Speech
Nick Gibb speaks to ResearchED about why the promotion of evidence-based approaches and freeing teachers to teach go hand in hand.
Thank you for that kind introduction.
These ResearchED conferences are hugely important, bringing together people from every part of education to promote the importance of evidence in everything we do - from policy-making right through to classroom practice.
As a deliberate act of policy, the government has made more information available, more school data, more evidence about education than ever before - and we can use that evidence to improve what we do on a day-to-day basis.
It is teachers who are taking the lead in this - who are putting evidence at the centre of their profession, their schools, their classrooms, their teaching.
And it is teachers who are using evidence to transform the education that children receive; in the network of 600 Teaching Schools, all established with Research and Development as 1 of their 6 core functions; in the projects and studies taking place all over the country, in academy chains and school clusters; in events like today.
And it is evidence that will liberate the teaching profession from the shackles that I believe they have laboured under for too long.
1965 was a historic year for British schools, not just because it was my first year in primary school. That year, Tony Crosland issued ‘ Circular 10/65 ’, which encouraged the spread of comprehensive schools and heralded a burst of experimentation in the classroom.
This, combined with my father’s job as a civil engineer, meant I witnessed an unusually broad spectrum of schooling as we moved house every few years: a state primary school; an independent prep school; a grammar school; a Canadian state school; a good comprehensive school and finally a very weak comprehensive, which is why I ended up in politics.
Seven different schools between 1965 and 1978, a period during which the English education system went through revolutionary change. It wasn’t necessarily comprehensivisation that was the problem but the bad ideas - to use Robert Peal’s phrase - that all too often came with it or preceded it: child-initiated learning; and look and say teaching of reading. Ideas in which ideology was trumping evidence.
Governments ever since that time have sought to address the declining standards that resulted. Jim Callaghan’s 1976 Ruskin speech; Gerbil, the Great Education Reform Bill of 1988 and Tony Blair’s literacy hour and the national strategies; all of which appeared to turbo-charge the very bad ideas that had led to the very problems they were trying to solve.
This was the age of ‘initiativitis’, when in just 1 year 322 directives were sent from Whitehall to schools and local authorities. No problem was too small to be solved by a new government directive, a national strategy or a quango. Teachers were relegated to being the mindless executors of initiatives imposed from on high.
This was the age when Ofsted inspectors were known to grade teachers according to conformity to a certain style of teaching, with a distinct preference for pupils working independent of teacher instruction. Those teachers who explained, conversed, demonstrated and informed from the front - in short, those teachers who taught - risked being graded inadequate.
Yet the grounds on which teachers were encouraged to embrace these practices were shockingly flimsy. In 1999, the Tooley Report showed that almost two-thirds of articles in education journals did not meet a minimum standard of academic good practice. Fads such as multiple intelligences, learning styles and personalisation had been - and in some cases still are being - promoted not because they work, but because they sound appealing.
All of these constraints on the autonomy of the profession and on good teaching, this government has challenged whilst in office.
When it comes to teaching practices, a far higher level of empirical evidence is now beginning to be demanded by the government and - more importantly - by teachers.
That is why we commissioned Dr Ben Goldacre, who will be speaking in the next session, to look into how our education system can use evidence more effectively . His report was groundbreaking, giving evidence-based teaching a much higher profile than ever before - and its effects can be seen all around us here today.
And for the same reason, in 2011 the government established the Education Endowment Foundation . Now in its fourth year, the foundation is providing teachers with high-quality evidence showing them which classroom practices will help their most deprived pupils.
Since 2011, the EEF has awarded £46.7 million to 87 projects working in over 2,400 schools.
Projects like the Word and World Reading Programme. Run by The Curriculum Centre , inspired by ED Hirsch’s core knowledge movement in the USA, this pilot study provides 8 schools, over 1 school year, with material to build basic knowledge in history and geography, subject-specific vocabulary lists so children can understand the topics they’re reading about, and teacher training in ‘direct instruction’.
Those 8 schools will be matched against 8 other schools, which don’t receive the intervention - and reading comprehension tests at the start and end of the projects will track whether the intervention has had an effect and, if so, how great.
The EEF ’s teaching and learning toolkit holds summaries of over 10,000 research studies from the UK and around the world, in 34 topics - already being used by almost half of the senior leaders recently surveyed.
Education research like this is also helping us to see which approaches are most effective in driving up standards. John Hattie’s book Visible Learning, published in 2009, synthesised the sometimes bewildering flurry of education research. It ranked over 100 different interventions according to their proven effectiveness.
‘Whole language’ approaches to literacy, ‘student control over learning’ and ‘problem based learning’ all scored so low in Hattie’s analysis that he rated them as little more effective than not teaching pupils anything at all. Hattie concluded that the ‘facilitator’ model of teacher instruction, where pupils are freed from teacher instruction and empowered to find things out for themselves, is in direct contradiction to effective teaching.
Yet these practices - and many more - are what teachers have historically been encouraged, almost forced, to use. For years the facilitator model was promoted as ‘what Ofsted want to see’. I will readily admit, this is a problem that - with the steadfast help of the Chief Inspector Sir Michael Wilshaw - we are only just beginning to solve.
As recent research carried out by Robert Peal for the think tank Civitas has revealed, until December 2013 three quarters of Ofsted reports still showed a marked bias against teacher instruction, in favour of more child-led alternatives.
Excerpts from Ofsted reports such as:
‘[teacher led instruction] … engenders over-reliance by students on being told things rather than finding them out for themselves’. In making such a judgement, the inspector gave a near word for word quotation from the 1967 Plowden Report. Plowden famously stated, ‘Finding out’ has proved to be better for children than ‘being told’.
The Plowden Report had a rather too enthusiastic view of what had been ‘proved’. Today, we know there is nothing wrong with pupils being told information by a teacher, if delivered in a structured and enlivening way. Thanks to Sir Michael’s leadership, inspectors will no longer penalise good teachers based on these pedagogical preferences.
Schools are being relieved of other burdens. Our education plan has raised the bar of school achievement, but has left it up to schools to decide how that bar should be cleared. For this reason, government guidance to schools has been cut by three-quarters, thousands of pages swept into the recycling bin.
I am under no illusion - high demands are being made of teachers in this transition to a more ambitious school system. The new phonics check; the reforms to key stage assessments; the new national curriculum; and the new GCSE and A level requirements all represent significant change.
And we know that teachers in England already work hard. This year, the OECD ’s Teaching and Learning International Survey told us that the average teacher in England works 46 hours a week, compared with an OECD average of 38 hours. But what makes up these extra 8 hours? Interestingly, it is not classroom teaching or extracurricular activities. Time spent in the classroom is the same in England as it is in the OECD as a whole.
Teachers in England are spending more time on school management and administration.
So our reforms have focused on relieving teachers of administrative burdens. We have simplified the process for setting detentions and excluding pupils. We want to free teachers to spend more time on things that make a difference to their pupils, and less time on things that do not.
General Patton’s dictum on leadership was:
Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity.
And that represents the philosophy behind our education plan: setting a high bar in the curriculum; examinations and KS2 assessments, sharpening accountability, but liberating the profession to decide how to reach that bar - how to teach and respond to those greater demands and higher expectations.
As a government we abhor the notion of social-determinism. Our mantra of closing the gap between those from poorer and wealthier backgrounds reflects the political philosophy of all the Coalition Education Ministers since 2010.
Which is why we introduced the pupil premium - we know that delivering high academic standards in the face of deprivation is challenging and resource intensive - so we’ve provided the resources to help schools to close that gap with the pupil premium - an additional £1,300 per primary pupil and £935 per secondary pupil.
Good schools are closing the gap. King Solomon’s Academy, with 51% free school meals, reported that 93% achieved 5 or more GCSEs at grades A* to C including English and maths this year.
Schools rated outstanding by Ofsted have double the proportion of pupils on free school meals achieving 5 good GCSEs compared with those rated inadequate.
In terms of raising academic standards, our curriculum and examination reforms have been criticised for their insistence on a higher level of subject knowledge. What is the point of mere knowledge, it is so often asked, when in the 21st century what pupils really need is creativity, imagination and critical thinking skills?
The point is that none of these skills can be acquired without an initial grounding in subject knowledge. A false dichotomy is too often made between knowledge and skills. Knowledge and skills are not enemies; they are partners. But they belong in a partnership where knowledge must be learnt first.
This is a principle that has been well explained by the American cognitive psychologist Daniel Willingham, and on our shores by Daisy Christodoulou, the former teacher, now Research and Development Manager at ARK Schools.
For too long, modern teaching methods have been based on the misconception that you can build a house from the roof downwards. I saw this early on in the reading debate, when recognition of whole words and reading for meaning was prioritised before the learning of individual sounds and phonemes.
In maths, problem solving was - too often - embarked upon prematurely, before fluency in the use of algorithms and the memorisation of number bonds and multiplication tables. In history, source analysis before sufficient understanding of the historical context can make such an activity meaningless.
In each case, misguided teaching methods attempt to bypass the hard graft and discipline of basic knowledge acquisition. To construct a glittering dome, you first have to put in the hard, unglamorous work on the building’s foundations.
It is a well-known principle that great inventions are made through analogical thinking. Breakthroughs occur when existing knowledge is brought to bear in new contexts. The ‘eureka moment’ of a great inventor originates not in a moment of pure inspiration, but through the novel application of what is already known.
Alexander Graham Bell’s first diagrams for the telephone made explicit reference to the biological structure of the human ear.
In the same way, artistic creativity grows out of a familiarity with a literary canon, the best that has been thought and said. Why else are the titles of so many great novels taken from existing works of literature, Brave New World, Far from the Madding Crowd, Things fall Apart, The Grapes of Wrath?
When asked for his inspiration for creating The Wire, its writer David Simon said that his landmark tale of crime and urban breakdown in modern Baltimore was indebted to Sophocles and Euripides.
Through our plan for education, we have raised the level of academic content in the English national curriculum. Some have criticised us for doing so. For me, the most infuriating criticism has come from well-educated celebrities and affluent media commentators. So often I read the same protest: ‘I received an academic education, and much of it has been useless’.
To such a protest I would say that: knowledge is like money: only those who have it can be complacent enough to deny its importance.
And since when should education be seen solely in practical terms? ‘What is the use in knowing that?’ ask the critics of our curriculum reforms. Within certain parts of the education system, there is a philistinism which demands any knowledge taught must be ‘useful’, or worse still ‘relevant’, to life in the 21st century.
All good teachers know this is nonsense. Those who love their subject are driven by a conviction of its innate value, which stands quite aside from mere utility or relevance. Of course, schools should prepare children for the workplace, but they can do so much more than that.
School should provide children with a cultural and intellectual hinterland, which allows them to take an interest in the world around them. Be it the workings of the global economy, the history of their local town, the significance of the large Hadron collider, or the geography of their natural area, a good education allows you to do this.
From our first year in government, we showed a commitment to academic subjects through the introduction of the EBacc measure. Such a simple change to school accountability has had remarkable results.
According to the 2014 AS-level entry figures released by JCQ , in 1 year there has been a 17% rise in pupils studying geography, a 15% rise in pupils studying Spanish, a 14% rise in pupils studying history, and a 9 percent rise in pupils studying further maths. English, physics and German also saw increases.
We also know - from rigorous international evidence - that greater autonomy at school level is one of the key features of a high-performing education system. That is why we are liberating the profession to run their own schools and to establish their own schools.
Results in sponsored academies are improving more quickly than other state-funded schools.
This government is emphatically on the side of teachers. We are freeing teachers from the constraints of government bureaucracy - and we want to go even further. We have challenged the orthodoxies that have undermined the teaching profession; and we are working to put evidence right at the heart of our education system to free teachers from having to kow-tow to such orthodoxies.
And we have empowered ambitious teachers to run their own schools, to establish new schools and to embrace new and tried and tested methods that the evidence says works.
Teachers are now the ones transforming our schools, transforming their profession, and transforming the education we offer to thousands of children and young people, all over the country.
Thank you.
Published: 8 September 2014


I love
the Timbertops!
This particular version is from the US, before the name was changed to Calico Critters.
Biography Information
Rose Timbertop loves kids so much it's hard to tell which are hers. But Mama Rose knows!


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Conference, Events & Catering Services
UC Riverside Conference, Events & Catering Services provides the campus and surrounding communities with a variety of services and venues for social events such as weddings, anniversaries and birthday parties, as well as corporate, cultural and educational.
Our event coordinators provide planning, set-up, and technical support for numerous events per year. We have an excellent catering staff and extensive menus at reasonable prices to fit any occasion. Browse venues, plan an event, or make a reservation now with our staff room inquiry form or student room inquiry form.
The Alumni & Visitor’s Center and the Barn, our two wedding venues at UC Riverside, are ideal for intimate- and medium-sized weddings and receptions. Both venues are competitively priced with packages starting at $500.
Business dinners, charity functions and holiday parties to name a few – Our event coordinators can create a package perfect for your special event at one of our campus venues. Services may include catering, audio/visual, guest parking, floral arrangements and specialty linen.
Whether it’s a small or large group, UC Riverside offers competitively priced packages and comfortable accommodations for summer conferences and retreats. Summer conference packages include your choice of overnight accommodations, all-you-care-to-eat meals, and guest parking. For events, find plenty of additional meeting and recreational space for your entire group.
Our venues feature a variety of meetings spaces that can be reserved for multiple- or single-part workshops, seminars, training sessions, presentations and other types of meetings. A wide-range of setups are available in each meeting space, creating flexible and comfortable spaces for participants.
Affordable meeting spaces are available to host your student events on campus. Based on availability, meeting spaces may be booked for single or recurring events. All meeting spaces include tables, chairs and most include audio/visual. We offer student discounts on meeting space reservations in certain locations.


Douglas Vieira
Imperial College London
Vienna, 28 May 2018
\[\begin{align} dS_t & = \mu S_t dt + \sqrt{V_t} S_t dW_t \\ dV_t & = \kappa (\theta - V_t) dt + \nu \sqrt{V_t} dZ_t \\ d[W, Z]_t & = \rho dt \end{align}\]
Theorem. Assume the market state process \(X\) is an Itô diffusion with locally Lipschitz coefficients, invertible diffusion coefficient matrix and with open connected support. Then, under no arbitrage, the option \(C\) with square-integrable payoff \(f(X_T)\) follows
\[ C_t = \varphi(X_t), \quad dC_t = \nabla_x\varphi(X_t)dX_t, \]
\[ \text{where } \varphi(x) = \mathbb E^{\mathbb Q}[f(X_T)\mid X_t=x]. \]
Theorem Let \(X\) be an Itô diffusion, of the form
\[ dX_t = \mu_t dt + \sigma_t dW_t, \]
\[ \text{then } \frac{X_t - \tilde X_t}{\sqrt t} \xrightarrow{L^2} 0, \]
\[ \text{where } d\tilde X_t = \sigma_0 dW_t. \]
\[ d\tilde C_t = \nabla_x\varphi(X_0) d\tilde X_t \]
https://github.com/dougmvieira/presentations
https://github.com/dougmvieira/20180528-thalesians-vienna-seminar
Aït-Sahalia, Yacine, and Jean Jacod. 2014. High-Frequency Financial Econometrics. Princeton University Press.
Antonov, Alexandre, Michael Konikov, and Michael Spector. 2015. “The Free Boundary Sabr: Natural Extension to Negative Rates.” Preprint, SSRN//2557046.
Cont, Rama. 2001. “Empirical Properties of Asset Returns: Stylized Facts and Statistical Issues.” Quantitative Finance 1 (2): 223–36.
Robert, Christian Y., and Mathieu Rosenbaum. 2011. “The Model with Uncertainty Zones for Ultra High Frequency Prices and Durations: Applications to Statistical Estimation and Mathematical Finance.” In Econophysics of Order-Driven Markets, 203–24. New Econ. Windows. Springer, Milan. https://doi.org/10.1007/978-88-470-1766-5_14.
Rosenbaum, Mathieu. 2009. “Integrated Volatility and Round-Off Error.” Bernoulli 15 (3): 687–720. https://doi.org/10.3150/08-BEJ170.


Indians Unleash Wrath on Kiwi MP's 'Bollywood Overreaction' Remark Justifying New Visa Policy
New Delhi (Sputnik): According to New Zealand’s refreshed visa policies, couples hoping to migrate to the country must have lived together for at least 12 months, making it hard for Indians in new arranged marriages to bring their spouses back to New Zealand.
After New Zealand-based Indian couples expressed concerns on the country’s latest visa rules modifications, parliamentarian Shane Jones labelled the Indian community's concerns a “Bollywood over-reaction” leading to a tensed situation in the Wellington.
Infuriated by Jones' "racist" remarks on the "insensitive" visa rule that has made it difficult for people in arranged marriages to bring their spouses to New Zealand, Indians as well as New Zealand natives have taken to social media to slam the MP.
As of now, Jones is pushing back against claims that he is being insensitive, saying he will not be told what to do by migrants, reports suggest.
According to media reports, this latest statement from Jones comes just a month after he asked the tensed Indian community there to stop bringing their “whole village” to New Zealand if they have issues with the country rules, otherwise, the MP suggested Indians “catch the next flight home”.
In 2018, nearly 4.7 per cent of New Zealand's population identified themselves as Indians making it the fourth-largest ethnicity in the country after Europeans, the Maori and Chinese.
In addition, 2.5 per cent of the current population of New Zealand - nearly 117,348 people were recognised as “born in India”.


| Package | org.puremvc.as3.patterns.facade |
| Class | public class Facade |
| Implements | IFacade |
IFacade
implementation.
In PureMVC, the Facade
class assumes these
responsibilities:
Model
, View
and Controller
Singletons.IModel,
IView, & IController
interfaces.Model
,
View
and Controller
Singletons created.Commands
and notifying Observers
Example usage:
import org.puremvc.as3.patterns.facade.∗; import com.me.myapp.model.*; import com.me.myapp.view.*; import com.me.myapp.controller.*; public class MyFacade extends Facade { // Notification constants. The Facade is the ideal // location for these constants, since any part // of the application participating in PureMVC // Observer Notification will know the Facade. public static const GO_COMMAND:String = "go"; // Override Singleton Factory method public static function getInstance() : MyFacade { if (instance == null) instance = new MyFacade(); return instance as MyFacade; } // optional initialization hook for Facade override public function initializeFacade() : void { super.initializeFacade(); // do any special subclass initialization here } // optional initialization hook for Controller override public function initializeController() : void { // call super to use the PureMVC Controller Singleton. super.initializeController(); // Otherwise, if you're implmenting your own // IController, then instead do: // if ( controller != null ) return; // controller = MyAppController.getInstance(); // do any special subclass initialization here // such as registering Commands registerCommand( GO_COMMAND, com.me.myapp.controller.GoCommand ) } // optional initialization hook for Model override public function initializeModel() : void { // call super to use the PureMVC Model Singleton. super.initializeModel(); // Otherwise, if you're implmenting your own // IModel, then instead do: // if ( model != null ) return; // model = MyAppModel.getInstance(); // do any special subclass initialization here // such as creating and registering Model proxys // that don't require a facade reference at // construction time, such as fixed type lists // that never need to send Notifications. regsiterProxy( new USStateNamesProxy() ); // CAREFUL: Can't reference Facade instance in constructor // of new Proxys from here, since this step is part of // Facade construction! Usually, Proxys needing to send // notifications are registered elsewhere in the app // for this reason. } // optional initialization hook for View override public function initializeView() : void { // call super to use the PureMVC View Singleton. super.initializeView(); // Otherwise, if you're implmenting your own // IView, then instead do: // if ( view != null ) return; // view = MyAppView.getInstance(); // do any special subclass initialization here // such as creating and registering Mediators // that do not need a Facade reference at construction // time. registerMediator( new LoginMediator() ); // CAREFUL: Can't reference Facade instance in constructor // of new Mediators from here, since this is a step // in Facade construction! Usually, all Mediators need // receive notifications, and are registered elsewhere in // the app for this reason. } }
See also
| Property | Defined by | ||
|---|---|---|---|
| controller : IController | Facade | ||
| instance : IFacade
[static]
| Facade | ||
| model : IModel | Facade | ||
| view : IView | Facade |
| Method | Defined by | ||
|---|---|---|---|
|
Facade()
Constructor.
| Facade | ||
|
[static]
Facade Singleton Factory method
| Facade | ||
|
hasCommand(notificationName:String):Boolean
Check if a Command is registered for a given Notification
| Facade | ||
|
hasMediator(mediatorName:String):Boolean
Check if a Mediator is registered or not
| Facade | ||
|
hasProxy(proxyName:String):Boolean
Check if a Proxy is registered
| Facade | ||
|
notifyObservers(notification:INotification):void
Notify
Observer s. | Facade | ||
|
registerCommand(notificationName:String, commandClassRef:Class):void
Register an
ICommand with the Controller by Notification name. | Facade | ||
|
registerMediator(mediator:IMediator):void
Register a
IMediator with the View . | Facade | ||
|
registerProxy(proxy:IProxy):void
Register an
IProxy with the Model by name. | Facade | ||
|
removeCommand(notificationName:String):void
Remove a previously registered
ICommand to INotification mapping from the Controller. | Facade | ||
|
removeMediator(mediatorName:String):IMediator
Remove an
IMediator from the View . | Facade | ||
|
removeProxy(proxyName:String):IProxy
Remove an
IProxy from the Model by name. | Facade | ||
|
retrieveMediator(mediatorName:String):IMediator
Retrieve an
IMediator from the View . | Facade | ||
|
retrieveProxy(proxyName:String):IProxy
Retrieve an
IProxy from the Model by name. | Facade | ||
|
sendNotification(notificationName:String, body:Object = null, type:String = null):void
Create and send an
INotification . | Facade |
| Method | Defined by | ||
|---|---|---|---|
|
initializeController():void
Initialize the
Controller . | Facade | ||
|
initializeFacade():void
Initialize the Singleton
Facade instance. | Facade | ||
|
initializeModel():void
Initialize the
Model . | Facade | ||
|
initializeView():void
Initialize the
View . | Facade |
| Constant | Defined by | ||
|---|---|---|---|
| SINGLETON_MSG : String = "Facade Singleton already constructed!" | Facade |
| controller | property |
protected var controller:IController
| instance | property |
protected static var instance:IFacade
| model | property |
protected var model:IModel
| view | property |
protected var view:IView
| Facade | () | constructor |
public function Facade()
Constructor.
This IFacade
implementation is a Singleton,
so you should not call the constructor
directly, but instead call the static Singleton
Factory method Facade.getInstance()
— Error if Singleton instance has already been constructed
|
| getInstance | () | method |
public static function getInstance():IFacade
Facade Singleton Factory method
ReturnsIFacade —
the Singleton instance of the Facade
|
| hasCommand | () | method |
public function hasCommand(notificationName:String):Boolean
Check if a Command is registered for a given Notification
ParametersnotificationName:String |
Boolean — whether a Command is currently registered for the given notificationName .
|
| hasMediator | () | method |
public function hasMediator(mediatorName:String):Boolean
Check if a Mediator is registered or not
ParametersmediatorName:String |
Boolean — whether a Mediator is registered with the given mediatorName .
|
| hasProxy | () | method |
public function hasProxy(proxyName:String):Boolean
Check if a Proxy is registered
ParametersproxyName:String |
Boolean — whether a Proxy is currently registered with the given proxyName .
|
| initializeController | () | method |
protected function initializeController():void
Initialize the Controller
.
Called by the initializeFacade
method.
Override this method in your subclass of Facade
if one or both of the following are true:
IController
.Commands
to register with the Controller
at startup.. IController
,
call super.initializeController()
at the beginning of your
method, then register Command
s.
| initializeFacade | () | method |
protected function initializeFacade():void
Initialize the Singleton Facade
instance.
Called automatically by the constructor. Override in your
subclass to do any subclass specific initializations. Be
sure to call super.initializeFacade()
, though.
| initializeModel | () | method |
protected function initializeModel():void
Initialize the Model
.
Called by the initializeFacade
method.
Override this method in your subclass of Facade
if one or both of the following are true:
IModel
.Proxy
s to register with the Model that do not
retrieve a reference to the Facade at construction time.IModel
,
call super.initializeModel()
at the beginning of your
method, then register Proxy
s.
Note: This method is rarely overridden; in practice you are more
likely to use a Command
to create and register Proxy
s
with the Model
, since Proxy
s with mutable data will likely
need to send INotification
s and thus will likely want to fetch a reference to
the Facade
during their construction.
| initializeView | () | method |
protected function initializeView():void
Initialize the View
.
Called by the initializeFacade
method.
Override this method in your subclass of Facade
if one or both of the following are true:
IView
.Observers
to register with the View
IView
,
call super.initializeView()
at the beginning of your
method, then register IMediator
instances.
Note: This method is rarely overridden; in practice you are more
likely to use a Command
to create and register Mediator
s
with the View
, since IMediator
instances will need to send
INotification
s and thus will likely want to fetch a reference
to the Facade
during their construction.
| notifyObservers | () | method |
public function notifyObservers(notification:INotification):void
Notify Observer
s.
This method is left public mostly for backward compatibility, and to allow you to send custom notification classes using the facade.
P> Usually you should just call sendNotification and pass the parameters, never having to construct the notification yourself. Parametersnotification:INotification — the INotification to have the View notify Observers of.
|
| registerCommand | () | method |
public function registerCommand(notificationName:String, commandClassRef:Class):void
Register an ICommand
with the Controller
by Notification name.
notificationName:String — the name of the INotification to associate the ICommand with
|
|
commandClassRef:Class — a reference to the Class of the ICommand
|
| registerMediator | () | method |
public function registerMediator(mediator:IMediator):void
Register a IMediator
with the View
.
mediator:IMediator — the name to associate with this IMediator
|
| registerProxy | () | method |
public function registerProxy(proxy:IProxy):void
Register an IProxy
with the Model
by name.
proxy:IProxy — the name of the IProxy .
|
| removeCommand | () | method |
public function removeCommand(notificationName:String):void
Remove a previously registered ICommand
to INotification
mapping from the Controller.
notificationName:String — the name of the INotification to remove the ICommand mapping for
|
| removeMediator | () | method |
public function removeMediator(mediatorName:String):IMediator
Remove an IMediator
from the View
.
mediatorName:String — name of the IMediator to be removed.
|
IMediator —
the IMediator that was removed from the View
|
| removeProxy | () | method |
public function removeProxy(proxyName:String):IProxy
Remove an IProxy
from the Model
by name.
proxyName:String — the IProxy to remove from the Model .
|
IProxy —
the IProxy that was removed from the Model
|
| retrieveMediator | () | method |
public function retrieveMediator(mediatorName:String):IMediator
Retrieve an IMediator
from the View
.
mediatorName:String |
IMediator —
the IMediator previously registered with the given mediatorName .
|
| retrieveProxy | () | method |
public function retrieveProxy(proxyName:String):IProxy
Retrieve an IProxy
from the Model
by name.
proxyName:String — the name of the proxy to be retrieved.
|
IProxy —
the IProxy instance previously registered with the given proxyName .
|
| sendNotification | () | method |
public function sendNotification(notificationName:String, body:Object = null, type:String = null):void
Create and send an INotification
.
Keeps us from having to construct new notification instances in our implementation code.
ParametersnotificationName:String — the name of the notiification to send
|
|
body:Object (default = null ) — the body of the notification (optional)
|
|
type:String (default = null ) — the type of the notification (optional)
|
| SINGLETON_MSG | constant |
protected const SINGLETON_MSG:String = "Facade Singleton already constructed!"


With a Bachelor's degree in Computer Science and a Minor in Mathematics from Monmouth University, currently pursuing an MBA with a concentration in MIS at NJIT.
Having gotten tired of the day to day life in a cubicle as an Application Developer at UPS, Ricardo is currently Field Video Engineer with Harmonic Inc. Find out more via his LinkedIn below or get in touch directly via email.


Anupam
Awasthi
About
| First Name : |
First Name |
| Contact no : |
Contact no. |
| Home Town : |
Home Town |
| Current City : |
Current City |
| College : |
College |
| Employer : |
Employer |
| Graduate School : |
Graduate School |
| DOB : |
DOB : |
| high school : |
|
Basic updateInfo
- Name - Priyank
Sharma
- Home Town - Jabalpur
- Current City - Jabalpur
- College - Jabalpur
- Employer - Jabalpur
- Graduate School - Jabalpur
- Contact -<PHONE_NUMBER>
- Date of Birth -
- High School-


Hiding fields with the same values. Show all fields.
Showing all fields. Show only different fields.
Showing all fields. There are no fields with the same value.
All the fields have the same values. Show all fields.
Showing all fields. Show only different fields.


Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an
Some quick example text to build on the card title and make up the bulk of the card's content.
Some quick example text to build on the card title and make up the bulk of the card's content.
Some quick example text to build on the card title and make up the bulk of the card's content.
See all


“
I’ve known Dellony since 2011. I give you my highest recommendation that Dellony professional team can serve you well!
Cassandane Asha
Graphic Designer
There is nothing more important to me than User Interface Design.
“
Dellony is a great partner. We’ve made a huge difference in our sales. We wouldn’t able to do this without Dellony expert team.
Ava Parik
CHIEF EXECUTIVE OFFICER
I am owner of a famous marketing company. Advertising is the soul of my business.
“
Without their helpful service, I couldn't grow my business. They always meet my high expectations, and I wish I knew Dellony earlier.
Tahm Bundar
Co-Founder
I remember those hard days when our startup was dying, but I never lost my hope.


Philadelphia McDonald’s worker ‘hit with brick’, assaulted after refusing to give boys free food, cousin says
by Greg NormanA 17-year-old Philadelphia McDonald’s employee was hit with a brick and beaten unconscious earlier this week after she refused to give free food to a group of teen boys, her cousin said.
The attack on Charm Sullivan began while she was working behind the counter Wednesday night, her cousin, Khadijah Lovett, told NBC 10. She said at least four boys approached her and asked for free food, but when Sullivan denied their request, they began attacking her and followed her when she tried to flee into the restaurant’s bathroom.
“The only thing she keeps saying is she doesn’t know why her. Why her?” Lovett told the station.
MCDONALD'S EMPLOYEE ATTACKED IN DRIVE-THRUE BY TWO CUSTOMERS AFTER DISPUTE ABOUT BILL
Family members claim Sullivan later was found unconscious between two cars in the parking lot after the situation spilled outside.
“They assaulted her several times,” Lovett told NBC 10.
Images Lovett released following the incident showed her cousin with injuries to her eyes and lips.
CLICK HERE TO GET THE FOX NEWS APP
A Philadelphia Police Department spokesperson told Fox News on Friday that Sullivan filed a report after the alleged attack. Investigators, however, have not yet released any details regarding the attackers.


:: Experimental :: Binarize a column of continuous features given a threshold.
:: Experimental ::
Bucketizer
maps a column of continuous features to a column of feature buckets.
:: Experimental :: Outputs the Hadamard product (i.
:: Experimental :: Maps a sequence of terms to their term frequencies using the hashing trick.
:: Experimental :: Compute the Inverse Document Frequency (IDF) given a collection of documents.
:: Experimental :: Model fitted by IDF.
:: Experimental :: Normalize a vector to have unit norm using the given p-norm.
:: Experimental :: A one-hot encoder that maps a column of category indices to a column of binary vectors, with at most a single one-value per row that indicates the input category index.
:: Experimental :: Perform feature expansion in a polynomial space.
:: Experimental ::
A regex based tokenizer that extracts tokens either by using the provided regex pattern to split
the text (default) or repeatedly matching the regex (if gaps
is true).
:: Experimental :: Standardizes features by removing the mean and scaling to unit variance using column summary statistics on the samples in the training set.
:: Experimental :: Model fitted by StandardScaler.
:: Experimental :: A label indexer that maps a string column of labels to an ML column of label indices.
:: Experimental :: Model fitted by StringIndexer.
:: Experimental :: A tokenizer that converts the input string to lowercase and then splits it by white spaces.
:: Experimental :: A feature transformer that merges multiple columns into a vector column.
:: Experimental :: Class for indexing categorical feature columns in a dataset of Vector.
:: Experimental :: Transform categorical features to use 0-based indices instead of their original values.
:: Experimental ::
Word2Vec trains a model of Map(String, Vector)
, i.
:: Experimental :: Model fitted by Word2Vec.


RP CREATION
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- Unique content in diffrent languages
- EFX edit
- Creating own vibes
Our page contains
- Nature
- Friends
- Trending songs
- Love
- Action
- Motivational videos
Other features
- Paid video edits
- Paid promotions
- Any content request or queries
- contact us
So do join us
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{% if request.user|already_voted:proposal %}
{% with request.user|get_rate_display:proposal as rate %}
{% endwith %}
{% elif request.user|allowed_to_vote:proposal %}
Use the buttons bellow to vote:
{% for value, name in vote_rates %}
{% endfor %}
{% endif %}


Key loop expressions are expressions that can only be used within the context of a key loop and allow you to conditionally include or exclude code based on the attributes of the current key.
|
Key Loop Expression |
Description |
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The key is ordered in ascending sequence. |
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The first segment of the key is an auto-sequence segment (ISAM Rev 6). |
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The first segment of the key is an auto-time-stamp key, of one of the two types shown below. ISAM Rev 6 (Synergy/DE 10.1.1 or higher). |
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The first segment of the key is an auto-time-stamp key with values that are set only when records are first created. ISAM Rev 6 (Synergy/DE 10.1.1 or higher). |
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The first segment of the key is an auto-time-stamp key with values that are set whenever records are updated. ISAM Rev 6 (Synergy/DE 10.1.1 or higher). |
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The key value may be changed. |
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The key is ordered in descending sequence. |
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The key allows records with duplicate key values. |
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Duplicate key values are inserted after any existing records with the same key value. |
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Duplicate key values are inserted before any existing records with the same key value. |
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The first segment of the key is a non-case sensitive alpha field. |
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The key being processed is the first unique key in the file. |
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The key being processed has one or more literal value segments. |
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The key has more than one segment. |
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The key value may not be changed. |
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The key does not allow multiple records with the same key value. |
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The key is a null key. See <KEY_NULLTYPE> and <KEY_NULLVALUE>. |
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The key has a null key value specified. See <KEY_NULLTYPE> and <KEY_NULLVALUE>. |
|
|
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The key is the primary key. In order for this expression to return true the key must be the first key defined for the structure, and the key of reference must be 0. |
|
The key only has one segment. |
Copyright © 2021 Synergex International, Inc.


What is krzz.de?
krzz.de is a tool to make URLs shorter. By entering a long URL, a new, shortened URL will be generated. When this shortened URL is opened in a browser, it will redirect to the original, long URL.
Why another URL shortener?
I created krzz.de for the following reasons:
- to create a technology demo for MeToo.pm, a nano web application framework for Perl.
- to gain experience with the development and maintenance of real "live" web services.
- to test how far I can bring this service while only hosting it on the shared webhosting servers of webhosting provider.
krzz.de is powered by gnzkrz, which is open source software and licensed under the MIT/X Consortium License.
Your service links to illegal/indecent content.
Please send an email to<EMAIL_ADDRESS>so that I can disable abuse links as soon as possible.
Does your service provide an API to automate URL shortening?
Yes. Just make GET requests on
http://krzz.de/_api/save?url=<your-url>and the returned body will contain the shortened URL in text/plain MIME type.


Delia Ketchum
Delia Ketchum, also known as Mrs. Ketchum, is the mother of
Ash Ketchum
, a recurring anime character.


◆ createList
◆ moveConscienceToCenter
| - (void) moveConscienceToCenter |
|
|
|
◆ accessorySlot
◆ bottomAccessoryButton
| - (IBOutlet UIButton*) bottomAccessoryButton |
|
protected |
button for bottom accessory outline
◆ bottomAccessoryLabel
| - (IBOutlet UILabel*) bottomAccessoryLabel |
|
protected |
label for bottom accessory outline
◆ consciencePlayground
| - (IBOutlet UIView*) consciencePlayground |
|
protected |
◆ prefs
| - (NSUserDefaults*) prefs |
|
protected |
serialized user settings/state retention
◆ previousButton
| - (IBOutlet UIButton*) previousButton |
|
protected |
button for accessing previous screen
◆ primaryAccessoryButton
| - (IBOutlet UIButton*) primaryAccessoryButton |
|
protected |
button for primary accessory outline
◆ primaryAccessoryLabel
| - (IBOutlet UILabel*) primaryAccessoryLabel |
|
protected |
label for primary accessory outline
◆ secondaryAccessoryButton
| - (IBOutlet UIButton*) secondaryAccessoryButton |
|
protected |
button for secondary accessory outline
◆ secondaryAccessoryLabel
| - (IBOutlet UILabel*) secondaryAccessoryLabel |
|
protected |
label for secondary accessory outline
◆ statusMessage1
| - (IBOutlet UILabel*) statusMessage1 |
|
protected |
delegate for application level callbacks
◆ topAccessoryButton
| - (IBOutlet UIButton*) topAccessoryButton |
|
protected |
button for top accessory outline
◆ topAccessoryLabel
| - (IBOutlet UILabel*) topAccessoryLabel |
|
protected |
label for top accessory outline
◆ previousScreen
| - (IBOutlet UIImageView*) previousScreen |
|
readwritenonatomicassign |
The documentation for this category was generated from the following file:


A Review of TAFL by Jesse Robinson
TAFL an e-book by Jesse Robinson is one of the first books about hnefatafl. It takes a conversational approach and feels like you just had a good conversation with a random guy at the bookstore. In just 52 pages, he shows his disdain for video games, explains how board games connect us to the past and introduces the system of tafl games.
One problem with hnefatafl and the tafl family of games is the lack of standardized rules. Every one seems to play them slightly differently. I really like how Robinson introduces the tafl games by the characteristics they have in common and how they can differ into the plethora of variations that exist.
The book lists out 9 common characteristics as defined by:
- The playing board always have an odd number of squares (7x7, 9x9, 11x11, 13x13).
- All pieces move orthogonally like a rook in chess.
- The game is asymmetric. One side (the attackers) always has more pieces than the other (the defenders).
- The defender’s goal is to get their king to safety.
- Pieces are captured by being sandwiched between two of the enemy pieces.
- Only the king can go into the center or corner squares.
-
The center and corner squares are “hostile squares” in capturing.
For example:
If there is a piece next to one of these square, the opponent can move next to your piece and capture it as though one of the hostile square contained an enemy piece. - There is no suicide. You can safely move in between two enemy pieces.
- You are not allowed to jump or move through other pieces.
The book also describes 8 variations that can differ from game to game:
- What is the size of the board?
- Which player starts first?
- Can pieces can move through the center square?
- Does the king’s escape to the corner squares or the edge?
- Can pieces can go back to their original starting position?
- Can pieces go onto opponents starting position?
- What is the starting position for the two sides?
- Is the king weaponless? i.e. Can the king participate in capturing other pieces?
This description of characteristics and variations is followed by some history with a notable mention to Swedish botanist Carl Linneaus. Who in 1732, came across the game of Tablut (a 9x9 variant) while touring Lapland and recorded the rules in his diary. These rules became the basis of the reconstruction of many tafl games.
The next chunk of the book is dedicated to 11 particular variations and their rules. It’s safe to say that each set of rules presented here are not written in stone and you may find different rules elsewhere. But they are definitely playable and represent a version of each of the following games:
Ard Ri
Brandubh
Fitchneal
Gwyddbwyll
Tablut
Tawlbwrdd (2 variations)
Hnefatafl (3 variations)
Alea Evangelii
There are helpful diagrams of starting positions included with each section.
The books concludes with the position that some may argue the exact rules presented in the book lacks historic authenticity. Robinson’s answer to that? It doesn’t matter. There’s no real way to prove it one way or the other and it’s more important to just get a game on the table and start playing.
Overall, this is a good and easy introduction to tafl games. The author’s personal commentary is interesting and is becoming more and more relevant in this digital age. TAFL is book 1 of a series on ancient games that I hope to see continue.


Generative
Procedural generation, algorithmic design, graphics programming, creative imaging ..
-
Pseudo-Halftone
Image effect algorithm that mimics the appearance of the halftone technique.
view notebook -
Circle scatter diagram
Image effect algorithm that scatters raster circles (with anti-aliasing).
view notebook -
Square scatter diagram
Image effect algorithm that scatters raster squares.
view notebook -
Segments
Image effect algorithm that simulates small filaments inspired by old watch LCDs.
view notebook -
Strings
Image effect algorithm that traces lines with radius variation.
view notebook -
Diagonal Tracing
Image effect algorithm that produces stylized diagonal stripes with color conditionals.
view notebook -
Voronoi diagram
Image effect algorithm that produces different results based on different distance metrics.
view notebook
Simulation
Physics, nonlinear systems, dynamics, chaotic stuff, natural phenomena ..
-
Cellular Automaton 1D
Implementation of an uni-dimensional cellular automata of binary values.
view notebook -
Cellular Automaton 2D
Implementation of an uni-dimensional cellular automata of binary values.
view notebook -
Reaction Diffusion
Implementation of a reaction-diffusion system based on Gray Scott's model.
view notebook
M.L. + A.I.
Experiments involving machine learning, artificial intelligence and so on.
-
Image Approximation
Image approximation and upscaling interpolation using deep Neural Network.
view notebook
Sound Design
Algorithmic composition, audio programming, sound effects, audio synthesis ..
-
Sinusoidal periodic waveform
Overview about sinusoidal periodic waveform or sine wave function.
view notebook -
Non-sinusoidal periodic waveforms
Overview about non-sinusoidal periodic waveforms.
view notebook -
Color of noise
Overview and implementing of noise function focused on its power spectrum.
view notebook


Film review by Kevin Patterson
SHAKESPEARE IN LOVE Rating: *** (out of four) R, 1998 Director: John Madden Screenplay: Marc Norman and Tom Stoppard Starring Cast: Gwyneth Paltrow, Joseph Fiennes
SHAKESPEARE IN LOVE is a story built out of one of those "what-if" scenarios. In this case, it's "What if William Shakespeare had a romantic relationship that came to an unfortunate ending around the time he was writing 'Romeo and Juliet'?" Joseph Fiennes and Gwyneth Paltrow star respectively as The Bard and Viola De Lesseps, an upper-class woman doomed to a marriage she despises. Screenwriters Marc Norman and Tom Stoppard deftly weave elements of Shakespeare's style, such as disguises, mistaken identities, and mistakenly attributed guilt, into this story, creating what was probably the favorite film of all English professors across the country. "Cute," "clever," "funny," and "charming" are all words I would use to describe this entertaining trip through 16th-century England as Shakespeare probably knew it. Words I would not use to describe it, however, are "best film of the year" or "worthy of thirteen Oscar nominations." Yes, it's a lot of fun, and yes, it's intelligently written, but I'm afraid I don't see much more to it than that: the story is essentially a prolonged gimmick, and some of the most poignant dialogue is not the screenwriters' but Shakespeare's, when Fiennes and Paltrow end up playing the parts of Romeo and Juliet on the afternoon of the play's premiere. Still, I was never bored for a second, and SHAKESPEARE IN LOVE is refreshingly devoid of the clichés and melodrama that plague many a romantic comedy.
Film Reviews Page: http://members.aol.com/KTPattersn/reviews.html
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


This is example of good programing
Good programm has to be in sequence and manner.
This is a image of my heart!