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Speech
Michael Gove, Secretary of State for Education, speaks at McLaren about the future of vocational education.
Thank you very much for that kind introduction.
It’s a huge pleasure to be here at McLaren today - during what must be a brief and exceedingly busy period before the grands prix roar into action.
As this incredible setting shows - more like a Bond villain’s lair than anywhere I’ve ever spoken before - McLaren are world leaders in technological innovation; constantly and quite literally reinventing the wheel, to make it ever faster, ever more aerodynamic, ever more efficient.
This restless pursuit of excellence builds on an impressive sporting heritage.
Since their first race in 1966, McLaren have won more grands prix than any other Formula 1 marque - with champions like Ayrton Senna, James Hunt, Niki Lauda and, of course, Lewis Hamilton.
But just as important as a glorious past is a bright future.
Which is why McLaren are taking part in helping to train the next generation of engineers, scientists and inventors.
Through apprenticeships, trainees, internships, work experience and as STEM ambassadors, McLaren are every bit as much a world-beating educational institution as Oxford University or Imperial College - introducing young people to the dazzling potential of science and technology, and training them to play their part.
It’s fitting that I’m here where educational and technical innovation meet, because I want to talk today about the future relationship between education and the world of work.
I want to do so because the world of work is changing at high speed - and we are about to see that change accelerate at dramatic pace.
If young people are to be prepared for that radically changing world of work, we need a plan to change our education system - and to secure their future.
In particular, we need to end the artificial and damaging division between the academic and the practical - the apartheid at the heart of our education system.
We need to ensure that more students enjoy access to the academic excellence which will make a practical difference to their job prospects in a fast-changing world.
And we need to ensure that practical, technical and vocational education is integrated with academic learning to make both more compelling for all students in our schools, and more valuable in the new labour market.
It’s important to stress, of course, that education is about more, much more, than preparation for employment.
It’s an initiation of every new generation into the best that’s been thought and written. It’s an exploration of all the riches of human creativity. And a preparation for the moral responsibilities of adult life.
But education is also - critically - the means by which we can give each individual the chance to shape their own future; their future employment as well as their cultural, social and moral lives.
The right education - the acquisition of the right skills - can enable any individual to take control of their economic destiny rather than being left at the mercy of economic forces beyond their control.
And getting every child’s education right is central to our long-term economic plan for the country.
We cannot afford to leave any intellect untapped, any pair of hands idle, because the security we want for all can only be achieved by a first-class education for all.
Because of the economic forces which are reshaping our world now, getting education right has never mattered more.
Globalisation - the opening up of markets which followed the collapse of communism - has meant that those with the right skills have a wider choice of jobs and career paths, and goods and services, than ever before.
But it has also meant that those with the wrong skills - or no skills - have found their opportunities narrowing, as employment opportunities migrate to nations with lower labour costs, or technology renders more and more traditional jobs redundant.
What economists call the economic return to skills - basically the extra amount you earn for being well educated - is remorselessly high. And for those with good maths skills the premium on their earnings is even higher.
But while globalisation has had a powerful effect on our economic destinies, other changes - only now beginning to be felt - will be even more dramatic.
Technology is poised to change the world of work in a manner as dramatic as the shift from a predominantly agricultural to a predominantly industrial society which advanced nations underwent in the 19th century.
We are embarking on a second industrial revolution - a new machine age.
Developments in a variety of fields - especially artificial intelligence - are changing how workplaces operate. Machines which once accelerated production because processes could be automated are now increasingly capable of operating autonomously. Cars which were once assembled by robotic technology are now being driven by robotic technology. I know - I’ve been in one. And Google’s driverless car is a far safer presence on the road than any vehicle which has me behind the wheel.
These breakthroughs - in artificial intelligence, robotics, and related fields - are changing every workplace we know.
It’s no longer simply routine manual labour which is capable of being performed better by machines than by men.
From train driving to surgery, auditing to merchandising, technology is reshaping the whole world of work. It is striking that the major tech companies who have done so much to shape our modern lives - like Google - are moving so speedily and heavily into this area.
Google’s driverless car is not a careless thought experiment on the part of a company which has hitherto been predominately virtual and digital rather than physical and mechanical.
It is a leading indicator of where tech is taking us next. Google has been investing very heavily recently in artificial intelligence, machine learning and robotics - with its acquisition of the robot firm Boston Dynamics, the smart thermostat make Nest Labs and the British AI company DeepMind.
And in case anyone thinks Google’s moves are just California dreaming, consider what’s happening in east Asia.
Fujitsu, the world’s third largest maker of IT products, is re-shoring its PC and mobile phone manufacturing from Thailand and the Philippines back to Japan because multifunction robots can solder and assemble parts more cheaply and efficiently than workers in developing nations.
Canon, the world’s leading supplier of digital cameras, has said it is “fully robotising” its digital camera and lens factories.
Similar advances in technology have meant that Hewlett-Packard and the Chinese computer firm Lenovo are increasing their production in Japan to take advantage of the greater efficiency and lower costs of fully automated - robotised - production.
Of course we’ve had robots on production lines for decades now. But it’s often the case that the real power of a new technology is only felt when its potential is liberated by other innovations.
Computers had been around for decades before the world wide web generated the changes which mean each of us now conducts so much of our lives via smartphone, tablet and laptop.
Similarly, breakthroughs in IT are proving to be a decisive, disruptive innovation changing how we deploy robots. The manufacturing process is now altered not by retooling production lines but by reprogramming machines with improved software - and in particular, by giving them the power to perform a complex series of actions.
When we place these changes in the context of other rapidly accelerating innovations - in speech recognition, vision sensors and wireless networking - it’s clear we are reaching an inflection point, when actions hitherto thought impossible to perform by machines become actions which it’s increasingly obsolete to leave to humans.
In the first industrial revolution, machines multiplied a thousandfold the physical power mankind could deploy.
In this second revolution, machines are poised to multiply by a similar factor our mental creativity.
These changes promise to make goods and services more abundant - and to allow human ingenuity an unimaginably broader canvas to work on.
But there are also dangers.
For those of us committed to social justice, to respecting the innate dignity of every human being, to giving every individual the chance to flourish economically, socially and emotionally, these changes constitute a profound challenge.
How can we avoid growing unemployment as technology displaces labour from jobs which now disappear? How can we ensure that, for example, those who currently, or might in the future, drive our tube trains or generate purchase orders and invoices, find jobs? How can we ensure young people have the ability to adapt to technological changes - to take advantage of them - to lead richer lives with more opportunities?
How can we prepare young people for jobs that don’t yet exist in industries that haven’t yet been invented in a world changing faster than any of us can predict?
And how can we ensure that these changes - whose ramifications will affect the whole shape of our economy and our society - can be harnessed to make our economy overall stronger and our society fairer?
The answer is by ensuring we implement all the elements of our long-term economic plan - and, critically, by pressing ahead with our reforms to improve schools.
Other jurisdictions are following the path we’ve set.
They are giving heads greater control of their schools.
They are enhancing the prestige of teaching by raising the bar on quality.
And they are ensuring curricula and exams are more rigorous - with a proper emphasis on the centrality of academic knowledge in the education available to all.
Giving all children access to high-quality teaching in maths, English, physics, chemistry, biology, languages and the humanities to the age of 16 provides every child with the opportunity to flourish whichever path they subsequently choose.
And more than giving children choices, that academic core also trains our minds to be critical and creative.
The work of cognitive scientists, most helpfully analysed by the University of Virginia’s Daniel T Willingham and buttressed by the research of educationists like ED Hirsch, has shown that the best way to develop critical thinking skills is to ensure all children have a firm grounding in a traditional knowledge-based curriculum.
As Willingham has pointed out,
Surprising though it may seem, you can’t just Google everything. You actually need to have knowledge in your head to think well. So a knowledge-based curriculum is the best way to get young people ‘ready for the world of work’.
Elsewhere, he said:
Knowledge does much more than just help students hone their thinking skills: it actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more - the rich get richer. In addition, factual knowledge enhances cognitive processes like problem solving and reasoning. The richer the knowledge base, the more smoothly and effectively these cognitive processes - the very ones that teachers target - operate. So, the more knowledge students accumulate, the smarter they become.
And it’s demonstrably the case that the higher order thinking skills we need - even and especially, in the sphere of technology - can be and are successfully cultivated through traditional intellectual disciplines.
Mark Zuckerberg arrived at Harvard - and laid the groundwork for his future success - after close study of classical Greek, Latin and Hebrew at school. Sergey Brin of Google and Sal Khan of the Khan academy were gifted university mathematicians. Martha Lane Fox - the government’s digital champion - read ancient and modern history at university and Dido Harding, the chief executive of TalkTalk, who has been responsible for huge steps forward in e-safety, studied politics, philosophy and economics at university.
It is striking that the jurisdictions which have seen huge improvements in their schools in recent years - such as Poland - have been those which ensure all children have access to a stretching academic curriculum until at least the age of 17. No matter what path students choose - whether academic or vocational - they all share a core academic foundation on which to build.
And that desire to overcome false divisions, unhelpful stereotypes and the premature setting of young people into tracks from which they cannot later deviate lies behind our approach to education.
And just as last month I set out how we can tear down the Berlin Wall between state and independent schools, so today I am setting out how we can end the apartheid between academic and practical learning.
It’s critically important that we recognise the value of traditional academic disciplines - and should not allow them to be abandoned, neglected, or thought of as suitable only for a minority of students.
But we must also ensure that we are alive to the ways in which technology and other innovations are now in a position to help us to overcome the unnecessary and harmful divide between the academic and the technical - between thinking and doing - which has held us back as a nation.
For centuries since the Renaissance, dominant education models have had a strict separation between, first, what is regarded as learning and, second, training people to make things.
This separation has helped to generate - and perpetuate - class divisions. It has, in societies like our own, encouraged people to think in terms of intellectual castes - thinkers or makers, artists or designers - those happiest in the realm of the conceptual and those who prefer the hard and practical.
Now, thanks to technological developments and groundbreaking innovators, this is changing.
We can now reunite making things with the training of the intellect.
Take computer science, for instance. There’s no doubt that it’s a demanding intellectual discipline: computer sciences courses at Cambridge or Stanford are every bit as rigorous - if not more so - than degrees from our best universities in pure mathematics or classical languages.
But one of the great virtues of computer science is that it enables students to create things of both utility and beauty even as they push forward the boundaries of intellectual exploration. The apps on our smartphones are the application of conceptual scientific thinking in the most immediately practical way conceivable.
Sadly, however, we’ve been failing to provide our children with the opportunities to think and make anew in this way. For years now we’ve introduced students to computers at school through an undemanding - indeed, frankly dull - ICT curriculum.
It taught students how to fill in spreadsheets and prepare slideshows, how to use applications which were already becoming obsolete - rather than enabling them to see how they could create new applications, by offering them the chance to code, to let their imaginations roam, to build their own future.
From this September, however, we will be teaching every child in the country how to code and programme, how to master algorithms and design their own apps, through our new computing curriculum.
It’s been drawn up by industry experts alongside teachers and academics. And it’s unique among major economies. As Eric Schmidt of Google has said, this has made England a world leader - other countries are now considering how to follow our lead, including those ahead of us in the PISA tables.
It’s not just in computing, though, that students are being given new opportunities to think and make in the most innovative way possible.
In the existing design and technology curriculum students have had the opportunity to work with traditional products - wood and metal in resistant materials, wool and silk in textiles - to learn traditional methods of production. There is - and always will be - a demand for skilled artisanship of this kind. Indeed there has been a welcome resurgence of demand for the work of individual makers.
But now technology is radically redefining what it is to be a maker.
In the last few years there has been a huge improvement in the technology for - and a huge reduction in the price of - 3-dimensional fabricators, sometimes known as ‘3D printers’.
Machines that used to cost hundreds of thousands of pounds have shrunk in price dramatically. There are now 3D printers costing only a thousand pounds or less that are available to home hobbyists, small businesses, and - critically - schools.
The democratisation of access to this technology is already changing what we understand by design, by manufacturing and by artisanship. For example, Chris Anderson - the former editor of Wired - now uses 3D printers to build parts for his pioneering drone company.
These technologies are also dramatically changing education. Building on this opening up of access to manufacturing for all, MIT ’s Center for Bits and Atoms runs a course called ‘How to make (almost) anything’ - which has rapidly become hugely popular.
Two years ago in England, we began a pilot scheme to introduce 3D printers to English schools. It was only small but it gave pioneers a chance to learn. We are now working with teaching schools to develop training and best practice in how 3D printers can be used in teaching a range of subjects in schools.
And we have also overhauled our design and technology curriculum with the help of tech innovators like James Dyson to include the principles of 3D printing - and to place greater emphasis on the links with maths, science and computing.
I have already seen in some of our best schools how an attachment to traditional intellectual disciplines and modern technological innovation sit side by side. In Holland Park school - for example - the same students who study A level texts like King Lear at the age of 14 are also using 3D printers to design individual products which could take their place tomorrow on Ikea’s shelves.
But these technological advances hold out the promise of even greater scope for creativity and intellectual adventure in our schools and colleges in the future. If they can integrate the new science curriculum, the new maths curriculum with its emphasis on mathematical modelling, the new computer science curriculum, and 3D printers, we can give pupils the chance to do science themselves and to see the connections between physical principles, mathematical models, computer programs, and the art and design of engineering physical objects.
This will help in 2 directions - on one hand, it provides a new route for pupils to learn about old principles in physics, chemistry, and biology; and on the other, it provides a new route for pupils to learn about the connections between mathematical models and physical reality, with computers as an intermediary.
And it also provides a fantastically exciting way of reuniting learning and making things. As Neil Gershenfeld, the computer pioneer and head of the Center for Bits and Atoms, says, it ends the distinction that schools have lived with since the Renaissance.
Gershenfeld has seen how his own children have taken enthusiastically to the new opportunities technological innovation has brought. As he said, “I’ve even been taking my twins, now 6, in to use MIT ’s workshops; they talk about going to MIT to make things they think of rather than going to a toy store to buy what someone else has designed.”
I think that the innovations Gershenfeld has talked about and helped advance will both enhance traditional aims in schools and colleges and also enthuse and inspire many children who have not been interested in traditional science lessons.
Because of the various changes we have made - which I think will be supported by the other political parties - we have a chance to lead in this fascinating new educational field.
Instead of thinking some students do GCSE triple science, others do hands-on courses; instead of thinking some students might aspire to intellectual exploration at university, others should prepare to be hewers of wood and drawers of water; instead of thinking some students are rational, mathematical and coolly cerebral; others are artistic, intuitive, design-oriented and creative - with this combination of changes, we can give every child the chance to make connections, develop both intellectually and practically, think and make.
I am convinced that Gershenfeld is right and the changes we are seeing will not only help the traditional aims of science education but will enormously expand what pupils know and do when they leave school. It will also help squash the idea that has been particularly damaging in England that messy practical subjects are a lower form of learning. It will end the apartheid in our education system that has held so many back.
It was because I wanted to take head-on the idea that practical learning could never be as rigorous as academic that I and my colleague John Hayes commissioned Professor Alison Wolf - Britain’s leading expert on practical education - to review how those subjects were taught, funded and assessed.
We commissioned Alison right at the start of our time in government - long before we embarked on changes to the rest of the curriculum.
Alison’s report - published 3 years ago, to the day - made the case, compellingly, for proper equivalence between the practical and technical and the academic.
That is why we changed the funding of education for students between the ages of 16 and 18 to make it equal for all, whatever qualifications and courses they took - overturning a status quo which favoured the purely academic.
We also changed the demands we make of students after the age of 16, so all students - whether they are studying more practical or more academic courses - are increasingly expected to pursue maths beyond GCSE .
And any students who fail to get maths and English GCSE by the time they’re 16 must, whatever path they’re taking, pursue both subjects until they secure those qualifications. Without those basic intellectual accomplishments, the world of work is increasingly out of reach for students.
Alison also recommended changes to practical and technical qualifications - to make them as rigorous and demanding as academic qualifications.
Under previous governments, many so-called vocational qualifications were simply watered down or diluted academic courses with less rigorous content and lax forms of assessment.
As a result they conferred almost no benefit on students. They were badges that marked their bearers as undereducated. The reason these qualifications did not enjoy parity of esteem with academic qualifications was nothing to do with the subjects themselves and everything to do with the course design - there was no parity of difficulty, challenge, accomplishment or worth. Alison estimates that hundreds of thousands of students acquired these qualifications which actually had - in some cases - a negative impact on their employability.
Now every qualification which counts in our schools and colleges - academic or technical - must have a rigorous marking structure, external assessment, robust content and real stretch, or must be redeveloped to meet that standard. As a result there is - at last - the prospect of a genuine equality of worth and parity of esteem between all qualifications.
The CBI asked a few years ago when vocational qualifications would be as rigorous and respected as A levels. Thanks to Matthew Hancock’s development of Alison’s work, and the introduction of tech levels and a technical baccalaureate from September, that day is now coming.
We’re ending the apartheid between the academic and vocational - and giving every single young person in the country the best possible start to their future, whatever that future may be.
Alison’s and Matt’s work has helped us move our educational system towards the goal I’ve been aiming for - making opportunity more equal for all children. And all our curriculum and structural changes are designed to help every student succeed with the right mix and melding of courses and study for them.
But even as we bring students, courses and qualifications closer together as part of our long-term plan to secure our children’s future there is another element we need dramatically to improve on.
If our education system is to equip our children for the changing world of work, business must embrace change and work harder to get closer to education.
Business - quite rightly - points out that it needs workers who possess not just impressive academic qualifications but attractive personal qualities. Employees need to be self disciplined, capable of subordinating their own instincts and interests to the needs of the team, responsive and respectful towards others, resourceful under pressure, tenacious and self motivating. Increasingly, they also need to be creative in the face of adversity, quick thinking when presented with unexpected challenges.
The first step to ensuring students have those character virtues is enforcing effective discipline and behaviour policies in all our schools.
We have given teachers new powers to ensure good behaviour - and we have enhanced the training new teachers receive to ensure they can manage behaviour better.
And we are also supporting schools in the cultivation of those virtues - character strengths - which employers value through co-curricular activities such as team sports, cadet forces, debating, dance, music and drama.
That’s why we’re investing over £150 million a year in sport in primary schools, to instil a sporting habit for life. It’s why we’re expanding the number of cadet forces in state schools and why we have national plans for music and culture education to support the work of individual schools.
But if these investments are to pay their full dividend - for young people, and for society more broadly - then business needs to play a bigger part in a joint venture.
We need business people with experience of company boardrooms on the governing boards of our schools. Headteachers and the professionals they lead thrive best in an atmosphere of thoughtful support and rigorous challenge. The skills required to provide that support and challenge exist in abundance in the business world. But too few business people volunteer to serve on school governing bodies.
We have made it easier to do so. Setting out changes to governance which mean meetings can be more focused, training for governors more tailored, unnecessary bureaucratic box-ticking has gone. The whole process has become more businesslike. Now business must meet the challenge.
We also need business to provide more opportunities for students to learn about the world of work directly from those who can speak with enthusiasm and passion about their companies and careers.
For young people reflecting on which career path to follow no information is as valuable, no inspiration so powerful as the testimony of those at the front line of business. That is why the new careers guidance produced by my colleague Matt Hancock is all about cutting out the middle man and getting inspirational speakers in front of students to spark their ambitions. Students can’t aspire to lives they’ve never known. So we need business people to visit schools, engage and inspire.
Initiatives like Robert Peston’s Speakers for Schools and Miriam González Durántez’s Inspiring the Future: Inspiring Women are superb models. But every business should be engaging with its local schools and colleges - offering speakers and competing to inspire the next generation.
And that inspiration should feed through directly to the offer of work experience.
I know that some companies have been reluctant to offer, or maintain, work experience because of the bureaucracy, risks and costs associated with it.
Offer a young person your time, interest and access to your workplace and you can then find yourself worrying about arcane, confusing and unnecessary regulatory burdens.
We’ve already started to sort out this nonsense. Last year the Health and Safety Executive stripped away unnecessary health and safety rules, the Home Office removed the need for criminal checks on employers offering under-18s work experience, the insurance industry - at the government’s request - confirmed that young people on work experience will be covered by employers’ liability insurance, and the Department for Education introduced new funding rules that encourage schools and colleges to arrange post-16 work experience. We’ve changed the law so that for most businesses, so long as you behave reasonably, you have discharged all your duties under health and safety legislation.
Soon, there will be no excuse for any company to decline to offer young people proper work experience.
Indeed, there is no excuse for not going further.
Thanks to the changes we’re making to the apprenticeship programme, there is no reason why every company in the country should not be offering apprenticeships.
Until now some of our most impressive companies have stood aloof from the apprenticeship programme. They’ve felt that it was too bureaucratic and costly to offer apprenticeships. And they argued that the apprenticeship frameworks - setting out the skills and competencies we expected apprentices to acquire in each industry - were too inflexible, and didn’t deliver the high-quality skills they needed.
So we set ourselves the challenge of simplifying the apprenticeship programme and making it more responsive to employers’ needs, so no employer could have any reason for standing aloof.
And we asked the hugely successful entrepreneur Doug Richard to help us strip the programme down to essentials.
He’s done a brilliant job.
Following his recommendations we’re introducing reforms to put employers in the driving seat - giving them control of more than £1.4 billion invested in apprenticeships by the government so that employers can demand higher quality from whatever training provider they choose, rather than giving it to providers who force employers to take whatever training they happen to want to offer. We’re getting rid of those study requirements which were inserted by self-serving lobby groups, bureaucrats and trade unions and which have nothing to do with preparing young people for the modern workplace.
Critically, we’re getting businesses to design the quality standards which mark out an apprentice in any field as properly qualified. They are leaders in their field and will ensure that the apprenticeship programme at last serves modern business needs rather than politicians’ vanity.
And building on Alison’s work we will also require apprentices to achieve GCSE passes in maths and English alongside their workplace learning. The apprenticeship standards themselves will only be met if students demonstrate both a theoretical and practical grasp of their area. This synoptic form of assessment will ensure that apprentices have both deep knowledge and an assured level of skill in their chosen career.
These reforms address every single one of the concerns raised by business about weaknesses in the apprenticeship programme we inherited. There is now therefore no excuse for business not to engage - and many who held back before, are now, thankfully, starting to get much more closely involved.
That is why I hope we will see every business as enthusiastic about playing its part in providing high-quality education and training as the employers in our trailblazers.
I’d like to see every business include details of its apprenticeship scheme - indeed details of its work experience programme, its speakers for schools programme and its level of commitment to providing school governors - in its annual report, on its website front page and every time its CEO speaks.
It’s also why, whenever business leaders report their results, I hope they’ll take the trouble to report apprenticeship growth - and be quizzed about their commitment to education and training by business journalists and shareholders.
The proposals I’ve talked about today:
are all elements in the comprehensive long-term plan we have to make our education system world class and our economy world-beating.
That plan has been designed to take account of the rapid change being forced on us by economic, social and, above all, technological changes, affecting every nation on earth.
That plan gives schools greater autonomy and flexibility to adapt to change and respond to innovation - through the academy and free schools programme.
It also gives schools more power, money and freedom to recruit the very best teachers in all the disciplines the modern workplace requires - with performance-related pay, improved teacher training and bursaries for the best graduates entering the profession.
But it holds schools to account more rigorously than ever for making sure every child succeeds - with tougher exams and performance tables that recognise the achievements of every child.
But if all our children are to benefit from these changes we need continuity in the direction of education policy, determination to meet the future unflinchingly, consistency in our pursuit of excellence.
That is what David Cameron and George Osborne’s leadership provides, and that is why it is vital the reform programme they have begun - the long-term plan they are implementing - is carried through to completion.
Published: 3 March 2014


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I started studying at the Rafael Pombo Children's Garden in 2000 when I was 3 years old, I started in nursery. After that, I went to pre-kindergarten and then to kindergarten. Finally, when I complete transition I finished my studies in this garden. I spent 4 years at the Rafael Pombo, I left at 7 years old from there.
In the year 2004 I started studying at the Montessori British School, I started in transition again because I had to level my English. After this, I went to primary school and in 2009 finished my primary studies. In 2010, I entered high school where I learned many things about chemistry, physics, mathematics and Spanish. For the year 2015, I graduated from the Montessori British School.
In the second semester of 2015, I started studying at Universidad de Los Andes computer science. Currently, I am 1 year away from finishing my university studies at this university.
Currently, I do not have any work experience with respect to my university career, but I have developed some applications during my journey through the university with some friends.


This calculator will help you project your cumulative completion rate and cumulative GPA, as measured by Financial Aid SAP Standards. You will need to pull information from your unofficial Lane credit transcript. Your transcript can be accessed in myLane under the myEnrollment tab. Learn more about interpreting your transcript.
Please note that credits you have passed repeatedly that cannot be counted more than once toward your program of study are excluded from your passed credits. However, they are included in your attempted credits. Check the "repeated course" box if BOTH of the following conditions apply:
Important: While this calculator will provide you with your term completion rate and term GPA, this is for your information only and is not a measurement of SAP. Your cumulative results will appear in the colored box below.
| At the end of the term, if your cumulative attempted hours total: | To meet the cumulative completion rate requirement, you must pass: | To meet the cumulative GPA requirement, your Lane GPA must be: |
|---|---|---|
| 1-16 credits | 67% of all attempted credit hours | No minimum requirement |
| 17 + credits | 67% of all attempted credit hours | 2.00 or higher |
For more detail, visit the Lane SAP page


--- layout: post title: "Machine learning terminology" date: 2016-06-01 comments: true archive: true notes: true tags: notes excerpt: Frequent machine learning terminology. ---
A) CAP: Credit Assignment Problem
The assignment problem is one of the fundamental combinatorial optimization problems in the branch of optimization or operations research in mathematics. It consists of finding a maximum weight matching (or minimum weight perfect matching) in a weighted bipartite graph.
In its most general form, the problem is as follows:
If the numbers of agents and tasks are equal and the total cost of the assignment for all tasks is equal to the sum of the costs for each agent (or the sum of the costs for each task, which is the same thing in this case), then the problem is called the linear assignment problem. Commonly, when speaking of the assignment problem without any additional qualification, then the linear assignment problem is meant.
In other words
The credit assignment problem concerns determining how the success of
a system’s overall performance is due to the various contributions of
the system’s components (Minsky, 1963). “In playing a complex game
such as chess or checkers, or in writing a computer program, one has a
definite success criterion – the game is won or lost. But in the
course of play, each ultimate success (or failure) is associated with
a vast number of internal decisions. If the run is successful, how can
we assign credit for the success among the multitude of decisions?”
(p. 432). This kind of problem was important to the decline of Old
Connectionism
, and the birth of New Connectionism
. The credit
assignment problem that faced Old Connectionism
was its inability to
assign the appropriate credit – or more to the point, the blame – to
each hidden unit for its contribution to output unit error. Failure
to solve this problem prevented Old Connectionism
from discovering
methods to make their most powerful networks belong to the domain of
empiricism, and led to its demise (Papert, 1988). New Connectionism
arose when this problem was solved, permitting multi-layered networks
to be trained (Rumelhart, Hinton, & Williams, 1986). For instance,
the backpropagation of error algorithm defines hidden unit error as
the total weighted error signal coming from output units through
connections between output units and a hidden unit.
Alogrithms and generalizations
The Hungarian algorithm is one of many algorithms that have been devised that solve the linear assignment problem within time bounded by a polynomial expression of the number of agents. Other algorithms include adaptations of the primal simplex algorithm, and the auction algorithm.
The assignment problem is a special case of the transportation problem, which is a special case of the minimum cost flow problem, which in turn is a special case of a linear program. While it is possible to solve any of these problems using the simplex algorithm, each specialization has more efficient algorithms designed to take advantage of its special structure. If the cost function involves quadratic inequalities it is called the quadratic assignment problem.
When a number of agents and tasks is very large, a parallel algorithm with randomization can be applied. The problem of finding minimum weight maximum matching can be converted to finding a minimum weight perfect matching. A bipartite graph can be extended to a complete bipartite graph by adding artificial edges with large weights. These weights should exceed the weights of all existing matchings to prevent appearance of artificial edges in the possible solution. As shown by Mulmuley, Vazirani & Vazirani (1987), the problem of minimum weight perfect matching is converted to finding minors in the adjacency matrix of a graph. Using the isolation lemma, a minimum weight perfect matching in a graph can be found with probability at least \(\frac{1}{2}\). For a graph with n vertices, it requires \(O(\log^2(n))\) time.
Example
Suppose that a taxi firm has three taxis (the agents) available, and three customers (the tasks) wishing to be picked up as soon as possible. The firm prides itself on speedy pickups, so for each taxi the "cost" of picking up a particular customer will depend on the time taken for the taxi to reach the pickup point. The solution to the assignment problem will be whichever combination of taxis and customers results in the least total cost.
However, the assignment problem can be made rather more flexible than it first appears. In the above example, suppose that there are four taxis available, but still only three customers. Then a fourth dummy task can be invented, perhaps called "sitting still doing nothing", with a cost of 0 for the taxi assigned to it. The assignment problem can then be solved in the usual way and still give the best solution to the problem.
Similar tricks can be played in order to allow more tasks than agents, tasks to which multiple agents must be assigned (for instance, a group of more customers than will fit in one taxi), or maximizing profit rather than minimizing cost.
Formal mathematical definition
The formal definition of the assignment problem (or linear assignment problem) is:
Given two sets, \(A\) and \(T\), of equal size, together with a weight function \(C: A \times\; T\rightarrow\mathbb{R}\). Find a bijection \(f: A\rightarrow T\) such that the cost function: \(\sum_{a\in A} C(a,\; f(a))\) is minimized.
Usually the weight function is viewed as a square real-valued matrix \(C\), so that the cost function is written down as: \(\sum_{a\in A} C_{a,\; f(a)}\)
The problem is "linear" because the cost function to be optimized as well as all the constraints contain only linear terms.
The problem can be expressed as a standard linear program with the objective function \(\sum_{i\in A}\sum_{j\in T} C(i, j)x_{ij}\)
subject to the constraints
\(\sum_{j\in T} x_{ij} = 1 \;\text{for}\; i\in A\),
\(\sum_{i\in A} x_{ij} = 1 \;\text{for}\; j\in T\),
\(x_{ij} \ge 0 \;\text{for}\; i,j\in A,T\).
The variable xij represents the assignment of agent \(i\) to task \(j\), taking value 1 if the assignment is done and 0 otherwise. This formulation allows also fractional variable values, but there is always an optimal solution where the variables take integer values. This is because the constraint matrix is totally unimodular. The first constraint requires that every agent is assigned to exactly one task, and the second constraint requires that every task is assigned exactly one agent.
B) MDL: Minimum Description Length
The minimum description length (MDL) principle is a formalization of Occam's razor in which the best hypothesis for a given set of data is the one that leads to the best compression of the data. MDL was introduced by Jorma Rissanen in 1978. It is an important concept in information theory and computational learning theory.
Overview
Any set of data can be represented by a string of symbols from a finite (say, binary) alphabet.
[The MDL Principle] is based on the following insight: any regularity in a given set of data can be used to compress the data, i.e. to describe it using fewer symbols than needed to describe the data literally." (Grünwald, 1998).
To select the hypothesis that captures the most regularity in the data, scientists look for the hypothesis with which the best compression can be achieved. In order to do this, a code is fixed to compress the data, most generally with a (Turing-complete) computer language. A program to output the data is written in that language; thus the program effectively represents the data. The length of the shortest program that outputs the data is called the Kolmogorov complexity of the data. This is the central idea of Ray Solomonoff's idealized theory of inductive inference.
Inference
However, this mathematical theory does not provide a practical way of reaching an inference. The most important reasons for this are:
MDL attempts to remedy these, by:
Rather than "programs", in MDL theory one usually speaks of candidate hypotheses, models or codes. The set of allowed codes is then called the model class. (Some authors refer to the model class as the model.) The code is then selected for which the sum of the description of the code and the description of the data using the code is minimal.
One of the important properties of MDL methods is that they provide a natural safeguard against overfitting, because they implement a tradeoff between the complexity of the hypothesis (model class) and the complexity of the data given the hypothesis. An illustration is given in the following example.
Example of MDL
A coin is flipped 1,000 times and the numbers of heads and tails are recorded. Consider two model classes:
For this reason a naive statistical method might choose the second model as a better explanation for the data. However, an MDL approach would construct a single code based on the hypothesis, instead of just using the best one. To do this, it is simplest to use a two-part code in which the element of the model class with the best performance is specified. Then the data is specified using that code. A lot of bits are needed to specify which code to use; thus the total codelength based on the second model class could be larger than 1,000 bits. Therefore the conclusion when following an MDL approach is inevitably that there is not enough evidence to support the hypothesis of the biased coin, even though the best element of the second model class provides better fit to the data.
MDL Notation
Central to MDL theory is the one-to-one correspondence between code length functions and probability distributions. (This follows from the Kraft–McMillan inequality.) For any probability distribution \(P\), it is possible to construct a code \(C\) such that the length (in bits) of \(C(x)\) is equal to − \(\log_{2} P(x)\); this code minimizes the expected code length. Vice versa, given a code \(C\), one can construct a probability distribution \(P\) such that the same holds. (Rounding issues are ignored here.) In other words, searching for an efficient code reduces to searching for a good probability distribution, and vice versa.
Related concepts
MDL is very strongly connected to probability theory and statistics through the correspondence between codes and probability distributions mentioned above. This has led some researchers to view MDL as equivalent to Bayesian inference: code length of model and data together in MDL correspond to prior probability and marginal likelihood, respectively, in the Bayesian framework.
While Bayesian machinery is often useful in constructing efficient MDL codes, the MDL framework also accommodates other codes that are not Bayesian. An example is the Shtarkov normalized maximum likelihood code, which plays a central role in current MDL theory, but has no equivalent in Bayesian inference. Furthermore, Rissanen stresses that we should make no assumptions about the true data generating process: in practice, a model class is typically a simplification of reality and thus does not contain any code or probability distribution that is true in any objective sense. In the last mentioned reference Rissanen bases the mathematical underpinning of MDL on the Kolmogorov structure function.
According to the MDL philosophy, Bayesian methods should be dismissed if they are based on unsafe priors that would lead to poor results. The priors that are acceptable from an MDL point of view also tend to be favored in so-called objective Bayesian analysis; there, however, the motivation is usually different.
Other systems
MDL was not the first information-theoretic approach to learning; as early as 1968 Wallace and Boulton pioneered a related concept called Minimum Message Length (MML). The difference between MDL and MML is a source of ongoing confusion. Superficially, the methods appear mostly equivalent, but there are some significant differences, especially in interpretation:
Key Themes
Several themes that recur accross the different types of deep learning.


print("Hello, world!")
{}
will be replaced by variable values)
print(f"Hello, {name}!")
name
to the user input returned by input()
name = input()
if x > 0:
print("x is positive")
elif x < 0:
print("x is negative")
else:
print("x is zero")
elif
and else
blocks are optional.if
block ends and the elif
block begins because of the changes in indentation.int
: integer valuefloat
: floating point valuestr
: text stringbool
: boolean value (True
or False
)None
: empty value name = "Alice"
print(name[0])
coordinates = (10.0, 20.0)
print(coordinates[1])
names = ["Alice", "Bob", "Charlie"]
print(names[2])
IndexError
, because there is no fourth value in names
for Python to return.Note that any sequence in Python can contain any number of data types.
s = set()
s.add(1)
s.add(3)
s.add(5)
s
is a set
, an unordered collection of unique items ages = {"Alice": 22, "Bob": 27}
print(ages["Alice"])
ages["Alice"] += 1
value
s are indexed by keys
.+=
operator increments the left-hand side by the right-hand side.for i in range(5):
print(i)
range(5)
.range(5)
returns the sequence of numbers starting at 0 through 4. Each value is passed to i
once, resulting in the loop running a total of 5 times. i
is normally referred to as an iterator variable.for name in names:
print(name)
names
, which is a list. Every value in the list is assigned, in order, to the iterator name
once.print()
and input()
, but Python also allows for the creation of user-defined functions
def square(x):
return x * x
square
, which takes a single argument x
, and returns the value x * x
. for i in range(10):
print("{} squared is {}".format(i, square(i)))
square
with a range of arguments, using an older method for format strings.NameError
exception..py
files of code, often written by others, used in a new file without rewriting all the old code again. Using modules allows, for example, the use of functions across a program larger than a single file.square
function in the earlier example was saved in functions.py
, adding this line atop a new module will allow for the use of square
there as well.
from functions import square
functions.py
also included the example loop demonstration of the square
function, that loop would be executed every time square
was imported from functions
, because the Python interpreter reads through the entire functions.py
file. To remedy this, code that should only run when their containing file is run directly should be encapsulated in a function, called, for example, main
. After, the following should be appended:
if __name__ == "__main__":
main()
This should be interpreted as saying ‘if this file is currently being run’, execute main
.
class
can be thought of as a way to define a new, custom Python data type, somewhat analagous to defining a custom function.class
called Point
:
class Point:
def __init__(self, x, y):
self.x = x
self.y = y
__init__
function is a special function that defines the information needed when a new Point
is created. self
is always required, which refers to the Point
being created, while x
and y
are its coordinates.self.x
and self.y
actually do the work of creating x
and y
attributes for the Point
and assigning the m the values passed to __init__
.class
names tend to start with a capital letter.Point
with x = 3
and y = 5
:
p = Point(3, 5)
__init__
function of the Point
class is automatically run.x
attribute of p
, use dot notation:
print(p.x)
application.py
, and might look like so:
from flask import Flask # Import the class `Flask` from the `flask` module, written by someone else.
app = Flask(__name__) # Instantiate a new web application called `app`, with `__name__` representing the current file
@app.route("/") # A decorator; when the user goes to the route `/`, exceute the function immediately below
def index():
return "Hello, world!"
/
.flask run
in the directory where application.py
is located, with flask
being the web server. Flask will print out the URL the server is running on and where the website can be accessed at.
flask run
produces an error, try running export FLASK_APP=application.py
to make sure it knows to look for application.py
as the web server. @app.route("/<string:name>")
def hello(name):
return f"Hello, {name}!"
name
, which is can then be used inside the decorated function.name
can be capitalized before it’s displayed:name = name.capitalize()
return f"
Hello, {name}!
".
from flask import Flask
app = Flask(__name__)
@app.route("/")
def index():
return render_template("index.html")
index.html
and any other template files should be stored in a directory named templates
.Variables can be defined as Python variables in application.py
and used in HTML templates by passing them in as arguments to render_template
. These templates are rendered using a separate templating language called Jinja2:
application.py
:
headline = "Hello, world!"
return render_template("index.html", headline=headline)
index.html
:

{{ headline }}

{% if new_year %}

Yes! Happy New Year!

{% else %}

No.

{% endif %}
{% for name in names %}

{{ name }}

{$ endfor %}
names
should be something that can be looped over, like a Python list, for example.
See more...
more
is the name of a function associated with a route.block
s to organize content. For examples, have a look at layout.html
and index.html
in the inheritance/
directory of the same source code.heading
block is placed where indicated in layout.html
, and same for body
.An HTML form might look like this:
<form action="" method="post">
<input type="text" name="name" placeholder="Enter Your Name">
<button>Submit</button>
<form>
action
attribute lists the route that should be ‘notified’ when the form is submitted. In this case, it’s the URL for a function called hello
.method
attribute is how the HTTP request to submit the form should be made. The default method is get
, which is what browsers make when a URL is entered. When data is being submitted, however, post
should be used.name
attribute of the input, while not new, is now relevant because it can be referenced when the form is submitted.from flask import Flask, render_template, request
# some lines omitted here
@app.route("/hello", methods=["POST"])
def hello():
name = request.form.get("name") # take the request the user made, access the form,
# and store the field called `name` in a Python variable also called `name`
return render_template("hello.html", name=name)
/hello
is the same hello
listed in the Jinja2 code. This route can also accept the POST
method, which is how the form’s data is being submitted. If any other method is used to access this route, a Method Not Allowed
error will be raised.
request.method
, which will be equal to, for example, "GET"
or "POST"
.
from flask import Flask, render_template, request, session # gives access to a variable called `session`
# which can be used to keep vaules that are specific to a particular user
from flask_session import Session # an additional extension to sessions which allows them
# to be stored server-side
app.config["SESSION_PERMANENT"] = False
app.config["SESSION_TYPE"] = "filesystem"
Session(app)
@app.route("/", methods=["GET", "POST"])
def index():
if session.get("notes") is None:
session["notes"] = []
if request.method == "POST":
note = request.form.get("note")
session["notes"].append(note)
return render_template("index.html", notes=session["notes"])
notes
is the list where the notes will be stored. If the user doesn’t have a notes list already (checked with if session.get("notes") is None
), then they are given an empty one."POST"
(that is, through the form), then the note is processed from the form in the same way as before.note
, is appended to the notes
list. This list is itself inside a dict
called session
. Every user has a unique session
dict
, and therefore a unique notes
list.session["notes"]
to render_template
.


|
KratosMultiphysics
KRATOS Multiphysics (Kratos) is a framework for building parallel, multi-disciplinary simulation software, aiming at modularity, extensibility, and high performance. Kratos is written in C++, and counts with an extensive Python interface.
|
Node-based shape control using implicit and explicit Vertex Morphing techniques. More...
Public Member Functions | |
| def | __init__ (self, str name, Kratos.Model model, Kratos.Parameters parameters, OptimizationProblem optimization_problem) |
| None | Initialize (self) |
| def | SetupMeshMotion (self) |
| None | Check (self) |
| None | Finalize (self) |
| 'list[SupportedSensitivityFieldVariableTypes]' | GetPhysicalKratosVariables (self) |
| ContainerExpressionTypes | GetEmptyField (self) |
| ContainerExpressionTypes | GetControlField (self) |
| ContainerExpressionTypes | GetPhysicalField (self) |
| ContainerExpressionTypes | MapGradient (self, 'dict[SupportedSensitivityFieldVariableTypes, ContainerExpressionTypes]' physical_gradient_variable_container_expression_map) |
| bool | Update (self, ContainerExpressionTypes new_control_field) |
| str | __str__ (self) |
Node-based shape control using implicit and explicit Vertex Morphing techniques.
This is filtering-based discrete shape control which parametrizes and controls discrete shell and solid geometeries.
| def shape.vertex_morphing_shape_control.VertexMorphingShapeControl.__init__ | ( | self, | |
| str | name, | ||
| Kratos.Model | model, | ||
| Kratos.Parameters | parameters, | ||
| OptimizationProblem | optimization_problem | ||
| ) |
| str shape.vertex_morphing_shape_control.VertexMorphingShapeControl.__str__ | ( | self | ) |
| None shape.vertex_morphing_shape_control.VertexMorphingShapeControl.Check | ( | self | ) |
| None shape.vertex_morphing_shape_control.VertexMorphingShapeControl.Finalize | ( | self | ) |
| ContainerExpressionTypes shape.vertex_morphing_shape_control.VertexMorphingShapeControl.GetControlField | ( | self | ) |
| ContainerExpressionTypes shape.vertex_morphing_shape_control.VertexMorphingShapeControl.GetEmptyField | ( | self | ) |
| ContainerExpressionTypes shape.vertex_morphing_shape_control.VertexMorphingShapeControl.GetPhysicalField | ( | self | ) |
| 'list[SupportedSensitivityFieldVariableTypes]' shape.vertex_morphing_shape_control.VertexMorphingShapeControl.GetPhysicalKratosVariables | ( | self | ) |
| None shape.vertex_morphing_shape_control.VertexMorphingShapeControl.Initialize | ( | self | ) |
| ContainerExpressionTypes shape.vertex_morphing_shape_control.VertexMorphingShapeControl.MapGradient | ( | self, | |
| 'dict[SupportedSensitivityFieldVariableTypes, ContainerExpressionTypes]' | physical_gradient_variable_container_expression_map | ||
| ) |
| def shape.vertex_morphing_shape_control.VertexMorphingShapeControl.SetupMeshMotion | ( | self | ) |
| bool shape.vertex_morphing_shape_control.VertexMorphingShapeControl.Update | ( | self, | |
| ContainerExpressionTypes | new_control_field | ||
| ) |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.control_field |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.filter |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.filter_model_part |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.filter_type |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.fixed_model_part |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.fixed_model_part_operation |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.has_mesh_motion |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.is_filter_implicit |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.is_initialized |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.mesh_motion_params |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.model |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.model_part_operation |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.optimization_problem |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.output_all_fields |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.parameters |
| shape.vertex_morphing_shape_control.VertexMorphingShapeControl.supported_filter_types |


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The Navigation module controls your main navigation area as well as other link groups.
Navigation links are displayed according to the group that they are in. In most themes the Header group is the main navigation. Check your theme's documentation to find out which navigation groups are supported in the theme files. If you want to display a group within site content just use this tag: {pyro:navigation:links group="your-group-name"}
Choose a title for your link, then select the group that you wish for it to display in. Link types are as follows:
The order of your links in the admin panel are reflected on the website front-end. To change the order that they appear simply drag and drop them until they are in the order that you like.


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§212-2 "Public corporation" defined. As used in this chapter, "public corporation" means the State of Hawaii, any political subdivision thereof, and municipality therein, or any public agency of the State. [L 1963, c 7, §3; Supp, §98T-3; HRS §212-2]


Crack 2 eggs into a bowl and season with 0.25 tbsp white pepper, beat eggs for 1 minute.
Cut dry red pepper, green onion and bacon into small parts.
Instructions
Add some cooking oil in the frying pan, and preheat the pan.
Scramble the eggs for 1 minute and remove from the pan immediately.
Add 1 tbsp cooking oil in the pan, add bacon and stir-fry for 2 minutes.
Add steamed rice, stir-fry for 2 minutes.
Add scramble eggs and red pepper, stir fry all the ingredients for 3 minutes and mix them evenly.
Add the green onion on top.
Egg Fried Vegetables
Ingredients
2 eggs
1 bitter melon
2 tomato
2 piece of green onion
Preparation
Crack 2 eggs into a bowl and season with 0.25 tbsp white pepper, beat eggs for 1 minute.
Cut bitter melon, tomatos and green onion into small parts.
Instructions
Add some cooking oil in the frying pan, and preheat the pan.
Scramble the eggs for 1 minute, and then remove from the pan immediately.
Add 1 tbsp cooking oil in the pan, add tomatoes and stir-fry for about 2 minutes until you can see the tomato juice come out.
Add bitter melon, stir-fry for 2 minutes.
Add scramble eggs, stir fry all the ingredients for 3 minutes and mix them evenly.
Add the green onion on top.
Omurice
Ingredients
2 eggs
2 strip bacon
1 oz Green Peas
12 oz steamed rice
Ketchup
Preparation
Crack 2 eggs into a bowl and season with 0.25 tbsp white pepper, beat eggs for 1 minute.
Cut bacon into small parts.
Instructions
Add some cooking oil in the frying pan, and preheat the pan.
Add bacon and stir-fry for 2 minutes.
Add green beas and stir-fry for 1 minute.
Add steamed rice, stir-fry with bacon and green peas for 3 minutes. Then move the fried rice on a plate.
Add some cooking oil in the frying pan. Pour in eggs and tilt pan to let eggs fully cover the entire pan. When the eggs start to set, turn over the omelet and cook it for 30 seconds.
Turn the omelet on the rice, and then use paper towel to push the edges under the rice.


--- title: "Community Members" layout: default comment: >- Active members of the benchmarking effort --- {% include title.html %}
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Established in Pakistan 2002, (FC) Fri-Chicks is a rapidly growing fast-food chain in the region. (FC) Fri-Chicks is specialized in serving the tastiest crumbed fried chicken using a secret recipe which includes a unique blend of the choicest herbs by spices. It is therefore of little wonder, (FC) Fri-Chicks is synonym to words such as "Real Recipe, Real Taste, Real Fried Chicken." (FC) Fri-Chicks begain its gourney with a yet determined dream to create a brand that brings happiness, satisfaction, and smiles to our valued customers.
Over the years, it has successfully realized this dream by making (FC) Fri-Chicksn a favourite destination for real and tasty fried chicken. Stringent quality standards are followed to provide our products with high standards of quaity, service and cleanliness.
Fri-Chicks is going to open 50 new outlets in different cities of Pakistan, Fri-Chicks has maintained its title, for the last 16 years, of being the chicken Experts. Fri-Chicks wore the title of being the market leader in its industry Serving delicious d hygienic food in a relaxing environment mode Fri-Chicks everyone's favorite. Now Fri-Chicks going to introduce its new food products and opening new restaurants for their customers.
To provide an exceptional recreational experience that satisfies our guests' taste buds and to achieve distinction and reputation by serving quality products, excellent service, amusing atmosphere to all sections of society. We are aiming to reach every single city of the country, gaining first class reputation and setting standards as a most caring fast food and family restaurant brand in the country.
(FC) Fri-Chicks provide highest quality of food and services with secret recipes from Mom's Kitchen.
I have been working in the food business since 2002. It's been a long journey as I,being a middle class individual and a conscious food lover, came across many ups and downs durnig this whole time but endless efforts and motivation of my whole team helped me in reaching this for to established and recognize Pakistan's biggest fast food local chain.
Vestibulum dapibus odio quam, sit amet hendrerit dui ultricies consectetur. Ut viverra porta leo, non tincidunt mauris condimentum eget. Vivamus non turpis elit. Aenean ultricies nisl sit amet.
Vestibulum dapibus odio quam, sit amet hendrerit dui ultricies consectetur. Ut viverra porta leo, non tincidunt mauris condimentum eget. Vivamus non turpis elit. Aenean ultricies nisl sit amet.


When I first tried to navigate the realm of CSS positioning this week, I felt like someone driving stick shift for the first time... Who had also never seen a car before. In the array of new web design techniques we learned at DBC this week - how to link to images and other webpages, alter colors, and use pseudo selectors to make an image or link change when hovered over - positioning seemed less glamorous but much more complex. But like layers of cake beneathe the icing, it provides structure and is one of the most interesting parts! Here is a quick introduction to three basic types of positioning: relative, absolute and fixed. Before plunging in, here is a quick review of the DOM structure and static position:
As you know, elements in HTML are structured like branches of a tree: one parent div (division) can branch into one or more 'child' divs, which can contain children of their own. The relationship between these elements is important for discussing relative positioning in CSS.
First off, if you say nothing about position in the css, your elements will automatically have the position of "static" and a property called "display: block". "Display: block" simply means that they take up the entire block or horizontal space to their right on the page, even when they're not actually that wide. No other elements are permitted to sit next to them, kind of like someone in quarantine, or that guy on the train that stowes a giant bag in the seat next to him.
Since elements by default will populate the page top-down and left-right, a series of blocks (or 'divs', short for division) at the same level in the tree will look like the stack below:
Relative positioning means that elements are positioned in relation to the parent element immediately behind them in the tree. For instance, when you tell an element to sit x pixels from the top, bottom, left or right, you're referring to the edges of the parent element.
Notice that in the example above, the yellow child (.interior) sits inside its parent. (In the HTML, this child (the yellow one) is nested one level inside of the div before it, kind of like the yellow one in this sentence.) It sits slightly above its parent div's bottom because of the "bottom: 30px" in the CSS code.
Without relative positioning, our yellow child would look like this:
Note that simply specifying 'position: relative' for the child won't automatically postion it a certain way in relation to the parent. In the example above, if we don't add "bottom: 30px" after 'position relative", we get:
Putting 'position: relative' just flips the switch.
Absolute positioning detaches an element from the elements outside or next to it (while letting it keep its connection to its own children), and anchors it instead in relation to the page. Once you specify "position: absolute," you can indicate top: 20px, etc. to place your element in relation to the page borders. It will take its children elements with it. It's kind of like a parent fleeing with young ones to escape a war or other hazardous community. It's still on earth but no longer tied down to its other relatives or parents.
As you can see in the example above, the sandwich children are all clumped together. The absolute position messes up their block-inline style.
Finally, in fixed positioning, an element is pinned to its position in the viewer/browser, and detached from the page. Not only has it escaped from its parent (absolute) but also the earth entirely. Out in the solar system of your web browser, a fixed item stays frozen in place even as the rest of the page moves. (Try wiggling this text box around. Notice the contact icons fixed on the left of this page!)
When an element has a fixed position, it will land in the upper left corner of page unless you tell it otherwise. In our sandwiches page below, making the main parent divs have position "fixed" overrides the display:block property (which should make them take up the entire bench width next to them), and makes it look like there's only one. (The three sets are sitting on top of one another.)
What might fixed positioning be good for? Well, lots of things, including menu bars at the top of pages.
Checkout the image and code below:
(with HTML shown)
(with CSS shown)
In my example, I have two panels of sandwiches:As you can see, in the HTML there is a 'div' that has within it further division into three sandwich types. Each of these is surrounded by a border.
They look nice and organized now, but there are many ways chaos could be created. In this case, notice that I put the width: auto on the div. This made it automatically size correctly to fit its contents. This is very useful!
Originally I tried desperately to fit the contents to the div behind them, but to no avail. I thought that putting a parent div before a smaller branch in the html automatically made the daughter sit inside the parent, but this is not so. Basically, being a parent just gives the div a lower z value (that is, it sits further back into the page, and its children rest on top of it, popping out toward you).
Thanks for reading. I hope this gave you some idea of a few basic positioning strategies in CSS, and the difference between statis, relative, absolute and fixed positioning!


Open 24/7 for Meta-tx & Relaying
Meta-txs stand for meta transactions. They are transactions which are signed by the user but not called by the user. Instead the transaction is sent to a server that executes the transaction for the user. This is known as the meta-tx relay. The server that receives meta-txs and executes them on behalf of the user is known as the relay server that provides the relay service. There are different models of how users gain access to execute meta-txs.
Meta-tx enable users to authenticate to a server with a key pair which allows them to conduct onchain transactions without any gas in the key pair account.
Wallet Key Management.
Meta-tx abstract out the need for gas on the key to execute onchain, they can actually also conduct meta-txs while paying for their own gas usage with their own identity contract wallet.
Web3 User onboarding.
Meta-txs enable applications to give 'free' transactions to users without any further user friction. They can enable further user engagement through potentially 'free' transactions, thus providing a greater ability for applications to activate their users.
Other Use Cases.
Scheduled meta-txs which are conditionally executed based on time, token subscriptions or a decentralised relayer networks.


You can register a Domain name for your Ethereum account for some period of time. The maximum time is 2,000,000 Ethereum blocks ( about a year ) The domain name is in fact a binary 32 byte value. It can be interpreted as UTF8 encoded string.
This is the solution for the name erosion problem. If you have registered a domain name and then lost the private key, the name will not be lost for everyone forever.
While you own a domain you can prolong the ownership.
If you failed to prolong the ownership and the domain expired, then anyone can claim the ownership for it.
You can register as many as you want ID's for your domain (name:value pairs).
If you want to sell your domain, put a price on it. Once the price is set, anyone can pay and take the ownership. No communication with you is needed.
If you want to transfer the domain to someone, you simply specify the new address in the Transfer field. The owner of that
address, and only him, can then pay the price and claim the domain.
EtherID allows you to store sha256 multihash values as the ID values. Then
you can use the EtherID/IPFS gateway to get access to the IPFS resources. You can
read more EtherID/IPFS
The official NodeJS module to communicate with the EtherID contract is etherid-js
There is a Chrome Extension available for redirecting urls. etherid-chrome


Amazon adds free music for anyone, with ads
Amazon is adding another streaming music option for customers, a free, ad-supported service that requires no subscriptions and is available on a range of devices.
The online giant's free music service is in addition to the ad-free options available to its Prime subscribers, and the paid Amazon Music Unlimited, which has a bigger library.
The ad-supported option, which had been only available to customers on Echo devices, was made available from Monday on Apple, Android or Fire TV devices as well as on the web in the US, Britain and Germany.
The new option competes directly against Spotify, which offers both free and paid subscriptions, and a number of subscription services from Apple, Google and others.
Amazon Music allows users to listen to individual songs, playlists and "stations" with various themes.


August 21, 2018
Project 4: Infographic Timeline
This is a timeline on one of my favorite bands, MGMT. My design was inspired by their psychedelic and electric sound.
Bibliography:
Cole, Rachel. MGMT. (2008). Interview, 38(8), 112. Retrieved from https://search-ebscohost-com.proxy.binghamton.edu/login.aspx?direct=true&db=f5h&AN=34483699&site=ehost-live
Greene, Andy. (2018). MGMT’s Pop Adventure. Rolling Stone, (1306/1307), 15. Retrieved from https://search-ebscohost-com.proxy.binghamton.edu/login.aspx?direct=true&db=f5h&AN=127489924&site=ehost-live
Grigoriadis, V. (2010). MGMT. Rolling Stone, (1103), 66. Retrieved from https://search-ebscohost-com.proxy.binghamton.edu/login.aspx?direct=true&db=f5h&AN=49724102&site=ehost-live
Mason, S. (2019). MGMT: Biography & History. Retrieved December 5, 2019, from https://www.allmusic.com/artist/mgmt-mn0000536321/biography.
August 21, 2018
Project 3: Article Illustrations
Travis Scott's 'Highest In The Room' Doesn't Reach New Heights
This article focused on Travis Scott's new single, "Highest In The Room". The article argues that Scott's sound hasn't evolved in years and instead, Scott uses the same recipe to make songs that appeal to the masses. The author mentions that the single sounds as if you told an AI to make a Travis Scott song. Therefore, I illustrated a computer with 3 of Scott's album covers and then a gear system and funnel so it looks like the computer is synthesizing his albums to produce his new single. At the other end, I illustrated people with spiral eyes as if they are being hypnotized by the catchy tune.
Composer Hildur Guðnadóttir Finds The Humanity In 'Joker'
This article focused on the music in the new movie, "The Joker". The author interviews the woman who composed a lot of this moving music. The composer, Guðnadóttir, explained how she wanted to inspire empathy in the Joker even though he is a dark character. Guðnadóttir thought it was important that the Joker have a softer side and she brought this out with her music. For my illustration I made the Joker as the one who was playing the cello, with a soft smile on his face. I tried to make him look as unthreatening as possible and I added to this even more with the colorful background.
The Lumineers Trace The Cycle Of Addiction: 'It's A Progressive Disease'
My last article was about The Lumineer's latest album, "III". This article is in the form of an interview with the band where they talk about the message behind their album. They explain that their album is about addiction and specifically, is a story about how addiction progresses across three generations. In one part of the interview, the band explains addiction as a "radial bomb" where over years and years, it continuously effects their loved ones. I decided to use this part of the article,as well as another part about addiction having a cartoonish nature, to develop my illustration. I made cartoon-like people and then had the addict act like bomb, reaching and effecting his surrouning loved ones. Then I showed this pattern repeat in his son's future.
August 21, 2018
Project 2: Scalable Icons
For this project I made 3 different icons representing different aspects of myself. They are meant to be used at multiple scales so I made one version at 128x128px, another 64x64px and the last 32x32px. My first icon is a mushroom because I like eating mushrooms but also because I think that mushrooms can represent nature and I really enjoy being outside. My second icon is a person waving their arms to music. This represents my love for music and going to concerts. My last icon is an aviator jacket. This represents how much I love clothes and fashion.
August 21, 2018
Project 1: Avatar
This is an avatar I created of myself. It was made on an isometric grid in Adobe Illustrator. My avatar has AirPods and music notes above her head because I love music. I also live off of coffee which is why she's holding a coffee cup.


Phenote comes pre-packaged with several ontologies, including:
| Ontology category or file name | Description |
| Anatomy & Development | The ontologies in this category are specific to individual organisms. Since the typical Phenote user will only be documenting one organism type, they should only need one organismal ontology. Occasionally, developmental timing/staging is included in separate ontologies, that may need to be used separately. |
| fly_anatomy.obo | Fly Anatomy |
| fma_obo.obo | Foundational Model of Anatomy: Adult Human Anatomy Ontology. This ontology has been converted from its native OWL format. |
| human-dev-anat-abstract.obo | Human Developmental Anatomy - Abstract: Use this ontology when recording human anatomical entities that are not from adults |
| worm_anatomy.obo | C. elegans Anatomy |
| worm_development.obo | C. elegans Stage ontology |
| zebrafish_anatomy.obo | Zebrafish anatomy and staging ontologies |
| Other Biological | |
| cell.obo | Ontology of Cell Types, such as neuron, gonadal, skin, etc. |
| chebi.obo | Ontology of Chemicals |
| context.obo | Genetic Context Ontology |
| evidence_code.obo | Ontology of Evidence Codes. These are the codes attributed the annotations made by the Gene Ontology Consortium. Imbeded in these codes is experimental information, and may not be ideal for every group. |
| gene_ontology.obo | The Gene Ontology. This single file includes the three ontologies from the Gene Ontology Consortium: Biological Process, Cellular Component, and Molecular Function. |
| so.obo | The Sequence Ontology. This ontology includes the definitions of sequence features often used to describe genetic abberations. |
| Phenotypes & Qualities | Ontologies in this category include both pre-composed phenotypic qualities, as well as the more abstract ontology of qualities and measurements. |
| c_elegans_phenotype_ontology.obo | A precomposed ontology of qualities used for |
| mammalian_phenotype.obo | A precomposed ontology of qualities used for mouse phenotype descriptions. |
| quality.obo | A general ontology of qualities. Formerly known at the Phenotype and Trait ontology, PATO still goes by this name. |
| relationship.obo |
The general relationships used between entity terms. These are standard relationship terms that should have equivalent meanings between ontologies. These relationship terms have specific applications, where some can be applied between continuants, some between occurants, and others between continuants and occurants. For more information on relationship types, please read further information on the Relationship.obo site: |
| spatial.obo | A general ontology of qualities as entities can be related to each other spatially. (for example, a cell is proximal to another cell; an organ is anterior of another organ, etc). The concepts contained in this ontology are being incorporated into PATO. |
| unit.obo | A general ontology of units that can be applied to any entity containing a measurable quality. |
If your favorite ontology is not included in this list, don't worry! You can use any ontology for your annotations, provided it is in OBO format. You can use your own ontology files, or download them from the repository of your choice, such as
Open Biological Ontologies site at http://obo.sourceforge.net/ or the
NCBO BioPortal http://www.bioontology.org/ncbo/faces/pages/ontology_list.xhtml
If your ontology is in OWL format, you could convert it using the OWL2OBO conversion tool, described at:
http://www.bioontology.org/wiki/index.php/OboInOwl:Main_Page


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