--- title: Wetlands author: display_name: JP email<EMAIL_ADDRESS>tags: - usfws - water - wetlands categories: [] date: 2011-11-22 14:47:08 -0700 Wetlands: downloads: - url: https://drive.google.com/file/d/0ByStJjVZ7c7mbnlUUTNWbWdOclU label: 'Wetlands: File Geodatabase' - url: https://drive.google.com/drive/u/0/folders/1mjTOCRivKo9g1vO_0xzlw4I1e3ihKjCf label: 'Wetlands Metadata: File Geodatabase' - url: https://drive.google.com/drive/u/0/folders/0ByStJjVZ7c7mNW9iXzJrQUYyV0U label: 'Wetlands: Shapefile' - url: https://drive.google.com/drive/u/0/folders/1mjTOCRivKo9g1vO_0xzlw4I1e3ihKjCf label: 'Wetlands Metadata: Shapefile' updates: - Wetlands will be updated approximately twice per year when NWI releases new updates. The current version is up-to-date as of June 18, 2019. --- {% include abstract.html download="https://drive.google.com/drive/u/0/folders/0ByStJjVZ7c7mNW9iXzJrQUYyV0U" name="Wetlands" stewards="Utah Geologic Survey, Department of Natural Resources" abstract="Wetland location and classification polygon map data, derived from the U.S. Fish and Wildlife Service’s National Wetlands Inventory (NWI), including information on wetlands, shallow and deep water, and riverine features. This layer will be updated approximately twice per year following the update schedule set by NWI." %}
Water.Wetlands is derived from the U.S. Fish and Wildlife Service’s National Wetlands Inventory (NWI). NWI attributes wetlands with codes from the Cowardin Classification System; codes can be interpreted online. Cowardin classes in this derived layer have been split into separate System, Class, and Water Regime fields. Wetlands spatial data were produced from a combination of aerial imagery examination and on-the-ground assessment and are not meant to be used as the basis for a jurisdictional wetland delineation.
The associated metadata are a description of wetland mapping projects, including the scale at which mapping was conducted and the imagery year used for the mapping. Some mapping projects include supplemental map information that describes the projects in more detail. Most mapping in the state of Utah was conducted using imagery from the 1980s; the Utah Geological Survey is working to update wetlands data across the state. The location of recent and ongoing mapping projects can be found in the Projects Mapper.
{% include contact.html subject=page.title contact=site.data.contacts.wetlands %}


how to play
1.
2. Collect powerups.
3.
4. Destroy
other players and robots to increase your score.
Be careful. It's dangerous in there.
You play as one of these characters
and your mission is to deploy these
to blow up these
as well as other players who get in your way.
Be sure to keep away from all bombs when they explode,
even your own! Try waiting around a corner.
Sometimes you will see powerups, like these
These give you more bombs, increase the range of the explosions,
and give or take powerups such as bombs, range, points, or speed.
and there's more...

You can kill them with bombs, but there are rumours
that some of them have been upgraded.
That's all we're allowed to say...
Robots will spawn from these
Do not touch those either, or you will explode.
Good luck... you'll need it.


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| file | colorlabel.cpp |
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| file | colorlabel.h [code] |
| |
| file | dotsignal.cpp |
| |
| file | dotsignal.h [code] |
| |
| file | handle.cpp |
| |
| file | handle.h [code] |
| |
| file | main.cpp |
| |
| file | mainwindow.cpp |
| |
| file | mainwindow.h [code] |
| |
| file | showhelpdialog.cpp |
| |
| file | showhelpdialog.h [code] |
| |
| file | showsvg.cpp |
| |
| file | showsvg.h [code] |
| |
| file | showsvgdialog.cpp |
| |
| file | showsvgdialog.h [code] |
| |
| file | svgreader.cpp |
| |
| file | svgreader.h [code] |
| |
| file | svgwindow.cpp |
| |
| file | svgwindow.h [code] |
| |
| file | textdialog.cpp |
| |
| file | textdialog.h [code] |
| |
| file | textItem.cpp |
| |
| file | textItem.h [code] |
| |
| file | ui_mainwindow.h [code] |
| |
| file | ui_showhelpdialog.h [code] |
| |
| file | ui_showsvgdialog.h [code] |
| |
| file | ui_textdialog.h [code] |
| |
| file | ui_veellipsesettings.h [code] |
| |
| file | ui_vepolylinesettings.h [code] |
| |
| file | ui_verectanglesettings.h [code] |
| |
| file | vebaseitem.cpp |
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| file | vebaseitem.h [code] |
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| file | vebasicshapeitem.cpp |
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| file | vebasicshapeitem.h [code] |
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| file | vecomplexshapeitem.cpp |
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| file | vecomplexshapeitem.h [code] |
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| file | veellipse.cpp |
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| file | veellipse.h [code] |
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| file | veellipsesetting.cpp |
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| file | veellipsesetting.h [code] |
| |
| file | vepolyline.cpp |
| |
| file | vepolyline.h [code] |
| |
| file | vepolylinesettings.cpp |
| |
| file | vepolylinesettings.h [code] |
| |
| file | verectangle.cpp |
| |
| file | verectangle.h [code] |
| |
| file | verectanglesettings.cpp |
| |
| file | verectanglesettings.h [code] |
| |
| file | veselectionrect.cpp |
| |
| file | veselectionrect.h [code] |
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| file | veworkplace.cpp |
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| file | veworkplace.h [code] |
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| file | veworkplaceview.cpp |
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| file | veworkplaceview.h [code] |
| |


| Candidate name:Atahan OZTURK | School number:002331 |
| Project title:Meslek Atolyeleri Yerlestiricisi | Candidate session number:0025 |
| Client name:Aysin Zeynep ERTAS | |
| Occupation:Psychological Counseling and Guidance |
| Links to:Product |
| Directions to access product | Go to "Product/MeslekAtölyeleri Program" folder and open "MeslekAtölyeleri.exe". Example file to test the product is "Product/Example Students.xlsx" file (use import from excel button in the program). |
| Links to documentation are below |
| Initial investigation | Investigation |
| Consultation with client | |
| Analysis (use form) | Analysis |
| Project schedule (use form) | Project schedule |
| Product design (use form) | Product design |
| Product development | Product development |
| Product evaluation and future product development | Feedback from client |
| Product evaluation and future product development |
| WORD COUNT | 1845 |


|
|||||||||
| PREV PACKAGE NEXT PACKAGE | FRAMES NO FRAMES |
See:
Description
| Class Summary | |
|---|---|
| DASDsnContentHandler | I am the ContentHandler used when SimpleDASServer parses
the result of a 'dsn' call to a das data source. |
| DASEntryPointContentHandler | I am the ContentHandler used when SimpleDASServer parses
the result of a 'entry_points' call to a das data source and dsn. |
| DASFeatureContentHandler | I am the ContentHandler used when SimpleDASServer parses
the result of a 'features' call to a das data source (with a specified
dsn and segment). |
| DASSequenceContentHandler | I am the ContentHandler used when SimpleDASServer parses
the result of a 'dna' call to a das data source (passing in
dsn and segment). |
| SimpleDASAdapter | I implement a AbstractDataAdapter , allowing Apollo to
get information from DAS datasources, using 'simple'
implementions of DASServerI , DASDsn etc. |
| SimpleDASAdapterGUI | I implement a AbstractDataAdapterUI , allowing Apollo to
get information from DAS datasources, using 'simple'
implementions of DASServerI , DASDsn etc. |
| SimpleDASDsn | |
| SimpleDASFeature | I am a lightweight implementation of the DASFeature interface. |
| SimpleDASSegment | I am a lightweight implementation of the DASSegment interface. |
| SimpleDASSequence | I am a lightweight implementation of the DASSequence interface. |
| SimpleDASServer | 2/2006: I am a little confused about why this is called *server*, since it is actually client-side--it gets data *from* a DAS server. |
Provides simple implementations of the interfaces defined in the apollo.dataadapter.das package. The goal is to minimize dependecy on other software packages. In particular,
|
|||||||||
| PREV PACKAGE NEXT PACKAGE | FRAMES NO FRAMES |


Productos disponibles
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My products
In this section you can register new products to sell, see your products for sale and manage it.
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John Buchanan
John Buchanan
the former coach of the Australia national cricket team and of Kolkata Knight Riders team in the Indian Premier League. John Buchanan is a King's Old Collegian (University of Queensland, Brisbane) and is also an old boy of The Southport School, located in Gold Coast, Queensland, Australia.Buchanan is also known in cricketing circles as 'Ned Flanders', due to his similarity in appearance to The Simpsons character.Buchanan had a brief first-class career with Queensland in 1978/79.
Gary Kirsten
Gary Kirsten
is a former South African cricketer, and the World Cup winning coach of the Indian cricket team. He played 101 Test matches and 185 One Day Internationals for South Africa between 1993 and 2004, mainly as an opening batsman. His half brother Peter, also played provincial cricket for Western Province and then later for the South Africa cricket team which included the highlight of the Cricket World Cup in 1992. He was appointed as the coach of the South African cricket team.
Mia Hamm
Mia Hamm
is a retired professional soccer player, two-time Olympic gold medalist, and two-time FIFA Women's World Cup champion. Hailed as a soccer icon,[1][2][3][4] she played as a forward for the United States women's national soccer team from 1987–2004. Hamm was the face of the Women's United Soccer Association (WUSA).The first professional women's soccer league in the United States, where she played for the Washington Freedom from 2001–2003.
-Gym machines
-Aerobics
-tango
-sawna
-zomba
-salsa
-NewYork
-South Africa
-Emarats
-Egypt


Speech
Michael Gove speaks at Brighton College about the government's initiatives to address the educational attainment gap.
Thank you for that kind introduction.
And thank you Richard [Cairns] for inviting me here today.
It is one of the many pleasures of being Education Secretary that I get to visit outstanding schools ever week - and am constantly impressed by the amazing work of so many inspirational teachers.
We have thousands of superb state schools - some of the very best in the world.
And we have hundreds of superlative independent schools - collectively the best independent schools sector in the world.
And given the quality of the competition, it is a wonderful accolade for Brighton College to be named UK Independent School of the year.
Wonderful, but not surprising.
Because those of us who know Richard (Cairns) recognise that he is one of the most visionary leaders in education today…
Brighton College’s improvement in the last few years has been breathtaking.
Moving from 147th in the Sunday Times league tables in 2006, to 18th this year; the highest-ranking coeducational school in the country, described by the judges as “one of the powerhouses of the independent sector.”
And Richard has done what every school leader determined to secure excellence should do.
He’s been a curriculum innovator.
He’s introduced Mandarin Chinese as a compulsory subject until Year 9.
And he’s made narrative history, locational geography and the great canon of English literature compelling for a new generation of students with a wonderfully inspiring introduction into the glories of our island story.
He recognises that nothing matters more than improving the quality of teaching.
Over the last six years, Brighton College has aggressively recruited, and generously remunerated, talented individuals from a range of backgrounds, in order to boast, in Richard’s words, “the best teachers in the land”.
He’s been ambitious to spread excellence beyond his own school.
Richard has expanded Brighton College’s reach by taking over other schools, enabling hundreds more children to benefit from Brighton’s unique and award-winning recipe for success.
And, above all, Richard has combined an unflinching focus on academic standards with a deeply held social mission.
As well as expanding scholarship access to this school Richard is leading a consortium of independent schools which are sponsoring a new free school in Newham - the London Academy of Excellence - which will help the poorest students make it to our best universities.
Curriculum innovation, investment in great teaching, spreading excellence beyond just one school, demanding higher academic standards, pursuing a social mission to help the most disadvantaged.
These virtues - which Brighton College embodies - are the virtues which mark out the best in our education system - and they demonstrate that there is enormous public benefit in a healthy and progressively-led independent school sector.
But, fan as I am of the virtues nurtured here, I can’t help reflecting on some other facts about our society which the excellence of the education offered in our independent schools underlines.
It is remarkable how many of the positions of wealth, influence, celebrity and power in our society are held by individuals who were privately educated.
Around the Cabinet table - a majority - including myself - were privately educated.
Around the Shadow Cabinet table the Deputy Leader, the Shadow Chancellor, the Shadow Business Secretary, the Shadow Olympics Secretary, the Shadow Welsh Secretary and the Shadow Secretary of State for International Development were all educated at independent schools.
On the bench of our supreme court, in the precincts of the bar, in our medical schools and university science faculties, at the helm of FTSE 100 companies
and in the boardrooms of our banks, independent schools are - how can I best put this - handsomely represented.
You might hear some argue that these peaks have been scaled by older alumni of our great independent schools - and things have changed for younger generations.
But I fear that is not so.
Take sport - where by definition the biggest names are in their teens, twenties and thirties.
As Ed Smith, the Tonbridge-educated former England player, and current Times journalist, points out in his wonderful new book “Luck”:
Twenty-five years ago, of the 13 players who represented England on a tour of Pakistan, only one had been to a private school. In contrast, over two thirds of the current team are privately educated. You’re 20 times more likely to go on and play for England if you go to private school rather than state school.
The composition of the England rugby union team and the British Olympic team reveal the same trend.
Of those members of England’s first 15 born in England, more than half were privately educated.
And again, half the UK’s gold medallists at the last Olympics were privately educated, compared with seven per cent of the population.
It’s not just in sport that the new young stars all have old school ties.
It’s in Hollywood, Broadway and on our TV screens.
Hugh Laurie, Dominic West, Damian Lewis, Tom Hiddleston and Eddie Redmayne - all old Etonians.
One almost feels sorry for Benedict Cumberbatch - a lowly Harrovian - and Dan Stevens - heir to Downton Abbey and old boy of Tonbridge - is practically a street urchin in comparison.
If acting is increasingly a stage for public school talent one might have thought that at least comedy or music would be an alternative platform for outsiders.
But then -
Armando Iannucci, David Baddiel, Michael McIntyre, Jack Whitehall, Miles Jupp, Armstrong from Armstrong and Miller and Mitchell from Mitchell and Webb were all privately educated.
2010’s Mercury Music Prize was a battle between privately educated Laura Marling and privately-educated Marcus Mumford.
And from Chris Martin of Coldplay to Tom Chaplin of Keane - popular music is populated by public school boys.
Indeed when Keane were playing last Sunday on the Andrew Marr show everyone in that studio - the band, the presenter and the other guests - Lib Dem peer Matthew Oakeshott, Radio 3 Presenter Clemency Burton-Hill and Sarah Sands, editor of the London Evening Standard - were all privately educated.
Indeed it’s in the media that the public school stranglehold is strongest.
The Chairman of the BBC and its Director-General are public school boys.
And it’s not just the Evening Standard which has a privately-educated editor.
My old paper The Times is edited by an old boy of St Pauls and its sister paper the Sunday Times by an old Bedfordian.
The new editor of the Mail on Sunday is an old Etonian, the editor of the Financial Times is an old Alleynian and the editor of the Guardian is an Old Cranleighan.
Indeed the Guardian has been edited by privately educated men for the last 60 years…
But then many of our most prominent contemporary radical and activist writers are also privately educated.
George Monbiot of the Guardian was at Stowe, Seumas Milne of the Guardian was at Winchester and perhaps the most radical new voice of all –Laurie Penny of the Independent - was educated here at Brighton College.
Now I record these achievements not because I wish to either decry the individuals concerned or criticise the schools they attended. Far from it.
It is undeniable that the individuals I have named are hugely talented and the schools they attended are premier league institutions.
But the sheer scale, the breadth and the depth, of private school dominance of our society points to a deep problem in our country - one we all acknowledge but have still failed to tackle with anything like the radicalism required.
We live in a profoundly unequal society.

Those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege in England than in any comparable county.
For those of us who believe in social justice this stratification and segregation are morally indefensible.
And for those of us who want to see greater economic efficiency it is a pointless squandering of our greatest asset - our children - to have so many from poorer backgrounds manifestly not achieving their potential.
When more Etonians make it to Oxbridge than boys and girls on benefit then we know we are not making the most of all our nation’s talents.
When hundreds of primary schools allow children to leave not able to read, write or add up properly we know we are indulging in a form of national self-harm so profound as to be disabling.
Even when disadvantaged children attend schools which perform well overall, they continue to lag behind their wealthier, luckier peers.
Look at the number securing GCSEs in the subjects which the best universities and employers value and the picture is even bleaker.
17 per cent of pupils achieved the English Baccalaureate - good GCSES in English, Maths, the sciences, a language and a humanities subject - in 2010, but only 8 per cent of pupils eligible for free school meals even took the exams - and only 4 per cent of children eligible for free school meals actually achieved it.
Pupils from deprived backgrounds are less than half as likely to go on to study at university as their peers. A recent study by the Sutton Trust indicated that the majority of state secondary school teachers would not encourage gifted students to apply to Oxford and Cambridge. One in five of teachers polled said they would “never” encourage their brightest pupils to apply to Oxbridge - something which I doubt very strongly any teacher in the independent sector would say.
All around us, other countries are narrowing and even eradicating the attainment gap.
Deprived pupils in Hong Kong and Shanghai, who struggle with challenges far greater and more debilitating than any we know here, achieve as highly as their English peers from the most comfortable homes.
Only 24 per cent of disadvantaged students in the UK perform better than expected compared with 76 per cent in Shanghai, 72 per cent in Hong Kong and 46 per cent in Finland.
The OECD average is 31 per cent - putting the UK well behind countries like Poland, Greece, Slovenia, Mexico and Chile when it comes to making opportunity more equal.
Despite the evidence that other nations are closing the gap between rich and poor through great state schooling, some in this country still argue that pupil achievement is overwhelmingly dictated by socio-economic factors.
They say that deprivation means destiny - that schools are essentially impotent in the face of overwhelming force of circumstance. And that we can’t expect children to succeed if they have been born into poverty, disability or disadvantage.
I simply don’t accept that.
Not just because other countries show us what can be done.
But because I believe such fatalism in the face of circumstance is a profoundly reactionary doctrine - it denies the possibility of progress through human action, it says to all those driven by idealism to enter the classroom that they are simply spectators in a pageant of futility.
And I am encouraged in my conviction by the knowledge that I am not alone - there are a growing number of schools proving that deprivation need not be destiny - that with the right teaching and the right values they can outperform everyone’s expectations.
As Dr Kevan Collins, Chief Executive of the Education Endowment Foundation, wrote recently in the Times Educational Supplement: “the real myth is the idea that a school where pupils eligible for free school meals do well must be a one-off, or have only a handful of disadvantaged students.”
On the contrary there are more than 440 secondary schools across the country - one in nine - where the average GCSE points score is higher for disadvantaged pupils than it is for all pupils.
These schools are scattered all over the country, and all over the spectrum of disadvantage.
Some have a higher than average proportion of children with special needs, some have a higher than average number eligible for free school meals, some have a higher than average number who don’t have English as a first language - and yet they all outperform schools with much more favoured intakes in much wealthier areas.
What they share is an unwavering, unapologetic focus on standards. Led by inspirational heads and teachers, every day, these schools are proving the pessimists and fatalists wrong.
They show us all that there need be no difference in performance - none whatsoever - between pupils from disadvantaged backgrounds and those from wealthier homes.
They show us that a difficult start in life can be overcome, with hard work and good teaching.
And that it is entirely possible for children to break free of the bonds of poverty and disadvantage, transforming a deprived start into a bright future.
If we want more children to enjoy these advantages and opportunities, we have to look at what characterises these successful schools.
And the most important lessons will not come as a surprise to you here - the schools which close the attainment gap - like Pimlico Academy, Lampton Academy, the Harris Academy Merton, Wembley High Technology College, Haberdasher’s Askes Hatcham College, Paddington Academy, Burlington Danes Academy, Mossbourne Community Academy, St Marylebone Church of England School and Brighton College’s own partner school Kingsford Community School - do what Brighton College does.
They demand high academic standards from every student - with Kingsford introducing all its students to Mandarin, and Burlington Danes ranking students in order by every subject every term to encourage a culture of excellence.
They are curriculum innovators with Mossbourne delivering intensive support for students who arrive with poor literacy and Pimlico developing a new core knowledge curriculum modelled on America’s best.
They recruit the best teachers - with schools like the Harris Academies training their own.
They operate outside their own four walls with Lampton Academy leading the Challenge partnership - a school improvement chain working across the country.
And they are all characterised by a sense of burning social mission - with free school meal pupils performing better than their peers in Wembley High and Pimlico.
Our reform programme is intended to ensure the virtues which characterise those schools are embedded across the school system. And we start with a relentless focus on overcoming disadvantage.
We are acting across every stage of a child’s life to erode disadvantages of birth and background.
And - one of the most important interventions of all - starting next month - a check on every six-year-old to make sure they’re on track to read effortlessly.
Given that one in six eleven-year-olds is still struggling with reading when they leave primary school we are determined to drive up standards in the crucial skill of early reading.
If children can’t learn to read, they can’t read to learn. We are determined to help all children to become fluent and enthusiastic readers, with the life-changing skill of turning words on the page into images, information and ideas.
In a few weeks’ time, six-year-olds across the country will be checked to see how well they’ve mastered phonics - the method of teaching reading which has been proven to be most successful with all children, and particularly those from disadvantaged homes.
We have been clear that the results for the reading check will not be published in league tables, although schools will be required to tell parents their own child’s results - as parents have welcomed.
But last summer’s pilot saw only 32 per cent of children reaching the level which their teachers decided was appropriate - fewer than a third. By monitoring pupil progress at an early stage, the check will help teachers to identify those who need extra help and ensure that they don’t fall behind - indeed, almost half of schools in the pilot said the check identified pupils with reading difficulties of which they were not previously aware.
We’ve offered match-funding to help schools buy high-quality systematic synthetic phonics resources and training from a new, approved catalogue. Phonics and reading are becoming a key part of the new Ofsted inspection framework, with Ofsted inspectors listening to weaker readers as part of every primary school inspection.
From September, a thorough understanding of the teaching of systematic synthetic phonics will be prioritised in teacher training and required for all teachers of early reading.
And we’re introducing a reading competition to encourage all children to read widely and well, instilling the habit of regular reading for pleasure at an early age. Shockingly, a survey by the National Literacy Trust last year showed that a third of children do not own a single book, while two in five pupils in England never read for enjoyment.
We will ensure progress is maintained.
We have introduced a tough new primary school floor standard - meaning that a school will fall below the floor when fewer than 60 per cent of pupils achieve the ‘basics’ standard in both English and mathematics and fewer pupils than average make the expected levels of progress between Key Stage 1 and Key Stage 2.
At the moment, there are 1310 primaries below this floor - mostly those in poorer areas.
200 of the worst performing primary schools will convert to academy status with a strong sponsor, reopening in 2012. And we’re aiming for academy status for hundreds more primary schools that have been below the floor for the last three years, ensuring all children get the high quality education they have a right to expect.
And for those schools which are stuck in mediocrity a tough new inspections framework will ensure they are held accountable for a failure to get children making progress.
There’s been some criticism recently of the new inspections framework and the new chief inspector.
I’ve listened to that criticism - I’ve considered carefully the arguments made - and I have to say on reflection - it’s misdirected at best, mischievous at worst.
Sir Michael Wilshaw is a visionary school leader who has spent his career in the state sector and has achieved amazing results for children from the poorest homes - when his critics achieve results like him, then I’ll believe their arguments carry the same weight as his experience.
He is determined to improve inspection, drive up standards, encourage great teaching and celebrate good leadership - he deserves the backing of everyone who wants children to succeed - and I shall do everything to ensure that whatever he wants - he gets.
Because the whole point of education is to engage in a restless reach for self-improvement - and all too often, children have been let down by a failure to ensure they are stretched to the utmost.
That’s why we are increasing the number of specialist maths teachers, including prioritising places on primary ITT courses in 2012/13 that offer specialisms in mathematics.
And why we have accepted Lord Bew’s recommendation to assess spelling, punctuation, grammar and vocabulary as part of the writing test at Key Stage 2.
And at secondary:
We’ve introduced the English Baccalaureate to encourage more pupils to study the essential, core academic subjects prized by universities and employers.
In 2011, there were over 150 maintained mainstream schools where not a single pupil - not one - was entered for all the EBacc subjects. I would hazard a guess that it would be hard to find more than a few private schools which would say the same.
In a world where disadvantaged children are all too often barred from elite universities because they don’t know or aren’t told which qualifications they will need, the EBacc’s unequivocal statement of priority is the single greatest aid we have in widening access to elite universities.
And I’m delighted to say that we’re already seeing numbers climbing. From 23 per cent of pupils entering the EBacc combination of subjects in 2011, the proportion has climbed to 47 per cent in 2013 - and hopefully will continue on this upward trajectory, higher and steeper still.
Time spent on teaching history, geography and modern languages has risen by 10 per cent. In 2011 there were around 3400 more teachers teaching in these subjects and an increase of 23,000 teaching hours on the previous year. In languages, for example, the number of pupils set to sit language GCSEs next year has increased by 22 per cent to 52 per cent.
Highly able pupils attending the most disadvantaged schools are also 10 times more likely to take a vocational qualification than those in wealthier areas.
Building on the Wolf Review, we’re making sure that vocational qualifications up to 16 are rigorous and well-respected - and ensuring that vocational qualifications after 16 offer students a high-quality route into employment or further study. Qualifications must be externally assessed and must enable progression to a wide range of study and employment opportunities.
Vocational qualifications are hugely important, and will continue to be so - so we are working hard to ensure that they are just as ambitious and useful as academic courses.
At A Level, Ofqual admits that more than a decade of “persistent grade inflation” which was “impossible to justify” has undermined A levels and GCSEs, we’ve invited top academics and university lecturers to get involved in raising standards and making examinations more rigorous.
And we’ve allowed further education lecturers into schools to share their expertise and experience with as wide a pool of students as possible.
And to ensure the money is there to help accelerate progress in closing that gap, we’ve introduced the Pupil Premium to support disadvantaged pupils, allowing schools to decide how funding is used to answer their pupils’ needs.
Independent schools succeed because leaders give a clear and consistent message about the values of their institution - and every message the Prime Minister and Deputy Prime Minister send to the school system is about one thing - making opportunity more equal.
But independent schools also succeed because as well as setting high expectations - and sending a clear message about values - they encourage professionals to take responsibility for what happens in their classrooms - to innovate in pursuit of excellence.
And that’s why we’ve given all schools greater freedoms to meet the standards we expect.
Greater freedoms over the school day, week and year; freedom from excessive, centrally-generated bureaucracy and overwhelming government guidance; freedom to decide who to hire, to get involved in ITT and to devise their own CPD; and greater autonomy in tackling poor pupil behaviour, taking a sensible approach to exclusions and keeping order in the classroom.
And, of course, we’ve invited schools to gain greater independence within the state sector by becoming academies.
Already, over half of all secondary schools are open or in the process of opening as academies, teaching over one and a half million children. During March more than 140 schools applied for academy status (the highest rate since May last year) and every month, now, more primaries than secondaries are applying to convert.
In some parts of the country, more than half of all secondary schools are now academies. In some local areas, it’s almost every secondary school.
And these freedoms are already making a difference.
Evidence shows that sponsored academies are improving at twice the rate of other schools, and have been doing so for a decade.
Across the whole Academies programme, rigorous research from the National Audit Office has shown that the attainment rate for FSM pupils in academies improved by 8.3 percentage points between 2009 and 2010 - almost double the national improvement rate for FSM pupils, 4.6 percentage points.
In other words, the best academies are driving up standards for those children who have the worst start in life almost twice as quickly as other schools. And they’re doing it by giving great heads in the state system the freedom you have in the independent sector - to concentrate on education not bureaucracy.
To take one minor but telling example: one head recently told my Department that since becoming an academy his senior staff have saved 43 days a year previously spent in “irrelevant” local authority meetings.
As well as converting and sponsored academies, Free Schools are being established and driving social mobility, particularly in areas where deprivation is high and parents are crying out for new schools - brilliant centres of innovation like King’s Science Academy Bradford, The London Academy of Excellence, West London Free School and Norwich Free School.
Evidence from America has shown that new schools can bring dramatic improvements in school standards, especially schools for poorer children in poor areas.
And true to form, over a third of the 2011 Free School openers are located in the 20 per cent most deprived areas of the country - half in the 30 per cent most deprived areas.
Although it is too early to confirm, the majority of the groups seeking to open a Free School in 2012 or later have proposed sites which are in the 50 per cent most deprived areas of the country.

Richard’s single-minded focus on high-quality teaching at Brighton was rightly singled out by Sunday Times judges as one of the factors in this school’s meteoric success.
And the recent report on social mobility from the all-party-parliamentary group found that teacher quality is not only the number one factor in educational outcomes, it’s the number one factor in narrowing the gap between rich and poor.
One study from the US found that effective teaching can make a difference of a whole additional year of progress to poor pupils.
Yet schools where more than 20 per cent of pupils are eligible for free school meals are more likely to be rated worse in their teaching, and their teachers are less likely to have come from an outstanding teacher training institution.
Through the new network of 200 Teaching Schools and over 600 National Leaders of Education, we’re giving the teaching profession far greater autonomy over school improvement, recruitment, ITT and CPD, nurturing talent in the next generation of teachers and sharing best practice between schools.
We’ve already designated 1000 Specialist Leaders of Education, testament to the prodigious teaching and leadership talent already working in schools today, and we’re providing incentives for the brightest and best graduates to enter the classroom.
We’re targeting these incentives particularly at the crucial subjects of Maths and Sciences - all the more important when more than half of newly qualified maths teachers don’t have a degree in maths.
Nothing, but nothing, is more important than the quality of teaching.
As you will appreciate, this Government is neither idle nor complacent in the face of the inequality which scars our society.
And that is because we know that progress - for individuals or society - is not a matter of laissez-faire but leadership.
And because we recognise that Governments must take sides in debates - we must be for aspiration, ambition, hard work and excellence - for success based on merit and a celebration of those who do succeed.
How will we know if we’ve succeeded - well success may be decided by events far beyond this parliament - will we, for example, ever see a comprehensive boy or girl ever edit the Guardian? Perhaps not in my lifetime…
But - seriously - we know we are making progress when we hear the opposition from vested interests - from those in trade unions who put adults interests before children’s, from those in local Government who put protecting their power before fulfilling children’s potential, from those who have acquiesced in a culture of low expectations who resist any form of accountability for failure.
That opposition is out there - entrenched, organised, vocal and determined - and it is hoping we in the Coalition Government fail - but if we fail then so do thousands more of our poorest children - and we cannot let that happen.
Published: 10 May 2012


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In the first section or two of all our books, we present the core content for the book, which includes a complete subset of usable skills. After the core content, each section of the book is designed as an independent module. This means that these sections don't have to be taught in sequence. As a result, you can customize your courses by assigning just those sections that you want to teach.
Whenever possible, each of the chapters is also designed as an independent module. When this is true, you can assign just those chapters that are right for your courses. This approach also makes the chapters better for on-the-job reference later on.
Unlike many competing books and products, most chapters in our books have a unique top-down design that moves from the simple to complex. This makes it easier for trainees to learn. It also means that you can present the topics at the start of a chapter to make sure everyone understands the essential details, without presenting all of the topics in a chapter. Then, your trainees can learn the other topics on their own or as they're needed on the job.
If you page through one of our books, you'll see that all of the information is presented in "paired pages." In each pair, the right page is a figure that contains the syntax, guidelines, and examples, and the left page is text that contains the perspective and extra explanation.
One benefit of this format is that it lets trainees learn at their own pace. If, for example, you're a novice, you'll probably want to read the text on the left as you refer to the figure on the right. But if you have experience, you may be able to get all the information you need from the figure. Either way, our customers tell us that they love this presentation method because it helps them learn faster and better.
On-the-job performance is the measure of a successful course. And our paired-pages format makes it easy for your trainees to access all the information you've covered long after the course is over.
Instead of having to dig through the text or handouts, they can use the expanded table of contents or the index to find the topic they're looking for. Then, the figure on the righthand page will give them the details they need to apply what they learned in your course.
This type of quick reference is absolutely essential when you're working with the hundreds of classes, methods, and properties of an OO language like Java, Visual Basic, or C#...and yet no other books offer this unique format.
The exercises for our books give trainees a chance to get valuable, hands-on experience without wasting any time. That's because we provide the starting code, either from our web site or the Instructor's CD, so that trainees don't have to enter routine code that they already know.
Sometimes, these exercises guide the trainees through the application of what they've just learned. Sometimes, they challenge the trainees to apply what they've learned in new ways. And you can assign the exercises so your trainees do them in class or on their own.
Incidentally, unlike other books, our exercises never present new skills or information. As we see it, this is the only sensible approach to text and exercise design. Curiously, though, the exercises in some books do present new skills. Unfortunately, this means that (1) trainees who don't do the exercises don't learn the new skills, and (2) there's no easy way for trainees to find the information they need if they're having trouble since the skills haven't been covered yet.
From the first book we published in 1974 to the present, all of our books teach by presenting complete, real-world applications that include design, code, and all related components. These applications help your trainees get started quickly and also help them reach new skill levels. As we see it, studying applications like these is the best way to learn how all of the parts of an application work together, so this is an essential part of the learning process.
Unlike other books, ours are designed and developed by a small group of staff writers and editors. As a result, we can and do coordinate the structure and contents of our books so they work together for a series of courses.
This means that you won't get unnecessary duplication in two or more of our books. This also means that you can be sure that one of our beginning books really does provide all of the prerequisites for one of our advanced books...because we designed them that way.
For instance, our COBOL, CICS, DB2, and JCL books are commonly used for a series of courses that teach programmers how to develop mainframe applications. Our two Java books are used to teach programmers how to develop web applications with Java Servlets and JSP. And combinations of our .NET books are used to teach programmers how to develop either Windows or web applications with C# or Visual Basic.
Also, because all of our books contain sections that are treated as independent modules, you can combine a few sections from one book with a few sections from another in a single course. For instance, you can combine the first two sections of our Visual Basic 2008 book with the first three sections of our ASP.NET 3.5 with VB 2008 book for a great course on ASP.NET web programming.
Of course, once your trainees use one of our books, they're going to be asking for others. That's why you're going to be glad that our books are carefully coordinated. (The biggest complaint we get is that we don't offer more books on more subjects!)
If you review the instructor's materials that come with the Instructor's CD for one of our books, you'll see that our CDs provide everything else you need for an effective course...except the busywork. That's why you should be able to plan and implement a course that's based on one of our books in record time. Once that's done, our books and instructional materials will help ensure the success of your course.


Using of the accelerated line search algorithm for simultaneously diagonalize a set of symmetric positive definite matrices.
| Version: | 1.0 |
| Published: | 2013-09-07 |
| Author: | Dariush Najarzadeh |
| Maintainer: | Dariush Najarzadeh <D_Najarzadeh at sbu.ac.ir> |
| License: | GPL-2 | GPL-3 [expanded from: GPL (≥ 2)] |
| NeedsCompilation: | no |
| CRAN checks: | ALSCPC results |
| Reference manual: | ALSCPC.pdf |
| Package source: | ALSCPC_1.0.tar.gz |
| Windows binaries: | r-devel: ALSCPC_1.0.zip, r-release: ALSCPC_1.0.zip, r-oldrel: ALSCPC_1.0.zip |
| OS X binaries: | r-release: ALSCPC_1.0.tgz, r-oldrel: ALSCPC_1.0.tgz |
Please use the canonical form https://CRAN.R-project.org/package=ALSCPC to link to this page.


todo list app
all
Completed
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Todos Filter
total todos: {{todoList.length}}
completed todos: {{completedTodosLength()}}
not completed todos: {{notCompletedTodosLength()}}
no todo in the list


How to check your AirPods’ battery percentage on an iPhone
Never be without your earholes' best friends
by Callum BoothWelcome to TNW Basics, a collection of tips, guides, and advice on how to easily get the most out of your gadgets, apps, and other stuff.
If you’re reading this, I’ll assume you already have a pair of AirPods. Yes, everything’s okay, no one here is going to judge you for spending a sizeable chunk of money on those sexy little earbuds.
While the joy of the AirPods is their simplicity, there’s one element of them that isn’t immediately clear: how much charge these things have left. This can be a bit annoying if you want to know if they’re going to last you a journey without dying.
So, how do you find out your AirPods‘ battery percentage? Well, if you’re using your iPhone, there are two main ways.
The first is to fling open the AirPods case and hold it next to your phone. Like this:
This method is both easy and feels kinda fancy. For a more detailed picture of what that looks like (because I know how much you want that), check out this screenshot:
While this is a cool way to check out the battery percentage, it does feel kinda clunky if you just want to quickly find out how much juice your AirPods have left.
Thankfully, there’s another route you can take. If you go to the ‘Today View’ on your iPhone (you can access this by scrolling left from the ‘Home’ menu), have a gander at the ‘Batteries’ section. This will show you precisely how much energy your AirPods have left.
Don’t see the Batteries category on your ‘Today View’? No worries. Scroll down to the bottom of that screen until you see an ‘Edit’ button. From here you can add, organize, and remove widgets as you see fit.
Well, I hope that helped! Now you never have to worry about your AirPods‘ battery depleting without you knowing about it.
This post includes affiliate links to products that you can buy online. If you purchase them through our links, we get a small cut of the revenue.
For more gear, gadget, and hardware news and reviews, follow Plugged on Twitter and Flipboard.
Price $ 260 ProductAirPods Pro by Apple
Buy now


A Gaussian process regression using a Gaussian kernel for both one-sample and two-sample cases. Includes non-stationary Gaussian kernel (exponential decay function) and several likelihood ratio tests for differential testing along target points.
| Version: | 1.0.5 |
| Depends: | R (≥ 3.0.0) |
| Imports: | MASS |
| Published: | 2014-10-15 |
| Author: | Markus Heinonen |
| Maintainer: | Markus Heinonen <markus.heinonen at gmail.com> |
| License: | GPL-2 |
| URL: | http://amis-group.fr/software/nsgp |
| NeedsCompilation: | no |
| Materials: | README |
| CRAN checks: | nsgp results |
| Reference manual: | nsgp.pdf |
| Package source: | nsgp_1.0.5.tar.gz |
| Windows binaries: | r-devel: nsgp_1.0.5.zip, r-release: nsgp_1.0.5.zip, r-oldrel: nsgp_1.0.5.zip |
| OS X binaries: | r-release: nsgp_1.0.5.tgz, r-oldrel: nsgp_1.0.5.tgz |
Please use the canonical form https://CRAN.R-project.org/package=nsgp to link to this page.


{# ------------------------------------------------------- #} {# INDIVIDUAL VIEW FOR EACH staff #} {# This page can use any data from http:localhost:2000/cms/#/form/staff/ #} {# Webhook uses the SWIG.js (like Djagno/Twig) templating system. Their documentation is here: #} {# http://paularmstrong.github.io/swig/docs/tags/ #} {# Learn about calling data into Webhook pages here: #} {# http://www.webhook.com/docs/template-rules-and-filters/ #} {# ------------------------------------------------------- #} {# Confused what extends and blocks do? Watch a primer: #} {# http://www.webhook.com/docs/template-inheritance-blocks/ #} {% extends "templates/partials/base.html" %} {# This sets our page


{% extends 'base.html' %} {% block content %}
If you already have an account, go ahead and log in. If you are new to CCS Exponential Quiz, get started by creating an account.
Round 1 is a preliminary round which will separate the top teams & eliminate the rest.
The rules and regulations for round 1 are as follows:


|
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
The RandomGenerator interface provides an abstraction for the random number implementation so that more rigorous or alternative implementations can be provided as desired.
| Method Summary | |
boolean |
nextBoolean()
Returns the next pseudorandom, uniformly distributed boolean value from this random number generator's sequence. |
double |
nextDouble()
Returns the next pseudorandom, uniformly distributed double value between 0.0 and 1.0 from this random number generator's sequence. |
float |
nextFloat()
Returns the next pseudorandom, uniformly distributed float value between 0.0 and 1.0 from this random number generator's sequence. |
int |
nextInt()
Returns the next pseudorandom, uniformly distributed int value from this random number generator's sequence. |
int |
nextInt(int ceiling)
Returns a pseudorandom, uniformly distributed int value between 0 (inclusive) and the specified value (exclusive), drawn from this random number generator's sequence. |
long |
nextLong()
Returns the next pseudorandom, uniformly distributed long value from this random number generator's sequence. |
| Method Detail |
public int nextInt()
public int nextInt(int ceiling)
public long nextLong()
public double nextDouble()
public float nextFloat()
public boolean nextBoolean()
|
||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


Celtic fan who invaded pitch at Parkhead holding toddler during Old Firm game spared jail
Anthony Smith, 32, ran onto the pitch holding the young boy in his arms and took pictures on his phone.
by Connor GordonA Celtic fan who invaded the pitch with a two-year-old boy to celebrate a goal against Rangers was spared jail.
Anthony Smith, 32, was over the moon when striker Odsonne Edouard scored a goal in the 2-1 derby win at Parkhead in March this year.
Smith ran onto the pitch holding the young boy in his arms, took out his mobile phone to take pictures and waved his arms
He pleaded guilty at Glasgow Sheriff Court to committing a breach of the peace.
Smith was ordered to do 225 hours of unpaid work by Sheriff Valerie Mays and banned from UK football matches for three years.
Sheriff Mays said: “The nature of your conduct could have caused significant trouble at an Old Firm match and there was lack of concern for the child.
“The court cannot tolerate that behaviour at football matches.
“I can deal with this as an alternative to a custodial sentence, just.”
The court heard Smith leapt over an advertising board with the child in his arms to join fans on the pitch.
Prosecutor Graham Macdonald said: “He waved his arms around and took photos.
“He took a selfie with himself and the child.”
Lawyer, Gary Miller, defending told the court that Smith was on the pitch for a minute with "40 to 50 fans".

“It wasn’t the wisest move to take a two-year-old to a derby match.
“This is something he intends to learn from and is something he will never do in future.”
Smith, from Glasgow’s Parkhead area, was acquitted of a charge of causing the child unnecessary suffering or injury to health.


Migration guide to Fuse 0.20
No more Themes or Styles
- Remove the
Theme
property from your<App />
class. This means no moreTheme="Basic"
. - Remove
ux:InheritStyle
,ux:Cascade
,IgnoreStyle
attributes, as they no longer have any meaning or effect.
An empty app now looks like this:
<App>
</App>
Note that all semantic controls (Button
, Switch
, Slider
and TextInput
) will no longer get the Basic
theme apperance, but instead a much more plain generic look/no look at all. To keep the old appearance, prefix all uses of those controls with Basic.
, e.g. <Basic.Button />
. Remember to add a reference to Fuse.BasicTheme
in your .unoproj
if you want access to this (not default).
The long deprecated <Style>
tag is now finally removed. Rewrite to use ux:Class
instead, which is a much nicer and much more performant way of doing consistent styling.
Some users have a legacy habit of using <Style ux:Class="MyStyle">
as a dummy-container for a collection of classes. In this case, we can simply replace <Style ..
with <Panel ..
or any other dummy to keep this pattern.
Changes in default package references
- Remove all the
Fuse.*
packages (includingFuseCore
) and replace with two simple references toFuse
,FuseJS
.
You might also want to add a reference to the following depending on whether you need a feature:
"Fuse.GeoLocation"
"Fuse.Camera"
"Fuse.Vibration"
"Fuse.Launcher"
"Fuse.PushNotifications"
"Fuse.LocalNotifications"
"Fuse.BasicTheme"
A minimal .unoproj file should now look something like this:
{
"Packages": [
"Fuse",
"FuseJS",
"Fuse.GeoLocation"
],
"Includes": [
"*"
]
}
If you have references to Uno.*
packages, whether you need to keep them around depends on whether you have .uno
code depending on those packages.
If you want to use the Basic.
controls, add a reference to Fuse.BasicTheme
. These are now not included by default to avoid bloat in your generated app if you are not using it.
You need to keep references to third party packages that you depend on in either UX, Uno or JS.
ux:Global
on JavaScript tags is now deprecated
Using ux:Global
on JavaScript modules to make them accessible to require()
will have unpredictable behavior in fuse preview
.
Instead require the JS file directly by including it in your project as a bundle file, for example:
"Includes": [
"*",
"*.js:Bundle"
]
and then use require with the filename instead:
var foo = require('foo'); // requires foo.js in the project root
var bar = require('./../bar'); // requires bar.js in the folder above the current file
Check out the detailed docs for more info.
Changes to TextInput and TextEdit APIs
TextEdit
is now removed. TextInput
now gives an undecorated text input control. If you want a decorated text input, we can get the old Basic
style by using Basic.TextInput
.
- Replace all occurrences of
TextEdit
withTextInput
. The previous use case for theTextEdit
was to get an undecoratedTextInput
. Instead, theTextInput
is now undecorated. - For existing
TextInput
, use theBasic.TextInput
if you want to keep the old style, or keep asTextInput
if you want to keep it undecorated. Y TextInput
is now always single line. To get the multiline version ofTextInput
, use aTextView
instead.PlainTextEdit
no longer exists. UseTextInput
instead.- As
TextInput
is invisible by default, we can use the newTextBox
to get a decorated text input (easier while prototyping).
We can now style TextInput
by putting elements inside it. It behaves like a DockPanel
where remaining space is the actual editor:
<TextInput>
<Rectangle Dock="Bottom" Height="2" Color="Blue" Margin="4" />
</TextInput>
Changes (bugfixes) to UX element ordering semantics
Element
s placed insideTrigger
s will now be placed at the same location in the children list as their containingTrigger
.
Here is an example where this matters:
<Panel>
<Each Count="2">
<ElemOne/>
</Each>
<ElemTwo/>
</Panel>
The previous behavior turned the above UX into the following equivalent:
<Panel>
<ElemTwo/>
<ElemOne/>
<ElemOne/>
</Panel>
Notice that the element inside the Each
are placed after element outside it.
The new behavior works like this:
<Panel>
<ElemOne/>
<ElemOne/>
<ElemTwo/>
</Panel>
The elements are now placed where you'd intuitively expect them to be.
Consolidated ux:Template and ux:Factory concepts
In UX markup, the concept of Factory has been renamed to Template. The old Template concept is removed (was used in Styles, which are now removed).
The new Template-concept is used heavily in the new Router/Navigator APIs.
- Instead of
ux:Generate="Factory"
useux:Generate="Template"
We can also create a named template by using ux:Template="the_name"
.
The PageControl.DotFactory
has been renamed to PageControl.DotTemplate
.
Changes to animation APIs
-
Attractor.SimulationType
has been removed in favor of two new properties;Type
andUnit
. Take a look here for details. -
LinearNavigation
no longer has anEasing
andDuration
property.
If you need to use a custom Easing
and Duration
, rewrite
<LinearNavigation Easing="CubicOut" Duration="0.3" />
To this:
<LinearNavigation>
<NavigationMotion Easing="CubicOut" Duration="0.3" />
</LinearNavigation>
Uno API Changes
These changes are only relevant if you have custom .uno
code in your projects.
-
protected override void OnRooted()
andOnUnrooted()
no longer take the parent node as an argument. The Parent property is assumed to be set at the time these methods are called. -
Nodes no longer have a separate list for elements, behaviors and properties. They are all in the same list called
Children
. -
Many places that used to take in a
Node
now take in aVisual
instead. For example, in theWhileLoaded
trigger:
public static void SetState(Node n, bool loaded)
has become
public static void SetState(Visual v, bool loading)
For further details, please see the change log.


Here are all the 2019 American Music Awards winners, Business Insider - Business Insider Singapore
by Callie Ahlgrim- The 47th annual American Music Awards is aired live on Sunday, November 24, 2019.
- Post Malone was the most-nominated artist this year with seven nods, but only came away with one award for favorite rap/hip-hop album.
- Taylor Swift was honored as the artist of the decade, but also swept all five of her nominations and performed a medley of her beloved songs.
- Visit Insider’s homepage for more stories.
The 47th annual American Music Awards, self-described as “the world’s biggest fan-voted award show,” aired live on Sunday.
Post Malone was the most-nominated artist this year with seven nods, but only came away with one award. Conversely, not only was Taylor Swift was honored as the artist of the decade, she swept all five of her nominations and performed a medley of her beloved songs.
Keep reading for the complete list of nominees and winners (*in bold*).
New artist of the year
Luke Combs
*Billie Eilish*
Lil Nas X
Lizzo
Ella Mai
Artist of the year
Drake
Ariana Grande
Halsey
Post Malone
*Taylor Swift*
Favorite album — pop/rock
“When We All Fall Asleep, Where Do We Go?” – Billie Eilish
“Thank U, Next” – Ariana Grande
*”Lover” – Taylor Swift*
Favorite female artist — pop/rock
Billie Eilish
Ariana Grande
*Taylor Swift*
Favorite male artist — pop/rock
Drake
*Khalid*
Post Malone
Favorite duo or group — pop/rock
*BTS*
Jonas Brothers
Panic! at the Disco
Favorite song — pop/rock
*”Without Me” – Halsey*
“Sucker” – Jonas Brothers
“Old Town Road” – Lil Nas X featuring Billy Ray Cyrus
“High Hopes” – Panic! At The Disco
“Sunflower (Spider-Man: Into the Spider-Verse)” – Post Malone and Swae Lee
Favorite artist — alternative rock
*Billie Eilish*
Imagine Dragons
Panic! At The Disco
Favorite artist — adult contemporary
Maroon 5
Pink
*Taylor Swift*
Collaboration of the year
“Shallow” – Lady Gaga and Bradley Cooper
“Old Town Road” – Lil Nas X featuring Billy Ray Cyrus
“Happier” – Marshmello and Bastille
*”Señorita” – Shawn Mendes and Camila Cabello*
“Sunflower (Spider-Man: Into the Spider-Verse)” – Post Malone and Swae Lee
Favorite social artist
*BTS*
Billie Eilish
EXO
Ariana Grande
Shawn Mendes
Favorite music video
“Bad Guy” – Billie Eilish
“7 Rings” – Ariana Grande
“Without Me” – Halsey
“Old Town Road” – Lil Nas X featuring Billy Ray Cyrus
*”You Need to Calm Down” – Taylor Swift*
Tour of the year
*BTS*
Ariana Grande
Elton John
Pink
Ed Sheeran
Favorite artist — rap/hip-hop
*Cardi B*
Drake
Post Malone
Favorite album — rap/hip-hop
“Championships” – Meek Mill
*”Hollywood’s Bleeding” – Post Malone*
“Astroworld” – Travis Scott
Favorite song — rap/hip-hop
*”Old Town Road” – Lil Nas X featuring Billy Ray Cyrus*
“Wow.” – Post Malone
“Sicko Mode” – Travis Scott
Favorite album — country
“Experiment” – Kane Brown
“Dan + Shay” – Dan + Shay
*”Cry Pretty” – Carrie Underwood*
Favorite female artist — country
Kelsea Ballerini
Maren Morris
*Carrie Underwood*
Favorite male artist — country
*Kane Brown*
Luke Combs
Thomas Rhett
Favorite duo or group — country
*Dan + Shay*
Florida Georgia Line
Old Dominion
Favorite song — country
“Beautiful Crazy” – Luke Combs
*”Speechless” – Dan + Shay*
“God’s Country” – Blake Shelton
Favorite male artist — soul/R&B
Chris Brown
Khalid
*Bruno Mars*
Favorite female artist — soul/R&B
*Beyoncé*
Lizzo
Ella Mai
Favorite album — soul/R&B
“Indigo” – Chris Brown
*”Free Spirit” – Khalid*
“Ella Mai” – Ella Mai
Favorite song — soul/R&B
*”Talk” – Khalid*
“Juice” – Lizzo
“Trip” – Ella Mai
Favorite artist — Latin
Bad Bunny
*J Balvin*
Ozuna
Favorite artist — contemporary inspirational
*Lauren Daigle*
For King & Country
MercyMe
Favorite artist — EDM
Avicii
*Marshmello*
The Chainsmokers
Favorite soundtrack
“A Star is Born” – Lady Gaga and Bradley Cooper
*”Bohemian Rhapsody: The Original Soundtrack” – Queen*
“Spider-Man: Into the Spider-Verse” – various artists


Where did I first encounter this particular cultural material?
Do I feel passionate about using this material in my project?
Where did I first encounter this particular cultural material?
Do I feel passionate about using this material in my project?
Where did I first encounter this particular cultural material?
Do I feel passionate about using this material in my project?


Application complete
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| 104 | (A) | witħ-owttyn husbandes helpe bot the holy goste |
| 99 | (C) | Witħ-oute husbondes help . but þe holy gooste |
| 100 | (D) | wiþ-out husbondis help but of þe holy goost |
| 98 | (E) | with-owte husbundes help . but be þe holy goost |
| (Ex) | ---- no text ---- | |
| 103 | (L) | without hosebondes helpe saue þe holy goste |
| 98 | (P) | with-outen hosbande helpe bot þe haly gaste |
| 99 | (U) | With outen housbondes help / but the holy gost |
| (V) | ---- no text ---- |


QBank is a web application that assists dynamic problem authoring and publishing.
Authors can create dynamic problems by specifying a static question template with variables and values the variables can take. These problems can be exported and displayed in tools that support dynamic questions. QBank also allows you to use existing problems to create new problems or export them directly for use in learning reasources.The key features of the QBank are:


|
Dear {{ data.name }},
Thank you for checking what forms you need for your business permits for {% if data.banNumber == 'yes' %}{{ data.DBAName }}{% else %}{{ data['noBAN-DBAName'] }}{% endif %} at {{ data.projectAddress }}.
{% if noPermitsNeeded %}
Based on your answers, you do not need a business permit to change the ownership of your business. Apply for a business account update with the SF Treasurer and Tax Collector.
{% else %}
Here are the forms that you need to fill out for your business permits. These forms are based on your answers to our questions.
In 3 days, we will email you if your business is eligible for a 30-day review under Prop H.
Wait until we confirm before submitting the forms.
After you submit them, we will check to make sure your submission is complete and accurate. Then your 30-day review period will begin.
{% if '2' in eligibilityForms %}
Register your business
- Register your business as soon as possible if you do not have a BAN number. We require a BAN number to apply for and issue many permits.
{% endif %}
{% if buildingPermit %}
Your building permit forms
{% if '3' in eligibilityForms %}
- Download and fill out the building permit application form (PDF).
{% endif %}
{% if '5' in eligibilityForms %}
- Download and fill out the sign permit form (PDF).
{% endif %}
{% if '12' in eligibilityForms or doingConstruction %}
- Your project requires architectural plans.
{% endif %}
{% if architecturalPlansSupplement %}
- With architectural plans include:
{% endif %}
{% if '10' in eligibilityForms %}
- If you do not already have a sprinkler, you may have to apply for a sprinkler permit with your building permit. See more information from SF Fire.
{% endif %}
{% endif %}
{% if healthPermit %}
Your health permit
{% if doingConstruction %}
You may apply for your health permits after you submit the forms for your other business permits.
If you choose to submit your health permits later, you must acknowledge that you are choosing to not submit your health permit at this time. Your health permit will not be tied to this 30-day review. It will be subject to its own 30-day review period.
{% endif %}
{% endif %}
{% if otherPermits %}
{% if not buildingPermit and not healthPermit %}
Your permits
{% else %}
Your other permits
{% endif %}
{% endif %}
{% if '4' in eligibilityForms or '8' in eligibilityForms %}
You may also need to apply for a New Water Service Installation or meter increase. See Public Utilities Commission (PUC) for more information.
{% endif %}
{% if '23' in eligibilityForms %}
You must apply for an alcohol license with the State of California’s Department of Alcohol and Beverage Control (ABC). The City of SF is not involved in this license. You do not need to tell us that you have applied for it or include it in your application with the City of SF.
{% endif %}
When you have filled out the forms, submit your forms to us to start your 30-day review period.
{% endif %}
Thank you, SF Small Business Permitting Team
|


:the long handle of a spear or similar weapon
:spear lance
:pole
:either of two long pieces of wood between which a horse is hitched to a vehicle
:an arrow especially for a longbow
:the body or stem of an arrow extending from the nock to the head
:a sharply delineated beam of light shining through an opening
:something suggestive of the shaft of a spear or arrow especially in long slender cylindrical form: as
:the trunk of a tree
:the cylindrical pillar between the capital and the base
:the handle of a tool or instrument (as a golf club)
:a commonly cylindrical bar used to support rotating pieces or to transmit power or motion by rotation
:the stem or central axis of a feather
:the upright member of a cross especially below the arms
:the cylindrical part of a long bone between the enlarged ends
:a small architectural column (as at each side of a doorway)
:a column, obelisk, or other spire-shaped or columnar monument
:a vertical or inclined opening of uniform and limited cross section made for finding or mining ore, raising water, or ventilating underground workings (as in a cave)
:the part of a hair that is visible above the surface of the skin
:a vertical opening or passage through the floors of a building
:a projectile thrown like a spear or shot like an arrow
:a scornful, satirical, or pithily critical remark or attack
:harsh or unfair treatment usually used with the gave them the shaft


---
layout: post
title: 9/19 schoolwork
date: '2013-09-19T22:08:00.000-06:00'
author: Jacob .
tags:
- homeschool-journal
modified_time: '2013-09-19T22:08:40.170-06:00'
blogger_id: tag:blogger.com,1999:blog-6400085873105072120.post-859447076628156930
blogger_orig_url: http://www.svlark.com/2013/09/919-schoolwork.html
---
Audrey:


About
Full-Stack Software Engineer, interested in make creative solutions using last technologies in AI/ML and
Deep Learning in border of best practicing in software engineering concerns.
I achieved the first rank on my graduation year of software engineering and I was MSP (Microsoft Student
Partner) and participate in many activities like: (ACM JCPC, Google Hash Code, Workshops) in my
university.


Bootstrap components written in pure AngularJS by the AngularUI Team. For more info please check the official site
The body of the accordion group grows to fit the contents
The accordion directive builds on top of the collapse directive to provide a list of items, with collapsible bodies that are collapsed or expanded by clicking on the item's header.
We can control whether expanding an item will cause the other items to close, using the close-others
attribute on accordion.
The body of each accordion group is transcluded in to the body of the collapsible element.
Alert is an AngularJS-version of bootstrap's alert.
This directive can be used to generate alerts from the dynamic model data (using the ng-repeat directive);
The presence of the "close" attribute determines if a close button is displayed
{{singleModel}}
{{checkModel}}
{{radioModel || 'null'}}
There are two directives that can make a group of buttons behave like a set of checkboxes, radio buttons, or a hybrid where radio buttons can be unchecked.
Select a tab by setting active binding to true:
AngularJS version of the tabs directive.
<tabset>
vertical
(Defaults: false) : Whether tabs appear vertically stacked.
justified
(Defaults: false) : Whether tabs fill the container and have a consistent width.
type
(Defaults: 'tabs') : Navigation type. Possible values are 'tabs' and 'pills'.
<tab>
heading
or <tab-heading>
: Heading text or HTML markup.
active
(Defaults: false) : Whether tab is currently selected.
disabled
(Defaults: false) : Whether tab is clickable and can be activated.
select()
(Defaults: null) : An optional expression called when tab is activated.
deselect()
(Defaults: null) : An optional expression called when tab is deactivated.
Carousel creates a carousel similar to bootstrap's image carousel.
The carousel also offers support for touchscreen devices in the form of swiping. To enable swiping, load the ngTouch
module as a dependency.
Use a <carousel>
element with <slide>
elements inside it. It will automatically cycle through the slides at a given rate, and a current-index variable will be kept in sync with the currently
visible slide.
AngularJS version of Bootstrap's collapse plugin. Provides a simple way to hide and show an element with a css transition.
Selected date is: {{dt | date:'fullDate' }}
A clean, flexible, and fully customizable date picker.
User can navigate through months and years. The datepicker shows dates that come from other than the main month being displayed. These other dates are also selectable.
Everything is formatted using the date filter and thus is also localized.
All settings can be provided as attributes in the datepicker
or globally configured through the datepickerConfig
.
ng-model
: The date object.
datepicker-mode
(Defaults: 'day') : Current mode of the datepicker
(day|month|year). Can be used to initialize datepicker to specific mode.
min-date
(Default: null) : Defines the minimum available date.
max-date
(Default: null) : Defines the maximum available date.
date-disabled (date, mode)
(Default: null) : An optional expression to disable visible options based on passing date and current mode
(day|month|year).
show-weeks
(Defaults: true) : Whether to display week numbers.
starting-day
(Defaults: 0) : Starting day of the week from 0-6 (0=Sunday, ..., 6=Saturday).
init-date
: The initial date view when no model value is not specified.
min-mode
(Defaults: 'day') : Set a lower limit for mode.
max-mode
(Defaults: 'year') : Set an upper limit for mode.
format-day
(Default: 'dd') : Format of day in month.
format-month
(Default: 'MMMM') : Format of month in year.
format-year
(Default: 'yyyy') : Format of year in year range.
format-day-header
(Default: 'EEE') : Format of day in week header.
format-day-title
(Default: 'MMMM yyyy') : Format of title when selecting day.
format-month-title
(Default: 'yyyy') : Format of title when selecting month.
year-range
(Default: 20) : Number of years displayed in year selection.
Options for datepicker can be passed as JSON using the datepicker-options
attribute. Specific settings for the datepicker-popup
, that can globally configured through the datepickerPopupConfig
,
are:
datepicker-popup
(Default: 'yyyy-MM-dd') : The format for displayed dates.
show-button-bar
(Default: true) : Whether to display a button bar underneath the datepicker.
current-text
(Default: 'Today') : The text to display for the current day button.
clear-text
(Default: 'Clear') : The text to display for the clear button.
close-text
(Default: 'Done') : The text to display for the close button.
close-on-date-selection
(Default: true) : Whether to close calendar when a date is chosen.
datepicker-append-to-body
(Default: false): Append the datepicker popup element to body
, rather than inserting after datepicker-popup
. For global configuration, use datepickerPopupConfig.appendToBody
.
Depending on datepicker's current mode, the date may reffer either to day, month or year. Accordingly, the term view reffers either to a month, year or year range.
Left
: Move focus to the previous date. Will move to the last date of the previous view, if the current date is the first date of a view.Right
: Move focus to the next date. Will move to the first date of the following view, if the current date is the last date of a view.Up
: Move focus to the same column of the previous row. Will wrap to the appropriate row in the previous view.Down
: Move focus to the same column of the following row. Will wrap to the appropriate row in the following view.PgUp
: Move focus to the same date of the previous view. If that date does not exist, focus is placed on the last date of the month.PgDn
: Move focus to the same date of the following view. If that date does not exist, focus is placed on the last date of the month.Home
: Move to the first date of the view.End
: Move to the last date of the view.Enter
/Space
: Select date.Ctrl
+Up
: Move to an upper mode.Ctrl
+Down
: Move to a lower mode.Esc
: Will close popup, and move focus to the input.Time is: {{mytime | date:'shortTime' }}
A lightweight & configurable timepicker directive.
All settings can be provided as attributes in the <timepicker>
or globally configured through the timepickerConfig
.
ng-model
: The Date object that provides the time state.
hour-step
(Defaults: 1) : Number of hours to increase or decrease when using a button.
minute-step
(Defaults: 1) : Number of minutes to increase or decrease when using a button.
show-meridian
(Defaults: true) : Whether to display 12H or 24H mode.
meridians
(Defaults: null) : Meridian labels based on locale. To override you must supply an array like ['AM', 'PM'].
readonly-input
(Defaults: false) : Whether user can type inside the hours & minutes input.
mousewheel
(Defaults: true) : Whether user can scroll inside the hours & minutes input to increase or decrease it's values.
Dropdown is a simple directive which will toggle a dropdown menu on click or programmatically. You can either use is-open
to toggle or add inside a <a dropdown-toggle>
element to toggle it when is
clicked. There is also the on-toggle(open)
optional expression fired when dropdown changes state.
$modal
is a service to quickly create AngularJS-powered modal windows. Creating custom modals is straightforward: create a partial view, its controller and reference them when using the service.
The $modal
service has only one method: open(options)
where available options are like follows:
templateUrl
- a path to a template representing modal's contenttemplate
- inline template representing the modal's contentscope
- a scope instance to be used for the modal's content (actually the $modal
service is going to create a child scope of a provided scope). Defaults to $rootScope
controller
- a controller for a modal instance - it can initialize scope used by modal. Accepts the "controller-as" syntax in the form 'SomeCtrl as myctrl'; can be injected with $modalInstance
controllerAs
- an alternative to the controller-as syntax, matching the API of directive definitions. Requires the controller
option to be provided as wellresolve
- members that will be resolved and passed to the controller as locals; it is equivalent of the resolve
property for AngularJS routesbackdrop
- controls presence of a backdrop. Allowed values: true (default), false (no backdrop), 'static'
- backdrop is present but modal window is not closed when clicking outside of the modal
window.keyboard
- indicates whether the dialog should be closable by hitting the ESC key, defaults to truebackdropClass
- additional CSS class(es) to be added to a modal backdrop templatewindowClass
- additional CSS class(es) to be added to a modal window templatewindowTemplateUrl
- a path to a template overriding modal's window templatesize
- optional size of modal window. Allowed values: 'sm'
(small) or 'lg'
(large). Requires Bootstrap 3.1.0 or laterThe open
method returns a modal instance, an object with the following properties:
close(result)
- a method that can be used to close a modal, passing a resultdismiss(reason)
- a method that can be used to dismiss a modal, passing a reasonresult
- a promise that is resolved when a modal is closed and rejected when a modal is dismissedopened
- a promise that is resolved when a modal gets opened after downloading content's template and resolving all variablesIn addition the scope associated with modal's content is augmented with 2 methods:
$close(result)
$dismiss(reason)
Those methods make it easy to close a modal window without a need to create a dedicated controller.
The selected page no: {{currentPage}}
Page: {{bigCurrentPage}} / {{numPages}}
A lightweight pagination directive that is focused on ... providing pagination & will take care of visualising a pagination bar and enable / disable buttons correctly!
Settings can be provided as attributes in the <pagination>
or globally configured through the paginationConfig
.
ng-model
: Current page number. First page is 1.
total-items
: Total number of items in all pages.
items-per-page
(Defaults: 10) : Maximum number of items per page. A value less than one indicates all items on one page.
max-size
(Defaults: null) : Limit number for pagination size.
num-pages
readonly
(Defaults: angular.noop) : An optional expression assigned the total number of pages to display.
rotate
(Defaults: true) : Whether to keep current page in the middle of the visible ones.
direction-links
(Default: true) : Whether to display Previous / Next buttons.
previous-text
(Default: 'Previous') : Text for Previous button.
next-text
(Default: 'Next') : Text for Next button.
boundary-links
(Default: false) : Whether to display First / Last buttons.
first-text
(Default: 'First') : Text for First button.
last-text
(Default: 'Last') : Text for Last button.
Settings can be provided as attributes in the <pager>
or globally configured through the pagerConfig
.
For ng-model
, total-items
, items-per-page
and num-pages
see pagination settings. Other settings are:
align
(Default: true) : Whether to align each link to the sides.
previous-text
(Default: '« Previous') : Text for Previous button.
next-text
(Default: 'Next »') : Text for Next button.
A lightweight, extensible directive for fancy popover creation. The popover directive supports multiple placements, optional transition animation, and more.
Like the Bootstrap jQuery plugin, the popover requires the tooltip module.
The popover directives provides several optional attributes to control how it will display:
popover-title
: A string to display as a fancy title.popover-placement
: Where to place it? Defaults to "top", but also accepts "bottom", "left", "right".popover-animation
: Should it fade in and out? Defaults to "true".popover-popup-delay
: For how long should the user have to have the mouse over the element before the popover shows (in milliseconds)? Defaults to 0.popover-trigger
: What should trigger the show of the popover? See the tooltip
directive for supported values.popover-append-to-body
: Should the tooltip be appended to $body
instead of the parent element?The popover directives require the $position
service.
The popover directive also supports various default configurations through the $tooltipProvider. See the tooltip section for more information.
Pellentesque {{dynamicTooltipText}}, sit amet venenatis urna cursus eget nunc scelerisque viverra mauris, in aliquam. Tincidunt lobortis feugiat vivamus at left eget arcu dictum varius duis at consectetur lorem. Vitae elementum curabitur right nunc sed velit dignissim sodales ut eu sem integer vitae. Turpis egestas bottom pharetra convallis posuere morbi leo urna, fading at elementum eu, facilisis sed odio morbi quis commodo odio. In cursus delayed turpis massa tincidunt dui ut.
I can even contain HTML. Check me out!
A lightweight, extensible directive for fancy tooltip creation. The tooltip directive supports multiple placements, optional transition animation, and more.
There are two versions of the tooltip: tooltip
and tooltip-html-unsafe
. The former takes text only and will escape any HTML provided. The latter takes whatever HTML is provided and displays it in a
tooltip; it called "unsafe" because the HTML is not sanitized.
The user is responsible for ensuring the content is safe to put into the DOM!
The tooltip directives provide several optional attributes to control how they will display:
tooltip-placement
: Where to place it? Defaults to "top", but also accepts "bottom", "left", "right".tooltip-animation
: Should it fade in and out? Defaults to "true".tooltip-popup-delay
: For how long should the user have to have the mouse over the element before the tooltip shows (in milliseconds)? Defaults to 0.tooltip-trigger
: What should trigger a show of the tooltip?tooltip-append-to-body
: Should the tooltip be appended to $body
instead of the parent element?The tooltip directives require the $position
service.
Triggers
The following show triggers are supported out of the box, along with their provided hide triggers:
mouseenter
: mouseleave
click
: click
focus
: blur
For any non-supported value, the trigger will be used to both show and hide the tooltip.
$tooltipProvider
Through the $tooltipProvider
, you can change the way tooltips and popovers behave by default; the attributes above always take precedence. The following methods are available:
setTriggers( obj )
: Extends the default trigger mappings mentioned above with mappings of your own. E.g. { 'openTrigger': 'closeTrigger' }
.options( obj )
: Provide a set of defaults for certain tooltip and popover attributes. Currently supports 'placement', 'animation', 'popupDelay', and appendToBody
. Here are the defaults: placement: 'top'
,
animation: true
, popupDelay: 0
& appendToBody: false
A progress bar directive that is focused on providing feedback on the progress of a workflow or action.
It supports multiple (stacked) bars into the same <progress>
element or a single <progressbar>
elemtnt with optional max
attribute and transition animations.
<progressbar>
value
: The current value of progress completed.
type
(Default: null) : Style type. Possible values are 'success', 'warning' etc.
max
(Default: 100) : A number that specifies the total value of bars that is required.
animate
(Default: true) : Whether bars use transitions to achieve the width change.
Place multiple <bars>
into the same <progress>
element to stack them. <progress>
supports max
and animate
& <bar>
supports
value
and type
attributes.
Model: {{selected | json}}
Model: {{asyncSelected | json}}
Model: {{customSelected | json}}
Typeahead is a AngularJS version of Bootstrap v2's typeahead plugin. This directive can be used to quickly create elegant typeaheads with any form text input.
It is very well integrated into AngularJS as it uses a subset of the select directive syntax, which is very flexible. Supported expressions are:
The sourceArray
expression can use a special $viewValue
variable that corresponds to the value entered inside the input.
This directive works with promises, meaning you can retrieve matches using the $http
service with minimal effort.
The typeahead directives provide several attributes:
ng-model
: Assignable angular expression to data-bind to
typeahead
: Comprehension Angular expression (see
select directive)
typeahead-append-to-body
(Defaults: false) : Should the typeahead popup be appended to $body instead of the parent element?
typeahead-editable
(Defaults: true) : Should it restrict model values to the ones selected from the popup only ?
typeahead-input-formatter
(Defaults: undefined) : Format the ng-model result after selection
typeahead-loading
(Defaults: angular.noop) : Binding to a variable that indicates if matches are being retrieved asynchronously
typeahead-min-length
(Defaults: 1) : Minimal no of characters that needs to be entered before typeahead kicks-in
typeahead-on-select($item, $model, $label)
(Defaults: null) : A callback executed when a match is selected
typeahead-template-url
: Set custom item template
typeahead-wait-ms
(Defaults: 0) : Minimal wait time after last character typed before typeahead kicks-in
Rate: {{rate}} - Readonly is: {{isReadonly}} - Hovering over: {{overStar || "none"}}
Rating directive that will take care of visualising a star rating bar.
<rating>
ng-model
: The current rate.
max
(Defaults: 5) : Changes the number of icons.
readonly
(Defaults: false) : Prevent user's interaction.
on-hover(value)
: An optional expression called when user's mouse is over a particular icon.
on-leave()
: An optional expression called when user's mouse leaves the control altogether.
state-on
(Defaults: null) : A variable used in template to specify the state (class, src, etc) for selected icons.
state-off
(Defaults: null) : A variable used in template to specify the state for unselected icons.
rating-states
(Defaults: null) : An array of objects defining properties for all icons. In default template, stateOn
& stateOff
property is used to specify the icon's class.


Changes to global state are expressed as operations on data structures (an example would be
insert
on a list). In order to avoid corruption of the global state, these operations are grouped
into transactions, which have traditional ACID properties.
The server places all incoming transactions into a queue, and runs them one at a time. Each transaction may
succeed or fail depending on the current global state.
Each client may send the server a transaction at any point in time. Client A will perform some local operation and send it to the server as a transaction. Simultaneously, Client B does the same. If B's transaction reaches the server before A's, and both clients perform operations on the same part of the global state, it is possible for A's transaction to be out of date. This means that applying A's transaction "as is" would yield a different state for the server than client A's local state after the operation. In order to fix client A's out of date transaction so its operations have the same result as they did for client A, an Operational Transformation(OT) must be applied to the operations within A's transaction.
The concurrency model used by postlock is influenced by the implementation used by google wave. The fact that Wave was not a commerical success, is not due to the underlying technology, which is quite solid. For a more detailed explanation about how Wave uses OT, check out this article. The field of OT is quite mature, preceding Wave by more than a decade. The most important publication in the discipline from Postlock's point of view is High-latency, low-bandwidth windowing in the Jupiter collaboration system.
This document describes the transaction protocol used by postlock to propagate state change information between clients and the server. In particular, it addresses:
The following terms have specific meaning within postlock:
Transactions in postlock fulfill the ACID properties:
| Atomicity | If any of the operations fail within a transaction, then the entire transaction is discarded and global state is not modified. |
| Consistency | Postlock makes few guarantees about the contents of its data types, but they are stricly enforced (eg. no dictionary may have two values attached to the same key). |
| Isolation | Transactions are executed serially, the success of a transaction depends only on the current shared state. |
| Durability | Transactions are saved to Mnesia by postlock before they are executed, so postlock has the same durability properties as mnesia. |
To understand how transactions are created and executed, its useful to consider the entire chain of actions taken to ensure that all clients arrive at the same shared state. Let's consider a case where we have two clients, Alice and Bob, using an application which is built atop postlock:
Postlock uses the JSON representation of data internally. Work is ongoing to allow clients to use other encodings (thrift for example). Still, the "official" representation of postlock messages is JSON, and all other formats must have clearly defined transformations which convert their data into JSON messages.
Transactions are standard postlock messages, and as such have the following format:
{ id: /* integer - message id */, from: /* integer - originating participant id */, to: /* integer - destination participant id */, type: 'transaction', body: /* transaction object format, see below */ }Only the
body
field has a special format in transaction messages. The remaining fields are
populated the same way as for any other message. It is recommended to use "transaction" as the type of
transaction messages, but this is currently not enforced.{ in_response_to: /* string - optional - used for acknowledgment of transactions */, state_version: /* integer - identifies a version of server state */, ops: [ /* operation description */ ] }The
in_response_to
field has the format "participant id.message id", for example "5.2". That
particular value indicates that the transaction encoded in the current message is actually the same
transaction as the one sent by participant 5 with message id 2. The in_response_to field is necessary
because the message sent by the server contains operations which have potentially been modified by OT. When
participant 5 receives this message, it will not execute the enclosed operations (even if they look
unfamiliar because of the OT), instead it will remove the transaction message with message id 2 from the
outgoing transaction queue, since it has been acknowledged by the server.{ oid: /* integer - optional - object id of subject of operation */ cmd: /* string - command to run on object */ params: [] /* arbitrary JSON data - optional */ }Each postlock data type has a set of operations which can be used to modify its state. Invoking such an operation requires the oid field to be set and the cmd field to have the proper command name. The oid field is marked optional because it is not required for creation/deletion of objects (in which case the oid of the object will be in the params array).
The acceptable list items in the params field depend on what type of command is executed. Typically, parameters
are simple integers and strings, but in theory they could be arbitrarily complex JSON expressions.
The following example message is sent from a client to the state server and changes the contents of a data
object:
{ id: 1, from: 3, to: 1, type: 'transaction', body: { state_version: 1, ops: [ { oid: "0.0", cmd: "set", params: ["the new value"] } ] } }Assuming that the transaction was successfully executed, the server would broadcast the following message:
{ id: 6, from: 1, to: 7, type: 'transaction', body: { in_response_to: "3.1", state_version: 1, ops: [ { oid: "0.0", cmd: "set", params: ["the new value"] } ] } }The server's acknowledgement can have any message id > the client's original message id. The
in_response_to
field contains the string "3.1" because the server's message is the
acknolwedgement of a transaction message from participant 3 with an id of 1. The operations in the server's
acknolwedgement are identical to the original transaction, but due to the use of OT by the server, this is
not always the case.
Operations are applicable to a certain version of state. For example, list.remove(1)
will
no longer delete the same item from the list if it is preceded by a list.insert(0, X)
. The
Operational Transformation (OT) maps operations applicable in a given state to a different state in such a
way that they still yield the same result.
Since each client maintains its own copy of shared state, clients will sometimes be in a different state
than the server. Specifically, clients can be:
state_version
which refers to a server state, OT
must be applied to the pending changes so they can be applied to a server state. Without the operational
transformation, they could be applied to the client's unacknowledged state only.STUB
The basic postlock message delivery mechanism exchanges messages between two participants. In the case of transactions sent out by the state server, broadcast functionality is needed. This section describes how broadcast messages can be sent in postlock.
Maintaining the list of all participants connected to the session is the responsibility of the session server. In
order to facilitate the implementation of message broadcast functionality, the session server also maintains
lists which contain a subset of participants in the system. These participant groups can be used as the
destination address for messages by the state server. The session server will then expand the participant group
and deliver the state server's message to each participant in the group.
Each participant group is owned by a single postlock user. Only participants which log in as this user have the
ability to modify the participant group. If a postlock client wishes to receive the broadcast messages sent by
the state server, then it must send a join group request to the state server. The state server will in turn
instruct the session server to add the given participant to the group.
Postlock shared state can be implemented even if only the state server can create and modify participant groups (in
fact, a single participant group is enough). It makes sense, however, to offer this functionality to any user,
so the applications built atop postlock can also broadcast messages. This requires all participant group related
commands to be send as postlock message between the state server and the session server (since this is the only
interface other clients have to the session server).
The following example demonstrates which messages are exchanged between a client which has just joined the postlock session and the state server so the new client will receives broadcast state messages. Request sent by the client.
{ id: 10, from: 7, to: 1, type: 'connection-request', body: null }Upon receiving this message, the state server sends a message to the state server.
{ id: 15, from: 1, to: 0, type: 'participant-group', body: { cmd: 'add', params: [7] } }The session will respond by sending back the current state of the participant group:
{ id: 140, from: 0, to: 1, type: 'participant-group', body: { members: [5,6, ..., 7] } }Since participant 7 is not included in the participant group, the state server can send an acknolwedgement back to the client:
{ id: 710, from: 1, to: 7, type: 'connection-success', body: null }Manipulating participant group lists through standard postlock messages is slightly more cumbersome than using standard erlang techniques such as gen_server calls, but as soon as the messages which create participant groups are introduced, any postlock user can use them to broadcast messages. Some checks in the code are necessary which make sure creating too many participant groups cannot be used for DOS attacks.
The id
field of a postlock message is incremented for each outgoing message of a participant.
Therefore, the (participant id, message id) double uniquely identifies a message body. Since a message's
destination address can be a participant group instead of a participant id, in order to identify the entire
message, the (participant id, message id, destination) triple is needed.
The significance of this is that the message id of outgoing transaction messages issued by the state server
can be used to identify different server state version.
The integer which is associated with a given revision of the server state is the message id of the
transaction message broadcast by the state server which results in that state.
For example, if the state server broadcasts the following transaction:
{ id: 110, from: 1, to: X, type: 'transaction', body: { state_version: 100, in_resonse_to: "7.34", ops: [ { cmd: "create", params: [{ type: "data", oid: "7.374", value: "some data" }] } ] } }Then the immediately following server state is state number 110. After applying this transformation, the clients will also be in server state 110. Note that the
state_version
field contains the
version of state to which the transaction applies. msg.body.state_version < msg.id
.


sgfcharm
/
onion.w4v3xrmknycexlsd.lib.sgfcharm.handle
/
SgfState
/
VariationMode
/
SUCCESSORS
SUCCESSORS
SUCCESSORS
(source)
Show variations of successor nodes.


unfinished:Group
Fill in the grid with the letters shown to the top and left of it, so that the full grid is a valid Cayley table for a group.
If you don't already know what a group is, I don't really recommend trying to play this game. But if you want to try anyway, the above is equivalent to saying that the following conditions must be satisfied:
To place a letter, click in a square to select it, then type the letter on the keyboard. To erase a letter, click to select a square and then press Backspace.
Right-click in a square and then type a letter to add or remove the number as a pencil mark, indicating letters that you think might go in that square.
You can rearrange the order of elements in the rows and columns by dragging the column or row headings back and forth. (The rows and columns will stay in sync with each other.) Also, left-clicking between two row or column headings will add or remove a thick line between those two rows and the corresponding pair of columns (which is useful if you're considering a subgroup and its cosets).


Exodus 2:18
And when they came to Reuel their father, he said, How is it that ye are come so soon to day?