"One True Thing" a stirring family drama by Wallace Baine Santa Cruz Sentinel
`I want to talk before I die,' blurts Kate Gulden (Meryl Streep) towards the end of `One True Thing.' Kate is in the final throes of terminal illness and with her ghoulish red eyes and oatmeal-colored complexion, she looks the part. Then, as her horrified daughter looks on, she does something unexpected: with mock petulance, she admits she doesn't know what to say. That comic hiccup in the middle of what should have been the inevitable death-bed speechifying is only one of the moments when `One True Thing' distinguishes itself from the ritualistic hanky movies that you might see on Lifetime. Based on Anna Quindlen's novel of the same name, `One True Thing' is a convincing but restrained melodrama, at times attaining true emotional power. Director Carl Franklin (`Devil in a Blue Dress') and screenwriter Karen Croner (`Gas, Food, Lodging') don't always hit the buttons they set out to hit. But they also keep the film from flying off into hysterics. The most effective images are the most simple ones: A scene in which Kate, ravaged by cancer, stands unsteadily in the town square among dozens of Christmas-time revelers singing `Silent Night,' is certainly nothing original. But its grace is undeniable. Ultimately, `One True Thing' is about a young adult confronting the mystery of her parents' relationships with her and each other. Ellen (Renee Zellweger) is a driven New York magazine writer who, like most people her age, thinks she knows her parents all too well. When she visits her leafy, upstate hometown for her dad's surprise birthday party, her parents are playing true to form. Her mom Kate is a kind of pre-feminist uber-housewife, chirpy, annoyingly sunny, super-attentive to the trivial elements of her family's happiness while, at least in Ellen's eyes, blind to the larger undercurrents of unhappiness. When we first see Kate, she's ridiculously dressed as Dorothy from `The Wizard of Oz (the party is one of those come-dressed-as-your-favorite-literary-character deals) and her costume seems a fitting metaphor for her personality. To say the least, Ellen who prefers basic black has certain compatability issues with her mother. When the two exchange hugs at the party, Ellen cannot hide her distaste. Her father is a different matter. George Gulden (William Hurt) is a National Book Award winner and head of the English department at the local college. He's brilliant, headstrong and impatient with mediocrity and Ellen has adored him since she was a child. These perceptions begin to change, however, when George asks Ellen to move back home to take care of her mother who has just been diagnosed with cancer. Ellen is horrified at the idea but she does it anyway. When Ellen is drafted into her mother's stultifying social club, a collection of preening upper-middle-class hens consumed with make-busy projects, Ellen feels lost: `The one thing I never wanted to do,' she confides to a friend, `is to live my mother's life.' Surprisingly, Ellen's relationship with her mother eventually becomes secondary to her relationship with her father. In Ellen's eyes, George moves from literary god to arrogant alpha male to philandering, ego-besotted monster. Taking care of her mom eventually costs Ellen everything she holds dear: her job, her boyfriend, her golden image of her brilliant father. In the end, Kate rushes in to fill the vacuum in her daughter's life. As for the acting? Expectations are high when Meryl Streep plays a dying mother and, of course, she's incredibly great. What's notable, however, is that Streep doesn't outshine her co-stars. Hurt and Zellweger adopt similar acting styles: a turbulent, but barely perceptible anguish that rarely spills out into over emotionalism. We're talking about a white, middle-class family with two Harvard diplomas in the household. The absence of screaming jags and trailer-trash revelations that explain away all the family's pathology gives `One True Thing' a refreshing dignity. At one point, Kate trying to drink in the feel of the air and the small sensations of life contradicts her husband's writing-coach philosophy `Less is more.' No, she tells a daughter in the glow of a newfound respect, `More is more.' As a life philosophy, fine. But as a way to make a film about humanizing an idealized family, George was right after all. Less is more.
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|
lwIP
2.1.3
Lightweight IP stack
|
Macros | |
| #define | LWIP_SOCKET 1 |
| #define | LWIP_COMPAT_SOCKETS 1 |
| #define | LWIP_POSIX_SOCKETS_IO_NAMES 1 |
| #define | LWIP_SOCKET_OFFSET 0 |
| #define | LWIP_TCP_KEEPALIVE 0 |
| #define | LWIP_SO_SNDTIMEO 0 |
| #define | LWIP_SO_RCVTIMEO 0 |
| #define | LWIP_SO_SNDRCVTIMEO_NONSTANDARD 0 |
| #define | LWIP_SO_RCVBUF 0 |
| #define | LWIP_SO_LINGER 0 |
| #define | RECV_BUFSIZE_DEFAULT INT_MAX |
| #define | LWIP_TCP_CLOSE_TIMEOUT_MS_DEFAULT 20000 |
| #define | SO_REUSE 0 |
| #define | SO_REUSE_RXTOALL 0 |
| #define | LWIP_FIONREAD_LINUXMODE 0 |
| #define | LWIP_SOCKET_SELECT 1 |
| #define | LWIP_SOCKET_POLL 1 |
| #define LWIP_COMPAT_SOCKETS 1 |
LWIP_COMPAT_SOCKETS==1: Enable BSD-style sockets functions names through defines. LWIP_COMPAT_SOCKETS==2: Same as ==1 but correctly named functions are created. While this helps code completion, it might conflict with existing libraries. (only used if you use sockets.c)
| #define LWIP_FIONREAD_LINUXMODE 0 |
LWIP_FIONREAD_LINUXMODE==0 (default): ioctl/FIONREAD returns the amount of pending data in the network buffer. This is the way windows does it. It's the default for lwIP since it is smaller. LWIP_FIONREAD_LINUXMODE==1: ioctl/FIONREAD returns the size of the next pending datagram in bytes. This is the way linux does it. This code is only here for compatibility.
| #define LWIP_POSIX_SOCKETS_IO_NAMES 1 |
LWIP_POSIX_SOCKETS_IO_NAMES==1: Enable POSIX-style sockets functions names. Disable this option if you use a POSIX operating system that uses the same names (read, write & close). (only used if you use sockets.c)
| #define LWIP_SO_LINGER 0 |
LWIP_SO_LINGER==1: Enable SO_LINGER processing.
| #define LWIP_SO_RCVBUF 0 |
LWIP_SO_RCVBUF==1: Enable SO_RCVBUF processing.
| #define LWIP_SO_RCVTIMEO 0 |
LWIP_SO_RCVTIMEO==1: Enable receive timeout for sockets/netconns and SO_RCVTIMEO processing.
| #define LWIP_SO_SNDRCVTIMEO_NONSTANDARD 0 |
LWIP_SO_SNDRCVTIMEO_NONSTANDARD==1: SO_RCVTIMEO/SO_SNDTIMEO take an int (milliseconds, much like winsock does) instead of a struct timeval (default).
| #define LWIP_SO_SNDTIMEO 0 |
LWIP_SO_SNDTIMEO==1: Enable send timeout for sockets/netconns and SO_SNDTIMEO processing.
| #define LWIP_SOCKET 1 |
LWIP_SOCKET==1: Enable Socket API (require to use sockets.c)
| #define LWIP_SOCKET_OFFSET 0 |
LWIP_SOCKET_OFFSET==n: Increases the file descriptor number created by LwIP with n. This can be useful when there are multiple APIs which create file descriptors. When they all start with a different offset and you won't make them overlap you can re implement read/write/close/ioctl/fnctl to send the requested action to the right library (sharing select will need more work though).
| #define LWIP_SOCKET_POLL 1 |
LWIP_SOCKET_POLL==1 (default): enable poll() for sockets (including struct pollfd, nfds_t, and constants)
| #define LWIP_SOCKET_SELECT 1 |
LWIP_SOCKET_SELECT==1 (default): enable select() for sockets (uses a netconn callback to keep track of events). This saves RAM (counters per socket) and code (netconn event callback), which should improve performance a bit).
| #define LWIP_TCP_CLOSE_TIMEOUT_MS_DEFAULT 20000 |
By default, TCP socket/netconn close waits 20 seconds max to send the FIN
| #define LWIP_TCP_KEEPALIVE 0 |
| #define RECV_BUFSIZE_DEFAULT INT_MAX |
If LWIP_SO_RCVBUF is used, this is the default value for recv_bufsize.
| #define SO_REUSE 0 |
SO_REUSE==1: Enable SO_REUSEADDR option.
| #define SO_REUSE_RXTOALL 0 |
SO_REUSE_RXTOALL==1: Pass a copy of incoming broadcast/multicast packets to all local matches if SO_REUSEADDR is turned on. WARNING: Adds a memcpy for every packet if passing to more than one pcb!


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Roles Contributed
NA
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The Snow Queen: The Looking Glass
The mighty King Harald almost lost his family because of the Snow Queen. He finds a way to clear the world of magic - all owners of magical abilities are now sharpened through the looking glass. Stop it and not let the fairy tale disappear forever from our world can only Gerda. After all, her main strength is not in magic, but faith in good and friendship. In the new adventure, trolls, pirates and even the Snow Queen herself will come to the aid of Gerda.


noiseBgEffects simulates observational noise with a proportion of the effect shared across samples and a proportion independent across samples.
noiseBgEffects(N, P, mean = 0, sd = 1, sampleID = "ID_", phenoID = "Trait_", shared = TRUE, independent = TRUE, id_samples = NULL, id_phenos = NULL)
| N | Number [integer] of samples to simulate. |
|---|---|
| P | Number [integer] of phenotypes to simulate. |
| mean | Mean [double] of the normal distribution. |
| sd | Standard deviation [double] of the normal distribution. |
| sampleID | Prefix [string] for naming samples. |
| phenoID | Prefix [string] for naming traits. |
| shared | [bool] shared effect simulated if set to TRUE; at least one of shared or independent has to be set to TRUE. |
| independent | [bool] independent effect simulated if set to TRUE. |
| id_samples | Vector of [NrSamples] sample IDs [string]; if not provided constructed by paste(sampleID, 1:N, sep=""). |
| id_phenos | Vector of [NrTraits] phenotype IDs [string]; if not provided constructed by paste(phenoID, 1:P, sep=""). |
Named list of shared noise effects (shared: [N x P] matrix) and independent noise effects (independent: [N x P] matrix), the covariance term of the shared effect (cov_shared: [P x P] matrix) and the covariance term of the independent effect (cov_independent: [P x P] matrix).
For the simulation of the observational noise effects, two components are used: i) matrix B [N x P] with vec(B) drawn from a normal distribution with mean=mean and sd=sd and ii) the trait design matrix A [P x P]. For the independent effect, A is a diagonal matrix with normally distributed values. A for the shared effect is a matrix of rowrank one, with normally distributed entries in row 1 and zeros elsewhere. To construct the final effects, the two matrices are multiplied as: E = BA^T.
noiseBG <- noiseBgEffects(N=100, P=20, mean=2)


Tumbler is a randomized password generator.
Tumbler functions by randomly selecting glyphs from the set of desired glyphs in order to generate a password that is of requested length.
Tumbler is released as a package written in Go under the MIT License. Tumbler is currently at version 1.0.0, and will likely not undergo any changes.
package main
import (
"fmt"
"yourmodule/tumbler"
)
func main() {
length := 16
lowercase := true
numeric := true
symbolic := true
uppercase := true
password, issue := tumbler.Generate(length, lowercase, numeric, symbolic, uppercase)
if issue != nil {
panic(issue)
}
fmt.Println("PASSWORD LENGTH: ", len(password))
fmt.Println("PASSWORD: ", string(password))
}


On 28 January 2017, 7 new articles were published in 5 journals.
Nonchildhood Sexual Abuse in Mexican American and Mexican College Students
Perceived Risk of Crime: A Tale of Two Immigrant Groups in Metro Detroit
Note: although this article was published on 16 December 2016, the publisher only added it to the journal RSS feed on 28 January 2017, which is why it is shown in the list of articles for that date.
Police and Community Cooperation in Counterterrorism: Evidence and Insights From Australia
Note: although this article was published on 27 October 2016, the publisher only added it to the journal RSS feed on 28 January 2017, which is why it is shown in the list of articles for that date.
Campaigning on Campus: Student Islamic Societies and Counterterrorism
Note: although this article was published on 7 November 2016, the publisher only added it to the journal RSS feed on 28 January 2017, which is why it is shown in the list of articles for that date.


Pmw.TextDialog() - a dialog displaying a scrolled text
A text dialog is a dialog window which displays a text message to the user along with one or more buttons to press.
activate()
. The default is None.
If the value of command is not callable, the default behaviour
is to deactivate the window if it is active, or withdraw the
window if it is not active. If it is deactivated, deactivate()
is called with the button name or None as described above. The default is None.
deactivate()
. The default is None.
activate()
method to control whether the
window is made transient during modal dialogs. See the
activate()
method. The default is 'parent'.
(hull_borderwidth = 1, hull_relief = 'raised')
. By default, this component is a Pmw.ButtonBox.
(borderwidth = 1, relief = 'raised')
. By default, this component is a Tkinter.Frame.
bbox()
method. Without this explicit forwarding, the bbox()
method (aliased to grid_bbox()
) of the hull would be invoked,
which is probably not what the programmer intended.
class Demo: def __init__(self, parent): # Create the dialog. dialog = Pmw.TextDialog(parent, scrolledtext_labelpos = 'n', title = 'My TextDialog', defaultbutton = 0, label_text = 'Lawyer jokes') dialog.withdraw() dialog.insert('end', jokes) dialog.configure(text_state = 'disabled') # Create button to launch the dialog. w = Tkinter.Button(parent, text = 'Show text dialog', command = dialog.activate) w.pack(padx = 8, pady = 8) jokes = """ Q: What do you call 5000 dead lawyers at the bottom of the ocean? A: A good start! Q: How can you tell when a lawyer is lying? A: His lips are moving. Q: Why won't sharks attack lawyers? A: Professional courtesy. Q: What do have when a lawyer is buried up to his neck in sand? A: Not enough sand. Q: How do you get a lawyer out of a tree? A: Cut the rope. Q: What is the definition of a shame (as in "that's a shame")?  Q: What is the definition of a "crying shame"? A: There was an empty seat. Q: What do you get when you cross the Godfather with a lawyer? A: An offer you can't understand. Q. What do lawyers use as contraceptives? A. Their personalities. Q. What's brown and black and looks good on a lawyer? A. A doberman. Q. Why are lawyers buried 12 feet underground? A. Deep down their good. Q. What's the difference between a catfish and a lawyer? A. One's a slimy scum-sucking scavenger, the other is just a fish. """
Pmw 1.2 -
5 Aug 2003
- Home
Manual page last reviewed: 18 May 2002


Page 1 of 1
Making PvP Interesting
Posted:
Fri Jul 20, 2007 7:38 am
by Ratiotile
One reason many people play Xenimus is for the PvP. However, PvP between two mages is boring. 9 times out of 10 they stand and start beaming, and don't stop beaming until one runs away or drops dead. The only skill involved is when to press the button for maximus potion.
Diversifying spells would help, but sooner or later someone is going to figure out the 'best' spell and continually spam it in PvP. Anyone want to tackle this problem?
Posted:
Fri Jul 20, 2007 9:46 am
by 9sam1
the more you use 1 spell the weaker it gets
first time - max dmg
second-90% dmg
third- 80%dmg
and so on.
Posted:
Fri Jul 20, 2007 10:06 am
by Ratiotile
9sam1 wrote:the more you use 1 spell the weaker it gets
first time - max dmg
second-90% dmg
third- 80%dmg
and so on.
That sounds like it could be an interesting defensive spell or skill.
Posted:
Fri Jul 20, 2007 12:41 pm
by Vitriol
I am currently forming spell lists. I am trying to make things much more diverse than now. SO not all mages will just stand there and use the same spell over and over.
Posted:
Fri Jul 20, 2007 2:27 pm
by a_link_to_the_past
Its about the same between two fighters too though isn't it... spin spin spin med spin spin spin med...
Posted:
Sat Jul 21, 2007 9:01 pm
by Ratiotile
a_link_to_the_past wrote:Its about the same between two fighters too though isn't it... spin spin spin med spin spin spin med...
As much as I hated spin for pvp, it's much worse now with fast hit. I'm all for a smooth increase in attack speed and not a sudden jump and a ridiculously fast swing.
...
Posted:
Tue Jul 31, 2007 7:42 am
by Richard.
CSS for example = bang bang dead same old same old (amazingly fast and exciting gameplay)
Xenimus = spin spin bang bang spin spin bang bang med maxi med maxi trans trans trans trans, tell the difference there? you already have 3 or 4 actions going on at once to think about.
In my opinion dont change the pvp system for all this % stuff and things, as much as it would be "different" i think xenimus gameplay is all about the pvp so why you want to change it.
Posted:
Tue Jul 31, 2007 9:27 am
by Ratiotile
Except that spin isn't viable in PvP anymore. I liked spin in PvP; it made it interesting for fighters. Nowadays all they have to do is click on enemy and hit med button. I have to disagree with you on the high level PvP. Look on youtube for Xenimus PvP videos. They usually only last a few seconds, and in the fig vs fig and mage vs mage battles there wasn't a lot of manuvering going on. Players just sat there and pounded on each other.  There was much transing and battles could last more than 15 seconds, although fig on fig PvP was still really boring.
I just want there to be skill involved other than hitting med/maxie at the right time. Diversifying spells could help, as could short cooldowns for each spell so that players will switch spells in battle. Right now heal is too powerful at low levels, as it only takes a fraction of the mp to heal back damage from a moonbeam. MP steal is also too good. A paladin need only hit once or twice to replenish his entire stock of MP. Steals need to be de-emphasised. I think that the PvP issue is complicated and needs to be looked at. Other games have cooldowns to present interesting PvP, but Xenimus is about having as little delay as possible, to bring fast-paced PvP. We need to invent a new system here.
Xenimus PvP is compared to CSS: fast-paced, bang-you're dead gameplay. But such a system doesn't work if you also want to punish player deaths. In CS you sit out for the rest of the round if you die; PV wants to be harsher on deaths, and PvP needs to be changed so that death is not too fast and unrewarding of skill. CSS is a worse game than original CS in my opinion. This is because it is far too easy to kill. Noobs can take down the most experienced player with a lucky headshot, a feat that almost never happened in CS 1.5. Specifically, changes were made in the game to promote fast-paced gameplay instead of tactical play. Players now move faster, shoot more accurately while moving, and the head hit-box has been enlarged for more arcade-style headshots. These changes might make the game more popular among a larger crowd, but they have lost the original feel of a game that was supposed to be slower-paced and strategic, not as run-and-gun as other shooters.


Since 1976, Rocket Elevators started from a family business and grew to one of the largest elevator company in America.
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Not sure whether to put it in hardware or software.
Has anyone dare to take on the challenge to alter the constant Wh reading sketch to support the 3phase hardware described in this thread : http://openenergymonitor.org/emon/node/1170 ?
I quickly ran over the code, but it will probably take me quite some time to get this sorted out.
I build this setup a while ago, since I have a 3 phase system and want to do separate readings of my circuitry.
I've got 3 voltage sensors and 9 CT's in place, measuring positive and negative values. I'm currently struggling with the new emoncms ( I haven't updated in quite some time to be honest), trying to get the my-electric to work. It would be nice to have the total Wh also available with this hardware.
I used to have this configuration for monitoring different totals:
CT1_phase1 : log to feed_phase1
Power to kwh/d : feed_phase1_kwhd
histogram : feed_phase1_hist
+input ct_1_phase2
+input ct_1_phase3
log to feed : feed_phase_all
power to kwh/d : feed_phase_all_kwhd
histogram : feed_phase_all_hist
-input ct_2_phase2 (my solar inverter)
log to feed : feed_real_power_used
power to kwh/d : feed_real_power_used_kwhd
histogram : feed_real_power_used_kwhd
This would provide me with the values and historical timegraphs. If I try to do the same with the new version of emoncms, I don't get right readings for feed_phase_all, even after trying to use the power to kwh and kwh to power functions. I guess that's where the accumulated Wh is being designed for, to use those metrics as a seperate input and create the functions there.
As a side question. Why is the voltage removed from the payload package ? I always found it very nice to have it monitored as with the PV invertors in our grid, the voltage fluctuates a lot here in Belgium and I really liked the ability to graph this.
Re: emonTx_CT123_Voltage 3phase_Master
I am not sure if you are asking about the sketch or the input setup in emoncms.
If it is the input setup, take a look at my input setup. I haven't used older emoncms versions so I don't know if anything changed on the calculations setup, but this works for me. I am not sure if it is necessary but I am resetting the values to zero and reload the feed/input value when I want to reuse it, after something else was calculated.
Re: emonTx_CT123_Voltage 3phase_Master
The hardware side:
I have not heard of anyone merging MartinR's 'Full Fat' 3-emonTx V2 sketches and Robin's 'continuous' sketch. I know both reasonably well, and I think it will not be simple because in Martin's original, he uses the serial link between the 3 units to start the conversion in all 3 at the same instant, then the master unit collects the result of the measurement. To do a similar thing with Robin's, you will have to run the ADC continuously, and use the serial link to interrupt the accumulation of the values, send the results to the master and zero the accumulators. You will need to be certain that you have enough spare time in the main loop of the slave units to send the data via the serial link in between processing the result of the ADC in the ISR, and in the master unit you need to receive that plus transmit the values for the 3 phases by radio.
Robin has never been interested in voltage, so none of his diverter sketches, on which the 'continuous' sketch is based, have ever calculated the rms voltage, all they have done is taken the instantaneous value and multiplied it by the current to get power, which is then averaged. You can of course add in the maths to obtain the rms voltage and then include it in the payload, but you will need to check that the processor load is not excessive.
Re: emonTx_CT123_Voltage 3phase_Master
Thanks for the reset to zero tip, I didn't think about using that to do the logic. This might come in handy.
Regarding the merge of both sketches. I'm glad I saw the same troubles/issues you are describing Robert. At least my processing of the code was correct and indeed it will be quite a challenge to incorporate this in one sketch. I'm not sure if it is worth the effort. I might be better of trying to build a shield for an arduino mega and do all the processing on one device. That will be quite a challenge too, but at least I won't need to be bothered with an additional sync between the seperate devices.
I found this contribution already : https://github.com/gysmovoile/emonTxFirmware/blob/master/emonTx_Interrupts/emonTX_Interrupts_EthernetAndLCD
So that might be a starting point, the code is still interrupt driven, so it will still take some work to fix it to continuous sampling. I'll first start processing the code and the forums to see what has to be done and then take a shot at it
Re: emonTx_CT123_Voltage 3phase_Master
A more powerful processor with more inputs might be a better approach. Do a search because I think it's been done before and you might find something useful.
I'm not sure what you mean by "the code is still interrupt driven, so it will still take some work to fix it to continuous sampling". Robin's 'continuous' sketch is interrupt-driven. If you have only one ADC, you will need to be very careful with timing especially as you will be measuring 12 values per cycle (3 currents + 1 voltage, all x 3).


Identifying and Classifying Goods Vehicles
A BWIM system is capable of measuring the loading and spacing of a vehicle's axles; it is often desirable to use this information to identify the type of vehicle.
By classifying vehicles we can infer useful data about their purposes and loads.
For instance, by identifying concrete mixers and tipper trucks, we can resolve construction traffic from goods traffic.
By identifying cars, tractors and buses, we can obtain a picture of the makeup of traffic accross the bridge, and its congestion patterns.
By identifying the tractor unit and the class of iso-container we can estimate the goods load.
Therefore, a system that can classify vehicles allows an informative economic analysis of bridge traffic.
In fact, there are many classification systems in use, these may differ because of their intended application or because of differing national standards.
This document is intended to explain the main classification systems within the context of BWIM.
We will discuss five systems, starting from the coarsest:
- The legal definitions that hold within the European Economic Area
- The system suggested for BWIM in the COST 323 guidelines
- The 2003 Guide produced by the UK Department of Transport.
- User defined systems
- Advanced classification systems
All of these systems are defined in terms of weight or vehicle dimension, in the final section we shall define values for these parameters for typical vehicles.


Created by Patrick O'Boyle / @Patrick_OBoyle
Link: Install Guide & Download
Link: Compiling & Running Guide
- Language Homepage - Documentation - Language Guide
Source Code


About Me
Hi, there! I am currently a machine learning engineer at TikTok. Ex @ Tencent Game, Lightspeed & Quantum Studios Group. Prior to this, I obtained my M.S. degree from UC San Diego, advised by Prof. Pengtao Xie and Prof. Julian McAuley, and my B.E. degree from Northwestern Polytechnical University(NPU), respectively.
My research interest includes Applied Machine Learning in recommender system and game industry. Please feel free to find my resume here.
Professional Experiences
TikTok recommender system
Leagure of Legend - Wild Rift & CN
Short video recommender system
Game community recommender system
Medical deep & reinforcement learning
Education
Publications
|
CIKM2022 [paper] A novel ML method in Game Industry |
|
|
ASE2022 |
|
|
ICCDE2022 [paper] A new model for CTR prediction. |


Overtime policy’s beyond belief
by Richard OrdIs there anything more romantic that watching robots from the future punch and shoot each other’s faces off over a couple of hours?
Probably, but the movie choices available for The German and I, for a relaxing night at the movies, were a bit limited.
It was either the relentlessly violent Terminator 23 (or whatever number they’re up to now), the horror movie Doctor Sleep or watching the unhinged Joker descend into madness over 120 minutes. Terminator won by dint of the fact it was the next one on at the cinema when we arrived.
At least we wouldn’t have to wait for a fix of deranged brutality.
Having seen all the Terminator series, maybe this time they’d manage to save our future from murderous tin men once and for all, erm, again. If you’re not familiar with the storyline, here’s a quick synopsis.
Don’t worry, I’ll try not to give too much away: People get chased by killer robots.
With the Terminator movie you’re advised to check your brain in at the popcorn counter on arrival. You won’t be needing it for the duration of the film.
My better half certainly did that.
In one scene, a blazing warplane is hurtling towards a dam as two robots, one with spears for arms, throttle each other in the cargo hold. The whole battle in the night sky is witnessed by workers in hard hats on the dam wall. The German leaned across to me, shaking her head, and whispered: “As if there’d be people working that late at night.”
So she can accept time-travelling shape-shifting metal men from the future grappling in the flames of a plummeting warplane, but workers on night-shift at the Hoover Dam? Preposterous!
I ran with it. I’m a fan of dystopian futures.
By all accounts there’s one coming just after December 12. The tech war has already started. Malevolent forces have been a work hacking into the Labour Party’s website.
Who’s to say this meddling may not have far-reaching implications?
In Terminator, humankind is all but wiped-out when the artificial intelligence operating defence systems becomes ‘self-aware.’
What will happen if hackers breach the Brexit Party’s website and Nigel Farage becomes self-aware?
He might lose that hat for a start...Now that hat really is preposterous.


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Bubble::Parse - The great new Bubble::Parse!
Version 0.01
Quick summary of what the module does.
Perhaps a little code snippet.
use Bubble::Parse;
my $foo = Bubble::Parse->new(); ...
A list of functions that can be exported. You can delete this section if you don't export anything, such as for a purely object-oriented module.
Create a new file object representing the Bubbleparse output
my $bp = Bubble::Parse->new( -csv => "somefile.csv", -fasta => "somefile.fasta" );
Returns a string of the header titles from the csv file
my $header = $bp->header;
Returns an arrayref of the header titles from the csv file
my @headers = @{$bp->headerarr};
Returns the next Bubble::Bubble object representing a single bubble
while (my $bub = $bp->next){ ##do stuff }
Dan MacLean, <maclean.daniel at gmail.com>
Please report any bugs or feature requests to bug-bubble-parse at rt.cpan.org
, or through
the web interface at http://rt.cpan.org/NoAuth/ReportBug.html. I will be notified, and then you'll
automatically be notified of progress on your bug as I make changes.
You can find documentation for this module with the perldoc command.
perldoc Bubble::Parse
You can also look for information at:
Copyright 2013 Dan MacLean.
This program is free software; you can redistribute it and/or modify it under the terms of the the Artistic License (2.0). You may obtain a copy of the full license at:
http://www.perlfoundation.org/artistic_license_2_0
Any use, modification, and distribution of the Standard or Modified Versions is governed by this Artistic License. By using, modifying or distributing the Package, you accept this license. Do not use, modify, or distribute the Package, if you do not accept this license.
If your Modified Version has been derived from a Modified Version made by someone other than you, you are nevertheless required to ensure that your Modified Version complies with the requirements of this license.
This license does not grant you the right to use any trademark, service mark, tradename, or logo of the Copyright Holder.
This license includes the non-exclusive, worldwide, free-of-charge patent license to make, have made, use, offer to sell, sell, import and otherwise transfer the Package with respect to any patent claims licensable by the Copyright Holder that are necessarily infringed by the Package. If you institute patent litigation (including a cross-claim or counterclaim) against any party alleging that the Package constitutes direct or contributory patent infringement, then this Artistic License to you shall terminate on the date that such litigation is filed.
Disclaimer of Warranty: THE PACKAGE IS PROVIDED BY THE COPYRIGHT HOLDER AND CONTRIBUTORS "AS IS' AND WITHOUT ANY EXPRESS OR IMPLIED WARRANTIES.  UNLESS REQUIRED BY LAW, NO COPYRIGHT HOLDER OR CONTRIBUTOR WILL BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL, OR CONSEQUENTIAL DAMAGES ARISING IN ANY WAY OUT OF THE USE OF THE PACKAGE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.


Brest A offers two changes.
The first aims to patch a security issue pertaining to the rehashing performed during the Athens protocol change, given it was not enough to prevent some kinds of attacks. This amendment performs a new rehashing that makes these attacks ineffective. The path length of addresses is increased from 7 to 9, making the attack 65536 times more difficult.
The second aims to make amendment invoice tracking easier. The way amendment invoices were done in the Athens protocol made it difficult to track for external tools, as no balance updates were generated for these invoices. As a consequence, a block explorer could not detect the changes, and the changes had to be added manually. This proposal will enable the changes to be included as balance updates in the first block of the new protocol.
8,000 ꜩ


Self-Service
Kafkawize connects to your Kafka clusters creating topics & more
Data sovereignity and integrity is the key
Conforms to local jurisdictions
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{% extends "overrides/main-styles.html" %} {% block tabs %} {{ super() }} Braintrust Agency Find us at Braintrust talent platform "Creating the future of work, to benefit enterprise and talent alike". Hire us at Braintrust Meet our Team {% endblock %}
Find us at Braintrust talent platform "Creating the future of work, to benefit enterprise and talent alike".


Election
Revenge of the Never Trumpers
Meet the Republican dissidents fighting to push Donald Trump out of office—and reclaim their party
Trump Steps Back Into Coronavirus Spotlight
How Trump's Mistakes Became Biden's Big Breaks
Survey: Many Americans 'Dissatisfied' With U.S.
How Trump's Mistakes Became Biden's Big Breaks
Survey: Many Americans 'Dissatisfied' With U.S.
Trump Steps Back Into Coronavirus Spotlight


The Spry tooltip widget exposes additional information when a user hovers over a particular element on the page. The additional content disappears when the user stops hovering. You can also set tooltips to stay open for longer periods of time so that users can interact with content inside the tooltip.
A Tooltip widget consists of the following three elements:
The tooltip container. This is the element that contains the message or content that you want to display when the user activates the tooltip.
The page element(s) that activates the tooltip.
The constructor script. This is JavaScript that tells Spry to create the tooltip functionality.
The following is example code for a Tooltip widget:

In this sentencethese three words are the trigger element...

This is the tooltip

In the above example, the a tag with the id "trigger" is the element that triggers the tooltip display. When a user hovers over this tag, the tooltip appears in the browser.
The div tag with the id "firstFixed" surrounds the tooltip content, but the content only appears when the user hovers over the trigger content.
In the tooltip constructor, the var defines the widget name (in this case “static_tooltip”). The required values in the Spry.Widget.Tooltip method are the ID of the tooltip content (“firstFixed”) and the CSS selector of the trigger element. The CSS selector can be a class, an HTML tag, an ID, or a combination of these. In this example, our selector is “#trigger”.
You can also add other options to the constructor, for example options that define how long to display the tooltip, and where to place it.
In our example, we used an a tag for our trigger element, and a div tag to contain the content of our tooltip. The actual HTML code, however, can be anything. What matters is the tooltip’s ID, the trigger element’s CSS selector, and the correspondence of those values to the values you place in the widget constructor.
You should keep the following points in mind when working with the Tooltip widget:
Any open tooltip will close before the next one opens.
Tooltips persist while users hover over the trigger area.
There are no limitations as to what kinds of tags you can use for triggers and for tooltip content. (Block level elements are always advisable, however, to avoid possible cross-browser rendering problems.)
By default, the tooltip appears 20 pixels down and to the right of the cursor. You can use the offsetX and offsetY options to set a custom appearance point.
You must place both trigger and tooltip HTML code before the constructor script.
Currently there is no way to have a tooltip open when a page loads in a browser.
The tooltip widget requires very little CSS. Spry uses JavaScript to show, hide, and position the tooltip. You can achieve any other styling for the tooltip with standard CSS techniques, as your page requires. The only rule contained in the default CSS file is a workaround for Internet Explorer 6 problems so that the tooltip appears above form elements or Flash objects.


Accessible PowerPoints
PowerPoints need to be both accessible and follow Pearson's internal guidelines. Jump straight to the do's and don'ts for direct guidance. A general checklist is found at the end.
This document describes common approaches for creating accessible slides using Microsoft PowerPoint. It is important to make sure that your PowerPoint presentations are accessible for many reasons. It is not uncommon for people to request a copy of PowerPoint slides. The slides may contain information they would like to refer to or read more closely. They may not have been able to attend to live presentation themselves. Also, because software for webinars and virtual presentations cannot currently make on-screen content like slides accessible for all participants, those with disabilities may wish to have the slides on their own computers to follow along with or refer back to. Also, making sure that your slides are accessible not only makes it possible for any audience member to read them, it helps ensure that any member of your organization can present them.
Unfortunately, the degree to which different Assistive Technology (AT) can access PowerPoint content varies. If the content needs to be shared widely, in diverse situations, it may be useful to have the content available in other accessible document formats such as Word, PDF, or as a web page as well.
Note: Steps may differ between PowerPoint 2010, 2013, and 2016, but the general concepts are the same. Also, please use the Windows version of PowerPoint, and the latest version. If you are preparing STEM titles requiring MathType equations, the Windows version is required and the Macintosh version is unacceptable. Macs should not be used to create our math PowerPoint products.
The Master Slide
The best way to ensure robust accessibility for your slides is to have a master slide that has many accessible qualities set up already.
Use the master slide to create universal settings for color, font, headings, footers and images to all slides in a presentation. Making changes to the slide master has a global effect on all slides create after it, so it is important to create it first.
You can override any settings on the master slide on individual slides. Also remember that images placed on the master slide will need to have alternative text created on the presentation slide itself. Text, including alternative text, that appears on the master slide will not be read by AT.
To Create a Master Slide:
- Open a blank presentation
- Activate the View tab on the toolbar
- Go to the Master Views pane
- Select Slide Master
- Make any changes to color, font, clip art, etc
- Activate the Close the Master View option after all changes have been applied
Embedded Objects
It's not uncommon for people to add content from other file types into their PowerPoint slides. This may cause problems for users with disabilities.
When files are "embedded" in a slide, by copying the file into the slide, users may not be able to activate the file with the keyboard, or to read its content correctly with assistive technology. If files are embedded in your slides, make the file available separately, and provide information on how to obtain it.
While it is possible to copy data or information from another file, this shouldn't be done without using the appropriate PowerPoint objects. For instance, do not just copy Excel content into your slide without making sure that a table object is in place.
The Microsoft PowerPoint Accessibility Checker
Microsoft PowerPoint has a built-in accessibility checker that can be used to double check whether you have missed anything. Like any automated tool, however, it may not catch everything. It will be able to tell whether an image has alt text, for instance, but has no way of knowing whether alt text that may be present is meaningful. It will also guess at things like items that should be headings, and alert you to unnecessary use of repeated tabs or carriage returns.
Using the Accessibility Checker is a good final step to take before saving or publishing your slide:
- Go to the File tab on the ribbon
- On the Info tab, choose Inspect and choose Check Accessibility
- Review the warnings that are shown and make corrections as necessary
TOC: Do, Don't, How-to
Content
The general rules for content accessibility: keep slides simple and choose a correct layout; use text placeholders, not manual text boxes; follow the instructions for Titles and Footers; have useful link text; set the language used in the slides; and avoid controls like checkboxes.
Use Clear, Simple Language and Layout
- Avoid using overly complex language in slides that provide information or instructions.
- Keep the layout of the slide clear and uncluttered to make it easier to read.
- Avoid watermarks or busy backgrounds to minimize distraction and maintain readability.
- Use white space effectively to separate sections and columns (remember to use built-in features to do this; don't press Tab multiple times).
Select an appropriate layout from the layouts gallery and transfer any existing PPT content into the content placeholders in the accessible template. Use the "Title + Learning Objectives and Content" layout for most slides. Use the "Figure + Caption" layout for figure slides (reposition figure title and caption placeholders as needed to best work with figures). Text content must be placed in content placeholders for the screen reader to read the text.
- Do not copy and paste "manual" textboxes onto slides because screen readers do not always read them. You want real placeholders.
- Math equations and tables should not be converted to images. They should be entered into slides directly (see math and tables for more detail).
- Each slide should have a title and it should not be duplicated. Titles must appear in every slide, concise, unique, and should be included in the title placeholder.
Making the Title
- If you accidentally delete the title placeholder, please create a new slide and do not manually add a text box with the title.
- If a slide's contents needs to be spread across multiple slides, to make slide titles unique, append "(1 of 2)" or similar to the main title text.
- If the slide's title contains math equations within text, replace the symbols with their full names (example: Turn "Consider matrix Δ an identity matrix" to "Consider matrix delta an identity matrix"), but do not insert images-with-alt-text into the title. This is only for title placeholders where adding a MathType object is not possible. See the reading order and math sections for more.
Making the Footer
Use the View → Master → Slide Master layout to insert the Pearson logo. Add the last three copyright years in the banner and Properties dialog box. Insert the copyright dates (be sure to include one space after the © symbol). Insert the Chapter.Section-Slide number (in the right corner).
Use Meaningful Text for Hyperlinks
If you include hyperlinks in your slide, use both meaningful text to show where they link to and the raw URL so that people can copy it manually to paste into a browser. Because raw URLs may be difficult to understand, it is not a bad idea to place them after the main readable content on your slide or in an Appendix slide at the end of your presentation.
Remember that repeatedly using "click here" or "read more" isn't particularly descriptive, and can be misleading if more than one such link appears in your slide.
To create meaningful text for hyperlinks:
- Select the Hyperlink option on the context menu, or
- Go to the Insert tab on the ribbon and select Links, then Hyperlink
- Insert the address of the link in the appropriate box, and the text description in the Description field
Designate Languages Correctly
Make sure languages are indicated correctly in the slide. If the slide contains passages in more than one language, this is especially important. These will allow screen readers to adjust the language that is spoken to match the language in the passage or slide. If this isn't done, all languages will be spoken as the default language, and are likely to be unintelligible.
First you should confirm that the slide is designated as the correct language. Language settings can be found on the Review tab on the ribbon.
- Go to the top of the slide
- Open the Language submenu and confirm that the proofing language is set correctly for the language of the slide
Controls That Are Not Keyboard Accessible
Making sure everyone can operate interactive parts of PowerPoint slides can be tricky. Although there are quite a few elements that can be made user-controllable, not all of them are accessible.
PowerPoint allows you to add checkboxes and other form type controls to slides. Unfortunately, these may not be accessible from the keyboard and may not be correctly recognized by screen readers. Avoid using them.
Also, the controls available in PowerPoint to play and stop audio content are not keyboard accessible when assistive technology like screen readers are active. Video and audio content can be made available in another form such as on a web page or a dedicated file students can view on in their OS's built-in players.
Formatting
General: Select an appropriate font as per guidelines and change the existing font and its size as required. Sans serif font for text is preferred. Changing the font size might mean content grows too large to fit on a single slide; split into more slides as needed (and to keep titles unique, append "(1 of 2)" or similar). Check alignment and format the text in bullets (using PowerPoint List objects) if needed. Italics should be avoided. All caps, tabs, paragraphs, and spaces for visual alignment should be changed. Transitions and animations should be changed to plain text or without animations (see animations for more).
Figures and images
For clarity, images and figures should be cropped from relevant PDFs and resized it to fit in slides. For Figures/Images taken from the textbook:
- Enlarge figure/image as much as possible in Acrobat (300% recommended) within the PDF
- Choose "Take a snapshot" of the image under Edit in Acrobat. This retains the resolution (and therefore the sharpness) of the figure/image
- Once inserted into the PPT (Ctrl-V), it can be reduced in size as needed
- DO NOT enlarge the figure/image by dragging the corner within PPT because it will lose its sharpness
Figures
- Text is at least 12 points (larger is better)
- Use the "Figure + Caption" layout and reposition placeholders as necessary
- The figure title and number should be in the Title Placeholder
- Captions belong in the text / caption placeholder (reformatted and repositioned as necessary) or Notes area.
Of course, all figures and images which convey information must have appropriate alternative text added to them.
Lists
Items grouped as numbered or bulleted lists will be announced as lists by screen readers and other access technology. Use PowerPoint's List feature to create lists and sub-lists. When this feature is not used, there is no structural indication to allow assistive technology to detect that items are related. Avoid using blank spaces to create the visual appearance of a list, because AT will not be able to identify a grouping of text and blank spaces as a list. It may also be harder for an AT user to read.
To create lists:
- Select the text to be structured as a list or
- Place the cursor at the desired location to start a new list
- Select the Home tab on the ribbon
- Choose the Paragraph section
- Or go to the Paragraph section on the toolbar
- Select Bullets or Numbering or,
- Select the small arrow and select Define New Bullet or Define New Number Format to change the appearance of the bullet
- Make desired changes then activate the OK button.
Adding or Updating Sub-Lists
- Select the text to be structured as a sub-list,
- or place the cursor at the desired location to start a new sub-list
- Go to the Paragraph section on the Home tab on the ribbon
- Select the Increase Indent button
Note: Open the drop-down list on the Numbering or Bullets button and select a numbering or bullet scheme to change the style or to create a bulleted sub-list inside a numbered list.
Sizes and Fonts
In general, font sizes should be larger than 16pt, with 24pt as the ideal size. You can set the font for a slide in the Font section on the Home tab. Select your font and its default size. Select Make Default, and it will be used automatically for every new slide you create. You can also set the font size in the Master slide.
Recommended sizes:
- Titles
- 36pt
- Sub-Titles
- 34pt
- Headings
- 32pt
- Sub-Headings
- 30pt
Fonts
Once a PowerPoint file is completed, the fonts should be embedded. To embed fonts, select File → SaveAs → Tools → Save Options. In PowerPoint Options go to Save → Preserve fidelity when sharing this presentation: click the checkbox "Embed fonts in the file" and select radio-button "Embed only the characters used in the presentation (best for reducing file size)" then click OK.
Times New Roman should be used for all math PowerPoint products. More math details.
Reading Order
The order of the content on PowerPoint slides is one of the areas that most directly affects accessibility. This is the order in which content is read out loud. Some assistive tech use the Z-order of the objects on the slide to determine reading order, while others determine reading order from the X, Y coordinates of the objects on the slide, reading objects from left-to-right, top-to-bottom based on the location of the top left corner of each object's border, not the location of text or graphic content contained in the object. To make sure as many people as possible can properly interpret the order of content of your slides, pay attention to both positioning and Z-order.
Z-order is the order of layers from back to front on the slide. The object furthest back has the lowest Z-order and will be read first.
To set the reading order:
- Select the Format tab.
- Go to the Arrange pane.
- Select the Selection Pane button.
- Use the Re-order buttons to set the reading order from bottom (read first) to top (read last).
Checking Your Z-Order
The tab order of objects indicates the order in which content will be read. While in the editing area of PowerPoint, pressing tab will move you through objects in their Z-order.
Click the very top left corner of the slide with the mouse and then press TAB on the keyboard. A dotted rectangle will appear around the first item in the tab order. The next item in the Z-order will become highlighted each time the Tab key is pressed.
Columns
If you want to create a slide with several columns on it, use the built-in column options in PowerPoint to do so. Don't just use tabs or spaces. This will make your slide unreadable to people using AT like screen readers because, unless they are informed not to do so, screen readers read across the entire line before moving to the next line.
Be sure to put enough space between your columns to keep them readable for everyone. There are two ways to provide multiple columns in a PowerPoint presentation.
The slide layout can be changed to multi-column with multiple placeholders for each column:
- Go to the Home tab
- Select the Slides pane
- Activate the Layout button
- Select Title and Text or Title and 2-Column Text depending on the number of columns desired
Or, a placeholder can be set to display multiple columns:
- Select the text where columns need to be applied
- Go to the Home tab
- Go to the Paragraph pane
- Activate the Columns button
- Select the desired number of columns from available choices
Color and Contrast
Don't use color by itself to convey information.
It isn't uncommon to use color coding to indicate information such as importance, or status. However, if someone cannot perceive the colors used, they will miss the significance of the text that is in that color.
The solution for this is to always use a symbol (like *) or words such as, "Important", "Required", "Special Note" or the like. The key is that there is a textual means of drawing a user's attention to the text that also uses color for that purpose.
A note on color: Even if it meets the minimum color contrast ratio, Do not use black/red or red/green color combinations (black text on red background, red text on green background). Some color blind students will only see browns or greys and will not be able to read. See black/red and other examples.
Martin Krzywinski of the BC Cancer Research Center has a 15 color palette that enables you to select colors that color blind people can differentiate.
Contrast
The relationship between the foreground color and background color of text is called the contrast ratio. The recommended contrast ratio for text less than 18pt and 14pt bolded text is 4.5:1. For text greater than 18pt, the recommended contrast ratio is 3.0:1. The contrast ratio of black on white text is 21:1, so there is a wide range of background and foreground colors that can be used before contrast is considered too low.
Tools - Contrast checkers
Manually type in foreground and background values:
Automatic tool:
Color Contrast Analyzer from the Paciello Group
If you find that the contrast ratio is too low, you should adjust either the background or foreground color. If you have a gradient background where the color behind the text varies, make sure that the color surrounding each letter meets appropriate contrast levels. If you can’t make adjustments to the actual text colors, then try using outlining or other effects to add a contrasting border around the text. Be aware that some of these effects, along with gradient and watermark backgrounds can make slides harder to read. If you find that you have to work hard to make your text readable, it may mean that the slide design should be re considered.
Color Contrast in Charts
Besides considering the contrast ratio of text, you should also check contrast levels in informational images like charts and graphs. If you find that the contrast ratio is too low, you can adjust the color of the text or background.
To change the color of the text or a chart background:
- Activate the context menu for a chart bar or slice
- Navigate to and select the Format Data Series menu option
- Select Fill from the options in the dialog
- Select the Solid Fill radio button. Solid fill is recommended because it allows only one color in the background instead of multiple shades
- The Fill color selections should appear in the dialog under the radio buttons and checkbox
- Select a new color from the Color button that will open a color palette
- Navigate to and activate the Close button
- Confirm the color of the slice or bar has changed
- Repeat the above steps for each piece where the color needs to be updated
Use a master slide to design color schemes with good contrast levels.
Alt text
Images can add information and interest to slides, and for images which convey information, alternative text is needed for those who cannot see the images. Assistive technology, including screen readers, use alt text to describe the content of images in your slide to their users. If no alt text is provided, screen readers may announce other details about the image, such as its size and its filename, which doesn’t really help anyone. Alt text should be included for any of the following objects in your slide:
- Pictures
- Clip Art
- Charts and Graphs
- SmartArt graphics
- Groups (all objects in this list, with the exception of shapes, should also have alt text when in groups)
- Embedded objects
- Video and audio files
- Math objects
The Notes Pane
Instructors or vendors may use the Notes pane to add additional information about a slide, including longer explanations of charts, graphs, or diagrams on the slide. If the Notes section is pre-filled by the vendor or deck creator, a graphic should be added to the first slide of the deck with alternative text with some instructions to students, such as "Press 'F6' in normal view/Edit Mode or press 'Ctrl+Shift+N' in SlideShow Mode to access the notes".
The Notes pane is intended for instructors (or students) to fill in, so using the Notes section for longer descriptions of things like charts and graphs may not work for particular instructors.
Basic Rules for Alternative Text
Remember, somebody is going to be listening to your descriptions and listening takes time. The shorter and clearer your descriptions are, the easier they will be to understand.
Images that are purely decorative (spacers, borders, images that repeat text already in the slide, etc) need empty alt text. Do this by typing a space in the "description" alt text field (don't use quotes like you do for empty alt text in HTML).
- The alt text should be brief—no more than 120 characters—and should clearly describe the image and/or its purpose.
- Unless it's important for the user to know how the image was generated, avoid phrases like "picture of" "image of" "stock photo of", etc. If it is important to know that an image is a drawing, cartoon, chart or painting, however, that can be included (in fact, recommended for charts and graphs).
- If an image contains text, the alt text should contain that text verbatim. For images that contain lots of textual information, see the section on long descriptions.
- It is generally not necessary to provide a full description of icons. If you choose to do so, only provide the longer description the first time an image is shown. After that, use the shortest description—e.g., "Official Use Only".
- Unless they are being used to provide unique meaning, logos should only be described on the first page where they occur. Use empty alt text for every occurrence after that. For example, if an organization logo is placed on the footer of every page, it should only be described on the first page. However, if logos are being used to provide information (such as steps to follow for an iPhone and an Android phone) then provide descriptions.
- If descriptive information is available in nearby text, it should not be repeated in the alt text for an image.
Keep similar thoughts in mind when describing images during a live presentation. You usually don't have to describe everything in the image, just the part that you want your audience to pay attention to. Think about it this way, if you were giving a webinar presentation and the audience lost their video connection and could only hear you, what would you want them to know or understand? Whenever you can, try to treat your spoken descriptions like they're part of your talk, so they don't seem odd or unnatural. Initially, it may take some thought and practice to get the hang of, but it gets easier with practice. Also, good descriptions can help the overall comprehension of your presentation, since they can draw viewers' attention to particular information on the slide.
Groups of images, or an image with text labels
A slide made up of several images, or an image with text labels need to have the (alt) text match the visible order. Generally a labelled image should start with an image (with alt text setting the scene such as: "diagram of the heart. The various parts are labelled"). The labels should then follow the visual order for the most part, in some logical way such as going down labels on the left, then labels on the right, or from top to bottom.
For an image made up of other images, such as a Venn diagram, do similar: the background image of the overlapping parts should be first in the reader order stating what the image is of and which parts overlap. The labels, if made of real text on the slide, should follow in approximately the visual order (left to right, or top to bottom).
See reading order for keeping the reading order correct using Z-index.
Adding alt text to images on your slides
- Open a context menu by performing a right-click, or hitting the applications key or Shift + F10 on the image or object
- Choose Format
- In PowerPoint 2010: Choose Alt Text. In PowerPoint 2013: Choose Layout and Properties, click open Alt Text
- Enter a description of the image or object into the Description text box
- PowerPoint 2010: Activate Close. PowerPoint 2013: Hit ESC
Note: Content entered into the Title field may or may not be read out by assistive tech. If there are multiple figures, charts, graphs or tables on a slide, it's a good idea to start with the name or number of that object in the Description field.
Longer Descriptions for Complex Images
Charts and graphs may require longer explanations than do simple images. There are two actions needed to make these items accessible:
- Add a short description as you would for a simple image
- Then add the longer description somewhere else in the presentation:
- Add descriptive information in nearby text. For instance, if you needed to provide directions to an office, they could easily be given in text near the picture
- Add information in the Notes pane or on an appendix slide. For some charts, adding a table that shows the same data can be helpful
- If the long description is located somewhere else, add its location to the alt text so that people who need it will know where to go
Shapes and Grouping Objects
Alternate text applied to most objects in PowerPoint, such as Shapes, cannot be interpreted by assistive technology. In order for assistive tech users to understand the flow of information, the items need to be grouped into one object. Alternative text can then be applied to that single object. AT will be able to read this alternative text. The alternate text of the group needs to accurately describe the group, including the order and relationship of the objects it contains. The same principles that apply to complex images are likely to apply to grouped objects. Alternate text and detailed descriptions need to be used accordingly.
To Group Objects:
- Select the objects that should be group together
- Activate the Group option on the context menu or
- Navigate to the toolbar and activate the Format tab
- Select the Group button (Group Objects)
- Select the Grouped Object (there should be one focus rectangle around the entire figure)
- Return to the context menu and select Format Shape
- Select the Alt Text tab
- Enter alternate text describing the grouped objects in the Description field
- Activate the Close button or hit ESC in PowerPoint 2013 and above
Background Images
In PowerPoint presentations background images and content may be part of the master slide. The master slide is a feature of PowerPoint that allows the same themes, such as color, font, etc., to extend throughout the presentation. Master slide content that conveys meaning must be conveyed to the user in an accessible manner on each slide. This content may be logos or text such as a revision date. The only way to make background images accessible is to create a substitute image and apply alt text to it. An invisible spacer image with appropriate alternate text that is placed on the presentation slide can serve as this substitute image. Actual text on the slide can also be used to provide an alternative as well.
Remember:
- To be detectable by AT, the image alt text or general text need to be on the presentation slide, not the master slide.
- Alternatives only need to be provided for background images when they provide meaning.
- Make repetitive content, such as footer information, accessible on the first slide only in the presentation deck.
Tables
Screen readers do not work well with tables in PPT files, but the techniques listed here will help make them as accessible as possible. Generally: use "real" (PowerPoint-created) tables (not images), use the correct structure, and keep them simple.
We generally no longer recommend adding alt text to tables, and instead encourage screen reader users to explore table cells in Edit mode. When alt text is added to tables, that may be read in place of the actual table information in SlideShow mode, which may be a poor user experience.
Real tables
Use PowerPoint's Table features to create data tables. Tables created with other methods, including copying and pasting cells directly from Excel spreadsheets, will not be read correctly by assistive tech. Unfortunately, even using this method, not all AT associate header cells with data cells. This doesn't mean you shouldn't use header cells. It is always a good idea to maintain good practices, for the eventuality that AT will support them in the future.
To add a table:
- Select the Insert tab on the ribbon
- Go to the Tables pane and select the Table button
- Select Insert Table from the menu options
- Enter the number of desired columns and rows in the appropriate fields of the Insert Table dialog
- Activate the OK button or hit ESC
- Confirm an empty table appears on the slide and enter your data
Maintain one data point or header per cell. When multiple headers or data points are placed in one cell, assistive tech will not be able to determine the relationship between header and data cells. Additionally, when contents are placed in the same cell, users of screen reading technology will not be able to navigate through the table properly, and will be unable to correctly determine their position in the table, such as which row or column they are in.
Use the Insert Row or Insert Column feature to create new cells.
Table Headers
Although current assistive technologies do not recognize all options available in PowerPoint, it is a good idea to structure content as much as possible. Some options will help to reduce the amount of extra work if a slide deck is converted to another format. Also, as technology advances, more properties may be recognized.
PowerPoint allows the option to designate content in tables as a header row:
- Place the insertion point in a table cell within the desired header row
- Activate the Design tab on the ribbon
- Go to the Table Styles Options pane
- Ensure the Header Row checkbox is checked if using row headers
- Check other checkboxes that apply
Simple Tables
Table should be a simple grid with predictable rows and columns. Avoid split or merged cells as much as possible. Don't leave blank cells blank. Simple data table visual example below:
| Name |
Street |
City |
State |
Zip Code |
| Anne |
1234 Main St. |
Anytown |
MA |
01110 |
| Bart |
5678 Main St. |
Anytown |
MA |
01110 |
| Carl |
15 Elm St. |
Anotherton |
MD |
02050 |
Test and simplify the table structure:
- Select the first cell of the table
- Press Tab repeatedly to make sure the focus moves across and down rows in order
- If you need to merge or split cells to simplify the table, on the Table Tools Layout tab, in the Merge group, click Merge Cells or Split Cells as appropriate
- Use merged and split cells very sparingly; some screen readers have difficulty with these
- Do not use blank cells. However if using blank cells is unavoidable:
- Add the words `blank` or `blank cell` in any blank cells
- Format the font to match the cell background so it doesn't show for visual readers
- If there is information (source data or similar) that doesn't easily fit into a non-merged cell, use the "Title and Two Content" layout and add this information in the second placeholder
Table Alt Text
Real tables created in PowerPoint do not require alternative text.
NOTE The Microsoft PowerPoint Accessibility Checker will currently flag a table without alternative text as an error. However, because most assistive technologies will read table cells in Edit mode, it is Pearson's policy to not include alt text for actual tables, as this can result in a poor user experience (namely, in SlideShow Mode the alt text may override the actual table data).
Math
All display and inline equations, Greek, math, and special characters must be set with MathType, which can be purchased at Design Science's web site. Additionally, students will need to have MathType installed (this can be done for free). PowerPoint supports a widespread standard for linking and embedding objects called OLE (Object Linking and Embedding). Since MathType equations are natively OLE objects, this means that MathType and PowerPoint work well together.
- Never use PowerPoint's "Insert/Symbol" or Microsoft's equation editor "Equation."
- MathType should not be used as a text editor.
- Math objects need alt text for assistive tech that does not understand MathML.
- DO NOT enlarge the MathType object box by dragging a corner within the PowerPoint slide (it'll blur).
- For decks with a few animations used to incrementally show content, the best and most stable method is to use separate slides showing each step.
- For decks with many stepping animations, separate slides increases the number of slides substantially. Instead, see the animation guidelines for how best to leave these as (user-controlled) animations. There's also the notes for screen reader users (under "Animations") which can provide some instruction for students.
The font for MathType should be in Times New Roman (preferable).
- Define the style of text from the Style Menu → Define, under the "Advanced" radio button. Check the checkbox "Use for new equations" when the settings are complete.
- Define the size of text from the Size Menu → Define. Save the settings in the Preferences Menu → Equation Preferences → Save to file as an .eqp equation file. One can load these saved settings as needed.
Alt text and Reading Order
With MathType (and MathPlayer) installed, NVDA users can access equations on the slides as MathML, however JAWS (as of version 18) does not, and requires alt text. This may be true of other screen readers as well. Alt text should generally match how the equation would be read out loud, although during steps of equations where a process is being explained visually, the alt text should include that as well ("divide both sides by 36"). Even when alt text is added to equations, neither the math nor the alt text appears in Outline View.
Equations should be on their own line or within a single list item of a list object; "inline" equations should generally be avoided. Math OLEs are separate objects from text placeholders; as such, visually inserting an equation over spaces within a sentence will cause the reading order to be first all the text, then the math equation. There are two ways to keep the reading order correct in an "inline" equation: either put all of the sentence including equation inside a Math object (not recommended), or use separate placeholders for the beginning text, the equation, and the rest of the text, overlapped to appear visually seamless.
Here, tab order is shown going through first the beginning of the sentence (which has spaces added after it to create room for the equation)
then to the equation
and finally the rest of the sentence in another text placeholder (which has spaces at the beginning to show the text picking up "after" the math equation).
Stepped-out equations
It's not uncommon for slides to show equations "stepped out." That is, when the student first encounters the slide, only the first line of an equation is visible. Authors using animations to hide content need to ensure that users initiate the "stepping" themselves, and can via keyboard (see more at interactive animation).
Equal signs (=) should line up vertically, unless there is a compelling reason not to do so (a trick is to draw a vertical line that you can use to align the equal signs). For non-stepped-out floating object display equations, the equals signs should be lined up using the preference within MathType. For stepped-out equations, each line needs to be manually aligned.
Setting MathType Equations
Keyboard characters that should be used only from within MathType to create a MathType equation:
- Letters
- Numbers
- Minus sign
- Plus sign
- Equal sign
- Comma
- Exclamation point
- Dollar
- Percent
- Less than
- Greater than
These characters must be applied from the MathType toolbar:
- Tilde
- Similar to
- Prime
- Caret
- Asterisk
- Parentheses
- Brackets
- Angle brackets
- Braces
- Less than or equal to
- Greater than or equal to
- Multiplication dot (called the "dot operator", use the smallest of the MathType pull-down choices; using this symbol will also include space on either side of the operator automatically)
Animations
While some parts of animated content can be made accessible, animation should be used carefully. When animations are used to provide meaningful content, they must be made accessible. If this cannot be done, an accessible alternative should be provided.
Cautions About Animation and Flashing Content
Animations can be distracting or difficult to read for many people; in addition, people with vestibular disorder may get physically ill. Screen reader users may attempt to read text that is still changing. For these reasons, have your transitions settle within five seconds.
To Adjust Slide Transition Speed:
- Select the text or object the animation will be applied to
- Activate the Animations tab
- Go to the Advanced Animation pane and select Add Animation
- Select an animation effect such as Entrance, Exit or Emphasis
- Go to the Timing pane
- In the Duration field, enter the length of the animation
- In the Delay field, specify a time less than 5 seconds to play the animation
- Test the results by activating the Play button
Elements that flash or blink too fast can be uncomfortable for some, and can cause seizures for people with photo-sensitive epilepsy. Avoid flashing or blinking text altogether. However, if flashing content must be included, the flashing rate should be lower than 3 flashes per second. If you need to check the flashing rate to make sure it's safe, set a timer for 10 seconds, and count the number of flashes that occur. Divide the number by 10 and make sure the result is less than 3.
Besides the dangers of flashing content, other potential drawbacks may exist with using animation. Animated content is challenging for users with many types of disabilities. When content can appear from any direction, it may be difficult for some users to track what is on the screen. Use animation judiciously and provide an accessible alternative for meaningful animation that cannot be made accessible.
Animation Transitions
Transition animation is text that fades in, flies in, or appears gradually in sections. It can add visual interest to your presentation. If you choose to use transitions in your slides, keep accessibility concerns in mind.
Screen content that appears after a delay may not be available to users of assistive technology. Assistive tech like screen readers will attempt to read the content on the slide when it loads. When some content only appears after a delay, the assistive tech may not recognize its presence. One option is to provide instructions to turn off the transitioning animation at the beginning of the slides.
Equivalents for Audio
If meaningful audio content is part of an animation, provide a text equivalent for users who are deaf or hearing impaired. This equivalent can be provided in a separate file or as a description within the slide text or notes.
Interactive Animation
It is possible to control some parts of animated content, but it needs to be done correctly to be accessible. The option to set a specific trigger on an object to start an animation—like setting it to start after a user clicks text or a shape with the mouse—should be avoided.
The "on-click" option should be used instead of the trigger option. Don't use the Trigger button on the Advanced Animation pane! "On-click" allows both mouse and keyboard activation, and is selected by default in the Timing pane. This is the recommended method especially for slides with stepped-out math equations if the steps can't be separated into individual slides.
It is better to provide users with the option to advance through each animation with a click of the mouse or keyboard instead of automatically showing the animation.
To add On Click to Animation Timing:
- Verify animation effects such as Entrance, Exit or Emphasis have been added to text or objects
- Activate the Animations tab
- Go to the Timing pane
- Select On Click from the list next to Start
An Alternative Approach
Note: THIS IS NOT AN OPTION FOR MATH. DO NOT USE THIS APPOACH FOR MATH. ONLY USE THE ON CLICK APPROACH FOR MATH
Because it may be difficult to make a single animation accessible, it may be useful to break it up into several slides. This is especially useful for animations used to walk through a multi-step process. The animated content can be broken up into steps that can be reviewed one at a time.
- Copy the slide into several additional slides
- Change the objects on each slide to represent the next step of the process
- Set the slides to advance on click and not automatically
Notes for screen reader users
Math Recommendation
Students need not just MathPlayer but also MathType installed (and they must have the 32-bit version of Office, not the 64-bit version). They can download the free 30-day trial from the Design Science page. When it expires, it will fall back to MathType Lite, which retains the fonts and symbols and still allows students to view slides.
Alt text is necessary on all math objects for JAWS users. Because NVDA will read out both the alt text and the MathML equation in Edit/Normal mode, I recommend NVDA users go through slides in SlideShow/Presentation Mode, where only the MathML is heard. Math objects are not included in Outline View, for students who normally prefer it, so for math-containing slides, stick to either Edit/Normal or SlideShow/Presentation Modes.
Tables
Because of this NVDA bug, NVDA users cannot easily and accurately navigate tables. Tables are somewhat accessible in Edit/Normal mode, by pressing Enter or F2 to move the cursor into the table. Arrowing around using NVDA in this way does state which row/column the cursor is currently in. The usual table navigation keystrokes don't work however.
Tables are completely ignored as a structure with NVDA when in SlideShow/Presentation Mode. Instead, the content inside is read out as if each cell were a new sentence, with no indication that there is a table at all.
JAWS 16 meanwhile can navigate tables in SlideShow/Presentation Mode, though only if there's no alt text present (otherwise, the alt text (and only from the Description field) is read out like a text placeholder). For some reason in Edit/Normal mode, moving the cursor from cell to cell announces the cells as graphics.
Table Recommendation
We recommend students use JAWS for PowerPoints with tables. For NVDA users, Edit/Normal mode is the best way to get table information. Students are advised then to be very careful not to accidentally edit the content.
Animations
For stepped animations, in SlideShow/Presentation Mode, it seems NVDA reads all the content within the slide whether it's visible or not. This leaves using the spacebar or other keys that normally advance the slide to be silent as the previously-hidden content is revealed. Turning animations off before using SlideShow/Presentation Mode solves this problem.
For JAWS, leaving animations on and stepping through them in SlideShow/Presentation Mode mostly seems to work okay, except when there are math OLE objects. JAWS users may hear a bunch of animation settings, or the screen reader may seem to get "stuck" on an equation even though visually new content appears. Even turning animations off in SlideShow/Presentation Mode doesn't seem to completely fix this. Sticking in Edit/Normal mode to read slides with stepped animations works a lot better in JAWS.
Animation Recommendation
For stepped animations controlled by keystrokes, we recommend students use NVDA in SlideShow/Presentation Mode with animations turned off or, with JAWS, remain in Edit/Normal mode.
Checklist for PowerPoint Accessibility:
| Requirement |
Yes/No/NA |
| General |
| Check all slide text be viewed in the Outline View (note, math objects do not appear in Outline View)? |
|
| Are all URLs linked and working properly? |
|
| Are all the slides free of background images or watermarks? |
|
| Do all the slides avoid using flashing/flickering text and/or animated text? |
|
| Checked color contrast ratio (i.e., has a color-contrast ratio of 4.5:1)? |
|
| Do all the slides avoid using text boxes or graphics text within them? |
|
| Do all the slides have a unique title? |
|
| Has the author name, title and subject been set in File > Properties? |
|
| Is the proper proofing language set for the language(s) present on the slide? |
|
| Is the list style being used, not manually typed characters (dashes, numbers, or graphics)? |
|
| Reading Order |
| Does the order of objects on the slide (lowest to highest), match the intended reading order |
|
| Images |
| Do all images, grouped images, and non-text elements that convey information (including tables and math objects) have meaningful alternative text descriptions? |
|
| Are multiple associated images on the same page (e.g., boxes in an organizational chart) grouped as one object? |
|
| Do decorative images such as spacers or borders, have empty alt text descriptions? |
|
| Do complex meaningful images (such as charts or graphs) provide alternative text descriptions? |
|
| Tables |
| Are blank cells avoided in tables? |
|
| Do data tables have the first row designated as a "Header Row" in table properties? |
|
| Are all tables free of merged cells? |
|
| Do all tables have a logical reading order from left to right and top to bottom? |
|
| Are all tabular structures created using the table option and not manual tables and/or spaces? |
|
| Do all tables contain alt text (and in the description field)? |
|
Notes on Converting to PDF
PowerPoint slides can be converted to PDF slides. Be aware that not everything make convert correctly to PDF, so extra work may need to be done in Adobe Acrobat to make sure that the converted slide maintains accessibility.
To make sure as many aspects of your PowerPoint slide remain accessible in the resulting PDF, when following these steps from Microsoft that the options for exporting tags for accessibility are checked in the PDF/XPS dialog box.
Resources


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public class Tape
extends java.lang.Object
| Constructor and Description |
|---|
Tape(int initialLength)
Create new Tape object with given initial size and head position in the
middle of the list.
|
| Modifier and Type | Method and Description |
|---|---|
void |
executeStep(char character,
char direction)
Sets the current cell to arg character and moves head in direction of arg
direction.
|
java.lang.Character |
getCurrentCell() |
java.lang.String |
getEntireTapeAsString()
Plonks the entire tape into a string and returns it.
|
java.lang.String |
getSectionOfTapeAsString(int range)
Reads a section of (range) characters to either side of the head and
returns it as a string.
|
void |
writeBinaryIntToTapeUnderHead(int integer)
Convert a given integer to binary form and write it to the tape, starting
under the head's current position and moving right.
|
void |
writeCharArrayToTapeUnderHead(char[] array)
Starting at the current head position and proceeding right, write the
content of the given array to the tape.
|
void |
writeUnaryIntToTapeUnderHead(int integer)
Convert a given integer to unary form and write it to the tape, starting
under the head's current position and moving right.
|
public Tape(int initialLength)
initialLength
- The size for the tape to begin with. Note that all
tapes are functionally infinite, this is only to save computational time.
If initialLength is negative or less than 3, use 10 (standard) instead to
avoid provoking errors further down the line. (This program assumes there
is always at least one cell on either side of the head.)public java.lang.Character getCurrentCell()
public void executeStep(char character, char direction)
character
- The character to insert at this space.direction
- The direction for the head to move.public java.lang.String getSectionOfTapeAsString(int range)
range
- How many chars to go to either side.public java.lang.String getEntireTapeAsString()
public void writeCharArrayToTapeUnderHead(char[] array)
array
- The char array (usually a converted String) to be written.public void writeBinaryIntToTapeUnderHead(int integer)
integer
- The integer to be written.public void writeUnaryIntToTapeUnderHead(int integer)
integer
- The integer to be written.


In Frames, a schema is defined by a collection of Java interfaces. The rules that bind the Java interfaces to the underlying graph representation are defined by the following:
Below specifies that annotations that can be used when defining a Frames interface. By specifying the method argument and return types, the underlying graph is constrained to the interface specification.
| annotation | method prefix | arguments | description | example |
|---|---|---|---|---|
@Property |
get ,is ,can |
value |
get the property value of an element | @Property("name") |
@Property |
set |
value |
set the property value of an element | @Property("name") |
@Property |
remove |
value |
remove the property of an element | @Property("name") |
@Adjacency |
get |
label , direction |
get the vertex or vertices X related to the vertex |
@Adjacency(label="X", direction=Direction.OUT) |
@Adjacency |
set |
label , direction |
set the vertex or vertices X related to the vertex |
@Adjacency(label="X", direction=Direction.OUT) |
@Adjacency |
add |
label , direction |
add a vertex X related to the vertex and return the vertex X |
@Adjacency(label="X", direction=Direction.OUT) |
@Adjacency |
remove |
label , direction |
remove a vertex X related to the vertex |
@Adjacency(label="X", direction=Direction.OUT) |
@Incidence |
get |
label , direction |
get the edges X related to the vertex |
@Incidence(label="X", direction=Direction.OUT) |
@Incidence |
add |
label , direction |
add an edge X related to the vertex and return the edge X |
@Incidence(label="X", direction=Direction.OUT) |
@Incidence |
remove |
label , direction |
remove an edge X related to the vertex |
@Incidence(label="X", direction=Direction.OUT) |
@Domain |
get |
none | get the domain of the adjacency (i.e the source) | @Domain |
@Range |
get |
none | get the range of the adjacency (i.e. the target) | @Range |
Note that “get” and “set” methods for @Adjacency
can be either single-valued or Iterable-valued. For example:
public interface Person {
@Adjacency(label = "spouse")
Person getSpouse();
@Adjacency(label = "spouse")
void setSpouse(Person spouse);
@Adjacency(label = "child")
Iterable<Person> getChildren();
@Adjacency(label = "child")
void setChildren(Iterable<Person> children);
}
The above interface uses both styles of getter and setter: an Iterable-valued style which allows you to set multiple values simultaneously, and gives you back all values at once, and a “functional” style which requires you to specify exactly one value (which can be null), and gives you back at most one value. Each style has its advantages, depending on your application.
“add” methods for @Adjacency
can be either single-valued or no-valued For example:
public interface Person {
@Adjacency(label = "friend")
Person addFriend(); //Returns a new vertex of type friend
@Adjacency(label = "friend")
Person addFriend(Person friend); //Add an existing person as a friend
}


Uses of Class
nl.andrewl.concord_server.client.ClientThread
Package
Description
-
Uses of ClientThread in nl.andrewl.concord_server.channel
Modifier and TypeFieldDescriptionprivate final Set<ClientThread>
Channel.connectedClients
The set of clients that are connected to this channel.Modifier and TypeMethodDescriptionvoid
Channel.addClient
(ClientThread clientThread) Adds a client to this channel.void
ChannelManager.moveToChannel
(ClientThread client, Channel channel) Moves a client to the given channel.void
Channel.removeClient
(ClientThread clientThread) Removes a client from this channel. -
Uses of ClientThread in nl.andrewl.concord_server.client
Modifier and TypeFieldDescriptionprivate final Map<UUID,
ClientThread> ClientManager.clients
The set of connected clients, mapped by their id.private final Map<UUID,
ClientThread> ClientManager.pendingClients
The set of connected pending clients, mapped by their id.Modifier and TypeMethodDescriptionClientManager.getClientById
(UUID id) Tries to find a connected client with the given id.ClientManager.getPendingClientById
(UUID id) Tries to find a pending client with the given id.Modifier and TypeMethodDescriptionvoid
ClientManager.handleLogin
(nl.andrewl.concord_core.msg.types.client_setup.ClientLogin login, ClientThread clientThread) Handles an attempt by a new client to login as an existing user to the server.void
ClientManager.handleRegistration
(nl.andrewl.concord_core.msg.types.client_setup.ClientRegistration registration, ClientThread clientThread) Handles an attempt by a new client to register as a user for this server.void
ClientManager.handleSessionResume
(nl.andrewl.concord_core.msg.types.client_setup.ClientSessionResume sessionResume, ClientThread clientThread) Handles an attempt by a new client to login as an existing user to the server with a session token from their previous session.private void
ClientManager.initializeClientConnection
(ClientConnectionData clientData, ClientThread clientThread) Standard flow for initializing a connection to a client who has already sent their identification message, and that has been checked to be valid.private void
ClientManager.initializePendingClientConnection
(UUID clientId, String pendingUsername, ClientThread clientThread) Initializes a connection to a client whose registration is pending, thus they should simply keep their connection alive, and receive aRegistrationStatus.Type.PENDING
message, instead of aServerWelcome
. -
Uses of ClientThread in nl.andrewl.concord_server.event
Modifier and TypeMethodDescriptionvoid
ChannelMoveHandler.handle
(nl.andrewl.concord_core.msg.types.channel.MoveToChannel msg, ClientThread client, ConcordServer server) void
ChatHandler.handle
(nl.andrewl.concord_core.msg.types.chat.Chat msg, ClientThread client, ConcordServer server) void
ChatHistoryRequestHandler.handle
(nl.andrewl.concord_core.msg.types.chat.ChatHistoryRequest msg, ClientThread client, ConcordServer server) <T extends nl.andrewl.concord_core.msg.Message>
voidEventManager.handle
(T message, ClientThread client) Handles a new message that was sent from a client.void
MessageHandler.handle
(T msg, ClientThread client, ConcordServer server) private void
ChatHistoryRequestHandler.handleIdRequest
(ClientThread client, Channel channel, String id) Handles a request for a single message from a channel.


ATTR
Section: XFS Compatibility API (1)Updated: Extended Attributes
Index Return to Main Contents
NAME
attr - extended attributes on XFS filesystem objectsSYNOPSIS
attr [ -LRSq ] -s attrname [ -V attrvalue ] pathname attr [ -LRSq ] -g attrname pathname attr [ -LRSq ] -r attrname pathname attr [ -LRSq ] -l pathname
OVERVIEW
Extended attributes implement the ability for a user to attach name:value pairs to objects within the XFS filesystem.This document describes the attr command, which is mostly compatible with the IRIX command of the same name. It is thus aimed specifically at users of the XFS filesystem - for filesystem independent extended attribute manipulation, consult the getfattr(1) and setfattr(1) documentation.
Extended attributes can be used to store meta-information about the file. For example "character-set=kanji" could tell a document browser to use the Kanji character set when displaying that document and "thumbnail=..." could provide a reduced resolution overview of a high resolution graphic image.
In the XFS filesystem, the names can be up to 256 bytes in length, terminated by the first 0 byte. The intent is that they be printable ASCII (or other character set) names for the attribute. The values can be up to 64KB of arbitrary binary data.
Attributes can be attached to all types of XFS inodes: regular files, directories, symbolic links, device nodes, etc.
XFS uses 2 disjoint attribute name spaces associated with every filesystem object. They are the root and user address spaces. The root address space is accessable only to the superuser, and then only by specifying a flag argument to the function call. Other users will not see or be able to modify attributes in the root address space. The user address space is protected by the normal file permissions mechanism, so the owner of the file can decide who is able to see and/or modify the value of attributes on any particular file.
DESCRIPTION
The attr utility allows the manipulation of extended attributes associated with filesystem objects from within shell scripts.There are four main operations that attr can perform:
- GET
- The -g attrname option tells attr to search the named object and print (to stdout) the value associated with that attribute name. With the -q flag, stdout will be exactly and only the value of the attribute, suitable for storage directly into a file or processing via a piped command.
- LIST
- The -l option tells attr to list the names of all the attributes that are associated with the object, and the number of bytes in the value of each of those attributes. With the -q flag, stdout will be a simple list of only the attribute names, one per line, suitable for input into a script.
- REMOVE
- The -r attrname option tells attr to remove an attribute with the given name from the object if the attribute exists. There is no output on sucessful completion.
- SET/CREATE
- The -s attrname option tells attr to set the named attribute of the object to the value read from stdin. If an attribute with that name already exists, its value will be replaced with this one. If an attribute with that name does not already exist, one will be created with this value. With the -V attrvalue flag, the attribute will be set to have a value of attrvalue and stdin will not be read. With the -q flag, stdout will not be used. Without the -q flag, a message showing the attribute name and the entire value will be printed.
When the -L option is given and the named object is a symbolic link, operate on the attributes of the object referenced by the symbolic link. Without this option, operate on the attributes of the symbolic link itself.
When the -R option is given and the process has appropriate privileges, operate in the root attribute namespace rather that the USER attribute namespace.
The -S option is similar, except it specifies use of the security attribute namespace.
When the -q option is given attr will try to keep quiet. It will output error messages (to stderr) but will not print status messages (to stdout).
NOTES
The standard file interchange/archive programs tar(1), and cpio(1) will not archive or restore extended attributes, while the xfsdump(8) program will.CAVEATS
The list option present in the IRIX version of this command is not supported. getfattr provides a mechanism to retrieve all of the attribute names.SEE ALSO
getfattr(1), setfattr(1), attr_get(3), attr_set(3), attr_multi(3), attr_remove(3), attr(5), and xfsdump(8).
Index
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Time: 05:29:01 GMT, December 24, 2015