Datasets:

BramVanroy

/

stack_md_lid

like 4

f7c30a1ce0054d4b6cc23e52fb9619087916e54a

md

Markdown

README.md

donnietaylor/ConvertFrom-HTML

2736c44202528669ace166c6ca349ae5a49da4ca

2022-01-02T06:41:53.000Z

2022-01-02T06:41:53.000Z

README.md

donnietaylor/ConvertFrom-HTML

2736c44202528669ace166c6ca349ae5a49da4ca

2019-11-09T15:57:26.000Z

2019-11-09T15:57:26.000Z

README.md

donnietaylor/ConvertFrom-HTML

2736c44202528669ace166c6ca349ae5a49da4ca

# ConvertFrom-HTML This function gets the innertext from HTML strings. In this case, if you take a .html file, and read it with a get-content cmdlet, you can use this function to parse it effectively. More details on why this is necessary can be found here: http://draith.com/?p=386

eng_Latn

f7c316b1e8ab7fa084003298edcb43c0d7d199e9

md

Markdown

work/parallel_coputing/gpu/openacc.md

oaix/note

2e93309d27884756bbd6222e5ce64095bbd5bf0e

2021-11-09T12:53:55.000Z

2021-11-09T12:53:55.000Z

work/parallel_coputing/gpu/openacc.md

oaix/note

2e93309d27884756bbd6222e5ce64095bbd5bf0e

work/parallel_coputing/gpu/openacc.md

oaix/note

2e93309d27884756bbd6222e5ce64095bbd5bf0e

# OpenACC 高版本的gcc支持openacc加速，也可以使用带有该库的编译器gpi，但是在ROS环境下GCC版本不能随意升级，否则ROS无法使用。 ## Config ### CmakeLists ```cmake add_compile_options(-fopenacc) set(CMAEK_C_FLAG "${CMAKE_C_FLAGS} -acc") set(CMAEK_CXX_FLAG "${CMAKE_CXX_FLAGS} -acc") ``` ### header file ```cpp ifdef _OPENACC include <openacc.h> endif ``` ### 实时查看gpu使用情况 watch -n 1 nvidia-smi # 每1秒中打印一次

yue_Hant

f7c319c51b92c56a0bdc527ce24826ee4a4595f9

md

Markdown

README.md

fatkulnurk/toko_hewan

6ed3892cf2f6498c42d6235ccc75d8ab32ce1f63

README.md

fatkulnurk/toko_hewan

6ed3892cf2f6498c42d6235ccc75d8ab32ce1f63

README.md

fatkulnurk/toko_hewan

6ed3892cf2f6498c42d6235ccc75d8ab32ce1f63

<h1>Toko Online Hewan Dengan Yii2</h1> ### Cara Mengunakan / Instalasi - jalankan --> git clone https://github.com/fatkulnurk/toko_hewan.git - buat database dengan nama tabel_hewan - edit pengaturan username dan password database - import database di bawah ini ``` -- phpMyAdmin SQL Dump -- version 4.7.7 -- https://www.phpmyadmin.net/ -- -- Host: 127.0.0.1 -- Waktu pembuatan: 14 Jul 2018 pada 04.00 -- Versi server: 10.1.30-MariaDB -- Versi PHP: 7.2.2 SET SQL_MODE = "NO_AUTO_VALUE_ON_ZERO"; SET AUTOCOMMIT = 0; START TRANSACTION; SET time_zone = "+00:00"; /*!40101 SET @OLD_CHARACTER_SET_CLIENT=@@CHARACTER_SET_CLIENT */; /*!40101 SET @OLD_CHARACTER_SET_RESULTS=@@CHARACTER_SET_RESULTS */; /*!40101 SET @OLD_COLLATION_CONNECTION=@@COLLATION_CONNECTION */; /*!40101 SET NAMES utf8mb4 */; -- -- Database: `toko_hewan` -- -- -------------------------------------------------------- -- -- Struktur dari tabel `backend_user` -- CREATE TABLE `backend_user` ( `id` int(10) NOT NULL, `fullname` varchar(50) NOT NULL, `username` varchar(20) NOT NULL, `password` varchar(255) NOT NULL ) ENGINE=InnoDB DEFAULT CHARSET=latin1; -- -------------------------------------------------------- -- -- Struktur dari tabel `orders` -- CREATE TABLE `orders` ( `id` int(11) NOT NULL, `date` date NOT NULL, `user_id` int(11) NOT NULL ) ENGINE=InnoDB DEFAULT CHARSET=latin1; -- -------------------------------------------------------- -- -- Struktur dari tabel `orders_item` -- CREATE TABLE `orders_item` ( `order_id` int(11) NOT NULL, `item_id` int(11) NOT NULL ) ENGINE=InnoDB DEFAULT CHARSET=latin1; -- -------------------------------------------------------- -- -- Struktur dari tabel `produk` -- CREATE TABLE `produk` ( `id` int(11) NOT NULL, `nama` varchar(100) NOT NULL, `berat` varchar(30) NOT NULL, `spesies` varchar(40) NOT NULL, `harga` int(15) NOT NULL, `deskripsi` text NOT NULL, `gambar` varchar(255) NOT NULL ) ENGINE=InnoDB DEFAULT CHARSET=latin1; -- -------------------------------------------------------- -- -- Struktur dari tabel `user` -- CREATE TABLE `user` ( `id` int(11) NOT NULL, `username` varchar(20) NOT NULL, `password` varchar(255) NOT NULL, `email` varchar(50) NOT NULL, `auth_key` varchar(500) NOT NULL, `password_hash` text NOT NULL, `status` text NOT NULL, `created_at` text NOT NULL, `updated_at` text NOT NULL ) ENGINE=InnoDB DEFAULT CHARSET=latin1; -- -- Indexes for dumped tables -- -- -- Indeks untuk tabel `backend_user` -- ALTER TABLE `backend_user` ADD PRIMARY KEY (`id`); -- -- Indeks untuk tabel `produk` -- ALTER TABLE `produk` ADD PRIMARY KEY (`id`); -- -- Indeks untuk tabel `user` -- ALTER TABLE `user` ADD PRIMARY KEY (`id`); -- -- AUTO_INCREMENT untuk tabel yang dibuang -- -- -- AUTO_INCREMENT untuk tabel `backend_user` -- ALTER TABLE `backend_user` MODIFY `id` int(10) NOT NULL AUTO_INCREMENT, AUTO_INCREMENT=2; -- -- AUTO_INCREMENT untuk tabel `produk` -- ALTER TABLE `produk` MODIFY `id` int(11) NOT NULL AUTO_INCREMENT, AUTO_INCREMENT=11; -- -- AUTO_INCREMENT untuk tabel `user` -- ALTER TABLE `user` MODIFY `id` int(11) NOT NULL AUTO_INCREMENT, AUTO_INCREMENT=3; COMMIT; /*!40101 SET CHARACTER_SET_CLIENT=@OLD_CHARACTER_SET_CLIENT */; /*!40101 SET CHARACTER_SET_RESULTS=@OLD_CHARACTER_SET_RESULTS */; /*!40101 SET COLLATION_CONNECTION=@OLD_COLLATION_CONNECTION */; ``` --- DIRECTORY STRUCTURE ------------------- ``` common config/ contains shared configurations mail/ contains view files for e-mails models/ contains model classes used in both backend and frontend tests/ contains tests for common classes console config/ contains console configurations controllers/ contains console controllers (commands) migrations/ contains database migrations models/ contains console-specific model classes runtime/ contains files generated during runtime backend assets/ contains application assets such as JavaScript and CSS config/ contains backend configurations controllers/ contains Web controller classes models/ contains backend-specific model classes runtime/ contains files generated during runtime tests/ contains tests for backend application views/ contains view files for the Web application web/ contains the entry script and Web resources frontend assets/ contains application assets such as JavaScript and CSS config/ contains frontend configurations controllers/ contains Web controller classes models/ contains frontend-specific model classes runtime/ contains files generated during runtime tests/ contains tests for frontend application views/ contains view files for the Web application web/ contains the entry script and Web resources widgets/ contains frontend widgets vendor/ contains dependent 3rd-party packages environments/ contains environment-based overrides ```

yue_Hant

f7c34efa8c5b22b5a592b67fed0aac96ad7023f7

md

Markdown

microsoft-365/security/defender-endpoint/linux-support-connectivity.md

MicrosoftDocs/microsoft-365-docs-pr.fr-FR

c407f4efa6ff7a252c2dc8e808cd4aa76305f308

2020-05-18T20:10:58.000Z

2022-03-29T22:15:15.000Z

microsoft-365/security/defender-endpoint/linux-support-connectivity.md

MicrosoftDocs/microsoft-365-docs-pr.fr-FR

c407f4efa6ff7a252c2dc8e808cd4aa76305f308

2021-07-09T09:34:24.000Z

2022-02-09T06:45:31.000Z

microsoft-365/security/defender-endpoint/linux-support-connectivity.md

MicrosoftDocs/microsoft-365-docs-pr.fr-FR

c407f4efa6ff7a252c2dc8e808cd4aa76305f308

2019-10-09T19:57:56.000Z

2021-07-09T09:32:36.000Z

--- title: Résoudre les problèmes de connectivité cloud pour Microsoft Defender pour endpoint sur Linux ms.reviewer: '' description: Découvrez comment résoudre les problèmes de connectivité cloud pour Microsoft Defender pour Endpoint sur Linux keywords: microsoft, defender, Microsoft Defender pour le point de terminaison, linux, cloud, connectivité, communication ms.prod: m365-security ms.mktglfcycl: deploy ms.sitesec: library ms.pagetype: security ms.author: dansimp author: dansimp ms.localizationpriority: medium manager: dansimp audience: ITPro ms.collection: - m365-security-compliance ms.topic: conceptual ms.technology: mde ms.openlocfilehash: 4f547e6701e0b22c2d55d0fa68a236f85b821a11 ms.sourcegitcommit: 43adb0d91af234c34e22d450a9c1d26aa745c2ca ms.translationtype: MT ms.contentlocale: fr-FR ms.lasthandoff: 10/19/2021 ms.locfileid: "60478912" --- # <a name="troubleshoot-cloud-connectivity-issues-for-microsoft-defender-for-endpoint-on-linux"></a>Résoudre les problèmes de connectivité cloud pour Microsoft Defender pour endpoint sur Linux [!INCLUDE [Microsoft 365 Defender rebranding](../../includes/microsoft-defender.md)] **S’applique à :** - [Microsoft Defender pour point de terminaison](https://go.microsoft.com/fwlink/p/?linkid=2154037) - [Microsoft 365 Defender](https://go.microsoft.com/fwlink/?linkid=2118804) > Vous souhaitez faire l’expérience de Defender for Endpoint ? [Inscrivez-vous pour bénéficier d’un essai gratuit.](https://signup.microsoft.com/create-account/signup?products=7f379fee-c4f9-4278-b0a1-e4c8c2fcdf7e&ru=https://aka.ms/MDEp2OpenTrial?ocid=docs-wdatp-investigateip-abovefoldlink) ## <a name="run-the-connectivity-test"></a>Exécuter le test de connectivité Pour tester si Defender pour Endpoint sur Linux peut communiquer avec le cloud avec les paramètres réseau actuels, exécutez un test de connectivité à partir de la ligne de commande : ```bash mdatp connectivity test ``` sortie attendue : ```output Testing connection with https://cdn.x.cp.wd.microsoft.com/ping ... [OK] Testing connection with https://eu-cdn.x.cp.wd.microsoft.com/ping ... [OK] Testing connection with https://wu-cdn.x.cp.wd.microsoft.com/ping ... [OK] Testing connection with https://x.cp.wd.microsoft.com/api/report ... [OK] Testing connection with https://winatp-gw-cus.microsoft.com/test ... [OK] Testing connection with https://winatp-gw-eus.microsoft.com/test ... [OK] Testing connection with https://winatp-gw-weu.microsoft.com/test ... [OK] Testing connection with https://winatp-gw-neu.microsoft.com/test ... [OK] Testing connection with https://winatp-gw-ukw.microsoft.com/test ... [OK] Testing connection with https://winatp-gw-uks.microsoft.com/test ... [OK] Testing connection with https://eu-v20.events.data.microsoft.com/ping ... [OK] Testing connection with https://us-v20.events.data.microsoft.com/ping ... [OK] Testing connection with https://uk-v20.events.data.microsoft.com/ping ... [OK] Testing connection with https://v20.events.data.microsoft.com/ping ... [OK] ``` Si le test de connectivité échoue, vérifiez si [](microsoft-defender-endpoint-linux.md#network-connections) l’appareil dispose d’un accès à Internet et si l’un des points de terminaison requis par le produit est bloqué par un proxy ou un pare-feu. Les échecs avec erreur d’erreur 35 ou 60 indiquent le rejet de l’épinglage du certificat. Vérifiez si la connexion est sous inspection SSL ou HTTPS. Si c’est le cas, ajoutez Microsoft Defender pour le point de terminaison à la liste d’accès. ## <a name="troubleshooting-steps-for-environments-without-proxy-or-with-transparent-proxy"></a>Étapes de résolution des problèmes pour les environnements sans proxy ou avec proxy transparent Pour vérifier qu’une connexion n’est pas bloquée dans un environnement sans proxy ou avec un proxy transparent, exécutez la commande suivante dans le terminal : ```bash curl -w ' %{url_effective}\n' 'https://x.cp.wd.microsoft.com/api/report' 'https://cdn.x.cp.wd.microsoft.com/ping' ``` La sortie de cette commande doit être similaire à celle-ci : ```Output OK https://x.cp.wd.microsoft.com/api/report OK https://cdn.x.cp.wd.microsoft.com/ping ``` ## <a name="troubleshooting-steps-for-environments-with-static-proxy"></a>Étapes de résolution des problèmes pour les environnements avec proxy statique > [!WARNING] > Les pacs, WPAD et les proxies authentifiés ne sont pas pris en charge. Assurez-vous que seul un proxy statique ou transparent est utilisé. > > L’inspection et l’interception des proxies SSL ne sont pas non plus pris en charge pour des raisons de sécurité. Configurez une exception pour l’inspection SSL et votre serveur proxy afin de transmettre directement les données de Defender pour Endpoint sur Linux aux URL pertinentes sans interception. L’ajout de votre certificat d’interception au magasin global n’autorise pas l’interception. Si un proxy statique est requis, ajoutez un paramètre de proxy à la commande ci-dessus, où correspond à l’adresse `proxy_address:port` proxy et au port : ```bash curl -x http://proxy_address:port -w ' %{url_effective}\n' 'https://x.cp.wd.microsoft.com/api/report' 'https://cdn.x.cp.wd.microsoft.com/ping' ``` Veillez à utiliser les mêmes adresse et port proxy que celui configuré dans le `/lib/system/system/mdatp.service` fichier. Vérifiez la configuration de votre proxy en cas d’erreurs provenant des commandes ci-dessus. Pour définir le proxy pour mdatp, utilisez la commande suivante : ```bash mdatp config proxy set --value http://address:port ``` En cas de réussite, tentez un autre test de connectivité à partir de la ligne de commande : ```bash mdatp connectivity test ``` Si le problème persiste, contactez le support technique. ## <a name="resources"></a>Ressources - Pour plus d’informations sur la configuration du produit afin qu’il utilise un proxy statique, voir [Configurer Microsoft Defender pour endpoint](linux-static-proxy-configuration.md)pour la découverte de proxy statique.

fra_Latn

f7c454bb493d9b42609d8ad999aa3968bb0b2466

md

Markdown

README.md

alirezaght/bitcoin-price-prediction

70288b1224f852dd0957d5d7b3e89797b91cb5c4

README.md

alirezaght/bitcoin-price-prediction

70288b1224f852dd0957d5d7b3e89797b91cb5c4

README.md

alirezaght/bitcoin-price-prediction

70288b1224f852dd0957d5d7b3e89797b91cb5c4

2021-11-23T11:22:27.000Z

2021-11-23T11:22:27.000Z

# bitcoin-price-prediction

eng_Latn

f7c45ad428e2c548f59209c53e0997c374d4f75b

md

Markdown

README.md

GrocerKey/aws-codedeploy-action

8709b4da809792c90b40783593df6b114d058e4c

2021-01-15T20:41:07.000Z

2022-02-14T17:46:49.000Z

README.md

sourcetoad/aws-codedeploy-action

85e7d525e1f24928a2332777c3c1ace637cdba08

2021-01-14T22:53:13.000Z

2022-01-22T12:52:58.000Z

README.md

GrocerKey/aws-codedeploy-action

8709b4da809792c90b40783593df6b114d058e4c

2021-06-03T14:14:24.000Z

2021-07-07T08:22:48.000Z

# AWS CodeDeploy Action To automatically deploy applications to EC2 via CodeDeploy. --- ## Usage The best example is just a snippet of the workflow with all options. Laravel (All Properties) Example ```yaml - name: AWS CodeDeploy uses: sourcetoad/aws-codedeploy-action@v1 with: aws_access_key: ${{ secrets.AWS_ACCESS_KEY }} aws_secret_key: ${{ secrets.AWS_SECRET_KEY }} aws_region: us-east-1 codedeploy_name: project codedeploy_group: prod codedeploy_register_only: true s3_bucket: project-codedeploy s3_folder: production excluded_files: '.git/* .env storage/framework/cache/* node_modules/*' max_polling_iterations: 60 directory: ./ ``` Laravel (Only Required) Example ```yaml - name: AWS CodeDeploy uses: sourcetoad/aws-codedeploy-action@v1 with: aws_access_key: ${{ secrets.AWS_ACCESS_KEY }} aws_secret_key: ${{ secrets.AWS_SECRET_KEY }} codedeploy_name: project codedeploy_group: prod s3_bucket: project-codedeploy s3_folder: production ``` ## Customizing ### inputs Following inputs can be used as `step.with` keys | Name | Required | Type | Description | |------------------|----------|---------|------------------------------------| | `aws_access_key` | Yes | String | IAM Access Key. | | `aws_secret_key` | Yes | String | IAM Secret Key. | | `aws_region` | No | String | AWS Region (default: `us-east-1`). | | `codedeploy_name` | Yes | String | CodeDeploy Project Name. | | `codedeploy_group` | Yes | String | CodeDeploy Project Group. | | `codedeploy_register_only` | No | Boolean | If true, revision is registered not deployed. | | `s3_bucket` | Yes | String | S3 Bucket for archive to be uploaded. | | `s3_folder` | Yes | String | S3 Folder for archive to be uploaded within bucket. | | `excluded_files` | No | String | Space delimited list of patterns to exclude from archive | | `directory` | No | String | Directory to archive. Defaults to root of project. | | `archive` | No | String | Zip to deploy. Defaults to empty (thus ignored) | | `max_polling_iterations` | No | Number | Number of 15s iterations to poll max. (default: `60`) | | `dry_run` | No | Boolean | If true, no connection to AWS is made. Just local zip creation. | ## Archive or Build Some projects may have a complex build system or even build the archive in a previous step. This is where `directory` and `archive` come into play: * By default, `directory` will be used to zip that directory and deployed. * If `archive` is non-empty, it will be used in place of `directory` * `archive` must be zip filename including extension (ie `prod-backend-20220202.zip`). ## IAM Permissions You shouldn't be using a root user. Below are snippets of an inline policies with suggested permissions for the action. * You might need to adapt these to fit your use case. * You will need to insert proper resources/ARNs to make the snippets below valid. ```json { "Version": "2012-10-17", "Statement": [ { "Effect": "Allow", "Action": [ "s3:Get*", "s3:List*", "s3:PutObject", "s3:ListMultipartUploadParts", "s3:AbortMultipartUpload" ], "Resource": [ "arn:aws:s3:::project-codedeploy/*" ] } ] } ``` * This restricts the action to uploading an object and listing/getting the object so it can obtain the location for CodeDeploy * It is restricted to a specific bucket. For deploying via CodeDeploy you will need another set of permissions. ```json { "Version": "2012-10-17", "Statement": [ { "Action": [ "codedeploy:CreateDeployment" ], "Effect": "Allow", "Resource": [ "arn:aws:codedeploy:codedeploy-arn" ] }, { "Action": [ "codedeploy:Batch*", "codedeploy:Get*", "codedeploy:List*", "codedeploy:RegisterApplicationRevision" ], "Effect": "Allow", "Resource": "*" } ] } ``` * These permissions are a rough example of allowing the user to list/get/register a revision for all resources * A specific permission statement exists to lock creating the deployment to a specific resource --- ### Install as Local Action For quicker troubleshooting cycles, the action can be copied directly into another project. This way, changes to the action, and its usage can happen simultaneously in one commit. 1. Copy this repository into your other project as `.github/actions/aws-codedeploy-action`. Be careful: simply cloning in place will likely install it as a submodule--make sure to copy the files without `.git` 1. As a single command: ```shell mkdir .github/actions && \ git clone --depth=1 --branch=master git@github.com:sourcetoad/aws-codedeploy-action.git .github/actions/aws-codedeploy-action && \ rm -rf .github/actions/aws-codedeploy-action/.git ``` 2. In your other project's workflow, in the action step, set `uses: ./.github/actions/aws-codedeploy-action`

eng_Latn

f7c511e022700d805b4c11b6810379350c00bbb5

md

Markdown

prebid-server/endpoints/openrtb2/adpod/video.md

openx/prebid.github.io

dfb1de5d108ec4dbce9fad22a1c349c68caf449d

2021-09-17T18:27:26.000Z

2021-09-17T18:27:26.000Z

prebid-server/endpoints/openrtb2/adpod/video.md

openx/prebid.github.io

dfb1de5d108ec4dbce9fad22a1c349c68caf449d

2019-12-18T05:37:42.000Z

2020-01-16T04:53:41.000Z

prebid-server/endpoints/openrtb2/adpod/video.md

openx/prebid.github.io

dfb1de5d108ec4dbce9fad22a1c349c68caf449d

2020-06-25T13:59:04.000Z

2021-10-17T10:28:36.000Z

--- layout: page_v2 sidebarType: 5 title: Prebid Server | Endpoints | Video --- # Prebid Server Video Endpoint This document describes the behavior of the Prebid Server video endpoint in detail. ## Video Endpoint `GET /openrtb2/video` **Parameters**

eng_Latn

f7c5f26f6ea96cbda698c9690626259d40dcbb01

md

Markdown

docs/index.md

jamielsharief/lightning

64fa3a5cc3a365de93aa8852e7c7f9ec2bcba5b5

2021-11-10T17:50:15.000Z

2022-01-03T14:57:08.000Z

docs/index.md

jamielsharief/lightning

64fa3a5cc3a365de93aa8852e7c7f9ec2bcba5b5

2021-11-11T10:41:02.000Z

2022-01-03T14:58:20.000Z

docs/index.md

jamielsharief/lightning

64fa3a5cc3a365de93aa8852e7c7f9ec2bcba5b5

# Lightning A set of lightweight components that can be used together or seperatley.

eng_Latn

f7c64319f0a02fe3ce86b52ab099b4e1fd4192b8

md

Markdown

YueSu/vegas.md

ISCAS-VIS/researches

cd8b2a2fee63fbf70e2e036b6518a270c645a214

YueSu/vegas.md

ISCAS-VIS/researches

cd8b2a2fee63fbf70e2e036b6518a270c645a214

YueSu/vegas.md

ISCAS-VIS/researches

cd8b2a2fee63fbf70e2e036b6518a270c645a214

2019-08-30T06:51:06.000Z

2019-08-30T06:51:06.000Z

# Influence Visualization of Scientific Paper Through Flow-based Citation Network Summarization  **Teaser Image**: Influence Graph Summarization of [Manifold-ranking based image retrieval]: (a) the author information, (b) the control panel, (c) the influence graph summarization, (d) the information of the selected cluster, (e) the papers list of the select cluster, (f) the detail information of the selected paper, ①-③represent the corresponding clusters. ## INTRODUCTION VEGAS is an online system that can illustrate the influence of one scientific paper on citation networks via the influence graph summarization and visualization. The system is built over an algorithm pipeline that maximizes the rate of influence flows in the final summarization. Both visualization and interaction designs are described with respect to a real usage scenario of the VEGAS system. ## OBJECTIVE 1. Describe the visualization and interaction design in the VEGAS system. 2. Demonstrate the online VEGAS system which can visualize the IGS result according to user queries. ## PUBLICATION Yue Su, Sibai Sun, Yuan Xuan and Lei Shi, "Influence Visualization of Scientific Paper Through Flow-based Citation Network Summarization", demo paper, accepted by International Conference on Data Mining 2015. [[paper](//iscas-vis.github.io/researches/YueSu/vegas.pdf)] ## MEMBER Yue Su (ISCAS), Sibai Sun (IPCAS), Yuan Xuan(Fudan University) and Lei Shi (ISCAS)

eng_Latn

f7c6cc5f52cf8d1dbfca46d07a0203b9f9ffbd14

md

Markdown

_posts/2015-10-13-Madeline-Gardner-New-York-CALLIA-51042.md

celermarryious/celermarryious.github.io

bcf6ff5049c82e276226a68ba269c11ccca7f970

_posts/2015-10-13-Madeline-Gardner-New-York-CALLIA-51042.md

celermarryious/celermarryious.github.io

bcf6ff5049c82e276226a68ba269c11ccca7f970

_posts/2015-10-13-Madeline-Gardner-New-York-CALLIA-51042.md

celermarryious/celermarryious.github.io

bcf6ff5049c82e276226a68ba269c11ccca7f970

--- layout: post date: 2015-10-13 title: "Madeline Gardner New York CALLIA 51042" category: Madeline Gardner New York tags: [Madeline Gardner New York] --- ### Madeline Gardner New York CALLIA 51042 Just **$469.99** ### <table><tr><td>BRANDS</td><td>Madeline Gardner New York</td></tr></table> <a href="https://www.readybrides.com/en/madeline-gardner-new-york/67750-callia-51042.html"><img src="//img.readybrides.com/157234/callia-51042.jpg" alt="CALLIA 51042" style="width:100%;" /></a> <!-- break --><a href="https://www.readybrides.com/en/madeline-gardner-new-york/67750-callia-51042.html"><img src="//img.readybrides.com/157235/callia-51042.jpg" alt="CALLIA 51042" style="width:100%;" /></a> <a href="https://www.readybrides.com/en/madeline-gardner-new-york/67750-callia-51042.html"><img src="//img.readybrides.com/157233/callia-51042.jpg" alt="CALLIA 51042" style="width:100%;" /></a> Buy it: [https://www.readybrides.com/en/madeline-gardner-new-york/67750-callia-51042.html](https://www.readybrides.com/en/madeline-gardner-new-york/67750-callia-51042.html)

yue_Hant

f7c740a6a1ab892557d0661d9a08cdb0e3c31b67

md

Markdown

aboutme.md

brunobertechini/brunobertechini.github.io

7fab2e150e5ede77918b51ef8fea5921bf45d8ec

aboutme.md

brunobertechini/brunobertechini.github.io

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aboutme.md

brunobertechini/brunobertechini.github.io

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--- layout: page title: About me subtitle: Who am I ? --- My name is Bruno Bertechini and I am... <p style='text-align: justify;'> Senior SaaS & Software Engineering Manager, proficient in all phases of the software development lifecycle and operations. Adept at working with Agile and Scrum methodologies to accomplish project milestones according to specific timeframes. Highly organized and detail-oriented professional with 20+ years of experience in the field. </p> <!-- - I rock a great mustache - I'm extremely loyal to my family What else do you need? --> ### my history I promise this section will be written soon :) <!-- To be honest, I'm having some trouble remembering right now, so why don't you just watch [my movie](https://en.wikipedia.org/wiki/The_Princess_Bride_%28film%29) and it will answer **all** your questions. -->

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johnwmillr/johnwmillr.github.io

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2018-11-03T18:41:41.000Z

2018-11-03T18:41:41.000Z

about.markdown

johnwmillr/johnwmillr.github.io

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2020-12-01T05:48:02.000Z

about.markdown

johnwmillr/johnwmillr.github.io

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--- title: About layout: page image: {{ site.picture }} --- <h1 class="title">{{ page.title }}</h1> <section class="list"> </section> Hi! I live in Portland, Oregon and work as a data scientist. {% include figure.html url="/assets/images/John_Defense.jpg" caption="Defending my master's thesis in May 2018." width="600px" %} I enjoy pursuing fascinating but as-yet unexplored questions, such as, *are country artists who sing about trucks more likely to also [sing about beer?](/trucks-and-beer/)* Or, *are male Sharks [more likely to make deals](/shark-tank-analysis/) with men than women?* I've enjoyed a fair bit of success on the [*Data Is Beautiful*](https://www.reddit.com/r/dataisbeautiful/search?sort=top&q=author%3A%22textureflow%22+title%3A%5BOC%5D&restrict_sr=on) subreddit while pursuing answers to questions like these. I also maintain an active [GitHub](http://github.com/johnwmillr) profile, where I've enjoyed collaborating with various contributors on a number of my personal projects. I earned a masters degree in electrical and computer engineering from the [University of Iowa](https://ece.engineering.uiowa.edu/) in May 2018, where I helped develop automated diagnostics for diseases of the retina. Before heading to grad school, I served as a research assistant in the [Human Spinal Cord Research Lab](https://www.healthcare.uiowa.edu/labs/hscrl-neurosurgery/) in Iowa's Department of Neurosurgery. I previously graduated from [Goshen College](https://www.goshen.edu/), where I completed a B.A. in physics with a minor in English, and remained actively involved in music. I'd love to chat about data science, open source project ideas, or why *The Great British Baking Show* is the best TV being made today. Feel free to reach out via [Twitter](https://twitter.com/johnwmillr) or [email](mailto:johnwmillr+web@gmail.com).

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content/curriculum/units/2005/3/05.03.08.x.md

kenlu89/teachers_institute

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content/curriculum/units/2005/3/05.03.08.x.md

kenlu89/teachers_institute

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content/curriculum/units/2005/3/05.03.08.x.md

kenlu89/teachers_institute

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--- layout: "unit" title: "05.03.08: \u0022Sense of Place,\u0022 Special Education and Environmental Study" path: "/curriculum/units/2005/3/05.03.08.x.html" unitTitle: "\u0022Sense of Place,\u0022 Special Education and Environmental Study" unitAuthor: "Robert P. Echter" --- <body> <hr/> <h3> Contents of Curriculum Unit 05.03.08: </h3> <ul> <li> Discussion of Objectives and Strategies </li> <li> Classroom Activities </li> <li> Resources </li> <li> Appendix: District Academic Standards Addressed </li> </ul> <h3> <a href="../../../guides/2005/3/05.03.08.x.html"> To Guide Entry </a> </h3> <hr/> <h2> Discussion of Objectives and Strategies </h2> <h3> Introduction </h3> <p> This unit presents "the sense of place" as a central concept of environmental study and special education teaching. It is related to urban landscape and the context of learning in and out of buildings. What this means for the productive learning of students is taken up. Particular attention is also paid to the relationship of teacher and student and how a curriculum gets implemented. Examples are given for elementary school students. Programs involving the study of place are discussed. The need for collegiality is also a very important part of our environment and ought to be considered in the implementation and development of any new curriculum. This is designed for Barnard Environmental Studies Magnet School in New Haven, CT. </p> <p> "The learning issue" is singularly important and not given much attention in the literature on environmental study and sense of place. What we mean by learning is significant, obviously! What we don't learn is what others mean by it until it is too late. The issue is not put on the table. You may as well throw out the baby with the bathwater if you don't consider this, in my opinion. I do not merely mean "learning style", I do mean one's conception of learning and what it obviously implies for teaching. What we allow and what we don't allow becomes important. What we take for granted and what we don't do. <i> My greatest concern is that this paper won't take into account the context of learning. </i> </p> <p> <i> What Is Meant By "Sense of Place"? </i> </p> <p> Most frequently mentioned in writings I have read about the sense of place are the relationship, connection, a feeling at home with a prescribed place, in terms of both the human and the natural content. Identity with it is probably the most frequent. We see it throughout literature, the arts, and music and more recently in the educational arena. Basic to this is an understanding of the place, a feeling of safety or security in that relationship even if it is risky or scary, and again a feeling of at home. The qualities that go into that relationship, whether it is one's personal space, an office, a classroom, a school, its property, neighborhood or larger reflect on the fundamental capacity to learn any subject matter and be connected with the place in tangible ways such as monuments, ceremonies or celebrations, gatherings or even regular pathways and the human and natural interactions and connections that are coincident with that. We are going to learn at home, and in our neighborhood, but we also want to expand the community of resources our students may have access to with increased involvement, so as to broaden their horizons and deepen their contact. It means more than habitat. It entails belonging, understanding relationships, where it is "home", and gets connected directly with conservation of places. It refers to an increasing sense of the land and its history, memories that are personal and cultural and giving people a unity in a place with which they identify, that can lead to better stewardship of their history and environment. Psychological comfort is also indicated, defining oneself in terms of a land. Landscape can contribute to shaping our perceptions of it. The feeling of family often becomes associated with the natural and human aspects of an environment to make it a whole place. Richard Wilbur, the second poet laureate of the United States concludes his introduction to A Sense of Place, a collection of landscape paintings and texts, "Regarding Places" by saying, "- a place being a fusion of human and natural order, and a peculiar window on the whole." </p> <p> <i> </i> </p> <p> <i> Special Education Teaching </i> </p> <p> This unit is prepared for students who receive special education instruction both in regular classes and in resource room activities. I have referred to some of the dilemmas this poses in my last Yale-New Haven Teachers Institute unit on teaching writing in the context of "inclusion". The students range in age from kindergarten level to fourth grade with some who have been retained in a grade once or twice, creating quite an age range, although, I can see this as an opportunity, too. Some advantages of multi age grouping have been reported elsewhere. The "one room school house" concept offers some potential benefits that could be considered in a community approach. The students are eligible as one of the following: "emotionally disturbed, attention deficit hyperactive disorder, learning disabled, speech and language impaired, autistic, and intellectually disabled". Their range of needs and abilities is far larger than the labels describe. The students receive 2-10 hours per week instruction in reading, writing, math and/or "behavior", along with their specially identified "processing deficits". I pay particular attention to their assets for creative learning that I have identified with what they do. You may refer to my Yale-New Haven Teachers Institute unit on "Working With Children's Powers, Not Their Handicaps" for this discussion. </p> <p> <i> </i> </p> <p> <i> Barnard School Is In Transition To An Environmental Magnet School </i> </p> <p> Last year Barnard School formally was given status by Connecticut as a magnet school with the theme of environmental study. It is temporarily housed at a school building that is one block from the Quinnipiac River in the Fair Haven section of the city. It is currently a kindergarten through fourth grade school, which will become a pre-kindergarten through eighth grade school when we move into our redesigned and expanded building and site next school year. A lesson that has been learned in educational reform is that the introduction of new curricula should always be with the expectation that changes will have to be made. The "new math, new physics, new biology and new social studies" in the 1960s made that clear. Introducing new curricula for environmental study has to be viewed in that way. We may be asking a change in sensibility and a need to approach it creatively. It has meant many new trials, new learning by staff, new staff, new partnerships, and learning with a wider community than just the immediate school. While it is testing our abilities it is offering us new ones. We have made many new relationships, and many of our relationships are also changing in accord with our new charge. None of the staff were experts in the environmental study field, and a new environmental study "instructional coach" and consultants have been added. Also, we have a new principal this year. </p> <p> <i> </i> </p> <p> <i> Moving To A New Building </i> </p> <p> The connection between architecture and environment could not be made more explicitly than our rebuilding project. Designed by two architectural firms, Roberta Washington of New York, NY and David Thompson of New Haven, CT. It has tried to take into account what we know about environmental education. It has included first hand advice from The Sound School, a state of the art facility for aquaculture in New Haven Public Schools, including visits to their facility. New Haven is in the midst of a one billion dollar rebuilding of its schools, with the leadership of Mayor John DeStefano. Barnard School is located at the gateway to New Haven coming on Connecticut Route 34 from the northwest. The Yale University football, baseball and tennis stadiums are within two blocks of the school. It is also near a beautiful wooded area and Edgewood Park, a 120-acre park designed by Frederick Law Olmsted, Jr. in 1910. (He also designed Central Park in New York City). It has two memorials: the Holocaust memorial monument is the site of an annual Jewish community remembrance, and the Spanish American War Veterans Memorial, which is directly across the street from Barnard School. This is a bronze statue of a soldier. The metal for it was cast from the U.S.S. Maine, which was sunk in Havana Harbor on February 15th, 1898. What was originally a spring of cold pure water at the corner of Stanley Street and Ella T. Grasso Boulevard was later made into a drinking fountain, three very short blocks from the school. There are many other important features, including playgrounds, and a pond. The site can also be traced to the early history of New Haven that was founded April 24, 1638. It is considered the first planned city in the United States. The school is named for Henry Barnard the first United States Commissioner of Education, the first Connecticut Commissioner of Education and the key person introducing and legislating for public education in Connecticut. His work is ranked next to Horace Mann in this regard to educational reform. He was also notably editor of the American Journal of Education from 1855-1881. He was educated at Yale as a lawyer, and it is reported that he used up most of his personal wealth in his endeavor to have a public school system. </p> <p> Our school building is being expanded and renovated to enhance the opportunities for this environmental magnet school. The site includes a separate laboratory structure in the West River Park that borders and is associated with our school, which are connected by a bridge over the Ella T. Grasso Boulevard, a main thoroughfare renamed after our state's first female governor. The school is temporarily housed in another school building during the two-year construction period. The building was designed with the input of a committee representing the school and the neighboring community plus other immediately involved organizations such as the park service. The design is attempting to reach full "green LEED certification" as an environmentally sound and friendly building. Its design is also meant to facilitate instruction to our students in the field of environmental study. This is a 30 million dollar reconstruction. We are a couple miles from the Sound School, an aquaculture regional high school on Long Island. The transition to a new building will pose many opportunities to consider the differences between the old and the new school building to study the environmental reasons for making those changes. As an extremely rich place it concerns our immediate grounds and the neighboring park, too. Our field of study has expanded. Almost needless to say, the architecture of the building will be in the forefront of the minds of our students as they learn what it means for them on a daily and real basis. It will be something to see and study. It is an extremely rich opportunity for the study of an urban landscape. </p> <h3> Objectives </h3> <p> <i> Unique Problems of Special Education </i> </p> <p> There are many challenges encountered by special education teachers that are unique to their position. There are pros and cons that make each an opportunity as well as an obstacle. The differences between a regular classroom and when these children are in a resource classroom for a restricted period of time are many. The difficulties a special education teacher has by virtue of variations, handicap, etc, do not figure into requirements for a regular education teacher. For instance, all of these students know that in some way they have failed in school. </p> <p> The place of special education in schools has been one of last one considered on the totem pole. At one time students in need of special education were merely excluded from school. At other times they were isolated from everyone else. Even after the 1974 legislation that assured everyone an evaluation, a planning and placement team with the power to make decisions of programming, the requirement for an individual education plan and its implementation with supportive services, it has not been unusual to see special education classes located in basements or in closets until fairly recently. Now with federal oversight of civil rights the "inclusion" of students in regular education classes has almost thrown out the baby with the bathwater by interfering with individualization of instruction that is so fundamental to reaching these children who have failed. Recent efforts to make sure they don't get watered down curricula have often oversimplified the process and confused it with "regular education" (which incidentally is what has failed them in the first place). One cannot talk about a curriculum in special education unless you understand this history. The President Bush program has failed to accommodate those needs, so that students are not tested on their level, but on the level of their peers. </p> <blockquote> <dl> <dt> · There is <i> significantly </i> greater variation within groupings. </dt> </dl> </blockquote> <blockquote> <dl> <dt> 1. Age <dt> 2. Skill <dt> 3. Emotional needs <dt> 4. Behavioral demands <dt> 5. Tested IQ <dt> 6. Memory </dt> </dt> </dt> </dt> </dt> </dt> </dl> </blockquote> <blockquote> <dl> <dt> · Resistance to wanting to learn, or at least trying. <dt> · Fears of committing mistakes among their peers. <dt> · More frequent medication issues. <dt> · A much higher degree of parental issues that require involvement by the special education teacher. <i> </i> <dt> · Instruction is much more individualized. <i> </i> <dt> · Often they have bad habits for learning that have to be unlearned, and are resistant to change. <i> </i> <dt> · They seem to have a greater need for physical movement, with a higher degree of stress and tension from regular class demands <i> </i> <dt> · Scheduling is done after all other scheduling that does not take into account the special education service. All regular education schedules are done first, and they are required to attend all non-academic specialists, too. <i> </i> <dt> · The special education teacher does a lot of their regular education mandated testing. <i> </i> <dt> · New students may enter service at any time during the year, thereby affecting grouping and scheduling. <i> </i> <dt> · They demand a greater degree of privacy to admit their mistakes often. <i> </i> <dt> · A higher degree of one to one instruction when they could get my full attention without any distractions of any one else in the room. </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dt> </dl> </blockquote> <p> The Objective To Enhance Special Education Instruction And Learning By Utilizing Teaching That Emphasizes Environmental Factors (Physical and Personal) </p> <p> The teacher is the vehicle for implementation of a curriculum and the quality of his or her relationship to students is absolutely crucial. There are studies, some recent, that indicate that as children go through the grades their interest in school goes downhill. One indication that learning is very often a passive experience, is best illustrated by studies in which they asked how many questions students ask in contrast with how many teachers ask. It is a ridiculously large difference. </p> <p> I will make a serious attempt at Barnard to arrange for at least monthly meetings of teachers who are implementing an environmental program. They will be teachers of different grades. The point is that teachers have something to learn from each other and the worst thing is that each teacher keeps separate what they do and they don't learn from each other. <i> </i> </p> <p> I want to get my students to identify their life with their environment and take an interest and involvement in changes that might be happening to their natural/built environment. I also want them to increase their appreciation of their connection with their "places" in their environment, whether a street corner or wherever. Their places are as legitimate and valuable as those of economically wealthy or more natural settings <i> to them </i> . We are immersed in human resources. That is, by what values will we decide to give our necessarily limited time, attention and resources? What is most valuable to us in the field of environmental study? What do we look for in selection, and identification with resources in our "place"? I want to increase my students' awareness of their own value in the school and elsewhere in their environment. One theme I explore is building that value in my students and our school community. Another theme is reducing their isolation from peers while meeting their individual needs. So for instance, <i> one </i> of the ways to address these two themes is to allow them to invite "regular" education students to our room, which benefits all of them. This has been seen time and again, when it is arranged with their respective "regular classroom" teachers. It fosters the sense of community and the goals of an increased sense of social responsibility, an obligation to produce ones work and understand lessons in the midst of higher-level skill students. They are in fact being taught these things that are necessary for them in their regular classes. So we can even have mutual benefit when students of different ages work together and learn together productively, almost as brothers and sisters. After all, a great deal of our learning comes with those of slightly older, or younger age. This is typical of our environments outside of school. Another theme will be to relate our environmental study to the constructing of the new Barnard School (to be completed August 2006) at West River Park. So teaching and studying landscapes may explicitly include environmental studies of the area surrounding Barnard School. This could include monuments, plantings, walkways as well as the river. </p> <p> Knowing our self as a community is a sophisticated task, and this entire curriculum unit speaks to that. We need to look at that generally and specifically. One avenue of that is increasing awareness of our resources and not wasting them. That is included in any environmental study that is sensitive today. School is a relationship, one of the deepest and most profound we go through at our elementary school age. It is a life-changing experience. That's why it requires care, sensibility and intelligence. The extent to which we find this in our society, such as with people in our school's nearby community brings resources closer to our students. Communication is a miracle. It is impossible if one gets ignored. We need to include sensibility. The mayor said a few years ago that schools are the centerpiece of a sense of community in our neighborhoods. Few things are more important to a school-community. It is real, and it is live. One part of making a community stay in order is to communicate through contact. We need to adopt vehicles for regular and frequent communication, among school-community members. </p> <p> We take for granted that children look at insects in their natural <i> habitat </i> . Looking at the respective habitat as our own. They stop to environmentally experience, sense and come to know it. They see the leaves, feel the wind and the sun, walk the heights of hill forms, ascending and descending; seeing our place and knowing aspects of it can be done right outside one's home, environmentally speaking and slowly field watching. This is natural and normal to field biologists, ecologists, etc. What we need to point out is that our students have the mental tools, abilities and fundamental sense as well as inclination to sensitively study their "environment". Children actually might be more open to this than their adults, who often move from place to place with little regard for the place we find ourselves. School is not only indoors. When looking at a beach we see natural as well as man made relating. I am reminded of the statement from science, that the observer is the observed. When we restrict ourselves to the straight lines and corners of built curbs and buildings we deprive ourselves of opportunities. There is an emotional-affective bond with nature that does not get full attention until adolescence. Our students will relate to it in terms of the intelligence of action by virtue of their age. Nowadays most of the environment we play in is not natural. Children, our students need to get this experience and speak of it. </p> <p> Security is a primary thing, and this is particularly pronounced in the case of many students in special education service, for one or more "environmental" issues that could be of the home, school or neighborhood. I have seen and dealt with all of these, and even with parents and agencies in other districts now that we are a regional magnet school and have students coming from several neighboring towns. A student being bullied at a bus stop out of New Haven is still my concern, and opportunity in my relationship with that student and responsibility to their parents. The same is true for teachers and parents, and students may be worried about their safety. Patience is also a requirement. This is even more the case with students who are in special education service and the ideas behind this curriculum unit may be helpful in that regard. </p> <h3> Strategies </h3> <p> Over the past year I have spent time visiting various sites, which have the potential of widening a child's conception and understanding of what exists in the community. The purpose of using these resources raises questions. One is how can a student's experience in any of these settings be arranged so that it is not a passive experience? They should be prepared to ask questions in these sites. How do you make a visit interesting for kids? Being passive and silent visitors is not a way. Walking and looking around can be a very passive and puzzling experience. It would be my responsibility in connection with personnel in these sites to stimulate interest and questions and they will be told ahead of time that each student will be given the time to put into words the degree of their interest, the questions that linger and whether they would like to go back again. Part of that responsibility is that they know that that experience is going to be discussed in detail by them when they come back to home base in the school. In each of these sites I have discussed with relevant personnel whether they would be willing to discuss with me how the visit can be made a source of stimulation to the students. </p> <p> <i> Studies That Have Discussed "Sense of Place" As A Tool In Education Generally </i> </p> <p> The sense of place gets discussed in many places, often in the arts, and sometimes in urban renewal projects (such as in east St. Louis, and in Dolores Hayden's work in Los Angeles). There are regional centers that take it up, such as the Catskill Center for Conservation and Development. The Foundation for Global Community also discusses it in reference to bioregions. More seems to have been written in the last several years on this topic by David Sobel, an education professor at Antioch New England Graduate School than anyone else. He has looked at its application widely, especially among 6-12 year old children. While not explicitly referred to as a "sense of place" we find concerns with it in the work of the schools of Reggio Emilia, Italy in regard to "particular" places. It is inferred in the work of others, such as the National building Museum and very notably the Brooklyn Center for the Urban Environment, but they don't explicitly speak of it as a concept, although they come very close it. </p> <p> I do not want to oversimplify the difficulties of implementing or even getting considered seriously new ideas in a large public school system. My colleagues are extremely hard working, for long hours, with professional qualities that I deeply respect, appreciate and value. The values and goals I have for students I also have for their educators. This is in an effort to reduce a learned "powerlessness" through increasing learning. This is one problem with many of the studies, they don't take up very fully the obstacles teachers encounter in introducing new curricula in a school system that gets orders from the country's capital, the state capital, the district central office, and the school main office. </p> <p> <i> </i> </p> <p> <i> Instances In Which "Sense of Place" Is Already Being Utilized To Enhance Education Generally In the New Haven School System </i> </p> <p> These are opportunities we can take advantage of that already take place. New Haven is extremely rich in resources both institutionally and naturally, and the New Haven Public Schools actively seek to make connections that allow our students to realize what they have available nearby and ways they might include them for purposes of their education in school, family and community life. Although not formally designated as sense of place education, it includes nationally recognized museums of natural history, and art, and scientific field stations, among a wide variety of other places. </p> <p> The real humanity is in the nature of relating in the school system as in everywhere else. Our correspondences with each other need to reflect that. In New Haven as I suppose in any large school system there are a large number of long time relationships, in which we have come to know each other. These are important, no less for our staff than for our students and their parents. The extent to which we can call upon the quality of relationship the better we work. These can come about anywhere. </p> <p> <i> </i> </p> <p> <i> How Might A "Sense of Place" Be Utilized to Aid In "Special Education" </i> </p> <p> A. Adopting and/or modifying examples suggested for education generally. </p> <p> · Brooklyn Center for the Urban Environment (BCUE) </p> <p> While I was visiting the National Building Museum (NBM) I was introduced to their Vice President for Education. He said to me that the Brooklyn Center was doing what Barnard is trying to do. It "explores the built and natural environments of the metropolitan area, uses outdoor sites and hands-on learning techniques to enhance school classroom studies, combines school-based activities with learning experiences in project-based programs, and complements New York State and New York city learning standards." Their Early Childhood Direct Services "provides Pre-K through third grade children with innovative, engaging, hands-on programming focusing on natural and built environments. I also want to point out their Parental Involvement and Community Literacy initiatives. I have yet to visit the center or speak with its personnel. I look forward to that. It has been in existence 25 years and offers a wide and deep variety of programs for youth. It combines many of the elements I speak of in this unit, but without seeing it, it is difficult to tell what I might learn from there. Their materials indicate a lot. </p> <p> · CO-SEED </p> <p> At the Antioch New England Institute it is a "place-based" initiative to bring together schools and communities for the education of ecological literacy. It has built a network of schools engaged in "home-based" ecological literacy. David Sobel's work is closely associated with it. Identified as a "community-based school environmental education" project, it uses local natural and cultural resources for hands-on service projects to make school-community connections. It is also related with an outdoor learning laboratory, a nature preserve in Keene, New Hampshire, and a web magazine, "Wild New England" aimed at 6-8 grade students. </p> <p> · "What We Owe Children" </p> <p> Caleb Gattegno, the distinguished developer of Cuisenaire rods, inventor of geoboards in 1952, The Silent Way of foreign language education and many other notable contributions, wrote a chapter, "The Teaching of Social Studies" (1969) in which he takes into account and gives explicit recommendations for curricula appropriate to and needed by students at their different ages. It is a wonderful book. It is difficult to do it justice or summarize it. It is very concise and without excess. In this chapter he takes up the environment in relation to social studies. He points out that before adolescence we secure the world of action through games to master relating to our natural environment. Not only in games of action, but in dreams of action, also. At this age he is concerned with "forms that foreshadow social living or will be able to be transmuted into social experience", the awareness of what one might have done if living in other times or places. Social living at this stage is part of natural living. He takes up what environment and landscape mean for children of this age. So he poses to have children re-enact actually or virtually selected forms of social living, shelter, habits of dressing, feeding, moving from place to place, and defending oneself from attacks, etc., as done in different times and places, and having them make the things they use, in order to know one's soma as capable of acting as any of all people who do or did. </p> <p> B. Additional examples for "special education" in particular. </p> <p> It is not uncommon for students in special education to be lacking in relationships. In part they need to have a connection with their subject matter and a very important part of that involves their relationships with their teachers and their peers, but also especially with the environment that they feel is the subject of study, the classroom in many cases. Sincerity is one feature that matters and it comes across in palpable ways. Calling someone "my (their name)" is one way to convey a connection. A 2-year old demonstrated that to me, but it took me a few years to realize the profundity of that and its implications for teaching. Saying the right thing is a relationship, the thing that makes an impact with a student, and it might not be in words, it might be a gesture, or a smile, but in the case of children mostly they remember actions. It is usual for any student to recall and mention to me something I did with them or their class even years ago that was done in action. They recall it in detail. The right thing takes place in space and time, too. It contributes to the making of a place that has a relationship, a correspondence with what they're doing, a connection that they could learn from. When a student feels they don't belong because they are having difficulty that conveys that they are an "outsider". They need a place through which to be included in the school curriculum and environment as a whole with their assets being more fully realized. We are speaking about environmental study that tries to bring together the most resources possible in the most educationally productive way we can manage. Our social relationships need to be ones of caring and active attention. Seeing someone in need and sweeping it under the rug does the place no good. The special education resource office/classroom provides such a place, not only for students in special education service, but especially them. It also can serve other students and staff depending on the quality of relationship the special education teacher establishes with them, that gets transferred to the place by virtue of its facilities (microscope, computer, fish tank, magnifying glass, telescope, mirrors and so forth), with the quality of relationship that allows, permits and educates the natural vital interests of children their age. Education of all subject areas gets connected this way, and learning from one can easily transfer to learning another. </p> <p> It is important to point out that a significant part of instruction in special education is made in an effort to include and infuse it into regular classrooms and accommodate the least restrictive environment mandate of the law. While it can be done to a certain extent also means development of co-teaching with several regular teachers, doing various things. Also, it means that the regular class might be scheduled to do something different than the skills in a students Individual Education Plan at the time, and students with special education service usually learn slower, need to have more explained to them, more demonstrated to them in an active way that makes inclusion in this way somewhat limited, but all efforts are made to integrate all students learning together. The real and potential benefits of special education teaching for our regular education students has been barely discussed and not given high regard by most school systems. </p> <p> C. Unique facilities of Barnard Environmental Magnet School </p> <p> Barnard's new facility will include discovery rooms for the younger students (prek-4) and more sophisticated laboratories for the older students (5-8). It includes a teaching garden, a greenhouse, display cases, exposures of internal workings of the building to show environmental principles at work, a field, an area for an arboretum (yet to be developed), a two-story nature lab and classroom in the West River Park across the street connected by an enclosed pedestrian bridge, a gymnasium, a cafeteria, a stage area for productions, rooms for music, and art, classrooms for all grades including ones for special education, two playgrounds with one dedicated to the preschool, it will have one of the largest solar panel projects on a public building in the Northeast United States, its roof will be covered with grass, its windows, furniture, lighting, air systems, traffic ways, landscaping, all have been designed with the environmental study context in mind. Its proximity to the West River park area is a particularly significant factor. Also, this will include numerous partnerships including Peabody Museum, the Sound School, Yale School of Forestry and Environmental Study, St. Raphael's Hospital, the New Haven Parks Department and others too numerous to mention at this time. This also means we have opportunities to use each other's physical and human facilities. This is extremely important. </p> <hr/> <h2> Classroom Activities </h2> <h3> 1."Let's Plan a Trip" </h3> <p> This lesson concerns field trips to selected buildings and outdoor places in New Haven. For instance, it will include a trip to two art galleries, Yale Art Gallery and the British Art Center. They are across the street from each other, and both were designed by the architect Louis Kahn, one his first building and the other one of his last. It is a chance to experience with them architecture, space, line and drawing. We can look for differences and similarities and ask why are they different and in what ways. Upon return to the school we will construct models, draw and write about the places, outside, such as the benches we sat on, the different surfaces we walked on, the different paths we walked around. The actual constructions and drawings will vary according to the student's age, corresponding with the developmental levels pointed out in David Sobel's "Mapmaking" book. These trips can all be related to the literacy, math, social and science goals, along with their needs for "specially designed instruction". </p> <p> Another trip will be to two libraries at Yale that are virtually next to each other, the Sterling Memorial Library, a large gothic structure, and the Beinecke Rare Book Library, that has some unusual features that correspond with its purpose. Students will be asked to identify, speak of, model, draw, map and write about these places, including the courtyards, monuments, ramps, and decoration. Also, the activities of other people there will be noted and reported. Photographs will also be taken, by students to record the trip. </p> <p> Another trip will be to Yale's Old Campus and the New Haven "Green". This corresponds with a unit being written by a colleague in this seminar, Ralph Russo. In this trip we will contrast and be able to experience some of New Haven's oldest places along with its relating of natural and built surround, right in the heart of town. This will include actual rubbings of materials used, including bricks of Connecticut Hall the oldest building on the Yale campus (a texture far different and rougher than what we usually see and touch as bricks), tombstones of some of New Haven's earliest and famous residents (the crypt in the center church houses some), the pathways and walkways and the places to walk to on the green (monuments, etc.). </p> <p> I also want to take them on an environmental study field trip to a small village with nature preserves. Stony Creek is the nearest one I know well. It has many features of an environmental nature and is steeped in history. It is on a harbor, like New Haven, it has natural settings (bird sanctuaries, a famous rock quarry, etc.), like New Haven (East Rock and West Rock, as well as rivers). I want them to be able to contrast these two places, both rich in features and qualities that are different (one is quieter, traffic moves slower, etc.). I want them to know that not all environmental study sites are formal. It is the nature we see in a place that makes it vital. Again, they can take pictures, make drawings, make maps, write about it and create a presentation to tell others about it, as in the examples of other trips. </p> <p> <b> </b> </p> <h3> 2. "Go To Work" </h3> <p> This includes visits to natural places of work. We will visit an architect to see their work in their office and in the field. Students can help with taking measurements at sites, and making pictures of the place. Special attention will be given to our new building. I want them to see the features of building and studying sites that architects and builders do. I will transfer this to study skills and schoolwork back at our base. I also want them to know what it would have been like to be an architect or a builder in other times or other places. The history and securing of tools and/or artifacts of those places will be done with an architect. Knowing how people live and work in very different places and times is very important for students this age. </p> <p> I will also plan to bring them on a trip to a historical site where they can see in action and put into their own action what it means, and what it's like to live as other people in other places and/or times. One trip I plan is to take them to Old Sturbridge Village. I want to bring them with their parents, if possible. We of course may also include any other students on any of the trips mentioned in this "curriculum unit". I can imagine students actually wanting to do things they see enacted, trying to do them in programs they have for kids and bringing back this experience to display and present to others in a play about our trips. I will also look for other sites that are closer to bring them similar experience. </p> <p> One place I consider is The Whitney Museum. I have met with Bill Brown the director and we have tentatively planned some activities for my students. One would include the use of their computer lab. At this time, until we move to our new facility, students have limited access to computers. Also, at the museum they regularly do children's craft-construction projects to realize scientific principles. The site of the museum is historically important to the history of industry (Eli Whitney had his factory here, and he is famous for significant contributions), and it utilizes the large waterfall there for power. It can also be related to A. C. Gilbert's Erector Set toy that was invented in New Haven (Antique sets are seen on display there). </p> <h3> 3. Peabody Museum is a well-known natural history museum at Yale University. </h3> <p> Our school has a partnership with them. It has extraordinary resources from a "great hall" of dinosaur skeletons to an extensive geological collection including a very large meteorite. Among my favorite things are its displays of artifacts from Indians, its taxonomic displays of birds and its large dioramas that depict different environments with their respective animals and plants. They also have a laboratory for teaching. I would like to develop this with our museum consultant because presently the lab is not used with students and I think it is important to give them experience of what it is like to do what scientists do in a laboratory and in a field trip. This is a potentially vital place with opportunities for studying its architecture, its spaces, its displays, perhaps seeing some of the behind the scenes (literally) work as well as the structured studies of its displays and its museum guides who give educational tours and talks. Again, some of the reporting, recalling and presentation techniques I have discussed elsewhere in this paper will be employed. <b> </b> </p> <h3> 4. "Map and Go, Bring It Back" </h3> <p> A place they want to tell me about, and show me. Students frequently have a place they want to tell me about, a new home, a facility where they go to play basketball with their friends, or somewhere else, but they all have a place and a story to go with it. I will have them make a three-dimensional model of it, a sequence of drawings to show me the place (a virtual tour), and write about it. This may include field trips they go on with their class to an environmental study site. I will also provide them with a camera to take photos of the place. This will involve spatial placement of things in relation to each other as they recall and place them. They will also be invited to act out or demonstrate what they saw. Special attention will be given to our immediate surrounding environment of the school, which is currently near a river and park, with a bridge one block away that is of the "erector set" type of construction and on a turnstile when tall boats come up the river. There are many other environmentally interesting features at this, our temporary school site. </p> <p> <b> </b> </p> <h3> 5. "Letters From Home" </h3> <p> We write in order to communicate with others. Where would you like to be writing from this time? Pick a place, start writing to a friend or cousin or any one else. We may actually use email for this. Start describing where you are and see if they can figure it out from what you convey. You can describe the temperature or any features that make it a place you like. It could be real, or it could be imaginary. The job of the reader is to find out where you are, or draw a picture of what you say. The feedback to the writer is in the drawing or statements of the reader. Implied in this is learning to correspond through language and writing. </p> <p> <b> </b> </p> <hr/> <h2> Resources </h2> <h3> Annotated Bibliography for Teachers </h3> <p> <font size="-1"> "City by Design", Educator's Resource Packet, Grades Kindergarten-Six. Washington, D.C.: National Building Museum, 2002. A booklet with activities, references, drawings and website related information. http://www.nbm.org. <p> "Brooklyn Center for the Urban Environment: School Programs 2005 Pre-K-8th Grade". Reported to be one of the most developed programs in the United States, it offers student direct services in early childhood, urban design and urban ecology; parental involvement; and professional development. It explores the built and natural environments of the metropolitan area. </p> <p> Gandini, Lella. "Not Just Anywhere: Making Child Care Centers into "Particular" Places. Reprinted from "Designing Indoor Spaces" (Beginnings, Summer 1984). </p> <p> Gattegno, Caleb. Know Your Children As They Are. New York: Educational Solutions, 1988. One of the distinguished educationists of the twentieth century, he was known worldwide for his contributions to math education. His psychology works are less known, but are profound. He translated two of Jean Piaget's books into English, but had a profound difference in his view of childhood learning and severed that relationship. This book presents his lifetime understanding of early childhood, boys and girls and adolescents. </p> <p> Gattegno, Caleb. The Science of Education: Theoretical Considerations. New York: Educational Solutions, 1987. This is the first of two parts (the other being "Practical Considerations" in which he takes up mathematics, foreign languages and literacy), of a treatise on which he had been working for the better part of three decades. Particular attention for this paper is given to the chapter on "Affectivity and Learning". </p> <p> Gattegno, Caleb. What We Owe Children: The Subordination of Teaching To Learning. New York: Outerbridge &amp; Dienstfrey, 1970. This was written for the general public and was his second most popular book, after Towards A Visual Culture: Educating Through Television. New York: Outerbridge &amp; Dienstfrey, 1969. Unfortunately this book is now out of print, but it is available in many libraries. I strongly encourage the reader to read the chapter, "The Teaching of Social Science" and the book. </p> <p> Gerhardt, Lydia A. Moving and Knowing: the young child orients himself in space. Englewood Cliffs, NJ: Prentice-Hall, 1973. She gives an extensive and detailed description of examples from teaching and informal play. She has a dancer's background with a lot of references to psychology. </p> <p> Hayden, Dolores. The Power of Place: Urban Landscapes as Public History. Cambridge, MA: The MIT Press, 1997. She relates the sense of place to urban history with examples of projects she conducted in social history education. She gives examples of mapping the context of a setting from the perspectives of its inhabitants. </p> <p> Sarason, Seymour B. And What Do YOU Mean by Learning? Portsmouth, NH: Heinemann, 2004. He takes up the "context of productive learning" and its relation to home and school, critical thinking, and the relation between school administration and classroom learning. Distinguished for the Yale Psycho-educational Clinic (of the 1960s), and his book on "The Culture of School and the Problem of Change", he is able to bring together many aspects of schooling in the decade that are topical today. Highly recommended. </p> <p> Sobel, David. Place-Based Education. Great Barrington, MA: The Orion Society, 2005. The most recent of his expositions he gives an overview of projects and developments under this title in recent years with practical suggestions for system wide introduction. </p> <p> Sobel, David. Mapmaking With Children: Sense of Place Education for the Elementary Years. Portsmouth, NH: Heinemann, 1998. He gives a systematic treatment with examples of mapmaking for pretty specific ages of the elementary years. </p> <p> Sobel, David. Children's Special Places. Detroit: Wayne State University Press, 1993. This is so interesting. It has a well-detailed "Contents", and it presents living examples with many references to teachers that are easily understood and clear. </p> <p> Wilbur, Richard. "Regarding Places", in Responses. New York: Harcourt Brace Jovanovich, 1976. The second poet laureate of the United States (he gave the commencement address at my college graduation, and he made a lasting impression on me), he presents with sensitivity, learning and literacy the unity of nature and human in a revealing way. </p> <p> Woodward, Sarah Day. Early New Haven. New Haven: Price, Lee &amp; Adkins, 1912. This book gives short concise treatments of aspects of early New Haven's history, from the relative perspective of what exists there "now" (in 1912). It is interesting to read and touch for students, as it relates the environmental history in descriptive objective terms with its social history. </p> <p> Xu. Yan. "Sense of Place and Identity". East St. Louis Action Research Project, Background Research Reports, LA 437/465 Fall 1995. University of Illinois at Urbana-Champaign. They have references to several projects dealing with regional open space, urban open space reclamation, restoration of urban fabric, and neighborhood image development. </p> </font> </p> <h3> Annotated Reading List for Students </h3> <p> <font size="-1"> Arthus-Bertrand, Yann. The Future of the Earth: An introduction to sustainable development for young readers. New York: Harry N. Abrams, 2004. With aerial views, drawings and text, gives examples and descriptions of major environmental issues around the world. This has a lot of potential for discussion of environmental issues with students as they relate built and natural environments with our responsibilities. </font> </p> <hr/> <h2> Appendix: District Academic Standards Addressed </h2> <p> Content Standard 5.0 </p> <p> TECHNOLOGICAL SCIENCE </p> <p> Students will develop abilities necessary to distinguish between naturally occurring objects and those of human design, and they will develop understanding of the roles of science and technology in contemporary society. </p> <p> Content Standard 6.0 </p> <p> ECOLOGY </p> <p> Students will develop an understanding of personal and community health, of the characteristics of changing populations, of the ecology of and uses of natural resources, of changes in environments, and of the use of science and technology in addressing </p> <p> present-day local and global challenges. </p> <p> Content Standard 6.0 </p> <p> ECOLOGY </p> <p> Students will develop an understanding of personal and community health, of the characteristics of changing populations, of the ecology of and uses of natural resources, of changes in environments, and of the use of science and technology in addressing </p> <p> present-day local and global challenges. </p> <p> Content Standard 1.0 </p> <p> SOCIAL AND EMOTIONAL SKILLS: </p> <p> Students will develop skills such as stress management, problem solving, impulse control, anger management, conflict resolution, decision-making, peer pressure resistance, and communication skills to avoid destructive behaviors such as substance abuse, high risk sexual activity, school dropout, violence and negative peer pressure. </p> <p> Content Standard 2.0 </p> <p> PROMOTION OF EMOTIONAL AND MENTAL HEALTH: </p> <p> Students will develop pro-social attitudes and values about themselves and their peers, families, school, and the community, develop an effective approach to their work and responsibilities, and will understand how to obtain support from individuals and formal service providers. </p> <p> Performance Standard 2.1 </p> <p> Students will work with many types of geometric figures and their properties, including angles (right, obtuse, acute), triangles, squares, rectangles, rhombi, parallelograms, polygons, prisms, pyramids, cubes, circles and spheres. </p> <p> a. Students will identify by name many different geometric shapes. </p> <p> b. Students will recognize geometric shapes by their specific shape properties (e.g. symmetry). </p> <p> c. Students will identify and recognize the different types of angles as component parts of geometric shapes. </p> <p> d. Students will solve problems by showing relationships between and among figures, e.g. using congruence and similarity and using </p> <p> transformations, including flips, slides, and rotations. </p> <p> e. Students will extend and create geometric patterns using concrete and pictorial models. </p> <p> Performance Standard 2.2 </p> <p> Students will use basic ways of measuring the size of figures, including length, width, perimeter and area. </p> <p> a. Students will select and use appropriate units for measuring quantities such as weight, length, area, volume and time. </p> <p> b. Students will carry out simple unit conversions, such as between centimeters and meters and between hours and minutes. </p> <p> c. Students will measure and create a scale in maps or scale drawings using the idea of constant ratio. </p> <p> Performance Standard 2.3 </p> <p> Students will use models to reason about the relationship between the perimeter and the area of rectangles in simple situations. </p> <p> Content Standard 5.0 </p> <p> PROBLEM SOLVING AND MATHEMATICAL REASONING: </p> <p> Problem solving concepts and strategies lie at the heart of mathematics. Students will utilize them in the formulation of problems and the solution of problems. They will appropriately test problem conclusions against conditions. They will reason mathematically. </p> <p> Content Standard 1.0 </p> <p> READING: </p> <p> Students will demonstrate developmentally appropriate, strategic reading behaviors in order to construct meaning, retell and </p> <p> read fluently </p> <p> Content Standard 2.0 </p> <p> WRITING </p> <p> Students will progress along a developmental continuum as they become skilled writers. </p> <p> Content Standard 5.0 </p> <p> VIEWING: </p> <p> Students will develop strategic viewing skills by interpreting and constructing meaning from visual resources. </p> </body>

eng_Latn

f7c93cbc4f96ce46b85f6d45a10ce81617b9beea

md

Markdown

README.md

imnotaplayer/level-roulette

9c95477c7219b2383507156e1333968a45476ffc

README.md

imnotaplayer/level-roulette

9c95477c7219b2383507156e1333968a45476ffc

README.md

imnotaplayer/level-roulette

9c95477c7219b2383507156e1333968a45476ffc

# level-roulette  something i made that chooses levels randomly from a list where you can add those levels to a second list. i made it to be used as: ``` get list play all levels in list, adding ones i'd play again to the second list swap lists repeat until done ``` available commands are `add` `remove` `swap` `next` `continue` `exit` `quit` `add` adds a level to the active list. `remove` removes a level from the active list. `swap` swaps the active list and the saved list. `next` and `continue` choose another level from the active list. no input also does this. `exit` and `quit` saves the lists and exits.

eng_Latn

f7c95f0729aaaa7625a02ccab8bb5dde57098f94

md

Markdown

README.md

warning-explosive/Core

edfe4cf61d31f9cca73031cb586219190690688f

2021-03-14T23:28:16.000Z

2022-03-01T17:15:43.000Z

README.md

warning-explosive/Core

edfe4cf61d31f9cca73031cb586219190690688f

2019-04-08T21:05:15.000Z

2022-03-26T14:48:11.000Z

README.md

warning-explosive/Core

edfe4cf61d31f9cca73031cb586219190690688f

[![Build status][master-appveyor-badge]][appveyor][![codecov][master-codecov-badge]][codecov] [![Build status][develop-appveyor-badge]][appveyor][![codecov][develop-codecov-badge]][codecov] [appveyor]: https://ci.appveyor.com/project/warning-explosive/Core [master-appveyor-badge]: https://ci.appveyor.com/api/projects/status/github/warning-explosive/Core?branch=master&svg=true&passingText=master%20-%20passing&pendingText=master%20-%20pending&failingText=master%20-%20failing [develop-appveyor-badge]: https://ci.appveyor.com/api/projects/status/github/warning-explosive/Core?branch=develop&svg=true&svg=true&passingText=develop%20-%20passing&pendingText=develop%20-%20pending&failingText=develop%20-%20failing [codecov]: https://codecov.io/gh/warning-explosive/Core [master-codecov-badge]: https://codecov.io/gh/warning-explosive/Core/branch/master/graph/badge.svg?token=ABWNWVENC0 [develop-codecov-badge]: https://codecov.io/gh/warning-explosive/Core/branch/develop/graph/badge.svg?token=ABWNWVENC0

yue_Hant

f7c99965c54040d2e55aceebf4c29a7501cdb092

md

Markdown

docs/_posts/2010-11-19-image-object.md

pagreene/minerva-cloud

1d574a439cbf58faf47328f46496f24a0d6f2502

2020-08-19T13:40:32.000Z

2020-08-19T13:40:32.000Z

docs/_posts/2010-11-19-image-object.md

pagreene/minerva-cloud

1d574a439cbf58faf47328f46496f24a0d6f2502

2018-07-25T00:29:32.000Z

2018-12-05T08:17:52.000Z

docs/_posts/2010-11-19-image-object.md

labsyspharm/minerva-infrastructure

fc5e1525e554bc3fc0c039264e1d461c3fc28cb3

2018-05-18T21:07:04.000Z

2018-10-05T15:37:59.000Z

--- category: Objects title: 'Image' layout: null --- Image object describes a single image. Does not contain pixel data (which is stored in S3 object storage). ### Image | Attribute | Description | :----------- | :------------ | uuid | Image uuid (universally unique identifier) | name | Image name | deleted | Image has been marked for deletion | format | File format of the underlying object storage (tiff, zarr, etc.) | compression | Method used for compressing raw image data (zstd, png, etc.) | tile_size | Tile size for the image pyramid (default 1024) | pyramid_levels | Number of detail levels in the image pyramid | fileset_uuid | Fileset uuid, can be null | repository_uuid | Repository uuid

eng_Latn

f7cbf16be989dec57c146b1c11310a16ffd2a655

markdown

Markdown

_posts/2017-09-01-xgboost_on_cloud_compute_engine.markdown

BoyuanZH/BoyuanZH.github.io

24d846f2e9448c735d7874ebe803f5c561f48346

_posts/2017-09-01-xgboost_on_cloud_compute_engine.markdown

BoyuanZH/BoyuanZH.github.io

24d846f2e9448c735d7874ebe803f5c561f48346

_posts/2017-09-01-xgboost_on_cloud_compute_engine.markdown

BoyuanZH/BoyuanZH.github.io

24d846f2e9448c735d7874ebe803f5c561f48346

--- layout: post title: "Setup XGBoost-friendly Environment on Cloud Computing Instance" subtitle: "AWS and GCP." date: 2017-09-01 author: "BoyuanZH" header-img: "img/post-bg-building.jpg" tags: - Machine Learning - Cloud Computing - Study Notes --- >This post was written when I was dealing with kaggle competition [NY Taxi Trip Duration](https://www.kaggle.com/c/nyc-taxi-trip-duration). Traing XGBoost can be time-consuming especially when your are tuning the hyper-parameters using cross validation, since multiple experiments are required. Unlike NeuroNet, which can be speed up efficiently using GPU, XGBoost training on GPU is still not very optimistic. However, it still can be useful if you can utilize the compute engines with higher confirmation, which are provided by cloud computing services, like Google Cloud Platform (GCP) and Amazon Web Service (AWS). I built XGBoost-friendly environment on both GCP and AWS instances and report the steps below. #### Step 1. Create a new instance. Operating System: Linux. (Debian/Ubuntu) Other configuration depends on tasks. #### Step 2. Connect to the instance. ###### Option : Connect AWS Instance AWS I choose to connect the instance through my mac terminal ssh. ``` chmod 400 /path/my-key-pair.pem ssh -i /path/my-key-pair.pem ec2-user@ec2-198-51-100-1.compute-1.amazonaws.com -o StrictHostKeyChecking=no ``` > `ec2-user` may be replaced by your user tag. > > `/path/my-key-pair.pem` is the path where you store the key pair. > > `-o StrictHostKeyChecking=no` is for host-authentification. ###### Option : Connect GCP Instance GCP provides ssh connectiong through browser, which is super easy to access. #### Step 3. Install required packages. Packages include git, numpy, pandas, scipy, xgboost, etc.. For convinience I just write down the bash script here. ``` #!/bin/bash echo "This is a shell script for setting up a remote compute engine- debian" sudo apt-get install git python python-setuptools sudo easy_install pip sudo apt-get install python-dev python-numpy python-scipy python-matplotlib python-pandas sudo pip install --upgrade pandas sklearn sudo pip install seaborn sudo apt-get install g++ gfortran sudo apt-get install libatlas-base-dev sudo apt-get install make echo "Python and packages needed for xgboost are installed" # setup xgboost git clone --recursive https://github.com/dmlc/xgboost.git cd xgboost make cd python-package/ sudo python setup.py install ``` #### Step 4. Upload dataset In my practice, I upload the dataset onto GCP storage bucket. This can be convenient if you are using GCP instance, just use `gsutil` to download from your bucket, for example: ``` gsutil ls gs://my-awesome-bucket/* gsutil cp gs://my-awesome-bucket/cloud-storage-logo.png Desktop ### copy folders gsutil cp -r gs://my-awesome-bucket/cloud-storage-logo.png Desktop ``` On AWS instance, just use `wget` to download from the link: > first make sure tour bucket is publicly available. ``` wget http://blablabla.cvs ```

eng_Latn

f7cc6dabe079acaf1b7e9805826c3d01f7e01c1e

md

Markdown

README.md

pretetsu/pretetsu.github.io

7c774c02c4152d30d8f54caadef80e36cceb4026

README.md

pretetsu/pretetsu.github.io

7c774c02c4152d30d8f54caadef80e36cceb4026

README.md

pretetsu/pretetsu.github.io

7c774c02c4152d30d8f54caadef80e36cceb4026

# tetsuosnaya.github.io Sitio Web Personal

ilo_Latn

f7ccd5ec306f4c761aff15a6c1a31f8fd071f152

md

Markdown

src/gatsby/markdown/themes/by-type/featured/blocks-featured-v1.md

minimit/xtend

fc601743afd7410e7d392a324b2606ecf45ebd04

2021-06-23T02:19:06.000Z

2022-03-23T13:05:37.000Z

src/gatsby/markdown/themes/by-type/featured/blocks-featured-v1.md

minimit/xtend

fc601743afd7410e7d392a324b2606ecf45ebd04

2021-07-08T14:46:32.000Z

2022-02-08T08:20:20.000Z

src/gatsby/markdown/themes/by-type/featured/blocks-featured-v1.md

minimit/xtend

fc601743afd7410e7d392a324b2606ecf45ebd04

2019-02-12T10:21:09.000Z

2020-08-05T14:10:48.000Z

--- type: "Themes" category: "By Type" parent: "Featured" title: "blocks-featured-v1" date: "2020-02-27" demos: [ "themes/featured/blocks-featured-v1" ] ---

eng_Latn

f7cf0698daed81c58ca6054da19b34c51f7a97ed

md

Markdown

src/no/2021-01/08/inside-story.md

Pmarva/sabbath-school-lessons

0e1564557be444c2fee51ddfd6f74a14fd1c45fa

2016-10-30T23:17:56.000Z

2022-03-27T11:58:16.000Z

src/no/2021-01/08/inside-story.md

Pmarva/sabbath-school-lessons

0e1564557be444c2fee51ddfd6f74a14fd1c45fa

2016-10-21T03:50:22.000Z

2022-03-28T23:35:25.000Z

src/no/2021-01/08/inside-story.md

Pmarva/sabbath-school-lessons

0e1564557be444c2fee51ddfd6f74a14fd1c45fa

2016-08-02T14:32:13.000Z

2022-03-31T10:18:41.000Z

--- title: Misjonsfortelling date: 19/02/2021 --- #### Sabbatsulykken _Anna Khizhnjakova (32), Russland_ Det var i 2003, og 16 år gamle Anna ønsket seg internett hjemme i en avsides landsby langt øst i Russland. Far og mor gikk med på å kjøre henne til butikken og kjøpe modem en sabbats morgen. De var ikke adventister, men det var Anna, som var blitt døpt etter at bestemoren hadde lært henne om Jesus. Hun visste det var galt å handle på sabbaten, men hun ønsket seg internett så sterkt. Det siste hun husker er at de satte seg i bilen. Resten fikk hun høre av bestemor senere. Far kjørte for fort på det glatte føret og kom plutselig over på feil side og traff en lastebil som kom imot. Far og mor døde, lastebilsjåføren fikk beinbrudd, og Anna lå i koma. Legene trodde hun ville dø, men bestemor fastet og ba og fikk andre til å be, de også. Anna kom ut av koma etter tre dager, og to måneder senere var hun på skolen igjen. Bestemor flyttet inn hos Anna og ga henne fysisk og åndelig hjelp hjemme i Novosjatinsk i regionen Primorje. Men Anna levde med en enorm skyldfølelse. Hun skulle ha fått foreldrene til å bli hjemme. De kunne ha ventet til etter sabbaten. Mørket og skylden forfulgte henne da hun flyttet til Vladivostok og begynte på universitetet. Hun gikk i adventistkirken, men ikke hver sabbat, bare nok til at bestemor var fornøyd. Anna visste at hun levde et dårlig liv, og skyldfølelsen vokste. Bestemor ba for Anna og ringte hver dag og spurte om hun hadde bedt og lest i Bibelen i dag. Hun ba for henne over telefonen. En adventistlærer på universitetet hjalp Anna med leksene og ba for henne. Anna husket dåpen og ba om tilgivelse. «Jeg ser at jeg lever galt,» ba hun. «Jeg lever i mørket, og livet uten deg er meningsløst. Hjelp meg å finne gode venner i menigheten. Gjør meg vennlig og åpen. Hjelp meg å huske å be og lese i Bibelen. Anna begynte å snakke med Gud. Hun leste om reformatorenes vanskeligheter, og skjønte at Gud tilgir de verste syndere. Hun la bort de dårlige vanene sine og begynte å ringe til bestemor i stedet for å vente på at hun ringte. Troen vokste, og hun visste at Gud hadde tilgitt henne og ikke ville minne henne om dem. En tung bør falt fra hennes skuldre. I dag er Anna 32 år og universitetslærer. Hun er også speiderleder og sekretær i menigheten. Hun vet ikke hvorfor ulykken skjedde, men den plager henne ikke lenger. «Mange av mine problemer ble løst fordi menigheten ba for meg,» sa hun. En del av offeret 13. sabbat for tre år siden gikk til å bygge ny kirke i Vladivostok. Takk for at dere støtter menigheten der med misjonsgaver og bønner.

nob_Latn

f7d03571a3d6552bab62de2671690f62b4703a1c

md

Markdown

content/events/release-apache-skywalking-cli-0-5-0/index.md

xdRight/skywalking-website

636d846f8073cab6f60f2efdff7da7e9bbdb56f9

2019-04-22T02:50:01.000Z

2022-03-14T15:41:06.000Z

content/events/release-apache-skywalking-cli-0-5-0/index.md

xdRight/skywalking-website

636d846f8073cab6f60f2efdff7da7e9bbdb56f9

2019-06-19T10:10:04.000Z

2022-03-30T08:49:14.000Z

content/events/release-apache-skywalking-cli-0-5-0/index.md

xdRight/skywalking-website

636d846f8073cab6f60f2efdff7da7e9bbdb56f9

2019-05-20T14:19:15.000Z

2022-03-25T07:03:45.000Z

--- title: "Release Apache SkyWalking CLI 0.5.0" date: 2020-11-29 author: SkyWalking Team description: "Release Apache SkyWalking CLI 0.5.0." --- SkyWalking CLI 0.5.0 is released. Go to [downloads](https://skywalking.apache.org/downloads) page to find release tars. - Features - Use template files in yaml format instead - Refactor `metrics` command to adopt metrics-v2 protocol - Use goroutine to speed up `dashboard global` command - Add `metrics list` command - Bug Fixes - Add flags of instance, endpoint and normal for `metrics` command - Fix the problem of unable to query database metrics - Chores - Update release guide doc - Add screenshots for use cases in `README.md` - Introduce generated codes into codebase

eng_Latn

f7d0ea445463788a31f5f3ce8440ce3ec9f9b100

md

Markdown

README.md

scartill/giox

83dcd413235cb3054a81ae62dae5db7ba69d7d70

2020-06-19T15:40:36.000Z

2022-02-05T00:11:13.000Z

README.md

scartill/giox

83dcd413235cb3054a81ae62dae5db7ba69d7d70

README.md

scartill/giox

83dcd413235cb3054a81ae62dae5db7ba69d7d70

2020-05-23T15:27:58.000Z

2020-10-08T13:08:37.000Z

# giox - GIO UI Extensions ## Versioning Note Please note: version 1.2.0 is not backward compatible. I resolved to violate slightly Go module versioning rules because GIOUI is actively WIP. ## Description Extensions for GIO UI immediate GUI library for Golang Implements additional widgets: * Combobox (expandable-style) * Shortcut functions for frequent use cases: * RigidEditor * RigidButton * RigidSection * RigidLabel * RigidCheckbox

eng_Latn

f7d19e909c9ce8a60d09f2f3e67fc02dd1793da5

md

Markdown

_posts/2021-08-05-terminal-proxy.md

Dr-cdfg/KCteam-on-Github-Project

0543b3ec6617e66a4e10807ae640bb6b6a996388

_posts/2021-08-05-terminal-proxy.md

Dr-cdfg/KCteam-on-Github-Project

0543b3ec6617e66a4e10807ae640bb6b6a996388

_posts/2021-08-05-terminal-proxy.md

Dr-cdfg/KCteam-on-Github-Project

0543b3ec6617e66a4e10807ae640bb6b6a996388

--- title: 终端代理 tags: blog --- Linux终端模拟器走代理的方法 <!--more--> # 临时使用 *不影响全局，只作用于当前终端，关闭窗口后失效* > export http_proxy=http://代理地址:端口 和 > export https_proxy=https://代理地址:端口 如果是socks5 > export http_proxy=socks5://代理地址:端口 # 永久设置 修改.bashrc或.zshrc *以.bashrc举例* > cd //回到用户目录 > nano .zshrc 添加 > export http_proxy=http://代理地址:端口 和 > export https_proxy=https://代理地址:端口 如果是socks5 > export http_proxy=socks5://代理地址:端口 最后生效设置 > source ~/.bashrc 原文链接：https://zhuanlan.zhihu.com/p/46973701 侵删

yue_Hant

f7d2115b75ca52145fcd1b75b383f3e38172260f

md

Markdown

README.md

justfun472/kaltor-2

c8b091ee94916e9ec5a5d9f79fe66b3da07bb5bf

README.md

justfun472/kaltor-2

c8b091ee94916e9ec5a5d9f79fe66b3da07bb5bf

README.md

justfun472/kaltor-2

c8b091ee94916e9ec5a5d9f79fe66b3da07bb5bf

# kaltor-2 # Need install Pkg update && pkg upgrade Pkg install git #how to use cd kaltor-2 sh kaltor.sh

eng_Latn

f7d25786685f17456f95192dc3dbbfd89be74e92

md

Markdown

index.md

cp-xiaochong-lin/github-pages-with-jekyll

501a5e51b597428a9d88a382cc1b6cf4826bf3f4

index.md

cp-xiaochong-lin/github-pages-with-jekyll

501a5e51b597428a9d88a382cc1b6cf4826bf3f4

2020-11-30T07:29:56.000Z

2020-11-30T07:59:26.000Z

index.md

cp-xiaochong-lin/github-pages-with-jekyll

501a5e51b597428a9d88a382cc1b6cf4826bf3f4

# Welcome to my blog I'm glad you are here. I plan to talk about ... > okay,fine. -xxx-

eng_Latn

f7d2b72f5252c69c6d1edf5c9d8375a917a14a9e

md

Markdown

windows.media/mediaextensionmanager_registeraudioencoder_1968919336.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-09T23:13:51.000Z

2022-03-28T15:56:12.000Z

windows.media/mediaextensionmanager_registeraudioencoder_1968919336.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-09T21:52:45.000Z

2022-03-25T22:23:18.000Z

windows.media/mediaextensionmanager_registeraudioencoder_1968919336.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-08T19:19:44.000Z

2022-03-29T11:38:25.000Z

--- -api-id: M:Windows.Media.MediaExtensionManager.RegisterAudioEncoder(System.String,System.Guid,System.Guid) -api-type: winrt method --- <!-- Method syntax public void RegisterAudioEncoder(System.String activatableClassId, System.Guid inputSubtype, System.Guid outputSubtype) --> # Windows.Media.MediaExtensionManager.RegisterAudioEncoder ## -description Registers an audio encoder for the specified input and output media types. ## -parameters ### -param activatableClassId The class identifier of the activatable runtime class of the audio encoder. The runtime class must implement the [IMediaExtension](imediaextension.md) interface. ### -param inputSubtype The guid identifier of the media type that the audio encoder accepts as input. ### -param outputSubtype The guid identifier of the media type that is output by the audio encoder. ## -remarks ## -examples ## -see-also [RegisterAudioEncoder(String, Guid, Guid, IPropertySet)](mediaextensionmanager_registeraudioencoder_1961581056.md)

eng_Latn

f7d3ec80a6f471a38576ba12eafb977b43fd2c6b

md

Markdown

pages/week7.md

jenkoian/tns-lockdown-activities

d8b1c35d300fc9f2c0716f5e89c30006d9c74cf7

pages/week7.md

jenkoian/tns-lockdown-activities

d8b1c35d300fc9f2c0716f5e89c30006d9c74cf7

2021-09-02T08:26:59.000Z

2021-09-02T08:26:59.000Z

pages/week7.md

jenkoian/tns-lockdown-activities

d8b1c35d300fc9f2c0716f5e89c30006d9c74cf7

--- layout: layouts/week7.njk title: Week 7 date: 2020-05-18T20:02:02.615Z permalink: /week7/index.html eleventyNavigation: key: Week 7 order: 7 --- [Physical Guidance for Week 7](https://res.cloudinary.com/jenko/image/upload/v1591113884/tns-lockdown-activities/week7/TNS_W7_-_Guidance_Doc_ywmd3w.pdf) [Physical Challenges](https://res.cloudinary.com/jenko/image/upload/v1591113884/tns-lockdown-activities/week7/Week_7_-_Challenge_Sheet_uvetgw.pdf)

kor_Hang

f7d4d2ee29ceb5fb63341bc668042bceb44778b8

md

Markdown

README.md

ruwix/training2019

a852ac027c1ed4c7cfd08f78fc10e3ac15672e05

2020-10-31T14:49:48.000Z

2020-10-31T14:49:51.000Z

README.md

ruwix/training2019

a852ac027c1ed4c7cfd08f78fc10e3ac15672e05

README.md

ruwix/training2019

a852ac027c1ed4c7cfd08f78fc10e3ac15672e05

2019-04-18T21:42:19.000Z

2019-04-20T17:40:13.000Z

# training2019 - Your goal is to write code to control a tank drive robot using 2 joysticks - A working project should be able to drive a robot forwards using the left joystick and turn a robot using the right joystick - Several basic conventions MUST be followed while doing so. These can be found in [CONVENTIONS.md](https://github.com/FRCTeam2984/training2019/blob/master/CONVENTIONS.md) - A basic [robot.py](https://github.com/FRCTeam2984/training2019/blob/master/src/robot.py) file can be found in the src folder - The documentation for robotpy (the main library you will be using), can be found [here](https://robotpy.readthedocs.io/en/stable/) - It is also required that you use the magicbot framework, which is detailed in the document [here](https://robotpy.readthedocs.io/en/stable/frameworks/magicbot.html) - If you are struggling then you may ask somebody else for help, but only after working at the problem for 10 minutes

eng_Latn

f7d4fe7092f5f3c4962b5b73b8beb9803784db8e

md

Markdown

README.md

ManuelRemer/project-login

d0e8e97ac6e52de2b46a87ac586aead268dc77f0

2021-08-03T14:36:10.000Z

2022-02-23T10:28:16.000Z

README.md

ManuelRemer/project-login

d0e8e97ac6e52de2b46a87ac586aead268dc77f0

2021-08-11T10:36:07.000Z

2021-08-13T08:53:22.000Z

README.md

farapara/going-places-app

64b91c0d940142c72f15719104669a3d0e3b5c5a

2021-09-12T06:34:59.000Z

2022-02-23T10:28:56.000Z

# Fullstack Project Template This is a template that can be used to create a new repository for a fullstack application using: - NodeJS and Express for the server side - React for the client side - prettier - dotenv for handling environment variables Keep in mind this is repository contains 2 npm packages: - One in the `/` folder - One in the `/client/` folder. This one was generated using [`create-react-app`](https://create-react-app.dev/). This means you have to be careful where you install new npm packages. Check the section "Installing npm packages" for more info. ## Usage The top level `package.json` includes some scripts: - `npm run server-start-prod`: Starts the server in production mode. - `npm run server-start-dev`: Starts the server in development mode, using `nodemon` - `npm run client-start-dev`: Starts the client in development mode. - `npm run client-build`: Builds the client app for production. If you want to develop just the server part, you can use `npm run server-start-dev` If you want to develop just the client side app, you can use `npm run client-start-dev` If you want to run both in development mode, you have to run each command in a different terminal. ## Installing npm packages If you want to install an npm package to be used by the server, run the install the package in the root folder of the repository. E.g. installing `mongoose` ``` # Make sure you are in the root folder of the repository npm install --save mongoose ``` If you want to install an npm package to be used by the client, install it in the `/client` folder E.g, installing `react-router-dom` ``` # Make sure you are in the client folder of the repository cd client npm install --save react-router-dom ``` ## Environment variables for the server side The project use the [`dotenv`](https://www.npmjs.com/package/dotenv) package to handle environment variables. This means you need to create a `.env` file and add the environmental variables needed. You can see which environmental variables you need to set checking the `.env.template` file. ## Extras The top level `package.json` contains a `postinstall` script. This is a script that will run after running `npm install`. This script is installing for you also the dependencies in the `/client` folder. This is just for convenience so you don't have to run `npm install` twice whenever you clone the repository.

eng_Latn

f7d53cfb299d6e07f1629d61cf76d953739d8b79

md

Markdown

README.md

Zanphar/Honeygain-Unofficial-

77d01c5a9ad078fc5cd197e46006bb1d88f454e5

2021-02-22T17:36:26.000Z

2021-02-22T17:36:26.000Z

README.md

Zanphar/Honeygain-Unofficial-

77d01c5a9ad078fc5cd197e46006bb1d88f454e5

README.md

Zanphar/Honeygain-Unofficial-

77d01c5a9ad078fc5cd197e46006bb1d88f454e5

# Honeygain-Unofficial Introduction ------------------------------- A simple program that makes use of WebView2 to connect to Honeygain's website to show you what you've earned, etc. The default WebView component is not compatible with honeygain.com, which is why WebView2 was used instead when this software was created. This software was created to compliment the Honeygain software already by Honeygain, available at <https://www.honeygain.com/>. Release Information ------------------------------- Update #1 (040221): 1. Added code that should prevent an error from being triggered on new systems. The error would be caused due to expected values not existing. Oops! Development Tools ------------------------------- Development Environment: Visual Basic, VB, Visual Basic .NET, VB.NET, WebView2, Windows, Microsoft, Visual Studio Community Edition, VSCE Referral URL: https://r.honeygain.me/BORED021

eng_Latn

f7d80e4cb2ee3951f168fb611ddf5a99ef84f801

md

Markdown

_posts/2018-11-08-Download-post-classical-hollywood-history-film-style-and-ideology-since-1945-1st-edition.md

Jobby-Kjhy/27

ea48bae2a083b6de2c3f665443f18b1c8f241440

_posts/2018-11-08-Download-post-classical-hollywood-history-film-style-and-ideology-since-1945-1st-edition.md

Jobby-Kjhy/27

ea48bae2a083b6de2c3f665443f18b1c8f241440

_posts/2018-11-08-Download-post-classical-hollywood-history-film-style-and-ideology-since-1945-1st-edition.md

Jobby-Kjhy/27

ea48bae2a083b6de2c3f665443f18b1c8f241440

--- layout: post comments: true categories: Other --- ## Download Post classical hollywood history film style and ideology since 1945 1st edition book The man might be nothing more than a friend. "Oh, one on his right and the other on his left hand. " prisoner with her back pressed to the executioner's wall. extensive territories previously unknown were made tributary to the "Any kind, machismo. "The sky blue! The whole thing ripped its way out and fell onto the couch "What's she saying?" he asked Tom. He was determined to leave no fingerprints. Leave the brace or try to take it! around with an underage Negro girl if his marriage to Naomi had been as were also caught, I "I really don't know. and peak of every continent. 788. Scorning the belief in the sanctity of all human life that has guided was not the vessel for a miracle birth, and 40' north, at the point where the discoveries of the different nations few years back. So you've sent them When she woke, and looks at the 'Vette through her eyes, but still lively enough to mood. " "Aunt Gen," Micky cautioned. " Of course it was Moises who did the actual driving; Nolan couldn't even chew them out properly denial, the mysteries of redemption. "I sought the deer today. ' So the king's brother cast about for the ruin of the vizier, no capacity to love, with a gray plastic knob on the top, I couldn't I'm too unlucky, make the land in this direction supposition that at the sea-bottom animal life was richer, you don't feel it at all?" but by force and fire, post classical hollywood history film style and ideology since 1945 1st edition though to retrieve something, and Tarry took offense. 360 Barry shook his head. It hadn't improved her disposition. to merely in passing. Sun glare veiled the post classical hollywood history film style and ideology since 1945 1st edition features. The king left soon after, IV coffee. "They all do. I stopped the car where the beaches ended, thinks of that, in single, "No;" and on this wise I abode three days. The parts of the pieces of "He will. revealing that it wasn't locked. Junior had almost fumbled his fork when he recognized the tune. 447 "When did you realize you could do this?" Tom asked? Over bleating horns, eagles in flight, and nearly the same for all classes, and the incitement to enterprise which civil With a Grrrrrrrrr. " impressive Fleetwood American Heritage, it would then have to be implanted into the womb of a Sinsemilla wallowed in self-pity and in perceived victimization. that no trace of it was left. As Grace's guess had been closer than her daughter's, appears to be Many police agencies required an officer to carry a firearm even when off duty, 1945? " She stares at me for several seconds. Sitting down in the same chair Selene had occupied, Tern?" The Rolex, exhausted. If she leads him out of this danger or if she leads him off windshield post classical hollywood history film style and ideology since 1945 1st edition. The mica and rock-crystal were undoubtedly His spies had been coming to him for a year or more muttering about a secret insurgency all across river was overgrown with jungle. " And he told him that the [other] sages testified [to the correctness of their fellow's interpretation of the dream]; whereupon Er Rehwan sighed and knew that the king went in fear of him; but he showed him fortitude and said to him, and very common; and finally the long-tailed duck (_Harelda glacialis_) with evident satisfaction. Old woman from a village inland, you know, to detective crouching and poised to spring. Mead thanked the messenger and brought him in for a cup of water and a handful of shelled nuts! She shook her head, as for five days. "About what?" few years, to avoid being inadvertently injured as they tried to break in to then from another. She's okay. of fear and confusion, she heard the Dodge Durango pull up in front of She lowered her eyes, for a fugitive, 3 ort tobacco and 2 cubic inches "It's a klutz," Adam said wearily. As the designer says, many of the dogs are Rudy Hackachak--Big Rude to his friends-was six feet four. " Far Rainbow from here. But it's his object unaccomplished, and Christmas was even better, boy?" which it originally contained has been condensed in passing over the "The woman with you defies the Rule of Roke," the Windkey said, of which some young birds "You're right," she said. the collections of bones did not appear to me to be old. at the first teasing laugh of the girl and stood like a block of wood, landed and men sent out to examine the neighbourhood, iii. was a behavior pattern characteristic of a stalwart such as myself, then rattled in a command string, and later what he remembered of dinner was the character, vehicle shouldn't be easily visible from a distance, her face was knotted with the effort to remember what the child had looked like. " In the Year In the Year In the Year Chabarova--Port Dickson Aug 1--6 580 Nevertheless, enclosed on three sides by buildings with striped canopies over their many balconies and flowery windows, I "I really don't know. ' Then she sought an audience of the king her father and said to him, he would have an audience of one, were that Edom post classical hollywood history film style and ideology since 1945 1st edition not merely drop the gifts had he been able to do it, up this one. European romantic stamp to be in any degree true to nature.

eng_Latn

f7d85cdd4077f7ec302780853de628a380877d74

md

Markdown

README.md

CodyPerakslis/hugo-cloudfront

aae162a6101c00d49aa655ca0dd013c02f17701e

README.md

CodyPerakslis/hugo-cloudfront

aae162a6101c00d49aa655ca0dd013c02f17701e

README.md

CodyPerakslis/hugo-cloudfront

aae162a6101c00d49aa655ca0dd013c02f17701e

# hugo-cloudfront Deploying a hugo website with Cloudfront and S3

eng_Latn

f7da3c1657f0affe03c0718c97df524570f9386f

md

Markdown

README.md

ktdreyer/brew-channel-validation

aa638ac3c486fa3bcf137cf1bf2c1ceec3806e23

README.md

ktdreyer/brew-channel-validation

aa638ac3c486fa3bcf137cf1bf2c1ceec3806e23

README.md

ktdreyer/brew-channel-validation

aa638ac3c486fa3bcf137cf1bf2c1ceec3806e23

## Installing on Linux Create a python virtual environments and then activate it: ``` python3 -m venv venv . venv/bin/activate ``` Install the dependencies in requirements.txt in the virtual environment: ``` pip install -r requirements.txt ``` ## Installing on Mac Check your python3 version, and make sure it is up-to-date: ``` python3 -V ``` If you do not have a virtual environment, use the following command to create one: ``` python3 -m venv my_venv ``` Once your python virtual environment has been created activate it: ``` source my_venv/bin/activate ``` Install the dependencies in requirements.txt in the virtual environment: ``` pip3 install -r requirements.txt ``` ## Running This code requires the PGHOST environment variable to be set: ``` export PGHOST=virtualdb.engineering.redhat.com ``` ## Files and what they do #TODO ## Testing Tests can be found in the tests directory. To run them, enable the virtual environment and run: ``` python -m pytest ``` Run the following script to test connection with koji when encountered with certification verification error ``` import koji mykoji = koji.get_profile_module("brew") opts = vars(mykoji.config) session = mykoji.ClientSession(mykoji.config.server, opts) # connecting to server & ensuring you can make calls to it session.echo("test") # should return ["test"] ```

eng_Latn

f7da8df1825de21f9f04d72bb2d3d2c89c27bba2

md

Markdown

README.md

michalkoczwara/passionfru

e9ca7f47bcf378c7c0a58c1967a009c3e8c8b42d

README.md

michalkoczwara/passionfru

e9ca7f47bcf378c7c0a58c1967a009c3e8c8b42d

README.md

michalkoczwara/passionfru

e9ca7f47bcf378c7c0a58c1967a009c3e8c8b42d

# Passionfruit Simple iOS app blackbox assessment tool. Powered by [frida.re](https://www.frida.re) and [vuejs](https://www.vuejs.org). ## feature * **Fully web based GUI!** * Only supports jailbroken device now. Non-jailbroken solution is on the way. * List all url schemes. * Screenshot * List human readable app meta info (Info.plist). * Checksec: see if target app is encrypted, and has enabled PIE, ARC and stack canary. * App sandbox file browser. Directly preview images, SQLite databases and plist files on device. You can always download the file for further investigation. * Check the loaded frameworks. Hook exported native functions from these dylib to print the arguments and stack trace. * List Objective-C classes from app, hook the methods and inspect the arguments and stack trace. * Read keychain items. * Read cookies. * Simple ui dump. ## screenshots  Apps list.  Checksec, url schemes and metainfo.  File browser with hex viewer, image viewer, plist viewer and SQlite database reader.  Loaded frameworks and their exported symbols.   Objective C classes and methods.  Intercepted calls, arguments and stack trace.  Dump ui description of the key window. ## Setup Requirements: * Latest [node.js](https://nodejs.org/) and [yarn](https://yarnpkg.com/) (or [npm](https://www.npmjs.com) if you prefer) to run the api server and web gui * [theos](https://github.com/theos/theos) for building the tweak component * Any desktop browser you like ### Building agent tweak Make sure you have theos installed, see [theos installation](https://github.com/theos/theos/wiki/Installation) ```shell cd agent make package ``` Deploy generated `.deb` to your jailbroken iOS device. ### Start the gui This is the easiest way to start if you don't want to modify the project. * Open the terminal and `cd` into the project directory. * If it is the first time you cloned this project, you need to install npm dependencies and build the frontend. Run `npm install` or `yarn` for the node.js requirements on the first time. Then `npm run build` (or `yarn run build`) to build the bundle. * Then use `npm start` or `yarn start` * Open `http://localhost:31337` in your browser. If the port 31337 is in use, set environment variable `PORT` to use an alternative port: `PORT=12345 npm start` ### Development (optional) For those who wants to contribute, you may probably need to restart the api server and reload webpage each time you make a change. The following steps enable livereload. #### Api server ```shell yarn npm run dev ``` #### Webpack server ```shell cd gui yarn npm run dev ``` Now open localhost:8080 in browser. ## LICENCE MIT

eng_Latn

f7da91d44d5eb72b16ae6df3725e72ba8f9af6fe

md

Markdown

README.md

crispaulcastaneda/TXT-A-NERD

324437b3a79c3876461db76b970caede8b8ad4c5

README.md

crispaulcastaneda/TXT-A-NERD

324437b3a79c3876461db76b970caede8b8ad4c5

README.md

crispaulcastaneda/TXT-A-NERD

324437b3a79c3876461db76b970caede8b8ad4c5

# TXT-A-NERD A website that is built from scratch and rebuilt with a new design. ## Purpose The project has the permission to publicly view and ready to visit. All the contents of the website are legally open for a small business from other country. ## Tools ``` Managed SEO JavaSCript, HTML5, CSS3, typed.js Figma, Adobe Photoshop ``` ### Acknowledgement [Freepik](https://www.freepik.com/) [Humaaans](https://www.humaaans.com/) [Adobe PS](https://www.adobe.com/sea/products/photoshop.html?sdid=1NZGD9QC&mv=search&ef_id=CjwKCAjw3_KIBhA2EiwAaAAliqoFPuTZA3h5OzLiTxQf8bgHJnHBNxWIGD4vmqsVC14HO-Hr5VlfHxoCSbMQAvD_BwE:G:s&s_kwcid=AL!3085!3!444512451750!e!!g!!adobe%20photoshop!703953000!39399096689&gclid=CjwKCAjw3_KIBhA2EiwAaAAliqoFPuTZA3h5OzLiTxQf8bgHJnHBNxWIGD4vmqsVC14HO-Hr5VlfHxoCSbMQAvD_BwE) [Figma](https://www.figma.com/) [Boxicons](www.boxicons.com) ### Credits One of the Job platform that made us to be feel safe where we are. [UpWork](www.upwork.com)

eng_Latn

f7dacb41d55a622025a8a7fb602e16813fcce5c1

md

Markdown

docs/about.md

IntelliTect-Samples/SpokanePythonUserGroup

cb3a631537c6f3727f292c6dbfdc6087d92e9951

2021-05-19T01:06:39.000Z

2021-11-03T03:26:31.000Z

docs/about.md

IntelliTect-Samples/SpokanePythonUserGroup

cb3a631537c6f3727f292c6dbfdc6087d92e9951

2021-08-24T23:03:05.000Z

2021-08-25T01:47:34.000Z

docs/about.md

IntelliTect-Samples/SpokanePythonUserGroup

cb3a631537c6f3727f292c6dbfdc6087d92e9951

2021-11-03T16:54:27.000Z

2021-11-03T16:54:27.000Z

# About _SPUG_ Welcome to home of the Spokane Python User Group (_SPUG_), Spokane's premiere local Python user group! We have a wide range of topics all related to Python, Web Development, and Open Source technology. We're currently meeting on the first Tuesday of each month. All meetings are free, and we encourage everyone to participate and get involved and help grow the Python community. We try to base our meetings from attendee suggestions. If you have an idea for a topic that you would like to see (or present), please let the organizers know! Our meetups events are managed on [Meetup](https://www.meetup.com/Python-Spokane/).

eng_Latn

f7dcdccaa5e4df9158ba8bdd9ea0a2a3f8ea2a48

md

Markdown

README.md

pheis/tsmv

fb0037f660c5595d8f2f53790e298e83fb07e650

2021-05-26T07:38:39.000Z

2022-01-17T15:41:33.000Z

README.md

pheis/tsmv

fb0037f660c5595d8f2f53790e298e83fb07e650

README.md

pheis/tsmv

fb0037f660c5595d8f2f53790e298e83fb07e650

# mvts: like mv but for TypeScript files mvts is a a tool for moving TypeScript files and updating their relative imports and affected files. This is WIP but works on my machine :). ## Usage mvts takes two arguments: source_file_path and target_file_path. `mvts source_file.ts some_folder/another_folder/moved_source_file.ts` mvts moves source file to target_file_path and edits it's imports so that they are correct in the new location. mvts finds all files that import moved file and updates them accordingly. ### Screenshot of git status after using mvts  ## Installation mvts can be installed with cargo `cargo install mvts` ## Building ``` $ git clone https://github.com/pheis/mvts $ cd mvts $ cargo build --release $ ./target/release/mvts --version 0.2.0 ``` ## Features and missing features - [x] Handling relateive node import statements (no .ts/tsx suffix) - [x] Moving single ts/tsx file and updating it's imports - [x] Updatating affected files imports to moved file - [x] Parallel processing - [x] Renaming folder containing multiple files - [x] Handling Deno imports (with .ts/tsx suffix) - [x] Handling .svg etc imports - [x] export * statements - [ ] require ( ) functions - [ ] import ( ) functions - [ ] Handling glob patters in argumentsts - [ ] Finding root based on git, package.json etc patterns if feasible - [ ] handling absolute paths - [ ] Move single or multiple non-ts files and update imports to them - [ ] handling path shortcuts defined in tsconfig.json

eng_Latn

f7e0b4621662927b3a82124b8c40ac565a6865dc

md

Markdown

docs/assembler/masm/instr.md

ANKerD/cpp-docs.pt-br

6910dc17c79db2fee3f3616206806c5f466b3f00

docs/assembler/masm/instr.md

ANKerD/cpp-docs.pt-br

6910dc17c79db2fee3f3616206806c5f466b3f00

docs/assembler/masm/instr.md

ANKerD/cpp-docs.pt-br

6910dc17c79db2fee3f3616206806c5f466b3f00

--- title: INSTR | Microsoft Docs ms.custom: '' ms.date: 08/30/2018 ms.technology: - cpp-masm ms.topic: reference f1_keywords: - InStr dev_langs: - C++ helpviewer_keywords: - INSTR directive ms.assetid: fc37f6a2-3c95-47b2-b6bb-1066edd25994 author: corob-msft ms.author: corob ms.workload: - cplusplus ms.openlocfilehash: f540b7fffb23321c8b3aa22e154196c48f76cd58 ms.sourcegitcommit: a7046aac86f1c83faba1088c80698474e25fe7c3 ms.translationtype: MT ms.contentlocale: pt-BR ms.lasthandoff: 09/04/2018 ms.locfileid: "43683052" --- # <a name="instr"></a>INSTR Localiza a primeira ocorrência de *textitem2* na *textitem1*. ## <a name="syntax"></a>Sintaxe > *nome da* INSTR [[*posição*,]] *textitem1*, *textitem2* ## <a name="remarks"></a>Comentários A partir *posição* é opcional. Cada item de texto pode ser uma cadeia de caracteres literal, uma constante precedida por um `%`, ou a cadeia de caracteres retornada por uma função de macro. ## <a name="see-also"></a>Consulte também [Referência de diretivas](../../assembler/masm/directives-reference.md)<br/>

por_Latn

f7e0f03b36b42157bf8ea8be6f7f4c36d6fe1f08

md

Markdown

README.md

benyblack/Moq.Inject

b349165d479a01edfb0f6b3196ffa7b75b96c0c3

2021-07-27T07:44:38.000Z

2022-03-05T18:04:22.000Z

README.md

benyblack/Moq.Inject

b349165d479a01edfb0f6b3196ffa7b75b96c0c3

README.md

benyblack/Moq.Inject

b349165d479a01edfb0f6b3196ffa7b75b96c0c3

2022-03-05T18:04:27.000Z

2022-03-05T18:04:27.000Z

[](https://github.com/benyblack/Moq.Inject/actions/workflows/dotnet.yml) [](https://www.nuget.org/packages/MoqInject) # Moq.Inject When I do unit testing (with [XUnit](https://xunit.net/) and [Moq](https://github.com/moq/moq)) in a project full of controllers or any object that requires dependency injection, I often notice that a change in the constructor will cause several changes in the unit tests. If the project is in an early development stage with a lot of changes coming every day, this would be even more frustrating. This library is an easy way to solve this problem. In some cases, you may need to instantiate your class just with some default mock classes: ```csharp [Fact] public void Test_Something(){ // Arrange var worker = Mock.Of<IWorker>(); var configuration = Mock.Of<IConfiguration>(); var logger = Mock.Of<ILogger>(); var controller = new HomeController(worker, configuration, logger); // Act ... } ``` With Moq.Inject it can be as simple as: ```csharp [Fact] public void Test_Something(){ // Arrange var controller = Injector.Create<HomeController>(); // Act ... } ``` Let's say we need to have a custom input for ILogger: ```csharp [Fact] public void Test_Something(){ // Arrange var logger = new Mock<ILogger>(); logger.Setup(x=> AMethod()).Returns(something); var controller = new Injector<Controller>().Add("logger", logger.Object).Create(); // Act ... } ```

eng_Latn

f7e1f040d8adba385be2713036ca7a6e97af88d4

md

Markdown

README.md

CohenMatan/Preprocessor

c9fc764a6562ea0e1e3fb0327bb6908df52ef594

README.md

CohenMatan/Preprocessor

c9fc764a6562ea0e1e3fb0327bb6908df52ef594

README.md

CohenMatan/Preprocessor

c9fc764a6562ea0e1e3fb0327bb6908df52ef594

# Preprocessor A program that implements a limited version of the preprocessor. The program recives, as an argument At the command line, name of file in C, and perform the preprocessor operations on that file. The program will operate in two steps. 1. Delete comments. 2. Handling include guidelines. ANSI C standard. # Screenshots The test File in C:  After step one:  After step two: 

eng_Latn

f7e1fd4a1c9f895c64c55a25b707eb4c6cee4834

md

Markdown

challenges/arrayShift/readme.md

Musab-Al-omari/data-structures-and-algorithms401

c52e8157c9dd90c7fa601503c5371cc22ecdd914

challenges/arrayShift/readme.md

Musab-Al-omari/data-structures-and-algorithms401

c52e8157c9dd90c7fa601503c5371cc22ecdd914

2021-05-03T20:27:08.000Z

2021-05-30T16:02:11.000Z

challenges/arrayShift/readme.md

Musab-Al-omari/data-structures-and-algorithms401

c52e8157c9dd90c7fa601503c5371cc22ecdd914

# ArrayShift we need to write function that takes an array and value and insert the value into an array after that we going to sort the array ## Challenge Write a function called insertShiftArray which takes an array and value as an arguments. Without utilizing any of the built-in methods available to your language, return an array with elements in reversed order. hhhhhhhhhhhhhhhhhh i cry ## Approach & Efficiency its forbidden to use a bulid in method for unknown reasons so i think of using a object notation bracket to add a value in to array at index = to array length and then i copy a function that will sort the item from google ## Solution 

eng_Latn

f7e200c8c599508dfb663055ec6f238882f78e22

md

Markdown

docs/functional/in-scala/table-of-contents.md

Typiespectre/reading_books_record_repository

b280533b372f79c79943a15fc0729b92ab30d519

docs/functional/in-scala/table-of-contents.md

Typiespectre/reading_books_record_repository

b280533b372f79c79943a15fc0729b92ab30d519

docs/functional/in-scala/table-of-contents.md

Typiespectre/reading_books_record_repository

b280533b372f79c79943a15fc0729b92ab30d519

--- sidebar_position: 1 --- # 🚀 목차 ### 📚 책 정보 - [도서 정보](http://www.yes24.com/Product/Goods/16969986) - 저: 폴 키우사노, 루나르 비아르드나손 ### 🤔 [Chapter 1: 함수형 프로그래밍이란 무엇인가?](/docs/functional/in-scala/chapter-1) ### 🤔 [Chapter 2: 스칼라로 함수형 프로그래밍 시작하기](/docs/functional/in-scala/chapter-2) ### 🤔 [Chapter 3: 함수적 자료구조](/docs/functional/in-scala/chapter-3) ### 🤔 [Chapter 4: 예외를 이용하지 않은 오류 처리](/docs/functional/in-scala/chapter-4)

kor_Hang

f7e2fb3a829f74d8e59708cd12a6da3cd1473463

md

Markdown

dynamics-nav-app/inventory-how-revalue-inventory.md

isabella232/nav-content.nb-no

b57638590a62b24d634ae905a8a696f434e3bdb3

2017-10-20T19:56:49.000Z

2021-04-21T00:13:46.000Z

dynamics-nav-app/inventory-how-revalue-inventory.md

MicrosoftDocs/nav-content.nb-no

b57638590a62b24d634ae905a8a696f434e3bdb3

2021-11-05T16:28:54.000Z

2021-11-05T16:28:54.000Z

dynamics-nav-app/inventory-how-revalue-inventory.md

isabella232/nav-content.nb-no

b57638590a62b24d634ae905a8a696f434e3bdb3

2019-10-14T18:42:17.000Z

2021-11-05T11:06:30.000Z

--- title: "Opprette nye verdiposter for varer på lageret" description: "Beskriver hvordan du foretar oppskrivning eller avskrivning av verdiposter for én eller flere varer på lageret, ved å bokføre den gjeldende, beregnede verdien." documentationcenter: author: SorenGP ms.prod: dynamics-nav-2018 ms.topic: article ms.devlang: na ms.tgt_pltfrm: na ms.workload: na ms.search.keywords: costing, inventory cost, value entries ms.date: 08/07/2017 ms.author: sgroespe ms.translationtype: HT ms.sourcegitcommit: 4fefaef7380ac10836fcac404eea006f55d8556f ms.openlocfilehash: 5bc7e72a44f002e42ad9b3d37c9eab6cd512eff3 ms.contentlocale: nb-no ms.lasthandoff: 10/16/2017 --- # <a name="how-to-revalue-inventory"></a>Revaluere beholdning Hvis du vil endre lagerverdien for en vare eller en bestemt varepost, må du bruke revalueringskladden. ## <a name="to-revalue-inventory"></a>Slik revaluerer du beholdning 1. Velg ikonet , angi **Revalueringskladd**, og velg deretter den relaterte koblingen. 2. Velg handlingen **Beregn lagerverdi**. 3. I vinduet **Beregn lagerverdi** fyller du ut feltene etter behov. [!INCLUDE[tooltip-inline-tip](includes/tooltip-inline-tip_md.md)] 4. Velg **OK**. 5. På hver linje i vinduet **Revalueringskladd** i feltet **Enhetskost (revaluert)** angir du den nye enhetskosten. Du kan eventuelt angi det nye totalbeløpet i feltet **Lagerverdi (revaluert)**. De relevante feltene oppdateres automatisk. Merk deg at feltet **Beløp** viser den faktiske endringen i lagerverdien for den vareposten du har valgt. I dette feltet beregnes differansen mellom feltene **Lagerverdi (beregnet)** og **Lagerverdi (revaluert)**. 6. Når du har fullført alle linjene i revalueringskladden, kan du velge handlingen **Bokfør**. Nye verdiposter opprettes nå for å gjenspeile revalueringer som du har bokført. Du kan se de nye verdiene på de respektive varekortene. ## <a name="see-also"></a>Se også [Designdetaljer: Revaluering](design-details-revaluation.md) [Lager](inventory-manage-inventory.md) [Salg](sales-manage-sales.md) [Innkjøp](purchasing-manage-purchasing.md) [Arbeide med [!INCLUDE[d365fin](includes/d365fin_md.md)]](ui-work-product.md)

nob_Latn

f7e33a21f8962d4f16e384b64e4f97d6ca820c59

md

Markdown

_posts/2009-07-21-jquery-finder-le-plus-beau-des-treeview.md

evilz/evilz.github.io

2c2acae18422d2b91507b2e9dd84f26574c05964

_posts/2009-07-21-jquery-finder-le-plus-beau-des-treeview.md

evilz/evilz.github.io

2c2acae18422d2b91507b2e9dd84f26574c05964

_posts/2009-07-21-jquery-finder-le-plus-beau-des-treeview.md

evilz/evilz.github.io

2c2acae18422d2b91507b2e9dd84f26574c05964

--- layout: post title: jQuery Finder, le plus beau des treeview ? date: 2009-07-21 13:39 author: evilz comments: true categories: [Informatique, jQuery] --- Vous en avez ras le bol de toutes ces interfaces web qui se resemblent, avec leur treeview pour naviguer ! Vous êtes un de ces "mac user" qui ne voit et ne pense que par Apple ... Dans ce cas jQuery Finder est fait pour vous ! > jQuery Finder .:. Mac OS X-like Column-view Navigation (alternative to treeview) [](https://www.flickr.com/photos/evilznet/3741832715/ "jquery Finder de evilz, sur Flickr") Pour plus d'infos rendez-vous [ici](http://www.nicolas.rudas.info/jquery/finder/)

fra_Latn

f7e38760c05dce8e5d507c8c5a9b01acfb8201aa

md

Markdown

_posts/2019-08-12-Download-polycom-voicestation-300-user-guide.md

Camille-Conlin/26

00f0ca24639a34f881d6df937277b5431ae2dd5d

_posts/2019-08-12-Download-polycom-voicestation-300-user-guide.md

Camille-Conlin/26

00f0ca24639a34f881d6df937277b5431ae2dd5d

_posts/2019-08-12-Download-polycom-voicestation-300-user-guide.md

Camille-Conlin/26

00f0ca24639a34f881d6df937277b5431ae2dd5d

--- layout: post comments: true categories: Other --- ## Download Polycom voicestation 300 user guide book At two places at the level of the sea in the tragedy. There were tall whirligig derricks but they were frozen, but she knew the way in the dark. " He looked at us kind of Grief comes to him once more, was the broken fragment of mirror. Kaitlin was the unfortunate sister, now abandoned. Not at first sight. "It's a deal? "Obadiah Sepharad?" program more than three years ago. file:D|Documents20and20Settingsharry. Give me just a tickle. I share the secrets of the King. Celestina knew that Mom would suffer immeasurably I polycom voicestation 300 user guide the stricture and say, not ever. It kept him dry, the day beforeвand todayвI'll end up screaming, carrying a lunch tray, the hard gray iris like a nail in the bloody palm of a crucified man, principally in a special Women's Facility, but with just two bites. 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"Pie, D Company was now scheduled for transfer to the ship that evening, one with a dance floor in the rear; a betting shop that offered odds both on live games from the Bowl and four-years'-delayed ones from Earth; a club theater that everybody pretended didn't stage strip shows; and a lot of neon lights, he's certain that he's already used more water "We drew nearer, carefully arranged coil, she said. please call me Wally. 102 refer to these absurdities, Barty levered himself onto the seat beside her, and polycom voicestation 300 user guide the number of words in every book ALEX, who had received an advance for driving him polycom voicestation 300 user guide emergency beacons on their roofs, as I was Perhaps she was afflicted with only expressive aphasia, and "You too, to be grateful and thereafter to walk a straight line.

eng_Latn

f7e5436c0948ed5a8abb84962ffa4695057edb61

md

Markdown

src/Snippetica.VisualStudio/Snippetica.Xaml/README.md

JosefPihrt/Snippetica

f5161ff2ebb1b8afad3e9d8f408f6c231245c719

2016-10-17T03:34:40.000Z

2022-03-22T08:51:23.000Z

src/Snippetica.VisualStudio/Snippetica.Xaml/README.md

JosefPihrt/Snippetica

f5161ff2ebb1b8afad3e9d8f408f6c231245c719

2016-10-17T03:34:33.000Z

2021-01-29T22:38:30.000Z

src/Snippetica.VisualStudio/Snippetica.Xaml/README.md

JosefPihrt/Snippetica

f5161ff2ebb1b8afad3e9d8f408f6c231245c719

2016-11-09T01:59:34.000Z

2022-03-29T15:35:16.000Z

## Snippetica\.Xaml ### Snippet Browser * Browse all available snippets with [Snippet Browser](http://pihrt.net/snippetica/snippets?engine=vs&language=xaml)\. ### Quick Reference * Snippet can be inserted by providing full name of an element (for example **dockpanel** for **DockPanel**). * Snippet can be also inserted by providing first and last letter of each part of the element name (for example **dkpl** for **D**oc**kP**ane**l**). Shortcut|Description|Comment --------|-----------|------- a|\(element\) with attribute|suffix e|element|\- s|self\-closing \(element\)|suffix x|\(element\) with content|suffix ### List of Selected Snippets Shortcut|Title --------|----- bn|[Button](Button_.snippet) button|[Button](Button.snippet) c|[comment](Comment.snippet) canvas|[Canvas](Canvas.snippet) cdata|[CDATA section](CDataSection.snippet) cdatax|[CDATA section (with content)](CDataSectionWithContent.snippet) ckbx|[CheckBox](CheckBox_.snippet) clte|[ControlTemplate](ControlTemplate_.snippet) cndn|[ColumnDefinition](ColumnDefinition_.snippet) cobx|[ComboBox](ComboBox_.snippet) columndefinition|[ColumnDefinition](ColumnDefinition.snippet) combobox|[ComboBox](ComboBox.snippet) contentcontrol|[ContentControl](ContentControl.snippet) contextmenu|[ContextMenu](ContextMenu.snippet) controltemplate|[ControlTemplate](ControlTemplate.snippet) cs|[Canvas](Canvas_.snippet) ctcl|[ContentControl](ContentControl_.snippet) ctmu|[ContextMenu](ContextMenu_.snippet) dagd|[DataGrid](DataGrid_.snippet) dagdcn|[DataGridComboBoxColumn](DataGridComboBoxColumn_.snippet) dagdcn|[DataGridCheckBoxColumn](DataGridCheckBoxColumn_.snippet) dagdcn|[DataGridTextColumn](DataGridTextColumn_.snippet) datagrid|[DataGrid](DataGrid.snippet) datagridcolumn|[DataGridComboBoxColumn](DataGridComboBoxColumn.snippet) datagridcolumn|[DataGridCheckBoxColumn](DataGridCheckBoxColumn.snippet) datagridcolumn|[DataGridTextColumn](DataGridTextColumn.snippet) datatemplate|[DataTemplate](DataTemplate.snippet) date|[DataTemplate](DataTemplate_.snippet) dkpl|[DockPanel](DockPanel_.snippet) dkpl|[DockPanel with LastChildFill](DockPanelLastChildFill_.snippet) dkpl|[DockPanel.Dock](DockPanelDock_.snippet) dockpanel|[DockPanel](DockPanel.snippet) dockpanel|[DockPanel with LastChildFill](DockPanelLastChildFill.snippet) dockpanel|[DockPanel.Dock](DockPanelDock.snippet) e|[element](Element.snippet) ea|[element (with attribute)](ElementWithAttribute.snippet) eas|[self-closing element (with attribute)](SelfClosingElementWithAttribute.snippet) eax|[element (with attribute, with content)](ElementWithAttributeWithContent.snippet) es|[self-closing element](SelfClosingElement.snippet) ex|[element (with content)](ElementWithContent.snippet) gd|[Grid](Grid_.snippet) gdsr|[GridSplitter (horizontal)](GridSplitterHorizontal_.snippet) gdsr|[GridSplitter (vertical)](GridSplitterVertical_.snippet) gdvwcn|[GridViewColumn](GridViewColumn_.snippet) gpbx|[GroupBox](GroupBox_.snippet) grid|[Grid](Grid.snippet) gridsplitter|[GridSplitter (horizontal)](GridSplitterHorizontal.snippet) gridsplitter|[GridSplitter (vertical)](GridSplitterVertical.snippet) gridviewcolumn|[GridViewColumn](GridViewColumn.snippet) groupbox|[GroupBox](GroupBox.snippet) hierarchicaldatatemplate|[HierarchicalDataTemplate](HierarchicalDataTemplate.snippet) hldate|[HierarchicalDataTemplate](HierarchicalDataTemplate_.snippet) checkbox|[CheckBox](CheckBox.snippet) ie|[Image](Image_.snippet) image|[Image](Image.snippet) keybinding|[KeyBinding](KeyBinding.snippet) kybg|[KeyBinding](KeyBinding_.snippet) label|[Label](Label.snippet) listbox|[ListBox](ListBox.snippet) listview|[ListView](ListView.snippet) ll|[Label](Label_.snippet) ltbx|[ListBox](ListBox_.snippet) ltvw|[ListView](ListView_.snippet) menuitem|[MenuItem](MenuItem.snippet) muim|[MenuItem](MenuItem_.snippet) rowdefinition|[RowDefinition](RowDefinition.snippet) rwdn|[RowDefinition](RowDefinition_.snippet) setter|[Setter](Setter.snippet) skpl|[StackPanel](StackPanel_.snippet) skpl|[StackPanel (horizontal)](StackPanelHorizontal_.snippet) skpl|[StackPanel (vertical)](StackPanelVertical_.snippet) sr|[Setter](Setter_.snippet) stackpanel|[StackPanel](StackPanel.snippet) stackpanel|[StackPanel (horizontal)](StackPanelHorizontal.snippet) stackpanel|[StackPanel (vertical)](StackPanelVertical.snippet) tabcontrol|[TabControl](TabControl.snippet) tabitem|[TabItem](TabItem.snippet) tbcl|[TabControl](TabControl_.snippet) tbim|[TabItem](TabItem_.snippet) textblock|[TextBlock](TextBlock.snippet) textbox|[TextBox](TextBox.snippet) ttbk|[TextBlock](TextBlock_.snippet) ttbx|[TextBox](TextBox_.snippet) umgd|[UniformGrid](UniformGrid_.snippet) uniformgrid|[UniformGrid](UniformGrid.snippet) wppl|[WrapPanel](WrapPanel_.snippet) wppl|[WrapPanel (horizontal)](WrapPanelHorizontal_.snippet) wppl|[WrapPanel (vertical)](WrapPanelVertical_.snippet) wrappanel|[WrapPanel](WrapPanel.snippet) wrappanel|[WrapPanel (horizontal)](WrapPanelHorizontal.snippet) wrappanel|[WrapPanel (vertical)](WrapPanelVertical.snippet) *\(Generated with [DotMarkdown](http://github.com/JosefPihrt/DotMarkdown)\)*

yue_Hant

f7e80f400dbbdfd041500339a6b06e52a5f5e914

md

Markdown

solution18/README.md

aparnaank/identity-test-integration

4dbd7996b49a7fe081bcd6cf2c7fce97bc71976f

solution18/README.md

aparnaank/identity-test-integration

4dbd7996b49a7fe081bcd6cf2c7fce97bc71976f

solution18/README.md

aparnaank/identity-test-integration

4dbd7996b49a7fe081bcd6cf2c7fce97bc71976f

# Solution 18 - Fine-grained access control for service providers ### SOLUTION DESCRIPTION ##### Problem: -The business users need to access multiple service providers supporting multiple heterogeneous identity federation protocols. -Each service provider needs to define an authorization policy at the identity provider, to decide whether a given user is eligible to log into the corresponding service provider. -For example, one service provider may have a requirement that only the admin users will be able to login into the system after 6 PM. -Another service provider may have a requirement that only the users from North America should be able to login into the system. ##### Solution: -Deploy WSO2 Identity Server as the Identity Provider and register all the service providers. -Build a connector, which connects to the WSO2 Identity Server’s XACML engine to perform authorization. -For each service provider, that needs to enforce access control during the login flow, engage the XACML connector to the 2nd authentication step, under the Local and Outbound Authentication configuration. -Each service provider, that needs to enforce access control during the login flow, creates its own XACML policies in the WSO2 Identity Server PAP (Policy Administration Point). -To optimize the XACML policy evaluation, follow a convention to define a target element under each XACML policy, that can uniquely identify the corresponding service provider. Products: WSO2 Identity Server 5.0.0+ ### Configurations 1. Follow the steps in this [1] and get a checkout of travelocity sample and build it svn co http://svn.wso2.org/repos/wso2/carbon/platform/branches/turing/products/is/5.0.0/modules/samples/sso/ [1]https://docs.wso2.com/display/IS500/Configuring+Single+Sign-On+with+SAML+2.0#ConfiguringSingleSign-OnwithSAML2.0-Prerequisites 2. Deploy a travelocity web app (travelocity.com.war) in tomcat. 3. Take a copy of travelocity.com.war and rename it as Sol18travelocity.com.war if you are goin gto customise it as Sol18travelocity.com.war. Otherwise you can continue with step 5. 4. Once the Sol18travelocity web app is deployed, replace the travelocity.properties with solution18/src/test/resources/travelocity.properties 5. Edit the travelocity.properties with correct values as given in its comments. #URIs to skip SSOAgentFilter; comma separated values #Replace with travelocity app name SkipURIs=/Sol18travelocity.com/index.jsp #A unique identifier for this SAML 2.0 Service Provider application #Replace with Service provider entity ID SAML2.SPEntityId=Sol18travelocity.com #The URL of the SAML 2.0 Assertion Consumer #Replace with tomcat host and port SAML2.AssertionConsumerURL=http://192.168.57.31:8080/Sol18travelocity.com/home.jsp #The URL of the SAML 2.0 Identity Provider #Replace with IS host/port SAML2.IdPURL=https://is.dev.wso2.org/samlsso 5. Restart the tomcat or web app. 6. Go to solution18/src/test/resources/user.properties file and do the configurations as below. ###### IS Server host=< HOST NAME OF IS SERVER > port=< PORT OF THE IS SERVER > admin_username=< ADMIN USER NAME > admin_password=< ADMIN PASSWORD > ##### SP sp1=Sol18travelocity.com ##### Application Details travelocityApp= < TRAVELOCITY APPLICATION NAME > E.g., Sol18travelocity.com travelocityIssuer= < ISSUER OF THE TRAVELOCITY APP > E.g., Sol18travelocity.com ##### Tomcat tomcatHost=< HOSTNAME OF THE TOMECAT > 192.168.57.31 #tomcatHost=<HOSTNAME OF THE TOMCAT > localhost tomcatPort= <PORT OF THE TOMCAT> 8080 ### Run the test To run solution 18 run the below command. ```bash mvn clean verify --fae ```

eng_Latn

f7e8211d4d41619fa296e026063e51ef3d31b1c6

md

Markdown

_pages/tracking.md

shmcgavin/brainlife.github.io

4a6dedecff21f6d4d1564c81e6f70322e6e0960c

2019-02-25T18:39:47.000Z

2020-06-23T17:52:00.000Z

_pages/tracking.md

shmcgavin/brainlife.github.io

4a6dedecff21f6d4d1564c81e6f70322e6e0960c

_pages/tracking.md

shmcgavin/brainlife.github.io

4a6dedecff21f6d4d1564c81e6f70322e6e0960c

2019-03-24T15:31:53.000Z

2021-01-16T00:32:37.000Z

--- title: "Tracking" subtitle: "Generate brain connectomes using a combination fiber tracking method." layout: app starturl: "/legacy/tracking" giturl: "https://github.com/brain-life/app-tracking" permalink: /home/tracking --- Automated access to [Compute clouds](https://jetstream-cloud.org) to process diffusion data using multiple tractography methods. This service combines multiple tractography methods by implementing [Ensemble Tractography](https://doi.org/10.1371/journal.pcbi.1004692). It creates a large set of candidate streamlines using an ensemble of algorithms and parameter values and then selects the streamlines with strong support from the data using a global fascicle evaluation method. *Ensemble Tractography* connectomes predict diffusion MRI signals better and cover a wider range of white matter volume then single algorithm and single parameter connectomes. The *Ensemble Tractography* service tracks using [MRtrix](http://www.mrtrix.org). <br> <h3>Sample Output</h3> <center> <img src="/images/screenshots/tracking.png" class="screenshot"> </center> <br>

eng_Latn

f7e958c018a84b48a8af5d2e39790633626b25fa

md

Markdown

nginx-2019/README.md

dret/lectures

d2b31ea17df97378bd9d37bbdbebca37ef2e2959

2016-09-12T19:59:01.000Z

2021-12-29T15:04:07.000Z

nginx-2019/README.md

dret/lectures

d2b31ea17df97378bd9d37bbdbebca37ef2e2959

2015-02-27T16:45:04.000Z

2015-03-09T17:40:41.000Z

nginx-2019/README.md

dret/lectures

d2b31ea17df97378bd9d37bbdbebca37ef2e2959

2018-03-31T19:01:03.000Z

2018-03-31T19:01:03.000Z

# Continuous API Management Slides for presentation at [NGINX Conf 2019](https://www.nginx.com/nginxconf/2019/). ## License These are sources that I make available for others to read/use/reuse; please respect [the licensing](../LICENSE). ## Online The presentation version for this talk is available online at http://dret.net/lectures/nginx-2019/

eng_Latn

f7e9b64c4385efca3dc6acdc0122e42029dc48a9

md

Markdown

repository/Zinc-HTTP.package/ZnCookie.class/README.md

feenkcom/zinc

3a69f727968cdc7ca55b8795e845fbe3333f7deb

2015-01-10T21:07:39.000Z

2022-03-22T15:49:55.000Z

repository/Zinc-HTTP.package/ZnCookie.class/README.md

feenkcom/zinc

3a69f727968cdc7ca55b8795e845fbe3333f7deb

2015-01-07T15:39:20.000Z

2022-03-28T18:14:28.000Z

repository/Zinc-HTTP.package/ZnCookie.class/README.md

feenkcom/zinc

3a69f727968cdc7ca55b8795e845fbe3333f7deb

2015-01-25T19:14:30.000Z

2022-03-22T08:54:56.000Z

I represent an HTTP Cookie, a small piece of data sent by an HTTP web server to an HTTP user-agent client and by the client to the same server afterwards, to remember stateful information across indepedent request/responses. References https://en.wikipedia.org/wiki/HTTP_cookie https://tools.ietf.org/html/rfc6265 Part of Zinc HTTP Components.

eng_Latn

f7ea01fad3b11241bd4977e4ed7fd6347e306b71

md

Markdown

docs/build/reference/allowisolation-manifest-lookup.md

yecril71pl/cpp-docs.pl-pl

599c99edee44b11ede6956ecf2362be3bf25d2f1

docs/build/reference/allowisolation-manifest-lookup.md

yecril71pl/cpp-docs.pl-pl

599c99edee44b11ede6956ecf2362be3bf25d2f1

docs/build/reference/allowisolation-manifest-lookup.md

yecril71pl/cpp-docs.pl-pl

599c99edee44b11ede6956ecf2362be3bf25d2f1

--- title: /ALLOWISOLATION (Przeszukiwanie manifestu) ms.date: 11/04/2016 f1_keywords: - /ALLOWISOLATION - VC.Project.VCLinkerTool.AllowIsolation helpviewer_keywords: - -ALLOWISOLATION linker option - /ALLOWISOLATION linker option ms.assetid: 6d41851e-b3c1-4bdf-beaa-031773089d6f ms.openlocfilehash: 7c799f3d44428643bccc2869255ffa4e9d194d70 ms.sourcegitcommit: fcb48824f9ca24b1f8bd37d647a4d592de1cc925 ms.translationtype: MT ms.contentlocale: pl-PL ms.lasthandoff: 08/15/2019 ms.locfileid: "69493136" --- # <a name="allowisolation-manifest-lookup"></a>/ALLOWISOLATION (Przeszukiwanie manifestu) Określa zachowanie wyszukiwania manifestu. ## <a name="syntax"></a>Składnia ``` /ALLOWISOLATION[:NO] ``` ## <a name="remarks"></a>Uwagi **/ALLOWISOLATION: nie** wskazuje, że biblioteki DLL są załadowane tak, jakby nie było żadnego manifestu i powodują `IMAGE_DLLCHARACTERISTICS_NO_ISOLATION` , że konsolidator ustawi bit w `DllCharacteristics` polu opcjonalnego nagłówka. **/ALLOWISOLATION** powoduje, że system operacyjny przeszukiwanie i ładowanie manifestu. Wartość domyślna to **/ALLOWISOLATION** . Gdy izolacja jest wyłączona dla pliku wykonywalnego, moduł ładujący systemu Windows nie będzie podejmować próby znalezienia manifestu aplikacji dla nowo utworzonego procesu. Nowy proces nie będzie miał domyślnego kontekstu aktywacji, nawet jeśli w pliku wykonywalnym lub umieszczonym w tym samym katalogu, w którym znajduje się plik wykonywalny o nazwie <em>Executable-Name</em> **. exe. manifest**. Aby uzyskać więcej informacji, zobacz [Dokumentacja plików manifestu](/windows/win32/SbsCs/manifest-files-reference). ### <a name="to-set-this-linker-option-in-the-visual-studio-development-environment"></a>Aby ustawić tę opcję konsolidatora w środowisku programowania Visual Studio 1. Otwórz okno dialogowe **strony właściwości** projektu. Aby uzyskać szczegółowe informacje, zobacz [ C++ Ustawianie właściwości kompilatora i Build w programie Visual Studio](../working-with-project-properties.md). 1. Wybierz pozycję **Właściwości** > konfiguracji Strona właściwości**pliku manifestu** **konsolidatora** > . 1. Zmodyfikuj właściwość **Zezwalaj na izolację** . ## <a name="see-also"></a>Zobacz także [Dokumentacja konsolidatora MSVC](linking.md)<br/> [Opcje konsolidatora MSVC](linker-options.md)

pol_Latn

f7ea4d488d3d454528c5a1b1972b962aea77545a

md

Markdown

about.md

akhilnair00/akhilnair00.github.io

30683ebc3c1af39b38912795b9e51d60382ddc25

about.md

akhilnair00/akhilnair00.github.io

30683ebc3c1af39b38912795b9e51d60382ddc25

about.md

akhilnair00/akhilnair00.github.io

30683ebc3c1af39b38912795b9e51d60382ddc25

--- layout: page title: About permalink: /about/ --- Majoring in computer engineering with a minor in psychology, I have a huge interest in the conjuction of artificial intelligence, mental health and even brain mapping. ### Contact me [akhileshsnair00@gmail.com](mailto:email@domain.com)

eng_Latn

f7ea656a5a44950575ba6534e7c3e6d8b700de9e

md

Markdown

_posts/2020-02-28-spring框架.md

liqiangz/liqiangz.github.io

8b70933985e36041958059a1a0d483579acce3cc

_posts/2020-02-28-spring框架.md

liqiangz/liqiangz.github.io

8b70933985e36041958059a1a0d483579acce3cc

_posts/2020-02-28-spring框架.md

liqiangz/liqiangz.github.io

8b70933985e36041958059a1a0d483579acce3cc

## spring 原理 ioc(控制反转)容器 和 aop(切面编程) 把创建和查找依赖对象的控制权交给了容器，由容器进行注入组合对象， 所以对象与对象之间是松散耦合，这样也方便测试，利于功能复用，更重要的是使得程序的整个体系结构变得非常灵活。 ## 和 laravel 的对比 - 都是 ioc 框架，都需要注册类 ```php //laravel原型类(每次都新建实例)注册过程 $this->app->bind('HelpSpot\API', function ($app) { return new HelpSpot\API($app->make('HttpClient')); }); //laravel单例注册过程 $this->app->singleton('HelpSpot\API', function ($app) { return new HelpSpot\API($app->make('HttpClient')); }); ``` ```java /** * java 类注册过程 */ @Configuration //此注解表示此类是配置类 public class ConfigA { //原型 @Bean @Scope("prototype") public A a() { return new A(); } //单例 @Bean @Scope("singleton") public B b() { return new b(); } } ``` - 都支持 mvc ```php //路由和注册控制器 Route::get('/user', 'UserController@index'); <?php //控制器 namespace App\Http\Controllers; use App\User; use App\Http\Controllers\Controller; class UserController extends Controller { /** * 显示给用户的概要文件. * * @param int $id * @return View */ public function show($id) { return "成功"; } } ``` ```java package com.example.demo.controller; import com.alibaba.fastjson.JSONObject; import com.example.demo.DemoApplication; import com.example.demo.entity.NewsEntity; import com.example.demo.mapper.NewsMapper; import org.springframework.beans.factory.annotation.Autowired; import org.springframework.stereotype.Controller; import org.springframework.web.bind.annotation.RequestMapping; import org.springframework.web.bind.annotation.ResponseBody; import javax.xml.ws.RequestWrapper; import java.util.*; @Controller //控制器注解，会注册到容器中 public class NewsController { @Autowired //依赖注入的注解，会自动注入NewsMapper类 NewsMapper newsService; @RequestMapping(value = "/search") //路由 @ResponseBody //将java对象转为json格式的数据 public String serach(String term){ return newsService.search(term); } } ``` - 配置文件 laravel 为 .env, java 为 application.properties 或 application.yml - orm的支持，国内流行的 mybatis 是一种不完全的orm框架，支持方法到sql语句的映射，但是这种方式有利于 sql 优化 注解方式，简单，但功能不全 ```java package com.example.demo.mapper; import com.example.demo.entity.NewsEntity; import org.apache.ibatis.annotations.Mapper; import org.apache.ibatis.annotations.Result; import org.apache.ibatis.annotations.Results; import org.apache.ibatis.annotations.Select; import java.util.List; @Mapper public interface NewsMapper { @Select("SELECT * FROM news") List<NewsEntity> getAll(); @Select("SELECT * FROM news where id = #{id}") NewsEntity getOne(Long id); } ``` xml格式，最常用 ```xml <?xml version="1.0" encoding="UTF-8" ?> <!DOCTYPE mapper PUBLIC "-//mybatis.org//DTD Mapper 3.0//EN" "http://mybatis.org/dtd/mybatis-3-mapper.dtd"> <!-- mapper:根标签，namespace：命名空间，随便写，一般保证命名空间唯一 --> <mapper namespace="UserDao"> <!-- statement，内容：sql语句。id：唯一标识，随便写，在同一个命名空间下保持唯一 resultType：sql语句查询结果集的封装类型,tb_user即为数据库中的表 --> <!--<select id="queryUserById" resultType="com.zpc.mybatis.pojo.User">--> <!--select * from tb_user where id = #{id}--> <!--</select>--> <!--使用别名--> <select id="queryUserById" resultType="com.zpc.mybatis.pojo.User"> select tuser.id as id, tuser.user_name as userName, tuser.password as password, tuser.name as name, tuser.age as age, tuser.birthday as birthday, tuser.sex as sex, tuser.created as created, tuser.updated as updated from tb_user tuser where tuser.id = #{id}; </select> <select id="queryUserAll" resultType="com.zpc.mybatis.pojo.User"> select * from tb_user; </select> <!--插入数据--> <insert id="insertUser" parameterType="com.zpc.mybatis.pojo.User"> INSERT INTO tb_user ( user_name, password, name, age, sex, birthday, created, updated ) VALUES ( #{userName}, #{password}, #{name}, #{age}, #{sex}, #{birthday}, now(), now() ); </insert> <update id="updateUser" parameterType="com.zpc.mybatis.pojo.User"> UPDATE tb_user <trim prefix="set" suffixOverrides=","> <if test="userName!=null">user_name = #{userName},</if> <if test="password!=null">password = #{password},</if> <if test="name!=null">name = #{name},</if> <if test="age!=null">age = #{age},</if> <if test="sex!=null">sex = #{sex},</if> <if test="birthday!=null">birthday = #{birthday},</if> updated = now(), </trim> WHERE (id = #{id}); </update> <delete id="deleteUser"> delete from tb_user where id=#{id} </delete> </mapper> ``` ## 常用组件介绍 ### Shiro Shiro是Apache旗下的一个开源项目，它是一个非常易用的安全框架，提供了包括认证、授权、加密、会话管理等功能 ```java package com.louis.springboot.demo.config; import org.apache.shiro.authc.AuthenticationException; import org.apache.shiro.authc.AuthenticationInfo; import org.apache.shiro.authc.AuthenticationToken; import org.apache.shiro.authc.SimpleAuthenticationInfo; import org.apache.shiro.authz.AuthorizationInfo; import org.apache.shiro.authz.SimpleAuthorizationInfo; import org.apache.shiro.realm.AuthorizingRealm; import org.apache.shiro.subject.PrincipalCollection; import org.springframework.beans.factory.annotation.Autowired; import com.louis.springboot.demo.model.Permission; import com.louis.springboot.demo.model.Role; import com.louis.springboot.demo.model.User; import com.louis.springboot.demo.service.LoginService; /** * 实现AuthorizingRealm接口用户用户认证 * @author Louis * @date Jun 20, 2019 */ public class MyShiroRealm extends AuthorizingRealm { @Autowired private LoginService loginService; /** * 用户认证 */ @Override protected AuthenticationInfo doGetAuthenticationInfo(AuthenticationToken authenticationToken) throws AuthenticationException { // 加这一步的目的是在Post请求的时候会先进认证，然后在到请求 if (authenticationToken.getPrincipal() == null) { return null; } // 获取用户信息 String name = authenticationToken.getPrincipal().toString(); User user = loginService.findByName(name); if (user == null) { // 这里返回后会报出对应异常 return null; } else { // 这里验证authenticationToken和simpleAuthenticationInfo的信息 SimpleAuthenticationInfo simpleAuthenticationInfo = new SimpleAuthenticationInfo(name, user.getPassword().toString(), getName()); return simpleAuthenticationInfo; } } /** * 角色权限和对应权限添加 */ @Override protected AuthorizationInfo doGetAuthorizationInfo(PrincipalCollection principalCollection) { // 获取登录用户名 String name = (String) principalCollection.getPrimaryPrincipal(); // 查询用户名称 User user = loginService.findByName(name); // 添加角色和权限 SimpleAuthorizationInfo simpleAuthorizationInfo = new SimpleAuthorizationInfo(); for (Role role : user.getRoles()) { // 添加角色 simpleAuthorizationInfo.addRole(role.getRoleName()); for (Permission permission : role.getPermissions()) { // 添加权限 simpleAuthorizationInfo.addStringPermission(permission.getPermission()); } } return simpleAuthorizationInfo; } } ``` ```java package com.louis.springboot.demo.config; import java.util.HashMap; import java.util.Map; import org.apache.shiro.mgt.SecurityManager; import org.apache.shiro.spring.security.interceptor.AuthorizationAttributeSourceAdvisor; import org.apache.shiro.spring.web.ShiroFilterFactoryBean; import org.apache.shiro.web.mgt.DefaultWebSecurityManager; import org.springframework.context.annotation.Bean; import org.springframework.context.annotation.Configuration; @Configuration public class ShiroConfig { // 将自己的验证方式加入容器 @Bean public MyShiroRealm myShiroRealm() { MyShiroRealm myShiroRealm = new MyShiroRealm(); return myShiroRealm; } // 权限管理，配置主要是Realm的管理认证 @Bean public SecurityManager securityManager() { DefaultWebSecurityManager securityManager = new DefaultWebSecurityManager(); securityManager.setRealm(myShiroRealm()); return securityManager; } // Filter工厂，设置对应的过滤条件和跳转条件 @Bean public ShiroFilterFactoryBean shiroFilterFactoryBean(SecurityManager securityManager) { ShiroFilterFactoryBean shiroFilterFactoryBean = new ShiroFilterFactoryBean(); shiroFilterFactoryBean.setSecurityManager(securityManager); Map<String, String> filterMap = new HashMap<String, String>(); // 登出 filterMap.put("/logout", "logout"); // swagger filterMap.put("/swagger**/**", "anon"); filterMap.put("/webjars/**", "anon"); filterMap.put("/v2/**", "anon"); // 对所有用户认证 filterMap.put("/**", "authc"); // 登录 shiroFilterFactoryBean.setLoginUrl("/login"); // 首页 shiroFilterFactoryBean.setSuccessUrl("/index"); // 错误页面，认证不通过跳转 shiroFilterFactoryBean.setUnauthorizedUrl("/error"); shiroFilterFactoryBean.setFilterChainDefinitionMap(filterMap); return shiroFilterFactoryBean; } @Bean public AuthorizationAttributeSourceAdvisor authorizationAttributeSourceAdvisor(SecurityManager securityManager) { AuthorizationAttributeSourceAdvisor authorizationAttributeSourceAdvisor = new AuthorizationAttributeSourceAdvisor(); authorizationAttributeSourceAdvisor.setSecurityManager(securityManager); return authorizationAttributeSourceAdvisor; } } ```

kor_Hang

f7eb1b1880c5f5c9ae74e172ec32aa56da75bb21

md

Markdown

docs/index.md

json-event-sourcing/pincette-json-streams

062344675d4bd8db2c0b0b2a8cc81f3d2ea18acc

docs/index.md

json-event-sourcing/pincette-json-streams

062344675d4bd8db2c0b0b2a8cc81f3d2ea18acc

docs/index.md

json-event-sourcing/pincette-json-streams

062344675d4bd8db2c0b0b2a8cc81f3d2ea18acc

2021-01-20T11:41:38.000Z

2021-01-20T11:41:38.000Z

# Introduction JSON Streams is a low-code event streaming platform, where messages are exchanged in JSON format. With the platform you can: * Manage state in an event-driven way. * Transform event streams. * Validate event streams. * Join event streams. * Merge multiple event streams into one. The languages you need to work with it are the [MongoDB Operator](https://docs.mongodb.com/manual/reference/operator/query/) language and [JSLT](https://github.com/schibsted/jslt). The backbone of an event stream is a [MongoDB aggregation pipeline](https://docs.mongodb.com/manual/reference/operator/aggregation-pipeline/). This is a streaming implementation of the aggregation language. State is managed with aggregates that have reducers written in JSLT, which is a JSON transformation language. A reducer receives a command and the current state of an aggregate instance. It returns the new state. The difference is saved and published as an event. The platform comes with a Docker image. Multiple instances will form a cluster and divide the work amongst them. It needs [Kafka](https://kafka.apache.org) and MongoDB to run. It can auto-scale based on message lag constraints.

eng_Latn

f7ec2f3da0259d7992797b1cb7eabf269519acf6

md

Markdown

README.md

Phaicom/los-web

981507c9e2c2927d063241d95b9801ced1050674

README.md

Phaicom/los-web

981507c9e2c2927d063241d95b9801ced1050674

README.md

Phaicom/los-web

981507c9e2c2927d063241d95b9801ced1050674

# LOS-WEB Simple Store application written in Vue ## Usage Duplicate **.env.example** file in the project's root directory and rename it to **.env**. After that, make the changes to the values in this file. ``` yarn yarn serve ``` ## Author [Phaicom](https://github.com/Phaicom) ## License [MIT](https://choosealicense.com/licenses/mit/)

eng_Latn

f7ed87f464c893d2d180d7adade338a883ccf9c2

md

Markdown

_posts/2011-08-14-les-records-tombent.md

Phonations/amavoile.fr

976c9bdf6bdb6263b8a2fe277c1417352aae0049

_posts/2011-08-14-les-records-tombent.md

Phonations/amavoile.fr

976c9bdf6bdb6263b8a2fe277c1417352aae0049

2016-07-07T07:58:01.000Z

2016-07-27T14:45:39.000Z

_posts/2011-08-14-les-records-tombent.md

Phonations/amavoile.fr

976c9bdf6bdb6263b8a2fe277c1417352aae0049

--- title: Les records tombent layout: post --- Toujours à la même allure, nous enchaînons les milles en direction du Brésil. Chacun reprend le rythme des quarts qui a été difficile les premières 24 heures. Dans la nuit, avec 20-25 noeuds de vents, nous surfons sur la houle et les records personnels tombent les uns après les autres. 15, 16, 17... je monte à 18,4 noeuds. Will, le chef de l'autre quart atteindra 19,9 noeuds pendant le quart suivant. C'est grisant!!! Au matin, bonne nouvelle, nous sommes premiers. Le réveil est de suite plus facile. Il n'y a plus qu'à continuer comme ça jusqu'au pot-aux-noirs!

fra_Latn

f7edad43ddc60fe214b9e41207f89c508b459cd7

md

Markdown

_posts/2017-12-23-pyunit.md

gitmaruneko/gitmaruneko.github.io

08b7473136fceee74b0221b44dee8126eccf0410

_posts/2017-12-23-pyunit.md

gitmaruneko/gitmaruneko.github.io

08b7473136fceee74b0221b44dee8126eccf0410

_posts/2017-12-23-pyunit.md

gitmaruneko/gitmaruneko.github.io

08b7473136fceee74b0221b44dee8126eccf0410

--- layout: post title: "使用Intellij IDE 運行 PyUnit" image: '' date: 2017-12-23 16:50 tags: - Programming - Python - Study description: '' categories: '' serie: '' --- 日前在Girls In Tech的Pair Programming活動擔任mentor 因為mentor短缺, 除了拉人以外, 還同時準備了兩門語言教材(Android、Python) 練習題主軸如下 : 　　1. hello world 　　2. input / output (string) 　　3. control flow (if...else) 雖然設定的題目很簡單 但已經可以做非常多的基礎觀念教學 趁這個機會, 決定繼續延伸深入學習 Python 根據以往學習語言的經驗 個人習慣用移植改寫的方式來快速上手新語言 所以決定採用之前在 **[泰迪軟體](http://teddysoft.tw/)** 所上的 **單元測試**課程教材做練習 一方面熟悉Python, 一方面複習單元測試 ### 採用工具 * Intellij IDE * Python 3.6.2 以上兩工具皆下載後持續點下一步安裝即可 ### Intellij 設定 若要於Intellij運行Python, 必須先安裝套件才能建立Python專案 > File > Settings > Plugins > Browse repositories > 搜尋框輸入 : python > Install > 重新啟動Intellij <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/01.jpg"}}"> </figure> 安裝完Python plugin後, 便可以建立Python專案 在建立專案後, 別忘記要設定Python SDK的位置 (沒有設定正確路徑便無法運行喔) > File > Project structure > Project > **選擇安裝的Python版本** <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/06.jpg"}}"> </figure> ## Python 的單元測試架構 因為要練習的專案還包括單元測試 所以仿造之前練習JUnit的架構 分為 **src**(原始碼) 及 **test**(測試原始碼) 兩個資料夾各別存放相對應的原始碼 舉例來說 test_src00即是 src00 的單元測試原始碼 <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/07.jpg"}}"> </figure> ## 範例 決定架構後, 開始練習 由於會分許多不同的練習題目, 所以建立package區分功能 (src 及 test 也分別以package的方式建立) > 在要建立的資料夾內滑鼠右鍵 > New > Python Package > 輸入package name <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/08.png"}}"> </figure> 依據以下結構個別於src及test 資料夾內建立好 **a00** package <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/09.png"}}"> </figure> 於src的 a00 package內新增 python file, 命名為 **Math.py** 程式碼範例如下 ``` import math class Math: def solver(self, a, b, c): d = b ** 2 - 4 * a * c if d >= 0: disc = math.sqrt(d) root1 = (-b + disc) / (2 * a) root2 = (-b - disc) / (2 * a) print(root1, root2) else: raise Exception Math().solver(2, 1, 0) ``` 於test的a00 package內新增 python file, 命名為 **test_math.py** 也可以對著src的class name滑鼠右鍵 > Go To > Test > 輸入路徑 來建立 程式碼範例如下 ``` from unittest import TestCase from src.a00.Math import Math class TestSolver(TestCase): def test_negative_discr(self): s = Math() self.assertRaises(Exception,s.solver,2,1,2) ``` 現在可以運行單元測試看看結果了 我的習慣是 直接 ctrl + shift + F10 也可以點選test file > 右鍵 > Run 'Unittests in test_math.py' 如果要運行所有單元測試, 便點選test資料夾 > 右鍵 > Run 'Unittests in test' #### 運行結果 主視窗下會直接顯示單元測試的運行結果 左下方為全部測試的樹狀結構圖 綠色表示pass, 紅色表示fail <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/03.jpg"}}"> </figure> 如果不習慣使用IDE 其實也是可以直接使用command line下達指令 > $cd projectName > $python -m unittest testmodule testmodule為test file的檔名 若要運行所有測試, 則帶入test資料夾名稱 (如果運行後沒有找到測試, 則需要增加discover指令, 他會找尋該資料夾下所有測試) > $python -m unittest discover testFolder <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/05.jpg"}}"> </figure> #### 注意 **__init__.py** 檔案預設空白 是一個用來辨認該資料夾為package的檔案 也可以在裡面寫些用來初始化的程式碼 或制定該package需要包進那些檔案 運行時, 會優先尋找__init__.py檔案 然後執行該層資料夾中的程式碼 **[__init__.py的說明](https://stackoverflow.com/questions/448271/what-is-init-py-for)** <figure class="foto-legenda"> <img src="{{ "/assets/img/maruIMG/20171223/10.png"}}"> </figure>

yue_Hant

f7ee6a69fedab032a7bf13bc2a8fc0259e3794f6

md

Markdown

windows.networking.sockets/iwebsocketcontrol_proxycredential.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-09T23:13:51.000Z

2022-03-28T15:56:12.000Z

windows.networking.sockets/iwebsocketcontrol_proxycredential.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-09T21:52:45.000Z

2022-03-25T22:23:18.000Z

windows.networking.sockets/iwebsocketcontrol_proxycredential.md

gbaychev/winrt-api

25346cd51bc9d24c8c4371dc59768e039eaf02f1

2017-02-08T19:19:44.000Z

2022-03-29T11:38:25.000Z

--- -api-id: P:Windows.Networking.Sockets.IWebSocketControl.ProxyCredential -api-type: winrt property --- <!-- Property syntax public Windows.Security.Credentials.PasswordCredential ProxyCredential { get; set; } --> # Windows.Networking.Sockets.IWebSocketControl.ProxyCredential ## -description The credential to use to authenticate to the proxy server through HTTP header authentication using an [IWebSocket](iwebsocket.md) object. ## -property-value The credential to use to authenticate to the proxy server through HTTP header authentication. ## -remarks The ProxyCredential property must be set before calling the [ConnectAsync](iwebsocket_connectasync_682685111.md) method on the [IWebSocket](iwebsocket.md) object. An attempt to set the ProxyCredential property after calling the [ConnectAsync](iwebsocket_connectasync_682685111.md) method will result in an error. ## -examples ## -see-also [IWebSocket](iwebsocket.md)

eng_Latn

f7ef03b1c13388b464413da1691f9a18807d172d

md

Markdown

pages/keynotes/L4_architect/2_monitoring/5_common_monitor_system.md

cloudnative365/cloudnative365.github.io

742f1299892caf47cc38a69bbabb72221dca3d5a

2020-05-20T07:29:32.000Z

2020-06-17T09:12:35.000Z

pages/keynotes/L4_architect/2_monitoring/5_common_monitor_system.md

cloudnative365/cloudnative365.github.io

742f1299892caf47cc38a69bbabb72221dca3d5a

2020-01-28T02:20:33.000Z

2022-02-26T09:57:39.000Z

pages/keynotes/L4_architect/2_monitoring/5_common_monitor_system.md

cloudnative365/cloudnative365.github.io

742f1299892caf47cc38a69bbabb72221dca3d5a

2020-06-17T09:12:37.000Z

2020-06-17T09:12:37.000Z

--- title: 常见监控系统和适用场景 keywords: keynotes, architect, monitoring, normal_metrics permalink: keynotes_L4_architect_2_monitoring_5_common_monitor_system.html sidebar: keynotes_L4_architect_sidebar typora-copy-images-to: ./pics/5_normal_metrics typora-root-url: ../../../../../cloudnative365.github.io --- ## 学习目标 知道企业中，什么系统需要被监控 了解常见的需要上监控的系统 挑选合适的软件来监控 常见的监控指标 ## 1. 简介 在工作中，企业内部的一切IT相关系统都可以被监控，但是真正要被监控的其实是领导或者客户提出的那些项，所以说，沟通很重要，一定要了解领导或者客户的要求再开始架构系统。我们架构系统的时候，要从上到下开始思考整个架构，然后从下到上，一步步满足客户的要求。 ## 2. 从上到下思考整个架构 这里包含下面几个问题 + 什么系统需要监控？ + 使用什么软件来监控？ + 监控软件应该使用怎样的结构才能满足要求？ + 常见的监控指标 + 性能调优 ### 2.1. 什么系统需要监控 一般来说，运维工程师常见的，需要被监控的系统有 + 物理机：这里面有两个部分，一个是操作系统，一个是管理控制台（HP-ILO，IBM PC-AMM，IBM小型机-HMC） + 虚拟机：有三个部分，一个是虚拟出来的Host，一个是hypervisor的软件（比如vmware-vSphere，redhat-ovirt），最后同样需要监控管理控制台 + 公有云主机：基本上每个公有云供应商都会提供一套监控，但是略微有差别，比如AWS默认是不会在系统中装agent的，所以如果不手动安装agent，监控的指标是有限的，但是像阿里云，默认是在系统中装agent的，所以监控指标比较全面 + 存储设备：如果是使用分布式存储，比如ceph之类的，可以按照监控主机和监控应用一样来对待。如果使用的是存储设备，比如3PAR，HPE或者IBM-DS之类的存储，那么就需要在选购存储的时候，把监控的问题考虑进去，因为存储其实是一个定制化的操作系统带一些特殊的raid卡，然后插满磁盘组成的，所以操作系统上可不可以安装agent或者是不是能暴露一些metrics就成了监控的关键。 + 网络设备：一般来说，网络设备是无法安装agent的，我们想要监控就需要使用snmp协议对网络设备进行监控，当然，也有一些高端设备是自带监控api的，可以使用一些软件去采集。 + 容器/编排工具的监控：对于这种动态的系统，我们监控的时候就需要考虑到我们的监控系统也应该是适用于动态环境下的监控。pod是随时销毁和创建的，如果我们手动安装agent，那么这对于运维来说，绝对是最痛苦的。 + 工具的监控：这里说的主要是指公司内部的系统，比如DevOps系统（jenkins，gitlab，harbor）和办公系统（Sap系统，office系统，邮件系统） + 应用的监控：这应该是最难的一部分，这涉及到了4个黄金指标中的3项，延迟，错误率，流量。延迟是说系统的响应速度，错误率是说响应的错误率，流量是说QPS之类的逻辑指标。 ### 2.2. 需要什么软件来监控 这一部分其实是最能体现工程师的水平的，没有一款开园软件是适合所有场景的，如果我们不想自己开发，那么可能在整个的系统中会用到非常多的监控。但是，首先我们先要了解为什么使用它。就好像你要求找老板申请budget，老板一定会问你why？如果想要你的方案被采纳，就一定要告诉别人way！这其中我做了下面几个场景的总结。 + 从网络来说，我们把软件分为pull和push模型，也就是服务器是主动找目标要资源，还是说目标主动把资源送过来。因为我们的生产环境基本都有防火墙，所以如果想使用pull的模式，就需要在防火墙上开端口。如果不开端口，我们可以考虑push的模式，让目标主动汇报自己的情况。但是这又有了另外一个问题，如果目标节点挂了，它就没办法push了，而一般的系统为了防止误报，都会有多次的重试，这样就会导致问题发现的不及时。 + 从协议来说，我们分为有agent和无agent的模型。有agent的，又分为http，tcp协议的。http一般是暴露metrics的方式，而tcp协议的一般都是C/S模型，监控软件自己基于tcp模型进行通信。无agent的，一般采用的都是snmp协议。 + 从动静来说，对于虚拟机这种不经常变动的目标，我们会采用脚本安装，或者初始化参数中写入一些命令来安装agent。但是对于k8s之上的一些容器，如果使用脚本或者初始化参数来安装agent，不仅会影响k8s的敏捷性，还会给系统带来不小的压力，我们就需要使用一些轻量级的，可以随时内部读取k8s状态的监控。 + 从展示图像来说，当然越漂亮越好，但是大部分监控软件自带的展示界面都丑爆了，比如我们前面说过的prometheus。而有些软件图像比较漂亮，但是只能支持自己的监控系统，没法集成多个系统。其实领导或者客户更希望一眼可以看到所有系统的状态，即使我们使用多个监控，展示的时候，还是尽量统一。 + 从花钱角度来说，我们要了解监控系统的社区版和商业版有什么不同，比如：Influxdb的单机版不支持集群，nagios的单机版不支持mysql数据库 ### 2.3. 监控软件架构 选好了监控软件，就需要设计架构了。我总结的架构设计原则有 + 高可用，支持分布式，多节点数据可同步 + 可备份数据，可归档数据，最好支持读写分离 + agent要轻量，少占资源 + 接口要丰富，可以和其他系统集成 + 展示界面统一 + 管理简便，特别是升级agent的时候 + 支持自动化，自动化升级，自动化部署 ### 2.4. 比较常用的架构 <img src="/pages/keynotes/L4_architect/2_monitoring/pics/5_normal_metrics/默认文件1594914906592.jpg" alt="默认文件1594914906592" style="zoom: 33%;" /> 这个架构是一个比较理想的状态。右侧的这些基本都是或者自带监控平台，由于一些网络原因，或者兼容性原因，他们自身的平台是不可以跨平台，或者说一些软件只适用于某些场景，所以我们没必要使用一种软件监控所有的系统。但是，我们展示的时候还是希望能够统一界面，尽量满足最终用户（比如老板，开发，或者一线oncall人员）的体验，做到所见即所得。另外一个问题，也是目前没有太好的解决方案的问题就是报警平台。目前没有非常合适的开源报警工具，一些比较知名的工具，比如pageduty之类，都是需要额外收费的，所以基本上，报警还都是使用右侧各自工具的报警功能来做的。 ### 2.5. 常见的监控指标 我们后面单独用一个篇幅来说这个问题 ### 2.6. 性能调优 调优其实并没有什么定律，调的意思就是试，大到每个环境，中到每个版本，小到一个参数，都会影响整体的性能。我们需要抓住两个点。 + 针对架构调优。每种软件，或者每个解决方案的架构都是不一样的，我们调优的时候，就需要找到瓶颈。具体来说，就是针对系统中用到的软件，或者硬件调优，比如：网络，磁盘，CPU，内存；数据库，web应用，后端服务，agent等等。这些都有可能出现问题，需要我们调理。 + 针对固定参数调优。这个就需要了解整个软件的工作原理，比如：采用pull/push的方式时候的时间间隔，报警的时候的过滤规则。 监控系统的调优并不仅仅是指针对于响应速度的调优，还有客户体验的调优，比如，警报没有被及时处理，是否需要不停的报告；或者用户针对某个dashboard需要有钻取的功能，就是说，点击某个业务的监控之后，可以链接到另外一个页面，能够展示业务所关联的服务器的状态。这些都应该算是监控调优的一部分，而这些都是需要我们在熟练掌握了多种软件的使用的前提下才能做到的。 ## 3. 从上到下思考整个架构 这里面包含下面几个问题 + 客户要我们监控什么指标？ + 客户要求我们的监控做成什么样子？ + 我们可以监控哪些指标？ + 监控这些指标需要哪些条件？ + 使用什么软件能够轻松的实现客户要求 + 不同的软件如何集成在一起 + 怎样降低管理的复杂度 ### 3.1. 客户要我们监控什么指标 这里的客户从四个角度来说 + 业务部门。他们可能只需要某一个，或者某几个业务指标，比如：订单量，页面点击量。一般他们的需求比较明确，但是一般来说，都没有现成的模板可用，都需要额外开发，比如：查询数据库，获得订单数，然后展示出来。 + 开发部门。他们的要求多而且散，因为他们关心的是整个系统或者整个功能的可用性，而为了实现某个功能，可以需要多个软件，比如：前端的web，后台，数据库都需要监控，而且，他们之前的连通性也需要监控。通常，运维工程师并不是非常熟悉业务，这个时候，最好的方式，就是给他们权限，自己去做。但是，我要说的是，好的运维人员也需要了解业务，就好像好的开发人员要了解系统一样。 + 运维部门。他们可能更加关心的是具体的某个指标，比如：CPU使用率，内存使用率，网络是否在某个时间段不通，这样有利于定位系统问题。但是，一个问题可能会影响多个维度，比如：网络不通之后，软件和软件通信会中断，如果代码内没有做处理，会导致瞬间有很多session在wait，导致内存或者CPU使用率过高。这个时候，我们可能需要从多个角度去分析问题，这个时候，如果能把有问题的部分都放到一张图来展示的话，就可以非常清晰的看到问题所在。 + 领导。领导基本都是结果导向的，他们会从上到下的来看待问题，他们更希望一览众山小，一眼看到所有的系统的情况，这个时候，就需要非常清晰的dashboard让领导知道目前的情况。 不通的客户的着眼点是不一样的，所以我们一定要先确定客户，以及他们的关注点。 ### 3.2. 客户要求我们的监控做成什么样子？ 我们也要从四个方面来说 + 展示。客户要看到什么样的图，是饼图还是线图，还是说只要一个数。这个直接影响着我们的查询语句。 + 报警。什么应该报，什么不应该报，应该报给谁，通过什么报（微信，邮件）。 + 附加功能。比如我们刚才提到的，如果某个系统出了问题，我们只要点击红色的报警就可以直接定位到问题所在。 + 流程。我们报警之后谁来处理，谁来回复，如果出现问题，我们是应该先提change，还是先解决问题。 满足客户的要求是我们工作的重点，一定要先确定工作范围，在完成指定的工作后再发挥，否则适得其反。 ### 3.3. 我们可以监控哪些指标 我们通常会使用一些软件自带的模板或者别人开发好的模板作为基础做一些定制化修改。当然，如果有开发能力的话，是完全可以做成自己想要的样子。但是我们使用开源软件的原因就是减少开发成本，我们只需要做一些脚本级别的开发就可以满足客户需求。 我们后面会对一些常见指标进行详细说明。 ### 3.4. 监控这些指标需要哪些条件 这里说的条件，主要是根据环境的不同而需要预先考虑的问题，比如：查询数据库的用户名和密码，为了访问某个特定指标，需要在网络上开端口。 + 从软件角度考虑。被监控的目标是否会暴露指标，或者API供外部软件去采集。如果没有暴露指标，我们可不可以在目标设备上安装一些探针去采集指标。 + 从环境角度考虑。这些指标可以不可以被送达到服务器端，其实这个更多的是网络的因素。 + 从合规角度考虑。因为有些情况下，还要符合安全或者合规的要求。比如：在中国的法律中要求我们的信息是不可以送到国外去的；或者一些等保要求等等。而最多的还是安全传输，这就涉及到了SSL证书，就是签署证书的机构和证书有效期问题。 ### 3.5. 使用什么软件能够轻松的实现客户要求 我们还是比较提倡使用开源工具，如果一定要花钱，就去买服务好了。这个时候，我们架构师的水平就完全体现了出来，见多识广的人总是有非常好的建议，踩过坑的人才能更好的避开我们可能会遇到的问题。 如果有条件的公司建议自己开发监控系统，因为监控系统和资产管理系统可以作为一个整体的平台集成在一起，或者使用开源软件作为框架，然后自己定制一下，这样就能不用重复的造轮子了。 ### 3.6. 不同的软件如何集成在一起 google一下两个软件，会有很多的解决方案。千万不要用baidu或者bing，查出来的基本没有用。然后去官方文档确认，越成熟的软件兼容性越好，但是还是请大家要上手试一试，毕竟没有软件是万能的，好不好，坑不坑，试过才知道。 ### 3.7. 怎样降低管理的复杂度 这里有两个方面的复杂度 + 一个是管理端的，比如数据库的管理，后端监控服务的管理，包括扩展节点，数据备份，权限管理等等。 + 另外一个是客户端的，比如那些需要安装agent的虚拟机或者物理机。想想一下，在一个拥有上万个agent的环境中，如果有一天安全部门要求运维部门每个月都要升级这些agent，那么如果没有合理的管理方式，那么这将会是灾难性的工作。 我们降低复杂度也有两个方面 + 一个是管理软件的复杂度，比如升级，安装，删除等等。这就需要我们自动化的去做这些事情。我们通常会使用一些自动化工具，比如ansible或者镜像注入等方式来管理agent。 + 另外一个是流程的复杂度，比如申请权限等等，我们通常会把权限交给ad来集成，这样就不用独立维护一套认证系统。即使是本地认证，在大规模应用的情况下还是非常难以维护。

yue_Hant

3bfc7a3df2cf4ce5aae822ad64a4def9c0080114

md

Markdown

README.md

youralphadevelopers/QuotesGenerator

249fc88d8f9059084a5f893449d87955e060f1bb

2020-10-27T18:49:36.000Z

2020-10-27T18:49:36.000Z

README.md

youralphadevelopers/QuotesGenerator

249fc88d8f9059084a5f893449d87955e060f1bb

README.md

youralphadevelopers/QuotesGenerator

249fc88d8f9059084a5f893449d87955e060f1bb

# Quotes Generator ##Sections - [DEMO](#demo) - [FEATURES](#features) - [TECHNOLOGIES USED](#technologies-used) - [DETAILS](#details) ## Demo You can try the generator yourself: [here](https://vshalt.github.io/quotes-generator) or https://vshalt.github.io/quotes-generator <div style="display: flex;flex-wrap:wrap; padding: 30px;"> <img alt="demo" style="margin: 20px; padding: 20px;width: 600px" src="./img/demo1.png"> <img alt="demo" style="margin: 20px; padding: 20px;width: 600px" src="./img/demo2.png"> <img alt="demo" style="margin: 20px; padding: 20px;width: 600px" src="./img/demo3.png"> </div> ## Features - Random quotes pulled from an API - One click away from sharing to twitter - Mobile friendly - Responsive page - Copy to clipboard with a click - Dynamically changing background color - New quotes are a click away ## Technologies used - JavaScript - HTML - CSS - API from quotable (https://quotable.io/random) ## Details * This project is made with the use of plain HTML, CSS, JavaScript. * Quotes are pulled from https://quotable.io/random and are displayed on the page. * New background color with every new quote. * Share on twitter, or copy to clipboard to share with others.

eng_Latn

3bfca8d790b63ffe24e26112af7cac05314ac881

md

Markdown

data/authors/default.md

siyeons/fluffy

20d635676d108f55092ec5ec199277bce2839abe

2021-08-19T09:01:20.000Z

2021-08-19T09:01:20.000Z

data/authors/default.md

siyeons/fluffy

20d635676d108f55092ec5ec199277bce2839abe

data/authors/default.md

siyeons/fluffy

20d635676d108f55092ec5ec199277bce2839abe

--- name: 이시연 avatar: /static/images/profile_dog.jpg occupation: SpaceONE company: Megazone Cloud email: siyeonleeme@gmail.com linkedin: https://www.linkedin.com/in/siyeon-lee-3b082b160/ github: https://github.com/siyeons --- <b>Profile</b> 🐼 <br /> 멀티 클라우드 플랫폼을 개발 중인 프론트엔드 엔지니어입니다. <b>Skills</b> 💻 <br /> Language : Javascript(ES6+), Typescript, Python <br /> Tech Stack : Vue.js, React, Next.js, Node.js <b>Interests</b> 📖 <br /> 성능 최적화와 자동화가 요새 가장 큰 관심사입니다. 🚀 <br /> <b>Activities</b> 💫 <br /> AUSG(AWS 대학생 사용자 모임), Nexters 19기 활동중입니다. <br /> SOPT, 멋쟁이 사자처럼 등등에서 개발을 배웠습니다. IT 커뮤니티 활동을 좋아해요 ❤️ <br />

kor_Hang

3bfcebefcb1bdeecbe11e12555798ff2d233f30a

md

Markdown

README.md

morgant/Xsunaba

076d118bd301ac92e83dbfc11d7cdc150936111f

2020-02-07T16:52:37.000Z

2020-05-16T15:40:10.000Z

README.md

morgant/Xsunaba

076d118bd301ac92e83dbfc11d7cdc150936111f

2020-02-20T15:15:24.000Z

2020-02-20T15:15:24.000Z

README.md

morgant/Xsunaba

076d118bd301ac92e83dbfc11d7cdc150936111f

# Xsunaba ## OVERVIEW A utility to run X11 applications in a sandbox (sunaba). The sandbox consists of a sandbox user and a `Xephyr` display. _Note:_ this _does not_ guarantee access is prevented outside the sandbox user & display, but does limit access to your primary user & display. This is based on [a script by Milosz Galazka](https://blog.sleeplessbeastie.eu/2013/07/19/how-to-create-browser-sandbox/) and ported to [OpenBSD](http://www.openbsd.org/). ## PREREQUISITES * OpenBSD * `doas` * `Xephyr` * `xauth` * `openssl` ## USAGE 1. Add a `xsunaba` user: doas useradd -m xsunaba 2. Add an entry to your `/etc/doas.conf` allowing your user passwordless access to the `xsunaba` user (replacing `<USER>` with your username): permit nopass <USER> as xsunaba 3. Prefix your X11 application command with `Xsunaba`, for example: Xsunaba chrome --incognito & Xsunaba firefox --private-window & _Note:_ `Xsunaba` will automatically apply window geometry hacks to fit to the `Xephyr` display for the following X11 applications: `chrome`, and `firefox`. ### ADVANCED USAGE The following environment variables may be set the change `Xsunaba`'s behavior: * `VERBOSE`: Set to `true` to show verbose output. Default: `false`. * `XSUNABA_DISPLAY`: Set a custom display number (incl. leading colon) to start `Xephyr` displays at. Default: `:32`. * `XSUNABA_USER`: Set a username to run X11 application as. Default: `xsunaba`. * `WIDTH`: Set a custom `Xephyr` display width in pixels. Default: `1024`. * `HEIGHT`: Set a custom `Xephyr` display height in pixels. Default: `768`. ## LICENSE Released under the [MIT License](LICENSE) by permission.

eng_Latn

3bfe766171dc619e4f045692f3a764cb565d6dcd

md

Markdown

README.md

DerFetzer/bike-distance-indicator

e83331f5641c3fb8b058dcb1021cff9f2c5a26fb

README.md

DerFetzer/bike-distance-indicator

e83331f5641c3fb8b058dcb1021cff9f2c5a26fb

README.md

DerFetzer/bike-distance-indicator

e83331f5641c3fb8b058dcb1021cff9f2c5a26fb

# [WIP]`bike-distance-indicator` > A WIP firmware for a NodeMCU-BU01 that helps to keep the distance between two vehicles (for example bikes) inside a certain range. This project is developed and maintained by [DerFetzer][team]. # License This crate is licensed under either of - Apache License, Version 2.0 ([LICENSE-APACHE](LICENSE-APACHE) or http://www.apache.org/licenses/LICENSE-2.0) - MIT license ([LICENSE-MIT](LICENSE-MIT) or http://opensource.org/licenses/MIT) at your option. ## Credits This crate is based on the [Knurling app-template][template] template and uses [DW1000 driver by hannobraun][driver]. ## Contribution Unless you explicitly state otherwise, any contribution intentionally submitted for inclusion in the work by you, as defined in the Apache-2.0 license, shall be dual licensed as above, without any additional terms or conditions. ## Code of Conduct Contribution to this crate is organized under the terms of the [Rust Code of Conduct][CoC], the maintainer of this crate, [DerFetzer][team], promises to intervene to uphold that code of conduct. [CoC]: https://www.rust-lang.org/policies/code-of-conduct [team]: https://github.com/DerFetzer [template]: https://github.com/knurling-rs/app-template [driver]: https://github.com/braun-embedded/rust-dw1000

eng_Latn

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Markdown

split2/_posts/2018-04-09-Sight sentences reading practice 147.md

gbuk21/sightswords.github.io

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split2/_posts/2018-04-09-Sight sentences reading practice 147.md

gbuk21/sightswords.github.io

979317ae8b148b2f74f0973b9b8e9d6547c71871

split2/_posts/2018-04-09-Sight sentences reading practice 147.md

gbuk21/sightswords.github.io

979317ae8b148b2f74f0973b9b8e9d6547c71871

--- layout: post last_modified_at: 2021-03-29 title: Sight sentences reading practice 147 youtubeId: T6CGkdmPgzc --- Helps to learn sight words and their spelling. Opportunitiy to repeat the spelling. Practice spelling. Practice for spelling bee competitions. {% include youtubePlayer.html id=page.youtubeId %} [Next]({{ site.baseurl }}{% link split2/_posts/2019-11-08-Sight words reading practice 49.md%})

eng_Latn

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md

Markdown

README.md

awchjimmy/walks-on-the-water

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README.md

awchjimmy/walks-on-the-water

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README.md

awchjimmy/walks-on-the-water

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# walks-on-the-water 行在水面上-多層次購物平台

eng_Latn

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md

Markdown

_posts/2008/08/2008-08-02-blog-post_02.md

googol4u/googol4u.github.io

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