The Game of Logic
by Lewis Carroll
Chapter 2
Additional Information
- Year Published: 1886
- Language: English
- Country of Origin: United States of America
- Source: Carroll, Lewis. (1886). The Game of Logic.
-
Readability:
- Flesch–Kincaid Level: 11.0
- Word Count: 5,991
- Genre: Informational
- Keywords: logic, mathematics
- ✎ Cite This
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"The Man in the Wilderness asked of me 'How many strawberries grow in the sea?'" __________
1. Elementary.
1. What is an 'Attribute'? Give examples.
2. When is it good sense to put "is" or "are" between two names? Give examples.
3. When is it NOT good sense? Give examples.
4. When it is NOT good sense, what is the simplest agreement to make, in order to make good sense?
5. Explain 'Proposition', 'Term', 'Subject', and 'Predicate'. Give examples.
6. What are 'Particular' and 'Universal' Propositions? Give examples.
7. Give a rule for knowing, when we look at the smaller Diagram, what Attributes belong to the things in each compartment.
8. What does "some" mean in Logic? [See pp. 55, 6]
9. In what sense do we use the word 'Universe' in this Game?
10. What is a 'Double' Proposition? Give examples.
11. When is a class of Things said to be 'exhaustively' divided? Give examples.
12. Explain the phrase "sitting on the fence."
13. What two partial Propositions make up, when taken together, "all x are y"?
14. What are 'Individual' Propositions? Give examples.
15. What kinds of Propositions imply, in this Game, the EXISTENCE of their Subjects?
16. When a Proposition contains more than two Attributes, these Attributes may in some cases be re-arranged, and shifted from one Term to the other. In what cases may this be done? Give examples.
__________
Break up each of the following into two partial Propositions:
17. All tigers are fierce.
18. All hard-boiled eggs are unwholesome.
19. I am happy.
20. John is not at home.
__________
[See pp. 56, 7]
21. Give a rule for knowing, when we look at the larger Diagram, what Attributes belong to the Things contained in each compartment.
22. Explain 'Premisses', 'Conclusion', and 'Syllogism'. Give examples.
23. Explain the phrases 'Middle Term' and 'Middle Terms'.
24. In marking a pair of Premisses on the larger Diagram, why is it best to mark NEGATIVE Propositions before AFFIRMATIVE ones?
25. Why is it of no consequence to us, as Logicians, whether the Premisses are true or false?
26. How can we work Syllogisms in which we are told that "some x are y" is to be understood to mean "the Attribute x, y are COMPATIBLE", and "no x are y" to mean "the Attributes x, y are INCOMPATIBLE"?
27. What are the two kinds of 'Fallacies'?
28. How may we detect 'Fallacious Premisses'?
29. How may we detect a 'Fallacious Conclusion'?
30. Sometimes the Conclusion, offered to us, is not identical with the correct Conclusion, and yet cannot be fairly called 'Fallacious'. When does this happen? And what name may we give to such a Conclusion?
[See pp. 57-59]
2. Half of Smaller Diagram.
Propositions to be represented.
-----------
| | |
| x |
| | |
--y-----y'-
__________
1. Some x are not-y.
2. All x are not-y.
3. Some x are y, and some are not-y.
4. No x exist.
5. Some x exist.
6. No x are not-y.
7. Some x are not-y, and some x exist.
__________
Taking x="judges"; y="just";
8. No judges are just.
9. Some judges are unjust.
10. All judges are just.
__________
Taking x="plums"; y="wholesome";
11. Some plums are wholesome.
12. There are no wholesome plums.
13. Plums are some of them wholesome, and some not.
14. All plums are unwholesome.
[See pp. 59, 60]
-----
| |
| x
| |
|--y--|
| |
| x'
| |
-----
__________
Taking y="diligent students"; x="successful";
15. No diligent students are unsuccessful.
16. All diligent students are successful.
17. No students are diligent.
18. There are some diligent, but unsuccessful, students.
19. Some students are diligent.
[See pp. 60, 1]
3. Half of Smaller Diagram.
Symbols to be interpreted.
__________
-----------
| | |
| x |
| | |
--y-----y'-
__________
------- -------
| | | | | |
1. | | 0 | 2. | 0 | 0 |
| | | | | |
------- -------
------- -------
| | | | | |
3. | - | 4. | 0 | 1 |
| | | | | |
------- -------
__________
Taking x="good riddles"; y="hard";
------- -------
| | | | | |
5. | 1 | | 6. | 1 | 0 |
| | | | | |
------- -------
------- -------
| | | | | |
7. | 0 | 0 | 8. | 0 | |
| | | | | |
------- -------
__________
[See pp. 61, 2]
Taking x="lobster"; y="selfish";
------- -------
| | | | | |
9. | | 1 | 10. | 0 | |
| | | | | |
------- -------
------- -------
| | | | | |
11. | 0 | 1 | 12. | 1 | 1 |
| | | | | |
------- -------
__________
-----
| |
x |
| |
|--y'-|
| |
x' |
| |
-----
Taking y="healthy people"; x="happy";
--- --- --- ---
| 0 | | | | 1 | | 0 |
13. |---| 14. |-1-| 15. |---| 16. |---|
| 1 | | | | 1 | | |
--- --- --- ---
[See p. 62]
4. Smaller Diagram.
Propositions to be represented.
-----------
| | |
| x |
|--y--|--y'-|
| x' |
| | |
-----------
__________
1. All y are x.
2. Some y are not-x.
3. No not-x are not-y.
4. Some x are not-y.
5. Some not-y are x.
6. No not-x are y.
7. Some not-x are not-y.
8. All not-x are not-y.
9. Some not-y exist.
10. No not-x exist.
11. Some y are x, and some are not-x.
12. All x are y, and all not-y are not-x.
[See pp. 62, 3]
Taking "nations" as Universe; x="civilised"; y="warlike";
13. No uncivilised nation is warlike.
14. All unwarlike nations are uncivilised.
15. Some nations are unwarlike.
16. All warlike nations are civilised, and all civilised nations are warlike.
17. No nation is uncivilised.
__________
Taking "crocodiles" as Universe; x="hungry"; and y="amiable";
18. All hungry crocodiles are unamiable.
19. No crocodiles are amiable when hungry.
20. Some crocodiles, when not hungry, are amiable; but some are not.
21. No crocodiles are amiable, and some are hungry.
22. All crocodiles, when not hungry, are amiable; and all unamiable crocodiles are hungry.
23. Some hungry crocodiles are amiable, and some that are not hungry are unamiable.
[See pp. 63, 4]
5. Smaller Diagram.
Symbols to be interpreted.
__________
-----------
| | |
| x |
|--y--|--y'-|
| x' |
| | |
-----------
__________
------- -------
| | | | | |
1. |---|---| 2. |---|---|
| 1 | | | | 0 |
------- -------
------- -------
| | 1 | | | |
3. |---|---| 4. |---|---|
| | 0 | | 0 | 0 |
------- -------
__________
Taking "houses" as Universe; x="built of brick"; and y="two-storied"; interpret
------- -------
| 0 | | | | |
5. |---|---| 6. |---|---|
| 0 | | | - |
------- ---|---
------- -------
| | 0 | | | |
7. |---|---| 8. |---|---|
| | | | 0 | 1 |
------- -------
[See p. 65]
Taking "boys" as Universe; x="fat"; and y="active"; interpret
------- -------
| 1 | 1 | | | 0 |
9. |---|---| 10. |---|---|
| | | | | 1 |
------- -------
------- -------
| 0 | 1 | | 1 | |
11. |---|---| 12. |---|---|
| | 0 | | 0 | 1 |
------- -------
__________
Taking "cats" as Universe; x="green-eyed"; and y="good-tempered"; interpret
------- -------
| 0 | 0 | | | 1 |
13. |---|---| 14. |---|---|
| | 0 | | 1 | |
------- -------
------- -------
| 1 | | | 0 | 1 |
15. |---|---| 16. |---|---|
| | 0 | | 1 | 0 |
------- -------
[See pp. 65, 6]
6. Larger Diagram.
 No x are m.
2. Some y are m'.
3. All m are x'.
4. No m' are y'.
5. No m are x; All y are m.
6. Some x are m; No y are m.
7. All m are x'; No m are y.
8. No x' are m; No y' are m'.
[See pp. 67,8]
Taking "rabbits" as Universe; m="greedy"; x="old"; and y="black"; represent
9. No old rabbits are greedy.
10. Some not-greedy rabbits are black.
11. All white rabbits are free from greediness.
12. All greedy rabbits are young.
13. No old rabbits are greedy; All black rabbits are greedy.
14. All rabbits, that are not greedy, are black; No old rabbits are free from greediness.
__________
Taking "birds" as Universe; m="that sing loud"; x="well-fed"; and y="happy"; represent
15. All well-fed birds sing loud; No birds, that sing loud, are unhappy.
16. All birds, that do not sing loud, are unhappy; No well-fed birds fail to sing loud.
__________
Taking "persons" as Universe; m="in the house"; x="John"; and y="having a tooth-ache"; represent
17. John is in the house; Everybody in the house is suffering from tooth-ache.
18. There is no one in the house but John; Nobody, out of the house, has a tooth-ache.
__________
[See pp. 68-70]
Taking "persons" as Universe; m="I"; x="that has taken a walk"; y="that feels better"; represent
19. I have been out for a walk; I feel much better.
__________
Choosing your own 'Universe' &c., represent
20. I sent him to bring me a kitten; He brought me a kettle by mistake.
[See pp. 70, 1]
7.  In each Question, a small Diagram should be drawn, for x and y only, and marked in accordance with the given large Diagram: and then as many Propositions as possible, for x and y, should be read off from this small Diagram.
----------- -----------
|0 | | | | |
| --|-- | | --|-- |
| |0 | 0| | | |0 | 1| |
1. |--|--|--|--| 2. |--|--|--|--|
| |1 | | | | |0 | | |
| --|-- | | --|-- |
|0 | | | | |
----------- -----------
[See p. 72]
----------- -----------
| | | | | 0|
| --|-- | | --|-- |
| |0 | 0| | | | | | |
3. |--|--|--|--| 4. |--|--|--|--|
| |1 | 0| | | |0 | | |
| --|-- | | --|-- |
| | | | | 0|
----------- -----------
__________
Mark, in a large Diagram, the following pairs of Propositions from the preceding Section: then mark a small Diagram in accordance with it, &c.
5. No. 13. [see p. 49] 9. No. 17.
6. No. 14. 10. No. 18.
7. No. 15. 11. No. 19. [see p. 50]
8. No. 16. 12. No. 20.
__________
Mark, on a large Diagram, the following Pairs of Propositions: then mark a small Diagram, &c.
13. No exciting books suit feverish patients; Unexciting books make one drowsy.
14. Some, who deserve the fair, get their deserts; None but the brave deserve the fair.
15. No children are patient; No impatient person can sit still.
[See pp. 72-5]
16. All pigs are fat; No skeletons are fat.
17. No monkeys are soldiers; All monkeys are mischievous.
18. None of my cousins are just; No judges are unjust.
19. Some days are rainy; Rainy days are tiresome.
20. All medicine is nasty; Senna is a medicine.
21. Some Jews are rich; All Patagonians are Gentiles.
22. All teetotalers like sugar; No nightingale drinks wine.
23. No muffins are wholesome; All buns are unwholesome.
24.
25. All soldiers march; Some youths are not soldiers.
26. Sugar is sweet; Salt is not sweet.
27. Some eggs are hard-boiled; No eggs are uncrackable.
28. There are no Jews in the house; There are no Gentiles in the garden.
[See pp. 75-82]
29. All battles are noisy; What makes no noise may escape notice.
30. No Jews are mad; All Rabbis are Jews.
31. There are no fish that cannot swim; Some skates are fish.
32. All passionate people are unreasonable; Some orators are passionate.
[See pp. 82-84]


Bayelsa: Court nullifies PDP governorship primaries
by The Eagle OnlineA Federal High Court sitting in Abuja has nullified the Peoples Democratic Party primaries in Bayelsa State on grounds of illegality.One of the aspirants for the primaries, Timi Alaibe, had approached the Court. Alaibe claimed that the Bayelsa State chapter of the PDP manipulated the primary election in favour of a particular aspirant who eventually emerged as the party’s candidate.He thus demanded for the cancellation of the result of the election.
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I am a very simple card. I am good at containing small bits of information. I am convenient because I require little markup to use effectively.
I am a very simple card. I am good at containing small bits of information. I am convenient because I require little markup to use effectively.
I am a very simple card. I am good at containing small bits of information. I am convenient because I require little markup to use effectively.
Além de ter me ajudado a entender melhor o sistema, consegui fazer uma nova amiga!
Me ajudou muito, agora consigo realiazar minhas atividades do dia-a-dia com mais facilidade!


Basic Book
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Basic Text & Image
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Komodo (KMDBTC) is printing a very strong bullish candle today.
After hitting a peak on the 7-Oct., KMDBTC retraced and produced good volume to break below EMA50 and EMA10... Today, a strong bullish candle regained those levels back, meaning, KMDBTC is now back above EMA10 a...


--- layout: post status: publish published: true title: "测试图片发布" author: Leask author_login: leask author_email<EMAIL_ADDRESS>author_url: https://leaskh.com wordpress_id: 113 wordpress_url: http://leaskh.wordpress.com/2009/05/25/%e6%b5%8b%e8%af%95%e5%9b%be%e7%89%87%e5%8f%91%e5%b8%83 date: '2009-05-25 16:52:44 +0800' date_gmt: '2009-05-25 16:52:44 +0800' categories: tags: [] comments: [] ---


class: center, middle, inverse, title-slide # ETC3250: Introduction ## Semester 1, 2019 ###
Professor Di Cook
Econometrics and Business Statistics
Monash University ### Week 1 (a) --- class: split-three .column[.split-33[ .pad10px[ # Who are we? ] ]] .column[.split-50[ .row[
 Di Cook
 *Chief examiner* ] .row[
 Earo Wang
 *Teaching Associate* ] ]] .column[.split-50[ .row[
 Cameron Roach
 *Teaching Associate* ] .row[
 Zina
 *Teaching Associate* ] ]]  --- # Textbook James, Witten, Hastie and Tibshirani (2012) An Introduction to Statistical Learning. Springer. [http://www.statlearning.com](http://www.statlearning.com) - Free pdf online - Data sets in associated R package *ISLR* - R code for examples --- # Semester outline - Week 1: Introduction to statistical learning, Chapter 2 - Week 2: Linear regression, Chapter 3 - Week 3: Resampling, Chapter 5 - Week 4: Dimension reduction, Chapter 10.2 + instructor's notes - Week 5: Visualisation, Instructor's notes - Week 6: Classification, Chapters 8, 7 - Week 7: Classification, Chapter 9 - Week 8: Ensembles and boosted models, Chapter 8.2 - Week 9: Regularization methods, Chapter 6 - Week 10: Model assessment, Instructor's notes - Week 11: Clustering, Chapter 10 - Week 12: Project presentations --- # Assessment - Final exam 60% - Four assignments, 4% each (due weeks 3, 5, 7, 9) - Tutorial quizzes (10) 4% total (start of each tutorial) - Project 20% (due week 12) --- # Communication - Website: https://monba.dicook.org - Lecture notes - Assignments - Data - Moodle - Marks - Discussion board, questions - Assignment turn in --- # What is business analytics? .green[Business analytics] is the scientific process of learning from data, transforming data into insight for making better decisions - .orange[Broader] than .green[business intelligence] which focuses on describing and predicting performance. - .orange[Broader] than .green[econometrics] which typically starts from theory (hypotheses or models), and analysts assess if the data supports or refutes. - .orange[Narrower] than .green[data science] as we are primarily focusing on business problems. --- <video src="videos/rob.mp4" style="width: 100%" controls /> --- class: split-40 .column[.pad10x[ # Flavours of .img-fill[![](images/cakes.jpg)] ]] .column[.padtop50px[ - Financial Analytics - Human Resource Analytics - Marketing Analytics - Health Care Analytics - Supply Chain Analytics - Analytics for Government and Nonprofits - Sport Analytics - Web Analytics ]] --- class: split-three with-border .column[.pad10x[ # Related fields How these other disciplines relate to business analytics *.green[These are my sound bites, to create some distinction but in practice there is a lot of overlap between activities]* ]] .column[.split-50[ .row[ .font1[.green[Statistics] measuring, controlling, and communicating uncertainty, typically with .orange[probabilistic models and antecedent hypotheses] ]] .row[ .font1[.green[Data science] .orange[what can the data tell us]: cleaning, validation, transformation, visualisation, models, related to exploratory data analysis ]] ]] .column[.split-50[ .row[ .font1[.green[Machine learning] construction and study of .orange[predictive algorithms] that improve automatically through experience ]] .row[ .font1[.green[Data mining] algorithms for .orange[discovering patterns] in data, including data storage and access, focused more on prediction ]] ]] --- # Top jobs Annual job ratings can be found here https://www.careercast.com/jobs-rated/2018-jobs-rated-report --- class: split-40 .column[.padtop50px[ # Skills needed ]] .column[  ] --- <video src="videos/obama-datascience.mp4" style="width: 100%" controls /> --- # Thinking out loud .font1[ *What sort of personality makes for an effective data scientist? Definitely .green[curiosity]…. The biggest question in data science is ‘Why?’ Why is this happening? If you notice that there’s a pattern, ask, “Why?” Is there something wrong with the data or is this an actual pattern going on? Can we conclude anything from this pattern? A natural curiosity will definitely give you a good foundation.* .font_small[.orange[-- Carla Gentry, Data Scientist at Talent Analytics]] *[Data scientists are] able to think of ways to .green[use data to solve problems] that otherwise would have been unsolved, or solved using only intuition.* .font_small[.orange[-- Peter Skomoroch, Former Principal Data Scientist at LinkedIn]] ] --- # Thinking out loud .font1[ *Always ask yourself .green[how the data can be used to positively impact] the lives around you, and use that to guide your design and development.* .font_small[.orange[-- hanjiXiong, Chief Scientist at Experian’s Global DataLab]] *Data analysts who don’t organize their transformation pipelines often end up not being able to repeat their analyses, so the advice I would give to myself is the same advice often given to traditional scientists: .green[make your experiments repeatable!]* .font_small[.orange[-- Mike Driscoll, Founder & CEO at Metamarkets]] .footnote[.font_tiny[.green[All quotes come from https://www.kdnuggets.com/2017/05/42-essential-quotes-data-science-thought-leaders.html/2 which has the links to original sources.]]] ] --- class: split-40 .column[.padtop50px[ # The business analytics process ]] .column[  .footnote[.font_tiny[Source: http://www.stern.nyu.edu/programs-admissions/executive-education/short-courses/schedule/short-course-program-7]] ] --- # Learning objectives for this class - .orange[Select and develop] appropriate models for regression, classification or clustering - .orange[Estimate and simulate] from a variety of statistical models, and measure the uncertainty of a prediction using resampling methods - Manage large data sets in a modern software environment, and .orange[explain and interpret] the analyses undertaken clearly and effectively - .orange[Apply] business analytic tools to produce innovative solutions in finance, marketing, economics and related areas .green[Teaching and learning approach: Two 1-hour lectures and a one 1.5 hour lab class each week for 12 weeks.] --- layout: true class: shuriken-full white .blade1.bg-green[.content.center.vmiddle[ .white.font_large[How do you do well in this class?] ]] .blade2.bg-purple[.content.center.vmiddle[ Turn up to class, summarise your notes after each, note what you understand, and what you don't 🌊 ]] .blade3.bg-deep-orange[.content.center.vmiddle[ Do exercises from the textbook related to material each week, check your answers with online solutions 🧗♀ ]] .blade4.bg-pink[.content.center.vmiddle[ Participate actively in computer labs, work with team mates to solve problems, get best answers 🥑 ]] --- class: hide-blade2 hide-blade3 hide-blade4 hide-hole --- class: hide-blade3 hide-blade4 hide-hole count: false --- class: hide-blade4 hide-hole count: false --- class: hide-hole count: false --- count: false --- layout: false class: split-60 .column[.padtop50px[ # Programming languages      ]] .column[.padtop50px[ # Languages used in this class   ]] --- class: split-50 .column[.padtop50px[ # After this course .green[**ETC3555 - Statistical Machine Learning**] .font_small[This unit covers the methods and practice of statistical machine learning for modern data analysis problems. Topics covered will include recommender systems, social networks, text mining, matrix decomposition and completion, and sparse multivariate methods. All computing will be conducted using the R programming language. Prerequisites: ETC3250 or FIT3154] ]] .column[.padtop50px[ .green[**ETC5550 - Advanced Statistical Modelling**] .font_small[This unit introduces extensions of linear regression models for handling a wide variety of data analysis problems. Three extensions will be considered: generalised linear models for handling counts and binary data; mixed-effect models for handling data with a grouped or hierarchical structure; and non-parametric regression for handling non-linear relationships. All computing will be conducted using R. Prerequisites: ETC2410, ETC2420, ETC3440 or equivalent.] ]] --- layout: false # 👩💻 Made by a human with a computer ### Slides at [https://monba.dicook.org](https://monba.dicook.org). ### Code and data at [https://github.com/dicook/Business_Analytics](https://github.com/dicook/Business_Analytics).
 ### Created using [R Markdown](https://rmarkdown.rstudio.com) with flair by [**xaringan**](https://github.com/yihui/xaringan), and [**kunoichi** (female ninja) style](https://github.com/emitanaka/ninja-theme).

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Kelly Brook: Photographers told me to ‘breathe in’ after weight gain
Kelly Brook has told of her shock after photographers on a red carpet told her to “breathe in”.
The presenter and model, 39, was posing at a film premiere after some time out of the spotlight, when the incident took place.
She said hearing the photographers tell her to “breathe in” was a “wake up call”.
Brook told The Sun’s Fabulous magazine: “Well, I’m glad they told me.
“They actually thought they were doing me a favour, but yeah, it was a bit of a shock.
“But they knew me as skinny, and all of a sudden I’d turned up with bigger boobs, a bigger bum, bigger arms – just a lot bigger, so I think it was a shock for them as well.”
The star said the incident made her feel she “should do something about it” and that she has since lost weight.
But she said she would never want to go back to being as slim as she once was.
“I’m still not the thinnest I’ve ever been in my life,” she said.
“But nor would I ever want to go back there, because some of my thinnest times were also my saddest.”
“My body likes being curvy,” she said.
“It would be really difficult for me to be a skinny girl cos it’s not my shape or who I am and I’m not going to aspire to be something that’s unattainable.”


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ArUco Unity
0.1.0
OpenCV's ArUco Marker Detection module adapted for Unity 5.
|
OpenCV's ArUco Marker Detection module adapted for Unity 5.
This project has been developed as part of the master thesis of Erwan Normand and was supported by the ÉTS - École de Technologie Supérieure.
<aruco_unity_source_directory>/src/aruco_unity_package/Assets
folder into your Unity project.Use CMake to configurate the ArUco Unity library. By default, it will retrieve and build OpenCV with the ArUco module. Run the following commands, it will take several minutes:
If you want to provide your own version of OpenCV, add the following options to the cmake configuration command: -DAUTO_BUILD_OPENCV=OFF -DOpenCV_DIR=<opencv_install_dir>
. You need to build the ArUco module. Follow this instructions: https://github.com/opencv/opencv_contrib
After configuration, open and compile the solution generated by cmake, or run the following commands:
After building, compile the INSTALL
target on the solution generated by cmake, or run the following commands:
The library will be copied into the <aruco_unity_source_directory>/bin
and <aruco_unity_source_directory>/lib
folders, and into the <aruco_unity_source_directory>/src/aruco_unity_package/Assets/Plugins
folder.
If you want to build and execute the tests, run the following commands:
All tests should pass.
The documentation of available online:
See the LICENSE file for license rights and limitations (3-clause BSD license).
See the 3rdparty folder for licenses of the third-party dependencies. ArUco Unity makes use of the following projects:


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+SocialGood | Backplane
plussocialgood.org
PlusSocialGood.org is powered by the unique insights and experiences of its members. It’s a place where the global community of connectors comes ...
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Ban Ki-moon to join climate change march
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22 maps and charts that will surprise you
www.vox.com
These 22 charts and maps all told me something I found surprising. Some of them genuinely changed the way I think about the world.
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Rise of Sub-State Actors in Digital Diplomacy
www.brookings.edu
Social media has transformed how communities communicate with one another. Twitter in particular enables worldwide and frictionless interaction. Many ...
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¡Fiesta! Celebrating Latin American Culture at the Met | The Metropolitan ...
www.metmuseum.org
Join us on Saturday, September 27, for ¡Fiesta!, the Met's annual celebration of Latin American art and culture.
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2014 USBLN® 17th National Annual Conference & Biz2Biz Expo
www.usblnannualconference.org
2014 USBLN 17th Annual Conference & Expo: The preeminent national business to business event that focuses on disability inclusion in the workplace, ...
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Session: Corporate Responsibility in the Age of Inequality | BSR ...
bsr14.org
BSR Conference 2014: Transparency and Transformation, November 4-6, New York.
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Why we need the UN’s sustainable development goals
www.eco-business.com
Jeffrey Sachs outlines how the upcoming Sustainable Development Goals can and should address the intersecting issues of sustainability, poverty, and ...
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Not in my Name - Muslims against ISIS
www.youtube.com
group of young British Muslims have joined the fight back against Islamic State militants with a video and social media campaign. After the murder of ...
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Corporate Social Responsibility – Our Impact - Prudential
www.prudential.com
Prudential is committed to helping the undeserved by eliminating barriers to financial and social mobility.
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Why Millennials Are the World's Best Chance to Make Sustainability the New ...
mashable.com
How can we make kids expect sustainability, rather than see it as a goal? Niall Dunne of BT is encouraging a new conversation online.
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G8 Report: Impact Investing Is the 'Invisible Heart' of Markets
www.triplepundit.com
Impacting investments that aim to realize social and environmental good are rising rapidly and could restore flagging faith in markets and ...
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Digital Assets Manager : The Rockefeller Foundation
www.rockefellerfoundation.org
Digital Assets Manager
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Muslims Launch Powerful Social Media Campaign Against ISIS With ...
mashable.com
Muslims around the world are joining an anti-ISIS social media campaign sharing pictures and messages with the hashtag #NotInMyName.
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13 Key Differences Between Dreamers and Doers
www.travel-break.net
When people first learn that I’m a professional traveler, their jaws drop faster than a nineties cartoon. I have managed to raise an eye brow or two ...
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#PowerOfOurVote G+ Hangout: National Voter Registration Day - Google+
plus.google.com
SAVE THE DATE! Historically, the midterm elections mean record-low voting turnout. This means that EVERY SINGLE ADDITIONAL VOTE carries that much ...
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Prudential and the Hispanic community – Prudential
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20 women making waves in the climate change debate - Road to Paris - ICSU
roadtoparis.info
When we asked people who they’d like to hear more from on climate and sustainability issues, some simply replied women. In compiling our list of top ...
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We mean business on climate change - Virgin.com
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The morning began revealing the Carbon War Room’s initiative to massively improve trucking efficiency. The North American trucking industry spends ...
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'New Climate Economy': Growth via Climate Change Action
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Making climate change action a global priority can foster greater, more inclusive prosperity worldwide, but a "deep structural transformation" is ...
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Home Page
newclimateeconomy.report
The New Climate Economy Report shows how countries at all levels of income can achieve economic growth while combating climate change
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Why CEOs Care About Climate Change
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PNUD Tunisie - Social Good Summit live now #2030NOW | Facebook
www.facebook.com
Social Good Summit live now #2030NOW
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What I Expect to See From UN Week
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This post is part of a series in which Influencers and members discuss how to drive change that matters. Read all the posts here and write your ...


Schtromm.github.io
Service Manual is printed on demand and ships separate from other products. We do not accept returns on this product. Service Manual covers model year 2007 Sportsman® 500 EFI X2 Quadricycle, Sportsman® 700 EFI, Sportsman® 800 EFI (classic), Sportsman® 800 EFI INTL, Sportsman® 800 EFI X2 (classic), and Sportsman® 800 EFI X2 (deluxe). Polaris Atv 2007 Sportsman 450 500 X2 Efi Repair Manual. 2007 Polaris Sportsman 450 500 X2 EFI ATV Repair Manual Table of Contents. General Information Maintenance Engine Fuel System Body / Suspension Clutch Final Drive Transmission . 2007 Polaris Sportsman 6 X 6 Service Manual 2007 Polaris Sportsman 700 800 EFI ATV Owners Manual. POLARIS ATV 2007 SPORTSMAN 700 800 X2 EFI SERVICE MANUAL.
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|
||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
public interface GameObserver
An interface for a poker game observer. All public game events are sent to a game observer, so that the game may be tracked.
| Method Summary | |
|---|---|
void |
actionEvent(int pos,
Action act)
A player can override this method to recieve events for each action made by a player. |
void |
gameOverEvent()
The hand is now over. |
void |
gameStartEvent(GameInfo gi)
The hand is starting |
void |
gameStateChanged()
The game info state has been updated Called after an action event has been fully processed |
void |
showdownEvent(int pos,
Card c1,
Card c2)
Player pos has shown two cards. |
void |
stageEvent(int stage)
A new stage (betting round) has begun. |
void |
winEvent(int pos,
double amount,
java.lang.String handName)
A player at pos has won amount with the hand handName |
| Method Detail |
|---|
void actionEvent(int pos, Action act)
pos
- the player's positionaction
- the action made by the playervoid stageEvent(int stage)
stage
- the new stage ID (@see Holdem)void showdownEvent(int pos, Card c1, Card c2)
pos
- the palyer showing cardsc1
- the player's first hole cardc2
- the player's second hole cardvoid gameStartEvent(GameInfo gi)
void gameOverEvent()
void winEvent(int pos, double amount, java.lang.String handName)
void gameStateChanged()
|
||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


Speech
Speech by Ofsted's HMCI Sir Michael Wilshaw to the Confederation of British Industry (CBI) conference in Cambridge.
Thank you for inviting me to talk to you today. I suspect I’m not the first Chief Inspector or education minister to address you. I also suspect the message over the years has been fairly similar: ‘We must do more to make school and college leavers literate and numerate and ready for the world of work.’ I imagine your response down the years has been equally familiar: ‘Yes, we must. And when will that happen?’
The reason I’m here is because I believe there has never been a better time to answer that question. We are at a watershed moment in the history of our education system. The economy is improving, jobs are more plentiful, and there is cross-party agreement on the need for more high-quality apprenticeships. Strong and powerful headteachers and principals are running successful federations and chains of schools which have the flexibility to do much more on vocational education than ever before.
We, therefore, have never had a better opportunity to tackle our lamentable record on vocational education. But only if we seize this moment and only if employers play their part.
For the past 50 years – since the publication of the seminal Newsom report Half our future – politicians, employers and educationalists have all recognised that school and college leavers need more work-ready skills and that vocational education needs to be significantly better. Given that consensus, you would have thought that by now we would have put in place some sort of solution.
But you would be wrong. Vocational education is still failing to deliver the needs of both young people and of society. There are currently 146,000 job vacancies that employers cannot fill because applicants don’t have the required skills. The shortage is particularly dire in key sectors of the economy. Let me give you a few examples – 10 per cent vacancies in financial services, 26 per cent in transport and communications, 28 per cent in agriculture and business services and 30 per cent in manufacturing. I could go on.
These vacancies remain unfilled because candidates lack the necessary skills that employers are looking for.
Overall, one in five job vacancies are unfilled because employers cannot find suitably qualified candidates. This at a time when the unemployment rate of 16–24-year-olds, while declining, is still 14 per cent. Or put another way, almost half a million young people are out of work.
Too much of our education system is not producing the qualified school-leavers our economy requires. As a consequence, youth unemployment remains stubbornly high and employers remain frustrated that they can’t find suitably qualified youngsters. We have been stuck on the same policy roundabout year after year without any clear idea of which direction to take. So, why do we keep getting vocational education wrong in this country?
It is easy to put all the blame at the door of schools and colleges but that would be unfair. Most could certainly do a great deal more, a point I’ll elaborate on later.
But I have been in education for over 40 years and remember the miserable standards that predominated in the seventies, eighties and much of the nineties. Greater accountability – including Ofsted – has enormously improved our schools and children are getting a better deal than ever before. Nevertheless, our education system isn’t firing on all cylinders and hasn’t kept pace with employer expectations or with the gains made by our international competitors. But it is improving.
Ofsted has played its part. When I was appointed as Chief Inspector in 2012 many schools were content to be labelled ‘satisfactory’, coasting along in mediocrity year after year after year. We’ve put an end to that by replacing ‘satisfactory’ with the judgement of ‘requires improvement’ and said unequivocally that ‘good’ is the only acceptable standard. Schools that are less than ‘good’ have got limited time to improve and Her Majesty’s Inspectors remain with those schools until they do get to ‘good’.
Of course, I understand your frustration that our education system is not improving fast enough. Many schools and colleges could do better. Many more youngsters should be work ready. But before I move on to what they could and should do, or indeed what you as employers could and should do, let me give you a taste of the kind of attitudes that the nation and its schools struggle against.
Earlier this month, the principal of a Bradford school in a deprived community sent home 150 pupils because they breached the school’s uniform rules. She was attacked by some for being petty. Let me tell you – I don’t believe that she was. What she was doing was reinforcing to her pupils and to their parents that all successful organisations require rules and that if children, especially children who lack structure and discipline at home, are to succeed in school and in work they have to respect them. It was, in essence, a lesson in how to be employable.
I mention this because I want to emphasise that while schools and colleges need to raise their game, they cannot do it on their own. They need support. They need the backing and involvement of parents, their families and their communities. But crucially they need your backing, the backing of employers.
So what do we need to do to make vocational education a success? Before we get onto policy specifics I think we should acknowledge that the problem to some extent, is a very British one. It’s as much attitudinal as it is educational.
 We all pay lip-service to how much more needs to be done. We nod approvingly at the well-regarded German and Swiss schemes, and lament the lack of anything as comprehensive and widespread here. But it’s difficult to escape the conclusion that when policy-makers talk of vocational training they mean an education that is somehow second-rate – something for children who belong to other people.
I wonder how many of you, or for that matter how many senior educationalists and politicians, are happy to nudge their children down a vocational path in preference to a university even if their children’s talents lie that way? It’s an ingrained bias that hampers our country’s ability to support meaningful vocational education. And it reinforces the idea that it is somehow second best. It is hard to see how we will ever develop successful vocational education unless and until we consign such notions to history.
It does not have to be that way. Switzerland, Norway, Germany, Austria and others show what can be done. In those countries, apprenticeships are well understood by students, well supported by employers and well regarded by the public.
A 16-year-old youngster in Germany who wishes to be a mechanical engineering apprentice can get a position at a local firm, which sends him or her to a specialist automotive college for two days a week. He or she knows about the scheme because employers, schools and colleges have a tradition of working together. They tell children what’s available, what’s expected and what the likely career path will be. In Britain it’s a different story. Only one in five schools gives their students effective career advice, according to a recent Ofsted survey.
I was struck recently on a visit to Switzerland by how well apprenticeships work and how highly regarded they are. Apprenticeships are viewed as a respected and crucial way to acquire relevant skills. Critically, they are embedded in the country’s education system and employers have a central role in making that system work. Two-thirds of young Swiss who leave compulsory education at 15 embark on a vocational programme which incorporates an apprenticeship. In Germany, it is a similar figure. In this country only 23% of all apprenticeship starts are in the 16 to 18 age group, although there were seven applicants for every apprenticeship. This is a miserable statistic.
The curriculum in these other countries is defined by employers and updated annually to reflect changing labour market requirements. If there is a surfeit of plumbers one year, the number being trained is reduced and applicants encouraged into other sectors. Here, a recent analysis by the UK Commission for Employment and Skills found that there was no coherent link between apprenticeship growth and skill shortage.
The Swiss system requires a degree of cooperation between education and employers. It requires sector-wide planning and constant communication between colleges and firms. And it requires employers to commit to supporting youngsters while they train. All of which, frankly, isn’t common here.
But the benefits are obvious: employers have access to skilled employees trained in a manner relevant to their businesses, while the country gains a young, skilled workforce. In Switzerland, youth unemployment is a low 8.5 per cent.
Compare that with the situation in this country. I appreciate that a lot of people in this audience are involved in establishing and expanding excellent apprenticeships but many employers, especially small and medium-sized businesses, aren’t. They may want to be involved but they have no idea how to go about recruiting an apprentice, what funding is available, how they go about developing a course with the local college, or what the likely outcomes would be. We don’t make the process simple or accessible.
The Government has recognized the problem and is addressing it by directly giving money to employers to buy training, for instance. I warmly applaud this move.
But it’s still the case that the vocational prospects for the average 16-year-old are poor. Let’s imagine a teenager – let’s call him John – who wants to be a mechanic. He isn’t aware of what is on offer from employers because they aren’t involved with his school. His school has no more idea because it has only tenuous links with local businesses. Local employers aren’t aware of his aptitudes and inclination because they have no input into his education.
John has had only poor career guidance, so he takes the first course that is offered to him even though it is largely classroom based and has little connection to the demands of the real economy. That, in a nutshell, is what passes for vocational education in much of England today.
I agree with your recent report; too many school leavers enter the workplace lacking basic literacy and numeracy. Career guidance is often out of date, weak and narrow. Too many youngsters leave school unaware that the world of work requires them to be punctual, suitably dressed and to communicate politely and empathetically with colleagues and customers.
We have no right to be surprised at this state of affairs. The low status accorded to vocational programmes has quite simply diluted the brand. Schools lack high-quality facilities and staff who are up-to-date with the latest technical practices.
I have heard examples of a school caretaker delivering a construction course because he had built a greenhouse, and of geography teachers running travel and tourism courses without understanding the industry well enough. In too many institutions, vocational education has become an afterthought, delivered by those who are not sufficiently valued. This has to change.
The recent cross-party consensus on apprenticeships is surely the right one. Schools and colleges could do more to equip youngsters for the skills and attitudes necessary for work. But if we are to get off that policy roundabout, if we are to do something enduring in vocational education, we cannot expect schools and colleges to do all the heavy lifting. We need to be cannier and employers need to play their part.
I applaud the Government’s recent initiatives to improve the quality of vocational education with the introduction of the practical Technical Awards and Levels alongside GCSEs and A levels. But everyone in the system must play their part. I think we need to do four things:
If we are to make this happen, not only do we have to have a fundamental shift in attitudes but also in educational structures. We don’t need to start from scratch but we do need to build on the pioneering work done by some schools and colleges.
We’ve seen the good work already happening in clusters – led by good or outstanding schools and colleges. That trend to federation should be encouraged. I know if I were leading a cluster of schools, I would make sure they had strong links to Local Enterprise Partnerships or Chambers of Commerce. I’d affiliate the schools to specific industries depending on local demand.
And wouldn’t it be good if at least one of the schools in the cluster had particularly strong vocational provision from 14, perhaps in a UTC or a specialist college?
Young people could then transfer across institutions in the cluster to provide a route to high-level academic or vocational study.
Pupils at all the schools in the cluster would have access to high-quality vocational training from 14, including those who are typically deemed ‘academic high achievers’. Students on either path would be free to access the specialist teaching available in the other and would not be stuck in one route. Let me stress this isn’t about selection at 14 – it’s about maximum opportunity at 14.
The involvement of employer-led bodies is equally crucial. It would ensure that the vocational curriculum matched the changing requirements of the labour market. As you at the CBI have pointed out in your recent report, over the next three to four years, 30 per cent of firms predict growing demand for people with skills at level 3 and nearly 60 per cent for people with skills at level 4. Vocational training should never be the easy route.
As things stand, employer engagement in the provision of vocational training is far too haphazard. Too much is reliant on the goodwill of individual companies. Just 13 per cent of employers in the UK offer apprenticeships, and only eight per cent of businesses with fewer than five employees offer them.
Vocational education, however, is too important to be left to the good offices of a dedicated few. In Switzerland employer engagement is more systematic: part of the culture, a form of social contract. Surely we need something similar here?
I welcome the Government’s initiative to give financial incentives to firms to take on apprentices. But the process needs to be as accessible as possible if SMEs are to participate fully.
More employers should become involved with schools by mentoring pupils, offering them work experience and encouraging their staff to become governors. Large employers should help smaller ones by working through their supply chain to share and support apprenticeships. LEPs, Chambers of Commerce and, of course, the CBI, should help, too.
They could help organise apprenticeships at a local level, take the lead on recruitment, give advice on how to source training and help SMEs to access apprenticeships. In short, all our best intentions to provide more and better apprenticeships could flounder if employer organisations at a local level are not better coordinated and well led.
What does that mean for a small business? Take a plumber with five employees. He’s willing to take on apprentices but needs help. Where should he start? You probably have a better idea than I do, but let me suggest what I think is absolutely crucial. Networks, like the local Chambers of Commerce, should be easily accessible to employers. They need to be willing to take over the form filling, explain the funding and help find a good-quality training provider.
I challenge all employers, large or small, to look at their workforce and consider the following 3 questions:
As I said at the beginning of my speech, we seem to be forever stuck on a policy roundabout when it comes to vocational education. But I also firmly believe that we have never had a better opportunity to get off it. The economy is growing and there is a cross party consensus on the importance of vocational education in general and the need for more high-calibre apprenticeships in particular.
Thank you.


API Simulator
Active routes
Route
Response
Actions
Add new route
Route:
JSON response:
{}
JSONP Enabled:
Match all:
CREATE NEW ROUTE


Provides test statistics, p-value, and confidence intervals based on 9 hypothesis tests for dependence.
| Version: | 0.2.0 |
| Depends: | R (≥ 3.2.5), parallel, minerva, Hmisc |
| Imports: | Rcpp (≥ 0.12.7), methods |
| LinkingTo: | Rcpp |
| Published: | 2017-01-20 |
| Author: | Jeffrey C. Miecznikowski, En-shuo Hsu, Yanhua Chen, Albert Vexler |
| Maintainer: | En-shuo Hsu <daviden1013 at gmail.com> |
| License: | GPL-3 |
| NeedsCompilation: | yes |
| CRAN checks: | testforDEP results |
| Reference manual: | testforDEP.pdf |
| Package source: | testforDEP_0.2.0.tar.gz |
| Windows binaries: | r-devel: testforDEP_0.2.0.zip, r-release: testforDEP_0.2.0.zip, r-oldrel: testforDEP_0.2.0.zip |
| OS X binaries: | r-release: testforDEP_0.2.0.tgz, r-oldrel: testforDEP_0.2.0.tgz |
| Old sources: | testforDEP archive |
Please use the canonical form https://CRAN.R-project.org/package=testforDEP to link to this page.


Slides are here:
http://mhellar.github.io/physcomp2/1
Grab the code here:
http://bit.ly/2eZU35v
The HC-SR04 ultrasonic sensor uses sonar to determine distance to an object like bats do. It offers excellent non-contact range detection with high accuracy and stable readings in an easy-to-use package. From 2cm to 400 cm or 1” to 13 feet. It operation is not affected by sunlight or black material like Sharp rangefinders are (although acoustically soft materials like cloth can be difficult to detect). It comes complete with ultrasonic transmitter and receiver module.
Upload the Arduino sketch in hc-04-code/hc-04 and then check the output in the serial monitor
Open hc04_p5js in a text editor and the terminal. Change the port. NPM install. Make slight change to Arduino code. Node app.js and open localhost:3000 in your browser
The ADXL345
Install the Adafruit ADXL354 Library, and run sensor test
Update code in code/twitter-ard/app.js
var client = new Twitter({
consumer_key: 'Enter Here',
consumer_secret: 'Enter Here',
access_token_key: 'Enter Here',
access_token_secret: 'Enter Here'
})
Twitter API Reference
Update code in code/twitter-ard/app.js
var client = new Twitter({
consumer_key: 'Enter Here',
consumer_secret: 'Enter Here',
access_token_key: 'Enter Here',
access_token_secret: 'Enter Here'
})


We're sorry, but you need administrator access to enable Desktop Search.
To install or run Google Desktop Search you need administrator access on this computer. Please try installing again once you have administrator access.


{% extends "hierarchy/_modal_wrapper.html" %} {% block modal_content %}
MaxNOM% = (value of non-originating materials/ex-works price) x100.
These two terms are sometimes abbreviated to VNM and EXW. More information on their definition can be found in the appropriate trade agreement text.
{% endblock %}


I am a first year BIS student in UCC, currently in the second semester.
I worked as a retail assistant over the busy Christmas period of 2018 in their Merchants Quay store.
I worked as a steward in Pairc Ui Chaoimh during the summer of 2018, working for events such as the three Ed Sheeran concerts and the Munster Senior Football Final.
Modules Studied:


Cloud Vision V1 API - Class Google::Type::Color (v0.6.4)
Reference documentation and code samples for the Cloud Vision V1 API class Google::Type::Color.
Represents a color in the RGBA color space. This representation is designed
for simplicity of conversion to/from color representations in various
languages over compactness. For example, the fields of this representation
can be trivially provided to the constructor of java.awt.Color
in Java; it
can also be trivially provided to UIColor's +colorWithRed:green:blue:alpha
method in iOS; and, with just a little work, it can be easily formatted into
a CSS rgba()
string in JavaScript.
This reference page doesn't carry information about the absolute color space that should be used to interpret the RGB value (e.g. sRGB, Adobe RGB, DCI-P3, BT.2020, etc.). By default, applications should assume the sRGB color space.
When color equality needs to be decided, implementations, unless documented otherwise, treat two colors as equal if all their red, green, blue, and alpha values each differ by at most 1e-5.
Example (Java):
import com.google.type.Color;
// ...
public static java.awt.Color fromProto(Color protocolor) {
float alpha = protocolor.hasAlpha()
? protocolor.getAlpha().getValue()
: 1.0;
return new java.awt.Color(
protocolor.getRed(),
protocolor.getGreen(),
protocolor.getBlue(),
alpha);
}
public static Color toProto(java.awt.Color color) {
float red = (float) color.getRed();
float green = (float) color.getGreen();
float blue = (float) color.getBlue();
float denominator = 255.0;
Color.Builder resultBuilder =
Color
.newBuilder()
.setRed(red / denominator)
.setGreen(green / denominator)
.setBlue(blue / denominator);
int alpha = color.getAlpha();
if (alpha != 255) {
result.setAlpha(
FloatValue
.newBuilder()
.setValue(((float) alpha) / denominator)
.build());
}
return resultBuilder.build();
}
// ...
Example (iOS / Obj-C):
// ...
static UIColor* fromProto(Color* protocolor) {
float red = [protocolor red];
float green = [protocolor green];
float blue = [protocolor blue];
FloatValue* alpha_wrapper = [protocolor alpha];
float alpha = 1.0;
if (alpha_wrapper != nil) {
alpha = [alpha_wrapper value];
}
return [UIColor colorWithRed:red green:green blue:blue alpha:alpha];
}
static Color* toProto(UIColor* color) {
CGFloat red, green, blue, alpha;
if (![color getRed:&red green:&green blue:&blue alpha:&alpha]) {
return nil;
}
Color* result = [[Color alloc] init];
[result setRed:red];
[result setGreen:green];
[result setBlue:blue];
if (alpha <= 0.9999) {
[result setAlpha:floatWrapperWithValue(alpha)];
}
[result autorelease];
return result;
}
// ...
Example (JavaScript):
// ...
var protoToCssColor = function(rgb_color) {
var redFrac = rgb_color.red || 0.0;
var greenFrac = rgb_color.green || 0.0;
var blueFrac = rgb_color.blue || 0.0;
var red = Math.floor(redFrac * 255);
var green = Math.floor(greenFrac * 255);
var blue = Math.floor(blueFrac * 255);
if (!('alpha' in rgb_color)) {
return rgbToCssColor(red, green, blue);
}
var alphaFrac = rgb_color.alpha.value || 0.0;
var rgbParams = [red, green, blue].join(',');
return ['rgba(', rgbParams, ',', alphaFrac, ')'].join('');
};
var rgbToCssColor = function(red, green, blue) {
var rgbNumber = new Number((red << 16) | (green << 8) | blue);
var hexString = rgbNumber.toString(16);
var missingZeros = 6 - hexString.length;
var resultBuilder = ['#'];
for (var i = 0; i < missingZeros; i++) {
resultBuilder.push('0');
}
resultBuilder.push(hexString);
return resultBuilder.join('');
};
// ...
Inherits
- Object
Extended By
- Google::Protobuf::MessageExts::ClassMethods
Includes
- Google::Protobuf::MessageExts
Methods
#alpha
def alpha() -> ::Google::Protobuf::FloatValue
-
(::Google::Protobuf::FloatValue) — The fraction of this color that should be applied to the pixel. That is,
the final pixel color is defined by the equation:
pixel color = alpha * (this color) + (1.0 - alpha) * (background color)
This means that a value of 1.0 corresponds to a solid color, whereas a value of 0.0 corresponds to a completely transparent color. This uses a wrapper message rather than a simple float scalar so that it is possible to distinguish between a default value and the value being unset. If omitted, this color object is rendered as a solid color (as if the alpha value had been explicitly given a value of 1.0).
#alpha=
def alpha=(value) -> ::Google::Protobuf::FloatValue
-
value (::Google::Protobuf::FloatValue) — The fraction of this color that should be applied to the pixel. That is,
the final pixel color is defined by the equation:
pixel color = alpha * (this color) + (1.0 - alpha) * (background color)
This means that a value of 1.0 corresponds to a solid color, whereas a value of 0.0 corresponds to a completely transparent color. This uses a wrapper message rather than a simple float scalar so that it is possible to distinguish between a default value and the value being unset. If omitted, this color object is rendered as a solid color (as if the alpha value had been explicitly given a value of 1.0).
-
(::Google::Protobuf::FloatValue) — The fraction of this color that should be applied to the pixel. That is,
the final pixel color is defined by the equation:
pixel color = alpha * (this color) + (1.0 - alpha) * (background color)
This means that a value of 1.0 corresponds to a solid color, whereas a value of 0.0 corresponds to a completely transparent color. This uses a wrapper message rather than a simple float scalar so that it is possible to distinguish between a default value and the value being unset. If omitted, this color object is rendered as a solid color (as if the alpha value had been explicitly given a value of 1.0).
#blue
def blue() -> ::Float
- (::Float) — The amount of blue in the color as a value in the interval [0, 1].
#blue=
def blue=(value) -> ::Float
- value (::Float) — The amount of blue in the color as a value in the interval [0, 1].
- (::Float) — The amount of blue in the color as a value in the interval [0, 1].
#green
def green() -> ::Float
- (::Float) — The amount of green in the color as a value in the interval [0, 1].
#green=
def green=(value) -> ::Float
- value (::Float) — The amount of green in the color as a value in the interval [0, 1].
- (::Float) — The amount of green in the color as a value in the interval [0, 1].
#red
def red() -> ::Float
- (::Float) — The amount of red in the color as a value in the interval [0, 1].
#red=
def red=(value) -> ::Float
- value (::Float) — The amount of red in the color as a value in the interval [0, 1].
- (::Float) — The amount of red in the color as a value in the interval [0, 1].


{% extends "base-exploration.html" %} {% load crispy_forms_tags %} {% load django_bootstrap_breadcrumbs %} {% block breadcrumbs %} {% breadcrumb "Explorations" "/" %} {% breadcrumb request.exploration "exploration:detail" request.exploration.slug %} {% breadcrumb "Institutions" "institutions:exploration-list" request.exploration.slug %} {% breadcrumb institution "institutions:exploration-detail" request.exploration.slug institution.slug %} {% breadcrumb "Save answer" "answers:save_answer" request.exploration.slug institution.slug %} {% endblock%} {% block content %}


UuidSameTest.testObjectSameFailNoMessage: UUID 'referenceA'(null) is same as UUID 'referenceB'(null). UuidSameTest.testObjectSameFailMessage: UUID 'referenceA'(aa61dba0-feb4-421b-aa42-3147d157d8eb) is same as UUID 'referenceB'(aa61dba0-feb4-421b-aa42-3147d157d8eb). Extra info goes here.


Autobahn|Testsuite is a subproject of Autobahn and provides a comprehensive protocol test suite for verifying WebSocket implementations. It includes over 500 automated test cases and is used across the industry .


@remarks To calculate the exact array size required by GetBytesEx to store the resulting bytes, the application uses GetByteCount. To calculate the maximum array size, the application should use GetMaxByteCount. The GetByteCount method generally allows allocation of less memory, while the GetMaxByteCount method generally executes faster.
GetMaxByteCount is a worst-case number, including the worst case for the currently selected EncoderFallback. If a fallback is chosen with a potentially large string, GetMaxByteCount can return large values.
In most cases, this method returns reasonable numbers for small strings. For large strings, you might have to choose between using very large buffers and catching errors in the rare case that a more reasonable buffer is exceeded. You might also want to consider a different approach using GetByteCount or Encoder.Convert. For example, text in English and many other languages often needs only one UTF-8 byte to represent a character, but the number returned by GetMaxByteCount has to allow for the possibility that the string to be converted will consist entirely of characters that each require four bytes.
GetMaxByteCount has no relation to GetCharsEx. If your application needs a similar function to use with GetCharsEx, it should use GetMaxCharCount.
| Note |
|---|
GetMaxByteCount(N) is not necessarily the same value as N* GetMaxByteCount(1) . |
| Exception | Condition |
|---|---|
| ArgumentOutOfRangeException | CharCount is less than zero. -or- The resulting number of bytes is greater than the maximum number that can be returned as an integer. |
| EncoderFallbackException | A fallback occurred -and- EncoderFallback is set to EncoderFallbackException. |
Public Sub Main() Const CharCount As Long = 2 Dim UTF8 As New UTF8Encoding Dim MaxByteCount As Long MaxByteCount = UTF8.GetMaxByteCount(CharCount) Console.WriteLine "Maximum of {0} bytes needed to encode {1} characters.", MaxByteCount, CharCount Console.ReadKey End Sub ' This code produces the following output. ' ' Maximum of 9 bytes needed to encode 2 characters.


My name is Adara Townsend and I just graduated from highschool last year in 2020. I went into coding right after high school and I have a few friends who do coding in their free time and I want to be able to possibly help them with their coding. I have always played video games since I could first pick up a Playstation controller. The Playstation 2 was my first gaming console I've ever played on and I am always looking forward to learning more about coding and video games.
Hi I am Ben Hemann, I just recently graduated from the University of Iowa with a degree in Social Informatics. Before that I spent 6 years as an active duty Marine. My time at the University of Iowa gave me a little taste of programming and so I am trying to expand my knowledge of it.
My name is Daniel Rogahn. I got an Associate's Degree in Early Childhood Education in 2005 from Kirkwood CCU.
I am a single father of a 15 year old son. I first began coding while in 7th grade when my father bought me a TRS-80 from a garage sale that used BASIC as its
operating system and native programming language. For over 20 years coding has been a hobby with which I pick up a language in my spare
time and write a game or two after getting the hang of it and then put back down to pursue the more pressing duties of life. I have some
working knowledge of BASIC, C++, C#, Python3, JavaScript, and HTML/CSS. I'm currently enrolled in a coding 'bootcamp'
through DeltaV Code School and am close to finishing 201.


Harold Ramis died yesterday, and, well, I’m not usually one to comment on celebrity deaths, especially not in a blog form.
But the thing about Egon was that he lived in Skokie during the years when I was at Northwestern, and he even sometimes came to campus and gave fireside chats.
Now, the caption in that .pdf says that he was at Shepard, and I guess that’s possible, but I seem to remember him visiting the dorm that I lived in. [1]
And I also feel like the two people sitting nearest him in that photo are my freshman year girlfriend my freshman year roommate, so there’s that. I was definitely there! And I am definitely bad at timelines (which at least one of you will point out if, in fact, you were actually there).
I remember him being so funny. But also very genuine, and really nice, and real. I might have even asked him a question. That night decided I had missed out on seeing Stripes (still have, though I might watch it now). He signed an autograph for me on a piece of steno paper, and that was that.
These events are lenses into personal history, aren’t they? I never knew that tonight I’d be crawling through the pub.acns.nwu.edu archives to see if I could find my dorm site, or my own site, or the site of the bandI used to play in. Heck, I got excited just thinking of “pub.acns.nwu.edu” again.[2]
There are traces of us all over the place. There are things to remember, and people to celebrate. Tonight it was Ramis, and a little bit of a professor I knew back then, too, yet another accidental discovery.
P.S. Archives, man. Archives.


Rand had just begun thumbing tabac into his short pipe when Liah put her head in at the door. Before she could speak, a panting round-faced man in red-and-white livery pushed past her, and fell to his knees before Rand while she stared in amazement.
“My Lord Dragon,” the fellow burst out in a breathless squeak, “Ogier have come to the Palace. Three of them! They have been given wine, and offered more, but they insist only on seeing the Lord Dragon.”
Rand made his voice easy; he did not want to frighten the man. “How long have you been in the Palace . . . ?” The fellow’s livery coat fit him, and he was not young. “I’m afraid I don’t know your name.”
The kneeling man goggled. “My name? Bari, my Lord Dragon. Uh, twenty-two years, my Lord Dragon, come Winternight. My Lord Dragon, the Ogier?”
Rand had visited an Ogier stedding twice, but he was not sure of the proper etiquette. Ogier had built most of the great cities, the oldest parts of them, and still came out of their stedding occasionally to make repairs, yet he doubted Bari would have been this excited for anyone else less than king or Aes Sedai. Maybe not for them. Rand stuffed pipe and tabac pouch back into his pocket. “Take me to them.”
Bari leaped to his feet, all but bouncing on his toes. Rand suspected he had made the right choice; the man showed no surprise that the Lord Dragon was going to the Ogier instead of having them brought to him. He left his sword and the scepter behind; Ogier would not be impressed by either. Liah and Cassin came, of course, and it was plain Bari would have run back as well if not for the necessity of keeping his pace to Rand’s.
The Ogier waited in a courtyard with a fountain, its basin filled with lily pads and red and gold fish, a white-haired man in a long coat that flared above high boots with their tops turned down, and two women, one noticeably much younger than the other, their skirts embroidered in vines and leaves, the elder’s considerably more elaborate that the younger’s. Golden goblets made for humans seemed tiny in their hands. Several trees retained some of their leaves, and the Palace itself gave shade. The Ogier were not alone; when Rand appeared, Sulin and a good three dozen Maidens were crowded around them, and Urien, plus fifty or more Aielmen. The Aiel had the grace to fall silent when they saw Rand.
The Ogier man said, “Your name sings in my ears, Rand al’Thor,” in a voice like rumbling thunder and gravely made introductions.  The older woman was Covril, daughter of Ella daughter of Soong, and the younger was Erith, daughter of Iva daughter of Alar. Rand remembered seeing Erith once, in Stedding Tsofu, a hard two-day ride from the city of Cairhien. He could not imagine what she was doing in Caemlyn.
The Ogier made the Aiel seem small; they made the courtyard seem small. Haman stood over half again as tall as Rand and broad in proportion, Covril less than a head—an Ogier head—shorter than that, and even Erith topped Rand by nearly a foot and a half. Yet that was the smallest difference between Ogier and humans.  He wore long drooping white mustaches and a narrow beard beneath his chin, and his eyebrows hung down to his cheeks. Rand could not have said precisely how Covril’s and Erith’s faces differed—except for lacking beards and mustaches, of course, and their eyebrows were not quite so long or thick—but they seemed somehow more delicate. Though Covril’s was quite stern at the moment—she looked familiar, too, for some reason—and Erith appeared worried, her ears sagging.
“If you will forgive me a moment,” Rand told them.
Sulin did not let him get another word out. “We came to talk with the Treebrothers, Rand al’Thor,” she said firmly. “You must know the Aiel have long been waterfriends to the Treebrothers. We go to trade in their stedding often.”
“That is quite true,” Haman murmured. For an Ogier, it was a murmur. An avalanche somewhere out of sight.
“I am sure the others did come to talk,” Rand told Sulin. He could pick out the members of her guard this morning by eye, every last one of them; Jalani blushed a deep red. On the other hand, aside from Urien, no more than three or four of the morning’s Red Shields were there. “I would not like to think I need to ask Enaila and Somara to take you in charge.” Sulin’s tanned face darkened with indignation, making the scar she had taken following him stand out more. “I would talk with them alone. Alone,” he emphasized, eyeing Liah and Cassin. “Unless you think I need protection from them?” If anything that made her more offended, and she gathered up the Maidens with quick flashes of handtalk in what for anyone but an Aiel would surely have been called a huff. Some of the Aiel men were chuckling as they left; Rand supposed he had made a joke of some kind.
As they went, Haman stroked his long beard. “Humans have not always thought us so safe, you know. Um. Um.”  “It is in the old records. Very old. Only fragments, really, but dating from just after—”
“Elder Haman,” Covril said politely, “if we may stick to the matter at hand?” This bumblebee rumbled at a higher pitch.
Elder Haman. Where had Rand heard that before? Each stedding had its Council of Elders.
Haman sighed deeply. “Very well, Covril, but you are showing unseemly haste. You barely gave us time to wash before coming here. I vow, you’ve begun to leap about like . . .  Ogier considered humans hasty, always trying to do now what could not possibly matter until tomorrow. Or until next year; Ogier took a very long view. They also thought it insulting to remind humans of how they leaped about. “This has been a most exacting journey Outside,” Haman went on, explaining to Rand, “not the least of it discovering that the Shaido Aiel had besieged Al’cair’rahienallen—most extraordinary, that—and that you were actually there, but then you left before we could speak with you, and . . . I cannot help feeling we have been impetuous. No. No, you speak, Covril. It is for you I left my studies, and my teaching, to go running across the world. My classes will be in riot by now.” Rand almost grinned; the way Ogier normally did things, Haman’s classes would take half a year to decide he really was gone and a year more to discuss what to do about it.
 She seemed to be battling between the respect due an Elder and a most un-Ogier-like impatience. When she turned to Rand, she drew herself up, ears standing straight and chin firm. “What have you done with my son?”
Rand gaped. “Your son?”
“Loial!” She stared as if he were mad. Erith was peering at him anxiously, hands clutched to her breast. “You told the Eldest of the Elders of Stedding Tsofu that you would look after him,” Covril marched on. “They told me you did. You did not call yourself Dragon then, but it was you. Wasn’t it, Erith? Did Alar not say Rand al’Thor?” She did not give the younger woman time for more than a nod. As her voice picked up speed, Haman began to look pained. “My Loial is too young to be Outside, too young to be running across the world, doing the things you no doubt have him doing. Elder Alar told me about you. What has my Loial to do with the Ways and Trollocs and the Horn of Valere? You will hand him over to me now, please, so I can see him properly married to Erith. She will settle his itchy feet.”
“He’s very handsome,” Erith murmured shyly, her ears quivering so hard with embarrassment that the dark tufts blurred. “And I think he’s very brave, too.”
It took Rand a moment to regain his balance mentally. An Ogier being firm sounded much the same as a mountain falling. An Ogier being firm and speaking rapidly . . .
By Ogier lights, Loial was too young to have left the stedding alone, little more than ninety. Ogier were very long-lived. From the first day Rand had met him, all full of eagerness to see the world, Loial had been worried over what would happen when the Elders realized he had run away. Most of all, he worried about his mother coming after him with a bride in tow. He said the man had no say in these things among Ogier, and the woman not much; it was all the two mothers’ doing. It was not beyond possibility to find yourself betrothed to a woman you had never met before the day your mother introduced you to your prospective bride and mother-in-law.
Loial seemed to think marriage would be the end of everything for him, certainly to all his wishes to see the world, and whether it would or not, Rand could not hand a friend over to what he feared. He was about to say he did not know where Loial was and suggest they return to the stedding until he came back—he had his mouth open to say it—when a question occurred to him. It embarrassed him that he could not remember something so important; to Loial, it was. “How long has he been out of the stedding?”
“Too long,” Haman grumbled like boulders rolling downhill. “The boy never wanted to apply himself. Always talking about seeing Outside, as if anything has really changed from what’s in the books he should have been studying. Um. Um. What real change is it if humans change the lines on a map? The land is still—”
“He has been Outside much too long,” Loial’s mother put in as firmly as a post driven into dry clay. Haman frowned at her, and she managed to stare back at him just as firmly although her ears vibrated in embarrassment.
“M-more than five years now,” Erith said. For a moment her ears wilted, then shot up and stubbornly back. In a very good imitation of Covril, she said, “I want him to be my husband. I knew that when I first saw him.  Not from being foolish.”
Rand and Loial had talked of many things, and one of them had been the Longing, although Loial had not liked talking about it. When the Breaking of the World drove humans to flee for whatever safety they could find, it drove Ogier from the stedding too. For long years humans had wandered in a world that changed sometimes by the day, hunting that safety, and Ogier had wandered, hunting for the stedding lost in the changing land. It was then that the Longing entered them. An Ogier away from the stedding wanted to return. An Ogier long from the stedding needed to return. An Ogier too long from the stedding died.
“He told me of an Ogier who stayed out longer,” Rand said quietly. “Ten years, I think he said.”
Haman was shaking his massive head before Rand finished. “It will not do. That I know of five have remained Outside that long and survived to return, and I think I would know if more had. Such madness would be written about and talked about. Three of those died within a year of coming home, the fourth was an invalid for the rest of his life, and the fifth little better, needing a stick to walk. Though she did continue writing. Um. Um. Dalar had some interesting things to say concerning—” This time when Covril opened her mouth, his head whipped around; he stared at her, long eyebrows humping up, and she began smoothing her skirts furiously. But she stared right back. “Five years is a short time, I know,” Haman told Rand, while watching Covril sharply from the corner of his eye, “but we are tied to the stedding now. We heard nothing in the city to indicate that Loial is here—and from the excitement we ourselves caused, I think we would have—but if you will tell us where he is, you will be doing him a very great kindness.”
“The Two Rivers,” Rand said. Saving a friend’s life was not betraying him. “When I last saw him, he was setting out in good company, with friends. It’s a quiet place, the Two Rivers. Safe.” It was now, again, thanks to Perrin. “And he was well a few months ago.” Bode had said as much when the girls were telling what had happened back home.
“The Two Rivers,” Haman muttered. “Um. Um. Yes, I know where that is. Another long walk.” Ogier seldom rode, there being few horses that could bear them, and they preferred their own feet in any case.
“We must start out immediately,” Erith said in a firm if light rumble. Light compared to Haman. Covril and Haman looked at her in surprise, and her ears wilted completely. She was, after all, a very young woman accompanying an Elder and a woman Rand suspected was of some importance in her own right from the way she stood up to Haman. Erith was probably not a day over eighty.
Smiling at the thought—a slip of a girl; maybe only seventy—Rand said, “Please accept the hospitality of the Palace. A few days’ rest might even make your journey faster. And you might be able to help me, Elder Haman.” Of course; Loial was always talking about his teacher, Elder Haman. Elder Haman knew everything, according to Loial. “I need to locate the Waygates. All of them.”
All three Ogier spoke at once.
“Waygates?” Haman said, ears and eyebrows both shooting up. “The Ways are very dangerous. Far too dangerous.”
“A few days?” Erith protested. “My Loial could be dying.”
“A few days?” Covril said on top of her. “My Loial could be—” She cut off, staring at the younger woman, lips compressed and ears quivering.
Haman frowned at them both, stroking his narrow beard irritably. “I do not know why I let myself be talked into this. I should be teaching my classes, and speaking to the Stump. If you were not such a respected Speaker, Covril . . . ”
“You mean if you were not married to my sister,” she said stoutly.  Haman’s brows lowered till the long ends hung on his cheeks, and her ears seemed to lose most of their stiffness. “I meant to say she asked you,” she went on. Not hurriedly, exactly, not losing aplomb, but definitely not hesitating. “By the Tree and stillness, I meant no offense, Elder Haman.”
Haman harrumphed loudly—which for an Ogier meant very loudly—and turned to Rand, tugging his coat as if it had been disarrayed.
“Shadowspawn are using the Ways,” Rand said before Haman could speak. “I have set guards on the few I can reach.” Including the one outside Stedding Tsofu, plainly after their departure. These three could not have walked all the way from Stedding Tsofu after his last futile visit. “A bare handful. All of them need to be guarded, or else Myrddraal and Trollocs can come boiling out of nowhere, as far as anybody they catch is concerned. But I don’t even know where they all are.”
That would still leave gateways, of course. Sometimes he wondered why one of the Forsaken did not pour a few thousand Trollocs into the Palace by a gateway. Ten thousand, or twenty. He would be hard pressed to stop that, if he could stop it at all. It would be a slaughter at best. Well, he could do nothing about a gateway unless he was there. He could do something about the Waygates.
Haman exchanged looks with Covril. They drew aside, speaking in a whisper, and for a wonder, it was low enough that all he heard was a buzz like a huge swarm of bees on the roof. He must be right about her having some importance. A Speaker; he had heard the capital. He considered seizing saidin—he would be able to hear, them—and rejected it disgustedly. He had not sunk to eavesdropping yet. Erith divided her attention evenly between her elders and Rand, all the while unconsciously smoothing her skirts.
Rand hoped they did not inquire why he had not asked his question of the Council of Elders in Stedding Tsofu. Alar, Eldest of the Elders there, had been very firm; the Stump was meeting, and nothing so odd—so peculiar as to never have been thought of before—as handing control of the Waygates to a human could be done unless the Stump concurred. Who he was hardly seemed to matter to her any more than it did to these three.
Finally Haman came back frowning and gripping the lapels of his coat. Covril was frowning too. “This is all very hasty, very hasty,” Haman said in slow tones like gravel sliding. “I wish I could discuss it with . . . well, I cannot. Shadowspawn, you say? Um. Um. Very well, if there must be haste, there must be haste. Never let it be said that Ogier cannot move quickly when needs require, and perhaps they do now. You must understand, The Council of Elders in any stedding may tell you no, and so may the Stump.”
“Maps!” Rand shouted, so loudly that all three Ogier jumped. “I need maps!” He spun around looking for one of the servants who always seemed to be about, for a gai’shain, anyone. Sulin put her head into the courtyard through a doorway. She would be nearby, after everything he had told her. “Maps,” he barked at her. “I want every map in the Palace. And a pen, and ink. Now! Quickly!” She looked al him almost disparagingly—Aiel did not use maps, indeed claimed not to need them—and turned away. “Run, Far Dareis Mai!” he snapped. She looked over her shoulder al him—and ran. He wished he knew how his face looked, so he could recall it for use again.
Haman appeared as though he would be wringing his hands if his dignity had been just a little smaller. “Really, there is very little we can possibly tell you that you don’t already know. Every stedding has one just Outside.” The first Waygates could not have been made inside, with the ability to channel blocked by the stedding itself; even when Ogier were given the Talisman of Growing, and could themselves make the Ways grow to a new Waygate, the Power was still involved, if not channeling. “And all your cities that have Ogier groves. Though it does seem the city here has grown over the grove. And in Al’cair’rahienallen . . . ” He trailed off, shaking his head.
The trouble could be summed up by that name. Three thousand years ago, near enough, there had been a city called Al’cair’rahienallen, built by Ogier. Today it was Cairhien, and the grove the Ogier builders planted to remind them of their stedding was part of an estate that had belonged to the same Barthanes whose palace now housed Rand’s school. Nobody but Ogier and maybe some Aes Sedai remembered Al’cair’rahienallen. Not even Cairhienin.
Whatever Haman believed, much could change in three thousand years. Great Ogier-built cities had ceased to exist, some leaving not so much as a name behind. Great cities had risen that the Ogier had had no hand in. Amador, begun after the Trolloc Wars, was one, so Moiraine had told him, and Chachin in Kandor, and Shol Arbela in Arafel, and Fal Moran in Shienar. In Arad Doman, Bandar Eban had been built on the ruins of a city destroyed in the War of the Hundred Years, a city Moiraine knew three names for, each suspect, and itself built on the ruins of a nameless city that had vanished in the Trolloc Wars. Rand knew of a Waygate in Shienar, in the countryside near a moderate town that had kept part of the name of the huge city leveled by Trollocs, and another inside the Blight, in Shadow-murdered Malkier. Other places there had simply been change, or growth, as Haman himself had pointed out. The Waygate here in Caemlyn sat in a basement now. A well-guarded basement. Rand knew there was a Waygate in Tear, out in the great pastureland where the High Lords ran their famous horse herds. There should be one somewhere in the Mountains of Mist, where Manetheren had once stood, wherever that was. As far as stedding went, he knew where to find Stedding Tsofu. Moiraine had not considered stedding or Ogier a vital part of his education.
“You don’t know where the stedding are?” Haman said incredulously when Rand finished explaining. “Is this Aiel humor? I have never understood Aiel humor.”
“For Ogier,” Rand said gently, “it has been a long time since the Ways were made. For humans, it has been a very long time.”
“But you do not even remember Mafal Dadaranell, or Ancohima, or Londaren Cor, or . . . ?”
Covril put a hand on Haman’s shoulder, but the pity in her eyes was directed at Rand. “He does not remember,” she said softly. “Their memories are gone.” She made it sound the greatest loss imaginable. Erith, hands clasped to her mouth, appeared ready to cry.
 One white-robed man carried an ivory-inlaid writing box. “I have set gai’shain looking for more,” she said stiffly, “and some of the wetlanders.”
“Thank you,” he told her. A little of the tautness went from her face.
Squatting down, he began spreading maps right there on the paving stones, sorting them. A number were of the city, and many of parts of Andor. He quickly found one showing the whole stretch of the Borderlands, and the Light knew what that was doing in Caemlyn. Some were old and tattered, showing borders that no longer applied, naming countries that had faded away hundreds of years before.
Borders and names were enough to rank the maps by age. On the oldest, Hardan bordered Cairhien to the north; then Hardan was gone and Cairhien’s borders swept halfway to Shienar before creeping back as it became clear the Sun Throne simply could not hold on to that much land. Maredo stood between Tear and Illian, then Maredo was gone, and Tear and Illian’s borders met on the Plains of Maredo, slowly falling back for the same reasons as Cairhien’s. Caralain vanished, and Almoth, Mosara and Irenvelle, and others, sometimes absorbed by other nations, most often eventually becoming unclaimed land and wilderness. Those maps told a story of fading since Hawkwing’s empire crumbled, of humanity in slow retreat. A second Borderland map showed only Saldaea and part of Arafel, but it showed the Blightborder fifty miles farther north too. Humanity retreated, and the Shadow advanced.
A bald, skinny man in ill-fitting Palace livery scurried into the courtyard with another armload, and Rand sighed and went on selecting and discarding.
Haman gravely examined the writing box that was held out to him by the gai’shain, then produced one almost as large, though quite plain, from a capacious coat pocket. The pen he took from it was polished wood, rather fatter than Rand’s thumb and long enough to look slender. It fit the Ogier’s sausage-thick fingers perfectly. He got down on hands and knees, crawling among the maps as Rand sorted, occasionally dipping his pen in the gai’shain’s inkpot, annotating in a handwriting that seemed too large until you realized that for him it was very small. Covril followed, peering over his shoulder even after he asked the second time whether she really thought he would make a mistake.
It was an education for Rand, beginning with seven stedding scattered through the Borderlands. But then, Trollocs feared to enter a stedding, and even Myrddraal needed some great purpose to drive them into one. The Spine of the World, the Dragonwall, held thirteen, including one in Kinslayer’s Dagger, from Stedding Shangtai in the south to Stedding Qichen and Stedding Sanshen in the north, only a few miles apart.
“The land truly changed in the Breaking of the World,” Haman explained when Rand commented. He continued marking briskly, though; briskly for an Ogier. “Dry land became sea and sea dry land, but the land folded as well. Sometimes what was far apart became close together, and what was close, far. Though of course, no one can say whether Qichen and Sanshen were far apart at all.”
“You forgot Cantoine,” Covril announced, making another liveried servant drop his fresh armload of maps with a start.
Haman gave her a look and lettered in the name just above the River Iralell, not far north of Haddon Mirk. In the strip west of the Dragonwall from the southern border of Shienar to the Sea of Storms, there were only four, all newfound as the Ogier considered it, meaning the youngest, Tsofu, had had Ogier back for six hundred years and none of the others for more than a thousand. Some of the locations were as big a surprise as the Borderlands, such as the Mountains of Mist, which had six, and the Shadow Coast. The Black Hills were included, and the forests above the River Ivo, and the mountains above the River Dhagon, just north of Arad Doman.
Sadder was the list of stedding abandoned, given up because the numbers there had grown too few. The Spine of the World and the Mountains of Mist and the Shadow Coast were in that list too, and so was a stedding deep on Almoth Plain, near the great forest called the Paerish Swar, and one in the low mountains along the north of Toman Head, facing the Aryth Ocean. Perhaps saddest was the one marked on the very edge of the Blight in Arafel; Myrddraal might be reluctant to enter a stedding, but as the Blight marched south year by year, it swept over everything.
Pausing, Haman said sadly, “Sherandu was swallowed by The Great Blight one thousand eight hundred forty-three years ago, and Chandar nine hundred sixty-eight.”
“May their memories flourish and flower in the Light,” Covril and Erith murmured together.
“I know of one you didn’t mark,” Rand said. Perrin had told him of sheltering in it once. He pulled out a map of Andor east of the River Arinelle and touched a spot well above the road from Caemlyn to Whitebridge. It was close enough.
Haman grimaced, almost a snarl. “Where Hawkwing’s city was to be. That was never reclaimed. Several stedding were found and never reclaimed. We try to stay away from the lands of men as much as possible.” All of the marks were in rugged mountains, in places men found hard to enter, or in a few cases just far from any human habitation. Stedding Tsofu lay far closer than any other to where humans dwelled, and even then Rand knew it was a full day to the nearest village.
“This would be a fine discussion another time,” Covril said, directing her words to Rand yet plainly meaning them for Haman, as her sidelong looks indicated, “but I want to make as far west as I can before nightfall.” Haman sighed heavily.
“Surely you’ll stay here awhile,” Rand protested. “You must be exhausted, walking all the way from Cairhien.”
“Women do not become exhausted,” Haman said, “they only exhaust others. That is a very old saying among us.” Covril and Erith sniffed in harmony. Muttering to himself, Haman went on with his listing, but now it was cities that the Ogier had built, cities where the groves had been, each grove holding its Waygate to carry Ogier back and forth to the stedding without passing through the so-often troubled lands of men.
Caemlyn he marked, of course, and Tar Valon, Tear and Illian, Cairhien and Maradon and Ebou Dar. That was the end as far as cities that still existed were concerned, and Ebou Dar he wrote as Barashta. Perhaps Barashta belonged with the others, in a way, with the dots made in places where the maps showed nothing but a village if that. Mafal Dadaranell, Ancohima, and Londaren Cor, of course, and Manetheren. Aren Mador, Aridhol, Shaemal, Deranbar, Braem, Condaris, Hai Ecorimon, Iman . . . as that list grew, Rand began to see damp spots on each map when Haman was done. It took him a moment to realize that the Ogier Elder was weeping silently, letting the tears fall as he marked cities dead and forgotten. Perhaps he wept for the people, perhaps for the memories. The one thing Rand could be sure of was that it was not for the cities themselves, not for the lost works of Ogier masons. To the Ogier, stonework was only something they had picked up during the Exile, and what work in stone could compare with the majesty of trees?
One of those names more than tugged at Rand’s memories, and its location as well, east of Baerlon, several days above Whitebridge on the Arinelle. “There was a grove here?” he said, fingering the mark.
“At Aridhol?” Haman said. “Yes. Yes, there was. A sad business, that.”
Rand did not raise his head. “In Shadar Logoth,” he corrected. “A very sad business. Could you—would you—show me that Waygate if I took you there?”


- markDirty() - Method in class eu.zidek.augustin.minuscule.GeometricObjectQueue
-
Tells the queue that layer of one of its elements has been modified.
- MBoundingBox - Class in eu.zidek.augustin.minuscule
-
Representation of bounding rectangle, i.e.
- MBoundingBox(double, double, double, double) - Constructor for class eu.zidek.augustin.minuscule.MBoundingBox
-
Constructs a new bounding rectangle whose upper-left corner is specified
as (x,y)
and whose width and height are specified by the
arguments of the same name.
- MCoordinate - Class in eu.zidek.augustin.minuscule
-
Lightweight immutable 2D coordinate.
- MCoordinate(double, double) - Constructor for class eu.zidek.augustin.minuscule.MCoordinate
-
- MGeometricObject - Class in eu.zidek.augustin.minuscule
-
The most general interface for all geometric objects the canvas supports.
- MGeometricObjectPainter - Interface in eu.zidek.augustin.minuscule
-
An interface for strategy that draws a given object.
- MinusculeWindow - Class in eu.zidek.augustin.minuscule
-
A Minuscule window that holds a canvas in it.
- MinusculeWindow() - Constructor for class eu.zidek.augustin.minuscule.MinusculeWindow
-
Creates a default canvas window with a canvas on which basic geometric
shapes can be drawn using the methods provided in the
Canvas
.
- MinusculeWindow(int, int) - Constructor for class eu.zidek.augustin.minuscule.MinusculeWindow
-
Creates a default canvas window with a canvas on which basic geometric
shapes can be drawn using the methods provided in the
Canvas
.
- MinusculeWindow(int, int, String, Color) - Constructor for class eu.zidek.augustin.minuscule.MinusculeWindow
-
Creates a canvas window with a canvas on which basic geometric shapes can
be drawn using the methods provided in the
Canvas
.
- MLabel - Class in eu.zidek.augustin.minuscule
-
Minuscule label with various attributes, such as position, text, color,
filling and parent (a MObject to which this label is bound).
- MLabel(String) - Constructor for class eu.zidek.augustin.minuscule.MLabel
-
Creates a new label with the given text and default properties.
- MLabelPainter - Class in eu.zidek.augustin.minuscule
-
A Painter for MLabels.
- MLabelPainter(Canvas) - Constructor for class eu.zidek.augustin.minuscule.MLabelPainter
-
MLabelPainter requires access to canvas: it needs to ask the canvas
whether Euclidean coordinates are in use or not and draw the labels
accordingly.
- MLine - Class in eu.zidek.augustin.minuscule
-
Minuscule line defined by two points - the starting point and the ending
point.
- MLine() - Constructor for class eu.zidek.augustin.minuscule.MLine
-
Creates a new line with default properties.
- MLinePainter - Class in eu.zidek.augustin.minuscule
-
A Painter for MLines.
- MLinePainter() - Constructor for class eu.zidek.augustin.minuscule.MLinePainter
-
- MPoint - Class in eu.zidek.augustin.minuscule
-
Minuscule point with various attributes such as position, radius, label,
color and filling.
- MPoint() - Constructor for class eu.zidek.augustin.minuscule.MPoint
-
Creates a new point with default properties.
- MPointPainter - Class in eu.zidek.augustin.minuscule
-
A Painter for points.
- MPointPainter() - Constructor for class eu.zidek.augustin.minuscule.MPointPainter
-
- MPolygon - Class in eu.zidek.augustin.minuscule
-
Minuscule polygon.
- MPolygon() - Constructor for class eu.zidek.augustin.minuscule.MPolygon
-
Creates a new polygon with default properties.
- MPolygonPainter - Class in eu.zidek.augustin.minuscule
-
A Painter for MPolygons.
- MPolygonPainter(MPointPainter, MLabelPainter) - Constructor for class eu.zidek.augustin.minuscule.MPolygonPainter
-
Creates a new MPointPainter
.
- MRectangle - Class in eu.zidek.augustin.minuscule
-
Minuscule Rectangle with various attributes such as position, size, label,
circumference color, filling color, etc.
- MRectangle() - Constructor for class eu.zidek.augustin.minuscule.MRectangle
-
Creates a new MRectangle with default properties.
- MRectanglePainter - Class in eu.zidek.augustin.minuscule
-
A Painter for MRectangles.
- MRectanglePainter() - Constructor for class eu.zidek.augustin.minuscule.MRectanglePainter
-
- MShape - Class in eu.zidek.augustin.minuscule
-
This class serves as a wrapper for Java Shape objects.
- MShape(Shape) - Constructor for class eu.zidek.augustin.minuscule.MShape
-
Creates a new Minuscule shape object which holds a Java graphics Shape in
it.
- MShapePainter - Class in eu.zidek.augustin.minuscule
-
A Painter for MSahpe.
- MShapePainter() - Constructor for class eu.zidek.augustin.minuscule.MShapePainter
-


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Food so good you can’t :wq
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Bonus, sign below said:“Server NeededWiFi”😂
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