--- layout: post status: publish published: true title: Darwin Barney Sets NL Errorless Streak Record author: display_name: Corey Fineran login: Corey email<EMAIL_ADDRESS>url: '' author_login: Corey author_email<EMAIL_ADDRESS>wordpress_id: 7794 wordpress_url: http://ivyenvy.com/?p=7794 date: '2012-08-30 14:22:07 +0000' date_gmt: '2012-08-30 19:22:07 +0000' categories: - Infield tags: - Darwin Barney - Theo Epstein - Jed Hoyer - Luis Valbuena - NL Errorless Streak Record - Bob Rosenberg comments: [] ---
In a season with very few bright spots, Darwin Barney earned a spot in the record books last night by playing in his 114th consecutive game at second base without an error.
The record did not come without some drama, as Barney was originally charged with an error in the 7th inning, but it was later changed and charged to Luis Valbuena by official scorer Bob Rosenberg. Barney has one error at 2nd base this season (his other came at shortstop), and has a fielding percentage of .998. Barney had 12 errors in 2011, his first full season. Barney earned a spot on the Cubs roster during Spring Training in 2011 by working hard, and it's clear that he's maintained that work ethic.
Given the turnover and instability of the current Cubs roster as Epstein and Hoyer attempt to mold this team, Barney will probably be a distant memory years down the road and many riders on future Ivy Envy Bus Trips will miss the trivia question "Which former Cubs 2nd baseman holds the NL record for the most consecutive errorless games?"
Right now, we'll recognize Barney for a great accomplishment, and something from the 2012 season that makes us feel like we have something on the field worth recognizing.


Will only show data if the agent is currently MCTS and a move has been played.
To see raw data, visit tree_data.


Pizzeria Da Illia
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The type of RPC message
A request that will require a response
SDLRPCMessageTypeRequest = 0
case request = 0
A response to a request
SDLRPCMessageTypeResponse
case response = 1
A message that does not have a response
SDLRPCMessageTypeNotification
case notification = 2


--- layout: default title: NRE Aachen --- Novel methods for geological modeling Combined geological and geophysical inversion Segmentation and clustering


Assuming you’ve already installed Node.js, create a directory to hold your application, and make that your working directory.
Use the npm init
command to create a
package.json
file for your application. For more information
on how package.json
works, see
Specifics of npm’s package.json handling.
This command prompts you for a number of things, such as the name and version of your application. For now, you can simply hit RETURN to accept the defaults for most of them, with the following exception:
Enter app.js
, or whatever you want the name of the main file
to be. If you want it to be index.js
, hit RETURN to accept
the suggested default file name.
Now install Express in the myapp
directory and save it in the
dependencies list. For example:
To install Express temporarily and not add it to the dependencies list:
By default with version npm 5.0+ npm install adds the module to the
dependencies
list in the package.json
file;
with earlier versions of npm, you must specify the
--save
option explicitly. Then, afterwards, running
npm install
in the app directory will automatically install
modules in the dependencies list.


Each content is placed in a "card". You can add in a card a URL, a datalet (visualization of a dataset) or plain text, simply by clicking on the big "+" button in the bottom right. In order to display the content of a card, just click on the green button in the middle of the card. Each card has also a title (in black background). For each card, on the top, you can modify (pencil icon) or delete it (basket) The layout of the cards follows the temporal order (most recent first).
On the top-right corner you can:
- Modify the related card
- Delete the related card
- Full screen the related card
On the bottom-right corner you can:
To display content just click on the blue button on the bottom-right corner of the card. When a user tries to view its own datalets in their private space, SPOD does not contacts the actual data provider but retrieves the data from its own database. This allows in a great speed improvement and in a better user experience


--- post_id: /ownership-and-belonging date: 2010-06-03 06:39 return_url: '2008-06-13-ownership-and-belonging.html' name: 'Ed Enock' email<EMAIL_ADDRESS>comment: '
Hey, awesome website. I actually came across this on Bing, and I am really happy I did. I will definately be coming back here more often. Wish I could add to the conversation and bring a bit more to the table, but am just absorbing as much info as I can at the moment.
Thank You
' ---


One way that scientists try to measure how one species evolved into another is to find out how the ancestor's genome changed into the other's. Closely related species have several genes in common and it turns out that a good way to compare them is comparing how the common genes changed place.
One of the most common mutations that change the order of a genomes' genes is the reversal. If we model a genome as a sequence of N
genes with each gene being an integer from 1 to N
, then a reversal is a mutation that changes the genome by reverting the order of a block of consecutive genes. A reversal can be described by two indexes (i, j)
,
1ijN
, indicating that it reverts the order of the genes within indexes from i
to j
. So, when it is applied to a genome
[g1, . , gi-1, gi, gi+1, ... , gj-1, gj, gj+1, ... , gN]
, we obtain the genome
[g1, ... , gi-1, gj, gj-1, ... , gi+1, gi, gj+1, ... , gN]
. As an example, the reversal (3, 6) applied to the genome [1, 2, 3, 4, 5, 6, 7] gives [1, 2, 6, 5, 4, 3, 7]. If after that the reversal (1, 3) is applied, we obtain the genome [6, 2, 1, 5, 4, 3, 7].
A scientist studying the evolution of a species wants to try a series of reversals on its genome. Then he wants to query the final position of several genes. Would you take the challenge and help him?
The input contains several test cases. The first line of a test case contains one integer N
indicating the number of genes in the genome
(1N50000)
. You may assume that the initial order of the genes is the sequence of integers from 1 to N
in increasing order. The second line of a test case contains one integer R
(0R1000)
indicating the number of reversals to be applied to the genome. Then R
lines follow, each containing two integers i, j
(1ijN)
, separated by a single space, indicating the two indexes that define the corresponding reversal. After the description of the reversals there is a line containing one integer Q
(0Q100)
, indicating the number of queries for genes, followed by Q
lines, where each line contains an integer representing a gene whose final position you must determine.
The end of input is indicated by N = 0
.
For each test case in the input your program must produce Q + 1
lines of output. The first line must contain the string ``Genome" followed by the number of the test case. The following Q
lines must contain one integer each representing the answers of the queries.
9
1
3 6
4
1
3
5
1
5
2
1 2
1 5
2
5
2
0
Genome 1
1
6
4
1
Genome 2
1
5
South America 2005-2006


Represents a lookup table for colormaps. It is used to determine the color values from a range of data values.
[name] is an add-on, and must be imported explicitly. See [link:#manual/introduction/Installation Installation / Addons].
import { Lut } from 'three/addons/math/Lut.js';
const lut = new Lut( 'rainbow', 512 );
const color = lut.getColor( 0.5 );
colormap - Sets a colormap from predefined colormaps. Available colormaps are: `rainbow`, `cooltowarm`, `blackbody`, `grayscale`. Default is `rainbow`.
count - Sets the number of colors used to represent the data array. Default is `32`.
The lookup table for the selected color map represented as an array of [page:Color]s.
The currently selected color map. Default is the `rainbow` color map.
The minimum value to be represented with the lookup table. Default is *0*.
The maximum value to be represented with the lookup table. Default is *1*.
The number of colors of the current selected color map. Default is `32`.
color — Lut to copy.
Copies the given lut.
name — The name of the color map.
arrayOfColors — An array of color values. Each value is an array holding a threshold and the actual color value as a hexadecimal number.
Adds a color map to this [name] instance.
Creates a canvas in order to visualize the lookup table as a texture.
value -- the data value to be displayed as a color.
Returns an instance of [page:Color] for the given data value.
colormap — The name of the color map.
count — The number of colors. Default is `32`.
Configure the lookup table for the given color map and number of colors.
minV — The minimum value to be represented with the lookup table
Sets this Lut with the minimum value to be represented.
maxV — The maximum value to be represented with the lookup table.
Sets this Lut with the maximum value to be represented.
Updates the canvas with the [name]'s data.
[link:https://github.com/mrdoob/three.js/blob/master/examples/jsm/math/Lut.js examples/jsm/math/Lut.js]


| Cross-Site | Central Texas | San Diego | Tacoma | Tampa | Upstate Northern New York | |
| Percent of veterans by race | ||||||
| Alaska Native or American Indian | 2.8 | 0 | 5.7 | 3.5 | 2.3 | 1.5 |
| Asian | 0.9 | 0 | 1.9 | 2.4 | 0 | 0 |
| Black or African American | 42.6 | 60.8 | 42.5 | 33.5 | 46.7 | 11.7 |
| Native Hawaiian or Other Pacific Islander | 0.7 | 0.7 | 0 | 3.5 | 0 | 0 |
| White | 50.8 | 38.6 | 49.3 | 48.7 | 51 | 80.8 |
| Multiracial | 2.2 | 0 | 0.7 | 8.5 | 0 | 6 |
| Percent of veterans by ethnicity | ||||||
| Of Hispanic or Latino origin | 10.3 | 5.9 | 12.6 | 8.2 | 13 | 11.9 |
| Not of Hispanic or Latino origin | 89.7 | 94.1 | 87.4 | 91.8 | 87 | 88.1 |
| Percent of veterans by gender | ||||||
| Male | 73.1 | 60.1 | 76.4 | 78.7 | 69.7 | 89.7 |
| Female | 26.7 | 39.9 | 22.6 | 21.3 | 30.4 | 10.3 |
| Percent of veterans by marital status | ||||||
| Now married | 31.7 | 39.2 | 26.2 | 38.8 | 28.5 | 24.1 |
| Widowed | 0.9 | 0 | 1.5 | 0 | 1.5 | 1.7 |
| Divorced | 27.1 | 25.8 | 29.7 | 34 | 19.8 | 29.2 |
| Separated | 9.1 | 8.3 | 2.3 | 5.9 | 15.4 | 17.8 |
| Never married | 31.2 | 26.7 | 40.3 | 21.4 | 34.8 | 27.1 |
| Percent of veterans by age group | ||||||
| 18 to 24 | 4.5 | 3.1 | 1.9 | 1.1 | 6.2 | 15 |
| 25 to 30 | 17.1 | 26.8 | 13.7 | 18.5 | 7.8 | 20.6 |
| 31 to 40 | 28.5 | 37.1 | 29.9 | 26.4 | 24.3 | 18.5 |
| 41 to 50 | 19 | 17 | 17.6 | 19 | 28.1 | 10.2 |
| 51 to 64 | 27.6 | 14 | 31 | 32.6 | 31.8 | 32.8 |
| 65 and older | 3.2 | 2.1 | 5.9 | 2.4 | 1.7 | 3 |
| Percent of veterans living with own children | 45.3 | 63 | 37.6 | 44.7 | 41.9 | 30.3 |
| Percent of veterans living alone | 33.5 | 24.9 | 38.1 | 35.2 | 31.6 | 44 |
| Percent of veterans by educational attainment level | ||||||
| Less than high school diploma/GED | 2.2 | 1.9 | 2.8 | 4.3 | 0.9 | 1.7 |
| High school diploma/GED | 27.2 | 24.9 | 20.2 | 29 | 25.7 | 47.5 |
| Some college or associates degree | 60.5 | 66.6 | 62.3 | 62.3 | 59.1 | 43.9 |
| BachelorŐs degree or higher | 10.1 | 6.7 | 14.7 | 4.4 | 14.3 | 6.9 |


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Provides for predicates that map an object to true
or false
. A predicate encapsulates a unary function of type Object -> boolean
. Using a predicate, it is possible to reuse a function so that it can be passed to a method as an argument.
Suppose that I want to retrieve all wednesdays from a collection, and let's
assume they are represented by a Calendar
object with a DAY_OF_WEEK
field that equals Calendar.WEDNESDAY
.
Let's assume further that our collection contains other objects than Calendar
objects, so that we know nothing about the type of the objects.
Collection myClone = new ArrayList(myCollection);
TotalPredicate isWednesday = new PrimitiveTotalPredicate() {
public boolean eval(Object o) {
return (o instanceof Calendar) && (((Calendar)o).DAY_OF_WEEK == Calendar.WEDNESDAY);
}
};
isWednesday.filter(myClone);
Suppose I've got all days on which there is a party in a collection. Now I want to know whether or not there is a party on a wednesday. I can reuse the isWednesday
predicate from above.
boolean partyOnWednesday = isWednesday.exists(partyDays);
Now I want all parties that are not on a wednesday. Although the criterion is slightly different now, I can still reuse isWednesday
. All I have to do is invert is with Not
.
Collection partiesNotOnWednesday = new ArrayList(partyDays);
new Not(isWednesday).filter(partiesNotOnWednesday);


An R interface to the 'dygraphs' JavaScript charting library (a copy of which is included in the package). Provides rich facilities for charting time-series data in R, including highly configurable series- and axis-display and interactive features like zoom/pan and series/point highlighting.
| Version: | <IP_ADDRESS> |
| Depends: | R (≥ 3.0) |
| Imports: | magrittr, htmlwidgets (≥ 0.6), htmltools (≥ 0.3.5), zoo (≥ 1.7-10), xts (≥ 0.9-7) |
| Suggests: | testthat |
| Enhances: | rmarkdown (≥ 0.3.3), shiny (≥ <IP_ADDRESS>) |
| Published: | 2018-07-11 |
| Author: | Dan Vanderkam [aut, cph] (dygraphs library in htmlwidgets/lib, http://dygraphs.com/), Petr Shevtsov [cre, cph], JJ Allaire [aut], RStudio [cph], Jonathan Owen [aut, cph], Daniel Gromer [aut, cph], Benoit Thieurmel [aut, cph], Kent Laukhuf [ctb], jQuery Foundation [cph] (jQuery library), jQuery contributors [ctb, cph] (jQuery library; authors listed in inst/htmlwidgets/lib/jquery/AUTHORS.txt) |
| Maintainer: | Petr Shevtsov <petr.shevtsov at gmail.com> |
| BugReports: | https://github.com/rstudio/dygraphs/issues |
| License: | MIT + file LICENSE |
| URL: | https://github.com/rstudio/dygraphs |
| NeedsCompilation: | no |
| Materials: | NEWS |
| In views: | TimeSeries |
| CRAN checks: | dygraphs results |
| Reference manual: | dygraphs.pdf |
| Package source: | dygraphs_<IP_ADDRESS>.tar.gz |
| Windows binaries: | r-devel: dygraphs_<IP_ADDRESS>.zip, r-release: dygraphs_<IP_ADDRESS>.zip, r-oldrel: dygraphs_<IP_ADDRESS>.zip |
| OS X binaries: | r-release: dygraphs_<IP_ADDRESS>.tgz, r-oldrel: dygraphs_<IP_ADDRESS>.tgz |
| Old sources: | dygraphs archive |
| Reverse depends: | ZRA |
| Reverse imports: | airGRteaching, antaresViz, BETS, coefplot, dsa, lfstat, prophet, PWFSLSmoke, rPraat, seasonalview, shinystan, SpatialEpiApp, teachingApps |
| Reverse suggests: | manipulateWidget, PerformanceAnalytics, rmarkdown, segclust2d, tsbox |
Please use the canonical form https://CRAN.R-project.org/package=dygraphs to link to this page.


ABOUT US
When you work with us, you are part of a team of committed collaborators.
All aspects of our software development process are integrated, iterative and agile.
Our approach unifies design, development and
product management to create exceptional products.
We start each project by understanding your business goals,
the user’s needs and the product requirements.
Then we help translate them into effective and elegant solutions.
SERVICES
Before we sign a contract or write a line of code our team will spend the necessary
time needed to understand your product vision.
The outcome of this scoping session is a proposal or high-level statement of work.
Based on your requirements, we can provide a complete offering or just the pieces
you need.
WHAT WE DO
DESIGN
Our design practice offers a full range of services including branding strategy,
interaction and visual design and user experience testing.
Throughout your project, our designers create and implement visual designs and workflows,
solicit user feedback, and work with you to make sure what gets built is what is needed.
DEVELOPMENT
All engineers are fluent in the latest enterprise, mobile and web development technologies.
They collaborate with your team to write, test, and improve code on a daily basis, using proven
practices such as test-driven development and pair programing.
PRODUCT MANAGEMENT
Planning and development is iterative. Because we are constantly coding and testing, the
products we build are always ready to go live. This iterative process allows for changes as
business requirements evolve.
TOPWORKZ
JOINT
MARKET
TOPWORKZ
JOINT
MARKET


Trip Planner
Day
1
Activities
ACTIVITIES
List of actities here
REATAURANTS
List of reataurants here
ADD ACTIVITY
ADD RESTAURANT


{% load static %}
Grocercheck Foundation is a registered non profit organization centered around a web application, grocercheck.ca, that makes accessible live grocery business data to help consumers follow social distancing guidelines during the COVID-19 pandemic.
We are a team of passionate students looking to help make a difference


OASIS TEARS MULTIDOSE- glycerin solution/ drops
OASIS Medical, Inc.
Disclaimer: Most OTC drugs are not reviewed and approved by FDA, however they may be marketed if they comply with applicable regulations and policies. FDA has not evaluated whether this product complies.
Active Ingredients
Glycerin (0.2%)
Purpose
Lubricant Eye Drops
Uses
- For the temporary relief of burning, irritation and discomfort due to dryness of the eye or exposure to wind or sun.
- Protects against further irritation and dryness.
- Lubricates to prevent further irritation and dryness.
Warnings
- For external use only.
- To avoid contamination do not touch tip of container to any surface.
- Replace cap after using.
Stop use and ask a doctor if
- You experience eye pain, changes in vision, continued redness or irritation of the eye or if condition worsens or persists for more than 72 hours.
- The solution changes color or becomes cloudy.
Keep out of reach of children. If swallowed, get medical help or contact a Poison Control Center right away.
Directions
- Instill 1 to 2 drops in the affected eye(s) as needed.
To report serious adverse events call
(800) 631-7180 or<PHONE_NUMBER> or log onto www.oasistears.com
Other Information
- Store at room temperature (at or below 77°F/25°C)
- Do not use if the plastic seal at the bottom of the cap is broken.
Inactive Ingredients
EDTA, hyaluronan, potassium sorbate, sodium chloride, sodium hydroxide, sodium phosphate dibasic, sodium phosphate monobasic, water.
Distributed by:
OASIS®
© OASIS Medical Inc.
Glendora, CA 91741, USA
PRINCIPAL DISPLAY PANEL - 10mL Bottle Carton
Oasis
TEARS®
MULTIDOSE BOTTLE
LUBRICANT EYE DROPS
VISCOADAPTIVE...RELIEF
FOR DRY EYES
10mL/0.3 fl. oz.
OASIS Medical, Inc.


Welcome!
I see you've found your way to my neck of the woods! I hope you find some of the information here at least somewhat interesting!
You can use the bar along the top to navigate to different pages to learn more about my experience as I've spent the past 20 years on this Earth
Or you can click along the bottom to get in touch with me!


{% extends "viewer/base.html" %} {% block content %}
Attention: You do not have permission to access the requested page. Please email the site admins to request access.


val analysisUrl: String
An HTTP URL to access the full audio analysis of this track. An access token is required to access this data.
analysisUrl
- An HTTP URL to access the full audio analysis of this track.
An access token is required to access this data.


Influent visual analytics for big data transaction flow
Influent is a new web based application for visually and interactively following transaction flow, revealing actors and behaviors of potential concern that might otherwise go unnoticed. Summary visualization of transactional patterns and actor characteristics, interactive link expansion and dynamic entity clustering enable Influent to operate effectively at scale with big data sources, in any modern web browser. Influent has been used to explore data sets with millions of entities and hundreds of millions of transactions.Extensible
Service Provider Interfaces (SPIs) provide a plugin style framework for developers to provide runtime-injected modules for search, data access, clustering and other services. Avro is used to define the SPI protocols in cross-language form. In process Java service implementations are injected via Guice, which may optionally delegate to out of process providers using web services standards such as REST, for which Avro provides convenient serialization.Open Source
Influent is under ongoing development and is freely available for download under The MIT License (MIT) open source licensing. Unlike GNU General Public License (GPL), MIT freely permits distribution of derivative work under proprietary license, without requiring the release of source code.
Technical documentation is provided alongside the source code on GitHub.


Address prototypes
Prototypes for address lookup.
Postcode with in-page results
Results are presented in-page after users have entered their postcode.
Postcode with separate results
Results are presented on a separate page from search query.
Prototypes for address lookup.
Results are presented in-page after users have entered their postcode.
Results are presented on a separate page from search query.


Recently I’ve been looking at SSRF in Kubernetes. When testing for SSRF, I find it very useful to have a webserver/reverse proxy that I control and can configure to do a number of tasks. I’ve been using Caddy for this. In this post I’ll show you how to use Caddy to test for SSRF.
Setting up Caddy
The first benefit I found, from a researcher/pentester standpoint was ease of installation. Caddy is written in Golang and, in common with most Golang utilities, runs as a single binary. Whilst there are more complex installation methods available you can just grab a binary from the releases page extract the archive (checking signatures/checksums ofc!) and then run it.
Configuring Caddy
There’s two ways to configure Caddy, JSON and Caddyfile. For the kind of simple examples I’m using for SSRF, Caddyfiles are generally a better option as the file is more readable.
In the general case if you have a file called Caddyfile
in a directory, you can start the proxy with caddy run
. If you want to use a different file, you can use the --config
flag. For example, if you have a file called myconfig
in the current directory, you can start the proxy with caddy run --config myconfig
.
Caddy logging
The first setup I wanted was just to have a log of any requests hitting a port. Handy for determining whether a request is causing an SSRF. Having a server listening on all interfaces on port 80, responding with a fixed string and logging the output looks like this. Note that the log
directive is inside the :80
block, as we’re logging request to that port.
# Simple logger for access to port 80
:80 {
respond "Hello World"
log {
output file 80access.log
}
}
Once you’ve got that, just start it with sudo caddy run
and you should see a file called 80access.log
in the current directory. If you hit the server with a request, you should see something like this in the log file:
2022/12/27 16:34:42.141 info http.log.access.log0 handled request {"request": {"remote_ip": "<IP_ADDRESS>", "remote_port": "19000", "proto": "HTTP/1.1", "method": "GET", "host": "my.test.server", "uri": "/", "headers": {"Accept-Language": ["en-GB,en;q=0.5"], "Accept-Encoding": ["gzip, deflate"], "Connection": ["keep-alive"], "Upgrade-Insecure-Requests": ["1"], "User-Agent": ["Mozilla/5.0 (Windows NT 10.0; Win64; x64; rv:108.0) Gecko/20100101 Firefox/108.0"], "Accept": ["text/html,application/xhtml+xml,application/xml;q=0.9,image/avif,image/webp,*/*;q=0.8"]}}, "user_id": "", "duration": 0.000073504, "size": 11, "status": 200, "resp_headers": {"Server": ["Caddy"], "Content-Type": ["text/plain; charset=utf-8"]}}
Running on multiple ports and TLS
Adding new ports is just a matter of having another port block in the Caddyfile. For example adding a port 443 block looks like this:
# Simple logger for 443 with valid TLS
my.test.server:443 {
tls<EMAIL_ADDRESS>respond "Hello Secure World"
log {
output file 443access.log
}
}
With this directive I’ve specified a host my.test.server
and the tls
directive which takes your e-mail address as an argument. The combination of these two settings unlocks a fun trick, which is that caddy will automatically request a TLS certificate for the host you specify (assuming of course that you point the DNS A record at the machine running the server and it’s Internet facing).
This is very useful for services that require a valid TLS certificate.
Internal TLS and “on-demand”
Of course sometimes you’ll be testing on an internal network, so that setup won’t work. If you don’t need valid TLS certs you can use the internal
directive to generate self-signed certs. You can then add the on_demand
directive to have Caddy generate a cert for any SNI host that’s requested.
:443 {
tls internal {
on_demand
}
log {
output file 443access.log
}
}
It’s worth noting you can use on_demand
on an internet facing host too and Caddy will request a valid TLS cert for any host name that points at that server, but it’s not advised as it can cause rate limiting issues with Let’s Encrypt.
Reverse Proxy
So Caddy makes a nice way of handling things like TLS and providing simple responses. Sometimes you might want to use it as a front-end for a webserver running in some other language (e.g. Ruby). Setting Caddy as a reverse proxy is pretty easy just add a line like reverse_proxy :8080
and replace :8080
with the port your webserver is listening on.
Redirect
A handy technique for SSRF can be where you want to convert an initial request which is a POST/PUT to be a GET request. You can do this with Caddy using the redir
option. For example if you want to redirect a request to http://<IP_ADDRESS>
# Redirect to metadata server
my.test.server:8444 {
tls<EMAIL_ADDRESS>redir http://<IP_ADDRESS>
log {
output file 8444access.log
}
}
File server
You can also use Caddy to serve files from a specific directory with the root
and file_server
directives.
:80 {
root * /my_files
file_server
log {
output file access.log
}
}
Respond with JSON
you can use the respond
directive and one thing I wanted to do was respond with a JSON object. This is pretty easy, just use the respond
directive and then specify the content type and the JSON object, and the content type is application/json
. One trick to note is that I needed to remove all spaces in the response for it to work.
Debug
As with any testing things don’t always go to plan, so adding the debug directive at the top of a Caddyfile (not in a port block) will give you a lot more information about what’s going on.
{
debug
}
Conclusion
This is just a small section of the things you can do with Caddy, and I’d recommend reading the docs for more ideas, but hopefully it’s useful to people wanting to have simple servers for SSRF testing :)


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Be your own motivation...
I am a Software Engineer currently working at Bosch. My software engineering aspects encompasses software developement( .NET majorly ) and design( PlantUML, Confluence, VisualStudio ) with effective Agile methodologies( Jira, Kanban ) and CI/CD concepts( Jenkins, SVN, Docker ). Also have hands on with integration tools like Apache Nifi with Python, Microsoft Biztalk with C#, Azure LogicApps
Algorithms and DataStructures interests me the most. Also interested in .NET Framework, Design patterns, System Design, MVC, Machine Learning and AI, Geeky Stuffs and love to eat Rosgullas, Pizzas and Panipuri! I emphasise on Algo and DS cause I believe this is the foundation and ultimate leading quality for a Software Engineer/Developer. Same goes with Statistics for DataScience and Machine Learning.
Taking part in coding competetions became one of my hobbies in my college days.
Here are some examples...
The way I travelled in my studies! Part of our life to cherish.
Maulana Abul Kalam Azad University of Technology
Kolkata , Graduation | 2013 - 2017


Write a JavaScript function that reverses a string and returns it.
Problem 2. Correct brackets
Write a JavaScript function to check if in a given expression the brackets are put correctly.
Problem 3. Sub-string in text
Write a JavaScript function that finds how many times a substring is contained in a given text (perform
case insensitive search).
Problem 4. Parse tags
You are given a text. Write a function that changes the text in all regions.
<upcase>text</upcase> to uppercase
<lowcase>text</lowcase> to lowercase
<mixcase>text</mixcase> to mix casing(random)
Problem 5. nbsp
Write a function that replaces non breaking white-spaces in a text with
Problem 6. Extract text from HTML
Write a function that extracts the content of a html page given as text.
The function should return anything that is in a tag, without the tags.
Problem 7. Parse URL
Write a script that parses an URL address given in the format: [protocol]://[server]/[resource] and
extracts from it the [protocol], [server] and [resource] elements.
Return the elements in a JSON object.
Problem 8. Replace tags
Write a JavaScript function that replaces in a HTML document given as string all the tags … with corresponding tags [URL=…]…/URL].
Problem 9. Extract e-mails
Write a function for extracting all email addresses from given text.
All sub-strings that match the format @… should be recognized as emails.
Return the emails as array of strings.
Problem 10. Find palindromes
Write a program that extracts from a given text all palindromes, e.g. "ABBA", "lamal", "exe".
Problem 11. String format
Write a function that formats a string using placeholders.
The function should work with up to 30 placeholders and all types.
Problem 12. String format
Write a function that creates a HTML
 using a template for every HTML
.
The source of the list should be an array of elements.
Replace all placeholders marked with –{…}– with the value of the corresponding property of the object.


#include <Graph.h>
Public Member Functions | |
| Graph () | |
| Default constructor, constructs a Graph with no Nodes or Edges (empty Graph). More... | |
| Graph (const std::unordered_set< Node > &nodes, const std::unordered_set< Edge > &edges) | |
| Constructs a Graph from the given set of Nodes and Edges. More... | |
| std::unordered_set< Node > | nodes () const |
| Returns a set of all the Nodes in the Graph. More... | |
| std::unordered_set< Edge > | edges () const |
| Returns a set of all the Edges in the Graph. More... | |
| std::vector< Edge > | outgoingEdges (const Node &from) const |
| Returns a vector of all the outgoing Edges from the specified Node. More... | |
| std::vector< Edge > | incomingEdges (const Node &to) const |
| Returns a vector of all the incoming Edges to the specified Node. More... | |
| std::vector< Node > | outgoingNodes (const Node &from) const |
| Returns a vector of all the adjacent Nodes that this Node can go to. More... | |
| std::vector< Node > | incomingNodes (const Node &to) const |
| Returns a vector of all the adjacent Nodes that can come to this Node. More... | |
| bool | contains (const Node &node) const |
| Returns true if the Graph contains the specified Node. More... | |
| bool | contains (const Edge &edge) const |
| Returns true if the Graph contains the specified Edge. More... | |
| std::vector< Node > | shortestPath (const Node &from, const Node &to) const |
| Returns a vector of Nodes that represent the shortest path between the specified Nodes. More... | |
| Tree | spt (const Node &source) const |
| Returns a shortest path Tree rooted at the specified ("source") Node. More... | |
| void | addNode (const Node &node) |
| Adds the specified Node to the Graph. More... | |
| void | addEdge (const Node &from, const Node &to, int weight) |
| Adds an Edge between the specified Nodes. More... | |
Constructs a Graph from the given set of Nodes and Edges.
Please ensure that all of the Nodes of the Edges are actually Nodes in the set of Nodes. In other words, please make sure that the set of Nodes and Edges being passed in actually represent a graph. This constructor does not do any checking.
| void Graph::addNode | ( | const Node & | node | ) |
| bool Graph::contains | ( | const Node & | node | ) | const |
| bool Graph::contains | ( | const Edge & | edge | ) | const |
Returns a vector of Nodes that represent the shortest path between the specified Nodes.
Uses A* pathfinding algorithm.


It stores the cookie “nicktt_currenttournament” that lasts for 100 days when you click on the “New Tournament” button.
It also stores the same cookie when you click on the “Load Tournament” button.
This cookie is used to determine which tournament the website should display.


JERRY MAGUIRE A film review by Scott Renshaw Copyright 1996 Scott Renshaw
(Tri-Star) Starring: Tom Cruise, Cuba Gooding Jr., Renee Zellweger, Kelly Preston, Bonnie Hunt, Jonathan Lipnicki. Screenplay: Cameron Crowe. Producers: James L. Brooks, Richard Sakai, Laurence Mark, Cameron Crowe. Director: Cameron Crowe.  Reviewed by Scott Renshaw.
There is an absolute poetry to the casting of Tom Cruise as JERRY MAGUIRE which I do not think could have been matched by the casting of any other actor. Cruise has spent much of his career playing cocky young go-getters, and when early scenes show him working a crowd as top-level sports agent Maguire, pressing the flesh and charming all comers with that blinding smile, you might think he's about to go on automatic TOP GUN pilot. Then Jerry describes his personal dilemma in voice-over, including a simple phrase -- "I was 35 years old" -- which is like a temporal slap in the face to anyone who finds it hard to reconcile Cruise's image with the fact that "the kid" isn't a kid any more. As the film explores a man's search for real fulfillment over financial success, you wonder whether Cruise might have cause to take the role personally.
He certainly takes it seriously, turning in the funniest and most confident performance of his career as Jerry Maguire, who finds himself compelled after a crisis of conscience to draft an idealistic "mission statement" for his sports management firm. The firm thanks Jerry by firing him, then systematically turning all of his former clients against him except one: Rod Tidwell (Cuba Gooding Jr.), a good-but-not-great wide receiver looking for a guaranteed contract extension. Jerry's only support comes from Dorothy Boyd (Renee Zellweger), an accountant at the firm who is inspired by Jerry's idealism and follows him out the door. Unfortunately, Renee is also a single mother supporting a 6-year-old son (Jonathan Lipnicki), and her financial dependence on Jerry and his one client is further complicated by her growing emotional attachment to Jerry.
What is most impressive about Cameron Crowe's script is not just that it is so rich and funny, but that it keeps so many balls in the air without once feeling crowded or directionless. There are half a dozen intriguing relationships in JERRY MAGUIRE, and Crowe does justice to all of them: Jerry's complicated relationship with Dorothy; Jerry's contentious friendship with Rod; Dorothy's relationship with her protective older sister (the always wonderful Bonnie Hunt); Jerry's easy rapport with Dorothy's son Ray; even Rod's relationship with his strong, no-nonsense wife (Regina King). Only Jerry's relationship with his fiancee Avery (Kelly Preston) makes a kind of sit-com sense, because Avery is only a sit-com character, an under-developed and superficial plot device. Every other bit of character interaction soars because the characters are so carefully drawn.
They also are acted with uniform excellence, beginning with Renee Zellweger as the wistful Dorothy, who treats Jerry like an icon of a better life.  Cuba Gooding Jr. is an electrifying delight as Rod, whose pride interferes with his chances for stardom. He has a moment during an end zone dance which by all rights should be ridiculous; instead, Gooding makes it a glorious celebration. There is also the under-stated perfection of Bonnie Hunt's supporting work, and Jay Mohr in a marvelously despicable turn has Jerry's conscience-impaired protege. However, the most memorable cast member may be young Jonathan Lipnicki, who virtually re-defines scene-stealing. With his spiky hair, round glasses and a smile which rivals that of his celebrated co-star, Lipnicki brings a goofy energy to the screen, yet there is never a moment when he seems aware of his own adorableness. He is simply hilarious, and the affection between him and Cruise makes for some priceless moments.
Then there is Cruise himself, playing the terribly complicated role of a man who just wants to improve himself a _little_. JERRY MAGUIRE is a film which doesn't appear to end far from where it started, because Jerry is still a sports agent and still trying to make a good deal. He is not trying to turn his life upside-down, though it briefly ends up that way. He simply wants to find balance, and Cruise takes us along on that internal journey with skill and humor. In fact, JERRY MAGUIRE is not just about one man's journey -- Dorothy and Rod also make subtle changes in their attitudes which help them discover what is really of value to them. Cameron Crowe is not interested in some grand condemnation of yuppie avarice which has his characters throwing off their pin-stripes and pads for hair shirts and self-flagellation. Jerry, Dorothy and Rod just want to take small steps, to do what they do in life a bit better, and to be proud of they way they conduct their lives. JERRY MAGUIRE is a simple but thoroughly uplifting story which is as funny as it is touching, and it finds Tom Cruise no longer cruising on that famous smile...although he may have cause to smile at his own efforts to do what he does in life a bit better.
On the Renshaw scale of 0 to 10 agents of change: 9.
Visit Scott Renshaw's MoviePage http://www-leland.stanford.edu/~srenshaw Subscribe to receive reviews directly via email See details on the MoviePage
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


Display of Static Structures
Structure Rendering Example
ID
Formula
MW
Structure
42
C6H7N
93.1286
43
C8H9NO
135.1655
43
C8H9NO
135.1655
Click
Cancel


Sapphire is a meager attempt to recreate the magic of the Space Center in Pleasant Grove on the web.
While many aspects of a live mission cannot be recreated in-browser only, the hope is that stories truly are the key to an educational and engaging experience.
In an attempt to be really cool, Sapphire is built on NodeJS, ExpressJS, Socket.IO, EJS, and a score of other libraries. Special thanks goes to everyone that has contributed to these projects.
An extra special thank you is in order to Vinay Agarwal for putting together node-backbone on GitHub.


PartForm
: form of participle
(Please note: the labels on this page, including the feature name
PartForm
, are subject to change.)
Erzya has multiple participles forms, here termed the: PrsDet = Ycja, PrsTra = Yks, PrsPlain = Y, PrsCmp = Yshka, VGen = Onj, Telic = Ovt, NegConvPrc = apak, PastDyn = Ozj.
NegConvPrc
: negative converb participle (апак)
The Apak participle, negative converb participle, is usually followed by a connegative form in the verbal adverb and verbal adjective functions. Additionally, it may be followed by the VGen or PastTemp participles.
Examples
- [myv] _ Лопа тарск тейсь ды таймаскадсь апак учонь те полавтовомадонть._ “Lopa gave a jump and was startled by this unexpected change in events.” (negative converb participle)
PastDyn
: Past Dynamic (Озь) converb-participle
The -Ozj converb participle can form a minimal pair with the (Onj) participle, where the distinction is that the Past Temporal (Озь) converb-participle traces dynamic change, whereas the verbal genitive does not, see minimal pairs below.
Examples
- [myv] Салтозь куяртнэ тантейть “The salted cucumbers are delicious.” (Past dynamic (Озь) converb-participle)
- [myv] Салтонь куяртнэ тантейть “The salt [pickles] cucumbers are delicious.” (Verbal genitive (Онь) participle)
PrsDet
: present participle
The Ycja participle is closely related to Yks, Yj, Y, Yshka, but the Ycja participle may also have a determiner nuance and is the regular form.
Examples
- [myv] лакыця ведь “boiling water” (present participle)
PrsTra
: present translative participle
The PrsTra = Yks participle is closely related to the Ycja, Yj, Y and Yshka participles. The participle conveys an idea of POTENTIAL, and it is frequently associated with the deontic-telic passive in OvOms.
Examples
- [myv] , теке вечкевикс тейтерень паламо, лембе. “like the kiss of a girl [one] might fall in love with, warm” (present translative participle)
Telic
: the telic
The telic participle is also known as the agent participle or Ovt-participle
Examples
- [myv] исень саевть одирьва “the bride taken yesterday”
- [myv] тонавтыцянь рамавт кудо “the house bought by a teacher”
VGen
: Verbal genitive (Онь)
The -Onj participle, verbal genitive, can form a minimal pair with the Past dynamic (Озь) participle, where the distinction is that the verba genitive does not have a temporal tracing nuance, see minimal pairs below.
Examples
- [myv] Салтонь куяртнэ тантейть “The salt [pickles] cucumbers are delicious.” (Verbal genitive (Онь) participle)
- [myv] Салтозь куяртнэ тантейть “The salted cucumbers are delicious.” (Past Dynamic (Озь) converb-participle)
PartForm in other languages: [fi] [kpv] [krl] [mdf] [myv]


Passwords are some of the most valuable and vulnerable digital assets that a person has. Currently when a website asks the user to create a password the first instinct is to use something that they have used before, this is because they already have memorized it allowing easy reuse. This is what makes someones online presence insecure and current protections inefficient. This is the problem that password managers try to alleviate, allow the user to remember one strong master password while the manager remembers and securely generates the rest.
Securely managing passwords with Vaultron is as simple as downloading the software and hitting run.
Currently the only required dependency for the developement version of Vaultron is a recent version of Node.JS
Use your desired method to download our software either by cloning the GitHub repository to your local drive, or downloading via a zipped folder.
git clone https://github.com/vaultron/Vaultron.git
cd vaultron
npm install
npm start
When you start Vaultron for the first time an account setup screen will pop up. After filling out this form, you will be able to login and add accounts to vaultron.
Once logged into the newly setup account, access the new entry button and fill out the form. On submission the entry will appear in the table on the main screen.


LAURA PEGG
GRADUATE
HOME
(current)
EDUCATION
ABOUT
PROJECTS
I am a first class graduate
LinkedIn
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More info can fit here.


Return to Blog Home
Becoming an Online Teacher
Written By: Jo Rocca
Published on: September 20th, 2021
Online teaching is one of the most flexible and rewarding careers. But how do you get started as a freelance online English teacher? This handy checklist will help you create an online teaching presence step-by-step.
1. Decide the subject you want to teach.
You can learn almost anything online. Which also means you can teach almost anything online! Think about what skills you would be good at communicating. You can even trial your subject by creating a YouTube how-to video, which can also help advertise your services later down the line. However, if you are really stuck and don’t know what to teach, one of the most prolific areas to teach is English. And if you are reading this article (in English), the good news is-- you already know the subject!
Teaching English online is particularly fun because there are so many people who want to learn English all over the world-- and you have the opportunity to meet them! Unlike other subject areas, teaching English online doesn’t require students to have a base-knowledge of the subject, or even the language you are teaching in. Students can just jump right in and start learning!
2. Join Facebook Groups.
Joining Facebook groups of other teachers or professionals in your subject matter is a great way to find resources, get inspiration, stay accountable and committed to your teaching journey, and get advice when you are stuck. Find at least three active Facebook groups and introduce yourself as a new online teacher and see what advice pops up from other group members!
3. Find a Platform.
The next step to becoming an online teacher is finding a platform you can teach on. There are many online platforms available, such as Class for That, Class In, and Outschool. When finding a platform, you will want to consider things such as:
- How does the platform advertise to students?
This is important so you know how students will find you! Will you have to advertise yourself or does the platform push your lessons for you?
- What is required by you as a teacher to sign up?
Do you need a degree? Are only certain subjects available? Will there be an interview/demo lesson to join?
- Do they offer a curriculum?
Some platforms offer a curriculum to teach to students, such as Off2Class. These are great if you are new to teaching and have no clue where to start. However, you will probably find at some point that you are “stuck” in the curriculum, and may be unable to adapt it appropriately to your students or teaching style.
For this reason, I recommend finding a curriculum that is all-inclusive, but not attached to a platform. This way, you aren’t forced to teach a certain way and can adapt materials more easily. Rocca Curriculum is a perfect example of this!
4. Find a curriculum that works with your platform.
Some platforms will require you to upload your lessons beforehand, while others only need a brief description or advertisement for what you will be teaching. You will also need to keep in mind how the lessons are taught. If students are taught through Zoom screen-sharing, for example, interactive features might not be available for them to use. Rocca Curriculum works great on all platforms, as the PDF downloads can be used for “lesson previews”. The games are also compatible with most platforms, as they offer instructions and adaptations for when students are unable to interact with the content themselves, while still being engaging!
5. Decide on your rate.
Online teaching can be very prolific, if done correctly. However, many teachers undercharge for their services. When deciding your rate, take into account the fact that you are running a business! You are putting in your own time and energy to create lessons, advertise your classes, not to mention the actual teaching! You will also be purchasing your own materials, such as props, backgrounds, curriculum, and more. Finally, since on most platforms you are either a subcontractor or freelancer, you will need to provide your own employee benefits such as days off, vacation time, and health insurance. All of this factored together means you need to charge more.
Online English classes are typically around 30 minutes long and go for a rate of $25-$50/lesson. Depending on your experience and what you are offering, you may want to charge more than this. There will be a student or parent who is looking for high-quality teachers and higher prices suggest higher quality! So don’t be afraid to set your prices a bit higher.
6. Create a teacher profile.
On your chosen platform, or on your own website if the platform does not have profiles, create a teacher profile. Be sure to include as much information as possible, including past education, certifications, and previous experiences with the subject matter or with teaching. Photos also go a very long way!
If you need your own website to advertise your services, check out Rocca Web.
7. Upload lesson samples.
As stated previously, some platforms will require you to upload entire lessons, while others may just require a blurb to advertise. On your platform, create lessons that you want to teach and again, include as much information as possible to attract students. With Rocca Curriculum, we provide you with full PDFs of the lesson content so you can upload your lessons efficiently.
8. Create a schedule.
Most platforms will allow you to set your own schedule for teaching through opening slots on a calendar app. Decide what hours you would like to work each week, and open those slots! Be consistent each week so that you can attract students back and get regular students!
And there you have it! You are all set up to start online teaching! Online teaching is easy to get into and, if done correctly, profitable and rewarding.


EnumType.values()
. If such enum would be updated later,
it would be necessary to update the array as well, though with EnumType.values()
no modifications would be required.
Example:
enum States {
NOT_RUN, IN_PROGRESS, FINISHED;
}
handleStates(new States[] {NOT_RUN, IN_PROGRESS, FINISHED});
After the quickfix the code would look like this: handleStates(States.values());
New in 2019.1


Database design¶
The database is designed based on stats.ncaa.org
Season table¶
Use ncaa_id to determine season and gender, no matter what the division is.
The data entry must be manually inserted into table, because we can not predict the season_id that ncaa will use for the next season. Men and Women will use same season_id for the same season.
You must manually add new season_id into database every time the new season begins. See: How to Add New season_id
Table structure:
Table content (until season 2014/2015):
Conference table¶
A team may belong to different conference in different year and division.
So conference will have one-to-one maps to Squad.
Table structure:
Team table¶
Teams contain a relationship to Squads for any available years. Also contain relationships to alternate team names.
NCAA uses a permanent id (org_id, which is also known as ncaa_id)to represent a team no matter what the season is.
Note that IDs have been assigned explicitly to match those used by NCAA.com to make record linkage easier. The alternate team names and fuzzy matching capabilities are just in case another source is used.
One-to-many maps to Squads.
Table structure:
Squad table¶
Squads contain basic information of a Team in a given season.
One-to-many maps to SquadMembers, Games. Many-to-one map to Team.
Table structure:
Schedule table¶
One game will have two schedules for both team, indicate which one is home team, and which one is away team.
NCAA will post all schedules for the whole season, and fill the game details when match is complete.
Table structure:
Game table¶
Game holds references to two Squads. Holds a collection of total score, first & second half score, first & second overtime score.  Also hold vital statistics such as where and when and attendance.
Many-to-many map to Squads via Schedule, one-to-many map to PlayerGameStat.
Table structure:
Player table¶
Players possess a one-to-many mapping to SquadMembers, which are essentially chrono-sensitive versions of the Player. For example, a Player’s corresponding SquadMember from 2010-11 will not have access to that Player’s statistics from 2011-12, nor will these latest statistics be incorporated into the earlier SquadMember’s record. This allows for more realistic simulations.
Table structure:
SquadMember table¶
This is the class that holds Player’s basic information. Many-to-one maps to Player, Squad, and Game
Table structure:
PlayerSeasonStat table¶
Contains the stats of one SquadMember in one Season
Many-to-one maps to SquadMember
Table structure:
SquadSeasonStat table¶
Contains the stats of one Squad in one Season.
one-to-one maps to Squad.
Table structure:
PlayerGameStat table¶
Contains the stats of one SquadMember in one Game
Many-to-one maps to SquadMember and many-to-one maps to Game.
Table structure:
SquadGameStat table¶
Contains the stats of one Squad in one Game
Many-to-one maps to Squad and Game
Table structure:


Size of each pixel in micron. Depends on the native resolution of the projector and the distance between the projector and the floor of the tank.
[XY Resolution] = [Size of Picture On Tank Floor in Millimeter] * 1000 / [Projector Resolution]
50micron=96mm*1000/1920px


This video illustrates the proper way to assemble an inverting time distortion
device.
It is imperative that the primary and secondary temporal couplings not be
mounted in the wrong order. Temporal catastrophe is the likely result.


Hi! user
Firstly we would like to thank you for beginning exploration with us.
We would love to help you find everything appropriate about IGDTUW societies and clubs.


The National Enquirer achieved yet more notoriety when it published this post-mortem photo of Elvis Presley on September 6, 1977. The King, of course, died on the throne in his bathroom.


October 7
Evil pursues sinners: but to the righteous good shall be repaid. Proverbs 13:21
Satan has had us in a poverty mentality so long that it's tough for us to grasp just how intensely God really does desire to prosper us--even though He's demonstrated that desire again and again.
Take Abraham, for example. God made him an extremely wealthy man. Genesis 13:2 says he was rich in cattle, in silver and in gold.
Then, of course, there was Solomon. The Bible says he surpassed all the kings of the earth in riches and wisdom.
God's servant Job possessed such great wealth that he was called the greatest of all the men of the East. That was before Satan put him through the wringer. Afterward, God blessed him with more than twice what Satan had stolen.
The problem is, just the thought of the kind of wealth God gave to those men scares most believers today. They're afraid it would destroy them.

But that doesn't mean you should avoid being prosperous.
 Let the Holy Spirit search your heart. If you see ways in which you've been a fool, repent and make a firm decision not to be caught in that trap again.
Let the Word of God inspire you to leave foolishness behind and stir within you the faith to reach out and receive what you, as a redeemed child of the living God, have a divine right to--not the curse of poverty, but the blessing of prosperity!
Scripture Reading: Genesis 15:1-6


ROYAL DRAMA
I’m A Celeb winner Jacqueline Jossa and Dan Osborne kiss before she reunites with her children at Versace hotel
by Tom CaponI'M A Celebrity winner Jacqueline Jossa and husband Dan Osborne kissed outside the Versace hotel before being whisked away for crisis talks.
The former EastEnders actress, 27, beat Corrie star Andy Whyment to be crowned Queen of the Jungle on Sunday night.
Jac and Dan, 28, put on a united front as they shared a kiss, after The Sun revealed the former Towie star cheated on his wife last year in a wild threesome with Chloe Ayling, 22, and Natalie Nunn, 34.
He led his wife into the hotel, where their daughters, Ella, four, and Mia, one, waited for their mum in matching dresses.
The family were all smiles as she picked them both up for a hug.
Her mum and dad - Sarah and John Jossa - were waiting for the actress in the hotel, alongside her I'm A Celeb campmates.
Despite the loving display, a show insider told how the troubled couple headed straight for crisis talks to discuss the cheating allegations.
"It feels like Jacqueline has grown and is stronger than when she went in there," a source told The Mirror.
"She loves Dan but they have split up several times before so it would not be a huge surprise if they split up again in the future, despite Dan denying all the allegations and insisting he is not worried about the situation. Time will tell."
This will be the first time the family are reunited since fellow campmate Myles Stephenson told Jac Dan had cheated on her with Love Island's Gabby Allen.
The revelation caused Jacqueline, who married Dan in 2017, to remove her wedding ring and threaten to quit.
Just days before Jac left the jungle, Chloe Ayling told The Sun how her, Dan and Natalie had a steamy group sex session after the end of last year's Celebrity Big Brother following a boozy night out in London.
Chloe said: “Dan cheated on Jacqueline with me and Natalie. We’d all had a lot to drink and a threesome happened.

“It was a debauched night – we were drunk and we let loose."
ITV bosses dramatically axed an early reunion on I'm A Celeb between Dan and Jac amid fears she would break down in tears.
A source told The Sun: "The visit would have been really awkward for her.
"Bosses couldn’t give her advance notice as it would ruin the surprise, which is the whole point of the reunion segment.
"But if they didn’t give her a heads-up and she hated that Dan had been sent in it could’ve really upset her.
"ITV are all about duty of care. They decided that Dan and Jacqueline’s first proper conversation since the dramas emerged should be off- camera and not in front of millions of viewers."
Meanwhile, Jac's parents stayed far away from Dan on the I'm A Celebrity bus to the finale last night.
They shared a photo surrounded by other celebrities and their families travelling to the camp ahead of the crowning.
Selina captioned the picture: "On our way to get you @jacjossa [you're] our winner no matter what. Good luck everyone."
But eagle-eyed fans spotted they had chosen to sit four rows away from their son-in-law.


R | Rect Select |
E | Ellipse Select |
F | Free Select |
Z | Fuzzy Select |
Shift + O | Select By Color |
I | Scissors |
B | Paths |
O | Color Picker |
M | Move |
Shift + C | Crop and Resize |
Shift + R | Rotate |
Shift + T | Scale |
Shift + S | Shear |
Shift + P | Perspective |
Shift + F | Flip |
T | Text |
Shift + B | Bucket Fill |
L | Blend |
N | Pencil |
P | Paintbrush |
Shift + E | Eraser |
A | Airbrush |
K | Ink |
C | Clone |
Shift + U | Blur/Sharpen |
S | Smudge |
Shift + D | Dodge/Burn |
| Context | |
X | Swap Colors |
D | Default Colors |
Ctrl + N | New image |
Ctrl + O | Open image |
Ctrl + Alt + O | Open image as new layer |
Ctrl + D | Duplicate |
Ctrl + 1 | Open recent image #1 |
Ctrl + 2 | Open recent image #2 |
Ctrl + 3 | Open recent image #3 |
Ctrl + 4 | Open recent image #4 |
Ctrl + 5 | Open recent image #5 |
Ctrl + 6 | Open recent image #6 |
Ctrl + 7 | Open recent image #7 |
Ctrl + 8 | Open recent image #8 |
Ctrl + 9 | Open recent image #9 |
Ctrl + 0 | Open recent image #10 |
Ctrl + S | Save image |
Shift + Ctrl + S | Save under a new name |
Ctrl + Q | Quit |
| Dockable Dialogs | |
Ctrl + L | Layers |
Shift + Ctrl + B | Brushes |
Shift + Ctrl + P | Patterns |
Ctrl + G | Gradients |
| Within a Dialog | |
Alt + F4 , Ctrl + W | Close the window |
Tab | Jump to next widget |
Shift + Tab | Jump to previous widget |
Enter | Set the new value |
Space , Enter | Activate current button or list |
Ctrl + Alt + PgUp , Ctrl + Alt + PgDn | In a multi-tab dialog, switch tabs |
| Within a File Dialog | |
Shift + L | Open Location |
Alt + Up | Up-Folder |
Alt + Down | Down-Folder |
Alt + Home | Home-Folder |
Esc | Close Dialog |
| Window | |
F10 | Main Menu |
Shift + F10 , right click | Drop-down Menu |
F11 | Toggle fullscreen |
Shift + Q | Toggle quickmask |
Ctrl + W | Close document window |
| Zoom | |
+ | Zoom in |
- | Zoom out |
1 | Zoom 1:1 |
Ctrl + E | Shrink wrap |
| Rulers and Guides | |
mouse drag | Drag off a ruler to create guide |
Ctrl + mouse drag | Drag a sample point out of the rulers |
Shift + Ctrl + R | Toggle rulers |
Shift + Ctrl + T | Toggle guides |
| Undo/redo | |
Ctrl + Z | Undo |
Ctrl + Y | Redo |
| Clipboard | |
Ctrl + C | Copy selection |
Ctrl + X | Cut selection |
Ctrl + V | Paste clipboard |
Del | Erase selection |
Shift + Ctrl + C | Named copy selection |
Shift + Ctrl + X | Named cut selection |
Shift + Ctrl + V | Named paste clipboard |
| Fill | |
Ctrl + , | Fill with FG Color |
Ctrl + . | Fill with BG Color |
Ctrl + ; | Fill with Pattern |
PgUp , Ctrl + Tab | Select the layer above |
PgDn , Shift + Ctrl + Tab | Select the layer below |
Home | Select the first layer |
End | Select the last layer |
Ctrl + M | Merge visible layers |
Ctrl + H | Anchor layer |
Ctrl + T | Toggle selections |
Ctrl + A | Select all |
Shift + Ctrl + A | Select none |
Ctrl + I | Invert selection |
Shift + Ctrl + L | Float selection |
Shift + V | Path to selection |
Ctrl + F | Repeat last filter |
Shift + Ctrl + F | Reshow last filter |
click | Zoom in |
Ctrl + click | Zoom out |
mouse drag | Zoom into the area |
F1 | Help |
Shift + F1 | Context Help |


June 21st - 25th Massachusetts Institute of Technology, Cambridge, Massachusetts tickets on sale now | more information


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The Roehampton Annual Computing Education Report 2015
This report aims to analyse the uptake of computing / computer science qualifications at GCSE and A-level by lookin...
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Making Change
It’s a seemingly easy problem: how to make a certain amount of money using the smallest number of coins possible. For...
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Computational thinking and mathematical reasoning
Andrew Csizmadia and I presented on Computing: the silent C in STEM at a CIDREE expert group of STEM curriculum dev...
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Coding across the primary curriculum
Quite recently, we thought the future of ICT education would be one in which technology was embedded seamlessly throu...
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This is CS50.
CS50 is an introductory computer science course offered at Harvard. Lots of US universities are offering ‘CS101’ intr...
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Lessons from abroad
There’s a global movement to teach children to code, and through this to give them the tools for solving problems and...
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Revisiting agile pedagogy
Back in 2012 I wrote and presented a bit about ‘agile pedagogy’ – the notion of applying some of ...
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Gender and Computing
Our latest CAS TV programme explore some of the issues around gender and computing with Carrie Anne Philbin (Raspbe...
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Computers and brains
An interesting interview with Prof Steve Furber for this week’s #CASTV programme:The focus of the discussion is on th...
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Snap!
Our latest CAS TV programme features John Stout, discussing programming in Snap! (a close relation to Scratch), inc...
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The only way is ethics
We need to pay more attention to ethics when we teach computing. You’d be forgiven for thinking computing in the nati...
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Laying the foundations for computing in the early years
Computing co-ordinators often wonder what to encourage in the nursery or reception class. The easy answer is, ‘not co...
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Making the links between computing and mathematics
There are some great ways to link computing and all the other subjects on the school curriculum, but there’s a partic...
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Some thoughts on pupils ‘bringing their own device’ (BYOD)
This is prompted in part by the TES citing some data from HMI David Brown which appeared to show that 30% of secondar...
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#mytechstory
Originally published as part of a series by The Tech Partnership I’m principal lecturer in computing educati...
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‘This House believes 21st Century skills aren’t being taught – and they should be’
I found myself invited to Online Educa Berlin to speak with Allan Päll against the above motion. Which we defeated!...
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Coding and digital skills
Remarks for eSkills at Schools event, European Parliament, BrusselsJust over a year ago, England replaced its old ‘...
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That OECD computers in schools report
There was much media fuss on Tuesday this week around the publication of the OECD’s report, Students, Computers a...
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Computing: one year on
Responses to questions for a round table, reviewing the first year of the English computing curriculum for Educatio...
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Debugging and the growth mindset
How good are your pupils at rising to a challenge? When they encounter something difficult, do they show grit in pers...
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From data to wisdom
The text of my presentation at the Mirandanet / IFIP / IBO / ITTE policy thinktank on ‘Towards tomorrow’...
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Teaching computing
The new computing programmes of study are in place and initiatives such Computing At School’s Network of Excellence, ...
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Integrating technology and creating the best computing curriculum
Opening remarks on the above for a BETT Futures panel.Hmm… ‘integrating technology and creating the best computing ...
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Papert, turtles and creativity
Computer science as an entitlement for all as part of the national curriculum is undoubtedly an achievement of which ...
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Computing: Supporting effective teaching
Now that the new computing curriculum is in place and we’ve a fairly clear idea about what we should be teach...
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The new computing curriculum – a global perspective
Nick Gibb, the minister for school reform, describes the new curriculum as one that will make England’s education sys...
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Computing and social mobility
My remarks at a Teach First dinner hosted by Google, 25 November 2014I don’t normally do much by way of autobiograp...
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Software engineering in schools
There’s much more to software development than coding: the process of developing software has much in common with oth...
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Making computing more inclusive
This September saw the introduction of a new National Curriculum for local authority supported schools. Perhaps one o...
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Open Badges and Primary Computing
Rising Stars have been working with Makewav.es to develop a set of digital badges to support assessment for the prima...
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Creativity in the new computing curriculum
Whilst it’s easy to focus on the ‘core knowledge’ aspects of the new National Curriculum, creativity is an important ...
-
Ofsted and Switched on Computing
At the launch event for the BCS Barefoot Computing project, HMI David Brown, Ofsted’s national lead for computing, ga...
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Resourcing primary computing
Most folk involved in English schools will already be well aware that there are some significant changes planned fo...
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Advice for parents…
With the launch of the new national curriculum, one of the big changes is the replacement of ICT (information and c...
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Computational thinking and creativity
The first sentence of the new computing programme of study sets out our ambition: “A high quality computing educatio...
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This is for everyone
This is for everyone - CC by Nick WebbCan anyone learn to program? I think so, and I think it’s important that those ...
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Assessing Computing
When they reported on the state of ICT in 2004, 2009 and again in 2011, Ofsted were unimpressed by how assessment was...
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Assessing attainment in computing
Taking our inspiration from the work of the National Curriculum expert panel in relation to assessment, that “...
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There is more to the new computing curriculum than just coding
It will have been hard to miss the changes afoot in the move from ICT in the old national curriculum to computing in ...
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Computer Science in the National Curriculum
I’ve written an ebook, aimed at introducing a few aspects of computer science to a general education audience for Mic...
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Computational Thinking in Primary Schools
The change in the primary national curriculum from ICT to Computing, which takes effect this September, is undoubtedl...
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Switched on Computing
At the Education Show today I finally got my hands on printed copies of Switched on Computing, the scheme of work I’v...
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Text based programming in primary schools?
Logo, Small Basic and Python are all accessible languages for the top end of primary. Good folk like Phil Bagge and D...
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More to computing than coding…
My contribution to the Friday afternoon Mirandamod at BETT 2014 Learning Coding is now deemed a very important life ...
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Computing in the national curriculum: A guide for primary teachers
Bearing in mind that much of the new computing programme of study expects non-specialists (and I suspect a few specia...
-
The last few tweaks
So here we are at last. Almost a year ago, a small group of us met in London to brainstorm ideas and consider rough ‘...
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Froebel and the pedagogy of computing
Now that we’ve got the programme of study for computing sorted, and thus have at least a framework for thinking about...
-
Changes to the computing programme of study – some thoughts
Originally blogged for Switched on ICT (Rising Stars) As expected, the new Computing programme of stud...
-
The Computing PoS
Originally published in Teach PrimaryAlthough we’ve only seen a draft of the computing programme of study at the mo...
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Naace Conference Introduction
The text of my welcome from the programme for the 2013 Naace Conference.It has been an interesting year for those c...
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Webmaking with trainee teachers
We’ve had some content on web-development on our primary teacher training programmes at Roehampton since before my ti...
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The new computing curriculum – some thoughts
I wrote recently about the new draft National Curriculum in general, which shows a quite distinct shift from skills t...
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Switched on Computing…
A short summary of the change from ICT to computing at KS1-3, written for Rising Stars’ news blog, and posted...
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My first reactions to the new national curriculum
Thursday saw Mr Gove publish the draft of a new National Curriculum for English schools. Not all English schools, of ...
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CPD through making
I don’t think many would doubt that learning through making things, ideally for an audience of other people, is a hig...
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Making things in ICT at Roehampton
So many of the conversations I’ve had with really interesting people at and around BETT have focussed on learning thr...
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Computer Science makes it to the EBacc
I think there are many of us delighted by the announcement, timed to coincide with the start of BETT 2013, that compu...
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Adaptive Learning and Interactive Fiction
A post prompted by a discussion on the Mirandanet discussion list asking for software suggestions for developing adap...
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Some thoughts on CS CPD
I’ve been in a couple of interesting meetings this week, both with teachers’ CPD high up the agenda. This certainly s...
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Apps
My article for the October edition of Teach Secondary Magazine.For as long as computers have been used in schools, ...
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Social networking in schools
My article from Issue 1.3 of Teach Secondary Magazine.Teaching for learning is about meeting our students where they ...
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The PLN and informal CPD
From the September edition of Teach Primary.Professional development is changing. Once upon a time, when this was c...
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Scratch – across the curriculum
Despite the Coalition’s rejections of Sir Jim Rose’s proposals for the primary curriculum, an embedded approach to IC...
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Gamification
From Ictopus SGP 138:The enthusiastic advocates of computer gaming in school make a number of claims for what games...
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Coders and CompScis
The relationship between coding and computer scienceThe two are not, of course, unrelated. Our new found focus on the...
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On the purpose of education
My contribution to this year’s Purpos/Ed #500 words project.This is something that has mattered to me for all...
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Creating a new ICT curriculum
Originally published in the June 2012 edition of Teach Primary.Back in 1999 computers were very different beasts. M...
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The case for agile pedagogy
My post on this from the Guardian Teacher Network Blog:Policy makers, industry and many teachers are eager that pup...
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Raspberry Pi interview
An interview for RS Components DesignSpark community about computing in general and the Raspberry Pi in particular....
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Inaugural address…
… as the new chair of Naace, delivered at the AGM, 10 March 12.Friends, colleagues, you do me a great honour ...
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Rethinking ICT
Just a few thoughts on the way forward for ICT education in response to Chris Leach’s Rethinking ICT #ICT500 invitati...
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Voice recognition software and interview transcription…
Speech recognition is something of a computing holy grail, and has been for a while now. I’m not aware of any commerc...
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National Curriculum Review and EYFS revisions
One might be forgiven for thinking that the week before Christmas is a good week to bury bad news at the DfE.Monday s...
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The beauty and joy of computing
Just discovered that the lectures from University of California Berkeley’s Beauty and Joy of Computing course for non...
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Ofsted’s latest subject survey: ICT 2008-2011
Quite some media coverage this morning for the publication of Ofsted’s triennial survey of the state of ICT in UK sch...
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‘A is for Apps’
Long, but interesting and well-balanced piece in Friday’s Guardian about apps for pre-schoolers which may be of inter...
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The new Teachers’ Standards
Yesterday the DfE published the revised version of the Teachers’ Standards (ie QTS requirements).Whilst I’m disappoin...
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Reinventing the primary ICT curriculum.
Published in the July edition of Teach PrimaryComputers and the Internet have become a part of almost every aspect ...
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Michael Gove at the Royal Society
A speech from the Secretary of State at the Royal Society on Wednesday gave the clearest statement yet on the Departm...
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Computing and Pedagogy
The full version of a piece published in the summer edition of the Computing at School newsletter SwitchedOn:Jack L...
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Should ICT remain on the National Curriculum?
I coordinated Naace’s response to the first round of the National Curriculum consultation call for evidence. The full...
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How open source allows schools to do more with less
A ‘think piece’ written for a ‘hot seat’ discussion on the National College’s website...
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Some thoughts on BETT
My responses to a few questions from Terry Freedman, researching a piece on BETT 2011 for the Guardian: ...
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Computing in School, the Naace Response
Some fascinating conversations on Naace‘s Advisory Talk List in response to the Royal Society’s cal...
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Open Source Computing
What follows are notes from a brief presentation to the Computing at School working group meeting in Cambridge this...
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Control technology in the foundation stage
Originally published in Issue 2 of the Computing at School newsletter, Switched On.In the Early Years Foundation St...
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Programming for Androids with App Inventor
Originally published on Open Source Schools.It’s interesting how open source approaches are gradually tipping the b...
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On saving money…
Oringinally posted at MerlinJohnOnline, but comments welcome below…So far, things have not gone particularly ...
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Technology and the Rights of the Child
My piece from today’s Naace newsletter.My move from teaching to teacher training has brought many interesting...
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Primary curriculum reform
We live in interesting times. I have no privileged information, but have been following the primary curriculum dev...
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On Becta’s closure
Originally posted at Open Source Schools. Declaration of interest: the Open Source Schools project, for which I hav...
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Open Source Education
My ‘provocation paper’ for the recent Open Source Schools think tank.Open source or software freedom is...
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Social Constructivism and Open Source
Last November, I had the rather strage experience of having one of my lectures filmed, the resulting programme now ha...
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A learning journey
A personal reflection on my ‘learning journey’, written as an exercise for Roehampton’s PG Certif...
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Open Source Projects as Communities of Practice
It was a great pleasure to attend last Tuesday’s Mirandamod to hear Etienne Wenger discussing communities of practice...
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Firefox is my PLE
Moving between Windows computers in my new office and teaching rooms, my Ubuntu netbook and my MacBook Pro, I find my...
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TES on 10,000 new undergraduate places in Stem subjects
An article in today’s TES about ways in which schools might encourage more pupils to take up places in science, techn...
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Meaningful Learning and ICT
Some notes written as introductory material to this year’s primary PGCE courseWhat is meaningful learning? It...
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Michael Kölling on Greenfoot
Originally published at http://opensourceschools.org.uk/michael-k-lling-greenfoot.htmlIt’s great to see Open Source...
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The BCS Response to the Rose Recommendations
The BCS have published their response to the Rose review recommendations, which I was pleased to have contributed to:...
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Schooltool 1.0 released
From http://opensourceschools.org.uk/schooltool-v10-released.htmlThose who’ve been following the recent Open Source...
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Sugar on a stick
Sugar, the operating system and GUI for OLPC‘s truly innovative XO-1 laptops is now available, in beta at least, as a...
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Ofsted and Open Source
Written for Open Source SchoolsOfsted’s report on The Importance of ICT was published over a month ago, and was met w...
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Why schools should use open source software
Originally published on BBC Open Lab.Awareness of open source software amongst teachers, technical staff and students...
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BBC Learning – Open Lab
BBC Learning’s Open Lab{#c7nw}, a brilliant new website for the open source development of educational resources, is ...
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A level playing field for open source software
The government’s support for open source software, as outlined yesterday at http://www.cabinetoffice.gov.uk/media/123...
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Laconi.ca
Given the increasing interest in Twitter amongst educators, and indeed the general population, it’s hardly surprising...
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Moodle and Open Source Security
There was a story in Friday’s TES{#u8_7} about a number of schools’ Moodle installations being compromised, resulting...
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Informal learning Wordles
My first experiments with the Wordle site were with children’s reports: these were great, would make brilliant report...
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My interview with Tessy Britton of Thriving
Tessy Britton interviewed me about my own and my school’s use of social media for the thriving too blog. The original...
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What are your kids learning when you're not looking?
It was an honour, once again, to be asked to present alongside Terry Freedman for the BCS Education and Training Expe...
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Open Source Schools Presentation at BETT
The Open Source Schools presentation at BETT on Saturday 17th January was very well received, with good numbers joini...
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My first teachmeet
It was a great joy to attend my first ever teachmeet at BETT last Friday. Ian Usher, Drew Buddie, Leon Cych and many ...
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Moodle and e-safety
A couple of quotes from me in the pre-BETT Guardian. Alas, the photos they took of our pupils Moodling don’t appear t...
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Open Source Schools Relaunch
After feedback from its own community, Becta and a number of other stakeholders, the AlphaPlus team behind opensource...
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AccessApps
JISC’s Regional Support Centre for North and East Scotland have won this year’s Scottish Open Source Award for Educat...
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What are your kids learning whilst you’re not looking?
Terry Freedman and I are presenting for the BCS at the BETT show next January, with the above title. We’re going to b...
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Learners and Technology: 7-11
Terry Freedman and I are busy using google docs and skype to plot our presentation for the BCS at BETT on ‘What are t...
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Dynamic Geometry Software
I have a piece in today’s TES Magazine about using dynamic geometry software for exploring symmetry on an interactive...
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Real time reporting
It was a great privilege to be invited to join the head teachers of Islington’s Education Action Zone for their sixth...
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Be Very Afraid
A while ago now, but I did enjoy my visit in Half Term to BAFTA for Stephen Heppell’s ‘Be Very Afraid 5’, a celebrati...
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The Science of Teaching
After exploring the artistic side of teaching{#o4rm}, I suppose it’s only fair to redress the balance and look at tea...
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OpenSourceSchools – the inaugural meeting
A good meeting today up in London as part of the advisory group for the opensourceschools project that alphaplus cons...
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AS ICT – Some thoughts
Just back from a lovely long weekend in Wales, including a day’s training on the WJEC GCE ICT Specification that I’m ...
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Cloud Classification
Interesting post from Luis Villa over on the rather wonderful Freedom to Tinker concerning cloud computing, and how i...
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VLE vs Informal Learning
An interesting conversation on Ferl’s splendid VLE discussion list over the last couple of days sparked off by Leon C...
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Open Source Schools
It’s nice to see opensourceschools.org.uk up and running. This is an information portal for schools, developed by alp...
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Personal productivity tools for teachers
I have a piece in today’s TES Magazine exploring the use that teachers and school leaders could make of personal info...
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The Paperless School?
Interesting item on the World Service news this morning about the Don Milani di Rivoli elementary school in Turin tha...
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Flickr and InDesign
I find myself teaching AS ICT to a few of the senior school’s pupils this year. Quite a difference from the running t...
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Twitter
Well, I know I’m really late coming to this particular party, but for the last week I’ve been spending time with Twit...
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EdTech 2013
A really interesting day on Thursday as part of the ‘Expert Reference Group’ for Nottingham University’s Becta sponso...
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Creative Clicking
I have an article in today’s TES Mgazine looking at open source applications that can be installed on a school webser...
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The Art of Teaching
After a splendid summer holiday touring a number of north European cities, with visits to galleries, concert halls an...
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Curric. 08
My speech to parents at this year’s curriculum evening, with a focus on personalised learning…Good evening ladies and...
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Are we ready for parents to watch our lessons by webcam?
I was interviewed for a story in today’s TES about the future of parental access to children’s school work: Virtual ...
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Working progress
I have a short article in today’s TES magazine about real time collaborative text editing Collaborative text writing...
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Moodle nudges forward
Interviewed by Jack Kenny for today’s Guardian about Moodle: And Moodle has also been written by teachers, something...
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Bringing order to chaos
I have an article in today’s TES Magazine about using Moodle in the Foundation Stage or Key Stage 1: … Key stage 1 t...
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Curric. 07
My speech to parents at our annual Curriculum Evening…Good evening ladies and gentleman. It’s great to see so many of...
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Open Source Presentation Tools
I’m struck by the extent to which PP has become synonymous with a computer based presentation these days, and have mi...
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Algebra on Computers
A couple of interesting updates today from Chris Sangwin at Birmingham University.Anyone who’s ever done any maths on...
-
Wiki man
I was interviewed for the article on wikis in today’s TES magazine: When my pupils realised that the others could ch...
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BETT 07
Nice coverage in today’s Guardian for Terry Freedman and my upcoming seminar at BETTGeorge Cole writes: One of the B...
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Open Source and Web 2.0
The following was written for the new edition of Terry Freedman’s “Coming of Age: an introduction to the new World Wi...
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Personalisation and the BCS EdTrEP working weekend
With one thing and another I only managed to make it up to Leamington Spa for the middle day of this year’s B...
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Primary Mathematics
Here’s my autumn term report to the IMA’s Schools and Further Education committee. National Curriculum...
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DfES Technology Benefits Realisation Workshop
I spent a few hours up in London on Wednesday with a number of folk from the DfES, some other ‘practitioners&...
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Network Manager or Learning Technologist
Whilst I’m looking after the strategic side of ICT at whole school (ie prep and senior) level in the new job,...
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Curric
This is the text for my speech (no powerpoint slides this time!) from our Curriculum Evening on Tuesday, our first of...
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A new job…
So farewell, St Ives. Yesterday was technically my last day as deputy head at St Ives, and today my first as head o...
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Learning platform update
Much has been written about the Blackboard VLE patent, and there’s not much I can add to this, although IR...
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A few knowledge management finds
I asserted confidently in my Naace Computer Education paper (pre-print online), and subsequently in my recently com...
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Tablet PC stuff
I’m rather fond of my Tecra M4 tablet, which might not have been the fastest machine around at the time, but ...
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Other highlights of the Salzburg trip
The weather, it should be admitted, wasn’t as kind as we’d hoped it would be, although I’m told t...
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Così Fan Tutte, Salzburg
We braved the torrential rain on Thursday 3rd August to make it to the opening night of our other production at thi...
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Die Zauberflöte in Salzburg
Clare and I are in Salzburg for a holiday, and having a brilliant time of it, despite my travelling with laptop and...
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Moodlemoot 06 – day 2
Not so many threaded sessions on the second day, and I only made it to one of the school strand ones, regrettably m...
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Moodlemoot 06 – Martin Dougiamas’ keynote
Excellent to hear the man himself speaking in person this year, rather than via video link as at previous moots. Mart...
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Moodlemoot 06 – Jason Cole’s keynote
A wide ranging and visionary keynote address from Jason Cole, one of the OU’s band of e-learning gurus and au...
-
Mode DfES Learning Platform Wisdom
an Usher’s Changing the Game blog reproduces in full the latest wisdom from the DfES via the Naace newsletter...
-
Moodlemoot06 – day 1
Sean and the team had put together an excellent programme for the moot, with most of the time sessions divided into...
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Moodlemoot 06 – Introduction & Niall Sclater’s Keynote
Back home now after a couple of amazing days at the third UK MoodleMoot. This year’s moot was hosted by the O...
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Flossie 06 – Day 2
Friday’s programme began with a little more insight into the work of Bolton’s TICfrom Dr Brian Iddon MP...
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Flossie 06 – Day 1
I’ve spent the last couple of days up in Bolton for Schoolforge-UK‘s FLOSSIE(free, linux and open sourc...
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“Why minimally guided instruction does not work”
There’s been an interesting debate on one of the moodle.org forums over the last few days provoked by Kirschn...
-
BSF and innovation
Following on from the innovation theme of the last couple of posts, a story in last week’s Computing caught m...
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Becta / Futurelab Innovation Workshop – Day 2
Day 2 turned out to be a bit more hard work than the relatively relaxed start to the workshop, with little input fr...
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Becta / Futurelab Innovation Workshop – day 1
Up in Kensington for a 24 hour Becta/Futurelab gathering exploring ways of creating a culture of innovation in the ...
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London Grid for Learning – the dangers of DIY
I’m grateful to ‘Grumbledook‘ for posting to the SF-UK list a link to LGfL’s “Briefin...
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XChange06 – the challenge of innovation
We returned to the innovation theme for the last session of the afternoon, chaired by Becta’s Vanessa...
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XChange06 – Innovation in Practice
Stephen Roulston of C2K, the province wide managed service for IT in schools, spoke about the forthcoming r...
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XChange06 – Crossing the digital divides
Powerful presentation from Valerie Thompson, executive director of the e-Learning Foundation on digital div...
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XChange06 – The Challenge of Change
An all too brief session from Alan November on “The challenge of change”, that was more about posing qu...
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XChange 2006 – The Next Curve
XChange06 is the second of a series of four educational ICT conferences, which are being hosted in turn by the four...
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blog.ac.uk: Guidelines or Tramlines – blogging safely towards digital literacy
Peter Ford led an excellent session at yesterday’s blog.ac.uk unconference, looking to arrive at the sort of ...
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Becta open source seminar
I spent yesterday at Becta’s seminar on “commercial models and issues of sustainability for open source...
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A day in Sussex
A lovely day out yesterday down to a corner of Sussex we’d not visited before. We took i...
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School choice of learning platform
Importantly, and with relevance to the Leicestershire business discussed below, The DfES have jus...
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Live blogging and art
I’ve been following some threads from Stephen Downes and Terry Freedmanabout the efficacy of blogging during ...
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Leicestershire vs Moodle
Things seem to be hotting up in the competition for the UK government’s 2008 rollout of ‘learning platf...
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The writing's on the wall for paper and pencil
Interviewed by Heather McLean for today’s Guardian about blogging and wikis in primary schools: Blogging has been br...
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Geotagging update
A new service for viewing Flickr’s geotagged photos launched on Thursday, at mylocalguru.com – they see...
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Moodle in the TES, Friday 5th May
My article in last week’s TES Online on how we’ve used Moodle at St Ives is now online in their web archive. “The vi...
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Latin and Programming
I, alas, missed out on Latin in my school days, but feel that a Basic grounding in programming was almost as good at ...
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Latin and programming
I, alas, missed out on Latin in my school days, but feel that a Basic grounding in programming was almost as good at ...
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More fun with Flickr
Thinking more about ways of using Flickr in the classroom, I’ve discovered the wonderful world of geotagging. Essenti...
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Flickr@School
The St Ives girls are making increasing use of Flickr as a source for images for school work, which I’m delighted to ...
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Götterdämmerung
Inspired by Radio 3’s Ring in a day on Easter Monday, I stayed on in town on Wednesday to see Götterdämmerung at Cove...
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Harnessing technology – beyond tomorrow
NCSL asked me to run my seminar on ‘extending the school’ for Wednesday’s London conference as part of their SLICT co...
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Moodle concept map navigation
I’ve been playing around with the Flash browser for Freemind maps, and I’m very impressed. Here’s an attempt at one f...
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Learning topology and Mirandanet
Another inspiring meeting of the Mirandanet Inspirationalists at the IoE today. We’re working towards a set of journ...
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Coming of Age – an introduction to the new world wide web
Last December, Terry Freedman (who’s on the BCS e-learning working party with me) asked me to write an article on wha...
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Gliffy
Fellow Mirandanet Fellow Wilma Clark posted about Gliffy a couple of months back. I received my invitation to the bet...
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The potential of open source approaches for education
Seb Bacon and Teresa Dillon have written an interesting paper on “The potential of open source approaches for educati...
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Pupils' home use of computers
There’s an important and interesting piece of research by Valentine, Marsh and Pattie over on the DfES site into home...
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The Royal Maundy
Along with Clare’s parents, we were fortunate enough to get tickets for yesterday’s Royal Maundy service in Guildford...
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Florence
Clare and I are now back from our short break in Florence. We had a wonderful time, and whilst we did far too much to...
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Primary VLEs
As part of the NAACE transformed education project, Mike Partridge and I have started to put together a spec. for a C...
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Top 10 Moodle Myths
Back in October, as part of the HUGToB campaign, Josie Fraser compiled a list of the ‘Top 10 Moodle Myths‘. I’ve had ...
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Beethoven and Bruckner at Cadogan Hall
Whilst up in London on Friday last, I went to hear the Philharmonia at Cadogan Hall. This was the first time I’d been...
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End of term
So, farewell to the spring term. It’s always interesting seeing how the year 6s move from the exam focus in the first...
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Knowledge management in education and the role of VLEs
I’ve just received my copy of NAACE’s Computer Education journal, with my paper on the above. The paper started life ...
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Moodle and Elgg at NCSL
A long drive up to the National College of School Leadership‘s ‘Learning and Conference’ centre in Nottingham after s...
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St Ives Mootlet
St Ives was delighted to host a mini Moodle moot last Tuesday. A number of folks had expressed an interest in visitin...
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Hercules
Clare and I drove up to the Barbican last Saturday to catch William Christie and Les Arts Florissants‘ production, or...
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Moodle in the TES, Friday 10th March
Last Friday’s coverage of Moodle in the Times Educational Supplement’s Online section has now hit the web archive.The...
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Readability
Year 6 are just starting to work through a statistical investigation, around the idea of comparing pieces of text. We...
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Moodle at BETT – the video
Just heard that the Moodle stand at BETT has been featured in the show’s official review, see http://www.frederation....
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The Education Show
A good time at today’s Education Show at the NEC. The 10.00 am slot, and relatively low key publicity, meant that my ...
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Moodle at BETT and after
I was very happy to play my small part in seeing Moodle represented at the BETT show last January. I see Leon Cych ha...
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That Guardian interview in full
Excellent coverage of Elgg in today’s Education Guardian. I was very pleased to be able to help out with the schools’...
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Elgg, Moodle and now Drupal.
A really interesting post over on Bill Fitzgerald’s blog about integration of Moodle, Elgg and Drupal. He says it bet...
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Excel, dice and bar charts
Year 5 and I have been exploring ways of presenting data, which is always a topic I find something of a challenge, as...
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Virtual Torquay
Alas, the notion of £560 and three days off school has meant that I’ve not been able to get to this year’s NAACE stra...
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Becta publish learning services framework agreement
The full text of the framework agreement for those wishing to supply learning platforms to local authorites and RBCs ...
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Snow in Godalming
Well not exactly… The Hollywood film crew were back to film a few more scenes for The Holiday, but alas the stars wer...
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Non-linear learning and research
An excellent day at the IoE for a Mirandanet meeting on visual communication. The project is sponsored by Inspiration...
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A short history of computing
Today I rounded off our Year 6 unit on Victorian Mathematics (which I meant to do last half term, when it was still t...
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Mindmapping
A good IT lesson this morning, using FreeMind open source mind mapping software. I’ve tended to be relatively cynical...
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Gifted and Talented
Someone asked me recently about what provision we make for our ‘gifted and talented’ students. I try not to worry too...
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Schooltool
We had Tom Hoffman of Schooltool visiting us at school today, as part of the SchoolTool world tour – Monday, St Ives ...
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Half Term Culture
A lot of the half term has been spent at the computer (surprise, surprise!), reading more of the blogosphere than I n...
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Primary Matters Spring 06
As part of my ‘watching brief’ on primary matters for the IMA‘s Schools and Further Education committee, I write a te...
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LAMS
I must admit, I’m not quite sure about LAMS.LAMS is an open source, web-based tool for sequencing learning activities...
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NAACE and transformed education
I’m involved with NAACE’s project on transformed education, which is an attempt firstly to come up with...
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Futurelab – enquiring minds
Curious how one thing leads to another! Steve Lee posted on the schoolforge list about a Nesta Futurelab / MS project...
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Futurelab seminar on re-thinking learning networks – part 2
We were asked at the nesta futurelab seminar I mention below to think through a few questions. Here are my random rav...
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Futurelab seminar on re-thinking learning networks
A really interesting moring with some big names from academia and central government. Tim Rudd’s thought provoking ‘p...
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TES Culture Vulture
Back in January I was interviewed for the TES culture vulture column – the interview appeared in last Friday’s editio...
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Elgg at BETT
I can’t believe I’ve not posted here for three months. Oops. We’re continuing to make good use of Elgg, despite some ...
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Images in Elgg
I decided to encourage a bit more posting over the last week, and I’m pleased to see most have risen to the challenge...
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Customizing Elgg
A few technical gliches getting the standard themes working properly in our installation, but we’re there now (Thanks...
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Elgg v 0.3
Wow.Many thanks for all the work that’s gone into getting the new release up and running.I spotted the download was a...
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Blogging in schools
A few elgg related things have struck me over the last week or so, so thought I’d share them here.The first was Jeff ...
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Our first posts
Rushed off my feet for the last week, but I’ve been meaning to post an update on how we’ve been getting on.A few of t...
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Elgg – the first day
I’m giving Elgg a try as a blogging tool for Year 6 in my school, as an alternative to our usual ‘design your website...