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Snake_01
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Stores gdpc and size for the Gamewindow. Can clear the Window, draw it completely for debugging and return stored values. More...
#include <Gamewindow.h>
Public Member Functions | |
| Gamewindow (int w, int l) | |
| Create Gamewindow type object with values for the field size (x, y values) | |
| virtual | ~Gamewindow () |
| Standard deconstructor. | |
| GDPC * | getGdpc () |
| Returns a GDPC type pointer to the gpdc where the gamewindow is created upon. | |
| Coordinates | getCoord () |
| Returnes a Coordinates type object with the stored field-sizes. | |
| int * | getMenu () |
| Returns pointer to menu array. | |
| void | setMenu (int m1, int m2=0) |
| Sets both values of the Menu array. The first value is used to store the current button. More... | |
| void | clearWindow () |
| Clears the whole Gamewindow. | |
| void | drawAll () |
| Draws out the whole window pixel for pixel (fast machines might need to make it a little slower) | |
| void | drawFrame (int pos, std::string text, bool t, int r=0, int g=0, int b=0) |
| Will draw a menu frame on the specified position (0-4). In this frame the text stored in std::string text will be written if t is true. The color can be specified by rgb valus. The defaults are each 0 for a black colour. More... | |
| void | changeColour (int r, int g, int b) |
| Can be used to change the color of the gdpc of the gamewindow. Not used. More... | |
Stores gdpc and size for the Gamewindow. Can clear the Window, draw it completely for debugging and return stored values.
Definition at line 21 of file Gamewindow.h.
| void Gamewindow::changeColour | ( | int | r, |
| int | g, | ||
| int | b | ||
| ) |
Can be used to change the color of the gdpc of the gamewindow. Not used.
| r | Integer value for red |
| g | Integer value for green |
| b | Integer value for blue |
Definition at line 87 of file Gamewindow.cpp.
| void Gamewindow::drawFrame | ( | int | pos, |
| std::string | text, | ||
| bool | t, | ||
| int | r = 0 , |
||
| int | g = 0 , |
||
| int | b = 0 |
||
| ) |
Will draw a menu frame on the specified position (0-4). In this frame the text stored in std::string text will be written if t is true. The color can be specified by rgb valus. The defaults are each 0 for a black colour.
| pos | Integer value that specifies the position of the frame. |
| text | std::string that contains the text that has to be written. |
| t | Bool value. True -> text will be written; false -> text won't be written. |
| r | Integer value for red |
| g | Integer value for green |
| b | Integer value for blue |
Definition at line 47 of file Gamewindow.cpp.
| void Gamewindow::setMenu | ( | int | m1, |
| int | m2 = 0 |
||
| ) |
Sets both values of the Menu array. The first value is used to store the current button.
| m1 | Integer value that will be stored in menu[0], stores the current button |
| m2 | Integer value that will be stored in menu[1]. Default parameter = 0; 1 means the Enter buttonw as hit. |
Definition at line 43 of file Gamewindow.cpp.


IntelliJ Arend Features
Code Completion
Code completion is invoked automatically by typing and shows all symbols available in the given context.
Find Usages
To find usages of the symbol at the caret, press Alt+F7. The usages are classified by the context in which they appear.
Quick Documentation
Quick documentation is invoked by Ctrl+Q and shows available information for the symbol at the caret.
Parameter Hints
Parameter hints is invoked by Ctrl+P and shows types of parameters of the definition near the caret.
Class Hierarchy
Class hierarchy is invoked by Ctrl+H and shows subclasses and superclasses of the class at the caret.
Code Formatter
Code formatter helps to format the code while typing. It also can be invoked explicitly by pressing Ctrl+Alt+F7 to format the whole file.
Auto Import
Auto import adds missing imports. To invoke it, press Ctrl+Space on an unresolved symbol. It can also add unambiguous imports on the fly (this can be enabled in Settings | Editor | General | Auto Import).
Pattern Generator
IntelliJ Arend can add missing clauses in pattern matching. It also can split a variable in a pattern into available constructors. The quick fix is invoked by pressing Alt+Enter.
Implement Missing Fields
IntelliJ Arend can add implementation stubs for missing fields. The quick fix is invoked by pressing Alt+Enter.
Move Refactoring
IntelliJ Arend can move a declaration to another module or file. It automatically fixes all references to this declaration. This refactoring can also move a file to another directory.
Background Incremental Typechecking
IntelliJ Arend can typecheck definitions individially. This means that it is enough to rerun the typechecker only on the last modified definition and not the whole file. Also, typechecker is invoked automatically in background.
Show Types
IntelliJ Arend can show types of (sub)expressions. To invoke it press Ctrl+Shift+P on an expression.
Show Expression
IntelliJ Arend can show (normalized) representation of an arbitrary expression. To invoke it press Ctrl+Shift+O on an expression.
Redundant Parentheses Inspection
IntelliJ Arend detects and suggests to remove redundant parentheses.
Generate Function
IntelliJ Arend allows to extract goals and selected expressions to a separate function.
Extract to \let-binding
IntelliJ Arend allows to extract selected expressions to a \let-binding.
Unused Imports
IntelliJ Arend detects and suggests to remove import statements that are not used in a module.
Incremental Term Inspection
IntelliJ Arend allows to incrementally reveal hidden information about the term, which reduces visual noise.
Proof Search
IntelliJ Arend provides a flexible search engine that allows to discover theorems by their signature. To invoke it, press Ctrl+Shift+P.


Two of my CT clamps were put into the consumer unit by the fitters to access the solar and EVSE cables. This is all very well, but are there any implications to unplugging them in terms of safety (is there any current on the connector when they "see" current in the cable being monitored?) if I want to do maintenance on the emonTX such as firmware updates later? I can switch both off easily - or wait until evening when there is no solar, just looking to guidance.
These are the standard CT clamps that come with the kit from the shop.
Edit - Changed title, as CTs are not clamps - Moderator, BT
Re: "safe" handling of CTs (Current Transformers)?
Why not read about current transformers and their installation and use in Building Blocks? The answer is in there.
Re: "safe" handling of CTs (Current Transformers)?
Thanks, I did. The warning at the bottom of the page is great and all but so general - apart from the mention of a zener diode in the supplied clamps - as to be confusing. Not everyone here is a qualified electrician.
Re: "safe" handling of CTs (Current Transformers)?
Sorry, let me rephrase that more politely.
I meant that there is small bits of info and headline warnings over various pages but I could not find a single statement "The supplied VT clamps are voltage limited through integrated Zener Diodes but as they do not have a burden resistor they are still not safe to leave open circuited and doing so can damage them beyond repair. Don't unplug them while clamped onto a live circuit."
It would be great if it said it that simply for end-users like me.
Re: "safe" handling of CTs (Current Transformers)?
I meant that there is small bits of info and headline warnings over various pages but I could not find a single statement "The supplied VT clamps are voltage limited through integrated Zener Diodes but as they do not have a burden resistor they are still not safe to leave open circuited and doing so can damage them beyond repair."
Hi Peter,
If a CT has integrated Zener diodes, it will not develop dangerous voltage across the leads (provided the diodes haven't failed) if it's clipped around a current-carrying conductor and the CT leads are not connected.
Don't unplug them while clamped onto a live circuit.
Correct. Always unclip the CT from the current-carrying conductor before disconnecting the CT's leads.
and,
Always connect the CT's leads before clipping the CT around a current-carrying conductor.
Bill
Re: "safe" handling of CTs (Current Transformers)?
Would something like these warnings and explanations suit you?
"Safety
In general a CT must never be open-circuited once installed. A CT is potentially dangerous if open-circuited.
If open-circuited with current flowing in the primary the transformer secondary will attempt to continue driving current into what is effectively an infinite impedance. This will produce a high and potentially dangerous voltage across the open secondary [1]
Some CT's have built-in protection. This can be either protective zener diodes in the case of the SCT-013-000 that is recommended for use in this project, or if the CT is a voltage-output type, it will have a built in burden resistor and so cannot be open-circuited."
or
"Warnings
A current transformer is a current source. It will therefore attempt to generate whatever voltage is necessary to drive that current into its burden resistor. If the burden resistor is not connected, that voltage might reach dangerous levels which could break down the insulation and destroy the C.T.
The YHDC transformer sold in the Shop incorporates Zener diodes to limit the maximum unburdened voltage output to a safe level. C.T.s with internal burden resistors (‘the voltage output’ type) are also protected against developing dangerous voltages.
Always connect the C.T. leads before clipping it round a current-carrying conductor, and always un-clip the C.T. from the current-carrying conductor before disconnecting its leads.
Never open-circuit a C.T. whilst it is on a current-carrying conductor. It is always safe to short-circuit a C.T.
NEVER attempt to fit a C.T. to a bare conductor unless you are absolutely certain it is designed for that. Apart from the obvious danger of electric shock, there are two factors to be considered: the strength of the C.T's insulation, and its ability to withstand the higher temperatures at which bare conductors normally operate."
Re: "safe" handling of CTs (Current Transformers)?
Thanks Bill, that's nice, specific, clear and brief.
Re: "safe" handling of CTs (Current Transformers)?
Robert and/or Bill -
Since I am not an EE, I want to make sure I understand the theory behind safe handling of CTs. In GENERAL, it is not a good idea to open circuit a CT as you can cause damage to it, however if we are using the SCT-013-000 recommended here, that is not a problem due to the Zener diodes installed in the CT.
Is this a correct assumption?
---snip---
Some CT's have built-in protection. This can be either protective zener diodes in the case of the SCT-013-000 that is recommended for use in this project, or if the CT is a voltage-output type, it will have a built in burden resistor and so cannot be open-circuited.
---snip---


68
God Shall Scatter His Enemies
TO THE CHOIRMASTER. A PSALM OF DAVID. A SONG.
1 God shall arise, his enemies shall be scattered;
and those who hate him shall flee before him!
2 As smoke is driven away, so you shall drive them away;
as wax melts before fire,
so the wicked shall perish before God!
3 But the righteous shall be glad;
they shall exult before God;
they shall be jubilant with joy!
4 Sing to God, sing praises to his name;
lift up a song to him who rides through the deserts;
his name is the LORD;
exult before him!
5 Father of the fatherless and protector of widows
is God in his holy habitation.
6 God settles the solitary in a home;
he leads out the prisoners to prosperity,
but the rebellious dwell in a parched land.
7 O God, when you went out before your people,
when you marched through the wilderness,
Selah
8 the earth quaked, the heavens poured down rain,
before God, the One of Sinai,
before God, the God of Israel.
9 Rain in abundance, O God, you shed abroad;
you restored your inheritance as it languished;
10 your flock found a dwelling in it;
in your goodness, O God, you provided for the needy.
11 The Lord gives the word;
the women who announce the news are a great host:
12 “The kings of the armies—they flee, they flee!”
The women at home divide the spoil—
13 though you men lie among the sheepfolds—
the wings of a dove covered with silver,
its pinions with shimmering gold.
14 When the Almighty scatters kings there,
let snow fall on Zalmon.
15 O mountain of God, mountain of Bashan;
O many-peaked mountain, mountain of Bashan!
16 Why do you look with hatred, O many-peaked mountain,
at the mount that God desired for his abode,
yes, where the LORD will dwell forever?
17 The chariots of God are twice ten thousand,
thousands upon thousands;
the Lord is among them; Sinai is now in the sanctuary.
18 You ascended on high,
leading a host of captives in your train
and receiving gifts among men,
even among the rebellious, that the LORD God may dwell there.
19 Blessed be the Lord,
who daily bears us up;
God is our salvation.
Selah
20 Our God is a God of salvation,
and to GOD, the Lord, belong deliverances from death.
21 But God will strike the heads of his enemies,
the hairy crown of him who walks in his guilty ways.
22 The Lord said,
“I will bring them back from Bashan,
I will bring them back from the depths of the sea,
23 that you may strike your feet in their blood,
that the tongues of your dogs may have their portion from the foe.”
24 Your procession is seen, O God,
the procession of my God, my King, into the sanctuary—
25 the singers in front, the musicians last,
between them virgins playing tambourines:
26 “Bless God in the great congregation,
the LORD, O you who are of Israel's fountain!”
27 There is Benjamin, the least of them, in the lead,
the princes of Judah in their throng,
the princes of Zebulun, the princes of Naphtali.
28 Summon your power, O God,
the power, O God, by which you have worked for us.
29 Because of your temple at Jerusalem
kings shall bear gifts to you.
30 Rebuke the beasts that dwell among the reeds,
the herd of bulls with the calves of the peoples.
Trample underfoot those who lust after tribute;
scatter the peoples who delight in war.
31 Nobles shall come from Egypt;
Cush shall hasten to stretch out her hands to God.
32 O kingdoms of the earth, sing to God;
sing praises to the Lord,
Selah
33 to him who rides in the heavens, the ancient heavens;
behold, he sends out his voice, his mighty voice.
34 Ascribe power to God,
whose majesty is over Israel,
and whose power is in the skies.
35 Awesome is God from his sanctuary;
the God of Israel—he is the one who gives power and strength to his people.
Blessed be God!


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Welcome to the website for folk and acoustic music in New Zealand. I do my best to keep the information here up to date, but I need your help. Please email me with any additions, inclusions or corrections. Please also check out my other ventures: Mike Moroney (mikem(at)kiwifolk.com) NOTE: IN AN ATTEMPT TO FOIL SPAMMERS, THE @ SYMBOL IN ALL EMAIL ADDRESSES ON THIS SITE HAS BEEN REPLACED WITH (at). YOU'LL NEED TO CHANGE THE (at) TO @ WHEN SENDING AN EMAIL. For Open Mics, see SESSIONS
This site updated 12/10/2015.
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Press n or j to go to the next uncovered block, b, p or k for the previous block.
| File | Statements | Branches | Functions | Lines | |||||
|---|---|---|---|---|---|---|---|---|---|
| 401_code-challanges/Class_05 |
|
90.91% | 40/44 | 75% | 6/8 | 100% | 6/6 | 90.91% | 40/44 |
| 401_code-challanges/Class_06 |
|
89.39% | 59/66 | 64.29% | 9/14 | 100% | 8/8 | 89.39% | 59/66 |
| 401_code-challanges/Class_07 |
|
94.81% | 73/77 | 83.33% | 15/18 | 100% | 9/9 | 94.81% | 73/77 |
| 401_code-challanges/Class_08 |
|
95.15% | 98/103 | 82.14% | 23/28 | 100% | 10/10 | 95.15% | 98/103 |
| 401_code-challanges/Class_09 |
|
93.23% | 124/133 | 77.78% | 28/36 | 100% | 11/11 | 93.23% | 124/133 |
| 401_code-challanges/Class_10 |
|
89.66% | 52/58 | 66.67% | 12/18 | 100% | 11/11 | 89.66% | 52/58 |
| 401_code-challanges/Class_11 |
|
84.13% | 53/63 | 56.25% | 9/16 | 81.82% | 9/11 | 85.48% | 53/62 |
| 401_code-challanges/Class_12 |
|
87.65% | 71/81 | 70.83% | 17/24 | 86.67% | 13/15 | 88.75% | 71/80 |
| 401_code-challanges/Class_13 |
|
98.31% | 58/59 | 92% | 23/25 | 100% | 7/7 | 100% | 57/57 |
| 401_code-challanges/Class_14 |
|
95.65% | 44/46 | 78.57% | 11/14 | 100% | 7/7 | 97.78% | 44/45 |
| 401_code-challanges/Class_15 |
|
87.3% | 55/63 | 73.33% | 22/30 | 100% | 13/13 | 87.3% | 55/63 |
| 401_code-challanges/Class_16 |
|
89.33% | 67/75 | 78.95% | 30/38 | 100% | 15/15 | 88.89% | 64/72 |
| 401_code-challanges/Class_17 |
|
65.85% | 54/82 | 56.67% | 17/30 | 45.45% | 5/11 | 64.56% | 51/79 |
| 401_code-challanges/Class_18 |
|
59.18% | 58/98 | 50% | 21/42 | 42.86% | 6/14 | 61.05% | 58/95 |
| 401_code-challanges/Class_19 |
|
49.09% | 54/110 | 40.38% | 21/52 | 35.71% | 5/14 | 50.47% | 54/107 |
| 401_code-challanges/Class_26 |
|
100% | 10/10 | 100% | 2/2 | 100% | 1/1 | 100% | 9/9 |
| 401_code-challanges/Class_27 |
|
100% | 23/23 | 100% | 6/6 | 100% | 2/2 | 100% | 23/23 |
| 401_code-challanges/Class_28 |
|
100% | 26/26 | 90% | 9/10 | 100% | 3/3 | 100% | 26/26 |
| 401_code-challanges/Class_30 |
|
84.06% | 58/69 | 70% | 14/20 | 90% | 9/10 | 85.48% | 53/62 |
| 401_code-challanges/Class_31 |
|
70.42% | 50/71 | 54.55% | 12/22 | 81.82% | 9/11 | 74.6% | 47/63 |
| 401_code-challanges/Class_32 |
|
21.57% | 22/102 | 21.21% | 14/66 | 25% | 4/16 | 19.79% | 19/96 |
| javascript/code-challenges/reverse-ll |
|
100% | 3/3 | 100% | 0/0 | 100% | 1/1 | 100% | 3/3 |
| javascript/linked-list |
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100% | 1/1 | 100% | 0/0 | 100% | 0/0 | 100% | 1/1 |


{% import 'apostrophe-ui:components/dropdowns.html' as dropdowns with context -%} {%- if not data.page.published or (data.piece and not data.piece.published) -%}


ONCE - Pattern that succeeds once
ONCE() returns a pattern that will succeed just once and only once and thereafter fail forever. ONCE() is similar to FENCE in that it matches the null string initially. Unlike FENCE, however, failure in subsequent tries is like FAIL, (as opposed to ABORT) which permits other alternates to be taken.
Uses
UNIQUE
«INCLUDES»≡ -INCLUDE 'UNIQUE.INC' @
«ONCE»≡ -PUBLIC ONCE() * DEFINE('ONCE(ID)NAME') :(ONCE_END) ONCE ONCE = IDENT(ID, NULL) + CONVERT('ONCE(' 1 ')', 'EXPRESSION') :S(RETURN) NAME = UNIQUE() ONCE = $NAME $NAME = FAIL :(RETURN) * ONCE_END * @
«unit_test»≡ #!/usr/bin/bash exec "snobol4" "-b" "$0" "$@" -INCLUDE 'ONCE.INC' &CODE = 1 &CODE = 0 END @
«»≡ -MODULE ONCE «INCLUDES» -IN72 -STITL ONCE -EJECT * ************************************************************************ * * * ####### # # ##### ####### * * # # ## # # # # * * # # # # # # # * * # # # # # # ##### * * # # # # # # # * * # # # ## # # # * * ####### # # ##### ####### * * * * ONCE * * * ************************************************************************ * * ONCE.lss * «ONCE» * * CE: .MSNOBOL4; @


DataDecoder
Swift Data Decoder. Easily Decode Data values
Installation
DataDecoder is available through CocoaPods. To install it, simply add the following line to your Podfile:
pod "DataDecoder"
Swift Package Manager:
dependencies: [
.package(url: "https://github.com/FitnessKit/DataDecoder", from: "5.0.0"),
]
Swift4
dependencies: [
.package(url: "https://github.com/FitnessKit/DataDecoder", .branch("swift42")),
]
How to Use
Example:
let sensorData: Data = Data([ 0x02, 0xFE, 0xFF, 0xEF, 0xBE, 0xAD, 0xDE, 0xA5])
var decoder = DecodeData()
let height = decoder.decodeUInt8(sensorData)
let weight = decoder.decodeUInt16(sensorData)
let deadbeef = decoder.decodeUInt32(sensorData)
let nib = decoder.decodeNibble(sensorData)
//This should come back 0 as there is no more data left
let novalue = decoder.decodeNibble(sensorData)
Example Using Optionals:
let sensorData: Data = Data([ 0x02, 0xFE, 0xFF, 0xEF, 0xBE, 0xAD, 0xDE, 0xA5])
var decoder = DecodeData()
if let height = decoder.decodeUInt8IfPresent(sensorData) {}
let weight = decoder.decodeUInt16IfPresent(sensorData)
let deadbeef = decoder.decodeUInt32IfPresent(sensorData)
let nib = decoder.decodeNibbleIfPresent(sensorData)
// This will be nil as there is no data left
let novalue = decoder.decodeUInt8IfPresent(sensorData)
Data Decoders
- Nibble
- UInt8/Int8
- UInt16/Int16
- UInt24/Int23
- UInt32/Int32
- UInt48
- UInt64/Int64
- IP Address to String Value
- MAC Address to String Value
IEEE-11073
- 16-bit SFLOAT
- 32-bit FLOAT
IEEE-754
- Float32
- Float64
Author
This package is developed and maintained by Kevin A. Hoogheem
License
DataDecoder is available under the MIT license


Text
class Text extends Renderable
a generic system font object.
Constructor
new Text(x: number, y: number, settings: object) → {}
let font = new me.Text(0, 0, {font: "Arial", size: 8, fillStyle: this.color});
| Name | Type | Attributes | Default | Description |
|---|---|---|---|---|
| x | number |
position of the text object |
||
| y | number |
position of the text object |
||
| settings | object |
the text configuration |
||
| settings.font | string |
a CSS family font name |
||
| settings.size | number | string |
size, or size + suffix (px, em, pt) |
||
| settings.fillStyle | Color | string |
<optional> |
"#000000" |
a CSS color value |
| settings.strokeStyle | Color | string |
<optional> |
"#000000" |
a CSS color value |
| settings.lineWidth | number |
<optional> |
0 |
line width, in pixels, when drawing stroke |
| settings.textAlign | string |
<optional> |
"left" |
horizontal text alignment |
| settings.textBaseline | string |
<optional> |
"top" |
the text baseline |
| settings.lineHeight | number |
<optional> |
1.0 |
line spacing height |
| settings.anchorPoint | Vector2d |
<optional> |
{x:0.0, y:0.0} |
anchor point to draw the text at |
| settings.wordWrapWidth | number |
<optional> |
the maximum length in CSS pixel for a single segment of text |
|
| settings.text | string | Array<string> |
<optional> |
"" |
a string, or an array of strings |
Summary
Properties from Text
| Color |
|
| number |
|
| number |
|
| number |
|
| Color |
|
| string |
|
| string |
|
| number |
|
Methods from Text
| Text |
|
|
|
|
|
|
|
| Text |
|
| TextMetrics |
|
| Text |
|
| Text |
|
Properties inherited from Renderable
| number |
|
| boolean |
|
| Container | Entity |
|
| ObservableVector2d |
|
| boolean |
|
| string |
|
| Body |
|
| Matrix2d |
|
| number |
|
| boolean |
|
| string |
|
| boolean |
|
| boolean |
|
| boolean |
|
| boolean |
|
| boolean |
|
| boolean |
|
| boolean |
|
| Rect | RoundRect | Polygon | Line | Ellipse |
|
| string |
|
| Function |
|
| ObservableVector3d |
|
| GLShader |
|
| Color |
|
| boolean |
|
Properties inherited from Rect
Methods inherited from Renderable
Methods inherited from Rect
| Rect |
|
| Rect |
|
| boolean |
|
| Rect |
|
| boolean |
|
| boolean |
|
| boolean |
|
| Rect |
|
| Rect |
|
| Polygon |
|
| Rect |
|
Methods inherited from Polygon
| Array<number> |
|
| boolean |
|
| Polygon |
|
| Polygon |
|
|
|
|
| Polygon |
|
| Polygon |
|
| Polygon |
|
Public Properties
lineHeight: number = 1.0
number
Set the line spacing height (when displaying multi-line strings).
Current font height will be multiplied with this value to set the line height.
lineWidth: number = 0
number
sets the current line width, in pixels, when drawing stroke
strokeStyle: Color = black
Color
defines the color used to draw the font stroke.
textAlign: string = "left"
string
Set the default text alignment (or justification),
possible values are "left", "right", and "center".
textBaseline: string = "top"
string
Set the text baseline (e.g. the Y-coordinate for the draw operation),
possible values are "top", "hanging, "middle, "alphabetic, "ideographic, "bottom"
wordWrapWidth: number = -1
number
the maximum length in CSS pixel for a single segment of text. (use -1 to disable word wrapping)
Public Methods
bold() → {Text}
make the font bold
| Type | Description |
|---|---|
| Text |
this object for chaining |
draw(renderer: CanvasRenderer | WebGLRenderer, text: string, x: number, y: number) → {}
draw a text at the specified coord
| Name | Type | Attributes | Description |
|---|---|---|---|
| renderer | CanvasRenderer | WebGLRenderer |
Reference to the destination renderer instance |
|
| text | string |
<optional> |
|
| x | number |
<optional> |
|
| y | number |
<optional> |
drawStroke(renderer: CanvasRenderer | WebGLRenderer, text: string, x: number, y: number) → {}
draw a stroke text at the specified coord, as defined by the lineWidth
and fillStroke
properties.
| Name | Type | Description |
|---|---|---|
| renderer | CanvasRenderer | WebGLRenderer |
Reference to the destination renderer instance |
| text | string | |
| x | number | |
| y | number |
italic() → {Text}
make the font italic
| Type | Description |
|---|---|
| Text |
this object for chaining |
measureText(renderer: CanvasRenderer | WebGLRenderer, text: string) → {TextMetrics}
measure the given text size in pixels
| Name | Type | Attributes | Description |
|---|---|---|---|
| renderer | CanvasRenderer | WebGLRenderer |
reference to the active renderer |
|
| text | string |
<optional> |
the text to be measured |
| Type | Description |
|---|---|
| TextMetrics |
a TextMetrics object defining the dimensions of the given piece of text |
setFont(font: string, size: number | string) → {Text}
set the font family and size
font.setFont("Arial", 20);
font.setFont("Arial", "1.5em");
| Name | Type | Attributes | Default | Description |
|---|---|---|---|---|
| font | string |
a CSS font name |
||
| size | number | string |
<optional> |
10 |
size in px, or size + suffix (px, em, pt) |
| Type | Description |
|---|---|
| Text |
this object for chaining |
setText(value: number | string | Array<string>) → {Text}
change the text to be displayed
| Name | Type | Default | Description |
|---|---|---|---|
| value | number | string | Array<string> | "" |
a string, or an array of strings |
| Type | Description |
|---|---|
| Text |
this object for chaining |


--- layout: session academic: true title: "Mapping solar panels can save megatons of CO2" code: "EBHGTW" speaker_names_with_affiliations: ['Dan Stowell', 'Jerry Clough'] extra_tags: room: "Großer Hörsaal" length: "00:20" time: "Sunday, 14:30" recording: True ---
Together with a small group called OpenClimateFix, we are working to map all the solar panels (photovoltaic, "PV") in the world. Why? Because if we combine this with short-term forecasting of cloud and sunshine, we can directly predict the solar power electricity generation ahead of time. This means we don't need to burn as much coal or gas as backup. So, it can be valuable to know the exact location and characteristics of each solar PV installation - large solar farms, and small domestic installations.
In this talk we'll discuss how this all fits together. We'll talk about solar power tagging/mapping in OSM, for both large and small, to make it easy for people to map but also useful for the power network analysis. We'll also share our explorations of crowdsourcing and automation machine vision, and the use of other data sources such as government open data to guide the mapping process.
We have already mapped a significant portion of the UK's solar capacity, and trialled some crowdsourcing and machine vision tools. We will show visualisations and analyses of the work that's been done so far, and consider how to scale this worldwide.


Research and analysis
A report into the implications of teachers working longer as a result of changes to the pension age.
PDF , 738KB , 57 pages
PDF , 1.82MB , 83 pages
PDF , 1.14MB , 130 pages
PDF , 128KB , 6 pages
Interim report of the review into the health and deployment implications of teachers working longer as a result of the increase in normal pension age in the teachers’ pension scheme.
Teacher trade unions, employers and DfE took part in the review.
Published: 24 February 2017
From: Department for Education
Part of: Teaching and school leadership


CAT FULL LENGTH TEST 8
No. of questions:185
Directions for
questions 1 to 30
Each question is followed by 2 statements
Mark (1) if statement I alone is suficient but statement II alone is not sufficient
Mark (2) if statement II alone is sufficient but statement I alone is not sufficient
Mark (3) if both statements I & II together are sufficient but neither statements
alone is sufficient
Mark (4) if each statement alone is sufficient
Mark (5) if statement I &II together are not sufficient.
1. Is the quadrilateral PQRS a square
I. PQ and Rs ar parallel and equal
II. PR and QS are parallel and equal
1 2 3 4 5
2. Is PQ greater than 2
I. P is greater than 2/Q
II. Q is positive
1 2 3 4 5
3. What is the valume of a conical vessel ?
I. The perimeter of the base of vessel is 80 cm.
II. The volume of the vessel is ¼ the volume of a cyliner with twice the height and the
same base
1 2 3 4 5
4. The ratio of the ages of a mother and a
daughter is ?
I. Three years ago the ratio was 4 : 1
II. Four years hence, the ratio willl be 3 : 1
1 2 3 4 5
5. What is the angle between the hands of a wall
clock?
I. The time is between 6 and 7.
II. Half an hour back the angle was 0.
1 2 3 4 5
6. What is the radius of the wheel of a cart .
I. The number of revolution made by lit while travelling from x to y is 2000.
II. If it had travelled one more metre, it would have revolved 500 more times.
1 2 3 4 5
7. What is the length of the shadow cost by a
person 4 ft tall standing near a pole.
I. The pole is 10 ft hight
II. The person is 5 ft from the pole.
1 2 3 4 5
8. Is a > b
I. a / b = 6 / 5
II. a 2 > b 2
1 2 3 4 5
9. There are 10 students in Beverly high school.
The average height of 10 students is 170 cm. What is the height of the new student ?
I. The minimum height for admission in the school is 160 cm.
II. After the new student joins the total height is 30 cm.
1 2 3 4 5
10. A box contains one rupee coins and 2 rupee
coins. What is the total amount in the box if
I. The total number of coins is 100
II. If one rupee coins are replace by equal number of two rupee coins the amount will
increase by Rs.10
1 2 3 4 5
11. Who receives the maximum if Rs 300 are
divided among x, y, & z.
I. x receives 1 /5th of what Y & Z receive together.
II. Y receives 2 / 3 of what x and z receive together.
1 2 3 4 5
12. Is x = 3
I. x is a number such that x2 + 6x + 5 = 0
II. x is a number such that 2x2 + 3x - x = 0
1 2 3
4 5
13. If a is a positive is a prime number
I. a lies between 15 and 20.
II. A is odd number, not divisible by 5
1 2 3 4 5
14. How long did the ministers speech last
?
I. He spoke at an average of 40 words for every 50 seconds
II. He would have spoken for 5 more minutes his speech rate would be 5 words less per
minute
1 2 3 4 5
15. What is the percentage of post graduate
employees in a company.
I. The ratio of post graduates to non post graduates is 2 : 3.
II. The number of non post graduates in 81.
1 2 3 4 5
16. If s = b 2, What is the value of b
a
A. a = 4
B. a + b = 2
1 2 3 4 5
17. In the 5 term series 2, A, B, C, 8 . What is
the value of c, all no. 5 being real
A. The 3rd term is twice the 1st term
B. The 4th term is twice the 2nd term
1 2 3 4 5
18. A, B, and C are 3 brothers, What is the order
of their ages
A. The sum of As age and Bs age is twice that of cs age.
B. 4 Years ago B was twice as old as c.
1 2 3 4 5
19. What is the value of x if
x and y ar real nos
A. x + y = 2
B. x 2 y 2 = 12
1 2 3 4 5
20. What is the distance from mumbai to Calcutta
in kg.
A. Mumbai is 50km from Delhi.
B. Delhi is 25 km from Calcutta.
1 2 3 4 5
21. The aggregate score of 3 players x, y & z
was 126. What was the score of each player
A. Y & Z together made 72 runs.
B. X & y together made 55 runs.
1 2 3 4 5
22. The value of an estate in Jan 1990 started
declining in such a way that at the end of each year, it was worth 1 / 2 its value in the
beginning of the year. What was its worth in end December 1995
A. It was worth Rs 24000 in beginning January 1990.
B. It was worth Rs.8000 in end December 1993.
1 2 3
4 5
23. If a is an integer , is a / 2 an even enteger
A. a is a multiple of 2
B. a is a multiple of 4
12 3 4 5
24. Is P = R ?  What is the slope of the line in (x Y)
plane
A. Line passes through origin.
B. Line passes through ( 16, 20).
1 2 3 4 5
26. How long will Jay take to complete the work.
A. Jay and Jayvanti complete the work in 15 days.
B. Jay takes 8 days more than Jayvanti to complete the work.
1 2 3
4 5
27. What is the value of x ? x is a real no.
A. x 2 x 6 = 0
B. 2x 2 x 15 = 0
1 2 3 4 5
28. What is the sum of 3 real nos
A. The product of the nos is 600
B. The average is 60.
1 2 3 4 5
29. Is a > b ? a, b are real numbers
A. 16a = 12b
B. a = b + 2
1 2 3
4 5
30. What is p. if P & Q are real nos
A. p 2 + q 2 = 36
B. pq = 12
1 2 3 4 5
Directions for questions 31 to 35 : For each question, choose the pair of words that have a relationship between themselves similar to relationship between the given pair of words.
31. SCALPEL : SURGEON
laser :
agronomist
syringe : geologist
magnet :
ecologist
telescope :
astronomer
32.CORNUCOPIA : ABUNDANCE
fortune : success ensign : ship mace : authority unicorn : myth
33.LABYRINTH : TORTUOUS
ornament : decorative
portrait : accurate
editorial : refutable
poster :
startling
34. DIPLOMAT : TACT
politician : flamboyance
inventor :
ingenuity
accountant : flexibility
merchant : catalogue
35.GEOLOGIST : GNEISS
entomologist : insects
meteorologist :
asteroid
herpetologist : liver
botanist : zoo
Directions for questions 36 to 41: From the following sets of four sentences, choose that sentence as the answer which is the most appropriate and concise grammatically, semantically and logically.
36.
There is Mr.Khan, who they say is the best portrait painter in town.
There is Mr. Khan, whom
they say is the best portrait painter in town.
There is
Mr.Khan, who they
say is the best portraits painter in town.
Mr. Khan, who they say is
the best portrait painter in town, is there.
37 She
died in the village where she was born
She was born in the
village where she has died.
The village she died in
was where she was born.
In the village where she
was born, she died.
38.
I like to see a smiling face.
I like to see a
face with a smile on it.
I like to see faces that
smile.
Smiling faces are what I
like.
39.
The firm was fortunate to secure the Rani's patronage.
The firm was fortunate in
securing the Rani as a patron.
The firm was fortunate to
secure the Rani's as a patron.
The firm was fortunate in
securing the Rani's patronage.
40.
She finished her exercise and then put away her books.
Having finished her
exercise,she put away her books.
She put away her
books on finishing her exercise.
The exercise
over, she put away her books.
41.
The population of China is greater than any town in India.
More people live in
China than any town in India.
Less people live in an
Indian town than in China.
The population Of
China is greater than that of any town in India.
Directions for questions 42 to 44 : Each of the following sentences has been split into four parts. You have to mark that part which contains a mistake.
42.
She has a wardrobe.
of wonderfully
carved wood,
and which has been
in his family for
generations.
43.
Nothing is so easy and inviting
as the retort of abuse
and sarcasm,
but it is a paltry.
and unprofitable
excercise.
44.
Beside being fined,
She was
sentenced to
a term of
imprisonment.
Directions for questions 45 to 50: For each question, select the word among the given choices which is closest in meaning to the given word.
45. CONDESCEND :
raise deign encourage
lack
46. DEFERENCE :
gap harm regard confidence
47. GLOWER :
brighten fascinate scowl reduce
48. PROBITY :
discovery search expedition integrity
49. MELLOW :
soften darkness numerous grind
50. PERNICIOUS :
productive conscious destrctive wild
Directions for questions 51 to 52: For each question given below, select the word among the given choices which is nearly opposite in meaning to the given word.
51. VITIATE :
improve poison sharpen discover
52. CONGENIAL :
acquired
solemn unpleasant hot
Directionsfor questions 53 to 55 : For each question below, select the word among the given choices which is nearly opposite to it in meaning.
53.IMPECCABLE
faulty unfriendly vulnerable irritating.
54.SMUG
complacent
artificial
dissatisfied
sullen.
55.GALLANT
uncouth sticky manly glorious
Directions for questions 56 to 60 : For each question, choose the pair of words which have a relationship between themselves which is similar to the relationship between the given pair of word.
56. APIARY: BEES
pen : sheep
shed : cows
sea : fish
aviary : birds.
57. DEITY : TEMPLE
crucifix : church
sculpture : museum
typewriter : office
equipment :factory
58.WATCH: HOURGLASS
tank : car
motorcycle : scooter
rifle : bow
sun : planet
59. OPHTHALMOLOGY : CARDIOLOGY
car : liver
head : foot
eye : heart
love : passion
60.PETROL : GASOLINE
motor :car
coal : coke
torch : light
lorry : truck.
Directions for questions 61 to 65 : In each of the following questions a sentence has been split into four parts. Mark the part that has an error in grammatical usage.
61. The student who you
thought so highly of,
c. failed to win the first prize
d. in the inter-school drawing competition.
62. When in town, my intension
was to visit you,
but the astonishing variety of sights
have usurped my time.
63. Automobile's insurance is more expensive for those
students who are able to maintain a good record
in driving because they have a
lower risk than average or below average students.
64. A metal detector buzzes not only
b. when firearms are located but also
c. when smaller metal objects as
d. keys and belt buckles are found.
65. a. The prettiest girl in the class
b. with long brown hair and
c. brown eyes is loved
d. by everyone who knows.
Directions for questions 66 to 70 : Fill in the blanks with the correct usage from the four choices given below each of the following sentences.
66.She is a ______, as disinclined to base her
future on impractical dreams as she would be to build castles on shifting sand.
pragmatist
pragmatical
pragmatic
pragmatism
67.Quality control studies shows that employees
work the most ________ when they are involved in total operation rather than only one part
of it.
efficient
efficiency
effective
efficiently
68.This garden has been preserved in all its
pristine wildness _________ visitors in future years may see how people lived in the
eighteenth century.
thus so that because hence.
69.Dr. Deepa will receive _________ special
honour at the function to be held on the fifteenth of this month at the vice-chancellor's
residence.
some the a his
70.Your _______ tactics may compel me to cancel
the contract because we have to complete the work on time or face the consequences.
dilated dilating diluting dilatory
Directions for questions 71 to 75 : Choose the most appropriate word/phrase to complete the given sentence with particular reference to grammar, syntax and style.
71. I was afraid of missing the bus, so walked
________ I reached the bus-stop ten minutes ahead of time.
too fast that
fast enough for
quite fast and
so fast that.
72.The park ______ neglected, but it is a
favourite picnic spot today.
was had earlier been had before been which was once.
73.Being ______, he never wasted his time on
futile exercises.
busy pragmatic meaningful resourceful
74.He is much too _______ in his writings; he writes a full page when a single sentence
would suffice.
laconic generous verbose assiduous
75. The party leader did expect some criticism of
his decision, but was taken aback by the near ______ of the members.
mutiny unanimity mutilation momentum
Directions for questions 76 to 80 :Each question has a phrase or statement followed by four choices of words. Select the word which is closest in meaning to the given phrase or statement.
76.General act of forgiveness on a national
occasion
benediction
emancipation
investiture
amnesty
77. A massive moving entity
miasma juggernaut jamboree typhoon
78.A contraption used during French Revolution
for beheading people.
guinea gabardine guillotine icicle.
79.A gentle breeze
southwind
squall draft zephyr
80.Feeling a guilt
reparation
remorse recuperation refulgence
81.A person who assails cherished beliefs
ruffian iconoclast atheist rebel
In a survey conducted to know how many people know the above language i.e French, German and Spanish a test was conducted by asking people. This is the additional information.
people who know German & French is 100
people who know French & Spanish is 150
People who know Spanish & German is 200
People who know all three is 100
82. How many people know exactly one of
the three languages
1000
900
600
800
83. How many people are there who know exactly
two languages
500
450
600 550
84. If a person knowing atleast one
of the languages is picked at random what is the probability that he will
know exactly two languages
2/7
4/5
2/3
9/31
85. If a person knowing atleast one of the
languages is, picked randomly what is the probability that he will speak exactly one
language.
2/7
2/3
20/31
9/31
86. If 1550 people are interviewed the number of
people who know none of the three languages is
0
200
150
100
87. If 1550 people are interviewed what is the
number of people who know atleast one .
900
600
1200
1550
88. The number of people knowing tow or more
languages is
1000
550
200
700
89. How many people know only French
650
900
800
700
90. How many people know only German
600
500
450
200
91. How many people know only Spanish
600
150
500
200
92. People knowing only French or only German or
both French and German
600
450
950
900
93. People knowing only French or only Spanish or
both of them
800
850
900
950
94. How many people know German and French and
French and spanish but not all three
300
200
350
250
95. If the people knowing two or more languages
if one is picked randomly the probability he will know German is
2/3
4/7
8/11
5/8
96. How many people know German and Spanish,
German only and Spanish Only
650
850
950
550
Passage 2
Reading a story-book is, for a child as for an adult, a way of discussing what might happen; to ask what if, in the open dialogue of speech, or the concealed dialogue of imagination. Reading and writing create a mental space for thinking, the space that children inhabit early in their play. From studies of now childrens language develops we learn that individuals boys and girl follow different patterns in speech and in thought as they learn to make sense of the world and to reflect on their lives. There is no straight line to abstract thinking. Language and thinkings meet and change each other at the bumpy intersections of events. There are, however, schooled ways of regulating thinking, conventions for writing about sciences or poetry, for example, that children have to learn. By learning to write and read like a poet or a scientist, pupils in school learn the conventions of poetry and the discourse of the sciences, which control what counts as thinking in these roles. They join the group of those whose literacy they learn, so their thinking becomes a social as well as an individual intellectual activity. Young thinkers look for apprenticeships with those whose words and thoughts interest them. The same holds for footballers as well as photographers, actresses as well as accountants.
97. The disciplined ways of regulating thinking
in a child are
familiarity with
elementary terms in science and rhyming.
learning to follow the
rules of the games when the child is at play.
learning conventions for
writing about science or poetry
developing good
handwriting by copy book writing.
98.As children develop ability to regulate their
thinking,
they begin to imitate the
ways of their parents,
they join other groups and
learn their ways of thinking and talking.
they make their thinking a
social and individuals intellectual activity
[2] and [3] only.
99.Young thinkers develop into budding
footballers and actresses by
opting for
pre-professional courses at school.
joining training
instititues for these roles.
constant exposure to the
achievement of their masters in visual media.
serving apprenticeship
with those having the same aptitude for the activity.
100.When we read a story for a child,
we create word-picture
that stimulate the childs imagination.
we create that
what-if possibility in the story context to stir up the childs
imagination.
we teach the child to
relate its won experience to the world outside.
all of the above .
101.The mental space for thinking that children
develop through reading and writing
supplements their
mechanical skills
is created when are at
play in the early stages.
is discourages by
parents by insistence on formal learning process
helps them to develop
creatively in painting, music, etc.
Passage 3
Captive breeding is a method of breeding in Zoos or reserves, those species of animals, plants, birds, and fish that are close to destruction. The breeding programmes take a great deal of care, particularly during the transition back to the wild, and there have been some notable successes,the red Wolf, the black-footed ferret, the rhinoceros, the California condor, the golden lion tamarind monkey which is a distinct species of monkey, and the bearded vultures of the Alps. Great care is taken, while the animals are in bondage, to keep them as separate as possible in surroundings that resemble as much as possible the original habitats. Efforts are made to ensure that they do not become too accepting of humans. In California, at the Animal Planet Research Centre, elaborate steps are taken to ensure that the chicks of the bald eagle, which is bred in bondage, do not "stamp" humans as parents, which would mean they could not be able to survive alone in the world. The chicks are fed via a glove puppet with an eagle head. Programmes to prepare animals for their relaease include public meetings to reassure local human population and training for the animals in how to go about hunting live prey in readiness for the wild. Once released, the animals are kept in reserves and a strict monitoring programmes is maintained, using radio collars in some cases so that deviating animals can be returned to the reserves or taken back into bondage if they are though to be in danger.
102.Breeding animals in bondage must ensure that
they do not become too trusting of humans because
After being taken to the
reserve, they must be able to forage for food on their own.
When released in the
wild, they must be able to survive, trusting their own instincts.
in their natural habitat
later they must be able to protect themselves from enemies.
all of the above.
103. In order that the chicks of the bald eagle
in bondage do not "stamp" humans as parents,
they are fed through a
glove puppet with an eagle head.
they are given live prey
to feed on.
pre-recorded sound from
the eagle head simulates it scream.
none of the above.
104. Once released in the wild,
Some animals are made to
carry radio collars.
a strict watch is kept
on the animal reflexes.
Animals are kept in
reserves with strict monitoring programmes.
[1] and [3] only.
105.Programmes to prepare captive animals for
release in the wild, include all of the following except.
Training the animal in
how to go about hunting live prey.
Public meetings to
inform the local human population.
Helping animals to
sharpen their natural instincts through Pavlovian approach.
[1] and [2] only.
106.Notable successes in captive breeding include
all of the following, except
the black-footed
ferret.
the californian condor.
The cottontail rabbit.
The golden lion tamarind
monkey.
107.To which of the following disciplines does
the passage correctly relate ?
Natural history
Ecology Environment Zoology
Passage 4
Gailleos pioneering achievements look small besides the enormous accomplishments of the succeeding generation of physicists primarily, of course, those of Sir Isaac Newton. His mathematical tools, improved as they were over those of medieval scientists, were still rudimentary and awkward. He had neither analytic geometry nor calculus to assist him in the description of his ideas and discoveries. Despite the incalculable help of the telescope in observation of the heavens, he lacked date to support his theories. Many of the experiments he described were performed only in his mind in order to illustrate theories, which had been formed without them. But none of this detracts from Galileos supreme position as a scientific revolutionary; his conception of the mathematical expression of physical facts and the abstract nature of physical laws makes his work a watershed in Western history. Galileo did not supply conclusive answers to physical questions his experimentation and mathematics were too faulty - but like Copernicus, he raised questions of tremendous significance.
108.State which of the following statements is
false in terms of Galileos contributions to science.
He foreshadows
Einsteins Theory of Relativity.
He was a scientific
revolutionary who laid the foundation of modern science.
He developed the
conception of explaning physics facts in mathematical terms.
The question he raised
helped latter day scientists.
109.With his discovery of telescope, Galileo
could have achieved more than the later age scientists, but for the fact that.
He had to arrive at his
theories without performing experiments.
He lacked the data to
support these theories.
He had to reckon with
the Church, which opposed his theories.
All of the above except
[3].
110.State which of the following statements is
true.
Galileo and Newton were
contemporaries.
Galileos
mathematics and experimentation were not good enough to let him give definite answers to
physical questions.
Newton discovered the
telescope.
The tools used by
Galileo were the same as those by medieval scientists.
111.The generation of scientists who succeeded
Galileo had better mathematical tools in
quantum analysis calculus analytical geometry
[2] and [3] only
112.According to the writer, Newtons
achievement look bigger than Galileos for the following reasons except
Newtons
discoveries had the advantage of using Calculus and analytic geometry.
Newton had the advantage
of using Galileos pioneering work as basis for his own discoveries.
Newton postulated the
laws of motion, which Galileo did not.
Newton could perform
experiments for his theories, unlike Galileo.
113.The writers assessment of
Galileos scientific achivements is
analytical but slightly
biased.
analytical, unbiased,
and extensive,
not exhaustive, omits a
few vital facts.
within the given space,
exhaustive, analytical and unbiased..
114. How many bricks each measuring 50 cm x 20 cm
x 12 cm will be needed to construct a wall be needed to construct a wall 16m long, 12m
high and 45 cm thick ?
14400 12200 12400 6300
115. A powder tin has a square base with side 16
cm and height 28 cm. Another tin has a circular base with diameter 16 cm and height 28 cm.
Find the difference in their capacities.
1536 cm3 162 cm3 1253 cm3 2500 cm3
116. How many bullet can be made out of a lead
cylinder 28 cm high and 12 cm radius, each bullet being 6 cm in diameter.
12 15 13 2
117.  The earth taken out of it has been evenly spred all around it to a width of 21 m to
from an embankment. Find the height of the embankment
16.6 cm 12.3 cm 15.6 cm none of these
118. Out of a no. of electronic items, a person
purchases 50% coloured TVs 10% of these are found to be defective. The % of
defective T.Vs in all is
5% 10% 12% 50%
119. 10% income of x is equal to 30% income of y
and 20% income of y is equal to 40% income of Z. If Zs income is Rs. 4000, then
total income of X, Y, Z ( in RS.) is
Rs. 36000 Rs. 18000 Rs.24000 Rs.8000
120. The average weight of a class of 48 students
is 70 kg. If the weight of the teacher be included the average rises by 800
gms. Find the
weight of the teacher.
109.2 kg 229.3 kg 209.24 199.3 kg
121. A man Covers a distance from a town. A to a
town B on scooter at 60 km/hr and rides back from B to A at 40 km /hr. Find his average
speed during the whole journey.
48 km/hr 64 km/hr 26 km/hr 13 km/hr.
122. A copper sphere of diameter 36 cm is drawn
into a wire of diameter 8 mm. Find the length of the wire.
486 m 256 m 226 m
525 m
123. The radius of the base of cone is 4.2 cm and
its height is 10 cm. It is melted and recasted into a sphere. Find the radius of the
sphere.
(sqrt 44.1 cm) (sqrt 22.4 cm) (sqrt 1.2 cm) none of these
124. How many iron rods, each of length 14 m and
diameter 4 cm can be made out of 0.88 cubic metre of iron
400 200 300
100
125. On decreasing the price of fans by 15 % the
sales increased by 10%. What is the effect on money receipt.
6.5 % 8.5 % 7%
16.5%
126. In a class, the no. of boys is more than the
no. of girls by 24 % of the total strength the ratio of boys to girls is
31 : 19 21: 36 25 : 33 5
: 3
127. The mean of 39 observations is 8. If one
more observation of 48 is added to the data, the new mean will be
9 8 7 2
128. Find 3 no. in the ratio 4:6:10, the sum of
whose squares is 608.
8,12&20 5,10, & 15 2,5 & 64 4 , 8 & 16
129. A & B started a business investing Rs.
25,000 & Rs. 20,00 rly. Find the share of each out of an annual income of
Rs. 9000
4000 5000 9000
10000
130. X,Y,Z hire a meadow for Rs. 5040. If x puts
in 40 cows for 16 days, y puts 50 cows for 16 days & Z puts 32 cows for 18 days, find
the rent to be paid by x.
Rs.2000 Rs. 2200 Rs. 2500 Rs. 3500
131. If the S.P of 10 pens is the same as the C.P
of 15 pens find gain%
50% 20% 25 %
10%
132. If X is an odd integer, which of the following must be odd?
1. 2x + x II. x + x + x III. x * x * x
I only II only III only I, II, and III
133. The strength of a class is 36 of whom 33.3%
are graduates and others are non-graduates. There are girls of whom 70% are non graduates.
How many male graduates are there in the class.
8 9 10 12
134. Thickness of a rectangular box is P units.
Its breadth is 4 more than the thickness and length 2 more than the breadth. What is the
volume of the box.?
p2 + 10p
p3 + 10p2 +24p+
6 p2 + 10p + 24
p3 + 10p2 +
24p
135. The true discount on a bill of Rs 600
is Rs 60. The bankers discount is :
Rs 66.67 Rs 67.5 Rs 65
Rs 64.6
136. What rate % does a man get for his money
when in discounting a bill due 6 months hence, he deducts 2% of the amount of the bill.
4.08% 5.2% 4% 5%
137. If the radius of a circle is decreased by
25% its area will decrease by
93.75% 75% 82.25% none of these
138. The area of a hexagon whose one side is 3m,
is
6
139. A circular wire of radius 35 cm is cut and
bent in the form of a rectangle where sides are in the radio 2 : 3. The smaller side of
rectangle is
66 22 44 33
140. A speaks the truth is 50% of the cases while
B speaks the truth, in 75% of the cases . In how many % of the cases are they likely to
contradict each other if they are describing a given blazer
60% 75% 25% 50%
141. 47c4 + 5S r=1 52 rc3 =
?
51c3 52 c4 52 c3 51c4
142. XYZ is a triangle with vertices X (8, -5),
Y(6, -2) and Z,(6, 3). If XA is one of its medians, then the length of this median is
(sqrt232) (sqrt 532) (sqrt 112) (sqrt
123)
143. An aeroplane travels distances of 5000 km,
2400km & 1000 km at the rate of 1000km/hr 800 km/hr and 500 km/hrrly. Find the average
speed.
840 480 420 240
144. A Scooterist travels for 12 hours, the 1st
half of the journey at 120 kmph and the rest as 96 kmph . Find the total distance
travelled by him.
1280 km 1520 km 125 km 1850m km
145. A train 360 m long is running with a speed
of 108 kmph. In what time will it pass a tunnel 1080 m. long.
48 sec 50 sec 20 sec 15 sec
146. A man is standing on a railway bridge which
is 50 m long . The finds that a train crosses the bridge in 4 ½ seconds but himself in 2
seconds. Find the speed of the train
72 km/hr 60 km/hr 24 km/hr 20 km/hr
147. 2 Trains 264 m & 216 m long are running
towards each other on parellel times one @ 64 kmph & another at 80 kmph. In what time
will they he clear of each other from the moment they meet
12 sec 10 sec 15 sec 2 sec
148. A man can row upstream at 16 km/hr &
downstream at 21.2 km/hr. Find the rate of current
2.6 km/hr 1.3 Km/hr 2.5 km/hr 5 km/hr.
149. In a stream running at 2 kmph a boat goes 10
km upstream and back again to the start in 55 minutes. Find the speed of boat in still
water.
22 km/hr 24 km/hr 26 km/hr none of these
150. The ratio of Mayas age &
Kantas age is 3 : 5 & sum of their ages is 80 yrs. The ratio of their ages after
10 yrs will be
2: 3 1 : 2 3 : 5 5 : 3
151. The ratio of the ages of mother and son at
present is 5 : 1 . After 5 yrs ratio will become 5 : 2 . The present age of son is
5 yrs 10 yrs 15 yrs 35 yrs.
152. A ladder 20 metres long reaches windows (on
the opposite sides of the road) Which are 16 metres and 12 metres high. The Width of the
road is
28 m 25 m 12 m 50 m
153. One litre of water is added to 10 litres of
a 40% solution of alcohol in water. What is the final strength of the alcohol.
36% 25% 20% 16%
154. A dealer purchased a fan for Rs 240 and sold
it for cash so as to gain 50% on his outlay. At what price did he sell the article.
Rs 360 Rs 240 Rs 300 Rs 250
155. The parellel sides of an isosceles trapezium
are 21 cm & 9 cm length & a lateral side is 10 cm. Find its area
120sq cm 40sq cm 60sq cm 145sq cm
156. Solve Sin 4 Q + Cos 4
Q = 1
0 or 90 0
00 90 0 35 0
157. I used to save 20% of my income . When my
income was raised by 50% and if I should save the same amount as before , what per cent of
my income can I afford to spend.
86.67% 85% 83.33% 80%
158. If p + q + r = 0, then value of ( p2 / qr + q2 / rp + r2 / pq) is
1 1 0 3
159. If f(x) is divided by (3x + 4), the
remainder is
- 3/ 2 2/3 4/3 1 / 2
160.  If the
number of heads be 24 and the number of feet equal to 76, the number of hens will be
10 14 12 15
161. The difference between the greatest number
and the smallest number of 6 digits using all but
once is
467805<PHONE_NUMBER>88 530865
162. The denominator of a rational number is more
than its numerator. If the numerator is increased by 6 and the denominator is decreased by
4 we obtain 3.
1/5 2/6 7/11 3/7
163. Two numbers are less than a third
number by 25% and 30% respectively. How much per cent is the second number less than the
first ?
5% 6.67% 3.33% 10%
Directions for questions 164 to 168 : Each question contains six statements followed by
four sets of combinations of three. Choose the set in which the statements are
logically related.
164. 1. Some spanials are not good
hunters.
2. All spanials are gentle dogs.
3. No good hunter is a gentle dog.
4. All gentle dogs are spanials.
5. Some gentle dogs are not good hunters.
6. Some spaniels are good hunters.
125 346 265 561
165. 1. All Romans are humans.
2. Some humans are Romans.
3. Some Romans are not humans.
4. All athenians are Romans.
5. Some athenians are not Romans.
6. All athenians are humans.
563 346 146 461
166. 1.Some women are undependable.
2.All women are undependable.
3. No undependable person is fit for employment.
4. All who are fit for employment are women.
5.
6. No one who is fit for employment is a woman.
236 165 246 631
167.1. All introverts are paid well.
2. All doctors are paid well.
3. Some of those who are paid well are not doctors.
4. No doctor is an introvert.
5.Some introverts are doctors.
6. Some introverts are paid well.
125 563 463 421
168.1. All academicians are witty.
2. No academician is a minister.
3. All ministers are poor.
4. Some poor people are not ministers.
5. All poor people are academicians.
6. No poor person is a minister.
136 256 124 356
Directions for questions 169 to 173: Assuming the statement to be true point out if the inference is (a) True, (b) False or (c) Uncertain.
169. Statement : Only able-bodied women are
recurited.
Inference : All who are recruited are able bodied.
a. b. c.
170. Statement : No political party is
honest.
Inference : No honest organization is a political party.
a. b. c.
171. Statement : Only the litterate can
tackle this situation.
Inference : No illiterate person can tackle this problem.
a. b. c.
172. Statement : Mad horses are dangerous.
Inference : Nothing dangerous is a mad horse.
a. b. c.
173. Statement : The poor are unhappy.
Inference : The unhappy are poor.
a. b. c.
Directions for questions 174 to 178 : In each of the following arguments one premiss is missing. Pick out from the answer-choices the premiss which will complete the argument without imparting any fallacy to it.
174. Mukesh is shrewd because he is a politician.
Only politicians are
shrewd.
All politicians are
shrewd.
All shrewd are
politicians.
No politician is shrewd.
175. She is lucky because she has won the
prize.
All who win the prize are
lucky.
Only those who win the
prize are lucky.
All lucky win the prize.
Some lucky have won the
prize.
176. He is liked by all because he is very
talkative.
All talkative are liked
by all.
Only talkative are liked
by all.
Those who are liked by
all are talkative.
None of these.
177.
Some who havse children
are mothers.
Some mothers have
children.
All mothers have
children.
All who have children are
mothers.
178. She cannot be sacked because she is
efficient.
No efficient person can
be sacked.
Some efficient persons
cannot be sacked.
Some who are sacked are
not efficient.
All sacked persons are
efficient persons.
Directions for questions 179 to 183 : Each question contains six statements followed by four sets of combinations of three. Choose the set in which the statements are logically related.
179. 1. Some snakes are poisonous.
2. All snakes are nocturnal.
3. All poisonous creatures are snakes.
4. All poisonous creatures are nocturnal.
5. Some snakes are nocturnal creatures.
6.Some nocturnal creatures are poisonous.
165 236 241 235
180.1.Some excessive drinkers are managers.
2. All excessive drinkers are debtors.
3. No debtor is a manager.
4. All debtors are excessive drinkers.
5. No manager is an excessive drinker.
6. Some managers are debtors.
162 352 235 146
181.1.No minister is honest.
2.All judges are honest.
3. Some judges are honest.
4. Some honest persons are ministers.
5. Some judges are not ministers.
6. No honest person is a judge.
165 345 135 251
182. 1. Some smokers are doctors.
2.No smoker is a doctor.
3.All doctors are non-smokers
4.No non-smoker is a smoker.
5. Some doctors are non-smokers.
6. All doctors are smokers.
154 245 364 342
183.1. Some animals are not trained.
2. Elephants are trained animals.
3.All trained animals are in circus.
4.Some trained animals are elephants.
5. Some elephants are in circus.
6. All animals in the circus are trained.
7. Elephants are in circus.
327 674 253 456
Directions for questions 184 to 185 : Given below is a capitalised pair of words which bear a certain relationship to each other. From the alternatives, choose the pair that bear the same relationship as the capitalised pair.
184.DESIGN : ABSTRACT
apple
: pear
rain
: drizzle
drink :
mango
swirling : nebulous
185.FACADE : BUILDING
visage :
person
screen
: television
hands
: watch
personage : importance
Explanatory answers to CAT Exam paper VIII
1. Statement I and II alone is not sufficient as it may be a parallelogram and not a square combining Both the statements PQRS may be either square or parallelogram Hence [ 5 ]
2. Both the statements together give pq > 2
3. Statement I alone is not sufficient as we do not know the height of the vessel. Statement II alone is not sufficient as the volume of the cylinder is unknown. Both the statements together are insufficient Hence [ 5]
4. Combining both the statements we can find the ratio Hence [ 3 ]
5. Statement I alone is not sufficient as we do not know the position of the minute hand Statement II alone is not sufficient . But by combining both the statements we can find the angle. Hence [ 3]
6. Statement I alone is not sufficient Statement II gives 500 * 2p r = 2000 Hence [ 2 ]
7. Statement I is not sufficient as
we do not know the distance of the person from the pole Statement II alone
is not sufficient as we do not know the height of the pole. Both the statements
are required to answer the question.
8. Statement I alone is not sufficient because if a = 6, and b = 5 then a > b
but if a = -6 and b = -5 then a < b Statement II alone is insufficient
as a can be less or greater than y depending on values of a and b as positive or
negative .
Both the statements together are insufficient Hence [ 5 ]
9. Statement II alone is sufficient as we have the total height of all the students we can find out the height of the addition student Hence [ 2 ]
10. Both the statement together are not sufficient as we don’t know the distribution of the coins. Hence [ 5 ]
11. Statement I alone is insufficient as we do not know the respective shares of y & z Statement II alone is not sufficient as we don’t know the respective shares of x & z combining Both the statement we can get who has the maximum share.
12. Statement I & II alone give 2 values of x hence are insufficient combining both the statements we Have 4 values for x Hence [ 5 ]
13. Both the statements together give A = 17 & 19. Therefore a is prime number. Hence [ 3 ]
14. Statement I alone is not sufficient as we do not know the number of words spoken Statement II is not sufficient, as we do not know the speech rate. Both the statements together give the time. Hence [3]
15. Statement I alone is sufficient
as it gives the number of post graduates in the firm equal to
2/ 5 * 100
Hence [ 1 ]
16. From statement (1) b = ± 2. But the exact value cannot be determined.
Hence [ 3 ]
17. Even using both statements we can’t find the value of c. Hence [ 5 ]
18. From statement (1) A + B = 2C
We cannot conclude who is elder to whom.
From statement (2) B – 4 = 2 (C – 4)
19. From statement (1) x + y = 2 --à
(1)
From statement (2) ( x + y) (x –Y) = 12
2 ( x – y ) = 12
x - y = 6 ---à (2)
By solving both the equations simultaneously are find the value of x.
Hence [ 3 ]
20. Since the question does not specify the direction where the cities be distance cannot be determined. Hence [ 5 ]
21. From statement ( 1) y + z = 72
X + 72 = 126
From statement (2) x + y = 55
55 + Z = 126 \ Z = 71
Hence the score of each player can be found using both statements.
Hence ( 3 )
22. From statement (1) , value =
24000 * (1 / 2) 6
From statement (2) value + 8000 * ( 1 / 2) 3
So, both statements can solve the question independently .
Hence [ 4 ]
23. From statement ( 2) a = 4 k
a / 2 = 4 k / 2 = 2 k which is definitely even
Hence [ 2 ]
24. From (1) 2Q = p + r
From (2) p – r = - 2q + 2r
P + 2q = 3r
2q = 3r - p
3r - p = p + r
2r = 2 p
p = r
Hence [ 3 ]
25. From (1) & (2)
Slope = y 2 - y 1 / x 2 – x 1 = 20 / 16 = 5 /
4
Hence [ 3 ]
26. From both statements we can find
the answer . Hence [ 3 ]
27. From (1) x 2 - 3x + 2x - 6 = 0
x ( x –3) + 2 ( x – 3) = 0
x = 3 or x = -2
From ( 2) x = 3 or x = - 5 / 2
combined x = 3
Hence [ 3 ]
28. From (1) xyz = 600 à no
relevance.
From (2) x + y + z / 3 = 60
X + y + z = 180
Hence [ 2 ]
29. It is clear from statement ( 2 )
that a > b
Hence (2)
30. Combining ( 1) & ( 2 )
( p + q ) 2 = 36 + ( 2 * 12 ) = 36 + 24. But exact value of p cannot
be determined
Hence ( 5)
31. [d] 32.
[a] 33. [a] 34. [b]
35. [a] 36. [a]
37. [a] 38. [a]
39. [d] 40.[c]
41.[d] 42.[c] 43.[b]
44.[a] 45.[b] 46.[c]
47.[c] 48.[d] 49.[a]
50.[c] 51.[a]
52.[c] 53.[a] 54.[c] 55.[a]
56.[c] 57.[a] 58.[c]
59.[c] 60.[d] 61.[a]
62.[d] 63.[a] 64.[c]
65.[d] 66.[a] 67.[d]
68.[b] 69.[c] 70.[d]
71.[d] 72.[b] 73.[b]
74.[c] 75.[a] 76.[d]
77.[b] 78.[c] 79.[d]
80.[b] 81.[b]
Only French = 900 – 100 – 150
–100 = 650
Only German =600 – 100 – 200 – 100 = 200
Only Spanish= 600 – 100 –150 – 200 = 150
total=650+200+150=1000 Hence[a]
1) People who know exactly one of
Mis = 1000
2) People who know only French & German = 100
People who know only Fre & Span = 150
People who know only Span & German = 200
People who know exactly 2 languages = 450
3) People who know all 3 languages = 100900 + 600 +600 – (150 + 100 +200) –
2 x 100 = 1550
82. a
83. b
84. d Total = 1550 People who
speak exactly 2
languages = 450 \ probability = 450/1500 = 9/31
85. c :- Total 1550 \ probability =
1000/1550
= 20/31
86. a People who know atleast
1 language is
900 + 600 +600 –(150+100+200) – 2 x 100 = 1550
People onterview 1550 \ 1550 – 1500 = 0
87. d
88. bPeople knowing two or more languages knowing exactly
2 languages + knowing all 3
languages
\ 450 + 100 = 500
89. a
90. d
91. b
92. c (Total no. of people only Fre + only Ge + Ge & Fre)
93. d(Only Fre + only Spa +Fre & Spa)
94. a
95. c People knowing 2 or more lang
= 550 People know all 3 = 100
People know Ge & Spa = 200 People know Fre + Ge 100
Probability of person knowin german = 400/550 = 8/11.
96. d
97. Lines 6 and 7 deal with ways in which the children can be taught to regulate their ways of thinking . One of the ways is by learning the conventions for ‘good’ scientific or literary writing. Hence, [3].
98. Lines 10,11 show that as learners develop their power of reasoning, they join groups of people with similar ideas and cultivate thinking as a social and individual activity. Hence, [4].
99. The last two lines of the passage show that young people make their apprenticeships with those whom they think are masters in their chosen fields and benefir from the words and thoughts of like minded mentors. Hence, [4].
100. Reading a story is asking the question ‘what if…" "constantly. It not only leads to various possibilities, but trains the child into thinking in the abstract. Hence, [2].
101. The mental space for thinking is first developed in a child when he is at play. It is then shaped, cultivated and honed by reading and writing. Hence, [2].
102. All the reasons mentioned in the item are elaborated in the passage in sentence 3, 4, and 5. Hence, [4].
103. The chicks of the bald eagle bred in bondage are fed with a glove puppet resembling an eagle head at the Animal Planet Research Centre. Hence , [1].
104. After their release in the wild a strict monitoring programme is maintained which includes the use of radio collars. Hence, [4].
105. Sharpening of reflexes and natural instincts through the Pavlorian approach is not mentioned at all in the passage, whereas the other items are mentioned clearly at various points. Hence, [3].
106. The list of animals successfully bred in bondage is provided in sentence 2 of the passage. It does not include the cottontail rabbit. Hence, [3].
107. The passage relates to the study of environment. It talks about training animals bred in bondage to learn to fend for themselves when they are released in the wild. Hence, [3].
108. The passage argues the exact opposite of what is said in the statement. In fact it is Galileo’s achievements which have been foreshadowed by later scientists, not vice versa. Hence, [1].
109. Galileo had 2 major prblems with his hypothesis. One, he did not have data to support his theoroes and two, most of the experiments were perfromed in his mind not in actuality to prove his theories. Hence, [4].
110. The last sentence of passage
proves the truth of statements [2], Hence, [2].
111. The passage states that the moderm toold of analytical geometry and
calculus were not available to Galileo in his time. Hence, [4].
112. Newton had distinct advantages over Galileo in that he was of an age which was more scientifically and technologically advanced, so with the ejelp of modern gadgets he could experiment and use the pioneering work og Galileo to form his own theoroes. Hence, his achievements look biggert than those og galileo. Hence, [3].
113. In the given space, the author critically analyses Galileo’s achievements in a succinct, exhaustive, and unbiased manner. There are no tall claims regarding Galileo’s achievements and yet all the relevant facts are put for the exhaustively. Hence, [4]
114. No.of bricks required = Volume
of wall in Cm3 / Volume of 1 bricks in Cm3
= 1600 x 2400 x 45 / 50 x 20 x 12 = 14400
Hence [1]
115.Volume of rectangular tin = ( l
x b x b)
= 16 x 16 x 28 = 7168 cm3
Volume of cylindriacltin = P r 2 h
= 22/7 x 8 x8 x 28 4 = 563 cm2
\ Diff in capacities = 1536 cm3
Hence [1]
116.No. of bullets = Vol. Of
cylinder in Cm 3 / Vol of 1 bullet in Cm 3
= P x 12 x 12 x 28 / 4 x P x 3 x3
= 4032/ 36
= 12
Hence [1]
117. Vol. of earth dug out = 22/7 x
14 x 14 x 16 = 9856 m 3
Area of embankment = 22/7 (562 – 14 2)
= 22/7 x (2940) = 9240 m2
\ Ht. Of embankment = 9856/924 x 100
= 98560 / 924 = 16.6 cm
Hence [1].
118.If x = total items
No. of items purchased = 0.50
\ Defective items = 10% x 50 = 5
\ % = 5 %
Hence [1].
119.10/100 x = 30/100 y & 20
/100 y = 40/100
x = (30/100 x 100/ 10) y = 3y
y = (40/100 x 100/20) z = 2z
If z = 4000 , then y = 8000 & x = 24000
Total income = Rs.36000
Hence [1]
120. Total wt of 48 students = 48 x
70 = 3360 kg.
Total wt of 48 student & teacher
= (49 x 70.8) kg
= 3469.2
\ Wt. Of teacher = 3469.2 – 3360.0
= 109.20 kg.
Hence [1]
121. Average speed = 2 uv/ u+v
km/hr.
= 2 x 60 x 40 / 60 +40 = 4800 / 100 = 48 km/hr.
= Hence [1]
122.Volume of sphere Volume of wire
= 4 P / 3 x 18 x18x18 = P x 0.4 x 0.4 x h
= 7776 = 016 h
= \ h = 486 m
= Hence [1]
123.Volume of cone = Volume of
sphere
1/3 x P x 4.2 x 4.2 x10 = 4/3 x P x R 3
176.4 = 4 R 3
\ R 3 = 176.4 / 4
\ R = Ö 44.1 cm
124.No. of rods = 0.88 / P r2
h = 0.88 / 22/7 x 1/100 x 1/100 x 7
= 400
Hence [1].
125. Let cost of each fan = RS.100
Sale = 100 fans
Money receipt = 100 x 100 = Rs. 10000
New cost per fan = RS.85 &
New sale = 110 fans
New money receipt = 110 x 85 = 9350 Rs.
\ Decrease in money receipt = 650/1000 x 100 = 6.5%
Hence [1].
126.Let the no. of boys & girls
be x & y rly.
The, (x-Y) = 24 % of (x+y)
x-y = 24 / 100 (x + y)
25x – 25y = 6x + 6y
19x = 31 y
\ x/y = 31/19
127. New mean = 39 x 8 + 48 / 40
= 312 + 48 / 40 = 360/ 40 = 9
Hence [1].
128.Let the nos be 4x, 6x & 10x.
\ 16x 2 + 36x 2 + 100x 2 = 608
152 x 2 = 608
x 2 = 608 / 152 = 4
\ x = 2
The nos & are 8 ,12 & 20
Hence [1].
129. Ration of shares = 5 : 4
B’s share = 4/9 x 9000 = 4000
Hence [1]
130. Ration of consumption made by
x,y,z
= 40 x 16 : 50 x 16 : 32 x 18
= 640 : 800 : 576
= 40 : 50 : 36
= 20 : 25 : 18
\ Y’s shares = 5040 x 25 / 63 = 2000 RS.
Hence [1].
131. Let C.P of each pen be 1.
C.P of 10 pens = Rs.10
S.P of 10 pens = Rs.15
\ Gain = 5/10 x 100 = 50%
Hence [1].
132. all the three statements are
equal to 3x
3x odd integer = odd
Hence [4]
133. strength of the class = 36
Total no. of graduates = 12
No. of female graduates = 30% of 10 = 3
no. of male graduates = 12 –3 = 9
Hence [2]
134. Thickness = p, breadth = 4 + p,
length = 6+p
Volume of the box = p(4+p) (6+p)
4p + p2 (6 + p)
24p + 4p2 +6p2 + p3
= p3 + 10p2 + 24p
Hence [4]
135. p.w. = 600 – 60 = Rs 540
S.I. on Rs 540 = RS 60
Banker’s discount on Rs 600 = (60 * 600 / 540)
= Rs 66.67
Hence [1]
136.Let the amount of the bill be Rs
100
Money deducted = Rs 2.
Money received by the holder of the bill = Rs 100 – 2 = 98
SI on Rs 98 for 6 months = Rs 2
Rate = [ 100 * 2 * 12/ 98 * 6]
= 4.08%
Hence[1]
137. Let original radius = r ,
original area = p r2
New radius = 1r/4 m, New area = p (1r/4)2
= p r2/16
Decrease in area = p r2 - p r2/16
= 15 p r2/16
Decrease % =m 15 p r2 * 1/ p r2* 100
= 93.75%
Hence [1]
138. Area = [ 6 * sqrt 3/4 * 32]
= 6* sqrt 3 * 9/4 = 27sqrt 3/2
Hence [2]
139. Length of wire = circumference
= [ 2 * 22 * 35 / 7] cm = 220 cm
2( 2x + 3x) = 220
2x + 3x = 110
x = 22
Smaller side = 2x = 2 * 22 = 44
Hence [3]
140. p(A) = ½, P(A1) = ½, P(B) =
¾, P(B1) ¼
= p(A) * p(B1) + P(B) * P(A1) + P(B1) * P(A1)
= ½ * ¼ + ¾ * ½ +1/4 * ½
= 1/8 + 3/8 + 1/8 = 4/8 = 50%
Hence [4]
141. 47c4 + 47c3
+ 48 c3 + 49c3 + 50 c3 + 51 c3
47c4 + 47c3 = 48c4
48c4 + 48c3 = 49c4
49c4 + 49c3 = 50 c4
50c4 + 50c3 = 51 c4
51c4 + 51c3 = 52 c4
Hence [2]
142.co-0rdinates are (6 + 6/ 2.
–2+ 3 / 2)
i.e (6, 1 )
XA = sqrt(-8 -6)2 + (-5 -1)2
= sqrt (-14)2 + (-6)2
=sqrt196 +36 = sqrt 232
Hence [1]
143. Total distance = 8400 km
Total time = 5000 / 1000 + 2400/800 + 1000/500
= 10 hrs
AV. Speed = 840 km/hr
Hence [1]
144. Let the total distance be x km
X/2* 120 + x/2* 96 = 12
X/240 + x/ 192 =12
432x / 46080 = 12
x = 46080 * 12 / 432 = 1280 km
Hence [1]
145. Speed of train = (108 * 5
/18)m./ sec
= 30 m/sec
In passing the tunnel it will have to cover (360 + 1080) m
Required time = 1440 / 30 = 48 Sec
Hence [1]
146.If the length of train = x
meters
The train covers x meters in 2 seconds & (x + 50) m in 9/2 seconds
Speed = 40/2 m/sec = 20*18/5
=72 Km/hr. Hence [1]
147. Relative speed of = 64+80 = 144
kmph
The trains = 144*5 /18 = 40 m/sec
Time taken in passing each other = sum of lengths / relative speed = 480 / 40
=12 sec
Hence [1]
148. Rate of current = ½ ( 21.2 –
16) = 2.6 km/hr
Hence [1]
149.Let speed be x
10 / x – 2 + 10 / x +2 = 55 /60
11x2 – 240x –44 = 0
(x - 22) = 0 \ x = 22 Hence [1]
150. Let their ages be 3x & 5x
yrs.
3x + 5x = 80
x = 10
Present ages are 30 & 50 yrs.
Ratio of their ages after 10 yrs. 40 : 60 = 2 : 3
Hence [1]
151. 5x + 5 / x+ 5 = 5 / 2
10x + 10 = 5x + 35
5x = 25 x = 5
Hence [1]
152. Let DE be the road & AB
ladder
AC = AB = 20
DA 2 = 400 – 256 = 144
DA = 12
AE 2 = 400 - 144 = 256
AE = 16
DE = 12 + 16 = 28 m
Hence [1]
153. Amt of Alcohol in 10 litres of solution = 40 * 10 / 100 = 4 litres
One litre of water is added.
The amount of alcohol in 11 litres = 4 litres
Strength of the solution = 4 / 11 * 100 = 400 / 11 = 36.36%
Hence [1]
154. C.P. Rs. 240 \ S.P. = 150 * 240
/ 100 = Rs 360.
Hence [1]
155. The altitude will be Ö 102
– 62 = 8 (we get 6 \ 21 – 9 = 12 12 / 2 = 6)
Area = 1 / 2 * 8 ( 21 + 9) = 120 cm 2
Hence [1]
156. sin 4 Q + cos 4 Q
(sin 2 Q + cos 2 Q)2 – 2 sin2 Q.
cos2 Q = 1
2 sin2 Q. cos2 Q
sin 2 Q . Cos2 Q = 0
sin Q = 0 or Cos Q = 0 \ Q = 0 0 or 90 0
Hence [1]
157. Income Savings Expenditure
Original 100 20 80
Now 150 20 130
I can spend Rs 130 out of Rs 150
I can afford to spend 130/150 *100 = 86.67%
Hence [1]
158.p + q + r = 0
p3 + q3 + r3 = m 3 pqr
p3 / pqr + q3 / pqr + r3 /pqr = 3
p2 / qr + q 2/pr + r2 /pq = 3
Hence [4]
159. 3x + 4 = 0
x = - 4 / 3
so, remainder is f( - 3/4)
Hence [3]
160. Let there be x hens and y
buffaloes.
Then, x + y = 24
X + 2y = 38
-------------------
+ y = + 14
number of buffaloes = 14
number of hens = 24 – 14 = 10
Hence [1]
161. The difference is ( 54 3210 - 102345)
= 440865
Hence [2]
162. Let the denominator = x + 4,
numberator = x
x + 6 / x + 4 –4 = 3
x + 6 = 3x
6 = 2x
x = 3
numerator = 3
denominator = 7
the number = 3 / 7
Hence [4]
163. Let the third number be 100, Then
First number = 75 and second number = 70
second is less than first by 5/75 * 100
= 6.67%
Hence [2]
164.[a] 165.[c] 166.[a] 167.[c] 168.[b]
169.[a] 170.[a] 171.[a] 172.[c] 173.[c]
174.[b] 175.[a] 176.[a] 177.[d] 178.[a]
179.[b] 180.[c] 181.[c] 182.[d] 183.[a]
184.[c] 185.[a]


By Chen Hui Jing / @hj_chen
<symbol> ::= __expression__
The stuff on the left can be replaced by the stuff on the right.
A sandwich consists of a lower slice of bread, mustard or mayonnaise; optional lettuce, an optional slice of tomato; two to four slices of either bologna, salami, or ham (in any combination); one or more slices of cheese, and a top slice of bread.
sandwich ::= lower_slice [ mustard | mayonnaise ] lettuce? tomato? [ bologna | salami | ham ]{2,4} cheese+ top_slice
Analogy from How to Read W3C Specs.
| Value type | Description | Example |
|---|---|---|
| Keyword values | Actual value used; No quotation marks or angle brackets | auto or none |
| Basic data types | To be replaced with actual values; Angle brackets | <length> or <percentage> |
| Property data type | Uses same set of values as defined property, usually used for shorthand property definitions; Quotation marks within angle brackets | <'grid-template-rows'> or <'flex-basis'> |
| Non-property data type | Set of values is defined somewhere else in the specification, usually near its first appearance; Angle brackets only | <line-names> or <track-repeat> |
All values must occur in specified order
<'property-name'> = value1 value2 value3
↓
.selector { property: value1 value2 value3; }
All values must occur, order doesn't matter
<'property-name'> = value1 && value2
↓
.selector { property: value1 value2; }
.selector { property: value2 value1; }
Only 1 value must occur
<'property-name'> = value1 | value2 | value3
↓
.selector { property: value1; }
.selector { property: value2; }
.selector { property: value3; }
1 or more values must occur, order doesn't matter
<'property-name'> = value1 || value2 || value3
↓
.selector { property: value3; }
.selector { property: value2 value3; }
.selector { property: value1 value2 value3; }
and so on...
Components belong to a single grouping
<'property-name'> = [ value1 | value2 ] value3
↓
.selector { property: value1 value3; }
.selector { property: value2 value3; }
Optional value, can occur 0 or 1 time
<'property-name'> = value1 [, value2 ]?
↓
.selector { property: value1; }
.selector { property: value1, value2; }
Optional value, can occur 0 or many times, multiple values are comma-separated
<'property-name'> = value1 [, <value2>]*
↓
.selector { property: value1; }
.selector { property: value1, <value2>; }
.selector { property: value1, <value2>, <value2>, <value2>; }
and so on...
Can occur 1 or many times, multiple values are space-separated
<'property-name'> = <value>+
↓
.selector { property: <value>; }
.selector { property: <value> <value>; }
.selector { property: <value> <value> <value> <value>; }
and so on...
Value occurs 𝓍 times, multiple values are space-separated
<'property-name'> = <value>{2}
↓
.selector { property: <value> <value>; }
Value occurs at least 𝓍 times, at most 𝓎 times, multiple values are space-separated
<'property-name'> = <value>{1,3}
↓
.selector { property: <value>; }
.selector { property: <value> <value>; }
.selector { property: <value> <value> <value>; }
Value occurs at least 𝓍 times, no maximum limit, multiple values are space-separated
<'property-name'> = <value>{1,}
↓
.selector { property: <value>; }
.selector { property: <value> <value> <value>; }
and so on...
Value occurs 1 or many times, multiple values are comma-separated
<'property-name'> = <value>#
↓
.selector { property: <value>; }
.selector { property: <value>, <value>; }
.selector { property: <value>, <value>, <value>, <value>; }
and so on...
Values in grouping are required, at least 1 value must occur
<'property-name'> = <value1> [ <value2> | <value3> ]!
↓
.selector { property: <value1> <value2>; }
.selector { property: <value1> <value3>; }
none | <shadow>#
where
<shadow> = inset? && <length>{2,4} && <color>?
<bg-layer># , <final-bg-layer>
where
<bg-layer> = <bg-image> || <position> [ / <bg-size> ]? || <repeat-style> || <attachment> || <box> || <box>
<final-bg-layer> = <'background-color'> || <bg-image> || <position> [ / <bg-size> ]? || <repeat-style> || <attachment> || <box> || <box>
none | <track-list> | <auto-track-list>
where
<track-list> = [ <line-names>? [ <track-size> | <track-repeat> ] ]+ <line-names>?
<auto-track-list> = [ <line-names>? [ <fixed-size> | <fixed-repeat> ] ]* <line-names>? <auto-repeat>
[ <line-names>? [ <fixed-size> | <fixed-repeat> ] ]* <line-names>?
<explicit-track-list> = [ <line-names>? <track-size> ]+ <line-names>?
<track-size> = <track-breadth> | minmax( <inflexible-breadth> , <track-breadth> ) | fit-content( <length-percentage> )
<fixed-size> = <fixed-breadth> | minmax( <fixed-breadth> , <track-breadth> ) | minmax( <inflexible-breadth> , <fixed-breadth> )
<track-breadth> = <length-percentage> | <flex> | min-content | max-content | auto
<inflexible-breadth> = <length-percentage> | min-content | max-content | auto
<fixed-breadth> = <length-percentage>
<line-names> = '[' <custom-ident>* ']'
🤷 I is troll 😈


[§115-6] Procedure. The provisions of this chapter shall be executed under provisions of chapter 101. [L 1974, c 244, §6]


Summary
Wikibooks Search Engine is an inverted file index search engine for the Wikibooks database with TF/IDF relevancy ranking and boolean query processing written in C++.
What I did
Worked with 2 other students to build the application:
- Designed an index structure to quickly and concisely process 1GB of data and store the necessary information
- Created and optimized custom AVL tree and hash table data structures
- Wrote a query processor to search the more 200,000 XML entries in the index
Features
- Can parse into one of 2 different underlying data structures: AVL tree and hash table
- Parses entire corpus into hash table in under 30 seconds or into AVL tree in under 7 minutes
- Graphical User Interface to add and remove documents, query the index, and view search results
- Can generate and read from a local persistent index
- Capable of processing boolean statements in the search query
- Ranks search results according to TF/IDF relevancy
Resources


BCGird
Follow @bcgrid
Please run the example with web server!
Grid base
Grid with tree
Grid with pagination(php)
Grid with local data
Grid event
Grid method
Grid language
*Server and search(php)
*Server and search(C#)
*Server and search(Java)
Row detail
Rowspan
Column resize
Edit
Grid Options


-
+
Sound Effect
Music Track 1
Music Track 2
Volume 0.0
Volume 0.2
Volume 0.4
Volume 0.6
Volume 0.8
Volume 1.0
STOP
Quit Game
Enter Fullscreen
Leave Fullscreen
Zoom In
Zoom Out
Zoom Default


Here is a list of proposed solutions and initiatives in which we can participate to make our environment a better world.
World Cleanup Day is a civic movement, uniting 180 countries and millions of people across the world to clean up the planet. In one day. Volunteers and partners worldwide come together to rid our planet of trash – cleaning up litter and mismanaged waste from our beaches, rivers, forests, and streets.
And it also takes place in Perú.
Go to site
World Cleanup Day is a civic movement, uniting 180 countries and millions of people across the world to clean up the planet. In one day. Volunteers and partners worldwide come together to rid our planet of trash – cleaning up litter and mismanaged waste from our beaches, rivers, forests, and streets.
And it also takes place in Perú.
Go to site
World Cleanup Day is a civic movement, uniting 180 countries and millions of people across the world to clean up the planet. In one day. Volunteers and partners worldwide come together to rid our planet of trash – cleaning up litter and mismanaged waste from our beaches, rivers, forests, and streets.
And it also takes place in Perú.


You are using chrome
You are NOT using Google Chrome
Thank you very much for participating.
The experiment is over. However we would really appreciate it if you could complete this short survey.
Click to go to the survey
Thanks so much!
Your results are being saved at the moment. Please do not close the window or navigate away!
Your results have been saved. You may now close this window.
and send to<EMAIL_ADDRESS>Below is a copy of the data we have saved


Thank you for the submission, your data has ran successfully.
To download the result in csv, please press Download below.


Hi! My name is Karlyn Dennis- I'm a second year GIMM student and aspiring designer and artist. You can take a look at a couple of my recent art projects, as well as my podcast that I create on the side! I hope to further improve my web design skills, as well as my coding skills in the coming years within my program. I'm also working to improve my photography and photo editing skills. My goal for this website is to create a digital portfolio to show off some of the skills I've gained through the GIMM program.
I also make a podcast on the side! It's entitled Trying Our Best, a fool's guide to true crime and the paranormal
Listen to my Podcast!Here is a snapshot of my first WordPress site that I created.
Here is an example of my photo editing skills. I editied this photo of myself as a double exposure with a pink galaxy in the sky.
This is an illustration I made using Photoshop. I hope to continue to hone my photoshop skills as I gain more experience in my field.


{% extends 'base.html' %} {% block head %} {% endblock %} {% block content %}
The purpose is to allow the user to verify the authenticity of a product as per their three level of packaging namely Primary, Secondary and Tertiary given by the guidelines of Govt. of India.
User wishing to authenticate and verify the medicine batch should enter the batch number in the search bar and submit the request. The system will verify from the database and confirm the authentication of the batch of the medicine that you are looking for.
Disclaimer - 'The data found / not found in our database does not mean that the batch is not a genuine'.
Yes, provided the data upto primary level has been uploaded by the manufacturer on the Central portal


--- layout: post title: "The case of the unbalanced brackets" description: "A code mystery." date: 2020-01-06 6:37 UTC tags: [Code] --- {% include JB/setup %}
{{ page.description }}
One of my clients was kind enough to let me look at some of their legacy code. As I was struggling to understand how it worked, I encountered something that looked like this:
ApplyDueAmountG89.Calculate(postState.PartialMebershipsBAT.Where( d => (d.Data.Choicetype == GarplyChoicetype.AtoC || retirablePartialMembershipNr.Contains(d.Data.PartialMembershipNr)).ToList(), ApplyDueAmountG89.Situation.Depreciation, ApplyDueAmountG89.RecordType.Primo);
For the record, this isn't the actual code that my client gave me. I wouldn't post someone else's code without their permission. It is, however, a faithful imitation of the original code. What's wrong with it?
I'll wait.
Count the brackets. There's a missing closing bracket.
Yet, the code compiles. How?
Legacy code isn't humane code. There's a multitude of ways in which code can be obscure. This article describes one of them.
When brackets are nested and far apart, it's hard for the brain to parse and balance them. Yet, on closer inspection the brackets seem unbalanced.
Ever since I started programming in F#, I've turned on the Visual Studio feature that shows whitespace. F# does, after all, use significant whitespace (AKA the Off-side rule), and it helps to be able to detect if a tab character has slipped in among the spaces.
Visual Studio shows whitespace with pale blue dots and arrows. When that feature is turned on (Ctrl + e, s), the above code example looks different:
ApplyDueAmountG89.Calculate(postState.PartialMebershipsBAT.Where( ····d·=>·(d.Data.Choicetype·==·GarplyChoicetype.AtoC·||··············································· ············retirablePartialMembershipNr.Contains(d.Data.PartialMembershipNr)).ToList(), ············ApplyDueAmountG89.Situation.Depreciation, ············ApplyDueAmountG89.RecordType.Primo);
Notice the space characters that seem to run off to the right of the ||
operator. What's at the end of those spaces?
Yes, you guessed it: another Boolean expression, including the missing closing bracket:
d.Data.Choicetype == GarplyChoicetype.BtoC) &&
If you delete all those redundant spaces, this is the actual code:
ApplyDueAmountG89.Calculate(postState.PartialMebershipsBAT.Where( d => (d.Data.Choicetype == GarplyChoicetype.AtoC || d.Data.Choicetype == GarplyChoicetype.BtoC) && retirablePartialMembershipNr.Contains(d.Data.PartialMembershipNr)).ToList(), ApplyDueAmountG89.Situation.Depreciation, ApplyDueAmountG89.RecordType.Primo);
Imagine troubleshooting code like that, and not realising that there's another Boolean expression so far right that even a large screen doesn't show it. In the actual legacy code where I found this example, the extra Boolean expression started at column 209.
Hiding significant code so far right that it's effectively invisible seems positively evil, but I don't think anyone did it deliberately. Rather, my guess is that someone performed a search-and-replace through the code base, and that this automatic change somehow removed a newline character.
In any case, keeping an eye on the line width of code could prevent something like this from happening. Stay within 80 characters.


In the ninth lecture from the Feynman Lectures on Physics, Feynman describes Newton's first two laws of motion. Near the end of the lecture, he describes how we can compute the orbit of a planet given just newton's laws. At the time, this was done done manually, and was computed using a large table. After reading it, I had to implement it in a computer. This animation is the result. Call the yellow circle the "sun" and the blue circle the "earth." It assumes the earth is affected by the sun's gravity, but the sun is not affected by the earth, and shows how the orbit forms an ellipse. Read the source code for more details.


Once the LDM system is activated, you should monitor its performance to ensure correct operation. See LDM Reference: Monitoring the LDM System for useful tips.


--- layout: archive title: Zulip Chat Archive permalink: /stream/116395-maths/topic/how.20does.20tactic.2Ering.20work.3F.html ---
@Kevin Buzzard Re 2: Because znum
is a fast (but somewhat "unmathematical") implementation of int
.
It computes in binary instead of unary arithmetic.
If that's the only reason then I might rip them out and replace them with ints because I am trying to de-obfuscate. I just don't want to rip them all out and then find that some meta code stops working!
Hmm, I can't change the stream... even though I changed the topic... [meeh]
{% endraw %}Last updated: Apr 24 2020 at 19:02 UTC


(1) The Patient select and pay for an annual health insurance.
(2) The Patient's capital is updated after payment
(3) The selected HealthInsurance is added to the Patient's AL of HealthInsurances
Process of insurance selection is waiting for discussion
Patient.selectInsurance()


Sometimes we know that given expression will be evaluated only on some (maybe rare) computation paths. When it is just a simple operation
we do not care about it - the more important fact for us is that declaring variable initialized with this expression is making our code cleaner. But when computing given expression is expensive in performance, we would like it to be evaluated only when needed.
This is one of the applications for lazy evaluation.
using System;
using Nemerle;
class M
{
static foo ([Lazy] x : int, y : bool) : void {
if (y) {
Console.WriteLine (x);
Console.WriteLine (x);
}
else
Console.WriteLine ("nothing");
}
static SideEffect : int {
get {
Console.WriteLine ("somebody is fetching me");
1
}
}
public static Main() : void
{
def laz = lazy (SideEffect + 1);
foo (laz, false);
foo (laz, true);
}
}
will print
nothing
2
2
Lazy evaluation allows us to implement infinite lists easily. The node of our list presented below has two fields - current value in Val and reference to the next element in Next. But the instance contained in Next is lazy value, so it will be evaluated only when requested.
class InfList {
public Val : int;
public Next : LazyValue [InfList];
public this (v : int) {
Val = v;
Next = lazy (InfList (v + 1));
}
}
Note that we can use InfList just like it was a standard list. We can iterate over it in a loop and everytime when Next is accessed, the new node is created and memoized.
mutable inflist = InfList (0);
repeat (10) {
Nemerle.IO.printf ("%d ", inflist.Val);
inflist = inflist.Next;
}
|


Improve your sites conversion rate, speed it up or give it an excited redesign. I'll spend time coming up with the best layout and stategies to make your site the best it can be.
Create responsive, dynamic and fast websites with beautiful colors and successful navigation. These sites will be according to your specification and preferences.
Continually update your current code and infrastructure. Increase maintainability and reduce overhead for training and sustaining.
Migrate your current infrastructure to a cloud platform increasing scalability, reliability and accessability. I am proficient in Amazon Web Services.
I was born in Atlanta, Georgia and lived there for only about a year. I would go on to live in Indiana and Louisina over the next 17 years.
I served a two-year mission for The Church of Jesus Christ of Latter-Day Saints in parts of Richmond, Quantico and Fredericksburg, Virginia.
I began working at for BYU's Office of Information Technology as a full-stack web developer while attending BYU in the Information Technology program.
After graduating, I plan on seeking full-time employment in full-stack web developing.


Greetings!
Welcome to K@ccfit club one of the organizations in the Kabankalan Catholic College that is composed of BSIT students that focuses on solving problems inside the school premises with the help of technology and revolutionary ideas that will make an impact inside the school but also to the world. We are aspiring developers that builds software systems as a solution to a particular problem.