We craft high performance websites for any kind of business, loading at lighting speed.
Currently we've been more focused on google material design systems to design stunning user interfaces.
High performing Linux server's. We prefer Linux products over Microsoft due to reliability & speed.
Let's do the heavy work for you while you relax, we can take care of your marketing needs for you.
In partnership with timpi productions they sure produce qaulity work in terms of photography.
E-mail automation is a way to go in 2022, with auto responder's you wont miss a customer.


Phone:<PHONE_NUMBER>
Hours: Monday-Wednesday 9am-6pm Tursday-Friday 9am-9pm Saturday 9am-6pm Sunday 1pm-5:30pm
Monday-Wednesday 9am-6pm
Tursday-Friday 9am-9pm
Saturday 9am-6pm
Sunday 1pm-5:30pm
Phone:<PHONE_NUMBER>
Hours: Monday-Saturday 9am-6pm Sunday Closed
Monday-Saturday 9am-6pm
Sunday Closed


|
|
IFXRenderView Class ReferenceData storage and interface to pass view parameters to IFXRender objects.
More...
List of all members.
Detailed Description
Data storage and interface to pass view parameters to IFXRender objects.
This interface controls view port size (within the rendering window), camera projection characteristics, near and far clipping planes, and the pixel aspect ratio.
- See also:
- IFXRenderContext::SetView()
Constructor & Destructor Documentation
| IFXINLINE IFXRenderView::IFXRenderView |
( |
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) |
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|
| IFXINLINE IFXRenderView::~IFXRenderView |
( |
|
) |
[virtual] |
|
Member Function Documentation
| IFXINLINE BOOL IFXRenderView::GetAutoHorizontal |
( |
|
) |
const |
|
|
|
Gets whether or not the automatic horizontal view frustum size is enabled.
- Returns:
- Boolean value.
- Return values:
-
| TRUE | AutoHorizontal is enabled. |
| FALSE | AutoHorizontal is disabled. |
- See also:
- SetAutoHorizontal()
|
| IFXINLINE F32 IFXRenderView::GetFarClip |
( |
|
) |
const |
|
|
|
Gets the currently set far clip plane value.
- Returns:
- The far clip plane distance.
- See also:
- SetFarClip()
|
| IFXINLINE F32 IFXRenderView::GetFOVx |
( |
|
) |
const |
|
|
|
Gets the currently set horizontal field of view.
- Returns:
- The perspective horizontal field of view.
- See also:
- SetFOVx()
|
| IFXINLINE F32 IFXRenderView::GetFOVy |
( |
|
) |
const |
|
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|
Gets the currently set vertical field of view.
- Returns:
- The perspective vertical field of view.
- See also:
- SetFOVy()
|
| IFXINLINE F32 IFXRenderView::GetNearClip |
( |
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) |
const |
|
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Gets the currently set near clip plane value.
- Returns:
- The near clip plane distance.
- See also:
- SetNearClip()
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| IFXINLINE F32 IFXRenderView::GetOrthoHeight |
( |
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) |
const |
|
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Gets the currently set vertical orthographic view volume height.
- Returns:
- The orthographic vertical world unit height.
- See also:
- SetOrthoHeight()
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| IFXINLINE F32 IFXRenderView::GetOrthoWidth |
( |
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) |
const |
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Gets the currently set horizontal orthographic view volume width.
- Returns:
- The orthographic horizontal world unit width.
- See also:
- SetOrthoWidth()
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| IFXINLINE F32 IFXRenderView::GetPixelAspect |
( |
|
) |
const |
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|
Gets the currently set pixel aspect ratio.
- Returns:
- The currently set pixel aspect ratio.
- See also:
- SetPixelAspect()
|
| IFXINLINE IFXenum IFXRenderView::GetProjectionMode |
( |
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) |
const |
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|
Gets the current projection mode.
- Returns:
- The current projection mode - an IFXenum value.
- Return values:
-
| IFX_PERSPECTIVE | Normal camera style projection. |
| IFX_ORTHOGRAPHIC | Appears as if camera is infinitely far from the object. The view frustum sides are parallel. |
- See also:
- SetProjectionMode()
|
| IFXINLINE const IFXF32Rect & IFXRenderView::GetProjectionRect |
( |
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) |
const |
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Gets the manual projection rect.
- Returns:
- The manual view frustum clip rect.
- See also:
- SetProjectionRect()
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| IFXINLINE BOOL IFXRenderView::GetUseProjectionRect |
( |
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) |
const |
|
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|
Gets whether or not the manual view rect is used or not.
- Returns:
- Boolean value.
- Return values:
-
| TRUE | UseProjectionRect is enabled. |
| FALSE | UseProjectionRect is disabled. |
- See also:
- SetUseProjectionRect()
|
| IFXINLINE const IFXRect & IFXRenderView::GetViewport |
( |
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) |
const |
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Gets the currently set viewport dimensions.
- Returns:
- The viewport size and position.
- See also:
- SetViewport()
|
| IFXINLINE void IFXRenderView::InitData |
( |
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) |
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Sets all member values to their default values.
Default values are:
- Projection Mode: IFX_PERSPECTIVE
- Projection Rect: IFXF32Rect(1.0,1.0,1.0,1.0)
- Use Projection Rect: FALSE
- Auto Horizontal View: TRUE
- Field Of View X: 40.0
- Field Of View Y: 30.0
- Orthographic Height: 200.0
- Orthographic Width: 333.0
- Near Clip: 1.0
- Far Clip: 1000.0
- Pixel Aspect: 1.0
- Viewport: IFXRect(0,0,1,1)
|
| IFXINLINE IFXRESULT IFXRenderView::SetAutoHorizontalView |
( |
BOOL |
bAutoHorizontal |
) |
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Specifies whether to calculate the width of the view frustum, or use specified values.
- Parameters:
-
| bAutoHorizontal | Input BOOL specifying whether or not to use manually specified view frustum widths (FALSE), or to calculate them (TRUE). |
- Returns:
- An IFXRESULT code.
- Return values:
-
|
| IFXINLINE IFXRESULT IFXRenderView::SetFarClip |
( |
F32 |
fFarClip |
) |
|
|
|
|
Sets the far clipping plane distance.
- Parameters:
-
| fFarClip | Input F32 specifying the far clipping plane distance in projection space. |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The value specified was <= 0. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetFOVx |
( |
F32 |
fFOV |
) |
|
|
|
|
Sets the horizontal field of view used to calculate the projection matrix.
This is only used when the projection mode is IFX_PERSPECTIVE.
- Parameters:
-
| fFOV | Input F32 describing the vertical field of view in degrees as measured from from the center line of the view. This must be in the range 0 - 90.0 |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The field of view specified is out of the valid range. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetFOVy |
( |
F32 |
fFOV |
) |
|
|
|
|
Sets the vertical field of view used to calculate the projection matrix.
This is only used when the projection mode is IFX_PERSPECTIVE.
- Parameters:
-
| fFOV | Input F32 describing the vertical field of view in degrees as measured from from the center line of the view. This must be in the range 0 - 90.0 |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The field of view specified is out of the valid range. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetNearClip |
( |
F32 |
fNearClip |
) |
|
|
|
|
Sets the near clipping plane distance.
- Parameters:
-
| fNearClip | Input F32 specifying the near clipping plane distance in projection space. |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The value specified was <= 0. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetOrthoHeight |
( |
F32 |
fHeight |
) |
|
|
|
|
Sets the vertical number of world space units to appear in the view.
This only applies when the projection mode is IFX_ORTHOGRAPHIC.
- Parameters:
-
| fHeight | Input F32 specifying the vertical number of world units to fit in the orthographic view from top to bottom. |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The value specified was <= 0. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetOrthoWidth |
( |
F32 |
fWidth |
) |
|
|
|
|
Sets the horizontal number of world space units to appear in the view.
This only applies when the projection mode is IFX_ORTHOGRAPHIC.
- Parameters:
-
| fWidth | Input F32 specifying the horizontal number of world units to fit in the orthographic view from right to left. |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The value specified was <= 0. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetPixelAspect |
( |
F32 |
fPixelAspect |
) |
|
|
|
|
Sets the pixel aspect ratio.
- Parameters:
-
| fPixelAspect | Input F32 specifying the ratio of monitor size to resolution ratio. |
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The value specified was = 0. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetProjectionMode |
( |
IFXenum |
eMode |
) |
|
|
|
|
Sets the projection mode for creating the projection matrix.
- Parameters:
-
| eMode | Input IFXenum for specifying the projection mode. Valid values are:
- IFX_PERSPECTIVE - Normal camera style projection.
- IFX_ORTHOGRAPHIC - Appears as if camera is infinitely far from the object. The view frustum sides are parallel.
|
- Returns:
- An IFXRESULT code.
- Return values:
-
| IFX_OK | No error. |
| IFX_E_INVALID_RANGE | The project mode specified is invalid. |
|
| IFXINLINE IFXRESULT IFXRenderView::SetProjectionRect |
( |
const IFXF32Rect & |
rcProjection |
) |
|
|
|
|
Sets the projection clip rectangle.
This is the visible rectangle in camera space on the near clipping plane that determines the visible area of the view. This is available as an alternative to define the view frustum to SetFieldOfView.
- Parameters:
-
| rcProjection | Input IFXF32Rect specifying the view frustum size at the near clipping plane. |
- Returns:
- An IFXRESULT code.
- Return values:
-
|
| IFXINLINE IFXRESULT IFXRenderView::SetUseProjectionRect |
( |
BOOL |
bUseProjRect |
) |
|
|
|
|
Specifies whether to use the custom view frustum dimensions (specified with SetProjectionRect()), or to calculate one.
- Parameters:
-
| bUseProjRect | Input BOOL specifying whether to use the manual projection rect (TRUE), or to calculate one based on other parameters, (FALSE). |
- Returns:
- An IFXRESULT code.
- Return values:
-
|
| IFXINLINE IFXRESULT IFXRenderView::SetViewport |
( |
const IFXRect & |
rcViewport |
) |
|
|
|
|
Sets the drawing area of the following render commands relative to the window (or "sprite").
Location (0,0) is the upper left corner of the window.
- Parameters:
-
| rcViewport | Input IFXRect struct containing the x offset, y offset, width and height of the viewport. |
- Returns:
- An IFXRESULT code.
- Return values:
-
|
Member Data Documentation
© 1999 - 2006 Intel Corporation. All rights reserved.
* Other names and brands may be claimed as the property of others.
|
|


|
# GPF Cypher
By [Arnaud Buchholz](http://gpf-js.blogspot.com/)
Source in [GitHub project]9https://github.com/ArnaudBuchholz/gpf-cypher)
Based on [GPF Library](https://github.com/ArnaudBuchholz/gpf-js)
Icons from [WPZOOM](http://www.wpzoom.com/wpzoom/
new-freebie-wpzoom-developer-icon-set-154-free-icons/)
Background from [SUBTLE PATTERNS](http://subtlepatterns.com/white-leather-2/)
|


Collapse 1
This is collapsable division 1.
Collapse 2
This is collapsable division 2.
Collapse 3
This is collapsable division 3.


We take your privacy seriously, but we do store a small amount of configuration information in a file you can find in geo365assets library in order for the system to work. We do not store any of the information you enter while using our app.
The web site you are reading now also uses cookies for analytics and user preferences, but does not store any personal information.
We may change our policy in the future. If so, this page will be updated with the changes.


<&> in site name
Dec
10
2017
Article with <&> — a <&> jumbo one
And <&> in summary.
And <&> in content.
page 1 |
older articles »
Categories
And <&> in category
Authors
And <&> in author
Tag cloud
And <&> in tag


A common convention in PF rulesets is to define a macro for each network interface. If a network card ever needs to be replaced with one that uses a different driver, the macro can be updated and the filter rules will function as before. Another benefit is when installing the same ruleset on multiple machines. Certain machines may have different network cards in them, and using macros to define the network interfaces allows the rulesets to be installed with minimal editing. Using macros to define information in a ruleset that is subject to change, such as port numbers, IP addresses, and interface names, is recommended practice.
# define macros for each network interface IntIF = "dc0" ExtIF = "fxp0" DmzIF = "fxp1"Another common convention is using macros to define IP addresses and network blocks. This can greatly reduce the maintenance of a ruleset when IP addresses change.
# define our networks IntNet = "<IP_ADDRESS>/24" ExtAdd = "<IP_ADDRESS>" DmzNet = "<IP_ADDRESS>/24"If the internal network ever expanded or was renumbered into a different IP block, the macro can be updated:
IntNet = "{ <IP_ADDRESS>/24, <IP_ADDRESS>/24 }"Once the ruleset is reloaded, everything will work as before.
block in quick on egress inet from <IP_ADDRESS>/8 to any block in quick on egress inet from <IP_ADDRESS>/16 to any block in quick on egress inet from <IP_ADDRESS>/12 to any block in quick on egress inet from <IP_ADDRESS>/8 to any block out quick on egress inet from any to <IP_ADDRESS>/8 block out quick on egress inet from any to <IP_ADDRESS>/16 block out quick on egress inet from any to <IP_ADDRESS>/12 block out quick on egress inet from any to <IP_ADDRESS>/8Now look at the following simplification:
block in quick on egress inet from { <IP_ADDRESS>/8, <IP_ADDRESS>/16, \ <IP_ADDRESS>/12, <IP_ADDRESS>/8 } to any block out quick on egress inet from any to { <IP_ADDRESS>/8, \ <IP_ADDRESS>/16, <IP_ADDRESS>/12, <IP_ADDRESS>/8 }The ruleset has been reduced from eight lines down to two. Things get even better when macros are used in conjunction with a list:
NoRouteIPs = "{ <IP_ADDRESS>/8, <IP_ADDRESS>/16, <IP_ADDRESS>/12, <IP_ADDRESS>/8 }" block in quick on egress from $NoRouteIPs to any block out quick on egress from any to $NoRouteIPsNote that macros and lists simplify the
pf.conf
file, but the lines
are actually expanded by pfctl(8)
into multiple rules.
So, the above example actually expands to the following rules:
block in quick on egress inet from <IP_ADDRESS>/8 to any block in quick on egress inet from <IP_ADDRESS>/16 to any block in quick on egress inet from <IP_ADDRESS>/12 to any block in quick on egress inet from <IP_ADDRESS>/8 to any block out quick on egress inet from any to <IP_ADDRESS>/8 block out quick on egress inet from any to <IP_ADDRESS>/12 block out quick on egress inet from any to <IP_ADDRESS>/16 block out quick on egress inet from any to <IP_ADDRESS>/8As you can see, the PF expansion is purely a convenience for the writer and maintainer of the
pf.conf
file, not an actual simplification
of the rules processed by pf(4).
Macros can be used to define more than just addresses and ports; they can be used anywhere in a PF rules file:
pre = "pass in quick on ep0 inet proto tcp from " post = "to any port { 80, 6667 }" $pre <IP_ADDRESS> $post $pre <IP_ADDRESS> $post $pre <IP_ADDRESS> $postExpands to:
pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 80 pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 6667 pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 80 pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 6667 pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 80 pass in quick on ep0 inet proto tcp from <IP_ADDRESS> to any port = 6667
block in all block out allThis can now be reduced to:
blockWhen no direction is specified, PF will assume the rule applies to packets moving in both directions.
Similarly, the "from any to any
" and "all
" clauses can
be left out of a rule, for example:
block in on rl0 all pass in quick log on rl0 proto tcp from any to any port 22can be simplified as:
block in on rl0 pass in quick log on rl0 proto tcp to port 22The first rule blocks all incoming packets from anywhere to anywhere on rl0, and the second rule passes in TCP traffic on rl0 to port 22.
Return
Simplificationblock in all block return-rst in proto tcp all block return-icmp in proto udp all block out all block return-rst out proto tcp all block return-icmp out proto udp allThis can be simplified as:
block returnWhen PF sees the
return
keyword, it's smart enough to send the
proper response, or no response at all, depending on the protocol of the
packet being blocked.
pass in log quick on rl0 proto tcp to port 22 flags S/SA queue ssh label sshcan also be written as:
pass in quick log on rl0 proto tcp to port 22 queue ssh label ssh flags S/SAOther, similar variations will also work.


{% extends "layout.html" %} {% load humanize %} {% block layout-content %}
Previous submission: {% if pset.filename %} {{ pset.filename }}. {% else %} Submission #{{ pset.pk }}. {% endif %}
{% if pset.upload %}Submitted {{ pset.upload.created_at }}.{% endif %}
{% if not pset.resubmitted %} You are about to resubmit {{ pset.unit.group }}. This will overwrite your previous submission, and add it back to the queue of problem sets requiring attention. {% else %} This problem set hasn't been processed yet, so you can use this page to update your submission before Evan or a different instructor gets to it. {% endif %}


TicTacToe
?
?
?
?
?
?
?
?
?
Game Logs
Welcome player!
Difficulty:
Easy
Normal
Hard
Please select your token:
X
O
Controls
Show Hint
Play Again
Reset Game


Far far away, behind the word mountains, far from the countries Vokalia and Consonantia, there live the blind texts. Separated they live in Bookmarksgrove right at the coast of the Semantics, a large language ocean.
A small river named Duden flows by their place and supplies it with the necessary regelialia. It is a paradisematic country, in which roasted parts of sentences fly into your mouth.
Even the all-powerful Pointing has no control about the blind texts it is an almost unorthographic life One day however a small line of blind text by the name of Lorem Ipsum decided to leave for the far World of Grammar.
The Big Oxmox advised her not to do so, because there were thousands of bad Commas, wild Question Marks and devious Semikoli, but the Little Blind Text didn’t listen. She packed her seven versalia, put her initial into the belt and made herself on the way.
When she reached the first hills of the Italic Mountains, she had a last view back on the skyline of her hometown Bookmarksgrove, the headline of Alphabet Village and the subline of her own road, the Line Lane. Pityful a rethoric question ran over her cheek, then she continued her way.
Irish Smith
Lorem ipsum dolor sit amet, consectetur adipisicing elit. Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
Reply
Christine Stewart
Lorem ipsum dolor sit amet, consectetur adipisicing elit. Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
Reply
Chintan Patel
Lorem ipsum dolor sit amet, consectetur adipisicing elit. Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
Reply
John Doe
Lorem ipsum dolor sit amet, consectetur adipisicing elit. Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
 Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
Reply
Jean Doe
Lorem ipsum dolor sit amet, consectetur adipisicing elit. Pariatur quidem laborum necessitatibus, ipsam impedit vitae autem, eum officia, fugiat saepe enim sapiente iste iure! Quam voluptas earum impedit necessitatibus, nihil?
Reply


Preliminaries
Update configuration file
Update windows repo
Update all repos
Get cfast version
Get repo revision
cfast
Debug
Windows
Linux
OSX
Build
Build
Build
Release
Windows
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Build
Build
Build
Package
Install
Upload
Verification
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Windows
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Run
Run
Run
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Edit this page
configuration file ===>> repo
configuration file <<=== repo
setting up web scripts
test web script setup


Before Change
feat_class_cont = f.read()
classes_list = joblib.load("test_featset_classes.pkl")
os.remove("test_featset_features.csv")
os.remove("test_featset_features_with_classes.csv")
os.remove("test_featset_classes.pkl")
os.remove(os.path.join(
os.path.join(cfg.MLTSP_PACKAGE_PATH, "Flask/static/data"),
"test_featset_features_with_classes.csv"))
After Change
with open(os.path.join(cfg.FEATURES_FOLDER,
"test_featset01_features.csv")) as f:
feat_cont = f.read()
with open(os.path.join(cfg.FEATURES_FOLDER,
"test_featset01_features_with_classes.csv")) as f:
feat_class_cont = f.read()
classes_list = joblib.load(os.path.join(cfg.FEATURES_FOLDER,
"test_featset_classes.pkl"))


--- layout: ad-layout title: Sackheim - PDF - Mistakes In English? parent: Swipe - Ads nav_order: 55 ---


These two clumsy and cuddly cats were a birthday present from my brother. Both of them have their own unique personalities.
These are some of the things that Tesla is amazing at:
These are some of the things that Tesla is Not amazing at:
These are some of the things that Schroedinger is amazing at:
These are some of the things the Schroedinger is Not amazing at:
They came from the same litter and when they're not cuddling with me or following me around they are usually curled up with eachother


A UNIVERSITY SURVEY
University of Washington
Paul G.Allen School Computer Science
an insight correlation of college tuition
and local economic development
CSE442
University of Washington
Paul G.Allen School Computer Science
an insight correlation of college tuition
and local economic development
CSE442
Education is one of the most prevalent ways to guarantee the class mobility of society.
People consider it as a reliable way to achieve success. Unfortunately, to get a chance of education, people have to pay a substantial amount of tuitions and fees. This may become a barrier that keeps the poor from the door of qualified education, and such a barrier may negatively affect the class mobility of society.
Private schools have higher tuition generally, and they tend to have higher overall scores. As shown in the chart, most schools with a score greater than 60 are private.
Even though many public schools charge relatively low tuition as shown by the blue dots sitting in the bottom left corner, their scores are correspondingly lower, which indicates that the quality of education provided by these public schools is far from satisfactory.
Furthermore, the ranking of each school does not vary greatly from year to year, which implies the situation where good schools charge higher fee does not change in the short-term.
Public school tends to have lower tuition as well as lower overall score, and private school is just the opposite. Also, the positions of the dots don't vary much from year to year, which implies that the situation where good schools charge higher fee does not change in the short-term.
Let's take a closer look at some factors of a univerisity and try to see if there exist some correlations.
Public schools are colored in red, and private schools are in blue. We can see that more percentage of students in private schools can get financial aid. And private schools have lower enrollment. There does not seem to have a strong relationship between institutional control and SAT scores.
Click on the "Resample" button to sample 30 other schools!
These charts show the distribution of schools in the ranking system. Again, red bars represent thepublic schools, and the blue ones are private schools.Click on the bars to get more information about the regional distribution of the universities.
All Top 20 universities are private schools and over a half of the universities ranked after 150 are public schools.
Top universities, which are usually private, charge more tuition generally.
Therefore,
students need to
invest more money in order to get better education. But things are getting better after
graduation:
Students who attend better universities usually earn more.
In the end, we’d like to offer you an opportunity to play around with this geographic map.
Select the buttons and see the changes! You will find the “secrets” hiding among the data.
30000 80000
GDP per Capita
Education is free.
Freedom of education shall be enjoyed under the condition fixed by law and under the supreme control of the state.
–––– Karl Marx
Professor Jeffrey Heer
Our awesome TAs
D3.js developed by Mike Bostock
Jasper, a designer
Amanda, a friend from HCDE
Steven Bao, a friend who designs


fprime.common.models.serialize.serializable_type
¶
Created on Dec 18, 2014
@author: tcanham
Module Contents¶
Classes¶
|
Representation of the Serializable type (comparable to the ANY type) |
-
class
fprime.common.models.serialize.serializable_type.
SerializableType
(typename, mem_list=None)[source]¶ Bases:
fprime.common.models.serialize.type_base.ValueType
Representation of the Serializable type (comparable to the ANY type)
The serializable type is a container for other instances of BaseType, including itself.
@param param: typename = “SomeTypeName” string To preserve member order, the member argument is a list of members and their types: @param param: mem_list = [ (“member”,<ref to BaseType>, format string, description), … ] OR mem_list = [ (“member”,<ref to BaseType>, format string), … ]. The member descriptions can be None
-
property
val
(self)[source]¶ The .val property typically returns the python-native type. This the python native type closes to a serializable without generating full classes would be a dictionary (anonymous object). This returns such an object.
:return dictionary of member names to python values of member keys
-
property
Build: 1.4.1


---
layout: post
title: How we doubled our Vagrant performance with Rsync
date: 2015-08-21 16:30:13.000000000 -05:00
categories:
- Rails
tags:
- rails
- vagrant
status: publish
type: post
published: true
author: Adam N England
comments: true
---
The Engineering team at Red Nova Labs has been working to simplify our development process. Recently, we've been experimenting with Vagrant as a good tool to do this.
However, we've had the same problem that many developers have with Vagrant - performance. The app in question is very large, and running in development mode - no asset precompilation, no minification. The development machine is a Macbook Pro with 8GB Ram and a 2.6Ghz Core i5 processor.
The only thing that changes across these test runs is the shared folder configuration in vagrant.
Lets start with Synced Folders in VirtualBox. The out-of-the-box performance was pretty dismal.
{% highlight bash %}
» wrk -d30s http://localhost:3000/health_check
Running 30s test @ http://localhost:3000/health_check
2 threads and 10 connections
Thread Stats Avg Stdev Max +/- Stdev
Latency 0.00us 0.00us 0.00us nan%
Req/Sec 0.00 0.00 0.00 100.00%
10 requests in 30.09s, 4.09KB read
Socket errors: connect 0, read 0, write 0, timeout 10
Requests/sec: 0.33
Transfer/sec: 139.24B
{% endhighlight %}
This isn't surprising, it has been well established for years that NFS performance is superior to shared folders. In fact most of the documentation out there (including Stefan Wrobel's wonderful How to make Vagrant performance not suck) recommends NFS as the best practice. Just add this line to your Vagrantfile
{% highlight bash %}
config.vm.synced_folder '.', '/vagrant', id: "vagrant_root", nfs: true
{% endhighlight %}
And it is faster. A lot faster.
{% highlight bash %}
» wrk -d30s http://localhost:3000/health_check
Running 30s test @ http://localhost:3000/health_check
2 threads and 10 connections
Thread Stats Avg Stdev Max +/- Stdev
Latency 1.07s 196.68ms 1.59s 87.73%
Req/Sec 4.69 2.36 13.00 75.68%
277 requests in 30.02s, 113.34KB read
Requests/sec: 9.23
Transfer/sec: 3.78KB
{% endhighlight %}
The good news is that we don't have to stop there anymore. As of Vagrant 1.5, we've got an even better option, rsync. Modify your Vagrantfile to include this:
{% highlight bash %}
config.vm.synced_folder ".", "/vagrant", type: "rsync", rsync__exclude: ".git/", rsync__auto: true
{% endhighlight %}
And when we run our benchmark:
{% highlight bash %}
» wrk -d30s http://localhost:3000/health_check
Running 30s test @ http://localhost:3000/health_check
2 threads and 10 connections
Thread Stats Avg Stdev Max +/- Stdev
Latency 484.11ms 122.34ms 1.05s 66.56%
Req/Sec 10.71 5.56 40.00 77.84%
612 requests in 30.06s, 250.42KB read
Requests/sec: 20.36
Transfer/sec: 8.33KB
{% endhighlight %}
In this specific situation, we see a huge improvement moving from shared folders to NFS. On top of that, we are able to double it by switching to Rsync. The switch is only one line of code, so you really don't have anything to lose by trying it out on your project.
If you've moved your Vagrant setup from NFS to Rsync, please leave a comment, and let other readers know whether it made a difference for you.


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Your password should contain at least 6 characters, 1 number, and 1 capital:
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Here we are able to track the state of the download enpoints.
At the moment there are no endpoints.
No one has access to CVs.
{{companies[endpoint.company].name}}
Visited
{{endpoint.visited}} times
validity
From: {{endpoint.validity.from | date:'fullDate':'+0000'}}
To: {{endpoint.validity.to | date:'fullDate':'+0000'}}


Minutes of the Node Team Meeting
11:10 - 11:35 AM, 12 January 2015
Present:
Matt Bleifer, Grant Campanelli, Michael Murphy, Mike Ryu, Grant Plaster, Scotty Beauchamp (All Present)
Absent:
(None)
Excused: (None)
Client Meeting: Grader Project Follow-Up
Discussion Topics and Corresponding Details
- Questions and Answers
Client's answers are in bold italics
- Is this a website? There should be a desktop application for security reasons
- Multiple class management
- Can an instructor have multiple classes? Yes
- Can a student be a part of multiple classes? Yes, similar to the class setting of CPE 308
- Can multiple teachers be associated with a single class? Yes
- Is the information on Grader available to public?
- Only the class trend (statistics) information should bevisible to the public - no names or individual grades
- How much information is visible to students?
- Will out Grader anonoymously show individual assignment grades to students?
- Technically yes, but it shouldn't be easy for students to guess whose grade is what and what their ID is based on this information.
- Submission of classwork
This is requirement is currently "pending"
- Vision: Simple GUI for handin
- Department server for the grading program
- Our grader communicates with handin
- Instructor can see who turned in what and when in our Grader
- This will partially automate the late policy
- Should the grader tool have an undo / redo feature?
- Yes, it should, but it is a low priority feature
- It may be difficult to implement, but it should be a standard feature for any tool
- It should support up to 100 history items
- Should updates be pushed to users in real-time?
- No, instructor will work on grades and later "post" at a desired time.
- Collaborative grading feature
- This is an edge case
- There cannot be multiple instructors equally in charge of a single class
- Someone with update privillage should be able to lock the grading sesion
- In conclusion, there will be no simultaneous collaborative grading feature
- How does the weights / points / catogories work exactly?
- Raw scores are for number of points for a test or a quiz, but not for a category
- Relative or Absolute weight on categories
- This should be a choice available to the user at the initial setup of a gradebook
- Relative: weight is relative to the parent category
- Absolute: weight is relative to the entire course grade
- Drag-enabled curve setting feature
- Is this curve setting visible to the students?
- Students should be able to test out "what if"
- Student should only be allowed to do this on his own grades
- This should not affect instructor's view or other student's grade view
- CSV data file Refer to the example posted on class site
- Adding new left-column other than student names
- Do you need to be able to add more columns?
- These will be "information only" columns for information such as student's contact
- Do you need to be able to export this data to a new CSV file?
- This is an ideal but low priority feature
- Importing from a raw file is also low priority feature
- What matters is ability to interface with PeopleSoft and getting roster from it
Action Items (for the next Client Meeting)
- Team will revise the list of questions to add more follow-ups for the next meeting


{{ MainController.appName }}
Plan
Meals
Current Meal Plan
Select a meal for details and to remove it from the current plan


{% extends "base.html" %} {# This Jinja template extends base.html to define the customized grammar page. Note this defines (at least) the following variables: * grammar_link #} {% block onload %}animate(); focus_all_fields(); multi_init(); fill_hidden_errors(); scalenav();{{onload}}{% endblock %} {% block body %}
A customized copy of the Matrix has been created for you. Please download it here.
This file will be removed from the system in 24 hours.
To unpack the archive, if your browser hasn't already done it for you, first try saving it on your desktop and double-clicking it. If that doesn't work, and you're using Linux or Mac OS X, from a command prompt, type tar xzf matrix.tar.gz or unzip matrix.zip.
Once you've unpacked the archive you should find a directory called matrix. Inside the directory are several files. Here is an explanation of some:
To run this grammar, start the LKB, and the load it by selected "Load > Complete grammar..." from the LKB menu. You can then parse a sentence by selecting "Parse > Parse input..." from the LKB menu. The dialog box that pops up should include the sentences you filled into the form. When a sentence parses successfully, you can try generating from the resulting semantic representation by selecting "Generate" or "Generate from edge" from the pop-up menu. For more on using the LKB, see the LKB page and/or Copestake 2002 Implementing Typed Feature Structure Grammars.


-
CSV Data
Select all & copy the CSV data in this text area
-
E-Mail
Export
Whether this link works or not depends upon your phone, the version of the OS it is running and mail apps installed.
'To' only saved by pressing Save.
-
Pushover
'token' & 'user' only saved by pressing Save.
Setting these values will enable automatic push messages to Pushover
Last result:
-
Manual Healthkit export via Smartwatch Pro
Export
The recorded data is not yet complete enough for export.
Needs iOS8 (or above) with Smartwatch Pro installed
-
Automatic Healthkit export via Smartwatch Pro
One manual export is required before activating automatic mode
Last result:


{{extend 'layout.html'}}
Note: This list will be updated every morning when all the submissions of your friends are retrieved


Calculate unified measures that quantify the effect of a covariate on a binary dependent variable (e.g., for meta-analyses). This can be particularly important if the estimation results are obtained with different models/estimators (e.g., linear probability model, logit, probit, ...) and/or with different transformations of the explanatory variable of interest (e.g., linear, quadratic, interval-coded, ...). The calculated unified measures are: (a) semi-elasticities of linear, quadratic, or interval-coded covariates and (b) effects of linear, quadratic, interval-coded, or categorical covariates when a linear or quadratic covariate changes between distinct intervals, the reference category of a categorical variable or the reference interval of an interval-coded variable needs to be changed, or some categories of a categorical covariate or some intervals of an interval-coded covariate need to be grouped together. Approximate standard errors of the unified measures are also calculated.
| Version: | 0.1-6 |
| Depends: | R (≥ 2.14.0) |
| Suggests: | sampleSelection (≥ 0.7-0), maxLik (≥ 1.1-2), mfx (≥ 1.1), mlogit (≥ 0.3-0), MASS (≥ 7.3-50), mvProbit (≥ 0.1-8) |
| Published: | 2018-11-03 |
| Author: | Arne Henningsen, Geraldine Henningsen |
| Maintainer: | Arne Henningsen <arne.henningsen at gmail.com> |
| License: | GPL-2 | GPL-3 [expanded from: GPL (≥ 2)] |
| URL: | http://r-forge.r-project.org/projects/urbin/ |
| NeedsCompilation: | no |
| CRAN checks: | urbin results |
| Reference manual: | urbin.pdf |
| Package source: | urbin_0.1-6.tar.gz |
| Windows binaries: | r-devel: urbin_0.1-6.zip, r-release: urbin_0.1-6.zip, r-oldrel: urbin_0.1-6.zip |
| OS X binaries: | r-release: urbin_0.1-6.tgz, r-oldrel: urbin_0.1-6.tgz |
| Old sources: | urbin archive |
Please use the canonical form https://CRAN.R-project.org/package=urbin to link to this page.


Thanks for your interest in ETLBox. We appreciate your support.
Of course you can always contact us directly - just send us an e-mail.


--- layout: post title: On hyper-links date: 2010-09-20 20:24:57.000000000 -04:00 categories: - Commentary on works - Media Studies - Technology tags: [] status: publish type: post published: true meta: _edit_last: '7106425' _wp_old_slug: '' author: login: samarthbhaskar email<EMAIL_ADDRESS>display_name: samarthbhaskar first_name: '' last_name: '' ---
I’ve been re-reading my way through some of the books on my bookshelf, and I picked up On the Internet by Hubert L. Dreyfus the other day. I think it was a required reading for a class at some point but it has been an interesting re-read. One of the first topics Dreyfus takes on is the practice of hyper-linking on the Internet.
I remember Nicholas Carr took to critiquing this practice not too long ago, claiming that hyper-links in articles caused more distractions than they provided substantive or important content (something I’m trying to work on in my own writing). Dreyfus considers hyper-linking practice on web pages and blogs to be similarly disorienting and distracting.
Dreyfus laments on the disjointed nature of hyper-links and an abundance of information that is available on the Internet without any measure of relevance and importance to the reader. He posits that the way to create true meaning out of hyper-links online is to somehow embody them, by connecting them to embodied experience. He is of the opinion that because the Internet exists completely outside the body, it can never carry the same relevance, risk and importance as embodied knowledge.
I found these assertions to be particularly curious given the reason why hyper-linking was first utilized during the nascent stages of the Internet. Tim Berners-Lee, one of the proposed inventors of the Internet as we know it today, developed and popularized the hyper-linking system to mimic the way he noticed people made memories, which was through building relationships between new pieces of information and information already situated in the psyche.
So although the argument Dreyfus makes stands, I find it peculiar when weighed against the intentions of hyper-linking, as it was first created. I suppose hardly anything ever pans out as it was first intended, but there is certainly some merit to the intention of hyper-links and certainly some doubt as to why in practice they have become so disjointed and distracting.


Apocalypse Today
Right now, you're probably feeling pretty good. After all, life in the developed world is comfortable- probably more comfortable than it's been for the average human being throughout all of recorded history.
But don't get too smug. There's still plenty of horrific ways it could all fall apart. In this article, you'll learn about a few of our favorites.
Mayan Doomsday
Skeptics suggest that the Mayan calendar simply rolls to a new 5, 126-year era after 2012, and doesn't actually predict a life-ending apocalypse. But given that the long-dead Mayan were wrong about virtually everything elase, why should we trust them on this?
Robot Takeover
Not quite as frightening as a Vampire Takeover or Living-Dead Takeover, a robot rebellion is still a disquieting thought. We are already outnumbered by our technological gargets, and even Bill Gates fears the day his Japanese robot slave turns him over by the ankles and asks (in a suitably robbic voice) "who's your daddy now?"
Unexplained Singularity
We don't know how the universe started, so we can't be sure it won't just end, maybe today, and maybe with nothing more exciting than a puff of anti-matter and a slight fizzing noise.
Global Epidemic
Some time in the future, a lethal virus could strike. Prediction differ about the source of the disease, but candidates include monkeys in the African jungle, bioterrorists, birds and pigs with the flu, warriors from the future, and alien race, hospitals that use too many antibiotics, vampires, the CIA, and unwashed brussel spouts. Whatever the source, it's clearly bad news.


edmbeats
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A course of Ascent for 12th pass out students in Maths for the preperation of advance competative exams like Mains And Advance to build up their career.
A course of Ascent for the 10th pass out students who aspire to be an engineer.The course is 2 years long with the classroom courses which prepare the student for the boards and the competative exams of Mains and Advance.
A course of Ascent for 12th pass out students in Biology for the preperation of competative exams like AIPMT and AIIMS to build up their career and be a successful Doctor's in their lives.
A course of Ascent for the 10th pass out students who aspire to be a doctor.The course is 2 years long with the classroom courses which prepare the student for the boards and the competative exams like AIPMT and AIIMS.
A course of 2 months which is helpful for the student to recap all the important topics and questions just before the exams.


Title
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Instructions:
There is no error-checking here. Tags should be like this:
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You will have to upload the post (and image) yourself
Generate
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Happy conferencing, {{ conf_short_name }} Organizing Committee Contact Us: {{ conf_email }}
---- This email was generated automatically due to actions performed at {{ site_url }}. If you received this email unintentionally, please contact us and delete this message.


January
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March
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SelectiveChat - {{chat_name}}
{% endblock %}
{% block body %}
{{chat_name}}
Invite People
If you want to invite someone to this chat, just send them the link below, or send them the code below!http://{{request.META.HTTP_HOST}}/chat/{{chat_id}}/{{chat_id}}


|
AceRoutine
1.5.1
A low-memory, fast-switching, cooperative multitasking library using stackless coroutines on Arduino platforms.
|
Class that manages instances of the Coroutine
class, and executes them in a round-robin fashion.
More...
#include <CoroutineScheduler.h>
Static Public Member Functions | |
| static void | setup () |
| Set up the scheduler. More... | |
| static void | setupCoroutines () |
| Set up the coroutines by calling their setupCoroutine() methods. | |
| static void | loop () |
| Run the current coroutine using the current scheduler. More... | |
| static void | loopWithProfiler () |
| Run the current coroutine using the current scheduler with the coroutine profiler enabled. More... | |
| static void | list (Print &printer) |
| Print out the known coroutines to the printer (usually Serial). More... | |
Class that manages instances of the Coroutine
class, and executes them in a round-robin fashion.
This is expected to be used as a singleton.
Design Notes:
Originally, this class was intended to be more substantial, for example, I imagined that different scheduling algorithms could be implemented, allowing coroutines to have different priorities. To ensure that there was only a single instance of the CoroutineScheduler
, a singleton pattern was used. The getScheduler()
method fixes the problem that C++ does not guarantee the order of static initialization of resources defined in different files.
It seemed cumbersome to require the client code to go through the getScheduler()
method to access the singleton instance. So each public instance method of the CoroutineScheduler
is wrapped in a more user-friendly static method to make it easier to use. For example, CoroutineScheduler::setup()
is a shorthand for CoroutineScheduler::getScheduler()->setupScheduler()
.
As the library matured, I started to put more emphasis on keeping the runtime overhead of the library as small as possible, especially on 8-bit AVR processors, to allow a Coroutine instance to be a viable alternative to writing a normal C/C++ function with complex internal finite state machines. It turned out that the simple round-robin scheduling algorithm currently implemented by CoroutineScheduler
is good enough, and this class remained quite simple.
With its current functionality, the CoroutineSchedule
does not need to be a singleton because the information that stores the singly-linked list of Coroutines is actually stored in the Coroutine
class, not the CoroutineScheduler
class. Because it does not need to be singleton, the getScheduler()
method is not really required, and we could have just allowed the end-user to explicitly create an instance of CoroutineScheduler
and use it like a normal object.
However, once the API of CoroutineScheduler
with its static wrapper methods was released to the public, backwards compatibility meant that I could not remove this extra layer of indirection. Fortunately, the none of these methods are virtual, so the extra level of indirection consumes very little overhead, even on 8-bit AVR processors.
Definition at line 82 of file CoroutineScheduler.h.
|
inlinestatic |
Print out the known coroutines to the printer (usually Serial).
Note that if this method is never called, the linker will strip out the code. If Serial is never configured in setup(), then this method causes no additional flash memory consumption.
Definition at line 116 of file CoroutineScheduler.h.
|
inlinestatic |
Run the current coroutine using the current scheduler.
This method returns when the underlying Coroutine suspends execution, which allows the system loop() to return to do systems processing. Everyone must cooperate to make the whole thing work.
Definition at line 98 of file CoroutineScheduler.h.
|
inlinestatic |
Run the current coroutine using the current scheduler with the coroutine profiler enabled.
This method returns when the underlying Coroutine suspends execution, which allows the system loop() to return to do systems processing. Everyone must cooperate to make the whole thing work.
Definition at line 106 of file CoroutineScheduler.h.
|
inlinestatic |
Set up the scheduler.
Should be called from the global setup().
Definition at line 85 of file CoroutineScheduler.h.


Copyright (c) Prolog Developemnt Center SPb
PdcVipSolutions
The
PdcVipSolutions - is the Open Source set of tools,
examples
and projects as the additions to PDC Visual Prolog
official product.
Distributed under MIT License.
The full content is placed at https://github.com/PdcVipSolutions
Release 3.1 Apr 2020 (build by Vip version 904).
ReadmeEn.html
(English)
ReadmeRu.html
(Russian)


ypc is a chat platform that everyone can download and set up for themselves.
This means you need to have a server, where your ypc chat can run on.
Only people with the server id can join and they need to register.
A server admin can accept or reject new users before they can join the chat.


Welcome, Yomi
Go-To Dashboard Menu
Declined Orders
Back to Orders
Select Date
Semo and Egusi with fried beef
Price: N2000
Category: Swallows
Buyer's Detail:
Address: 10, Lagos. Nigeria
Fullname (Phone): Yomi Olaoye(23480660940)
Date: 18/04/2018
Declined on 18/04/2018
© 2018, Tastee Inc.


About
Find yourself wishing you had a better way to store and manage your podcasts? Look no further. Blazecast saves your favorite podcasts to your very own Dashboard. Browse, listen, and add podcasts to your collection easily. Sign up today to get started!


nrpc- Pol Fig. RNA mutant expression snc III mutation plants wild mos muse splicing Arabidopsis type SNC gene genes observed plant used using {border-style NRPC Plant px;} #ffffff;} triple Supplementary number small accumulation alternative data defects RNAs miR required grown known resistance transcript yeast Zhang altered miRNAs previously protein results sequencing single subunit Biology MUSE complex enhanced mutations polymerase rRNA replicates seedlings transcription (B) B). Cell cell function immunity introns levels reduced transcribed Molecular conserved examined genes, identified intron leaf mutant. nrpc-. performed px; represent screen {font-family (A) C). However, II-transcribed Liu background chloroplast compared described determine disease font-size functional isolated loss-of-function morphology proteins regulation roles serrated shown signalling transcriptional ±SD. (C) Botany CUC CUC, Genetics III-transcribed LINK Research University analysis associated complement developmental double; expected expressed genetic genotypes homozygous indicated intron–exon knockout libraries likely line mutation. plants. retention significant total variants Bars Chen Col- DNA Figure Haag Huang Illumina Johnson NRPC. P≤.. Rpc activity affected allele alterations autoimmune biological border-color border-width changes cloning component constitutive control day demonstrated development differentially dwarf flowering including indicate indicating larger length lines nrpc-, partial pathogen polymerases qPCR rRNA, regulating relative reported role selected size solid; spliceosome stem study subunits suggests {font-style {font-weight -week-old A). Bartel Canada Cheng Dong Experimental GFP I-transcribed III, III. Morphology NLR-mediated Pikaard P≤.; Ream S). SNC, Scale Small T-DNA Wang abundance activation affect alternatively band based bold broad chromosome combined conditions confocal consistently containing contains courier; defence domain effect elevated em; encoding evolutionarily exhibit floral forward genome global growth heterozygous immune iodide junction leads library microRNAs modulating mutant, mutation, orthologue pattern phenotype phenotypes possess primers pt;} rRNAs reads reports representative result retained short significantly similar similarity snRNA soil-grown specific spliced suggesting suppressor time transcribes transcriptome transcripts various viable


public class NotificationsController
extends java.lang.Object
| Constructor and Description |
|---|
NotificationsController() |
| Modifier and Type | Method and Description |
|---|---|
java.lang.String |
getRepeatType()
Get the type of repeating frequency associated with the notification.
|
java.sql.Date |
getStartDate()
Get the startDate of the notification.
|
java.sql.Time |
getTime()
Get the time that the notification is inteded to alert the patient.
|
void |
NotificationsController(java.sql.Date startDate,
java.sql.Time time,
java.lang.String repeatType)
Constructor for NotificationController that establishes the frequency and time of the alert.
|
java.lang.Boolean |
notificationStatus()
Indicates whether the notification has been dismissed.
|
void |
setRepeatType(java.lang.String newRepeatType)
Set a new repeat type for the notification.
|
void |
setStartDate(java.sql.Date newDate)
Set the start date of the notification
|
void |
setTime(java.sql.Time newTime)
Set the time at which the patient is notified.
|
void |
turnOff()
Turn the notification off so that no alerts are sent to the patient.
|
void |
turnOn()
Turn the notification on so that the patient will be notified based on the Time, StartDate, and
RepeatType of the notification.
|
public void NotificationsController(java.sql.Date startDate, java.sql.Time time, java.lang.String repeatType)
startDate
- When the repeating notification will begin.time
- When the user will be alerted.repeatType
- How often the user will be alerted.public java.sql.Date getStartDate()
public java.sql.Time getTime()
public java.lang.String getRepeatType()
public void setStartDate(java.sql.Date newDate)
newDate
- The date that the notification should begin sending the patient alerts.public void setTime(java.sql.Time newTime)
newTime
- A Time object indicating what time of day the user is notified.public void setRepeatType(java.lang.String newRepeatType)
newRepeatType
- A string indicating the frequency with which this notification will notify
the patient.public void turnOff()
public void turnOn()
public java.lang.Boolean notificationStatus()


Dashboard Welcome to MedCare System
Appointments
450
45% Increase in 28 Days
New Patients
240
75% Increase in 28 Days
Operations
3534
Worse than last week (46%)
Hospital Earning
89,921$
Better than last week (60%)
| Name | Date | Visit time | Number | Doctor | |
|---|---|---|---|---|---|
| Olivia |<EMAIL_ADDRESS>| 26 Dec 2018 | 17:30 - 18:00 |<PHONE_NUMBER> | Dr. Emma |
| Sophia |<EMAIL_ADDRESS>| 13 Oct 2018 | 10:00 - 10:153 |<PHONE_NUMBER> | Dr. Noah |
| Noah |<EMAIL_ADDRESS>| 2 Jul 2018 | 10:00 - 10:15 |<PHONE_NUMBER> | Dr. James |
| Liam |<EMAIL_ADDRESS>| 15 Jun 2018 | 17:30 - 18:00 |<PHONE_NUMBER> | Dr. Liam |
| Patients ID | Adress | Priority | Progress |
|---|---|---|---|
| OR9842 | 123 6th St. Melbourne, FL 32904 | Low | |
| OR7429 | 4 Shirley Ave. West Chicago, IL 60185 | High | |
| OR1848 | 123 6th St. Melbourne, FL 32904 | Medium | |
| OR1848 | 123 6th St. Melbourne, FL 32904 | Medium | |
| OR7429 | 70 Bowman St. South Windsor, CT 06074 | High | |
| OR9842 | 123 6th St. Melbourne, FL 32904 | Low |


---
layout: post
title: 12/29
date: '2012-12-29T21:59:00.001-07:00'
author: Jacob .
tags:
modified_time: '2012-12-30T23:08:53.027-07:00'
blogger_id: tag:blogger.com,1999:blog-6400085873105072120.post-7031884922759134280
blogger_orig_url: http://www.svlark.com/2012/12/1230.html
---
I've been really getting into Live on the the Margin, which just came out from Pat Schulte (s/v Bumfuzzle) and Nick O'Kelly. It's primarily a book about leverage and technical analysis, which is why I wanted to read it. What I hadn't expected was all the other great content in the first several chapters. Pat and Nick spend some time talking about why this lifestyle is a reasonable choice and not mere indulgence. Their analysis of financial, economic, and political dynamics actually verges on praxeological. Good stuff!
-22.8 @ 248.6


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Shobhit Bhatnagar's Blog
Projects
Visual Question Answering
Object Recognition: CIFAR-10
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Simplification of Incomplete Beta Functions
Eisenstein's proof of Quadratic Reciprocity


Home Library in London, 2015
Digital and physical collections, materiality, and mediated memories
Assessed Project
Home
About
Data Collection
The Materiality of Reading
Data Analysis
Presentation
The Home Space
Summary of the Study
Menu
Overlaps of the Private and the Public
22 March, 2016
in
#The Home Space
#Assessed Project
What Is Home?
21 March, 2016
in
#The Home Space
#Assessed Project
The Sensory Environment
18 March, 2016
in
#The Home Space
#Assessed Project
Reading in the Personal Library
29 February, 2016
in
#The Home Space
#Assessed Project


Before Change
def get_npm_requirements(requirements):
npm_dependencies = {}
for requirement in requirements:
package_name = requirement.package
req_version = requirement.version
if req_version:
if req_version[0] not in ("<", ">", "~", "="):
req_version = "~" + req_version
npm_dependencies[package_name] = _to_entry(requirement, req_version)
return npm_dependencies
def get_pip_requirements(requirements):
inherited_requirements = get_inherited_requirements()
After Change
def get_npm_requirements(requirements):
return _get_requirements(requirements, "~")
def get_pip_requirements(requirements):
inherited_requirements = get_inherited_requirements()


Integrated Data Systems the makers of V-Realm Builder
Virtual i-O the makers of "i-glasses" Phone:<PHONE_NUMBER>
Back to the office.
Mail me if you would like to be added to this list<EMAIL_ADDRESS>(Kevin Rattai).


{% extends "layouts/public.html" %} {% block bodyid %}home-page{% endblock %} {% block body %}
Your time and attention are priceless. Done-zo helps you focus on the right things, right now.


The top level Yahoo module. The Yahoo module is used for accessing Yahoo related API services.
| Name | Description |
|---|---|
| addEventListener | add an event listener for the instance to receive view triggered events |
| fireEvent | fire a synthesized event to the views listener |
| removeEventListener | remove a previously added event listener |
| yql | invoke a Yahoo YQL query |


Use this demo file to test your dependencies
Paper Stuff
Paper Toolbar Title
This is my card content.
One
Two
Google Stuff
Nuxeo Stuff


It also shows just how flexible the TextBlock now is, since the introduction of Runs. Each Run can have different styles, cursors, even events like MouseLeftButtonDown
For this scenario, a WPF Forum poster wanted to know how to wrap blocks of text into one group, to make a single paragraph. This project shows two methods in four examples, the WrapPanel and TextBlock Runs. Both are useful concepts to understand, as they each have their uses.
1) Firstly an example of the WrapPanel, which is a great container, a very useful control:
<
WrapPanel
Margin
=
"10"
>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"This is an example"
/>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"with textboxes that line up horizontally"
/>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"then wrap by TEXTBLOCK to a new"
/>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"line when there is no more space"
/>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"pull the window out to"
/>
<
TextBlock
Margin
=
"0,0,4,0"
Text
=
"see it wrap and change"
/>
</
WrapPanel
>
This will produce a bunch of textblocks that do not themselves wrap, and when there is no space, the TextBlock as a whole will jump to the next line.
2) Next here is an example of using the TextBlock.Inlines collection, by manually assigning Runs in XAML:
<
TextBlock
Margin
=
"10"
TextWrapping
=
"Wrap"
><
Run
Text
=
"This is an example"
/><
Run
Text
=
" of a group of"
/><
Run
Text
=
" manually coded runs"
/><
Run
Text
=
" which are parts of a textblock"
/><
Run
Text
=
" and this is probably closer to what you want"
/></
TextBlock
>
This does just what we want, joining the blocks together and breaking on words, not per block.
3) Example three shows how to build the Runs programatically and add them to an existing TextBlock:
var texts =
new
List<
string
> {
"This is an example of building a TextBlock"
,
" programmatically from a collection"
,
" of strings into one flexible wrapping TextBlock"
};
foreach
(var text
in
texts)
tb1.Inlines.Add(
new
Run { Text = text });
4) Finally here is an example of some of the flexibility of this technique, by making two very different Runs which act independantly within a single TextBlock which I create and add to the Visual Tree.
var cm1 =
new
ContextMenu();
cm1.Items.Add(
new
MenuItem { Header =
"Copy"
});
var cm2 =
new
ContextMenu();
cm2.Items.Add(
new
MenuItem { Header =
"Do something else"
});
var run1 =
new
Run
{
Text =
"Hello"
,
Background = Brushes.Yellow,
Foreground = Brushes.Blue,
Cursor = Cursors.Hand,
ContextMenu = cm1,
FlowDirection = System.Windows.FlowDirection.RightToLeft,
FontFamily =
new
FontFamily(
"Courier"
),
FontSize = 20.0D,
FontWeight = FontWeights.Bold,
TextDecorations = TextDecorations.Strikethrough,
ToolTip =
"Run 1"
,
};
run1.MouseLeftButtonDown +=
new
MouseButtonEventHandler(run1_MouseLeftButtonDown);
var run2 =
new
Run
{
Text =
" World"
,
Background = Brushes.LightGreen,
Foreground = Brushes.Red,
Cursor = Cursors.Cross,
ContextMenu = cm2,
FlowDirection = System.Windows.FlowDirection.LeftToRight,
FontFamily =
new
FontFamily(
"Times New Roman"
),
FontSize = 30.0D,
FontWeight = FontWeights.ExtraLight,
TextDecorations = TextDecorations.Underline,
ToolTip =
"Run 2"
,
};
run2.MouseLeftButtonDown +=
new
MouseButtonEventHandler(run2_MouseLeftButtonDown);
var tb2 =
new
TextBlock { Margin =
new
Thickness(10) };
tb2.Inlines.Add(run1);
tb2.Inlines.Add(run2);
sp1.Children.Add(tb2);
In this example, as well as the visual differences, you can hover over EACH TEXT PART and see a different Cursor & Tooltip and even click each block to trigger separate events!
This available in a demo project here.
This small article is part of a series of WPF "How To" articles, in response to real user questions on the MSDN WPF Forum.


In the not-too-distant past, high school graduates in the United States seeking a meaningful college education could likely have received one from an in-state or city university at little to no cost. And it would have been reasonable for them to assume that the degree they earned would significantly increase life opportunities. Though that era was relatively short-lived here, many other countries have made access to free or low-cost higher education an enduring priority, insisting on it being a basic right and a good that benefits society as a whole.
These days though, back here in the United States, higher education has sadly become one of the biggest debt traps of all—turning many of us into lifelong debtors. Even in the midst of the Great Recession, college costs have continued to skyrocket. Funding for our once robust and affordable state university system—a symbol of a collective commitment to broadening opportunity and shared prosperity—has been whittled away over time, with the burden of education costs shifted onto students and their families in the form of severe tuition and fee hikes. The story at private schools is equally grim, with already out-of-reach average tuition nearly tripling in cost since 1980. And though it’s become common knowledge that a college degree is a prerequisite for obtaining a decent job, we are increasingly being told that we need an expensive master’s degree too, with few grants available to those scrambling to enroll.
In the absence of free or low-cost options, students are taking on life-altering debts to cover astronomically high tuition, fees, and living costs, coerced through fears of an uncertain financial future and false promises of stable careers. Lenders, loan servicers, Wall Street investors, school administrators, predatory for-profit colleges, and even the government are raking in profits at students’ expense. As a result, in 2012, the total amount of student debt owed in the United States surpassed the $1 trillion mark—higher than credit card debt or any other kind of consumer debt with the exception of mortgage debt.
Two-thirds of U.S. students are leaving college with an average of $27,000 in debt, with the burden falling disproportionately on Native Americans, Blacks, and Latino/as. And with too few jobs on the horizon, it’s no surprise that defaults are now occurring at the astonishing rate of one million per year. Almost one in six borrowers is in default, with many others on the brink. Of the class of 2005, 41% are already delinquent or in default. Experienced on a personal level, this combination of chronic underemployment and massive indebtedness has given many the sense that their futures have been foreclosed upon, leading them into depression and some even to suicide.
Given the enormous sticker price for college, students often don’t even qualify for enough crushing loans to pay the full cost. As such, parents are increasingly taking out or cosigning loans on their children’s behalf and facing the same repayment problems as their offspring. It’s no wonder then that seniors are now the fastest growing population of student debtors. At the same time, unemployment for people under twenty-five is almost twice the national average, meaning that young people are being forced to depend on their parents for longer periods of time after graduating. As a result, many parents are putting off retirement in order to continue to provide for their families while struggling to cover the added expense of student loan repayment.
The Federal Reserve Bank of New York reported that, in 2012, seniors owed around $36 billion in student loans, or about 4.2% of total U.S. student loan debt. For the sizable number of those who are in default, their Social Security benefits are subject to seizure. This growing predicament piles layers of guilt on top of the fear and depression experienced by younger debtors when they realize that not only are they unable to assist their parents through their retirement years, they are also a direct cause of their parents’ added economic burden.
Given this grim picture, some analysts argue that there is a student debt “bubble” about to burst. Unlike the housing bubble, a mass devaluation of outstanding student loans might not be a bad thing for debtors. After all, the creditors can’t repossess your degree or your brain—or at least not yet! But there are harsh penalties for defaulting, making any bet that your debt-burden will someday be reduced a risky one at best.
This chapter explains how student debt was created, who profits from it and how you can survive as a debtor. Above all, you should know that you are not alone if you are facing default. There are ways of resisting, especially by acting together.
How It Got So Bad
Going to public college used to be pretty affordable, especially for those on the GI Bill, or those who went to public colleges like the City University of New York or the University of California. Alarmed at the rise of student activism and guided by simplistic free-market ideals of “personal responsibility,” conservatives took advantage of the fiscal crises in the mid-1970s to clamp down on free tuition and open admissions policies. A temporary season of austerity measures turned into an enduring epoch as cuts by state lawmakers continued throughout the 1980s and down to this day. Neoliberal policy-making, aimed at privatizing public responsibilities, has increasingly transferred the financial burden from the state onto individual students. As an example of the results, in 1976, a student at the University of California paid only $647 in annual fees; by 2012, the bill had reached $13,181.When these are the most “affordable” options, students from low-income homes regularly end up owing a third, half or even more of their family’s annual earnings for a year of tuition.
Overall, the costs of a college education have risen by more than 1,100% in the last three decades. With grants and scholarships lagging far behind tuition increases, student loans are the only option for most who want a college education. And in a knowledge economy, where a college degree is considered a passport to a decent livelihood, there’s really not much of a choice but to take on loans, committing large chunks of your future earnings to pay back the debts you got stuck with simply trying to prepare yourself for employability in the first place. This kind of contract is the essence of indenture.
To make matters considerably worse, in 1998 Congress took the extraordinary step of making federally backed loans all but impossible to discharge through bankruptcy. After prolonged pressure from Wall Street creditors, private loans became ineligible in 2005, making student debt virtually the only kind of loan that doesn’t allow debtors the option of bankruptcy. As if that’s not enough, the government also granted enormous collection powers to lenders. Lending agencies can now garnish wages and seize tax returns without even requesting a legal hearing first. Even Social Security and disability wages are subject to garnishment.
The knowledge that students have little choice but to debt-finance their education however high the cost has created some perverse incentives for college and university administrators, warping educational priorities and putting further upward pressure on tuition. In order to make up for financial shortfalls, colleges have increasingly turned to issuing bonds, using tuition as collateral to secure loans from Wall Street. For example, in 2012, the University of California sold almost $1 billion in bonds set to mature over the next hundred years. That means UC students’ tuition dollars will be used to line the pockets of big investors over the next ten decades. To ensure a steady flow of riches, financiers hold colleges hostage by threatening to ruin their credit ratings if tuition does not go up.
Given the cultural shift from a model based more on public funding to one where education is seen largely as a commodity for individual purchase, many administrators have quite logically responded by marketing their schools as luxury goods. They fill their ever-expanding campuses with extravagant dorms and “state-of-the-art” facilities designed by big-name architects, and invest in non-academic “lifestyle” services and perks. They certainly don’t skimp when it comes to their own salaries. Average pay for administrators increased dramatically in recent years, with many private and public school presidents, provosts, and chancellors falling well within the top 1% of income “earners.” And when endowments fail to cover the tab, faculty who do the apparently less important work of actual teaching can always be replaced by adjunct professors who get paid far less and receive little in the way of benefits.
A luxury education might be fun for some, but upon graduation, debtors must quickly learn to walk a treacherously thin tightrope. Student debt can endure for decades, employment prospects are more and more precarious, and wages have been stagnating. But a credit report damaged by even one or two delayed payments can generate additional obstacles to finding work, as employers are now increasingly demanding that potential hires agree to undergo intrusive and unreliable credit checks as part of the application process. Thus debtors tend to put their preferred career paths on hold (and therefore risk abandoning them) until they have finally paid off their loans through employment options that are much less desirable. Ironically, one of the quickest paths to paying off debts for some students is to find work in the finance industry, issuing loans or speculating on derivatives.
Wall Street lenders have made a killing on the debt-financing of education, especially in the decades before federal loans were reorganized in 2010. Sallie Mae, sometimes referred to as the “queen” of student lending, was created in 1972 as a government-sponsored enterprise. But in 1977, as the business of student loans became more and more lucrative, the push to privatize began.  The company now has a hand in both federal and private student loans and draws its profits from every aspect of the student loan industry: originating, servicing, and collecting.
Between 1972 and 2010, under the FFELP (Federal Family Education Loan Program) lending system, federal loans originated by financial institutions (including Wall Street banks) were fully guaranteed and subsidized by the government. In 2010, the Obama administration cut out the middlemen, which means that any federal loan taken out now is originated directly by the federal government. However, these government loans are still serviced by a group of select private institutions, including Sallie Mae. That means that the government pays these servicers millions of dollars a year in order to handle the billing and other maintenance of the loan.
Even more recently, under the thin guise of easing the burden of debtors, Congress and the president did away with the unjustifiably high 6.8% interest rate on federal loans, replacing it with a temporarily lower adjustable rate tied to returns on ten-year treasury notes—creating a time bomb that will explode in students’ faces once treasury rates go up again, as they surely will. But don’t worry! The rate for loans is capped at 8.25%. Now don’t you feel better?
As if all that weren’t bad enough, Federal loans rarely meet the full cost of education, leaving many students with no choice but to take out private loans to make up the difference. Even though only 20% of all current student loans are private, at the current rate of issuance their overall volume will have surpassed that of federal loans in ten to fifteen years. These private student loans are subject to different terms and have much higher interest rates.
Many college financial aid officials are in cahoots with private lenders. A 2006 investigation by the New York State Attorney General’s Office concluded that the business relationship between lenders and university officials amounted to an “unholy alliance.” Lenders paid kickbacks to universities based on the loan volume that financial aid offices steered their way; they also gave all-expenses-paid Caribbean vacations to financial aid administrators and even put them on their payroll. In addition, lenders set up funds and credit lines for schools in exchange for being placed on preferred-lender lists. In spite of these scandals, and despite the NYS Attorney General’s recommendation that bankruptcy protections be restored to student lenders, nothing really changed. The student loan racket was just too profitable to be reined in by a few grandstanding regulators.
The lack of protection for consumers has made default quite profitable for lenders. On average, 120% of the principal on a defaulted loan is ultimately collected. In fact, in 2003 Sallie Mae disclosed that its record-breaking profits were due in significant part to collections on defaulted loans. Two years earlier, the company was caught declaring loans to be in default before even trying to collect the debt. This rapacious conduct is the norm in some quarters of the student lending industry (Collinge 2009).
As in the subprime mortgage market, many private loans are securitized—packaged and sold to the highest bidder as Student Loan Asset-Backed Securities (SLABS). These SLABS account for almost a quarter—$234.2 billion—of the aggregate $1 trillion debt. Since SLABS are often bundled with other kinds of loans and traded on secondary debt markets, investors are not only speculating on the risk status of student loans but also profiting from resale of the loans though collateralized derivatives.
The uneven social impact
The human toll of all this is becoming increasingly visible. For a host of disturbing accounts of student debt, it’s well worth reading Alan Collinge’s book Student Loan Scam: The Most Oppressive Debt in U.S. History—and How We Can Fight Back. And it’s certainly not hard to find student debt horror stories all over the internet, especially in the wake of Occupy Wall Street, which inspired many debtors to “come out” online. A military veteran reports that he has paid $18,000 on a $2,500 loan and Sallie Mae claims the man still owes $5,000; the bankrupt husband of a social worker, bedridden after a botched surgery, tells of a $13,000 college loan balance from the 1980s that ballooned to $70,000; a grandmother subsisting on Social Security has her payments garnished to pay off a $20,000 loan balance from a ten-year-old $3,500 student loan she took out before undergoing brain surgery. Loans like these grow rapidly due to a combination of compounding interest and forbearance programs. In fact, only 37% of student loans are in repayment at any given time. The other 63% are accruing interest, adding fees and becoming more and more likely to add to the six million student loans already in default.
While the single largest debt loads are racked up by students from middle-income families seeking a private university degree, the overall impact of debt is magnified among low-income families. Of those who have earned bachelor’s degrees, about 81% of Black students and 67% of Latino/a students leave school with debt, compared to 64% of White students. As a result of the home equity losses suffered since 2008, Black people lost a huge portion of the economic gains they had made in the post–civil rights era. Reflecting those losses, Black students have had to borrow more for education than Whites, and the racial inequity of the employment landscape means they are twice as likely to be unemployed on graduation. Also, students of color are much more likely to enroll in for-profit schools, which have high non-completion rates and account for nearly half of student loan defaults. These proprietary colleges (we should call them “Wall Street’s colleges”) engage in reverse redlining, explicitly targeting students of color for recruitment, loading them with debt in return for a dubious educational experience. It’s no surprise then that the default rate for Black people is four times that of Whites.
One of the worst examples of debt-financing in the for-profit sector stems from the introduction of the new GI Bill, introduced by Congress in 2008 to help veterans of the wars in Iraq and Afghanistan enter the higher education system. Almost a third of the GI Bill monies have ended up in the coffers of for-profit colleges. These colleges have exploited a legislative loophole that allows them to count GI Bill money as part of the 10% of revenue they are required to raise from non-public sources in order to be eligible to receive federal student loans, which account for the other 90% of their revenue. The result has been an aggressive recruitment of ex-soldiers—some were so brain-damaged from their injuries they had no idea what they were signing—with an inevitable impact upon veterans of color, who serve disproportionately in the armed services. Excluded from most of the homeownership and education benefits of the original GI Bill, Native Americans, Blacks, and Latino/as are being preyed upon and debt-burdened by the latest bill.
Avoiding Default
Your loan becomes delinquent the first day after you miss a payment. The delinquency will continue until all back payments are made. Loan servicers report delinquencies of at least 90 days (and in some cases as early as 30 days) to the three major credit bureaus. As we’ve seen in Chapter One, a negative credit report may make it difficult for you to meet your basic needs.
Student loans are generally considered to be in default when you fail to make a payment for 270 days for a federal loan or 120 days for a private loan, though the industry standard for private loans is 180 days. Though the consequences of delinquency can be hard to bear, the penalties for default are of a much greater magnitude. If you can’t avoid delinquency but want to avoid default, try to make at least one payment every 120 (private) or 270 (federal) days.
If you haven’t defaulted but are alarmed about not being able to pay your student loans, do not panic. If you just graduated, many loans provide an automatic six-month deferment period. And if you have federal loans, you can extend this period on an annual basis either through deferment or forbearance programs. Deferment on certain loans halts interest during periods of unemployment, economic hardship or temporary disability, or while the debtor is in school. Forbearance—granted by a loan servicer to borrowers who don’t qualify for deferment—does not stop interest from accruing, but it does allow for some breathing room. But keep in mind that forbearance will cause the amount that you owe to increase. Typically, the interest is compounding annually, which means that at the end of a year it will be added to the principal and you will have to pay interest on that too. This can cause loans to mushroom, so check to see if you qualify for deferment before entering into forbearance.
It may also be helpful to consolidate all of your loans into one. To learn about requirements for loan consolidation, you can visit studentaid.ed.gov/repay-loans/consolidation. The application for Direct Loan Consolidation is available at loanconsolidation.ed.gov.
There are a couple of newer programs that may also be helpful to those with federal loans: the Income-Based Repayment Plan (IBR) and Public Service Loan Forgiveness (PSLF). Income-based repayment allows you to adjust payment to meet your income by capping payment at 15% of income based on family size. A single individual with no children making under $20,000 would pay 2.4% of income toward student debt whereas a family of four making under $100,000 would pay 9.9% of their income toward student debt. After twenty-five years, any remaining student loan debt would be forgiven. But there is a major caveat with this type of loan forgiveness. The government taxes loans that are written off, including IBR student loans, as earned income. This means that, after twenty-five years, the remainder of that loan is written off, but you will now owe what may be a significant amount in taxes, whether or not you can pay it.
Public Service Loan Forgiveness (PSLF) provides forgiveness of federal student loan debt after ten years of continuous employment by any nonprofit, tax-exempt 501(c)(3) organization, a federal, state, local, or tribal government agency including the military, public schools, and colleges, or while serving in AmeriCorps or the Peace Corps. You may also be eligible if your employer is not a religious, union, or partisan political organization and provides public services. Loans forgiven through PSLF, unlike IBR, do not get taxed as earned income.
Being in default
If you are about to default on a student loan, remember that you are not alone. There are approximately six million other Americans that have already done so. While default can be a political act (especially when done collectively), any such decision should be made with full knowledge of the following possible consequences:
- Your loans may be turned over to a collection agency.
- You will be liable for the costs associated with collecting your loan, including court costs and attorney fees.
- You can be sued for the entire amount of your loan.
- Your wages may be garnished. Federal law limits the amount that may be garnished to 15% of the borrower’s take-home or “disposable” pay—the amount of income left after deducting any amounts required by law to be deducted. The wage garnishment amount is also subject to a ceiling that requires the borrower to be left with weekly earnings after the garnishment of at least thirty times the federal minimum wage.
- Your federal and state income tax refunds may be intercepted.
- The federal government may withhold part of your Social Security benefit payments. The U.S. Supreme Court upheld the government’s ability to collect defaulted student loans in this manner without a statute of limitations in Lockhart v. United States (December 2005).
- Your defaulted loans will appear on your credit history for up to seven years after the default claim is paid, making it difficult for you to obtain an auto loan, mortgage, or even credit cards. A bad credit record can also harm your ability to find a job. The U.S. Department of Education reports defaulted loans to TransUnion, Equifax, and Experian (see Chapter One).
- You won’t receive any more federal financial aid until you repay the loan in full or make arrangements to repay the overdue amount and make at least six consecutive, on-time monthly payments. You will also be ineligible for assistance under most federal benefit programs.
- You will be ineligible for deferments.
- Subsidized interest benefits will be denied.
- You may not be able to renew a professional license you hold.
- If you had a cosigner on your loan (this is usually a parent or grandparent), they will be held legally responsible to pay back your loans. The penalties that apply to the person who took out the loan are also applied to cosigners who default.
These measures are harsh, but you can continue to fight as an individual. Unfortunately, bankruptcy is not an option for student debtors, except occasionally in cases of permanent disability or “undue hardship.” Although it is difficult to get credit reporting agencies (CRAs) to remove defaulted student debt from reports, it is not impossible. You can use the strategies and resources outlined in Chapter Nine to demand that CRAs and debt collectors prove that the amount of your debt is fully verifiable. This will require a concerted letter-writing campaign, but you may be pleasantly surprised by the results. Often, recordkeeping is poor and the collector will not have access to any records that actually tie you to a debt, especially if your student loan was securitized into a SLAB. Although a court judgment is not required before your paycheck, bank account, or tax return is garnished, you are entitled to an administrative hearing if you request one.
If you want to get out of default, you can often rehabilitate your loan by entering into an agreement to make twelve consecutive on-time payments to the original lender or the guarantee agency in exchange for the removal of the prior delinquency history from your credit report. Be sure to get this agreement in writing and to be clear about how this will be entered on your credit report, since amnesty agreements like this are technically noncompliant with the Fair Credit Reporting Act.
Know your loans
As the number of middle-people standing between you and your original loan continues to increase, it can be hard to ascertain exactly who guarantees, originates, services, and collects your loans. To find out this information about your federal loans, visit the national student loan database at nslds.ed.gov/nslds_SA. The Neighborhood Economic Development Advocacy Project also offers a step-by-step guide at nedap.org/resources/studentloanguide.php. Things are a little more complicated when dealing with private loans. FinAid is a great first resource for understanding the variety of institutions involved: finaid.org/loans/studentloans.phtml. It’s important to fully understand your own situation, since the laws apply unevenly to different kinds of financial institutions. For example, state guarantee agencies are exempt from the Fair Debt Collection Practices Act, but any private collection agency hunting you down must comply with this law. Be aware of their illegal practices and know your rights. This FinAid page about defaulting on student loans is a good place to start: finaid.org/loans/default.phtml. Abusive debt collection behavior is also highlighted in Chapter Nine of this book. We recommend you read it carefully.
Collective Action Toward Change
If we fight this system alone, the best we can hope for is to keep our heads above water. Collective action is the only true solution. There’s plenty of inspiration to be found outside of the United States, where powerful movements fighting to reclaim education as a basic right seem to be popping up everywhere. A wave of governments under the sway of neoliberal ideologues have been doing their best to undermine once well-funded university systems in hopes of imposing U.S.-style debt-financing on their students. But the immense suffering that system has created is no secret, and students across the globe have begun to draw lines in the sand, staging massive protests, strikes, and direct actions to resist.
In 2010, when the British government announced plans to cut funding and drastically raise tuition fees, students across the United Kingdom erupted in a series of massive protests. In London alone, fifty thousand students took to the streets on one day, many of them surrounding and occupying the Conservative Party headquarters. Starting in 2011 in Chile, where access to higher education has long been pitifully unequal, hundreds of thousands of students have filled the streets over and over again, paralyzing the education system and weakening government resolve to implement debt-financing and privatization. And in 2012, over three hundred thousand students went on strike in Québec, mobilizing mass popular support and virtually shutting down the university system in their struggle to resist tuition hikes. And the struggles continue.
But here in the United States, we’re at a crossroads. After two generations of students and families suffering under punishing burdens of student debt, it seems to have finally become clear to most everyone that we are in a crisis. An insurgency of student debtors is on the rise. But the question remains as to where that momentum will lead us. Politicians—heavily beholden to the finance industry—campaign on promises of reform, offering market-based “solutions” that would further commit students to a debt-driven system where education is first and foremost a profit engine for financiers, asset speculators, and real estate developers.
And some well-meaning groups organizing around student debt seem to be similarly stuck on solutions that continue to treat education as a commodity primarily benefitting individuals who purchase it. A recent grassroots effort put Oregon on the path to a system where the state pays tuition costs at public colleges upfront and students pay it back as a percentage of income for years into the future. However much such a program may increase access to education in the short term, requiring individual students to fund universities out of their paychecks normalizes the idea that education is a personal responsibility and in the long run could accelerate the replacement of publicly funded schools with lifetimes of indebtedness.
Other moderate, pro-capitalist reform proposals—including efforts to restore bankruptcy protection or to receive partial debt “forgiveness”—have produced little in the way of legislative change. While we are of course deeply in favor of building a movement around the debt crisis, any such movement must target the root of the problem, rather than pruning the foliage. In a truly democratic society, nobody would have to go into debt to earn a diploma. The pathway to this outcome does not lie in futile pleas for economic reform, but through a political movement driven by self-empowerment and direct action on the part of debtors.
If you’re a current student, learning about your school’s governance and demanding fiscal transparency and accountability from your administrators and board is a powerful way to fight back. In April of 2013 in New York City, the president and board of directors of one of the very few tuition-free colleges left in the United States—the Cooper Union—announced that they would forsake the school’s 150-year-old mandate to provide free education and begin charging students up to $20,000 a year. Students who had been organizing in coordination with school faculty and staff in anticipation of such a move quickly occupied the office of the president, demanding not just a return to free tuition, but that decisions regarding the management of Cooper be opened up to the entire school community going forward. After sixty-five days, the board agreed to convene a working group composed of students, faculty, alumni, and administrators with the intention of restoring founder Peter Cooper’s vision of education that’s “as free as air and water.” Students also won a seat on the board and a permanent space to continue organizing.
At the time of writing, the fall semester is about to begin and students from colleges and universities across New York City have organized disorientation campaigns, staging events and direct actions and distributing thoroughly researched guides to arm incoming students with the tools they’ll need to continue the struggle against the neoliberalization of our schools. Campaigns like these are spreading to schools across the country. Find out what’s going on in your area. Or start your own disorientation campaign!
The demand for a student debt jubilee was heard often during Occupy Wall Street, and the Occupy Student Debt Campaign (OSDC) that grew out of it did much important work toward articulating a vision of the what true change would look like. Others across the country—including Strike Debt, a direct descendent of OSDC—have begun to converge around a set of interlocking principles that should be central to any movement seeking to restore education as a social good and a right. To begin with, the federal government must make all two- and four-year public colleges tuition-free for all students. Any future student loans from the government should be offered at zero interest. All current student debt should be cancelled as part of a one-time corrective jubilee. And all university institutions must open their books; transparency and accountability to students and their families, as well as to their employees, is essential.
If you think providing free public education sounds like pie in the sky, it would probably cost way less than you think. By our estimates, the total amount of new money necessary is less than $13 billion a year. That’s a lot of money, to be sure, but within the scope of the federal budget it is less than 0.1% of yearly spending—merely a rounding error. For the sake of comparison, U.S. taxpayers are currently subsidizing too-big-to-fail banks at the rate of $83 billion every year. To offer another comparison, tax subsidies to just twelve corporations totaled about $20 billion per year from 2008 to 2010.
Until the conventional debate is opened up to include alternatives that genuinely reflect the needs of students and debtors, Strike Debt believes that the only sensible thing to do is to resist student debt. It is immoral, illegitimate, odious, and a drain on both those who must bear it and the society in which they live. We believe that a true grassroots movement of student debtors—the movement we want to be a part of—will organize a collective refusal to pay. When student debtors realize their collective power in this way, then we may suddenly find ourselves in a world where politicians are forced to treat education as a public good. Momentum is growing. Join the resistance!
Resources
Websites
- All Education Matters
- Dēmos
- FinAid
- Free Cooper Union
- Income-Based Repayment Info
- Occupy Student Debt Campaign
- Project on Student Debt
- Student Bloc NYC
- Student Debt Crisis
- Student Loan Justice
Articles and Books
- Jerry Ashton, “America’s Financial Institutions and Student Lenders—Attention: OWS ‘Occupy Student Debt’ Committee Has Something to Say,” Huffington Post, November 21, 2011.
- Pamela Brown, “Education Debt in the Ownership Society,” AlterNet, June 27, 2012.
- George Caffentzis, “Plato’s Republic and Student Loan Debt Refusal,” Interactivist, December 31, 2011.
- Herman De Jesus, “Resolving Defaulted Federal Student Loans: A Step-by-Step Guide for Advocates,” Neighborhood Economic Development Advocacy Project, July 2012.
- Tamara Draut, Strapped: Why America’s 20- and 30-Somethings Can’t Get Ahead (New York: Anchor, 2007).
- Brian Holmes, “Silence=Debt,” Occupy Student Debt Campaign, 2012.
- Sarah Jaffe, “Meet 5 Big Lenders Profiting from the $1 Trillion Student Debt Bubble,” AlterNet, November 28, 2011.
- Anya Kamenetz, Generation Debt (New York: Riverhead Books, 2006).
- “Private [Student] Loans: Facts and Trends,” The Project on Student Debt, July 2011.
- Mike Konczal, “Stop Calling Student Loans ‘Financial Aid’,” Salon, September 15, 2012.
- Andrew Ross, “Mortgaging the Future: Student Debt in the Age of Austerity,” New Labor Forum 22, no. 1 (2013).
- Andrew Ross, “NYU Professor: Are Student Loans Immoral?” The Daily Beast, September 27, 2012.
- “Some Options,” EDU Debtors Union, 2011.
- Jeffrey Williams, “Student Debt and the Spirit of Indenture,” Dissent, Fall 2008.
References
- Baum, Sandy, and Jennifer Ma. “Trends in College Pricing, 2012.” College Board, 2012.
- Baum, Sandy, and Patricia Steele. “Who Borrows Most? Bachelor’s Degree Recipients with High Levels of Student Debt.” College Board, 2010.
- Bloomberg View Editorial Board. “Why Should Taxpayers Give Big Banks $83 Billion a Year?” Bloomberg, February 20, 2013.
- Collinge, Alan. Student Loan Scam: The Most Oppressive Debt in U.S. History—and How We Can Fight Back. Boston: Beacon Press, 2009.
- Cunningham, Alisa F., and Gregory S. Kienzl. “Delinquency: The Untold Story of Student Loan Borowing.” Institute for Higher Education Policy, March 2011.
- Harris, Malcolm. “Bad Education.” n + 1, April 25, 2011.
- Hing, Julianne. “Study: Only 37 Percent of Students Can Repay Loans on Time.” Colorlines, March 17, 2011.
- IBRInfo. “What Are These Programs? IBR and PSLF.” Accessed March 26, 2013.
- Johnson, Anne, Tobin Van Ostern, and Abraham White. “The Student Debt Crisis.” Center for American Progress, October 25, 2012.
- Kantrowitz, Mark. “Defaulting on Student Loans.” FinAid, 2012.
- Kingkade, Tyler. “Private Student Loan Bankruptcy Rule Traps Graduates with Debt Amid Calls for Reform.” Huffington Post, August 16, 2012.
- Lederman, Doug. “‘Deceptive Practices’ in Loan Industry.” Inside Higher Ed, March 16, 2007.
- Lewin, Tamar. “Obama Signs Order to Limit Aggressive College Recruiting of Veterans.” New York Times, April 27, 2012.
- Mondics, Chris. “Rutgers’ Credit Rating Falls.” Philadelphia Inquirer, June 2, 2013.
- Schoof, Renee. “Public Colleges Are Often No Bargain for the Poor.” McClatchy, May 29, 2013.
- Strike Debt. “How Far to Free?” August 15, 2013.
- Ungar, Rick. “How Our Largest Corporations Made $170 Billion During Great Recession and Paid No Taxes.” Forbes, June 1, 2011.
- University of California. “Budget and Capital Resources,” December 2011.
- U.S. Department of the Treasury. Lessons Learned from the Privatization of Sallie Mae. Washington, DC: GPO, 2006.
- Weinstein, Adam. “How Pricey For-Profit Colleges Target Vets’ GI Bill Money.” Mother Jones, September 2011.