SOAP_SERVER_HAS_PREFORK
// In header: </home/maarten/projects/libzeep/zeep/config.hpp>
SOAP_SERVER_HAS_PREFORK
The http server implementation in libzeep can use a preforked mode. That means the main process listens to a network port and passes the socket to a client process for doing the actual handling. The advantages for a setup like this is that if the client fails, the server can detect this and restart the client thereby guaranteeing a better uptime.


Ocala events
-
free application to universities
Vigo County seeing strong voter turnout » Top Story » News From ...
Nov 6, 2012 . Voter turnout appears strong in Vigo County as election 2012 reaches its climax. Anecdotal . Obama says 'America's possibilities are limitless' .
http://tribstar.com/bigstory/x880889171/Vigo-County-seeing-strong-voter-turnoutComing full circle: Vigo County 4-H'er hopes donation of livestock ...
Jan 6, 2013 . In 2006 the family moved to Vigo County where the boys quickly became involved in 4-H. Over the years Cory's projects included models, .
http://tribstar.com/features/x1633442097/Coming-full-Circle
hot wheels collector 917 Upcoming events in Ocala
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Apr 6 - Downtown Disney
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Amway Center -
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Bob Carr Performing Arts Center -
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Aug 27san diego exhaust hoods
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Sep 13middle school behavior problems
Francis Field -
Mar 17university of illinois veterinary hospital
St Augustine Amphitheatre -
Oct 8le crueset deep covered saute
Amway Center -
May 4john h sage investments
Bob Carr Performing Arts Center
Ocala's best venues
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Chronological Index | Vigo County Public Library
April 4th -- The first marriage license was issued in Vigo County; to William Foster . The bank continued to operate as usual on July 15, 1972 while the top five . Jr. in 1953 who operated it as a sole proprietorship for the next thirty-five years. . The model of this monoplane, which is known as the first successful American .
http://www.vigo.lib.in.us/subjects/genealogy/timeline/chrono -
Dubai top car 4x4 Dealer & Exporter Toyota Hilux, Toyota Prado ...
Dubai Top Left Hand Drive RHD Car 4x4 Pickup Truck MPV SUV . 2014 car, pickup truck, SUV, MPV Dealer and exporter of new model Toyota Hilux Vigo, .
http://dubai-car-dealer.com/ -
IDW Publishing Comics- Ghostbusters: Times Scare! - Ghostbusters ...
and "America's Next Top Model" are appropriated by Peter. There is a man in a Stay Puft Marshmallow Man costume. Page Two. Peter uses the "We're the .
http://ghostbusters.wikia.com/wiki/IDW_Publishing_Comics-_Ghostbusters:_Times_Scare!grade 3 4 neutropenia and thrombocytopenia
98 people's favorite
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Toyota Hilux Vigo - Alibaba.com
2626 Products . Toyota Hilux Vigo, Source Toyota Hilux Vigo Products at New .
http://www.alibaba.com/showroom/toyota-hilux-vigo.html -
List of people from Indiana - Wikipedia, the free encyclopedia
Adam Lambert, singer-songwriter, American Idol Runner-Up (Indianapolis) . America's Next Top Model finalist (Valparaiso); Stephanie Larimore, model, .
http://en.wikipedia.org/wiki/List_of_people_from_Indiana


 A common theme started to emerge with some content on Postgres about once a month because most of what was out there was much more reference oriented. A bit after that I connected with petercooper, who runs quite a few weekly email newsletters. As someone thats been interested helping give others a good reason to create content the obvious idea of Postgres Weekly emerged.
Since then we’ve now had the newsletter running for over a year, helped surface quite a bit of content, and grown to over 5,000 subscribers. First if you’re not subscribed, then go subscribe now.
And if you need some inspiration or just want to reminisce with me… here’s a look back at a few highlights over the past year:
The inagural issue
Postgres: The Bits You Haven’t Found
A slide-deck from a presentation at Heroku’s Waza conference that highlights many of the more unknown and rare features within Postgres, including ‘WITH’, arrays, pub/sub, and hstore.
Open Source Release:postgresql-hll
Aggregate Knowledge released Postgres HyperLogLog, which is a new Postgres datatype hll that strikes a balance between HyperLogLog and a simple set. This data type solves the problem of calculating uniques for a given data set efficiently both in performance and storage.
The above is still one of my favorite extensions that most of the world doesn’t know about
How I Work with Postgres – Psql, My PostgreSQL Admin
A common question for anyone new or even experienced with Postgres is whats the best editor out there? Most when they are asking this are asking for a GUI editor, this post highlights much of the power in the CLI ‘psql’ editor.
A mix of notable entries
Issue 6 Dissecting PostgreSQL CVE-2013-1899
After the heavily publicized and very serious security vulnerability was patched last week Blackwing intelligence took the chance to dig in. Read more on the details of the vulnerability such as what damage can be done and the basics of how its exploitable.
Issue 16 Tom Lane Explains Query Planner video
Tom Lane, one of the major contributors to Postgres and on the Postgres core team, was in San Francisco last week and gave a talk at the SF Postgres Users Group. Here’s the video from the talk where Tom explains the innards of the PostgreSQL query planner. Whether you’re a noob or a knowledgable Postgres user this is a must watch.
Issue 35 Top 10 psql ‘\’ commands I use
Psql is incredibly powerful, but the list of options within it can be overwhelming. Heres a straight forward list of @selenamarie’s top 10 commands.
Issue 38 Everyday Postgres: Tuning a brand-new server – the 10 minute edition
After a fresh install, there are probably a few knobs you want to tweak on Postgres. If you’re new to doing this, it can be a bit overwhelming. Here’s a quick primer on tuning a brand new server to be more properly configured.
And the latest issue
Which highlights a wealth of information on jsonb, and a bit of various knowledge touching on cluster, recursive queries with CTEs, and range types.
In conclusion
What did you like? Any favorites I missed? What would you like to see more of? Let me know @craigkerstiens or at craig.kerstiens at gmail.com


This will be coming soon, I will enclose the Discord and the game links below
https://discord.gg/2X9G9mV
https://www.roblox.com/games/2531129835/Sandy-Shores-DOJ


game. HomingBullet
Source: game2/
a type of bullet that has a homing property : it searches for the best target to avoid direction changes, and changes it's direction to touch it.
Properties
Methods
- getRenderRadius()
- getRenderRect()
- getRotationSpeed()
- getSpeed()
- getSteerForce(maxSpeed, distance)
- getTargetPosition(gameManager)
- isInCollisionLayer(layer)
- isOutOfRect(rect[, marginX][, marginY])
- kill(gameManager)
- maintainInRect(rect, marginX, marginY)
- move(delta)
- moveOnFrame(gameManager, dT)
- moveXY(x, y)
- onCollision(gameManager, object)
- onDeath(gameManager)
- onFrame(gameManager, dT)
- prepareCollision()
- render(context2d)
- renderDebug(context2d)
- rotate(radians)
- rotateOnFrame(gameManager, dT)
- scale(factor)
- setAcceleration(acc)
- setAccelerationXY(x, y)
- setCollider(collider)
- setDamages(value)
- setLauncher(object)
- setPosition(pos)
- setPositionXY(x, y)
- setRenderer(renderer)
- setRotationSpeed(radPerSec)
- setSpeed(spd)
- setSpeedXY(x, y)
new HomingBullet(launcher, damages, position, speed, lifeTime, steerForce, maxAngle)
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
launcher |
|
||
|
damages |
number |
|
|
|
position |
|
||
|
speed |
|
||
|
lifeTime |
number |
|
|
|
steerForce |
number |
|
|
|
maxAngle |
number |
|
- Extends
- game.Bullet
Properties
accel unknown
- Inherited from
- game.Object#accel
bodyLayer unknown
the body layer of this object. As it is generally common to all objects of the same class, this attribute is generally defined in the prototype of the class, but you can do it anywhere you want for your objects. This number defines where the body of the object is located. If an other object want to be able to collide with it, it must have the same number in its game.Object#collisionLayers array.
- Inherited from
- game.Object#bodyLayer
collisionLayers unknown
the collision layers of this object. As it is generally common to all objects of the same class, this attribute is generally defined in the prototype of the class, but you can do it anywhere you want for your objects. This array defines which objects this object can collide with. To collide with an object, this array must contain the bodyLayer value.
- Inherited from
- game.Object#collisionLayers
damages unknown
- Inherited from
- game.Bullet#damages
launcher unknown
- Inherited from
- game.Bullet#launcher
lifeTime unknown
- Inherited from
- game.Bullet#lifeTime
maxAngle number
maxSpeed number
position unknown
- Inherited from
- game.Object#position
renderLayer unknown
the render layer of this object. As it is generally common to all objects of the same class, this attribute is generally defined in the prototype of the class, but you can do it anywhere you want for your objects. The default value is game.RenderLayer.OBJ1; This attributes is used to define an order for the objects to be drawn on the screen, and must be part of the game.RenderLayer enumeration, or an other number if you handle it in your own game map.
- Inherited from
- game.Object#renderLayer
speed unknown
- Inherited from
- game.Object#speed
steerForce number
Methods
accelerate(deltaSpd) → game.Object
increase the object's speed according to the parameter
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
deltaSpd |
|
|
- Inherited from
- game.Object#accelerate
- Returns
-
this
accelerateOnFrame(gameManager, dT)
called by the onFrame method. increase speed according acceleration.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
|
|
dT |
|
|
- Inherited from
- game.Object#accelerateOnFrame
accelerateXY(x, y) → game.Object
increase the object's speed according to the parameters
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
x |
|
|
|
|
y |
|
|
- Inherited from
- game.Object#accelerateXY
- Returns
-
this
canCollide(object) → boolean
tells if the bullet can collide withe the specified object. returns true if the object is not its launcher
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
object |
|
|
- Inherited from
- game.Bullet#canCollide
- Returns
collides(obj) → boolean
returns true if the instances collides with the parameter object. This method is called after <!-- the canCollide method and before the onCollision method, for both objects
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
obj |
|
|
- Inherited from
- game.Object#collides
- Returns
copyAcceleration() → (utils.geometry2d.Vec2 or Vec2)
returns a copy of the acceleration of the object.
- Inherited from
- game.Object#copyAcceleration
- Returns
copyPosition() → (utils.geometry2d.Vec2 or Vec2)
returns a copy of the position of the object
- Inherited from
- game.Object#copyPosition
- Returns
copySpeed() → utils.geometry2d.Vec2
returns a copy of the speed of the object
- Inherited from
- game.Object#copySpeed
- Returns
getAcceleration() → (Vec2 or utils.geometry2d.Vec2)
returns the acceleration of the object, or Vec2.ZERO if the attrbute does not exist.
- Inherited from
- game.Object#getAcceleration
- Returns
getColliderRadius() → number
returns the radius of the collider or 0 if it doesn't exist.
- Inherited from
- game.Object#getColliderRadius
- Returns
getColliderRect() → utils.geometry2d.Rect
returns the Rect containing the object's collider, or at least the position.
- Inherited from
- game.Object#getColliderRect
- Returns
getDamages() → number
returns the damages dealt by the bullet on the impact
- Inherited from
- game.Bullet#getDamages
- Returns
getLauncher() → game.Object
returns the launcher of the bullet
- Inherited from
- game.Bullet#getLauncher
- Returns
getMaxSpeed(distance) → number
return the maximum speed the bullet can reach depending on the distance to the target.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
distance |
number |
|
- Returns
-
number
getPosition() → Vec2
returns the position of the object, or Vec2.ZERO if the attribute does not exist.
- Inherited from
- game.Object#getPosition
- Returns
getRadius() → number
returns the radius of the object, ie the maximum between the radius of the collider and the one of the renderer if they exists, or 0.
- Inherited from
- game.Object#getRadius
- Returns
getRect() → utils.geometry2d.Rect
returns the Rect containing the object, ie the collider and the renderer if they exists, and the position point.
- Inherited from
- game.Object#getRect
- Returns
getRenderRadius() → number
returns the radius of the renderer or 0 if it doesn't exist.
- Inherited from
- game.Object#getRenderRadius
- Returns
getRenderRect() → utils.geometry2d.Rect
returns the Rect containing the object's renderer, or at least the position.
- Inherited from
- game.Object#getRenderRect
- Returns
getRotationSpeed() → number
returns the rotation speed (in radians per second) of the object if it exists, or 0.
- Inherited from
- game.Object#getRotationSpeed
- Returns
getSpeed() → utils.geometry2d.Vec2
returns the speed of the object, or Vec2.ZERO if the attribute does not exist.
- Inherited from
- game.Object#getSpeed
- Returns
getSteerForce(maxSpeed, distance) → number
a method for private use only. returns the appropriate steer force the bullet have to use to aim to its target, depending on its maximum speed and the distance to its target.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
maxSpeed |
number |
|
result of the getMaxSpeed method. |
|
distance |
number |
|
- Returns
-
number
getTargetPosition(gameManager) → utils.geometry2d.Vec2
method for private use only. returns the target position to aim to, or null if no target was found.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
- Returns
-
nullable utils.geometry2d.Vec2
isInCollisionLayer(layer) → boolean
returns true if this object can collide with objects which are in the specified layer.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
layer |
|
|
- Inherited from
- game.Object#isInCollisionLayer
- Returns
isOutOfRect(rect[, marginX][, marginY]) → boolean
returns whether or not the object is outside the specified rectangle.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
rect |
|
|
|
|
marginX |
|
Yes |
Defaults to |
|
marginY |
|
Yes |
Defaults to |
- Inherited from
- game.Object#isOutOfRect
- Returns
kill(gameManager)
kills the object and removes it from the game before the next frame. The onDeath method is then called
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
- Inherited from
- game.Object#kill
maintainInRect(rect, marginX, marginY) → utils.geometry2d.Vec2
maintains the object inside the specified rectangle. you can call this method inside the game.Object#moveOnFrame method, for example, to make sure the object does not go out of a rectangle. This function returns the vector used to move the object inside the rectangle.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
rect |
|
|
|
|
marginX |
|
|
Defaults to |
|
marginY |
|
|
- Inherited from
- game.Object#maintainInRect
- Returns
move(delta) → game.Object
moves the object of the specified translation.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
delta |
|
|
- Inherited from
- game.Object#move
- Returns
-
this
moveOnFrame(gameManager, dT)
called once a frame. moves the bullet according to its speed. if the bullet goes out of the game rectangle, is is destroyed.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
|
|
dT |
|
|
- Inherited from
- game.Bullet#moveOnFrame
moveXY(x, y) → game.Object
moves the object according to the specified translation coordinates
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
x |
|
|
|
|
y |
|
|
- Inherited from
- game.Object#moveXY
- Returns
-
this
onCollision(gameManager, object)
called when the collision is confirmed between the bullet and the specified object
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
|
|
object |
|
|
- Inherited from
- game.Bullet#onCollision
onDeath(gameManager)
called by the game manager the moment the object is removed from the game.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
- Inherited from
- game.Object#onDeath
onFrame(gameManager, dT)
called every frame by the game manager. does the usual frame work, calculate the target position, and set the acceleration to hit it. makes sure the speed do not exceed the maximum.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
||
|
dT |
number |
|
prepareCollision()
called at the beginning of the collision part of a frame, after the game manager has called the onFrame method for all objects. This method is only called for objects with a bodyLayer greater or equal to 0.
- Inherited from
- game.Object#prepareCollision
render(context2d)
called by the game map to draw the object on the canvas
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
context2d |
|
|
- Inherited from
- game.Object#render
renderDebug(context2d)
call this function if you want to draw debug informations on the canvas. draws the collider.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
context2d |
|
|
- Inherited from
- game.Object#renderDebug
rotate(radians) → game.Object
rotate the object according to the specified angle in radians
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
radians |
|
|
- Inherited from
- game.Object#rotate
- Returns
-
this
rotateOnFrame(gameManager, dT)
called by the onFrame method. rotate according to rotation speed if exists.
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
gameManager |
|
|
|
|
dT |
|
|
- Inherited from
- game.Object#rotateOnFrame
scale(factor) → game.Object
change the object size by multiplying it's dimensions by the given factor
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
factor |
|
|
- Inherited from
- game.Object#scale
- Returns
-
this
setAcceleration(acc) → game.Object
sets the acceleration of the object to the specified one if the attribute exists, useless otherwise
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
acc |
|
|
- Inherited from
- game.Object#setAcceleration
- Returns
-
this
setAccelerationXY(x, y)
sets the acceleration coordinates of the object to the specified values if the attribute exists, useless otherwise
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
x |
|
|
|
|
y |
|
|
- Inherited from
- game.Object#setAccelerationXY
setCollider(collider)
sets the collider
attribute of the object.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
collider |
|
|
- Inherited from
- game.Object#setCollider
setDamages(value)
sets the damages dealt by the bullet on the impact
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
value |
|
|
- Inherited from
- game.Bullet#setDamages
setLauncher(object)
sets the launcher of the bullet
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
object |
|
|
- Inherited from
- game.Bullet#setLauncher
setPosition(pos) → game.Object
sets the position of the object to the specified one if the attribute exists, creates it otherwise
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
pos |
|
|
- Inherited from
- game.Object#setPosition
- Returns
-
this
setPositionXY(x, y) → game.Object
sets the position of the object to the specified coordinates if the attribute exists, creates it otherwise
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
x |
|
|
|
|
y |
|
|
- Inherited from
- game.Object#setPositionXY
- Returns
-
this
setRenderer(renderer)
sets the renderer
attribute of the object.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
renderer |
|
|
- Inherited from
- game.Object#setRenderer
setRotationSpeed(radPerSec)
set the rotation speed of the object to the specified value in radians per seconds.
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
radPerSec |
|
|
- Inherited from
- game.Object#setRotationSpeed
setSpeed(spd) → game.Object
sets the speed of the object to the specified one if the attribute exists, creates it otherwise
Parameter
| Name | Type | Optional | Description |
|---|---|---|---|
|
spd |
|
|
- Inherited from
- game.Object#setSpeed
- Returns
-
this
setSpeedXY(x, y) → game.Object
sets the speed coordinates of the object to the specified values if the attribute exists, creates it otherwise
Parameters
| Name | Type | Optional | Description |
|---|---|---|---|
|
x |
|
|
|
|
y |
|
|
- Inherited from
- game.Object#setSpeedXY
- Returns
-
this


Select Age
Under 20
20 - 30
30 - 40
40 - 50
50 - 60
60 +
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Select Gender
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Select Location
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Select Local Location
Northfield
Kittybrewser
Rosemount
Bridge of don >


{% include "nav.html" %}
User Profile
Name
userbio
Personal Hobbies:
Lorem Ipsum is simply dummy text of the printing and typesetting industry
Lorem Ipsum has been the industry's standard dummy text ever since the 1500s,
when an unknown printer took a galley of type and scrambled it
to make a type specimen book
{%for hobby in hobby_list%}
{{hobby.name}}
{{hobby.description}}
{%endfor%}


Speech
Her Majesty's Chief Inspector Sir Michael Wilshaw's speech to launch Ofsted's 2013/14 annual reports for schools and FE and skills.
Last year, the Annual Report I presented to Parliament described a school system that was improving overall, despite the obvious challenges that it faced. Although too many children were unlucky enough to be saddled with indifferent schools, weak leadership and poor teaching, far fewer of them were in mediocre schools than in the past. Serious areas of concern remained, but on the whole, England’s schools and colleges were on an upward trajectory.
This year, I have to report that the outlook is less promising. Primaries continue to improve. Eighty-two per cent of them are now good or better – an increase of 13 percentage points since 2012. But the improvement in secondary schools has stalled. And while the FE [further education] sector has made modest gains, too many of its courses are failing to equip youngsters with the skills employers want and that the economy needs.
The nation should be worried about a growing divide between primary and secondary schools. In too many cases, pupils are leaving their primary schools with good literacy and numeracy skills, confident and eager to learn. But the culture they encounter at too many secondary schools often demotivates and discourages them.
Many secondaries, of course, are equipping their students with an excellent education. But overall, too many are not and are not building on the progress that children have made in primary schools. Indeed, nearly a third of our secondary schools are not yet good. Whereas almost four out of five primary school pupils achieve the expected standards at 11, more than four in 10 leave school at 16 without five good GCSEs. This means that nearly a quarter of a million young people at 16 leave secondary school without the benchmark grades in English and maths.
The performance of White British pupils on free school meals in secondary schools is particularly troubling. Not only are they the lowest performing ethnic group, they are also improving at the slowest rate. I’m sad to say that there is no sign of the gap between them and other ethnic groups narrowing. And until it does, the potential of far too many young people will remain unrealised. We have to raise the aspirations of all of our children, regardless of where their talents lie. This entails ensuring that youngsters have the option of credible vocational courses as well as rigorous academic ones. This government has rightly scrapped sub-standard vocational courses but we still tolerate too much threadbare careers advice and shunt too many students into inappropriate college courses that do little to prepare them for work.
Rarely has there been a greater political consensus than today on the importance of vocational education, including apprenticeships. But if we are to get it right, employers must be involved more closely in course design and the schools and colleges delivering those courses have to make them more relevant. Ultimately, vocational education cannot be seen – cannot be seen as it too often is today, as a second-rate alternative for other people’s children. It is a significant and legitimate educational option for many youngsters and it should be valued as such.
I remain optimistic that, even in our most challenging schools and colleges, teachers and leaders will learn the lessons from the best. We do not have to invent good practice or travel halfway round the world to find it. Some institutions are delivering a world-class education. A few are helping others to excel. But not enough of them are. And far too many struggling schools are left unsupported, deprived of the expertise and advice they desperately need.
As a result, good teaching and excellent leadership are not percolating easily through our education system. Improvement in too many schools is grinding to a halt. I fear that if we do not maintain the momentum we have seen in the past few years, if we allow progress to plateau, improvement in our schools and colleges won’t merely stall – it’ll go into reverse.
Two years ago, the proportion of secondary schools that were good or outstanding lagged that of primaries by three percentage points. The gap has now grown to 11 percentage points. This year, less than half of secondaries that were required to improve advanced to good or better compared to more than two thirds of primary schools. The number improving roughly matched the number declining and consequently the percentage of all secondary schools that are good or better remains the same as last year at 71%.
These are national figures. They mask wide regional variations. In the North East, for instance, 90% of primaries are good or better, but only 67% of secondaries are. In a third of local authorities, less than 70% of all schools are good or outstanding. And in a handful of areas the situation is even worse.
In 13 local authority areas, containing all types of school, children have less than a 50% chance of attending a secondary that is good or better. All but two of these areas are in the north of England: Tameside, Middlesbrough, Barnsley, East Riding of Yorkshire, Stockton-on-Tees, Bradford, Blackpool, Doncaster, Oldham, St Helens, Hartlepool, Derbyshire and the Isle of Wight. Parents in these areas will rightly worry about their shocking lack of choice. More than half of the children in these areas are having their life chances unnecessarily narrowed.
Throughout the country, some 170,000 pupils are now in secondary schools rated inadequate. Two years ago, there were only 100,000.
As I said earlier, there are many secondary schools that are doing a superb job, where leadership is excellent, teaching is inspirational and the ethos fosters a learning culture. Indeed, proportionately, there are more outstanding secondaries than primaries. And there are many primaries that need to do far more for their pupils. But overall the picture is clear: primaries continue to progress while secondaries have stalled. The question is: why?
The last few years in this country have been dominated by arguments about school structures, about whether schools should be academies or remain under local authority control. In many ways it’s yesterday’s argument. Most people recognise that school autonomy is a good thing. Almost all schools, regardless of status, now enjoy far more freedom than they did in the past. No mainstream party is proposing to turn the clock back and deprive schools of their autonomy. It is here to stay.
But autonomy in itself is not sufficient. An autonomous school is not necessarily a good one. It takes more than a new nameplate on the gates or a portentous motto to make a school outstanding. It takes leadership. It takes a refusal to accept mediocrity. It takes a commitment to learn from the best. It takes an acceptance that schools should strive each and every day for the benefit of their students and an awareness that, if they do not, then they are not doing their job.
Schools are failing not because they are local authority schools or academies, or because they are part of a chain or because they stand alone. They are failing because they haven’t got the essentials right: governance and oversight is weak, leadership is poor, misbehaviour goes unchallenged and teaching is indifferent. If our education system is to continue to progress, we need to concentrate on the basics of why schools and colleges fail and why they succeed.
The main reason primary schools have continued to improve is because they have attended to the basics. For instance, two years ago, our inspectors found that leadership in primaries was on average not as good as that in secondaries. Today, the reverse is true. Good primary headteachers, according to our inspectors, are concentrating on fostering the things that matter most: excellent teaching, significant pupil progress and a culture that refuses to tolerate bad behaviour. Teaching is closely monitored and good practice is shared. Governors, too, are playing their part. They are becoming more aware of how the pupil premium is spent and are increasingly prepared to challenge management if performance is sliding.
Just as importantly, primary schools are making great efforts to get learning right and to get it right early on. The introduction of phonics screening has helped. But so too is the number of primary schools – nearly 7,000 at the last count – that offer nursery provision. Primary headteachers understand that the sooner they can start shaping a child’s education, particularly when the child is from a disadvantaged background, the greater the chances of later school success.
Two years ago, 1.3 million children were in primaries that were less than good. Today, it is 820,000. That is still too high and there are still far too many primaries that are letting their pupils down. But thanks to the hard work of teachers and leaders in the majority of primary schools, there are hundreds of thousands more children now attending a good or outstanding school than was the case in 2012.
Why, then, do we not see the same progress in secondaries? As I said earlier, it’s important to emphasise that many secondary schools are doing a fantastic job. They are developing their students’ full potential because they are attending to the essential elements that underpin an excellent education. But despite the many excellent secondaries, the evidence clearly shows that overall improvement has stalled.
It’s tempting to conclude that, because secondaries are more complex than primaries, embedding improvement is more difficult. But this is balanced by the access they have to more resources. In any case, complexity cannot explain why some schools with similar intakes and similar challenges succeed while others fail.
The fact is, in weaker secondaries, poor behaviour is more prevalent, progress made by children in literacy and numeracy at primary is not being sustained, able children are not being stretched, while the disadvantaged are not closing the gap in attainment with their better-off peers. Improvements in leadership, too, have stalled or gone into reverse, while middle management and governance is often weak.
Let me unpack some of those findings for you.
In the secondary schools inspected in 2013/14, there was a seven percentage point fall in the proportion of schools where behaviour was judged good or outstanding. There are far too many instances of pupils gossiping, calling out without permission, using mobiles and being slow to start work or follow instructions. In themselves, these are minor infractions. But taken together, they create interference that makes learning and teaching difficult if not impossible.
According to teachers recently surveyed by Ofsted, pupils in England are potentially losing up to an hour of learning each day because of low-level disruption. That equates to 38 days of teaching lost every year. Some 400,000 children now attend a secondary school where behaviour is poor and that is clearly unacceptable.
If some secondary schools are failing to embed a culture that is calm, ordered and designed to foster learning, it isn’t surprising that so many pupils have difficulty in progressing.
The transition between primary and secondary has long been recognised as a difficult step for many children, particularly from disadvantaged backgrounds. Unfortunately, it doesn’t seem to be getting any easier for many of them to take. I am increasingly concerned that the early years of secondary school are failing to build on the improvements witnessed in primaries. The most successful secondaries work closely with their feeder schools. But not enough of secondaries do that.
The problem is also acute for the most able children. Primaries have made steady progress in helping this group. The proportion of pupils at Key Stage 2 gaining a Level 5 or above rose from 21% in 2013 to 24% this year. Attainment at Level 6 has also risen, particularly in mathematics, where the proportion reaching the top grade has increased from 3% to 9% in two years.
Contrast that with the situation in secondary schools. In 2013, nearly a quarter of pupils who achieved highly at primary school failed to gain even a B grade at GCSE. A third of our inspections of secondary schools this year pinpointed specific problems with teaching the most able – a third of inspections this year.
We cannot allow this lack of progress to persist. Imagine how dispiriting it must be for a child to arrive at a secondary school bursting with enthusiasm and keen to learn, only to be forced to repeat lessons already learnt and endure teaching that fails to stimulate them. To help tackle this problem, I have commissioned a report into progress at Key Stage 3 and it will report next year. It is a similar story for disadvantaged students. In 2007, the gap in primary schools between pupils from deprived backgrounds and their better-off peers was 24 percentage points. In 2013, it was 19 percentage points. Sadly, the gap in secondary schools at GCSE has hardly narrowed at all: in 2007 it was 28 percentage points; last year it was 27%.
I am happy to report that the pupil premium is making a difference in many schools. But you only have to cast an eye over the variable performance of pupils on free school meals in different areas to realise that some schools are using it more effectively than others. From 2007 to 2013, schools in 10 local authority areas managed to increase the proportion of their poorest pupils achieving five good GCSEs by 25 percentage points or more. Yet for schools in five areas, that proportion was only three percentage points or fewer.
The contrast in pupil behaviour and attainment at secondary and primary, however, is only a symptom of the bigger problem: inconsistent and poor leadership. In a quarter of all secondaries, leadership and management remain outstanding, a higher proportion in fact than in primary schools. However, whereas the proportion of primaries where leadership and management are good or better is increasing, the portents in secondaries are worrying.
Our evidence shows that the quality of leadership is a problem in more than 700 secondary schools, around a quarter of the total. And the proportion judged inadequate has more than doubled in the past two years.
Study the inspection reports and you will understand why. In too many inadequate schools, headteachers simply do not understand their schools or how to manage their colleagues. They tend to have overly optimistic views of teaching because monitoring isn’t robust or is non-existent. Consequently, they fail to tackle underperformance or to act quickly enough when decline sets in. In fact, the leadership of teaching was more than twice as likely to be the cause of problems as the quality of teaching itself.
Unsurprisingly, in most of these schools, middle management was weak and unsupported. Given the size of most secondaries, headteachers delegate many of their responsibilities to middle leaders. If they aren’t working well, neither is the school.
There is an additional reason, however, why so many secondary schools are failing to progress. It’s not only because they haven’t got the basics right but also because they lack meaningful support and necessary challenge. And they lack these because too many of them are isolated.
These schools are deprived of effective support when times are bad. They are left unchallenged when they flirt with complacency. In many cases, they are totally insulated from effective governance. They are bereft of good leadership and good teaching practice. They remain apart from schools that could partner them. They are denied easy access to good teaching recruits and, as a result, find it difficult to promote to senior appointments.
Our education system has the potential in its diversity to liberate schools. Never before have teaching professionals had such freedom and autonomy to find their own solutions to our most intractable educational problems. But the system as a whole will only progress if, as the Education Select Committee pointed out earlier this year, schools and teachers work with and learn from each other.
Let me give you a couple of examples.  The local authority that appointed you won’t trouble you unless you find yourself in special measures. But unless the school becomes a pressing problem they won’t offer you any support either.
Your governors are well intentioned but are accustomed to agreeing wholeheartedly with the head. You have too many vacancies in key subjects. Your colleagues are decent but a little rusty and think an NLE [National Leader of Education] is something to do with American football. Your pupils’ parents are supportive but undemanding. Your students aren’t badly behaved, but sadly no one expects many of them to do particularly well.
So what do you do? Who are you supposed to go to for meaningful advice? How do you attract good recruits? You’re not part of a teaching school alliance and your seaside town has limited appeal for sharp young graduates. How do you broaden your pupils’ horizons and raise their aspirations? How can you get the basics right if you lack the tools to do the job effectively?
Of course, being in a partnership is no guarantee to success either if the trust or network a school belongs to is indifferent to its needs.
Let’s take another example.  The school joined the multi-academy trust a couple of years ago, but apart from a new name and a breathless new motto, nothing much has changed. In fact, the neglect you suffered at the hands of your old local authority is indistinguishable from the neglect you endure from your new trust. Even the excuses are the same: ‘It’s really difficult getting good people to apply’; ‘We can’t afford to move them on…’; and the old perennial of course, ‘What can you do with children like these?’
 You are left to fend for yourself with predictable consequences. The issues are the same for you as they are for an isolated head in a weak local authority: who do you go to for advice? How do you develop your staff? How do you raise the attainment for all of your students?
Schools marooned in partnerships without effective networks find it hard to improve and just as hard to sustain improvement. It doesn’t matter if they belong to a local authority or to a multi-academy trust. If oversight is poor and expectations low, the problems are uniformly similar and depressingly predictable: a lack of strategy to help the weakest schools and an absence of challenge to the best.
Those schools that stand apart from any kind of federation or partnership are vulnerable. For instance, of the 89 converter academies that Ofsted judged to have declined to less than good last year, 66 were not in a multi-academy trust. Of the 21 that declined and that were formerly outstanding, 15 were not in a multi-academy trust. Isolation, it seems, isn’t always so splendid.
The problems caused by isolation are especially apparent when we consider teacher supply and recruitment. The calibre of people entering the teaching profession is better now than it has been for many years. Scholarships and bursaries, tougher literacy and numeracy tests and initiatives such as Teach First have helped to ensure that 73% of trainees now have a first or 2:1 degree, 12 percentage points higher than in 2009/10. Teaching as a career can no longer be dismissed as the last choice of the second best.
But while it is encouraging that the quality of recruits has risen, I am becoming increasingly concerned at the declining numbers joining and their uneven distribution. Overall, the number of entrants into teacher training has fallen by 17% since 2009/10, with particular shortfalls in key secondary school subjects. There are 8,000 fewer trainee teachers in secondaries than in 2009/10.
This is a pressing issue. There will be nearly 900,000 more children attending school in the next 10 years and we will need many thousands of additional teachers to teach them.
What’s more, shortages are being exacerbated because new recruits aren’t necessarily going where they are needed most. The freedom good and outstanding schools now have to take more control of teacher training, for example through School Direct, is a positive step. But it’s important that weaker schools in disadvantaged areas do not miss out as good schools cherry-pick the strongest candidates. The country must avoid a polarised education system in which good schools improve at the expense of weaker ones.
As things stand, deprived areas of the country outside the main urban areas have limited access to teaching schools or National Leaders of Education. Almost a third of schools in coastal towns, for instance among the most economically deprived and isolated areas of the country told Ofsted they struggled to attract applicants in every subject of the curriculum. If these schools cannot recruit good teachers to teach, it will be much harder for them to make significant progress.
Over the past few years, there has been an expectation that schools should do more for themselves. As I said earlier, this is a wholly positive development. Schools and the profession ultimately benefit from having more freedom and more autonomy. But there are also limits to what schools can and should do. The extension of excellent early years provision in good schools, for instance, allows children to learn and play well at a young age, which pays dividends for their education in later life. The learning culture fostered by good primary and secondary schools helps enormously to give structure and support to children who, for whatever reason, lack it at home.
Yet it would be wrong to suppose that for all its benefits this support is a total substitution for good parenting. It is not. It is easy for politicians and the press to blame schools for youngsters’ ill-discipline or lack of ambition and achievement. But as we all know, a child who has a supportive family, regardless of income, is far likelier to succeed in school than one who hasn’t.
Good schools anchor vulnerable children in ways their own homes do not. But they can only do so much. Society has to recognise that. Moreover, when schools try to make a difference, they should be supported. It is completely hypocritical, for instance, to attack schools for tolerating misconduct and then berate them when they try to create a structure that instils discipline and respect. The recent furore over uniform policy is a case in point. When a Bradford headteacher sent home 150 students for what the press dubbed ‘minor infringements’ of uniform policy, she was lambasted. But all she was doing was reminding children, and just as importantly their parents, that there were rules and that if youngsters wanted to study at her school they had to abide by them. Isn’t that what every well-run organisation expects of its members? Isn’t that an essential lesson for children who one day hope to be employed?
The country needs brave headteachers who are prepared to take a stand and fight for what is right. I think it’s hard for those of you who haven’t been in that position to know how isolating those decisions can be. Taking difficult decisions can make a lonely job even lonelier. Heads who are battling an anti-learning culture and taking a stand against those who are too ready to defend the indefensible deserve support, and not opprobrium.
Unfortunately, as things stand, too many children are leaving school and college without the skills and attitudes that would make them employable. A quarter of a million leave school without good literacy and numeracy skills and a tiny proportion of these – one in six – manages to make good their deficiencies by the age of 19.
The introduction of 16 to 19 study programmes last year should help, because courses have to be set at a higher level than learners have already achieved. Too many providers in further education, however, continue to offer insufficiently robust courses in English and maths.
The lamentable quality of much careers guidance is an additional obstacle. Surveys conducted last year found few schools provided youngsters with the advice they needed to make informed choices. Apprenticeships, for instance, enjoy cross-party support, but their status among youngsters remains poor and information about them in schools is meagre, according to our inspectors. Excellent initiatives are in danger of failing because the people they are designed to help aren’t getting the information about the courses they need. Many young people, according to those surveys, felt that poor careers advice had led them to make a ‘false start’ after being ushered onto inappropriate courses for which they were ill prepared or which taught them little that was useful or relevant.
It’s a charge echoed by employers, 30% of whom say they cannot fill vacancies because candidates lack the requisite skills and qualifications. Too many further education colleges, for instance, still put on classroom-based vocational courses that do not incorporate direct experience of work and do not inspire the youngsters within them.
As a result, our inspectors report that young people leave college with insufficient practical skills, minimal technical knowledge or the attitudes and abilities that employers expect of employees. Perhaps it isn’t surprising that youth unemployment in this country is more than double that of countries that have excellent vocational provision, such as Switzerland and Germany.
The government’s intention to give employers purchasing power to commission courses is a welcome development. It should help align post-16 provision to economic need more closely. However, if we are to have a truly effective vocational education system, employers must become more involved in its delivery. I appreciate this isn’t always easy, especially for small- and medium-sized businesses, but employers and their representative groups must play a fuller part in the education of our children if we are to emulate the successes of our international competitors.
So I remain optimistic, as I said earlier, that our schools and colleges are up to tackling the challenges that the country expects of them. They have made significant advances, particularly at primary.
The essential ingredients of success are no secret: strong leadership, a positive learning culture, good teaching, robust accountability and a determination to improve the lot of every child, regardless of background or ability.
When schools and colleges ignore these essentials, they fail to improve. And I fear that where they are isolated from effective partnerships, improvement becomes that much harder.
The debate over structures has, frankly, become sterile. What’s important is what happens in a school or college to make it successful or what doesn’t happen to prevent it being so. That progress has stalled in secondaries is a cause of concern. And I know that’s a tough message for the sector to hear.
But there are many excellent and inspiring secondary schools that are demonstrating exactly what needs to be done. We need to learn from them and replicate their success. If we do that, then I remain confident that we will have an education system that the country expects and our children deserve.
Thank you very much.
Published: 10 December 2014
From: Ofsted Sir Michael Wilshaw
Part of: Ofsted Annual Report 2013/14


Year 10/11 - Rocks and Metals
Use the following Internet links, to have a look at some
materials relevant to this unit which are out there on the web.
You can also use internet search engines to search for
yourself. The addresses of any useful sites would be gratefuly recieved.
As the name suggests this site is all about volcanoes, to
enter just click on the picture.
This is a greatly magnified picture of volcano smoke.
To visit a fairly complicated site packed with information
click on the pic.
Click
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@views.html.football.main("Team head to head") {
Teams Head to Head
| Team | Goals | Dismissals | Bookings | Previous 5 | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Home | Away | Total | Home | Away | Total | Home | Away | Total | Home | Away | |
| @team1.name | @team1.goals.homeCount | @team1.goals.awayCount | @team1.totalGoals | @team1.dismissals.homeCount | @team1.dismissals.awayCount | @team1.totalDismissals | @team1.bookings.homeCount | @team1.bookings.awayCount | @team1.totalBookings | @views.html.football.fragments.prevResults(team1Results.filter(_.wasHome)) | @views.html.football.fragments.prevResults(team1Results.filterNot(_.wasHome)) |
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Ephesians 5:13
But all things that are reproved are made manifest by the light: for whatsoever doth make manifest is light.


Unlimited Games. How should Red play 33?
pips Red=179 White=159
(CorrectAnswer= 0/0, ErrorScore= 0)
This turned out be closer than I thought, and three moves are all perfectly OK.
Bar/22, 24/21, 13/10(2) won the rollout but bar/22, 24/21(2), 13/10 and bar/22, 13/10(2), 6/3 are very close seconds.
Bar/22, 24/21, 13/10(2) won the rollout but bar/22, 24/21(2), 13/10 and bar/22, 13/10(2), 6/3 are very close seconds.
1. Cubeful 2-ply bar/22 24/21(2) 13/10 Eq.: -0.162 0.454 0.110 0.005 - 0.546 0.137 0.005 2. Cubeful 2-ply bar/22 24/21 13/10(2) Eq.: -0.164 (-0.002) 0.463 0.124 0.006 - 0.537 0.168 0.010 3. Cubeful 2-ply bar/22 24/21(2) 6/3 Eq.: -0.177 (-0.015) 0.451 0.109 0.005 - 0.549 0.143 0.006 4. Cubeful 2-ply bar/22 24/21 6/3(2) Eq.: -0.182 (-0.020) 0.454 0.120 0.006 - 0.546 0.159 0.008 5. Cubeful 2-ply bar/22 13/10 6/3(2) Eq.: -0.198 (-0.036) 0.451 0.128 0.006 - 0.549 0.173 0.012


Chicago employee names with department is IPRA and title is DEPUTY CHIEF ADMINISTRATOR:
Chicago employee names with department is IPRA and title is DEPUTY CHIEF ADMINISTRATOR:
The toughest part of this finals was the practical portion of the exam. Also the time constraints in which we needed to complete this part. Javascript is hard to debug when you are nervous about taking the final!!!


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"""distutils.errors
Provides exceptions used by the Distutils modules. Note that Distutils modules may raise standard exceptions; in particular, SystemExit is usually raised for errors that are obviously the end-user's fault (eg. bad command-line arguments).
This module is safe to use in "from ... import *" mode; it only exports symbols whose names start with "Distutils" and end with "Error"."""
class DistutilsError (Exception): """The root of all Distutils evil.""" pass
class DistutilsModuleError (DistutilsError): """Unable to load an expected module, or to find an expected class within some module (in particular, command modules and classes).""" pass
class DistutilsClassError (DistutilsError): """Some command class (or possibly distribution class, if anyone feels a need to subclass Distribution) is found not to be holding up its end of the bargain, ie. implementing some part of the "command "interface.""" pass
class DistutilsGetoptError (DistutilsError): """The option table provided to 'fancy_getopt()' is bogus.""" pass
class DistutilsArgError (DistutilsError): """Raised by fancy_getopt in response to getopt.error -- ie. an error in the command line usage.""" pass
class DistutilsFileError (DistutilsError): """Any problems in the filesystem: expected file not found, etc. Typically this is for problems that we detect before OSError could be raised.""" pass
class DistutilsOptionError (DistutilsError): """Syntactic/semantic errors in command options, such as use of mutually conflicting options, or inconsistent options, badly-spelled values, etc. No distinction is made between option values originating in the setup script, the command line, config files, or what-have-you -- but if we *know* something originated in the setup script, we'll raise DistutilsSetupError instead.""" pass
class DistutilsSetupError (DistutilsError): """For errors that can be definitely blamed on the setup script, such as invalid keyword arguments to 'setup()'.""" pass
class DistutilsPlatformError (DistutilsError): """We don't know how to do something on the current platform (but we do know how to do it on some platform) -- eg. trying to compile C files on a platform not supported by a CCompiler subclass.""" pass
class DistutilsExecError (DistutilsError): """Any problems executing an external program (such as the C compiler, when compiling C files).""" pass
class DistutilsInternalError (DistutilsError): """Internal inconsistencies or impossibilities (obviously, this should never be seen if the code is working!).""" pass
class DistutilsTemplateError (DistutilsError): """Syntax error in a file list template."""
class DistutilsByteCompileError(DistutilsError): """Byte compile error."""
# Exception classes used by the CCompiler implementation classes class CCompilerError (Exception): """Some compile/link operation failed."""
class PreprocessError (CCompilerError): """Failure to preprocess one or more C/C++ files."""
class CompileError (CCompilerError): """Failure to compile one or more C/C++ source files."""
class LibError (CCompilerError): """Failure to create a static library from one or more C/C++ object files."""
class LinkError (CCompilerError): """Failure to link one or more C/C++ object files into an executable or shared library file."""
class UnknownFileError (CCompilerError): """Attempt to process an unknown file type.""" |


--- layout: home ---
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910—930
m.
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Legend -
Level of confidence that token is an accurately-transcribed word
extremely low
very low
low
undetermined
medium
high
very high


MenuText$ ( menu )
Parameters
menu - A menu handle
Description
Returns a menu's text, which would have been set using either
CreateMenu
or
SetMenuText
Index
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here
to view the latest version of this page online


Nuclio
Playground
Load
Store
Run
Trigger function
POST
GET
PUT
PATCH
DELETE
Send
Content type
JSON
Plain text
Log level
Debug
Info
Warning
Error
Configuration
Data bindings
{ "db0": { "class": "v3io", "url": "" } }


Arsenal chairman Sir Chips Keswick considers resigning after Southampton draw
by Jaikuran RandhawaAccording to the Athletic (subscription required), Arsenal chairman Sir Chips Keswick considered resigning from his role after this afternoon’s disappointing draw against relegation candidates Southampton.
The Athletic reveal that the chief is struggling to come to terms with the blame that is being directed towards the board, it’s reported that Sir Chips feels unable to make any decisions.
The report highlights that the key choices at the club are now being left with the football operations hierarchy. Head of football Raul Sanllehi and technical director Edu are part of this section of the club.
The Athletic reiterate that Sir Keswick is a lifelong fan of the Gunners, the Keswick family have made their name in banking and Sir Chips has worked with the north London outfit since 2005.
There seems to be serious unrest at the club and this is hardly going to make matters on the pitch any easier for an already struggling side.
Unai Emery’s men face another team that are being faced with relegation next week in Norwich City and a much better performance will be needed if the Gunners are to get a result.
For the most part of this afternoon’s clash, the Saints showed much more attacking intent than the Gunners. This kind of performance should be unacceptable from a club of Arsenal’s historic standing in the game.


The tomato is the edible, often red, berry of the nightshade Solanum lycopersicum, commonly known as a tomato plant. The species originated in western South America.
Cucumber is a widely cultivated plant in the gourd family, Cucurbitaceae. It is a creeping vine that bears cucumiform fruits that are used as vegetables.
The onion, also known as the bulb onion or common onion, is a vegetable that is the most widely cultivated species of the genus Allium. Its close relatives include the garlic, leek, chive, and Chinese onion.
The carrot is a root vegetable, usually orange in colour, though purple, black, red, white, and yellow cultivars exist. Carrots are a domesticated form of the wild carrot, Daucus carota, native to Europe and southwestern Asia.
Coriander, also known as cilantro or Chinese parsley, is an annual herb in the family Apiaceae. All parts of the plant are edible, but the fresh leaves and the dried seeds are the parts most traditionally used in cooking.
Radishes are grown and consumed throughout the world, being mostly eaten raw as a crunchy salad vegetable. They have numerous varieties, varying in size, flavor, color, and length of time they take to mature.
— Author
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What this example does :
How to use it :
Warning: Composed modules are shared anonymously.
Someone could change/delete your modules or create evil ones !
Sources: jsBox.js and ExecutionFrame.js
This is an advanced example of the WiringEditor from the WireIt library.
What this example does :
How to use it :
Warning: Composed modules are shared anonymously.
Someone could change/delete your modules or create evil ones !
Sources: jsBox.js and ExecutionFrame.js


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If you have any questions, please Conact Lisa LaMaack:
Directions going South:
From Highway 101 S or 85 S, take a right at the Bernal Rd exit. Drive west on Bernal and turn left at Santa Teresa* for 5.5 miles and make a right on San Bruno.
*Santa Teresa becomes Hale Ave.
Directions going North:
Take Highway 101 N and exit left at Cochrane Road. Turn right on Monterey Rd, left at Live Oak, right on Hale and left on San Bruno.


Preparation time
less than 30 mins
Cooking time
30 mins to 1 hour
Serves
Serves 4
Dietary
Yes that’s cheese scone, not just puny cheese scones. One great big mound of cheesiness to be broken into smaller pieces after it’s cooked. Who can resist?
Preheat the oven to 200C/400F/Gas 6.
Sift the flour and baking powder into a large mixing bowl.
Rub the butter into the flour using your fingertips, until the mixture resembles coarse, fresh breadcrumbs.
Pour in the milk and mix with a wooden spoon to create a soft dough.
Add the crumbled cheese and ensure it is evenly distributed by gently kneading the dough with your hands.
Shape the dough into a rough round and place on a baking tray dusted with flour.
Press down on the top of the ball to flatten it slightly, then brush it with a little milk to glaze.
Grate some extra cheese over the top, then score a deep cross into the dough with a sharp knife to allow it to break into individual pieces when cooked.
Bake in the preheated oven for around 30 minutes, or until the cheese topping looks golden-brown and crisp.
Serve warm with your favourite chutney or pickle.


CINEMA PARADISO A film review by James Berardinelli Copyright 1996 James Berardinelli
RATING (0 TO 10): 9.0 Alternative Scale: **** out of ****
Italy, 1988 Screening: Best of the Ritz Film Festival, 9/21/96 Running Length: 2:03 MPAA Classification: PG (Mature themes) Theatrical Aspect Ratio: 1.66:1
Cast: Philippe Noiret, Salvatore Cascio, Marco Leonardi, Jacques Perrin, Antonella Attili, Pupella Maggio, Agnese Nano, Leopoldo Trieste Director: Giuseppe Tornatore Producers: Franco Cristaldi, Giovanna Romagnoli Screenplay: Giuseppe Tornatore Cinematography: Blasco Giurato Music: Ennio Morricone U.S. Distributor: Miramax Films In Italian with subtitles
If you love movies, it's impossible not to appreciate CINEMA PARADISO, Giuseppe Tornatore's heartwarming, nostalgic look at one man's love affair with film, and the story of a very special friendship. Affecting (but not cloying) and sentimental (but not sappy), CINEMA PARADISO is the kind of motion picture that can brighten up a gloomy day and bring a smile to the lips of the most taciturn individual. Light and romantic, this fantasy is tinged with just enough realism to make us believe in its magic, even as we are enraptured by its spell.
Most of CINEMA PARADISO is told through flashbacks. As the film opens, we meet Salvatore (Jacques Perrin), a famous director, who has just received the news that an old friend has died. Before departing for his home village of Giancaldo the next morning to attend the funeral, he reminisces about his childhood and adolescence, thinking back to places and people he hasn't seen for decades.
As a fatherless child, Salvatore (Salvatore Cascio) loved the movies. He would abscond with the milk money to buy admission to a matinee showing at the local theater, a small place called the Cinema Paradiso. Raised on an eclectic fare that included offerings from such diverse sources as Akira Kurosawa, Jean Renoir, John Wayne, and Charlie Chaplin, Salvatore grew to appreciate all kinds of film. The Paradiso became his home, and the movies, his parents. Eventually, he developed a friendship with the projectionist, Alfredo (Philippe Noiret), a lively middle-aged man who offered advice on life, romance, and how to run a movie theater. Salvatore worked as Alfredo's unpaid apprentice until the day the Paradiso burned down. When a new cinema was erected on the same site, an adolescent Salvatore (Marco Leonardi) became the projectionist. But Alfredo, now blind because of injuries sustained in the fire, remained in the background, filling the role of confidante and mentor to the boy he loved like a son.
CINEMA PARADISO's first half, with Salvatore Cascio playing the young protagonist, is the superior portion. The boy's experiences in the theater, watching movies and listening to Alfredo's stories, form a kind of journey of discovery. As Salvatore cultivates his love of movies, those in the audience are prodded to recall the personal meaning of film. It's an evocative and powerful experience that will touch lovers of motion pictures more deeply than it will casual movie-goers.
Once Salvatore has grown into his teens, CINEMA PARADISO shifts from being a nostalgic celebration of movies to a traditional coming-of- age drama, complete with romantic disappointment and elation. Salvatore falls for a girl named Elena (Agnese Nano), but his deeply-felt passion isn't reciprocated. So he agonizes over the situation, seeks out Alfredo's advice, then makes a bold decision: he will stand outside of Elena's window every night until she relents. In the end, love wins out, but Salvatore's joy is eventually replaced by sadness as Elena vanishes forever from his life.
The Screen Kiss is important to CINEMA PARADISO. Early in the film, the local priest previews each movie before it is available for public consumption, using the power of his office to demand that all scenes of kissing be edited out. By the time the new Paradiso opens, however, things have changed. The priest no longer goes to the movies and kisses aren't censored. Much later, following the funeral near the end of CINEMA PARADISO, Salvatore receives his bequest from Alfredo: a film reel containing all of the kisses removed from the movies shown at the Paradiso over the years. It's perhaps the greatest montage of motion picture kisses ever assembled, and, as Salvatore watches it, tears come to his eyes. The deluge of concentrated ardor acts as a forceful reminder of the simple-yet-profound passion that has been absent from his life since he lost touch with his one true love, Elena. It's a profoundly moving moment -- one of many that CINEMA PARADISO offers.
Is CINEMA PARADISO manipulative? Manifestly so, but Tornatore displays such skill in the way he excites our emotions that we don't care. This film is sometimes funny, sometimes joyful, and sometimes poignant, but it's always warm, wonderful, and satisfying. CINEMA PARADISO affects us on many levels, but its strongest connection is with our memories. We relate to Salvatore's story not just because he's a likable character, but because we relive our own childhood movie experiences through him. Who doesn't remember the first time they sat in a theater, eagerly awaiting the lights to dim? There has always been a certain magic associated with the simple act of projecting a movie on a screen. Tornatore taps into this mystique, and that, more than anything else, is why CINEMA PARADISO is a great motion picture.
- James Berardinelli e-mail<EMAIL_ADDRESS>ReelViews web site: http://www.cybernex.net/~berardin
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


Container Configuration
Server
| Name | Value | Description |
|---|---|---|
openejb.embedded.remotable |
bool |
activate or not the remote services when available |
.bind, <service prefix>.port, <service prefix>.disabled, <service prefix>.threads |
host or IP, port, bool |
override the host. Available for ejbd and httpejbd services (used by jaxws and jaxrs), number of thread to manage requests |
openejb.embedded.initialcontext.close |
LOGOUT or DESTROY |
configure the hook called when closing the initial context. Useful when starting OpenEJB from a new InitialContext([properties]) instantiation. By default it simply logs out the logged user if it exists. DESTROY means clean the container. |
javax.persistence.provider |
string |
override the JPA provider value |
javax.persistence.transactionType |
string |
override the transaction type for persistence contexts |
javax.persistence.jtaDataSource |
string |
override the JTA datasource value for persistence contexts |
javax.persistence.nonJtaDataSource |
string |
override the non JTA datasource value for persistence contexts |
openejb.descriptors.output |
bool |
dump memory deployment descriptors. Can be used to set complete metadata to true and avoid scanning when starting the container or to check the used configuration. |
openejb.deployments.classpath.require.descriptor |
CLIENT or EJB |
can allow to filter what you want to scan (client modules or ejb modules) |
openejb.descriptors.output.folder |
path |
where to dump deployement descriptors if activated. |
openejb.strict.interface.declaration |
bool |
add some validations on session beans (spec validations in particular). false by default. |
openejb.conf.file or openejb.configuration |
string |
OpenEJB configuration file path |
openejb.debuggable-vm-hackery |
bool |
remove JMS informations from deployment |
openejb.validation.skip |
bool |
skip the validations done when OpenEJB deploys beans |
openejb.deployments.classpath.ear |
bool |
deploy the classpath as an ear |
openejb.webservices.enabled |
bool |
activate or not webservices |
openejb.validation.output.level |
TERSE or MEDIUM or VERBOSE |
level of the logs used to report validation errors |
openejb.user.mbeans.list * or a list of classes separated by , |
list of mbeans to deploy automatically |
openejb.deploymentId.format composition (+string) of {ejbName} {ejbType} {ejbClass} and {ejbClass.simpleName} default {ejbName}. The format to use to deploy ejbs. |
openejb.deployments.classpath |
bool |
whether or not deploy from classpath |
openejb.deployments.classpath.include and openejb.deployments.classpath.exclude |
regex |
regex to filter the scanned classpath (when you are in this case) |
openejb.deployments.package.include and openejb.deployments.package.exclude |
regex |
regex to filter scanned packages |
openejb.autocreate.jta-datasource-from-non-jta-one |
bool |
whether or not auto create the jta datasource if it doesn’t exist but a non jta datasource exists. Useful when using hibernate to be able to get a real non jta datasource. |
openejb.altdd.prefix |
string |
prefix use for altDD (example test to use a test.ejb-jar.xml). |
org.apache.openejb.default.system.interceptors |
class names |
list of interceptor (qualified names) separated by a comma or a space add these interceptor on all beans |
openejb.jndiname.strategy.class |
class name |
an implementation of org.apache.openejb.assembler.classic.JndiBuilder.JndiNameStrategy |
openejb.jndiname.failoncollision |
bool |
if a NameAlreadyBoundException is thrown or not when 2 EJBs have the same name |
openejb.jndiname.format |
string |
composition of these properties: ejbType, ejbClass, ejbClass.simpleName, ejbClass.packageName, ejbName, deploymentId, interfaceType, interfaceType.annotationName, interfaceType.annotationNameLC, interfaceType.xmlName, interfaceType.xmlNameCc, interfaceType.openejbLegacyName, interfaceClass, interfaceClass.simpleName, interfaceClass.packageName default {deploymentId}{interfaceType.annotationName}. Change the name used for the ejb. |
openejb.org.quartz.threadPool.class |
class |
qualified name which implements org.quartz.spi.ThreadPool the thread pool used by quartz (used to manage ejb timers) |
openejb.localcopy |
bool |
default true. whether or not copy EJB arguments[/method/interface] for remote invocations. |
openejb.cxf.jax-rs.providers |
string |
the list of the qualified name of the JAX-RS providers separated by comma or space. Note: to specify a provider for a specific service suffix its class qualified name by ".providers", the value follow the same rules. Note 2: default is a shortcut for jaxb and json providers. |
openejb.wsAddress.format |
string |
composition of {ejbJarId}, ejbDeploymentId, ejbType, ejbClass, ejbClass.simpleName, ejbName, portComponentName, wsdlPort, wsdlService default /{ejbDeploymentId}. The WS name format. |
org.apache.openejb.server.webservices.saaj.provider |
axis2, sun or null |
specified the saaj configuration |
[<uppercase service name>.]<service id>.<name> or [<uppercase service name>.]<service id> |
whatever is supported (generally string, int …) |
set this value to the corresponding service. example: [EnterpriseBean.]<ejb-name>.activation.<property>, [PERSISTENCEUNIT.]<persistence unit name>.<property>, [RESOURCE.]<name> |
log4j.category.OpenEJB.options |
DEBUG, INFO, … |
active one OpenEJB log level. need log4j in the classpath |
openejb.jmx.active |
bool |
activate (by default) or not the OpenEJB JMX MBeans |
openejb.nobanner |
bool |
activate or not the OpenEJB banner (activated by default) |
openejb.check.classloader |
bool |
if true print some information about duplicated classes |
openejb.check.classloader.verbose |
bool |
if true print classes intersections |
openejb.additional.exclude |
string separated by comma |
list of prefixes you want to exclude and are not in the default list of exclusion |
openejb.additional.include |
string separated by comma |
list of prefixes you want to remove from thedefault list of exclusion |
openejb.offline |
bool |
if true can create datasources and containers automatically |
openejb.exclude-include.order |
include-exclude or exclude-include |
if the inclusion/exclusion should win on conflicts (intersection) |
openejb.log.color |
bool |
activate or not the color in the console in embedded mode |
openejb.log.color.<level in lowercase> |
color in uppercase |
set a color for a particular level. Color are BLACK, RED, GREEN, YELLOW, BLUE, MAGENTA, CYAN, WHITE, DEFAULT. |
tomee.serialization.class.blacklist |
string |
default list of packages/classnames excluded for EJBd deserialization (needs to be set on server and client sides). Please see the description of Ejbd Transport for details. |
tomee.serialization.class.whitelist |
string |
default list of packages/classnames allowed for EJBd deserialization (blacklist wins over whitelist, needs to be set on server and client sides). Please see the description of Ejbd Transport for details. |
tomee.remote.support |
boolean |
if true /tomee webapp is auto-deployed and EJBd is active (true by default for 1.x, false for 7.x excepted for tomee maven plugin and arquillian) |
openejb.crosscontext |
bool |
set the cross context property on tomcat context (can be done in the traditionnal way if the deployment is don through the webapp discovery and not the OpenEJB Deployer EJB) |
openejb.jsessionid-support |
bool |
remove URL from session tracking modes for this context (see javax.servlet.SessionTrackingMode) |
openejb.myfaces.disable-default-values |
bool |
by default TomEE will initialize myfaces with some its default values to avoid useless logging |
openejb.web.xml.major |
int |
major version of web.xml. Can be useful to force tomcat to scan servlet 3 annotatino when deploying with a servlet 2.x web.xml |
tomee.jaxws.subcontext |
string |
sub context used to bind jaxws web services, default is webservices |
openejb.servicemanager.enabled |
bool |
run all services detected or only known available services (WS and RS |
tomee.jaxws.oldsubcontext |
bool |
wether or not activate old way to bind jaxws webservices directly on root context |
openejb.modulename.useHash |
bool |
add a hash after the module name of the webmodule if it is generated from the webmodule location, it avoids conflicts between multiple deployment (through ear) of the same webapp. Note: it disactivated by default since names are less nice this way. |
openejb.session.manager |
qualified name (string) |
configure a session managaer to use for all contexts |
tomee.tomcat.resource.wrap |
bool |
wrap tomcat resources (context.xml) as tomee resources if possible (true by default) |
tomee.tomcat.datasource.wrap |
bool |
same as tomee.tomcat.resource.wrap for datasource (false by default). Note that setting it to true will create tomee datasources but can have the side effect to create twice singleton resources |
openejb.environment.default |
bool |
should default JMS resources be created or not, default to false to ensure no port is bound or multiple resources are created and completely uncontrolled (doesn’t apply to datasources etc for compatibility). For tests only! |
Client
| Name | Value | Description |
|---|---|---|
openejb.client.identityResolver |
implementation of org.apache.openejb.client.IdentityResolver |
default org.apache.openejb.client.JaasIdentityResolver. The class to get the client identity. |
openejb.client.connection.pool.timeout or openejb.client.connectionpool.timeout |
int (ms) |
the timeout of the client |
openejb.client.connection.pool.size or openejb.client.connectionpool.size |
int |
size of the socket pool |
openejb.client.keepalive |
int (ms) |
the keepalive duration |
openejb.client.protocol.version |
string |
Optional legacy server protocol compatibility level. Allows 4.6.x clients to potentially communicate with older servers. OpenEJB 4.5.2 and older use version "3.1", and 4.6.x currently uses version "4.6" (Default). This does not allow old clients to communicate with new servers prior to 4.6.0 |
tomee.serialization.class.blacklist |
string |
default list of packages/classnames excluded for EJBd deserialization (needs to be set on server and client sides). Please see the description of Ejbd Transport for details. |
tomee.serialization.class.whitelist |
string |
default list of packages/classnames allowed for EJBd deserialization (blacklist wins over whitelist, needs to be set on server and client sides). Please see the description of Ejbd Transport for details. |


Service of Services
Current Services
Service
Port Number
{{range $key, $value := .}}
{{$key}}
{{$value}}
{{else}}
No services
{{end}}


Here's a hearty way to get your greens: In a cheesy pan of lasagna
Lasagna is like pizza: Even when it's bad, it's good. With pizza, the saying goes, it's still melted cheese on warm bread. With lasagna, sub in warm noodles for the bread, and you've got the same idea. What could be wrong with such bubbly goodness?
That doesn't mean there aren't better and worse lasagnas, of course. You can make your own pasta dough, labor over the sauce and fillings, and use the best possible cheese for something positively sublime on the one hand, or reach into the freezer for something positively un-sublime on the other. I think most of us lasagna-loving home cooks fall in the middle, paying attention to the quality of the ingredients but striving for ways to put it together as quickly and easily as possible.
I based this version on a recipe in "Six Seasons" by Joshua McFadden and Martha Holmberg. I love its use of kale and mushrooms (two of my favorite fall-ish ingredients, even though you can get them year-round), as well as a veloute (a flour-thickened slurry of vegetable broth and milk) rather than tomato sauce. But after making it once, I couldn't help but enrich it a little, adding an egg to the ricotta filling and one of my favorite cheeses, smoked mozzarella, inside and on top.
The result was just what I was after - something a little more delicate than a typical meat-and-tomato-sauce affair but still hearty, cheesy and rich. Just as a good lasagna should be.
- - -
KALE AND MUSHROOM LASAGNA
Active: 30 minutes | Total: 1 hour 10 minutes
8 servings
More delicate than a typical tomato-and-meat lasagna, this vegetable-forward version is still rich and bursting with ﬂavor. You could use a mix of cooking greens instead of all kale; just be sure you wilt them until quite tender, so the texture harmonizes with the other layers.
Make Ahead: The assembled lasagna can be refrigerated for up to 3 days or frozen for up to 3 months. Thaw a frozen lasagna overnight in the refrigerator before baking.
Storage Notes: The baked lasagna can be refrigerated for up to 5 days.
Ingredients
6 tablespoons unsalted butter (may substitute vegan butter, such as Earth Balance)
1/4 cup flour
2 cups vegetable broth, homemade or low-sodium store-bought
1 cup whole milk or reduced fat milk (may substitute nondairy milk)
1 teaspoon kosher salt, or more as needed
Freshly ground black pepper
1 pound button or cremini mushrooms, trimmed and finely chopped
12 ounces kale, thick ribs cut out, leaves cut into very thin strips
1/4 teaspoon crushed red pepper flakes
1 pound whole-milk ricotta (may substitute vegan ricotta, such as Kite Hill brand)
1 tablespoon finely grated lemon zest
1 large egg (optional)
One (9-ounce) box no-boil lasagna noodles (may substitute gluten-free noodles, such as Capello's)
8 ounces (2 cups) shredded smoked mozzarella (may substitute vegan cheese shreds, such as Violife or Daiya)
2 ounces (1 cup) freshly grated Parmesan cheese (optional; may substitute vegan Parmesan)
Steps
Preheat the oven to 375 degrees with the rack in the middle.
In a medium saucepan over medium heat, melt 4 tablespoons of the butter. Add the ﬂour, stir to make a smooth paste, and cook, stirring, so the raw ﬂour ﬂavor cooks out, 1 to 2 minutes. Whisk in the broth and the milk. Bring the mixture to a boil, whisking to eliminate lumps. Reduce the heat to medium-low and simmer until thickened slightly, about 5 minutes. Season with 1/4 teaspoon salt and a few grinds of the pepper, taste, and season with more salt and pepper, if needed. (Remember that the store-bought broth might be salty.)
In a large skillet over medium-high heat, melt 1 tablespoon of the butter. When it stops sizzling, add the mushrooms, 1/4 teaspoon salt and a few grinds of the pepper, and cook, stirring and scraping the pan occasionally, until all the moisture from the mushrooms has been released and evaporated and they begin to brown and stick a bit to the pan, 10 to 12 minutes. Taste, and season with more salt, if needed. Transfer the mixture to a bowl.
Wash the kale thoroughly, leaving the water clinging to the leaves. Return the skillet to medium-high heat and add the remaining 1 tablespoon of butter. When it stops sizzling, add the red pepper flakes and cook, stirring, until fragrant, 30 seconds. Add the kale and the remaining 1/2 teaspoon salt and cook, tossing frequently, until the kale is wilted and very tender, about 10 minutes. You may need to add a few splashes of water along the way if the pan gets dry. Taste, and season with more salt, if needed.
In a small bowl, whisk the ricotta, lemon zest and egg, if using, until combined.
To assemble the lasagna, spread half the flour-milk mixture (called a veloute) in an even layer on the bottom of a 9-by-13-inch baking dish. Arrange the noodles in an even layer, breaking the noodles to ﬁt as needed. Spread the mushrooms evenly over the noodles and then top with the kale, distributing it evenly. Top with half the smoked mozzarella.
Arrange a second layer of noodles, then top with evenly spaced dollops of the ricotta. Gently spread the ricotta, without disturbing the noodles, to make an even layer. Add one more layer of noodles, pour over the remaining veloute, and finish with the remaining smoked mozzarella. Sprinkle the Parmesan over the top.
Bake 40 to 50 minutes, until the cheese is golden brown and the juices are bubbling around the edges. Let the lasagna cool for at least 20 minutes before cutting and serving.
Nutrition | Calories: 450; Total Fat: 23 g; Saturated Fat: 14 g; Cholesterol: 85 mg; Sodium: 600 mg; Carbohydrates: 41 g; Dietary Fiber: 3 g; Sugars: 4 g; Protein: 22 g.
(Based on a recipe in "Six Seasons: A New Way With Vegetables" by Joshua McFadden with Martha Holmberg. Artisan, 2017.)
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For a small gathering, here's a sheet-pan dinner ready in an hour
It dishes up a stunning turkey centerpiece with seasonal sides for four in about an hour from start to finish, all done on one sheet pan.
 Sure, some people may treasure the memory of homemade rolls lovingly baked by mothers or grandmothers. ..


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You Can Rent This Official Rick and Morty-Themed Car
But you can't get inside the microverse battery.
by Ian WrightThere are three types of people in this world. People that watch Adult Swim's 'Rick and Morty,' people that don't watch it, and people that don't think the world can be divided in half. Those in the first third now have the opportunity to show their love of the adult-themed cartoon by driving around in a Mazda3 equipped with a giant version of Morty Smith on the roof.
The genuinely bizarre Mortymobile is available to rent via the car-sharing service Turo in conjunction with Adult Swim, for $350 per day. But unlike Rick's car in the show, the Mortymobile was not made from stuff in the garage and can not fly through space.
That $350 a day sounds expensive, but, as we know, the universe is a little too big to care about something so small. It would also be worth it just to see the look on people's faces around town as they see a giant and terrified Morty holding on to the roof for dear life.
The Mortymobile just got its official unveiling at the Adult Swim Festival in California this weekend. It will then be available to rent from November 18-25 in Los Angeles, then in San Diego from December 9-16. After that, it goes on a nationwide tour to celebrate season four of Rick and Morty, which is currently airing on Cartoon Network's Adult Swim.
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More cities and dates have been slated for the Mortymobile's availability through 2020, and according to the press release, all proceeds from the Mortymobile Tour will be donated to an organization that supports and empowers women in technical fields.
The car is billed as being: "Painstakingly designed and hand-crafted using the finest fiberglass available in this dimension, the larger-than-life Morty is fixed atop a 5-door hatchback that boasts a 2.5L four-cylinder engine with 167 horsepower, a four-speaker audio system for bumping the planet-rescuing slapper, 'Get Schwifty,' and power windows, so you can feel that brisk November breeze on your face."


The goal of outlookMailer is to create an R interface between Microsoft Outlook and R, to compose messages from R using Outlook’s native window.
It works only on Windows.
The package requires access to Windows DCOM objects, provided by RDCOMClient.
It is no longer on CRAN, but can be installed from GitHub:
The package wraps the COM interface to Microsoft Outlook with user-friendly R functions.
One retrieves/sets properties with [[
and ]]
accessors.
One calls methods with the $
accessor.
library(outlookMailer)
# Create a connection to Outlook
con <- connect_outlook()
# Create a message and show it
msg <- create_draft(con,
addr_to =<EMAIL_ADDRESS>body_plain = 'Body of the message',
use_signature = TRUE,
show_message = FALSE)
# Optionally modify properties
msg[['Subject']] <- 'Subject of the message'
# Show the message
msg$Display()
# Send the message (caution!)
# msg$Send()
# Close and save to drafts
close_draft(msg, save = TRUE)
Most functions are pipe-friendly:
connect_outlook() %>%
create_draft(body_plain = 'Test') %>%
close_draft(save = TRUE) %>%
disconnect_outlook()


Approaches class¶
Convenience class to get concatenated data for all galaxies. Mainly used when they are in close proximity and can appear on the same plot.
-
class
galaxy.approaches.
Approaches
(snap=801, datadir=None, usesql=False, stride=1, ptype='lum')[source]¶ A class to work with all 3 galaxies when in close proximity.
- Args:
- snap (int):
Snap number, equivalent to time elapsed. Defaults to the last timepoint.
- datadir (str):
Directory to search first for the required file. Optional, and a default list of locations will be searched.
- usesql (bool):
If True, data will be taken from a PostgreSQL database instead of text files.
- stride (int):
Optional. For stride=n, get every nth row in the table. Only valid with usesql=True.
- ptype (str):
can be ‘lum’ for disk+bulge, ‘dm’ for halo
- Class attributes:
- data (np.ndarray):
type, mass, position_xyz, velocity_xyz for each particle


ARMSFLOW is a data visualization which displays arms transactions globally between 1950 and 2006. It was created by Jeffrey Warren of Vestal Design with data from the Stockholm International Peace Research Institute.
If you have questions, suggestions, bugs to report, or would like to discuss other large data sets to visualize, please send an email.
ARMSFLOW includes 14,619 arms transactions (each is a sum of 1 year's exports) and 228 government entities.
If you'd like to support ARMSFLOW by contributing to server costs, please CLICK HERE.


Invocation¶
If you cannot wait to try AvantPy before reading the rest of the documentation, here’s how you can do it:
$ python -m avantpy -h
usage: -m [-h] [-s SOURCE] [--lang LANG] [--dialect DIALECT] [--dev_py]
[--show_converted] [--gui]
AvantPy sets up an import hook which makes it possible to run a file that
contains modified Python syntax provided the relevant source transformers can
be imported.
optional arguments:
-h, --help show this help message and exit
-s SOURCE, --source SOURCE
Source file to be transformed and executed. It is
assumed that it can be imported. Format: path.to.file
-- Do not include an extension.
--lang LANG This sets the language used by AvantPy. Usually this
is a two-letter code such as 'fr' for French. If
DIALECT is not specified, this will also sets the
corresponding DIALECT.
--dialect DIALECT This sets the dialect used by AvantPy. Usually this is
a two-letter code such as 'pyfr' for French. If LANG
is not specified, this will also sets the
corresponding value for LANG.
--dev_py This disables the custom exception handling so that
Python tracebacks are printed.
--show_converted When using the console, if this flag is set, each time
the code entered is compaeed with the code
transformed. If the two are not identical, the
converted code is printed in the console.
--gui Launches a basic GUI interface, useful for some
converting programs from one dialect into another or
into Python.
Currently, the --gui
option only includes a tool to convert from one
dialect (including Python) into another dialect (or Python) as illustrated
below.
The code on the left is in the “UPPERCASE” (pyupper) dialect; the code on the right has been converted to Python.
invocation.py¶
AvantPy sets up an import hook which makes it possible to run a file that contains modified Python syntax, provided the relevant source transformers can be imported.
Basic invocation¶
The simplest invocation of AvantPy sets up the import hook, collect all existing dialects, and leaves the user in a custom REPL:
python -m avantpy
This custom REPL should work in a way similar to Python’s own. Please, feel free to file issues for any unexpected behaviour.
If you want to select a particular dialect/language to be available in the
console, you can use the --lang
flag:
python -m avantpy --lang fr
If a source program is to be run, as described below, the --lang
flag
is ignored.
Running programs¶
The primary role of AvantPy is to run programs that have a modified syntax. This is done by one of the two following alternatives:
python -m avantpy -s path.to.file
python -m avantpy --source path.to.file
Warning
Do not include the extension in path.to.file.
You can use Python’s interactive flag, either separately,
as in python -i -m ...
or combined with the -m
flag
as done below, to execute a program to be run as “main” and
continue with the console.
The following example is run from the root folder of the AvantPy repository.
The file that is run ends with the pyfr
extension which AvantPy uses
to recognize that the French dialect is to be used:
$ python -im avantpy -s tests.pyfr.test_french
Success.
avantpy console version 0.0.5. [Python version: 3.7.0]
->> si Vrai:
... afficher(bonjour)
...
Bonjour tout le monde !
->>


Sharing Data on the NIMH Data Archive: A Curator’s Handbook¶
Recently, we started a research study and found that we’re expected to share our data on the NIMH Data Archive, or NDA for short. My understanding is that in the future, most or all research studies funded by the NIH will need to add their data to this system. As a newcomer, I’ve found some parts of this process to be challenging; I’m writing this guide in the hopes of helping other people to have an easier time than we’ve had. My hope is that over time, the NDA improves so this guide is no longer important.
This guide is intended for people who are pretty deeply involved in running the sort of study that would need to be shared in the NDA. Expect jargon and acronyms, and a general familiarity with human subjects research.
The study we’re sharing is a moderately-large (~350 participant) study, incorporating functional MRI, questionnaires, behavioral tasks, and psychophysiology data. We aren’t collecting some of the modalities (EEG, EGG, Eyetracking, Omics) that the NDA can accommodate, so I won’t cover those topics here.
Also! As mentioned above, I’m a data submitter on my first project, not an expert or authority on this system. I may very well be wrong about things! For expert guidance, contact the NDA Help Desk directly.


The first Friday night each month at JavaJam is a special night! Join us from 8pm to 11pm for some music you won't want to miss!