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Base64.InputStream
will read data from another
java.io.InputStream, given in the constructor,
and encode/decode to/from Base64 notation on the fly.Base64.InputStream
in DECODE mode.
Base64.InputStream
in
either ENCODE or DECODE mode.
Base64.OutputStream
will write data to another
java.io.OutputStream, given in the constructor,
and encode/decode to/from Base64 notation on the fly.Base64.OutputStream
in ENCODE mode.
Base64.OutputStream
in
either ENCODE or DECODE mode.
raw
ByteBuffer,
writing it to the encoded
ByteBuffer.
raw
ByteBuffer,
writing it to the encoded
CharBuffer.
Base64.encodeBytes(byte[])
but returns
a byte array instead of instantiating a String.
Base64.encodeBytes(byte[], int, int, int)
but returns
a byte array instead of instantiating a String.
Base64.InputStream.read()
repeatedly until the end of stream
is reached or len bytes are read.
write(int)
repeatedly until len
bytes are written.
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| CS 111 - Introduction to Computer Science
Homework #11 |
1. Three-Pile Nim: Call your program ThreePileNim.java.
In the 3-pile game of Nim, two players begin with three piles
containing one or more objects. In turn, each player chooses a
non-empty pile and removes one or more objects from it. (It is
legal to take all objects of a pile.) The player taking the last
object of the last pile wins. (The version of 3-pile Nim where
the one taking the last object loses is called Misere' Nim.)
In your
implementation, you should internally represent the number of objects in each
pile as an array of length 3. Position n in that array will
contain the number of objects in pile n. The program initially
reads the 3 initial pile sizes from the user. Assume that these will be
positive integers. Then the game will begin.
At the
beginning of each turn, the current state of each pile is represented in text as
one line per pile, each with the 0-based pile number followed by a colon and a
number of asterisks equal to the number of objects currently in the pile.
Then the user inputs two integers: (1) the 0-based pile number, and (2)
the number of objects that are to be removed from that pile. Assume that
such input is a legal play. Turns continue until all piles are empty.
(Nothing is printed after the final losing play.)
Input/output should be as shown in the following transcript.
Sample transcript (input underlined):
5 4 2 0:***** 1:**** 2:** 2 1 0:***** 1:**** 2:* 0 3 0:** 1:**** 2:* 1 1 0:** 1:*** 2:* 1 2 0:** 1:* 2:* 0 1 0:* 1:* 2:* 2 1 0:* 1:* 2: 0 1 0: 1:* 2: 1 1
Hint: If done simply, the main method needs only about a dozen lines of code.
2. BigFraction: Call your class BigFraction.java and implement it according to this specification. You will note that BigFraction is composed of BigInteger numerator and BigInteger denominator. Like BigInteger and BigDecimal, BigFraction is immutable. Also, take care to simplify all fractions during construction using the BigInteger gcd method and dividing both numerator and denominator by their greatest common divisor.
3. Pig Scoring Probability: Call your class PigMath.java and implement it according to this specification. A method public static BigFraction probabilityOfRolling(int target) Return the probability of rolling a Pig turn total of at least a given target number of points.
The algorithm can be described as follows: Create an array p indexed by turn total t for computing p[t], the probability for reaching at least the target turn total from the current turn total t. * Initially, p[t] = 0 for t < target and p[t] = 1 for t >= target. Then, working from t=target-1 down to t=0, you can compute each p[t] = p[t+2]/6 + p[t+3]/6 + p[t+4]/6 + p[t+5]/6 + p[t+6]/6. (In other words, a non-1 roll with probability 1/6 will contribute to the current turn total success by 1/6 times the probability of success at the next turn total reached by the roll.) This calculation working backwards is called retrograde analysis, and you'll be working with BigFraction objects for exact computation.
Example: To compute the probability of reaching a target of 3, array
p contains BigFraction values for {0, 0, 0, 1, 1, 1, 1, 1, 1}.
Working backwards from t = 2 down to 0:
p[2] = p[2+2]/6 + p[2+3]/6 + p[2+4]/6 + p[2+5]/6 + p[2+6]/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 = 5/6.
p[1] = p[1+2]/6 + p[1+3]/6 + p[1+4]/6 + p[1+5]/6 + p[1+6]/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6 = 5/6.
p[0] = p[0+2]/6 + p[0+3]/6 + p[0+4]/6 + p[0+5]/6 + p[0+6]/6 = (5/6)/6 + 1/6 + 1/6 + 1/6 + 1/6 = 29/36.
Use loops for (1) initializing your p values, (2) iterating down through the turn totals, and (3) iterating through the roll numbers 2-6 for each turn total.
A spreadsheet demonstrating this computation for target 100 is available in XLSX and ODS formats.
Main method:
/**
* Test probabilityOfRolling(100). The result should be "The probability in Pig of rolling at least 100 on a single turn is approximately 0.010197 and exactly<PHONE_NUMBER>845146798433160823128452341/202070319366191015160784900114134073344."
* @param args (unused)
*/
public static void main(String[] args) {
int target = 100;
BigFraction frac = probabilityOfRolling(target);
System.out.printf("The probability in Pig of rolling at least %d on a single turn is approximately %f and exactly %s.\n", target, frac.asBigDecimal(6, BigDecimal.ROUND_HALF_UP).doubleValue(), frac);
}


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The China Conundrum（中国学生难题）
转载《纽约时报》：The China Conundrum（中国学生难题）（中英对照）(2011-11-07 )
By TOM BARTLETT and KARIN FISCHER
作者：汤姆·巴特利特，卡琳·费舍尔
Published: November 3 2011
2011年11月3日
This article is a collaboration between The New York Times and The Chronicle of Higher Education a daily source of news opinion and commentary for professors administrators and others interested in academe. Tom Bartlett is a senior writer at The Chronicle covering ideas and research; Karin Fischer is a senior reporter covering international education.
本文由《纽约时报》和《高等教育纪事》合作完成。《高等教育纪事》是教授，管理人员及其他对学术界感兴趣人士日常新闻，观点和评论的资料来源。汤姆·巴特利特是高等教育纪事有关思想和研究方面的资深作者；卡琳·费舍尔是国际教育方面的高级记者。
DOZENS of new students crowded into a lobby of the University of Delaware’s student center at the start of the school year. Many were stylishly attired in distressed jeans and bright-colored sneakers; half tapped away silently on smartphones while the rest engaged in boisterous conversations. Eavesdropping on those conversations however would have been difficult for an observer not fluent in Mandarin. That’s because with the exception of one lost-looking soul from Colombia all the students were from China.
学年开始了，数十名新生挤在特拉华大学学生中心的大厅里。许多人穿着时髦的水磨牛仔裤和鲜艳的运动鞋；一半的人默默按着智能手机，其余的则在热烈的交谈。然而一个普通话不熟的人偷听这些谈话可不容易，因为除了一个来自哥伦比亚的学生外，其他所有人都来自中国。
Among them was Yisu Fan whose flight from Shanghai had arrived six hours earlier. Too excited to sleep he had stayed up all night waiting for orientation at the English Language Institute to begin. Like nearly all the Chinese students at Delaware Mr. Fan was conditionally admitted — that is he can begin taking university classes once he successfully completes an English program. He plans to major in finance and after graduation to return home and work for his father’s construction company. He was wearing hip dark-framed glasses and a dog tag around his neck with a Chinese dragon on it. He chose to attend college more than 7 000 miles from home Mr. Fan said because “the Americans their education is very good.”
范逸苏是其中之一，他六小时前从上海飞来这里。他兴奋的彻夜未眠，等待着英语语言学院的报到。和几乎所有其他特拉华大学的中国学生一样，范同学被有条件入取——就是：在他成功完成一项英语课程后才能开始大学课程。他打算主修金融，结业回国后为爸爸的建筑公司工作。他戴着赶时髦的黑框眼镜，脖子上挂着一条有中国龙的护身符。他说他选择离家7000英里外的大学读书是因为“美国人的教育非常好”。
That opinion is widely shared in China which is part of the reason the number of Chinese undergraduates in the United States has tripled in just three years to 40 000 making them the largest group of foreign students at American colleges. While other countries like South Korea and India have for many years sent high numbers of undergraduates to the United States it’s the sudden and startling uptick in applicants from China that has caused a stir at universities — many of them big public institutions with special English-language programs — that are particularly welcoming toward international students. Universities like Delaware where the number of Chinese students has leapt to 517 this year from 8 in 2007.
这种看法在中国流传甚广，是赴美中国学生数量三年来翻了三倍的部分原因，总数达到四万人，成为美国高校最大外国学生群体。虽然其他国家像韩国和印度，多年来向美国输出了大量学生，然而中国申请人数突然令人惊讶的上升引起了大学的震动。其中很多，提供特别英语课程的大型公立大学尤其欢迎国际学生。像特拉华大学，中国学生的数量从2007年的8人激增到今年的517人。
The students are mostly from China’s rapidly expanding middle class and can afford to pay full tuition a godsend for universities that have faced sharp budget cuts in recent years. But what seems at first glance a boon for colleges and students alike is on closer inspection a tricky fit for both.
学生大多来自中国迅速扩大的中产阶级，付得起全额学费，是那些近年来面临预算削减的大学的天赐良机。乍看之下对大学和学生都是福音，深入观察，对两者都很棘手。
Colleges eager to bolster their diversity and expand their international appeal have rushed to recruit in China where fierce competition for seats at Chinese universities and an aggressive admissions-agent industry feed a frenzy to land spots on American campuses. College officials and consultants say they are seeing widespread fabrication on applications whether that means a personal essay written by an agent or an English proficiency score that doesn’t jibe with a student’s speaking ability. American colleges new to the Chinese market struggle to distinguish between good applicants and those who are too good to be true.
大学渴望支持它们的多样性，扩展它们的国际性，匆忙在中国招生。那里考大学竞争激烈，欣欣向荣的留学代理业掀起一片美国留学潮。大学官员和顾问们说，他们发现大量捏造的入学申请，这意味着不管一份代理人写的个人申请还是英文成绩，和学生的口语能力都不太一致。刚进入中国市场的美国大学，挣扎于分辨优秀的申请人和那些好的不真实的申请人。
Once in the classroom students with limited English labor to keep up with discussions. And though they’re excelling struggling and failing at the same rate as their American counterparts some professors say they have had to alter how they teach.
在课堂上，英语能力有限的学生试图跟上讨论。虽然他们优秀，努力，但还是和他们美国同学不在一个级别，一些教授说他们不得不改变授课方式。
Colleges have been slow to adjust to the challenges they’ve encountered but are beginning to try new strategies both to better acclimate students and to deal with the application problems. The onus is on them says Jiang Xueqin deputy principal of Peking University High School one of Beijing’s top schools and director of its international division. “Are American universities unhappy? Because Chinese students and parents aren’t.”
学校在适应他们遇到的挑战上已经慢了，但也开始尝试一些新策略，在让学生更好的适应环境和处理入学申请问题上。责任在他们，北京顶级学校之一，北大附中副校长，国际部主任江学勤说。“美国大学不高兴？因为中国学生和家长不高兴。”
“Nothing will change ” Mr. Jiang says “unless American colleges make it clear to students and parents that it has to.”
“什么也不会改变，”江先生说，“除非美国学校把它本该说明的东西向学生和家长解释清楚。”
WENTING TANG is quick to laugh listens to high-energy bands like Red Jumpsuit Apparatus and OK Go and describes herself on her Facebook page as “really really fun” and “really really serious.” Ms. Tang a junior majoring in management and international business speaks confident if not flawless English. That wasn’t always the case. When she applied to the University of Delaware her English was in her estimation very poor.
唐文婷爱笑，听着如红衫军乐队和OK Go之类的摇滚，在脸书上描述自己“非常非常搞笑”又“非常非常严肃”。唐小姐，这位国际贸易管理专业的大三学生，英语言谈中带着自信，如果算不上无暇的话。一开始不是这样的，她申请特拉华大学的时候，她的英语据她自己估计，非常差。
Ms. Tang who went to high school in Shanghai didn’t exactly choose to attend Delaware a public institution of about 21 000 students that admits about half its applicants — and counts Vice President Joseph R. Biden Jr. among prominent graduates. Ms. Tang’s mother wanted her to attend college in the United States and so they visited the offices of a dozen or more agents patiently listening to their promises and stories of success.
唐小姐在上海念的高中，曾并不确定选择念特拉华，这个通过率大约50%，拥有21000名学生的公立大学——副总统约瑟夫·拜登是杰出校友之一。唐小姐的妈妈希望她在美国念大学，所以她们考察了十几个或者可能更多的留学代理机构，耐心地听了他们的承诺和成功案例。
Her mother chose an agency that suggested Delaware and helped Ms. Tang fill out her application guiding her through a process that otherwise would have been bewildering. Because her English wasn’t good enough to write the admissions essay staff members at the agency which charged her $4 000 asked her questions about herself in Chinese and produced an essay. (Test prep was another $3 300.)
妈妈选择了一家提议特拉华，并帮唐小姐填写申请，给她提供整个流程指导，否则（没有指导这些流程将）混乱不堪，的代理机构。因为她的英语还不够好到写申请信，这家代理的职员，收了她4000美元，用中文问她问题后写了一篇申请。（测试准备另收3300美元。）
Now that she can write in English herself she doesn’t think much of what the employees wrote. But it served its purpose: she was admitted and spent six months in the English-language program before beginning freshman classes. And despite bumps along the way she’s getting good grades and enjoying college life. As for allowing an agent to write her essay she sees that decision in pragmatic terms: “At that time my English not better as now.”
现在她能自己用英文写作了，记不起太多那些职员写的内容。但是它达到了目的：她被录取了，在一年级课程之前读了半年英语课程。不管方式如何，她享受校园生活，取得了良好的成绩。至于让职员写她的申请，她认为这是个现实的决定：“那时候我的英语不像现在这样好。”
Most Chinese students who are enrolled at American colleges turn to intermediaries to shepherd them through the admissions process according to a study by researchers at Iowa State University published in the Journal of College Admission.
根据爱荷华州立大学研究人员发表在大学招生期刊上的一份研究，大部分进入美国大学的中国学生求助于中介，来引导他们走过整个申请流程。
Education agents have long played a role in sending Chinese students abroad dating back decades to a time when American dollars were forbidden in China and only agents could secure the currency to pay tuition. Admission experts say they can provide an important service acting as guides to an application process that can seem totally well foreign. Application materials are frequently printed only in English. Chinese students often are baffled by the emphasis on extracurriculars and may have never written a personal essay. Requiring recommendations from guidance counselors makes little sense in a country where few high schools have one on staff. Many assume the U.S. News & World Report rankings issue is an official government publication.
教育代理机构在将中国学生送出国方面扮演了一个长期角色，追溯到几十年前，当时美元在中国被禁止，只有代理能够保证支付学费的货币。招生专家说他们能提供一项重要服务，引导申请流程看起来完好地像外国那样行事。打印频繁的申请材料仅用英文。中国学生常被强调课余活动，以及从未写过一篇个人论文所困扰。在一个高中职员中很少有辅导员的国家，从辅导员处获得建议毫无意义。很多人认为《美国新闻与世界报道》的学校排名是官方发布的。
But while there are certainly aboveboard agents and applications other recruiters engage in fraudulent behavior. An administrator at one high school in Beijing says agents falsified her school’s letterhead to produce doctored transcripts and counterfeit letters of recommendation which she discovered when a parent called to complain about being charged a fee by an agent for documents from the school. James E. Lewis director of international admissions and recruiting at Kansas State University says he once got a clutch of applications clearly submitted by a single agent with all fees charged to the same bank branch although the students came from several far-flung cities. The grades on three of the five transcripts he says were identical.
但有一些光明正大的代理机构和申请的同时，另一些招生者从事欺诈行为。北京一所高中的管理人员说，代理伪造她学校的信头来伪造成绩单和推荐信，当时一位家长打电话抱怨一个代理收了他学校材料费时，她发现了。詹姆斯·刘易斯，堪萨斯州立大学国际招生部主管，说他曾经收到明显来自一家代理的一堆申请，由同一个银行户头收费，虽然学生来自几个不同相隔甚远的城市。五份申请中的三份上的成绩，他说，是相同的。
Zinch China a consulting company that advises American colleges and universities about China last year published a report based on interviews with 250 Beijing high school students bound for the United States their parents and a dozen agents and admissions consultants. The company concluded that 90 percent of Chinese applicants submit false recommendations 70 percent have other people write their personal essays 50 percent have forged high school transcripts and 10 percent list academic awards and other achievements they did not receive. The “tide of application fraud ” the report predicted will likely only worsen as more students go to America.
Zinch中国，一个在中国推荐美国大学的顾问公司，去年发布一份基于250名准备赴美的北京高中生，他们的父母以及数十家代理和入学顾问机构的调查报告。公司总结到，90%的中国申请者提交了错误的推荐信，70%的个人论文由他人代劳，50%的人篡改了高中成绩，10%的人列出了他们从未得到的奖励和成绩。“申请欺诈潮”，报告指出，因为更多的学生去美洲而变的更坏。
Tom Melcher Zinch China’s chairman and the report’s author says it’s simplistic to vilify agents who provide these services. They’re responding he says to the demands of students and parents.
汤姆·梅尔彻，Zinch中国的主席和报告的作者，说没有丑化这些提供服务的代理这么简单。他们回应，他说，是学生和家长的要求。
Thanks to China’s one-child policy today’s college students are part of a generation of singletons and their newly affluent parents — and in all likelihood both sets of grandparents — are deeply invested in their success. At Aoji Education Group a large college counseling company based in China one of the most popular services is the guaranteed-placement package: apply to five colleges and get your money back if you’re not accepted at any of your choices. “If a student isn’t placed we’ve got screaming yelling parents in the lobby ” says Kathryn Ohehir who works in the company’s American admissions department in Beijing. “They don’t want their money back. They want their kid in an Ivy League school.”
感谢中国的独生子女政策，今天的大学生是独生一代的一部分，他们的新富父母们——很可能他们的爷爷奶奶外公外婆们，都为他们的成功投入巨大。在澳际教育集团，一家位于中国的大型大学顾问服务公司，一项最受欢迎的服务是保证安置方案：申请五家大学，如果没有被你选择的任何一家大学入取则退款。“如果孩子没入取，大堂里的父母大呼小叫，”在北京的公司美洲入学部工作的凯瑟琳·欧海尔说，“他们不想要回他们的钱，他们想让他们的孩子进一家常春藤盟校。”
Students in China’s test-centric culture spend most of their high school years studying for the gao kao the college entrance exam that is the sole determining factor in whether students win a coveted spot at one of China’s oversubscribed universities. So it’s not unusual for those who want to study in the United States to spend months cramming for the SAT and the Test of English as a Foreign Language or Toefl which most campuses require for admission.
中国以考试为中心的学生们花费了大量的学习时间在高考上。高考是学生是否能在中国僧多粥少的大学中赢得一席之地的唯一决定因素。所以对那些想在美国念书的学生，在SAT和做为外语的英语测试，大部分学校入学必需的托福上花费几个月的苦学，是不寻常的。
Patricia J. Parker assistant director of admissions at Iowa State which enrolls more than 1 200 Chinese undergraduates says students have proudly told her about memorizing thousands of vocabulary words studying scripted responses to verbal questions and learning shortcuts that help them guess correct answers.
柏崔西·帕克，招收了超过1200名中国学生的爱荷华州立大学招生部助理，说学生自豪的告诉她记住了上万个词汇，对问题照本宣科的答案和捷径的学习帮助他们猜出正确的答案。
She has seen conditionally admitted students increase their Toefl scores by 30 or 40 points out of a possible 120 after a summer break despite no significant improvement in their ability to speak English. Her students she says don’t see this intense test-prepping as problematic: “They think the goal is to pass the test. They’re studying for the test not studying English.”
她曾见过有条件入取的学生在一个暑假后，总分120的托福成绩增加了30或40分，虽然他们的英语口语没有明显改善。她的学生，她说，没有看到这么紧张的考试准备有问题：“他们觉得目标是通过测试。他们为测试而学，不是在学英语。”
Ms. Parker estimates she contacts the Educational Testing Services the nonprofit group that is in charge of the Toefl every other day during the admissions season to investigate suspicious scores. Like many educators she would like to see changes to make it harder to beat the exam.
帕克女士打算联系负责托福的非盈利组织教育考试服务中心，在招生季节隔日调查可疑的分数。像很多教育家那样，她希望看到变化使得考试难以通过。
At Kansas State this fall several Chinese students showed up for classes but did not match the security photos that were snapped when they supposedly took the Toefl months earlier. E.T.S. says it takes additional precautions such as collecting handwriting samples to reduce the chance that students will hire someone to slip in in their stead after breaks. If cheating is found E.T.S. policy is to cancel a score but the organization won’t say how often that happens and where. Kansas State too won’t comment on disciplinary measures but it has named a committee to draft a policy on dealing with fraud on the Toefl. Says Mr. Lewis the international admissions director “It’s very hard sitting here at a desk in the U.S. to judge what’s fraudulent.”
在堪萨斯州立大学的这个秋季学期，几个中国学生出现在课堂，但是和本应一致的几个月前参加托福的身份照片不匹配。教育考试服务中心说采取了额外的措施，比如收集笔迹样本以减少学生雇佣他人中途休息后悄悄进来替考的机会。如果发现作弊，教育服务中心的做法是取消成绩，但是中心没有投入它发生的频率和地点。堪萨斯州立大学就惩罚措施未发表评论，但已任命了一个委员会来起草处理托福作假的政策。国际招生部主管刘易斯先生说，“坐在美国的这张桌子前很难断定哪些是欺诈。”
DURING this past September’s orientation on the University of Delaware’s Newark campus Scott Stevens director of the English Language Institute stood on stage in front of a mostly filled theater. Behind him on a large screen was a stock photo of two white college students seated at desks. The male student was leaning over to look at the female student’s paper. “We are original so that means we never cheat!” Dr. Stevens told the audience of primarily Chinese students mixing compliments and warnings. “You are all very intelligent. Use that intelligence to write your own papers.”
在过去的今年九月特拉华大学纽瓦克校区的报到日上，英语语言学院主管斯科特·斯蒂文站在几乎占满剧院的舞台前。他后面的大屏幕上是一张两个白人大学生坐在课桌前的照片。男同学俯身看着女同学的卷子。“我们是新人，所以这意味着我们没有欺骗！”斯蒂文博士告诉主要是中国学生的观众，致意中混合着警告。“你们都很聪明，用这份聪明做自己的卷子。”
Dr. Stevens has worked at the language institute since 1982. As the program has swelled in the last few years the institute has outgrown its main building and expanded to classroom space behind the International House of Pancakes on the campus’s main drag. Watching Dr. Stevens over the course of a day it’s clear that he is a man with more tasks than time. It’s also clear that he’s proud of his well-regarded institute and that he cares about students. He gives out his cellphone number and tells them to call any time even in the middle of the night if they need him.
斯蒂文博士从1982年起就在语言学院工作。由于过去几年课程的膨胀，学院已经发展出了自己的主楼，把教室扩展到了校园主要活动区国际连锁薄饼屋的后面。观察斯蒂文博士一天的工作过程，明显他是一个有干不完的活的人，同样明显的是他为他受尊敬的学院自豪，他关心学生们。他提供了他的手机号，告诉他们如果需要，在任何时间给他打电话，甚至是午夜。
But he is candid about the challenges Delaware is facing as the population of Chinese students has grown from a handful to hundreds. Confronting plagiarism is near the top of the list. Dr. Stevens remembers how one student memorized four Wikipedia entries so he could regurgitate whichever one seemed most appropriate on an in-class essay — an impressive if misguided feat. American concepts of intellectual property don’t translate readily to students from a country where individualism is anathema. (In the language program Dr. Stevens says there has been no surge in formal disciplinary actions as instructors prefer to handle questions of plagiarism in the classroom.)
但他坦言特拉华面对中国学生人数从屈指可数到数百的挑战。防治抄袭几乎是列表上首要关注的。斯蒂文博士记得一个学生是如何记下四个维基百科条目，让他能够反刍出任何一个看起来最接近当堂作文的——如果没被误导，这是一个令人印象深刻的壮举。美国知识产权的概念还未传递给来自一个诅咒个人主义的国家的学生。（在语言课程中，斯蒂文博士说正式的纪律处理案例还没有激增，因为导师更倾向在课堂解决剽窃问题。）
正如作者的理解是文化的约束和权威的观念。“这不是简单的语言和文化，而是还有政治因素，” 他说。“我们清楚地知道中国灌输宣传，美国被刻画的不那么正面。如果你生命的前18年都被灌输这种思想，但归结为他们相信谁时——他们彼此信任。他们尤其不相信我们。”
Instead of living with a randomly selected American, Dr. Stevens says, some freshmen will pay their required housing fees but rent apartments together off campus, a violation of university rules. And they rarely attend voluntary functions at the institute. At a gathering this summer, of the nearly 400 students from 40 countries, about 10 were from China. Also, according to Dr. Stevens, students regularly switch classes to be with their countrymen, rather than stay in the ones they’ve been assigned by their advisers.
与随机选择的一个美国人生活相反，斯蒂文博士说，一些新生支付了必须出的住宿费却在校外租公寓，这违反了校规。他们很少参加学院的自愿活动。在今年夏天有来自40多个国家的近400名学生的一次聚会上，（只有）10名来自中国。而且，据斯蒂文博士，学生经常调课以便和他们的同乡一起，而不是呆在由他们顾问选好的课上。
One of those advisers is Jennifer Gregan-Paxton. Dr. Gregan-Paxton, program coordinator of the business school’s office of undergraduate advising, says she is impressed by the work ethic and politeness of her students from China.  She’s not surprised that they would want to stick together. “Even if there were Chinese students who wanted to break out of their pack,” she says, “they wouldn’t necessarily get the warmest reception.”
珍妮弗·格雷根 - 帕克斯顿是这些顾问中的一员。格雷根 - 帕克斯顿博士，商学院学生顾问办公室的课程协调员，说中国学生的职业道德和礼貌给她留下了深刻印象。他们经常带给她和其他教授们一些小礼物，以表示他们的礼貌；前几天她收到了一把折扇，一条项链和一条丝巾。她对他们想粘在一起并不惊讶。“虽然有想改变自己课程安排的学生，” 她说，“但他们不一定会得到积极的回应。”
For example, Ms. Tang, the marketing major, recalls one class in which, she says, the professor ignored her questions and only listened to American students. Also, while working on a group project in a sociology class, she says she was given the cold shoulder: “They pretend to welcome you but they do not.” The encounters left a deep impression. “I will remember that all of my life,” she says.
比如市场专业的唐小姐，回忆到一门课上，她说，教授忽略她的问题，只听美国学生的。在社会学课的一个小组项目中工作时，她说她受到冷遇：“他们假装欢迎你但实际上不是这样。” 这个遭遇留下了深刻印象。“我一辈子都记得，”她说。
Last fall, Kent E. St. Pierre was teaching an intermediate accounting class with 35 students, 17 of them from China. Within a couple of weeks, all but three of the non-Chinese students had dropped the course. Why did the American students flee? “They said the class was very quiet,” recalls Dr. St. Pierre, who considers himself a 1960s-style liberal and says he’s all for on-campus diversity. But, he agrees, “It was pretty deadly.”
去年秋天，肯特·皮埃尔教着中级会计学的35名学生，他们中的17个来自中国。在几个星期内，非中国学生中只有3个留下。为什么美国学生逃离了？“他们说课堂太安静了，”自认自己是60年代自由主义风格的皮埃尔博士回忆道，他完全支持校园多样性。但是他也同意，“这是相当致命的。”
In many schools across Asia, vigorous give-and-take is the exception. No doubt, as Dr. St. Pierre points out, if you were to place Americans into a Chinese classroom they would seem like chatterboxes.
在亚洲的很多学校，大量的课堂讨论是反常的。毫无疑问，皮埃尔博士指出，如果你把美国人放在中国的课堂上，他们将看起来像是话匣子。
Despite the unfamiliar learning style, the average grades of Chinese students at Delaware are nearly identical to other undergraduates’. That may, in part, reflect China’s strong preparation in quantitative skills, which holds them in good stead in math-intensive programs like business and engineering, two of the most popular majors for Chinese students and ones in which mastery of English is less crucial. Indeed, some of China’s undergraduates are strong enough to land spots at the nation’s most selective institutions; Harvard had about 40 in the 2010-11 academic year.
尽管学习风格陌生，特拉华大学中国学生的平均成绩和其他学生几乎是相同的。这可能部分反应了中国准备充分的定量分析能力，使他们在偏数学的课程如商务和工程，最受中国学生欢迎的，而且精通英语不那么重要的两个专业上占得先机。事实上，有些中国学生实力厉害到足够进入全国顶级名校；哈佛在2010-11学年就有40人左右。
But some professors say they have significantly changed their teaching practices to accommodate the students. During quizzes, Dr. St. Pierre now requires everyone to leave their books at the front of the classroom to prevent cheating, a precaution not taken during any of his two decades at Delaware. And participation counts less, so as not to sink the grades of foreign students. In the past, he required members of the class to give two or three presentations during the semester. Now he might ask them to give one. “I’ve had American students saying they don’t understand what’s being said in the presentations,” he says. “It’s painful.”
但一些教授说他们明显改变了他们的教学方法来适应学生。在测试中，现在皮埃尔博士要求每个人把自己的书放到教室前面来防止作弊，在他之前的二十年特拉华生涯中没有采用一项这样的预防措施。而且考生少，所以不降低外国学生的成绩。过去，他要求学生在学期内提供两到三次演示。现在他会要求他们提供一个。“我的美国学生曾说他们听不懂演示里面说的是什么，” 他说。“这真痛苦。”
Robert Schweitzer, a professor of finance and economics, frets about using fairly basic vocabulary words. “I have students say, ‘I don’t know what ‘ascending’ means,’ ” Dr. Schweitzer says. “Did they get the question wrong because they don’t know the material or because they don’t know the language?”
金融和经济学教授罗伯特·施魏策尔，苦恼于相当基本的词汇使用。 “我有学生说，‘我不知道什么是’升序’的意思，’”史怀哲博士说。 “他们有错误的问题是因为他们不知道资料还是因为他们不懂语言？”
If professors struggle to understand the students, the reverse is also true.
如果教授在努力理解学生，反过来也一样。
Damon Ma is in the language center’s so-called bridge program, which means his English was good enough that he could start taking regular classes even though he hasn’t finished with the language program. Mr. Ma is very enthusiastic about studying in the United States, something he’s dreamed about doing since he was a boy, and he is conscious of the academic contrasts between the two countries.
马大蒙在语言中心上被称为桥梁的课程，这意味尽管他还没有完成语言课程，但是他的英语足够好到能够开始一般课程了。马先生非常热切想在美国读书，但他还是个男孩的时候他就梦想这个了，他有意识的对比了两国的学术。
“Everything is copying in China,” Mr. Ma says. “They write a 25-page paper and they spent two hours and they got an A.”
“中国没有不抄的，”马先生说。“他们花两小时写出一份25页的论文，然后得到A。”
He was nervous about taking his first university class — an introduction to ancient Chinese history — and, a few weeks into the semester, was still wrestling with the language barrier. “I understand maybe 70 percent,” he says. “I can’t get the details, the vocabulary.”
大学第一堂课他很紧张，一堂中国古代史的介绍，学期的几周后，仍然因为语言障碍而摔跤。“我可能明白了70%，”他说。“我不能得到细节，词汇。”
Many arrive at Delaware expecting to take English classes for just a few months, but end up spending a year or more at the language institute, paying $2,850 per eight-week session.
很多来特拉华的人希望几个月内完成英语课程，但是结果花费了一年甚至更多的时间在语言学院，为每八周的课程支付2850美元。
Chuck Xu and Edison Ding have been in Delaware’s English program for a full year. Their English is, at best, serviceable, and they struggle to carry on a basic conversation with a reporter. Mr. Ding says he paid an agent about $3,000 to prep him for standardized exams, fill out his application and help write his essay in English. What was the essay about? Mr. Ding doesn’t recall.
徐楚克和爱迪生·丁上了一整年特拉华英语课程了。他们的英语，充其量，可以用。他们努力与记者进行基本的交流。丁先生说他给一个代理付了3000美元给他准备标准考试，填写申请和撰写他的英文论述。个人论述是关于什么的？丁先生不记得了。
Mr. Xu just completed the program and is now enrolled in freshman classes. Mr. Ding has yet to pass the final stage and hopes to begin regular classes in the spring.
徐先生刚完成英语课程，现在进入新生课程了。丁先生尚未通过最后阶段，希望在春季开始一般课程。
About 5 percent of students in the language program flunk out before their freshman year. In addition, Chengkun Zhang, a former president of Delaware’s Chinese Students and Scholars Association, has known students who simply got frustrated and returned home. “I know a couple of students who have complained to me,” he says. “They think that the E.L.I. program is doing nothing more than pulling money from their pockets.”
语言学院大约5%的学生在他们的一年级课程开始之前退学。特拉华中国学生会前主席张成坤知道沮丧并回去的学生。“几个学生跟我抱怨，”他说，“他们觉得英语语言学院课程除了从他们口袋掏钱外没有意义。”
THE university’s push to attract more foreign students is part of the “Path to Prominence,” a plan laid out by Delaware’s president, Patrick T. Harker. When Dr. Harker came to Delaware five years ago, less than 1 percent of the freshman class was international. He knows firsthand about the classroom challenges because he has taught a freshman course each year. “They’re very good students that struggle with American idiom and American culture,” he says. Dr. Harker says he’s aware that applications from China aren’t always what they seem to be. He notes, though, that it’s a problem lots of universities, not just Delaware, are grappling with.
大学推动吸引外国学生的“突出路径”的一部分，一个由特拉华大学校长帕特里克哈克奠定的计划。但哈克博士五年前来特拉华时，不到1%的新生是国际学生。他有课堂挑战的第一手资料，因为他每年都带一门新生课程。“他们是非常好的学生，努力适应美国习语和美国文化，” 他说。哈克博士说他知道来自中国的申请不总是和看起来的一样。他指出，不过，那是很多大学，不只是特拉华，正在努力解决的问题。
But Dr. Harker rejects the notion that the university’s recruiting effort in China is mainly about money. “The students from New Jersey pay, too,” he says. “For us it really is about diversity.”
但是哈克博士否认学校在中国招生主要是为了钱的观点。“也有新泽西付钱的学生，” 他说，“对我们来说确实是关于多样性。”
Still, the majority of Delaware’s international undergraduates are Chinese, an imbalance Louis L. Hirsh, the university’s director of admissions, says he’s working to change. Delaware is trying to make inroads into the Middle East and South America, he says.
尽管如此，特拉华州的国际本科生的大多数是中国人，大学的招生主管路易斯·荷斯说，他正致力于改变这种不平衡。特拉华正试图打开中东和南美市场，他说。
For colleges that want to go global, and quickly, a natural place for recruiting efforts is China.
对那些想快速走向全球的大学来说，一个自然的招生地就是中国。
When Oklahoma Christian University decided to jump into international admissions, it hired three recruiters and sent them to China. “China was the market we decided to target,” says John Osborne, Oklahoma Christian’s director of international programs, “because it was just so large.” Today, the university, which admitted its first foreign student in 2007, has 250 overseas undergraduates, a quarter of whom are from China.
当俄克拉荷马州基督教大学 决定进入国际招生，聘请了三个招聘人员并送他们到中国。约翰·奥斯本，俄克拉荷马州基督教大学的国际方案主管，说：“中国市场是我们的目标，”因为是如此之大。“今天，这所2007年确认其第一名外国学生的大学，有250海外大学生，其中四分之一来自中国。
Indeed, if universities turned on the recruiting spigot in China expecting a steady trickle of students, they’ve gotten a gusher instead. Ohio State received nearly 2,900 undergraduate applications from China this year. Mount Holyoke College could have filled its entire freshman class with Chinese students. A single foreign-college fair in Beijing this fall drew a crowd of 30,000.
事实上，如果大学打开招生大门，希望持续的招收中国学生，他们已经收获了一个井喷。俄亥俄州立大学今年收到了来自中国的近2900本科申请。曼荷莲学院的中国学生可以构成整个一年级。今年秋天北京的外国大学博览会吸引了30000多人。
The very size of the market can make it daunting and difficult to navigate. While many American colleges have long-established connections with universities in China, pipelines for generations of graduate students, most do not have strong relationships with the country’s high schools. When only a few of the very best students went abroad, it was easy enough for colleges to focus their efforts on a handful of elite secondary schools, but now admissions officers must familiarize themselves with potentially thousands of schools to find a good fit. That’s tough for American recruiters who only visit once or twice a year.
市场的规模可能导致引导变的困难且艰巨。虽然许多美国大学与中国大学有长期建立的联系，提供研究生渠道，但大部分都没有与该国的高中有牢固的关系。如果只有少数非常优秀的学生出国，将很容易使院校将他们的努力集中在少数精英中学上，但现在的招生人员必须熟悉在成千上万潜在的学校中自己找到一个不错的选择。对一年只访问一到两次的招生人员来说这很艰难。
Some universities, including Delaware, have hired agents overseas, a practice that is banned in domestic recruiting, and this year has been at the center of a debate within the National Association for College Admission Counseling. Though the agents act as universities’ representatives, marketing them at college fairs and soliciting applications, that’s no guarantee that colleges know the origin of the applications, or the veracity of their grades and scores.
一些大学，包括特拉华，聘请了海外代理，一种在国内招聘中禁止的做法，今年已在全国大学招生顾问协会的辩论中心举行。虽然代理商作为大学的代表，他们在大学博览会营销和征求申请，还是没有保证高校知道申请的来源，他们的成绩和分数的真实性。
For those on the ground, there’s deepening concern that American colleges have entered China without truly understanding it.
对那些已经在中国招生的，有一种不断加深的顾虑是美国大学还没真正弄明白就进入中国了。
Not long ago, Tom Melcher of Zinch China was contacted by the provost of a large American university who wanted to recruit 250 Chinese students, stat. When asked why, the provost replied that his institution faced a yawning budget deficit. To fill it, he told Mr. Melcher, the university needed additional students who could pay their own way, and China has many of them.
不久前，一家很大的美国大学教务长联系Zinch中国的汤姆·梅尔彻，想招收250名中国学生。但问道为什么，教务长回复说他的学院面临巨大的财政赤字。为了填补它，他告诉梅尔彻先生，大学需要额外付得起自己费用的学生，中国有很多。
“Do I think the budget squeeze is driving the rush to international?” Mr. Melcher says. “Unfortunately, yes.”
“预算紧缩推动了国际化的匆忙？” 梅尔彻先生说。“不幸的是，是的。”
At Delaware, officials are trying new strategies. They’ve started a program that pairs Chinese and other international students with mentors to help ease their transition to American academic life. In addition, the English Language Institute runs workshops for faculty members who have Chinese students in their classes. Other institutions are also rethinking their approach. Valparaiso University, in Indiana, has started a special course to give international students on academic probation extra help with English and study skills.
在特拉华，管理人员正在尝试新的策略。他们启动了一个将中国学生和其他国际学生和导师结对的程序，以便助其容易的向美国学术生活过渡。此外，英语语言学院给那些课堂上有中国学生的教师们开了讲习班。其他学院也在重新考虑他们的方式。在印第安纳州瓦尔帕莱索大学，开始了一个特殊的课程给国际学生提供学术缓冲，英语和学习技能的额外帮助。
There are ways to improve the admissions process as well, including interviewing applicants in person to get a sense of their actual English abilities and to discover more about their academic backgrounds beyond test scores. A handful of institutions, including the University of Virginia, have alumni and students interview prospective students, either in the home country or via Skype, and the Council on International Educational Exchange, a nonprofit group, has begun offering an interview service. Such changes are welcome to some educators on the ground. Mr. Jiang, the deputy principal in Beijing, believes oral interviews could give colleges a better sense of students’ readiness for an American classroom.
有办法改善录取过程，包括面试申请人，认识他们实际英语能力和发现他们测试分数后更多的学术背景。少数学校，包括弗吉尼亚大学，由校友和学生面试未来的学生，不管是在居住地所在城市还是通过Skype，国际教育交流会，一个非营利组织，已经开始提供面试服务。这些变化受到了一些当地教育家的欢迎。北京的副校长江先生（“上”篇提到的江学勤）相信口头面试能让大学对学生在美国课堂的准备有更好的了解。
Some universities, too, are hiring outside evaluators to review transcripts or are opening offices in China with local staff members who can spot the application red flags that colleges are missing. But interviewing and thoroughly evaluating every applicant, considering the deluge, would be an enormous and expensive undertaking.
一些大学，也聘请外部评估审查成绩单或在中国开设办事处，与当地工作人员注意高校缺少的项目。但是，面试和全面评估每个申请人，考虑到大量压倒性的人数，将是一个庞大而昂贵的事业。
For officials like Dr. Stevens, who has been dealing with international students for nearly three decades, Chinese undergraduates are like a code he’s still trying to decipher: “How can we reach them? How can we get them to engage?”
对于像史蒂文斯博士，近三十年一直在处理国际学生事务的官员，中国大学生就像他仍试图破译的代码：“我们如何找到他们？我们怎样录取他们？“
“That,” he says, “is something that keeps me up at night.”
“这，”他说，“是让我熬夜的事情。”
知识不是力量——中国留美学生面临三大困境
《纽约时报》今日登载了一篇长文，《中国谜》（The China Conundrum),讲述中国留学生在美国的适应问题。其作者Karin Fischer写作此文中曾采访过我，我跟她聊了很久，说到中美学习习惯的差异。当然其中她的陈述中我发觉也有不少以讹传讹的偏见，我也希望给纠正过来，但是中国学生存在的毛病也不需要去掩饰。谈话后，我想我毕竟不是招生官员，不过是一个课程设计师，不好越位，所以跟她推荐了我们学校国际留学生办，让她去采访其主任John。
文中没有直接引述我的观点，但是Karin后来的播客中，所讲述的话题多半是我们采访中所讲的内容。《纽约时报》文章登出后，John说他马上又收到了Bloomberg News的采访，打听我们学校的中国学生状况，John说我“开始了一个连锁反应”。
而我耿耿于怀的，是《纽约时报》的文章对我的观点只字未提，使得我跟女儿没法交代。上次和Karin聊天后，我跟她说：“今天有家报纸采访我。”她问：“是不是《纽约时报》？”当时我只知道是Chronicle of Higher Ed, 所以说：“不是。”她说：“那你就别跟我说了。”所以我还是没法跟她提。
好在这些被遗漏的内容，我曾撰文给《中国教育报》，在这里登了出来，在此感谢《中国教育报》。
又，北京教育者Jiang Xueqin针对纽约时报The China Conundrum中提到的中国留学生在托福等考试上高分低能，而推荐信和申请材料又常有造假的现象，提出面试中国学生（含电话面试），比如在面试中问学生喜欢哪部小说，认同其中什么角色，以此测试学生的同理心、想象力和坚韧不拔的精神，这会对以后的留学申请产生很大的影响，请有兴趣的读者关注这篇文章。
10月14日晚，在上海2666图书馆，我出席了一场关于拙著《知识不是力量》的座谈会。有读者问我：基础教育是很多家长的心病。很多家长考虑移民国外，问我怎么看？
当时我回答，环境固然重要，但家长的心态也重要。在美国，也有很多华人家长相互攀比，孩子学习习惯和负担和国内一样。我有一友，在马里兰州。那里学区很好，竞争激烈，不亚于中国。有次他去看脊椎医生，医生说有很多小病人是父母来自中国等亚洲国家的小孩。家长对他们“推”得很厉害，大家相互攀比的恶习犹存，小孩负担很重。在美国一些好学区，华人聚居密集，不但二奶村洗脚屋兴建起来了，形形色色课后辅导班也一应俱全。这些家长不能有效了解孩子不同阶段的喜好、特长和精力，盲目跟风。换个环境也是白换，因为最终也只是新瓶装旧酒，把中国的日子搬到美国来过。
我在《知识不是力量》一书里，希望通过案例和故事，对比这种过程的不同，我希望此书能被基础教育工作者看到，激发大家思考，想想我们的教育过程如何变好。
笼统说来，中国注重知识基础，美国侧重布鲁姆知识分类论中“分析、应用、综合、评估”等“高端”认知技能。多年下来，两国基础教育在结果上已经产生了重大差异。
最能说明这个结果差异的，是基础教育阶段的“产品”—— 刚进校的大学生。我们不妨以一次调研为例，说明中国学生在基础教育阶段真正欠缺的“营养”。
林登教育服务公司顾问德波拉·赫弗容女士，向美国对华招生官员发出了一份调查问卷，让他们列举中国学生到美国后所面临的挑战。调查发现，刚从基础教育阶段出来不久的中国学生面临三大问题。
第一是缺乏被美国人接受的学习能力。其中最大的问题是诚信。很多受调查者认为中国学生来美国后，对于学业上的诚信缺乏起码的认识，不知犯规的后果。很多学生在抄袭的时候，都没有意识到自己的不诚实。在学习风格上，这些招生官员发现，中国学生“来自一个强调死记硬背的系统”，不对老师提出质疑，也难以和教师在课堂外互动。大部分学生欠缺“批判性分析”的能力，只想“听教授讲课，寻找‘正确’答案，而不是针对问题，思考不同的解决方案。”在测试上，中国学生偏向“考试”，难以适应美国学校不同的测评方式，如小组一起做“项目”，做展示。我们自以为中国学生学习好，这只是一个笼统概念，语焉不详。笔者在美国从事教育设计，和老师天天打交道。很多老师其实私下对中国学生的习惯和后劲颇有看法，只是害怕种族歧视的嫌疑，不好明说。
第二个大问题是语言障碍。中国学生重考试轻学习，在英语学习上大部分是在托福、GRE等考试上下功夫。美国大学阅读量、写作量非常大，标准化考试未必能给学生充分准备。有一些学生来美国之后，学校要求学语言课程。但是有官员表示“中国学生面临家长、朋友和传统文化上的压力，急需成功”，往往不屑于学语言，而希望早日进入“正规”学习。语言关没有过，好习惯没养成，后面学得很痛苦。很多学生认为英语不过是一个工具，差不多就行。有个招生官员一语道破天机：这些语言技能欠缺的学生“无法和当地社区的各种人有效交往，各种社会关系只能停留在表面”。在美国社会里，语言的运用技能，将决定你在这个社会能走多远。有时语言对人发展的重要性不亚于专业成就。
这种短视不限于语言。有官员表示，中国学生，尤其是研究生，对找工作的关注远远超过专业学习。很多中国学生的长远规划就是找个好工作，连专业都不过是工具，缺乏对所学专业的热情。与之相比，不少美国学生则更有热情和朝气，学就像个样子学，希望能在学成之后去“改变世界”。
第三大问题是人际障碍。很多小留学生在基础教育阶段，有家长在生活上百般照顾，学校也只管知识长进，无论在家在学校，都缺乏必要的独立生活能力。到美国后，有的连“基本生存技能都欠缺”。比如怎么找房子、签合同，小留学生们一筹莫展。赫弗容女士称之为“独生子女综合症”。她觉得老留学生一般比较刻苦，比较尊重人，新来小留学生则有着完全不同的经历和社会预期。有位招生官员甚至表示，很多小留学生还是希望用中国方式解决问题，如走后门、找关系、送礼等。美国学生多半知道，规则就是规则，少有讨价还价的空间，很少在这方面浪费时间。在交往上，很多留学生困在自己的小圈子里，朋友多半还是中国的一班朋友。另外，随着中国留学生的增多，学生之间开始论资排辈，早来的跟新来的摆老资格，欺负后来的学生，相互之间传播流言等等。结果搅浑了中国留学生的一潭水，也无法和其他族群相处。如上所言，他们和家长，不过是试图把中国日子搬到美国来过。这样移民了也是白移，也不能接触到新文化环境中真正的精髓，而是在美国的环境里，给自己造了个大气泡，生活在里面。和美国人交流很少，除非是见面嘻嘻哈哈说说天气聊聊篮球橄榄球。
反过来，我回国时看到，国内不少开明的家长，把孩子的教育管理得非常好。所以不要事事怪罪大环境，具体家庭和学校的小环境对于人的造就更为“给力”。
调查说的都是“知识之外”中国学生的乏力之处。没人赞叹中国学生那传说中的知识丰富基础扎实。在国内，一提应试教育，家长就条件反射地去想到他们想象里的素质教育，如钢琴书法琵琶跆拳道，不断加增学生认知和身体的负荷，在知识品种和数量上做文章，不去帮助学生培养出持续学习的习惯和个性化发展的路子。但愿教育界诸位多多努力，弥补调查中暴露的欠缺，如学习能力（创意、批判性思考、分析、运用能力等）、学习心态（对学科的热爱，改造世界的情怀），品格和生活教育（应对生活问题，人际交往）等。变革向来不易，但我们还打算耽误孩子多久呢？
作者南桥，在美国高校从事教育设计工作，也是多家报刊教育话题的专栏作者。
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| entrace {rlang} | R Documentation |
entrace()
interrupts an error throw to add an rlang backtrace to the error. The error throw is
immediately resumed. cnd_entrace()
adds a backtrace to a
condition object, without any other effect. Both functions should
be called directly from an error handler.
Set the error
global option to rlang::entrace
to
transform base errors to rlang errors. These enriched errors
include a backtrace. The RProfile is a good place to set the
handler. See rlang_backtrace_on_error
for details.
entrace()
also works as a calling handler, though it
is often more practical to use the higher-level function
with_abort()
.
entrace(cnd, ..., top = NULL, bottom = NULL) cnd_entrace(cnd, ..., top = NULL, bottom = NULL)
cnd |
When |
... |
Unused. These dots are for future extensions. |
top |
The first frame environment to be included in the backtrace. This becomes the top of the backtrace tree and represents the oldest call in the backtrace. This is needed in particular when you call |
bottom |
The last frame environment to be included in the backtrace. This becomes the rightmost leaf of the backtrace tree and represents the youngest call in the backtrace. Set this when you would like to capture a backtrace without the capture context. Can also be an integer that will be passed to |
with_abort()
to promote conditions to rlang errors.
cnd_entrace()
to manually add a backtrace to a condition.
if (FALSE) { # Not run # Set the error handler in your RProfile like this: if (requireNamespace("rlang", quietly = TRUE)) { options(error = rlang::entrace) } }


Gecode::Int::ViewValGraph::Edge< View > Class Template Reference
Edges in view-value graph. More...
#include <view-val-graph.hh>
Public Member Functions | |
| Edge (ValNode< View > *v, ViewNode< View > *x) | |
| Construct new edge between x and v. | |
| Edge (ValNode< View > *v, ViewNode< View > *x, Edge< View > *n) | |
| Construct new edge between x and v with next edge n. | |
| Node< View > * | dst (Node< View > *s) const |
| Return destination of edge when source s is given. | |
| ViewNode< View > * | view (ValNode< View > *v) const |
| Return view node when value node v is given. | |
| ValNode< View > * | val (ViewNode< View > *x) const |
| Return value node when view node x is given. | |
| bool | used (Node< View > *v) const |
| Whether edge is used (marked or between nodes from the same scc). | |
| void | use (void) |
| Mark node as used. | |
| void | free (void) |
| Unmark node as used. | |
| void | revert (Node< View > *d) |
| Revert edge to node d for matching. | |
| Edge< View > * | next_edge (void) const |
| Return next edge in list of value edges. | |
| Edge< View > ** | next_edge_ref (void) |
| Return reference to next edge in list of value edges. | |
| Edge< View > * | next (void) const |
| Return next edge in list of edges per node. | |
Static Public Member Functions | |
| static void * | operator new (size_t, Space &) |
| Allocate memory from space. | |
| static void | operator delete (void *, size_t) |
| Needed for exceptions. | |
| static void | operator delete (void *, Space &) |
| Needed for exceptions. | |
Protected Attributes | |
| Edge< View > * | _next_edge |
| Next edge in chain of value edges. | |
| CombPtrFlag< Node< View > > | sd |
| Combine source and destination node and flag. |
Detailed Description
template<class View>
class Gecode::Int::ViewValGraph::Edge< View >
Edges in view-value graph.
Definition at line 212 of file view-val-graph.hh.
Constructor & Destructor Documentation
template<class View>
| Gecode::Int::ViewValGraph::Edge< View >::Edge | ( | ValNode< View > * | v, | |
| ViewNode< View > * | x | |||
| ) | [inline] |
template<class View>
| Gecode::Int::ViewValGraph::Edge< View >::Edge | ( | ValNode< View > * | v, | |
| ViewNode< View > * | x, | |||
| Edge< View > * | n | |||
| ) | [inline] |
Member Function Documentation
template<class View>
| Node< View > * Gecode::Int::ViewValGraph::Edge< View >::dst | ( | Node< View > * | s | ) | const [inline] |
template<class View>
| ViewNode< View > * Gecode::Int::ViewValGraph::Edge< View >::view | ( | ValNode< View > * | v | ) | const [inline] |
template<class View>
| ValNode< View > * Gecode::Int::ViewValGraph::Edge< View >::val | ( | ViewNode< View > * | x | ) | const [inline] |
template<class View>
| bool Gecode::Int::ViewValGraph::Edge< View >::used | ( | Node< View > * | v | ) | const [inline] |
template<class View >
| void Gecode::Int::ViewValGraph::Edge< View >::use | ( | void | ) | [inline] |
template<class View >
| void Gecode::Int::ViewValGraph::Edge< View >::free | ( | void | ) | [inline] |
template<class View>
| void Gecode::Int::ViewValGraph::Edge< View >::revert | ( | Node< View > * | d | ) | [inline] |
template<class View >
| Edge< View > * Gecode::Int::ViewValGraph::Edge< View >::next_edge | ( | void | ) | const [inline] |
template<class View >
| Edge< View > ** Gecode::Int::ViewValGraph::Edge< View >::next_edge_ref | ( | void | ) | [inline] |
template<class View >
| Edge< View > * Gecode::Int::ViewValGraph::Edge< View >::next | ( | void | ) | const [inline] |
Return next edge in list of edges per node.
Reimplemented from Gecode::Int::ViewValGraph::BiLink.
template<class View >
| void * Gecode::Int::ViewValGraph::Edge< View >::operator new | ( | size_t | s, | |
| Space & | home | |||
| ) | [inline, static] |
template<class View >
| void Gecode::Int::ViewValGraph::Edge< View >::operator delete | ( | void * | , | |
| size_t | ||||
| ) | [inline, static] |
template<class View >
| void Gecode::Int::ViewValGraph::Edge< View >::operator delete | ( | void * | , | |
| Space & | ||||
| ) | [inline, static] |
Member Data Documentation
template<class View>
Edge<View>* Gecode::Int::ViewValGraph::Edge< View >::_next_edge [protected] |
Next edge in chain of value edges.
Definition at line 215 of file view-val-graph.hh.
template<class View>
CombPtrFlag<Node<View> > Gecode::Int::ViewValGraph::Edge< View >::sd [protected] |
Combine source and destination node and flag.
Definition at line 217 of file view-val-graph.hh.
The documentation for this class was generated from the following files:
- gecode/int/view-val-graph.hh (Revision: 12395)
- gecode/int/view-val-graph/edge.hpp (Revision: 12299)


rotten > Library > Death > Execution > Electric Chair
Electric Chair
People executed by the electric chair include:
- William Kemmler, the first to die in this manner, 1890.
- Martha M. Place, the first woman, 1899.
- Sacco and Vanzetti, the Crime of the Century, 1927.
- Ruth Snyder, whose photo was snapshot at the moment of death, 1928.
- Bruno Hauptmann, kidnapper of the Lindbergh baby.
- Ethel and Julius Rosenberg, the Atomic Bomb spies.
- Ted Bundy, dapper serial killer.
- Albert Fish, serial killer.
Pornopolis |
Rotten |
Faces of Death |
Famous Nudes
|


This dashboard provides an at-a-glance overview of the San Jose economy. The goal is to provide city leaders, businesses and residents with a convenient, reliable source of economic data, enabling informed discussion and decision-making.
The indicators will be updated on a quarterly basis. To subscribe to announcements about data releases and new features, send us an email.
This site is a work in progress. We want to hear what datasets, information and other features would make this site most useful to you. Email Michelle Thong in the San Jose Office of Economic Development to share your feedback.
If you're comfortable using Github, you can also report a bug or file a feature request on our issue tracker.
This dashbord was inspired by similar sites for Metro Denver, the San Diego region and Chicago.
The design and implementation of the San Jose dashboard was made possible by a partnership between Code for San Jose volunteers and the San Jose Office of Economic Development. The core team consisted of:
The indicator data are compiled by the Office of Economic Development using public and private sources. Data sources for each indicator are revealed by positioning a cursor over the information symbol in the bottom left corner of each box.
The San Jose Economic Indicators dashboard is an example of a civic innovation project that leverages open source code, open data and government-community partnerships.
The code is available on Github, including documentation of the technologies used and how to get started. All data used for this site can be downloaded from the City of San Jose's Open Data Portal.
Want your own dashboard? Contact us if you'd like to talk about what it would take to adapt this site for your specific needs.


Portfolieo
MiungSeongChae
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Introduction.
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The following is a list of test dependencies for this project. These dependencies are only required to compile and run unit tests for the application:
| GroupId | ArtifactId | Version | Classifier | Type |
|---|---|---|---|---|
| commons-codec | commons-codec | 1.3 | - | jar |
| org.apache.maven | maven-settings | 2.2.1 | - | jar |
| org.testng | testng | 5.8 | jdk15 | jar |
The following is a list of system dependencies for this project. These dependencies are required to compile the application:
| GroupId | ArtifactId | Version | Type |
|---|---|---|---|
| ematrix | ematrix | ALL | jar |
| ematrix | fcsclient | ALL | jar |
The following is a list of transitive dependencies for this project. Transitive dependencies are the dependencies of the project dependencies.
The following is a list of test dependencies for this project. These dependencies are only required to compile and run unit tests for the application:
| GroupId | ArtifactId | Version | Type |
|---|---|---|---|
| classworlds | classworlds | 1.1-alpha-2 | jar |
| junit | junit | 3.8.1 | jar |
| org.apache.maven | maven-model | 2.2.1 | jar |
| org.codehaus.plexus | plexus-container-default | 1.0-alpha-9-stable-1 | jar |
| org.codehaus.plexus | plexus-interpolation | 1.11 | jar |
| org.codehaus.plexus | plexus-utils | 1.5.15 | jar |
Unknown: Default Plexus Container, classworlds
Apache License, Version 2.0: TestNG
Common Public License Version 1.0: JUnit
The Apache Software License, Version 2.0: Codec, Maven Local Settings Model, Maven Model, Plexus Common Utilities, Plexus Interpolation API
Apache 2.0 License: MxUpdate Update
| Filename | Size | Entries | Classes | Packages | JDK Rev | Debug |
|---|---|---|---|---|---|---|
| classworlds-1.1-alpha-2.jar | 36.64 kB | 32 | 22 | 3 | 1.1 | debug |
| commons-codec-1.3.jar | 45.63 kB | 42 | 25 | 5 | 1.2 | debug |
| eMatrixServletRMI.V6-R2010x.jar | 1.75 MB | 1,090 | 1,054 | 28 | 1.5 | debug |
| FcsClient.V6-R2010x.jar | 30.82 kB | 28 | 18 | 2 | 1.5 | debug |
| junit-3.8.1.jar | 118.23 kB | 119 | 100 | 6 | 1.1 | debug |
| maven-model-2.2.1.jar | 85.54 kB | 61 | 45 | 2 | 1.5 | debug |
| maven-settings-2.2.1.jar | 47.89 kB | 38 | 20 | 2 | 1.5 | debug |
| plexus-container-default-1.0-alpha-9-stable-1.jar | 189.63 kB | 215 | 175 | 28 | 1.1 | debug |
| plexus-interpolation-1.11.jar | 49.74 kB | 55 | 40 | 5 | 1.4 | debug |
| plexus-utils-1.5.15.jar | 222.76 kB | 129 | 103 | 10 | 1.3 | debug |
| testng-5.8-jdk15.jar | 823.70 kB | 608 | 494 | 34 | 1.5 | debug |
| Total | Size | Entries | Classes | Packages | JDK Rev | Debug |
| 11 | 3.36 MB | 2,417 | 2,096 | 125 | 1.5 | 11 |
| test: 9 | test: 1.58 MB | test: 1,299 | test: 1,024 | test: 95 | - | test: 9 |
| system: 2 | system: 1.78 MB | system: 1,118 | system: 1,072 | system: 30 | - | system: 2 |
| Repo ID | URL | Release | Snapshot | Blacklisted |
|---|---|---|---|---|
| apache.snapshots | http://repository.apache.org/snapshots | - | Yes | - |
| snapshots | http://snapshots.maven.codehaus.org/maven2 | - | Yes | Yes |
| central | http://repo1.maven.org/maven2 | Yes | - | - |
Repository locations for each of the Dependencies.


| Home > Documentation > Configuring and administering > Monitoring the health of the Apache Geronimo server > Configuring log level > Web Access Log Viewer |
The Web Access Log Viewer portlet options are illustrated in the following figure. From this portlet you can view the Web server logs as well as set filters for refining the results displayed.
The Refresh link on the upper left corner will reset any filtering criteria you may have specified to the Introducing Geronimo Administration Console's defaults. In contrast with the other portlets, the Web Access Log Viewer will display all the lines in the log, it will just be limited by your Web browser display capabilities.
The Filter Results: area will let you specify different filtering criteria to further narrowing down your search. For the Web Access Log Viewer this area is divided in three main groups, Date, Identity and Requests.
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A game board by Gigamic
You can find more details at Gigamic
Wrong answers will be red.
Right answer will be cyan.
After each turn, push "New" or "Suffle" button.
Not good on phone screens :(


--- title: 'Analyzing Home Field Advantage in the NFL' summary: Multi-season analysis of league and team-specific home-field advantage in the NFL. tags: - Home Field Advantage - R categories: - Article image: placement: 2 focal_point: "" preview_only: true ---
The sports betting industry and their enthusiasts continually try to find the correct value of a home field advantage (HFA) in terms of “point-spread” to create betting lines. In particular, NFL bookmakers tend to reward a home field with three points on average; this varies across different home teams per season. The idea is that playing at home is considered an advantage in the NFL, and some teams have a stronger HFA than others. Interested in this topic, I decided to use nflfastR and PFF data to quantify HFA advantage for the league and each team. I also leveraged the opportunity to analyze the behavior of HFA across seasons.
Agreeing with consensus, I found the league home field advantage (LHFA) during 2006-2020 to be approximately three points (2.85). However, I found it to be fluid, so a 2.85 LHFA has not been true for every season during that period. In addition to LHFA, I calculated Team-Specific Home Field Advantage (iHFA), a concept suggested by Takoma Park. iHFA represents the additional or fewer points that each team has in terms of HFA compared to the league average. For example, the Ravens had an estimated iHFA of 0.26 points during 2006-2019; meanwhile, the Raiders had -0.37 points below league HFA.
When we add together LHFA and iHFA, we obtain the true HFA for each team. There have been seasons where iHFA is not statistically significant, meaning the difference in iHFA between teams is not meaningful. When that happens, each team receives an iHFA of zero, and their HFA equals the LHFA. iHFA is normally-distributed around a mean of zero during a given period. In other words, the positive and negative iHFA’s for all teams add up to zero during the analyzed period.
Evidence suggests that LHFA has been shrinking, and iHFA is volatile and unpredictable year over year. These findings are consistent with Robby Greer’s.
When thinking about strong home fields, most people think about Seattle, Pittsburgh, New Orleans, etc. However, such perceptions are biased by the success that those teams have had regardless of their home/away status. Suppose we were to build a model using only home_team and away_team as variables. With that approach, we would end up with the expected teams at the top (NE, PIT, SEA, etc.), similar to common perception. However, this methodology is flawed since our results would capture team strength rather than an HFA. The way to get the real value of a home field is by controlling for variables such as:
Strength of team and opponent
Competence of the head coach and opposing head coach
Quarterback and opposing quarterback performance
How each team performs home vs. away
After adjusting for the listed variables, I found the real value of LHFA and iHFA. Unsurprisingly, these adjustments decreased iHFA for teams with successful head coaches and elite quarterbacks like NE, NO, and SEA. Overperformance by weak teams, bad QB’s, and incompetent HC’s is then explained by the home/away variable. A chart displaying HFA for each team, along with confidence intervals, during 2006-2020 is presented below.
Sports analysts and betting enthusiasts have speculated about a possible shrinkage of LHFA during the last couple of years. In 2019, away teams slightly outscored home teams: 5858 to 5822 during the regular season. In 2020, home teams slightly outscored away teams: 6353 to 6339. Besides the shrinking theory, LHFA appears to have a cyclical behavior, meaning it changes year over year in an “up and down” fashion. The following chart shows how LHFA has moved since 2006 until reaching a negative value in 2019 and then moving back up to a low positive value in 2020.
Similar to LHFA, iHFA for a given team is not the same across seasons. For example, according to my model, the Panthers were a better home team in 2006 (+2.4 points) than in 2007 (+0 points). iHFA appears to be very unpredictable and almost random on a year over year basis. The following chart presents a two-team example of iHFA behavior (Arizona Cardinals and Philadelphia Eagles).
This is a list of observations and findings informed by my analysis:
1- League Home Field Advantage (LHFA) is fluid year over year and appears to have a cyclical behavior.
2- LHFA being cyclical does not mean it is unpredictable. Time series algorithms could capture cyclicity if any, but a larger sample size would be required to capture this.
3- Since 2017, LHFA has shrunk (presented a downward trend), but that doesn’t mean it can’t go up again due to its apparent cyclicity
4- In a larger sample size, LHFA appears to be approximately three points
5- Team-Specific Home Field Advantage (iHFA) increase or decrease the effect of LHFA in a given season for each team
6- iHFA seems to be volatile and unpredictable. Future analysis could determine if one or more iHFA’s is statistically better than the rest on a multi-season basis.
Just for fun, here is true HFA for each team during the 2018 season, which presented significant iHFA among teams. Neither 2019 nor 2020 had significant iHFA; therefore, every team had the same HFA during those two seasons: -0.7 and 0.4 respectively.
My response variable was point differential, which is the standard practice. Adjusting for different variables is not a novel approach; in fact, we wouldn’t get reasonable HFA estimates if we didn’t do that. My approach’s novelty lies in analyzing each team in a given game separately, meaning two observations per game instead of one. This methodology allowed me to compare how each team performs home vs. away, ceteris paribus. To get LHFA, I used a fixed-effect binary variable, “home.” To get iHFA, I used a random slope (home) within the group (team), making it (0+home|team). I used fixed effects to control for strength of team/opponent, quarterback/opposing quarterback, and head coach/opposing head coach. A description of the fixed-effect variables is listed below:
• Strength of team and opponent: used PFF season grades for each team
• Quarterback play: used PFF game grades for each quarterback in each game
• Head coach/opposing head coach index: used nflfastR data to build a mixed-effects model. Controlled for different variables and head coach a random effect. Took each head coach’s intercept and re-scaled it 0-100 to generate a grade.
Things I would like to analyze in the future:
Evidence and previous work suggest that home-field benefits offense and defense differently. It is plausible to study which side of the ball is benefited the most across seasons and for every team
Try a different approach to see if one teams’ iHFA’s can be significantly and continuously better/worse than the others during a more extended period
Test for LHFA cyclicity using a larger sample size
Analyze a home field effect on penalties
Control for other variables: rest time, distance, elevation, divisional opponent, elevation.
Greer, Robby. “An Initial Exploration of Home Field Advantage in the NFL.” Robbygreer.com, Robbygreer.com, 21 Jan. 2020, https://www.nfeloapp.com/analysis/an-initial-exploration-of-home-field-advantage-in-the-nfl.
Park, Takoma. “Estimating NFL Team-Specific Home-Field Advantage.” Dart, 24 Jan. 2015, https://dartthrowingchimp.wordpress.com/2015/01/24/estimating-nfl-team-specific-home-field-advantage/.
Walczak, Sam. “My Model Monday: NFL Home-Field Advantage.” Model 284, 22 Jan. 2018, https://model284.com/nfl-home-field-advantage/.
Special thanks to Robby Greerre @ greerreNFL and Abhijit Brahme @ captain_abhious for their comments and suggestions.


Sample: Log Chart
Usage:
- ObjectLogger "chart()" method is the toggle switch for showing the chart.
- Click the class name at top of the lane: Output instance object into the browser console.
- Click the method name on the lane: Output log object into the browser console.


All of the definition files have the same format. They're divided into sections. Each section type has a set of permitted content, which could be simple, numerical or text values, named items, or other sections (subsections).
Sections
A section always starts with a section name followed by a colon (':').
Sections that can have multiple content items always have curly braces around their content.
All sections are optional; they can be empty or omitted.
Sections can be in any order, multiple occurrences are permitted, and some sections have sub-sections.
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A named item always begins with the item name followed by an equals sign ('=').
If a named item can have multiple content items, then it must have curly braces around its content.
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This works the same way as in shell scripts, by prefixing the environment variable name with a dollar sign ($):
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Some useful environment variables:
LEGATO_ROOT
= path to where the Legato framework sources are locatedTARGET
= build target (e.g., ar7, wp7, localhost)LEGATO_BUILD
= shorthand for$LEGATO_ROOT/build/$TARGET
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Tabs, spaces, new-lines, carriage-returns and comments act as token separators only, and are otherwise all ignored. Consequently, choice of indentation and spacing style is relatively unrestricted.
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Scratching an itch to make it easy to setup a Network topology under the vmm environment, or, a VirtualBox environment.
<EMAIL_ADDRESS>2015


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INVESTMENT RESPONSE.
- Subject: INVESTMENT RESPONSE.
- From: "george_kolima"<EMAIL_ADDRESS>- Date: Thu, 13 Mar 2008 17:58:06 -0400 (CLT)
- Authentication-results: mta216.mail.re3.yahoo.com from=universia.cl; domainkeys=neutral (no sig)
- User-agent: SquirrelMail/1.4.2
FROM THE DESK OF MR. GEORGE KOLIMA.
BANK OF AFRICA( B.O.A)OUAGADOUGOU,
BURKINA FASO.WEST AFRICAN.
Dear Friend,
I am the manager of bill and exchange at the
foreign remittance department in the Bank Of Africa (B.O.A). In my department we discovered an
abandoned sum of US$30m dollars (THIRTY MILLION US DOLLARS) in an account that belongs to one of
our foreigncustomer (MR. ANDREAS SCHRANNER from Munich, Germany) who died along with his entire
family in December 2000 in a plane crash. FOR MORE INFORMATION VISIT THIS SITE BELOW.http://news.bbc.co.uk/1/hi/world/europe/859479.stm
Since we got information about his death, we have been expecting his next of kin to come
over and claim his money because we cannot release it unless some body applies for itas next of
kin or relation to the deceased as indicated in our banking gildings and laws but unfortunately we
learnt that all his supposed next of kin or relation died alongside with him at the plane crash
leaving nobody behind for the claim. It is
therefore upon this discovery that I now decided to make this business proposal to you and release
the money toyou as the next of kin or relation to the deceased for safety and subsequent
disbursement since nobody is coming for it and we don't want this money to go into the
banktreasury as unclaimed bill. The banking law and
guideline here stipulates that if such money remained unclaimed after eight years, the money will
be transferred into the bank treasury as unclaimed fund. Therequest of foreigner as next of kin in
this business is occasioned by the fact that the customer was a foreigner and a Burkinabe cannot
stand as next of kin to a foreigner. I agree that
40% of this money will be for you as a respect to the provision of a foreign account , 10% will be
set aside for expenses incurred during the business and 50% would be for me Thereafter, I will
visit your country for disbursement according to the percentage indicatedTherefore, to enable the
immediate transfer of this fund to you arranged, you must apply first to the bank as relation or
next of kin of the deceased indicating your bank name, your bank account number, your private
telephone and fax number for easy and effective communication and location where in the money will
be remitted. Upon receipt of your reply, I will
send to you by fax or email the text of the application .I will not fail to bring to your notice
this transaction is hitch-free and that you should not entertain any atom of fear as all required
arrangements have been made for thetransfer. You
should contact me immediately as soon as you receive this letter. Trusting to hear from you
immediately. Yours Faithfully,
MR. GEORGE
KOLIMA..
BILL AND EXCHANGE MANAGERBANK OF AFRICA( B.O.A).
Portal Universia Chile - Red de universidades red de oportunidades.
http://www.universia.cl
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--- layout: page title: EMUFest 2016 Form excerpt: "Per volontà e per caso" modified: 2016-05-05T01:26:21 static: "2016-form" image: feature: credit: creditlink: ---


--- title: "Skills" layout: default ---
Experienceed: C, Java, Networking, Linux. Medium: Matlab, C++. Basic: Python, Bash scripting, HTML, CSS, Javascript, C#
Advanced: English B2 Beginner: German. Native: Romanian


To view a marker's statistics, hold the 'v' key while hovering over a marker. To set a marker, first switch to map camera. Hover the mouse where you want the marker's center. Then hold the '1' key and move the mouse to adjust the radius. To cancel, let go of the '1' key. To finish placing, hit the '2' key and enter the tree info in the upper right of the page. To delete a marker, switch to Map Camera, hover over the marker to delete and press the '3' key.


{control-detune-cluster.png width=373}
The {Control_detune} {_parameter} shifts the tuning of {_oscillator} B without altering oscillator A. The {Control_detune_scale scale} parameter determines how the detuning varies across the keyboard, and has three choices, a constant cents detune, a constant Hertz detune, or a compromise between the two.
The {Control_tune_shift} parameter alters the pitch of both oscillators, either by stretching the tuning or randomizing it.
Detuning is applied to the {_glide} generators, and through them to the oscillators. It therefore also affects {_filter filter} tuning if glide is used as a mod source, which is the normal case if a filter's {_resonance} is turned all the way up to make it oscillate.


public class BufferedImage extends Image implements WritableRenderedImage, Transparency
BufferedImage
subclass describes an Image
with an accessible buffer of image data.
A BufferedImage
is comprised of a ColorModel
and a
Raster
of image data.
The number and types of bands in the SampleModel
of the
Raster
must match the number and types required by the
ColorModel
to represent its color and alpha components.
All BufferedImage
objects have an upper left corner
coordinate of (0, 0). Any Raster
used to construct a
BufferedImage
must therefore have minX=0 and minY=0.
This class relies on the data fetching and setting methods
of Raster
,
and on the color characterization methods of ColorModel
.
ColorModel
,
Raster
,
WritableRaster
| Modifier and Type | Field and Description |
|---|---|
static int |
TYPE_3BYTE_BGR
Represents an image with 8-bit RGB color components, corresponding
to a Windows-style BGR color model) with the colors Blue, Green,
and Red stored in 3 bytes.
|
static int |
TYPE_4BYTE_ABGR
Represents an image with 8-bit RGBA color components with the colors
Blue, Green, and Red stored in 3 bytes and 1 byte of alpha.
|
static int |
TYPE_4BYTE_ABGR_PRE
Represents an image with 8-bit RGBA color components with the colors
Blue, Green, and Red stored in 3 bytes and 1 byte of alpha.
|
static int |
TYPE_BYTE_BINARY
Represents an opaque byte-packed 1, 2, or 4 bit image.
|
static int |
TYPE_BYTE_GRAY
Represents a unsigned byte grayscale image, non-indexed.
|
static int |
TYPE_BYTE_INDEXED
Represents an indexed byte image.
|
static int |
TYPE_CUSTOM
Image type is not recognized so it must be a customized
image.
|
static int |
TYPE_INT_ARGB
Represents an image with 8-bit RGBA color components packed into
integer pixels.
|
static int |
TYPE_INT_ARGB_PRE
Represents an image with 8-bit RGBA color components packed into
integer pixels.
|
static int |
TYPE_INT_BGR
Represents an image with 8-bit RGB color components, corresponding
to a Windows- or Solaris- style BGR color model, with the colors
Blue, Green, and Red packed into integer pixels.
|
static int |
TYPE_INT_RGB
Represents an image with 8-bit RGB color components packed into
integer pixels.
|
static int |
TYPE_USHORT_555_RGB
Represents an image with 5-5-5 RGB color components (5-bits red,
5-bits green, 5-bits blue) with no alpha.
|
static int |
TYPE_USHORT_565_RGB
Represents an image with 5-6-5 RGB color components (5-bits red,
6-bits green, 5-bits blue) with no alpha.
|
static int |
TYPE_USHORT_GRAY
Represents an unsigned short grayscale image, non-indexed).
|
accelerationPriority, SCALE_AREA_AVERAGING, SCALE_DEFAULT, SCALE_FAST, SCALE_REPLICATE, SCALE_SMOOTH, UndefinedProperty
BITMASK, OPAQUE, TRANSLUCENT
| Constructor and Description |
|---|
BufferedImage(ColorModel cm,
WritableRaster raster,
boolean isRasterPremultiplied,
Hashtable<?,?> properties)
Constructs a new
BufferedImage with a specified
ColorModel and Raster . |
BufferedImage(int width,
int height,
int imageType)
Constructs a
BufferedImage of one of the predefined
image types. |
BufferedImage(int width,
int height,
int imageType,
IndexColorModel cm)
Constructs a
BufferedImage of one of the predefined
image types:
TYPE_BYTE_BINARY or TYPE_BYTE_INDEXED. |
| Modifier and Type | Method and Description |
|---|---|
void |
addTileObserver(TileObserver to)
Adds a tile observer.
|
void |
coerceData(boolean isAlphaPremultiplied)
Forces the data to match the state specified in the
isAlphaPremultiplied variable. |
WritableRaster |
copyData(WritableRaster outRaster)
Computes an arbitrary rectangular region of the
BufferedImage and copies it into a specified
WritableRaster . |
Graphics2D |
createGraphics()
Creates a
Graphics2D , which can be used to draw into
this BufferedImage . |
WritableRaster |
getAlphaRaster()
Returns a
WritableRaster representing the alpha
channel for BufferedImage objects
with ColorModel objects that support a separate
spatial alpha channel, such as ComponentColorModel and
DirectColorModel . |
ColorModel |
getColorModel()
Returns the
ColorModel . |
Raster |
getData()
Returns the image as one large tile.
|
Raster |
getData(Rectangle rect)
Computes and returns an arbitrary region of the
BufferedImage . |
Graphics |
getGraphics()
This method returns a
Graphics2D , but is here
for backwards compatibility. |
int |
getHeight()
Returns the height of the
BufferedImage . |
int |
getHeight(ImageObserver observer)
Returns the height of the
BufferedImage . |
int |
getMinTileX()
Returns the minimum tile index in the x direction.
|
int |
getMinTileY()
Returns the minimum tile index in the y direction.
|
int |
getMinX()
Returns the minimum x coordinate of this
BufferedImage . |
int |
getMinY()
Returns the minimum y coordinate of this
BufferedImage . |
int |
getNumXTiles()
Returns the number of tiles in the x direction.
|
int |
getNumYTiles()
Returns the number of tiles in the y direction.
|
Object |
getProperty(String name)
Returns a property of the image by name.
|
Object |
getProperty(String name,
ImageObserver observer)
Returns a property of the image by name.
|
String[] |
getPropertyNames()
Returns an array of names recognized by
getProperty(String)
or null , if no property names are recognized. |
WritableRaster |
getRaster()
Returns the
WritableRaster . |
int |
getRGB(int x,
int y)
Returns an integer pixel in the default RGB color model
(TYPE_INT_ARGB) and default sRGB colorspace.
|
int[] |
getRGB(int startX,
int startY,
int w,
int h,
int[] rgbArray,
int offset,
int scansize)
Returns an array of integer pixels in the default RGB color model
(TYPE_INT_ARGB) and default sRGB color space,
from a portion of the image data.
|
SampleModel |
getSampleModel()
Returns the
SampleModel associated with this
BufferedImage . |
ImageProducer |
getSource()
Returns the object that produces the pixels for the image.
|
Vector<RenderedImage> |
getSources()
Returns a
Vector of RenderedImage objects that are
the immediate sources, not the sources of these immediate sources,
of image data for this BufferedImage . |
BufferedImage |
getSubimage(int x,
int y,
int w,
int h)
Returns a subimage defined by a specified rectangular region.
|
Raster |
getTile(int tileX,
int tileY)
Returns tile (
tileX , tileY ). |
int |
getTileGridXOffset()
Returns the x offset of the tile grid relative to the origin,
For example, the x coordinate of the location of tile
(0, 0).
|
int |
getTileGridYOffset()
Returns the y offset of the tile grid relative to the origin,
For example, the y coordinate of the location of tile
(0, 0).
|
int |
getTileHeight()
Returns the tile height in pixels.
|
int |
getTileWidth()
Returns the tile width in pixels.
|
int |
getTransparency()
Returns the transparency.
|
int |
getType()
Returns the image type.
|
int |
getWidth()
Returns the width of the
BufferedImage . |
int |
getWidth(ImageObserver observer)
Returns the width of the
BufferedImage . |
WritableRaster |
getWritableTile(int tileX,
int tileY)
Checks out a tile for writing.
|
Point[] |
getWritableTileIndices()
Returns an array of
Point objects indicating which tiles
are checked out for writing. |
boolean |
hasTileWriters()
Returns whether or not any tile is checked out for writing.
|
boolean |
isAlphaPremultiplied()
Returns whether or not the alpha has been premultiplied.
|
boolean |
isTileWritable(int tileX,
int tileY)
Returns whether or not a tile is currently checked out for writing.
|
void |
releaseWritableTile(int tileX,
int tileY)
Relinquishes permission to write to a tile.
|
void |
removeTileObserver(TileObserver to)
Removes a tile observer.
|
void |
setData(Raster r)
Sets a rectangular region of the image to the contents of the
specified
Raster r , which is
assumed to be in the same coordinate space as the
BufferedImage . |
void |
setRGB(int x,
int y,
int rgb)
Sets a pixel in this
BufferedImage to the specified
RGB value. |
void |
setRGB(int startX,
int startY,
int w,
int h,
int[] rgbArray,
int offset,
int scansize)
Sets an array of integer pixels in the default RGB color model
(TYPE_INT_ARGB) and default sRGB color space,
into a portion of the image data.
|
String |
toString()
Returns a
String representation of this
BufferedImage object and its values. |
flush, getAccelerationPriority, getCapabilities, getScaledInstance, setAccelerationPriority
public static final int TYPE_CUSTOM
public static final int TYPE_INT_RGB
DirectColorModel
without
alpha.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_INT_ARGB
DirectColorModel
with alpha. The color data in this image is considered not to be
premultiplied with alpha. When this type is used as the
imageType
argument to a BufferedImage
constructor, the created image is consistent with images
created in the JDK1.1 and earlier releases.public static final int TYPE_INT_ARGB_PRE
DirectColorModel
with alpha. The color data in this image is considered to be
premultiplied with alpha.public static final int TYPE_INT_BGR
DirectColorModel
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_3BYTE_BGR
ComponentColorModel
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_4BYTE_ABGR
ComponentColorModel
with alpha. The
color data in this image is considered not to be premultiplied with
alpha. The byte data is interleaved in a single
byte array in the order A, B, G, R
from lower to higher byte addresses within each pixel.public static final int TYPE_4BYTE_ABGR_PRE
ComponentColorModel
with alpha. The color
data in this image is considered to be premultiplied with alpha.
The byte data is interleaved in a single byte array in the order
A, B, G, R from lower to higher byte addresses within each pixel.public static final int TYPE_USHORT_565_RGB
DirectColorModel
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_USHORT_555_RGB
DirectColorModel
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_BYTE_GRAY
ComponentColorModel
with a CS_GRAY
ColorSpace
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_USHORT_GRAY
ComponentColorModel
with a CS_GRAY
ColorSpace
.
When data with non-opaque alpha is stored
in an image of this type,
the color data must be adjusted to a non-premultiplied form
and the alpha discarded,
as described in the
AlphaComposite
documentation.public static final int TYPE_BYTE_BINARY
IndexColorModel
without alpha. When this
type is used as the imageType
argument to the
BufferedImage
constructor that takes an
imageType
argument but no ColorModel
argument, a 1-bit image is created with an
IndexColorModel
with two colors in the default
sRGB ColorSpace
: {0, 0, 0} and
{255, 255, 255}.
Images with 2 or 4 bits per pixel may be constructed via
the BufferedImage
constructor that takes a
ColorModel
argument by supplying a
ColorModel
with an appropriate map size.
Images with 8 bits per pixel should use the image types
TYPE_BYTE_INDEXED
or TYPE_BYTE_GRAY
depending on their ColorModel
.
When color data is stored in an image of this type,
the closest color in the colormap is determined
by the IndexColorModel
and the resulting index is stored.
Approximation and loss of alpha or color components
can result, depending on the colors in the
IndexColorModel
colormap.
public static final int TYPE_BYTE_INDEXED
imageType
argument to the BufferedImage
constructor that takes an imageType
argument
but no ColorModel
argument, an
IndexColorModel
is created with
a 256-color 6/6/6 color cube palette with the rest of the colors
from 216-255 populated by grayscale values in the
default sRGB ColorSpace.
When color data is stored in an image of this type,
the closest color in the colormap is determined
by the IndexColorModel
and the resulting index is stored.
Approximation and loss of alpha or color components
can result, depending on the colors in the
IndexColorModel
colormap.
public BufferedImage(int width, int height, int imageType)
BufferedImage
of one of the predefined
image types. The ColorSpace
for the image is the
default sRGB space.width
- width of the created imageheight
- height of the created imageimageType
- type of the created imageColorSpace
,
TYPE_INT_RGB
,
TYPE_INT_ARGB
,
TYPE_INT_ARGB_PRE
,
TYPE_INT_BGR
,
TYPE_3BYTE_BGR
,
TYPE_4BYTE_ABGR
,
TYPE_4BYTE_ABGR_PRE
,
TYPE_BYTE_GRAY
,
TYPE_USHORT_GRAY
,
TYPE_BYTE_BINARY
,
TYPE_BYTE_INDEXED
,
TYPE_USHORT_565_RGB
,
TYPE_USHORT_555_RGB
public BufferedImage(int width, int height, int imageType, IndexColorModel cm)
BufferedImage
of one of the predefined
image types:
TYPE_BYTE_BINARY or TYPE_BYTE_INDEXED.
If the image type is TYPE_BYTE_BINARY, the number of entries in the color model is used to determine whether the image should have 1, 2, or 4 bits per pixel. If the color model has 1 or 2 entries, the image will have 1 bit per pixel. If it has 3 or 4 entries, the image with have 2 bits per pixel. If it has between 5 and 16 entries, the image will have 4 bits per pixel. Otherwise, an IllegalArgumentException will be thrown.
width
- width of the created imageheight
- height of the created imageimageType
- type of the created imagecm
- IndexColorModel
of the created imageIllegalArgumentException
- if the imageType is not
TYPE_BYTE_BINARY or TYPE_BYTE_INDEXED or if the imageType is
TYPE_BYTE_BINARY and the color map has more than 16 entries.TYPE_BYTE_BINARY
,
TYPE_BYTE_INDEXED
public BufferedImage(ColorModel cm, WritableRaster raster, boolean isRasterPremultiplied, Hashtable<?,?> properties)
BufferedImage
with a specified
ColorModel
and Raster
. If the number and
types of bands in the SampleModel
of the
Raster
do not match the number and types required by
the ColorModel
to represent its color and alpha
components, a RasterFormatException
is thrown. This
method can multiply or divide the color Raster
data by
alpha to match the alphaPremultiplied
state
in the ColorModel
. Properties for this
BufferedImage
can be established by passing
in a Hashtable
of String
/Object
pairs.cm
- ColorModel
for the new imageraster
- Raster
for the image dataisRasterPremultiplied
- if true
, the data in
the raster has been premultiplied with alpha.properties
- Hashtable
of
String
/Object
pairs.RasterFormatException
- if the number and
types of bands in the SampleModel
of the
Raster
do not match the number and types required by
the ColorModel
to represent its color and alpha
components.IllegalArgumentException
- if
raster
is incompatible with cm
ColorModel
,
Raster
,
WritableRaster
public int getType()
BufferedImage
.TYPE_INT_RGB
,
TYPE_INT_ARGB
,
TYPE_INT_ARGB_PRE
,
TYPE_INT_BGR
,
TYPE_3BYTE_BGR
,
TYPE_4BYTE_ABGR
,
TYPE_4BYTE_ABGR_PRE
,
TYPE_BYTE_GRAY
,
TYPE_BYTE_BINARY
,
TYPE_BYTE_INDEXED
,
TYPE_USHORT_GRAY
,
TYPE_USHORT_565_RGB
,
TYPE_USHORT_555_RGB
,
TYPE_CUSTOM
public ColorModel getColorModel()
ColorModel
.getColorModel
in interface RenderedImage
ColorModel
of this
BufferedImage
.public WritableRaster getRaster()
WritableRaster
.WriteableRaster
of this
BufferedImage
.public WritableRaster getAlphaRaster()
WritableRaster
representing the alpha
channel for BufferedImage
objects
with ColorModel
objects that support a separate
spatial alpha channel, such as ComponentColorModel
and
DirectColorModel
. Returns null
if there
is no alpha channel associated with the ColorModel
in
this image. This method assumes that for all
ColorModel
objects other than
IndexColorModel
, if the ColorModel
supports alpha, there is a separate alpha channel
which is stored as the last band of image data.
If the image uses an IndexColorModel
that
has alpha in the lookup table, this method returns
null
since there is no spatially discrete alpha
channel. This method creates a new
WritableRaster
, but shares the data array.WritableRaster
or null
if this
BufferedImage
has no alpha channel associated
with its ColorModel
.public int getRGB(int x, int y)
ColorModel
. There are only 8-bits of
precision for each color component in the returned data when using
this method.
An ArrayOutOfBoundsException
may be thrown
if the coordinates are not in bounds.
However, explicit bounds checking is not guaranteed.
x
- the X coordinate of the pixel from which to get
the pixel in the default RGB color model and sRGB
color spacey
- the Y coordinate of the pixel from which to get
the pixel in the default RGB color model and sRGB
color spacesetRGB(int, int, int)
,
setRGB(int, int, int, int, int[], int, int)
public int[] getRGB(int startX, int startY, int w, int h, int[] rgbArray, int offset, int scansize)
ColorModel
. There are only 8-bits of precision for
each color component in the returned data when
using this method. With a specified coordinate (x, y) in the
image, the ARGB pixel can be accessed in this way:
pixel = rgbArray[offset + (y-startY)*scansize + (x-startX)];
An ArrayOutOfBoundsException
may be thrown
if the region is not in bounds.
However, explicit bounds checking is not guaranteed.
startX
- the starting X coordinatestartY
- the starting Y coordinatew
- width of regionh
- height of regionrgbArray
- if not null
, the rgb pixels are
written hereoffset
- offset into the rgbArray
scansize
- scanline stride for the rgbArray
setRGB(int, int, int)
,
setRGB(int, int, int, int, int[], int, int)
public void setRGB(int x, int y, int rgb)
BufferedImage
to the specified
RGB value. The pixel is assumed to be in the default RGB color
model, TYPE_INT_ARGB, and default sRGB color space. For images
with an IndexColorModel
, the index with the nearest
color is chosen.
An ArrayOutOfBoundsException
may be thrown
if the coordinates are not in bounds.
However, explicit bounds checking is not guaranteed.
x
- the X coordinate of the pixel to sety
- the Y coordinate of the pixel to setrgb
- the RGB valuegetRGB(int, int)
,
getRGB(int, int, int, int, int[], int, int)
public void setRGB(int startX, int startY, int w, int h, int[] rgbArray, int offset, int scansize)
ColorModel
. There are only 8-bits of precision for
each color component in the returned data when
using this method. With a specified coordinate (x, y) in the
this image, the ARGB pixel can be accessed in this way:
pixel = rgbArray[offset + (y-startY)*scansize + (x-startX)];WARNING: No dithering takes place.
An ArrayOutOfBoundsException
may be thrown
if the region is not in bounds.
However, explicit bounds checking is not guaranteed.
startX
- the starting X coordinatestartY
- the starting Y coordinatew
- width of the regionh
- height of the regionrgbArray
- the rgb pixelsoffset
- offset into the rgbArray
scansize
- scanline stride for the rgbArray
getRGB(int, int)
,
getRGB(int, int, int, int, int[], int, int)
public int getWidth()
BufferedImage
.getWidth
in interface RenderedImage
BufferedImage
public int getHeight()
BufferedImage
.getHeight
in interface RenderedImage
BufferedImage
public int getWidth(ImageObserver observer)
BufferedImage
.getWidth
in class Image
observer
- ignoredBufferedImage
Image.getHeight(java.awt.image.ImageObserver)
,
ImageObserver
public int getHeight(ImageObserver observer)
BufferedImage
.getHeight
in class Image
observer
- ignoredBufferedImage
Image.getWidth(java.awt.image.ImageObserver)
,
ImageObserver
public ImageProducer getSource()
getSource
in class Image
ImageProducer
that is used to produce the
pixels for this image.ImageProducer
public Object getProperty(String name, ImageObserver observer)
UndefinedProperty
field. If the properties
for this image are not yet known, then this method returns
null
and the ImageObserver
object is
notified later. The property name "comment" should be used to
store an optional comment that can be presented to the user as a
description of the image, its source, or its author.getProperty
in class Image
name
- the property nameobserver
- the ImageObserver
that receives
notification regarding image informationObject
that is the property referred to by the
specified name
or null
if the
properties of this image are not yet known.NullPointerException
- if the property name is null.ImageObserver
,
Image.UndefinedProperty
public Object getProperty(String name)
getProperty
in interface RenderedImage
name
- the property nameObject
that is the property referred to by
the specified name
.NullPointerException
- if the property name is null.Image.UndefinedProperty
public Graphics getGraphics()
Graphics2D
, but is here
for backwards compatibility. createGraphics
is more
convenient, since it is declared to return a
Graphics2D
.getGraphics
in class Image
Graphics2D
, which can be used to draw into
this image.Graphics
,
Component.createImage(int, int)
public Graphics2D createGraphics()
Graphics2D
, which can be used to draw into
this BufferedImage
.Graphics2D
, used for drawing into this
image.public BufferedImage getSubimage(int x, int y, int w, int h)
BufferedImage
shares the same
data array as the original image.x
- the X coordinate of the upper-left corner of the
specified rectangular regiony
- the Y coordinate of the upper-left corner of the
specified rectangular regionw
- the width of the specified rectangular regionh
- the height of the specified rectangular regionBufferedImage
that is the subimage of this
BufferedImage
.RasterFormatException
- if the specified
area is not contained within this BufferedImage
.public boolean isAlphaPremultiplied()
false
if there is no alpha.true
if the alpha has been premultiplied;
false
otherwise.public void coerceData(boolean isAlphaPremultiplied)
isAlphaPremultiplied
variable. It may multiply or
divide the color raster data by alpha, or do nothing if the data is
in the correct state.isAlphaPremultiplied
- true
if the alpha has been
premultiplied; false
otherwise.public String toString()
String
representation of this
BufferedImage
object and its values.public Vector<RenderedImage> getSources()
Vector
of RenderedImage
objects that are
the immediate sources, not the sources of these immediate sources,
of image data for this BufferedImage
. This
method returns null
if the BufferedImage
has no information about its immediate sources. It returns an
empty Vector
if the BufferedImage
has no
immediate sources.getSources
in interface RenderedImage
Vector
containing immediate sources of
this BufferedImage
object's image date, or
null
if this BufferedImage
has
no information about its immediate sources, or an empty
Vector
if this BufferedImage
has no immediate sources.public String[] getPropertyNames()
getProperty(String)
or null
, if no property names are recognized.getPropertyNames
in interface RenderedImage
String
array containing all of the property
names that getProperty(String)
recognizes;
or null
if no property names are recognized.public int getMinX()
BufferedImage
. This is always zero.getMinX
in interface RenderedImage
BufferedImage
.public int getMinY()
BufferedImage
. This is always zero.getMinY
in interface RenderedImage
BufferedImage
.public SampleModel getSampleModel()
SampleModel
associated with this
BufferedImage
.getSampleModel
in interface RenderedImage
SampleModel
of this
BufferedImage
.public int getNumXTiles()
getNumXTiles
in interface RenderedImage
public int getNumYTiles()
getNumYTiles
in interface RenderedImage
public int getMinTileX()
getMinTileX
in interface RenderedImage
public int getMinTileY()
getMinTileY
in interface RenderedImage
public int getTileWidth()
getTileWidth
in interface RenderedImage
public int getTileHeight()
getTileHeight
in interface RenderedImage
public int getTileGridXOffset()
getTileGridXOffset
in interface RenderedImage
public int getTileGridYOffset()
getTileGridYOffset
in interface RenderedImage
public Raster getTile(int tileX, int tileY)
tileX
, tileY
). Note
that tileX
and tileY
are indices
into the tile array, not pixel locations. The Raster
that is returned is live, which means that it is updated if the
image is changed.getTile
in interface RenderedImage
tileX
- the x index of the requested tile in the tile arraytileY
- the y index of the requested tile in the tile arrayRaster
that is the tile defined by the
arguments tileX
and tileY
.ArrayIndexOutOfBoundsException
- if both
tileX
and tileY
are not
equal to 0public Raster getData()
Raster
returned is a copy of the image data is not updated if the
image is changed.getData
in interface RenderedImage
Raster
that is a copy of the image data.setData(Raster)
public Raster getData(Rectangle rect)
BufferedImage
. The Raster
returned is a
copy of the image data and is not updated if the image is
changed.getData
in interface RenderedImage
rect
- the region of the BufferedImage
to be
returned.Raster
that is a copy of the image data of
the specified region of the BufferedImage
setData(Raster)
public WritableRaster copyData(WritableRaster outRaster)
BufferedImage
and copies it into a specified
WritableRaster
. The region to be computed is
determined from the bounds of the specified
WritableRaster
. The specified
WritableRaster
must have a
SampleModel
that is compatible with this image. If
outRaster
is null
,
an appropriate WritableRaster
is created.copyData
in interface RenderedImage
outRaster
- a WritableRaster
to hold the returned
part of the image, or null
WritableRaster
.public void setData(Raster r)
Raster
r
, which is
assumed to be in the same coordinate space as the
BufferedImage
. The operation is clipped to the bounds
of the BufferedImage
.setData
in interface WritableRenderedImage
r
- the specified Raster
getData()
,
getData(Rectangle)
public void addTileObserver(TileObserver to)
addTileObserver
in interface WritableRenderedImage
to
- the specified TileObserver
public void removeTileObserver(TileObserver to)
removeTileObserver
in interface WritableRenderedImage
to
- the specified TileObserver
.public boolean isTileWritable(int tileX, int tileY)
isTileWritable
in interface WritableRenderedImage
tileX
- the x index of the tile.tileY
- the y index of the tile.true
if the tile specified by the specified
indices is checked out for writing; false
otherwise.ArrayIndexOutOfBoundsException
- if both
tileX
and tileY
are not equal
to 0public Point[] getWritableTileIndices()
Point
objects indicating which tiles
are checked out for writing. Returns null
if none are
checked out.getWritableTileIndices
in interface WritableRenderedImage
Point
array that indicates the tiles that
are checked out for writing, or null
if no
tiles are checked out for writing.public boolean hasTileWriters()
(getWritableTileIndices() != null).
hasTileWriters
in interface WritableRenderedImage
true
if any tile is checked out for writing;
false
otherwise.public WritableRaster getWritableTile(int tileX, int tileY)
TileObservers
are notified when a tile goes from having
no writers to having one writer.getWritableTile
in interface WritableRenderedImage
tileX
- the x index of the tiletileY
- the y index of the tileWritableRaster
that is the tile, indicated by
the specified indices, to be checked out for writing.public void releaseWritableTile(int tileX, int tileY)
getWritableTile(int, int)
. Any other leads
to undefined results. All registered TileObservers
are notified when a tile goes from having one writer to having no
writers.releaseWritableTile
in interface WritableRenderedImage
tileX
- the x index of the tiletileY
- the y index of the tilepublic int getTransparency()
getTransparency
in interface Transparency
BufferedImage
.Transparency.OPAQUE
,
Transparency.BITMASK
,
Transparency.TRANSLUCENT
Dracula Javadoc Sample, Made with Allan Im.


--- layout: post status: publish published: true title: No Vista for me author: display_name: Tomas Restrepo login: tomasr email<EMAIL_ADDRESS>url: http://winterdom.com/ author_login: tomasr author_email<EMAIL_ADDRESS>author_url: http://winterdom.com/ wordpress_id: 334 wordpress_url: http://winterdom.com/2006/01/novistaforme date: '2006-01-09 07:33:59 +0000' date_gmt: '2006-01-09 07:33:59 +0000' categories: - Development tags: [] comments: - id: 240 author: Thierry author_email<EMAIL_ADDRESS>author_url: '' date: '2006-01-10 03:12:06 +0000' date_gmt: '2006-01-10 03:12:06 +0000' content: |
I think you should try without your external usb drive. I had the same problem.
I have 2 external usb drive and one of them is not working well with vista. If i plug it after the installation, explorer needs about 10 mins to see the datas. It's a SanMax HD337 combo (usb2 + firewire)
I've been trying to install Vista build 5270 on my new laptop for the past couple of days with no luck. Installation just takes forever and never seems to end, just sitting there with 100% processor usage and minimal disk activity. I've tried disabling the wireless adapter, disconnecting all external deviced (just my usb mouse and an external usb drive) with no luck at all. FWIW, the machine is a Dell Inspiron 6000 with a 2.0 GHz centrino and 2 GB of RAM.
Honestly, this doesn't inspire too much confidence on my part for the quality of vista. Sure, the new installer is pretty, but if it doesn't work properly it's not much use. What's more scary is that the problem of the install taking huge ammounts of time seems pretty common and well known, up to the point of the installer itself poping up messages saying "Installation is taking longer than expected, but should finish soon"... needless to say, it hadn't finished more than one hour later when I finally got tired of it and killed it :(