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I'm so happy, I'm dancing a jig. Why am I happy? Because I rented a pig. It's a highly intelligent, modern pig. Hey, daddy-o, it flips my wig.

For a rented pig does not come cheap. It costs a tremendous amount to keep. There's the sty and the swill and the brain scans to pay, and bales of straw and bales of hay.
   Rent one, as I did, from a pig hire shop!


| 19 Apr 1965 |
Marion "Suge" Knight born, Compton, CA. |
| 1994 |
Convicted of robbery and assault. |
| 7 Sep 1996 |
Suge Knight is wounded in the drive-by shooting attack that ends with the death of Tupac Shakur. |
| 7 Jun 2001 |
An article in Rolling Stone links Knight to the death of artist Notorious B.I.G., as well as the Los Angeles Ramparts police scandal. |
| Aug 2001 |
Released from prison after serving half of his jail sentence. |
| 23 Dec 2002 |
Arrested for violating terms of his parole barring him from associating with gang members. Knight had moved to Malibu and allegedly hired drivers and bodyguards without informing authorities. He spends 61 days in prison before all but one of the five allegations against him are dropped. |
| 21 Jun 2003 |
Arrested for punching a parking lot attendant outside a Los Angeles nightclub, a second parole violation. |


"We must learn to create systems that have lasting value, work for real human beings, software that creates freedom instead of consuming it." - Dave Winer


"Holding sea drills is a common practice for navies with various countries. The annual, regular drill by the Chinese navy aims to test the troops' real combat abilities, boost their maneuverability, search and rescue power and the abilities to fulfil diversified military missions," said spokesperson Liang Yang on Saturday.
FIFA's President Sepp Blatter shakes hands with Russia's President Vladimir Putin (R) during the preliminary draw for the 2018 FIFA World Cup at Konstantin Palace in St. Petersburg, Russia July 25, 2015.
A passenger attempted to damage facilities on Shenzhen Airlines flight ZH 9648, which departed from Taizhou City of east China's Zhejiang Province, when it was landing in Guangzhou Baiyun International Airport at around 1 a.m. on Sunday, according to the airport.
A passenger attempted to damage facilities on Shenzhen Airlines flight ZH 9648, which departed from Taizhou City of east China's Zhejiang Province, when it was landing in Guangzhou Baiyun International Airport at around 1 a.m. on Sunday, according to the airport.
A passenger attempted to damage facilities on Shenzhen Airlines flight ZH 9648, which departed from Taizhou City of east China's Zhejiang Province, when it was landing in Guangzhou Baiyun International Airport at around 1 a.m. on Sunday, according to the airport.
A passenger attempted to damage facilities on Shenzhen Airlines flight ZH 9648, which departed from Taizhou City of east China's Zhejiang Province, when it was landing in Guangzhou Baiyun International Airport at around 1 a.m. on Sunday, according to the airport.
A passenger attempted to damage facilities on Shenzhen Airlines flight ZH 9648, which departed from Taizhou City of east China's Zhejiang Province, when it was landing in Guangzhou Baiyun International Airport at around 1 a.m. on Sunday, according to the airport.


Spaghetti Code
Module 4
Question 1
Which type of diagram provides the most usefulness for a corporate environment?
Class
Component
Development
Composite Structure
Object


Preparation time
less than 30 mins
Cooking time
1 to 2 hours
Serves
Serves 4
The warmth and fragrance of ginger (adraki) is at the heart of this classic north Indian dish. Atul Kochhar’s sophisticated version makes a smart main course for a dinner party.
For the chutney, heat two tablespoons of the oil in a frying pan, fry the cumin seeds for 1-2 minutes then add the sesame seeds, ginger and green chilli and season with a little salt.
Stir for 2-3 minutes and then cover the mixture with a circle of greaseproof paper and let it cook slowly for 40-45 minutes until the ginger is almost cooked.
Let the mixture cool then transfer to a food processor and blend to a fine paste with the tamarind paste and palm sugar.
Heat the remaining oil in a separate pan, add the asafoetida, red chilli and mustard seeds. As the mustard seeds pop, add the curry leaves, stir for 30 seconds then pour into the ginger chutney mixture and mix well. Set aside.
Meanwhile, prepare the chicken.
Mix the minced chicken breast with the spring onion, ginger, garam masala and a little salt and divide into four portions.
Place one portion of mince on flattened chicken breast and roll into a roulade with the foil. Tighten the ends of foil by twisting each end.
Bring the chicken stock to a simmer in a saucepan and poach the roulades for 25-30 minutes or until the chicken is completely cooked through. Remove the roulades from the stock and let cool.
Heat a little oil in a frying pan. Remove the foil from the chicken roulades and sear them on all sides until lightly coloured and crisp.
While the chicken is poaching, make the sauce. Heat the oil in a pan, gently fry the cumin seeds and ginger then add the green chilli and chopped onions.
Fry until the onions are caramelised to a golden-brown then add the chilli powder, coriander and turmeric. Cook for 2-3 minutes then season with salt and add the chopped tomatoes.
When the tomatoes have softened, place the mixture in a food processor and blend to a fine paste, moistened with a little stock if necessary. Set the sauce aside and keep warm.
To serve, cut each chicken roulade into three equal pieces. Spoon the sauce and chutney on the plate and place three pieces of roulade on top of the sauce. Garnish with the fried ginger and cress leaves.


5.1.X
Welcome to the SIMP documentation!
1. For the Impatient
2. Changelog
3. Getting Started
4. User Guide
4.1. Introduction
4.2. Client Management
4.3. Configure PXE Boot
4.4. Apply Certificates
4.5. SIMP Administration
4.6. User Management
4.7. Troubleshooting Common Issues
4.7.1. My Services Are Dying!
4.7.2. Why Can’t I Login?!
4.7.3. Checking Your SIMP PKI Communication
4.7.4. Puppet Certificate Issues
4.8. SIMP HOWTO Guides
4.9. Package Data
4.10. Indices and tables
5. Contributing to SIMP
6. Security Concept of Operations
7. Security Control Mapping
8. Help
9. License
10. Contact
11. Glossary of Terms
SIMP
Docs
»
4. SIMP User Guide
»
4.7. Troubleshooting Common Issues
View page source
4.7. Troubleshooting Common Issues
¶
How to troubleshoot common problems that occur when installing and using SIMP.
4.7.1. My Services Are Dying!
<IP_ADDRESS>. Destructive Reasoning with
svckill
<IP_ADDRESS>. Avoiding Destruction
4.7.2. Why Can’t I Login?!
<IP_ADDRESS>. SSSD Password Checks
<IP_ADDRESS>. PAM Access Restrictions
<IP_ADDRESS>. Faillock
<IP_ADDRESS>. LDAP Lockout
<IP_ADDRESS>. Troubleshooting DNS
<IP_ADDRESS>. PKI Issues
4.7.3. Checking Your SIMP PKI Communication
4.7.4. Puppet Certificate Issues
<IP_ADDRESS>. Puppet Client Certificate Issues
<IP_ADDRESS>. Puppet Server Certificate Issues


16
1 Now I wish to answer your questions about the money that we are collecting for the people in Jerusalem who belong to God. You should do exactly what I told the believers in the churches in Galatia to do.
2 Every Sunday, each of you should put some money aside, as you are able, so you will not need any more collections when I come.
3 You must choose people, whomever you wish, to take your gifts to Jerusalem. And when I arrive, I will send letters with them about your gift.
4 If it is the right thing to do, they will travel together with me to Jerusalem.
5 I am planning to come to you when I travel through the region of Macedonia.
6 Perhaps I will stay with you, and perhaps all through the winter, so that you can help me along the way in my trip.
7 I do not want to see you for only a short time. I hope that the time will be long enough to help us both.
8 I want to stay in Ephesus until the Festival of Pentecost,
9 because the Lord has opened a door for me there, although there are still many who oppose us.
10 Now when Timothy comes, treat him kindly and see to it that he has nothing to be afraid of, for he is doing the Lord's work, just like I am doing.
11 Do not let anyone be unkind to him. Help him on his way as much as you can; send him away in peace so that he may join me. I am expecting him to travel with other brothers who are coming my way.
12 You asked about our brother Apollos. I urged him strongly that he should visit you when the other brothers came to you. He decided not to come now, but he will come to you later when he has opportunity.
13 Be on guard, do not wander from your faith. Work for the Lord like grown men, and be strong.
14 Do everything through the power of love.
15 You know the people in the house of Stephanas, that they were the first ones in the province of Achaia to believe, and they are determined to help those who belong to the Lord. I urge you, brothers and sisters,
16 obey people like them who help in the work, and who work hard with us.
17 I was glad when Stephanas, Fortunatus, and Achaicus arrived here from Corinth, because they made up for the fact that you were not here.
18 They encouraged and helped me in my spirit, as they helped you as well. Tell others about much how they helped you.
19 The churches in Asia send greetings. Aquila and Prisca send you greetings as you do the work of the Lord, and the other believers that meet in their home do so as well.
20 The rest of the brothers and sisters greet you, too. Greet one another with a kiss of affection.
21 I, Paul, am writing this sentence with my own hand.
22 If anyone does not love the Lord, let a curse be on him. O Lord, come!
23 May the kindness that comes from the Lord Jesus be with you.
24 I send you this reminder that I love all of you, as you all are joined together in Christ Jesus.


Connect to Jupyter Notebook on Remote Server
If you installed jupyter notebook on a server and would like to access the jupyter notebook application from another computer, there are several steps need to be done. Follow the instructions below, then you can access the browser-based jupyter notebook from your computer.
Step 1 - Generate configuration file
The first thing to be done is to generate a configuration file. In this file, we can configure the password used to login and access jupyter notebook from remote, and also configure the port at which will jupyter notebook be launched.
$ jupyter notebook --generate-config
By this instruction will generate a configuration file named jupyter_notebook_config.json
under ~/.jupyter/
directory.
Step 2 - Set login password
In this step we are going to setup a password for authenticating the login instead of using a token. This passord is set for login from remote computer.
$ jupyter notebook password
Enter password: ****
Verify password: ****
\[NotebookPasswordApp\] Wrote hashed password to /Users/you/.jupyter/jupyter\_notebook\_config.json
This instruction performs a setup process with password defined by user input. Then, it will hash the password and store it in configuration file.
Step 3 - Set launch configuration
This is the key step for setting up remote access to jupyter notebook. Generally, there are two ways to perform this step, (1) through ssh and (2) launch a public server.
1. through ssh
This is a relatively simple way thant the other. The only thing need to be done on server side is launch jupyter notebook on a certain port.
$ jupyter notebook --no-browser --port=[user-define-port]
ex.
jupyter notebook --no-browser --port=8889
The --no-browser
option will launch jupyter notebook without opening a browser on local server.
Next step is to connect from remote computer with ssh.
2. launch a public server (skip step 4)
In this way, we will launch jupyter notebook on a public port using web server. Therefore, we have to setup SSL for web certificate first. We use openssl to generate self-signed certificate.
$ openssl req -x509 -nodes -days 365 -newkey rsa:2048 -keyout [/path/to/store/mykey.key] -out [/path/to/store/mykeymycert.pem]
$ jupyter notebook --certfile=mycert.pem --keyfile mykey.key
After this, we setup the jupyter notebook configuration file. Open and edit the file jupyter_notebook_config.py
under ~/.jupyter/
directory. In the configuration file, setting commands are commented by default. To enable the setting, uncomment and edit the code with our information.
# Set options for certfile, ip, password, and toggle off
# browser auto-opening
c.NotebookApp.certfile = u'[/absolute/path/to/your/certificate/mycert.pem]'
c.NotebookApp.keyfile = u'[/absolute/path/to/your/certificate/mykey.key]'
# Set ip to '*' to bind on all interfaces (ips) for the public server
c.NotebookApp.ip = '*'
# The password is generated from step 2
c.NotebookApp.password = u'sha1:bcd259ccf...<your hashed password here>'
#
c.NotebookApp.open_browser = False
# It is a good idea to set a known, fixed port for server access
c.NotebookApp.port = [user-define-port]
After the configuration, we can now connect to [ip]:[user-define-port] from remote computer to access jupyter notebook.
Step 4 - Client side setting
If you choose to setup jupyter notebook server through ssh in step 3, there are little setup should be done on client side. Use ssh to connect to server via the port where jupyter notebook is launched and bind it to localhost 8888 port.
ssh -N -L localhost:8888:localhost:[server-port] [user]@[remote-server]
Then, open localhost:8888
in browser to access jupyter notebook.
localhost:8888
Reference
http://jupyter-notebook.readthedocs.io/en/stable/public_server.html


Ultimately pairs trading intends to capture the price divergence of two correlated assets through mean reversion. Our results demonstrate that the copula approach for pairs trading is superior to the conventional cointegration method because it is based on the probability of the dependence structure, vs cointegration which relies on simple linear regression variance from normal pricing. We found through testing the performance of the copula method less sensitive to the starting parameters. Because the cointegration method relies on standard distribution and the ETF pairs had low volatility there were few trading opportunities.
| method | Transactions | Profit | Sharpe Ratio | Drawdown |
|---|---|---|---|---|
| Copula | 493 | 8.884% | 0.12 | 26.1% |
| Cointegration | 126 | 4.517% | 0.196 | 3.9% |
Generally, ETFs are not very volatile and so mean-reversion did not provide many trading opportunities. There are only 91 trades during 5 years for cointegration method. It is observed that the use of copula in pairs trading provides more trading opportunities as it does not require any rigid assumptions according to Liew R Q, Wu Y. - Pairs trading A copula approach.


| Field | Required | Type | Description |
|---|---|---|---|
location |
optional | LatLngLiteral | See LatLngLiteral for more information. |
location_type |
optional | string |
Stores additional data about the specified location. The following values are currently supported:
|
viewport |
optional | Viewport | See Viewport for more information. |
Generated from the OpenAPI specification. Edit Report bug


This web page introduces JavaScript Templating Engines as part of the three essential computer languages used for developing websites: HTML, CSS and Javascript. It is based on a lynda.com online course by Joe Marini: JavaScript Templating.
RESERVED


If you decide to engage our services, we usually begin by dispatching one or more of our consultants to immerse themselves in your operations, getting a feel for your company from the ground up. After having conducted a comprehensive report, these consultants will collaborate with our entire team and devise ways to enhance whichever aspect you are targeting. We believe in the benefits of teamwork, and we make sure to make our suggestions with the utmost respect to the values and culture held at your company.


Mentor at Programming Basics Course with C#.Having good experience with Visual Studio. Studying the functionality of 3D Unity. Excellent knowledge of Microsoft Office Package. Basic knowledge of Linux Operating System.
Well! there are so many things that I like, I wonder if the word Hobby fit the description. I am a very artistic person and perfectionist. I like things that are visually interesting and catch the attention. Of all the activities I enjoy, Board Games are my favourite. I think this is a good way to challenge your brain and also have lots of funny moments. I also enjoy basketball and volleyball. We mus pay attention on our bodies to be health ana energetic!
BackHere you can see my certifications at Software University during my education
Programming Basics with C# - May 2017
Programming Fundamentals - September 2017
Software Technologies - October 2017
TestDome Public Test on March 10 2018
BackGraduated Aprilov National High school with English and History. Student at Software University and University of Telecommunications and Post with Software Design.
Back


London Film Festival Film reviews by Alan Jay Copyright 1990 Alan Jay
Below are a number of short reviews/comments of movies I have seen in the first week of the London Film Festival. I have no idea what the distribution of any of these films is likely to be -- last year I saw Icicle Thief in the festival and it has just appeared both in the US and UK. I have tried to give a rating on the -4 to +4 scale as used elsewhere. Anyway here goes in the order I saw them last week:
TEXASVILLE Dir: Peter Bogdanovich
The sequel to THE LAST PICTURE SHOW opened the London Film Festival. The movie picks up 30 years on and shows the state that the characters have got themselves into. I thoroughly enjoyed the movie and thought that the small town farce that was played out was exquisite. (+3)
EL ANONIMO Dir: Alfonso Arandia
This is the first feature by Alfonso Arandia and is the story of a failed exam and a not-so-anonymous letter, stolen mail boxes (like the large red ones we have in London but yellow), and an underworld sub-plot. An enjoyable if rather silly movie that reminds me of my youth -- though I never lugged a letter box up 5 flights of stairs! (+1)
ALL THE VERMEERS IN NY Dir: Jon Jost
A fascinating and beautifully crafted film that intertwines the lust for money and the serenity of the Vermeers in the Met. The movie is remarkably well-paced especially considering that Jon Jost told us after the screening that the entire film was improvised -- though well rehearsed. This is Jon's fist film in 35mm and looks excellent it shows what can be done filming entirely on location with no additional lights. (+2.5).
JU DOU (SECRET LOVE, HIDDEN FACES) Dir: Zhang Yi-Mou and Yeng Feng-Liang
Chinese-Japanese collaboration that is set in China in the 1920s around a dye factory and its owner, wife and nephew. The young wife falls for the nephew and we are taken through his seduction and the consequences over 10 years. Beautifully shot and very colourful. (+1.5)
TIALAI (THE LAW) Dir: Idrissa Ouedraogo
The poignant tale of a young man returning to his village, after two years away, to discover that his promised bride is married to his father. The ensuing problems with their love and its fulfillment make enjoyable watching even if the culture that we are seeing is completely alien to the western view of things. (+1.5)
DON'T MOVE DIE AND RESUSCITATE Dir: Vitali Kaneveski
This Russian tale of two youngsters growing up in a remote mining town near Vladivostock in 1947 was an unexpected delight. As such the tale doesn't sound promising but the resulting movie is a touching and beautiful tale of young innocence in a harsh world. (+3)
SHOOTING GALLERY Dir: Arpad Sopsits
This true Hungarian tale about a young boy who shoots his father while his mother is in hospital and continues life as before. The story of this true incident is well told and cinematically very interestingly portrayed with a variety of B&W film qualities used to signify different time frames. Unfortunately it comes across as someone trying very hard to tell a story in visual terms and not quite succeeding. (0)
NASTY GIRL Dir: Michael Verhoeven
This brilliant movie tells a fictionalised account of a your German girl in Bavaria who tries to write an essay on "My home town during the third Reich." The story is well told combining pseudo documentary style; recreations of the past and stylized scenes from the story. The film is based on a true story and is fascinating to realise the level of cover-up that took place after the last war and realise that we should never forget what happened. Usually movies portray people larger than life in this case and the real "Nasty Girl," who was at the screening, came across as even larger than the fictional character portrayed in the movie. (+3.5)
HENRY & JUNE Dir: Philip Kaufman
Well, this has been reviewed to extinction on the net so my very short comment would be that I enjoyed the film but can understand why it might be thought a pretentious load of drivel it is not main stream cinema in many ways and its tarring with the NC-17 certificate has given Universal a chance to hype the film into something it isn't (a sexually charged, erotic movie). (+2)
A TERRA COTTA WARRIOR Dir: Ching Sui-Tung
This Hong Kong movie takes a splash of Indiana Jones and mixes with a dash of Chinese history and creates a delightful movie with some very nice touches. Without giving too much away the movie tells a delightful love story through the turmoil of the plot and some spectacular sword fights (that make the, should have been, legendary sword fight from Raiders seem tame [well I can't imagine Harrison Ford doing the balletic dancing technique that the Chinese go in for]) (+2)
I THE WORST OF ALL Dir: Maria Luisa Bemberg
Based on the life of Juana Ines de la Cruz (a 17th Century Nun in Mexico) this film tells of her persecution by the church and her friendship with the Viceroy of Mexico and his wife. A marvelously constructed world is created in the movie through a limited selection of sets that a reworked but highly minimal. This movie is quite hard work and relatively slow but I now want to know more about Juana Ines de la Cruz (now considered one of the great Spanish poets of the 17th century) so the evening was not wasted. (+0.5)
CYRANO DE BERGERAC Dir: Jean-Paul Rappeneau
This excellent adaptation of Rostand's classic play is completely enchanting. Gerard Depardieu was born to play Cyrano and he is brilliant in the part and yet still believable in the more romantic moments. Anne Brochet, Roxanne, is also excellent and the whole production is well worth seeing. The French dialogue is said without sounding too silly and the English translation has been done by Antony Burgess. All together excellent. (+3.5)
If anyone would like more information on any of the movies listed then I email me and I will see what I can do. More films next week.
Alan Jay Email<EMAIL_ADDRESS>Path: ..!ukc!ibmpcug!alanj
.
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
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


🚀🚀🚀
cd
(“current directory”) helps you move around the file system: * cd project-name
navigates into your project folder (you’ll do this every time you clone from GitHub) * cd ..
moves up a directory
ls
(“list”) lists files in the current directory.
git clone {url}
git checkout -b new-branch-name
git checkout branch-name
git branch
git clone {url}
git checkout -b feature-branch-name
git add .
git commit -m ‘Add my exciting new feature…’
git push -u origin feature-branch-name
-u
flag sets the upstream branch so you can just say git push
and git pull
in the future
git add .
(or git add -p
to review changes first)
git commit -m ‘Update stuff and fix bugs’
git push
(this works now without specifiying where you’re pushing, because you already set the upstream branch above!)
Use git add -p
to review your changes before pushing. It’s a helpful line-by-line interface that will help you catch any console.log
s, white space errors, and other things you meant to fix before sharing your code with the team.
Alternatively, you can use git show
to see your last commit and git diff main
to see all the changes made on your branch (this is what GitHub shows in the UI for the code changes in a pull request). git log
is also useful to see a list of your commmit messages and make sure there are no “wip”s or other annoyingly vague placeholders in the commit history.
There are many good approaches here, but regardless of the workflow you choose, just make sure Either way, be sure to review your own code before sharing! When collaborating on a team, thoughtful review is a better strategy than “huck and pray”
When collaborating as part of a team, you’ll often want to pull down the latest changes that have been merged into the main branch on GitHub by other developers while you’ve been working
git pull origin main
A less common use case: you and other developers are working on the same feature branch, so you want to pull down the latest changes:
git pull origin head
This updates your local codebase with the latest code from GitHub. Once you’re upstream branch is set, you can simply type git pull
Make sure your commit messages are clear and concise, so anyone viewing the list of commits can get a bird’s eye view of recent dev work. “First commit on the new feature”, “wip trying to get this working” and “fix the bug” are all examples of vague, unhelpful commits that no one wants to see in the history!
Every team has their own preferences, and some even have specific requirements for verb tense (“Add booking feature” vs “Added booking feature”) and other phrasing details. Some also like to include an id to reference the feature/bug story on your team’s project tracker, either in commits or when you submit a pull request.

The first time you push a new branch, be sure to include the -u
flag (or –set-upstream
) to make sure git knows that you’d like to map your local branch to a branch of the same name on GitHub. Git is set up for a range of use cases (and existed long before GitHub), so it doesn’t assume this intuitive 1:1 mapping by default. But once you’ve run this command just once, you should be able to git pull
and git push
without the extra typing in the future.
 Update the commit message (and optionally add more code changes) with git commit –amend
Note that this is a more advanced approach and may require some knowledge of vim, unless you’ve setup VSCode as your default editor from your shell.
Have you ever seen an error like this?
$ git push
fatal: The current branch test-branch has no upstream branch.
To push the current branch and set the remote as upstream, use
git push --set-upstream origin branch-name
This means you need to set up your local branch to track . Run the command given (or the equivalent -u
flag) and you should be good to go!
Another common mistake is forgetting to fork before you clone. Please make sure you see your own Github name in the top left corner before you clone!
(Note: many older codebases have a default branch called master
, but it’s more common for new apps to call the default branch main
. develop
and other names are also common for bigger production apps where there may be multiple stages between pushing your code and going live to users.)


Career Objective To develop a career as Software developer with a focus on development that shall yield the twin benefits of job satisfaction and a steady-paced professional growth. Experience National University Students' Skill Development Programme (NUSSD) Company: Homi Bhabha Centre for Science Education (HBCSE), TIFR Client: Tata Institute of Social Sciences (TISS) Duration: August 2013 - Now Team Members: 3 Role: Program Officer (Software Development) Technologies Used: Python2.7, django (framework), mongodb, django-mongokit, html5, css3, javascript Description: To design and develop a digital platform for NUSSD that will act as massive open online course/academy to impart skills to all citizens Skills/Technologies Language: Python 2.7, Java(Core & JDBC) Web Technology: HTML5, CSS3, Javascript Database: Mongodb, SQL Platform: Ubuntu 12.04 LTS, Fedora 18, Windows XP/7 Framework: Django, Foundation Qualification August, 2013 Master of Computer Applications - First Class (64.7%) Mumbai Eduation Trust's Institute of Computer Science - Bandra, Mumbai University of Mumbai August, 2010 Bachelor in Science (Information Technology) - First Class (72.9%) Elphinstone College, Kala Ghoda - Fort, Mumbai University of Mumbai May, 2007 Higher Secondary Certificate (HSC) / Equivalent XII - First Class (80.0%) Kendriya Vidyalaya, Naval Station Karanja - Uran, Raigad Central Board Of Secondary Education (CBSE) May, 2007 Secondary School Certificate (SSC) / Equivalent X - First Class (76.6%) Kendriya Vidyalaya, Naval Station Karanja - Uran, Raigad Central Board Of Secondary Education (CBSE) Achievements Secured prizes at School and Regional levels in Cricket Constructed logic for Walsh-matrix used in Code Division Multiple Access (CDMA) Successfully completed Parasailing programme conducted by National Adventure Foundation (NAF), Maharashtra Academic Project Inputability (MCA) - 5 Months Company: Homi Bhabha Centre for Science Education (HBCSE), TIFR Client: Able Disable All People Together (ADAPT) Center Duration: Jan 2013 - May 2013 Team Members: 3 Role: Project Team Member Technologies Used: Python3.3, XML Description: To create an accessibility layer for chidren suffering from cerebral palsy to interact with the computer and eventually communicate with others Personal Details Date of Birth: 29th March, 1990 Languages: English (Moderate), Marathi (Fluent), Hindi (Fluent) Marital Status: Single Nationality: Indian Hobbies: Playing cricket, carrom; watching cricket mataches and movies References Dr. Nagarjuna G., Profressor, HBCSE/TIFR Dr. Sunita Mahajan, Principal, MET-ICS Declaration I hereby declare that the above information and particulars are true and correct to the best of my knowledge and belief. AVADOOT NACHANKAR


---
layout: post
title: BlueDevil 1.2 RC1 released
categories:
- KDE
- Software Libre
tags: []
status: publish
type: post
published: true
meta:
_edit_last: '2'
dsq_thread_id: '2226556879'
author:
login: afiestas
email<EMAIL_ADDRESS>display_name: afiestas
first_name: Àlex
last_name: Fiestas
---
After a few months of development the Solid team is proud to announce the first release candidate of BlueDevil 1.2
Changelog:
Action Plugins
- Added support for DUN
- Added support for PANU
- A few description changed
- Fixed the Category mess we had in the .desktop
kio_bluetooth
- Show known devices first
- Perform discovery in the background
- Fixed the mimetype mess we had
- Will work when started without Bluetooth activated
Wizard
- Added another OUI for Apple Wireless Mice
- Auto select Mouse's
Agent
- Be able to use Return or Enter to introduce PIN
Monolithic
- Use Configure icon on the configure option
KCM
- Use KMessageWidget if compiled against 4.7
Things to test:
Please, focus the testing in kio_bluetooth since it has been almost rewritten
Download:
We hope you enjoy it and cheers from Barajas airport (Madrid) destination Berlin via Munich.


| Modifier and Type | Method and Description |
|---|---|
Activity |
block()
Wait until the activity process is complete.
|
Activity |
block(long timeout) |
Activity |
emit(WorkEvent event)
Emits a WorkEvent which is valid only in the local scope
|
Activity |
emit(WorkEvent event,
long delayTime)
Emits a WorkEvent which is valid only in the local scope
|
Activity |
finish(Date endDateTime)
Finish an Activity at a user-defined time.
|
Activity |
finish(String isoDateTime)
Finish an Activity at a user-defined time.
|
Activity |
finishFromNow(long milliSeconds)
s
Finish an Activity at a user-defined time.
|
Throwable |
getError()
Returns Throwable object if an error exists
|
FlowProcessor |
getFlowProcessor()
Returns a FlowProcessor object.
|
long |
getIntervalTime()
Returns an execute interval time
|
WorkFlow |
getWorkFlow()
Returns a Workflow instance which generates this Activity
|
void |
inactive()
Inactive this activity.
|
void |
setError(Throwable error)
Sets a Throwable error object
|
void inactive()
Activity block()
Activity block(long timeout)
timeout
- milli seconds for timeoutThrowable getError()
void setError(Throwable error)
error
- the error (which is saved for later retrieval by the getError() method)WorkFlow getWorkFlow()
Activity emit(WorkEvent event)
event
- WorkEvent objectActivity emit(WorkEvent event, long delayTime)
event
- WorkEvent objectdelayTime
- delay timeFlowProcessor getFlowProcessor()
Activity finish(String isoDateTime) throws ParseException
isoDateTime
- this date-time as a String, such as 2019-06-16T10:15:30Z or 2019-06-16T10:15:30+01:00[Europe/Paris].ParseException
- If isoDataTime is not correct formatActivity finish(Date endDateTime)
endDateTime
- Date for end timeActivity finishFromNow(long milliSeconds)
milliSeconds
- Milli seconds from current timelong getIntervalTime()
Copyright © 2018–2019. All rights reserved.


Packing Lists template
Packing Lists No.
P/L
Customer
Name
Address
City
Phone
Misc
Date
Order No.
Rep
Qty
Description
Weight
Total
-
SubTotal
Shipping
TOTAL
Delivery Date
Sender name
Office


-
Preview
A starter example with all elements and components used in Pico -
Class-less
Just a pure semantic HTML markup, without.classes
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Basic template
A basic custom template for Pico using only CSS custom properties (variables) -
Company
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Google Amp
A simple layout for Google Amp, with inlined CSS -
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A minimalist layout for Login pages -
Pico + Bootstrap grid system
Custom CSS build with the Bootstrap grid system to manage complex grid layouts in Pico


| Body Part | Sever | Blunt | Shot | Fire | Water | Thunder | Ice | Dragon | Stun |
|---|---|---|---|---|---|---|---|---|---|
| Nose | 80 | 75 | 90 | 0 | 30 | 15 | 20 | 10 | 100 |
| Head | 70 | 70 | 65 | 0 | 25 | 10 | 15 | 5 | 100 |
| Neck | 30 | 30 | 10 | 0 | 20 | 5 | 15 | 5 | 0 |
| Wings | 80 | 45 | 90 | 0 | 30 | 15 | 20 | 10 | 0 |
| Body | 30 | 30 | 45 | 0 | 15 | 5 | 10 | 0 | 0 |
| Left Leg | 30 | 30 | 10 | 0 | 15 | 5 | 10 | 0 | 0 |
| Left Leg (Wounded) | 45 | 45 | 50 | 0 | 15 | 5 | 10 | 0 | 0 |
| Right Leg | 30 | 30 | 10 | 0 | 15 | 5 | 10 | 0 | 0 |
| Right Leg (Wounded) | 45 | 45 | 50 | 0 | 15 | 5 | 10 | 0 | 0 |
| Tail | 60 | 60 | 75 | 0 | 20 | 10 | 15 | 5 | 0 |


| PERLREQUICK(1) | Perl Programmers Reference Guide | PERLREQUICK(1) |
"Hello World" =~ /World/; # matches
In this statement, "World" is a regex and the "//" enclosing "/World/" tells Perl to search a string for a match. The operator "=~" associates the string with the regex match and produces a true value if the regex matched, or false if the regex did not match. In our case, "World" matches the second word in "Hello World", so the expression is true. This idea has several variations.
Expressions like this are useful in conditionals:
print "It matches\n" if "Hello World" =~ /World/;
The sense of the match can be reversed by using "!~" operator:
print "It doesn't match\n" if "Hello World" !~ /World/;
The literal string in the regex can be replaced by a variable:
$greeting = "World"; print "It matches\n" if "Hello World" =~ /$greeting/;
If you're matching against $_, the "$_ =~" part can be omitted:
$_ = "Hello World"; print "It matches\n" if /World/;
Finally, the "//" default delimiters for a match can be changed to arbitrary delimiters by putting an 'm' out front:
"Hello World" =~ m!World!; # matches, delimited by '!' "Hello World" =~ m{World}; # matches, note the matching '{}' "/usr/bin/perl" =~ m"/perl"; # matches after '/usr/bin', # '/' becomes an ordinary char
Regexes must match a part of the string exactly in order for the statement to be true:
"Hello World" =~ /world/; # doesn't match, case sensitive "Hello World" =~ /o W/; # matches, ' ' is an ordinary char "Hello World" =~ /World /; # doesn't match, no ' ' at end
Perl will always match at the earliest possible point in the string:
"Hello World" =~ /o/; # matches 'o' in 'Hello' "That hat is red" =~ /hat/; # matches 'hat' in 'That'
Not all characters can be used 'as is' in a match. Some characters, called metacharacters, are considered special, and reserved for use in regex notation. The metacharacters are
{}[]()^$.|*+?\
A metacharacter can be matched literally by putting a backslash before it:
"2+2=4" =~ /2+2/; # doesn't match, + is a metacharacter "2+2=4" =~ /2\+2/; # matches, \+ is treated like an ordinary + 'C:\WIN32' =~ /C:\\WIN/; # matches "/usr/bin/perl" =~ /\/usr\/bin\/perl/; # matches
In the last regex, the forward slash '/' is also backslashed, because it is used to delimit the regex.
Most of the metacharacters aren't always special, and other characters (such as the ones delimitting the pattern) become special under various circumstances. This can be confusing and lead to unexpected results. "use re 'strict'" can notify you of potential pitfalls.
Non-printable ASCII characters are represented by escape sequences. Common examples are "\t" for a tab, "\n" for a newline, and "\r" for a carriage return. Arbitrary bytes are represented by octal escape sequences, e.g., "\033", or hexadecimal escape sequences, e.g., "\x1B":
"1000\t2000" =~ m(0\t2) # matches "cat" =~ /\143\x61\x74/ # matches in ASCII, but # a weird way to spell cat
Regexes are treated mostly as double-quoted strings, so variable substitution works:
$foo = 'house'; 'cathouse' =~ /cat$foo/; # matches 'housecat' =~ /${foo}cat/; # matches
With all of the regexes above, if the regex matched anywhere in the string, it was considered a match. To specify where it should match, we would use the anchor metacharacters "^" and "$". The anchor "^" means match at the beginning of the string and the anchor "$" means match at the end of the string, or before a newline at the end of the string. Some examples:
"housekeeper" =~ /keeper/; # matches "housekeeper" =~ /^keeper/; # doesn't match "housekeeper" =~ /keeper$/; # matches "housekeeper\n" =~ /keeper$/; # matches "housekeeper" =~ /^housekeeper$/; # matches
/cat/; # matches 'cat' /[bcr]at/; # matches 'bat', 'cat', or 'rat' "abc" =~ /[cab]/; # matches 'a'
In the last statement, even though 'c' is the first character in the class, the earliest point at which the regex can match is 'a'.
/[yY][eE][sS]/; # match 'yes' in a case-insensitive way # 'yes', 'Yes', 'YES', etc. /yes/i; # also match 'yes' in a case-insensitive way
The last example shows a match with an 'i' modifier, which makes the match case-insensitive.
Character classes also have ordinary and special characters, but the sets of ordinary and special characters inside a character class are different than those outside a character class. The special characters for a character class are "-]\^$" and are matched using an escape:
/[\]c]def/; # matches ']def' or 'cdef' $x = 'bcr'; /[$x]at/; # matches 'bat, 'cat', or 'rat' /[\$x]at/; # matches '$at' or 'xat' /[\\$x]at/; # matches '\at', 'bat, 'cat', or 'rat'
The special character '-' acts as a range operator within character classes, so that the unwieldy "[0123456789]" and "[abc...xyz]" become the svelte "[0-9]" and "[a-z]":
/item[0-9]/; # matches 'item0' or ... or 'item9' /[0-9a-fA-F]/; # matches a hexadecimal digit
If '-' is the first or last character in a character class, it is treated as an ordinary character.
The special character "^" in the first position of a character class denotes a negated character class, which matches any character but those in the brackets. Both "[...]" and "[^...]" must match a character, or the match fails. Then
/[^a]at/; # doesn't match 'aat' or 'at', but matches # all other 'bat', 'cat, '0at', '%at', etc. /[^0-9]/; # matches a non-numeric character /[a^]at/; # matches 'aat' or '^at'; here '^' is ordinary
Perl has several abbreviations for common character classes. (These definitions are those that Perl uses in ASCII-safe mode with the "/a" modifier. Otherwise they could match many more non-ASCII Unicode characters as well. See "Backslash sequences" in perlrecharclass for details.)
[0-9]
[\ \t\r\n\f]
[0-9a-zA-Z_]
[^0-9]
[^\s]
[^\w]
The "\d\s\w\D\S\W" abbreviations can be used both inside and outside of character classes. Here are some in use:
/\d\d:\d\d:\d\d/; # matches a hh:mm:ss time format /[\d\s]/; # matches any digit or whitespace character /\w\W\w/; # matches a word char, followed by a # non-word char, followed by a word char /..rt/; # matches any two chars, followed by 'rt' /end\./; # matches 'end.' /end[.]/; # same thing, matches 'end.'
The word anchor "\b" matches a boundary between a word character and a non-word character "\w\W" or "\W\w":
$x = "Housecat catenates house and cat"; $x =~ /\bcat/; # matches cat in 'catenates' $x =~ /cat\b/; # matches cat in 'housecat' $x =~ /\bcat\b/; # matches 'cat' at end of string
In the last example, the end of the string is considered a word boundary.
For natural language processing (so that, for example, apostrophes are included in words), use instead "\b{wb}"
"don't" =~ / .+? \b{wb} /x; # matches the whole string
"cats and dogs" =~ /cat|dog|bird/; # matches "cat" "cats and dogs" =~ /dog|cat|bird/; # matches "cat"
Even though "dog" is the first alternative in the second regex, "cat" is able to match earlier in the string.
"cats" =~ /c|ca|cat|cats/; # matches "c" "cats" =~ /cats|cat|ca|c/; # matches "cats"
At a given character position, the first alternative that allows the regex match to succeed will be the one that matches. Here, all the alternatives match at the first string position, so the first matches.
/(a|b)b/; # matches 'ab' or 'bb' /(^a|b)c/; # matches 'ac' at start of string or 'bc' anywhere /house(cat|)/; # matches either 'housecat' or 'house' /house(cat(s|)|)/; # matches either 'housecats' or 'housecat' or # 'house'. Note groups can be nested. "20" =~ /(19|20|)\d\d/; # matches the null alternative '()\d\d', # because '20\d\d' can't match
# extract hours, minutes, seconds $time =~ /(\d\d):(\d\d):(\d\d)/; # match hh:mm:ss format $hours = $1; $minutes = $2; $seconds = $3;
In list context, a match "/regex/" with groupings will return the list of matched values "($1,$2,...)". So we could rewrite it as
($hours, $minutes, $second) = ($time =~ /(\d\d):(\d\d):(\d\d)/);
If the groupings in a regex are nested, $1 gets the group with the leftmost opening parenthesis, $2 the next opening parenthesis, etc. For example, here is a complex regex and the matching variables indicated below it:
/(ab(cd|ef)((gi)|j))/; 1 2 34
Associated with the matching variables $1, $2, ... are the backreferences "\g1", "\g2", ... Backreferences are matching variables that can be used inside a regex:
/(\w\w\w)\s\g1/; # find sequences like 'the the' in string
$1, $2, ... should only be used outside of a regex, and "\g1", "\g2", ... only inside a regex.
Here are some examples:
/[a-z]+\s+\d*/; # match a lowercase word, at least some space, and # any number of digits /(\w+)\s+\g1/; # match doubled words of arbitrary length $year =~ /^\d{2,4}$/; # make sure year is at least 2 but not more # than 4 digits $year =~ /^\d{4}$|^\d{2}$/; # better match; throw out 3 digit dates
These quantifiers will try to match as much of the string as possible, while still allowing the regex to match. So we have
$x = 'the cat in the hat'; $x =~ /^(.*)(at)(.*)$/; # matches, # $1 = 'the cat in the h' # $2 = 'at' # $3 = '' (0 matches)
The first quantifier ".*" grabs as much of the string as possible while still having the regex match. The second quantifier ".*" has no string left to it, so it matches 0 times.
$x = "cat dog house"; # 3 words while ($x =~ /(\w+)/g) { print "Word is $1, ends at position ", pos $x, "\n"; }
prints
Word is cat, ends at position 3 Word is dog, ends at position 7 Word is house, ends at position 13
A failed match or changing the target string resets the position. If you don't want the position reset after failure to match, add the "/c", as in "/regex/gc".
In list context, "/g" returns a list of matched groupings, or if there are no groupings, a list of matches to the whole regex. So
@words = ($x =~ /(\w+)/g); # matches, # $word[0] = 'cat' # $word[1] = 'dog' # $word[2] = 'house'
$x = "Time to feed the cat!"; $x =~ s/cat/hacker/; # $x contains "Time to feed the hacker!" $y = "'quoted words'"; $y =~ s/^'(.*)'$/$1/; # strip single quotes, # $y contains "quoted words"
With the "s///" operator, the matched variables $1, $2, etc. are immediately available for use in the replacement expression. With the global modifier, "s///g" will search and replace all occurrences of the regex in the string:
$x = "I batted 4 for 4"; $x =~ s/4/four/; # $x contains "I batted four for 4" $x = "I batted 4 for 4"; $x =~ s/4/four/g; # $x contains "I batted four for four"
The non-destructive modifier "s///r" causes the result of the substitution to be returned instead of modifying $_ (or whatever variable the substitute was bound to with "=~"):
$x = "I like dogs."; $y = $x =~ s/dogs/cats/r; print "$x $y\n"; # prints "I like dogs. I like cats." $x = "Cats are great."; print $x =~ s/Cats/Dogs/r =~ s/Dogs/Frogs/r =~ s/Frogs/Hedgehogs/r, "\n"; # prints "Hedgehogs are great." @foo = map { s/[a-z]/X/r } qw(a b c 1 2 3); # @foo is now qw(X X X 1 2 3)
The evaluation modifier "s///e" wraps an "eval{...}" around the replacement string and the evaluated result is substituted for the matched substring. Some examples:
# reverse all the words in a string $x = "the cat in the hat"; $x =~ s/(\w+)/reverse $1/ge; # $x contains "eht tac ni eht tah" # convert percentage to decimal $x = "A 39% hit rate"; $x =~ s!(\d+)%!$1/100!e; # $x contains "A 0.39 hit rate"
The last example shows that "s///" can use other delimiters, such as "s!!!" and "s{}{}", and even "s{}//". If single quotes are used "s'''", then the regex and replacement are treated as single-quoted strings.
$x = "Calvin and Hobbes"; @word = split /\s+/, $x; # $word[0] = 'Calvin' # $word[1] = 'and' # $word[2] = 'Hobbes'
To extract a comma-delimited list of numbers, use
$x = "1.618,2.718, 3.142"; @const = split /,\s*/, $x; # $const[0] = '1.618' # $const[1] = '2.718' # $const[2] = '3.142'
If the empty regex "//" is used, the string is split into individual characters. If the regex has groupings, then the list produced contains the matched substrings from the groupings as well:
$x = "/usr/bin"; @parts = split m!(/)!, $x; # $parts[0] = '' # $parts[1] = '/' # $parts[2] = 'usr' # $parts[3] = '/' # $parts[4] = 'bin'
Since the first character of $x matched the regex, "split" prepended an empty initial element to the list.
See 'strict' in re.
This document may be distributed under the same terms as Perl itself.
| 2019-10-21 | perl v5.30.3 |


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domainOur primary research area is programmer productivity, which spans the spectrum from software engineering, to program analysis (both static and dynamic), to programming language design. Here are the group's publications. (Superseded papers are not listed.)
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Program Analysis Group


Authored article
Ofsted's Chief Inspector, Sir Michael Wilshaw, comments on high performing multi-academy trusts and what they have in common.
Earlier this year, I wrote to the then Secretary of State for Education to highlight my concerns about the performance of some of the country’s largest multi-academy trusts (MATs). Focused inspections of academies in 7 of these MATs had identified some serious weaknesses that were leading to poor progress and outcomes for far too many children, especially those from disadvantaged backgrounds.
As I made clear in my letter , we also know that there are some very good academy trusts out there doing an effective job in raising standards and providing a high-quality education for all their pupils. To gain a better understanding of what marks them out from their weaker counterparts, I commissioned Her Majesty’s Inspectors (HMI) to take a closer look at 7 of these stronger performers. For this review, HMI visited:
These trusts were selected from a long list of MATs that the National Schools Commissioner considers to be high performing. The sample of trusts visited by HMI was chosen to reflect a range of different sizes, age phases and contexts.
Each of the MATs in the sample is made up of at least 9 academies. Most have a track record of taking on a number of previously underperforming schools and leading them on a journey to good or even outstanding.
To inform our findings, HMI drew on existing inspection evidence and attainment data for individual academies, conducted survey questionnaires and held discussions with senior executives, school improvement leads, trustees and headteachers from each of the chosen MATs.
HMI found that these stronger trusts tended to share a set of common characteristics, including:
It is no surprise that for all these trusts, the key to success is the influential part being played by determined executive leaders, who are entrusted and empowered to make the right decisions to secure improvements.
In all but 1 of the 7 trusts, the chief executive’s role is performed by a former headteacher, each of whom can demonstrate an impressive track record of turning around failing schools and of exercising system leadership. They have all given – and continue to give − their services to a wide group of schools, often as national leaders of education. These leaders have succeeded in instilling a culture and ethos of high expectations among staff and pupils across their network of schools. In particular, they are ambitious about transforming educational achievements for their poorest pupils, including the most able children. They are visible leaders across their trusts, some of whom do not even have permanent offices. These leaders are optimistic for their pupils’ futures and refuse point-blank to accept excuses for children failing to reach their potential.
Executive leaders of Ark and the Diocese of Westminster, for example, have had success in narrowing the GCSE attainment gap between their disadvantaged pupils and others. In Ark’s academies, the gap for those attaining 5 or more A* to C grades, including English and mathematics, was 12 percentage points in 2015, while in the Diocese of Westminster it was 18 percentage points. Both compare favourably with the 28 percentage point gap that still exists nationally between disadvantaged pupils and the better off.
The leadership qualities of those at the top of these stronger MATs can also be seen in the provision of a carefully planned curriculum. Each of the MATs reviewed by HMI is working hard to place a strong focus on scholastic excellence while at the same time providing a high-quality personal, social and cultural experience for every pupil who passes through their academies.
While it is fair to say that none of these MATs is using its academy freedoms in a particularly radical way, all have designed their curriculum to make sure every pupil – and not just those whose parents can afford it – has the chance to benefit from enrichment activities, including trips abroad, arts events, learning a musical instrument, visiting galleries and museums, and other similar cultural experiences. For example, REAch2 has developed an ‘11 before 11’ programme to ensure that all pupils undertake 11 enriching experiences before they leave for secondary school.
Some of these MATs are also managing to buck the overall national trend by ensuring that pupils better suited to a technical or vocational pathway into employment are catered for well. The inclusion of a university technical college (UTC) as part of Leigh Academies Trust, for example, is allowing the MAT leaders to tailor the curriculum to match the talents and future ambitions of different pupils.
Another notable feature of the MATs visited for our review is the effort that goes into easing the transition for pupils moving between, as well as beyond, schools in the trust. Leaders place a high premium on establishing a consistent set of values, routines and expectations for behaviour across all their constituent academies. Where there are both primary and secondary schools within the MAT, effective links have been forged between the two phases to ensure a smooth transfer from Year 6 to Year 7. L.E.A.D Academy Trust has gone further, with plans to bring its secondary schools and all their feeder primary schools under the trust’s umbrella. Plans are also underway to bring into the trust a number of early years providers so that leaders can bring their influence to bear on the youngest children, right at the start of their education, in the deprived communities they serve.
In all 7 MATs, senior leaders of the constituent academies see it as their duty to support the trust as a whole. While committed to the success of their own institutions, they do not pull up the drawbridge. Those heads we spoke to work in tight, usually local networks to share best practice and act as critical friends to neighbouring academies in the same trust. They willingly offer support when others within the trust are looking for new ways of improving leadership, teaching and pupil performance. HMI did not encounter any unhelpful competition between individual heads.
The ASPIRE Academies Trust, for example, operates a model where its academies are structured in clusters of 3 or 4. Each of these clusters has an outstanding school as the lead academy and an executive headteacher responsible for improving the quality of teaching and learning across the hub. This collegiate and collaborative approach often extends beyond the MAT. A number of executive leaders from these trusts are also sharing their expertise more widely with other schools and academy chains.
All 7 MATs recognise the importance of investing in their staff’s professional development to improve both teaching and leadership. The general consensus is that ongoing coaching and regular opportunities to share good practice have a much greater impact on improving knowledge and skills than ad hoc training days or sending staff off to external conferences. The opportunities that staff members are given to expand their horizons and pursue a well-defined career path across different schools within the same trust are also good for recruitment and retention. At Ark, for example, 86% of those who joined as newly qualified teachers are still teaching within the trust 5 years later, many having progressed to middle or senior leadership positions during that time.
Each MAT’s model of governance has clear and well understood schemes of delegation and accountability. For example, ASPIRE and the First Federation took the decision to disband their local governing boards and replace them with regional boards overseeing clusters of schools, with clear reporting lines back to trust board level. At the strategic board level, all 7 MATS are able to draw on the expertise of a cadre of trustees or non-executive directors who use their range of skills and experience to monitor the overall performance of the trust closely. Board members and executive leaders make effective use of data to analyse performance, assess relative strengths and weaknesses across the network, and to identify emerging trends.
Unlike some of the academy chains, which I highlighted in my advice letter to the Secretary of State earlier this year, these strong performing trusts have resisted the temptation to expand too quickly and spread themselves too thinly across a wide geographical area. There is no sense that the executive leaders are driven by a desire to build empires. Instead, their initial focus has been on securing sustainable improvement in a smaller number of academies. Most of these leaders are working to a 3 to 4-year consolidation plan before they consider applying their trust’s model on a wider scale and across a more diverse range of schools.
While these trusts are diverse in their size, composition and geographical reach, it is clear to me that the common aspects identified by HMI − especially regarding the MATs’ strong, authoritative, visible leadership − are key factors in determining their success for all their pupils.
Published: 11 October 2016
From: Ofsted Sir Michael Wilshaw
Part of: HMCI's monthly commentaries


This website showcases infographics built based on the
World Happiness Report, which is a landmark survey
of the state of global happiness that ranks 156 countries by how
happy their citizens perceive themselves to be.
The infographics presented below include an interactive chloropleth
map, interactive charts, and an interactive data table.
The World Happiness Report has been produced annually since 2012 by
the United Nations Sustainable Development Solutions Network in
partnership with the Ernesto Illy Foundation.
Go to
worldhappiness.report/download
for more information.
The World Happiness reports present the results of analysis
performed on data coming from the Gallup World Polls. The happiness
rankings are based on answers to the main life evaluation question
asked in the poll. This is called the
Cantril ladder: it asks respondents to think of a
ladder, with the best possible life for them being a 10, and the
worst possible life being a 0. They are then asked to rate their own
current lives on that 0 to 10 scale.
The technologies used to build the inforgraphics presented here
include Python, Pandas, Jupyter Notebook, d3.js, Leaflet.js, and
GeoJSON.
Countries are color-coded by continent. Change the X- or Y-axis variable and observe how the countries move along those axes. Hover over a country to get detailed information.
ExploreCountries are color-coded depending on their ranking on the happiness ladder. Hover over a country to get detailed information. Yellow bubbles indicate the level of inequality in perceived happiness.
ExploreThis table contains raw data and can be filtered by rank, country, or year.
ExplorePick your variables among a large selection provided at the bottom and observe how countries align along those variables.
Explore


Mandi Leigh
Democrat
Self-Employed Private Tutor. I have been a science teacher in K12 education for six years prior. I have been a wildlife biologist in Colorado and I have experience in the Ski Area business.
BS Ecology and Environmental Biology MS Ed Natural Science Education (expected graduation 2023) EdD in Educational Studies, Innovation and Reform
80403
As a teacher we are constantly considering the interests of 150 students, their families, the community, ourselves, and the district objectives. In the process advocacy is inevitable. Teachers advocate for individual students in their schools and also for all their students during union actions. As a citizen, I have spoken during city council meetings about racial justice, environmental conservation, land-use changes, and written comments on USFS plans. As a representative I take the work very seriously and want to be authentic in service to the community.
I have donated money to these organizations: Southern Plains Land Trust, Greenpeace, Outdoor Lab Foundation, Bernie Sanders Primary Campaign, the Navaho COVID response, Wilderness Society.
Jefferson County Educators Association, Colorado Educators Association, National Educators Association, Golden Anti-Racist Collective, Jefferson County Communities that Care
I recently volunteered as a non-partisan poll monitor. I really enjoyed the experience and learned a lot about elections in Colorado. I think I can be of service to the citizens of Colorado in this context.
Arriving at consensus is often a difficult task. However if we start from a place of shared norms and common goals these guide the work and facilitate agreement. While communicating, it is important to confirm understanding by restating comments or asking for clarification. Using I statements will keep conversations neutral. Build rapport in working relationships is essential, something like getting a coffee or lunch while at work can be valuable to form relationships. As a scientist, we take many steps to be impartial in conducting and reporting on our research. Removing bias is impossible, but analyzing problems or situations when there is a common goal makes decision making as close to impartial as one can be.
I am comfortable using qualitative and quantitative research methods to solve problems. Both sectors of research are rooted in logic and reason, but approach problems with slightly different lens. Both are informative and valuable in sound decision making.
Female


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