See: Description
| Interface | Description |
|---|---|
| Connection |
Represents an established client-side connection.
|
| ConnectionEndpoint |
Represents a remote communication endpoint to establish connections
to.
|
| InboundRequestHandle |
Associates information with a request that is being received on a
ServerConnection . |
| OutboundRequestHandle |
Associates information with a request that is being sent to a
ConnectionEndpoint . |
| ServerConnection |
Represents an established server-side connection.
|
| Class | Description |
|---|---|
| ConnectionManager |
Provides client-side connection management using the Jini extensible
remote invocation (Jini ERI) multiplexing protocol
to frame and multiplex requests and responses over connections.
|
| ServerConnectionManager |
Provides server-side connection management using the Jini
extensible remote invocation (Jini ERI) multiplexing protocol
to frame and multiplex requests and responses over connections.
|
With the implementation model of this package, a connection-based
transport implementation only needs to provide access to established
connections, via byte streams or (optionally) socket channels (see
SocketChannel
), to connection managers; the
connection managers then take care of implementing the Jini ERI
client-side and server-side request/response interfaces (OutboundRequestIterator
, OutboundRequest
, and InboundRequest
) on top of those connections.
Specifically, the client side of a connection-based transport
implementation provides implementations of the ConnectionEndpoint
, Connection
, and OutboundRequestHandle
interfaces, and the
server side provides implementations of the ServerConnection
and InboundRequestHandle
interfaces.
ConnectionManager
and ServerConnectionManager
provide client-side
and server-side connection management using the Jini extensible remote invocation (Jini
ERI) multiplexing protocol.


Bensie World
Hey there, welcome to my page.
Google
My favourite site
GitHub
Another favourite site
YouTube
Is a must


This is used to allow the processor to process any imported templates that matches the context node

<xsl:template match="movie">

<xsl:apply-imports />

</xsl:template>
Collects the nodes specified by the select attribute and starts processing them using matching templates.
Using the mode attribute restricts the applied templates to only those with an identical mode attribute.
If no select attribute is present, it defaults to "*", i.e. the children of the current node.
Generates an attribute on the element being output. Must precede any content generated for an element (i.e.: text, child elements, comments etc.)
Can be used to override an attribute you've already set, as duplicate attribute names are not allowed in XML.
Used to build a set of attributes for reuse on multiple output elements. Use the special xsl:use-attribute-sets attribute on any literal output element, to tell the processor to generate these attributes on the element.
Explicitly call a named template (a template with a name attribute). The template will execute with the context at the point of this instruction.
If the template accepts arguments (parameters), use the with-param element to supply values to those.

<xsl:call-template name="headers" />

<xsl:call-template name="fibonacci">
<xsl:with-param name="from" select="13" />
</xsl:call-template>
Similar to switch and if/elseif statements in other languages, this is used to choose between one or more outcomes. It's a bit verbose, and for simple A/B scenarios it's often possible to handle the logic in a single XPath statement instead.
Only the first when where the test returns true() will be executed (or, if no when-statements succeed, the contents of otherwise, if present).
Use this to generate a comment in the output.
This is necessary because a regular comment is in fact just a comment in the stylesheet, which is used to comment the code, and is in fact stripped by the XML parser before the XSLT processor gets the stylesheet.
<xsl:comment>This file is auto-generated</xsl:comment>
Defines a named custom format for use with the number instruction and the format-number() function.
Creates an element with a specific name.
Only necessary if you don't know the name of the element (e.g. if it's computed, like <xsl:element name="h{$level}">
),
or if you need to create the element in a specific namespace. Otherwise it's much better to just use the
element tag directly (i.e., just use

instead of <xsl:element name="div">
).
The contents of the fallback instruction is only instantiated if its parent element is not supported by the XSLT processor. Rarely used.
Almost an alias for apply-templates in that it also collects a set of nodes for processing, but all nodes will be processed using the same (embedded) template.
The import statement(s) must appear before any other child node of the main stylesheet.
Creates a named index of elements matching the expression in the match attribute. The value retrieved from the use attribute is stored as the index value.
To retrieve nodes from the index, use the XPath key() function.
Used to output debugging/logging info to stdout
during
transformation. If the terminate attribute is set to yes
,
the transformation will terminate.
Assigns an alias to an existing prefix so it's possible to generate literal result elements that would otherwise be interpreted as instructions (e.g. when generating an XSLT stylesheet).
Defines a value that can be used in many places, which should be easily changeable
from e.g. the top of the file. Once defined, a parameter can be used by prefixing the name
with a dollar-sign, e.g. <xsl:value-of select="$primary-color">
or

.
A parameter is very similar to a variable, and none of them can be changed within the same transformation.
The difference between a parameter and a variable is that a parameter can be set from the XSLT Processor when invoking the transform.
Instructs the processor to preserve white-space nodes from specific elements in the source document before they're handled by XSLT.
The default behavior is to preserve white-space, so this element is provided so you can preserve specific elements' white-space, in case strip-space has been set to "all others" ("*").
Generates a Processing Instruction in the output; usually used for adding some kind of machine-info to the file.
A processing instruction can be selected in an XPath expression using the processing-instruction() function.
Although the name attribute isn't required, no output will be generated if it's missing.

<xsl:processing-instruction name="doc-version">
<xsl:value-of select="$version" />
</xsl:processing-instruction>
If present, this must be the first element inside a for-each or an apply-templates instruction.
Multiple sort elements are allowed.
Instructs the processor to remove all white-space nodes from specific elements in the source document before they're handled by XSLT.
You can use the value "*" to strip space from all elements.
A template defines a chunk of output. When using the match attribute, it can only be invoked by an apply-templates instruction (which can process multiple elements and their templates in a single operation), and is guaranteed to have the context of an element matching the pattern in the match attribute.
When using the name attribute, the template can be manually invoked by a call-template instruction, thus resembling a sub-routine in other languages.
The mode attribute facilitates multiple outputs for the same element, e.g. if
an

needs a short version for the Table of Contents at
the top of the output, and a longer version for the actual article content.
It's perfectly valid to have both a match and a name attribute on a template, if it makes sense. But you're required to use at least one of them.
This is an alias for the stylesheet element - almost never used.
This is used to generate a string value in the output by selecting something from the input document. The select attribute is an XPath expression - if it selects a node set, only the string value of the first node in the set will be output.
Though the disable-output-escaping attribute can be used to output text as HTML or XML, it is thus also possible to generate invalid XML - so be sure to know what the source contains before blindly transferring it to the output document.
Used in the choose construct to test a condition and if true(), execute the contents.
The condition in the test attribute is implicitly wrapped in a boolean() function to always return true() or false().
Convert the condition expression to either true() or false().
An empty string, an empty nodeset or the number 0 returns false(), anything else returns true().
Watch out for these pitfalls: ALL of these return true() when used in an expression that expects a boolean result, e.g., in the test attribute of a when or an if element: "1", "0", "true", "false"
Returns a string by concatenating the string value of all arguments
Returns true() if the source string contains the find string. Otherwise, it returns false().
Returns the number of nodes in the source nodeset
Often mistakenly used to check if a nodeset has any nodes, e.g.:
<xsl:if test="count($children) > 0">
which is not necessary at all,
simply testing the nodeset itself will return true() if it has any nodes,
and false() if it's empty - e.g.: <xsl:if test="$children">
Returns the current node
Returns a nodeset pointing at the root node ("/") of the document found at the specified URL.
Returns the boolean value false
Returns true() if a function with the specified name exists.
You should include the prefix if the function is defined in another namespace, e.g.:
function-available('msxsl:node-set')
Returns a unique string ID for the selected node (or the current node if none specified).
If the nodes in your document has a unique ID attribute (defined in the DOCTYPE), you can use the id function to select them with. The ids argument takes a whitespace separated string of IDs or a nodeset to take values from, and returns a nodeset containing all of the nodes referenced by their IDs.

<xsl:variable name="static" select="id('4815 1623 4200')" />

<xsl:variable name="dynamic" select="id(nodeId)" />
Returns a node set of all the nodes in the name index, with the value value stored. Used in conjunction with the key element to facilitate fast and easy lookups in the source XML.
Returns the name of the current node or the first node in the specified node set - without the namespace prefix
Returns the name of the current node or the first node in the specified node set
Returns a copy of the source string with leading and trailing space removed, as well as compressing runs of whitespace characters into a single space.
normalize-space(' a little tiny space ')
returns: a little tiny space
Convert a nodeset, boolean value or string to a number
Returns the current node's index (1-based) within the current nodelist.
Returns a nodeset of the current context node's Processing Instruction children - if a name is specified, the list is filtered to only include those matching that.
Convert a value (nodeset, number, boolean or another string) to a string value
Converting a nodeset to a string will only return the string value of the first node in the set.
Returns the number of characters in the string.
Returns part of (a) string starting at start, spanning at most length characters. If length isn’t specified, the rest of the string from index start will be returned.
Indexes in XPath/XSLT are 1-based, so the first character in a string can be found with: substring($string, 1, 1)
Returns the rest of the source string, following the find string.
Returns everything that comes before the find string inside the source string.
Performs character-replacements in the source string, by replacing every character in the find argument found in source, with the character in replace at the same index
Returns the boolean value true


Ethereum
Keystore available
Address
...
Locked
Select Wallet File
Password:
Unlock
Create Wallet
Polkadot
Keystore available
Address
...
Locked
Select Wallet File
Password:
Unlock
Create Wallet
Binance
Keystore available
Address
...
Locked
Select Wallet File
Password:
Unlock
Create Wallet
Cardano
Keystore available
Address
...
Locked
Select Wallet File
Password:
Unlock
Create Wallet


Use keyboardNavigation config option to turn on keyboad navigation for tree. Following keys are avaiable:
Up arrow - previous node.
Down arrow - next node.
Left arrow - parent node/collapse branch.
Right arrow - expand branch/go to first child.
Enter/spacebar - toggle branch visibility.
Esc - leave tree (disable navigation).
Using deselectOnLeave config option you can define, that selected node must be deselected if user leaves tree.
User can leave tree (keyboard navigation will be disabled) by pressing Esc key or clicking somewhere at the page outside tree.
It is impossible to use keyboardNavigation togeteher with selectMultiple. If selectMultiple config option is true - keyboardNavigation config option will be ignored.
If keyboardNavigation is true and deselectOnLeave is not defined explicitly - it will be treated as true.


After the last question, go to the previous page to save your score.
Score counter:
0
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Previous page
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Exit


Clob
Represents a CLOB value.
| Methods |
| void |
free()
Release all resources of this object.
|
| void |
free()
Release all resources of this object.
|
| InputStream |
getAsciiStream()
Returns the input stream.
|
| InputStream |
getAsciiStream() throws SQLException
Returns the input stream.
Returns:
the input stream
|
| Reader |
getCharacterStream()
Returns the reader.
|
| Reader |
getCharacterStream() throws SQLException
Returns the reader.
Returns:
the reader
|
| Reader |
getCharacterStream(long pos, long length)
[Not supported] Returns the reader, starting from an offset.
|
| Reader |
getCharacterStream(long pos, long length) throws SQLException
[Not supported] Returns the reader, starting from an offset.
|
| String |
getSubString(long pos, int length)
Returns a substring.
|
| String |
getSubString(long pos, int length) throws SQLException
Returns a substring.
Parameters:
pos - the position (the first character is at position 1)
length - the number of characters
Returns:
the string
|
| long |
length()
Returns the length.
|
| long |
length() throws SQLException
Returns the length.
Returns:
the length
|
| long |
position(String pattern, long start)
[Not supported] Searches a pattern and return the position.
|
| long |
position(String pattern, long start) throws SQLException
[Not supported] Searches a pattern and return the position.
|
| long |
position(Clob clobPattern, long start)
[Not supported] Searches a pattern and return the position.
|
| long |
position(Clob clobPattern, long start) throws SQLException
[Not supported] Searches a pattern and return the position.
|
| OutputStream |
setAsciiStream(long pos)
[Not supported] Returns an output stream.
|
| OutputStream |
setAsciiStream(long pos) throws SQLException
[Not supported] Returns an output stream.
|
| Writer |
setCharacterStream(long pos)
Get a writer to update the Clob.
|
| Writer |
setCharacterStream(long pos) throws SQLException
Get a writer to update the Clob. This is only supported for new, empty
Clob objects that were created with Connection.createClob() or
createNClob(). The Clob is created in a separate thread, and the object
is only updated when Writer.close() is called. The position must be 1,
meaning the whole Clob data is set.
Parameters:
pos - where to start writing (the first character is at position 1)
Returns:
a writer
|
| int |
setString(long pos, String str)
Fills the Clob.
|
| int |
setString(long pos, String str) throws SQLException
Fills the Clob. This is only supported for new, empty Clob objects that
were created with Connection.createClob() or createNClob(). The position
must be 1, meaning the whole Clob data is set.
Parameters:
pos - where to start writing (the first character is at position 1)
str - the string to add
Returns:
the length of the added text
|
| int |
setString(long pos, String str, int offset, int len)
[Not supported] Sets a substring.
|
| int |
setString(long pos, String str, int offset, int len) throws SQLException
[Not supported] Sets a substring.
|
| void |
truncate(long len)
[Not supported] Truncates the object.
|
| void |
truncate(long len) throws SQLException
[Not supported] Truncates the object.
|
|


{# index.html #} {% extends "base.html" %} {% block body %}
A demo app on google app engine using open sources libraries: Flask, openID.. This app demonstrates valve steam openId authentication .
Sign in with steam


--- title: DDD Resources headline: DDD Resources bodyclass: docs resources layout: docs ---
A brief selection of learning materials we recommend to the colleagues in DDD
The concepts and practical guidance
The creators and drivers of the DDD ideas
The ideas unfolding in real time
Learning hubs
Places to discuss DDD with other practitioners
Other tools that help with DDD in code


Daily Admin Report
Report Period (UTC):
{{ start_date|date:"SHORT_DATETIME_FORMAT" }} -
{{ end_date|date:"SHORT_DATETIME_FORMAT" }}
You've received this report because you're on the list of
notifiable admins or support staff.
Overall Task Completion Metrics
- Total Tasks Processed: {{ tasks.all.counts.all }}
- Total Tasks Succeeded: {{ tasks.succeeded.counts.all }}
- Total Tasks Failed: {{ tasks.failed.counts.all }}
{% widthratio tasks.succeeded.counts.all tasks.all.counts.all 100 as success_width %}
{{success_width}}% Succeeded
{% widthratio tasks.failed.counts.all tasks.all.counts.all 100 as failure_width %}
{{failure_width}}% Failed
{% if tasks.failed.counts.all == 0 %}
Nothing failed today. No more to show.
{% else %}
Users Affected by Failures
Total: {{ tasks.failed.users_affected.count }}
{{ tasks.failed.users_affected.ids|unordered_list }}
All Task Failures
| Identifier |
Count |
{% for identifier, count in tasks.failed.counts.items %}
{% if identifier != 'all' %}
| {{identifier}} |
{{count}} |
{% endif %}
{% endfor %}
{% endif %}
{% if tasks.succeeded.counts.all == 0 %}
Nothing succeeded today. No more to show.
{% else %}
Users Affected by Successes
Total: {{ tasks.succeeded.users_affected.count }}
{{ tasks.succeeded.users_affected.ids|unordered_list }}
All Task Successes
| Identifier |
Count |
{% for identifier, count in tasks.succeeded.counts.items %}
{% if identifier != 'all' %}
| {{identifier}} |
{{count}} |
{% endif %}
{% endfor %}
{% endif %}


Someone emailed me asking for tips or sites for learning JavaScript, and this is my final answer.
Warning, this is going to seem like “I believe I did, Bob”-style advice (ref: http://howfuckedismydatabase.com/nosql/)
But it’s really not. I really mean this, really and truly, from the bottom of my heart, as actual advice that I firmly believe will help people more efficiently and thoroughly than any other approach to learning JavaScript. My advice is this:
Read the ECMAScript specification.
Don’t feel like you have to understand every word. Give yourself permission to just force the words into your brain, and move on to the next section. If you’re diligent about it, it only takes a few hours. Repeat this process every few years.
I guarantee it will be an unpleasant experience if you’re not already experienced with reading language specifications. (As they go, this is a pretty good one, I’ve since learned.) It’s not fun reading. And it’s not like you’ll be able to sit down and suddenly grok the whole language like seeing the matrix or anything.
But I can also pretty much guarantee that you’ll be surprised what sticks. Weeks or months or years later, you’ll encounter some weird bug, or read a blog post, and go “OH! So THAT’S what that was talking about! Where was that? The part on function contexts or something?” and then you’ll be prepared to go look it up and get the exact details.
If you already know a bit of JavaScript, then reading the spec will be a bit less unpleasant, but parts will seem like you can skip them. Don’t skip those parts.
Programming requires a certain kind of precision, and a specification is a very precise thing. It’s tempting to think that learning must also follow a kind of precision, where you fully grok each concept before learning the next one, and follow a proper ordering of things.
But here’s the thing: humans aren’t precise. Learning is not like putting data into a computer because we aren’t computers and understanding isn’t information to be tokenized and stored. Understanding is more like a muscle than a memory, and learning is more like digestion than data entry. Let’s none of us be confused that digestion is anything but a process of turning nutrients into some combination of more you, mostly-wasted energy, and shit, and it’s not even remotely precise or ordered.
So if you want to grow in the JavaScripts, you’ll never get there with candy-coated tutorials.


[gecode-users] question about branching and diversity between solutions
Chd Orti
richard.portell at gmail.com
Fri Nov 14 16:54:12 CET 2014
Hello,
I have an array of size 100.
I have some constraints that I implemented for that array but they are not
big constraints, which means there are a lot of solutions for the problem.
I have issues with the branching. Basically what I want is to have the
biggest diversity for the values at 2 levels :
- biggest diversity within the same gecode generation (which would mean,
use the maximum range for each variable)
- biggest diversity between 2 gecode generations (I would like to have
completely different results with the same problem if I solve it again with
gecode).
For now, only
*branch(*this, myArray, INT_VAR_RND(r), INT_VAL_RND(r));*
has given me good results but it takes ages to compute for a simple problem.
I have tried some of the other branching options but its very regular
solution and almost the same between 2 generations .
Would you have some ideas to achieve that?
Cheers,
Richard
-------------- next part --------------
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Team Rescuer | Automated Detection of Floods
Select your area:
Select Area
{%for area in json_data.keys()%}
{{area}}
{%endfor%}
Water Level
Flood Occurance Probability
Flooding Starts
Population
100K
Duration


--- layout: post title: Using Transmit "mount as disk" and FolderWatch to develop on a remote system date: 2014-06-26 20:58:32.000000000 +01:00 type: post published: true status: publish categories: - Productivity - Programming - Projects - web tags: - FolderWatch - transmit meta: _edit_last: '1' tmac_last_id: '618797298752049152' author: David Simpson excerpt_separator: ---
Working as an external consultant means that you adapt to certain constraints. Sometimes this means you have absolutely no access to the systems you’re developing for and thus you’re reliant entirely on a your ability to bond and form a good relationship with a local admin (maybe from a different culture and continent). Other times, there is some limited access.
This time, I had some access. Just not much.
A project I’ve recently been working on had SFTP access to the web server where the files reside, but nothing more.
With this access (or lack thereof) I needed to update the authentication and authorisation code along with some other software enhancements.
I'd never needed to use Transmit's "mount as disk" feature before, but it is very handy. As you'd expect, it allows you to mount a remote SFTP filesystem as a disk on your local machine.
FolderWatch is a cheap, friendly and easy to use way to watch file changes and mirror updates to another folder.
With this configuration on my development machine, a change in by development directory is automatically mirrored in the locally mounted disk from the remote SFTP server. Local development is instantly mirrored on the remote server. Yay!
OK, so it's not all roses. Sometimes, Transmit disconnects without warning. Then you need to tidy things up again…
umount /Volumes/transmit-bookmark-name


Welcome to NStaticQuickTools!
Here is a base64 string - file converter. The base64 strings should not contain the MIME type.
Base64 string to file:
To file.
File to base64 string:


#F compiler translates #F source code into C code. #F supports separate compilation and provides a way to specify dependencies between source components (compilation units). The compiler implements full tail recursion, using trampoline compilation techniques similar to the ones used by Gambit C and MIT Scheme [Feeley97]. The parts of the C code inserted by the compiler conform to ANSI C standard [C89].
#F compiler translates #F compilation unit into C. A #F compilation unit is a single file, conventionally ending in .sf, that contains #F source code. The result of the translation is a single C file with the same base name as the #F file and the extension .c, located in the same directory as the original.
#F has a simplistic model of the global namespace (top level environment), borrowed from C and traditional Scheme. All top-level bindings occupy a single namespace shared by all units. There is no import or export of bindings; all top level bindings in all units of a program are accessible from any unit (the compiler may need to know where to look for, but there is no name resolution). In large-scale projects, name conflicts can be prevented in the traditional Scheme way by wrapping internal definitions in let forms or following a consistent naming convention. #F macro system supports simple name aliasing, which works equally well for variables and keywords, e.g.:
(define-syntax zap! acme.util.zap!) (define-syntax withcz acme.sugar.with-current-zapping)
Note that the original long names will still be visible.
A compilation unit may depend on other compilation units in two ways. First, it may use macros defined in other units. Second, it can contain initialization code which depends on effects of initialization code in other units (top-level procedures get their values during the initialization of the unit that contains their definitions).
#F treats both kind of dependencies in the same way. If unit A depends on units B and C, it should contain explicit processing instructions, telling the compiler to visit B and C before compiling A, and arrange the initialization order so that A is initialized after B and C.
#fload "filename" | processing instruction |
The #fload instruction tells the compiler that the unit being compiled depends on the unit named filename. At the macroexpansion phase, filename will be processed by the macroexpander as if its contents were present at the point of the instruction {what happens to nested instructions? –esl}. All processing instructions for unit dependencies should precede any regular #F forms in the unit.
When a compilation unit is translated into C, each variable bound by a top level define, assigned to via set!, or simply referred to in the code produces a single global C variable. If a variable is neither defined nor assigned to in the unit, the corresponding global C variable is attributed with extern specifier. Otherwise, the C variable has no extern specifier, which makes it defined in the unit for the system linker. In both cases, the global C variables have external linkage.
This simple strategy allows #F compiler to determine the unit where a variable is defined automatically and pass the correct linkage information to the system linker. When the program is assembled from the compiled units, the linker will report all cases of undefined and redefined top level variables.
As a result, every global identifier has a single place of definition and can not be assigned to from the units other than the unit where it is defined. Limiting all assignments to a single unit has many benefits. In particular, it allows the compiler to perform single assignment analysis, opening possibilities for inline substitution and call sequence optimizations.
When the compiled units are linked together to form an executable program, there has to be a way to specify an entry point for the program. #F compiler adopted the C model of identifying the entry point by name.
(main argv) | entry point procedure |
Semantics: If a unit defines a global procedure called main, this unit is identified as the main unit of the program and at the start of the program and initialization of all units specified as dependencies of the main unit (recursively), the control will be transferred to the main procedure with the original argument vector passed to it as the single parameter. When this procedure returns the false value (#f), the program will terminate with exit code 0 (a success). Any true value returned from main will be mapped to non-zero exit code in an unspecified manner.
When emitting C code for the main unit, the compiler adds all the pieces needed to start and run the application. This includes C main function and a minimal runtime system, described in [Ch7].
Note: The fact that a certain unit is linked into the final program does not mean that it will be initialized and that the global variables it defines will have the expected values. If a unit is not reachable through any dependency chain starting at the main unit, it will not be initialized and all global variables it defines will have their default values (false). In practice, failure to #fload a module often causes the program to crash when a procedure from that module is invoked.
Since the compiler emits C code, it can allow the programmer to inject pieces of C code into the output an no extra cost. This functionality is made available through three special forms which can only be used at the top level of a unit. All three forms do not allow expressions as arguments and have no value. In other respects they behave as regular forms and can be produced as the result of macroexpansion.
(%include "filename") | syntax |
(%include <filename>) | syntax |
These forms tell the compiler to add the corresponding #incude definitions to the prologue of the generated C file and C files produced by compilation of the units dependent of the unit being compiled. The compiler adds includes for stdio.h, stddef.h, stdlib.h, and assert.h by default, so those need not to be included explicitly.
(%definition "code") | syntax |
(%localdef "code") | syntax |
These forms insert arbitrary C code immediately after the includes and standard definitions added by the compiler. The first form (%definition) injects the code into the unit being compiled and all the dependent units, so it is normally used for C macros, function prototypes and inline functions. The second form (%localdef) does not insert any code into dependent units, so it is usually used to define C functions. Example:
(%include <math.h>) (%definition "extern double square(double);") (%localdef "double square(double x) { return x*x; }")
Note: The fact that the syntax of these forms uses string literals does not mean that a complete #F program that uses these forms should provide a run-time implementation of strings (or lists for that matter). Only parts of the surface syntax of #F program that are manipulated at run time need a runtime implementation.
The compiler follows a simple strategy for implementing full tail recursion and unrestricted continuations while compiling into portable C. All #F code in a compilation unit is compiled into a single host procedure, where all internal transfers of control are implemented with C switch, cases, labels, and gotos.
In a general case, #F control frames are allocated in the garbage-collected heap, and the resulting C program does not use C stack until the control has to cross the boundary of a compilation unit. At this point, the host function returns to its caller which serves as a dispatcher (a trampoline) responsible for inter-host transfers of control. The dispatcher’s job is to locate the host function holding the target control point and to call into this procedure with the control point as argument. It is the responsibility of the host function to transfer the control within itself so that the execution continues from the correct statement.
Host functions receive a run-time representation of control point within the host and return a run-time representation of a control point not found in the host. A control point (or case) is represented as an address of an element in the array of function pointers. In C code generated for a #F compilation unit, a static array of function pointers is generated with one element per each control point reachable from other units. All pointers in this array point to the unit’s host function, so the host function for a given case can be found by dereferencing the address.
Each host function starts with a prologue, where global variables needed to keep track of the execution are copied to local variables for faster access. The prologue is followed by a switch, dispatching on an offset of the current case from the beginning of the unit’s array of cases, and the control ends up on an actual C case label, where the C code for the control point is located. Any transfer of control to an unknown location starts from jumping to the beginning of the switch statement in the local host function. If the offset is negative or larger than the last C case label in the current host, the default: statement of the switch flushes local copies of the global execution environment back to global variables and returns the failed case to the host function’s caller, where the control is transferred to another host and the process is repeated.
#F compiler attempts to improve on the general mechanism described above by trying to generate helper functions and making direct jumps to statically known destinations.
Helper functions are C functions produced from #F procedures that satisfy the restrictions imposed by C memory management and calling conventions. Currently, the restrictions do not allow any allocation from garbage-collected heap, multiple return values, getting access to the current continuation or returning to a continuation other than the current, or calling functions other than itself or a previously defined helper function. A helper function can call itself any way it likes and contain internal loops with tail calls.
If a top-level #F procedure qualifies to be compiled as a helper function, the corresponding C code is inserted before the host function and the calls to the procedure are replaced with C expressions for the calls to the helper function. The fact that C runtime stack is used by helper functions does not break the tail-recursive behavior of #F programs because there is a fixed limit on the number of C stack frames used by tail calls, equal to the number of helper functions in the current unit (assuming the worst situation where they call each other tail-recursively in the reverse order of their definition).
Direct jumps are generated for all intra-host transfers of controls where the target of the transfer is statically known to the compiler. Such targets receive their unique C labels and the transfer of control is implemented via C goto statements.


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Guidance
Information on qualifications designed to fit a person for employment.
MS Excel Spreadsheet , 81.5KB
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MS Excel Spreadsheet , 213KB
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Vocational qualifications are qualifications designed to fit a person for employment.
The National Vocational Qualifications included in these tables cover all those accredited by Ofqual and are competence-based qualifications built on national occupational standards and criteria established by Ofqual. This includes Vocationally Related Qualifications and Scottish Vocational Qualifications.
The latest information regarding vocational qualifications can be found at FE data library: vocational qualifications


5.1
domestic | noise | noise separation | 2010
occupation
, must be designed and
constructed
in such a way to limit
the transmission of source noise from normal domestic type
activities, between such areas, to a level that will not threaten the
health of, or cause inconvenience to the
building
occupants.
attached
dwellings
;
(b)
attached
residential buildings;
or
(c)
a roof, walkway or
access deck
located directly above an area that
is either a
dwelling
or a
residential building.
5.1.0 Introduction
Noise nuisance outwith the control of
dwelling
occupants has increased
substantially over the last decade. This is mainly as a result of people’s
changing lifestyles, greater numbers and use of sound-producing equipment
and household appliances.
There has been a dramatic increase in the use of electrical goods,
particularly sound producing equipment such as audio and TV. Music can be
more bass orientated and played at higher volumes, whilst speakers
mounted on walls may improve the quality to the listener, they can create a
disturbance to others. The intention is not to prevent all sound from being
heard, but to limit noise nuisance by achieving levels of sound insulation that
will help to reduce the effects of sound on people in their home.
Complaints regarding noisy services do occur. Dealing with the varying levels
of sound produced by service equipment, such as lifts, heat pumps or air
conditioning units in
buildings
is a complex task. Guidance is given on the
care that should be taken at the design stage in the choice of service
equipment, installation and location within the
building
.
PAN 56
Designers should be aware that some Local Authorities may also set noise
reduction targets. This is usually enforced through environmental health and
planning legislation for noise emanating from commercial premises to
dwellings
, and more information on this is contained in PAN 56.
In the case of
conversions
as specified in regulation 4, the
building
as
converted
shall meet the requirement of this standard (regulation 12,
schedule 6).
5.1
—
5.1.0
domestic | noise | noise separation | 2010
5.1.1 Scope of standard
Airborne sound insulation should be provided where any
separating wall or
separating floor
is formed between areas in
different occupation
. For
example:
•
between
dwellings
;
•
between a
dwelling
and a non-
domestic building
;
•
stair or corridor, communal lounge, or car parking garage.
Airborne sound insulation need not be provided for:
a. a
separating wall
dividing any 2
buildings
, such as garages,
conservatories
or porches, or a combination of these, where each
b. an
external wall
such as a
wall
dividing a
dwelling
from an
access deck,
since it is not a
separating
wall;
c. a wall or floor between a
dwelling
and any accommodation that is ancillary
to the same
dwelling
, such as a garage.
Impact sound insulation should be provided where any
separating floor
is
formed between areas in
different
occupation. For example:
•
between
dwellings
;
•
between a
dwelling
and a non-
domestic building
with
rooms
intended to
be used for sleeping;
•
e.g. common stair or corridor, communal lounge, or car parking garage;
•
between a
dwelling
and a non-
domestic building
other than where it
meets the conditions of c below;
•
a roof, walkway or
access deck
located directly above a
dwelling
and to
which there is access, other than where it meets the conditions of d and
e below.
Impact sound insulation need not be provided for:
a. a roof above a non-habitable space, such as a
roof
space;
b. a floor between a
dwelling
and any accommodation that is ancillary to the
dwellings
such as a garage;
c. a
separating floor
between a
dwelling
and a non-residential non-
domestic
building
directly below;
d. a roof, walkway or
access deck
located directly above a
dwelling
and to
which there is access for maintenance purposes only;
e. a roof, walkway or
access deck
located directly above a
dwelling
and to
which there is access, where it is for the sole use of the residents of the
dwelling
.
5.1.1
—
5.1.1
domestic | noise | noise separation | 2010
5.1.1
—
5.1.1
domestic | noise | noise separation | 2010
5.1.2 Design performance levels
The following design performance levels are given for the control of sound
through
separating walls
and
separating
floors. The levels have been
developed from research covering sound and perceived sound in
dwellings
.
They have been identified as levels, based on normal domestic activities that
have been shown to produce few noise complaints.
achieving a high quality of workmanship on
site
;
•
supervision throughout the
construction
process;
•
the relationship between separating and adjoining elements (e.g.
external
walls, roofs and windows) to combat flanking transmission
and these factors should be carefully considered at the design stage.
All
work
should be designed to the levels in the following table:
Design performance levels in dB
[1]
Minimum airborne sound
insulation
[3]
56 D
nT,w
53 D
nT,w
Maximum impact sound
transmission
[3]
56 L
'nT,w
58 L
'nT,w
Notes:
1.
For the definition of D
nT,w
and L
'nT,w
see 5.0.4.
2.
Notice should be taken of the guidance on
conversions
in clause
5.1.5.
3.
See clause 5.1.1 for application of these performance levels to
separating walls
and
separating
floors.
Two methods are provided on ways to achieve these levels which can lead to
meeting the standard. They are by the use of:
a. Example Constructions (see clause 5.1.3); or
b. other
constructions
(see clause 5.1.4).
These methods are to be used in conjunction with the testing arrangements
(see clause 5.1.8 to 5.1.10).
5.1.3 Example Constructions
Example Constructions have been developed that will repeatedly achieve the
design performance levels in the table to clause 5.1.2. They have also been
developed from
constructions
that are in general use in the UK, and that are
known to reduce the range of sound frequencies that can generate
complaints.
Example Constructions
The Example Constructions are available on the BSD website
5.1.2
—
5.1.3
domestic | noise | noise separation | 2010
5.1.4 Other
constructions
Clause 5.1.3 provides guidance on
constructions
that have been designed
and tested to repeatedly achieve the performance levels in the table to
clause 5.1.2. However it may be necessary, preferable or desirable, to
include new or innovative
constructions
into a proposed design.
Where
constructions
that have not been tested previously are used, the
services of an acoustic specialist may be obtained, who should be able to
offer design guidance on
constructions
that are capable of achieving the
performance levels in the table to clause 5.1.2.
5.1.5
Conversions
Achieving the design performance levels for
conversions
can present
challenges to a designer. The presence of hidden voids within
constructions
,
back to back fireplaces, cupboards and gaps between
construction
elements
in walls and floors, mean that it may not be possible to use ‘pattern book’
type
constructions
to achieve the design performance levels. When
conversions
are undertaken, the adaption of the existing
building
should be
considered at the design stage. Conversions and conversions of traditional
buildings
should achieve the performance levels in the table to clause 5.1.2.
With older
buildings
achieving the performance levels in clause 5.1.2
becomes more difficult, therefore the levels for
traditional buildings
are less
demanding than for new build and conversions.
The design proposals for the
conversion
of a
traditional building
should be
considered carefully so that any measures taken will improve the sound
insulation. The performance levels in the table to clause 5.1.2 should be
considered as a benchmark, but it may not be possible to achieve these
levels in all circumstances. Consultation on such matters at an early stage
with both the verifier and the planning officer of the relevant authority is
advisable.
Historic and Listed
Historic and Listed
buildings
will prior to
conversion
display unique
characteristics as far as sound insulation is concerned. The original
building
design and
construction
will influence the level of sound insulation achievable
for the
separating walls
and
separating floors.
For this reason, specific
prescriptive guidance on such
buildings
is not appropriate. The relevant
authority may, at their discretion, agree measures that respect the character
of the
building
.
Advice on the general principles of sound insulation in Historic and Listed
buildings
can be obtained from the Building Performance Centre, Napier
University booklet 'Housing and Sound Insulation – Improving existing
attached
dwellings
and designing for conversions'.
Work
in a
roof space
The
conversion
of a
roof space
into habitable area, although very common,
can present problems as it is unlikely that access to the
roof space
in the
adjoining
dwelling
can be assured. Where an existing
separating wall
in a
roof space
is
constructed
of a single leaf of masonry only, it would be
appropriate to provide one leaf of a free-standing framed
construction
next to
the existing wall as each attic is developed. Example Constructions - detail
3: timber frame twin stud wall; gives a typical arrangement.
Pre-conversion sound
test
The
building
owner may wish to carry out a pre-conversion sound test prior to
the start of any conversion, ideally during the
building
survey process. The
acoustic performance of the existing
construction
can then be established
5.1.4
—
5.1.5
domestic | noise | noise separation | 2010
and problems identified that will allow the design of a tailored acoustic
solution to be determined at an early stage.
For larger or more complex
work
, advice on
conversions
may be sought from
an acoustic specialist who should be able to offer appropriate design
guidance.
5.1.6 Doors in a
separating wall
A door in a
separating wall
dividing a
dwelling
from a common area of a
building
can create an acoustic weak point in the wall allowing unwelcome
must comply with the relevant standards in section 2: Fire, section 4: Safety
and section 6: Energy the doorset will be relatively robust, and the weakest
point for noise to enter the
dwelling
will be through the gap between the door
frame and the door.
Entrance doors to
flats
and
maisonettes
located in a
separating wall
should
be fitted with a perimeter seal, including the threshold, to minimise noise
transmittance through the doorset.
A compressible type of seal may be used such as a rubber strip. Where the
seal is of a type that combines a smoke and noise seal, the product literature
should be consulted to confirm the seal will achieve the desired effect. The
seal should not interfere with the closing mechanisms of a
fire door
and
provide a positive seal between the door frame and the door.
5.1.7 Noise from services
Building
service installations serving common areas in
domestic buildings
have the potential to cause noise nuisance. For example, common plant such
as lifts, air conditioning units, ventilation systems, and drainage pipes running
the height of a block of
flats
have all been known to be a source of complaint.
Therefore, it is important that the design of
building
services, their position in
in the design process.
Service pipes
Services passing through
separating walls
or
separating floors
must comply
with the relevant standards in section 2: Fire.
Service pipes or
ducts
should not pass through a
separating wall,
unless they
are of small diameter, such as lateral pipework from network risers such as
gas, electricity, water and telecom. These pipes or
ducts
may pass through a
separating wall
from a common area into a single
dwelling
only.
Custom-built or
system chimneys
should not be
built
into timber-framed
separating
walls. Only masonry
chimneys
(including precast concrete
flue-blocks)
may be included as an integral part of a
separating
wall.
However some thickening of the
construction
may be necessary to achieve
the performance levels in clause 5.1.2.
5.1.5
—
5.1.7
domestic | noise | noise separation | 2010
Only
service openings
for
ducts
, service pipework or
chimneys
may be
formed in
separating
floors. These services should be enclosed above and
below the floor with a
construction
that will maintain the levels
of sound performance recommended for a
separating floor
in the table to
clause 5.1.2.
Mechanical services
Service equipment
rooms
should not be located next to quiet areas such as
rooms
intended for sleeping. Locating plant in a larger space can help
dissipate sound. Also, plant machinery and equipment such as lift rails
should be isolated from the walls and floor to reduce vibrations and the
resulting sound transmission to
rooms
intended for sleeping. Vibration from
mechanical equipment can be reduced with the use of inertia blocks and
resilient mounts.
Structure borne noise
Structure borne noise is the most common cause of complaints and the most
effective approach is to structurally de-couple service installations and
mechanical equipment from
separating walls and separating floors.
Lightweight structures need special consideration and it may be necessary to
support noisy plant on a separate, rigid structure. The installation of an
independent wall or ceiling lining may help achieve the performance levels in
clause 5.1.2.
Further guidance
A report
‘Service noise affecting dwellings'
includes several useful design
guide annexes. Annex H of BS EN 12354-5: 2009 provides more detailed
guidance on the reduction of service sound transmittance through
separating
Low carbon equipment
Design guides covering low carbon equipment, such as air source heat
pumps, contain advice on sound reduction measures and are available at
5.1.8 Post-completion performance test levels
The effectiveness of a
construction
to reduce sound transmission depends
on several factors; the design, the
buildings
within which it is formed and the
quality of the workmanship.
The use of either of the methods listed in clause 5.1.2 alone will not
guarantee the performance levels will be achieved. Good workmanship is
essential to their performance, and post-completion testing will confirm these
levels have been achieved.
5.1.7
—
5.1.8
domestic | noise | noise separation | 2010
Minimum airborne sound
insulation [3]
56 D
nT,w
53 D
nT,w
Maximum impact sound
transmission [3]
56 L
'nT,w
58 L
'nT,w
Notes:
1.
For the definition of D
nT,w
and L
'nT,w
see 5.0.4.
2.
Notice should be taken of the guidance on
conversions
in clause
5.1.5.
3.
See clause 5.1.1 for application of these performance levels to
separating walls
and
separating
floors.
5.1.9 Post-completion testing
On completion, new
buildings
and
conversions
should be tested in
accordance with the table in this clause. In order to allow the capacity of the
testing industry to grow in Scotland the guidance in the tables is being
phased in on the following dates. For building warrant applications made on
or after:
•
1 May 2011 -
flats
and
maisonettes
; and
•
1 October 2011 -
houses
and
conversions
;
in accordance with the table below:
2 - 20
21 - 40
Over 40
2 - 10
11 - 20
21 - 30
Over 30
5.1.8
—
5.1.9
domestic | noise | noise separation | 2010
Conversions
1 - 5
6 - 10
Over 10
Notes:
1. Where a
separating wall
forms a junction with a ground floor or roof a
weak point in the
construction
is created affecting the sound performance.
For this reason 1 test should be carried out on a
separating wall
at ground
and first floor level for attached
houses.
2. Each different
construction
in a development should be tested.
When a
conversion
of an attached
building
occurs, for example to a mid
terrace
dwelling,
it may not be possible to gain access to the adjacent
dwelling
or part of the same
building
, to carry out tests to the
separating
wall.
In this case, it may not be appropriate to request testing to be carried out.
Work
in a
roof space
The
conversion
of a
roof space
into habitable space, although very common,
can also present problems. Since it is unlikely that access to the
roof space
in the adjoining
dwelling
can be assured, it may not be appropriate to test.
Method of testing
Sound tests should only be carried out on a
building
that is complete and
when doors, access hatches and windows are fitted. Carpet, should not be
used as bonded resilient floor covering or laid before an impact test for
separating floors. Sound testing should be carried out in accordance with:
a. BS EN ISO 140-4: 1998 and BS EN ISO 717-1: 1997, for airborne sound
transmission; and
b. BS EN ISO 140-7: 1998 and BS EN ISO 717-2: 1997, for impact sound
transmission.
Airborne sound
insulation testing
At least two different loudspeaker positions should be used for the source
noise, in accordance with BS EN ISO 140-4: 1998.
Methods using a single
source
For each source position, the average sound pressure level in the source and
receiving
rooms
is measured in one-third-octave bands using either fixed
microphone positions (and averaging these values on an energy basis), or
using a moving microphone.
For the source
room
measurements, the difference between the average
sound pressure levels in adjacent one-third-octave bands should be not more
than 6dB. If this condition is not met, the source spectrum should be adjusted
and the source
room
measurement repeated. If the condition is met, the
average sound pressure level in the receiving
room
, and hence a level
difference, should be determined.
5.1.9
—
5.1.9
domestic | noise | noise separation | 2010
It is essential that all measurements made in the source and receiving
rooms
to determine a level difference should be made without moving the sound
source or changing the output level of the sound source, once its spectrum
has been correctly adjusted (where necessary).
The sound source should now be moved to the next position in the source
room
and the above procedure repeated to determine another level
difference. At least two positions should be used for the source. The level
differences obtained from each source position should be arithmetically
averaged,
D
as defined in BS EN ISO 140-4: 1998.
Airborne and
sound impact
insulation testing
For both types of testing it is possible to use fixed microphone positions,
rotating booms or manual moving microphones (mmm), in accordance with
BS EN ISO 140-4: 1998 and BS EN ISO 140-7: 1998.
Doors
It is not normal practise to undertake sound insulation tests where there is a
door in a
separating wall
, such as an entrance door to a
flat
from a common
stair. Allowance should be made if a test is needed for such a
separating wall
as the door will not achieve the same 'design performance level' as a
separating wall
, as the door will allow sound transmission through the gaps
and affect the sound test results.
Professional expertise
Testing should be carried out by persons who can demonstrate relevant,
recognised expertise in acoustics for sound insulation testing. This should
include membership of a professional organisation which accredits its
members as competent to both test and confirm the results.
5.1.10 Remedial action following a test failure
Noise transmission in
buildings
is a complex subject and it is difficult to
provide definitive guidance on resolving specific problems that have occurred
in individual
buildings
. It may be prudent to seek advice from a specialist
who, through experience of sound testing, may be able to identify and
resolve any problems.
If the failure is attributed to the
construction
of the separating and/or
associated flanking elements, other
rooms
that have not been tested may
also fail to meet the test performance levels. Additional tests may be needed,
over and above the number recommended in clause 5.1.9 to check that the
work
achieves the test performance levels.
5.1.9
—
5.1.10


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[gecode-users] std::set to Gecode::IntVar conversion - my quick and dirty solution
Martin Mann
mmann at informatik.uni-freiburg.de
Thu May 11 15:31:32 CEST 2006
Grégoire Dooms schrieb:
> Martin Mann wrote:
>> Moin Christian,
>>
>> mhh.. ok I ll have a look if I can write a worthy conversion! ;)
>> Will have to have a deeper look into IntVar implementations..
>>
> You can find two in the contribs/graph/view/iter.icc
> They are called StlToGecodeRangeIterator and StlToGecodeValIterator
> See example below.
Thanks to Grégoire Doom and his source code example I got the idea to
write a Range iterator, that can be used in the constructor of a
Gecode::IntSet object.
It is not a final solution, because I would like to have a direct
conversion from std::set<int> to Gecode::IntVar, but with a
Gecode::IntSet step between it is usable.
I didnt used the graph package, that already have got the feature
std::iterator -> Gecode::Iterator, because I ve got trouble to compile
the package on my cygwin system with the included boost version. I gave
it up at the moment.
my class looks like that:
---------------------------------------------------------
/**
* provides a constant Gecode RangeIterator of a std::set<int> that
* calculates the ranges on demand.
*/
class GC_StlSetRangeIterator
{
private:
//! the set this iterator operates on
const std::set<int>* data;
//! the current position in data
std::set<int>::const_iterator actElem;
//! == true if the iterator has reached the end
bool noFurtherRange;
//! the current range
int nextMin, nextMax;
//! searchs for the next range and sets the inner members
void getNextRange() {
if (data==NULL || actElem == data->end()) {
noFurtherRange = true;
return;
}
// init and identify next range
nextMin = *actElem;
nextMax = nextMin;
// build next range
while ( (++actElem != data->end()) && (*actElem == (nextMax+1)))
nextMax++;
}
public:
GC_StlSetRangeIterator();
GC_StlSetRangeIterator(const std::set<int>* data_);
virtual ~GC_StlSetRangeIterator() {}
void init(const std::set<int>* const data_) {
data = data_;
noFurtherRange = false;
getNextRange();
}
bool operator()(void) const { return !noFurtherRange; }
void operator++(void) { getNextRange(); }
int min(void) const { return nextMin; }
int max(void) const { return nextMax; }
unsigned int width(void) { return nextMax-nextMin+1; }
};
----------------------------------------------------------------
and can be used like that:
----------------------------------------------------------------
#include <int.hh>
#include <set>
#include <iostream>
#include <GC_StlSetRangeIterator.hh>
int main(int argc, char** argv) {
std::set<int> s;
for(int i=0; i<5; i++) {
s.insert(i);
s.insert(i+7);
s.insert(i*5);
}
GC_StlSetRangeIterator it(&s);
Gecode::IntSet is(it);
std::cout<<"new IntSet = " <<is <<std::endl;
return 0;
}
----------------------------------------------------------------
there may be much better implementations or possibilies.. ;)
Thanks to all of you!
Martin
More information about the gecode-users
mailing list


WATCH: When You Have A PHD In “Thievery”…Bulawayo Lady Performs Amazing “Disappearing Trick” In Shop
by Timothy NdoroIt seems like the tough times that are currently being experienced across the country have forced some people to become imaginative and highly skilled at alternative means of earning a living. A business owner in Bulawayo recently realised that there are some who seem to have acquired PHDs in thievery.
In this particular case, a yet to be identified woman who seems to have a PHD in thievery was caught on live camera stealing a can of what appears to be powder milk. Amazingly, she defies all logic as she somehow manages to hide the huge can in her panties and strolls out of the shop nonchalantly, just like any other shopper minding their own business.
Unfortunately, for the business in question, the lady got away with her crime because the video was not being watched in real-time.
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JUST IN:Presidential Guard Commander Suspended After State House Shooting
To View and Apply for the latest Jobs and Vacancies in Zimbabwe, Please Visit our Sister website iHarare Jobs


Detailed course offerings (Time Schedule) are available for
CHSTU 101 The Chicano/Mexican Ethnic Experience in the United States (5) I&S, DIV Gamboa, Salas
Examines the Chicano/Mexican American experience, with a focus on past and contemporary issues of race, ethnicity, and socio-economic status.
View course details in MyPlan: CHSTU 101
CHSTU 200 Latinos in the United States: Patterns of Racial, Ethnic, and Socio-Economic and Political Inequality (5) I&S, DIV Gamboa, Salas
Studies broad patterns of inequality formed by historical forces, race, ethnicity, nationality, gender, immigration, and social capital. Analyzes rapid growth and adjustment of old and newly established Latino communities, resulting from transnational migration from Latin America.
View course details in MyPlan: CHSTU 200
CHSTU 254 Northwest Latino Ethnic Communities: Culture, Race, Class, Immigration, and Socio-Economic and Political Marginalization (5) I&S, DIV Gamboa
Traces the history and development of the Latino community in the Pacific Northwest. The study engages racial and ethnic identities, rural to urban, inter-regional, and trans-border migration, and labor and economy to approach issues of marginalization. The Latino community is also contrasted across rural and urban spaces.
View course details in MyPlan: CHSTU 254
CHSTU 255 Mexican Women: Past and Present (5) I&S, DIV Salas
Survey of women in Mexican society from Meso-American times to the 1940s.
View course details in MyPlan: CHSTU 255
CHSTU 256 Chicanas: Gender and Race Issues (5) I&S Salas
Contemporary issues in the Chicana movement since the 1940s. Issues range from feminism and Chicana political, educational, and social organizations, to work, family, health, and the arts.
View course details in MyPlan: CHSTU 256
CHSTU 260 Introduction to Chicano Politics (5) I&S, DIV
Surveys the political position and activities of Mexican American peoples in the United States from two perspectives: (1) Chicanos as objects of the political process of U.S. life, (2) contributions of the Chicano people to U.S. politics.
View course details in MyPlan: CHSTU 260
CHSTU 320 Food Sovereignty Movements in Mexico and the United States (5) I&S Pena
Interdisciplinary study of agrifood systems and food sovereignty movements in Mexico and Mexican-origin communities in the United States. Uses the methods and materials of ethnography, agroecology, and political ecology in concert with environmental history, rural sociology, deconstructive discourse analysis, eco-criticism, and predictive ecology. Offered: A.
View course details in MyPlan: CHSTU 320
CHSTU 330 Chicano/Chicana Autobiography (5) I&S
Explores the issue of Chicano, or Mexican American, identity. Examines statements of selfhood by Chicanos, studied in order to understand the relationship between individual and society in creating identity.
View course details in MyPlan: CHSTU 330
CHSTU 332 Chicano Film and Narrative (5) VLPA/I&S, DIV Flores
Provides a historical overview of the evolution of Chicano culture through film. Critically examines the portrayal and self-portrayal of Chicanos in film and selected works of narrative. Taught in English.
View course details in MyPlan: CHSTU 332
CHSTU 340 Latina/Latino Theater (5) VLPA Habell-Pallan
Explores the contextual, theoretical, thematic, and formal dimensions of U. S. Latina and Latino theater and performance art in the contemporary period. Examines performances and play scripts as a way of analyzing innovations in form, language, and content produced by Chicano/Latino teatro and performance art.
View course details in MyPlan: CHSTU 340
CHSTU 342 Working Latinas and Latinos: Changing Sites of Identity in Daily Life (5) I&S, DIV
Sociological examination of Latina/o working lives. Focuses on inequalities and power relations that shape diverse socio-economic working experiences and social change across distinct Latino communities. Covers race and gender consciousness, informal/formal work, labor recruitment, changing contexts of home and family, youth and children's work, entrepreneurship, organizing, and immigration and labor legislation.
View course details in MyPlan: CHSTU 342
CHSTU 352 Latina/o Migrations: A Comparative Analysis (5) I&S, DIV Gamboa, Salas
Comparative studies of migrations to the U.S. from Mexico, the Caribbean, Central and South America. Key theories and conceptual frameworks for understanding Latina/o migration and other key migrations to the U.S. Analyses of structural powers, the state, and identify formation in areas such as work, family, political participation, and community.
View course details in MyPlan: CHSTU 352
CHSTU 354 Unions, Labor, and Civil Rights in California and Pacific Northwest Agriculture (5) I&S Gamboa
Comparative study of Southwest and Pacific Northwest farm workers against the social movement of the 1960s, its significance in the socio-political development of the Chicano civil rights movement, and its legacy. Uses historical and social science research methods along with analytical criticism to examine the period of social history.
View course details in MyPlan: CHSTU 354
CHSTU 356 The Chicano Family (5) I&S Salas
The historical, psycho-social, and sociocultural role of the Chicano family from Meso-American times to the present.
View course details in MyPlan: CHSTU 356
CHSTU 359 U.S. Latino Politics (5) I&S, DIV M. BARRETO
Examines historical and current political incorporation of Latinos in the United States. Topics include Latino voting and voter mobilization, office seeking and representation, Latino public opinion, and public policy formation on "Latino issues." Offered: jointly with POL S 359.
View course details in MyPlan: CHSTU 359
CHSTU 405 Advanced Chicano Studies (5) I&S Gamboa
Chicano culture as related to current values and health practices, Mexican labor and immigration in both historical and contemporary setting. Chicano politics 1848 to present. Recurrent problems of Chicanos in society; social movement for acceptance and for self-determination.
View course details in MyPlan: CHSTU 405
CHSTU 416 Comparative Social Movements: Mexico and the United States (5) I&S, DIV D. PENA
Historical, ethnographic, and theoretical perspectives in the study of Mexican-origin communities in social movements in Mexico and the United States with a focus on workers, immigrants, peasants, women, indigenous peoples, and students as forces of collective mobilization and social, cultural, and political change. Offered: jointly with ANTH 416.
View course details in MyPlan: CHSTU 416
CHSTU 465 Contemporary Chicano Literature (5) VLPA Flores
Examines one or more problems, themes, and/or figures in the developing body of Chicano literature. Taught in English.
View course details in MyPlan: CHSTU 465
CHSTU 466 Chicano Literature: Fiction (5) VLPA Flores
Examines nineteenth- and early twentieth-century fiction, as well as contemporary works in attempts to trace the development of Chicano fiction in the proper historical trajectory. Taught in English.
View course details in MyPlan: CHSTU 466
CHSTU 498 Special Topics in Chicano Studies (3-5, max. 10) I&S Gamboa, Olguin, Salas
Interdisciplinary course concentrating on one or more aspects of the Chicano experience.
View course details in MyPlan: CHSTU 498
CHSTU 499 Independent Study and Research (1-6, max. 10) Gamboa, Olguin, Salas
Students work individually or in teams.
View course details in MyPlan: CHSTU 499


Where art meets data
Oftentimes, when people think of data maps they think of coding and numbers and statistics and forget about the dynamic, and beautiful, imagery that data maps can bring to a site. Check out our portfolio of work below and see all of the different options you can have with a map.


Cocaine is the devil..of this I am convinced. This powdered devil causes normally kind and loving people to hurt those they love,become impossible and downright ugly..all fiendish things indeed. I use coke alone, although it had at one time been a social and 'fun' drug for me. I spend hours snorting and stalking around my house..looking for people out to get me.
  I forget to feed my dogs, forget to wash , forget to brush my teeth, forget to do anything..except MORE coke. I do come down, and the 'I'm sorries' begin. I promise I am done with it..and at that time I truly am..until the next time...
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


Equivalent to choosing the Resume button on the toolbar. Resumes a paused macro. Returns TRUE if successful or the #VALUE! error value if no macro is paused. A macro can be paused by using the PAUSE function or choosing Pause from the Single Step dialog box, which appears when you choose the Step Into button from the Macro dialog box.
Syntax
RESUME(type_num)
Type_num is a number from 1 to 4 specifying how to resume.
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Tip You can use Microsoft Excel's ON functions to resume based on an event. For an example, see ENTER.DATA.
Remarks
If one macro runs a second macro that pauses, and you need to halt only the paused macro, use RESUME(2) instead of HALT. HALT halts all macros and prevents resuming or returning to any macro.
If the macro was paused from the Single Step dialog box, RESUME returns to the Single Step dialog box.
Related Functions
HALT Stops all macros from running
PAUSE Pauses a macro
RETURN Ends the currently running macro
Return to index


The router in this level responds to a special type of ping, called a "Broadcast ping". When a router receives a packet that is addressed to the broadcast address, it replicates it and sends it to all the machines on the network.
In this level, Google has received an upgrade: it can no longer be DoS'd from a single computer. Multiple computers will be required to coordinate with each other in order to send enough traffic.
However, you only have control of a single computer! You will have to implement a smurf attack. In a smurf attack, you leverage other devices to send traffic for you.
Experiment with sending broadcast pings by sending a message with the dstip set to "Broadcast". See if you can overwhelm Google by combining this with what you learned about spoofing packet source addresses.


--- layout: page title: On Reading comments: true nextArticle: 2019-05-18-what-is-an-author sidebarorder: 6 ---
Introduction
“But how could you live and have no story to tell?” -Dostoevsky
On Reading is an ongoing series of articles that investigates and explores the meta, philosophical, and academic aspects of reading and criticism. The goal is to understand what makes a piece of writing good. Is it form? Is it innovation? Is it courage and honesty?
To get to the bottom of these questions, if answerable, this series will attempt to analyze the philosophies of knowledge, interpretation, and honestly who knows what else. We know when we like the writing we like, but do we know why?
This series of articles will be constantly updated. They are intended to be read somewhat chronologically, but not really. Feel free to pick up on any one of them that sparks your interest.
Articles will be produced while following along to an Open Yale Course about the Theory of Literature and using its textbook as a guide. Although this will be the general point-of-departure, rabit holes and tangents are expected.


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DR DOLITTLE (20TH CENTURY FOX) RUNNING TIME: 1 HOUR 25 MINUTES STARRING EDDIE MURPHY DIRECTED BY BETTY THOMAS Riding high on the success of The Nutty Professor (1996), Murphy returns in this abysmal comedy.  However, after being 'exorcised' he loses this ability, and we fast forward to see Dolittle in a crummy job surrounding by crummy people (most notably Dr Mark Weller, played by Oliver Platt.) However, with a bonk on the head his ability to understand animals returns, and 'comedy' is ready and waiting to happen. Except comedy never does happen. Doctor Dolittle, even with the excellent premise, rarely manages to raise a laugh. Poor old Murphy looks bored stiff throughout the whole movie, and his performance suffers. The manic Murphy we saw in the 80's is gone, his more mature (and more boring) twin appears to be getting all the work in the 90's. The voices of the animals, which include Albert Brooks, Chris Rock (the 'new' Eddie Murphy) and Norm McDonald as 'Lucky' the dog are marginally better, and at least they put enthusiasm in the movie. Sadly, most of their lines are pretty dumb.  The film even succumbs to fart jokes halfway through, in a desperate attempt to raise some laughs. There are a few good jokes in the script, but they are few and far between. If I had to choose a favourite performance, it would probably be Albert Brooks tiger, who has a certain charm about him. Sadly, he's barely in the movie, and Rock's really annoying Hamster is given far too much screen time. Joke wise, we are thankfully, spared the mocking and insulting type of jokes that featured heavily in The Nutty Professor.
The director, Betty Thomas, has, well, done better films. She bought us Private Parts (1997) and The Brady Bunch Movie (1995) which were, sadly, much better than this. The scenes lack any charm, she just gets the job done. The animals themselves, are reasonable realistic, although most of them are obviously puppets. There's an impressive looking tiger, however, and the lip sync is pretty good. You'd have no problem guessing that most of the close up's are puppets, however, with their jilted movement. I was hoping Jim Hensons workshop, who created the furry friends, would have done a better job.
Doctor Dolittle, in the end, is a disappointment for everyone involved. Murphy has done much better movies (i.e Trading Places) the director has seen better days, and even the creatures aren't that good. The target audience, aged between 7-13, who are undemanding, will probably like it however, thanks to it's dumbed down humour. Everyone else, however, should give Doctor Dolittle a miss.
OVERALL RATING=*1/2 OUT OF *****
REVIEW BY DAVID WILCOCK
DAVID WILCOCK<EMAIL_ADDRESS>Visit the Wilcock Movie Page! http://wilcockmovie.home.ml.org -OR- http://www.geocities.com/Hollywood/9061 Recieve Wilcock Movie Page Reviews via E-MAIL Send a blank E-MAIL to<EMAIL_ADDRESS>to join the mailing list!
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Beeminder Support Support
1. Authenticate As A Beeminder Admin (each time this page is loaded)
2. Now Just Copy/Paste Chunks Of Text Containing Email Addresses
Pro tip:
Triple-click to highlight the whole line containing the email address you want rather than fussing with selecting just the email address.
—→ (no email address found yet)


Next Departures
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Civic Center
Check Below for Routes to Your Train With Less Crowded Seats
Richmond Options
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SF Airport Train
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Daly City Train
SF Airport Train
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The secret has now been permanently deleted from the system, and the URL will no longer work. Refresh this page to verify.


@Master['shared/layout.html']; @Section['js']cruds.js@EndSection @Section['js2']pages.js@EndSection @Section['sidebar'] Create new Page Create new CRUD Currently Showing: PAGES Currently Showing: CRUDS @IfNot.ShowCruds Sort After GET POST PUT DELETE @EndIf @EndSection @Section['content']


The symmetry of the line diagrams accounts for the symmetry of the
two-color patterns. (A proof shows that a 2
nx2
n
two-color triangular half-squares pattern with such line diagrams must
have a 2x2 center with a symmetry, and that this symmetry must be
shared by the entire pattern.)
Among the 35 structures of the 840 4x4 arrays of tiles, orthogonality
(in the sense of Latin-square orthogonality) corresponds to skewness of
lines in the finite projective space PG(3,2). This was stated by the
author in a 1978 note. (The note apparently had little effect. A
quarter-century later, P. Govaerts, D. Jungnickel, L. Storme, and J. A.
Thas wrote that skew (i.e., nonintersecting) lines in a projective
space seem "at first sight not at all related" to orthogonal Latin
squares.)
We can define sums and products so that the G-images of D generate an
ideal (1024 patterns characterized by all horizontal or vertical "cuts"
being uninterrupted) of a ring of 4096 symmetric patterns. There is an
infinite family of such "diamond" rings, isomorphic to rings of
matrices over GF(4).
The proof uses a decomposition technique for functions into a finite
field that might be of more general use.
The underlying geometry of the 4x4 patterns is closely related to the
Miracle Octad Generator of R. T. Curtis-- used in the construction of
the Steiner system S(5,8,24)-- and hence is also related to the Leech
lattice, which, as Walter Feit has remarked, "is a blown up version of
S(5,8,24)."
For movable JavaScript versions of these 4x4 patterns, see
The Diamond 16 Puzzle
and the easier
Kaleidoscope Puzzle.
The above is an expanded version of Abstract 79T-A37, "Symmetry
invariance in a diamond ring," by Steven H. Cullinane,
Notices of
the American Mathematical Society, February 1979, pages A-193, 194.
For a discussion of other cases of the theorem,
click here.
For some context, see
Reflection Groups in
Finite Geometry.


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Destinations Around the World
As a kid i have always imaged my self going from places to places and traveling the world.In an attempt to make that dream come true , i have recently started to travel the world .I made a promise to myself that i will try to go to a new country every year . This website will be dedicated to sharing my dream destinations that i would like to visit around the world.
Thank you for joing me on my journey!


the terms below are listed in alphabetical order
- doula
- nonmedical person who assists a woman through pregnancy and childbirth
- family planning
- long-term birth control planning
- midwife
- has professional training in the care of pregnant women and delivery of babies
- nurse practitioner
- a nurse with advanced training and clinical experience
- obstetrician
- a doctor who specializes pregnancy care and the delivery of babies
- pediatrician
- a doctor who specializes in the care of babies and children
- postpartum
- after giving birth (can refer to the time period or a woman's condition)
- postpartum depression
- severe, long-lasting depression that begins after giving birth
- prenatal
- time between becoming pregnant and when the baby is born
- trimester
- one of three 3 month-long segments of pregnancy
- voucher
- a certificate that can be used as payment


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This is a two player game. One person uses the arrow keys,
the other person uses WASD. For every second you're on your opponent's
side, you get a number of points, but if they tag you on their side you lose.


@(message: String) @Main("Nikki Van Djik") {
Nikki's Dad taught her to surf on the beaches of Phillip Island, where she has grown (is still growing) up. At the tender age of 10 Nikki was talent spotted by Rip Curl and in 2007 was the youngest ever State Junior Champion, taking out the Quiksilver State Championships at just 12 years of age. At 14, Nikki won the local trials for a wildcard to compete in the main event of the Rip Curl Women’s Pro in 2009. After surfing her way to 9th place she was knocked out by team mate Steph Gilmore. Now 15, Nikki has been concentrating on the Pro Junior Series and is aiming for the World Tour one day.


DfE enquiries
Central newsdesk 020 7783 8300
General enquiries 0370 000 2288
Press release
A 3D printer programme that will boost science, technology, engineering, maths, and design and technology teaching is to be extended.
A programme to bring futuristic 3D printers into state-school classrooms to boost the teaching of science, technology, engineering, maths ( STEM ), and design and technology is to be extended by Education Secretary Michael Gove.
3D printing is already an established industrial technology used for prototyping and manufacturing products and components across a range of industries.
But it is a new concept in schools and last year the Department for Education funded a project to allow 21 secondaries to trial the use of the printers in STEM and design and technology classes.
Following the success of that trial, Michael Gove is bringing the technology into more schools - setting up a £500,000 fund so up to 60 teaching schools can buy 3D printers and train teachers to use them effectively.
It is the latest stage in the government’s programme to improve standards in hi-tech subjects. The new curriculum for computing will ensure primary school pupils learn to write computer programs while computer science will also be included in the EBacc from next year. The new design and technology curriculum, backed by inventor Sir James Dyson, specifically mentions 3D printers and will see pupils taught about advanced skills, including robotics, so that more are prepared for jobs in the engineering industry.
Michael Gove said:
3D printers are revolutionising manufacturing and it is vital that we start teaching the theory and practice in our schools. Teaching schools will be able to develop and spread effective methods to do this. Combined with our introduction of a computer science curriculum and teacher training, this will help our schools give pupils valuable skills.
The extension of the 3D printer programme follows the success of trials in 21 schools which used them in lessons.
A report into the pilot said that so far in the UK, the technology had been restricted largely to design and technology classes but that there was “considerable potential for them to be used within a range of STEM subjects, for example to enable links to be made between mathematics, design and physics in a similar way to, for example, ‘sound’ enabling links between music, physics (wave properties), biology (hearing) and engineering (concert hall design).”
The pilot schools reported that early work with the printer was often limited to demonstrations and printing of small files such as 3D shapes. This highlighted the need for good training of teachers, which is why part of the money will be for continuing professional development (CPD).
Examples of how the printers were used included:
David Jermy, the head of design and technology at Settlebeck High School, in Sedbergh, Cumbria, said:
All the pupils who have been involved with the 3D printer so far have been inspired by its possibilities. The opportunity to realise a concept or idea quickly into a 3D product is an incredibly powerful teaching tool.
James Brady, head of technology at Simon Langton Girls’ Grammar School, in Canterbury, Kent, said:
With the printer carrying out the ‘production’ of objects, more time can be spent considering the science and mathematics involved in design. One pupil stated that the 3D printer had heightened her interest in mathematics and improved her desire to learn. Subsequently she commented that it improved her level of achievement.
The funding covers the rest of this academic year and 2014 to 2015.
Central newsdesk 020 7783 8300
General enquiries 0370 000 2288
Published: 19 October 2013


Trump Shrugs Off Giuliani’s Comments About ‘Insurance’: ‘Rudy’s A Great Guy’
President Donald Trump apparently isn’t bothered by his personal lawyer hinting at having damaging information in case Trump decides to chuck him under the bus.
“What do you think of Rudy Giuliani saying he has ‘insurance?'” a reporter asked Monday during a media scrum in the Oval Office.
“Oh, I don’t know,” Trump replied. “Rudy’s a great guy.”
The President went on to say that Giuliani “covered that himself,” likely referring to the lawyer claiming on Saturday that he was being sarcastic when he told Fox News host Ed Henry he had “insurance” earlier that day.
That wasn’t the first time Giuliani alluded to having some kind of safeguard in the event Trump and his allies make him take the fall for the scheme to strong-arm Ukraine into announcing an investigation into Joe Biden.
During an interview with the Guardian more than a week ago, Giuliani said he wasn’t worried about Trump potentially throwing him under the bus as House impeachment investigators dig into the scandal.
“But I do have very, very good insurance, so if he does, all my hospital bills will be paid,” Giuliani told the Guardian.
“He’s joking,” Giuliani’s attorney added.
And in September, Giuliani told CNN he had kept several texts from the State Department as proof that the department had approved of his communications with Ukraine.
“I’m going to use them to protect myself if and when I need them,” he said.
Watch Trump below:


Expressions
In Warp, notes and chords are written in text, rather than in a piano roll format. When we define notes or chords in a Pattern, we can simply type in symbols for the notes and chords.
Notes and Chords Are Only The Start
Warp wants all users to be able to easily express high-level compositional intent, and that includes random or evolving variations. These variations include subtle note or MIDI CC changes on certain steps as commonly found in acid or minimal techno OR insane arpeggiated chord sequences that only a robotic Mozart could pull off. To achieve this, we need tools -- a language -- for expressing this. Warp expressions are that language.
Transforms Implement MIDI Effects
Expressions in Patterns are not only used in describing what notes play, but also in Transforms. As we have explained earlier in the documentation, transforms move across the notes that would be in a Pattern, and can modify them in a number of ways - which will grow with each future release of the Warp program. Just as a software reverb or a guitar pedal is an audio effect, transforms are MIDI effects. Examples of transforms include simply transposing up an octave, arpeggiating chords, or bumping every fourth note up a fifth.
Everything Is Scale Aware
Expressions in both Patterns and Tranforms work in the context of the current Scale, so they always stay musical. Of course it is still possible to express sharps and flats outside the scale (aka "blue notes"), something that is usually not possible in classical DAWS with "force to scale" features. To do this, in Warp, it's more likely you would input the first note in a scale as "1", rather than "C4". If you write "C4", however, that note will always be an C4, meaning you can control percussion tracks without them being altered by a scale change.
Ready To Get Started Learning Expressions?
We don't want to overwhelm anyone, but there is a lot to explore. If this seems confusing, we recommend looking at some of the example songs that come with Warp (see API for now), and things should make a lot more sense in context. You can then think of this documentation section more as a reference manual and come back to it as needed, or when you feel like learning more features. Explore each chapter and feel free to not use everything at once - eventually, you'll feel like exploring and trying out more features as things become second nature.


{% extends 'core/wizard-step-base.html' %}
{% block head_title %}ERP - great.gov.uk{% endblock %}
{% block step_title %}Are you aware of changes for others exporting these goods to the UK{% endblock %}
{% block caption %}
The more data you give, the better we can assess the level of competition in the market.
For trade associations, enter a cumulative figure. These exporters can be from anywhere.
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CRISPieR: re-engineering CRISPR-Cas9 with functional applications in eukaryotic systems
Motivation
The CRISPR-Cas9 system is an astounding tool with many applications in synthetic biology. Since its popularization a few years ago, CRISPR papers have flooded major journals and many iGEM teams have worked to improve its use as a genome editing tool. The 2015 Waterloo team is taking a three-pronged approach to expand upon previous research for wider, more efficient, and more flexible use of CRISPR-Cas9.
We aim to make target selection and guide sequence replacement physically easier in the lab. To target a DNA sequence, a single guide RNA (sgRNA) is used to identify a match. Each sgRNA can only have one intended target, however, which forces us to re-synthesize and re-clone the entire sgRNA sequence for each new target we'd like to test. By being able to swap out a 20 base pair section of the sgRNA sequences, instead of synthesizing new targets from scratch, we hope to reduce the turnaround time for using CRISPR to target different sequences.
By building on recent papers, such as Kleinstiver et al., 2015, we are trying to make Cas9’s binding to a protospacer adjacent motif (PAM) site more flexible. The standard S. pyogenes type II CRISPR-Cas9 binds to a PAM of length 3, namely NGG. While this is fairly general, requiring that this sequence be next to the target sequence limits where Cas9 can cut. We will produce a model that suggests Cas9 variants and their preferred PAM sites, and we will attempt to demonstrate this model’s validity. The overarching goal is to create Cas9 variants that will bind to any desired PAM site, and we hope to take some steps forward to make that goal more achievable and directed.
Finally, CRISPR originated as a viral defence mechanism for bacteria, for specific and targeted immunity. Multi-cellular organisms have developed their own defenses to achieve this goal, but from our research it appears that groups have not publicly attempted to introduce CRISPR as an antiviral mechanism in multicellular organisms. Our team is attempting to use the CRISPR system in plants to discover whether it can defend against a class of double-stranded DNA viruses.
sgRNA Modification
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Cas9 Modification
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Plant Viral Defence
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