Speech
The Secretary of State talks about the making of an 'educational underclass'.
It’s a huge pleasure to be here in Durand, one year on from its conversion to an academy.
An already outstanding school doing a wonderful job for children in one of London’s most challenging neighbourhoods has, in the last twelve months, made even more amazing strides forward.
New support for children in the early years.
More superb academic results at the end of Key Stage Two.
A new cohort of brilliant young teachers trained here – in the classroom – and transforming children’s lives.
And exciting plans drawn up to establish a brand new secondary school – with boarding accommodation - ensuring that young people in Lambeth can enjoy an outstanding state education which will equip them for the future every bit as effectively as any private school.
What has been achieved here is inspiring – and underlines how, thanks to great teaching, our young people can achieve anything.
Durand´s success is a result of partnerships. The school benefits from the active support given by caring parents. They know what a good education looks like, are ambitious for their children and believe in the aspirational ethos which permeates every classroom and corridor.
Children enjoy brilliant teaching from gifted young professionals. We are uniquely fortunate to have the best generation of teachers ever working in England’s schools today.
And the whole school community has a passionate and committed champion in the local MP, Kate Hoey.
Kate has been a brave campaigner for educational excellence and a principled advocate for a better deal for disadvantaged young people throughout her career.
She has always known instinctively what I have always believed passionately – the overwhelming majority of parents, whatever their background, want the same thing for their children.
High academic standards.
Rigorous qualifications respected by quality colleges and employers.
Strict discipline, smart uniforms and respect for your elders.
Playgrounds free of bullying and classrooms free of disruption.
Teachers who instil the values of care, consideration and respect for others.
And the assurance every child is being stretched so their individual talent can be nurtured.
That is what Durand provides – what so many great state schools provide – and with these ingredients in place children from any background can prosper.
Because the ingredients which make Durand a success have been applied elsewhere across South London.
Look at the academy schools set up by one of the most admirable men I know – Phil Harris – Lord Harris of Peckham.
His academy in Peckham gets half its students to secure five good passes at GCSE including English and Maths.
When the school was run by the local authority only five per cent of children got those passes.
Every single one of the schools he takes over gets at least an additional twenty per cent or more young people to pass five good GCSEs compared to the record when the local authority ran it. Some get 40 per cent more. His schools in Merton and South Norwood get 50 per cent more. And some of these schools have only been in his control for a couple of years.
Phil is able to support state education so generously because of his success in business.
His firm Carpetright has brought jobs and opportunities, as well as high quality low cost flooring solutions, to thousands.
But many of you may also remember that Phil – and those who work for him – were, like many of us, victims of August’s outbreak of social disorder.
His flagship building in Tottenham was torched in an act of nihilistic destruction.
And it became, for a period, a symbol of London’s loss this summer.
I found that tragic.
Because the buildings which tell the real story of what London’s young people are like, and are capable of, are the academies Phil runs which turn out hundreds of brilliant, talented, wholly admirable young men and women every summer.
And we have to make sure that the future for our young people is shaped by the values which make the Harris Academies such a success, not the values which ran riot on our streets this summer.
We cannot say often enough that what we saw this summer was a straightforward conflict between right and wrong.
On the one hand the overwhelming majority – those who work hard, those who set up their own businesses, those who came to this country to build a better life and create prosperity for others.
And on the other hand – a vicious, lawless, immoral minority who need to know that their crimes will result in exemplary punishment.
But while the first step in putting right what went wrong is clarity about responsibility.
The next set of steps require honesty about what has happened in our society.
To investigate where the looters came from is not to make excuses because of background.
It is to shine a light on failures that originated in poor policy, skewed priorities and the deliberate undermining of legitimate authority.
I believe in reform of our education system because I want to give inspirational teachers more freedom to do the job they love and give every child, whatever their background, an opportunity to get on.
But we know, every teacher knows, there are some children for whom education currently is a tragic succession of missed opportunities.
There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly.
When these young people arrive in secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class.
That disruption is, in many cases, not effectively checked. That’s not because of any failing on the part of the teaching profession. It’s because we politicians haven’t given them the tools and training to keep order.
The learning of every child suffers but the disruptive children lose out most.
Some drift out of formal learning – playing truant and then becoming persistently absent.
They, and others who cause disruption, are often excluded from effective education and placed in ‘Alternative Provision’ and ‘Pupil Referral Units’.
Some of these units do a great job in tough circumstances.
But in many of these units for excluded children there is often no effective academic learning which prepares young people for work, no guarantee of effective supervision for the necessary number of hours, no accountability for money spent or outcomes achieved and no secure barrier to prevent these young people drifting further into gang culture or criminality.
These young people are not in school for much of their teenage years – they are on the streets – and on my conscience.
For all the advances we have made, and are making in education, we still, every year allow thousands more children to join an educational underclass – they are the lost souls our school system has failed.
It is from that underclass that gangs draw their recruits, young offenders institutions find their inmates and prisons replenish their cells.
These are young people who, whatever the material circumstances which surround them, grow up in the direst poverty - with a poverty of ambition, a poverty of discipline, a poverty of soul.
I recognise that using a word like underclass has potentially controversial connotations. It can seem to divide society into them and us.
But I believe there’s a merit in plain speaking.
I am also haunted by the thought that I might, if circumstances had been different, been one of them. I was born to a single parent, never knew my biological father and spent my first few months in care.
Thanks to the love of my adoptive mother and father, and the education I enjoyed, I was given amazing opportunities. So I know just how much the right parenting, the right values at home, and the right sort of school matter in determining a child’s fate.
I also know that if we are to tackle the scandal of our educational underclass we cannot shrink from radical action.
We need to make sure children arrive in school ready to learn.
We need to make sure children in primary school learn to read.
We need to make sure teachers have the tools and the training they need to keep order in class so every child can learn, and that requires a new, explicitly tougher, approach to discipline.
We need to make sure children are in education throughout their teenage years, and that requires a new approach to truancy.
We need to make sure those children whose behaviour is persistently disruptive are in institutions which are equipped to turn their lives around, institutions which are held accountable for their actions.
We need to make sure that every young person is taught in a way which inspires them and prepares them for the world of work.
We need to turn round the weakest schools, which are concentrated in our poorest areas, by ensuring nothing stands in the way of giving those children a quality education.
And we need, restlessly and relentlessly, to challenge, everywhere and always, the culture of low expectations that condemns so many young people to a lifetime incarcerated in a prison house of ignorance.
Let me spell out the action we are taking in each of these areas – and the further action I propose to take in the months ahead to accelerate our reform programme.
Firstly, school readiness.
If there is one theme which predominates in the conversations I have had with primary school teachers in the last year or so it is the difficulty they have in dealing with children who arrive in reception class totally unprepared to learn.
Teachers report to me that a growing number of children cannot form letters or even hold a pencil. Many cannot sit and listen. Many can scarcely communicate orally, let alone frame a question. Many cannot use a knife and fork. Many cannot even go to the lavatory properly. Some express their frustration through displays of inarticulate rage.
More than 1,200 children aged seven or under have been permanently excluded from their primary schools for violence or other disruptive activity in the last five years. A further 53,000 children aged seven or under were suspended for similar behaviour.
If children arrive in school unable to sit, listen and learn and then disrupt the learning of others then lives begin already blighted.
Which is why we are intervening.
It’s why we are increasing the number of health visitors to give parents good advice at the start of their child’s life and spot danger signs.
It’s why we are overhauling the adoption process to get children out of the most dysfunctional homes where their futures are at risk and into the arms of loving adoptive parents.
It’s why we are paying to extend fifteen hours of pre-school education every week to the most disadvantaged two-year-olds.
It’s why we have extended the number of hours of pre-school education available to three and four year olds from twelve and a half hours to fifteen hours.
But we can never do enough to improve a child’s development in the early years.
Which is why the Government is going to follow up the work of Graham Allen and Frank Field to extend the scope of early intervention. The Social Policy Review which the Prime Minister and Deputy Prime Minister are leading will take things further.
But let me be clear.
The number of families where we need to intervene is small. I do not support an extension of the state’s reach into the lives of every parent. That will only undermine the virtues – of self-discipline, responsibility and aspiration – which we need to encourage.
But where we do need to intervene we should not be worried about accusations that we are being judgemental, authoritarian or old-fashioned.
Children should not be brought up in conditions of squalor, should not have to endure abuse, should not have to witness domestic violence, should not be left to vegetate in front of the television while alcoholic or drug-addicted parents ignore their needs.
Having read – in the serious case reviews which follow child deaths or serious abuse – of some of the terrible conditions in which children are raised in modern Britain it is clear we need to be tougher on inadequate parents.
We have a responsibility to protect.
By making it easier to take vulnerable children into care, making it easier to ensure those children are adopted quickly and making it easier for those who adopt to secure the future of those whom they have enfolded in love.
If we do not act we will perpetuate the suffering of innocents by allowing them to be inducted into a lifestyle without boundaries, self-respect or hope.
And in the same way as I support intervention to ensure children arrive in school ready to learn so I support intervention to ensure children in school learn the most important thing of all – how to read.
You cannot read to learn until you have learnt to read.
But the level of illiteracy in England is shocking.
At the end of primary school one child in six still cannot read properly.
And illiteracy is concentrated in some of our poorest communities.
A full 42 per cent of black Caribbean boys, and 60 per cent of white boys eligible for free school meals aren’t reading properly at the age of 14.
But there is nothing either inevitable or fixed about the number of people who cannot read properly.
We know that teaching using the right methods can effectively eliminate illiteracy.
Using systematic synthetic phonics – a traditional method of sounding out and blending letters – can help almost any child save the most severely disabled to read English – whatever their socio-economic, cultural or ethnic background.
Rigorous academic research in Scotland – in Clackmannanshire and West Dunbartonshire – has confirmed that the early and effective deployment of systematic synthetic phonics effectively eliminates illiteracy.
Which is why we are providing schools with the resources and teachers with the training to deliver effective phonics teaching in every classroom.
And we will hold every school to account for how successfully they teach reading. Every child will have a new reading check after two years at primary school to ensure they are decoding fluently. Once secure in this basic skill then children can read for pleasure, and enrichment, to pursue their own interests and to discover the best that has been thought and written.
But unless children are secure in that basic skill then reading remains a painful, difficult and obscure process. Especially for those children who grow up in homes without books, without a reading culture, without access to literary excellence.
There is a considerable lobby which argues that any additional check on children’s progress, of the kind we are introducing for reading, is unfair, generates more work for everyone and narrows the purpose of education.
Which is, of course, nonsense.
What is unfair is a world in which the children of professors grow up surrounded by books and ready to read at six while many children who are poor grow up in ignorance and ready to rebel long before they’re sixteen.
What generates more work for everyone is a culture which acquiesces in failure early on and then leaves us all to pick up the pieces when a confused and betrayed child finds he has been denied access to his birthright.
And what really narrows the purpose of education is a failure to give children the key to understanding the full richness of human achievement, instead leaving them frustrated, disruptive and branded too difficult to teach.
Because one thing of which we can be certain is that the children who have not learnt to read properly are the children who disrupt everyone else’s learning and fatally endanger their own futures.
There is an ironclad link between illiteracy, disruption, truancy, exclusion and crime which we need to break.
But we must accept that there is no single measure any Government can take which will ensure proper behaviour in all our schools.
Over the years there has been a slow, and sustained, erosion of legitimate adult authority in this country. It has been subverted by a culture of dutiless rights which empowers the violent young to ignore civilised boundaries which exist to protect the weak and vulnerable.
I am a strong supporter of defending children’s rights
The right to learn in safety.
The right to have their talents nurtured in an ordered environment.
The right to express themselves, and their differences, in a culture of respect.
But these rights are everyday undermined by our failure to deal with the ignorance, insolence and violence of a minority.
The only way to reverse this dissolution of legitimate authority is step-by-step to move the ratchet back in favour of teachers.
We need to ensure, in everything we do, that we send a single, consistent, message that teachers are there to be respected, listened to, obeyed.
There is nothing arbitrary or unfair in insisting that students respect, and obey, teachers.
Teachers possess the knowledge that pupils should aspire to acquire, they have committed themselves to serve others, which is the virtue our society should most prize, and unless their authority is absolute in the classroom then they cannot teach and children cannot learn.
So that is why the legislation we are currently taking through Parliament takes every opportunity to strengthen the hand of teachers.
For years, teachers have lacked effective powers to search students for items which can cause disruption in class. Like mobile phones, flip video cameras and Blackberries.
Students have used their phones in the past to record disruption in school and post details online. This summer we saw how mobile technology can be used to co-ordinate widespread disruption and violence.
But there are some in the Lords who think this power to prevent disruption undermines children’s rights. I think nothing could be further from the truth.
Stopping the smuggling of Blackberries into classrooms safeguards children’s rights - the crucial rights of the majority to learn in peace, free of the fear of violence and intimidation.
According to a survey by the OECD 30 per cent of effective teaching time is lost because of poor behaviour in schools.
The right every child deserves to be taught properly is currently undermined by the twisting of rights by a minority who need to be taught an unambiguous lesson in who’s boss.
As well as strengthening teachers search powers we are also giving teachers the right to impose detention on the same day a school rule is broken.
Incredibly, to me at least, teachers used to have to give at least 24 hours notice of every detention.
Of course same day detention is inconvenient for some parents. But then disruption in class is more than inconvenient for every child who suffers.
And parents should take responsibility for their child’s behaviour in school.
As well as reinforcing the authority of teachers with these new powers we have also radically slimmed down the central guidance on discipline – from more than 600 pages of bumf to just 50 pages of clear and helpful support.
The mere existence of 600 pages of dos and don’ts on discipline sent a fatal signal to teachers – if you don’t play it by the book you could find it’s you who’s on the receiving end of disciplinary proceedings. So instead of enforcing the rules teachers were cowed by the rules.
We are determined to end that.
So as well as signalling to teachers they are freer to use their own judgement we are taking every step to back up the exercise of their own authority.
We are overhauling teacher training so every new teacher is given the proper support they need to manage poor behaviour. The fear of misbehaviour is a barrier to many good people becoming teachers and a reason why many good people leave the profession.
But not nearly enough time and expertise is devoted to giving new teachers the training they need to keep order.
Our new teaching schools - 100 outstanding schools with a superb record in raising achievement and exhibiting great teaching – will play a central role in giving teachers the practical hands-on experience they need in classroom management.
We will shift the emphasis in teacher training from outdated theory to the very best practice, and to outstanding providers – schools like Durand.
And we will ensure that when new teachers arrive in class they can deploy not just the skills they have acquired but also plain common sense.
That is why we have overhauled the rules on physical contact to make clear that schools should not have a no-touch policy and it is right to intervene physically to maintain order. Or indeed to comfort a child in distress.
And it is also why I cannot proceed with rules the last Government put in place which would have required teachers to go through an arduous bureaucratic process to record the details of every instance they do have to physically restrain children.  The National Association of Head Teachers and the Association of School and College Leaders have both warned that this new regulation increases the burden on teachers. And I have listened to what they, and other professionals, have said.
So let me be crystal clear – if any parent now hears a school say, “sorry, we can’t physically touch the students” then that school is wrong. Plain wrong. The rules of the game have changed.
I know, of course, it’s difficult to restore order in some schools. Which is why we’re doing everything we can to support teachers who do the right thing.
We’re changing the rules covering the malicious allegations made about brave teachers when they do step in to restore discipline.
We know that some of the most disruptive children attempt to divert attention from their own misbehaviour by confecting allegations against teachers who attempt to maintain order. Some of these allegations are foul and the majority baseless.
There were 1,700 allegations made against school staff in 2009/10 and fewer than one per cent resulted in dismissal or resignation.
But these allegations often lead to the suspension of the teacher concerned, the blackening of his name, a blight on his career progression and, for conscientious public servants, a deep sense of trauma and hurt.
That is why we are legislating to give teachers the protection of anonymity when allegations are made.
It’s why we have made clear to heads that they should not suspend teachers just because a child has made a wild allegation. Leadership teams should back their staff all the way.
We are also making clear to heads that false allegations are themselves a disciplinary offence and could lead to criminal sanctions.
And I will also work with the Association of Chief Police Officers and the prosecuting authorities so that these cases are investigated properly without delay ensuring the cloud of suspicion which hangs over professionals can be dispelled as quickly as possible.
Critically, these two particular changes, eliminating no touch rules and reforming the process which governs allegations against teachers, will help us in one other crucial change we need to make to improve discipline.
We need more male teachers – especially in primary schools – to provide children who often lack male role models at home – with male authority figures who can display both strength and sensitivity.
One of the principle concerns that men considering teaching feel is the worry that they will fall foul of rules which make normal contact between adults and children a legal minefield.
By changing the rules to make it clear that adults can exercise their own authority and judgement in every aspect of classroom management we can help reverse the flight of men from primary education and bolster still further the strength of the workforce.
And specifically in order to ensure that there are many more male role models entering teaching we will be launching our troops to teachers programme later this autumn, so that we can draft gifted individuals from the armed services into the classroom. Professionals who have devoted their lives to training young men and women in uniform will have the chance to intervene earlier in the lives of those they are best equipped to help.
The right sort of military training can have a fantastically beneficial impact on young people with a history of poor behaviour. Cadet forces provide structure, discipline and excitement for young people. As independent schools know. Which is why I’ll be asking for their help in extending the number of state schools which have cadet forces.
But its not just formal cadet training. The charity Skillforce, which is run by former soldiers, has a fantastic record in working with children who’ve had behaviour problems.
It offers programmes which give young people the chance to learn self-discipline, teamwork, endurance, practical problem-solving techniques and useful vocational skills. Its results are amazing.
But if young people are to benefit from the sort of programmes Skillforce offers, if they are to encounter strong role models, if they are to benefit from a disciplined learning environment, if they are to secure the qualifications which will give them control over their own lives then they need to be in school.
And in far too many cases they are not.
In many cases those young people who constitute our educational underclass simply don’t spend enough time in education.
The true scale of truancy in this country has been masked by statistical manipulation.
And the link between truancy and educational failure is stark.
For years, the critical measure of truancy was persistent absence.
For a child to count as persistently absent they had to miss at least 20 per cent of sessions. We have just published data that shows a far more revealing picture.
There are currently 175,718 children who are absent for this length of time.
But if you look at the number of children who are absent for 15 per cent of school time – at least a whole month of education - then the total is 433,129.
And the number of children who are absent for 10 per cent of the school year – around 30 sessions – is over a million.
A missing million of young people – missing out on school, missing out on learning, missing out on the opportunity to succeed
There is a dreadful correlation between poor attendance and educational failure.
Overall just over half of young people get five good GCSEs.
But only a third of those students who miss between 10 and 20 per cent of school get the basic minimum of five decent GCSE passes.
While three quarters of those students who attend 95 per cent of lessons get those five crucial GCSEs.
Those heads who have succeeded in turning round poor schools know that you have to tackle attendance first – you have got to have young people in class, on task, all day.
Because if they’re not in school when they’re 14, 15 and 16 they won’t be in education, employment or training when they’re 16, 17 and 18. They’ll be on benefits, in gangs and on their way to young offenders institutions.
A child who is persistently absent is currently 23 times more likely to end up excluded than other children – and as we know – 80 per cent of young men in custody were previously excluded from school.
So we have got to tackle the truancy tragedy in England.
We’ve begun by raising the bar.
Persistent absence used to be interpreted pretty loosely. You had to miss at least 20 per cent of all school sessions before being considered persistently absent.
We’ve tightened the rules so its 15 per cent. And, in due course, I want to go further.
We will give teachers the power to ensure attendance improves.
They can, at the moment, issue penalty notices and go to the courts to ensure mothers and fathers do their duty to get young people to attend school.
But policing of these sanctions is weak. When fines are imposed they are often reduced to take account of an adult’s expenditure on satellite tv, alcohol and cigarettes. And many appear to shrug off fines and avoid existing sanctions, refusing to take responsibility for their actions. So we need to review the sanctions schools, police, the courts, and the Government, have available.
I will be asking a team of teaching professionals, under the leadership of our discipline adviser and outstanding headteacher Charlie Taylor, to review these and other policies we might implement to prevent more young people falling into the educational underclass.
In return for giving schools more power, we will also expect them to secure improved attendance. Schools where truancy persists can expect much closer scrutiny.
In preparation for the new tougher inspection system, Ofsted will be trialling no notice monitoring inspections this term, targeting schools with poor disciplinary records and poor attendance.
These surprise inspections will mean that schools cannot – as some do – use a notice period to hide disciplinary issues. And the insistence on effective attendance will mean schools cannot – as some have – hide their poor disciplinary record by acquiescing in the absence of the most disruptive children.
We cannot have a situation where those most in need are abandoned – denied their right to education because we’ve denied teachers the authority they need to teach.
Of course, it’s not just by acquiescing in truancy that weak schools condemn some of their students to membership of the educational underclass.
It’s also by formally excluding or referring these children into institutions which are, in too many cases, poorly equipped to turn young peoples’ lives round.
At any time there are between 40 and 70 thousand children in alternative provision – in local authority pupil referral units or other institutions which are there to cater for those with behavioural problems.
Some of these PRUs are outstanding. Like the Bridge Academy run by Hammersmith and Fulham Council which does a superb job. The teachers and other gifted professionals who work in our best PRUs and offer the strongest alternative provision do the hardest job in education. And they deserve additional support in their work. Which we will give.
But, despite the best efforts of many dedicated professionals, far too few PRUs meet the standards we need.
Last year only 2 per cent were judged outstanding for educational achievement. While 32 per cent of them were judged inadequate for attendance.
And it’s not as though attendance at PRUs is onerous. The rules politicians have put in place mean they do not even have to provide a statutory minimum number of teaching hours.
Of course the poor quality of some alternative provision should not mean we limit the freedom of professionals in mainstream schools to take the steps they need to maintain order. Exclusion is an important tool all schools need to be able to use.
It is critical to any effective discipline policy that schools have the freedom to exclude children who have clearly over-stepped the mark.
And it is important that when children are excluded for violent acts and grotesque intimidation that they cannot be re-instated over the heads of a school’s leader and its governing body. If we are to send a consistent message that adult authority is to be respected then we cannot send a violent child back to a school from which a long-suffering head has expelled him. That is why we are legislating to reform the exclusion process to reinforce the authority of a school’s head and its governors.
But if we are to help schools deal effectively with disruptive children we need the policies which will secure much better alternative provision.
And that’s why we’re acting now to help professionals do an even better job.
We’re making sure PRUs are better governed and held to account for student performance.
We’re allowing those PRUs which are outstanding to acquire Academy freedoms and grow so more young people can benefit from their leadership.
And we’re allowing new providers to help by allowing alternative provision Free Schools to be established specifically aimed at supporting the most challenging children.
We’re also planning to overhaul the whole exclusion process so schools are given the money local authorities currently spend on alternative provision, they are given the freedom to commission the right alternative provision and they are then held to account for the performance of those children they place in alternative provision. By giving schools more resources, more flexibility and also more responsibility, the whole system will be better aligned to give all children the support they need.
But I want to be certain that we are doing everything – everything – to improve the quality of alternative provision.
Can it be right that there is no minimum guarantee of the number of hours of education young people are given?
Can it be right that so many young people in PRUs are allowed to be absent for so long without sanctions?
Can it be right that we have children with serious, clinically-specific, special educational needs being housed alongside those whose problems are behavioural not physical or neurological?
Can it be right that so much alternative provision is not properly registered, and therefore not properly inspected and not properly held to account?
That is why I will be asking the team led by Charlie Taylor to look urgently into how we can improve alternative provision – and make sure another generation are not failed.
I will be asking them specifically to work with Lord Harris of Peckham to see if we can accelerate the ability of Academy chains to establish new provision for excluded and disruptive pupils
But critical as that work will be, a proper national effort to stop any more children joining this educational underclass requires us to be determined in tackling failure everywhere.
There are more than one thousand primary schools where more than forty per cent of children leave unable to read write and add up properly.
More than 200 of those primaries have been under-performing for at least five years.
Many of them are concentrated in local authorities with an entrenched record of poor educational performance who’ve run out of excuses for their failure.
More than 200 secondary schools fail to get five good GCSEs for more than a third of their students.
Only 16 per cent of students overall get GCSEs in the core subjects of English, maths, the sciences, a language and either history or geography.
And those schools which do not reach acceptable standards in these areas are, overwhelmingly, the schools with poor attendance records, poor discipline, poor levels of teaching and learning, poor provision of extra-curricular activity, poor links with business or universities and, above all, poor leadership.
Which is why we are acting now to give the children currently in those schools a better chance.
It’s why we’re setting up university technical colleges – with longer hours, longer terms, a stretching technical curriculum and all the discipline of the workplace.
It’s why we’re setting up new studio schools – built on a human scale – for those children failed so far by conventional schools - with a curriculum tailored to those who need practical learning – and teaching delivered by skilled craftsman.
It’s why we’ve established 24 free schools – overwhelmingly in areas of educational need – with the longer school days, demanding curricula and brilliant leadership our toughest areas need.
It’s also why this year the Academy programme will take its biggest step forward yet – with more under-performing schools than ever before being taken over by high-performing schools, more high-performing schools taking formal responsibility for the weakest and Academy status becoming the norm for the secondary sector.
But the scale of the challenge we face means we must go further, and faster. And that is why the Government’s social policy review is so important.
Alongside it, I will be raising the floor standard below which no school should fall so we squeeze failure out of the system.
I will also be asking more great schools to play an even bigger role in turning round the weakest.
I will ensure planning laws change so great new schools can be set up in the poorest areas – and every Government department will be asked to hand over surplus buildings so we can get new schools across the country.
And as we review policy in the Department of Education we will look at how we need to further reform funding, take on partisan vested interests and change rules on things like public procurement to build on the idealism which reform has already unleashed
Just last week we saw how chains of Academies, not just those in the Harris group, but also those run by Ark, by EACT, by Ormiston and ULT had dramatically improved the performance of pupils since leaving local authority control.
Schools in the most challenging areas, with the toughest intakes, turned into beacons of excellence – with young people who’d been written off a generation ago now getting ready to write their first essays at Oxford and Cambridge – and children who’d been destined for the educational underclass now experiencing an education which is truly world-class.
Looking at those schools – looking at this school – it’s impossible not to be optimistic about the future – but we will only achieve everything of which we’re capable if we remember that nothing – nothing – should be allowed to stand in the way of the reforms which will give every child the education we would wish for our own.
Published: 1 September 2011


--- layout: post status: publish published: true title: Mouse Delays author: display_name: Tomas Restrepo login: tomasr email<EMAIL_ADDRESS>url: http://winterdom.com/ author_login: tomasr author_email<EMAIL_ADDRESS>author_url: http://winterdom.com/ wordpress_id: 167 wordpress_url: http://winterdom.com/2008/07/mousedelays date: '2008-07-30 18:53:14 +0000' date_gmt: '2008-07-30 18:53:14 +0000' categories: - Personal tags: [] comments: - id: 111 author: Brett author_email<EMAIL_ADDRESS>author_url: http://www.systalk.com.au date: '2008-07-31 16:15:15 +0000' date_gmt: '2008-07-31 16:15:15 +0000' content: | Thank you for confirming that I'm not going insane :) I've seen the same behaviour with my Dell 2408WFP, so it's obviously an issue with the USB hub inside the monitor ---
Yesterday on my post about mice, I mentioned that I was still seeing a little problem with my new mouse:
For some strange reason I haven't been able to figure out, however, I'm still seeing moments where the mouse will stop responding (stop moving) for short periods of time.
It now appears that I found the cause of the problem: I had the wireless receiver of the mouse connected to one of the USB ports on my Dell UltraSharp 2208WFP monitor.
As soon as I plugged the receiver directly into one of the USB on my latop, the problem went away. It's not all that surprising, since I had already noticed problems before when I tried Natural Ergonomic Keyboard 4000 connected to the monitor: keys would randomly repeat in very inconvenient ways!
It would appear then that either the USB ports on my monitor have some issues that cause devices to function incorrectly (possibly a timing problem?), but not sure if it's a general problem with this monitor line or if it's a problem with my unit specifically.


LGBT (Lesbian/Gay/Transgender/Bisexual) BS (Babysitting Available)
* (Wheel Chair Access) +(Signed for Hearing Impaired) CF (Child Friendly
"Closed meetings are for A.A. members only, or for those who have a drinking problem and 'have a desire to stop drinking.
"Open meetings are available to anyone interested in Alcoholics Anonymous' program of recovery from alcoholism. Nonalcoholics may attend open meetings as observers."
***NEW*** MAP Layout of all AA Meetings listed at each location.
| Click here for ASL: aslsandiegoaa.blogspot.com/ | Click here for: Mens' Meetings |
| Click here for: Babysitting Meetings | Click here for: Speaker Meetings |
| Click here for: Beginners' Meetings | Click here for: Step Study Meetings |
| Click here for: Big Book Meetings | Click here for: Womens' Meetings |
| Click here for: LGBT Meetings | Click here for: Young Peoples Meetings |
|
Meeting Lists by Days and Times
For more meetings each day of the week, also see the "Daily" section in addition to the section for a particular day. |
Alcoholics Anonymous Meetings listed on our aasandiego.org website are listed with permission of the individual AA groups.


POD2MAN
Section: Perl Programmers Reference Guide (1)Updated: 2012-06-22
Index Return to Main Contents
NAME
pod2man - Convert POD data to formatted *roff inputSYNOPSIS
pod2man [--center=string] [--date=string][--fixed=font] [--fixedbold=font] [--fixeditalic=font]
[--fixedbolditalic=font] [--name=name] [--official]
[--quotes=quotes] [--release[=version]]
[--section=manext] [--stderr] [--utf8] [--verbose]
[input [output] ...]
DESCRIPTION
pod2man is a front-end for Pod::Man, using it to generate *roff input from POD source. The resulting *roff code is suitable for display on a terminal using nroff(1), normally via man(1), or printing using troff(1).input is the file to read for POD source (the POD can be embedded in code). If input isn't given, it defaults to "STDIN". output, if given, is the file to which to write the formatted output. If output isn't given, the formatted output is written to "STDOUT". Several POD files can be processed in the same pod2man invocation (saving module load and compile times) by providing multiple pairs of input and output files on the command line.
--section, --release, --center, --date, and --official can be used to set the headers and footers to use; if not given, Pod::Man will assume various defaults. See below or Pod::Man for details.
pod2man assumes that your *roff formatters have a fixed-width font named "CW". If yours is called something else (like "CR"), use --fixed to specify it. This generally only matters for troff output for printing. Similarly, you can set the fonts used for bold, italic, and bold italic fixed-width output.
Besides the obvious pod conversions, Pod::Man, and therefore pod2man also takes care of formatting func(), func(n), and simple variable references like $foo or @bar so you don't have to use code escapes for them; complex expressions like $fred{'stuff'} will still need to be escaped, though. It also translates dashes that aren't used as hyphens into en dashes, makes long dashes---like this---into proper em dashes, fixes ``paired quotes,'' and takes care of several other troff-specific tweaks. See Pod::Man for complete information.
OPTIONS
- -c string, --center=string
- Sets the centered page header to string. The default is ``User Contributed Perl Documentation'', but also see --official below.
- -d string, --date=string
- Set the left-hand footer string to this value. By default, the modification date of the input file will be used, or the current date if input comes from "STDIN".
- --fixed=font
- The fixed-width font to use for verbatim text and code. Defaults to "CW". Some systems may want "CR" instead. Only matters for troff(1) output.
- --fixedbold=font
- Bold version of the fixed-width font. Defaults to "CB". Only matters for troff(1) output.
- --fixeditalic=font
- Italic version of the fixed-width font (actually, something of a misnomer, since most fixed-width fonts only have an oblique version, not an italic version). Defaults to "CI". Only matters for troff(1) output.
- --fixedbolditalic=font
- Bold italic (probably actually oblique) version of the fixed-width font. Pod::Man doesn't assume you have this, and defaults to "CB". Some systems (such as Solaris) have this font available as "CX". Only matters for troff(1) output.
- -h, --help
- Print out usage information.
- -l, --lax
- No longer used. pod2man used to check its input for validity as a manual page, but this should now be done by podchecker(1) instead. Accepted for backward compatibility; this option no longer does anything.
- -n name, --name=name
-
Set the name of the manual page to name. Without this option, the manual
name is set to the uppercased base name of the file being converted unless
the manual section is 3, in which case the path is parsed to see if it is a
Perl module path. If it is, a path like ".../lib/Pod/Man.pm" is converted
into a name like "Pod::Man". This option, if given, overrides any
automatic determination of the name.
Note that this option is probably not useful when converting multiple POD files at once. The convention for Unix man pages for commands is for the man page title to be in all-uppercase even if the command isn't.
- -o, --official
- Set the default header to indicate that this page is part of the standard Perl release, if --center is not also given.
- -q quotes, --quotes=quotes
-
Sets the quote marks used to surround C<> text to quotes. If
quotes is a single character, it is used as both the left and right
quote; if quotes is two characters, the first character is used as the
left quote and the second as the right quoted; and if quotes is four
characters, the first two are used as the left quote and the second two as
the right quote.
quotes may also be set to the special value "none", in which case no quote marks are added around C<> text (but the font is still changed for troff output).
- -r, --release
- Set the centered footer. By default, this is the version of Perl you run pod2man under. Note that some system an macro sets assume that the centered footer will be a modification date and will prepend something like ``Last modified: ''; if this is the case, you may want to set --release to the last modified date and --date to the version number.
- -s, --section
-
Set the section for the ".TH" macro. The standard section numbering
convention is to use 1 for user commands, 2 for system calls, 3 for
functions, 4 for devices, 5 for file formats, 6 for games, 7 for
miscellaneous information, and 8 for administrator commands. There is a lot
of variation here, however; some systems (like Solaris) use 4 for file
formats, 5 for miscellaneous information, and 7 for devices. Still others
use 1m instead of 8, or some mix of both. About the only section numbers
that are reliably consistent are 1, 2, and 3.
By default, section 1 will be used unless the file ends in ".pm", in which case section 3 will be selected.
- --stderr
- By default, pod2man puts any errors detected in the POD input in a POD ERRORS section in the output manual page. If --stderr is given, errors are sent to standard error instead and the POD ERRORS section is suppressed.
- -u, --utf8
-
By default, pod2man produces the most conservative possible *roff
output to try to ensure that it will work with as many different *roff
implementations as possible. Many *roff implementations cannot handle
non-ASCII characters, so this means all non-ASCII characters are converted
either to a *roff escape sequence that tries to create a properly accented
character (at least for troff output) or to "X".
This option says to instead output literal UTF-8 characters. If your *roff implementation can handle it, this is the best output format to use and avoids corruption of documents containing non-ASCII characters. However, be warned that *roff source with literal UTF-8 characters is not supported by many implementations and may even result in segfaults and other bad behavior.
Be aware that, when using this option, the input encoding of your POD source must be properly declared unless it is US-ASCII or Latin-1. POD input without an "=encoding" command will be assumed to be in Latin-1, and if it's actually in UTF-8, the output will be double-encoded. See perlpod(1) for more information on the "=encoding" command.
- -v, --verbose
- Print out the name of each output file as it is being generated.
DIAGNOSTICS
If pod2man fails with errors, see Pod::Man and Pod::Simple for information about what those errors might mean.EXAMPLES
pod2man program > program.1 pod2man SomeModule.pm /usr/perl/man/man3/SomeModule.3 pod2man --section=7 note.pod > note.7
If you would like to print out a lot of man page continuously, you probably want to set the C and D registers to set contiguous page numbering and even/odd paging, at least on some versions of man(7).
troff -man -rC1 -rD1 perl.1 perldata.1 perlsyn.1 ...
To get index entries on "STDERR", turn on the F register, as in:
troff -man -rF1 perl.1
The indexing merely outputs messages via ".tm" for each major page, section, subsection, item, and any "X<>" directives. See Pod::Man for more details.
BUGS
Lots of this documentation is duplicated from Pod::Man.NOTES
For those not sure of the proper layout of a man page, here are some notes on writing a proper man page.The name of the program being documented is conventionally written in bold (using B<>) wherever it occurs, as are all program options. Arguments should be written in italics (I<>). Functions are traditionally written in italics; if you write a function as function(), Pod::Man will take care of this for you. Literal code or commands should be in C<>. References to other man pages should be in the form "manpage(section)", and Pod::Man will automatically format those appropriately. As an exception, it's traditional not to use this form when referring to module documentation; use "L<Module::Name>" instead.
References to other programs or functions are normally in the form of man page references so that cross-referencing tools can provide the user with links and the like. It's possible to overdo this, though, so be careful not to clutter your documentation with too much markup.
The major headers should be set out using a "=head1" directive, and are historically written in the rather startling ALL UPPER CASE format, although this is not mandatory. Minor headers may be included using "=head2", and are typically in mixed case.
The standard sections of a manual page are:
- NAME
-
Mandatory section; should be a comma-separated list of programs or functions
documented by this POD page, such as:
foo, bar - programs to do something
Manual page indexers are often extremely picky about the format of this section, so don't put anything in it except this line. A single dash, and only a single dash, should separate the list of programs or functions from the description. Functions should not be qualified with "()" or the like. The description should ideally fit on a single line, even if a man program replaces the dash with a few tabs.
- SYNOPSIS
- A short usage summary for programs and functions. This section is mandatory for section 3 pages.
- DESCRIPTION
-
Extended description and discussion of the program or functions, or the body
of the documentation for man pages that document something else. If
particularly long, it's a good idea to break this up into subsections
"=head2" directives like:
=head2 Normal Usage =head2 Advanced Features =head2 Writing Configuration Files
or whatever is appropriate for your documentation.
- OPTIONS
-
Detailed description of each of the command-line options taken by the
program. This should be separate from the description for the use of things
like Pod::Usage. This is normally presented as a list, with
each option as a separate "=item". The specific option string should be
enclosed in B<>. Any values that the option takes should be
enclosed in I<>. For example, the section for the option
--section=manext would be introduced with:
=item B<--section>=I<manext>
Synonymous options (like both the short and long forms) are separated by a comma and a space on the same "=item" line, or optionally listed as their own item with a reference to the canonical name. For example, since --section can also be written as -s, the above would be:
=item B<-s> I<manext>, B<--section>=I<manext>
(Writing the short option first is arguably easier to read, since the long option is long enough to draw the eye to it anyway and the short option can otherwise get lost in visual noise.)
- RETURN VALUE
- What the program or function returns, if successful. This section can be omitted for programs whose precise exit codes aren't important, provided they return 0 on success as is standard. It should always be present for functions.
- ERRORS
- Exceptions, error return codes, exit statuses, and errno settings. Typically used for function documentation; program documentation uses DIAGNOSTICS instead. The general rule of thumb is that errors printed to "STDOUT" or "STDERR" and intended for the end user are documented in DIAGNOSTICS while errors passed internal to the calling program and intended for other programmers are documented in ERRORS. When documenting a function that sets errno, a full list of the possible errno values should be given here.
- DIAGNOSTICS
-
All possible messages the program can print out---and what they mean. You
may wish to follow the same documentation style as the Perl documentation;
see perldiag(1) for more details (and look at the POD source as well).
If applicable, please include details on what the user should do to correct the error; documenting an error as indicating ``the input buffer is too small'' without telling the user how to increase the size of the input buffer (or at least telling them that it isn't possible) aren't very useful.
- EXAMPLES
-
Give some example uses of the program or function. Don't skimp; users often
find this the most useful part of the documentation. The examples are
generally given as verbatim paragraphs.
Don't just present an example without explaining what it does. Adding a short paragraph saying what the example will do can increase the value of the example immensely.
- ENVIRONMENT
-
Environment variables that the program cares about, normally presented as a
list using "=over", "=item", and "=back". For example:
=over 6 =item HOME Used to determine the user's home directory. F<.foorc> in this directory is read for configuration details, if it exists. =back
Since environment variables are normally in all uppercase, no additional special formatting is generally needed; they're glaring enough as it is.
- FILES
- All files used by the program or function, normally presented as a list, and what it uses them for. File names should be enclosed in F<>. It's particularly important to document files that will be potentially modified.
- CAVEATS
- Things to take special care with, sometimes called WARNINGS.
- BUGS
- Things that are broken or just don't work quite right.
- RESTRICTIONS
- Bugs you don't plan to fix. :-)
- NOTES
- Miscellaneous commentary.
- AUTHOR
- Who wrote it (use AUTHORS for multiple people). Including your current e-mail address (or some e-mail address to which bug reports should be sent) so that users have a way of contacting you is a good idea. Remember that program documentation tends to roam the wild for far longer than you expect and pick an e-mail address that's likely to last if possible.
- HISTORY
- Programs derived from other sources sometimes have this, or you might keep a modification log here. If the log gets overly long or detailed, consider maintaining it in a separate file, though.
- COPYRIGHT AND LICENSE
-
For copyright
Copyright YEAR(s) by YOUR NAME(s)
(No, (C) is not needed. No, ``all rights reserved'' is not needed.)
For licensing the easiest way is to use the same licensing as Perl itself:
This library is free software; you may redistribute it and/or modify it under the same terms as Perl itself.
This makes it easy for people to use your module with Perl. Note that this licensing is neither an endorsement or a requirement, you are of course free to choose any licensing.
- SEE ALSO
-
Other man pages to check out, like man(1), man(7), makewhatis(8), or
catman(8). Normally a simple list of man pages separated by commas, or a
paragraph giving the name of a reference work. Man page references, if they
use the standard "name(section)" form, don't have to be enclosed in
L<> (although it's recommended), but other things in this section
probably should be when appropriate.
If the package has a mailing list, include a URL or subscription instructions here.
If the package has a web site, include a URL here.
In addition, some systems use CONFORMING TO to note conformance to relevant standards and MT-LEVEL to note safeness for use in threaded programs or signal handlers. These headings are primarily useful when documenting parts of a C library. Documentation of object-oriented libraries or modules may use CONSTRUCTORS and METHODS sections for detailed documentation of the parts of the library and save the DESCRIPTION section for an overview; other large modules may use FUNCTIONS for similar reasons. Some people use OVERVIEW to summarize the description if it's quite long.
Section ordering varies, although NAME should always be the first section (you'll break some man page systems otherwise), and NAME, SYNOPSIS, DESCRIPTION, and OPTIONS generally always occur first and in that order if present. In general, SEE ALSO, AUTHOR, and similar material should be left for last. Some systems also move WARNINGS and NOTES to last. The order given above should be reasonable for most purposes.
Finally, as a general note, try not to use an excessive amount of markup. As documented here and in Pod::Man, you can safely leave Perl variables, function names, man page references, and the like unadorned by markup and the POD translators will figure it out for you. This makes it much easier to later edit the documentation. Note that many existing translators (including this one currently) will do the wrong thing with e-mail addresses when wrapped in L<>, so don't do that.
For additional information that may be more accurate for your specific system, see either man(5) or man(7) depending on your system manual section numbering conventions.
SEE ALSO
Pod::Man, Pod::Simple, man(1), nroff(1), perlpod(1), podchecker(1), troff(1), man(7)The man page documenting the an macro set may be man(5) instead of man(7) on your system.
The current version of this script is always available from its web site at <http://www.eyrie.org/~eagle/software/podlators/>. It is also part of the Perl core distribution as of 5.6.0.
AUTHOR
Russ Allbery<EMAIL_ADDRESS>based very heavily on the original pod2man by Larry Wall and Tom Christiansen. Large portions of this documentation, particularly the sections on the anatomy of a proper man page, are taken from the pod2man documentation by Tom.COPYRIGHT AND LICENSE
Copyright 1999, 2000, 2001, 2004, 2006, 2008 Russ Allbery<EMAIL_ADDRESS>program is free software; you may redistribute it and/or modify it under the same terms as Perl itself.
Index
- NAME
- SYNOPSIS
- DESCRIPTION
- OPTIONS
- DIAGNOSTICS
- EXAMPLES
- BUGS
- NOTES
- SEE ALSO
- AUTHOR
- COPYRIGHT AND LICENSE
This document was created by man2html, using the manual pages.
Time: 05:29:09 GMT, December 24, 2015


Libra’s mission is to enable a simple global currency and financial infrastructure that empowers billions of people. - libra/libra
grewalsatinder19-Jun-19 12:18 PM
looked at that Critical sec PR
replaced all code with bitcoin core
problem solved.
siu - Chainmakers19-Jun-19 12:18 PM
grewalsatinder19-Jun-19 12:18 PM
I went looking if it really did change something in their own code, but it was more fun to see it all replaced with bitcoin core
if they cancel this PR, I say "Do it again!"
jl777c19-Jun-19 12:27 PM
i see, it seems they haved merged in that PR yet
Tek19-Jun-19 12:37 PM
anyone know anything about FTM?
jl777c19-Jun-19 12:41 PM
i know about RTFM
2
2
p.19-Jun-19 12:42 PM
i know about BUY KMD
jl777c19-Jun-19 12:43 PM
KMD sale at binance, the big selloff
KMD to $1 soon
siu - Chainmakers19-Jun-19 12:45 PM
And i bought too soon.
jl777c19-Jun-19 12:47 PM
50 BTC of volume since binance opened, it seems down to 16k or so to find support and at that point, who hasnt sold who will sell at slightly higher prices
not exactly the blowoff sell, but maybe that is all the sell side volume there is
PHBA206119-Jun-19 12:51 PM
Coinbene's volume surges again ...
yorklab19-Jun-19 12:58 PM
I think many don't want to sell at a loss so they are waiting for a higher price to get out.(edited)
siu - Chainmakers19-Jun-19 12:59 PM
What loss?
Price was at 1.47 when the hack happened
Still above that
yorklab19-Jun-19 01:00 PM
That doesn't mean that's where they bought it.
Tek19-Jun-19 01:00 PM
glad I sold after the hack tbh.
siu - Chainmakers19-Jun-19 01:00 PM
How come?
Tek19-Jun-19 01:00 PM
cuz I can pick up way cheaper now
siu - Chainmakers19-Jun-19 01:01 PM
It topped after the hack, not before
Tek19-Jun-19 01:01 PM
I didn't sell the top
but its still below what i sold for
siu - Chainmakers19-Jun-19 01:01 PM
We are back to when the hack happened
Tek19-Jun-19 01:02 PM
I have unrealistic orders at 13k and 14k too
yorklab19-Jun-19 01:05 PM
In any case the dip is short-term and it'll be nice when the hack is old news.(edited)
Tek19-Jun-19 01:05 PM
japanase exchange listing next month if im correct
@Deleted User I thought it was called hitbtc trading ?
1
technically a swap cannot be with oneself, no?
@Tek VRSC, ARRR & LABS are ecosystem coins
Caglio19-Jun-19 01:28 PM
@Deleted User Its Sharon !!
not Stacy
siu - Chainmakers19-Jun-19 01:28 PM
Lumbi19-Jun-19 01:29 PM
I only no Karens and Rosies
1
Hollowman900019-Jun-19 01:29 PM
>sits on right hand until numb
>has a one night stand with ‘the stranger’
Is it cheating?
1
Lumbi19-Jun-19 01:34 PM
@Tek aka "KMD Jesus"
1
1
Tek19-Jun-19 01:34 PM
yay
Lumbi19-Jun-19 01:34 PM
is Ver still heavy BTC or did he switch to BCH?
Tek19-Jun-19 01:34 PM
I think he has both
Lumbi19-Jun-19 01:35 PM
I wonder if that makes him a maximalist
Tek19-Jun-19 02:00 PM
me
Bittersweet19-Jun-19 02:02 PM
obviously
1
Malti19-Jun-19 02:07 PM
@Tek was hating on pirate when it was 600 sats. Now at 2300 sats and still hatin'
Tek19-Jun-19 02:08 PM
i just dont want to risk gettign stuck with shitcoin bags
ARRR sounds very shitty. just admit it
it could have done nothing or gone down just as well
1
jl777c19-Jun-19 02:10 PM
PIRATE is the future for privacy
one of the few coins that is able to actually give you privacy
1
grewalsatinder19-Jun-19 02:10 PM
BTC is shitcoin to many too.  I remember Genie hates it
It's important to note the distinction that I hate BTC and not bitcoin (edited)
grewalsatinder19-Jun-19 02:12 PM
confused.... what is the difference in your understanding ?
ComputerGenie 👴👴👴19-Jun-19 02:15 PM
BTC is the centralized bastardization of bitcoin driven by personal gain, economic decisions of CEXs, and self aggrandizing parties
1
BTC goal = not P2P
bitcoin goal = P2P
grewalsatinder19-Jun-19 02:16 PM
you mean bitcoin as protocol is good and BTC being a currency is what you not like?
ComputerGenie 👴👴👴19-Jun-19 02:16 PM
yes, because the goal of BTC is for it to not be a currency, but rather a commodity(edited)
Malti19-Jun-19 02:16 PM
the name 'PIRATE' made me at least look at the coin, then realized Fishy and co were super active in discord and super focused on adoption, so decided to buy a stack (which i lost in a boating accident obviously)
so it is the name that made me look
grewalsatinder19-Jun-19 02:17 PM
okay, now clearer. thanks
Malti19-Jun-19 02:18 PM
very sad story, should have never listened to hollow
grewalsatinder19-Jun-19 02:18 PM
while boat accident didn't happen to me, I forgot the encrypted hard drive's password having all privkeys.... oops....
1
ComputerGenie 👴👴👴19-Jun-19 02:19 PM
I didn't have a boating accident, my exhaust fan caught fire and my key pairs burn up
Malti19-Jun-19 02:19 PM
unfortunate
1
jl777c19-Jun-19 02:19 PM
we need to have seminars on proper boating techniques, it is an epidemic
2
2
1
3
1
1
Malti19-Jun-19 02:19 PM
i'll ask for a speaking slot on the Komodore64 event
"how to ride a boat without privkeys"
2
𝙊𝙊𝙊𝙊19-Jun-19 02:20 PM
@grewalsatinder As I advise anybody: attach your codes/passwords in a sealed envelope to your will in your laywers lawyers office.(edited)
Tek19-Jun-19 02:20 PM
having a lawyer
Malti19-Jun-19 02:20 PM
Nemo is my lawyer now
2
grewalsatinder19-Jun-19 02:21 PM
lawyer
Malti19-Jun-19 02:21 PM
key holder
𝙊𝙊𝙊𝙊19-Jun-19 02:22 PM
At least your family will have access after your demise
Malti19-Jun-19 02:22 PM
talking about lost keys etc
grewalsatinder19-Jun-19 02:22 PM
cryptocurrency is failed experiment. I need a lawyer, damnit.... selling it all my $432.57 NZD worth of crypto....
1
Malti19-Jun-19 02:22 PM
evolve specified a funds recovery solution , how will that work?


Monica and I built a webring of sorts (remember those?) out of Glitch collections. You can create a collection of sites you like on Glitch and create a site like this (remix the original) to have a page just like this, that shows those sites.
View my collection on Glitch. There's not really much in it, it is more to demonstrate that we could. Enjoy!


Prophet, Pastor and Change Architect
Anointed by God Jameson Eichelberger is a vessel being used as a mouth piece of God to speak prophetic revelation and hope into people everywhere no matter the gender, nationality or religious affiliation. However, before his conversion he lived a destructive lifestyle and was an upcoming recording gangster rap artist. In his music career he, opened up for secular artists such as Triple Six Mafia, Pastor Troy, and Ghetto Mafia.
He thought that was his destiny but the Lord had another assignment. The Lord saved and baptized him in the Holy Ghost, what a testimony to hear from tragedy to triumph. The testimony will invoke change and confer hope to the listener. By God's mercy and grace this young man was delivered from a destructive lifestyle which altered his life's course. Psalms 40:2 declares, "He brought me up also out of a horrible pit. Out of the miry clay, and set my foot upon a rock and established my goings. Then, the Lord spoke to him what an amazing visitation from the Lord to hear from the man of God. The Lord said to him I sanctified thee and I ordained thee a prophet unto the nations."
The Lord has given him a very uncommon ministry of teaching, preaching and the demonstration of the spirit of God in accordance with Mark 16:17. He is described as "passionate, powerful, electrifying, prophetic and anointed." With this unique ability and gift he's recognized as one of the emerging voices in the Kingdom of God. However, his assertion is he simply loves Jesus and realizes his existence is only because of God's love, mercy and grace. He has traveled in the U.S. and internationally devoted to ministering the word of God.
Pastor Eichelberger served 16 years under the leadership of Bishop Paul Fortson serving as Youth Pastor, Sunday School Teacher, and National Adjutant to the Bishop. Currently, the man of God is in pursuit of a Bachelor degree in Biblical Studies and Leadership. He's the founder & Pastor of Bethlehem City of Faith Church located in Riverdale, Georgia. Also, he is the founder/CEO of JME ministries his personal ministry that has birthed the Prayer Shift prayer call a movement that's sweeping across the nation. Currently Jameson Eichelberger resides in Atlanta Georgia with his wife Tomecka and three children; Jamiya, Jameson Jr. and Joseph.
(click below)


Objectives
After completing this module you will be able to utilize the many mobile apps that the library has to offer.
Cell Phone from Creative Commons. Found Here
After completing this module you will be able to utilize the many mobile apps that the library has to offer.
Cell Phone from Creative Commons. Found Here


Full Name:
Birthdate:
Age:
City:
Nationality:
Height:
Weight:
Shoot/Catch:
Time on Ice Per Game:
Assists:
Goals:
Shots:
Games:
Hits:
Face Off Percentage:
Game Winning Goals:
Blocked:
Plus Minus:
Points:
Favourite This Player


Administrator :: Dashboard
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registered users.
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Total


Build a Renderer¶
A rendering engine turns your data into shapes and lines. PixieDust comes with a few built-in renderers like: matplotlib, Seaborn, Bokeh, Mapbox, and Google Maps. To switch between renderers, go to the upper right of your chart and click the Renderer dropdown:
Choices available on this list depends upon what display option you choose. For example, Mapbox and Google Maps are available only for maps.
You can use all these renderers right away without much extra effort. But what if your favorite rendering engine is missing?
Introduction¶
Adding a renderer is similar to adding a display visualization. (Though it’s actually simpler since you don’t have to build the metadata, which is replaced by defining the chartID your renderer is for.) Renderers use the same apis as visualizations, but you need to define a few extra things:
rendererId
(must be unique to this renderer) use@PixiedustRenderer
annotation- specify which charts the renderer can display, like map for example. List using same
@PixiedustRenderer
annotation - inherit from specialized class
BaseChartDisplay
. - (optional) create a set of dynamic options using the
@commonChartOptions
annotation - (optional) as necessary, override method(s) from BaseChartDisplay to control rendering. For example:
getNumFigures
,getExtraFields
, and so on. - implement
doRenderChart
method
We’ll soon post detailed instructions on how to implement this all manually, but there’s no need to wait! Read on to learn how to add a sample renderer and start exploring the code.
Add a Renderer¶
Since no documentation is as good the code itself, we created a little tool to help you generate bootstrap project that generates boilerplate code that you can then study to understand how it all fits together.
- In Terminal or other command-line shell, navigate to the directory where you want to create the new project. This can be anywhere you choose.
- Enter and run:
jupyter pixiedust generate
Respond to the questions/prompts to complete setup. Here’s the entire exchange including the command you’ll run in Step 4:
Install your new renderer.
If you’re not already there, cd into your project directory and run the following command:
pip install -e .
Go to your notebook, and restart the kernel.
Run the command
import pixiedust
Run the command
import Sample
(or whatever you named your project)Then load some data and run the display() command on it.
In the charts dropdown, choose a chart you specified that the renderer can display.
Click the Renderer dropdown.
You see your new renderer! Here’s one named Sample:
Explore the code in your new project directory. We’ve commented in some guidance that should help you understand what you’re looking at.
More to come¶
Watch this space for more details on coding your own renderer.


{% load static %}
Please, indicate your list of addresses as follows : Street name, CITY or CITY (put the address where you are in the first position)


I have a bike
I have a car
Select your favorite color:
Birthday:
Birthday (date and time):
Birthday (date and time local):
E-mail:
Select a file:
Birthday (month and year):
Quantity (between 1 and 5):
Search Google:
Telephone:
First name:
Select a time:
Scarica


Earthquake of magnitude 6.3 strikes off Mexico's Chiapas: USGS
SINGAPORE (Reuters) - An earthquake of magnitude 6.3 struck off Mexico’s southern state of Chiapas on Tuesday, the United States Geological Survey said.
There were no immediate reports of casualties or damage in the earthquake, which the agency said hit at a depth of 26 km (16 miles), and a distance of about 120 km (75 miles) west of the state’s Suchiate region.
Earlier, the European-Mediterranean Seismological Centre monitoring agency had put the quake magnitude at 6.2.


|
Khalid Shaikh MohammedHe's been compared to James Bond and Forrest Gump, but Khalid Shaikh Mohammed is more accurately compared to Leatherface from the Texas Chainsaw Massacre, with just a dash of Tony Manero from Saturday Night Fever (except uglier).After all, Forrest Gump never killed 3,000 people in one day. The No. 3 man in al Qaeda, Khalid Mohammed is the one man most directly responsible for the September 11 attack on the World Trade Center and the Pentagon. The common media parlance for his role is "mastermind," which more or less means he thought it up. He sent shoe bomber Richard Reid on a foiled mission to the U.S. He personally slit the throat of Wall Street Journal reporter Daniel Pearl. Sept. 11 was simply the pinnacle of a decade-long streak of spectacular mass murders, distinguished primarily by their ability to end the lives of completely innocent bystanders who had no idea why anyone would want to kill them. The origins of al Qaeda's arch-terrorist are shrouded in mystery. We're pretty sure he was born either in Kuwait or in Pakistan. We're pretty sure he was Ramzi Yousef's uncle. He was born sometime around 1965. We can speculate that he must have had the mother of all fucked-up childhoods, but we have no conclusive data on this point. He was a college-boy, and an American college boy to boot. He attended Chowan College in North Carolina, where he was known for chiding his fellow Muslims for their apostate ways. He lunched with pals at Burger King and cultivated hatred for the decadent American empire, perhaps inspired by beer-sotted bullying at a frat party. Whatever the source of his maniacal hate, Khalid first emerged on the terrorism scene in the early 1990s. He may have played a role in the first attempt to destroy the WTC in 1993, according to investigators, who said he wired money to the primary bomber, his nephew, Ramzi Yousef. After meeting with Ramzi Yousef and Hakim Abdul Murad in Pakistan in 1994, the three merrily set off for Manila, the Philippines, in the fall of 1994, on a junket funded by Osama bin Laden and Asian terror kingpin Hambali. There the real work of glamorous international terrorism began. But all work and no play makes Khalid a dull mullah. Not unlike a pedophile priest, Khalid fervently believed the strict tenets of Islam should be unwaveringly observed — by everyone but him. On the surface, Khalid's time in the Philippines was more distinguished for its flashy playboy lifestyle than for the notches added to his belt. Khalid and Yousef went on scuba diving expeditions and frequented local discotechques "filled with mirrors, flashing lights and bikini-clad dancers," according to the LA Times. They held alcohol-soaked parties and made notably non-devout booty calls to infidels with pouty breasts all over Manila. He once buzzed an office building in a helicopter in an attempt to impress a local woman. If one were both mean-spirited and salacious, one might speculate as to the implications that such inordinate and over-the-top courtship techniques might have vis a vis penis-size-related insecurities. (Not to mention the Freudian implications of obsessively seeking to crash big airplanes into even bigger towers.) But the trip to Manila was about a lot more than scoring some easy local tail. With Yousef and co-conspirators Abdul Hakim Murad and Wali Khan Amin Shah, Khalid spent his time dreaming big dreams of mayhem. By most accounts, the four had been sent to the Philippines by bin Laden himself, charged with devising spectacular attacks on America. They did not disappoint. Khalid rented an apartment for the conspirators, and they set to work. Yousef was the explosives expert, and he began designing new and better bombs. Chief among them was a "microbomb" for use on airplanes. The device used a Casio digital watch and a contact lens solution bottle filled with nitroglycerin. It made for a virtually undetectable bomb which could be set on a timer. While Yousef mixed explosives, Khalid was working on a plan to use them. The plan was called Operation "Bojinka," which the intelligence community has determined means "Big Bang" in some damn language.  Bojinka was scheduled to go off on Jan. 21, 1995, according to "The Cell," a book on al Qaeda by John Miller, Michael Stone and Chris Miller, a time frame that is generally confirmed by most media reports. Had it been successful, most estimates place the prospective death toll at about 4,000. The plan called for the roughly simultaneous detonation of bombs on eleven U.S.-bound airliners over the Pacific. Yousef would design the timed bombs, which would be planted by just five operatives. The operatives would board a U.S.-bound flight with a layover somewhere in Asia, plant the bomb on board and then disembark before it detonated. Then they would rinse, lather and repeat on another plane. But there was a second phase to Bojinka, one which will be painfully familiar to most readers. In phase two, Abdul Murad (a U.S.-trained pilot) would fly a hijacked airplane into CIA headquarters or the Pentagon. The idea was apparently all Khalid's. When being questioned (with extreme prejudice) by Philippines authorities later, Murad indicated that Khalid had extremely interested in finding pilots when they first met in Pakistan the previous year. In December 1994, Yousef tested his bomb in a movie theater and on an airplane bound for Tokyo.  Yousef adjusted the formula so that the next explosion would do the job. But the next explosion was deferred. In early January, the apartment caught fire after one of the cell's lesser lights made a mistake mixing chemicals. The fire was quickly extinguished, but it attracted the attention of the local gendarmes. Murad was caught when Yousef sent him back into the apartment to retrieve the cabal's documents and computers. The police were stunned when they uncovered a plot to assassinate the pope during a trip to Manila and another to assassinate then-President Bill Clinton. They applied their arts of gentle persuasion (i.e., Torture) to extract as many details as possible before extraditing Murad to the U.S., where he was eventually sentenced to life in prison. U.S authorities now had a complete blueprint for Sept. 11 in their hands, confessions extracted under torture from one of the conspirators, and evidence of the involvement of Ramzi Yousef — then the most-wanted terrorist in the world and the only Islamic terrorist ever to successfully execute an attack on American soil. You would think that all these factors would create a real state of alarm. Not exactly. Clinton designated a state of National Emergency to deal with terrorism, and the whole incident pretty much slipped out of view. The intelligence community added Khalid Shaikh Mohammed to a couple of target lists, and went on its merry way. No one realized how important he was, or how important he would become. Khalid escaped the Philippines and traveled the world, eventually ending up in Afghanistan and Pakistan, where he worked as a top deputy to Osama bin Laden. Khalid kept himself busy with embassy bombings in Africa, the attack on the U.S.S. Cole and other terrorist attacks. He sent orders, instruction and money to the operatives who would carry the attacks out. He traveled the world under as many as 20 falsified passports, narrowly escaping U.S. authorities on several occasions. His presence extended so far that he gained a reputation in intelligence circles as the "Forrest Gump" of terrorism, because he seemed to be lurking in the background of almost every major act of terror in the last five to ten years. Intelligence circles might have been better off trying to catch Khalid than crafting clever metaphors to describe him, but there are only so many hours in the day. Investigators may have forgotten about Bojinka, but Khalid never did. As he rose through al Qaeda's ranks to the leadership of the terrorist group's "military committee," he kept working to make his pet project a reality. Funneling money and training to operatives around the globe, particularly in Hamburg, Germany, Khalid relentlessly moved forward to make the Sept. 11 plan a reality. In an interview with an Arabic news network, he admitted to his central role in making the attack happen, both with funding and logistical support. After the devastating attack on the World Trade Center, Khalid took on a much higher profile in the war on terrorism, although few outside media and professional law enforcement circles knew his name. The U.S. offered a $25 million reward for his capture and stepped up efforts to track him down, amid a vicious storm of second-guessing and intramural backstabbing among intelligence agencies desperate to avoid taking blame for not noticing this guy sooner. Despite the international manhunt, Khalid continued to travel and to instigate attacks on the U.S. According to the international press, Khalid's Pakistan-based al Qaeda cell sent "dirty bomber" Jose Padilla to the United States in 2002 (where he was promptly captured). Khalid was also directly tied to a major bombing of nightclubs in Bali and a truck-bomb attack on the U.S. embassy in Karachi, both of which were executed using fertilizer bombs of the same type used in the Oklahoma City bombing. In March 2003, the Pakistani government arrested Khalid in a safehouse outside of Islamabad. According to the Pakistanis, they accomplished this monumental feat "all by themselves," without any assistance at all from the small army of U.S. secret agents in the country to handle various "advisory" tasks. Government sources instantly fanned out over Washington to anonymously inform reporters that such archaic institutions as the "courts" and the "criminal justice system" are not likely to ever be applied to Mohammed Shaikh Khalid, the one man on Earth who is most clearly responsible for the Sept. 11 attack. President George W. Bush characterized the arrest as "fantastic" evidence of the success of his crusade to bring the perpetrators of 9/11 to "justice." In that spirit, he immediately authorized the removal of Khalid to parts unknown in the custody of persons unknown to be subjected to forms of interrogation unknown for a duration unknown. Now that's justice! Isn't it? |


Select source: |
Target format: |
|
This scenario demonstrates how the transcode API can be used to convert a video file from one input format to another custom output format. It utilizes the API's ability to take custom encoding settings for output, and also the API calls to validate a profile before attempting to transcode.
This scenario is useful in scenarios where a target output format is not one of the API’s default presets.
| Video Settings | Audio Settings | ||
| Width | Bits Per Sample | ||
| Height | Sample Rate | ||
| Bit Rate | Bit Rate | ||
| Frame Rate | Channel Count |
| Enable MRFCRF444 video processing algorithm (disables hardware acceleration) |
| Source |
|


Test using the map config with plugins. but include a map value that contains the original name of the plugin, to confirm the map translation is only done once: 484
Check console for messages


Play the below ring tone!
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Below is the funny video clip of Tom and Jerry


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Class MixedRealityHandController
Platform agnostic hand controller type.
Inherited Members
Namespace: XRTK.Providers.Controllers.Hands
Assembly: XRTK.dll
Syntax
[Guid("B18A9A6C-E5FD-40AE-89E9-9822415EC62B")]
public class MixedRealityHandController : BaseController, IMixedRealityHandController, IMixedRealityController
Constructors
| Improve this Doc View SourceMixedRealityHandController()
Declaration
public MixedRealityHandController()
MixedRealityHandController(IMixedRealityControllerDataProvider, TrackingState, Handedness, MixedRealityControllerMappingProfile)
Creates a new instance of a controller.
Declaration
public MixedRealityHandController(IMixedRealityControllerDataProvider controllerDataProvider, TrackingState trackingState, Handedness controllerHandedness, MixedRealityControllerMappingProfile controllerMappingProfile)
Parameters
| Type | Name | Description |
|---|---|---|
| IMixedRealityControllerDataProvider | controllerDataProvider | The IMixedRealityControllerDataProvider this controller belongs to. |
| TrackingState | trackingState | The initial tracking state of this controller. |
| Handedness | controllerHandedness | The controller's handedness. |
| MixedRealityControllerMappingProfile | controllerMappingProfile |
Properties
| Improve this Doc View SourceDefaultInteractions
The default interactions for this controller.
Declaration
public override MixedRealityInteractionMapping[] DefaultInteractions { get; }
Property Value
| Type | Description |
|---|---|
| MixedRealityInteractionMapping[] |
Overrides
| Improve this Doc View SourceDefaultLeftHandedInteractions
The Default Left Handed interactions for this controller.
Declaration
public override MixedRealityInteractionMapping[] DefaultLeftHandedInteractions { get; }
Property Value
| Type | Description |
|---|---|
| MixedRealityInteractionMapping[] |
Overrides
| Improve this Doc View SourceDefaultRightHandedInteractions
The Default Right Handed interactions for this controller.
Declaration
public override MixedRealityInteractionMapping[] DefaultRightHandedInteractions { get; }
Property Value
| Type | Description |
|---|---|
| MixedRealityInteractionMapping[] |
Overrides
| Improve this Doc View SourceFingerCurlStrengths
Gets the curl strength per finger.
Declaration
public float[] FingerCurlStrengths { get; set; }
Property Value
| Type | Description |
|---|---|
| Single[] |
GripStrength
Gets the current grip strength (fist) of the hand.
Declaration
public float GripStrength { get; }
Property Value
| Type | Description |
|---|---|
| Single |
IsGripping
Gets whether the hand is currently in gripping pose.
Declaration
public bool IsGripping { get; }
Property Value
| Type | Description |
|---|---|
| Boolean |
IsPinching
Gets whether the hand is currently in input down pose (select / pinch / airtap).
Declaration
public bool IsPinching { get; }
Property Value
| Type | Description |
|---|---|
| Boolean |
IsPointing
Gets whether the hand is currently in a pointing pose.
Declaration
public bool IsPointing { get; }
Property Value
| Type | Description |
|---|---|
| Boolean |
PinchStrength
Gets the current pinch strength (index and thumb) of the hand.
Declaration
public float PinchStrength { get; }
Property Value
| Type | Description |
|---|---|
| Single |
TrackedPoseId
Gets the hands current pose.
Declaration
public string TrackedPoseId { get; }
Property Value
| Type | Description |
|---|---|
| String |
Methods
| Improve this Doc View SourceTryGetBounds(TrackedHandBounds, out Bounds[])
Get the hands bounds of a given type, if they are available.
Declaration
public bool TryGetBounds(TrackedHandBounds handBounds, out Bounds[] newBounds)
Parameters
| Type | Name | Description |
|---|---|---|
| TrackedHandBounds | handBounds | The requested hand bounds. |
| Bounds[] | newBounds |
Returns
| Type | Description |
|---|---|
| Boolean | True, if bounds available. |
TryGetFingerCurlStrength(HandFinger, out Single)
Gets the curl strength for a finger, if available.
Declaration
public bool TryGetFingerCurlStrength(HandFinger handFinger, out float curlStrength)
Parameters
| Type | Name | Description |
|---|---|---|
| HandFinger | handFinger | The HandFinger to lookup strength for. |
| Single | curlStrength | The finger's curl strength is a value from 0 to 1. |
Returns
| Type | Description |
|---|---|
| Boolean | True, if success. |
TryGetHandMeshData(out HandMeshData)
Get the hand controllers current HandMeshData, if available.
Declaration
public bool TryGetHandMeshData(out HandMeshData handMeshData)
Parameters
| Type | Name | Description |
|---|---|---|
| HandMeshData | handMeshData | Hand mesh data for rendering the hand as a mesh. |
Returns
| Type | Description |
|---|---|
| Boolean | True, if mesh data available and not Empty. |
TryGetJointPose(TrackedHandJoint, out MixedRealityPose, Space)
Get the current pose of a joint of the hand.
Declaration
public bool TryGetJointPose(TrackedHandJoint joint, out MixedRealityPose pose, Space relativeTo = Space.Self)
Parameters
| Type | Name | Description |
|---|---|---|
| TrackedHandJoint | joint | The joint to get the pose for. |
| MixedRealityPose | pose | Pose output parameter containing the pose if found. |
| Space | relativeTo | Optional coordinate space to get the pose in. Defaults to Self. |
Returns
| Type | Description |
|---|---|
| Boolean | True, if the pose is available. |
Remarks
Hand bones should be oriented along the Z-axis, with the Y-axis indicating the "up" direction, i.e. joints rotate primarily around the X-axis.
UpdateController(HandData)
Updates the hand controller with new hand data input.
Declaration
public void UpdateController(HandData handData)
Parameters
| Type | Name | Description |
|---|---|---|
| HandData | handData | Updated hand data. |
UpdateInteractionMappings()
Declaration
protected virtual void UpdateInteractionMappings()


{% extends "global/Page.html" %} {% load otree static %} {% block title %} Debrief {% endblock %} {% block content %}
Thank you for your participation in this experiment.
As stated in the introduction, here’s a debrief on your competitors and advisors:
Today, in real life, there ARE real artificial intelligence algorithms which can play such games very well and can advise decision-makers. In fact, they exhibit some very interesting and advanced, but very non-human, characteristics. If you are interested in learning more or playing against one of these artificial intelligence players today, please let the proctor know.
Please do not share your experiences today with anyone until told by the researcher that is ok to discuss. You can understand how a participant's prior knowledge of the information on this page would corrupt the experiment.


| Opcode/Instruction | Op/En | 64/32 -bit Mode | CPUID Feature Flag | Description |
|---|---|---|---|---|
| VEX.128.66.0F38.W1 90 /r VPGATHERDQ xmm1, vm32x, xmm2 | A | V/V | AVX2 | Using dword indices specified in vm32x, gather qword values from memory conditioned on mask specified by xmm2. Conditionally gathered elements are merged into xmm1. |
| VEX.128.66.0F38.W1 91 /r VPGATHERQQ xmm1, vm64x, xmm2 | A | V/V | AVX2 | Using qword indices specified in vm64x, gather qword values from memory conditioned on mask specified by xmm2. Conditionally gathered elements are merged into xmm1. |
| VEX.256.66.0F38.W1 90 /r VPGATHERDQ ymm1, vm32x, ymm2 | A | V/V | AVX2 | Using dword indices specified in vm32x, gather qword values from memory conditioned on mask specified by ymm2. Conditionally gathered elements are merged into ymm1. |
| VEX.256.66.0F38.W1 91 /r VPGATHERQQ ymm1, vm64y, ymm2 | A | V/V | AVX2 | Using qword indices specified in vm64y, gather qword values from memory conditioned on mask specified by ymm2. Conditionally gathered elements are merged into ymm1. |
| Op/En | Operand 1 | Operand 2 | Operand 3 | Operand 4 |
| A | ModRM:reg (r,w) | BaseReg (R): VSIB:base, VectorReg(R): VSIB:index | VEX.vvvv (r, w) | NA |
The instruction conditionally loads up to 2 or 4 qword values from memory addresses specified by the memory operand (the second operand) and using qword indices. The memory operand uses the VSIB form of the SIB byte to specify a general purpose register operand as the common base, a vector register for an array of indices relative to the base and a constant scale factor.
The mask operand (the third operand) specifies the conditional load operation from each memory address and the corresponding update of each data element of the destination operand (the first operand). Conditionality is specified by the most significant bit of each data element of the mask register. If an element’s mask bit is not set, the corresponding element of the destination register is left unchanged. The width of data element in the destination register and mask register are identical. The entire mask register will be set to zero by this instruction unless the instruction causes an exception.
Using dword indices in the lower half of the mask register, the instruction conditionally loads up to 2 or 4 qword values from the VSIB addressing memory operand, and updates the destination register.
This instruction can be suspended by an exception if at least one element is already gathered (i.e., if the exception is triggered by an element other than the rightmost one with its mask bit set). When this happens, the destination register and the mask operand are partially updated; those elements that have been gathered are placed into the destination register and have their mask bits set to zero. If any traps or interrupts are pending from already gathered elements, they will be delivered in lieu of the exception; in this case, EFLAG.RF is set to one so an instruction breakpoint is not re-triggered when the instruction is continued.
If the data size and index size are different, part of the destination register and part of the mask register do not correspond to any elements being gathered. This instruction sets those parts to zero. It may do this to one or both of those registers even if the instruction triggers an exception, and even if the instruction triggers the exception before gathering any elements.
VEX.128 version: The instruction will gather two qword values. For dword indices, only the lower two indices in the vector index register are used.
VEX.256 version: The instruction will gather four qword values. For dword indices, only the lower four indices in the vector index register are used.
Note that:
DEST ← SRC1; BASE_ADDR: base register encoded in VSIB addressing; VINDEX: the vector index register encoded by VSIB addressing; SCALE: scale factor encoded by SIB:[7:6]; DISP: optional 1, 4 byte displacement; MASK ← SRC3;
MASK[MAXVL-1:128] ← 0; FOR j←0 to 1 i←j * 64; IF MASK[63+i] THEN MASK[i +63:i]←FFFFFFFF_FFFFFFFFH; // extend from most significant bit ELSE MASK[i +63:i]←0; FI; ENDFOR FOR j←0 to 1 k←j * 32; i←j * 64; DATA_ADDR←BASE_ADDR + (SignExtend(VINDEX[k+31:k])*SCALE + DISP; IF MASK[63+i] THEN DEST[i +63:i]←FETCH_64BITS(DATA_ADDR); // a fault exits the instruction FI; MASK[i +63:i]←0; ENDFOR DEST[MAXVL-1:128] ← 0;
MASK[MAXVL-1:128] ← 0; FOR j←0 to 1 i←j * 64; IF MASK[63+i] THEN MASK[i +63:i]←FFFFFFFF_FFFFFFFFH; // extend from most significant bit ELSE MASK[i +63:i]←0; FI; ENDFOR FOR j←0 to 1 i←j * 64; DATA_ADDR←BASE_ADDR + (SignExtend(VINDEX1[i+63:i])*SCALE + DISP; IF MASK[63+i] THEN DEST[i +63:i]←FETCH_64BITS(DATA_ADDR); // a fault exits the instruction FI; MASK[i +63:i]←0; ENDFOR DEST[MAXVL-1:128] ← 0;
MASK[MAXVL-1:256] ← 0; FOR j←0 to 3 i←j * 64; IF MASK[63+i] THEN MASK[i +63:i]←FFFFFFFF_FFFFFFFFH; // extend from most significant bit ELSE MASK[i +63:i]←0; FI; ENDFOR FOR j←0 to 3 i←j * 64; DATA_ADDR←BASE_ADDR + (SignExtend(VINDEX1[i+63:i])*SCALE + DISP; IF MASK[63+i] THEN DEST[i +63:i]←FETCH_64BITS(DATA_ADDR); // a fault exits the instruction FI; MASK[i +63:i]←0; ENDFOR DEST[MAXVL-1:256] ← 0;
MASK[MAXVL-1:256] ← 0; FOR j←0 to 3 i←j * 64; IF MASK[63+i] THEN MASK[i +63:i]←FFFFFFFF_FFFFFFFFH; // extend from most significant bit ELSE MASK[i +63:i]←0; FI; ENDFOR FOR j←0 to 3 k←j * 32; i←j * 64; DATA_ADDR←BASE_ADDR + (SignExtend(VINDEX1[k+31:k])*SCALE + DISP; IF MASK[63+i] THEN DEST[i +63:i]←FETCH_64BITS(DATA_ADDR); // a fault exits the instruction FI; MASK[i +63:i]←0; ENDFOR DEST[MAXVL-1:256] ← 0;
VPGATHERDQ: __m128i _mm_i32gather_epi64 (__int64 const * base, __m128i index, const int scale);
VPGATHERDQ: __m128i _mm_mask_i32gather_epi64 (__m128i src, __int64 const * base, __m128i index, __m128i mask, const int scale);
VPGATHERDQ: __m256i _mm256_i32gather_epi64 (__int64 const * base, __m128i index, const int scale);
VPGATHERDQ: __m256i _mm256_mask_i32gather_epi64 (__m256i src, __int64 const * base, __m128i index, __m256i mask, const int scale);
VPGATHERQQ: __m128i _mm_i64gather_epi64 (__int64 const * base, __m128i index, const int scale);
VPGATHERQQ: __m128i _mm_mask_i64gather_epi64 (__m128i src, __int64 const * base, __m128i index, __m128i mask, const int scale);
VPGATHERQQ: __m256i _mm256_i64gather_epi64 __(int64 const * base, __m256i index, const int scale);
VPGATHERQQ: __m256i _mm256_mask_i64gather_epi64 (__m256i src, __int64 const * base, __m256i index, __m256i mask, const int scale);
None
See Exceptions Type 12.