Almost every well-known DevOps exemplar has had near-death experiences due to architectural problems, such as in the stories presented about LinkedIn, Google, eBay, Amazon, and Etsy. In each case, they were able to successfully migrate to a more suitable architecture that addressed their current problems and organizational needs.
This is the principle of evolutionary architecture—Jez Humble observes that architecture of “any successful product or organization will necessarily evolve over its life cycle.” Before his tenure at Google, Randy Shoup served as chief engineer and distinguished architect at eBay from 2004 to 2011. He observes that “both eBay and Google are each on their fifth entire rewrite of their architecture from top to bottom.”
He reflects, “Looking back with 20/20 hindsight, some technology [and architectural choices] look prescient and others look shortsighted. Each decision most likely best served the organizational goals at the time. If we had tried to implement the 1995 equivalent of micro-services out of the gate, we would have likely failed, collapsing under our own weight and probably taking the entire company with us.”†
The challenge is how to keep migrating from the architecture we have to the architecture we need. In the case of eBay, when they needed to re-architect, they would first do a small pilot project to prove to themselves that they understood the problem well enough to even undertake the effort. For instance, when Shoup’s team was planning on moving certain portions of the site to full-stack Java in 2006, they looked for the area that would get them the biggest bang for their buck by sorting the site pages by revenue produced. They chose the highest revenue areas, stopping when there was not enough of a business return to justify the effort.
What Shoup’s team did at eBay is a textbook example of evolutionary design, using a technique called the strangler application pattern—instead of “ripping out and replacing” old services with architectures that no longer support our organizational goals, we put the existing functionality behind an API and avoid making further changes to it. All new functionality is then implemented in the new services that use the new desired architecture, making calls to the old system when necessary.
The strangler application pattern is especially useful for helping migrate portions of a monolithic application or tightly-coupled services to one that is more loosely-coupled. All too often, we find ourselves working within an architecture that has become too tightly-coupled and too interconnected, often having been created years (or decades) ago.
The consequences of overly tight architectures are easy to spot: every time we attempt to commit code in to trunk or release code in to production, we risk creating global failures (e.g., we break everyone else’s tests and functionality, or the entire site goes down). To avoid this, every small change requires enormous amounts of communication and coordination over days or weeks, as well as approvals from any group that could potentially be affected. Deployments become problematic as well—the number of changes that are batched together for each deployment grows, further complicating the integration and test effort, and increasing the already high likelihood of something going wrong.
Even deploying small changes may require coordinating with hundreds (or even thousands) of other developers, with any one of them able to create a catastrophic failure, potentially requiring weeks to find and fix the problem. (This results in another symptom: “My developers spend only 15% of their time coding—the rest of their time is spent in meetings.”)
These all contribute to an extremely unsafe system of work, where small changes have seemingly unknowable and catastrophic consequences. It also often contributes to a fear of integrating and deploying our code, and the self-reinforcing downward spiral of deploying less frequently.
From an enterprise architecture perspective, this downward spiral is the consequence of the Second Law of Architectural Thermodynamics, especially in large, complex organizations. Charles Betz, author of Architecture and Patterns for IT Service Management, Resource Planning, and Governance: Making Shoes for the Cobbler’s Children, observes, “[IT project owners] are not held accountable for their contributions to overall system entropy.” In other words, reducing our overall complexity and increasing the productivity of all our development teams is rarely the goal of an individual project.
In this chapter, we will describe steps we can take to reverse the downward spiral, review the major architectural archetypes, examine the attributes of architectures that enable developer productivity, testability, deployability, and safety, as well as evaluate strategies that allow us to safely migrate from whatever current architecture we have to one that better enables the achievement of our organizational goals.
In contrast to a tightly-coupled architecture that can impede everyone’s productivity and ability to safely make changes, a loosely-coupled architecture with well-defined interfaces that enforce how modules connect with each other promotes productivity and safety. It enables small, productive, two-pizza teams that are able to make small changes that can be safely and independently deployed. And because each service also has a well-defined API, it enables easier testing of services and the creation of contracts and SLAs between teams.
As Randy Shoup describes, “This type of architecture has served Google extremely well—for a service like Gmail, there’s five or six other layers of services underneath it, each very focused on a very specific function. Each service is supported by a small team, who builds it and runs their functionality, with each group potentially making different technology choices. Another example is the Google Cloud Datastore service, which is one of the largest NoSQL services in the world—and yet it is supported by a team of only about eight people, largely because it is based on layers upon layers of dependable services built upon each other.”
This kind of service-oriented architecture allows small teams to work on smaller and simpler units of development that each team can deploy independently, quickly, and safely. Shoup notes, “Organizations with these types of architectures, such as Google and Amazon, show how it can impact organizational structures, [creating] flexibility and scalability. These are both organizations with tens of thousands of developers, where small teams can still be incredibly productive.”
At some point in their history, most DevOps organizations were hobbled by tightly-coupled, monolithic architectures that—while extremely successful at helping them achieve product/market fit—put them at risk of organizational failure once they had to operate at scale (e.g., eBay’s monolithic C++ application in 2001, Amazon’s monolithic OBIDOS application in 2001, Twitter’s monolithic Rails front-end in 2009, and LinkedIn’s monolithic Leo application in 2011). In each of these cases, they were able to re-architect their systems and set the stage not only to survive, but also to thrive and win in the marketplace.
Monolithic architectures are not inherently bad—in fact, they are often the best choice for an organization early in a product life cycle. As Randy Shoup observes, “There is no one perfect architecture for all products and all scales. Any architecture meets a particular set of goals or range of requirements and constraints, such as time to market, ease of developing functionality, scaling, etc. The functionality of any product or service will almost certainly evolve over time—it should not be surprising that our architectural needs will change as well. What works at scale 1x rarely works at scale 10x or 100x.”
The major architectural archetypes are shown in table 3, each row indicates a different evolutionary need for an organization, with each column giving the pros and cons of each of the different archetypes. As the table shows, a monolithic architecture that supports a startup (e.g., rapid prototyping of new features, and potential pivots or large changes in strategies) is very different from an architecture that needs hundreds of teams of developers, each of whom must be able to independently deliver value to the customer. By supporting evolutionary architectures, we can ensure that our architecture always serves the current needs of the organization.
Case Study
Evolutionary Architecture at Amazon (2002)
One of the most studied architecture transformations occurred at Amazon. In an interview with ACM Turing Award-winner and Microsoft Technical Fellow Jim Gray, Amazon CTO Werner Vogels explains that Amazon.com started in 1996 as a “monolithic application, running on a web server, talking to a database on the back end. This application, dubbed Obidos, evolved to hold all the business logic, all the display logic, and all the functionality that Amazon eventually became famous for: similarities, recommendations, Listmania, reviews, etc.”
As time went by, Obidos grew too tangled, with complex sharing relationships meaning individual pieces could not be scaled as needed. Vogels tells Gray that this meant “many things that you would like to see happening in a good software environment couldn’t be done anymore; there were many complex pieces of software combined into a single system. It couldn’t evolve anymore.”
Describing the thought process behind the new desired architecture, he tells Gray, “We went through a period of serious introspection and concluded that a service-oriented architecture would give us the level of isolation that would allow us to build many software components rapidly and independently.”
Vogels notes, “The big architectural change that Amazon went through in the past five years [from 2001–2005] was to move from a two-tier monolith to a fully-distributed, decentralized, services platform serving many different applications. A lot of innovation was necessary to make this happen, as we were one of the first to take this approach.” The lessons from Vogel’s experience at Amazon that are important to our understanding of architecture shifts include the following:
The extent to which applying these lessons enhances developer productivity and reliability is breathtaking. In 2011, Amazon was performing approximately fifteen thousands deployments per day. By 2015, they were performing nearly 136,000 deployments per day.
The term strangler application was coined by Martin Fowler in 2004 after he was inspired by seeing massive strangler vines during a trip to Australia, writing, “They seed in the upper branches of a fig tree and gradually work their way down the tree until they root in the soil. Over many years they grow into fantastic and beautiful shapes, meanwhile strangling and killing the tree that was their host.”
If we have determined that our current architecture is too tightly-coupled, we can start safely decoupling parts of the functionality from our existing architecture. By doing this, we enable teams supporting the decoupled functionality to independently develop, test, and deploy their code into production with autonomy and safety, and reduce architectural entropy.
As described earlier, the strangler application pattern involves placing existing functionality behind an API, where it remains unchanged, and implementing new functionality using our desired architecture, making calls to the old system when necessary. When we implement strangler applications, we seek to access all services through versioned APIs, also called versioned services or immutable services.
Versioned APIs enable us to modify the service without impacting the callers, which allows the system to be more loosely-coupled—if we need to modify the arguments, we create a new API version and migrate teams who depend on our service to the new version. After all, we are not achieving our re-architecting goals if we allow our new strangler application to get tightly-coupled into other services (e.g., connecting directly to another service’s database).
If the services we call do not have cleanly-defined APIs, we should build them or at least hide the complexity of communicating with such systems within a client library that has a cleanly defined API.
By repeatedly decoupling functionality from our existing tightly-coupled system, we move our work into a safe and vibrant ecosystem where developers can be far more productive resulting in the legacy application shrinking in functionality. It might even disappear entirely as all the needed functionality migrates to our new architecture.
By creating strangler applications, we avoid merely reproducing existing functionality in some new architecture or technology—often, our business processes are far more complex than necessary due to the idiosyncrasies of the existing systems, which we will end up replicating. (By researching the user, we can often re-engineer the process so that we can design a far simpler and more streamlined means to achieving the business goal.)‡
An observation from Martin Fowler underscores this risk: “Much of my career has involved rewrites of critical systems. You would think such a thing is easy—just make the new one do what the old one did. Yet they are always much more complex than they seem, and overflowing with risk. The big cut-over date looms, and the pressure is on. While new features (there are always new features) are liked, old stuff has to remain. Even old bugs often need to be added to the rewritten system.”
As with any transformation, we seek to create quick wins and deliver early incremental value before continuing to iterate. Up-front analysis helps us identify the smallest possible piece of work that will usefully achieve a business outcome using the new architecture.
Case Study
Strangler Pattern at Blackboard Learn (2011)
Blackboard Inc. is one of the pioneers of providing technology for educational institutions, with annual revenue of approximately $650 million in 2011. At that time, the development team for their flagship Learn product, packaged software that was installed and run on-premise at their customer sites, was living with the daily consequences of a legacy J2EE codebase that went back to 1997. As David Ashman, their chief architect, observes, “we still have fragments of Perl code still embedded throughout our codebase.”
In 2010, Ashman was focused on the complexity and growing lead times associated with the old system, observing that “our build, integration, and testing processes kept getting more and more complex and error prone. And the larger the product got, the longer our lead times and the worse the outcomes for our customers. To even get feedback from our integration process would require twenty-four to thirty-six hours.”
How this started to impact developer productivity was made visible to Ashman in graphs generated from their source code repository going all the way back to 2005.
In figure 24, the top graph represents the number of lines of code in the monolithic Blackboard Learn code repository; the bottom graph represents the number of code commits. The problem that became evident to Ashman was that the number of code commits started to decrease, objectively showing the increasing difficulty of introducing code changes, while the number of lines of code continued to increase. Ashman noted, “To me, it said we needed to do something, otherwise the problems would keep getting worse, with no end in sight.”
As a result, in 2012 Ashman focused on implementing a code re-architecturing project that used the strangler pattern. The team accomplished this by creating what they internally called Building Blocks, which allowed developers to work in separate modules that were decoupled from the monolithic codebase and accessed through fixed APIs. This enabled them to work with far more autonomy, without having to constantly communicate and coordinate with other development teams.
When Building Blocks were made available to developers, the size of the monolith source code repository began to decrease (as measured by number of lines of code). Ashman explained that this was because developers were moving their code into the Building Block modules source code repository. “In fact,” Ashman reported, “every developer given a choice would work in the Building Block codebase, where they could work with more autonomy and freedom and safety.”
The graph above shows the connection between the exponential growth in the number of lines of code and the exponential growth of the number of code commits for the Building Blocks code repositories. The new Building Blocks codebase allowed developers to be more productive, and they made the work safer because mistakes resulted in small, local failures instead of major catastrophes that impacted the global system.
Ashman concluded, “Having developers work in the Building Blocks architecture made for impressive improvements in code modularity, allowing them to work with more independence and freedom. In combination with the updates to our build process, they also got faster, better feedback on their work, which meant better quality. ”
To a large extent, the architecture that our services operate within dictates how we test and deploy our code. This was validated in Puppet Labs’ 2015 State of DevOps Report, showing that architecture is one of the top predictors of the productivity of the engineers that work within it and of how changes can be quickly and safely made.
Because we are often stuck with architectures that were optimized for a different set of organizational goals, or for an era long-passed, we must be able to safely migrate from one architecture to another. The case studies presented in this chapter, as well as the Amazon case study previously presented, describe techniques like the strangler pattern that can help us migrate between architectures incrementally, enabling us to adapt to the needs of the organization.
Within the previous chapters of Part III, we have implemented the architecture and technical practices that enable the fast flow of work from Dev to Ops, so that value can be quickly and safely delivered to customers.
In Part IV: The Second Way, The Technical Practices of Feedback, we will create the architecture and mechanisms to enable the reciprocal fast flow of feedback from right to left, to find and fix problems faster, radiate feedback, and ensure better outcomes from our work. This enables our organization to further increase the rate at which it can adapt.


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lorem and am here to make changes to what you would like to do for the next generation and make it possible


Depei Zhang
P1: LC338. Counting Bits
Time complexity: O(N)
Leetcode runtime & memory (Python3): 72 ms (96.46%) & 20.7 MB
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In my college years I attended a program called Year Up that was a year long internship program that trained me how to work in the tech industry. From there, I was able to intern at Zynga and was offered a contract position. This is where I catapulted into the tech industry.
More recently I began attending Learners Guild in order to have space to learn how to code. I was one of the first of my cohort to reach Level 3.
I love playing tabletop games (worker placement and deck building), cat sitting, and going to rock shows.


Extensions
The following extensions are available globally.
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extension Array
extension Array where Element: Numeric
extension Array where Element: SignedInteger
extension Array where Element: FloatingPoint
extension Array where Element == Int
public extension Array where Element: Codable
public extension Array where Element == Weakly
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public extension DispatchQueue
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extension Encodable
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public extension Dictionary
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extension UIEdgeInsets: Sugar
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extension NSDirectionalEdgeInsets: Sugar
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extension UIImageView


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module Civilization:sig
..end
Represents a civilization that contains civilization tiles.
type
t = {
|
infected : |
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living : |
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dead : |
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population : |
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neighbors : |
Tracks a civilization's total information: total number of infected people, total population, and neighboring civilizations.


Speech
The Education Secretary's speech on academies at Haberdashers’ Aske’s Hatcham College.
Last month, a headline appeared in the Hornsey Journal - a headline that would have been funny had its subtext not been so dispiriting. Stamped across the top of the page in stark, Nimrod Bold lettering were the words: ‘Campaigners: Hands off our failing school.’
Just think about that for a moment…
Futures are being blighted. Horizons are being limited. Generations of children are being let down. And yet the response of those ‘campaigners’ to an attempt to rescue the situation is ‘hands off.’
‘Hands off’ the unacceptable waste of talent.
‘Hands off’ the chronic, ingrained educational failure.
‘Hands off’ our failing school.
We’ve faced a good deal of opposition in the last year and a half. And I am certain 2012 will be no different. Because one thing I’ve come to realise during my time as Education Secretary is that the opposition we face is of a very particular kind…
It’s ironic, if you think about it. The popular critique of our reform programme has most often been of its underpinning motives. The talk was of an ‘ideologically-driven Academies programme’ and ‘ideologically-motivated school reforms.’ We’re supposed to be the ideologues. And yet…
And yet the truth is rather different. The Academies programme is not about ideology. It’s an evidence-based, practical solution built on by successive governments - both Labour and Conservative. The new ideologues are the enemies of reform, the ones who put doctrine ahead of pupils’ interests. Every step of the way, they have sought to discredit our policies, calling them divisive, destructive, ineffective, unpopular, unworkable - even ‘a crime against humanity.’
But the facts on the ground tell a very different story.
A common attack is that our reforms - those that focus on school autonomy in particular - are experimental, untested and untried.
But the seeds of our reforms go back decades. The first City Technology Colleges were set up in 1988 - and indeed we are standing in one of the very first. These all-ability comprehensives enjoyed much more autonomy than other schools, and headteachers exercised their new-found freedom to extraordinary effect. Despite being overwhelmingly located in poorer areas, the CTCs achieved - and continue to achieve - great results: the proportion of pupils eligible for free school meals in CTCs who earned five or more good GCSEs at grades A* to C is more than twice as high in CTCs as it is for all maintained mainstream schools.
Some of the autonomy enjoyed by schools like the CTCs, and indeed grant-maintained schools, was eroded after 1997. But the best minds in the last Government knew that was a mistake. And when they were given the chance to shape policy we saw autonomy return and school leaders back in charge. Andrew Adonis knew it was headteachers, not councillors, not ombudsmen, not advisers or consultants, who made schools succeed. So he cut through the red tape and - as well as establishing the London Challenge, Black Country Challenge and Manchester Challenge - created the Academies programme.
In his memoirs, Tony Blair describes why academies proved so effective:
[An academy] belongs not to some remote bureaucracy, not to the rulers of government, local or national, but to itself, for itself. The school is in charge of its own destiny. This gives it pride and purpose. And most of all, freed from the extraordinarily debilitating and often, in the worst sense, politically correct interference from state or municipality, academies have just one thing in mind, something shaped not by political prejudice but by common sense: what will make the school excellent.
Labour’s Academies programme proved genuinely transformative and provided a solid basis for our reforms. But we had more than just the evidence of history to lean on. The principle of autonomy-driven improvement is solidly backed by rigorous international evidence. The best academic studies clearly demonstrate the effect of empowering the frontline. Trust professionals and they will exceed your expectations.
Research from the OECD and others has shown that more autonomy for individual schools helps raise standards. In its most recent international survey of education, the OECD found that ‘in countries where schools have greater autonomy over what is taught and how students are assessed, students tend to perform better.’ Two of the most successful countries in PISA international education league tables - Hong Kong and Singapore - are amongst those with the highest levels of school competition. And from autonomous schools in Alberta, to Sweden’s Free Schools, to the Charter Schools of New York and Chicago, freedom is proving an unstoppable driver of excellence.
Last November, Eric Hanushek and Ludger Woessmann - of the universities of Stanford and Munich respectively - submitted a report to the European Commission under the auspices of the European Expert Network on Economics of Education . While the primary focus was on the relationship between educational attainment and economic growth, Hanushek and Woessmann’s research also highlighted the critical role of autonomy as a driver of high educational standards.
They found that:
Across countries, students tend to perform better in schools that have autonomy in personnel and day-to-day decisions, in particular when there is accountability.
They say that:
Critics of choice-based policies often argue that a greater reliance on choice and private competition can lead to greater segregation of students. On the other hand, in particular the additional choice created by public funding for privately operated schools may particularly benefit disadvantaged students whose choices are otherwise most constrained, and thus boost equity in the school system. In fact, the cross-country patterns suggest that a larger share of privately operated schools is not only related to a higher performance level, but also to a substantially lower dependence of student achievement on socioeconomic status - as long as all schools are publicly financed…In such a setting, allowing choice among schools can even lead to reduced segregation because access to good schools is no longer tied to being able to afford to live in an expensive neighbourhood.
So we’ve been working hard to increase autonomy for all our schools. Part of this has been about reducing central and local government prescription for all schools to give heads and teachers the space to focus on what really matters.
There’s more to come. In total, departmental guidance will be more than halved.
But beyond these changes - which we’ve implemented for the benefit of all schools - we’ve gone further: every school now has the opportunity to take complete control of its budget, curriculum and staffing by applying to be an academy.
Now the critics said that schools wouldn’t be interested. They told us that there would be fierce opposition from teachers, heads and parents. That we wouldn’t see the kind of numbers we were anticipating.
Well…
As of today [4 January], there are 1529 academies open in England. 1194 are converters and 335 are sponsored.
45 per cent of all maintained secondary schools are either open or in the pipeline to become academies.
There are 37 local authority areas where over half of secondary schools are already academies, and 64 LAs where more than half of secondaries are either open academies or in the process of becoming academies. Over 90 per cent in North East Lincolnshire; over 88 per cent in Bromley; over 82 per cent in Swindon; over 80 per cent in Thurrock.
Three in five outstanding secondaries - and nearly one in 10 outstanding primaries - has applied to convert to an academy.
Over 1,250,000 pupils now attend academies. This means around one in seven pupils in state schools now attends an academy - one in three pupils in state secondaries.
In an average week, the Department for Education processes 20 applications from schools to convert to academy status, brokers another five schools to become sponsored academies.
One can hardly say there’s been a lack of interest…
The last Government saw academies as a secondary-only programme. One of the first things we did was extend academy freedoms to primaries. This is a vitally important part of our reforms.
If pupils leave primary school without the basics - if they fail to get a Level 4 at KS2 - then they start secondary school at an extreme disadvantage. Pupils can’t read to learn if they haven’t learned to read. They can’t begin to deal with more advanced mathematical concepts - or physics, or chemistry, or any number of other subjects - if they haven’t grasped the fundamentals of numeracy. And however good a secondary school is, there’s a limit to the extent to which they can pick up the pieces.
There are more than 1000 primaries where fewer than 40 per cent of pupils reach Level 4 in reading, writing and mathematics.
Insisting that schools educate their pupils to Level 4 standard isn’t that big an ask. Level 4 is just the basics. To achieve a Level 4 in reading pupils need to be able to interpret and understand the meaning behind a simple story. And in maths, all that is required is to be able to understand simple fractions and add, subtract, multiply and divide without the help of a calculator. It’s unacceptable that so many children are being let down.
So we must act urgently to tackle underperformance in primary schools. Part of the strategy is encouraging more primary academies.
More than 700 maintained primary schools are either open or in the pipeline to become academies. These range from small rural primaries - like Kings Caple in Herefordshire with 32 pupils - to large urban primaries like 843-pupil Durand.
There are 16 local authorities, such as Darlington and Cornwall, where more than 10 per cent of primary schools have opened or are in the pipeline to become academies.
We’re encouraged by the enthusiasm primary schools have shown so far. In the most recent months, there have even been more primary applications than secondary. But there’s more to be done.
We have identified more than two hundred primaries with the worst records and we have identified ten local authorities with unacceptable high numbers of under-performing primaries. We are working now to transform them into academies.
Most local authorities are being cooperative and constructive. They recognise the benefits academies bring.
Some, however, are being obstructive. They are putting the ideology of central control ahead of the interests of children. They are more concerned with protecting old ways of working than helping the most disadvantaged children succeed in the future. Anyone who cares about social justice must want us to defeat these ideologues and liberate the next generation from a history of failure.
And becoming an academy is a liberation. It gives heads real freedom to make a difference. Longer school days; better paid teachers; remedial classes; more personalised learning; improved discipline; innovative curricula - these are just a few of the things that academy heads are doing to give the children in their care the best possible education.
Even more impressive than what individual academies are doing by themselves is what they’re achieving through cooperation. And this is a critical point. Because the critics warned these new schools would be soulless, selfish islands of elitism. Fragmented. Isolated. Even aggressive. In fact, this cynical prediction couldn’t be further from the truth. Heads, teachers, governing bodies, showed more commitment, more devotion, and a greater sense of moral purpose than the critics gave them credit for. Academies are not islands unto themselves; instead, what we’ve witnessed is an outpouring of desire to help others.
The critics said we concentrated too much on extending autonomy to the powerful. Well, like Abraham Lincoln I don’t think you help the weak by punishing the strong. If you get it right, then by emancipating the strong you can support the weak. That is why I have been so delighted that so many outstanding schools have stepped forward to sponsor other schools. Like Sir Joseph Williamson’s Mathematical School, Altrincham Girls’ and Tollbar Academy in Grimsby. Already, 18 converter academies are sponsoring another academy.
Schools are continually finding new ways to work together and support each other. There are 403 converter academies in approximately 138 chains. These chains range from multi-academy trusts with shared governance and leadership to looser collaborative partnerships.
Like Kemnal Technology College - an ‘outstanding’ school in Kent - which became an academy in September 2010. It formed the Kemnal Academies Trust, a multi-academy trust that currently includes eight secondary schools and three primary schools, from Bromley, Bexley, Kent, Essex and West Sussex, with another school from Hampshire (Havant Academy) joining this month [January 2012]. A further five schools are expected to join by April. The academies in the Trust work collaboratively, sharing training and development of staff, working together on curriculum design, and using shared administrative and financial management services. And the schools are seeing the benefits, with results rising and vast improvements being made. Two of the schools in the Trust, Debden Park and Welling, were amongst the most improved in the country last year.
And chains offer the answer to many small primary schools thinking about how best to benefit from academy status. Take the 11 rural Devon primary schools who came together in November as the Primary Academies Trust. Church schools and community schools joining to share expertise and resources to serve the villages of north Devon with the inspiring leadership of two executive principals.
It’s clear that freedom need not be the enemy of cooperation.
The critics also said academies wouldn’t deliver the promised academic improvements. They said our promises of rising standards were overblown, that effects would be, at best, negligible (if not - as some claimed - negative). Yet again, the facts on the ground tell a different story. In the 166 sponsored academies with results in both 2010 and 2011, the percentage point increase in pupils achieving five plus A*-C including English and maths was double that of maintained schools. Some chains are doing particularly well:
ARK results show an average 11 percentage point increase across their academy network.
The Harris Federation is recording an average improvement of 13 percentage points across its family of academies. Eight out of their 13 academies are outstanding.
ULT report a 7.1 percentage point improvement across their 17 academies - with six academies showing improvements of more than 10 percentage points.
The percentage of students at ULT’s Barnsley Academy achieving five or more A*-C grades including English and maths almost trebled in 2011. Fifty-one per cent achieved these results compared to 19 per cent in 2010. These are the academy’s best ever results and are a dramatic increase from the six per cent of students achieving these results in 2006 - the year before the academy opened.
These are not isolated cases. The Academies programme as a whole is raising standards. Recently academics at the London School of Economics published a landmark assessment of the scheme so far.
There we see three key findings. First, that ‘academy conversion generates… a significant improvement in pupil performance.’ Second, that - contrary to what the critics claimed was happening - this improvement is not the result of academies scooping up middle-class pupils from nearby schools. While it’s true that, increasingly, more middle-class parents want to send their children to the local academy, this phenomenon is a consequence of the school’s success, not the cause. And thirdly, beyond raising standards for their own pupils, academies also tend to raise pupil performance in neighbouring schools. Success is contagious.
The critics also claimed academies would neglect their duty to some of those who need our attention most: pupils with special educational needs. They said academies would use their freedom to shirk their responsibilities.
But they were wrong. Twenty-three per cent of pupils in secondary academies have non-statemented special needs compared to 19 per cent for all secondary schools. And the percentage of pupils with statements in secondary academies is in line with the national average.
Another group that critics claimed would be left behind by academies is disadvantaged pupils. They said autonomous schools would cream-skim the least challenging pupils and leave the rest to languish. But again, they were wrong.
The proportion of pupils on free school meals in academies - around 15 per cent - is comparable to the proportion for all state-funded schools. The crucial difference is that pupils from disadvantaged backgrounds tend to perform better in academies. The attainment rate for FSM pupils in academies improved by 8.3 percentage points between 2009 and 2010. This was over double the improvement rate recorded in comparable schools (4.0 percentage points) and also much higher than the national improvement rate for FSM pupils (4.6 percentage points). What’s more, the gap in attainment between FSM and non FSM pupils narrowed in academies between 2009 and 2010 (by 0.2 points). In comparable maintained schools, the attainment gap widened by 2.1 points over the same period.
When they can’t attack the popularity of the programme, and when they can’t attack the what’s being achieved, the critics move on to something more subtle: they attack the culture.
Some academies (so the argument runs) may get good results, but that’s only because they’re Gradgrindian exam factories. Creativity, child development, citizenship, wellbeing, and even fun are all being sacrificed to make way for merciless and unrelenting rote learning as part of an ideological push for retrograde Victorianism. It’s all about kings, dates, lunchtime detentions, and braid on blazers.
Well I’ve nothing against tradition. But the truth is that with more than 1500 academies, they embrace many educational traditions. Success comes from concentrating on the essentials.
Just last month, respected Harvard economist Roland Fryer published some very interesting research into the factors that drive pupil achievement. Together with his colleague Will Dobbie, Fryer identified certain startling correlations. He looked at the number of times teachers received feedback. The number of days pupils were tutored in small groups. The way data was used to drive instruction. The number of internal pupil assessments. What teachers expected of their pupils. The number of hours children actually spent at their desks. Fryer found that all these factors correlated with higher student scores:
Frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations - explains approximately 50 percent of the variation in school effectiveness.
These findings are fascinating in themselves. But there’s a particular nuance I want to highlight. Fryer and Dobbie introduced robust controls for three alternative theories of schooling: a model emphasising the provision of wrap-around services, a model focused on teacher selection and retention, and a ‘no excuses’ model of education. They concluded that, regardless of the particular education model of the school, the factors identified in their study - teacher development, data-driven instruction, a culture of achievement, and high academic expectations - produced similarly strong positive effects.
Why is this particularly important? Because it flies in the face of those critics who say that what we are advocating is a narrow, one-size-fits-all, Gradgrindian model. Critics who seek to set up false binary divides between rigour and creativity; between excellence and wellbeing; between an outstanding academic education and one which concentrates on character. Fryer’s work shows us that certain characteristics are related to high achievement with a variety of educational approaches. Expect excellence; offer intensive support; spend time in the classroom; use accountability intelligently; champion achievement… These are the principles that underpin great schools.
That’s why while academies come in different shapes and sizes, and while academy heads come from a variety of different educational traditions, and while the Academy programme is explicitly designed to let a thousand - or rather 1529 - flowers bloom, it’s nonetheless clear that the best academies share common characteristics. These are the characteristics clearly reflected in Fryer’s findings. These are the things we are advocating. And to say somehow this equates to demanding a return to the Victorian era is more than a lazy pastiche - it’s downright disingenuous.
I’ve spoken a good deal today about the facts on the ground. I’ve tried to show that the proof is in the proverbial pudding, and that the example set by the hundreds of existing academies is more than enough evidence to put the criticisms to bed.
But the sad truth is that, for some of these critics, the facts don’t matter much. And they’ll continue to view the spread of autonomy as an unwelcome onslaught. They’ll continue to talk about the Government ‘threatening’ schools with academy conversion.
Academy conversion is an opportunity. It’s only a threat to the complacent, to those who have been complicit in failure. It’s certainly not a threat for the children concerned; for them, it’s a liberation.
I have been asked not to challenge the leadership of the lowest performing schools in Haringey. But for years hundreds of children have grown up effectively illiterate and innumerate. In one of the most disadvantaged parts of our capital city poor children have been deprived of the skills they need to succeed.
Defenders of the status quo say these schools shouldn’t be judged in this way because they have a different approach - they are creative or inclusive. But you can’t be creative if you can’t read properly and speak fluently - you can’t be included in the world of work if you aren’t numerate.
The same ideologues who are happy with failure - the enemies of promise - also say you can’t get the same results in the inner cities as the leafy suburbs so it’s wrong to stigmatise these schools.
Let’s be clear what these people mean. Let’s hold their prejudices up to the light. What are they saying?
If you’re poor, if you’re Turkish, if you’re Somali, then we don’t expect you to succeed. You will always be second class and it’s no surprise your schools are second class.
I utterly reject that attitude.
It’s the bigoted backward bankrupt ideology of a left wing establishment that perpetuates division and denies opportunity. And it’s an ideology that’s been proven wrong time and time again.
Look at what’s been achieved in Harlem’s Children’s Zone or in the KIPP schools in America. The poorest children going to the best colleges because their teachers expect the best of every child.
And most importantly look what’s happened here. In the Harris Academies. In ARK schools like Burlington Danes or King Solomon or Walworth Academy. In Mossbourne Academy and Manchester Academy. Children from the poorest homes going to the best universities. Exam performances better than scores of schools in the leafiest suburbs. Ofsted ratings which are consistently outstanding.
So my message to those in Haringey and to others is: stop saying ‘hands off.’ Stop saying that the arrival of the expertise that can help your schools is a threat. They called Phil Harris a threat 11 years ago; he’s transformed the lives of hundreds of thousands. They said it was a threat when people from the City became involved in sponsoring schools - tell that to the children at King Solomon. The arguments being made in Haringey are the same ones that were made about Hackney Downs in 1995. Back then 11 per cent of children got 5 A* to C with English and maths. Now at Mossbourne 82 per cent in 2010 get 5 A* to C including English and maths, and ten students got offers to study at Cambridge this year.
And for those that say this approach is untested in primary schools you only have to look at what has happened right here at Haberdashers Aske Hatcham. In 2008 Monson Primary School was in notice to improve with falling rolls. Now 76 per cent of pupils are achieving Level 4 at Key Stage 2 and two more primaries have joined the federation.
But the teachers, parents and pupils of Hatcham and Mossbourne wouldn’t wish for a return to the past. We’ve heard a lot of arguments, a lot of excuses from those who don’t believe in giving children a better education. It’s time we called them what they are: ideologues.
It’s the same old ideologues pushing the same old ideology of failure and mediocrity. Who sought to cow anyone with a desire for change by accusing them of ‘talking down’ the achievement of pupils and teachers. The same old ideologues who strove mightily to make the world fit their theories - and damaged generations in the process.
What’s new is that the evidential basis of their policies, always thin, has now disintegrated altogether. Schools like Haberdashers’ Aske’s Hatcham, which we have the privilege of being in today, and hundreds like it across the country, are proof of what can be achieved - not just for some children, but for all children.
Change is coming. And to those who want to get in the way, I have just two words: hands off.
Published: 11 January 2012


Given a undirected graph return a maximal matching for the graph. For timing purposes the input can either be an adjacency array format with all edges appearing in both directions, or an edge array with all edges appearing in just one direction. Any maximal matching is valid.
The input is a graph in the in the edge graph format. The output is a sequence of integers corresponding to the locations of all the edges in the maximal matching with respect to the input (zero based). The output needs to be in the sequence format. The edge indices need not be sorted in the output.
For timing purposes any code is allowed to covert from the edge array format to an adjacency format outside of the timed code, but is not allowed to do any other processing of the graph (e.g. reordering to improve locality).
Each distribution should be run for n=10,000,000. The edge weights are selected at random. The weights used for average time are given in parentheses.
randLocalGraph -d 3 -m <5*n> <n> <filename>
rMatGraph -a .5 -b .1 -m <5*n> <n> <filename>
gridGraph -d 2 <n> <filename>


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The Discovery loop starts with the current as-is state. Practices on this loop lead to answering questions such as Why are you doing this? What problems are you trying to solve, and for whom? How will you measure the Outcomes?
The Options Pivot explores how you will deliver the outcomes. What are the different options? What do you need to make this happen?
The Delivery Loop focuses on delivering options and getting feedback from the stakeholders. What was measured impact? What did you learn?
The Foundation focuses on creating a team culture, an environment of collaboration and technical engineering practices. These support fast and iterative journeys through the discovery and delivery loops. Without the foundation teams cannot reach sustainable continuous delivery.


Volleyball: Nkumba are league champions
by Faith KiaiWith this result, Nkumba will be Uganda’s only female representatives at the Africa Club Championships
UVF National Volleyball League
Nkumba 3 KCCA 0 (Nkumba won series 2-0)
KCB-Nkumba University won the clubs second double in three years after they comprehensively beat KCCA at the Lugogo Arena on Saturday night.
That title makes it seven championships by the university and the third they have won since 2017.
Coach Tony Lakony was beyond impressed with his team as they cut their opponents to pieces in three well-earned sets.
“It was a very good performance in the finals in game two. We started the playoffs in a very shaky way. We stepped up kept getting better today it was all systems go for us because blocks were super, serve was super reception was good and our attack was a little to match for them,” an excited Lakony said.
With this result, Nkumba will be Uganda’s only female representatives at the Africa Club Championships early next year. They have won both the club championships and the league.
KCCA although disappointed by the nature of the win are taking positives from this playoff run.
“We did not win but at least we have achieved our targets after the semi-finals we made it to the finals. Next season we have to work on our reception both the frontcourt and the backcourt defence,” KCCA captain Joan Nabuto said.


Chamonix-Mont Blanc II Tweet
I had carried a little notebook with me throughout the trip in Chamonix. It was always within my reach at all times during my 3-day stay in the little town. Every time some thought came I would write it down. As they say, the fadest ink is more powerful than the strongest memory.
One of the things I wrote is the idea of going with the flow. With the many things happening in the world, there are things that we have to fight and not take sitting down. We can’t just let them be, I believe. But I had to remind myself that the personal domain is different. There are many things that are better left on their own. They have their own time. We just have to let things unfold.
There is this classic story of a farmer who had a horse he loved so much. For some weird reason, it ran away and a nosey neighbor offered his condolences and told him “That’s so unfortunate! This is terrible for you. You won’t be able to till the land and live!” The farmer replied: “Maybe. Could be good. Could be bad. We shall see.”
The next day, the farmer’s son had broken his leg. One of the horses threw him to the ground. The same nosey neighbor said “What a tragedy! Your son won’t be able to help with the land. You must be devastated!”. Again, the farmer replied: “Maybe. Could be good. Could be bad. We shall see.”
The farmer experiences a series of unfortunate events. Each time he responds in the same way.
There are many versions of this story. But it reminds me of the thoughts and feelings that came to me when I was just sitting still on the boulder on the mountains. The world is uncertain and we have to learn how to accept that reality.
I know this is just a simple story and parable but it’s all connected to the things I’ve been thinking about in the mountains. Life is random and it is difficult to tell on an individual level where we’ll end up. It is good to have goals, dreams and plans but at most, they only make the “random walk” a “weighted random walk”. Whenever I forget this reality, it only makes me worry more. Life is just like that. And if you think about, it is what makes life fun, exciting and interesting to live!
I had not known about this farmer story until today. But I felt “We’ll see” was very zen… I have a few more things connected to these thoughts that I want to write down for myself, connected to “flow”, repetition, intuition and cognitive ease. These are non-generalizable ideas. And I will only talk about repeatable successes for myself.
For now, I am very happy that I am functional at work again. And I will work at this consistently comfortable pace for now.


directdemocracy
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Automation Framework - Job Outcome Tests
The automation framework supports testing the job outcomes based on conditions that you can set in the YAML file.
Currently, the only type of tests available are statistical ones. More types will be added in the future.
Statistics
Statistics-based tests are supported by all add-ons that have an automation job. If there is a relevant
statistic used by an add-on, a test can be created for it.
A job can have tests for multiple statistics and multiple tests can be created for the same statistic.
Note that statistics-based tests will function correctly only if in memory statistics have been
enabled .
YAML
jobs:
- type: example
parameters:
jobSpecificParam: 'value'
tests:
- name: 'test one' # Name of the test, optional
type: stats # Only type initially supported
statistic: 'stats.addon.something' # Name of an integer / long statistic
operator: '>=' # One of '==', '!=', '>=', '>', '<', '<='
value: 10 # Value to compare statistic against
onFail: 'warn' # One of 'warn', 'error', 'ignore'


The Brady Bunch Game
Instructions
You should click over the Marsha face as much as you can during 20 seconds. Finished the time you going to know how many click were correct. Keep playing and see how you beat your score!
Time remaining
Seconds
You should click over the Marsha face as much as you can during 20 seconds. Finished the time you going to know how many click were correct. Keep playing and see how you beat your score!


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|
Plotly
Interactive Python library for graphing
|
Public Member Functions | |
| def | __init__ (self) |
| def | open_figure (self, fig, props) |
| def | close_figure (self, fig) |
| def | open_axes (self, ax, props) |
| def | close_axes (self, ax) |
| def | draw_bars (self, bars) |
| def | draw_bar (self, coll) |
| def | draw_marked_line (self, **props) |
| def | draw_image (self, **props) |
| def | draw_path_collection (self, **props) |
| def | draw_path (self, **props) |
| def | draw_text (self, **props) |
| def | draw_title (self, **props) |
| def | draw_xlabel (self, **props) |
| def | draw_ylabel (self, **props) |
| def | resize (self) |
| def | strip_style (self) |
Public Attributes | |
| plotly_fig | |
| mpl_fig | |
| current_mpl_ax | |
| bar_containers | |
| current_bars | |
| axis_ct | |
| x_is_mpl_date | |
| mpl_x_bounds | |
| mpl_y_bounds | |
| msg | |
A renderer class inheriting from base for rendering mpl plots in plotly. A renderer class to be used with an exporter for rendering matplotlib plots in Plotly. This module defines the PlotlyRenderer class which handles the creation of the JSON structures that get sent to plotly. All class attributes available are defined in __init__(). Basic Usage: # (mpl code) # fig = gcf() renderer = PlotlyRenderer(fig) exporter = Exporter(renderer) exporter.run(fig) # ... et voila
| def plotly.matplotlylib.renderer.PlotlyRenderer.__init__ | ( | self | ) |
Initialize PlotlyRenderer obj. PlotlyRenderer obj is called on by an Exporter object to draw matplotlib objects like figures, axes, text, etc. All class attributes are listed here in the __init__ method.
| def plotly.matplotlylib.renderer.PlotlyRenderer.close_axes | ( | self, | |
| ax | |||
| ) |
Close the axes object and clean up. Bars from bar charts are given to PlotlyRenderer one-by-one, thus they need to be taken care of at the close of each axes object. The self.current_bars variable should be empty unless a bar chart has been created. Positional arguments: ax -- an mpl axes object, not required at this time.
| def plotly.matplotlylib.renderer.PlotlyRenderer.close_figure | ( | self, | |
| fig | |||
| ) |
Closes figure by cleaning up data and layout dictionaries. The PlotlyRenderer's job is to create an appropriate set of data and layout dictionaries. When the figure is closed, some cleanup and repair is necessary. This method removes inappropriate dictionary entries, freeing up Plotly to use defaults and best judgements to complete the entries. This method is called by an Exporter object. Positional arguments: fig -- a matplotlib.figure.Figure object.
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_bar | ( | self, | |
| coll | |||
| ) |
Draw a collection of similar patches as a bar chart. After bars are sorted, an appropriate data dictionary must be created to tell plotly about this data. Just like draw_line or draw_markers, draw_bar translates patch/path information into something plotly understands. Positional arguments: patch_coll -- a collection of patches to be drawn as a bar chart.
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_image | ( | self, | |
| ** | props | ||
| ) |
Draw image. Not implemented yet!
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_marked_line | ( | self, | |
| ** | props | ||
| ) |
Create a data dict for a line obj. This will draw 'lines', 'markers', or 'lines+markers'. props.keys() -- [ 'coordinates', ('data', 'axes', 'figure', or 'display') 'data', (a list of xy pairs) 'mplobj', (the matplotlib.lines.Line2D obj being rendered) 'label', (the name of the Line2D obj being rendered) 'linestyle', (linestyle dict, can be None, see below) 'markerstyle', (markerstyle dict, can be None, see below) ] props['linestyle'].keys() -- [ 'alpha', (opacity of Line2D obj) 'color', (color of the line if it exists, not the marker) 'linewidth', 'dasharray', (code for linestyle, see DASH_MAP in mpltools.py) 'zorder', (viewing precedence when stacked with other objects) ] props['markerstyle'].keys() -- [ 'alpha', (opacity of Line2D obj) 'marker', (the mpl marker symbol, see SYMBOL_MAP in mpltools.py) 'facecolor', (color of the marker face) 'edgecolor', (color of the marker edge) 'edgewidth', (width of marker edge) 'markerpath', (an SVG path for drawing the specified marker) 'zorder', (viewing precedence when stacked with other objects) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_path | ( | self, | |
| ** | props | ||
| ) |
Draw path, currently only attempts to draw bar charts. This function attempts to sort a given path into a collection of horizontal or vertical bar charts. Most of the actual code takes place in functions from mpltools.py. props.keys() -- [ 'data', (a list of verticies for the path) 'coordinates', ('data', 'axes', 'figure', or 'display') 'pathcodes', (code for the path, structure: ['M', 'L', 'Z', etc.]) 'style', (style dict, see below) 'mplobj' (the mpl path object) ] props['style'].keys() -- [ 'alpha', (opacity of path obj) 'edgecolor', 'facecolor', 'edgewidth', 'dasharray', (style for path's enclosing line) 'zorder' (precedence of obj when stacked) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_path_collection | ( | self, | |
| ** | props | ||
| ) |
Add a path collection to data list as a scatter plot. Current implementation defaults such collections as scatter plots. Matplotlib supports collections that have many of the same parameters in common like color, size, path, etc. However, they needn't all be the same. Plotly does not currently support such functionality and therefore, the style for the first object is taken and used to define the remaining paths in the collection. props.keys() -- [ 'paths', (structure: [vertices, path_code]) 'path_coordinates', ('data', 'axes', 'figure', or 'display') 'path_transforms', (mpl transform, including Affine2D matrix) 'offsets', (offset from axes, helpful if in 'data') 'offset_coordinates', ('data', 'axes', 'figure', or 'display') 'offset_order', 'styles', (style dict, see below) 'mplobj' (the collection obj being drawn) ] props['styles'].keys() -- [ 'linewidth', (one or more linewidths) 'facecolor', (one or more facecolors for path) 'edgecolor', (one or more edgecolors for path) 'alpha', (one or more opacites for path) 'zorder', (precedence when stacked) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_text | ( | self, | |
| ** | props | ||
| ) |
Create an annotation dict for a text obj. Currently, plotly uses either 'page' or 'data' to reference annotation locations. These refer to 'display' and 'data', respectively for the 'coordinates' key used in the Exporter. Appropriate measures are taken to transform text locations to reference one of these two options. props.keys() -- [ 'text', (actual content string, not the text obj) 'position', (an x, y pair, not an mpl Bbox) 'coordinates', ('data', 'axes', 'figure', 'display') 'text_type', ('title', 'xlabel', or 'ylabel') 'style', (style dict, see below) 'mplobj' (actual mpl text object) ] props['style'].keys() -- [ 'alpha', (opacity of text) 'fontsize', (size in points of text) 'color', (hex color) 'halign', (horizontal alignment, 'left', 'center', or 'right') 'valign', (vertical alignment, 'baseline', 'center', or 'top') 'rotation', 'zorder', (precedence of text when stacked with other objs) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_title | ( | self, | |
| ** | props | ||
| ) |
Add a title to the current subplot in layout dictionary. If there exists more than a single plot in the figure, titles revert to 'page'-referenced annotations. props.keys() -- [ 'text', (actual content string, not the text obj) 'position', (an x, y pair, not an mpl Bbox) 'coordinates', ('data', 'axes', 'figure', 'display') 'text_type', ('title', 'xlabel', or 'ylabel') 'style', (style dict, see below) 'mplobj' (actual mpl text object) ] props['style'].keys() -- [ 'alpha', (opacity of text) 'fontsize', (size in points of text) 'color', (hex color) 'halign', (horizontal alignment, 'left', 'center', or 'right') 'valign', (vertical alignment, 'baseline', 'center', or 'top') 'rotation', 'zorder', (precedence of text when stacked with other objs) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_xlabel | ( | self, | |
| ** | props | ||
| ) |
Add an xaxis label to the current subplot in layout dictionary. props.keys() -- [ 'text', (actual content string, not the text obj) 'position', (an x, y pair, not an mpl Bbox) 'coordinates', ('data', 'axes', 'figure', 'display') 'text_type', ('title', 'xlabel', or 'ylabel') 'style', (style dict, see below) 'mplobj' (actual mpl text object) ] props['style'].keys() -- [ 'alpha', (opacity of text) 'fontsize', (size in points of text) 'color', (hex color) 'halign', (horizontal alignment, 'left', 'center', or 'right') 'valign', (vertical alignment, 'baseline', 'center', or 'top') 'rotation', 'zorder', (precedence of text when stacked with other objs) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.draw_ylabel | ( | self, | |
| ** | props | ||
| ) |
Add a yaxis label to the current subplot in layout dictionary. props.keys() -- [ 'text', (actual content string, not the text obj) 'position', (an x, y pair, not an mpl Bbox) 'coordinates', ('data', 'axes', 'figure', 'display') 'text_type', ('title', 'xlabel', or 'ylabel') 'style', (style dict, see below) 'mplobj' (actual mpl text object) ] props['style'].keys() -- [ 'alpha', (opacity of text) 'fontsize', (size in points of text) 'color', (hex color) 'halign', (horizontal alignment, 'left', 'center', or 'right') 'valign', (vertical alignment, 'baseline', 'center', or 'top') 'rotation', 'zorder', (precedence of text when stacked with other objs) ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.open_axes | ( | self, | |
| ax, | |||
| props | |||
| ) |
Setup a new axes object (subplot in plotly). Plotly stores information about subplots in different 'xaxis' and 'yaxis' objects which are numbered. These are just dictionaries included in the layout dictionary. This function takes information from the Exporter, fills in appropriate dictionary entries, and updates the layout dictionary. PlotlyRenderer keeps track of the number of plots by incrementing the axis_ct attribute. Setting the proper plot domain in plotly is a bit tricky. Refer to the documentation for mpltools.convert_x_domain and mpltools.convert_y_domain. Positional arguments: ax -- an mpl axes object. This will become a subplot in plotly. props.keys() -- [ 'axesbg', (background color for axes obj) 'axesbgalpha', (alpha, or opacity for background) 'bounds', ((x0, y0, width, height) for axes) 'dynamic', (zoom/pan-able?) 'axes', (list: [xaxis, yaxis]) 'xscale', (log, linear, or date) 'yscale', 'xlim', (range limits for x) 'ylim', 'xdomain' (xdomain=xlim, unless it's a date) 'ydomain' ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.open_figure | ( | self, | |
| fig, | |||
| props | |||
| ) |
Creates a new figure by beginning to fill out layout dict. The 'autosize' key is set to false so that the figure will mirror sizes set by mpl. The 'hovermode' key controls what shows up when you mouse around a figure in plotly, it's set to show the 'closest' point. Positional agurments: fig -- a matplotlib.figure.Figure object. props.keys(): [ 'figwidth', 'figheight', 'dpi' ]
| def plotly.matplotlylib.renderer.PlotlyRenderer.resize | ( | self | ) |
Revert figure layout to allow plotly to resize. By default, PlotlyRenderer tries its hardest to precisely mimic an mpl figure. However, plotly is pretty good with aesthetics. By running PlotlyRenderer.resize(), layout parameters are deleted. This lets plotly choose them instead of mpl.


About
Techkriti is an annual international technological and entrepreneurial festival organized by the students of Indian Institute of Technology, Kanpur. Etymologically, the word 'Techkriti' is composed of two words, 'Tech' in English which stands for technology and 'Kriti' in Sanskrit stands for creation. Hence, the word 'Techkriti' signifies creation or innovation in technology.
Techkriti was first held in 1995, and has since grown into one of the largest technical festivals in Asia. The festival is held over four days every March, attracting participants from every corner of the country as well as from abroad, comprising a total footfall of over 40,000 from all over India and abroad.
Techkriti Open School Championship is an annual school aptitude examination for classes 9th to 12th, conducted and organized by Techkriti. It consists of 3 Rounds. Round 1 is a written exam, based on which 1000 students will be asked to submit (online) the abstract of the project in Round 2 and for the final Round we will invite 100 selected students at IIT Kanpur to give a presentation about their abstract and win lots of prizes and goodies.
Our mission is to strengthen and cultivate the talent of our nation at the grassroots level, which serves our sole motive. Through a series of events involving mental aptitude, logic, and scrutiny, it seeks to provide school students a platform to build fundamental experience and knowledge, to exercise co-ordination skills, and to think out of the box while providing solutions to practical problems
prizes
DETAILS OF CONDUCTION
Written exam of 90 minutes duration, consisting of 60 questions broadly divided into 2 sections (Aptitude and General Awareness) to be held in various cities.
Online abstract submission- an abstract of your idea has to be submitted online in prescribed format for judging. Few ideas will be provided by us but student are free to choose one of their own.
Final Round: Participants, on the basis of their abstract will be selected for presenting their ideas in the final round to be held at IIT Kanpur. In this round, students will present their abstracts in front of the panel of judges.
Selection Procedure and timeline
ROUND 1
Registration Starts 1st Week July
July
ROUND 1 16 Oct
16 OctROUND 1
Results 1st Week Nov
Nov
ROUND 2
Abstract submission 2nd Week Nov
Nov
ROUND 2
Results 2nd Week Dec
Dec
ROUND 3 8 Jan
8 Jan- 500 students from each pool will be selected for Round 2 on the basis of their score in Round 1.
- Participants who have qualified Round 1 will be asked to submit an abstract of their solution of any problem pertaining to the physical and social environment of the neighbourhood.
- Few example problems will be provided by us on the TOSC website, but students are encouraged to come up with their own problem statement and its solution.
- On the basis of abstract, 50 students from each pool will qualify for the final round to be held at IIT Kanpur.
- Students will have to prepare a presentation based on the abstract submitted in Round 2.
- Students will come to IIT Kanpur with their presentations prepared.
- Presentations would be judged by a panel consisting of Professors.
- Decision of judges will be final.
- Questions in the Aptitude section are of different Weightage according to their level of difficulty, to avoid rank clashes.
- All Questions are multiple choice types with negative marks for wrong answers as specified in question paper.
- Students must carry their institute ID card or any other Identification proof and print out of TOSC ID card on the day of all the exams.
- Plagiarism will not be entertained and will result in deregistration of student from TOSC.
Testimonials
Rank-1 [POOL-A]
ATHRAV CHOUKSE
TOSC really cultivated creativity in me and fertilised my mind to be more sharp and innovative .It helped me to take a scientific attitude towards everyday problems.Team techkriti also organized a campus trip for the students after the final round.I visited Dlight Laboratory,Library and other prominent places in the campus.I had a awesome experience and i enjoyed every bit of moment in IIT Kanpur
Rank-1 [POOL-B]
K K V Pranay
TOSC gave me a an opportunity to think outside the box to solve one of the most common problem .'Dust' ,my project had the objective to reduce the road dust which is pretty common in India.TOSC is a great plateform for young students where we get a brea from the routine and think innovative .It also gives a student like me the confidence to speak and present our ides to solve
Rank-2 [POOL-B]
SHUBHANKAR LONDHE
Techkriti, a place for novel ideas. Coming second in this competition was a different experience.Techkriti gives us youngsters an opportunity to explore parts of our mind which are generally not exercised.I think their focus is focus more on out of three box our ideas. This is a great idea to nurture young minds, for a better future.This is an amazing platform for those for crazy young minds who think differently. It gives then immense confidence, to keep working and contribute to the society in a constructive way
Rank-3 [POOL-A]
MANSI VAZARKAR
It was a great pleasure to become a part of Techkriti, at IIT-K 2016.I am thankful to the organization of TOSC for setting up an amazing platform,where i got an opportunity to present myself at a big level.TOSC was a good set up of competitions where my IQ,thinking and ideas got a good plateform and overwhelming response.I am greatful by the hospitality of students of IIT-K and the inspiration given by Director and IITians.
FREQUENTLY ASKED QUESTIONS
- What is TOSC?
- Techkriti Open School Championship is an annual school aptitude examination for classes 9th to 12th, conducted and organized by Techkriti. It consists of 3 Rounds. Round 1 is a written exam, based on which 1000 students will be asked to submit (online) the abstract of the project in Round 2 and for the final Round we will invite 100 selected students at IIT Kanpur to give a presentation about their abstract and win lots of amazing prizes
- What is Techkriti?
- Techkriti is the annual Technical and Entrepreneurial festival of IIT Kanpur to be held from 2nd - 5th March 2017. Techkriti is an annual international technological and entrepreneurial festival organized by the students of Indian Institute of Technology, Kanpur. Etymologically, the word 'Techkriti' is composed of two words, 'Tech' in English which stands for technology and 'Kriti' in Sanskrit stands for creation. Hence, the word 'Techkriti' signifies creation or innovation in technology.
Techkriti was first held in 1995, and has since grown into one of the largest technical festivals in Asia. The festival is held over four days every March, attracting participants from every corner of the country as well as from abroad, comprising a total footfall of over 25,000 from all over India and abroad. - Where will the examination be held?
- Round 1 is to be held in all the cities mentioned on the Website under "Cities" tab. The students will be pre informed about the centre allotted to them. Round 2 is online submissions of abstract which the students can do anywhere. Round 3 is to be held at IIT Kanpur.
- What is the Syllabus of TOSC?
- TOSC is an exam filled with fascinating and intriguing questions that test your logical reasoning and genral awareness.
- What is the eligibility criteria?
- You must be studying in standard 9th-12th in the year 2015-16. Classes 9th and 10th comprise the pool A while classes 11th and 12th comprise the pool B. No pre-requisite knowledge is required for solving questions.
- What if two participants equal marks?
- There will be few starred marked question in the paper which will serve the basis for deciding ranks in case of tie. For e.g. candidate with more number of correct starred questions will be allotted higher rank.
- Even though my school is not tied up with TOSC, can I participate?
- Yes. Every student pursuing school (class 9th-12th) can enroll for TOSC. Exam centre allotted is also irrespective of School you are from.
- How to pay the fee?
- A nominal participation fee is charged from each student. Details about the fee / mode of payment etc. are given in the Online Registration Form on the TOSC website.
- What is abstract submission?
- Students qualified for Round 2 will have to provide a solution, in the format described on the website, of any problem pertaining to the physical and social environment of the neighbourhood. Few examples problems will be provided by us on the TOSC website, but students are encouraged to come up with their own problem statement and its solution.
- Are droppers eligible for TOSC?
- No, They are not eligible to participate in TOSC.
Cities
KANPUR
MUMBAI
INDORE
UJJAIN
KOTA
LUCKNOW
NAGPUR
SIKAR
BHOPAL
BENGALURU
VARANASI
JAIPUR
PATNA
GWALIOR
DELHI
KOLKATA
RANCHI
-
South Zone
-
KANNUR
-
KOTTAYAM
-
PALA
-
KANJIRAPALLY
-
THIRUVANTHANPURAM
-
For South Zone Register here:TOSC
Sponsors
GALLERY
CONTACT US
-
Aditya Srivastava
<EMAIL_ADDRESS>+91-9450691510
-
Utkarsh Shukla
<EMAIL_ADDRESS>+91-7839099087
-
Pujari Sudheer
<EMAIL_ADDRESS>+91-7753058433
-
Akshay vaidya
<EMAIL_ADDRESS>+91-7275799065
For further details Contact
05122594118
tosc@techkriti.org


Coursework
Core Modules
Business Analytics & Machine Learning
BT1101 Introduction to Business Analytics (R Programming)
BT2101 Decision Making Methods & Tools
BT2102 Database Management & Visualisation (SQL & Tableau)
BT3102 Computational Methods for Business Analytics
BT3103 Application Systems Development for Business Analytics
BT4103 Business Analytics Capstone Project
IS4010 Industry Internship Programme or BT4101 B.Sc. Dissertation
Programming
CS1010S Programming Methodology I (Python)
CS2030 Programming Methodology II (Java)
CS2040 Data Structures and Algorithms
Business & Communications
EC1301 Principles of Economics
IS1103 IS Innovations In Organisations and Society
MKT1705X Principles of Marketing
IS2101 Business and Technical Communication
IS3103 Information Systems Leadership and Communication
Math & Statistics
MA1101R Linear Algebra I
MA1521 Calculus for Computing
ST2334 Probability and Statistics
Programme Electives
Financial Analytics Specialisation
Compulsory Modules (do all 3 modules)
BT4013 Analytics for Capital Market Trading and Investment
BT4016 Risk Analytics for Financial Services
IS4228 Information Technologies in Financial Services
Elective Modules (select any 3 modules)
BT4012 Fraud Analytics
BT4221 Big Data Techniques and Technologies
BT4222 Mining Web Data for Business Insights
IS4234 Compliance and Regulation Technology
IS4302 Blockchain and Distributed Ledger Technologies
Marketing Analytics Specialisation
Compulsory Modules (do all 3 modules)
BT4211 Data-Driven Marketing
BT4212 Search Engine Optimization and Analytics
BT4222 Mining Web Data for Business Insights
Elective Modules (select any 3 modules)
BT4014 Analytics Driven Design of Adaptive Systems
BT4015 Geospatial Analytics
BT4221 Big Data Techniques and Technologies
IS3240 Digital Platform Strategy and Architecture
IS4241 Social Media Network Analysis


This is an HTML page.
It seems to have some PHP in it but since it has a ".htm" suffix the web server simply sends it to your browser. Hint: View Source or use the Developer console:)
Next: index2.php


This is similar to rbslapd1.rb but here we use TOMITA Masahiro’s
prefork library: <raa.ruby-lang.org/project/prefork/>
Advantages over Ruby threading:
- each client connection is handled in its own process; don’t need to
worry about Ruby thread blocking (except if one client issues overlapping
LDAP operations down the same
connection, which is uncommon)
- better scalability on multi-processor systems
- better scalability on single-processor systems (e.g. shouldn’t hit
max FDs per process limit)
Disadvantages:
- client connections can’t share state in RAM. So our shared directory
now has to be read from disk, and flushed to disk after every update.
Additionally, I have added schema support. An LDAP v3 client can query the schema
remotely, and adds/modifies have data validated.
Required files
ldap/server
ldap/server/schema
yaml


Grandpa is Famous
问题描述 :
The International Bridge Association (IBA) has maintained, for several years, a weekly rank? ing of the best players in the world. Considering that each appearance in a weekly ranking constitutes a point for the player, grandpa was nominated the best player ever because he got the highest number of points.
Having many friends who were also competing against him, grandpa is extremely curious to know which player(s) took the second place. Since the IBA rankings are now available in the internet he turned to you for help. He needs a program which, when given a list of weekly rankings, finds out which player(s) got the second place according to the number of points.
输入:
1. in each test case there is exactly one best player and at least one second best player,
2. each weekly ranking consists of M distinct player identifiers.
The end of input is indicated by N = M = 0.
输出:
样例输入:
4 5 20 33 25 32 99 32 86 99 25 10 20 99 10 33 86 19 33 74 99 32 3 6 2 34 67 36 79 93 100 38 21 76 91 85 32 23 85 31 88 1 0 0
样例输出:
32 33 1 2 21 23 31 32 34 36 38 67 76 79 88 91 93 100
题目大意：爷爷是大神，现在大神要入吉尼斯，但是有人和大神竞争啊，大神想知道有谁和他竞争。
输入N*M，N就是N次比赛，M是个人成绩，也是个人身份。
N次比赛中出现次数最多的就是大神，要输出出现次数仅此于大神的所有人。
解法：明白题意很好做，水题一道，一个sort就解决了
//Memory: 200 KB //Time: 204 MS #include <stdio.h> #include <string.h> #include <algorithm> using namespace std; struct play { int num; int s; }; bool cmp(play a,play b) { if(a.s==b.s) return a.num<b.num; else return a.s>b.s; } int main() { int n,m,i,j; while(~scanf("%d%d",&n,&m)) { play p[10003]; memset(p,0,sizeof(p)); int temp; if(n==0 && m==0) break; for(i=0;i<n;i++) for(j=0;j<m;j++) { scanf("%d",&temp); p[temp].num=temp; p[temp].s++; } sort(p,p+10000,cmp); i=1; while(p[i].s==p[i+1].s) { printf("%d ",p[i].num); i++; } printf("%d\n",p[i].num); } return 0; }
解题转自：http://blog.csdn.net/winkloud/article/details/7842755
换句话说，A[k/2-1]不可能大于两数组合并之后的第k小值，所以我们可以将其抛弃。
应该是，不可能小于合并后的第K小值吧
对于第一题，我的直觉告诉我换不换都一样，求指教
这个问题别太纠结了，不同的编译器结果不一
都是一些基础题啊
顶一个 赞一个
3，求得所有的为的总和sum—->所有数的总和
printf( "Not Possible" );—->printf("impossible");
对吗？
参考 http://www.acmerblog.com/leetcode-solutions-6422.html
隐藏最深的bug是(start+end)/2有可能上溢
算法，他认识我，我不认识他，后来有人告诉我你写的这段代码就是XXX算法。。。
写的好····· Pollard Rho快速因数分解
刚开始学习，为啥会报错了
remove没有实现
必须试过啊
这种二分还是比较经典！mark


To access the Sing-A-Long game, tap on the piano in the attic. This game comes with three songs. Each song in this game will help your child learn different facts about their ancestors: names, dates and places, and relationships. Select a song by tapping on one of the song icons below the stage.
"We Are a Family"
Learn names
"Family History is My History"
Learn dates and places
"This Is My Family"
Learn relationships
Select four relatives to place on the stage from the list of relatives on the right. Attributes from these four relatives will be featured in the song. Press the play button at the top of the stage to start the song. Pause the song by tapping the pause button. The reset button will reset the song back to the beginning and return the people from the stage. When the song is finished the people will exit the stage. You will now have the option to choose another song and feature different relatives.
Pressing play without enough people on stage will automatically fill any empty places with relatives from the list. When the list of available relatives gets too low, more people will automatically be added. As with most of the games in Little Family Tree, this game starts with the relatives closest to the player and expands back to earlier generations.
You may turn on or off different instruments in the song by tapping on the instruments below the stage.


--- active_crumb: Docs layout: documentation id: key_concepts ---
NLPCraft is based on three main concepts:
Here's the typical code structure when working with NLPCraft:
// Initialize data model including its pipeline. val mdl = new CustomNlpModel() // Creates client instance for given model. val cli = new NCModelClient(mdl) // Sends text request to model by user ID "user01". val result = client.ask("Some user command", "user01")
Here's the list of the main NLPCraft types:
| Type | Description |
|---|---|
| {% scaladoc NCModel NCModel %} |
Model is the main component in NLPCraft. User-define data model contains its {% scaladoc NCModelConfig NCModelConfig %},
input processing {% scaladoc NCPipeline NCPipeline %} and life-cycle callbacks.
NLPCraft employs model-as-a-code approach where entire data model is an implementation of just
this interface. The instance of this interface is passed to {% scaladoc NCModelClient NCModelClient %} class.
Note that the model-as-a-code approach natively supports any software life cycle tools and frameworks
like various build tools, CI/SCM tools, IDEs, etc. You don't need any additional tools to manage some
aspects of your data models - your entire model and all of its components are part of your project's source code.
Note that in most cases, one would use a convenient {% scaladoc NCModelAdapter NCModelAdapter %} adapter to implement this interface.
|
| {% scaladoc NCToken NCToken %} |
Tokens are produced by {% scaladoc NCTokenParser %} that is part of the processing pipeline. |
| {% scaladoc NCEntity NCEntity %} |
Entities are produced by {% scaladoc NCEntityParser %} that is part of the processing pipeline. |
| {% scaladoc NCVariant NCVariant %} |
Variant is a unique set of entities . In many cases, a token or a group
of tokens can be recognized as more than one entity - resulting in multiple possible
interpretations of the original sequence of tokens. Each such interpretation is defined as a parsing variant .
For example, user input "Look at this crane." can be interpreted as two variants ,
one of them containing entity BIRD[crane] and another containing entity MACHINE[crane].
Set of variants ultimately serves as an input to intent matching.
|
| {% scaladoc NCPipeline NCPipeline %} |
Pipeline is the main property of the model. A pipeline consists of an ordered sequence
of pipeline components. User input starts at the first component of the
pipeline as a simple text and exits the end of the pipeline as a one or more filtered and validated parsing variants .
The output of the pipeline is further passed as an input to intent matching.
|
| @NCIntent | @NCIntent annotation binds a declarative intent to its callback method on the model. The intent generally refers to the goal that the end-user had in mind when speaking or typing the input utterance. The intent has a declarative part or a template written in IDL - Intent Definition Language that strictly defines a particular form the user input. Intent is also bound to a callback method that will be executed when that intent, i.e. its template, is detected as the best match for a given input. |
Here's the illustration on how a user input text transforms into a set of parsing variants:


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Watch: Mr Eazi Teams Up With Tyga For Latest Single “Tony Montana”
by Violet JohnsonLeg Over crooner, Mr Eazi collaborates with American Hip-Hop artist, Tyga on this infectious tune titled ‘Tony Montana‘.
Following the official audio release, the duo has dropped its album with is just as interesting as the song itself.
Titled after the fictional Scarface character, the joint effort from Eazi and Tyga show the two artists channeling their inner Tony Montana to create a vibe in the 1980s Miami themed video; with Eazi kicking things off with his smooth melodies before Tyga joins in to drop some bars on his verse.
However, ‘Tony Montana‘ serves as Mr Eazi‘s fifth output for 2019, it comes after the release of his previous record ‘Call Waiting‘ featuring King Promise and Joey B.
Watch Tony Montana below:


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Boris Johnson trims a sheep during visit to winter fair
The Prime Minister toured an agricultural show in the marginal Brecon and Radnorshire consituency.
Boris Johnson has trimmed a sheep and served beef and lamb baps as he got stuck into country life at the Royal Welsh Winter Fair.
The Prime Minister took a pair of scissors to the North Country Cheviot as he toured the agricultural show in the marginal Brecon and Radnorshire constituency.
The seat was won by the Liberal Democrats’ Jane Dodds earlier this year at a by-election triggered by a recall petition after Tory Chris Davies was convicted of faking expenses claims.
Mr Johnson toured the fair with the Conservative candidate Fay Jones, and served several beef and lamb baps at a food stall – donning an apron as he asked customers: “Can I interest you in a lamb bap?”
He then inspected some prize cattle in the bull ring – but one black bull became agitated as the PM toured the arena and had to be walked away.
It was rumoured that Mr Johnson would trim a sheep named Corbyn, but he instead trimmed one whose name could not be ascertained.
The Prime Minister, who posed with a tractor and was given a food hamper as he left, will launch his party’s Welsh manifesto later on Monday.