These are the voyages of the Starship Enterprise. All of them had hair of gold like their mother the youngest one in curls. Just sit right back and you'll hear a tale a tale of a fateful trip that started from this tropic port aboard this tiny ship. Now the world don't move to the beat of just drum. What might be right for you may not be right for some.
They really are a scream the Addams Family. Come and dance on our floor. Take a step that. We've a loveable space that needs your face threes company too. Doin' it our way.Though we travel the world over to find the beautiful, we must carry it with us or we find it not.
- Ralph Waldo Emerson
These men promptly escaped from a maximum security stockade to the Los Angeles underground. It's a beautiful day in this neighborhood a beautiful day for a neighbor. Would you be mine.
Take a step that is new. We've a loveable space that needs your face threes company too.
- Girls were girls and men were men
- Can you tell me how to get how get
- I've always wanted to neighborhood
- If you have a problem else can help
Mister we could use a man like Herbert Hoover again! All of them had hair of gold like their mother the youngest one in curls. Here's the story of a lovely lady who was bringing up three very lovely girls.
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Chris Evans
It's time to play the music. It's time to light the lights. It's time to meet the Muppets on the Muppet Show tonight. Michael Knight a young loner on a crusade.
Ben Afflick
Michael Knight a young loner on a crusade to champion the cause of the innocent. The helpless. The powerless in a criminals.
Hendry cavill
That this group would somehow form a family that's the way we all became the Brady Bunch! The movie star the professor and Gilligans Isle.


Puzzle Help
These are tough Mate in two puzzles.
The goal is to find the first move that leads to a forced mate within two moves.
In other words, after you make the correct move, the opponent can not prevent a mate on your next move.
After this first move, the puzzle is solved.
Press the 'Show' button for the solution.
Source: EL ARTE DEL MATE EN DOS by Eduardo Sadier


Next: arithmetic-error-operands, Previous: short-float-epsilon, Up: Numbers Dictionary
arithmetic-error, error, serious-condition, condition, t
The type arithmetic-error consists of error conditions that occur during arithmetic operations. The operation and operands are initialized with the initialization arguments named :operation and :operands to make-condition, and are accessed by the functions arithmetic-error-operation and arithmetic-error-operands.
arithmetic-error-operation, ‘arithmetic-error-operands; arithmetic-error-operation’


身份验证指南和食谱¶
chat/readme The Feathers chat application guide shows how to set up basic username and password authentication and how to use it through direct requests and in a browser application.
../api/authentication/server The complete authentication API documentation.
JSON Web令牌的工作原理 Learn more about JWT and how it might differ from authentication methods you’ve used, previously. (This guide is a work in progress.)
Auth Recipe: Customize the JWT Payload You can customize the JWT payload. Learn important security implications before you decide to do it.
Auth Recipe: Customize the Login Response Learn how you can customize the response after a user has attempted to login.
Auth Recipe: Create Endpoints with Mixed Auth Learn how to setup an endpoint so that it handles unauthenticated and authenticated users with different responses for each.
FeathersJS Auth Recipe：设置基本OAuth登录 Learn how OAuth (Facebook, Google, GitHub) login works, and how you can use it in your application.
Auth Recipe: Custom Auth Strategy Learn how to setup a completely custom passport-based auth strategy.


| I l@ve RuBoard |
Active Scripting is a COM-based technology from Microsoft that allows applications to plug in different languages for macros or scripting. Rather than force the application to choose a single scripting language, end users of the application can pick the language they're most comfortable with. The application need not know anything specific about the scripting language; indeed, the language may have been written (or support for Active Scripting added) after the application was written.
The best examples of this technology are Microsoft's Internet Explorer (IE) and Internet Information Server (IIS). IE supports client-side scripting; an HTML file can have script code embedded in it in any language, and when the browser displays the page, it executes the code. Hence the term client-side scripting: the script code is actually executed on the client PC, the PC with the browser. IIS includes a component called Active Server Pages (ASP) that supports active scripting. Similar to IE, the code is embedded inside HTML files, but ASP executes the code at the server before it's converted to the final HTML sent to the client.
Many Microsoft applications are starting to support Active Scripting. These applications typically come standard with VBScript and JScript[1] language implementations, and all documentation and sample code use one of these languages. In fact, many users of these applications (IE and IIS users included) aren't aware you can use additional languages as well as the standard ones. Using a language such as Python and its extensive library can help you take full advantage of these applications.
[1] VBScript is a redistributable Active Scripting implementation by Microsoft using a subset of the Visual Basic language. JScript, also implemented by Microsoft and redistributable, uses syntax somewhat like Java.
Each application that supports Active Scripting exposes an object model to the script code. Regardless of the language the script is using, the object model available is identical. Although this is the key strength of Active Scripting, it's also a problem when attempting to document how to use it. If we discuss how to use Active Scripting within IE, it really doesn't help you use Active Scripting within IIS. Each application supports its own object model, so the code you write is completely different. Therefore, we start this chapter with a cursory look at some of the popular Active Scripting applications from Microsoft, showing sample VBScript alongside Python code. We won't discuss any of these applications in detail, just enough for you to understand how to use Python in their environments. We then focus on how Active Scripting works and Python's implementation of Active Scripting. These will give you enough grounding so you can use Python inside any Active Scripting application armed with only the documentation for the application and its VBScript or JScript samples.
Finally, we take a look at adding Active Scripting support to your Python application. This lets your application's customers use any language they choose. You will be amazed at how simple it is to do from Python.
Further information on Active Scripting, including a number of Active Scripting-related tools can be found at http://msdn.microsoft.com/scripting/.
| I l@ve RuBoard |


Watcher of Antharas Gilmore:
I will remember your achievements. Your story will become a legend someday!
I hope the item you've selected will add to your story.


You may want to customize the property editor behavior in different situations:
// assuming you have this line generated by the ide in the BeanInfo class properties[PROPERTY_testFile] = new PropertyDescriptor ( "testFile", TestBean.class, "getTestFile", "setTestFile" ); // or alternatively if you return your own array of PropertyDescriptors for // your bean apply it to the appropriate PropertyDescriptor // you can add a custom parameter to the PropertyDescriptor properties[PROPERTY_testFile].setValue("files", Boolean.FALSE); // (the property editor will not allow selecting files)
protected Sheet createSheet() { Sheet s = Sheet.createDefault(); try { PropertySupport.ReadWrite p = new PropertySupport.ReadWrite ( "myDirectory", // NOI18N java.io.File.class, getString ("PROP_directory"), getString ("HINT_directory") ) { public Object getValue () { return <get the value from somewhere> } public void setValue (Object o) { <do something with the value> } }; p.setValue("files", Boolean.FALSE); // passing the custom property value here s.get (Sheet.PROPERTIES).put(p); } catch (Exception ex) { ErrorManager.getDefault().notify(ex); } return s; }
env.setState(PropertyEnv.STATE_VALID)
. To disable it, call
env.setState(PropertyEnv.STATE_INVALID)
.
Following table presents all property editors in core that can be used with the mechanism of passing named properties. If you pass a property that is not supported in the editor (or if you pass wrong argument type) the custom parameter is ignored.
| Property type | Parameter name | Parameter type | Description |
|---|---|---|---|
| java.io.File | directories | Boolean | should directories be selectable as values for the property |
| files | Boolean | should files be selectable as values for the property | |
| filter | javax.swing.filechooser.FileFilter, java.io.FileFilter, java.io.FilenameFilter | the value can be of any of the supported types and represents filter for the file dialog | |
| currentDir | java.io.File | the dir that should be preselected when displaying the dialog | |
| baseDir | java.io.File |
an absolute directory which can be used as a base
against which relative filenames should be interpreted.
Incoming relative paths may be resolved against this
base directory when e.g. opening a file chooser,
as with the two-argument File constructors.
Outgoing paths which can be expressed relative to this
base directory may be relativized, according to the
discretion of the implementation; currently
files selected in the file chooser which are under the
base directory (including the base directory itself)
will be relativized, while others will be left
absolute. The empty abstract pathname
(new File(""))
is used to represent the base directory itself.
|
|
| java.lang.Object | superClass | java.lang.Class | Should contain superclass that the value in this property is allowed to be |
| nullValue | Boolean, String | Either Boolean.TRUE or a String, in such case the string represents human readable name of the null value | |
| node | org.openide.nodes.Node | A node to display as root of the custom editor | |
| lookup | org.openide.util.Lookup | A lookup to use to query for results. | |
| java.lang.String | instructions | String | Should contain localized instructions to the user, to be displayed in the String custom editor |
| nullValue | Boolean, String | Either Boolean.TRUE or a String, in such case the string represents human readable name of the null value | |
| oneline | Boolean | Instructs the property editor that the custom editor should present a one-line text control (JTextField or equivalent) rather than a multi-line text control (JTextArea or equivalent). | |
| suppressCustomEditor | Boolean | Instructs the property editor to suppress the custom editor button on the property sheet. | |
| htmlDisplayValue | String |
When it is set the property editor will use htmlDisplayValue as a
string to be shown to the user. Given HTML is interpreted as
described in
HtmlRenderer .
So it gives a possibility to show property values e.g. in red,
bold, ... font. Be aware that due to the performance reason, the
given html longer than 511 bytes will not be interpretted
as html.
See issue 44152 for details.
|
|
| java.lang.String[] | item.separator | String | Contains the separator that is used when composing individual
items into getAsText value and parse the text
when doing setAsText . Since version 5.7.
|
| java.lang.Integer and primitive integer | stringKeys | String[] | Should contain internationalized strings that should be used as tags in
a combo box. Number of elements must be >= 1. If this hint is
supplied, the hint intKeyValues must also be supplied
|
| intValues | int[] | The values the string keys correspond to. Must have the same number of elements as the string array | |
| codeValues | String[] | Values to use in getJavaInitializationString() in place
of hardcoding numbers (useful for constants) |
|
| java.lang.Boolean and primitive boolean | stringValues | String[] | Should contain an array of two internationalized strings to be used for user
displayable text for the boolean values, in the order
false, true - for example, new String[] {"off","on"} . |
These custom parameters affect the display provided by the core implementation. They can be used with any property, they are not bound to one editor.
| Affected part | Parameter name | Parameter type | Description |
|---|---|---|---|
| property sheet | inplaceEditor |
org.openide.explorer. propertysheet.InplaceEditor |
Allows a property editor to supply an instance of the
InplaceEditor class to be used inline in the property
sheet instead of the default inline editor. Note this
effect can be acheived globally for all properties of
a given type by writing an ExPropertyEditor implementation
that calls PropertyEnv.registerInplaceEditor
in its attachEnv() method, and registering that
property editor class using one of the mechanisms of
java.beans.PropertyEditorManager .
|
canEditAsText |
java.lang.Boolean |
useful especially when passing value Boolean.FALSE - in this
case disable the possibility of editing the the value as text
but allows getAsText to return non null. Also used by passing
Boolean.TRUE to indicate that a combo-box editor should allow
the user to type their own text into the combo box.
|
|
suppressCustomEditor |
java.lang.Boolean |
indicates that the property sheet/property panel should not display the custom editor button even if the property editor supports one. | |
postSetAction |
javax.swing.Action |
An action that should be run if, and only if, the user updates the value of the property (or reconfirms the existing value by an explicit gesture, such as pressing enter in the property sheet with an editor opened. This is useful for code which should, for example, scroll the editor to a specific position when the user sets a value, but must differentiate between the user setting the value and the value of the property being set programmatically. | |
initialEditValue |
java.lang.String |
A value that should be used as the initial value in a property
editor when the user first clicks it. Used, for example, by
the form editor to suggest a generated method name for an
event handler, but not display one when the properties are
simply painted - it should only appear when the user starts
editing. Applies to string and combo box inline editors. Note
that a Property supplying this should check to ensure it does
not already have a value that should be displayed - if the
property offers this value, it will always be preferred to the
property editor's value.
|
|
longerDisplayName |
java.lang.String |
title for the property sheet, must be passed to the bean descriptor (or node) | |
| nodeDescription | java.lang.String |
When it is set the property contains the text to be shown in the description area of the property sheet. Node.getShortDescription() is used when this property is not set. | |
| valueIcon | javax.swing.Icon |
An icon to be displayed in front of the property value. | |
| nameIcon | javax.swing.Icon |
An icon to be displayed in front of the property label. | |
| propertiesHelpID | java.lang.String |
Help ID for the property sheet window. | |
| custom property editor display | title |
java.lang.String |
title of the custom property dialog, must be passed to the
component itself; e.g. panel.putClientProperty("title", "New Custom Title")
|
helpID |
java.lang.String |
help ID in the custom property dialog |
These editors are in a private package outside of the
org.openide
hierarchy, so module authors should
not attempt to instantiate or otherwise customize them
directly. It is possible that NetBeans may decide to remove some
such editors if that is necessary for some reason; if this happens,
existing module code should not break (as there are no direct
references to the deleted classes), but rather properties of that
type will cease to be conveniently editable by the user (system
options will still be restored from disk correctly, however). If
this happens, the module author will need to provide an appropriate
editor for the module to be fully functional again.
A few of these editors are for classes in the Open API packages; in such cases, the documentation for the class in question may mention that there is a property editor available.
Also, the following Java platform classes currently have special NetBeans property editors which may be used via the default search path:
java.lang.Boolean
java.awt.Color
java.awt.Dimension
java.awt.Font
java.awt.Insets
java.lang.Integer
java.awt.Point
java.awt.Rectangle
java.io.File
java.lang.Class
java.lang.String
java.net.URL
java.util.Date
java.util.Properties
javax.swing.ListModel
javax.swing.table.TableModel
java.lang.Integer
Beware that some of these editors may not provide the ability to edit the full range of values of the corresponding data type, as they may be specialized for the NetBeans environment.
A number of other editors and property editor extensions are
available in the package
org.openide.explorer.propertysheet.editors
,
but these are all deprecated; modules are encouraged to
instead rely solely on the default editor search path, and to add needed configuration
parameters
to their
Node.Property
s
or
PropertyDescriptor
s
so as to be accessible from
PropertyEnv
as used by
smart
property editors.


| Product | Price | Quantity | Total |
|---|---|---|---|
|
Book Title
author name
|
$980.00
|
+
-
|
$980.00 |
|
Book Title
author name
|
$980.00
|
+
-
|
$980.00 |
|
Book Title
author name
|
$980.00
|
+
-
|
$980.00 |
|
Book Title
author name
|
$980.00
|
+
-
|
$980.00 |


Today's Opening Price: {{ todaysOpen ? (todaysOpen | currency) : "No information available" }}
Today's Low Price: {{ todaysLow ? (todaysLow | currency) : "No information available" }}
Today's High Price: {{ todaysHigh ? (todaysHigh | currency) : "No information available" }}


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Last update: 24.08.2021 00:30 CEST
Click nodes and edges for more details.
How does the network visualization work?
The graph is based on information about persons, institutions and their connections. For example, a connection might be "Jay Bhattacharya is a co-author of The Great Barrington Declaration" or "AIER received $68,100 from Charles Koch Foundation".
A physical simluation calculates positions of nodes and edges in the graph: All nodes repel each other, but the edges pull connected nodes back together.
What is this analysis able to deliver?
We speak of emergence if looking at a wider whole reveals insights we might not be able to see by just looking at each individual entity. The whole graph and its connections across nodes may reveal patterns otherwise unnoticed. This way the visualization might reveal insights into interconnections that contribute to desinformation spread related to COVID-19 in science communities, media and politics.
If you'd like to learn more about network analysis, here's a very brief list of related literature and projects:
- Analyzing Organizational Structures Using Social Network Analysis, Springer, 2009
- Social Network Analysis: A Handbook, SAGE, 2000
- Mark Lombardi: Global Networks, Drawing Center, 2003
- Social network analysis: An overview, WIREs, 2018
- Fraud Analytics Using Descriptive, Predictive, and Social Network Techniques, WILEY, 2015


A demonstration of what can be accomplished through CSS-based design.
by Dmitri Pisarev / @dimaip
PHP developer looking down on a frontender
A demonstration of what can be accomplished
through CSS-based design.
by Nicole Sullivan
Functional class names
Content-based class names
Presentational class names


Create and run a rudimentary Chaos Monkey that randomly terminates instances.
 IPADDRESS is the IP Address assigned to you when you launched the Jenkins stack.
Select the Configure link for the Jenkins job. View the job configuration.
View the Chaos Monkey code
Open the infrastructure destroyer Ruby file. You can find this file by visiting https://github.com/stelligent/devopsinthecloud/blob/master/chaos/infrastructure_destroyer.rb.
This script is configured in Jenkins to run every night.
Using the Ruby AWS SDK, it randomly terminates instances.
Be cautious in using this tool. You need an architecture designed to accommodate this kind of failure. This is only an example of one resource - EC2 instance. There are myriad combinations of havoc you can apply to your infrastructure.


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pain JFM fibromyalgia {border-style children Pain px;} #ffffff;} headache chronic comorbidity patients symptoms central migraine studies sensitization Headache Rheumatology adult sleep clinical study syndrome Tommaso onset px; {font-family age font-size juvenile years ./s--- adults affected criteria disorders double; features prevalence tenderness Eraso Juvenile border-color border-width characterized comorbid diagnosis pain, primary reported solid; syndrome, widespread {font-style {font-weight Assessment Clinical Fibromyalgia Kashikar-Zuck approach appropriate associated bold courier; developmental em; fibromyalgia: following frequent including mean pericranial population. pt;} related studied treatment young


> I am currently a full-time Software Engineer at Northrop Grumman (Mission Systems) 🚀
> I work at Space Park in sunny Redondo Beach, California 🌇
> I completed my Bachelor's of Science degree in Computing Science at the University of California, Santa Cruz 🎓
> I have previously interned at Northrop Grumman (Mission Systems) 🤖
> build things 💻
> valuate companies 📈
> work-out 🏋
> YouTube 🎥
> Instagram 📺
> volunteer ☮
> open-source and pro-bono opportunities 📂
> remote and small freelance opportunities ✈
SwiftySuncalc is a direct Swift port of the original suncalc.js microlibrary, as created by Vladimir Agafonkin (@mourner). Per the original suncalc project README,
SunCalc is a tiny BSD-licensed JavaScript library for calculating sun position, sunlight phases (times for sunrise, sunset, dusk, etc.), moon position and lunar phase for the given location and time, created by Vladimir Agafonkin (@mourner) as a part of the SunCalc.net project. Most calculations are based on the formulas given in the excellent Astronomy Answers articles about position of the sun and the planets. You can read about different twilight phases calculated by SunCalc in the Twilight article on Wikipedia.


PLANET SICK-BOY: http://www.sick-boy.com "We Put the SIN in Cinema"
Those hazy, crazy, lazy days of summer are sure taking their toll on Hollywood. Take a look at the stars they're slapping up on the screen. Just this month, we've already seen four wrinkled asses in Space Cowboys, four unhappily married comedians in The Original Kings of Comedy and a fifty-year-old rubber suit yanked out of the mothballs for an appearance in Godzilla 2000. Yup, that's right - the bright, powerful sun is actually aging Hollywood before our very eyes.
The latest offering of geriatric entertainment comes in the form of The Crew, a blandly entertaining tale of four New Jersey wiseguys enjoying their retirement in South Miami Beach. Over the years, they've gone from worrying about witnesses, snitches and moles, to making sure they show up on time for the early bird special. But The Crew isn't all bingo and bladder jokes – there's also an asinine story involving drug lords, crooked cops and family reunions.
More on that later. First let's meet the four geezers:
Joey "Bats" Pistella (Burt Reynolds, Mystery, Alaska) earned his nickname by maniacally wielding a baseball bat back in his Jersey heyday. Bats, who has eyebrows thicker and blacker than Star Jones, is currently between jobs, but has been fired from most of the Burger King restaurants in the greater Miami area.
Mike the Brick (Dan Hedaya, Shaft) never worried about the condition in which he left his victims in his previous line of work. But now the Brick (as in `dumb as a') fixes up the stiffs at a local mortuary. The Brick also keeps in touch with numerous retired mobsters from all over the country.
Bobby Bartellemeo (Richard Dreyfuss, Krippendorf's Tribe) doesn't have a cool nickname, but he gets to narrate the story. A Miami tour bus driver, Bobby longs to find the daughter he lost contact with when he was sent to the clink several years ago. Don't worry, Bobby. She'll be easy to find. There's only one female character in the film that comes close to being your daughter's age.
Tony "The Mouth" Donato (Seymour Cassel, Max's father from Rushmore) gives dancing lessons to the love-deprived senior citizens of South Miami Beach. Despite his nickname, the Mouth doesn't say much, except, as it turns out, after he has sex. Which is how the four codgers get into trouble.
After The Crew introduces its characters, the Mouth blabs to a prostitute about a phony hit he and his friends staged, and she blackmails the men to whack her mother-in-law. Like you'd expect, things spiral out of control and wind up in a madcap, shoot-‘em-up finale. The best moment of the film is a send-up of GoodFellas, where the four silver foxes are led through the kitchen of their favorite restaurant while they greet each cook and waiter with a smile and a nod. Nobody at my packed screening seemed to make the connection, but they all broke out in laughter and applause when the set piece reached its inevitable conclusion. Go figure.
The Crew was directed by Michael Dinner, a television director who hasn't helmed a feature film since 1988's Bobcat Goldthwait stinker Hot to Trot, which is widely regarded as on of the worst films of that decade. The mediocre script was penned by Barry Fanaro, who co-wrote the much funnier Farrelly brother's flick, Kingpin. In terms of gangster flicks, it rates somewhere between GoodFellas and the ill-advised spoof Mafia!, but that's kind of like saying a woman is less attractive than Charlize Theron, but better looking than Janet Reno. There's also a lot more nudity than you'd expect in a PG-13 film.
1:29 - PG-13 for brief nudity, sexual content, violence and language
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
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Related links: index of all rec.arts.movies.reviews reviews


first:Lather
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| Languages | Loved By |
|---|---|
| Rust | 78.9% |
| Kotlin | 75.1% |
| Python | 68.0% |
| TypeScript | 67.0% |
| Go | 65.6% |
| Swift | 65.1% |
| Javascript | 61.9% |
| C# | 60.4% |
| F# | 59.6% |
| Clojure | 59.6% |
Tell us which one do you love?
the 1st musketeer
The other day i was reminiscing about the time when i was completely engrossed and was having a hardtime trying to figure out ways to implement a computer bot capable of playing ping pong, that's when iacquainted myself with
machine learning. That's when i knew that this is what i want to do in life!
The 2nd musketeer
A Deep Learning Enthusiast in the final year of his Bachelor's of Computer Engineering degree at Visvesvaraya Technological University who is deeply passionate about problem-solving, programming and current technologies.
The 3rd musketeer
Fork our Repository and be one of the contributors.......


Three men arrested in Athlone in connection with death threats posted on social media
by NewstalkThree people have been arrested in the Athlone area in connection with death threats posted on social media.
Gardaí say they've been investigating a "number of threats to kill and cause serious harm to persons" made on social media in recent days.
Searches were carried out this morning in the Athlone area by officers looking for both the weapons shown in the online posts and the devices used to record the videos.
Several devices and weapons were seized during today's searches.
Three men - two aged in their 20s and one in his late 40s - were arrested during the course of the searches.
They're now being held at Mullingar and Athlone Garda Station under Section 4 of the Criminal Justice Act 1984.
Gardaí say they're liaising with the PSNI in connection with the arrests, as the videos may be connected to a recent serious assault in Co Fermanagh.
A 13-year-old girl was critically injured after a group of men entered a house in Lisnaskea armed with machetes on Saturday night.
A 41-year-old woman was also stabbed in the leg during the attack.
Police in the North have launched an attempted murder investigation.


Link
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language
Attachment
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lastUdpated
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lifeomic
com
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Range
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Tournaments
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{% if current_user() %}
New result
New tournament
Signed in as
{{ current_user().name }}
Your profile
Logout
{% else %}
Sign Up
Log In
{% endif %}
{% block content %}{% endblock %}


Team Buying Experience
Makes team collaboration in procurement possible
Project overview
The product
Guided Buying(GB) guides employees through the buying process
Guided Buying(GB) is a professional procurement platform for employees to buy materials and services and provides users guidance with policies and compliance through the experience.
GB's users include both professional and casual buyers. Professional buyers frequently buy for the company. Causal buyers buy occasionally.
The feature
Contribute to the same requisitions together with your team
Team Buying is a collaborative feature that allows multiple users to work on the same requisition. Now, buyers can create a team of experts in different fields and assign roles to each team member, and everyone will have access and pool their knowledge to the same requisitions.
The values the feature brings to the customers are not limited to these three:
Increase efficiency - break the silos and no more work in shifts;
Reduce extra cost - eliminate the cost of the central team to take over requisitions when someone is on leave;
Add transparency - have the viewer monitor the progress and compliance.
My role
As the sole designer, I designed the end-to-end experience from creation and management to buying and receiving. I collaborated with the researcher to define questions and analyze findings, PMs on project scope and requirements, visual designer to create new components, and engineers to tackle technical challenges.
Research methods
Check out the findings & requirements and the user journey map.
Customer workshop
Survey
Competitive analysis
User stories
Information architecture
User journey map
Initial design
The challenge & my approach
Design a framework, not a temporary solution
The main challenges we had were the timeframe and dependencies. We only had one month for this. Each user could only have one team.
Every employee can only own one team and shop with this team, restricted by GB's dependence on its engine - P2P(Procure-to-Pay)
So my approaches due to the constraints were: first, start simple, focus on two main user stories and critical stages; and the second was system thinking, which makes the components reusable.
User stories
A simple story - team owner creates a requisition, and team members join & edit the requisition
The original project scope was to only focus on the buying and receiving experience. We collected the user needs from the customer workshops and surveys and created the following four user stories around the main stages.
"As a team owner, I'm able to start a requisition with my team from the beginning."
"As a team owner, I'm able to change the settings in a later process, as the checkout."
"As a team member, I should be notified when the team I'm part of starts a new requisition."
"As a team member, I should be able to join the team requisitions and edit it."
The Design
Team owner starts a team buying request, checkout and receive the items
In this section, you can see the critical screens of each stage in the flow. And on the left side is the highlighted actionable widgets.
In the team owner's flow, there are 5 main stages:
1. request on behalf of from homepage -> 2. select the team and start shopping -> 3. shop items -> 4. save or checkout items -> 5. receive items
Team members receive notifications, join and edit the requisition
In the team members' flow, there are 5 main stages:
1. receive in-app notification -> 2. redirected to choose the team requisitions -> 3. join and view -> 4. edit and submit -> 5. receive items
New scope
Turn constraints into opportunities
While the initial design was going on, we sent out surveys to customers and did the competitive analysis. According to the results, we decided to give the project more time, expand the scope, and flesh out the full feature to be more powerful.
1
- Due to the dependency on P2P, each user could only own one team. Localize the team management would empower users to have more control and flexibility.
2
- According to the survey, 69% of users think teams should be predefined by the company. And 71% of users saw this feature as a means of adding transparency.
3
- SAP Fiori team is revamping the whole style guide. It's an excellent opportunity to collaborate with them and bring more modern components into the system.
Design evolution
In this section, you can see the User stories, the User Journey Map and the wireframing for critical screens. Then I showcase the iterations of 7 critical features and their supporting findings. You can view all the clickable prototypes in the Invision link too.
Invision Prototype
User roles and what they can do
Check out detailed user stories
Feature 1.
End-users manage their teams in a hierarchical structure.
Most users wouldn't own more than 10 teams but can belong to as many as 30 teams.
The iterations of feature 1 to feature 4 demonstrate the flow from end-user creating a team to buying with a team and the final checkout. This scenario work for both professional and casual buyers.
Invision Prototype
Feature 2.
End-user creates teams in 2 steps
Break down the creation process into tasks in each step makes the management flexible and possible for different roles.
Feature 3.
Start shopping with a team in 2 steps
57% of customers would like to turn on team buying from the start.
Feature 4.
Change the settings on the checkout page
60% would change the settings(turn on/off team buying, change teams) in the later process.
Information architecture
Feature 5.
Admin manages teams in a functional and modern looking table
90% of users need to buy with teams that are predefined by the company.
The iterations of features 5 and 6 demonstrate the flows of admin creating a team and managing the teams. This was designed for professional buyers.
Invision Prototype
Initial design
✘ The open drawer made team members hidden and wasted a lot of space;
✘ All action items are hidden in dropdowns.
Final design
✔ Support bulk actions;
✔ Use the side panel to show more team information without losing context;
✔ Lay out actions and place them to the directly associated content.
Feature 6.
Admin creates teams in 2 methods
The primary method for the admin to configure GB is by uploading CSV files. We also want to provide the flexibility to edit through the UI.
Final design
✔ Move all the actions on the team management page;
✔ Admin can create a team either by uploading CSV file or through UI;
✔ Break down the creation process into 2 steps, which gives more flexibility for separative edits and could be reusable for end-user management based on roles.
Create teams by uploading CSV files
Create a team through UI
Feature 7.
Automatic team buying for professional buyers and default team concept
It's a special use case from some clients where their employees purchase with teams 95% of the time.
The iteration of features 7 demonstrates the flow of how to turn on Automatic team buying when there is no default team. This was designed for professional buyers.
Invision Prototype
Initial design
✘ Introduce the automatic TB in the first-day-experience modal, which was very interruptive and made other clients who have no such use case confused;
✘ The edit was in a modal and hidden in the gear icon, which added an extra click.
Introduction modal
Automatic TB settings modal on the team management page
✘ According to the follow-up survey, "71% of users indicate they would add items upon request creation", making the fields unnecessary.
Turn on Automatic TB on the Homepage
Final design
✔ Users can set their default team in 3 methods.
✔ Use a toggle button on the management page instead of a radio button in a modal, making the experience less interruptive and more intuitive;
✔ Once it's turned on, the contextual banner would stick to the top once the user logs in. No extra click is needed.
✔ Have a tooltip for the quick view of team members.
Turn on auto TB when there is no default team
Log in with the Team Buying on
Reflection
The impact
This feature introduced the first "team" feature into GB, which reduces the redundancies and workarounds, and boosts efficiency, and adds transparency to the requisition process. For the feature itself, Team Buying minimizes the cost of customers hiring experts to only focus on requisitions for the teams and makes it available to any employees with specific access. At the same time, the feature can rollout to be a future team concept framework, being built into chat, procurement workspace, on behalf of, delegation, etc. And this is only the first step.
The challenge
Firstly, understanding pain points without direct access to end-users is always the hardest for 2B products. Secondly, technical dependencies are a unique challenge for GB. The limitations of P2P and Sourcing engines restrict what GB could achieve and build. However, we maximized and grew this feature with the best we could as a team. We hosted CEI workshops, conducted surveys, etc., trying to understand the real problems. And at the same time, we made many innovative changes that could potentially influence the future roadmap.


Name:
Species: ${character.Species.Description} (${character.SpeciesRoll})
Class: ${character.Class.Description} ${character.CareerRoll}
Career: ${character.Career.Description}
Career Level: ${character.Career.Level}
Career Path: ${character.Career.CareerPath}
Status: ${character.Career.Status}
Fate
| Fate |
${character.Fate} |
| Fortune |
${character.Fortune} |
Resilience
| Resilience |
Resolve |
Motivation |
| ${character.Resilience} |
${character.Resolve} |
|
Experience
| Current |
Spent |
Total |
| ${character.CurrentExperience} |
${character.SpentExperience} |
${character.Experience} |
Movement
| Movement |
${character.Movement} |
Walk |
${character.Movement * 2} |
Run |
${character.Movement * 4} |
|
Name
|
Characteristic
|
Adv
|
Skill
|
|
${skill.Description} |
${skill.CharacteristicType} |
${character.getCharacteristicScore(skill.CharacteristicType)} |
${skill.Advances > 0 ? skill.Advances :
''} |
${character.getSkillLevel(skill)} |
|
Name
|
Characteristic
|
Adv
|
Skill
|
|
${skill.Description}
|
${skill.CharacteristicType} |
${character.getCharacteristicScore(skill.CharacteristicType)} |
${skill.Advances > 0 ? skill.Advances :
''}
|
${character.getSkillLevel(skill)} |


This is a live demo of my Angular 2.0 sample components.
I hope you find some of these demos useful and educational. Stay tuned for more progress soon. Don't hesitate to tweet me at @helgevold with suggestions for more components.


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Overview
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Bouncy Castle Cryptography Library 1.52
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Hierarchy For Package org.bouncycastle.cms.jcajce
Package Hierarchies:
All Packages
Class Hierarchy
java.lang.Object
org.bouncycastle.cms.jcajce.
EnvelopedDataHelper
org.bouncycastle.cms.jcajce.
JcaSelectorConverter
org.bouncycastle.cms.jcajce.
JcaSignerInfoGeneratorBuilder
org.bouncycastle.cms.jcajce.
JcaSignerInfoVerifierBuilder
org.bouncycastle.cms.jcajce.
JcaSimpleSignerInfoGeneratorBuilder
org.bouncycastle.cms.jcajce.
JcaSimpleSignerInfoVerifierBuilder
org.bouncycastle.cert.selector.jcajce.
JcaX509CertSelectorConverter
org.bouncycastle.cms.jcajce.
JcaX509CertSelectorConverter
org.bouncycastle.cms.jcajce.
JceAlgorithmIdentifierConverter
org.bouncycastle.cms.jcajce.
JceCMSContentEncryptorBuilder
org.bouncycastle.cms.jcajce.
JceCMSMacCalculatorBuilder
org.bouncycastle.cms.jcajce.
JceKEKRecipient
(implements org.bouncycastle.cms.
KEKRecipient
)
org.bouncycastle.cms.jcajce.
JceKEKAuthenticatedRecipient
org.bouncycastle.cms.jcajce.
JceKEKEnvelopedRecipient
org.bouncycastle.cms.jcajce.
JceKeyAgreeRecipient
(implements org.bouncycastle.cms.
KeyAgreeRecipient
)
org.bouncycastle.cms.jcajce.
JceKeyAgreeAuthenticatedRecipient
org.bouncycastle.cms.jcajce.
JceKeyAgreeEnvelopedRecipient
org.bouncycastle.cms.jcajce.
JceKeyTransRecipient
(implements org.bouncycastle.cms.
KeyTransRecipient
)
org.bouncycastle.cms.jcajce.
JceKeyTransAuthenticatedRecipient
org.bouncycastle.cms.jcajce.
JceKeyTransEnvelopedRecipient
org.bouncycastle.cms.jcajce.
JcePasswordRecipient
(implements org.bouncycastle.cms.
PasswordRecipient
)
org.bouncycastle.cms.jcajce.
JcePasswordAuthenticatedRecipient
org.bouncycastle.cms.jcajce.
JcePasswordEnvelopedRecipient
org.bouncycastle.cms.
KEKRecipientInfoGenerator
(implements org.bouncycastle.cms.
RecipientInfoGenerator
)
org.bouncycastle.cms.jcajce.
JceKEKRecipientInfoGenerator
org.bouncycastle.cms.
KeyAgreeRecipientInfoGenerator
(implements org.bouncycastle.cms.
RecipientInfoGenerator
)
org.bouncycastle.cms.jcajce.
JceKeyAgreeRecipientInfoGenerator
org.bouncycastle.cms.
KeyTransRecipientInfoGenerator
(implements org.bouncycastle.cms.
RecipientInfoGenerator
)
org.bouncycastle.cms.jcajce.
JceKeyTransRecipientInfoGenerator
org.bouncycastle.cms.
PasswordRecipientInfoGenerator
(implements org.bouncycastle.cms.
RecipientInfoGenerator
)
org.bouncycastle.cms.jcajce.
JcePasswordRecipientInfoGenerator
org.bouncycastle.cms.
RecipientId
(implements org.bouncycastle.util.Selector<T>)
org.bouncycastle.cms.
KeyAgreeRecipientId
org.bouncycastle.cms.jcajce.
JceKeyAgreeRecipientId
org.bouncycastle.cms.
KeyTransRecipientId
org.bouncycastle.cms.jcajce.
JceKeyTransRecipientId
org.bouncycastle.cms.
SignerId
(implements org.bouncycastle.util.Selector<T>)
org.bouncycastle.cms.jcajce.
JcaSignerId
org.bouncycastle.cms.jcajce.
ZlibCompressor
(implements org.bouncycastle.operator.
OutputCompressor
)
org.bouncycastle.cms.jcajce.
ZlibExpanderProvider
(implements org.bouncycastle.operator.
InputExpanderProvider
)
Interface Hierarchy
org.bouncycastle.jcajce.util.JcaJceHelper
org.bouncycastle.cms.jcajce.
JcaJceExtHelper
Overview
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Tree
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Bouncy Castle Cryptography Library 1.52
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Quark Expeditions is uncompromisingly polar, specializing in expeditions to Antarctica and the Arctic. With a diverse fleet of specially-equipped small expedition vessels and icebreakers, we offer travelers unparalleled access to the most remote places on earth.
- Coordinate permits with the applicable government agencies and travel associations for Arctic and Antarctic travel.
- Operationalize onboard education programming and bring consistency to programming across voyages.
- Execute four pillar sustainability strategy "Our Polar Promise."
- Engage with polar communities for guest visits and community development programs.


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Level of confidence that token is an accurately-transcribed word
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Plugin Information |
|---|
View Skytap Cloud CI on the plugin site for more information. |
The current version of this plugin may not be safe to use. Please review the following warnings before use:
Older versions of this plugin may not be safe to use. Please review the following warnings before using an older version:
Sections in this document:
Introduction
The Skytap Cloud CI Plugin for Jenkins allows you to create and configure Skytap Cloud environments as part of your Jenkins-based continuous integration workflow.
In a matter of minutes, you can create a Skytap virtual environment from a golden template and then use that environment to develop your application or run test passes for unit testing, functional testing, integration testing, stress/performance testing or user acceptance testing. All of the VM and network settings are saved with the template, so once you've created an environment, the network is already set up and you're ready to go.
With Skytap Cloud CI Plugin for Jenkins, you can add the following actions to your Jenkins build steps:
- Add Environment to Project
- Add Template to Project
- Change Environment State
- Connect to Network in another Environment (ICNR)
- Connect to VPN Tunnel
- Create Environment from Template
- Create Sharing Portal
- Create Published Service
- Create Template from Environment
- Delete Environment
- List Sharing Portal for Environment
- List VM Published Service
- Merge Template into Environment
Before You Begin
To use the Skytap Cloud CI Plugin for Jenkins, you must have a Skytap account.
If you do not have a Skytap account, you can sign up for a demo account at http://www.skytap.com/
Step 1: Installing the Skytap Cloud CI Plugin for Jenkins
You can install the plugin from the Jenkins web UI, or you can download the plugin from the plugin repository.
Option 1:
To install the plugin from the Jenkins Web UI:
- Navigate to the Jenkins Manage Plugins page.
- Select the Available tab and filter for “Skytap”
- Select the “Install” checkbox next to “Skytap Cloud CI Plugin for Jenkins.”
- Click Download now and install after restart.
Option 2:
To install the plugin from the Jenkins plugin repository:
- Download the "skytap.hpi" plugin file from the Jenkins plugin repository.
- Navigate to the Jenkins Manage Plugins page.
- Select the Advanced tab.
- From the “Upload Plugin” section, click Choose File.
- Navigate to the downloaded plugin file (skytap.hpi) and select it.
- Click Upload.
- After the plugin is uploaded, restart Jenkins by navigating to http://_your-jenkins-server_/jenkins/restart
- Click Yes to confirm.
Step 2: Configuring the Plugin
To configure the plugin, you will need to enter to your Skytap credentials. Optionally, you can also enable verbose logging.
- To enter your Skytap credentials:## Navigate to the configuration page for your Jenkins build project.## Under Build Environment, enter your Skytap User ID and API security token.
NOTE: You can retrieve your user ID (user name) and API security token from your Skytap account settings page (https://cloud.skytap.com/account). If you do not have an API security token listed, use the instructions at http://help.skytap.com/#Access_Policy.html to enable API security tokens in your account. - To enable verbose logging for Skytap actions:## Navigate to Manage Jenkins > Configure System.
## In the Skytap Cloud Plugin settings, select Enable Console Logging of Skytap Actions.
Logs will be sent to the Jenkins Project build console.
Step 3: Adding Skytap Actions to Your Build Steps
Once the plugin is installed and configured, you can add Skytap actions to your Jenkins build steps:
- Navigate to the Jenkins Project Configuration screen.
- From the Add build step dropdown menu, select Execute Skytap Action.
- Select an available action:
- Enter any required parameters. For a description of each action and the required parameters, see the sections below.
Reference: Skytap Actions and Required Parameters
NOTE: If you see different action names, please update the Skytap Cloud CI Plugin to the latest version.
Add Environment to Project
This action adds a Skytap environment to a Skytap project.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap Environment ID (an integer), if one is known. |
Project ID or Project Name |
Enter a Skytap project ID (an integer) or a Skytap project name. The project must already exist and be accessible from your Skytap account. |
Add Template to Project
This action adds a Skytap template to a Skytap project.
Required Parameters |
Description |
|---|---|
Template ID or Template File |
Enter a Skytap template ID (an integer), if one is known. |
Project ID or Project Name |
Enter a Skytap project ID (an integer) or a Skytap project name. The project must already exist and be accessible from your Skytap account. |
Change Environment State
This action will run, suspend, or shut down a Skytap environment.
Parameters |
Description |
|---|---|
Action (Required) |
Select "Run Environment", "Suspend Environment", or "Shutdown Environment" |
Power off VM if shutdown fails (Optional) |
If this option is checked, Skytap will forcibly power off any VMs that do not shut down within 5 minutes. |
Environment ID or Environment File (Required) |
Enter a Skytap environment ID (an integer), if one is known. |
Connect to Network in another Environment (ICNR)
This action connects two networks in different Skytap environments. The networks must already be configured to allow an Inter-Configuration Network Routing (ICNR) connection to occur.
Required Parameters |
Description |
|---|---|
Source Environment ID or Source Environment Data File |
Enter a Skytap environment ID (an integer), if one is known. |
Source Network Name |
Enter the name of the network in the source environment. |
Target Environment ID or Target EnvironmentData File |
Enter a Skytap environment ID (an integer), if one is known. |
Target Network Name |
Enter the name of the network in the target environment. This network must be visible to other networks. |
NOTE: If there is more than one network in the environment with the specified name (not recommended), the plugin will use the first network encountered in the metadata associated with the environment.
Connect to VPN Tunnel
This action will connect a Skytap environment to a Skytap VPN.
Required Parameters |
Description |
|---|---|
Environment ID or EnvironmentFile) |
Enter a Skytap environment ID (an integer), if one is known. |
Environment Network Name |
Enter the name of the network in the Skytap environment. |
VPN ID |
Enter the Skytap VPN ID (an integer). |
Create Environment from Template
This action creates a Skytap environment from a Skytap template.
Required Parameters |
Description |
|---|---|
Template ID or Template File |
Enter a Skytap template ID (an integer), if one is known. |
Environment Name |
Enter a name for the new environment. |
Environment Data Save File |
Enter a name for the output file (for example, env.json). The plugin will create the output file and populate it with Skytap environment metadata in JSON format. The metadata includes the Skytap environment ID and other information about the environment. This file can be used in Skytap actions that require a Skytap environment ID or other environment metadata. |
Create Sharing Portal
This action creates a Sharing Portal for a Skytap environment.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
URL Save Filename |
Enter a name for the output file (for example, puburl.txt). The plugin will create the output file and populate it with the sharing portal's address. |
Select Permissions |
Select a permission level for VMs in the sharing portal. For more information about permissions, see the Skytap Help Documentation. |
Require Password for Access |
If checked, enter a password to restrict access to the sharing portal. |
Create Published Service
This action creates a Published Service port opening on a VM's network adapter. This is commonly used to open RDP or SSH access to a VM.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
VM ID or VM Name |
Enter the ID or name of the virtual machine you want to attach the published service to. Note: If the environment has more than one VM with the same name, the first VM in the Skytap environment metadata definition will be selected. |
Network Name |
Enter the name of the network you want to attach the published service to. |
Port Number |
Enter the port number you want to connect the published service to (for example, 3389 for RDP access). |
Published Service Save Filename |
Enter a name for the output file (for example, pubservice.txt). The plugin will create the output file and populate it with the “public-URL:port-number”. |
Create Template from Environment
This action creates a Skytap template from a Skytap environment.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
Template Name |
Enter a name for the new template. |
Template Data Save File |
Enter a name for the output file (for example, template.json). The plugin will create the output file and populate it with Skytap template metadata in JSON format. The metadata includes the Skytap template ID and other information about the template. This file can be used in Skytap actions that require a Skytap template ID or other template metadata. |
Delete Environment
This action deletes a Skytap environment.
Required Parameter |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
List Sharing Portal for Environment
This action returns the address for an existing sharing portal in a Skytap environment.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
Sharing Portal Name |
Enter the name of the desired sharing portal. |
Sharing Portal Save Filename |
Enter a name for the output file (for example, puburl.txt). The plugin will populate this file with the sharing portal's address. |
List VM Published Service
This action returns the "public-URL:port-number" for an existing published service in a Skytap environment.
Required Parameters |
Description |
|---|---|
Environment ID or Environment File |
Enter a Skytap environment ID (an integer), if one is known. |
VM ID or VM Name |
Enter the ID or name of the virtual machine the published service is attached to. |
Network Name |
Enter the name of the network the published service is attached to. |
Port Number |
Enter the port number the published service is attached to (for example, 3389 for RDP access). |
Published Service Save Filename |
Enter a name for the output file (for example, pubservice.txt). The plugin will create and populate this file with the "public-URL:port-number." |
Merge Template into Environment
This action will copy VMs from a Skytap template into a Skytap environment.
Parameters |
Description |
|---|---|
Environment ID or Environment File (Required) |
Enter a Skytap environment ID (an integer), if one is known. |
Template ID or Template File (Required) |
Enter a Skytap template ID (an integer), if one is known. |
Environment Data Save File (Optional) |
To create a new Environment Data Save File with updated environment metadata, enter a new file name (updatedenv.json). This file can be used in actions that require a Skytap environment ID or other environment metadata. |
Attachments:
JW2.jpg (image/jpeg)
JW3.jpg (image/jpeg)
JW4.jpg (image/jpeg)
JW5.jpg (image/jpeg)
JW6.jpg (image/jpeg)
JW6.jpg.png (image/png)
JW6.jpg (image/jpeg)
JW7.jpg (image/jpeg)
JW8.jpg (image/jpeg)
JW9.jpg (image/jpeg)
JW10.jpg (image/jpeg)
JW11.jpg (image/jpeg)
JW12.jpg (image/jpeg)
JW13.jpg (image/jpeg)
JW14.jpg (image/jpeg)
JW15.jpg (image/jpeg)
JW16.jpg (image/jpeg)
JW17.jpg (image/jpeg)
JW18.jpg (image/jpeg)
JW19.jpg (image/jpeg)
JW20.jpg (image/jpeg)
JW21.jpg (image/jpeg)
JW22.jpg (image/jpeg)
JW23.jpg (image/jpeg)
jauth.jpg (image/jpeg)
logging.jpg (image/jpeg)
sysconfig.jpg (image/jpeg)
add-template-to-proj.jpg (image/jpeg)
create-config.jpg (image/jpeg)
create-pub-svc.jpg (image/jpeg)
merge-template.jpg (image/jpeg)
list-pub-svc.jpg (image/jpeg)
list-pub-url.jpg (image/jpeg)
dropdown-list.jpg (image/jpeg)
available.jpg (image/jpeg)
skytap-action-menu.jpg (image/jpeg)
published-url.jpg (image/jpeg)
mergeconfig.jpg (image/jpeg)
mergeconfig.jpg (image/jpeg)
manage-plugins-2.jpg (image/jpeg)
manage-plugins-2.jpg (image/jpeg)
manage-plugins-2.jpg (image/jpeg)
merge-temp-env.png (image/png)
merge-temp-env.png (image/png)
merge-temp-env.png (image/png)
merge-temp-into-env.png (image/png)
list-env-sharport.png (image/png)
delete-env.png (image/png)
create-template-from-env.png (image/png)
create-sharing-portal.png (image/png)
create-env-from-template.png (image/png)
icnr.png (image/png)
change-env-state.png (image/png)
add-env-to-project.png (image/png)
all-actions.png (image/png)
add-template-project.png (image/png)
connect-vpn.png (image/png)
create-pub-service.png (image/png)
list-pub-service.png (image/png)


Delineating the Class Block
Braces contain the class block. A class is composed of variables and methods. The variables and methods that are contained by the braces corresponding to the class statement define the class. A programmer must ensure these braces match exactly or strange compiler and runtime errors can result. Many errors in students' programs are caused by not matching braces correctly.


Maximum Fun
Phase One
Heading 1
Heading 2
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Body copy, subtitles, and buttons are in Poppins. Don’t be put off by the Body Snatcher-esque name — podcasts are pretty much just radio shows for the 21st century. Podcasts are audio programs you can download and listen to whenever you want on basically any internet-enabled device manufactured since 2007.
Maximum Fun has been in the podcast biz since 2004, and we pride ourselves on creating and distributing content for everyone who appreciates comedy, culture, or a mish-mash of both. If you’re wondering where to get started, take a peek at our list of shows; you can narrow the selection by tags. If you find a description that catches your interest, check out the show’s page. We give you a suggestion for the best episode to try, or you can stream the most recent episode.


S
E
Qu
-
R
Am
A
"Holden Caufield Catcher in the Rye"
has
125
results in
6.675
seconds from
25
sites.
0
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SEQu-RAmA Results 0...9
#0
Index
[~]
http://www.shmoop.com/catcher-in-the-rye/holden-caulfie ...
Ask
[?]
Start
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#1
Index
[~]
https://schoolworkhelper.net/the-catcher-in-the-rye-hol ...
Ask
[?]
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Next
#2
Index
[~]
http://www.sparknotes.com/lit/catcher/characters.html
Ask
[?]
Start
Next
#3
Index
[~]
https://www.cliffsnotes.com/literature/c/the-catcher-in ...
Ask
[?]
Start
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#4
Index
[~]
https://en.wikipedia.org/wiki/Holden_Caulfield
Ask
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#5
Index
[~]
https://www.youtube.com/watch?v=R66eQLLOins
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#6
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[~]
http://study.com/academy/lesson/holden-caulfield-in-cat ...
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[~]
https://www.washingtonpost.com/lifestyle/style/jd-salin ...
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#8
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[~]
http://www.newyorker.com/magazine/2001/10/01/holden-at-fifty
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#9
Index
[~]
http://bigthink.com/book-think/is-holden-caulfield-obnoxious
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SEQu-RAmA Results 10...19
#10
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[~]
http://www.catholiceducation.org/en/culture/art/my-beef ...
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#11
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[~]
https://eng4u-fraser.wikispaces.com/Catcher+In+The+Rye+ ...
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#12
Index
[~]
http://www.esquire.com/entertainment/a38173/holden-caul ...
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#13
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[~]
https://en.wikipedia.org/wiki/Holden_Caulfield#Caulfiel ...
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#14
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[~]
https://en.wikipedia.org/wiki/Holden_Caulfield#In_other ...
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#15
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[~]
https://en.wikipedia.org/wiki/Holden_Caulfield#Appearan ...
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#16
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[~]
https://en.wikipedia.org/wiki/The_Catcher_in_the_Rye
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#17
Index
[~]
http://www.npr.org/2008/01/20/18225406/holden-caulfield ...
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#18
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[~]
http://www.sparknotes.com/lit/catcher/character/holden- ...
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#19
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[~]
https://www.amazon.com/Catcher-Rye-J-D-Salinger/dp/0316 ...
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SEQu-RAmA Results 20...29
#20
Index
[~]
http://www.litcharts.com/lit/the-catcher-in-the-rye/cha ...
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#21
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[~]
http://www.youtube.com/watch?v=R66eQLLOins
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#22
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[~]
http://www.nytimes.com/2009/06/21/weekinreview/21schues ...
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#23
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[~]
https://www.enotes.com/homework-help/catcher-rye-what-s ...
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#24
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[~]
http://www.e-scoala.ro/referate/engleza_catcher_in_the_ ...
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#25
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[~]
https://www.cliffsnotes.com/literature/c/the-catcher-in ...
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#26
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[~]
https://www.theguardian.com/books/2015/feb/02/100-best- ...
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#27
Index
[~]
http://www.softschools.com/literature/summary/the_catch ...
MetagerDE
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#28
Index
[~]
https://www.barnesandnoble.com/w/catcher-in-the-rye-j-d ...
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#29
Index
[~]
https://www.enotes.com/homework-help/catcher-rye-holden ...
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SEQu-RAmA Results 30...39
#30
Index
[~]
https://www.goodreads.com/work/quotes/3036731-the-catch ...
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#31
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[~]
http://www.shmoop.com/catcher-in-the-rye/holden-caulfie ...
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#32
Index
[~]
https://blablawriting.com/holden-caulfield-the-catcher- ...
Bing
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#33
Index
[~]
https://www.netessays.net/viewpaper/130552.html
Bing
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#34
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[~]
http://www.newyorker.com/news/hendrik-hertzberg/free-ho ...
Bing
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#35
Index
[~]
https://eng4u-fraser.wikispaces.com/Catcher In The Rye ...
Bing
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#36
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[~]
http://www.schreiben10.com/referate/Englisch/16/Catcher ...
Exalead
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#37
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[~]
http://www.planetpapers.com/free-term-paper/A-Psycholog ...
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#38
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[~]
http://forum.kungfumagazine.com/forum/showthread.php?t=18779
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#39
Index
[~]
http://tribolum.com/archives/2000/11/the-catcher-in.php
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SEQu-RAmA Results 40...49
#40
Index
[~]
http://westerncanon.com/cgibin/lecture/JDSalingerhall/c ...
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#41
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[~]
http://www.bookwormroom.com/tag/holden-caufield/
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#42
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http://www.echeat.com/professional-essays/Adolescent-Ps ...
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#43
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http://www.realmagick.com/the-catcher-in-the-rye-contro ...
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#44
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[~]
http://www.fullcontactpoker.com/poker-forum/index.php?s ...
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#45
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[~]
http://s3.invisionfree.com/Cryptic_Silence/ar/t420.htm
Exalead
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#46
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[~]
http://www.sparknotes.com/lit/catcher/section6.rhtml
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#47
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http://eng4u-fraser.wikispaces.com/Catcher In The Rye - ...
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#48
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[~]
http://www.cherriedesignz.com/english-holden-caufield/
MetagerDE
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#49
Index
[~]
http://www.gradesaver.com/the-catcher-in-the-rye/study- ...
MetagerDE
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SEQu-RAmA Results 50...59
#50
Index
[~]
http://www.stepbystep.com/The-Catcher-in-the-Rye-152862/
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#51
Index
[~]
http://www.softschools.com/literature/summary/the_catch ...
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#52
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https://noveljourneys.wordpress.com/2012/07/07/review-t ...
MetagerDE
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#53
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[~]
http://www.popmatters.com/post/120695-the-catcher-in-th ...
MetagerDE
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#54
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[~]
http://www.softschools.com/literature/summary/the_catch ...
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#55
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[~]
http://hdl.handle.net/10504/50119
MetagerDE
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#56
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[~]
http://epiphany.ius.edu.ba/index.php/epiphany/article/v ...
MetagerDE
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#57
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[~]
https://doaj.org/article/5e85059a4983496fbe77b4f7993b4de3
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#58
Index
[~]
http://baseball.wikia.com/wiki/J._D._Salinger
MetagerDE
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#59
Index
[~]
http://www.cherriedesignz.com/catcher-in-the-rye-holden ...
MetagerDE
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SEQu-RAmA Results 60...69
#60
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[~]
http://en.uncyclopedia.co/wiki/The_Abridged_Reader' ...
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[~]
https://api.smartredirect.de/api_v2/ClickGate.php?p=mGr ...
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#62
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[~]
http://feeds.mashable.com/~r/Mashable/~3/Eo7-KQDfnQA/
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#63
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[~]
https://api.smartredirect.de/api_v2/ClickGate.php?p=mGr ...
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#64
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[~]
http://www.writework.com/essay/holden-caulfield-catcher ...
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#65
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[~]
http://www.brighthubeducation.com/high-school-english-l ...
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#66
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[~]
http://www.markedbyteachers.com/international-baccalaur ...
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#67
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[~]
https://www.pinterest.com/lisaets/the-catcher-in-the-rye/
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#68
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[~]
https://manyessays.com/essay/catcher-in-the-rye-holden- ...
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#69
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[~]
http://the-catcher-in-the-rye.wikispaces.com/Holden
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SEQu-RAmA Results 70...79
#70
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http://www.gradesaver.com/the-catcher-in-the-rye/study- ...
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#71
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http://www.docin.com/p-88818757.html
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#72
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[~]
http://www.softschools.com/literature/summary/the_catch ...
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#73
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[~]
http://www.songfacts.com/detail.php?id=5164
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#74
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[~]
http://digg.com/2016/candidate-in-the-rye-trump
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#75
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https://nerdfighteria.info/v/LI1CusL7Ceo/
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#76
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http://www.huffingtonpost.com/pia-de-jong/where-holden- ...
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#77
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[~]
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1. ...
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#78
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[~]
http://www.newsweek.com/jd-salingers-influence-70857
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#79
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[~]
http://catcherculturalicon.weebly.com/holden-caulfieldj ...
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SEQu-RAmA Results 80...89
#80
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http://edition.cnn.com/2009/SHOWBIZ/books/06/03/salinge ...
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#81
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http://marginalrevolution.com/marginalrevolution/2014/0 ...
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http://blog.daum.net/happyepiphany/7387851
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http://tattoolit.com/post/108351426595
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#84
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http://www.cliffsnotes.com/literature/c/the-catcher-in- ...
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#85
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http://www.shmoop.com/catcher-in-the-rye/holden-caulfie ...
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#86
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http://www.amazon.co.uk/Catcher-Rye-J-D-Salinger/dp/024 ...
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#87
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http://en.wikipedia.org/wiki/The_Catcher_in_the_Rye
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#88
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http://en.wikipedia.org/wiki/Holden_Caulfield
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#89
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https://madbibliophile.wordpress.com/2009/11/04/review- ...
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SEQu-RAmA Results 90...99
#90
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http://www.ko.whatthebook.com/book/9780826491329
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http://kyobobook.co.kr/product/detailViewEng.laf?ejkGb= ...
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http://freud.or.kr/journal/view.php?number=209&year=200 ...
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https://litnorteamericanaffyl.wordpress.com/2010/04/29/ ...
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http://jypstore.interpark.com/product/BookDisplay.do?_m ...
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http://share.ewha.ac.kr/content/?p=000000034844
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http://m.dl.jbnu.ac.kr/search/detail/CATTOT000000476050 ...
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http://libapi.dgist.ac.kr/thoth/material/view?classNos= ...
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https://atomicpoet.wordpress.com/2012/01/31/is-catcher- ...
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#99
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http://www.nytimes.com/interactive/2010/01/28/nyregion/ ...
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SEQu-RAmA Results 100...109
#100
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http://www.123helpme.com/view.asp?id=101108
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#101
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https://www.quora.com/The-Catcher-in-the-Rye-1951-book- ...
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#102
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https://adamcap.com/schoolwork/catcher-in-the-rye-essay ...
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#103
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https://www.goodreads.com/quotes/tag/holden-caulfield
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#104
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http://blog.oxforddictionaries.com/2013/07/catcher-in-t ...
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#105
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https://www.enotes.com/homework-help/where-holden-caulf ...
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#106
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http://deadline.com/2017/07/rebel-in-the-rye-trailer-ho ...
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#107
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http://www.digwithin.net/
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#108
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http://bustednuckles.blogspot.com/2016/07/
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#109
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http://batrdailybusinessreport.blogspot.com/2013/01/
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#110
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http://www.wakeupkiwi.com/banking-crimes-criminals-4.shtml
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http://www.vegsource.com/blogs/
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http://www.top10grocerysecrets.com/2017-01-09-these-10- ...
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http://www.thetruthaboutguns.com/2012/06/bruce-w-krafft ...
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http://www.theepochtimes.com/n3/c/sports/
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http://www.remedies.news/2017-01-09-these-10-healthy-fo ...
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http://www.marksdailyapple.com/12-common-causes-of-bloa ...
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http://classicmoviechat.com
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#118
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http://www.skwirk.com/p-c_s-55_u-261_t-660_c-2464/struc ...
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#119
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https://www.quora.com/The-Catcher-in-the-Rye-1951-book- ...
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https://www.quora.com/In-Catcher-in-the-Rye-why-does-Ho ...
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http://www.quotegarden.com/bk-cr.html
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#122
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https://www.cram.com/essay/holden-caulfield-in-the-catc ...
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#123
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https://www.goodreads.com/book/show/5107.The_Catcher_in ...
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#124
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http://www.123helpme.com/view.asp?id=69896
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Copyright © 2017 William F. Gilreath. All Rights Reserved.
Meta-search for 'Holden Caufield Catcher in the Rye' has 125 results on Sat Jul 22 09:17:29 PDT 2017
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--- title: "v1.25.2 - 2022-02-24" linkTitle: "v1.25.2 - 2022-02-24" weight: -105 ---
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Geog 5540
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Worldwide changes in air quality and
annual GDP growth
Year 1990
Year 1995
Year 2000
Year 2005
Year 2011
Year 2017


Speech
Ofsted's Chief Inspector, Sir Michael Wilshaw, spoke at the TES Liberating Leaders conference held at Bedales School, Hampshire.
Thank you for inviting me here to this beautiful school, Bedales. I believe the title of your conference is Liberating Leaders: A Leadership Conference with a Difference.
And today I want to make the case for difference, for maverick teachers and school leaders. Why? Because we desperately need more mavericks in the classroom and in the headteacher’s office.
A pretty ordinary education system – unfortunately we still have one – needs people who are flamboyant, colourful and yes, downright strange. In other words, we need extraordinary people. We need our awkward squad. The independent sector has always had them – our state system needs more of them.
It may seem peculiar to argue for more mavericks in education. Schools, after all, are ordered, structured places with clear hierarchies – the teacher and the taught, those who have authority and those who look up to it. Yet in my estimation the best heads and teachers are often mavericks. And when I say ‘maverick’ I mean ‘odd’. I should know; I’m pretty odd myself.
But I wasn’t born odd. I really had to work at it. I had to learn pretty quickly as a young teacher, that teaching, like it or not, was inevitably bound up with personality and character. Imparting knowledge is never going to be enough, especially when those at the receiving end are disinclined to receive it.
After experiencing my first week of teaching, I learnt from the experience and resolved to be a teacher and person who could never again be taken at face value. I had to be a chameleon, changing my personality according to the circumstances. It wasn’t a question of giving students what they wanted; it was a question of reading them sufficiently well to give them what they needed. A good teacher, I came to realise, understood how children thought and how their perceptions of the teacher governed how well they learnt.
Forty years later I saw exactly the same lesson on ‘The Merchant of Venice’ in the hands of a great teacher, Rebecca, who was universally recognised by other staff as a bit bonkers…
And, as an apprentice headteacher I learnt from some of the best maverick leaders.
Take Cecil Pocock, the headteacher of the school I attended. He used to arrive in class on a bicycle, gown flowing, moustache bristling. Dismounted he had to say only one word – “Pax” – and any hubbub in the class immediately ceased. There followed some of the best history lessons I have ever heard.
Take Bridie Burns, headteacher of the first school I taught at in Bermondsey. She was a 4-foot dynamo who moved around the school as if on wheels. Everyone was terrified of her, although she had the warmest of hearts for the poor and the disadvantaged in East London. A raised eyebrow and a curt admonition were enough to silence the school thug or a tyro teacher like me who had the temerity to wear a short-sleeved shirt. You knew where she was in the school because a hush, a cloud of complete calm descended on her immediate vicinity.
And then there was Paul Docherty, who taught me so much about headship. Paul elevated the art of the unexpected into an Oscar-winning performance. Informed that children were misbehaving on the local buses, he donned a disguise, lurked at the back and, when trouble erupted, leapt out to confront the astonished culprits. Trouble on the buses soon became a thing of the past, because students were never entirely sure if the passenger obscured by a hat or newspaper was demonic Docherty or not.
All 3 of these teachers were very different people.  They all exuded authority and they all had a fierce moral conviction that all children, especially the poorest, deserved the best education — and woe betide anyone who got between them and that mission.
They were also something else: they were accomplished actors. They weren’t odd for the sake of being odd. Out of school they were very normal, ordinary people. But in school it was different. They put on an act. They acted the maverick.
A hint of menace helped – and so did an outsize personality. Truly great teachers like Cecil Pocock, Bridie Burns and Paul Docherty knew this. They read their students and created personae accordingly. They became towering characters who made incredible impressions in the class, in the corridors and, yes, on the buses.
They weren’t mavericks because they wanted to be different. They were mavericks because they wanted to make a difference. It was calculated oddity, peculiarity with a purpose. To reach these children they had to get ‘in character’. And although their characters varied they had some traits in common.
All commanded instant authority; nobody doubted who was in charge. All could be unnerving, though they managed to do the unexpected in a reassuringly familiar way. All were fair; there was nothing whimsical, cruel or capricious about their surprises. And all exuded a sense of optimism, which wasn’t necessarily sunny but left you in no doubt that defeat and disappointment were not on the menu. They were, if you like, part Rocky, part Henry V and part Mrs Doubtfire.
Of course, at some level, everyone knew it was an act. I’m pretty sure that at home Cecil Pocock did not ride his bike into dinner or attempt to quell any domestic disturbances by uttering the word “Pax”. I can imagine what the result would have been if he had. Acting was reserved for the classroom.
This, in no way, makes it bogus. School is theatre – everyone has a part to play – students as much as teachers. Children often put on a mask: the class clown, the school geek, the attention-seeker. They instinctively understand that teachers play a role, too. But as in the theatre, roles only work if people believe they are credible.
The second invaluable lesson I learnt from my mavericks was this: a persona is essential but it will only work if it is believable. A teacher’s classroom act must connect in some way with who they really are. It’s no use, for instance, acting the authority figure if you can’t say boo to a goose, or if you are essentially anarchic.
Children will sniff out the fake at 5 paces. To act in the classroom is to exaggerate some traits you actually possess and suppress others for the purpose of engaging children. It is not about fraud or fakery. It is about projection and imaginative editing. Your act must be an extension of yourself not a contradiction of it.
To take a fantastical example – it’s pointless pretending you’re Superman if children can’t even glimpse a Clark Kent through your Frank Spencer. Actors are typecast for a reason. And there is a reason why John Wayne wasn’t known for his Hamlet.
Children, the sternest of critics, are particularly unforgiving. They know so much is at stake – their futures are at stake. So they won’t hesitate to dismiss as a fraud any teacher who tries to play a part for which they are not suited.
Students know that a teacher with only a passing acquaintance with the subject won’t get them through the exam. They suspect that a diffident or hesitant head won’t keep them safe and secure. The wise teacher and head adopts a persona that is tethered in some way to his or her personality – not unlike a good actor.
The same can be said of teaching styles. A lot of hot air has been generated in recent years about the correct way to teach. When I was coming up through the ranks, progressive pedagogy was all the rage. Latterly, the traditionalists have been in the ascendancy. When it comes to content, I’m a traditionalist. But I have always been and remain an agnostic when it comes to teaching styles.
What is right is what works for the teacher and the class. Two of the best teachers I ever employed had widely different teaching styles. One was a ‘sage on the stage’ who delivered lessons soberly, but engagingly and with great authority. The other bounded from desk to desk like some female Robin Williams, declaiming as she leapt. The results from both were outstanding.
Why should I have attempted to force them to conform to teaching in a particular way? As a head, it was far better that I left them to stick to what they were, rather than tried to make them something they were not.
Ofsted is not interested in prescribing a particular teaching style. If we were ever guilty of that – then I apologise now.
Worse than delusion, for me, is outright indulgence. Students must not only believe in you as a teacher and leader but also that you are performing on their behalf for the right reasons. To play the maverick for personal reasons rather than professional ones, or to be unorthodox just for the sake of it won’t work.
Maverick teachers and heads aren’t cool or ‘down with the kids’. They aren’t non-conformist because it amuses their Twitter followers or does wonders for their public profile. They don’t get excited by the thousands of devotees they have on social media if their students can’t pass their GCSEs. They tend to the audience that matters – not the one that strokes their egos.
The mavericks that had such a big influence on my education and career weren’t indulgent or self-obsessed. They cannily adapted a persona to suit a particular student or a school need, not because they wanted to express an inner yearning that demanded a public audience.
If a head insists on wackiness for the hell of it, for instance, and without the proper culture and structures in place, the result will be chaos. If a head demands a course of action not because it is in the best interests of the children but because he or she is eager to please the council, the union, the government, and, yes, even Ofsted, then they are not doing their job.
Maverick teachers or heads deploy the unconventional in the service of their students. They don’t adopt it for their own ambition or to indulge their own weaknesses. They use it to ignite curiosity, to excite the indifferent, to inspire the neglected, to confound vested interests and to keep the vulnerable safe.
Never make the mistake that children won’t see through you. If you haven’t got their best interests first and foremost in your mind as a head, it will be as apparent to them as a receding hairline or visible roots. If you’re not there principally for them, they will know it.
The final lesson my trio of mavericks taught me was adaptability. At the start of my tenure as HMCI , I think I may have recommended Clint Eastwood as a role model that heads should follow. I recalled that scene in Pale Rider when the baddies are shooting up the town, the mists dissipate and Clint is there, the lone warrior fighting for righteousness.
I also remember that the notion wasn’t universally welcomed. But I stand by Clint. If a head finds him or herself in the educational badlands, facing impossible odds and a hesitant posse – then Clint is what is needed. And for those of you who prefer Oklahoma to True Grit or Pale Rider when it comes to westerns, can I remind you that the song’s title is Annie Get Your Gun, not Annie Get in the Conciliation Service.
Tough situations call for a tough act. But what I neglected to say at the time was that Clint is not suitable for every eventuality. What my mavericks taught me was that great teachers and heads weigh up their students and schools very quickly and adapt their teaching and leadership style to suit.
Clint can be very useful in a special measures school, for instance, where you know that ‘steady as she goes’ won’t cut it. Where what is needed is decisive, highly visible and perhaps unconventional action. But he is less appropriate in a coasting school, where what is required is a bit of subterfuge and cajoling. In that situation what’s needed is a Machiavelli or a Frank Underwood, minus the body count of course.
A maverick leader adapts. They refine their act. They appreciate, for instance, that what may work with unresponsive children won’t cut the mustard with implacable staff. The unconventional can be very effective. But even Clint, when the occasion demanded, swapped a rifle for a guitar.
Now you may be thinking, and what of Chief Inspectors? Has being a maverick served me well?
Well I can tell you now that it hasn’t made me popular. What is interesting is that the catcalls have come from different parts of the audience as time has gone on.
Initially, I was a government stooge and patsy. I wasn’t Wilshaw but Sure Will, eager to do ministers’ bidding. I haven’t heard that one for a while, mind.
But however I’m perceived, my mission as far as I’m concerned has remained the same. I am still a maverick with a purpose. As important as the reorganisation of Ofsted was, being Chief Inspector was not and has never been a purely bureaucratic position. We are charged with holding schools to account and improving the lives of our youngest citizens, especially the poorest. And to do that, to get things done, it is sometimes necessary to challenge, to take a risk, to be awkward – to be a maverick.
Do we need more mavericks in education? Yes we do – all the way to the top.
Thank you.


Guidance
Types of apprenticeships that you can apply for in the sales and telesales sector.
Selling is a very important process. If they do not sell their products or services, companies can easily go out of business. Good salesmanship involves helping customers to buy a product or service to meet their needs.
As an apprentice you could find yourself working in a range of sectors. You may be, for example, a sales advisor in a retail store environment, or a membership advisor in a health and fitness club.
This involves meeting people, building relationships, addressing challenges, being creative in offering solutions and thinking independently.
On the advanced level apprenticeship, you could take on a supervisory role as team leader and have the ability to earn higher rates of commission. Your goal will be to sell as many of your company’s products and services as possible, while taking into consideration the interests of your clients.
Salespeople have to abide by ethical standards that reflect their professionalism.
There are 2 types of sales and telesales apprenticeships.
You could train in roles like:
You could train in roles like:
You can become an apprentice in England if you’re:
Published: 12 April 2012


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Betty (version 0.1.5)¶ ↑
Betty is a friendly English-like interface for your command line.
She translates English-like phrases into commands in case you every run into situations like this.
This means you don't have to leave your command line to look up an obscure but useful command. Just ask Betty!
By Analogy¶ ↑
iPhone users: it's like Siri for the command line.
Android users: it's like Google Now for the command line. (What's Google Now? It's that thing you talk to that does stuff.)
Set Up¶ ↑
Manually:
-
First, git clone this repo with
git clone https://github.com/pickhardt/betty
-
Add the following alias to your ~/.bashrc
alias betty="~/path/to/betty/main.rb"
-
Use it! For instance, you can run commands: “betty how many words are in this directory” or “betty uncompress something.tar.gz”
Automatically:
-
First, git clone this repo with
git clone https://github.com/pickhardt/betty
-
Run
ruby install.rb
inbetty/
. -
Use it! For instance, you can run commands:
betty how many words are in this directory
orbetty uncompress something.tar.gz
Examples¶ ↑
Give Betty natural language input, for instance betty whats my
username
, and she'll respond in the most appropriate way.
> betty whats my username Betty: Running whoami jrp > betty whats my real name Betty: Running finger `whoami` | sed 's/.*: *//;q' Jeff Pickhardt
If there's more than one way Betty could respond, she'll ask you to select the one you want.
> betty whats my name Betty: Okay, I have multiple ways to respond. Betty: Enter the number of the command you want me to run one, or N (no) if you don't want me to run any. [1] whoami Gets your system username. [2] finger `whoami` | sed 's/.*: *//;q' Gets your full name. > 2 Betty: Running finger `whoami` | sed 's/.*: *//;q' Jeff Pickhardt
Mission¶ ↑
The mission of Betty is to provide a way to use computers through natural language input.
Specifically, the benefit is being able to do things on your computer without leaving the command line or screwing around on the internet trying to find the right command. Betty just works.
Documentation¶ ↑
The following is a non-exhaustive list of things you can do:
Count betty how many words are in this directory betty how many characters are in myfile.py betty count lines in this folder (Note that there's many ways to say more or less the same thing.) Config betty change your name to Joe betty speak to me betty stop speaking to me Datetime betty what time is it betty what is todays date betty what month is it betty whats today Find betty find me all files that contain california Internet betty download http://www.mysite.com/something.tar.gz to something.tar.gz betty uncompress something.tar.gz betty unarchive something.tar.gz to somedir (You can use unzip, unarchive, untar, uncompress, and expand interchangeably.) betty compress /path/to/dir iTunes betty mute itunes betty unmute itunes betty pause the music betty resume itunes betty stop my music betty next song betty prev track betty what song is playing (Note that the words song, track, music, etc. are interchangeable) Fun betty go crazy betty whats the meaning of life ...and more that are left for you to discover! Map betty show me a map of mountain view Meta betty what version are you (or just betty version) betty whats your github again Permissions betty give me permission to this directory betty give anotheruser ownership of myfile.txt Process betty show me all processes by root containing grep betty show me all my processes containing netbio Sizes betty show size for myfile.txt Spotify betty play spotify betty pause spotify betty next spotify betty previous spotify User betty whats my username betty whats my real name betty whats my ip address betty who else is logged in betty whats my version of ruby Web queries betty turn web on betty please tell me what is the weather like in London
Contributing¶ ↑
Contributions are welcome! If you would like to contribute, please issue a pull request against the dev branch, not the master branch.
Versioning¶ ↑
Releases will follow a semantic versioning format:
<major>.<minor>.<patch>
For more information on SemVer, visit semver.org/.
License¶ ↑
Released under the Apache License 2.0. Related link: www.apache.org/licenses/LICENSE-2.0.html


In 1880 The Pittsburgh Dispatch published a column titled "What Girls Are Good For". In the column, the author argued that women should stick to domestic activities, and that the working woman was a "monstrosity". Shortly afterwards the paper received a scathing rebuttal from an author identifying herself only as "Lonely Orphan Girl".
The author turned out to be Elizabeth Jane Cochrane, later known under her pen name, "Nellie Bly." When the editor of the Dispatch offered her a job, little could he have known that this unassuming girl would pioneer a new form of investigative journalism.
Unfortunately, the Pittsburgh Dispatch soon relegated Nellie to the women's pages, and in 1887 she left to work for the New York World. It was while working for the World that Bly went undercover at a women's lunatic asylum, to investigate the brutal conditions at the facility. Her report, Ten Days in a Mad-House, made her famous.
In 1888, Nellie Bly travelled around the world in 72 days, easily beating Phileas Fogg's fictitious record.
In 1893, Bly visited a jail cell in New York City. Here she became the first person to properly interview Emma Goldman. In the interview, Bly refuted the common view of Goldman as a "property-destroying, capitalist-killing, riot-promoting agitator" with "a red flag in one hand, a burning torch in the other; both feet constantly off of the ground and 'murder!' continually upon her lips." Instead, she described Goldman as "the modern Joan of Arc."
And that's just the tip of the iceberg. Throughout her career, Bly pioneered the fields of investigative and undercover journalism. Never content to simply write what she was told, she insisted on being present as the events were happening.
Unfortunately, Nellie Bly has been dead for 200 years, AND IT SHOWS! Journalists nowadays seem content to write insipid "he said, she said" reports, hardly ever doing any actual investigative journalism.
Even Cédric Kinsinger does not seem immune to this affliction, if this puff piece is to be believed. What happened to you, Cédric? The Iberostar report showed genuine promise. I mean, it was pretty mediocre by Nellie Bly standards, but at least you went outside and had some fresh air.
This article, however, epitomizes everything wrong with the modern media. Not only is it a "the children are our future" piece, but it doesn't even include any remotely interesting opinions from actual students! Granted, the author does a remarkable job of obscuring this fact by wrapping random interview snippets in impenetrable clouds of clichés, but the article remains a vacuous waste of time.
As the article contains no actual opinions, it can hardly be considered subversive. However, it might be a good idea to keep an eye on Mr. Kinsinger, in case he flushes out some genuine subversives. I wouldn't count on it, though. Emma Goldman is not coming back.
Recommendation: Grade A surveillance.


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World box office: ‘Ford v Ferrari’ in pole position as ‘Joker’ takes home a billion
LOS ANGELES, Nov 19 — The release of James Mangold’s Ford v Ferrari and Charlie’s Angels by Elizabeth Banks has overturned last week’s top three, which was dominated by Terminator: Dark Fate.
Newly out in theatres, the two films have respectively taken first and second place in the world rankings while Joaquin Phoenix stays on with his terror-inspiring Joker, reports ComScore.
The duo of Matt Damon and Christian Bale has cast a spell over moviegoers.
Released on November 15 in the US, Ford v Ferrari directed by James Mangold has taken the lead in the world box office rankings on its first weekend in theatres, with more than US$52 million (RM216 million) in sales by Sunday, November 17.
It is a success that was largely due to the North American market, which accounted for more than US$30 million.
Kristen Stewart, Naomi Scott and Ella Balinska have come in second with their new mission.
The latest Charlie’s Angels, directed by Elizabeth Banks, garnered close to US$28 million.
The reboot also made a strong start on the international market, where it accumulated US$20 million in sales.
Already third in the world rankings over the last two weeks, Joaquin Phoenix remains in the top three with Todd Philips’ Joker.
With an additional US$18.6 million harvested over the weekend, the award-winning psychological thriller, which has passed the milestone of US$1 billion in sales, has now accumulated US$1.016 billion.
On a more sombre note, Terminator: Dark Fate has slid down the rankings from first to sixth place.
Since its release, the latest instalment from the legendary franchise with Linda Hamilton and Arnold Schwarzenegger has accumulated more than US$233 million in ticket sales worldwide.
The world box-office top 10:
1. Ford v Ferrari — US$52.4 million
2. Charlie’s Angels — US$27.9 million
3. Joker — US$18.6 million
4. Maleficent: Mistress of Evil — US$17 million
5. Last Christmas — US$15.3 million
6. Terminator: Dark Fate — US$14.9 million
7. Midway — US$14 million
8. Somewhere Winter — US$13.3 million
9. Doctor Sleep — US$11.4 million
10. Playing with Fire — US$9.8 million. — AFP-Relaxnews