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Guidance
Information on maths and English condition of funding for academic years 2016 to 2017, 2015 to 2016 and 2014 to 2015.
For the 2015 to 2016 academic year, funding reductions for non-compliance with the 16 to 19 English and maths policy will only apply to institutions where more than 5% of students by value without A* to C GCSE in English and/or maths did not enrol on an approved qualification in these subjects.
Funding reductions for these institutions will be removed at half the national funding rate above the tolerance, as was the case last year. Reductions will apply to 2017 to 2018 allocations.
The tolerance will be applied as illustrated below . The 2017 to 2018 academic year version of this guidance will be published early in 2017.
Ministers have decided not to impose the full funding reductions in recognition of the continued efforts of post-16 providers to deliver the 16 to 19 English and maths policy. The sector has maintained compliance at around 97% while rising to the challenge of the new requirement to enrol full time students with prior attainment of a grade D on GCSE retakes. There is still progress that needs to be made in achieving full compliance. So we will be requiring any school, college or provider that isn’t fully compliant to submit a robust compliance plan. We will provide further details to institutions about the compliance plan before the end of the autumn term.
Ofqual announced on 23 March that students taking legacy GCSEs will have the chance to re-sit English language and mathematics in summer 2017. GCSE exam boards will now provide 2 re-sit opportunities for legacy English language and mathematics; one in November 2016 and one in summer 2017.
Approval for teaching of legacy GCSE specifications in maths and English under the 16 to 19 maths and English condition of funding has therefore been extended to summer 2017.
The same rules will apply to IGCSEs and equivalent level 1/ level 2 certificates counting towards the EBacc measure. Re-sits of these qualifications throughout the 2016 to 2017 academic year will also be approved for teaching under the 16 to 19 maths and English condition of funding.
IGCSEs and equivalent level 1/ level 2 certificates will cease to be approved for teaching under the 16 to 19 maths and English condition of funding after 1 August 2017.
When enrolling new students on legacy GCSEs or IGCSEs in the 2016 to 2017 academic year, institutions should be mindful that there will be no opportunity to re-sit legacy GCSEs after summer 2017 if they do not secure a grade C or above, and that IGCSE re-sits will not count towards the condition of funding after summer 2017.
All students aged 16 to 18 starting or who have already started a new study programme of 150 hours or more on or after 1 August 2014 and who do not hold a GCSE grade A* to C, new GCSE 9 to 4 or equivalent qualification in maths and/or in English, are required to be studying these subjects as part of their study programme in each academic year. This also applies to students of 150 hours or more aged 19 to 25 that have a Learning Difficulty Assessment (LDA) or Education Health and Care Plan (EHCP).
Funding for students not meeting the condition of funding will be removed from future allocations at the national funding rate per student, for the relevant year. This will be the full time national funding rate or the relevant part time funding rate for that student. All other elements of the funding formula will not be affected.
The approved qualifications for meeting the condition of funding are either GCSE or an approved stepping stone qualification. IGCSE or level 1/ level 2 certificates counting towards the English Baccalaureate ( EBacc ) measure are also approved until summer 2017.
Full time students starting their study programme on or after 1 August 2015 who have prior attainment of a grade D GCSE or equivalent in maths and/or English language must be enrolled on a GCSE qualification only. Enrolment on a stepping stone qualification will not meet the condition of funding for these students.
Part time students who have a grade D GCSE or equivalent in maths and/or English can be enrolled on either a GCSE or an approved stepping stone qualification in order to meet the condition of funding.
Full time students are those on a study programme of at least 540 planned hours if age 16 to 17, or at least 450 hours if aged 18 and not identified as having high needs (ie in receipt of element 3 top up funding from local authorities).
Part time students are those on a study programme of under 540 hours if aged 16, 17 or 18 and over with high needs, or those on a study programme of under 450 hours if aged 18 and over and not high needs.
The requirements for meeting the condition of funding for maths and English are incorporated into the funding regulations for 2016 to 2017 academic year on GOV.UK.
Achieving grade A* to C GCSE or a grade 9 to 4 in the new GCSEs in both maths and English helps students to progress to further study, training and skilled employment. The maths and English condition of funding ensures that all 16 to 19 year olds have the best chance of achieving this standard, and are given every opportunity and the necessary support to do so.
To recognise the progress that students make in maths and English, a new headline progress measure will be included in 2016 performance tables (covering academic years 2013 to 2014, 2014 to 2015 and 2015 to 2016) that will hold schools and colleges to account for the progress of students in maths and English where they did not achieve at least a grade C GCSE or equivalent by the end of key stage 4. The methodology of this progress measure is aligned as closely as possible with the condition of funding rules.
From 1 August 2015, full time students (those on a study programme of at least 540 planned hours if age 16 to 17 or at least 450 hours if age 18 and not identified as having high needs) starting their study programme who have a grade D GCSE or equivalent qualification in maths and/or English must be enrolled on a GCSE rather than an approved stepping stone qualification.
A student who has a grade D in both maths and English will need to be enrolled on a GCSE in both subjects in each academic year and is required to continue to study both these aims until they achieve at least a grade C in the legacy GCSE by Summer 2017, or a grade 4 in the new GCSE, or until they are no longer EFA funded.
Students with prior attainment of grade D, including those with special educational needs and/or disabilities should be capable of improving their grade with the right teaching and support. To meet this requirement individual institutions should use the flexibilities available to tailor a study programme so that each student is enabled to improve in maths and/or English to the best of their ability. An institution in discussion with a student with prior attainment of a grade D GCSE or equivalent qualifications in maths and/or English will need to decide:
All full time students starting their study programme from 1 August 2015, who attained a grade D in maths and/or English GCSE or equivalent qualifications, who are not enrolled on a GCSE in these subjects will result in funding reductions in future years. The institution will lose the basic national funding rate per student for the relevant year.
Full time students who have a grade D GCSE or equivalent qualification in English literature and an E grade or lower in English language are not subject to the Grade D requirement and therefore may enrol on a stepping stone qualification to meet the condition of funding.
The table below sets out the requirements for full time students with respect to GCSE English qualifications held:
| English/English Language GCSE grade held | English literature GCSE grade held | What student can and must study in 2015 to 2016 academic year |
|---|---|---|
| A* to C | A* to C | Condition of funding met for English, no requirement to continue study of subject |
| A* to C | D | Condition of funding met for English, no requirement to continue study of subject |
| D | A* to C | Condition of funding met for English, no requirement to continue study of subject |
| D | D | GCSE only |
| D | E or below, or no grade | GCSE only |
| E or below, or no grade | D | Either GCSE or stepping stone |
| E or below, or no grade | E or below, or no grade | Either GCSE or stepping stone |
To meet the condition of funding, a student must be enrolled on an approved qualification, that is a GCSE or an approved stepping stone qualification. Full time students who have a Grade D are required to enrol on a maths and/or English GCSE qualification only. Approved stepping stone qualifications include Functional Skills, ESOL and QCF qualifications nominated by institutions and approved by the department, that meet pre-defined criteria.
The student must be timetabled to attend lessons or appropriate blended learning and be progressing in the subject. The student must also pass a qualifying period for each maths and English qualification (6 weeks for a qualification with a planned length of 24 weeks or more, and 2 weeks for a qualification with a planned length of less than 24 weeks) before it counts. The condition of funding relates to enrolments rather than exam entries. This provides an institution flexibility to determine when best for a student to be entered for and sit an exam.
All qualifications on the approved list of qualifications that can be taught to 16 to 19 year olds to meet the condition of funding are approved on Section 96 . The list is maintained on the Learning Aim Reference Service (LARS). Institutions must check the status of qualifications using LARS before enrolling students on them to ensure the qualification is valid at the point of enrolment.
Students aged 16 to 18, or aged 19 to 25 if they have a LDA or EHCP, who do not hold a GCSE grade A* to C, new GCSE 9 to 4 or equivalent qualification in maths and/or in English must be enrolled on one of the following approved qualifications in either English, maths or both, in each academic year:
Please note the following:
The interactive post 16 school census tool provides specific examples of how to check qualifications that do not meet the condition of funding and the impact this will have for including non complaint or out of date qualifications.
A range of level 3 maths and English qualifications such as A and AS levels, core maths, Pre-U and the International Baccalaureate can be taught as an alternative to GCSE where an institution thinks it appropriate. Only qualifications in the following subjects will meet the condition of funding:
There are 2 exemptions to the condition of funding:
Where a student with SEN or disabilities has not achieved grade C in maths and/or English GCSE and they are able to do so, every effort should be made to enable them to achieve these valuable qualifications. Where a student is not able to study GCSE they should be supported to achieve a stepping stone qualification. There are a small number of students who are not able to take a GCSE or a stepping stone qualification, particularly those with multiple and complex needs. These students can be exempt from studying qualifications but appropriate literacy and numeracy should still be included in their study programme at an appropriate level and institutions should recognise and record their progress and achievement. There are no blanket exemptions, all exemptions must be considered on a case by case basis. There is no blanket exemption for whole institutions.
An institution may decide that a student with learning difficulties cannot study maths or English at GCSE or stepping stone level. In this case, in addition to the student’s statement of Special Educational Need, a LDA or an EHCP, the institution must hold an evidenced assessment that the student is not able to study these subjects. This assessment needs to be authorised by an appropriate professional in the institution, such as the head of SEN or Student Support. The assessment should be structured and documented.
Please be aware of the transition to the new 0 to 25 special educational needs and disability system. All young people who receive support as a result of a LDA, who will continue in further education or training beyond 1 September 2016 must have an EHCP by that date, where one is needed. Until that point, local authorities should usually continue to maintain special educational provision in relation to young people who are receiving support as a result of an LDA.
We do not expect to give further detailed advice on the format or on who should conduct the assessment. This is for institutions to decide. Exemptions will be monitored from the data institutions submit rather than on an individual basis.
Institutions should keep evidence that justifies their decision that a student is exempt. This information must be available to auditors appointed to test the use of EFA funding and to Ofsted inspectors.
There are a range of approved qualifications available for students from entry level upwards; stepping stone qualifications including functional skills at the appropriate level (eg E1, E2, E3, L1, L2) depending on the students’ needs; free standing maths qualifications and ESOL qualifications. Institutions can enrol a student on a course for up to 3 years, or longer if the student is in learning to age 25. This range of qualifications gives institutions scope to offer the student opportunities to progress to the appropriate level in maths and English.
Students who have studied in a country that does not provide GCSEs are potentially exempt from the condition of funding where the overseas qualifications they hold are established as equivalent to GCSE grade C.
Institutions are required to establish that the qualification is in fact equivalent to GCSE A* to C. This is determined by using the UK’s national agency responsible for providing information and opinion on academic, vocational and professional qualifications from across the world, the National Academic Recognition Information Centre (UK NARIC ).
As well as confirmation from UK NARIC that an overseas qualification is equivalent to GCSE grade C, institutions also need to ensure that the student possesses the necessary competence in maths or English to benefit from their study programme. Should any teaching be required to ensure the student can function on their study programme, then this should be planned into the study programme and is fundable as planned hours.
To avoid funding being withdrawn unnecessarily, institutions need to inform EFA of students who do not meet the condition of funding due to them being exempt. Institutions should maintain a record which states which exemption applies ie learning difficulty and/or disability or holder of an overseas qualification.
There is no need to inform EFA that a student is out of scope for the maths and English condition of funding because they are studying for less than 150 hours in the academic year.
Institutions should notify EFA of students who are exempt from the condition of funding through the Individualised Learner Record ( ILR ) by entering the codes ECF 1, 2 or 3 and/or MCF 1, 2 or 3 in the Learner funding and monitoring fields. Please refer to the ILR guidance on GOV.UK .
Schools and academies will use the school census to indicate students who are exempt from the condition of funding by entering the codes L, O, U or N.
A summary of what qualifications students must be studying is given in the table below.
| The student | What a student must study to meet the condition of funding |
|---|---|
| Student without GCSE grade A* to C on short study programmes, defined as studying less than 150 hours | Condition of funding does not apply |
| Full time student (540 hours or more 16 to 17, or 450 hours or more 18+) with GCSE grade D | GCSE ONLY |
| Part time student (between 150 hours and 539 aged 16 to 17 and between 150 and 450 hours if aged 18+) with GCSE grade D | Either GCSE or stepping stone |
| Full time student (540 hours or more aged 16 to 17, or 450 hours or more 18+) with GCSE grade E or below, or no GCSE | Either GCSE or stepping stone |
| Part time student (150 hours and 539 hours if aged 16 to 17 and between 150 and 450 hours if 18+) with GCSE grade E or below, or no GCSE | Either GCSE or stepping stone |
| Student aged 16 to 19 on a traineeship | Either GCSE or stepping stone |
| Full time or part time student with overseas qualification GCSE grade A* to C equivalent | Exemption applies |
| Full time student (540 hours or more aged 16 to 17, or 450 hours or more 18+) with overseas qualification equivalent to GCSE D equivalent from 2015 to 2016 | GCSE ONLY |
| Part time student (between 150 hours and 539 hours if aged 16 to 17 and between 150 and 450 hours if aged 18+) with overseas qualification equivalent to GCSE D from 2015 to 2016 | Either GCSE or stepping stone |
| Full time student (540 hours or more aged 16 to 17, or 450 hours or more 18+) with overseas qualification equivalent to grade E or below or no GCSE equivalent | Either GCSE or stepping stone |
| Part time student (between 150 hours and 539hours if aged 16 to 17 and between 150 and 450 hours if aged 18+) with overseas qualification equivalent to grade E or below, or no GCSE equivalent | Either GCSE or stepping stone |
| Student with statement of SEN /LDA/EHCP AND institution assessment that confirms they are not able to study either GCSE or stepping stone qualifications | Exemption applies |
| Student with statement of SEN/LDA/EHCP with NO assessment | Either GCSE or stepping stone as exemption does not apply |
The following qualifications in maths, English language and literature are treated as equivalent to GCSE A* to C. Students who have studied in England or other UK nations (Wales, Scotland or N Ireland) holding the following qualifications will not be required to study maths and/or English to meet the condition of funding:
Students who already hold at least a C grade in any one of the English qualifications listed below meet the condition of funding and therefore do not need to continue to study English:
English literature GCSE grade C or above meets the condition of funding for the purpose of recognising prior attainment only. However students with no prior attainment equivalent to GCSE A* to C cannot take English literature or joint English language and literature qualifications to meet the condition of funding.
English as a second language qualifications (ESOL) are not considered as equivalent to GCSEs for the purpose of recognising prior attainment. This is because they do not cover the content of an English language GCSE.
IGCSEs and level 1/ level 2 certificates that are included in the Ebacc measure may be taught to post-16 students to meet the condition of funding as an alternative to GCSE until summer 2017.
Following re-sits in summer 2017, IGCSEs and level 1/ level 2 certificates will be removed from the approved list of qualifications for teaching.
Unregulated IGCSEs are not funded by EFA and therefore are not included in the approved list of qualifications for teaching under the condition of funding, however they do count for the purpose of recognising prior attainment.
A list of IGCSEs and level 1/ level 2 certificates that count towards the Ebacc can be found on GOV.UK.
IGCSEs, equivalent level 1/ level 2 certificates and unregulated IGCSEs in maths and English all count as equivalent to GCSEs for the purposes of recognising prior attainment in the 16 to 19 maths and English condition of funding.
Students who hold these qualifications in maths and English at grade A* to C/9 to 4 will not have to continue their study of these subjects both now and in the future following roll out of new GCSEs from September 2015.
However, only IGCSEs or- level 1/ level 2 certificates counting towards the EBacc measure are approved for teaching under the condition of funding until summer 2017.
As part of the government’s plans to ensure pupils can compete with the top performers in the world and secure the best jobs, a new grading system is being introduced from 2017 at GCSE to replace the A* to U system with a new 9 to 1 scale.
Under the new system, a good pass, currently a C grade, will become a grade 5 under the new scale. The new good pass is comparable to a high C or low B under the current system, making it comparable to the standard aimed for by pupils in top performing countries such as Finland, Canada, the Netherlands and Switzerland.
The government intends to align the 16 to 19 maths and English funding condition with the new GCSE good pass in maths and English. A phased approach will be taken. For students studying in academic years 2017 to 2018 and 2018 to 2019 the funding condition will be based on the new GCSE grade 4. Beyond this, we intend to revise the funding condition to reflect the new GCSE good pass (grade 5). The specific date from which this will take effect will be confirmed closer to the time.
A student who has been home educated and wishes to attend an FE institution will need to comply with the condition of funding. This will apply to those who enrol on a study programme of 150 hours or more at an institution.
A student who speaks limited English will still need to have maths in their study programme, at a suitable level. This could be phased into the study programme as their ability in English improves. For example, a student could study an ESOL qualification in the first term and enrol on a maths qualification in the second term.
The condition of funding applies to students who started a new study programme on or after 1 August 2014. Therefore the majority of students currently enrolled at an institution will have started their study programme after this date. There may be a small number of students that started a study programme before the 1 August 2014 and are still continuing their study eg students that enrolled on a 3 year programme. For these students we apply the following rules to determine whether a student is treated as new or continuing:
The above rules are also used to determine whether full time students with a grade D should be enrolled on a GCSE or approved IGCSE qualification or level 1 / level 2 certificate qualification counting towards the Ebacc measure, rather than an approved stepping stone qualification. Students with a grade D who are continuing a study programme that they started before 1 August 2015 can study either a GCSE or an approved stepping stone qualification to meet the condition of funding.
To ensure those that want to study short courses are not discouraged from doing so, there is flexibility for those on small part time study programmes of less than 150 planned hours. Students on these study programmes are not required to study maths and English qualifications, but institutions should include some maths and English content in courses taken by such students to facilitate their learning.
For all study programmes of 150 planned hours or more, students without prior attainment of a GCSE grade A* to C or an equivalent qualification will need to continue to study approved maths and/or English qualifications, in each academic year, at an appropriate level until GCSE Grade C or above in both is achieved or until the student is no longer EFA funded.
If a student achieves a GCSE A* to C, a new GCSE 9 to 4 or a qualification deemed as equivalent by other means, eg entering for, and studying a qualification outside of their study programme, then they will have met the condition of funding for the remainder of their study programme.
Where one or more institutions have agreed collaboration arrangements to ensure students are meeting the condition of funding, it is the responsibility of the home institution to ensure these students are meeting the condition. In a small number of instances there will be students for whom their continued study in maths and/or English is with another institution. In these circumstances we would expect the home institution to have taken steps to ensure that students are compliant with the condition of funding.
To ensure the home institution receives funding for students where institutions have worked collaboratively with another institution, to ensure those students are meeting the maths and English condition of funding, we would expect institutions to complete a business case template to include the following information:
This arrangement will also apply to students where in the 2015 to 2016 academic year they have studied maths and/or English at another institution as part of a collaboration arrangement between institutions. For future years we are exploring how collaboration between institutions can be recorded within the ILR and the school census.
A retake is defined as a qualification retaken by a student, including learning and attending lessons other than revision lessons. Students are funded to retake maths and/or English until they achieve a grade GCSE A* to C or a new GCSE 9 to 4.
Where a student has enrolled on a maths and/or English qualification that meets the condition of funding but does not complete it, provided they have studied the qualification for a minimum of 2 weeks (for a qualification with a planned length of less than 24 weeks) or 6 weeks (for a qualification of more than 24 weeks), they will still meet the condition of funding and will not incur a funding reduction. This will however affect the institution’s standing in performance tables. If a student’s core aim was maths and/or English and the student drops out entirely then funding is reduced through the retention factor in the usual way.
More information on core aims in study programmes is available on GOV.UK.
Students on traineeships are subject to the condition of funding. This means that trainees who do not hold A* to C in maths and/or English are required to study approved qualifications in English and or maths including functional skills as stepping stone qualifications. The condition of funding grade D requirement does not apply to traineeships as they are treated as part time students.
Apprenticeships are not subject to the maths and English condition of funding. However, similar requirements are in place to ensure all apprentices have good literacy and numeracy skills. Advanced apprentices must have already achieved either GCSE grade C or above, or level 2 functional skills qualification or study these as part of their apprenticeship. Intermediate apprentices have to pass a level 1 English and/or maths qualification(s) or if they already have it, study towards level 2, though they do not have to achieve this to complete the apprenticeship. Students that leave the study programme before the end of the maths and or English qualifying period to start an apprenticeship will be recorded as meeting the condition of funding. Apprenticeship providers may decide that they want the student to continue their maths and/or English courses as part of the apprenticeship programme.
Students on supported internships will have a wide range of abilities and are not automatically exempt from the condition of funding. Where an exemption is necessary, students on supported internships should still be studying maths and English at an appropriate level, even if they are not able to work towards a stepping stone qualification or GCSE.
Institutions must be able to demonstrate progression for students enrolled on maths and/or English qualifications and where possible ensure students are aiming to achieve a higher qualification than they have already attained. If not then institutions should be able to record evidence of good reasons for any individual students enrolled on a maths and/or English qualifications which does not provide sufficient stretch or progression.
Institutions cannot charge tuition fees for retakes or sitting an exam in maths and English or any other subject. They can charge for repeat exam fees or seek voluntary contributions, but any such contributions cannot be used by institutions to excuse students from meeting the condition of funding. The details on fees and charging are in the funding regulations paragraph 16c and/or 16d.
Full details on how the maths and English condition of funding will impact on reconciliation for CCPs will be given in the ILR Funding Returns Guide for 2016 to 2017 due for publication in summer 2016.
From 2016, a new 16 to 19 maths and English progress measure will be introduced showing the progress of those who did not achieve a grade C at Key Stage 4.
Each student’s progress will be compared against students with the same prior attainment in maths or English. Stepping stone qualifications eligible for funding will be included in the measure.
Technical Guidance on new headline measures for the 2016 performance tables can be found on GOV.UK.
Institutions will be subject to risk-based compliance audit to ensure the data submitted for maths and English participation and prior attainment and evidence for exemptions is sound. On inspection, Ofsted will establish that students are on the most suitable study programme and that any exemptions from studying maths and English are appropriate.
Auditors appointed to test the use of EFA funding will be checking when institutions claim a student is exempt; to ensure the exemption reason is valid. Institutions must ensure that when they consider that either of the 2 exemptions apply to an individual student, then adequate evidence is kept to justify that decision. The EFA will analyse data to monitor exemptions.
From the 2016 to 2017 academic year funding has been removed for any students that did not study maths and/or English in the 2014 to 2015 academic year that should have done so. However in recognition of the progress the FE sector made in the first year that the condition of funding applied, ministers decided not to apply the maths and English funding condition in full. For the 2014 to 2015 academic year only, a 5% tolerance will be applied. Funding reductions (which will apply to the 2016 to 2017 allocations) have only been applied to institutions where more than 5% of students by value without A* to C GCSE in maths and/or English did not enrol on an approved qualification in these subjects. Funding reductions for these institutions has been removed at half the national funding rate above the tolerance, rather than 100% as originally planned. The 5% tolerance has been applied to the 2016 to 2017 academic year only.
The 5% tolerance has been calculated by determining the value of the non-compliant students in 2014 to 2015 based on the 2016 to 2017 national rate by individual student band, as a percentage of funding for all students in 2014 to 2015 based on the national rate by individual student band.
For students who are non-compliant above the tolerance, funding has been removed at a reduced rate of 50% of the 2016 to 2017 national funding rate for the band. Only funding above the 5% tolerance has been removed.
The example below describes how funding reductions relating to the 2014 to 2015 academic year have been applied to 2016 to 2017 academic year allocations.
To calculate the value of non-compliance (E) the number of non-compliant students from end year 2014 to 2015 data (C) has been multiplied by the appropriate national funding rate (A) according to their total planned hours, (values for students in the 0-279 band have been calculated as a proportion of the full time national rate based on their total planned hours divided by 600).
To calculate the total value of 2014 to 2015 students (D) the total number of students in each band (B) has been multiplied by the appropriate national funding rate (A). Data was from the final return of the ILR or the Autumn Census for the 2014 to 2015 academic year.
In the example below the value of non-compliant students (E) is £676,098; the value of all students (D) is £8,266,920. This is non compliance of 8.17%.
| A | B | C | D (B x A) | E (C x A) | |
|---|---|---|---|---|---|
| Funding Band | National Rate for 2015 to 2016 | 2014/2015 Total Students per band | 2014/2015 non-compliant students | National Rate per student: value of all students | National Rate per student value of non-compliant students |
| Full Time Students (at least 540 hours) | £4,000 | 1,207 | 94 | £4,828,000.00 | £376,000.00 |
| Full Time Students 450+ | £3,300 | 88 | 27 | £290,400.00 | £89,100.00 |
| Part Time Students (450-539 hours) | £3,300 | 765 | 45 | £2,524,500.00 | £148,500.00 |
| Part Time Students (360-449 hours) | £2,700 | 124 | 21 | £334,800.00 | £56,700.00 |
| Part Time Students (280-359 hours) | £2,133 | 60 | 1 | £127,980.00 | £2,133.00 |
| Part Time (up to 279 hours) | £4,000 | 132 | 3 | - | - |
| Part Time (up to 279 hours) - FTE | £4,000 | 40.31 | 0.92 | £161,240.00 | £3,664.55 |
| 2376 | 191 | £8,266,920 | £676,098 |
We calculated 5% of the total value for all students at the national funding rate (D) to calculate the financial value of the tolerance (F). The tolerance is then discounted from (E) the condition of funding reduction to calculate the in scope reduction (G). The final reduction (H) is then calculated by taking 50% of (G) of the in scope reduction.
| F | G | H |
|---|---|---|
| 5% of 1415 National Rate per student funding (D x 5%) | Non-Compliant Students Total less 5% (E - F) | Final Condition of funding removal at 50% (G x 50%) |
| (£8,266,920 x 5%) = £413,346 | (£676,098 - £413,346) = £262,752 | (£262,752 x 50%) = £131,376 |
In this example the tolerance (F) is £413,346 the in scope reduction (G) is £262,752 and the final reduction is £131,376. If the value of non-compliant students in this example (E) had been less than £413,346 the institution would have no withdrawal of funding.
The reduction in funding is through a cash adjustment to 2016 to 2017 allocations. This mitigation is approved for 2016 to 2017 allocations only.
Contact form https://form.education...
For all enquiries for the Education Funding Agency
We have published a flow chart on GOV.UK to help navigate through the various scenarios you may encounter.
PDF , 291KB , 1 page
If you use assistive technology (eg a screen reader) and need a version of this document in a more accessible format, please email<EMAIL_ADDRESS>. Please tell us what format you need. It will help us if you say what assistive technology you use.
An interactive tool for school census users has been published to assist census users to understand how the condition of funding works within the census. It provides examples of notional students and their data. The data can be altered and the effects of changes on funding are shown. There is a tab for the condition of funding (COF tab) and a code table worksheet with all the field names and definitions.
The Education Training Foundation (ETF) continues to offer a range of opportunities and resources for teachers, trainers and leaders to supporting practitioners to confidently teach maths and English.
The Excellence Gateway provides a wide range of resources relating to the teaching of English and maths.
This document is Version 8.0 the content was published June 2016. Version 1 was first published in December 2014.
This document will be reviewed 6 months from publication.
Published: 4 December 2014
Updated: 18 November 2016


| Port | Version | Timestamp | JMX Port |
|---|---|---|---|
| {{ b.port }} | {{ b.version }} | {{ b.timestamp }} | {{ b.jmxPort }} N/A |
# the Zookeeper instance the Kafka Brokers are pointing totrifecta.zookeeper.host = localhost:2181
Please review/update the configuration properties found in $HOME/.trifecta/config.properties, and restart Trifecta.
Kafka producers send data directly to the broker that is the leader for the partition without any intervening routing tier. To help the producer do this all Kafka nodes can answer a request for metadata about which servers are alive and where the leaders for the partitions of a topic are at any given time to allow the producer to appropriate direct its requests.


Mesos allows dynamic sharing of cluster resources between Kubernetes and other first-class Mesos frameworks such as Hadoop, Spark, and Chronos. Mesos also ensures applications from different frameworks running on your cluster are isolated and that resources are allocated fairly among them.
Mesos clusters can be deployed on nearly every IaaS cloud provider infrastructure or in your own physical datacenter. Kubernetes on Mesos runs on-top of that and therefore allows you to easily move Kubernetes workloads from one of these environments to the other.
This tutorial will walk you through setting up Kubernetes on a Mesos cluster. It provides a step by step walk through of adding Kubernetes to a Mesos cluster and starting your first pod with an nginx webserver.
NOTE: There are known issues with the current implementation and support for centralized logging and monitoring is not yet available. Please file an issue against the kubernetes-mesos project if you have problems completing the steps below.
Further information is available in the Kubernetes on Mesos contrib directory.

Log into the future Kubernetes master node over SSH, replacing the placeholder below with the correct IP address.
ssh jclouds@${ip_address_of_master_node}
Build Kubernetes-Mesos.
git clone https://github.com/kubernetes/kubernetes
cd kubernetes
export KUBERNETES_CONTRIB=mesos
make
Set some environment variables.
The internal IP address of the master may be obtained via hostname -i
.
export KUBERNETES_MASTER_IP=$(hostname -i)
export KUBERNETES_MASTER=http://${KUBERNETES_MASTER_IP}:8888
Note that KUBERNETES_MASTER is used as the api endpoint. If you have existing ~/.kube/config
and point to another endpoint, you need to add option --server=${KUBERNETES_MASTER}
to kubectl in later steps.
Start etcd and verify that it is running:
sudo docker run -d --hostname $(uname -n) --name etcd \
-p 4001:4001 -p 7001:7001 quay.io/coreos/etcd:v2.0.12 \
--listen-client-urls http://<IP_ADDRESS>:4001 \
--advertise-client-urls http://${KUBERNETES_MASTER_IP}:4001
$ sudo docker ps
CONTAINER ID IMAGE COMMAND CREATED STATUS PORTS NAMES
fd7bac9e2301 quay.io/coreos/etcd:v2.0.12 "/etcd" 5s ago Up 3s 2379/tcp, 2380/... etcd
It’s also a good idea to ensure your etcd instance is reachable by testing it
curl -L http://${KUBERNETES_MASTER_IP}:4001/v2/keys/
If connectivity is OK, you will see an output of the available keys in etcd (if any).
Update your PATH to more easily run the Kubernetes-Mesos binaries:
export PATH="$(pwd)/_output/local/go/bin:$PATH"
Identify your Mesos master: depending on your Mesos installation this is either a host:port
like mesos-master:5050
or a ZooKeeper URL like zk://zookeeper:2181/mesos
.
In order to let Kubernetes survive Mesos master changes, the ZooKeeper URL is recommended for production environments.
export MESOS_MASTER=<host:port or zk:// url>
Create a cloud config file mesos-cloud.conf
in the current directory with the following contents:
$ cat <<EOF >mesos-cloud.conf
[mesos-cloud]
mesos-master = ${MESOS_MASTER}
EOF
Now start the kubernetes-mesos API server, controller manager, and scheduler on the master node:
$ km apiserver \
--address=${KUBERNETES_MASTER_IP} \
--etcd-servers=http://${KUBERNETES_MASTER_IP}:4001 \
--service-cluster-ip-range=<IP_ADDRESS>/24 \
--port=8888 \
--cloud-provider=mesos \
--cloud-config=mesos-cloud.conf \
--secure-port=0 \
--v=1 >apiserver.log 2>&1 &
$ km controller-manager \
--master=${KUBERNETES_MASTER_IP}:8888 \
--cloud-provider=mesos \
--cloud-config=./mesos-cloud.conf \
--v=1 >controller.log 2>&1 &
$ km scheduler \
--address=${KUBERNETES_MASTER_IP} \
--mesos-master=${MESOS_MASTER} \
--etcd-servers=http://${KUBERNETES_MASTER_IP}:4001 \
--mesos-user=root \
--api-servers=${KUBERNETES_MASTER_IP}:8888 \
--cluster-dns=<IP_ADDRESS> \
--cluster-domain=cluster.local \
--v=2 >scheduler.log 2>&1 &
Disown your background jobs so that they’ll stay running if you log out.
disown -a
Add the appropriate binary folder to your PATH
to access kubectl:
export PATH=<path/to/kubernetes-directory>/platforms/linux/amd64:$PATH
Interact with the kubernetes-mesos framework via kubectl
:
$ kubectl get pods
NAME READY STATUS RESTARTS AGE
# NOTE: your service IPs will likely differ
$ kubectl get services
NAME LABELS SELECTOR IP(S) PORT(S)
k8sm-scheduler component=scheduler,provider=k8sm <none> <IP_ADDRESS> 10251/TCP
kubernetes component=apiserver,provider=kubernetes <none> <IP_ADDRESS> 443/TCP
Lastly, look for Kubernetes in the Mesos web GUI by pointing your browser to
http://<mesos-master-ip:port>
. Make sure you have an active VPN connection.
Go to the Frameworks tab, and look for an active framework named “Kubernetes”.
Write a JSON pod description to a local file:
$ cat <<EOPOD >nginx.yaml
apiVersion: v1
kind: Pod
metadata:
name: nginx
spec:
containers:
- name: nginx
image: nginx
ports:
- containerPort: 80
EOPOD
Send the pod description to Kubernetes using the kubectl
CLI:
$ kubectl create -f ./nginx.yaml
pods/nginx
Wait a minute or two while dockerd
downloads the image layers from the internet.
We can use the kubectl
interface to monitor the status of our pod:
$ kubectl get pods
NAME READY STATUS RESTARTS AGE
nginx 1/1 Running 0 14s
Verify that the pod task is running in the Mesos web GUI. Click on the Kubernetes framework. The next screen should show the running Mesos task that started the Kubernetes pod.
Kube-dns is an addon for Kubernetes which adds DNS-based service discovery to the cluster. For a detailed explanation see DNS in Kubernetes.
The kube-dns addon runs as a pod inside the cluster. The pod consists of three co-located containers:
The skydns container offers DNS service via port 53 to the cluster. The etcd communication works via local <IP_ADDRESS> communication
We assume that kube-dns will use
<IP_ADDRESS>
cluster.local
domain.Note that we have passed these two values already as parameter to the apiserver above.
A template for an replication controller spinning up the pod with the 3 containers can be found at cluster/addons/dns/skydns-rc.yaml.in in the repository. The following steps are necessary in order to get a valid replication controller yaml file:
1
cluster.local.
--kube_master_url=${KUBERNETES_MASTER}
parameter to the kube2sky container command.In addition the service template at cluster/addons/dns/skydns-svc.yaml.in needs the following replacement:
<IP_ADDRESS>
.To do this automatically:
sed -e "s//1/g;"\
"s,\(command = \"/kube2sky\"\),\\1\\"$'\n'" - --kube_master_url=${KUBERNETES_MASTER},;"\
"s//cluster.local/g" \
cluster/addons/dns/skydns-rc.yaml.in > skydns-rc.yaml
sed -e "s//<IP_ADDRESS>/g" \
cluster/addons/dns/skydns-svc.yaml.in > skydns-svc.yaml
Now the kube-dns pod and service are ready to be launched:
kubectl create -f ./skydns-rc.yaml
kubectl create -f ./skydns-svc.yaml
Check with kubectl get pods --namespace=kube-system
that 3/3 containers of the pods are eventually up and running. Note that the kube-dns pods run in the kube-system
namespace, not in default
.
To check that the new DNS service in the cluster works, we start a busybox pod and use that to do a DNS lookup. First create the busybox.yaml
pod spec:
cat <<EOF >busybox.yaml
apiVersion: v1
kind: Pod
metadata:
name: busybox
namespace: default
spec:
containers:
- image: busybox
command:
- sleep
- "3600"
imagePullPolicy: IfNotPresent
name: busybox
restartPolicy: Always
EOF
Then start the pod:
kubectl create -f ./busybox.yaml
When the pod is up and running, start a lookup for the Kubernetes master service, made available on <IP_ADDRESS> by default:
kubectl exec busybox -- nslookup kubernetes
If everything works fine, you will get this output:
Server: <IP_ADDRESS>
Address 1: <IP_ADDRESS>
Name: kubernetes
Address 1: <IP_ADDRESS>
Try out some of the standard Kubernetes examples.
Read about Kubernetes on Mesos’ architecture in the contrib directory.
NOTE: Some examples require Kubernetes DNS to be installed on the cluster. Future work will add instructions to this guide to enable support for Kubernetes DNS.
NOTE: Please be aware that there are known issues with the current Kubernetes-Mesos implementation.


e01 : Midterm exam - I
| num | ready? | description | exam date |
|---|---|---|---|
| e01 | true | Midterm exam - I | Wed 04/25 02:00PM |
Instructions for the exam
- You may bring one 8.5” x 11” piece of paper with notes on both sides. This paper will be collected along with your exam, so make your own copy if you would like to keep it.
- You may add your notes to this COLLABORATIVE DOCUMENT.
- No calculators or phones are allowed in the exam
- There are no makeups for this exam
- You must write your name on every single sheet of paper including your notes
- We will provide you with scratch paper
- We will provide you the table of operator precedence
- The format of the exam will be similar to midterm 1
- Seating is assigned, check your seat here: Seating Chart
- Check the layout of the room
Reference material
You are expected to know the material from the following lectures, labs and homeworks. Please be sure to review the code from lecture which can be found in the lecture notes (different from lecture slides)
Homework solutions
Post Midterm material
Code written in lecture
https://github.com/ucsb-cs16-s18-mirza/cs16-s18-lectures * Lecture 1 to lecture 5 * Homeworks 1 to 3 * Labs 0 to 2
Pracice problems:
For topics on lectures 1-8, use the following practice problems. Please solve the problems on your own and don’t just refer to the provided solutions:
We recommend that you try these problems after you have studied/contributed to the collaborative notes (see above) and gone through the labs, homeworks and lectures.
Midterm Study Guide
- Write the skeleton of a simple C++ program - see the hello world example covered in lecture
- Write code that involves passing parameters to main
- Read and write to standard input, output with cin, cout - you should be able to write code that uses these concepts, identify the difference between cout, exit and return
- Simple unix commands (covered in labs): cp, mkdir, ls, pwd, cd
- An understanding of what compilers are, the compilation and execution process of C++ programs:
- What is g++? What are the inputs and outputs ?
- What is the difference between compiling and running a C++ program?
- How can you ask g++ to use the c++11 libraries when compiling your C++ program
- What are compile-time errors?
- What are run-time errors?
-
How to pass arguments to main refer to labs that used this concept
-
While loops, for loops, do while loops (very important)
- Functions
- An understanding of how parameters are passed to functions, and how values are returned from a function
- Difference between function that prints to output and function that returns a value
- Function declaration, definition and call
- Writing functions similar to those in the labs
- The ability to use variables and basic data types in the type of programs covered in class:
- Identify valid and invalid ways to name variables in C++ - Please refer to book on this
- Identify invalid use of variables: For example using a variable in an expression or assignment before declaring it
- Different ways of initializing variable:
int x =10; int x(10); cin>>x;
- Difference between variable declaration and initialization.
- What is the default value given to uninitialized variables in C++ and why this can be a problem
- The ability to debug and write code that involves flow control structures taught in class and used in labs. Pay attention to syntax, and the ability to use each appropriately to solve problems similar to those provided in the labs
- If else statements, multiway if-else statements
- For, while and do-while loops, nested for loops (used in lab02)
- Identify the occurrence of infinite loops
- Program translation
- Steps (preprocessing, compiling, linking)
- Arguments to g++ (creating objectfiles, differences between object files and executable)
Past exams
You may also refer to all the past exams. Please note that some questions on these exams may refer to labs that you have not completed so far. You will only be asked questions related to the labs you have completed. The past exams should however provide some information on the expected difficulty and approximate format of the exam. Please note that there may be differences in content as well.
- Spring’17 - midterm 2
- Spring’17 - midterm 1
- Winter’17 - midterm 1
- Winter’17 - midterm 2
- Spring’10
- Winter’10
- Fall’09


“The demand increases because people have more things to store and less space to store it in. Even in the the areas where there are new condominiums...the average size of each individual unit is shrinking and so people have less space to store things.”
—ERICA SHATZER, EDITOR OF THE QUARTERLY MOBILE SELF-STORAGE MAGAZINE AND SELF-STORAGE NOW! MAGAZINE
source: 2017 Self-Storage Demand Study


Get started
Contents
Basic template
The fastest way to get started is to simply copy the HTML template below. There is no need to download anything as odin.css
can be served from the jsDelivr CDN. If you are integrating Odin into an existing project, make sure that you are including an HTML5 doctype declaration and a viewport meta tag so that your site will have proper responsive behaviors.
Any resets such as normalize.css
should be linked before odin.css
. Custom stylesheets and any stylesheets that override default Odin styling should be linked after. You will also need to link to odin.js
and JQuery if you plan on using slideout navbars or carousels. Otherwise, the JavaScript referrences can be deleted.
<!DOCTYPE html>
<html lang="en">
<head>
<!-- metadata -->
<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1">
<!-- page title -->
<title>Page Title</title>
<!-- styles -->
<link rel="stylesheet"<EMAIL_ADDRESS><!-- link to your custom stylesheets here -->
</head>
<body>
<!-- make your grid and add content here -->
<!-- include any javascript below this line -->
<script src="https://code.jquery.com/jquery-3.5.1.min.js"></script>
<script<EMAIL_ADDRESS></body>
</html>
Source Code
If you'd rather have the source code stored locally, then you can download unminified source code. The framework is defined entirely in odin.css
. Interactive elements such as slide-out navigation and carousels require odin.js
which is reliant on jQuery.


Hint: try tracking "ABC123" or "JKL567".
Estimated time of arrlival in destination : eta
Cargo is misdirected


Winner of Best Sound (Editing or Mixing) at the 2022 Midlands Movies Awards for 'Repeat'
“Working with Stephen was a pleasure, his understanding of the brief and communication made the whole process streamline plus the high quality production really complemented our work.”
Oliver Cooper of Cricket Productions
“We worked with Stephen on our feature film Neville Rumble putting full faith in his ability to produce a score that would help us tell the story we wanted. He more than repaid our faith and produced some fantastic music which really brought the film to life. A real professional approach and someone I would love to work with again.”
Richard Miller of Body In The Box Productions
“Stephen Theofanous’ original score sounds like compassion, providing sympathetic harmony without telling the audience what to feel."


|
VirtualSCADA
1.0
VirtualSCADA Senior Design Project
|
Public Member Functions | |
| __construct ($storageKey= '_sf2_attributes') | |
| getName () | |
| setName ($name) | |
| initialize (array &$attributes) | |
| getStorageKey () | |
| has ($name) | |
| get ($name, $default=null) | |
| set ($name, $value) | |
| all () | |
| replace (array $attributes) | |
| remove ($name) | |
| clear () | |
| getIterator () | |
| count () | |
| __construct ($storageKey= '_sf2_attributes') | |
| getName () | |
| setName ($name) | |
| initialize (array &$attributes) | |
| getStorageKey () | |
| has ($name) | |
| get ($name, $default=null) | |
| set ($name, $value) | |
| all () | |
| replace (array $attributes) | |
| remove ($name) | |
| clear () | |
| getIterator () | |
| count () | |
Protected Attributes | |
| $attributes = array() | |
This class relates to session attribute storage.
Definition at line 3790 of file compiled.php.
| __construct | ( | $storageKey = '_sf2_attributes' | ) |
Definition at line 3795 of file compiled.php.
| __construct | ( | $storageKey = '_sf2_attributes' | ) |
Constructor.
| string | $storageKey | The key used to store attributes in the session |
Definition at line 36 of file AttributeBag.php.
| all | ( | ) |
| all | ( | ) |
Implements AttributeBagInterface.
Definition at line 3827 of file compiled.php.
| clear | ( | ) |
| clear | ( | ) |
Implements SessionBagInterface.
Definition at line 3847 of file compiled.php.
| count | ( | ) |
Returns the number of attributes.
Definition at line 153 of file AttributeBag.php.
| count | ( | ) |
Definition at line 3857 of file compiled.php.
| get | ( | $name, | |
$default = null |
|||
| ) |
| get | ( | $name, | |
$default = null |
|||
| ) |
Implements AttributeBagInterface.
Definition at line 3819 of file compiled.php.
| getIterator | ( | ) |
Returns an iterator for attributes.
Definition at line 143 of file AttributeBag.php.
| getIterator | ( | ) |
Definition at line 3853 of file compiled.php.
| getName | ( | ) |
| getName | ( | ) |
Implements SessionBagInterface.
Definition at line 3799 of file compiled.php.
| getStorageKey | ( | ) |
| getStorageKey | ( | ) |
Implements SessionBagInterface.
Definition at line 3811 of file compiled.php.
| has | ( | $name | ) |
| has | ( | $name | ) |
Implements AttributeBagInterface.
Definition at line 3815 of file compiled.php.
| initialize | ( | array & | $attributes | ) |
| initialize | ( | array & | $attributes | ) |
Implements SessionBagInterface.
Definition at line 3807 of file compiled.php.
| remove | ( | $name | ) |
| remove | ( | $name | ) |
Implements AttributeBagInterface.
Definition at line 3838 of file compiled.php.
| replace | ( | array | $attributes | ) |
| replace | ( | array | $attributes | ) |
Implements AttributeBagInterface.
Definition at line 3831 of file compiled.php.
| set | ( | $name, | |
| $value | |||
| ) |
| set | ( | $name, | |
| $value | |||
| ) |
Implements AttributeBagInterface.
Definition at line 3823 of file compiled.php.
| setName | ( | $name | ) |
Definition at line 49 of file AttributeBag.php.
| setName | ( | $name | ) |
Definition at line 3803 of file compiled.php.
|
protected |
Definition at line 3794 of file compiled.php.


Welcome to Forager!
An application that helps users identify whether or not a mushroom is edible based on its characteristics.


--- layout: page title: About Us description: Why we are Here ? background: '/img/bg-about.jpg' ---
Hi, I'm Pavan Singh Baitule, Author at NitroWishes, Blogger by Hobby, Bussinessman by Profession, Loves to Write, Reads by Heart, Learning is my Habbit, Loves to Listen Others pic.twitter.com/1ZEfk2kFuH
— Pavan Singh Baitule (@hardybaitule) September 25, 2019
I write tech related posts and also about Web Development, Android Development, PHP development, and other niche content
If you want to learn new things, you are at right place, I keep Learning new things. I'd like to share new information with you, if you want to listen my articles


Introducing Django-db-tools
For any successful web application there is likely to come a time when you need to conduct some large migration on the backend. I dont mean simple add a column here or add an index there, but rather truly sizeable migrations… Going from MySQL to Postgres or migrating from an older version of Postgres such as a 32 bit instance to a newer 64 bit instance. In these cases the default approach is to just schedule downtime often throwing up a splash screen saying so.
For many sites this approach is simply wrong and lazy, with little effort you can improve the experience and there by ease the burden in conducting these types of migrations. By having the ability to turn your site into a read only mode which Simon Wilson talked about in his post on Lanyrd you can still continue to operate just in a limited capacity. Andrew Godwin further talks about some of this as well in regards to the Lanyrd move and even includes the script they used to migrate data from MySQL to Postgres. Though just in talking with Simon about this a week ago it occurred to me they had not released the code for their read-only mode.
Finally onto the announcing, today I’m releasing django-db-tools. This is currently a very lightweight utility that allows you to flip your site into two modes.
Anonymous Mode
For sites that offer a bulk of their data to unauthenticated users anonymous mode will be what you want. This ensures all users appear logged out and thus cannot interact with data. To enable anonymous mode you’d simple set the environment variable or config var on heroku as follows:
READ_ONLY_MODE = True
Restricting POSTs
The other bucket of sites is one that allows users to stay logged in but not insert data. Django did not appear to have a convenient means to know whether data was actually being inserted into the DB or not. As a good practice when inserting data it should be receiving a HTTP POST. The GET_ONLY_MODE
mimmicks all POSTs as if they were sent via GETs thus hopefully eliminating inserting data into your application. To turn it on simply set the environment variabel or config var on heroku to:
GET_ONLY_MODE = True
Installing
The tool itself is largely middleware, to install:
- Run
pip install django-db-tools
or add it to yourrequirements.txt
- Add
db_tools
to yourINSTALLED_APPS
in yoursettings.py
- Add
'dbtools.middleware.ReadOnlyMiddleware',
to yourMIDDLEWARE_CLASSES
insettings.py
Contributing
As with all code this is largely a work in progress. There’s many items still to do such as providing default copy and error pages and potentially handling other edge cases. I’d welcome others to contribute and give feedback if they find it helpful or how it can be improved on Github.


While I successfully set up an SD 4GB memory card, starting from scratch with Wheezy, etc.
I was not able to use the Ready-To-Go emoncmspi.img. The RPI do not boot up.
Experimented with Windows-XP and Win32DiskImager, or Ubuntu using an ImageCopyTools or command line.
Tested on two different SD cards, no way, the RPI do not boot.
Is there an hash code for the emoncmspi.zip file to be able to check the file integrity?
Dino
Re: Unable to boot RPI with emoncmsip.img
I experienced the same problem and eventually started from a Wheezy image and loaded everything separately, which took time, but helped me learn a little more about the system.
Paul
Re: Unable to boot RPI with emoncmsip.img
if you are on a newer revision 2.0 pi then you need to write the image to the SD....
then download this:-
https://github.com/raspberrypi/firmware
and copy the files below in that download, and overwrite them on your SD card.
bootcode.bin
strart.elf
start_cd.elf
start_x.elf
let me know if that works?
Re: Unable to boot RPI with emoncmsip.img
The exact size of emoncmspi.zip on my computer is 570653915 bytes. Do you know if it completed? I guess the zip extraction should fail with a corrupted download. I had some unreliable bootup issues with some makes of SD Cards, I'm currently using SanDisk SDHC 4GB which seems to work really well.
Re: Unable to boot RPI with emoncmsip.img
to Trystan
Also my copy of emoncmspi.zip file is 570653915 bytes, and the extracted file is 2,0 GB<PHONE_NUMBER> bytes).
No errors on download or unzipping or writing the SD using Windows-XP and Ubuntu.
I'm also using a SanDisk SDHC 4GB, which is actually working fine.
my files
emoncmspi.zip
MD5 hash: cefa5351e81add38f786694514114cdf
SHA-1 hash: 389632a1f910f78f38d3c355146d747e385b8430
emoncms.img
MD5 hash: 687d7c51cf22d3c61d8bb5a61b7e8527
SHA-1 hash: 9fbdff95e1fb38b6a911c3ea3acaf8a754994f1f
Re: Unable to boot RPI with emoncmsip.img
i also have this problem... the download link from dropbox is kind of funny... there is no progress thing like normal downloads... the only way you know its done is that it create a dot part file... that one goes away when its done downloading
Re: Unable to boot RPI with emoncmsip.img
quick note... it could be fun if the format of the filesystem in the img file was changed to squashfs.. in that way we could load the img on a usb stick and use berry boot to install it
i tried that but the format was wrong
the process is simple enoug
1. boot berry boot on a 2 gb card or what you just have arround.
2. when prompted where to install swap to the card where you want to install.. let it be formatted....
3. when choosing os click cancel... click and hold on add os... you get an option to install from usb and choose img file
Re: Unable to boot RPI with emoncmsip.img
i guess thats a spelling error
Re: Unable to boot RPI with emoncmsip.img
tried and it did the trick


{% if wrong_code %}
Wrong Code
This code does not exist.
{% elif already_paid %}
Already Paid
This order has been paid for. Enjoy your meal :)
{% else %}
Pay N{{amount}}
{{custom_description}}
Pay Now
{% endif %}
{% if process %} {% endif %}


{% extends "base.html" %}
{% comment %}
This is a placeholder template. You can override this saml2idp/base.html
template to make all the saml2idp templates fit better into your site's
look-and-feel. That may be easier than overriding all the saml2idp templates
individually.
{% endcomment %}


  Ye cannot harm Him at all.  GOD is Omnipotent. |
| 009:039 Sarwar | : |
If you do not march for His cause, He will afflict your with a painful punishment and replace you by another nation and your (destruction) will not harm Him at all.  And ALLAH has full power over all things. |
| 009:039 Yusufali | : |
Unless ye go forth, He will punish you with a grievous penalty, and put others in your place; but Him ye would not harm in the least. For Allah hath power over all things. |
Concepts/Themes Covered: أركان الإسلام > التوحيد > توحيد الله تعالي > صفات الله تعالى > القدير Pillars of Islam> Islamic> Oneness of Allah> His Glory's Characteristics> The Able to do All Things الجهاد > الجهاد في سبيل الإسلام > أشرار الجند Jihad> The Call to Jihad>The Wicked Soldiers الجهاد > الجهاد في سبيل الإسلام > الدعوة إلى الجهاد Jihad> The Call to Jihad>The Call for the Holy War الجهاد > الجهاد في سبيل الإسلام > ذم المتخاذلين عن الجهاد Jihad> The Call to Jihad>Dispraise the Reluctant for the Holy War الجهاد > الجهاد في سبيل الإسلام > مدح الجهاد Jihad> The Call to Jihad>Praising the Holy War
This tool uses eight English parallel translations for the Holy Quran imported from Mr. Clay Smith. You can also visit Qurany Concepts for browsing the Quran themes or topics. If you want to search the Holy Quran for keywords, please visit Qurany Keywords.


| Name | State | Package | Data Center | Graph |
|---|---|---|---|---|
| Billy | Started | Flexible | London (LON1) |
|
| Codebase | Started | Flexible | London (LON1) |
|
| Deploy | Started | Flexible | London (LON1) |
|
| Telecoms | Started | Flexible | London (LON1) |
|


Uses the LogisticRegression class from
sklearn.linear_model
You can choose between L2 (Ridge) or L1 (Lasso) regularization where the default is L2.
You can optimize the regularization parameter C by grid search or choose the default value of C=1.0.
If you choose the optimization technique Grid Search the
GridSearchCV class is used.
The scoring parameter in GridSearchCV is set to 'accuracy', the parameter grid to optimize C is a list of [0.0001, 0.001, 0.01, 0.1, 1, 10, 100, 1000, 10000]
and the cross-validation parameter (cv) is set to 5 (5-fold cross-validation).
As a tip (if you wish to modify the source code) for faster performance in optimizing the hyper-parameter C you can use the RandomizedSearchCV
The Logistic Regression model is evaluated using 5-fold cross-validation.
The output includes the model validation metrics accuracy, recall, precision, f1 and auc (area under curve). All validation metrics is the mean value from 5-fold cross-validation.
Multiclass classification is not yet supported in this 0.1 version
Uses the RandomForestClassifier class from sklearn.ensemble
and creates trees at random and then averages the predictions of these trees.
You can choose the number of trees in the forest and as the splitting criteria you choose between the Gini impurity (default) or Entropy for the information gain.
Although as mentioned in Sebastian Raschka excellent book the gini impurity and entropy often produce very similar results
The Random Forest model is evaluated using 5-fold cross-validation.
The output includes the model validation metrics accuracy, recall, precision, f1 and auc (area under curve). All validation metrics is the mean value from the 5-fold cross-validation.
Multiclass classification is not yet supported in this 0.1 version
Uses the LinearRegression class from sklearn.linear_model.
Returns the equation that minimizes the sum of the squared residuals of the difference between an observed value and the fitted value provided by a model.
The linear regression is evaluated using 5-fold cross-validation.
The model validation metrics returned is the mean value from the cross-validation for R-square (coefficient of determination) and the mean squared error (mse)
No feature selections nor feature extraction are performed prior to fitting the OLS Linear Regression model. If a version 0.2 is released (?) this will be implemented along with support for
Lasso and
Ridge regression
Uses the KMeans class from sklearn.cluster.
The Euclidean distance is used to assign the instance to its the nearest centroid (center of the cluster).
To determine the optimum number of clusters (k), I use the highest scoring silhouette coefficient
Supported files to upload are currently .txt, .csv and .xlsx . For .txt, .csv use a semi-colon (;) as separator and a dot (.) as decimal
The response (target) variable used will be the column in the uploaded training file which include the letters YPRED.
If you wish not to include a variable in the model enter the text NOTMODEL in the column name.
All categorical explanatory variables will be re-coded to dummy/indicator variables. Although if the categorical variable
contains more than 20 distinct values then that variable will not be included in the model.
All continuous explanatory (X) variables will be standardized (z-score normalized) prior to fitting the model.
All missing values for continuous explanatory (X) variables are set to zero which will then correspond to the mean. Obviously missing values can be handled in many different ways.
Only matching columns in the training file and file to score will be used when fitting the model (except for unsupervised models such as K-means clustering where you only provide a training file)
If the training file and scoring file do not have any matching columns an error will be returned when fitting the model.
The maximum limit of a file to upload is 10MB.
You may modify the source code to change values of parameters, settings, handling of missing values, add algorithms, etc in the provided code found on GitHub.
This 0.1 version is a prototype and currently not a full fledged nor a fully supported web application.
I'm running this web service on a free plan (Thanks pythonanywhere.com )
I would like to emphasize that all parameters in the models can be set to values of your chose, your needs and your preferences in
the provided code found on GitHub.
I'd like to express my gratitude and many thanks to the authors and contributors of the scikit-learn project.
Developed under the terms of the MIT license
Copyright (c) 2016 Erik E
Version 0.1 - WDC version 1.1


--- layout: default title: Parts of Sentences—Regions of Washington ---
Subject predicate When? Where? Why? How?
This sentence demonstrates how conjunctions such as and, but, and or are marked.
The Olympic Peninsula is in northwestern Washington. The Pacific Ocean is its western border, the Strait of Juan de Fuca is its northern border, and the Puget Sound is its eastern border. The Olympic Mountains are located in the center of the Olympic Peninsula. Clouds form over the ocean and travel inland until they reach the mountains. There the clouds pile up and lose their moisture as snow and rain. The forests are thick on the Olympic Peninsula because of all the snow and rain that fall there. Logging is an important part of the economy here and occurs on private land, on land owned by the state, and in the Olympic National Forest. Logging does not occur in the Olympic National Park. Fishing is another important industry in the Olympic Peninsula region.
The Coast Range is a mountain range located in southwestern Washington, east of Willapa Bay, and extending into Oregon.
Most Washingtonians live in the Puget Sound Lowlands. This region has many cities. It extends along either side of the Puget Sound from Olympia in the south to British Columbia in the north. Many ships come and go because this is an ideal location for sea ports. The temperatures are mild here, and about 37 inches of rain fall each year.
To the east, the Puget Sound Lowlands are bordered by the Cascade Mountains. This range of mountains makes eastern Washington much drier because the mountains block the clouds. The clouds lose most of their moisture as they go over the mountains, and the winds have little moisture left when they reach the Columbia Plateau.
This large region is located in southeastern Washington.


Resize window or edit CSS to change clowns
SVG is a Data URI. Resize window or edit CSS to change clowns


These simple functions can be used to generate different types of object catalogues that can then be used as an input for the VIS simulator.
Please note that the script requires files from the data folder. Thus, you should place the script to an empty directory and either copy or link to the data directory.
| requires: | NumPy |
|---|---|
| requires: | SciPy |
| requires: | matplotlib |
| author: | Sami-Matias Niemi |
| contact: |<EMAIL_ADDRESS>|
Generate an object catalogue with random positions using the Bachall and Soneira stellar model. Includes also galaxies.
| Parameters: |
|
|---|---|
| Returns: | None |
Draw a number of random x values from a cumulative distribution function.
| Parameters: |
|
|---|---|
| Returns: | randomly drawn x value |
| Return type: | ndarray |
Generate a catalogue of stars and galaxies that follow realistic number density functions.
| Parameters: | deg – galactic latitude, either 30, 60, 90 |
|---|
Plot the number of objects in the generated catalog. Will generate both cumulative and normal distributions for galaxies and stars separately.
| Parameters: | catalog (str) – name of the catalogue file |
|---|---|
| Returns: | None |
Generates a simple plot showing the observed data points and the fit that was generated based on these data.
Generate a catalog with stars at random positions.
Generate a catalog with stars of a given magnitude either at random positions or in a rectangular grid.
Generate an object catalogue with random positions using the Bachall and Soneira stellar model.
For a full focal plane the default values should be fine. A full focal plane covers about 0.496 square degrees and in x and y pixels: 5*(4096 + (1.643*1000/12.)) + 4096 and 5*(4132 + (8.116*1000/12.)) + 4132, respectively.
| Parameters: |
|
|---|---|
| Returns: | None |
This simple script can be used to generate postage stamp images from a larger mosaic. These images can then be used in the VIS simulator.
| requires: | NumPy |
|---|---|
| requires: | PyFITS |
| requires: | VIS-PP |
| author: | Sami-Matias Niemi |
| contact: |<EMAIL_ADDRESS>|
| version: | 0.1 |
Generates postage stamp images from an input file given the input catalog position. The output files are saved to FITS files.
| Parameters: |
|
|---|---|
| Returns: | None |
This file provides simple functions to calculate the integrated stellar number counts as a function of limiting magnitude and galactic coordinates.
| requires: | NumPy |
|---|---|
| requires: | matplotlib |
| version: | 0.1 |
| author: | Sami-Matias Niemi |
| contact: |<EMAIL_ADDRESS>|
Implemented Equation B1 from Bahcall and Soneira 1980 (1980ApJS...44...73B).
Note that the values return do not necessarily agree with the Table 6 of the paper values. Mostly the integrated number of stars agree within 15%, which is the error quoted in the paper.
| Parameters: | magnitude – limiting magnitude |
|---|
:type magnitude:float :param longitude: galactic longitude in degrees :type longitude: float :param latitude: galactic latitude in degrees :type latitude: float
| Returns: | Number of stars per square degree |
|---|
Returns constant values for the integrated number counts in the V-band.
| Returns: | constants to be used when calculating the integrated number counts. |
|---|---|
| Return type: | dict |
Calculate the integrated stellar number counts in a grid of galactic coordinates. Plot the results in two projections.
| Parameters: |
|
|---|---|
| Returns: | grid of galactic coordinates and the number of stars in the grid |


I am trying to access mysql from my windows computer in my homenetwork. I can do it with MySql Workbench using SSH. Is there a way I can do it directly?
My goal is to be able to import the tables in Excel.
note: I am a newbee so I am on a steep learning curve.
Re: remote access to mysql [SOLVED]
If you can use the SSH transport/tunnel from MySQL WB then you continue doing that - WB allows saving queries as CSV if you don't mind the manual process.
You can do more generic SSH tunnelling using PuTTY on Windows, but that may get more complicated if you haven't played with it for other protocols before.
Providing native external access to MySQL is probably not for the faint hearted or for those who care about their data security (the default is no encryption on port 3306). That said, the basics (non emonpi/emoncms specific) are to enable it in the my.cnf file and then allow user access to resources. The "users" are different as access is based on GRANTS and not users per se.
See https://stackoverflow.com/questions/14779104/how-to-allow-remote-connection-to-mysql as a starting point and then nhttps://dev.mysql.com/doc/refman/5.0/en/ssl-connections.html for SSL encryption.
Re: remote access to mysql [SOLVED]
Thanks for the reply. I was not trying to do a external acccess. Only access to computeres behind the firewall of my access point. I have granted priviliges, set bind-adress to <IP_ADDRESS>, restartede mysql. I did a portscan of my Emonbase (raspberry) and it seem that 3306 is not an open port. How do open it? I think its not my access point (but I am not sure).
I also found out that the data I am looking for is not in the emoncms database i MySQL. Where is it then?
The data I am looking for is the logged feeds (e.g. measured temperature and humidity and when it was measured).
Re: remote access to mysql [SOLVED]
You need the mysql odbc driver and then it's easy. A Google search should reveal all.
Re: remote access to mysql [SOLVED]
The data I am looking for is the logged feeds (e.g. measured temperature and humidity and when it was measured).
Your data should be in
/var/lib/phpfiwa
or
/var/lib/phpfina
or
/var/lib/phptimeseries
depending on the engine you chose when you set up your inputs.
Re: remote access to mysql [SOLVED]
What about using the csv export option on the feeds page, it's the little down arrow in the rightmost column, then just load the saved csv file into excel .... simples ;)
Re: remote access to mysql [SOLVED]
I do not have the libraries:
/var/lib/phpfiwa, /var/lib/phpfina, /var/lib/phptimeseries
Can it be that I have a Emonbase - and then its somewere else?
I can now access the emoncms via Workbench and SSH, but I can not get Raspberry to respond without SSH.
Downloading the csv file into excel will not do it. I am monitoring my district heating, electricity, water and for example in order to compare the use of heat I need to "normalize" it with the temperature outside (and even allow for at some of the heat is used for hot water and therefor not dependent on outside temperature). I would like to look at it on a daily basis, so csv is not an option.
And I cant get the emoncms to do simple things like showing my water use based on logging 1liter/puls input. Se attachment.
So I concluded I needed to get the data into something i understand - like execl.
Re: remote access to mysql [SOLVED]
What version of emoncms are you using ? (it's displayed at the very bottom of each webpage)
Re: remote access to mysql [SOLVED]
low-write-v8.5
Re: remote access to mysql [SOLVED]
You could use the feed api to retrieve data into excel although some coding would be required to translate the json retrieved and put into cells although maybe there's something here you can use http://ramblings.mcpher.com/Home/excelquirks/json
Re: remote access to mysql [SOLVED]
I have gained access "direct" to MySQL by following this guide (https://stackoverflow.com/questions/14779104/how-to-allow-remote-connect...). I was missing the iptables command in the end. But now its working.
1.
Re: remote access to mysql [SOLVED]
note: I am a newbee so I am on a steep learning curve.
I was missing the iptables command in the end. But now its working.
You didn't mention you were running the Linux firewall "iptables."
Perhaps, as a newbie, you weren't aware of the firewall?


| Package | org.igniterealtime.xiff.events |
| Class | public class RoomEvent |
| Inheritance | RoomEvent flash.events.Event |
| Property | Defined by | ||
|---|---|---|---|
| data : *
Data type can be
Message , Array , or Presence
depending of the context. | RoomEvent | ||
| errorCode : uint | RoomEvent | ||
| errorCondition : String | RoomEvent | ||
| errorMessage : String | RoomEvent | ||
| errorType : String | RoomEvent | ||
| from : String | RoomEvent | ||
| nickname : String | RoomEvent | ||
| reason : String | RoomEvent | ||
| subject : String | RoomEvent |
| Method | Defined by | ||
|---|---|---|---|
|
RoomEvent(type:String, bubbles:Boolean = false, cancelable:Boolean = false)
| RoomEvent | ||
|
clone():Event
| RoomEvent | ||
|
toString():String
| RoomEvent |
| Constant | Defined by | ||
|---|---|---|---|
| ADMIN_ERROR : String = "adminError" [static]
| RoomEvent | ||
| AFFILIATION_CHANGE_COMPLETE : String = "affiliationChangeComplete" [static]
| RoomEvent | ||
| AFFILIATIONS : String = "affiliations" [static]
| RoomEvent | ||
| BANNED_ERROR : String = "bannedError" [static]
| RoomEvent | ||
| CONFIGURE_ROOM : String = "configureRoom" [static]
| RoomEvent | ||
| CONFIGURE_ROOM_COMPLETE : String = "configureRoomComplete" [static]
| RoomEvent | ||
| DECLINED : String = "declined" [static]
| RoomEvent | ||
| GROUP_MESSAGE : String = "groupMessage" [static]
| RoomEvent | ||
| LOCKED_ERROR : String = "lockedError" [static]
| RoomEvent | ||
| MAX_USERS_ERROR : String = "maxUsersError" [static]
| RoomEvent | ||
| NICK_CONFLICT : String = "nickConflict" [static]
| RoomEvent | ||
| PASSWORD_ERROR : String = "passwordError" [static]
| RoomEvent | ||
| PRIVATE_MESSAGE : String = "privateMessage" [static]
| RoomEvent | ||
| REGISTRATION_REQ_ERROR : String = "registrationReqError" [static]
| RoomEvent | ||
| ROOM_DESTROYED : String = "roomDestroyed" [static]
| RoomEvent | ||
| ROOM_JOIN : String = "roomJoin" [static]
| RoomEvent | ||
| ROOM_LEAVE : String = "roomLeave" [static]
| RoomEvent | ||
| SUBJECT_CHANGE : String = "subjectChange" [static]
| RoomEvent | ||
| USER_BANNED : String = "userBanned" [static]
| RoomEvent | ||
| USER_DEPARTURE : String = "userDeparture" [static]
| RoomEvent | ||
| USER_JOIN : String = "userJoin" [static]
| RoomEvent | ||
| USER_KICKED : String = "userKicked" [static]
| RoomEvent | ||
| USER_PRESENCE_CHANGE : String = "userPresenceChange" [static]
| RoomEvent |
| data | property |
data:*
[read-write]
Data type can be Message
, Array
, or Presence
depending of the context.
public function get data():*
public function set data(value:*):void
See also
| errorCode | property |
errorCode:uint
[read-write]Implementation
public function get errorCode():uint
public function set errorCode(value:uint):void
| errorCondition | property |
errorCondition:String
[read-write]Implementation
public function get errorCondition():String
public function set errorCondition(value:String):void
| errorMessage | property |
errorMessage:String
[read-write]Implementation
public function get errorMessage():String
public function set errorMessage(value:String):void
| errorType | property |
errorType:String
[read-write]Implementation
public function get errorType():String
public function set errorType(value:String):void
| from | property |
from:String
[read-write]Implementation
public function get from():String
public function set from(value:String):void
| nickname | property |
nickname:String
[read-write]Implementation
public function get nickname():String
public function set nickname(value:String):void
| reason | property |
reason:String
[read-write]Implementation
public function get reason():String
public function set reason(value:String):void
| subject | property |
subject:String
[read-write]Implementation
public function get subject():String
public function set subject(value:String):void
| RoomEvent | () | constructor |
public function RoomEvent(type:String, bubbles:Boolean = false, cancelable:Boolean = false)
Parameters
type:String |
|
bubbles:Boolean (default = false )
|
|
cancelable:Boolean (default = false )
|
| clone | () | method |
public override function clone():Event
Returns
Event |
| toString | () | method |
public override function toString():String
Returns
String |
| ADMIN_ERROR | constant |
public static const ADMIN_ERROR:String = "adminError"
| AFFILIATION_CHANGE_COMPLETE | constant |
public static const AFFILIATION_CHANGE_COMPLETE:String = "affiliationChangeComplete"
| AFFILIATIONS | constant |
public static const AFFILIATIONS:String = "affiliations"
| BANNED_ERROR | constant |
public static const BANNED_ERROR:String = "bannedError"
| CONFIGURE_ROOM | constant |
public static const CONFIGURE_ROOM:String = "configureRoom"
| CONFIGURE_ROOM_COMPLETE | constant |
public static const CONFIGURE_ROOM_COMPLETE:String = "configureRoomComplete"
| DECLINED | constant |
public static const DECLINED:String = "declined"
| GROUP_MESSAGE | constant |
public static const GROUP_MESSAGE:String = "groupMessage"
| LOCKED_ERROR | constant |
public static const LOCKED_ERROR:String = "lockedError"
| MAX_USERS_ERROR | constant |
public static const MAX_USERS_ERROR:String = "maxUsersError"
| NICK_CONFLICT | constant |
public static const NICK_CONFLICT:String = "nickConflict"
| PASSWORD_ERROR | constant |
public static const PASSWORD_ERROR:String = "passwordError"
| PRIVATE_MESSAGE | constant |
public static const PRIVATE_MESSAGE:String = "privateMessage"
| REGISTRATION_REQ_ERROR | constant |
public static const REGISTRATION_REQ_ERROR:String = "registrationReqError"
| ROOM_DESTROYED | constant |
public static const ROOM_DESTROYED:String = "roomDestroyed"
| ROOM_JOIN | constant |
public static const ROOM_JOIN:String = "roomJoin"
| ROOM_LEAVE | constant |
public static const ROOM_LEAVE:String = "roomLeave"
| SUBJECT_CHANGE | constant |
public static const SUBJECT_CHANGE:String = "subjectChange"
| USER_BANNED | constant |
public static const USER_BANNED:String = "userBanned"
| USER_DEPARTURE | constant |
public static const USER_DEPARTURE:String = "userDeparture"
| USER_JOIN | constant |
public static const USER_JOIN:String = "userJoin"
| USER_KICKED | constant |
public static const USER_KICKED:String = "userKicked"
| USER_PRESENCE_CHANGE | constant |
public static const USER_PRESENCE_CHANGE:String = "userPresenceChange"


See: Description
| Class | Description |
|---|---|
| AwakeDocumentReader |
The Class AwakeDocumentReader.
|
| CoNLLDocument |
The Class CoNLLDocument.
|
| EREDocument |
The Class EREDocument
A wrapper for Document containing format information for ERE files.
|
| LDCCorpusReader |
The Class LDCCorpusReader.
|
| LDCCorpusWriter |
The Class LDCCorpusWriter.
|
| Reader |
The Class Reader.
|
| WMSReader | |
| Writer |
The Class Writer.
|
Copyright © 2015 Raytheon BBN Technologies. All rights reserved.


A list of Buses will be shown here. To narrow down the list of Buses, you can can change the view (e.g. Active Buses, Inactive Buses) and/or input filters by clicking on the columns (e.g. only show buses in the school district Richmond).


{% extends 'auth_app/email/email_base.html' %} {% block title %} Review assignment for submission #{{ review.paper.pk }} {% endblock %} {% block subject %} Review assignment for submission #{{ review.paper.pk }} {% endblock %} {% block body %}
Dear {{ first_name }} {{ last_name }},
you were selected as a reviewer for the submission #{{ review.paper.pk }} "{{ review.paper.title }}" by the DCCN'2019 Organization Committee. Please, complete the review at {{ protocol }}://{{ domain }}{% url 'review:review-details' pk=review.pk %} before {{ deadline }}
During the work, you can save your review draft at any time. To finish the review, you need to press "Submit review" button. Note, that there are limitations on the minimum number of words in each review, and you won't be able to submit if your detailed review contains less words then required.
Please, provide your overall impression of the paper, its strengths and weaknesses and your recommendation on its acceptance.
If you can not review the paper for any reason, please press "Refuse to review this paper" button and confirm refuse in the pop-up dialog.
{% endblock %}


Classes are special abilities and powers that go beyond skills and attributes. No application of training a skill can gain you the abilities from classes, they are above and beyond the capabilities of normal people. Classes truly define characters and their difference from normal people. Classes are ranked 1-5. No class is inherent, and the default is that a character has no class ranks. Each rank of a class gives greater control over the domain of the class, though specifics are up to imagination. The classes are broadly defined into three categories, and from there, each category has a list of available classes.
| Class | Description |
|---|---|
| Air | Control of air and wind. |
| Coveyance | Control of movement and kinetic energy. |
| Divination | Control of visions and information. |
| Earth | Control of dirt, rock, and lava. |
| Fire | Control of heat and fire. |
| Lightning | Control of electricity and magnetism. |
| Mental | Control of the mind and thoughts. |
| Meta | Control of magic and magical energies. |
| Water | Control of water and ice. |
| Nature | Control of nature, plants, and animals. |
| White | Control of life and healing. |
| Black | Control of death, pain, and suffering. |
| Phantasm | Control of illusions. |
| Temporal | Control of time. |
| Thaumaturgy | Control of blood and flesh. |
| Class | Description |
|---|---|
| Medicine | The study of medicine and herbal infusions. |
| Chemistry | The study of caustic chemicals, poisons, and acids. |
| Electricity | The study of electricity and magnetic creations. |
| Explosives | The study of explosives and volatile compounds. |
| Gunsmithing | The study of making guns and bullets. |
| Blacksmithing | The study of metallurgy, melee weapons, and armor. |
| Mechanics | The study of mechancial and physical machines. |
| Therapeutics | The study of drugs and stimulants. |
| Class | Description |
|---|---|
| Commander | Master of commanding allies and controlling the battlefield. |
| Martial Artist | Master of hand to hand combat. |
| Infiltrator | Master of steatlh and silent infiltration. |
| Gunslinger | Master of hand-guns and flashy firearms maneuvers. |
| Operative | Master of survival and tracking. |
| Rifleman/Archer | Master of long-arms and bows. |
| Enforcer | Master of heavy weapons and furious combat. |
| Melee Master | Master of melee weapons and blades. |
| Bodyguard | Master of defense and defending allies. |
| Transporter | Master of vehicles and mounts. |
| Spy | Master of face-first infiltration and snooping. |
| Knife Thrower/Grenadier | Master of thrown weapons. |
| Debate Master | Master of debates and arguments. |


--- layout: default title: Home ---
Welcome to my little sliver of the web.
Here you can find a few things about me including my projects and resume.


Preparation time
less than 30 mins
Cooking time
10 to 30 mins
Serves
Serves 4
Make sure you squeeze as much moisture as possible from the potatoes to get a really crisp result.
For the rösti, grate the potatoes coarsely into the a clean tea towel. Fold the towel around the potato to form a ball and squeeze to remove as much moisture as possible. Season the potato with black pepper, then divide into four equal portions.
 Place a metal chef’s ring inside the frying pan carefully fill with the one portion of grated potato. Using the back of a spoon gently push down to make a compact cake. Remove the ring and repeat with the remaining potato until you have four rösti.
Fry the rösti for 3-4 minutes on both sides, or until golden-brown all over and tender all the way through, adding more oil or fat if required. Season with salt, then remove from the pan and drain on kitchen paper. Place onto a roasting tray and reheat before serving.


Last Name
First Name
Address
City
State
Zip/Postal Code
Country
Bulgaria
Russia
USA
Phone(contry code, area code, number)
(+
)
E-mail
Birth date
Gender
Male
Female
Starting date
Spring 2015
Summer 2015
Comments/Questions


Home
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{% for condition in groups_form.instance.group_conditions.all %}
{{ condition.test_question.identifier }}
{{ condition.validation_test }}
{{ condition.test_arguments|join_list:" and " }}
{% include "respondent_groups/conditions/delete_condition_modal.html" with object_name="" id=condition.id name="Condition" url=condition.id|get_url_with_ids:"delete_condition_page" %}


Please enter the following information, and keep a record of it. You will need this information to log onto your Newegg.com account.
This address must match the address that your monthly credit card statement or monthly bank statement is sent to. If this condition is not met, your order will not be processed. To prevent unnecessary delays, please verify that your billing address matches the address on your statement before ordering.
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You may change these settings at any time in 'My Account' > 'Subscriptions'
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Knowledge, Skills, and Abilities:
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Programming — Writing computer programs for various purposes.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.


Social Images is a website designed to connect people across the internet solely with the power of images! The primary focus is food, but you can use it for whatever you'd wish to talk about. Upload an image, wait for a response, or go looking by tags to find an image you can connect with.


--- title: "Medicinal Garden - Emotional amd Mental Wellness" layout: "default" ---
The Dr. Ezekiel and Edna Wattis Dumke Medicinal Garden, nestled in the middle of Red Butte Garden’s three Terrace Gardens, between the Fragrance and Herb Gardens, is home to plants known or believed to have medicinal properties. The Medicinal Garden was originally built and planted in 1996 around a planetree (Platanus), under which, according to legend, Hippocrates taught his pupils the art of medicine on the Greek island of Kos.
In order to make this garden area more relevant and interesting, the Red Butte Garden horticulture staff will highlight a different medicinal plant theme every year. This is also in line with the Garden's mission to connect people with plants and the beauty of living landscapes.
Take a walk through the Medicinal Garden to see and learn more about how some plants can support our emotional and mental wellness.


CALICO RIDGE SCHOOL
Calico Ridge School, located on Calico Ridge, 4 mi. from SR
7, on Co. Rd. 92 in Jackson Twp., was opened in 1924 or 1925 at the closing of
Upper Narrows Run and Barker Schools. The ground for the school was purchased
from Joe Myers.
The doors of the
Calico School were closed to teaching in the spring of 1953, making it possibly
the last one room school house in the county.
The last teacher
was Ruby (Dye) Price. Ruby started her teaching career at Calico in 1935 and
taught there for a total of 14 years.  The property was later sold and the building was converted into a
home. The building and ground is now owned by Rubys son, Bill Price.
Known teachers at
Calico were Roy Barker; George Williams; Otis Stern; Raymond Pfalgraf; Marjorie
Sumption; Margaret Cumpson; Homer Craig; Ruby (Dye) Price.
Calico Ridge School
Taken 1950
(Left to right)
Row 1 (Seated on
ground) Gary Hartman, Irwin Riggenbach
Row 2: Marjorie
Rouse, Mary Billiter, Mary Rouse, Dorothy Jones, Nancy Hartman, Donna
Price, Margene Rouse
Row 3:
Dallas Bolen, Karen Rosenlieb, Norma Hubbard, Ava Hartman, Mary Fox, Robert
Fox, Elwood Rouse
Row 4:
Teacher, Ruby Price; Robert Martie, Claude Smith, Ellis Rouse
Provided
by Dorothy Bayes
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Get JSON for locale EN, and check that key's value are indeed correctly translated.
| script | json http test | ||
| get from | $url/EN | ||
| check | json path | dog | Dog |
| check | json path | cat | Cat |
| script | json http test | ||
| get from | $url/EN | ||
| check | json path | dog | Dog |
| check | json path | cat | Cat |


In this area, choose the code style scheme and change it as required. Code style scheme settings are automatically
applied every time IntelliJ IDEA generates, refactors, or reformats your code.
Code styles are defined at the project level and at the IDE level
(global).
At the project level, settings are grouped under the Project scheme, which is
predefined and is marked in bold. The Project style scheme is applied to the
current project only.
You can copy the Project scheme to the IDE level, using the Copy to IDE command.
At the IDE level, settings are grouped under the predefined Default scheme
(marked in bold), and any other scheme created by the user by the Duplicate
command (marked as plain text). Global settings are used when the user doesn't want to keep code style
settings with the project and share them.
You can copy the IDE scheme to the current project, using the Copy to Project
command.


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| Packages that use org.apache.cayenne.conf | |
|---|---|
| org.apache.cayenne.conf | Contains classes dealing with Cayenne configuration files. |
| org.apache.cayenne.conn | Provides full DataSource implementation. |
| org.apache.cayenne.map | Contains O/R mapping classes that store relational database metadata information and map it to Java classes. |
| org.apache.cayenne.project | Contains model classes used by CayenneModeler or any other MVC type of application to work with Cayenne project files. |
| org.apache.cayenne.project.validator | |
| org.apache.cayenne.remote.service | |
| org.apache.cayenne.util | General utility classes. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.conf | |
|---|---|
| ConfigLoaderDelegate
Interface that defines callback API used by ConfigLoader to process loaded configuration. |
|
| ConfigSaverDelegate
Defines a set of callback methods that provide information to ConfigSaver when Cayenne project is saved. |
|
| ConfigStatus
Interface defines API to check the status of Cayenne configuration. |
|
| Configuration
This class is an entry point to Cayenne. |
|
| ConnectionProperties
ConnectionProperties handles a set of DataSourceInfo objects using information stored in $HOME/.cayenne/connection.properties. |
|
| DataSourceFactory
A pluggable factory for javax.sql.DataSource instances used by Cayenne runtime. |
|
| DefaultConfiguration
Subclass of Configuration that uses the System CLASSPATH to locate resources. |
|
| PasswordEncoding
Password encoders are used to translate the text of the database password, on loading and on saving, from one form to another. |
|
| ResourceFinder
An object that defines a strategy for locating stream resources. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.conn | |
|---|---|
| PasswordEncoding
Password encoders are used to translate the text of the database password, on loading and on saving, from one form to another. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.map | |
|---|---|
| ResourceFinder
An object that defines a strategy for locating stream resources. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.project | |
|---|---|
| ConfigLoaderDelegate
Interface that defines callback API used by ConfigLoader to process loaded configuration. |
|
| ConfigSaverDelegate
Defines a set of callback methods that provide information to ConfigSaver when Cayenne project is saved. |
|
| ConfigStatus
Interface defines API to check the status of Cayenne configuration. |
|
| Configuration
This class is an entry point to Cayenne. |
|
| DataSourceFactory
A pluggable factory for javax.sql.DataSource instances used by Cayenne runtime. |
|
| DefaultConfiguration
Subclass of Configuration that uses the System CLASSPATH to locate resources. |
|
| FileConfiguration
FileConfiguration loads a Cayenne configuraton file from a given location in the file system. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.project.validator | |
|---|---|
| ConfigStatus
Interface defines API to check the status of Cayenne configuration. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.remote.service | |
|---|---|
| Configuration
This class is an entry point to Cayenne. |
| Classes in org.apache.cayenne.conf used by org.apache.cayenne.util | |
|---|---|
| ResourceFinder
An object that defines a strategy for locating stream resources. |
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Pokemon Battle
Help
PokemonName
HP:
Atk:
Enemy Pocket Monsters:
PokemonName2
HP:
Atk:
Your Pocket Monsters:
AttackButton