competitions, all help to build character and instil grit, to give children’s talents an opportunity to grow and to allow them to discover new talents they never knew they had.
Which is why - just like independent schools - state schools need a longer school day.
We gave all academies and free schools the freedom to change and lengthen the school day and term; and we’re extending that freedom to every single state school.
And we have cut red tape to make it easier for schools to open longer and offer on-site childcare.
But we want to go further. So I would like to see state schools - just like independent schools - offer a school day 9 or 10 hours long - allowing time for structured homework sessions, prep, which will be particularly helpful for those children who come from homes where it’s difficult to secure the peace and quiet necessary for hard study. A longer school day will also make time for after-school sports matches, orchestra rehearsals, debating competitions, coding clubs, cadet training, Duke of Edinburgh award schemes and inspirational careers talks from outside visitors, just like in independent schools.
I will work with school leaders to put the steps in place to provide for these character-building activities. I am determined to ensure schools have access to the resources necessary to provide a more enriching day. I will - of course - consult across the state and independent sector to see how we can deliver as quickly as possible.
In the months ahead I hope to say more about how we can go further in helping the most disadvantaged, how we can do more to improve vocational education, how we can make a bigger difference in improving behaviour.
I also hope to say more about improving access to the best science education - especially for girls - improving access to work experience and getting more great teachers to work in our toughest schools.
But today all I want to add is a simple and heartfelt thank you to the nation’s teachers for transforming state education and the lives of our children immeasurably for the better.
Published: 3 February 2014


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--- layout: post title: 'VLC 1.1.1 is out: GPU decoding for ATI' date: 2010-07-22 09:20:06.000000000 +02:00 type: post parent_id: '0' published: true password: '' status: publish categories: - VideoLAN tags: - dxva - vlc - windows meta: _edit_last: '3997956' _wp_old_slug: '' reddit: a:2:{s:5:"count";i:0;s:4:"time";i:1359457105;} author: login: geaaal email<EMAIL_ADDRESS>display_name: Géal first_name: '' last_name: '' ---
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--- layout: post status: publish published: true title: Pray Tell - Episode 6.58 author: display_name: Corey Fineran login: Corey email<EMAIL_ADDRESS>url: '' author_login: Corey author_email<EMAIL_ADDRESS>wordpress_id: 10955 wordpress_url: http://ivyenvy.com/?p=10955 date: '2015-02-15 23:57:34 +0000' date_gmt: '2015-02-16 05:57:34 +0000' categories: - Podcast tags: - Cole Hamels - MLB Extra Innings - MLB.TV - Javier Baez - Kris Bryant - Jon Lester - Spring Training 2015 - 2015 NL Rookie of the Year - Tom Tango comments: - id: 17047 author: Jason Mollett author_email: '' author_url: '' date: '2015-02-16 12:09:31 +0000' date_gmt: '2015-02-16 18:09:31 +0000' content: Sahadev Sharma is going to be on Effectively Wild 4 times per week for 30 episodes. ---
Welcome to the 295th episode of The Ivy Envy Podcast.
Cubs pitchers and catchers report to Spring Training in Mesa this week and we start the build-up to Cubs Spring Training by discussing the list of non-roster invitees. We also tell you where you'll be able to hear and watch Cubs Spring Training games this year.
The Cubs battle with the rooftop continues and Kurt gets us up to speed with the latest developments in the story.
We also answer several listener questions on various topics:


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Development Process
We approach Real Estate Development Process holistically, from the time a land parcel is considered a "green field" (Land Banking) through the various stages until it becomes a "brown field" and is ready for Property Redevelopment. The Process is explained below using four (4) diagrams: a Venn diagram, a schematic diagram, a box diagram, and a circle diagram. Each diagram illustrates the same process; however providing slightly different perspectives and nuances on the relationships between the stages.
A Venn Diagram Description
This Venn Diagram in Exhibit 1.1 presents the seven-stage Real Estate Development Process and illustrates that the development stages are not neatly separated, rather they overlap to some extent. Effectively, a developer in one stage may capture some of the value in the next stage of development by incurring some costs and risks associated with the next stage. In doing so, the developer reduces the risks in the next stage and hopefully enhances value of the project to the next stage developer.
The Schematic Description
The schematic diagram in Exhibit 1.2 illustrates that decisions are made each stage of the Real Estate Development Process is relative to the creation of value. Each of the developers must make a conscious decision whether or not to sell to a third party or to continue to the next stage of development. In effect, the developer decides whether to cash in his chips and leave the table or to let the money ride and move onto the next stage of development.
This diagram shows the order of the stages of development over the life of the real estate project as it moves from "green fields" in the Land Banking stage to the "brown fields" in the Project Redevelopment Stage. Both of these stages move to the Land Packaging Stage, where the project is redefined in terms of public approvals, market studies, and physical characteristics.
Usually developers are good at one stage of development, but keep reaching back (up) or forward (down) in the process until their inadequacies catch up with them. The critical thing to note is that in each stage, certain tasks have to be completed to create value, and the accomplishment of these tasks require special skills and talents. No one is good at everything, no matter what their mother told them growing up.
The Box Diagram Description
This Box Diagram in Exhibit 1.3 illustrates the seven-stage model and emphasizes that in each stage, the developer "buys one thing and sells another." The developer buys an "opportunity" and captures that opportunity by successfully accomplishing the requisite tasks in that stage. In doing so, the developer creates an "opportunity" for the developer in the next stage of development. If the developer is unsuccessful in creating value by accomplishing the required tasks, then the development stops until it can be restarted by another developer with the necessary vision and skills.
The Circle Diagram
The Circle Diagram in Exhibit 1.4 shows the relationship between each stage of development and demonstrates how the renovated building in the Renovation Stage may recycle back to the Building Operations Stage to be sold to a developer in the Redevelopment Stage. This diagram also illustrates how the Redevelopment Stage continues onto the Packaging Stage, and the cycle begins all over again.


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# module.exports -- Each file in Node.js is a module. The items to export from a module should be attached to the `module.exports` variable. `module.exports` is defined to be a new empty object in every file. `module.exports = {}` is implicitly present. By default, every module exports an empty object, `{}`. -- e.g., ```js console.log(module.exports); // {} ``` --- ### Exports Alias We can export more than one variable from a module. One way of achieving this is to create a new object literal and assign that to module.exports. --- ### Exports Alias In `c:/intro/exports/myData1.js` we have ```js var a = function () { console.log('a called'); }; /*from w ww.j a va2s . c o m*/ var b = function () { console.log('b called'); }; module.exports = { a: a, b: b }; ``` --- ### Exports Alias In `c:/intro/exports/myData2.js` we have ```js module.exports.a = function () { console.log('a called'); }; module.exports.b = function () { console.log('b called'); }; ``` --- ### Exports Alias Node.js helps us by creating an alias for module.exports called exports so instead of typing module.exports.something every time, you can simply use exports.something. -- In `c:/intro/exports/myData3.js` we have ```js exports.a = function () { console.log('a called'); }; exports.b = function () { console.log('b called'); }; ``` exports is just like any other JavaScript variable. -- Node.js simply does `exports = module.exports`. -- If we add something for example, myData to exports, that is `exports.myData = 123`, we are effectively doing `module.exports.myData = 123` since JavaScript variables are references. --- ### Exports Alias The following code shows that all of these methods are equivalent from consumption (import) point of view. -- In `c:/intro/exports/app.js` we have ```js var myData1 = require('./myData1'); myData1.a(); // www . j av a2s. c o m myData1.b(); var myData2 = require('./myData2'); myData2.a(); myData2.b(); var myData3 = require('./myData3'); myData3.a(); myData3.b(); ``` --- ### Modules Best Practices -- #### Do Not Use the .js Extension It is better to do `require('./myData')` instead of `require('./myData.js')` even though both work fine for Node.js. -- #### Relative Paths When using file-based modules, you need to use relative paths (in other words, do `require('./myData')` instead of `require('myData')`). -- #### Utilize exports Try and use the exports alias when you want to export more than one thing. -- The following code shows how to Create a Local Variable and Also Export ```js var myData = exports.myData = /* whatever you want to export as `myData` from this module */ ; ``` --- #### Export an Entire Folder If you have too many modules that go together that you keep importing into other files, try to avoid repeating the import. ```js var myData = require('../something/myData'); var myValue = require('../something/myValue'); var another = require('../something/another'); var third = require('../something/third'); ``` Instead, create a single index.js in the something folder. In index.js, import all the modules once and then export them from this module. --- #### Export an Entire Folder In `c:/yourFolder/index.js` we have ```js exports.myData = require('./myData'); exports.myValue = require('./myValue'); exports.another = require('./another'); exports.third = require('./third'); ``` -- Now you can simply import this index.js whenever you need all these things: ```js var something = require('../something/index'); ``` --- # The End


Security QuantConnect.Algorithm.QCAlgorithm.AddSecurity (SecurityType
securityType,String
ticker,*Nullable<Resolution>
resolution,*Boolean
fillForward,*Boolean
extendedMarketHours,*Nullable<DataMappingMode>
dataMappingMode,*Nullable<DataNormalizationMode>
dataNormalizationMode )
Add specified data to our data subscriptions. QuantConnect will funnel this data to the handle data routine.
Security QuantConnect.Algorithm.QCAlgorithm.AddSecurity (SecurityType
securityType,String
ticker,Nullable<Resolution>
resolution,Boolean
fillForward,Decimal
leverage,Boolean
extendedMarketHours,*Nullable<DataMappingMode>
dataMappingMode,*Nullable<DataNormalizationMode>
dataNormalizationMode )
Add specified data to required list. QC will funnel this data to the handle data routine.
Security QuantConnect.Algorithm.QCAlgorithm.AddSecurity (SecurityType
securityType,String
ticker,Nullable<Resolution>
resolution,String
market,Boolean
fillForward,Decimal
leverage,Boolean
extendedMarketHours,*Nullable<DataMappingMode>
dataMappingMode,*Nullable<DataNormalizationMode>
dataNormalizationMode )
Set a required SecurityType-symbol and resolution for algorithm.
Security QuantConnect.Algorithm.QCAlgorithm.AddSecurity (Symbol
symbol,*Nullable<Resolution>
resolution,*Boolean
fillForward,*Decimal
leverage,*Boolean
extendedMarketHours,*Nullable<DataMappingMode>
dataMappingMode,*Nullable<DataNormalizationMode>
dataNormalizationMode,*Int32
contractDepthOffset )
Set a required SecurityType-symbol and resolution for algorithm.


Document
Method Summary
| Public Methods | ||
| public |
all(collection: *, feedOptions: *): * |
|
| public |
create(collection: *, doc: *, requestOptions: {}): * |
|
| public |
find(collection: *, query: *, feedOptions: *): * |
|
| public |
findById(collection: *, id: *, options: {}): * |
|
| public |
first(collection: *, query: *): * |
|
| public |
get(documentLink: *, requestOptions: {}): * |
|
| public |
last(collection: *, query: *): * |
|
| public |
|
|
| public |
remove(documentLink: *, options: {}): * |
|
| public |
removeById(collection: *, id: *): * |
|
| public |
update(documentLink: *, doc: *, options: {}): * |
|
| public |
upsert(collection: *, doc: *, options: {}): * |
Public Methods
public all(collection: *, feedOptions: *): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| feedOptions | * |
|
Return:
| * |
public create(collection: *, doc: *, requestOptions: {}): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| doc | * | ||
| requestOptions | {} |
|
Return:
| * |
public find(collection: *, query: *, feedOptions: *): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| query | * | ||
| feedOptions | * |
|
Return:
| * |
public findById(collection: *, id: *, options: {}): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| id | * | ||
| options | {} |
|
Return:
| * |
public first(collection: *, query: *): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| query | * |
Return:
| * |
public get(documentLink: *, requestOptions: {}): * source
Params:
| Name | Type | Attribute | Description |
| documentLink | * | ||
| requestOptions | {} |
|
Return:
| * |
public last(collection: *, query: *): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| query | * |
Return:
| * |
public one(collection: *, query: *, options: {"allowMultiple": boolean}): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| query | * | ||
| options | {"allowMultiple": boolean} |
|
Return:
| * |
public remove(documentLink: *, options: {}): * source
Params:
| Name | Type | Attribute | Description |
| documentLink | * | ||
| options | {} |
|
Return:
| * |
public removeById(collection: *, id: *): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| id | * |
Return:
| * |
public update(documentLink: *, doc: *, options: {}): * source
Params:
| Name | Type | Attribute | Description |
| documentLink | * | ||
| doc | * | ||
| options | {} |
|
Return:
| * |
public upsert(collection: *, doc: *, options: {}): * source
Params:
| Name | Type | Attribute | Description |
| collection | * | ||
| doc | * | ||
| options | {} |
|
Return:
| * |


Choose from one of four career paths: Airborne Infantry, Mechanized Infantry, Aviation, or Special Forces


The server time (in milliseconds since the UNIX epoch) when the animation was started
The server time (in milliseconds since the UNIX epoch) when the animation was started
The keyframe data bound to this animation
The ID of the AnimationData bound to this animation
The length in seconds of the animation. Only populated for animations without data. See dataId and AnimationData.duration.
Generated unique ID of this animation
The non-unique name of this animation
The non-unique name of this animation
Playback speed multiplier
Playback speed multiplier
The list of actors targeted by this animation.
The IDs of the objects targeted by this animation
The current playback time, based on basis time and speed
The current playback time, based on basis time and speed
When multiple animations play together, this is the relative strength of this instance
When multiple animations play together, this is the relative strength of this instance
What happens when the animation hits the last frame
What happens when the animation hits the last frame
A promise that resolves when the animation completes. This only occurs if the wrap mode is set to "Once". The promise is not resolved if the animation is stopped manually.
Tells whether this animation is an orphan, i.e. its data has been unloaded, or it has no live targets.
Whether this animation is an orphan.
Play the animation by setting its weight to 1
.
If true, restart the animation from the beginning.
Defaults to true
when wrapMode
is Once
, and false
otherwise.
Remove target id
Halt the running animation by setting its weight to 0
. Has no effect if the animation is already stopped.
Animate an object's properties to a desired final state.
A valid MRE context.
How the object should animate.
A runtime animation


Hohha Dynamic XOR
Interactive Encryption Tool
Key
Key:
Key Jumps:
Key Length:
Salt
Salt:
Plain Message
Plaintext
Base64 Encoded
Encrypt with Random Salt
Encrypted Message
Ciphertext
Hohha Packet Format


Create 'Creeping Line' Scanning Sensor
Parent or Sensor Object:
Horizontal Scan:
(degs)
Vertical Scan:
(degs)
Pass Spacing:
(degs)
Scan Duration (on time):
(secs)
Reset Duration (off time):
(secs)
Scan Direction: