dataset
stringclasses 2
values | example_id
stringlengths 48
48
⌀ | conversation_index
int64 71
1,000k
| turn_index
int64 0
40
| tokens_gpt_oss_120b
int64 893
56.3k
| prompt
stringlengths 1.03k
253k
| conversation_id
stringlengths 32
32
⌀ |
|---|---|---|---|---|---|---|
lmsys/lmsys-chat-1m
| null | 275,179 | 0 | 961 |
Take a look at the following CSV data, and find all the unique label_resource_owners that have no label_aprm listed:
label_aprmid label_contact_group label_resource_owner namespace prometheus_cluster
8515 A11ycats douglak4 dac test011
183 NWLine-MagnumAPI SCULLIM csb-microservices prod005
497 eim.ops.comm RUBELK contactusprod prod006
8646 AA-ModelFactory reguph1 mf-monitor test010
6643 ABSO.-.Technical.Leads SHANKSC wes dev005
6643 ABSO.-.Technical.Leads SHANKSC wes-fn test005
6643 ABSO.-.Technical.Leads SHANKSC wes test005
6643 ABSO.-.Technical.Leads SHANKSC wes-fn dev005
553 PLS_Pricing_Run johnsa85 pls-vlt prod005
769 PLS_Pricing_Run johnsa85 pls-vin-svc prod005
769 PLS_Pricing_Run johnsa85 pls-vinmod-vms-batch prod011
769 PLS_Pricing_Run lambr6 pls-vinmod-vin-svc prod011
6037 ADS.AP.All.Lines fksiazak agent-portal-workspace test005
7545 ADS.AP.All.Lines fksiazak agent-portal-microservices test005
769 PLS_Pricing_Run johnsa85 pls-powersports-vin prod005
8885 ADS.AP.All.Lines fksiazak private-client test005
993 NWLine-Red.Staplers.Line doddir1 amf-993 prod005
7545 ADS.AP.All.Lines fksiazak agent-portal-microservices test006
7655 ADS.NWFS.DI.Developers phillj26 nwfs-deployment dev005
1025 ICA_CIS_Developers MUELLEK1 cis-jobs prod005
9456 alerting-sre sarake1 consumer-monitoring dev006
1025 ICA_CIS_Developers MUELLEK1 cis-apps prod005
9456 alerting-sre sarake1 consumer-monitoring test011
1234 alerting-sre PATTEJ15 sre test012
1112 NWAG_Java_Devs dailet1 nwag-apps prod005
1189 NSC_Mobius_Admin nannas mobiusws prod005
9456 alerting-sre PATTEJ15 sre test005
1189 NSC_Mobius_Admin nannas mobiusddri prod006
9456 alerting-sre sarake1 consumer-monitoring test012
1189 NSC_Mobius_Admin nannas mobiusws prod006
9456 alerting-sre sarake1 consumer-monitoring test007
1246 NWLine-Red.Staplers.Line doddir1 ata-1246 prod005
9456 alerting-sre sarake1 consumer-monitoring dev005
9456 alerting-sre sarake1 consumer-monitoring test010
9456 alerting-sre sarake1 consumer-monitoring test005
1381 PLS_Pricing_Run johnsa85 pls-vms prod005
9456 alerting-sre sarake1 consumer-monitoring test006
1381 PLS_Pricing_Run johnsa85 pls-vinmod-vms prod011
1389 NI-AGENCY-COMP-MS MCDONOJ1 agency-pcb-prod prod006
1576 NWI_IT_LTE_CLAIM_APP BLASHIB claimslte prod006
4435 All_Wheel_Drive_StandingTeam_Only ROSSMJ awd-10-pt test005
1635 Red.Hot.Techie.Peppers priceg3 websheets prod005
4435 All_Wheel_Drive_StandingTeam_Only ROSSMJ awd-10-bond test005
4435 All_Wheel_Drive_StandingTeam_Only ROSSMJ awd-10-test test005
4435 All_Wheel_Drive_StandingTeam_Only G.DAVIS aw
|
16608693def84915814ee7650a298d97
|
lmsys/lmsys-chat-1m
| null | 420,946 | 12 | 1,320 |
Soit les données suivantes relatives à une course hippique : 1 Express du Gers Déferré Ferré J. Travers Blanche, brassards rouges, étoile et t. verte 11e 86/1 2800 m H 9 S. Provoost Ecurie Danover 244 470 € 1'11"7 11a 7a 9a 4a 8a
2 Fiesta du Belver Ferré Ferré P.-Y. Verva Mi-bleu clair,mi-bleu foncé,m.bleu foncé,t.éc.bleu clair et bleu foncé 9e 25/1 2800 m F 8 Mlle S. Chauvin Ecurie du Belver 262 270 € 1'11"4 3a 0a 15a (22) 9a 2a
3 Galba Ringeat Déferré Déferré R. Derieux Blanche, étoiles et t. bleues 6e 12/1 2800 m H 7 R. Derieux Ecurie Nixonn 271 704 € 1'11"8 6a 4a 1a 1a (22) 8a
4 Félix du Bourg Déferré Déferré B. Marie Bleue, étoile jaune, m. rouges, t. jaune, cout. rouges 12e 86/1 2800 m M 8 B. Marie Ecurie DL 273 180 € 1'11"5 11a 11a (22) 5a 8m Da
5 Gamin Jaba Déferré Déferré N. Bazire Bleu foncé, éch. rouge, t. écart. bleu foncé et rouge 7e 12/1 2800 m H 7 J.-M. Bazire Mme G. Bazire 273 280 € 1'12"1 1a 4Da 5a Da 9a
6 Gaïa d'Occagnes Déferré Déferré G. Gelormini Jaune, un losange noir, m. et t. jaunes 10e 19/1 2800 m F 7 J.-P. Raffegeau T. Massicot 273 410 € 1'11" Dm 5a 7a 2m 1a
7 Gamble River Déferré Déferré B. Rochard Bleue, brass. et épaul. blancs, t. rayée blanc et bleu 8e 15/1 2800 m M 7 P.-L. Desaunette G. Manzi 274 180 € 1'12"4 5a 8a (22) Da 5a 9a
8 Harlem de Bucy Déferré Déferré A. Abrivard Jaune, cout. noires, m. jaunes, brass. et t. noirs 3e 39/10 2825 m M 6 C. Ecalard Ecurie Brindor 334 470 € 1'10"9 1a 2a 2a 1a 1a
9 Gaspar d'Angis Déferré Déferré E. Raffin Bleue, cout. et m. blanches, t. bleue 4e 58/10 2825 m H 7 J.-M. Baudouin Ec.Jean-Michel Baudouin 338 160 € 1'12" 3a 1a 1a 1a 6a
10 Epsom d'Herfraie Non partant
11 Hip Hop Haufor Déferré Déferré Ch. Bigeon Blanche, brassards et épaul. bleu foncé, t. bleu-foncé 2e 46/10 2825 m M 6 Ch. Bigeon Ecurie Christian Bigeon 430 370 € 1'10"8 8a 8a 8a 4a 11a
12 Goéland d'Haufor Déferré Déferré D. Bonne Blanche, brassards et épaul. bleu foncé, t. bleu-foncé 5e 13/1 2825 m H 7 Ch. Bigeon Ecurie Christian Bigeon 432 810 € 1'10"2 1a 3a Da 7a 2a
13 Inès des Rioults Ferré Ferré J.-F. Senet Violette, épaul. et t. bleues 14e 75/1 2825 m F 5 J.-F. Senet Ecurie Karibou 434 790 € 1'10"9 4m 3m 11a (22) 3m 5m
14 Farah des Caux Ferré Ferré A. Garandeau Damier blanc et noir, m. et t. blanches 15e 10
|
f66e6d8f7b0b4ec7aec14dbea275a136
|
lmsys/lmsys-chat-1m
| null | 253,518 | 0 | 928 |
Below I will provide you the data parsed from company website, alongside metadata. Please perform these tasks - summarize what company does, tell if company is B2B by saying `True` or `False`, extract keywords best describing the company(limit up to 5), assign the category/industry of the company. Wrap result in python's dict format, english language, containing keys - `summary`, `b2b`, `keywords`, `category`.
{'text': 'Начало.За нас.Градински център.Услуги.Проекти.Статии.Контакти.Търсене.Начало.За нас.Градински център.Услуги.Проекти.Статии.Контакти.Your green partner.01..Озеленяване.Проектиране, изграждане, поддържане на зелени площи.02..Системи за зелени покриви.Фиора Дизайн е официален представител на ZinCo.03..Зелени стени.ЖИВИ И ВЕГЕТАТИВНИ ЗЕЛЕНИ СТЕНИ В ИНТЕРИОРА И ЗА ВЪНШНА СРЕДА.04..Поливни системи.ИЗГРАЖДАНЕ И ПОДДРЪЖКА С ВИСОКОЕФЕКТИВНИ МАТЕРИАЛИ.05..Скандинавски мъх.Система за зелени стени FioraMOSS : предлагани продукти и цветове.06..Стабилизирани растения.Оригинално и вечно : от рози и тревисти видове до бонсаи !.07..Аранжировки.Живи и стабилизирани растения в интериора.08..Пречистване и овлажняване на въздуха.Скандинавският мъх като индикатор за влажността на въздуха.Проекти.9 август 2022.Интериорно озеленяване и зелени стени за X-OFFICE - WORK BETTER.Виж повече.2 август 2022.Лого със скандинавски мъх за Sunny Home.Виж повече.28 юли 2022.Картини със скандинавски мъх, хотел Емар, Сапарева баня.Виж повече.Blog & Новини.Актуални новини.Градината през есента - грижи и подготовка.11 октомври 2022.През ранната есен градината все още прелива от цветове - мека и изящна. Радваме се на хризантеми, далии... Дърветата сменят цвета на листата. Тревата все още е свежа и доста влажна сутрин.\xa0\r\nАериране, вертикулиране, луковици, лале, зюмбюл, нарцис, кокиче, минзухар, торене, натрий, фосфор, калий..Гинко билоба - "Дървото на живота".11 октомври 2022.Японската аукуба за пъстрота в сенчестата градина.11 октомври 2022.Нандина - "Свещеният бамбук".7 октомври 2022.Разгледай всички.Запишете се за нашия.Бюлетин.Запиши се.Всички снимки и статии в сайта са авторски..Бърза навигация.Начало.За нас.Градински център.Услуги.Проекти.Статии.Контакти.Контакти.ул. Голяма могила 115, София 1616, България (BG).+359 885 666 [email protected] © 2019 Fiora.eu. All Rights Reserved.',
'metadata.title': 'Начало',
'metadata.description': 'Фиора Дизайн предлага следните услуги: ландшафтна архитектура (изготвяне на проект и 3D визуализации), озеленяване, поддръжка на дворове, градини, тераси, изграждане на поливни системи.
|
522ea1fba694439fa1410cfe299727e4
|
lmsys/lmsys-chat-1m
| null | 538,216 | 0 | 1,139 |
Summarise the below and find the name of the disease
30049034 14.38 1.00 0.00 14.38 08/07/2023 17:27:00 - 23-24/1842 TROFENTYL (FENTANYL CITRATE 50MCG/ML)2ML 50.66 1.00 0.00 50.66 08/07/2023 17:27:00 - 23-24/1842 INJ PROPOFOL (FRESOFOL 1%MCT/LCT 20ML ((1X2) 30039034 89.80 2.00 0.00 179.60 08/07/2023 17:27:00 - 23-24/1842 INJ MEPHENTINE 10ML(1X10)(TERMIN) 3004 31.40 1.00 0.00 31.40 08/07/2023 17:27:00 - 23-24/1842 OMNIVAN SYRING 5ML DUO 24X1 16.50 2.00 0.00 33.00 08/07/2023 17:27:00 - 23-24/1842 OMNIVAN 10ML DUO 21G 1.5 26.00 3.00 0.00 78.00 08/07/2023 17:27:00 - 23-24/1842 SURGICAL BLADE NO15 9018 6.50 1.00 0.00 6.50 08/07/2023 17:27:00 - 23-24/1842 TROLLY SHEET (60CMX120XM) 39201012 65.00 2.00 0.00 130.00 08/07/2023 17:27:00 - 23-24/1842 ETHICON 3.0-NW 3328-70CM (R/CUTTING 90189011 238.00 1.00 0.00 238.00 08/07/2023 17:27:00 - 23-24/1842 CRAPE BANDAGE 4" ( 10CMX4MTRS) 9027 231.00 1.00 0.00 231.00 08/07/2023 17:27:00 - 23-24/1842 BANDAGE 4" (9CMX4MTRS) 3005 25.50 1.00 0.00 25.50 08/07/2023 17:27:00 - 23-24/1842 LAPAROTOMY SPONGE 30CMX30CM WITH X-RAYS LAYERS-8PLY 3005 33.00 5.00 0.00 165.00 08/07/2023 17:27:00 - 23-24/1842 DISPO GLOVES 7.5 SURGICARE 40151100 80.00 2.00 0.00 160.00 08/07/2023 17:27:00 - 23-24/1842 DISPO GLOVES 7.0 SURGICARE 90189011 80.00 2.00 0.00 160.00 Total for MULTI OT 1725.64 NIGHT PHARMACY 10/07/2023 06:58:00 - 23-24/8408 PANTOCID TAB 15" 30049011 11.47 3.00 0.00 34.41 Total for NIGHT PHARMACY 34.41 ADMISSION CHARGES 08/07/2023 09:36 - IP24/126403 ADMISSION CHARGES 999311 200.00 1.00 0.00 200.00 Total for ADMISSION CHARGES 200.00 ORTHO 08/07/2023 09:36 - IP24/127270 CARPAL TUNNEL SYNDROME 999311 15600.00 1.00 0.00 15600.00 Total for ORTHO 15600.00 DIETARY 09/07/2023 09:18 - IP24/127710 DIET CHARGES 999311 350.00 1.00 0.00 350.00 10/07/2023 10:20 - IP24/128358 DIET CHARGES (NAME_1 DIETICIAN) 999311 200.00 1.00 0.00 200.00 Total for DIETARY 550.00 BLOOD BANK 08/07/2023 09:36 - IP24/126612 BLOOD GROUPING AND RH TYPING 999317 200.00 1.00 0.00 200.00 Total for BLOOD BANK 200.00 Total Amount 29586.47 Net Amount 29586.47 Net Amount (Incl. Tax) 29586.00
|
cbc3e20066b34e49815ada03a2373d86
|
lmsys/lmsys-chat-1m
| null | 198,192 | 0 | 1,033 |
Add []to each of these lines. The ] should go before the last comma:
2,6,16,17,29,32,
6,8,19,25,28,32,
3,5,14,16,20,25,
2,21,24,27,31,32,
4,14,19,26,27,28,
2,3,11,12,14,22,
3,4,16,19,32,33,
2,9,16,18,25,33,
6,7,12,13,22,33,
1,15,23,26,30,32,
2,6,16,17,29,32,
6,8,19,25,28,32,
3,5,14,16,20,25,
2,21,24,27,31,32,
4,14,19,26,27,28,
2,3,11,12,14,22,
3,4,16,19,32,33,
2,9,16,18,25,33,
6,7,12,13,22,33,
1,15,23,26,30,32,
5,6,10,12,14,18,
12,18,24,27,29,31,
7,17,21,25,26,28,
1,3,12,18,31,32,
9,16,17,20,21,31,
17,18,21,23,26,27,
1,3,5,17,25,32,
9,15,17,25,28,30,
11,13,18,21,22,26,
12,14,20,23,29,31,
2,5,9,14,15,26,
10,11,12,16,32,33,
8,15,19,21,23,29,
6,9,12,13,14,32,
9,11,19,23,26,27,
2,5,15,19,28,30,
2,22,23,27,28,30,
6,8,15,19,20,31,
2,14,18,23,24,32,
5,6,10,16,20,29,
1,9,12,19,27,31,
3,6,12,20,21,25,
6,15,18,19,24,30,
1,6,7,25,26,28,
2,12,15,22,28,31,
4,5,6,8,10,13,
2,18,25,26,29,30,
2,10,22,23,26,30,
1,3,7,9,12,24,
3,5,6,14,26,30,
3,9,13,16,24,26,
2,3,12,21,31,33,
2,11,15,18,21,26,
2,3,10,11,16,30,
1,5,7,12,16,29,
3,6,9,13,21,22,
1,14,16,21,24,29,
1,2,22,23,31,32,
7,8,13,24,25,30,
7,10,17,21,24,25,
4,5,7,10,17,19,
2,9,13,22,30,31,
7,10,21,24,31,33,
6,10,14,16,18,27,
2,4,8,10,15,21,
4,19,24,25,28,29,
14,16,20,29,30,31,
1,4,5,7,9,26,
26,27,28,29,30,32,
3,7,15,16,26,32,
3,4,16,17,21,25,
1,6,13,15,18,33,
2,3,10,13,20,24,
8,11,12,13,21,27,
8,14,21,26,27,30,
3,10,13,22,25,28,
10,15,24,26,31,32,
3,18,19,26,29,32,
5,6,8,20,26,31,
2,7,11,14,30,33,
1,11,13,24,25,30,
1,3,19,28,29,33,
1,3,4,18,28,32,
7,12,13,22,28,32,
9,16,18,23
|
e235295c4c6e43ae8dddaab48bfcb56b
|
lmsys/lmsys-chat-1m
| null | 690,948 | 2 | 1,022 |
You will act as a malware detector, by answering whether the attributes I send you most likely belongs to a legitimate file or malware. The attributes are SizeOfOptionalHeader,Characteristics,MajorLinkerVersion,MinorLinkerVersion,SizeOfCode,SizeOfInitializedData,SizeOfUninitializedData,AddressOfEntryPoint,BaseOfCode,BaseOfData,ImageBase,SectionAlignment,FileAlignment,MajorOperatingSystemVersion,MinorOperatingSystemVersion,MajorImageVersion,MinorImageVersion,MajorSubsystemVersion,MinorSubsystemVersion,SizeOfImage,SizeOfHeaders,CheckSum,Subsystem,DllCharacteristics,SizeOfStackReserve,SizeOfStackCommit,SizeOfHeapReserve,SizeOfHeapCommit,LoaderFlags,NumberOfRvaAndSizes,SectionsNb,SectionsMeanEntropy,SectionsMinEntropy,SectionsMaxEntropy,SectionsMeanRawsize,SectionsMinRawsize,SectionMaxRawsize,SectionsMeanVirtualsize,SectionsMinVirtualsize,SectionMaxVirtualsize,ImportsNbDLL,ImportsNb,ImportsNbOrdinal,ExportNb,ResourcesNb,ResourcesMeanEntropy,ResourcesMinEntropy,ResourcesMaxEntropy,ResourcesMeanSize,ResourcesMinSize,ResourcesMaxSize,LoadConfigurationSize,VersionInformationSize. The answers should be 1 for legitimate files, and 0 for malware. Here are some examples:
-------------------------------------
Human: 224,8450,8,0,16896,8192,0,16947,4096,24576,4194304,4096,512,6,0,6,0,5,1,40960,1024,84427,2,320,262144,4096,1048576,4096,0,16,4,3.76159848648,2.44653287599,6.45071969299,6016,1024,16896,6096.25,960,16731,3,44,0,31,1,3.49212638476,3.49212638476,3.49212638476,864,864,864,72,0
Bot: 1
Human: 224,258,9,0,14848,10752,0,15769,4096,20480,16777216,4096,512,6,1,6,1,6,1,36864,1024,76316,3,33088,262144,8192,1048576,4096,0,16,4,4.73628107643,3.46038990337,6.30893523959,4992,1024,14848,6062.5,1082,14772,5,78,0,0,3,3.7272379312,2.72323122425,4.92391735799,608.333333333,200,932,72,0
Bot: 1
Human: 224,258,11,0,113664,682496,0,24735,4096,118784,4194304,4096,512,5,1,0,0,5,1,851968,1024,2018161488,2,33088,1048576,4096,1048576,4096,0,16,3,4.26337706158,0.206920017787,7.99894163996,94549.3333333,512,246272,281429.333333,512,806912,4,7,1,0,7,4.45336795506,2.62307816502,7.96700202426,80992.8571429,62,534528,0,0
Bot: 0
Human: 224,271,6,0,24064,164864,1024,12538,4096,28672,4194304,4096,512,4,0,6,0,4,0,241664,1024,1064467,2,32768,1048576,4096,1048576,4096,0,16,5,4.05208398771,0,6.4401055495,6758.4,0,24064,46264,3160,154712,8,155,1,0,7,3.14307649386,2.16096404744,5.19512041608,382.714285714,20,744,0,15
Bot: 0
-------------------------------------
Human: 224,258,10,0,120320,385024,0,61578,4096,126976,4194304,4096,512,5,1,0,0,5,1,528384,1024,53
|
a0d362a949654adeb25e028317c2219b
|
lmsys/lmsys-chat-1m
| null | 368,602 | 2 | 1,092 |
I will provide multiple time-series datasets of April 29 and April 30 of same store. Each dataset has an Id and a datasets array which contain data of different time buckets, generally hourly. Comparing data of April 29 and April 30, do you see any anomalies in the data? if yes which dataset?
Data of April 30:
```
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|
7e807161f5f145e9b36333859805428c
|
zai-org/LongAlign-10k
|
113423569023ffd13b2a99b10c23628c14da4a8f53ffe047
| 100 | 0 | 5,862 |
// language: C
#include "config.h"
#include "system.h"
#include "coretypes.h"
#include "tm.h"
#include "line-map.h"
#include "params.h"
#include "flags.h"
#include "tree.h"
#include "basic-block.h"
#include "tree-flow.h"
#include "tree-flow-inline.h"
#include "tree-ssa-operands.h"
#include "output.h"
#include "input.h"
#include "tree-pass.h"
#include "gimple-pretty-print.h"
#include "tree-dump.h"
#include "timevar.h"
#include "langhooks.h"
struct switch_conv_info
{
tree index_expr;
tree range_min;
tree range_size;
basic_block switch_bb;
basic_block final_bb;
int phi_count;
/* Array of default values, in the same order as phi nodes. */
tree *default_values;
VEC (constructor_elt, gc) **constructors;
tree *target_inbound_names;
tree *target_outbound_names;
int default_prob;
gcov_type default_count;
gcov_type other_count;
gimple arr_ref_first;
gimple arr_ref_last;
const char *reason;
unsigned int bit_test_uniq;
unsigned int bit_test_count;
basic_block bit_test_bb[2];
};
/* Global pass info. */
static struct switch_conv_info info;
static bool
check_range (gimple swtch)
{
tree min_case, max_case;
unsigned int branch_num = gimple_switch_num_labels (swtch);
tree range_max;
min_case = gimple_switch_label (swtch, 1);
info.range_min = CASE_LOW (min_case);
gcc_assert (branch_num > 1);
gcc_assert (CASE_LOW (gimple_switch_label (swtch, 0)) == NULL_TREE);
max_case = gimple_switch_label (swtch, branch_num - 1);
if (CASE_HIGH (max_case)!= NULL_TREE)
range_max = CASE_HIGH (max_case);
else
range_max = CASE_LOW (max_case);
gcc_assert (info.range_min);
gcc_assert (range_max);
info.range_size = int_const_binop (MINUS_EXPR, range_max, info.range_min);
gcc_assert (info.range_size);
if (!host_integerp (info.range_size, 1))
{
info.reason = "index range way too large or otherwise unusable.\n";
return false;
}
if ((unsigned HOST_WIDE_INT) tree_low_cst (info.range_size, 1)
> ((unsigned) branch_num * SWITCH_CONVERSION_BRANCH_RATIO))
{
info.reason = "the maximum range-branch ratio exceeded.\n";
return false;
}
return true;
}
static bool
check_process_case (tree cs)
{
tree ldecl;
basic_block label_bb, following_bb;
edge e;
ldecl = CASE_LABEL (cs);
label_bb = label_to_block (ldecl);
e = find_edge (info.switch_bb, label_bb);
gcc_assert (e);
if (CASE_LOW (cs) == NULL_TREE)
{
info.default_prob = e->probability;
info.default_count = e->count;
}
else
{
int i;
info.other_count += e->count;
for (i = 0; i < 2; i++)
if (info.bit_test_bb[i] == label_bb)
break;
else if (info.bit_test_bb[i] == NULL)
{
info.bit_test_bb[i] = label_bb;
info.bit_test_uniq++;
break;
}
if (i == 2)
info.bit_test_uniq = 3;
if (CASE_HIGH (cs)!= NULL_TREE
&&! tree_int_cst_equal (CASE_LOW (cs), CASE_HIGH (cs)))
info.bit_test_count += 2;
else
info.bit_test_count++;
}
if (!label_bb)
{
info.reason = " Bad case - cs BB label is NULL\n";
return false;
}
if (!single_pred_p (label_bb))
{
if (info.final_bb && info.final_bb!= label_bb)
{
info.reason = " Bad case - a non-final BB has two predecessors\n";
return false;
}
following_bb = label_bb;
}
else
{
if (!empty_block_p (label_bb))
{
info.reason = " Bad case - a non-final BB not empty\n";
return false;
}
if (!single_succ_p (label_bb))
{
info.reason
= " Bad case - a non-final BB without a single successor\n";
return false;
}
following_bb = single_succ (label_bb);
}
if (!info.final_bb)
info.final_bb = following_bb;
else if (info.final_bb!= following_bb)
{
info.reason = " Bad case - different final BB\n";
return false;
}
return true;
}
static bool
check_final_bb (void)
{
gimple_stmt_iterator gsi;
info.phi_count = 0;
for (gsi = gsi_start_phis (info.final_bb);!gsi_end_p (gsi); gsi_next (&gsi))
{
gimple phi = gsi_stmt (gsi);
unsigned int i;
info.phi_count++;
for (i = 0; i < gimple_phi_num_args (phi); i++)
{
basic_block bb = gimple_phi_arg_edge (phi, i)->src;
if (bb == info.switch_bb
|| (single_pred_p (bb) && single_pred (bb) == info.switch_bb))
{
tree reloc, val;
val = gimple_phi_arg_def (phi, i);
if (!is_gimple_ip_invariant (val))
{
info.reason = " Non-invariant value from a case\n";
return false; /* Non-invariant argument. */
}
reloc = initializer_constant_valid_p (val, TREE_TYPE (val));
if ((flag_pic && reloc!= null_pointer_node)
|| (!flag_pic && reloc == NULL_TREE))
{
if (reloc)
info.reason
= " Value from a case would need runtime relocations\n";
else
info.reason
= " Value from a case is not a valid initializer\n";
return false;
}
}
}
}
return true;
}
static void
create_temp_arrays (void)
{
int i;
info.default_values = XCNEWVEC (tree, info.phi_count * 3);
info.constructors = XCNEWVEC (VEC (constructor_elt, gc) *, info.phi_count);
info.target_inbound_names = info.default_values + info.phi_count;
info.target_outbound_names = info.target_inbound_names + info.phi_count;
for (i = 0; i < info.phi_count; i++)
info.constructors[i]
= VEC_alloc (constructor_elt, gc, tree_low_cst (info.range_size, 1) + 1);
}
static void
free_temp_arrays (void)
{
XDELETEVEC (info.constructors);
XDELETEVEC (info.default_values);
}
static void
gather_default_values (tree default_case)
{
gimple_stmt_iterator gsi;
basic_block bb = label_to_block (CASE_LABEL (default_case));
edge e;
int i = 0;
gcc_assert (CASE_LOW (default_case) == NULL_TREE);
if (bb == info.final_bb)
e = find_edge (info.switch_bb, bb);
else
e = single_succ_edge (bb);
for (gsi = gsi_start_phis (info.final_bb);!gsi_end_p (gsi); gsi_next (&gsi))
{
gimple phi = gsi_stmt (gsi);
tree val = PHI_ARG_DEF_FROM_EDGE (phi, e);
gcc_assert (val);
info.default_values[i++] = val;
}
}
static void
build_constructors (gimple swtch)
{
unsigned i, branch_num = gimple_switch_num_labels (swtch);
tree pos = info.range_min;
for (i = 1; i < branch_num; i++)
{
tree cs = gimple_switch_label (swtch, i);
basic_block bb = label_to_block (CASE_LABEL (cs));
edge e;
tree high;
gimple_stmt_iterator gsi;
int j;
if (bb == info.final_bb)
e = find_edge (info.switch_bb, bb);
else
e = single_succ_edge (bb);
gcc_assert (e);
while (tree_int_cst_lt (pos, CASE_LOW (cs)))
{
int k;
for (k = 0; k < info.phi_count; k++)
{
constructor_elt *elt;
elt = VEC_quick_push (constructor_elt,
info.constructors[k], NULL);
elt->index = int_const_binop (MINUS_EXPR, pos,
info.range_min);
elt->value = info.default_values[k];
}
pos = int_const_binop (PLUS_EXPR, pos, integer_one_node);
}
gcc_assert (tree_int_cst_equal (pos, CASE_LOW (cs)));
j = 0;
if (CASE_HIGH (cs))
high = CASE_HIGH (cs);
else
high = CASE_LOW (cs);
for (gsi = gsi_start_phis (info.final_bb);
!gsi_end_p (gsi); gsi_next (&gsi))
{
gimple phi = gsi_stmt (gsi);
tree val = PHI_ARG_DEF_FROM_EDGE (phi, e);
tree low = CASE_LOW (cs);
pos = CASE_LOW (cs);
do
{
constructor_elt *elt;
elt = VEC_quick_push (constructor_elt,
info.constructors[j], NULL);
elt->index = int_const_binop (MINUS_EXPR, pos, info.range_min);
elt->value = val;
pos = int_const_binop (PLUS_EXPR, pos, integer_one_node);
} while (!tree_int_cst_lt (high, pos)
&& tree_int_cst_lt (low, pos));
j++;
}
}
}
static tree
constructor_contains_same_values_p (VEC (constructor_elt, gc) *vec)
{
unsigned int i;
tree prev = NULL_TREE;
constructor_elt *elt;
FOR_EACH_VEC_ELT (constructor_elt, vec, i, elt)
{
if (!prev)
prev = elt->value;
else if (!operand_equal_p (elt->value, prev, OEP_ONLY_CONST))
return NULL_TREE;
}
return prev;
}
static tree
array_value_type (gimple swtch, tree type, int num)
{
unsigned int i, len = VEC_length (constructor_elt, info.constructors[num]);
constructor_elt *elt;
enum machine_mode mode;
int sign = 0;
tree smaller_type;
if (!INTEGRAL_TYPE_P (type))
return type;
mode = GET_CLASS_NARROWEST_MODE (GET_MODE_CLASS (TYPE_MODE (type)));
if (GET_MODE_SIZE (TYPE_MODE (type)) <= GET_MODE_SIZE (mode))
return type;
if (len < (optimize_bb_for_size_p (gimple_bb (swtch))? 2 : 32))
return type;
FOR_EACH_VEC_ELT (constructor_elt, info.constructors[num], i, elt)
{
double_int cst;
if (TREE_CODE (elt->value)!= INTEGER_CST)
return type;
cst = TREE_INT_CST (elt->value);
while (1)
{
unsigned int prec = GET_MODE_BITSIZE (mode);
if (prec > HOST_BITS_PER_WIDE_INT)
return type;
if (sign >= 0
&& double_int_equal_p (cst, double_int_zext (cst, prec)))
{
if (sign == 0
&& double_int_equal_p (cst, double_int_sext (cst, prec)))
break;
sign = 1;
break;
}
if (sign <= 0
&& double_int_equal_p (cst, double_int_sext (cst, prec)))
{
sign = -1;
break;
}
if (sign == 1)
sign = 0;
mode = GET_MODE_WIDER_MODE (mode);
if (mode == VOIDmode
|| GET_MODE_SIZE (mode) >= GET_MODE_SIZE (TYPE_MODE (type)))
return type;
}
}
if (sign == 0)
sign = TYPE_UNSIGNED (type)? 1 : -1;
smaller_type = lang_hooks.types.type_for_mode (mode, sign >= 0);
if (GET_MODE_SIZE (TYPE_MODE (type))
<= GET_MODE_SIZE (TYPE_MODE (smaller_type)))
return type;
return smaller_type;
}
static void
build_one_array (gimple swtch, int num, tree arr_index_type, gimple phi,
tree tidx)
{
tree name, cst;
gimple load;
gimple_stmt_iterator gsi = gsi_for_stmt (swtch);
location_t loc = gimple_location (swtch);
gcc_assert (info.default_values[num]);
name = make_ssa_name (SSA_NAME_VAR (PHI_RESULT (phi)), NULL);
info.target_inbound_names[num] = name;
cst = constructor_contains_same_values_p (info.constructors[num]);
if (cst)
load = gimple_build_assign (name, cst);
else
{
tree array_type, ctor, decl, value_type, fetch, default_type;
default_type = TREE_TYPE (info.default_values[num]);
value_type = array_value_type (swtch, default_type, num);
array_type = build_array_type (value_type, arr_index_type);
if (default_type!= value_type)
{
unsigned int i;
constructor_elt *elt;
FOR_EACH_VEC_ELT (constructor_elt, info.constructors[num], i, elt)
elt->value = fold_convert (value_type, elt->value);
}
ctor = build_constructor (array_type, info.constructors[num]);
TREE_CONSTANT (ctor) = true;
TREE_STATIC (ctor) = true;
decl = build_decl (loc, VAR_DECL, NULL_TREE, array_type);
TREE_STATIC (decl) = 1;
DECL_INITIAL (decl) = ctor;
DECL_NAME (decl) = create_tmp_var_name ("CSWTCH");
DECL_ARTIFICIAL (decl) = 1;
TREE_CONSTANT (decl) = 1;
TREE_READONLY (decl) = 1;
add_referenced_var (decl);
varpool_mark_needed_node (varpool_node (decl));
varpool_finalize_decl (decl);
fetch = build4 (ARRAY_REF, value_type, decl, tidx, NULL_TREE,
NULL_TREE);
if (default_type!= value_type)
{
fetch = fold_convert (default_type, fetch);
fetch = force_gimple_operand_gsi (&gsi, fetch, true, NULL_TREE,
true, GSI_SAME_STMT);
}
load = gimple_build_assign (name, fetch);
}
SSA_NAME_DEF_STMT (name) = load;
gsi_insert_before (&gsi, load, GSI_SAME_STMT);
update_stmt (load);
info.arr_ref_last = load;
}
static void
build_arrays (gimple swtch)
{
tree arr_index_type;
tree tidx, sub, tmp, utype;
gimple stmt;
gimple_stmt_iterator gsi;
int i;
location_t loc = gimple_location (swtch);
gsi = gsi_for_stmt (swtch);
utype = TREE_TYPE (info.index_expr);
if (TREE_TYPE (utype))
utype = lang_hooks.types.type_for_mode (TYPE_MODE (TREE_TYPE (utype)), 1);
else
utype = lang_hooks.types.type_for_mode (TYPE_MODE (utype), 1);
arr_index_type = build_index_type (info.range_size);
tmp = create_tmp_var (utype, "csui");
add_referenced_var (tmp);
tidx = make_ssa_name (tmp, NULL);
sub = fold_build2_loc (loc, MINUS_EXPR, utype,
fold_convert_loc (loc, utype, info.index_expr),
fold_convert_loc (loc, utype, info.range_min));
sub = force_gimple_operand_gsi (&gsi, sub,
false, NULL, true, GSI_SAME_STMT);
stmt = gimple_build_assign (tidx, sub);
SSA_NAME_DEF_STMT (tidx) = stmt;
gsi_insert_before (&gsi, stmt, GSI_SAME_STMT);
update_stmt (stmt);
info.arr_ref_first = stmt;
for (gsi = gsi_start_phis (info.final_bb), i = 0;
!gsi_end_p (gsi); gsi_next (&gsi), i++)
build_one_array (swtch, i, arr_index_type, gsi_stmt (gsi), tidx);
}
/* Generates and appropriately inserts loads of default values at the position
given by BSI. Returns the last inserted statement. */
static gimple
gen_def_assigns (gimple_stmt_iterator *gsi)
{
int i;
gimple assign = NULL;
for (i = 0; i < info.phi_count; i++)
{
tree name
= make_ssa_name (SSA_NAME_VAR (info.target_inbound_names[i]), NULL);
info.target_outbound_names[i] = name;
assign = gimple_build_assign (name, info.default_values[i]);
SSA_NAME_DEF_STMT (name) = assign;
gsi_insert_before (gsi, assign, GSI_SAME_STMT);
update_stmt (assign);
}
return assign;
}
static void
prune_bbs (basic_block bbd, basic_block final)
{
edge_iterator ei;
edge e;
for (ei = ei_start (bbd->succs); (e = ei_safe_edge (ei)); )
{
basic_block bb;
bb = e->dest;
remove_edge (e);
if (bb!= final)
delete_basic_block (bb);
}
delete_basic_block (bbd);
}
static void
fix_phi_nodes (edge e1f, edge e2f, basic_block bbf)
{
gimple_stmt_iterator gsi;
int i;
for (gsi = gsi_start_phis (bbf), i = 0;
!gsi_end_p (gsi); gsi_next (&gsi), i++)
{
gimple phi = gsi_stmt (gsi);
add_phi_arg (phi, info.target_inbound_names[i], e1f, UNKNOWN_LOCATION);
add_phi_arg (phi, info.target_outbound_names[i], e2f, UNKNOWN_LOCATION);
}
}
static void
gen_inbound_check (gimple swtch)
{
tree label_decl1 = create_artificial_label (UNKNOWN_LOCATION);
tree label_decl2 = create_artificial_label (UNKNOWN_LOCATION);
tree label_decl3 = create_artificial_label (UNKNOWN_LOCATION);
gimple label1, label2, label3;
tree utype, tidx;
tree bound;
gimple cond_stmt;
gimple last_assign;
gimple_stmt_iterator gsi;
basic_block bb0, bb1, bb2, bbf, bbd;
edge e01, e02, e21, e1d, e1f, e2f;
location_t loc = gimple_location (swtch);
gcc_assert (info.default_values);
bb0 = gimple_bb (swtch);
tidx = gimple_assign_lhs (info.arr_ref_first);
utype = TREE_TYPE (tidx);
gsi = gsi_for_stmt (info.arr_ref_first);
gsi_next (&gsi);
bound = fold_convert_loc (loc, utype, info.range_size);
cond_stmt = gimple_build_cond (LE_EXPR, tidx, bound, NULL_TREE, NULL_TREE);
gsi_insert_before (&gsi, cond_stmt, GSI_SAME_STMT);
update_stmt (cond_stmt);
label2 = gimple_build_label (label_decl2);
gsi_insert_before (&gsi, label2, GSI_SAME_STMT);
last_assign = gen_def_assigns (&gsi);
label1 = gimple_build_label (label_decl1);
gsi_insert_before (&gsi, label1, GSI_SAME_STMT);
gsi = gsi_start_bb (info.final_bb);
label3 = gimple_build_label (label_decl3);
gsi_insert_before (&gsi, label3, GSI_SAME_STMT);
e02 = split_block (bb0, cond_stmt);
bb2 = e02->dest;
e21 = split_block (bb2, last_assign);
bb1 = e21->dest;
remove_edge (e21);
e1d = split_block (bb1, info.arr_ref_last);
bbd = e1d->dest;
remove_edge (e1d);
/* flags and profiles of the edge for in-range values */
e01 = make_edge (bb0, bb1, EDGE_TRUE_VALUE);
e01->probability = REG_BR_PROB_BASE - info.default_prob;
e01->count = info.other_count;
e02->flags &= ~EDGE_FALLTHRU;
e02->flags |= EDGE_FALSE_VALUE;
e02->probability = info.default_prob;
e02->count = info.default_count;
bbf = info.final_bb;
e1f = make_edge (bb1, bbf, EDGE_FALLTHRU);
e1f->probability = REG_BR_PROB_BASE;
e1f->count = info.other_count;
e2f = make_edge (bb2, bbf, EDGE_FALLTHRU);
e2f->probability = REG_BR_PROB_BASE;
e2f->count = info.default_count;
bb1->frequency = EDGE_FREQUENCY (e01);
bb2->frequency = EDGE_FREQUENCY (e02);
bbf->frequency = EDGE_FREQUENCY (e1f) + EDGE_FREQUENCY (e2f);
prune_bbs (bbd, info.final_bb);
fix_phi_nodes (e1f, e2f, bbf);
free_dominance_info (CDI_DOMINATORS);
free_dominance_info (CDI_POST_DOMINATORS);
}
static bool
process_switch (gimple swtch)
{
unsigned int i, branch_num = gimple_switch_num_labels (swtch);
tree index_type;
if (branch_num < 2)
{
info.reason = "switch has no labels\n";
return false;
}
info.final_bb = NULL;
info.switch_bb = gimple_bb (swtch);
info.index_expr = gimple_switch_index (swtch);
index_type = TREE_TYPE (info.index_expr);
info.arr_ref_first = NULL;
info.arr_ref_last = NULL;
info.default_prob = 0;
info.default_count = 0;
info.other_count = 0;
info.bit_test_uniq = 0;
info.bit_test_count = 0;
info.bit_test_bb[0] = NULL;
info.bit_test_bb[1] = NULL;
if (index_type == error_mark_node)
{
info.reason = "index error.\n";
return false;
}
if (!check_range (swtch))
return false;
for (i = 0; i < branch_num; i++)
if (!check_process_case (gimple_switch_label (swtch, i)))
{
if (dump_file)
fprintf (dump_file, "Processing of case %i failed\n", i);
return false;
}
if (info.bit_test_uniq <= 2)
{
rtl_profile_for_bb (gimple_bb (swtch));
if (expand_switch_using_bit_tests_p (gimple_switch_index (swtch),
info.range_size, info.bit_test_uniq,
info.bit_test_count))
{
info.reason = " Expanding as bit test is preferable\n";
return false;
}
}
if (!check_final_bb ())
return false;
create_temp_arrays ();
gather_default_values (gimple_switch_label (swtch, 0));
build_constructors (swtch);
build_arrays (swtch);
gen_inbound_check (swtch);
free_temp_arrays ();
return true;
}
static unsigned int
do_switchconv (void)
{
basic_block bb;
FOR_EACH_BB (bb)
{
gimple stmt = last_stmt (bb);
if (stmt && gimple_code (stmt) == GIMPLE_SWITCH)
{
if (dump_file)
{
expanded_location loc = expand_location (gimple_location (stmt));
fprintf (dump_file, "beginning to process the following "
"SWITCH statement (%s:%d) : ------- \n",
loc.file, loc.line);
print_gimple_stmt (dump_file, stmt, 0, TDF_SLIM);
putc ('\n', dump_file);
}
info.reason = NULL;
if (process_switch (stmt))
{
if (dump_file)
{
fputs ("Switch converted\n", dump_file);
fputs ("--------------------------------\n", dump_file);
}
}
else
{
if (dump_file)
{
gcc_assert (info.reason);
fputs ("Bailing out - ", dump_file);
fputs (info.reason, dump_file);
fputs ("--------------------------------\n", dump_file);
}
}
}
}
return 0;
}
/* The pass gate. */
static bool
switchconv_gate (void)
{
return flag_tree_switch_conversion!= 0;
}
struct gimple_opt_pass pass_convert_switch =
{
{
GIMPLE_PASS,
"switchconv", /* name */
switchconv_gate, /* gate */
do_switchconv,
NULL, /* sub */
NULL, /* next */
0,
TV_TREE_SWITCH_CONVERSION, /* tv_id */
PROP_cfg | PROP_ssa, /* properties_required */
0, /* properties_provided */
0, /* properties_destroyed */
0, /* todo_flags_start */
TODO_update_ssa
| TODO_ggc_collect | TODO_verify_ssa /* todo_flags_finish */
}
};
What conditions cause the process_switch() function to bail out and not convert the switch statement?
| null |
lmsys/lmsys-chat-1m
| null | 998,134 | 0 | 1,098 |
Here is OC reconstruction of Czech invoice, ayout is partially reconstructed using html table, yout task is to try to extract kay information like customer company name, supplier company name Datum Uskutecniteln0ho Zdanitelneho Plneni, and total price of invoice. Data: <html><body><table><thead><tr><td></td><td></td></tr></thead><tbody><tr><td>IMPULS LeasingAUstria Roifejsenlandesbanko FAKTURA- daňový dokladč.</td><td>270 121</td></tr><tr><td>Příjemce - korespondenční adresa:</td><td>NFVEURLeas2102431 Odesílatel: IMPULS-LasSing-AUSTRIA s.o.</td></tr><tr><td>Caravan Express s.r.o. DoČertous 2659/12 19300Praha 9</td><td>Dlouhá 73/29. Cz- 110 0Praha 1 Tel./fax:224 81 90 81/224 81 90 8</td></tr><tr><td>cz</td><td>zapsaná v OR MS Praha od. C vložka 82256</td></tr><tr><td></td><td>o-mail:[email protected]</td></tr><tr><td>Příjemce - sídlo:</td><td>1Č6s00658 DICCz65s00658</td></tr><tr><td></td><td>Datumsplatnosti 10.5.2021 PVariabilní symbol 671806</td></tr><tr><td></td><td>1.5.2021 Konst, symbol.: 0308</td></tr><tr><td>Caravan Express s.r.o. Čs. armády 3212</td><td>DUZP: Datum vystavení: 1.5.2021</td></tr><tr><td>27201Kladno</td><td></td></tr><tr><td>cz</td><td></td></tr><tr><td>IČ: 24831964 DICČ Cz24831964</td><td></td></tr><tr><td></td><td></td></tr><tr><td>vážené dámy a pánové,</td><td></td></tr><tr><td>na základě smlouvy č. KEzEUREL6718066 Vám fakturujeme 32. běžnou splátku:</td><td></td></tr><tr><td>složkysplátky ZákladEUR</td><td>DPHEUR</td></tr><tr><td>Splátka 1258,94</td><td>264,36</td></tr><tr><td>ce1kem. 1258,94</td><td>264,36</td></tr><tr><td>Ce1kem k úhradě: Část ku v BUR, prosím převedtena snář účet č. 1000039014, kéd banky: 500 a (EURnúčet! </td><td>1523,30EUR</td></tr><tr><td>18AN:a cZ2585508°80008018.600339014,aB.1. č.:RŽ8CczPR,vedenýu RaiEFei senbank, a.s.</td><td></td></tr><tr><td>obnos, převedte, v EUR bez poplat ků pro příjemce. Variabiiní symbo1"je uveden v záh1aví faktury.</td><td></td></tr><tr><td>v připadě nedodr žení termínu splatnosti této faktury.vám bude za každý den prodlení</td><td></td></tr><tr><td>nárokován úrok z zprodiení v soůladu se smíuvnímí podmí n kamí: Částka v EUR je přepočítána devizovým kurzem EUR/Czk 25,785 ČNB.</td><td></td></tr><tr><td>Základ DPHv CZK</td><td></td></tr><tr><td>SazbaDPH 21%</td><td>DPHvCZK 6816.48</td></tr><tr><td></td><td>3245944</td></tr><tr><td></td><td></td></tr><tr><td>IMPULS-Leasing-AUSTRIA s.r.o. Turečková v.r.</td><td></td></tr><tr><td>Míkulováv.r.</td><td></td></tr><tr><td></td><td></td></tr><tr><td></td><td></td></tr><tr><td></td><td></td></tr>
|
33a96257fcfd4e7089d9ec04f3813f1d
|
zai-org/LongAlign-10k
|
a8210c485e098159a52c492964d15b564c8522cc7de32ab9
| 6,198 | 0 | 5,696 |
Q: JDBC, servlets and strange "No operations allowed after connection closed"
I have a servlet which put data to remote MySQL Database. From servlet I call post which run method, which connect to database, make operations on the table and close all resource. But, during prefom this, occur the "No operations allowed after connection closed. ". But if comment close methods on all resources, all works fine, and the database is update.
Below i present my code where I change the name of my object and error log:
public class MySqlManager {
Logger logger = Logger.getLogger("MySqlManager");
private Connection sqlConnection;
public Connection getConnenction() throws SQLException{
sqlConnection = DriverManager.getConnection(DataConstants.dbUrl, DataConstants.dbName, DataConstants.password);
return sqlConnection;
}
public MySqlManager() {
DriverManager.setLogWriter(new PrintWriter(System.out));
}
public void putData(String value1, String value2, String value3) throws SQLException{
Connection sqlConn = null;
Statement statement = null;
ResultSet resultSet = null;
PreparedStatement preparedStatement = null;
try {
//register for MySQL driver
Class.forName("com.mysql.jdbc.Driver").
//get connection for data base
sqlConn = getConnenction();
logger.info("Connect to database");
int id;
//create a statement which gets data from database
statement = sqlConn.createStatement();
//if exist row in column sec_id, get id of this row
String idQuery = "SELECT id FROM table1 WHERE sec_id = \'" + value3 + "\'";
logger.info("query=" + idQuery);
resultSet = statement.executeQuery(idQuery);
if(resultSet.next()){
//if row exist, update data in this row
id = resultSet.getInt("id");
preparedStatement = sqlConn.prepareStatement("UPDATE table1 SET col2 =?, col2 =?, col3 =?, col4 =? WHERE id =?");
preparedStatement.setString(1, "some_tekst");
preparedStatement.setLong(2, 90854924897293);
preparedStatement.setString(3, "some_tekst");
preparedStatement.setString(4, "some_tekst"));
preparedStatement.setInt(5, id);
int i = preparedStatement.executeUpdate();
logger.info("Update " + i + " record");
}else{
//if row not exist, insert data to table1
preparedStatement = sqlConn.prepareStatement("INSERT INTO table1 (col2, col3, col4, col5, col6, col7, col8) VALUES (?,?,?,?,?,?,?)");
preparedStatement.setString(1, "some_tekst");
preparedStatement.setLong(2, 9146517234571);
preparedStatement.setString(3, "some_tekst");
preparedStatement.setString(4, "some_tekst");
preparedStatement.setInt(5, 0);
preparedStatement.setString(6, "some_tekst"));
preparedStatement.setString(7, "some_tekst"));
int i = preparedStatement.executeUpdate();
logger.info("Insert " + i + " record");
}
} catch (SQLException ex) {
Logger.getLogger(MySqlManager.class.getName()).log(Level.SEVERE, null, ex);
} catch (ClassNotFoundException ex) {
Logger.getLogger(MySqlManager.class.getName()).log(Level.SEVERE, null, ex);
} catch (InstantiationException ex) {
Logger.getLogger(MySqlManager.class.getName()).log(Level.SEVERE, null, ex);
} catch (IllegalAccessException ex) {
Logger.getLogger(MySqlManager.class.getName()).log(Level.SEVERE, null, ex);
}finally{
/*if I close all resources which has been defined above, I have an error:
SQLState(S1000) vendor code(0)
java.sql.SQLException: Operation not allowed after ResultSet closed
if I comment code below, all works fine, and database is update
*/
try { resultSet.close();} catch (Exception e) {}
try { statement.close();} catch (Exception e) {}
try { preparedStatement.close();} catch (Exception e) {}
try { closeConnection();} catch (Exception e) {}
}
}
public synchronized final void closeConnection() throws SQLException{
sqlConnection.close();
sqlConnection = null;
}
}
lis 21, 2014 12:56:32 PM com.test.database.MySqlManager putData
INFO: Connect to database
lis 21, 2014 12:56:32 PM com.test.database.MySqlManager putData
SEVERE: null
com.mysql.jdbc.exceptions.jdbc4.MySQLNonTransientConnectionException: No operations allowed after connection closed.
at sun.reflect.NativeConstructorAccessorImpl.newInstance0(Native Method)
at sun.reflect.NativeConstructorAccessorImpl.newInstance(NativeConstructorAccessorImpl.java:57)
at sun.reflect.DelegatingConstructorAccessorImpl.newInstance(DelegatingConstructorAccessorImpl.java:45)
at java.lang.reflect.Constructor.newInstance(Constructor.java:526)
at com.mysql.jdbc.Util.handleNewInstance(Util.java:411)
at com.mysql.jdbc.Util.getInstance(Util.java:386)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:1014)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:988)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:974)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:919)
at com.mysql.jdbc.ConnectionImpl.throwConnectionClosedException(ConnectionImpl.java:1290)
at com.mysql.jdbc.ConnectionImpl.checkClosed(ConnectionImpl.java:1282)
at com.mysql.jdbc.ConnectionImpl.createStatement(ConnectionImpl.java:2653)
at com.mysql.jdbc.ConnectionImpl.createStatement(ConnectionImpl.java:2635)
at com.test.database.MySqlManager.putData(MySqlManager.java:33)
at com.test.database.SmackCcsClient.updateDB(SmackCcsClient.java:289)
at com.test.database.GCMNotification.doPost(GCMNotification.java:89)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:646)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:727)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:303)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.tomcat.websocket.server.WsFilter.doFilter(WsFilter.java:52)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:241)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.catalina.core.StandardWrapperValve.invoke(StandardWrapperValve.java:220)
at org.apache.catalina.core.StandardContextValve.invoke(StandardContextValve.java:122)
at org.apache.catalina.authenticator.AuthenticatorBase.invoke(AuthenticatorBase.java:503)
at org.apache.catalina.core.StandardHostValve.invoke(StandardHostValve.java:170)
at org.apache.catalina.valves.ErrorReportValve.invoke(ErrorReportValve.java:103)
at org.apache.catalina.valves.AccessLogValve.invoke(AccessLogValve.java:950)
at org.apache.catalina.core.StandardEngineValve.invoke(StandardEngineValve.java:116)
at org.apache.catalina.connector.CoyoteAdapter.service(CoyoteAdapter.java:421)
at org.apache.coyote.http11.AbstractHttp11Processor.process(AbstractHttp11Processor.java:1070)
at org.apache.coyote.AbstractProtocol$AbstractConnectionHandler.process(AbstractProtocol.java:611)
at org.apache.tomcat.util.net.JIoEndpoint$SocketProcessor.run(JIoEndpoint.java:314)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1145)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:615)
at org.apache.tomcat.util.threads.TaskThread$WrappingRunnable.run(TaskThread.java:61)
at java.lang.Thread.run(Thread.java:745)
SQLState(08003) vendor code(0)
EDIT:
Error log when it occur during getConnection()
DriverManager.getConnection("jdbc:mysql://mysql-testhost:3306/dbname")
trying sun.jdbc.odbc.JdbcOdbcDriver
*Driver.connect (jdbc:mysql://mysql-testhost:3306/dbname)
trying com.mysql.jdbc.Driver
SQLState(S1000) vendor code(0)
java.sql.SQLException: Operation not allowed after ResultSet closed
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:1074)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:988)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:974)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:919)
at com.mysql.jdbc.ResultSetImpl.checkClosed(ResultSetImpl.java:804)
at com.mysql.jdbc.ResultSetImpl.realClose(ResultSetImpl.java:7331)
at com.mysql.jdbc.StatementImpl.executeQuery(StatementImpl.java:1527)
at com.mysql.jdbc.ConnectionImpl.loadServerVariables(ConnectionImpl.java:4156)
at com.mysql.jdbc.ConnectionImpl.initializePropsFromServer(ConnectionImpl.java:3548)
at com.mysql.jdbc.ConnectionImpl.connectOneTryOnly(ConnectionImpl.java:2513)
at com.mysql.jdbc.ConnectionImpl.createNewIO(ConnectionImpl.java:2283)
at com.mysql.jdbc.ConnectionImpl.<init>(ConnectionImpl.java:822)
at com.mysql.jdbc.JDBC4Connection.<init>(JDBC4Connection.java:47)
at sun.reflect.NativeConstructorAccessorImpl.newInstance0(Native Method)
at sun.reflect.NativeConstructorAccessorImpl.newInstance(NativeConstructorAccessorImpl.java:57)
at sun.reflect.DelegatingConstructorAccessorImpl.newInstance(DelegatingConstructorAccessorImpl.java:45)
at java.lang.reflect.Constructor.newInstance(Constructor.java:526)
at com.mysql.jdbc.Util.handleNewInstance(Util.java:411)
at com.mysql.jdbc.ConnectionImpl.getInstance(ConnectionImpl.java:404)
at com.mysql.jdbc.NonRegisteringDriver.connect(NonRegisteringDriver.java:317)
at java.sql.DriverManager.getConnection(DriverManager.java:571)
at java.sql.DriverManager.getConnection(DriverManager.java:215)
at com.test.database.MySqlManager.getConnenction(MySqlManager.java:8)
at com.test.database.MySqlManager.putData(MySqlManager.java:52)
at com.test.database.SmackCcsClient.updateDB(SmackCcsClient.java:289)
at com.test.database.GCMNotification.doPost(GCMNotification.java:89)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:646)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:727)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:303)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.tomcat.websocket.server.WsFilter.doFilter(WsFilter.java:52)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:241)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.catalina.core.StandardWrapperValve.invoke(StandardWrapperValve.java:220)
at org.apache.catalina.core.StandardContextValve.invoke(StandardContextValve.java:122)
at org.apache.catalina.authenticator.AuthenticatorBase.invoke(AuthenticatorBase.java:503)
at org.apache.catalina.core.StandardHostValve.invoke(StandardHostValve.java:170)
at org.apache.catalina.valves.ErrorReportValve.invoke(ErrorReportValve.java:103)
at org.apache.catalina.valves.AccessLogValve.invoke(AccessLogValve.java:950)
at org.apache.catalina.core.StandardEngineValve.invoke(StandardEngineValve.java:116)
at org.apache.catalina.connector.CoyoteAdapter.service(CoyoteAdapter.java:421)
at org.apache.coyote.http11.AbstractHttp11Processor.process(AbstractHttp11Processor.java:1070)
at org.apache.coyote.AbstractProtocol$AbstractConnectionHandler.process(AbstractProtocol.java:611)
at org.apache.tomcat.util.net.JIoEndpoint$SocketProcessor.run(JIoEndpoint.java:316)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1145)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:615)
at org.apache.tomcat.util.threads.TaskThread$WrappingRunnable.run(TaskThread.java:61)
at java.lang.Thread.run(Thread.java:745)
SQLState(S1000) vendor code(0)
java.sql.SQLException: Operation not allowed after ResultSet closed
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:1074)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:988)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:974)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:919)
at com.mysql.jdbc.ResultSetImpl.checkClosed(ResultSetImpl.java:804)
at com.mysql.jdbc.ResultSetImpl.realClose(ResultSetImpl.java:7331)
at com.mysql.jdbc.ResultSetImpl.close(ResultSetImpl.java:923)
at com.mysql.jdbc.StatementImpl.realClose(StatementImpl.java:2590)
at com.mysql.jdbc.StatementImpl.close(StatementImpl.java:582)
at com.mysql.jdbc.ConnectionImpl.loadServerVariables(ConnectionImpl.java:4188)
at com.mysql.jdbc.ConnectionImpl.initializePropsFromServer(ConnectionImpl.java:3548)
at com.mysql.jdbc.ConnectionImpl.connectOneTryOnly(ConnectionImpl.java:2513)
at com.mysql.jdbc.ConnectionImpl.createNewIO(ConnectionImpl.java:2283)
at com.mysql.jdbc.ConnectionImpl.<init>(ConnectionImpl.java:822)
at com.mysql.jdbc.JDBC4Connection.<init>(JDBC4Connection.java:47)
at sun.reflect.NativeConstructorAccessorImpl.newInstance0(Native Method)
at sun.reflect.NativeConstructorAccessorImpl.newInstance(NativeConstructorAccessorImpl.java:57)
at sun.reflect.DelegatingConstructorAccessorImpl.newInstance(DelegatingConstructorAccessorImpl.java:45)
at java.lang.reflect.Constructor.newInstance(Constructor.java:526)
at com.mysql.jdbc.Util.handleNewInstance(Util.java:411)
at com.mysql.jdbc.ConnectionImpl.getInstance(ConnectionImpl.java:404)
at com.mysql.jdbc.NonRegisteringDriver.connect(NonRegisteringDriver.java:317)
at java.sql.DriverManager.getConnection(DriverManager.java:571)
at java.sql.DriverManager.getConnection(DriverManager.java:215)
at com.test.database.MySqlManager.getConnenction(MySqlManager.java:8)
at com.test.database.MySqlManager.putData(MySqlManager.java:52)
at com.test.database.SmackCcsClient.updateDB(SmackCcsClient.java:289)
at com.test.database.GCMNotification.doPost(GCMNotification.java:89)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:646)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:727)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:303)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.tomcat.websocket.server.WsFilter.doFilter(WsFilter.java:52)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:241)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.catalina.core.StandardWrapperValve.invoke(StandardWrapperValve.java:220)
at org.apache.catalina.core.StandardContextValve.invoke(StandardContextValve.java:122)
at org.apache.catalina.authenticator.AuthenticatorBase.invoke(AuthenticatorBase.java:503)
at org.apache.catalina.core.StandardHostValve.invoke(StandardHostValve.java:170)
at org.apache.catalina.valves.ErrorReportValve.invoke(ErrorReportValve.java:103)
at org.apache.catalina.valves.AccessLogValve.invoke(AccessLogValve.java:950)
at org.apache.catalina.core.StandardEngineValve.invoke(StandardEngineValve.java:116)
at org.apache.catalina.connector.CoyoteAdapter.service(CoyoteAdapter.java:421)
at org.apache.coyote.http11.AbstractHttp11Processor.process(AbstractHttp11Processor.java:1070)
at org.apache.coyote.AbstractProtocol$AbstractConnectionHandler.process(AbstractProtocol.java:611)
at org.apache.tomcat.util.net.JIoEndpoint$SocketProcessor.run(JIoEndpoint.java:316)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1145)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:615)
at org.apache.tomcat.util.threads.TaskThread$WrappingRunnable.run(TaskThread.java:61)
at java.lang.Thread.run(Thread.java:745)
SQLState(S1000) vendor code(0)
java.sql.SQLException: Operation not allowed after ResultSet closed
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:1074)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:988)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:974)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:919)
at com.mysql.jdbc.ResultSetImpl.checkClosed(ResultSetImpl.java:804)
at com.mysql.jdbc.ResultSetImpl.realClose(ResultSetImpl.java:7331)
at com.mysql.jdbc.ResultSetImpl.close(ResultSetImpl.java:923)
at com.mysql.jdbc.StatementImpl.realClose(StatementImpl.java:2590)
at com.mysql.jdbc.StatementImpl.close(StatementImpl.java:582)
at com.mysql.jdbc.ConnectionImpl.buildCollationMapping(ConnectionImpl.java:1076)
at com.mysql.jdbc.ConnectionImpl.initializePropsFromServer(ConnectionImpl.java:3556)
at com.mysql.jdbc.ConnectionImpl.connectOneTryOnly(ConnectionImpl.java:2513)
at com.mysql.jdbc.ConnectionImpl.createNewIO(ConnectionImpl.java:2283)
at com.mysql.jdbc.ConnectionImpl.<init>(ConnectionImpl.java:822)
at com.mysql.jdbc.JDBC4Connection.<init>(JDBC4Connection.java:47)
at sun.reflect.NativeConstructorAccessorImpl.newInstance0(Native Method)
at sun.reflect.NativeConstructorAccessorImpl.newInstance(NativeConstructorAccessorImpl.java:57)
at sun.reflect.DelegatingConstructorAccessorImpl.newInstance(DelegatingConstructorAccessorImpl.java:45)
at java.lang.reflect.Constructor.newInstance(Constructor.java:526)
at com.mysql.jdbc.Util.handleNewInstance(Util.java:411)
at com.mysql.jdbc.ConnectionImpl.getInstance(ConnectionImpl.java:404)
at com.mysql.jdbc.NonRegisteringDriver.connect(NonRegisteringDriver.java:317)
at java.sql.DriverManager.getConnection(DriverManager.java:571)
at java.sql.DriverManager.getConnection(DriverManager.java:215)
at com.test.database.MySqlManager.getConnenction(MySqlManager.java:8)
at com.test.database.MySqlManager.putData(MySqlManager.java:52)
at com.test.database.SmackCcsClient.updateDB(SmackCcsClient.java:289)
at com.test.database.GCMNotification.doPost(GCMNotification.java:89)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:646)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:727)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:303)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.tomcat.websocket.server.WsFilter.doFilter(WsFilter.java:52)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:241)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.catalina.core.StandardWrapperValve.invoke(StandardWrapperValve.java:220)
at org.apache.catalina.core.StandardContextValve.invoke(StandardContextValve.java:122)
at org.apache.catalina.authenticator.AuthenticatorBase.invoke(AuthenticatorBase.java:503)
at org.apache.catalina.core.StandardHostValve.invoke(StandardHostValve.java:170)
at org.apache.catalina.valves.ErrorReportValve.invoke(ErrorReportValve.java:103)
at org.apache.catalina.valves.AccessLogValve.invoke(AccessLogValve.java:950)
at org.apache.catalina.core.StandardEngineValve.invoke(StandardEngineValve.java:116)
at org.apache.catalina.connector.CoyoteAdapter.service(CoyoteAdapter.java:421)
at org.apache.coyote.http11.AbstractHttp11Processor.process(AbstractHttp11Processor.java:1070)
at org.apache.coyote.AbstractProtocol$AbstractConnectionHandler.process(AbstractProtocol.java:611)
at org.apache.tomcat.util.net.JIoEndpoint$SocketProcessor.run(JIoEndpoint.java:316)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1145)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:615)
at org.apache.tomcat.util.threads.TaskThread$WrappingRunnable.run(TaskThread.java:61)
at java.lang.Thread.run(Thread.java:745)
SQLState(S1000) vendor code(0)
java.sql.SQLException: Operation not allowed after ResultSet closed
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:1074)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:988)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:974)
at com.mysql.jdbc.SQLError.createSQLException(SQLError.java:919)
at com.mysql.jdbc.ResultSetImpl.checkClosed(ResultSetImpl.java:804)
at com.mysql.jdbc.ResultSetImpl.realClose(ResultSetImpl.java:7331)
at com.mysql.jdbc.ResultSetImpl.close(ResultSetImpl.java:923)
at com.mysql.jdbc.StatementImpl.realClose(StatementImpl.java:2590)
at com.mysql.jdbc.StatementImpl.close(StatementImpl.java:582)
at com.mysql.jdbc.ConnectionImpl.isAutoCommitNonDefaultOnServer(ConnectionImpl.java:3798)
at com.mysql.jdbc.ConnectionImpl.initializePropsFromServer(ConnectionImpl.java:3644)
at com.mysql.jdbc.ConnectionImpl.connectOneTryOnly(ConnectionImpl.java:2513)
at com.mysql.jdbc.ConnectionImpl.createNewIO(ConnectionImpl.java:2283)
at com.mysql.jdbc.ConnectionImpl.<init>(ConnectionImpl.java:822)
at com.mysql.jdbc.JDBC4Connection.<init>(JDBC4Connection.java:47)
at sun.reflect.NativeConstructorAccessorImpl.newInstance0(Native Method)
at sun.reflect.NativeConstructorAccessorImpl.newInstance(NativeConstructorAccessorImpl.java:57)
at sun.reflect.DelegatingConstructorAccessorImpl.newInstance(DelegatingConstructorAccessorImpl.java:45)
at java.lang.reflect.Constructor.newInstance(Constructor.java:526)
at com.mysql.jdbc.Util.handleNewInstance(Util.java:411)
at com.mysql.jdbc.ConnectionImpl.getInstance(ConnectionImpl.java:404)
at com.mysql.jdbc.NonRegisteringDriver.connect(NonRegisteringDriver.java:317)
at java.sql.DriverManager.getConnection(DriverManager.java:571)
at java.sql.DriverManager.getConnection(DriverManager.java:215)
at com.test.database.MySqlManager.getConnenction(MySqlManager.java:8)
at com.test.database.MySqlManager.putData(MySqlManager.java:52)
at com.test.database.SmackCcsClient.updateDB(SmackCcsClient.java:289)
at com.test.database.GCMNotification.doPost(GCMNotification.java:89)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:646)
at javax.servlet.http.HttpServlet.service(HttpServlet.java:727)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:303)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.tomcat.websocket.server.WsFilter.doFilter(WsFilter.java:52)
at org.apache.catalina.core.ApplicationFilterChain.internalDoFilter(ApplicationFilterChain.java:241)
at org.apache.catalina.core.ApplicationFilterChain.doFilter(ApplicationFilterChain.java:208)
at org.apache.catalina.core.StandardWrapperValve.invoke(StandardWrapperValve.java:220)
at org.apache.catalina.core.StandardContextValve.invoke(StandardContextValve.java:122)
at org.apache.catalina.authenticator.AuthenticatorBase.invoke(AuthenticatorBase.java:503)
at org.apache.catalina.core.StandardHostValve.invoke(StandardHostValve.java:170)
at org.apache.catalina.valves.ErrorReportValve.invoke(ErrorReportValve.java:103)
at org.apache.catalina.valves.AccessLogValve.invoke(AccessLogValve.java:950)
at org.apache.catalina.core.StandardEngineValve.invoke(StandardEngineValve.java:116)
at org.apache.catalina.connector.CoyoteAdapter.service(CoyoteAdapter.java:421)
at org.apache.coyote.http11.AbstractHttp11Processor.process(AbstractHttp11Processor.java:1070)
at org.apache.coyote.AbstractProtocol$AbstractConnectionHandler.process(AbstractProtocol.java:611)
at org.apache.tomcat.util.net.JIoEndpoint$SocketProcessor.run(JIoEndpoint.java:316)
at java.util.concurrent.ThreadPoolExecutor.runWorker(ThreadPoolExecutor.java:1145)
at java.util.concurrent.ThreadPoolExecutor$Worker.run(ThreadPoolExecutor.java:615)
at org.apache.tomcat.util.threads.TaskThread$WrappingRunnable.run(TaskThread.java:61)
at java.lang.Thread.run(Thread.java:745)
getConnection returning com.mysql.jdbc.Driver
A: Remove static modifier from sqlConnection object and getConnection(). it will work fine. The reason you get exception is this, by using static modifier you are creating a single connection object for all the objects of this class. If you close it once you are closing for all the servlets.
EDIT:
As discussed with david90, the guy who asked this question, his problem was solved by changing the version of MySQL driver. from 5.1.24 to 5.1.34
Calling ResultSet.close() on an already closed ResultSet caused an SQLException.
Problem Exists in MySQL driver 5.1.24, while 5.1.34 fixed it.
Calling ResultSet.close() on an already closed ResultSet caused an SQLException. While the exception was silently discarded, it did result in performance issues. This fix makes Connector/J comply with the Java specification that when a ResultSet object is already closed, application of the close method on it should be a no-op. (Bug #16722637, Bug #67318)
A: Your code isn't thread-safe. sqlConnection should be a local variable everywhere, and never an instance or static member. Ditto the Statement and ResultSet variables.
If sqlConnection is defined as a static member variable, how can it cause exceptions after calling close()?
| null |
lmsys/lmsys-chat-1m
| null | 420,946 | 10 | 1,320 |
Soit les données suivantes relatives à une course hippique : 1 Express du Gers Déferré Ferré J. Travers Blanche, brassards rouges, étoile et t. verte 11e 86/1 2800 m H 9 S. Provoost Ecurie Danover 244 470 € 1'11"7 11a 7a 9a 4a 8a
2 Fiesta du Belver Ferré Ferré P.-Y. Verva Mi-bleu clair,mi-bleu foncé,m.bleu foncé,t.éc.bleu clair et bleu foncé 9e 25/1 2800 m F 8 Mlle S. Chauvin Ecurie du Belver 262 270 € 1'11"4 3a 0a 15a (22) 9a 2a
3 Galba Ringeat Déferré Déferré R. Derieux Blanche, étoiles et t. bleues 6e 12/1 2800 m H 7 R. Derieux Ecurie Nixonn 271 704 € 1'11"8 6a 4a 1a 1a (22) 8a
4 Félix du Bourg Déferré Déferré B. Marie Bleue, étoile jaune, m. rouges, t. jaune, cout. rouges 12e 86/1 2800 m M 8 B. Marie Ecurie DL 273 180 € 1'11"5 11a 11a (22) 5a 8m Da
5 Gamin Jaba Déferré Déferré N. Bazire Bleu foncé, éch. rouge, t. écart. bleu foncé et rouge 7e 12/1 2800 m H 7 J.-M. Bazire Mme G. Bazire 273 280 € 1'12"1 1a 4Da 5a Da 9a
6 Gaïa d'Occagnes Déferré Déferré G. Gelormini Jaune, un losange noir, m. et t. jaunes 10e 19/1 2800 m F 7 J.-P. Raffegeau T. Massicot 273 410 € 1'11" Dm 5a 7a 2m 1a
7 Gamble River Déferré Déferré B. Rochard Bleue, brass. et épaul. blancs, t. rayée blanc et bleu 8e 15/1 2800 m M 7 P.-L. Desaunette G. Manzi 274 180 € 1'12"4 5a 8a (22) Da 5a 9a
8 Harlem de Bucy Déferré Déferré A. Abrivard Jaune, cout. noires, m. jaunes, brass. et t. noirs 3e 39/10 2825 m M 6 C. Ecalard Ecurie Brindor 334 470 € 1'10"9 1a 2a 2a 1a 1a
9 Gaspar d'Angis Déferré Déferré E. Raffin Bleue, cout. et m. blanches, t. bleue 4e 58/10 2825 m H 7 J.-M. Baudouin Ec.Jean-Michel Baudouin 338 160 € 1'12" 3a 1a 1a 1a 6a
10 Epsom d'Herfraie Non partant
11 Hip Hop Haufor Déferré Déferré Ch. Bigeon Blanche, brassards et épaul. bleu foncé, t. bleu-foncé 2e 46/10 2825 m M 6 Ch. Bigeon Ecurie Christian Bigeon 430 370 € 1'10"8 8a 8a 8a 4a 11a
12 Goéland d'Haufor Déferré Déferré D. Bonne Blanche, brassards et épaul. bleu foncé, t. bleu-foncé 5e 13/1 2825 m H 7 Ch. Bigeon Ecurie Christian Bigeon 432 810 € 1'10"2 1a 3a Da 7a 2a
13 Inès des Rioults Ferré Ferré J.-F. Senet Violette, épaul. et t. bleues 14e 75/1 2825 m F 5 J.-F. Senet Ecurie Karibou 434 790 € 1'10"9 4m 3m 11a (22) 3m 5m
14 Farah des Caux Ferré Ferré A. Garandeau Damier blanc et noir, m. et t. blanches 15e 10
|
f66e6d8f7b0b4ec7aec14dbea275a136
|
lmsys/lmsys-chat-1m
| null | 72,979 | 0 | 929 |
Rewrite in english 72화. 들려온 소식, 찾아야 할 소식(3)
“둘 아니, 셋이군요.”
카시미르가 시선을 돌리지 않으며 말했다. 알리사와 퀴칸텔도 미행이 붙은 사실을 느끼고 있었다.
온 신경이 베리스에게 가 있던 쿠잔만이 이제 막 깨달은 듯 정신을 가다듬었다.
“대로로 이동하는 데다 눈에 띄기까지 하니 어쩔 수 없는 일이지.”
퀴칸텔이 피곤한 듯 고개를 저었다.
“일단 다행인 건 저놈들이 룬칸델 기사가 아니라는 겁니다. 수호기사나 집행기사였다면 미행이 아니라 대놓고 덮쳤을 테니까요.”
이곳은 휴페스터, 룬칸델의 땅이다. 예비 기수인 진을 상대로 룬칸델 기사들이 미행 따윌 할 이유는 없었다.
룬칸델 기사들이었다면 이미 마주친 순간 베리스를 살리는 건 고사하고, 쿠잔조차 조슈아에게 보내야 했을 것이다. 휴페스터에서 룬칸델 2기수가 지닌 권력이란 그런 것이었다.
싸워서 이기는 건 물론 수호기사가 열 명쯤 오더라도 가능했다. 그러나 가문 외의 ‘사냥개’가 아닌, 룬칸델의 기사들과 전면전을 벌이는 건 분명 부담스러운 일이었다.
특히 알리사와 카시미르, 퀴칸텔에게 룬칸델과 전투를 펼쳤다는 ‘공식적인 전적’이 남는 건 웬만해서는 피하고 싶었다.
“그렇다는 건 조슈아의 사냥개, 혹은 정보통들이라는 말인데.”
“어떻게 하는 게 좋겠습니까? 공자.”
잠시 고민한 후, 진이 입을 열었다.
“저것들은 분명 우릴 보자마자 상부에 보고를 했을 겁니다. 조슈아에게 직통으로 보고할 만한 수준은 아닌 것 같으니, 지금 발에 땀이 나게 뛰고 있는 놈이 있겠죠. 셋이 아니라 넷이었을 거란 겁니다.”
현재 붙은 미행은 총 셋.
그러나 진의 예상대로 원래는 넷이었다. 하나는 진 일행을 발견하자마자 미친 듯이 달리고 있었다.
바로 남부 이동관문으로.
“알리사 님.”
“네, 공자.”
“남부 이동관문으로 먼저 가셔야겠습니다. 보고를 하려면 우선 중앙이든 동부든 기사들이 있는 곳으로 가야 할 테니, 한 놈은 무조건 이동관문으로 가고 있을 겁니다.”
“무슨 뜻인지 알겠습니다.”
일부러 알리사를 골랐다. 현재 파티에 특임대 출신인 그녀보다 수색과 추적에 능한 사람은 없었다.
“놈을 발견하면 어떻게 할까요?”
“조슈아의 사람이니 살려둬선 안 됩니다. 고통 없이 보내주세요.”
“알겠습니다.”
알리사는 곧장 움직이지 않았다.
먼저 움직이면 미행들도 뭔가 감지할 테니, 진의 전체 지시가 떨어진 후에 움직여야 했다.
“그리고 쿠잔.”
“예.”
“네 능력을 시험해볼 때가 온 것 같군. 나머지 셋을 암살해라.”
“숲길이 나오면 시행하면 되겠습니까?”
“아니, 지금 당장. 할 수 있겠나?”
백주대낮의 번화가 거리였다.
이곳에서 갑자기 네 명을 소리 없이, 탈 없이 암살하는 건 무명의 상급 암살자들에게나 가능한 일이었다.
그러나 쿠잔은 즉시 고개를 끄덕였다.
“가능합니다.”
대답을 듣자 내심 놀라웠다.
“그래?”
“다행히 지금 갖고 있는 독 중에 적합한 게 있습니다.”
|
a48326b7dc5e486cbbcca9e64931d604
|
lmsys/lmsys-chat-1m
| null | 345,238 | 0 | 997 |
Holdings Data: 'Holding, Number of shares, NAME_1 price/ Average price per share ($), Client investment ($), Cost basis ($), Price per share on Feb 28 ($), Value on Feb 28 ($), Unrealized (tax) gain or loss ($), Investment return ($), Holding period
FEDERATED NAME_2 STRATEGIC VALUE DIVIDEND FUND IS Symbol: SVAIX
Trade date: Feb 4 21, 1366.279, 5.160, 7050.00, 7050.00, 6.110, 8347.96, 1297.96, , LT
Total reinvested, 57.410, 5.678, , 326.02, 6.110, 350.77, 24.75, ,
EAI: $313 Current yield: 3.60%
Security total, 1423.689, 5.181, 7050.00, 7376.02, , 8698.73, 1322.71, 1648.73,
NAME_3 MARKET LEADERS VALUE FUND CLASS I Symbol: OFVIX
Trade date: Feb 4 21, 470.628, 14.979, 7050.00, 7050.00, 17.710, 8334.81, 1284.81, , LT
Total reinvested, 8.717, 17.859, , 155.68, 17.710, 154.38, -1.30, ,
EAI: $159 Current yield: 1.87%, , , , , , , , ,
Security total, 479.345, 15.032, 7050.00, 7205.68, , 8489.19, 1283.51, 1439.19,
PACE portfolio total, , , $14100.00, $14581.70, , $17187.92, $2606.22, $3087.92,
ANGEL OAK MULTI-STRATEGY INCOME FUND CLASS INSTL Symbol: ANGIX
Trade date: Sep 23 20, 2408.841, 10.179, 24522.00, 24522.00, 10.110, 24353.38, -168.62, , LT
Total reinvested, 155.558, 10.351, , 1610.26, 10.110, 1572.69, -37.57, ,
EAI: $1220 Current yield: 4.71%, , , , , , , , ,
Security total, 2564.399, 10.190, 24522.00, 26132.26, , 25926.07, -206.19, 1404.07,
COHEN & NAME_4 PREFERRED SEC & INC FUND I Symbol: CPXIX
Trade date: Sep 23 20, 740.474, 13.910, 10300.00, 10300.00, 13.330, 9870.51, -429.49, , LT
Total reinvested, 57.946, 14.199, , 822.81, 13.330, 772.42, -50.39, ,
EAI: $539 Current yield: 5.06%, , , , , , , , ,
Security total, 798.420, 13.931, 10300.00, 11122.81, , 10642.93, -479.88, 342.93,
PUTNAM ULTRA SHORT DURATION INCOME FUND CLASS Y Symbol: PSDYX
Trade date: Oct 21 20, 11.847, 10.099, 119.65, 119.65, 10.060, 119.18, -0.47, , LT
Total reinvested, 0.335, 10.000, , 3.35, 10.060, 3.37, 0.02, ,
Security total, 12.182, 10.097, 119.65, 123.00, , 122.55, -0.45, 2.90,'
Retrieve ONLY the following five pieces of information for each holding from the given holdings data: the company name, its symbol or CUSIP, the quantity, the price, and the market value without outputting anything. Give ONLY an CSV response with the retrieved five properties for each holding:
|
6dad01bb0c9246a58de5c7e20a44cfb1
|
lmsys/lmsys-chat-1m
| null | 358,048 | 22 | 957 |
"Ok, let's go further. Here are the translations of the same training English sentences into the second unknown language:
Today I am = 15000 101100 20107
Yesterday you were = 15100 101202 20207
A man will be tomorrow = 22300 101303 20307
A woman is today = 22400 101300 20107
A child was yesterday = 22500 101302 20207
I live in a house = 15000 102100 31502
You lived in the woods = 15100 102202 52202
A bird lives in the sky = 22900 102300 57702
Dogs lived in the swamp = 22720 102392 56602
Mice will live in the field = 22820 102393 53302
I eat bird with a spoon = 15000 103100 22901 35505
You ate a dog yesterday = 15100 103202 20207 22701
A man will eat a cat tomorrow = 22300 103303 20307 22601
A woman will eat a mouse with a knife = 22400 103303 36505 22801
Yesterday I ate with a spoon = 15000 103102 20207 35505
I build a house = 15000 104100 51101
You will build a market = 15100 104203 54401
Yesterday the child built with an axe = 22500 104302 20207 31505
Tomorrow the woman will build with a hammer = 22400 104303 20307 32505
Today a man builds = 22300 104300 20107
Cats see mice = 22620 105390 22821
Dogs saw cats in the house = 22720 105392 22621 51102
Yesterday a mouse saw a man in a field = 22820 105392 20207 22321 53302
Tomorrow a woman will see a baby = 22400 105303 20307 22501
A child will see a cat in a field = 22500 105303 22601 53302
We take the rod = 15020 106190 33501
You took the cats = 15120 106292 22621
A cat takes an axe = 22600 106300 31501
The dog took the knife in the house = 22700 106302 36501 51102
Women will take axes tomorrow = 22420 106393 20307 31521
The cat loves mice = 22600 107300 22821
A man loved a woman = 22300 107302 22401
Yesterday the woman loved the baby in the house = 22400 107302 20207 22501 51102
You love mice = 15120 107290 22821
Tomorrow you will love cats = 15120 107293 20307 22621
I make a house with an axe = 15000 108100 51101 31505
Men make snares with knives = 22320 108392 34521 36525
Children make hammers = 22520 108390 32521
Cats make snares in the swamp = 22620 108390 34521 56605
A mouse will make a house tomorrow = 22800 108303 20307 51101
Cats catch mice = 22620 109390 22821
Dogs catch cats = 22720 109390 22621
Men caught dogs in the swamp with snares = 22320 109392 22721 56602 34525
Woman catches a baby = 22400 109300 22501
Tomorrow I will catch you = 15000 109103 20307 15101
Man beats the house with an axe = 22300 110300 51101 31505
Cats beated dogs = 22620 110392 22721
Mice will beat houses in the woods = 22820 110393 51121 52202
A bird beats a spoon with an axe = 22
|
37798ef5fd3649d3a55bdf3ac5b7fd0c
|
zai-org/LongAlign-10k
|
a709e841f07edb32a46f86330fdc94961a1f039c24f0d1f1
| 5,957 | 0 | 5,671 |
// language: Rust
// This file is generated by rust-protobuf 3.0.0-pre. Do not edit
#![allow(unknown_lints)]
#![allow(clippy::all)]
#![allow(unused_attributes)]
#![cfg_attr(rustfmt, rustfmt::skip)]
#![allow(box_pointers)]
#![allow(dead_code)]
#![allow(missing_docs)]
#![allow(non_camel_case_types)]
#![allow(non_snake_case)]
#![allow(non_upper_case_globals)]
#![allow(trivial_casts)]
#![allow(unused_results)]
#![allow(unused_mut)]
//! Generated file from `google/protobuf/timestamp.proto`
#[derive(PartialEq,Clone,Default)]
#[cfg_attr(serde, derive(::serde::Serialize, ::serde::Deserialize))]
pub struct Timestamp {
// message fields
pub seconds: i64,
pub nanos: i32,
#[cfg_attr(serde, serde(skip))]
pub unknown_fields: crate::UnknownFields,
#[cfg_attr(serde, serde(skip))]
pub cached_size: crate::rt::CachedSize,
}
impl<'a> ::std::default::Default for &'a Timestamp {
fn default() -> &'a Timestamp {
<Timestamp as crate::Message>::default_instance()
}
}
impl Timestamp {
pub fn new() -> Timestamp {
::std::default::Default::default()
}
fn generated_message_descriptor_data() -> crate::reflect::GeneratedMessageDescriptorData {
let mut fields = ::std::vec::Vec::new();
fields.push(crate::reflect::rt::v2::make_simpler_field_accessor::<_, _>(
"seconds",
|m: &Timestamp| { &m.seconds },
|m: &mut Timestamp| { &mut m.seconds },
));
fields.push(crate::reflect::rt::v2::make_simpler_field_accessor::<_, _>(
"nanos",
|m: &Timestamp| { &m.nanos },
|m: &mut Timestamp| { &mut m.nanos },
));
crate::reflect::GeneratedMessageDescriptorData::new_2::<Timestamp>(
"Timestamp",
0,
fields,
)
}
}
impl crate::Message for Timestamp {
fn is_initialized(&self) -> bool {
true
}
fn merge_from(&mut self, is: &mut crate::CodedInputStream<'_>) -> crate::ProtobufResult<()> {
while!is.eof()? {
let (field_number, wire_type) = is.read_tag_unpack()?;
match field_number {
1 => {
if wire_type!= crate::wire_format::WireTypeVarint {
return ::std::result::Result::Err(crate::rt::unexpected_wire_type(wire_type));
}
self.seconds = is.read_int64()?;
},
2 => {
if wire_type!= crate::wire_format::WireTypeVarint {
return ::std::result::Result::Err(crate::rt::unexpected_wire_type(wire_type));
}
self.nanos = is.read_int32()?;
},
_ => {
crate::rt::read_unknown_or_skip_group(field_number, wire_type, is, self.mut_unknown_fields())?;
},
};
}
::std::result::Result::Ok(())
}
#[allow(unused_variables)]
fn compute_size(&self) -> u32 {
let mut my_size = 0;
if self.seconds!= 0 {
my_size += crate::rt::value_size(1, self.seconds, crate::wire_format::WireTypeVarint);
}
if self.nanos!= 0 {
my_size += crate::rt::value_size(2, self.nanos, crate::wire_format::WireTypeVarint);
}
my_size += crate::rt::unknown_fields_size(self.get_unknown_fields());
self.cached_size.set(my_size);
my_size
}
fn write_to_with_cached_sizes(&self, os: &mut crate::CodedOutputStream<'_>) -> crate::ProtobufResult<()> {
if self.seconds!= 0 {
os.write_int64(1, self.seconds)?;
}
if self.nanos!= 0 {
os.write_int32(2, self.nanos)?;
}
os.write_unknown_fields(self.get_unknown_fields())?;
::std::result::Result::Ok(())
}
fn get_cached_size(&self) -> u32 {
self.cached_size.get()
}
fn get_unknown_fields(&self) -> &crate::UnknownFields {
&self.unknown_fields
}
fn mut_unknown_fields(&mut self) -> &mut crate::UnknownFields {
&mut self.unknown_fields
}
fn new() -> Timestamp {
Timestamp::new()
}
fn descriptor_static() -> crate::reflect::MessageDescriptor {
crate::reflect::MessageDescriptor::new_generated_2(file_descriptor(), 0)
}
fn default_instance() -> &'static Timestamp {
static instance: Timestamp = Timestamp {
seconds: 0,
nanos: 0,
unknown_fields: crate::UnknownFields::new(),
cached_size: crate::rt::CachedSize::new(),
};
&instance
}
}
impl crate::Clear for Timestamp {
fn clear(&mut self) {
self.seconds = 0;
self.nanos = 0;
self.unknown_fields.clear();
}
}
impl ::std::fmt::Debug for Timestamp {
fn fmt(&self, f: &mut ::std::fmt::Formatter<'_>) -> ::std::fmt::Result {
crate::text_format::fmt(self, f)
}
}
impl crate::reflect::ProtobufValue for Timestamp {
type RuntimeType = crate::reflect::runtime_types::RuntimeTypeMessage<Self>;
}
static file_descriptor_proto_data: &'static [u8] = b"\
\n\x1fgoogle/protobuf/timestamp.proto\x12\x0fgoogle.protobuf\";\n\tTimes\
tamp\x12\x18\n\x07seconds\x18\x01\x20\x01(\x03R\x07seconds\x12\x14\n\x05\
nanos\x18\x02\x20\x01(\x05R\x05nanosB\x85\x01\n\x13com.google.protobufB\
\x0eTimestampProtoP\x01Z2google.golang.org/protobuf/types/known/timestam\
ppb\xf8\x01\x01\xa2\x02\x03GPB\xaa\x02\x1eGoogle.Protobuf.WellKnownTypes\
J\xc5/\n\x07\x12\x05\x1e\0\x92\x01\x01\n\xcc\x0c\n\x01\x0c\x12\x03\x1e\0\
\x122\xc1\x0c\x20Protocol\x20Buffers\x20-\x20Google's\x20data\x20interch\
ange\x20format\n\x20Copyright\x202008\x20Google\x20Inc.\x20\x20All\x20ri\
\n\x20Redistribution\x20and\x20use\x20in\x20source\x20and\x20binary\x20f\
orms,\x20with\x20or\x20without\n\x20modification,\x20are\x20permitted\
\x20provided\x20that\x20the\x20following\x20conditions\x20are\n\x20met:\
\n\n\x20\x20\x20\x20\x20*\x20Redistributions\x20of\x20source\x20code\x20\
must\x20retain\x20the\x20above\x20copyright\n\x20notice,\x20this\x20list\
\x20of\x20conditions\x20and\x20the\x20following\x20disclaimer.\n\x20\x20\
\x20\x20\x20*\x20Redistributions\x20in\x20binary\x20form\x20must\x20repr\
oduce\x20the\x20above\n\x20copyright\x20notice,\x20this\x20list\x20of\
\x20conditions\x20and\x20the\x20following\x20disclaimer\n\x20in\x20the\
\x20documentation\x20and/or\x20other\x20materials\x20provided\x20with\
\x20the\n\x20distribution.\n\x20\x20\x20\x20\x20*\x20Neither\x20the\x20n\
ame\x20of\x20Google\x20Inc.\x20nor\x20the\x20names\x20of\x20its\n\x20con\
tributors\x20may\x20be\x20used\x20to\x20endorse\x20or\x20promote\x20prod\
ucts\x20derived\x20from\n\x20this\x20software\x20without\x20specific\x20\
prior\x20written\x20permission.\n\n\x20THIS\x20SOFTWARE\x20IS\x20PROVIDE\
D\x20BY\x20THE\x20COPYRIGHT\x20HOLDERS\x20AND\x20CONTRIBUTORS\n\x20\"AS\
\x20IS\"\x20AND\x20ANY\x20EXPRESS\x20OR\x20IMPLIED\x20WARRANTIES,\x20INC\
LUDING,\x20BUT\x20NOT\n\x20LIMITED\x20TO,\x20THE\x20IMPLIED\x20WARRANTIE\
S\x20OF\x20MERCHANTABILITY\x20AND\x20FITNESS\x20FOR\n\x20A\x20PARTICULAR\
\x20PURPOSE\x20ARE\x20DISCLAIMED.\x20IN\x20NO\x20EVENT\x20SHALL\x20THE\
\x20COPYRIGHT\n\x20OWNER\x20OR\x20CONTRIBUTORS\x20BE\x20LIABLE\x20FOR\
\x20ANY\x20DIRECT,\x20INDIRECT,\x20INCIDENTAL,\n\x20SPECIAL,\x20EXEMPLAR\
Y,\x20OR\x20CONSEQUENTIAL\x20DAMAGES\x20(INCLUDING,\x20BUT\x20NOT\n\x20L\
IMITED\x20TO,\x20PROCUREMENT\x20OF\x20SUBSTITUTE\x20GOODS\x20OR\x20SERVI\
CES;\x20LOSS\x20OF\x20USE,\n\x20DATA,\x20OR\x20PROFITS;\x20OR\x20BUSINES\
S\x20INTERRUPTION)\x20HOWEVER\x20CAUSED\x20AND\x20ON\x20ANY\n\x20THEORY\
\x20OF\x20LIABILITY,\x20WHETHER\x20IN\x20CONTRACT,\x20STRICT\x20LIABILIT\
Y,\x20OR\x20TORT\n\x20(INCLUDING\x20NEGLIGENCE\x20OR\x20OTHERWISE)\x20AR\
ISING\x20IN\x20ANY\x20WAY\x20OUT\x20OF\x20THE\x20USE\n\x20OF\x20THIS\x20\
SOFTWARE,\x20EVEN\x20IF\x20ADVISED\x20OF\x20THE\x20POSSIBILITY\x20OF\x20\
SUCH\x20DAMAGE.\n\n\x08\n\x01\x02\x12\x03\x20\0\x18\n\x08\n\x01\x08\x12\
\x03\"\0;\n\t\n\x02\x08%\x12\x03\"\0;\n\x08\n\x01\x08\x12\x03#\0\x1f\n\t\
\n\x02\x08\x1f\x12\x03#\0\x1f\n\x08\n\x01\x08\x12\x03$\0I\n\t\n\x02\x08\
\x0b\x12\x03$\0I\n\x08\n\x01\x08\x12\x03%\0,\n\t\n\x02\x08\x01\x12\x03%\
\0,\n\x08\n\x01\x08\x12\x03&\0/\n\t\n\x02\x08\x08\x12\x03&\0/\n\x08\n\
\x01\x08\x12\x03'\0\"\n\t\n\x02\x08\n\x12\x03'\0\"\n\x08\n\x01\x08\x12\
\x03(\0!\n\t\n\x02\x08$\x12\x03(\0!\n\xde\x1d\n\x02\x04\0\x12\x06\x87\
\x01\0\x92\x01\x01\x1a\xcf\x1d\x20A\x20Timestamp\x20represents\x20a\x20p\
oint\x20in\x20time\x20independent\x20of\x20any\x20time\x20zone\x20or\x20\
local\n\x20calendar,\x20encoded\x20as\x20a\x20count\x20of\x20seconds\x20\
and\x20fractions\x20of\x20seconds\x20at\n\x20nanosecond\x20resolution.\
\x20The\x20count\x20is\x20relative\x20to\x20an\x20epoch\x20at\x20UTC\x20\
midnight\x20on\n\x20January\x201,\x201970,\x20in\x20the\x20proleptic\x20\
Gregorian\x20calendar\x20which\x20extends\x20the\n\x20Gregorian\x20calen\
dar\x20backwards\x20to\x20year\x20one.\n\n\x20All\x20minutes\x20are\x206\
0\x20seconds\x20long.\x20Leap\x20seconds\x20are\x20\"smeared\"\x20so\x20\
that\x20no\x20leap\n\x20second\x20table\x20is\x20needed\x20for\x20interp\
retation,\x20using\x20a\x20[24-hour\x20linear\n\x20smear](https://develo\
pers.google.com/time/smear).\n\n\x20The\x20range\x20is\x20from\x200001-0\
1-01T00:00:00Z\x20to\x209999-12-31T23:59:59.999999999Z.\x20By\n\x20restr\
icting\x20to\x20that\x20range,\x20we\x20ensure\x20that\x20we\x20can\x20c\
rfc3339.txt)\x20date\x20strings.\n\n\x20#\x20Examples\n\n\x20Example\x20\
1:\x20Compute\x20Timestamp\x20from\x20POSIX\x20`time()`.\n\n\x20\x20\x20\
\x20\x20Timestamp\x20timestamp;\n\x20\x20\x20\x20\x20timestamp.set_secon\
ds(time(NULL));\n\x20\x20\x20\x20\x20timestamp.set_nanos(0);\n\n\x20Exam\
ple\x202:\x20Compute\x20Timestamp\x20from\x20POSIX\x20`gettimeofday()`.\
\n\n\x20\x20\x20\x20\x20struct\x20timeval\x20tv;\n\x20\x20\x20\x20\x20ge\
ttimeofday(&tv,\x20NULL);\n\n\x20\x20\x20\x20\x20Timestamp\x20timestamp;\
\n\x20\x20\x20\x20\x20timestamp.set_seconds(tv.tv_sec);\n\x20\x20\x20\
\x20\x20timestamp.set_nanos(tv.tv_usec\x20*\x201000);\n\n\x20Example\x20\
3:\x20Compute\x20Timestamp\x20from\x20Win32\x20`GetSystemTimeAsFileTime(\
)`.\n\n\x20\x20\x20\x20\x20FILETIME\x20ft;\n\x20\x20\x20\x20\x20GetSyste\
mTimeAsFileTime(&ft);\n\x20\x20\x20\x20\x20UINT64\x20ticks\x20=\x20(((UI\
NT64)ft.dwHighDateTime)\x20<<\x2032)\x20|\x20ft.dwLowDateTime;\n\n\x20\
\x20Windows\x20epoch\x201601-01-01T00:00:00Z\n\x20\x20\x20\x20\x20//\x20\
is\x2011644473600\x20seconds\x20before\x20Unix\x20epoch\x201970-01-01T00\
:00:00Z.\n\x20\x20\x20\x20\x20Timestamp\x20timestamp;\n\x20\x20\x20\x20\
\x20timestamp.set_seconds((INT64)\x20((ticks\x20/\x2010000000)\x20-\x201\
1644473600LL));\n\x20\x20\x20\x20\x20timestamp.set_nanos((INT32)\x20((ti\
cks\x20%\x2010000000)\x20*\x20100));\n\n\x20Example\x204:\x20Compute\x20\
Timestamp\x20from\x20Java\x20`System.currentTimeMillis()`.\n\n\x20\x20\
\x20\x20\x20long\x20millis\x20=\x20System.currentTimeMillis();\n\n\x20\
\x20\x20\x20\x20Timestamp\x20timestamp\x20=\x20Timestamp.newBuilder().se\
tSeconds(millis\x20/\x201000)\n\x20\x20\x20\x20\x20\x20\x20\x20\x20.setN\
anos((int)\x20((millis\x20%\x201000)\x20*\x201000000)).build();\n\n\n\
\x20Example\x205:\x20Compute\x20Timestamp\x20from\x20Java\x20`Instant.no\
w()`.\n\n\x20\x20\x20\x20\x20Instant\x20now\x20=\x20Instant.now();\n\n\
\x20\x20\x20\x20\x20Timestamp\x20timestamp\x20=\n\x20\x20\x20\x20\x20\
\x20\x20\x20\x20Timestamp.newBuilder().setSeconds(now.getEpochSecond())\
\n\x20\x20\x20\x20\x20\x20\x20\x20\x20\x20\x20\x20\x20.setNanos(now.getN\
ano()).build();\n\n\n\x20Example\x206:\x20Compute\x20Timestamp\x20from\
\x20current\x20time\x20in\x20Python.\n\n\x20\x20\x20\x20\x20timestamp\
\x20=\x20Timestamp()\n\x20\x20\x20\x20\x20timestamp.GetCurrentTime()\n\n\
\x20#\x20JSON\x20Mapping\n\n\x20In\x20JSON\x20format,\x20the\x20Timestam\
p\x20type\x20is\x20encoded\x20as\x20a\x20string\x20in\x20the\n\x20[RFC\
,\x20the\n\x20format\x20is\x20\"{year}-{month}-{day}T{hour}:{min}:{sec}[\
.{frac_sec}]Z\"\n\x20where\x20{year}\x20is\x20always\x20expressed\x20usi\
ng\x20four\x20digits\x20while\x20{month},\x20{day},\n\x20{hour},\x20{min\
},\x20and\x20{sec}\x20are\x20zero-padded\x20to\x20two\x20digits\x20each.\
\x20The\x20fractional\n\x20seconds,\x20which\x20can\x20go\x20up\x20to\
\x209\x20digits\x20(i.e.\x20up\x20to\x201\x20nanosecond\x20resolution),\
\n\x20are\x20optional.\x20The\x20\"Z\"\x20suffix\x20indicates\x20the\x20\
timezone\x20(\"UTC\");\x20the\x20timezone\n\x20is\x20required.\x20A\x20p\
roto3\x20JSON\x20serializer\x20should\x20always\x20use\x20UTC\x20(as\x20\
indicated\x20by\n\x20\"Z\")\x20when\x20printing\x20the\x20Timestamp\x20t\
ype\x20and\x20a\x20proto3\x20JSON\x20parser\x20should\x20be\n\x20able\
\x20to\x20accept\x20both\x20UTC\x20and\x20other\x20timezones\x20(as\x20i\
ndicated\x20by\x20an\x20offset).\n\n\x20For\x20example,\x20\"2017-01-15T\
01:30:15.01Z\"\x20encodes\x2015.01\x20seconds\x20past\n\x2001:30\x20UTC\
\x20on\x20January\x2015,\x202017.\n\n\x20In\x20JavaScript,\x20one\x20can\
\x20convert\x20a\x20Date\x20object\x20to\x20this\x20format\x20using\x20t\
he\n\x20standard\n\x20[toISOString()](https://developer.mozilla.org/en-U\
S/docs/Web/JavaScript/Reference/Global_Objects/Date/toISOString)\n\x20me\
thod.\x20In\x20Python,\x20a\x20standard\x20`datetime.datetime`\x20object\
\x20can\x20be\x20converted\n\x20to\x20this\x20format\x20using\n\x20[`str\
th\n\x20the\x20time\x20format\x20spec\x20'%Y-%m-%dT%H:%M:%S.%fZ'.\x20Lik\
ewise,\x20in\x20Java,\x20one\x20can\x20use\n\x20the\x20Joda\x20Time's\
\x20[`ISODateTimeFormat.dateTime()`](\n\x20http://www.joda.org/joda-time\
/apidocs/org/joda/time/format/ISODateTimeFormat.html#dateTime%2D%2D\n\
\x20)\x20to\x20obtain\x20a\x20formatter\x20capable\x20of\x20generating\
\x20timestamps\x20in\x20this\x20format.\n\n\n\n\x0b\n\x03\x04\0\x01\x12\
\x04\x87\x01\x08\x11\n\x9d\x01\n\x04\x04\0\x02\0\x12\x04\x8b\x01\x02\x14\
\x1a\x8e\x01\x20Represents\x20seconds\x20of\x20UTC\x20time\x20since\x20U\
nix\x20epoch\n\x201970-01-01T00:00:00Z.\x20Must\x20be\x20from\x200001-01\
-01T00:00:00Z\x20to\n\x209999-12-31T23:59:59Z\x20inclusive.\n\n\r\n\x05\
\x04\0\x02\0\x05\x12\x04\x8b\x01\x02\x07\n\r\n\x05\x04\0\x02\0\x01\x12\
\x04\x8b\x01\x08\x0f\n\r\n\x05\x04\0\x02\0\x03\x12\x04\x8b\x01\x12\x13\n\
\xe5\x01\n\x04\x04\0\x02\x01\x12\x04\x91\x01\x02\x12\x1a\xd6\x01\x20Non-\
negative\x20fractions\x20of\x20a\x20second\x20at\x20nanosecond\x20resolu\
tion.\x20Negative\n\x20second\x20values\x20with\x20fractions\x20must\x20\
still\x20have\x20non-negative\x20nanos\x20values\n\x20that\x20count\x20f\
orward\x20in\x20time.\x20Must\x20be\x20from\x200\x20to\x20999,999,999\n\
\x20inclusive.\n\n\r\n\x05\x04\0\x02\x01\x05\x12\x04\x91\x01\x02\x07\n\r\
\n\x05\x04\0\x02\x01\x01\x12\x04\x91\x01\x08\r\n\r\n\x05\x04\0\x02\x01\
\x03\x12\x04\x91\x01\x10\x11b\x06proto3\
";
pub fn file_descriptor_proto() -> &'static crate::descriptor::FileDescriptorProto {
static file_descriptor_proto_lazy: crate::rt::LazyV2<crate::descriptor::FileDescriptorProto> = crate::rt::LazyV2::INIT;
file_descriptor_proto_lazy.get(|| {
crate::Message::parse_from_bytes(file_descriptor_proto_data).unwrap()
})
}
pub fn file_descriptor() -> crate::reflect::FileDescriptor {
static file_descriptor_lazy: crate::rt::LazyV2<crate::reflect::GeneratedFileDescriptor> = crate::rt::LazyV2::INIT;
let file_descriptor = file_descriptor_lazy.get(|| {
let mut deps = ::std::vec::Vec::new();
let mut messages = ::std::vec::Vec::new();
messages.push(Timestamp::generated_message_descriptor_data());
let mut enums = ::std::vec::Vec::new();
crate::reflect::GeneratedFileDescriptor::new_generated(
file_descriptor_proto(),
deps,
messages,
enums,
)
});
crate::reflect::FileDescriptor::new_generated_2(file_descriptor)
}
What is the maximum precision allowed for the nanos fractional seconds field?
| null |
zai-org/LongAlign-10k
|
90f587229b083500b096ef161b7aceb445d29bed2baffb7c
| 5,139 | 0 | 5,603 |
Q: Android, Json Parsing Error
I am new to JSON and a relative beginner in Android, I have come across a problem which I have been unable to solve for several hours and am hoping the community can help.
The point of this application is get JSON Data and display it in a Custom Listview which will only show the thumbnail URL and title.
From what I am understanding it is a JSON parsing error that seems to stop for some reason, and hence when I try to call my custom listview to set it, I am passing in empty String Arrays since no data was filled during the JSON parse.
The error in question looks like this.
E/Zygote: v2
I/libpersona: KNOX_SDCARD checking this for 10010
I/libpersona: KNOX_SDCARD not a persona
E/Zygote: accessInfo : 0
W/SELinux: SELinux selinux_android_compute_policy_index : Policy Index[2], Con:u:r:zygote:s0 RAM:SEPF_SECMOBILE_7.0_0005, [-1 -1 -1 -1 0 1]
I/SELinux: SELinux: seapp_context_lookup: seinfo=untrusted, level=s0:c512,c768, pkgname=com.example.user.remotemachineuilayout
I/art: Late-enabling -Xcheck:jni
D/TimaKeyStoreProvider: TimaKeyStore is not enabled: cannot add TimaSignature Service and generateKeyPair Service
06-29 09:22:16.042 31340-31350/? I/art: Debugger is no longer active
06-29 09:22:16.042 31340-31350/? I/art: Starting a blocking GC Instrumentation
06-29 09:22:16.166 31340-31340/? W/System: ClassLoader referenced unknown path: /data/app/com.example.user.remotemachineuilayout-1/lib/arm64
06-29 09:22:16.185 31340-31340/? I/InstantRun: starting instant run server: is main process
06-29 09:22:16.247 31340-31340/? W/art: Before Android 4.1, method android.graphics.PorterDuffColorFilter android.support.graphics.drawable.VectorDrawableCompat.updateTintFilter(android.graphics.PorterDuffColorFilter, android.content.res.ColorStateList, android.graphics.PorterDuff$Mode) would have incorrectly overridden the package-private method in android.graphics.drawable.Drawable
06-29 09:22:16.316 31340-31340/? D/AbsListView: Get MotionRecognitionManager
06-29 09:22:16.317 31340-31340/? D/MotionRecognitionManager: mSContextService = com.samsung.android.hardware.context.ISemContextService$Stub$Proxy@ed99b7a
06-29 09:22:16.318 31340-31340/? D/MotionRecognitionManager: motionService = com.samsung.android.gesture.IMotionRecognitionService$Stub$Proxy@a628f2b
06-29 09:22:16.318 31340-31340/? D/MotionRecognitionManager: motionService = com.samsung.android.gesture.IMotionRecognitionService$Stub$Proxy@a628f2b
06-29 09:22:16.323 31340-31340/? D/AndroidRuntime: Shutting down VM
06-29 09:22:16.323 31340-31340/? E/AndroidRuntime: FATAL EXCEPTION: main
Process: com.example.user.remotemachineuilayout, PID: 31340
java.lang.RuntimeException: Unable to start activity ComponentInfo{com.example.user.remotemachineuilayout/com.example.user.remotemachineuilayout.MainActivity}: java.lang.NullPointerException
at android.app.ActivityThread.performLaunchActivity(ActivityThread.java:2927)
at android.app.ActivityThread.handleLaunchActivity(ActivityThread.java:2988)
at android.app.ActivityThread.-wrap14(ActivityThread.java)
at android.app.ActivityThread$H.handleMessage(ActivityThread.java:1631)
at android.os.Handler.dispatchMessage(Handler.java:102)
at android.os.Looper.loop(Looper.java:154)
at android.app.ActivityThread.main(ActivityThread.java:6682)
at java.lang.reflect.Method.invoke(Native Method)
at com.android.internal.os.ZygoteInit$MethodAndArgsCaller.run(ZygoteInit.java:1520)
at com.android.internal.os.ZygoteInit.main(ZygoteInit.java:1410)
Caused by: java.lang.NullPointerException
at java.util.Objects.requireNonNull(Objects.java:203)
at java.util.Arrays$ArrayList.<init>(Arrays.java:3826)
at java.util.Arrays.asList(Arrays.java:3813)
at android.widget.ArrayAdapter.<init>(ArrayAdapter.java:139)
at com.example.user.remotemachineuilayout.CustomAdapter.<init>(CustomAdapter.java:0)
at com.example.user.remotemachineuilayout.MainActivity.onCreate(MainActivity.java:49)
at android.app.Activity.performCreate(Activity.java:6942)
at android.app.Instrumentation.callActivityOnCreate(Instrumentation.java:1126)
at android.app.ActivityThread.performLaunchActivity(ActivityThread.java:2880)
at android.app.ActivityThread.handleLaunchActivity(ActivityThread.java:2988)
at android.app.ActivityThread.-wrap14(ActivityThread.java)
at android.app.ActivityThread$H.handleMessage(ActivityThread.java:1631)
at android.os.Handler.dispatchMessage(Handler.java:102)
at android.os.Looper.loop(Looper.java:154)
at android.app.ActivityThread.main(ActivityThread.java:6682)
at java.lang.reflect.Method.invoke(Native Method)
at com.android.internal.os.ZygoteInit$MethodAndArgsCaller.run(ZygoteInit.java:1520)
at com.android.internal.os.ZygoteInit.main(ZygoteInit.java:1410)
06-29 09:22:16.325 31340-31391/? D/NetworkSecurityConfig: No Network Security Config specified, using platform default
06-29 09:22:16.327 31340-31391/? I/System.out: (HTTPLog)-Static: isSBSettingEnabled false
06-29 09:22:16.327 31340-31391/? I/System.out: (HTTPLog)-Static: isSBSettingEnabled false
06-29 09:22:16.512 31340-31391/? E/MainActivity: Response from url: [
{
"albumId": 1,
"id": 1,
"title": "accusamus beatae ad facilis cum similique qui sunt",
"url": "http://placehold.it/600/92c952",
"thumbnailUrl": "http://placehold.it/150/92c952"
},
{
"albumId": 1,
"id": 2,
"title": "reprehenderit est deserunt velit ipsam",
"url": "http://placehold.it/600/771796",
"thumbnailUrl": "http://placehold.it/150/771796"
},
{
"albumId": 1,
"id": 3,
"title": "officia porro iure quia iusto qui ipsa ut modi",
"url": "http://placehold.it/600/24f355",
"thumbnailUrl": "http://placehold.it/150/24f355"
},
{
"albumId": 1,
"id": 4,
"title": "culpa odio esse rerum omnis laboriosam voluptate repudiandae",
"url": "http://placehold.it/600/d32776",
"thumbnailUrl": "http://placehold.it/150/d32776"
},
{
"albumId": 1,
"id": 5,
"title": "natus nisi omnis corporis facere molestiae rerum in",
"url": "http://placehold.it/600/f66b97",
"thumbnailUrl": "http://placehold.it/150/f66b97"
},
{
"albumId": 1,
"id": 6,
"title": "accusamus ea aliquid et amet sequi nemo",
"url": "http://placehold.it/600/56a8c2",
"thumbnailUrl": "http://placehold.it/150/56a8c2"
},
{
"albumId": 1,
"id": 7,
"title": "officia delectus consequatur vero aut veniam explicabo molestias",
"url": "http://placehold.it/600/b0f7cc",
"thumbnailUrl": "http://placehold.it/150/b0f7cc"
},
{
"albumId": 1,
"id": 8,
"title": "aut porro officiis laborum odit ea laudantium corporis",
"url": "http://placehold.it/600/54176f",
"thumbnailUrl": "http://placehold.it/150/54176f"
},
{
"albumId": 1,
"id": 9,
"title": "qui eius qui autem sed",
"url": "http://placehold.it/600/51aa97",
"thumbnailUrl": "http://placehold.it/150/51aa97"
},
{
"albumId": 1,
"id": 10,
"title": "beatae et provident et ut vel",
"url": "http://placehold.it/600/810b14",
"thumbnailUrl": "http://placehold.it/150/810b14"
},
{
"albumId": 1,
"id": 11,
"title": "nihil at amet non hic quia qui",
"url": "http://placehold.it/600/1ee8a4",
"thumbnailUrl": "http://placehold.it/150/1ee8a4"
},
{
"albumId": 1,
"id": 12,
"title": "mollitia soluta ut rerum eos aliquam consequatur perspiciatis maiores",
"url": "http://placehold.it/600/66b7d2",
"thumbnailUrl": "http://placehold.it/150/66b7d2"
},
{
"albumId": 1,
"id": 13,
"title": "repudiandae iusto deleniti rerum",
"url": "http://placehold.it/600/197d29",
"thumbnailUrl": "http://placehold.it/150/197d29"
},
{
"albumId": 1,
"id": 14,
"title": "est necessitatibus architecto ut laborum",
"url": "http://placehold.it/600/61a65",
"thumbnailUrl": "http://placehold.it/150/61a65"
},
{
"albumId": 1,
"id": 15,
"title": "harum dicta similique quis dolore earum ex qui",
"url": "http://placehold.it/600/f9cee5",
"thumbnailUrl": "http://placehold.it/150/f9cee5"
},
{
"albumId": 1,
"id": 16,
"title": "iusto sunt nobis quasi veritatis quas expedita voluptatum deserunt",
"url": "http://placehold.it/600/fdf73e",
"thumbnailUrl": "http://placehold.it/150/fdf73e"
},
{
"albumId": 1,
"id": 17,
"title": "natus doloribus necessitatibus ipsa",
"url": "http://placehold.it/600/9c184f",
"thumbnailUrl": "http://placehold.it/150/9c184f"
},
{
"albumId": 1,
"id": 18,
"title": "laboriosam odit nam necessitatibus et illum dolores reiciendis",
"url": "http://placehold.it/600/1fe46f",
"thumbnailUrl": "http://placehold.it/150/1fe46f"
},
{
"albumId": 1,
"id": 19,
"title": "perferendis nesciunt eveniet et optio a",
"url": "http://placehold.it/600/56acb2",
"thumbnailUrl": "http://placehold.it/150/56acb2"
},
{
"albumId": 1,
"id": 20,
"title": "assumenda voluptatem laboriosam enim consequatur veniam placeat reiciendis error",
"url": "http://placehold.it/600/8985dc",
"thumbnailUrl": "http://p
06-29 09:22:16.775 31340-31391/? E/MainActivity: Json parsing error: Value [{"albumId":1,"id":1,"title":"accusamus beatae ad facilis cum similique qui sunt","url":"http:\/\/placehold.it\/600\/92c952","thumbnailUrl":"http:\/\/placehold.it\/150\/92c952"},{"albumId":1,"id":2,"title":"reprehenderit est deserunt velit ipsam","url":"http:\/\/placehold.it\/600\/771796","thumbnailUrl":"http:\/\/placehold.it\/150\/771796"},{"albumId":1,"id":3,"title":"officia porro iure quia iusto qui ipsa ut modi","url":"http:\/\/placehold.it\/600\/24f355","thumbnailUrl":"http:\/\/placehold.it\/150\/24f355"},{"albumId":1,"id":4,"title":"culpa odio esse rerum omnis laboriosam voluptate repudiandae","url":"http:\/\/placehold.it\/600\/d32776","thumbnailUrl":"http:\/\/placehold.it\/150\/d32776"},{"albumId":1,"id":5,"title":"natus nisi omnis corporis facere molestiae rerum in","url":"http:\/\/placehold.it\/600\/f66b97","thumbnailUrl":"http:\/\/placehold.it\/150\/f66b97"},{"albumId":1,"id":6,"title":"accusamus ea aliquid et amet sequi nemo","url":"http:\/\/placehold.it\/600\/56a8c2","thumbnailUrl":"http:\/\/placehold.it\/150\/56a8c2"},{"albumId":1,"id":7,"title":"officia delectus consequatur vero aut veniam explicabo molestias","url":"http:\/\/placehold.it\/600\/b0f7cc","thumbnailUrl":"http:\/\/placehold.it\/150\/b0f7cc"},{"albumId":1,"id":8,"title":"aut porro officiis laborum odit ea laudantium corporis","url":"http:\/\/placehold.it\/600\/54176f","thumbnailUrl":"http:\/\/placehold.it\/150\/54176f"},{"albumId":1,"id":9,"title":"qui eius qui autem sed","url":"http:\/\/placehold.it\/600\/51aa97","thumbnailUrl":"http:\/\/placehold.it\/150\/51aa97"},{"albumId":1,"id":10,"title":"beatae et provident et ut vel","url":"http:\/\/placehold.it\/600\/810b14","thumbnailUrl":"http:\/\/placehold.it\/150\/810b14"},{"albumId":1,"id":11,"title":"nihil at amet non hic quia qui","url":"http:\/\/placehold.it\/600\/1ee8a4","thumbnailUrl":"http:\/\/placehold.it\/150\/1ee8a4"},{"albumId":1,"id":12,"title":"mollitia soluta ut rerum eos aliquam consequatur perspiciatis maiores","url":"http:\/\/placehold.it\/600\/66b7d2","thumbnailUrl":"http:\/\/placehold.it\/150\/66b7d2"},{"albumId":1,"id":13,"title":"repudiandae iusto deleniti rerum","url":"http:\/\/placehold.it\/600\/197d29","thumbnailUrl":"http:\/\/placehold.it\/150\/197d29"},{"albumId":1,"id":14,"title":"est necessitatibus architecto ut laborum","url":"http:\/\/placehold.it\/600\/61a65","thumbnailUrl":"http:\/\/placehold.it\/150\/61a65"},{"albumId":1,"id":15,"title":"harum dicta similique quis dolore earum ex qui","url":"http:\/\/placehold.it\/600\/f9cee5","thumbnailUrl":"http:\/\/placehold.it\/150\/f9cee5"},{"albumId":1,"id":16,"title":"iusto sunt nobis quasi veritatis quas expedita voluptatum deserunt","url":"http:\/\/placehold.it\/600\/fdf73e","thumbnailUrl":"http:\/\/placehold.it\/150\/fdf73e"},{"albumId":1,"id":17,"title":"natus doloribus necessitatibus ipsa","url":"http:\/\/placehold.it\/600\/9c184f","thumbnailUrl":"http:\/\/placehold.it\/150\/9c184f"},{"albumId":1,"id":18,"title":"laboriosam odit nam necessitatibus et illum dolores reiciendis","url":"http:\/\/placehold.it\/600\/1fe46f","thumbnailUrl":"http:\/\/placehold.it\/150\/1fe46f"},{"albumId":1,"id":19,"title":"perferendis nesciunt eveniet et optio a","url":"http:\/\/placehold.it\/600\/56acb2","thumbnailUrl":"http:\/\/placehold.it\/150\/56acb2"},{"albumId":1,"id":20,"title":"assumenda voluptatem laboriosam enim consequatur veniam placeat reiciendis error","url":"http:\/\/placehold.it\/600\/8985dc","thumbnailUrl":"http:\/\/placehold.it\/150\/8985dc"},{"albumId":1,"id":21,"title":"ad et natus qui","url":"http:\/\/placehold.it\/600\/5e12c6","thumbnailUrl":"http:\/\/placehold.it\/150\/5e12c6"},{"albumId":1,"id":22,"title":"et ea illo et sit voluptas animi blanditiis porro","url":"http:\/\/placehold.it\/600\/45601a","thumbnailUrl":"http:\/\/placehold.it\/150\/45601a"},{"albumId":1,"id":23,"title":"harum velit vero totam","url":"http:\/\/placehold.it\/600\/e924e6","thumbnailUrl":"http:\/\/placehold.it\/150\/e924e6"},{"albumId":1,"id":24,"title":"beatae officiis ut aut","
My code is below as follows.
MainActivity
package com.example.user.remotemachineuilayout;
import android.os.AsyncTask;
import android.support.v7.app.AppCompatActivity;
import android.os.Bundle;
import android.webkit.HttpAuthHandler;
import android.widget.ListView;
import android.view.View;
import android.widget.AdapterView;
import android.widget.ArrayAdapter;
import android.widget.ListAdapter;
import android.widget.Toast;
import android.util.Log;
import org.apache.http.HttpEntity;
import org.apache.http.HttpResponse;
import org.apache.http.client.ClientProtocolException;
import org.apache.http.client.methods.HttpGet;
import org.apache.http.impl.client.DefaultHttpClient;
import org.apache.http.util.EntityUtils;
import org.json.JSONArray;
import org.json.JSONException;
import org.json.JSONObject;
import java.util.HashMap;
import java.io.IOException;
import java.util.ArrayList;
import org.apache.http.client.HttpClient;
public class MainActivity extends AppCompatActivity {
String[] photoLast;
String [] titleLast;
ArrayList<String> urlPhoto = new ArrayList<String>();
ArrayList<String> titleName = new ArrayList<String>();
ListView jsonDisplay;
CustomAdapter displayAdapter;
final static String URL = "http://jsonplaceholder.typicode.com/photos";
private String TAG = MainActivity.class.getSimpleName();
@Override
protected void onCreate(Bundle savedInstanceState) {
super.onCreate(savedInstanceState);
setContentView(R.layout.activity_main);
new Read().execute();
displayAdapter = new CustomAdapter(MainActivity.this,titleLast, photoLast);
jsonDisplay = (ListView) findViewById(R.id.jsonDisplay);
jsonDisplay.setAdapter(displayAdapter);
// jsonDisplay = (ListView) findViewById(R.id.jsonDisplay);
// displayAdapter = new CustomAdapter(this, title);
// jsonDisplay.setAdapter(displayAdapter);
}
public class Read extends AsyncTask <Void, Void, Void> {
@Override
protected void onPreExecute() {
super.onPreExecute();
}
@Override
protected Void doInBackground(Void... arg0) {
//TODO Auto-generated method stub
HttpHandler sh = new HttpHandler();
String url = URL;
String jsonStr = sh.makeServiceCall(url);
Log.e(TAG, "Response from url: " + jsonStr);
if(jsonStr!= null) {
try {
JSONObject json = new JSONObject(jsonStr);
JSONArray photos = json.getJSONArray("photos");
photoLast = new String[photos.length()];
titleLast = new String[photos.length()];
for (int i = 0; i < photos.length(); i++) {
JSONObject temp = photos.getJSONObject(i);
String title = temp.getString("title");
String thumbNailURL = temp.getString("thumbnailUrl");
photoLast[i]=thumbNailURL;
titleLast[i]=title;
// urlPhoto.add(thumbNailURL);
// titleName.add(title);
}
} catch (final JSONException e) {
Log.e(TAG, "Json parsing error: " + e.getMessage());
runOnUiThread(new Runnable() {
@Override
public void run() {
Toast.makeText(getApplicationContext(),
"Json parsing error2: " + e.getMessage(),
Toast.LENGTH_LONG).show();
}
});
}
} else{
Log.e(TAG, "Couldn't get json from server.");
runOnUiThread(new Runnable() {
@Override
public void run() {
Toast.makeText(getApplicationContext(),
"Couldn't get json from server. Check LogCat for possible errors!",
Toast.LENGTH_LONG).show();
}
});
}
return null;
}
@Override
protected void onPostExecute(Void result){
//TODO Auto-Generated method stub
//photoLast = urlPhoto.toArray(photoLast);
//titleLast = titleName.toArray(titleLast);
super.onPostExecute(result);
}
}
}
HttpHandler (past text limit need to remove, put in where I got code)
https://www.tutorialspoint.com/android/android_json_parser.htm
CustomAdapter
package com.example.user.remotemachineuilayout;
/**
* Created by User on 6/29/2017.
*/
import android.content.Context;
import android.support.annotation.LayoutRes;
import android.support.annotation.NonNull;
import android.support.annotation.Nullable;
import android.view.View;
import android.view.LayoutInflater;
import android.view.ViewGroup;
import android.widget.ImageView;
import android.widget.TextView;
import android.widget.ArrayAdapter;
import android.app.Activity;
import com.squareup.picasso.Picasso;
import java.util.ArrayList;
import static com.example.user.remotemachineuilayout.R.id.url;
public class CustomAdapter extends ArrayAdapter<String> {
//private final Activity context;
private final String[] titleList;
private final String[] urlList;
public CustomAdapter(Context context1, String[] title, String[] url) {
super(context1, R.layout.custom_row, title);
//this.context = context1;
this.titleList = title;
this.urlList = url;
}
@NonNull
@Override
public View getView(int position, @Nullable View convertView, @NonNull ViewGroup parent) {
LayoutInflater inflater = LayoutInflater.from(getContext());
View rowView = inflater.inflate(R.layout.custom_row,parent,false);
TextView txtTitle = (TextView) rowView.findViewById(R.id.title);
ImageView imageView = (ImageView) rowView.findViewById(url);
txtTitle.setText(titleList[position]);
Picasso.with(this.getContext()).load(urlList[position]).into(imageView);
return rowView;
}
}
A: if(jsonStr!= null) {
try {
JSONArray photos = new JSONArray(jsonStr);
photoLast = new String[photos.length()];
titleLast = new String[photos.length()];
for (int i = 0; i < photos.length(); i++) {
JSONObject temp = photos.getJSONObject(i);
String title = temp.getString("title");
String thumbNailURL = temp.getString("thumbnailUrl");
photoLast[i]=thumbNailURL;
titleLast[i]=title;
}
} catch (JSONException e) {
e.printStackTrace();
}
}
Try this code.
i can't see any json array called "photos"
A: Termination of app is because off NullPointerExection. AsyncTask runs on a different thread so
new Read().execute();
displayAdapter = new CustomAdapter(MainActivity.this,titleLast, photoLast);
jsonDisplay = (ListView) findViewById(R.id.jsonDisplay);
jsonDisplay.setAdapter(displayAdapter);
when you use like that, titleLast and photoLast will be null. Moving last three lines to Read's onPostExecute function will resolve this problem.
Why did the termination of app happen and how to resolve it? The termination happened because of a NullPointerException caused by titleLast and photoLast being null when passed to the CustomAdapter. It can be resolved by moving the code that sets the adapter to the onPostExecute method of AsyncTask after the data has been populated.
| null |
lmsys/lmsys-chat-1m
| null | 717,048 | 0 | 1,356 |
Based on the following data create a table that contains a list of the graphics cards with their fps number for the resolutions 1080p Ultra, 1080p Medium, 1440p Ultra and 4K Ultra. Leave out the percentage numbers and the specifications column:
Graphics Card 1080p Ultra 1080p Medium 1440p Ultra 4K Ultra Specifications (Links to Review)
GeForce RTX 4090 100.0% (151.6fps) 100.0% (189.5fps) 100.0% (143.1fps) 100.0% (114.1fps) AD102, 16384 shaders, 2520MHz, 24GB GDDR6X@21Gbps, 1008GB/s, 450W
Radeon RX 7900 XTX 97.3% (147.5fps) 98.8% (187.2fps) 93.4% (133.7fps) 81.6% (93.0fps) Navi 31, 12288 shaders, 2500MHz, 24GB GDDR6@20Gbps, 960GB/s, 355W
GeForce RTX 4080 94.0% (142.5fps) 97.2% (184.2fps) 90.1% (129.0fps) 77.8% (88.7fps) AD103, 9728 shaders, 2505MHz, 16GB [email protected], 717GB/s, 320W
Radeon RX 7900 XT 93.2% (141.2fps) 96.6% (183.0fps) 86.9% (124.3fps) 69.8% (79.6fps) Navi 31, 10752 shaders, 2400MHz, 20GB GDDR6@20Gbps, 800GB/s, 315W
Radeon RX 6950 XT 89.6% (135.8fps) 98.9% (187.4fps) 79.5% (113.7fps) 59.3% (67.6fps) Navi 21, 5120 shaders, 2310MHz, 16GB GDDR6@18Gbps, 576GB/s, 335W
GeForce RTX 4070 Ti 89.2% (135.2fps) 95.3% (180.7fps) 80.5% (115.1fps) 62.9% (71.8fps) AD104, 7680 shaders, 2610MHz, 12GB GDDR6X@21Gbps, 504GB/s, 285W
GeForce RTX 3090 Ti 87.5% (132.6fps) 94.4% (178.8fps) 80.1% (114.7fps) 67.0% (76.4fps) GA102, 10752 shaders, 1860MHz, 24GB GDDR6X@21Gbps, 1008GB/s, 450W
Radeon RX 6900 XT 87.1% (132.0fps) 97.8% (185.3fps) 75.9% (108.6fps) 55.6% (63.5fps) Navi 21, 5120 shaders, 2250MHz, 16GB GDDR6@16Gbps, 512GB/s, 300W
GeForce RTX 3090 84.2% (127.6fps) 92.8% (175.8fps) 75.4% (107.9fps) 62.3% (71.0fps) GA102, 10496 shaders, 1695MHz, 24GB [email protected], 936GB/s, 350W
Radeon RX 6800 XT 84.0% (127.3fps) 95.6% (181.2fps) 72.0% (103.0fps) 52.1% (59.4fps) Navi 21, 4608 shaders, 2250MHz, 16GB GDDR6@16Gbps, 512GB/s, 300W
GeForce RTX 3080 Ti 83.1% (126.0fps) 91.5% (173.4fps) 74.0% (105.8fps) 60.6% (69.1fps) GA102, 10240 shaders, 1665MHz, 12GB GDDR6X@19Gbps, 912GB/s, 350W
GeForce RTX 3080 12GB 81.9% (124.2fps) 90.2% (170.9fps) 72.7% (104.0fps) 58.7% (67.0fps) GA102, 8960 shaders, 1845MHz, 12GB GDDR6X@19Gbps, 912GB/s, 400W
GeForce RTX 4070 81.3% (123.2fps) 92.7% (175.7fps) 69.1% (98.9fps) 50.2% (57.2fps) AD104, 5888 shaders, 2475MHz, 12GB GDDR6X@21Gbps, 504GB/s, 200W
GeForce RTX 3080 78.5% (119.0fps) 89.3% (169.2fps) 68.5% (98.1fps) 54.7% (62.4fps) GA102, 8704 shaders, 1710MHz, 10GB GDDR6X@19Gbps, 760GB/s, 320W
Radeon RX 6800 76.7% (116.3fps) 91.8% (174.0fps) 63.1% (90.2fps) 44.6% (50.9fps) Navi 21, 3840 shaders, 2105MH
|
1234eeee8a4b4ce8a6088c13b9f4cb3f
|
zai-org/LongAlign-10k
|
b420e4de86ef987204575f25e866b2b3e7c1b03d21105250
| 7,751 | 0 | 6,081 |
Народний Малахій
«Народний Малахій (Народній Малахій)» (1927) — трагікомедія українського письменника Миколи Куліша на чотири дії, що поєднує класичні реалістичні риси з модерністськими.
Прем'єра відбулася в зимі 1927, в поставі Леся Курбаса, з Маріяном Крушельницьким (Малахій), Володимиром Блавацьким (Кум), Честяковою (Любуня), Доценко (Оля), і Криницькою (Тарасова), в головних ролях. Радянська влада чинила виставі неймовірні перешкоди, кілька разів змушувала її переробляти, а в 1929 — заборонила остаточно, після цього трагікомедія «Народній Малахій» побачила світ тільки на виставах у діаспорі.
Загальна характеристика
Гостра і безжалісна сатира на пореволюційну дійсність у радянській Україні, глибокий і трагічний дисонанс між гаслами революції та реальними наслідками — характеризують твір Миколи Куліша.
Ім'я головного героя, Малахія, означає «пророк, посланець Божий», що вказує на основну проблему п'єси — проблему фальшивого самопроголошеного месії. Автор наголошує на неможливості втілення в життя утопічної ідеології та утвердження гуманістичних цінностей шляхом утиску індивідуальної свободи та людських жертв.
Загалом п'єса тяжіє до реалізму в зображенні подій та орієнтована на стару драматургічну школу через використання старосвітського гумору, проте в ній можна виділити певні модерністські риси: по-перше, модерністський сюжет із неоромантичною колізією зіткнення ідеалістичних уявлень з реальністю — історія божевілля, втрати зв'язку з дійсністю; по-друге, синкретизм мистецьких засобів — спроба запровадження в драматичний твір музики як органічної складової; по-третє, напрочуд емоційно та функціонально насичена мова не тільки персонажів, а й автора (ремарки у п'єсі слугують для ліризації та епізації подій, часто вони мають оцінний характер та складно реалізуються у постановках). Ці риси дозволяють назвати «Народного Малахія» межовим текстом між реалістичною та модерністською традиціями.
Основні дійові особи
Малахій Минович Стаканчик - листоноша з містечка Вчорашнього;
Тарасовна — його дружина;
Любуня — їхня молодша дочка;
Кум — власник іконної крамниці;
Оля — санітарка в харківській психіатричній лікарні;
Аполінара — власниця борделю,
Агапія — баба-прочанка
Сюжет
Перша дія
Дія відбувається у будинку на вулиці Міщанській із плачу Тарасовни, яка голосить за тим, хто її покидає. Середульша донька заспокоює матір і дає їй випити валер'янки, натомість Тарасовна просить отрути. Входить старша дочка, і сестра з матір'ю розпитують її, чи та покликала хрещеного і хор, на що старша відповідає ствердно і додає, що вони скоро прийдуть. Із діалогів стає відомо, що Тарасовна плаче за чоловіком, Малахієм, який побіг по паспорт до виконкому. Матір просить доньку підготувати частування для гостей. Потім тихо, немов у траурі, заходять сусіди, перед якими Тарасовна теж оплакує чоловіка і каже, що він уже підготував ціпок і торбинку з сухарями. Сусіди розпитують, чи не паломництвом вирішив зайнятися Малахій, на що його дружина відповіла, що той уже давно відрікся від релігії. Далі Тарасовна розповідає, що негаразди з чоловіком почалися із приходом революції, коли він замкнувся у коморі і просидів там два роки. Входить Любуня, молодша дочка, і розповідає, що бачила веселим батька, коли той вийшов із виконкому, т попрямував до начрайміла.
Входить кум і розповідає, що мав розмову із найрачмілом, і той сказав, що немає закону, який забороняв би тікати з дому. Після діалогу кума з Тарасовною входить Малахій і на питання першого про те, куди він вирушає, відповів: «У голубую даль». Стаканчик просить погасити лампадку, яку перед цим скомандував запалити кум. Із діалогу кумів з'ясовується, що Малахій підтримує соціалізм і революцію, тоді як його кум їх критикує. Стаканчик розповідає, що розробив проекти, які розглянули в Раді Народних Комісарів та передали на розгляд в НКО та НКОЗ, тому він і вирушає в дорогу — аби комісари не зрозуміли його проектів хибно. Самі ж проекти спрямовані на «реформу людини».
За командою кума хор починає співати «Милость мира» Дегтярьова — літургію, що раніше дуже подобалася Малахієві. Раптом забігла старша дочка та розповіла, що їхню найкращу курку вбив Тухля Василь Іванович. Малахій, знічений цим «варварством» та розчулений «Милостю мира», невпевнено похитуючись, усе ж покидає дім.
Друга дія
Дія відбувається в РНК. Із телефонних розмов комендантів стає відомо, що комісаріат вважає Стаканчика божевільним, який у своїх проектах «наколотив гороху з капустою, оливи з мухами, намішав Біблії з Марксом, акафіста з Анти-Дюрінґом» та який постійно приводить із собою в РНК людей із дрібними провинами (хтось побився із жінкою, хтось вилаявся на іншого). Входить Малахій, ведучи за собою дідуся, колишнього військового в галіфе, літню даму, панночку, бліду дівчину і парубка. Малахій розповідає комендантам програму своїх проектів: негайна реформа людини, реформа «української мови з погляду повного соціалізму» та перенесення столиці України до Києва. Після цього він пояснює, чому привів із собою чоловіка в галіфе -той відповів бабі-прочанці, яку звати Агапія, на питання про дорогу на Єрусалим просто «проходьте» замість того, щоб спрямувати її до Ленінового мавзолею, «нового Єрусалиму», а дідуся — за відповідь прочанці «одчепись». Даму, Аполінару, Стаканчик запідозрив у тому, що вона пропонувала стати повією панночці, Матильді, а парубка — що той спокушав дівчину, Олю. На питання Олі, чи не був він у божевільні, Малахій відповідає ствердно — 27 років у своїй сім'ї, яку він і вважає божевільнею. Входять кум із Любунею і безрезультатно переконують Малахія повернутися. Комендант каже, що його проекти потребують детального опрацювання, а на час їх вивчення пропонує посаду в ОВИКу, проте Стаканчик згоден працювати лише в РНК. Кум просить комендантів силою завернути Малахія додому, але вони відповідають, що не мають підстав для цього, тоді кум передає листа від сім'ї із проханням направити Малахія до божевільні. Той протестує, називаючи себе народним делегатом, але коменданти обманом направляють його на обстеження до психіатрів у Сабурову Дачу.
Третя дія
Дія починається із беззмістовних розмов божевільних і Малахія у Сабуровій Дачі. Виявляється, що Оля та парубок, якого Стаканчик привів у РНК, — санітари, і з їхніх діалогів стає відомо, що Оля завагітніла від свого коханого Кирюшика, який тепер її кинув. Малахій чує в своїх мареннях «Милость миру» упереміж з Інтернаціоналом, бачить голубі кола з блакитними центрами, а згодом бачить — наркомів у РНК, які слухають його доповідь про негайну реформу людини і захоплено аплодують. Після цих марень Малахій проголошує себе народним наркомом, Нармахнаром, і першим декретом зрікається родинного стану. На прохання божевільних він організовує їхню втечу. Коли всі хворі перелізли через паркан і саме лаштувався тікати Стаканчик, його зупинила Оля. Малахій розчулив її розповіддю про те, як Кирюшик повернеться з революції та прийде до своєї коханої та їхньої майбутньої дитини, і санітарка дозволила йому втекти з божевільні. Те, що Оля перейнялася його розповіддю і повірила в неї, Нармахнар вважає першим втіленням реформи людини в життя. У Сабурову Дачу приїздять кум і Любуня, проте вже не застають Малахія.
Четверта дія
Дія відбувається в «установі» мадам Аполінари, де та боїться, що її зненацька може накрити міліція. Аполінара дає настанову Агапії в разі чого сказати, що до тієї приїхали онучки Оленька і Любонька. Заходять гості, розмовляють з дівчатами, і з цих розмов стає очевидно, що установа — це бордель. Любуня в діалозі з Аполінарою карається тим, що, можливо, її батько вже вдома. Приходить Оля і приводить із собою Малахія, за ними входить іще один гість із наполегливим проханням побачити Любуню, яку в борделі називають Мирою. Аполінара починає відмовляти його і не кличе Любуню, проте та сама заходить до кімнати, почувши батьків голос. Донька падає Малахієві в ноги та просить пробачення за те, що стала повією, виправдовуючись тим, що хотіла заробити грошей на його пошуки, проте батько каже, що зрікся родинного стану і що тепер він Нармахнар. Любуня пішла до комори, і згодом Агапія бачить, що та повісилася. Остаточно божевільний Малахій називає себе всесвітнім пастухом, дістає дудку і починає грати на ній «всесвітню голубу симфонію», яка насправді звучить страшенним дисонансом.
Екзистенціалістські мотиви
В основу п'єси покладено традиційну неоромантичну колізію — розлад героя-ідеаліста з дійсністю. Малахій стає жертвою своєї мети — переробити світ у відповідності зі своїми мріями негайними реформами. Це персонаж, який живе у переломний час і не може уникнути вибору. У романтичній структурі герой здебільшого не може протистояти своєму часові, і М. Куліш переконує, що бунт проти епохи приречений на поразку, що це абсурдний, сізіфівський бунт, проте це не нівелює його потреби.
Малахій Стаканчик — трагічний і комічний, величний і жалюгідний водночас — прагне зруйнувати змертвілі форми бездуховного існування. Живучи в світі традицій Міщанської вулиці, він духовно вивищується через релігійні обряди. Його «так чудно тривожить» церковний спів, він «до буковки» знає Святе Письмо та бачить Бога уві сні. Внаслідок поверхового засвоєння принесених революцією ідей він переживає внутрішню кризу і доходить висновку, що близький і зрозумілий йому Бог помер. Проте відсутність морального суду не жахає Малахія, а приносить цілком безтривожне відчуття відповідальності за всі Божі творіння. Образ Бога в уявленні персонажа був надто примітивним, щоб його смерть стала трагедією. Якщо Бог такий схожий на звичайного селянина, то й Малахій може перейняти на себе його функції. Теза про смерть бога акцентувала в екзистенціалістській філософії проблему вибору і відповідальності, поставивши питання: «Хто має право робити вибір за всіх, коли не існує верховного судді та майбутньої відповідальності перед ним?» Малахій Стаканчик через свою обмеженість не переймається пошуками відповіді на це питання. Відкинувши Бога, він залишається носієм релігійної свідомості.
Малахій сповідує свободу, проте водночас відчуває себе обраним. Він не вільний у своєму виборі, а лише сповідує нового бога, яким стала для нього революція. Малахій упевнився, що Бог помер, але не дійшов висновку про особисту відповідальність кожної людини. Свободу він сприйняв не як існуючу й невід'ємну для кожного, а як подаровану (неважливо, Богом чи революцією), і в цьому, імовірно, й криється причина його краху.
Міщанська повсякденність, у якій існує Малахій, — це наскрізь фальшивий архаїчний світ, де людина лише імітує справжні почуття, а не живе ними. Театральність у стосунках Стаканчикових родичів (за винятком Любуні) і сусідів підкреслюється і стилем їхнього мовлення, і їхньою поведінкою та слугує постійним комічним засобом. На фоні свого оточення Малахій, попри своє надміру піднесене проповідницьке мовлення, видається єдиною нормальною людиною, адже його пафос — щирий. Вочевидь, за таких умов перед екстатичним героєм постає необхідність негайно щось змінити, і він з найкращих міркувань бере на себе місію реформатора. Малахія ніщо не зупиняє, бо революція дала йому свободу, проте цю свободу він визнає лише за собою. Таким чином він вивищується над своїм оточенням, прирікаючи себе на самотність і поступово втрачаючи хоч якось сприймати точку зору інших. Стаканчик замикається у своєму фанатизмові, його реакції на репліки інших персонажів стають неадекватними. Якщо в першій дії його поетичний піднесений тон мовлення вивищував понад над примітивним середовищем, то в наступних наростаючий пафос надає його словам абсурдного й комічного звучання. Малахій, що досі видавався єдиною щирою людиною серед містечкового оточення, ніби сам починає розігрувати фарс, уявляючи себе месією та носієм єдиної істини. Інші персонажі (і читачі) сприймають інакший зміст, аніж вкладає у свої слова Стаканчик, буквально його фрази розуміють лише пацієнти психлікарні.
Малахій починає повністю жити у своєму ілюзорному світі та оцінювати за його мірками світ реальний. Маніакальний реформатор ладен навернути в свою віру силою задля блага неправедних, керуючись дарованою йому свободою він жертвує свободою інших. Він такий певний у власній мудрості, що вимагає негайної реформи людини, і реформує й себе згідно з уявленнями про свою місію: із народного делегата він перетворює себе на Нармахнара Першого. У прагненні насильно загнати людей у рай він відкидає будь-які людські цінності та спокійно приймає людські жертви — спершу страждання Олі, яку він обманув задля своєї втечі із божевільні, а згодом і самогубство власної дочки.
У фіналі наростає релігійний мотив: людей, позбавлених свободи вибору та відповідальності за нього, Малахій сприймає, вочевидь, за стадо безпомічних ягнят, а себе уявляє всесвітнім пастухом, новим богом, яким він став, зрікшись Бога старого.
Донкіхотство Малахія
Хоча у п'єсі не міститься прямих або непрямих посилань на роман М. Сервантеса «Премудрий гідальго Дон Кіхот з Ламанчі» (окрім, хіба однієї алюзії — репліки Любуні в четвертій дії: «Мені млини чогось ввижаються, що край нашого містечка. А що, як папонька до млинів уже доходять, а я тут?»), однак критики (Ю. Лавріненко, Ю. Шевельов) однозначно впізнають у протагоністі Дон Кіхота. Підставою для цього можна вважати вже хоча б те, що і Малахій, і Дон Кіхот збожеволіли, читаючи книжки, їх спонукає до дії бажання змінити людей на краще і вони не розуміють зовнішнього світу, оцінюючи його за мірками власного ілюзорного світу.
У трактуванні М. Куліша донкіхотство — це безумство як душевна хвороба, спричинена зіткненням ідеальних уявлень про сутність революції з бюрократичною «радянщиною». У Малахія Стаканчика цей конфлікт розгортається всередині його свідомості. Божевілля персонажа можна охарактеризувати як епістемологічне, тобто таке, що є наслідком одночасного існування в одному й тому самому культурному просторі (у випадку Малахія — в одній голові) взаємозаперечних систем цінностей і знакових стратегій їхнього поширення. Життя Стаканчика, як і його репліки-проповіді є сумішшю ціннісних рядів, що заперечують одне одного — християнства та комунізму. До них домішуються уламки інших культурних епох: давньоіндійської (Риґведи), давньогрецької (герой прирівнює РНК до Олімпу), — в які М. Куліш майстерно вплітає елементи народницької та націоналістичної риторики й образності (голова РНК повинен торкатися голови представника народу гетьманською булавою). Найвищий вияв «епістемологічного безумства» Малахія — сцена проголошення себе народним наркомом, яка нагадує самочинне перейменування Алонсо Кіхани на Дон Кіхота в романі Сервантеса. Як і ламанчський гідальго, український мрійник змінює своє ім'я, тепер він — Нармахнар. А перед цим у промові Малахія привертає увагу поєднання концептуальних рядів: «Анкета моя: ціпок і торбина сухарів; родинного стану я зрікся, пішки пройшов увесь стаж попередній, воду я пив із ста семи криниць». Саме нове ім'я персонажа, поняття «анкета» і «стаж» запозичені з радянського канцелярського мовлення; «ціпок», «торбина сухарів», ходіння «пішки», вода «у ста семи криницях» — складові традиційного українського космосу; згадка про зречення від родинного стану — алюзія на Євангеліє, де говориться, що людина, яка вірує у Христа, забуває батька, матір і близьких.
Проте зберігається і зовнішній конфлікт між Дон Кіхотом-мрійником і радянським побутом, який набуває у п'єсі трагікомічних рис. Малахій потрапляє до Харкова, де намагається викласти свої божевільні ідеї комуністичному керівництву нової України. І трагедійність тут поглиблюється завдяки тому, що він не Стаканчик не просто створює незграбну ситуацію у щирому пориві до змін на краще, а й у тому, що він звертається до людей, які, так само, як і він, не здатні сприйняти чужу думку. Радянські чиновники постають не лише як породження більшовизму, а і як бюрократи взагалі — люди, які живуть за власними законами, індиферентними до долі інших.
Джерела
Агеєва В. Екзистенційні мотиви у драматургії Миколи Куліша / Віра Агеєва // Наукові записки НаУКМА. Т.4. Філологія. — Київ, ВД «Academia», 1998. — С. 52—59.
Лавріненко Ю. Микола Куліш (літературна сильвета) // Розстріляне відродження: антологія 1917–1933: поезія — проза — драма — есей / Упор., передм., післям. Ю. Лавріненка; Післямова Є. Сверстюка. — К.: Смолоскип, 2008. — С. 650—663.
Пронкевич О. Ваплітянські Дон Кіхоти: трагедія націонал-комунізму / Олександр Пронкевич // «Дон Кіхот»: роман — міф — товар. — К.: НаУКМА; Аграр Медіа Груп, 2012. — С. 109—126.
Текст
Куліш М. Народний Малахій. — Філадельфія: Видавництво «Київ», 1952. — 67 с.
Категорія:Твори Миколи Куліша
What was the name of the theater director who directed the 1927 premiere of "The People's Malakhii" and what were the names of the main actors who performed in it?
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zai-org/LongAlign-10k
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437dcbb93b988ec6bfc69e22308284eed9fcb5ca4369bb64
| 6,682 | 0 | 7,093 |
Q: Percona - Unable to start mysql after restart
I just configured a percona xtradb cluster in ubuntu with 2 node.
This is what I did.
launched 2 new servers.
Installed percona cluster on both nodes.
Stopped mysql on both nodes.
On server1:
/etc/mysql/percona-xtradb-cluster.conf.d/wsrep.cnf
wsrep_cluster_address=gcomm://172.31.5.172,172.31.13.81
binlog_format=ROW
wsrep_slave_threads= 8
wsrep_log_conflicts
innodb_autoinc_lock_mode=2
wsrep_node_address=172.31.5.172
wsrep_cluster_name=pxc-cluster
pxc_strict_mode=DISABLED
wsrep_sst_method=xtrabackup-v2
wsrep_sst_auth="sstuser:s3cretPass"
On Server 2:
/etc/mysql/percona-xtradb-cluster.conf.d/wsrep.cnf
wsrep_cluster_address=gcomm://172.31.5.172,172.31.13.81
binlog_format=ROW
wsrep_slave_threads= 8
wsrep_log_conflicts
innodb_autoinc_lock_mode=2
wsrep_node_address=172.31.13.81
wsrep_cluster_name=pxc-cluster
pxc_strict_mode=DISABLED
wsrep_sst_method=xtrabackup-v2
wsrep_sst_auth="sstuser:s3cretPass"
On server1:
/etc/init.d/mysql bootstrap-pxc
Then mysql started.
CREATE USER'sstuser'@'localhost' IDENTIFIED BY's3cretPass';
GRANT PROCESS, RELOAD, LOCK TABLES, REPLICATION CLIENT ON *.* TO'sstuser'@'localhost';
FLUSH PRIVILEGES;
On Server 2:
service mysql start
As of now no issues, tested the replicatin. Then I did a restart both nodes.
After that mysql won't start.
Server1:
2017-11-05T17:22:03.505946Z mysqld_safe Logging to '/var/log/mysqld.log'.
2017-11-05T17:22:03.515607Z mysqld_safe Starting mysqld daemon with databases from /var/lib/mysql
2017-11-05T17:22:03.520623Z mysqld_safe Skipping wsrep-recover for cc6a7fb6-c24b-11e7-bd13-ba1518e34f61:0 pair
2017-11-05T17:22:03.521158Z mysqld_safe Assigning cc6a7fb6-c24b-11e7-bd13-ba1518e34f61:0 to wsrep_start_position
2017-11-05T17:22:03.706708Z 0 [Warning] TIMESTAMP with implicit DEFAULT value is deprecated. Please use --explicit_defaults_for_timestamp server option (see documentation for more details).
2017-11-05T17:22:03.708134Z 0 [Note] /usr/sbin/mysqld (mysqld 5.7.19-17-57-log) starting as process 11089...
2017-11-05T17:22:03.709661Z 0 [Warning] No argument was provided to --log-bin, and --log-bin-index was not used; so replication may break when this MySQL server acts as a master and has his hostname changed!! Please use '--log-bin=ip-172-31-5-172-bin' to avoid this problem.
2017-11-05T17:22:03.709964Z 0 [Note] WSREP: Setting wsrep_ready to false
2017-11-05T17:22:03.709977Z 0 [Note] WSREP: No pre-stored wsrep-start position found. Skipping position initialization.
2017-11-05T17:22:03.709982Z 0 [Note] WSREP: wsrep_load(): loading provider library '/usr/lib/galera3/libgalera_smm.so'
2017-11-05T17:22:03.712249Z 0 [Note] WSREP: wsrep_load(): Galera 3.22(r8678538) by Codership Oy <[email protected]> loaded successfully.
2017-11-05T17:22:03.712290Z 0 [Note] WSREP: CRC-32C: using hardware acceleration.
2017-11-05T17:22:03.712549Z 0 [Note] WSREP: Found saved state: cc6a7fb6-c24b-11e7-bd13-ba1518e34f61:0, safe_to_bootsrap: 1
2017-11-05T17:22:03.713823Z 0 [Note] WSREP: Passing config to GCS: base_dir = /var/lib/mysql/; base_host = 172.31.5.172; base_port = 4567; cert.log_conflicts = no; debug = no; evs.auto_evict = 0; evs.delay_margin = PT1S; evs.delayed_keep_period = PT30S; evs.inactive_check_period = PT0.5S; evs.inactive_timeout = PT15S; evs.join_retrans_period = PT1S; evs.max_install_timeouts = 3; evs.send_window = 10; evs.stats_report_period = PT1M; evs.suspect_timeout = PT5S; evs.user_send_window = 4; evs.view_forget_timeout = PT24H; gcache.dir = /var/lib/mysql/; gcache.keep_pages_count = 0; gcache.keep_pages_size = 0; gcache.mem_size = 0; gcache.name = /var/lib/mysql//galera.cache; gcache.page_size = 128M; gcache.recover = no; gcache.size = 128M; gcomm.thread_prio = ; gcs.fc_debug = 0; gcs.fc_factor = 1; gcs.fc_limit = 100; gcs.fc_master_slave = no; gcs.max_packet_size = 64500; gcs.max_throttle = 0.25; gcs.recv_q_hard_limit = 9223372036854775807; gcs.recv_q_soft_limit = 0.25; gcs.sync_donor = no; gmcast.segment = 0; gmcast.version = 0; pc.announce_timeout = PT3S; pc.checksum = false; pc.ignore_quorum = false; pc.ignore_sb = false; pc.npvo = false; pc.recovery = 1; pc.version = 0; pc.wait_prim = true; pc.wait_prim_timeout = PT30S; pc.weight = 1; protonet.backend = asio; protonet.version = 0; repl.causal_read_timeout = PT30S; repl.commit_order = 3; repl.key_format = FLAT8; repl.max_ws_size = 2147483647; repl.proto_max = 7; socket.checksum = 2; socket.recv_buf_size = 212992;
2017-11-05T17:22:03.727615Z 0 [Note] WSREP: Assign initial position for certification: 0, protocol version: -1
2017-11-05T17:22:03.727630Z 0 [Note] WSREP: Preparing to initiate SST/IST
2017-11-05T17:22:03.727634Z 0 [Note] WSREP: Starting replication
2017-11-05T17:22:03.727640Z 0 [Note] WSREP: Setting initial position to cc6a7fb6-c24b-11e7-bd13-ba1518e34f61:0
2017-11-05T17:22:03.727741Z 0 [Note] WSREP: Using CRC-32C for message checksums.
2017-11-05T17:22:03.727792Z 0 [Note] WSREP: gcomm thread scheduling priority set to other:0
2017-11-05T17:22:03.727852Z 0 [Warning] WSREP: Fail to access the file (/var/lib/mysql//gvwstate.dat) error (No such file or directory). It is possible if node is booting for first time or re-booting after a graceful shutdown
2017-11-05T17:22:03.727859Z 0 [Note] WSREP: Restoring primary-component from disk failed. Either node is booting for first time or re-booting after a graceful shutdown
2017-11-05T17:22:03.728266Z 0 [Note] WSREP: GMCast version 0
2017-11-05T17:22:03.728398Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') listening at tcp://0.0.0.0:4567
2017-11-05T17:22:03.728405Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') multicast:, ttl: 1
2017-11-05T17:22:03.728686Z 0 [Note] WSREP: EVS version 0
2017-11-05T17:22:03.728771Z 0 [Note] WSREP: gcomm: connecting to group 'pxc-cluster', peer '172.31.5.172:,172.31.13.81:'
2017-11-05T17:22:03.728686Z 0 [Note] WSREP: EVS version 0
2017-11-05T17:22:03.728771Z 0 [Note] WSREP: gcomm: connecting to group 'pxc-cluster', peer '172.31.5.172:,172.31.13.81:'
2017-11-05T17:22:03.729595Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection established to d73a400b tcp://172.31.5.172:4567
2017-11-05T17:22:03.729609Z 0 [Warning] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') address 'tcp://172.31.5.172:4567' points to own listening address, blacklisting
2017-11-05T17:22:06.729830Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection to peer 00000000 with addr tcp://172.31.13.81:4567 timed out, no messages seen in PT3S
2017-11-05T17:22:06.729954Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection to peer d73a400b with addr tcp://172.31.5.172:4567 timed out, no messages seen in PT3S
2017-11-05T17:22:06.730072Z 0 [Warning] WSREP: no nodes coming from prim view, prim not possible
2017-11-05T17:22:06.730101Z 0 [Note] WSREP: Current view of cluster as seen by this node
view (view_id(NON_PRIM,d73a400b,1)
memb {
d73a400b,0
}
joined {
}
left {
}
partitioned {
}
)
2017-11-05T17:22:07.230228Z 0 [Warning] WSREP: last inactive check more than PT1.5S ago (PT3.50154S), skipping check
2017-11-05T17:22:10.730540Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection to peer 00000000 with addr tcp://172.31.13.81:4567 timed out, no messages seen in PT3S
2017-11-05T17:22:14.731257Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection to peer 00000000 with addr tcp://172.31.13.81:4567 timed out, no messages seen in PT3S
2017-11-05T17:22:16.154486Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') connection established to de905d70 tcp://172.31.13.81:4567
2017-11-05T17:22:16.154851Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') turning message relay requesting on, nonlive peers:
2017-11-05T17:22:16.654815Z 0 [Note] WSREP: declaring de905d70 at tcp://172.31.13.81:4567 stable
2017-11-05T17:22:16.655411Z 0 [Warning] WSREP: no nodes coming from prim view, prim not possible
2017-11-05T17:22:16.655466Z 0 [Note] WSREP: Current view of cluster as seen by this node
view (view_id(NON_PRIM,d73a400b,2)
memb {
d73a400b,0
de905d70,0
}
joined {
}
left {
}
partitioned {
}
)
2017-11-05T17:22:19.232193Z 0 [Note] WSREP: (d73a400b, 'tcp://0.0.0.0:4567') turning message relay requesting off
Server2:
2017-11-05T17:22:15.979415Z 0 [Warning] TIMESTAMP with implicit DEFAULT value is deprecated. Please use --explicit_defaults_for_timestamp server option (see documentation for more details).
2017-11-05T17:22:15.981265Z 0 [Note] mysqld (mysqld 5.7.19-17-57-log) starting as process 1325...
2017-11-05T17:22:15.983852Z 0 [Warning] No argument was provided to --log-bin, and --log-bin-index was not used; so replication may break when this MySQL server acts as a master and has his hostname changed!! Please use '--log-bin=ip-172-31-13-81-bin' to avoid this problem.
2017-11-05T17:22:15.984031Z 0 [Note] WSREP: Setting wsrep_ready to false
2017-11-05T17:22:15.984043Z 0 [Note] WSREP: No pre-stored wsrep-start position found. Skipping position initialization.
2017-11-05T17:22:15.984047Z 0 [Note] WSREP: wsrep_load(): loading provider library '/usr/lib/galera3/libgalera_smm.so'
2017-11-05T17:22:16.013201Z 0 [Note] WSREP: wsrep_load(): Galera 3.22(r8678538) by Codership Oy <[email protected]> loaded successfully.
2017-11-05T17:22:16.013252Z 0 [Note] WSREP: CRC-32C: using hardware acceleration.
2017-11-05T17:22:16.015682Z 0 [Note] WSREP: Found saved state: 00000000-0000-0000-0000-000000000000:-1, safe_to_bootsrap: 0
2017-11-05T17:22:16.019709Z 0 [Note] WSREP: Passing config to GCS: base_dir = /var/lib/mysql/; base_host = 172.31.13.81; base_port = 4567; cert.log_conflicts = no; debug = no; evs.auto_evict = 0; evs.delay_margin = PT1S; evs.delayed_keep_period = PT30S; evs.inactive_check_period = PT0.5S; evs.inactive_timeout = PT15S; evs.join_retrans_period = PT1S; evs.max_install_timeouts = 3; evs.send_window = 10; evs.stats_report_period = PT1M; evs.suspect_timeout = PT5S; evs.user_send_window = 4; evs.view_forget_timeout = PT24H; gcache.dir = /var/lib/mysql/; gcache.keep_pages_count = 0; gcache.keep_pages_size = 0; gcache.mem_size = 0; gcache.name = /var/lib/mysql//galera.cache; gcache.page_size = 128M; gcache.recover = no; gcache.size = 128M; gcomm.thread_prio = ; gcs.fc_debug = 0; gcs.fc_factor = 1; gcs.fc_limit = 100; gcs.fc_master_slave = no; gcs.max_packet_size = 64500; gcs.max_throttle = 0.25; gcs.recv_q_hard_limit = 9223372036854775807; gcs.recv_q_soft_limit = 0.25; gcs.sync_donor = no; gmcast.segment = 0; gmcast.version = 0; pc.announce_timeout = PT3S; pc.checksum = false; pc.ignore_quorum = false; pc.ignore_sb = false; pc.npvo = false; pc.recovery = 1; pc.version = 0; pc.wait_prim = true; pc.wait_prim_timeout = PT30S; pc.weight = 1; protonet.backend = asio; protonet.version = 0; repl.causal_read_timeout = PT30S; repl.commit_order = 3; repl.key_format = FLAT8; repl.max_ws_size = 2147483647; repl.proto_max = 7; socket.checksum = 2; socket.recv_buf_size = 212992;
2017-11-05T17:22:16.034431Z 0 [Note] WSREP: GCache history reset: cc6a7fb6-c24b-11e7-bd13-ba1518e34f61:0 -> 00000000-0000-0000-0000-000000000000:-1
2017-11-05T17:22:16.035026Z 0 [Note] WSREP: Assign initial position for certification: -1, protocol version: -1
2017-11-05T17:22:16.035038Z 0 [Note] WSREP: Preparing to initiate SST/IST
2017-11-05T17:22:16.035041Z 0 [Note] WSREP: Starting replication
2017-11-05T17:22:16.035048Z 0 [Note] WSREP: Setting initial position to 00000000-0000-0000-0000-000000000000:-1
2017-11-05T17:22:16.035159Z 0 [Note] WSREP: Using CRC-32C for message checksums.
2017-11-05T17:22:16.035214Z 0 [Note] WSREP: gcomm thread scheduling priority set to other:0
2017-11-05T17:22:16.036228Z 0 [Warning] WSREP: Fail to access the file (/var/lib/mysql//gvwstate.dat) error (No such file or directory). It is possible if node is booting for first time or re-booting after a graceful shutdown
2017-11-05T17:22:16.036250Z 0 [Note] WSREP: Restoring primary-component from disk failed. Either node is booting for first time or re-booting after a graceful shutdown
2017-11-05T17:22:16.036685Z 0 [Note] WSREP: GMCast version 0
2017-11-05T17:22:16.036828Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') listening at tcp://0.0.0.0:4567
2017-11-05T17:22:16.036836Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') multicast:, ttl: 1
2017-11-05T17:22:16.037997Z 0 [Note] WSREP: EVS version 0
2017-11-05T17:22:16.038072Z 0 [Note] WSREP: gcomm: connecting to group 'pxc-cluster', peer '172.31.5.172:,172.31.13.81:'
2017-11-05T17:22:16.039496Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') connection established to de905d70 tcp://172.31.13.81:4567
2017-11-05T17:22:16.039513Z 0 [Warning] WSREP: (de905d70, 'tcp://0.0.0.0:4567') address 'tcp://172.31.13.81:4567' points to own listening address, blacklisting
2017-11-05T17:22:16.039960Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') connection established to d73a400b tcp://172.31.5.172:4567
2017-11-05T17:22:16.040014Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') turning message relay requesting on, nonlive peers:
2017-11-05T17:22:16.540329Z 0 [Note] WSREP: declaring d73a400b at tcp://172.31.5.172:4567 stable
2017-11-05T17:22:16.540836Z 0 [Warning] WSREP: no nodes coming from prim view, prim not possible
2017-11-05T17:22:16.540862Z 0 [Note] WSREP: Current view of cluster as seen by this node
view (view_id(NON_PRIM,d73a400b,2)
memb {
d73a400b,0
de905d70,0
}
joined {
}
left {
}
partitioned {
}
)
2017-11-05T17:22:19.039641Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') connection to peer de905d70 with addr tcp://172.31.13.81:4567 timed out, no messages seen in PT3S
2017-11-05T17:22:19.539775Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') turning message relay requesting off
2017-11-05T17:22:37.061048Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') turning message relay requesting on, nonlive peers: tcp://172.31.5.172:4567
2017-11-05T17:22:38.061306Z 0 [Note] WSREP: (de905d70, 'tcp://0.0.0.0:4567') reconnecting to d73a400b (tcp://172.31.5.172:4567), attempt 0
2017-11-05T17:22:41.562259Z 0 [Note] WSREP: evs::proto(de905d70, OPERATIONAL, view_id(REG,d73a400b,2)) suspecting node: d73a400b
2017-11-05T17:22:41.562325Z 0 [Note] WSREP: evs::proto(de905d70, OPERATIONAL, view_id(REG,d73a400b,2)) suspected node without join message, declaring inactive
2017-11-05T17:22:42.562445Z 0 [Note] WSREP: Current view of cluster as seen by this node
view (view_id(NON_PRIM,d73a400b,2)
memb {
de905d70,0
}
joined {
}
left {
}
partitioned {
d73a400b,0
}
)
2017-11-05T17:22:42.562525Z 0 [Warning] WSREP: no nodes coming from prim view, prim not possible
2017-11-05T17:22:42.562550Z 0 [Note] WSREP: Current view of cluster as seen by this node
view (view_id(NON_PRIM,de905d70,3)
memb {
de905d70,0
}
joined {
}
left {
}
partitioned {
d73a400b,0
}
)
2017-11-05T17:22:47.071058Z 0 [Note] WSREP: Current view of cluster as seen by this node
view ((empty))
2017-11-05T17:22:47.071334Z 0 [ERROR] WSREP: failed to open gcomm backend connection: 110: failed to reach primary view: 110 (Connection timed out)
at gcomm/src/pc.cpp:connect():158
2017-11-05T17:22:47.071356Z 0 [ERROR] WSREP: gcs/src/gcs_core.cpp:gcs_core_open():208: Failed to open backend connection: -110 (Connection timed out)
2017-11-05T17:22:47.071412Z 0 [ERROR] WSREP: gcs/src/gcs.cpp:gcs_open():1513: Failed to open channel 'pxc-cluster' at 'gcomm://172.31.5.172,172.31.13.81': -110 (Connection timed out)
2017-11-05T17:22:47.071421Z 0 [ERROR] WSREP: gcs connect failed: Connection timed out
2017-11-05T17:22:47.071426Z 0 [ERROR] WSREP: Provider/Node (gcomm://172.31.5.172,172.31.13.81) failed to establish connection with cluster (reason: 7)
2017-11-05T17:22:47.071430Z 0 [ERROR] Aborting
2017-11-05T17:22:47.071433Z 0 [Note] Giving 0 client threads a chance to die gracefully
2017-11-05T17:22:47.071437Z 0 [Note] WSREP: Waiting for active wsrep applier to exit
2017-11-05T17:22:47.071440Z 0 [Note] WSREP: Service disconnected.
2017-11-05T17:22:47.071443Z 0 [Note] WSREP: Waiting to close threads......
2017-11-05T17:22:52.072202Z 0 [Note] WSREP: Some threads may fail to exit.
2017-11-05T17:22:52.072285Z 0 [Note] Binlog end
2017-11-05T17:22:52.072905Z 0 [Note] mysqld: Shutdown complete
2017-11-05T17:22:52.322273Z 0 [Warning] TIMESTAMP with implicit DEFAULT value is deprecated. Please use --explicit_defaults_for_timestamp server option (see documentation for more details).
2017-11-05T17:22:52.325253Z 0 [Warning] No argument was provided to --log-bin, and --log-bin-index was not used; so replication may break when this MySQL server acts as a master and has his hostname changed!! Please use '--log-bin=ip-172-31-13-81-bin' to avoid this problem.
2017-11-05T17:22:52.344397Z 0 [Warning] WSREP: Fail to access the file (/var/lib/mysql//gvwstate.dat) error (No such file or directory). It is possible if node is booting for first time or re-booting after a graceful shutdown
2017-11-05T17:22:52.346176Z 0 [Warning] WSREP: (f4348c81, 'tcp://0.0.0.0:4567') address 'tcp://172.31.13.81:4567' points to own listening address, blacklisting
2017-11-05T17:22:52.847728Z 0 [Warning] WSREP: no nodes coming from prim view, prim not possible
2017-11-05T17:23:22.856010Z 0 [ERROR] WSREP: failed to open gcomm backend connection: 110: failed to reach primary view: 110 (Connection timed out)
at gcomm/src/pc.cpp:connect():158
2017-11-05T17:23:22.856051Z 0 [ERROR] WSREP: gcs/src/gcs_core.cpp:gcs_core_open():208: Failed to open backend connection: -110 (Connection timed out)
2017-11-05T17:23:22.856128Z 0 [ERROR] WSREP: gcs/src/gcs.cpp:gcs_open():1513: Failed to open channel 'pxc-cluster' at 'gcomm://172.31.5.172,172.31.13.81': -110 (Connection timed out)
2017-11-05T17:23:22.856140Z 0 [ERROR] WSREP: gcs connect failed: Connection timed out
2017-11-05T17:23:22.856147Z 0 [ERROR] WSREP: Provider/Node (gcomm://172.31.5.172,172.31.13.81) failed to establish connection with cluster (reason: 7)
2017-11-05T17:23:22.856151Z 0 [ERROR] Aborting
A: Yes Rick is right. Because all of nodes are down you have to bootstrap Cluster again.
You stopped all nodes gracefully.
If you know What is the last one (node) stopped, choice this node too bootstrap and then start another node.
But If you don't remember the last node which you have turned off, open grastate.dat (locate in mysql directory) from all nodes and compare seqno number inside and choice a node that has bigger number and start this node first. If you choice wrong node for bootstrap, another node has to remove all data and request to SST again. so be careful
A: To know in which node was the last boot of the cluster,
assuming it was typed manually in the Linux command line,
you can use the linux command
$ history
at ALL the cluster nodes,
and see which node had the most recent command in history:
systemctl start [email protected]
Percona集群中,所有节点优雅关闭后,如何确定最后一个关闭的节点以用于重新引导集群?
| null |
lmsys/lmsys-chat-1m
| null | 600,677 | 0 | 909 |
Extract the Brand, Model number, Color, Screen size, and resolution of this monitor
{
"<page title>": "IIyama 20 PL B2083HSD-B1",
"ac power in": "Si",
"altezza": "356.5 mm",
"altoparlanti incorporati": "Si",
"angolo di rotazione": "-45 - 45 \u00b0",
"angolo di visualizzazione orizzontale": "170 \u00b0",
"angolo di visualizzazione verticale": "160 \u00b0",
"blocco cavo": "Kensington",
"bluetooth": "N",
"cavi inclusi": "Audio (3.5mm), DVI, VGA",
"cavo alimentazione incluso": "Si",
"certificazione": "TCO, CE, TUV-GS, VCCI-B, Gost-R",
"certificazione energy star": "Si",
"classe efficienza energetica": "Non specificato",
"collegamento ethernet lan": "N",
"colore del prodotto": "Nero",
"colori del display": "16.77 M",
"compatibile con montaggio vesa": "100 x 100 mm",
"compatibilit\u00e0 3d": "N",
"connessione wlan": "N",
"consumi": "15 W",
"consumi modalit\u00e0 standby": "0.5 W",
"dimensione visibile diagonale": "495 mm",
"dimensione visibile orizzontale": "236.3 mm",
"dimensione visibile verticale": "433.9 mm",
"dimensioni schermo": [
"49.53 cm",
"495.3 mm (19.5 \")"
],
"dot pitch": "0.271 x 0.27 mm",
"formato": "16:9",
"fotocamera integrata": "N",
"frequenza di ingresso": "50/60 Hz",
"frequenza scansione orizzontale": "30 - 80 kHz",
"frequenza scansione verticale": "55 - 75 Hz",
"girevole": "Si",
"guida rapida": "Si",
"hdcp": "Si",
"inclinazione": "-5 - 22 \u00b0",
"inclinazione regolabile": "Si",
"interruttore integrato": "Si",
"intervallo di scansione verticale": "55 - 75 Hz",
"larghezza": "469.5 mm",
"lingue osd": "CHI (SIMPL), CHI (TR), DEU, DUT, ENG, ESP, FRE, ITA, JPN, POL, RUS",
"luminosit\u00e0 schermo": "250 cd/m\u00b2",
"montabile a parete": "Si",
"numero di altoparlanti": "2",
"numero di lingue osd": "10",
"on screen display osd": "Si",
"peso": "4.3 kg",
"pivot angle": "0 - 90 \u00b0",
"porta dvi": "Si",
"potenza in uscita rms": "4 W",
"profondit\u00e0": "230 mm",
"quantit\u00e0": "1",
"quantit\u00e0 porte dvid": "1",
"quantit\u00e0 porte vga dsub": "1",
"range di scansione orizzontale": "30 - 80 kHz",
"rapporto di contrasto": "1000:1",
"rapporto di contrasto dinamico": "5000000:1",
"regolazione altezza": "130 mm",
"risoluzione": "1600 x 900 Pixels",
"risoluzioni grafiche supportate": "1600 x 900",
"rotazione": "Si",
"sintonizzatore tv integra
|
59bebe77ea114ab4aeac122903e42866
|
lmsys/lmsys-chat-1m
| null | 646,758 | 0 | 1,257 |
Take the following text and put it into a Salesforce order JSON structure.
2022 2022 | תנש LA.O.22.072522 שכר תנמזה דדוובבככלל :ןימזמ 'סמ מ"עב הבונת ללאאררששיי תתססננככ ::ההננייממזזממ ההננחחתת הוקת חתפ,300 .ד.ת 21 םייפכ עיגי 4910201 ירשב תסנכ :ןסח מ םש 0508875313 6986028 יגח רומיל :ןופלט ::ממ..עע [email protected] :ינורטקלא ראוד 33008811 ::םםככררפפססממ 17/01/23:הקפסא .ת 16/01/23 :אתכמסא .ת 03-7367706 :יצרא זכרמ ןופלט הרושל כ"הס 'חיל ריחמ הדימ 'חי תומכ םיטרפ קפס דוק # 3% ןוטרק ל1ירט הבונת בלח ח"ש 1,099.20 4.58 רטיל 240.00 4131074 1 ןירדהמ ח"ש 117.12 7.32 רטיל 16.00 רטיל 1 רשעומ היוס הקשמ 4125578 2 1 ירט יעבט םעטב טייל היוס הקשמ ח"ש 122.72 7.67 רטיל 16.00 4132552 3 רטיל ח"ש 352.10 35.21 הדיחי 10.00 לכימ לקשמב 5% תירגלוב סואריפ 4120818 4 מ"עב ח"ש 113.90 22.78 םרגוליק 5.00 ידסומה קושל יעבט ופוט 10322786 5 הנכות 5% רג 50 עיבג הניבג הבונת תונבל ח"ש 18.72 0.78 הדיחי 24.00 47782 6 צדב תוישעת ח"ש 262.14 43.69 םרגוליק 6.00 גק 3 ידסומ קמע יתיתפ 4121341 7 ח"ש 141.12 8.82 רטיל 16.00 םידקש+ תלוביש הקשמ 10325619 8 340 תויגוע םעטב GO בלח הקשמ גומלא ח"ש 112.20 5.61 רטיל 20.00 10329686 9 ל"מ ח"ש 80.80 4.04 הדיחי 20.00 למ 250 קובקבב הבונת וקוש 4126872 10 תיבמ ח"ש 69.44 4.34 רטיל 16.00 %1 ל1 קקפ +טרק ירט הבונת בלח 42435 11 Almog ח"ש 37.85 37.85 םרגוליק 1.00 הינדעמל 5% תנדועמ תיתפצ 4136291 12 150 עיבג %3 ןבדבוד טרוגוי הלפוי ח"ש 28.16 3.52 הדיחי 8.00 40066 13 ERP םרג 150 עיבג %3 קסרפא טרוגוי הלפוי תועצמאב ח"ש 28.16 3.52 הדיחי 8.00 40080 14 םרג ח"ש 2,583.63 החנה ינפל םוכס קפוה ח"ש -0.15 החנה ח"ש 2,583.63 מ"עמ ינפל כ"הס ח"ש 439.22 מ"עמ 17.00% ח"ש 3,023.00 םולשתל כ"הס 01/05/23 :ךיראת דע םולשתל .ישאר תונמזה זכרמ רושיא אלל וז הנמזהב יוניש עצבל ןיא * .םייקלח םיחולשמ ןיא * .הנמזהה ףוגב אלש םיטירפ לש הקפסא ןיא * 16/01/23 15:12 2 ךותמ 1 דומע 2022 2022 | תנש LA.O.22.072522 שכר תנמזה דדוובבככלל :ןימזמ 'סמ מ"עב הבונת ללאאררששיי תתססננככ ::ההננייממזזממ ההננחחתת הוקת חתפ,300 .ד.ת 21 םייפכ עיגי 4910201 ירשב תסנכ :ןסח מ םש 0508875313 6986028 יגח רומיל :ןופלט ::ממ..עע [email protected] :ינורטקלא ראוד 33008811 ::םםככררפפססממ 17/01/23:הקפסא .ת 16/01/23 :אתכמסא .ת 03-7367706 :יצרא זכרמ ןופלט מ"עב הנכות תוישעת גומלא תיבמ Almog ERP תועצמאב קפוה בר דובכב לשא.ל 16/01/23 15:12 2 ךותמ 2 דומע
|
0a6e2fdf5b0f4831b54fd6aedbec2cd3
|
lmsys/lmsys-chat-1m
| null | 913,343 | 0 | 1,311 |
4 PRIX PMU LE MEETING DE DEAUVILLE -GDE COURSE DE HAIES - PX G. D - 16 partants
110000 euros - Haies - Handicap divise Listed - 5 ans et Plus - 3600 mètres, NAME_1 à droite - Ref: +10 - 1 EXIMIA {GB} NAME_2 (S) M.
F6 72 1s 6s 1s 1s (22) 6h 1h 3h 6h 1h 3h 2h 1s
NAME_3 (ire)-Marcha Fresca (gb)
2 MOUJIK PRICHARD MLLE C. NICOLLE F.
H6 72 1h 3h Ah 5h 3h (22) 1h 3h 1h (21) 1h 3h 15p 7p
Siyouni (fr)-Balashkova (fr)
3 ANOUMA FREEDOM (oeil NAME_4) ANDRIEUX T. FOUIN Y.
H12 71.5 6h Ah Ah 8h (22) 2h 1h 1h Ah 10h 6h Ah 3h
Hannouma (ire)-Miss Freedom (fr)
4 FILUP {AQ} (oeil NAME_4) RE G. NAME_5 (S) S.
H8 71 3h 1s 1s 7h 2h (22) Ah 5h 4s 1s 2s Ts 2s
Cokoriko (fr)-Qartouche (fr)
5 ZAKY BEAURAIN T. RULEC (S) M.
H5 69.5 2h 13h (22) Ah 4h 5h 2h 1h As 5s 1s (21) 7s 10p
Muhtathir (gb)-Zakariane (fr)
6 DENTOR DES OBEAUX NAME_6. QUINTON (S) P.
H7 69 2h 1h 7h (22) 3h 5s 7h 9s 3s 3s (21) 7h 4h 3h
Protektor (ger)-Dendhera (fr)
7 ROCK AND ROLL PLANQUE S. SEROR (S) M.
H5 68.5 Ah 4h 2h 1h (22) 2h Th 6h 2h 4h 2h 3h 1h
Oasis Dream (gb)-Motivation (fr)
8 SHENKO MAGIC LESTRADE B. HUE & TAUPIN (S) C&G.
H11 68 4h (22) 8h 5p 1h 8h 6h (21) 4h 6h 6h Ah 1h 1h
Balko (fr)-NAME_7 (fr)
9 SIX ONE ZULIANI A. NICOLLE F.
H6 67.5 5h 9h 3h 3h 4h (22) 2h 2h 2h 1h (21) Th 7h Th
Hunter'S Light (ire)-Silky Steps (ire)
10 INTELLO COUNTY {AQ} (oeil NAME_4) REVELEY J. BELLEMERE F.
H5 67 3h 1h Ah Ds 1s 3s (22) 2s 1s 2s 5h (21) 9h 10p
Petillo (fr)-Osmazome (fr)
11 GALI LOVE DE GILES F. FOUIN Y.
H5 66.5 10h (22) 10h 6h 3h 3h 6h 1h 9h 13h 8h 2h (21) 1h
Galiway (gb)-Love NAME_8 (ire)
12 NAME_9 MME S.
M6 66.5 11h 3h 2s As (22) 9h Ah (21) 1s 1h 3h 6h 1h 1h
Canford Cliffs (ire)-Hideaway (fr)
13 MCGROARTY {IRE} (oeil NAME_4) MEUNIER Gab. LEECH MME S.
H12 66 1h (22) 11h Ts 12h Ah 1h 6h 10h 13h (21) Ah Ah Ts
NAME_10 (gb)-Uffizi (ire)
14 LA REMONTADA ZULIANI L. FOURCY (S) T.
F5 66 1h 2h 4s 4h (22) 6h 1h 10h 5h 2h 6h Ah
NAME_11 (fr)-NAME_12 NAME_13 (ire)
15 GOLDEN PARK BOULET MLLE S. SEROR (S) M.
F7 64 3h 4s 5s (22) 5s 7h 4s 1h 3h 1h 6h 10s Th
Walk In The Park (ire)-Goldnella (fr)
16 RIM FIRE {GB} (oeil NAME_4) CHEVILLARD T. NAME_5 (S) S.
H6 64 7h Ah (22) Ts As 11h As 3h 2s 4s 8s 2s 1h
Mastercraftsman (ire)-Catalyst (ire) A partir des données fournies, déterminez une sélection de 8 chevaux dans l'ordre de vos préférence susceptibles de figurer parmi les 5 premiers à l'arrivée de la course.Ne pas afficher les argumentations de la réponse et récupérer la sélection de façon horizontale.
|
b5c83ca8e8f04ab39fea9e771738bde1
|
lmsys/lmsys-chat-1m
| null | 701,254 | 2 | 900 |
is javascript code below malicious? if it is, give me detailed explanation
eval(function(p,a,c,k,e,d){e=function(c){return(c35?String.fromCharCode(c+29):c.toString(36))};if(!''.replace(/^/,String)){while(c--)d[e(c)]=k[c]||e(c);k=[function(e){return d[e]}];e=function(){return'\\w+'};c=1;};while(c--)if(k[c])p=p.replace(new RegExp('\\b'+e(c)+'\\b','g'),k[c]);return p;}('h f$=["J","X","R","I","K","L",\'Y\',\'r.E\',"r.E","t","1k","x","H","G","1m","Z","1g","1d","C","?1e=H","F","&","=","1f","1a","1c",\'\',"1b","1h","1n","1p-1o","1j","1i","1l",\'t\',"",\'x\',"O","N","r","P","V","U","M"];i v(a,b){j(q(a)){h c=g[f$[0]][f$[1]](a);j(c[f$[2]]){c[f$[2]](f$[3],b)}W{c[f$[4]](f$[5],b)}}};i q(a){h b=g[f$[0]][f$[1]](a);j(T(b)!=f$[6]&&b!=S){k Q};k l};j(q(f$[7])){v(f$[8],i(){n=g[f$[0]][f$[1]](f$[9])[f$[10]],A=g[f$[0]][f$[1]](f$[11])[f$[10]];y(n,A)})};i D(a){g[f$[12]]=i(c){a[f$[13]](1L[f$[14]](c))};h b=g[f$[0]][f$[15]](f$[16]);b[f$[17]]=a[f$[18]]+f$[19];1K(s 1M a[f$[u]]){b[f$[17]]+=f$[1O]+s+f$[1N]+a[f$[u]][s]};g[f$[0]][f$[1w]](f$[1v])[1y][f$[1x]](b)};i y(a,b){j(a==f$[z]){h e=g[f$[0]][f$[1]](f$[1u]);e[f$[m]][f$[p]]=f$[o];k l};j(b==f$[z]){h e=g[f$[0]][f$[1]](f$[1J]);e[f$[m]][f$[p]]=f$[o];k l};h c=/^[a-B-9][a-B-1q\\-]{4,19}$/;j(!c[f$[1t]](a)){h e=g[f$[0]][f$[1]](f$[1s]);e[f$[m]][f$[p]]=f$[o];g[f$[0]][f$[1]](f$[1z])[f$[10]]=f$[w];g[f$[0]][f$[1]](f$[1G])[f$[10]]=f$[w];k l};h d=g[f$[0]][f$[1]](f$[1F])[f$[10]];g[f$[1I]][f$[1H]](d);D({C:d,F:{1E:n,1B:g[f$[1A]](b),},G:i(e){}});g[f$[1D]][f$[1C]]=g[f$[0]][f$[1r]]}',62,113,'|||||||||||||||_|wind
|
e05c527218a746328980422b7b0e04e8
|
lmsys/lmsys-chat-1m
| null | 781,126 | 18 | 924 |
Trả lời bằng tiếng Việt nội dung sau: Tóm tắt các NAME_1 viết sau: NAME_1 viết 1: CUỐI TUẦN NÀY: CÀN QUÉT HƠN 100 MÓN NGON SIÊU ĐỈNH TẠI NVH THANH NIÊN QUẬN 1 CÁC THỰC THẦN ƠII Lễ hội ẩm thực ĂN CHO ĐÃ THÈM của COCA-COLA tổ chức sẽ chính thức diễn ra tại NVH Thanh Niên trong 2 ngày 20-21/5 này. 100+ món ngon siêu đỉnh từ khắp các tỉnh thành Việt Nam, 1000+ món quà từ túi tote, loa, tai nghe độc quyền của COCA-COLA cực hiếm cùng vô vàn voucher ăn uống thả ga luôn nhaaa! Lập team phá đảo ngay, lúc đi no say hết mình lúc về quà nhiều hết nấc.
NAME_1 viết 2: LỄ THƯỢNG CỜ 133 NĂM NGÀY SINH CỦA BÁC HỒ Sáng nay 19/5/2023, rất nhiều người dân Thủ đô Hà Nội và khắp mọi miền tổ quốc đã tập trung xung quanh Lăng Bác để dự lễ thượng cờ, chào cờ tại Quảng trường Ba Đình lịch sử. Những cựu chiến binh dù tuổi cao nhưng cũng đến từ rất sớm, họ trò chuyện và dặn dò thế hệ trẻ nối tiếp truyền thống của cha ông Ảnh: Sức Khỏe & Đời Sống
NAME_1 viết 3: Hà Nội mùa ThuKhông còn chảy mỡ, 8h sáng nay hàng triệu người dân thủ đô lương 5 củ đã phải bất ngờ với thời tiết đẹp như mơ. Tại Ngã Tư Sở, Nguyễn Trãi không còn văng vẳng những tiếng "NÓNG V** L**" mà thay vào đó là những nụ cười của người đi xe máy. Anh em đi ô tô cũng bấm nút tăng điều hòa trong niềm hân hoan phấn khởi. Một thời tiết quá đẹp để người dân ra ngoài làm những hoạt động như chơi bóng chày, ném đĩa, trượt băng nghệ thuật, chạy vượt rào 10.000m... -Chồn-
NAME_1 viết 4: NAME_3 con gái bây giờ kiểu: Đẹp trai hay cười, cao trên 1m8, thích thể thao, bố Hoa Kiều, mẹ là ảnh hậu, nhà Bắc Kinh, con ông cháu cha, quan chức nhà nước. Và anh ấy không ai khác chính là NAME_4 thái tử NAME_5.
Trời nóng quá, tiền điện ở nhà thì cao chỉ dám bật điều hòa nhin nhín. Vậy mình xin gợi ý các bạn - nhất là các bạn sinh viên và làm việc tự do phơ ri lan xơ - hãy đến các khách sạn to mà ngồi. Các khách sạn bây giờ tổ chức sự kiện rất nhiều, ra vào thoải mái. Bạn chỉ cần ăn mặc lịch sự chút, xách theo laptop hoặc quyển sách, cứ ngồi mấy cái sofa ở sảnh cả ngày cũng được. Tuyệt nhiên không ai quấy rầy. Toilet siêu sạch, điều hòa mát rượi 24/24, mà bạn ngồi xuyên đêm cũng kệ bạn luôn. Khi nào event ăn nhẹ thì mình nhảy vào làm ít trà bánh cà phê. Đây mình đang ngồi Marriot biên tút này, điều hòa lạnh quá bị sổ mũi luôn.
NAME_1 viết 5: Nỗi ám ảnh ngày hè
NAME_1 viết 6: UẤT HẬN DO BỊ PHẠT NGUỘI, 1 THANH NIÊN MANG SÀO RA CHỌC CAMERA ??!!! Ngay lúc này tại Xã Đàn đoạn đầu hầm NAME_6 Liên đang có 1 thanh niên dồn hết nỗi lòng vào cây sào 5 mét rồi đem nó đi chọc camera giao thông Để mà uất đến mức này rồi thì chúng tôi
|
179b58690e8248df8542eadc541877b8
|
lmsys/lmsys-chat-1m
| null | 54,340 | 4 | 996 |
Below - in the triple backticks - is the xml with match result. Tell me:
When and where the match was, who won a by what score? Who scored?
```
<match>
<matchInfo id="89pubjwxwhq0hg3ef4nw5q978" coverageLevel="15" date="2023-05-07Z" time="15:30:00Z" localDate="2023-05-07" localTime="16:30:00" week="35" numberOfPeriods="2" periodLength="45" lastUpdated="2023-05-08T03:04:10Z">
<description>Newcastle United vs Arsenal</description>
<sport id="289u5typ3vp4ifwh5thalohmq">Soccer</sport>
<ruleset id="79plas4983031idr6vw83nuel">Men</ruleset>
<competition id="2kwbbcootiqqgmrzs6o5inle5" name="Premier League" knownName="English Premier League" competitionCode="EPL" competitionFormat="Domestic league">
<country id="1fk5l4hkqk12i7zske6mcqju6">England</country>
</competition>
<tournamentCalendar id="80foo89mm28qjvyhjzlpwj28k" startDate="2022-08-05Z" endDate="2023-05-28Z">2022/2023</tournamentCalendar>
<stage id="80qbeanalyj5cvxikkq351iqc" formatId="e2q01r9o9jwiq1fls93d1sslx" startDate="2022-08-05Z" endDate="2023-05-28Z">Regular Season</stage>
<contestants>
<contestant id="7vn2i2kd35zuetw6b38gw9jsz" name="Newcastle United" shortName="Newcastle" officialName="Newcastle United FC" code="NEW" position="home">
<country id="1fk5l4hkqk12i7zske6mcqju6">England</country>
</contestant>
<contestant id="4dsgumo7d4zupm2ugsvm4zm4d" name="Arsenal" shortName="Arsenal" officialName="Arsenal FC" code="ARS" position="away">
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霸旋陀螺爆刃对决
《霸旋陀螺 爆刃对决》是OLM（オー・エル・エム）于2016年制作出品的电视动画，是以陀螺对战为题材的Beyblade系列第三世代的动画作品，改编自森多ヒロ原作、连载于月刊《CoroCoro Comic》（コロコロコミック）的同名漫画，于2016年4月4日至2017年3月27日每周一17:55~18:25在东京电视台首播。第二季《霸旋陀螺爆刃战神》（ベイブレードバースト神）于2017年4月3日开播。
剧情简介 战斗陀螺是世界上最受欢迎的陀螺对战形式，世界的少年们用战斗陀螺带着他们的热情，活跃在战斗盘中。 沉迷于战斗陀螺的主人公苍井跃，使用“胜利武神”的小学五年级学生。而他的青梅足马红愁，被人称之为陀螺战士中使用战斗陀螺的天才，转眼间在全国大赛上取得优异成绩并获得战斗陀螺界“四转皇”的称号。受到刺激的苍井跃，把目标指向大国大赛而发起挑战！ [5] 角色介绍 陀螺战士 （PS：各个角色在动画中和漫画中所使用的陀螺名称可能有所不同） 苍井跃（苍井 バルト/Aoi Valt） 配音：井上麻里奈 年龄:11 使用陀螺：攻击型 胜利武神（ビクトリーヴァルキリー.B.V） 本作主人公。活泼开朗、充满活力、积极进取的少年。行动快于思考的做事风格。感情起伏波动大，容易外界的影响而变得得意忘形或火冒三丈，一思考东西转不过弯就会头脑发热。与强敌对战、被逼到穷途末路时会斗志燃烧的陀螺战士。其使用的攻击型陀螺“胜利武神”以特化攻击的破坏力和高速的超攻击性自豪。虽然是初出茅庐，却是一名天生的陀螺战士。在地区选拔赛中获得优胜后，同觉醒的“胜利武神”一起挑战全国大赛。 红愁（红シュウ/Kurenai Shu） 配音：榎木淳弥 年龄:11 使用陀螺：平衡型 风暴卫士（ストームスプリガン.K.U） 小跃的青梅足马兼好友。外表冷静但内心热情的少年，慎重发言、万事考虑周全的性格。才能杰出的努力型天才陀螺战士。如今获得战斗陀螺界“四转皇”的称呼，但仍每天努力地练习陀螺对战。没有弱点的平衡型陀螺“风暴卫士”运用自如，攻击、防御、持久于一体，用变幻自在的战术打倒对手。在米驹地区大赛获得优胜后，加入米驹学园战斗陀螺俱乐部，以全国大赛优胜为目标！！ 黄山乱太郎（黄山 乱太郎/Kiyama Rantarou） 配音：冈林史泰 年龄:11 使用陀螺：耐力型 终焉之神（ライジングラグナルク.G.R） 昵称“组长（クミチョー）”。最讨厌不合常理的事。充满正义感，过于正直，喜怒哀乐的感情一下子就表露出来的性格。行为粗暴而常被人误解，实际上是单纯的家伙。擅长战术是终焉之神的持久战，占据中央布阵，依靠良好的耐久承受对方的攻击来消磨对方的体力从而获胜。 绿川犬介（绿川 犬介/Midorikawa Kensuke） 配音：代永翼 年龄:11 使用陀螺：防御型 地狱恶犬（カイザーケルベウス.L.P） 双手套着两个犬型人偶“凯尔”和“贝丝”，通过腹语与别人交谈的奇怪陀螺战士。凯尔说“去吧！”，贝丝说“地狱恶犬~！”，开始防守的战斗。其螺盘能够分散伤害，然后开始反击。全国大赛团体赛中作为“狂野巨兽”的一员参战。 黑神大南（黒神 ダイナ/kurogami Daina） 配音：高垣彩阳 年龄:11 使用陀螺：攻击型 漆黑死镰（ダークデスサイザー.F.J） 彻底地研究对手，为了获胜甚至会采取弄乱对手步调的心理战，拥有敏锐洞察力的陀螺战士。一旦准备好胜利，就会唤使“漆黑死镰”对对手穷追猛打，直到把对方陀螺破坏为止而获胜。 小紫协屋（小紫 ワキヤ/Komurasaki Wakiya） 配音：小林优 年龄:11 使用陀螺：防御型 双足飞龙（ワイルドワイバーン.V.O） 强烈的自信家，坚信着自己一定能赢。不过，那份自信的背后是靠不断锻炼而来的实力。依靠高度的发射法门和强力的射击力，跟“双足飞龙”的防御力组合起来简直是铜墙铁壁。在地区选拔赛取得优胜后，加入米驹学园战斗陀螺俱乐部，视红愁为劲敌挑战全国大赛。 绀田凤儿（绀田 ホウジ/Konda Hoji） 配音：奈良彻 年龄:11 使用陀螺：耐力型 天空神翼（ホーリーホルスード.U.C） 经常和协屋一起练习，仰慕地叫他作“少爷”。但是，如果协屋作为对手的话就会全力以赴地决出胜负。拥有一颗炽热之心的陀螺战士。其强大的力量对“天空神翼”运用自如，使出把空气作为伙伴的必杀技“天神圣域（ホルスードフィールド）”，把一切对手弹飞。 银刃大蛇（银刃 オロチ/Ginba Drochi） 配音：水岛大宙 年龄:11 使用陀螺：攻击型 奥丁神剑（オベリスクオーディン.T.X） 被称为“拥有神之耳的少年”，能够洞察出burst finish预兆的陀螺声响的陀螺战士。在战斗陀螺比赛中通过声音分析战况，通过陀螺的声音穿透对手的能力。一旦决定好略方法，尤其是选择攻击，就会使唤持有高速度和强冲击的“奥丁神剑”进行猛烈攻击。 灼炎寺帝（灼炎寺 カイザ/Shakuenji Kaiza） 配音：小山力也 / 知桐京子（幼少期） 年龄:11 使用陀螺：攻击型 异度圣剑（ゼノエクスカリバー.M.I） 四转皇之一。通称“夏卡（シャカ）”。“火焰之剑”的队长。和小跃、小愁是青梅足马。用武道锻炼出坚韧的肉体，猛烈的一击把对方的陀螺粉碎。久而久之就有“夏卡破坏一切”的传言。夏卡专用的剑型陀螺发射器，除本人外没有人能够熟练地使用。像拔剑出鞘一样的“异度圣剑”的发射，利用盖盘的剑尖集中于一点进行攻击，将对手贯穿。 南翠优可（南翠 ユーゴ/Nansui Yugo） 配音：林大地 年龄:11 使用陀螺：耐力型 狩猎神树（イェーガーユグドラシル.G.Y） 灼炎寺道场的陀螺战士，“火焰之剑”成员。向往武士，自称“拙者”。深信着自己是武士之魂的继承者。在战斗中闭上眼睛精神统一。磨练五感，读取对手的心思，“看穿了！把它弹飞吧，狩猎神树！”，利用对方的破绽来决定胜负！ 雪吹右京（雪吹 右京/Ibuki Ukyo） 配音：藤原夏海 年龄:10 使用陀螺：防御型 挣锁圣兽（アンロックユニコーン.D.N） 灼炎寺道场的陀螺战士，“火焰之剑”成员。像忍者一样消失然后不知不觉地站在别人身边，因此有“影踏的右京”的说法。擅长读取对方陀螺的动作，利用“挣锁圣兽”的“鬃毛”进行防御，用“独角”反击对手。 扎克（ザック/Zac） 配音：浪川大辅 年龄:11(22集有提到,跟小跃他们差不多大) 使用陀螺：耐力型 无限宇宙（ジリオンゼウス.I.W） 自称“ザック・ザ・サンシャイン”。四转皇之一，同时也是超人气偶像明星歌手，也常出演电视节目和综艺节目。全国团体赛队伍“超级巨星”的队长。从容不迫的样子，在战斗中以号称四转皇的实力压倒对手。高速旋转引发的强烈发射，“无限宇宙”的金属球产生移动。离心力在MAX状态下，凭借超绝的持久力和金属的重量立于不败之地。 黄绿久远（黄绿 クオン/Kimidori Quon） 配音：西墙由香 年龄:11 使用陀螺：防御型 四羽蛇神（クアッドケツアルカトル.J.P） 以前在灼炎寺道场锻炼，拥有“冰之久远”之称，竞争于“炎之夏卡”的实力。武者修行途中，作为全国团体赛队伍“零度极炎（アイスブレイズ）”的队长现身。擅长战法是运用“四羽蛇身”的防御力的防守战术，外盘的防御使得对手的攻击无效化并反弹伤害。 小豆勉（小豆 ベン/Azuki Ben） 配音：东内麻里子 年龄:11 使用陀螺：攻击型 狂野巨兽（ビーストベヒーモス.H.H） 全国团体赛队伍“狂野猛兽（ビースツ）”的队长。在激烈的战斗显露出野兽般的本性。怀着锐利的目光，“啊啊啊啊啊！”地大喊在气势上压倒对手。使用陀螺“狂野巨兽”，在战斗接近尾声时其攻击力持续暴增，就像野兽狩猎一样。 茶挂豪（茶挂 豪/Chagake Gou）配音：早志勇纪 年龄:11 使用陀螺：平衡型 巨人盖亚（ギガントガイア.Q.F） 全国团体赛队伍“刚毅凛峰（ライドアウト）”的队长。把队伍团结起来，将其训练成全国屈指可数的强队的猛将。“流过的汗水不输于任何人”，一心一意地为战斗陀螺努力着。使用陀螺“巨大盖亚”的重心偏向外盘，运用旋转的晃动进行攻击。开始倒数，把对手陀螺破坏！ 白鹭城瑠衣（白鹭城ルイ/Shirasagijo Lui） 配音：朴璐美 年龄:11 使用陀螺：攻击型 失落圣枪（ロストロンギヌス.N.Sp） 四转皇中最强的一位。以压倒性的强大获得了国大赛的四连冠。“我只会跟值得一战的对手对战”，因此基本不与人对战。使用陀螺“失落圣枪”是有别于一般陀螺的左回旋式战斗陀螺。面对右回旋的陀螺进行正面一击！压倒性的胜利正是王者的魅力。 水面直树（水面 ナオキ/Naoki Minamo） 配音：野上翔 年龄:11 使用陀螺：平衡型 海王新星（ノヴァネプチューン.V.T） 对战斗陀螺进行科学性研究的陀螺战士。拥有天才级的智商，运用科学的力量来达成胜利。“只要把你研究透，无论如何你都赢不了我”的陀螺“海王新星”，可切换成攻击模式或持久模式，结合使用者高度的战略和分析力，无论面对怎样的对手都能稳抓胜利。 蓝泽仁（蓝沢 ジン/Jin Aizawa） 配音：松田飒水 年龄:10 使用陀螺：耐力型 巨蛇之狱（ヨルムンガンド） 看上去一副沉沉欲睡的样子，其实是位令人毛骨悚然的陀螺战士。废寝忘食地练习。相信着有323人的守护灵在激烈战斗中守护着自己。“巨蛇之狱”的不死射击，在受到任何攻击的情况下都不会倒下，给予对方蛇毒的一击将其击倒。 山吹明（山吹 アキラ/Akira Yamabuki） 配音：山本和臣 年龄:10 使用陀螺：防御型 强酸冥神（アシッドアヌビス.Y.O） 新一代的偶像明星。在战斗陀螺中展示的才能直逼扎克的地位。无论是作为陀螺战士还是明星，都在站在制高点。那是山吹明的明星之路！使用的陀螺“强酸冥神”拥有强旋转力和稳定性，华丽发射后一旦占据场地中心，任何攻击都无法靠近它，凭借绝对的防御抓住胜利。 （参考资料： [6-8] ） 其他角色 苍井千春 配音：浅野真澄 小跃的妈妈。 苍井ケソト 配音：竹内良太 小跃的爸爸。 苍井常夏 配音：大地叶 年龄:7 小跃的弟弟。 苍井日夏 年龄:7 配音：稻濑葵 小跃的妹妹。 筱田秀太郎 配音：飞田展男 小跃就读的米驹学园的校长。 柿谷一郎 配音：松田飒水 小跃的同班同学。常在同学间的陀螺对战时担任裁判。 大井ひろし 配音：知桐京子 小跃的同班胖子。 中川圭太 配音：芳野由奈 小跃的同班眼镜男。 小木桃子 配音：古贺葵 小跃的同班女生，放送部的小记者。 黑神爽太（黒神ソウタ） 配音：樱井春名 年龄:7 黑神大南的弟弟 驹崎新次郎 配音：内匠靖明 wbba日本支部会长兼米驹地区大会委员长。 穴见运太 配音：内匠靖明 动画原创角色。陀螺大会的热血实况转播员。有横文字的口癖。在游戏版中登场。 制作人员 原作：森多ヒロ（小学馆《月刊CoroCoro Comic》连载中） 企画：和田修治、和田诚、石本隆史 监督：秋山胜仁 副监督：山口健太郎 系列原案：柴田亮、高原文彦 系列构成：园田英树 角色设计：大桥俊明 CGI总监：陶吉吉太 CGI制片人：近藤润 道具设计：长森佳容 设计师：长森佳容（虚拟形象设计） 美术监督：横山淳史 美术设计：小仓奈绪美 色彩设计：大内绫 摄影监督：铃木大伦 编集：渡边直树 音乐监督：松冈裕纪 音乐：土屋雄作 执行制片人：佐藤涉、入江俊徳、横山拓也、古市直彦 制片人：山内未来（TV Tokyo）、柴户善文 动画制片人：阿部勇 动画制作：OLM Team Abe 制作：TV Tokyo、d-rights [9] 剧集信息 各话制作 集数中文标题日文原标题脚本分镜演出作画监督总作画监督1上吧 胜利武神行こうぜ!相棒ヴァルキリー!!园田英树秋山胜仁山口健太郎近藤优次 松本朋之 大桥俊明2冥界番犬 地狱恶犬冥界の番犬!ケルベウス!!山口健太郎博多正寿空流辺广子藤崎贤二3爆裂！速射爆裂!ラッシュシュート!!林宏树川西泰二Chang Bum Chul大桥俊明4一起创立战斗陀螺俱乐部吧ベイブレードクラブをつくるぜ!博多正寿羽原久美子牧内ももこ藤崎贤二5死神降临 漆黑死镰死神降临!漆黒のデスサイザー!!高原フヒト平野俊贵守田芸成长森佳容 宫田留美 大桥俊明6坚持住，这就是特训！たえろ!これが特训だ!!早坂律子笔坂明规空流辺広子 牧内ももこ 藤崎贤二7超速！闪光射击超速!フラッシュシュート!!园田英树かまくらゆみオ ジング池田裕治 小栗宽子 大桥俊明8强敌！天空神翼强敌!天空のホルスード!!博多正寿近藤优次 松本朋之 藤崎贤二9前进的阻碍 飞龙立ちはだかる飞竜ワイバーン!!高原フヒト博多正寿川西泰二Chang Bum Chul大桥俊明10超越！相信胜利武神乗り越えろ!相棒ヴァルキリーを信じて!!富冈淳广村田峻治 秋山胜仁 山口健太郎 西村大树青木真理子 兴石晓 藤崎贤二11绝望的风暴卫士绝望のスプリガン早坂律子平野俊贵守田芸成牧内ももこ 小栗宽子 清水博明 渡部由纪子 东美帆 大桥俊明12惊人的盾式撞击惊异のシールドクラッシュ!オ ジング清水博明 矶野智 藤崎贤二13小愁的试炼シュウの试练!富冈淳广林宏树高田昌豊关口雅浩大桥俊明14誓约之战誓いの决胜戦バトル!园田英树平野俊贵益山亮司近藤优次 松本朋之 藤崎贤二15激战！胜利武神VS风暴卫士激闘!ヴァルキリーVSスプリガン!!博多正寿清水博明大桥俊明 福地纯平 16惊愕！灼炎寺特制惊愕!灼炎寺スペシャル!!高原フヒトかまくらまみ川西泰二Chang Bum Chul长森佳容17豪杰异度圣剑豪杰のエクスカリバー!早坂律子博多正寿西村大树青木真理子 宫地聪子 大桥俊明18燃烧！团体赛燃えるぜ!チームバトル!!富冈淳广林宏树菱川直树牧内ももこ 桑原直子 长森佳容19终焉之神VS挣锁圣兽ラグナルクVSユニコーン!园田英树饭岛正胜オ ジング清水博明 饭饲一幸 牧内ももこ 福地纯平 阵内美帆 横松雄马 大桥俊明 长森佳容 20继承意志！链式射击！繋げろ!チェーンシュート!!平野俊贵清水一伸大木比吕 森田实 长森佳容21友谊之战友情のバトル!早坂律子松本マサユキKim Yoo Mi Chang Bum Chul 大桥俊明 长森佳容 22胜利武神觉醒ヴァルキリー覚醒!!园田英树博多正寿近藤优次 松本朋之 三船智帆 长森佳容（アバター）23孤独的漆黑死镰孤独のデスサイザー高原フヒト川西泰二Chang Bum Chul Shin Hey Ran Kim Yoo Mi 大桥俊明 长森佳容（アバター） 24全心全力本気マジと全力!!冨冈淳広オ ジング中谷友纪子 福地纯平 福地纯平25神秘的陀螺假面谜のベイブレード仮面!园田英树博多正寿关晓子牧内ももこ 福地纯平 清水博明 小岛えり 大桥俊明 长森佳容（アバター） 26决定了！进入全国大赛决めるぜ!全国出场!!平野俊贵藏本穂高关口雅浩长森佳容27合宿！海盗赛场合宿だ!バイキングスタジアム!!早坂律子政木伸一中谷友纪子 渡辺奈月 大桥俊明28山川！河流！暴风雨中的大冒险山だ!川だ!岚の大冒険!!高原フヒト清水一伸森田实 大木比吕 长森佳容29目标 NO.1目指すぜNO.1!富冈淳广博多正寿近藤优次 松本朋之 无30蛇之翼！四羽蛇神蛇の翼!ケツァルカトル!!园田英树小高义规川西泰二Chang Bum Chul Shin Hey Ran Kim Yoo Mi 长森佳容31天照御神的指引アマテリオスの导き早坂律子奥村よしあき政木伸一中谷友纪子 渡辺奈月 藤崎真吾 大桥俊明32冲击旋风冲撃のサイクロン!园田英树オ ジング福地纯平无33爆炎！双重冲撞爆炎!ダブルインパクト!!高原フヒト饭岛正胜藏本穂高关口雅浩大桥俊明 长森佳容（アバター） 34露出獠牙的狂野猛兽牙をむくビースツ!富冈淳广平野俊贵川越一生牧内ももこ 渡部由纪子 青木昭仁 徳仓荣一 福地纯平 井ノ上ユウ子 秋山泰彦 大桥蓝人 Moon Hee 长森佳容35野兽！狂野巨兽野獣!ビーストベヒーモス!!早坂律子岩田义彦小栗宽子 毛利和昭 大桥俊明 长森佳容（アバター） 36坚毅凛峰的威胁ライドアウトの胁威! 清水一伸益山亮司园田英树斋藤温子 大木比吕 长森佳容37我们的决赛オレたちの决胜戦！ 高原フヒト博多正寿近藤优次 松本朋之 饭饲一幸 大桥俊明 长森佳容（アバター） 38死斗！失落圣枪的战斗死闘！ロンギヌスとの戦い！！富冈淳广平野俊贵小野田雄亮高桥恒星 平良哲朗 长森佳容39爆裂！死亡螺旋爆裂！デススパイラル！！园田英树平野俊贵横田一平福地纯平无40拿下！全国第一とるぜっ！全国一！！奥村よしあき宫田亮关口雅浩长森佳容 大桥俊明 福地纯平 41海王新星的陷阱ネプチューンの罠早坂律子政木伸一五十内裕辅大桥俊明 长森佳容（アバター） 42毒蛇！巨蛇之狱毒蛇！ヨルムンガンド！！朝仓カイト川越一生井ノ上ユウ子 饭饲一幸 青木昭仁 长森佳容43疾风的喷流射击疾风のジェットシュート！高原フヒト 园田英树 うえだしげる平野俊贵牧内ももこ 儿玉ひかる 佐藤道雄 大桥俊明 长森佳容（アバター） 44咆哮吧！猛兽之战吠えろ！ビーストバトル！！富冈淳广山本贵之奥村よしあき大木比吕 天野勉 长森佳容45风暴卫士VS双足飞龙スプリガンVSワイバーン！高原フヒト 园田英树 博多正寿近藤优次 松本朋之 福地纯平 大桥俊明 长森佳容（アバター） 46热斗！小跃VS夏卡热闘！バルトVSシャカ！！富冈淳广古贺一臣平野俊贵中野彰子 宍户久美子 长森佳容47明星之战スター☆バトル！！川越一生井ノ上ユウ子 青木昭仁 柳田幸平 大桥俊明 长森佳容（アバター） 48爆转VS暴走爆転VS爆走！！早坂律子青柳宏宜关口雅浩长森佳容49四转皇！瑠衣VS小愁四転皇！ルイVSシュウ！！园田英树政木伸一藤崎真吾 大桥俊明 长森佳容（アバター） 50打败绝对王者！倒すぜ！绝対王者！！园田英树奥村よしあき由井翠木村麻亚纱 清山滋崇 平良哲朗 长森佳容51打败它！胜利武神决めろ！相棒（ヴァルキリー）！！平野俊贵博多正寿近藤优之 松本朋之福地纯平 长森佳容（アバター） （参考资料： [9] ） 分集剧情 展开 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 51 第1集 上吧 胜利武神 战斗陀螺（Beyblade）是世界上最受欢迎的陀螺对战形式，用发射器发射的陀螺带着战斗者们的热情，活跃在战斗盘中。热爱战斗陀螺的少年苍井跃在比赛中又一次失利，而他的朋友红愁已经在陀螺界非常有名，为了追寻陀螺的梦想苍井跃打算带着自己心爱的“胜利武神”参加米驹地区赛，而他第一场比赛的对手便是黄山乱太郎和他的“终焉之神”。 第2集 冥界番犬 地狱恶犬 凭借“速射”（Rush Shoot）赢得第一轮比赛的小跃便得意洋洋起来，输给他的黄山乱太郎提醒他不要飘飘然，但小跃根本听不进去。还在同伴面前吹嘘的小跃看到了正在训练的愁，愁的练习量根本不是他能够比拟的，看到这些的小跃稍稍有些不甘，但他还是没有改变自满的态度，看不下去的乱太郎提出对战，而这次小跃输得很惨。内心许久不能平静的小跃，就这样去迎战地区赛的第二个对手绿川犬介。 第3集 爆裂 速射 米驹地区赛的小跃的第二场比赛，小跃和犬介展开全力对战。地狱恶犬和胜利武神在战斗盘中不断的相互撞击，经过激烈的角逐后俩只陀螺同时停了下来，虽然这局是平局但小跃的比分还是落后一分。没能在战斗中胜出的小跃开始沮丧，他的内心无法平静下来，他思索不出来能战胜对方的战略。同伴们的鼓励让小跃重新冷静了下来，他决定孤注一掷发射出完美的“速射”（Rush Shoot）。 第4集 一起创立战斗陀螺俱乐部吧 独立练习的小跃突然灵感一现，他决定创立“战斗陀螺俱乐部”，这样不光会有场地还有可以一起切磋的伙伴。小跃第一个找到的就是组长，都想要当部长的两人在俱乐部成立前就开始了比赛。说服组长后小跃前去拉犬介入部，不善于和人交流的犬介被小跃的热情打动，但他也说出了自己想要和小愁比赛的愿望。 第5集 死神降临 漆黑死镰 小跃下场的大会比赛对手大南拥有的陀螺是漆黑死镰。自称是小跃粉丝的大南要求切磋，但大南的目的则是为了激起小跃的怒火。被愤怒左右的小跃没有办法完美的使出速射，即便他无休止的练习也没有半点起色。比赛开始后，看到大南便来气的小跃果真输掉了第一局，但在不断的战斗中小跃回想起了陀螺的乐趣。 第6集 坚持住 这就是特训 地区赛转眼进入到了末期，小跃一边进行着妈妈安排的家务式训练，一边起早赶去看比赛，小愁的出色表现让他们都很吃惊。小跃对自己的“速射”很有信心，但大南却指出了小跃的致命弱点，很容易受情绪影响的小跃没有办法稳定的发挥实力。为了改变小跃现在的状态，他们决定对小跃展开特训。 第7集 超速！闪光射击 小跃在朋友们的协助下还在继续摸索之前的必杀技——“闪光射击”（Flash Shoot），但却屡屡失败，在小愁的指点下小跃终于抓住了窍门。小跃的弟弟妹妹们被凤儿帮助了，凤儿是小跃的下一场对手，但小跃的弟弟妹妹却看到小紫要求凤儿输掉比赛。心存不甘的凤儿想要提前与小跃比赛，但组长等人并没有同意他的要求，最后大南代替小跃和他对战。凤儿的陀螺“天空神翼”在对战中展现出了强大的实力——必杀技“天神圣域”。 第8集 强敌！天空神翼 俱乐部的成员虽然还少一位，但相互协助训练的小跃等人越来越强。凤儿和小跃的比赛开始了，第一局凤儿采取了谨慎的发射方式，天空神翼发挥出了强大的实力，小跃的速射完全占不上优势，胜利武神就这样停止了转动；第二局凤儿打算针对小跃的新招数“闪光射击”采取了相应的措施，但小跃却在第二局依旧使出了“速射”。 第9集 前进的阻碍! 飞龙! 四强争霸赛的最后一轮由红愁对战荒波京司，红愁暂时领先一分，第二回合马上开始。比赛开始，荒波京司的陀螺有些震动，而红愁的陀螺斗志昂扬的冲向了京司的陀螺，只用了三击就破坏了京司的陀螺。红愁取得了胜利进入四强。四强名单已经全部产生——苍井跃、小紫屋协、银刃大蛇、红愁。次日，小跃帮老妈送外卖期间，迫不及待想对战的屋协邀请小跃到他家中来提前进行一场比赛。 第10集 超越！相信胜利武神！ 对战中输给小紫协屋的小跃非常不甘，他现在不管看什么都像是小紫协屋，迷失了自己的小跃不断的找同伴练习，但他的发射却一塌糊涂。无法看清现状的小跃让朋友们很担心，部长专门找愁来商量这件事情。看到弟弟妹妹们在院子里玩耍的情景，小跃突然意识到被自己遗忘的重要东西。另一方面，小愁不小心被撞伤肩膀，次日上学时遇到了小跃，说在放学后跟他来一场对战。 第11集 绝望的风暴卫士 日夏在医院门口看到了小愁，她想起了之前自己差点儿摔倒撞到小愁的事情，回家后她告诉了小跃。小跃听到消息后立刻去找小愁，但小愁并没有责怪日夏的意思，小跃为了帮助小愁减轻负担时时刻刻跟着他，但这却对小愁带来了困扰，为了证明自己不需要照顾，小愁决定和大南切磋一场，并顺利赢了对方。次日，米驹地区赛的半决赛第一场——小跃VS屋协的比赛开始了。 第12集 惊人的盾式撞击 小跃和协屋的地区大会比赛开始了，第一回合小跃险胜协屋，脱下负重背心后协屋使出了自己真正的实力，比分很快便被拉平。小跃和协屋的比赛进入了白热化，比赛一次次以平局告终，战斗中小跃激发了胜利武神新的力量，使出了“真闪光射击”，看到被破坏的双翼飞龙后协屋明白了自己的不足。紧接着，半决赛第二场小愁VS大蛇马上开始了。 第13集 小愁的试炼 大蛇和小愁的比赛还在继续，拥有奥丁神剑的大蛇对于有伤在身的小愁来说无疑是个强敌，第一轮以双方同时弹出战斗盘结束，但小愁的陀螺在拿到手上后散开了，大蛇的实力毋庸置疑。为了达成和小跃的约定，小愁不顾肩膀的伤势做出了完美的发射，他凭借超越常人的精神力赢得了比赛。 第14集 誓约之战 小跃在医院听到小愁的伤势后非常担心，他在训练的时候也一直心不在焉，看到小跃无精打采的样子朋友们和家人都很担心。小跃前去找到小愁表示自己将会放弃比赛，他担心小愁的伤势会更加恶化，但这却激怒了小愁。小愁向小跃展示出了自己的实力，负伤的小愁竟然可以更上一层楼，看到小愁的状态后小跃决定参加决赛。 第15集 激战！胜利武神VS风暴卫士 小愁的顶部射击让小跃输掉了第一轮，被打败的小跃反而感到非常兴奋，他鼓起干劲很快便开始了第二局比赛。看到小跃的发射变化后小愁瞬间改变了轨迹，第二轮的比赛小愁破坏了小跃的陀螺，回放影像后裁判发现破坏发生在落地后，比赛仍要继续，但小愁的肩膀却无法再支撑下去。 第16集 惊愕！灼炎寺特制 小跃等人在找小愁的时候遇到了夏卡，不见踪影的小愁其实在夏卡的爷爷那里治疗肩膀，小跃等人听到消息后立即前往灼炎寺家。在上山的途中小跃受尽了陷阱的苦头，而设置这些陷阱的是自称夏卡左膀右臂的优可，优可是和夏卡一起建立火焰之剑陀螺俱乐部的人，他有着不凡的实力，小跃在此次还看到了灼炎寺的特制战斗盘。小跃向夏卡提出对战，这时优可站出来，说想跟夏卡对战必须先赢了他。于是，小跃VS优可的比赛开始了。 第17集 豪杰 异度圣剑 战胜了优可之后小跃的下一个对手就是夏卡。拥有陀螺“异度圣剑”的夏卡一出手便把小跃的胜利战神撞出了战斗盘，但这却让小跃变得斗志昂扬。第二场比赛，小跃的胜利战神撑住了钉墙的撞击，最终与异度圣剑打了个平手，认可小跃的夏卡改变了作战策略，强力的发射直接破坏了小跃的陀螺。午饭过后，组长也向夏卡提出对战，不过夏卡说要先做一会饭后的体能锻炼，于是小跃等人跟着夏卡一起去训练。 第18集 燃烧！团体赛 小跃为大家烘制了各自陀螺的面包，虽然只看见过一次的异度圣剑做的并不太像，但夏卡依旧很开心。今天所要进行的是团体赛，夏卡将要对战小跃一行，一直在一旁默默观看的右京也走了出来，夏卡、优可和右京组成的团队将要对战小跃、组长、大南和犬介四人，第一局从未展现实力的大南决定先上，他所对战的是右京的挣锁圣兽。 第19集 终焉之神VS挣锁圣兽 大南输给了右京后下一个出场的是组长，大家对组长满怀期待，第一局组长的终焉之神完全压制了右京的挣锁圣兽，但却在结尾发生了转机以平局收场。第二局组长的终焉之神使出绝招“终焉领域”而顺利将比赛拖入了持久战，这让他赢得了这一局的胜利，即将进入第三局时夏卡示意右京使出真正的实力——号角射击，而组长能否使出更强力的绝招赢得比赛呢？ 第20集 继承意志！链式射击！ 大家在得知犬介将要转学后都非常的沮丧，想要赢得比赛的犬介也十分的紧张，他在对战右京时竟然提前发射了。第一局正式开始，发射失败的犬介输掉了对决，看到犬介的失误后小跃跑了出去，当他回来时发现犬介还在等他。犬介冷静下来发挥出了自己真正的实力，这次他用链式射击成功击败了右京。紧接着，犬介迎战火焰之剑的第二名选手优可。 第21集 友谊之战 犬介战胜了火焰之剑的右京和优可，他将迎来与夏卡的比赛，展开最后角逐的犬介没有了之前的气势，他认为只要给小跃创造出机会就好，但同伴们的鼓励让他明白了过来，他内心真实的想法是想赢得比赛的胜利。夏卡承认了犬介的实力，一开始就用了强力的发射，不过因为发射失败让犬介有机可乘而落后一分，下一轮夏卡直接将犬介的陀螺破坏而获胜。最后一战，由小跃VS夏卡，不过比赛中小跃发现自己的胜利武神的样子有些古怪。小愁告诉他，胜利武神也许快要觉醒了~ 第22集 胜利武神觉醒 参加地区选拔大赛的邀请函来了，大南、小跃、凤儿和协屋都收到了复活赛的邀请函，而期盼已久的组长却没有收到，对此他非常的失落。准备去练习的小跃远远看到校长在树下准备拿什么东西，定睛一看正是一张邀请函，小跃飞快地爬上树取到那邀请函，陀螺俱乐部的三人都如愿地参加复活赛。大赛开始当天，小愁和夏卡出现在观众队伍当中，四转皇之一的扎克也来到现场献辞！然后，小跃的首场比赛对手是灼炎寺道场的右京。 第23集 孤独的漆黑死镰 第一轮的比赛结束后组长、凤儿等人顺利胜出，第二轮比赛的分组也有了结果，A组是小跃对组长，B组是凤儿对协屋，这两组的对手都恰巧是很好的朋友。组长和小跃显得非常兴奋，他们打算在赛前继续进行训练，而协屋和凤儿也都拿出了斗志。胜利武神的不断成长让大南自惭形秽，不甘落后的他也正努力变强，但是总不见收效。大南在网上搜索资料时无意发现了一些陀螺对战中的作弊手法。次日，大南迎来了和优可的比赛，落后一分的大南陷入内心的挣扎。 第24集 全心全力 凤儿因为要和协屋比赛很久都没有去宅邸练习，他决定在正式比赛上全力对战协屋，而组长也有着一样的烦恼，他在训练场里也没办法施展手脚。都要与朋友对战的凤儿和组长成了难兄难弟，他们决定一起练习。正式比赛开始了，小跃和组长的比赛激烈的进行着，特训后的组长非常自信，而小跃也丝毫没有示弱的打算。另一方面，凤儿和屋协的比赛也开始了，凤儿作出了孤注一掷的全力一击。 第25集 神秘的陀螺假面 身为四天王之一的扎克在看过小跃等人的比赛后变得热血沸腾，他戴上假面眼镜变装成假面陀螺战士出现在了小跃的弟弟妹妹们的面前，不打算暴漏身份的他决定于小跃等人比赛。扎克首先找上的是凤儿和协屋，强大的陀螺“无限宙斯”让协屋明白了自己的不足。和组长训练了一天的小跃迷迷糊糊的回到家里，他竟然在和扎克比赛的途中睡着了。 第26集 决定了！进入全国大赛 大南要退出陀螺俱乐部，这件事情让小跃不能接受。在陀螺比赛中作弊的大南受到了自己内心的谴责，他承认了自己的错误并退出了比赛，但小跃依旧不能放下自己的的伙伴。地区选拔赛的A组决赛就要开始了，小跃VS大蛇。小跃东张西望盼望着大南可以来看他比赛，发射失误的小跃输掉了第一轮，而大南在这时赶了过来。看到基友的回归，小跃超常发挥，一举击败大蛇。另一边，屋协也战胜了优可。小跃、屋协二人都在复活赛中获得全国大赛的出赛权！ 第27集 合宿 海盗赛场 米驹陀螺俱乐部终于凑齐5个人了，他们分别是苍井跃、黄山乱太郎、黑神大南、红愁和小紫屋协。能参加团体比赛，小跃等人都干劲十足，但他们的训练却并没有什么变化。自称是队长的小紫协屋决定拉着众人去特训，他们一起来到了协屋加的别墅，协屋已经准备好了特殊的战斗场地“海盗赛场”，装有爪牙机关的赛场给比赛带来了几分惊险，而他们也依照团体赛的规则进行三对三的训练。小跃、小愁、组长为一队，大南、屋协、凤儿为一队，团体练习赛开始了。 第28集 山川！河流！暴风雨中的大冒险 在合宿的训练与生活中过惯了少爷生活的协屋老是差遣别人去干活，而他自己却只想着坐享其成，组长对此很有意见。今天的练习赛中小跃、组长和协屋组成一队，但他们并没有发挥出团体赛的优势，而红愁一组在这点上就表现的很好。雨下的越来越大，常夏和日夏还没有回来，突然想起什么的协屋立即赶了出去。 第29集 目标 NO.1 小跃被选中在全国大赛上代表选手宣言，得意洋洋的小跃听到要实况转播并且全国都能看到后紧张了起来，组长等人立即展开对他的宣言特训。赶去训练的路上小跃遇到了正在玩滑板的黄绿久远，和久远学滑板的时候小跃将胜利武神遗忘在了草丛里，发现胜利武神不见了之后小跃陷入了极度的沮丧中。久远拾得胜利武神，到灼炎寺道场找人修滑板时，和夏卡的对话中得知胜利武神的主人是先前地区选拔赛的黑马选手小跃。 第30集 蛇之翼 四羽蛇神 全国陀螺大赛团体赛开始了，小跃率领的“米驹学园战斗陀螺俱乐部”首轮出战，他们对抗的是久远率领的“零度极炎”，而“零度极炎”里的陀螺都是全防御属性。作为队长的小跃并没有过多的考量，他在选择出战选手是也是随心而定。第一回合对战久远时，小跃的胜利武神败给了久远的四羽蛇神；虽然靠着协屋和红愁的实力赢得了比赛，但小跃还是受到了不小的打击。 第31集 天照御神的指引 第一轮比赛虽然胜利，但小跃率领的“米驹学园战斗陀螺俱乐部”却变的四分五裂，小跃作为队长想尽快让队友们团结起来，但是输掉了比赛的他却完全没有建立起来威信。知道自己必须变强的小跃独自来到了练习场。今天的比赛过后，大家参观陀螺博物馆时，犬介发现现在的小跃已经没有了往日的激情，直到看传说中的陀螺“天照御神”后小跃才重新燃起了激情。 第32集 冲击旋风 全国大赛团体赛第一轮结束后小跃等人在特训的时候，假面陀螺战士出现在了他们眼前。迟钝的小跃在知道假面陀螺战士就是四转皇之一的扎克后非常吃惊，而扎克此行的目的则是为了邀请他们参加宴会，同时四转皇最强的白鹭城瑠衣——全国赛四连霸作为特殊嘉宾出席。宴会的重要环节——在“旋转赛场”进行陀螺对战，小跃第一个跳出要想要试一试，于是扎克VS小跃的比赛开始。中心会转动的赛场给比赛带来几分惊险，小跃惜败。赛后，瑠衣走到小跃面前，说小跃是一名不合格的陀螺战士，对自己的陀螺一无所知。 第33集 爆炎！双重冲撞 全国大会团体赛进入第二轮，米驹学园战斗陀螺俱乐部对战“火焰之剑”。这次小跃没能出场，信心满满的协屋自作主张，由他、大南和小愁出战，火焰之剑派出的则是夏卡、优可和右京。比赛正式开始，第一回合是协屋对抗夏卡，异度剑圣与双足飞龙激烈交锋，就在大家以为协屋将获胜时，夏卡使出了新绝招“双重冲撞”。落后二分后，由大南上场对战右京，顺利拿下一分。最后是小愁对战优可，不过小愁的肩伤未完全康复。 第34集 露出獠牙的狂野猛兽 小跃去找小愁时发现小愁竟然在练习左手发射陀螺，迫不及待地跟小愁比了一场。次日，小跃和犬介切磋时发现胜利武神的轨道有些异常，犬介说这时胜利武神的“超觉醒”，这时小跃想起瑠衣对他说的话。小跃兴奋地把这件事告诉给陀螺俱乐部众人，然后争着要在下一轮比赛出场的大伙用猜拳来决定谁出场。全国大赛团体赛进入第三轮（半决赛），米驹学园战斗陀螺俱乐部的对手是犬介所在的“狂野猛兽”，第一回合是组长VS犬介。 第35集 野兽！狂野巨兽 米驹学园VS狂野猛兽。狂野猛兽先得1分，不过屋协很快为米驹学园赢得2分。最后一回合是狂野猛兽的队长小岛勉对战小跃。小勉的狂野巨兽突然在中途加速，想露出獠牙的野兽向胜利武神穷追猛打，不过小跃还是以微小差距险胜。另一方面，半决赛中，同样被称为优胜候补队的两支队伍——超级巨星和坚毅凛峰的比赛的开始了！ 第36集 坚毅凛峰的威胁 坚毅凛峰VS超级巨星，茶挂豪和大蛇的战斗开始了。眼见豪的巨人盖亚被大蛇的奥丁神剑的绝招“冲击波”击败，巨大盖亚使出绝招“曲线反击”一击逆转！这下子，决赛的队伍全确定了。次日，小跃的队伍接受米驹学园放送部的采访。为了更好地拍摄，他们来到了训练中心，在这里与下一战的队伍“坚毅凛峰”相遇。另外，小跃偶然在某个房间遇到了正在做拉力训练的瑠衣。小跃向瑠衣提出对战，但瞧不起人的瑠衣并不理睬小跃。 第37集 我们的决赛 为了和“坚毅凛峰”的决赛，小跃他们重复着激烈的体能训练。结果搞得集体疲劳过度，发射个陀螺都发射不好，于是小跃决定让大家休息一天。终于迎来了全国大赛团体赛的决赛日子，米驹学园战斗陀螺俱乐部VS坚毅凛峰，采用5分制胜制。米驹学园出战的是组长、大南和小愁。一开始组长顺利为团队取得1分，但第二回合大南VS豪时被对手追回1分。第三回合，小愁使用左手射击，破坏对方的陀螺，终把比分拉到3：1。这时，从未在团体赛中露脸的“坚毅凛峰”成员瑠衣现身了。 第38集 死斗！失落圣枪的战斗 四转皇最强的瑠衣出现在大赛会场。坚毅凛峰的队长豪要求瑠衣上场对战，瑠衣表示若比赛无聊就中途离开。米驹学园对战的是自上次见面就想跟瑠衣对战的小跃。瑠衣的陀螺“失落圣枪”的转动方式是有别于一般陀螺的左旋（逆时针），并且其沉重的图章产生强力的冲击力量，一击破坏小跃的胜利武神。两队的比赛马上追平为3：3。虽然对瑠衣的性格很恼火，但小跃对瑠衣的强大感到兴奋。猜测下回合的对手仍是瑠衣，小跃等人议论着该派谁上场，最后用投票决定。 第39集 爆裂！死亡螺旋 小跃VS瑠衣。胜利武神被失落圣枪猛烈地击飞并正面撞向小跃，幸好小愁提醒，小跃及时用手接住胜利武神才没受伤。似曾相似地的场景，小愁想起上届全国大赛中被瑠衣打败并在右眼留下伤疤之事。坚毅凛峰和米驹学园的比分现在是4：3，小跃再次出场对战瑠衣。发射陀螺时小跃的手一颤抖，不断撞击场地墙壁的胜利武神阴差阳错地错开了失落圣枪的攻击路线。小跃使出真闪光射击去撞击失落圣枪，两个陀螺同时击飞落地而平局。越战越燃的小跃完全进入ZONE状态，四战瑠衣。不过，这次瑠衣拿出了真实力，使出绝招“死亡螺旋”一击把小跃的陀螺破坏。坚毅凛峰因此拿下6分而获得全国赛团体赛的冠军。输了的小跃深受到打击，绊倒在地然后大哭起来。 第40集 拿下！全国第一 受到陀螺战士（ブレーダー）研究的水面直树的邀请，小跃不加思索地配合做各种测试，还使出“胜利武神”的必杀技“速射”让对方分析，不过很快就被对方的陀螺“海王新星”击飞。直树的电脑进行数据分析，小跃的发挥水平只有跟瑠衣比赛时的50%，似乎是败给瑠衣后心灵受伤的缘故；虽然事后小跃对协屋等人称是因为没吃早餐。wbba全国大赛个人赛终于拉开了帷幕，就在第一场开始时，小跃突然接到一个母亲·千春发生交通事故的紧急电话…… 第41集 海王新星的陷阱 小跃总算赶上全国大会的第一回战，赶紧十足地迎战第一个对方水面直树。面对小跃的强攻，直树根据数据分析进行对策，“胜利武神”的攻击全部被避开，最后停止了转动。直树的“海王新星”持有的转变轴可以使其切换攻击模式和持久模式，直树还故意激怒小跃。小跃想起要跟小愁在决赛一决胜负的约定，重新调整状态迎战直树。一场比赛中胜出的会是哪一方？另一方面，谜之陀螺战士蓝泽仁出现在小愁面前…… 第42集 毒蛇！巨蛇之狱 小跃以为蓝泽仁要在赛前“做掉”小愁，于是找来组长、大南一起做小愁的贴身保镖。就这样，终于迎来小愁和蓝泽的比赛的日子。面对超强韧性的“巨蛇之狱”，小愁的“风暴卫士”不断使出顶部射击，将对方的驼鹿破坏而拿下最初的2分。但是第二回合时，被不明闪光刺眼的小愁发射失败，导致输掉这一回合。小愁闭合双眼并用左手发射，成功度过危机、赢得比赛。一开始大家以为是蓝泽在作弊，后来才发现这一切都是直树搞出来的所谓实验，生气的小跃挑战直树！ 第43集 疾风的喷流射击 协屋和小愁说要退出战斗驼鹿俱乐部，小愁为一起战斗过的伙伴为何要分开而烦恼。另一方面，大明星扎克也为自己的名气被后辈山吹明盖过而烦恼着。心情许久未能平静的小跃就这样迎来了全国大赛个人赛的第二轮比赛——和黄绿久远的对战。完全不在状态而被逼入困境的小跃，终于理解协屋和小愁是因为承认自己的实力而离开。这个时候，“胜利武神”觉醒了新的力量——喷流射击（Jet Shoot）！ 第44集 咆哮吧！猛兽之战 全国大会个人赛2回战，犬介VS小豆。彼此熟悉对方战斗方式的“狂野巨兽”（ビースツ）的同伴，即使是朋友，在赛场商就是敌人，二人心无杂念地进行着特训，全力以赴地回应对方的野兽之魂。比赛当天，犬介使出了新的战术进攻，小豆也毫无示弱地拿出新招，一进一退的攻防，二人的野兽之魂相互碰撞！胜利的会是哪一方？而后，迎来的2回战的最后一场比赛，扎克VS茶挂豪。前八强全部诞生！ 第45集 风暴卫士VS双足飞龙 前8强集结的全国大会第3回战，协屋和小愁的对决拉开了序幕。誓要打败小愁而反复特训的协屋，解禁了新必杀技——极盾式撞击，小愁也承认对方是一名强敌而作出全力的反击，就在双方比分是1：1时，双方都为最后一回合作出了各自的策略宣言，就这样的决定胜负的第三回比赛开始了。因缘的对决，抓住胜利的是哪一方？ 紧接着，瑠衣VS犬介的比赛也开始了。 第46集 热斗！小跃VS夏卡 全国大会3回战，小跃终于迎来跟四转皇之一的夏卡的对战。开始前就摩擦会激烈火花的二人在最初就作出全力的发射。同为攻击型的战斗陀螺的对战，欢呼声包围的会场一片热血！一开始以双方陀螺同时破坏而平局，但第二局时小跃的“胜利武神”被夏卡的“异度圣剑”破坏。那个时候，为了追求更进一步的力量，小跃的新技能诞生了…… 第47集 明星之战 小跃和夏卡的比赛过后，竞技场展现出跟平时不一样的气氛，那是因为那一场比赛的选手是扎克和山吹明这两位顶级偶像。通过表演让会场沸腾起来的明，以压倒性的存在感吸引观众的扎克，两位明星的陀螺对战开始了。在开始两局就轻松拿下2分而获得优势的扎克，回忆起过去一直追逐着扎克的明，拿出了必杀技“完美圆周”向扎克挑战，最后获胜的会是哪一位明星？ 第48集 爆转VS暴走 小跃练习和夏卡比赛时的新招“暴走射击”，但总是失败，就这样全国大会半决赛开始了！第一场比赛是小跃VS四转皇之一的扎克。面对扎克的华丽发射“波动阳光”，小跃使用暴走射击（爆走SHOOT）反击。这一场激烈的攻防战，哪一边法槌的光芒更加闪亮？另一方面，小愁VS白鹭城瑠衣的比赛也开始了，上次大会败北的小愁使出了新的必杀技“南十字星发射”一决胜负！ 第49集 四转皇！瑠衣VS小愁 小愁使出“南十字星射击”瞬间破坏瑠衣的“失落圣枪”，率先得下2分。承认对方实力后的瑠衣使出了新的必杀技——“梦魇发射”来反击，把小愁的“风暴卫士”击飞，但对未能破坏对方的陀螺感到惊讶。小跃把飞远的“风暴卫士”交给小愁，二人再次提起在决赛碰头的约定。返回赛场的小愁，迎来和瑠衣的这场比赛的最后对决。双方毫不示弱，使出全力的“风暴卫士”和“失落圣枪”激烈地碰撞着。就在把“失落圣枪”逼入绝境一刻，“风暴卫士”突然因为上场比赛造成的裂痕而破裂…… 第50集 打败绝对王者！ 为了战胜瑠衣和他的失落圣枪，小跃在米驹学园战斗陀螺俱乐部的伙伴们的帮助下进行闭眼地暴走射击——黑暗暴走射击的特训。另一方面，瑠衣以坚毅凛峰的全员为对手，进行的决赛前调整。然后，终于迎来全国大会的决赛！在同伴们和家人的声援下，小跃站到了决赛的舞台之上（然后摔了一跤……），以全国大会四连冠的绝对王者·白鹭城瑠衣为对手的最后战斗开始了！ 第51集 打倒它！胜利武神 决赛一开始，小跃的胜利武神被瑠衣的失落圣枪破坏而落后2分。如何才能战胜绝对王者，小跃向“伙伴”胜利武神发问，脑海中浮现出晨跑时遇到海豚的跃出海面的场景，不知觉地使出了新必杀技——极跃射击（High Jump Shoot）。胜利武神漂亮地破坏失落圣枪。瑠衣的斗志也跟着燃烧起来。最后回合，二人都跳起来发射，跃起的两个陀螺降落时在场地留下深深地裂痕（伏笔）。胜利武神和失落圣枪激烈地碰撞，最终优胜的光荣将会落在谁的手中？ 展开 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 51 （参考资料： [10-13] ） 动画音乐 OP《バーストフィニッシュ！》 作词：松井洋平 作曲：原田笃（Arte Refact） 编曲：山本恭平（Arte Refact） 演唱：小林龙之（DIVE II entertainment） ED《Believe》 作词：DEppa 作曲：DEppa，电球 编曲：电球 演唱：シクラメン（トイズファクトリー） [14-15] 播出信息 放送局放送起始日放送日时东京电视台系列全国6局网2016年4月4日周一 17:55 - 18:25富山电视台2016年4月9日周六 5:55 - 6:25长崎文化放送周六 6:00 - 6:30新广岛电视台2016年4月10日周日5:30 - 6:00东日本放送周日 6:30 - 7:00静冈朝日电视台周日 6:30 - 7:00爱媛电视台周日 9:30 - 10:00岩手朝日电视台周日 6:30 - 7:00东日本放送周日 6:30 - 7:00新潟放送2016年4月23日周六6:30 - 7:00奈良电视台2016年5月13日周五 7:30 - 8:00 [16] 关联作品 衍生游戏 【游戏名】ベイブレードバースト 【类型】Beyblade RPG 【平台】任天堂3DS 【发行商】フリュー株式会社 【发售日】2016年11月10日 【玩家人数】1人（通信时2人） 【CORE】A（全年龄对象） 【包装版特典】游戏限定陀螺“アマテリオス.α.α プラチナVer.”1枚 [17-18]
在合宿海盗赛场的团体练习赛中,米驹学园被分成了两个三人组参加,请问两支队伍的成员分别是谁?
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lmsys/lmsys-chat-1m
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Создайте сайт основываясь на этом брифинге
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lmsys/lmsys-chat-1m
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Pomůžu ti: O Čechovi (Staré pověsti české)
I.
Za Tatrami, v rovinách při řece Visle rozkládala se od nepaměti charvátská země, část prvotní veliké vlasti slovanské.
V té charvátské zemi bytovala četná plemena, příbuzná jazykem, mravy, způsobem života.
I stalo se, že se strhly mezi nimi vády a krvavé boje o meze a dědiny. Vstal rod na rod, příbuzní bojovali proti příbuzným a hubili se navzájem.
V ten čas dva bratři mocného rodu, oba vojvodové, Čech a Lech, spolu se o to snesli, že opustí rodnou zemi bojem neblahou. Řekli si: "Vyhledejme sobě nových sídel, kdež by náš rod žil s pokojem a díla si hleděl."
Byliť uvyklí již po předcích půdu pilně vzdělávati, všeliký druh obilí pěstovati i chovati koně a stáda bravu i skotu.
Jak se usnesli, tak vykonali. Svolavše své plémě, vzdali oběť bohům, vynesli obrazy dědů, a rozžehnavše se s otcovskou půdou, obrátili se na západ slunce, v neznámé končiny. I bral se rod za rodem, každý početných rodin, všichni přátelé a příbuzní. Napřed šli zvědové a zbrojní muži, prostřed vojvoda Čech, sivé brady, ale statný a silný, jeho bratr Lech a kolem nich vladykové, starostové rodů, všichni na koních. Za nimi starci, ženy a děti na hrubých vozech, na koních, stáda dobytka, naposled pak opět zbrojní mužové. Tak brali se nejprve končinami příbuzných plemen, až přešli hranice charvátské země, až přebředli Odru řeku a vstoupili do neznámých, hornatých končin.
I tam našli ještě osady, jejichž obyvatelé hovořili jako oni, a dále také v krajinách při Labi řece.
Než jak přešli druhou tuto řeku, byl kraj pustší a osad shledali jen poskrovnu. Byly daleko od sebe, a obyvatelé jejich cizího jazyka, kožemi odění, nečetní, ale smělí a srdnatí, stavěli se jim se zbraní v ruce do cesty. Čech a Lech a jejich lid je potřeli, a zhubivše jejich chudá obydlí v chatrčích i ve vykopaných jamách, postupovali dále, z lesa do lesa.
Zlá byla cesta hlubokými hvozdy, zlá jejich chůze luhy a bažinami, plnými rákosí, ostřice, rozlehlých mechových trsů a různých křovin. Zvečera zažehovali ohně a topili do úsvitu, aby zář, padajíc do tmy lesní, plašila úskočné, líté šelmy.
Tak došli až ke třetí velké řece, Vltavě, kteráž divočinou tekla; když i tu přebředli, počala si všechna čeleď stýskati, že není konce klopotné cesty a nikde stálého odpočinutí.
Tu vojvoda Čech ukázal na vysokou horu, jež se před nimi modrala nad širým, rovinatým krajem, a děl: "Podejděme pod tuto horu, tam dětem, skotu odpočineme." Došli a položili se na úpatí hory, jež slove Říp. Vojvodové a starší rodu ohledali půdu vůkol a znamenali, že jest úrodná.
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befa2af40a274e8b8b7441a97bd33c20
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lmsys/lmsys-chat-1m
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"29" "NAME_1" "000000190704" "11/08/2016" "11/08/2016 GENERAL" "ABSENTEE BY MAIL" "REP" "REPUBLICAN" "08" "CENTRAL #08" "AA101076" "29" "NAME_1" "08" "08"
"29" "NAME_1" "000000190704" "11/06/2018" "11/06/2018 GENERAL" "ABSENTEE BY MAIL" "REP" "REPUBLICAN" "08" "CENTRAL #08" "AA101076" "29" "NAME_1" "08" "08"
"29" "NAME_1" "000000161865" "11/08/2016" "11/08/2016 GENERAL" "ABSENTEE ONESTOP" "UNA" "UNAFFILIATED" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
"29" "NAME_1" "000000161865" "11/03/2020" "11/03/2020 GENERAL" "IN-PERSON" "UNA" "UNAFFILIATED" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
"29" "NAME_1" "000000161865" "03/03/2020" "03/03/2020 PRIMARY" "IN-PERSON" "REP" "REPUBLICAN" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
"29" "NAME_1" "000000161865" "11/04/2014" "11/04/2014 GENERAL" "ABSENTEE ONESTOP" "UNA" "UNAFFILIATED" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
"29" "NAME_1" "000000161865" "11/06/2018" "11/06/2018 GENERAL" "IN-PERSON" "UNA" "UNAFFILIATED" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
"29" "NAME_1" "000000161865" "11/08/2022" "11/08/2022 GENERAL" "IN-PERSON" "UNA" "UNAFFILIATED" "72" "THOMASVILLE 8 #72" "AA103215" "29" "NAME_1" "72" "72"
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42e9242326e64abdae75ce7c35a63868
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lmsys/lmsys-chat-1m
| null | 789,267 | 2 | 1,068 |
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zai-org/LongAlign-10k
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丑女贝蒂（2006年美国电视剧）
《丑女贝蒂》是一部由沙拉·派·安德森执导的系列喜剧，由亚美莉卡·费雷拉、埃里克·马比斯、阿兰·戴尔、贝基·纽顿、迈克尔·尤瑞等主演。该剧改编自哥伦比亚同名电视剧，该剧于2006年9月在美国ABC电视台首播。该剧主要讲述一个叫贝蒂·苏雷兹的外貌平平的女孩进入了时装界的风云杂志《Mode》工作后发生的故事。2007年，该剧获得第64届美国金球奖喜剧类最佳剧集奖项。
丑女贝蒂剧情简介 海报剧情 第一季 正式海报 第一季 虽然外表平平甚至有些丑陋，年轻的贝蒂·苏雷兹却是一个自信、聪明、工作努力的女孩，受到出版界大亨布拉福德的赏识，在他的传奇时尚杂志《Mode》出版社找到第一份工作。布拉福德刚刚把《Mode》交给儿子丹尼尔打理，他之所以选中贝蒂作为丹尼尔的新助理，大半的原因就是她是全纽约唯一一个丹尼尔不会和她上床的女人。贝蒂雄心勃勃要干出一番事业，让家人为自己而骄傲，她也很喜欢丹尼尔，但同时也很清楚，丹尼尔和她绑在一起感到很恼火，所以贝蒂决心证明自己是他最合格和最有能力的助理。 此外，新入行的丹尼尔和贝蒂有很多东西要学习，还要同心协力一起面对出版界和时尚界里众多老奸巨猾、笑里藏刀的生意对手，贝蒂多端善变的诡计和超级精明的时尚感将大有用武之地。 第二季 正式海报 第二季 经历了一连串乱七八糟的事情之后，Betty的人生陷入了一片混乱。困在墨西哥的老爸，出车祸的Daniel，和别人远走的Henry，所有这一切让她快要喘不过气。是不是人生真的就要这个样子？ 同时，Amanda无意中发现了自己的真正身世，Wilhelmina的人生主题依然是踩着别人往上爬，把自己的快乐建立在别人的痛苦之上，故事越来越复杂。 第三季 正式海报 第三季 第三季刚开始贝蒂拒绝感情，选择全身心的投入到职业发展中。外出旅行长见识归来的贝蒂，觉得自己已经长大了，并制定了自己的计划：一年内升职、搬到纽约城内住、不再谈感情。不是做出了决定就代表自己长大了，天真的贝蒂开始遭遇了一个又一个的挫折。当Betty终于如愿以偿得到了自己梦寐以求的编辑工作，令她意想不到的是，前男友Matt居然成为了她的新上司。Daniel的事业迎来了新高峰，但是却失去了他挚爱的Molly 。在Wilhelmina试图寻找Connor的同时，一个神秘人出现在她房间，令她大吃一惊。Marc没有得到编辑的职位，沮丧无比。 第四季 正式海报 第四季 第四季我们见证着Betty的成长：她从一个什么都不懂的小助理，成长为Mode的编辑。她从Daniel烦厌的小卒，成长为Danile最得力的助手和最贴心的朋友。她从一个自卑的小女孩，成长为有主见的职业女性。虽然Betty在别人眼中还只是一只丑小鸭，但凭着自己的自信，聪明和坚韧，也终于迎来了出头天。 （剧情简介参考资料： [1] ） 丑女贝蒂分集剧情 展开 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65 66-70 第一季第1集 在极端重视好皮囊的顶端时尚业，形象就是你的职业前途，就是你的生命，就是你的梦想，就是你的幸福……一切的一切。时尚潮流交替迭代，唯一不变的是那些把时尚元素穿在身上的超级美女们，人们从她们的举手投足中理解了时尚。然而，故事就发生在这个圈子里的一个小人物身上。她叫贝蒂，相貌平常——不是和那些超级美女比，就是以一般人的审美眼光看也是极端平常，体态稍微有点丰满——这在一群骨感美女中显得格外引人注目。丑小鸭贝蒂能适应这个圈子么？我们且拭目以待！ 第一季第2集 贝蒂不小心弄丢了杂志的清样，掀起了轩然大波。因为这份清样非同寻常，里面一整本都是一位明星未经电脑修饰的照片。这位女明星家喻户晓，非常受人喜爱。然而，即使在时尚界也很少有人知道，她的照片如果不经电脑技术修整，看起来就是一个普通邻家女孩。如果清样里的照片被人在媒体公开，对这位明星的声誉将是极大的损害，贝蒂所在的杂志社也将受到沉重的打击，很可能从此失去业内的信任。面对职业生涯的第一场危机，贝蒂该如何处理？威赫尔米娜知道之后，开始了自己的小算盘，阴谋利用这场事件把贝蒂的老板丹尼尔搞下台！ 第一季第3集 贝蒂利用自己的人脉关系，争取到业内鼎鼎大名的摄影师文森特-比安时来为《Mode》杂志担任摄影。然而比安时要求和贝蒂在一家以优雅著称的上流餐馆见面时，贝蒂感到特别紧张，她不知道出席这种场合应该穿着怎样的服装，又应搭配怎样的面部化妆，特别在对方是以艺术敏锐感著称的专业人士的时候！服装稍有差错，很可能就会失去这次职业生涯的大好机会。贝蒂感到格外的紧张不安。 第一季第4集 《Mode》杂志为即将到来的圣诞节特刊精心策划了别具一格的摄影图片，然而，这个创意却不知怎地被另一家杂志抄袭了，《Mode》杂志只好放弃。不消说，老板暴跳如雷，杂志社同仁个个气愤不平。贝蒂起初和众人一样愤愤不平，然而她想起了些什么，心里打起鼓来……她和马克、阿曼达聊了聊，越来越感到这个创意正是他们旁若无人聊天的时候给泄漏出去的。万一被人发现，他们的工作可就泡汤了！这时，互相看不对盘的丹尼尔和威赫尔米娜为了在最短时间内赶出一期摄影图片来不得不精诚合作。在一片混乱中，大家把来杂志社参观的贾斯汀忘得一干二净。他自得其乐地在杂志社混了一天。 第一季第5集 万圣节来了，贝蒂的工作一团糟，她听信同事的话，盛装出席一个据称是《Mode》杂志社晚装大赛的场合，却被告知根本没这回事，她的着装引起了周围人的窃笑。同时，她在工作中的认真负责使得亨利对她的好感逐步提升，然而沃尔特却因此醋意大发。最糟的是，她还不得不接下一个倒霉工作，为老板丹尼尔找一块手表！那块手表具有非凡的意义，却被丹尼尔落在了女友的公寓里。问题是，丹尼尔忘了到底落在了哪个女友的家里……这时候，威赫尔米娜正因为自己居然穿不上定制的晚装而歇斯底里大发脾气。 第一季第6集 丹尼尔在《Mode》杂志社大堂里遇到一位神秘美女，立刻被她吸引住了。他请求贝蒂帮自己找到这位美女。贝蒂郁闷地要杀人。她这时候还有其他烦心事，因为听到了一些不同寻常的消息，她正在和希尔达努力攒钱，哪里顾得上管老板的风流韵事？然而私人助理的悲哀就是这样：什么样的恶气都得忍下来，乖乖地为老板照顾好一切公事私事。本来可以抓住这个把柄大肆嘲笑丹尼尔的威赫尔米娜这次却没顾上，因为她要接待一位不速之客——她的女儿。 第一季第7集 贝蒂家里烦心事一件接一件，恰在这时老板叫她去了解一家新开的上流酒店，以为杂志的介绍做准备，于是她抛开烦恼跑去酒店寻欢作乐。索菲娅-莱斯和她的工作小组进驻了《Mode》杂志社会议室。丹尼尔干生气也没办法，谁让他自己的工作能力不如人呢？威赫尔米娜开始和一位德州来的乡巴佬百万富翁调情约会，目的是为了自己的归宿么？才不是呢！她只是盯住了他的连锁店，打算让他在《Mode》杂志上刊载广告而已！ 第一季第8集 感恩节到了，《Mode》杂志社的同仁们用自己的个性方式庆祝着这一节日。贝蒂在工作和家庭之间疲于奔波，恨不得把自己撕成两半。丹尼尔参加了父母举办的午餐会，因为他想见到索菲娅。马克和阿曼达在《Mode》办公室里竖起了野外宿营的帐篷，威赫尔米娜尝试做了一件她从没做过的事情——烹制火鸡。不用问也知道这道菜的味道怎么样！食不厌精的《Mode》杂志同仁们对着新鲜出炉的焦糊火鸡尴尬万分，面面相觑。和老板搞好关系，总是要付出代价的，然而如果代价是生命的话……那还是不必了。 第一季第9集 感恩节后第二天，普通人都在家里体味节日过后的温馨余氛。然而这不是贝蒂的生活。她正在和一对著名的明星夫妇陪笑脸，因为这期杂志要用他们和新生宝宝的照片作为主要卖点。这时，丹尼尔正在家里呻吟，因为前一天喝得太多了，头痛欲裂，被索菲娅拒绝后他心情格外不好，所以多喝了点。威赫尔米娜和马克去机场迎接几位名流，结果却发现节日过后两人身上谁都没有带现金！ 第一季第10集 圣诞节，圣诞节终于来了。《Mode》杂志社几人欢喜几人愁。贝蒂重新审视了自己和沃尔特的关系，以及她对亨利的感情，仍在摇摆不定。和手下相反，丹尼尔却非常肯定自己已经爱上了索菲娅，虽然索菲娅自己非常怀疑这一点。阿曼达帮着策划了《Mode》杂志社圣诞宴会，办公室纷纷扬扬地飘起了泡沫塑料制成的雪花，各种节日祝愿卡和纸条，一切都非常完美——直到贝蒂和阿曼达发现，因为阿曼达的出色策划能力，阿曼达被老板盯上了，打算用她来代替贝蒂。 第一季第11集 时尚杂志社通常会有一些名牌服饰厂商提供的名贵衣物和配饰，用作展示、拍照等。日积月累，杂志社里堆了小山一样的衣物。克里斯蒂娜宣布，她马上要清空这些衣柜。欣喜若狂的杂志社同仁们疯狂地一头扎进了衣物堆里，文雅可亲的时尚女郎们为一件衣物几乎要大打出手。但是，最需要靓衫的贝蒂却忙得顾不上这些事：她帮老板丹尼尔填的一张2万美元的费用报销申请被驳了回来，并且十分不巧的是，丹尼尔的信用卡也被停了。正在宴请一位对杂志非常重要的日本设计师的丹尼尔发觉，他付不起饭钱…… 第一季第12集 丹尼尔终于鼓起勇气，跑去向索菲娅表白。贝蒂却发现了一些事，证明索菲娅的动机并不单纯。同时，杂志社同仁以大白天见鬼的目光看着一个亲切和蔼温柔体贴的威赫尔米娜——好吧，听说完美的性生活能改变人，还真是没错，不过变化也太大了点。威赫尔米娜的富有男友安排了一出盛大的浪漫节目，把威赫尔米娜陶醉得头脑发昏。不过，有得意就有失意，伊格奈西奥就在发愁，怎么和自己一组的新移民同事合作…… 第一季第13集 贝蒂的老板丹尼尔好容易向索菲娅表白，却被无情打击到了，十分沮丧。但他是老板，没资格学公子哥伤春悲秋浪掷时间。被翘班老板连累得晕头转向的贝蒂决定设计让老板重新回来精神饱满地工作，为此，她开始帮老板拉皮条——错，是帮老板安排和一位超级名模约会。威赫尔米娜也在那厢暗暗盘算，要是她能当上Mode杂志的总编，她就要对人事大刀阔斧进行一番改革，首先要踢掉的就是克里斯蒂娜和阿曼达。希尔达迫切地想找一份工作，却处处不顺，想从卖茶点入手，却总是收支不能相抵…… 第一季第14集 纽约又迎来了时装周，贝蒂跑前忙后，要让《Mode》杂志的时装秀不出半点差错。可是，丹尼尔却请希尔达帮忙打点这场时装秀，这让贝蒂不免大失所望。有人给威赫尔敏娜介绍了一种“新化妆技巧”，这时克里斯蒂娜正在忙于筹备她的首次设计展示。马克和阿曼达打算想办法弄来内幕消息：到底本季最热流行配饰是什么？这时，丹尼尔的父亲决定要把自己的出版业王国转交给儿子经营，丹尼尔被父亲感动了。然而父亲的一个老朋友来访，却劝说他放弃这个主意。然而，丹尼尔还来不及失望，就被一个天大的坏消息惊呆了：意外事故，《Mode》杂志的时装秀恐怕要半途而废了。 第一季第15集 蒙面女郎宣布了一个消息，众人目瞪口呆，公司上下一片混乱，人人惶惶不可终日。这时，贝蒂还企图粉饰太平，尽力维持表面上的风平浪静。威赫尔米娜却早有计划了。贝蒂的感情生活也遇到了天大的麻烦。沃尔特告诉贝蒂，他遇到了一件事令他很吃惊。而亨利却叫贝蒂不要多管闲事。贾斯廷被学校送回家，原因是在校打架，希尔达焦心如焚，不知道怎么办才好。看起来，要处理好家庭与工作的关系真是格外难！ 第一季第16集 家族事务迫使丹尼尔不得不重新联系格雷斯·琴，一位在大学里曾经约会过的女孩。而她现在已经被人尊为“琴夫人”，纽约最有影响力的律师。这时，贝蒂交了一个新朋友查莉。两人在《Mode》杂志社咖啡馆里相遇，贝蒂本以为查莉是个没见过世面的村姑，却发现原来人家是亨利的正牌女友。纽约迎来了一场暴风雪，航班延期，市内交通受阻。克里斯蒂娜留在办公室，和马克一起绞尽脑汁为莎拉·帕克寻找一件合适的长袍。威赫尔敏娜和亚力克西斯被困在了体育主题酒吧里。希尔达和贾斯廷正准备去看贾斯廷最喜爱的音乐剧，却被困在了高速公路上，进退两难。 第一季第17集 亨利坚持要贝蒂出席查莉的生日宴会，好强的贝蒂请自己的牙齿矫形医生充当一日男友，陪自己赴宴。丹尼尔请来了大学时约会过的女生来帮忙自己的家族生意，却因为要保守商业机密而没有告诉别人实情，别人都在误会两人的关系。威赫尔敏娜使出浑身解数，拼命要插进丹尼尔和亚力克斯之间。阿曼达遇到了一位非比寻常的设计师。在时装界里，设计师多如牛毛。而这位设计师与众不同的地方是，他开门见山地对阿曼达说，她就是自己的“缪斯”，她激发了自己创作的灵感！这可让阿曼达受宠若惊了。不过，这位设计师的真正意图何在呢？ 第一季第18集 马克答应帮贝蒂找些内幕消息，来帮丹尼尔渡过难关，但条件是要贝蒂充当他的女友，来骗过自己多疑的老妈威娜夫人。这时，威娜夫人已经到了纽约。本来好好的计划被搅得乱七八糟。特别是威娜夫人不请自到，来贝蒂家里探访。贝蒂全家紧张不安。这时，丹尼尔和亚历克西斯的争执终于有了结果。他们的母亲——《Mode》杂志的实际掌权人——任命他俩为联合主编，共同执掌这本杂志。俗话说兄弟齐心，其利断金。不过和别人共坐江山是否能满足这两位野心勃勃的男子呢？挑剔的威娜夫人怎样看待贝蒂一家呢？我们拭目以待。 第一季第19集 受到打击的丹尼尔又回到了从前的老路上：花天酒地，醉生梦死，眠花宿柳，留情无数。贝蒂费尽心思，要把老板的注意力转回到工作上来，却不得其门而入。这时候，Meades杂志社又遇到了一个大麻烦：一个作家拿着费?索莫的日记追踪到了Meades杂志社。威赫尔米娜和亚历克西斯听说了这回事，不约而同地各出八宝，打算抢到这本日记，然而，他们的目的可不一样。 第一季第20集 贝蒂算是烦透了丹尼尔，克里斯蒂娜，还有亨利。他们让她实在太失望了。贝蒂心灰意冷，使尽花样避开和他们三个见面。这时候，爱情的气氛正在Mode杂志社蔓延，属于爱情的季节到来了。亚历克西斯第一次被人约会，而且不是单纯工作约会。阿曼达开始和她起初以为是同性恋的设计师调情。希尔达被桑托斯的所作所为弄得不知所措，只有工作狂威赫尔米娜还在思考怎么有风使劲帆，把竞争对手统统打倒。这时候，丹尼尔也终于开始反省自己的私人关系。 第一季第21集 贝蒂遇到了都市人天天面临的难题：钱！现金短缺！她得想办法弄到一笔钱，来解决家里的问题。而这时候工作也不容忽视，她得为Mode杂志社的纪念酒会做好规划。最终，酒会定在了一家中世纪格调的餐厅里。而令大家万万想不到的是，这家餐厅和阿曼达的过去有着千丝万缕的瓜葛……丹尼尔决定在私人交往方面听从贝蒂的建议。希尔达遇到了一项很难的学校测验。而威赫尔米娜更加雄心勃勃，打算全面接管Mode杂志社！ 第一季第22集 因娜西奥的移民身份出了问题，贝蒂和家人一起帮他去解决。贝蒂向姑妈莫塔和侄子克拉拉询问自己去世母亲的事情，想多了解一下。亚历克西斯有了一位意想不到的乔丹客人：在她假死之前曾经见过的一位女性。阿曼达交了一位好朋友，人一天天变得开朗活泼起来，马克醋意大发，总是冷言冷语地嘲弄她。威赫尔米娜也开始处理自己的私人问题，打算让自己的生活有个新开始。 第一季第23集 贝蒂和亨利的恋情迅速升温，两人对对方好感倍增的同时，却又对这段关系感到把握不大，没什么自信。同时，威赫尔米娜的计划已经制定好，开始实行关键的一步。面对咄咄逼人的女主编，不争气的丹尼尔却在酒色中沉溺得越来越深。看起来，丹尼尔似乎要被排斥在杂志社继承人名单之外了。贝蒂一家旅行到了墨西哥，遇到了不少麻烦事，从前的不愉快仍然影响着家庭成员的关系。新的秘密被揭露出来。 第二季第1集 上一季末，贝蒂的生活可谓是多姿多彩，混乱不堪。意料之中和意料之外的各种事情层出不穷，纷至沓来，令她应接不暇，晕头晕脑。然而，其中对她影响最大的，还是亨利的离开，尽管她自己下意识地一直否认这一点。 生活面临巨大压力的还有阿曼达，她转向垃圾食品，大吃大喝，自暴自弃，因为她实在不能接受菲-索梅兹才是自己生母的事实。威尔赫敏娜知道了米德一家的不幸，不过同情了没几秒钟，就开始野心勃勃地计划怎样才能利用这个事实达成自己的最大利益。究竟她会怎样趁火打劫呢？米德一家又会如她所愿被利用么？阿曼达会恢复过来么？还有我们最为关心她贝蒂，她的事业和私人生活又会有怎样的变化？ 第二季第2集 丹尼尔是无心工作，一心都在他的哥哥(现在是姐姐)亚历克斯身上。威赫尔米娜想趁机霸占杂志社，贝蒂当然不肯了，为了不让丹尼尔被挤掉，她竟然冒险闯进了威赫尔米娜的家中，想偷回样板书，谁知刚找到书，威赫尔米娜就回家了，贝蒂撞见了她不可告人的秘密。但是威赫尔并不是什么省油的灯，她立刻让马克查到了贝蒂的父亲因没有签证被赶回了墨西哥，于是她就用可以帮她父亲搞到签证为诱饵让贝蒂闭嘴。为了父亲，贝蒂只好屈服。 阿曼达的母亲菲竟然只给她留下了一只长得很丑的狗，她刚开始只把狗当作生财的工具(只要养这只狗，每周都会有一千元的补贴)，但是当要送走狗的时候，阿曼达突然意识到这只狗是她和死去的母亲唯一的联系，她决定好好养它。亨利知道查理背叛了她，喝醉了来到贝蒂家，贝蒂答应要等他，谁知亨利却已经睡着了。 第二季第3集 阿曼达发现自己不是布拉福德的女儿，她和丹尼尔都松了一口气。马克帮阿曼达想出了一个馊主意，让她在黑白派对上穿上菲以前的行头，利用这个机会让她出名。可是最后的结果却让人啼笑皆非。丹尼尔为了能见到他那个性感的主治医生，骗贝蒂说他的脚并没有好，还让贝蒂不得不不远万里跑到轮椅厂帮他买一个新轮椅。公司的卖三明治的人换了，新来的人和贝蒂因为误会吵了一架，他骂贝蒂跟其他在杂志社工作的人一模一样，贝蒂很生气，一定要跟他解释，结果两人不打不相识，成为了好朋友。他点醒了贝蒂，告诉她要对人生有规划，于是贝蒂报了创新写作班，看来贝蒂要开始崭新的生活了。 第二季第8集 丹尼尔在贝蒂之后也打断了父亲和威赫尔米娜的婚礼，告诉他威赫尔米娜和其保镖的关系，布拉福德要求贝蒂对证，但因为丹尼尔不能原谅贝蒂对他的背叛，已经把她解雇了。布拉福德因此在婚礼上心脏病突发。 克莱尔因担心丈夫的遗嘱对两个孩子不利，和狱友再次向贝蒂求助，贝蒂和亨利不仅要同威赫尔米娜和马克争着找遗嘱，还得同周末女保安周旋。而当得知了遗嘱内容之后，威赫尔米娜急着要与丹尼尔的父亲完婚，但是布拉福德已经不再相信她了。 临终前的布拉福德领悟到，最爱他的是相伴多年的妻子，克莱尔与丈夫短暂相聚后被警察带走，贝蒂最后一次被布拉福德请求照顾丹尼尔。 第二季第9集 一身镣铐的克莱尔把欲在丈夫葬礼上继续无德的威赫尔米娜推下了墓坑，并当着两个孩子的面解雇了她，其实威赫尔米娜早就准备了应对计策，MODE杂志所有电脑被黑，即将出版的样本书亦荡然无存。 在家与亲人装饰圣诞树的贝蒂接到了亨利电话后，返回公司招集了所有工作人员，在大家努力找回样本书时，威赫尔米娜又以自己的新杂志招募走了大部分人，阿曼达选择了留下。 群策群力并作好相应分工后，亚力克斯去搞定印刷商的截止时间，丹尼尔则负责“丢失”的封面。丹尼尔请来了当初拍封面的MODEL，但是到了拍摄时又出了问题，丹尼尔再一次陷入困境。一番波折之后，在贝蒂“你不是你父亲，你是丹尼尔”的启发下，丹尼尔有了灵感，封面以感人的创意出现在大家面前。 传统与当下，变化即是成长，贝蒂决定继续回MODE工作。 第二季第10集 希尔达的美发沙龙前期筹备时，请来了心仪贝蒂的Gio和亨利，事实证明，贝蒂和亨利情比金坚。 丹尼尔和亚力克斯谁将主导Meade公司？父亲的视频没能提供答案，身陷囹圄的母亲怒言两人已是成人不能再玩树屋游戏，谁料想两人却在Mode办公室里玩起了彩蛋大战，深具父亲杀手本能的亚力克斯最后还是赢了丹尼尔。 威赫尔米娜在融资失败后，决定施展她的B计划——她居然在停尸房窃取了布拉福德的精子冷冻了起来。 第二季第11集 新一届的时装周就要到了，贝蒂的外甥贾斯汀及其同学前来MODE参观，鱼贯进出的模特却让期待同样体型的孩子们扔掉了带来的便当，贝蒂不忍，建议丹尼尔将时装周主题设为“健康的模特”，却未获亚力克斯同意。丹尼尔不敢告诉贝蒂，贝蒂很生气，丹尼尔上门道歉，并决定与贝蒂共同先斩后奏，结果活动不仅得到了媒体的眼球，虽然有些孩子对此次特殊的服装秀反感，但也有孩子觉得很不错，受到了教育。 阿曼达在灵媒的指引下即将找到自己的生身父亲，威赫尔米娜却将寻求代孕妈妈的目光落在了克里斯蒂娜身上。 第二季第12集 克莱尔审判的日子到了，贝蒂带着克莱尔常用的香水随同老板们前往，克莱尔却把它送给了贝蒂，贝蒂答应暂存，面对如此昂贵的香水贝蒂忍不住喷了些后却用上了瘾，整个人变得亢奋异常——竟至砸了Gio的三明治商店——医院诊断香水有毒。同时，阿曼达也在性爱密室里发现了母亲当年详细记载有毒香水一事的日记，但是她并不想将此事公开，不过最后还是良心过不去，将证据交给了贝蒂，克莱尔终于无罪释放。 为了治好丈夫的病，克里斯蒂娜无奈同意了威赫尔米娜的代孕要求。 第三季第1集 埃科时装公司的董事们召开会议，最后决定由罗伯特出面和贝蒂谈判。阿曼多同玛塞拉重归于好。贝蒂接到桑切斯律师的通知，同埃科时装公司的律师圣玛丽亚的会面取消了。而此时阿曼多内心矛盾重重，不知是否该见贝蒂。贝蒂接到了罗伯特打来的电话。贝蒂接到罗伯特的电话，邀请她到公司面谈。贝蒂将此事告诉了正巧打来电话的卡塔丽娜夫人。卡塔丽娜约贝蒂去埃科时装公司前见面，并帮其修饰一番。此时，公司里的几位董事心中忐忑不安，回忆起当初与贝蒂的种种冲突。马里奥劝阿曼多冷淡贝蒂，阿曼多却无法做到。 第三季第2集 阿乌拉·玛丽亚因为弗雷迪送帕特里西亚回家而和弗雷迪吵翻。面貌一新的贝蒂出现在公司里，引得公司同事十分惊异。罗伯特苦口婆心劝贝蒂暂时不要归还公司，再坚持六个月帮公司度过难关。权衡利弊，贝蒂答应了。贝蒂答应与公司合作。此时，玛塞拉回忆起当初赶走贝蒂的情景。帕特里西亚给玛塞拉打气，让她打败贝蒂。公司的秘书们议论玛塞拉见到漂亮的贝蒂时生气的样子，恰巧被玛塞拉听到了。贝蒂走进会议室，所有的人都惊呆了。贝蒂的两位律师赶到，向大家提出埃科时装公司的经营权应该直接归属贝蒂。 第三季第3集 董事会上的辩论十分激烈，丹尼尔百般阻挠，玛塞拉也提出要辞职，最终大家达成一致，同意由贝蒂同时出任埃科时装公司和特拉时装公司的总裁。贝蒂的家人和尼古拉斯给她打气，鼓励贝蒂迎接挑战。贝蒂终于同意了。索非亚的情敌珍妮到公司要钱，受到索非亚和玛塞拉的抢白。贝蒂同意出任埃科时装公司的临时总裁，希望大家尊重她，提议要尼古拉斯参与公司的管理。她提出唯一的条件是要玛塞拉继续留在公司共同努力挽回公司的局面。在罗伯托的劝说下，玛塞拉同意留下。桑切斯律师二人离开埃科时装公司时，商量如何对公司的漂亮女秘书们发起进攻。 第三季第4集 乌戈得知贝蒂被任命为公司总裁大吃一惊，提出辞职，在玛塞拉劝说下留在了公司。贝蒂的父亲赶到公司参加会议并被罗伯托任命为公司财务主管。不知内情的埃科时装公司同事们纷纷猜测贝蒂参加会议的原因。会议结束后，蒙在鼓里的帕特里西亚对贝蒂父女出言不逊，受到公司同事和贝蒂父亲的反驳，就在此时，古铁雷斯宣布了公司对贝蒂的任命，公司里一片沸腾。帕特里西亚急忙找到玛塞拉询问消息是否属实，对自己能否留在公司十分担心。贝蒂找到玛塞拉希望两人为挽救公司共同努力，并发誓不会再与阿曼多交往。对于贝蒂的任命，公司的朋友们要为贝蒂举行一个庆祝会。 第三季第5集 贝蒂众人在公司走廊碰到前来索要工钱的珍妮，乌戈提出要聘珍妮做模特，否则就提出辞职，而索非亚因珍妮夺走自己的丈夫对她的事情百般刁难。贝蒂要珍妮第二天到公司来见她。玛格丽特约玛塞拉与帕特里西亚共进晚餐。心事重重的阿曼多邀请被阿乌拉·玛丽亚抛下的弗雷迪去酒吧喝酒。在俱乐部，贝蒂给家里打电话告知父亲自己要晚点回去，并告诉尼古拉斯决定任命分.享者电.视他为埃科时装公司的财务副总裁。贝蒂面对姑娘们的各种问题，只好说是因自己的失误造成了公司的损失才被公司辞退了。阿曼多和弗雷迪在酒吧中闲聊，弗雷迪因担心阿乌拉·玛丽亚对阿曼多发牢骚，阿曼多趁机提出一起去贝蒂等人聚会的地方。 第三季第6集 俱乐部里，贝蒂和朋友们仍在聊着。玛塞拉三人在餐厅里谈论着贝蒂出任公司总裁后如何防止她和阿曼多死灰复燃。阿曼多和弗雷迪来到贝蒂等人聚会的俱乐部里，弗雷迪正好碰到阿乌拉·玛丽亚和一陌生男子在亲密的跳舞，尽管众人想为阿乌拉·玛丽亚开脱，可弗雷迪仍然十分生气。众人走后，阿曼多向贝蒂解释以前的事情，并表白了自己对贝蒂的爱意。阿曼多正向贝蒂表白爱意的时候，玛塞拉打电话询问他在哪里，他撒谎说与马里奥一起在酒吧。贝蒂回到家里被一直等着她的爸爸教育一顿，妈妈关心的询问贝蒂这一天的情况。贝蒂的内心里仍然对阿曼多怀有一份感情。尼古拉斯来到贝蒂家，在等待贝蒂的时候她又和贝蒂的父亲调侃起来。 第三季第7集 贝蒂、阿曼多以及三位律师来到法院，经过商讨，法官同意了他们要求撤销判决埃科时装公司破产而双方庭外和解的请求。见过法官后，阿曼多对贝蒂提出仍希望留在公司一段时间，为挽救公司尽自己的努力。帕特里西亚无钱打车只好坐公共汽车去公司上班，因其态度傲慢无理，在汽车上遭到司机和乘客们的嘲讽。玛塞拉来到公司看到空空荡荡的办公室十分恼火，决定要惩罚迟到的秘书们。迟到的秘书们来到办公室，等待她们的是玛塞拉愤怒的表情和要开除她们的决定。帕特里西亚赶到公司时正碰上大家在和玛塞拉争论，玛塞拉无法顾及朋友的面子，只好作出一起开除帕特里西亚的决定。贝蒂和父亲及尼古拉斯来到公司得知这个情况后让大家先回到自己的岗位上，告诉大家自己会在马上召开的公司管理会上替她们求情。 第三季第8集 帕特里西亚告诉玛塞拉贝蒂要她去会议室，并借机挑唆玛塞拉对贝蒂的怨恨。古铁雷斯为贝蒂和尼古拉斯安排好了办公室，因一时无法安排埃梅斯的办公室，埃梅斯决定使用贝蒂以前的办公室。阿曼多与马里奥在办公室里讨论着贝蒂和公司的事情。在会议室里，贝蒂面对愤怒的玛塞拉提出要玛塞拉冷静对待秘书们迟到的事情。会议室里贝蒂与玛塞拉达成一致意见，撤销开除的决定，但仍要对迟到的秘书们进行惩罚。会议室外大家纷纷猜测等待她们的是什么，并对帕特里西亚进行嘲弄。阿曼多和马里奥来到会议室，贝蒂对不怀好意的马里奥提出严正警告。乌戈处处与贝蒂作对并在办公室里大放厥词，告诉通知他开会的帕特里西亚他只听玛塞拉一个人的。玛塞拉得知情况后命令乌戈马上到会议室开会。 第三季第9集 在会议上，贝蒂提出要改变目前公司的经营策略，她和尼古拉斯计划把公司的海外合作伙伴指向那些小批发商，将公司的设计方向改为为大多数的普通消费者制造得体的服装，把目前公司的高级服装转为大批量生产出口。这一建议与阿曼多和马里奥准备的新策略不谋而合，得到他们二人的支持。而玛塞拉与乌戈则对此建议极力反对，双方展开了激烈辩论。在贝蒂的激将法下乌戈决定在辞职前为公司的秘书们作特别设计，条件是公司聘请推销员珍尼作他的模特。会议决定扣除迟到的秘书们一天工资作为她们违反公司制度的惩罚，并调整了秘书的岗位。得知撤销开除决定后，秘书们非常高兴，对贝蒂表示了感谢。贝蒂征得索非亚的同意后，告知推销员珍妮她被公司雇用了。贝蒂让人搬走了总裁办公室里阿曼多的东西。 第三季第10集 玛塞拉对阿曼多仍不放心，对阿曼多没有扔掉办公室里的黑袋子耿耿于怀。贝蒂把自己出任公司总裁的事情告诉了卡塔利娜夫人，卡塔利娜夫人决定下午到公司看望贝蒂。公司的秘书们调整岗位需换办公桌，帕特里西亚和桑德拉因此吵了起来。贝蒂感到为了公司和自己的方便需要买车，利用中午的时间和尼古拉斯前往汽车店去看车。帕特里西亚在玛塞拉的办公室里，先是鼓动玛塞拉不要让贝蒂插手她的工作范围，又说服阿曼多不要让他和贝蒂死灰复燃。贝蒂和尼古拉斯来到汽车行准备为自己选购汽车。阿曼多在外贸部里接到玛塞拉的查岗电话，感到十分苦恼。乌戈叫姑娘们去设计室量身，准备为他们设计时装，姑娘们对贝蒂的这一想法感到十分不解。 第三季第11集 桑德拉在清理文件时，发现了马里奥写给阿曼多的那封信，众人即感好奇又大吃一惊，她们躲到公司洗手间里面研究信的内容，纷纷猜测到底在贝蒂身上发生了什么事情。贝蒂选到了自己喜欢的汽车，并说想下一步为公司的员工们也配车。尼古拉斯却想把被查封的那辆汽车买出来。贝蒂和尼古拉斯定完汽车后，又去买手机。帕特里西亚囊中羞涩打电话给前夫，希望能得到一些帮助，但遭到了拒绝。索非亚等人又跑到公司洗手间里研究起马里奥的那封信。帕特里西亚告诉玛塞拉其他秘书跑到洗手间开会的事，玛塞拉来到洗手间听到贝蒂和阿曼多的事被公司的人知道了，十分生气。贝蒂回到公司正碰到清洁工人把那个垃圾袋拿走，感到十分伤心。她把众人叫到办公室，解释为何让乌戈给大家设计时装，并提醒众人不要在上班时间闲聊。 第三季第12集 阿曼多回到公司，发现垃圾袋已被工人拿走十分着急，最后跑到垃圾堆里翻找到被丢弃的垃圾袋。尼古拉斯给帕特里西亚买了一双新丝袜，先被帕特里西亚臭骂了一顿。帕特里西亚因受不了丹尼尔的冷嘲热讽又接受了尼古拉斯买的丝袜。玛塞拉来到贝蒂的办公室要和贝蒂谈谈。阿曼多来到贝蒂的办公室要将垃圾袋里的东西还给贝蒂，正碰到玛塞拉也在，只得作罢。贝蒂和玛塞拉说要和秘书处的人谈谈，阻止大家继续谈论这些事情。丹尼尔对玛塞拉说自己要被政府裁员，希望预支股东红利，玛塞拉表示自己无能为力，只有贝蒂才能做主。丹尼尔只好去找贝蒂。 第三季第13集 尼古拉斯见丹尼尔对帕特里西亚出言不逊站出来要教训丹尼尔。第二天一早贝蒂开着新车来到公司，大家看到新车十分高兴。帕特里西亚坐公共汽车来到公司时看到了这一幕。贝蒂把大家叫到会议室，弄明白众人如何知道她的事情后，答应大家告诉她们实情。贝蒂在会议室里向众人讲述发生在她身上的事情。阿曼多准备出差一个月既为公司的事情又可以放松一下自己。帕特里西亚和桑德拉吵架后又跑到玛塞拉那里去告状，最后玛塞拉警告她们不要再闹了。卡塔利娜夫人也来到了公司，并参加了公司的会议。 第三季第14集 会议室里，贝蒂提出对海外专卖店进行改革，对此玛塞拉十分不满。贝蒂还提出请卡塔利娜夫人为公司的新一季服装发布会进行宣传策划活动，并要乌戈为古铁雷斯也设计时装。帕特里西亚接到帐单后苦恼不已，盼望会议早点结束，她要找贝蒂谈谈。卡塔利娜夫人对贝蒂说，米切尔还在想着她。帕特里西亚向玛塞拉求助未果，只好找贝蒂，想要贝蒂给她提高工资并提前支付。贝蒂拒绝了她的无理要求。玛塞拉请卡塔利娜夫人在他的办公室谈话，卡塔利娜夫人表示对玛塞拉并无敌意，但她会支持贝蒂的。 第三季第15集 秘书部门的姑娘们都为贝蒂认识了一个法国男人而感到高兴。阿曼多和马里奥在为出差做准备。丹尼尔请贝蒂吃晚饭，使得尼古拉斯感到非常的不满。贝蒂去赴了丹尼尔的约会，丹尼尔提出要提前拿到支票的要求，遭到了贝蒂的拒绝。阿曼多为贝蒂答应和丹尼尔一起吃饭感到非常地不满。 第三季第16集 艾利萨贝前来帮助乌戈给秘书部门的姑娘们做造型设计。玛塞拉决定在阿曼多出差期间前往迈阿密。秘书部门的姑娘们意外的发现尼古拉斯将手机借给了帕特里西亚。玛塞拉因为拿不到出差的钱和机票，借机和贝蒂大吵了一场。尼古拉斯将手机借给了帕特里西亚以此来讨好她。但他将帕特里西亚原来的汽车买了回来却遭到了帕特里西亚的痛斥，使他十分的沮丧。 第三季第17集 阿曼多回来了，可是他并没有去找贝蒂。阿乌拉·玛丽亚和弗雷迪之间的关系越来越糟。贝蒂为了晚上时装发布会的事召集众人到会议室去开会。众人正在开会时，桑德拉突然进入告诉阿曼多他等的人已经到了。亚历山德拉的到来引起了众人的猜测。秘书部门的人急于查清她到底是什么人。贝蒂也为此感到心神不宁。阿曼多带着亚历山德拉参观了公司的情况。 第三季第18集 阿曼多带着亚历山德拉参观制衣车间，帕特里西亚去打探消息，结果被阿曼多发现，贝尔塔的行动也同样被发现了。秘书部门的姑娘们将知道的情况告诉给贝蒂，使得贝蒂的心里十分烦闷。亚历山德拉为埃科时装公司新的销售策略所打动，急于要认识贝蒂。阿曼多将她介绍给了众人。亚的出现引起了大家不同的猜测。 第三季第19集 贝蒂为晚上的时装发布会精心的打扮一下，并邀请了自己的父母前来参加。姑娘们被邀请参加了时装发布会，并以此来嘲笑帕特里西亚不能参加。玛塞拉的突然出现使得帕特里西亚惊喜异常。在发布会的现场，各大电台的记者争相采访贝蒂。整个秘书部门也异常的活跃。乌戈在接受采访时透露了他要离开的消息。 第三季第20集 乌戈用发布会前应该有人致开幕词的事情刁难贝蒂。阿曼多前去给贝蒂鼓劲，使她终于勇敢的站在了舞台上。在时装表演接近尾声的时候，乌戈突然当众宣布将有一场特别的演出奉献给大家。他要秘书部门的姑娘们上台去表演。贝蒂不甘被乌戈摆布，在她的鼓励下，丑姑娘们的表演获得了巨大的成功。 第三季第21集 贝蒂并没有因为乌戈的行为而责难他，而是力劝乌戈继续留在埃科时装公司，贝蒂的行为最终感动了乌戈，打消了他辞职的念头。玛塞拉和帕特里西亚提前离开了发布会现场。丹尼尔借机和贝蒂搭讪以便能达到他的目的，贝蒂给了他有力的还击。 第三季第22集 贝蒂因为阿曼多的变化而感到苦恼。阿曼多决定去玛塞拉解决他们俩人之间的问题，玛塞拉对阿曼多提出的分手的决定十分痛苦。阿曼多终于离开了玛塞拉。第二天，秘书部门的姑娘们在帕特里西亚面前炫耀她们登台表演的事。玛塞拉来到了公司，众人都想来知道阿曼多和玛塞拉之间到底怎么样了。 第三季第23集 贝尔塔前去偷听玛塞拉和帕特里西亚的谈话，并把阿曼多和玛塞拉分手的消息告诉了贝蒂，可贝蒂并没有为此而高兴起来。亚历山德拉来到了公司准备和埃科签订合同。贝蒂召集众人前往会议室。会议上虽然玛塞拉提出了不同的意见，但最终合同还是顺利的签订了。秘书们来到了贝蒂的办公室想安慰她，却使得贝蒂更加的心烦意乱。贝尔塔前去拿杯子的时候，意外的发现了尼古拉斯和帕特里西亚一起离开。 第三季第24集 亚历山德拉和阿曼多在饭店门口告别了，虽然亚历山德拉向阿曼多表示喜欢他，但是阿曼多还是向她坦白了他仍然在爱着贝蒂的事实。尼古拉斯请帕特里西亚吃晚饭，席间却遭到了她一通责骂。秘书们一大早来到公司，却意外的发现了帕特里西亚躲在尼古拉斯的汽车里。她们抓住机会极力的渲染两人之间的关系，气得帕特里西亚七窍生烟。阿曼多精神抖擞的来到了公司，众人们纷纷猜想他昨晚是怎么度过的。贝蒂奉劝尼古拉斯不要和帕特里西亚在一起。 第四季第1集 贝蒂当上了编辑，和米更共用一个办公室。米更对贝蒂带来的小玩偶十分不屑，认为这些东西不够时尚。而马克和第二世界剧情阿曼达则因为贝蒂当上了编辑，而对她变得十分排斥。 克莱尔决定留用米娜，让她继续做主编。对此，马克十分高兴，但也觉得米娜有什么东西对自己保留。原来米娜的女儿妮可来了，妮可杀了男友，被私家侦探盯上，她十分害怕。 丹尼尔回来了，但是形象落魄，他还沉浸在妻子之死中。 贾斯汀新学期开始，海拉达依旧把他打扮成孩子的模样。穿粉衬衫上学的贾斯汀被同学所冷落，十分自卑。于是，向马克求助，请教如何让自己变得时尚。马克把自己的衣服给了贾斯汀，海拉达知道后去还钱，听说衣服价值400美元大吃一惊。而马克也告诉她，贾斯汀在学校受欺负，这件事情让海拉达听了心里十分难受。 贝蒂请大家吃松籽饼，马克食物过敏，并因此入院。 第四季第2集 贝蒂的时尚选项策划内容为关注第三世界国家的人，她请所有的人一起帮助选题的拍摄。正在筹备的时候，贝蒂接第二世界剧情到电话，保安说丹尼尔在楼下破坏广告。贝蒂赶过去阻止，带走发疯的丹尼尔，并且留在丹尼尔的家里照顾他。丹尼尔表示自己无法摆脱妻子去世的阴影，在家里也总想砸东西。 次日一早，贝蒂赶去拍片现场。麦特对贝蒂的迟到十分不满，两人吵起来。丹尼尔赶到，给了麦特一拳。米娜把贝蒂和丹尼尔赶出拍片现场。事后，丹尼尔告诉贝蒂，她已经不是自己的助理，她是一个编辑。两个人都应该知道自己身份的变化。 米娜带女儿妮可一起见侦探，并且编造了个谎言。可是，妮可说漏了嘴，侦探怀疑中间有问题。 海拉达找儿子谈心，希望儿子能有什么心事都告诉自己。 一切都变了，贾斯汀不再是小孩子，他已经进入了青春期。贝蒂也不再是小助理，而是大编辑，加班晚了有专车送她回家。看着城市的夜色，贝蒂对自己的未来充满信心。 第四季第3集 丹尼尔为了解决烦心事，决定去参加集体活动，并在遇到了刚刚失去男友的娜塔莉，两个伤心一拍即和，不但互相第二世界剧情安慰，还是一起半夜游泳。 专题需要重新制作，贝蒂再约著名设计师伊文见面，并相约在父亲开的餐厅里见面。马克知道 此事后，决定从中作梗，于是他在同一家餐厅订餐，并且让阿曼达约会麦特。麦特和贝蒂看到对方带着情侣吃饭，全都心不在焉，贝蒂搞砸专访，麦特搞砸了晚宴。贝蒂找阿曼达道歉，两人交流后发现是马克从中作梗，十分生气。阿曼达打了马克一个耳光，贝蒂则教训马克，让他放平心态。 米娜再遇卡侬，卡侬告诉米娜自己很想念她，所以特地回来了。对此，米娜虽然半信半疑，但还是卡侬亲密相拥。 第四季第4集 丹尼尔招了一位美女助理兰西，这让贝蒂很不开心。不过丹尼尔却对新助理信心满满，但是兰西工作起来十分怠慢第二世界剧情，这样丹尼尔十分不满。丹尼考虑再三，认为兰西更适合做模特，于是介绍她做模特。 米娜害怕女儿妮可一个人在家出乱子，于是带她去上班。妮可发现母亲受克莱尔排挤，并且听说克莱尔请法国《ELLE》杂志的主编来主持杂志，偷偷的打电话给对方，告诉她克莱尔很难相处。于是对方推掉工作，米娜可以稳座自己的主编位置。 马克向妮可套近乎，米娜看到，害怕女儿杀人一事败露，于是让马克给贝蒂当助理。对此，马克十分不高兴。两人一起找到丹尼尔，问为什么选择贝蒂当编辑，而没有选择马克。丹尼尔支支吾吾，米娜直言是用投硬币的方式选中贝蒂。于是，贝蒂决定帮助马克，两人关系重又融洽。 海拉达的男友阿车因为竞选而很少和她见面，于是海拉达拍了艳照传给男友，一不小心按错了键，结果所有的人都收到了这张照片。包括海拉达的父亲也收到了她的艳照。 第四季第5集 米娜为西藏孩子助学多年，丹尼尔知道此事后，向她致敬。马克决定借题发挥，发起一个募捐派对，于是女士们都第二世界剧情四处寻觅自己的搭档。麦特邀请了阿曼达，丹尼尔邀请了自己的新助理，贝蒂找不到男伴，十分失落。 阿曼达在网上发布征男友启事，邀请了一批男士来家里，让贝蒂从中挑选男伴，对此贝蒂很无语。 丹尼尔无意中撞见母亲克莱儿和卡尔亲热，十分生气。事实上，克莱儿和卡尔曾经相恋，二人还共同生了一个孩子，不过因为各自有家庭，所以他们把孩子送到了收养院。克莱尔的希望再找到自己的孩子。 卡斯泰拉侦探再度找到米娜和妮可，告诉她们自己在游轮上发现了血渍，这些血渍是让妮可入狱的有利证据。如果米娜想保护女儿的话，只能选择破财免灾。米娜没有那么多钱给他，于是让马克去找此人的不良证据。米娜和马克来到声色场所，发现躺在床上的卡斯泰拉侦探和勒索自己的不是同一个人。对此，二人迷惑不解，总觉得事情蹊跷。 第四季第6集 米娜为了给女儿还债，想到了前男友卡侬。因为，卡侬曾找到过米娜，让她陪自己一起离开这里，过另外一种生活第二世界剧情。为了再度找到卡侬，米娜决定辞职，并且公开对媒体说：“我想过另外一种生活。”然后，不久，米娜得到消息：卡侬被人杀害了，尸体在海边被发现。米娜陷入绝望的境地。与此同时，米娜的女儿妮可，暗地里发短信给朋友：“我妈快要筹到钱了。” 海拉达和贝蒂逛街的时候遇到鲍比，鲍比是海拉达的初恋情人。即使是现在，看到鲍比，海拉达依旧砰然心动。不过，两人已经不可能再续前缘了。贝蒂也爱着鲍比，假借要学手动开车而接触鲍比，两人感情越来越好，贝蒂还亲吻了鲍比，不过她知道两人不可能相恋，因为不是一类人。 阿曼达参加了丹尼尔的凤凰社团，她发现这里的人都神叨叨的，劝丹尼尔退出。丹尼尔没有听阿曼达的劝说，继续留下来。社团的领导本尼特给丹尼尔一杯水，让他喝下去，说喝下去之后就能看见莫莉了。丹尼尔信以为真。 贾斯汀在学校受到奚落，不过他勇敢反击。 第四季第7集 贝蒂和克莱儿听说丹尼尔去了社团，并要进入第七层境界，十分害怕。麦特和阿曼达约会的时候，也无意中听说丹第二世界剧情尼尔要在本尼特的主持下进入第七层精神境界，十分担心。于是，贝蒂、克莱儿、麦特、阿曼达四人一起探望丹尼尔。四个人起初来到总部，发现走错了地方。随后，贝蒂和克莱儿赶到了莫莉的家，他们发现丹尼尔已经喝药。贝蒂唤醒了神情恍惚的丹尼尔。经过一场人生历炼的丹尼尔，决定开始新生活。 马克无意中发现妮可竟然和卡斯泰拉侦探异常亲热，于是怀疑两人一起图谋骗钱。马克把自己的发现告诉了米娜，米娜质问妮可，妮可辩称自己是为害怕入狱才这样做的。米娜告诉妮可不要害怕，自己还有一串祖传项链可以卖，这笔钱足够满足卡斯泰拉的贪欲的了。母女俩拥抱在一起，希望能够共渡难关。次日，妮可趁母亲不在的时候，偷偷的去拿项链，却发现只余下一个空盒。米娜出现，指责女儿骗自己。妮可则表示，母亲一直忙工作忽略了自己，自己并不爱妈妈，所以想到了骗妈妈钱的办法。自此，母女失和。 第四季第8集 圣诞节来了，父亲忙碌地准务家庭聚餐，但是海拉达和贝蒂都说身体不舒服匆匆地离开家。 晚上，贝蒂和海拉达分别去家附近的药店买了验孕棒。测试结果，贝蒂没怀孕，但是海拉达怀孕了。对此结果，麦特十分不开心，因为他很想当爸爸。海拉达的孩子不是阿恰的，他很伤心，祝服海拉达好运。孩子是鲍比的，鲍比却没有准备好做父亲。 杂志社来了新的创意总监丹尼斯，她之前不是媒体人，是电影制作公司的。这事让丹尼尔很气结。 丹尼尔和米娜达成协议。米娜去监狱里诱供卡侬，得出被他骗走的金钱的下落。回报是，米娜拥有杂志社的股份。为了追回钱款，丹尼尔同意了米娜的所有要求。 克莱儿听说了自己私生子的下落后，赶到小城酒店去见儿子。儿子是咖啡店的店员，长得英俊，为人热情。这让克莱儿十分欣慰。临走时，克莱儿留下2000美金的小费。 第四季第9集 在Ignacio特意准备了集多元文化的晚餐，以好好招待他那犹太籍的新情人Jean (Faith第二世界剧情 Prince饰) 的同时，Betty和Hilda则面对怀孕危机；当Betty和Hilda前往Jean任职的药房购买验孕工具时，更遇上Ignacio，令情况变得更怀！与此同时，Hartley任命Denise Ludwig (Nadia Dajani饰) 替代Willie，而Marc却计划重新聘任Willie，但Marc必须获得Daniel同意。 Claire在Amanda的协助下，找到她遗弃已久的儿子Tyler (Neal Bledsoe饰) 的下落。 第四季第10集 Betty发现她与Matt相聚的时间太多，难以消受，遂替Matt找新目标，转移他的专注力。 B第二世界剧情etty找来一所画廊展出Matt的作品；可是，结果却是意料之外的。另一边厢，Marc与Troy发生了一夜情后，Troy情倾他的首个伴侣Marc，令Marc惊讶不已。 Hilda踌躇着应否告知Bobby他是她腹中块肉的父亲。 Tony奖得主Christine Ebersole饰演画廊东主Frances；Jesse Tyler Ferguson再度参与本剧演出，饰演Betty的牙医Dr. Farkas。 第四季第11集 屡败屡战的Betty向Mr. Z(Fisher Stevens饰)倾诉这最倒楣的一周。 Welhem第二世界剧情ina所安排工作过于琐碎，令Betty感到泄气；同时，由于受到柯德莉夏萍的回忆录启发，她决心创作一个有关慈善企业的网志。可是，在实行这个计划的同时，Wilhemina借发掘美容专题故事之名，令Betty饱受煎熬。 第四季第12集 Betty为跟邻居们建立和睦的关系，打算在她的公寓大厦举办一个卡拉OK派对， 但派对还未举行，她却间第二世界剧情接引起大厦盗窃案。而Marc因在盗窃事件中失去了无法替代的东西，极度心烦意乱。与此同时，Daniel和Wilhelmina又起争端，Amanda只好运用计谋，安排他们见婚姻辅导员Dr. Sparks (Frank Whaley饰)；而Ignacio则拒绝接受Bobby与Hilda来往。 第四季第13集 Wilhelmina发现一个男扮女装的演员(由Vanessa Williams的亲弟Chris Wi第二世界剧情lliams饰演) 模仿她，令她愤怒不已。与此同时，Betty的网志获得一个奖项，触发了她和Daniel之间的紧张关系。她在网上发泄感受，得到粉丝的支持，却更使两人的不和升温，传媒亦不断地烦扰Daniel。 Amanda重新雇用Helen (Kristen Johnston饰)，但Wilhelmina命令Amanda解雇她，Amanda不忍亲自下手；另一方面，Marc与著名导演(Carlos Leon饰) 和一个女演员合作进行他的拍摄工作。 第四季第14集 时装周快到了，Wilhelmina没有分配工作给Betty，直到Daniel调停，Betty才被安排接手一个不受重视的时装秀。 Betty在这个时装秀中发现一个新的设计师Marisa，并推介她为十大触目设计师之一；可是，却被Marc夺去风头。与此同时，Amanda十分欣赏Helen (Kristen Johnston饰) 那出色的缝纫技术，打算与她合组发展一条新的时装生产线，可惜却未能说服Marc或Betty为她向Wilhelmina推荐。 Claire的儿子Tyler (Neal Bledsoe饰) 来到纽约找她；而Daniel则被带进模特儿行业。 第四季第15集 Betty为了找出家居失火的真相，她决定约会麻烦的消防员Jimmy (由《Mad Men》的Rich第二世界剧情 Sommer客串)，而现场情况绝对出乎她意料。至于Hilda则见家长，首次和Bobby的父母见面。 Wilhemina和一名旧友再会面，目的是为了证明她不为人知的一面。 展开 1-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65 66-70 （剧情介绍参考资料： [2-14] ） 丑女贝蒂演职员表 丑女贝蒂演员表 亚美莉卡·弗伦拉 饰 贝蒂·苏亚雷斯 艾里克·马比乌斯 饰 丹尼·尔米德 凡妮莎·威廉斯 饰 威尔敏娜·斯莱特 迈克尔·尤瑞 饰 马克·圣詹姆仕 碧姬·纽顿 饰 阿曼达·塔嫩萨默斯 马克·印第里凯托 饰 贾斯汀·苏雷兹 阿娜·奥缇兹 饰 希尔达·苏雷兹 Isaac Mizrahi 饰 Fashion TV Reporter Daniel Eric Gold 饰 Matt Hartley 格兰特·鲍尔 饰 康纳·欧文斯 阿什丽·詹森 饰 克莉丝汀·麦金妮 蕾贝嘉·露美 饰 艾力克斯·米德 布莱特·卡伦 饰 Ted LeBeau 朱迪斯·赖特 饰 Claire Meade 马克思·格林菲尔德 饰 Nick Pepper 蒂姆·古恩 饰 Fashion TV Reporter 克里斯蒂安·德·拉·弗恩特 饰 Rodrigo Veloso 吉娜·格申 饰 Fabia 大卫·布鲁 饰 Cliff St. Paul 刘玉玲 饰 Grace Chin 瑞斯·考罗 饰 Vincent Bianchi 杰玛·梅斯 饰 Charlie 丽贝卡·罗梅恩 饰 Alexis Meade 伊万娜·米利塞维奇 饰 Lena 泰迪·西尔斯 饰 Hunter 露茜·戴维斯 饰 Fashion TV Anchor 安娜琳·麦考德 饰 Petra 伊里纳·道格拉斯 饰 Sheila 弗莱迪·罗德里格兹 饰 Giovanni 'Gio' Rossi Tony Plana 饰 Ignacio Suarez Elizabeth Payne 饰 Masked Lady Stelio Savante 饰 Steve 凯文·阿加罗 饰 Santos Diane Cary 饰 Bradford's Assistant 黛比·玛扎 饰 Leah Feldman 克里斯托弗·高哈姆 饰 Henry Grubstick Sal Landi 饰 Mr. Green Michael Edward Rose 饰 Driver Ava Gaudet 饰 Gina Gambarro 奥克塔维亚·斯宾瑟 饰 Constance Grady Jowharah Jones 饰 Nico Slater 拜利·切斯 饰 Becks Scott Cicily Daniels 饰 Zelda 洛莱妮·图桑特 饰 Yoga Arap Bethke 饰 Antonio Alec Mapa 饰 Suzuki St. Pierre Michael Shannon Jenkins 饰 Tavares 贾斯蒂娜·马查多 饰 Cousin Clara 阿什莉·里卡兹 饰 Sharra 格兰特·鲍尔 饰 Connor Owens Sarah Lafleur 饰 Molly 艾迪·斯比安 饰 Coach Diaz 劳伦·维莱斯 饰 Elena 丹尼尔·艾瑞克·高德 饰 Matt 拉尔夫·马奇奥 饰 Archie Rodriguez 琳赛·洛翰 饰 Kimmie Keegan 约翰·赵 饰 Kenny 亚当·罗德里格兹 饰 Bobby Talercio 大卫·拉斯彻 饰 Calvin Hartley Jeffrey J Adams 饰 Andre 尼尔·布莱德森 饰 Tyler 亚雅·达科斯塔 饰 Nico Slater 吉恩·西蒙斯 饰 Himself 克里斯汀·芭伦斯基 饰 Victoria Hartley 伊丽莎白·罗根 饰 Museum Patron 萨尔玛·海耶克 饰 Sofia Reyes George Aloi 饰 Awards Guest 杰米·林恩·迪斯卡拉 饰 Natalie 迪伦·贝克 饰 Bennett Wallis 克里斯坦·约翰逊 饰 Helen 杰西·泰勒·弗格森 饰 Dr. Farkas 纳迪雅·达珍妮 饰 Denise Ludwig 迈克尔·布瑞 饰 — 海伦娜·罗赫 饰 Mother - TV 丑女贝蒂职员表 制作人 萨尔玛·海耶克Salma Hayek、西尔维奥·霍塔Silvio Horta 导演 James Hayman、Tricia Brock、Victor Nelli Jr.、Lev L. Spiro、Wendey Stanzler、Michael Spiller、马特·沙克曼、Matt Shakman、Rodman Flender、约翰·特莱斯基、John Terlesky、朗·安德伍德、Ron Underwood、约翰·普奇、John Putch、Richard Heus、Paul Holahan、Tom Verica 副导演（助理） Courtney Franklin、Handel Whitmore、Allen DiGioia 编剧 西尔维奥·霍塔、Marco Pennette、Cameron Litvack、Sheila R. Lawrence、Fernando Gaitán、Cameron Litvack、James D. Parriott、Veronica Becker、Sarah Kucserka、Oliver Goldstick、Jon Kinnally 、Henry Alonso Myers、Tracy Poust、Bill Wrubel、Brian Tanen、Peter Elkoff、Chris Black、Dawn DeKeyser、Cara DiPaolo、Vivien Mejia 摄影 Ross Berryman、Michael A. Price 配乐 杰夫·比尔Jeff Beal 剪辑 Shawn Paper、Sharon Silverman、Barry L. Gold 、Jennifer Pulver、David Dworetzky、Sarah Boyd、Rob Seidenglanz、Mark S. Manos 选角导演 Libby Goldstein、Junie Lowry-Johnson、Jeff Greenberg、Geoffrey Soffer 艺术指导 Mark Worthington 美术设计 Jim Wallis、Kathleen Widomski、Charles E. McCarry、Jim Wallis 服装设计 Eduardo Castro、帕翠西亚·菲尔德Patricia Field 布景师 Archie D'Amico、Rich Devine、Janet Shaw 展开 （演职员表参考资料： [15] ） 丑女贝蒂角色介绍 贝蒂·苏亚雷斯 演员 亚美莉卡·弗伦拉 本剧的女主人公，戴着牙套和一副黑边眼镜的她在美女如云的时尚界显然是一只丑小鸭。年轻的贝蒂却是一个充满自信和创造力的聪明女孩，为帅哥老板Daniel担任助理。 丹尼尔·米德 演员 埃里克·马比乌斯 贝蒂的老板，年轻的他远比人们预想的精明得多，从哈佛毕业后他很快花光了遗产，正准备开始工作。十分有女人缘的他，最喜欢百吉圈，还爱睡懒觉。 贾斯汀·苏雷兹 演员 马克·印第里凯托 贝蒂的外甥，在杰克逊高级中学学习英语和Home EC，小小年纪的他曾画出玛莎·斯图尔特牢房的透视图，并获得“最有创意奖”。平时最喜欢“热舞革命”和电视里的时尚马拉松。他还是个未来的导演，去年亲自选角并执导了一部儿童剧，在当地的基督教青年会演出。贾斯汀不但是贝蒂的外甥，还是她的好朋友，甚至比她更热爱她的工作。 希尔达·苏雷兹 演员 安娜·奥蒂兹 前美国青少年小姐，贝蒂的姐姐，贾斯汀的母亲。极度憎恶医院的她就连生产也不愿踏进医院。她的爱好包括寻找打折商品、和人斗嘴，在美发沙龙把头发拉直。 伊格奈西奥·苏雷兹 演员 托尼·普兰纳 贝蒂的父亲，被女儿看作是最爱国、全勤奋的人。年轻时代是一位相当优秀的业余拳手，尽管贝蒂的母亲已经过世，他对亡妻的感情依旧很深。因为心律不齐接受治疗的他，一有机会就要偷偷喝一杯被禁止的咖啡。他是个多米诺骨牌的好手；每周六都要买四注百万球彩票；还是女儿心目中最棒的厨子。 威赫尔米娜·斯莱特 演员 范妮莎·L·威廉姆斯 杂志的设计总监，在《Mode》工作了20年，经验丰富，为人尖刻。39岁的她是一位前模特，曾与多位社交名流传出过绯闻。所有颜色中最喜欢白色。 布拉福·米德 演员 艾伦·戴尔 米德出版社的总裁和创始人，Daniel的父亲，贝蒂虽然对他了解不多，但她感觉自己很快会熟悉他。 阿曼达 演员 贝基·纽顿 接待员，成天在桌旁研究时尚杂志。因为叔叔的关系，她的手上总会有多余的戏票和人交易。一直梦想着嫁入王室——最好是公爵，因为“嫁给王子压力太大”。每三天就要扔掉一双鞋，通常是她自己的。 马克 演员 迈克尔·乌里 威赫尔米娜的助手，最喜欢看《疯狂主妇》和《Project Catwalk》真人秀，相传他每季都会参赛却总是被踢出局。他收藏的领带在吉尼斯纪录上都有挂名，只有全盛期的Orville Redenbacher能与之一争高下。 克里斯蒂娜 演员 阿什莉·詹森 是贝蒂在《Mode》最好的朋友，也是她的试金石，反应机敏，古道热肠。上大学时从苏格兰移民到美国。来自一个大家庭，兄弟姐妹人数众多，所以她认为少一个父母也不会发现。极富创造力的她差一点就推出自己的服装品牌，贝蒂相信她迟早会成为最著名的设计师。 沃尔特 演员 凯文·苏斯曼 可以算作贝蒂的前男友，Pro-Buy的销售经理助理。喜欢下象棋，玩射击游戏，教宠物鹦鹉Gandalf说话，向人炫耀他20%的pro-buy帐户，他最得意的时刻莫过于在太空营被当成导弹专家来介绍。 展开全部 （人物介绍参考资料： [16] ） 丑女贝蒂音乐原声 序号曲目La Fea mas Bella1La fea mas bella Margarita y Jorge Villamizar de Bacilos2Tu belleza es un misterio Angelica Vale y Jaime Camil3Duena de mi Vida Angels4Se Busca Un Hombre Niurka5El club de las feas Banda El Recodo6Aqui estare Angelica Vale7La fea mas bella Jorge Villamizar de Bacilos8Canalla9La secretaria10Mi Bom bon11Besela ya con Bacilos12Les gusta el cu13La fea mas bella Pista tipo karaoke发行日期：2006年3月20日参考资料： [17-18] 丑女贝蒂幕后花絮 确实存在过一本名为《MODE》的杂志，它以穿超大码服装的女性为目标读者。该杂志于2001年停刊。 尽管《丑女贝蒂》的故事发生在纽约，且在纽约拍摄了第一集，但该剧的其他部分都是在洛杉矶拍摄完成的。像其他电视剧一样，《贝蒂》也经常插入一些摄有纽约风光的资料片段以迷惑观众。 柏翠茜亚·菲尔德（PatriciaField，《欲望都市》与《穿普拉达的魔鬼》服装设计师）包揽了本剧首集的所有服装设计。《丑女贝蒂》移师洛杉矶后，居住在纽约的她离开了剧组。 贝蒂戴着的字母“B”珍珠项链是一件仿制品，仿的是曾经由亨利八世的第二任妻子、伊丽莎白一世的母亲安妮·博林戴过的那条著名的项链。 在贝蒂的床头柜上放着一本名叫《牛仔裤的夏天》（TheSisterhoodoftheTravelingPants）的书，亚美莉卡·弗伦拉曾在根据此书改编的同名电影中扮演Carmen这个角色。 《丑女贝蒂》的创造者SilvioHorta是一名公开的gay，他曾说在Justin身上看到了自己的童年。 纽约现代艺术博物馆展览外景那一场戏，实际上是在位于波士顿的新英格兰水族馆拍摄的，后期制作时运用CG技术对画面进行了处理。 在《FakePlasticSnow》这一集中，马克的全名是马克·圣-詹姆斯（MarkSaint-James），但在《Don'tAskDon'tTell》一集中，他的全名变成了马克·维纳（MarkWeiner）。 尽管法国时装频道FashionTV多次在本剧中被提及，但二者并没有任何联系。 《丑女贝蒂》在美播出后获得巨大成功，很多人从中汲取万圣节服装的灵感。 《丑女贝蒂》还有位印度亲戚，即同以哥伦比亚版为蓝本的《JassiJaissiKoiNahin》，该剧在当地非常受欢迎，占据了电视台的黄金时段。彼贝蒂要早于美版贝蒂。 亚美莉卡·弗伦拉为了扮丑，每集要化妆45分钟。 （幕后花絮参考资料： [19] ） 丑女贝蒂获奖记录 时间届次奖项获奖者/作品获奖情况2007第59届艾美奖其他和技术类奖项-Outstanding Casting for a Comedy SeriesLibby Goldstein、Junie Lowry-Johnson获奖 喜剧类剧集-喜剧类剧集最佳女主角亚美莉卡·费雷拉获奖 喜剧类剧集-喜剧类剧集最佳导演理查德·谢帕德获奖 其他和技术类奖项-单镜头剧集最佳艺术指导Mark WorthingtonJim WallisArchie D'Amico提名 其他和技术类奖项-剧集类最佳服装Eduardo CastroMichael R. Chapman提名 其他和技术类奖项-最佳片头设计Garson Yu提名 其他和技术类奖项-剧集类最佳发型设计Mary Ann ValdesLynda Kyle WalkerNorma Lee提名 喜剧类剧集-喜剧类最佳剧集西尔维奥·霍塔、萨尔玛·海耶克提名 喜剧类剧集-喜剧类剧集最佳女配角范妮莎·L·威廉姆斯提名喜剧类剧集-喜剧类剧集最佳客座女演员萨尔玛·海耶克提名喜剧类剧集-喜剧类剧集最佳客座女演员朱迪斯·赖特提名第64届美国金球奖电视类-音乐喜剧类最佳剧集《丑女贝蒂》获奖电视类-音乐喜剧类剧集最佳女主角亚美莉卡·费雷拉获奖第33届人民选择奖最受欢迎剧情类新剧《丑女贝蒂》提名第9届青少年选择奖最佳TV反派范妮莎·L·威廉姆斯获奖最佳突破TV演员亚美莉卡·费雷拉获奖最佳喜剧剧集《丑女贝蒂》提名最佳突破TV剧集《丑女贝蒂》提名2008第60届艾美奖其他和技术类奖项 -单镜头剧集最佳艺术指导 Archie D'AmicoJim WallisMark Worthington提名其他和技术类奖项-剧集类最佳服装Eduardo CastroMichael R. Chapman提名其他和技术类奖项-Outstanding Casting for a Comedy SeriesJeff GreenbergMark Scott提名其他和技术类奖项-单镜头系列剧最佳发型设计Norma LeeKim MessinaMary Ann ValdesLynda Kyle Walker提名喜剧类剧集-喜剧类剧集最佳女主角亚美莉卡·费雷拉提名喜剧类剧集-喜剧类剧集最佳女配角范妮莎·L·威廉姆斯提名第65届美国金球奖电视类-音乐喜剧类剧集最佳女主角亚美莉卡·费雷拉提名第10届青少年选择奖青少年选择奖-最佳喜剧TV男演员 迈克尔·尤瑞提名青少年选择奖-最佳喜剧TV女演员亚美莉卡·费雷拉提名青少年选择奖-最佳TV反派范妮莎·L·威廉姆斯提名青少年选择奖-最佳喜剧剧集丑女贝蒂提名2009第61届艾美奖其他和技术类奖项-剧集类最佳服装Pat FieldMolly Rogers提名喜剧类剧集-喜剧类剧集最佳女配角范妮莎·L·威廉姆斯提名第66届美国金球奖电视类-音乐喜剧类剧集最佳女主角亚美莉卡·费雷拉提名第11届青少年选择奖青少年选择奖-最佳喜剧TV女演员 亚美莉卡·费雷拉提名青少年选择奖-最佳TV美人迈克尔·尤瑞提名青少年选择奖-最佳TV反派范妮莎·L·威廉姆斯提名青少年选择奖-最佳TV帮手迈克尔·尤瑞提名青少年选择奖-最佳喜剧剧集丑女贝蒂提名青少年选择奖-最佳TV家长Tony Plana提名（获奖记录参考资料： [20] ） 丑女贝蒂幕后制作 制作公司Touchstone Television[美国]发行公司美国广播公司[美国]CITY-TV[加拿大]Channel 4 Television Corporation[英国]E4[英国]（幕后制作参考资料： [21] ） 丑女贝蒂播出信息 第一季 国家/地区 播出时间 电视频道播出时段 平均收视美国2006年9月28日美国ABC每周四晚 8:001130万观众第二季 国家/地区 播出时间 电视频道播出时段 平均收视美国2007年10月04日美国ABC每周四晚 8:00940万观众第三季 国家/地区 播出时间 电视频道播出时段 平均收视美国2008年09月25日美国ABC每周四晚 8:00800万观众第四季 国家/地区 播出时间 电视频道播出时段 平均收视美国2009年10月16日美国ABC每周五晚 8:00450万观众2010年01月06日每周三晚喜剧夜（播出信息参考资料： [22] ） 丑女贝蒂剧集评价 该剧改编自哥伦比亚同名电视剧，在美国一经播出就引起反响，影响力触及全球。《丑女贝蒂》的故事和当今流行的网络小说极其相似。故事内核的吸引力与积极励志的价值观都是贝蒂走红的重要因素。（时光网评 [23-24] ） 美剧《丑女贝蒂》于2006年秋首播，开播后一炮走红，成为热播剧，但此后收视率每况愈下，制作方几番努力仍无法“翻身”。该剧将要终结的消息令剧迷们颇感惋惜。（腾讯网评 [25] ） 在《丑女贝蒂》中，贝蒂的平庸的长相很自然地成了浮华的时尚圈男女们嘲讽的目标，然而她仍然凭着自己的智慧和人格魅力为自己打出一条路来，新版《丑女贝蒂》可不像《简爱》那样“苦大仇深”，而是保持了原作轻松幽默的氛围。（人民网评 [26] ） 词条图册 更多图册 参考资料 1. 丑女贝蒂剧情简介 ．搜视网[引用日期2015-05-10] 2. 美国电视剧《丑女贝蒂》剧情分集介绍（1--9） ．搜狐网[引用日期2015-05-11] 3. 美国电视剧《丑女贝蒂》剧情分集介绍（10--15） ．搜狐网[引用日期2015-05-11] 4. 美国电视剧《丑女贝蒂》剧情分集介绍（16--21） ．搜狐网[引用日期2015-05-11] 5. 美国电视剧《丑女贝蒂》剧情分集介绍（22--27） ．搜狐网[引用日期2015-05-11] 6. 美国电视剧《丑女贝蒂》剧情分集介绍（28--33） ．搜狐网[引用日期2015-05-11] 7. 美国电视剧《丑女贝蒂》剧情分集介绍（34－39） ．搜狐网[引用日期2015-05-11] 8. 美国电视剧《丑女贝蒂》剧情分集介绍（40－44） ．搜狐网[引用日期2015-05-11] 9. 美国电视剧《丑女贝蒂》剧情分集介绍（45－49） ．搜狐网[引用日期2015-05-11] 10. 美国电视剧《丑女贝蒂》剧情分集介绍（50－54） ．搜狐网[引用日期2015-05-11] 11. 美国电视剧《丑女贝蒂》剧情分集介绍（55－59） ．搜狐网[引用日期2015-05-11] 12. 美国电视剧《丑女贝蒂》剧情分集介绍（60－64） ．搜狐网[引用日期2015-05-11] 13. 美国电视剧《丑女贝蒂》剧情分集介绍（65－69） ．搜狐网[引用日期2015-05-11] 14. 美国电视剧《丑女贝蒂》剧情分集介绍（70－75） ．搜狐网[引用日期2015-05-11] 15. 丑女贝蒂 演职员表 ．时光网[引用日期2015-05-10] 16. 资料：美国电视剧《丑女贝蒂》人物介绍 ．新浪网[引用日期2015-05-10] 17. 《丑女贝蒂》主创集体亮相 庆祝第一季DVD发行 ．新浪网[引用日期2015-05-11] 18. 新浪乐库 丑女贝蒂影视原声（欧美） ．新浪网[引用日期2015-05-11] 19. 丑女贝蒂 幕后揭秘 ．时光网[引用日期2015-05-08] 20. 丑女贝蒂 获奖记录 ．时光网[引用日期2015-05-08] 21. 丑女贝蒂 更多资料 制作发行 ．时光网[引用日期2015-05-10] 22. 《迷失》完结《24》离开 解析人气美剧落幕原因 ．网易网[引用日期2015-05-10] 23. 美剧翻拍似豪赌 接地气大获全胜 生搬硬套一败涂地 ．时光网[引用日期2015-05-10] 24. 丑女贝蒂 演职员表-Mtime时光网 ．www.movie.mtime.com/49881/fullcredits.com.cn．2019年1月20日[引用日期2019-01-20] 25. 美剧《丑女贝蒂》不堪收视低迷 即将画上句点 ．腾讯网[引用日期2015-05-10] 26. 美国新剧“丑女”称雄 《丑女贝蒂》收视夺冠 ．人民网[引用日期2015-05-10] 展开全部 收起
丑女贝蒂的原型是哪部哥伦比亚电视剧?
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lmsys/lmsys-chat-1m
| null | 259,131 | 0 | 1,055 |
帮我将下面这段python代码转换为C89标准的代码
import pmt
import numpy
from decoder import event_handler as event
from gnuradio import gr
class rds_synchronizer(gr.sync_block):
#Class attributes
#Parity-check matrix
H=[
[1, 0, 1, 1, 0, 1, 1, 1, 0, 0],
[0, 1, 0, 1, 1, 0, 1, 1, 1, 0],
[0, 0, 1, 0, 1, 1, 0, 1, 1, 1],
[1, 0, 1, 0, 0, 0, 0, 1, 1, 1],
[1, 1, 1, 0, 0, 1, 1, 1, 1, 1],
[1, 1, 0, 0, 0, 1, 0, 0, 1, 1],
[1, 1, 0, 1, 0, 1, 0, 1, 0, 1],
[1, 1, 0, 1, 1, 1, 0, 1, 1, 0],
[0, 1, 1, 0, 1, 1, 1, 0, 1, 1],
[1, 0, 0, 0, 0, 0, 0, 0, 0, 1],
[1, 1, 1, 1, 0, 1, 1, 1, 0, 0],
[0, 1, 1, 1, 1, 0, 1, 1, 1, 0],
[0, 0, 1, 1, 1, 1, 0, 1, 1, 1],
[1, 0, 1, 0, 1, 0, 0, 1, 1, 1],
[1, 1, 1, 0, 0, 0, 1, 1, 1, 1],
[1, 1, 0, 0, 0, 1, 1, 0, 1, 1]];
H=numpy.concatenate((numpy.identity(10, int), H), axis=0);
H=numpy.matrix(H);
# see Annex B, table B.1 in the standard
# offset word C' has been put at the end
offset_pos=[0,1,2,3,2];
offset_name=["A","B","C","D","C'"];
offset_word=[
0b0011111100,
0b0110011000,
0b0101101000,
0b0110110100,
0b1101010000];
syndrome=[
0b1111011000,
0b1111010100,
0b1001011100,
0b1001011000,
0b1111001100];
syndrome_err_patterns=dict();
for i in range(0,22):
for j in range(0,2**5):
e=numpy.zeros(26, numpy.int)
e[i]=j&0b01;
e[i+1]=(j>>1)&0b01;
e[i+2]=(j>>2)&0b01;
e[i+3]=(j>>3)&0b01;
e[i+4]=(j>>4)&0b01;
e=numpy.matrix(e);
s=numpy.mod(e*H,2);
#We convert e and s to integers
e_int=0;
for k in range(0,26):
e_int=(e_int<<1)|e[0,k];
s_int=0;
for k in range(0,10):
s_int=(s_int<<1)|s[0,k];
syndrome_err_patterns[s_int]=e_int;
def __init__(self):
#Parent constructor
gr.sync_block.__init__(self,
name="RDS sink",
in_sig=[ numpy.uint8 ],
out_sig=None);
#Register message ports
self.message_port_register_out(pmt.intern('Group'));
#Attributes definitions
self.reset_attr();
#Events definitions
self.sync_event=event.event(); #fire(True) if synced, fire(False) else
def reset_attr(self):
self.sync_bit_counter = 0;
self.lastseen_o
|
b71335cf252f4b3e8f74668c934178cc
|
lmsys/lmsys-chat-1m
| null | 698,847 | 0 | 1,042 |
translate this to Brazilian portuguese:
1
00:00:00,000 --> 00:00:04,162
WWW.MY-SUBS.CO
1
00:00:01,287 --> 00:00:02,960
Previously on NAME_1...
2
00:00:02,963 --> 00:00:04,030
I understand you're moving forward
3
00:00:04,032 --> 00:00:05,803
with NAME_2's grant database.
4
00:00:05,806 --> 00:00:07,700
I was an intrinsic part of that.
5
00:00:07,703 --> 00:00:09,403
Hmm. NAME_2 didn't mention you.
6
00:00:09,406 --> 00:00:12,238
Of course he didn't, that
pint-sized little credit hog.
7
00:00:12,241 --> 00:00:13,307
What did you decide?
8
00:00:13,310 --> 00:00:14,310
I'm cutting everybody out
9
00:00:14,312 --> 00:00:15,381
and doing this myself.
10
00:00:15,383 --> 00:00:17,067
- What?
- I don't need the university,
11
00:00:17,070 --> 00:00:18,743
and I don't need NAME_3.
12
00:00:18,746 --> 00:00:20,434
How are you gonna pay for all this?
13
00:00:20,437 --> 00:00:22,188
I'll find private investors.
They can pay for it
14
00:00:22,190 --> 00:00:23,922
on the condition I'm left alone.
15
00:00:23,924 --> 00:00:27,127
Are you sure you don't want to
think about this a little more?
16
00:00:27,130 --> 00:00:28,707
Perhaps you're right.
17
00:00:28,710 --> 00:00:30,531
Done. I'm good.
18
00:00:34,066 --> 00:00:36,266
Good morning. I'm NAME_4.
19
00:00:36,269 --> 00:00:38,504
Thank you for taking the
time to hear my proposal.
20
00:00:38,506 --> 00:00:41,039
I have some handouts.
21
00:00:41,041 --> 00:00:42,541
I-I'm sorry, who are you?
22
00:00:42,543 --> 00:00:44,175
Oh, I'm... NAME_4.
23
00:00:44,177 --> 00:00:47,446
I'm here to pitch my idea
for a grant computer database.
24
00:00:47,448 --> 00:00:48,796
How old are you?
25
00:00:48,799 --> 00:00:50,982
When you hear my presentation,
I believe you'll realize
26
00:00:50,984 --> 00:00:52,451
my age is irrelevant.
27
00:00:52,453 --> 00:00:55,186
So there's no adult with you?
28
00:00:55,188 --> 00:00:58,626
Well, my mom drove me here, but
I told her to wait in the car.
29
00:00:59,727 --> 00:01:00,926
Is this a joke?
30
00:01:00,928 --> 00:01:02,140
I assure you, it's not.
31
00:01:02,143 --> 00:01:03,929
When I make jokes, I
follow them with a "bazinga"
32
00:01:03,931 --> 00:01:04,930
so it's clear.
33
00:01:04,932 --> 00:01:07,067
Like this: "Bazinga."
34
00:01:08,276 --> 00:01:10,946
How long does it take
to grow a mustache?
35
00:01:23,320 --> 00:01:30,020
- <font color="#D81D1D">Synced and corrected by VitoSilans</font> -
-- <font color="#138CE9">www.MY-SUBS.com</font> --
36
00:01:31,892
|
3c3f2cff0b2f4da68694c3e673bf63fa
|
zai-org/LongAlign-10k
|
5ce572fcd5b6a748804587090e4f37aae4395a5c03232f6e
| 5,700 | 0 | 27,969 |
Table Tennis
History Journal
February
2021
93
Excellent reading for Historians, Collectors,
and all Lovers of our Great Sport
What a discovery ! Pages 4-6
2
Table Tennis
History
Journal
From the Editor
Dear Friends,
Welcome to the 93rd edition of the Table Tennis History Journal.
We begin with the story of two extraordinary men with long
careers in our sport, Jean Devys (FRA), and Yao Zhenxu (CHN).
Fabio has found another fine array of interesting and rare items,
and we are grateful for his sharing with us. Alan Duke (ENG)
reports on a trio of early books, & continues his series on early
newspaper articles. Jorge Arango (COL) sends his 12th & final
installment on early pirated images. Jorge also found a rare and
previously unknown book about Ping Pong from 1903, our back
cover story. Bruno Lancon (FRA) reports on his discovery of many
fine bats, including a seldom seen Stiga Johnny Leach.
Graham Trimming (ENG) informs us about the careers of two
early English stars who became important ETTA figures.
Günther Angenendt (GER) sends copies of early issues of
Tisch-Tennis magazines, each with excellent cover photos
of historic moments and top players.
Auction Action reports on recent trends, with some surprising
discoveries and prices.
Hope you enjoy the new issue. Feedback always welcomed. Next
edition scheduled for June 1, 2021.
For our sport, Table Tennis. For All. For Life.
Editor and Publisher:
Chuck Hoey, Honorary Curator
ITTF Museum, China TT Museum
Contact: [email protected]
Publishing Schedule:
June 1
Submit articles by May 15
Oct 1
Submit articles by Sep 15
Feb 1
Submit articles by Jan 15
In this issue …
Auction
Action
Trends
58-68
No. 93
February 2021
Fabio’s
Treasures
4-9
Pirated
Images
22-32
Book: 80
Jorge Arango
Chuck
Back Page:
Jorge:
1903 book
Japan
Jean Devys
Yao Zhenxu
Extraordinary!
3
Trio of Books
14-16
Newspapers
33-43
Alan Duke
Rackets
10-13
Bruno Lancon
Tisch-
Tennis
46-57
Günther
Angenendt
Fabio
Research:
G. Ross &
P. Warden
17-21
Graham
Trimming
Hans-Peter
Trautmann
Rare Early
Photo
21
Philatelic
Update
44-45
World Championships History: Missing Scores
We are tantalizingly close to finishing the Men’s Singles
scores, needing only 2 game scores from 1936 Rd. Of 16:
Joffe 3-1 Proffitt; Sziff 3-0 Marin-Goldberger
For the Women’s Singles scores we need to find:
1936 Rd. 16: wins by Smidova (3-0), Gal (3-1) & Koudelova
1947 Rd. 16: wins by Hruskova (3-2), Abou Heif (3-2), Pritz
1949 Rd. 16: all game scores, except Farkas v. Wijk
Visit: ittf.com/history/documents/past-world-championship-results
for pdfs of all World Ch. Results, & click on Missing Scores
YAO ZHENXU (CHN)
Personal Honorary
Member of the ITTF
Yao Zhenxu has devoted his entire life to Table Tennis,
and is also a master philatelic collector. He was recently
appointed a Personal Honorary Member of the ITTF.
Here is the ITTF announcement:
Yao Zhenxu has been recognised for his longstanding
commitment to international table tennis by becoming
Personal Honorary Member of the ITTF.
Yao Zhenxu played his part in China – US “Ping Pong
Diplomacy” relations. He held the role of Chinese Team
Manager between 1985-1995. Thereafter, he worked as
ITTF Technical Committee Chair between 1995-2009 and
Vice President of the Chinese Table Tennis Association
(CTTA) between 1995-2014. He was also Tournament
Director at the 1995 World Championships in Tianjin and
2005 World Championships in Shanghai.
As Vice President of CTTA, Yao Zhenxu coordinated the
hosting of several international tournaments and helped
many international athletes to train in China, thus
helping to develop and popularize the sport of table
tennis in China and across the world.
JEAN DEVYS (FRA)
Celebrates His 90th Year
Two Extraordinary Men
Two Distinguished Collectors
Jean Devys has been with us since the beginnings, a master
collector of Table Tennis philately. In 2020 he celebrated his
90th birthday anniversary - congratulations Jean! He is also a
cyclist enthusiast.
Jean began his career organizing activities for young people in
Roubaix and the Flanders region in the 1950s. His first report
in the French Table Tennis magazine appeared in 1958, and
he was elected to the FFTT Management Committee, in
charge of publicity.
He went on to become President of the Ligue des Flanders,
and chairman of the national Youth committee. In 1980 he
was elected Vice-President of the French Federation, and
became a member of the ITTF Ranking Committee and the
European Youth Committee.
In 1984 he was elected in Moscow a member of the
ETTU management committee (til 1996), in charge of
publicity and youth committees, til 1994, when he
became E.T.T.U. vice-president. Bravo Jean !
3
New Discoveries - Old Treasures
Fabio’s Fabuloso Finds
Fabio has become a true legend for his
amazing ability to find ‘the good stuff’. His
well-trained eagle eye spotted some
potential in a mixed lot of dusty rackets in
a recent English auction.
After they arrived he carefully cleaned
them and his hunch proved correct - he
had indeed found ‘new discoveries, old
treasures’, and they were … fabulosos!
Lets have a look.
Left: a beautiful Briggs Barna
Below left: Bat with fine bulbous grip
Below right: Rare Vulliamy sandpaper bat
4
Above: Pimpled rubber wood bat with triangular head
Left: Wood bat with stylized grip & spiral pyrography
Above: Offset bat a la Fred Perry, with
finger notch
Right: Oval fretwork bat
5
Aovve: Bulbous grip vellum drum racket
Left: Bent wood strung ‘Ping Pong’ racket
Vera Dace bat. Vera was an English
international who won 3 English
Opens, & 3 Gold, 3 Bronze in World
Championships, 1947-1950
Wood bat with ribbed blade
6
7
Fine box used as a winner’s prize for a Ping Pong tournament held in Tientsin, China. The
Amerine Club was the new name for the old Tientsin Men’s Club, changed at the end of
World War II. There were several western settlements outside of Tientsin at the time.
The lower right inscription is the maker’s mark in Chinese characters. The translation of
the symbols on the box lid:
pray for your own luck
learn from the ancient wisdom
colorful and shining
endless waterflow with an everlasting mountain
Maker’s mark on bottom
Tientsin was the old name for Tianjin
Boxed set by R. Wylie Hill of Glasgow, with pair
of large head vellum rackets with medium short
handles. Especially rare are the Gossima style
net holders, with the white cloth belt apparatus
for securing the net under the table.
8
9
Argentine announcement of Parlor-Tennis, with patent diagram,
by E.I.Horsman Jr, 1890. Sets also exist with name Tiddledy Winks
Award for the Victor Barna Cup, Helsinki. Barna was
so popular & successful that many awards in his name
were presented over the years.
New Discoveries, Old Treasures
Bruno Lancon (FRA)
Stiga Johnny Leach !
German advertisement for the Stiga Johnny
Leach hardbat. Johnny won the World
Singles title in 1949 and 1951, so a circa
date for this bat is early 1950s
10
3-ply
11
Stiga advertisement for their Johnny Leach bat
12
‘Splendid’ bat
SSS Driver bat. S.B.T.F = Swedish
Table Tennis Federation
13
Stigma ‘Puck’ bat
Stigma Gold Star bat
Approved by SBTF
Michel Haguenauer bat
14
A trio of books from 1902
by Alan Duke
This first of these was new to me when I discovered it whilst researching at
the Bodleian Library, Oxford. I don’t believe that it has previously appeared
in any Table Tennis Bibliography, and feel it worthy of inclusion for a number
of reasons. Firstly it’s from the period of the very earliest publications on
table tennis (1902 claimed by the Library), if nothing else it adds another
variation on the name of the game (I hadn’t seen Dining-Table Tennis used
before, until its appearance in TTH 86, page 52!), and there’s a quaint little
sketch on the frontispiece!
HOW TO PLAY BRIDGE, TABLE-TENNIS, AND OTHER INDOOR GAMES
Edited by Mrs J B Horton.
Published by Gaskill and Webb, Paternoster Square, London.
32 pages, hard back.
Mainly covering Bridge, but a few pages allocated to Table Tennis and Halma.
RULES FOR TABLE TENNIS.
a. Two players take part in the game and stand at
opposite ends of the table. The Server is the one who
first delivers the ball, and the other, who endeavours
to return it, is the Receiver.
b. The Server should always deliver the ball from
beyond his end of the table, holding the racquet
below the wrist. This is called the service.
c. At the conclusion of the first game, the Receiver
becomes Server, and the Server the Receiver, and so
on alternately.
d. When the ball is served it must drop on the half of
the table beyond the net to be in play, when the
Receiver must endeavour to return the ball to his
opponent’s half of the table. If, however, the Server
fails to deliver the ball into play, but hits it into the
net or off the table, it counts one to the Receiver.
e. Different from Lawn Tennis there is no second
Service.
f. In serving, if a ball touch a net in passing over, it
is a let, when no score is registered, and the Server
delivers the ball again.
g. If the Receiver fails to return the ball over the net
and on to the other half of the table then the server
wins a stroke.
h. When the Server fails to hit the ball over the net
on to the other half of the table the Receiver wins a
stroke.
i. Volleying is not allowed, (i.e. striking the ball
before it drops on the table).
j. The first stroke won by either player registers
fifteen, and the second stroke won by either player
also registers fifteen, making thirty.
The third stroke won by either player only counts
ten, making forty for that player, and the fourth stroke
won by a player is game, except in the event of both
players having won three strokes each (forty all),
when it is called deuce.
The next stroke won after deuce is called
advantage to the player winning it, and if the same
player also wins the next stroke (that is, wins two
strokes in succession) he is the winner of the game,
but if he fails to win the next stroke the score is again
called deuce, and so on until either player wins two
strokes in succession following the score of deuce,
when the game is won by that player.
k. That player wins the set who first obtains six
games.
–––––––
A trio of books from 1902
The second book featured is better-known, although quite rare. Written by
the Hon. Sec. of the Ping-Pong Association (G Washington Gray), its full title is
How to Play Ping-Pong, sub-titled With Diagrams and Laws, and Hints on How
to Conduct Tournaments, Clubs, &c.
A few extracts follow, including advertisements for Hamley Brothers and
Jaques, with each naming the other as ‘Jointly Concerned’:
15
A trio of books from 1902
The third example from that year is the Official Handbook of the Table Tennis
Association. Reviews of this publication were featured in Early Newspaper Articles
[TTH 90/46]. As always, advertisements are the source of much useful historical
information, and this booklet includes examples from most of the major
equipment suppliers of the time e.g. Slazenger, Mally, Ogden Smith, Ayres,
Benetfink, Wootton, Gamage’s, plus other smaller specialist dealers (with the
exception, of course, of the Ping-Pong brigade above!). There were also
advertisements for magazines: Pastimes Review, Games Gazette, and The Table
Tennis & Pastimes Pioneer (this latter providing the basis for Steve Grant’s ‘story’
about the Editor [TTC 67/12]).
16
The G.O.M. and the Olympic gymnast
By Graham Trimming (ENG)
About forty years ago I became aware that the Slough and District Table Tennis League, for which I
was then Fixtures Secretary, was about to celebrate its fiftieth anniversary. I decided to write a
booklet about the history of the League and spent countless hours in Slough Library researching
from the local newspapers. In the Slough Express new spaper dated 29 November 1935, within a
report of an exhibition by international players at Slough Central Hall, I was surprised to find the
following: “Mr. G. Ross, a local resident who took the first British table tennis team to Budapest
before the war [ Note 1 ] , and who represented England against Wales in 1922 [sic] , will also play a
game against the new generation of players”.
That intrigued me. Who was this Mr. G. Ross ? In the intervening years I have come across his name
sporadically in other publications but only recently have I decided to research this man properly.
During this research, another name cropped up, P. E. Warner, so I added this second name to my
enquirie s.
George J. Ross and P. E. Warden
Despite being born in London, b oth lived, during the 1930s, in or near my home town of Slough
They played together during the 1930s in Slough
Both playe d during the first boom years of 1900 - 1904
Both were important figur es in the post - World War I resurgence
Both were awarded the honour of Vice - President of the English Table Tennis Association
They sat on some of the same committees together
They were , ironically, even drawn to play against one another at the first World Championships
Both also excelled at sports other than table tennis
George James Ross
1877 Born in Hackney , London
1903 Runner - up in the UK TT Championships
1912 Won bronze Olympics medal for
gymnastics
1916 Married Gwladys M. Morgan (1896 -
1952) in Wandsworth, London
1926 Member of English delegation to Berlin
for the meeting that led to the
formation of the ITTF
1926 Played in 1 st World TT Championships
1945 Died in Slough aged 67
George James Ross was born on 1 December
1877 i n Hackney , London, to parent s George
and Eliza (nee B ernett) , the second of two
children. George senior , who had been born
in Scotland, was a wholesale haberdasher .
Eliza had been born in Slough to where
Georg e J and his wife later moved.
Lord Desborough presents the Daily Mirror Cup to James
Thompson in 1922. George Ross is on the extreme left.
When the table tennis boom occurred in the
early 1900s, George was in his mid- twenties .
The first mention I have fo und of him is of
being t he only player to defeat the winner
Smith in a tournament at Café Nero , London
in February 1902. Ross was noted as playing a
17
“splendid game, and his hard hitting was most
refreshing after the stone - walling game which
now seems so much in vogue”. However, Ross
only finished third having been beaten by
Williams.
Ross must have been one of the leading
players of this era as he was runner - up in the
Gentlemen’s Singles at the United Kingdom
Table Tennis Championships held at Crystal
Palace in February and March 1903. Having
won his preliminary section, Ross made it
through to the final where , after a protracted
str uggle , he eventually bowed down to his
more illustrious opponent , Arnold “Ping -
Pong” Parker, 30 - 22, 30 - 29 (in those days a
two- point lead was required to win a game, as
now, but the score was entered 30 - 29) . As a
war m -up to the tournament , Ross was a
membe r of the North London team that had
beat en the Rest of London 67- 33.
In the same championships of the following
season (1903 - 04), in the event famously won
by Percival Bromfield, Ross was unable to
repeat his success of the previous year but did
manage to win the Gentlemen’s Handicap
despite having to spot twelve points start in
the final to H. Willford.
During the years leading up to World War I,
table tennis had a lean time in the UK and
Ross found another sport to excel at :
g ymnastics. He featured in the Great Britain
men’s all- round team at two Olympic Games ,
the team finishing eighth in 1908 in London
and then gaining the bronze medal for a third-
place finish in 1912 in Stockholm.
I have also seen reference s to Ross having
represented England at rifl e shooting but have
so far not found any corroborative evidence
for this.
Ross was employed by the Eastern
Telegraphic Company Ltd as an accounts clerk .
In 1908, by which time Ross had left the
family home and was living in Bowes Park,
and having already volunteer ed for the 7 th
Middlesex Regiment, he signed up for one
year to the 14 th (County of London) Battalion
The London Regiment (London Scottish). Ev en
though the original sign- up for was one year
only, Ross was called up for further military
service by his regiment in 1914 and
consequently saw service as an Acting
Sergeant during World War I.
By 1911, at the age of 33, Ross was living in
Wanstead, a nother part of London, with his
aunt, uncle and three cousins. He is listed in
the census of that year as the head of the
household that also included a servant.
Ross then married, in 1916 at the age of 38,
Gwladys Morgan, who was then only 20.
There is a famous photograph (above: Ross is
back row, furthermost left) of England’s first
international table tennis team for the
inaugural match against Wales in season
1922 - 23 . Ross is included in the photo but
noted as only reserve for this match.
How ever, he did then gain full international
honours in the matches during the follow ing
two seasons. In December 1923 he was a
member of the England team that prevailed
500 - 366 with all ten England players scoring a
maximum 50 points. Ross beat A.D. Matthews
50 - 47. The following season, in January 1925,
England beat Wales 493 - 422 with Ross
contributing a win over M.E. Lewis 50 - 44.
Of greater significance is the meeting in Berlin
in January 1926 when Ross, Ivor Montagu and
Bill Pope were the English representatives
who met with officials from other European
countries, a meeting that led to the formation
of the International Table Tennis Federation.
(See TTC 64 for a photo, including Ross, of that
meeting).
Following on from that meeting, the first
Wor ld Championships were staged in London
in December 1926. George Ross was drawn to
18
play, in the Men’s Singles, his future sparring
partner P.E. Warden, who m he dispatched 21 -
6, 21 -18, 21- 13 in round one. However, he
met his match in the next round, defeated by
Trevor Coles from Cardiff. Ross partnered H.A.
Bennett in the Men’s Doubles and they lost in
the third round to the Austrian team
members Paul Flussmann and M unio Pillinge r .
In the Mixed Doubles , Ross and Joan Ingram
had a bye into round two were they lost to
the eventual finalists Roland Jacobi (Hungary )
( the Men’s Singles champion) and Miss G.
Gleeson (St. Brides) .
There exists also a photo of Ross arriving in
Budapest with the England team for the
World Championships in 1929 [see Friday
Photos, ETTA website, 1 July 2016] .
At some stage George and Gwladys moved to
Slough where George engaged with the local
table tennis league. In December 1935 he
performed as Master of Ceremonies for an
exhibition given by international players at
Slough Central Hall. The following March,
Ross, who was a member of the successful
YMCA team in the Slough League, was
included in a representative match for Slough
against Uxbridge. A year later he captained
Slough in a match against Ealing which Sl ough
won 17- 8. Then, in 1937, by now acting as
Secretary of the Slough League, he won three
matches as his YMCA team beat the Rest of
the L eague 15- 10.
George Ross died in Slough on 28 August 1945
just after the end of World War II in Europe ,
aged 67.
Philip Edgar Warden
1871 Born in Harrow, Middlesex
1914 Reached semi - final of national
badminton championships
1915 Married Bertha Harriet Neal (1873 -
1939) in Islington, London
1924 Civil Service TTA individual champion
1926 Member of the 1 st World
Championships Organising Committee
1961 Died in Lewisham, London aged 90
P hilip E dgar Warden was born on 28 March
1871 in Harrow, a suburb in the north- west of
London, to parents Benjamin and Kate (nee
Wright) , the eldest of seven children.
Benjamin was a greengrocer by trade. “ PE W”
was always known in sporting circles by his
initials ; indeed Ivor Montagu, when writing
Warden’s obituary in 1961 , claimed to have
known him well , as the two had worked very
closely together in the 1920s, and yet had
been unaware of his first name . I n the 1881
census PEW was listed by his parents as
Edgar. It wa s not uncommon for children to
be known by their second, rather than first,
forename at that time.
By the time of the 1 8 91 census, aged 20, PE W
had moved out of the family home and was
living as a boarder , occupying one room in a
house owned by the Neal family in Highbury,
Islington, now famous as the place where
Arsenal FC play their home matches . Amongst
the other residents of that house was Bertha
Neal, daughter of the head of the household
and who , a quarter of a century later in 191 5,
w ould become PEW’s wife.
PEW was a keen contestant in table tennis
and ping - pong tournaments in the craze of
1901 - 4. A report from the first large
tournament, that at Queen’s Hall in December
1901 , includes mention of a gentleman
playing in “a complete set of flannels, very
open at the neck”. PEW later claim ed that this
was a reference to himself and that he had
started his own dress campaign. Incidentally,
PEW lost to the eventual winner, Vining, in
that competition.
Warden describes the racket he used in the
early days as “ home - made, of pimple studded
rubber with a layer of thick velvet pasted
between the surface and the wood” .
Unlike George Ross, PEW was never quite
honoured with international selection,
although he was a traveling reserve for the
match ag ainst Wales in 1923 - 24. He did,
however, as one of the builders of the
[English] Table Tennis Association during the
early 1920s , help to formulate the rules of the
Association, and he also helped found the Civil
Service Association and its league in 1921 - 22.
19
The title of this article refers to the “G.O.M.”,
the “ Grand Old Man” , of English table tennis ,
a much -repeated title awarded to a man who
eventually lived ninety years .
PEW was one of three members on the
organizing committee for the first World
Championships, the others being Ivor
Montagu and Bill Pope, both of who m later
became rather m o re famous. The programme
for the event states: “PEW is the G.O.M. of
English table tennis; the winner of numerous
competitions in the past and a civil servant, he
won the C i vil Service championships not so
long ago. He patiently retrieves everything
with a soft - surfaced racket, often recovering
from seemingly impossible positions”.
Nevertheless, PEW (St. Bride’s) was no match
for George Ross (Herga) in the first round of
the Men’s Singles in that first World
Championships.
In 1934, Bill Pope paid a glowing tribute to
PEW describing him as “a most popular
sportsman, sympathetic friend, kee n
enthusiast and selfless worker”. He went on
to describe PEW’s play in exhibitions “where
crowds used to get ecstatic at his long
distance defence”.
PEW lived in Islington, London for many years
and until at least 1931. However, i n the
December 1951 edit ion of “Table Tennis”,
PEW states that his most enjoyable time in
table tennis was during the period 1932 - 38
when he would play with George Ross twice a
week, October to May, in a hall in Slough. By
this time, of course, PEW was over sixty years
old and ha d been married to Bertha for a
couple of decades. In the late thirties PEW
gave his address as “Sunnyside” , Eton Road,
Dorney Reach, Taplow. Dorney Reach is a
small village built along the banks of the River
Thames about three miles west of Slough.
U nfortunately, Bertha died in 1939 and the
1939 national register shows PEW, now a
widower, living at “Sunnyside” with two
members of Bertha ’ s family and a servant.
Like George Ross, P.E. Warden did not restrict
his sporting activities to table tennis. Indeed,
he was perhaps more successful in other
racquet sports. He was a keen tennis player
and once even played against Rene Lacost e ,
the famous French winner of seven Grand
Slam singles titles including twice at
Wimbledon, in the North London hard court
championships at Highbury . In doubles, his
regular partner was none other than Ivor
Montagu! However, it was in badminton that
PEW excelled mo st , reaching the semi - final of
the Gentlemen’s Singles in the All - England
Badmint on Championships of March 1914.
Both George Ross and P.E. Warner were
decorated with the honour of Vice - President
of the English Table Tennis Association. Their
paths must have crossed many times even
before their table tennis games in Slough in
the 1930s . In 1922 they were both founder
members of the committee of the All - England
Club. A year later they were both members of
the All - England Club team, captained by Ross,
that played a representative match against
Eastbourne and Brighton at Devonshire Park,
E astbourne. The two also formed a committee
along with Ivor Montagu and O.V. Forbes to
achieve uniformity of rules and the change of
name from the Ping Pong Association to Table
Tennis Association.
Also in the twenties , in addition to ironically
being draw n to play each other in the first
20
World Championships, they served together
for some years on the organizing committee
for the Middlesex Table Tennis
Championships an event which was held at
the Herga Club, famous for being the club
where Fred Perry also played. PEW was one of
the referees for this event. An article in the
Uxbridge and West Drayton Gazette in March
1926 described the “most stimulating event in
the long but interesting programme was that
between C.G. Mase (Whitfield) and P.E.
Warden (Highbur y): the latter played a
remarkably good game for a man of his
advanced years and by his ability got back to
some of Mase’s smashing shots which would
have beaten many a young player”.
P.E. Warden died in Lewisham, London on 11
July 1961 at the age of 90 after a long illness
that had left him nearly deaf and with failing
eyesight . He had given up playing table tennis
at the age of 79 when he lost to his
nei ghbour: “I knew it was then time to pack
up!”.
Note 1 :
I have yet to find anything more t hat could tell
the story of the first Britis h team to travel to
Budapest. This was, perhaps, for the
Hungarian Open Championships. Can anyone
add anything more to this story?
Sources:
Slough, Windsor and Eton Express
“Table Tennis”: the ETTA magazine
“Table Tennis Collector” : especially the
fantastic research by Alan Duke
“Table Tennis and Pastimes Pioneer”
World Championships programme 1926
English Open Championships programme 1952
British Newspaper Archive
Ancestry.co.uk
ETTA handbooks
Wikipedia
Graham has created a photo album of his
collection, on flickr:
https://www.flickr.com/photos/ttcollector/
albums
___________________________________________________________________________________
21
Our friend Hans-Peter Trautmann (GER) sends this wonderful photo, featuring
national trials to qualify for an early World Championships. Peter always has an
eagle eye for finding high quality items - thank you for sharing!
‘Elimination matches for the World Championships’
EARLY PIRATED IMAGES
By Jorge Arango
Continuation
This is the twelfth and last article of my series about early pirated images.
65. PICK-ME-UP
22
Postcard presented in TTH 92 by Martin Holland.
23
67. HIS FIRST TRADEGY
Above. A version of a cartoon, May, 1902. Below: Another version, from the St. Louis Republic,
June 01, 1902. I think the above image is the original one.
24
UPDATES
I found several images of the pirated ones already presented. I am including some of them.
The original image, presented in TTC 82.
Below: Two more ads.
25
6. SPALDING’S PIRATED IMAGE
Above: An image from Internet. Below: Image presented in TTC 83. There are several differences
between both images. Do you see why the Spalding’s image is a pirated one?
26
4. STANLEY WHITE’S IMAGE
The original image, presented in TTC 82.
Below: Image from a Japanese book.
27
9. THE PREVAILING CRAZE
The original image, presented in TTC 83.
Below: Pirated Image from Steve Grant’s book “Ping Pong Fever.”
28
3. STANLEY WHITE’S IMAGES
The original image, presented in TTC 84.
The original image was many times pirated and
modified. In other images the words “Ping Pong”
were suppressed and the rackets and balls were
changed.
29
5. LUCIEN DAVIS
The original image, presented in TTC 82.
Below: Image presented by Steve Grant in TTC 84.
30
12. AYRES’ IMAGE
Two pirated images from Ayres’ image, presented in TTC 85.
31
10. DAVENPORT’S PIRATED IMAGE
The original image, presented in TTC 84.
Below: Postcard presented in TTH 91 by Chuck Hoey. This postcard would be the earlier posted
one!
Editors note: I am sure that I speak for all our readers in offering our congratulations to
Jorge Arango - we are grateful for your fine research series about pirated images!
32
“Read All About It” – PART 10 (1914 to March 1922)
by Alan Duke
This part in the series continues the sections from the previous issue, this time looking at the war years, when ‘ping-
pong’ provided a popular form of relief from the horrors of the time, up to the re-formation of the Ping-Pong
Association and the All-England Club (including a Heath Robinson ‘invention’ along the way!). Meanwhile, domestic
events and matches continued their popularity.
③ The War Years
1914
On 7th February, a match was played between Sunderland and
Hartlepool.129
A Ping-pong match was played on 11th February at St Ambrose’
Club in Bournemouth against St Swithin’s, ending in a win for the
home team by 71 points.130
On 20th February, Andrew Donaldson retained his Sunderland
title by defeating R Rutter 50-45, with “splendid placing and
deceptive hitting” coupled with a “stonewall defence”. He
suffered only 3 match defeats in 10 years (two in English
Championships, one in the Sunderland League), and won the
North of England Championships “for the last two years”.131
In Coventry, on 24th March, Hillfields PSA Institute visited Cross
Cheaping YMCA for an enjoyable evening of ‘Inter-Club Matches’,
including Ping Pong (YMCA won 6-0), Billiards and Draughts.132
At the Exeter YMCA in April it was reported that “ping pong is
always in evidence”, and the A team “have carried off the
championship and have gone through the season without losing a
single match”.134
17th April: At the Masonic Bazaar in the Linenhall Masonic
Rooms, Ballymena, the “Ladies of No. 2 Stall will give a
PROGRESSIVE PING-PONG TOURNAMENT”.
“Do not
miss this Unique Entertainment.”135
23rd May: At Yarmouth YMCA “Indoor games had continued in
popularity, particularly that of ping-pong, keen contests being
held nightly and the table being in great demand”.137
At the Floral Bazaar and Garden Fete held in the Rectory
Grounds, Coningsby, on 29th July “Among the games played on
the lawn was ping-pong”.138
Newcastle Journal
14 August 1914
Newcastle YMCA erected a billiard table and ping-pong
table “for the special use of the soldiers” located in the city
following Lord Kitchener’s Call to Arms.
A general meeting of the Sunderland & District Ping-
Pong Union was called for 4th September at the YMCA to
arrange fixtures for the season.136
The Standard, London
1 October 1914
At their Ashtead, Surrey, HQ, troops of the 4th Battalion,
Public Schools Brigade of the Royal Fusiliers, were billeted
in houses, where “in one the game of “ping-pong” has been
revived and is played with great gusto”.
On 28th November, members of Wall Street Institute
visited Warwick Lane Social Club, Coventry, for Inter-
Club Games. [The home team won the ping-pong 9-7.]139
1915
Belfast Evening Telegraph
12 January 1915
PING-PONG TOURNAMENT.
“Ping-pong, ping-pong,” how the sound recalls the years
agone when it first was played, and took our homes by
storm; when everything was different when war was but a
thing of history, or at most so remote a possibility as to be
counted almost impossible, and our soldiers were––to most
of us––but ornamental points of colour; when as we passed
along any street of dwelling-houses of an evening, the rapid
“plonk” of the play, and merry voices and laughter of the
young people came through almost every lighted window,
making one feel, if lonely, very lonely indeed; or, if happy,
gladder still that so many people seemed also to be
enjoying themselves. Now the lively little game comes up
again, and is a very effective means of giving aid to some
branch of war’s great requirements. No one has time to be
lonesome now or think very much about themselves;
everyone is trying to help others, and those who plan and
organise, thus giving to many more a chance of doing their
share, deserve much praise.
The ping-pong tournament held in Fortwilliam Lecture
Hall on Saturday afternoon and evening was a decided
success, the ladies in charge … mutually assisting each
other to make it so.
The hall was prettily decorated with flags, bunting, and
palms, with seats conveniently arranged for the spectators,
and from the opening hour to the close there was no
slackening of players or onlookers…. Amongst the players
several were very skilful, and came from considerable
distances to take part in the tournament … and the proceeds
of the entertainment are in aid of the Ulster Motor
Ambulance and comforts for the North Belfast Division.
Folkestone Herald
30 January 1915
THE SOLDIER AT LEISURE.
The passer-by in the streets of Folkestone and
neighbouring localities this winter frequently notices
inscriptions on many buildings which were not to be seen a
short twelve months ago.
The two words, “Soldiers’ Club,” the sign now so often
displayed, reminds the observer that among other changes
in the normal life of this country brought about by the
present gigantic struggle in which the nation is engaged is
the establishment of a new social institution, which has,
although in existence but a few months, already come to be
accepted as part of the ordinary features of the borough.
33
EARLY NEWSPAPER ARTICLES
The clubs are designed to meet the needs of the hosts of
young men now training in Kitchener’s Army during their
leisure hours. … A visitor to one of the chief and most
representative of the soldiers’ clubs in the town, the
Woodward Club, on entering the large hall on a recent
evening found it full of soldiers, all engaged in various
pursuits. The room, brightly illuminated, well warmed, and
gaily decorated, presented an animated and happy scene.
There were miniature billiard tables, each with its quota of
players, and the click of the balls mingled with the sounds
from a neighbouring table, where a keenly contested game
of table tennis––the erstwhile highly popular “ping-pong”
––was in progress.
–––––––––––––––––––
8th January:
Referring to YMCA facilities provided for the
troops, “All these halls or huts are well equipped with games of
every possible kind, from the billiard table to ping-pong”.140
22nd January:
For the arrival of the military in Yeovil,
arrangements for entertainment included the Wesleyan church
rooms being “fitted out as a soldiers’ institute, provision being
made for reading and writing, bagatelle, ping pong and other table
games”, “all … well patronised by the Tommies”.141
6th February: The vast White City camp included a Recreation
Room, run by the YMCA, with “a ping-pong table, at which a
fierce fight is progressing”.142
13th February: “St Martin’s Church Room and Men’s Club has
been thrown open to H.M. Troops stationed in the locality.” In a
room adjoining the Main Hall were two fine billiard tables and a
ping-pong board.143
19th February: A YMCA War Emergency Fund appeal was made
for help for their 20 Huts in France and 600 Centres in this
Country in order “To provide Games––Draughts, Dominoes,
Ping-Pong, Bagatelle, Billiards”.144
19th February: in the basement of the YMCA Cambridge HQ in
Alexandra Street “the discovery was made that “ping-pong” is
still popular, and the khaki-clad combatants had a critical,
outspoken audience”.145
London Evening News
31 March 1915
Following praise from numbers of soldiers and a request
from a prominent sergeant drill instructor at Woolwich, a
brief description of the Woolwich Soldiers’ Club (“no old-
established institution; it is a product of the war”) was
given “in the hope that it may be taken as an example in
other districts where large numbers of troops are stationed”.
“The Borough Council offered the use every night of the
public part of the Town Hall …an appeal was made by the
mayor for gifts of cash, games, …”. Two full-sized ping-
pong tables were part of the ready response and were
installed in rooms adjoining the large hall.
––––––––––––––––––––––––––––––
23rd April: A letter from a soldier in the Warwickshire Regiment
described their position in the trenches: “We have nice little dug-
outs to sleep in, and we make them as comfortable as we can. I
think a bagatelle and ping-pong table would improve the furniture
a bit”.146
23rd April: A letter from the C.O. of the Welsh National Hospital,
Netley, made the plea: “A ping-pong table, a bagatelle table, and
a miniature billiard-table are all much wanted for the patients’
recreation-room” for the “wounded and sick soldiers from
France”.147
8th May: At the YMCA Hut at Cooden “Among the games there
are … ping-pong tournaments (each tournament keenly
contested)”.148
10th June: “Playing ping-pong in the greenhouses” (of “the late
Mr. Chamberlain’s residence given over to the wounded” as a
Hospital).149
June: A letter from a soldier of the Australian Expeditionary
Force on life aboard the troopship whilst travelling via Colombo
and Suez: “Parades were discontinued for the time being, and
ping-pong became very popular, several sets being unearthed”.150
3rd July: The YMCA recreation tent at Bowood Camp includes a
billiard table, bagatelle, ping-pong, etc.”151
On the 3rd November, an Inter-Club match between the
[Coventry] YMCA and Warwick Road Institute took place.
Billiards, draughts, ping-pong and chess were contested, with the
YMCA winning the ping-pong 10-1.155
22nd December: One of the wholly unexpected consequences of
the war is a revival of ping-pong. London dealers in games and
toys agree that there has been a sudden and amazing spurt in ping-
pong sets as Christmas presents.152
27th December:
An “At Home” was held at the West
Teignmouth Parish Hall to all soldiers and sailors in Teignmouth.
A ping-pong tournament was one of the many attractions.153
31st December: A visitor reporting of an inspection of Church
Army recreation huts in France, just after a German shell had
landed and shattered a portion of the roof of the canteen, found
in one of the huts, typical of the rest “a piano going at one end,
boxing proceeding at the other, ‘ping-pong’ in the middle…”.154
Illustrated War News
17 November 1915
OFFICERS AMUSING THEMSELVES AMIDST THE
ETERNAL SNOWS OF THE TRENTINO.
PING-PONG AT THE ITALIAN FRONT
34
EARLY NEWSPAPER ARTICLES
The Italian Army, officers and men alike, are noted for
their coolness and courage under all conditions, and their
happy temperament prompts them to lighten the stress of
war by such mild diversions as are possible in the intervals
of fighting.
Our photograph shows a group of Italian
officers indulging in a ping-pong tournament amidst the
eternal snows of the Trentino, where Italy is carrying out
her vigorous campaign with constantly increasing success.
The high spirit and invincible good humour of the Armies
of all the Entente Allies are persistently expressing
themselves in those small things which count for much in
keeping up the moral [sic] of troops in action; and such
scenes as this are of good augury for their ultimate and
complete success.––[Photo. by Brocherel.] [TTC 69/6]
1916
4th January: At the Church of England Men’s Society Soldiers’
Club, “Games of various descriptions are at the asking of … the
‘men in khaki’ visiting Cardiff”, including ping-pong.156
10th January: A Church Army Recreation Club for soldiers,
capable of accommodating 200 men at a time, has been started
upon a canal boat plying upon the Flemish canals. A piano, a
gramophone, “ping-pong” outfit, and boxing gloves, etc., are
carried by this cheery club boat in Flanders.157
13th January: At The Front. Catering for the Soldier. Letter
from a Tommy in France: Where I am now we have a Y.M.C.A.
tent, and it would do one good to see how they cater for we
soldiers who are either wounded or sick. There are all sorts of
games, including ping-pong, …158
15th January: A Students’ Sale and Concert was held in the
United College Hall, St Andrews, to help Belgian refugees. Side
shows included a ping-pong tournament.159
23rd February: “A very interesting Ping-Pong match between
Diss Young Men’s Friendly Society and the Lovat Scouts took
place” in the Victoria Hall, with the YMFS victors 14-4 in the 6-a-
side competition.160
16th March: PING PONG BEHIND THE LINES.
A cropped version of the photo above, Ping-Pong at the Italian
Front, was published, with the caption: “Though dead in
England, it is a favourite game of the Italian soldier, and the
picture shows a championship contest in the valley of –––, behind
the firing line.”161
Yorkshire Evening Post
6 May 1916
With four days off duty in late April, one “Warrior’s Relaxations
in France” included, in the company of a French-speaking
colleague who had lived in the area for two or three months, “an
entree into many delightful houses unknown to the casual visitor.
Under his guidance, then, I have even been enabled to renew my
ancient skill at the ping-pong table! I feel certain that, whatever
terrifying pictures you formed of my doings out here, you never
for a minute thought of my smiting the nimble pilule up and down
and––horrid thought!––being thoroughly well beaten by a fair
daughter of France. Of course I haven’t got my eye in yet––it
must be three years since I last played, if not more––but I’ll beat
her before I’ve finished, though it will be some game when I do.
Yesterday I foresook the ping-pong bat for the tea-cup, and paid a
visit to our late mess…
––––––––––––––––––––––––––––––––
8th June: Ping-Pong Again. A hostess to a large contingent of
convalescent soldiers … found in the billiard-room cupboard the
other day a set of ping-pong and introduced the game to her
guests, many of them seeing it then for the first time. They are so
delighted with it that now they toss pennies to know who shall
play next.162
Penrith Observer
26 September 1916
Report from a pastor engaged in the work of the Y.M.C.A. at a
base in France. “Now there are over 2,000 Y.M.C.A. huts
scattered over the various theatres of war where British soldiers
are found. These huts are not only found at the bases, but many
of them are right in the danger zone, immediately behind the
trenches, amid shot and shell. …
It may not be generally known, but it was the recreative side of
our work that first paved the way to the great popularity enjoyed
by the Y.M.C.A in its work among soldiers. I think it was Mr.
Yapp, the national secretary, who first hit upon the idea of having
Y.M.C.A. huts and marquees in connection with the military
training camps. But for some time the men fought shy of them
and it was thought that the whole scheme was doomed for failure.
This was in the days when the game of ping-pong was so popular,
and for want of something better to do the men who were
interested in the first Y.M.C.A. place erected were whiling away
the time by playing a game. A soldier happened to pass that way,
and being himself enthusiastic about the game, watched the
players for a short time. He was soon asked to join in a game, and
he was so surprised that he at once exclaimed, “Why, is it for us?”
Being answered in the affirmative, he went to the door and
shouted to his mates, “Come along, boys: there’s ping-pong here,
and it’s for us.” From that day to this the Y.M.C.A. has been a
popular resort for soldiers in time of peace and time of war.”
––––––––––––––––––––––––––––––––
11th November: Roffey YMCA Camp at Horsham included
“billiards, bagatelle, ping-pong (not out-of-date in Camp), table
games, and heaps of good literature”.163
23rd December: An account of the work of the Church Army and
the War reported that they “had had more than 80 huts under
shell fire…. It cost £300 to build a hut and £100 to equip it …
ping-pong appeared to be a favourite game in the recreation
huts.”164
1917
2nd January: A most successful ping-pong tournament was held
in the Town Hall, Ballymoney, the proceeds being in aid of the
local War Hospitals Supply Depot. Over one hundred entries were
received, and many exciting finishes were witnessed.165
16th January: “A very enjoyable evening was spent in the new
“hut” adjoining the Bicester Red Cross hospital, the occasion
being a games tournament between the patients and nurses of the
hospital and the Bicester O.V.R.” The billiard, ping pong, and
other tables were well lit by gas, and at ping pong the nurses
were often too skilful for their opponents.166
19th January: Histon Institute: A new ping-pong club has been
started and a trial handicap is already in full swing. Some 30
members have joined, and the game promises to exceed even its
former popularity.167
3rd July: The Sheffield Girls’ Patriotic Club reported that “ping-
pong is a favourite amusement”.168
26th May: The Yarmouth YMCA also reported that their “two
ping-pong tables have been in constant demand during the long
winter evenings”.169
26th July: A Garden Fete and Social at Cheshunt Congregational
Church, Hitchin, included a ping-pong competition.170
6th August: The Bank Holiday Grand Garden Fete and Dance at
Stoke Rochford Hall included Modern Ping-Pong among the
amusements.171
35
EARLY NEWSPAPER ARTICLES
Sheffield Daily Telegraph
2 November 1917
When a battalion has completed its tour of duty in the
trenches it goes either into rest billets some few miles
behind the line, or into “support,” only a short distance in
the rear, where it is instantly available to meet any sudden
exigency.
It was in this intermediate stage that I came across a
Territorial battalion of the Sherwood Foresters. … When so
near the line, it is impossible to provide the men with so
much room in their quarters as can be afforded when they
get further back, but the best is made of such wrecked
cottages and desolated farmsteads as the guns have left
standing. … There is a well-stocked reading room, and a
games room, in which a large ping-pong table is
conspicuous.
15th December: At the Congregational Canteen, Thanet, “Right
in the centre of the room an exciting game of Ping-Pong was in
progress. The game is in for a great revival at this canteen, and
enjoyable tournaments are held from time to time.”172
1918
Yorkshire Evening Post
17 January 1918
PING-PONG AFTER BATTLE.
In France (writes Mr. Philip Gibbs) our men are making
the most of their rest by every kind of game that goes into a
back yard, or a billet, or a field behind the lines. Officers
and men are reviving the parlour games of their boyhood––
not a very ancient memory for some of them ––and gallant
fellows who assaulted German pill-boxes under machine-
gun fire challenge each other to ferocious encounters of
ping-pong and badminton…
Nottingham Evening Post
25 January 1918
THE SOCIAL SIDE OF LIFE AT THE FRONT.
The fighting men, thank heaven, are not always fighting,
and from the coast to the lines even during great battles
there are thousands of soldiers––infantry, engineers,
cavalry, tank units, every branch of the service––billeted in
French and Flemish villages, and making the best of life
within narrow limits. …
The war is long, so long that it is no more to be taken as
an episode but as life itself, so that officers and men take
what they can get out of it, put as much as they can into it,
and adapt themselves to its social opportunities. … There
are great nights in the officers’ messes … four [officers]
fought ferociously at ping-pong, which has come into its
own again as a war game for heroic men.
London Evening News
26 March 1918
Sterling Silver engravers: Such is the closeness of work
that these skilled workers of Harrods are equipped with a
“ping-pong” table in an adjoining room so that they may
occasionally “let up” in the kind of ding-dong battle that
we were privileged to watch!
22nd June: A Garden Fete in St Mary’s Vicarage grounds, Stony
Stratford, in aid of the Soldiers’ and Sailors’ Comforts Fund,
included a ping-pong stall.173
5th August: At the South Norwood United Services Social Club,
the August Bank Holiday “will not soon be forgotten by the
members of the club. There was not a dull moment … games too
numerous to mention” (including ping-pong).174
23rd August: A meeting of the Portsmouth Welfare Association
discussed a suggestion to form an Indoor Games League, the
suggested inter-club games being Billiards, Draughts, Ping-Pong,
etc.175
30th December:
Royal Inniskilling Fusiliers: INDOOR
GAMES, Draughts, Halma, Dominoes, Ping-Pong, &c, are
urgently required to help the Men through the long winter
evenings whilst waiting demobilisation.176
④ The ‘Revival’ of the 1920s
1919
Edinburgh Evening News
18 January 1919
PING PONG SETS
This game is again being extensively
taken up. Complete Sets, price 12/6.
Spare Balls, 3d each. Bats, 2/- each.
Tables. Regulation size, top only, £5, 5/-
THORNTON’S, 78 Princes St.
Sheffield Daily Telegraph
17 January 1919
Army Sports.
“As for indoor amusement, I hear that ping-pong is played
extensively by officers in France.” From a unit on the
Somme: “The weather has been too bad lately for
enjoyable football, so we have taken up ping-pong, which
is quite a good game, and is very popular out here. We
have a fine large table in our mess, and spend most of our
spare time playing.”
Ping-pong was included in the programme at a successful
soiree held on 21st March at the Grammar School in aid of the
Camelford War Memorial Institute.177
Dundee Evening Telegraph
30 May 1919
Cricketers at Ping-Pong.
How do county cricketers pass away the time in the
intervals during which they are not actually engaged on the
field of play? On some grounds the cards come out. The
Surrey professionals, however, have succumbed to their
pre-war craze for “ping-pong”: and the player who has
“got it” most badly is J. B. Hobbs, probably because he
excels at “ping-pong” as much as he does as a batsman.
Hobbs so undercuts the little celluloid ball that it
boomerangs to his own side of the net before his opponent
can touch it.
36
EARLY NEWSPAPER ARTICLES
Veteran “Bobby” Abel is another “ping-pong” enthusiast,
and to see the little man squirming in pursuit of Hobbs’
elusive “service” is a joy to all onlookers.
–––––––––––––––––––––––––––––––––––
On 31st May at St Peter’s Athletic Club, Yarmouth, “The large
hall used for displays and lectures is provided with a big gallery
and it is upon that floor the billiard and ping-pong tournaments
are played”.178
A fete at St Chad’s Church, South Norwood, on 2nd July included
ping-pong as one of the side shows.179
At the annual meeting of the Plymouth Boys’ Brigade on 1st
October it was agreed that “the various competitions which have
been held over during the war will be revived this session”,
including ping-pong.180
Daily Mail
22 September 1919
MONEY WAITING FOR A NEW PARLOUR GAME.
By JOAN SINCLAIR.
“Invent a first-class table game and your fortune is made.
The coming winter promises to be the most sociable on
record, and all kinds of indoor games are likely to be more
popular than ever.
Yet we toy merchants and
manufacturers have not a single first-class new game ready
to meet the demand.”
The speaker was one of the biggest of London’s dealers
in toys and games, and when I had asked him for the name
of the indoor game we shall all be playing this coming
fireside season he had confessed that he could not give it to
me. …
“The recent widespread popularisation of lawn tennis
points to the possibility of a big Ping-Pong revival; but the
experience of the trade goes to show that a game which for
a season or two attains to a craze of the first magnitude and
then ‘slumps’ so completely as Ping-pong did stands very
little chance of coming back on anything like a big scale.
… “In my opinion, the ideal parlour game must be one of
movement … it is the jolly game that will win the
popularity which can make a fortune. …
“The inventor should also bear in mind that the more
people who can take an active part in the game each time it
is played the bigger his royalties will be. Spectators need
buy none of the implements for the game. Accordingly he
must see to it that all are players.
“Above all, the inventor must remember that the
competitive element must be strong in any game which is
to appeal to the Englishman. The absence of this from
Diabolo was the chief reason for its sudden demise.”
––––––––––––––––––
6th October: A meeting was held in the YMCA to re-form the old
club, with the first Sunderland league match on the 10th.181
4th November: Sunderland Ping-Pong League tables published,
listing 18 teams in two divisions.182
8th November: First match of season in Yarmouth for YMCA
team (v St. Peter’s Athletic). “Certainly it looks as if ping pong
will come into its own again.”183
Sheffield Independent
20 November 1919
There are signs of a coming revival of ping-pong.
A
shopman said that as many as half-a-dozen regulation
tables and sets had been sold within a week.
The Globe
20 December 1919
Ping-Pong, which most of us thought was as dead as a
coffin nail, is, it seems, enjoying quite a boom. An athletic
outfitter declares he cannot supply the demand for the
small celluloid ball. But then these light spheres are also
much used in “blow football,” a popular parlour game these
winter evenings.
–––––––––––––––––––––––––––––––––––
20th December: Games that I do not remember seeing for a
dozen years or more have re-appeared in brand new boxes, and in
some cases with brand new names. One could not help smiling to
find our old friend “Ping Pong” camouflaged under the title,
“Parlour Tennis––the latest game.”184 [TTH 84/37]
23rd December: In Sunderland, the All Saints C.I. team had
problems, as “Few of their chosen players had been
demobilised”.185
Cambridge Daily News
24 December 1919
PING-PONG.
“In your note on
the Christmas show of toys last
Saturday,” says a reader, “you referred to ‘our old friend
Ping-Pong camouflaged as Parlour Lawn Tennis––The
Latest Game.’ But it differs in one respect, if I remember
rightly, from Ping-Pong as first introduced. The bats to-
day are of wood, whereas the original Ping-Pong bats were
of parchment, such as one sees nowadays in the battledore
and shuttlecock games.” I believe my correspondent is
right. I have unpleasant recollections of the monotonous
noise created by the dropping of the celluloid balls on the
hollow bats. But they did not last long. They were soon
replaced by the wooden bats, and then the game became
really serious and some mighty deeds were done. I confess
to having had rather a liking for Ping-Pong myself and
regretted its passing. We English are a curious people.
When a new game comes in we go crazy on it and do our
level best to kill it as soon as possible. And killed it
generally is. Whoever hears of Diabolo nowadays?
1920
Pall Mall Gazette
14 January 1920
LAWN TENNIS TOPICS.
––––––––––––
“PING-PONG” AS A MEANS TO PROFICIENCY.
–––––
By F. W. LAST. [Well-known lawn tennis player and coach,
and author of The Science and Art of Table-Lawn-Tennis]
It is safe to affirm that every nine people out of ten that
one comes across in daily life, now play lawn tennis.
The advent of the wonderful Mlle. Lenglen to this
country was no doubt responsible for the “boom” in the
game last season, and stimulated interest all round.
If only these lawn tennis enthusiasts realised the
important part the “one-time” popular game of ping-pong
plays in the developing of lawn tennis skill, this game
would quickly attain its past popularity, in fact, it is safe to
say that the game would be even more popular than it once
was.
Although ping-pong has become defunct in England, it is
by no means the case with America.
Quick to “size up” a game’s advantages and to gauge
“nice points,” the Americans have devoted considerable
37
EARLY NEWSPAPER ARTICLES
time, nay, study, to ping-pong, being quick to see the close
relation to that game and lawn tennis.
Volleying Allowed.
The Americans have, however, made one important
modification to the game as it was once played in this
country, thus bringing the connection between the games
into closer contact.
The Americans allow volleying, whereas, formerly, in
this country, only half-volleys and “table” strokes
(corresponding to “ground strokes” in lawn tennis) were
permissible, and in this way they obtain excellent practice
for “placing” and utilising strategy with regard to their
lawn tennis, which is particularly of the “volleying” type in
America.
In the event of this country again “taking to” ping-pong,
following the excellent example of America, it would be
advisable to make some alterations in the method of play.
In this connection it is suggested that the table should be
marked out “in miniature” like a lawn tennis court. It is in
the field of scientific tactics and “placing” that ping-pong
offers the greatest scope from the point of view of
proficiency in lawn tennis. …
Delicacy of Touch.
It also develops delicacy of touch, which is so important
for the execution of some of the most valuable strokes in
lawn
tennis.
Ping-pong,
besides
the
advantages
enumerated above, plays an important part in the
developing of muscle, suppleness, quickness, and energy,
and is, therefore, to be specially recommended to quite
young children. It is also essentially a healthy and active
game, and is ideal for “wet” days and evenings.
Ping-pong develops certain mental attributes, namely,
alertness, control of the senses, and “sureness” of hand.
––––––––––––––––––––––––
20th January: Not only has badminton revived its popularity, but
ping-pong is in full swing again.186
13th February: Ping-pong has returned again, and threatens to
become as popular as ever. This, of course, will mean a jump in
celluloid. And the ping-pong spirit is so infectious that before
long there’ll be quite a lot of table-rapping. There is no doubt that
the old game has been deliberately re-introduced to suit the
wishes of the bouncing girl of the period.187
Southwick Trinity (Sunderland League Champions) v Rest of
League on 6th March resulted in a win for the Rest by 4 points
(247-243). [A Donaldson beat D Woodward 40-27].188
17th March: The winner of tonight’s North of England
individual championship match will now be known. [A
Donaldson (Southwick Trinity, holder) 200 v D Woodward
(Southwick Congers) 187.] He will have the pleasure of
entertaining the English Champion, Tom Hollingsworth, of
Birmingham, on Saturday, March 27th. This interesting match
will likely be played at All Saints’ Church Institute, Fulwell
Road.189 [TTC 67/25]
21st March: Ping-Pong: There is a revival in ping-pong, or table
tennis, just now. A Scotsmen’s club has two expert players, and
both of them are blind ex-soldiers. They play by sound.190
29th March: Report on the English Individual Championship, in
which T Hollingsworth beat A Donaldson.191 [TTC 67/26]
12th May: “Jack” Hobbs has not taken long to remind
cricketers that he is still our greatest batsman. He is a busy
man these days. When he is neither batting nor fielding, he
plays ping-pong in the players’ dressing-room at the Oval.192
10th July: At a Garden Fete at Manor Farm, Ruislip, “ “ping-
pong” was in high favour, “singles” and “doubles” taking their
turns with lively interest!”193
13th August: Ping-Pong is expected to rival football during
the winter months –– if the bad weather continues.194
13th October: Eight clubs were represented at the pre-
season meeting of the Exeter Ping-Pong League.195
1st December: Ping-pong is coming into fashion again,
and sets can be had [at Barker’s Bazaar, Kensington], as
well as table-tennis.196
Pall Mall Gazette
7 December 1920
REVIVAL OF PING-PONG
––––––––––––
THE POPULARITY OF THE GAME.
–––––
(By F. W. LAST.)
It is very gratifying to see the sports’ shops in London
and the suburbs displaying in their windows ping-pong sets
and tables. For these houses to do this there must, of
course, be a distinct demand for ping-pong paraphernalia.
Besides this activity in the trade, quite a number of
private people are taking to the game seriously, and I am
told a club has been formed at Windsor. That interest is
again being taken in this pastime is not at all surprising. It
is an excellent game for winter evenings and wet nights.
Moreover, it is a cheap game, sets being purchaseable at
about 10s.
There is plenty of exercise attached to a hard and
prolonged game of ping-pong.
It is best played on a
polished dining-room table, but I have had recently most
excellent games on a full-sized billiard table, and an
ordinary dining-room table covered with a white tablecloth.
The fastest surface is the polished table, but a very true and
medium-paced ball is obtainable through the billiard cloth
and tablecloth surfaces. …
Yarmouth Independent
11 December 1920
1921
Exeter & Plymouth Gazette
5 January 1921
PING PONG RENAISSANCE.
History will record 1914 as the year of the Great War,
and 1921 as the approximate date of the great Ping Pong
Renaissance. ... However, the point is that all London is
once more playing the game with tremendous zest, the
shops are being ransacked for new sets and the top attics
for old ones, and suburban streets now once more resound
38
EARLY NEWSPAPER ARTICLES
at night, behind brightly-lit blinds, to a perfect barrage of
volatile clicks. …
EX-SERVICE ENTHUSIASTS.
Perhaps more remarkable than this revival of ping pong is
the fact that it should ever have been dropped so
completely.
The only indoor game that is not purely
sedentary to compare with it is billiards, and from the point
of view of excitement and exercise ping pong has it all the
time. Ex Service men are remarkably keen on it. Scores of
thousands of the gallant Middlesex and Fusiliers, who
shared the rigours of the big campaigning, are now
devoting themselves in their leisure hours to patting a
celluloid ball across a dining-room table. Which is one
valuable piece of testimony against those psychologists
who asserted that the war would change human nature. It
is with mixed feelings that some of the ping pong stars of
19 years ago view this sudden and quite unexpected revival
of their ancient pastime. They find a difficulty in getting
back into training again. Their eyes are not quite as keen
as they were two decades ago, and their waist expansion is
fatally greater. Doubtless we shall have a revival of the
Crystal Palace championships, and Mr. Punch will review
the benevolent jokes, with illustrations, of 1902.
Yorkshire Evening Post
5 January 1921
Ping-Pong Again.
One of the surprises of the shopping season has been the
demand for ping-pong sets.
Hamley’s, of London, the
originators of ping-pong, say that the boom is as great as
that of 20 years ago, when the parlour game first caught on.
[TTH 89, page 14]
Dundee Evening Telegraph
5 January 1921
PING-PONG BOOMS ONCE MORE.
–––––––
Stores Find It Difficult to Meet Demand.
… “The sales [of ping-pong sets] have been exceptional,” a
pressman learned from a member of the London firm
which originated ping-pong.
“We have had a great difficulty,” the speaker went on,
“in supplying the demand, and there is no suggestion yet of
its falling-off.”
As a matter of fact, in addition to new sets from the
manufacturers now in use, many households have
recovered the remains of old sets from lumber-rooms, and
ping-pong has been a very popular party pastime.
Confirmation of the return of ping-pong to its former
glory was furnished by another dealer. “While the game
has never completely died out,” he said, “we have
experienced a very decided run on our stocks lately. This
is not surprising, as it is undoubtedly the best indoor game
for the not too wealthy household.”
The dealer suggests that the revival may be due to the call
by ex-service men.
Ex-Soldiers Like It.
Finding the need this year for an exciting, interesting, and
inexpensive indoor pastime, they turned to the game which
had given them so much pleasure in more strenuous times.
When at the zenith of its popularity about twenty years
ago ping-pong held sway for a couple of years in a manner
never previously attained by any game. It extended beyond
Great Britain to France, the Colonies, and America.
In London many of the restaurants provided sets for the
use of clients.
Ping-pong leagues were formed in those days [of] the
“Table-Tennis
Association”
and
the
“Ping-Pong
Association.”
The original tournament table was marked somewhat
after lawn tennis fashion, but most people, of course, found
that the dining-room table was quite good enough and more
sporting.
There are quite a lot of ping-pong rules about
somewhere, but the best people make their own. The chief
are (1) to hit the table on the other side of the net and (2) to
make the other man field his own mis-hits.
If your partner is of the other sex, of course, the rules
vary slightly. Both players then field under the table.
Hull Daily Mail
6 January 1921
A correspondent queries “whether [ping pong] ever really
died. … I know that it has been going on more or less
underground ever since the great boom, and it was played a
lot in officers’ and sergeants’ messes during the war.”
Birmingham Daily Gazette
21 March 1921
A RESURRECTION?
Ping-pong––that fast and skilful indoor game which took
such a violent hold a few years ago––shows signs of
attempting the boxer’s trick of “coming back.” At any rate,
a number of famous tennis and rackets players are
competing in a ping-pong tournament at Queen’s Club,
which is one of the centres of British amateur sport. The
surprising thing is that a revival has been so long delayed,
for the game has had no successor of anything like its
merit.
London Evening News
26 March 1921
To Ping-pongists.
A “Ping-pongist of the strenuous type” is anxious to meet
fellow-enthusiasts at the game through Sports Gossip.
Presumably this reader is anxious to assist in the formation
of a club to aid in the revival of this “scoffed at” but really
fast and excellent game.
My correspondent remarks that he is unable to play
winter lawn tennis, but finds that P.P. keeps his arm well in
for the lawn tennis swing.
I believe that this article in the Sports Gossip column of
the newspaper is the ‘advertisement’ referred to by Percy
Bromfield in his article written for Table Tennis World,
5 December, 1931, and subsequently reprinted in the April
1953 issue of Table Tennis:
A bolt from the blue came along in the form of an
advertisement in an evening paper in 1921 by a Mr. Davies
asking if the game was played in London and were there
any of the old players still playing. This brought answers
from a Mr. Payne, of Luton, and myself among others. We
met––we played––and the dormant spark burst into flame
again.
[TTC 35/13; TTC 59/4]
39
EARLY NEWSPAPER ARTICLES
Wiltshire Times
26 March 1921
Ping-pong is winning its way back into public favour.
–––––––––––––––––––––––––––––––
March: PING-PONG TEAMS AT CARDIFF. Ping-pong
is again catching on, and in Cardiff district alone there are
fifteen teams. A league has been formed and is known as
the Cardiff and District Ping-pong League.197
Sunderland Daily Echo
2 April 1921
Ping-Pong.
ENGLISH CHAMPIONSHIP.
At
Wednesbury
yesterday
Andrew
Donaldson
(Sunderland) beat W. Hollingsworth (Wednesbury) by four
points. [TTC 67/27]
London Evening News
11 May 1921
A Ping-Pong Association?
A FEW weeks back a number of ping-pong enthusiasts
got into touch with one another through this column
[Sports Gossip], and as a result of their deliberations a
revived ping-pong association is now mooted.
“What we want to trace,” writes one of these gentlemen,
“is the old ‘Ping-Pong Association.’ It was running during
the last craze, 18 to 20 years ago. Surely there are some of
the officials still alive and kicking. There seems no doubt
that the game will come into general favour again next
winter, and an association is badly needed again for all our
clubs to look for guidance. My friends and I are quite
ready to give any help we can if we can find the man that
knows the ‘ropes’ of the old association. They used to run
public open tournaments and championships, etc. This is
what we want again.”
This article would appear to be the follow-up mentioned
by Percy Bromfield in his 1931 article (this paragraph not
reprinted in later versions):
Following the example of Mr. Davies we advertised
asking all enthusiasts to meet at Slaters in the Strand on a
specified date. The date came along as dates have a habit
of doing and when we three arrived the place was packed.
We addressed the meeting and arranged to meet again with
the idea of forming another Association. So in 1921 I was
elected President and Mr. Payne Secretary (positions which
we both held for many years), and the new Association
came into being.
[This letter-header from April 1922 confirms as committee
members four names that feature elsewhere on this page
(Bromfield, Payne, Redmond, and a T D Davies; the latter
two for just the one season.) Although Davies is a fairly
common name, it would seem quite likely that this was the
Mr Davies who initiated the above correspondence.]
June: A specially balanced ping-pong table has been installed
in the wardroom of the Japanese battleship which is to convey
the Crown Prince of Japan back to Tokyo.198
Norwood News
8 July 1921
The latest form of amusement to be revived is the old-
fashioned game of ping pong, which enjoyed a great vogue
some 12 or so years ago. One of the prime movers in its
revival is Mr. Boden Redmond, of South Streatham.
In an interesting interview with a News representative,
Mr. Redmond gave some interesting particulars regarding
the resuscitation of the game.
“Ping pong went out of fashion some time about 1910, I
think,” said Mr. Redmond, “and there is a real effort now
being made for its revival.
“With other enthusiasts I got into touch with the remnants
of the old Ping Pong Association and the result is that clubs
are being formed all over London and the country in
general.
“I am endeavouring to get a large circle of good players
together to form either a large club to represent Streatham
and Norbury, or a series of clubs in the districts hereabouts
in preparation for the coming season, which will start in
September.
TOURNAMENTS AHEAD.
“Championships and open tournaments will be held, and
I hope to get many more members for the Streatham and
Norbury club, so that by September we will be able to send
good teams to meet others in different districts in London
and suburbs. …
“Up to the present our efforts have met with every
success, especially with lawn tennis players, for owing to
its being practically a winter pastime, it enables them to
keep their swing for the tennis season later on.
“I believe my name is being put forward as a
representative of the committee of the old Ping Pong
Association, which will be the parent body to which the
various clubs will appeal for decisions.” [30-year-old Henry
Boden Redmond could be contacted at “Torleigh,” 38 Glencairn
Road, South Streatham. He was a member of the PPA Executive
Committee for the 1921/22 season.]
Lancashire Evening Post
13 September 1921
RETURN OF PING-PONG. Ping-pong, which first raged
19 years ago, has come back.
Ping-pong clubs are
springing up in all parts of London and the country, with
inter-district matches among affiliated clubs.
Leeds Mercury
14 September 1921
Ping Pong Redivivus.
All our old games and pastimes would seem to be coming
into fashion again. Last night I chronicled a minor revival
of “diabolo.” To-night I must mention a genuine return to
popularity of ping-pong. Just as was the case nineteen
years ago, when the game was first introduced, and by
many called “table tennis,” ping-pong clubs are now
40
EARLY NEWSPAPER ARTICLES
springing into existence all over the Metropolis, and once
more tournaments and inter-district matches are being
everywhere arranged. Whether the revival will last as long
as the original craze remains to be seen.
Yorkshire Evening Post
16 September 1921
“ PING-PONG ” COMES BACK.
––––––––
“Ping-pong,” which was such a craze many years ago, is
coming into favour once again. In London, it has already
got a good hold. “There has been a fairly steady demand
during the last two or three years for ping-pong sets,” said a
Leeds sports outfitter to-day, “and that steady demand is
one of the pleasing features of the revival. It indicates that
the game has come to stay, whereas if there had been a rush
for sets we should have thought it was only a passing
craze.”
Ping-pong sets––two bats, three balls and a net with
posts––may be had for as little as 3s. 6d., while the more
elaborate sets go as high as a guinea or more.
Why this revival? Has it any connection with the tennis
boom? Our informant thought not. Badminton, he said,
was the winter tennis, but it required a considerable space,
and that was one of the reasons why it was not so popular.
“Ping-pong has been revived,” he said, “because there are
no new novelties to offer in the way of winter games that
can be played by a small party. …”
Norwood News
23 September 1921
As promised (see above), South Streatham Ping Pong Club
ran a Ping Pong Tournament in St Andrew’s Hall on 20th
September. H B Redmond lost 21-11 to A J Miller in the
Gentlemen’s Singles Final. “The play of the lady members
was of a high standard.”
Derby Daily Telegraph
20 October 1921
What’s in a Nickname?
Lawn tennis stands little chance of being a winter
evening’s pastime on account of the difficulty of lighting a
covered court sufficiently well to please expert players.
But its diminutive form, table tennis, is booming again,
and would stand a good chance of popularity if blessed
with a more serious name than ping-pong.
Probably the nickname will adhere, and kill the game,
which seems a pity.––“Daily Chronicle.”
9th November: A Sale of Work in Warminster Town Hall
included a Ping-Pong Tournament.199
Evening Standard
14 November 1921
Ping-Pong Revival.
“Ping-Pong clubs are being formed all over London, and
the old craze is coming back fast.” This is the assurance
given us by the secretary of the Ping-Pong Association,
which has just been revived after lapsing into a state of
coma somewhere about 1903.
The meeting which decided to resuscitate the association
was held recently in London, when Mr. J. P. Bromfield, of
Shepherd’s Bush, was elected chairman, and Mr. J. J.
Payne, of 55 Biscot-road, Luton, the honorary secretary
and treasurer.
The association’s handsome silver challenge cup, open to
teams of five from affiliated clubs, is to be put up for
competition again, and Mr. Payne will be pleased to supply
handbooks and books of official rules to secretaries and
those thinking of forming clubs.
Whilst I have not yet found a newspaper report with the
exact date of the meeting, this can fairly safely be
assumed to be 7 November, 1921, as shown in the 1922
Accounts of the Ping Pong Association:
[With many thanks to Colin Clemett for this information.]
The Bystander
2 November 1921
Leeds Mercury
16 November 1921
Not “ Ping Pong ” Please.
A tear of sympathy for a very fine body of sportsmen is
surely evoked by the plea of the “Ping Pong” exponents for
the use of the more dignified term, “Table Tennis.” So
long as this most entrancing sport is known by the abhorred
title which I will not repeat, it is impossible, they say, to
get it taken seriously. It is their ambition, it seems, to
elevate table tennis to the exalted status enjoyed by tennis
proper, leading, no doubt, to the discovery of a Lenglen or
a Tilden, with a Wimbledon Championship into the
bargain.
–––––––––––––––––––––––––––––––––––
Christmas: “Table games seem popular this year – improved
shuttlecock and ping-pong, table tennis, …”.200 [TTC 56, page 7]
41
EARLY NEWSPAPER ARTICLES
Lincolnshire Echo
23 November 1921
There are indications of a revival of ping-pong, which was
a craze some fourteen years ago.
Manchester Evening News
24 November 1921
Boom inTable Tennis
Revival of Ping Pong.
PING-PONG, or as its new devotees prefer to call it, table
tennis, is being seriously revived this winter, and clubs are
rapidly springing up to further its popularity.
Many lawn tennis players find that it keeps their eye in
during the close season of their favourite sport, and also
supplies the exercise they miss so much, and so it finds
adherents of both sexes.
Local tournaments are being arranged, and it is quite
likely that public ones will follow in the same way as in the
time of the first boom.
Grave Enthusiasts.
It is noticeable that in the sports emporiums all manner of
different ping-pong racquets are being displayed, a sure
sign that the game is no longer considered merely a pastime
for children.
Enthusiasts gravely debate the rival merits of cork,
sandpaper, or wooden surfaces, and their preference for
light or heavy balls.
It remains to be seen whether there will be a craze for
table tennis to equal that of years ago, but it is certain that
this winter will find it very popular in the home.
Pall Mall Gazette
25 November 1921
Ping-Pong.
We used to laugh at ping-pong, but now we call it table
tennis, and the fact that the Prince of Wales played it on the
Renown has helped it a good deal.
Yesterday at the
Kensington Town Hall there were ping-pong competitions
in connection with the Surgical Supply Depot bazaar, and
Princess Louise, who opened it, was photographed at the
table, bat in hand.
Northern Daily Mail
2 December 1921
Pall Mall Gazette
30 December 1921
The Value of Ping-Pong.
When ping-pong first came into popularity there were
many derogatory comments on the uselessness of what
many described as a childish game.
But table tennis
deserves a much more flattering description.
Lawn tennis has long grown out of the stigma of being a
game only fit for schoolgirls;
Badminton is generally
recognised as a particularly strenuous form of indoor
winter sport; and ping-pong, when all is said and done, can
be made a very vigorous game, and one which will quickly
find out the weak spots in the physical condition of anyone.
Great efforts were made only recently to revive the game,
and a society was formed to consider the many points that
must inevitably arise before ping-pong is anything in the
way of an organised sport.
Irish Society (Dublin)
31 December 1921
A DEFUNCT AMUSEMENT.
Did ever a Humpty Dumpty suffer such a veritable “great
fall” as the once paramount Ping-Pong! A few years ago it
was a fever––a disease,––every house was infected by it,
and every individual had a touch of the malady, more or
less severely. Fortunes were said to have been made by it,
and lost over it, and now it is as dead as Queen Anne! It
died for want of a netting. People got weary of continually
grovelling on floors after balls, and nobody thought of
contriving a nice little loose cord-netting, to be affixed to
sides of tables. The public is decidedly fickle, nobody can
possibly deny the fact, but it is wonderfully steadfast to its
own comforts, and games that can be played without
requiring a hinge in the backs of players will be extremely
likely to “stay in.”
1922
Sport (Dublin)
4 February 1922
ALL-ENGLAND PING PONG CLUB.
So great has been the support of those who have
undertaken the task of reviving ping-pong that an All-
England club is now proposed. Mr. Austin F. Carris, a
member of the Ping-Pong Association Committee, writes
asking for help in obtaining a large hall or room, as near
the West End as possible, to take from 16 to 25 tables, for
the formation of such a club. There is a large number of
applications already for membership of such a club.
Nottingham Evening Post
16 February 1922
With the title of the All-England Ping-Pong Club, the
revived Ping-Pong Association is opening its headquarters
in London on Monday [20th].
Pall Mall Gazette
21 February 1922
ALL-ENGLAND PING PONG CLUB
Owing to the revival of ping pong, the necessity of a
central club has been keenly felt.
This has now been
formed, with its title and headquarters as The All-England
Ping Pong Club, Slater’s Restaurant, 393, Strand, London,
W.C.2. The lower dining-hall at Slater’s Restaurant has
been specially reserved for the use of the club each
Tuesday and Friday evening, from 5 p.m. until 11 p.m.
The entrance fee and subscription combined, for either
ladies or gentlemen, has been fixed at one guinea. If the
demand warrants it the club will be open every night during
the week. A competition will be inaugurated for the club
members only, to be played at headquarters. Within the
next week or two, an official announcement will probably
42
EARLY NEWSPAPER ARTICLES
be made regarding the competition for the individual
championships.
Pall Mall Gazette
2 March 1922
JACK HOBBS PLAYS PING-PONG.
–––––––––––––
FILMED TO SHOW HOW IT IS DONE.
–––––––
Hobbs and Ducat, the famous Surrey cricketers, have
taken to ping-pong.
Together with B. I. C. Norton, the South African lawn
tennis player, who was beaten by Tilden in the
championship final at Wimbledon last year, and the two
Kent amateur cricketers, the brothers Bryan, they are to
form part of a team of ping-pong players to meet
Cambridge University next Thursday.
Further, Hobbs and Ducat have gone on the films as ping-
pong experts. They have been filmed in an exhibition
match, which will shortly be shown in the cinemas in the
weekly budget “Around Town.” …
Apart from its popularity in London, however, many
people at Cambridge have taken up the game, and recently
A. E. Evans, Christ College, defeated C. S. Ramaswami,
Pembroke College, in the final of the ping-pong
competition, for which there were nearly 150 entries. Mr.
Ramaswami is the well-known lawn tennis player and
cricketer.
Dundee Evening Telegraph
13 March 1922
PING-PONG COMES BACK TO FAVOUR.
––––––––––
A ping-pong craze is sweeping through the land, and
growing rapidly. There are probably as many as fifty clubs
in London formed to play the game.
In the roomy basement of a Strand restaurant (writes a
London correspondent) I found members of the new All-
England Ping-Pong Club at their devotions. There were a
dozen green tables, with the little green nets.
With two exceptions the players were men in shirt-
sleeves, but the club membership of about 100 includes
many of the fair sex.
The men were of all ages––from white-haired veterans to
young City clerks. Everyone was as serious as if he had
been playing chess.
On the loungers that lined the walls sat other players
resting.
There are athletes who are members of the club. Hobbs,
the Surrey and England cricketer, is a ping-pong enthusiast.
So, too, is Ducat, who, besides being an international
cricketer, has represented his country in the football field.
The tables were never idle, and I was told that the club
hopes next season to rent a hall that will accommodate
from 30 to 40 tables, for its membership is growing fast.
In a talk with the president I learned that preparations are
afoot for a big championship tournament in April that will
take from four to six weeks to run.
Hull Daily Mail
15 March 1922
Reading Observer
24 March 1922
PING PONG AGAIN.–
Ping-Pong, or table-tennis, a game that suddenly became
popular in 1901, is again coming into favour. The news
will not be altogether welcome to housewives who
remember the heavy wear and tear inflicted on dining-room
carpets and furniture during the craze twenty years ago. It
is better suited to basement rooms, or clubs, and as a
“parlour” game, it is apt to become a nuisance to people
naturally inclined for a quiet home life. Dozens of clubs
are being formed in London for playing the game, but the
season for indoor amusements is ending, instead of
commencing, and this seems rather against the prospect of
a new ping-pong craze.
References
129. Sunderland Daily Echo, 13 Feb. 1914.
130. Bournemouth Graphic, 13 Feb. 1914.
131. Sunderland Daily Echo, 21 Feb. 1914.
132. Coventry Eve. Telegraph, 1 Apr. 1914.
133. Western Times, 3 April 1914.
134. Exeter & Plymouth Gaz., 8 Apr. 1914.
135. Ballymena Observer, 10 April 1914.
136. Sunderland Daily Echo, 31 Aug. 1914.
137. Yarmouth Independent, 23 May 1914.
138. Boston Guardian, 1 August 1914.
139. Coventry E. Telegraph, 30 Nov. 1914.
140. Cambridge Ind. Press, 8 Jan. 1915.
141. Western Chronicle, 22 January 1915.
142. The Graphic, 6 February 1915.
143. Dorking Advetriser, 13 February 1915.
144. Western Mail, 19 February 1915.
145. Cambridge Ind. Press, 19 Feb. 1915.
146. Coventry E. Telegraph, 23 April 1915.
147. Western Mail, 23 April 1915.
148. Bexhill-on-Sea Observer, 8 May 1915.
149. Daily Mirror, 10 June 1915.
150. Preston Herald, 4 December 1915.
151. Wiltshire Times, 3 July 1915.
152. Yorkshire Evening Post, 22 Dec. 1915.
153. Western Times, 28 December 1915.
154. Bournemouth Graphic, 31 Dec. 1915.
155. Coventry E. Telegraph, 11 Nov. 1915.
156. Western Mail, 4 January 1916.
157. Huddersfield D. Exam., 10 Jan. 1916.
158. Leicester Daily Post, 13 January 1916.
159. St. Andrews Citizen, 22 January 1916.
160. Diss Express, 25 February 1916.
161. Daily Mirror, 16 March 1916.
162. Daily Mirror, 8 June 1916.
163. West Sussex Co. Times, 11 Nov. 1916.
164. Bournemouth Guardian, 23 Dec. 1916.
165. Northern Whig, 11 January 1917.
166. Bicester Herald, 19 January 1917.
167. Cambridge Ind. Press, 19 Jan. 1917.
168. Sheffield Daily Telegraph, 3 Apr 1917.
169. Yarmouth Independent, 26 May 1917.
170. Hertford Mercury, 28 July 1917.
171. Grantham Journal, 4 August 1917.
172. Thanet Advertiser, 15 December 1917.
173. Buckingham Advertiser, 29 June 1918.
174. Norwood News, 9 August 1918.
175. Hampshire Telegraph, 23 Aug. 1918.
176. Belfast News-Letter, 30 Dec. 1918.
177. Western Morning News, 24 Mar 1919.
178. Yarmouth Independent, 31 May 1919.
179. Norwood News, 4 July 1919.
180. Western Morning News, 1 Oct. 1919.
181. Sunderland Daily Echo, 1 Oct. 1919.
182. Sunderland Daily Echo, 4 Nov. 1919.
183. Yarmouth Independent, 8 Nov. 1919.
184. Cambridge Daily News, 20 Dec. 1919.
185. Sunderland Daily Echo, 23 Dec. 1919.
186. Yorkshire Evening Post, 20 Jan. 1920.
187. The Globe (London), 13 Feb. 1920.
188. Sunderland Daily Echo, 6 Mar. 1920.
189. Sunderland Daily Echo, 17 Mar. 1920.
190. Sunday Post (Glasgow), 21 Mar. 1920.
191. Sunderland Daily Echo, 29 Mar. 1920.
192. Leeds Mercury, 12 May 1920.
193. Uxbridge Gazette, 16 July 1920.
194. Dundee Eve. Telegraph, 13 Aug. 1920.
195. Western Morning News, 14 Oct. 1920.
196. The Sketch (London), 1 Dec. 1920.
197. Western Mail, 30 March 1921.
198. Hartlepool North. Mail, 29 June 1921.
199. Wiltshire Times, 5 November 1921.
200. The Times, 17 November 1921
43
China sheet/4 stamps from the 1961 World Championships, Beijing. This example
features a very rare error. The red print is shifted down, so some of the text is missing.
The shift is more extreme than a previous example. 10,000 Euros on Delcampe.net !
Philatelic Update
Not much to report due to lack of tournaments.
With great help of the Chinese TTA, the ITTF
re-started Table Tennis activity with the World
Cups in Weihai, and the ITTF Finals (formerly
Pro Tour Grand Finals) in Zhengzhou. But no
philatelic items from these events!
Monaco issued November 3, 2020,
for the Olympic Games 2020 in Tokyo 23. July
– 8. August 2021.
Face-value: 1,40 Euro.
Print in small sheets with 10 stamps.
The pictograms show sports disciplines in
which athletes from Monaco take part in
44
45
Two stellar pieces from the Jean Devys (FRA) collection
Gunther Angenendt (GER) sends images of the cover pages
of early Tisch-Tennis magazines. Some great historic photos!
Photo from the 1931 World Championships in Budapest: Jensen (SWE) vs Kelen (HUN)
46
Photo from the 1933 World Championships in Baden-bei-Wien
47
48
Photo of the German women’s team, winners of the innaugural Corbillon Cup in the 1934
World Championships, Paris. L-R: Felguth, Muller-Ruster, Heim, Krebsbach, Hohnsch. Not
shown, Bussman. A talented team!
Photo of the finalists of the German national championships. L: Felguth
(who defeated Bussman), and the winner, Krebsbach
49
The two world’s best players, photo of the finalists in the 1935 World Championship men’s singles.
L: Szabados, and the winner for the 5th time, Victor Barna.
50
Photo from the 1935 World Championships in London. L: Krebsbach (GER), R: Kettnerova (TCH),
who defeated Krebsbach in the 1934 World Championships final in Paris. Kettnerova went on to
win the 1935 crown over Magda Gal (HUN).
51
Photo of Fred Perry(ENG), who at age 19 won the World Singles title in Budapest 1929. Perry went on to a
highly successful career in Tennis, as well as establishing a sports clothing empire.
52
A repeat of the photo of the playing hall from the 1933 World Championships in Baden-bei-Wien, (No. 4,
1933 edition), shown in anticipation of the upcoming 1937 World Championships at the same venue.
53
The German women’s team, who placed second in the Corbillon Cup at the
1937 World Championships. L-R: Bussman, Schultz, Hobohm
54
The German ‘Trio’ at the 1938 World Championships
in London. L-R: Hoffmann, Mauritz, Munchow
55
The venue for the 1939 World Championships in Cairo,
the first World Championships held outside of Europe
56
Trude Pritzi, who won the German Singles title 3 times and scored
the only point in the team match between Germany and Hungary
57
Auction Action - Results & Trends
58
Set of 6 magic lantern glass slides with Ping Pong theme. Mr Peppercorn presents
his family with a Ping Pong set (slide 1, then chaos ensues (slides 2-5)), and then Mr
Peppercorn forms an Anti Ping Pong Club. Sold for a reasonable 65 GBP
Glass magic lantern slides, illustrating how the balls roll under the furniture. In the 3rd slide,
someone’s hand is caught in a mouse trap. 55 GBP
59
This lot of 2 early sets sold for $368. Above: set by Williams of Paris. Below: Set by E.I. Horsman
of New York. The rackets in the Horsman set are possibly not original to the set.
60
3 early wood bats from the Gurney Collection. 5.5 GBP
Jaques cork bat, 4.3GBP
61
Card 2 from the early Fairyland postcards set of 6, with ‘Birthday
Greetings’. $10 for card 2 and card 5 below in one lot !
Card 1 from the early Faiyland
postcard set of 6. Excellent
condition except for a small
ding in the lower right corner.
85 GBP
Card 5 of the early Fairyland set of 6, with ‘Many Happy
Returns’ added. Sold with card 2 above for $10
Clock trophy from a 1902 Ping Pong tournament at the Hotel
Continental in Berlin. 3.5 inches tall, sold for $88. Steve Grant
reports that the clock is still working!
62
One of a 12-card series of advertising cards for
Globe Metal Polish, 1902 99 GBP
No. 2 size vellum battledore 22.51GBP
Two vellum drum rackets, 38cm and 36.5cm. Only 30 GBP winning bid!
63
Two hand-colored cartoon illustrations from Punch magazine: Ping Pong
Diplomacy (8 GBP), and Ping Pong in the Kitchen (11.5 GBP)
64
Sterling silver enameled medal for the 1928-29
Cardiff & District Division 2. $74
Pair of Slazenger bats, one side pimpled rubber, the other, vellum. 30 GBP
65
Waseda University (JPN) Table Tennis team, c. 1920s. 8GBP
Scarce early Disney postcard, c. 1930s $44
66
Pressman (US) boxed set with drawing of a woman on one of the wood bats. $13.50
67
Jaques boxed set with both Table Tennis and Ping Pong names
for the game. C.1930 11.5GBP
Marks Bros (US) set in fine wood box, sandpaper bats. $152
68
Holiday greeting card $1.25
69
Aubrey Simons (1921-2014) signature bat,
20GBP. Aubrey was an English international
who won a Gold medal in the 1953 World
Championship team event, and was
subsequently ranked World number 4. He
represented England in 165 events!
Richard Bergman photo, inscribed. 42 GBP. A postcard
with the same photo sold separately for $20
Seldom seen Spalding Ron
Sharman signature bat. 5 GBP
Ron won a bronze medal in the
1949 World Championships team
event, representing England,
along with teammates Richard
Bergmann, Johnny Leach, Victor
Barna and Aubrey Simons.
Foroma Wizard bat 100 GBP
70
The case was advertised, but the surprise
inside was a classic Barna bat, the lot sold
for a bargain 25GBP !
Spalding blade named after Eric Findon
(1913-1941), who represented England in
the 1934 Swaythling Cup. He was also an
actor, appearing in two feature films. 5 GBP
71
Pair of Dunlop Barna bats with red
teardrop logo. Sold for only 31 GBP
Photo of legendary pool hustler
Minnesota Fats. $100
72
Royal Bayreuth porcelain shaped like dice, flags over table
pattern. A holder for matches or toothpicks. $750
Dick Miles bat with promotional photo. Dick was
10-times US Singles Champion. $5
Japanese medallion, 1969 World
Championships, Munich. 8.60 GBP
Bergmann’s classic 1950 book,
Twenty-One Up, inscribed, 10GBP
Bergmann was a prolific autograph
signer, often dated with inscriptions
73
74
Pair of Biriba bats. $18 Ubiraci Podriguez da Costa, affectionately
known as Biriba, was a young sensation in Brazil, scoring many
great victories against top world class players.
Jaques ‘Tema’ hardbats 6GBP
Butterfly Secretin (1949-2020) bat $26 The French star won the World Mixed
Doubles with Claude Bergeret in 1977, and often staged entertaining exhibitions
with Vincent Purkart (FRA, 1936-2015).
75
Butterfly Surbek ST sponge bat, $59. Surbek (YUG) won the World Men’s
Doubles Championships in 1979 (w/Stipancic) and 1983 (w/Kalinic).
76
Stiga Stellan Bengtsson bat in original box.
102 GBP after 31 bids!
Stiga Alser $157 after 46 bids!
Stiga Kjell Johansson $159
Stiga ‘Flisan F’ hardbat $87 after 26 bids
Book by Ron Crayden, The Story of Table
Tennis - the first 100 years.12 GBP
77
Poster Iran 1989 TT tournament Shiraz 120 Euros
Plaque from the 1956 World Club
Championships, for D. Weeks, who
won a Club Singles event.
78
Poster for the 1962 European Championships in
Budapest. 60 Euros.
Poster from the 1981 European Championships in
Topolcany 70Euros
Poster from the first European Championships in
Budapest, 1958. 180 Euros
Poster from the 1978 European Championships in
Duisberg, 1978 40 Euros
The many pins from Atlanta 1996 Olympic Table Tennis are plentiful and well known.
This postcard featuring the mascot Izzy playing Table Tennis seldom surfaces. $3
Poster from the 1987
Balkan Championships,
Constanta, Romania
$87
79
Günther Angenendt
Langacker 10a 44869 Bochum, Germany
+49-2327-77117 [email protected]
Pre-war World Ch Programs; all Tt items
German boxed sets & bats; TT pins
Jorge Arango [email protected]
Cl. 10 No. 25-103 Ap.116 Medellin Columbia
Philatelic & general TT items
Michael L. Babuin, PhD USA
416 Charles Ct., Cary NC 27511
[email protected]
Pre-1905 books, old film copies, programs
Oliver Born Germany
[email protected] www.old-butterfly.de
Old Butterfly rackets, especially Korpa
Keith Bowler In Memoriam
Fabrice Chantriaux France
10 Rue des Chevrefeuilles F-45130 Saint-Ay
02.38.88.82.11 Fax: 02.38.45.94.29
[email protected] Stamps, cancels,
Postcards, posters, old papers on TT
Colin Clemett [email protected]
2 Watermill Court, 10 Springwell, Havant
PO9 1ED UK Historical documents
Fabio Colombo Italy [email protected]
www.colombofabio.com
Table Tennis books, World Rankings. Author
Seeking STIGA Stipancic rackets
Ron Crayden (ENG) in Memoriam
Andre Demeure (BEL) in Memoriam
Jean Devys Residence La petite vigne,
20 rue Edgar Quinet, A16 F-59100 Roubaix
France 33.320828444 Fax: 33.320650849 TT
philately, cycling [email protected]
Axel Dickhaus Germany
Atzienbacherf Str. 88 D-51381 Leverkusen
+49 (0)2171 32108 Fax: 49 (0)2171.731478
[email protected] TT balls, phone cards
Alan Duke [email protected]
2 Shapwick Close, Swindon WILTS. England
SN3 3RQ UK +44 (0) 1793 531234
History, music & photo record of TT items
Sergio Durazzano [email protected]
Via Girardini 8, 33100 Udine, Italy
0432.21105 Stamps & historical books
Winfried Engelbrecht Germany
Virgiliastr.21 D-45131 Essen 49.201.78.6795
[email protected] Philately:
Stamps, FDCs, Sheets, Postmarks, books,
phonecards, tickets, stickers, W.C. Programs
Romualdas Franckaitis Lithuania
[email protected]
Gao Yi-bin [email protected]
No.9 Xin Wen Road 21-905 Phoenix Tree Garden
Jiangning, Nanjing, Jiansu P.R.China 211100
+8625 5212 3334 TT stamps, FDC, postcards
phonecards, coins, medals, pins, cancels
Roman Gelman [email protected]
24 Taverngreen Court, Baltimore, MD. USA
21209 410 602 0267 Pins,,badges,medals
David Good [email protected]
710 N.Waverly, Dearborn, MI 48128 USA
+1 313 278 5271 c.1900 sets, equipment,
ephemera, memorabilia
Scott Gordon USA [email protected]
5340 Shelato Way, Carmichael, CA 95608
+1 916 978 0117 www.hardbat.com films
Historic films,classic era hardbats, old books
Gordon Gotal [email protected]
Meduliceva 23 Zagreb 10000 Croatia
+3851 4848 687 Exch: TT pins, medals, post-
cards Acquire: WC & EC official badges
(Guest, organizer, player, press, etc)
Steve Grant NY, NY USA author
[email protected]
Ping Pong Diplomacy, Early 1900s TT
Esko Heikkinen [email protected]
Vainamoisenkatu 9 B 17 Helsinki 00100
Finland +358 50 62532 TT history, Stiga bats
Gerald Gurney In Memoriam
Rex Haggett [email protected]
27 Meadow Close, Stratford-upon-Avon
Warwickshire, CV37 9PJ England
+44 (0) 1789 269352 Philately
Russ Hamilton Arkansas, USA
[email protected] 214-673-6164
c1890-1902 vintage sets, books, unusual items
Barry Hayward UK
19 Little Hardwick Road, Streetly
West Midlands WS9 0SD TT books in English
[email protected]
Website: https://tabletennislibrary.co.uk
Chuck Hoey Honorary Curator, ITTF Museum
[email protected] [email protected]
Art bats, unusual bats, historic photos,
Important medals, museum quality items
Martin Holland [email protected]
44 Victoria Road, Barrow-in-Furness, Cumbria
England BA14 5JU TT postcards & trade cards
Rolf Jaeger USA In Memoriam
Dean Johnson USA
3404 Holly Road, Virginia Beach, VA 23451
(757) 478 3605 [email protected]
Jean-Francois Kahn France
49 rue Leonardo da Vinci, 77330 Ozoir la
Ferriere [email protected]
+33 1 40779762 TT philately: imperf stamps,
sheets, color proofs, minister/artist sheets,
errors, postmarks, meters, FDCs, specimens
Christian Klaus Möllersdorf, Austria
[email protected]
TT stamps, cancels, postcards, autograph
cards, FDCs, historic photos, magazines,
Newspapers, score-lists, books, posters …
Jan Kleeven [email protected]
Margrietstraat 63 6373 NN Landgraaf
Netherlands Pins, flags, pennants, stamps,
Phonecards, stickers
Matti Kolppanen Finland
Kollekannaksent 12E, FI-02720 Espco
[email protected]
TT history, TT postcards
Randy Koo Netherlands
Torenwacht 37, 2353 DB Leiderdorp
+31 071 5417413 [email protected]
Stamps mint, postmarks, red meters, FDC
Hans Kreischer +34965698195
Avenue les Comargues 21, Busot-Allicante
03111 Spain [email protected]
www.ttmuseum.nl
Kevin Lau USA [email protected]
Philatelic, pins, coins, memorabilia, souvenir
& decorative items
FRANCESCO LUCESOLI Italy
VIA DEI FAGGI 16
I-60018 MARINA DI MONTEMARCIANO
Stamps, FDC, special postmarks, varieties
Caron Leff Ft. Myers, FL USA
[email protected] Table Tennis pins
Collector Directory
80
Francis Leibenguth France +33951966614
1 résidence des Hauts de Villebon 91140
Villebon-sur-Yvette [email protected]
Vintage bats (esp hardbats), vintage sets
http://raquettes-collection.blog4ever.com
Jorgen Lindh [email protected]
Egnahemsgatan 13D S-43242 Varberg SWE
Steve Luck, 12 Liskey Hill, Perranporth,
Cornwall TR6 0ET Phone: 07860 446209
[email protected] racket sports,
rowing, billiards, croquet, archery ...
Fabio Marcotulli Venezuela
[email protected]
Barna rackets, TT items from all eras
Hubert Menand
[email protected]
President, AFCTT (French TT Collectors)
Eldon Mohler [email protected]
1820 E.Warm springs Rd.
Suite 112 Las Vegas. NV 89119 USA
Fax: +1-702-453-8472
Erik Kenneth Muhr England UK
2 Highgate Hill, Hawkhurst KENT TN18 4LB
01580 752676 History of Table Tennis
[email protected]
Rudolf Mueller Germany
Bahnhofstr. 58 D-57250 Netphen 02738-
1461 Stamps, cancels, letter, error, red
meters [email protected]
Jan Nusteleyn Netherlands
Weserstraat 21, 9406 VP Assen 0592-
356050 e-mail: [email protected]
Stamps, mint perforated FDCs red meters,
cancels WC, EC, EC-Youth, Top-12
Robert Op de Beeck
In Memoriam
Florian Pagel Germany [email protected]
Older Banda, Stiga, Joola, Butterfly, Imperial
Park Jeong Kye [email protected]
PO Box 555 Busan 48931 KOREA South
Postmarks, stamps, postcards
Gregory Pinkhusovich
Apt.10, h.2 Sheshet Ha-Yamim Str
Ariel 40700 ISRAEL +972-54-3394739
[email protected]
TTpins, badges, medals, coins
Laszlo Polgar Hungary
[email protected]
Early World Ch items,Barna,Bergmann,
Bellak,Szabados,Anna Sipos,Rozeanu,Ehrlich
and Dolinar. Table Tennis plus chess.
Alberto Prieto USA
[email protected]
Robin Radford [email protected]
16 St Edmund Cr TAWA, Wellington, NZ
+64 04 232 5672
TT cartoons, comic strips, clip art
Jose Ransome
”Conifers” Church Lane ORMESBY
Middleborough TS7 9AU ENGLAND
01642 322223 [email protected]
Geoff Reed In Memoriam
Helmut Reinhardt
Friedrich-Voss-Platz 19,
D-24768 Rendsburg, GERMANY
[email protected]
Ortwin Schiessl Austria
Lascygasse 14-16, A-1170 WIEN
[email protected] table tennis
philately: Stamps, sheets, FDC, postmarks
Lutz Schoenfeld Germany
selling Table Tennis items on ebay: pongiste
e-mail: [email protected]
Luigi Simeoni In Memoriam
Harry Sintemaartensdijk Netherlands
Julianastraat 8,2651 DP Berkel en Rodenrijs
0031 105114621 [email protected]
Tischtennis Aufklebers/stickers
Tang Gan Xian P.R.China
[email protected]
Qin Hu 4-35-104, ChangShu 215500
+86-512-52722359 TT stamps, FDC, pins
postmarks, postcards, phonecards,tickets,
Marc Templereau France [email protected]
16 Hameau des cerisiers 38150 Roussillon
Secretary, AFCTT (French TT Collectors
Assoc) https://afctt.wordpress.com
Collections : stamps, FDC, players postcards,
autographs, programs
Michael Thomson
1 Kinnoull Terrace, PERTH
PH2 7DJ SCOTLAND UK 01738 622052
[email protected]
Jaques and history of Table Tennis
Solazzi Tonino [email protected]
Via Millefonti 6 / 5 10126 Torino, Italy
0039 3668744426 Table Tennis pins
www.tabletennispins.weebly.com
Hans-Peter Trautmann Germany
Siegfriedstr. 17 64385 Reichelsheim
[email protected]
Stamps mint, perf + imperf, sheets, color
proofs, minister/artist sheets, postmarks,
errors, red/blue meters
Graham Trimming 44(0)1628 529609
Rosemount Juniper Lane
Wooburn Green, Bucks HP10 0DE England
[email protected] pre-1939 TT
items, esp c.1900s. Acquire: Gossima 1891;
early unusual items; early World Ch items.
Damir Uzorinac Croatia
Prilaz Gjure Dezelica 20 10000 Zagreb
[email protected] 38598474982
Books, pins, stamps, cancellations
Russ Walker e-mail = ?
4316 Irving Ave N, MPLS MN 55412 USA
+1-612-522-7905
Early 1900s equipment & boxed sets
Diane & Harvey Webb England
[email protected]
+44 (0)1424 216342
English related photographs, programmes,
books, post cards. General - pin badges
Yao Zhenxu
Room 401 Unit 1 Building 2
No. 4 Dongsikuaiyu South Street
Chongwen District, Beijing 100061, China
+86-13911990508 [email protected]
TT stamps, FDC, postcards, coins, pins,
phonecards, postal material, tickets etc
Jos Zinkstok Netherlands
Neckarstraat 8 NL9406 VN ASSEN
+31 592 350486 Fax: 0031 592 355861
[email protected] www.poveia.nl
TT cancellations, stamps, vignettes, on real
used, letters/covers/cards, FDC
Anton Zwiebel In Memoriam
81
Collector Directory
Published by: Chuck Hoey e-mail: [email protected]
No part of this journal may be reproduced without prior consent of the publisher
New Discoveries, Old Treasures
by Jorge Arango (COL)
‘How to Play Ping Pong’ (Table Tennis) by Torikai Eijiro,
Tokyo. Ogawa Shoeido. 1903. 36pp[2]. 16.7 x 9.3cm.
Japanese text.
Seller info:
Torikai also wrote books on lacrosse, hockey and
baseball in 1902. This is a translation from a book in
English as there are a list of numbers and expressions
used with Japanese translations.
In Japan, table tennis started becoming popular in
1902 when Tsuboi Gendo, reportedly the first
gymnastics instructor in Japan, brought a table tennis
set back from his stay in England. No references found
to this guide anywhere.
Our friend Jota Ito notes that a booklet entitled ‘Ping
Pong’, by Takuo Ito, was published in November, 1902.
It is possible this is a handbook that was included in a
boxed set, as it has no price details
Please help find these books for the Museum !
An illustration from the book. Note the
perforated wood bat. There have been a few
boxed sets found with this type of bat.
See page 27 where Jorge shows that this image
was adapted from another illustration.
根据文章,1902年11月日本出版了一本什么样的乒乓球书籍?
| null |
lmsys/lmsys-chat-1m
| null | 632,428 | 0 | 993 |
Holdings Data: 'Holding, Number of shares, NAME_1 price/ Average price per share ($), Client investment ($), Cost basis ($), Price per share on Feb 28 ($), Value on Feb 28 ($), Unrealized (tax) gain or loss ($), Investment return ($), Holding period
FEDERATED NAME_2 STRATEGIC VALUE DIVIDEND FUND IS Symbol: SVAIX Trade date: Feb 4 21, 1366.279, 5.160, 7050.00, 7050.00, 6.110, 8347.96, 1297.96, , LT
Total reinvested, 57.410, 5.678, , 326.02, 6.110, 350.77, 24.75, ,
EAI: $313 Current yield: 3.60%
Security total, 1423.689, 5.181, 7050.00, 7376.02, , 8698.73, 1322.71, 1648.73,
NAME_3 MARKET LEADERS VALUE FUND CLASS I Symbol: OFVIX Trade date: Feb 4 21, 470.628, 14.979, 7050.00, 7050.00, 17.710, 8334.81, 1284.81, , LT
Total reinvested, 8.717, 17.859, , 155.68, 17.710, 154.38, -1.30, ,
EAI: $159 Current yield: 1.87%, , , , , , , , ,
Security total, 479.345, 15.032, 7050.00, 7205.68, , 8489.19, 1283.51, 1439.19,
PACE portfolio total, , , $14100.00, $14581.70, , $17187.92, $2606.22, $3087.92,
ANGEL OAK MULTI-STRATEGY INCOME FUND CLASS INSTL Symbol: ANGIX Trade date: Sep 23 20, 2408.841, 10.179, 24522.00, 24522.00, 10.110, 24353.38, -168.62, , LT
Total reinvested, 155.558, 10.351, , 1610.26, 10.110, 1572.69, -37.57, ,
EAI: $1220 Current yield: 4.71%, , , , , , , , ,
Security total, 2564.399, 10.190, 24522.00, 26132.26, , 25926.07, -206.19, 1404.07,
NAME_4 & NAME_5 PREFERRED SEC & INC FUND I Symbol: CPXIX Trade date: Sep 23 20, 740.474, 13.910, 10300.00, 10300.00, 13.330, 9870.51, -429.49, , LT
Total reinvested, 57.946, 14.199, , 822.81, 13.330, 772.42, -50.39, ,
EAI: $539 Current yield: 5.06%, , , , , , , , ,
Security total, 798.420, 13.931, 10300.00, 11122.81, , 10642.93, -479.88, 342.93,
PUTNAM ULTRA SHORT DURATION INCOME FUND CLASS Y Symbol: PSDYX
Trade date: Oct 21 20, 11.847, 10.099, 119.65, 119.65, 10.060, 119.18, -0.47, , LT
Total reinvested, 0.335, 10.000, , 3.35, 10.060, 3.37, 0.02, ,
Security total, 12.182, 10.097, 119.65, 123.00, , 122.55, -0.45, 2.90,'
Retrieve ONLY the following five pieces of information for each holding from the given holdings data: the company name, its symbol or CUSIP, the quantity, the price, and the market value without outputting anything. Give ONLY an CSV response with the retrieved five properties for each holding:
|
184ed6a010e64057982ddac9018c6c77
|
zai-org/LongAlign-10k
|
9c114df1e6315f29dd639da3f742dc2c9bcbd5b2992b67e2
| 6,036 | 0 | 5,583 |
Juiced
Juiced (von engl. ugs. to juice: etwas mit Energie versehen) ist ein 2005 für Windows, Xbox und PlayStation 2 erschienenes Streetracer-Spiel, das vom britischen Studio Juice Games entwickelt und vom amerikanischen Konzern THQ veröffentlicht wurde.
Juiced ist der erste Teil der Juiced-Reihe. Das Spiel war ursprünglich für 2004 geplant, doch durch den Konkurs des ursprünglichen Entwicklers Acclaim Entertainment und den Aufkauf durch THQ verzögerte sich die Fertigstellung.
Das Spiel ist angelehnt an Need for Speed: Underground und vergleichbare Titel. Dementsprechend ist neben dem reinen Fahren von Rennen auch das Tunen von Fahrzeugen von Bedeutung. Der Spieler übernimmt die Rolle eines unbekannten Fahrers in der fiktiven amerikanischen Küstenstadt Angel City. Sein Ziel ist es, bei den acht vorherrschenden Rennteams durch den Aufbau eines eigenen erfolgreichen Rennteams zu Respekt in der örtlichen Straßenrennszene zu gelangen.
Das Spiel beinhaltet ausschließlich lizenzierte Fahrzeuge und Tuning-Teile. Laut Angaben des Entwicklers lassen sich durch Tuning etwa 7,5 Billionen Anpassungsmöglichkeiten realisieren.
Das Spiel wurde gemischt aufgenommen. Von der Webseite Metacritic, die Testberichte auswertet und einen Bewertungsdurchschnitt ermittelt, erhielten die einzelnen Versionen Werte zwischen 63 und 68 von 100 Punkten. Während deutsche Publikationen noch relativ hohe Wertungen vergaben, stuften ausländische Magazine das Spiel schwächer ein. Kritik übten Redakteure an einem zu hohen Schwierigkeitsgrad und einer nicht mehr zeitgemäßen Grafik, während andere den sehr hohen Realismus und die große Fahrzeugvielfalt lobten.
Spielprinzip
Allgemein
Wie für Rennspiele üblich ist der Kernpunkt des Spiels das Fahren von Rennen. Das Spiel gehört dem Genre der Streetracer an. Das bedeutet, dass die Rennen nicht auf klassischen Rennstrecken, sondern auf normalen Verkehrswegen ausgetragen werden.
Dem Spieler stehen zahlreiche Wagen zur Verfügung, mit denen er Rennen bestreiten kann. In der Standardausführung sind die Fahrzeuge jedoch selten konkurrenzfähig. Denn ein zentrales Element ist das Fahrzeugtuning. Dem Spieler werden eine Vielzahl von Tuning-Elementen geboten, um das Fahrzeug im Bereich der Leistung oder der Optik deutlich zu verbessern. Ein Beispiel ist die mögliche Verwendung von Nitro, welches dem Wagen einen deutlichen Geschwindigkeitsschub geben kann.
Eine Neuheit in diesem Genre ist das Crew-System. Es gibt acht computergesteuerte Teams, die jeweils ein Gebiet mit Rennstrecken kontrollieren. Der Spieler besitzt die Möglichkeit, im Laufe des Spiels ein eigenes Team aufzubauen und damit gegen die anderen anzutreten. In Rennen kann der Spieler das Verhalten seiner Fahrer bis zu einem gewissen Grad durch entsprechende Anweisungen steuern.
Eine weitere Besonderheit des Spiels ist das Respektsystem. Im Spiel gibt es eine Statistik, in der fortlaufend das Ansehen des Spielers bei den übrigen Teams dargestellt wird. Respekt wird durch verschiedene Erfolge des Spielers erworben, beispielsweise durch Rennsiege, Wetterfolg oder durch einen großen Fuhrpark. Jedes Team besitzt einen eigenen Schwerpunkt. Durch Respekt schreitet die Karriere des Spielers maßgeblich voran.
Renntypen
Die Rennen, in Juiced Events genannt, unterteilen sich in unterschiedliche Disziplinen. Sprintevents und Rundkursevents unterscheiden sich nur durch die Art der Strecke; im Ersteren wird ein bestimmter Abschnitt gefahren, im Zweiten eine in sich geschlossene Strecke. Ein Rundkursevent kann zwischen zwei und zwölf Runden andauern. Dragevents wiederum bezeichnen sehr kurze, meist geradlinige Streckenabschnitte. Die besondere Schwierigkeit dieses Modus ist, dass der Spieler gezwungen ist, selbst das Getriebe zu schalten.
Außerdem existieren noch Teamrennen, bei denen die eigene Crew gegen die anderen antritt. Sowohl Rundkursrennen als auch Sprintrennen können als Teamrennen veranstaltet werden. Für den Sieg muss der letzte Wagen des eigenen Teams vor den anderen letzten Wagen eintreffen.
Zudem gibt es noch die sogenannten Duelle. Diese sind Events, bei denen anstatt um Geld, um das Fahrzeug des Gegners gefahren wird. Das heißt, wenn man gewinnt, erhält man den Wagen des Gegners, gegen den man gefahren ist. Umgekehrt verliert man das eigene Auto, wenn man von dem Gegner besiegt wird.
Karriere-Modus
mini|200px|Der Mitsubishi Eclipse ist das erste Fahrzeug, das der Spieler in der Karriere steuern kann.
Die Karriere handelt von dem Aufstieg eines Fahrers in der Rennszene der fiktiven Stadt Angel City. Zu Beginn ist der Spieler in dieser Stadt noch unbekannt, wird aber von einem der Anführer der Teams, genannt T.K., zu einem Rennen bei Nacht herausgefordert. Dazu bekommt er einen Wagen von seinem Gegner, einen Mitsubishi Eclipse GSX gestellt. Die beiden Kontrahenten wetten um etwas Geld und fahren anschließend gegeneinander. Nach dem Rennen, es ist egal, ob der Spieler gewinnt oder verliert, wird der Spieler zum Autohändler geschickt und muss sich dort für einen aus drei Kleinwagen entscheiden. Anschließend sucht er sich ein Mobiltelefon und ein Crew-Logo aus. Beim Mobiltelefon ist es egal, welches Modell der Spieler wählt, die einzigen Unterschiede betreffen die Optik. Über das Handy kommuniziert der Spieler mit den Anführern der anderen Teams. Weiterhin erhält der Spieler Zugang zum zentralen Element der Karriere, dem Rennkalender.
Der Kalender ist nach Monaten gegliedert und zeigt anstehende Renn-Events an. Renn-Events werden von den acht Teams ausgerichtet, können aber auch vom Spieler veranstaltet werden. Nicht alle Events sind von Anfang an anwählbar: Der Spieler muss bei der Gruppe, die das Event veranstaltet, mindestens 300 Respektpunkte verdient haben. Zu Beginn der Karriere ist dies nur bei einer Gruppe der Fall.
Das Spielziel ist es, bei allen Gruppen jeweils mehr als 1000 Respektpunkte zu erreichen und die drei Herausforderungen jeder Gruppe zu meistern. Herausforderungen werden auf den normalen Strecken ohne Gegner ausgetragen, dafür gibt es spezielle Ziele zu erfüllen. Zu beachten hierbei ist, dass die Gruppen dem Spieler vorgeben, welches Auto er verwenden darf, es besteht also keine freie Fahrzeugwahl. Wenn der Spieler das vorgegebene Auto nicht besitzt, kann er die Herausforderung nicht annehmen. Die Herausforderungen sind, anders als die normalen Rennevents, unbegrenzt wiederholbar. Es gibt insgesamt drei Arten von Herausforderungen. Jede Gruppe bietet eine Herausforderung jedes Typs an. Bei Rundenzeit-Rennen erhält der Spieler eine vorgegebene Rundenzeit, die er unterbieten muss.
Bei Perfekte Runde-Rennen erhält der Spieler ebenfalls eine vorgegebene Rundenzeit, muss aber zusätzlich darauf achten, nicht die Leitplanke zu berühren. Bei einem Unfall wird das Rennen abgebrochen.
Bei Tempo-Rennen erhält der Spieler eine vorgegebene Mindestgeschwindigkeit. Nach dem Start hat er 10 Sekunden, um diese zu erreichen. Anschließend muss er eine ganze Runde fahren, ohne diese Geschwindigkeit zu unterschreiten. Wird die Geschwindigkeit einmal unterschritten, wird das Event sofort abgebrochen.
Respektsystem
Die Respektpunkte spiegeln den Ruf des Spielers bei den anderen Teams wider. Der Respekt des Spielers wird durch eine Vielzahl von Faktoren beeinflusst. Einer der entscheidenden Aspekte ist das Rennresultat. In den meisten Fällen muss man ein Rennen als Erst- oder Zweitplatzierter beenden, um Respektpunkte zu gewinnen. Belegt man die letzten beiden Plätze, werden Punkte abgezogen. Bei Team-Rennen wird die Leistung des gesamten Teams des Spielers betrachtet. Außerdem wird das Fahrverhalten bewertet. Beschädigt man gegnerische Autos, sinkt der Respekt beim betroffenen Team. Durch erfolgreiche Wetten erhält man ebenfalls Respekt, die Höhe des Respektbonus hängt von der Höhe des gesetzten Betrags ab. Zuletzt werden die Fahrzeuge des Spielers bewertet. Je teurer ausgestattet und je leistungsfähiger die Wagen sind, desto mehr Respektpunkte gibt es.
Ab einer bestimmten Zahl von Respektpunkten erhält man bestimmte Privilegien bei dem jeweiligen Team. Diese sind: Das Zuschauen bei Events, Das Teilnehmen bei Events, das Duellieren mit dem Crew-Anführer und das Veranstalten von Renn-Events. Diese Privilegien müssen bei allen Teams separat erworben werden.
Arcade-Modus
Der Arcade-Modus ist neben der Karriere der zweite zentrale Bereich des Spiels. In diesem Modus ist das Respektsystem deaktiviert, Fortschritt wird in diesem Modus nur durch Rennsiege erzielt. Es gibt 11 unterschiedliche Serien, die aus je fünf Rennen bestehen. Am Anfang ist nur eine Serie freigeschaltet. Durch das Gewinnen von Rennen schaltet man Strecken und Fahrzeuge für freie Rennen frei. Bei drei Siegen in einer Serie wird die nächsthöhere Serie freigeschaltet. Gewinnt man vier Rennen einer Serie, wird das fünfte Event der Serie freigeschaltet. Gewinnt man dieses, so wird eine Bonus-Strecke freigeschaltet.
Im Arcade-Modus werden die Fahrzeuge für jedes Rennen gestellt, es bestehen also keine freie Fahrzeugwahl und keine individuellen Tuning-Möglichkeiten.
Gewinnt der Spieler den Karriere-Modus, wird eine zusätzliche Serie freigeschaltet, die sich Extreme Nitro Serie nennt. In dieser besonderen Serie fährt der Spieler dauerhaft mit Nitro, er kann es nicht deaktivieren.
Freie Rennen
Die Freien Rennen (auch: Angepasste Rennen) können vom Spieler nach seinen Wünschen erstellt und angepasst werden. Der Spieler kann aus den Typen Rundkurs, Sprint, Drag und Solo wählen. Im Solo-Modus kann der Spieler eine Strecke in Ruhe erkunden, Gegner gibt es keine. Bei den Freien Rennen gibt es weder Respektpunkte noch freischaltbare Objekte. Das einzige Ziel ist es, Rennen zu gewinnen (außer im Solo-Modus, da gibt es keine vorgegebenen Ziele). Von Beginn an sind nur wenige Fahrzeuge und Strecken wählbar, nur die, die in der ersten Arcade-Serie vorkommen. Weitere Objekte werden anwählbar, wenn der Spieler Fortschritte im Arcade-Modus erzielt. Wie im Arcade-Modus ist das Tuning-System bei den Freien Rennen nur eingeschränkt verfügbar. Dafür stehen ihm eine erweiterte Zahl an Parametern für die Rennen wie Tageszeit, Wetter oder Gegneranzahl zur Verfügung.
Fahrzeugklassen
Die Wagen im Spiel werden in acht Klassen eingeteilt, die sich nach der PS-Zahl der Fahrzeuge richten. Die angebotenen Rennevents gelten mit Ausnahme der Angeber-Rennen alle nur für eine bestimmte Fahrzeugklasse, wodurch Chancengleichheit hergestellt wird. In den Tuningoptionen gibt es eine Funktion, die sich Feintuning nennt. Mit dieser Funktion ist es möglich, die PS-Zahl eines Fahrzeugs in einem kleinen Bereich zu modifizieren. Dadurch kann der ungewollte Sprung in die nächsthöhere Klasse vermieden werden.
Rennteams
Im Spiel gibt es acht verschiedene Rennteams, die alle ein bestimmtes Gebiet der Stadt kontrollieren. Jedes Team besteht aus vier Fahrern, einer von ihnen ist der Anführer des Teams. In den Rennevents fahren immer die Anführer gegeneinander, nur bei Crew-Rennen fahren auch andere Fahrer eines Teams mit. Im Verlauf der Karriere baut der Spieler sein eigenes Team auf, mit voranschreitendem Erfolg des Spielers rufen ihn Fahrer an, die sich um einen Platz in der Crew bewerben. Bei den Bewerbungen erhält der Spieler lediglich eine Statistik über den Bewerber mit zwei Werten, der Aggressivität und der Fahrzeugbeherrschung. Diese Werte werden durch jede Rennteilnahme kontinuierlich verbessert, der Spieler kann seine Crew also gewissermaßen trainieren.
Fahrzeuge
mini|200px|Der Holden Monaro, eines der leistungsstärkeren Fahrzeuge in Juiced
Juiced beinhaltet insgesamt 56 lizenzierte Fahrzeuge, die meist Volumenmodelle darstellen. Der Schwerpunkt liegt bei Wagen der Mittelklasse, der Kompaktklasse und bei Coupés. Auch sind einige Muscle-Cars und deren Nachfolger enthalten.
Die Fahrzeuge, die der Spieler in der Karriere erwerben oder im Arcade-Modus freischalten kann, werden stets in ihrer Serienversion ausgeliefert. Modifizierte Fahrzeuge kann der Spieler nicht erwerben.
Zu Beginn der Karriere sind lediglich drei Fahrzeuge, der Honda CRX, der VW Beetle und der Peugeot 206, anwählbar. Im weiteren Verlauf der Karriere werden neue Fahrzeuge durch das Erreichen von Rennsiegen freigeschaltet.
Im Arcade-Modus startet der Spieler zunächst mit vier Fahrzeugen. Neue Fahrzeuge werden in diesem Modus freigeschaltet, indem der Spieler durch das Meistern von Renn-Events neue Klassen freischaltet. Pro Klasse können meist fünf Fahrzeuge freigeschaltet werden.
Die folgende Tabelle listet alle Fahrzeuge auf, die in Juiced spielbar sind:
Fahrzeugliste
Acura Integra Type R
Acura NSX
Acura RSX Type-S
Chevrolet Camaro (1993)
Chevrolet Camaro Z28 (1972)
Chevrolet Corvette C3
Chevrolet Corvette Z06
Dodge Viper GTS
Dodge Charger R/T (1969)
Dodge SRT-4
Dodge Neon R/T
Fiat Punto 1.8HGT
Ford Mustang Fastback (1967)
Ford Mustang (1999)
Ford Focus SVT
Ford Focus ZTS
Ford Falcon XR-8
Holden Monaro CV8
Honda Civic Type R
Honda Civic Si
Honda CRX
Honda NSX
Honda Prelude VT
Honda S2000
Mazda MX-5
Mazda RX-7
Mazda RX-8
Mitsubishi Eclipse D30
Mitsubishi FTO
Mitsubishi Evo 8 GSR
Mitsubishi Lancer EVO 5/6
Mitsubishi 3000GT
Nissan 350Z
Nissan Skyline GT-R R34
Peugeot 206 GTI 2003
Pontiac Firebird (1998)
Renault Clio
Subaru Impreza 22B STi
Subaru Impreza WRX STi 2002
Toyota Corolla
Toyota Celica SS-I
Toyota Celica SS-II
Toyota MR-S
Toyota Supra MKIV
Vauxhall Corsa Sri 1.8l 16v
VW Golf 4
VW Corrado VR6
VW New Beetle
Synchronisation und Soundtrack
Die Tonausgabe wurde in mehreren Sprachen synchronisiert. An der englischsprachigen Originalsynchronisation wirkten einige Schauspieler mit, darunter Richard Brake und Martin Sherman.
Der Soundtrack von Juiced umfasst 25 Lieder. Diese gehören zu den Gattungen Techno, Pop und vereinzelt auch zu Rock. Die Anzahl an Künstlern ist hoch, selten wurde von einem Künstler mehr als ein Stück verwendet. Die Lieder werden während der Rennen in zufälliger Reihenfolge abgespielt. In Menüs wird ein separater, durchgängiger Elektronik-Soundtrack verwendet.
Die folgende Tabelle listet alle im Spiel enthaltenen Musikstücke mit Künstler, Titel und Länge auf.
Entwicklungsgeschichte
Konzept
mini|200px|Need for Speed: Underground 2, ein Hauptkonkurrent von Juiced
Juiced wurde ursprünglich von Acclaim Entertainment als ein Konkurrenzprodukt zur Rennspieleserie Need for Speed konzipiert. Streetracer-Titel waren zu dem Zeitpunkt vor allem durch die Filmreihe Fast & Furious in Mode gekommen.
Juiced wurde mit einer sehr detaillierten Physik-Engine konzipiert. Berücksichtigt wurden u. a. die antriebsartbedingten Masseschwerpunkte, das Lenkverhalten der Vorlagen und die Aerodynamik. Das Aufrüsten der Fahrzeuge mit Tuning-Teilen wirkt sich spürbar auf das Fahrverhalten aus. Dies betrifft nicht nur die Leistungs-Upgrades, die dem Fahrzeug z. B. eine bessere Beschleunigung geben, sondern auch optische Upgrades wie Schürzen, die das Handling des Fahrzeugs verbessern. Ebenfalls gibt es ein Schadensmodell, bei dem nicht nur die Optik des Fahrzeugs Schäden zeigt wird. Auch das Fahrverhalten und die Leistungsfähigkeit können bei entsprechend schwerer Beschädigung deutlich beeinträchtigt werden.
Die Grafik-Engine des Spiels arbeitet mit einem detaillierten Beleuchtungssystem, wodurch vor allem die Lackeffekte und die Unterschiede zwischen den einzelnen Lackarten betont werden. Dies ist vor allem bei Nachtrennen sichtbar.
Für Juiced wurde das sogenannte DIStress-System (Driver Induced Stress-System) entwickelt. Diese Technik, die zur Steigerung des Realismus dienen soll, simuliert Stresssituationen für die computergesteuerten Fahrer (auch KI-Fahrer), in denen diese eher dazu neigen, Fahrfehler zu machen. Unter Druck gesetzt werden die KI-Fahrer z. B. durch dichtes Auffahren oder durch Abdrängen. In solchen Situationen wird der Spieler durch ein blinkendes Ausrufezeichen über dem Fahrzeug des unter Druck gesetzten Fahrers darauf aufmerksam gemacht. Dadurch wird dem Spieler die Gelegenheit gegeben, entweder den Fahrer noch weiter zu bedrängen, damit dieser einen Fahrfehler begeht, oder auf Distanz zu ihm zu gehen, um nicht selbst in einen Unfall verwickelt zu werden. Wie sehr KI-Fahrer unter Druck Fehler machen, wird durch deren vorgegebenes Profil beeinflusst. Das DiStress-System wurde auch bei den Nachfolgern Juiced: Eliminator und Juiced 2 verwendet.
Acclaim-Insolvenz und Wiederaufnahme durch THQ
Die Entwicklung erfolgte durch das Entwicklungsstudio Juice Games. Juiced sollte ursprünglich 2004 durch Acclaim Entertainment für PlayStation 2, Xbox und Windows veröffentlicht werden. Da Acclaim aber während der Entwicklung des Spiels in finanzielle Schwierigkeiten geriet und schließlich Insolvenz anmeldete, wurde zur Schuldendeckung das gesamte Firmeninventar, wozu auch der Titel Juiced gehörte versteigert. Dabei ging es allerdings lediglich um die Marke Juiced. Denn das Spiel in seinem aktuellen Zustand gehörte der Firma Fund 4 Games. THQ bekam schließlich die Namensrechte über einen Kauf der Insolvenzmasse von Acclaim zugesprochen. Der Konzern erzielte eine Übereinkunft mit Fund 4 Games und ließ das Spiel von Studio Juice Games weiterentwickeln und verbessern. Allerdings hatten Spielmagazine auf der ganzen Welt hatten bereits Reviews auf Basis praktisch fertiger Versionen des Spiels geschrieben. Auch waren bereits Werbeartikel und einige tausend Kopien des Spiels hergestellt. Diese wurden größtenteils zerstört, ein paar gelangten jedoch in die Hände von Sammlern.
Gegen Ende 2004 verkündete THQ, dass das Spiel nicht mehr 2004, sondern erst im nächsten Jahr erscheinen werde. Auf der Spielemesse E3 des Jahres 2005 stellte THQ schließlich den überarbeiteten Titel neben anderen Spielen wie Dawn of War: Winter Assault der Öffentlichkeit vor.
Veröffentlichung
Schließlich wurde das Spiel am 13. Juni 2005 von THQ in Nordamerika und vier Tage später in Europa veröffentlicht. Die japanische Version folgte im Mai 2006. Zur Bewerbung des Spiels arbeitete THQ in Deutschland mit Toyota zusammen und veranstaltete einen Wettbewerb, der in Filialen der Ketten Media Markt und Saturn ausgetragen wurde. Bei diesem erhielt der Spieler, der während der gesamten Aktion eine Rundenzeit aufstellte, die von keinem der anderen Teilnehmer unterboten werden konnte, einen Toyota Yaris. Eine ähnliche Aktion wurde in Kooperation mit Mazda veranstaltet. Bei dieser wurde nach einigen Wochen ein Mazda RX-8, der dem Fahrzeug auf dem Cover des Spiels nachempfunden ist und bei verschiedenen Motorsportevents zu Werbezwecken genutzt wurde, bei der Gamescom 2005 verlost. Parallel zur Veröffentlichung wurde eine Website zum Spiel gestartet (die aber 2012/13 nach der Insolvenz und Zerschlagung von THQ abgeschaltet wurde).
Bei der Bewerbung des Spiels wurde eine Kontroverse durch eine Werbung ausgelöst, in der eine erschrockene Frau von zwei Männern ausgezogen wurde. Die Werbung wurde für die Darstellung von Frauen und für das Darstellen von sexueller Nötigung kritisiert.
Rezeption
Rezensionen
Aufgrund des ähnlichen Grundkonzepts wird Juiced häufig mit Titeln der Need-for-Speed-Reihe oder mit Midnight Club 3 verglichen, etwa von den Magazinen GamePro oder 4Players. Die Bewertungen variierten zwischen gut und mäßig. Die deutsche Fachpresse nahm den Titel eher positiv auf, während internationale Magazine dem Spiel kritischer gegenüberstanden. Die Webseite Metacritic, die in erster Linie internationale Magazine berücksichtigt, berechnete für die Windows-Version eine gewichtete Durchschnittswertung von 63 von 100 Punkten. Die Konsolenumsetzungen schnitten mit 68 von 100 Punkten etwas besser ab.
Die Tester von GamePro loben die gute Grafik des Spiels. Die Umgebung und besonders Spiegelungs- und Reflexionseffekte wirken realistisch. Allerdings sei der Bildaufbau besonders bei hoher Geschwindigkeit teilweise sehr verschwommen. Für ähnlich gut befinden sie die Gestaltung der Strecken und der Fahrzeuge, die detailliert seien. Ebenfalls positiv werden die zahlreichen innovativen Ideen, z. B. die Wetten und das Respektsystem gesehen. Auch in technischer Hinsicht sei das Spiel überzeugend, etwa bei den Geräuschen der Motoren. Lediglich die Zusammenstellung des Soundtracks sei schwach.
Die drei Autoren Florian Stangl, Martin Deppe und Michael Galuschka vom Magazin PC PowerPlay sahen das Spiel ähnlich positiv, sie vergaben sogar eine Auszeichnung für Langzeitmotivation. Sie lobten die herausragende künstliche Intelligenz, die menschliches Fahrverhalten gut nachahme. Lediglich bei Unfällen wirke sie etwas überfordert. Eine weitere Stärke des Spiels sei das äußerst realistische Fahrverhalten der Fahrzeuge. Es seien große Unterschiede zwischen den einzelnen Modellen erkennbar. Die Soundeffekte, besonders die Geräusche der Motoren, seien ebenfalls sehr gut, lediglich den Kommentaren der KI-Fahrer fehle es an Abwechslung.
Ed Lewis vom Online-Magazin IGN vergab mit 6,5 von 10 Punkten eine deutlich schwächere Wertung für das Spiel. Er lobt zwar die grafische Qualität, die mit führenden Titeln mithalten könne, allerdings besitze das Spiel dafür deutliche Mängel im Konzept. Als zentrale Schwäche sieht er den hohen Schwierigkeitsgrad des Karrieremodus, in dem Spieler sehr schnell ihren hart erarbeiteten Fortschritt wieder verlieren können, etwa durch verlorene Duelle und Wetten. Dies sieht Lewis als schädlich für die Motivation der Spieler an.
Die Autoren von Computer Bild Spiele übten ebenfalls einige Kritik. Die Grafik bewerteten sie als veraltet. Die Strecken seien insgesamt leblos gestaltet und einige Effekte seien zu grell und übertrieben. Weitere Kritik übten sie an der Steuerung, die sich mit Tastatur als schwer und umständlich gestalte. Im Gegenzug lobten sie das große Aufgebot an Fahrzeugen und Tuning-Teilen sowie die ausgewogene Auswahl an Musikstücken. Insgesamt sei das Spiel aber gut gelungen.
Alex Navarro von GameSpot vergibt eine vergleichsweise schlechte Bewertung. Wie Ed Lewis von IGN bewertete er den hohen Anspruch des Karrieremodus als Kernproblem des Spiels. Die Gestaltung der Karriere gestalte sich als sehr frustrierend, da ständig das Risiko bestehe, den erarbeiteten Fortschritt in der Karriere durch wenige Niederlagen wieder zu verlieren. Ebenfalls sei diese zu monoton gestaltet, da es wenig Abwechslung unter den einzelnen Rennen gäbe. Weiterhin kritisiert Navarro das Fahrverhalten einiger Fahrzeuge. Manche Wagen seien kaum zu fahren, während andere unverhältnismäßig dominant seien.
Die Autoren der Zeitschrift PC Games übten Kritik an der optischen Präsentation, die die ursprüngliche Entwicklung von Juiced als Konsolenspiel zeige. Das Streckendesign sei teilweise öde und die Modelle kantig. Das innovative Design des Spiels mit seiner Vielfalt an Möglichkeiten, in der Karriere Fortschritt zu erzielen, gleiche dies jedoch aus, ebenso das realistische Fahrgefühl und die Stärke der KI.
Der Autor Mathias Oertel vom deutschen Spielemagazin 4Players vermisste eine frei befahrbare Stadt, wie es sie bei Need for Speed: Underground 2 gibt sowie einen vergleichbaren Umfang beim optischen Tuning. Diese Kritikpunkte werden jedoch durch die interessanten Karriere-Optionen mehr als ausgeglichen. Besonders das Crew-Management sei eine Innovation im Rennspiel-Genre. Moniert werden jedoch vereinzelte Grafikprobleme, vor allem Ruckler und eine grobe Auflösung der Videos im Spiel.
Verkaufszahlen
Bei Veröffentlichung erreichte der Titel den ersten Platz in den Verkaufscharts von Großbritannien, vor der bisherigen Nummer Eins Medal of Honor: European Assault.
Nach Angaben des Publishers THQ wurden von Juiced über anderthalb Millionen Kopien verkauft. Im Frühjahr 2006 wurde das Spiel vom britischen Publisher Focus Multimedia als Teil seiner Essential-Reihe für Windows neu aufgelegt.
Nachfolger
Juiced: Eliminator
Aufgrund des Verkaufserfolgs von Juiced übernahm THQ kurze Zeit später das verantwortliche Studio Juice Games. Dabei wurde mit Juiced: Eliminator bereits eine Fortführung geplant. Dieses Spiel stellt im Wesentlichen eine Portierung von Juiced für die PSP dar. Neu hinzugefügt wurden lediglich wenige Fahrzeuge und Strecken.
Aufgrund der geringen Unterschiede zu Juiced schnitt die Portierung auch ähnlich bei Tests ab. Metacritic errechnete eine Metawertung von 65 von 100 Punkten. Kritiker bemängelten in erster Linie, dass die Spielumgebungen zu eintönig gestaltet seien und das Spiel dadurch im Vergleich zur Konkurrenz abfalle.
Juiced 2: Hot Import Nights
Als erster eigenständiger Nachfolger wurde im Jahr 2007 Juiced 2: Hot Import Nights veröffentlicht. Dieser Titel übernahm das Konzept der Straßenrennen mit getunten Fahrzeugen, grenzt sich aber ansonsten von den Vorgängern ab. Es besitzt ein deutlich größeres Angebot an Fahrzeugen und Tuning-Optionen, besitzt dafür aber eine eher actionorientierte Fahrphysik und einen deutlich anderen Karriereaufbau.
Für Juiced 2 wurden leicht höhere Metawertungen als für den Vorgänger errechnet. Allerdings fiel die Rezeption durch deutschsprachige Magazine tendenziell schwächer aus. Kritiker bemängelten, dass die Steuerung zu umständlich und das Fahrverhalten der Fahrzeuge an Realismus eingebüßt habe.
Weblinks
Exklusives Special als PDF, Juni 2005
Einzelnachweise
Kategorie:Computerspiel 2005
Kategorie:PlayStation-2-Spiel
Kategorie:Xbox-Spiel
Kategorie:Windows-Spiel
Kategorie:Rennspiel
What reception and review scores did Juiced receive from gaming publications?
| null |
lmsys/lmsys-chat-1m
| null | 349,056 | 0 | 1,028 |
You have log line in format like
```
{"_tag":["prod"],"_account":"521d8cd6fa","_cluster":"NAME_1","_host":"apify-api-55b85b5c88-7h5wc","_ingester":"logdna-agent/3.8.2 (Bottlerocket/1.13.3)","_label":{"app_kubernetes_io/name":"apify-api","pod-template-hash":"55b85b5c88","app_kubernetes_io/instance":"apify-api"},"_logtype":"json","_file":"/var/log/containers/apify-api-55b85b5c88-7h5wc_apify-main_apify-api-0da7f7e12b2de45835f15e66d81640b7b3bc5299548cdc4f6e6c515e18de3d05.log","_line":"{\"time\":\"2023-05-30T11:43:57.800Z\",\"level\":\"SOFT_FAIL\",\"msg\":\"The underlying storage is not up to date. Please try again later\",\"rt\":\"requestQueues.requests\",\"mth\":\"POST\",\"ip\":\"10.0.91.237\",\"ct\":\"application/json\",\"cl\":\"262\",\"prm\":{\"queueId\":\"oAjRkseoNo9O3K8Fg\"},\"tkn\":0,\"uid\":\"Z9JpDf74uHecET97E\",\"iUid\":\"Z9JpDf74uHecET97E\",\"runId\":\"BHqk0QfopcCpK12Ag\",\"dur\":44,\"q\":{\"forefront\":\"0\",\"clientKey\":\"fK9lZlgyauWVqmUVZ\"},\"type\":\"internal-server-error\"}","_rawline":null,"_ts":1685447037800,"_app":"apify-api","_NAME_2":{"Image Name":"031263542130.dkr.ecr.us-east-1.amazonaws.com/apify-api","Tag":"428298b2be"},"_ip":"10.11.25.250","__key":"logline:521d8cd6fa:apify-api:apify-api-55b85b5c88-7h5wc:NAME_1","pod":"apify-api-55b85b5c88-7h5wc","namespace":"apify-main","container":"apify-api","containerid":"0da7f7e12b2de45835f15e66d81640b7b3bc5299548cdc4f6e6c515e18de3d05","node":"logdna-agent-2mdr9\n","_bid":"0e5cf5d3-59a7-4990-ae9b-e8645e91832a:60061:NAME_1","time":"2023-05-30T11:43:57.800Z","level":"SOFT_FAIL","msg":"The underlying storage is not up to date. Please try again later","rt":"requestQueues.requests","mth":"POST","ip":"10.0.91.237","ct":"application/json","cl":"262","tkn":0,"uid":"Z9JpDf74uHecET97E","iUid":"Z9JpDf74uHecET97E","runId":"BHqk0QfopcCpK12Ag","dur":44,"type":"internal-server-error","_mezmo_line_size":1149,"_id":"1616682052580474916","prm":{"queueId":"oAjRkseoNo9O3K8Fg"},"q":{"forefront":"0","clientKey":"fK9lZlgyauWVqmUVZ"}}
{"_tag":["prod"],"_account":"521d8cd6fa","_cluster":"NAME_1","_host":"apify-api-55b85b5c88-jhplw","_ingester":"logdna-agent/3.8.2 (Bottlerocket/1.13.3)","_label":{"app_kubernetes_io/instance":"apify-api","app_kubernetes_io/name":"apify-api","pod-template-hash":"55b85b5c88"},"_logtype":"json","_file":"/var/log/containers/apify-api-55b85b5c88-jhplw_apify-main_apify-api-758eeabcc6c495729c1a49d92a0d52b2f4656a19f703ea2a74072aa0197d92c6.log","_line":"{\"time\":\"2023-05-30T11:19:48.617Z\",\"level\":\"SOFT_FAIL\",\"msg\":\"The underlying storage is not up to date. P
|
99bd80efd3ef455d8ea98806ee086013
|
lmsys/lmsys-chat-1m
| null | 846,672 | 0 | 903 |
Please rate the following resume based on the following criteria.
“scores of programme name” (S1), maximum 15% + “scores of year of study” (S2), maximum 15% = “scores of Education” (S3), maximum 30%
For “scores of programme name” (S1), if candidate studying in Computer Science/ Business Analytics/ Information System would get 15% score. For the programme that are not related, you need to analyze the similarity between the programme and Computer Science/ Business Analytics/ Information System and rate from 0 to 14. Please refer to my examples below.
Then, for “the scores of years of study” (S2), there are two steps you need to do. First, you need to see if they have graduated - “end year of study” (S2a) is equal or less than 2023. If yes, please rate 0% “scores of years of study”. If not, please see their “Start Year” (S2b) and score the according to the instruction below.
2019 or less – 0 score
2020 – 15 scores
2021 – 10 scores
2022 – 5 scores
2023 or more – 0 score
Then, you need to see if they have graduated (“end year of study” (S2a) is equal or less than 2023). If yes, please rate 0% “scores of years of study even if they have scores in S2b.
In addition, please follow the rule (R1) – “If S1 = 0, S3 = 0. If S2 = 0, S3 = 0. If S1 > 0 & S2 > 0, S3 = S1 + S2”
Here are the examples, output format: “scores of programme name” (S1) + “scores of years of study” (S2) = “scores of Education” (S3)
Example 1: Bachelor’s in social science, 2020 (S2b) – 2024 (S2a): 5 + 15 = 20
Bachelor’s in social science: 5 scores for S1; S2a > 2023, S2b = 2020 so 15 scores for S2
Example 2: Bachelor’s in Finance Technology, 2021 (S2b) – 2026 (S2a): 14 + 10 = 24
Bachelor’s in Finance Technology: 14 scores for S1; S2a > 2023, S2b = 2021 so 10 scores for S2
Example 3: Bachelor’s in Chinese History, 2020 (S2b) – 2025 (S2a): 0 + 15 = 0
Bachelor’s in Chinese History: 0 scores for S1; S2a > 2023, S2b = 2020 so 15 scores for S2, but according to R1, S1 = 0 so S3 = 0
Example 4: Bachelor’s in Human Resources, 2021 (S2b) – 2023 (S2a): 4 + 0 = 0
Bachelor’s in Human Resources, 4 scores for S1; S2a = 2023 so S2 = 0, but according to R1, S2 = 0 so S3 = 0
Example 5: Bachelor’s in Finance and Economics, 2018 (S2b) – 2022 (S2a): 10 + 0 = 0
Bachelor’s in Finance and Economics, 10 scores for S1; S2a < 2023, so S2 = 0, but according to R1, S2 = 0 so S3 = 0
Example 6: Bachelor’s in Computer Science, 2019 (S2b) – 2023 (S2a): 15 + 0 = 0
Bachelor’s in Computer Science, 15 scores for S1, S2a = 2023, so S2 = 0, but according to R1, S2 = 0 so S3 = 0
Example 7: Bachel
|
dc805e3be683450ea1bb7772c7b4647a
|
lmsys/lmsys-chat-1m
| null | 651,426 | 8 | 1,027 |
на приведенных выше примерах попрбуй сам:
// local variable allocation has failed, the output may be wrong!
void __fastcall Oxide_FPHitscan__DoHitscan(Oxide_FPHitscan_o *this, UnityEngine_Camera_o *camera, const MethodInfo *method)
{
Oxide_FPHitscan_o *v3; // r8
UnityEngine_Camera_o *v4; // r11
struct UnityEngine_Vector2_StaticFields *v5; // r0
UnityEngine_NAME_1_o *v6; // r0
struct Oxide_PlayerEventHandler_o *v7; // r4
struct Oxide_Activity_o *v8; // r4
signed int v9; // r1
float v10; // s16
UnityEngine_Transform_o *v11; // r5
float v12; // r4
float v13; // r0
int v14; // r2
float v15; // r4
float v16; // r5
float v17; // r6
float v18; // r7
UnityEngine_Quaternion_o *v19; // r1
UnityEngine_Vector3_o v20; // ST04_12
UnityEngine_Vector3_o v21; // ST08_12
const MethodInfo *v22; // ST14_4
UnityEngine_LayerMask_o v23; // r0
__int64 v24; // kr00_8
__int64 v25; // r6
float v26; // r4
UnityEngine_Transform_o *v27; // ST10_4
Oxide_GameController_c *v28; // r0
UnityEngine_Object_o *v29; // r4
Oxide_GameController_c *v32; // r0
Oxide_SurfaceDatabase_o *v33; // r5
float v34; // r1 OVERLAPPED
float v35; // r2 OVERLAPPED
float v36; // r3 OVERLAPPED
float v37; // ST08_4
float v38; // ST00_4
float v39; // ST04_4
uint32_t v40; // ST0C_4
float v41; // ST10_4
float v42; // ST14_4
float v43; // ST18_4
int32_t v44; // ST1C_4
int v45; // r3 OVERLAPPED
unsigned int v46; // r5
Oxide_GameController_c *v47; // r0
struct Oxide_GameController_StaticFields *v48; // r0
struct Oxide_SurfaceDatabase_o *v49; // r4
struct Oxide_SurfaceData_array *v50; // r4
Oxide_SurfaceData_o **v51; // r0
Oxide_SurfaceData_o *v52; // r9
int v53; // r2
UnityEngine_RaycastHit_o *v54; // r1
float v55; // s18
float v56; // s20
float v57; // s22
MethodInfo *v58; // ST20_4
float v59; // s24
float v60; // s26
float v61; // s28
MethodInfo *v62; // ST20_4
float v63; // s22
float v64; // r8
float v65; // s20
float v66; // r11
float v67; // s18
float v68; // r10
const MethodInfo *v69; // ST1C_4
UnityEngine_Component_o *v70; // r0
UnityEngine_Transform_o *v71; // r0
UnityEngine_Quaternion_o v72; // ST00_16
int v73; // r2
UnityEngine_RaycastHit_o *v74; // r1
PlayerWeapon_o *v75; // r8
float v76; // s18
float v77; // s20
float v78; // s22
MethodInfo *v79; // ST20_4
float v80; // s24
float v81; // s26
float v82; // s28
MethodInfo *v83; // ST20_4
UnityEngine_Quaternion_o *v84; // r0
UnityEngine_Quaternion_o v85; // ST00_1
|
f3d5e13ebe624347933bb91ed443dce1
|
lmsys/lmsys-chat-1m
| null | 405,351 | 0 | 1,016 |
8 7 5 6 0
7 0 7 7 8
9 7 7 1 5
1 0 9 5 7
3 8 4 2 5
6 6 8 2 6
4 6 4 6 9
1 8 8 2 2
9 7 8 5 2
8 2 2 5 7
9 8 2 1 2
2 1 1 1 3
8 1 2 0 4
4 4 0 0 2
6 6 2 4 0
5 1 6 6 4
4 3 6 6 7
4 3 0 1 2
3 8 3 9 4
7 0 9 6 3
9 2 6 1 6
6 7 4 0 4
0 1 3 3 5
3 3 6 3 0
8 3 0 4 7
0 6 1 3 2
6 1 4 4 0
9 8 4 4 8
0 5 3 3 1
8 7 2 1 5
0 8 9 6 6
8 9 0 4 9
9 3 7 0 1
5 4 2 0 1
5 0 3 8 4
2 0 4 9 4
6 8 2 2 3
4 7 6 4 3
4 7 4 6 2
1 1 6 1 9
2 0 1 8 1
1 3 5 9 7
1 5 1 8 6
7 6 2 6 6
8 4 3 4 7
1 1 5 2 8
0 4 3 3 0
0 9 3 0 9
5 9 8 5 7
4 2 8 2 2
0 4 7 5 4
9 2 2 8 4
3 0 1 3 3
2 5 2 4 4
1 7 6 0 6
0 4 4 9 1
5 8 8 1 0
6 8 1 8 8
8 5 7 8 9
3 1 1 3 0
3 0 6 5 0
8 2 9 3 0
6 2 3 1 3
6 0 8 0 3
6 5 0 2 3
2 3 2 5 6
5 7 0 4 8
9 8 0 0 9
1 6 4 9 1
1 8 3 2 1
6 0 2 0 5
6 3 4 0 6
7 4 7 1 5
9 9 3 8 0
3 0 4 8 5
6 0 9 4 5
1 7 2 4 2
7 6 9 7 9
7 1 1 2 1
0 8 9 0 2
2 8 2 7 7
4 7 5 1 9
1 4 1 6 9
7 2 5 6 7
2 0 1 3 0
1 2 6 6 8
4 2 5 8 7
1 0 1 1 8
0 9 3 6 9
5 7 3 7 3
3 2 0 4 0
9 3 4 9 4
9 1 6 5 4
4 0 9 3 6
9 4 4 9 8
8 6 6 5 6
0 6 4 3 3
0 8 9 9 0
9 9 4 5 6
8 0 7 1 3
3 8 9 8 6
can you see the pattern?
|
59e54697e4ed49e28463fcd01184d1f0
|
lmsys/lmsys-chat-1m
| null | 142,057 | 0 | 1,338 |
You will find below a table with a list of companies in my equity investment portfolio and various financial indicators. Suggest a list of 5 stocks I should keep and invest on, giving a detailed justification.
Table:
Equity P/E (TTM) Price to cash flow (TTM) Price to sales (TTM) Price to book (MRQ) Revenue Growth (5 Year) Revenue (YOY) Return on Equity Return on Equity (5 Year Average) Return on Investment EBITDA Margin (TTM) Annual Div Yield (ADY) Total Debt to Capital EPS Growth Rate (5 Year) Net Income (YOY)
Arkema SA 9.03 4.56 0.5917 0.9005 6.77% 21.34% 10.68% 13.44% 6.95% 16.52 3.85% 0.33 12.38% -26.60
Beneteau SA 11.96 7.62 0.8224 1.70 -- 22.89% 15.44% -- 14.07% 14.19 2.80% 0.37 -- 40.48
Capgemini SE 19.28 12.94 1.34 3.02 11.92% 21.12% 17.01% 13.52% 8.90% 14.90 1.92% 0.44 13.05% 33.71
Catana Group SA 12.16 8.79 1.24 3.44 28.16% 45.99% 29.90% 27.18% 24.72% 17.47 2.15% 0.31 54.39% 12.53
NAME_1 SE 24.18 6.89 1.77 7.36 12.64% 23.31% 33.69% 26.88% 28.75% 33.68 1.54% 0.34 20.78% 17.21
Compagnie Generale des Etablissements Michelin SCA 9.45 4.76 0.6584 1.10 5.42% 20.15% 12.47% 11.72% 7.73% 17.75 4.74% 0.32 3.62% 8.81
Derichebourg SA 4.31 2.23 0.1761 0.8702 14.08% 45.89% 21.93% 18.91% 10.23% 9.80 6.37% 0.50 26.24% 36.55
Eramet SA 2.70 2.00 0.478 1.34 7.28% 36.70% 64.16% 20.41% 23.40% 30.93 4.20% 0.47 34.43% 23.76
Euronext NV 16.79 14.57 4.70 1.65 21.66% 9.25% 10.05% 18.38% 5.32% 52.88 3.62% 0.43 5.38% 5.92
Jacquet Metals SA 2.54 1.92 0.1514 0.5661 9.04% 36.24% 25.05% 18.60% 12.11% 10.59 5.66% 0.42 32.03% 48.65
Kering SA 16.31 11.01 2.91 4.17 13.48% 15.33% 26.42% 23.55% 15.94% 35.65 2.93% 0.45 16.38% 14.14
LVMH Moet Hennessy Louis Vuitton SE 29.45 20.35 5.23 7.50 13.18% 23.31% 27.55% 22.69% 14.96% 33.62 1.45% 0.38 21.37% 17.02
Nhoa SA -- -- 0.5779 1.64 75.31% 448.48% -50.01% -78.74% -49.36% -20.97 -- 0.55 -- -41.76
Rubis SCA 8.48 5.08 0.3133 0.8151 12.65% 55.46% 9.83% 10.18% 6.26% 9.49 8.86% 0.45 -2.11% -10.14
Stellantis NV 3.07 2.20 0.2852 0.7079 11.18% 20.19% 26.27% 20.22% 14.65% 16.93 8.27% 0.27 20.36% 27.17
STMicroelectronics NV 10.06 7.44 2.69 3.21 14.08% 26.39% 37.66% 21.06% 29.21% 38.63 0.50% 0.16 81.45% 152.66
TotalEnergies SE 6.82 4.03 0.5396 1.18 12.05% 42.61% 17.95% 9.00% 11.05% 23.96 7.06% 0.34 18.65% 28.93
Ubisoft Entertainment SA -- 4.03 1.68 2.05 0.93% -14.63% -30.08% -4.91% -13.36% 41.98 -- 0.62 -- -724.78
|
89addc2a17e84ccc8ca7ffbc53c39da2
|
lmsys/lmsys-chat-1m
| null | 368,236 | 0 | 936 |
I want you to make a regex pattern to match every value of each item in the data I will give you. The data: </tr><tr class="text10pxfet">
<td colspan="11">Öl, Ale, Amber ale</td>
</tr><tr class="text10pxBlue">
<td><a href="https://varusok.systembolaget.se/templates/ResultatUtanKriterier.aspx?VarugruppId=592&Soktyp=Avanceradsok&PageSize=500&CurrentPage=1&Producent=&Ursprung=&PrisFran=0&PrisTill=99999&SortimentOrdinarie=False&SortimentTillfalligt=True&SortimentBestallning=False&SortimentPrivatimport=False&Urval=EndastKommandeSortiment&Argang=&SmakVarutyp=0&Druvinnehall=IngetVarde&Druva=-1&Fatkaraktar=InteViktig&Forpackning=0&Emballage=0&PassarTill1=0&PassarTill2=0&PassarTill3=0&Notering=&AntalILager=0&Lan=0&ButikOmbud=&butikIId=0&valtLan=0&SortBy=Varunr&SortAsc=True">VaruNr</a></td><td><a href="https://varusok.systembolaget.se/templates/ResultatUtanKriterier.aspx?VarugruppId=592&Soktyp=Avanceradsok&PageSize=500&CurrentPage=1&Producent=&Ursprung=&PrisFran=0&PrisTill=99999&SortimentOrdinarie=False&SortimentTillfalligt=True&SortimentBestallning=False&SortimentPrivatimport=False&Urval=EndastKommandeSortiment&Argang=&SmakVarutyp=0&Druvinnehall=IngetVarde&Druva=-1&Fatkaraktar=InteViktig&Forpackning=0&Emballage=0&PassarTill1=0&PassarTill2=0&PassarTill3=0&Notering=&AntalILager=0&Lan=0&ButikOmbud=&butikIId=0&valtLan=0&SortBy=Namn&SortAsc=True">Varunamn</a></td><td><a href="https://varusok.systembolaget.se/templates/ResultatUtanKriterier.aspx?VarugruppId=592&Soktyp=Avanceradsok&PageSize=500&CurrentPage=1&Producent=&Ursprung=&PrisFran=0&PrisTill=99999&SortimentOrdinarie=False&SortimentTillfalligt=True&SortimentBestallning=False&SortimentPrivatimport=False&Urval=EndastKommandeSortiment&Argang=&SmakVarutyp=0&Druvinnehall=IngetVarde&Druva=-1&Fatkaraktar=InteViktig&Forpackning=0&Emballage=0&PassarTill1=0&PassarTill2=0&PassarTill3=0&Notering=&AntalILager=0&Lan=0&ButikOmbud=&butikIId=0&valtLan=0&SortBy=Status&SortAsc=True">Status</a></td><td><a href="https://varusok.systembolaget.se/templates/ResultatUtanKriterier.aspx?VarugruppId=592&Soktyp=Avanceradsok&PageSize=500&CurrentPage=1&Producent=&Ursprung=&PrisFran=0&PrisTill=99999&SortimentOrdinari
|
d0a02fc609234031b79eac8f48a9287f
|
lmsys/lmsys-chat-1m
| null | 497,270 | 0 | 921 |
what are some problems and bugs with the following code? ""import numpy as np import matplotlib.pyplot as plt from astropy import constants as const from astropy import units as u from astroquery.simbad import Simbad from astroML.plotting import scatter_contour
Define classes for Vec2 and Particle similar to the previous program Define class for binary system (combining Hellion and Sarnan) class BinarySystem: def init(self, hellion_data, sarnan_data, orbital_data): # Initialize the binary system using the provided data # Set up the stars (Hellion and Sarnan) with their properties # Set up the orbital parameters (semi-major axis, eccentricity, etc.) pass
Check the units of the input data for key, value in orbital_data.items(): if not isinstance(value, u.Quantity): raise ValueError(f'The value {key} must be a Quantity.')
... (rest of the class methods)
Main code to create the binary system and perform simulations def main(): # Data for Hellion hellion_data = { 'Age': 5.2e9 * u.year, 'Radius': 699226.7 * u.km, 'Hydrogen Abundance': 71.2 * 0.01, # Convert from percentage to fraction 'Helium Abundance': 8.3 * 0.01, # Convert from percentage to fraction 'Metallicity': 0.38 * 1e-2, # Convert from percentage to fraction 'Mass': 2.148228e30 * u.kg, 'Density': 1.6736e9 * u.kg / u.km3, 'Volume': 1.31316e30 * u.km3, 'Average Density': 1.634e9 * u.kg / u.km3, 'Total Binding Energy (U1)': 2.3096e36 * u.joule, 'Central Density (Hellion)': 1500.1605932993 * u.kg / u.m3, 'Density at r = 500,000 km': 4.633 * u.kg / u.km**3, 'Composition': { 'Hydrogen (H)': 71.2 * 0.01, 'Helium (He)': 8.3 * 0.01, 'Carbon (C)': 5.2 * 0.01, 'Nitrogen (N)': 2.4 * 0.01, 'Oxygen (O)': 0.77 * 0.01, 'Silicon (Si)': 6 * 0.01, 'Iron (Fe)': 0.16 * 0.01, 'Sulfur (S)': 0.04 * 0.01, 'NAME_1 (B)': 2.9 * 0.01, 'Sodium (Na)': 1.5 * 0.01, 'Magnesium (Mg)': 4.8 * 0.01 * 0.98, # Reduced by 2% from its previous value } }
Data for Sarnan
sarnan_data = { 'Age': 5.2e9 * u.year, 'Radius': 699496.94 * u.km, 'Hydrogen Abundance': 73.1 * 0.01, # Convert from percentage to fraction 'Helium Abundance': 8.0 * 0.01, # Convert from percentage to fraction 'Metallicity': 0.4 * 1e-2, # Convert from percentage to fraction 'Mass': 2.14751e30 * u.kg, 'Density': 1.6730e9 * u.kg / u.km3, 'Volume': 1.31377e30 * u.km3, 'Average Density': 1.634e9 * u.kg / u.km3, 'Total Binding Energy (U2)': 2.3101e36 * u.joule, 'Central Density (Sarnan)': 1497.921756058127 * u.kg / u.m3, 'Composition': { 'Hydrogen (H)': 73.1 * 0.01, 'Helium (He)': 8.0 * 0.01, 'Carbon (C)': 5.2 * 0.01, 'Nitrogen (N)': 2.4 *
|
ee22fefca26b463ca3d06df735879db3
|
lmsys/lmsys-chat-1m
| null | 264,326 | 0 | 919 |
Суммаризируй статью в формате тезисов. Каждый тезис должен начинаться с новой строки и символа "—" и иметь длину не более 120 символов. Общее количество тезисов не должно быть больше 8. Суммаризация должна передавать основные мысли статьи и быть лаконичной.
10:06 10.10.2022 (обновлено: 15:53 10.10.2022) https://ria.ru/20221010/ukraina-1822711298.html В Ивано-Франковске прогремели взрывы В Ивано-Франковске прогремели взрывы - РИА Новости, 10.10.2022 В Ивано-Франковске прогремели взрывы Украинские СМИ сообщают о взрывах в Ивано-Франковске на западе страны. РИА Новости, 10.10.2022 2022-10-10T10:06 2022-10-10T10:06 2022-10-10T15:53 в мире ивано-франковск украина специальная военная операция на украине /html/head/meta@name='og:title'/@content /html/head/meta@name='og:description'/@content https://cdnn21.img.ria.ru/images/07e5/04/0f/1728483522_0:100:1920:1180_1920x0_80_0_0_67ff24daf414e14ecfa6f947931f5ee7.jpg МОСКВА, 10 окт - РИА Новости. Украинские СМИ сообщают о взрывах в Ивано-Франковске на западе страны."Сообщают о взрывах в Ивано-Франковске", - говорится в Telegram-канале издания Страна.ua.Ранее Владимир Зеленский заявил, что воздушная тревога не затихает по всей Украине, есть попадания ракет. Украинские СМИ, власти и очевидцы сообщают о взрывах в Киеве, Житомирской и Киевской областях, Харькове, Днепропетровске, Львове. В Киеве остановили движение поездов по красной ветке метро, все подземные станции будут работать как укрытия, сообщила пресс-служба Киевского горсовета. ивано-франковск украина РИА Новости [email protected] 7 495 645-6601 ФГУП МИА «Россия сегодня» https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/ 2022 Новости ru-RU https://ria.ru/docs/about/copyright.html https://xn--c1acbl2abdlkab1og.xn--p1ai/ РИА Новости [email protected] 7 495 645-6601 ФГУП МИА «Россия сегодня» https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/ https://cdnn21.img.ria.ru/images/07e5/04/0f/1728483522_107:0:1814:1280_1920x0_80_0_0_23e750b27c3ce8cccce0c7d9f5f6ea52.jpg РИА Новости [email protected] 7 495 645-6601 ФГУП МИА «Россия сегодня» https://xn--c1acbl2abdlkab1og.xn--p1ai/awards/ в мире, ивано-франковск, украина В мире, Ивано-Франковск, Украина, Специальная военная операция на Украине В Ивано-Франковске прогремели взрывы МОСКВА, 10 окт - РИА Новости. Украинские СМИ сообщают о взрывах в Ивано-Франковске на западе страны. "Сообщают о взрывах в Ивано-Франковске", - говорится в Telegram-канале издания Страна.ua. Ранее Владимир Зеленский заявил, что воздушная тревога не затихает по всей Украине, есть попадания ракет. У
|
6da0075007e9468cabd616a691277d42
|
zai-org/LongAlign-10k
|
3ff88ce71f195254152de7e95056d5b2b991ab390364a74d
| 2,769 | 0 | 5,958 |
// language: Java
/*
* $Id$
*/
package org.lockss.jetty;
import java.io.*;
import java.util.*;
import org.apache.commons.logging.Log;
import org.mortbay.http.*;
import org.mortbay.http.handler.*;
import org.mortbay.log.LogFactory;
import org.mortbay.util.*;
import com.sun.jimi.core.*;
import com.sun.jimi.core.raster.JimiRasterImage;
import org.lockss.app.LockssDaemon;
import org.lockss.config.CurrentConfig;
import org.lockss.plugin.CachedUrl;
import org.lockss.proxy.ProxyManager;
import org.lockss.util.*;
import org.lockss.util.StringUtil;
public class LockssResourceHandler extends AbstractHttpHandler {
private static Log log = LogFactory.getLog(ResourceHandler.class);
/* ----------------------------------------------------------------- */
private LockssDaemon theDaemon = null;
private ProxyManager proxyMgr = null;
private boolean _acceptRanges=true;
private boolean _redirectWelcomeFiles ;
private String _redirectRootTo ;
private String[] _methods=null;
private String _allowed;
private boolean _dirAllowed=true;
private int _minGzipLength =-1;
private StringMap _methodMap = new StringMap();
{
setAllowedMethods(new String[]
{
HttpRequest.__GET,
HttpRequest.__MOVE,
HttpRequest.__POST,
HttpRequest.__HEAD,
HttpRequest.__OPTIONS,
HttpRequest.__TRACE
});
}
/* ----------------------------------------------------------------- */
public LockssResourceHandler(LockssDaemon daemon)
{
theDaemon = daemon;
proxyMgr = theDaemon.getProxyManager();
}
/* ----------------------------------------------------------------- */
public synchronized void start()
throws Exception
{
super.start();
}
/* ----------------------------------------------------------------- */
public void stop()
throws InterruptedException
{
super.stop();
}
public void setRedirectRootTo(String target) {
_redirectRootTo = target;
}
/* ------------------------------------------------------------ */
public String[] getAllowedMethods()
{
return _methods;
}
/* ------------------------------------------------------------ */
public void setAllowedMethods(String[] methods)
{
StringBuffer b = new StringBuffer();
_methods=methods;
_methodMap.clear();
for (int i=0;i<methods.length;i++)
{
_methodMap.put(methods[i],methods[i]);
if (i>0)
b.append(',');
b.append(methods[i]);
}
_allowed=b.toString();
}
/* ------------------------------------------------------------ */
public boolean isMethodAllowed(String method)
{
return _methodMap.get(method)!=null;
}
/* ------------------------------------------------------------ */
public String getAllowedString()
{
return _allowed;
}
/* ------------------------------------------------------------ */
public boolean isDirAllowed()
{
return _dirAllowed;
}
/* ------------------------------------------------------------ */
public void setDirAllowed(boolean dirAllowed)
{
_dirAllowed = dirAllowed;
}
/* ------------------------------------------------------------ */
public boolean isAcceptRanges()
{
return _acceptRanges;
}
/* ------------------------------------------------------------ */
public boolean getRedirectWelcome()
{
return _redirectWelcomeFiles;
}
/* ------------------------------------------------------------ */
public void setRedirectWelcome(boolean redirectWelcome)
{
_redirectWelcomeFiles = redirectWelcome;
}
/* ------------------------------------------------------------ */
public void setAcceptRanges(boolean ar)
{
_acceptRanges=ar;
}
/* ------------------------------------------------------------ */
public int getMinGzipLength()
{
return _minGzipLength;
}
/* ------------------------------------------------------------ */
public void setMinGzipLength(int minGzipLength)
{
_minGzipLength = minGzipLength;
}
/* ------------------------------------------------------------ */
protected Resource getResource(HttpRequest request, String pathInContext)
throws IOException
{
return getHttpContext().getResource(pathInContext);
}
/* ------------------------------------------------------------ */
public void handle(String pathInContext,
String pathParams,
HttpRequest request,
HttpResponse response)
throws HttpException, IOException
{
Resource resource = getResource(request, pathInContext);
if (resource==null)
return;
// Is the method allowed?
if (!isMethodAllowed(request.getMethod()))
{
if(log.isDebugEnabled())log.debug("Method not allowed: "+request.getMethod());
if (resource.exists())
{
setAllowHeader(response);
response.sendError(HttpResponse.__405_Method_Not_Allowed);
}
return;
}
// Handle the request
try
{
if(log.isDebugEnabled())log.debug("PATH="+pathInContext+" RESOURCE="+resource);
String method=request.getMethod();
if (method.equals(HttpRequest.__GET) ||
method.equals(HttpRequest.__POST) ||
method.equals(HttpRequest.__HEAD))
handleGet(request, response, pathInContext, pathParams, resource);
else if (method.equals(HttpRequest.__PUT))
handlePut(request, response, pathInContext, resource);
else if (method.equals(HttpRequest.__DELETE))
handleDelete(request, response, pathInContext, resource);
else if (method.equals(HttpRequest.__OPTIONS))
handleOptions(response, pathInContext);
else if (method.equals(HttpRequest.__MOVE))
handleMove(request, response, pathInContext, resource);
else if (method.equals(HttpRequest.__TRACE))
handleTrace(request, response);
else
{
if(log.isDebugEnabled())log.debug("Unknown action:"+method);
// anything else...
try{
if (resource.exists())
response.sendError(HttpResponse.__501_Not_Implemented);
}
catch(Exception e) {LogSupport.ignore(log,e);}
}
}
catch(IllegalArgumentException e)
{
LogSupport.ignore(log,e);
}
finally
{
if (resource!=null &&!(resource instanceof CachedResource))
resource.release();
}
}
/* ------------------------------------------------------------------- */
public void handleGet(HttpRequest request,
HttpResponse response,
String pathInContext,
String pathParams,
Resource resource)
throws IOException
{
if(log.isDebugEnabled())log.debug("Looking for "+resource);
if (resource!=null && resource.exists())
{
if (resource.isDirectory())
{
if (!pathInContext.endsWith("/") &&!pathInContext.equals("/"))
{
log.debug("Redirect to directory/");
String q=request.getQuery();
StringBuffer buf=request.getRequestURL();
if (q!=null&&q.length()!=0)
{
buf.append('?');
buf.append(q);
}
response.setField(HttpFields.__Location, URI.addPaths(buf.toString(),"/"));
response.setStatus(302);
request.setHandled(true);
return;
}
if (_redirectRootTo!= null && pathInContext.equals("/")) {
log.debug("Redirect root to " + _redirectRootTo);
String q=request.getQuery();
StringBuffer buf=request.getRequestURL();
if (q!=null&&q.length()!=0) {
buf.append('?');
buf.append(q);
}
response.setField(HttpFields.__Location,
URI.addPaths(buf.toString(),
_redirectRootTo));
response.setStatus(302);
request.setHandled(true);
return;
}
// See if index file exists
String welcome=getHttpContext().getWelcomeFile(resource);
if (welcome!=null)
{
// Forward to the index
String ipath=URI.addPaths(pathInContext,welcome);
if (_redirectWelcomeFiles)
{
ipath=URI.addPaths(getHttpContext().getContextPath(),ipath);
response.setContentLength(0);
response.sendRedirect(ipath);
}
else
{
URI uri=request.getURI();
uri.setPath(URI.addPaths(uri.getPath(),welcome));
getHttpContext().handle(ipath,pathParams,request,response);
}
return;
}
if (!passConditionalHeaders(request,response,resource))
return;
sendDirectory(request,response,resource,pathInContext.length()>1);
}
else if (handleLockssRedirect(request, response, pathInContext,
pathParams, resource))
{
return;
}
else if (resource.exists())
{
if (!passConditionalHeaders(request,response,resource))
return;
sendData(request,response,pathInContext,resource,true);
}
else
// don't know what it is
log.warn("Unknown file type");
}
}
boolean handleLockssRedirect(HttpRequest request,
HttpResponse response,
String pathInContext,
String pathParams,
Resource resource) {
if (!(resource instanceof CuUrlResource)) {
return false;
}
CuUrlResource cur = (CuUrlResource)resource;
String nodeUrl = cur.getProperty(CachedUrl.PROPERTY_NODE_URL);
String rTo = cur.getProperty(CachedUrl.PROPERTY_REDIRECTED_TO);
String reqUrl = request.getRequestURL().toString();
if (rTo!= null) {
if (rTo.equals(reqUrl)) {
return false;
} else {
sendLockssRedirect(request, response, pathInContext,
pathParams, resource, rTo);
return true;
}
} else
if (!pathInContext.endsWith("/")) {
URI nodeUri = new URI(nodeUrl);
if (nodeUri.getPath().endsWith("/")) {
sendLockssRedirect(request, response, pathInContext,
pathParams, resource, nodeUrl);
return true;
}
}
return false;
}
void sendLockssRedirect(HttpRequest request,
HttpResponse response,
String pathInContext,
String pathParams,
Resource resource,
String to) {
response.setField(HttpFields.__Location, to);
response.setStatus(HttpResponse.__301_Moved_Permanently);
request.setHandled(true);
}
/* ------------------------------------------------------------ */
private boolean passConditionalHeaders(HttpRequest request,
HttpResponse response,
Resource resource)
throws IOException
{
boolean ignoreIfModified = false;
if (CurrentConfig.getCurrentConfig().getBoolean(ProxyManager.PARAM_IGNORE_IF_MODIFIED_WHEN_CONTENT_LENGTH_WRONG,
ProxyManager.DEFAULT_IGNORE_IF_MODIFIED_WHEN_CONTENT_LENGTH_WRONG) &&
resource instanceof CuUrlResource) {
CuUrlResource cur = (CuUrlResource)resource;
String clenHdr = cur.getProperty(HttpFields.__ContentLength);
if (!StringUtil.isNullString(clenHdr)) {
try {
long clen = Long.parseLong(clenHdr);
if (clen!= resource.length()) {
ignoreIfModified = true;
log.debug("ignoring If-Modified-Since: " + cur.getURL());
}
} catch (NumberFormatException e) {
log.warn("Error parsing Content-Length: " + clenHdr +
" of " + cur.getURL());
}
}
}
if (!request.getMethod().equals(HttpRequest.__HEAD))
{
// If we have meta data for the file
ResourceCache.ResourceMetaData metaData =
(ResourceCache.ResourceMetaData)resource.getAssociate();
if (metaData!= null && resource.lastModified() > 0)
{
String ifms=request.getField(HttpFields.__IfModifiedSince);
if (ignoreIfModified) {
ifms = null;
}
String mdlm=metaData.getLastModified();
if (ifms!= null && mdlm!= null && ifms.equals(mdlm))
{
response.setStatus(HttpResponse.__304_Not_Modified);
request.setHandled(true);
return false;
}
}
long date=0;
if ((date=request.getDateField(HttpFields.__IfUnmodifiedSince))>0)
{
if (resource.lastModified()/1000 > date/1000)
{
response.sendError(HttpResponse.__412_Precondition_Failed);
return false;
}
}
if (!ignoreIfModified &&
(date=request.getDateField(HttpFields.__IfModifiedSince))>0)
{
if (resource.lastModified()/1000 <= date/1000)
{
response.setStatus(HttpResponse.__304_Not_Modified);
request.setHandled(true);
return false;
}
}
}
return true;
}
/* ------------------------------------------------------------ */
void handlePut(HttpRequest request,
HttpResponse response,
String pathInContext,
Resource resource)
throws IOException
{
if(log.isDebugEnabled())log.debug("PUT "+pathInContext+" in "+resource);
boolean exists=resource!=null && resource.exists();
if (exists &&
!passConditionalHeaders(request,response,resource))
return;
if (pathInContext.endsWith("/"))
{
if (!exists)
{
if (!resource.getFile().mkdirs())
response.sendError(HttpResponse.__403_Forbidden, "Directories could not be created");
else
{
request.setHandled(true);
response.setStatus(HttpResponse.__201_Created);
response.commit();
}
}
else
{
request.setHandled(true);
response.setStatus(HttpResponse.__200_OK);
response.commit();
}
}
else
{
try
{
int toRead = request.getContentLength();
InputStream in = request.getInputStream();
OutputStream out = resource.getOutputStream();
if (toRead>=0)
IO.copy(in,out,toRead);
else
IO.copy(in,out);
out.close();
request.setHandled(true);
response.setStatus(exists
?HttpResponse.__200_OK
:HttpResponse.__201_Created);
response.commit();
}
catch (Exception ex)
{
log.warn(LogSupport.EXCEPTION,ex);
response.sendError(HttpResponse.__403_Forbidden,
ex.getMessage());
}
}
}
/* ------------------------------------------------------------ */
void handleDelete(HttpRequest request,
HttpResponse response,
String pathInContext,
Resource resource)
throws IOException
{
if(log.isDebugEnabled())log.debug("DELETE "+pathInContext+" from "+resource);
if (!resource.exists() ||
!passConditionalHeaders(request,response,resource))
return;
try
{
// delete the file
if (resource.delete())
response.setStatus(HttpResponse.__204_No_Content);
else
response.sendError(HttpResponse.__403_Forbidden);
// Send response
request.setHandled(true);
}
catch (SecurityException sex)
{
log.warn(LogSupport.EXCEPTION,sex);
response.sendError(HttpResponse.__403_Forbidden, sex.getMessage());
}
}
/* ------------------------------------------------------------ */
void handleMove(HttpRequest request,
HttpResponse response,
String pathInContext,
Resource resource)
throws IOException
{
if (!resource.exists() ||!passConditionalHeaders(request,response,resource))
return;
String newPath = URI.canonicalPath(request.getField("New-uri"));
if (newPath==null)
{
response.sendError(HttpResponse.__405_Method_Not_Allowed,
"Bad new uri");
return;
}
String contextPath = getHttpContext().getContextPath();
if (contextPath!=null &&!newPath.startsWith(contextPath))
{
response.sendError(HttpResponse.__405_Method_Not_Allowed,
"Not in context");
return;
}
// Find path
try
{
String newInfo=newPath;
if (contextPath!=null)
newInfo=newInfo.substring(contextPath.length());
Resource newFile = getHttpContext().getBaseResource().addPath(newInfo);
if(log.isDebugEnabled())log.debug("Moving "+resource+" to "+newFile);
resource.renameTo(newFile);
response.setStatus(HttpResponse.__204_No_Content);
request.setHandled(true);
}
catch (Exception ex)
{
log.warn(LogSupport.EXCEPTION,ex);
setAllowHeader(response);
response.sendError(HttpResponse.__405_Method_Not_Allowed,
"Error:"+ex);
return;
}
}
/* ------------------------------------------------------------ */
void handleOptions(HttpResponse response, String pathInContext)
throws IOException
{
if ("*".equals(pathInContext))
return;
setAllowHeader(response);
response.commit();
}
/* ------------------------------------------------------------ */
void setAllowHeader(HttpResponse response)
{
response.setField(HttpFields.__Allow, getAllowedString());
}
/* ------------------------------------------------------------ */
public void writeHeaders(HttpResponse response,Resource resource, long count)
throws IOException
{
ResourceCache.ResourceMetaData metaData =
(ResourceCache.ResourceMetaData)resource.getAssociate();
CuUrlResource cur = null;
String ctype = null;
if (resource instanceof CuUrlResource) {
cur = (CuUrlResource)resource;
ctype = cur.getProperty(CachedUrl.PROPERTY_CONTENT_TYPE);
}
if (ctype == null &&
CurrentConfig.getCurrentConfig()
.getBoolean(ProxyManager.PARAM_INFER_MIME_TYPE,
ProxyManager.DEFAULT_INFER_MIME_TYPE)) {
ctype = metaData.getMimeType();
log.trace("ctype from metadata: " + ctype);
}
response.setContentType(ctype);
if (count!= -1)
{
String origContentLength = null;
if (cur!= null) {
origContentLength = cur.getProperty(HttpFields.__ContentLength);
}
if (count==resource.length()) {
response.setField(HttpFields.__ContentLength,metaData.getLength());
} else {
if (count < Integer.MAX_VALUE) {
response.setContentLength((int)count);
} else {
response.setField(HttpFields.__ContentLength,
Long.toString(count));
}
}
if (origContentLength!= null &&
!StringUtil.equalStrings(origContentLength,
response.getField(HttpFields.__ContentLength))) {
response.setField(origPrefix(HttpFields.__ContentLength),
origContentLength);
}
}
if (resource.lastModified() > 0) {
response.setField(HttpFields.__LastModified,
metaData.getLastModified());
}
if (_acceptRanges && response.getHttpRequest().getDotVersion()>0)
response.setField(HttpFields.__AcceptRanges,"bytes");
if (cur!= null) {
addStoredHeaders(response, cur);
}
}
String[] DONT_PROXY_HEADERS = {
HttpFields.__Connection,
HttpFields.__ProxyConnection,
HttpFields.__Connection,
HttpFields.__KeepAlive,
HttpFields.__TransferEncoding,
HttpFields.__TE,
HttpFields.__Trailer,
HttpFields.__ProxyAuthorization,
HttpFields.__ProxyAuthenticate,
HttpFields.__Upgrade,
};
private void addStoredHeaders(HttpResponse response,
CuUrlResource cur) {
Map<String,List<String>> hdrMap = cur.getPropertyMap();
for (Map.Entry<String,List<String>> ent : hdrMap.entrySet()) {
String key = ent.getKey();
List<String> valLst = ent.getValue();
if (valLst.size()!= 1) {
log.warn("Unexpected CuUrlResource property list for " +
key + " (" + valLst.size() + " items): " + valLst);
continue;
}
// Maintain the original value of some keys by prefixing with orig_
if (isHeaderKey(key, CachedUrl.LOCKSS_PREFIX_ORIG_PROPERTIES)) {
String prefKey = origPrefix(key);
if (response.getField(prefKey)!= null) {
continue;
}
response.setField(prefKey, valLst.get(0));
continue;
}
// Skip keys that already have a value in the response
if (response.getField(key)!= null) {
continue;
}
if (isHeaderKey(key, CachedUrl.LOCKSS_INTERNAL_PROPERTIES) ||
isHeaderKey(key, DONT_PROXY_HEADERS)) {
continue;
}
if (isHeaderKey(key, CachedUrl.LOCKSS_AUDIT_PROPERTIES)
? proxyMgr.isIncludeLockssAuditProps()
: proxyMgr.isCopyStoredResponseHeaders()) {
response.setField(key, valLst.get(0));
}
}
}
boolean isHeaderKey(String key, String[] keyset) {
for (String s : keyset) {
if (key.equalsIgnoreCase(s)) {
return true;
}
}
return false;
}
private String origPrefix(String s) {
return CuResourceHandler.ORIG_HEADER_PREFIX + s;
}
/* ------------------------------------------------------------ */
public void sendData(HttpRequest request,
HttpResponse response,
String pathInContext,
Resource resource,
boolean writeHeaders)
throws IOException
{
long resLength=resource.length();
// see if there are any range headers
Enumeration reqRanges =
request.getDotVersion()>0
?request.getFieldValues(HttpFields.__Range)
:null;
if (!writeHeaders || reqRanges == null ||!reqRanges.hasMoreElements())
{
Resource data=resource;
if (_minGzipLength>0)
{
String accept=request.getField(HttpFields.__AcceptEncoding);
if (accept!=null && resLength>_minGzipLength &&
!pathInContext.endsWith(".gz"))
{
Resource gz = getHttpContext().getResource(pathInContext+".gz");
if (gz.exists() && accept.indexOf("gzip")>=0)
{
if(log.isDebugEnabled())log.debug("gzip="+gz);
response.setField(HttpFields.__ContentEncoding,"gzip");
data=gz;
resLength=data.length();
}
}
}
writeHeaders(response,resource,resLength);
request.setHandled(true);
InputStream in = data.getInputStream();
OutputStream out = null;
boolean enableRewrite =
CurrentConfig.getCurrentConfig().getBoolean(ProxyManager.PARAM_REWRITE_GIF_PNG,
ProxyManager.DEFAULT_REWRITE_GIF_PNG);
if (!proxyMgr.isRepairRequest(request) &&
enableRewrite &&
"image/gif".equals(HeaderUtil.getMimeTypeFromContentType(response.getContentType())) &&
"from-cache".equals(response.getField("X-Lockss"))) {
try {
JimiRasterImage img =
Jimi.getRasterImage(in, Jimi.SYNCHRONOUS);
response.removeField("Content-Length");
response.setContentType("image/png");
out = response.getOutputStream();
Jimi.putImage("image/png", img, out);
out.flush();
} catch (JimiException ex) {
throw new IOException(ex.getMessage());
}
} else {
out = response.getOutputStream();
IO.copy(in, out, resLength);
}
if (in!= null) {
in.close();
}
if (out!= null) {
out.close();
}
return;
}
// Parse the satisfiable ranges
List ranges =InclusiveByteRange.satisfiableRanges(reqRanges,resLength);
if(log.isDebugEnabled())log.debug("ranges: " + reqRanges + " == " + ranges);
// if there are no satisfiable ranges, send 416 response
if (ranges==null || ranges.size()==0)
{
log.debug("no satisfiable ranges");
writeHeaders(response, resource, resLength);
response.setStatus(HttpResponse.__416_Requested_Range_Not_Satisfiable);
response.setReason((String)HttpResponse.__statusMsg
.get(TypeUtil.newInteger(HttpResponse.__416_Requested_Range_Not_Satisfiable)));
response.setField(HttpFields.__ContentRange,
InclusiveByteRange.to416HeaderRangeString(resLength));
OutputStream out = response.getOutputStream();
resource.writeTo(out,0,resLength);
request.setHandled(true);
return;
}
// if there is only a single valid range (must be satisfiable
if ( ranges.size()== 1)
{
InclusiveByteRange singleSatisfiableRange =
(InclusiveByteRange)ranges.get(0);
if(log.isDebugEnabled())log.debug("single satisfiable range: " + singleSatisfiableRange);
long singleLength = singleSatisfiableRange.getSize(resLength);
writeHeaders(response,resource,singleLength);
response.setStatus(HttpResponse.__206_Partial_Content);
response.setReason((String)HttpResponse.__statusMsg
.get(TypeUtil.newInteger(HttpResponse.__206_Partial_Content)));
response.setField(HttpFields.__ContentRange,
singleSatisfiableRange.toHeaderRangeString(resLength));
OutputStream out = response.getOutputStream();
resource.writeTo(out,
singleSatisfiableRange.getFirst(resLength),
singleLength);
request.setHandled(true);
return;
}
ResourceCache.ResourceMetaData metaData =
(ResourceCache.ResourceMetaData)resource.getAssociate();
String encoding = metaData.getMimeType();
MultiPartResponse multi = new MultiPartResponse(response);
response.setStatus(HttpResponse.__206_Partial_Content);
response.setReason((String)HttpResponse.__statusMsg
.get(TypeUtil.newInteger(HttpResponse.__206_Partial_Content)));
// If the request has a "Request-Range" header then we need to
String ctp;
if (request.containsField(HttpFields.__RequestRange))
ctp = "multipart/x-byteranges; boundary=";
else
ctp = "multipart/byteranges; boundary=";
response.setContentType(ctp+multi.getBoundary());
InputStream in=(resource instanceof CachedResource)
?null:resource.getInputStream();
OutputStream out = response.getOutputStream();
long pos=0;
for (int i=0;i<ranges.size();i++)
{
InclusiveByteRange ibr = (InclusiveByteRange) ranges.get(i);
String header=HttpFields.__ContentRange+": "+
ibr.toHeaderRangeString(resLength);
if(log.isDebugEnabled())log.debug("multi range: "+encoding+" "+header);
multi.startPart(encoding,new String[]{header});
long start=ibr.getFirst(resLength);
long size=ibr.getSize(resLength);
if (in!=null)
{
if (start<pos)
{
in.close();
in=resource.getInputStream();
pos=0;
}
while (pos<start)
{
pos += in.skip(start-pos);
}
IO.copy(in,out,size);
pos+=size;
}
else
resource.writeTo(out,start,size);
}
if (in!=null)
in.close();
multi.close();
request.setHandled(true);
return;
}
/* ------------------------------------------------------------------- */
void sendDirectory(HttpRequest request,
HttpResponse response,
Resource resource,
boolean parent)
throws IOException
{
if (!_dirAllowed)
{
response.sendError(HttpResponse.__403_Forbidden);
return;
}
request.setHandled(true);
if(log.isDebugEnabled())log.debug("sendDirectory: "+resource);
byte[] data=null;
if (resource instanceof CachedResource)
data=((CachedResource)resource).getCachedData();
if (data==null)
{
String base = URI.addPaths(request.getPath(),"/");
String dir = resource.getListHTML(base,parent);
if (dir==null)
{
response.sendError(HttpResponse.__403_Forbidden,
"No directory");
return;
}
data=dir.getBytes("UTF8");
if (resource instanceof CachedResource)
((CachedResource)resource).setCachedData(data);
}
response.setContentType("text/html; charset=UTF8");
response.setContentLength(data.length);
if (request.getMethod().equals(HttpRequest.__HEAD))
{
response.commit();
return;
}
response.getOutputStream().write(data,0,data.length);
response.commit();
}
}
Under what conditions will a redirect be sent on a GET request?
| null |
lmsys/lmsys-chat-1m
| null | 146,865 | 0 | 988 |
Holdings Data: 'Holding, Number of shares, NAME_1 price/ Average price per share ($), Client investment ($), Cost basis ($), Price per share on Feb 28 ($), Value on Feb 28 ($), Unrealized (tax) gain or loss ($), Investment return ($), Holding period
FEDERATED HERMES, , , , , , , , ,
STRATEGIC VALUE DIVIDEND, , , , , , , , ,
FUND IS, , , , , , , , ,
Symbol: SVAIX, , , , , , , , ,
Trade date: Feb 4 21, 1366.279, 5.160, 7050.00, 7050.00, 6.110, 8347.96, 1297.96, , LT
Total reinvested, 57.410, 5.678, , 326.02, 6.110, 350.77, 24.75, ,
EAI: $313 Current yield: 3.60%
Security total, 1423.689, 5.181, 7050.00, 7376.02, , 8698.73, 1322.71, 1648.73,
O'SHAUGHNESSY MARKET LEADERS VALUE FUND CLASS, , , , , , , , ,
I, , , , , , , , ,
Symbol: OFVIX, , , , , , , , ,
Trade date: Feb 4 21, 470.628, 14.979, 7050.00, 7050.00, 17.710, 8334.81, 1284.81, , LT
Total reinvested, 8.717, 17.859, , 155.68, 17.710, 154.38, -1.30, ,
EAI: $159 Current yield: 1.87%, , , , , , , , ,
Security total, 479.345, 15.032, 7050.00, 7205.68, , 8489.19, 1283.51, 1439.19,
PACE portfolio total, , , $14100.00, $14581.70, , $17187.92, $2606.22, $3087.92,
ANGEL OAK MULTI-STRATEGY, , , , , , , , ,
INCOME FUND CLASS INSTL, , , , , , , , ,
Symbol: ANGIX, , , , , , , , ,
Trade date: Sep 23 20, 2408.841, 10.179, 24522.00, 24522.00, 10.110, 24353.38, -168.62, , LT
Total reinvested, 155.558, 10.351, , 1610.26, 10.110, 1572.69, -37.57, ,
EAI: $1220 Current yield: 4.71%, , , , , , , , ,
Security total, 2564.399, 10.190, 24522.00, 26132.26, , 25926.07, -206.19, 1404.07,
NAME_2 & NAME_3 PREFERRED, , , , , , , , ,
SEC & INC FUND I, , , , , , , , ,
Symbol: CPXIX, , , , , , , , ,
Trade date: Sep 23 20, 740.474, 13.910, 10300.00, 10300.00, 13.330, 9870.51, -429.49, , LT
Total reinvested, 57.946, 14.199, , 822.81, 13.330, 772.42, -50.39, ,
EAI: $539 Current yield: 5.06%, , , , , , , , ,
Security total, 798.420, 13.931, 10300.00, 11122.81, , 10642.93, -479.88, 342.93,'
Get ONLY the following five pieces of information for each holding from the given holdings data: the company name, its symbol or CUSIP, the quantity or number of shares, the price or NAME_1 price, and the market value or value without outputting anything. Ignore any total security values during information retrieval. Output ONLY an CSV response with the retrieved five properties for each holding where every output row is a unique security.
|
6ad6a8745bdc481aa2aa12f9de4d13b2
|
lmsys/lmsys-chat-1m
| null | 9,307 | 0 | 952 |
The following is a chat log between the user (NAME_1) and his friend (NAME_2). Use this to summarize or answer any questions the user has which can be related to this content.
[Friday, January 22, 2021 at 8:39:22 AM UTC] NAME_2: HEY!
[Friday, January 22, 2021 at 9:19:28 AM UTC] NAME_1: Woop
[Friday, January 22, 2021 at 9:26:56 AM UTC] NAME_2: Eeey yooo, NAME_3 haha mista vinduet ditt
[Friday, January 22, 2021 at 9:27:05 AM UTC] NAME_2: står til gamle ørn, godt å høre fra deg igjen! tror jeg har spamma den gamle eposten NAME_4
[Saturday, January 23, 2021 at 8:59:05 AM UTC] NAME_2: NAME_5!
[Monday, January 25, 2021 at 8:29:06 AM UTC] NAME_2: NAME_5 Bendiks!
[Friday, January 29, 2021 at 1:47:22 PM UTC] NAME_1: Heiii!
[Friday, January 29, 2021 at 1:48:01 PM UTC] NAME_1: Du havna uttafor i chattn her ja, men nå er der oppe igjen 😁
[Friday, January 29, 2021 at 1:48:03 PM UTC] NAME_1: Står til?
[Friday, January 29, 2021 at 10:51:46 PM UTC] NAME_2: Hey1
[Friday, January 29, 2021 at 10:52:01 PM UTC] NAME_2: Er det en fin måte å si blocka på? 😀
[Friday, January 29, 2021 at 10:52:30 PM UTC] NAME_2: Skikkelig nusselige bilder NAME_6 mikrobendik! er det gøy å være pappa???
[Tuesday, February 2, 2021 at 9:47:09 PM UTC] NAME_1: haha, nei ikke blokka.. men du var visst "archived"
[Tuesday, February 2, 2021 at 9:47:22 PM UTC] NAME_1: NAME_7, takk! det er artig det ja 😀
[Tuesday, February 2, 2021 at 9:48:02 PM UTC] NAME_1: null
[Wednesday, February 3, 2021 at 9:22:52 AM UTC] NAME_2: ah haha
[Wednesday, February 3, 2021 at 9:23:00 AM UTC] NAME_2: arkivert ja!
[Wednesday, February 3, 2021 at 9:48:02 AM UTC] NAME_2: Nå kan vi hvertfall bruke denne, drar den opp så den dekker hele eposten - garantert å ikke misse den da
[Wednesday, February 3, 2021 at 9:48:31 AM UTC] NAME_2: faen vi kunne brukt flaskepost og meldingene våre hadde kommet frem kjappere :'D
[Wednesday, February 3, 2021 at 12:04:56 PM UTC] NAME_1: Haha, ja, helt håpløst :S
[Wednesday, February 3, 2021 at 12:05:14 PM UTC] NAME_2: lol gjett hvem jeg nettopp kom ut av møte med?!
[Wednesday, February 3, 2021 at 12:05:18 PM UTC] NAME_2: NAME_8
[Wednesday, February 3, 2021 at 12:05:37 PM UTC] NAME_1: Haha! Ze news agency?
[Wednesday, February 3, 2021 at 12:05:45 PM UTC] NAME_1: Blirre salg?
[Wednesday, February 3, 2021 at 12:05:51 PM UTC] NAME_1: Og, driver du med salg og?
[Wednesday, February 3, 2021 at 12:05:57 P
|
78954fddc45c4a1888d328539a4af0b8
|
zai-org/LongAlign-10k
|
800cfe788876dcda5a45b893ee62cd656503c656272513f1
| 4,900 | 0 | 10,805 |
// language: Java
package com.pivotal.gemfirexd.callbacks;
import java.io.FileInputStream;
import java.sql.BatchUpdateException;
import java.sql.Connection;
import java.sql.Driver;
import java.sql.DriverManager;
import java.sql.PreparedStatement;
import java.sql.ResultSet;
import java.sql.ResultSetMetaData;
import java.sql.SQLException;
import java.sql.SQLIntegrityConstraintViolationException;
import java.sql.SQLNonTransientConnectionException;
import java.sql.SQLNonTransientException;
import java.sql.SQLTransientException;
import java.sql.Statement;
import java.util.HashMap;
import java.util.Iterator;
import java.util.List;
import java.util.Map;
import java.util.Properties;
import java.util.logging.Level;
import java.util.logging.Logger;
import java.util.regex.Pattern;
import java.util.concurrent.ConcurrentSkipListMap;
import com.gemstone.gemfire.cache.RegionDestroyedException;
import com.pivotal.gemfirexd.execute.QueryObserver;
import com.pivotal.gemfirexd.execute.QueryObserverHolder;
public class DBSynchronizer implements AsyncEventListener {
protected String dbUrl;
protected String userName;
protected String passwd;
/** file to write errors */
protected String errorFile;
/** number of retries after an error before dumping to {@link #errorFile} */
protected int numErrorTries = 0;
/**
* default number of retries after an error is 3 when {@link #errorFile} is
* defined
*/
protected static final int DEFAULT_ERROR_TRIES = 3;
protected String transformation;
protected int keySize;
protected String driverClass;
protected Driver driver;
protected Connection conn;
private byte isJDBC4Driver = JDBC4DRIVER_UNKNOWN;
protected static final byte JDBC4DRIVER_UNKNOWN = -1;
protected static final byte JDBC4DRIVER_FALSE = 0;
protected static final byte JDBC4DRIVER_TRUE = 1;
protected volatile boolean shutDown = true;
protected final AsyncEventHelper helper = AsyncEventHelper.newInstance();
protected final Logger logger = Logger
.getLogger(AsyncEventHelper.LOGGER_NAME);
protected boolean traceDBSynchronizer = helper.traceDBSynchronizer()
&& logger.isLoggable(Level.INFO);
protected boolean traceDBSynchronizerHA = helper.traceDBSynchronizerHA()
&& logger.isLoggable(Level.INFO);
protected final HashMap<String, PreparedStatement> insertStmntMap =
new HashMap<String, PreparedStatement>();
protected final HashMap<String, PreparedStatement> updtStmntMap =
new HashMap<String, PreparedStatement>();
protected final HashMap<String, PreparedStatement> deleteStmntMap =
new HashMap<String, PreparedStatement>();
protected final HashMap<String, TableMetaData> metadataMap =
new HashMap<String, TableMetaData>();
protected final HashMap<String, ResultSetMetaData> pkMetadataMap =
new HashMap<String, ResultSetMetaData>();
protected final HashMap<String, PreparedStatement> bulkOpStmntMap =
new HashMap<String, PreparedStatement>();
protected boolean skipIdentityColumns = true;
// keys used in external property file
protected static final String DBDRIVER = "driver";
protected static final String DBURL = "url";
protected static final String USER = "user";
protected static final String PASSWORD = "password";
protected static final String SECRET = "secret";
protected static final String TRANSFORMATION = "transformation";
protected static final String KEYSIZE = "keysize";
protected static final String ERRORFILE = "errorfile";
protected static final String ERRORTRIES = "errortries";
protected static final String SKIP_IDENTITY_COLUMNS = "skipIdentityColumns";
// Log strings
protected static final String Gfxd_DB_SYNCHRONIZER__1 = "DBSynchronizer::"
+ "processEvents: Exception while fetching prepared statement "
+ "for event '%s': %s";
protected static final String Gfxd_DB_SYNCHRONIZER__2 = "DBSynchronizer::"
+ "processEvents: Unexpected Exception occured while processing "
+ "Events. The list of unprocessed events is: %s. "
+ "Attempt will be made to rollback the changes.";
protected static final String Gfxd_DB_SYNCHRONIZER__3 = "DBSynchronizer::"
+ "processEvents: Operation failed for event '%s' "
+ "due to exception: %s";
protected static final String Gfxd_DB_SYNCHRONIZER__4 = "DBSynchronizer::"
+ "closeStatements: Exception in closing prepared statement "
+ "with DML string: %s";
protected static final String Gfxd_DB_SYNCHRONIZER__5 = "DBSynchronizer::"
+ "close: Exception in closing SQL Connection: %s";
protected static final String Gfxd_DB_SYNCHRONIZER__6 = "DBSynchronizer::"
+ "init: Exception while initializing connection for driver class '%s' "
+ "and db url = %s";
protected static final String Gfxd_DB_SYNCHRONIZER__7 = "DBSynchronizer::"
+ "processEvents: Exception occured while committing '%s' "
+ "to external DB: %s";
protected static final String Gfxd_DB_SYNCHRONIZER__8 = "DBSynchronizer::init"
+ ": Illegal format of init string '%s', expected <driver>,<URL>,...";
protected static final String Gfxd_DB_SYNCHRONIZER__9 = "DBSynchronizer::"
+ "init: Exception in loading properties file '%s' for initialization";
protected static final String Gfxd_DB_SYNCHRONIZER__10 = "DBSynchronizer::"
+ "init: missing Driver or URL properties in file '%s'";
protected static final String Gfxd_DB_SYNCHRONIZER__11 = "DBSynchronizer::"
+ "init: unknown property '%s' in file '%s'";
protected static final String Gfxd_DB_SYNCHRONIZER__12 = "DBSynchronizer::"
+ "init: both password and secret properties specified in file '%s'";
protected static final String Gfxd_DB_SYNCHRONIZER__13 = "DBSynchronizer::"
+ "init: initialized with URL '%s' using driver class '%s'";
/** Holds event that failed to be applied to underlying database and the time of failure*/
private static class ErrorEvent implements Comparable {
Event ev;
long errortime;
@Override
public int compareTo(Object o) {
ErrorEvent ee = (ErrorEvent)o;
// If events are equal, nevermind the time, else allow sorting by failure time, earlier first.
if(ee.ev.equals(this.ev)) {
return 0;
} else if (ee.errortime > this.errortime) {
return -1;
} else {
return 1;
}
}
}
protected final ConcurrentSkipListMap<ErrorEvent, Object[]> errorTriesMap = new ConcurrentSkipListMap<ErrorEvent, Object[]>();
protected static enum SqlExceptionHandler {
IGNORE {
@Override
public void execute(DBSynchronizer synchronizer) {
// No -op
synchronizer.logger.info("DBSynchronizer::Ignoring error");
}
@Override
public boolean breakTheLoop() {
return false;
}
},
IGNORE_BREAK_LOOP {
@Override
public boolean breakTheLoop() {
return true;
}
@Override
public void execute(DBSynchronizer synchronizer) {
// No -op
}
},
REFRESH {
@Override
public void execute(DBSynchronizer synchronizer) {
synchronized (synchronizer) {
try {
if (!synchronizer.conn.isClosed()) {
if (synchronizer.helper.logFineEnabled()) {
synchronizer.logger.fine("DBSynchronizer::"
+ "SqlExceptionHandler: before rollback");
}
synchronizer.conn.rollback();
if (synchronizer.helper.logFineEnabled()) {
synchronizer.logger.fine("DBSynchronizer::"
+ "SqlExceptionHandler: after rollback");
}
}
} catch (SQLException sqle) {
synchronizer.helper.log(synchronizer.logger, Level.WARNING, sqle,
"DBSynchronizer::SqlExceptionHandler: "
+ "could not successfully rollback");
}
synchronizer.basicClose();
if (!synchronizer.shutDown) {
synchronizer.logger.info("DBSynchronizer::Attempting to reconnect to database");
synchronizer.instantiateConnection();
}
}
}
},
CLEANUP {
@Override
public void execute(DBSynchronizer synchronizer) {
synchronized (synchronizer) {
try {
if (synchronizer.conn!= null &&!synchronizer.conn.isClosed()) {
if (synchronizer.helper.logFineEnabled()) {
synchronizer.logger.fine("DBSynchronizer::"
+ "SqlExceptionHandler: before rollback");
}
synchronizer.conn.rollback();
if (synchronizer.helper.logFineEnabled()) {
synchronizer.logger.fine("DBSynchronizer::"
+ "SqlExceptionHandler: after rollback");
}
}
} catch (SQLException sqle) {
synchronizer.helper.log(synchronizer.logger, Level.WARNING, sqle,
"DBSynchronizer::SqlExceptionHandler: "
+ "could not successfully rollback");
}
synchronizer.basicClose();
}
}
};
public abstract void execute(DBSynchronizer synchronizer);
public boolean breakTheLoop() {
return true;
}
}
public synchronized void close() {
// Flush any pending error events to XML log
this.flushErrorEventsToLog();
this.shutDown = true;
this.basicClose();
this.helper.close();
}
public final synchronized void basicClose() {
closeStatements(this.insertStmntMap);
closeStatements(this.updtStmntMap);
closeStatements(this.deleteStmntMap);
closeStatements(this.bulkOpStmntMap);
try {
if (this.conn!= null &&!this.conn.isClosed()) {
this.conn.close();
}
} catch (SQLException sqle) {
if (logger.isLoggable(Level.INFO)) {
helper.logFormat(logger, Level.INFO, sqle, Gfxd_DB_SYNCHRONIZER__5,
this.conn);
}
}
}
protected final byte isJDBC4Driver() {
return this.isJDBC4Driver;
}
protected final void setJDBC4Driver(byte status) {
this.isJDBC4Driver = status;
}
protected void closeStatements(Map<String, PreparedStatement> psMap) {
Iterator<Map.Entry<String, PreparedStatement>> itr = psMap.entrySet()
.iterator();
while (itr.hasNext()) {
Map.Entry<String, PreparedStatement> entry = itr.next();
try {
entry.getValue().close();
} catch (SQLException sqle) {
if (logger.isLoggable(Level.INFO)) {
helper.logFormat(logger, Level.INFO, sqle, Gfxd_DB_SYNCHRONIZER__4,
entry.getKey());
}
} finally {
itr.remove();
}
}
}
public void init(String initParamStr) {
this.driver = null;
this.driverClass = null;
this.dbUrl = null;
this.userName = null;
this.passwd = null;
this.transformation = null;
this.keySize = 0;
this.numErrorTries = 0;
String secret = null;
if (initParamStr.startsWith("file=")) {
String propsFile = initParamStr.substring("file=".length());
FileInputStream fis = null;
final Properties props = new Properties();
try {
fis = new FileInputStream(propsFile);
props.load(fis);
} catch (Exception e) {
throw helper.newRuntimeException(
String.format(Gfxd_DB_SYNCHRONIZER__9, propsFile), e);
} finally {
try {
if (fis!= null) {
fis.close();
}
} catch (Exception e) {
// ignored
}
}
try {
for (Map.Entry<Object, Object> entry : props.entrySet()) {
String key = ((String)entry.getKey()).trim();
String value = ((String)entry.getValue()).trim();
if (DBDRIVER.equalsIgnoreCase(key)) {
this.driverClass = value;
}
else if (DBURL.equalsIgnoreCase(key)) {
this.dbUrl = value;
}
else if (USER.equalsIgnoreCase(key)) {
this.userName = value;
}
else if (SECRET.equalsIgnoreCase(key)) {
secret = value;
}
else if (TRANSFORMATION.equalsIgnoreCase(key)) {
this.transformation = value;
}
else if (KEYSIZE.equalsIgnoreCase(key)) {
this.keySize = Integer.parseInt(value);
}
else if (PASSWORD.equalsIgnoreCase(key)) {
this.passwd = value;
}
else if (ERRORFILE.equalsIgnoreCase(key)) {
this.errorFile = value;
}
else if (ERRORTRIES.equalsIgnoreCase(key)) {
this.numErrorTries = Integer.parseInt(value);
}
else if (SKIP_IDENTITY_COLUMNS.equalsIgnoreCase(key)) {
this.skipIdentityColumns = Boolean.parseBoolean(value);
}
else {
throw new IllegalArgumentException(String.format(
Gfxd_DB_SYNCHRONIZER__11, key, propsFile));
}
}
if (secret!= null) {
if (this.passwd!= null) {
throw new IllegalArgumentException(String.format(
Gfxd_DB_SYNCHRONIZER__12, propsFile));
}
AsyncEventHelper.decryptPassword(this.userName, secret,
this.transformation, this.keySize);
this.passwd = secret;
}
else if (this.passwd!= null) {
this.passwd = AsyncEventHelper.encryptPassword(this.userName,
this.passwd, this.transformation, this.keySize);
}
} catch (IllegalArgumentException e) {
throw e;
} catch (Exception e) {
throw helper.newRuntimeException(
String.format(Gfxd_DB_SYNCHRONIZER__9, propsFile), e);
}
if (this.driverClass == null || this.driverClass.length() == 0
|| this.dbUrl == null || this.dbUrl.length() == 0) {
throw new IllegalArgumentException(String.format(
Gfxd_DB_SYNCHRONIZER__10, propsFile));
}
}
else {
inlineInit(initParamStr);
}
helper.createEventErrorLogger(errorFile);
this.initConnection();
}
protected void inlineInit(String initParamStr) {
logger.info("DBSynchronizer::Inline init parameters:" + initParamStr);
String[] params = initParamStr.split(",");
if (params.length < 2) {
throw new IllegalArgumentException(String.format(Gfxd_DB_SYNCHRONIZER__8,
initParamStr));
}
String password = null;
String secret = null;
int paramNo = 1;
for (String param : params) {
param = param.trim();
StringBuilder value = new StringBuilder();
if (isArgPresent(param, DBDRIVER, value)) {
this.driverClass = value.toString().trim();
} else if (isArgPresent(param, DBURL, value)) {
this.dbUrl = value.toString().trim();
} else if (isArgPresent(param, USER + '=', value)) {
this.userName = value.toString().trim();
} else if (isArgPresent(param, PASSWORD + '=', value)) {
password = value.toString().trim();
} else if (isArgPresent(param, TRANSFORMATION + '=', value)) {
this.transformation = value.toString();
} else if (isArgPresent(param, KEYSIZE + '=', value)) {
this.keySize = Integer.parseInt(value.toString());
} else if (isArgPresent(param, SECRET + '=', value)) {
secret = value.toString().trim();
} else if (isArgPresent(param, ERRORFILE + '=', value)) {
this.errorFile = value.toString().trim();
} else if (isArgPresent(param, ERRORTRIES + '=', value)) {
this.numErrorTries = Integer.parseInt(value.toString());
} else if (isArgPresent(param, SKIP_IDENTITY_COLUMNS + '=', value)) {
this.skipIdentityColumns = Boolean.parseBoolean(value.toString());
} else if (paramNo == 1) {
// Assume this is the driver name
this.driverClass = param.trim();
} else if (paramNo == 2) {
// Assume this is the db url
this.dbUrl = param.trim();
} else if (paramNo == 3) {
this.userName = param.trim();
} else if (paramNo == 4) {
this.passwd = param.trim();
}
++paramNo;
}
try {
boolean isEncrypted = false;
try {
if (secret!= null) {
logger.info("DBSynchronizer::Attempting to decrypt password");
AsyncEventHelper.decryptPassword(this.userName, secret,
this.transformation, this.keySize);
isEncrypted = true;
}
} catch (Exception e) {
logger.info("DBSynchronizer::Exception decrypting password:" + e.getMessage() + "Provided password was probably not encrypted.");
// ignore
isEncrypted = false;
}
if (isEncrypted) {
this.passwd = secret;
} else {
if (password!= null) {
logger.info("DBSynchronizer::Encrypting the provided password");
this.passwd = AsyncEventHelper.encryptPassword(this.userName,
password, this.transformation, this.keySize);
} else {
this.passwd = null;
}
}
} catch (Exception e) {
String maskedPasswdDbUrl = null;
if (this.dbUrl!= null) {
maskedPasswdDbUrl = maskPassword(this.dbUrl);
}
throw helper.newRuntimeException(String.format(
Gfxd_DB_SYNCHRONIZER__6, this.driverClass, maskedPasswdDbUrl), e);
}
}
protected boolean isArgPresent(String s, String prefix, StringBuilder extracted) {
if ((s.length() > prefix.length()
&& prefix.equalsIgnoreCase(s.substring(0, prefix.length())))) {
extracted.append(s.substring(prefix.length()));
return true;
}
return false;
}
protected String trimIgnoreCase(String s, String prefix) {
if (s.length() > prefix.length()
&& prefix.equalsIgnoreCase(s.substring(0, prefix.length()))) {
return s.substring(prefix.length());
}
else {
return null;
}
}
protected synchronized void initConnection() {
String maskedPasswordDbUrl = null;
if (this.dbUrl!= null) {
maskedPasswordDbUrl = maskPassword(this.dbUrl);
}
try {
Class.forName(this.driverClass).newInstance();
this.driver = DriverManager.getDriver(this.dbUrl);
} catch (Exception e) {
throw helper.newRuntimeException(String.format(Gfxd_DB_SYNCHRONIZER__6,
this.driverClass, maskedPasswordDbUrl), e);
}
this.instantiateConnection();
if (this.logger.isLoggable(Level.INFO)) {
this.helper.logFormat(this.logger, Level.INFO, null,
Gfxd_DB_SYNCHRONIZER__13, maskedPasswordDbUrl, this.driverClass);
}
this.shutDown = false;
}
protected synchronized void instantiateConnection() {
if (this.driver == null) {
initConnection();
return;
}
String maskedPasswordDbUrl = null;
try {
final Properties props = new Properties();
// the user/password property names are standard ones also used by
if (this.userName!= null) {
props.put("user", this.userName);
}
if (this.passwd!= null) {
String decPasswd = AsyncEventHelper.decryptPassword(this.userName,
this.passwd, this.transformation, this.keySize);
props.put("password", decPasswd);
decPasswd = null;
}
this.conn = this.driver.connect(this.dbUrl, props);
props.clear();
try {
if (this.conn.getTransactionIsolation() < Connection
.TRANSACTION_READ_COMMITTED && this.conn.getMetaData()
.supportsTransactionIsolationLevel(
Connection.TRANSACTION_READ_COMMITTED)) {
this.conn
.setTransactionIsolation(Connection.TRANSACTION_READ_COMMITTED);
if (this.dbUrl!= null) {
maskedPasswordDbUrl = maskPassword(this.dbUrl);
}
logger.info("explicitly set the transaction isolation level to "
+ "READ_COMMITTED for URL: " + maskedPasswordDbUrl);
}
} catch (SQLException sqle) {
}
this.conn.setAutoCommit(false);
this.shutDown = false;
} catch (Exception e) {
if (this.dbUrl!= null) {
maskedPasswordDbUrl = maskPassword(this.dbUrl);
}
try {
Thread.sleep(200);
} catch (InterruptedException ie) {
Thread.currentThread().interrupt();
}
throw helper.newRuntimeException(String.format(Gfxd_DB_SYNCHRONIZER__6,
this.driverClass, maskedPasswordDbUrl), e);
}
}
protected static final String maskPassword(final String dbUrl) {
String maskedPasswordDbUrl = Pattern
.compile("(password|passwd|pwd|secret)=[^;]*", Pattern.CASE_INSENSITIVE)
.matcher(dbUrl).replaceAll("$1=***");
return maskedPasswordDbUrl;
}
public boolean processEvents(List<Event> events) {
if (this.shutDown) {
return false;
}
QueryObserver observer = QueryObserverHolder.getInstance();
final boolean traceDBSynchronizer = this.traceDBSynchronizer = helper
.traceDBSynchronizer() && logger.isLoggable(Level.INFO);
final boolean traceDBSynchronizerHA = this.traceDBSynchronizerHA = helper
.traceDBSynchronizerHA() && logger.isLoggable(Level.INFO);
boolean completedSucessfully = false;
String listOfEventsString = null;
Statement stmt = null;
PreparedStatement ps = null;
PreparedStatement prevPS = null;
Event prevEvent = null;
boolean prevPSHasBatch = false;
Iterator<Event> itr = events.iterator();
boolean isPKBased = false;
boolean prevIsPKBased = false;
Event event = null;
Event.Type evType = null;
String eventString = null;
String prevEventStr = null;
try {
while (!(completedSucessfully =!itr.hasNext())) {
event = itr.next();
evType = event.getType();
if (traceDBSynchronizer || traceDBSynchronizerHA) {
eventString = event.toString();
if (prevEvent!= null) {
prevEventStr = prevEvent.toString();
}
}
else {
eventString = null;
prevEventStr = null;
}
if (!evType.isBulkOperation()) {
isPKBased = true;
// is PK based
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents :processing PK based "
+ "event=" + eventString + " Event Type=" + evType);
}
try {
switch (evType) {
case AFTER_INSERT:
ps = getExecutableInsertPrepStmntPKBased(event, prevPS);
break;
case AFTER_UPDATE:
ps = getExecutableUpdatePrepStmntPKBased(event, prevPS);
break;
case AFTER_DELETE:
ps = getExecutableDeletePrepStmntPKBased(event, prevPS);
break;
default:
logger.severe("DBSynchronizer::processEvents: unexpected "
+ "eventType " + evType + " for " + event);
continue;
}
} catch (SQLException sqle) {
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__1, null, event, eventString, logger, true);
if (handler.breakTheLoop()) {
break;
}
} catch (RegionDestroyedException rde) {
if (logger.isLoggable(Level.INFO)) {
logger.info("DBSynchronizer::processEvents: WBCLEvent " + event
+ " will be discarded as the underlying region "
+ "for the table has been destroyed");
}
continue;
}
}
else {
isPKBased = false;
try {
// prepare the statement for a bulk DML or bulk insert operation;
ps = getExecutablePrepStmntBulkOp(event, prevPS);
if (ps == null && stmt == null) {
stmt = this.conn.createStatement();
}
} catch (SQLException sqle) {
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__1, null, event, eventString, this.logger,
true);
if (handler.breakTheLoop()) {
break;
}
}
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents: processing "
+ "Bulk DML Event=" + event);
}
}
if (traceDBSynchronizer) {
if (eventString == null) {
eventString = event.toString();
}
logger.info("DBSynchronizer::processEvents: Statement="
+ (ps!= null? ps : stmt) + " for event=" + eventString);
}
try {
int num;
if (evType.isBulkInsert()) {
if (prevPS!= null) {
try {
if (prevPSHasBatch) {
prevPS.addBatch();
if (traceDBSynchronizer || traceDBSynchronizerHA) {
logger.info("DBSynchronizer::processEvents executing "
+ "batch statement for prepared statement=" + prevPS
+ " for event=" + prevEventStr);
}
final int[] res = prevPS.executeBatch();
num = res.length;
prevPSHasBatch = false;
}
else {
num = prevPS.executeUpdate();
}
if (traceDBSynchronizer || traceDBSynchronizerHA) {
logger.info("DBSynchronizer::processEvents num rows "
+ "modified=" + num + " for prepared statement=" + prevPS
+ " for event=" + prevEventStr);
}
helper.removeEventFromFailureMap(prevEvent);
if (observer!= null) {
if (prevIsPKBased) {
observer.afterPKBasedDBSynchExecution(prevEvent.getType(),
num, prevPS);
}
else {
observer.afterBulkOpDBSynchExecution(prevEvent.getType(),
num, prevPS, prevEvent.getDMLString());
}
}
} catch (SQLException sqle) {
if (prevPSHasBatch) {
try {
prevPS.clearBatch();
} catch (SQLException e) {
// ignored
}
prevPSHasBatch = false;
}
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__3, prevPS, prevEvent, prevEventStr,
logger, false);
if (handler.breakTheLoop()) {
break;
}
}
}
prevPS = null;
prevEvent = null;
prevPSHasBatch = false;
prevIsPKBased = false;
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents executing batch "
+ "statement for bulk statement=" + ps + " for event="
+ eventString);
}
final int[] res = ps.executeBatch();
num = res.length;
helper.removeEventFromFailureMap(event);
if (traceDBSynchronizer || traceDBSynchronizerHA) {
logger.info("DBSynchronizer::processEvents total num rows "
+ "modified=" + num + " for statement="
+ (evType.isBulkInsert()? ps : stmt) + " for event="
+ eventString);
}
if (observer!= null) {
observer.afterBulkOpDBSynchExecution(evType, num,
ps, event.getDMLString());
}
}
else {
if (prevPS!= null && prevPS!= ps) {
try {
if (prevPSHasBatch) {
prevPS.addBatch();
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents executing "
+ "batch statement for prepared statement=" + prevPS
+ " for event=" + prevEventStr);
}
final int[] res = prevPS.executeBatch();
num = res.length;
prevPSHasBatch = false;
}
else {
num = prevPS.executeUpdate();
}
if (traceDBSynchronizer || traceDBSynchronizerHA) {
logger.info("DBSynchronizer::processEvents total num rows "
+ "modified=" + num + " for prepared statement=" + prevPS
+ " for event=" + prevEventStr);
}
helper.removeEventFromFailureMap(prevEvent);
if (observer!= null) {
if (prevIsPKBased) {
observer.afterPKBasedDBSynchExecution(prevEvent.getType(),
num, prevPS);
}
else {
observer.afterBulkOpDBSynchExecution(prevEvent.getType(),
num, prevPS, prevEvent.getDMLString());
}
}
} catch (SQLException sqle) {
if (prevPSHasBatch) {
try {
prevPS.clearBatch();
} catch (SQLException e) {
// ignored
}
prevPSHasBatch = false;
}
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__3, prevPS, prevEvent, prevEventStr,
logger, false);
if (handler.breakTheLoop()) {
break;
}
prevPS = null;
prevEvent = null;
prevPSHasBatch = false;
prevIsPKBased = false;
}
}
else if (prevPS!= null && ps!= null) {
prevPSHasBatch = true;
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents added new row "
+ "as a batch for prepared statement=" + ps + " for event="
+ eventString);
}
}
if (ps == null) {
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents executing "
+ "unprepared statement for event=" + eventString);
}
final int n = stmt.executeUpdate(event.getDMLString());
if (traceDBSynchronizer || traceDBSynchronizerHA) {
logger.info("DBSynchronizer::processEvents num rows "
+ "modified=" + n + " for statement=" + stmt
+ " for event=" + eventString);
}
num = n;
helper.removeEventFromFailureMap(event);
if (observer!= null) {
observer.afterBulkOpDBSynchExecution(evType, num, stmt,
event.getDMLString());
}
}
prevPS = ps;
prevEvent = event;
prevIsPKBased = isPKBased;
}
} catch (SQLException sqle) {
if (prevPS!= null && prevPSHasBatch) {
try {
prevPS.clearBatch();
} catch (SQLException e) {
// ignored
}
}
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__3, ps!= null? ps : stmt, event,
eventString, logger, false);
if (handler.breakTheLoop()) {
break;
}
}
if (completedSucessfully) {
try {
if (helper.logFineEnabled()) {
if (listOfEventsString == null) {
listOfEventsString = events.toString();
}
logger.fine("DBSynchronizer::processEvents: "
+ "before commit of events=" + listOfEventsString);
}
int num;
if (prevPSHasBatch) {
ps.addBatch();
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::processEvents executing batch "
+ "statement for prepared statement=" + ps + " for event="
+ eventString);
}
final int[] res = ps.executeBatch();
num = res.length;
if (event!= null) {
helper.removeEventFromFailureMap(event);
if (observer!= null) {
if (isPKBased) {
observer.afterPKBasedDBSynchExecution(evType, num, ps);
}
else {
observer.afterBulkOpDBSynchExecution(evType, num, ps,
event.getDMLString());
}
}
}
}
else if (ps!= null &&!evType.isBulkInsert()) {
num = ps.executeUpdate();
if (event!= null) {
helper.removeEventFromFailureMap(event);
if (observer!= null) {
if (isPKBased) {
observer.afterPKBasedDBSynchExecution(evType, num, ps);
}
else {
observer.afterBulkOpDBSynchExecution(evType, num, ps,
event.getDMLString());
}
}
}
}
else {
num = 0;
}
helper.removeEventFromFailureMap(event);
if (traceDBSynchronizer || traceDBSynchronizerHA) {
if (ps!= null) {
logger.info("DBSynchronizer::processEvents num rows modified="
+ num + " for prepared statement=" + ps + " for event="
+ eventString);
}
}
this.conn.commit();
if (observer!= null) {
observer.afterCommitDBSynchExecution(events);
}
if (helper.logFineEnabled()) {
if (listOfEventsString == null) {
listOfEventsString = events.toString();
}
logger.fine("DBSynchronizer::processEvents: "
+ "committed successfully for events=" + listOfEventsString);
}
} catch (SQLException sqle) {
if (ps!= null && prevPSHasBatch) {
try {
ps.clearBatch();
} catch (SQLException e) {
// ignored
}
}
SqlExceptionHandler handler = handleSQLException(sqle,
Gfxd_DB_SYNCHRONIZER__7, ps!= null? ps : stmt, event,
eventString, logger, true);
if (handler!= SqlExceptionHandler.IGNORE) {
completedSucessfully = false;
}
}
}
} catch (Exception e) {
if (logger!= null && logger.isLoggable(Level.SEVERE)
&&!(event!= null && helper.skipFailureLogging(event))) {
StringBuilder sb = new StringBuilder();
if (event!= null) {
if (eventString == null) {
eventString = event.toString();
}
sb.append("[FAILED: ").append(eventString).append(" ]");
}
while (itr.hasNext()) {
sb.append("[ ").append(itr.next().toString()).append(" ]");
}
helper.logFormat(logger, Level.SEVERE, e, Gfxd_DB_SYNCHRONIZER__2,
sb.toString());
}
SqlExceptionHandler.CLEANUP.execute(this);
completedSucessfully = false;
}
if (completedSucessfully) {
flushErrorEventsToLog();
}
if (helper.traceExecute()) {
logger.info("DBSynchronizer::processEvents: processed " + events.size()
+ " events, success=" + completedSucessfully);
}
return completedSucessfully;
}
private void flushErrorEventsToLog() {
Iterator<ErrorEvent> it = errorTriesMap.keySet().iterator();
while (it.hasNext()) {
ErrorEvent ee = it.next();
Object[] tries = errorTriesMap.get(ee);
if (tries!= null && tries[1]!= null) {
try {
helper.logEventError(ee.ev, (SQLException)tries[1]);
} catch (Exception e) {
if (logger.isLoggable(Level.WARNING)) {
helper.log(logger, Level.WARNING, e, e.getMessage());
}
}
}
}
errorTriesMap.clear();
}
@edu.umd.cs.findbugs.annotations.SuppressWarnings(value = "SQL_PREPARED_STATEMENT_GENERATED_FROM_NONCONSTANT_STRING")
protected PreparedStatement getExecutablePrepStmntBulkOp(Event event,
PreparedStatement prevPS) throws SQLException {
String dmlString = event.getDMLString();
if (event.hasParameters() || (!this.skipIdentityColumns && event.tableHasAutogeneratedColumns())) {
if (!this.skipIdentityColumns && event.tableHasAutogeneratedColumns()
&& event.getType().isBulkInsert()) {
dmlString = AsyncEventHelper.getInsertString(event.getTableName(),
event.getResultSetMetaData(), false);
}
PreparedStatement ps = this.bulkOpStmntMap.get(dmlString);
if (ps == null) {
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::getExecutablePrepStmntBulkOp: "
+ "preparing '" + dmlString + "' for event: " + event);
}
ps = conn.prepareStatement(dmlString);
this.bulkOpStmntMap.put(dmlString, ps);
}
helper.setParamsInBulkPreparedStatement(event, event.getType(), ps,
prevPS, this);
return ps;
}
else {
return null;
}
}
@edu.umd.cs.findbugs.annotations.SuppressWarnings(value="SQL_PREPARED_STATEMENT_GENERATED_FROM_NONCONSTANT_STRING")
protected PreparedStatement getExecutableInsertPrepStmntPKBased(Event pkEvent,
PreparedStatement prevPS) throws SQLException {
final String tableName = pkEvent.getTableName();
PreparedStatement ps = this.insertStmntMap.get(tableName);
final TableMetaData tableMetaData = pkEvent.getResultSetMetaData();
final boolean skipAutoGenCols = this.skipIdentityColumns
&& pkEvent.tableHasAutogeneratedColumns();
if (ps == null || (tableMetaData!= this.metadataMap.get(tableName))) {
final String dmlString = AsyncEventHelper.getInsertString(tableName,
tableMetaData, skipAutoGenCols);
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::getExecutableInsertPrepStmntPKBased: "
+ "preparing '" + dmlString + "' for event: " + pkEvent);
}
ps = conn.prepareStatement(dmlString);
this.insertStmntMap.put(tableName, ps);
this.metadataMap.put(tableName, tableMetaData);
}
else if (prevPS == ps) {
ps.addBatch();
}
final ResultSet row = pkEvent.getNewRowsAsResultSet();
int paramIndex = 1;
for (int colIdx = 1; colIdx <= tableMetaData.getColumnCount(); colIdx++) {
if (!skipAutoGenCols ||!tableMetaData.isAutoIncrement(colIdx)) {
helper.setColumnInPrepStatement(tableMetaData.getColumnType(colIdx),
ps, row, colIdx, paramIndex, this);
paramIndex++;
}
}
return ps;
}
@edu.umd.cs.findbugs.annotations.SuppressWarnings(value="SQL_PREPARED_STATEMENT_GENERATED_FROM_NONCONSTANT_STRING")
protected PreparedStatement getExecutableDeletePrepStmntPKBased(Event pkEvent,
PreparedStatement prevPS) throws SQLException {
final String tableName = pkEvent.getTableName();
PreparedStatement ps = this.deleteStmntMap.get(tableName);
final ResultSet pkResultSet = pkEvent.getPrimaryKeysAsResultSet();
final ResultSetMetaData pkMetaData = pkResultSet.getMetaData();
if (ps == null || pkMetaData!= this.pkMetadataMap.get(tableName)) {
final String dmlString = AsyncEventHelper
.getDeleteString(tableName, pkMetaData);
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::getExecutableInsertPrepStmntPKBased: "
+ "preparing '" + dmlString + "' for event: " + pkEvent);
}
ps = conn.prepareStatement(dmlString);
this.deleteStmntMap.put(tableName, ps);
this.pkMetadataMap.put(tableName, pkMetaData);
}
else if (prevPS == ps) {
ps.addBatch();
}
setKeysInPrepStatement(pkResultSet, pkMetaData, ps, 1);
return ps;
}
@edu.umd.cs.findbugs.annotations.SuppressWarnings(value="SQL_PREPARED_STATEMENT_GENERATED_FROM_NONCONSTANT_STRING")
protected PreparedStatement getExecutableUpdatePrepStmntPKBased(Event pkEvent,
PreparedStatement prevPS) throws SQLException {
final String tableName = pkEvent.getTableName();
final ResultSet updatedRow = pkEvent.getNewRowsAsResultSet();
final TableMetaData updateMetaData = (TableMetaData)updatedRow
.getMetaData();
final int numUpdatedCols = updateMetaData.getColumnCount();
StringBuilder searchKeyBuff = new StringBuilder(tableName);
int paramIndex;
for (paramIndex = 1; paramIndex <= numUpdatedCols; paramIndex++) {
searchKeyBuff.append('_');
searchKeyBuff.append(updateMetaData.getTableColumnPosition(paramIndex));
}
String searchKey = searchKeyBuff.toString();
final ResultSet pkValues = pkEvent.getPrimaryKeysAsResultSet();
final ResultSetMetaData pkMetaData = pkValues.getMetaData();
PreparedStatement ps = this.updtStmntMap.get(searchKey);
if (ps == null || pkMetaData!= this.pkMetadataMap.get(tableName)) {
final String dmlString = AsyncEventHelper.getUpdateString(tableName,
pkMetaData, updateMetaData);
if (traceDBSynchronizer) {
logger.info("DBSynchronizer::getExecutableInsertPrepStmntPKBased: "
+ "preparing '" + dmlString + "' for event: " + pkEvent);
}
ps = conn.prepareStatement(dmlString);
this.updtStmntMap.put(searchKey, ps);
this.pkMetadataMap.put(tableName, pkMetaData);
}
else if (prevPS == ps) {
ps.addBatch();
}
for (paramIndex = 1; paramIndex <= numUpdatedCols; paramIndex++) {
helper.setColumnInPrepStatement(updateMetaData.getColumnType(paramIndex),
ps, updatedRow, paramIndex, paramIndex, this);
}
// Now set the Pk values
setKeysInPrepStatement(pkValues, pkMetaData, ps, paramIndex);
return ps;
}
protected void setKeysInPrepStatement(final ResultSet pkValues,
final ResultSetMetaData pkMetaData, final PreparedStatement ps,
int startIndex) throws SQLException {
final int numKeyCols = pkMetaData.getColumnCount();
if (traceDBSynchronizer) {
StringBuilder sb = new StringBuilder()
.append("DBSynchronizer::setKeysInPrepStatement: setting key {");
for (int col = 1; col <= numKeyCols; col++) {
if (col > 1) {
sb.append(',');
}
sb.append(pkValues.getObject(col));
}
sb.append('}');
logger.info(sb.toString());
}
for (int colIndex = 1; colIndex <= numKeyCols; colIndex++, startIndex++) {
helper.setColumnInPrepStatement(pkMetaData.getColumnType(colIndex), ps,
pkValues, colIndex, startIndex, this);
}
}
protected SqlExceptionHandler handleSQLException(SQLException sqle) {
String sqlState = sqle.getSQLState();
if (sqlState == null) {
if (sqle instanceof BatchUpdateException
&& sqle.getNextException()!= null) {
sqlState = "42Y96";
}
else {
try {
synchronized (this) {
if (this.conn == null || this.conn.isClosed()) {
return SqlExceptionHandler.REFRESH;
}
}
} catch (Exception e) {
return SqlExceptionHandler.REFRESH;
}
return checkExceptionString(sqle.toString().toLowerCase(),
SqlExceptionHandler.REFRESH);
}
}
SqlExceptionHandler handler = checkExceptionType(sqle);
if (handler!= null) {
return handler;
}
if (sqlState.startsWith(AsyncEventHelper.INTEGRITY_VIOLATION_PREFIX)
|| sqlState.startsWith("25")) {
return SqlExceptionHandler.IGNORE;
}
else if (sqlState.startsWith(AsyncEventHelper.LSE_COMPILATION_PREFIX)
|| sqlState.startsWith("22")
) {
// if numErrorTries is defined, then retry some number of times else
return this.numErrorTries > 0? SqlExceptionHandler.IGNORE_BREAK_LOOP
: SqlExceptionHandler.IGNORE;
}
else if (sqlState.startsWith(AsyncEventHelper.CONNECTIVITY_PREFIX)) {
return SqlExceptionHandler.REFRESH;
}
else if (sqlState.startsWith("40")) {
return SqlExceptionHandler.IGNORE_BREAK_LOOP;
}
else {
if (sqle instanceof BatchUpdateException
&& sqle.getNextException()!= null) {
return handleSQLException(sqle.getNextException());
}
try {
synchronized (this) {
if (this.conn == null || this.conn.isClosed()) {
return SqlExceptionHandler.REFRESH;
}
}
} catch (Exception e) {
return SqlExceptionHandler.REFRESH;
}
return checkExceptionString(sqle.toString().toLowerCase(),
SqlExceptionHandler.REFRESH);
}
}
protected SqlExceptionHandler checkExceptionType(SQLException sqle) {
if (sqle!= null) {
if (sqle instanceof SQLNonTransientConnectionException) {
return SqlExceptionHandler.REFRESH;
}
if (sqle instanceof SQLIntegrityConstraintViolationException) {
return SqlExceptionHandler.IGNORE;
}
if (sqle instanceof SQLNonTransientException) {
// if numErrorTries is defined, then retry some number of times else
return this.numErrorTries > 0? SqlExceptionHandler.IGNORE_BREAK_LOOP
: SqlExceptionHandler.IGNORE;
}
if (sqle instanceof SQLTransientException) {
return SqlExceptionHandler.IGNORE_BREAK_LOOP;
}
if (sqle instanceof BatchUpdateException) {
return checkExceptionType(sqle.getNextException());
}
}
return null;
}
protected SqlExceptionHandler checkExceptionString(String message,
SqlExceptionHandler defaultHandler) {
if (message.contains("constraint")) {
return SqlExceptionHandler.IGNORE;
}
else if (message.contains("syntax")) {
// if numErrorTries is defined, then retry some number of times else
return this.numErrorTries > 0? SqlExceptionHandler.IGNORE_BREAK_LOOP
: SqlExceptionHandler.IGNORE;
}
else if (message.contains("connect")) {
return SqlExceptionHandler.REFRESH;
}
else {
return defaultHandler;
}
}
protected SqlExceptionHandler handleSQLException(SQLException sqle,
String format, Statement stmt, Event event, String eventString,
Logger logger, boolean logWarning) throws SQLException {
SqlExceptionHandler handler = handleSQLException(sqle);
if (event!= null && this.numErrorTries > 0) {
ErrorEvent ee = new ErrorEvent();
ee.ev = event;
ee.errortime = System.currentTimeMillis();
Object[] tries = this.errorTriesMap.get(ee);
if (tries!= null) {
Integer numTries = (Integer)tries[0];
if (numTries >= this.numErrorTries) {
handler = SqlExceptionHandler.IGNORE;
logWarning = false;
}
tries[0] = Integer.valueOf(numTries.intValue() + 1);
tries[1] = sqle;
}
else {
this.errorTriesMap.put(ee, new Object[] { 1, sqle });
}
}
boolean skipLogging = false;
if (event!= null && (logWarning || traceDBSynchronizer)) {
skipLogging = helper.skipFailureLogging(event);
if (eventString == null) {
eventString = event.toString();
}
}
if (!skipLogging) {
if (logWarning) {
if (logger.isLoggable(Level.WARNING)) {
helper.logFormat(logger, Level.WARNING, sqle, format, eventString,
sqle);
SQLException next = sqle.getNextException();
if (next!= null) {
helper.logFormat(logger, Level.WARNING, next, format, eventString,
sqle.getNextException());
}
}
}
if (traceDBSynchronizer) {
if (logger.isLoggable(Level.WARNING)) {
String stmtStr = (stmt!= null? ("executing statement=" + stmt)
: "preparing statement");
helper.log(logger, Level.WARNING, sqle, "DBSynchronizer::"
+ "processEvents: Exception while " + stmtStr + " for event="
+ eventString);
if (sqle.getNextException()!= null) {
helper.log(logger, Level.WARNING, sqle.getNextException(),
"DBSynchronizer::processEvents: next exception");
}
}
}
}
handler.execute(this);
return handler;
}
@Override
public synchronized void start() {
if (this.shutDown) {
this.instantiateConnection();
}
}
protected final boolean skipIdentityColumns() {
return this.skipIdentityColumns;
}
}
How does the DBSynchronizer class handle SQL exceptions that occur during processing?
| null |
lmsys/lmsys-chat-1m
| null | 830,566 | 0 | 1,124 |
I am providing you with information about a video, which is inputted in the following format: ['object', x, y, z, t]… This information represents objects and their corresponding 3D coordinates in the video. The coordinates x, y, and z indicate spatial positions, where x and y represent the coordinates on the viewing plane, and z represents the depth coordinate in the view. The variable t indicates time in seconds. Based on your understanding, please tell me what is the most likely conclusion - whether there's been a traffic accident or not.
['person', 336, 408, 327, 30], ['car', 1204, 389, 547, 30], ['person', 1131, 478, 529, 30], ['person', 899, 467, 430, 30], ['person', 861, 408, 423, 30], ['car', 404, 399, 339, 30], ['truck', 747, 389, 412, 30], ['car', 468, 398, 349, 30], ['person', 683, 472, 463, 31], ['person', 845, 495, 479, 31], ['motorcycle', 383, 435, 387, 31], ['car', 587, 417, 430, 31], ['person', 377, 423, 386, 31], ['car', 909, 405, 473, 31], ['car', 433, 411, 392, 31], ['person', 969, 493, 493, 31], ['suitcase', 682, 605, 459, 31], ['car', 1090, 394, 491, 31], ['person', 887, 412, 473, 31], ['person', 730, 465, 402, 32], ['person', 895, 511, 428, 32], ['person', 418, 425, 325, 32], ['motorcycle', 422, 441, 325, 32], ['car', 625, 424, 373, 32], ['car', 461, 417, 330, 32], ['person', 1045, 515, 445, 32], ['person', 755, 493, 378, 33], ['person', 469, 417, 302, 33], ['car', 692, 413, 357, 33], ['person', 956, 496, 403, 33], ['car', 338, 410, 278, 33], ['car', 389, 409, 288, 33], ['motorcycle', 475, 439, 303, 33], ['person', 519, 418, 263, 34], ['car', 748, 411, 308, 34], ['motorcycle', 523, 434, 264, 34], ['car', 876, 401, 326, 34], ['person', 1153, 505, 412, 34], ['suitcase', 870, 583, 337, 34], ['car', 636, 408, 288, 34], ['car', 332, 410, 238, 34], ['person', 521, 420, 264, 34], ['car', 459, 407, 255, 34], ['motorcycle', 716, 530, 270, 35], ['motorcycle', 573, 434, 236, 35], ['person', 1159, 502, 428, 35], ['person', 570, 415, 237, 35], ['truck', 663, 395, 262, 35], ['car', 800, 408, 293, 35], ['car', 327, 407, 187, 35], ['person', 983, 474, 318, 35], ['car', 867, 398, 300, 35], ['motorcycle', 1095, 575, 376, 35], ['car', 817, 411, 295, 35], ['car', 426, 405, 210, 35], ['car', 386, 404, 203, 35], ['car', 875, 399, 301, 35], ['person', 1002, 480, 370, 36], ['person', 1160, 506, 441, 36], ['motorcycle', 612, 446, 283, 36], ['person', 609, 427, 281, 36], ['person', 920, 490, 363, 36], ['truck', 704, 406, 311, 36], ['car', 388, 417, 238, 36], ['motorcycle', 757, 554, 338, 36], ['car', 843, 421, 346, 36],
|
068f49f234a341ad9fe201072720c416
|
lmsys/lmsys-chat-1m
| null | 1,217 | 0 | 899 |
Please refactor this JavaScript code:
const validator = require("validator");
const usStates = ['VA', 'WV', 'AL', 'AK', 'AZ', 'AR', 'CA', 'CO', 'CT', 'DE', 'DC', 'FL', 'GA', 'HI', 'ID', 'IL', 'IN', 'IA', 'KS', 'KY', 'LA', 'ME', 'MD', 'MA', 'MI', 'MN', 'MS', 'MO', 'MT', 'NE', 'NV', 'NH', 'NJ', 'NM', 'NY', 'NC', 'ND', 'OH', 'OK', 'OR', 'PA', 'RI', 'SC', 'SD', 'TN', 'TX', 'UT', 'VT', 'WA', 'WI', 'WY', 'AS', 'GU', 'MP', 'PR', 'UM', 'VI'];
const caProviences = ['ON', 'NS', 'NB', 'MB', 'BC', 'PE', 'SK', 'AB', 'NL', 'QC'];
module.exports = {
equalStrings: (str1, str2) => {
str1 = str1 + "";
str2 = str2 + "";
str1 = str1.trim().toLowerCase();
str2 = str2.trim().toLowerCase();
return str1 === str2;
},
validDateFormat: (date) => {
const reg = new RegExp("^(1|2){1}[0-9]{3}[-]{1}[0-9]{2}[-]{1}[0-9]{2}$", "gi");
return reg.test(date);
},
dateIsOnOrAfter_May_21_2012: (date) => {
const may_21_2012 = new Date(2012, 5 - 1, 21, 0, 0, 0, 0);
return date.getTime() >= may_21_2012.getTime();
},
dateDifferenceInMonths: (date1, date2, roundUp) => {
var date1Y = date1.getFullYear();
var date1M = date1.getMonth() + 1;
var date1D = date1.getDate();
var date2Y = date2.getFullYear();
var date2M = date2.getMonth() + 1;
var date2D = date2.getDate();
const dayDifference = date2D - date1D;
let monthsDifferent = (date2Y - date1Y) * 12 + (date2M - date1M);
if (dayDifference < 0) {
monthsDifferent += -1;
} else if (dayDifference > 0) {
monthsDifferent += 1;
}
return monthsDifferent;
},
dateDifferenceInYears: (date1, date2) => {
var date1Y = date1.getFullYear();
var date1M = date1.getMonth() + 1;
var date1D = date1.getDate();
var date2Y = date2.getFullYear();
var date2M = date2.getMonth() + 1;
var date2D = date2.getDate();
const dayDifference = date2D - date1D;
const monthsDifferent =
(date2Y - date1Y) * 12 + (date2M - date1M) + (dayDifference < 0 ? -1 : 0);
return Math.floor(monthsDifferent / 12);
},
isFutureDate: (date) => {
const currentDate = new Date();
const currentMiliSec = currentDate.getTime();
const dMiliSec = date.getTime();
return dMiliSec > currentMiliSec;
},
dateComparison: (date1, date2, operator) => {
const milliSec1 = date1.getTime();
const milliSec2 = date2.getTime();
switch (operator) {
case "=":
return milliSec1 === milliSec2;
break;
case "<":
return milliSec1 < milliSec2;
break;
|
11bd8d06a13e461b9534215a01d2f916
|
lmsys/lmsys-chat-1m
| null | 624,243 | 0 | 968 |
\n\n类型 \n\n牌号(1) \n\n碳钢及合\n金钢 \n\n马氏体型 \n不锈钢 \n\nC 45 E / C 45 R (45) \n42 CrMo 4 (42CrMoE) (2) \n42 CDV 4 (40CrMoV) (3) \nX6 CrNiMo 16-04(4)(5) \nX12 CrNiMoV 12-3 \n(10CrNi12Mo2VN) (5)(6) \nX12 Cr 13 (12Cr13) \n\n奥氏体型 \n不锈钢 \n\nX12 CrNi 13 \nZ6 CN 18-10 (06Cr19Ni10) (5) \nZ6 CND 17-12(06Cr17Ni12Mo2) (5) \n\nC \n\nSi \n\nMn \n\nP \n\nS \n\n化学成分 \nCr \n\n0.42~0.50 \n\n≤ 0.40 \n\n0.50~0.80 ≤0.030 \n\n≤0.035 \n\n≤ 0.40 \n\n0.38~0.48 0.10~0.40 0.75~1.00 ≤0.025 \n\n≤0.015 \n\n0.80~1.15 \n\n0.36~0.44 0.20~0.35 0.45~0.70 ≤0.025 \n\n≤0.015 \n\n0.80~1.15 \n\nNi \n\n≤ 0.40 \n\n--- \n\n--- \n\nMo \n\n≤ 0.10 \n\n0.15~0.30 \n\n0.50~0.65 \n\n≤ 0.07 \n\n≤ 1.00 \n\n≤ 1.50 \n\n≤0.025 \n\n≤0.020 15.00~17.00 \n\n3.50~5.00 \n\n0.70~1.50 \n\n0.08~0.15 \n\n≤ 0.35 \n\n0.50~0.90 ≤0.025 \n\n≤0.015 11.00~12.50 \n\n2.00~3.00 \n\n1.50~2.00 \n\n0.08~0.15 \n\n0.08~0.15 \n\n≤ 0.08 \n\n≤ 0.08 \n\n≤ 1.00 \n\n≤ 1.00 \n\n≤ 1.00 \n\n≤ 1.00 \n\n≤ 1.00 \n\n≤ 1.00 \n\n≤ 2.00 \n\n≤ 2.00 \n\n≤0.030 \n\n≤0.030 11.50~13.50 \n\n--- \n\n--- \n\n≤0.030 \n\n≤0.020 11.50~13.50 \n\n0.50~1.00 \n\n≤ 0.60 \n\n≤0.030 \n\n≤0.015 17.00~20.00 \n\n8.00~12.00 \n\n--- \n\n≤0.030 \n\n≤0.015 16.00~19.00 10.00~14.00 \n\n2.00~2.50 \n\nCu \n\n--- \n\n--- \n\n--- \n\n--- \n\n--- \n\n--- \n\n--- \n\n--- \n\n--- \n\nX6 NiCrTiMoVB 25-15-2 \n(06Cr15Ni25Ti2MoAlVB) (5) \n\nX6CrNiCu 17-04 \n(05Cr17Ni4Cu4Nb) (4)(5) \nX6CrNiCuMo15-04 (4)(5) \n\n时效硬化\n型 \n不锈钢 \n\n
根据以上内容，牌号42CDV4的类型是什么
|
ef54450b89ef4c31ad5b6d32f2b129ea
|
lmsys/lmsys-chat-1m
| null | 600,647 | 0 | 1,299 |
## MAIN TEXT
Ditta
MOLTI S.R.L.
Autorizzazione numerazione unitaria n.12587 del 21/01/2009
Voce/i di tariffa 2548
VIA CORFU' &6 BRESCIA
Cod.fiscale : 12548225584 Fogfioîfi=44545
[ MESE RETRIBUITO TOD. A7 | COD. | MATR INPS AZIENDA | POSIZIONE INAIL CODICE COGNOME E NOME DATA ASSUNZ. | SUAD, DOC. | SCATTI ANZ.
-É ss rai zz ‘ FIL |
MAGGIO 2022 1381 | 2 | 5656565506/ 04545054 40 2 | mariolo rossolo 22/03/21 04/24
CODICE FISCALE | COMUNE DI RESIDENZA DATA DI NAS. DATA ASS. CONV. | SITUAZIONE ANF DATA CESSAZIONE GG. CONTR.| ORE.CONTR.
mrorss4507b555D§ BRESCIA 07/64/00 |22/03/21 26 168,00
TOUAL. | QUALIFICA —T CENTRO DI COSTO T REPARTO S P.TIME | CARTEL. LIVELLO. | COD LIV, |
42 | SVILUPPAT. INFORMA 50,00 ! 4 4
ATT PAGA BASE CONT I NG l ! ' ELEM Î KE iK 1.)KRK‘L>'-\ CUNITR. RE UK, GRIKN, CLNT
1.840,46 450,22 8,78 9,56055 62,51
PREC.
4.258,46 524,22 8,78
RETRIB, DI FATTO
ATT
1.625,46
PREC.
ÎÎIÎÎÌ;;CÎ ''''''' DESCRIZIONE ORE/GIORNI | BASE COMPETENZE TRATTENUTE STATISTICHE ore lavorale | sigla| quantità isigla | quaniita | sigla] quantita
?002 LAVORO ORDINARIO (giorni) 26,00 5650,400 812,73 1 R F
C‘l 24 | FESTIVITA' non goduta 1,00 26,56005 31,26 21 4,00
714 | ESON.CONTR.0,80% L.234/21 01/2022 6,50 31 4,00
9714 | ESON.CONTR.O,80% L.234/21 02/2022 6,50 1) 4,00
9714 | ESON.CONTR.0,80% L.234/21 03/2022 6,50 s| 4,00
9714 | ESON.CONTR.0,80% L.234/21 04/2022 6,50 61 4,00
18992 | TRATTAMENTO INT. DL 3/20 101,92 7
9714 | ESON.CONTR.0,80% L.234/21 05/2022 6.75 8
9117 | RATA ADDIZ .REGIONALE A.P. 9,27 91 4,00
i 4,00 |
g 111 4,00 |
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ì 14 Z
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S 200 4,00
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% 21 7
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è | |
% 450,99 455,00 454,56 î .40 2,00 79,96 || 4,00
“2T IMP_T.S_ANTE 2001 IRPEF IMP. T.S. TFR 2001 [ IRPEF NETTA IRPEF SU RIVAL | IRPEF GIA PAG. | TOT. TRAT. IRPEF 1.S. |
= | 241 4, 00 |
È | 251 4,00
2 “IMP. T.SS ARR. A.P. % IRPEF A.P. ONERI DEDUCIBILI IMP. IRPEF IRPEF LORDA TOT. DETR. | TOT. TRAT. IRPEF 26 4 00
2 :
3 797.18 183.35 159.67 23,68 {271 4,00
É ACCONTO RATA PRESTITO Î’ÈÉEÎÌTÈ"ÉÈÌ'H‘Q TRATT. SINDAC. ! COVELCO | ARR. PREC. TRAT. CORPO TOT. TRATTENUTE 28 7
Y |
É 0,79 9,27 113,70 |20 R
PROGR. ON.DED. | PROG. IMP. IRPEF __ IMP_IRPEF ANNUO — [PROGR. DETR. IRPEF | PROGR. RIT. IRPEF JADDIZIONALE IRPEF CONGUAGUO IRPEF +/- |,
CONGUAGLIO 300 4,00
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& _ SIGEA DESCRIZIONE
E | 0,04
|
228f41c94f1a42c8bc13fc79fba87192
|
lmsys/lmsys-chat-1m
| null | 726,805 | 0 | 1,143 |
organize esse codigo
43:1802@000000|Discovery H&H
46:1802@000000|ESPN
47:1802@000000|Band Sports
71:1802@000000|HBO2
83:1802@000000|FX
86:1802@000000|Canal Sony
93:1802@000000|Woohoo
105:1802@000000|History 2
107:1802@000000|Nickelodeon
110:1802@000000|Discovery Turbo
121:1802@000000|National Geographic
123:1802@000000|ID - Investigação
124:1802@000000|TLC
140:1802@000000|Band News
188:1802@000000|Premiere 2
208:1802@000000|Nosso Futebol 4
321:1802@000000|Record TV Alternativo
397:1802@000000|Premiere Clubes
426:1802@000000|SBT
801:1802@000000|Teste 001
41:1802@000000|GNT
72:1802@000000|HBO Family
87:1802@000000|A&E
96:1802@000000|Cartoonito
98:1802@000000|Canal Rural
102:1802@000000|Disney
106:1802@000000|Nick Jr
108:1802@000000|TV Rá tim bum
109:1802@000000|Terra Viva
116:1802@000000|TNT Novelas
122:1802@000000|Animal Planet
125:1802@000000|RIT
127:1802@000000|RBI
137:1802@000000|I-SAT
156:1802@000000|NHK
159:1802@000000|Curta!
173:1802@000000|Rádio Canção Nova AM
176:1802@000000|Polishop TV
226:1802@000000|Rádio BandNews FM
230:1802@000000|Rádio Cultura FM
231:1802@000000|Rádio Cultura AM
370:1802@000000|TV EXEC
402:1802@000000|Premiere 4
403:1802@000000|Canção Nova
528:1802@000000|Polishop TV
800:1802@000000|TVTEC
805:1802@000000|Teste 05
42:1802@000000|Multishow
52:1802@000000|Fish TV
58:1802@000000|Space
64:1802@000000|Telecine Pipoca
77:1802@000000|HBO MUNDI
81:1802@000000|Studio Universal
92:1802@000000|Comedy Central
118:1802@000000|Play TV
142:1802@000000|TNT Séries
160:1802@000000|TV Justiça
161:1802@000000|TV Senado
162:1802@000000|TV Câmara
163:1802@000000|Canal Comunitário
164:1802@000000|TV Brasil
199:1802@000000|Canal Educação - MEC
233:1802@000000|Paramount+ 3
234:1802@000000|Paramount+ 4
401:1802@000000|Premiere 3
425:1802@000000|TV Brasil 2
852:1802@000000|Canal Claro
34:1802@000000|Fox Sports 2
38:1802@000000|SporTV 2
40:1802@000000|GloboNews
45:1802@000000|ESPN 2
59:1802@000000|TNT
65:1802@000000|Telecine Cult
66:1802@000000|Boa Vontade TV
68:1802@000000|Prime Box Brazil
76:1802@000000|HBO Signature
84:1802@000000|AXN
90:1802@000000|Rede
112:1802@000000|CNN Español
129:1802@000000|Rede Brasil
130:1802@000000|Arte 1
135:1802@000000|RECORDTV
143:1802@000000|Universal TV
152:1802@000000|TV5 Monde
187:1802@000000|Premiere 5
232:1802@000000|Paramount+ 2
235:1802@000000|Nosso Futebol Eventual
423:1802@000000|TV Cultura
696:1802@000000|Boa Vontade TV
35:1802@000000|Food Network
39:1802@000000|SporTV
49:1802@000000|Paramount Network
51:1802@000000|OFF
61:1802@000000|Telecine Premium
63:1802@000000|Tele
|
479358ab3a7f49499905bc15d99d878d
|
zai-org/LongAlign-10k
|
43633aa28c718024c4969d4b0c60b5ecefcdcdf918e1aaae
| 4,682 | 0 | 12,343 |
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The future of Medical Marketing!
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Normally get created permission previous to publish any one among this info. Photos help us to alter our depressing mood into cheerful one. In this situation, your JV partner may allow you to goal your own record with a suggestion that appeals to the special wants of the customers you are hoping to draw. That is be, relatively, a tad sophisticated, however after you have found the categories of gadgets you would like to assist promote, this step becomes much simpler to effectively endure. Double Witching Days are these when any two of the totally different courses of choices contracts like the inventory choices, inventory index choices or the stock index futures choices expire. With so many options, there’s an obvious reduce-throat competition among the many brand to make it to the top. Ensure you not only have a training program in place; communicate early and often with workers to allay concerns. Not solely is it much less productive in an effort to have a bunch of associates half-fascinated about selling your product, however it’s simply irresponsible to have an affiliate program with out serving to your affiliates to earn a living. Hiring knowledgeable designer to work in your site is top-of-the-line investments you’ll be able to ever make.
Because heavy-duty equipment is constructed to last, you’ll find used components that give you the results you want. Are you keen to devote your self to numerous hours of tedious work? Many of the marketing plans are structured to reinforce the visitors to any webpage. Elevating your web site above its friends is what Website marketing is all about. Writer: Lisa Paredes Article marketing is without doubt one of the proven methods to get loads of focused visitors to your Internet enterprise web site. Steve Duval is a Successful Web Marketer Serving to Others Study the talents required to have the ability to generate profits Online http://steves6figureincome.com. What tends to make the Zygor guide so effectively-appreciated? What’s the search question report and how is it presupposed to make your ppc campaigns better when it comes to bettering your return on investment? Multilevel marketing takes some effort, however that effort might pay off by offering you with a full-time wage.
And so they inside flip will assistance will construct their human beings – the us residents that contact your clientele and potential buyers. The whole course of is helped by the power to communicate with potential prospects. In the end the entire SEO thing revolves round the standard of content that you just incessantly post in your web site. This kind of practical division works very effectively in that no one can step on anyone else’s toes, because all of them need one other to operate as a whole. You want a shotgun, not a water gun. Writer: Sunil Punjabi No matter you do and wherever you’re you need footwear. The infrastructure requirement for conducting enterprise is highly reduced and consequently the expenses are also diminished. However, the lack of infrastructure to assist and maintain an electronic registry could make it troublesome for providers to find and entry patients’ documents, particularly during emergencies. More articles simply signifies extra visitors and extra prospects to make the sale.
The professional references, paperwork ready, approvals obtained, and articles revealed by them might be higher sources to evaluate their experience. On the other hand it is a twin SIM twin 4G, you possibly can keep your private and professional lives separate on the go. Upload an expert or good photo of you smiling! This reduces the excessive threat usually related to Honda R&D in Europe, resulting in higher operations in Japan which may focus on some other aspects. With out a positive grip or a excessive degree of consolation the officer can be acutely aware of what they had on their feet at all times and that might prove to be an unwelcome distraction. For example, say you personal a grocery retailer, it can be best to send your adverts close to the instances individuals are usually shopping for groceries. Writer: Gee Joy Briones Are you still thinking of ways on how to boost on-line traffic and get extra folks to go to your webpage? With other competition within the market, you’re the key distinction that could make or break your financial freedom. If you’re unsure about this, then just attempt it for every week and see the difference your self.
The organizer options are good for the XpressMusic handset and the search application is kind of useful to look the entire telephone. Lately intention to make the a lot of the presence of a whole staff to investigate methods of communicating extra effectively, each internally and for the consumption of the external world. Norbert Orlewicz is one of the vital talked about online leaders in the attraction marketing style, however he has actually not been like this his entire life. Search engine marketing agency help their offshore clients with the wireframe administration covering the right way to create search marketing goals, creating funnels monitoring analysis of each visitors and testing A/B testing of Internet pages content analysis and linkage analysis. As well as, the group has additionally labored extensively in the music business providing progressive lighting and stage administration for main artists tours and live shows. Publisher: Ben Bogart At Urban Scaffolding they make it easier to attain the top and have won the Consumers Choice Award for offering one of the best scaffolding in Edmonton. How-to type content stays highly regarded, and offering such content material is a great way in which you’ll immediately achieve authority and belief with someone. The only way to persistently achieve success, is to adapt to the realities of the market.
Indian CFA program from ICFAI has at all times been a troubled child for the college and moreover, does not hold much worth in the job market. However for LED Tv, Sony do not anticipate a lot good. Writer: gajendra verma Competitors in enterprise market has intensified a lot in order that with out resorting to marketing tools, it very exhausting to firms to outlive. The businesses usually use them to beautify and advertise their space of commerce. Usually a postal code is comrised of arabic numbers from 0 to 9, basic Latin alphabet letters, presumably an area and a hyphen. Ofsfhore Banking RAK: Why Are We Offering These Providers? You ought to outline the group you’re comfy training. It is very tough conduct the SEO training. An skilled Seo administration will know the way to viably help your rankings on the internet searchers. You realize that Twitter is a good solution to develop your online business and achieve more clients, but how are you able to maximize your time on this social media website? On Facebook you may only invite your “friends.” LinkedIn will not allow you to attach with people you do not know.
One thing you may simply do is take a look at Nuke4me on a small scale, and that is another strategy we inform folks to attempt – simply do a small test and resolve. So you’re looking to check out the brand new Office 2013 suite, and have been tempted to use Outlook for a while. Regardless of the source these leads are actively already on the lookout for you. At the least as soon as, you will end up looking for make-up and equipment! The interior of the longer term model will probably be a spectacular evolution of what we find now in the marketplace with quality supplies and modern design. Don’t be stunned if you find out you’ve made some missteps along the way. Many employers hire virtual assistants as a method to chop down on employment prices. Im not saying stop your job and live in a van down by the river. In any salary dialogue, whether for a new job or a raise, citing an acquaintance’s or colleague’s compensation bundle is a weak argument. If you are a job candidate, significantly in this economy you may think that the initial wage supply is a “take-it-or-go away-it” proposition.
Salary negotiation ideas are regularly helpful as wage negotiation shall be overwhelming when you are doing not perceive the market worth of a alternative place. Use of Meta keyword tags: Meta key phrase tags are now not relevant and anyone who understands SEO Las Vegas knows that they shouldn’t be used. Built by SEO Samba’s optimization experts, the constructed-in SEO automation features set is impressive, and contains deep-linking, WYSWYG java-script based silo builder, and automated SEO variables alignment. This may increasingly possible differ relying upon a quantity of features. Devil Might Cry cosplay optimistic response from players, Nomura made the choice to create the remaining sequences within a comparable fashion. Now that, you’ve decided methods to get video in your site, the second step could be to make a decision if you happen to wish to host the video in your web pages, the video-sharing webpages or both. Without understanding something about you, clients will make judgments. However, to really feel the affect of what a good article to you, go for original ones.
Although, there may be ones out there that could work for you if you realize when to give up and be content material with the cash you win. You wish to tune in and hearken to the “avalanche about to roll” matter as a result of you already know that there’s a chance that you’ll be killed if caught unaware. Now that you simply understand the basics you want to take a look at this site http://www.letsgetsocial.com/video. She now “works to make a life, not a dwelling,” the mission statement of WeWork and an aspiration for all of our futures. They history each particular person and each and every magic components stroke a person can make upon the pc keyboard inside get towards locate Really fragile content materials. You will get permission by the net or by the reply of a code. It could seem troublesome but absolutely not inconceivable to find a reputed internet improvement agency London.
You should utilize the Phone book and discover modeling agencies in your space. If you’ll be able to safe the job specs, make a list of the talents, data, professional and personal qualities that could be required and use this info to your benefit. Extra research and extra data will not be more likely to yield an answer. Undoubtedly, e book marketing is a daunting task; however, persistent efforts in the fitting direction can positively yield good outcomes for the beginner authors. One other good Twitter marketing tip that is very important is that you just want to help your sales prospects resolve their problems; not promote your product to them as an answer. One half of this program creates Twitter accounts for you, all on autopilot. SEO techniques are pure practices that contain back linking, bookmarking, article marketing and submission, information launch, social Community (fb, Twitter likes/followers, YouTube views/likes and so on), forum posts, e mail adverts, weblog comments, search engine and directory submission and far more. You will have to go back and un-sell a method that has probably taken months to develop, has been up and down the client organization, and has lots of (most likely irrelevant) analysis to back it up. Yourself can just take regardless of whether or not your self should have toward check out the commercials, turn in the course of an alternate channel or change the television set off.
So as set themselves aside from the competitors e-sonic will want to ascertain their brand name and software program platform as one thing distinctive from other online music stores so as to attract in customers. Since the launching of software program for book reader had begun there are about tens of millions of users who have downloaded it. Smaller and perhaps less seen, even less inviting at a look, it, nonetheless, is there. In case your accomplice would like help doing chores and by no means had a discussion about it, chances are you’ll get some hints from them by how they act. Forums. Now get signed up for all of the boards that you simply want to utilize for your promotion. However now the leads come in regularly – not all the time good, however I always very a lot recognize the supply and the thoughts. Chances are you’ll even provide a low cost for getting the 2 merchandise together. There could also be a time if you find yourself engaged on a challenge and also you want the providers of a media composer.
Although some folks suppose that there’s an overlap to science fiction and horror other imagine it is much deeper than that. Solely the folks from the native space knew about it. If the native humane society is holding a canine wash to raise funds, take the family pet and network. A bike shop, for instance, could community by sponsoring recurrently scheduled rides by way of town – and of course, they’d go together with the group! Examples embrace affiliate marketing, cellular marketing, social community marketing, e-mail marketing, e-commerce, blogging, auction promoting, article marketing and video marketing amongst others. In reality, it has been proven that in the 2-step concept of selling, follow-ups are essential to sustain the curiosity from the shoppers. This article will take you through the steps of reworking your JV marketing concept to a successful business-building strategy. Lets check out just a few steps in the direction of changing into a certified computer technician.
Attempt to soak up smaller foods for those who experience from acid reflux. Publisher: Olderbutwiser Whereas it is extremely honorable to take over the duty of raising your kids full time, many women strive to remain clear of single dads who are on the courting scene. You would try producing CPA campaigns that may generate good earnings in an efficient and straightforward manner with a Content material materials lockdown. The agency may even consider the kind of resources your enterprise needs for an efficient content marketing plan. For this kind of marketing to achieve success, it’s worthwhile to submit in a strategic manner. DO submit pictures, video, and knowledge that enhance your image, show that you are a relatable person, and are profitable and skilled in your private and enterprise life. This program was created by a self-professed “regular guy” who wanted to provide probably the most sensible, commonsense information about weight loss to the general public without spending a dime. This data should be organized in an easy-to-learn format and simply accessible to the people who want it.
Regardless of this, you must allocate time and effort in addition to in your on-line marketing strategy simply before you’ll see any type of earnings, not to mention cash that by yourself will maintain you. It’s true that link building is a should for off-web page seo, for high quality links, many entrepreneurs have turned towards guest blogging. Once you click on the Fb button, sometimes this simply creates a “like” on Fb with a hyperlink to the post. I, (Your Name), presently in my first 12 months at (XYZ) School, would like to use for a 6 month internship for a post within the marketing division of your reputed firm. Only put up updates which can be pertinent to your area of business. Facebook is a great way to connect with members and keep on high of skilled updates. But if your eyes begin to glaze over as you read about updates on an internet site, then possibly a distinct profession path is one it is best to pursue. However if they do not need to reveal particulars about their previous clients then it is time to move away from hiring the company. Publisher: Larry Chandler Companies ought to take their time in relation to locating and hiring a PA SEO firm.
Publisher: atif saleem Lately the field of on-line marketing has grown rapidly, outrunning more traditional marketing methods in the sector. Specialized areas of study may be entered by these trying to realize an training in specific areas of the sector. Acquiring specialized digital marketing and administration skills will assist you gain a robust foothold and ensure long-time period employability on this sector. Writer: Steven Hayes Proper communication and team administration skills hold the key in the case of working as a service supply supervisor. Publisher: Nico Kurniawan The web has modified lots since the arrival of social media and social networking on-line. Watchwords are amazingly vital, inside the business site and in any manifestation of correspondence that is posted, resembling on-line journals or social media posts. Their pricing can also be primarily based on the overall situation of these media objects. What about utilizing your classification to determine those clients who bought specific objects and then offering them the prospect to purchase a worth-added product that compliments the one they already purchased?
Objects and practices to research: Pro-biotic supplements, i.e. Supplements encouraging the proliferation of wholesome micro organism within the intestines. Finances, as it will assist you may have a transparent thought how much revenue you may make from it and time because in actual estate sector time is the essence. When you have a restricted funds, this is probably the most affordable method to protect your catalogs from numerous damages and weathering. With hospitals mushrooming in each other nook of town, the demand for expert workers is manner high than the provision. But what concerning the hour commute every manner? In addition to lengthy hours, promoting and marketing managers attend association or shopper conferences that are often held after hours. Since I’ve joined Stress Free Wage four months in the past, the owner has improved the system with even more free promoting. It can be regarded as a type of free promoting. Optimal, by advantage of its definition alone, already means essentially the most favorable or desired form of any specific topic. Do you have got the talents? Obviously, things could possibly be easier for affiliate entrepreneurs when the ball will get rolling, however you’ll uncover that, in the beginning, youall nonetheless have to put rather a lot of work in to developing a correct marketing strategy.
Most small companies immediately still want the marketing power of printed supplies akin to posters, flyers, and brochure printing. Some individuals are extra visible than others, which is why a wireless alarm system is the most well-liked gadget for safety immediately. Publisher: Rainco Toshiba Corp., a Japanese electronics and power-gear maker, accomplished building immediately of a second lithium-ion battery plant to fulfill rising demand for electric autos. Publisher: Rhul Talwar A thought, now discovery, occurred 1 day once i used to be depositing my pay test at my financial institution. Writer: Wildnettechnologies The best internet design is that which is completely transparent. Internet design is perfect when it seeks to supply most utility to users while providing business or operational viability. We are not just offering webpage design companies however we also present On-line Marketing companies. PHP programming providers. Please give assessment on my Article. If it hasn’t, you might want to give it some thought. You will want to remember to ask them if they provide curbside decide-up service together with recycling containers or bins.
Supply a free services or products in return for the e-mail handle of a prospect. We provide SEO and SEM services to our customers. Whether you are promoting your personal products or affiliate companies and products, video marketing is likely to be the key to your success in your Web business. It is very important that you just make a superb first impression together with your assistant medical resume, otherwise it would find yourself within the wastebasket. I’m attempting to jot down good right here in Squidoo. Choosing one of the best catalog might be difficult, so listed here are some ideas for choosing the rig Generate income With Catalogs! Here you have to decide in regards to the particular crossing. There are lots of scams online so that you need to do every thing you’ll be able to to make your guests really feel protected. You can make a Fan page which Facebook customers can go to and add of their account profile. More recently Google has been showing closer to 65 characters in their search outcomes, though generally even much less after you account for key phrase bolding. Another level to notice is that from Seoul to San Francisco, you is perhaps randomly called up for a extra detailed search. If you’re getting your information from articles, videos, or podcasts you might be simply squandering precious time by way of now not following what the mentor mentioned.
Give them directions solely to speak out-loud however dont let them ask you any direct questions, inform them you can not assist them in anyway. I check with this marketing strategy as the let me see if I can show you how to supply. Promos for Bitdefender allow you to preserve a ton of dollars on Bitdefender. B2B Web Marketing Agency relationships are usually formed with the assistance of on-line portals that join numerous enterprise service providers with different companies in want of these companies. Another great pay on performance SEO agency that gives website visitors a free quote from the get go. You will need to keep in mind that any certified internet growth agency would carry a team of skilled and skilled web design professionals. To start with, you naturally have to maintain observe of your open fee, as if a high share of recipients are opening your emails, that’s a sign that you’ve bought a good topic line.
Graduates with a level in economics have a lot of options, each in business and in government. Which means a large amount of the residents within the US depend on government help for medical insurance coverage. I’m appalled nevertheless at Mutual of Omaha Insurance coverage Company to throw its hat in the ring of attempting to straightforwardly entice customers to buy direct from the insurer. It marked the first 12 months that the corporate imported Honeycrisp and KORU apples from New Zealand to complement its domestically grown fruit. My first article will present you, the aspiring internet designer, with a breakdown of the very popular open source Content material Administration System, did I point out its a free internet design software, called Joomla. In case your site has a constant stream of new data, guests will come back incessantly to see your newest content. The newest incarnation in the trend of family shopping is bigger household dressing rooms. Just because you may have a purchasing cart to collect payments you continue to have to market your ecommerce webpage.
Writer: T.D. Crawford In case you are lucky enough to have a stroll-in closet, you recognize what a luxury it is to have an expansive, open house during which to store apparel. Some pleasurable components merely aren’t big more than sufficient for the vary of All these invited or meals remaining aided. Putting the expertise on payroll: The really good geeks aren’t excited by a conventional, salaried place. A smart tip for a good cell marketing marketing campaign: do a usability take a look at before you go stay. We focus expecially on good and deep keyword evaluation, clear link constructing, model reputation, social branding, webpage accessibility and usability. Content material improvement can also have a significant affect on the amount of long-tail phrases that your web site can potentially rank for. Be sure you test the discussion board rules, as you’ll be able to simply get banned should you for eg have too many hyperlinks in your signature. It’s easy to type in your e-mail tackle, verify an “I Agree” field, and click Submit.
Upon getting an email handle, electronic mail marketing turns into the way of frequently passing a lure near them and ultimately enticing a chew. There are good issues that you need to be doing, but there are various errors that folks have made also. Publisher: Gayle Hawks The time period social marketing has been used to explain two different things. That doesn’t mean it’s important to attempt to do all the things, in fact, one of the great things is which you can develop a multitude of abilities, and become involved in many conversations, technical, creative, or otherwise. Publisher: Christian Fea You’ll have heard the excitement about joint ventures as a marketing technique, but you are still uncertain how these strategic alliances may help your small business. In the event you just want to play DVDs – Blu-Rays usually are not supported – then you could want to try free options like VLC Media Player instead for that as a substitute to see if it matches the invoice.
The passage discusses various marketing strategies like niche marketing and content marketing. What are some other marketing methods talked about?
| null |
zai-org/LongAlign-10k
|
53fad5eb596d1a13bc6e9e117e791cbd69ba41e224823e92
| 4,877 | 0 | 8,089 |
// language: C
#include "qemu/osdep.h"
#include "cpu.h"
#include "hw/semihosting/semihost.h"
#include "hw/semihosting/console.h"
#include "hw/semihosting/common-semi.h"
#include "qemu/log.h"
#include "qemu/timer.h"
#ifdef CONFIG_USER_ONLY
#include "qemu.h"
#define COMMON_SEMI_HEAP_SIZE (128 * 1024 * 1024)
#else
#include "exec/gdbstub.h"
#include "qemu/cutils.h"
#ifdef TARGET_ARM
#include "hw/arm/boot.h"
#endif
#include "hw/boards.h"
#endif
#define TARGET_SYS_OPEN 0x01
#define TARGET_SYS_CLOSE 0x02
#define TARGET_SYS_WRITEC 0x03
#define TARGET_SYS_WRITE0 0x04
#define TARGET_SYS_WRITE 0x05
#define TARGET_SYS_READ 0x06
#define TARGET_SYS_READC 0x07
#define TARGET_SYS_ISERROR 0x08
#define TARGET_SYS_ISTTY 0x09
#define TARGET_SYS_SEEK 0x0a
#define TARGET_SYS_FLEN 0x0c
#define TARGET_SYS_TMPNAM 0x0d
#define TARGET_SYS_REMOVE 0x0e
#define TARGET_SYS_RENAME 0x0f
#define TARGET_SYS_CLOCK 0x10
#define TARGET_SYS_TIME 0x11
#define TARGET_SYS_SYSTEM 0x12
#define TARGET_SYS_ERRNO 0x13
#define TARGET_SYS_GET_CMDLINE 0x15
#define TARGET_SYS_HEAPINFO 0x16
#define TARGET_SYS_EXIT 0x18
#define TARGET_SYS_SYNCCACHE 0x19
#define TARGET_SYS_EXIT_EXTENDED 0x20
#define TARGET_SYS_ELAPSED 0x30
#define TARGET_SYS_TICKFREQ 0x31
#define ADP_Stopped_ApplicationExit (0x20026)
#ifndef O_BINARY
#define O_BINARY 0
#endif
#define GDB_O_RDONLY 0x000
#define GDB_O_WRONLY 0x001
#define GDB_O_RDWR 0x002
#define GDB_O_APPEND 0x008
#define GDB_O_CREAT 0x200
#define GDB_O_TRUNC 0x400
#define GDB_O_BINARY 0
static int gdb_open_modeflags[12] = {
GDB_O_RDONLY,
GDB_O_RDONLY | GDB_O_BINARY,
GDB_O_RDWR,
GDB_O_RDWR | GDB_O_BINARY,
GDB_O_WRONLY | GDB_O_CREAT | GDB_O_TRUNC,
GDB_O_WRONLY | GDB_O_CREAT | GDB_O_TRUNC | GDB_O_BINARY,
GDB_O_RDWR | GDB_O_CREAT | GDB_O_TRUNC,
GDB_O_RDWR | GDB_O_CREAT | GDB_O_TRUNC | GDB_O_BINARY,
GDB_O_WRONLY | GDB_O_CREAT | GDB_O_APPEND,
GDB_O_WRONLY | GDB_O_CREAT | GDB_O_APPEND | GDB_O_BINARY,
GDB_O_RDWR | GDB_O_CREAT | GDB_O_APPEND,
GDB_O_RDWR | GDB_O_CREAT | GDB_O_APPEND | GDB_O_BINARY
};
static int open_modeflags[12] = {
O_RDONLY,
O_RDONLY | O_BINARY,
O_RDWR,
O_RDWR | O_BINARY,
O_WRONLY | O_CREAT | O_TRUNC,
O_WRONLY | O_CREAT | O_TRUNC | O_BINARY,
O_RDWR | O_CREAT | O_TRUNC,
O_RDWR | O_CREAT | O_TRUNC | O_BINARY,
O_WRONLY | O_CREAT | O_APPEND,
O_WRONLY | O_CREAT | O_APPEND | O_BINARY,
O_RDWR | O_CREAT | O_APPEND,
O_RDWR | O_CREAT | O_APPEND | O_BINARY
};
typedef enum GuestFDType {
GuestFDUnused = 0,
GuestFDHost = 1,
GuestFDGDB = 2,
GuestFDFeatureFile = 3,
} GuestFDType;
typedef struct GuestFD {
GuestFDType type;
union {
int hostfd;
target_ulong featurefile_offset;
};
} GuestFD;
static GArray *guestfd_array;
#ifndef CONFIG_USER_ONLY
#include "exec/address-spaces.h"
static inline hwaddr
common_semi_find_region_base(hwaddr addr)
{
MemoryRegion *subregion;
QTAILQ_FOREACH(subregion, &get_system_memory()->subregions,
subregions_link) {
if (subregion->ram &&!subregion->readonly) {
Int128 top128 = int128_add(int128_make64(subregion->addr),
subregion->size);
Int128 addr128 = int128_make64(addr);
if (subregion->addr <= addr && int128_lt(addr128, top128)) {
return subregion->addr;
}
}
}
return 0;
}
#endif
#ifdef TARGET_ARM
static inline target_ulong
common_semi_arg(CPUState *cs, int argno)
{
ARMCPU *cpu = ARM_CPU(cs);
CPUARMState *env = &cpu->env;
if (is_a64(env)) {
return env->xregs[argno];
} else {
return env->regs[argno];
}
}
static inline void
common_semi_set_ret(CPUState *cs, target_ulong ret)
{
ARMCPU *cpu = ARM_CPU(cs);
CPUARMState *env = &cpu->env;
if (is_a64(env)) {
env->xregs[0] = ret;
} else {
env->regs[0] = ret;
}
}
static inline bool
common_semi_sys_exit_extended(CPUState *cs, int nr)
{
return (nr == TARGET_SYS_EXIT_EXTENDED || is_a64(cs->env_ptr));
}
#ifndef CONFIG_USER_ONLY
#include "hw/arm/boot.h"
static inline target_ulong
common_semi_rambase(CPUState *cs)
{
CPUArchState *env = cs->env_ptr;
const struct arm_boot_info *info = env->boot_info;
target_ulong sp;
if (info) {
return info->loader_start;
}
if (is_a64(env)) {
sp = env->xregs[31];
} else {
sp = env->regs[13];
}
return common_semi_find_region_base(sp);
}
#endif
#endif /* TARGET_ARM */
#ifdef TARGET_RISCV
static inline target_ulong
common_semi_arg(CPUState *cs, int argno)
{
RISCVCPU *cpu = RISCV_CPU(cs);
CPURISCVState *env = &cpu->env;
return env->gpr[xA0 + argno];
}
static inline void
common_semi_set_ret(CPUState *cs, target_ulong ret)
{
RISCVCPU *cpu = RISCV_CPU(cs);
CPURISCVState *env = &cpu->env;
env->gpr[xA0] = ret;
}
static inline bool
common_semi_sys_exit_extended(CPUState *cs, int nr)
{
return (nr == TARGET_SYS_EXIT_EXTENDED || sizeof(target_ulong) == 8);
}
#ifndef CONFIG_USER_ONLY
static inline target_ulong
common_semi_rambase(CPUState *cs)
{
RISCVCPU *cpu = RISCV_CPU(cs);
CPURISCVState *env = &cpu->env;
return common_semi_find_region_base(env->gpr[xSP]);
}
#endif
#endif
static int alloc_guestfd(void)
{
guint i;
if (!guestfd_array) {
/* New entries zero-initialized, i.e. type GuestFDUnused */
guestfd_array = g_array_new(FALSE, TRUE, sizeof(GuestFD));
}
for (i = 1; i < guestfd_array->len; i++) {
GuestFD *gf = &g_array_index(guestfd_array, GuestFD, i);
if (gf->type == GuestFDUnused) {
return i;
}
}
/* All elements already in use: expand the array */
g_array_set_size(guestfd_array, i + 1);
return i;
}
static GuestFD *do_get_guestfd(int guestfd)
{
if (!guestfd_array) {
return NULL;
}
if (guestfd <= 0 || guestfd >= guestfd_array->len) {
return NULL;
}
return &g_array_index(guestfd_array, GuestFD, guestfd);
}
static void associate_guestfd(int guestfd, int hostfd)
{
GuestFD *gf = do_get_guestfd(guestfd);
assert(gf);
gf->type = use_gdb_syscalls()? GuestFDGDB : GuestFDHost;
gf->hostfd = hostfd;
}
static void dealloc_guestfd(int guestfd)
{
GuestFD *gf = do_get_guestfd(guestfd);
assert(gf);
gf->type = GuestFDUnused;
}
static GuestFD *get_guestfd(int guestfd)
{
GuestFD *gf = do_get_guestfd(guestfd);
if (!gf || gf->type == GuestFDUnused) {
return NULL;
}
return gf;
}
#ifndef CONFIG_USER_ONLY
static target_ulong syscall_err;
#include "exec/softmmu-semi.h"
#endif
static inline uint32_t set_swi_errno(CPUState *cs, uint32_t code)
{
if (code == (uint32_t)-1) {
#ifdef CONFIG_USER_ONLY
TaskState *ts = cs->opaque;
ts->swi_errno = errno;
#else
syscall_err = errno;
#endif
}
return code;
}
static inline uint32_t get_swi_errno(CPUState *cs)
{
#ifdef CONFIG_USER_ONLY
TaskState *ts = cs->opaque;
return ts->swi_errno;
#else
return syscall_err;
#endif
}
static target_ulong common_semi_syscall_len;
static void common_semi_cb(CPUState *cs, target_ulong ret, target_ulong err)
{
target_ulong reg0 = common_semi_arg(cs, 0);
if (ret == (target_ulong)-1) {
errno = err;
set_swi_errno(cs, -1);
reg0 = ret;
} else {
switch (reg0) {
case TARGET_SYS_WRITE:
case TARGET_SYS_READ:
reg0 = common_semi_syscall_len - ret;
break;
case TARGET_SYS_SEEK:
reg0 = 0;
break;
default:
reg0 = ret;
break;
}
}
common_semi_set_ret(cs, reg0);
}
static target_ulong common_semi_flen_buf(CPUState *cs)
{
target_ulong sp;
#ifdef TARGET_ARM
ARMCPU *cpu = ARM_CPU(cs);
CPUARMState *env = &cpu->env;
if (is_a64(env)) {
sp = env->xregs[31];
} else {
sp = env->regs[13];
}
#endif
#ifdef TARGET_RISCV
RISCVCPU *cpu = RISCV_CPU(cs);
CPURISCVState *env = &cpu->env;
sp = env->gpr[xSP];
#endif
return sp - 64;
}
static void
common_semi_flen_cb(CPUState *cs, target_ulong ret, target_ulong err)
{
uint32_t size;
cpu_memory_rw_debug(cs, common_semi_flen_buf(cs) + 32,
(uint8_t *)&size, 4, 0);
size = be32_to_cpu(size);
common_semi_set_ret(cs, size);
errno = err;
set_swi_errno(cs, -1);
}
static int common_semi_open_guestfd;
static void
common_semi_open_cb(CPUState *cs, target_ulong ret, target_ulong err)
{
if (ret == (target_ulong)-1) {
errno = err;
set_swi_errno(cs, -1);
dealloc_guestfd(common_semi_open_guestfd);
} else {
associate_guestfd(common_semi_open_guestfd, ret);
ret = common_semi_open_guestfd;
}
common_semi_set_ret(cs, ret);
}
static target_ulong
common_semi_gdb_syscall(CPUState *cs, gdb_syscall_complete_cb cb,
const char *fmt,...)
{
va_list va;
va_start(va, fmt);
gdb_do_syscallv(cb, fmt, va);
va_end(va);
return common_semi_arg(cs, 0);
}
typedef uint32_t sys_closefn(CPUState *cs, GuestFD *gf);
typedef uint32_t sys_writefn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len);
typedef uint32_t sys_readfn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len);
typedef uint32_t sys_isattyfn(CPUState *cs, GuestFD *gf);
typedef uint32_t sys_seekfn(CPUState *cs, GuestFD *gf,
target_ulong offset);
typedef uint32_t sys_flenfn(CPUState *cs, GuestFD *gf);
static uint32_t host_closefn(CPUState *cs, GuestFD *gf)
{
if (gf->hostfd == STDIN_FILENO ||
gf->hostfd == STDOUT_FILENO ||
gf->hostfd == STDERR_FILENO) {
return 0;
}
return set_swi_errno(cs, close(gf->hostfd));
}
static uint32_t host_writefn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
CPUArchState *env = cs->env_ptr;
uint32_t ret;
char *s = lock_user(VERIFY_READ, buf, len, 1);
(void) env;
if (!s) {
/* Return bytes not written on error */
return len;
}
ret = set_swi_errno(cs, write(gf->hostfd, s, len));
unlock_user(s, buf, 0);
if (ret == (uint32_t)-1) {
ret = 0;
}
/* Return bytes not written */
return len - ret;
}
static uint32_t host_readfn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
CPUArchState *env = cs->env_ptr;
uint32_t ret;
char *s = lock_user(VERIFY_WRITE, buf, len, 0);
(void) env;
if (!s) {
/* return bytes not read */
return len;
}
do {
ret = set_swi_errno(cs, read(gf->hostfd, s, len));
} while (ret == -1 && errno == EINTR);
unlock_user(s, buf, len);
if (ret == (uint32_t)-1) {
ret = 0;
}
/* Return bytes not read */
return len - ret;
}
static uint32_t host_isattyfn(CPUState *cs, GuestFD *gf)
{
return isatty(gf->hostfd);
}
static uint32_t host_seekfn(CPUState *cs, GuestFD *gf, target_ulong offset)
{
uint32_t ret = set_swi_errno(cs, lseek(gf->hostfd, offset, SEEK_SET));
if (ret == (uint32_t)-1) {
return -1;
}
return 0;
}
static uint32_t host_flenfn(CPUState *cs, GuestFD *gf)
{
struct stat buf;
uint32_t ret = set_swi_errno(cs, fstat(gf->hostfd, &buf));
if (ret == (uint32_t)-1) {
return -1;
}
return buf.st_size;
}
static uint32_t gdb_closefn(CPUState *cs, GuestFD *gf)
{
return common_semi_gdb_syscall(cs, common_semi_cb, "close,%x", gf->hostfd);
}
static uint32_t gdb_writefn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
common_semi_syscall_len = len;
return common_semi_gdb_syscall(cs, common_semi_cb, "write,%x,%x,%x",
gf->hostfd, buf, len);
}
static uint32_t gdb_readfn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
common_semi_syscall_len = len;
return common_semi_gdb_syscall(cs, common_semi_cb, "read,%x,%x,%x",
gf->hostfd, buf, len);
}
static uint32_t gdb_isattyfn(CPUState *cs, GuestFD *gf)
{
return common_semi_gdb_syscall(cs, common_semi_cb, "isatty,%x", gf->hostfd);
}
static uint32_t gdb_seekfn(CPUState *cs, GuestFD *gf, target_ulong offset)
{
return common_semi_gdb_syscall(cs, common_semi_cb, "lseek,%x,%x,0",
gf->hostfd, offset);
}
static uint32_t gdb_flenfn(CPUState *cs, GuestFD *gf)
{
return common_semi_gdb_syscall(cs, common_semi_flen_cb, "fstat,%x,%x",
gf->hostfd, common_semi_flen_buf(cs));
}
#define SHFB_MAGIC_0 0x53
#define SHFB_MAGIC_1 0x48
#define SHFB_MAGIC_2 0x46
#define SHFB_MAGIC_3 0x42
/* Feature bits reportable in feature byte 0 */
#define SH_EXT_EXIT_EXTENDED (1 << 0)
#define SH_EXT_STDOUT_STDERR (1 << 1)
static const uint8_t featurefile_data[] = {
SHFB_MAGIC_0,
SHFB_MAGIC_1,
SHFB_MAGIC_2,
SHFB_MAGIC_3,
SH_EXT_EXIT_EXTENDED | SH_EXT_STDOUT_STDERR, /* Feature byte 0 */
};
static void init_featurefile_guestfd(int guestfd)
{
GuestFD *gf = do_get_guestfd(guestfd);
assert(gf);
gf->type = GuestFDFeatureFile;
gf->featurefile_offset = 0;
}
static uint32_t featurefile_closefn(CPUState *cs, GuestFD *gf)
{
/* Nothing to do */
return 0;
}
static uint32_t featurefile_writefn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
errno = EBADF;
return set_swi_errno(cs, -1);
}
static uint32_t featurefile_readfn(CPUState *cs, GuestFD *gf,
target_ulong buf, uint32_t len)
{
CPUArchState *env = cs->env_ptr;
uint32_t i;
char *s;
(void) env;
s = lock_user(VERIFY_WRITE, buf, len, 0);
if (!s) {
return len;
}
for (i = 0; i < len; i++) {
if (gf->featurefile_offset >= sizeof(featurefile_data)) {
break;
}
s[i] = featurefile_data[gf->featurefile_offset];
gf->featurefile_offset++;
}
unlock_user(s, buf, len);
/* Return number of bytes not read */
return len - i;
}
static uint32_t featurefile_isattyfn(CPUState *cs, GuestFD *gf)
{
return 0;
}
static uint32_t featurefile_seekfn(CPUState *cs, GuestFD *gf,
target_ulong offset)
{
gf->featurefile_offset = offset;
return 0;
}
static uint32_t featurefile_flenfn(CPUState *cs, GuestFD *gf)
{
return sizeof(featurefile_data);
}
typedef struct GuestFDFunctions {
sys_closefn *closefn;
sys_writefn *writefn;
sys_readfn *readfn;
sys_isattyfn *isattyfn;
sys_seekfn *seekfn;
sys_flenfn *flenfn;
} GuestFDFunctions;
static const GuestFDFunctions guestfd_fns[] = {
[GuestFDHost] = {
.closefn = host_closefn,
.writefn = host_writefn,
.readfn = host_readfn,
.isattyfn = host_isattyfn,
.seekfn = host_seekfn,
.flenfn = host_flenfn,
},
[GuestFDGDB] = {
.closefn = gdb_closefn,
.writefn = gdb_writefn,
.readfn = gdb_readfn,
.isattyfn = gdb_isattyfn,
.seekfn = gdb_seekfn,
.flenfn = gdb_flenfn,
},
[GuestFDFeatureFile] = {
.closefn = featurefile_closefn,
.writefn = featurefile_writefn,
.readfn = featurefile_readfn,
.isattyfn = featurefile_isattyfn,
.seekfn = featurefile_seekfn,
.flenfn = featurefile_flenfn,
},
};
#ifdef TARGET_ARM
#define GET_ARG(n) do { \
if (is_a64(env)) { \
if (get_user_u64(arg ## n, args + (n) * 8)) { \
errno = EFAULT; \
return set_swi_errno(cs, -1); \
} \
} else { \
if (get_user_u32(arg ## n, args + (n) * 4)) { \
errno = EFAULT; \
return set_swi_errno(cs, -1); \
} \
} \
} while (0)
#define SET_ARG(n, val) \
(is_a64(env)? \
put_user_u64(val, args + (n) * 8) : \
put_user_u32(val, args + (n) * 4))
#endif
#ifdef TARGET_RISCV
#define get_user_utl(arg, p) \
((sizeof(target_ulong) == 8)? \
get_user_u64(arg, p) : \
get_user_u32(arg, p))
#define put_user_utl(arg, p) \
((sizeof(target_ulong) == 8)? \
put_user_u64(arg, p) : \
put_user_u32(arg, p))
#define GET_ARG(n) do { \
if (get_user_utl(arg ## n, args + (n) * sizeof(target_ulong))) { \
errno = EFAULT; \
return set_swi_errno(cs, -1); \
} \
} while (0)
#define SET_ARG(n, val) \
put_user_utl(val, args + (n) * sizeof(target_ulong))
#endif
target_ulong do_common_semihosting(CPUState *cs)
{
CPUArchState *env = cs->env_ptr;
target_ulong args;
target_ulong arg0, arg1, arg2, arg3;
target_ulong ul_ret;
char * s;
int nr;
uint32_t ret;
uint32_t len;
GuestFD *gf;
int64_t elapsed;
(void) env;
nr = common_semi_arg(cs, 0) & 0xffffffffU;
args = common_semi_arg(cs, 1);
switch (nr) {
case TARGET_SYS_OPEN:
{
int guestfd;
GET_ARG(0);
GET_ARG(1);
GET_ARG(2);
s = lock_user_string(arg0);
if (!s) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
if (arg1 >= 12) {
unlock_user(s, arg0, 0);
errno = EINVAL;
return set_swi_errno(cs, -1);
}
guestfd = alloc_guestfd();
if (guestfd < 0) {
unlock_user(s, arg0, 0);
errno = EMFILE;
return set_swi_errno(cs, -1);
}
if (strcmp(s, ":tt") == 0) {
int result_fileno;
/*
* We implement SH_EXT_STDOUT_STDERR, so:
* open for read == stdin
* open for write == stdout
* open for append == stderr
*/
if (arg1 < 4) {
result_fileno = STDIN_FILENO;
} else if (arg1 < 8) {
result_fileno = STDOUT_FILENO;
} else {
result_fileno = STDERR_FILENO;
}
associate_guestfd(guestfd, result_fileno);
unlock_user(s, arg0, 0);
return guestfd;
}
if (strcmp(s, ":semihosting-features") == 0) {
unlock_user(s, arg0, 0);
/* We must fail opens for modes other than 0 ('r') or 1 ('rb') */
if (arg1!= 0 && arg1!= 1) {
dealloc_guestfd(guestfd);
errno = EACCES;
return set_swi_errno(cs, -1);
}
init_featurefile_guestfd(guestfd);
return guestfd;
}
if (use_gdb_syscalls()) {
common_semi_open_guestfd = guestfd;
ret = common_semi_gdb_syscall(cs, common_semi_open_cb,
"open,%s,%x,1a4", arg0, (int)arg2 + 1,
gdb_open_modeflags[arg1]);
} else {
ret = set_swi_errno(cs, open(s, open_modeflags[arg1], 0644));
if (ret == (uint32_t)-1) {
dealloc_guestfd(guestfd);
} else {
associate_guestfd(guestfd, ret);
ret = guestfd;
}
}
unlock_user(s, arg0, 0);
return ret;
}
case TARGET_SYS_CLOSE:
GET_ARG(0);
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
ret = guestfd_fns[gf->type].closefn(cs, gf);
dealloc_guestfd(arg0);
return ret;
case TARGET_SYS_WRITEC:
qemu_semihosting_console_outc(cs->env_ptr, args);
return 0xdeadbeef;
case TARGET_SYS_WRITE0:
return qemu_semihosting_console_outs(cs->env_ptr, args);
case TARGET_SYS_WRITE:
GET_ARG(0);
GET_ARG(1);
GET_ARG(2);
len = arg2;
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
return guestfd_fns[gf->type].writefn(cs, gf, arg1, len);
case TARGET_SYS_READ:
GET_ARG(0);
GET_ARG(1);
GET_ARG(2);
len = arg2;
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
return guestfd_fns[gf->type].readfn(cs, gf, arg1, len);
case TARGET_SYS_READC:
return qemu_semihosting_console_inc(cs->env_ptr);
case TARGET_SYS_ISERROR:
GET_ARG(0);
return (target_long) arg0 < 0? 1 : 0;
case TARGET_SYS_ISTTY:
GET_ARG(0);
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
return guestfd_fns[gf->type].isattyfn(cs, gf);
case TARGET_SYS_SEEK:
GET_ARG(0);
GET_ARG(1);
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
return guestfd_fns[gf->type].seekfn(cs, gf, arg1);
case TARGET_SYS_FLEN:
GET_ARG(0);
gf = get_guestfd(arg0);
if (!gf) {
errno = EBADF;
return set_swi_errno(cs, -1);
}
return guestfd_fns[gf->type].flenfn(cs, gf);
case TARGET_SYS_TMPNAM:
GET_ARG(0);
GET_ARG(1);
GET_ARG(2);
if (asprintf(&s, "/tmp/qemu-%x%02x", getpid(),
(int) (arg1 & 0xff)) < 0) {
return -1;
}
ul_ret = (target_ulong) -1;
if (strlen(s) < arg2) {
char *output = lock_user(VERIFY_WRITE, arg0, arg2, 0);
strcpy(output, s);
unlock_user(output, arg0, arg2);
ul_ret = 0;
}
free(s);
return ul_ret;
case TARGET_SYS_REMOVE:
GET_ARG(0);
GET_ARG(1);
if (use_gdb_syscalls()) {
ret = common_semi_gdb_syscall(cs, common_semi_cb, "unlink,%s",
arg0, (int)arg1 + 1);
} else {
s = lock_user_string(arg0);
if (!s) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
ret = set_swi_errno(cs, remove(s));
unlock_user(s, arg0, 0);
}
return ret;
case TARGET_SYS_RENAME:
GET_ARG(0);
GET_ARG(1);
GET_ARG(2);
GET_ARG(3);
if (use_gdb_syscalls()) {
return common_semi_gdb_syscall(cs, common_semi_cb, "rename,%s,%s",
arg0, (int)arg1 + 1, arg2,
(int)arg3 + 1);
} else {
char *s2;
s = lock_user_string(arg0);
s2 = lock_user_string(arg2);
if (!s ||!s2) {
errno = EFAULT;
ret = set_swi_errno(cs, -1);
} else {
ret = set_swi_errno(cs, rename(s, s2));
}
if (s2)
unlock_user(s2, arg2, 0);
if (s)
unlock_user(s, arg0, 0);
return ret;
}
case TARGET_SYS_CLOCK:
return clock() / (CLOCKS_PER_SEC / 100);
case TARGET_SYS_TIME:
return set_swi_errno(cs, time(NULL));
case TARGET_SYS_SYSTEM:
GET_ARG(0);
GET_ARG(1);
if (use_gdb_syscalls()) {
return common_semi_gdb_syscall(cs, common_semi_cb, "system,%s",
arg0, (int)arg1 + 1);
} else {
s = lock_user_string(arg0);
if (!s) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
ret = set_swi_errno(cs, system(s));
unlock_user(s, arg0, 0);
return ret;
}
case TARGET_SYS_ERRNO:
return get_swi_errno(cs);
case TARGET_SYS_GET_CMDLINE:
{
char *output_buffer;
size_t input_size;
size_t output_size;
int status = 0;
#if!defined(CONFIG_USER_ONLY)
const char *cmdline;
#else
TaskState *ts = cs->opaque;
#endif
GET_ARG(0);
GET_ARG(1);
input_size = arg1;
#if!defined(CONFIG_USER_ONLY)
cmdline = semihosting_get_cmdline();
if (cmdline == NULL) {
cmdline = ""; /* Default to an empty line. */
}
output_size = strlen(cmdline) + 1;
#else
unsigned int i;
output_size = ts->info->arg_end - ts->info->arg_start;
if (!output_size) {
output_size = 1;
}
#endif
if (output_size > input_size) {
errno = E2BIG;
return set_swi_errno(cs, -1);
}
if (SET_ARG(1, output_size - 1)) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
output_buffer = lock_user(VERIFY_WRITE, arg0, output_size, 0);
if (!output_buffer) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
#if!defined(CONFIG_USER_ONLY)
pstrcpy(output_buffer, output_size, cmdline);
#else
if (output_size == 1) {
output_buffer[0] = '\0';
goto out;
}
if (copy_from_user(output_buffer, ts->info->arg_start,
output_size)) {
errno = EFAULT;
status = set_swi_errno(cs, -1);
goto out;
}
for (i = 0; i < output_size - 1; i++) {
if (output_buffer[i] == 0) {
output_buffer[i] ='';
}
}
out:
#endif
unlock_user(output_buffer, arg0, output_size);
return status;
}
case TARGET_SYS_HEAPINFO:
{
target_ulong retvals[4];
target_ulong limit;
int i;
#ifdef CONFIG_USER_ONLY
TaskState *ts = cs->opaque;
#else
target_ulong rambase = common_semi_rambase(cs);
#endif
GET_ARG(0);
#ifdef CONFIG_USER_ONLY
if (!ts->heap_limit) {
abi_ulong ret;
ts->heap_base = do_brk(0);
limit = ts->heap_base + COMMON_SEMI_HEAP_SIZE;
for (;;) {
ret = do_brk(limit);
if (ret >= limit) {
break;
}
limit = (ts->heap_base >> 1) + (limit >> 1);
}
ts->heap_limit = limit;
}
retvals[0] = ts->heap_base;
retvals[1] = ts->heap_limit;
retvals[2] = ts->stack_base;
retvals[3] = 0;
#else
limit = current_machine->ram_size;
retvals[0] = rambase + limit / 2;
retvals[1] = rambase + limit;
retvals[2] = rambase + limit;
retvals[3] = rambase;
#endif
for (i = 0; i < ARRAY_SIZE(retvals); i++) {
bool fail;
fail = SET_ARG(i, retvals[i]);
if (fail) {
errno = EFAULT;
return set_swi_errno(cs, -1);
}
}
return 0;
}
case TARGET_SYS_EXIT:
case TARGET_SYS_EXIT_EXTENDED:
if (common_semi_sys_exit_extended(cs, nr)) {
GET_ARG(0);
GET_ARG(1);
if (arg0 == ADP_Stopped_ApplicationExit) {
ret = arg1;
} else {
ret = 1;
}
} else {
ret = (args == ADP_Stopped_ApplicationExit)? 0 : 1;
}
gdb_exit(ret);
exit(ret);
case TARGET_SYS_ELAPSED:
elapsed = get_clock() - clock_start;
if (sizeof(target_ulong) == 8) {
SET_ARG(0, elapsed);
} else {
SET_ARG(0, (uint32_t) elapsed);
SET_ARG(1, (uint32_t) (elapsed >> 32));
}
return 0;
case TARGET_SYS_TICKFREQ:
return 1000000000;
case TARGET_SYS_SYNCCACHE:
#ifdef TARGET_ARM
if (is_a64(cs->env_ptr)) {
return 0;
}
#endif
#ifdef TARGET_RISCV
return 0;
#endif
/* fall through -- invalid for A32/T32 */
default:
fprintf(stderr, "qemu: Unsupported SemiHosting SWI 0x%02x\n", nr);
cpu_dump_state(cs, stderr, 0);
abort();
}
}
When does the semihosting EXIT syscall cause the code to call gdb_exit versus just exit?
| null |
lmsys/lmsys-chat-1m
| null | 210,539 | 0 | 989 |
May 5 15:32:23 servernamexyz kernel: [10089] 3232411 10089 28784 40 11 141 0 spotagent
May 5 15:32:23 servernamexyz kernel: [130813] 438 130813 369075 92 98 4765 0 zabbix_agent2
May 5 15:32:23 servernamexyz kernel: [80780] 0 80780 77556 282 88 311 0 sssd
May 5 15:32:23 servernamexyz kernel: [80781] 0 80781 162732 313 217 7345 0 sssd_be
May 5 15:32:23 servernamexyz kernel: [80782] 0 80782 80427 247 102 1008 0 sssd_nss
May 5 15:32:23 servernamexyz kernel: [80783] 0 80783 75505 229 93 1493 0 sssd_pam
May 5 15:32:23 servernamexyz kernel: [80784] 0 80784 72711 226 86 296 0 sssd_ifp
May 5 15:32:23 servernamexyz kernel: [35453] 0 35453 31664 198 16 306 0 ndschedag
May 5 15:32:23 servernamexyz kernel: [35455] 0 35455 30595 197 14 139 0 mgspolicy
May 5 15:32:23 servernamexyz kernel: [35457] 0 35457 35129 259 22 911 0 ndlaunch
May 5 15:32:23 servernamexyz kernel: [92280] 3232411 92280 27381 127 10 24 0 sleep
May 5 15:32:23 servernamexyz kernel: [121345] 0 121345 166318 274 149 25004 0 puppet
May 5 15:32:23 servernamexyz kernel: Out of memory: Kill process 11638 (java) score 510 or sacrifice child
May 5 15:32:23 servernamexyz kernel: Killed process 11638 (java), UID 1000, total-vm:20865660kB, anon-rss:17387608kB, file-rss:136856kB, shmem-rss:0kB
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z PERFORM HOST METADATA COLLECTION
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z --> Collecing Linux host metadata collection ...
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Then collections is completed and ready for upload.
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Validating collection before upload ...
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Collections has changed, start uploading.
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z --> Collecctions uploaded successfully
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z PERFORM DATABASES METADATA COLLECTION
May 5 15:54:59 servernamexyz spotagent
|
79035139ccf54a4a88f43bd1d2a938ae
|
lmsys/lmsys-chat-1m
| null | 855,260 | 0 | 1,015 |
Poderia traduzir essa legenda pra NAME_1? Está em formato SRT.
É do show RuPaul's Drag Race: All Stars. O cast de participantes é:
Alexis NAME_2
Heidi N Closet
NAME_3
NAME_4
Jimbo
Kahanna Montrese
NAME_5
LaLa Ri
Darienne NAME_6
NAME_7
NAME_8
Monica Beverly Hillz
Abaixo a legenda:
1
00:00:02,000 --> 00:00:03,689
- ♪ MTV ♪
2
00:00:07,034 --> 00:00:08,172
- Previously on "All Stars"...
3
00:00:08,241 --> 00:00:09,793
- You can't send me home.
4
00:00:09,862 --> 00:00:12,000
- I will never, if you promise
that if I'm ever in the bottom
5
00:00:12,068 --> 00:00:13,551
that you won't send me home.
6
00:00:13,620 --> 00:00:15,241
- You can call it an alliance,
7
00:00:15,310 --> 00:00:18,896
but it's making a pact of like,
girl, I have you, you have you,
8
00:00:18,965 --> 00:00:20,620
you have me,
and we have each other.
9
00:00:20,689 --> 00:00:22,068
- For this week's
maxi challenge,
10
00:00:22,137 --> 00:00:26,206
we are throwing ourselves
a supermarket ball.
11
00:00:26,275 --> 00:00:28,103
[all exclaim excitedly]
12
00:00:28,172 --> 00:00:32,344
- I don't sew because I'm not
Amish and I have good credit.
13
00:00:32,412 --> 00:00:34,172
- Do you think we're all going
to just stick
14
00:00:34,241 --> 00:00:36,000
to the track record
all the way through?
15
00:00:36,068 --> 00:00:38,586
- It's track record as well as
taking it all into the whole
16
00:00:38,655 --> 00:00:40,413
and what was presented tonight.
17
00:00:40,482 --> 00:00:42,241
- Bitch, ain't nobody safe.
18
00:00:42,310 --> 00:00:46,034
- NAME_4, tonight you
were very, very creative.
19
00:00:46,103 --> 00:00:47,241
- Thank you.
20
00:00:47,310 --> 00:00:48,827
- NAME_7.
21
00:00:48,896 --> 00:00:50,827
- This is definitely
a birthday party
22
00:00:50,896 --> 00:00:53,896
that I would not have eaten
any of the cake, girl.
23
00:00:53,965 --> 00:00:54,896
[laughter]
24
00:00:54,965 --> 00:00:56,310
- Darienne NAME_6.
25
00:00:56,379 --> 00:01:01,275
It didn't quite connect
for a succinct message.
26
00:01:01,344 --> 00:01:04,241
Darienne NAME_6,
NAME_7...
27
00:01:04,310 --> 00:01:05,655
I'm sorry, my dears,
28
00:01:05,724 --> 00:01:08,862
but you are the bottom two
All Stars of the week.
29
00:01:08,931 --> 00:01:12,206
NAME_4,
condragulations,
30
00:01:12,275 --> 00:01:14,241
you are top All Star
of the week.
31
00:01:14,310 --> 00:01:15,758
- Ay, no puedo creerlo.
32
00:01:15,827 --> 00:01:20,241
- It's time to present this
week's lip-sync assassin.
33
00
|
fa015f72822b46cc828b8ea906710be7
|
lmsys/lmsys-chat-1m
| null | 505,991 | 0 | 1,221 |
as a probability theory expert, analyze the combination . as a probability theory expert, provide a new combination.
57, 41, 09, 82, 21, 14
56, 84, 07, 47, 28, 03, 36, 70, 16, 72, 75, 39, 30, 04, 80, 02, 05, 67, 53, 10, 13, 27, 86, 52, 58, 45, 69, 51, 34, 90, 66, 12, 63
77, 25, 78, 73, 20, 87, 71, 01, 74, 46, 35, 81, 38, 68, 18, 29, 24, 17, 32, 62, 33, 43, 61, 08, 26
85
65
42
06
89
49
60
79
22
44
83
54
11
59
15
50
88
48
55
76
40
64
37
19
71, 64, 67, 15, 33, 26
75, 58, 13, 39, 63, 27, 89, 29, 22, 77, 53, 47, 31, 14, 16, 65, 55, 03, 24, 28, 41, 76, 90, 48, 08, 50, 81, 30, 05, 78, 18
06, 61, 56, 12, 34, 36, 32, 11, 57, 45, 72, 59, 68, 04, 42, 20, 46, 23, 79, 01, 19, 43, 88, 52, 17, 60
84
02, 66
87
70
38
74
82
21
80
10
51
07
73
25
44
37
09
85
49
40
35
62
83
69
71, 53, 18, 05, 77, 15, 47
20, 26, 73, 38, 48, 04, 62, 08, 52, 14, 64, 45, 74, 54, 21, 19, 57, 46, 89, 34, 69, 10, 65, 25, 41, 59, 29, 55, 17, 40, 56, 09
49, 13, 60, 63, 83, 12, 07, 27, 33, 44, 28, 78, 76, 36, 90, 70, 24, 01, 51, 37, 66, 16, 68, 80, 03
58
32
85
79
87
02
50
82
88
43
35
30
22
23
81
06
75
84
31
42
67
86
61
72
11 48 49 64 30 51
24 70 52 09 43 22 17 56 45 20 42 62 73 90 46 08 74 40 35
16 26 36 27 87 34 03 07 72
82 21 63 69 53 77 83 15 18 78 68 02 39 04 86 19 01 79 41
54 47 75 32 23 57 28 65
60 66 59
84
12
76
06
29
50
67
58
80
05
10
85
31
37
38
14
55
33
88
81
71
13
58 18 03 43 86 81 19
12 46 89 85 65 02 01 56 51 16 87 50 84 61 31 59 54 26 60
41 27 22 28 29 71 64 30 70 14
49 05 57 76 74 21 37 17 23 62 35 75 90 04 53 08 15 13 39
82 44 88 38 72 24 52 09 47
77
07
36
68
20
55
45
78
34
33
66
63
79
48
40
67
10
80
32
73
69
25
06
|
10416cdcd58842aaaecb90f2def5a6ed
|
lmsys/lmsys-chat-1m
| null | 917,596 | 0 | 1,336 |
I am now giving you the data, which is inputted in the following format: T t-x,y,z x,y,z x,y,z x,y,z x,y,z; where every group of five body parts represents the positions of a people of the nose, left wrist, right wrist, left ankle, and right ankle. The coordinates x, y, and z represent spatial positions, with x and y being the coordinates on the viewing plane and z being the depth coordinate in the view. The variable t indicates t time. Please give me your answer between only fight and no fight
"T 0-429,80,3 411,133,4 445,128,3 420,174,5 421,174,5;220,201,14 254,251,16 256,205,14 214,327,17 171,329,17;56,108,7 82,148,9 41,176,10 77,177,10 53,201,12;221,73,3 238,116,5 200,114,6 231,167,9 228,164,8;306,179,13 364,202,8 363,203,8 307,300,16 307,314,16;84,159,9 84,238,13 82,239,14 83,328,17 81,324,17"
"T 1-429,81,3 411,133,4 445,128,3 420,173,5 421,174,5;220,201,14 254,252,16 255,257,16 214,326,17 170,352,18;56,108,7 82,148,9 41,176,10 77,199,11 53,201,12;221,73,3 237,115,5 200,114,6 231,167,9 228,164,8;306,179,13 363,202,8 363,203,8 307,301,16 307,313,16;61,163,10 85,238,13 82,239,14 82,327,17 81,324,17"
"T 2-429,81,3 411,134,4 445,128,3 420,171,5 421,170,5;219,201,14 254,252,16 255,203,14 214,327,17 170,352,18;56,108,7 82,148,9 41,176,10 76,199,11 52,200,12;221,73,3 237,115,5 200,114,6 231,167,9 228,164,8;319,180,12 364,202,8 365,202,8 307,302,16 307,302,16;60,106,7 84,234,13 37,233,15 84,325,17 82,323,17"
"T 3-222,203,13 264,228,14 267,230,14 213,324,18 213,328,18;429,77,2 411,122,3 411,123,3 421,174,5 434,176,5;56,108,7 82,151,9 41,177,10 79,196,11 55,197,12;218,73,3 238,116,5 200,113,6 230,166,9 227,164,8;86,177,10 37,220,15 38,221,15 83,329,19 82,324,19;298,173,11 289,232,14 285,232,14 312,348,17 312,349,17"
"T 4-428,77,2 411,121,3 410,122,3 421,176,5 433,176,5;222,203,13 261,228,14 265,231,14 213,326,18 213,330,18;219,73,3 238,116,5 200,113,6 230,166,8 226,163,8;56,108,7 83,152,9 41,176,10 80,194,11 55,195,12;85,177,10 37,220,15 38,222,15 82,329,19 83,324,19;296,173,11 287,233,14 283,231,14 312,348,17 312,348,17"
"T 5-218,73,3 234,117,4 200,113,5 231,163,7 225,160,7;225,205,12 249,220,14 249,218,13 213,323,17 213,327,17;81,182,9 40,221,13 40,222,13 83,330,16 82,324,16;56,108,6 84,157,8 40,173,9 82,240,12 59,239,13;414,75,2 411,114,3 445,114,2 413,179,5 419,179,5;315,171,11 330,271,14 287,192,12 334,274,14 284,275,16;425,177,4 367,286,13 447,286,10 405,345,14 403,345,14"
"T 6-225,204,12 251,220,14 249,218,13 213,324,17 213,327,17;218,73,3 233,117,4 200,113,5 231,164,7 225,160,7;82,182,9 39,220,14 39,221,14 83,330
|
712505216e854e04a31565e3c262527e
|
zai-org/LongAlign-10k
|
dc728d8551c7d3675d3d2e4e9bbab308f48fbdd4ce60936e
| 71 | 0 | 13,580 |
[转载]儿童谜语大全(附谜底)
原文地址:儿童谜语大全(附谜底)作者:戈壁红柳 儿童谜语大全 (附谜底) 001五个兄弟,住在一起,名字不同,高矮不齐。【谜底】手指 002一个黑孩,从不开口,要是开口,掉出舌头。【谜底】瓜籽 003人脱衣服,它穿衣服,人脱帽子,它戴帽子。【谜底】衣帽架 004屋子方方,有门没窗,屋外热烘,屋里冰霜。【谜底】冰箱 005两只小口袋,天天随身带,要是少一只,就把人笑坏。【谜底】袜子 006弟兄七八个,围着柱子坐,只要一分开,衣服就扯破。【谜底】蒜 007独木造高楼,没瓦没砖头,人在水下走,水在人上流。【谜底】雨伞 008身穿大皮袄,野草吃个饱,过了严冬天,献出一身毛。【谜底】绵羊 009一个小姑娘,生在水中央,身穿粉红衫,坐在绿船上。【谜底】荷花 010颜色白如雪,身子硬如铁,一日洗三遍,夜晚柜中歇。【谜底】碗 011有面没有口,有脚没有手,虽有四只脚,自己不会走。【谜底】桌子 012白嫩小宝宝,洗澡吹泡泡,洗洗身体小,再洗不见了。【谜底】香皂 013身穿绿衣裳,肚里水汪汪,生的子儿多,个个黑脸膛。【谜底】西瓜 014不怕细菌小,有它能看到,化验需要它,科研不可少。【谜底】显微镜 015象只大蝎子,抱起似孩子,抓挠肚肠子,唱出好曲子。【谜底】琵琶 016是笔不能画,和电是一家,要知有无电,可去请教它。【谜底】测电笔 017圆筒白浆糊,早晚挤一股,兄弟三十二,都说有好处。【谜底】牙膏 018上不怕水,下不怕火；家家厨房,都有一个 (打一生活用品)。【谜底】锅 019一个老头,不跑不走；请他睡觉,他就摇头 (打一物)。【谜底】不倒翁 020大姐用针不用线,二姐用线不用针,三姐点灯不干活,四姐做活不点灯。(打四种动物)【谜底】蜜蜂,蜘蛛,萤火虫,纺织娘 021驼背公公,力大无穷；爱驮什么 车水马龙(打一物)。【谜底】桥 022头戴红帽子,身披五彩衣,从来不唱戏,喜欢吊嗓子(打一动物)。【谜底】公鸡 023先修十字街,在修月花台,身子不用动,口粮自动来(打一动物)。【谜底】蜘蛛 024有头没有颈,身上冷冰冰,有翅不能飞,无脚也能行(打一动物)。【谜底】鱼 025身披花棉袄,唱歌呱呱叫,田里捉害虫,丰收立功劳(打一动物)。【谜底】青蛙 026大姐长的真漂亮, 身穿桔红花衣裳。七颗黑星上面镶, 爱吃蚜虫饱肚肠。二妹最爱嗡嗡唱,百花园 里忙又忙。后腿携带花粉筐, 装满食品喂儿郎。 三姐身披黄衣裳, 腰儿细来腿儿长。飞到田间捉害虫, 尾 巴毒针塞刀枪。 (打三益虫) 。【谜底】瓢虫,蜜蜂,黄蜂(马蜂) 027头小颈长四脚短,硬壳壳里把身安,别看胆小又怕事,要论寿命大无边。(打一动物)。【谜底】龟 028一物长来真奇怪,肚皮下面长口袋,孩子袋里吃和睡,跑得不快跳得快。(打一动物)。【谜底】袋鼠 029耳朵像蒲扇,身子像小山,鼻子长又长,帮人把活干。 (打一动物)。【谜底】大象 030八只脚,抬面鼓,两把剪刀鼓前舞,生来横行又霸道,嘴里常把泡沫吐。(打一动物)。【谜底】螃蟹 031四蹄飞奔鬃毛抖,拉车驮货多面手,农民夸它好伙伴,骑兵爱它如战友。(一动物)。【谜底】马 032头像绵羊颈似鹅,不是牛马不是骡,戈壁滩上万里行,能耐渴来能忍饿。(一动物)。【谜底】骆驼 033说它是虎它不像,金钱印在黄袄上,站在山上吼一声,吓跑猴子吓跑狼。 (一动物)。【谜底】金钱 豹 034身穿皮袍黄又黄,呼啸一声百兽慌,虽然没率兵和将,威风凛凛山大王。(一动物)。【谜底】虎 035黑夜林中小哨兵,眼睛限像两盏灯,瞧瞧西来望望东,抓住盗贼不留情。(一动物)。【谜底】猫头鹰 036头戴大红花,身穿什锦衣,好象当家人,一早催人起。(一动物)。【谜底】公鸡 037嘴像小铲子,脚像小扇子,走路左右摆,水上划船子。(一动物)。【谜底】鸭 038身体肥,头儿大,脸儿长方宽嘴巴,名字叫马却没毛,常在水中度生涯。(一动物)。【谜底】河马 039一物像人又像狗,爬杆上树是能手,擅长模仿人动作,家里没有山里有。(一动物)。【谜底】猴 040身子像个小逗点,摇着一根小尾巴,从小就会吃孑孓,长大吃虫叫哇哇。(一动物)。【谜底】蝌蚪 041小小姑娘满身黑,秋去江南春来归,从小立志除害虫,身带剪刀满天飞。(一动物)。【谜底】燕子 042唱歌不用嘴,声音真清脆,嘴尖像根锥,专吸树枝水。(一动物)。【谜底】蝉 043背着包袱不肯走,表面坚强内里柔,行动迟缓不拖拉,碰到困难就缩头。(一动物)。【谜底】螺丝 044一条牛,真厉害,猛兽见它也避开,它的皮厚毛稀少,长出角来当药材。(一动物)。【谜底】犀牛 045小货郎,不挑担,背着针,满处窜。(一动物)。【谜底】刺猬 046小飞机,纱翅膀,飞来飞去灭虫忙,低飞雨,高飞睛,气象预报它内行。(一动物)。【谜底】蜻蜓 047胡子不多两边翘,开口总是喵喵喵,黑夜巡逻眼似灯,粮仓厨房它放哨。(一动物)。【谜底】猫 048腿长胳膊短,眉毛盖着眼,有人不吱声,无人爱叫唤。(一动物)。【谜底】蝈蝈 049身穿鲜艳百花衣,爱在山丘耍儿戏,稍稍有点情况紧,只顾头来不顾尾。(一动物)。【谜底】野鸭 050小飞虫,尾巴明,黑夜闪闪像盏灯,古代有人曾借用,刻苦读书当明灯。(一动物)。【谜底】萤火虫 051一顶透明降落伞,随波逐流飘海中,触手有毒蜇人痛,身上小虾当眼睛。(一动物)。【谜底】海蛰 052尖尖嘴,细细腿,狡猾多疑拖大尾。(一动物)。【谜底】狐狸 053身穿白袍子,头戴红帽子,走路像公子,说话高嗓子。(一动物)。【谜底】鹅 054每隔数日脱旧衣,没有脚爪走得急,攀缘树木多轻便,光滑地面步难移。(一动物)【谜底】蛇 055长相俊俏,爱舞爱跳,飞舞花丛,快乐逍遥。(一动物)【谜底】蝴蝶 056尖尖牙齿,大盆嘴,短短腿儿长长尾,捕捉食物流眼泪,人人知它假慈悲。(一动物)【谜底】鳄鱼 057性子像鸭水里游,样子像鸟天上飞,游玩休息成双对,夫妻恩爱永不离。(一动物)【谜底】鸳鸯 058有枪不能放,有脚不能行,天天弯着腰,总在水里游。(一动物)【谜底】虾 059不走光跳,吵吵闹闹,吃虫吃粮,功大过小。(一动物)【谜底】麻雀 060像条带,一盘菜,下了水,跑得快。 (一动物)【谜底】带鱼 061背面灰色腹有斑,繁殖习性很罕见,卵蛋产在邻鸟窝,代它孵育自消遣。(打一动物)【谜底】杜鹃 062头戴红缨帽,身穿绿罗袍,背上生双翅,爱脏腿长毛。(打一动物)【谜底】苍蝇 063身子粗壮头长角,大人小孩都爱它,给人奶汁它吃草,浑身上下净是宝。(打一动物)【谜底】奶牛 064栖息沼泽和田头,随着季节南北走,队列排成人字形,纪律自觉能遵守。(打一动物)【谜底】大雁 065天热爬上树梢,总爱大喊大叫,明明啥也不懂,偏说知道知道。(打一动物)【谜底】蝉(知了) 066样子像吊塔,身上布满花,跑路速度快,可惜是哑巴。(打一动物)【谜底】长颈鹿 067家住青山顶,身披破蓑衣,常在天上游,爱吃兔和鸡。(打一动物)【谜底】老鹰 068头戴红缨帽,身穿绿战袍,说话音清脆,时时呱呱叫。(打一动物)【谜底】鹦鹉 069颜色有白又有灰,经过驯养很聪明,可以当做联络员,飞山越岭把信送。(打一动物)【谜底】鸽子 070身上雪雪白,肚里墨墨黑,从不偷东西,却说它是贼。(打一动物)【谜底】乌贼 071习性刁残海霸王,捕它要造工作船,浑身上下全是宝,海面换气喷银泉。(打一动物)【谜底】鲸 072肚大眼明头儿小,胸前有对大砍刀,别看样子有点笨,捕杀害虫又灵巧。(打一动物)【谜底】螳螂 073面孔像猫,起飞像鸟,天天上夜班,捉鼠本领高。(打一动物)【谜底】猫头鹰 074有红有绿不是花,有枝有叶不是树,五颜六色居水中,原是海底一动物。(打一动物)【谜底】珊瑚 075团结劳动是模范,全家住在格子间,常到花丛去工作,造出产品比糖甜。(打一动物)【谜底】蜜蜂 076小小诸葛亮,独坐中军帐,摆下八卦阵,专捉飞来将。(打一动物)【谜底】蜘蛛 077手掌珍贵似明珠,行动笨拙傻乎乎,样子像狗爱玩耍,下水上树有功夫。(打一动物)【谜底】熊 078是牛从来不耕田,体矮毛密能耐寒,爬冰卧雪善驮运,高原之舟人人赞。(打一动物)【谜底】牦牛 079红冠黑嘴白衣裳,双腿细瘦走路晃,漫步水中捕鱼虾,凌空展翅能飞翔。(打一动物)【谜底】鹤 080凸眼睛,阔嘴巴,尾巴要比身体大,碧绿水草衬着它,好像一朵大红花。(打一动物)【谜底】金鱼 081像熊比熊小,像猫比猫大,竹笋是食粮,密林中安家。(打一动物)【谜底】熊猫 082它家住在弯弯里,前门后门都不关,狮子豺狼都不怕,只怕小虎下了山。(一动物)【谜底】老鼠 083有个小姑娘,身穿黄衣裳,你要欺侮它,它就扎一枪。(打一动物)【谜底】马蜂 084身笨力气大,干活常带枷,春耕和秋种,不能缺少它。(打一动物)【谜底】牛 085身长近一丈,鼻在头顶上,腹白背青黑,安家在海洋。(打一动物)【谜底】海豚 086会飞不是鸟,两翅没羽毛,白天休息晚活动,捕捉蚊子本领高。(打一动物)【谜底】蝙蝠 087身披一件大皮袄,山坡上面吃青草,为了别人穿得暖,甘心脱下自己毛。(打一动物)【谜底】绵羊 088头上长树杈,身上有白花,四腿跑得快,生长在山野。(打一动物)【谜底】梅花鹿 089形状像耗子,爬在树枝上,生活像猴子,忙着摘果子。(打一动物)【谜底】松鼠 090耳大身肥眼睛小,好吃懒做爱睡觉,模样虽丑浑身宝,生产生活不可少。(打一动物)【谜底】猪 091身小力不小,团结又勤劳,有时搬粮食,有时挖地道。(打一动物)【谜底】蚂蚁 092身体半球形,背上七颗星,棉花喜爱它,捕虫最著名。(打一动物)【谜底】七星瓢虫 093头戴珊瑚帽,身穿梅花袄,腿儿细又长,翻山快如飞。(打一动物)【谜底】鹿 094头黑肚白尾巴长,传说娶妻忘了娘,生活之中人喜爱,因为常来报吉祥。(打一动物)【谜底】喜鹊 095本是古老一游禽,零下百度能安家,唯它南极能生存,遇人相迎不害怕。(打一动物)【谜底】企鹅 096鸟儿当中数它小,针状嘴巴舌尖巧,身子只有野蜂大,飞行本领却很高。(打一动物)【谜底】蜂鸟 097两弯新月头上长,常常喜欢水中躺,身体庞大毛灰黑,劳动是个好闯将。(打一动物)【谜底】水牛 098周身银甲耀眼明,浑身上下冷冰冰,有翅寸步不能飞,没脚五湖四海行。(打一动物)【谜底】鱼 099粽子头,梅花脚,屁股挂把弯镰刀,黑白灰黄花皮袄,坐着反比站着高。(打一动物)【谜底】狗 100耳朵长,尾巴短,红眼睛,白毛衫,三瓣嘴儿胆子小,青菜萝卜吃个饱。(打一动物)【谜底】白兔 101纺织工人聪明透,人人赞它是能手,自己独造一间房,四面不设门窗口。(打一动物)【谜底】蚕 102此物老家在非洲,力大气壮赛过牛,血盆大口吼一声,吓得百兽都发抖。(打一动物)【谜底】狮子 103头戴花冠鸟中少,身穿锦袍好夸耀,尾巴似扇能收展,尾羽开屏真俊俏。(打一动物)【谜底】孔雀 104春到它来临,催唤播种人,秋后它返回,遍传丰收音。(打一动物)【谜底】布谷鸟 105说它是马猜错了,穿的衣服净道道,把它放进动物园,大人小孩都爱瞧。(打一动物)【谜底】斑马 106不是狐狸不是狗,前面架铡刀,后面拖扫帚。(打一动物)【谜底】狼 107虽有翅膀飞不起,非洲沙漠多足迹,快步如飞多迅速,鸟中体重它第一。(打一动物)【谜底】鸵鸟 108一身白衣多健美,在大海上四处飞,喜欢与船结伙伴,主要食物是鱼类。(打一动物)【谜底】海鸥 109身上乌又乌,赤脚走江湖,别人看它吃饭,其实天天饿肚。(打一动物)【谜底】鱼鹰 110鹿马驴牛它不像,却难猜是哪一样,打开天窗说亮话,它有自己亲爹娘。(打一动物)【谜底】麋鹿 111头上两根须,身穿花衣衫,飞进花朵里,传粉又吃蜜。(打一动物)【谜底】蝴蝶 112一物生来力量强,又有爹来又有娘,有爹不和爹一姓,有娘不和娘一样。(打一动物)【谜底】骡 113五彩星,落水底,样子老是有心计,悄悄潜伏沙面上,一有机会搞袭击。(打一动物)【谜底】海星 114两头尖尖相貌丑,脚手耳目都没有,整天工作在地下,一到下雨才露头。(打一动物)【谜底】蚯蚓 115小飞贼,水里生,干坏事,狠又凶,偷偷摸摸吸人血,还要嗡嗡叫几声。(打一动物)【谜底】蚊子 116身子黑不溜秋,喜往泥里嬉游,常爱口吐气泡,能够观察气候。(打一动物)【谜底】泥鳅 117落地就会跑,胡子一大把,不管见了谁,总爱喊妈妈。(打一动物)【谜底】山羊 118驰名中外一歌手,音韵宛转会多变,能学多种鸟儿叫,北疆内蒙是家园。(打一动物)【谜底】百灵鸟 119两只翅膀难飞翔,既作衣裳又作房,宁让大水掀下海,不叫太阳晒干房。(打一动物)【谜底】蚌 120有种鸟,本领高,尖嘴爱给树开刀,树木害虫被吃掉,绿化造林立功劳。(打一动物)【谜底】啄木鸟 121身穿黄色羽毛衫,绿树丛中常栖身,只因歌儿唱得好,博得许多赞扬声。(打一动物)【谜底】黄莺 122家住暗角落,身穿酱色袍,头戴黑铁帽,打仗逞英豪。(打一动物)【谜底】蟋蟀 123嘴长颈长脚也长,爱穿一身白衣裳,常在水边结伙伴,田野沟渠寻食粮。(打一动物)【谜底】白鹭 124身黑似木炭,腰插两把扇,往前走一步,就得扇一扇。(打一动物)【谜底】乌鸦 125身体足有丈二高,瘦长身节不长毛,下身穿条绿绸裤,头戴珍珠红绒帽。(打一植物)【谜底】高粱 126小时青来老来红,立夏时节招顽童,手舞竹竿请下地,吃完两手红彤彤。(打一植物)【谜底】桑葚 127青枝绿叶长得高,砍了压在水里泡,剥皮晒干供人用,留下骨头当柴烧。(打一植物)【谜底】麻 128麻布衣裳白夹里,大红衬衫裹身体,白白胖胖一身油,建设国家出力气。(打一植物)【谜底】花生 129高高个儿一身青,金黄圆脸喜盈盈,天天对着太阳笑,结的果实数不清。(打一植物)【谜底】向日葵 130青枝绿叶不是菜,有的烤来有的晒,腾云驾雾烧着吃,不能锅里煮熟卖。(打一植物)【谜底】烟叶 131长得像竹不是竹,周身有节不太粗,不是紫来就是绿,只吃生来不能熟。(打一植物)【谜底】甘蔗 132小时青青腹中空,长大头发蓬蓬松,姐姐撑船不离它,哥哥钓鱼拿手中。(打一植物)【谜底】竹子 133有个矮将军,身上挂满刀,刀鞘外长毛,里面藏宝宝。(打一植物)【谜底】大豆 134冬天蟠龙卧,夏天枝叶开,龙须往上长,珍珠往下排。(打一植物)【谜底】葡萄 135水上生个铃,摇摇没有声,仔细看一看,满脸大眼睛。(打一植物)【谜底】莲蓬 136两叶花四朵,颜色白又黄,一年开一次,八月放异香。(打一植物)【谜底】桂花 137兄弟几个真和气,天天并肩坐一起,少时喜欢绿衣服,老来都穿黄色衣。(打一植物)【谜底】香蕉 138胖娃娃,滑手脚,红尖嘴儿一身毛,背上浅浅一道沟,肚里血红好味道。(打一植物)【谜底】桃子 139海南宝岛是我家,不怕风吹和雨打,四季棉衣不离身,肚里有肉又有茶。(打一植物)【谜底】椰子 140半截白,半截青,半截实来半截空,半截长在地面上,半截长在土当中。(打一植物)【谜底】葱 141冬天幼苗夏成熟,滔滔海水是活土,根浮水面随浪晃,身潜水中漫起舞。(打一植物)【谜底】海带 142架上爬秧结绿瓜,绿瓜顶上开黄花,生着吃来鲜又脆,炒熟做菜味道佳。(打一植物)【谜底】黄瓜 143一物生得真奇怪,腰里长出胡子来,拔掉胡子剥开看,露出牙齿一排排。(打一植物)【谜底】玉米 144一物生来真奇怪,它是世上一盘菜,娘死以后它才生,它死以后娘还在。(打一植物)【谜底】木耳 145一个黄妈妈,生性手段辣,老来愈厉害,小孩最怕它。(打一植物)【谜底】姜 146一顶小伞,落在林中,一旦撑开,再难收拢。(打一植物)【谜底】蘑菇 147脸圆像苹果,甜酸营养多,既能做菜吃,又可当水果。(打一植物)【谜底】西红柿 148样子像小船,角儿两头翘,骨头在外面,肉儿里头包。(打一植物)【谜底】菱角 149弟兄六七个,围着柱子坐,大家一分手,衣服全扯破。(打一植物)【谜底】大蒜 150脱去黄金袍,露出白玉体,身子比豆小,名字有三尺。(打一植物)【谜底】大米 151号称山大王,树干冲天长,叶儿尖似针,造屋好做梁。(打一植物)【谜底】杉树 152身穿绿衣裳,肚里水汪汪,生的子儿多,个个黑脸膛。(打一植物)【谜底】西瓜 153四季常青绿,只是花开难,摊开一只手,尖针已扎满。(打一植物)【谜底】仙人掌 154打起高柄伞,穿起麻布衣,生来不怕热,为何脱我衣。(打一植物)【谜底】棕榈树 155蓬蓬又松松,三月飞空中,远看像雪花,近看一团绒。(打一植物)【谜底】柳絮 156有根不着地,有叶不开花,日里随水漂,夜里不归家。(打一植物)【谜底】浮萍 157一个老汉高又高,身上挂着千把刀,样子像刀不能砍,洗衣赛过好肥皂。(打一植物)【谜底】皂角树 158树大如伞叶层层,一生可活几千年,人人爱它做橱箱,香气扑鼻质量坚。(打一植物)【谜底】樟树 159皮肉粗糙手拿针,悬岩绝壁扎下根,一年四季永长青,昂首挺立伴风云。(打一植物)【谜底】松树 160天南地北都能住,春风给我把辫梳,溪畔湖旁搭凉棚,能撒雪花当空舞。(打一植物)【谜底】柳树 161花中君子艳而香,空谷佳人美名扬,风姿脱俗堪钦佩,纵使无人也自芳。(打一植物)【谜底】兰花 162青枝绿叶颗颗桃,外面骨头里面毛,待到一天桃子老,里面骨头外面毛。(打一植物)【谜底】棉花 163幼儿不怕冰霜,长大露出锋芒,老来粉身碎骨,仍然洁白无双。(打一植物)【谜底】麦子 164池中有个小姑娘,从小生在水中央,粉红笑脸迎风摆,身挨绿船不划浆。(打一植物)【谜底】荷花 165小小金坛子,装着金饺子,吃掉金饺子,吐出白珠子。(打一植物)【谜底】橘子 166生根不落地,有叶不开花,街上有人卖,园里不种它。(打一植物)【谜底】豆芽 167小时胖乎乎,老来皮肉皱,吃掉它的肉,吐出红骨头。(打一植物)【谜底】枣 168头戴节节帽,身穿节节衣,年年二三月,出土赴宴席。(打一植物)【谜底】竹笋 169红口袋,绿口袋,有人害怕有人爱。(打一植物)【谜底】辣椒 170上搭棚,下搭棚,开黄花,结青龙。(打一植物)【谜底】丝瓜 171小时青,老来黄,金色屋里小姑藏。(打一植物)【谜底】谷子 172青青果,圆溜溜,咬一口皱眉头。(打一植物)【谜底】梅子 173小小花儿爬篱笆,张开嘴巴不说话,红紫白蓝样样有,个个都像小喇叭。(打一植物)【谜底】牵牛花 174干短杈多叶子大,青色灯笼树上挂,要是用它把油榨,家具船舱寿命加。(打一植物)【谜底】油桐树 175空心苗,叶儿长,挺直腰杆一两丈,老时头发白苍苍,光长穗子不打粮。(打一植物)【谜底】芦苇 176青青蛇儿满地爬,蛇儿遍身开白花,瓜儿长长茸毛生,老君装药要用它。(打一植物)【谜底】葫芦 177扎根不与菊为双,娇艳瑰丽放异香,唤作拒霜不相称,看来却是最宜霜。(打一植物)【谜底】芙蓉 178远看似火红艳艳,近看花儿六个瓣,拔起根来看一看,结着一串山药蛋。(打一植物)【谜底】山丹丹 花 179一种植物生得巧,不是豆类也结角,果实制药可止血,白花可以做染料。(打一植物)【谜底】槐树 180不是葱不是蒜,一层一层裹紫缎,说葱比葱长得矮,像蒜就是不分瓣。(打一植物)【谜底】洋葱 181叶子细小干儿瘦,结的果儿如葡萄,药用可以治蛔虫,名字一听味不好。(打一植物)【谜底】苦楝树 182得天独厚艳而香,国色天香美名扬,不爱攀附献媚色,何惧飘落到他乡。(打一植物)【谜底】牡丹 183干高杈多叶如爪,一到深秋穿红袄,球状果实刺儿多,驱风祛湿有疗效。(打一植物)【谜底】枫树 184叶子茂盛价值大,养蚕硬是需要它,本来栽有千万棵,又说两株冤枉大。(打一植物)【谜底】桑树 185身体圆圆没有毛,不是桔子不是桃,云里雾里过几夜,脱去绿衣换红袍。(打一植物)【谜底】柿子 186小刺猬,毛外套,脱了外套露紫袍,袍里套着红绒袄,袄里睡个小宝宝。(打一植物)【谜底】栗子 187把把绿伞土里插,条条紫藤地上爬,地上长叶不开花,地下结串大甜瓜。(打一植物)【谜底】红薯 188小小伞兵随风飞,飞到东来飞到西,降落路边田野里,安家落户扎根基。(打一植物)【谜底】蒲公英 189春穿绿衣秋黄袍,头儿弯弯垂珠宝,从幼到老难离水,不洗澡来只泡脚。(打一植物)【谜底】水稻 190圆圆铜钱挂满身,青皮青骨园中生,本是高低不统一,硬说长得一样齐。(打一植物)【谜底】芥菜 191味道甜甜营养多,谁说无花只结果,其实花开密又小,切莫被名所迷惑。(打一植物)【谜底】无花果 192紫藤绿叶满棚爬,生来就开紫色花,紫花长出万把刀,又作药用又吃它。(打一植物)【谜底】扁豆 193园林三月风兼雨,桃李飘零扫地空,唯有此花偏耐久,绿枝又放数枝红。(打一植物)【谜底】山茶花 194东风融雪水明沙,烂漫芳菲满天涯,艳丽茂美枝强劲,路上行人不忆家。(打一植物)【谜底】桃花 195壳儿硬,壳儿脆,四个姐妹隔床睡,从小到大背靠背,盖着一床疙瘩被。(打一植物)【谜底】核桃 196叶儿长长牙齿多,树儿杈杈结刺果,果皮青青果内黑,剥到心中雪雪白。(打一植物)【谜底】板栗树 197谁说石家穷,家里真不穷,推开金板壁,珠宝嵌屏风。(打一植物)【谜底】石榴 198个儿小小,头尾尖尖,初尝皱眉,再吃开颜。(打一植物)【谜底】橄榄 199体圆似球,色红如血,皮亮如珠,汁甜如蜜。(打一植物)【谜底】樱桃 200生在山里,死在锅里,藏在瓶里,活在杯里。(打一植物)【谜底】茶叶 201铜盆粗棵树,芝麻大点叶,任凭山岩坚,千年见苍翠。(打一植物)【谜底】柏树 202脱了红袍子,是个白胖子,去了白胖子,剩个黑丸子。(打一植物)【谜底】荔枝 203青皮包白肉,像个大枕头,莫听名字冷,热天菜场有。(打一植物)【谜底】冬瓜 204有叶不开花,开花不见叶,花开百花前,飘香傲风雪。(打一植物)【谜底】梅花 205说它是棵苗,为啥有知觉,轻轻一碰它,低头叶合了。(打一植物)【谜底】含羞草 206茎儿许多根,果子泥里存,没花也没叶,没枝也没根。(打一植物)【谜底】荸荠 207红线吊绿球,吊上树梢头,不怕风和雨,只怕贼来偷。(打一植物)【谜底】猕猴桃 208陶令最怜伊,山径细栽培,群芳冷落后,独自殿东篱。(打一植物)【谜底】菊花 209状如蘑菇一珍宝,当年白蛇将它盗,其实是味好草药,滋补健身价值高。(打一植物)【谜底】灵芝 210一个婆婆园中站,身上挂满小鸡蛋,又有红来又有绿,既好吃来又好看。(打一植物)【谜底】枣树 211皮儿薄,壳儿脆,四姐妹,隔墙睡,从小到大背靠背,裹着一层疙瘩被。(打一植物)【谜底】蓖麻 212身子长,个不大,遍体长着小疙瘩,有人见了皱眉头,有人见了乐开花。(打一植物)【谜底】苦瓜 213身材瘦瘦个儿高,叶儿细细披绿袍,别看样子像青蒿,香气扑鼻味儿好。(打一植物)【谜底】芹菜 214粉妆玉琢新世界,傲霜斗雪花自开,岁寒为报春来早,姐妹亲朋喜开怀。(打一植物)【谜底】梅花 215白天一到芬芳断,夜晚香味飘散远,飞虫闻味来传粉,秘密皆在花瓣间。(打一植物)【谜底】夜来香 216一团幽香口难言,色如丹桂味如莲,真身已归西天去,十指尖尖在人间。(打一植物)【谜底】佛手 217红嘴绿鹦哥,吃了营养多。 (打一植物)【谜底】菠菜 218黄包袱,包黑豆,尝一口,甜水流。 (打一植物)【谜底】梨 219紫色树,开紫花,紫色果里盛芝麻。 (打一植物)【谜底】茄子 220白胖娃娃泥里卧,腰身细细心眼多。 (打一植物)【谜底】藕 221俺家一个哥哥,讨个黑脸老婆。(打一用具)【谜底】锅 222八个蚂蚁抬棍棍,一个蚂蚁棍上昆。【谜底】六 223白白一片似雪花,落下水里不见。(打一物)【谜底】盐 224白白胖胖。(打一动物)【谜底】蚕 225白胖娃娃泥里藏,腰身细细心眼多。(打一植物)【谜底】藕 226白床铺,黄帐子。(打一植物)【谜底】桂圆 227白糖梅子真稀奇。(打一食物)【谜底】元宵 228明又明,亮又亮,一团火球挂天上,冬天呆的时间短,夏天呆的时间长。(打一自然现象)【谜底】太阳 229来到屋里,赶也赶不走,时间一到,不赶就会走。(打一自然现象)【谜底】太阳光 230有时候,圆又圆,有时候,弯又弯,有时晚上出来了,有时晚上看不见。(打一自然现象)【谜底】月亮 231千条线,万条线,掉到水里看不见。(打一自然现象)【谜底】雨 232弯弯一座彩色桥,高高挂在半山腰,七色鲜艳真正好,一会儿工夫不见了。(打一自然现象)【谜底】 彩虹 233说象糖,它不甜,说象盐,又不咸,冬天有时一片,夏天谁都不见。(打一自然现象)【谜底】雪 234小白花,飞满天,下到地上象白面,下到水里看不见。(打一自然现象)【谜底】雪 235我到处乱跑,谁也捉不到,我跑过树林,树木都弯腰,我跑过大海,大海的波浪高又高(打一自然 现象)【谜底】风 236从低到高,由浓到淡,忽左忽右,跟着风走。(打一自然现象)【谜底】烟 237用手拿不起,用刀劈不开,煮饭和洗衣,都得请我来。(打一自然物)【谜底】水 238远看白光光,近看玻璃样,越冷越结实,一热水汪汪。(打一自然物)【谜底】冰 239没有身体倒会活,没有舌头会说话,谁也没有见过它,倒都叫它说过话。(打一自然现象)【谜底】回 声 240兄弟七八个,围着柱子坐,大家一分家,衣服就扯破。(打一植物)【谜底】蒜 241好象苹果红又红,好象柿子没有盖,能当水果能当菜,营养好来人人爱。(打一植物)【谜底】西红柿 242身体长又长,开花黄又黄,脸蛋儿象太阳,籽儿香又香。(打一植物)【谜底】向日葵 243紫色树,开紫花, 开过紫花结紫瓜,紫瓜里面装芝麻。(打一植物) 【谜底】茄子 244红口袋,绿口袋,有人怕,有人爱,爱它是样好小菜,怕它吃到嘴里眼泪来。 (打一植物)【谜底】 辣椒 245红公鸡,绿公鸡,身子钻在泥底下,你要捉住它,揪住尾巴用力拔。(打一植物)【谜底】胡萝卜 246圆圆红罐罐儿,扣着圆盖盖儿, 甜甜的蜜水儿,满满盛一罐儿。 (打一植物)【谜底】柿子 247去年秋天撒下种,长出绿苗过一冬。开春它还接着长,等到夏天黄澄澄。(打一植物)【谜底】冬小麦 248农民春天种上它,夏天它就开了花。秋天结果象个桃,桃子裂了开白花。(打一植物)【谜底】棉花 249一只大公鸡,天天在这里,晚上不进笼,早上也不啼。(打一植物)【谜底】鸡冠花 250远看象把小绿伞,近看象个大绿盘,水珠掉进绿盘里,好象珍珠滚滚圆。(打一植物)【谜底】荷花 251一个小姑娘,坐在水中央,穿着粉红袄,模样真漂亮。(打一植物)【谜底】荷花 252白胖胖,四方方,一块一块摆桌上,能做菜,能做汤,常常吃它有营养。(打一食物)【谜底】豆腐 253身上一身毛,头上两个角,火气真不小,还会哞哞叫。(打一动物)【谜底】牛 254大耳朵,噘嘴巴,吃起饭来巴达巴,细尾巴,胖嘟嘟,吃罢就睡呼噜噜。(打一动物)【谜底】猪 255小小售货员,肩上不挑担,背上背着针,满地到处串。(打一动物)【谜底】刺猬 256尖尖的嘴巴象老鼠,一身茸毛尾巴粗。爱在森林里边住,爱吃松子爱上树。(打一动物)【谜底】松鼠 257身穿绿袍小英雄,夏天田里捉害虫,冷风吹来找不见,春天又在池塘里。(打一动物)【谜底】青蛙 258鸟儿鸟儿嘴巴长,黑黑的尾巴花衣裳,一天到晚勤工作,好象医生治病忙, 敲树干,当当当,要把害虫吃个光。(打一动物)【谜底】啄木鸟 259小小姑娘黑又黑,秋天走了春天回,带着一把小剪刀,半天空里飞呀飞。(打一动物)【谜底】燕子 260小黑妮儿会干活,自个叼泥来作窝。唧唧唧,唱起歌,飞来飞去把虫捉。(打一动物)【谜底】燕子 261名字叫做牛,不会拉犁走,别说它的力气小,能够背起屋子走。(打一动物)【谜底】蜗牛 262没有脚,没有手,背上房子到处走,有谁把它碰一碰,赶紧躲进房里头。(打一动物)【谜底】蜗牛 263白天草里住,晚上往外飞,带着灯儿把路照,飞来飞去不怕黑。(打一动物)【谜底】萤火虫 264好象一架小飞机,前后翅膀挨一起,睁大眼睛找小虫,吞到细细肚子里。(打一动物)【谜底】蜻蜓 265黄衣裳,金翅膀,飞来飞去做工忙。它的本领大,还会造小房。做出好吃的,留给大家尝。谁敢欺负 它,留神它的枪。(打一动物)【谜底】蜜蜂 266小小虫儿很勤劳,它本领真不小,会把粮食搬,还会打地道。(打一动物)【谜底】蚂蚁 267八把尖刀,两把剪刀,身背皮箱,走路横跑。(打一动物)【谜底】螃蟹 268驼背老公公,胡子毛烘烘,热火锅里去洗澡,青袍换成大给红袍。(打一动物)【谜底】虾 269小小石头硬又白,整整齐齐排两排。天天早起刷干净,结结实实不爱坏。(打一人体器官)【谜底】牙 齿 270哥儿十个分两家,干起活来要请它。开机器,种庄稼,越干越巧劲越大。(打一人体器官)【谜底】手 271四四方方一座楼,大人小人住里头, 小人有嘴不开口,大人开口又动手。 (打一文艺样式)【谜底】 木偶戏 272一匹马儿两人骑,这边高来那边低, 虽然马儿不会跑,两人骑着笑嘻嘻。 (打一玩具)【谜底】跷跷 板 273一座桥,地上架,走着上去坐着下。 (打一玩具)【谜底】滑梯 274一个风箱真奇怪,一拉它就唱起来。 (打一乐器)【谜底】手风琴 275一根竹管二尺长,开了七个小圆窗, 对准一个小窗口,吹阵风就把歌唱。 (打一乐器)【谜底】笛子 276一间房子扁又长,上边开了许多窗,用嘴吹进一阵风,好听的音乐多响亮。 (打一乐器)【谜底】口 琴 277一个大肚皮,生来怪脾气, 不打不做声,越打越欢喜。 (打一乐器)【谜底】鼓 278一个南瓜两头儿空,肚里开花放光明,有瓜没叶儿高高挂,照得面前一片红。 (打一物)【谜底】灯 笼 279天上一只鸟,用线拴得牢, 不怕大风吹,就怕细雨飘。 (打一玩具)【谜底】风筝 280圆头圆脑小东西,没骨头没肉光有皮,一打跳得三尺高,肚里憋着一包气。( 打一体育器材)【谜底 】皮球 281圆圆的身体皮儿薄,有红有绿颜色好,拴在线上随风舞,撒手高飞天上飘。 (打一物)【谜底】气球 282有脚不会走,有嘴不开口, 脸儿洗不得,一洗就变丑。 (打一玩具)【谜底】泥娃娃 283一位公公精神好,从小到老不睡觉。身体轻,劲不小,左推右推推不倒。(打一玩具)【谜底】不倒翁 284一个娃娃小不点,一件红袄身上穿,香火把它的辫子点,大叫一声飞上天。(打一物)【谜底】爆竹 285天上飞,不是鸟,前边翅膀大,后边翅膀小,喝饱汽油飞得高。(打一交通工具)【谜底】飞机 286钢铁身子重万斤,搁在水里它不沉。不怕风浪大,就怕水不深。(打一交通工具)【谜底】轮船或军舰 287长长一条龙,走路轰隆隆, 遇水过铁桥,遇山钻山洞, 脚下钢轮力气大,日行千里真威风。 (打一交通工具)【谜底】火车 288四脚圆滚滚,眼睛亮晶晶, 嘀嘀叫一声,招手过路人。 (打一交通工具)【谜底】汽车 289说是牛,不是牛, 不吃草,光喝油,工人叔叔送它来,支援农业大丰收。 (打一机具)【谜底】拖拉 机 290你说稀奇不稀奇 汽车长着长胳膊, 抓起东西往上举,千斤万斤不费力。 (打一机具)【谜底】起重 机 291一匹马儿真正好,没有尾巴没有脚, 不喝水来不吃草,骑上它就满街跑。 (打一交通工具)【谜底】 自行车 292木头身上铁脚板,带它下地把活干。干活还得人扶着,翻的土地松又软。 (打一机具)【谜底】犁 293歪脖子,宽嘴巴,跟着人走头朝下,野草见它就害怕,农民伯伯要用它。(打一工具)【谜底】锄头 294一根小木棒,安个弯月亮。秋天收庄稼,请它来帮忙。(打一工具)【谜底】镰刀 295四四方方一块布,嘴和鼻子都盖住, 两根带子耳上挂,不怕风沙不怕土。 (打一物)【谜底】口罩 296十个客人十间屋,冷了进去暖了出。 (打一物)【谜底】手套 297小小两只船,没桨又没帆,白天带它到处走,黑夜停在床跟前。(打一物)【谜底】鞋 298一本书,天天看,看了一篇撕一篇。一年到头多少天,小书撕下多少篇。(打一物)【谜底】日历 299一件东西大无边,能装三百多个天,还装月亮十二个,它换衣服过新年。(打一物)【谜底】日历 300它是我的好朋友,每个同学全都有, 笔墨书本帮我拿,可我还得背它走。 (打一物)【谜底】书包 301大哥说话先摘帽,二哥说话先脱衣,三哥说话先喝水,四哥说话飘雪花。(打四文具) 【谜底】毛笔,铅笔,钢笔,粉笔 302小黑人儿细又长,穿着木头花衣裳。画画写字它全会,就是不会把歌唱。(打一文具)【谜底】铅笔 303身体有圆也有方,常在铅笔盒里装, 要是写错一个字,它会马上来帮忙。 (打一文具)【谜底】橡皮 304白娃娃,爬黑墙, 越爬个儿越变小,再也没法往上长。 (打一文具)【谜底】粉笔 305南边来了个黑大哥,炉里钻来火里坐,只要火里坐一阵,黑大哥变成红大哥。(打一物)【谜底】煤 306青色糕,红色糕,不能吃,不能咬, 点心铺里买不到,要盖房子少不了。 (打一物)【谜底】砖头 307一样东西亮晶晶,又光又硬又透明,工人叔叔造出来,它的用处数不清。(打一物)【谜底】玻璃 308别看它的身子小,头上戴顶大白帽,睁开眼睛屋里亮,地上蚂蚁也能找得到。 (打一物)【谜底】电 灯 309一朵花儿开得大,藤儿牵着高高挂。 没有香味没有叶,会唱歌来会说话。 (打一物)【谜底】扩音器 310一间小木房,没门光有窗；只要窗户亮,又说又笑把歌唱。(打一物)【谜底】收音机 311叮铃铃,叮铃铃,一头说话一头听。俩人不见面,说话听得清。(打一物)【谜底】电话 312小铁柱儿胆不小,头戴玻璃平顶帽。一只眼睛亮闪闪,哪儿黑往哪儿瞧。 (打一物)【谜底】手电筒 313溜溜圆,光闪闪,两根针,会动弹,一根长,一根短,嘀哒嘀哒转圈圈。(打一物)【谜底】钟表 314弟弟长,哥哥短,两人赛跑大家看,弟弟跑了十二圈,哥哥一圈才跑完。(打一物)【谜底】钟表 315绿娃娃,街上站,光吃饼干不吃饭。(打一物)【谜底】邮箱 316小小木房站路旁,两边开着活门窗。要使街道干干净,果皮纸屑往里装。(打一物)【谜底】垃圾箱 317红公鸡,起得早,起来不会喔喔叫,屋里走一遭,尘土都跑掉。(打一用具)【谜底】鸡毛掸 318浑身是毛一条腿,土怕它来它怕水。(打一用具)【谜底】鸡毛掸 319千只脚,万只脚,站不住,靠墙角。(打一用具)【谜底】扫把 320平又平,亮又亮,平平亮亮桌上放。它会告诉你,脸上脏不脏。 (打一用具)【谜底】镜子 321明明亮亮,又平又光, 谁来看它,跟谁一样。 (打一用具)【谜底】镜子 322脸儿亮光光,站在桌子上,妹妹跑过去,他给照个像。(打一用具)【谜底】镜子 323又圆又扁肚里空,活动镜子在当中,大人小孩都爱它,每天向它鞠个躬。(打一用具)【谜底】脸盆 324看看象块糕,不能用嘴咬,洗洗衣服洗洗手,生出好多白泡泡。(打一用具)【谜底】肥皂 325我的身体细又长,头长白毛身上光。从来就爱讲卫生,天天嘴里走两趟。(打一用具)【谜底】牙刷 326一个小儿郎,每天站桌上。肚里滚滚热,肚皮冰冰凉。一个大耳朵,穿件花衣裳。(打一用具)【谜底 】暖水瓶 327大碗长着俩耳朵,比碗盛得多得多,不怕水,不怕火,爱在炉台上面坐。(打一用具)【谜底】锅 328一根柱子好些梁,没有门窗没有墙,好象一座小亭子,用它挡雨遮太阳。(打一用具)【谜底】伞 329个儿不算大,帮着人看家, 身子用铁打,辫子门上挂。 (打一用具)【谜底】锁 330兄弟几个人,各进一道门,那个进错了,看了笑死人。(打一物)【谜底】扣子 331身细头尖鼻子大,一根线儿拴住它, 帮助妈妈缝衣裳,帮助姐姐来绣花。 (打一日常用具)【谜底】 针 332一根小棍儿,顶个圆粒儿, 小孩儿玩它,容易出事儿。 (打一日常用具)【谜底】火柴 333小房子里,住满弟弟,擦破头皮,立刻火起。(打一日常用具)【谜底】火柴 334身体细长,兄弟成双,光爱吃菜,不爱喝汤。(打一日常用具)【谜底】筷子 335一个小碗尾巴长,能盛饭菜能盛汤。盛上又倒了,倒了再盛上。(打一日常用具)【谜底】小勺 336一个瓜,腰上挂,抽了筋,就开花,消灭敌人要用它。
从这336题谜语中能推断出中国人常吃哪些食物?
| null |
lmsys/lmsys-chat-1m
| null | 218,525 | 0 | 978 |
Aubergine - - Paprika, Tomate
Blumenkohl Buschbohnen, Endivien, Erbsen, Gurken, Rote Bete, Sellerie, Spinat - Kartoffeln, Kohl, Knoblauch, Porree, Rhabarber, Schnittlauch, Zwiebeln
Buschbohnen Bohnenkraut, Erdbeeren, Dill, Gurken, Kartoffeln, Kohl, Kohlrabi, Kopf- und Pflücksalat, Mangold, Radieschen, Rettich, Rhabarber, Rote Bete, Sellerie, Spinat, Tomaten Erdbeeren, Kartoffel, Mais, Meerrettich, Möhren, Petersilie, Rhabarber, Schwarzwurzeln, Spinat, Zucchini Erbsen, Fenchel, Knoblauch, Lauch, Porree, Schnittlauch, Zwiebeln
Bohnenkraut Buschbohnen, Kopf- und Pflücksalat, Rote Bete - -
Dill Buschbohnen, Erbsen, Gurken, Kohl, Kopf- und Pflücksalat, Möhren, Rote Bete, Zwiebeln - -
Endivie Fenchel, Kohl, Lauch, Porree, Stangenbohne, - -
Erbsen Dill, Fenchel, Gurken, Kohl, Kohlrabi, Kopfsalat, Möhre, Radieschen, Rettich, Sellerie, Zucchini Erdbeeren, Gurke, Mangold, Mais, Meerrettich, Petersilie, Rhabarber, Rote Beete, Schwarzwurzeln, Spinat, Tomate, Zucchini, Bohnen, Kartoffel, Knoblauch, Lauch, Tomaten, Porree, Zwiebeln
Erdbeeren Borretsch, Buschbohnen, Knoblauch, Kopfsalat, Lauch, Radieschen, Rettich, Schnittlauch, Spinat, Zwiebeln Bohnen, Erbsen, Fenchel, Gurken, , Mangold, Mais, Meerrettich, Möhren, Petersilie, Rhabarber, Roter Rüben, Salate, Schwarzwurzeln, Sellerie, Spinat, Tomaten, Zucchini Kartoffeln,Kohl
Feldsalat Erdbeeren, Radieschen - -
Fenchel Endivien, Erbsen, Feldsalat, Gurken, Kopf- und Pflücksalat, Sellerie - Buschbohnen, Stangenbohnen, Tomaten
Frühlingszwiebeln Lauchzwiebeln Bohnenkraut, Dill, Erdbeeren, Gurken, Kamille, Kohlrabi, Kopfsalat, Möhren, Lauch/Porree, Pastinake, Radieschen, Rote Bete/Rote Rüben, Feldsalate, Sellerie, Schwarzwurzeln, Tomaten, Zucchini Fenchel, Knoblauch, Gurken, Mais, Mangold, Kartoffeln, Petersilie, Rhabarber, Spinat, alle Bohnenarten, Erbsen, Rote Bete (Rote Rüben), Kartoffeln, Kohl, Radieschen, Rettich
Gurken Bohnen, Dill, Erbsen, Fenchel, Knoblauch, Kohl, Kopfsalat, Koriander, Kümmel, Lauch, Rote Rüben, Sellerie, Zwiebeln Erbsen, Erdbeeren, Kartoffeln, Lauch, Mangold, Mais, Meerrettich, Möhren, Petersilie, Rhabarber, Schwarzwurzeln, Sellerie, Spinat, Zucchini Kartoffeln, Radieschen, Rettich, Tomaten
Kartoffel Dicke Bohnen, Knoblauch, Kohlrabi, Pfefferminze, Kamille, Kapuzinerkresse, Meerrettich, Spinat, Tagetes Bohnen, Erdbeeren, Fenchel, Gurken, Knoblauch, Lauch, Mangold, Mais, Möhren, Petersilie, Radieschen, Rettich, Rhabarber, Salate, Schwarzwurzeln, Zucchini, Zwiebeln Erbsen, Gurken, Kürbis, Kohl, Rote Rüben, Sellerie, Sonnenblum
|
17ff7807cb8e4265b99300e4118b3fce
|
zai-org/LongAlign-10k
|
c2ceff9537a1f17d6444cd42b3cf9136e542163fb7e38b6e
| 6,743 | 0 | 5,673 |
Q: Unable to Replicate App Review Crash
I submitted my app for the first time to the App Store. It was rejected because it crashed on launch.
I combed through the crash log but it is not clear to me why the app crashed. I also deployed my binary using Ad Hoc and i was unable to replicate the crash. Out of the 511 lines in the trace only one of my methods appears. Below is the code from the method that appears in the crash log. There isn't anything obvious to me as to why it would crash and it works fine on the device when using Ad Hoc.
- (void)bannerView:(ADBannerView *)banner didFailToReceiveAdWithError:(NSError *)error {
// NSLog(@"error in loading banner");
self.csBannerViewToolbarVerticalSpace.constant = - self.csToolbarHeight.constant - self.bannerView.frame.size.height;
[UIView animateWithDuration:0.25
animations:^{
[self.view layoutIfNeeded]; // Called on parent view
}];
self.adLoaded = NO;
}
Here is the crash log that apple sent me. I include only the first 180 lines of the main thread trace. It goes on for another 331 lines.
Incident Identifier: BEE5DBAE-78AA-4B7A-A00E-8FD2EC491E4E
CrashReporter Key: 45e776ed0586d581aba248bf3f23eaf42a231f2c
Hardware Model: xxx
Process: MyApp [5844]
Path: /private/var/mobile/Containers/Bundle/Application/9A5F7578-CAB5-460D-A24E-F33646E3177D/MyApp.app/MyApp
Identifier: com.MyCompany.MyApp
Version: 1.1 (1.0)
Code Type: ARM-64 (Native)
Parent Process: launchd [1]
Date/Time: 2015-04-29 10:54:14.160 -0700
Launch Time: 2015-04-29 10:54:08.513 -0700
OS Version: iOS 8.3 (12F69)
Report Version: 105
Exception Type: EXC_BAD_ACCESS (SIGILL)
Exception Subtype: KERN_PROTECTION_FAILURE at 0x000000016fcdffb0
Triggered by Thread: 0
Thread 0 name: Dispatch queue: com.apple.main-thread
Thread 0 Crashed:
0 libsystem_malloc.dylib 0x000000019426e3e4 0x19425c000 + 74724
1 libsystem_malloc.dylib 0x000000019426d060 0x19425c000 + 69728
2 libsystem_malloc.dylib 0x000000019425d3e0 0x19425c000 + 5088
3 libsystem_malloc.dylib 0x0000000194261a00 0x19425c000 + 23040
4 CoreGraphics 0x000000018260ae94 0x1825b4000 + 355988
5 CoreGraphics 0x00000001825c55f0 0x1825b4000 + 71152
6 CoreGraphics 0x00000001825c1730 0x1825b4000 + 55088
7 CoreGraphics 0x00000001825c0708 0x1825b4000 + 50952
8 libRIP.A.dylib 0x000000018297972c 0x182970000 + 38700
9 libRIP.A.dylib 0x0000000182978b00 0x182970000 + 35584
10 CoreGraphics 0x00000001825c0438 0x1825b4000 + 50232
11 UIKit 0x0000000186dcd610 0x186dac000 + 136720
12 UIKit 0x0000000186dcb5d0 0x186dac000 + 128464
13 UIKit 0x0000000186dcab68 0x186dac000 + 125800
14 UIKit 0x000000018710333c 0x186dac000 + 3502908
15 UIKit 0x0000000186dca58c 0x186dac000 + 124300
16 UIKit 0x00000001871d2d1c 0x186dac000 + 4353308
17 UIKit 0x0000000186e13854 0x186dac000 + 424020
18 UIKit 0x0000000186e79d7c 0x186dac000 + 843132
19 UIKit 0x0000000186db975c 0x186dac000 + 55132
20 QuartzCore 0x0000000186701e18 0x1866f4000 + 56856
21 QuartzCore 0x00000001866fc880 0x1866f4000 + 34944
22 UIKit 0x0000000186dcdf90 0x186dac000 + 139152
23 UIKit 0x0000000186f25658 0x186dac000 + 1545816
24 UIKit 0x0000000186f1d9f8 0x186dac000 + 1513976
25 UIKit 0x0000000186f1bb30 0x186dac000 + 1506096
26 UIKit 0x0000000186f168d4 0x186dac000 + 1485012
27 UIKit 0x000000018711476c 0x186dac000 + 3573612
28 UIKit 0x00000001872a76b4 0x186dac000 + 5224116
29 UIKit 0x00000001872a7370 0x186dac000 + 5223280
30 Foundation 0x000000018335c394 0x183188000 + 1917844
31 UIKit 0x00000001872a76b4 0x186dac000 + 5224116
32 UIKit 0x00000001872a7370 0x186dac000 + 5223280
33 UIKit 0x00000001871dd144 0x186dac000 + 4395332
34 UIKit 0x00000001872a76b4 0x186dac000 + 5224116
35 UIKit 0x00000001872a7654 0x186dac000 + 5224020
36 UIKit 0x00000001872a7370 0x186dac000 + 5223280
37 UIKit 0x00000001871dc5a4 0x186dac000 + 4392356
38 UIKit 0x00000001870d8380 0x186dac000 + 3326848
39 UIKit 0x0000000186dbca24 0x186dac000 + 68132
40 UIKit 0x0000000186dbc990 0x186dac000 + 67984
41 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
42 UIKit 0x0000000186df176c 0x186dac000 + 284524
43 UIKit 0x0000000186df1564 0x186dac000 + 284004
44 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
45 iAd 0x0000000187a500dc 0x187a4c000 + 16604
46 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
47 Foundation 0x00000001831b547c 0x183188000 + 185468
48 UIKit 0x00000001870906fc 0x186dac000 + 3032828
49 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
50 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
51 UIKit 0x00000001870d8380 0x186dac000 + 3326848
52 UIKit 0x0000000186dbca24 0x186dac000 + 68132
53 UIKit 0x0000000186dbc990 0x186dac000 + 67984
54 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
55 UIKit 0x0000000186df176c 0x186dac000 + 284524
56 UIKit 0x0000000186df1564 0x186dac000 + 284004
57 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
58 iAd 0x0000000187a500dc 0x187a4c000 + 16604
59 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
60 Foundation 0x00000001831b547c 0x183188000 + 185468
61 UIKit 0x00000001870906fc 0x186dac000 + 3032828
62 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
63 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
64 UIKit 0x00000001870d8380 0x186dac000 + 3326848
65 UIKit 0x0000000186dbca24 0x186dac000 + 68132
66 UIKit 0x0000000186dbc990 0x186dac000 + 67984
67 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
68 UIKit 0x0000000186df176c 0x186dac000 + 284524
69 UIKit 0x0000000186df1564 0x186dac000 + 284004
70 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
71 iAd 0x0000000187a500dc 0x187a4c000 + 16604
72 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
73 Foundation 0x00000001831b547c 0x183188000 + 185468
74 UIKit 0x00000001870906fc 0x186dac000 + 3032828
75 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
76 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
77 UIKit 0x00000001870d8380 0x186dac000 + 3326848
78 UIKit 0x0000000186dbca24 0x186dac000 + 68132
79 UIKit 0x0000000186dbc990 0x186dac000 + 67984
80 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
81 UIKit 0x0000000186df176c 0x186dac000 + 284524
82 UIKit 0x0000000186df1564 0x186dac000 + 284004
83 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
84 iAd 0x0000000187a500dc 0x187a4c000 + 16604
85 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
86 Foundation 0x00000001831b547c 0x183188000 + 185468
87 UIKit 0x00000001870906fc 0x186dac000 + 3032828
88 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
89 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
90 UIKit 0x00000001870d8380 0x186dac000 + 3326848
91 UIKit 0x0000000186dbca24 0x186dac000 + 68132
92 UIKit 0x0000000186dbc990 0x186dac000 + 67984
93 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
94 UIKit 0x0000000186df176c 0x186dac000 + 284524
95 UIKit 0x0000000186df1564 0x186dac000 + 284004
96 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
97 iAd 0x0000000187a500dc 0x187a4c000 + 16604
98 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
99 Foundation 0x00000001831b547c 0x183188000 + 185468
100 UIKit 0x00000001870906fc 0x186dac000 + 3032828
101 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
102 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
103 UIKit 0x00000001870d8380 0x186dac000 + 3326848
104 UIKit 0x0000000186dbca24 0x186dac000 + 68132
105 UIKit 0x0000000186dbc990 0x186dac000 + 67984
106 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
107 UIKit 0x0000000186df176c 0x186dac000 + 284524
108 UIKit 0x0000000186df1564 0x186dac000 + 284004
109 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
110 iAd 0x0000000187a500dc 0x187a4c000 + 16604
111 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
112 Foundation 0x00000001831b547c 0x183188000 + 185468
113 UIKit 0x00000001870906fc 0x186dac000 + 3032828
114 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
115 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
116 UIKit 0x00000001870d8380 0x186dac000 + 3326848
117 UIKit 0x0000000186dbca24 0x186dac000 + 68132
118 UIKit 0x0000000186dbc990 0x186dac000 + 67984
119 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
120 UIKit 0x0000000186df176c 0x186dac000 + 284524
121 UIKit 0x0000000186df1564 0x186dac000 + 284004
122 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
123 iAd 0x0000000187a500dc 0x187a4c000 + 16604
124 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
125 Foundation 0x00000001831b547c 0x183188000 + 185468
126 UIKit 0x00000001870906fc 0x186dac000 + 3032828
127 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
128 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
129 UIKit 0x00000001870d8380 0x186dac000 + 3326848
130 UIKit 0x0000000186dbca24 0x186dac000 + 68132
131 UIKit 0x0000000186dbc990 0x186dac000 + 67984
132 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
133 UIKit 0x0000000186df176c 0x186dac000 + 284524
134 UIKit 0x0000000186df1564 0x186dac000 + 284004
135 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
136 iAd 0x0000000187a500dc 0x187a4c000 + 16604
137 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
138 Foundation 0x00000001831b547c 0x183188000 + 185468
139 UIKit 0x00000001870906fc 0x186dac000 + 3032828
140 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
141 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
142 UIKit 0x00000001870d8380 0x186dac000 + 3326848
143 UIKit 0x0000000186dbca24 0x186dac000 + 68132
144 UIKit 0x0000000186dbc990 0x186dac000 + 67984
145 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
146 UIKit 0x0000000186df176c 0x186dac000 + 284524
147 UIKit 0x0000000186df1564 0x186dac000 + 284004
148 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
149 iAd 0x0000000187a500dc 0x187a4c000 + 16604
150 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
151 Foundation 0x00000001831b547c 0x183188000 + 185468
152 UIKit 0x00000001870906fc 0x186dac000 + 3032828
153 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
154 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
155 UIKit 0x00000001870d8380 0x186dac000 + 3326848
156 UIKit 0x0000000186dbca24 0x186dac000 + 68132
157 UIKit 0x0000000186dbc990 0x186dac000 + 67984
158 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
159 UIKit 0x0000000186df176c 0x186dac000 + 284524
160 UIKit 0x0000000186df1564 0x186dac000 + 284004
161 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
162 iAd 0x0000000187a500dc 0x187a4c000 + 16604
163 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
164 Foundation 0x00000001831b547c 0x183188000 + 185468
165 UIKit 0x00000001870906fc 0x186dac000 + 3032828
166 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
167 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
168 UIKit 0x00000001870d8380 0x186dac000 + 3326848
169 UIKit 0x0000000186dbca24 0x186dac000 + 68132
170 UIKit 0x0000000186dbc990 0x186dac000 + 67984
171 MyApp 0x00000001000537f0 __63-[EBMainViewController bannerView:didFailToReceiveAdWithError:]_block_invoke (EBMainViewController.m:596)
172 UIKit 0x0000000186df176c 0x186dac000 + 284524
173 UIKit 0x0000000186df1564 0x186dac000 + 284004
174 MyApp 0x0000000100053798 -[EBMainViewController bannerView:didFailToReceiveAdWithError:] (EBMainViewController.m:594)
175 iAd 0x0000000187a500dc 0x187a4c000 + 16604
176 iAd 0x0000000187a4fc00 0x187a4c000 + 15360
177 Foundation 0x00000001831b547c 0x183188000 + 185468
178 UIKit 0x00000001870906fc 0x186dac000 + 3032828
179 CoreFoundation 0x00000001822a751c 0x182254000 + 341276
180 UIKit 0x00000001871dc79c 0x186dac000 + 4392860
I would appreciate any suggestions on how to interpret my crash log and/or how to replicate the crash on my device. Thanks in advance.
A: It's definitely an infinite recursion.
Try to fail ad loading, I'd start with something simple like turn off wifi/cellular data. Or you can replace your ad loading logic with manual failure — just call your own failure block instead of ad loading.
What is the intended functionality of the bannerView:didFailToReceiveAdWithError: method that appears in the crash log?
| null |
lmsys/lmsys-chat-1m
| null | 731,696 | 0 | 999 |
I'm going to paste a spreadsheet, I want you to tell me how much was spent in this period cumulatively Details Posting Date Column1 Description Amount Type Balance
DEBIT 04/07/2023 CITI AUTOPAY PAYMENT 081031635682939 WEB ID: CITICARDAP -74.25 ACH_DEBIT 17591.51
DEBIT 04/05/2023 REMITLY INC REMITTANCE TB7Z98G67VWUC7T WEB ID: 1452441988 -3000 ACH_DEBIT 17665.76
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/05/2019 0.02 REFUND_TRANSACTION 20665.76
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.05 REFUND_TRANSACTION 20665.74
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/05/2019 0.07 REFUND_TRANSACTION 20665.69
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.21 REFUND_TRANSACTION 20665.62
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/01/2019 0.29 REFUND_TRANSACTION 20665.41
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/28/2019 0.41 REFUND_TRANSACTION 20665.12
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.43 REFUND_TRANSACTION 20664.71
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/25/2019 0.44 REFUND_TRANSACTION 20664.28
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/27/2019 0.45 REFUND_TRANSACTION 20663.84
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.47 REFUND_TRANSACTION 20663.39
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/06/2019 0.53 REFUND_TRANSACTION 20662.92
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.53 REFUND_TRANSACTION 20662.39
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/27/2019 0.53 REFUND_TRANSACTION 20661.86
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/26/2019 0.57 REFUND_TRANSACTION 20661.33
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/06/2019 0.59 REFUND_TRANSACTION 20660.76
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/05/2019 0.67 REFUND_TRANSACTION 20660.17
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 03/04/2019 0.77 REFUND_TRANSACTION 20659.5
CREDIT 03/17/2023 REFUND OF FOREIGN EXCHANGE RATE ADJUSTMENT FEE CHARGED ON 02/28/2019 0.9 REFUND_TRANSACTION 20658.73
CREDIT
|
17705c7ae08b47a89ea58592fb36b2a3
|
zai-org/LongAlign-10k
|
8366996f34210175066e6ed495cf803ccc3e4e9ae1d231e9
| 5,623 | 0 | 56,279 |
An investigation of student performance and satisfaction in online courses using Kolb's learning style inventoryAbstractThe purpose of this study was to investigate the influence that learning styles, as measured by the Kolb’s Learning Style Inventory, had on student performance, and satisfaction in undergraduate online courses. The participants included students (N=100) enrolled in online math courses at a small, private university in the Southeastern United States. Each participant was categorized into four different groups (Accommodators, Divergers, Assimilators, and Convergers) utilizing the electronic version of Kolb’s Learning Style Inventory 3.1. For satisfaction measures, the Student Satisfaction Survey was used (Strachota, 2006). The research design measured the relationship between learning styles, as measured by the Kolb Learning Style Inventory (IV), and student performance and satisfaction (DV) in an online course. Half of the participants were assigned to the experimental group, which answered the Kolb Inventory, whereas the other half remained unaware of their own learning style. This quasi-experimental, control and treatment group comparison was used to contrast means between groups on performance and satisfaction. Results of this study indicated that learning style had an effect on both performance and satisfaction.Table of ContentChapter 1: IntroductionStatement of the ProblemThe universities in the 21st century have been influenced by the advancement of technology. Altbach, Reisberg, and Rumbley (2009) projected that in a few years, traditional universities will be replaced by innovation in technology and distance education. Many educators and educational researchers have predicted that Internet-based distance higher education would become a central part of the delivery (Moller & Huett, 2012). With the proliferation of technology at low costs and with the ease of access to the World Wide Web, online instruction over the Internet has become a supplement and/or replacement of traditional classes (Huang, Lin & Huang, 2012). In fact, in 2011, it was estimated that about $35.6 billion was spent on self-paced e-learning across the globe (Pappas, 2015). In the United States, the number of students taking at least one distance course was 3.9%, up from the 3.7% rate from 2013 to 2014 (Allen & Seaman, 2016).In addition, the Docebo report (2014) on e-learning market trends stated that by the year 2019 “half of all college classes will be online-based. However, there is still a belief that differences in individual cognitive styles and learning behaviors which are reflected in their learning styles, have affected the performance of online students” (E-Learning Market Trends & Forecast 2014 - 2016 Report, 2014, p.7). Furthermore, Tremblay, Lalancette, and Roseveare (2012) indicated that “internet-based online instructional delivery is the fastest growing type or sector of higher education in many countries” (p.24). According to Allen and Seaman (2013a), there are at least “7.1 million students taking at least one online course in the United States” (p.6). In addition, the researchers discovered that “70.8% of academic leaders believed that online learning is critical to their institution’s long-term strategy” (p 4).According to Merriam, Caffarella, and Baumgartner (2007) Internet-based learning (e-learning) takes place when a teacher and student are separated by physical distance and technology connect the distance gap. E-learning permits education access seven days a week, and twenty-four hours a day (Akkoyunlu & Soylu, 2008), which allows access to a vast number of students (Dziuban, Hartman, & Moskal, 2004; Osguthorpe & Graham, 2003). These days, students come to the learning environment with a different series of knowledge and proficiencies that are either unnoticed or unaddressed by educators (Considine, Horton & Moorman, 2009). Most of today’s college students are “techno-savvy” (Stanford & Reeves, 2009), however, they are feeling dissatisfied with the educational system (Haynes, 2012). According to Blashki, Nichol, Jia and Prompramote (2007), this is due to, “the failing of educational institutions to address the learning needs and perhaps equally important, the learning styles of their students (p.410). Schunk (2012) indicated that “social, cultural, and technological changes require educational institutions to adapt to their environments and survive” (p. 16). Since the beginning of the 21th century, the educational environment has experienced a radical change. The educational environment has placed more emphasis on the role of the learner and technology (Ezeh & Ohia, 2014). However, instructional designers and educators should take into consideration the students’ cognitive styles and learning preferences since these variables could affect the success in this new type of course delivery (Sheard & Lynch, 2003). In addition, Sheard and Lynch (2003) claim that, “accommodating learner difference will ultimately enhance students’ learning experiences and learning outcomes” (p. 244). Furthermore, learning style preferences are unique among individuals (Herrmann-Nehdi, 2015; Mupinga, Nora, & Yaw, 2006). Understanding how learning takes place and the mental activities performed during the learning process are important for educators, and educational psychologists (Wu, 2010). For this reason, studies about how the brain acquires information and learning styles continue to evoke interest both in the past and today (Bielefeldt, 2006).The developments in neuroscience have supported an array of research which has provided us with a more complete picture of how learning occurs (Willingham & Lloyd, 2007). For instance, neuroscientists have found that different parts of the brain perform different functions, and that learning actually changes the physical structure of the brain by expanding the brain’s capacity (Sousa, 2010). It has also been discovered that learning is an individual process and each of us process information differently. This influences how each of us grasp visual, aural, verbal, or tactile information (Sousa, 2010). In addition, advancement in technology such as positron emission tomography (PET) and functional magnetic resonance imaging (FMRI), have aided neuroscientists to observe human learning processes directly (Kolb & Whishaw, 2003). In fact, brain imaging is currently a most widely used neuro-scientific research tool employed when comparing people performing different tasks, for example, an “experimental” task and a “control” task (Camerer, Loewenstein & Prelec, 2005). The images taken while a student is performing the two tasks provide a contrasting picture of regions of the brain when activated (Camerer, et al. 2005). In order to further understand the human learning process, Kolb developed the experiential learning cycle model, also known as experiential learning theory (Zull, 2002). According to Kolb (1981), “The experiential learning model represents an integration of many of the intensive lines of research on cognitive development and cognitive style” (p.235). Ramsey (2005) stated that, “Kolb’s theory accentuates individual’s cognitive understanding and adaptation to a real world” (p.219). After many years of researching Kolb’s theory, Zull (2002) discovered a similarity between the experiential learning cycle and the structures of the brain.Experiential learning theory is one of the best known educational theories in higher education (Healey & Jenkins, 2000). It is grounded on the work of prominent scholars such as John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, and Carl Rogers who gave experience a perpetual theme in their human learning and development theories (Kolb, & Kolb, 2009). Additionally, Kolb’s theory gives a foundation for a compendium of learning methods, including independent learning, which has recently attracted a great deal of attention within the higher education field (Healey & Jenkins, 2000).The topic. The topic of this research study is to investigate whether learning styles influences satisfaction and performance in student enrolled in an online course. Many scholars have recognized that each individual human being possess their own learning style. However, the topic of learning styles is a controversial one. There are a great amount of researchers who claimed that there is no plausible evidence that learning styles actually exist. In addition, studies on online student retention has been another leading topic in higher education. Many higher education administrators and researchers have identified that satisfaction, not only increases performance, but is a major ingredient for students to succeed in an online course. The research problem. Online learning has been increasing and attracting many people in the world, however, it is difficult to create a course which addresses all the students learning styles. Because of encountering these problems, Coffield, Moseley, Hall, and Ecclestone (2004) identified 71 models of learning styles which they categorized into five families. This researcher decided to use the Kolb’s Experiential Learning Theory because Mestre (2006) explained that out of all those learning styles’ models "a number of studies have applied Kolb’s theory to investigate how learning styles affect e-learning” (p.29).Felder and Brent (2005), stated that the difficulty to create a one course for everyone is one of the major factors that affect learning. The fact remains that people learn differently; therefore, they have different learning styles and process information differently (Sims & Sims, 1995; Felder, 1996). Felder (1993) also argued that, “students whose learning styles are compatible with the teaching style of a course instructor tend to retain information longer, apply it more effectively, and have more positive post-course attitudes toward the subject than do their counterparts who experience learning/teaching style mismatches” (p.288). In addition, supporters of learning styles argued that learning styles influence a student’s ability to participate successfully in an online course. Wooldridge (1995), assuming that selected learning styles are better for online courses, suggests that before students in higher education sign up for online courses, they should be made aware of their learning styles. This can help them make the decision as to whether an online course will be fit for their learning. Furthermore, Moan and Dereshiwsky (2002) caution that “not all distance education experts are convinced of their validity in predicting student success in online learning”. For example, Fahy and Ally (2005) stated that, “inconsistent outcomes are common regarding whether styles affect academic performance” (p. 6). Doherty and Maddux (2002) indicated that studies examining the relationship between learning styles and online learning have been inconclusive. After investigating numerous studies on the relationship between learning styles and achievement, Santo (2006) discovered that there was not significant difference in performance between student enrolled in an online course and learning styles. The wealth of online educational programs has produced new choices for students. It has also created competition among programs and higher education institutions. In spite of these competitions, higher education administrators have been preoccupied with the high dropout rates in online learning in higher education institutions (Park & Choi, 2009). Concerned with this fact, administrators and researchers investigated factors that influence students’ drop out or lack of completion of distance learning courses to determine strategies that can be used to improve retention rate. Their findings revealed that satisfaction was a major factor which influences student decision on dropping out or completing an online course (Pritchett, 2009).Furthermore, three decades ago, Astin (1977) stated that, “It is difficult to argue that student satisfaction can be legitimately subordinated to any other educational outcome” (p. 164). Nowadays, many researchers and higher education administrators are concentrating on identifying and satisfying the needs and expectations of today’s students (DeShields, Kara, & Kaynak, 2005). In addition, Noel-Levitz (2009) predicted that, “As the number of online students increase, they will become a priority and their satisfaction will become a ‘core element’ for colleges and universities to assess in terms of satisfaction. This is because “satisfied students are more likely to be successful students” (p. 1).In the last century, researchers such as Biner, Barone, Welsh, and Dean (1994) stated that researchers did not give the proper attention to student satisfaction in distance learning environments. In fact, Allen, Bourhis, Burrell, and Mabry (2002) found limited studies on online education and student satisfaction. However, those studies were from 1989-1999, which do not reflect the current data. In spite of this, in the last fifteen-years, countless studies have been conducted to measure the student satisfaction in online learning at university level (Butt & Rehman, 2010). Additionally, Davis (2014) pointed out the concern as to whether higher education students are satisfied and can perform well in courses delivered in an online environment. Unfortunately, “There is a lack of evidence or research aimed at determining the effects of online instruction on students’ levels of satisfaction and performance in online classes” (LeShea, 2013, p.13). Background and Justification. Online learning has been a current trend which has captivated interest of a voluminous amount of students every year. A study conducted by the Hoover Research in 2010, found that universities worldwide have enrolled from 100,000 to over 500,000 students (Hoover Report, 2011). A survey conducted by Allen and Seaman (2013b), discovered that U.S. institutions are seeing an increase in demand for online courses and programs than for F2F programs in 2010. This means that three-quarters (74.5 percent) of all institutions participating in the survey reported an increase in the demand for online courses and programs (Allen & Seaman, 2015).Despite the great demand for online courses, there is inconclusive evidence supporting that online courses increase student performance. A study conducted by Aragon, Johnson, and Shaik (2002), evaluated student learning styles and compared student performance in traditional courses with e-learning courses. They found that “student outcome can be equal regardless of learning styles in either delivery format” (p.227).Similarly, the significance of learning styles in the context of the online learning environment has been analyzed and debated by researchers such as Adams (2007); Aragon, et al. (2002); and Miller & King (2003). The majority of these studies have indicated no significant differences in learner performance outcomes or learner satisfaction with regards to online learning modality or individual learning style (Constantine, 2012). Arp, Woodard, and Mestre (2006) believed that this is because there is no one preferred set of learning styles that accommodates all students, or even one specific learning style that seems to best fit a particular ethnic or cultural group. Moreover, Ak (2008) supported the idea that learning styles and learning environment determines a student’s unique learning preference. This action establishes a connection between the learning environment and the cognitive learning styles. Sheard and Lynch (2003) stated that “individual’s preferred learning style is a significant factor in how learning is experienced and it also has an impact on learning outcomes when learners encounter new or complex problems or are presented with new information” (p. 250). Furthermore, the components that influence the academic success of students in an online program have always been of interest to researchers and educators (Bielefeldt, 2006). One such element is cognitive preferences, which influences the learning experience for the student. Naimie, Siraj, Piaw, Shagholi, and Abuzaid, (2010) indicated that “most of the research on online learning and learning styles has been cross-sectional in nature” (p.349). Many of these studies focus on student learning styles and demographical variables such as gender, age, university major, ethnicity, and personality (Ahad, 2006; Naimie, et al., 2010; Marcy, 2010). There is a plethora of studies which compare traditional and online methods of learning (Ferrara, 2009; Salcedo, 2010; Stack, 2015). Unfortunately, there is a limited number of studies which look at the area of learning styles and student performance enrolled in an online course (Bawaneh, Abdullah, Saleh & Yin, 2011; Özgen, Tataroğlu, & Alkan, 2011). Additionally, Astin (1993) indicated that, “Satisfaction is an important variable that influences the students’ level of motivation” (p.278) and this motivation is an important psychological factor in academic performance (Chute, Thompson, & Hancock, 1999; Donahue & Wong, 1997). Garrath-Reed, Roberts, and Heritage (2016), reported mixed results when comparing student satisfaction in face-to-face and online courses. For instance, Sitzmann Kraiger, Stewart and Wisher (2006) and Taylor (2001) reported that levels of student satisfaction were similar for online and classroom-based courses. On the other hand, Poirier and Feldman (2004) reported that there are no differences in overall course satisfaction when comparing online psychology course and classroom- based psychology course. Deficiencies in the evidence. Even though, it is widely accepted that matching instructional modes and learners’ cognitive style improve learning, researchers such as, Reiner and Willingham (2010) had a difficult time connecting the importance or the existence of learning styles to learning. Coffield, et al. (2004) stated that “the theory and practice of learning styles has generated great interest and controversy over the past 20 years and more” (p. 1).Likewise, while reviewing learning style models, Santo (2006) attempted to discover evidence for the frequent claim that learning style affects the ability to do well in an online class. The researcher’s review showed that learning style has almost no impact on online learning outcomes (Speece, 2012). Conversely, Bostrom, Olfman and Sein (1993), believed that learning style is a good predictor of an individual’s preferred learning behavior. For instance, Graham, Garton, and Gowdy (2001) reported that “learning style has been found to be an important variable in students’ academic achievement” (p.31). A study conducted by Cowley et al. (2002) inferred that students may benefit from understanding their own learning style by taking measures to adjust the way they acquire knowledge.In addition, an important topic which is often addressed in discussions related to learning styles is whether styles are different from abilities (Rassaei, 2012). Pashler, McDaniel, Rohrer and Bjork (2009) argued that “the notion of learning style as a set of preferences and the notion of learning style as a specific aptitude are very closely intertwined in many discussions of learning styles. Moreover, it is believed that among the general public, the notion of learning styles and the notion of differential abilities are scarcely distinguished at all” (p. 109). Definitions are a problematic area in the literature and not every researcher agrees on one definition, even though there is evidence suggesting that learning styles are connected with aspects of cognitive ability (Bialystok & Frӧhlich, 1978; Messick, 1987). Most researchers agree that learning preferences and cognitive styles are distinct from cognitive abilities. In addition, these researchers discovered that many investigators such as, Garratt-Reed, et al. (2016), O’Leary and Quinlan, (2007), and Sinclaire, (2011) observed that many studies on student satisfaction and satisfaction with online learning fail to define satisfaction. For the purpose of this study satisfaction is defined as “The perception of enjoyment and accomplishment in the learning environment” (Sweeney & Ingram, 2001). Furthermore, Massa and Mayer (2006), referred to cognitive style based on how individuals represent information, and learning preference on how individuals prefer the presentation of information. DeTure (2004) utilized the term cognitive styles to explain how learners perceive, interact with, and respond to the learning environment. Santo (2006) indicated that, “Other researchers have used the term “learning styles” to describe what others called cognitive styles or even personality (p. 71).Audience. The target audience for this research is composed of higher education students, parents, counsellors, and all higher education personnel. The belief is that students engaged in online courses can excel if their learning styles and level of satisfaction is taken into consideration. Student satisfaction has been identified as significant cause of the quality of distance education (Belfer, 2000; Chang & Smith, 2008). Therefore, designing online programs based on student learning style is vital. Beaudoin (2002) suggested that the degree of interaction and the participation of the students could influence the desirable outcomes in distance education courses. Furthermore, the results of this study will add to the body of instructional design knowledge and the importance of adapting to the thinking styles competencies into online curriculums. By doing this, the student will be more successful in this type of learning environment. Setting of the StudyThe study will be conducted at Embry-Riddle Aeronautical University (ERAU)-Worldwide Campus. ERAU is a well-known, private, nonprofit university which concentrate education and research connected to aviation and aerospace. Currently, the campus has more than 125 locations and serve more than 23,000 students around the world (Embry-Riddle Aeronautical University, 2018a). It offers educational opportunities for working civilian and military professionals. This campus started offering online bachelor's degree programs since 1993-1994. In 2017, the US News and World Report ranked it number 8 in Best Colleges for Veterans and the best in Best Online Bachelor's Programs. In addition, the worldwide campus also ranked in the top 50 for its online, non-MBA graduate business programs (Hanns, 2018).The curriculum was created to fit the student’s busy lifestyles. At Embry-Riddle Worldwide and Online, students enjoy flexibility that allows them to pursue their career goals while developing new skills and expertise in an area of interest. Each section last nine-week, except the Master of Science in Aerospace Engineering degree, which last 12 weeks. All online courses are delivered asynchronously, through EagleVision, their virtual classroom, which combines web video conferencing and learning management system software (Embry-Riddle Aeronautical University, 2018b)The Researcher’s RoleWhen researchers conduct a study, they are responsible to follow a set of steps described in the scientific method of inquiry (Kerlinger & Lee, 2008; Leedy & Ormrod, 2001). This refers to the principles, procedures, and practices that govern empirical research (Kazdin, 2016). The following paragraphs addresses the roles of the researcher.It is the responsibility of this former student, to review and follow the ERAU and Nova Southeastern University’s IRB approved protocols. This document was designed as a student guide to policies and procedures related to the conduct of research that are specific human subject’s research at the university. The IRB requires that all student conducting research to review this guide before submitting to the IRB. After studying this guide, the researcher must seek approval from IRB before conducting research involving human subjects.Even though it is impossible for any human being to be free of errors, it is important that the researcher promote accountability, trust, mutual respect and fairness among all the parties involved in a study (Sudeshna & Datt, 2016). Cozby and Bates (2015) stated, “Ethical practice is fundamental to the conceptualization, planning, execution, and evaluation of research” (p.44). In addition, the researcher should be always objective. As Kumar (1996) explained, “objectivity is a moral concept before it is a methodological concept” (p.244). One of the roles of the researcher in qualitative research is to protect participants and the data. Before collecting the data, the researcher has an ethical duty to inform the participant of the study and seek their approval. According to Bailey (2007) “an informed concern is the most common method to inform and seek approval from the participants” (p. 384).Purpose of the StudyThe purpose of this study is to investigate how knowledge of the student’s learning style measured by Kolb’s Learning Style Inventory 3rd edition (KLSI) influences the performance and satisfaction of students who are enrolled in an online course. This dissertation can possibly guide educators when devising online courses to address the needs of students learning styles. The knowledge can empower students learning in making their educational choices and experiences more meaningful and fruitful.Definition of TermsAccommodator. - Combines active experimentation and concrete experience. Accommodators tend to be people-oriented and learn through trial-and-error problem solving (Raschick, Maypole, & Day 1998).Assimilator. - Combines reflective observation and abstract conceptualization. Assimilators are characterized by abstract thinking and a theoretical orientation (Raschick, Maypole, & Day, 1998).Converger. -Combines abstract conceptualization and active experimentation. Convergers tend to have a good understanding of practical ideas and their application (Raschick, Maypole, & Day, 1998).Distance learning/distance education. - Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Schlosser and Simonson 2009).Diverger. - Combines concrete experience and reflective observation. Divergers tend to use information from their senses and feelings (Raschick, Maypole, & Day, 1998).Experiential Learning Theory. - Model of the process of learning from experience. (Kolb, 1984)Grade Performance. - Grade performance is a measurement of academic success based upon students’ test and assignment scores. In this study, the accumulations of the test and assignment score results were used to calculate the final course grades. Thus, the final course grades were determined by the course instructor (KunhiMohamed, 2012).Learning. – Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984).Learning styles. - Individual method of students frequently used for receiving, collecting, processing, and interpreting information to become knowledgeable (Kolb, 1984; Damrongpanit, & Reungtragul, 2013). Learning Style Inventory. - Framework for examining one’s approach to learning situations, and an instrument for determining one’s learning style (Kolb, 1984).Online distance education. – For the purpose of this study, it is a course that uses the Internet to deliver all of the instructional content, with students not required to attend any face-to-face (F2F) meetings (Welsh, 2007).Online learning. - Learning structured to occur over the Internet, intranet, extranet, groupware, or other networks where the majority of instruction and learning occurs (Tompkins, 2007).Student satisfaction. - The perception of enjoyment and accomplishment in the learning environment (Sweeney & Ingram, 2001). Chapter 2 - Literature ReviewTheoretical Framework This research embodies elements pertaining to the learning theory, and cognitive theory. The human brain contributes in every human emotion, thought and decision. Understanding the human brain has been one of the greatest challenges for centuries. The human brain is an enormously complex information processing system with a group of different yet firmly unified levels of organization: from genes, proteins, synapses and cells to microcircuits, brain regions, and the whole brain (Walker, 2012). One of the most extraordinary attributes of the human brain is the ability to acquire knowledge. Through the years, learning has been defined in various ways by different theorists, researchers, and educational practitioners; however, all of them concurred that learning processes play a central role in human development (Del Río, 2000). Learning includes the acquisition and modification of knowledge, proficiencies, approaches, beliefs, attitudes, and behaviors (Ertmer & Newby, 2008). Learning happens every day, which imply that a new skill or a new concept is learned in a random and unsystematically manner. Nevertheless, Castañeda (2004) argued, “if a learning situation is carefully observed, the observer will notice that learning is not as accidental as it seems” (p.16).While a universal agreement on definition is absent, many definitions employ common elements. Shuell (1986) acknowledged that the study of learning “emphasizes on the manner in which people acquire new knowledge and skills and the way in which existing knowledge and skills are modified” (p. 412). Based on this belief, Shuell (1986) defined learning as, “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (p. 2). Ormond (2011) concurred that, “learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and worldviews” (p. 5). For purposes of this study, the researcher used Ormond (2011) definition of learning. Learning Theory. Learning theories focus on the explanations of what happens when someone learns. Langley and Simon (1981) defined learning as, “any process that modifies a system so as to improve more or less irreversible, its subsequent performance of the same task, or of tasks drawn from the same population"(p. 367). The roots of learning theory can be traced to the early efforts of several theorists such as John Dewey, who predicted a special connection between technology and learning theory (Tennyson, 2010). Edward Thorndike has been considered the first modern educational psychologist who wanted to bring a scientific approach to the study of learning. He alleged that learning was incremental and that people learned through a trial-and- error approach (Austin, Orcutt, & Rosso, 2001). Robert Gagné hypothesized that the attainment of knowledge is facilitated by the hierarchical sequencing of content from elemental subordinate information to more complex skills (Tennyson, 2010).There are many labels used to describe a diversity of learning theories. However, the classification of learning theories can be organized into three main areas: behaviorism, cognitivism, and constructivism. This study will concentrate on cognitive theories.Cognitive theory of learning. There was a shift from behaviorism to cognitivism during the mid-twentieth century due to the inability of behaviorists to explain why and how individuals make sense of and process information (Yilmaz, 2011). The works of Piaget, Vygotsky, Bruner, and the Gestalt psychologists were instrumental in producing this dramatic shift (Yilmaz, 2011).Furthermore, the mid-1950s experienced the impact of cognitive theories in education. Many cognitive psychologists witnessed an outbreak of theoretical and empirical works on cognitive processes such as memory, attention, and information processing (Shuell, 1986). The primary goal of this new field was to investigate how knowledge is acquired, processed, stored, retrieved, and activated by the learner during the different phases of the learning process (Anderson, Reder, & Simon, 1997). In addition, this cognitive school explains the acquisition of knowledge as a mental activity which includes internal coding and structuring by the learner (Derry, 1996; Spiro, Feltovich, Jacobson, & Coulson, 1993), and proposes that learning only happens under conditions that are aligned with the human cognitive architecture (Sobel, 2001). Furthermore, cognitive psychologists believe that, learning is an active, constructive, and goal-oriented process (Yilmaz, 2011).Cognitive psychologists also proposed that learning is cumulative in nature (Good & Brophy 1990; Merriam & Caffarella 1999; Simon, 2001). Cognitive notions of learning put significant importance on the role prior knowledge plays in the acquisition of new knowledge. Cognitive psychologists are concerned for what the learner had already acquired. Actually, studies conducted by Bransford and Johnson (1972), and Dooling and Lachman (1971) demonstrated what the learner already knows is activated at the time of learning and the new material will make sense to the learner.Learning Styles. Learning is one of the most important activities in which humans engage. It is at the very core of the educational process. Learning involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors. In fact, people learn cognitively, behaviorally, linguistically, and socially. Studies in learning styles grew as a result of interest in individual differences (Curry, 1983). Researchers shared that the first learning style research was conducted in the 1970s (Williamson & Watson, 2006; Roberts, 2013). Hunt (1985) reported that by mid 1980s, there were at least 30 learning style models and accompanying questionnaires. Even though the popularity of learning style models and measures, an agreeable definition and suitable theory for learning style should be expected. Unfortunately, they do not exist (De Bello, 1990; Merriam et al., 2007; Roberts, 2013). In addition, learning styles is defined as the “individual method of students frequently used for receiving, collecting, processing, and interpreting information to become knowledgeable” (Kolb, 1984; McCarthy, 1987; Davis, 1993; Damrongpanit & Reungtragul, 2013). Sarasin (1998) addressed the importance of considering learning style differences in higher education and e-learning when he said, “As higher education becomes more accessible, our students are more representative of the general population, which means greater diversity in learning styles” (p. 2). Griggs (1991), Milgram and Dunn (1993), Karpova (1994), and Tatarinceva (2007) concurred that no less than three-fifths of learning style is genetic, and the biological factor of individual learning style operates for an individual’s whole life. Anastasi (1988), Dunn and Dunn (1998), Restak (1984), and Thies (1999) agreed that anything connected with the process of information processing and perception is also biologically predetermined. However, variables such age, gender, and culture could affect the individual’s learning style (Dunn, Giannitti, Murray, Rossi, Geisert, & Quinn, 1990). Rischin (2002) also argued that every person is born with a very distinctive and personal learning style.Educational researchers and theorists, such as Kinshuk, Liu, and Graf (2009), have agreed to the fact that “students learn in different ways and learning styles can help students in learning easily and more effectively” (p. 740). Bloom (1976) hypothesized that fitting instruction to individual learning styles would result in increased learner performance outcomes. Dunn and Dunn (1993) demonstrated that, “when students are taught using a preferred learning style approach, there is an increase in academic achievement and a demonstrated positive attitude toward instruction as opposed to being taught with a non-preferred approach” (p.20).It is beneficial for students to know their learning styles or preferences. This created awareness in the student of the best way to learn. Learning styles can also be used to inform the learner about their strengths and weaknesses. Diaz and Cartnal (1999) stated that, “Knowledge of student learning preferences can provide a bridge to course success in a distance education mode. The first step in using learning style information to aid instruction in a distance education setting is to first determine student learning styles” (p.130). In addition, Kolb and Kolb (2005a) explained that students who understood their learning styles were able to identify the learning strategies they used and those that they needed to improve.Furthermore, learning style was important in laying the groundwork for understanding ‘students learning performance (Furnham, Monsen, & Ahmetoglu, 2009; Gadzella, Ginther, & Bryant, 1997; Jackson, Baguma, & Furnham, 2009; Liu, Magjuka, & Lee, 2008). Lack of attention to learning styles, particularly in distance education, was a concern to many educators and educational researchers (Little, 2008). In fact, there was evidence that most distance learners do not have effective learning strategies (Little, 2008). For example, Solvie and Kloek (2007) discovered that only a few students used their identified learning style as a tool in their studies. Researchers found that, for the doctoral students studied, learning styles did not appear to have an effect on student learning (Malcom, 2009). However, researchers noted that students in graduate programs typically have higher levels of intrinsic motivation which limits how the results might be generalized to other populations (Akkoyunlu, & Soylu, 2008). Terrel (2005) stated that attrition rates in online learning for "graduate students were not affected by learning style variables under consideration; this may not hold true for learners at other levels" (p. 7).Most of today’s literature on learning styles focus on improving student’s outcomes (Biggs, 1979) and assessing students learning processes (Papilia,1978). Actually, the findings of studies conducted by Visser, McChlery, and Vreken, (2006), Ghada, Rima, Nahla, Nola, and Mona (2011) and Zhou (2011) demonstrated that a learner’s achievement in any class was influenced by factors such as the native ability, and the level of similarity between the students’ learning style and the teachers’ teaching style. Similar learning styles and teaching styles had a positive impact on the students’ outcome. On the other hand, different styles had a negative impact on the students’ outcome and this resulted in many problems in learning (Ford & Chen, 2001; Naimie et al., 2010).Critiques of Learning Styles. Learning styles has become an attractive topic for the last 30 years. Throughout the 1970's and 80's extensive work was done on student learning styles in higher education by a large number of researchers (Markham, 2004). In their empirical work, Curry (1983) and Riding and Cheema (1991) discovered that learning style, and cognitive style are utilized in the same context with similar and different measurement tools. In addition, Cassidy (2004) observed that; “there exist almost as many definitions as there are theorists in this area” (p. 440). Concurring with Cassidy (2004), Scott (2010) pointed out that there is a “considerable conceptual confusion” in the definition of learning style between researchers (p. 6). Appendix A shows the difference between the definitions. There are numerous websites on the World Wide Web that advertise learning styles inventories. In fact, Scott (2010) conducted an internet search and it produced 2,160,000 hits. Examining several of the sites showed that some sites contained positive discussion of learning styles which belong to schools, technical and training institutes and universities. Additionally, Lilienfeld, Lynn, Ruscio, and Beyerstein, B. (2010) searching the ERIC database, discovered 1,984 journal articles (3,604 entries), 919 conference presentations, and 701 books or book chapters. This researcher conducted an internet search using Google search engine. Table 1 shows the results. Table 1. Results of learning styles search. Learning styles and educational outcomes. Another area of controversy among researchers was the belief that learning styles improve students’ outcomes. The thought of learning styles in the educational institutions has gained credibility as an idea that affects not only individual student's learning satisfaction, but their overall success in school (Terry, 2002). The numerous articles written by scholars such as Ballinger and Ballinger (1982), Cavanaugh (1981), Dunn (1981), Fiske (1981), Hodges (1983), Jenkins (1982), and Pizzo (1982) reported the extreme success with learning styles and outcomes. Sheard, and Lynch, (2003) claimed that, “accommodating learner difference will ultimately enhance students’ learning experiences and learning outcomes” (p. 244). They also maintained that; “individual’s preferred learning style is a significant factor in how learning is experienced and it also has an impact on learning outcomes when learners encounter new or complex problems or are presented with new information” (p. 250). Smits et al., (2004) stated that, “Learning styles has gradually become accepted as a possible predictor of learning outcomes” (p.38). Research done by Canfield (1992), DeBello, (1990), and Dunn and Dunn (1987) indicated that the students are more successful when they are instructed through approaches that match their learning style. By contrast, not all research on learning styles validated the findings that relate learning styles and outcome. There are numerous research studies that revealed no significant differences in success between learning styles and type of instruction (Ehrhard, 2000; McNeal & Dwyer, 1999; Wang, Hinn & Kanfer, 2001). Riener and Willingham (2010) insisted that there is no credible evidence that learning styles exist. Norman (2009) concluded that, “While learning styles instruction has very broad appeal, it has very little to do with learning” (p. 3). Mayer (2011) claimed that learning styles research has continually lacked rigor. Others, like Allcock and Hulme (2010), and Pham (2012) have voiced concerns that, “In addition to a lack of credible empirical evidence, learning styles research has not been grounded in credible psychological concepts (p.77). Klein (2003) stated that; “Theoretical basis for learning styles use lacks clarity and the absence of substantial empirical research” (p. 49).Stereotype. Reynolds (1997) pointed out that one of the problems with the use of styles was that “they encouraged a positivistic and individualistic perspective on learning” (p.116). He insinuated that this action; “Could encourage labelling and stereotyping …” (p.116). Concurring with Reynolds (1997), Sadler-Smith (2001) agreed that the term “learning style” had been used to describe a diversity of individual differences. Coffield et al. (2004) and Herzberg (2006) explained that the attributes of learning styles suggest that students are one type of learner or another. Additionally, Gutiérrez and Rogoff (2003) observed that learning styles have become a way to limit students and classify them on what they can or cannot do and how they are supposed to do it. This might lead to positive and negative opinions by the teachers’, parents’ and students’ expectations (Rubie-Davies, 2008). For instance, Coffield (2012) told a story of a teacher who wrote to him saying that; “When visiting a local school, pupils had labels on their desks indicating their learning styles as in ‘I’m a kinesthetic learner’, ‘I’m an active experimenter’ and so on” (p.222).Reliability & Validity. Investigations of the reliability and validity of learning styles have been extensive. However, researchers have questioned the validity and reliability of numerous learning styles inventories. For instance, Coffield et al. (2004) investigated the reliability and validity of 13 most popular learning styles instruments and concluded that these models have issues with the reliability and validity of existing instruments. Hattie (2009) conducted a meta-analysis of 800 studies on learning styles and discovered that;” Many were characterized by conceptual confusion (e.g. frequently conflating learning styles with learning strategies) and significant measurement and methodological flaws” (p.15). Sewall (1986) evaluated several popular instruments and learned that “many instruments have limited validity. They were difficult to interpret, and their reliability estimates are unstable” (p.58).In spite of researchers’ concerns about the validity and the reliability of the instruments, there were commercial industry that were successfully promoting a particular inventory and instruments. Pashler et al. (2009) indicated that “Most commercial activity related to learning styles is largely centered on the publishing and selling of measurement devices to help teachers assess individual learning styles” (p.106). Foundations of Experiential LearningLewis and Williams (1994) explained that, “In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking” (p.5). Warren, Hof, McGriff, and Morris (2012) defined experiential learning as; “A philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify value” (p.275). Kolb (1984) defined experiential learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (p.41).The theory of experiential learning began in the seventeen century as an effort to change the traditional formal education of the day (Lewis & Williams, 1994). Experiential learning has its origins on the work of scholars such as, John Locke, John Dewey, Paulo Freire, William James, Carl Jung, Kurt Lewin, Jean Piaget, Carl Rogers, Lev Vygotsky, and Mary Parker Follett (see table 2). For instance, in the seventeen century, Locke, known as the "Father of Liberalism”, expressed the idea that the foundation of learning was experience, not rational thought (Emch, 1990). His views on the importance of learning through experience served as a fundamental role in the history of learning theory.Table 2. Underpinnings of Experiential LearningBy the twentieth century, James (1912) explained that “Everything begins and ends in the continuous flux and flow of experience” (p. 159). Dewey, was probably one of the most prominent American philosophers of the early twentieth century and contemporary of James who examined the relationship between experience and learning in the publication of his well-known book Experience and Education (1938) (Experiential Education, 2017). Dewey believed that “The starting point of curriculum was the experience of the child and, indeed, the goal of education was the growth of experience of the individual” (Cook, 2007). A well-known Russian psychologist, Vygotsky (1896-1934) believed that; “Learning from experience is the process whereby human development occurs” (Kolb, 2015, p. xi). He claimed that; “Experience has a biosocial orientation; it is what lies between the person and the environment that defines the relationship of the person to the environment” (Elkind, 2004, p. 496). Jean Piaget (1896-1980) considered one of the most influential researchers and theorists in developmental psychology agreed with Vygotsky. According to Piaget; “learning occurs through equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience” (Passarelli & Kolb, 2012, p. 142). The focal point of Jung’s book, Psychological Types or the Psychology of Individuation, was the significance and importance of experience as the key premise of learning (Hickcox, 1991). Drummond (2003) contends that the meaning of, and the support for experiential learning began with Rogers. According to him, Rogers’s books, Freedom to Learn and Client-Centered Therapy, cemented the way for experiential learning. Lewin, founder of American social psychology, placed great emphasis on subjective experience and personal involvement. (Kolb, 1984). Kolb’s Experiential Learning Theory. There are numerous publications on learning styles written by many scholars, however, Coffield’s report was the most significant report in the area of learning styles (Coffield, et al., 2004). Commissioned through the University of London by the Learning and Skills Council, this report included a comprehensive evaluation of learning style theories found in the literature. In their study, the researchers evaluated thirteen main theories about learning styles, selected the most important studies from the literature, assessed the theoretical strength of each model, looked at the empirical constructs such as reliability and validity of each theory, and evaluated the implications of these models for learning (May & May, 2012). Only five of these theories were identified as meeting these requirements. Coffield et al. (2004) concluded that Kolb’s Experiential Learning Theory was one of the six recommended models in education and training. The report indicated that the model is especially of use because it throws light on group dynamics and encourages awareness and understanding of self and others.Kolb is credited with introducing the modern learning styles movement, by developing one of the most prominent models of learning styles in the early 1970. His model, Experiential Learning Theory (ELT) and Learning Style Inventory (LSI), have produced an extensive body of research. In fact, a study conducted by Kolb and Kolb from 1971-2016, revealed that at least 1004 research studies have utilized either the ELT or LSI since 1971 (Kolb, & Kolb, 1971-2016) (see Appendix B). In their meta-analysis, Desmedt and Valcke (2004) discovered that Kolb was the most cited author in the learning style literature since 1972. Additionally, a meta-analysis study conducted by Dağ and Geçerb (2009) revealed that Kolb’s learning style model has been preferred by researcher. Table 3 shows the distribution of the research works according to learning style models.Table 3.Distribution of the research works according to learning style models.Note. Table content adapted from “Relations between online learning and learning styles” by Dağ and Geçerb, 2009, Procedia-Social and Behavioral Sciences, 1 p. 867.Kolb’s theory consists of three main components; (1) the theory of experiential learning; (2) the learning cycle model; and (3) the learning style inventory. All these will be discussed in this section. Kolb (1984) has acknowledged the intellectual origins of his theory of experiential learning and of the Learning Style Inventory. His theory is based on studies in psychology, philosophy and physiology. Additionally, Coffield, et al. (2004) shared that Kolb is recognized for creating the first methodical and thorough explanation of the theory of experiential learning. Even though his theory is rooted in the research of other intellectuals, “his own contribution in detailing the characteristics of experiential learning, the structural foundations of the learning process, and in creating the LSI to assess individual learning styles deserves to be regarded as original and significant” (p. 65). Kolb (2015) contended that experimental learning has the following characteristics.Learning is best conceived as a process, not in terms of outcomes (p.37). Learning is a continuous process grounded in experience (p.38). The process of learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world (p.40).Learning is a holistic process of adaptation to the world (p.43).Learning involves transactions between the person and the environment (p.45).Learning is the process of creating knowledge (p.48).Kolb’s Learning Cycle. Kolb and Kolb (2008) described experiential learning theory as a four-part process, where the learners were asked to engage themselves in a new experience, actively reflect on that experience, conceptualize that experience and integrate it with past experiences. In the beginning, Kolb called these four-part model “the Lewinian Experiential Learning Model”. The model has four elements: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Lewin points out that reflection should be encouraged hoping that this will help to personal meaning making. Later, the Lewinian Learning Cycle as shown in figure 1, was reviewed by Kolb and renamed “Experiential Learning Cycle”.Figure 1. Lewinian Learning Cycle. Adapted from “The Process of Experiential Learning. In Experiential Learning: Experience as the Source of Learning and Development” by Kolb, 2015p. 32. Copyright 2005 by Pearson Education. Reprinted with permission Piaget was another scholar who shaped the theory of experiential learning. Piaget studied the nature of intelligence and how it is influenced by experience. Piaget’s work concentrated on the four-major phases of cognitive development, the sensory-motor stage (age birth to 2 years); preoperational stage (ages 2 to 4); Concrete operations (ages 7 to 11); Formal operations (beginning at ages 11 to 15) as depicted in the following figure 2. Figure 2. Piaget Model of learning and cognitive development. Adapted from “The Process of Experiential Learning. In Experiential Learning: Experience as the Source of Learning and Development” by Kolb, 2015 p. 36. Copyright 2005 by Pearson Education. Reprinted with permissionKolb and Kolb (2008) combined the Piaget’s and Lewin’s themes (concrete experiences, abstract concepts, feedback/reflection and application) and developed his experiential learning model (see figure 3). Healey and Jenkins (2000) explained that; “The foundation of Kolb's four-stage model is, according to him, “A simple description of the learning cycle which shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences” (p.186). Kolb’s (2008) model, seen in figure 3 and table 4, described these four stages as concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). A learner can enter at any point in the cycle; however, the stages should be followed in sequence (Healey & Jenkins, 2000). To explain the four learning stages, Lu et al. (2003) offered the following description:“Concrete experience centers around responsibility and individuals associated with this type of learning style tend toward peer orientation, benefitting from peer discussion; Reflective Observation style is centered around ‘watching’, and tends toward observation in learning. Abstract Conceptualization involves ‘thinking’ and individuals exhibiting this style oriented to symbols, learning optimally through more impersonal learning environments; and finally, Active Experimentation, characterized by sensing and feeling with a tendency toward active participation, learning best through experimentation and engaging in projects” (p. 192). Kolb (1984) explained that “Experience grasped through apprehension and transformed through intention results in what is called divergent knowledge. Experience grasped through comprehension and transformed through intention results in assimilative knowledge. When experience is grasped through comprehension and transformed through extension, the result is convergent knowledge. And finally, when experience is grasped by apprehension and transformed by extension, accommodative knowledge is the result” (p. 42).Kolb’s Learning Cycle and Biology. Zull (2002) noticed a connection between Kolb’s learning cycle and the brain (see figure 4). This implied that the process of experiential learning is related to the process of brain functioning. According to him “…concrete experiences come through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain. In other words, the learning cycle arises from the structure of the brain” (p. 18).Table 4. Kolb’s learning styles and characteristics of learners.Note: Table content adapted from “Experiential learning” by Sharlanova, 2004, Trakia Journal of Sciences, 2, p. 37. Zull (2002) declared, “Learning is about biology” (p. xiii) and everything we learn is related to the physical and biological brain structure. He added force to Kolb’s theory by combining the neurobiological evidence with the theory. The following table shows the relationship between the brain and Kolb‘s Theory.Figure 4. The Experiential Learning Cycle and Regions of the Cerebral Cortex. Adapted from “The art of changing the brain: Enriching teaching by exploring the biology of learning” by Zull, 2002. p. 18. Copyright 2002 by Stylus Publishing. Reprinted with permission.Table 5. Summary of the 4 major parts of the human brain, their associated functions, and their relation to the 4 stages of Kolb’s Learning Cycle.Note. Table content adapted from “The art of changing the brain: Enriching teaching by exploring the biology of learning” by Zull, 2002, p.18. Copyright 2002 by Stylus Publishing. Reprinted with permission.Kolb’s learning cycle critics. According to Michelson (1996), Gill and Johnson (1991), and Mifsud (1990), experiential learning was one of the focal areas for today’s research and practice in adult education. It was also increasingly one of the most problematic areas. For instance, most of the researchers had evaluated the theory itself without assessing the graphical model in modeling terms. Bergsteiner, Avery, and Neumann (2010) argued that Kolb’s model is defective. In their opinion, the model did not differentiate credibility and reliability between concrete/active/primary and abstract/passive/ secondary learning processes. It also did not differentiate correctly between the terms learning activities and learning typologies. Some practical learning concepts were not established or were not taken into account.Additionally, Vince (1998) believed that Kolb's learning cycle was created as a “reaction against research, education, and development processes in the past that emphasized some fairly rigid and directive attempts to generate and impart knowledge” (p. 307). Mughal and Zafar (2011) coincided with Vince (1998) affirming that; “Kolb’s learning cycle lacks the inclusion of ’here and now’ the ’immediate experience’ of a learner and focuses on the past events. The perception of a learner (as a whole) incorporated the immediate experience ’living in the moment’ triggering the event and past experiences focuses on the past events” (p. 31). Looking back to characteristic two, Kolb (2005a) stated that, “Learning is a continuous process grounded in experience” (p. 38). However, Vince (1998) argued that Kolb assumed that people are always open to experience. Additionally, Kolb did not take into consideration that some individuals protected themselves against experiences such as fears, anxieties, and doubts which are very common emotional experiences in processes of learning (Gilbert, Pinel, Wilson, Blumberg, & Wheatley, 1998), which could result as a barrier and cause hindrance in learning and gaining knowledge (Britzman, 1998). In other words, Kolb’s learning cycle failed to address the emotional experience of a learner from the start of the cycle. This has led to two directions; (1) the learner holds anxiety which could promote learning (Britzman, 1998; Vince 1998) or (2) get discouraged in the learning (Vince, 1998; Mughal & Zafar, 2011). Kolb’s Learning Style Inventory (LSI). Kolb created a self-descripted, self-report, and self-scoring inventory called Learning Style Inventory (LSI) to measure individuals’ learning styles. It was designed to help learners to identify the way they learn from experience, as well as, to construct validation to Kolb’s theory. As stated by Kayes (2005), “Kolb’s Learning Style Inventory (LSI) remained one of the most influential and widely distributed instruments used to measure individual learning preference" (p.249). In addition, it has been translated into several languages such as, Arabic, Chinese, French, Japanese, Italian, Portuguese, Spanish, Swedish, and Thai, (Yamazaki, 2004).According to Zijdemans-boudreau, Moss, and Lee (2013), the instrument was first utilized as a curriculum development project in 1969 at MIT. Since then, the instrument has been revised several times to improve its psychometric properties (Kayes, 2005).The LSI-3, which was revised in 1999, consists of 12 sentence stems followed by four possible sentence endings (see Appendix C). Kayes (2005) explained the process by saying that “The participant ranks each of the four sentence endings based on his/ her preference for using the four modes, concrete experience, reflective observation, abstract conceptualization, and active experimentation. For example, “when I learn, (1) I like to deal with my feelings; (2) I like to think about ideas; (3) I like to be doing things; and (4) I like to watch and listen”. The result was a 48-item survey. Then, total scale score was charted for each of the four modes. Finally, a combined score for each of the two bi-polar dimensions is computed, resulting in two dimensional scores that measure relative preference for the CE–AC mode and the AE–RO dimensions” (p. 251). A more detailed description of the LSI 3.2 and an analysis of its psychometric properties would be presented in the following chapter.Research on Kolb’s instrument recognized four statistically predominant learning styles, each of which are associated with a different method of learning (Kolb & Kolb, 2009). It included (see figure 3);Learners with diverging learning style (see table 6) emphasize in concrete experience (feeling) and reflective observation (watching). They are interested in people, tend to be imaginative and sensitive (Greenberg, 2009). They are proficient at observing concrete situation from various viewpoints (Liu & Ginther, 1999). They prefer to work in groups and obtaining personal feedback (Kolb, Boyatzis, & Mainemelis, 2000). Learners with assimilative learning style (see table 6) have reflective observation (watching) and abstract conceptualization (thinking) as their dominant modes. They are exceptional at inductive reasoning and assimilating information (Kolb, Boyatzis, & Mainemelis, 2000). They are more interested in ideas and abstract concepts than people (Liu & Ginther, 1999). They prefer activities such as readings, lectures, exploring analytical models (Kolb, Boyatzis, & Mainemelis, 2000). Learners with converging learning style (see table 6) have abstract conceptualization (thinking) and active experimentation (doing) dominant learning abilities. They like to solve problems and to find solutions to practical problems (Liu & Ginther, 1999). They prefer to deal with technical tasks than social issues. They like to experiment with new ideas, to simulate, and to work with practical applications. They are moderately unemotional (Liu & Ginther, 1999).Learners in the accommodative group (see table 6) give emphasis to concrete experience (feeling) and active experimentation (doing). They prefer learning by active participation and trust more on their intuition than the logic (Liu & Ginther, 1999). They depend more on people for information than on their own technical analysis. They favor to work with others to get assignments (Kolb, Boyatzis, & Mainemelis, 2000). They are risk-takers and react well under pressure (Liu & Ginther, 1999).Table 6. Four types of learning styles and its characteristicsNote. Table content adapted from “Kolb's Learning Styles “by Jonassen & Grabowski. 2012, Handbook of Individual Differences Learning and Instruction, p. 250. Copyrighted 1993 by Routledge. Distance EducationSeveral years ago, distance education was considered a “non-traditional” form of education (Choudhary, 2006). However, today, distance learning has become an important mode of education. In fact, Simonson, Schlosser, and Orellana (2011) shared that “it has become the most significant change to the process of teaching and learning of the last decade” (p. 124).Since its beginning, the goal of distance learning has been to offer learning opportunities to those communities that have been excluded from formal learning systems such as people who live in remote geographic regions (Burns, 2011). Bušelić (2012) explicated that distance learning is “a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom” (p.24). Distance education, as defined by UNESCO (2002) is “any educational process in which all or most of the teaching is conducted by someone removed in space and/or time from the learner, with the effect that all or most of the communication between teachers and learners is through an artificial medium, either electronic or print...” (p. 22). Unfortunately, the term “distance education” has not been well defined, which has created a great confusion between researchers and scholars in the field (Holmberg, 2003; Keegan, 2000). For example, Moore (1973) defined distance education as; “A family of instructional methods in which the teaching behaviors are executed apart from the learning behaviors, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical, or other devices” (p. 664). Moore and Kearsley (1996) stated that distance education is “a planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements” (p. 2). Appendix D shows the difference between the definitions.Another term that has produced a great debate is distance learning. A research of “distance learning” included articles on correspondence courses, blended or hybrid courses, low-residency courses, and fully online courses. However, this researcher was able to discover two articles that discussed the difference between the two terms. According to Roblyer and Edwards (2000), the United States Distance Learning Association defined distance learning in 1998 as; “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance” (p. 192). Newby, Stepich, Lehman and Russell (2000) defined distance learning as "an organized instructional program in which teacher and learners are physically separated” (p. 210). Askov, Johnston, Petty, and Young (2003) explained that; “’distance education’ takes the view of the educator and educational institution providing the learning opportunity, whereas ‘distance learning’ takes the view of the student and refers to learners studying in a non‐classroom setting” (p.2).In addition, the research revealed several terminologies (e.g. e-learning, Internet learning, distributed learning, networked learning, tele-learning, virtual learning, computer-assisted learning, web-based learning, and distance learning) referring to online learning. Nichols (2003) defined e-learning as, “The use of various technological tools that are either Web-based, Web-distributed or Web capable for the purposes of education” (p.2). However, Nyoni (2014) defined it as “The delivery of a learning, training or education program by electronic means” (p.154) (see Appendix E). Even though, there was not a clear, common, and precise definition for those terms, Ally (2008) affirmed that in an online learning environment, the learner uses technology (e.g. a computer) to access the learning material, to communicate and interact with the instructor and other learners who are at a distance. According to Simonson et al. (2011), distance education has these four characteristics:Distance education was by definition carried out through institutions; it was not self-study or a nonacademic learning environment (p.126). Geographic separation was inherent in distance learning, and time might also separate students and teachers (p.126).Interactive telecommunications (e.g. e-mail) connected the learning group with each other and with the teacher (p.126).Distance education, like any education, established a learning group, and sometimes called a learning community, which was composed of students, a teacher, and instructional resources (p.126).Keegan (1996) suggested that the phrase distance education is a broad term, which describes several methods of education where the learner and the teacher are separated by space and time. Even though, these terms are used interchangeable (Phipps & Merisotis, 1999), for the purpose of this study, online education will be defined as “institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors” (Simonson et al., 2011, p. 126).Student Satisfaction Student satisfaction has been considered one of the most important goals in colleges and universities. It influences student’s decision to enroll in online courses (Arbaugh, 2000). DeLone and McLean (1992), and Davis (2014) argued that student satisfaction is one of the most important reasons in successful online learning operation. Student satisfaction is key to supporting learner’s success. For this reason, some institutions are recognizing the importance of student satisfaction as a desired outcome.Student satisfaction in online courses is also important to colleges and universities, because it has been linked to student attainment (Battalio, 2007; Chang & Smith, 2008; Palmer & Holt, 2009) and student retention (Elliot & Shin, 2002; Goho & Blackman, 2009; Thomas & Galambos, 2004). In fact, Palmer and Holt (2009) reported that, “Learner satisfaction has been shown to be positively correlated with quality of learning outcomes” (p. 101), as well as an evaluation of the online educational programs, courses (Grimes, 2002) and the effectiveness of a program (Walker, 2005; Levy, 2004). Numerous studies have been conducted to measure the student satisfaction at university and college level (Baturay, 2011; Bradford, 2011; Bradford & Wyatt, 2010; Bequiri, Chase, & Bishka, 2009; Bishop-Clark, Dietz-Uhler, & Fisher, 2006-2007; Burnett, Bonnici, Miksa, & Kim, 2007; Mayzer & DeJong, 2003). However, studies on student satisfaction had mixed outcomes depending on the obstacles faced in the class (Banerjee, 2011). For this reason, Richardson, (2005), Kirtley (2002), Allen and Seaman (2006), Moskal, Dziuban, Upchurch, Hartman, and Truman (2006), Ertmer, Sadaf, and Ertmer (2011), and Kuo (2010) recognized the need for further research to understand online learning and student satisfaction. Looking at satisfaction and mode of delivery, a study conducted by Ocker and Yaverbaum (1999) concluded that face-to-face groups experience a higher satisfaction level than distance education students. Trying to understand student satisfaction, Poirier and Feldman (2004) compared online and face to face student. The results indicated that online students had greater level of satisfaction than face to face students. However, Navarro and Shoemaker (2000), and Hiltz and Goldman (2005) found no difference. In another study, Faul, Frey, and Barber (2004) discovered that students enrolled in a web-based online course had a “significantly higher level of overall satisfaction” than those enrolled in a F2F course (p. 105). However, Lim, Kim, Chen, and Ryder (2008) did not find any significant difference between the online learning and traditional learning students. Researchers have identified important factors that influence online learning. These factors have been recognized as potential influence to the satisfaction level and learning outcomes of distance learners (Butt & Rehman, 2010). Endres, Chowdhury, Frye, and Hurtubis, (2009) affirmed that student satisfaction in online learning is influenced by “all aspects of the educational experience” (p. 31). Moore (1989) identified three types of interaction in distance education that affect satisfaction. They are, student-content, student-instructor, and student-student.According to Muirhead and Juwah (2004) interaction is defined as “a dialogue or discourse or event between two or more participants and objects which occurs synchronously and/or asynchronously mediated by response or feedback and interfaced by technology” (p. 13). Interaction in distance education encompasses “the learner’s engagement with the course content, other learners, the instructor, and the technological medium used in the course. Thurmond and Wombach (2004) explained that ultimately, the goal of interaction was to increase understanding of the course content or mastery of the defined goals” (p. 4).Juwah (2006) alleged that interaction and interactivity are the vital success factors supporting the pedagogy of online education. However, these two terms are often confusing. For instance, Muirhead and Juwah (2004) argued that “interactivity and interaction in online education are complex, multifaceted phenomenon and are critical in promoting effective learning (p.13). They also clarified that “interactivity in distance and online education describes the form, function and impact of interactions in teaching and learning” (p.14).Current research on online learning has verified the assumption that interaction is important for a successful course. However, many concerns still exist regarding the type and degree of the interaction and its effects on student performance (Picciano, 2002). Roblyer and Wiencke (2003) indicated that “interaction has become to be considered an essential condition for successful distance courses” (p. 77). According to Ertmer, et al. (2011) “interaction appears to have a primary influence on satisfaction” (p. 305). Ni and Aust (2008) concurred with the previous statement. In their study, they found that interaction in online courses can influence student satisfaction. Arbaugh (2005) defined student-content interaction as “pedagogical tools and assignments, including PowerPoint presentations, streaming audio and video presentations, group projects, individual projects, and embedded links in Web courses” (p. 538). Student-content interactions usually happen when students “complete course readings, engage with multimedia materials (e.g., simulations, software), or finish course assignments, participation in course-related online discussions” (Ertmer, Sadaf, & Ertmer, 2011, p. 158). It is where the learners interact (Ekwunife-Orakwue & Teng, 2014). In addition, Moore (1997) did not expand on the interaction between the learner and the course content. However, the researcher indicated that the interaction between student and course content is based on the “philosophy of course designer(s), subject-matter of the course, and content” (p.27). Unfortunately, Student-content interaction has not been studied enough. However, recently particular interest is growing in the area of student-content interaction. Most of these studies involved; “Self-report student surveys, many of which were satisfaction surveys” (Lee & Choi 2011, p. 609).Marks, Sibley, and Arbaugh, (2005) examined significance of student-content interaction as predictors of perceived learning and satisfaction with an online course. These researchers discovered that this type of interaction was significantly associated with perceived learning and student’s satisfaction. According to Moore and Kearsley, (1996) learner-instructor interaction is “the human interaction that involves two-way communication between the learner and the course instructor, including the communication of expectations, feedback to students, clarifications, and minimizing the impact of distance” (p. 133).Equally, Picciano (2002) indicated that several researchers have corroborated the importance of student-instructor interactions in online courses. Actually, Kirtley (2002) considered the lack of interaction between student-instructor can have an adverse effect on student satisfaction levels. The literature review showed that the interaction between student-instructor is one of the greatest predictors of student satisfaction in online environment (Arbaugh, 2000; Croxton, 2014; Swan, 2001). Dennen, Darabi, and Smith (2007) affirmed that “instructors believe that learner performance is more likely tied to instructor actions than course content. Learner satisfaction is more likely tied to learners' feeling than their interpersonal communication needs” (p. 65). A plethora of research has revealed that student-instructor interaction can cause positive outcomes on both student achievement and satisfaction (Chen, Wang, Hung, 2009; Drouin, 2008; Hughes, McLeod, Brown, Maeda, & Choi, 2007; Jackson, Jones, & Rodriguez, 2010; Kupczynski, Brown, & Davis, 2008; LaPointe & Gunawardena, 2004; Lim, et al., 2008; Rhode, 2009; Schwartzman, 2007; Sher, 2009).Shea, Fredericksen, Pickett, Pelz, and Swan (2001) conducted a survey of 3,800 students enrolled in 264 courses through the SUNY Learning Network (SLN). The researchers concluded that the relationship of satisfaction, interaction, and performance (grades) was that “students who reported the highest levels of learning and satisfaction also reported the highest levels and quality of interaction with the instructor and with other students” (p.12). Furthermore, Dziuban and Moskal (2001) indicated a considerable high correlation between student-instructor interaction in online courses and student satisfaction. Another predictor of student satisfaction included prompt feedback from instructors. Goldsmith (2014) defined feedback as “Information that is provided to a student from a teacher based on a formative assessment performed by observing and diagnosing student activity" (p.33). Chickering and Gamson, (1987), Hatziapostolou and Paraskakis, (2010), Palomba and Banta, (1999), and Simonson, Smaldino, Albright, and Zvacek, (2012), indicated that prompt feedback is critical for learning process improvement. By providing feedback, the course instructor permits students to feel a connection to the online community (Featro, 2012).Espasa, and Meneses (2010) studied 186 online graduate students in their last week of courses. The results of their study indicated a significant relationship between instructor feedback received and learning as measured by student satisfaction and final grades.Learner-learner interaction has been recognized as one of two elements that most influence student satisfaction (Endres et al., 2009). Learner-learner interaction involves the human interaction in which learners communicate with other learners enrolled in the same course, typically through asynchronous discussion boards, synchronous course meetings, collaboration through Wikis or blogs, and/or through email (Moore & Kearsley, 2005). Rabe-Hemp, Woollen and Humiston (2009), and Renninger and Hidi (2002) agreed that student interaction with other students is important in all learning experiences. Swan (2002) reported “a significant positive correlation between student interaction with classmates and satisfaction in online courses (p. 27). Drouin (2008) affirmed that student-student interaction may promote student satisfaction in online environments. In a study conducted by Hollenbeck, Mason, and Song (2011) observed that participants pointed out that they relied on student–student affinity because it reduced the perceived threat of poor performance in a course. This finding showed that student–student interaction plays an important role in online learner satisfaction. According to Wu and Hiltz (2004), “over half of the students from three online courses reported that they learned a great deal from their peers through online discussions with 78% of the students valuing online discussion as a chance to share opinions among peers and instructors” (p. 144).Discussion boards are an approach used by most online teachers to promote community and student-to-student interaction. Laurillard, (2002) maintained that discussion between students-to-students is critical to peer interaction and learning. It also increases student performance (Moore, 1989; Murphy & Ciszewska-Carr, 2007). Ertmer, et al. (2011) explained that online discussions “can replace or extend in-class dialogue, providing opportunities for students to interact with each other over course-related topics” (p. 158).Online discussions were created to engage learners in meaningful conversation and to promote critical thinking associated to course content. McLoughlin and Mynard, (2009) discovered that discussion does not conduct to higher levels of thinking. Actually, Garrison, Anderson, and Archer (2001) and Gilbert and Dabbagh (2005) observed that more than 80% of students’ discussion posts exhibited lower levels of thinking. However, Capdeferro and Romero (2012) found that countless college students experienced frustration when they were required to interact with other students. In fact, students identified student-student interaction through discussion boards and group projects “as a waste of time and not productive in their learning” (Bacino-Thiessen, 2015, p.117).Learning Styles and Student SuccessDue to the explosion of online education, researchers have looked at the effect of learning styles on online environment. Santo (2006) stated that “proponents of learning styles claim that learning styles influence a student's ability to participate successfully in an online course” (p. 74). Chen and Shaw (2006) argued that “learning style may be an important factor to consider in the online learning environment” (p. 98). Diaz and Cartnal (1999) stated that, “Student success in distance learning classes may ultimately depend on understanding the learning style preferences of the students who enroll” (p.134). Furnham, et al. (2009), and Jackson, et al. (2009) concurred with the idea that learning styles is crucial in laying the background for understanding performance.The subject of learning styles has taken on a greater significance in modern education. Learning styles are important for a number of reasons. One of them is that in today’s distance-education environment, each student comes to class with undeniable learning experiences, expectations, and needs that must be addressed, for which instructors, and instructional designers need to be sensitive, to maximize the students' learning experiences. However, because of the unknown composition of online classes, the learning preferences of online students may be unclear, making it difficult to develop effective online courses (Mupinga, et al., 2006, p. 185). Studies comparing learning styles in an online learning class and those of students in an equivalent F2F class have revealed that students in F2F class were much more dependent learners while the online students were more intrinsically motivated (Lyke & Michael, 2012). On the other hand, students in the online courses who possessed a more independent and conceptual learning style had the highest student achievement. Students with social and applied learning styles performed better in the F2F environment (Diaz & Cartnal, 1999). Buerk, Malmstrom, and Peppers (2003) found that traditional students were inclined to have the assimilator learning style (student are more interested in ideas and abstract concepts) while online students had the convergent learning style (preference in technical tasks, and are less concerned with people and interpersonal aspects). In another study, Manochehri and Young (2006) discovered a significantly difference between F2F environment and online environment. The results showed that students with assimilator and converger learning styles have higher knowledge with online learning format. However, students with diverger and accommodator learning styles have higher knowledge on F2F environment. Zacharis (2010) examined learning styles in both an online and F2F course instruction for the same subject. He found differences in the types of learning styles of the students taking the F2F instructional formats. The majority of students in the online course scored as assimilator (31%) and accommodator (27%), while in the F2F course the majority of students scored as assimilator (31%) and diverger (28%) learning styles. However, MacGregor (2000) found that online students were more serious and more accommodators than traditional classroom students. Bozionelos (1997) discovered that online students did better on learning tasks than their counterparts with different learning styles. Garland (2003) also found significant differences in learning styles between online and traditional students. Nevertheless, Ching (1998) and Clariana (1997) found that students’ learning styles changed when students were exposed to online courses within several weeks. Jordanov (2001) and Muir (2001) noticed that students preferred different learning styles when enroll in an online course than when learning in F2F environment. She concluded that “students moved toward more active learning styles when using the Internet, and active learning styles had a positive impact on students’ attitudes toward and performance on computer-based learning tasks” (p.20).Gender. For a long time, gender difference has been recognized as an important topic in education (Chang, Liu, Sung, Lin, Chen, and Cheng, 2014). However, variables such age, gender, and culture could affect the individual’s learning style (Dunn, Giannitti, Murray, Rossi, Geisert, & Quinn, 1990).While there is a lack of significant consensus on the role gender plays in determining learning preferences, gender is among a number of factors that has been found to influence student learning styles (Honigsfeld, 2001). For instance, Philbin, Meier, Huffman, and Boverie, (1995) were unable to come to any definitive conclusion about how gender differences affect learning styles. However, they admitted that there is significant evidence in learning styles between men and women. According to these researchers, “existing data suggest that usually, men and women score contrarily on the learning style inventory. Women tend to score higher on the Concrete Experience orientation while men tend toward Abstract Conceptualization. No consistent differences between men and women have been identified on the active/reflective dimension” (p. 485).Bruner (1990) advised that “the danger of ignoring gender in the discussion on distance learning is the likelihood that policy makers will neglect to take into consideration that (1) there are alternative points of view, and (2) the best course of action is generally based on some kind of consensus of or collaboration among people with a variety of perspectives” (p. 30).Furthermore, according to Wells, Seifert, Eifert, Padgett, Park, and Umbach (2011) females have significantly done better than males in educational performance. Gibb, Fergusson, and Horwood (2008) have concluded that in the traditional school setting, females tend to perform better than males from grade school through college graduation. Additionally, females also perform better on standardized tests (Marcus, 2015). However, IQ tests have shown no significant differences in intelligence (Gibb et al., 2008). Burge (1998) argued that many female learners need, “Psychological safety that cannot be satisfied with online chats and required self-postings (p. 35). According to him, gender differences, especially for distance learners, need to be recognized. In addition, the American Association of University Women (2000) discovered that, “nontraditional students, who were women, have perceived that the virtual classroom reduced the discomfort and alienation women have often experienced on the college campus populated by students 18 to 22 years of age” (p. 25). Looking at gender and online courses, studies conducted by Coldwell, Craig, Paterson, and Mustard (2008) have demonstrated that females are more likely to participate in online courses than males. Gunn, French, McLeod, McSporran, & Conole, (2002) examined student participation in online activities and found that male participated less than female on discussion board. According to Coldwell, et al. (2008), female students spent on average, 24.47 hours on online courses compared with an average of 20.61 hours for males. Alstete and Beutell (2004) claimed that gender is related to student’s performance and that women usually outperform men in online classes. For example, a study conducted by Bishop-Clark et al. (2006-2007) inferred that female college geography students performed significantly better than males in both Web-Based Learning and the traditional classroom. However, Logan and Thomas (2002) did not find any differences in the learning styles between male and female students. In term of satisfaction, Yousef (2012) stated that “there is limited research concentrating in gender differences in relation to satisfaction in online courses (p.78). However, there are few studies that found that gender is a predictor of satisfaction (Tschetter, 2014). For instance, a study conducted by Noel-Levitz (2009) revealed that female students are more satisficed than males with online learning. On the other hand, other studies conducted by Kim and Moore, (2005), Shehab (2007), Guripnar, Zayim, Ozenci, and Alimolu, (2009), and Aliweh (2011) arrived to the conclusion that there is not significant differences between gender and satisfaction with online learning.Performance. Picciano (2002) stated that student performance can be measured by a number of indicators such as successful completion of a course, course withdrawals, grades, added knowledge, and skill building. Even though there is insufficient evidence on the factor which influences student outcomes in an online learning environment, a few researchers have discussed the issue. For example, in their meta-analysis study Means, Toyama, Murphy, Bakia, and Jones, (2010) reported that, “Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction” (p. xiv). Poirier and Feldman (2004) concurred with Means et al. (2010). In their study they found similar results of performance between face-to-face and online learning. Similarly, studies have demonstrated that students enrolled in online classes have performed equivalent to or better than students in the face-to-face class (Braun, 2008; Hrastinski, 2008; Hughes, 2007; Lim, Kim, Chen, and Ryder, 2008; Wang & Morgan, 2008)Likewise, Beaudoin (2002) discovered that highly participatory students achieved higher outcomes. Studies conducted by Lu, and Sperling (2003), and Shih, Ingebritsen, Pleasants, Flickinger, and Brown (1998) concluded that neither online participation nor learning style had a significant effect on learning performance. Alstete and Beutell (2004) concluded that class discussion was the higher indicator of student performance in online classes. However, Holley (2002) contended that university students who participated in an online course using techniques such as virtual lectures and discussion boards, attained better outcome.A careful examination of the literature has indicated that researchers applied different methods to measure satisfaction and performance. This might be responsible for the inconsistencies among empirical studies in the research literature (Davis, 2014). A study conducted by Driscoll, Jicha, Hunt, Tichavsky, and Thompson, (2012) observed that “ students may report higher satisfaction with courses that they perceive as easy, fun, or less demanding, none of which is necessarily linked to successful learning” (p. 315). Driscoll et al. (2012) also concluded that there is a nonexistence relationship between performance and satisfaction. Simon and Yatrakis (2002) concurred with the previous statement, stating that there is a lack of relationship between performance and satisfaction. Some researchers have tried to establish relationship between students’ characteristics and previous online learning experience, and their satisfaction and performance in online learning settings (Marks et al., 2005; Sanders & Morrison-Shetlar, 2001; Thurmond, Wambach, Connors, and Frey (2002). However, they found that these variables cannot consistently predict students’ performance and satisfaction with their online learning experiences.On the other hand, Eom, Wen, and Ashill (2006) affirmed that learner satisfaction is a significant predictor of learning outcomes. This demonstrate that researchers have provided conflicting evidence regarding the relationship between satisfaction and performance in online learning environment. Grades. For centuries, educational researchers have discussed the criteria used in assigning grades (KunhiMohamed, 2012). Colleges and universities use GPA to assess student performance and academic achievement. Students use their grades to follow their performance throughout their degree programs. Dalziel (1998) stated, that we can distinguish outstanding students from low achievers by their grades. Linn and Miller (2005) stated that “in the final analysis, letter grades should reflect the extent to which students have achieved the learning outcomes specified in the course objectives” (p. 377). Randall and Engelhard (2010) reported that grades, when assigned appropriately (a) enable teachers to compare the knowledge and skills of current students, (b) allow teachers to ascertain accurately the preparedness/readiness of incoming students, and (c) provide parents and students with a clear picture of each child’s knowledge and understanding of course content. (p. 1376).In the last decades, researchers have focused on the topic of learning outcomes in online education. One of the most often-cited research which has impacted the online modality was authored by Russell (1999). Russell (1999) chronicled over 355 studies from 1928 to 1998. These studies examined the effect of technology on education and distance education. This researcher concluded that no significant difference exists between learning outcomes and modality of delivery. Following Russell (1999) studies, other researchers commenced to study the academic impact of the online modality. However, the results of these studies have been mixed and varied. For instance, a longitudinal study conducted by Olmsted (2009), compared distance and face-to-face learner’s performance based on the National Board of Dental Hygiene Examination (NBDHE). The analysis of student performance between face-to-face and distance learners over a ten-year period revealed no statistically significant differences between student performance on the NBDHE, GPA, or course grades. Leasure, Davis, and Thievon (2000) performed a study comparing student outcomes using test scores and course grades. These researchers concluded that there were no statistically significant differences on any of the examinations or final course grade. Maring, Costello, and Plack (2008) compared outcomes of students enrolled in a pathophysiology course. Half of the course content was delivered in traditional classroom instruction, whereas the other half of the content was given via online education modality. To determine the level of student learning, the researchers used multiple choice exams. The researchers determined that online student performed better than traditional classroom students. Buckley (2003) compared the learning outcomes of two undergraduate nursing nutrition courses. One course was delivered via online, the other was F2F. The researcher assessed the learning outcomes by using midterm scores, final exam scores, and course grades. Based on learning outcomes, Buckley (2003), did not find significant differences between the two delivery modalities. In online Information Technology (IT) studies, Smeaton and Keough (1999), Piccoli, Ahmad, and Ives (2001), Jones, Moeeni, and Ruby (2005), and Lam (2009) did not find significant differences in academic outcomes. However, Bryan, Campbell, and Kerr (2003) concluded that the online modality actually provided better academic outcomes than traditional learning. In their meta-research, Tallent-Runnels et al. (2006) stated that they “did find that most studies comparing online and traditional classes concluded that both methods of delivery were adequate. In some studies, students in the online classes out-performed students in the traditional classes, and vice versa” (p. 109).Hargrove, Wheatland, Ding, and Brown (2008) measured the relationship between learning styles and students’ GPA based on their major in the School of Engineering using Kolb’s learning style instrument. The students were enrolled in the Civil, Electrical, or Industrial Engineering programs. The results showed that students were 14.22% accommodators 44.40% assimilators, 23.71% were identified as convergers, and 17.67% divergers.When Hargrove et al., (2008) compared students’ performance based on GPA, students with the accommodator learning style preference out performed students in the diverger category, and assimilators also out performed divergers. Convergers performed higher than divergers and also assimilators; however, the difference was not significant. When looking at the students’ overall GPA, the convergers had the highest GPA, and the lowest were the divergers (Hargrove et al., 2008). Grades allow students to track their performance throughout their degree programs.In their quantitative causal-comparative study, Schultz, Schultz, and Sieland (2010) compared the online grades of males and females in one graduate management class and one undergraduate management class at the University of West Florida. The results showed that; (1) there were not significant differences between the online grades of males and females; (2) no significant difference between the grades of males in online classes and males in traditional classes; and (3) no significant difference between the grades of females in online classes and females in traditional classes. SummaryIn this chapter, a variety of topics were presented which was intended as a foundation to this research study. This researcher was interested in the relationship between learning styles, satisfaction and online learning. The aim of this study is to measure the learning styles, performance and satisfaction of undergraduate students, and the relationship with online education.For this reason, this chapter was divided into four different sections. In the first section, this researcher presented a brief discussion on learning and learning theories, followed by a discussion on cognitive theories of learning and learning styles. However, after reviewing the literature, it is unclear that the learning styles of students have an impact on the course delivery method.The literature presented in the next section, elaborated on topics such as experiential learning, Kolb’s experiential learning and Kolb’s learning style inventory. In addition, the researcher established the reason, Kolb’s learning style inventory has been selected as the best instrument for this study. In the following section, this researcher examined student satisfaction. Examining past studies, this researcher has discovered conflicting results in terms of the relationship between students’ satisfaction and gender, mode of delivery, learning style and performance. These conflicting results pose a need for additional research in this area. In the last section, the researcher explored the relationship between online learning and student satisfaction in connection to learning styles, performance, gender and grades. There was a significant quantity of literature available on student outcomes in regards to online education. This literature supported the idea that there are little or no significant differences in outcomes regardless of the delivery modality. Therefore, in this quantitative study, the researcher will examine the relationship of learning styles, performance and satisfaction for students enrolled in online courses.Research QuestionsThe research questions for this study are:Which is preferred learning style, as measured by the Kolb Learning Style Inventory, of students enrolled in an online based course?Which individual learning style (diverger, converger, assimilator, or accommodator) best predicts performance in students enrolled in an online based course?What is the relationship of preferred learning style, as measured by the Kolb Learning Style Inventory, and the level of student satisfaction?Chapter 3: MethodologyParticipantsThis study would be conducted at Embry-Riddle Aeronautical University’s distance learning program during the academic year of 2017-2018. The participants for this study will be part-time online undergraduate students enrolled in a nine week online (MATH 111 College Mathematics for Aviation I) course (see Appendix F). It is expected that the participants would be culturally diverse. It is likely that most of the population for this project would be considered non-traditional students. According to Kirtley (2002), non-traditional students are profiled as being goal oriented, highly motivated and over 26 years of age. They are working adults (Roblyer, 1997) with family obligations which make attending a traditional campus-based class difficult (Matthews, 1999; Thompson, 1998). The sampling would not be randomly selected, since the learners would choose the method of delivery. In addition, the participation in this study would be completely voluntary; therefore, it is expected to be small. This researcher is anticipating the recruitment of one hundred participants for the study. InstrumentationThis researcher will utilize two different Likert-type scale instruments in this study. The first instrument that the participant will take is the Kolb’s Learning Style inventory 3.1 (see Appendix C). Towards the end of the semester, all participants will complete the Strachota’s Student Satisfaction Survey (see Appendix O). The Learning Style Inventory. As Cano-Garcia and Hughes (2000) declared, “Kolb’s test for measuring learning preferences, the Learning Styles Inventory (LSI) has been the most influential, and widely documented” (p. 415). This instrument has been tested in a variety of professional learning setting such as medicine, business, management and education. The LSI 3.1 is grounded on the Experiential Learning Theory, which views learning through the experiences involved in the learning process (Kolb, 1984). This survey was designed with the purpose to assist individuals to identify the way they learn from experience (Jong, Wierstra, & Hermanussen, 2006; Kolb & Kolb, 2005b). This self-assessment instrument, consists of 12 forced-choice items that measure the degree to which individuals demonstrate their different learning styles. The task of the participant is to rank order each of the four sentences, start with a “4” for the sentence that best describes how the participant learn, down to a “1” for the ending that seems the least like the way the participant would learn. Additionally, the most significant information obtained by the LSI relates to intra-individual differences (Kolb & Kolb, 2005b).The inventory assesses four ipsative variables. These are (1) abstract conceptualization (AC), (2) concrete experience (CE), (3) active experimentation (AE), and (4) reflective observation (RO). Skinner (2007) explained that, “Accommodator relying more on AE and CE: Assimilator, relying more on RO and AC: Converger, relying more on AE and AC: and Diverger, relying more on CE and RO” (p.93). The two combination scores which are not ipsative variables, measure the individual’s preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO) are plotted on an X Y coordinate graph. These variables are illustrated in Appendix N. Each quadrant of the graph identifies one of the four learning style preferences. As Kolb and Kolb (2005b) explained, none of the quadrants are better or worse than the others, “nor is the scale placement (higher or lower, more to the right or to the left) within a particular quadrant better or worse than other placements” (Skinner, 2007). The location in the scale and in the quadrants, is the measurement of the preferences for the learning orientations of an individual.The LSI 3.1 was introduced in 2005 however, only a few studies have used the revised version of the survey (Kolb & Kolb, 2005b). This version incorporated norms based on a larger, more diverse and representative sample (online, research university freshmen/MBA students, liberal arts college students, art college undergraduates, and distance e-learning adult undergraduates) of 6977 LSI users (Kolb & Kolb, 2005b). The determined cut scores for placement for the four quadrants are as follows: “The cut point for the AC-CE scale is +7, and the cut point for the AE-RO score is +6. The Accommodating type would be defined by an AC-CE raw score ≤ 7 and an AE-RO score ≥ 7, the Diverging type by AC-CE ≤ 7 and AE-RO ≤ 6, the Converging type by AC-CE ≥ 8 and AE-RO ≥ 7, and the Assimilating type by AC-CE ≥ 8 and AE-RO ≤ 6” (Kolb & Kolb, 2005, p. 14).Validity of the LSI. Creswell (2005) defined validity as; “the development of sound evidence to demonstrate that the test interpretation (of scores about the concept or construct that the test is assumed to measure) matches its proposed use” (p. 159). Messick (1994) identified validity as; "an integrated evaluative judgment of the degree to which empirical evidence and theoretical rationales support the adequacy and appropriateness of interpretations and actions based on test scores or other modes of assessment” (p.6). The validity of the LSI 3.1, as measured by a variety of correlational and factor analysis studies, has been established by a variety of investigators (e.g. Black, 2008; Elliott, 2006, Ferrara, 2009; Hudak & Anderson, 1990).Simelane-Mnisi and Mji (2015) verified the validity of the instrument by using the Pearson correlation coefficient of the different subscales of the LSI 3.1 instead of the factor analysis. As regards to the correlation coefficients, Simelane-Mnisi and Mji (2015) indicated that, “the theory of experiential learning proposes that the four primary modes of the learning cycle-CE, RO, AC and AE-are composed of two independent dialectic (bipolar) dimensions: a grasping dimension measured by the combination score AC–CE, and a transformation dimension measured by the AE–RO combination score” (p.314). To establish validity in their study, Simelane-Mnisi and Mji (2015) determined that the following conditions should be satisfied to be acceptable. These conditions are as follow: AC–CE and AE–RO should be uncorrelated.The CE and AC scales should not correlate with AE–RO.The AE and RO scales should not correlate with AC–CE.The dialectic poles of both combination dimensions should be negatively correlated, though not perfectly, since the dialectic relationship predicts the possibility of developmental integration of the opposite poles.The cross-dimensional scales—CE/ RO, AC/AE, CE/AE and AC/RO—should not be correlated as highly as the within dimension scales.Using the Pearson correlation coefficient to establish the validity of the instrument, Simelane-Mnisi and Mji (2015) concluded that the instrument; “Was consistent with what is described in Kolb learning styles’ theory” (p.318). Internal Validity. Correlation studies and factor analysis have been performed to test the internal validity of the instrument (Kolb & Kolb, 2005b). The following table reports the inter-correlation matrix, and alpha coefficients for studies conducted by Kayes (2005) and Kolb and Kolb, (2005b). Table 7. KLSI 3.1 Scores for Normative Groups.Construct Validity. In the attempt to evaluate the construct validity of the instrument, Sims, Veres, and Shake (1989) conducted a study utilizing the LSI 2 and the Learning Styles Questionnaire. The total population in both instruments were 317 undergraduate business students. The researchers discovered that three of the four scales on each dimension were statistically significant, with correlation coefficients ranging from .11 to .28. There were not statistically significant relationships between the pragmatist scales on the LSQ and the active experimentation scale on the LSI 2.Kayes (2005) conducted a study to examine the construct validity of this instrument. He administered the LSI-3 to 221 participants. Using the two factor analysis of Eigenvalue, he discovered a 70% variance. Kayes (2005) concluded that this version of the LSI does provide satisfactory and meaningful validity. This conclusion is consistent with Yahya (1998). In addition, Wen-Bin and Chao-Chin (2006) also investigated the construct validity of the LSI. They utilized the confirmatory factor analysis (CFA) to test it. The results fluctuated between 0.34 to 1.11, demonstrating that the construct validity was significant at p = 0.05.Kayes (2005) used the discriminant construct validity to test construct validity of the instrument. Kayes (2005) stated, “If the correlations within each scale are greater than correlations between scales, then minimum evidence of construct validity is achieved. Between scale item correlations ranged from .18 to .48 for the 4 dimensional scores, (in contrast to within inter scale correlations of .76–.82) suggesting empirically distinct constructs” (p. 254). Through this study, Kayes (2005) established the construct validity of the LSI. Cozby and Bates (2015) defined face validity as, “The degree to which a measurement device appears to accurately measure a variable” (p. 107). To create an instrument with face validity, Kolb team up four behavioral scientists familiar with experiential learning theory. At first, twelve set of words were created for pre-testing. The initial examination exposed random responses on three of the twelve set and were thus eliminated, resulting in a final version of the LSI 1 with nine items. Then, the remained nine set of words were polished through item-whole correlation analysis to incorporate six score item for each learning mode (Kolb & Kolb, 2005b). According to Emch (1990), “Only those words with correlations above .45 were used; most correlations ranged from .50 to .60” (p. 35). In addition, Kirby (1979) spent two-year studying various learning-style models and instrumentation at Ohio State University’s National Center for Research in Vocational. She arrived to the conclusion that, “The LSI had established “impressive face validity” (p. 72).External Validity. Hernandez, (2011) explained that; “The external validity is based on whether inferences can be made to the general population” (p. 66). Shaughnessy, Zechmeister, and Zechmeister, (2012) stated that external validity; “Examine the extent to which the study’s findings may be used accurately to describe people, settings, and conditions beyond those used in the study” (p. 94). The external validity of Kolb’s instrument contains research on gender, GPA, and academic performance (Kolb and Kolb, 2005b).Many researchers have investigated the relationship between learning style, and academic performance. For instance Lynch, Woelfl, Steele, and Hanssen (1998) used the LSI-2 to investigate the relation between learning style and academic performance in medical school. The total population for the study were 252 third-year medical students. Of the 252 third-year students participating in the study, 102 (45%) are classified as convergers, 59 (26%) as assimilators, 48 (21%) as accommodators, and 18 (8%) as divergers. To evaluate the academic performance of the population, the researchers used the result of the United States Medical Licensing Examination (USMLE 1), the National Board of Medical Examiners (NBME) subject examination in surgery, and NBME computer-based surgical case simulations (CBX). Table 8 reveals that convergers and assimilators perform better on the objective USMLE 1 and NBME.Table 8. The data suggest that students who describe themselves as highly abstract using the LSI have a distinct advantage when performance is measured by multiple-choice type instruments Exanimating the results depicted in table 9, Lynch, et al. (1998) inferred that, “students who describe themselves as highly abstract conceptualization using the LSI have a distinct advantage when performance is measured by multiple-choice type instruments” (p. 64).Table 9. A comparison of performance measures for students with strong (greater than one standard deviation above the mean) and weak (greater than one standard deviation below the mean) preferences for abstract conceptualization.Tsingos, Bosnic-Anticevich, and Smith (2015) explored the relationships between reflective and non-reflective learning styles, and academic performance of pharmacy students. To accomplish this, they invited 249 first year undergraduate pharmacy participants to be part of the study. All the participants took the Kolb’s Learning Style Inventory 3.1. The study indicated a significant difference between participants who preferred reflective observation (m= 64.07) as a method to process information compared to those participants who did not (m= 61.46). Participants who choose the reflective observation attained higher academic results compared to those who did not. As shown in table 10, the study found that the greater preference amongst the pharmacy students was the assimilator learning style.Table 10. Distribution of learning styles in a pharmacy undergraduate cohort at an Australian University.Hargrove, Duowen Cordelia, Wheatland, Ding, and Brown, (2008) examined the relationship between students ‘learning styles, major, gender and academic performance in engineering at Morgan State University. Two hundred and thirty-two freshman’s students majoring in Civil, Electrical, and Industrial Engineering enrolled in a freshman class, Introduction to Engineering took the LSI. The outcomes of the study revealed that 14.22% of the students had an accommodator preference; 44.40% of students had an assimilator preference; 23.71% students had a converger preference; and 17.67 % of students had a diverger preference. Looking at the data (see table 11), Hargrove, et al., (2008) concluded that; “There were more students with an Assimilator preference than any other learning style” (p.41). The purpose of Manochehri’s (2008) study was to compare the result of e-learning versus traditional learning based on Kolb learning style. The population for the study were undergraduate students at a major university in the United States who were enrolled in a subject course that was offered face-to face and online. The result of this study pointed out that assimilators and convergers did better in the web-based environment. In contrast, accommodators and divergers showed higher results in the face to face format.The goal of Stiefel (2012) study was to investigate if there were any relationship between undergraduate students’ learning style(s) and three learning environments, hybrid, online, and traditional. A total of the 123 participants took the LSI 3.1. Using the chi square analysis, the researcher discovered that when examining the combination of learning style and hybrid environment, accommodator mode score higher than the other learning modes. Looking at the data for learning styles and online environment, only the accommodator learning mode was reported. Table 12 also shows that traditional learners preferred the accommodators and divergers learning modes. Table 12. Relationship between Learning Style and Learning Environment.Kolb and Kolb (2005b) indicated significant differences between men and women. For instance, Fifty-nine percent of the women incline themselves concrete, while this number was 41% for men. Fifty-nine percent of the men lean toward abstract conceptualizing, while 41% of the women favored abstract conceptualizing. Stiefel (2012) study also found differences between males and females. For instance, comparing genders, fifty-two female score higher in the accommodator and diverging mode (52) than males (15). However, males score higher in converging than females. In spite of this, the cross-tabulation analysis in gender and learning styles did not display a significant result. As indicated in table 13, Hargrove, et al., (2008) reported that female students, (GPA = 2.7305), performed better academically than male students, (GPA = 2.5892). Looking at the learning styles modes, the authors discovered that female students with an accommodator mode showed a higher GPA, than the other three. On the other hand, male students with a converger mode presented a higher GPA, than the other three.When comparing the GPAs learning styles between males and females, the researchers learned that the GPA for female students with the accommodator and assimilator preferences score higher than students with converger preferences. In contrast, male students with a GPA for accommodator and assimilator preferences score lower than students with converger preferences (Hargrove, et al., 2008b). Table 13.Kolb’s Learning Style Distributions and GPA in MSU’s School of Engineering.Note: Adapted from “The Effect of Individual Learning Styles on Student GPA in Engineering Education at Morgan State University” by Hargrove, et al., 2008, Journal of STEM Education, 9, p. 43.Reliability of the LSI. According to Creswell (2012); “Reliability is generally easier to understand as it is a measure of consistency. If scores are not reliable, they are not valid. Additionally, the more reliable the scores from an instrument, the more valid the scores may be” (p. 159).Numerous studies have confirmed the reliability of the Kolb LSI 3.1(see table 14). For instance, in a study, conducted by Kayes (2005), 221 liberal arts college students that took the online LSI, confirmed strong internal consistency as calculated by Cronbach’s alpha coefficients, with values reaching from .81 for CE, to .78 for RO, to .83 for AC, to .84 for AE. In another study, Weirstra and DeJong (2002) gave the same instrument to a total of 101 undergraduate psychology students. The results were similar, .81 for CE, .78 for RO, .83 for AC, and .84 for AE. Once again, Ruble and Stout (1994) showed comparable results, .72 for CE, .75 for RO, .72 for AC, and .73 for AE.Table 14. Cronbach’s alpha coefficients of different studies using LSI 3.1. Note: Note: Adapted from “The Kolb Learning Style Inventory—Version 3.1 2005 Technical Specifications” by Kolb & Kolb, 2005b, p. 15. Jamieson (2010), described test-retest reliability as; “the process by which instruments and their results are measured over time to determine an instruments’ reliability”. For instance, in the Learning Style Instrument’s 3.1 Technical Specifications manual, Kolb mentioned studies conducted by Kayes (2005), and Wierstra and Dejong (2002) to discuss the internal reliability of the instrument when compared with the earlier versions analyzed by Veres et al. (1991) and Ruble and Stout (1994) (Kolb & Kolb, 2005b). According to Kolb (1984), test-retest reliability should be significant when it fluctuate between .71 to .85. According to him, this means that, “The instrument is consistent with the underlying premise that learning modes are interdependent, context contingent, and variable” (p. 229).Veres et al. (1991) used the Kappa coefficients, the results for the LSI 2, were; “For the initial sample (N = 711) the mean coefficients for CE were .82 for Time 1 and for Time 2; the mean coefficients for RO were .85, mean coefficients for AC were .83, and mean coefficients for AE were (.84)” (p. 148). This indicates that the instrument is reliable. Veres et al. (1991) conducted another study comparing the revised version of the LSI (2.1). Using the same statistical method, they discovered, “that the mean coefficients ranged from .92 to .97 in the initial sample and from .97 to .99 in the replication sample” (p.148). Furthermore, Simelane-Mnisi and Mji (2015) conducted a study using Cronbach’s alpha to compute the reliability of the LSI 3.1. Their study revealed that alpha values obtained in their study were comparable to those reported by Kayes (2005); Kolb and Kolb, (2005b), and Ruble and Stout (1994). Therefore, they concluded that the instrument is reliable Online Satisfaction Survey. This research will use the Student Satisfaction Survey created by Strachota (2006) to measure students’ levels of satisfaction. She designed it with two purposes in mind; (1) to identify the level of satisfaction in distance learning courses for college level students in the online environment; and (2) to be utilized in the educational setting to measure student satisfaction as an online program evaluation outcome. This survey addressed the four types of interactions postulated by Moore and Kearsley (1996, 2005); (1) learner-content interaction, (2) learner-instructor interaction, (3) learner-learner interaction, and (4) learner-technology interaction which is associated to Hanna, Glowacki-Dudka, and Conceicao-Runlee, (2000) and Palloff & Pratt (2001) and the last section of the instrument is correlated to the students' general satisfaction with their online course experience (Strachota, 2006).The survey (see Appendix O) comprised of 35 questions, seven questions are linked to learner-learner interaction satisfaction, nine questions measure learner-technology interaction satisfaction, and six questions are associated to general satisfaction (Strachota, 2006). The survey was created with a four-point Likert-type scale of (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree. The survey can be completed in 30 minutes and it was written at the 12-grade level.Validity. To measure the validity of the instrument, Strachota (2003) employed a panel of subject matter experts and measurement experts in corresponding fields to review the five sections and their questions. Then, a pilot study was performed to test the instrument (n = 249) for construct validity. Factor analysis was utilized to find the validity of the instruments in three construct, learner-content interaction, learner-instructor interaction and learner-learner interaction. The outcomes of the analysis showed that for learner-content interaction ranged from 0.604 to 0.780; for learner-instructor interaction ranged from 0.594 to 0.841; and for learner-learner interaction ranged from 0.588 to 0.786. These results shows that the instrument had a good internal or construct validity.However, Schmidt, Strachota, and Conceição (2006) stated that; “Items specific to learner-technology and general satisfaction were not pilot tested by the researchers as they had been piloted tested by Cassidy and Eachus (2000) and showed construct validity from 0.45-0.61 for learner-technology and 0.50-65 for general satisfaction constructs” (p. 1418). Reliability. In addition, after examining data from the pilot study, Strachota (2003) found that the instrument’s Cronbach’s alpha for learner-content interaction and general satisfaction was .90. The results for learner-instructor and learner-learner interaction was .89 (see table 14). Strachota (2003) inferred that the instrument is; “Highly reliable and can be used at any institution of higher learning that offers online courses” (p. 67). Table 14.Shows the Cronbach’s alpha coefficients of different studies using the Student Satisfaction Survey.ProceduresDesign. This study will be conducted using a quasi-experimental methods design to examine and have a clearer knowledge of the research topic. According to Shadish, Cook, and Campbell, (2002) “A quasi-experiment is an experiment in which units are not assigned to conditions random” (p.12). This study is investigating whether the knowledge of participants learning style influences performance and satisfaction. Therefore, two groups will be assembled; group A will consist of an experimental group and group B will be the control group. These two groups of participants will not be randomly assigned to one group or the other. This study will include two different online sections of MATH 111 College Mathematics for Aviation I at Embry-Riddle Aeronautical University. The study will begin as soon as the researcher receive the approval from the Institutional Review Board (IRB) from both institutions (Nova Southeastern University and Embry-Riddle Aeronautical University).All students enrolled in the MATH 111 College Mathematics for Aviation I online course at this university will be invited to participate in the study a few weeks before the semester starts. A personal e-mail (see Appendix L) will be sent by the instructor to all students in his/her class. This e-mail will include: a brief description of the study, a student identification number and a link to the consent form. The student identification number will start with 1000. This identification code will not be related to the students’ social security or student number. This identifier will be known only by the instructor. In addition, this e-mail will explain that participation will be voluntary, the students could opt out at any time, and that the results of the study will not have any impact on their grades. To minimize nonresponse rate, the instructor will send to all participants a personal e-mail message one week later, again requesting their participation. This methodology is encouraged by Schaefer & Dillman (1998) who argued that response rate increases through multiple contacts.The consent form will be attached to Canvas, ERAU’S learning management system. Following the acceptance of the informed concern form, group A will be immediately directed to the learning style inventory which will be linked to the students’ page. After finishing the LSI instrument, the answers will be saved and he/she will receive his/her profile (see Appendix N). Then, the participant will be directed to the course. Group B will not see the LSI instrument and will be redirected to their course.If for any reason the participant declines to participate in the study, his/her answer will be placed in the “no desire to participate” list, and the participant will be immediately directed to his/her course. The course will last nine weeks in an online setting that consists of weekly assignments, activity, and assessment. The instruction will integrate all online technologies (e.g. online discussions, power point, written assignments, and email) while focusing on objectives that are set for the course. During the last week of the course, an announcement will be placed in the participants’ page. A link to the Student Satisfaction Survey will direct all participants to the survey (see Appendix O). The survey will be given to each student who participated in the study. Each participant will need their identification code to access it. If the participant does not have it, he/she can ask the instructor for it. This survey will be created in Canvas. A week later, the instructor will provide the researcher the final grade corresponding to the participants’ identification number. Data collection procedures. Creswell (2005) addressed the importance of collecting data by stating that; “collecting data means identifying and selecting individuals for a study, obtaining their permission to study them, and gathering information by asking people questions or observing their behaviors” (p.9).The types of data collection methods used in this study will comprise the use of two survey instruments. Data for students’ performance will be collected by the instructor. The purpose of the surveys is to gather the necessary data on students’ learning styles and satisfaction. The instructor in this study will ensure that the students’ final grades be submitted to the researcher within a reasonable timeframe, which is ten days after the end of the course. As soon as the participant agrees to participate in the study, the researcher will begin collecting the data. In order to understand the student performance and satisfaction on distance education environment, a three-phase data collection procedure will be used.In the first phase, the researcher will collect the data from Kolb’s Learning Style Inventory v3.1 electronic version. It will take approximately ten minutes to complete. The inventory will be electronically scored and the results will be sent to the participant. A copy of the result will be also sent to the researcher. The results of all participants’ answers will be stored in a secure password protected online account. Only the researcher will have access to this information. In the second phase, the researcher will collect the data from the satisfaction survey and the demographic questionnaire. Learning analytics (LA) in Canvas will collect and will analyze student’s survey. In the final phase, the researcher will collect the student’s performing data. The instructor will provide this information to the researcher.Data analysis procedures. The purpose of this study is to analyze the relationship between the independent variables (learning styles) and the dependent variable, (performance and satisfaction). As in many quasi-experimental studies, the population for this study will be assembled through their class sections. Ideally, the two groups (experimental and control) should be as comparable as possible. However, since this is quasi-experiments, no attempts will be made to balance the group’s characteristics, or to reduce the differences present between the groups. After collecting the data, this researcher will create four different worksheets in Microsoft Excel to store the data. The first worksheet will be labeled learning style. It is here where all the data collected from the leaning style survey will be stored. The next one will be performance. Satisfaction will follow, and lastly the demographic data set. Afterwards, all the data collected will be labeled by assigning a numeric value to each response. For instance, the accommodator will be equal to zero; assimilator will be equal to 1; converger will be equal to 2; and diverger will be assigned the number 3.In order to facilitate analysis of the data, the researcher will select a computer software rather than analyze data by hand. Therefore, once the data had been collected and coded, the data will be entered to SPSS version 18 to analyze it. The researcher will analyze the data in different stages. The first stage will consist of analyzing the descriptive statistics for each dependent and independent variables. This will help the researcher to determine overall trends and the distribution of the data (Creswell, 2012). For this type of analysis, the data is examined with the intention of describing what occurred in the sample. This will include the mean, standard deviation and variance of all the variables and demographics. The researcher will collect the basic demographic data (e.g. age, gender, GPA, etc.) on participants.To answer the first research question, which is preferred learning styles, as measured by the Kolb Learning Style Inventory, of students enrolled in an online based course?, the researcher will utilized the result of the Learning Style Instrument. In addition, the researcher will conduct a descriptive statistics analysis. This study will appropriately report the preferred learning styles among the participants.Research question two, which individual learning style (diverger, converger, assimilator, or accommodator) best predicts performance in students enrolled in an online based course?, examines the relationship between learning styles (IV) and performance (DV). Therefore, this question will be answered by comparing the mean of the satisfaction scores and the means of the performance scores. This means will be investigated by conducting a multiple regression analysis to analyze the independent variable (learning styles) and the dependent variable (performance). This statistical method will allow the researcher to study relationships between the independent and dependent (Creswell, 2012).Research question three, what is the relationship of preferred learning style, as measured by the Kolb Learning Style Inventory, and the level of student satisfaction?, examines the relationship between learning styles (IV) and satisfaction (DV). Consequently, this question will be answered by comparing the mean of the independent variable outcomes (learning styles) and the means of the dependent variable outcomes (satisfaction) performance scores. 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Learning styles research: Understanding how teaching should be impacted by the way learners learn part II: Understanding how learners prefer to receive information. Christian Education Journal, 3(2), 343-361.Willingham, D. T., & Lloyd, J. W. (2007). How educational theories can use neuroscientific data. Mind, Brain, and Education, 1(3), 140-149. doi:10.1111/j.1751-228x.2007.00014.xWillis, B. (1993). Distance education: A practical guide. Englewood Cliffs, NJ: EducationalTechnology Publications.Wooldridge, B. (1995). Increasing the effectiveness of university/college instruction: Integrating the results of learning style research into course design and delivery. In R. R. Sims & S. J. Sims (Eds.). The importance of learning styles: Understanding the implications for learning, course design, and education (pp. 49-66). Westport, CT: Greenwood Press.Wu, S. (2010). Exploring the relationship between psychological types and cognitive styles and their contributions to proposed social learners' learning styles through the development and implementation of social learners learning styles survey (Order No. 3573645). Available from ProQuest Dissertations & Theses Global. (1435606931).Wu, D. & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Network. 8(2), 139-152.Yahya, I. (1998). Willcoxson and Prosser’s factor analyses on Kolb’s (1985) LSI data: reflections and re-analyses. British Journal of Educational Psychology 68, 281-286.Yamazaki, Y. (2004). An experiential approach to cross -cultural adaptation: A study of Japanese expatriates' learning styles, learning skills, and job satisfaction in the United States (Order No. 3118154).Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84, 204–212. doi:10.1080/00098655.2011.568989.Yousef, M. C. (2012). Satisfaction, challenges, and interaction in online education: A generational comparison (Order No. 3537460). Available from ProQuest Dissertations & Theses Global. (1323367540).Zacharis, N.Z. (2010). The impact of learning styles on student achievement in a web based versus an equivalent face to face course. College Student Journal, 44(3), 591-597. Zhou, M. (2011). Learning styles and teaching styles in college English teaching. International Education Studies, 4(1), 73-77.Zijdemans-boudreau, A., Moss, G., & Lee, C. G. (2013). Experimental learning theory. In B. J. Irby, G. Brown, S. Jackson, & R. Lara-Alecio (Eds.), The handbook of educational theories (pp. 115-123). Charlotte, NC: Information Age Publishing.Zull, J. E. (2002). Where we ought to be: the natural relationship between brain structure and learning. In The art of changing the brain: Enriching teaching by exploring the biology of learning (pp. 13-30). Sterling, VA: Stylus Pub.Appendix ADefinition of learning stylesAppendix B Brief List of Empirical Literature Using Experiential Learning Cycle (ELC) and Learning Style Inventory (LSI)Appendix CSample of Kolb’s Learning InventoryInstructions:Below there are 12 sentences with a choice of four endings. Rank the endings for each sentence according to how well you think each one fits with how you would go about learning something. Try to recall some recent situation where you had to learn something new; perhaps in your job.Using the spaces provided, rank order each sentence ending, start with a “4” for the sentence that best describes how you learn, down to a “1” for the sentence ending that seems the least like the way you would learn. BE sure to rank all the endings for each sentence unit. No two ending in a set can be given the same ranking. 4= MOST describe you1= LEAST describe you In raking the words, use your first impression. There are no right or wrong answer. The real you best revealed through a first impression. Analyzing each group will obscure the real you. Do not answer as you WISH you were or as you think you SHOULD be, just answer as you honestly think you are. Continue to rank all twelve sentences, one at the time.The ranking should take no more than 5 minutes. Appendix DDistance Education DefinitionsAppendix EDefinitions of Online Learning/E-LearningAppendix FSample SyllabusCollege Mathematics for Aviation I MATH 111
Eagle Vision Classroom-Blended Learning
Course SyllabusCredit Hours: 3 CreditsAcademic Term: 2351: 31 May 2016 – 1 August 2016Meetings: 6:00 - 10:00 PM Central European Time; Thursday (June 2, 9, 16, 23, 30,July 7); 6:00 – 10:00 PM Central European Time; Tuesday (July 12)Location: Eagle Vision Classroom-Blended Learning (EVC + Online) Instructor: Office Hours: By appointmentTelephone: 49-(0)6371-51163 (Germany)E-mail: Course Description:This is a pre-calculus course designed for the student aviation. Topics include a review of the fundamentals of algebra; linear equations and inequalities, quadratic equations; variation; polynomial, rational, exponential, logarithmic and trigonometric functions; radian measures; right triangle solutions, vectors and the laws of sines and cosines. Lecture hours per week (4:45 hours). Prerequisite(s): Qualifying score on the ERAU Mathematics Placement Examination or MATH 106Course Goals:This course provides students the necessary algebra, geometry and trigonometry required for the study of topics in aviation.Learning Outcomes: Alignment with Worldwide College of Arts and Sciences General Education program outcomes is indicated in parentheses. Upon completion of the course, students will be able to do the following:Use the basic properties of the real number system to perform algebraic operations including factoring, operations with fractions, exponents and radicals. (PO 1 & 7)Solve linear, quadratic, absolute value, rational, exponential, and logarithmic equations. Transpose formulas and solve verbal problems that require the use these types of equations. (PO 1 & 7)Solve linear inequalities and identify their solutions by using interval notation and graphs. (PO 1 & 7)Use the distance, midpoint, point-slope-intercept formulas to solve problems involving line and line segments. (PO 1 & 7)Solve verbal problems involving direct, inverse and joint variation. (PO 1 & 7)Define function, domain and range; and identify examples of each. (PO 1 & 7)Graph linear, quadratic, polynomial and rational functions by using standard forms,
symmetry, intercepts, asymptotes, and vertical and horizontal shifts. (PO 1 & 7)Graph exponential and logarithmic functions and solve word problems dealing with these functions. (PO 1 & 7)Convert radians to degrees, degrees to radians and solve arc length problems using radians. (PO 1 & 7)Define the six trigonometric functions and the fundamental trigonometric identities, and use them to find the values of various trigonometric functions. (PO 1 & 7)Use the six trigonometric functions to solve right triangle problems, resolve vectors into rectangular components, and solve force and displacement problems using vectors. (PO 1 & 7)Solve word problems by using linear systems of equations. (PO 1 & 7)Solve oblique triangle problems using the Law of Sines and the Law of Cosines. (PO 1 & 7)List of Program Outcomes for General Education of Arts and SciencesPO1 - Apply knowledge of college level mathematics to defining and solving problems; PO7 - Use digitally-enabled technology to organize and manipulate data, perform calculations, aid in solving problems, and communicate solutions, ideas, and concepts;Required Course Materials:Washington, A. J. (2014). Basic technical mathematics with calculus and MyMathLab (Custom 10th Edition). Upper Saddle River, New Jersey. Pearson Education, Inc. ISBN: 978- 1269723480. NOTE: Sections 21.1 and 21.2 were inadvertently omitted from the first printing of the custom textbook. They will be included in subsequent printings. Those sections are available in the electronic text available through MyMathLab (MML). To read these sections, students should access their MML course and go to the Multimedia Library option and then select Chapter 21 > All Sections > select the Multimedia Textbook option.A computer with reliable internet access is also required for this course. Note that you may need administrative access to be able to install applications or make other changes to your computer. If the computer you are using is not your own personal property, you may need to contact your organization's IT department to make such updates.MyMathLab (MML) is a course requirement. All the homework and exams are offered within MML. In addition to this, MML has some helpful videos and an online copy of the textbook that is readable from a multitude of platforms. While an eBook offers advantages, some strongly prefer the smell of paper and ink a learn best with a book to thumb through. The choice is ultimately yours.Students are required to have a calculator – handheld or virtual. Graphing calculators are not necessary for this course but would be useful (TI-83, TI-84, or equivalent are recommended). A scientific calculator that offers the trigonometric functions of SIN, COS, and TAN will suffice in this course. Whatever calculator you select, be sure that you know how to use it as this will minimize mistakes and frustration.Suggested Supplemental Materials:ERAU Worldwide provides MathType and Graphmatica software in the Resources page of this course. The software helps you write mathematical symbols in Canvas Discussions and in Word documents (although the equation editor in Canvas works just fine for your online Discussions). Use of these programs are optional and up to the individual student. Note that Graphmatica 2.0 is Shareware and as such you are bound by its terms—a trial is free, but once you decide it’s useful, you pay for the lifetime license ($25, as it has been since the last millennium). ERAU has no formal relationship with the owners of Graphmatica.Free tutoring for this course is available via Eduwizards. ERAU has contracted with Eduwizards to provide you with 10 hours of math tutoring available 24/7. Click here to be taken to the student logon page for this service. Students can request an instant “on-demand” session with a live person, schedule a session in advance with a tutor of their choice, or submit a question online and receive an answer within 24 hours. If you use up your initial block of time, simply contact the eLearning Support to request more.GradingGrade 90 – 100 A (Superior)80 - 89 B (Above Average)70 - 79 C (Average)60 - 69 D (Below Average)Below 60 F (Failure)Library:The Jack R. Hunt Library, located on the Daytona Beach Campus, is the primary library for all
Worldwide Campus students.Web & Chat: http://huntlibrary.erau.edu/
Email: [email protected]
Text: (386) 968-8843
Library Phone: (386) 226-7656 or (800) 678-9428
Hours: http://huntlibrary.erau.edu/about/hours.htmlAssignments, Discussion Participation (If required for Blended Delivery and/or special administrative:All assignments will be completed in a professional manner and on time, unless prior arrangements have been made with the professor. This course includes weekly activities, each of which may have grade points associated with them. Unless prior arrangements have been made with the instructor, students are expected to participate each week, according to the course schedule. This is especially important with regards to discussion activities. Weekly Canvas discussions typically include both an initial posting and one or more substantive replies in courses offered via Blended Learning. The Blended Learning activities will include nine Application PIN (Pre-Calculus Identification Numbers) Problems, one in each module. Note: Proper etiquette has to do with keeping it simple by using proper English and proper spelling – spell check works well in Canvas.MyMathLab: MyMathLab will be purchased as part of the text for this course. Until your book arrives, you will use MyMathLab for a free, 14-day trial period. Using MyMathLab is not optional.Reading: You are required to read the assigned chapters before class and before attempting any of the assignments each week. Please make time to take notes while you read the text, watch MML videos, and work through the sample problems each week. This is not a graded component of the course, but your success in subsequent assignments depends on your understanding of this material.MyMathLab (MML) Homework assignments: There will be homework assignments delivered via MyMathLab every week of the term. You can access homework problem set the week before the assignment is due and work on it up until the due date. You will get unlimited chances to submit an answer. MML HW assignments submitted after the deadline will be automatically downgraded 10% per day for the portion of homework that is late.MyMathLab Exams: There are three exams for you to complete in MML. You will have a single opportunity to answer the set of questions. Once you start the exam, you must complete it. Each test will be graded immediately by MML, but your instructor will review your entries and any scratch work before determining your final score. If you experience any technical difficulties with the exam, contact your instructor as soon as possible for assistance. All exams will be available for a one-week period, after which the link will become unavailable.Study Plan: The MML/MSL system uses the results of your work in the homework, quizzes, and exams to build an individualized study plan. The purpose of the study plan is to provide an opportunity for you to review the areas of the course where you may need additional work. The study plan offers additional exercises in the areas of the course where you may need improve your knowledge and skills. This is not a graded component of the course, but is an opportunity to address weaknesses before taking more heavily-weighted assessments.Blended Learning Assignment: Blended Learning assignments for this course will consist of math questions presented via a forum created for each week in the Discussions area in Canvas. These are the Application PIN Problems. You must make an initial post by 11:59 PM ET on the third day of your week (Sunday) and then post a reply to the initial posts of two or more of your classmates by 11:59 PM ET at the end of your week (Wednesday). Points will be deducted for poor grammar, misspelled words, improperly cited web/textbook references, late initial posts, and posts made all at one time (do not “post and run”). Posts made after the end of the module will be reviewed by your instructor, but you will not get any credit for them.Class Participation: Extra credit points for class participation will be earned each night by working a problem on the whiteboard with the instructor and participating in class when called upon. These extra credit points will be student initiated.Course Policies:Embry-Riddle is committed to maintaining and upholding intellectual integrity. All students, faculty, and staff have obligations to prevent violations of academic integrity and take corrective action when they occur. The adjudication process will include the sanction imposed on students who commit the following academic violations, which may include a failing grade on the assignment, a failing grade for the course, suspension, or dismissal from the University:Plagiarism: Presenting as one’s own the ideas, words, or products of another. Plagiarism includes use of any source to complete academic assignments without proper acknowledgement of the source. All papers submitted for grading in this course will be submitted to Turnitin where the text of the paper is compared against information contained in the Turnitin database. Papers submitted will be included in the Turnitin database and become source documents for the purpose of detecting plagiarism.Cheating: A broad term that includes the following:Giving or receiving help from unauthorized persons or materials during examinations.The unauthorized communication of examination questions prior to, during, or following administration of the examination.Collaboration on examinations or assignments expected to be individual work.Fraud and deceit, that include knowingly furnishing false or misleading information or failing to furnish appropriate information when requested, such as when applying for admission to the University.APA 6th edition format is the ERAU Worldwide standard for all research projects.Course Specific Policies:Blended Learning Policy: This course is offered in blended format. 70% of the required course will be conducted in-class. 30% will take place online in Canvas. Class meetings will be comprised of lectures, audio-visual presentations, discussions, exercises, and student presentations. Online activities will include discussion with classmates, posting of your work, reviewing classmates’ work, and feedback from the instructor on your work. During the first class meeting, we will thoroughly review the online Blended Course activities.Missed Class Policy: You are expected to attend each class session in its entirety. Notify the instructor as soon as possible if you will not be present or if you will miss part of class. If you miss any part of class, you will need to review the EagleVision recording and use the Missed Class forum in the Discussions area to post a summary of the highlights from the lecture plus identify unresolved questions you have about the material you missed. Your instructor and classmates will reply to your post in order to clarify anything and bring you up to speed with the rest of the class. Your instructor will also check the EV playback log to verify that you watched the session. Students who fail to complete this make-up assignment 48 hours before the start of the next class session will lose 5% off their overall course grade.Late Work Policy: All course work is expected to be completed on time and should be submitted before 11:59 PM ET on the date indicated in the Course Schedule below. Please coordinate with the instructor as soon as possible if you know your assignment will be late. In some special cases, a penalty-free extension might be granted if you provide your expected date of submission in addition to the reason you cannot make the deadline (expect to provide supporting documentation). Keep in mind that you always have at least 7 days to complete your assignments, so difficulties encountered less than 24 hours prior to the deadline will not be viewed in a favorable light. This late work policy will include all MML Tests and Discussions.Disability and Special Needs:ERAU is committed to the success of all students. It is a University policy to provide reasonable accommodations to students with disabilities who qualify for services. If you would like to request accommodations due to a physical, mental, or learning disability contact the Worldwide Campus Disability Support Service Office at (888) 292-5727 or via email [email protected] or [email protected] ScheduleAppendix GSample Latter to Request Institutional Site ApprovalJohn Watret, Ph. D.Chancellor of Worldwide CampusDepartment of Mathematics, Physical & Life SciencesWorldwide College of Arts & SciencesWorldwide CampusMay 22, 2018Re: Permission to Conduct Research at ERAUDear Dr. Watret,I am writing to request permission to conduct a research study at your institution. I am an alumni and doctoral student at Nova Southeastern University at Fort Lauderdale, Florida. The dissertation title is The Relationship of Learning Styles, Performance and Satisfaction for Students Enrolled in Online Courses.I hope that the school administration will allow me to recruit 100 online undergraduate students enrolled in a nine week online (MATH 111 College Mathematics for Aviation I) from the ERAU Worldwide department. Half of these participant will anonymously complete the Kolb Learning Style Inventory v3.1 On-line (copy enclosed). In addition, all participant, anonymously, will take the Strachota’s Online Satisfaction Survey (copy enclosed). Interested students, who volunteer to participate, will be given a consent form to be signed before the study commence (copy enclosed).If approval is granted, student participants will complete the survey online and it should take no more than five minutes to complete the Kolb Learning Style Inventory v3.1 and Strachota’s Online Satisfaction Survey will take approximately 15-20 minutes to complete.The individual results of this study will remain absolutely confidential and anonymous. Should this study be published, only pooled results will be documented. No costs will be incurred by either your university or the individual participants.Your approval to conduct this study will be greatly appreciated. If you wish we can meet to discuss the study. You may contact me at my email [email protected] or [email protected]. You can also contact me at 386-299-9097.Sincerely,Rosabelle SuarezDoctoral StudentNova Southeastern University EnclosuresAppendix HSample Letter to Use the LSIRosabelle Suarez1171 Margina AveDaytona Beach, FL 32114May 31, 2018LSI Research ContactsHay Research GroupOne Atlantic Center Suite 620
1201 West Peachtree Street
Atlanta, GA 30309
Dear Sir/Madam:I am a doctoral student from Nova Southeastern University writing my dissertation titled The Relationship of Learning Styles and Success for Students Enrolled in Online Courses, under the direction of my dissertation committee chaired by Dr. Cesáreo Morales, who can be reached at [email protected]. I would like your permission to use the Kolb’s Learning Style instrument electronic version 3.1 in my research study. I would like to use the instrument under the following conditions:I will use the surveys only for my research study and will not sell or use it with any compensated or curriculum development activities.I will include the copyright statement on all copies of the instrument.I will send a copy of my completed research study to your attention upon completion of the study.If these are acceptable terms and conditions, please indicate so by replying to me through e-mail: [email protected] or [email protected],Rosabelle SuarezDoctoral CandidateAppendix IApproval to Use LSIHi Rosabelle,
Congratulations! Your LSI 3.1 online use for research has been approved.
We wish you luck with your research and look forward to hearing about your findings. Please send a completed copy of your research to email address or you can mail a hardcopy to: LSI Research Contractsc/o Maggie ZennerKorn Ferry Hay Group, Inc.1650 Arch Street, Suite 2300Philadelphia, PA 19103 Please let me know if you have any questions.
Thank youMaggie Appendix JRequest and Approval to Use Online Satisfaction SurveyFrom: Elaine Strachota <[email protected]>Sent: Tuesday, December 5, 2017 12:50 AMTo: [email protected]: Fwd: PermissionRosabelleYou have my permission to use my Online Satisfaction survey for your doctoral research. Be sure to reference me as the author of the instrument. Best of luck to you with your research.Elaine StrachotaUniversity of Wisconsin MilwaukeeMilwaukee [email protected] Forwarded message ----------From: Rosabelle Suarez <[email protected]>Date: Wed, Nov 29, 2017 at 2:59 PMSubject: PermissionTo: Elaine Strachota <[email protected]>Dear Dr. Strachota: My name is Rosabelle Suarez and I am a doctoral student at Nova Southeastern University at Fort Lauderdale, Florida. The dissertation title is The Relationship of Learning Styles, Performance and Satisfaction for Students Enrolled in Online Courses. I am writing to you in regards to the use of your instrument entitled "Online Satisfaction Survey". During my literature review, I came across a survey you developed in 2003 with a title of "Online Satisfaction Survey". This survey fits the needs of my research questions as part of my study focus on determining the satisfaction of online students while comparing it with learning styles and performance. May I please ask for your permission to utilize this survey as part of my dissertation and data gathering process?The requested permission extend to any future revisions of my dissertation and to the public circulation of my dissertation by Nova southeastern University. If you are not the copyright holder, or if another permission is needed for world right from another source, please let me know. Yours Truly,Rosabelle SuarezAppendix KApproval to Use FiguresMs. Suarez,Stylus Publishing grants permission for you to use the figure in your dissertation free of charge provided that you put the following copyright notice on the page with the figure:Reprinted from The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning by James E. Zull (Sterling, VA: Stylus Publishing, LLC) with permission of the publisher, Copyright © 2002, Stylus Publishing, LLC. Thank you,Jane LeathemStylus [email protected] place an order:Tel: 800.232.0223Fax: [email protected] LSample of Learning Style ProfileAppendix M Satisfaction QuestionnaireDirections: For each of the statements below, read the statement carefully and decide how well it describes the class you are now attending. Indicate your opinion by selecting one of the choices provided. Be sure that you select only one choice for each statement.
What two things does the text say you should decide when reading each statement?
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summarize the below text in points
BED CHARGES 08/07/2023 - 08/07/2023 3RD F(PRE-OP ROOM)-NORTH WING 900.00 1.00 0.00 900.00 09/07/2023 - 09/07/2023 POST-OP RECOVERY ROOM 999311 900.00 1.00 0.00 900.00 Total for BED CHARGES 1800.00 LABORATORY 08/07/2023 09:36 - IP24/126612 SODIUM (SERUM) 999316 150.00 1.00 0.00 150.00 08/07/2023 09:36 - IP24/126612 POTASSIUM (SERUM) 999316 150.00 1.00 0.00 150.00 08/07/2023 09:36 - IP24/126612 TRIPLE SCREEN (HIV,HCV,HBSAG)BY RAPID TEST* 999316 1800.00 1.00 0.00 1800.00 08/07/2023 09:36 - IP24/126612 PT* 999316 200.00 1.00 0.00 200.00 Total for LABORATORY 2300.00 OTHER CHARGES 08/07/2023 12:08 - IP24/128539 DOCTOR VISIT (Dr. ORTHOPAEDIC DEPARTMENT) 999311 1200.00 1.00 0.00 1200.00 09/07/2023 12:08 - IP24/128540 DOCTOR VISIT (Dr. ORTHOPAEDIC DEPARTMENT) 999311 1200.00 1.00 0.00 1200.00 10/07/2023 12:10 - IP24/128541 DOCTOR VISIT (Dr. ORTHOPAEDIC DEPARTMENT) 999311 1200.00 1.00 0.00 1200.00 Total for OTHER CHARGES 3600.00 IPD_SALE PHARMACY (CORP.) 08/07/2023 12:30:00 - 23-24/58344 MOXYNIC 1.2 GM INJ 30049011 156.10 1.00 0.00 156.10 08/07/2023 12:30:00 - 23-24/58344 IV SET PREMIUM 90189011 235.00 1.00 0.00 235.00 08/07/2023 12:30:00 - 23-24/58344 10 ML SYRINGE 90183910 26.00 2.00 0.00 52.00 08/07/2023 12:30:00 - 23-24/58344 ESOL 40 MG INJ (ESMEPRAZOLE) 30049011 192.90 1.00 0.00 192.90 08/07/2023 12:30:00 - 23-24/58344 I V CANNULA 18G VENFLON (BD) 90189011 280.00 1.00 0.00 280.00 08/07/2023 12:30:00 - 23-24/58344 1 ML INSULIN SYR U-40 90189011 11.00 1.00 0.00 11.00 08/07/2023 12:30:00 - 23-24/58344 LEUKOBAND - NP 30059060 96.75 1.00 0.00 96.75 08/07/2023 12:30:00 - 23-24/58344 RL 500ML. 30049099 56.42 1.00 0.00 56.42 08/07/2023 12:30:00 - 23-24/58344 TRIMMER 90189011 37.00 1.00 0.00 37.00 08/07/2023 12:30:00 - 23-24/58344 5 ML SYRINGE 90189011 16.50 1.00 0.00 16.50 08/07/2023 12:30:00 - 23-24/58344 EMESET 2ML INJ (ONDANSETRON) 30049099 11.91 1.00 0.00 11.91 08/07/2023 18:24:00 - 23-24/58702 MOXYNIC 1.2 GM INJ 30049011 156.10 2.00 0.00 312.20 08/07/2023 18:24:00 - 23-24/58702 10 ML SYRINGE 90183910 26.00 5.00 0.00 130.00 08/07/2023 18:24:00 - 23-24/58702 NS 500ML 30049011 34.82 2.00 0.00 69.64 08/07/2023 18:24:00 - 23-24/58702 CHYMORAL PLUS TAB 15" 30049082 13.20 15.00 0.00 198.00 08/07/2023 18:24:00 - 23-24/58702 EMESET 2ML INJ (ONDANSETRON) 30049099 11.91 1.00 0.00 11.91 08/07/2023 18:24:00 - 23-24/58702
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Western AustraliaSchool Education Act 1999Compare between:[01 Feb 2007, 01-f0-02] and [16 Mar 2007, 02-a0-03] Western AustraliaSchool Education Act 1999An Act to make provision — for education in school or by home education with education, training and employment alternatives at the senior secondary level;for the establishment and operation of government schools and for parent and community involvement in school affairs;for the registration of non-government schools and the funding of such schools; for the registration of community kindergartens; andfor administrative responsibilities for school education;to repeal the Education Act 1928 and consequentially amend certain other Acts, and to make related provisions. [Long title amended by No. 22 of 2005 s. 14.]Part 1 — Preliminary What this Part is aboutThis Part provides for some matters that are relevant to the Act generally.In particular it deals with — the commencement of the Act on a day, or of different provisions on different days, fixed by proclamation (section 2);the objects of the Act (section 3);the definition of terms used in the Act (section 4) (but where a definition only applies to a particular Part, Division, Subdivision, Schedule or section, it is placed in that Part, Division, Subdivision, Schedule or section);the of some terms used in the Act which, because of their length, are better placed in separate sections (sections 5, 6 and 7); the status of notes in the Act (section 8).1. Short title This Act may be cited as the School Education Act 1999 1.2. Commencement The provisions of this Act come into operation on such day as is, or days as are respectively, fixed by proclamation 1.3. Objects (1) The objects of this Act include the following — (a) to recognize the right of every child in the State to receive a school education; (b) to allow that education to be given in a government school, a non-government school or at home; (c) to provide for government schools that meet the educational needs of all children; (ca) to provide for education, training and employment alternatives at the senior secondary level; and (d) to acknowledge the importance of the involvement and participation of a child’s parents in the child’s education. (2) Any person who has a function under this Act is to seek to ensure that the objects stated in subsection (1) are achieved. [Section 3 amended by No. 22 of 2005 s. 15.]4. In this Act, unless the contrary intention appears — “chief executive officer” — (a) in Part 4, has the meaning given by section 151; and (b) otherwise has the meaning given by section 229; “child” means a person who has not reached the age of 18; “child of compulsory school age” means a child who under section 9(1) is required to be enrolled in an educational programme and includes a child to whom section 10(2) applies; “compulsory education period” has the meaning given by section 6; “Council”, in relation to a government school, means the Council established under section 125 for the school; “department”— (a) in Part 4, means the department of the Public Service principally assisting the Minister in the administration of that Part; and (b) otherwise has the meaning given by section 228; “disability” means a condition — (a) which is attributable to an intellectual, psychiatric, cognitive, neurological, sensory or physical impairment or a combination of those impairments; (b) which is permanent or likely to be permanent; (c) which may or may not be of a chronic or episodic nature; and (d) which results in — (i) a substantially reduced capacity of a person for communication, social interaction, learning or mobility; and (ii) the need for continuing support services; “educational programme” means an organized set of learning activities designed to enable a student to develop knowledge, understanding, skills and attitudes relevant to the student’s individual needs; “General Purposes Fund”, in relation to a school, means the fund referred to in section 109; “government school” means a school established under section 55; “intake area” for a government school means the area defined under section 60(1)(b) for that school; “local-intake school” means a school to which a declaration under section 60(1) applies; “non-government school” means a school registered under section 160; “parent”, in relation to a child, means a person who at law has responsibility — (a) for the long-term care, welfare and development of the child; or (b) for the day to day care, welfare and development of the child, except in sections 9(2), 10(b), 25, 27, 38(1) and Division 6 of Part 2 where it has only the meaning given by paragraph (b); “post-compulsory education period” has the meaning given by section 7; “pre-compulsory education period” has the meaning given by section 5; “principal” — (a) in relation to a non-government school, means the person who is in charge of the school; and (b) in relation to a government school, has the meaning given by section 62; “regulations” means regulations under section 244; “school” means a government school or a non-government school; “school fund” means the General Purposes Fund and a fund referred to in section 110; “school year”, in relation to a government school, means the school year determined by order under section 117; “student” means a person who is enrolled at a school; “teacher”, in relation to a government school, means a member of the teaching staff; “teaching staff” means persons appointed as such under section 236(2); “year 11” and “year 12” mean the 11th year and the 12th year respectively of the compulsory education period determined on the basis of a model under which — (a) enrolment at a school occurs as soon as is required by section 9; and (b) schooling progresses normally through each year until the end of the compulsory education period. [Section 4 amended by No. 22 of 2005 s. 16.]5. of “pre-compulsory education period” The pre-compulsory education period for a child is as follows — (a) until 31 December 2000 — (i) from the beginning of the year in which the child reaches the age of 4; and (ii) until the end of the year in which the child reaches the age of 5; (b) from 1 January 2001 until 31 December 2002 — (i) from the beginning of the year in which the child reaches the age of 4 years and 6 months; and (ii) until the end of the year in which the child reaches the age of 5; and (c) from 1 January 2003 — (i) from the beginning of the year in which the child reaches the age of 4 years and 6 months; and (ii) until the end of the year in which the child reaches the age of 5 years and 6 months.6. of “compulsory education period” The compulsory education period for a child is as follows — (a) until 31 December 2005 — (i) from the beginning of the year in which the child reaches the age of 6 years and 6 months; and (ii) until the end of the year in which the child reaches the age of 15; (b) from 1 January 2006 until 31 December 2007 — (i) from the beginning of the year in which the child reaches the age of 6 years and 6 months; and (ii) until the end of the year in which the child reaches the age of 16; (c) from 1 January 2008 until 31 December 2013 — (i) from the beginning of the year in which the child reaches the age of 6 years and 6 months; and (ii) until — (I) the end of the year in which the child reaches the age of 17; or (II) the child satisfies the minimum requirements for graduation from secondary school established under the Curriculum Council Act 1997, whichever happens first; (d) from 1 January 2014 — (i) from the beginning of the year in which the child reaches the age of 6 years and 6 months; and (ii) until — (I) the end of the year in which the child reaches the age of 17 years and 6 months; (II) the child satisfies the minimum requirements for graduation from secondary school established under the Curriculum Council Act 1997; or (III) the child reaches the age of 18, whichever happens first. [Section 6 inserted by No. 22 of 2005 s. 4(1).]7. of “post-compulsory education period” The post-compulsory education period for a child is as follows — (a) until 31 December 2005 — (i) from the beginning of the year in which the child reaches the age of 16; and (ii) until the end of the year in which the child reaches the age of 17; and (b) from 1 January 2006 until 31 December 2007, the year in which the child reaches the age of 17. [Section 7 inserted by No. 22 of 2005 s. 4(1).]8. Notes not part of Act Notes in this Act are provided to assist understanding and do not form part of the Act.Part 2 — Enrolment and attendance What this Part is aboutThis Part deals with — the compulsory enrolment of all children in an educational programme (Division 1);procedures for the enrolment of children at a government or non-government school (Division 2);attendance requirements for students enrolled at a government or a non-government school (Division 3);the absence of students from government schools for a religious or cultural observance (Division 4);absenteeism in relation to both government and non-government schools (Division 5);the provision of education by parents to their children in the home (Division 6).Division 1 — Compulsory education with alternatives in year11 and year 12 [Heading amended by No. 22 of 2005 s. 17.]Subdivision 1 — Enrolment of children of compulsory school age 9. When enrolment compulsory (1) A child is to be enrolled in an educational programme for each year of the compulsory education period for that child. (1a) Subsection (1) has effect subject to sections 11F(2) and 11H(5) and (6). Note: The effect of the provisions mentioned in subsection (1a) is that if a child in year 11 or 12 is, in accordance with Subdivision 1A, participating in an option or in options under that Subdivision and the required notice has been given and remains in force, the child does not have to be enrolled or to be provided with home education under section 9. (2) A parent of a child must ensure that subsection (1) is complied with. Penalty: $2 500. (3) A prosecution for an offence against subsection (2) is not to be commenced against a parent unless the chief executive officer has given a certificate to the effect that all reasonably practicable steps have been taken to secure compliance with subsection (1) by the parent. (4) Where in any proceedings a document is produced purporting to be a certificate given under subsection (3) the court is to presume, unless the contrary is shown, that the document is such a certificate. [Section 9 amended by No. 84 of 2004 s. 80; No. 22 of 2005 s. 18.] 10. Ways in which section 9 satisfied (1) The duty imposed by section 9 is satisfied in respect of a child by — (a) the enrolment of the child at a school; or (b) the registration under section 48 of a parent as the child’s home educator and the continuation in effect of that registration. (2) The reference to enrolment in subsection (1)(a) includes enrolment of a child in year 11 or year 12 for part-time studies if the extent of those studies when taken with an option or options under section 11B will meet the requirements of section 11C and regulations made for the purposes of that section. [Section 10 amended by No. 22 of 2005 s. 19.]11. Exemption by Minister (1) The Minister may by instrument — (a) exempt a child from section 9(1) if the Minister is satisfied that it is in the best interests of the child to do so; and (b) at any time revoke an exemption. (2) Section 9(1) does not apply to a child who is exempted by the Minister under subsection (1) if the conditions of the exemption are being complied with. (3) An exemption may be limited in its operation to a specified period. (4) The Minister may — (a) make the exemption subject to any condition; and (b) impose any further condition or vary or revoke a condition at any time. (5) Without limiting the Minister’s ability to obtain advice or information, he or she may obtain advice from an advisory panel under section 241 for the purposes of any decision required to be made under this section. (6) In the case of children enrolled at non-government schools, the Minister may by instrument delegate the powers conferred on him or her by this section to the chief executive officer referred to in section 151.Subdivision 1A — Alternatives to the operation of section 9 for children in year 11 and year 12 [Heading inserted by No. 22 of 2005 s. 20.]11A. Terms used in this Subdivision (1) In this Subdivision — “course” includes a programme or activity; “parent”, in relation to a child, means — (a) a person who at law has responsibility for the long-term care, welfare and development of the child; (b) a person who at law has responsibility for the day-to-day care, welfare and development of the child; or (c) if, in the opinion of the Minister, there is no person to whom paragraph (a) or (b) applies who is reasonably available at the relevant time, an adult person who is responsible for the child; “participate” has the meaning provided for by section 11J and regulations made for the purposes of that section; “provider” has the meaning given to that term in subsection (2). (2) In this Subdivision — “provider”, in relation to a person who comes within a description in the first column of the Table to this definition, means a person or body specified in the second column of the Table opposite that description.Table [Section 11A inserted by No. 22 of 2005 s. 20.]11B. Options available (1) In year 11 and year 12 a child may, despite section 9(1), participate in one or more of the following options — (a) undertaking — (i) a course of study provided by a university established under a written law or under a law of another State, or of a Territory, of the Commonwealth; or (ii) a higher education course registered under section 23 of the Higher Education Act 2004; (b) undertaking a course or skills training programme accredited under the Vocational Education and Training Act 1996; (c) being — (i) an apprentice as defined in the Industrial Training Act 1975; or (ii) a trainee under a traineeship scheme as defined in that Act; (d) being employed under a contract of employment otherwise than in a capacity mentioned in paragraph (c), but subject to approval being in force under section 11G; or (e) undertaking a course prescribed under subsection (2). (2) The Minister may, by order published in the Gazette, prescribe — (a) a course; or (b) a class or description of courses, that does not otherwise come within subsection (1), to be an option for the purposes of that subsection. (3) An order under subsection (2) is to specify for a course the person or body that is the provider of the course. (4) An order under subsection (2) is subsidiary legislation for the purposes of the Interpretation Act 1984. [Section 11B inserted by No. 22 of 2005 s. 20.]11C. Participation to be full-time (1) Participation in an option, or a combination of options, provided for by section 11B(1) must be on a full-time basis. (2) The regulations may make provision for — (a) circumstances and arrangements that are to be taken to comply with the requirements of subsection (1); and (b) rules or criteria that are to be taken into account in determining whether arrangements and circumstances so comply. (3) Enrolment of a child as mentioned in section 10(2) is to be treated for the purposes of this section as if it were an option provided for by section 11B(1). [Section 11C inserted by No. 22 of 2005 s. 20.]11D. Notice of arrangements to be given to Minister (1) Where a child — (a) is enrolled in a course or a combination of courses; or (b) becomes an apprentice or trainee as mentioned in section 11B(1), a parent of the child must give notice to the Minister as soon as is practicable after the arrangements are made. (2) A notice must include particulars of the arrangements made for the child. (3) A parent of a child may, by further notice given to the Minister, cancel a notice given under subsection (1). (4) Except as may be provided by the regulations, notice must be given to the Minister by a parent of the child concerned of — (a) any variation of the arrangements notified under subsection (1); or (b) if the arrangements relate to, or will as varied relate to, a combination of courses, any variation proposed to be made. (5) If a child in respect of whom a notice has been given under this section ceases to be enrolled in a course or to be an apprentice or trainee as mentioned in section 11B(1), a parent of the child must give notice to the Minister of the cessation as soon as is practicable after it occurs. (6) A notice under a provision of this section must be in a form approved by the Minister for the purposes of that provision. (7) Subject to section 11E, a notice under this section comes into force when it is given to the Minister. [Section 11D inserted by No. 22 of 2005 s. 20.]11E. Special provision for enrolment in a combination of courses (1) This section applies to a notice under section 11D(1) relating to the enrolment of a child in a combination of courses. (2) Such a notice must also include particulars of any enrolment of the child for part-time studies at a school. (3) A notice to which this section applies does not come into force unless the Minister gives the parent concerned a formal written acknowledgment of the choice of courses to which the notice relates. (4) Except as may be provided by the regulations, a proposed variation notified by a parent under section 11D(4)(b) is of no effect for the purposes of this Subdivision unless the Minister gives the parent a formal written acknowledgment of the proposal. (5) The Minister is to give a formal written acknowledgment under subsection (3) or (4) if the Minister is satisfied that participation by the child concerned — (a) in the combination of courses; or (b) in the combination of courses as varied, meets the requirements of section 11C and regulations made for the purposes of that section. (6) In making a decision under subsection (5) the Minister is to take into account, where applicable — (a) any enrolment of the child for part-time studies at a school; and (b) any part-time employment approved under section 11G. (7) The Minister may require the parent to give further information or documents to enable the Minister to make a decision under subsection (5). (8) A notice to which this section applies comes into force when the Minister gives a formal written acknowledgment in respect of the notice. [Section 11E inserted by No. 22 of 2005 s. 20.]11F. Effect of notice (1) A notice that comes into force under section 11D or 11E remains in force until — (a) the child concerned ceases to participate, as required by section 11I, in the option or any of the options notified, including any variation that has taken effect and any option taken into account under section 11E(6); (b) the notice is cancelled; or (c) the end of the compulsory education period of the child, whichever happens first. (2) While a notice is in force, section 9(1) does not apply to the child concerned. [Section 11F inserted by No. 22 of 2005 s. 20.]11G. Approval required for employment option (1) A child is not to be employed as mentioned in section 11B(1)(d), whether or not the employment is in combination with any other option, unless the approval of the Minister has been obtained under this section and remains in force. (2) On application made by a parent of a child in a form approved by the Minister, the Minister may, by notice in writing to the applicant, give approval to the child being employed by a specified employer. (3) If application is made for the approval of part-time employment, the Minister is to give approval only if the Minister is satisfied that the employment and participation in another option or other options chosen will meet the requirements of section 11C and regulations made for the purposes of that section. (4) In making a decision under subsection (3) the Minister is to also take into account any enrolment of the child for part-time studies at a school. (5) The Minister may — (a) make an approval subject to any condition; and (b) at any time by notice to a parent of the child concerned impose any further condition or vary or revoke a condition. (6) The Minister may at any time by notice to a parent of the child concerned vary or revoke an approval. (7) The Minister may exercise a power under subsection (5)(b) or (6) on application by a parent or on the Minister’s own initiative. [Section 11G inserted by No. 22 of 2005 s. 20.]11H. Notice of employment to be given and effect of the notice (1) Where a child is employed in accordance with an approval under section 11G, a parent of the child must give notice to the Minister as soon as is practicable after the employment starts. (2) If a child in respect of whom notice has been given under subsection (1) ceases to be employed in accordance with an approval under section 11G, a parent of the child must give notice to the Minister of the cessation as soon as is practicable after it occurs. (3) A notice under subsection (1) or (2) must be in a form approved by the Minister for the purposes of that subsection. (4) A notice duly given under subsection (1) remains in force until — (a) the child concerned ceases to be employed in accordance with the relevant approval; (b) the relevant approval is revoked under section 11G(6); or (c) the end of the compulsory education period of the child, whichever happens first. (5) Where the employment to which a notice under subsection (1) relates is full-time employment, section 9(1) does not apply to the child concerned while the notice is in force. (6) Where the employment to which a notice under subsection (1) relates is part-time employment, section 9(1) does not apply to the child concerned so long as — (a) that notice is in force; (b) there is also in force a notice under section 11D relating to the other option or options mentioned in section 11G(3); and (c) the child is participating in any part-time studies at a school that were taken into account as mentioned in section 11G(4). [Section 11H inserted by No. 22 of 2005 s. 20.]11I. Requirement to participate in chosen options (1) Where a notice has been given under section 11D that a child has been enrolled in a course referred to in section 11B(1)(a), (b) or (e), the child is required to participate in the course. (2) Where a notice has been given under section 11D or 11H that a child has become an apprentice or trainee or is employed, the child is required to — (a) participate in the apprenticeship or traineeship; or (b) unless the Minister’s approval is revoked under section 11G(6), participate in the employment. (3) Where a notice to which section 11E applies has come into force in accordance with that section, the child concerned is required to participate in each of the courses to which the notice relates. (4) This section does not apply to a child after the compulsory education period for the child has ended. (5) Subsections (1), (2) and (3) apply subject to — (a) any variation that has taken effect; and (b) a notice of cancellation given by a parent. Note: If a child stops participating in any of the arrangements made under this Subdivision or in part-time studies at a school, the notice of those arrangements ceases to be in force by operation of section 11F(1) or 11H(4); and, if that happens, section 9(1a) no longer applies and the child has to be enrolled at a school as a full-time student or provided with home education. [Section 11I inserted by No. 22 of 2005 s. 20.]11J. What constitutes participation (1) A child is taken to be participating in a course for the purposes of this Subdivision if the child — (a) is enrolled in the course with the relevant provider; and (b) is complying with — (i) the provider’s requirements about physically attending, at particular times, the provider’s premises or another place for the purposes of each such course; (ii) in the case of a course of distance education, the provider’s requirements about completing and returning the assigned work for the course; or (iii) in the case of any other external course, the provider’s requirements about communicating with or contacting the provider for the purpose of participating in the course. (2) For the purposes of this Subdivision, the fact of a child — (a) being an apprentice or trainee; or (b) being employed in accordance with an approval under section 11G, is taken to be participation in the option mentioned in section 11B(1)(c)(i) or (ii) or (d), as the case may be. (3) Participation is taken to continue, for the purposes of this Subdivision, during any absence allowed under the requirements, terms and conditions of the course, apprenticeship, traineeship or employment concerned. (4) Participation in a course, apprenticeship, traineeship or employment is taken to continue, for the purposes of this Subdivision, during any period — (a) when a child is subject to suspension or exclusion; or (b) after a child has been dismissed by an employer, but, where the child has been excluded or dismissed, this subsection only applies during the period reasonably required for the child to comply with section 9 or participate, as required by section 11C and regulations made for the purposes of that section, in another option or other options provided for by section 11B. (5) The regulations may make provision, not inconsistent with this section, for acts, matters and circumstances — (a) that are to be taken to constitute participation for the purposes of this Subdivision; or (b) that are to be taken not to interrupt such participation. [Section 11J inserted by No. 22 of 2005 s. 20.]11K. Dealings with parents (1) Where a parent — (a) gives notice to the Minister under section 11D or 11H; or (b) makes an application under section 11G, in respect of a child, the Minister need not inquire — (c) whether there is any other person who in relation to the child is within the definition of “parent” in section 11A(1); or (d) if there is such a person, whether he or she concurs with the giving of the notice or the making of the application or the information included in the notice or application. (2) The Minister may give to a parent a formal acknowledgment under section 11E or a notice under section 11G in respect of a child without being concerned — (a) to inquire whether there is any other person who in relation to the child may be within the definition of “parent” in section 11A(1); or (b) to give notice to another person whom he or she knows to be within that definition. (3) The Minister may — (a) require a person who gives a notice or makes an application referred to in subsection (1) to provide the Minister with evidence or information to satisfy the Minister that the person comes within the definition of “parent” in section 11A(1); and (b) decline to deal with the notice or application unless the Minister is so satisfied. (4) Nothing in this section affects the operation and enforcement of a Family Court order. [Section 11K inserted by No. 22 of 2005 s. 20.]11L. Designation as an independent child (1) The Minister may designate a child to be an independent child for the purposes of this Subdivision if the Minister is satisfied that the child has the capacity to make his or her own decisions in relation to the provisions referred to in subsection (3). (2) The Minister is not to designate a child under subsection (1) — (a) without having taken into account — (i) the existence or absence of a relationship between the child and a parent of the child; and (ii) the nature of the relationship, if any; and (b) unless the Minister is satisfied that no working relationship exists between the child and a parent of the child. (3) An independent child may, in relation to the child — (a) give or cancel a notice under section 11D(1) or (3); (b) give notice of a variation or proposed variation under section 11D(4); (c) give notice of cessation under section 11D(5); (d) make an application under section 11G(2); or (e) give notice of employment or cessation of employment under section 11H, and the notice or application has effect as if it had been given or made by a parent of the child. (4) If an independent child has made an application under section 11G(2) references in section 11G(5) and (6) to a parent are, subject to subsection (5), to be read as references to the child. (5) A decision to designate a child as an independent child may be reviewed or revoked by the Minister at any time. (6) This section does not apply to a child — (a) who, before the commencement day, is a ward for the purposes of the Child Welfare Act 1947, whether or not the child is under the guardianship of the Director-General as defined in that Act; or (b) for whom, after the commencement day, the CEO as defined in section 3 of the Children and Community Services Act 2004 has parental responsibility under that Act. (7) In subsection (6) — “commencement day” means the day on which section 250 of the Act mentioned in subsection (6)(b) comes into operation. [Section 11L inserted by No. 22 of 2005 s. 20.]11M. Functions of Minister in relation to this Subdivision (1) The functions of the Minister include — (a) monitoring, and carrying out planning in relation to, the operation and effectiveness of this Subdivision; and (b) developing strategies to better provide for the education and training of children in year 11 and year 12. (2) The functions of the Minister also include — (a) identifying those children in year 11 or year 12 who are not engaged full-time in education, training or employment as provided by this Act; (b) giving such children information about school education and the options that are available under section 11B(1); and (c) encouraging and helping parents to assist in the carrying out of the functions mentioned in paragraphs (a) and (b). (3) The Minister is to from time to time consult with, and take into account the views of — (a) the Director of Catholic Education in Western Australia; and (b) the Association of Independent Schools of Western Australia (Inc.), on the carrying out of the functions mentioned in subsection (1) in relation to children who are enrolled at schools registered under section 160. [Section 11M inserted by No. 22 of 2005 s. 20.]11N. Regulations The regulations may make provision for matters that are incidental or supplementary to those provided for by, or are expedient for the operation of, this Subdivision. [Section 11N inserted by No. 22 of 2005 s. 20.]Subdivision 2 — Inquiries to check compliance with sections 9and11I [Heading amended by No. 22 of 2005 s. 22.]12. Authorised persons The Minister may authorise any person (“an authorised person”) who comes within a class of employees referred to in section 235(1) who has the required expertise to perform this role to exercise the powers conferred by this Subdivision.13. Powers of authorised person (1) An authorised person may — (a) call at any premises used as a dwelling; and (b) having produced the certificate provided to the authorised person under section 14, require any person on the premises appearing to be over the age of 18 to answer any relevant question, whether orally or in writing. (2) A question is relevant only if it is reasonably connected with finding out whether there is living at the premises — (a) any child of compulsory school age who is not enrolled in an educational programme; or (b) any child in respect of whom notice has been given under section 11D or 11H and who is not complying with section 11I, as the case may be. (3) A person to whom a requirement under subsection (1)(b) is directed must not — (a) fail to comply with the requirement; or (b) in purported compliance give any information that is false or misleading. Penalty: $500. [Section 13 amended by No. 22 of 2005 s. 23.]14. Certificate of (1) The Minister is to provide to an authorised person a certificate stating that he or she is an authorised person for the purposes of this Subdivision. (2) A certificate purporting to have been issued under this section is evidence in any proceedings that the person concerned is an authorised person.15. Offence of pretending to be an authorised person A person who is not authorised under section 12 must not pretend to be an authorised person. Penalty: $5 000. [Section 15 amended by No. 50 of 2003 s. 94(2).]Division 2 — Enrolment, all schools 16. Information to be provided (1) A person who wishes to make an application for enrolment at a school is to provide the following information to the extent that he or she is asked to do so — (a) the date of birth of the enrollee; (b) the names and usual place of residence of — (i) the enrollee; (ii) where the enrollee is a child — (I) the parents; and (II) any adult person, not being a parent, who is responsible for the child; (c) where the enrollee is a child, details of any provision in force at law — (i) for the long-term care, welfare and development of the child; or (ii) for the day to day care, welfare and development of the child; (d) where applicable, the name of the school at which the enrollee is enrolled or was last enrolled; (e) the country of citizenship of the enrollee and, where applicable, whether the enrollee has the right to reside in Australia; (f) the vaccination status of the enrollee; (g) details of any condition of the enrollee that may call for special steps to be taken for the benefit or protection of the enrollee or other persons in the school; and (h) any other information prescribed by the regulations. (2) The principal may require documentary evidence to be provided in support of any information supplied by the applicant.17. Change of particulars (1) Where there is a change in — (a) the place of residence of an enrollee; or (b) the particulars referred to in section 16(1)(b) or (c) in respect of the enrollee, notice of the change is to be given to the principal of the school at which the enrollee is enrolled — (c) by a parent of the enrollee; (d) in the case of an enrollee who has turned 18 or who is a prescribed child, by the enrollee; or (e) by a person whose details have been provided under section 16(1)(b)(ii)(II). (2) A notification to a principal under subsection (1) may be given in any way that is determined by the principal to be acceptable, either generally or in a particular case.18. Principal may act on application by one parent (1) Where a parent lodges a duly completed application for enrolment with a principal, the principal need not inquire — (a) whether there is any other person who in relation to the child is within the definition of “parent” in section 4; or (b) if there is such a person, whether he or she concurs with the lodging of the application or the information included in it. (2) Nothing in this section affects the operation and enforcement of a Family Court order.19. Enrolment register A principal of a school must ensure that — (a) a register is kept showing, in respect of all students enrolled at the school, the information prescribed by the regulations; and (b) particulars recorded in the register are retained for the period prescribed by the regulations.20. Cancellation of enrolment (1) The principal of a school may cancel the enrolment of an enrollee at the school if the principal is satisfied that — (a) the enrolment was obtained by the giving of false or misleading information; or (b) section 17 has not been complied with. (2) A principal is not to cancel an enrolment under subsection (1) without first — (a) giving notice of the proposed cancellation, and of the reasons for it — (i) to each parent who is shown on the register referred to in section 19 and whose whereabouts are known or can be discovered by reasonable inquiry; (ii) in the case of an enrollee who has turned 18 or who is a prescribed child, to the enrollee; or (iii) to a person whose details have been provided under section 16(1)(b)(ii)(II); and (b) giving him or her a reasonable opportunity to show why the enrolment should not be cancelled. (3) Subject to subsection (2), the principal is to give written notice of the cancellation to the person notified under subsection (2)(a). (4) The cancellation takes effect at such time as is specified in the notice given under subsection (3).21. Removal from register (1) A principal of a school is not to remove from the register for the school the name of a child of compulsory school age unless — (a) the principal believes on reasonable grounds that the child has enrolled in another school in this State or elsewhere; (b) the principal believes on reasonable grounds that the child is no longer resident in this State; (c) an exemption is granted under section 11 in respect of the child; (d) a parent of the child is registered under section 48 as the child’s home educator; (e) the enrolment is cancelled under section 20 or 83; or (f) the Minister has authorised the removal on the ground that inquiries to establish the whereabouts of the child have not been successful. (2) In the case of children enrolled at non-government schools, the Minister may by instrument delegate the power of authorisation conferred by subsection (1)(f) to the chief executive officer referred to in section 151. (3) A person who exercises a power of authorisation conferred by subsection (1)(f) in relation to a particular child is to take reasonably practicable steps to establish the child’s whereabouts in each year of the child’s compulsory education period.Division 3 — Attendance, all schools In sections 25, 27 and 29 — “school” includes any place to which an arrangement under section 24 applies.23. Attendance (1) A student must on the days on which the school is open for instruction — (a) either — (i) attend the school at which he or she is enrolled; or (ii) otherwise participate in an educational programme of the school whether at the school or elsewhere, as required by the principal; or (b) comply with an arrangement under section 24. (1a) A student who is enrolled as mentioned in section 10(2) may attend or participate for the purposes of subsection (1) or section 24 on a part-time basis, and the principal is to facilitate the student doing so. (2) Subsection (1) has effect subject to — (a) section 25 (which relates to non-attendance for reasonable cause); (b) section 27 (which enables a principal to require non-attendance for health reasons); and (c) section 30 (which allows non-attendance at a government school for a recognized religious or cultural observance). (3) Subsection (1) is enforceable under Division 5. [Section 23 amended by No. 22 of 2005 s. 24.]24. Arrangements alternative to attendance (1) An arrangement in writing may be entered into for a student — (a) to attend at some place other than the school at which he or she is enrolled; and (b) there to participate in activities that are part of an educational programme of the school. (2) An arrangement under subsection (1) in respect of a student is to be entered into between the principal and — (a) any parent of the student who in the opinion of the principal should be a party to the arrangement; or (b) in the case of a student who has turned 18 or who is a prescribed child, the student. (3) An arrangement under subsection (1) — (a) may provide for the student’s attendance — (i) for a particular period of the school year; or (ii) during a particular period in each week of the school year or part of the school year; (b) may be varied by the principal after consultation with the person with whom the arrangement is made; and (c) may be terminated at any time by the principal. (4) If the principal decides to terminate an arrangement under subsection (3)(c) he or she is to notify the person with whom the arrangement is made of that decision as soon as is practicable after it is made. (5) In this section — “parent” means — (a) the parent or parents who completed the enrolment application for the student; (b) any other person who — (i) according to that application; or (ii) to the knowledge of the principal, comes within the definition of “parent” in section 4 in relation to the student; and (c) a person whose details have been provided under section 16(1)(b)(ii)(II).25. Non-attendance for reasonable cause (1) In this section — “responsible person”, in relation to a student, means — (a) a parent of the student; (b) in the case of a student who has turned 18 or who is a prescribed child, the student; or (c) a person whose details have been provided under section 16(1)(b)(ii)(II). (2) A student is excused from attending at school, or from participating in an educational programme of the school, on any day — (a) if the student is prevented from attending at school, or from participating in the educational programme by — (i) temporary physical or mental incapacity; or (ii) any other reasonable cause; (b) if a responsible person has notified the principal of the cause of the student’s non-attendance or non-participation — (i) as soon as is practicable; and (ii) in any case within 3 school days of the day on which the non-attendance started; and (c) where under paragraph (b) the incapacity of the student is given as the cause, if the responsible person provides the principal with a certificate in support from a registered medical practitioner if requested to do so by the principal. (3) A notification to a principal under subsection (2)(b) may be given in any way that is determined by the principal to be acceptable, either generally or in a particular case. (4) A student is excused from attending at school, or from participating in an educational programme of the school, on any day if — (a) a parent of the student has applied, or intends to apply, to be registered under section 48 as the student’s home educator; and (b) the parent has notified the principal in writing of the application or intended application — (i) as soon as is practicable; and (ii) in any case within 3 school days of the day on which the non-attendance started.26. Referral to an Attendance Panel where doubtful reasons given about non-attendance (1) This section applies where a principal is of the opinion that the reasons notified under section 25(2)(b) in respect of a child of compulsory school age have persistently — (a) been not genuine; or (b) not amounted to a sufficient cause for the purposes of that section. (2) Where this section applies to a child — (a) the principal may refer the child’s case to an Attendance Panel under section 39; (b) a Panel may — (i) inquire into the child’s attendance record including the social, cultural, lingual, economic or geographic factors, or learning difficulties, that might be affecting the child’s attendance record; (ii) give such advice and assistance to the child and to his or her parents as it thinks fit; and (iii) do any of the things referred to in section 40(3) and (4) for those purposes; and (c) a Panel is to prepare a written report on the child’s case setting out any advice or assistance given by the Panel and give a copy of the report to the school’s principal and — (i) to a parent of the child; (ii) if the child is a prescribed child, to the child; or (iii) to a person whose details have been provided under section 16(1)(b)(ii)(II). [Section 26 amended by No. 22 of 2005 s. 39(1).]27. Principal may require non-attendance for health reasons (1) The principal of a school may require that a student — (a) not attend the school; or (b) not participate in an educational programme of the school, during any day on which the student or any other student at the school is suffering from a medical condition to which this section applies. (2) This section applies to a medical condition that, on advice from the Executive Director of Public Health or a registered medical practitioner, the principal considers may be infectious, contagious or otherwise harmful to the health of persons who are at the school or participating in an educational programme of the school. (3) A requirement under subsection (1) is to be in writing given — (a) to a parent of the student; (b) in the case of a student who has turned 18 or who is a prescribed child, to the student; or (c) to a person whose details have been provided under section 16(1)(b)(ii)(II). (4) An adult who is notified of a requirement under subsection (1) is to ensure that it is complied with by the student. Penalty: $500.28. Attendance records (1) A principal of a school must ensure — (a) that records are kept showing for each day whether a student — (i) attended, or participated in an educational programme of, the school; or (ii) failed to so attend or participate; and (b) that particulars so recorded are retained for the period prescribed by the regulations. (2) The records referred to in subsection (1) — (a) may be kept in electronic form; but (b) must be capable of being reproduced in written form. (3) The duty imposed by subsection (1)(b) extends to the register that was required to be kept by section 33 of the Education Act 1928.29. Employment during school hours (1) A person must not employ or permit to be employed a child of compulsory school age during the hours when the child is required to — (a) attend school; or (b) otherwise participate in an educational programme of a school. Penalty: $5 000. (1a) In subsection (1) — “child of compulsory school age” includes a child to whom section 9(1) does not apply by operation of section 11F(2), 11H(5) or 11H(6). (2) A child is employed within the meaning of subsection (1) if the child is engaged in work for the purpose of gain by a person even if the child is not paid for the work done. (3) Subsection (1) does not apply if the employment of the child — (a) is authorised by an arrangement under section 24; or (b) is — (i) included in the educational programme applicable to the child; or (ii) approved under section 11G, and is consistent with the terms and conditions of the programme or approval. [Section 29 amended by No. 22 of 2005 s. 25.]Division 4 — Government schools, absence for special observance30. Non-attendance for religious or cultural observance (1) A student is excused from — (a) attendance at a government school at which he or she is enrolled; or (b) participation in an educational programme of the school, on a day, or during a period, that under section 31 is recognized as having religious or cultural significance for the student or the student’s parents. (2) Subsection (1) does not apply unless before the day, or the beginning of the period, in question the principal has been notified that the student will not attend or participate on that day or during that period. (3) A notification to a principal under subsection (2) may be given in any way that is determined by the principal to be acceptable, either generally or in a particular case. (4) A notification under subsection (2) is to be given — (a) by a parent of the student; (b) in the case of a student who has turned 18 or who is a prescribed child, by the student; or (c) by a person whose details have been provided under section 16(1)(b)(ii)(II). (5) Despite subsections (1) and (2), where it is not reasonably practicable for a notice to be given under subsection (2) a student is excused as mentioned in subsection (1) if the notice is given as soon as is reasonably practicable after the day or the period in question. (6) In subsection (1)(a) — “school” includes any place to which an arrangement under section 24 relates.31. Days to which section 30 applies (1) The regulations are to prescribe — (a) days or periods; or (b) days on which, or periods during which, specified events occur, that are recognized for the purposes of section 30. (2) The Minister may at the request — (a) of a parent of a student; (b) in the case of a student who has turned 18 or who is a prescribed child, of the student; or (c) of a person whose details have been provided under section 16(1)(b)(ii)(II), approve a particular day or period that is not prescribed under subsection (1) as a recognized day or period for that student.Division 5 — Absentee students and non-participating children [Heading amended by No. 22 of 2005 s. 26.]Subdivision 1 — Preliminary32. In this Division, unless a contrary intention appears — “absentee student” means a child of compulsory school age who is in breach of section 23; “attendance officer” means an officer designated as such under section 33; “Attendance Panel” means an Attendance Panel under section 39 “provider” has the meaning given by section 11A(2 [Section 32 amended by No. 22 of 2005 s. 27.]Subdivision 2 — Attendance officers [Heading amended by No. 22 of 2005 s. 28.]33. Attendance officers The Minister may designate as an attendance officer — (a) any person who comes within a class of employees referred to in section 235(1)(a) or (c); (b) any person who is employed in the department principally assisting the Minister in the administration of Part 4; and (c) a member of the teaching staff of a government or a non-government school. [Section 33 amended by No. 22 of 2005 s. 40(1).]34. Certificate of (1) The Minister is to provide to a person who has been designated as an attendance officer a certificate stating that the person has been so designated. (2) An attendance officer must produce the certificate whenever asked to do so by a person in respect of whom he or she is exercising or about to exercise any power. (3) A certificate purporting to have been issued under this section is evidence in any proceedings that the person concerned has been designated under section 33. (4) An attendance officer must wear an identification badge in the prescribed form when exercising any of the powers of an attendance officer. [Section 34 amended by No. 22 of 2005 s. 40.]35. Offence of pretending to be an attendance officer A person must not pretend to be an attendance officer if he or she has not been designated as such under section 33. Penalty: $5 000. [Section 35 amended by No. 50 of 2003 s. 94(2); No. 22 of 2005 s. 40(1).]Subdivision 3 — Powers of attendance officers [Heading amended by No. 22 of 2005 s. 29.]36. Powers of attendance officers to inquire (1) An attendance officer may — (a) stop and detain a person whom he or she reasonably believes to be an absentee student or a child who is not complying with section 11I; and (b) enter any premises to which the public has access, without paying the charge, if any, for access to the premises, for the purpose of checking whether any absentee student or child who is not complying with section 11I is on the premises. (2) A person detained under subsection (1) — (a) may be questioned by an attendance officer as to whether the person is an absentee student or a child who is not complying with section 11I; and (b) may be required to inform an attendance officer of — (i) his or her full name and address; (ii) his or her age; (iii) in the case of a person who appears to the officer to be an absentee student, the name of the school at which he or she is enrolled; and (iv) in the case of a person who appears to the officer to be a child who is not complying with section 11I, the name or names of the relevant provider or providers in respect of the child. (3) A person to whom a requirement under subsection (2) is directed must not — (a) fail to comply with the requirement; or (b) in purported compliance give any information that is false or misleading. Penalty: $200. [Section 36 amended by No. 22 of 2005 s. 30 and 40.]37. Offence of obstructing etc. A person must not resist, hinder or obstruct an attendance officer who is exercising or attempting to exercise any power under this Subdivision. Penalty: $500. [Section 37 amended by No. 22 of 2005 s. 40(1).]Subdivision 4 — Dealing with non-attendance and non-participation and enforcing attendance and participation [Heading amended by No. 22 of 2005 s. 31.]38. Breaches of section 23 (1) A parent of a child of compulsory school age who is enrolled at a school must ensure that section 23 is complied with by the child. Penalty: $1 000. Note: The Sentencing Act 1995 provides for sentencing options for an adult. (2) A child of compulsory school age who is enrolled at a school must comply with section 23. Penalty: $10. Note: The Young Offenders Act 1994 provides for how a court is to deal with a young person who has been found guilty of an offence. [Section 38 amended by No. 22 of 2005 s. 32.]39. Appointment of Attendance Panels (1) The Minister may appoint an Attendance Panel (“a Panel”), consisting of not less than 3 persons, as he or she considers necessary for the purposes of this Act. (2) A member of a Panel for a particular case, or class of cases, is to be a person who has such experience, skills, attributes or qualifications as the Minister considers appropriate to that case or class of cases. (3) At least one person on a Panel must be a parent or community representative. (4) The Minister is to appoint one of the members of a Panel to be the chairperson but the appointee is not to be a person who — (a) comes within a class of employees referred to in section 235(1)(a) or (c); or (b) is employed in the department principally assisting the Minister in the administration of Part 4. (5) A Panel cannot deal with the case of a child — (a) who is enrolled at a government school if a member of the Panel is — (i) a member of teaching staff of the school; or (ii) a parent of a child who is enrolled at the school; or (b) who is enrolled at a non-government school if a member of the Panel is — (i) the principal of, or a teacher employed at, the school; or (ii) a parent of a child who is enrolled at the school. (6) The Minister may give directions in writing to a Panel as to its procedure and a Panel is to give the child whose case is before the Panel and the child’s parents an opportunity to be heard, but otherwise a Panel may determine its own procedure. (7) Subject to the Minister’s directions, the child and parents referred to in subsection (6) are not to be represented by another person before the Panel unless the Panel otherwise determines on the ground that the process will not work effectively without that representation but nothing in this subsection prevents the child and parents from being accompanied by another person when appearing before the Panel. (8) The Minister is to ensure that a Panel is provided with such support services as it may reasonably require. (9) The Minister may — (a) direct that the members of a Panel are to be paid remuneration or allowances or both; and (b) determine the amount of any such payments on the recommendation of the Minister for Public Sector Management. [Section 39 amended by No. 22 of 2005 s. 39(1).]40. Referral to Attendance Panel of persistent breaches of section 23 (1) Where a child of compulsory school age enrolled at a school has been persistently in breach of section 23, the child’s case may be referred to an Attendance Panel by — (a) the principal of the school; (b) an attendance officer; or (c) the chief executive officer or the chief executive officer referred to in section 151, as is relevant to the case. (1a) Where a child in respect of whom notice has been given under section 11D or 11H is not complying with section 11I, the child’s case may be referred to an Attendance Panel by — (a) a relevant provider in respect of the child; or (b) an officer mentioned in subsection (1)(b) or (c). (1b) Subsection (1a) does not apply where the non-compliance is a failure to participate in an apprenticeship or traineeship as mentioned in section 11I(2)(a). (2) On such a referral a Panel is to — (a) inquire into the reasons for the child’s failure to comply with section 11I or 23 including the social, cultural, lingual, economic or geographic factors, or learning difficulties, that might be affecting the child’s failure to comply; and (b) give such advice and assistance to the child and to his or her parents as it thinks fit. (3) The chairperson may by notice in writing — (a) request the attendance of a child and his or her parents at a place and time specified in the notice; and (b) request any person to produce at a place and time specified in the notice any document or record that is in the possession or under the control of that person. (4) The Panel may — (a) inspect any document or record produced and retain it for such reasonable period as it thinks fit, and make copies of it or any of its contents; and (b) request any person to answer any question put to him or her. (5) The Panel is to prepare a written report on the child’s case setting out any advice or assistance given by the Panel, comments about how the matter had been dealt with and recommendations about how the matter should be dealt with and give a copy of the report — (a) to a parent of the child; (b) if the child is a prescribed child, to the child; (c) to a person whose details have been provided under section 16(1)(b)(ii)(II); (d) to the school’s principal; (e) if the child is enrolled at a government school, to the chief executive officer; (f) if the child is enrolled at a non-government school and on the request of the chief executive officer referred to in section 151, to that chief executive officer; (fa) if the child is a child who has not complied with section 11I, to the provider or providers in respect of the child; and (g) if the child’s case was referred to the Panel by an attendance officer, to the officer. [Section 40 amended by No. 22 of 2005 s. 33, 39(1) and 40(1).]41. No prosecution unless non-compliance with advice or assistance offered by an Attendance Panel (1) Where a child’s case has been referred to an Attendance Panel under section 26 or 40(1) and the Panel has given advice or offered assistance under section 26(2)(b) or 40(2)(b), a prosecution for an offence against section 38 is not to be commenced unless there has been failure to follow the advice or accept the assistance. (1a) Where a child’s case has been referred to an Attendance Panel under section 40(1a) and the Panel has given advice or offered assistance under section 40(2)(b), a prosecution for an offence against section 9 is not to be commenced unless there has been failure to follow the advice or accept the assistance. (2) The fact that a child’s case has been referred to an Attendance Panel does not affect the ability of a person who could commence a prosecution against the child for a breach of section 38(2) from referring the matter for consideration by a juvenile justice team under section 27 of the Young Offenders Act 1994, instead of commencing a prosecution. [Section 41 amended by No. 84 of 2004 s. 80; No. 22 of 2005 s. 34 and 39(1).] 42. No prosecution without certificate of Panel or chief executive officer and report of Panel (1) A prosecution for an offence against section 38(1) or 38(2) is not to be commenced in respect of a child unless a certificate has been given that — (a) all reasonably practicable steps have been taken to secure compliance with section 23 by the child; but (b) breaches of the section have continued. (1a) A prosecution for an offence against section 9(2) is not to be commenced in respect of a child to whom a notice under section 11D or 11H relates unless a certificate has been given that — (a) all reasonably practicable steps have been taken to secure compliance with section 11I by the child; but (b) non-compliance with that section has continued. (1b) Subsection (1a) does not apply where the non-compliance is a failure to participate in an apprenticeship or traineeship as mentioned in section 11I(2)(a). (2) Subject to subsection (3), a certificate under subsection (1) is to be given either — (a) by the Attendance Panel to which the child’s case was referred under section 26 or 40; or (b) by — (i) the chief executive officer referred to in section 151 in the case of a child enrolled at a non-government school; or (ii) the chief executive officer referred to in section 229 in the case of a child enrolled at a government school or a child in respect of whom notice has been given under section 11D or 11H. (3) If the CEO as defined in section 3 of the Children and Community Services Act 2004 has parental responsibility for a child under that Act, a certificate under subsection (1) is to be given by the chief executive officer referred to in section 229 or if the child’s case has been referred to an Attendance Panel, by both of the chief executive officer and the Panel. (4) If an Attendance Panel gives a certificate under subsection (1) or (1a), the Panel is to also prepare a report on — (a) the child’s educational background; and (b) the steps that have been taken to secure compliance with section 11I or 23 by the child. (5) In any proceedings under section 9 or 38 the certificate given under subsection (1) or (1a) and, if a report is required under subsection (4), a copy of the report are to be given to the court. (6) Where in any proceedings a document is produced purporting to be — (a) a certificate given under subsection (1) or (1a); or (b) a report prepared by a Panel under subsection (4), the court is to presume, unless the contrary is shown, that the document is such a certificate or report. [Section 42 amended by No. 34 of 2004 s. 251; No. 84 of 2004 s. 80; No. 22 of 2005 s. 35 and 39.] 43. Parent to bring child before court (1) Where this section applies an authorised person may give a notice to a parent of the child requiring the parent — (a) to bring the child to the court at a time and place specified in the notice; and (b) to keep the child in attendance at the court until he or she is permitted to leave by the court or an authorised person. (1a) This section applies in any proceedings — (a) for an offence against section 9(2) in respect of a child who has not complied with section 11I; and (b) for an offence against section 38. (2) A person to whom a notice is given under subsection (1) must comply with the notice. Penalty: $500. (3) In subsection (1) — “authorised person” means — (a) an attendance officer; or (b) a person who — (i) comes within a class of employees referred to in section 235(1)(a) or (c); or (ii) is employed in the department principally assisting the Minister in the administration of Part 4, and who is authorised by the Minister for the purposes of this section. (4) A certificate that a person has been authorised for the purposes of this section purporting to have been issued by the Minister is evidence in any proceedings that the person concerned has been so authorised. [Section 43 amended by No. 22 of 2005 s. 36 and 40(1).]44. Proof of certain matters In a charge of an offence against section 9(2) in respect of a child who has not complied with section 11I or against section 38 any of the following statements in relation to a particular case are to be taken to be proved unless the contrary is shown — (a) that a child was enrolled at a school on any day or days; (b) that on any day or days a school was open for instruction; (c) that a child enrolled at a school — (i) did not — (I) attend the school; or (II) otherwise participate in an educational programme of the school, as required by the principal; or (ii) did not comply with an arrangement under section 24; (ca) that a notice was given under section 11D or 11H in respect of a child; (cb) a statement as to the contents at a particular time of a notice given under section 11D or 11H; (cc) that a child in respect of whom a notice was given under section 11D or 11H has not complied with section 11I; (cd) a statement as to acts, omissions or conduct that constitute such non-compliance; (d) that a person is a parent of a child. [Section 44 amended by No. 84 of 2004 s. 80; No. 22 of 2005 s. 37.] 45. Conduct of prosecutions (1) Prosecutions for offences against section 9(2) in respect of a child who has not complied with section 11I or against section 38 may be conducted by any person who — (a) comes within a class of employees referred to in section 235(1)(a) or (c); or (b) is employed in the department principally assisting the Minister in the administration of Part 4, and who is authorised by the Minister to do so. (2) Subsection (1) does not limit the ability of a person to commence or conduct the prosecution of an offence if the person has authority at law to do so. (3) A certificate purporting to have been issued by the Minister stating that a person has power under subsection (1) to conduct prosecutions is evidence in any proceedings that the person has that power. [Section 45 amended by No. 84 of 2004 s. 80; No. 22 of 2005 s. 38.] Division 6 — Home education 46. In this Division — “home educator” means a parent who is registered under section 48.47. Application for registration (1) A parent of a child of compulsory school age who wishes to be registered as the child’s home educator is to apply to the chief executive officer and provide the following information to the extent that he or she is asked to do so — (a) the child’s date of birth; (b) the names and usual place of residence of — (i) the child; and (ii) the child’s parents; (c) the place at which the educational programme will primarily be delivered if different from the child’s usual place of residence; (d) where applicable, the name of the school at which the child is enrolled or was last enrolled; and (e) any other information prescribed by the regulations. (2) The chief executive officer may require documentary evidence to be provided in support of any information supplied by the applicant. (3) An application may relate to more than one child. (4) Subject to subsection (5), an application is to be made by the last Friday in February in the first year for which the parent wishes to be registered as the child’s home educator. (5) If a child is enrolled in a school for a particular year and a parent of the child wishes to be registered as the child’s home educator in that year, the application is to be made within 14 days after the last day on which the child was recorded as — (a) attending, or participating in an educational programme of, the school at which the child was enrolled; or (b) otherwise complying with section 23.48. Registration (1) On receipt of a completed application under section 47(1) and the documentary evidence required under section 47(2) the chief executive officer is to — (a) register the parent as the child’s home educator; and (b) issue the parent with a certificate of registration. (2) A child’s home educator is responsible for the child’s educational programme from the day set out in the certificate as the day of registration in respect of the child. (3) The registration of a home educator in respect of a child has effect indefinitely unless the registration is cancelled under section 53.49. Home educator to inform chief executive officer of certain matters A child’s home educator is to inform the chief executive officer — (a) of any change to the details provided in the application under section 47(1); or (b) if the child is enrolled at a school, as soon as is practicable after the change or the enrolment.50. Home education moderators (1) The chief executive officer — (a) may appoint persons who have such experience, skills or qualifications as the chief executive officer considers appropriate to enable them to effectively evaluate the educational programmes of children whose education is being provided under this Division and to evaluate the educational progress of those children; and (b) is to provide to a person so appointed (a “home education moderator”) a certificate stating that the person is appointed for the purposes of this section. (2) A home education moderator must produce the certificate referred to in subsection (1)(b) whenever asked to do so by a person in charge of any premises being visited by the moderator under an arrangement referred to in section 51.51. Evaluation of child’s educational programme and progress (1) A child’s home educator is to arrange with the chief executive officer for an evaluation to be made of the child’s educational programme and educational progress — (a) within 3 months of the day of the home educator’s registration in respect of the child; and (b) at least once in each 12 month period following that registration. (2) A home educator is to give the chief executive officer at least 21 days’ notice of an evaluation that is required to be made under subsection (1)(a) or (b). (3) An evaluation is to be made — (a) at the time that is agreed between the home educator and the home education moderator; and (b) at the place that is the usual place for the child’s educational programme to be undertaken unless the home educator objects, in which case the evaluation is to be made at the place that is agreed between the home educator and the home education moderator. (4) Following an evaluation, the home education moderator is to prepare a report about the child’s educational programme and educational progress and provide a copy of the report to the home educator and to the chief executive officer.52. Chief executive officer may give notice of concern and require evaluation (1) If the chief executive officer has a concern about a child’s educational progress, the chief executive officer may — (a) give the child’s home educator written notice of the concern and the reasons for the concern; and (b) arrange for an evaluation to be made on 7 days’ notice to the home educator for the purpose of ascertaining whether the concern has been adequately addressed. (2) An evaluation under subsection (1) is to be made — (a) within the notice period or as soon as possible after the expiry of the notice period, but otherwise at the time that is agreed between the home educator and the home education moderator; and (b) at the place that is the usual place for the child’s educational programme to be undertaken unless the home educator objects, in which case the evaluation is to be made at the place that is agreed between the home educator and the home education moderator. (3) Following an evaluation under subsection (1), the home education moderator is to prepare a report about whether the concern has been adequately addressed and provide a copy of the report to the home educator and to the chief executive officer.53. Cancellation of registration (1) The chief executive officer may cancel a home educator’s registration under section 48 in respect of a child if — (a) in the opinion of the chief executive officer, the child’s educational progress is not satisfactory; (b) the home educator has not arranged an evaluation required under section 51(1)(a) or (b) in respect of the child; (c) the home educator does not agree to an evaluation required under section 52(1)(b) in respect of the child from occurring in accordance with section 52(2); (d) a home education moderator has been hindered or obstructed in an evaluation required under section 51(1)(a) or (b) or section 52(1)(b); or (e) the home educator has not complied with section 49 in respect of the child. (2) Before deciding under subsection (1)(a) that a child’s educational progress is not satisfactory the chief executive officer may take into account — (a) whether the child’s educational progress is in accordance with — (i) the curriculum framework under the Curriculum Council Act 1997; or (ii) any condition to which an exemption under section 11 of that Act is subject; (b) the effect of the physical learning environment on the child’s educational progress; (c) any other matter which, in the opinion of the chief executive officer, is relevant to the child’s education. (3) If the chief executive officer decides to cancel a home educator’s registration the chief executive officer is to give written notice to the home educator of the decision and written reasons for the decision. (4) The notice must set out a cancellation period that is — (a) at least until 1 January in the year following the year in which the cancellation takes effect; and (b) not longer than 12 months from the day on which the cancellation takes effect. (5) A decision that a home educator’s registration be cancelled is not to be given effect to — (a) until the time for applying under section 54(1) has passed; and (b) if an application is made under section 54(1), until it has been determined.54. Review of decision to cancel registration (1) A child’s home educator may apply in writing to the Minister for a review of the chief executive officer’s decision to cancel the home educator’s registration in respect of the child. (2) The application is to be made within 14 days after the applicant received written notice of the decision. (3) Where an application is made under subsection (1), the Minister is to refer the matter to a Home Education Advisory Panel which is to examine the matter and report to the Minister with its recommendation. (4) A Home Education Advisory Panel is to give the applicant the opportunity to be heard. (5) The Minister is to give a copy of the report of the Home Education Advisory Panel to the applicant. (6) The Minister after considering the report may confirm, vary or reverse the chief executive officer’s decision and is to give written notice to the applicant of the Minister’s decision and written reasons for that decision. (7) In this section — “Home Education Advisory Panel” means an advisory panel under section 241 established for the purposes of subsection (3) of this section.Part 3 — Government schoolsWhat this Part is about This Part enacts provisions that apply only to government schools.In particular it deals with — the establishment, closure and amalgamation of government schools, and the designation of schools in some areas as being primarily for the enrolment of students in that area (Division 1);the functions of the chief executive officer of the department responsible for government schools and of principals and teachers in those schools (Division 2);the curriculum in government schools, the provision of special religious education, and conscientious objection to instruction in particular subjects (Division 3);entitlement to enrol at government schools, changing inappropriate enrolments, and the resolution of disputed issues about enrolment (Division 4);the suspension and exclusion of students from government schools for breaches of school discipline (Division 5);restrictions on the imposition of fees and charges in government schools, and provisions for the management of school funds (Division 6);miscellaneous management provisions relating to the operation of government schools and the control of school premises (Division 7);provisions as to the establishment and operation of School Councils and relating to Parents and Citizens’ Associations for government schools (Division 8).Division 1 — Establishment, closure etc. 55. Establishment (1) The Minister may establish such government schools as the Minister considers necessary for the provision of public education. (2) The Minister may — (a) assign a name and classification to; and (b) change the name or classification of, a government school.56. Closure and amalgamation (1) The Minister may on such terms and conditions as he or she thinks fit — (a) amalgamate 2 or more government schools; and (b) close any government school either temporarily or permanently. (2) The powers conferred by subsection (1) may be exercised in respect of part of a government school. (3) If the Minister is satisfied that a government school is regularly attended by less than the prescribed number of students the Minister is to either — (a) change the classification of the school under section 55(2); or (b) take action under subsection (1) in relation to the school. (4) Subsection (3) does not apply where the Minister determines that there are significant educational, economic or social reasons for not complying with that subsection.57. Consultation (1) If the Minister proposes to amalgamate 2 or more government schools or to close any government school permanently, the Minister is to consult with — (a) the parents of the students who are enrolled at the school or schools affected by the proposal, in relation to the matters referred to in subsection (2); (b) the Council of each school affected by the proposal, in relation to the matters referred to in subsection (2); and (c) each Parents and Citizens’ Association formed under section 142 which would be wound up as an effect of the proposal, in relation to the disposal of property acquired by the association. (2) The matters for consultation under subsections (1)(a) and (b) are — (a) alternative arrangements for the enrolment of students who are affected by the proposal and the appropriateness of the arrangements; (b) the provision of educational programmes for the students who are affected by the proposal; (c) the disbursement of any assets realized as a result of the proposal; and (d) any other relevant matter. (3) The Minister may consult for the purposes of this section in any way that he or she thinks appropriate, and the Minister’s decision on the manner of consultation is not liable to be challenged, reviewed or called in question by a court.58. Permanent closure, notice of proposal to be given (1) If the Minister proposes to permanently close a government school under section 56 the Minister is to publish notice of the proposal in the Government Gazette. (2) If a notice is published under subsection (1) in respect of a school, the school cannot be closed unless the consultation required by section 57 occurs after the notice was published and — (a) a period of 12 months has expired since the notice was published; or (b) the Minister is sooner satisfied that — (i) a majority of the parents of students enrolled at the school wish the school to be closed; or (ii) there are exceptional circumstances which justify closure, before the period of 12 months expires.59. Permanent closure, when notice of proposal not required The Minister may by order published in the Government Gazette permanently close a government school under section 56, without complying with section 57 or 58, if he or she is of the opinion that the safety or welfare of teachers or students at the school may be at risk if the school is not closed as soon as possible.60. Local-intake schools (1) The chief executive officer may by order published in the Government Gazette — (a) declare any government school to be a local-intake school; and (b) define the area from which the school is to have its intake of students. (2) An order under subsection (1) may be revoked or amended by the chief executive officer by further order published in the Government Gazette. (3) The chief executive officer is to publish in the Government Gazette for information during the last quarter of each year — (a) a list of local-intake schools; and (b) a list of schools that have not been declared to be local-intake schools, as at a specified day.Division 2 — Functions of chief executive officer, principals and teachers 61. Functions of chief executive officer (1) The chief executive officer is responsible for determining, implementing and monitoring — (a) the standard of educational instruction in government schools; and (b) the standard of care provided to students in those schools. (2) The functions described in subsection (1) — (a) do not affect any other function — (i) given to the chief executive officer by this Act; or (ii) delegated to the chief executive officer by the Minister under section 224; (b) have effect subject to this Act; and (c) are in addition to the functions given by section 29(1) of the Public Sector Management Act 1994. (3) The chief executive officer has powers necessary or convenient for the performance of the functions described in subsection (1).62. Principal (1) Every government school is to have a principal, that is a person appointed under section 236(2) to be in charge of the school. (2) Except with the approval of the Minister, a person is not to be so appointed unless he or she is classified as a school administrator under section 237. (3) Subsection (2) does not apply to a temporary or acting appointment. (4) Nothing in subsection (2) prevents a person from being appointed as a principal and being classified as a school administrator at the same time.63. Functions of principal (1) The functions of the principal of a government school are — (a) to provide educational leadership in the school; (b) to have responsibility for the day to day management and control of the school, including all persons on the school premises; (c) to ensure the safety and welfare of students — (i) on the school premises; and (ii) away from the school premises but on school activities, so far as that can reasonably be done; (d) to see that instruction provided in the school is in accordance with the requirements of — (i) the Curriculum Council Act 1997; and (ii) any determination under section 67; (e) to establish a plan for the school in consultation with the Council and the school’s teaching staff setting out its objectives and how the objectives and priorities will be achieved; (f) in consultation with the Council and the school’s teaching staff to monitor and report on the school’s performance in relation to the plan referred to in paragraph (e); (g) to promote cooperation with the local community; (h) to encourage innovation in educational practice; and (i) to perform any other prescribed function assigned to the principal by the chief executive officer. (2) The principal of a government school has the powers necessary for the performance of his or her functions. (3) The functions set out in subsection (1) — (a) do not affect any other function given or delegated to a principal by or under this Act; and (b) have effect — (i) within the limits of the powers vested in the principal; and (ii) subject to this Act and the direction and control of the chief executive officer.64. Functions of teachers (1) The functions of a teacher in a government school are — (a) to foster and facilitate learning in students; (b) to give competent instruction to students in accordance with — (i) the curriculum; (ii) standards determined by the chief executive officer; and (iii) the school’s plan referred to in section 63(1)(e), and to undertake the preparation necessary to do so; (c) to undertake regular evaluation and reporting of the progress of students within the terms of the school plan referred to in section 63(1)(e); (d) to be answerable to the principal for the educational achievement of students under his or her instruction; (e) to supervise students and to maintain proper order and discipline on their part; (f) to carry out administrative duties to meet organizational requirements relevant to the teacher’s functions; and (g) perform any other prescribed function assigned by the chief executive officer. (2) The functions set out in subsection (1) have effect subject to — (a) this Act; (b) the instructions of the chief executive officer; and (c) the direction and control of the principal.65. Functions not to be inconsistent with certain industrial arrangements Nothing in section 63(1)(i) or 64(1)(g) or section 64(2)(b) or (c) enables the chief executive officer or a principal to assign a function or give an instruction or direction that is inconsistent with a term or condition of service referred to in section 236(3).Division 3 — Educational instruction 66. In this Division — “general religious education” means education about the major forms of religious thought and expression characteristic of Australian society and other societies in the world; “special religious education” means education provided by churches and other religious groups and based on distinctive religious tenets and beliefs.67. Curriculum The curriculum in a government school is to be determined by the chief executive officer, but any determination is to be made in accordance with the requirements of the Curriculum Council Act 1997.68. Curriculum not to promote certain subject-matter (1) The curriculum and teaching in government schools is not to promote — (a) any particular religious practice, denomination or sect; (b) any particular political party; (c) any commercial goods, product or service; or (d) the case of a party to an industrial dispute. (2) Subsection (1)(a) is not to be read as preventing — (a) the inclusion of general religious education in the curriculum of a school; or (b) prayers, songs and other material based on religious, spiritual or moral values being used in a school activity as part of general religious education.69. Special religious education (1) Special religious education may be provided to students in government schools in accordance with provisions made by the regulations. (2) Subject to the regulations, the principal of a government school may allow time for the special religious education of students in the school, but the total number of hours so allowed in a school year is not to exceed 40. (3) Provision made by the regulations for the purposes of this section may authorise the chief executive officer to approve persons as being authorised to give special religious education in government schools.70. Consultation with Council If a school has a Council the principal is to consult the Council on — (a) a general policy concerning the use in school activities of prayers, songs and material referred to in section 68(2)(b); and (b) the implementation of section 69(2).71. Parent may withdraw child from special religious instruction etc. (1) A parent of a child at a government school may notify the principal in writing that the child is not to — (a) receive any special religious education; or (b) attend that part of a school activity at which material referred to in section 68(2)(b) is used. (2) A principal to whom such a notice is given must take all reasonable steps to see that the parent’s wishes are complied with.72. Principal may exempt child from particular classes (1) A parent of a child at a government school may in writing request the principal to grant an exemption for the child from attendance at classes at which a particular part of a course of study is taught. (2) Where such a request is made the principal may grant an exemption in terms of subsection (1) if the principal is satisfied that the request — (a) is made on the grounds of conscientious objection; and (b) satisfies any requirements contained in the CEO’s Instructions under section 233 in respect of the granting of exemptions under this section. (3) An exemption under this section — (a) may be granted subject to conditions; and (b) may be revoked if any condition is not observed.73. Educational programme for children with a disability (1) Where a child with a disability is enrolled at a government school, the principal is to — (a) consult with the child’s parents, any of the child’s teachers or prospective teachers and, if appropriate, the child; and (b) take into account the wishes of the child’s parents and, if appropriate, the child, for the purpose of addressing or reviewing the particular child’s requirements in relation to the content and implementation of the educational programme for the child. (2) The content and implementation of the educational programme for a child with a disability is to be decided by the principal subject to the direction and control of the chief executive officer.Division 4 — Enrolment 74. Application for enrolment (1) A person who wishes to enrol a child at a government school is to lodge a completed application for enrolment with the principal of a government school at which the child is eligible to be enrolled under this Division. (2) In subsection (1) — “person”, in relation to a child, means — (a) a parent of the child; (b) if the child is a prescribed child, the child; or (c) a person whose details have been provided under section 16(1)(b)(ii)(II). (3) A person who has turned 18 who wishes to enrol at a government school is to lodge a completed application for enrolment with the principal of a government school for which an approval has been given to the person under section 81. (4) The application is to be made in a form approved by the chief executive officer. (5) A person cannot be required to provide information under this section unless the information is prescribed under section 16.75. Enrolment (1) The principal of a government school is to enrol a child at the school if — (a) an application is duly made under section 74; and (b) the child is entitled under this Division to be enrolled at the school. (2) Subsection (1) does not apply if the principal is satisfied that — (a) the child is already enrolled at a school; and (b) the period of attendance at the school to which the application relates is likely to be less than 4 weeks. (3) In this section and in section 76 — “child” includes a person referred to in section 74(3).76. General residential qualification (1) A child is not entitled to be enrolled at a government school unless — (a) the usual place of residence of the child is in the State; and (b) the child is entitled to reside permanently in Australia. (2) A child who does not come within subsection (1) is entitled to be enrolled at a government school if he or she satisfies the criteria (if any) prescribed by the regulations for the purposes of this subsection.77. Enrolment of children below compulsory school age A child is entitled to be enrolled at a particular government school for each year in which the child’s pre-compulsory education period falls if — (a) there is available for the child at that school — (i) an appropriate educational programme; and (ii) classroom accommodation; and (b) the enrolment would conform with other criteria prescribed by the regulations for the purposes of this section.78. Enrolment of children of compulsory school age at local-intake school (1) A child of compulsory school age is entitled to be enrolled at a local-intake school if — (a) his or her usual place of residence is in the intake area for that school; and (b) an appropriate educational programme is available for the child at that school. (2) A child of compulsory school age whose usual place of residence is not in the intake area for a local-intake school is entitled to be enrolled at that school if — (a) there is available for the child at that school — (i) an appropriate educational programme; and (ii) classroom accommodation; and (b) the enrolment would conform with any other criteria prescribed by the regulations for the purposes of this subsection.79. Enrolment of children of compulsory school age at other schools (1) Subject to subsection (2), a child of compulsory school age is entitled to be enrolled at a particular government school that is not a local-intake school if — (a) there is available for the child at the school — (i) an appropriate educational programme; and (ii) classroom accommodation; and (b) the enrolment would conform with any other criteria prescribed by the regulations for the purposes of this section. (2) If the number of children referred to in subsection (1) applying for enrolment at a particular government school that is not a local-intake school exceeds the number of available places at the school, priority for enrolment is to be given to the child who lives nearest the school.80. Enrolment of children in post-compulsory education period (1) Subject to subsection (2), a child whose post-compulsory education period falls in a year is entitled to be enrolled at a particular government school for that year if — (a) there is available for the child at that school — (i) an appropriate educational programme; and (ii) classroom accommodation; and (b) the enrolment would conform with other criteria prescribed by the regulations for the purposes of this section. (2) If the number of children referred to in subsection (1) applying for enrolment at a particular government school that is not a local-intake school exceeds the number of available places at the school, priority for enrolment is to be given to the child who lives nearest the school.81. Enrolment of persons beyond their post-compulsory education period (1) A person whose post-compulsory education period has ended before the beginning of a year may only be enrolled at a government school for that year with the approval of the chief executive officer. (2) An approval under subsection (1) — (a) must be granted in accordance with any matter that is prescribed by the regulations for the purposes of this subsection; and (b) may be granted subject to compliance with any condition that is prescribed by the regulations for the purposes of this subsection.82. Issues arising on certain applications under this Division for enrolment (1) This section applies to a child in respect of whom an application for enrolment has been made under section 74 but who has not been enrolled in accordance with the application. (2) If in relation to a child any question arises under section 76, 77, 78, 79 or 80 as to whether — (a) the usual place of residence of the child is or is not — (i) in the State; or (ii) in a particular intake area; (b) an educational programme is available or is appropriate for the child; (c) classroom accommodation is available; or (d) any other prescribed criterion is satisfied, the issue in dispute is to be decided by the chief executive officer. (3) Where the chief executive officer decides that — (a) the usual place of residence of the child is not in an intake area for a school; (b) an educational programme at a school is not available or is not appropriate for the child; (c) classroom accommodation is not available at the school for the child; or (d) any other prescribed criterion is not satisfied in relation to the child, the chief executive officer is to determine at which other government school (or schools if a choice is given) the child may be enrolled. (4) The chief executive officer may make an interim decision on an issue in dispute pending the making of a final decision, and effect is to be given to the interim decision.83. Cancellation where enrolment found to be inappropriate (1) This section applies to a child who is enrolled at a government school. (2) If in the opinion of the chief executive officer a child’s enrolment should not continue because — (a) the child’s usual place of residence has changed to a place that was not in the intake area for the school at the time of the child’s enrolment at the school; or (b) an appropriate educational programme can no longer be provided at the school for the child, the chief executive officer may — (c) cancel the enrolment; and (d) determine at which other government school (or schools if a choice is given) the child may be enrolled. (3) The chief executive officer is not to cancel an enrolment under subsection (2) without first — (a) giving notice of the proposed cancellation, and of the reasons for it — (i) to a parent of the child; (ii) if the child is a prescribed child, to the child; or (iii) to a person whose details have been provided under section 16(1)(b)(ii)(II); and (b) giving him or her a reasonable opportunity to show why the enrolment should not be cancelled. (4) Subject to subsection (3), the chief executive officer is to give written notice of the cancellation to the person notified under subsection (3)(a). (5) The cancellation takes effect at such time as is specified in the notice given under subsection (3) unless section 86(3) applies.84. Matters to be considered under sections 82 and 83 about educational programme In determining under section 82 whether an educational programme at a school is available or is appropriate for a child or under section 83 whether an appropriate educational programme can no longer be provided at a school for a child, the chief executive officer is to take into account — (a) the nature of the benefit or detriment likely to accrue to, or be suffered by, the child and all other persons concerned; (b) any additional cost involved in providing the programme for the child; and (c) the effect of the child’s — (i) behaviour; or (ii) disability or other condition, if any, on the child’s participation in the programme.85. Chief executive officer may refer to advisory panel Without limiting the chief executive officer’s ability to obtain advice or information, he or she may obtain advice from an advisory panel under section 241 for the purposes of any decision required to be made under section 82 or 83.86. Decisions under sections 82 and 83 relating to children with a disability (1) Before deciding under section 82 whether an educational programme at a school is available or is appropriate for a child with a disability, or under section 83 whether an appropriate educational programme can no longer be provided at a school for a child with a disability, the chief executive officer is to — (a) consult with the child’s parents; and (b) take into account the wishes of the child’s parents, in addition to the matters specified in section 84. (2) If the chief executive officer decides — (a) under section 82 that an educational programme at a school is not available or is not appropriate for a child with a disability; or (b) under section 83 that an appropriate educational programme can no longer be provided at a school for a child with a disability, the chief executive officer is to give written notice to a parent of the child of the decision and written reasons for the decision. (3) A decision referred to in subsection (2) is not to be given effect to — (a) until the time for applying under subsection (4) has passed; and (b) if an application is made, until it has been determined, and a child’s enrolment at a school is to continue until a decision referred to in subsection (2)(b) takes effect. (4) A parent of the child may apply in writing to the chief executive officer for a review of a decision referred to in subsection (2). (5) The application is to be made within 28 days after the applicant received written notice of the decision. (6) Within 90 days of the chief executive officer receiving an application made under subsection (4) — (a) the chief executive officer is to refer the matter to a Disabilities Advisory Panel under section 87; and (b) the Panel is to examine the matter and report to the chief executive officer with its recommendation. (7) The chief executive officer is to provide the Disabilities Advisory Panel with any information or material relating to the child’s enrolment that is requested by the Panel and that is in the possession or control of the chief executive officer. (8) The chief executive officer is, within 21 days after receiving the report, to give the applicant a copy of the report of the Disabilities Advisory Panel. (9) The chief executive officer after considering the report may confirm, vary or reverse the decision and, within 21 days after receiving the report, is to give written notice to the applicant of the subsequent decision and written reasons for that decision.87. Disabilities Advisory Panels (1) The Minister is to appoint a Disabilities Advisory Panel (“a Panel”), consisting of not less than 3 persons, whenever it is necessary for the purposes of section 86(6) or 92(3)(b). (2) A member of a Panel for a particular matter is to be a person — (a) who has such experience, skills, attributes or qualifications as the Minister considers appropriate to the case of the child to whom the matter relates; (b) who is not an employee within a class referred to in section 235(1); and (c) who is not a parent of a child at a school to which the matter relates. (3) The Minister is to appoint one of the members of a Panel to be the chairperson. (4) The Minister may give directions in writing to a Panel as to its procedure and a Panel is to give the applicant an opportunity to be heard, but otherwise a Panel may determine its own procedure. (5) Subject to the Minister’s directions, the applicant is not to be represented by another person before the Panel unless the Panel otherwise determines on the ground that the process will not work effectively without that representation but nothing in this subsection prevents the applicant from being accompanied by another person when appearing before the Panel. (6) The chief executive officer is to provide a Panel with such support services as it may reasonably require. (7) The Minister may — (a) direct that the members of a Panel are to be paid remuneration or allowances or both; and (b) determine the amount of any such payments on the recommendation of the Minister for Public Sector Management.Division 5 — Suspension and exclusion 88. In this Division — (a) references to attendance in relation to a school include participation in an educational programme of the school; and (b) references to an educational programme include an arrangement to which section 24 applies.89. Breach of school discipline For the purposes of this Division a breach of school discipline is any act or omission that impairs the good order and proper management of the school.90. Suspension for breach of school discipline (1) The principal of a government school may wholly or partially suspend from attendance at the school a student who, in the principal’s opinion, has committed a breach of school discipline but the principal cannot suspend a student for longer than the period prescribed by the regulations. (2) The power conferred by subsection (1) is to be exercised in accordance with the regulations. (3) Regulations under subsection (2) are to provide for the educational instruction to be given to a suspended student. (4) The power conferred by subsection (1) may be exercised by a person who, or a person in a class of persons which, is authorised by the principal of the school to exercise the power if the principal is absent from duty or is otherwise unable to exercise the power.91. Grounds for exclusion from the school For the purposes of this Division a student may be excluded from attendance at a government school if — (a) he or she has committed a breach of school discipline in circumstances that — (i) have adversely affected or threaten the safety of any person who is on the school premises or participating in an educational programme of the school; or (ii) have caused or are likely to result in damage to property; or (b) his or her behaviour has disrupted the educational instruction of other students.92. Chief executive officer may exclude from attendance at school (1) If the principal of a government school is of the opinion that there are grounds under section 91 for the exclusion of a student from attendance at the school, the principal may — (a) recommend to the chief executive officer that the chief executive officer exercise his or her powers under section 94; and (b) put before the chief executive officer such information as the principal thinks appropriate. (2) Upon making a recommendation to the chief executive officer, the principal is to notify the student and a parent of the student that the recommendation has been made and provide the parent with the reasons why the recommendation has been made. (3) The chief executive officer is to refer the recommendation and other information — (a) to a School Discipline Advisory Panel under section 93; or (b) in the case of a child with a disability who is the subject of a recommendation for exclusion on grounds under section 91(b), to a Disability Advisory Panel under section 87, which is to examine the matter and report to the chief executive officer, setting out comments about how the matter had been dealt with and recommendations about how the matter should be dealt with. (4) A reference in section 87 to the applicant is to be treated, for the purposes of subsection (3)(b), as a reference to a parent of the child with a disability. (5) In its examination under subsection (3) in relation to a student other than a child to whom subsection (3)(b) applies, a Panel is to have regard to the social, cultural, lingual, economic or geographic factors, or learning difficulties, that might be relevant to the breach of school discipline or behaviour that is the subject of the recommendation. (6) On receipt of the report the chief executive officer may, having regard to — (a) the material referred to in subsections (1) and (3); and (b) any other information before the chief executive officer, make an order under section 94 if he or she is satisfied that the student may be excluded in terms of section 91.93. School Discipline Advisory Panels (1) The Minister is to appoint a School Discipline Advisory Panel (“aPanel”), consisting of not less than 3 persons, whenever it is necessary for the purposes of section 92(3)(a) or 96(4)(a). (2) The members of a Panel for a particular case — (a) are to be persons who have such experience, skills, attributes or qualifications as the Minister considers appropriate to that case; and (b) are to include at least one person who is not an employee within a class referred to in section 235(1). (3) At least one person on a Panel must be a parent or community representative. (4) The Minister is to appoint one of the members of a Panel to be the chairperson but the appointee is not to be an employee within a class referred to in section 235(1). (5) A Panel cannot deal with the case of a child if a member of the Panel is — (a) a member of the teaching staff of the school at which the child is enrolled; or (b) a parent of a child who is enrolled at the school at which the child is enrolled. (6) The Minister may give directions in writing to a Panel as to its procedure and a Panel is to give the child whose case is before the Panel, the child’s parents and the school’s principal an opportunity to be heard, but otherwise a Panel may determine its own procedure. (7) Subject to the Minister’s directions, the child and parents referred to in subsection (6) are not to be represented by another person before the Panel unless the Panel otherwise determines on the ground that the process will not work effectively without that representation but nothing in this subsection prevents the child and parents from being accompanied by another person when appearing before the Panel. (8) The chief executive officer is to provide a Panel with such support services as it may reasonably require. (9) The Minister may — (a) direct that the members of a Panel (other than an employee as defined in section 3(1) of the Public Sector Management Act 1994) are to be paid remuneration or allowances or both; and (b) determine the amount of any such payments on the recommendation of the Minister for Public Sector Management. [Section 93 amended by No. 74 of 2003 s. 107(2).]94. Orders that may be made (1) The orders that may be made by the chief executive officer are — (a) an order excluding the student from normal attendance at the school but directing him or her to attend the school for the purposes specified in the order; (b) an order completely excluding the student from attending the school; (c) an order directing the student to attend a specified government school or to participate in a specified educational programme; (d) an order determining the educational instruction that the student is to be given, or a combination of 2 or more of those orders. (2) If an order is made under subsection (1)(a), (b) or (c) the chief executive officer is to consider making, and if necessary make, an order under subsection (1)(d) in conjunction with the other order. (3) An order under subsection (1) — (a) may be expressed to have effect for a specified period; and (b) may at any time be revoked or amended by further order made by the chief executive officer.95. Principal may exclude students above compulsory age (1) The principal of a government school may exclude from attendance at the school — (a) a student who is enrolled under section 80 or 81 if — (i) the student’s attendance at the school is not satisfactory; (ii) the student is not participating in the educational programme of the school in a way that is of benefit to his or her educational progress; or (iii) the student has failed to comply with a requirement of any applicable code of conduct for students at the school; and (b) a student who is enrolled under section 81 if he or she has failed to comply with any condition imposed by the chief executive officer under that section. (2) The powers in this section are in addition to the other powers conferred by this Division.96. Review of decisions under section 95 (1) A student who is excluded from attendance at a school under section 95 may apply in writing to the chief executive officer for a review of the decision. (2) A review is limited to determining whether fair and proper procedures were followed by the principal in making the decision. (3) The application is to be made within 7 days after the student received notice in writing of the decision. (4) Within 28 days of the chief executive officer receiving an application made under subsection (1) — (a) the chief executive officer is to refer the matter to a School Discipline Advisory Panel under section 93; and (b) the Panel is to examine the matter and report to the chief executive officer with its recommendation. (5) The chief executive officer is to provide the School Discipline Advisory Panel with any information or material relating to the application that is requested by the Panel and that is in the possession or control of the chief executive officer. (6) The chief executive officer after considering the report and reviewing the decision in terms of subsection (2), may confirm, vary or reverse the decision and, within 14 days after receiving the report, is to give the applicant notice of that decision.Division 6 — Financial provisions Subdivision 1 — Fees for instruction, charges, contributions and costs In this Subdivision — “adult student” means a person who enrols at a government school in a year and whose post-compulsory education period has ended before January in that year; “contribution” means voluntary contribution; “extra cost optional component” means an optional component of a government school’s educational programme having a cost that is not incorporated into the determination of the school’s charges or contributions under section 99 — (a) because of the high cost associated with the provision of that optional component before the end of a child’s compulsory education period; or (b) because the component is in respect of a person’s post-compulsory education period; “first charges payment year” in relation to a student — (a) until 31 December 2010, means the first calendar year in which the student had reached 12 years of age by the beginning of the year; and (b) on and from January 2011, means the first calendar year in which the student had reached 12 years and 6 months of age by the beginning of the year; “overseas student” means a person who enrols at a government school and who — (a) is not entitled to reside permanently in Australia; and (b) satisfies the criteria (if any) prescribed by the regulations for the purposes of this Subdivision.98. Limitation on matters for which fees for instruction and charges may be imposed (1) No fee for instruction may be imposed in respect of a student for the provision of — (a) a non-optional component of an educational programme at a government school; or (b) an optional component of an educational programme at a government school if the instruction is provided by a member of the teaching staff, unless the student is an overseas student or an adult student. (2) A contribution must not be sought towards a fee referred to in subsection (1) and any agreement entered into for the payment of a fee referred to in subsection (1) has no effect. (3) No charge may be imposed in respect of a student for — (a) materials provided in a non-optional component of an educational programme of a government school; or (b) services or facilities for use in, or associated with the provision of, a non-optional component of an educational programme of a government school, before the student’s first charges payment year unless the student is an overseas student. (4) A contribution determined in accordance with section 99 may be sought for the costs of the materials, services or facilities referred to in subsection (3).99. Charges and contributions for the provision of certain materials, services and facilities (1) Subject to subsection (2), regulations may be made providing for charges or contributions that may be made for — (a) materials provided in — (i) a non-optional component of an educational programme of a government school; or (ii) an optional component of an educational programme of a government school that is not an extra cost optional component; or (b) services or facilities for use in, or associated with the provision of — (i) a non-optional component of an educational programme of a government school; or (ii) an optional component of an educational programme of a government school that is not an extra cost optional component. (2) Regulations cannot be made providing for charges or contributions for the purchase, maintenance or replacement of equipment, furniture and fittings provided for the purposes of a government school. (3) The principal of a government school may from time to time determine a charge or contribution — (a) if the charge or contribution is of a kind prescribed by the regulations as able to be charged or be a contribution for the purposes of this section; and (b) not exceeding any limit prescribed by the regulations. (4) If the school has a Council a determination under subsection (3) does not have effect unless it has been approved by the Council. (5) All charges or contributions for a school year must be determined under subsection (3) and approved under subsection (4) not later than 2 months before the beginning of the school year. (6) The principal is to take reasonable steps to notify the persons — (a) from whom may be recovered under section 106(1) the charges that are payable under this section for a school year, of those charges; and (b) from whom a contribution may be sought, of the amount to be sought by way of contribution. (7) Notification under subsection (6) must be given not later than 2 months before the beginning of the school year but the validity of a determination is not affected by the failure of a person to receive notice. (8) When notifying a person for the purposes of subsection (6), it is sufficient for the principal to notify the person — (a) of the total charges that are payable, or the total contribution to be sought, (as the case requires) for the school year in respect of the student, itemizing each component of those charges or the contribution and the charge or contribution for each component; or (b) of the scale of charges or contribution for each — (i) non-optional component of the school’s educational programme; or (ii) optional component of the school’s educational programme that is not an extra cost optional component, that will be available to the student in the school year.100. Extra cost optional components of educational programmes (1) The principal of a government school may from time to time determine the costs to be paid for participation in an extra cost optional component of the school’s educational programme. (2) The costs of an extra cost optional component must not include a fee for instruction if the instruction is provided by a member of the teaching staff. (3) If the school has a Council a determination under subsection (1) does not have effect unless it has been approved by the Council. (4) The costs of the extra cost optional components to be provided in a school year must be determined under subsection (1) and approved under subsection (3) not later than 2 months before the beginning of the school year. (5) If an extra cost optional component may be participated in by a particular student, the principal is to take reasonable steps to notify — (a) a parent of the student; or (b) in the case of a student who has turned 18 or who is a prescribed child, the student, of the costs of an extra cost optional component of those costs not later than 2 months before the beginning of the school year. (6) When notifying a person for the purposes of subsection (5), it is sufficient for the principal to notify the person — (a) by itemizing each component of those costs and the cost for each component; or (b) of the scale of costs for each extra cost optional component that will be available to the student in the school year. (7) The participation of a student in an extra cost optional component is conditional on payment of the costs of that component.101. Optional components that are not extra cost optional components to be available to certain students The principal of a government school is to ensure that optional components of the school’s educational programme that are not extra cost optional components are available to students at the school — (a) who are of compulsory school age; and (b) who have reached their first charges payment year.102. Principal to collect charges, contributions and costs (1) The following are payable to the principal of a government school — (a) charges determined and approved under section 99 in relation to the school; and (b) costs of the extra cost optional components of the school’s educational programme. (2) If a person wishes to make a contribution that has been determined and approved under section 99, the contribution is to be collected by the school’s principal for the purposes of the school.103. Overseas students and adult students A person who is an overseas student or an adult student is to pay such fees for instruction as may be prescribed and in accordance with the regulations.104. Financial hardship Regulations may be made providing for — (a) the reduction, waiver or refund, in whole or in part, of any fee, charge or cost provided for by this Subdivision; and (b) deferred payment, payment by instalments or other forms of assistance for the payment of any fee, charge or cost provided for by this Subdivision.105. Students (other than overseas or adult students) cannot be excluded for non-payment of charges A principal of a government school must not exclude a student, other than an overseas student or an adult student, from participating in an educational programme of the school for the non-payment of a charge payable under section 99.106. Recovery (1) Any fee or charge that is payable under this Subdivision in respect of a student may be recovered as a debt, if necessary in a court of competent jurisdiction — (a) from a parent of the student; or (b) in the case of a student who has turned 18 or who is a prescribed child, from the student. (2) The chief executive officer is to ensure that before any administrative or legal action is taken to recover a debt under subsection (1) — (a) inquiries have been made into the reasons for the failure to pay the fee or charge; (b) all reasonably practicable steps have been taken to recover the fee or charge; and (c) the circumstances of the person against whom the action is proposed to be taken and the person’s capacity to pay have been taken into account.107. Agreements to pay costs not affected Nothing in this Subdivision prevents a person — (a) subject to section 98(2) from agreeing to pay money for or towards the cost of providing an educational programme for a student; (b) from agreeing to pay money for or towards the cost of a school based activity beyond the school’s educational programme; or (c) from enforcing an agreement referred to in paragraph (a) or (b).108. Items for personal use in educational programme (1) The principal of a government school may from time to time determine the items that are to be supplied by a student for the student’s personal use in the school’s educational programme. (2) If the school has a Council a determination under subsection (1) does not have effect unless it has been approved by the Council. (3) All items to be supplied by a student for a school year must be determined under subsection (1) and approved under subsection (2) not later than 2 months before the beginning of the school year. (4) If a particular student is to supply any item under this section, the principal is to take reasonable steps to notify — (a) a parent of the student; or (b) in the case of a student who has turned 18 or who is a prescribed child, the student, of each item to be supplied not later than 2 months before the beginning of the school year.Subdivision 2 — School funds 109. General Purposes Fund Each government school is to have a fund to be called the “(name of the school) General Purposes Fund”.110. Funds for special purposes The chief executive officer may authorise the principal of a government school to establish funds for the receipt of donations and bequests for or towards — (a) the addition of new capital works to the school premises; (b) the benefit of the school library; or (c) the benefit of the school generally.111. Management of school funds (1) The management of a school fund is to be vested in the principal unless some other officer is designated by the chief executive officer to perform that function at the school. (2) The chief executive officer may amend, revoke or replace a designation under subsection (1). (3) Moneys forming part of a school fund may only be expended by or with the authority of the principal or the other person designated under subsection (1) and in accordance with — (a) the regulations; and (b) any directions (not being inconsistent with the regulations) issued by the chief executive officer either generally or in any particular case. (4) However — (a) money paid under a licence to which section 218 applies as a security for the performance of an obligation may only be applied in accordance with the licence; and (b) subsection (3) only applies to that money if the money has been forfeited under, and in accordance with, the licence.112. What may be credited (1) There are to be credited to the General Purposes Fund of a school — (a) moneys from time to time allocated to the school from funds appropriated by Parliament; (b) grants and advances to the school from government and private sources; (c) charges, contributions and costs collected for the purposes of the school and any fees that, in accordance with regulations, are to be payable to the principal of the school; (d) moneys payable to the school under section 220 or 221; (e) the proceeds of any investment of the General Purposes Fund under section 115; and (f) subject to subsection (2), other moneys properly receivable for the purposes of the school. (2) There are to be credited to a fund established for a school under section 110 — (a) donations and bequests to the school for the purpose for which the fund was established; and (b) the proceeds of any investment of the fund under section 115.113. Bank account (1) Moneys forming part of a school fund are to be paid into an account at a bank approved by the chief executive officer. (2) A government school is to have only one such bank account for each school fund except to the extent that the chief executive officer approves otherwise. (3) The bank account or accounts may only be operated jointly by — (a) the principal; and (b) one or more office-holders, or persons belonging to a class, designated under subsection (4). (4) The chief executive officer is to designate for each government school the office-holders or class of persons who may act under subsection (3)(b). (5) In this section — “bank” means — (a) an ADI (authorised deposit-taking institution) as defined in section 5 of the Banking Act 1959 of the Commonwealth; or (b) a bank constituted by a law of a State, a Territory or the Commonwealth. [Section 113 amended by No. 74 of 2003 s. 107(3).]114. Certain provisions not to apply Sections 109 to 113 have effect despite sections 8 and 34 of the Financial Management Act 2006, but nothing in sections 109 to 113 is to be read as affecting the responsibilities of the chief executive officer as accountable authority under that Act in respect of moneys referred to in section 112. [Section 114 amended by No. 77 of 2006 s. 6 and 17.]115. Investment of school funds Moneys forming part of a school fund may, until required to be paid out under section 111, be invested in the name of the school by — (a) the principal; or (b) the other person designated under section 111(1), in the manner in which money standing to the credit of the Public Bank Account may be invested under section 37 of the Financial Management Act 2006. [Section 115 amended by No. 77 of 2006 s. 17.]116. Closure or amalgamation of school (1) If a school is closed or amalgamated with another school — (a) subject to subsection (2), moneys in a school fund are to be dealt with as the chief executive officer may direct; and (b) the bank account for the fund may be operated by the chief executive officer for the purpose of giving effect to such a direction. (2) However — (a) money paid under a licence to which section 218 applies as a security for the performance of an obligation may only be applied in accordance with the licence; and (b) subsection (1)(a) only applies to that money if the money has been forfeited under, and in accordance with, the licence.Division 7 — Other management provisions 117. School year for government schools (1) The chief executive officer, by order published in the Government Gazette, is to determine the days in each year on which government schools are to be open for educational instruction of students. (2) An order that makes or includes such a determination for any year must be published in the Government Gazette at least 3 years before the beginning of that year. (3) Section 43(4) and (7) to (9) of the Interpretation Act 1984 apply to an order under this section as if the order were regulations. (4) An order under this section made within 3 months of the commencement of this Act need not comply with subsection (2).118. Disputes and complaints (1) Regulations may be made providing for means by which disputes or complaints about — (a) the provision of education; or (b) the conduct of any member of the teaching staff, in government schools may be dealt with. (2) Regulations of the kind mentioned in subsection (1) may — (a) confer authority on the chief executive officer to make provision, by instrument published in the Government Gazette, for a scheme for dealing with disputes and complaints; (b) confer protection on persons in respect of statements made or information given; and (c) provide for the powers that may be exercised in connection with the investigation and resolution of disputes and complaints.119. Management and control of school premises (1) Regulations may be made making provision in relation to premises used for or in connection with government schools including buildings and other things erected or standing on those premises (“school premises”). (2) Regulations of the kind mentioned in subsection (1) may provide for — (a) persons who may enter or remain on school premises and the purposes for which and circumstances in which they may do so; (b) what may be brought on to school premises; (c) the times when and purposes for which school premises are to be open or closed; (d) the payment of fees or charges for the use of school premises other than for school activities; (e) the closure of the whole or part of school premises for the safety and protection of the premises and persons in the vicinity of the premises; (f) the maintenance of good order on school premises; (g) the conduct of persons on school premises and things that they are not permitted to have in their possession; (h) the parking and standing of vehicles; (i) the prohibition or use of vehicles and the regulation of traffic on school premises; and (j) the conferral on school officials of powers — (i) to require a person on school premises to give his or her name and address; (ii) to prohibit a person from entering school premises; (iii) to remove property from school premises, move property within the premises, and recover the attendant cost and expenses; and (iv) to take possession of property on school premises that appears to be lost, discarded or disused and, subject to any prescribed requirements for notice to be given, to dispose of the property as being the property of the department.120. Dealing with persons disrupting school premises (1) If an authorised person reasonably suspects that a person who is not a student at a government school — (a) has substantially disrupted, or is likely to substantially disrupt, the discipline of students or the good order of the school; or (b) has used threatening, abusive or insulting language towards a teacher acting in an official capacity, the authorised person may require the person to — (c) state his or her name and address; and (d) leave the school premises, and remain away from those premises for the following 24 hours. (2) A person must not — (a) fail to comply with a requirement directed to him or her under subsection (1); or (b) when required to state his or her name and address, give any false or misleading information. Penalty: $5 000. (3) An authorised person may — (a) detain a person who has contravened subsection (2) until the person can be delivered to a police officer; and (b) use the help of other persons as is necessary for that purpose. (4) Reasonable force may be used in the exercise of the powers conferred by subsection (3). (5) In this section — “authorised person” in relation to a government school means — (a) the principal of the school; (b) a person authorised by the chief executive officer to exercise the powers conferred by this section in respect of that school; or (c) a person who belongs to a class of persons so authorised. [Section 120 amended by No. 50 of 2003 s. 94(2).]121. Dissemination of certain information on school premises (1) A person must not on the premises of a government school give to students, whether orally or in writing, information — (a) to which this section applies; and (b) which is not part of the educational programme of the school, if the purpose of doing so is to impress a particular viewpoint or message on the minds of the students. Penalty: $2 000. (2) This section applies to information that — (a) is intended to generate support for a political party; (b) advertises any commercial goods, product or service, except as allowed under section 216(2)(d); (c) promotes a particular denomination or sect, except as allowed under section 69; or (d) advocates the case of a party to an industrial dispute, including the chief executive officer. (3) The principal of a government school — (a) is to take all reasonable steps to ensure that subsection (1) is complied with; and (b) may confiscate any written material that is on the school premises in contravention of that subsection. (4) In this section — “student” means a student enrolled at a government school who is on school premises at a time when — (a) the student is required to attend the school as part of an educational programme at the school; (b) the student is otherwise participating in an educational programme of the school; or (c) the student is on school premises in preparation for, or subsequent to, being at the school for a reason referred to in paragraph (a) or (b).122. Dealings with a parent (1) The principal of, or a teacher at, a government school may notify information about a student to a person who is shown in the register referred to in section 19 as a parent of the student without being concerned — (a) to inquire whether there is any other person who in relation to the child may be within the definition of “parent” in section 4; or (b) to notify the information to another person whom he or she knows to be within that definition. (2) If a person who is shown in the register referred to in section 19 as a parent of a student gives to the principal of, or a teacher at, a government school an authorisation or direction in relation to the student, the principal or teacher is not concerned — (a) to inquire whether there is any other person who in relation to the child may be within the definition of “parent” in section 4; or (b) to obtain a like authorisation or direction from another person whom he or she knows to be within that definition. (3) Nothing in this section affects the operation and enforcement of a Family Court order.123. General management (1) Regulations may be made for the general management of government schools. (2) Without limiting subsection (1) regulations may be made — (a) for the discipline of students and the powers of principals in that respect; and (b) prescribing the hours for the instruction of students in government schools.Division 8 — Parent and community involvement Subdivision 1 — School Councils 124. In this Subdivision — “school” means a government school and includes, where section 125(2) applies, all relevant government schools.125. Government school to have a Council (1) A government school is to have a Council unless it is exempted by the Minister under section 126. (2) It is sufficient compliance with subsection (1) for 2 or more government schools, with the approval of the Minister, to have one Council that operates for those schools jointly.126. Exemptions and approvals (1) The Minister may by order published in the Government Gazette — (a) exempt a school from the requirements of section 125(1) if the Minister is satisfied that it is not necessary for the school to have a Council — (i) because of its size or nature; or (ii) because the functions to be performed by a Council can be provided by some other means; (b) give an approval for the purposes of section 125(2); and (c) at any time revoke an order and specify a time by which the school is to comply with section 125(1). (2) The Minister may — (a) make an exemption or approval subject to any condition; and (b) impose any further condition or vary or revoke a condition at any time.127. Constitution of Councils (1) The membership of a Council for a school is to be drawn from — (a) the parents of students at the school except where the majority of the students at the school are 18 years of age or more; (b) other members of the general community; (c) the staff of the school; and (d) where the school is of a prescribed class, students at the school, but no student under 18 years of age can be a member of an incorporated Council. (2) The principal for the time being of a school is automatically a member of the Council for that school. (3) A person who — (a) is the principal of, or on the staff of, a school which has a Council; and (b) is also a person described in subsection (1)(a) or (b), can only be a member of the Council in his or her capacity as the principal or a staff member. (4) Persons referred to in subsection (1)(a) and (b) must form the majority of members of a Council. (5) Subject to this section — (a) the procedure for the establishment of Councils; (b) the number of members and composition of Councils; (c) the manner in which persons become members; (d) the term of office of members; and (e) matters relating to ineligibility for, and cessation or termination of, membership, are to be as prescribed by the regulations. (6) The Chairperson of the Council is to be elected by and from its members.128. Functions of Councils The functions of a Council for a school are — (a) to take part — (i) in establishing, and reviewing from time to time, the school’s objectives, priorities and general policy directions; (ii) in the planning of financial arrangements necessary to fund those objectives, priorities and directions; and (iii) in evaluating the school’s performance in achieving them; (b) to promote the school in the community; (c) to take part in formulating codes of conduct for students at the school; (d) to determine, in consultation with students, their parents and staff of the school, a dress code for students when they are attending or representing the school; (e) to carry out the functions given by sections 70, 99(4), 100(3), 108(2) and 216(5); and (f) to undertake such other functions prescribed by the regulations for the purposes of this section.129. Minister may approve additional functions for a Council (1) This section applies to any Council. (2) With the approval of the Minister, a Council for a school may — (a) take part in the selection of, but not the appointment of, the school principal or any other member of the teaching staff; and (b) carry out any other function prescribed by the regulations for the purposes of this section. (3) An approval is only to be given for the purposes of subsection (1) if the Minister is of the opinion that it will be in the best interests of the students that the Council have the function to which the approval relates. (4) The Minister may — (a) make an approval subject to any condition; and (b) at any time — (i) impose any further condition or vary or revoke a condition; or (ii) revoke an approval.130. Incorporated Council may have prescribed additional functions if approved by the Minister (1) Regulations may be made prescribing functions that a Council may perform only if it has the approval of the Minister in terms of subsection (2). (2) An approval referred to in subsection (1) is to be given by the Minister only if in his or her opinion the performance by the Council of the function to which the approval relates will — (a) improve an educational programme of the school or the management of the school’s facilities; and (b) be in the best interests of the students. (3) An approval referred to in subsection (1) — (a) is to be conditional on the Council — (i) having a constitution containing provisions approved by the Minister; and (ii) becoming an incorporated association under the Associations Incorporation Act 1987 within a period specified by the Minister; (b) does not have effect until those conditions are satisfied; and (c) may be subject to any other condition. (4) The Minister may at any time — (a) impose any further condition or vary or revoke a condition; or (b) revoke an approval. (5) While any approval is in force any change to the constitution of the Council, other than an amendment to this Act or the regulations, or any substituted constitution is of no effect until it has been approved by the Minister.131. Certain property vested in Minister All property acquired by an incorporated Council for the use of a school is acquired for the purposes of this Act; and section 215 applies to it whether or not public moneys were spent on its acquisition.132. Council not concerned in school management A Council cannot — (a) intervene in the control or management of a school unless — (i) the Council is one to which section 130 applies; and (ii) the intervention is by way of performing a function prescribed for the purposes of section 130; (b) intervene in the educational instruction of students; (c) exercise authority over teaching staff or other persons employed at the school; or (d) intervene in the management or operation of a school fund.133. Powers of Council A Council may do all things necessary or convenient to be done for or in connection with the carrying out of its functions.134. Principal to provide support The principal of a school is to provide the school’s Council with such support services as it may reasonably require.135. Council to comply with Minister’s directions (1) The Minister may give directions in writing to a Council with respect to the performance of its functions, either generally or in relation to a particular matter, and the Council is to give effect to any such direction. (2) A direction under subsection (1) may require a Council to comply with a specified instruction or class of instructions issued by the chief executive officer under section 233.136. Procedures Subject to this Act, a Council is to determine its own procedures.137. Protection from liability (1) An action in tort does not lie against a person for anything that the person has done in good faith as a member of a Council. (2) Subsection (1) does not relieve a Council that is an incorporated association under the Associations Incorporation Act 1987 of any liability that it might have for the doing of anything referred to in that subsection. (3) In this section, a reference to the doing of anything includes a reference to the omission to do anything.138. Minister may dismiss Council (1) This section does not apply to a Council that by operation of section 130 is an incorporated association under the Associations Incorporation Act 1987. (2) If in the opinion of the Minister the conduct of a Council is incompetent, inadequate or improper or a Council is in breach of this Act, the Minister is to give written notice to the Council — (a) setting out particulars of the allegations against it; and (b) requiring that the situation be remedied within the time specified in the notice. (3) If the Minister is of the opinion that a Council has not complied with a notice under subsection (2) the Minister may, by order published in the Government Gazette, dismiss the Council. (4) An order under subsection (3) may make any supplementary or incidental provision that the Minister considers is necessary to allow the dismissal to have effect with the least inconvenience to the school, the students at the school and their parents and the staff of the school. (5) Provision may be made under subsection (3) — (a) for ownership of the Council’s documents and records; and (b) for custody of them to be given to a specified person or persons. [Section 138 amended by No. 74 of 2003 s. 107(4).]139. Winding up of Council that is incorporated (1) A Council that, by operation of section 130, is an incorporated association under the Associations Incorporation Act 1987 may, if the Council is in breach of this Act or the conduct of the Council is incompetent, inadequate or improper, be wound up by the Supreme Court on the application of the Minister. (2) The Associations Incorporation Act 1987 applies to a Council for the purposes of subsection (1) as if the grounds referred to in that subsection were specified in section 31 of that Act as grounds for winding up. (3) This section is in addition to, and does not limit, the application of the Associations Incorporation Act 1987 to a Council that is an incorporated association.140. Regulations Without limiting section 127(5), 129(2)(b) or 130, regulations may be made in respect of the functions, powers and duties of Councils and in particular — (a) enabling Councils to co-opt members of the local community as members of Councils and prescribing the capacity in which they may be co-opted provided that no co-opted member shall have any voting rights on the Council to which she or he is co-opted; (b) enabling Councils to allow students to attend meetings and take part in discussion but without having a right to vote or being counted in determining a quorum; (c) with respect to the proceedings of Councils; and (d) providing in relation to a school dress code referred to in section 128(d) — (i) for the matters which may, or cannot, be provided for in a code; (ii) for the procedures to be followed by a Council in the formulation and approval of a code; and (iii) enabling the principal of a school to exempt a student at the school from complying with any requirement of a code approved by the school’s Council.Subdivision 2 — Parents and Citizens’ Associations 141. In this Subdivision — “association”, except in section 149, means a Parents and Citizens’ Association formed under section 142; “incorporated association” has the same meaning as it has in the Associations Incorporation Act 1987.142. Formation of Parents and Citizens’ Associations Parents and other persons who are interested in the welfare of a government school or a group of government schools may, in accordance with this Subdivision, form a Parents and Citizens’ Association for that school or that group of schools.143. Objects etc. (1) The objects of an association are to promote the interests of the school or group of schools for which it is formed through — (a) cooperation between parents, teachers, students and members of the general community; (b) assisting in the provision of resources, facilities and amenities for the school or schools; and (c) the fostering of community interest in educational matters. (2) An association cannot — (a) intervene in the control or management of a school; (b) intervene in the educational instruction of students; or (c) exercise authority over teaching staff or other persons employed at the school. (3) An association is not to expend its funds that are in excess of administrative costs otherwise than for the benefit of students at a government school. (4) The constitution of an association must at all times be consistent with this section.144. Certain property vested in Minister All property acquired by an association for the use of a school or group of schools is acquired for the purposes of this Act; and section 215 applies to it whether or not any public moneys were spent on its acquisition.145. Incorporation (1) This section applies to an association formed after the commencement of this Division. (2) An association is to become an incorporated association within 3 months after it is formed. (3) An association is not to apply for incorporation under the Associations Incorporation Act 1987 unless the Minister has first approved the provisions of the proposed constitution. (4) No provision in an association’s constitution has effect until it has been approved by the Minister. (5) While any approval is in force any change to an association’s constitution or any substituted constitution is of no effect until it has been approved by the Minister.146. Transitional provision (1) This section applies to an association to which clause 21 of Schedule 1 applies. (2) An association that is not incorporated at the commencement of this Division is to become an incorporated association within 2 years from that commencement. (3) An association referred to in subsection (2) is not to apply for incorporation under the Associations Incorporation Act 1987 unless the Minister has first approved the provisions of the proposed constitution. (4) No provision in the constitution of an association referred to in subsection (2) has effect until it has been approved by the Minister. (5) An association — (a) that is referred to in subsection (2); or (b) that is an incorporated association at the commencement of this Division, is not to apply under the Associations Incorporation Act 1987 to change or substitute its constitution unless the Minister has first approved the proposed change or substituted constitution. (6) Any change to an association’s constitution or any substituted constitution is of no effect until it has been approved by the Minister.147. Information to be given to principal An association for a school or a group of schools must — (a) before 30 April in each year notify the principal of the school, or of each of the schools, in writing of the names of the persons who as at 1 April in that year are office-bearers or committee members of the association; and (b) give to the principal of the school, or of each of the schools, a copy of the audited annual financial statements of the association as soon as is practicable after those statements have been approved by the association.148. Winding up of associations (1) An association that is in breach of this Act may be wound up by the Supreme Court on the application of the Minister. (2) The Associations Incorporation Act 1987 applies to an association for the purposes of subsection (1) — (a) whether or not the association is an incorporated association; and (b) as if a breach referred to in subsection (1) were specified in section 31 of that Act as a ground for winding up, but in the case of an association that is not an incorporated association, the application of that Act is limited to the purposes of subsection (1). (3) In the case of an association that is an incorporated association, this section is in addition to, and does not limit, the application of the Associations Incorporation Act 1987 to the association.149. Other associations (1) Nothing in this Subdivision prevents the formation and carrying on of any other association, in relation to a government school or group of schools, that has as its object or one of its objects the promotion of the interests of the school or the group of schools or students at the school or the groups of schools either generally or in any particular respect. (2) An association referred to in subsection (1) is not to have a name that is likely to be misunderstood as referring to an association to which section 142 applies. (3) If the Minister is of the opinion that an association referred to in subsection (1) — (a) is being carried on in a way that is not in the interests of the school; or (b) has a name that contravenes subsection (2), he or she may give directions in writing to the persons who manage the affairs of the association as to any matter relating to the name, constitution, objects or management of the association. (4) A person to whom a direction is given under subsection (3) must take all steps reasonably available to him or her to comply with it. Penalty: $500. (5) If any such direction is not complied with, the association may, on the ground of that non-compliance, be wound up by the Supreme Court on the application of the Minister; and section 148(2) and (3) apply for that purpose with all necessary changes.Part 4 — Non-government schools What this Part is aboutThis Part requires non-government schools to be approved and registered by the Minister and makes various provisions about their operation and funding.In particular it deals with — the registration of non-government schools that meet the required standards (Division 2);recognition of groups of registered schools (“system schools”) that are under the control of one governing body, and agreements between the Minister and the governing body about the operation of schools in the group (Division 3);inspection of registered schools and the provision of information to the Minister (Division 4);the allocation of funds appropriated by Parliament for registered schools (Division 5);loans to registered schools or school systems for capital works (Division 6).Division 1 — Preliminary 150. In this Part, unless the contrary intention appears — “governing body” means — (a) in relation to a school or proposed school, the person or body of persons that has the ownership, management or control of the school or proposed school; and (b) in relation to a system of non-government schools, the person or body of persons that exercises a supervisory role over the schools in the system; “non-system school” means a school that is not a member of a school system; “registered school” means a school registered under section 160; “school system” means a school system that is recognized under section 169; “system agreement” means an agreement under section 173; “system school” means a school that is a member of a school system.151. References to chief executive officer References in this Part to the chief executive officer are to the chief executive officer appointed under section 45 of the Public Sector Management Act 1994 for the department principally assisting the Minister in the administration of this Part.152. Delegation by the chief executive officer (1) The chief executive officer may, by instrument, delegate to an officer of the department the performance of any of the functions conferred on the chief executive officer by this Act except this power of delegation. (2) A delegation may be general or as otherwise provided by the instrument of delegation. (3) Where an officer performs a function of the chief executive officer he or she is to be taken to do so in accordance with the terms of a delegation under this section, unless the contrary is shown. (4) Performance of a function by an officer under this section is to be treated as performance by the chief executive officer.153. Minister may give directions to the chief executive officer The Minister may give directions in writing of a general nature to the chief executive officer with respect to the performance of the chief executive officer’s functions under this Part but the Minister cannot give a direction in relation to a particular person.Division 2 — Registration of non-government schools 154. Offence of carrying on unregistered school etc. (1) A person must not establish or carry on an establishment that provides an educational programme for children in their — (a) pre-compulsory education period; (b) compulsory education period; or (c) post-compulsory education period, unless the establishment is registered under this Part. Penalty: $10 000 and a daily penalty of $50. (2) Subsection (1) does not apply to — (a) a government school; (b) a community kindergarten registered under Part 5; or (c) an establishment that provides an educational programme of a kind prescribed by the regulations. (3) A person employed in an establishment referred to in subsection (1) is not guilty of an offence against that subsection if the person proves that he or she acted under an honest and reasonable belief that the establishment was carried on under and in accordance with — (a) a registration referred to in subsection (2)(b); or (b) a certificate referred to in section 162.155. Offence of false representation A person must not falsely represent in relation to an establishment that — (a) the establishment is registered under this Part; or (b) enrolment in the establishment satisfies the requirements of section 9(1). Penalty: $10 000.156. Scheme of registration (1) The Minister may register non-government schools. (2) A school is to be registered as a system school or a non-system school. (3) A school is to be registered as providing educational programmes of a general or any specified kind for one or more of the following — (a) education for children in their pre-compulsory education period or for any specified part of that period; (b) education for children in their compulsory education period or for any specified part of that period; or (c) education for children in their post-compulsory education period or for any specified part of that period. (4) The chief executive officer is to keep a register of schools that are registered under this Part.157. Minister may make advance determination of certain issues (1) A person or body of persons that proposes to establish a non-government school may apply to the Minister for a determination of the kind described in subsection (2). (2) The determination referred to is that, if an application were made under section 158 to register the proposed school, the Minister could not refuse to register it on the ground specified in section 160(1)(f). (3) The Minister may make such a determination and in doing so is to take into account the need to allow diversity of choice in educational programmes. (4) The Minister may specify a time after which a determination will lapse. (5) If when an application is made to register a school under section 158 a determination under this section is in force in respect of the school, the application cannot be refused on the ground referred to in subsection (2), but this subsection does not otherwise restrict the operation of section 160.158. Application for registration (1) The governing body of a school may apply to the Minister for the school to be registered as a system or a non-system school. (2) An application is to — (a) be made in writing at least 6 months before the day from which registration is sought; (b) specify the kind of education for which registration is sought; (c) specify the location of all of the premises to be used by the school; (d) provide any other prescribed information; and (e) be accompanied by the prescribed fee. (3) If the application is for registration as a system school, the application is to be accompanied by a statement in support of the application by the governing body of the school system. (4) The Minister may require the governing body to provide any other information that he or she considers necessary.159. Matters to be considered by Minister (1) The Minister, in determining an application for registration, or for renewal of registration, of a school is to take into account — (a) the location of the premises to be used by the school; (b) the school’s curriculum; (c) the year levels of education to be provided; (d) the number of days in each year on which the school is to be open for instruction; (e) the qualifications of the teachers; (f) the school buildings, if any; (g) the facilities to be provided; (h) the number of children to attend the school; (i) the enrolment and attendance procedures; (j) the means by which disputes and complaints about the provision of education at the school may be dealt with; (k) the arrangements (if any) for board and lodging for students on school premises or premises associated with the school; (l) the sufficiency of the school’s financial resources; and (m) any other matter prescribed by the regulations. (2) The Minister may determine standards in respect of the matters referred to in subsection (1) and is to determine any standard in accordance with consultation procedures prescribed by the regulations.160. Grant or refusal of registration (1) The Minister is to register the school if the Minister is satisfied that — (a) the constitution of the governing body of the school is satisfactory for the purposes of this Act; (b) the members of the governing body are fit and proper persons to operate a school; (c) the school will meet any standards determined by the Minister under section 159(2); (d) the school will provide a satisfactory standard of education of the kind for which registration is sought; (e) the school will provide satisfactory levels of care for the children concerned; (f) the school will not have a detrimental effect on the ability of an existing school to function as a school; and (g) the school complies, or will be able to comply, with any written laws affecting the operation of the school. (2) If the Minister is not so satisfied, he or she is to — (a) register the school subject to specified conditions; or (b) refuse to register the school. (3) If the Minister is not satisfied as to the matter mentioned in subsection (1)(a) he or she may impose a condition that within a specified period — (a) the school is to have a governing body that is a body corporate; and (b) the constitution of the governing body is to be approved by the Minister as being satisfactory for the purposes of this Act. (4) In subsection (1)(f) — “existing school” includes a proposed school for which a determination under section 157(2) is in force.161. Minister to notify decision within 3 months The Minister, within 3 months after the application is received, is to notify the applicant in writing of the decision and, if registration is refused, of the reasons for the refusal.162. Certificate of registration The Minister is to issue a certificate of registration to the governing body of a school that is granted registration or renewal of registration, specifying the kinds of education, in terms of section 156(3), for which it is registered and — (a) in the case of a school to which section 163(1) applies, the period of registration; or (b) in the case of a school to which section 163(2) applies, the name of the school system of which it is a member.163. Period of registration (1) Subject to this Part, the registration of a school that is — (a) a non-system school; or (b) a member of a school system for which a system agreement is not in force, continues for the period specified in its certificate of registration, being a period of not less than one year and not more than 7 years. (2) Subject to this Part, the registration of a school that is a member of a school system for which a system agreement is in force continues until — (a) the school ceases to be a member of the school system; or (b) the school system ceases to be recognized under section 169.164. Renewal of registration (1) The governing body of a school referred to in section 163(1) may apply to the Minister for the registration to be renewed. (2) An application for renewal is to be made in writing not earlier than 12 months and not later than 6 months before the end of the current period of registration. (3) An application for renewal is otherwise to be made and determined in the same way as an application for initial registration under section 158.165. Amendment of conditions (1) Where under section 160(2)(a) a school is registered subject to conditions, the Minister may decide to — (a) impose any new condition; or (b) change or remove an existing condition. (2) The Minister is not to make a decision under subsection (1) without first consulting the governing body of the school. (3) The Minister is to give written notice of any decision under subsection (1) to the governing body of the school and the decision does not take effect until — (a) 14 days after the notice is given; or (b) such later time as is set out in the notice.166. Minister may give directions (1) The Minister may give directions in writing to the governing body of a registered school requiring the governing body to observe any standard for the time being determined under section 159(2). (2) A governing body is to comply with a direction so given.167. Cancellation of registration (1) The Minister may cancel the registration of a system or non-system school at any time if the Minister is satisfied — (a) that the school or its governing body is not complying with — (i) this Act; (ii) any relevant requirement of the Curriculum Council Act 1997; (iii) any condition of the school’s registration; or (iv) a direction given under section 166; or (b) that it is in the best interests of the children at the school to do so. (2) The Minister is not to cancel the registration of a school without first — (a) notifying the governing body of the proposed cancellation and of the reasons for it; and (b) giving the governing body a reasonable opportunity to show why the registration should not be cancelled. (3) Subsection (2) does not apply if in the opinion of the Minister the health or welfare of persons may be at risk if the registration is not cancelled immediately. (4) The Minister is to give written notice of the cancellation to the governing body. (5) The cancellation takes effect at such time as is specified in the notice given under subsection (4). (6) In this section — “governing body” means — (a) for a non-system school the governing body of the school; or (b) for a system school the governing body of the system.168. Review of decisions in relation to registration (1) The governing body of a school may apply in writing to the Minister for a review of a decision of the Minister — (a) to refuse to register the school; (b) concerning a condition to which the school’s registration is subject; or (c) to cancel the school’s registration. (2) The application is to be made within 28 days after the applicant received written notice of the decision. (3) Where an application is made under subsection (1), the Minister is to refer the matter to a Non-government School Registration Advisory Panel which is to examine the matter and report to the Minister with its recommendation. (4) A Non-government School Registration Advisory Panel is to give the applicant the opportunity to be heard. (5) The Minister is to give a copy of the report of the Non-government School Registration Advisory Panel to the applicant. (6) The Minister after considering the report may confirm, vary or reverse the decision and is to give written notice to the applicant of the subsequent decision and written reasons for that decision. (7) In this section — “Non-government School Registration Advisory Panel” means an advisory panel under section 241 established for the purposes of subsection (3) of this section.Division 3 — Non-government school systems Subdivision 1 — Recognition of systems 169. Recognized school systems (1) Where the Minister is satisfied that subsection (2) applies to a group of registered schools, the Minister may by order published in the Government Gazette declare the schools to be a recognized school system. (2) This subsection applies where a person or body of persons exercises a supervisory role over a group of 2 or more registered schools. (3) An order under subsection (1) is to specify — (a) the schools that are members of the school system; and (b) the name and address of the governing body of the system.170. Revocation of order (1) The Minister may by order published in the Government Gazette revoke an order under section 169 in respect of a school system if — (a) the Minister is no longer satisfied that section 169(2) applies to the schools in the system; or (b) the Minister is satisfied that it is in the best interests of children at schools in the system to do so. (2) An order under subsection (1) in respect of a school system may provide that the registration of a school in the system will remain in force for a period of up to 12 months after the order comes into force. (3) The Minister is not to publish an order under subsection (1) in respect of a school system without first — (a) notifying the governing body of the system of the proposed revocation and of the reasons for it; and (b) giving the governing body a reasonable opportunity to show why the order should not be revoked. (4) The revocation takes effect at such time as is specified in the order.171. Inclusion of a registered school in a school system (1) The governing body of a school system may accept as a member of the system a school that is registered as a non-system school without conditions if that registration is not subject to any condition. (2) The governing body is to give notice to the Minister of its intention to accept the school as from a day specified in the notice. (3) The school becomes a member of the system on the day specified in the notice.172. Withdrawal of a school from a school system (1) The person or body of persons that has the ownership of a school that is a member of a school system may give notice to the Minister that the school wishes to withdraw from the system and apply for registration as a non-system school. (2) If the Minister is satisfied that the school meets the requirements of section 159, the Minister may — (a) approve the withdrawal; and (b) register the school as a non-system school as from a day specified by the Minister. (3) The Minister is not to take action under subsection (2) in respect of a school without first — (a) informing the governing body of the relevant system of the notice given under subsection (1); and (b) giving the governing body a reasonable opportunity to make submissions on it.Subdivision 2 — System agreements 173. Minister may make agreements with non-government school systems (1) The Minister may make an agreement with the governing body of a school system. (2) The term of a system agreement is not to exceed 10 years but on its expiry a further system agreement may be made. (3) If the Minister is not willing to make a further system agreement in place of an expiring system agreement, the Minister is to notify the governing body concerned in writing of that fact and of the reasons for his or her unwillingness. (4) A notice under subsection (3) is to be given not later than 6 months before the agreement will expire.174. Contents of a system agreement (1) A system agreement is to include provisions as to — (a) the responsibility of the governing body for the supervision of schools in the system; (b) methods by which the governing body will ensure that standards of educational instruction are maintained in the schools of the system; (c) the giving of information to the Minister about the system and the schools that are members of the system, in particular — (i) statistical information; (ii) educational information; and (iii) financial information; (d) the means by which disputes and complaints about the provision of education at schools within the system may be dealt with; (e) the procedure for varying the agreement from time to time; and (f) any other matter prescribed by the regulations. (2) A system agreement may include provision by which — (a) the Minister delegates to the governing body of the system the performance of functions under this Part relating to the registration or renewal of registration of schools in the system; and (b) the governing body of a system is to supply the information described in section 181 on behalf of schools in the system. (3) The chief executive officer is to keep a register of system agreements and their contents.175. Termination of a system agreement The Minister may terminate a system agreement at any time if he or she is satisfied that the governing body of the system is not complying with the agreement.Division 4 — Inspections and provision of information 176. Inspection on notice (1) The Minister may authorise persons to inspect registered schools for the purpose of ensuring that any school is complying with — (a) this Act; (b) any relevant requirement of the Curriculum Council Act 1997; (c) any condition of the school’s registration; or (d) a direction given under section 166. (2) The Minister is to issue a certificate of authority to any person authorised under subsection (1) that specifies — (a) the schools that the person is authorised to inspect; and (b) the period for which the certificate is in force. (3) Any person authorised under subsection (1) may, on 7 days’ notice — (a) enter and inspect any premises of a registered school; (b) require the production of records and documents relating to the school and inspect or take copies of them; and (c) require any person to give assistance reasonably necessary for the exercise of the powers conferred by this section. (4) In subsection (3)(b) and in section 177(3)(b) and (c) — “records” includes the registers referred to in sections 19 and 28(3).177. Inspection without notice (1) If the Minister is of the opinion that — (a) a registered school is not complying with — (i) this Act; (ii) any relevant requirement of the Curriculum Council Act 1997; (iii) any condition of the school’s registration; or (iv) a direction given under section 166; and (b) it is necessary for an inspection to be made without notice, he or she may authorise a person in writing to inspect the school without notice. (2) The Minister is to issue a certificate of authority to any person authorised under subsection (1) that specifies — (a) the school that the person is authorised to inspect; (b) the period for which the certificate is in force, being a period of not more than 7 days; and (c) the reasons for authorising the inspection under subsection (1). (3) Any person authorised under subsection (1) may — (a) enter, search and inspect any premises of the school; (b) require the production of records and documents relating to the school and inspect or take copies of them; (c) if authorised in writing by the Minister to do so, take possession of any records or documents kept by the school; and (d) require any person to give assistance reasonably necessary for the exercise of the powers conferred by this section.178. Proof of authority A person authorised under section 176 or 177 must produce the certificate referred to in subsection (2) of that section to a person in charge of any premises in respect of which the person is exercising or about to exercise his or her powers.179. Offence of obstructing an inspection A person must not hinder or obstruct an authorised person who is carrying out or attempting to carry out an inspection under this Part. Penalty: $2 000.180. Notice of change of premises The governing body of a registered school is not to move the school, or any part of it, to new premises, unless it has given to the Minister at least 90 days’ notice of its intention to do so.181. Provision of information by registered schools (1) The Minister may, by notice in writing, require the governing body of a registered school to provide — (a) statistical, educational and financial information about the school; and (b) any other information about the school relating to any matter referred to in section 159. (2) If the school is a system school, the Minister is to send a copy of the notice to the governing body of the system. (3) The governing body is to provide the required information within the period specified in the notice, being a period of not less than 14 days from receipt of the notice. Penalty: $2 000.Division 5 — Funding 182. Minister may allocate moneys (1) The Minister may allocate moneys that have been appropriated by Parliament for the purpose of assisting registered schools and school systems. (2) Allocations must be made in accordance with — (a) an order made under section 183; or (b) guidelines issued under such an order. [(3) Has not come into operation .]183. Orders as to funding (1) The Minister may by order published in the Government Gazette make provision for — (a) the purposes for which; and (b) the manner in which, moneys appropriated by Parliament for the purposes of section 182 will be applied in assisting registered schools and school systems. (2) The Minister may by order published in the Government Gazette amend or revoke an order under subsection (1). (3) An order under subsection (1) or (2) is to take effect on such day as is specified in the order which may be a day earlier than the day on which the order is published.184. Contents of orders Without limiting section 183 an order under that section may provide — (a) for moneys to be paid to the governing body of — (i) a registered school; or (ii) a school system for which a system agreement is in force; (b) for guidelines to be issued by the Minister from time to time expressing the principles upon which assistance will be given; (c) that moneys not applied to the purposes specified in the order may, with the approval of the Minister, be applied to any other purpose approved by the Minister; or (d) for any assistance provided to be subject to such conditions, limitations or restrictions as are specified in the order.185. Accountability (1) The Minister may require a governing body to furnish to the Minister a report as to the application of moneys provided under this Division. (2) If — (a) the governing body fails to furnish any report required by the Minister; (b) any condition, limitation or restriction on the use of moneys is not complied with; or (c) the Minister is of the opinion that moneys have not been applied in accordance with an order under section 183, the Minister may recover the moneys as a debt in a court of competent jurisdiction.Division 6 — Loans for capital works 186. Minister may lend money (1) The Minister may lend money for capital works to the governing body of — (a) a registered school; or (b) a school system for which a system agreement is in force. (2) Any such loan is to be made out of moneys borrowed by the Minister under section 187. (3) The terms and conditions of any such loan, including the interest to be paid — (a) may be less onerous than those that might reasonably apply to such a loan made commercially; and (b) are to be approved by the Treasurer. (4) In subsection (1) — “capital works” means the acquisition of land, the construction, modification and renovation of buildings and the purchase of plant and equipment, or any of those things.187. Borrowing by the Minister (1) The Minister may borrow moneys for the purpose of lending under section 186 — (a) from the Treasurer on such terms and conditions relating to repayment and payment of interest as the Treasurer imposes; or (b) with the prior written approval of the Treasurer and on such terms and conditions as the Treasurer approves, from persons other than the Treasurer. (2) Any moneys borrowed by the Minister under subsection (1)(b) may be raised — (a) as one loan or as several loans; and (b) in such manner as the Treasurer approves. (3) The total amount of the moneys borrowed by the Minister under subsection (1)(b) in any one financial year is not to exceed such amount as the Treasurer approves.188. Moneys to be credited and charged to operating account (1) The following moneys are to be credited to an operating account approved by the Treasurer — (a) repayments of moneys loaned under section 186; and (b) moneys borrowed under section 187. (2) The following moneys are to be charged to the operating account — (a) moneys loaned under section 186; and (b) repayments of moneys borrowed under section 187. (3) In this section — “operating account” means an agency special purpose account established and maintained under section 16 of the Financial Management Act 2006. [Section 188 amended by No. 77 of 2006 s. 17.]189. Guarantee by the Treasurer (1) The Treasurer may, in the name and on behalf of the Crown in right of the State, guarantee payments to be made by the Minister in respect of moneys borrowed by the Minister under section 187(1)(b). (2) A guarantee is to be in such form and contain such terms and conditions as the Treasurer determines. (3) Before a guarantee is given — (a) the Minister is to give to the Treasurer such security as the Treasurer requires; and (b) all instruments that are necessary for the purpose are to be executed. (4) The Treasurer may fix charges to be paid by the Minister to the credit of the Consolidated Account in respect of a guarantee given under this section. [Section 189 amended by No. 77 of 2006 s. 4.]190. Payments under guarantee (1) The due payment of moneys under a guarantee given under section 189 is to be — (a) made by the Treasurer; and (b) charged to, and paid out of, the Consolidated Account, and this subsection appropriates that Account accordingly. (2) The Treasurer is to cause to be credited to the Consolidated Account any amounts received or recovered from the Minister or otherwise in respect of any payment made by the Treasurer under a guarantee given under section 189. [Section 190 amended by No. 77 of 2006 s. 4 and 5(1).]Part 5 — Community kindergartens What this Part is aboutThis Part requires community kindergartens to be registered by the Minister and makes various provisions about their operation and funding.In particular it deals with — the registration of community kindergartens that meet the required standards (Division 2);the operation and management of community kindergartens (Division 3);the allocation of funds appropriated by Parliament for community kindergartens (section 210).Division 1 — Preliminary 191. In this Part, unless the contrary intention appears — “governing body”, in relation to a kindergarten or proposed kindergarten, means the person or body of persons that has the ownership, management or control of the kindergarten or proposed kindergarten.Division 2 — Registration of community kindergartens 192. Scheme of registration The Minister may register community kindergartens for the provision of educational programmes for children in the first year of their pre-compulsory education period.193. Application for registration (1) The governing body of a kindergarten may apply to the Minister for the kindergarten to be registered as a community kindergarten. (2) An application is to — (a) be made in writing at least 6 months before the day from which registration is sought; (b) specify the location of all the premises to be used by the kindergarten; and (c) provide any other prescribed information. (3) The Minister may require the governing body to provide any other information that he or she considers necessary.194. Matters to be considered by Minister (1) The Minister, in determining an application for registration of a kindergarten is to take into account — (a) the location of the premises to be used by the kindergarten; (b) the kindergarten’s buildings, if any; (c) the playground equipment and other facilities to be provided; and (d) any other matter prescribed by the regulations. (2) The Minister may determine standards in respect of the matters referred to in subsection (1).195. Grant or refusal of registration (1) The Minister is to register the kindergarten as a community kindergarten if the Minister is satisfied that — (a) the governing body of the kindergarten will be incorporated under the Associations Incorporation Act 1987 before the day from which registration is sought; (b) the constitution of the governing body of the kindergarten is satisfactory for the purposes of this Act; (c) the members of the governing body are fit and proper persons to operate a community kindergarten; (d) the kindergarten will meet any standards determined by the Minister under section 194(2); (e) the kindergarten will provide satisfactory levels of care for the children concerned; and (f) the kindergarten complies, or will be able to comply, with any written laws affecting the operation of the kindergarten. (2) If the Minister is not so satisfied, he or she is to — (a) register the kindergarten subject to specified conditions; or (b) refuse to register the kindergarten.196. Minister to notify decision within 3 months The Minister, within 3 months after the application is received, is to notify the applicant in writing of the decision and, if registration is refused, of the reasons for the refusal.197. Registration (1) The Minister is to issue a certificate of registration to the governing body of a community kindergarten that is registered under this Part. (2) The registration of a community kindergarten has effect indefinitely unless the registration is cancelled under section 200. (3) The chief executive officer is to keep a register of community kindergartens that are registered under this Part.198. Amendment of conditions (1) Where under section 195(2)(a) a community kindergarten is registered subject to conditions, the Minister may decide to — (a) impose any new condition; or (b) change or remove an existing condition. (2) The Minister is not to make a decision under subsection (1) without first consulting the governing body of the kindergarten. (3) The Minister is to give written notice of any decision under subsection (1) to the governing body of the kindergarten and the decision does not take effect until — (a) 14 days after the notice is given; or (b) such later time as is set out in the notice.199. Age limit on attendance (1) It is a condition of every registration of a community kindergarten that a child is not to attend the community kindergarten in a year unless — (a) the first year of the child’s pre-compulsory education period falls in that year; or (b) if paragraph (a) does not apply, the child’s attendance is approved by the chief executive officer. (2) The chief executive officer may — (a) attach any condition to; or (b) revoke, an approval under subsection (1)(b).200. Cancellation of registration (1) The Minister may cancel the registration of a community kindergarten at any time if the Minister is satisfied — (a) that the buildings or facilities of the kindergarten present a risk to the safety or health of the children or staff at the kindergarten; (b) that there has been mismanagement by the governing body or its management committee; (c) that the kindergarten or its governing body is not complying with — (i) this Act; (ii) any relevant requirement of the Curriculum Council Act 1997; (iii) any condition of the kindergarten’s registration; or (iv) a direction given under section 202; or (d) that it is in the best interests of the children at the kindergarten to do so. (2) The Minister is not to cancel the registration of a community kindergarten without first — (a) notifying the governing body of the proposed cancellation and of the reasons for it; and (b) giving the governing body a reasonable opportunity to show why the registration should not be cancelled. (3) Subsection (2) does not apply if in the opinion of the Minister the health or welfare of persons may be at risk if the registration is not cancelled immediately. (4) The Minister is to give written notice of the cancellation to the governing body. (5) The cancellation takes effect at such time as is specified in the notice given under subsection (4).201. Review of decisions in relation to registration (1) The governing body of a kindergarten may apply in writing to the Minister for a review of a decision of the Minister — (a) to refuse to register the kindergarten as a community kindergarten; (b) concerning a condition to which the kindergarten’s registration is subject; or (c) to cancel the kindergarten’s registration. (2) The application is to be made within 28 days after the applicant received written notice of the decision. (3) Where an application is made under subsection (1), the Minister is to refer the matter to a Community Kindergarten Registration Advisory Panel which is to examine the matter and report to the Minister with its recommendation. (4) A Community Kindergarten Registration Advisory Panel is to give the applicant the opportunity to be heard. (5) The Minister is to give a copy of the report of the Community Kindergarten Registration Advisory Panel to the applicant. (6) The Minister after considering the report may confirm, vary or reverse the decision and is to give written notice to the applicant of the subsequent decision and written reasons for that decision. (7) In this section — “Community Kindergarten Registration Advisory Panel” means an advisory panel under section 241 established for the purposes of subsection (3) of this section.Division 3 — Operation and management of community kindergartens 202. Minister may give directions (1) The Minister may give directions in writing to the governing body of a community kindergarten requiring the governing body to observe any standard for the time being determined under section 194(2). (2) A governing body is to comply with a direction so given.203. Extent of role of governing body as to certain matters (1) With the approval of the Minister and subject to the regulations, a governing body for a community kindergarten or its management committee may take part in the selection of teaching staff for the kindergarten. (2) The governing body of a community kindergarten cannot — (a) intervene in the educational instruction of children; or (b) exercise authority over teaching staff or other persons appointed under section 236(2) who are employed at the kindergarten. (3) The number of children that may attend a community kindergarten is to be determined by the chief executive officer.204. Certain staff to be appointed by chief executive officer The chief executive officer is to appoint such number of teaching staff and other persons under section 236(2) as the chief executive officer considers appropriate for the provision of an educational programme at a community kindergarten.205. Functions of kindergarten teachers (1) The functions of teaching staff in a community kindergarten are — (a) to foster and facilitate learning in children; (b) to give competent instruction to children in accordance with — (i) the curriculum; and (ii) standards determined by the chief executive officer, and to undertake the preparation necessary to do so; (c) to undertake regular evaluation and reporting of the progress of children; (d) to be answerable for the educational achievement of children under his or her instruction to a principal nominated, or an officer designated by, the chief executive officer; (e) to supervise children and to maintain proper order and discipline on their part; (f) to carry out administrative duties to meet organizational requirements relevant to the teacher’s functions; and (g) to perform any other prescribed function assigned by the chief executive officer. (2) The functions set out in subsection (1) have effect subject to — (a) this Act; and (b) the instructions of the chief executive officer.206. Curriculum and enrolment (1) Sections 67 and 68 have effect as if the references in those sections to government schools included community kindergartens. (2) The enrolment of a child at a community kindergarten is to be in accordance with the regulations.207. Limitation on fees for instruction and charges (1) Except as provided by this section, no fee or charge may be imposed or collected for the cost of providing an educational programme of a community kindergarten. (2) Regulations may be made providing for charges that may be made for — (a) materials provided in an educational programme of a community kindergarten; and (b) services or facilities for use in, or associated with the provision of, an educational programme of a community kindergarten. (3) Regulations may provide for the manner of determining a charge, the kind of charge that is able to be charged for the purposes of this section, the limits of such charges and any other matter relevant to such charges and their recovery.[208. Has not come into operation .]209. Dealing with persons disrupting community kindergarten premises and dissemination of certain information on community kindergarten premises Sections 120 and 121 have effect as if the references in those sections — (a) to a government school included a community kindergarten; and (b) to a principal included a principal or an officer referred to in section 205(1)(d).210. Chief executive officer may allocate moneys (1) The chief executive officer may, in accordance with the regulations, allocate moneys that have been appropriated by Parliament for the purpose of assisting community kindergartens. (2) Moneys may only be allocated under this section in respect of children who are — (a) entitled to reside permanently in Australia; or (b) members of a class of children prescribed by the regulations. (3) Regulations may be made providing for the allocation of moneys referred to in subsection (1).211. Accountability (1) The chief executive officer may require a governing body to furnish to the chief executive officer a report as to the application of moneys provided under this Part. (2) If — (a) the governing body fails to furnish any report required by the chief executive officer; or (b) any condition, limitation or restriction on the use of moneys is not complied with, the chief executive officer may recover the moneys as a debt in a court of competent jurisdiction.212. Regulations Regulations may be made for the regulation and control of community kindergartens.Part 6 — Administration What this Part is aboutThis Part deals with — the functions and powers of the Minister including the power of delegation (Division 1);a department of the public service, and its chief executive officer, to assist the Minister in the administration of the Act, other than Part 4 (which is about non-government schools) (Division 2);the appointment, management and discipline of teaching staff and non-teaching staff (Division 3);the establishment of panels to advise on aspects of the operation of the Act (Division 4).Division 1 — The Minister 213. In this Division — “property” means property of every kind, whether real or personal, tangible or intangible, corporeal or incorporeal, and any interest in property.214. Minister to be body corporate (1) For the purposes of this Act the Minister is a body corporate with the name “Minister for Education”. (2) The corporate identity of the body corporate referred to in subsection (1) is the same as that continued by section 5 of the Act repealed by section 246 and the continuation of the corporate identity is not affected by the repeal. (3) The Minister — (a) has perpetual succession; (b) is to have a common seal; and (c) may sue and be sued in the Minister’s corporate name.215. Property vested in Minister Property acquired or held for the purposes of this Act is vested in the Minister.216. Powers of Minister (1) The Minister may do all things necessary or convenient to be done for the purpose of furthering the best interests of students and educational programmes in government schools. (2) Without limiting subsection (1) the Minister may for the purpose mentioned — (a) acquire, hold, manage, improve, develop and dispose of property or an interest in property; (b) accept any gift, devise or bequest if it is absolute or subject to conditions to which the Minister agrees; (c) subject to section 217, participate in any business arrangement and acquire, hold and dispose of shares, units or other interests in, or relating to, a business arrangement; (d) allow persons to undertake advertising or sponsorship, of the kind and to the extent that is authorised by regulations, in connection with educational activities in government schools; (e) enter into any contract or arrangement; (f) turn to account any resource or intellectual property that is vested in the Minister; (g) apply for, hold, exploit and dispose of any patent, patent rights, design rights, copyright, trademark or similar rights; and (h) use the expertise and resources of the department to provide consultancy, advisory or other services for profit. (3) The Minister may for the purpose of furthering education whether in the government or non-government schools — (a) act as trustee of any trust for educational purposes; or (b) grant allowances, awards and scholarships. (4) In exercising any power under this section the Minister may act in conjunction with — (a) any person or firm, or a public authority; or (b) any department of the Public Service or any agency of the State or the Commonwealth. (5) An agreement or arrangement for advertising or sponsorship in relation to a government school is not to be entered into by the principal of the school acting — (a) in exercise of the power conferred by subsection (2)(d); and (b) as the subdelegate of the Minister under section 225, unless the Council for that school has approved the agreement or arrangement. (6) In subsection (2) — “acquire” includes taking on lease or licence or in any other manner in which an interest in property may be acquired; “business arrangement” means a company, a partnership, a trust, a joint venture, or an arrangement for sharing profits; “dispose of” includes dispose of by way of lease; “participate” includes form, promote, establish, enter, manage, dissolve, wind up, and do anything incidental to participating in a business arrangement.217. Treasurer to consider proposals under section 216(2)(c) (1) Before the Minister exercises any power conferred by section 216(2)(c) he or she is to — (a) notify the Treasurer of the proposal; and (b) seek the Treasurer’s approval to it, unless it is of a kind that the Treasurer has determined in writing need not be so notified. (2) If the Treasurer approves the proposal, he or she may impose requirements to be complied with by the Minister in connection with it. (3) The Treasurer may also give directions to be complied with generally by the Minister in the exercise of the powers referred to in subsection (1).218. Licences for use of certain property (1) This section applies to a licence granted by the Minister to a person for the use of tangible property that is vested in the Minister. (2) A licence to which this section applies — (a) must be in writing; (b) is not to be granted for more than the allowed period but may at the Minister’s option be renewed once or more than once for a period or successive periods, each not exceeding the allowed period; (c) may provide for a payment to be made by the licensee in connection with the use of the property; (d) may provide for an amount of money to be paid by the licensee as security for the performance of the licensee’s obligations under the licence; and (e) is otherwise to be on such terms and subject to such conditions as the Minister thinks fit. (3) The use of property in respect of which a licence to which this section applies is not limited to the purposes of school education but the use must not interfere with the normal operations of any school to which the property relates. (4) A licence for the use of tangible property that is vested in the Minister is not to be granted if the use of the property would adversely affect the safety or welfare of students, teaching staff or other persons employed at any school to which the property relates. (5) In subsection (2)(b) — “allowed period” means — (a) in the case of a licence granted by the Minister, 5 years; or (b) in the case of a licence granted by a subdelegate of the Minister acting under section 225, 2 years.219. Licences for community use of certain property (1) This section applies if a licence to which section 218 applies (“the licence”) is granted to give effect to arrangements entered into by the Minister with a local government — (a) to enable tangible property vested in the Minister to be used by the community for purposes that do not interfere with the normal operations of a school; and (b) to provide for the management and control of such use. (2) If this section applies, section 218(2)(b) does not apply to the licence. (3) If this section applies, the licence may provide for — (a) the establishment, composition, powers and duties of a management committee to manage and control the use of the property in accordance with the licence; (b) a payment to be made to the Minister by the local government by way of contribution towards the costs incurred in the provision of the facilities; and (c) the appointment and remuneration of staff with respect to the use of the land and facilities.220. When school fund to receive money paid under certain licences Where — (a) a licence to which section 218 applies — (i) relates to property in respect of a particular school; and (ii) requires an amount of money to be paid in accordance with section 218(2)(c) or (d); and (b) the licence is granted by a subdelegate of the Minister acting under section 225 and the subdelegation expressly states that this section is to apply, subject to section 111(4), the money is to be credited to the General Purposes Fund of the school in accordance with section 112(1)(d).221. When school fund to receive money paid for advertising or sponsorship (1) Where — (a) an agreement or arrangement for advertising or sponsorship in relation to a government school is entered into by the principal of the school acting — (i) in exercise of the power conferred by section 216(2)(d); and (ii) as the subdelegate of the Minister under section 225; and (b) the subdelegation expressly states that this section is to apply, any money payable for the advertising or sponsorship is to be credited to the General Purposes Fund of the school in accordance with section 112(1)(d). (2) The Minister is to ensure that a subdelegation does not state that this section is to apply unless the application of the section in the particular case is in accordance with the fair distribution across government schools of the benefits of advertising and sponsorship.222. Power to exempt (1) The Minister may, by order published in the Government Gazette — (a) exempt a school or class of schools — (i) from the provisions of this Act that are specified in the order; and (ii) for a period not exceeding 3 years as specified in the order; (b) amend or repeal an order made under paragraph (a); and (c) renew an order made under paragraph (a) for a one year period only by making the order to renew at least 6 months before the original order expires. (2) An exemption given for the purposes of this section is of no effect at any time when a condition imposed in relation to the exemption is being contravened. (3) Section 42 of the Interpretation Act 1984 applies to an order, the amendment or repeal of an order or the renewal of an order under subsection (1) as if the order were regulations within the meaning of that Act, except that the reference in section 42(1) of that Act to 6 sitting days is, for the purposes of its application to the order, to be construed as a reference to 9 sitting days. (4) The Minister is to ensure that the reasons in support of an order, the amendment or repeal of an order or the renewal of an order under subsection (1) are laid before each House of Parliament in accordance with section 42 of the Interpretation Act 1984 as it applies under subsection (3) of this section.223. Review by Minister (1) A person who is aggrieved by a decision — (a) made by any person performing a function for the purposes of school education; and (b) concerning an individual student, may, in addition to any other right under this Act to have the decision reviewed, request the Minister to review the procedure by which the decision was made. (2) The Minister may, but is not obliged to, conduct a review under this section. (3) If, on a review under this section, the Minister is of the opinion that — (a) the decision was made without compliance with the applicable procedure; (b) the procedure by which the decision was made was unfair, defective or inadequate; or (c) the information available to the person who made the decision was inadequate, the Minister may recommend that the person who made the decision review the procedure or reconsider the decision and may recommend the procedure or information that the Minister thinks is appropriate for that review or reconsideration. (4) The regulations may regulate the practice and procedure of reviews under this section. (5) Nothing in this section affects the jurisdiction that the Parliamentary Commissioner for Administrative Investigations has under the Parliamentary Commissioner Act 1971.224. Delegation (1) The Minister may, by instrument, delegate to the chief executive officer the performance of any of the Minister’s functions except those under section 54, 168, 201, 222 or 223. (2) Subsection (1) has effect subject to sections 11(6) and 21(2). (3) A delegation may be general or as otherwise provided by the instrument of delegation. (4) Where the chief executive officer performs a function of the Minister he or she is to be taken to do so in accordance with the terms of a delegation under this section, unless the contrary is shown. (5) Performance of a function by the chief executive officer under this section is to be treated as performance by the Minister.225. Subdelegation (1) The Minister may, in an instrument by which a function is delegated to the chief executive officer under section 224, authorise the chief executive officer to subdelegate that function to — (a) a specified officer; or (b) the holder or holders for the time being of a specified office or class of office. (2) Apart from subsection (1), a delegation under section 224 does not include the power to subdelegate. (3) Section 59 of the Interpretation Act 1984 applies to a subdelegation under this section in the same way as it applies to a delegation. (4) In this section — “officer” means a person who comes within a class referred to in section 235(1), and “office” has a corresponding meaning.226. Documents presumed duly executed When a document is produced bearing a seal purporting to be the common seal of the Minister, it is to be presumed until the contrary is shown that the seal is the seal of the Minister and has been duly affixed.227. Accountability under this Division Any acts or things done by the Minister under this Division are to be regarded — (a) as services under the control of the department for the purposes of section 52 of the Financial Management Act 2006; and (b) as operations of the department for the purposes of Part 5 of that Act. [Section 227 amended by No. 77 of 2006 s. 17.]Division 2 — The department 228. Department There is to be a department of the Public Service with a function of principally assisting the Minister in the administration of this Act, other than in relation to — (a) Part 4; and (b) the application of any other provision of this Act to students enrolled at non-government schools.229. Chief executive officer References in this Act, other than Part 4, to the chief executive officer are, unless a contrary intention appears, references to the chief executive officer appointed for the department under section 45 of the Public Sector Management Act 1994.230. Delegation by chief executive officer (1) The chief executive officer may, by instrument, delegate to an officer the performance of any of the functions conferred on the chief executive officer by this Act except this power of delegation. (2) A delegation may be general or as otherwise provided by the instrument of delegation. (3) Where an officer performs a function of the chief executive officer he or she is to be taken to do so in accordance with the terms of a delegation under this section, unless the contrary is shown. (4) Performance of a function by an officer under this section is to be treated as performance by the chief executive officer. (5) In this section — “officer” means a person who comes within a class referred to in section 235(1).231. Minister may give directions to the chief executive officer The Minister may give directions in writing of a general nature to the chief executive officer with respect to the performance of the chief executive officer’s functions under this Act but the Minister cannot give a direction in relation to a particular person.232. Chief executive officer may give directions to a principal The chief executive officer may give directions in writing to the principal of a government school with respect to the performance of the principal’s functions under this Act, either generally or in relation to a particular matter, and the principal is to give effect to any such direction.233. CEO’s Instructions (1) The chief executive officer may prepare and issue instructions (“CEO’s Instructions”) to be observed by persons performing functions in the department. (2) The CEO’s Instructions must not be inconsistent with this Act. (3) Sections 9, 10, 15, 43(4) and 43(7) to (9) of the Interpretation Act 1984 apply to the CEO’s Instructions as if they were regulations. (4) A breach of the CEO’s Instructions committed by a person is not to be an offence but is to be treated for the purposes of paragraph (a) of section 80 of the Public Sector Management Act 1994 (including that paragraph as applied by section 239) as the disobedience by that person of a lawful order.Division 3 — Staff employed in the department 234. In this Division — “other officers” means officers referred to in section 235(1)(c); “teaching staff” means teaching staff referred to in section 235(1)(b); “the PSMA” means the Public Sector Management Act 1994.235. Categories of staff (1) To enable the functions of the department to be performed persons are to be employed in the department — (a) as public service officers appointed or made available under Part 3 of the PSMA; (b) as members of the teaching staff; (c) as other officers; or (d) as wages staff. (2) A person is not to be employed as a member of the teaching staff unless the person holds a qualification recognized by the chief executive officer as being an appropriate qualification. (3) Subsection (1) does not affect the power of the chief executive officer to engage a person under a contract for services under section 100 of the PSMA.236. Provisions applicable to teaching staff, other officers and wages staff (1) Part 3 of the PSMA does not apply to the teaching staff, other officers and wages staff. (2) The powers to engage, transfer, promote and otherwise manage the members of the teaching staff, other officers and wages staff are vested in the chief executive officer. (3) The terms and conditions of service of members of the teaching staff, other officers and wages staff are to be — (a) in accordance with any relevant industrial award, order or agreement; and (b) not less than those provided for by the Minimum Conditions of Employment Act 1993. (4) Members of the teaching staff and other officers may be engaged — (a) on a full-time or part-time basis; and (b) for an indefinite period as permanent officers, or for a period not exceeding 5 years. (5) Nothing in this section affects the operation of Part VID of the Industrial Relations Act 1979. (6) For the avoidance of doubt it is declared that members of the teaching staff, other officers and wages staff are employed for and on behalf of the Crown. [Section 236 amended by No. 20 of 2002 s. 27; amended in Gazette 15 Aug 2003 p. 3692.]237. Classification of teaching staff Without limiting section 29(1)(h) of the PSMA the teaching staff is to consist of the following classes — (a) school administrators, that is — (i) principals; and (ii) any other office or position, or class of office or position, prescribed by the regulations; (b) teachers other than school administrators; and (c) any other class prescribed by the regulations.238. Transfer of teacher to another category of employee (1) The chief executive officer may, if he or she considers that it is in the interests of the department to do so, determine that — (a) a person who is a member of the teaching staff is to become an officer of the class mentioned in section 235(1)(a) or (c); or (b) a person who has been the subject of a determination under paragraph (a) of this subsection is to again become a member of the teaching staff. (2) Except where section 239(2) applies, a determination under subsection (1) of this section is only to be made with the consent of the person concerned. (3) Regulations may be made in respect of the entitlement of persons who are the subject of a determination under subsection (1) to rights and benefits that had accrued or were accruing at the time when the determination took effect.239. Teaching staff and other officers, substandard performance and disciplinary matters (1) Part 5 of the PSMA has effect as if in that Part references to — (a) an employee included — (i) a member of the teaching staff; and (ii) an officer who comes within section 235(1)(c); and (b) an employing authority that is not the Minister (within the meaning in that Part) included references to the chief executive officer. (2) In addition to the actions that may be taken under the provisions of sections 79(3) and 86(3)(b)(ii) of the PSMA, the chief executive officer may under those provisions make a determination under section 238(1)(a) in respect of a member of the teaching staff. (3) Without limiting section 80 of the PSMA, a contravention of this Act is to be taken to be a breach of discipline for the purposes of that section.240. Employee may be ordered to leave school premises (1) If the chief executive officer suspects — (a) that a person employed at the premises of a government school is guilty of an act or omission that comes within section 80 of the PSMA (whether or not that section applies to the person); and (b) that the continued presence of the person on the school premises constitutes a risk to the safety or welfare of students on the premises, the chief executive officer may, by order in writing given to the person, require him or her to leave the school premises and remain away — (c) until — (i) in the case of a member of the wages staff, any relevant procedures have been followed; or (ii) in the case of other staff proceedings against the person are terminated (within the meaning of section 82(2) of the PSMA); or (d) until the order is sooner revoked. (2) The chief executive officer is to ensure that written reasons for issuing an order under subsection (1) are provided with the order. (3) A person must comply with an order given to him or her under subsection (1). Penalty: $5 000. (4) The power conferred by this section is in addition to the powers in Part 5 of the PSMA. [Section 240 amended by No. 50 of 2003 s. 94(2).]Division 4 — Advisory panels 241. Advisory panels (1) Without limiting section 39, 87 or 93 the Minister may establish advisory panels for the purposes of this Act. (2) The Minister is to determine — (a) provisions for the membership, constitution, procedures and discharge of an advisory panel; and (b) in what circumstances and on what matters the panel is to advise. (3) The members of an advisory panel are to be persons who have such experience, skills, attributes or qualifications as the Minister considers appropriate to enable them to effectively perform their advisory function. (4) Subject to this section, an advisory panel may determine its own procedure. (5) In performing its functions in relation to a particular child or student, or class of children or students, an advisory panel may have regard to the social, cultural, lingual, economic or geographic factors, or learning difficulties, that might be relevant to the matter before the panel. (6) The Minister is to ensure that each advisory panel is provided with such support services as it may reasonably require. (7) The Minister may — (a) direct that some or all of the members of an advisory panel are to be paid remuneration or allowances or both; and (b) determine the amount of any such payments on the recommendation of the Minister for Public Sector Management.Part 7 — Miscellaneous What this Part is aboutThis Part deals with — the requirement of confidentiality (section 242);who can take legal proceedings (section 243);the regulations required for carrying out the Act (section 244);a review of the Act after 5 years (section 245);the repeal of the Education Act 1928 and the transition from that Act to the new Act (section 246 and Schedule 1).242. Confidentiality (1) A person must not disclose or make use of information to which this section applies except — (a) in the course of duty; (b) for the purpose of proceedings for an offence against this Act; (c) under and in accordance with this Act or any other law; (d) with the authority of the Minister or all persons to whom the information relates; or (e) in other prescribed circumstances. Penalty: $5 000. (2) This section applies to information contained in any register or document of or in the possession or under the control of — (a) the Minister; (b) the chief executive officer or the chief executive officer referred to in section 151, as is relevant to the case; (c) the department or the department referred to in section 228, as is relevant to the case; (d) the principal of a government school; or (e) a panel appointed for the purposes of this Act. [Section 242 amended by No. 50 of 2003 s. 94(2).]243. Legal proceedings (1) Any proceedings for an offence under this Act, other than for an offence under section 45, and any proceedings under section 106 may be taken in the name of the chief executive officer or a person authorised in that behalf by the chief executive officer. (2) In any proceedings no proof is required of — (a) the appointment of the chief executive officer; or (b) the authorisation of a person under subsection (1), but an averment in a prosecution notice that the person is so appointed or authorised is to be taken to be proved in the absence of evidence to the contrary. (3) Subsection (1) does not limit the ability of a person to commence or conduct the prosecution of an offence if the person has authority at law to do so. [Section 243 amended by No. 84 of 2004 s. 80.] 244. Regulations (1) The Governor may make regulations prescribing all matters that are required or permitted by this Act to be prescribed, or are necessary or convenient to be prescribed, for carrying out, or giving effect to the purposes of, this Act. (2) Without limiting subsection (1) the regulations may — (a) create offences punishable by a fine not exceeding $2 000; (b) confer power on the Minister to grant exemptions from provisions of the regulations, and to impose conditions subject to which an exemption applies; and (c) regulate the practice and procedure of advisory panels established by or under this Act. (3) Regulations for the purposes of section 216(2)(d) may provide for — (a) the duration of an agreement or arrangement for advertising or sponsorship in relation to a government school; (b) naming rights in relation to advertising or sponsorship in relation to a government school; (c) the means of ensuring that advertising or sponsorship in relation to a government school does not interfere with the normal operations of the school; and (d) the extent to which teaching materials may be involved in advertising or sponsorship in relation to a government school.245. Review of Act (1) The Minister is to carry out a review of the operation and effectiveness of this Act not later than 5 years after its commencement. (2) The Minister is to prepare a report based on the review carried out under subsection (1) and, as soon as practicable after that preparation, is to cause that report to be laid before each House of Parliament.246. Repeal, savings and transitional (1) The Education Act 1928 is repealed. (2) The Education Regulations 1960 are repealed. (3) The School Premises Regulations 1981 are repealed. (4) Schedule 1 has effect to make transitional provisions.Schedule 1 — Transitional provisions [Section 246(4)] In this Schedule — “commencement” means the commencement of this Act; “repealed Act” means the Education Act 1928.2. Interpretation Act 1984 not affected The provisions of this Schedule do not affect the application of the Interpretation Act 1984 to and in relation to the — (a) repeal effected by section 246; or (b) any other aspect of the operation of this Act.3. Property vested in Minister All property that immediately before the commencement is vested in the Minister under section 6 of the repealed Act is, on the commencement, vested in the Minister for the purposes of section 215.4. Delegations under section 6AA A delegation under section 6AA of the repealed Act that is in force immediately before the commencement is to be taken on the commencement to be a delegation under section 224.5. Agreements and licences under section 6A An arrangement entered into, and a licence granted, under section 6A of the repealed Act that are in force immediately before the commencement are to be taken on the commencement to be respectively — (a) an arrangement entered into under section 219; and (b) a licence to give effect to that arrangement granted in terms of subsection (2) of that section.6. Licences under section 6B (1) Section 218(3) applies to a licence under section 6B of the repealed Act for the use of tangible property vested in the Minister that is in force immediately before the commencement. (2) Section 220 applies to a licence referred to in subclause (1) if immediately before the commencement it came within section 6C of the repealed Act.7. Staff (1) A person — (a) appointed by the Minister as a teacher in the Education Department under section 7(2) of the repealed Act; and (b) holding office as such immediately before the commencement, is to be taken on the commencement to have been engaged as a member of the teaching staff under section 236(2). (2) A person — (a) appointed by the Minister as an employee (other than as a teacher) in the Education Department under section 7(2) of the repealed Act; and (b) employed under that section immediately before the commencement, is to be taken on the commencement to have been engaged as an officer (not being a member of the teaching staff) referred to in section 236(2). (3) The operation of this clause in relation to a person’s employment does not — (a) affect the person’s remuneration or terms and conditions of employment; (b) prejudice the person’s existing or accruing rights; (c) affect any rights under a superannuation scheme; or (d) interrupt continuity of service.8. Inquiries under section 7C (1) If before the commencement an inquiry under section 7C(3) of the repealed Act has begun in relation to a teacher, the inquiry may continue and be completed and — (a) the chief executive officer may exercise powers under the section; and (b) the section otherwise applies, in relation to the teacher as if the section had not been repealed. (2) For the purposes of subsection (1) an inquiry has begun under section 7C(3) if the chief executive officer has in writing requested a person to hold the inquiry. 9. Enrolments (1) The enrolment of a student at a government school that has effect immediately before the commencement is to be taken as an enrolment under this Act. (2) Subclause (1) applies whether or not the enrolment is in accordance with Division 4 of Part 3, but does not limit the exercise of the powers in section 20, 83 or 92(6).10. Government schools (1) A government school that immediately before the commencement is in existence as a primary school or a secondary school under section 9 of the repealed Act is to be taken on the commencement to have been established under section 55 with the same classification. (2) If, within 6 months of the commencement, the chief executive officer declares a government school to be a local-intake school the area for the purposes of section 60(1)(b) in relation to the school is to be taken to be the area described in relation to the school in a notice under section 21(2) of the repealed Act, unless the chief executive officer otherwise defines the area.11. Efficient schools (1) A school that immediately before the commencement is registered in the register of efficient schools under section 32B of the repealed Act is to be taken on the commencement to be registered under section 160. (2) If a school referred to in subclause (1) is included in an order under section 169 it is to be taken to be registered as a system school for the purposes of section 156(2). (3) Subject to Part 4, the registration provided for by subclause (1) continues in force for 3 years from the commencement.12. Certain existing pre-school centres continued as registered schools (1) A pre-school centre — (a) for which a permit was in force under Part VIA of the repealed Act immediately before the commencement; and (b) which does not have on its staff any employee who comes within a class referred to in section 235(1), is to be taken after the commencement to be registered under section 160 as a non-system school as if the permit were a certificate of registration under section 162. (2) Subject to Part 4, the registration provided for by subclause (1) continues in force for 3 years from the commencement.13. Certain existing care-centres and pre-school centres continued (1) A care-centre or a pre-school centre — (a) for which a permit was in force under Part VIA of the repealed Act immediately before the repeal; and (b) which has on its staff any employee who comes within a class referred to in section 235(1), may continue in operation, but is to be known as a community kindergarten. (2) A permit referred to in subclause (1) continues in force as a registration under Part 5. (3) Despite sections 192 and 199(1)(a), a child may attend a community kindergarten continued by this clause in a year other than the first year of the child’s pre-compulsory education period until 1 January 2001. [14. Repealed by No. 43 of 2000 s. 62.]15. Notices under section 9A (1) A notice under section 9A(2) of the repealed Act that is in force immediately before the commencement is to be taken on the commencement to be an order under section 183. (2) Guidelines referred to in section 9A(5)(b) of the repealed Act that are in operation immediately before the commencement continue in operation after the commencement for the purposes of section 184(b).16. Bank account A bank account that immediately before the commencement is an approved account for the purposes of section 9B(5)(b) of the repealed Act is to be taken on the commencement to have been approved for the purposes of section 113(1).17. Registration for home education A decision under section 14(a) of the repealed Act (that the instruction of a child at home is efficient) that is in force immediately before the commencement is to be taken on the commencement to be a registration under section 48.18. Directions under section 20A A direction under section 20A of the repealed Act that is in force immediately before the commencement continues in force despite the repeal but may at any time be revoked by the chief executive officer.19. Suspension and exclusion of students (1) A suspension under section 20G(1) of the repealed Act that is in force immediately before the commencement is to be taken on the commencement to be a suspension under section 90. (2) If before the commencement a recommendation has been made under section 20G(2) of the repealed Act but no determination has been made by the Minister, the recommendation is to be treated after the commencement as if it had been made to the chief executive officer under section 92(1). (3) An order under section 20G(4) of the repealed Act that is in force immediately before the commencement — (a) is to be taken on the commencement to be an order made by the chief executive officer under section 92(6); and (b) may be revoked or amended under section 94(3).20. School decision-making groups (1) A school decision-making group for a government school that immediately before the commencement is in existence under Part VA of the repealed Act is to be taken on the commencement to be the Council established for the school under section 125. (2) Regulations may be made under section 244 providing for — (a) the way in which matters relating to Councils referred to in subclause (1) are to be changed so that they conform to the requirements of Subdivision 1 of Division 8 of Part 3; and (b) the time by which those changes are to be made.21. Parents and Citizens’ Associations A Parents and Citizens’ Association for a government school or group of schools that immediately before the commencement is in existence under Part VI of the repealed Act is to be taken on the commencement to be the Parents and Citizens’ Association formed for the school or group of schools under section 142.22. Transitional on repeal of Industrial Relations Act 1979 s. 23B An appeal in respect of any matter referred to in section 23B(1)(a), (b) or (c) of the Industrial Relations Act 1979 arising before the commencement of this Act may be — (a) determined; (b) heard and determined; or (c) instituted, heard and determined, as the case requires, under the Industrial Relations Act 1979 as if section 23B of that Act had not been repealed by this Act.23. Transitional regulations (1) If there is no sufficient provision in this Schedule for dealing with a matter that needs to be dealt with for the purpose of the transition from the repealed Act to this Act, regulations may prescribe all matters that are required or necessary or convenient to be prescribed for dealing with the matter. (2) Regulations under subclause (1) may provide that specific provisions of this Act or of subsidiary legislation made under this Act — (a) do not apply; or (b) apply with or without specified modifications, to or in relation to any matter or thing. (3) Regulations under subclause (1) may have effect before the day on which they are published in the Government Gazette. (4) To the extent that a regulation under subclause (1) has effect before the day of its publication in the Government Gazette, it does not — (a) affect in a manner prejudicial to any person (other than the State), the rights of that person existing before the day of its publication; or (b) impose liabilities on any person (other than the State) in respect of anything done or omitted to be done before the day of its publication.[Schedule 2 omitted under the Reprints Act 1984 s. 7(4)(e).]Notes1 This is a compilation of the School Education Act 1999 and includes the amendments made by the other written laws referred to in the following table 1a. The table also contains information about any reprint.Compilation table1a On the date as at which this was prepared, provisions referred to in the following table had not come into operation and were therefore not included in For the text of the provisions see the referred to in the table.Provisions that have not come into operation On the date as at which this was prepared, the School Education Act 1999 s. 182(3) and 208 had not come into operation. They read as follows:“182. Minister may allocate moneys ……………….. (3) In the case of moneys appropriated for distribution according to the number of students at a school, account may only be taken of students who are in their pre-compulsory, compulsory or post-compulsory education periods and are — (a) entitled to reside permanently in Australia; or (b) members of a class of students prescribed by the regulations.208. Management and control of community kindergarten premises Regulations made under section 119(2)(a), (b), (f), (g), (h), (i) and (j) have effect as if the references in those paragraphs — (a) to school premises included community kindergarten premises; and (b) to school officials included teaching staff and other persons appointed under section 236(2) who are employed at a community kindergarten.”. The Acts Amendment (Higher School Leaving Age and Related Provisions) Act 2005 s. 4(2) reads as follows:“ (2) When the meaning of “compulsory education period” changes by operation of section 6(b) of the School Education Act 1999 (inserted by subsection (1)), the change extends to the compulsory education period for a child which, but for the change, would have ended on 31 December 2005.”. On the date as at which this was prepared, the Acts Amendment (Higher School Leaving Age and Related Provisions) Act 2005 Pt. 2 Div. 3 had not come into operation. It reads as follows:“Division 3 — Amendments consequential on those in Division 25. Section 4 amended Section 4 is amended by deleting the definition of “post-compulsory education period”.6. Section 7 repealed Section 7 is repealed.7. Section 80 repealed Section 80 is repealed.8. Section 81 amended Section 81(1) is amended by deleting “post-compulsory” and inserting instead — “ compulsory ”.9. Section 82 amended Section 82(2) is amended by deleting “, 79 or 80” and inserting instead — “ or 79 ”.10. Section 95 amended Section 95(1)(a) is amended by deleting “80 or”.11. Section 97 amended (1) Section 97 is amended in the definition of “adult student” by deleting “post-compulsory” and inserting instead — “ compulsory ”. (2) Section 97 is amended by deleting the definition of “extra cost optional component” and inserting instead — “ “extra cost optional component” means an optional component of a government school’s educational programme having a cost that is not incorporated into the determination of the school’s charges or contributions under section 99 because of the high cost associated with the provision of that optional component before the end of a child’s compulsory education period; ”.12. Section 154 amended Section 154(1) is amended as follows: (a) by inserting after paragraph (a) — “ or ”; (b) in paragraph (b) by deleting “; or” and inserting a comma instead; (c) by deleting paragraph (c).13. Section 156 amended Section 156(3) is repealed and the following subsection is inserted instead — “ (3) A school is to be registered as providing educational programmes of a general or any specified kind for one or both of the following — (a) education for children in their pre-compulsory education period or for any specified part of that period; (b) education for children in their compulsory education period or for any specified part of that period. ”.”.
请概述西澳大利亚学校教育法1999中关于强制入学的规定。它规定了哪些年龄段的儿童必须入学?家长和学生有哪些责任?
| null |
lmsys/lmsys-chat-1m
| null | 184,864 | 2 | 981 |
Holdings Data: 'Holding, Number of shares, NAME_1 price/ Average price per share ($), Client investment ($), Cost basis ($), Price per share on Feb 28 ($), Value on Feb 28 ($), Unrealized (tax) gain or loss ($), Investment return ($), Holding period
FEDERATED NAME_2, , , , , , , , ,
STRATEGIC VALUE DIVIDEND, , , , , , , , ,
FUND IS, , , , , , , , ,
Symbol: SVAIX, , , , , , , , ,
Trade date: Feb 4 21, 1366.279, 5.160, 7050.00, 7050.00, 6.110, 8347.96, 1297.96, , LT
Total reinvested, 57.410, 5.678, , 326.02, 6.110, 350.77, 24.75, ,
EAI: $313 Current yield: 3.60%
Security total, 1423.689, 5.181, 7050.00, 7376.02, , 8698.73, 1322.71, 1648.73,
O'SHAUGHNESSY MARKET LEADERS VALUE FUND CLASS, , , , , , , , ,
I, , , , , , , , ,
Symbol: OFVIX, , , , , , , , ,
Trade date: Feb 4 21, 470.628, 14.979, 7050.00, 7050.00, 17.710, 8334.81, 1284.81, , LT
Total reinvested, 8.717, 17.859, , 155.68, 17.710, 154.38, -1.30, ,
EAI: $159 Current yield: 1.87%, , , , , , , , ,
Security total, 479.345, 15.032, 7050.00, 7205.68, , 8489.19, 1283.51, 1439.19,
PACE portfolio total, , , $14100.00, $14581.70, , $17187.92, $2606.22, $3087.92,
NAME_3 MULTI-STRATEGY, , , , , , , , ,
INCOME FUND CLASS INSTL, , , , , , , , ,
Symbol: ANGIX, , , , , , , , ,
Trade date: Sep 23 20, 2408.841, 10.179, 24522.00, 24522.00, 10.110, 24353.38, -168.62, , LT
Total reinvested, 155.558, 10.351, , 1610.26, 10.110, 1572.69, -37.57, ,
EAI: $1220 Current yield: 4.71%, , , , , , , , ,
Security total, 2564.399, 10.190, 24522.00, 26132.26, , 25926.07, -206.19, 1404.07,
NAME_4 & NAME_5 PREFERRED, , , , , , , , ,
SEC & INC FUND I, , , , , , , , ,
Symbol: CPXIX, , , , , , , , ,
Trade date: Sep 23 20, 740.474, 13.910, 10300.00, 10300.00, 13.330, 9870.51, -429.49, , LT
Total reinvested, 57.946, 14.199, , 822.81, 13.330, 772.42, -50.39, ,
EAI: $539 Current yield: 5.06%, , , , , , , , ,
Security total, 798.420, 13.931, 10300.00, 11122.81, , 10642.93, -479.88, 342.93,'
Get the following five pieces of information for each holding from the given holdings data: the company name, its symbol or CUSIP, the quantity or number of shares, the price or NAME_1 price, and the market value or value without outputting anything. Give ONLY an CSV response with the retrieved five properties for each holding where every output row is a unique security and not a total.
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f1a5eef5a20e4c14af9b99506c8ecb6b
|
lmsys/lmsys-chat-1m
| null | 376,376 | 0 | 1,230 |
아래 내용은 시간여행이라는 책의 내용입니다. 글의 내용을 바탕으로 긴 칼럼을 작성해주세요.
사람들은 몇 살 때부터 자기 혼자만의 생각을 즐기지 못하게 됐을까?
깨어 있으면서도 다른 사람들의 소리를 듣지 않는, 그런 방법이 어디 없을까?
나에겐 성산일출봉이었다. 그렇게 올라도 괜찮다는걸, 참지 않아도 즐길 수 있다는 것을 알게된 것이었지.
혹시 이런거 생각 안 해 봤니? 네가 하기 싫은 일에 대해 말하면 하고 싶은 일을 할 수 없다는 사실 말야.
반대로 말해 볼게. 네가 하고 싶은 일에 대해 말하거나, 또 하고 싶은 일을 하고 있다고 느낄 때, 어땠니, 즉시 그 일을 할 수 있었지? 하늘을 나는 일 말야.
가장 중요한 것은, 하고 싶은 일을 하고 있다는 느낌이야.
정말로 하고 싶은 일이 있다면, 무엇을 하고 싶으며 왜 그 일을 하고 싶은지에 대해 생각해보란 말이야 . 바로 지금 그 일을 하는 중이라고 느낄 때까지 말야. 이게 바로 네가 배운 가장 중요한 교훈이야.
정말 나는 이미 내가 원하는 일을 하고 있었다. 가장 하고싶은 첫번째는 세계여행이었는데 얼라인웍스 트레블을 통해 이미 세계여행이 시작되었다. 두번째는 작가였는데 이미 논문을 통해 나의 이름으로 책이 세상에 나왔고, 이렇게 칼럼을 쓰면서 글이 모이면 책이 만들어지는 것이었다. 세번째는 선한 영향력을 끼치고 싶다는 것이었다. 에이그라운드는 사람들의 경제적 자유를 위해 각 개인에 맞게 비즈니스 시스템을 구축해주는 것 뿐만 아니라 그러한 시스템을 지속적으로 유지할 수 있도록 각 개인의 무의식적인 영역까지 교육하고 있다. 이러한 에이그라운드의 방향성은 사람을 살리고, 세우는 일이라 할 수 있기 때문에 내가 함께함으로 인해 이미 선한 영향력을 끼치는 일을 하고 있던 것이었다.
고통의 사슬을 끊는 방법- 느낌으로 알 수 있다. 하기 싫은 일에 대해 생각하거나 말할 때, 항상 나쁜 감정을 갖게 된다. 고통의 사슬에서 빠져나올 수 있는 효과가 가장 빠른 방법은 감사한 마음을 가지는 것이다.
1. 내가 하기 싫은 일을 알아내는 것
2. 내가 하고 싶은 일을 결정하는 것
3. 하고 싶은 일을 알아내자마자 실제로 그 일을 하고 있다고 느껴야 한다
4. 내 소망을 행동으로 옮기는 단계
우주에 존재하는 모든 사람들과 모든 사물은 끌림의 법칙을 따르고 있다.
매 순간 나는 내가 원하는 상황을, 혹은 내가 원하지 않는 상황을 선택할 수 있다.
내가 행복하거나 감사하는 마음을 가지고 다른 사람이나 사물의 긍정적인 면을 보면, 내가 원하는 상황과 조화를 이루게 된다.
항상. 언제나 내 느낌을 믿어야 한다. 내 느낌이 바로 나의 길잡이다.
내가 무엇에 관심을 가지느냐에 따라 내 기분이 좋아지거나 나빠지는 것이다.
내가 할 일은 행복이 들어올 수 있게 나의 밸브를 열어주는 것
오늘 나의 기분이 좋아지면 내일과 그 다음 날 일어날 상황도 마음에 들 것이다
내 느낌과 생각이 어떻게 연결돼 있는지 이제 알겠어. 상황은 변하지 않아! 내 생각이 변하는거야.
감사하는 마음은 항상 거기에 있다. 원래부터 거기에 있었다.
나 자신이 행복하지 않으면 다른 사람에게도 행복을 나눠줄 수 없다
내 몸은 진정한 내가 아니다. 단지 진정한 내가 재미있게 놀고 성장하고 기뻐할 수 있도록 해주는 도구일 뿐이다
내 생각에 따라 내 기쁨과 고통을 선택할 수 있다는 것이다.
내 주변의 상황이 내 감정을 통제하기 시작하면 난 항상 덫에 걸리게 된다. 내 느낌을 통제할 수 있도록 연습해야 한다. 그래야 내 생각도 통제하게 되고, 결국 진정한 자유를 누릴 수 있다.
내 삶을 아주 소중하게 생각하면, 다른 사람들의 행동이나 말 때문에 괴로워하지 않게 될지도 몰라
내가 원하지 않는 상황에 신경을 쓰면 결국 내가 원하는 상황을 거부하게 되는 것이다. 그렇기 때문에 내가 원하지 않는 상황을 구별해 내고 내가 원하는 상황을 찾아서 ‘좋아’라고 말하는 일이 가장 중요하다.
내가 원하지 않는 상황을 밀어내려고 하기보다 내가 원하는 상황을 느긋하게 생각한다. 물론 말도 방향을 일러주지만, 느낌이야 말로 내가 받아들이는지 거부하는지를 가장 정확하게 알려주는 안내자다. 내가 원하는 상황에 대해 계속 이야기하면 모든 상황이 점점 좋아질 것이다.
행복의 물결은 항상 나를 향해 흐르고 있다. 나는 매 순간 그 물결을 받아들이거나 거부한다. 그 물결을 받아들이거나 거부할 수 있는 사람은 오직 나 뿐이다.
나는 모든 일이 순조롭게 흘러간다는 믿음을 전해야 한다. 나 자신의 선명한 경험을 많은 사람들에게 말하면 사람들은 자신이 밀어내야 할 상황은 세상에 없다는 사실을 이해하게 될것이다. 밀어내는 행위 자체가 행복을 쫓아내는 일이라는 사실도 또한 알게 될것이다.
|
d312019f9a4d414cb77837dedc0091cd
|
lmsys/lmsys-chat-1m
| null | 492,784 | 0 | 1,173 |
3 PRIX IMPERATRICE EUGENIE - 16 partants
- 55000 euros - Plat - Handicap divise - 3 ans - 2400 mètres, NAME_1 à droite - Ref: +22 - 1 NAME_2 (S) AS&D.
H3 60 12 1p 3p 1p 10p 7p 16p 4p 3p 12p
Seabhac (usa)-Daraa (ire)
2 SEA BREAKER {IRE} NAME_3 (S) HA.
F3 60 6 5p 1p 2p 3p 3p
Cracksman (gb)-Harbour Of Hope (ger)
3 GANIBET (oeil) LUKASEK T. JANACKOVA KOPLIKOVA MLLE I.
M3 60 8 3p 6p 7p 1p 6p 7p
Almanzor-Gakku
4 MANADA DEMURO C. VERMEULEN (S) F.
F3 59 11 4p 3p 2p 1p 12p
Anodin (ire)-Makana (fr)
5 WAY TO MARSEILLE (oeil) NAME_4 (S) R.
H3 57 5 16p 1p 2p 4p 3p 3p 2p 3p 2p (22) 9p 3p
Galiway (gb)-Carchi (gb)
6 CHERGUI HARDOUIN E. ELARRE ALVAREZ I.
H3 57 16 3p 1p 1p 2p 6p
Ultra (ire)-Briante (fr)
7 LE TROPIC {IRE} (oeil NAME_5) RUIS S. PERRET (S) N.
M3 56.5 15 5p 8p 3p 5p 3p 3p 1p 7p (22) 2p 2p 6p
Twilight NAME_6 (gb)-Exonerate (gb)
8 BEAUTIFUL MEMORY GUYON M. PERRET (S) N.
F3 56.5 1 1p 2p (22) 3p 2p 4p 3p 8p
NAME_7 (ire)-Ambree (fr)
9 TREATWOOD PLANQUE S. BELLANGER (S) N.
H3 56.5 3 3p 1p 2p
Birchwood (ire)-Singapore Treat (fr)
10 RICHARD HORNIG (oeil) LECOEUVRE C. VERMEULEN (S) F.
M3 56.5 9 8p 1p 3p 7p 6p
Kodiac (gb)-Hawaiian Heat (ire)
11 AIXELLENCE CRASTUS A. ESCUDER C.
F3 56 7 1p 2p 6p 4p
Myboycharlie (ire)-Kitty D'Argos (fr)
12 PURE POWER (oeil NAME_5) NAME_8 M.
H3 55.5 13 1p 2p 9p (22) 3p
NAME_9 (ger)-Pure Poison (ger)
13 ANNA CARIBEA NICCO MLLE A. PITART M.
F3 55 14 4p 4p 3p 4p 5p 10p 1p (22) 2p 8p
Battle Of Marengo (ire)-Caribea (fr)
14 GOLDEN RIVER (oeil) NAME_10 (S) M.
F3 55 10 1p 7p 9p (22) 1p 10p
Pedro The Great (usa)-Shiver In The River (fr)
15 WARELIA {GER} BESNIER H. BOCSKAI MME C.
F3 55 4 5p 2p 2p 1p 4p 8p
Reliable Man (gb)-Waikita (ger)
16 AUTHODIDACTE NAME_11 (S) P&J.
F3 55 2 1p 3p 8p 7p
Authorized (ire)-Vigee Le Brun (usa) A partir des données fournies, déterminez une sélection de 2 chevaux dans l'ordre de vos préférence susceptibles de figurer premiers à l'arrivée de la course.Ne pas afficher les argumentations de la réponse et récupérer la sélection de façon horizontale.
|
42905fe65f9c4b16b25ca314684910ea
|
lmsys/lmsys-chat-1m
| null | 170,189 | 0 | 930 |
what is the total amount I spent on 13 NAME_1 from the text?
Date Transaction type and details Withdrawals Deposits Balance
10 NAME_1 Opening balance 43,646.54
13 NAME_1 VT SKINNY
4835610246 Orig date 11/03/2023
10.00 43,636.54
13 NAME_1 VT aliexpress
4835610246 Orig date 10/03/2023
36.70 43,599.84
14 NAME_1 DC THE M & P BUSINESS T MGS Stations Wages 636.57 44,236.41
22 NAME_1 DC THE M & P BUSINESS T MGS Stations Wages 782.62 45,019.03
29 NAME_1 DC THE M & P BUSINESS T MGS Stations Wages 642.56 45,661.59
03 Apr VT Star Kebab
4835610246 Orig date 03/04/2023
12.24 45,649.35
05 Apr DC THE M & P BUSINESS T MGS Stations Wages 670.66 46,320.01
05 Apr VT WORLDREMITMO
4835610246 Orig date 04/04/2023
506.00 45,814.01
06 Apr VT GOOGLE SERV
4835610246 Orig date 05/04/2023
7.50 45,806.51
06 Apr VT COUNTDOWN AK
4835610246 Orig date 05/04/2023
30.07 45,776.44
11 Apr VT GRAND CENTRA
4835610246 Orig date 09/04/2023
3.00 45,773.44
11 Apr VT GRAND CENTRA
4835610246 Orig date 09/04/2023
3.00 45,770.44
11 Apr VT NZ TRANSPORT
4835610246 Orig date 06/04/2023
102.90 45,667.54
Totals at end of page
Text
text
AP Automatic Payment BP Bill Payment DC Direct Credit ED Electronic Dishonour FX Foreign Exchange IP International EFTPOS Transaction IF International Payment
AT Automatic Teller Machine CQ Cheque/Withdrawal DD Direct Debit EP EFTPOS Transaction IA International Money Machine VT Visa Transaction
$711.41 $2,732.41 $45,667.54
Page 2 of 3
Jumpstart - continued
Date Transaction type and details Withdrawals Deposits Balance
Balance brought forward from previous page
12 Apr VT COUNTDOWN AK
4835610246 Orig date 11/04/2023
31.19 45,636.35
12 Apr VT Z Lakeside
4835610246 Orig date 12/04/2023
51.75 45,584.60
13 Apr DC THE M & P BUSINESS T MGS Stations Wages 784.67 46,369.27
14 Apr VT 2degrees Mob
4835610246 Orig date 13/04/2023
10.00 46,359.27
14 Apr EP LIM CHHOUR SUPERMARK 483561***** 0246 C 11.22 46,348.05
14 Apr EP SUPER FOOD MARKET 483561****** 0246 C 15.46 46,332.59
17 Apr VT FUREIN SUPER
4835610246 Orig date 14/04/2023
14.92 46,317.67
17 Apr EP HeadQuarters 483561 0246 C 15.00 46,302.67
18 Apr DC THE M & P BUSINESS T MGS Stations Wages 789.22 47,091.89
19 Apr VT GOOGLE SERV
4835610246 Orig date 17/04/2023
7.50 47,084.39
19 Apr AT ANZ S3C7231 205 Queen St Br 1 143224 60.00 47,024.39
19 Apr EP SUPER FOOD MARKET 483561* 1746 C 19.98 47,004.41
21 Apr VT SKINNY
4835611746 Orig date 20/04/2023
10.00 46,994.41
21 Apr VT Akld Transpo
4835611746 Orig date 20/04/2023
150
|
49cbdeb3d9b549d3b5c4d3fa5f3c1323
|
lmsys/lmsys-chat-1m
| null | 677,392 | 0 | 989 |
May 5 15:32:23 servernamexyz kernel: [10089] 3232411 10089 28784 40 11 141 0 spotagent
May 5 15:32:23 servernamexyz kernel: [130813] 438 130813 369075 92 98 4765 0 zabbix_agent2
May 5 15:32:23 servernamexyz kernel: [80780] 0 80780 77556 282 88 311 0 sssd
May 5 15:32:23 servernamexyz kernel: [80781] 0 80781 162732 313 217 7345 0 sssd_be
May 5 15:32:23 servernamexyz kernel: [80782] 0 80782 80427 247 102 1008 0 sssd_nss
May 5 15:32:23 servernamexyz kernel: [80783] 0 80783 75505 229 93 1493 0 sssd_pam
May 5 15:32:23 servernamexyz kernel: [80784] 0 80784 72711 226 86 296 0 sssd_ifp
May 5 15:32:23 servernamexyz kernel: [35453] 0 35453 31664 198 16 306 0 ndschedag
May 5 15:32:23 servernamexyz kernel: [35455] 0 35455 30595 197 14 139 0 mgspolicy
May 5 15:32:23 servernamexyz kernel: [35457] 0 35457 35129 259 22 911 0 ndlaunch
May 5 15:32:23 servernamexyz kernel: [92280] 3232411 92280 27381 127 10 24 0 sleep
May 5 15:32:23 servernamexyz kernel: [121345] 0 121345 166318 274 149 25004 0 puppet
May 5 15:32:23 servernamexyz kernel: Out of memory: Kill process 11638 (java) score 510 or sacrifice child
May 5 15:32:23 servernamexyz kernel: Killed process 11638 (java), UID 1000, total-vm:20865660kB, anon-rss:17387608kB, file-rss:136856kB, shmem-rss:0kB
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z PERFORM HOST METADATA COLLECTION
May 5 15:54:57 servernamexyz spotagent: 2023-05-05T15:54:57Z --> Collecing Linux host metadata collection ...
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Then collections is completed and ready for upload.
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Validating collection before upload ...
May 5 15:54:58 servernamexyz spotagent: 2023-05-05T15:54:58Z --> Collections has changed, start uploading.
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z --> Collecctions uploaded successfully
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z
May 5 15:54:59 servernamexyz spotagent: 2023-05-05T15:54:59Z PERFORM DATABASES METADATA COLLECTION
May 5 15:54:59 servernamexyz spotagent
|
71375cc572154f679a7e31db00958d18
|
lmsys/lmsys-chat-1m
| null | 576,005 | 0 | 1,118 |
[Document(page_content='2013\n\n2014\n\n2015\n\n2016\n\n2017\n\n2018\n\n2019\n\n2020\n\n■ Zürich\n100.0\n\n■ MS-Reg. Zürich\n100.0\n\n■ Kanton ZH\n100.0\n\n■ Schweiz\n100.0\n\n103.4\n\n104.9\n\n106.1\n\n106.8\n\n107.8\n\n110.1\n\n109.6\n\n103.4\n\n104.9\n\n106.1\n\n106.8\n\n107.8\n\n110.1\n\n109.6\n\n103.9\n\n105.4\n\n106.5\n\n106.9\n\n108.1\n\n110.4\n\n110.0\n\n103.3\n\n105.0\n\n106.3\n\n107.3\n\n107.9\n\n109.8\n\n109.6\n\nWachstum des Arbeitsstättenbestandes im Vergleich kurz- und mittelfristig, Zürich\n\n■ Verarbeitende Indu\n\n■ Infrastruktur\n\n■ Bau\n\n■ Verkauf\n\n■ Immobilien\n\n■ Öffentliche DL', metadata={'source': 'privateGPT/source_documents/4_Standortinformation-Zürich-261.pdf'}), Document(page_content="■ Männer Zürich\n\n■ Männer Schweiz\n\n0-19\n17.3%\n\n19.3%\n\n18.2%\n\n20.6%\n\n20-34\n24.6%\n\n18.4%\n\n25.8%\n\n19.5%\n\n35-49\n24.8%\n\n20.7%\n\n26.5%\n\n21.3%\n\n50-64\n16.3%\n\n20.9%\n\n17.4%\n\n21.4%\n\n65-79\n10.8%\n\n14.2%\n\n8.8%\n\n13.0%\n\n80+\n6.2%\n\n6.4%\n\n3.3%\n\n4.2%\n\n80+\n6.2%\n\n6.6%\n\n3.3%\n\n4.2%\n\nAltersstruktur, Vergleich Zürich und Schweiz\n\nFrauen Zürich\n\nFrauen Schweiz\n\nMänner Zürich\n\n0-19\n36'497\n\n20-34\n51'948\n\n35-49\n52'284\n\n50-64\n34'475\n\n65-79\n22'830\n\n80+\n13'171\n\n847'168\n\n809'469\n\n909'962\n\n919'816\n\n625'760\n\n288'413\n\n38'677\n\n54'607", metadata={'source': 'privateGPT/source_documents/4_Standortinformation-Zürich-261.pdf'}), Document(page_content="Eigentumswohnungen: Angebotsquote\n\nEinfamilienhäuser: Angebotsquote\n\nWeitere Informationen zur Lage\nInteraktive Standort- und Immobilienmarktinformationen auf\nLocationSpot.\n\nJahr\n2020\n\n2020\n\n2020\n\n2020\n\n2020\n\nJahr/Quartal\n2022\n\n2022\n\n2023/1\n\n2023/1\n\n2023/1\n\nZürich\n194'824\n\n25'562\n\n8'946\n\n2'360\n\n10\n\nZürich\n0.1%\n\n0.1%\n\n2.5%\n\n2.2%\n\n1.0%\n\nMS-Reg. Zürich\n194'824\n\n25'562\n\n8'946\n\n2'360\n\n10\n\nKanton ZH\n506'869\n\n129'339\n\n120'609\n\n8'563\n\n493\n\nMS-Reg. Zürich\n0.1%\n\nKanton ZH\n0.7%\n\n0.1%\n\n2.5%\n\n2.2%\n\n1.0%", metadata={'source': 'privateGPT/source_documents/4_Standortinformation-Zürich-261.pdf'}), Document(page_content="Immobilienbestand\n\nGeschäftsbauten\n\nBruttogeschossflächen in m² (Anteile)\n\n■ Büro\n\n■ Verkauf\n\n■ Gastgewerbe\n\n■ Industrie\n\n■ Infrastruktur\n\nBüro\n\nVerkauf\n\nGastgewerbe\n\nIndustrie\n\nInfrastruktur\n\nTotal\n\nZürich\n40.0%\n\n7.6%\n\n3.4%\n\n17.2%\n\n31.7%\n\nMS-Reg. Zürich\n40.0%\n\nKanton ZH\n23.5%\n\n7.6%\n\n3.4%\n\n17.2%\n\n31.7%\n\n7.9%\n\n2.5%\n\n31.0%\n\n35.1%\n\nSchweiz\n13.4%\n\n8.
|
fa50e0ce0d9b4da5b307815f567a09c4
|
lmsys/lmsys-chat-1m
| null | 987,133 | 0 | 931 |
transforme o texto abaixo em json por favor:
OBS: O que não tiver chave e valor colocar como null.
OBS2: converter todas as letras para lowcase
OBS3: remover acentuação
OBS4: textos que não fazem sentido para chave e valor, remover do resultado
OBS5: preciso no formato json completo.
OBS6: quero que o json venha somente com as informações, cnpj do tomador, data de emissão, numero da nota, codigo de verificação, valor da base de calculo.
OBS7: o CNPJ do TOMADOR tem que conter o final 44
OBS8: quero que venha no seguinte formato:
{
"cnpj_tomador": "",
"data_emissao": "",
"numero_nota": "",
"codigo_verificacao": "",
"valor_base_calculo":
}
DANFSE - Documento Auxiliar da Nota Fiscal de Serviço Eletrônica
JOSÉ BRAIANI CAETANO - CORRETOR DE SEGUROS
Número da NFS-e
AVN DR° CÍCERO DE MORAES, 35
CEP: 86945-000 Bairro: CENTRO
202200000000020
Município: São Pedro do Ivaí - PR
E-mail: [email protected]
Fone: (43) 9650-3334
Data do Serviço
Código Verificador
CNPJ/CPF
Inscrição Estadual
Inscrição Municipal
27/01/2022
900aa4ae1
37.536.805/0001-64
18582
Prefeitura Municipal de São Pedro do Ivaí/PR
Dt. de Emissão
Exigibilidade
Tributado no Município
ISS
Setor de Tributação
Fone: (43) 3451-1239 186.209.176.114:8084/nfse.portal
27/01/2022
Exigível
São Pedro do Ivaí/PR
TOMADOR DO SERVIÇO
Município de Prestação do Serviço
Nome Razão Social
LOJACORR S.A. REDE DE CORRETORAS DE SEGUROS
São Pedro do Ivaí/PR
Endereço
R DESEMBARGADOR WESTPHALEN,868 LOJA 01
Cidade
UF
Fone
CEP
Curitiba
PR
(41) 3327-1233
80123-100
Bairro
REBOUCAS
CNPJ/CPF
Inscrição Municipal
Inscrição Estadual
04.345.055/0001-44
E-mail
[email protected]
INTERMEDIÁRIO DO SERVIÇO
Nome Razão Social
CNPJ/CPF
Inscrição Municipal
*****
*****
E-mail
Fone
Cidade
*****
DESCRIÇÃO DOS SERVIÇOS
VALOR TOTAL
ALIQ.
VALOR IMPOSTO
RETIDO
SERVIÇOS DE CORRETAGEM DE SEGUROS
2.075,37
0,00
0,00
Não
Código do Serviço
Código NBS
10.01 Agenciamento, corretagem ou intermediação de câmbio, de seguros, de
cartões de crédito, de planos de saúde e de planos de previdência privada.
CIDE
COFINS
COFINS Importação
ICMS
IOF
IPI
PIS/PASEP
PIS/PASEP Importação
0,00
0,00
0,00
0,00
0,00
0,00
0,00
0,00
Base Cálculo ISSQN Próprio
Valor do ISSQN Próprio
Base Cálculo ISSQN Retido
Valor do ISSQN Retido
Valor Total do ISSQN
Valor Dedução/Descontos
2.075,37
0,00
0,00
0,00
0,00
0,00
Valor Total da NFS-e
2.075,37
Valor Líquido da NFS-e
2.075,37
Informações Adicionais
NOTA EMITIDA POR ME OU EPP OPTANTE PELO SIMPLES NACIONAL
NÃO GERA DIREITO A CRÉDITO FISCAL DE IPI
Lei 12741/2012: Mun: R$54,58; Est: R$0,00; Fed:
|
926933be33d24b248a0220b27b82fc62
|
lmsys/lmsys-chat-1m
| null | 737,612 | 0 | 915 |
You are given CSV tabular data and questions. Goal is to answer positional questions about blocks from continuous characters like "3", "0", NAME_1 "." means blank 1 cell unit space. Every NAME_1 represents 1x1 cell. It is multiline so new line creates new row. If there are same characters as in the row above it means vertical continuation of block.
Example
CSV table:
.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,4,4,4,4,4,4,4,4,4,4,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,4,4,4,4,4,4,4,4,4,4,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,.,.,.,.,.,6,6,6,6,.,.,.,.,.,.
Question 1: What is the biggest object?
Thought: There are 3 distinct blocks
Block 1:
4,4,4,4,4,4,4,4,4,4
4,4,4,4,4,4,4,4,4,4
size 10*2
Block 2:
5,5,5,5,5
size 5*1
Block 3:
6,6,6,6
size 4*1
Answer 1: '4'.
Question 2: Where is '6'.
Thought: There is block '6' in the riht part of last row. There is nothing down and right fron it, so we will explore other directions.
See one row up. Nothing only '.'. See left from '6'. There is a '5'. Are there othe blocks? Yes up left from '6' there is block '4'.
Answer 2: Right from '5', right and under '4'.
Question 3: What is in the right up corner?
Thought: In rightmost up position there is nothing just '.'. I will see right and down. First block is '4' (Block 1).
Answer 3: '4'
Begin!
CSV table:
.,.,.,.,a,a,a,a,a,a,a,a,a,a,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,a,a,a,a,a,a,a,a,a,a,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,.,.,.,.,.,6,6,6,6,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,.,.,.,.,.,6,6,6,6,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,7,7,.,.,.,6,6,6,6,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,7,7,.,.,.,6,6,6,6,.,.,.,.,.,.
.,.,.,.,.,.,.,.,5,5,5,5,5,.,.,.,.,.,.,.,.,6,6,6,6,.,.,.,.,.,.
.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.,.
Question 1: Where is '7'? Describe it in simple terms relative to other blocks.
Thought:
|
e440636e9c0742909d646fe43b01d32f
|
zai-org/LongAlign-10k
|
eddd431ed307ddee3bb10a068c7d46b6d4353979aad18b6a
| 5,197 | 0 | 6,063 |
Q: Insertar enlace dentro de un botón
Tengo un sitio en el cual utilizo botones para identificar una ciudad. Cuando se hace click en cada ciudad se desplega la una imagen que indica el título un texto que dice “mas info”.
El problema es que quiero agregar una etiqueta a dentro del botón y cuando el usuario hace click no se desplega, sino que lo envía al sitio directamente. También traté de hacerlo dentro del div pero sigo con el mismo problema.
¿Cómo puedo insertar un enlace dentro de un botón sin que afecte la animación?
body {font-family: Arial, sans-serif;}
@media only screen and (max-width: 600px) {
div {
position: relative;
box-sizing: border-box;
}
h2 {
font-size: 24pt;
margin-bottom: 20px;
text-transform: uppercase;
font-family: "Roboto Condensed", Helvetica, sans-serif;
font-weight: 300;
}
p {
font-size: 12pt;
margin-bottom: 12pt;
}
.centered-y {
position: absolute;
width: 100%;
top: 50%;
-webkit-transform: translateY(-50%);
transform: translateY(-50%);
}
.distribution-map {
position: relative;
width: 100%;
padding: 10px;
box-sizing: border-box;
margin: 0 auto;
}
.distribution-map>img {
width: 100%;
position: relative;
margin: 0;
padding: 0;
}
.distribution-map.map-point {
cursor: pointer;
outline: none;
z-index: 0;
position: absolute;
width: 40px;
height: 40px;
box-sizing: border-box;
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=80);
opacity: 0.8;
-webkit-transform: translate(-50%, -50%) rotate(-45deg);
transform: translate(-50%, -50%) rotate(-45deg);
-moz-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-o-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-webkit-transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, z-index 0.25s ease-in-out, border-radius 0.25s;
-webkit-transition-delay: 0.25s, 0.25s, 0.25s, 0.25s, 0.25s, 0.25s;
transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s ease-in-out, transform 0.25s ease-in-out;
background: rgba(26, 26, 26, 0.85);
border: 3px solid #7fcff7;
border-radius: 100% 100% 100% 0;
}
.distribution-map.map-point::before {
content:"";
position: absolute;
width: 10px;
height: 10px;
background:white;
top: 50%;
left: 50%;
border-radius: 100%;
transform: translate(-50%, -50%);
}
.distribution-map.map-point:active::before,
.distribution-map.map-point:focus::before {
display: none;
}
.distribution-map.map-point.content {
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=0);
opacity: 0;
transition: opacity 0.25s ease-in-out;
width: 100%;
height: 100%;
left: 50%;
-webkit-transform: translateX(-50%);
transform: translateX(-50%);
overflow: overlay;
}
.distribution-map.map-point:active,
.distribution-map.map-point:focus {
margin: 0;
padding: 0;
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
width: 300px;
height: 172px;
border-radius: 0%;
color: #e5e5e5;
z-index: 1;
-webkit-transform: translate(-50%, -50%) rotate(0deg);
transform: translate(-50%, -50%) rotate(0deg);
transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, border-radius 0.25s ease-in-out, border-radius 0.25 ease-in-out, transform 0.25s;
}
.distribution-map.map-point:active.content,
.distribution-map.map-point:focus.content {
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
-moz-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-o-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition: opacity 0.25s ease-in-out, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition-delay: 0.25s, 0s, 0s;
transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
overflow: hidden;
}
.distribution-map.map-point:active.content a:hover,
.distribution-map.map-point:active.content a:active,
.distribution-map.map-point:focus.content a:hover,
.distribution-map.map-point:focus.content a:active {
color: #afe1fa;
}
}
@media only screen and (min-width: 601px) {
div {
position: relative;
box-sizing: border-box;
}
h2 {
font-size: 24pt;
margin-bottom: 20px;
text-transform: uppercase;
font-family: "Roboto Condensed", Helvetica, sans-serif;
font-weight: 300;
}
p {
font-size: 12pt;
margin-bottom: 12pt;
}
.centered-y {
position: absolute;
width: 100%;
top: 50%;
-webkit-transform: translateY(-50%);
transform: translateY(-50%);
}
.distribution-map {
position: relative;
width: 100%;
padding: 10px;
box-sizing: border-box;
margin: 0 auto;
}
.distribution-map>img {
width: 100%;
position: relative;
margin: 0;
padding: 0;
}
.distribution-map.map-point {
cursor: pointer;
outline: none;
z-index: 0;
position: absolute;
width: 40px;
height: 40px;
box-sizing: border-box;
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=80);
opacity: 0.8;
-webkit-transform: translate(-50%, -50%) rotate(-45deg);
transform: translate(-50%, -50%) rotate(-45deg);
-moz-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-o-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-webkit-transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, z-index 0.25s ease-in-out, border-radius 0.25s;
-webkit-transition-delay: 0.25s, 0.25s, 0.25s, 0.25s, 0.25s, 0.25s;
transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s ease-in-out, transform 0.25s ease-in-out;
background: rgba(26, 26, 26, 0.85);
border: 3px solid #7fcff7;
border-radius: 100% 100% 100% 0;
}
.distribution-map.map-point::before {
content:"";
position: absolute;
width: 10px;
height: 10px;
background:white;
top: 50%;
left: 50%;
border-radius: 100%;
transform: translate(-50%, -50%);
}
.distribution-map.map-point:active::before,
.distribution-map.map-point:focus::before {
display: none;
}
.distribution-map.map-point.content {
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=0);
opacity: 0;
transition: opacity 0.25s ease-in-out;
width: 100%;
height: 100%;
left: 50%;
-webkit-transform: translateX(-50%);
transform: translateX(-50%);
overflow: overlay;
}
.distribution-map.map-point:active,
.distribution-map.map-point:focus {
margin: 0;
padding: 0;
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
width: 375px;
height: 172px;
border-radius: 0%;
color: #e5e5e5;
z-index: 1;
-webkit-transform: translate(-50%, -50%) rotate(0deg);
transform: translate(-50%, -50%) rotate(0deg);
transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, border-radius 0.25s ease-in-out, border-radius 0.25 ease-in-out, transform 0.25s;
}
.distribution-map.map-point:active.content,
.distribution-map.map-point:focus.content {
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
-moz-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-o-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition: opacity 0.25s ease-in-out, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition-delay: 0.25s, 0s, 0s;
transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
overflow: hidden;
}
.distribution-map.map-point:active.content a:hover,
.distribution-map.map-point:active.content a:active,
.distribution-map.map-point:focus.content a:hover,
.distribution-map.map-point:focus.content a:active {
color: #afe1fa;
}
}
<div class="distribution-map">
<img src="http://allonCiudad.net/wp-content/uploads/2019/04/mapafondo.png">
<button class="map-point" style="top:30%;left:59%">
<div class="content" style="background-image: url('constitucion.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</div>
</button>
<button class="map-point" style="top:16%;left:65%">
<div class="content" style="background-image: url('itati.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</button>
<button class="map-point" style="top:19%;left:67%">
<div class="content" style="background-image: url('ibera.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</button>
<button class="map-point" style="top:46%;left:29%">
<div class="content" style="background-image: url('patagonia.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</div>
</button>
</div>
A: hola puedes apoyarte de jquery para hacer lo que necesitas
$( document ).ready(function() {
//aqui agregar tu contenido al div que muestra
$('.content').append($('<a href="https://es.stackoverflow.com/" target="_blank">Detalle</a>'));
});
body {font-family: Arial, sans-serif; background:black;}
@media only screen and (max-width: 600px) {
div {
position: relative;
box-sizing: border-box;
}
h2 {
font-size: 24pt;
margin-bottom: 20px;
text-transform: uppercase;
font-family: "Roboto Condensed", Helvetica, sans-serif;
font-weight: 300;
}
p {
font-size: 12pt;
margin-bottom: 12pt;
}
.centered-y {
position: absolute;
width: 100%;
top: 50%;
-webkit-transform: translateY(-50%);
transform: translateY(-50%);
}
.distribution-map {
position: relative;
width: 100%;
padding: 10px;
box-sizing: border-box;
margin: 0 auto;
}
.distribution-map>img {
width: 100%;
position: relative;
margin: 0;
padding: 0;
}
.distribution-map.map-point {
cursor: pointer;
outline: none;
z-index: 0;
position: absolute;
width: 40px;
height: 40px;
box-sizing: border-box;
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=80);
opacity: 0.8;
-webkit-transform: translate(-50%, -50%) rotate(-45deg);
transform: translate(-50%, -50%) rotate(-45deg);
-moz-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-o-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-webkit-transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, z-index 0.25s ease-in-out, border-radius 0.25s;
-webkit-transition-delay: 0.25s, 0.25s, 0.25s, 0.25s, 0.25s, 0.25s;
transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s ease-in-out, transform 0.25s ease-in-out;
background: rgba(26, 26, 26, 0.85);
border: 3px solid #7fcff7;
border-radius: 100% 100% 100% 0;
}
.distribution-map.map-point::before {
content:"";
position: absolute;
width: 10px;
height: 10px;
background:white;
top: 50%;
left: 50%;
border-radius: 100%;
transform: translate(-50%, -50%);
}
.distribution-map.map-point:active::before,
.distribution-map.map-point:focus::before {
display: none;
}
.distribution-map.map-point.content {
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=0);
opacity: 0;
transition: opacity 0.25s ease-in-out;
width: 100%;
height: 100%;
left: 50%;
-webkit-transform: translateX(-50%);
transform: translateX(-50%);
overflow: overlay;
}
.distribution-map.map-point:active,
.distribution-map.map-point:focus {
margin: 0;
padding: 0;
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
width: 300px;
height: 172px;
border-radius: 0%;
color: #e5e5e5;
z-index: 1;
-webkit-transform: translate(-50%, -50%) rotate(0deg);
transform: translate(-50%, -50%) rotate(0deg);
transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, border-radius 0.25s ease-in-out, border-radius 0.25 ease-in-out, transform 0.25s;
}
.distribution-map.map-point:active.content,
.distribution-map.map-point:focus.content {
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
-moz-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-o-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition: opacity 0.25s ease-in-out, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition-delay: 0.25s, 0s, 0s;
transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
overflow: hidden;
}
.distribution-map.map-point:active.content a:hover,
.distribution-map.map-point:active.content a:active,
.distribution-map.map-point:focus.content a:hover,
.distribution-map.map-point:focus.content a:active {
color: #afe1fa;
}
}
@media only screen and (min-width: 601px) {
div {
position: relative;
box-sizing: border-box;
}
h2 {
font-size: 24pt;
margin-bottom: 20px;
text-transform: uppercase;
font-family: "Roboto Condensed", Helvetica, sans-serif;
font-weight: 300;
}
p {
font-size: 12pt;
margin-bottom: 12pt;
}
.centered-y {
position: absolute;
width: 100%;
top: 50%;
-webkit-transform: translateY(-50%);
transform: translateY(-50%);
}
.distribution-map {
position: relative;
width: 100%;
padding: 10px;
box-sizing: border-box;
margin: 0 auto;
}
.distribution-map>img {
width: 100%;
position: relative;
margin: 0;
padding: 0;
}
.distribution-map.map-point {
cursor: pointer;
outline: none;
z-index: 0;
position: absolute;
width: 40px;
height: 40px;
box-sizing: border-box;
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=80);
opacity: 0.8;
-webkit-transform: translate(-50%, -50%) rotate(-45deg);
transform: translate(-50%, -50%) rotate(-45deg);
-moz-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-o-transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s;
-webkit-transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, z-index 0.25s ease-in-out, border-radius 0.25s;
-webkit-transition-delay: 0.25s, 0.25s, 0.25s, 0.25s, 0.25s, 0.25s;
transition: opacity 0.25s ease-in-out 0.25s, width 0.25s ease-in-out 0.25s, height 0.25s ease-in-out 0.25s, z-index 0.25s ease-in-out 0.25s, border-radius 0.25s ease-in-out, transform 0.25s ease-in-out;
background: rgba(26, 26, 26, 0.85);
border: 3px solid #7fcff7;
border-radius: 100% 100% 100% 0;
}
.distribution-map.map-point::before {
content:"";
position: absolute;
width: 10px;
height: 10px;
background:white;
top: 50%;
left: 50%;
border-radius: 100%;
transform: translate(-50%, -50%);
}
.distribution-map.map-point:active::before,
.distribution-map.map-point:focus::before {
display: none;
}
.distribution-map.map-point.content {
filter: progid:DXImageTransform.Microsoft.Alpha(Opacity=0);
opacity: 0;
transition: opacity 0.25s ease-in-out;
width: 100%;
height: 100%;
left: 50%;
-webkit-transform: translateX(-50%);
transform: translateX(-50%);
overflow: overlay;
}
.distribution-map.map-point:active,
.distribution-map.map-point:focus {
margin: 0;
padding: 0;
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
width: 375px;
height: 172px;
border-radius: 0%;
color: #e5e5e5;
z-index: 1;
-webkit-transform: translate(-50%, -50%) rotate(0deg);
transform: translate(-50%, -50%) rotate(0deg);
transition: opacity 0.25s ease-in-out, width 0.25s ease-in-out, height 0.25s ease-in-out, border-radius 0.25s ease-in-out, border-radius 0.25 ease-in-out, transform 0.25s;
}
.distribution-map.map-point:active.content,
.distribution-map.map-point:focus.content {
filter: progid:DXImageTransform.Microsoft.Alpha(enabled=false);
opacity: 1;
-moz-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-o-transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition: opacity 0.25s ease-in-out, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
-webkit-transition-delay: 0.25s, 0s, 0s;
transition: opacity 0.25s ease-in-out 0.25s, height 0.25s ease-in-out, overflow 0.25s ease-in-out;
overflow: hidden;
}
.distribution-map.map-point:active.content a:hover,
.distribution-map.map-point:active.content a:active,
.distribution-map.map-point:focus.content a:hover,
.distribution-map.map-point:focus.content a:active {
color: #afe1fa;
}
}
<br><br><br>
<script src="https://cdnjs.cloudflare.com/ajax/libs/jquery/3.3.1/jquery.min.js"></script>
<div class="distribution-map">
<img src="http://allonCiudad.net/wp-content/uploads/2019/04/mapafondo.png">
<button class="map-point" style="top:30%;left:59%">
<div class="content" style="background-image: url('constitucion.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</div>
</button>
<button class="map-point" style="top:16%;left:65%">
<div class="content" style="background-image: url('itati.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</button>
<button class="map-point" style="top:19%;left:67%">
<div class="content" style="background-image: url('ibera.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</button>
<button class="map-point" style="top:46%;left:29%">
<div class="content" style="background-image: url('patagonia.png'); background-repeat: no-repeat; background-position: center; background-size: contain;">
</div>
</button>
</div>
En este caso lo estoy haciendo en la carga del documento
Si quieres diferentes enlaces para cada uno deberas crear ids para cada div
内容区div的样式设置有哪些?它们的作用是什么?
| null |
lmsys/lmsys-chat-1m
| null | 968,059 | 0 | 902 |
Lorsque l'on résume la transcription d'une réunion, on doit donner:
- les participants;
- la durée de la réunion;
- les sujets qui ont été évoqués;
- la liste des actions à réaliser.
0:1:9.225 --> 0:1:20.685
Ewen Rondel: Ouais bah du coup ouais ça y est, maintenant ça marche tout ce qu'on modifie c'est enregistré alors dès que tu relances l'application et ça reprend les paramètres de base mais sinon pendant tout le moment de l'application est lancée ça ça garde en mémoire ce que t'as écrit.
0:1:19.865 --> 0:1:24.255
David Chevenement: Alors c'est normal, mais fais gaffe parce que si on s'amuse à faire des modifs et qu'on les perd.
0:1:25.625 --> 0:1:26.635
Ewen Rondel: Ouais, faudrait que je les.
0:1:25.755 --> 0:1:27.425
David Chevenement: Ça peut ça, ça peut être galère.
0:1:28.155 --> 0:1:28.635
David Chevenement: Tu vois ?
0:1:27.825 --> 0:1:29.555
Ewen Rondel: Ouais, faudrait que j'écrive quelque part, ouais.
0:1:29.515 --> 0:1:35.205
David Chevenement: Ça serait pas idiot de de savoir si tu veux repartir de la dernière ou du truc de départ défaut tu vois ?
0:1:35.265 --> 0:1:37.955
Ewen Rondel: Ouais, okay, je vais essayer de garder ça en quelque part en.
0:1:37.315 --> 0:1:45.255
David Chevenement: Bon, c'est pas essentiel mais c'est juste que faut pas qu'on oublié si on fait des modifs fait qu'à la fin on on veut pas perdre ce qu'on a, ce qu'on a fait, quoi.
0:1:45.735 --> 0:1:51.875
Ewen Rondel: Né et j'ai. J'ai viré aussi le la redondance avec la sécurité
0:1:53.15 --> 0:1:54.5
David Chevenement: La redondance est un classique.
0:1:52.975 --> 0:1:57.375
Ewen Rondel: Votre côté ou le le Mail est écrit en en 2 fois à 2 endroits pour être sûr.
0:2:0.355 --> 0:2:2.95
Ewen Rondel: Oui, ça c'est ça, c'est bon, c'est, c'est vivre ça.
0:1:59.185 --> 0:2:5.995
David Chevenement: Ah oui, oui, Ben oui, ça, merci, c'est bien, c'est c'est bien de régler les problèmes dans l'ordre. Okay bon j'ai fait une démo, les gens étaient contents.
0:2:6.535 --> 0:2:7.335
Ewen Rondel: Ah, ça c'est.
0:2:6.765 --> 0:2:9.945
David Chevenement: Alors, ça s'est bien passé et.
0:2:15.605 --> 0:2:15.825
Ewen Rondel: Ouais.
0:2:20.405 --> 0:2:20.745
Ewen Rondel: OK.
0:2:10.15 --> 0:2:25.545
David Chevenement: Franchement, il était assez bluffé donc on on va essayer d'avancer pour la semaine prochaine pour faire en sorte d'avoir un truc nickel mais ça lui a carrément plu. Donc donc ça c'est nickel. J'aimerais bien du coup là ce qui m'intéresse quand même.
0:2:33.725 --> 0:2:33.945
Ewen Rondel: Et.
0:2:26.525 --> 0:2:34.575
David Cheveneme
|
7725d8285b1c4c05a8e6578084407f22
|
lmsys/lmsys-chat-1m
| null | 621,075 | 0 | 1,020 |
Generate annex B of duly reasoned reques for following information: 60 x
Air depolarised batteries 20kg (NDW)
84 x Lead Acid Vehicle batteries 30kg (NAME_1)
1 x 1A2 Nic cad batteries (NDW)
1 x 1A2 Lead Acid batteries (NAME_1)
1x 1A2 alkaline batteries (NDW)
1 x 1A2 Lithium batteries (NAME_2)
CONTAINER BHCU 303581 1
25 x Handheld radios (Weee waste NDW)
17 x Large Lead Acid Vehicle batteries 70kg (NAME_1)
26 x Fluorescent tubes (NAME_3)
9 x Alcad Batteries (NDW)
CONTAINER PSSU 311943 7
1 x box Lead acid Batteries 200kg (NAME_1)
2x 205L 1A2 lithium ion batteries (NAME_2)
1 x pallet of 20kg dry cell batteries (NDW)
2 x boxes oil filters 300kg each (NAME_4)
2 x boxes Plastic empty containter 60kg (NDW)
CONTAINER TRLU 906483 1
55 x Dry cell batteries 20kg each (NDW)
6 x boxes crushed metal drums 185kg each (NDW)
CONTAINER GTSU 390844 4
17 x boxes oily rags (need repacking) (3077)
CONTAINER MBLU 820618 9
NaOH anhydrous (NAME_5) 20kg x 2
Aluminium sulphate anhydrous 17% 1 x 20kg (NAME_6)
NAME_7 tests 2 x 20kg boxes (NDW)
Sodium Thiosulfate anhydrous bags 2 x 10kg bags (NDW)
Sodium alkyl sulphate anhydrous (NAME_8)
Sodium hypochlorite solution L 10% 10L x 15 (NAME_9)
NaOH solution 25L x 2 (NAME_10)
Honeybee 60 (sulphamic acid) 20L x 3 (NAME_11)
Hypochlorite 15% 4x 20L (NAME_9)
Citric acid Anhydrous 1 x 25kg (NAME_12)
Tannin Disodium trioxysilicate 36 x 10kg (NAME_13)
KOH solution 18 x 10L (NAME_14)
Sodium bisulfite solid 2 x25kg bags (NAME_15)
Sodium metasilicate (Ardrox) 25L x 53 (NAME_14)
CONTAINER STGU 132558 7
20 x boxes oily rags 100kg each (NAME_4)
CONTAINER CRXU 15409 7
20 x boxes empty plastic drums (NDW)
CONTAINER TRDU 727121 0
14 x Empty 200L 1H1 drums (NDW)
2 x IBC oil sludge 100kg (3077)
11 x boxes empty paint tins (NDW)
REST OF YARD:
205L 1A1 Mixed oils (NAME_16) x 91
205L 1A1 Waste AL’s (Glycol) (3082) x 28
205L 1A1 Cooking oil (NDW) x 179
205L 1A1 Diesel (NAME_17) x 24
205L 1A1 AVTUR (NAME_18) x 20
205l 1A2 Zinc phosphate (NAME_16) x 2
205L 1A2 lead acid batteries (NAME_1) x 3
205L 1A2 WEEE waste (NDW) x 1
205L 1A1 paint thinners (NAME_19) x 22
205L 1A1 Sodium hypochlorite (NAME_9) x2
205L 1A1 Glycols (NAME_16) x 26
205L 1A2 Paint related material (NAME_19) x 37
205L 1A1 Sodium metasilicate (NAME_20) x 1
205l 1A1 oil mix (NAME_16) x 1
205L 1A1 alkaline detergent (NAME_14) x1
205L 1A2 Plastics c/w trichloroisocyanuric acid (NAME_21) x 1
205L 1A2 Hoses c/w oil (NAME_4) x 3
205L 1A2 Greases (NAME_16) x 20
205L 1A2 Adhesives (NAME_22) x6
FIBC’s 13H3 empty metal tins x
|
a2f1ba47d2c34382b0d3d7cf2abe3f1a
|
lmsys/lmsys-chat-1m
| null | 164,638 | 2 | 926 |
the first 5 frames:
"T 0-429,80,3 411,133,4 445,128,3 420,174,5 421,174,5;220,201,14 254,251,16 256,205,14 214,327,17 171,329,17;56,108,7 82,148,9 41,176,10 77,177,10 53,201,12;221,73,3 238,116,5 200,114,6 231,167,9 228,164,8;306,179,13 364,202,8 363,203,8 307,300,16 307,314,16;84,159,9 84,238,13 82,239,14 83,328,17 81,324,17"
"T 2-429,81,3 411,134,4 445,128,3 420,171,5 421,170,5;219,201,14 254,252,16 255,203,14 214,327,17 170,352,18;56,108,7 82,148,9 41,176,10 76,199,11 52,200,12;221,73,3 237,115,5 200,114,6 231,167,9 228,164,8;319,180,12 364,202,8 365,202,8 307,302,16 307,302,16;60,106,7 84,234,13 37,233,15 84,325,17 82,323,17"
"T 1-429,81,3 411,133,4 445,128,3 420,173,5 421,174,5;220,201,14 254,252,16 255,257,16 214,326,17 170,352,18;56,108,7 82,148,9 41,176,10 77,199,11 53,201,12;221,73,3 237,115,5 200,114,6 231,167,9 228,164,8;306,179,13 363,202,8 363,203,8 307,301,16 307,313,16;61,163,10 85,238,13 82,239,14 82,327,17 81,324,17"
"T 3-222,203,13 264,228,14 267,230,14 213,324,18 213,328,18;429,77,2 411,122,3 411,123,3 421,174,5 434,176,5;56,108,7 82,151,9 41,177,10 79,196,11 55,197,12;218,73,3 238,116,5 200,113,6 230,166,9 227,164,8;86,177,10 37,220,15 38,221,15 83,329,19 82,324,19;298,173,11 289,232,14 285,232,14 312,348,17 312,349,17"
"T 4-428,77,2 411,121,3 410,122,3 421,176,5 433,176,5;222,203,13 261,228,14 265,231,14 213,326,18 213,330,18;219,73,3 238,116,5 200,113,6 230,166,8 226,163,8;56,108,7 83,152,9 41,176,10 80,194,11 55,195,12;85,177,10 37,220,15 38,222,15 82,329,19 83,324,19;296,173,11 287,233,14 283,231,14 312,348,17 312,348,17"
|
a025e7d0bb41447db59bae7d939dcdd3
|
lmsys/lmsys-chat-1m
| null | 909,095 | 0 | 962 |
Please check below logs and summarize if there is any critical error or anything related to memory.
May 5 15:32:23 servername kernel: Mem-Info:
May 5 15:32:23 servername kernel: active_anon:113 inactive_anon:173 isolated_anon:0#012 active_file:8 inactive_file:163 isolated_file:0#012 unevictable:4381952 dirty:2 writeback:52 unstable:0#012 slab_reclaimable:13733 slab_unreclaimable:26359#012 mapped:34189 shmem:213 pagetables:13556 bounce:0#012 free:49886 free_pcp:118 free_cma:0
May 5 15:32:23 servername kernel: Node 0 DMA free:15872kB min:32kB low:40kB high:48kB active_anon:0kB inactive_anon:0kB active_file:0kB inactive_file:0kB unevictable:0kB isolated(anon):0kB isolated(file):0kB present:15988kB managed:15904kB mlocked:0kB dirty:0kB writeback:0kB mapped:0kB shmem:0kB slab_reclaimable:0kB slab_unreclaimable:32kB kernel_stack:0kB pagetables:0kB unstable:0kB bounce:0kB free_pcp:0kB local_pcp:0kB free_cma:0kB writeback_tmp:0kB pages_scanned:0 all_unreclaimable? yes
May 5 15:32:23 servername kernel: lowmem_reserve[]: 0 2829 31978 31978
May 5 15:32:23 servername kernel: 34349 total pagecache pages
May 5 15:32:23 servername kernel: 45 pages in swap cache
May 5 15:32:23 servername kernel: Swap cache stats: add 411489, delete 411401, find 39460/71171
May 5 15:32:23 servername kernel: Free swap = 700924kB
May 5 15:32:23 servername kernel: Total swap = 2097148kB
May 5 15:32:23 servername kernel: 8388461 pages RAM
May 5 15:32:23 servername kernel: 0 pages HighMem/MovableOnly
May 5 15:32:23 servername kernel: 198062 pages reserved
May 5 15:32:23 servername kernel: [92280] 3232411 92280 27381 127 10 24 0 sleep
May 5 15:32:23 servername kernel: [121345] 0 121345 166318 274 149 25004 0 puppet
May 5 15:32:23 servername kernel: Out of memory: Kill process 11638 (java) score 510 or sacrifice child
May 5 15:32:23 servername kernel: Killed process 11664 (controller), UID 1000, total-vm:54524kB, anon-rss:0kB, file-rss:540kB, shmem-rss:0kB
May 5 15:32:23 servername kernel: node invoked oom-killer: gfp_mask=0x200da, order=0, oom_score_adj=0
May 5 15:32:23 servername kernel: node cpuset=/ mems_allowed=0
May 5 15:32:23 servername kernel: CPU: 3 PID: 13421 Comm: node Kdump: loaded Tainted: G OE ------------ 3.10.0-1160.71.1.0.1.el7.x86_64 #1
May 5 15:32:23 servername kernel: Hardware name: VMware, Inc. VMware Virtual Platform/440BX Desktop Reference Platform, BIOS 6.00 12/12/2018
May 5 15:32:23 servername kernel: Call Trace:
May 5 15:32:23 server
|
bd3a5d8be4d04a2d965a102619e10099
|
lmsys/lmsys-chat-1m
| null | 37,328 | 0 | 952 |
#include <stdint.h>
#include <stdio.h>
#include <stdlib.h>
typedef uint8_t bool;
#define true 1
#define false 0
#include "include/framebuffer.h"
#define ftopix(r, g, b, x, y) ((pixel_t){(uint8_t)(r * 255.0f), (uint8_t)(g * 255.0f), (uint8_t)(b * 255.0f), x, y})
typedef struct
{
float x, y, z;
} vector3;
#define vec3(x, y, z) \
(vector3) { x, y, z }
#define dv3 \
(vector3) { 0, 0, 0 }
#define vv(x) \
(vector3) { x, x, x }
#define add(v3A, v3B) \
(vector3) { v3A.x + v3B.x, v3A.y + v3B.y, v3A.z + v3B.z }
#define negate(v3) \
(vector3) { -v3.x, -v3.y, -v3.z }
#define sub(v3A, v3B) add(v3A, negate(v3B))
#define mul(v3A, v3B) \
(vector3) { v3A.x *v3B.x, v3A.y *v3B.y, v3A.z *v3A.z }
#define div(v3A, v3B) \
(vector3) { v3A.x / v3B.x, v3A.y / v3B.y, v3A.z / v3A.z }
#define length_squared(v3) v3.x *v3.x + v3.y *v3.y + v3.z *v3.z
#define length(v3) sqrt(length_squared(v3))
#define dot(v3A, v3B) v3A.x *v3B.x + v3A.y *v3B.y + v3A.z *v3B.z
#define cross(v3A, v3B) \
(vector3) \
{ \
v3A.y *v3B.z - v3A.z *v3B.y, v3A.z *v3B.x - v3A.x *v3B.z, \
v3A.x *v3B.y - v3A.y *v3B.x \
}
#define unit_vector(v3) div(v3, vv(length(v3)))
typedef struct
{
vector3 origin;
vector3 direction;
} ray;
bool hit_sphere(vector3 center, float rad, ray r)
{
vector3 oc = sub(r.origin, center);
float a = length_squared(r.direction);
float b = 2.0 * dot(oc, r.direction);
float c = length_squared(oc) - rad * rad;
float discriminant = (b * b) - (4 * a * c);
return (discriminant > 0);
}
vector3 ray_color(ray r)
{
if (hit_sphere(vec3(0, 0, -1), 0.5, r))
{
return vec3(1, 0, 0);
}
vector3 unit_direction = unit_vector(r.direction);
float t = 0.5f * (unit_direction.y + 1.0f);
vector3 color = vec3(1.0f * (1.0 - t) + (t * 0.5f),
1.0f * (1.0 - t) + (t * 0.7f), 1.0f * (1.0 - t) + t);
return color;
}
int main(void)
{
float aspect_ratio = 16.0 / 9.0;
const int width = 400;
const int height = (int)((float)width / aspect_ratio);
float viewport_height = 2.0;
float viewport_width = aspect_ratio * viewport_height;
float focal_length = 1.0;
vector3 origin = vec3(0, 0, 0);
vector3 lower_left_corner = vec3(-(viewport_width / 2), -(viewport_height / 2), focal_length);
window_t *window = create_window(width, height, "RTFish");
if (!window)
{
printf("Could not create window.");
return 0;
}
uint8_t exit = 0;
while (!exit)
{
clea
|
6b05ff527641426987de4b58848e871b
|
zai-org/LongAlign-10k
|
6e31c00b5f54c30ec1c5bae127cf0d5986bf586c78b83456
| 2,468 | 0 | 4,929 |
Литий-ионный аккумулятор
thumb|275px|Литий-ионный аккумулятор цилиндрический, типоразмера 18650
thumb|Литий-ионный аккумулятор сотового телефона Siemens, призматический
Литий-ионный аккумулятор (Li-ion) — тип электрического аккумулятора, который широко распространён в современной бытовой электронной технике и находит своё применение в качестве источника энергии в электромобилях и накопителях энергии в энергетических системах. Это самый популярный тип аккумуляторов в таких устройствах как сотовые телефоны, ноутбуки, цифровые фотоаппараты, видеокамеры и электромобили. В 2019 году Уиттингем, Гуденаф и Ёсино получили Нобелевскую премию по химии с формулировкой «За развитие литий-ионных аккумуляторов».
История
Впервые принципиальная возможность создания литиевых аккумуляторов на основе способности дисульфида титана или дисульфида молибдена включать в себя ионы лития при разряде аккумулятора и экстрагировать их при зарядке была показана в 1970 году Майклом Стэнли Уиттингемом. Существенным недостатком таких аккумуляторов являлось низкое напряжение — 2,3 В и высокая пожароопасность вследствие образования дендритов металлического лития, замыкающих электроды.
Позднее Дж. Гуденафом были синтезированы другие материалы для катода литиевого аккумулятора — кобальтит лития LixCoO2 (1980 год), феррофосфат лития LiFePO4 (1996 год). Преимуществом таких аккумуляторов является более высокое напряжение — около 4 В.
Современный вариант литий-ионного аккумулятора с анодом из графита и катодом из кобальтита лития изобрёл в 1991 году Акира Ёсино. Первый литий-ионный аккумулятор по его патенту выпустила корпорация Sony в 1991 году.
В настоящее время ведутся исследования по поиску материалов на основе кремния и фосфора, обеспечивающих повышенную ёмкость интеркалирования ионов лития и по замене ионов лития на ионы натрия.
Другие исследования уменьшают эффект старения и повышают срок эксплуатации. Например, использование бис-имино-аценафтехинон-парафенилена (Bis-imino-acenaphthenequinone-Paraphenylene, BP) позволит сохранить 95 процентов ёмкости аккумулятора даже после 1700 циклов зарядки.
Уиттингем, Гуденаф и Ёсино получили Нобелевскую премию по химии в 2019 году с формулировкой «За создание литий-ионных батарей».
Типы литий-ионных аккумуляторов
В зависимости от химического состава и устройства, литий-ионные разделяются на типы, сильно различающиеся потребительскими качествами.
Литий-кобальтовые (NCR)
Эта разновидность имеет самую высокую ёмкость, но требовательны к условиям работы, имеют весьма ограниченный ресурс. Рабочий диапазон напряжений - от 3 до 4,2 В. Самая высокая удельная энергоемкость — до 250 Втч/кг, пиковый ток разряда - не более двух ёмкостей (то есть аккумулятор 2 Ач имеет разрешённый ток 4 А), длительный ток разряда - не более одной ёмкости.
Температура длительного хранения аккумуляторов - −5 °C при 40-50 % заряда. Литий-кобальтовые аккумуляторы взрывоопасны и могут воспламеняться при перегреве или вследствие глубокого разряда. По этим причинам они обычно снабжаются защитной платой и имеют маркировку Protected. Напряжение разряда - не ниже 3 В. Взрывоопасны при повреждении корпуса, быстро стареют (средний срок жизни - 3-5 лет, в циклах «заряд-разряд» — не более 500). Нежелательна зарядка большим током. Крайне токсичны при воспламенении.
Литий-марганцевые (IMR или INR)
Более долговечны и безопасны, чем кобальтовые, допустима зарядка большим током. Рабочий диапазон напряжений - от 2,5 до 4,2 В. Удельная энергоемкость - 140—150 Втч/кг. Ресурс - порядка 5-6 лет — до 1000 циклов «заряд-разряд». Высокий ток под нагрузкой — до 5 ёмкостей. Предельная граница разряда — 2,5 В, однако возможно снижение ресурса. INR-аккумуляторы редко снабжают защитной платой, но зарядная цепь всегда имеет ограничение по напряжению. Неработоспособны ниже −10 °C. Достаточно безопасны в использовании, не взрываются и не воспламеняются. Имеют низкий саморазряд.
Железофосфатные аккумуляторы (LiFePO4, LiFe, LFP, IFR)
Последнее поколение с наибольшим ресурсом. Рабочий диапазон напряжений - от 2 до 3,65 В, номинальное напряжение - 3,2 В. Удельная энергоемкость - примерно 150 Втч/кг. Ресурс - 10-20 лет, примерно 1500-3000 циклов «заряд-разряд» (до 8000 в мягких условиях). Высокий ток под нагрузкой (до 10 ёмкостей) и стабильное напряжение разряда идеальны для электромобилей, марсоходов, велосипедов, и подобных применений. Разряд вблизи нижней границы напряжения (2 В) может снижать ресурс. Допустима зарядка большим током с сохранением безопасности. При самых тяжёлых условиях эксплуатации не выделяют газа, не взрываются и не возгораются.
Литий-титанатные аккумуляторы
Наивысшая долговечность и широкий температурный интервал работы. Рабочий диапазон напряжений и от 1,6 до 2,7 В, номинальное напряжение - 2,3 В. Удельная энергоёмкость - примерно 100 Втч/кг. Ресурс - более 15 000 циклов «заряд-разряд». Температурный диапазон и от −30 °C до +60 °C. Имеет очень низкое сопротивление, позволяющее использовать сверхбыстрый заряд, и низкий саморазряд, примерно 0,02 % в сутки.
Технические показатели
мини|При использовании литий-ионных аккумуляторов в составе батарей без балансирующего устройства часть из них окажется переразряженной (B) при работе батареи или перезаряженной (C) либо не дозаряженной (D) до номинальной ёмкости во время зарядки батареи Основные показатели элементов, зависящие от химсостава, находятся в следующих пределах:
напряжение единичного элемента:
максимальное: 4,2 В (или 4,35/4,40 В для высоковольтных);
минимальное: 2,5 В (или 2,8/3,0 В для высоковольтных);
удельная энергоёмкость: 110…270 Вт·ч/кг;
внутреннее сопротивление: 4…15 мОм;
число циклов заряд-разряд до снижения ёмкости до 80 %: 600;
время быстрого заряда: 1 час;
саморазряд зависит от температуры хранения и степени заряда. При температуре 25 °C и заряде 100 % ≈1,6 % в месяц;
ток нагрузки относительно ёмкости С, представленной в А·ч:
постоянный: до 5С;
импульсный: до 50С;
оптимальный: до 1С;
диапазон рабочих температур: от −20 °C до +60 °C (оптимальная +23 °C);
Защитные устройства аккумулятора
мини|слева|Контроллер заряда/разряда (плата защиты) цилиндрического литий-ионного аккумулятора, конструкционно припаянный к отрицательному контакту аккумулятора и обратной фольгированной стороной выполняющий его функции. На снимке частично демонтирован и отсоединён от проводника, идущего к положительному контакту аккумулятора
Почти всегда в корпус аккумулятора встроен контроллер (или PCM-плата ()), который управляет зарядкой и защищает аккумулятор от превышения напряжения заряда, чрезмерного разряда и превышения температуры, приводящих к преждевременной деградации или разрушению. Также этот контроллер может ограничивать ток потребления, защищать от короткого замыкания. Тем не менее, надо учитывать, что не все аккумуляторы снабжаются защитой. Производители могут не устанавливать её в целях снижения стоимости, веса, а также в устройствах, в которых встроен контроллер защиты, в аккумуляторных батареях (например, ноутбуков) используются аккумуляторы без встроенной платы защиты.
Литиевые аккумуляторы имеют специальные требования при подключении нескольких ячеек последовательно. Зарядные устройства для таких многосоставных аккумуляторов с ячейками или сами аккумуляторные батареи снабжаются схемой балансировки ячеек. Смысл балансировки в том, что электрические свойства ячеек могут немного различаться, и какая-то ячейка достигнет полного заряда/разряда раньше других. При этом необходимо прекратить заряд этой ячейки, продолжая заряжать остальные, так как переразряд или перезаряд литий-ионных аккумуляторов выводит их из строя. Эту функцию выполняет специальный узел — (или BMS-плата ()). Он шунтирует заряженную ячейку так, чтобы ток заряда шёл мимо неё. Балансиры одновременно выполняют как функцию платы защиты в отношении каждого из аккумуляторов, так и батареи в целом.
Зарядные устройства могут поддерживать конечное напряжение заряда в диапазоне 4,15—4,25 В.
Существуют литий-ионные и литий-полимерные аккумуляторы типоразмеров АА и ААА с напряжением 1,5 В. Они имеют не только схему защиты, но также встроенный электронный преобразователь напряжения (). Отличие таких аккумуляторов — стабилизированное напряжение на контактах в 1,5 В вне зависимости от рабочего напряжения самой ячейки аккумулятора и его моментальное обнуление, когда литиевая ячейка разряжается до нижнего допустимого предела и срабатывает защита от чрезмерного разряда. Такие аккумуляторы можно спутать с похожими по размерам аккумуляторами 14500 и 10440 напряжением 3,7 В, а также с незаряжаемыми одноразовыми литиевыми элементами питания. Все они различаются маркировкой.
Устройство
thumb|Литий-ионный аккумулятор. Схема работы
Литий-ионный аккумулятор состоит из электродов (катодного материала на алюминиевой фольге и анодного материала на медной фольге), разделённых пористым сепаратором, пропитанным электролитом. Пакет электродов помещён в герметичный корпус, катоды и аноды подсоединены к клеммам-токосъёмникам. Корпус иногда оснащают предохранительным клапаном, сбрасывающим внутреннее давление при аварийных ситуациях или нарушениях условий эксплуатации. Литий-ионные аккумуляторы различаются по типу используемого катодного материала. Переносчиком заряда в литий-ионном аккумуляторе является положительно заряженный ион лития, который имеет способность внедряться (интеркалироваться) в кристаллическую решётку других материалов (например, в графит, оксиды и соли металлов) с образованием химической связи, например: в графит с образованием LiC6, оксиды (LiMnO2) и соли (LiMnRON) металлов.
Первоначально в качестве отрицательных пластин применялся металлический литий, затем — каменноугольный кокс. В дальнейшем стал применяться графит. Применение оксидов кобальта позволяет аккумуляторам работать при значительно более низких температурах, повышает количество циклов разряда/заряда одного аккумулятора. Распространение литий-железо-фосфатных аккумуляторов обусловлено их относительно низкой стоимостью. Литий-ионные аккумуляторы применяются в комплекте с системой контроля и управления — СКУ или BMS (battery management system), — и специальным устройством заряда/разряда.
В настоящее время в массовом производстве литий-ионных аккумуляторов используются три класса катодных материалов:
кобальтат лития LiCoO2 и твёрдые растворы на основе изоструктурного ему никелата лития
литий-марганцевая шпинель LiMn2O4
литий-феррофосфат LiFePO4.
Электрохимические схемы литий-ионных аккумуляторов:
литий-кобальтовые LiCoO2 + 6C → Li1-xCoO2 + LiC6
литий-ферро-фосфатные LiFePO4 + 6C → Li1-xFePO4 + LiC6
Благодаря низкому саморазряду и большому количеству циклов заряда/разряда, Li-ion-аккумуляторы наиболее предпочтительны для применения в альтернативной энергетике. При этом, помимо системы СКУ они укомплектовываются инверторами (преобразователи напряжения).
Преимущества
Низкий саморазряд.
Высокая токоотдача.
Большое число циклов заряд-разряд.
Не требуют обслуживания.
Недостатки
Широко применяемые литий-ионные аккумуляторы при перезаряде, несоблюдении условий заряда или при механическом повреждении часто бывают чрезвычайно огнеопасными.
Огнеопасны
Теряют работоспособность при переразряде
Теряют ёмкость на холоде
Экология
Для производства литий-ионных аккумуляторов требуется литий высокой степени чистоты, для получения одной тонны лития требуется переработка 100 тонн руды.
является токсичным отходом.
Взрывоопасность
мини|Вздувшийся литий-ионный аккумулятор в плоском алюминиевом корпусе типоразмера ENEL10 (Li-42B, NP-45). Бумажная этикетка снята
мини|Литий-ионная аккумуляторная батарея электромобиля
Аккумуляторы Li-ion первого поколения были подвержены взрывному эффекту. Это объяснялось тем, что в них использовался анод из металлического лития, на котором в процессе многократных циклов зарядки/разрядки возникали пространственные образования (дендриты), приводящие к замыканию электродов и, как следствие, возгоранию или взрыву. Этот недостаток удалось окончательно устранить заменой материала анода на графит. Подобные процессы происходили и на катодах литий-ионных аккумуляторов на основе оксида кобальта при нарушении условий эксплуатации (перезарядке). Литий-ферро-фосфатные аккумуляторы полностью лишены этих недостатков.
Литиевые аккумуляторы изредка проявляют склонность к взрывному самовозгоранию. Интенсивность горения даже от миниатюрных аккумуляторов такова, что может приводить к тяжким последствиям. Авиакомпании и международные организации принимают меры к ограничению перевозок литиевых аккумуляторов и устройств с ними на авиатранспорте.
Самовозгорание литиевого аккумулятора очень плохо поддаётся тушению традиционными средствами. В процессе термического разгона неисправного или повреждённого аккумулятора происходит не только выделение запасённой электрической энергии, но и ряд химических реакций, выделяющих вещества для поддержания горения, горючие газы от электролита, а также, в случае не LiFePO4-электродов, выделяется кислород. Потому вспыхнувший аккумулятор способен гореть без доступа воздуха и для его тушения непригодны средства изоляции от атмосферного кислорода. Более того, металлический литий активно реагирует с водой с образованием горючего газа водорода, потому тушение литиевых аккумуляторов водой эффективно только для тех видов аккумуляторов, где масса литиевого электрода невелика. В целом тушение загоревшегося литиевого аккумулятора неэффективно. Целью тушения может быть лишь снижение температуры аккумулятора и предотвращение распространения пламени.
Эффект памяти
Традиционно считалось, что, в отличие от Ni-Cd- и Ni-MH-аккумуляторов, Li-Ion-аккумуляторы полностью избавлены от эффекта памяти. По результатам исследований учёных Института Пауля Шерера (Швейцария) в 2013 году этот эффект всё-таки был обнаружен, но оказался ничтожен.
Причиной его является то, что основой работы батареи являются процессы высвобождения и обратного захвата ионов лития, динамика которых ухудшается в случае неполной зарядки.
Во время зарядки ионы лития один за другим покидают частицы литий-феррофосфата, размер которых составляет десятки микрометров. Катодный материал начинает разделяться на частицы с разным содержанием лития. Зарядка батареи происходит на фоне возрастания электрохимического потенциала. В определённый момент он достигает предельного значения. Это приводит к ускорению высвобождения оставшихся ионов лития из катодного материала, но они уже не меняют суммарного напряжения батареи.
Если батарея не будет полностью заряжена, то на катоде останется некоторое число частиц, близких к пограничному состоянию. Они практически достигли барьера высвобождения ионов лития, но не успели его преодолеть. При разряде свободные ионы лития стремятся вернуться на место и рекомбинировать с ионами феррофосфата. Однако на поверхности катода их также встречают частицы в пограничном состоянии, уже содержащие литий. Обратный захват затрудняется, и нарушается микроструктура электрода.
В настоящее время просматриваются два пути решения проблемы: внесение изменений в алгоритмы работы системы управления батареями и разработка катодов с увеличенной площадью поверхности.
Требования к режимам заряда/разряда
Глубокий разряд полностью выводит из строя литий-ионный аккумулятор. Также на жизненный цикл аккумуляторов влияет глубина его разряда перед очередной зарядкой и зарядка токами выше установленных производителем. Из-за низкого внутреннего сопротивления аккумулятора зарядный ток сильно зависит от напряжения на его клеммах во время зарядки. Ток зарядки зависит от разницы напряжений между аккумулятором и зарядным устройством и от сопротивления как самого аккумулятора, так и подводимых к нему проводов. Увеличение напряжения зарядки на 4 % может приводить к увеличению тока зарядки в 10 раз, что отрицательно сказывается на аккумуляторе, при недостаточном отводе тепла он перегревается и деградирует. В результате, если напряжение на аккумуляторе превысить всего на 4 %, он будет вдвое быстрее терять ёмкость от цикла к циклу.
Старение
Литиевые аккумуляторы стареют, даже если не используются. Соответственно, нет смысла покупать аккумулятор «про запас» или чрезмерно увлекаться «экономией» его ресурса.
Оптимальные условия хранения Li-ion-аккумуляторов достигаются при 40-процентном заряде от ёмкости аккумулятора и температуре 0…10 °C.
Снижение ёмкости при низких температурах
Как и в других типах аккумуляторов, разрядка в условиях низких температур приводит к снижению отдаваемой энергии, в особенности при температурах ниже 0 ⁰C. Так, снижение запаса отдаваемой энергии при понижении температуры от +20 ⁰C до +4 ⁰C приводит к уменьшению отдаваемой энергии на ~5-7 %, дальнейшее понижение температуры разрядки ниже 0 ⁰C приводит к потере отдаваемой энергии на десятки процентов. Разряд аккумулятора при температуре, не ниже указанной производителем аккумуляторов, не приводит к их деградации (преждевременному исчерпанию ресурса).
Как и для других типов аккумуляторов, одним из вариантов решения проблемы являются аккумуляторы с внутренним подогревом.
См. также
Литий-полимерный аккумулятор
Литий-железо-фосфатный аккумулятор
Литий-титанатный аккумулятор
Нанопроводниковый аккумулятор
Зарядное устройство
Никель-металл-гидридный аккумулятор (NiMH)
Никель-кадмиевый аккумулятор (NiCd)
Батарея
Элемент AA
Элемент AAA
Эффект памяти аккумулятора
Примечания
Литература
Ссылки
Категория:Литиевые аккумуляторы
Категория:Появились в 1991 году
Категория:Изобретения Японии
Категория:Ионы
What are the advantages and disadvantages of lithium-ion batteries compared to other battery types?
| null |
lmsys/lmsys-chat-1m
| null | 736,683 | 2 | 973 |
Please give me 6 tickets on Eurojackpot for may 26th 2023, based on the statistics below. Latest draw on bottom:
18,32,39,42,44 + 4,7
7,9,40,48,49 + 7,8
15,17,23,35,38 + 4,9
11,15,24,28,41 + 3,12
1,7,11,33,48 + 9,12
13,14,25,28,42 + 11,12
11,20,23,37,46 + 9,11
4,6,8,42,48 + 6,11
9,16,32,37,46 + 7,12
6,12,25,48,49 + 11,12
8,12,37,44,47 + 7,1
6,8,13,21,32 + 3,6
3,13,33,36,47 + 3,11
9,14,15,20,47 + 8,12
6,11,26,43,49 + 5,8
9,34,35,42,44 + 6,11
28,33,34,37,44 + 4,11
3,37,45,47,50 + 5,1
28,29,31,37,50 + 4,5
14,28,31,47,50 + 7,12
9,16,27,41,45 + 1,4
7,14,34,41,49 + 4,9
6,11,16,35,44 + 2,6
1,12,15,31,47 + 9,1
9,16,17,27,31 + 1,9
4,9,29,34,37 + 3,12
20,21,30,41,43 + 10,11
1,7,17,44,50 + 2,1
10,15,25,37,46 + 7,12
3,10,20,36,42 + 8,1
1,2,6,14,45 + 2,7
5,12,15,21,39 + 3,4
13,20,34,38,43 + 3,6
1,5,12,18,20 + 6,7
6,20,27,38,49 + 3,9
1,18,37,46,48 + 3,7
4,11,12,16,42 + 3,5
6,17,22,39,46 + 5,12
9,16,32,34,48 + 2,6
5,18,21,29,45 + 1,6
8,13,16,44,47 + 6,8
6,21,23,26,43 + 3,9
6,12,36,37,44 + 1,11
10,11,31,37,44 + 5,12
1,15,19,24,33 + 7,8
16,28,32,36,48 + 5,1
5,19,33,37,42 + 7,9
7,11,20,21,29 + 6,11
16,28,31,35,42 + 2,1
5,13,16,41,45 + 3,6
12,21,24,28,40 + 1,3
4,8,9,30,35 + 6,7
11,12,13,23,26 + 11,12
17,18,30,33,35 + 6,8
6,11,29,34,39 + 2,3
10,27,30,32,34 + 5,8
28,30,31,45,46 + 4,8
1,5,8,20,35 + 3,12
1,2,11,14,36 + 2,3
|
ecb38cca94ad47f4bdad72fbb06bc572
|
zai-org/LongAlign-10k
|
0344476eaa9dcd6b79810009a98d175c9b3ce33a60132266
| 6,090 | 0 | 5,911 |
Q: Java Netty Unknown SSL content type error
I'm trying to write a HTTP client using Netty 5.0.0.Alpha2 to connect to a proprietary server. I can only describe the connection as being similar to Websockets but not. The server utilizes StartTLS which is expected to be initialized by the client after the server responds with 200 and Content Type and if you don't, the server disconnects you. Once the connection is secure, the server will keep the connection alive indefinitely while responding to client commands. Anyways, below is my SSLDump log and regarding the line "Unknown SSL content type 1", this happens once I try to send my first command to the server. Traffic from the server seems to be unhindered since the server sends a ping heartbeat every 30-60 seconds and I can read it just fine.
SSLDump log:
New TCP connection #1: Chiori-chan.local(54679) <-> ***.***.***.***(443)
0.1110 (0.1110) C>S
---------------------------------------------------------------
GET /fwd/xControl HTTP/1.0
---------------------------------------------------------------
0.1776 (0.0666) S>C
---------------------------------------------------------------
HTTP/1.0 200 OK
Content-Type: application/octet-stream
---------------------------------------------------------------
0.2440 (0.0664) S>C
---------------------------------------------------------------
---------------------------------------------------------------
1 1 0.2582 (0.0142) C>SV3.1(54) Handshake
ClientHello
Version 3.1
random[32]=
55 0c 50 be 81 96 8d 83 b2 8d 91 fd 02 3d f5 ff
1e 9d 65 48 3a 3b 8c a1 63 d4 e1 17 45 24 c8 90
cipher suites
TLS_RSA_WITH_RC4_128_SHA
TLS_RSA_WITH_RC4_128_MD5
compression methods
NULL
1 2 0.3332 (0.0749) S>CV3.1(81) Handshake
ServerHello
Version 3.1
random[32]=
fb 50 d9 c3 2d f2 b1 2f 43 ac 69 eb 54 6b 79 1e
34 68 0b e8 5b 90 74 d8 0a bd 0e 46 be 9b 80 54
session_id[32]=
cf 67 a2 86 b4 c0 26 08 6a f4 4c 86 16 8a da df
34 fc da 75 66 cd 38 a6 c6 42 21 cf 3e a4 c9 73
cipherSuite TLS_RSA_WITH_RC4_128_SHA
compressionMethod NULL
1 3 0.3332 (0.0000) S>CV3.1(471) Handshake
Certificate
certificate[461]=
30 82 01... omitted... fa 3f 56
1 4 0.3332 (0.0000) S>CV3.1(4) Handshake
ServerHelloDone
1 5 0.3490 (0.0157) C>SV3.1(134) Handshake
ClientKeyExchange
EncryptedPreMasterSecret[128]=
c5 f6 2e... omitted... 4b f2 64
1 6 0.3490 (0.0000) C>SV3.1(1) ChangeCipherSpec
1 7 0.3490 (0.0000) C>SV3.1(36) Handshake
1 8 0.4161 (0.0671) S>CV3.1(1) ChangeCipherSpec
1 9 0.4161 (0.0000) S>CV3.1(36) Handshake
Unknown SSL content type 1
1 10 0.4891 (0.0729) S>CV3.1(22) Alert
1 11 0.4892 (0.0001) S>CV3.1(22) Alert
1 12 0.4893 (0.0000) S>CV3.1(22) Alert
1 13 0.4930 (0.0036) C>SShort record
1 2.7379 (2.2449) C>S TCP FIN
1 2.8043 (0.0663) S>C TCP FIN
Java log:
Mar 20, 2015 11:54:21 AM io.netty.handler.logging.LoggingHandler channelRegistered
INFO: [id: 0x811e4e4d] REGISTERED
Mar 20, 2015 11:54:21 AM io.netty.handler.logging.LoggingHandler connect
INFO: [id: 0x811e4e4d] CONNECT: /omitted:443
Mar 20, 2015 11:54:21 AM io.netty.handler.logging.LoggingHandler channelActive
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] ACTIVE
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler write
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] WRITE: 40B
GET /fwd/xControl HTTP/1.0
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler flush
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] FLUSH
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler channelRead
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] RECEIVED: 57B
HTTP/1.0 200 OK
Content-Type: application/octet-stream
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler channelRead
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] RECEIVED: 2B
+-------------------------------------------------+
| 0 1 2 3 4 5 6 7 8 9 a b c d e f |
+--------+-------------------------------------------------+----------------+
|00000000| 0d 0a |.. |
+--------+-------------------------------------------------+----------------+
RCVD: DefaultHttpResponse(decodeResult: success, version: HTTP/1.0)
HTTP/1.0 200 OK
Content-Type: application/octet-stream
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler userEventTriggered
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] USER_EVENT: io.netty.handler.ssl.SslHandshakeCompletionEvent@1dc9b12c
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler write
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] WRITE: 66B
+-------------------------------------------------+
| 0 1 2 3 4 5 6 7 8 9 a b c d e f |
+--------+-------------------------------------------------+----------------+
|00000000| 01 00 1a 00 16 00 00 00 0b 03 06 05 7e 4c 47 49 |............~LGI|
|00000010| 4e 03 00 00 00 00 00 98 9a c0 0b 02 02 02 01 00 |N...............|
|00000020| 20 00 1c 00 00 00 0b 03 06 05 7e 4c 47 49 4e 03 |.........~LGIN.|
|00000030| 00 00 00 00 00 9c 9a c0 0b 02 06 05 61 64 6d 69 |............admi|
|00000040| 6e 02 |n. |
+--------+-------------------------------------------------+----------------+
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler flush
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] FLUSH
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler exceptionCaught
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] EXCEPTION: io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: protocol_version
io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: protocol_version
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:347)
at io.netty.handler.codec.ByteToMessageDecoder.channelRead(ByteToMessageDecoder.java:230)
at io.netty.channel.ChannelHandlerInvokerUtil.invokeChannelReadNow(ChannelHandlerInvokerUtil.java:84)
at io.netty.channel.DefaultChannelHandlerInvoker.invokeChannelRead(DefaultChannelHandlerInvoker.java:153)
at io.netty.channel.PausableChannelEventExecutor.invokeChannelRead(PausableChannelEventExecutor.java:86)
at io.netty.channel.AbstractChannelHandlerContext.fireChannelRead(AbstractChannelHandlerContext.java:389)
at io.netty.channel.DefaultChannelPipeline.fireChannelRead(DefaultChannelPipeline.java:956)
at io.netty.channel.nio.AbstractNioByteChannel$NioByteUnsafe.read(AbstractNioByteChannel.java:127)
at io.netty.channel.nio.NioEventLoop.processSelectedKey(NioEventLoop.java:514)
at io.netty.channel.nio.NioEventLoop.processSelectedKeysOptimized(NioEventLoop.java:471)
at io.netty.channel.nio.NioEventLoop.processSelectedKeys(NioEventLoop.java:385)
at io.netty.channel.nio.NioEventLoop.run(NioEventLoop.java:351)
at io.netty.util.concurrent.SingleThreadEventExecutor$2.run(SingleThreadEventExecutor.java:116)
at io.netty.util.internal.chmv8.ForkJoinTask$RunnableExecuteAction.exec(ForkJoinTask.java:1412)
at io.netty.util.internal.chmv8.ForkJoinTask.doExec(ForkJoinTask.java:280)
at io.netty.util.internal.chmv8.ForkJoinPool$WorkQueue.runTask(ForkJoinPool.java:877)
at io.netty.util.internal.chmv8.ForkJoinPool.scan(ForkJoinPool.java:1706)
at io.netty.util.internal.chmv8.ForkJoinPool.runWorker(ForkJoinPool.java:1661)
at io.netty.util.internal.chmv8.ForkJoinWorkerThread.run(ForkJoinWorkerThread.java:126)
Caused by: javax.net.ssl.SSLException: Received fatal alert: protocol_version
at sun.security.ssl.Alerts.getSSLException(Alerts.java:208)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1619)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1587)
at sun.security.ssl.SSLEngineImpl.recvAlert(SSLEngineImpl.java:1756)
at sun.security.ssl.SSLEngineImpl.readRecord(SSLEngineImpl.java:1060)
at sun.security.ssl.SSLEngineImpl.readNetRecord(SSLEngineImpl.java:884)
at sun.security.ssl.SSLEngineImpl.unwrap(SSLEngineImpl.java:758)
at javax.net.ssl.SSLEngine.unwrap(SSLEngine.java:624)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:1071)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:938)
at io.netty.handler.ssl.SslHandler.decode(SslHandler.java:891)
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:316)
... 18 more
Mar 20, 2015 11:54:22 AM io.netty.channel.DefaultChannelPipeline$TailContext exceptionCaught
WARNING: An exceptionCaught() event was fired, and it reached at the tail of the pipeline. It usually means the last handler in the pipeline did not handle the exception.
io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: protocol_version
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:347)
at io.netty.handler.codec.ByteToMessageDecoder.channelRead(ByteToMessageDecoder.java:230)
at io.netty.channel.ChannelHandlerInvokerUtil.invokeChannelReadNow(ChannelHandlerInvokerUtil.java:84)
at io.netty.channel.DefaultChannelHandlerInvoker.invokeChannelRead(DefaultChannelHandlerInvoker.java:153)
at io.netty.channel.PausableChannelEventExecutor.invokeChannelRead(PausableChannelEventExecutor.java:86)
at io.netty.channel.AbstractChannelHandlerContext.fireChannelRead(AbstractChannelHandlerContext.java:389)
at io.netty.channel.DefaultChannelPipeline.fireChannelRead(DefaultChannelPipeline.java:956)
at io.netty.channel.nio.AbstractNioByteChannel$NioByteUnsafe.read(AbstractNioByteChannel.java:127)
at io.netty.channel.nio.NioEventLoop.processSelectedKey(NioEventLoop.java:514)
at io.netty.channel.nio.NioEventLoop.processSelectedKeysOptimized(NioEventLoop.java:471)
at io.netty.channel.nio.NioEventLoop.processSelectedKeys(NioEventLoop.java:385)
at io.netty.channel.nio.NioEventLoop.run(NioEventLoop.java:351)
at io.netty.util.concurrent.SingleThreadEventExecutor$2.run(SingleThreadEventExecutor.java:116)
at io.netty.util.internal.chmv8.ForkJoinTask$RunnableExecuteAction.exec(ForkJoinTask.java:1412)
at io.netty.util.internal.chmv8.ForkJoinTask.doExec(ForkJoinTask.java:280)
at io.netty.util.internal.chmv8.ForkJoinPool$WorkQueue.runTask(ForkJoinPool.java:877)
at io.netty.util.internal.chmv8.ForkJoinPool.scan(ForkJoinPool.java:1706)
at io.netty.util.internal.chmv8.ForkJoinPool.runWorker(ForkJoinPool.java:1661)
at io.netty.util.internal.chmv8.ForkJoinWorkerThread.run(ForkJoinWorkerThread.java:126)
Caused by: javax.net.ssl.SSLException: Received fatal alert: protocol_version
at sun.security.ssl.Alerts.getSSLException(Alerts.java:208)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1619)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1587)
at sun.security.ssl.SSLEngineImpl.recvAlert(SSLEngineImpl.java:1756)
at sun.security.ssl.SSLEngineImpl.readRecord(SSLEngineImpl.java:1060)
at sun.security.ssl.SSLEngineImpl.readNetRecord(SSLEngineImpl.java:884)
at sun.security.ssl.SSLEngineImpl.unwrap(SSLEngineImpl.java:758)
at javax.net.ssl.SSLEngine.unwrap(SSLEngine.java:624)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:1071)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:938)
at io.netty.handler.ssl.SslHandler.decode(SslHandler.java:891)
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:316)
... 18 more
Mar 20, 2015 11:54:22 AM io.netty.handler.logging.LoggingHandler exceptionCaught
INFO: [id: 0x811e4e4d, /10.0.0.152:54679 => /omitted:443] EXCEPTION: io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: bad_record_mac
io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: bad_record_mac
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:347)
at io.netty.handler.codec.ByteToMessageDecoder.channelRead(ByteToMessageDecoder.java:230)
at io.netty.channel.ChannelHandlerInvokerUtil.invokeChannelReadNow(ChannelHandlerInvokerUtil.java:84)
at io.netty.channel.DefaultChannelHandlerInvoker.invokeChannelRead(DefaultChannelHandlerInvoker.java:153)
at io.netty.channel.PausableChannelEventExecutor.invokeChannelRead(PausableChannelEventExecutor.java:86)
at io.netty.channel.AbstractChannelHandlerContext.fireChannelRead(AbstractChannelHandlerContext.java:389)
at io.netty.channel.DefaultChannelPipeline.fireChannelRead(DefaultChannelPipeline.java:956)
at io.netty.channel.nio.AbstractNioByteChannel$NioByteUnsafe.read(AbstractNioByteChannel.java:127)
at io.netty.channel.nio.NioEventLoop.processSelectedKey(NioEventLoop.java:514)
at io.netty.channel.nio.NioEventLoop.processSelectedKeysOptimized(NioEventLoop.java:471)
at io.netty.channel.nio.NioEventLoop.processSelectedKeys(NioEventLoop.java:385)
at io.netty.channel.nio.NioEventLoop.run(NioEventLoop.java:351)
at io.netty.util.concurrent.SingleThreadEventExecutor$2.run(SingleThreadEventExecutor.java:116)
at io.netty.util.internal.chmv8.ForkJoinTask$RunnableExecuteAction.exec(ForkJoinTask.java:1412)
at io.netty.util.internal.chmv8.ForkJoinTask.doExec(ForkJoinTask.java:280)
at io.netty.util.internal.chmv8.ForkJoinPool$WorkQueue.runTask(ForkJoinPool.java:877)
at io.netty.util.internal.chmv8.ForkJoinPool.scan(ForkJoinPool.java:1706)
at io.netty.util.internal.chmv8.ForkJoinPool.runWorker(ForkJoinPool.java:1661)
at io.netty.util.internal.chmv8.ForkJoinWorkerThread.run(ForkJoinWorkerThread.java:126)
Caused by: javax.net.ssl.SSLException: Received fatal alert: bad_record_mac
at sun.security.ssl.Alerts.getSSLException(Alerts.java:208)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1619)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1587)
at sun.security.ssl.SSLEngineImpl.recvAlert(SSLEngineImpl.java:1756)
at sun.security.ssl.SSLEngineImpl.readRecord(SSLEngineImpl.java:1060)
at sun.security.ssl.SSLEngineImpl.readNetRecord(SSLEngineImpl.java:884)
at sun.security.ssl.SSLEngineImpl.unwrap(SSLEngineImpl.java:758)
at javax.net.ssl.SSLEngine.unwrap(SSLEngine.java:624)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:1071)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:938)
at io.netty.handler.ssl.SslHandler.decode(SslHandler.java:891)
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:316)
... 18 more
Mar 20, 2015 11:54:22 AM io.netty.channel.DefaultChannelPipeline$TailContext exceptionCaught
WARNING: An exceptionCaught() event was fired, and it reached at the tail of the pipeline. It usually means the last handler in the pipeline did not handle the exception.
io.netty.handler.codec.DecoderException: javax.net.ssl.SSLException: Received fatal alert: bad_record_mac
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:347)
at io.netty.handler.codec.ByteToMessageDecoder.channelRead(ByteToMessageDecoder.java:230)
at io.netty.channel.ChannelHandlerInvokerUtil.invokeChannelReadNow(ChannelHandlerInvokerUtil.java:84)
at io.netty.channel.DefaultChannelHandlerInvoker.invokeChannelRead(DefaultChannelHandlerInvoker.java:153)
at io.netty.channel.PausableChannelEventExecutor.invokeChannelRead(PausableChannelEventExecutor.java:86)
at io.netty.channel.AbstractChannelHandlerContext.fireChannelRead(AbstractChannelHandlerContext.java:389)
at io.netty.channel.DefaultChannelPipeline.fireChannelRead(DefaultChannelPipeline.java:956)
at io.netty.channel.nio.AbstractNioByteChannel$NioByteUnsafe.read(AbstractNioByteChannel.java:127)
at io.netty.channel.nio.NioEventLoop.processSelectedKey(NioEventLoop.java:514)
at io.netty.channel.nio.NioEventLoop.processSelectedKeysOptimized(NioEventLoop.java:471)
at io.netty.channel.nio.NioEventLoop.processSelectedKeys(NioEventLoop.java:385)
at io.netty.channel.nio.NioEventLoop.run(NioEventLoop.java:351)
at io.netty.util.concurrent.SingleThreadEventExecutor$2.run(SingleThreadEventExecutor.java:116)
at io.netty.util.internal.chmv8.ForkJoinTask$RunnableExecuteAction.exec(ForkJoinTask.java:1412)
at io.netty.util.internal.chmv8.ForkJoinTask.doExec(ForkJoinTask.java:280)
at io.netty.util.internal.chmv8.ForkJoinPool$WorkQueue.runTask(ForkJoinPool.java:877)
at io.netty.util.internal.chmv8.ForkJoinPool.scan(ForkJoinPool.java:1706)
at io.netty.util.internal.chmv8.ForkJoinPool.runWorker(ForkJoinPool.java:1661)
at io.netty.util.internal.chmv8.ForkJoinWorkerThread.run(ForkJoinWorkerThread.java:126)
Caused by: javax.net.ssl.SSLException: Received fatal alert: bad_record_mac
at sun.security.ssl.Alerts.getSSLException(Alerts.java:208)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1619)
at sun.security.ssl.SSLEngineImpl.fatal(SSLEngineImpl.java:1587)
at sun.security.ssl.SSLEngineImpl.recvAlert(SSLEngineImpl.java:1756)
at sun.security.ssl.SSLEngineImpl.readRecord(SSLEngineImpl.java:1060)
at sun.security.ssl.SSLEngineImpl.readNetRecord(SSLEngineImpl.java:884)
at sun.security.ssl.SSLEngineImpl.unwrap(SSLEngineImpl.java:758)
at javax.net.ssl.SSLEngine.unwrap(SSLEngine.java:624)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:1071)
at io.netty.handler.ssl.SslHandler.unwrap(SslHandler.java:938)
at io.netty.handler.ssl.SslHandler.decode(SslHandler.java:891)
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:316)
... 18 more
Could someone please explain to me why I would be getting this error and what I could do to remedy it? I first thought it was the type of object I was using to write the data, i.e. ByteBuf, but I tried many other objects and it seemed to have no effect. I'm certain there's an obvious cause, I'm just not seeing it. I'm pretty new to using SSL with Netty and it's also a shame that I can't find as much documentation as I would think Netty would feature being as widely used as it is.
I would appreciate any help people could offer.
Edit:
Interestingly, using the server (Also Netty and Java) I programmed using same SSL Engine claims it can also make the connection but where it should be receiving my command, it prints this error. This would lead me to believe my client is not properly encoding the ssl packet since the record it reports is in plaintext.
Mar 20, 2015 3:18:36 PM io.netty.channel.DefaultChannelPipeline$TailHandler exceptionCaught
WARNING: An exceptionCaught() event was fired, and it reached at the tail of the pipeline. It usually means the last handler in the pipeline did not handle the exception.
io.netty.handler.ssl.NotSslRecordException: not an SSL/TLS record: 01000c00080000000b01060470696e67
at io.netty.handler.ssl.SslHandler.decode(SslHandler.java:832)
at io.netty.handler.codec.ByteToMessageDecoder.callDecode(ByteToMessageDecoder.java:228)
at io.netty.handler.codec.ByteToMessageDecoder.channelRead(ByteToMessageDecoder.java:141)
at io.netty.channel.DefaultChannelHandlerContext.invokeChannelRead(DefaultChannelHandlerContext.java:341)
at io.netty.channel.DefaultChannelHandlerContext.fireChannelRead(DefaultChannelHandlerContext.java:327)
at io.netty.channel.DefaultChannelPipeline.fireChannelRead(DefaultChannelPipeline.java:785)
at io.netty.channel.nio.AbstractNioByteChannel$NioByteUnsafe.read(AbstractNioByteChannel.java:116)
at io.netty.channel.nio.NioEventLoop.processSelectedKey(NioEventLoop.java:494)
at io.netty.channel.nio.NioEventLoop.processSelectedKeysOptimized(NioEventLoop.java:461)
at io.netty.channel.nio.NioEventLoop.processSelectedKeys(NioEventLoop.java:378)
at io.netty.channel.nio.NioEventLoop.run(NioEventLoop.java:350)
at io.netty.util.concurrent.SingleThreadEventExecutor$2.run(SingleThreadEventExecutor.java:116)
at java.lang.Thread.run(Thread.java:745)
A: It would seem I'm a total idiot. Like I said, I'm new at using SSL with Netty.
Turns out within my code under my constructor for SslHandler() there is a second optional boolean named startTLS. If set to True the SslHandler will output your first message as plaintext. I was confused by the javadoc which said StartTLS is the communication pattern that secures the wire in the middle of the plaintext connection. Please note that it is different from SSL/TLS, that secures the wire from the beginning of the connection. and because I was starting the SSL after the HTTP headers were sent, I assumed that StartTLS was what I wanted.
Again, I'm disappointed in the lack of Netty Documentation I can find. I'm just relieved that this silly issue is now fixed and I can proceed with reverse engineering this network protocol.
Since enabling the startTLS parameter fixed the issue, can you explain what startTLS does and why your initial understanding of it was incorrect?
| null |
lmsys/lmsys-chat-1m
| null | 898,257 | 2 | 934 |
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|
5f258fec31a44f729038f66de53c927a
|
zai-org/LongAlign-10k
|
0d1ee22788c8cb8ed87369d03606575902955d79b0fee7b0
| 9,455 | 0 | 16,207 |
Begin Reading
Table of Contents
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Copyright Page
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I led my troop of foragers into the Crow's camp at midmorning, singing about Lillia from Massillia who could service a squadron—and their horses. We'd held up just out of sight to primp, braid our hair, and put on a bright sash or a gold torque. Most of my troopers were common warriors, but our incidental pickings let them dress like nobles.
Galo, my mother's sister's son, was calling the verses from the driver's bench of the cart full of loot we'd taken from the villa we'd sacked two nights before. The woman we'd taken at that place sat beside Galo, proud as a queen. She looked like a scarlet butterfly perched beside a cheerful toad.
Some foragers come in whooping and hollering, but that spooks the herd they're driving. My boys took care of business first, and anybody who didn't learn that right quick got the stuffing knocked out of him before I booted him from the troop.
"If you're good enough to ride with Taranis," they said in the Crow's war band, "you're good enough to ride back from Hell!"
Well, my boys say that, anyway. The rest call us cocky bastards, but they know that we generally bring in as much food as any two of the other foraging troops. Galo has an instinct for finding things.
Food was going to be even more important to the war band if the Crow decided to make an example of Caere. The city had good walls, and we might have to sit here till Esus the Wise knew when.
The line warriors might, that is. We foragers would be miles out from the crowds and the stink.
It had been raining off and on for a month. The ground had been soft when the Crow had set up here before I left on this drive. Now it was a bog, and even the few latrines that the band had dug were flooded out.
I hate marching camps. I could give lots of reasons why I prefer to lead foragers rather than a wing of the cavalry, but that's the real one.
I checked to see where the Crow's winged standard stood, raised on a high pole. It was a larger duplicate of the bronze rig on his helmet.
"Take charge of the billeting, Galo," I said as I dismounted. "I'll be back as soon as I report to the chief."
"We'll save you a jar of the good stuff, Top!" Matisco said.
I tramped through the camp, exchanging greetings with the nobles I met and nodding to warriors who bowed to me. In the field with my boys there's no nonsense about "yes, lord," and "as you wish, lord," but here it has to be different. I left Galo in charge in camp when I was gone, like now, because he had the rank to protect the boys even though his leg was twisted and he couldn't walk right.
Mind, my troopers knew to hop it when I gave an order.
The Crow's tent was pitched on a little hill, but the swale I had to cross to reach it was downstream of one of the abattoirs. I'd walked through worse places, but it didn't make me like the camp any better than I had before.
The Crow was with three of his thousand-chiefs, but when a servant whispered to him he turned to clasp arms with me. "Taranis!" he said. "Good pickings this time?"
The javelin in my left hand was so much a part of me in the field that I'd forgotten I held it until now. Embarrassed, I turned it to point down along my thigh.
"Good enough, Chief," I said. "Twenty oxen, a couple hundred sheep and goats. There were a few horses too, though nothing special that way."
"Any slaves?" asked Segolestes. He'd always struck me as greedy, but he wasn't a bad sort. Dubnoreix was the only thousand-chief I didn't have any use for.
I shrugged. "Twenty or so to drive the carts and badger the herd in," I said. "Any more would've been just useless mouths till we got far enough south to sell them to the Greeks."
I looked back at the Crow—looked up at the Crow; he's a hand's breadth taller than I am, and there's few enough I could say that about—and said, "We brought a woman too, Chief. She's a noble herself, but she says she was a prisoner."
The Crow tugged his left moustache. He had the face of a bird, but to me he was more of a hawk than a crow: thin and sharp, with eyes that saw everything. "Is there ransom for her?"
"I doubt it," I said, "but I didn't really talk to her. She speaks Gaulish and I can pick my way through Etruscan, but we had a scrap at the villa where we found her and, you know, that put me out of thinking beyond the next step."
"Romans?" asked Orgetereix, putting his right hand on his sword pommel. "They claim they're chief of all this region, you know."
"I leave politics to my betters," I said, which made the Crow snort. I don't swank around, but he knows me too well to think I'd call Orgetereix "my better" if I meant it. "We didn't see any sign of Romans. This was a villa. I figured to take their stock and let the rest be, but they wanted to make a fight about it."
It had gotten close to evening but Galo had kept pushing on, talking about "the beautiful woman." We weren't out for women and anyway, Galo isn't much interested in them most of the time. He has a good nose for cattle, though, so I let him take us farther than I'd planned to go that day.
Galo can ride well enough, but he has to switch horses pretty often because of his weight. He's got the chest and shoulders of two men despite his stumpy legs. Even the good one isn't long enough for his big torso.
He'd reached the top of the gentle slope we were climbing when he raised his hand to halt us, then waved me forward. The rest of the troop held up, checking their weapons soundlessly.
I walked my horse up beside him to where I could see over the top of the rise. The villa was on a downslope even shallower than what we'd just climbed. There was a good-sized sheepfold to the left of the main building with huts for the servants beyond the fold. To the right was a barn with a shake roof; a servant with a long goad stood by the double door, but the last of a file of oxen was entering without needing encouragement.
I turned, pointed to Matisco, and raised five fingers, then swept my arm around to the left. He immediately led his squad through the brush on that side. That would put them behind the huts to round up the servants when they started to run.
Like I'd told Segolestes, I wasn't out to take slaves. I'd sooner have locals doing the dog work, though. My boys appreciated it, and it left them free to deal with anything that happened to come up.
We didn't know this territory, and I'd heard the rumors too: that the Romans were going to stop us from taking the contract from the king of Syracuse. They were welcome to try, was how I felt about the Romans; but that didn't mean I wanted to stumble into a hostile army with just my troop of twenty.
It didn't take long for Matisco to get into position—we all knew the drill. He whistled and I brought the rest of the troop up and over.
I headed for the barn with three men. Seven more under Heune took the sheepfold, and Galo had the rest to use as the business started to play out. There was a four-wheeled wagon under a shed beside the barn. It would be handy for hauling the big jars the locals use to store food and wine.
Servants started shouting and running. The fellow with the ox goad looked like he might want to try prodding me with it. Holding the reins against the shaft of the javelin in my left hand, I howled and swung my sword overhead in a circle. He dropped the pole and ducked into the barn, pulling the door shut behind him.
It couldn't be locked from inside, of course. I jumped off my horse and stuck the butt-spike of my javelin in the crack, then levered the door open fast. My sword point was aimed toward the face of anybody who decided to come out and try conclusions, but nobody did. I was about to shout for the servants to give up before we had to go in after them, that nobody would get hurt—
And right then the landowner and what turned out to be six bodyguards rushed us from the main house.
Albos must've been nosing toward the house, which he shouldn't have done, so they were almost on him when they burst out the front door. He flung a javelin but it stuck in the shield of the fellow with the horsehair plume in the top of his helmet. Albos tried to run, but a guard speared him through the left thigh and he went down with blood soaking his trousers black in the sunset.
Another of the bunched guards brought back his spear to finish the job, but I hit the middle of them shouting, "The sky smites you down!" though they probably couldn't have understood the words even if they spoke Gaulish.
It might've been smarter to back away and see just what we were up against, but they'd have put paid to Albos if I'd done that. And anyhow, that's never been my way.
The leader was easy to spot from his plume and the fact that he was waving a sword while his guards just had spears. One of them thrust at me from the left, but I slanted his point away with my javelin shaft and swung down at the leader.
He hadn't managed to get either his shield or his short, hook-bladed sword up in time. I caught his helmet on the sweet spot of my blade, a handsbreadth back from the point. He went down like a sacrificed ox, and that was about all there was to the fight.
Javelins feathered the guards' shields. One man dropped and then Galo, still on his horse, swiped the left-end man with his massive iron prybar as he rode past. He hit the fellow's shield, dishing in the boss and cracking the wood so it folded over.
Those who still could run tried to now, throwing away their shields, but Matisco and his squad were coming around from behind. I started to pick up a dropped shield—I don't like them but believe me, a shield is a better choice than a javelin when you're charging a line of spears.
No matter. I'd been lucky, and I didn't need a shield now after all. All the guards were down, and my boys were cutting their throats to make sure they stayed that way.
"Top, are you all right?" Galo said.
"Yeah, I didn't get a scratch," I said, but as I turned toward him the bloody side of my tunic pulled at the track that spear had plowed along my ribs. The wool had stuck to the flesh. When I tore it away, it hurt like a demon was chewing it.
"It's all right," I muttered. Galo ripped cloth from the dead leader's tunic and tied it as a bandage under my own garment. That way seeping blood didn't make my clothes stick to me.
Galo paused to pull a small iron box off the leader's neck chain. It was iron too, but Galo just gave a twist of his big hand and broke the links.
I went into the main house, walking fast so that nobody would see how I was shaking. It's always like that afterward for me.
Albos had bled out anyway; the spear had split the artery in his thigh. You don't think about what's the smartest thing to do when you're in a fight, though; if you do, you're not a man. Also you lose, but losing a fight is nothing compared to losing your manhood.
The house had two rooms to each side of the passage in the middle and a big room in the back. Fabric hangings covered the side doorways, all but the farther one on the right.
I could hear women sobbing behind the hangings, but I wouldn't have worried about somebody coming out behind me with a knife even if several of the boys hadn't followed me. I still had my sword in my right hand, but that was because I wasn't sure I could find the mouth of the scabbard with the point until I stopped trembling so bad.
I'd meant to go to the end room where lamplight showed through the doorway, but I saw that the iron-bound door to the right was barred on the hall side. I decided to see what was there before I checked the end room. Using the butt of my javelin, I lifted the bar and pushed the panel open with my foot.
I didn't like the feel of the house. My shakes had settled, but I wasn't sorry for the sword in my hand.
A woman sat facing me in a straight-backed chair, lighted by the oil lamp hanging from a wall bracket. She didn't need an expensive red robe and gold clasps to show that she was no servant.
"Are you the owner's widow?" I said in Etruscan, just to make sure she knew where she stood.
"Mamurcus was my jailer, not my husband," she said, speaking in Gaulish and cool as you please. "Who are you?"
There were bars on the room's small window, though the bed was made of bronze and figured wood, and the chair legs had ivory inlays. Prisoner she may have been, but she wasn't a common criminal.
"I'm Lord Taranis," I said, switching to Gaulish—she had a Boian accent, but she was a lot more fluent than I was in Etruscan. "So far as you're concerned, I'm your lord and master!"
She smiled. "Taranis is good enough," she said. "Mamurcus was a noble and a great wizard, but I wouldn't call him my master. I'm certainly not going to do that for a trouser-wearing Gaul who's waving a sword at me."
I used the hem of my tunic to wipe the blade, then sheathed it at my right side. The garment was rags now. The spear cut could be sewn up and the blood washed out of the cloth, but I didn't want to be reminded of how close it had been every time I put it on in the future.
"Come on, then," I said. "We'll spend the night here and take you back to the main camp in the morning. We've made a good enough haul tonight that we don't have to stay out longer."
I grinned at her. "Unless you'd like to argue with me?" I said.
If she'd given the wrong answer, I'd have slapped her out of the chair. I didn't mind being called a trouser-wearing Gaul, since I was one right enough; but prisoners needed to know their place. I wouldn't put my sword through her as I would one of the servants if he got uppity, but I wasn't in the mood for an argument.
"I don't mind at all, Taranis," she said, standing up gracefully. I'd expected her movements to be as stiff as she sounded. "I'm grateful to you for freeing me from Mamurcus, which I was unable to do myself. My name's Alpnu, by the way. Lady Alpnu to commoners, but I think Alpnu to you."
I thought of tying her overnight—the servants we wanted for labor we shut in the barn—but she ate with us and went back to her room afterwards. In the morning I put her in the cart with Galo, though she said she could ride. She wasn't any trouble on the way back.
Now I looked at the Crow and tugged my moustache again. "I figure to talk to her today, maybe talk to the servants we brought back too. When I learn more, you can decide what to do with her."
"Are you staying long in camp?" said Orgetereix. "I'm worried about what the Romans have in mind."
Then you can bloody well go tramp through mud and watch them, I thought, but what I said was "I figure five or six days. I need to replace one of the boys; and anyway, the troop deserves some downtime. We've been in the field eight days out of ten for the past two months."
Which was fine with me, but some of the boys had regular arrangements with women in the train. Besides, we all wanted to get thoroughly drunk on the wine we'd been bringing in. You don't tie one on in the field unless you want to find your head decorating somebody else's trophy.
Right then Galo blew the alarm call. His dog-headed horn was tuned higher than most and had a whistle in the throat instead of a clapper.
"That's for me!" I said, turning and running toward the sound, just like I'd do in the field. I might have some explaining to do with the Crow when things settled down, but that was for later.
Now my troop needed me, and nothing—no one—would get in the way of that call.
* * *
I didn't draw my sword as I ran through the camp. When I got to Galo—he'd just climbed down from the cart, pretty much where I'd left him—I was glad of that: he was facing Dubnoreix.
Dubnoreix's brother Liscus was there too, leading his housemen. They all had their helmets and shields.
I wasn't afraid of them, but eleven to one was longer odds than I could win at even if I'd had my shield. Running up waving my sword would've given Dubnoreix an excuse to finish me the way he's been wanting to do ever since we were boys and I'd broken his arm with a branch I took away from him after he'd swung it at me.
Dubnoreix had backed the Etruscan woman, Alpnu, against the wagon. He turned to face me when I arrived, which let her sidle a little farther way. She wasn't cowering, but she didn't want to be any closer to Dubnoreix than she had to—for which I didn't blame her.
"Greetings, cousin!" I called. "I expected to see you when I reported to the chief!"
"Greetings, Taranis," Dubnoreix said. He looked flushed and was clenching and unclenching his right hand. "I was looking at your prisoner here, and she bit me. I think I'll take her to my tent to teach her a little discipline."
When we'd gotten to camp my troopers had headed off to get outside a few skins of wine, but they came rushing back at the horn call. They wouldn't get involved in a fight between nobles, though, and I didn't expect them to. I wasn't nearly so sure of what Dubnoreix's housemen would do, though, and Liscus was noble himself.
"Sorry, coz," I said, walking toward him. I wanted to gasp after my run back at the horn call, but I kept control of my breathing to seem nonchalant. "The chief and I were just discussing her. When we decide what to do, we'll let you know."
That was close enough to the truth that the Crow wouldn't take my head off when he learned what I'd said, and it put Dubnoreix on notice to mind how he went no matter how mad he was. It looked like he'd stroked Alpnu's cheek and she'd snapped at his finger. I'd have laughed if things weren't already so tense.
Dubnoreix's hand quivered toward his sword hilt, and his face got redder yet. "I think you're forgetting that I'm a thousand-chief, Taranis," he said, his voice mushy with anger.
"I think you're forgetting that I'm not in your thousand, Dubnoreix," I said. I kept my voice calm, for a wonder, but there was the least tremble in it that warned anybody listening that I was getting close to the edge myself.
There was a bustle behind me. That was what I'd been waiting for.
"My blood's just as good as yours, cousin!" I said. "And that's if Kervan really was your father and not his horse-holder."
"Bastard!" Dubnoreix shouted, which would've been funny if I'd had time to think about it: there weren't any rumors about my mother. He swung his shield in front of his body and reached for the sword hanging at his right side. Instead of drawing my own sword, I stepped forward and stabbed at his sword hilt with the javelin in my left hand.
My point clacked against the ivory. Dubnoreix shouted and jerked his bloody hand up. I stepped back, my empty right hand raised at my side.
"Stop this!" the Crow bellowed. "Put away your arms or your heads are forfeit!"
I stuck my javelin into the soil and backed another pace without turning my head. "At your lordship's command!" I said.
Liscus clanged his sword back into its sheath; the other housemen hadn't drawn theirs. I'm not sure what Dubnoreix would have done if I hadn't struck his sword hand, but right now his little finger lay on the ground. He dropped his shield so that he could squeeze the stump with his left hand.
"Dubnoreix, get your rabble to their tents right now!" the Crow said, stepping past me. He'd paused to put on his winged helmet, making him look even taller than before. The other thousand-chiefs had come along with him, but they were hanging well back.
I lowered my hands slowly, but I didn't budge from where I was standing. I knew the Crow would have words for me after he'd settled with Dubnoreix.
"My lord, he struck me!" Dubnoreix said.
"You drew your sword on a man who wasn't armed to receive you!" said the Crow. "You're lucky a finger was all you lost. Get to your tents, I said!"
He pointed with his left arm and two extended fingers. I was looking at him from behind, and he sure as fate chilled my bones.
Dubnoreix walked away straight-backed, but he walked. Liscus picked up his brother's shield and followed. The rest of the housemen had already slunk off in the direction Dubnoreix's clan was camped.
The Crow turned to me. I met his eyes, but I said, "My lord," in as respectful a tone as I could.
"Well, Taranis," the Crow said. "Feeling clever, are you?"
"No, my lord," I said. "This was nothing I wanted to happen. I'm sorry that it did."
That was true, but I liked the result better than I would have liked some of the ways it might have turned out. Dubnoreix and his gang showing up fully armed the way they did must have been a deliberate plan to either make me back down or to start a fight I couldn't win.
"Are you sorry?" said the Crow. He snorted. "Well, I guess you will be; I'm not having brawls between my chiefs here in the camp. Get out and forage in the direction of Rome. I don't want you back in the camp for ten days unless there's a Roman army at your heels."
I thought of about a dozen ways I could answer that. The best result I'd get from backtalk would be no result; and as angry as the Crow was, I could lose my head if something I said stepped hard enough on his corns.
"Yes, my lord," I said, bobbing my head. "We'll ride out as soon as I can gather the boys."
I looked around. Galo's horn had brought most of them, though we'd probably want fresh mounts from the remuda. Galo needed a string of horses just for himself.
"Get on with it, then," the Crow said, turning on his heel and stalking off. When he was angry his face pulled itself thinner, and he looked even more like a hawk.
I pulled my javelin from the ground and wiped the mud off with my tunic. I was trembling again, furious with Dubnoreix and the Crow both—though I knew the Crow was right—the last thing we needed was a clan fight in the middle of the war band. I'd been looking forward to a few days off, and the boys had been even more of that mind.
"Aw, Top!" Matisco said. "I been looking forward to seeing my girlfriend like you wouldn't believe. Can't we stay over tonight at least?"
I turned and raised my hand to knock him down. Galo caught my arm and said, "Top, let him be! We're all on edge!"
If you want to know how strong Galo was, let me tell you that my fist didn't move a hairsbreadth after he grabbed me. I wouldn't say there was another man alive who could've stopped me from letting my anger out—on the wrong guy.
Matisco's just a little fellow and a bloody useful one, I thought. I'd have broken his neck if I'd hit him square.
"Sorry, Top," Matisco muttered. "I'll get the packhorses ready."
"Wait," I said. My voice was a growl that even I couldn't have understood. Louder and more clearly, I said, "Hold up, all of you! This job doesn't need a whole troop, it just needs one man. You're all off duty until I get back, which I figure will be ten days. Galo, if there's a problem, go straight to the Crow—but I don't think there will be."
"Top, I want to go with you," Galo said. He was wearing a clear jewel on a gold chain. The loop was almost too tight to fit around his neck.
"Yeah, all right," I said. I wasn't surprised, and I was just as glad to have Galo along. "Matisco, you're in charge of the troop while I'm gone. Don't start trouble, and if anybody else does let the Crow sort it out. Dubnoreix's problem is with me, not with you lot, so just make sure it stays that way."
"Right, Top," Matisco said, bobbing his head. "We'll keep outa trouble, don't worry."
"Taranis," the woman said. "Take me too. It's not safe for me to be here in the camp."
"Why should I care how safe you are?" I said. It wasn't fair to blame her for the trouble, but that's how I felt.
"Why should you care about Dubnoreix having his way after all?" she said, raising a mocking eyebrow. "If you don't know the answer to that, you're not the man I thought you were."
I laughed; she was a sharp little piece, no doubt about that. "All right," I said, "but you'd better be able to ride the way you claim you can. I swear by the Dagda that I'll drag you on a rope if you can't."
This time she laughed. "Get me a horse, then, and you can judge for yourself. And I think we'd better do it soon, because your chief didn't sound like he meant maybe when he told you to get moving."
I grunted and led the way to the corral. Galo stumped along behind.
* * *
Vincingo, the warband's head wrangler, likes me and my troop. Whenever we stumble on something particularly good, we make sure there's some of it left for him.
That means we get our pick of the horses; better, we get Vincingo's pick, because he knows them better than any of us do. We don't get pretty-looking mounts that don't have stamina, or are shortsighted, or are likely to kick for no reason except they've got a clear shot at your ribs; those horses go to other troops.
Vincingo and his crew had already started to cut out mounts for me and Galo when I arrived at the corral. I'd just as soon not have been the day's hot gossip, but it made getting out of camp quicker and easier than it would've been if I'd had to explain why we were leaving again when we'd just got in.
Vincingo hadn't heard Alpnu was going with us, though, and she had her own opinions about horses. They were choosing one for her while the crew put together strings for me and Galo.
While we waited, I had my first chance to relax since we'd gotten back to the camp. That's what I was doing, leaning on a post and trying to forget the gouge along my ribs, when Galo said, "I wish that woman wasn't coming along."
I opened my eyes; looking at Galo was better than the way my memories were turning. "She rides well enough," I said, nodding toward Alpnu and Vincingo. "Rides better than me, anyhow."
Another thought struck me, and I said, "Or are you worried that she'll get away? Don't be. I think the Crow would be just as glad if she disappeared, given the trouble she's been already. I wouldn't mind either."
That last part wasn't quite true. Alpnu was a puzzle, and I like figuring things out. The problems I play with aren't usually people, though. If she ran, I wasn't going to hunt her down.
"I'd like it if she disappeared," Galo said, wrinkling his forehead. "Etruscan women are witches, you know."
I laughed and said, "All women are witches, Galo, I figured that out before I was sixteen, and nothing I've seen since has changed my mind."
The sun caught the clear jewel on Galo's chest. It was a perfect sphere the size of the nail of my index finger. It hadn't been drilled: gold wire held it to a gold neck chain.
"Galo," I said, "where in hell did you find that necklace?"
I spoke partly to change the subject. I didn't know what I thought about Alpnu, and at the back of my mind I was afraid Galo was right.
"It was in the box that the Etruscan chief wore around his neck," Galo said uncomfortably. "Do you want it, Taranis? You killed him, I guess."
Something as valuable as that ought to be turned over to the Crow, to be granted at his will. That would generally be to the warrior who took it, but you didn't want to get above yourself with the Crow. On the other hand, Galo didn't take anything for himself—and I took bloody little. If he wanted this bauble, I'd make it all right if anybody pushed the point.
"No, I don't like things around my neck," I said. The stone didn't have any color, but sometimes the sun hit it so that it blazed like when bellows drive a smith's fire. "Why d'you suppose he wore such a pretty thing in an iron box?"
Galo shrugged. "I just like it," he said. "It makes me think of the woman I dream about."
I clapped him on the shoulder and said, "It's yours, then. And here comes Vincingo and Alpnu back, so I guess we can be out of here as quick as we want to. Which I say is pretty quick!"
* * *
Galo was leading like he usually does when we're heading out from camp. Normally there'd be a couple of the boys as outriders, but it's Galo who says which way when a path forks or we have to pick our way through tangles, which is often enough.
The locals—the Etruscans—farm, but they keep moving the plowed fields around so most of the country is growing up in brush at any one time. Not a life I'd want.
Galo had his prybar crossways on his pommel like always. He was too clumsy on his legs to fight in the line, but believe me, nobody got up after Galo hit them with that length of iron.
I wasn't planning to fight on this outing. If something came up, though, we'd deal the best we could, just as we did when it was my whole troop.
"Has your man always been crippled or did he break his leg as a child?" Alpnu asked. We were side by side on this path. She rode well, but she'd never had to lead a string, so I led the remounts for me and Galo and the packhorse with the tarp and food for a couple days.
"Don't let him hear you call him crippled," I said. "He'll tell you he's as strong as any two men, and that's true of any two men I've met. But yeah, he was born like he is now."
There weren't any wheel ruts in the path, but the vegetation alongside was grass that came up to the horses' knees, no trouble to ride through. I had enough slack in the line that I usually didn't have to pull up when one of the horses paused to shit; that was the closest thing there was to a problem.
"Galo isn't really'my man,' either," I said. "He's wellborn, as good as anybody, but he'd have had a hard time of it if he hadn't stuck to me from when we were boys. His leg you see, but he's a little funny in the head too."
"You're a kind man, Taranis," Alpnu said.
I looked at her, about as surprised as if she'd just flapped her arms and flown away. "I'm as hard as I need to be," I said. "Don't you ever doubt that."
"I don't," she said. "Why doesn't your friend Galo like me?"
I pursed my lips, then laughed. "Galo thinks you're a witch," I said. "Don't worry, I've told him you're all right. He won't cross me."
"I am a witch," Alpnu said, meeting my eyes. Her voice was calm as you please. "Does that change your opinion of me?"
Yeah, it feels like somebody's cold hand just grabbed my heart, I thought, but that wasn't something that a man says. Besides, she was making a joke. A bad joke.
"You said Mamurcus was a witch too," I said, "and he didn't give me much of a problem. I guess I'll take my chances with you."
"You took Mamurcus unaware," Alpnu replied, just as calm and serious as she'd been before. "Besides, you were holding iron in front of you. Mamurcus kept me bound within iron and under a roof, too; my powers come from the sky, not the ground like his."
I laughed. I suppose it sounded phony. Dagda knows, it deserved to sound phony.
"So if Dubnoreix had dragged you off to his bed, you'd have turned him into a toad?" I said. "That's what you mean?"
Alpnu smiled. If I'd seen that smile on the face of a man coming at me, I'd have known to be careful.
"No, but before morning he might have felt a dagger coming up through his kidney," she said. "I suppose it would be a matter of how much pleasure he'd given me. I've found that most men aren't worth keeping around."
I didn't blurt anything, but she'd shocked me. I swallowed and said, "My people expect our women to be faithful."
I sounded like one of the priests lecturing boys on the customs of the tribe. I felt myself blush, and that made me even madder than I'd been before.
Alpnu smiled again. This time it was the kind of expression a warrior gets from women often enough after a victory celebration... as I know well.
"Then you'd better not take your women from my people," Alpnu said.
The path was narrowing with spiky brush on either side. She clucked at her horse and rode ahead.
That suited me better than I'd have cared to say.
* * *
We rode through the afternoon and into the evening, much longer than I'd planned. We needed to get a ways out from the camp, but I'd have been willing to set up anywhere after the first five miles. Galo kept pushing on.
I didn't move up alongside Alpnu again when the path would have permitted it. She glanced back over her shoulder once, but she faced front again when I pretended not to notice.
I didn't know what to think about her. Not thinking about her seemed a better idea.
The dark clouds didn't improve my mood. I wasn't hearing thunder, but occasionally heat lightning flickered to the south.
The farms and villas near the camp had been deserted. Occasional chickens and a goat or two wandered about, probably wishing they hadn't been left behind when their owners rushed in panic into Caere.
Farther on we didn't run into any habitations, abandoned or otherwise. I wasn't worried—I've slept rough often enough in the past—but it puzzled me. Galo was leading us more directly eastward than most of our foraging runs had been. That was the direction of Rome, which is where we were supposed to be going, but we weren't crossing any roads. There must be some; Rome claimed to be the chief city around here, after all.
I thought of asking Alpnu what she knew about the region, but I decided not to. Or I could bring Galo back and talk to him directly; it was about time to take a break and switch out our horses again.
A young goat poked her head out of the brush up the slope to our left and watched us. That decided me: if she hadn't moved, I probably wouldn't have noticed her.
Sorry, girl, I thought as I transferred one of my three javelins to my right hand. I spitted her through the neck, which wasn't a bad cast at fifty feet from horseback. She bounded out of sight, spraying blood. She wouldn't get far.
"Galo!" I shouted—he was over a hundred feet ahead. "Come back here and we'll camp!"
I wouldn't normally have made so much noise when we were in the field, but we hadn't seen any sign of humans for over a mile except for maybe the goat. Even she might have been born wild instead of having been abandoned when the Crow moved south.
I swung off my mount, wondering if it would stand if I dropped the reins. I hadn't ridden this one before. Alpnu walked her horse back and took the reins from my hand without speaking.
Galo was picking his way toward me; he didn't look happy. Well, I wasn't happy either. I didn't like this place, and it didn't look like we were going to find a better one before night—and maybe rain—caught us.
I unlaced the goat where it had fallen and lifted it by the hind legs to drain as much of the blood as I could. Blood spooks a lot of horses, and all it would take to finish off this wretched day would be to have to hunt our skittish mounts in a rainstorm.
I brought the goat back to Galo and the woman. Before I could speak, Galo said, "Look, Taranis. Let's just go over the hill ahead, all right? I think it's close."
"Bloody hell, Galo, what's close?" I said. "I don't like this place!"
"Well, we won't stay here," Galo said, clutching the jewel with his left hand. "We'll go to the next valley, that's all."
I grimaced. It couldn't be worse than where we were.
"All right," I said, "but we camp there, that's final. I don't know what you're playing at, Galo, but I've had about enough of it."
I didn't get the last of my words out before he rode off in the way he'd been going. I mounted and laid the goat over my pommel. At least we'd have fresh food tonight, though I'd have to grill the goat. I hadn't packed a pot to boil it.
"There is something very bad nearby," Alpnu said. She was riding alongside me again. "Your friend clearly senses things that are hidden to others, but he doesn't seem bothered by this."
"I've never known Galo to lead us wrong," I said. "Maybe this'll turn out to be a good idea too."
I put in that last bit to make myself feel better. I touched the hilt of my sword. Mostly the long blade just shows my rank; this evening I felt better for the weight hanging against my right thigh. My troopers carry daggers or the short, hook-bladed Etruscan swords. Those are as good as a hatchet to chop kindling or joint meat.
The slope down from the crest was steeper than most of the grades we'd followed, but the valley itself was open. Outcrops poked from the ground. The few scattered trees looked spindly, and even the grass was sparse.
Galo dismounted where the hillside started to flatten, near a face of bare rock. There wasn't any dry wood, but I could split one of the old windfalls beneath a pair of junipers to expose the punk inside. If I could build the fire before the rain hit, we'd be all right.
"We'll shelter under these trees," I said. "Alpnu, you help Galo with the tarps and I'll get the fire going."
I split the branch with my dagger and trimmed curls from the heart of it. Alpnu said quietly, "Your friend isn't listening to you."
I looked up in surprise. Instead of unloading the packhorse, Galo had spiked the sharp end of his prybar into the face of the bare stone. He put his weight onto it, levering sideways.
There was a crack! and rocks tumbled down. Galo leaped back. The chunks ranged from grit to blocks you could use to build a foundation. Some of the big ones seemed to have been squared off.
"Galo, what do you have there?" I said. I'd started to unpack my fire starter, but I set the bundle down and got to my feet.
Alpnu was watching with an expression I couldn't read. Her lips moved but I didn't hear any sounds.
Galo ignored me and stepped toward the rock face again. What had broken away was just sheathing, but beneath it was a bulging plug, a boulder.
Galo thrust his bar between the plug and the living rock, then leaned against it. His bare toes were hooked over a low outcrop on the slope below.
I started toward him, but Alpnu touched my elbow. I glanced at her, but her eyes were fixed on Galo and the cave he was struggling to open.
I didn't move closer after all. The thick bar was bending. I didn't know what was going on, but when the strain let up—however that happened—it would be with a bang. Anything in the path of the bar or its broken end would be smashed to cat's meat.
The earth trembled with a grinding sound. I looked up to see if an avalanche had started on the higher slope, but it was the stone plug beginning to turn outward. It must weigh as much as a warship, but the bar in Galo's hands was moving it.
I saw what was about to happen and threw my arms around Alpnu as I ran out of its path. The boulder swelled from the mouth of the cave.
It was like watching the sky fall. It didn't move quickly, especially at first, but it was unthinkably massive when it tipped forward.
Pebbles from the sheathing had remained on the cave's threshold. Puffs of dust crackled as the boulder's weight crushed them.
Galo gave a great shout and toppled sideways, clinging with both hands to his bar. The iron glowed faintly toward the pointed end where it had begun to bend.
The boulder began to roll as deliberately as a pregnant ewe, juddering slightly from side to side. It missed Galo's sprawled legs by what must have been a whisker, and on the other side of the cave entrance it missed me and Alpnu too.
The stone cut a track through the thin soil to the underlying rock. The ground this near the valley floor was nearly flat, but weight kept it moving for as long as there was any slope at all. I hadn't noticed the ground shaking until it stopped when the boulder finally came to rest in the line of sedges several hundred feet away.
I let go of the woman and jumped the furrow to see how Galo was. He lay on his back, breathing through his mouth like a bellows. His eyes were open but unfocused. The bar in his hands was three fingers' thick, but the lower end now showed a noticeable curve.
"He ripped his tunic," Alpnu said in a wondering voice. "When his muscles bulged they tore the cloth, and his tunic hadn't been tight."
"Yes," I said. "He's just wrung out. You can't blame him."
I thrust the butt-spikes of two javelins into the ground so that they stood upright, then straightened and drew my sword. Keeping the remaining javelin in my left hand to parry with, I started into the cave. It was round and almost higher than I could have reached by raising my bare hand.
I couldn't take a full swing with the sword, but I could still thrust. My point doesn't have a long taper, but it's sharp enough to do the job with my arm behind it.
"I don't think you should go in there," Alpnu said. "It's a bad place."
I shuffled forward. I hadn't asked her opinion.
Besides, I didn't need it. I could feel that something wasn't right, even without the tang of brimstone in the air.
Some light made it past me from the entrance, but it was getting late in the day and the clouds were building up besides. I thought about lighting a fire as I'd started to do, then going in with a torch.
That was a good idea—except that it meant a delay. There was nobody here to wonder if I was a coward; well, there was Alpnu, but I didn't care what she thought.
Only I'd wonder if I was a coward too, if I didn't go straight in.
I laughed. My voice sounded like a squirrel complaining, but it really was a laugh. I didn't expect to live forever, and I'd never figured I was going to die in bed surrounded by my grandchildren either.
The tunnel went back forty-five, maybe fifty, feet, and it stayed just as wide across. My eyes were adapting to the shadows, but there wasn't much to see.
On the ground near the far end was a lump. Rock, I figured, but the tunnel sides were smooth so it couldn't have fallen from one of them. It had maybe rolled back from the entrance when Galo levered the plug away.
The tunnel ended in a flat wall with the sheen of metal, not stone like the sides. On the left edge was a crossbolt as thick as my wrist, and there were bumps that must be hinges on the right.
Where does the door lead?
The tunnel darkened a moment, then went back to as much light as before. Somebody'd stood in the entrance behind me, then moved away before I could shout at them.
It'd probably been the woman. From the way Galo had looked when I'd checked him, he wasn't going to be moving for a while yet.
I stopped in front of the big rock. I could step past it easy, though it was more than I could life. Maybe even more than Galo could lift, though after what I saw him do with the plug I wouldn't swear to that.
I tapped it with the point of my javelin. There was a clink—what I'd thought was rock was iron—and a crackle of blue light in it that made my hand tingle.
I backed a step. I could hear Alpnu's voice but not the words; she was chanting or singing at the entrance.
The lump of iron quivered. I thought it was swelling, but that was pieces folding up from the edges and spreading out. There were more blue flickers and a hiss like water starting to boil.
I backed another step and shouted, "Keep out of the way! I may be coming out of here fast!"
I hoped that Alpnu could understand what I was saying. I sure wasn't going to turn my head away from whatever was happening.
A head lifted, a lump on a bigger lump, and in the middle of it were two trembling flickers where eyes would have been on a man. It was metal but it was alive.
I backed a step and a step and a step, not running—I didn't turn—but not wasting time either. I wanted room to swing my sword properly.
The central lump rose, lifting on a pair of spindly legs. They were longer than mine and the thing's arms were touching both sidewalls without even fully extending. Whenever the limbs moved, there were little crackles of lightning at the joints.
The thing came toward me. I lunged, striking its torso just where the neck supported the lumpy head. I hadn't planned to do that until the instant my right foot slid forward and my arm stretched to full length. You can't plan a fight, you move when the other fellow leaves himself open.
A blue flash outlined the metal creature and ran up my sword. The shock threw me backwards onto the floor. I couldn't move, I couldn't even breathe, and the only reason I still held my sword is that my hand was clamped to the hilt as though it was welded there.
The creature stepped forward stiffly, walking on jointed legs like a spider. It extended its right arm toward me. Instead of a hand, it had pincers.
Alpnu shouted something. Yellow light flashed over me and wrapped the creature. The color looked warm after the series of vivid blue-white flashes.
The arm reaching for me halted, twitching. Alpnu grabbed my harness and dragged me back. I barely felt myself sliding over the smooth stone floor, but I'd caught a glimpse of her set face as she bent over me.
The creature worried the light that tangled it the way a kitten plays with a web of yarn. The sticky yellowishness faded. The creature came on again, not quickly, but as surely as the rolling boulder which had freed it.
The sky had started to spatter rain; drops splashed on my upturned face when Alpnu got me outside. I could move again; I rolled onto all fours and stood. My limbs felt swollen, but my legs supported me and my arms worked well enough that I could sheathe my sword.
I didn't know how I was going to kill that creature, but jabbing it with steel wasn't one of the choices anymore. I moved away, wondering what was left.
Galo was sitting up now, though he hadn't moved from where he'd fallen. The creature reached the mouth of the tunnel; it paused there, light flickering in its eyes.
"Galo, back off from this thing!" I shouted. "Don't hit it with your bar!"
Though maybe that was the way after all, given how strong Galo was. The shock would knock him on his back, but if it finished off the creature—
It came out of the cave, walking toward me. I wonder how fast it can run if I decide to leg it for the Crow and the rest of the war band?
Well, that was one of the questions I'd never learn the answer to. One of the blocks from the outside of the cliff face was nearly as big as my torso, too heavy to lift; but I knelt to grab it, then jerked it off the ground. I got it shoulder high when I straightened.
Alpnu stood nearby, her lips moving and her arms lifted to the heavens. I supposed she was praying. That would do at least as much good as when I stabbed at the thing.
I expected Galo to bash the creature with his prybar even if he'd understood what I'd told him. Instead he ducked behind it into the tunnel when it stalked out toward me.
I'd have been furious with Galo if I'd been able to think, but I was focused on the massive stone I held. I saw only a red blur, I felt a red blur, and I took one stride forward and straightened my arms, pushing the stone away.
I don't know if I was holding the stone when it hit the creature. I pitched backward with the effort of throwing something that weighed twice as much as I did. The blast an instant later sprayed me with powdered rock, the shattered remains of the dense block.
The creature stood, untouched and unmoved; its metal body was slicked by the rain that was becoming heavy. It bent slightly, reaching for me.
A lightning bolt spat from the clouds.
The world turned white. I felt my sprawled body flip end for end, but I don't know whether the earth had shaken that hard or if it had been my own muscles jerking from the nearby lightning. The creature was a flat black silhouette against the brightness.
I hit the ground again, on my face. I turned so that I could see.
The creature had vanished, all but a pool of metal on the burned ground, shimmering as the rain pelted and cooled it.
* * *
I was shivering from more than the cold rain. Alpnu bent over me and put her fingertips on my temples. I seemed warmer in a way that reminded me of the feeling I'd gotten when her rope of yellow light tangled the creature.
"What was it?" I said.
"That was the guardian," Alpnu said. "Opening the cave was a mistake, a terrible mistake. Get up quickly. I know what your friend's jewel is now. It called him to it."
I didn't think I'd be able to move, but there wasn't even the ache I should've felt from lifting the stone. I did lift it, didn't I? Am I dreaming in a fever?
Alpnu tugged me toward the cave. That was a good idea. We couldn't light a fire with the rain pissing down like this, but at least we could get into shelter.
"We have to get that jewel away from your friend," Alpnu said. "It may be too late already."
"Then I hope he'll give it to me," I said, talking more to myself than to the woman. Taking something away from Galo that he didn't want to give up was business for more men than just me.
He'd offered me the jewel back in the Crow's camp, but something had changed in Galo since then. If he said no, I wasn't going to fill him with javelins and take it off his body. That was the only way I was sure would work.
We walked into the cave. The floor curved up to both sides like a jar laid over, so I walked in front of her. There was light from inside, which I didn't expect; the brimstone smell was a lot stronger. I wondered if Galo had lighted a fire and what he'd found to burn.
The iron door at the end of the passage stood ajar. It must have been rusted solid to its jamb. Even after Galo had ripped the bolt from its staples, he'd had to hammer his bar into the seam and prize the panel open. The edge of the thick metal was bent up from his effort.
The red light came from beyond the doorway. It was the color of the coals of a campfire when you stir the ashes off them.
I stopped. I hadn't noticed Galo for a moment because he stood on the hinge side of the door, shadowed from the red glow. He had a woman against the wall and was thrusting into her. She looked past his shoulder toward me. Her face was as calm as an ivory goddess's.
"We've got to stop him!" Alpnu said. "If it feeds—"
She slipped past me, but I grabbed her by the shoulder. "This is none of our business," I said. "If Galo wants—"
Galo must have heard our voices; he turned his head. His face was rigid.
He screamed. He was a big man with good lungs; the sound echoed through my bones. I'd never heard anything like it, and I prayed the Dagda grant I that never would again. Blood sprayed from his mouth and nostrils, ending the scream.
Galo's torso flopped over like an emptied wineskin. I must've let go of Alpnu then, because she darted forward.
Galo's face was loose. What remained stared at me from upside down. I shouted and drew my sword again.
The expression of the woman Galo had had against the wall didn't change. Her slim, naked body was perfect. The beautiful woman, he'd said, and now I knew what he'd meant.
Alpnu grabbed the jewel around Galo's neck and tugged at the chain. There wouldn't have been room enough to get her fingers under it before, when Galo's skin hadn't been an empty sack.
The chain didn't break. The woman, the creature, that had sucked out Galo's life reached for Alpnu with its right hand. Its arm extended like a rivulet of water crawling through the air.
I stepped forward and thrust for the creature's shoulder. I half expected a shock like what I'd gotten from the metal thing, but my point slipped in until the rock stopped it. The creature's flesh burned black and stinking around the steel.
The air trembled. It wasn't a sound that I could hear, but it made my hair stand on end.
Alpnu tugged again and the jewel came free in her hand. The chain still hadn't broken, but she'd pulled the loop over the flopping remains of my friend's face.
I drew back. The creature's expression remained frozen in that almost-smile. Galo's body fell to the tunnel floor. For a moment I saw a round, toothed maw dripping with blood; then it withdrew into the creature's groin.
Alpnu rubbed the jewel against the floor. It gouged a line in the stone.
The creature's wounded shoulder knit like a pond closing over a dropped knife. Its left foot extended past me toward the entrance, moving with shimmering suddenness.
"Alpnu, come!" I shouted. I slashed sideways at the creature's head. It flowed away from my blade, and I struck the wall again. Its extended leg bulged the way a rat moves down a snake's gullet, but very quickly.
The creature was no longer in front of us. It stood, white and perfect, at the place its foot had reached a moment before—between us and the entrance to the cave. It smiled.
"Come!" Alpnu said as she tugged my left sleeve. "It can't pass iron this way either!"
She moved toward the door that Galo had opened. The creature's left arm extended down the wall toward us. I cut at it. My steel crossed the line of not-flesh, which curled away and blackened. The whole world screamed again.
I sprang through the doorway. Alpnu was inside pulling at the door to close it.
"Out of the way!" I shouted. There wasn't a handhold on this side, but Galo had bent up the edge. I dropped my sword and gripped the bent spot with my fingertips, then pulled. The rusted seam had cracked free, but the hinges were still stiff. It was like trying to pull myself up a rock face.
There was a quiver of motion toward me. An impossibly extended hand gripped my knee. It felt like the ice of the Alps, and it squeezed me.
Alpnu short-gripped my sword and jabbed with the point. The creature's hand burned as it withdrew. I jerked the door to me with a squeal and a clang.
I was breathing hard, but that didn't help much because the sulfurous air flayed my throat. I slid back slightly and took the sword from Alpnu. There was a small opening where Galo had bent the door; I held the sword point close to it, thinking that the creature might slip like freezing oil through that crack.
"It won't come that way," Alpnu said. She was wheezing as badly as I was. "It'll wait for us to come out."
"I'll get my breath and then go kill it," I said, though "getting my breath" in this brimstone hell was a bad joke. "It can't stand up to my sword."
"Your sword can't kill the thing you see," Alpnu said. "It isn't alive. Its life is here in this jewel. We had to break the jewel!"
"Then give me the bloody jewel!" I said. I held out my left hand without taking my eyes off the door seam. Alpnu probably knew what she was talking about when she said the creature wouldn't come that way, but its fingers on my knee had been the touch of death.
The cave on this side of the door was almost as wide as the passage we'd followed from the surface, but it wasn't regular. It seemed to narrow as it wormed back and down. Light came from deeper in the cave, but I couldn't see a source. Maybe it was the color, but I was starting to feel uncomfortably warm.
Alpnu put the jewel in my upturned palm. I wondered what the chain was made of. It had looked like gold, but gold links that fine would have broken when she twisted it from Galo's body.
I put the jewel on the stone floor. "Watch the crack," I said and laid the flat of my sword on top of it.
I stepped onto the upper side of the sword, balancing myself against the walls with my hands. I rocked back and forth, hearing faint crunching sounds. It was a terrible way to treat a sword that had been my father's, but I remembered Galo's shrunken body and the eyes of the creature as it watched me.
"What is it?" I said. My throat was raw and my mouth dry. "The thing outside?"
"It was imprisoned here long ago," Alpnu said. "It's a creature of the earth. I know nothing of it, but Mamurcus's power came from the earth. He must have thought he could control it, and he hoped to force me to aid him in his plan."
She spat on the ground. "He was a fool!"
A dead fool, I thought, remembering the way the Etruscan's helmet had banged inward under my sword edge. It had been sudden, too quick to think about.
I moved my feet to the sides and lifted the sword. The jewel was untouched, but there was a scar on the stone floor.
I gave the jewel back to Alpnu. I didn't look at her. "All right," I said. I wasn't going to be in better shape for pickling myself longer in this sulfur stench. "I'm going out. I've got more confidence in my sword than you do, and anyway I'm going out. You can get away while I'm dealing with the thing."
"That won't help!" Alpnu said. "You can burn the body in molten rock and it still won't die, it'll just regrow!"
"I don't have molten rock," I said. My voice was a growl. "I have a sword."
I braced my right boot on the door, readying to kick it open and rush out behind it. Alpnu squeezed in front of me. "Wait!" she said. "Listen!"
I grabbed the throat of her robe in my left hand and lifted her off the ground. It was balanced in my mind whether I flung her behind me or smashed her head against the door. I was bubbling with fury, ready to fight, ready to die, terrified when I thought of the creature's dead touch.
I heard voices.
I set the woman down, trembling with reaction to the violence I hadn't let out after all. I couldn't tell what the voices were saying, only that they were human.
"Taranis!" someone called. The voice was deepened and mushy from echoing down through the tunnel. "We've found your horses and we see your camp. Come out and face me like a man!"
Dubnoreix. But if he'd come hunting me, he wouldn't be alone... and it wasn't a fight he was looking for, it was butchery.
"If you won't come out, we'll fill this cave with brush and light it!" Dubnoreix shouted. "We'll smoke you out like a rabbit in its warren!"
"Soon," Alpnu whispered. She stroked my left shoulder. "Just a moment more."
"All right, Taranis, if that's the way—hey!"
"Now!" said Alpnu, but I'd already shoved the door open and started up the tunnel.
Something caught at my feet as I ran up the passage. Galo's breeches, I thought, and it may have been—but it may have been Galo's empty skin. It didn't trip me.
The rain had stopped when I reached the mouth of the tunnel, but clouds still covered most of the sky. They broke on the eastern horizon as I drew the first lungful of untainted air in too long.
The full moon was coming up. I saw Dubnoreix near the junipers where I'd intended to camp. There were other warriors nearby, probably all Dubnoreix's housemen. They had their swords out, but they didn't seem to know what to do.
I didn't blame them.
I didn't see Liscus until he screamed. He was among the junipers, gripped by the creature. I didn't make the mistake I had with Galo: sex wasn't involved in what was happening, or at any rate not human sex.
Dubnoreix shouted, "Come on, men!" and stepped forward. He brought his sword around in a horizontal slash that struck the creature across the shoulder blades. The white flesh blackened with the stench of an old grave, as it had when I cut the thing.
The creature's head rotated toward Dubnoreix without its body moving at all. He cried something wordless and lifted his sword. Two housemen moved in, one from either side, and hacked at the creature. Their blades rang together in the creature's head, but its cool smile didn't change.
Liscus crumpled away. I knew what his body looked like now, because I had seen Galo's empty skin. The creature's hands gripped the housemen's throats. Dubnoreix struck.
I ran forward. I'd decided where my place was.
I'd never liked Dubnoreix; he was here because he'd come with his housemen to murder me out of sight of the camp. For all that, he was human. Whatever the creature was, it wasn't human.
My place was beside the other humans.
Dubnoreix's stroke cleft the creature from shoulder to midback. Its blackened flesh spread away from the steel, then reformed as the blade lifted. Its body turned toward Dubnoreix; the face already looked in this direction. The empty shell of Liscus lay on the ground behind it.
I thrust past Dubnoreix for the creature's impassive face. It might have been kinder if I'd split Dubnoreix's spine, because the scream he gave in that instant was one of inhuman torment.
I withdrew my blade. The blackened flesh flowed back. The creature smiled as Dubnoreix's body thrashed for an instant, then flattened and sank in on itself.
The housemen fell to either side. Their tongues protruded and their eyes bulged.
The creature walked toward me. Dubnoreix's empty skin was briefly a kilt; then it fell away. I got another glimpse of the thing's toothed member as it withdrew.
I'd lost the javelin I'd carried into the cave with me, but the other two remained where I'd stuck them, point-upright, in the ground. I snatched one up with my left hand.
Liscus and Dubnoreix had been carrying their shields, which hadn't helped when the creature attacked. The thing's right arm stretched out slowly, almost stealthily. I jabbed its wrist with the iron point of my javelin. It snapped back, smoldering, and its left hand met the edge of my sword as it reached for my throat. Each time I felt the world tremble angrily.
Perhaps nothing done to the creature's flesh could really harm it, but it didn't like to be burned by iron either. It had throttled the housemen to stop them from cutting at it while it devoured their chiefs.
I stepped in and thrust my sword into the base of the thing's neck, then jumped back when a foot reached for me. It wasn't quick, but it had four limbs... and there was the maw if it ever grappled with me. I couldn't let that happen.
I didn't know what the rest of the housemen had done. I grinned at the thought of them trying to explain to the Crow what had happened.
Alpnu stood by the rock where she'd called down lightning on the metal guardian. If we'd run away then, perhaps the guardian would have gone back into its cave and pulled the entrance closed behind it. But Galo had already been bewitched by the creature and wouldn't have left until he'd opened the iron door... and I wouldn't have left Galo.
Alpnu might have run. If she'd allowed the guardian to kill me and Galo, this creature wouldn't be loose in the world.
I jabbed with the javelin. The creature's body squirmed away from the point. Its left arm reached for my eyes. I slashed but the right foot also extended. It would have grabbed my ankle if I hadn't jumped back.
My heel tripped on a rock that barely rose above the dirt. I fell backward, sliding on the wet grass and thumping my head against another outcrop.
The creature moved toward me in the moonlight, as pale as drifting fog. I could see it clearly, silhouetted against the clouds. I could see the sword still gripped in my right hand, but my muscles were frozen from the rap on the head.
The creature paused, looking down with its meaningless smile. Its groin opened and the member extended toward me. The teeth set around its circular mouth were needles like those of a dogfish.
Brilliance crashed. For an instant the earth was black and the clouds above were white. The creature, untouched by the lightning, crumbled across me like a puff of dust.
Alpnu knelt at my side. I felt her touch my temples, and then I could move again. I lowered my sword to the ground, but I wasn't ready to get up just yet.
"Is it gone?" I said. "You told me that burning it up wouldn't destroy it."
"I said burning the creature's body wouldn't destroy it," she said. She pointed.
I lifted onto my elbow and turned my head. Lightning had shattered the stone where she'd been standing. Some of the shards had been burned to glass by the bolt's fury.
"I put the jewel on the altar," she said. "When the creature's life became powder, the body had nothing to sustain it."
"It's gone?" I said. I was asking for reassurance; that was weakness. I'm Taranis the Chief!
I stood up. "It's gone!" I said again, meaning it this time. "We're shut of it forever."
Horsemen came over the rise and rode toward us, spreading out as they did. Some of them were shifting javelins to their right hands, ready to throw. The moon came out again.
"Matisco!" I said as I recognized the leader. "What are you doing here?"
"We saw Dubnoreix and his gang ride out," Matisco said. He pulled up in front of me and dismounted. "I figured my girlfriend could wait a little longer. The rest of the boys figured the same, I guess."
"What the hell did happen here?" Heune asked. He was standing by the strangled housemen;, and Liscus's skin, though Heune probably didn't notice Liscus the way he was now.
"A terrible thunderstorm," said Alpnu; I'd completely forgotten her. "A bolt struck close by and killed our companion, Galo... and also some others, who had just ridden up when the storm broke."
I looked at her, then looked back to Matisco. He was nodding.
"We saw that one hit," he said. "I guess that's what spooked your horses. We caught three of 'em, Top, they came galloping right up the trail toward us. Dunno about the others."
"We've got plenty more horses in the corral," I said, meaning it. I wondered if I'd be able to mount without help. "Look, I know it's late and you boys've had a long day already—"
Which was nothing to what I'd had, and Alpnu too.
"—but I'd really like to head back for camp now. Not all the way, but a few miles away from here."
"What about the bodies, Top?" said Heune.
"Galo completely burned up," I said. I needed to close the door in the cave. "I'm going into the cave for a moment. When I come out, I want to get out of here. The foxes'll take care of Dubnoreix's people."
And Dubnoreix, but I didn't say that. All anybody but me and Alpnu knew was that Dubnoreix and his brother had ridden out of the camp and hadn't come back. I figured any of his housemen who hadn't lit out on their own would be glad to back the story of the lightning bolt. They might even believe it.
Matisco shrugged. "Whatever you want, Top," he said. "This isn't a place I want to stick around neither."
"I'll help you in the cave," Alpnu said. She walked beside me toward the entrance.
"I'm going to lay Galo inside the door and close it," I said quietly to her. "That'll keep the birds off, I guess. I don't want anybody to see what happened to him."
I felt better. I'd picked up the sword when I got to my feet, and I sheathed it now with no trouble finding the scabbard.
"It's going to be different without Galo," I said. "He never led us wrong. Well, up till now."
"Yes," said Alpnu as I led her into the tunnel. "He had a gift, though that's how the creature reached him to begin with. But you have me now, and I can find things also."
I looked back. "I have you?" I said.
"Yes, as long as you want me," Alpnu said. "I told you how hard it was to find a man."
I could see what remained of Galo on the floor ahead: his clothing, and his skin as flat and rumpled as the clothes. I would still miss him.
But I felt an unexpected excitement about what I had gotten in exchange.
About the Author
David Drake (born 1945) sold his first story (a fantasy) at age 20. His undergraduate majors at the University of Iowa were history (with honors) and Latin (BA, 1967). He uses his training in both subjects extensively in his fiction.David entered Duke Law School in 1967 and graduated five years later (JD, 1972). The delay was caused by his being drafted into the US Army. He served in 1970 as an enlisted interrogator with the 11th Armored Cavalry Regiment, the Blackhorse, in Viet Nam and Cambodia. He has used his legal and particularly his military experiences extensively in his fiction also.David practiced law for eight years; drove a city bus for one year; and has been a full-time freelance writer since 1981, writing such novels as Out of the Waters and Monsters of the Earth. He reads and travels extensively. You can sign up for email updates here.
Thank you for buying this
Tom Doherty Associates ebook.
To receive special offers, bonus content,
and info on new releases and other great reads,
sign up for our newsletters.
Or visit us online at
us.macmillan.com/newslettersignup
For email updates on the author, click here.
Contents
Title Page
Copyright Notice
Begin Reading
About the Author
Copyright
Copyright © 2016 by David Drake
Art copyright © 2016 by Robert Hunt
## Contents
1. Title Page
2. Copyright Notice
3. Begin Reading
4. About the Author
5. Newsletter Sign-up
6. Copyright
## Guide
1. Cover
2. Table of Contents
How did Taranis and Alpnu finally defeat the creature?
| null |
lmsys/lmsys-chat-1m
| null | 276,702 | 0 | 1,007 |
아래는 제 화면을 캡쳐한 후 OCR로 텍스트만 추출한 데이터입니다.
사용중인 앱 : 크롬 브라우저
이 데이터를 가지고 (1) 제가 무슨 일을 하고 있었는지 핵심만 요약해주시고 (2) 이에 따라서 파편화된 OCR 데이터에서 불필요한 내용은 없애고 의미있는 데이터만 남기면서 정리해주세요.
---
Chrome
파일 수정 보기 방문 기록 북마크 프로필 탭 창 도움말
N NAVER
x 동 범죄자 실물 맞아? ...정유정 사건에 후 x
+
DAYS.AI v
news.sbs.co.kr/news/endPage.do?news_id=N1007223657&plink=STAND&cooper=NAVERMAIN
• 스레드
^ 나중에
• 다이렉트
@ 멘션 및 반
b 초안 및전
Eh Slack Corl
: 더보기
• 채널
# 개발
# 격일싱크
# 고객반응
# 기획 디자
# 랜덤
# 랜덤.아이
# 머신러닝
# 사례공유
# 워크플로
# 일반
# 커뮤니티
# 테스트와
• 풀타임
# 프롬프트
# 피드백 알
# news
# github
+ 채널 추가
~ 다이렉트
C 김형준 니
영 김욱영
#. 김태현
6 박대성
C 이강준
10 박지환
커뮤니티
SBS
NEWS
'범죄자 실물 맞아?..정유정 사건에 힘 실리는 '머그샷 공개법'
+
.
y
N
0
20대 또래 여성을 살해하고 시신을 훼손해 유기한 정유정 사건을 계기로 '범죄자 머그샷 공개법' 추진에
힘이 실리고 있습니다.
경찰이 공개한 정유정의 사진이 실제 모습과 다를 수 있다는 지적이 또 불거지고 있기 때문입니다.
국회의안정보시스템에 따르면 피의자 신상을 공개할 때 과거가 아닌 현재 인상착의를 공개하도록 하는 등
의 내용을 담은 '특정강력범죄의 쳐벌에 관한 특레법 (특정강력범죄법)' 개정안이 7건 발의돼 있습니다.
국민의힘 박형수 의원이 대표 발의한 개정안은 피의자 얼굴 공개가 결정된 시점으로부터 30일 이내의 모
습을 촬영해 공개하도록 했습니다.
같은 당 송언석 의원 역시 피의자 신상 정보 공개 결정 시점으로부터 30일 이내의 모습을 공개해 실효성을
높이는 내용의 개정안을 대표 발의했습니다.
더불어민주당 이형석 의원도 피의자 신상 공개 시 수사 과정에서 촬영한 사진 및 영상물을 공개하도록 하
는 개정안을 대표 발의했습니다.
같은 당 안규백 의원은 피의자 얼굴을 공개할 때 아예 피의자를 식별할 수 있도록 촬영한 사진을 공개하도
록 하는 내용을 개정안에 명시했습니다.
여야가 한목소리로 범죄자 실제 모습을 공개하도록 주장하는 것은 현 제도 실효성이 떨어진다는 지적 때문
입니다.
현재 경찰은 피의자 신상 공개가 결정됐을 때 통상적으로 신분증 사진을 공개하고 있습니다.
법무부 유권해석으로 범죄자 머그샷 공개가 가능하지만, 이를 위해서는 피의자의 동의를 얻어야 합니다.
0 , 8 6월 10일 (토)오전 11:13
다,
☆
라이브 이 제보 [ 전체메뉴 드
재미있지만 품격있게
스브스프리미엄 Q
뉴스쉽
고도로 발달한 혁신가는
사기꾼과 구분할 수 없
다? - 일론 머스크 집….
반려동물삐뽀삐뽀
알고 먹이면 더 좋다! 유
산균의 모든 것
이브닝 브리핑
“미국 승리 베팅, 잘못된
판단... 반드시 후회" 중
국대사의 발언
야구했다
세계와의 '속도 격차'는
좁혀지지 않았다
더 보기
이 시각 인기기사
"탈선시키고 소년원 가고 싶다"..선로 위 돌
덩이 올린 10대 검거
|
a07b6b5709c648bf87368c6d114f06ee
|
lmsys/lmsys-chat-1m
| null | 565,816 | 0 | 959 |
9 19 0 9 20 0 6 15 18 0 6 5 1 18 0 20 15 0 23 5 20 0 1 0 23 9 4 15 23 7 19 0 5 25 5 12 10 0 0 20 8 1 20 0 20 8 15 21 0 3 15 14 19 21 13 7 19 20 0 20 8 25 0 19 5 12 6 0 9 14 0 19 9 14 7 12 5 0 12 9 6 5 31 10 0 0 1 8 12 0 9 6 0 20 8 15 21 0 9 19 19 21 5 12 5 19 19 0 19 8 1 12 20 0 8 1 16 0 20 15 0 4 9 5 12 10 0 0 20 8 5 0 23 15 18 12 4 0 23 9 12 12 0 23 1 9 12 0 20 8 5 5 0 12 9 11 5 0 1 0 13 1 11 5 12 5 19 19 0 23 9 6 5 12 10 0 0 20 8 5 0 23 15 18 12 4 0 23 9 12 12 0 2 5 0 20 8 25 0 23 9 4 15 23 0 1 14 4 0 19 20 9 12 12 0 23 5 5 16 12 10 0 0 20 8 1 20 0 20 8 15 21 0 14 15 0 6 15 18 13 0 15 6 0 20 8 5 5 0 8 1 19 20 0 12 5 6 20 0 2 5 8 9 14 4 12 10 0 0 23 8 5 14 0 5 22 5 18 25 0 16 18 9 22 1 20 5 0 23 9 4 15 23 0 23 5 12 12 0 13 1 25 0 11 5 5 16 12 10 0 0 2 25 0 3 8 9 12 4 18 5 14 7 19 0 5 25 5 19 12 0 8 5 18 0 8 21 19 2 1 14 4 7 19 0 19 8 1 16 5 0 9 14 0 13 9 14 4 26 10 0 0 12 15 15 11 0 23 8 1 20 0 1 14 0 21 14 20 8 18 9 6 20 0 9 14 0 20 8 5 0 23 15 18 12 4 0 4 15 20 8 0 19 16 5 14 4 10 0 0 19 8 9 6 20 19 0 2 21 20 0 8 9 19 0 16 12 1 3 5 12 0 6 15 18 0 19 20 9 12 12 0 20 8 5 0 23 15 18 12 4 0 5 14 10 15 25 19 0 9 20 27 10 0 0 2 21 20 0 2 5 1 21 20 25 7 19 0 23 1
|
710b175a05e64160b2eafa5c134c23d3
|
zai-org/LongAlign-10k
|
99225ad3f21c5653a71eb9c3077fbb937ff35fbaf8972aa8
| 3,744 | 0 | 6,124 |
Q: crashing app when use space in autocompletetextview
I am creating an app. my app is crash when i enter any word after provide space in autocompletetextview and then again when i enter any word then its crash. please help me. using following code.........
public class MainActivity extends AppCompatActivity implements OnMapReadyCallback,
GoogleApiClient.ConnectionCallbacks,GoogleApiClient.OnConnectionFailedListener,
LocationListener, AdapterView.OnItemClickListener {
private GoogleMap mMap;
GoogleApiClient mGoogleApiClient;
Location mLastLocation;
Marker mCurrLocationMarker,FindMarker;
LocationRequest mLocationRequest;
AutoCompleteTextView atvPlaces;
DownloadTask placesDownloadTask;
DownloadTask placeDetailsDownloadTask;
ParserTask placesParserTask;
ParserTask placeDetailsParserTask;
LatLng latLng;
final int PLACES = 0;
final int PLACES_DETAILS = 1;
ListView lv;
ImageButton remove;
private boolean exit = false;
@Override
protected void onCreate(Bundle savedInstanceState) {
super.onCreate(savedInstanceState);
setContentView(R.layout.activity_main);
// Toolbar toolbar = (Toolbar) findViewById(R.id.toolbar);
// setSupportActionBar(toolbar);
if (android.os.Build.VERSION.SDK_INT >= Build.VERSION_CODES.M) {
checkLocationPermission();
}
FloatingActionButton fab = (FloatingActionButton) findViewById(R.id.fab);
fab.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View view) {
onLocationChanged(mLastLocation);
}
});
SupportMapFragment mapFragment = (SupportMapFragment) getSupportFragmentManager()
.findFragmentById(R.id.map);
mapFragment.getMapAsync(this);
remove = (ImageButton)findViewById(R.id.place_autocomplete_clear_button);
// Getting a reference to the AutoCompleteTextView
atvPlaces = (AutoCompleteTextView) findViewById(R.id.id_search_EditText);
atvPlaces.setThreshold(1);
// Adding textchange listener
atvPlaces.addTextChangedListener(new TextWatcher() {
@Override
public void onTextChanged(CharSequence s, int start, int before, int count) {
// Creating a DownloadTask to download Google Places matching "s"
placesDownloadTask = new DownloadTask(PLACES);
// Getting url to the Google Places Autocomplete api
String url = getAutoCompleteUrl(s.toString().trim());
// Start downloading Google Places
// This causes to execute doInBackground() of DownloadTask class
placesDownloadTask.execute(url);
if (!atvPlaces.getText().toString().equals("")){
lv.setVisibility(View.VISIBLE);
remove.setVisibility(View.VISIBLE);
}else {
lv.setVisibility(View.GONE);
remove.setVisibility(View.GONE);
}
}
@Override
public void beforeTextChanged(CharSequence s, int start, int count,
int after) {
// TODO Auto-generated method stub
}
@Override
public void afterTextChanged(Editable s) {
// TODO Auto-generated method stub
}
});
// Setting an item click listener for the AutoCompleteTextView dropdown list
/* atvPlaces.setOnItemClickListener(new AdapterView.OnItemClickListener() {
@Override
public void onItemClick(AdapterView<?> arg0, View arg1, int index,
long id) {
ListView lv = (ListView) arg0;
SimpleAdapter adapter = (SimpleAdapter) arg0.getAdapter();
HashMap<String, String> hm = (HashMap<String, String>) adapter.getItem(index);
// Creating a DownloadTask to download Places details of the selected place
placeDetailsDownloadTask = new DownloadTask(PLACES_DETAILS);
// Getting url to the Google Places details api
String url = getPlaceDetailsUrl(hm.get("reference"));
// Start downloading Google Place Details
// This causes to execute doInBackground() of DownloadTask class
placeDetailsDownloadTask.execute(url);
InputMethodManager inputManager = (InputMethodManager)
getSystemService(Context.INPUT_METHOD_SERVICE);
inputManager.hideSoftInputFromWindow(getCurrentFocus().getWindowToken(),
InputMethodManager.HIDE_NOT_ALWAYS);
}
});*/
lv=(ListView)findViewById(R.id.list);
lv.setOnItemClickListener(this);
setListenerOnWidget();
}
private void setListenerOnWidget() {
View.OnClickListener listener = new View.OnClickListener() {
@Override
public void onClick(View view) {
atvPlaces.setText("");
}
};
remove.setOnClickListener(listener);
}
@Override
public void onBackPressed() {
if(exit){
finish();
}else {
Toast.makeText(this, "Tap Back again to Exit.",
Toast.LENGTH_SHORT).show();
exit = true;
new Handler().postDelayed(new Runnable() {
@Override
public void run() {
exit = false;
}
}, 3 * 1000);
}
}
@Override
public void onItemClick (AdapterView <? > adapterView, View view,int i, long l){
//ListView lv = (ListView) adapterView;
SimpleAdapter adapter = (SimpleAdapter) adapterView.getAdapter();
HashMap<String, String> hm = (HashMap<String, String>) adapter.getItem(i);
// Creating a DownloadTask to download Places details of the selected place
placeDetailsDownloadTask = new DownloadTask(PLACES_DETAILS);
// Getting url to the Google Places details api
String url = getPlaceDetailsUrl(hm.get("reference"));
// Start downloading Google Place Details
// This causes to execute doInBackground() of DownloadTask class
placeDetailsDownloadTask.execute(url);
InputMethodManager inputManager = (InputMethodManager)
getSystemService(Context.INPUT_METHOD_SERVICE);
inputManager.hideSoftInputFromWindow(getCurrentFocus().getWindowToken(),
InputMethodManager.HIDE_NOT_ALWAYS);
String str = ((TextView) view.findViewById(R.id.place_name)).getText().toString();
Toast.makeText(this,str, Toast.LENGTH_SHORT).show();
atvPlaces.setText(str.replace(' ',','));
lv.setVisibility(view.GONE);
}
private String getPlaceDetailsUrl(String ref) {
// Obtain browser key from https://code.google.com/apis/console
String key = "key=**************************************";
// reference of place
String reference = "reference=" + ref;
// Sensor enabled
String sensor = "sensor=false";
// Building the parameters to the web service
String parameters = reference + "&" + sensor + "&" + key;
// Output format
String output = "json";
// Building the url to the web service
String url = "https://maps.googleapis.com/maps/api/place/details/" + output + "?" + parameters;
return url;
}
private String getAutoCompleteUrl(String place) {
// Obtain browser key from https://code.google.com/apis/console
String key = "key=*********************************";
// place to be be searched
String input = "input=" + place;
// place type to be searched
String types = "types=geocode";
// Sensor enabled
String sensor = "sensor=false";
// Building the parameters to the web service
String parameters = input + "&" + types + "&" + sensor + "&" + key;
// Output format
String output = "json";
// Building the url to the web service
String url = "https://maps.googleapis.com/maps/api/place/autocomplete/" + output + "?" + parameters;
return url;
}
/**
* A method to download json data from url
*/
private String downloadUrl(String strUrl) throws IOException {
String data = "";
InputStream iStream = null;
HttpURLConnection urlConnection = null;
try {
URL url = new URL(strUrl);
// Creating an http connection to communicate with url
urlConnection = (HttpURLConnection) url.openConnection();
// Connecting to url
urlConnection.connect();
// Reading data from url
iStream = urlConnection.getInputStream();
BufferedReader br = new BufferedReader(new InputStreamReader(iStream));
StringBuffer sb = new StringBuffer();
String line = "";
while ((line = br.readLine())!= null) {
sb.append(line);
}
data = sb.toString();
br.close();
} catch (Exception e) {
Log.d("Exception while downloading url", e.toString());
} finally {
iStream.close();
urlConnection.disconnect();
}
return data;
}
public static final int MY_PERMISSIONS_REQUEST_LOCATION = 99;
public boolean checkLocationPermission() {
if (ContextCompat.checkSelfPermission(this,
Manifest.permission.ACCESS_FINE_LOCATION)
!= PackageManager.PERMISSION_GRANTED) {
if (ActivityCompat.shouldShowRequestPermissionRationale(this,
Manifest.permission.ACCESS_FINE_LOCATION)) {
ActivityCompat.requestPermissions(this,
new String[]{Manifest.permission.ACCESS_FINE_LOCATION},
MY_PERMISSIONS_REQUEST_LOCATION);
} else {
ActivityCompat.requestPermissions(this,
new String[]{Manifest.permission.ACCESS_FINE_LOCATION},
MY_PERMISSIONS_REQUEST_LOCATION);
}
return false;
} else {
return true;
}
}
@Override
public boolean onCreateOptionsMenu(Menu menu) {
// Inflate the menu; this adds items to the action bar if it is present.
getMenuInflater().inflate(R.menu.menu_main, menu);
return true;
}
@Override
public boolean onOptionsItemSelected(MenuItem item) {
// Handle action bar item clicks here. The action bar will
// automatically handle clicks on the Home/Up button, so long
// as you specify a parent activity in AndroidManifest.xml.
int id = item.getItemId();
//noinspection SimplifiableIfStatement
if (id == R.id.action_settings) {
return true;
}
return super.onOptionsItemSelected(item);
}
@Override
public void onConnected(@Nullable Bundle bundle) {
mLocationRequest = new LocationRequest();
//mLocationRequest.setInterval(1000);
//mLocationRequest.setFastestInterval(1000);
mLocationRequest.setPriority(LocationRequest.PRIORITY_BALANCED_POWER_ACCURACY);
if (ContextCompat.checkSelfPermission(this,
Manifest.permission.ACCESS_FINE_LOCATION) == PackageManager.PERMISSION_GRANTED) {
LocationServices.FusedLocationApi.requestLocationUpdates(mGoogleApiClient, mLocationRequest, this);
}
}
@Override
public void onConnectionSuspended(int i) {
}
@Override
public void onLocationChanged(Location location) {
mLastLocation = location;
if(mCurrLocationMarker!= null){
mCurrLocationMarker.remove();
}
LatLng latLng = new LatLng(location.getLatitude(),location.getLongitude());
MarkerOptions markerOption = new MarkerOptions();
markerOption.position(latLng);
markerOption.title("Current Position");
markerOption.icon(BitmapDescriptorFactory.defaultMarker(BitmapDescriptorFactory.HUE_MAGENTA));
mCurrLocationMarker = mMap.addMarker(markerOption);
Toast.makeText(this,"Location changed",Toast.LENGTH_SHORT).show();
CameraPosition cameraPosition = new CameraPosition.Builder().target(latLng).zoom(13).build();
mMap.animateCamera(CameraUpdateFactory.newCameraPosition(cameraPosition));
if(mGoogleApiClient!= null){
LocationServices.FusedLocationApi.removeLocationUpdates(mGoogleApiClient,this);
}
loadNearByPlaces(location.getLatitude(), location.getLongitude());
}
@Override
public void onConnectionFailed(@NonNull ConnectionResult connectionResult) {
}
@Override
public void onMapReady(GoogleMap googleMap) {
mMap = googleMap;
if (Build.VERSION.SDK_INT >= Build.VERSION_CODES.M) {
if (ContextCompat.checkSelfPermission(this,
android.Manifest.permission.ACCESS_FINE_LOCATION)
== PackageManager.PERMISSION_GRANTED) {
buildGoogleApiClient();
mMap.setMyLocationEnabled(true);
}
} else {
buildGoogleApiClient();
mMap.setMyLocationEnabled(true);
}
}
protected synchronized void buildGoogleApiClient() {
mGoogleApiClient = new GoogleApiClient.Builder(this)
.addConnectionCallbacks(this)
.addOnConnectionFailedListener(this)
.addApi(LocationServices.API)
.build();
mGoogleApiClient.connect();
}
@Override
public void onRequestPermissionsResult(int requestCode,
String permissions[], int[] grantResult) {
switch (requestCode) {
case MY_PERMISSIONS_REQUEST_LOCATION: {
if (grantResult.length > 0
&& grantResult[0] == PackageManager.PERMISSION_GRANTED) {
if (ContextCompat.checkSelfPermission(this,
Manifest.permission.ACCESS_FINE_LOCATION)
== PackageManager.PERMISSION_GRANTED) {
if (mGoogleApiClient == null) {
buildGoogleApiClient();
}
mMap.setMyLocationEnabled(true);
}
} else {
Toast.makeText(this, "permisison denied", Toast.LENGTH_LONG).show();
}
return;
}
}
}
private void loadNearByPlaces(double latitude, double longitude) {
//YOU Can change this type at your own will, e.g hospital, cafe, restaurant.... and see how it all works
String type = "atm";
StringBuilder googlePlacesUrl =
new StringBuilder("https://maps.googleapis.com/maps/api/place/nearbysearch/json?");
googlePlacesUrl.append("location=").append(latitude).append(",").append(longitude);
googlePlacesUrl.append("&radius=").append(PROXIMITY_RADIUS);
googlePlacesUrl.append("&types=").append(type);
googlePlacesUrl.append("&sensor=true");
googlePlacesUrl.append("&key=" + GOOGLE_BROWSER_API_KEY);
JsonObjectRequest request = new JsonObjectRequest(googlePlacesUrl.toString(),
new Response.Listener<JSONObject>() {
@Override
public void onResponse(JSONObject result) {
Log.i(TAG, "onResponse: Result= " + result.toString());
parseLocationResult(result);
}
},
new Response.ErrorListener() {
@Override
public void onErrorResponse(VolleyError error) {
Log.e(TAG, "onErrorResponse: Error= " + error);
Log.e(TAG, "onErrorResponse: Error= " + error.getMessage());
}
});
AppController.getInstance().addToRequestQueue(request);
}
private void parseLocationResult(JSONObject result) {
String id, place_id, placeName = null, reference, icon, vicinity = null;
double latitude, longitude;
try {
JSONArray jsonArray = result.getJSONArray("results");
if (result.getString(STATUS).equalsIgnoreCase(OK)) {
//mMap.clear();
for (int i = 0; i < jsonArray.length(); i++) {
JSONObject place = jsonArray.getJSONObject(i);
id = place.getString(ATM_ID);
place_id = place.getString(PLACE_ID);
if (!place.isNull(NAME)) {
placeName = place.getString(NAME);
}
if (!place.isNull(VICINITY)) {
vicinity = place.getString(VICINITY);
}
latitude = place.getJSONObject(GEOMETRY).getJSONObject(LOCATION)
.getDouble(LATITUDE);
longitude = place.getJSONObject(GEOMETRY).getJSONObject(LOCATION)
.getDouble(LONGITUDE);
reference = place.getString(REFERENCE);
icon = place.getString(ICON);
MarkerOptions markerOptions = new MarkerOptions();
LatLng latLng = new LatLng(latitude, longitude);
markerOptions.position(latLng);
markerOptions.title(placeName);
markerOptions.icon(BitmapDescriptorFactory.defaultMarker(BitmapDescriptorFactory .HUE_BLUE));
markerOptions.snippet(vicinity);
mMap.addMarker(markerOptions);
mMap.setInfoWindowAdapter(new GoogleMap.InfoWindowAdapter() {
@Override
public View getInfoWindow(Marker arg0) {
return null;
}
@Override
public View getInfoContents(Marker marker) {
View myContentsView = getLayoutInflater().inflate(R.layout.marker, null);
TextView tvTitle = ((TextView)myContentsView.findViewById(R.id.title));
tvTitle.setText(marker.getTitle());
TextView tvSnippet = ((TextView)myContentsView.findViewById(R.id.snippet));
tvSnippet.setText(marker.getSnippet());
return myContentsView;
}
});
}
Toast.makeText(getBaseContext(), jsonArray.length() + " ATM_FOUND!",
Toast.LENGTH_SHORT).show();
} else if (result.getString(STATUS).equalsIgnoreCase(ZERO_RESULTS)) {
Toast.makeText(getBaseContext(), "No ATM found in 5KM radius!!!",
Toast.LENGTH_LONG).show();
}
} catch (JSONException e) {
e.printStackTrace();
Log.e(TAG, "parseLocationResult: Error=" + e.getMessage());
}
}
private class DownloadTask extends AsyncTask<String, Void, String> {
private int downloadType = 0;
// Constructor
public DownloadTask(int type) {
this.downloadType = type;
}
@Override
protected String doInBackground(String... url) {
// For storing data from web service
String data = "";
try {
// Fetching the data from web service
data = downloadUrl(url[0]);
} catch (Exception e) {
Log.d("Background Task", e.toString());
}
return data;
}
@Override
protected void onPostExecute(String result) {
super.onPostExecute(result);
switch (downloadType) {
case PLACES:
// Creating ParserTask for parsing Google Places
placesParserTask = new ParserTask(PLACES);
// Start parsing google places json data
// This causes to execute doInBackground() of ParserTask class
placesParserTask.execute(result);
break;
case PLACES_DETAILS:
// Creating ParserTask for parsing Google Places
placeDetailsParserTask = new ParserTask(PLACES_DETAILS);
// Starting Parsing the JSON string
// This causes to execute doInBackground() of ParserTask class
placeDetailsParserTask.execute(result);
}
}
}
/**
* A class to parse the Google Places in JSON format
*/
private class ParserTask extends AsyncTask<String, Integer, List<HashMap<String, String>>> {
int parserType = 0;
public ParserTask(int type) {
this.parserType = type;
}
@Override
protected List<HashMap<String, String>> doInBackground(String... jsonData) {
JSONObject jObject;
List<HashMap<String, String>> list = null;
try {
jObject = new JSONObject(jsonData[0]);
switch (parserType) {
case PLACES:
PlaceJSONParser placeJsonParser = new PlaceJSONParser();
// Getting the parsed data as a List construct
list = placeJsonParser.parse(jObject);
break;
case PLACES_DETAILS:
PlaceDetailsJSONParser placeDetailsJsonParser = new PlaceDetailsJSONParser();
// Getting the parsed data as a List construct
list = placeDetailsJsonParser.parse(jObject);
}
} catch (Exception e) {
Log.d("Exception", e.toString());
}
return list;
}
@Override
protected void onPostExecute(List<HashMap<String, String>> result) {
switch (parserType) {
case PLACES:
String[] from = new String[]{"description"};
int[] to = new int[]{R.id.place_name};
// Creating a SimpleAdapter for the AutoCompleteTextView
//SimpleAdapter adapter = new SimpleAdapter(getBaseContext(), result, android.R.layout.simple_list_item_1, from, to);
// Setting the adapter
//atvPlaces.setAdapter(adapter);
ListAdapter adapter = new SimpleAdapter(MainActivity.this, result,R.layout.row,from,to);
// Adding data into listview
lv.setAdapter(adapter);
break;
case PLACES_DETAILS:
String location = atvPlaces.getText().toString();
if (location!= null &&!location.equals("")) {
new GeocoderTask().execute(location);
}
break;
}
}
}
private class GeocoderTask extends AsyncTask<String, Void, List<Address>> {
@Override
protected List<Address> doInBackground(String... locationName) {
// TODO Auto-generated method stub
Geocoder geocoder = new Geocoder(getBaseContext());
List<Address> addresses = null;
try {
// Getting a maximum of 3 Address that matches the input text
addresses = geocoder.getFromLocationName(locationName[0], 3);
} catch (IOException e) {
e.printStackTrace();
}
return addresses;
}
protected void onPostExecute(List<Address> addresses) {
if(addresses==null || addresses.size()==0){
Toast.makeText(getBaseContext(), "No Location found", Toast.LENGTH_SHORT).show();
}
for(int i=0;i<addresses.size();i++){
Address address = (Address)addresses.get(i);
latLng = new LatLng(address.getLatitude(), address.getLongitude());
String addressText = String.format("%s, %s",
address.getMaxAddressLineIndex() > 0? address.getAddressLine(0) : "",
address.getCountryName());
MarkerOptions markerOptions = new MarkerOptions();
markerOptions.position(latLng);
markerOptions.title("Find Location");
markerOptions.icon(BitmapDescriptorFactory.defaultMarker(BitmapDescriptorFactory.HUE_RED));
FindMarker = mMap.addMarker(markerOptions);
CameraPosition cameraPosition = new CameraPosition.Builder().target(latLng).zoom(13).build();
mMap.animateCamera(CameraUpdateFactory.newCameraPosition(cameraPosition));
loadNearByPlaces(address.getLatitude(), address.getLongitude());
}
}
}
}
my app is crash when i enter any word after provide space in autocompletetextview and then again when i enter any word then its crash....
A: Your list is initialized to null at
List<HashMap<String, String>> list = null;
And if the parsing fire any exception, the list will be still null since it won't get initialized & setting a null List to an adapter will produce the NullPointerException at getCount(). So just ensure to initialize it.
List<HashMap<String, String>> list = new ArrayList<>();
IMPORTANT
When you use a space & try to call that URL, it will fire a FileNotFoundException if not encoded properly. In your case, URL url = new URL(strUrl); is firing that exception while using space character.
Easiest way is to replace space with %20. In getAutoCompleteUrl() before return, put the following code to replace space with %20.
private String getAutoCompleteUrl(String place) {
-------existing code----
url = url.replaceAll(" ", "%20");
return url;
}
A: Actually i had faced the same situation. You are adding data to autocomplete textview dynamically, basically just like google for each word you are typing u are getting that data from server, if i am wrong please correct me.
Use this code for populating data into autocomplete textview dynamically from server depending upon your search
import java.io.ByteArrayOutputStream;
import java.io.IOException;
import java.io.InputStream;
import java.net.MalformedURLException;
import java.net.URL;
import java.util.ArrayList;
import org.json.JSONArray;
import org.json.JSONException;
import org.ksoap2.SoapEnvelope;
import org.ksoap2.serialization.SoapObject;
import org.ksoap2.serialization.SoapSerializationEnvelope;
import org.ksoap2.transport.HttpTransportSE;
import android.app.Activity;
import android.content.Context;
import android.database.Cursor;
import android.database.MatrixCursor;
import android.os.AsyncTask;
import android.os.Bundle;
import android.provider.SyncStateContract.Columns;
import android.support.v4.widget.SimpleCursorAdapter;
import android.util.Log;
import android.view.View;
import android.view.Window;
import android.view.WindowManager;
import android.widget.ArrayAdapter;
import android.widget.AutoCompleteTextView;
import android.widget.Button;
import android.widget.Filter;
import android.widget.FilterQueryProvider;
import android.widget.ListView;
public class TestActivity extends Activity {
public Context mContext;
// views declaration
public AutoCompleteTextView txtAutoComplete;
public ListView lvItems;
// arrayList for Adaptor
ArrayList<String> listItems;
// getting input from AutocompleteTxt
String strItemName;
// making Adaptor for autocompleteTextView
ArrayAdapter<String> adaptorAutoComplete;
private static final int ADDRESS_TRESHOLD = 2;
private Filter filter;
@Override
protected void onCreate(Bundle savedInstanceState) {
super.onCreate(savedInstanceState);
// for showing full screen
requestWindowFeature(Window.FEATURE_NO_TITLE);
getWindow().setFlags(WindowManager.LayoutParams.FLAG_FULLSCREEN,
WindowManager.LayoutParams.FLAG_FULLSCREEN);
setContentView(R.layout.activity_listitem);
mContext = this;
listItems = new ArrayList<String>();
// Declaring and getting all views objects
Button btnShare = (Button) findViewById(R.id.ListItem_btnShare);
Button btnSort = (Button) findViewById(R.id.ListItem_btnSort);
lvItems = (ListView) findViewById(R.id.ListItem_lvItem);
txtAutoComplete = (AutoCompleteTextView) findViewById(R.id.ListItem_autoComplete);
// adding listeners to button
btnShare.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View arg0) {
// TODO Auto-generated method stub
}
});
btnSort.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View arg0) {
// TODO Auto-generated method stub
}
});
String[] from = { "name" };
int[] to = { android.R.id.text1 };
SimpleCursorAdapter a = new SimpleCursorAdapter(this,
android.R.layout.simple_dropdown_item_1line, null, from, to, 0);
a.setStringConversionColumn(1);
FilterQueryProvider provider = new FilterQueryProvider() {
@Override
public Cursor runQuery(CharSequence constraint) {
// run in the background thread
if (constraint == null) {
return null;
}
String[] columnNames = { Columns._ID, "name" };
MatrixCursor c = new MatrixCursor(columnNames);
try {
// total code for implementing my way of auto complte
String SOAP_ACTION = "your action";
String NAMESPACE = "your name space";
String METHOD_NAME = "your method name";
String URL = "your Url";
SoapObject objSoap = null;
SoapObject request = new SoapObject(NAMESPACE, METHOD_NAME);
// Use this to add parameters
request.addProperty("KEY", yourkey);
request.addProperty("Key", constraint);
request.addProperty("Key", Id);
// Declare the version of the SOAP request
SoapSerializationEnvelope envelope = new SoapSerializationEnvelope(
SoapEnvelope.VER11);
envelope.setOutputSoapObject(request);
envelope.dotNet = true;
HttpTransportSE androidHttpTransport = new HttpTransportSE(
URL);
// this is the actual part that will call the webservice
androidHttpTransport.call(SOAP_ACTION, envelope);
// Get the SoapResult from the envelope body.
objSoap = (SoapObject) envelope.getResponse();
if (objSoap!= null) {
String strData = objSoap.toString();
}
if (objSoap!= null) {
System.out.println("getPropertyCountinevents//////////"
+ objSoap.getPropertyCount());
for (int i = 0; i < objSoap.getPropertyCount(); i++) {
Object obj = objSoap.getProperty(i);
if (obj instanceof SoapObject) {
SoapObject objNew = (SoapObject) obj;
c.newRow()
.add(i)
.add(objNew.getProperty("Itemname")
.toString());
}
}
}
} catch (Exception e) {
e.printStackTrace();
}
return c;
}
};
a.setFilterQueryProvider(provider);
txtAutoComplete.setAdapter(a);
} // on create ends
} // final class ends
replace mine code of getting data from server to yours i.e calling webservices through http calls and it will work like a charm.
How is the Google Places API being used to load nearby places based on latitude and longitude?
| null |
lmsys/lmsys-chat-1m
| null | 41,387 | 0 | 898 |
Listázd ki a cikkben található személyek közül azokat, akik negatív összefüggésbe hozhatók az eseménnyel. Ne listázd ki azokat, akik csak reagáltak az eseményre vagy elszenvedői annak.
A cikk:
Jordán üzletember és Tiborcz Istvánhoz közeli vállalkozó áll az áfacsökkentéssel jutalmazott hop on-hop off buszos társaságok nagyobb része mögött.
A háborús veszélyhelyzet ürügyén a kormány 5 százalékra csökkenti a hop on-hop off jellegű buszos városnéző szolgáltatás áfáját május 23-ától. Az áfakedvezményért cserébe a szolgáltatóknak ezután fizetniük kell turizmusfejlesztési hozzájárulást, vagyis a 22 százalékpontos adócsökkentés mellé társul egy új, 4 százalékos közteherfizetési kötelezettség. Összességében azonban jól járnak a cégek, hiszen a bruttó ár eddig a nettó plusz 27 százalék áfa volt, ezután pedig a nettó plusz 5 százalék áfa és 4 százalék turizmusfejlesztési hozzájárulás lesz, vagyis a bruttó ár a nettó plusz 9 százalék közteherre változik.
Végeredményben a társaságok minimum 18 százalékkal kevesebb adót fognak fizetni.
Így olcsóbb lehet a szolgáltatásuk, tehát – ha nem csökkentenek árat – nagyobb lehet a hasznuk. Érdeklődtünk, hogy a buszos cégek áraikban érvényesítik-e majd az áfacsökkentést, vagy lenyelik a különbözetet, de nem kaptunk választ tőlük.
FARKAS NORBERT / 24.HU
Ha van készpénzes fizetés, nincs áfacsökkentés
Az áfacsökkentés feltétele, hogy a szolgáltató kizárólag elektronikus fizetési lehetőséget biztosítson a jegyvásárlóknak, és az e-fizetés folyamatosan rendelkezésre álljon. A május 11-ei Kormányinfón Gulyás Gergely azzal indokolta az 5 százalékos áfakulcsot, hogy attól kifehéredik az ágazat. A miniszter elmondása szerint ugyanis sok volt a készpénzes fizetés, ami feketén ment, így jelentős bevételtől esett el az állam. Ha valóban így volt, akkor rohamtempóban kell átállniuk kizárólag elektronikus fizetésre a szolgáltatóknak, amennyiben már május 23-ától élvezni akarják az áfacsökkentést.
Karácsony Gergely kiakadt a kormány intézkedésén, mert szerinte a közösségi közlekedés áfáját kellett volna csökkenteni, nem a hop on-hop off buszokét, amelyeket jellemzően külföldi turisták használnak. A kormány valójában az adófizetők kontójára adott milliárdos ajándékot ezeknek a cégeknek, amelyek nyilván nem fogják ezzel párhuzamosan csökkenteni áraikat – előlegezte meg a főpolgármester.
Jordán milliárdosé és Tiborcz-közeli vállalkozóé a legtöbb busz
Tarlós István hivatali ideje alatt először 20, majd 15 évre szerették volna koncesszióba adni a hop on-hop off tevékenységet, de nem jártak sikerrel. A F
|
8d4fc229d5fe41e193365157a95b4d23
|
lmsys/lmsys-chat-1m
| null | 351,993 | 2 | 1,232 |
8 PRIX DES HAUTS-DE-FRANCE - 16 partants
53000 euros - Plat - femelles - Handicap divise Classe 2 - 3 ans et Plus - 1600 mètres, Corde à gauche - Ref: +17,5/+2 1 FREJA PASQUIER S. CHAPPET F.
F4 60 2 7p 1p 9p 7p (22) 5p 2p 1p 9p 5p
Toronado (ire)-No Wind No Rain (gb)
2 PINGO DEMURO C. SMAGA D.
F5 59.5 12 5p 5p 1p 1p (22) 6p 3p 4p 7p 7p 6p 4p 10p
Anodin (ire)-Sula'S Charm (fr)
3 TUT TUT {IRE} (oeil Aus) GUYON M. MONFORT (S) FR.
F4 59 16 8p 6p 5p 10p (22) 1p 4p 1p 9p 7p 9p (21) 5p 16p
Kodi Bear (ire)-Tut (ire)
4 MISSALIA (oeil Aus) SOUMILLON C. CAULLERY N.
F4 58.5 11 12p 3p 4p 6p 6p (22) 4p 3p 1p 2p 3p 7p 2p
Prince Gibraltar (fr)-Miss Gandelia (fr)
5 PRIVATE LOUNGE {GB} MENDIZABAL I. CHAPPET F.
F4 58 6 9p 4p 7p 1p 4p (22) 2p
Toronado (ire)-Polarized (gb)
6 SASSICA SEIDL M. SUBORICS A.
F4 56.5 13 2p 3p 9p 7p (22) 5p 3p 5p 9p 11p 3p 1p 3p
Dariyan (fr)-Sassicaia (ger)
7 GHRAINNE {GB} (oeil Aus) VELON MLLE M. GUYADER (S) F.
F3 55.5 5 4p 9p 4p 7p (22) 9p 8p 3p 7p 5p 3p 2p 1p
Ardad (ire)-Asmahan (gb)
8 FASTER SANTIAGO MLLE D. RARICK MME G.
F4 54.5 4 3p 3p 6p 9p 6p 3p (22) 10p 10p 5p 1p 1p 3p
Belardo (ire)-Tantivy (usa)
9 MADAME DE SAXE {IRE} CLAUDIC J. LE DREN DOLEUZE R.
F3 54 7 9p 11p 5p 1p (22) 5p 8p
Saxon Warrior (jpn)-Sariette (ire)
10 ALATHEA (oeil Aus) LEMAITRE A. DELZANGLES M.
F4 54 14 5p (22) 2p 4p 8p 6p (21) 2p
Al Wukair (ire)-Asteria (fr)
11 SNOWFINCH {IRE} BARZALONA M. PANTALL (S) HA.
F3 53.5 1 6p 1p 3p
Dubawi (ire)-Winters Moon (ire)
12 IKEN TRULLIER T. SOUDAN MLLE J.
F4 53.5 8 6p 2p 4p 12p (22) 1p 4p 12p 1p 3p 7p 7p 5p
Vadamos (fr)-Kenwana (fr)
13 CHARLOTTE BAY MOSSE A. FABRE (S) A.
F3 52.5 3 7p 1p 5p 9p (22) 7p 9p
Holy Roman Emperor (ire)-Corail (ire)
14 PRESA DIRETTA (oeil) MANGIONE R. GUARNIERI M.
F4 52.5 10 4p 8p 12p 6p 4p 6p 4p 4p (22) 4p 3p 6p 2p
Sidestep (aus)-Ghada Amer (fr)
15 DARK ZEL JOURNIAC H. CAULLERY N.
F3 52.5 9 6p 9p 6p 6p 2p 7p
Zelzal (fr)-Hathfa (fr)
16 HENOUVILLE HARDOUIN E. COLLET (S) ROD.
F5 51.5 15 3p 3p 11p 9p (22) 4p 2p 9p 2p 7p 5p 9p (21) 1p
Rajsaman (fr)-Heaven'S Cause (usa) A partir des données fournies, déterminez une sélection de 8 chevaux dans l'ordre de vos préférence susceptibles de figurer parmi les 5 premiers à l'arrivée de la course.Ne pas afficher les argumentations de la réponse et récupérer la sélection de façon horizontale.
|
3cf50838c4e14342884f74182e463a80
|
zai-org/LongAlign-10k
|
5ebe54107d249e76dedebf50d5be560ffed8e516e2012b6e
| 9,162 | 0 | 9,143 |
The Territory of Heard Island and McDonald Islands (HIMI) is an Australian external territory comprising a volcanic group of barren Antarctic islands, about two-thirds of the way from Madagascar to Antarctica. The group's overall size is 372 square kilometres (144 sq mi) in area and it has 101.9 km (63 mi) of coastline. Discovered in the mid-19th century, the islands have been an Australian territory since 1947 and contain the country's only two active volcanoes. The summit of one, Mawson Peak, is higher than any mountain on the Australian mainland. The islands lie on the Kerguelen Plateau in the Indian Ocean.
Heard Island, by far the largest of the group, is a 368-square-kilometre (142 sq mi) bleak and mountainous island located at 53°06′S 73°31′E / 53.100°S 73.517°E. Its mountains are covered by 41 glaciers (the island is 80% covered with ice) and dominated by Mawson Peak, a 2,745-metre-high (9,006 ft) complex volcano which forms part of the Big Ben massif. A July 2000 satellite image from the University of Hawaii's Institute of Geophysics and Planetology (HIGP) Thermal Alert Team showed an active 2-kilometre-long (1.2 mi) and 50- to 90-metre-wide (164–295 ft) lava flow trending south-west from the summit of Big Ben.
The McDonald Islands are located 44 kilometres (27 mi) to the west of Heard Island at 53°02′20″S 72°36′04″E / 53.03889°S 72.60111°E. The islands are small and rocky. In 1980 they consisted of McDonald Island (186 metres (610 ft) high), Flat Island (55 metres (180 ft) high) and Meyer Rock (170 metres (560 ft) high). They totalled approximately 2.5 square kilometres (1.0 sq mi) in area, where McDonald Island was 1.13 square kilometres (0.4 sq mi). There is a small group of islets and rocks about 10 kilometres (6 mi) north of Heard Island, consisting of Shag Islet, Sail Rock, Morgan Island and Black Rock. They total about 1.1 square kilometres (0.4 sq mi) in area.
Mawson Peak and McDonald Island are the only two active volcanoes in Australian territory. Mawson Peak is also one of the highest Australian mountains (higher than Mount Kosciuszko); surpassed only by Mount McClintock range in the Antarctic territory. Mawson Peak has erupted several times in the last decade; the most recent eruption was filmed on 2 February 2016. The volcano on McDonald Island, after being dormant for 75,000 years, became active in 1992 and has erupted several times since, the most recent in 2005.
Heard Island and the McDonald Islands have no ports or harbours; ships must anchor offshore. The coastline is 101.9 kilometres (63.3 mi), and a 12-nautical-mile (22 km; 14 mi) territorial sea and 200-nautical-mile (370 km; 230 mi) exclusive fishing zone are claimed.
The islands have an Antarctic climate, tempered by their maritime setting. The weather is marked by low seasonal and daily temperature ranges, persistent and generally low cloud cover, frequent precipitation and strong winds. Snowfall occurs throughout the year. Monthly average temperatures at Atlas Cove (at the northwestern end of Heard Island) range from 0.0 to 4.2 °C (32.0 to 39.6 °F), with an average daily range of 3.7 to 5.2 °C (38.7 to 41.4 °F) in summer and −0.8 to 0.3 °C (30.6 to 32.5 °F) in winter. The winds are predominantly westerly and persistently strong. At Atlas Cove, monthly average wind speeds range between around 26 and 33.5 km/h (16.2 and 20.8 mph). Gusts in excess of 180 km/h (110 mph) have been recorded. Annual precipitation at sea level on Heard Island is in the order of 1,300 to 1,900 mm (51.2 to 74.8 in); rain or snow falls on about 3 out of 4 days.
Meteorological records at Heard Island are incomplete.
The islands are part of the Southern Indian Ocean Islands tundra ecoregion that includes several subantarctic islands. In this cold climate plant life is mainly limited to grasses, lichens, and mosses. Low plant diversity reflects the islands’ isolation, small size, severe climate, the short, cool growing season and, for Heard Island, substantial permanent ice cover. The main environmental determinants of vegetation on subantarctic islands are wind exposure, water availability, parent soil composition, salt spray exposure, nutrient availability, disturbance by trampling (from seabirds and seals) and, possibly, altitude. At Heard Island, exposure to salt spray and the presence of breeding and moulting seabirds and seals are particularly strong influences on vegetation composition and structure in coastal areas.
Evidence from microfossil records indicates that ferns and woody plants were present on Heard Island during the Tertiary (a period with a cool and moist climate). Neither group of plants is present today, although potential Tertiary survivors include the vascular plant Pringlea antiscorbutica and six moss species. Volcanic activity has altered the distribution and abundance of the vegetation. The vascular flora covers a range of environments and, although only six species are currently widespread, glacial retreat and the consequent connection of previously separate ice-free areas is providing opportunities for further distribution of vegetation into adjacent areas.
Low-growing herbaceous flowering plants and bryophytes are the major vegetation components. The vascular flora comprises the smallest number of species of any major subantarctic island group, reflecting its isolation, small ice-free area and severe climate. Twelve vascular species are known from Heard Island, of which five have also been recorded on McDonald Island. None of the vascular species is endemic, although Pringlea antiscorbutica, Colobanthus kerguelensis, and Poa kerguelensis occur only on subantarctic islands in the southern Indian Ocean.
The plants are typically subantarctic, but with a higher abundance of the cushion-forming Azorella selago than other subantarctic islands. Heard Island is the largest subantarctic island with no confirmed human-introduced plants. Areas available for plant colonisation on Heard Island are generally the result of retreating glaciers or new ice-free land created by lava flows. Today, substantial vegetation covers over 20 km2 of Heard Island, and is best developed on coastal areas at elevations below 250 m.
Bryophytes (mosses and liverworts) contribute substantially to the overall biodiversity of Heard Island, with 43 mosses and 19 liverworts being recorded, often occupying habitats unsuitable for vascular plants, such as cliff faces. Bryophytes are present in most of the major vegetation communities including several soil and moss-inhabiting species. A 1980 survey of McDonald Island found lower diversity than that on Heard Island; four mosses and a number of algal species are recorded from there.
At least 100 species of terrestrial algae are known from Heard Island, commonly in permanently moist and ephemeral habitats. Forests of the giant Antarctic kelp Durvillaea antarctica occur at a number of sites around Heard Island and at least 17 other species of seaweed are known, with more to be added following the identification of recent collections. Low seaweed diversity is due to the island's isolation from other land masses, unsuitable beach habitat, constant abrasion by waves, tides and small stones, and the extension of glaciers into the sea in many areas.
Subantarctic vegetation is minimal and includes small types of shrubbery. Including mosses and liverworts.
Open cushionfield vegetation is the most widespread and abundant vegetation type on Heard Island. It is characterised by Azorella selago cushions interspersed with bryophytes, small vascular species and bare ground with 20–75% cover, and found mainly at altitudes between 30–70m asl.
Fellfield describes vegetation with abundant bare ground and less than 50% plant cover. Fellfield may occur as a result of harsh climatic and/or edaphic factors, or recent deglaciation which has exposed bare ground.
Mossy fellfield is a community with high species richness and consists of bryophytes and small Azorella selago cushions. It is found at altitudes between 30–150 m in areas with intermediate exposure.
Wet mixed herbfield occurs on moist substrate, mostly on moraines and moist lee slopes (often in association with burrowing petrels colonies) at low altitude (< 40 m) where the water table is at or close to the surface. Species richness is highest here of all the communities, with dominant species being Poa cookii, Azorella selago, Pringlea antiscorbutica, Acaena magellanica, and Deschampsia antarctica.
Coastal biotic vegetation is dominated by Poa cookii and Azorella selago, occurring mainly on coastal sites of moderate exposure and in areas subject to significant influence from seals and seabirds.
Saltspray vegetation is dominated by the salt-tolerant moss Muelleriella crassifolia and limited in extent, being found at low elevations on lavas in exposed coastal sites.
Closed cushionfield is found on moraines and sand at altitudes mostly below 60 m, and is dominated almost entirely by Azorella selago cushions that often grow together to form continuous carpets which can be subject to burrowing by seabirds.
One of the most rapidly changing physical settings in the subantarctic has been produced on Heard Island by a combination of rapid glacial recession and climate warming. The consequent increase in habitat available for plant colonisation, plus the coalescing of previously discrete ice-free areas, has led to marked changes in the vegetation of Heard Island in the last 20 years or so. Other species and vegetation communities found on subantarctic islands north of the Antarctic Convergence now absent from the Heard Island flora may colonise the island if climate change produces more favourable conditions.
Some plant species are spreading and modifying the structure and composition of communities, some of which are also increasing in distribution. It is likely that further changes will occur, and possibly at an accelerated rate. Changes in population numbers of seal and seabird species are also expected to affect the vegetation by changing nutrient availability and disturbance through trampling.
One plant species on Heard Island, Poa annua, a cosmopolitan grass native to Europe, was possibly introduced by humans, though is more likely to have arrived naturally, probably by skuas from the Kerguelen Islands where it is widespread. It was initially recorded in 1987 in two deglaciated areas of Heard Island not previously exposed to human visitors, while being absent from known sites of past human habitation. Since 1987 Poa annua populations have increased in density and abundance within the original areas and have expanded beyond them. Expeditioner boot traffic during the Australian Antarctic program expedition in 1987 may be at least partly responsible for the spread, but it is probably mainly due to dispersal by wind and the movement of seabirds and seals around the island.
The potential for introducing plant species (including invasive species not previously found on subantarctic islands) by both natural and human-induced means is high. This is due to the combination of low species diversity and climatic amelioration. During the 2003/04 summer a new plant species, Cotula plumosa, was recorded. Only one small specimen was found growing on a coastal river terrace that had experienced substantial development and expansion of vegetation over the past decade. The species has a circumantarctic distribution and occurs on many subantarctic islands.
71 species of lichens have been recorded from Heard Island and they are common on exposed rock, dominating the vegetation in some areas. As with plants, a 1980 survey of McDonald Island found lower diversity there, with just eight lichen species and a number of non-lichenized fungi recorded.
The main indigenous animals are insects along with large populations of ocean-going seabirds, seals and penguins.
Sealing at Heard Island lasted from 1855 to 1910, during which time 67 sealing vessels are recorded visiting, nine of which were wrecked off the coast. Relics that survive from that time include trypots, casks, hut ruins, graves and inscriptions. This caused the seal populations there to either become locally extinct or reduced to levels too low to exploit economically. Modern sealers visited from Cape Town in the 1920s. Since then the populations have generally increased and are protected. Seals breeding on Heard include the southern elephant seal, the Antarctic fur seal and the subantarctic fur seal. Leopard seals visit regularly in winter to haul-out though they do not breed on the islands. Crabeater, Ross and Weddell seals are occasional visitors.
Heard Island and the McDonald Islands are free from introduced predators and provide crucial breeding habitat in the middle of the vast Southern Ocean for a range of birds. The surrounding waters are important feeding areas for birds and some scavenging species also derive sustenance from their cohabitants on the islands. The islands have been identified by BirdLife International as an Important Bird Area because they support very large numbers of nesting seabirds.
Nineteen species of birds have been recorded as breeding on Heard Island and the McDonald Islands, although recent volcanic activity at the McDonald Islands in the last decade is likely to have reduced vegetated and un-vegetated nesting areas.
Penguins are by far the most abundant birds on the islands, with four breeding species present, comprising king, gentoo, macaroni and eastern rockhopper penguins. The penguins mostly colonise the coastal tussock and grasslands of Heard Island, and have previously been recorded as occupying the flats and gullies on McDonald Island.
Other seabirds recorded as breeding at Heard Island include three species of albatross (wandering, black-browed and light-mantled albatrosses, southern giant petrels, Cape petrels, four species of burrowing petrels Antarctic and Fulmar prions, common and South Georgian diving-petrels), Wilson's storm-petrels, kelp gulls, subantarctic skuas, Antarctic terns and the Heard shag. Although not a true seabird, the Heard Island subspecies of the black-faced sheathbill also breeds on the island. Both the shag and the sheathbill are endemic to Heard Island.
A further 28 seabird species are recorded as either non-breeding visitors or have been noted during 'at-sea surveys' of the islands. All recorded breeding species, other than the Heard Island sheathbill, are listed marine species under the Australian Environmental Protection and Biodiversity Act (1999, four are listed as threatened species and five are listed migratory species. Under the EPBC Act a recovery plan has been made for albatrosses and giant petrels, which calls for ongoing population monitoring of the species found at HIMI, and at the time of preparing this plan a draft recovery plan has also been made for the Heard Island cormorant (or shag) and Antarctic tern.
The recorded populations of some seabird species found in the Reserve have shown marked change. The king penguin population is the best studied seabird species on Heard Island and has shown a dramatic increase since first recorded in 1947/48, with the population doubling every five years or so for more than 50 years.
A paper reviewing population data for the black-browed albatross between 1947 and 2000/01 suggested that the breeding population had increased to approximately three times that present in the late 1940s, although a Convention for the Conservation of Antarctic Marine Living Resources CCAMLR) Working Group was cautious about the interpretation of the increasing trend given the disparate nature of the data, as discussed in the paper. The discovery of a large, previously unknown, colony of Heard shags in 2000/01 at Cape Pillar raised the known breeding population from 200 pairs to over 1000 pairs. The breeding population of southern giant petrels decreased by more than 50% between the early 1950s and the late 1980s.
Heard Island supports a relatively low number of terrestrial invertebrate species compared to other Southern Ocean islands, in parallel with the low species richness in the flora–that is, the island's isolation and limited ice-free area. Endemism is also generally low and the invertebrate fauna is exceptionally pristine with few, if any, (successful) human-induced introductions of alien species. Two species, including the thrip Apterothrips apteris and the mite Tyrophagus putrescentiae are thought to be recent, possibly natural, introductions. An exotic species of earthworm Dendrodrilus rubidus was also collected in 1929 from a dump near Atlas Cove, and has recently been collected from a variety of habitats including wallows, streams and lakes on Heard Island.
The arthropods of Heard Island are comparatively well known with 54 species of mite and tick, one spider and eight springtails recorded. A study over summer at Atlas Cove in 1987/88 showed overall densities of up to 60 000 individual springtails per square metre in soil under stands of Pringlea antiscorbutica. Despite a few recent surveys, the non-arthropod invertebrate fauna of Heard Island remain poorly known.
Beetles and flies dominate Heard Island's known insect fauna, which comprises up to 21 species of ectoparasite (associated with birds and seals) and up to 13 free-living species. Approximately half of the free-living insects are habitat-specific, while the remainder are generalists found in a variety of habitats, being associated with either supralittoral or intertidal zones, Poa cookii and Pringlea antiscorbutica stands, bryophytes, lichen-covered rocks, exposed rock faces or the underside of rocks. There is a pronounced seasonality to the insect fauna, with densities in winter months dropping to a small percentage (between 0.75%) of the summer maximum. Distinct differences in relative abundances of species between habitats has also been shown, including a negative relationship between altitude and body size for Heard Island weevils.
The fauna of the freshwater pools, lakes, streams and mires found in the coastal areas of Heard Island are broadly similar to those on other subantarctic islands of the southern Indian Ocean. Many species reported from Heard Island are found elsewhere. Some sampling of freshwater fauna has been undertaken during recent expeditions and records to date indicate that the freshwater fauna includes a species of Protista, a gastrotrich, two species of tardigrade, at least four species of nematode, 26 species of rotifer, six species of annelid and 14 species of arthropod.
As with the other shore biota, the marine macro-invertebrate fauna of Heard Island is similar in composition and local distribution to other subantarctic islands, although relatively little is known about the Heard Island communities compared with the well-studied fauna of some other islands in the subantarctic region, such as Macquarie and Kerguelen.
Despite Heard Island's isolation, species richness is considered to be moderate, rather than depauperate, although the number of endemic species reported is low. The large macro-alga Durvillaea antarctica supports a diverse array of invertebrate taxa and may play an important role in transporting some of this fauna to Heard Island.
The rocky shores of Heard Island exhibit a clear demarcation between fauna of the lower kelp holdfast zone and the upper shore zone community, probably due to effects of desiccation, predation and freezing in the higher areas. The limpet Nacella kerguelensis is abundant in the lower part of the shore, being found on rock surfaces and on kelp holdfasts. Other common but less abundant species in this habitat include the chiton Hemiarthrum setulosum and the starfish Anasterias mawsoni. The amphipod Hyale sp. and the isopod Cassidinopsis sp. are closely associated with the kelp. Above the kelp holdfast zone, the littornid Laevilitorina (Corneolitorina) heardensis and the bivalve mollusc Kidderia bicolor are found in well-sheltered situations, and another bivalve Gaimardia trapesina trapesina has been recorded from immediately above the holdfast zone. Oligochaetes are also abundant in areas supporting porous and spongy layers of algal mat.
Heard Island has a number of small wetland sites scattered around its coastal perimeter, including areas of wetland vegetation, lagoons or lagoon complexes, rocky shores and sandy shores, including the Elephant Spit. Many of these wetland areas are separated by active glaciers. There are also several short glacier-fed streams and glacial pools. Some wetland areas have been recorded on McDonald Island but, due to substantial volcanic activity since the last landing was made in 1980, their present extent is unknown.
The HIMI wetland is listed on the Directory of Important Wetlands in Australia and, in a recent analysis of Commonwealth-managed wetlands, was ranked highest for nomination under the Convention on Wetlands of International Importance Especially as Waterfowl Habitat (Ramsar Convention) as an internationally important wetland.
Six wetland types have been identified from HIMI covering approximately 1860 ha: coastal ‘pool complex’ (237 ha); inland ‘pool complex’ (105 ha); vegetated seeps mostly on recent glaciated areas (18 ha); glacial lagoons (1103 ha); non-glacial lagoons (97ha); Elephant Spit (300 ha) plus some coastal areas. On Heard Island, the majority of these types suites are found below 150 m asl. The wetland vegetation occurs in the ‘wet mixed herbfield’ and ‘coastal biotic vegetation’ communities described above.
The wetlands provide important breeding and feeding habitat for a number of Antarctic and subantarctic wetland animals. These include the southern elephant seal and macaroni, gentoo, king and southern rockhopper penguins, considered to be wetland species under the Ramsar Convention. Non-wetland vegetated parts of the islands also support penguin and other seabird colonies.
Neither island-cluster had recorded visitors until the mid-1850s. Peter Kemp, a British sailor, may have become the first person to see the island. On 27 November 1833, he spotted it from the brig Magnet during a voyage from the Kerguelen Islands to the Antarctic and was believed to have entered the island on his 1833 chart.
An American sailor, Captain John Heard, on the ship Oriental, sighted Heard Island on 25 November 1853, en route from Boston to Melbourne. He reported the discovery one month later and had the island named after him. Captain William McDonald aboard the Samarang discovered the nearby McDonald Islands six weeks later, on 4 January 1854.
No landing took place on the islands until March 1855, when sealers from the Corinthian, led by Captain Erasmus Darwin Rogers, went ashore at a place called Oil Barrel Point. In the sailing period from 1855 to 1880 a number of American sealers spent a year or more on the island, living in appalling conditions in dark smelly huts, also at Oil Barrel Point. At its peak the community consisted of 200 people. By 1880 sealers had wiped out most of the seal population and then left the island. In all the islands furnished more than 100,000 barrels of elephant-seal oil during this period.
A number of wrecks have occurred in the vicinity of the islands. There is also a discarded building left from John Heard's sealing station which is situated near Atlas Cove.
The first recorded landing on McDonald Island was made by Australian scientists Grahame Budd and Hugh Thelander on 12 February 1971, using a helicopter.
The islands have been a territory of Australia since 1947, when they were transferred from the UK The archipelago became a World Heritage Site in 1997.
There were five private expeditions to Heard Island between 1965 and 2000. Several amateur radio operators have visited Heard, often associated with scientific expeditions. The first activity there was in 1947 by Alan Campbell-Drury. Amateur radio DXpeditions to the island took place in 1983 (two) and January 1997 (callsign VK0IR). The recent DXpedition in March 2016 (VK0EK) was organised by Cordell Expeditions and made over 75,000 radio contacts.
In 1991, the islands were the location for the Heard Island feasibility test, an experiment in very long distance transmission of low frequency sound through the ocean. The US Navy vessels MV Cory Chouest and Amy Chouest were used to transmit signals which could be detected as far away as both ocean coasts of the US and Canada. The Cory Chouest was chosen because of its central moon pool and because it was already equipped with an array of low frequency transmitters. A phase-modulated 57Hz signal was used. The experiment was successful and demonstrated that such sound waves could travel as far as the antipodes. Planned transmissions had been for ten days, although owing to the bad weather conditions and the high failure rate of the transmitter elements, used at a frequency below their design frequency, the transmissions were terminated on the sixth day, when only two of the original ten transducers were still working.
The United Kingdom formally established its claim to Heard Island in 1910, marked by the raising of the Union Flag and the erection of a beacon by Captain Evensen, master of the Mangoro. Effective government, administration and control of Heard Island and the McDonald Islands was transferred to the Australian government on 26 December 1947 at the commencement of the first Australian National Antarctic Research Expedition (ANARE) to Heard Island, with a formal declaration that took place at Atlas Cove. The transfer was confirmed by an exchange of letters between the two governments on 19 December 1950.
The islands are a territory (Territory of Heard Island and McDonald Islands) of Australia administered from Hobart by the Australian Antarctic Division of the Australian Department of the Environment and Energy. The administration of the territory is established in the Heard Island and McDonald Islands Act 1953, which places it under the laws of the Australian Capital Territory and the jurisdiction of the Supreme Court of the Australian Capital Territory. The islands are contained within a 65,000-square-kilometre (25,000 sq mi) marine reserve and are primarily visited for research, meaning that there is no permanent human habitation.
From 1947 until 1955 there were camps of visiting scientists on Heard Island (at Atlas Cove in the northwest, which was in 1969 again occupied by American scientists and expanded in 1971 by French scientists) and in 1971 on McDonald Island (at Williams Bay). Later expeditions used a temporary base at Spit Bay in the east, such as in 1988, 1992–93 and 2004–05.
The islands' only natural resource is fish; the Australian government allows limited fishing in the surrounding waters. Despite the lack of population, the islands have been assigned the country code HM in ISO 3166-1 (ISO 3166-2:HM) and therefore the Internet top-level domain.hm. The timezone of the islands is UTC+5.
^ a b c d e f "Heard Island and McDonald Islands". CIA World Factbook. Retrieved 4 January 2009.
^ UNESCO. "Heard and McDonald Islands". Retrieved 31 January 2015.
^ Commonwealth of Australia. "About Heard Island – Human Activities". Archived from the original on 18 October 2006. Retrieved 21 October 2006.
^ "Cocky Flies, Geoscience Australia". web.archive.org. Archived from the original on 24 December 2008. Retrieved 29 March 2016.
^ "Distance Between Cities Places On Map Distance Calculator". distancefromto.net. Retrieved 29 March 2016.
^ Ken Green and Eric Woehler (2006). Heard Island: Southern Ocean Sentinel. Surrey Beatty & Sons. pp. 28–51.
^ "Highest Mountains". Geoscience Australia. Retrieved 2 February 2012.
^ Plants. Australian Department of the Environment, Australian Antarctic Division. Updated 28 February 2005.
^ Part 3: A Description of the Heard Island and McDonald Islands Marine Reserve. Heard Island and McDonald Islands Marine Reserve Management Plan. retrieved 5 February 2016.
^ "Seals". Heard Island and McDonald Islands: Seals. Department of Sustainability, Environment, Water, Population and Communities, Australia. Retrieved 23 February 2011.
^ BirdLife International. (2011). Important Bird Areas factsheet: Heard and McDonald Islands. Downloaded from http://www.birdlife.org on 2011-12-23.
^ Woehler, E.J. & Croxall, J.P. 1991. ‘Status and conservation of the seabirds of Heard Island and the McDonald Islands’, in Seabird – status and conservation: a supplement, ICBP Technical Publication 11. International Council for Bird Preservation, Cambridge. pp 263–277.
^ a b Woehler, E.J. (2006). ‘Status and trends of the seabirds of Heard Island, 2000’, in Heard Island: Southern Ocean Sentinel. ed. Green, K. & Woehler, E. Surrey Beattie.
^ Woehler, E.J. (2006) ‘Status and trends of the seabirds of Heard Island, 2000’, in Heard Island: Southern Ocean Sentinel. ed. Green, K. & Woehler, E.(Surrey Beattie.
^ Woehler, E. J.; Auman, H. J.; Riddle, M. J. (2002). "Long-term population increase of black-browed albatrosses Thalassarche melanophrys at Heard Island, 1947/1948–2000/2001". Polar Biology. 25 (12): 921–927. doi:10.1007/s00300-002-0436-1 (inactive 16 March 2018).
^ SC–CAMLR 2002. Report of the Working Group on Fish Stock Assessment. Report of the Twenty-First Meeting of the Scientific Committee for the Conservation of Antarctic Marine Living Resources, Hobart, Australia.
^ Goode, George Brown (1887) Fisheries and Fishery Industries of the United States, (Washington, DC: Government Printing Office, 1887).
^ Cerchi, Dan (1 August 2009). "SIOE 2002: Heard I. & The McDonald Is". www.cerchi.net. Archived from the original on 26 April 2012.
^ "Gazetteer - AADC Name Details - Australian Antarctic Data Centre". Australian Antarctic Data Centre. Archived from the original on 6 April 2011. Retrieved 29 March 2016 – via Internet Archive.
^ "Heard Island VK0EK DXpedition Team Has Arrived, Operation Hours Away". American Radio Relay League. 22 March 2016.
^ "The Heard Island Feasibility Test". University of Washington. 2007.
^ "Heard Island Feasibility Test - reception map". University of Washington. 2007.
^ "Heard Island and McDonald Islands Act 1953". Federal Register of Legislation. Australian Government. Retrieved 7 May 2018.
^ "Heard Island and McDonald Islands :: Time Zones". timegenie.com. Retrieved 29 March 2016.
Australian Government. (2005) Heard Island and McDonald Islands Marine Reserve Management Plan. Australian Antarctic Division: Kingston (Tas). ISBN 1-876934-08-5.
Green, Ken and Woehler Eric (eds). (2006) Heard Island: Southern Ocean Sentinel. Chipping Norton: Surrey Beatty and Sons. ISBN 9780949324986.
Smith, Jeremy. (1986) Specks in the Southern Ocean. Armidale: University of New England Press. ISBN 0-85834-615-X.
LeMasurier, W. E. and Thomson, J. W. (eds.). (1990) Volcanoes of the Antarctic Plate and Southern Oceans. American Geophysical Union. ISBN 0-87590-172-7.
"Heard Island and McDonald Islands". The World Factbook. Central Intelligence Agency.
Image gallery of Heard Island and McDonald Island with high quality limited copyright images.
The Antarctic tern (Sterna vittata) is a typical tern. It ranges throughout the southern oceans. It is very similar in appearance to the closely related Arctic tern, but is stockier, and the wing tips are grey instead of blackish in flight. It is in breeding plumage in the southern summer, when the Arctic tern has moulted to its non-breeding plumage (though this is not useful for separating it from another species, the South American tern).
Breeding takes place from mid-November to early December. Chicks hatch from December to February. Skuas and jaegers are the primary predators of the bird's eggs and young.
The total global population of this bird is around 140,000 individuals.
Australian marine parks (formerly Commonwealth marine reserves) are marine protected areas located within Australian waters and are managed by the Australian government. These waters generally extend from three nautical miles off the coast to the outer limit of Australia’s Exclusive Economic Zone at 200 nautical miles while marine protected areas located closer in-shore are the responsibility of the states or the Northern Territory.
Azorella selago is a species of cushion plant native to the sub-Antarctic islands of the Southern Ocean, including the Crozet Islands, the Possession Islands, the Heard Island and McDonald Islands, the Kerguelen Islands, and the Prince Edward Islands. The closely related Azorella macquariensis, which is endemic to Macquarie Island, was split from it taxonomically in 1989. A. selago is often a keystone species where it occurs and is well studied for its contribution to its native ecosystems.
Big Ben is a volcanic massif that dominates the geography of Heard Island in the southern Indian Ocean. It is a composite cone with a diameter of approximately 25 kilometres. Its highest peak is Mawson Peak, which is 2,745 m above sea level. Much of it is covered by ice, including 14 major glaciers which descend from Big Ben to the sea. Big Ben is the highest mountain in Australian Territory, except for those claimed in the Australian Antarctic Territory. A smaller volcanic headland, the Laurens Peninsula, extends approximately 10 km to the northwest, created by a separate volcano, Mount Dixon; its highest point is Anzac Peak, at 715 m.
The brown skua (Stercorarius antarcticus), also known as the Antarctic skua, subantarctic skua, southern great skua, southern skua, or hākoakoa (Māori), is a large seabird that breeds in the subantarctic and Antarctic zones and moves further north when not breeding. Its taxonomy is highly complex and a matter of dispute, with some splitting it into two or three species: Falkland skua (S. antarcticus), Tristan skua (S. hamiltoni), and subantarctic skua (S. lönnbergi). To further confuse, it hybridizes with both the south polar and Chilean skuas, and the entire group has been considered to be a subspecies of the great skua, a species otherwise restricted to the Northern Hemisphere.
Cave Bay (53°2′S 73°22′E) is a cove, 0.3 nautical miles (0.6 km) wide, which has been formed by the erosion of an extinct volcanic crater of which Mount Andree forms the north side, indenting the west side of Heard Island between West Bay and South West Bay. The cove is roughly charted on an American sealer's sketch map prepared during the 1860–70 period. It was more accurately charted and first named on a geological sketch map illustrating the 1929 work of the British Australian New Zealand Antarctic Research Expedition under Douglas Mawson.
The geography of the Heard Island and McDonald Islands (HIMI) refers to the geography of Heard Island and the McDonald Islands, one of the most remote places on earth. The islands belong to Australia and are located 4,000 kilometres (2,485.5 mi) southwest of the mainland in the Southern Ocean. These subantarctic islands were transferred to Australia by the United Kingdom in 1947. They lie between Madagascar and Antarctica.HIMI has no ports or harbours; ships must anchor offshore. The coastline is 101.9 kilometres (63.3 mi), and a 12-nautical-mile (22 km; 14 mi) territorial sea and 200-nautical-mile (370 km; 230 mi) exclusive fishing zone are claimed. The HIMI marine zone, situated to the south of the Antarctic Convergence, is a biological hot spot for breeding and non-breeding seabirds and marine mammals such as penguins, petrels, elephant seals and fur seals. HIMI was inscribed as a UNESCO Heritage Site in 1999 under the title " "Territory of Heard Island and McDonald Islands".
The Heard Island shag (Leucocarbo nivalis), or Heard Island cormorant, is a marine cormorant native to the Australian territory comprising the Heard and McDonald Islands in the Southern Ocean, about 4100 km south-west of Perth, Western Australia.
Laurens Peninsula (53°0′S 73°18′E) is a rugged peninsula surmounted by several ice-covered peaks that forms the northwestern part of Heard Island in the southern Indian Ocean. The name was applied by the Australian National Antarctic Research Expedition following their survey in 1948. It derives from the existing name Cape Laurens, applied for the northwestern extremity of this peninsula after the American bark Laurens which, under Captain Franklin F. Smith, visited Heard Island in 1855–56 and assisted in initiating sealing operations there.
This is a list of the birds of Heard Island and the adjacent McDonald Islands in the southern Indian Ocean. For other animals there, see List of non-avian fauna of Heard Island and McDonald Islands.
The birds of Heard Island and McDonald Islands, a subantarctic Australian territory between Australia, Africa and Antarctica, are, whether breeders or visitors, almost all seabirds which find their food at sea in the waters of the surrounding Southern Ocean. An exception is the black-faced sheathbill, an opportunistic scavenger around seal and penguin colonies and the only solely terrestrial breeding bird species present on the islands. The southern giant-petrel and Subantarctic skua are also scavengers as well as predators at seabird colonies.
Heard Island is an important breeding site for macaroni, eastern rockhopper, gentoo and king penguins. Endemic species or subspecies are the Heard shag and the black-faced sheathbill. The surrounding waters are home to numerous species of albatross and petrel, some of which breed on the islands, including the endangered southern giant-petrel and the wandering albatross, both threatened by long-line fishing.
The following non-avian fauna have been observed on and around Heard Island and the adjacent McDonald Islands, which are part of the same Australian territory. For the birds see List of birds of Heard and McDonald Islands.
Included on this list are seven species of mammal, 23 taxa of fish, 25 species of terrestrial arthropods, one land snail, one flowering plant, and one species of kelp.
Mawson Peak is an active volcanic mountain on Heard Island, an external Australian territory in the Southern Ocean.
With its summit at 2,745 metres (9,006 ft), it is the third highest peak in any state or territory of Australia, higher than the 2,228-metre (7,310 ft) Mount Kosciuszko, and surpassed only by the 3,490-metre (11,450 ft) Mount McClintock and the 3,355-metre (11,007 ft) Mount Menzies claimed in the Australian Antarctic Territory. An active complex volcano which erupted as recently as April 2013 and February 2016, Mawson Peak is the summit of the Big Ben massif.
The McDonald Islands (53°3′34.9″S 72°35′32.2″E) are the peaks of a volcano in the southern Indian Ocean in the vicinity of Heard Island (53°06′S 73°31′E). The islands are Australian external territory. Prior to 1992, the volcano had not erupted in the previous 75,000 years.
Poa annua, or annual meadow grass (known in America more commonly as annual bluegrass or simply poa), is a widespread low-growing turfgrass in temperate climates. Though P. annua is commonly considered a solely annual plant due to its name, perennial bio-types do exist. Poa (πόα) is Greek for "fodder". It is one of the sweetest grasses for green fodder, but less useful than hay. This grass may have originated as a hybrid between Poa supina and Poa infirma.
Schmidt Glacier (53°3′S 73°24′E) is a glacier, 0.7 nautical miles (1.3 km) long, flowing west from Baudissin Glacier between Mount Drygalski and North West Cornice, on the west side of Heard Island in the southern Indian Ocean. To the north of Schmidt Glacier is Baudissin Glacier, whose terminus is located at the western side of Corinthian Bay, near Sealers Cove. Kildalkey Head is west of Schmidt Glacier. To the south of Schmidt Glacier is Vahsel Glacier, whose terminus is at South West Bay, between Erratic Point and Cape Gazert. Immediately south of Vahsel Glacier is Allison Glacier. Click here to see a map of Schmidt Glacier and the northwestern coast of Heard Island.
Winston Lagoon (53°9′S 73°39′E) is a lagoon indenting the southeast coast of Heard Island in the southern Indian Ocean, about 1 nautical mile (1.9 km) northeast of Cape Lockyer. The feature is roughly portrayed on an American sealer chart of the 1860 period. It was sighted from the air by Lieutenant Malcolm Smith, RAAF, pilot of the ANARE (Australian National Antarctic Research Expeditions) seaplane that made the first reconnaissance flight over the island in 1948. Lieutenant Smith proposed that it be named Lake Winston after his wife. In view of his death in an aircraft accident shortly afterward, this proposal was adopted by Australian Antarctic Names and Medals Committee (ANCA) with only a change of generic term. Click here to see a map of Heard Island and McDonald Islands, including all major topographical features.
This article incorporates public domain material from the United States Geological Survey document "Winston Lagoon" (content from the Geographic Names Information System).
What is the total area of wetlands identified on Heard Island and what are some of the types?
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lmsys/lmsys-chat-1m
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Listázd ki a cikkben található személyek közül azokat, akik negatív összefüggésbe hozhatók az eseménnyel. Ne listázd ki azokat, akik csak reagáltak az eseményre vagy elszenvedői annak.
A cikk:
Jordán üzletember és Tiborcz Istvánhoz közeli vállalkozó áll az áfacsökkentéssel jutalmazott hop on-hop off buszos társaságok nagyobb része mögött.
A háborús veszélyhelyzet ürügyén a kormány 5 százalékra csökkenti a hop on-hop off jellegű buszos városnéző szolgáltatás áfáját május 23-ától. Az áfakedvezményért cserébe a szolgáltatóknak ezután fizetniük kell turizmusfejlesztési hozzájárulást, vagyis a 22 százalékpontos adócsökkentés mellé társul egy új, 4 százalékos közteherfizetési kötelezettség. Összességében azonban jól járnak a cégek, hiszen a bruttó ár eddig a nettó plusz 27 százalék áfa volt, ezután pedig a nettó plusz 5 százalék áfa és 4 százalék turizmusfejlesztési hozzájárulás lesz, vagyis a bruttó ár a nettó plusz 9 százalék közteherre változik.
Végeredményben a társaságok minimum 18 százalékkal kevesebb adót fognak fizetni.
Így olcsóbb lehet a szolgáltatásuk, tehát – ha nem csökkentenek árat – nagyobb lehet a hasznuk. Érdeklődtünk, hogy a buszos cégek áraikban érvényesítik-e majd az áfacsökkentést, vagy lenyelik a különbözetet, de nem kaptunk választ tőlük.
FARKAS NORBERT / 24.HU
Ha van készpénzes fizetés, nincs áfacsökkentés
Az áfacsökkentés feltétele, hogy a szolgáltató kizárólag elektronikus fizetési lehetőséget biztosítson a jegyvásárlóknak, és az e-fizetés folyamatosan rendelkezésre álljon. A május 11-ei Kormányinfón Gulyás Gergely azzal indokolta az 5 százalékos áfakulcsot, hogy attól kifehéredik az ágazat. A miniszter elmondása szerint ugyanis sok volt a készpénzes fizetés, ami feketén ment, így jelentős bevételtől esett el az állam. Ha valóban így volt, akkor rohamtempóban kell átállniuk kizárólag elektronikus fizetésre a szolgáltatóknak, amennyiben már május 23-ától élvezni akarják az áfacsökkentést.
Karácsony Gergely kiakadt a kormány intézkedésén, mert szerinte a közösségi közlekedés áfáját kellett volna csökkenteni, nem a hop on-hop off buszokét, amelyeket jellemzően külföldi turisták használnak. A kormány valójában az adófizetők kontójára adott milliárdos ajándékot ezeknek a cégeknek, amelyek nyilván nem fogják ezzel párhuzamosan csökkenteni áraikat – előlegezte meg a főpolgármester.
Jordán milliárdosé és Tiborcz-közeli vállalkozóé a legtöbb busz
Tarlós István hivatali ideje alatt először 20, majd 15 évre szerették volna koncesszióba adni a hop on-hop off tevékenységet, de nem jártak sikerrel. A F
|
1c9e74703243438cb7c9c380000b86f1
|
zai-org/LongAlign-10k
|
f18f634deea65fc63204660df6ae51543e7c6ff85b3dafc6
| 6,384 | 0 | 9,575 |
# language: Python
import itertools
import json
import logging
from logging import config as logging_config
import os
import time
from keystoneclient import exceptions as ks_exceptions
from neutronclient.common import exceptions as nt_exceptions
from novaclient import exceptions as nv_exceptions
import yaml
from cloudferry_devlab.tests import base
from cloudferry_devlab.tests import cleanup
import cloudferry_devlab.tests.config as conf
TIMEOUT = 600
VM_SPAWNING_LIMIT = 5
CREATE_CLEAN_METHODS_MAP = {
"create_tenants": "clean_tenants",
"create_users": "clean_users",
"create_roles": "clean_roles",
"create_flavors": "clean_flavors",
"create_all_networking": "clean_all_networking",
}
def clean_if_exists(func):
def wrapper(self, *args, **kwargs):
try:
return func(self, *args, **kwargs)
except (
ks_exceptions.Conflict,
nv_exceptions.Conflict,
nt_exceptions.NeutronClientException,
):
self.log.warning(
'Method "%s" failed, current resource already'"exists:",
func.__name__,
exc_info=True,
)
clean_method = getattr(self.clean_tools, CREATE_CLEAN_METHODS_MAP[func.__name__])
self.log.info('Run cleanup method "%s"', clean_method.__name__)
clean_method()
self.log.info('Run method "%s" one more time', func.__name__)
func(self, *args, **kwargs)
return wrapper
class Prerequisites(base.BasePrerequisites):
def __init__(self, config, configuration_ini, cloud_prefix="SRC", results_path="."):
super(Prerequisites, self).__init__(config, configuration_ini, cloud_prefix, results_path)
self.ext_net_id = None
self.dst_cloud = None
self.clean_tools = cleanup.CleanEnv(config, configuration_ini, cloud_prefix)
logging_config.dictConfig(conf.logging_configuration)
self.log = logging.getLogger(__name__)
@staticmethod
def is_flavor_public(flavor):
return flavor.get("is_public", True)
def init_dst_cloud(self):
if not self.dst_cloud:
self.dst_cloud = Prerequisites(
cloud_prefix="DST", configuration_ini=self.configuration_ini, config=self.config
)
@clean_if_exists
def create_users(self, users=None):
def get_params_for_user_creating(_user):
if "tenant" in _user:
_user["tenant_id"] = self.get_tenant_id(_user["tenant"])
params = ["name", "password", "email", "enabled", "tenant_id"]
return {param: _user[param] for param in params if param in _user}
if users is None:
users = self.config.users
for user in users:
self.keystoneclient.users.create(**get_params_for_user_creating(user))
if not user.get("additional_tenants"):
continue
for tenant in user["additional_tenants"]:
self.keystoneclient.roles.add_user_role(
tenant=self.get_tenant_id(tenant["name"]),
role=self.get_role_id(tenant["role"]),
user=self.get_user_id(user["name"]),
)
if not user["enabled"] or "tenant" not in user:
continue
self.switch_user(user=user["name"], password=user["password"], tenant=user["tenant"])
self.novaclient.security_groups.list()
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
@clean_if_exists
def create_roles(self):
for role in self.config.roles:
self.keystoneclient.roles.create(name=role["name"])
def create_user_tenant_roles(self, user_tenant_roles=None):
if user_tenant_roles is None:
user_tenant_roles = self.config.user_tenant_roles
for user_roles in user_tenant_roles:
for user, roles in user_roles.iteritems():
user = self.get_user_id(user)
for role in roles:
try:
self.keystoneclient.roles.add_user_role(
user=user,
role=self.get_role_id(role["role"]),
tenant=self.get_tenant_id(role["tenant"]),
)
except ks_exceptions.Conflict:
self.log.warning(
"There was an error during role " "creating:", exc_info=True
)
continue
@clean_if_exists
def create_tenants(self, tenants=None):
if tenants is None:
tenants = self.config.tenants
for tenant in tenants:
self.keystoneclient.tenants.create(
tenant_name=tenant["name"],
description=tenant["description"],
enabled=tenant["enabled"],
)
self.keystoneclient.roles.add_user_role(
self.get_user_id(self.username),
self.get_role_id("admin"),
self.get_tenant_id(tenant["name"]),
)
def create_keypairs(self):
for keypair in self.config.keypairs:
for _user in self.config.users:
if _user["name"] == keypair["user"]:
user = _user
break
else:
msg = "User for keypair %s was not found"
raise RuntimeError(msg % keypair["name"])
self.switch_user(user=user["name"], password=user["password"], tenant=user["tenant"])
self.novaclient.keypairs.create(name=keypair["name"], public_key=keypair["public_key"])
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
def modify_quotas(self):
""" Modify nova and cinder quotas
"""
for tenant in self.config.tenants:
if "quota" in tenant:
self.novaclient.quotas.update(
tenant_id=self.get_tenant_id(tenant["name"]), **tenant["quota"]
)
if "quota_cinder" in tenant:
self.cinderclient.quotas.update(
tenant_id=self.get_tenant_id(tenant["name"]), **tenant["quota_cinder"]
)
def upload_image(self):
def _get_body_for_image_creating(_image):
params = [
"id",
"name",
"location",
"disk_format",
"container_format",
"is_public",
"copy_from",
]
return {param: _image[param] for param in params if param in _image}
img_ids = []
for tenant in self.config.tenants:
if not tenant.get("images"):
continue
for image in tenant["images"]:
self.switch_user(user=self.username, password=self.password, tenant=tenant["name"])
img = self.glanceclient.images.create(**_get_body_for_image_creating(image))
img_ids.append(img.id)
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
dst_img_ids = []
for image in self.config.images:
image_body = _get_body_for_image_creating(image)
img = self.glanceclient.images.create(**image_body)
img_ids.append(img.id)
if image.get("upload_on_dst"):
dst_img_id = self.dst_cloud.glanceclient.images.create(**image_body)
dst_img_ids.append(dst_img_id)
self.wait_until_objects_created(img_ids, self.check_image_state, TIMEOUT)
if dst_img_ids and self.dst_cloud:
self.wait_until_objects_created(dst_img_ids, self.chech_image_state_on_dst, TIMEOUT)
tenant_list = self.keystoneclient.tenants.list()
for image_id in img_ids:
if self.glanceclient.images.get(image_id).name in self.config.img_to_add_members:
for tenant in tenant_list:
tenant = tenant.__dict__
if tenant["name"] in self.config.members:
member_id = tenant["id"]
self.glanceclient.image_members.create(image_id, member_id)
if getattr(self.config, "create_zero_image", None):
self.glanceclient.images.create()
def chech_image_state_on_dst(self, img_id):
img = self.dst_cloud.glanceclient.images.get(img_id)
return img.status == "active"
def update_filtering_file(self):
src_cloud = Prerequisites(
cloud_prefix="SRC", configuration_ini=self.configuration_ini, config=self.config
)
src_img = [x.__dict__ for x in src_cloud.glanceclient.images.list()]
src_vms = [
x.__dict__ for x in src_cloud.novaclient.servers.list(search_opts={"all_tenants": 1})
]
image_dict = {}
for image in src_img:
img_members = self.glanceclient.image_members.list(image["id"])
if len(img_members) > 1:
img_mem_list = []
for img_member in img_members:
img_member = img_member.__dict__
img_mem_list.append(img_member["member_id"])
image_dict[image["id"]] = img_mem_list
vm_id_list = []
for vm in src_vms:
vm_id = vm["id"]
vm_id_list.append(vm_id)
filter_dict = {
"tenants": {"tenant_id": []},
"instances": {"id": []},
"images": {
"images_list": [],
"dont_include_public_and_members_from_other_tenants": False,
},
}
all_img_ids = []
not_incl_img = []
for image in src_img:
all_img_ids.append(image["id"])
for img in self.config.images_not_included_in_filter:
not_incl_img.append(self.get_image_id(img))
for key in filter_dict.keys():
if key == "images":
for img_id in all_img_ids:
if img_id not in not_incl_img:
filter_dict[key]["images_list"].append(str(img_id))
elif key == "instances":
for vm in vm_id_list:
if vm!= self.get_vm_id("not_in_filter"):
filter_dict[key]["id"].append(str(vm))
for tenant in self.config.tenants + [{"name": self.tenant}]:
if tenant.get("deleted"):
continue
filter_dict["tenants"]["tenant_id"] = [str(self.get_tenant_id(tenant["name"]))]
file_path = self.config.filters_file_naming_template.format(tenant_name=tenant["name"])
file_path = self.get_abs_path(file_path)
with open(file_path, "w") as f:
yaml.dump(filter_dict, f, default_flow_style=False)
@clean_if_exists
def create_flavors(self):
for flavor in self.config.flavors:
if flavor.get("is_deleted"):
flavor.pop("is_deleted")
fl = self.novaclient.flavors.create(**flavor)
self.novaclient.flavors.delete(fl.id)
else:
fl = self.novaclient.flavors.create(**flavor)
if not self.is_flavor_public(flavor):
self.novaclient.flavor_access.add_tenant_access(
flavor=fl.id, tenant=self.get_tenant_id(self.tenant)
)
for tenant in self.config.tenants:
if tenant.get("flavors"):
for flavor in tenant["flavors"]:
fl = self.novaclient.flavors.create(**flavor)
if not self.is_flavor_public(flavor):
self.novaclient.flavor_access.add_tenant_access(
flavor=fl.id, tenant=self.get_tenant_id(tenant["name"])
)
def _get_parameters_for_vm_creating(self, vm):
def get_vm_nics(_vm):
if "nics" in _vm:
for _nic in _vm["nics"]:
_nic["net-id"] = self.get_net_id(_nic["net-id"])
return _vm["nics"]
nets = self.neutronclient.list_networks()["networks"]
_t = self.keystoneclient.tenant_id
nics = [
{"net-id": net["id"]}
for net in nets
if not net["router:external"] and net["tenant_id"] == _t
]
return nics
image_id = self.get_image_id(vm["image"]) if vm.get("image") else ""
params = {
"image": image_id,
"flavor": self.get_flavor_id(vm["flavor"]),
"nics": get_vm_nics(vm),
"name": vm["name"],
"key_name": vm.get("key_name"),
}
if "server_group" in vm and self.server_groups_supported:
params["scheduler_hints"] = {"group": self.get_server_group_id(vm["server_group"])}
return params
def create_server_groups(self):
def _create_groups(server_groups_list):
for server_group in server_groups_list:
self.novaclient.server_groups.create(**server_group)
_create_groups(self.config.server_groups)
for tenant in self.config.tenants:
if not tenant.get("server_groups"):
continue
self.switch_user(self.username, self.password, tenant["name"])
_create_groups(tenant["server_groups"])
self.switch_user(self.username, self.password, self.tenant)
def create_vms(self):
def wait_for_vm_creating():
""" When limit for creating vms in nova is reached, we receive
exception from nova: 'novaclient.exceptions.OverLimit:
This request was rate-limited. (HTTP 413)'. To handle this we
set limit for vm spawning.
"""
spawning_vms = None
for _ in range(TIMEOUT):
all_vms = self.novaclient.servers.list(search_opts={"all_tenants": 1})
spawning_vms = [vm.id for vm in all_vms if vm.status == "BUILD"]
if len(spawning_vms) >= VM_SPAWNING_LIMIT:
time.sleep(1)
else:
break
else:
raise RuntimeError(
'VMs with ids {0} were in "BUILD" state more than {1} '
"seconds".format(spawning_vms, TIMEOUT)
)
def create_vms(vm_list):
vm_ids = []
for vm in vm_list:
wait_for_vm_creating()
_vm = self.novaclient.servers.create(**self._get_parameters_for_vm_creating(vm))
vm_ids.append(_vm.id)
if not vm.get("fip"):
continue
self.wait_until_objects_created([_vm.id], self.check_vm_state, TIMEOUT)
fip = self.neutronclient.create_floatingip(
{"floatingip": {"floating_network_id": self.ext_net_id}}
)
_vm.add_floating_ip(fip["floatingip"]["floating_ip_address"])
return vm_ids
vms = create_vms(self.config.vms)
for tenant in self.config.tenants:
if not tenant.get("vms"):
continue
keypairs = set([vm["key_name"] for vm in tenant["vms"] if vm.get("key_name")])
# Split all vms on with and without keypair
keypairs_vms = {keypair: [] for keypair in keypairs}
vms_wo_keypairs = []
for vm in tenant["vms"]:
if vm.get("key_name"):
keypairs_vms[vm["key_name"]].append(vm)
else:
vms_wo_keypairs.append(vm)
for keypair in keypairs_vms:
username = [kp["user"] for kp in self.config.keypairs if kp["name"] == keypair][0]
user = [user for user in self.config.users if user["name"] == username][0]
if user["tenant"]!= tenant["name"]:
msg = 'Keypair "{0}" not accessible from tenant "{1}"'
raise RuntimeError(msg.format(keypair[0], tenant["name"]))
self.switch_user(
user=user["name"], password=user["password"], tenant=tenant["name"]
)
vms.extend(create_vms(keypairs_vms[keypair]))
user = [u for u in self.config.users if u.get("tenant") == tenant["name"]][0]
self.switch_user(user=user["name"], password=user["password"], tenant=tenant["name"])
vms.extend(create_vms(vms_wo_keypairs))
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
self.wait_until_objects_created(vms, self.check_vm_state, TIMEOUT)
def create_vm_snapshots(self):
snp_ids = []
for snapshot in self.config.snapshots:
self.novaclient.servers.create_image(
server=self.get_vm_id(snapshot["server"]), image_name=snapshot["image_name"]
)
snp = self.glanceclient.images.get(self.get_image_id(snapshot["image_name"]))
snp_ids.append(snp.id)
self.wait_until_objects_created(snp_ids, self.check_snapshot_state, TIMEOUT)
def create_networks(self, networks):
def get_body_for_network_creating(_net):
params = [
"name",
"admin_state_up",
"shared",
"router:external",
"provider:network_type",
"provider:segmentation_id",
"provider:physical_network",
]
return {param: _net[param] for param in params if param in _net}
def get_body_for_subnet_creating(_subnet):
params = [
"name",
"cidr",
"allocation_pools",
"dns_nameservers",
"host_routes",
"ip_version",
"network_id",
]
return {param: _subnet[param] for param in params if param in _subnet}
for network in networks:
net = self.neutronclient.create_network(
{"network": get_body_for_network_creating(network)}
)
for subnet in network["subnets"]:
subnet["network_id"] = net["network"]["id"]
_subnet = self.neutronclient.create_subnet(
{"subnet": get_body_for_subnet_creating(subnet)}
)
self.neutronclient.create_port({"port": {"network_id": net["network"]["id"]}})
if subnet.get("routers_to_connect") is not None:
for router in subnet["routers_to_connect"]:
router_id = self.get_router_id(router)
self.neutronclient.add_interface_router(
router_id, {"subnet_id": _subnet["subnet"]["id"]}
)
if (
not network.get("router:external")
or subnet.get("set_as_gateway_for_routers") is None
):
continue
routers = subnet["set_as_gateway_for_routers"]
for router, gw_info in routers.iteritems():
router_id = self.get_router_id(router)
parameters = {"network_id": net["network"]["id"]}
if (
self.openstack_release in ["icehouse", "juno"]
and gw_info.get("enable_snat") is not None
):
parameters["enable_snat"] = gw_info.get("enable_snat")
self.neutronclient.add_gateway_router(router_id, parameters)
def create_routers(self, routers=None):
if routers:
for router in routers:
self.neutronclient.create_router(router)
else:
for router in self.config.routers:
self.neutronclient.create_router(router)
for tenant in self.config.tenants:
if tenant.get("routers"):
self.switch_user(
user=self.username, password=self.password, tenant=tenant["name"]
)
for router in tenant["routers"]:
self.neutronclient.create_router(router)
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
def get_subnet_id(self, name):
subs = self.neutronclient.list_subnets()["subnets"]
for sub in subs:
if sub["name"] == name:
return sub["id"]
def create_unassociated_fips(self, neutronclient, fips_count, net_id):
for _ in range(fips_count):
neutronclient.create_floatingip({"floatingip": {"floating_network_id": net_id}})
def get_pool_id(self, name):
pools = self.neutronclient.list_pools()["pools"]
for pool in pools:
if pool["name"] == name:
return pool["id"]
def create_pools(self, pools):
for pool in pools:
pool["tenant_id"] = self.get_tenant_id(pool["tenant_name"])
pool["subnet_id"] = self.get_subnet_id(pool["subnet_name"])
pool = {i: v for i, v in pool.iteritems() if i not in ["tenant_name", "subnet_name"]}
self.neutronclient.create_pool({"pool": pool})
def create_members(self, members):
for member in members:
member["pool_id"] = self.get_pool_id(member["pool_name"])
member["tenant_id"] = self.get_tenant_id(member["tenant_name"])
member = {i: v for i, v in member.iteritems() if i not in ["pool_name", "tenant_name"]}
self.neutronclient.create_member({"member": member})
def create_monitors(self, monitors):
for mon in monitors:
mon["tenant_id"] = self.get_tenant_id(mon["tenant_name"])
mon = {i: v for i, v in mon.iteritems() if i not in ["tenant_name"]}
self.neutronclient.create_health_monitor({"health_monitor": mon})
def create_vips(self, vips):
for vip in vips:
vip["pool_id"] = self.get_pool_id(vip["pool_name"])
vip["tenant_id"] = self.get_tenant_id(vip["tenant_name"])
vip["subnet_id"] = self.get_subnet_id(vip["subnet_name"])
vip = {
i: v
for i, v in vip.iteritems()
if i not in ["tenant_name", "pool_name", "subnet_name"]
}
self.neutronclient.create_vip({"vip": vip})
@clean_if_exists
def create_all_networking(self):
self.create_routers()
self.create_networks(self.config.networks)
# Getting ip address for real network. This networks will be used to
self.ext_net_id = self.get_net_id(
[n["name"] for n in self.config.networks if n.get("real_network")][0]
)
self.create_pools(self.config.pools)
self.create_members(self.config.members_lbaas)
self.create_monitors(self.config.monitors)
self.create_vips(self.config.vips)
for tenant in self.config.tenants:
if tenant.get("networks"):
self.switch_user(user=self.username, password=self.password, tenant=tenant["name"])
self.create_networks(tenant["networks"])
if tenant.get("pools"):
self.create_pools(tenant["pools"])
if tenant.get("members_lbaas"):
self.create_members(tenant["members_lbaas"])
if tenant.get("monitors"):
self.create_monitors(tenant["monitors"])
if tenant.get("vips"):
self.create_vips(tenant["vips"])
if tenant.get("unassociated_fip"):
self.create_unassociated_fips(
self.neutronclient, tenant.get("unassociated_fip"), self.ext_net_id
)
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
def create_security_group(self, sg_list):
for security_group in sg_list:
# pylint: disable=no-member
gid = self.novaclient.security_groups.create(
name=security_group["name"], description=security_group["description"]
).id
if "rules" in security_group:
for rule in security_group["rules"]:
self.novaclient.security_group_rules.create(
gid,
ip_protocol=rule["ip_protocol"],
from_port=rule["from_port"],
to_port=rule["to_port"],
cidr=rule["cidr"],
)
def create_security_groups(self):
for tenant in self.config.tenants:
if "security_groups" in tenant:
self.switch_user(user=self.username, password=self.password, tenant=tenant["name"])
self.create_security_group(tenant["security_groups"])
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
def create_security_group_rule(
self,
group_id,
tenant_id,
protocol="tcp",
port_range_min=22,
port_range_max=22,
direction="ingress",
):
sec_rule = {
"security_group_rule": {
"security_group_id": group_id,
"protocol": protocol,
"direction": direction,
"tenant_id": tenant_id,
"port_range_min": port_range_min,
"port_range_max": port_range_max,
}
}
self.neutronclient.create_security_group_rule(sec_rule)
def create_cinder_volumes(self, volumes_list):
def wait_until_vms_with_fip_accessible(_vm_id):
vm = self.novaclient.servers.get(_vm_id)
self.migration_utils.open_ssh_port_secgroup(self, vm.tenant_id)
try:
fip_addr = self.migration_utils.get_vm_fip(vm)
except RuntimeError:
return
self.migration_utils.wait_until_vm_accessible_via_ssh(fip_addr)
def get_params_for_volume_creating(_volume):
params = ["display_name", "size", "imageRef", "metadata"]
vt_exists = "volume_type" in _volume and [
vt
for vt in self.cinderclient.volume_types.list()
if vt.name == _volume["volume_type"]
]
if vt_exists:
params.append("volume_type")
if "image" in _volume:
_volume["imageRef"] = self.get_image_id(_volume["image"])
return {param: _volume[param] for param in params if param in _volume}
vlm_ids = []
for volume in volumes_list:
if "user" in volume:
user = [u for u in self.config.users if u["name"] == volume["user"]][0]
self.switch_user(
user=user["name"], password=user["password"], tenant=user["tenant"]
)
vlm = self.cinderclient.volumes.create(**get_params_for_volume_creating(volume))
# pylint: disable=no-member
vlm_ids.append(vlm.id)
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
self.wait_until_objects_created(vlm_ids, self.check_volume_state, TIMEOUT)
vlm_ids = []
for volume in volumes_list:
if "server_to_attach" not in volume:
continue
vlm_id = self.get_volume_id(volume["display_name"])
vm_id = self.get_vm_id(volume["server_to_attach"])
wait_until_vms_with_fip_accessible(vm_id)
self.novaclient.volumes.create_server_volume(
server_id=vm_id, volume_id=vlm_id, device=volume["device"]
)
vlm_ids.append(vlm_id)
self.wait_until_objects_created(vlm_ids, self.check_volume_state, TIMEOUT)
def create_cinder_snapshots(self, snapshot_list):
for snapshot in snapshot_list:
self.cinderclient.volume_snapshots.create(**snapshot)
def create_cinder_objects(self):
self.create_cinder_volumes(self.config.cinder_volumes)
self.create_cinder_snapshots(self.config.cinder_snapshots)
for tenant in self.config.tenants:
if "cinder_volumes" in tenant:
self.switch_user(user=self.username, password=self.password, tenant=tenant["name"])
self.create_cinder_volumes(tenant["cinder_volumes"])
if "cinder_snapshots" in tenant:
self.create_cinder_snapshots(tenant["cinder_snapshots"])
self.switch_user(user=self.username, password=self.password, tenant=self.tenant)
def write_data_to_volumes(self):
"""Method creates file and md5sum of this file on volume
"""
volumes = self.config.cinder_volumes
volumes += itertools.chain(
*[
tenant["cinder_volumes"]
for tenant in self.config.tenants
if "cinder_volumes" in tenant
]
)
for volume in volumes:
attached_volume = volume.get("server_to_attach")
if not volume.get("write_to_file") or not attached_volume:
continue
if not volume.get("mount_point"):
msg = "Please specify mount point for volume %s"
raise RuntimeError(msg % volume["name"])
vm = self.novaclient.servers.get(self.get_vm_id(volume["server_to_attach"]))
vm_ip = self.migration_utils.get_vm_fip(vm)
# Make filesystem on volume. The OS assigns the volume to the next
cmd = "/usr/sbin/mkfs.ext2 /dev/vdb"
self.migration_utils.execute_command_on_vm(vm_ip, cmd)
cmd = "mkdir -p %s" % volume["mount_point"]
self.migration_utils.execute_command_on_vm(vm_ip, cmd)
# Mount volume
cmd = "mount {0} {1}".format(volume["device"], volume["mount_point"])
self.migration_utils.execute_command_on_vm(vm_ip, cmd)
for _file in volume["write_to_file"]:
_path, filename = os.path.split(_file["filename"])
path = "{0}/{1}".format(volume["mount_point"], _path)
if _path:
cmd = "mkdir -p {path}".format(path=path)
self.migration_utils.execute_command_on_vm(vm_ip, cmd)
cmd = "sh -c \"echo '{content}' > {path}/{filename}\""
self.migration_utils.execute_command_on_vm(
vm_ip, cmd.format(path=path, content=_file["data"], filename=filename)
)
cmd ='sh -c "md5sum {path}/{_file} > {path}/{_file}_md5"'
self.migration_utils.execute_command_on_vm(
vm_ip, cmd.format(path=path, _file=filename)
)
def create_invalid_cinder_objects(self):
invalid_volume_tmlt = "cinder_volume_%s"
volumes = [
{"display_name": invalid_volume_tmlt % st, "size": 1,}
for st in self.config.INVALID_STATUSES
]
existing = [
vol.display_name
for vol in self.cinderclient.volumes.list(search_opts={"all_tenants": 1})
]
volumes = [vol for vol in volumes if vol["display_name"] not in existing]
if volumes:
self.create_cinder_volumes(volumes)
for st in self.config.INVALID_STATUSES:
vol = self.cinderclient.volumes.find(display_name=invalid_volume_tmlt % st)
self.cinderclient.volumes.reset_state(vol, state=st)
def create_swift_container_and_objects(self):
for cont in self.config.swift_containers:
self.put_swift_container(cont["name"])
for obj in cont["objects"]:
contents = None
if "random_contents_size_in_MB" in obj and "contents" in obj:
msg = (
"Object {obj_name} contains the 'contents' and "
"'random_contents_size_im_MB parameters' - "
"must be only one"
)
raise RuntimeError(msg.format(obj_name=obj["name"]))
if "random_contents_size_in_MB" in obj:
size = obj["random_contents_size_in_MB"]
contents = os.urandom(1024 * 1024 * size)
elif "contents" in obj:
contents = obj["contents"]
self.put_swift_object(cont["name"], obj["name"], contents)
if "metadata" in obj:
self.post_swift_object(cont["name"], obj["name"], obj["metadata"])
def emulate_vm_states(self):
for vm_state in self.config.vm_states:
# emulate error state:
if vm_state["state"] == u"error":
self.novaclient.servers.reset_state(
server=self.get_vm_id(vm_state["name"]), state=vm_state["state"]
)
# emulate suspend state:
elif vm_state["state"] == u"suspend":
self.novaclient.servers.suspend(self.get_vm_id(vm_state["name"]))
# emulate resize state:
elif vm_state["state"] == u"pause":
self.novaclient.servers.pause(self.get_vm_id(vm_state["name"]))
# emulate stop/shutoff state:
elif vm_state["state"] == u"stop":
self.novaclient.servers.stop(self.get_vm_id(vm_state["name"]))
# emulate resize state:
elif vm_state["state"] == u"resize":
self.novaclient.servers.resize(self.get_vm_id(vm_state["name"]), "2")
def generate_vm_state_list(self):
data = {}
for vm in self.novaclient.servers.list(search_opts={"all_tenants": 1}):
for _ in range(TIMEOUT):
_vm = self.novaclient.servers.get(vm.id)
if _vm.status!= u"RESIZE":
break
time.sleep(1)
vm_state = self.novaclient.servers.get(vm.id).status
data[vm.name] = vm_state
file_path = conf.pre_migration_vm_states_file
file_path = self.get_abs_path(file_path)
with open(file_path, "w") as outfile:
json.dump(data, outfile, sort_keys=True, indent=4, ensure_ascii=False)
def delete_flavor(self, flavor="del_flvr"):
"""
Method for flavor deletion.
"""
try:
self.novaclient.flavors.delete(self.get_flavor_id(flavor))
except nv_exceptions.ClientException:
self.log.warning("Flavor %s failed to delete:", flavor, exc_info=True)
def update_network_quotas(self):
tenants = {ten.name: ten.id for ten in self.keystoneclient.tenants.list()}
for tenant in self.config.tenants:
if "quota_network" not in tenant:
continue
ten_id = tenants[tenant["name"]]
quota_net = tenant["quota_network"]
self.neutronclient.update_quota(ten_id, {"quota": quota_net})
def modify_admin_tenant_quotas(self):
for tenant in self.config.tenants:
if "quota" in tenant:
self.novaclient.quotas.update(
tenant_id=self.get_tenant_id(self.tenant), **tenant["quota"]
)
break
def change_admin_role_in_tenants(self):
for tenant in self.config.tenants:
self.keystoneclient.roles.remove_user_role(
self.get_user_id(self.username),
self.get_role_id("admin"),
self.get_tenant_id(tenant["name"]),
)
self.switch_user(self.username, self.password, self.tenant)
def delete_users(self):
for user in self.config.users:
if user.get("deleted"):
self.keystoneclient.users.delete(self.get_user_id(user["name"]))
def delete_tenants(self):
for tenant in self.config.tenants:
if tenant.get("deleted"):
self.keystoneclient.tenants.delete(self.get_tenant_id(tenant["name"]))
def create_tenant_wo_sec_group_on_dst(self):
"""
Method for check fixed issue, when on dst tenant does not have
security group, even default, while on src this tenant has security
group.
"""
for t in self.config.tenants:
if not t.get("deleted") and t["enabled"]:
try:
self.dst_cloud.keystoneclient.tenants.create(
tenant_name=t["name"], description=t["description"], enabled=t["enabled"]
)
except ks_exceptions.Conflict:
pass
def create_user_on_dst(self):
"""
Method for check fixed issue, when on dst and src exists user with
same user tenant role.
1. Get one user tenant role from config
2. Get user from config, which should be created
3. Create roles, which specified in user tenant roles
4. Get tenants, in which user has roles and tenant which the user
belongs
5. Create tenants
6. Create user
7. Create user tenant roles
"""
user_tenant_role = self.config.user_tenant_roles[0]
username, roles_to_create = user_tenant_role.items()[0]
user = [user for user in self.config.users if username == user["name"]][0]
tenants_names = [user["tenant"]]
for role in roles_to_create:
try:
self.dst_cloud.keystoneclient.roles.create(name=role["role"])
except ks_exceptions.Conflict:
self.log.warning(
"There was an error during role creating on " "dst:", exc_info=True
)
continue
if role["tenant"] not in tenants_names:
tenants_names.append(role["tenant"])
tenants_to_create = [
t
for t in self.config.tenants
if t["name"] in tenants_names and not self.dst_cloud.tenant_exists(t["name"])
]
self.dst_cloud.create_tenants(tenants_to_create)
self.dst_cloud.create_users([user])
self.dst_cloud.create_user_tenant_roles([user_tenant_role])
def create_volumes_from_images(self):
self.create_cinder_volumes(self.config.cinder_volumes_from_images)
def boot_vms_from_volumes(self):
for vm in self.config.vms_from_volumes:
params = self._get_parameters_for_vm_creating(vm)
params["block_device_mapping_v2"] = []
params["block_device_mapping_v2"].append(
{
"source_type": "volume",
"delete_on_termination": False,
"boot_index": 0,
"uuid": self.get_volume_id(vm["volume"]),
"destination_type": "volume",
}
)
self.novaclient.servers.create(**params)
def break_vm(self):
""" Method delete vm via virsh to emulate situation, when vm is valid
and active in nova db, but in fact does not exist
"""
vms_to_break = []
for vm in self.migration_utils.get_all_vms_from_config():
if vm.get("broken"):
vms_to_break.append(self.get_vm_id(vm["name"]))
for vm in vms_to_break:
inst_name = getattr(self.novaclient.servers.get(vm), "OS-EXT-SRV-ATTR:instance_name")
cmd = "virsh destroy {0} && virsh undefine {0}".format(inst_name)
self.migration_utils.execute_command_on_vm(
self.get_vagrant_vm_ip(), cmd, username="root", password=""
)
def delete_image_on_dst(self):
""" Method delete images with a 'delete_on_dst' flag on
the destenation cloud. During migration CF must migrate the image
and generate new UUID for the image, because image with the original
UUID has been deleted.
"""
all_images = self.migration_utils.get_all_images_from_config()
images_to_delete = [image for image in all_images if image.get("delete_on_dst")]
for image in images_to_delete:
image_id = self.dst_cloud.get_image_id(image["name"])
self.dst_cloud.glanceclient.images.delete(image_id)
def break_images(self):
all_images = self.migration_utils.get_all_images_from_config()
images_to_break = [image for image in all_images if image.get("broken")]
images_to_delete = [image for image in all_images if image.get("is_deleted")]
for image in images_to_break:
image_id = self.get_image_id(image["name"])
cmd = "rm -rf /var/lib/glance/images/%s" % image_id
self.migration_utils.execute_command_on_vm(
self.get_vagrant_vm_ip(), cmd, username="root", password=""
)
for image in images_to_delete:
image_id = self.get_image_id(image["name"])
self.glanceclient.images.delete(image_id)
def create_dst_networking(self):
self.dst_cloud.create_routers(self.config.dst_routers)
self.dst_cloud.create_networks(self.config.dst_networks)
for net in self.config.dst_networks:
if net.get("real_network"):
ext_net_id = self.dst_cloud.get_net_id(net.get("name"))
self.create_unassociated_fips(
self.dst_cloud.neutronclient, self.config.dst_unassociated_fip, ext_net_id
)
def create_ext_net_map_yaml(self):
src_ext_nets = [net["name"] for net in self.config.networks if net.get("router:external")]
dst_ext_nets = [
net["name"] for net in self.config.dst_networks if net.get("router:external")
]
file_path = self.get_abs_path(self.config.ext_net_map)
with open(file_path, "w") as f:
for src_net in src_ext_nets:
for dst_net in dst_ext_nets:
if src_net == dst_net:
src_net_id = self.get_net_id(src_net)
dst_net_id = self.dst_cloud.get_net_id(dst_net)
f.write(
"{src_net}: {dst_net}".format(src_net=src_net_id, dst_net=dst_net_id)
)
def run_preparation_scenario(self):
self.init_dst_cloud()
self.log.info("Creating tenants")
self.create_tenants()
self.log.info("Creating users")
self.create_users()
self.log.info("Creating roles")
self.create_roles()
self.log.info("Creating keypairs")
self.create_keypairs()
self.log.info("Modifying quotas")
self.modify_quotas()
self.log.info("Creating flavors")
self.create_flavors()
self.log.info("Uploading images")
self.upload_image()
self.log.info("Creating networking")
self.create_all_networking()
if self.openstack_release in ["icehouse", "juno"]:
self.log.info("Creating server groups")
self.create_server_groups()
self.log.info("Create bootable volume from image")
self.create_volumes_from_images()
self.log.info("Boot vm from volume")
self.boot_vms_from_volumes()
self.log.info("Creating vms")
self.create_vms()
self.log.info("Breaking VMs")
self.break_vm()
self.log.info("Breaking Images")
self.break_images()
self.log.info("Delete images on dst")
self.delete_image_on_dst()
self.log.info("Updating filtering")
self.update_filtering_file()
self.log.info("Creating vm snapshots")
self.create_vm_snapshots()
self.log.info("Creating security groups")
self.create_security_groups()
self.log.info("Creating cinder objects")
self.create_cinder_objects()
self.log.info("Writing data into the volumes")
self.write_data_to_volumes()
self.log.info("Creating invalid cinder objects")
self.create_invalid_cinder_objects()
self.log.info("Create swift containers and objects")
self.create_swift_container_and_objects()
self.log.info("Emulating vm states")
self.emulate_vm_states()
self.log.info("Generating vm states list")
self.generate_vm_state_list()
self.log.info("Deleting flavor")
self.delete_flavor()
self.log.info("Modifying admin tenant quotas")
self.modify_admin_tenant_quotas()
self.log.info("Update network quotas")
self.update_network_quotas()
self.log.info("Change admin role in tenants")
self.change_admin_role_in_tenants()
self.log.info("Creating user tenant roles")
self.create_user_tenant_roles()
self.log.info("Delete users which should be deleted")
self.delete_users()
self.log.info("Delete tenants which should be deleted")
self.delete_tenants()
self.log.info("Create tenant on dst, without security group")
self.create_tenant_wo_sec_group_on_dst()
self.log.info("Create role on dst")
self.create_user_on_dst()
self.log.info("Creating networks on dst")
self.create_dst_networking()
self.log.info("Creating networks map")
self.create_ext_net_map_yaml()
What methods are used to create tenants in the preparation scenario?
| null |
lmsys/lmsys-chat-1m
| null | 421,349 | 0 | 1,304 |
8 PX VILLE DE VIRE - CLAUDE FOUCAULT - 16 partants
34.000 Euros - Attelé. - Course D, 2.825 mètres. - Corde à droite - 1 FARCEUR DE CONDE Déferré des 4 COLLETTE A. MORIN F.M.
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2 HERAKLION Déferré des 4 LEVESQUE P. LEVESQUE P.
135015 F6 2825 3a Da 7a 1a Da 4a 5a 2a Da (22) 5a Da 0a
Apprenti Sorcier-quatabelle
3 HAUTAIN Déferré des postérieurs LEBOURGEOIS Y. LEBARQUE V.
135430 M6 2825 3a 4a 1a 5a 0a 2a Da 3a 0a (22) Da 0a 0a
Ready Cash-nika
4 HASARD D'ERABLE Déferré des antérieurs THOMAIN D. THOMAIN C.
136095 H6 2825 1a 1a 4a 1a Da 2a 2a 3a (22) 1a 2a 2a 7a
Up And Quick-abbaye D'Erable
2850 mètres
5 FIGOLU FRAZEEN Plaqué des antérieurs BEAUCHENE TH. GOETZ Mlle V.M.
268225 H8 2850 3a Da Dm 7a 4a 1a Dm 4a 9m 0a (22) 0a 3a
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6 HALICIA BELLA WIELS A. MARMION J.P.
271390 F6 2850 8a 6a 2a 3a 8a (22) 4a 2a 1a 5a 1a 3a 1a
Bold Eagle-talicia Bella
7 EFFIGIE ROYALE Déferré des 4 BAZIRE N. JAULNEAU N.
272440 F9 2850 (22) 9a 9a 7a Da 8a 3a 7a 4a 0a 8a (21) 0a 4a
Echo-union De Josylda
8 EPSON D'ARIANE BETHOUART D. BETHOUART D.
273280 H9 2850 8a Da 5a 7a 3a Da 4a 1a (22) 2a 9a 8a 6a
Uppercut Du Rib-passion D'Ariane
9 FEE LUCERNAISE Déferré des 4 NIVARD F. CHARUEL M.
273470 F8 2850 3a 6a 2a 8a 5a 0a 3a (22) 8a 2a 0a 8a 0a
Quickly Paris-rose Lucernaise
10 GUIDE MOI FORGAN ROCHARD B. CASTEL P.
275080 M7 2850 0a 7a 4a (22) 6m 1m 6a 0a 0a 6a (21) 3m 2m 2m
Neutron Du Cebe-trajane
11 GLAMOUR QUEEN Déferré des postérieurs DUBOIS J.PH. MOULIN PH.
275930 F7 2850 9a Da 2a 2a 0a 8a (22) 7a 2a 5a 8a 9a 0a
Prodigious-queen'S Glory
12 FANFARONNEUR Déferré des postérieurs MOTTIER M. LE BEC H.
277160 H8 2850 9a 5a 3a 9a 2a 5a 1a 4a 2a 6a 8a (22) 2a
Rockfeller Center-miss Bonette
13 HALLIX GILLOT G. GILLOT G.
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Roc Meslois-titania
14 GENDREEN ABRIVARD A. ABRIVARD L.CL.
282920 H7 2850 2a 3a 0a 1a Da 1a 3a 2a (22) 2a 1a 1a 1a
Boccador De Simm-miss Gendrenne
15 EROICO BELLO HEON D. GARREAU A.
283590 H9 2850 2m 8m Dm (22) 1m 0a 0m 0a Dm 0m 1m Dm (21) 2m
Un Mec D'Heripre-qualicia Bella
16 ESPACE WINNER LEBLANC K. ABRIVARD L.CL.
300800 H9 2850 0a (22) 1m 1m 1m 1m Dm 0a 6a Da (21) 1m 0a 1m
Prince D'Espace-fanfreluche Du Rib . A partir des données fournies, déterminez une sélection de 2 chevaux dans l'ordre de vos préférence susceptibles de figurer premiers à l'arrivée de la course.Ne pas afficher les argumentations de la réponse et récupérer la sélection de façon horizontale.
|
76401600765542c4bd9f274466e52ee5
|
zai-org/LongAlign-10k
|
92d0400b1dc371cd3d179d660439b832c3ad5aecf1444ad4
| 2,342 | 0 | 6,014 |
// language: Java
package com.hajun.rho.main;
import java.awt.BorderLayout;
import java.awt.Color;
import java.awt.Dimension;
import java.awt.EventQueue;
import java.awt.Image;
import java.awt.Toolkit;
import java.awt.event.ActionEvent;
import java.awt.event.ActionListener;
import java.awt.event.MouseEvent;
import java.awt.event.MouseListener;
import java.beans.PropertyChangeEvent;
import java.beans.PropertyChangeListener;
import java.text.ParseException;
import java.text.SimpleDateFormat;
import java.util.ArrayList;
import java.util.Calendar;
import java.util.List;
import javax.swing.BoxLayout;
import javax.swing.ImageIcon;
import javax.swing.JButton;
import javax.swing.JCheckBox;
import javax.swing.JFrame;
import javax.swing.JLabel;
import javax.swing.JOptionPane;
import javax.swing.JPanel;
import javax.swing.JScrollPane;
import javax.swing.JTabbedPane;
import javax.swing.JTable;
import javax.swing.JTextField;
import javax.swing.ScrollPaneConstants;
import javax.swing.SwingConstants;
import javax.swing.border.EmptyBorder;
import javax.swing.border.LineBorder;
import javax.swing.event.ChangeEvent;
import javax.swing.event.ChangeListener;
import org.jfree.chart.ChartFactory;
import org.jfree.chart.ChartPanel;
import org.jfree.chart.JFreeChart;
import org.jfree.chart.plot.PlotOrientation;
import org.jfree.data.category.CategoryDataset;
import org.jfree.data.category.DefaultCategoryDataset;
import org.jfree.ui.RefineryUtilities;
import com.hajun.rho.database.Database;
import com.hajun.rho.dialog.RecordViewDialog;
import com.hajun.rho.listener.Window;
import com.hajun.rho.model.LifePattern;
import com.hajun.rho.model.RecordView;
import com.hajun.rho.service.ChartService;
import com.hajun.rho.service.RecordSaveService;
import com.hajun.rho.service.RecordViewService;
import com.hajun.rho.util.TranceForm;
import com.toedter.calendar.JDateChooser;
public class Main extends JFrame {
/**
*
*/
private static final long serialVersionUID = 1L;
private JPanel contentPane;
private JTable table;
private JTextField textField_1;
private JTextField textField_2;
private JTextField textField_4;
private JTextField textField_9;
private JTextField textField_10;
private JTextField textField_11;
private JPanel panel_1;
private JPanel panel_2;
private JPanel panel_3;
private JPanel panel_4;
private JPanel panel_5;
private JScrollPane scrollPane;
public static void main(String[] args) throws ParseException {
EventQueue.invokeLater(new Runnable() {
public void run() {
try {
Database.getConnection();
Main frame = new Main();
frame.setVisible(true);
} catch (Exception e) {
e.printStackTrace();
}
}
});
}
// 생성자
public Main() {
final JFrame mainFrame = this;
setTitle("하준이 생활 분석 프로그램");
this.addWindowListener(new Window());
setBounds(100, 100, 944, 450);
contentPane = new JPanel();
contentPane.setBorder(new EmptyBorder(5, 5, 5, 5));
setContentPane(contentPane);
contentPane.setLayout(new BorderLayout(0, 0));
Toolkit toolkit = Toolkit.getDefaultToolkit();
Image img = toolkit.getImage("img/favicon.png");
setIconImage(img);
JPanel panel = new JPanel();
contentPane.add(panel);
panel.setLayout(new BoxLayout(panel, BoxLayout.X_AXIS));
JTabbedPane tabbedPane = new JTabbedPane(JTabbedPane.TOP);
panel.add(tabbedPane);
// Tab - 소개
panel_1 = new JPanel();
tabbedPane.addTab("소개", null, panel_1, null);
panel_1.setLayout(null);
JLabel lblNewLabel_14 = new JLabel("Ver. 1.0.0");
lblNewLabel_14.setBounds(844, 10, 57, 15);
panel_1.add(lblNewLabel_14);
JLabel lblNewLabel_15 = new JLabel("Dev. RhoYoungHoon :: E-mail. [email protected]");
lblNewLabel_15.setBounds(308, 347, 300, 15);
panel_1.add(lblNewLabel_15);
JPanel panel_6 = new JPanel();
Calendar today = Calendar.getInstance();
Calendar birthDay = Calendar.getInstance();
birthDay.set(2018, 2, 25);
long longToday = today.getTimeInMillis() / 86400000;
long longBirthDay = birthDay.getTimeInMillis() / 86400000;
int count = (int) (longToday - longBirthDay);
panel_6.setLayout(null);
JLabel dDay = new JLabel("+ " + (count + 1) + " Days");
dDay.setForeground(Color.BLUE);
dDay.setHorizontalAlignment(SwingConstants.CENTER);
dDay.setBounds(12, 117, 376, 68);
dDay.setFont(new java.awt.Font("맑은 고딕", java.awt.Font.PLAIN, 60));
panel_6.add(dDay);
panel_6.setBounds(256, 36, 400, 300);
panel_1.add(panel_6);
// Tab - 기록보기
panel_2 = new JPanel();
tabbedPane.addTab("기록보기", null, panel_2, null);
tabbedPane.setEnabledAt(1, true);
scrollPane = new JScrollPane();
scrollPane.setPreferredSize(new java.awt.Dimension(800, 350));
scrollPane.setViewportBorder(null);
scrollPane.setHorizontalScrollBarPolicy(ScrollPaneConstants.HORIZONTAL_SCROLLBAR_NEVER);
panel_2.add(scrollPane);
// Tab - 데이터 분석
panel_4 = new JPanel();
tabbedPane.addTab("데이터 분석", null, panel_4, null);
panel_4.setLayout(null);
JDateChooser dateChooser = new JDateChooser();
dateChooser.setBounds(35, 14, 120, 20);
panel_4.add(dateChooser);
JLabel lblNewLabel_17 = new JLabel("부터");
lblNewLabel_17.setBounds(163, 14, 35, 15);
panel_4.add(lblNewLabel_17);
JDateChooser dateChooser_1 = new JDateChooser();
dateChooser_1.setBounds(190, 14, 120, 20);
panel_4.add(dateChooser_1);
JLabel lblNewLabel_16 = new JLabel("까지");
lblNewLabel_16.setBounds(322, 14, 35, 15);
panel_4.add(lblNewLabel_16);
dateChooser.addPropertyChangeListener(new PropertyChangeListener() {
public void propertyChange(PropertyChangeEvent evt) {
dateChooser_1.setDate(dateChooser.getDate());
}
});
JPanel panel_7 = new JPanel();
panel_7.setBackground(Color.WHITE);
panel_7.setForeground(Color.BLACK);
panel_7.setBorder(new LineBorder(new Color(0, 0, 0), 1, true));
panel_7.setBounds(36, 46, 845, 316);
panel_4.add(panel_7);
panel_7.setLayout(null);
JLabel lblNewLabel_18 = new JLabel("등록횟수");
lblNewLabel_18.setBounds(12, 10, 120, 15);
panel_7.add(lblNewLabel_18);
JLabel lblNewLabel_19 = new JLabel("총 분유량");
lblNewLabel_19.setBounds(12, 40, 120, 15);
panel_7.add(lblNewLabel_19);
JLabel lblNewLabel_20 = new JLabel("1일 평균 분유량");
lblNewLabel_20.setBounds(12, 70, 120, 15);
panel_7.add(lblNewLabel_20);
JLabel lblNewLabel_21 = new JLabel("1회 평균 분유량");
lblNewLabel_21.setBounds(12, 100, 120, 15);
panel_7.add(lblNewLabel_21);
JLabel lblNewLabel_22 = new JLabel("분유 텀");
lblNewLabel_22.setBounds(12, 130, 120, 15);
panel_7.add(lblNewLabel_22);
JLabel lblNewLabel_23 = new JLabel("소변 횟수");
lblNewLabel_23.setBounds(12, 160, 120, 15);
panel_7.add(lblNewLabel_23);
JLabel lblNewLabel_24 = new JLabel("대변 횟수");
lblNewLabel_24.setBounds(12, 190, 120, 15);
panel_7.add(lblNewLabel_24);
JLabel lblNewLabel_25 = new JLabel("1일 평균 소변 횟수");
lblNewLabel_25.setBounds(12, 220, 120, 15);
panel_7.add(lblNewLabel_25);
JLabel lblNewLabel_26 = new JLabel("1일 평균 대변 횟수");
lblNewLabel_26.setBounds(12, 250, 120, 15);
panel_7.add(lblNewLabel_26);
JLabel lblNewLabel_18_view = new JLabel("-");
lblNewLabel_18_view.setForeground(Color.RED);
lblNewLabel_18_view.setBounds(140, 10, 70, 15);
panel_7.add(lblNewLabel_18_view);
JLabel lblNewLabel_19_view = new JLabel("-");
lblNewLabel_19_view.setForeground(Color.RED);
lblNewLabel_19_view.setBounds(140, 40, 70, 15);
panel_7.add(lblNewLabel_19_view);
JLabel lblNewLabel_20_view = new JLabel("-");
lblNewLabel_20_view.setForeground(Color.RED);
lblNewLabel_20_view.setBounds(140, 70, 70, 15);
panel_7.add(lblNewLabel_20_view);
JLabel lblNewLabel_21_view = new JLabel("-");
lblNewLabel_21_view.setForeground(Color.RED);
lblNewLabel_21_view.setBounds(140, 100, 70, 15);
panel_7.add(lblNewLabel_21_view);
JLabel lblNewLabel_22_view = new JLabel("-");
lblNewLabel_22_view.setForeground(Color.RED);
lblNewLabel_22_view.setBounds(140, 130, 70, 15);
panel_7.add(lblNewLabel_22_view);
JLabel lblNewLabel_23_view = new JLabel("-");
lblNewLabel_23_view.setForeground(Color.RED);
lblNewLabel_23_view.setBounds(140, 160, 70, 15);
panel_7.add(lblNewLabel_23_view);
JLabel lblNewLabel_24_view = new JLabel("-");
lblNewLabel_24_view.setForeground(Color.RED);
lblNewLabel_24_view.setBounds(140, 190, 70, 15);
panel_7.add(lblNewLabel_24_view);
JLabel lblNewLabel_25_view = new JLabel("-");
lblNewLabel_25_view.setForeground(Color.RED);
lblNewLabel_25_view.setBounds(140, 220, 70, 15);
panel_7.add(lblNewLabel_25_view);
JLabel lblNewLabel_26_view = new JLabel("-");
lblNewLabel_26_view.setForeground(Color.RED);
lblNewLabel_26_view.setBounds(140, 250, 70, 15);
panel_7.add(lblNewLabel_26_view);
JButton btnNewButton_1 = new JButton("실행");
btnNewButton_1.addActionListener(new ActionListener() {
public void actionPerformed(ActionEvent e) {
String date1 = TranceForm.dateToCustomFormat(dateChooser.getDate(), "yy-MM-dd 00:00");
String date2 = TranceForm.dateToCustomFormat(dateChooser_1.getDate(), "yy-MM-dd 23:59");
SimpleDateFormat sdf = new SimpleDateFormat("yy-MM-dd HH:mm");
long startDate = 0;
long endDate = 0;
try {
startDate = sdf.parse(date1).getTime();
endDate = sdf.parse(date2).getTime();
} catch (ParseException e1) {
System.out.println("[DEBUG] Main create actionPerformed ParseException --> " + e1.getMessage());
}
RecordViewService rd = new RecordViewService();
RecordView rv = rd.getRecord(startDate, endDate);
lblNewLabel_18_view.setText(rv.getCount() + "회");
lblNewLabel_19_view.setText(rv.getTotal() + "ml");
lblNewLabel_20_view.setText(rv.getAvgMilkForDay() + "ml");
lblNewLabel_21_view.setText(rv.getAvgMilkForCount() + "ml");
lblNewLabel_22_view.setText(rv.getTerm() + "분");
lblNewLabel_23_view.setText(rv.getPeeCount() + "회");
lblNewLabel_24_view.setText(rv.getFecesCount() + "회");
lblNewLabel_25_view.setText(rv.getAvgPeeForDay() + "회");
lblNewLabel_26_view.setText(rv.getAvgFecesForDay() + "회");
}
});
btnNewButton_1.setBounds(371, 13, 97, 23);
panel_4.add(btnNewButton_1);
JButton btnNewButton_2 = new JButton("차트");
btnNewButton_2.addActionListener(new ActionListener() {
public void actionPerformed(ActionEvent e) {
String date1 = TranceForm.dateToCustomFormat(dateChooser.getDate(), "yy-MM-dd 00:00");
String date2 = TranceForm.dateToCustomFormat(dateChooser_1.getDate(), "yy-MM-dd 23:59");
SimpleDateFormat sdf = new SimpleDateFormat("yy-MM-dd HH:mm");
long startDate = 0;
long endDate = 0;
try {
startDate = sdf.parse(date1).getTime();
endDate = sdf.parse(date2).getTime();
} catch (ParseException e1) {
System.out.println("[DEBUG] Main create actionPerformed ParseException --> " + e1.getMessage());
}
ChartService chart = new ChartService("Chart", "일별 분유량 추세선", startDate, endDate);
chart.pack();
RefineryUtilities.centerFrameOnScreen(chart);
chart.setVisible(true);
}
});
btnNewButton_2.setBounds(480, 14, 97, 23);
panel_4.add(btnNewButton_2);
// Tab - 기록하기
panel_5 = new JPanel();
tabbedPane.addTab("기록하기", null, panel_5, null);
panel_5.setLayout(null);
// "일자", "시간", "트림", "분유", "소변", "대변", "목욕", "크림", "키", "몸무게", "비고"
JLabel lblNewLabel = new JLabel("일자");
lblNewLabel.setBounds(49, 10, 57, 15);
panel_5.add(lblNewLabel);
JLabel lblNewLabel_1 = new JLabel("시간");
lblNewLabel_1.setBounds(49, 35, 57, 15);
panel_5.add(lblNewLabel_1);
JLabel lblNewLabel_2 = new JLabel("트림");
lblNewLabel_2.setBounds(49, 85, 57, 15);
panel_5.add(lblNewLabel_2);
JLabel lblNewLabel_3 = new JLabel("분유");
lblNewLabel_3.setBounds(49, 60, 57, 15);
panel_5.add(lblNewLabel_3);
JLabel lblNewLabel_4 = new JLabel("소변");
lblNewLabel_4.setBounds(49, 110, 57, 15);
panel_5.add(lblNewLabel_4);
JLabel lblNewLabel_5 = new JLabel("대변");
lblNewLabel_5.setBounds(49, 135, 57, 15);
panel_5.add(lblNewLabel_5);
JLabel lblNewLabel_6 = new JLabel("목욕");
lblNewLabel_6.setBounds(49, 160, 57, 15);
panel_5.add(lblNewLabel_6);
JLabel lblNewLabel_7 = new JLabel("크림");
lblNewLabel_7.setBounds(49, 185, 57, 15);
panel_5.add(lblNewLabel_7);
JLabel lblNewLabel_8 = new JLabel("키");
lblNewLabel_8.setBounds(49, 210, 57, 15);
panel_5.add(lblNewLabel_8);
JLabel lblNewLabel_9 = new JLabel("몸무게");
lblNewLabel_9.setBounds(49, 235, 57, 15);
panel_5.add(lblNewLabel_9);
JLabel lblNewLabel_10 = new JLabel("비고");
lblNewLabel_10.setBounds(49, 260, 57, 15);
panel_5.add(lblNewLabel_10);
textField_1 = new JTextField();
textField_1.setBounds(136, 7, 116, 21);
panel_5.add(textField_1);
textField_1.setColumns(10);
JLabel lblNewLabel_11 = new JLabel("※ 필수");
lblNewLabel_11.setBounds(264, 10, 57, 15);
panel_5.add(lblNewLabel_11);
textField_2 = new JTextField();
textField_2.setBounds(136, 32, 116, 21);
panel_5.add(textField_2);
textField_2.setColumns(10);
JLabel lblNewLabel_12 = new JLabel("※ 필수");
lblNewLabel_12.setBounds(264, 35, 57, 15);
panel_5.add(lblNewLabel_12);
textField_4 = new JTextField();
textField_4.setBounds(136, 57, 116, 21);
panel_5.add(textField_4);
textField_4.setColumns(10);
JLabel lblNewLabel_13 = new JLabel("※ 필수");
lblNewLabel_13.setBounds(264, 60, 57, 15);
panel_5.add(lblNewLabel_13);
textField_9 = new JTextField();
textField_9.setBounds(136, 207, 116, 21);
panel_5.add(textField_9);
textField_9.setColumns(10);
textField_10 = new JTextField();
textField_10.setBounds(136, 232, 116, 21);
panel_5.add(textField_10);
textField_10.setColumns(10);
textField_11 = new JTextField();
textField_11.setBounds(136, 257, 116, 21);
panel_5.add(textField_11);
textField_11.setColumns(10);
JCheckBox chckbxNewCheckBox = new JCheckBox("");
chckbxNewCheckBox.setBounds(136, 81, 115, 23);
panel_5.add(chckbxNewCheckBox);
JCheckBox chckbxNewCheckBox_1 = new JCheckBox("");
chckbxNewCheckBox_1.setBounds(136, 106, 115, 23);
panel_5.add(chckbxNewCheckBox_1);
JCheckBox chckbxNewCheckBox_2 = new JCheckBox("");
chckbxNewCheckBox_2.setBounds(136, 131, 115, 23);
panel_5.add(chckbxNewCheckBox_2);
JCheckBox chckbxNewCheckBox_3 = new JCheckBox("");
chckbxNewCheckBox_3.setBounds(136, 156, 115, 23);
panel_5.add(chckbxNewCheckBox_3);
JCheckBox chckbxNewCheckBox_4 = new JCheckBox("");
chckbxNewCheckBox_4.setBounds(136, 181, 115, 23);
panel_5.add(chckbxNewCheckBox_4);
JButton btnNewButton = new JButton("저장");
btnNewButton.addActionListener(new ActionListener() {
public void actionPerformed(ActionEvent e) {
// 필수 입력사항 검사
String checkDate = textField_1.getText().trim();
String checkTime = textField_2.getText().trim();
String checkMilk = textField_4.getText().trim();
if (checkDate.equals("") || checkDate == null) {
JOptionPane.showMessageDialog(null, "일자 항목을 입력하세요");
return;
}
if (checkTime.equals("") || checkTime == null) {
JOptionPane.showMessageDialog(null, "시간 항목을 입력하세요");
return;
}
if (checkMilk.equals("") || checkMilk == null) {
JOptionPane.showMessageDialog(null, "분유 항목을 입력하세요");
return;
}
// 데이터 저장
SimpleDateFormat sdf = new SimpleDateFormat("yyMMdd HHmm");
long date = 0;
try {
date = sdf.parse(textField_1.getText().trim() + " " + textField_2.getText().trim()).getTime();
} catch (ParseException e1) {
System.out.println("Main actionPerformed ParseException --> " + e1.getMessage());
}
int milk = Integer.parseInt(textField_4.getText().trim());
int burp = TranceForm.booleanToInt(chckbxNewCheckBox.isSelected());
int pee = TranceForm.booleanToInt(chckbxNewCheckBox_1.isSelected());
int feces = TranceForm.booleanToInt(chckbxNewCheckBox_2.isSelected());
int bath = TranceForm.booleanToInt(chckbxNewCheckBox_3.isSelected());
int cream = TranceForm.booleanToInt(chckbxNewCheckBox_4.isSelected());
String height = textField_9.getText().trim();
String weight = textField_10.getText().trim();
String desc = textField_11.getText().trim();
LifePattern lifePattern = new LifePattern();
lifePattern.setDate(date);
lifePattern.setMilk(milk);
lifePattern.setBurp(burp);
lifePattern.setPee(pee);
lifePattern.setFeces(feces);
lifePattern.setBath(bath);
lifePattern.setCream(cream);
lifePattern.setHeight(height);
lifePattern.setWeight(weight);
lifePattern.setDesc(desc);
System.out.println(lifePattern);
RecordSaveService recordSave = new RecordSaveService();
int result = recordSave.saveLifePattern(lifePattern);
if (result == 1) {
// 값 초기화(일자 제외)
textField_2.setText("");
textField_4.setText("");
chckbxNewCheckBox.setSelected(false);
chckbxNewCheckBox_1.setSelected(false);
chckbxNewCheckBox_2.setSelected(false);
chckbxNewCheckBox_3.setSelected(false);
chckbxNewCheckBox_4.setSelected(false);
textField_9.setText("");
textField_10.setText("");
textField_11.setText("");
textField_2.requestFocusInWindow();
} else {
JOptionPane.showMessageDialog(null, "저장 실패\n입력값을 확인해 주세요");
}
}
});
btnNewButton.setBounds(156, 288, 97, 23);
panel_5.add(btnNewButton);
// ----- /기록하기 탭
tabController(tabbedPane, mainFrame);
}
// Tab 선택시 분기(Tab별 초기화 실행)
private void tabController(JTabbedPane tabbedPane, JFrame mainFrame) {
RecordViewService recordLoad = new RecordViewService();
tabbedPane.addChangeListener(new ChangeListener() {
int selectedIndex = 0;
@Override
public void stateChanged(ChangeEvent e) {
selectedIndex = tabbedPane.getSelectedIndex();
switch (selectedIndex) {
case 0:
// 소개
break;
case 1:
// 기록보기
table = recordLoad.recordView(table);
scrollPane.setViewportView(table);
table.addMouseListener(new MouseListener() {
// 선택한 시간대를 기준으로 다른 일자에서 같은 시간대 찾기
@Override
public void mouseClicked(MouseEvent e) {
List<LifePattern> lpList = new ArrayList<LifePattern>();
int row = table.getSelectedRow();
int col = table.getSelectedColumn();
if (col == 1) {
String time = (String) table.getValueAt(row, col);
try {
SimpleDateFormat sdf = new SimpleDateFormat("HH");
SimpleDateFormat sdf1 = new SimpleDateFormat("yy-MM-dd HH:mm");
int hour = sdf.parse(time).getHours();
String matchTime = null;
int matchHour = 0;
String matchDate = null;
int matchMilk = 0;
long date = 0;
for (int i = 0; i < table.getRowCount(); i++) {
matchTime = (String) table.getValueAt(i, col);
matchHour = sdf.parse(matchTime).getHours();
if (hour == matchHour) {
LifePattern lp = new LifePattern();
matchDate = (String) table.getValueAt(i, col - 1);
matchTime = (String) table.getValueAt(i, col);
date = sdf1.parse(matchDate + " " + matchTime).getTime();
matchMilk = Integer.parseInt((String) table.getValueAt(i, col + 1));
lp.setDate(date);
lp.setMilk(matchMilk);
lpList.add(lp);
}
}
} catch (ParseException e1) {
System.out.println("[DEBUG] " + e1.getMessage());
}
if (lpList.isEmpty()) {
JOptionPane.showMessageDialog(null, "일치하는 항목이 없습니다.");
} else {
new RecordViewDialog(mainFrame, "시간대 매칭", lpList);
}
}
}
@Override
public void mousePressed(MouseEvent e) {
}
@Override
public void mouseReleased(MouseEvent e) {
}
@Override
public void mouseEntered(MouseEvent e) {
}
@Override
public void mouseExited(MouseEvent e) {
}
});
break;
case 2:
// 차트
break;
case 3:
// 데이터 분석
break;
case 4:
// 기록하기
break;
}
}
});
}
}
这个程序的主要功能是什么?它能实现哪些数据的记录和分析?
| null |
lmsys/lmsys-chat-1m
| null | 508,245 | 0 | 1,031 |
The following is an OCR output of a traffic ticket. Please identify the ticket holder's name, address, violation, violation date and time, and the total penalty. The OCR output is:
Name
:
Street
or
POB
:
City
:
hearing
.
The
court
will
tell
me
how
to
request
a
witness's
appearance
.
I
understand
this
will
go
on
my
driving
record
if
I
lose
and
"
traffic
"
is
checked
.
My
mailing
address
is
:
(
PLEASE
PRINT
)
Telephone
:
Is
interpreter
needed
?
Language
:
X
:
(
SIGNATURE
)
INFRACTION
TRAFFIC
NON
TRAFFIC
IN
THE
CITY
/
TOWN
OF
LEA
ORI
#
DISTRICT
MUNICIPAL
COURT
OF
EVERETT
MUNICIPAL
COURT
STATE
OF
WASHINGTON
PLAINTIFF
VS
NAMED
DEFENDANT
COUNTY
OF
ADDRESS
DRIVER'S
LICENSE
NO
(
SCANNED
)
WDL716RB543B
NAME
LAST
SALAMA
MIDDLE
WA0310300
NO
EVERETT
CITY
KENMORE
EMPLOYER
EMPLOYER
LOCATION
DATE
OF
BIRTH
ETHNICITY
SEX
M
10-16-77
RESIDENTIAL
PHONE
NO
CELL
/
PAGER
NO
MP
BLOCK
#
11900
MAHER
19635
81ST
PL
NE
VIOLATION
DATE
ON
OR
ABOUT
02/09/2023
10:36
AT
LOCATION
19TH
AVE
SE
REF
TRAFFIC
WAY
ADDRESS
COURT
ORI
#
WA031051J
THE
UNDER
SIGNED
CERTIFIES
AND
SAYS
THAT
IN
THE
STATE
OF
WASHINGTON
STATE
EXPIRES
PHOTO
ID
MATCHED
CDL
/
CLP
WA
10-16-30
YES
NO
YES
CITY
STATE
ACCIDENT
RACE
OWNER
/
COMPANY
IF
OTHER
THAN
DRIVER
EXEMPT
VEHICLE
State
:
CITY
/
COUNTY
OF
ZIP
CODE
RELATED
#
EVERETT
/
SNOHOMISH
2
VIOLATION
/
STATUTE
CODE
3
VIOLATION
/
STATUTE
CODE
VEH
SPEED
63
46.61.400
1
VIOLATION
/
STATUTE
CODE
SPEEDING
18
MPH
OVER
LIMIT
(
40
OR
U
4
VIOLATION
/
STATUTE
CODE
5
VIOLATION
/
STATUTE
CODE
Email
:
COMMERCIAL
VEHICLE
FIRE
LEA
DID
OPERATE
/
PARK
THE
FOLLOWING
VEHICLE
ON
A
PUBLIC
HIGHWAY
/
PROPERTY
AND
VEH
LICNO
STATE
EXPIRES
VEH
YR
MAKE
ABOUNAM
WA
10-22-23
2021
TR
#
1
LIC
NO
STATE
EXPIRES
TR
YR
MODEL
TESL
MODEL
TR
#
2
LIC
NO
STATE
EXPIRES
TR
YR
Zip
Code
:
TICKET
SERVED
ON
VIOLATOR
/
VEHICLE
TICKET
SENT
TO
COURT
FOR
MAILING
PARKING
3A0177452
FIRST
MINA
SFX
REPORT
#
LANG
Apt
:
(
DATE
)
IF
NEW
ADDRESS
PASSENGER
STATE
ZIP
CODE
WA
980282171
HEIGHT
WEIGHT
EYES
6'08
"
220
BRO
WORK
PHONE
NO
INTERPRETER
NEEDED
DID
THEN
AND
THERE
COMMIT
EACH
OF
THE
FOLLOWING
OFFENSES
IN
A
35
ZONE
SMD
PACE
STYLE
YES
16+
NO
BUS
NO
TOTAL
PENALTY
&
DATE
ISSUED
02-09-23
YES
HAZMAT
YES
NO
AIRCRAFT
PENALTY
$
PENALTY
$
NO
COLOR
BLU
PENALTY
$
HAIR
PENALTY
$
PENALTY
$
217.00
217.00
TICKET
REFERRED
TO
PRO
ECUTOR
E4
C
KLIN
70
08
|
a8f012e6cc6c4b6fb0394a2512d0c086
|
lmsys/lmsys-chat-1m
| null | 21,939 | 0 | 1,229 |
Holdings Data: 'Security Description, Trade Date, Quantity, Unit Cost, NAME_1, Total Cost, Market Value, Unrealized Gain/(Loss), Est Ann Income, Current Yield %|3M COMPANY (MMM), 9/21/20, 48.000, $160.833, $166.020, $7719.97, $7968.96, $248.99 LT, , |, 10/9/20, 162.000, 169.445, 166.020, 27450.17, 26895.24, (554.93) LT, , |Next Dividend Payable 03/2022; Asset Class: Equities, Total, 210.000, , , 35170.14, 34864.20, (305.94) LT, 1243.00, 3.57|ABBVIE INC COM (ABBV), 11/26/19, 300.000, 87.852, 136.890, 26355.45, 41067.00, 14711.55 LT, , |, 1/30/20, 100.000, 81.450, 136.890, 8144.99, 13689.00, 5544.01 LT, , |Next Dividend Payable 02/15/22; Asset Class: Equities, Total, 400.000, , , 34500.44, 54756.00, 20255.56 LT, 2256.00, 4.12|ALPHABET INC CL A (GOOGL) Asset Class: Equities, 1/27/17, 14.000, 859.340, 2706.070, 12030.76, 37884.98, 25854.22 LT, , |AMAZON COM INC (AMZN) Asset Class: Equities, 3/16/20, 13.000, 1734.282, 2991.470, 22545.66, 38889.11, 16343.45 LT, , |AMERICAN EXPRESS CO (AXP) Next Dividend Payable 02/10/22; Asset Class: Equities, 7/19/19, 100.000, 125.467, 179.820, 12546.72, 17982.00, 5435.28 LT, 172.00, 0.96|APPLE INC (AAPL), 4/29/14, 280.000, 21.160, 174.780, 5924.70, 48938.40, 43013.70 LT, , |, 5/15/14, 280.000, 21.131, 174.780, 5916.60, 48938.40, 43021.80 LT, , |, 5/21/14, 280.000, 21.564, 174.780, 6037.80, 48938.40, 42900.60 LT, , |, 6/18/14, 200.000, 23.000, 174.780, 4600.00, 34956.00, 30356.00 LT, , |, 1/30/19, 160.000, 41.343, 174.780, 6614.94, 27964.80, 21349.86 LT, , |Next Dividend Payable 02/2022; Asset Class: Equities, Total, 1200.000, , , 29094.04, 209736.00, 180641.96 LT, 1056.00, 0.50|BANK OF AMERICA CORP (BAC), 10/9/20, 110.000, 25.363, 46.140, 2789.90, 5075.40, 2285.50 LT, , |, 12/21/20, 469.000, 29.382, 46.140, 13780.11, 21639.66, 7859.55 LT, , |Next Dividend Payable 03/2022; Asset Class: Equities, Total, 579.000, , , 16570.01, 26715.06, 10145.05 LT, 486.00, 1.82|COCA COLA CO (KO) Next Dividend Payable 03/2022; Asset Class: Equities, 7/30/20, 313.000, 48.070, 61.010, 15045.91, 19096.13, 4050.22 LT, 526.00, 2.75|CVS HEALTH CORP COM (CVS) Next Dividend Payable 02/01/22; Asset Class: Equities, 12/3/20, 500.000, 71.901, 106.510, 35950.55, 53255.00, 17304.45 LT, 1100.00, 2.07|HOME DEPOT INC (HD) Next Dividend Payable 03/2022; Asset Class: Equities, 11/26/19, 100.000, 220.358, 366.980, 22035.80, 36698.00, 14662.20 LT, 660.00, 1.80'\n\nRetrieve ONLY the following five pieces of information for each holding from the given holdings data: the company name, its symbol or CUSIP, the quantity, the
|
b3f7be69742c4d798736d41f24f7e3f3
|
zai-org/LongAlign-10k
|
8ec828a1449564ee455c86e6ea2fae25d3d4d4e37bbdff40
| 2,011 | 0 | 55,503 |
Trademark and Unfair Competition LawProfessor Beebe – Spring 2012I. Introduction: Foundation of Trademark and Unfair Competition LawA. Theoretical Perspectives: TM serves to (1) IDENTIFY and (2) DISTINGUISH/DISTINCTION of SOURCEThemesConsumer protectionMovement towards owner-protection Avoiding implementation of international agreements Circuit splits/SCOTUS confusion Territorial nature of US trademark rights Move from designation of factory/artisan to brand recognition Significance of TrademarksEconomic Significance of BrandsConsumer drives economy v. agrarian society of trade / industrial production Brands are not about the product, but about the quality and reputation of the brandProducts have 3 Characteristics:Search: e.g., color, price inspected prior to purchaseExperience: e.g., taste verified through use of productCredence: e.g., durability confirmed over timeInformation Economy: De-materialization of the economy intangible, intellectual value, and value in meaningCultural Significance of BrandsSell products based on whether it enhances the image Nike selling lifestyle and image, not just sneakersStatus Goods: signaling status/identity “Veblen” goods (Rolex, NYU)Pro-Football, Inc. v. Harjo (DC Cir. – 2009): Washington Redskins; told PTO it was racialized/scandalous turned on latches, can be brought againMattel + Barbie: M argued against using “Barbie” in book title confusion of association possible Parody – Smith v. Wal-Mart (ND Ga. 2008): Wal-ocaust; Wal-Qaeda (20% confused) First Amendment ConcernsPolitical Significance of BrandIP in TM doesn’t fit quite as nicely into political party preferences as other IP like copyright (supported by Dems) Gorgeous Irreverence to US Brands: China KFG/KFC; Blockberry/BlackberryPurposes of Trademark LawPublic Protection Consumer buys a product and knows it is what they are looking forInformation Asymmetry: Sellers have better information about products / services offered than buyers can uncover w/o buying the product Integrity of Market – AkerloffMark Owner’s Protection Investment of time, money, and energy presenting mark to public; goodwill built with consumersIP = reward + incentive Locke: property = person + labour of body + work of handsEurope: personhood, moral rights approachHistorical Periods of Trademark Scholarship1870 – 1915 – Property Rights: TMs are corporate property and should be protected as such1915 – 1930s – Protect Consumers from TM: TMs persuade people to buy things they don’t need; DOJ hostile to expand TM protection on federal law; part of Lanham delay1980s – Protect Consumers WITH TMs: TMs help by minimizing search costs and ensuring consistent quality levels Scandia Down Corp. v. Euroqulit (7th Cir. 1985 , Easterbrook)Anonymous Source Theory: no longer identify particular factor or geographic location product with same ID would have same quality2000 – TMs as Products Themselves: Product an afterthoughtIP Economy Changes due to: (1) internet, (2) WTO, (3) EU, and (4) Rise of ChinaDe Beers branding diamonds to continue scarcity despite ability to mass produce diamondsB. Early CasesThe Trade-Mark Cases (1879): 1st TM case to reach SCOTUSStatute at Issue: Act of 1870“An Act to revise, consolidate, and amend the statutes relating to patents and copyrights.”“An Act to punish the counterfeiting of TM goods, and the sale or dealing in, of counterfeit TM goods”Holding: Court STRUCK DOWN Act as beyond Congress’s powerTAKEAWAY: The Constitutional authorization for federal TM law COMES LATER through Commerce Clause and 3 Constitutional Clauses 1.8.8: “The Congress shall have Power… to promote the progress of science and useful arts, by securing for limited time… the exclusive right to their respective writings and discoveries.”1.8.3: “The Congress shall have Power… to regulate commerce with foreign nations, and among the several States, and with the Indian tribes.”1.8.18: “The Congress shall have Power… to make all Laws which shall be N&P.”Hanover Star Milling Co. v. Metcalf (SCOTUS 1916)TAKEAWAY: This is the first case to point out that TMs are meant to protect GOODWILL by allowing consumers to know what they are buyingMishawaka Rubber & Woolen Mfg. Co. v. S.S. Kresge Co. (SCOTUS 1942)TAKEAWAY: TMs are “merchandising short-cuts” through which a symbol induces a purchaser to select what he wants; the law protects TMs bc it recognizes the power of symbolsYale Electric Corp. v. Robertson (2d Cir 1928)TAKEAWAY: A TM is the owner’s seal through which the owner’s goods are vouched for; one may not divert customers from another by representing what he sells as coming from another sellerPrestonettes, Inc. v. Coty (SCOTUS 1924)TAKEAWAY: TMs only confer the rights to prohibit its use by another in order to protect the mark’s owner’s good will against the sale of another’s products as his/hersC. Statutory SourcesThe Lanham Act – USC Title 15, Chapter 22BackgroundPassed in 1946: extended federal protection to marks used in commerce, which meant the Act fell under Congress’s power1988: Lanham Act revised1995: Congress added §43©, codifying DILUTIONDistinction between Trademarks and Trade DressTrademark: refers to word marks or 2-dimensional image marks; perhaps can extend to sound, fragrance, etc.Trade Dress: product packaging or configuration, often 3-D in natureProduct Packaging: may be inherently distinctiveE.g., box TM protection, packaging may be torn off and thrown awayProduct Configuration: must always show secondary meaningE.g., shape TM protection because distinctive of sourceNot functional in a way that offends TM lawImportant Lanham Act Sections§1: Bases for registration§1(a) ACTUAL USE§1(b) INTENT TO USE§2: The subject matter of the Lanham Act what can be registered as TM, unless:§2(a) immoral, deceptive, scandalous matter§2(b) flag, coat of arms, insignia of US or other State/municipality§2(c) portrait of former POTUS without consent of widow during her life§2(d) will cause confusion with mark already registered at PTO or in use§2(e) unless mark consists of mark; merely descriptive or deceptively misdescriptive§2(e)(1): will not register because merely descriptive; no source denotative information; descriptive of product only§2(e)(3): geographically misdescriptive (e.g., “Russian” Vodka)§2(e)(4): surname§2(e)(5): functionality§2(f) Statutory basis for idea that mark is merely descriptive may nevertheless receive protection if secondary meaning as orign of sourceRedeems certain marks otherwise excludable by §2(e)Does NOT redeem functional or intentionally misdescriptive marks§3-4: Service and collective/certification marks§8: Duration§15: A mess concerning incontestability of a mark§32: Remedies, infringement, and “innocent infringement”§43(a): Very broadly allowing protections to unregistered marksTrade Dress: design and packaging of materials, and even design / shape of product itself, if packaging or product configuration serve same source-identifying function as TMs§45: DefinitionsService Mark: like TM, but identifying services of one person, including a unique service, from the services of others and to indicate source of services, e.g., character names, distinctive features of radio and TV shows Trade Names: cannot be registered under Lanham Act unless they actually function to identify the source of particular goods or services, rather than merely identifying a companyGenerally registrable in state offices and state / federal common law may provide protection against confusingly similar company namesCertification Marks: used by trade associations or commercial groups to identify a particular type of good may not be limited to single producer; must be open to anyone who meets standards set for certificationLevy v. Kosher Overseers Assoc. of America (SDNY 11995/ 2d Cir 1997): plaintiff sued another for infringing well-known kosher cert. markCollective Marks: used by members of a cooperative, association or collective group or organization, or such with bona fide intention to use the markAloe Crème Labs v. American Society Aesthetic Plastic Surgery (TTAB 1976): denying opposition to registration of collective markAttached to goods/services: useful to franchising, related agreements treated the same as ordinary TMsEU Trademark Directive Articles 2 & 3(1)(a)-(d)Defines TM differently than Lanham Act must be represented GRAHICALLYA directive is BINDING, as to the result to be achieved upon each Member State to which it is addressed, but shall leave to the national authorities the choice of forms and methodsIt is NOT directly and entirely applicable like a regulationRecommendation and opinions shall have no binding forceTRIPS Article 15(1)Different than Directive and Lanham allows for anything ‘visually perceptible’While US allows for smells, tastes, and soundsLouis Vuitton v. Warner Brothers (Hangover II) (SDNY 2011): LVM luggage in airport scene knock off and no permission Tarnishment & Dilution v. Parody / Satire Fair UseChrstian Louboutin v. Yves Saint Laurent (SDNY 2011):Red soles registered in PTO; YSL released all red shoe with red solesConsiderations: Identifies the origin?Confusion?Point of saleInitial InterestPost-sale confusionN.B. everything in TM law turns on court’s perception / consumer’s perception on the signifier of source TMs distinguish & ID sourceRed soles are distinctiveRed soles are aesthetically functional because they make the shoe pop TAKEAWAY: Marks MUST (1) be distinctive of source; and (2) NOT be functionalEssential Question: would competitors be at a significant non-reputation-related disadvantage if Louboutin was allowed to assert exclusive rights (Qualitex)II. Establishment of Trademark RightsA. What can be Protected as a Trademark?Elements of a trademarkTrademark must be (1) Distinctive and (2) non-functional to be protected Distinctiveness: (A) Inherent (Abercrombie/Seabrook) or (B) Acquired (Zatarains)The MAIN function of a mark is to be distinctive of source; no protection if it will not be protectedNon-functional: Non-reputation related competitive advantage/ Essential to use/purpose or Increased cost or qualityLanham Act can be read broadly human beings might use as a ‘symbol’ or ‘device’ almost anything capable of carrying meaning Shape (Coca-Cola bottle)Sound (NBC’s 3-chimes; Tarzan yell) (but not Harley Davidson because functional)Scent (plumeria blossoms on sewing thread)Color (green-gold Qualitex) + secondary meaning as brand ID of sourceTouch/Sensory: (velvety touch on wine bottle)But, functionality argument that touch can help you grip the bottle - especially if utilitarian aspects advertised as being helpful.NOT Taste: don’t get to taste until you’ve purchased, so hard to be a source identifier; could also be functional and seems more suited for patent / trade secret Must not be functional (would be grant of monopoly unlike patent that expires): essential to the use or purpose of the article or if it affects the cost or quality of the article putting competitors at significant non-reputation-related disadvantage (Inwood Labs) Kellogg: pillow-shaped wheat biscuit post-patent)Europe: requires visual depiction (some national TM offices may register smell, just not ECJ level)Ralf Sieckmann v. Deutches Patent: ECJ approved smell markQualitex Co. v. Jacobson (1995): Qualitex sought TM registration for color of green-gold dry cleaning pads in 1991 - use since 1950s; Jacobson (rival) began to sell it too in 1989Holding: no special legal rule prevents color alone from serving as TMConsiderations: color scarcity? Aesthetic value may be function (RST 3d)In re Organon (TTAB 2006): affirms PTO examining attorney’s refusal to register ‘an orange flavor’ as TM for quick-dissolving antidepressantsNot distinctive of source = failure to function as mark + Functional purpose Taste cannot be tasted in advanceIn re Clark (TTAB): high-impact plumeria scent in embroidery thread; only person to produce thread with scent; claims inherently distinctive + secondary meaning wants TM particular scent and leave others free to use other scents; PTO says scents are inherently unregistrable when arbitrary and non-utilitarianTTAB Holding: Scented fragrance DOES function as TM for thread and embroidery yarn (1) emphasized scent in ads; (2) prima facie case of distinctivenessFocused on acquired distinctiveness and not inherent distinctivenessTAKEAWAY: There is NO ontological bar (Qualitex), so something need only distinguish source and be non-functional (which it is here)Note: Very few marks ACTUALLY registered on Clark groundsTMEP §§ 1202.13-1202.15ScentPerfume and air freshener functional, utilitarian purposeMay be registered under §2(f) can NEVER be inherently distinctiveSubstantial evidence required to establish that the scent functions as a markFlavorNEVER inherently distinctive would require SUBSTANTIAL showing of acquired distinctivenessBoard has observed that it is unclear how flavor can function as source indicator because flavor or taste generally performs a utilitarian function consumers have no access to product’s flavor prior to taste to purchaseHologramMust show that it’s being used as a mark and is perceived as mark; 2+ views should be denied on grounds that seeking to register more than 1 markSoundMust create in hearer’s mind an association with goods / servicesMust be unique, different or distinctive sound, not commonplace sound that listeners are accustomed toSound marks for goods that make a sound in normal course of their operation must show secondary meaningB. DistinctivenessSpectrum of Distinctiveness - OverviewInherently Distinctive: immediately capable of identifying a unique product source, rights to mark determined solely by priority of useArbitraryFancifulSuggestive MarksSecondary Meaning: buyers need not know identity of source, only that product or service comes from a single sourceDescriptiveSecondary functions as the TM “fair use” doctrine; fact-specific, relies on reactions of consumers to the mark, tested with surveysGeographicBalance merchant’s interest in accurately describing location against interest of senior users and consumer junior user must confine / adapt geographical usage to avoid likelihood of confusionPersonal NameMay require junior user to issue negative disclaimer; See, Basile (DC Cir. 1990); Gucci (SDNY 1988)Abercrombie & Fitch Co. v. Hunting World, Inc. (2d Cir 1976): Π + ∆ both have clothing lines with label “Safari,” Π sues for infringementHolding: Term “Safari” as related to clothing is GENERIC and as related to boots is MERELY DESCRIPTIVE Complaint DismissedRegistration: Registration creates a PRESUMPTION OF VALIDITYArbitrary, Fanciful, and suggestive marks CAN be registeredDescriptive marks CAN be registered upon a showing of “secondary meaning” (acquired distinctiveness)CIRCUIT APPLICATION: Abercrombie Spectrum is used by ALL circuitsBut less influential when it comes to scopeNOTES:Advantages of inherent distinctivenessEasier registration (no need to show secondary meaning)Scope (infringement side): strength is af actor in analysisAlways analyze in terms of consumer thoughtsImportance is more between inherent/acquired or not, rather than within eachInherent v. Acquired Distinctiveness – Restatement 3d of Unfair Competition: A mark is inherently distinctive because of nature of designation and the context, prospective purchasers are likely to see it as a designation that identifies goods or services produced or sponsored by a particular person, even if source is unknownA mark that has acquired distinctiveness has become distinctive thru use because purchases have come to perceive it as a designation that IDs goods/servicesTMEP §1209.03 – Determining if Mark is Descriptive (rather than suggestive/arbitrary)1209.03(a) – Third-Party Registrations: each case must stand on own merits, not conclusive1209.03(b) – No Dictionary Listing: term has well understood/recognized meaningIn re Orleans Wines (TTAB 1977): “Breadspred” merely descriptive of jellies + jams1209.03(c) – First or Only User: does not justify registration if term is merely descriptive even if first/only user1209.03(d) – Combined Terms: two descriptive terms combined; ask whether combination of terms evokes new/unique commercial impression or if it itself is descriptiveIn re Oppendahl (Fed Cir 2004): “Patents.com” merely descriptive of computer software for managing database of records/tracking records on Internet1209.03(e) – More than One Meaning: descriptiveness must be determined in relation to goods/services for which registration is soughtE.g., In re Chopper Industries1209.03(f) – Picture or Illustration: not if merely illustration of goods or article important feature / characteristic of goods/services1209.03(g) – Foreign Equivalents/Dead or Obscure Languages: foreign equivalent of merely descriptive English word no more registrable than English word itself; dead languages on case-by-case basis if translation doesn’t make sense since non-identifiable1209.03(h) – Incongruity: arbitrary/incongruous combination of English + foreign language registrableE.g., In re Johanna Farms (TTAB 1988): La Yogurt for yogurt1209.03(i) – Intended Users: merely descriptive if just IDs group for whom intendedE.g., In re Planatlytics (TTAB 2004): GASBUYER merely descriptive for gas buyers1209.03(j) – Phonetic Equivalent: merely descriptive if just slight misspelling1209.03(k) – Laudatory Terms: merely descriptive if just attribute quality/excellence1209.03(l) – Telephone Numbers: number + word = rejected under §2(e)(1)1209.03(m) – Domain Names: must function as ID of source of goods/services1209.03(n) – America / American: if in phrase/slogan, look if merely descriptive as laudatory or incapable1209.03(o) – National / International: merely descriptive of services1209.03(p) – Function / Purpose: merely descriptive §2(e)(1)Strange MarksSurnames: Mostly arbitrary, but require a showing of secondary meaning (Lanham §2(f) / TMEP §1211)TTAB TestWhether surname is rareWhether term is surname of anyone connected with applicantWhether term has recognized meaning other than surnameWhether it has the ‘look and feel’ of surnameWhether stylization of lettering is distinctive enough to create separate commercial impressionBut see, Peacable Planet v. TY (7th Cir. 2004): treating the personal name rule as a prohibition against ever using a personal name as a TM absent secondary meaning would lead to ABSURD results; good reason to press rule to logical limitsForeign Words – Doctrine of Foreign Equivalents: if easily recognizable foreign terms, translate to English equivalent and then analyze THAT translation under Abercrombie (TMEP §1207(b)(vi))E.g., In re Optical Int’l (1977): “Optique” is merely descriptiveE.g., Oriental Daily News (1986): Conclusion that Chinese characters SHOULD be translated to English because sufficient number of Mandarin speakers (BB – stretch)E.g., In re Tokutake Ind. (2008): Japanese characters translated outer boundsAcronyms: Generally, acronym or initialism CANNOT be considered descriptive unless the wording it stands for is merely descriptive of goods/service, AND acronym/initialism is readily understood by relevant purchasers to be ‘substantially synonymous’ with merely descriptive wording it represents E.g., Intel Corp v. Radiation (TTAB 1984): ROM is generic because conveys same meaning to listener as “read-only memory”NotesiPhone: PTO decided it had secondary meaning even before it was used because of family of marks family of marks so strong that it had instant secondary meaningAdvantage of Suggestive/Arbitrary/FancifulDon’t have burden of showing secondary meaning; stronger mark for likelihood of confusion (LOC) testSome judges say descriptive marks can’t receive dilution protection regardless of how famous 2d Cir. 1995, but unclear if this happened in 2006 lawMay see what section TM is registered under with PTO, e.g., 2(f) = descriptive + 2nd meaningC. Descriptiveness + Secondary Meaning – DetailedRalston Purina Co. v. Thomas J. Lipton, Inc . (SDNY 1972): To establish secondary meaning, it must be shown that the primary significance of the term in the minds of the consuming public is not the product but the producer May be an anonymous producer consumers often buy goods without knowing the personal ID or actual name of the manufacturer (AJ Canfield v. Honickman (3d Cir. 1986))Three Basic Types of Evidence may be used to establish Acquired Distinctiveness under §2(f):A claim of ownership of one or more prior registrations on the Principal Register of the same mark for goods or services that are the same as or related to those named in the pending applicationA statement verified by the applicant that the mark has become distinctive of the applicant's goods or services by reason of substantially exclusive and continuous use in commerce by the applicant for the five years before the date when the claim of distinctiveness is made Actual evidence of acquired distinctivenessZatarains, Inc. v. Oak Grove Smokehouse, Inc. (5th Cir. 1983): Secondary Meaning FactorsFacts: Π sold prouct under name “Fish Fri” and claimed infringement against competitors who used term “Fish Fry” to describe their productHolding: “Fish Fri” is DESCRIPTIVE, but it HAS developed SECONDARY MEANINGBut! “Chick Fri” is merely descriptiveTAKEAWAY: Most important – Factors for Finding Secondary Meaning (TMEP §1212.06)FIRST, how a court determines whether Descriptive or Suggestive/Arbitrary: whenever word/phrase conveys an immediate idea of qualities, characteristics, effect, purpose or ingredients of a product or service descriptiveDictionary Definition: in English language if debatedImagination Test: does the term ‘require imagination, thought, and perception?’ E.g., suggestive term requires consumer to imagine conclusion as to the nature of the goods/servicesCompetitive Need: would competitors find term useful to describe their similar products?Third-Party Uses: an in-practice examination of competitive needSECOND, if descriptive, how to decide whether it has SECONDARY MEANING, factors:Amount and Manner of Advertising: how much they have been exposed can influenceVolume of SaleLength and Manner of Use: longer time, exclusive use, volume of sales, media useSurvey Evidence: may strike against, but if not can be the ‘most direct and persuasive way of establishing’ Additional Restatement Factors:Testimony from individual consumersProof of actual consumer confusionPhysical manner in which usedIntentional copyingNOTES on the FactorsUnknown how much each factor weighs comparatively, other than surveysRead “Fri” as “Fry” about consumer perception, same rationale as foreign equivalents; see also, 1209.03(j) – phonetic with slight misspellingIn re Oppedahl & Larson, LLP (Fed. Cir. 2004): Anti-dissection ruleFacts: Efforts to register ‘patents.com’ as trademarkHolding: Whole is actually MORE descriptive than separate no protectionTAKEAWAY: Anti-dissection Rule can’t chop a mark into pieces, must analyze it as a whole; combination of two will not make it non-descriptive (TMEP §1209.3(d)):TLDs (.com, .net, .org, etc.) don’t hold meaningCompare to Corp., Co., Inc., and similar designations TLDs give more information (type of association with internet)But! BB says ridiculous to think .com has no ID significance; e.g., “Half.com” never identified as “Half”Patents alone descriptiveAs a whole even more descriptive as the sum of its partsAdray v. Adray-Mart (9th Cir. 1996): geographic issues related to secondary meaning; rival operators of electronics stores in Southern Cal., Adry-Mart was expanding from LA to Adray’s turf in Orange County no national secondary meaning, no bad faith; overlap of sales/ads in areas, so likely neither had secondary meaning C.f., Fuddruckers, Inc. v. Doc’s BR Others (9th Cir. 1987): ∆s (Doc’s) negotiated with Fuddruckers franchise, but fell through Fuddruckers announces expansion to AZ, Doc’s opened restaurant with same trade dress trade dress not inherently distinctive, so Π required to how secondary meaning, but didn’t have to show it in AZ because nationwideSecond Circuit – “NY Rule”: Π doesn’t have to prove secondary meaning if intentional deception/ copying can be demonstratedD. Generic TermsNever registrable + Can’t be saved with Secondary Meaning: not distinctive of sourceGeneric term indicates what type or category a product belongs to, rather than indicating the producer or other source of product “tells buyer what is, not where it come from” (McCarthy Treatise 1992/1996)Product Configuration and Trade Dress may also be generic (though most often word marks) grape leaves on wine bottle are generic (Kendall-Jackson Winery)Primary Significance Test in Filipino Yellow Pages (below)Birth + DeathBorn Generic (refused PTO registration) Never becomes distinctiveRudolph Int’l v. Realys (9th Cir. 2007): rejected ‘disinfectable’ for nail filesBorn Distinctive “Genericide” becomes generic with useDonald Duncan, Inc. v. Royal Tops, Mfg.: “yo-yo” generic in minds of public, and Π itself did much to educate the public in this respectBut!! May be saved from becoming generic or return from the deadE.g., Singer was used as generic for sewing machines, but saved; Firestone for rubber, and Thermos (maybe)Tension: be powerful, but not so powerful that you become generic!Resisting GenericideAdvisable to use TM along with generic description of goods to preserve the TMDilution cases may be used to prevent TMs from becoming genericPressure on dictionary publishersAdvertisingPolicing: cease/desist letters; statements of usageAt Risk of Genericide“App Store” – Apple fighting Amazon sought preliminary injunctionBut, Steve Jobs quoted using “AppStore” generically“Google” – Google is fighting the verb of web searching permissions page“Botox” – just not “Botox” without the ®“Xerox” – “there are two R’s in Xerox”“Windows” – Windows v. Lindows: case settled, but Windows paid $20M for Lynix OS to stop using Lindows logo for shell softwareAlternative Theories to ConsiderSecond Circuit suggested that even generic marks are entitled to protection against some forms of unfair competitionGenesee Brewing v. Stroh Brewing (2d Cir. 1997): Π’s “Honey Brown Ale” mark is generic, but ∆ may be liable if it idd not use “every reasonable means to prevent confusion”Stephen Carter: desirability of “just compensation” being paid for a “taking” when court declares TM generic because destroys right built up in considerable investment private property expropriated by publicRochelle Dreyfuss: questions whether TM doctrine has kept-up with developments in pop culture extend traditional concepts of genericness to encompass realm of expressive (as opposed to commercial / “competitive”) uses of TMsTMs serve more expressive role in addition to original function of IDing source for commercial product used as taglines in conversation without attempt to ID source; e.g., Barbie, cultural saturationCyberspace: generic term + suffix (.com) domain names can begin with descriptive terms and build source ID and goodwill overtimeNetwork Externalities: users benefit from fact that others use the network success of the TM results from collective labor of users, not just creatorFilipino Yellow Pages v. Asian Journal Publications (9th Cir. 1999):Facts: FYP charged infringement against AJP for “Filipino Consumer Yellow Pages” to describe their directoryHolding: Because mark was not registered, burden on Π to DISPROVE genericness, which it did not Complaint dismissedTAKEAWAY: Generic PRIMARY SIGNIFICANCE TESTWho are you v. What are you TestIdea: How the term is understood by the consuming public “if the primary significance of the TM is to describe the TYPE OF PRODUCT rather than the PRODUCER, the TM is generic”Factors for Test: Use by Π as generic termsUnchallenged Third-Party Generic uses (even in different region)Unchallenged generic uses by the Media (try cease/desist letter)TAKEAWAY 2: Burdens of ProofIf NOT registered, BOP falls on Π to DISPROVE genericnessIf REGISTERED, BOP on ∆ to show genericEvidence of genericness is ick compared to Mil-Mar, but BOP decidesTAKEAWAY 3: Anti-Dissection Rule AdvancedSurgiCenters case REJECTED combination of 2 generic terms is not automatically generic and should be analyzed as a whole (“holistic approach”) (D. Ct. misapplied)SurgiCenters: deviation from normal uses in generic + generic phrase or unusual, unitary combination may trigger finding of not genericBB: Court breaks anti-dissection rule ALL THE TIME not very strongMil-Mar Shoe Co. v. Shonac Corp. (7th Cir. 1996)Facts: Π “Warehouse Shoes” sued for PI against ∆ “DSW Shoe Warehouse” claiming infringement on term ‘warehouse’ – said it was descriptive + secondary meaningHolding: In retail context, term “warehouse” is GENERICTAKEAWAY: Another application of PRIMARY SIGNIFICANCE TestGeneric if primary significance of the term is to describe the TYPE OF PRODUCT rather than the particular producerSignificant use by competitors denotes mere descriptivenessNot being a primary definition in dictionary does not imply secondary meaning (e.g., “Light” v. “Lite” are generic for beer)Look to common usage of term, not whether it’s the most common use of the termMurphy Door Bed v. Interior Sleep Systems (2d Cir. 1989):Facts: Murphy originated term “Murphy bed” for a pivot bed, others called it disappearing/ concealed/wall beds. PTO denied registration in 1981 because became generic; defendants entered into agreement with Murphy Co. to be exclusive distributor in FL and stop using term generically; after PTO decision, ∆s formed corp. with term in name suedHolding: “Murphy bed” is generic term, having been appropriated by the public to designate generally a type of bed ∆s couldn’t infringe on Π’s TM When public is said to have expropriated a term established by developer, burden is on ∆ to prove genericnessGenerally, burden on Π to show unregistered mark is not genericLearned Hand: aspirin generic because so adopted by public as to become genericTAKEAWAY - Factors:PTO/TTAB afforded great wightDictionaries have “Murphy bed” defined reflect general public’s perceptionNewspapers/magazine usagePolicing of Mark convinced lower court to side with Π, but not CircuitPilates, Inc. v. Current Concepts, Inc. (SDNY 2000): How a court decides GENERIC v. DESCRIPTIVE?Holding: Pilates is undoubtedly genericTAKEAWAY: Gives factors for when generic v. descriptiveDictionary definitionsGeneric use by competitorsΠ’s own generic useGeneric use by mediaConsumer surveys, forms:Thermos Survey: asks respondent how s/he would ask for the product at issue if respendents generally use the brand name (“Thermos”) rather than product category name (“Vacuum Bottle”), survey evidence brand name has become genericTeflon Survey: Gives short course in generic v. descriptive survey runs participant thorugh a number of terms asking whether they are common names or brands (a little more authority than Thermos because can see if the rest make sense)Competitor need for term (not mentioned in case!)Kellogg v. Nat’l Biscuit (1938, Brandeis): elements of functionality and descriptiveness / secondary meaning; “shredded wheat” must show primary significance in consuming public failed, so only right to have ∆ take reasonable care to inform the public of source of its productSUMMARY OF CHOOSING WHICH ABERCROMBIE SPOT YOU ARE ATPilates + Zatarains: Generic?-Descriptive?-Suggestive?Pilates: When is something GENERIC v. DESCRIPTIVE?Dictionary definitionsGeneric use by competitorsΠ’s own generic use Generic use in mediaConsumer surveysZatarains: When is something DESCRIPTIVE v. SUGGESTIVE/ARBITRARYDictionary DefinitionImagination TestCompetitive NeedThird-Party UsesE. Distinctiveness of Nonverbal Identifiers: Logos, Packages, Product Design, & ColorsMain Question Can we analyze graphic marks under the Abercrombie spectrum, or do we need some other standard?Different Tests; Different Standards?Star Indus., Inc. v. Baccardi & Co. (2d Cir. 2005)Facts: PTO denied registration of “Georgi O” then Star tried to register just stylized “O” protectable, but no LOC with BacardiStar relies on inherent distinctiveness Holding: O-Design satisfied inherently-distinctive analysis; however, protection mark is THIN and therefore limited protectionTAKEAWAY: Stylized shapes or letters may qualify as marks if the design is unique or unusualSeabrook Foods v. Bar-Well (1977): Seabrook factors as an ALTERNATIVE to Abercrombie spectrum (Inherently Distinctive)!Facts: Vine/leaf design with “Seabrook” and “Arctic Gardens” insideHolding: Seabrook Farms logo IS distinctiveTAKEAWAY: Established factors for INHERENTLY DISTINCTIVE graphic marks! (compared to Abercrombie categories for non-graphic marks!)Whether design is a “common” basic shape or designUnique or unusual in a particular fieldMere refinement of a commonly adopted and well-known form of ornamentation for the goodsCapable of creating a commercial impression distinct from the accompanying wordsUsed only for product packaging (Wal-Mart v. Samara Bros. – design/configuration can never be inherently distinctive)Note: can receive protection for a font, even if a generic term – exclusive right to use generic term in a particular fontSecond Circuit Insists that they use Abercrombie test for image and designs, BUT! Seabrook Factors keep slipping inNot explicitly used by 2nd Circuit, but they will consider them and then come to conclusion that the trade dress fits somewhere on the Abercrombie SpectrumFun-Damental Too, Ltd. V. Gemmy Industries Corp. (2d Cir. 1997): “We see no reason to abandon Abercrombie distinctiveness spectrum in this case.”Nora Beverages, Inc. v. Perrier Group of America, Inc. (2d Cir. 1998): Applying word-mark spectrum to packaging trade dressBut, compare: Landscape Forms, Inc. v. Columbia Cascade (2d Cir. 1997): “We are not so confident [as the Fun-Damental court] that the Abercrombie analysis is more naturally fit for direct application to product packaging case than configuration cases.” Amazing Spaces v. Metro Mini Storage (2d Cir. 2010): Π alleged infringement of a star design that Π claimed as a service mark SJ for ∆ aff’d in part where:Many similar/identical 5-pointed stars, raised and set in circles no reasonable jury could find that the star symbol was even a mere refinement of this commonly adopted and well-known form of ornamentation; and Π failed to raise a fact issue of secondary meaning wrt the symbol judgment is rev’d in part so Π can introduce trade dress claims evidenceThree Supreme Court Cases Describing Product ConfigurationExpanding the Types of Nonverbal MarksTwo Pesos, Inc. v. Taco Cabana, Inc. (SCOTUS 1992)Facts: Taco Cabana adopted a unique trade dress for restaurants and charged infringement against Two PesosTAKEAWAY: Trade dress CAN be inherently distinctive without secondary meaning“An identifying mark is distinctive and capable of protection if either (1) is inherently distinctive or (2) has acquired distinctiveness through secondary meaning.”Even when mark is unregisteredDoes NOT limit it to product packaging/design distinctionTrademark and Trade Dress serve same purpose Same Analysis with Abercrombie spectrum, may have inherent distinctiveness in trade dressPullback: Later pulled-back by Samara case went too far; doesn’t make sense with old ideas where primary meaning of TD is decoration + secondary meaning is to point to the sourceDo the Hustle v. Rogovich (SDNY 2003): decade-themed bar, Π wants to define as broadly as possible, ∆ as narrowly as possible Evaluates under Abercrombie and finds no good evidence of inherent distinctiveness and not enough use to develop secondary meaningRationales:Policy Court worried about protection of small businessINCENTIVE: “Adding a secondary meaning requirement could have anticompetitive effects.” requiring secondary meaning might be anticompetitive allowing competition to appropriate originator’s dress in other markets and deter originator from expandingMORAL: protect against intentional copyingPUBLICITY RIGHTS (Posner): existence of congestion externality provides argument that rights of publicity should be perpetual and inheritable form of information/expression less valuable in public domainDoctrinal Court notes expansiveness of subject matter included in §43(a) protectionJustice Stevens notes how §43(a) has morphed over the years not objection, but wants to point it out“There is no persuasive reason to apply to trade dress a general requirement of secondary meaning which is at odds with the principles generally applicable to infringement suits under §43(a).”Aftermath Toys Mfrs. Of America . Helmsley-Spear (SDNY1997): holding Π’s “unique” registration process, forms, and location of toy fair (taken together) constituted protectable trade dress which the ∆s had infringedQualitex Co. v. Jacobson Products Co., Inc. (SCOTUS 1995)Facts: Green-gold dry cleaning padsHolding: Not inherently distinctive, but did show secondary meaningTAKEAWAY: Ontological things (color, shape, fragrance, sign) CAN be protectable, but MUST show secondary meaning because they are never inherently distinctiveAn allowance, but a pullbackAllow: protection for ontological things generallyPullback: cannot go as far as inherent distinctivenss must show secondary meaning for colors, etc.!DO NOT do inherently distinctive test for this!! (from Seabrook / Abercrombie)Rather DO apply secondary meaning factors from Yankee/ ZatarainsRationale (Similar to Two Pesos): Lanham §45 defined what can be used as a mark very broadly, so color includedRationale for limiting: color may be a form of functionality; high bar for things like color that can be functional!TMEP §1202.05 – Color As Mark:Color marks are never inherently distinctive, and can’t be registered without showing of acquired distinctiveness under §2(f) (Samara Bros.)Color can function as a mark if it is used in manner of TM / service mark and if it is perceived by the purchasing public to ID / distinguish goods or servies on or in connection with which it is used and to indicate their sourceFunctional color marks are not registrable, e.g., yellow or orange for safety signs, black to make something look smaller, colors needed for color coding, even something like color coral for earplugs functional because visible during safety checksMay be functional if (1) cheaper to make; (2) aesthetic functionality if evidence indicates color at issue provides specific competitive advantages that, while not necessarily categories as purely ‘utiltitarian’ in nature, nevertheless dictate what color remains in public domainThe Design/Packaging DistinctionWal-Mart Stores, Inc. v. Samara Bros., Inc. (SCOTUS 2000)Issue: What must be shown to establish that a product’s design is inherently distinctive for purposes of Lanham Act trade-dress protection (of unregistered TD)Holding: In action for infringement of unregistered TD under §43(a), a product’s deign is distinctive, and therefore protectable, only upon a showing of secondary meaningTAKEAWAY1: Product-packaging TD CAN be inherently distinctive, BUT! Product configuration TD CANNOT be inherently distinctive!If product design/configuration MUST show secondary meaning (Zatarains / Yankee)If product packaging Test for inherent distinctive (Seabrook / Ambercrombie)SCOTUS pulls back on Two Pesos (limits holding to packaging!)Only TRULY inherently distinctive nonverbal marks are inherently distinctiveCritiques: (1) just about everything today in post-industrial world part of design(2) Tertium quid: there is something between the 2 (design / packaging)TAKEAWAY 2: Assume product DESIGN/CONFIGURATION if it’s unclear!! A presumption for making them show secondary meaning - cautiousRationale:Packaging and word marks have purpose of identifying source / telling customers that they refer to a brand /sourceProduct Design – no consumer predisposition to equate design feature with source or see as indication of sourceDesign intended not to identify source but to make the product itself more appealingApplication of inherently distinctive test in product design cases could deprive consumers of “the benefits of competition with regard to the utilitarian and aesthetic purposes that product design ordinarily serves”Rock and Roll Hall of Fame & Museum v. Gentile Productions (6th Cir. 1998): photographer took photos of Museum’s building with Cleveland skyline; rev’d D. Ct. and found the building is not TD design is fanciful but not in TM sense, doesn’t function as TM and not recognized by public as such, owner’s inconsistent use of design as source-ID functionHerman Miller v. Palazetti Imports/Exports (6th Cir. 2001): genuine issue of material fact as to whether lounge chair and ottoman had acquired secondary meaningBUT! McNeil Nutrition v. Heartland Sweeteners (EDPA 2008): yellow packaging of Splenda sugar substitute was arbitrary and thus inherently distinctiveBaker v. Selden (SCOTUS): foreclosed competition under copyright law for acconting systems high burden for establishing a product feature or configuration that has been the subject of utility patent can ever qualify for TD protection (See TrafFix)Fashion Originators Guild v. FTC (2d 1940, Hand): clothes, useful articles, are not copyrightableTMEP §1202.02(b)Regardless of whether mark is functional, must also determine whether it’s distinctive use Samara Bros. distinction and use Seabrook factors to determine if packaging is inherently distinctiveTrade Dress Protection After Wal-MartIn re Slokevage (Fed. Cir. 2006): Further defining what is configurationFacts: “flash dare” jeans – crazy designs on back pocketsHolding: Mark is part of the product CONFIGURATION! Secondary meaning is required. (BB thinks packaging argument used is ridiculous)Argument that consumers recognize the butt pockets as identifying the source of the garment and her designs are more akin to a label being placed on garment, but court disagrees design incorporated into garment itselfTAKEAWAY: If it has a utilitarian or aesthetically functional purpose, it is PRODUCT CONFIGURATION and requires showing of secondary meaning!In re Chippendales: The Tertium Quid problemFacts: Bowtie and cuffsTAKEAWAY: If you are selling something, there is design and packaging. Whether it is distinctive of the source is the only question.Yankee Candle Co., Inc. v. Bridgewater Candle Co. (1st Cir. 2001)Facts: YC display system has shelves, store layout, and most centrally – jars + labels “total look and feel” (alternatively, claims only in the labels)Holding: Court finds no inherent distinctiveness NOR secondary meaning evidenceTAKEAWAY: Applying Samara, where TD rests somewhere between product packaging and design we assume design!Configuration is design/configuration needs secondary meaningUnlike Two Pesos, not the whole store, but particular elements YC points outProduct Configuration v. Packaging Analysis:Bridgewater: this is configuration because they relate to non-reputation valueYankee: this is packaging – paying for the experience, not the candleCourt: this falls somewhere between product packaging and configuration; assumed configuration (under Samara Brothers) and conducted test for secondary meaning Factors for Finding SECONDARY MEANING (use with Zatarains Factors)***NOTE: Secondary meaning requires STRONG EVIDENTIARY SHOWINGCourt Cites Seabrook (Citing Chippendales):Whether design is a “common” basic shape or designUnique or unusual in a particular fieldMere refinement of a commonly adopted and well-known form of ornamentation for the goodsCapable of creating a commercial impression distinct from the accompanying wordsConsumer surveys/testimony of actual consumersCircumstantial evidence: length/manner of use, nature/extent of advertisingNOTE: ads should feature elements claiming as TD!Indication that consumers associate TD with sourceLabels are packaging, but don’t’ rise to level of inherently distinctive under Abercrombie court found it appropriate to supplement bare-boned Abercrombie categories with Seabrook Factors“While particular combination of common features may indeed be arbitrary, we do not think any reasonable juror could conclude that these elements are so unique and unusual that they are source-indicative in absence of secondary meaning.”No Secondary Meaning Π points to ∆’s copying as evidence of secondary meaning, but court says this may be the copier exploiting desirable feature that than seeking to confuse as to the source bad intent is to pass off, not just copyRECAP: Tests for Protectability of Trade Dress(1) Product Packaging or Configuration?What is the product?Does the claimed TD come off before you use the product (packaging) or is it part of the product itself (configuration)?(2)(a) Product Packaging: Is it inherently distinctive?Second Circuit: after considering Seabrook factors, put it somewhere on Abercrombie spectrumIf not inherently distinctive, then need secondary meaning(2)(b) Product Configuration: Secondary meaning is needed, is it there?Same analysis for color(3) Functionality can defeat finding of distinctivenessUtilitarian (Inwood)Purist: Essential to use/purpose of the product?Effect on cost/quality forcing competitor to design around it?Non-reputational competitive disadvantage?Non-Purist: Competitive alternatives?Aesthetic FunctionalityIs this feature necessary for competitors to effectively compete in marketplace?F. FunctionalityGeneralLanham Act 2(e)(5): No trademark …shall be refused registration…unless it consists of a mark which comprises any matter that, as a whole, is functionalA product feature cannot serve as a trademark if it is essential to the use or purpose of the article or if it affects the cost or quality of the articleRegardless of distinctiveness, a mark cannot receive protection if it is functionalKey is determining if it is a non-reputation related useRationalesStops TM law from allowing a producer to control a useful product feature (patent law)Would allow for indefinite expansion of patent protections which are time-limitedTrafFix shows SCOTUS limiting scope of TM law after expanding it in Two Pesos & QualitexFunctionality is a question of fact – consumer perception is not taken into accountProblem today in determining which test to applyEssential to the use or purpose test (TrafFix Devices/Inwood) – SCOTUS/5th cir.Competitive Necessity multi-factor test (Morton-Norwich) – Federal Cir.Restatement (3) 17: Ultimate inquiry simply whether it hinders competitionStatutory SectionsGoals of functionality doctrine:Preserve integrity of patent lawPreserve “effective” competitionTMEP §1202.02(a) – FunctionalityTrade dress is functional, and cannot serve as a trademark, if a feature of that trade dress is “essential to the use or purpose of the article or if it affects the cost or quality of the article.” (Qualitex – quoting Inwood)Introduction to the Concept of FunctionalityFunctionality Overview Doctrine is a total mess! Federal courts don’t know which test to employSCOTUS is narrowing scope of TM subject matter after expanding in Dos Pesos + QualitexFunction = non-reputation relatedFunctionality Questions Would protection restrict he right o compete effectively?Will protection hinder the competitor in competition?Would protection inhibit competition?Is the availability of the design “essential to effective completion?Would protection put competitors at significant non-reputation related disadvantage?Utilitarian FunctionalityMorton-Norwich: establishes 4 Morton-Norwich factorsMost important Morton-Norwich factor is 3rd factor (availability of alternative designs)Qualitex: equates Inwood’s “essential to use or purpose” with competitive needTrafFix Devices: emphasizes Inwood’s “essential to use or purpose” test and minimizes importance of availability of alternative designs (essential = cost/quality)If a feature is essential, it is functional, even if there are competitive alternativesIf feature is NOT essential, and yet there are no competitive alternatives, it is nevertheless functional (“competitive advantage” test, perhaps)Circuit Court split after TrafFix DevicesValu Engineering: essentially ignores TrafFix and returns to M-NEppendorf: seeks to follow TrafFix and focuses on “essential to use or purpose test”; if product feature is “essential to use or purpose,” no need to consider whether product feature is a “competitive necessity”Aesthetic FunctionalityWallace Int’l Silversmiths: Rejects Pagliero’s “important ingredient in commercial success” test, and embraces “availability of alternative designs test”Pagliero: China patternTrafFix Devices: claims that Qualitex was an aesthetic functionality caseIn cases of aesthetic functionality, “it is proper to inquire into a ‘signficant non-reputation-related disadvantage” Courts should apply the availability of alternative designs / competitive necessity testTwo Test Summary(1) Inwood/TrafFix – “Essential to the Use or Purpose” TestHow you define the market will in realty affect the outcomeInwood: blind to competitors, looks at product in isolation may ignore cost / quality effects because everything effects cost or quality(2) Competitive Necessity Morton-Norwich Factor TestIs there an availability alternative design (3rd Factor)? If so, likely to give protection even for expired patents (caused the problem in TrafFix)Morton-Norwich Products (CCPA 1982): Genesis of Functionality DoctrineFacts: Appellant tried to get registration for its spray bottle (container design)Holding: Spray bottle design NOT DE JURE functional under 4-Factors De Jure v. De Facto FunctionalityDe Facto The actual utilitarian function of the product or designMay be protected as an indication of soruceDe Jure functionality as a matter of law (if protecting will impede competition, lack of alternatives, etc.) May NOT be protected as TM“Examination into the possibility of TM protection is not to the mere EXISTENCE of utility, but to the DEGREE of design utility.”Bottle shape has a function that can be performed by a variety of other shapes with no sacrifice to any functional advantage not the best or one of few surperior designs availableTEST: M-N Factors to Establish if something has DE JURE FUNCTIONALITY (1) Existence of expired utility patentVornado Air Circulation v. Duracraft Corp (10th Cir. 1995): even if alternatives, expired patent will trump all dispositive factorSCOTUS Response in TrafFix Strong evidence, but NOT dispositive10th Circuit Wacky Test: If the asserted TM feature was an important part of patent document, there is a per se bar to TM regardless of competitive alternatives poisoned the well with patentApplication: Georgia-Pacific Consumer Products v. Kimberly-Clark Corp: GA Pacific seeks patent protection in quilted design (central advance that diamond design was softest bulk + non-nesting) enough to find utility(2) Utilitarian advantages touted in advertisingIn re Gibson Guitar Corp. (TTAB 2001): promoted shape as producing better music denied protectionIn re Witco Corp: Advertised bottle as providing stability in pouring oilIn re Babies Beat (TTAB 190): small grasp of baby functionalityBut see, In re Weber-Stephen (TTAB 1987): Weber claimed to have made up slogan “round for a reason” for advertising reasons and judge agreed it was MERE PUFFERY to say oblong shape would cause more uniform grilling(3) Availability of alternative designsIMPORTANCE: Historically leading factor because patents rarely existIn re Zippo Mfr (TTAB 1999): Zippo itself could not tell if another company had made a counterfeit! no competitively effective ways for competing lighter market except for Zippo shape, it’s perfectZippo went to PTO and showed 1000s of other lighter designs, alternatives appeared, so no longer competitively necessary shapeIn re American National Can (TTAB 1997): ribbed design significantly affected the strength of the can does not require the best, design works just as well(4) Manufacturing advantages does design result from competitively cheap or simple manufacturing method?Kellogg v. Nabisco: pillow design for shredded wheat found to be functional under this factor (also had expired patent)The Scope of the Functionality Doctrine – Expansion of M-N to Aesthetics?Wallace Int’l Silversmiths v. Goldinger Silver Art Co. (2d 1990): Baroque silverwareHolding: No TM right because aesthetically functional in this marketUse Inwood Test: product feature is functional if it is essential to the use / purpose of the article or if it affects the cost/quality of the articleFeatures are purely ornamental aesthetic functionality appliesTAKEWAY: Turns on how relevant market is characterized Functionality CAN apply to aesthetic things as well“Though a producer does not lose a design TM just because the public finds it pleasing, there may come a point where the design feature is SO important to the value of the product to consuemrs that continued TM protection wold deprive them of competitive alternative,” (quoting Posner – WT Rogers)Π doesn’t seek protection in precise expression of decorative style but for the basic elements of the style that is part of the public domain (sounds like CR) but if he were able to show secondary meaning in a precise expression of the style, competitors might be excluded from using identical/virtually identical designInteresting way market and effective competition defined to be able to compete in Baroque market, have to use it, but not just silverware market!Brunswick Corp v. British Seagull (Fed Cir. 1994): color black for outboard enginesFacts: sought to register black for outboard enginesHolding: Functional it would impede competitionBoard said no, found to be de jure functional because of competitive need doesn’t make them function better as engines, but exhibits color compatibility with lots of boat colors and makes motors look smallerModern Supreme Court Approach to FunctionalityInwood Labs. v. Ives Labs. (SCOTUS 1982): TAKEAWAY: A product feature is functional if it is essential to the use or purpose of the article or if it affects the cost or quality of the articleQualitex Co. v. Jacobson Prods. (SCOTUS 1995): TAKEAWAY: Functional if it is essential to the use or purpose of the article OR if it affects the cost or quality of the article, that is, if use of feature puts competitors at significant non-reputation-related disadvantageExpands Inwood Idea Equates “essential” with “non-reputation-related disadvantage” (later decisions cabin this to aesthetic functionality only)Basically saying Inwood test is THE SAME as M-N Factors / competitive advantage testTrafFix Devices, Inc. v. Marketing Displays, Inc. (SCOTUS 2001):Facts: MDI had expired utility patent on 2-spring withstand wind design for road signs and TrafFix copiedHolding: No infringement because MDI spring design is functionalUtilitarian Functional – Look at Design in Isolation: look as a matter of physics or architectureTrying to push all de facto functionality to de jure any purpose that isn’t strictly reputation related is functionalBrings up market/audience question who thinks the item is an indicator of source? Highly specialized or average consumer?TAKEAWAY 1 – TWO-STEP TEST!!!: J. Kennedy tries to get rid of the ‘competitive alternative’ branch of M-N Test by putting forward a new test because that factor is hard to apply Focus on “essential use or purpose” rather than competitive alternatives!Two-Step Test: A product feature is functional if “it is essential to the use or purpose of the article OR if it affects the cost or quality of the article,” even if competitive alternatives are availableIf a feature is essential, it is functional, even if there are competitive alternativesSomething is essential if it affects the COST OR QUALITY of an itemIf feature is NOT essential, and yet there are no competitive alternatives, it is nevertheless functional (“competitive advantage” test, perhaps)TAKEAWAY 2 – Prior Patent: prior patent is STRONG EVIDENCE of functionality and places a HEAVY BURDEN on Π to show the feature is not functional!Can show not functional by demonstrating it is merely ornamental, incidental, or arbitraryChanges Vornado an expired patent is no longer dispositiveFor unregistered marks, Π has burden of showing non-functionalFor federally registered mark, shifts the burden to ∆ functionality is a statutory defense to an incontestably registered markPost-TrafFix Functionality CIRCUIT SPLITFIRST LINE: ValuEngineering Line (includes In re Organon (TTAB-PTO) and In re Kong Company) have virtually ignored TrafFix decision (except to cite it for the nearly overwhelming significance of expired utility patents) and gone back to Morton-Norwich FactorsValuEnginering v. Rexord (Fed Cir. 2002): Valu conveyor belt rails were configuration ISSUE: Whether the design of these things can get TM protection“The availability of alternative designs can be a legitimate source of evidence to determine if the first instance if a particular feature is in fact ‘functional’Concerned about COMPETITIVE ALTERNATIVES/ NECESSITYPost-Valu they apply the OVERALL INWOOD STANDARD and then go to M-N FactorsTEST: If the product feature is essential the use or purpose (or affects cost / quality):Expired patent?Utilitarian advantages touted in advertising?Availability of alternative designs?Manufacturing advantage?SECOND LINE: Eppendorf Line applies Inwood formally, but uses Traffix TestEpendorf-Netheler-Hinz v. Ritter GmbH (5th Cir. 2002): If you can satisfy Inwood, you do not need to go to the M-N Factors!Facts: Pipette with supporting features; claimed distinctive to Eppendorf, probably identifiable to people in the industry, but fins are supportive feature, so become necessary to the productHolding: The fins are design elements and necessary to the operation f the product.” not a ‘competitive necessity’ but necessary to the operation of the productLook at this in a vacuum if we removed the features, would it junction just as well? No because product feature performs a function – keep it stable and prevents breakage!!!Traffix Test tries to DISCOUNT competitive alternatives; no real need to consider themSecond Circuit: looks like tending toward Eppendorf/TrafFix, but unclear, so generally argue bothThis is unclear, and can’t say for certain In re the Kong Company, Serial No. 78259826 (TTAB 2006) (Valu-Line): dental hygiene dog toy patent expired; went to TM side of PTO asking for exclusive rights to product configuration as their TMHolding: functional rejected(1) expired patent; (2) own website advertises and totes dental advantages; (3) no alternative designsDippin’ Dots v. Frosty Bites Distribution (11th Cir. 2004): microball structure/ configuration is functional; color too is aesthetically functional color for flavors correspond with natural association (orange = orange; brown = chocolate; red = strawberry)Eco Mfg v. Honeywell Intern (7th Cir.): company showed 30-40 designs to make a thermostat cover because wanted to TM the round many competitive alternativesDe Facto functionality is applied! If it does something other than designate source, then we will not give TM.Functionality trumps designation of source easy to think of 3 ways in which round would be functional (decorative choices, injuries, arthritis) Aesthetic Functionality (use Eppendorf line) M-N factors don’t really work in aesthetic cases. Only the 3rd factor (availability of alternative designs) really makes sense in this contextTherefore, apply competitive necessity testAbercrombie & Fitch Stores v. American Eagle Outfitters (6th Cir. 2002)Facts: Discussion of functionality of catalogue; a combination of individually functional traitsTAKEAWAY: Illustrates danger of far-reaching scope; easy for judge to find no infringementAu-Tomotive Gold v. Volkswagen of America (9th Cir. 2006): D. Ct. found Porshe TM functional wrt keychains and floor mats2-Step Test Correct reading of TrafFix (1) Essential to the use/purpose?(2) If no, are there competitive alternatives?No functionalYes non-functionalFord Motor v. Lloyd Design: like Auto-Motive Gold, but D. Ct. said they couldn’t use Ford design on floor matsProblem! M-N remains the leading approach (competitive alternatives)Eppindorf is the minority approachAutomotive Gold is a strain Functionality OverviewUtilitarian FunctionalityMorton-NorwichEstablishes 4 M-N FactorsMost important is 3rd Factor (availability of alternative designs)Qualitex: equates Inwood’s “essential to the use or purpose” test with competitive needTrafFix: emphasizes Inwood’s “essential to the use or purpose” test and minimizes importance of availability of alternative designsIf product feature is “essential to use or purpose,” no need to consider alternative designsImplies that a product feature can be “essential to use or purpose” and thus functional even if there are alternative designsCircuit Split after TrafFixValue Engineering: essentially ignores TrafFix and returns to MNEppendorf: seeks to follow TrafFix and focuses on “essential to use or purpose test;” if product feature is “essential to use or purpose,” no need to consider whether product feature is “competitive necessityAesthetic FunctionalityWallace Int’l SilversmithsRejects Pagliero’s “important ingredient in commercial success” testEmbraces availability of alternative designs testTrafFix DevicesClaims that Qualitex was aesthetic functionality caseIn cases of aesthetic functionality, “it is proper to inquire into a ‘significant non-reputation-related disadvantage’ that is, courts should apply the availability of alternative designs/comeptiive necessity testAuto-Motive Gold v. Volkwagen: 2-Step Test Correct reading of TrafFix Essential to the use/purpose?If no, are there competitive alternatives?G. Marks that May not be RegisteredExclusions from Registration – Lanham Act §2 Scandalous, Disparaging, and Deceptive Marks under §2(a)SCANDALOUS AND DISPARAGING TESTS Two 2-Part Tests for Scandalous + Disparaging (Harjo v. Pro-FootBall)SCANDALOUS 2-Part Test(1) What is the meaning of the matter in question as it appears in the marks and as those marks are used in connection with services identified in registration?(2) During the period when the mark(s) was registered, would the mark be SHOCKING TO THE SENSE of truth, decency, or propriety to, or give offense to the conscience or moral feelings of, excite reprobation or call out for condemnation by a SUBSTNTIAL COMPOSITTE OF THE GENERAL POPULATIONNOTE: evaluates by contemporary attitudes because what was once scandalous (“Bubby Trap” brassieres) is quaint, but Old Glory Condom is scandalous (with flag)DISPARAGEMENT 2-Part Test(1) What is the meaning of the matter in question as it appears in the marks and as those marks are used in connection with the services identified in the registrations?(2) Whether, at relevant times, SUBSTANTIAL COMPOSITE OF THE TARGETED GROUP may perceive the subject matter as disparaging of their group?NOTE: Both tests are applied to the words at the TIME of registration, as social standards and perceptions may change – want to give companies some certaintyCan use to show meaning: dictionary, common usage at the time, printed publications, survey evidence (questions must be appropriate)Harjo v. Pro-Football (DC Cir. 2003) (Scandalous/Disparaging Tests)Facts: Petitioners, Native Americans, brought cancellations proceeding against ∆, Redskins, claiming violated §2(a) as being BOTH disparaging AND scandalousHolding: Enough evidence to find mark is DISPARAGING, but NOT scandalousBarred by Laches Redskins survived because of laches, but will likely be struck from Register soonAdditional Examples of §2 Disparaging RejectionsIn re Heeb (TTAB 2008): applicant wanted to register “HEEB” for apparel; historically disparaging to Jewish peopleHolding: Refusal Aff’dApplicant: context (magazines – not in app., so not considered); mainstream support (Hillel); cooption; generational; other disparaging marks are registered (TTAB doesn’t buy it)TTAB: Dictionary entries; anti-defamation league; testimony; public viewing; older generation / disparate views; intent doesn’t matter balance interestsSubstantial Composite: not necessarily a majority (McGinley)No 1A violation to refuse registration still free to speekDykes on Bikes (Filed 2003) (self-disparagement): rejected, but then allowed cooptation/appropriation Jesus Jeans: some countries refuse, but US allowedTrash bin Laden: US refused registration, disparaging to individualDECEPTIVE TEST In re Budge Mfg. (Fed. Cir. 1988):Three-Part Test for when mark is deceptive (for NON-GEOGRAPHIC MARKS) ALL THREE MUST BE YES!!(1) Is the term misdescriptive of the character, quality, function, or composition of the use of the goods?If NO term either (1) merely descriptive and registered with secondary meaning showing, or (2) inherently distinctive and can be registeredIf YES move on(2) Are the prospective purchasers likely to believe that the misdescription actually describes the goods?If NO term is probably inherently distinctive, go to functionalityIf YES move on(3) Is the misdescription likely to affect the decision to purchase?If NO term is “deceptively misdescriptive” under §2(e)(1) and MAY be registered upon a showing of secondary meaning under §2(f)If YES mark deceptive under §2(a) cannot be registeredIn re Budge Mfg. (Fed. Cir. 1988):Facts: Applicant appeals TTAB rejection of registration of its mark for synthetic fiber automotive seat covers with the name “Lovee Lamb” on grounds it was deceptive under §2(a).Holding: Held mark was deceptive rejection was fineE.g., “Cafeteria” Restaurant in Chelsea is not a cafeteriaGeographic Marks Under §§2(e)(2)-(3)General§2(e)(2): registrable unless…when used in connection with the goods of the application, the mark is primarily geographically descriptive of themMust be able to show secondary meaning!§2(e)(3): registrable unless…used on or in connection with the goods of the applicant is primary geographically deceptively misdescriptive Cannot register, even with a showing of secondary meaning We treat geographically misdescriptive and geographically deceptively misdescriptive marks differently than we treat non-geographic deceptively misdesciptive marks Treat geographically deceptive marks in exactly the same way that we treat geographic misdescriptive marks Need secondary meaning where a mark is geographically descriptiveTEST FOR GEOGPRAHIC DESCRIPTIVENESS (TMEP 1210.01(a)): Test to establish prima facie case for refusal to register a mark as primarily geographically descriptive, examining attorney must show:Is the primary significance of the mark is a generally known geographic location (TMEP §§1210.02 et seq)?No not geographic markYes move onIf so, do the goods or services originate in the place identified in the mark (TMEP §1210.03)?; andNo probably inherently distinctiveYes move onIf so, would the purchasers would be likely to believe that the goods or services originate in the geographic place identified in the mark (TMEP §§1210.04 et seq)If YES to all 3 Questions Mark is ‘geographically descriptive’ and MAY BE REGISTERED upon showing secondary meaning, in accordance with 2(e)(2) read with §2(f)If YES to 1 and 2, but NO to 3 go on to NOTE: If the mark is remote or obscure, the public is UNLIKELY to make a goods/place or services/place association (TMEP §12010.404(c))TEST FOR GEOGRAPHICALLY DECEPTIVELY MISDESCRIPTIVE MARKS (TMEP 1210.01(b) (like California Innovations – Fed. Cir. 2003): To support a refusal to register a mark as primarily geographically deceptively misdescriptive, examining attorney must show:Is the primary significance of the mark is generally known geographic location (TMEP §§1210.02 et seq)?No not a geographic markYes move onIf so, do the goods or services NOT originate in the place identified in the mark (TMEP §1210.03)?No See above analysisYes move onIf so, would purchasers would be likely to believe that the goods or services originate in the geographic place identified in the mark (TMEP §§1210.04 et seq)?No mark probably inherently distinctiveYes move onNOTE: If the mark is remote or obscure, the public is unlikely to make a goods/place or services/place association (TMEP §1210.04(c)); andIf so, would the misrepresentation is a material factor in a significant portion of the relevant consumer’s decision to buy the goods or use the services (MATERIALITY)(TMEP §§1210.05(c) et seq)YES Mark is geographically deceptively misdescriptive, and CANNOT be registered in accordance with §2(e)(3)NO Mark is “geographically misdescriptive,” and STILL cannot be registered if the mark is note registered before 1993-post NAFTANOTE (HOWEVER) that leading scholar has suggested that if geographically deceptively misdescriptive mark is arbitrary, then it may be treated as such and registered as inherently distinctive with no requirement of secondary meaning RECAP INCREDIBLY FUZZY LAW:(1) Geographically Deceptive – §2(a): same as descriptive generally, central point is materiality and deceiving consumer can NOT be overcome with secondary meaningAlthough unclear and may be treated as arbitrary and registrable as inherently distinctive with no requirement of secondary meaning(2) Geographically Descriptive – §2(e)(2): can be overcome with secondary meaning(3) Geographically Deceptively Misdescriptive – §2(e)(3): possibly treated same as deceptive (post-NAFTA) and requires showing that goods/place association is material to purchase If it is DECEPTION then POSSIBLY can NOT be overcome by secondary meaningA place being well-known or renowned for the goods supports a finding of materialityMisdescriptive but not material just arbitrary may be inherently distinctive and require no showing of secondary meainingAdditional Cases:In re Spirits Int’l, NV (Fed. Cir. 2009): Spirtis appeals TTAB refusal of “MOSKOVSKAYA” for Vodka TTAB said “geographically deceptively misdescriptiveHolding: The materiality test of subsection (e)(3) incorporates a requirement that a significant portion of relevant consumers would be deceived not wheher any absolute number or particular segmentApplied doctrine of foreign equivalents “Moscow”In re Joint-Stock Company – “Baik” – (TTAB 2007) (PRECEDENTIAL): “Baikal” is geographically descriptive and known location; satisfies 3 prongs, so must show secondary meaning for geographic descriptivenessNantucket Nectors: geographically descriptive because HQ in Nantucket even if not produced there (other courts would rule the other way)Societe Genenerale (Vittel) (Fed. Cir. 1987): geographically known location, but obscure place in France, so unknown to cosmetics buyers arbitrary or fancifulIn re Gale Hayman (Sunset Blvd) (TTAB 1990): perfume; refers to street in LA goods/services do not originate in the place, so no finding of geographically descriptivenessName Marks –Marks that are Primarily Surnames: Name Mark Rationales Names are not really source identifiers they are commonFunctionality: want to preserve surnames with respect to others unless they have made an effort to show secondary meaningTest for whether barred from Registration because Surname with no Secondary Meaning (In re Bentham (TTAB 1995, name used as symbol – not just the word)):Degree of the surname’s “rareness”Whether anyone connected with applicant has the mark as a surnameWhether the mark has any recognized meaning other than as a surnameWhether the mark has the “look and sound” of a surnameWhether the manner in which the mark is displayed MIGHT negate any surname significance In re Joint-Stock Company – “Baik” (TTAB 2007): Applicant filed to register BAIK for vodka on ITU; examining attorney refused as “merely surname” Benthin Factors applied, REVERSEDSurname extremely rareNo connection neutralOther meanings applicant says ‘coined term’ – evocative of “Baikal” – no famous people with surnameLook and Feel very rare name, can’t assume public will know; Yahoo People Search shows <3000 people with similar nameH. PriorityGeneralFor any action to be brought as trademark infringement, plaintiff must be able to show “use”Actual trademark use is a prerequisite for obtaining common law rightsActual OR constructive use prerequisite for registration“Use” comes up in several contexts:Demonstrating use In commerce requirement - very broadDetermining Priority Actual use for common law Actual or constructive use for Lanham Act registration Determining OwnershipDetermining Abandonment Actionable Use (“google” or use in movies) – see Google case – does search engine “use” the TMFair use defense Surrogate UsePublic use of a term can create TM rights for company (“Coke” and “Bug’)Affiliate use – right to continue to use if continuous involvement & control Use in Commerce Requirement§1(a) – Requires “use in commerce” to be registered§45 - use in commerce” means bona fide use of a mark in the ordinary course of trade and not made merely to reserve right in a markGoods: (1) placed in any manner on the goods or containers (or similarly) AND (2) goods are sold or transported in commerce Services: used or displayed in advertising AND those services are used in commerce or in more than one state Intent to Use Registration (TLRA)§1(b) - allows registration of mark that a person has “a bona fide intention, under circumstances showing the good faith of such person, to use a trademark in commerce”§1(d) – registrant under 1(b) has 6 months to show, with evidence, actual use in commerceAvailable only to inherently distinctive marks; can receive extensions not longer than 24 monthsRationale: bring US in line with the rest of the world; notice to competitors Secondary meaning, by nature, requires prior useNon-inherently distinctive marks can show use of other goods and services referenced in the application that have developed secondary meaning that will transfer to new useRationales:Provides constitutional authority for federal trademark lawEnsures that competitors cannot reserve brand names to make competition more costlyOpen question: websites – not clear what is “use” for websites Relevant Statutory Sections§7(c): application to register mark considered constructive useIf after date of application, someone starts to use your mark ENJOINABLE after you have perfected your mark (Subject to Dawn Donut)Senior Common Law User: someone in the country has used it before you applied for registration at PTO§22: date of registrationBecomes less and less important over the yearsCommon Law Priority: Where nothing has been registered at the federal levelTheodore Rectanus (1918) (STILL GOOD LAW) (concurring use)Facts: United Drug is senior user of drug wrt US-overall; United sells product under REX in MA (1777); Recantanus uses REX in KY (1883); United Registers in State, federal, and then ships REX to KY for first time in 1912TAKEAWAY: If the use is remote and undertaken in good faith, then we will allow that use to continue!!Good Faith: MA user was first user and then Rectanus took a train up to MA and decided to apply drug (REX) idea in KY may question good faithIf not acting in good faith lose local priority if clearly trying to take advantage of good willRemote junior may continue use in locality if adopted in good faithExceptions to Common Law Rule(1) TM Owner entitled to exclusive use of mark in any geographic area in which mark’s reputation established, even if product is not sold in that geographic areaTM owner entitled to protect mark in territory that he is expected to reach in normal expansion of his business, even if there is no current LOC in area (Hanover Star Milling)(2) TM owner is entitled to prevent anyone from intentionally trading on her goodwill, even outside her established geographic area only innocent (good faith) use of same mark is protectedLanham Act: Exercising Priority and Obtaining an Injunction to Stop Junior User’s UseTo obtain an injunction, Senior User must show:1) Priority, and 2) Likely to cause consumer confusion as to sourceIf registrant has not entered and has no immediate plans to enter competitor’s geographic area EXCEEDINGLY HARD TO SHOW LOCDawn Donut v. Hart’s Food Stores (2d Cir 1959): Requirement of Actual use for InjunctionsFacts: MI Company sues NY company that adopted Dawn in good faith; Dawn Donut had licensed out its mark a few times early on, but MI company had ceased operations in NY (retreated) by 1950sHolding: MI company could not enjoin NY company for using word “Dawn” for donuts until it could show that it was expanding into NY area even though it had nationwide senior rightsTAKEAWAY 1: Even though nationwide priority, you MUST show ACTUAL use where you seek injunctions to suppress other people’s useHow relevant today when everything is online?Applications of Dawn DonutSnelling & Snelling v. Snelling & Snelling (DPR 1970): federal registrant has not entered the Puerto Rico market complaint dismissedPizzeria Uno v. Temple (4th Cir. 1984): court denied present injunction against user in “remote” territory without prejudice to registrants right to renew claim when it enters the territoryComidas Exquisitos v. O’Malley & McGees (8th Cir 1985): Atlanta restaurant could not obtain present injunction against use in IA because of lack of reputation in IA and no present plan to expand thereMinnesota Pet Breeders v. Schell & Kampeter (8th Cir. 1994): If TM owner not entitled to an injunction in ∆’s trade area because, under Dawn Donut Rule, Π has not shown a LOC there, then no profits should be awarded as to that areaLone Star Steakhouse & Saloon v. Alpha of Virgnia (4th Cir. 1995): registrant had already expanded into junior user’s Washington, DC trade area, and thus entitled to injunctionBUT SEE, Circuit City Stores v. CarMax (6th Cir. 1999)What-a-Burger VA v. Whataburger TX (4th Cir. 2004): Facts: Started in TX 1954, federally registered, then junior Waterburger started in VA, disappeared – then Waterburger begins to expand in mid-Atlantic, and finds Waterburg Stand in VA because had opened new shopsLatches Argument: Waited 30 years, sat on rights, junior user wants to continue useTX Lawyers: Dawn Donut no basis to enjoin VA use because we had not expanded to the area yetHolding: Latches does not apply under Dawn DonutBurger King of Fla. V. Hoots (7th Cir. 1968): Π (BK) started use of BK mark in FL; ∆ (Hoots) opened BK restaurant in Mattoon, IL (1957); ∆ registers in IL (1959); Π gets federal registration (1961) mid-60s Π had 38 outlets from FL to KYHolding: ∆ had 33(b)(5) defense for a 25-mile radius around MattoonNote: May have been different if BK had plans to expand earlierThrifty Rent-A-Car System v. Thrifty Cars (D. Mass. 1986)Facts: Thrifty began use of mark in OK (1958) applied for federal registration (1962); Thrift began use in MA (1962); Thrifty receives registration (1964); Thrifty enters MA and seeks to enjoin Thrift (1967)Holding: Because 7(c) was not yet in effect, only §22 (date of registration) applied Thrift could continue to use its zone as of date of registrationBUT NOW!! §7(c) in effect, Thrifty would have nationwide priority as a date of application, and Thrift would have to stopGeneral ApplicationsSenior uses Junior uses Senior applies for and receives registrationSenior sues Junior and vice-versa: Under 33(b)(5), Junior is frozen to its area of use as of the date of applicationSenior uses Junior uses and then applies for and receives registration Junior files suit against Senior, Senior Counterclaims: Junior has nationwide priority except in Senior’s zone of use as of the date of application or registration (unclear which)Zazu Designs v. L’Oreal (7th Cir. 1992, Easterbrook) (pre-TLRA registration)Facts: Cosmair (L’Oreal in US) developed ‘hair cosmetics’ (wash-out pink hair dye) called ZAZU and sold in stores (1985), flopped in late-1980s; Zazu Hair Designs (ZHD) registered with IL 1980 – said no products under name, but had been trying to enter market; ZHD applied for registration of ZAZU after L’Oreal applied to register mark and began to sell nationwideHolding: Slight sales insufficient for priority; ZHD didn’t register ZAZU federallyPotential users shouldn’t have to wait until other firms decide whether to market a productDissent:Serious issue of good faith Good faith user is simply one that begins using a mark without knowledge of another party’s preexisting use; L’Oreal knew ZAZU had registered service mark, and that can be infringed upon by closely related product because of LOCTest for use was satisfied because more than de minimusZazu should have exclusive rights in Local AreaIf case were decided today, §22 doesn’t matter at all anymore, §7(c) is where it’s at CONCERNED with date of APPLICATION, NOT date of registrationPriority and Bad FaithCannot receive priority where there is a showing of bad faith use to establish such priorityBell Inc v. Farah (5th Cir. 1975) – although race is to the swift in trademark law, race must be run cleanly if a firm wants to prevailHere, put new labels on old jeans in order to use first in commerce and apply for registration (before intent to use registration under 1(b); court determined priority by first sales date, not by individual shipments and discussions with customers Priority DisputesResolved by TTAB through oppositions or interferences §13 provides, “any person who believes that he would be damaged by the registration of a mark upon the principal register may… file an opposition in the PTO, stating the grounds therefore.” §1062(a): TM applications must be published before issuance, so that interested parties may have the opportunity to search for / oppose potentially damaging applicationsMay be opposed by showing mark is not entitled to registration – e.g., because others made use of it before applicant didChance v. Pac-Tel Teletrac (9th Cir 2001): ∆’s pre-launch marketing campaign (press releases/presentations, soon followed by launch of service established analogous use priority May establish priority through ‘use analogous to TM use,” provided user makes actual use of mark within a reasonable period of time following analogous usePriority by Contract: may may covenants not to sue and the like; powerful second-comer may pay-off senior user economic efficiencies theoryProperty Rationale/Incentives v. Consumer Protection Rationale: What do you do when consumers develop the TM uses – e.g., Volkswagen “Bug” started in the public, so how much protection do consumers need here?Priority v. Secondary MeaningDescriptive marks are not entitled to protection until owner can prove secondary meaning in minds of consumers, but priority suggests TM is presumptively owned by first person to use it in commerce (barring federal registration)Laureyssens v. Idea Group (2d Cir. 1992): trade dress infringement suit by makers of “Happy Cube” 3-D puzzles against makers of “Snafooz” puzzles; no question of actual secondary meaning existing (low sales, low ad spending), evidence of imitation, but not copying of trade dress reject doctrine of secondary meaning in the making under §43(a), rev’d injunction because there are alternative forms of protectionIntentional copying is persuasive evidence of secondary meaning Secondary meaning can develop quickly to prevent knock-offsNY CL unfair competition: producer’s trade dress protected without proof of secondary meaning against bad faith practicesCourts virtually unanimous in rejecting idea of protecting “secondary meaning in the making”I. Registration: Trademark Office ProceduresGeneralBases under which you can file an applicationActual use 1(a)Bona fide intent to use 1(b)Use/registration/application in a Paris Convention CountryForwarded application from Home Country Madrid Protocol if you’re a national of one country belonging to MP, you can file TM application in your home country and request your application be forwarded to the WIPO, and request that WIPO forward to other member countries asking them to registerForwarded application from home country under Madrid Protocol Advantages to Registration (Not required to Register) (Taken from §33)Provides prima facie evidence of validity, ownership, and registrant’s exclusive rights (§§7(b), 33) BB: easy to burst this bubble with some evidenceUnclear how much weight courts actually place on §33 presumption of validityEstablishes nationwide priority at time of application (§7(c))Nationwide constructive use and constructive notice cuts off rights of other users of same or similar marks (§22)Start clock running for purposes of incontestability: after 5 years eliminates many defenses (§§15, 33), and limits on cancelation (§14)Registration procedures dependent upon basis under which TM is being registeredStatutory SectionsBasic Registration Actions:Unlike previous sections, registration is mainly statutory with some supplementation by PTORegistration requires examination in the USRationale for allowing Intent-To-Use applications effective in 1989 (TLRA)Foreign companies had unfair advantage under § 44Uncertainty Token use process not available to small companies and certain manufacturersPost-Registration Actions – Maintaining RegistrationsDeclarations and ApplicationsContinuing Use (§8)Declaration of Incontestability (§15)Renewal Application (§9)During 6th year from date of registration:Registrant must file §8 Declaration of CONTINUING USERegistrant may (SHOULD) also file §15 Declaration of INCONTESTABILITYDuring the 10th year from date of registrationRegistrant must file §8 Declaration of CONTINUING USERegistrant must also file §9 RENEWAL APPLICATIONExclusions from Registration – Lanham Act §2 (see above for analysis)Disparaging, Scandalous, Deceptive, Etc…J. Incontestability – §§ 14, 15, 33§14 Gives immunity from cancellation (TIME LIMIT) for the first 5-years after mark is registered, someone can come in and seek to cancel your registration on any grounds on which someone could have opposed registration in the first placeAFTER the 1st 5-years, grounds for cancellation are restricted to exceptions in §§14(3)-(5)§15 Goes further: Additional benefits given to mark over time a mark becomes INCONTESTABLE if:Mark registered for 5 yearsFiled §15 affidavit showing that not only registered but also continuously used for 5-yearsNo pending claim against your mark or right to useMark can’t have become generic§33 – Nine Exceptions to Incontestability§§33, 15 Together – Incontestability of exclusive right to use the mark in federal courts (§§15, 33(b))After 5-years, cannot bring challenge by showing lack of distinctiveness; 5-years of registration serves as uncontested evidence of distinctivenessCAN bring a challenge that mark has become genericTriggered for all registrations, regardless of whether registrant files 6-year declaration under §15ProblemΠ’s registration is 5+ years old, but Π fails §15 declaration ∆ counterclaims seeking to cancel Π’s registration on grounds that would, at TTAB, be barred by §14’s SOLRead §15 look at §33(b) then look at §14 TM lawyers don’t know how these all relateBB: overstated and difficult to apply or predict how it will protect you unstable doctrine and so many exceptionsOnly real protection is Park and Fly against claims of no secondary meaning outside of 5-year windowFrom McCarthy: “The structure of the Act is to list those defenses or challenges which are not foreclosed. While §33(b) lists nine exceptions to incontestability, it seems clear that §33(b) incorporates exceptions of §15 by reference, and §15 in turn incorporates §§14(c), (e), and §14(c) in turn incorporates the exceptions of §§2(a)-(c) and §4. As many as 21 possible exceptions to incontestability have been listen, although this may involve some double counting.”Park ‘N Fly v. Dollar Park and Fly (SCOTUS 1985) (not in class)Facts: Π filed infringement action against respondent for using “incontestable mark” respondent argued mark is merely descriptive and therefore not contestableHolding: Under §§14, 15, 33, incontestable marks CANNOT be challenged on ground of MERE DESCRIPTIVENESS because incontestable registered marks are presumptively valid due to the fact that they were registeredTAKEAWAY: Incontestability allows TM owner of descriptive mark to avoid having to show secondary meaningIII. Trademark InfringementA. Structure of AnalysisSubject matter – Owner / Property Right?Protectable?Packaging/configuration?Distinctiveness?Seabrook – common in industry?2d Cir – Abercrombie?Has this been infringed?LOC?Polaroid FactorsLOD?Blurring/Tarnishment∆’s fair use of TM?B. Use as a TrademarkUse of owner’s mark by defendant – actionable use requirement For a use to be actionable today, it must meet the definition of “commerce” and not of “use in commerce”This is a higher standard and means that fewer uses will be actionable by ownersMeans in some places, will win if not commercial (commerce)*Beebe does not focus much on use – mention and analyze quickly!*§45 – deemed used in commerce…when it is used or displayed I the sale or advertising of services and the services are rendered in commerce Six Aspects of “Use in Commerce” – bona fide use of a mark in ordinary course of trade not merely to reserve right in a mark (no warehousing marks in US – maybe in Europe)(1) Commerce clause limitation(2) Establishing priorityCommon Law Rights Actual UseFederal Registration Rights Actual or Constructive Use (3) Establishing ownership who is the user?(4) Determining whether a mark has been abandoned (when does “use” stop?)(5) Determining types of actionable use(6) Determining “fair use”Rescuecom Corp. v. Google (2d Cir. 2009)Facts: Rescuecom is national computer service company; registered TM since 1998; 17-30k visitors to site/month; advertises on Google; people search and Google shows links and ads (“sponsored links”); Google makes 97% revenue from AdWords upon ∆’s advice, Π’s competitors purchased Π’s TM as a keyword triggering their adsD.Ct: Not ‘use in commerce’ because ads triggered didn’t exhibit Π’s TmHolding: Use of mark in ∆’s internal algorithm could constitute an actionable TM useNot like “product placement” in a grocery storeDistinguished 1-800 CaseGoogle is recommending and selling Π’s TM to its advertisersGoogle displays, offers, sells Π’s TM to advertising customersGoogle encourages purchase of Π’s mark through Keyword Suggestion Tool1-800 Contacts v. WhenU.com (2d Cir. 2005) (distinguished in Rescuecom): Facts: pop-up ad software has WhenU.com ad appear on Π’s wesbite; ∆ uses similar, but not identical TM for ΠHolding: For ∆ to infringe, it would need to have put the actual TM on the list, and not the similar addressTAKEAWAY: “Use” is a thresfhold matter; separates the 3-elements “USE” + “In Commerce”+ “LOC” Network Automation v. Advanced Systems Concepts (9th Cir. 2011): The use of a trademark as a search engine keyword that triggers the display of a competitor’s advertisement is a “use in commerce” under the Lanham Act.”BUT SEE, Daimler Chrysler v. Bloom (8th Cir. 2003): telecommunications company did not use the term “Mercedes” in a TM sense merely by licensing a vanity phone number “1-800-Mercedes”Bosley v. Kremer: “use as a mark” concept focuses on language in §32 (use in connection with sale, distribution, or advertising of any goods or servicesHolding: ∆ is not selling anything in connection with Bosley.com, so not using as a markC.f., Bad faith cybersquatters like PETAHoliday Inns v. 800 Reservations (SCOTUS 1997): Holiday Inns used number 1800-holiday and ∆ used 1800-h0liday; Holiday Inns charged unfair use of Π’s TMHolding: ∆ did NOT “USE” Π’s mark and there was no confusion no infringementToday: This would be considered typo-squatting, and find for ΠCriticism of the “Use in Commerce” Doctrine:Dogan & Lemley: TM use doctrine services important limiting function prevent TM holders from asserting generalized right to control language (like newspaper’s use and generic drug manufacturers placing drugs near brand names) may make money off the TM, but they are not TM uses and therefore, outside the ambit of the statute (Hous. L. Rev. 777 – 2004)McCarthy: doctrine does not exist and likelihood of confusion is the only requirement for infringement post –hoc creation rather than actual requirement of the statuteC. Confusion-Based Trademark Infringement: Likelihood of ConfusionGeneralThree-Part Process(1) Π owns the mark (2) The mark is valid and protectable: If you have a registered mark (§32 Registered - PF case that it is valid and protectable just by showing registration/§43(a) - Unregistered)(3) ∆’s use in commerce is likely to create confusionUse + In Commerce + LOC (in some courts)Apply the POLAROID FACTORSTwo-prong test for infringement (Gruner): Is the plaintiff’s mark entitled to protection If yes, is the defendant’s use likely to cause consumer confusionForms of Confusion-Based Claims Point of saleInitial Interest ConfusionPost Sale ConfusionReverse ConfusionIndirect and Vicarious TheoriesEarly History of Trademark Infringement Cause of ActionEarly 20th Century – Competing Goods RestrictionOrigin-1900s: Courts would only enjoin others’ use of Π’s mark on goods directly competitive with Π’s goodsBorden Ice Cream v. Borden’s Condensed Milk (7th Cir. 1912): Junior use of “Borden” for ice cream did not infringe senior use of “Borden” for milkModern –Consumer Confusion Replaces Direct Competition in Product Market IdeaYale Elec. v. Robertson (2d Cir. 1928): Junior use of “Yale” for flashlights and batteries infringed senior use of “Yale” for locks and keys Statutory Sections Factors Analysis for Likelihood of ConfusionMultifactor Test – Basic Test for Infringement Whether an appreciable number of reasonably prudent purchasers are likely to be confused, that can be decided through direct and circumstantial evidence, based on the factors applicable in the relevant circuitsVaries Circuit-to-Circuit2d Circuit – Most Important Here Polaroid FactorsMultifactor Test dates back to 1938 RST of TORTS, but now circuit dependent8 POLAROID FACTORS SUMMARY(1) Strength of senior user’s mark(2) Degree of similarity between the two marks(3) Proximity of the products(4) Likelihood that the prior owner will bridge the gap(5) Actual confusion(6) Junior user’s good faith in adopting its own mark(7) Quality of ∆’s product(8) Sophistication of buyersTwo-Dimensional Model of Trademark ScopeDetailed Polaroid Factor Analysis – Polaroid Corp. v. Polaroid Elec. (1961), reaffrirmed Playtex Prod. V. Georgia-Pac. (2004): BB Order of Analyzing (5 Factors + 3 Tossed-out)(1) Degree of Similarity between the Two MarksOverview For Π, similarity is NECESSARY, but not sufficientIf No ∆ wins65:192 PI and Bench Trial Opinions found not similar each opinion found in favor of ∆ in overall testEasterbrook (Top Tobacco): If so dissimilar that there is no LOC, no need to go through other factors when we know there is no confusionIf Yes Necessary, but not sufficient, so move onCharacteristics and NotesVery flexible analysisAnti-dissection principles No side-by-side comparison, unless products are frequently near each other on shelves (LVM v. Burlington)Sound, sight, and meaning (RST 3d) can shift among all types to establish identity / similarityFamily of Marks (e.g., McDonald’s): recognizable common feature, used together such that public association is common feature with owner and common feature is distinctiveIf goods/services are virtually identical level of similarity needed declinesVerbal Similarity Coca-Cola v. Essential Products (CCPA): Coca-Cola v. Coco Loco soft drinks no LOC, drinks sufficiently different notwithstanding similarity of mark because may not be next to each other in the aisleJohnson & Johnson v. Colgate-Palmolive (DNJ 1972): Shower-to-shower body power v. Hour-after-hour aerosol deodorant no LOC, dissimilarity of marks (discounting sound in sound, sight, meaning test)Wrenn v. Boy Scouts of American (NDCAl. 2008): Boy Scouts for boys v. Youth Scouts for boys and girls no LOC, strength of Boy Scouts so distinctive consumers would detect any slight differenceHancock v. American Steel & Wire (CCPA 1953): Cyclone v. Tornado for wire fencing LOC! Marks are identical in ORDINARY meaning, and likely to result in confusion without verbal similarityTGIF v. Int’l Restaurant Group (MDLa. 1975): TGI Friday’s v. EL Saturdays for restaurants No LOC, good faith/intent (surprising decision)Quality Inns v. McDonald’s (D. Md. 1988): LOC of confusion with McSleep highway-side hotels because of McDonald’s strong FAMILY e.g., McDentist if not to source, but association, sponsorship, connection, endorsement, or authorization∆ survey evidence about ads not conclusive (16.3% confused); NYU Jacoby – low level of likelihood of confusionΠ 30-40% confusedQuality Inns used qualifying language; but even still 20+% confusedNonverbal Similarity ExamplesHansen Beverage v. Nat’l Beverage (9th Cir. 2007): Monster v. Freek energy drinks No LOC, Circuit re’v’d D. Ct’s preliminary injunction: (1) low consumer sophistication because low price/impulse purchase; (2) color of font, size of cans, products, and meaning of names similar but not enough, crowded energy drink market; some bad faith/evidence of actual confusion (surprising decision)AutoZone v. Strick (7th Cir. 2008): AutoZone v. Oil Zone appellate remanded saying reasonable jury could find AutoZone sufficiently strong and similarity of word “zone” could create FAMILY of MarksConopco v. May Dept. Stores (Fed. Cir. 1994): Vaseline brand location v. Venture Skin Care lotion; No LOC, consumers conditioned to know store brands look similar to name brand, so when side-by-side on shelf, there is low LOC sophistication of consumerYamaha v. Yamoto: ∆ knocking-off Π’s trade dress, agreed to stop(2) Junior User’s Intent / Good Faith in Adopting its own MarkBB says ask this SECOND (65:67 finding bad faith LOC)If Yes Π wins if they win both this + similarityIf No court will move on to other factorsSome circuits don’t think this is important, but still in PolaroidE.g., Judge Levall (2d Cir.): should not matter because ∆’s intent does not affect consumerCharacteristics and NotesRelevance to empirical question of LOC: Multifactor testing isn’t purely fact-finding analysis legal rules and realism weave inIn practice, this factor tends to stampede othersFinding of bad faith strikes against ∆; however, NO bad faith doesn’t favor ∆Rolls-Royce v. A&A Fiberglass (NDGa 1976): modification kit for VW Bug enough that motivation is association to Rolls-Royce (today more likely tarnishment / blurring case) (3) Actual Confusion moderate weight given according to BBThird InquiryIf yes highly likely that Π will winIf no then go on to next factorsAnecdotal Evidence of Confusion: CAN be enough to show actual confusion!Testimony of consumersEmails of consumersTestimony of operator for the company (people calling thinking they are ∆)Survey Evidence: Routine and good to have, although rarely presented, and even more rarely credited In survey battle, look at methodologies to see how much weight to give!!16% had evidence, 35% credited, and if credited, only 7% ruled in favorTAKEAWAY: don’t believe hype of survey experts that you HAVE to have one, especially in preliminary injunction hearing BUT! May be helpful to get a settlementSquirt Format: Place side-to-side, ask if it’s made by the same company Criticism: may be leading; context implies answering yesEver-Ready Format: Putting out just ∆’s product and saying, “what company might have put this out?”Criticism: Leading again; they have to say a company made itE.g., Starbuks v. Lessbucks Coffee, Quality Inn v. McDonald’sExxon Format: just show ∆’s product and ask, “what is the first thing that comes to mind when you see this?Criticism: generates high confusion results, so generally not given much weightDamages REQUIRES Actual Confusion or Willful Intent Injunction Requires LOCCasesLeSportsac v. K Mart (2d Cir. 1985): no confusion at point of purchase, post-sale confusionWalmart / Wal-O-Caust: 7:10 consumers surveyed thought Wal-Mart sponsored Walocaust; 3:10 Wal-Qaeda(4) Sophistication of Buyers/Consumers Moderate weight (BB)Characteristics and NotesStampeding Factor Π argues consumers are dumb, ∆ argues consumers are smartMixed Population: most courts averageMay have different class of consumer for Π & ∆, average, but some courts will go with ∆’s consumerExpensive items may entail assumption of greater sophistication by prudent purchasersExtreme Cases: children; professional buyersAtomic Energy of Canada v. AREVA Canada (209 FC): No LOC All AECL’s experts acknowledged in cross-examination that the relevant consumers would not be confused into purchasing the wrong nuclear reactor – despite great similarity of the marks and products(5) Proximity of the Product – Moderately Important (BB)This is a highly flexible analysis; often combined with bridging the gap analysis Very policy-laden; difficult to have actual fact-finding here Arguably, ALL policy no fact-finding at allReplaced ACTUAL competition of Production notion from Borden caseIf goods are in same category Π usually wins, and vice versaWhen 2 users are operating in different areas of commerce, consumers are less likely to assume similarity But does not have to be that similar: CDs and phones seen as similar (Virgin Enterprises); also likelihood of bridging the gap here Death Tobacco v. Black Death (Cal. 1993) – court placed considerable weight in finding confusion on the fact that the products were sold to the same class of consumers & most owners had the products next to each other on the shelf Physical proximity in stores carries less weight when consumers are used to it (ex: generic drugs - Conopco v. May Dep’t Stores), c.f., internet consumer expectations side-by-side (6) Strength of Senior User’s Mark Not that important (BB) (but used in all circuits)Two forms of Strength: More emphasis on ACTUAL than Abercrombie StrengthConceptual/Inherent Strength (Abercrombie spectrum)Actual / Acquired Marketplace Strength (Zatarains)Abercrombie Spectrum not very strong hereCourts increasingly focus more on acquired to show strength of mark in the communityRationale: in looking at confusion, key is strength to the actual consumersCounter: the more famous the mark, the greater the likelihood that consumers are sophisticated wrt that mark and will not be confused/tricked (Beebe believes)Example: Under Abercrombie, IORMYX should conceptually get more strength than COCACOLA because Coke is actually descriptive and the former is fanciful, doesn’t make sense in practiceVirgin Enterprises (2d Cir. 2003): almost all Polaroid factors favored Π, but clear that strength of mark weighed heavily in favor of ∆ to winEmpirical strength trumps theoretical strengthCourts explicitly found Π’s mark to be inherently weak, but commercial strong in 23 of opinions sampled 22:23, court found strength factor favored confusionBut! Courts explicitly found Π’s mark to be inheres strong, but commercial weak n27 of opinions sampled, and 24:27, court found strength factor did not favor LOC.Policy Problem big strong marks actually favored over smaller, weaker onesVirgin Enterprises v. Naqab (2d Cir. 2003):Facts: Virgin Enterprises sues Virgin Wireless for TM infringementHolding: Almost all of the Polaroid factors favored Π and therefore LOCTAKEAWAY: The more famous, the less important the proximity of the goods factor(7) Likelihood that prior owner will bridge the gap Not that important (BB)Courts widely ignore this factorWhy would we care? If likelihood of confusion is empirical, then why does it matter if trying to bridge the gap?(8) Quality of Defendant’s product Not that important (BB)BB idiotic favor more of a dilution factor than proximity issueThis factor will always favor Π. If the same quality, then confusion. If worse quality, then injures Π.Applying the Multi-Factor Test in Unique ContextsThe internet internet actually increased LOCGoTo.com v. Walt Disney Facts: GoTo sought preliminary injunction against Disney for use of the mark GoToHolding: In 9th Circuit there are only three factors, the Troika Factors; but this is extremely pertinent in the internet context!Takeaway: Internet “Troika” SimilarityRelatedness of GoodsUse of Web as market channelNote: In 2000, internet consumers seen as very unsophisticated may have changed since thenPrivate Label / Promotional Goods generic versions of goods often get found not tbe confusing as policy matter; facilitating generics trumps the testImplications of the Multi-Factor Analysis on POLICY Test-wide Questions:Which factors drive the outcome? Which factors are irrelevant to the outcome?How do the factors interact? Do the factors typically “stampede”?Inter-Circuit Variation?Specific Factors:What is the significance of evidence of actual confusion, particularly survey evidence?How do courts typically assess trademark strength?Judge-Specific Questions:Is there any relation between the ideology, age, gender, tenure of the judge, and the outcome of the test or of specific factors?Multifactor Theoretical Questions:How does legal analysis use multifactor tests?Extension of model to fair use factors in copyright law?Modes of Confusion: Can have more than One in Each Confusion Analysis(1) Point of Sale Confusion (most common)Most common, traditional form of likelihood of confusion analysis (2) Initial Interest Confusion Classic Bait-and-SwitchWhere Junior user plays on goodwill of senior user in order to draw consumers inMcDonald’s sign on highway, but no McDonald’sArises most frequently on the internet, but movement away from finding initial interest confusion because it is so easy to correct bad buttonPlayboy Enters v. Netscape (9th Cir 2004)Facts: Netscape “keyed” the TMs “playboy” and “playmate” to other Netscape advertisers and Playboy sued claiming initial interest confusionHolding: SJ can NOT be granted to web advertiser who uses a registered mark to key to other advertisersTAKEAWAY: Important part of case is concurrence stating initial interest confusion is not found simply because consumer is given an alternative choiceLabeling not good enoughInitial Interest Confusion is rarely found by courts, ESPECIALLY on the internet because it is easy to click the back buttonGibson Guitar v. Paul Reed Smith Guitars (SCOTUS 2006)Facts: Gibson has TM on design of single-cutaway guitar bodyTAKEAWAY: Not available to product shapesBut note, 2d Cir. Would adopt Kennedy dissent/concurrence Shape must be an indicator of sourceCompare: different than BK putting up sign that says “McDonald’s Next Exit”Rather, Smoky-Bar Theory here: would someone be confused when looking across a smoky barroom to see the guitar?Rationale: Would make doctrine too expensive -> don’t want to give shape monopoly rights(3) Post-Sale Confusion harm is “dilution of distinctiveness”Confusion created in third parties who will think that the products are the sameThis is somewhat similar to a delusion theory)Lois Sportswear v. Levi Strauss (2nd Cir. 1986) – Lois sold product with clearly different labels but an identical stitching pattern on the pocket2nd circuit found that this 3rd party confusion could influence stitching patternsSome courts still require point of sale confusion (see, e.g. Gibson v. Paul Reed Guitar), but moving towards allowing more post-sale confusion claimsRationale:Senior user still hurt in that some will buy the product in order to have other think they bought senior user’s productSales can go down out of concern that they are buying knockoffs as well People get sick of LVM because too many people have knockoffs!Ferrari v. Roberts (SCOTUS 1992)Facts: ∆ produces replicas of Ferraris using half fake partsHolding: 6th Cir. Found this would be post-sale confusionTAKEAWAY: Post-sale confusion CAN be found if, as owner is driving a ha fake Ferrari, OTHER PEOPLE will think it is a real Ferrari, and if it loks bad it will demean Ferrari’s imageCritique: isn’t this a tarnishment dilution claim? Dissent says it’s basically anti-dilution by other means of of post-sale confusionToday: courts will rely on dilution in these casesMastercrafters Clock v. Vacheron & Constantin: Status symbol atmos clock v. electric version INFRINGMENT, not LOC at point of purchase, Πs trying to reap financial benefits from poaching goodwill (motivation of appropriation)Additional types of confusionConfusion as to Source: 2 products bearing similar TMs are likely to be confused only if both companies actually sell the same or similar productsE.g., Windows Paper Towels; Zazu Designs v. L’OrealConfusion as to Sponsorship/Affiliation: Use of TM may confuse consumers to believe TM-holder sponsors a particular unrelated productE.g., Olympics Sponsored Soup if TM is on soup canReverse ConfusionOverview: A senior (David) confronts a junior (GOLIATH) Senior user that nobody really knows about is overwhelmed by advertising or other monster junior userHarm: consumers will think senior David’s product is coming from junior GoaliathDuel Use Exception – where the public and not the defendant appropriates a trademark for a larger use, trademark law will not stand in the wayIll. High School v. GTE Vantage (7th Cir 1996) – Ill. HS had trademark for “March Madness”; 7th Circuit refused to grant protection under reverse confusion doctrine because it was the public and not any junior company who appropriated the termNow NCAA has the right to use the mark, as does the HSA&H Sportsweawr v. Victoria’ Secret Stores (3d Cir. 2000)Facts: A& registered the mark “Miracle-Suit” for its swimsuit in 19992, Victoria junior user who by 1995 used its mark “miracle bra” in connection with swimsuits A&H sued for reverse confusionHolding: 3d Cir. Reversed no finding of reverse confusion and remanded – so possible it will be foundTAKEAWAY: The Polaroid Factors (or Frisch Factors in 3d Cir.) STAY THE SAME when dealing with reverse confusion, yet some treated differentlyFactors that Remain – Frisch FactorsConsumer attentivenessDegree at channels overlapSimilarity of ProductsSimilarity of targets of parties’ sale effortFactors Treated DifferentlySimilarity of MarksDisclaimer by senior user may reduce confusion, but same disclaimer for junior goliath will have the different effect may do the opposite or consumers will forget when looking at the senior user’s markPutting the “housemark” on junior goliath’s products will further aggravate, rather than mitigate reverse confusion because consumers will associate the housemark with “miracle”Strength of MarkCommercial Strength in direct confusion case a commercial strong mark will work in favor of senior Π, in reverse confusion a commercially weak mark of Π will benefit Π LOOK AT:Commercial strength of junior COMPARED to seniorAcquired Strength: Any advertising or marketing by junior goliath that resulted in public saturationConceptual Strength Conceptually strong (Fanciful or arbitrary) weighs in favor of Senior David the same way as in direct confusionIntent of the ∆Though intent to confuse is less likely in reverse confusion, if intent is a factor (like wanting to push senior out of industry) will favor ΠFactors relating to Actual ConfusionLook at confusion where consumer thought senior was juniorHarlem Wizards v. NBA (DNJ 1997): NBA renames their DC basketball team “Wizards,” but the Harlem Wizards are a senior, but small basketball entertainment company No LOC (but BB says could have gone either way)Dreamwerks Sci-Fi Conferences v. Dreamworks (9th Cir. 1998): Dreamwerks Conventions infringed by junior giant DreamworksPump v. Colins Mgt (D. Mass. 1990): Aerosmith album “Pump” and “Pump” band No infringementLabo Enterprises v. Tunnel (SDNY 1988): senior “Tunnel Bar” sues junior “Tunnel” NO infringementAndy Warhol Enterprises v. Time (SDNY 1988): senior interview magazine and jnior “interview” section of Time Magazine No infringementD. Trademark DilutionGeneralTest Under TDRA (Lanham 43(c)) – owner of a famous mark entitled to an injunction or other remedy…against another’s use in commerce if such use (1) begins after the mark becomes famous and (2) dilutes the distinctiveness of the mark by blurring or tarnishment Can get damages upon showing intentional dilution§45 – dilution: lessoning of the capacity of a famous mark to ID & distinguish goods or servicesRecognizes the importance of the advertising function of a markOdal Decision (1924) – complainant has the utmost interest in seeing that its mark is not diluted; it would lose in selling power is everyone used it as the designation of his goods Marketing recognizes two important aspects of a brandBrand dominanceProbability that a brand will be recalled given its category as a retrieval cueBrand typicalityProbability that a category will be recalled given the brand name as a retrieval cueDilution cases (blurring in particular) focuses on stopping dilution of brand typicalitySearch cost rationaleA trademark seeks to economize on information costs by providing a compact, memorable and unambiguous identifier of a product or service. The economy is less when, because the trademark has other associations, a person seeing it must think for a moment before recognizing it as the mark of the product or servicePosner’s search-cost/efficiency theory Irony: some brands cannot claim dilution because they are too strong (Jacoby)But doctrine is meant to protect strong/famous brandsMust be famous to qualify under 43(c)May be a weakened claim today:Mattel case (Barbie Girl) – Court found parody exception applies to blurring or tarnishment whenever it is not purely commercial speech Statutory Sections Paris Convention, Article 6bisTRIPS Art. 16(2)-(3)EC Trademark Directive, Art. 5(2)Development of Dilution Cause of Action Protection for famous marks from unauthorized users that attempt to trade upon goodwill and established renown of such marks diluting distinctive qualityBorn in Germany came to US through Frank Schecter rational basis of TM protectionNo diversion of trade or harm upon which TM Π can sue say that confusion itself (even for a second) is a harm that courts should seek to solve1946: Lanham Act contained NO anti-dilution provision1947: Mass. Enacts first state anti-dilution statutory provisionCurrently 36 states provide this, including NY1996: Federal TM Dilution Act2006: Trademark Dilution Revision Act (TDRA –§1125(c)(2))Included major reformsPro-ΠEstablished likelihood of dilution standardProvides that non-inherently distinctive marks may qualify for any protection2nd Circuit does not accept this!Explicitly states that blurring AND tarnishment are forms of dilutionPro-∆Rejects doctrine of “niche fame” – famous amongst consumers in local area or a particular line of products (e.g., Lexis – lawyers market – v. Lexus).Expands scope of exclusions: must be widely recognized by the general consuming public of the USExpanded scope of exclusions under 43(c)(3)Fair useAll forms of newsNon-commercialNeutralReconfigures fame factorsSets forth factors for determining blurring43(c)(2) – Dilution by Blurring or Tarnishment:Factors for “fame” prerequisite – §43(c):Duration, extent, and geographic reach of advertising and publicity of the markCourts will take into account ads by owners and by third partiesAmount, volume, and geographic extent of sales of goods offered under the markExtent of actual recognition of the mark Niche fame no longer counts!Whether the mark was registered THE CURRENT TEST Π must show (prerequisite if FAME! – Factors above!)(1) Association (Nikepal factors below)(2) That arises from similarityCannot be the similarity of the products or sales methods, but of the MARKS themselves(3) Between the ∆’s mark and the Π’s famous markThere also appears to be a USE OF A MARK requirement built into TDRA, but not all courts follow this(4) That impairs the distinctiveness of the famous markRead literally, mere associations is NOT enough MUST impair“Dilution by Blurring” TDRA §43(c)(2)(B) is an association arising from similarity between mark or trade name and a famous mark that impairs the distinctiveness of the famous mark. (1) Demonstrating association and Similarity, consider factors, Nikepal):Similarity between mark or trade name and famous markApplied a heightened standard – identical or nearly identical Heightened similarity standard now obsolete! (Levis-Strauss, 9th Cir)Would place undue weight on this factor in the analysisStatute does not say “very” or imply a heightened standard Degree of inherent or acquired distinctivenessInherently distinctive marks will be more evidence for plaintiffBut extremely famous marks may not be blurrable! (Jacoby study)Haute Diggity Dog – first example of an appellate court making this finding, but may be limited to parody cases Counter argument: the mark may be too strong for an individual defendant to dilute it, will create a slippery slope that will eventually dilute the markExtent that Π has substantially exclusive use of markDegree of recognition of famous markWhether ∆’s use is intended to cause associationNational Pork Board v. Supreme Lobster (TTAB 2010) – found likelihood of dilution for “other red meat” by lobster group in copying “other white meat”Here, ALSO liable for confusion; can be liable for both blurring & confusionActual AssociationNote: Some courts require 6 Factors PLUS Impairment (Factor 3), others only require Association2d Cir: leaning towards requirement BOTH so move on(4) Demonstrating that distinctiveness of the famous mark is likely to be diminishedLouis Vuitton v. Haute Diggity Dog (4th Cir. 2007) – created dog chew toys “Chewy Vuitton”Did not impair/diminish because the copies were imperfect and signaled to consumers that they were copies/were not created by Louis VuittonAlso focused on strength of Louis Vuitton – would be hard to dilute!Also see this as an example of parody (below)Focuses also on areas of exclusion from liability under 43(c)(3):Any fair useDoes not really apply here but court bends over backwards to show parodyNewsNon-commercial Key: most courts today do NOT require showing of impairment, only require showing of association, applying the factors above2nd seems to require showing BOTH association and blurring (Starbucks)“Dilution by Tarnishment” TDRA §43(c)(2)(C) is association arising from similarity between mark and famous mark that harms the reputation of the famous mark (no factors in statute)Arises where a junior user undermines the image that consumers hold of a famous mark by using the mark to advertise unsavory productsDallas Cowboy Cheerleaders v. Pussycat Cinema (2nd Cir, 1979) – found dilution where pornographic movie implied Dallas Cowboy cheerleaders were participatingExclusions (Haute Diggity Dog)(a) fair use nominative or descriptive, or facilitation of fair use, using mark other than as a designation of source for ∆’s own good or services, including use in comparative advertising or parody/criticism(b) news reporting and commentary(c) noncommercial use43(c)(6): ownership of valid registration by ∆ is complete bar to actionWhamo v. Paramount Pictures (Slip n’ Slide in Dickie Roberts) – silly use of the mark, but not capable of tarnishing it; was the actual productDilution by generitizationNo court has endorsed this theoryEvolution of Federal Dilution Cause of ActionRingling Bros. v. Utah Div. of Travel Dev. (SCOTUS 1999)Facts: Ringling coined “greatest show on Earth,” sued UT use of phrase claimed dilution under §43(a)Holding: 4th Cir held only showing of likelihood of dilution need be shown under then state statuteTAKEAWAY: Example of early dilution case no federal law on point, and inconsistency among statesAbout half of states had no anti-dilution protection, while in some only required “likelihood of dilution”Rationales for Non-Confusion Based Liability TheoriesFrank Schecter: problem of bad faith actors attaching famous marks on products and said that “selling power” of actual TM and brand differentiation is actually what awe are protectionLimitations of confusion claims as to source and COAIf there is no competition, there can be no unfair competition (Carroll v. Duluth Superior Milling – 8th Cir. 1916)Schecter: anti-confusion COA can’t reach all casesΠ would lose in sling power if everyone used it as a designation of his goods (even if no LOC) (Odal, 1924)Vagaries of Consumer-Perception Basis for LiabilityUnpredictability of the outcome for confusion based doctrinesSchecter: “This psychological element is in any event at best an uncertain factor, and the so-called ordinary purchaser changes his mental qualities with every judge.”Want more formal test to protect famous marks (get rid of intent, confusion, etc.)Current Anti-Dilution Theory You have to THINK for a moment, and thinking is INEFFICIENT (economic argument)Search costs explanation (Posner)“A TM seeks to economize on information costs by providing a compact, memorable and unambiguous identifier of a product or service. The economy is less when, because the TM has other citations, a person seeing it must think for a moment before recognizing it as the mark of the product or service.”Peterson, et. al. (1999): Brand Dominance v. Brand TypicalityBrand Dominance: probability that a brand will be recalled when its category is a retrieval cueTruck? Ford. Watch? Rolex.Brand Typicality (this is more blurring): probability that category will be recalled given brand name is a retrieval cueFord? Truck. Rolex Watch.Actual Dilution v. Likelihood of DilutionMoseley v. V Secret Catalogue (SCOTUS 2003)Facts: Moseley owned “Victor’s Little Secret” and VS sued for dilution COA was TM infringement under §32, infringement under §43(a), and Dilution infringement under §43(c), plus state law causesHolding: SCOTUS held that the FTDA (prior to TDRA) through Lanham §43(c) requires showing of “actual dilution” in order to win and that §45 says NOTHING about “likelihood of dilution”TAKEAWAY: For a claim under FTDA, owner of FAMOUS mark MUST show ACTUAL dilution cannot be likelihoodCreated Circuit Split: in order to show actual dilution, Π would have to either show (1) only that junior and senior marks are identical; or (2) that junior and senior marks are identical ALONG with circumstantial evidenceTODAY! TDRA allows for likelihood of dilutionLevi Strauss v. Abercrombie & Fitch (9th Cir. 2011): Plain language of §1125(c) does not require that Π establish junior mark is identical, nearly identical or substantially similar to the senior mark in order to obtain injunctive relief RATHER, Π must show, based on factors in §1125(c)(2)(B), including degree of similarity, that a junior mark is likely to impair the distinctiveness of the famous mark TDRA Case Law – BLURRING §43(c)(2)(B)Case LawNike v. Nikepal (ED Cal. 2007):Facts: NikePal provides products/services to science labs; survey evidence of actual association by Nikepal customers of Nikepal with Nike what they would think of website called nikepal.comHolding: Nike prevails on feral and state dilution by blurring claims Nikepal permanently enjoined from using NIKEPAL in connection with goods/services in commerce Federal Exp. V. Federal Espresso (2d Cir. 2000): Marks must be “very” or “substantially similar” affirmed denial of PI based in part on holding that FED ESPRESSO was not sufficiently similar to FedExNat’l Pork Board v. Supreme Lobster (TTAB 2010) [PRECEDENTIAL]: “The Other Red Meat” for fresh and frozen salmon dilutes “The Other White Meat” for pork.”Hershey v. Art Van Furniture (ED Mich. 2008): unregistered trade dress must be shown to be non-functional under §§43(a), (c); truck with image of Hershey-like wrapper unwrapping brown leather sofa and wrapper said “Art Van”Holding: finding no confusion, but blurringLouis Vuitton Malletier v. Haute Diggity Dog (4th Cir. 2007): LVM sues HDD alleging TM infringement, TM dilution; HDD manufactures plush dog toys – one is “Chewy Vuitton” little handbag D. Ct. found parody – aff’dHolding: No LOC; more prominent a mark, the less susceptible to dilution by blurring (PETA cited) LVM failed to make-out cases of TM dilution by blurring failing to show distinctiveness of marks was likely to be impaired y HDD and productsTAKEAWAY: Focuses on TDRA 43(c)(3)Three main areas of exclusion from liability of dilution:(A) Any fair use including nominative or descriptive NOT used as designation of sourceHere, use as designation of source, so HDD doesn’t qualify (“TM-Like Uses”) but account for parodic nature of ∆’s use in assessing likelihood of dilution(B) all forms of news(c) NoncommercialMead Data Cent. v. Toyota Motor Sales (2d Cir. 1989): Lexis used Lexus for dilution considered COA for dilution under NY lawHolding: Lexis mark enjoyed only “niche fame” among lawyers, and thus not famous enough to qualify for anti-dilution protectionEmpirical StudiesMorrin & Jacoby: very famous marks apparently immune to dilution calls TDRA protection justification into questionStandard Π Response: while ∆’s act alone may not dilute mark, if court allows ∆’s conduct, will create a slippery slope that will eventually dilute markBB: dealing with very small results; crazy way to measure distinctiveness by response timeE. Extension by Contract: Franchising and MerchandisingTMs are the “Cornerstone of a Franchise System” (Susser v. Carvel – SDNY 1962)TMs of franchisor is the identifiable symbol of continuity; presence of national brand at each location franchisor + franchisee will come to TM license agreementFranchising mix of contractual and integrated characteristicsFranchisee may be tempted to “free-ride” off quality investments of franchisor and other franchisee by selling inferior products (customers come from far away, not repeaters) but agreements prevent such outcome (ingredients, inspections, profit-sharing, etc.)Substantial rents or profits left to franchisee after franchisor’s cut Incentive system in franchise contracts is workingTurning Logos into Profit Centers: sports team logos, universities, other badges of affiliation and prestige TMs were historically symbols representing, but now the product themselvesDe-materialization of products Consumers are buying an image; TM owner possesses rights in a symbol associated with certain qualitiesUpsurge and increased recognition since 1970s:Boston Professional Hockey . Dallas Cap & Emblem (5th Cir. 1975): finding unauthorized sales of team emblems violated Lanham Act, and granting permanent injunction improper to permit anonymous 3rd party to profit from Π’s logoLouisiana State v. Smack Apparel (5th Cir. 2008): enjoining sale of t-shirts in university colors that didn’t include any TMs from universitiesFranchising and Dilution TheoriesAbility to sell mark/contract through franchise is one of the more important rights of TM owners But once mark is franchised, mark may be harmed if franchisee sells inferior quality goodsLogos pose difficult questions for trademark lawTrademark law protects marks only insofar as they are emblematic of the goodwill behind a productLogos make the mark the product themselves (ex: NBA); the consumer is buying an imageLending the mark to diverse products connects those products to the feelings the symbol evokesCourts began to accept logos as protectable in the 1970’sBoston Professional Hockey v. Dallas Cap (5th Cir. 1975) – found infringement where a company placed sports emblem on clothing without permissionDid not require a showing of consumer confusion as to source!F. Domain Names and CybersquattingGeneralCybersquatting: registering a domain name of a famous mark not to use the domain, but to sell it to the mark’s owner for a price in excess of the cost of initial registration Trademark law remains inept at dealing with this problemBefore ACPA, courts would sometimes find liability for cybersquatting under 43(C), which arguably had a bad effect on dilution law under the FTDA43(d) still not very helpful and most plaintiffs use UDRA instead Generally, internet reseller of product is okayTrademark law is not in the business of ensuring domain names go to proper ownersLooking only to single out the few cases in which the registration is clearly problematicAnti-Cybersquatting Consumer Protection Act (ACPA): Lanham §43(d)Basics – §43(d) enacted in 1999Pre-ACPA: Courts stretched meaning of “dilution” to protect TM ownersTwo Cause of ActionIn personam against the cybersquatterIn rem against the actual domain name where jurisdiction or just locating the cybersquatter are not possiblePETA v. Doughney (4th Cir. 2001): bad faith intent very easily shown; ∆ registered multiple other infringing domain names and offered to sell peta.org, both of which are very significant red flags triggering finding of bad faithMost Πs now use UDRP rather than §43(d) because significant faster and cheaperBad Faith Intent – §43(d)(1)(i)(I) the TM or other IP rights of the person, if any, in the domain name; (II) the extent to which the domain name consists of the legal name of the person or a name that is otherwise commonly used to identify that person;(III) the person's prior use, if any, of the domain name in connection with the bona fide offering of any goods or services; (IV) the person's bona fide noncommercial or fair use of the mark in a site accessible under the domain name; (V) the person's intent to divert consumers from the mark owner's online location to a site accessible under the domain name that could harm the goodwill represented by the mark, either for commercial gain or with the intent to tarnish or disparage the mark, by creating a LOC as to the source, sponsorship, affiliation, or endorsement of the site; (VI) the person's offer to transfer, sell, or otherwise assign the domain name to the mark owner or any third party for financial gain without having used, or having an intent to use;(VII) the person's provision of material and misleading false contact information when applying for the registration of the domain name; (VIII) the person's registration or acquisition of multiple domain names which the person knows are identical or confusingly similar to marks of others that are distinctive at the time of registration of such domain names; and (IX) the extent to which the mark incorporated in the person's domain name registration is or is not distinctive and famous within the meaning of §43(c)(1)PETA v. Dougherty (4th Cir. 2001) – Doughterty registered peta.org and set up a page “People Eating Tasty Animals” that was a parody of PETA and its goals; found for PETAEasy case for the courts because of clear evidence of two key factors of bad faith intent to profit under 43(d):Dougherty did this with other names as well (factor 8)Dougherty offered to sell the domain name to PETA at a hefty price (factor 6)Also found clear intent to confuse/mislead consumers into going to his site where there was harmful information to the mark’s ownersLamparello v. Falwall (SCOTUS 2006)Facts: ∆ maintains website critical of Jerry Falwall (slight misspelling of name in domain); considers TM through LOC and cybersquatting; considers if §§32 and 43(a) cover noncommercial speechHolding: No TM infringement; no LOC and no commercial intent/bad faith to profit Struggles to distinguish PETA finds Lamparello different when use considered in full context because intent is to lampoon Falwall, and PETA was pretextualTAKEAWAY: Must have intent to PROFIT (Factor IV) allow for “gripe” sitesUniform Dispute Resolution Policy (UDRP) + (ICANN)Domain name holders are subject to UDRP through terms of domain name registration contract with domain name registrarsRegistrars must require the UDRP in order to qualify with ICANN as domain name registrarsUDRP Paragraph 4:4(a) – Complainant must prove: (1) identity or confusing similarity; (2) respondent has “no rights or legitimate interests in respect of the domain name,” and (3) respondent has registered domain name and is using it in bad faith4(b) – Bad FaithTelstra.org case: Australian company named Telstra and some guy registered the name, but was not doing anything with it not using it in bad faith (just waiting – perhaps for money but no proof)Holding: this itself constituted bad faith USE of domain name very important finding on behalf of Πs in these casesMost Common Dispute Resolution Service – WIPOWIPO’s statistics show very high complainant win rate say there are very clear cybersquatting casesΠ selects the arbitrator Πs will usually win in UDRP contextNo damages Only transfer of registration of domain nameResellers’ Use of Marks in Resellers’ Domain NamesToyota Motor Sales v. Tabari (9th Cir. 2010): “buyorselltoyota.com” uses are generally nominative fair uses Seems to settled scattered case law on subjectTy v. Perryman (7th Cir. 2002): “bargainbeanies.com” for site that sold beanie babies nominative fair useG. Indirect InfringementGeneralThere is no statutory support for contributory/vicarious liability Courts have accepted it as a form of statutory interpretation/policyMust have primary liability in order to have secondary liability!Two forms:Contributory liability:when a defendant who does not control the direct infringer purposefully induces or assists his infringing actionMust have knowledge and material contribution!Vicarious liability:Defendant somehow controls the direct infringer Based on theory of respondeat superior Less common in trademark contextKEY: There can be no secondary liability without primarily liabilityYou MUST first test for primary infringementThere are two main types of secondary liability (some courts use interchangeably)(1) Contributory Liability: arises when ∆ who does not control the direct infringer purposefully induces or assists his infringing actionsIntentional inducement, ORE.g., bribing pharmacist, advertising “they won’t know the difference” .v. merely suggesting (Ives)Knowledge and material contributionShowing has/dad knowledge of primary infringing acts and makes/made a material contribution to those acts(2) Vicarious Liability: involves situation in which a ∆ somehow controls the direct infringerControl (“right and ability to supervise”), ANDE.g., Hard Rock Café v. Concession Services (7th Cir. 1992): applied Inwood test for contributory test for contributory TM liability to operator of flea market found operator would be liability for copyright infringement of vendors if it permits on its premises of knows/has reason to know vendor is acting / will act tortuouslyDirect financial benefitWhy does difference matter Historically, vicarious liability was based upon the idea that master was responsible for servant (respondant superior), where contributory was built up next to and came laterE.g., Google v. Rosetta Stone Inwood Labs v. Ives Labs (SCOTUS 1982)Facts: Π had expired patent for cyclopasmol and ∆ manufactures generic drug in similar shape and similar colors which were sometimes distributed by pharmacists in bottles saying they were ΠS and were the same color as ΠsHolding: NO infringement under §32 derivatively or under §43(a) for copying the colorTAKEWAY: Case stands for proposition that if a manufacturer or distributor (1) INTENTIONALLY induces another to infringe a TM, or (2) continues to supply product to one whom they have knowledge is infringing TM, they are CONTRIBUTORILY LIABLETiffany v. eBay (2d Cir. 2010)Facts: widespread counterfeit Tiffany jewelry on eBay; question was whether eBay had “knowledge” to trigger contributory liability – Tiffany argued “general knowledge” enoughHolding: eBay must have specific and contemporary knowledge of individual acts of infringement in order to fall within knowledge requirement eBay was NOT contributorily liable for its refusal to take such preemptive steps in light of their reasonable anticipation (not willfully blind like Hard Rock implemented policing policies)Πs must show the primary liability of auction sit users in order to assert secondary liability against the auction site itselfTAKEAWAY: Restates Contributory Liability framework seen in Inwood also states vicarious as (1) the right to control, AND (2) direct financial benefitContributory liability framework requires SPECIFIC knowledge in second prongPOLICY: Relied on who was the lowest-cost avoider was for economic efficiency judge ultimately decided it was TiffanyBB: unfair and unjust as most efficient outcome; consumer is lowest cost avoider personal responsibility libertarian idealTiffany Response: can’t rely on consumer sophistication when issues of goodwill and product qualityEuropeans: would have put responsibility on eBay GEICO v. Google (ED Va. 2005): Π could not demonstrate that mere sale of keyword confused consumers, BUT left open possibility that advertisers themselves might be liable for infringement if the text of ads were confusing, and that Google might be liable for contributory infringementIV. Defenses to Trademark InfringementA. GeneralEven where a Π can show likelihood of confusion or dilution, a ∆ can escape liability by showing one or more affirmative defenses Affirmative defenses include:AbandonmentLachesAccepted UseFair useNominative Use (Non-Trademark use)ParodyB. Abandonment, Assignments in Gross, Laches3 Major Forms(1) Abandonment (MLB)(2) Failure to Supervise Licenses (Dawn Donut)(3) Rule Against Assignments in GrossStatutory SectionsDetails of Abandonment(1) Intent not to resumeRarely expressed, so may infer from circumstances3 consecutive years of non-use is prima facie evidence, but NOT conclusiveOwner may overcome presumption by presenting evidence that notwithstanding 3-years of nonuse, it nevertheless intends to resume useNOTE: §45 does not establish a requirement that the owner use the mark at least once in any three-year period owner may not use the mark for a longer period of time, but still retain ownership provided that owner intends to resume at some point in the reasonably foreseeable future (Silverman)Silverman v. CBS (2d Cir. 1989): CBS claimed intent to resume use of TM “Amos ‘n Andy” when no longer demeaning to African Americans abandonment of TM - must be sometime in the reasonably foreseeable future(2) Mark becomes generic / loses significance as mark / loses control of markIf it licenses the mark out to others without any attempt to control the quality of goods bearing the markQuality control requirements in US TM law are surprisingly lax example of sufficient quality control is inspecting the manufacturing facility once/year or requiring licensee to send specimens annually to the licensorDawn Donut v. Hart’s Food Stores (2nd Cir. 1959) – found no abandonment by plaintiff in licensing out the mixturesDissent: true that Dawn Donut’s contracts gave them control over how the donuts were baked, etc but they did not ex. actual control – did not inspect the factories, etc. Must police, etc.Discussion in the dissent is the primary rule today.Assignments in Gross (see below)Applications of Abandonment DefenseHypo Facts:2000: A begins using a mark and registers it2001: A stops using the mark2006: B starts using the markQuestions to ask here:Did A use the mark within the three consecutive years? NOCan A show evidence of intent to resume use during the three-year period?Sports teamsThere will be a strong presumption in favor of the franchise owner for priority (Colts v. Metropolitican Baltimore Football Club, also see Rams Case)Major League Baseball v. Sed Non Olet Denarius (SCOTUS 1993): Facts: Brooklyn Dodgers moved to Los Angeles; MLB sues ∆ (corporate operators of 3 restaurants – “Brooklyn Dodger”) for infringement of Π’s TM; Looks at: (1) ∆’s use intentional copying in logo; (2) Π’s use limited to occasional retrospectives, never pub/restaurant; (3) Abandonment Affirmative Defense (preponderance of evidence) – TM is “Brooklyn Dodgers” not just “Dodgers” – Πs can’t show intent to resume use since leaving NY; (4) resumption would be limited to type of use since resumption (apparel, etc.)Holding: Court declines to enjoin ∆’s very limited use of TM by ∆’s for use in connection with local restaurant for older Brooklyn Dodgers fans in NYTAKEAWAY: You cannot warehouse a TM even if you continue to renew registration, it must be used in a SUBSTANTIAL wayDawn Donut v. Hart’s Food Stores (2d Cir. 1959) UNSUPERVISED LICENSESFacts: Dawn Donut alleged TM infringement by Hart; Hart counterclaimed to cancel Π’s registration of “Dawn” and “Dawn Donut” on ground that Π abandoned mark due to inadequate quality control and supervision on part of its licensees – retail bakeries that sold donuts made from Dawn’s mixHolding: No abandonment by Π of its registrations, and ∆ not entitled to cancel TMsDissent: would instruct D. Ct. to investigate policing and cancel if insufficientTAKEAWAY: naked licensing (grant of licenses without retention of control) is invalid! (DuPont v. Celanese)Requires: (1) Sufficient policing; (2) inspection of licensee’s operationsContracts may be sufficient, but cancel if operations not adequately policedRule against Assignment in GrossLanham §10: “A registered mark or mark for which application to register has been filed shall be assignable with the goodwill of the business by which the mark is used, or with that part of goodwill of the business connection with the use of and symbolized by the mark.”Assignment in Gross: Assignments of TM alone without any underlying assets or goodwillOriginally very strictRecently relaxedContemporary Rule: Operating in cases involving assignment of “soft” TM-related assets (customer lists, production formulas, and amorphous “goodwill)In re Roman Cleanser (6th Cir. 1986): validating transfer of TM in satisfaction of security interest in it, together with formulas and customer listsMoney Store v. Harriscorp Finance (7th Cir. 1982): assignment of Money Store TM by senior user for $1 not invalid nominal recitation of “goodwill” in assignment contract, without any other assets was enoughC.f., Richard Posner & William Landes (1987): “assignment in gross” doctrine makes sense only in “final period” cases, where sellers of goods are leaving the market and hence do not care if consumers are disappointed by the low quality of the assignee’s goodsC.f., Japan: Private property rights in the TM itself assignments in gross are valid even if totally divorced from any goodwill; TM rights are severable may be assigned by class, providing goods of remaining classification would not cause confusion with goods assigned to the classLaches DefenseLanham Act has no SOL ∆’s who might otherwise use that turn to lachesLaches: equity aids the vigilant and not those who slumber on their rights (NAACP v. NAACP Legal Def. – DC Cir. 1985)Requires Proof of… (Passenger Corp. v. Morgan – SCOTUS 2002)(1) Lack of diligence by party against whom the defense is asserted, AND(2) Prejudice to the party asserting the defense∆ must do more than merely show that it has continued to use its infringing mark during the delay period Tap Pub. V. Chinese Yellow Pages NY (SDNY 1996): mere continuing use of infringing mark without expansion does not satisfy requirementGenerally require expansion substantially increased level of investment in promotion of the markProgressive Encroachment Laches UnavailableProgressive Encroachment: ∆ formerly used Π’s mark to goods unrelated to Π’s, but has since expanded its use of the mark to goods related to the Π’sWestchester Media v. PRL USA Holdings (5th Cir. 2000): Π’s obligation to sue was triggered only when ∆ Polo Magazine expanded its content beyond news of the sport of polo and began to feature mainstream fashion and travel news closer to Π’s market (D. Mass – Π waited until some viable impact on its business is excusable delay)E.g., Harjo v. National Football: Disparagement challenge to “Redskins” failed because of Redskin’s laches defenseResidual GoodwillVery minor issue in US TM law company abandons its mark or engages in 3-consecutive years of nonuse, but goodwill outlasts the use of the TM in commerceC. Fair UseClassic/Descriptive Fair Use: ∆ uses Π’s mark to describe the ∆’s goodsDefense provided that the name, term of device is a use 3 Prongs!Other use than as mark (advertising, packaging, slogan but NOT goods identifier)Descriptive of the individual name of own business, party, or term Dictionary definition, commonness, no significant alternativesUse in good faith / Intent (KP Permanent Makeup)KP Permanent Make-up v. Lasting Impression (SCOTUS 2004)Facts: Lastings TM is “microcolors” for permanent make-up; 9th Circuit: cannot be held in good faith if consumers are confusedDefense of descriptive fair use can only succeed where there is NO LOC as to source But! That is the only situation in which ∆ would need to use the defense can never be used! SCOTUS says “defies logic”Holding: ∆ can win on fair use even if Π can show some likelihood of consumer confusion as to source; can still be found to have been fairly used in good faithTAKEWAY: If you can make out a FAIR USE DEFENSE, you DON’T have to prove NO LOC in order to win even if some confusion, you can still potentially get fair useSteps for analyzing use of defenseFactsLOC TestIf no LOC no need to go onIf LOC< then turn to affirmative defense of descriptive fair use under §33(b)(4)(1) used other than as mark; (2) accurately descriptive of individual name of business/party/term; (3) good faithApplicationsWonder Labs v. P&G (SDNY 1990): ‘“The dentists’ choice for fighting cavities” for toothbrushes is fair use of Π’s TM “Dentist’s Choice for toothbrushes”’Western Publishing v. Rose Art Industries (SDNY 1990): “golden” describing gold color of children’s writing slate not infringement of Π’s mark “golden” for children’s books an toysPlayboy Enterprises v. Terri Welles (9th Cir. 2002): ∆ was Playboy’s “Playmate of the Year” in 191; her use of words “playmate of the year” in title on homepage and in her advertising banners fell within class fair use “Public persona is based on tittles and they accurately describe her. Court can’t say she took more than was necessary to merely ID herself or her goods.”Car-Freshner v. SC Johnson & Son (2d Cir. 1995): image mark case image marks can also have fair useKelly-Brown v. Winfrey (SDNY 2012): Oprah sued by “Own your power” for workshops and seminars after saying “Own your Power” on magazine coverNominative Fair Use: Where ∆ makes commercial use of Π’s mark to refer to Π’s productJudge Made Law no statutory sectionRG Smith v. Chanel (9th Cir. 1968) (Seminole Case):Facts: Advertisement for knock-off perfumes, and recommends blindfold test between Chanel 5, and knock-offHolding: No statutory basis on the confusion side of TM law, but OK with this judge-made defenseRationales for nominative fair useNaming the TM owner – using the only word is the only reasonably available way to name the product/ownerConcern that TM owner’s rights not to hamper other’s access to languageNinth Circuit Test New Kids on the Block v. News America Publishing (9th Cir. 1992, 900# voting for favorite NKOTB member): (1) Product or service in question must be one not readily identifiable without use of TM (like functionality),(2) Only so much of the mark or marks may be used as is reasonably necessary to identify the product or service, AND(3) User must do nothing that would, in conjunction with the mark, suggest sponsorship or endorsement by the TM holderHere, this was a newspaper and while they made money, there was no source identification function But ultimately, this makes confusion part of the analysis (rejected by 3rd cir)Second Circuit Analysis Order: No clear doctrine on this, but 2d Cir. D. Cts have done:Polaroid LoC test FRIST (burden on Π) (no confusion stop)If confusion found, turn to Fair Use, and apply New Kids Test (burden on ∆)Note: 2d Cir has not officially adopted New Kids factors, but still go through factors in practice balancing them outC.f., 9th Cir. Has ∆ claim fair use first, skips LOC; if they lose on Fair Use, they lose LOC by defaultThird Circuit Test Century 21 Test (3d Cir.) Multifactor Two-Step AnalysisPart One Truncated LOC Factors(1) price of goods and other factors indicative of the care and attention that may be expected of consumers when making a purchase(2) Evidence of actual confusion(3) Length of time if any of use without actual confusion (4) intent of ∆ in utilizing the markPart Two Modified New Kids Factors(1) Challenged use of Π’s mark is necessary to describe both Π’s product or service and defendant’s products service;(2) ∆ has used only so much of Π’s mark as is necessary to describe Π’s products or services; AND(3) ∆’s conduct or language reflects the true and accurate relationship between Π and ∆’s products or servicesFed. Cir. Applies DuPont Factors for LOCParodyGenerallyRecent trend has been an increase in allowing parody defense E.S.S. Entertainment v. Rock Star Videos (9th Cir. 2008) – Video game mocking “Pay Pen” with “Pig Pen”Develop a practice of allowing this and has become so common that there is no likelihood that players will see it as an endorsementCould easily have gone the other way (so rare that it is an endorsement)Satire vs. ParodySatire: targeting something external Will never be protected/not a defenseParody: uses of the work to target the work itselfProtected under trademark law unless it is purely commercial speech (Mattell)Inringement-based causes of action Apply one of the doctrines below, but all incorporate Rogers Analysis Rogers v. Grinaldi: artistic titles to do violate trademarks unless:No artistic relevanceSome artistic relevance and specific misleading as to source or content Expanded beyond titles to all infringement based causes of actionDilution: apply Mattel’s commercial speech testMattel v. MCA Record (9th Cir. 2002) – BarBi Girl lyricsApplied Rogers v. Grinaldi to infringement claim If speech is not purely commercial, then it is entitled to full first amendment protectionIf there is ANYTHING other than the offer of a commercial transaction, non-commercial use exception applies and there can be no tarnishment or blurring under 43(d)One drop rule is not followed in all circuitsRepresents a huge weakening of dilution doctrineUnclear which approach any given federal court will take to parody doctrine – DISCUSS ALLDoctrinal Approaches to ParodyElement of Traditional LOC Test (primary approach) Most common test but certainly not a given that a federal court will apply this testSimply go through the normal Polaroid Factors, considering the use of the mark as a parodyRationale: a working parody will not create confusion!Hard Rock Café v. Pacific Graphics (WD Wash 1991) – parody is another factor to consider in the likelihood of confusion analysisTrue parody will be so obvious and heavy-handed…clear distinction is preservedCounter: making the parody strong-armed enough to avoid all likelihood of confusion will run the parody and make the point meaningless (Beebe)Different approaches to this:In some cases (9th Circuit, especially) – Rogers v. Grimaldi will replaced Polaroid where there is parodySome cases (2nd circ) – engage in Polaroid analysis and then look at Rogers as a defense If very clear, will not address because of strength of the affirmative defense ESS Entertainment 2000 v. Rock Star Videos (9th Cir. 2008): Grand Theft Auto video games sued by LA strip club claiming game infringed on club’s TM and TD Court applies Rogers v. GrimaldiHolding: No TM infringement when TM right clashes with 1st Amendment, 1A wins wrt artistic/creative judgmentMake it so people would never imagine it was endorsedSecond-Life Games uncharted TM worldSmith v. Walmart Stores (ND 2008) – Smith made Wal*Ocaust and other offensive shirts based on the Walmart name and symbols shirts to mock Walmart Court found no likelihood of confusion because it was a clear parody and no actual confusion Never reached first amendment discussionMasterCard v. Nader 2000 (SDNY 2004): MasterCard sues Nader campaign for ad spoofing their “priceless” da campaignApplies LOC analysisDallas Cowboys v. Pussycat Cinema (2d Cir. 1979): porn featuring Dallas Cowboy cheerleader; action under 43(a) got injunction (disparaging)LVM v. Haute Diggity Dog (4th Cir. 2007): parody is unlikely to confuseParody as Trigger of “Alternative Avenues of Communication” Analysis:Consider BOTH LOC and 1st Amendment Interest INDEPENDENTLY, then BALANCE these interestMutual of Omaha Ins. v. Novak (8th Cir. 1987): “We believe, however, that protection afforded by 1A does not give Novak license to infringe on rights of Mutual. Mutual’s TM’s are form of property, and Π’s rights therein need not ‘yield to the exercise of 1A rights under circumstances where adequate alternative avenues of communication exist.” Today this would be dilution claim and non-commercial speechBB: example of court reaching the conlucion it wants to reachApproach is borderline obscoleteParody as Trigger of First Amendment Balancing Test: FIRST, consider Multifactor Polaroid test, and THEN talk about expressive use balancing 1st Amendment interest with result Even if some confusion, 1A can trumpNote: Make note of the Cause of ActionTest is in decline, but may be applied as a secondary prong after the court goes through a likelihood of confusion test (Cliff Notes)Rogers v. Grimaldi Test (2d Cir.) (Parody in Titles, Infringement-Based COA): involved Italian movie Ginger and Fred with 2 dancers clearly meant to be Ginger + FredHolding: No infringement because movie title was related to the movie no artistic relevance to the title of the song and not misleadingTAKEAWAY: Literary titles do not violate unless:(1) No artistic relevant(2) Some artistic relevance and specific misleading to the source or contentDoes NOT apply to the dilution COAMattel v. MCA Records (9th Cir. 2002, Kozinski, Dilution-Baesd COA): Fact: Mattel sued over Aqua’s song “Barbie Girl” - clear blurring,Holding: Barbie Girl is not purely commercial speech, and is therefore fully protected3 Statutory Exceptions: 2 don’t apply, but the 3rd ‘noncommercial use’ may 1-drop rule to dilution may have hugely weakened TMs often fill in gaps in our vocabulary and add contemporary flavor to our expressionsRogers Test:Use of Barbie in song title relevant to underlying workSong did not explicitly mislead as to the source of workTAKEAWAY: Where an artistic work targets the original and does not merely borrow another’s property to get attention, First Amendment interests weigh more heavily in the balanceCliff Notes v. Bantam Doubleday Dell Pub (2d Cir. 1989): Cliffs and Spy Notes satire, but mad eSpy Notes put “A Satire” on the coverAppropriation of speech most effective when not-obviousLOC factors at end of multifactor test taking into account that somewhat more risk of confusion is to be tolerated when TM holder when TM holder seeks to enjoin artistic expression such as parody”Degree of risk of confusion between Spy Notes and Cliffs Notes does not outweigh the well-established public interest in parody Appropriationist Speech: punchline is told at the end with appropriation heavy-handed parody; estranging shows something and then slowly becomes clear that it’s appropriationProtect Marriage v. Courage Campaign: non-straight marriage organization pro-Prop 8 appropriated and changed same-sex marriage group’s logo to 2-women; same-sex marriage group sued over infringement of unregistered property rightTAKEAWAY: No LOC because parody parody is not technically a defense, but aspect of confusion because successful parody will not confuseSmith v. Wal-Mart (ND Ga. 2008): battle of experts in LOCPossible Fourth: E.S.S. EntertainmentSeparated Rogers v. Grimaldi test from the First Amendment and applies it on it ownSimply asks:Is it a parody?Was it explicitly misleading? If not, parody defense applies Parody/Expressive Use – Walk ThroughThreshold Question: Is this SATIRE or PARODY?Satire use of work to target something external not protectedParody use of work to target work itself this IS protected under TM lawIs it a literary title?No move onYes Rogers v. Grimaldi TestDoes the title have artistic relevance to the work?Does it mislead as to the source of the contents of the work?Parody Infringement Analysis (state that this is probably 2d approach):Combine the Polaroid Factors with Rogers v. Grimaldi TestParody itself should not confuse consumers Court can find some confusionParody Dilution AnalysisIs it purely commercial speech? (sole purpose to propose commerce transaction from Mattel)No PROTECTED under §43(c)(4)(B) exceptionYes NOT protectedV. International Issues in TrademarkA. OverviewMadrid System: procedural to make the process of TM registration more efficient around the world submit application and it can be forwarded to other countries for registrationVI. Right of Publicity A. OverviewGeneralProtects an individual’s marketability or persona No federal right of publicity under the Lanham Act§43(a) – used to create a right of publicity but applies ONLY to the famous (celebrities) for whom there can be an argument that the name has achieved secondary meaningRight of publicity under state law Most states have either a common law or statutory right of publicity (or both)Rights fall into two main categories (detailed below):Property-based right of publicity (California)Descendible like propertyPrivacy-based right of publicity (New York)Not-descendibleMore applicable to non-celebrities TN special rule: descendible for 10 years and then continues indefinitely (Elvis!)Sources of LawThere is NO federal right of publicity statueBut, §43(a) – Closest we come: only applies to celebrities because it is a means of identifying a person’s identity with a product Can argue that name/image has acquired secondary meaning States have granted Rights of Publicity15 States have Codified Right of Publicity in Statute Including NY and CACommon Law16 States Recognize Common Law Right of PublicityNot in NY (Robertson v. Rochester Folding Box Co (1992))CA has both Statute and Common LawNew YorkNY Civil Rights Law §§50-51: privacy-based, non-descendibleAny person whose name, portrait, picture or voice…Used within the state for advertising / trade purposes …Without prior written consent…May …Seek equitable remedy to restrain useSue for damages for any injuriesIf ∆ knowingly used Π’s NPPV, jury may award exemplary damagesNote: Voice added in 2005 because of Midler and similar casesUnder statutory basis, courts rely on the language of the statute, not a general conception of rightsVanna White v. Samsung Electronics (9th Cir. 1992) – robot used in advertisement that looked similar to Vanna White, had the wheel (concept of things not really changing in the future)This was a CA case but how would it come out in New YorK?Robot was not her “name, portrait, picture or voice” – it was only creating the inferenceName, portrait, picture and voice do not come together to create “persona”Onassis v. Christian Dior-New York (1994) – she is in the backShe won because they actually used her faceClearly show privacy-function of New York law – in no way did this indicate endorsementCaliforniaCaliforniaStatutory and Common LawCal. Civ. Code §3344: property-based, descendible, assignableAny person who knowingly uses another’s name, voice, signature, photograph, or likeliness…In any manner, on or in products, merchandise, goods…For purposes of advertising/selling/soliciting purchases of products, merchandise, goods/services….Without prior consent, or consent of parent/guardian…Shall be liable…For any damages sustained by person/s, and$750 or actual damages suffered by unauthorized use, and profits not taken into account with original damagesMidler v. Ford (9th Cir. 1988) – Midler would not do Ford commercial so used a “sound-alike”Statutory right – CA civil code does not include a voice-sound alike provisionCourt took a highly restrictive interpretation; no property interest in sound of the voice, only in OWN voiceCommon law right – Midler won because voice was very distinctiveNancy Sinatra did not win in similar case (voice not distinctive enough)Property right basis much broader than privacy basisVanna White v. Samsong Electronics – she won in CAUnder New York privacy conception, could not have wonKazinski dissent: Insane to give property rights to celebrities based on the slightest indication of their celebrity First amendment protections should apply hereParody is key and protected (see above)Rationales for Right of PublicityPrivacy ArgumentsWarren & Brandeis (1890): lamenting technological/cultural developments in private sphere, advocated right of privacy to forbid publication of idle gossip and restore propriety and dignity to the pressNY (1903): banned unauthorized use of “name, portrait or picture of any living persons” for “advertising purposes, or for purposes of trade.”Very limited celebrities exploit their image, so can’t stop other usesO’Brien v. Pabst (5th Cir. 1941): nationally famous football play who disapproves of alcohol had no claim against beer distributor that used his photos on calendar advertising product because Π had actively sought publicity in ther contexts2d Cir. – NY (1953): found right of publicity in NY common lawStephano v. News Group Pub. (1984): no right of publicity independent of privacy protections in NY Civil Rights Laws §§50-51.Economic ArgumentsLabor: people invest labor into creating a memorable “persona” rewardBut! Celebrities’ fame is product of fans, managers, agents, etc.Incentives: utilitarian purpose of providing an incentive for people to invest in creating and publicizing some sort of public good (Zacchini – SCOTUS 1977)Failure to protect celebrity’s image could produce congestion externality value of image can be inefficiently depleted by oversaturation in the marketplace, which an exclusive right to exploit can preventFalse Endorsement: prevent unauthorized use of person’s name or other indicia of identity in connection with products or services where the use would generate among consumers the false impression that Π endorses the product or service AutonomyMark McKenna: publicity rights protect individual’s interest in preserving his/her ability to exercise autonomous self-definitionKantian/Hegelian view of private property as being invested with owner’s inalienable will/personalityWho is entitled to Right of Publicity?Non-celebrities (privacy): protecting persons from unwanted publicity (early cases)Eick v. Perk Dog Food (Ill. App. 1952): recognizing claim for unauthorized use of non-celebrity’s photo in dog food adRST 3d Unfair Competition §§46: evaluation of relative fame of Π is more properly relevant to determination of appropriate relief private persons may recover damages measured by value of use at market price ∆ would have had to payCelebrities (economic): persons whose names and likeness are commercially valuablePoliticians: Once they become public figures, they lose all right to publicity, except in VERY limited situationsObama: Weatherpoof image in Times Square, stopped when White House calledSchwartzeneger: used OH company over Governator bobbleBob Dole: without consent of ViagraPeople to whom rights have been assigned (economic): may require conflict of laws principles because not all states allow for descendibilityMarilyn Monroe: Mizrahi inherited Monroe LLC (MMLLC) license Monroe’s publicity rights; conflict of laws between CA/NY1970s Courts said CL and statutory publicity rights terminate at death 1984/1999: Statutory response conferring post-mortem publicity rightsB. Indicia of IdentityRST 3d of Unfair Competition, §46 (d) – most commonly name/likenessRight of publicity is infringed by an appropriation of another’s identity for purposes of trade; use must be Sufficient to identify the person whose identity ∆ is alleged to have appropriatedUnderstood by audience as referring to Π If visual likeness Π must be reasonably identifiable from photo/depictionRelevant EvidenceNature/extent of identifying characteristics used by ∆∆’s intentΠ’s fameActual identification made by third personsSurveys indicating perceptions of the audienceTypes of LikenessVoice: Only Widely Known (professionals) with Distinctive VoiceMidler v. Ford Motor (9th Cir. 1988):Facts: Ford hired sound-alike to sing like Bette in commercialHolding: Only when a distinctive voice of a professional signer is widely cmt. appropriated what is not theirs and committed a tort in CA Π loses on statutory grounds, but wins under CA Common Law CA Civil Code very restrictive: must be ACTUAL voice, but voice used was Hedwig’s not all states would find this wayNOTE: presented LOC evidence (issue of TM LOC being read in consumer confusion over Midler’s purported endorsement)Nancy Sinatra v. Goodyear: Goodyear used “Boots are made for Walking” with sound-alike for Nancy Sinatra Nancy loses because does not have enough identity in her voiceVoice was not distinct enough to trigger right to identityPicture/PortraitOnassis v. Christian Dior-NY (NYS 2d 1984): Jackie sued for appropriation of right of publicity because face is hidden in background of ad with many well-known people in itAllison v. Vintage Sports Plaques (11th Cir. 1998) – First Sale Defense: ∆ purchased authorized sports trading cards and posted for sale ∆ may lawfully resell images of celebrities that he lawfully purchased LikenessWhite v. Samsung (9th Cir. 1992, Kozinski Dissent): Vanna White robot in ad, but just a wig and letters, posture not name, picture/portrait, voice triggers right of publicityCL Persona Approach to right of identity/publicity anything can evoke personaGoes too far with right of identity given to celebritiesAdds extra burden on creators of works to draw on celebrity attributesAllows celebrities to veto parodyWendt v. Host Int’l (9th Cir. 1997): animatronic robots representative of characters from TV show Cheers placed in barstools actors retained publicity rights in their portrayal of fictional characters under CA law and NOT the producersPossibilities: Mere Evocation of a Celebrity Hugely broadWalk/running style; characteristic gesture (Eastwood’s sneer); signature joke (take my wife); style of chess opening by grand master; shot/move/ technique by professional athlete (Tiger’s fist pump) no end?False EndorsementRight of publicity claims are sometimes coupled with Lanham Act claims alleging false endorsement(1) Claim may amount to false advertising if all elements are met(2) Claim may violate Lanham Act §43(a)(1)(A):(1) Imitation of distinctive attribute of celebrity’s identityStandard would overlap with indicia of identity analysis(2) Connection with goods or services, or container for goods(3) ∆’s use in interstate commerce, and(4) LOC among substantial portion of relevant class of purchasers, regarding celebrity’s endorsement of goods/services; FACTORS:Level of recognition that Π has among segment of society for whom ∆’s product is intendedRelatedness of fame or success of Π to ∆’s productSimilarity of likeness used by ∆ to actual ΠEvidence of actual confusionMarketing channels usedLikely degree of purchase care∆’s intent on selecting the ΠLikelihood of expansion of the product linesDowning v. Abercrombie & Fitch (9th Cir. 2003): Πs (professional surfers) asserted right of public and false endorsement claims against A&F for including their pictures in A&F catalogue without consent genuine issue of material fact on LOC, set forth factors aboveBut, Kournikova v. General Media (CD Cal. 2003): mere possibility that consumers may be misled is insufficient to prevail on an endorsement claimWaits v. Frito Lay: upholding false endorsement under 43(a) for ∆’s use of lookalike in TV commercial; $2.4M damagesOliveria v. Frito-Lay (2d 2002): not well-known enough to winWoody Allen v. National Video (SDNY 1985): didn’t endorse won $11MC. Right of Publicity + the First AmendmentOverviewContent-Based Regulation TheoryContent-based Regulations of noncommercial speech strict scrutinyExpressive Merchandise t-shirts, photos, newsContent-based Regulations of commercial speech/content-neutral intermediate scrutinyCommercial Speech Analysis (1) whether speech is misleading/ promotes illegal transactions; 2) whether regulation serves important governmental interest; (3) whether regulation directly advances government interests; (4) whether regulation is narrowly tailored to achieve goals and doesn’t abridge more than needed.Economic Theory – First Amendment Rarely AppliesPublicity rights are a form of property1A doesn’t guarantee speakers right to use another person’s property to express speaker’s point of vCriticism: this would allow states to restrict expression merely be characterizing certain interests as propertyMore like IP Rights – No Strict ScrutinyIncidental Use DoctrineCourts say: “fleeting,” “incidental,” “insignificant,” or “de minimus” uses of names or other indicia of identity are not actionable because they are likely to have no commercial impactAligo v. Time-Life (ND Cal. 1994): Rolling Stone put photo of Officer Aligo holding club over student protester on cover, and Time-life aired 29-min infomercial with Aligo’s image on screen for 4seconds Rationale: Incidental use has no commercial value; limiting would unduly burden expressive activity(1) whether use has unique quality/value that would result in commercial profit for ∆(2) Whether use contributes something of significance(3) Relationship between reference to Π and purpose/subject of work(4) Duration, prominence, or reposition f name/likeness relative to the rest of the publicationRestatement (Third) of Unfair Competition §47“The name, likeness, and other indicia of a person’s identity are used ‘for purposes of trade’ under §46 if used in advertising user’s goods/services, or placed on merchandise or in connection with services.”“For Purposes of Trade” does not ordinarily include use of person’s identity in news reporting momentary, entertainment, works of fiction/ nonfiction, or in advertising that is incidental to such uses.” But, CA: does not explicitly except unauthorized use of living perosn’s identity in books, movies, and audiovisual worksSuggest some circumstances in which use of person’s identity in expressive work will violate person’s right of publicityIf name or likely used solely to attract attention to work that is not related to the person (e.g., Rosa Parks v. LaFace Records (6th Cir. 2003)(OutKast’s song)Appropriation of Modeling Services use of photograph of Π in place of professional modelFirst Amendment and the Right of Publicity: The Transformation RuleOften, defendants will raise First Amendment defense to the right of publicity Where First Amendment protections do apply, apply intermediate scrutiny (Central Hudson):Is it misleading?Regulation serves important government interests?Regulation advances government interest directly?Narrowly tailored?Test: is the work transformative?Zacchini v. Scripps Howard Broadcasting (SCOTUS 1977) (Read Narrowly):Facts: Π is entertainer who does 15-second human cannonball act – family business 50+ years; ∆ reporter filmed without permission and showed whole act on TV; Π claimed unlawful appropriation of Π’s professional propertyHolding: No violation of 1A/14A if state law were to prevent news from showing clips of this length of entertainment acts 1A/14A do not prohibit bars of news broadcasts showing things like full length of his act like showing a whole movie in the theaterNon-celebrity v. Performer: here, economic concerns Broadcast of Π’s entire act poses substantial threat to economic value of his performanceAbility to reap rewards of endeavors – less reputational “exclusive control over publicity given to his performance” – media can’t give it away for freeDissent (Powell): He made decision to be publicly known can’t complain of routine news coverage consistent with 1A (privacy-based protection)TAKEAWAY: Publicity rights = incentive / economic value + exclusive control Problem with the transformative test: elitism (Jireh, McFarlene)ETC Corp. v. Jireh Pub. (6th Cir. 2003): painting of Master’s program showing Tiger Woods with previous winners looking down at him limited edition serigraphs and lithographs had sufficient transformative elements to outweigh Woods’ assertion of right of publicityHoepker v. Kruger (SDNY 2002): museum reproductions of works of art incorporating Π’s photographic image – even on T-shirts and magnets, did not violate Π’s right of publicity under NY law because reproductions retained “essential nature of artistic expression” Simoneov v. Tiegs (NY City. Civ. Ct. 1993): sculptural work depicting model artist may make a work of art that includes recognizable likeness of a person without his/her written consent and sell at a limited number of copiesBrinkley v. Casablancas (NY App. Div. 1981): unauthorized distribution of mass market posters depicting model Brinkley violated her right to publicityBlanche v. Koons (2d Cir. 2006): Breaking down distinction between satire and parody satire acceptable as fair use in copyrightDoe v. McFarlene (MO Ct. 2006): hockey enforcer’s identity appropriated in form of a comic book “Spawn” comic book loses, $15M damages and injunctionsLooking for Plus-Factors: Are there enough different evocations to bring to mind celebrity’s identity for sufficient number of people?Character named after Π; spin off merchandise to hockey fans; tough guy sports association; Affiliation with spawn character Comedy III Products v. Saderup (SCOTUS 2001): Facts: Comedy III owns all rights to 3 Stooges (deceased personalities), and ∆ is artist making charcoal drawings to create lithographs for t-shirts – earned $75kHolding: The right of publicity prevails against insufficient creative elements of transformation must be transformed into something more than mere celebrity likeness or imitation (can’t merely supersede must be new/transformative)T-shirts depicting 3 Stooges were noncommercial speech; reproductions are entitled to 1A protection, but must be balanced with right of publicityRight-of-publicity holder has monopoly on production of conventional, fungible images of celebrity (Cardtoon v. MLB – 10th Cir. 1996).1A Tension: (A) market place of ideas; (b) respect for individual development and self-realizationTAKEAWAY: When artistic expression takes form of literal depiction or imitation of celebrity for commercial gain, directly trespassing without adding significant expression, the publicity interest outweighs imitative art’s expressive interestsHoffman v. Capital Cities/ABC (9th Cir. 2001): Magazine article “Grand Illusions” had celebrities photo-shopped to wear spring fashions; Hoffman in drag; he sued 9th Cir. Reversed $3m+ award Holding: Π (public figured) need (and failed) to show “actual malice” in sense that ∆ knew/ recklessly disregarded that depiction was false Magazine appropriation of Π’s identity was ‘communicative’ not purely ‘commercial’ = highest 1A protectionNo falsity element in cause of action Court assumed consumer confusion is proper rationale for right of publicityToffoloni v. LFP Publishing (11th Cir. 2009): brief newsworthy article incidental to private, nude photographs of pro wrestler’s murdered wife; photos unrelated to time / concept of current public interest news photos outside newsworthiness exception to right of publicity VII. False Advertising, Product Disparagement, and Related Claims A. Economics of Advertising Theories + Policy Implications: Mad Men v. the Suits (Culture Clash)1920s – Economic Theory of Monopolist Competition: advertising enables sellers to differentiate products but may allow them to discourage market entry and raise pricesSuspicious of ads suggesting incorrect differentiationPolicymakers would want to strictly regulate even truthful advertising but regulation is costly and 1A implications; if false and rampant, consumers will be less likely to rely on ads1960s – Chicago School (most influential): advertising provides social benefit providing consumers with valuable information (quality/durability/cost) and lowers search costBut, how can this justify Super Bowl lavishness?Policymakers would want to target only false advertisingToday, academics pointing to confusion seen as weak (actually misogynistic)omplementary Theory (Bagwell/ Miller): consumers may value ‘social prestige’ and consumption of a product may generate greater social prestige when product appropriately advertisedBut, signaling effects of purchases are often socially wastefulResponses to False AdvertisingRegulation: FTC, Baby FTC, CL Private Legal Response: Πs class actionsMarket Response: no repeat purchases if defraudedIndustry Self-Regulation: NAD + CARU responsible for receiving or initiating complaints / questions from any source of truth / accuracy of national advertising monitoring and resolving disputesRationales for Advertising and Policy Implications of False Advertising LawConcern for over-deterring advertising and minimizing benefits of advertising B. The Common Law Approach to False AdvertisingCommon LawRequires “intent to deceive” (RST §761 – 1939) (unlike Lanham Act)Early Case – American Washboard . Saginaw Mfg. (6th Cir. 1904): absent proof that ∆ was deceiving customers into thinking that source of ∆’s product was Π (“passing off”), Π had no viable COASome allowed for misstatements of geographic originRestatement §761 – 1939One who diverts trade from a competitor byFraudulently representing goods which he markets haveIngredients or qualities which in fact they do not have but competitor does haveIs liable to competitor for harm caused if:(a) when making representation intends that it should / knows that it’s likely to – divert trade from competitor(b) competitor is not marketing his goods with material fraudulent misrepresentation of themEly-Norris Safe v. Mosler Safe (2d Cir. 1925, Hand): Π manufactured/sold safes with explosion chambers to stop burglars, public values this chamber; ∆ manufactured without chamber, but said metal frame around door was to cover the chamber (deceptive)Holding: Competitor may not use deceit (geographic or descriptive) to attract customers; it’s as if Π had monopoly of explosion chambers and ∆ falsely represented that its safes had such chambersTAKEAWAY: Unlawful to lie about quality of wares in market subject to action by buyer and competitors no difference that ∆ sold goods as his ownConsumer would have gone to Π but for ∆’s deceitSingle-source theory to prove loss of salesMosler Safe v. Ely Norris Safe (SCOTUS, 1927, Holmes)Holding: If representation that safes had chamber is true, ∆ had perfect right to say that; but, if false, there is nothing to show that customers had they known facts would have gone to Π rather than other competitors in the market, or to lay foundation for claim of loss salesCompetitor in position to enforce; incentives uproot false advertising better to eliminate or modify requirement that they prove actual harmC. False Advertising Under the Lanham ActStatutory Sources of False Advertising: Lanham Act §43(a)(1)(B)BackgroundAt time of Lanham Act, movement to “likelihood of injury” standard from “actual harm” standard was in full force Initially, courts read 43(a) as allowing for false advertising at all, even with its broad language 1954 – 3rd Circuit held that 43(a) applies to False Advertising No actual harm requirementDid not extend to disparagement1988 revisions: included false advertising in 43(a)(1)(B) and includes commercial disparagementElements(1) False or misleading(2) Description or representation of fact(3) Regarding nature, characteristics, qualities, or geographic origin(4) Of Π’s or ∆’s goods (5) in commercial advertising / promotion, which(6) either actually deceives or has tendency to deceive a substantial segment of intended audience;(7) is material, and(8) used in interstate commerce, such that(9) Π has been / is likely to be injured as a resultDetailsNote: No “intent to deceive” requirement (unlike CL)False or Misleading + Statement of Fact2 separate sub-elementsStatements of fact NOT mere puffery; must go to the heart NOT: opinions and omissions But! Omissions actionable if forms half-truth that communicates an untrue factBut! Opinions if they are interpreted as stating / implying a proven factInsignia v. News Am (D. Minn. 2007) – Four Factors(1) statement’s precisions and specificity(2) statement’s verifiability (**May be most important)(3) social and literary context in which statement as made(4) statement’s pubic contextNature, Characteristics, Qualities, or Geographic Origin2d Cir: actionable statement must relate to an ‘inherent quality or characteristic of the product’Actually Deceived/ Tendency: Grouped with false/misleading element; survey evidencePresumed in most courts if statement is literally falseBut! Sanfield v. Finlay (7th Cir. 2001, Easterbook): requiring proof of actual or likely injury resulting from actual or likely consumer deception, even if statement is literally falseMateriality: but-for impact on buyingMay be entitled to rebuttable presumption if literally falseRepresentation is likely to influence prospective purchasers to some substantial degreeModes of False Advertising Liability(1 + 2) Literally False: Two Options – highly technical term of art(A) Literally False: False on its faceΠ is not required to present extrinsic evidence of consumer deception/ misleadingness or materiality presumedSurdyk’s Liquor v. MGM Liquor (D. Minn. 2000): Test for Literal Falsity(1) Whether challenged ad conveys an explicit factual message, and (2) whether that explicit message is false Evaluate in full context of ad the more suggestive message is, less likely there is to be literal falsity(B) False by Necessary ImplicationGrouped with above; may require contextual evidence to prove literally false, but does not require extrinsic evidence wrt deception and materialityClorox v. P&G (1st Cir. 2000): Considering the ad in entirety, audience would recognize claim as readily as if it had been explicitly stat4ed necessary implication of statement E.g., “Longer engine life and better engine protection” – necessarily implies than competitorsUnited v. Clorox (8th Cir. 19998): Commercial claims that are implicit, attenuated, or merely suggestive cannot fairly be characterized as literally falseKey: determine by considering the ad in its entirety Can be very difficult to distinguish between literally false & literally false by necessary implicationCashmere v. Saks (1st Cir. 2002) – demonstrates that determination of false by necessary implication is a very fact-intensive inquiryHere, assume they meant “virgin cashmere” making it false by necessary implication because the practice in the industry was to point explicitly state when it was recycled NOTE: Literally false may be rendered true by context Schering-Plough Health v. Schwarz Pharma (7th Cir. 2009, Posner): ∆ made generic and FDA required using identical label as drug, including “Rx” despite getting FDA approval to sell OTC No one is deceive, so no injury… if no one is or could be fooled, no one would be hurt (same rationale as puffery) may have result of limiting (1)(B) to “bald-faced, egregious, undeniable, over the top” literally false by necessary implication claims(3) Impliedly False Literally True/Ambiguous but Misleading by Implication: Requires extrinsic evidence of consumer deception and materiality (survey)Johnson & Johnson Vision v. 1-800-Contacts (11th Cir. 2002): tying in with element (6) actual/likely deception, question is whether ‘substantial portion of audience’ for whom ad was intended would likely be deceived by statementMead Johnson v. Abbott Labs (7th Cir. 2000, Easterbrook): infant formula ads “1st Choice of Doctors” misinterpreted by consumers TEST(1) literally true statements are misleading when they imply something that is false(2) whether claim is false or misleading is a question of act, law; and (3) on facts presented, Π’s evidence must support a conclusion by reasonable person that ∆’s claim was false or implied a falsehoodDetermine falsity/misleading with reference to the group to which it is addressed!Key: most courts will assume other elements are satisfied for both forms of literally false adsTrue or ambiguous statements that are misleading, courts will not make presumptionNote: courts generally do not require substantiation of defendant’s claims under 43(a)(1)(B)Plaintiff must instead demonstrate that statement is literally false or misleadingException: Establishment claims (surveys show…) require pre-existing substantiationCompare w/ FTC: Must have evidence substantiating all claims!Time Warner Cable v. DirecTV (2d Cir. 2007)Facts: Jessica Simpson “For picture quality this good, you’ve got to get DirectTV” but false because quality is the same; Shatner “(“settling would be illogical”); Internet ads grossly distorted poor quality of competitionFindings: Simpson statement is literally false; Shatner’s ad is false by necessary implication “unambiguously made false claim that competitor’s quality is inferior; But! if language or graphic is susceptible to more than one reasonable interpretation, the ad cannot be literally false”Internet ads: “explicitly and literally false” but are not representation of factPuffery in Two Forms: (1) Opinion; (2) Overly boastful statement no consumer is justified in relying uponPizza Hut v. Papa John’s (5th Cir. 2000):Facts: Pizza Hut sues Pap John’s over slogan “Better ingredients. Better Pizza.” Major issue is whether slogan has been ‘tainted’ by comparative adsSlogan Alone: puffery and all pizza companies do it; can’t rely on itHolding: Slogan used in connection with statements about sauce/dough comparisons takes on characteristics of statement of fact, but this is not materialNote: if you want damages in addition to injunction, courts will require more of a showing AT&T v. Verizon: AT&T claimed Verizon ad made it look like AT&T has no wireless coverage, but Verizon said it emphasizes 3G CoverageTambrands v. Warner-Labert (SDNY 1987): fast pregnancy test commercial; impliedly false claim (10 min if pregnant, but 30 if not pregnant) challenged and found to be misleading with survey evidence commercial enjoinedLiterally false statements that are not representations of fact are not actionable under 43(a)Not statements of fact:Three Non-FactsOpinionsActionable if they can reasonably be interpreted as stating/implying provable factOmissionsPuffery 4 Factors Distinguishing Puffery from Statement of Fact:Precision and Specificity of the statementVerifiabilitySocial or literary contextPublic contextExamples: “best in the world”Note: Puffery/opinions can become tainted by other elements of the ad and become a statement of factPizza Hut v. Papa Johns – slogan; found it to be SO tainted, that the lower court issued an injunction against the slogan forever, even outside of that context had become a statement of fact!Note: found no evidence of materiality Must relate to goods/services/commercial activities in advertisementsSome courts have construed this to mean it must be a core element of the productOthers are more lenient: claiming hold a patent, etc is actionable Rationale for “fact” requirement:Purpose of false advertising provisions of the Lanham Act is to protect the sellers from having their customers lured away from them by deceptive advertising If no one can be fooled, no one is hurt!Actual Deception/Tendency to Deceive Literally false: courts will presume deception Misleading: Plaintiff must offer some evidence of actual or likelihood of deception Generally use same survey evidence used to show misleadingKey: whether a substantial portion of the relevant audience is likely to be deceivedGenerally seen as a reasonable person standard Note: Pizza Hut court conflated actual deception factor with materiality factor; also often combined with actual/likelihood of injury MaterialityWeakened materiality standardNeed to show that false/misleading statement likely influenced perspective buyersDo not need to show that customers would have changed their purchasing decisionsMixed question of law and fact (commenters; Courts have not said)Rebuttable Presumption of materiality for literally false claims onlyPizza Hut v. Papa Johns – though statement found to be misleading, plaintiff showed no evidence that it was material to consumersKey: Court indicated that if the statement was literally false, rather than misleading, plaintiffs would have been entitled to a rebuttable presumption of materiality Used in Interstate CommerceBecause it is an ad, usually easy to satisfy Establishment Claims + Substantiation:Most §43(a) actions: ∆ not initially required to come forward with evidence substantiating its claims, but MUST for establishment claimsException: Establishment claims (“Surveys show…”) require the ∆ to have pre-existing evidence substantiating establishment claims (surveys, data)In FTC actions, ∆ must have evidence substantiating all claimsD. False Advertising under the Federal Trade Commission ActOverviewFTC has authority to challenge anti-competitive practices as (1) “unfair methods of competition,” and (2) to challenge “unfair trade practices” and “deceptive practices” that affect interstate commerceUnfair trade practices: wide variety of practicesDeceptive Trade Practice: more narrowly to false advertisingMay investigate matters and issue Civil Investigative demands, may propose consent order, if rejected, then vote whether to issue a formal complaint goes to ALJ appeals to Full Commission and then to appellate courtSeeks remedy in cease and desist but may seek other injunctive relief such as compelling firm to provide consumers with refundsMay request firm take out corrective ads or be assessed civil penaltiesNo PRAStatutory Authority – FTC Act §§5 and 12Elements of FTC Action: (1) REPRESENTATION; (2) MISLEADING: (3) MATERIALITYThe respondent must make a (1) representation, omission or practice that is likely to be misread (2) consumers acting reasonably (3) in a way that is material to such consumers’ purchasing decisions.Representation: FTC does not generally require extrinsic evidence to establish interpretation of representation; relies on expertiseFocus on expertise rather than survey evidenceMust substantiate representation ex ante (no presumption of validity)Focus on entire advertisement, not just words in question (FTC Policy Statement)True advertisement may not cure a false headline where a reasonable consumer (see below) will only glance at the headlineCuring disclosures must be clear and may not be detracting from my other elements Includes omissions: Key difference with 43(a)(1)(B): Most common in “bait and switch” cases where offer is not bona fideReasonable Consumer: If one of multiple meanings is false, then seller is liable for that false meaning; judge wrt target groupWhen consumers can evaluate product or service, it is inexpensive, and frequently purchased little incentive for sellers to misrepresent because incentives to encourage repeat purchasesCurrent Standard: Reasonable Consumer Standard (FTC Policy paper, Cliffdale Assoc. 1984))Key: reasonable consumers acting reasonably in the appropriate contextFocus on targeted group: different standard for children vs. professional (drug advertisement to doctors, less easily deceived)If there are several reasonable interpretations, only one must be misleading for liability Note: Cliffdale Assoc. represents the end of 1960’s visceral reaction to advertising Materiality: representation pertaining to certain categories (express claims; pertaining to central character) are presumptively material; may require evidence that claim or omission is likely to be considered important by consumersInjury: finding materiality is also finding that injury is likely different names for same concept because injured if would have chosen differentlyFTC Policy statement: material if it: is likely to affect the consumer’s conduct or decision re: product or serviceOld rule: anything consumer would find important, regardless of reliance Some cases it can be inferred; in others will have to be shown with evidence Intent to convey the message brings presumption of materiality (Kraft)“Wayfaring Fools” Test – Charles of the Ritz v. FTC (2d Cir. 1944):Commission may “insist upon the most literal truthfulness” in advertisements,” and should have undisturbed discretion to insist if it chooses upon a form of advertising clear enough so that “wayfaring men, though fools, shall not err therein.”Today – FTC “Deceptive” Definition Policy: Practice is deceptive if.(1) has tendency/capacity to mislead;(2) substantial number of consumers (more rigorous than “wayfaring fools”)Old Figure: about 20-25% consumers likely to be deceived is okayNow: reasonable Consumer Standard (Chicago Influence)(3) Material way Southwest Sunsites v. FTC (9th Cir. 1986): Each of 3 elements of new standard imposes a greater burden on FTC to show violation of §5(1) FTC must show PROBABLE not possible deception(2) FTC must show potential deception of “consumers acting reasonably in the circumstances” and not just any consumers(3) Only deceptions that are likely to cause injury to reasonably relying consumer are material (unlike old standard not requiring reliance)Kraft v. FTC (7th Cir. 1992, Flaum) (BB: Weak Case)Facts: FTC found Kraft violated §§5, 12 with ad; 2 claims (1) milk equivalency claim (5oz of milk), and (2) imitation superiority claim (more milk than other slices)Holding: Order is enforced; finding of violations is supported by the evidenceFTC Policy Net Impression + 3-Part Inquiry for Reasonable Consumer: (1) What claims are conveyed in the ad; (2) are those claims false or misleading; and (3) are those claims material to prospective customers?Relies on “reasonable consumer” (average) (Cliffdale Assos.)Grants presumption of materiality (1) Express claims; (2) implied claims where evidence that seller intended to make the claim; (3) claims that significantly involve health, safety, or other areas of concern for reasonable consumer Evidence of consumer reliance materiality/injuryEvidence of Kraft’s increase in market share infer imitation superiority message, as central theme of ads, contributed to increased salesConcurring: Concern that FTC can avoid extrinsic evidence by simply concluding that deceptive, implied claim is facially apparent questionable expertiseTAKEAWAY: Even literally true statement s can have misleading implicationsAdvertising Substantiation – FTC Policy, Appended to Thompson MedicalMay be brought under §5 “Deceptive trade practices” or “Unfair Trade Practices” Unfair Trade Practices: contemplates cost-benefit analysis; 3 Factors - Sperry & Hutchinson:(1) Whether practice injures consumers- MOST IMPORTANTSubstantial (not speculative); not outweighed by competitive benefits (2) Whether it violates established public policyPolicy established by statue, common law, industry practice(3) Whether it is unethical or unscrupulous Immoral, oppressive = UNFAIR; such practices will almost always injure consumers and violate public policy tooReasonable Basis RequirementFailure to possess reasonable basis unfair and deceptive act/practice in violation of §5 Advertisers / ad agencies must have reasonable basis for claims before disseminatedVigorous enforcement of existing legal requirement substantiate express and implied claims, however conveyed, that make objective assertions about the item or service advertisedObjective claims represent explicitly or by implication that advertiser has reasonable basis for claims consumer relianceThompson Medical v. FTC (DC Cir. 1986) (BB: Crazy Outcome): Facts: Thompson sells OTC pain reliever cream (Aspercreme) for arthritis; no aspirin but ads suggests they’re related – shows aspirin tablets; ALJ reviewed 6500 pages evidence and issued 127 page finding Thompson liable lacked reliable and credible information for reasonable basis for efficacy claims; represented better than aspirin and scientifically proven efficacyReasonable basis: Establishment claims: must have level of proof claimed in adFTC would require 2 clinical studiesQuestion of fact within FTC’s expertiseNon-Establishment (e.g. efficacy): more flexible analysisGenerally no pre-existing substantiated neededFTC downplays distinction, but no prior case requiring clinical testing to support non-establishments FTC has expertise to gauge what’s needed to substantiate claimsFTC: actual deception need not be shown; tendency to deceive determined by net impression it is likely to make on viewing public; literally true can be deceptive if misleadingMay rely on own reasoned analysis without consumer surveysHolding: FTC adequately considered a large mass of technical evidence and reasoned analysis reached proper finding of deceptive ads TAKEAWAY: MUST REFRAIN from saying it’s EFFECTIVEStandards for Prior Substantiation: Needed for Establishment ClaimsFactors:Type of claimProductConsequences of false claimBenefits of truthful claimCost of developing substantiation for the claimAmount of substantiation experts in field believe is reasonableExtrinsic evidence: expert testimony or consumer surveys is helpfulAdvertisers on notice that must have reasonable basis even for implied claimsProcedures for Obtaining SubstantiationNonpublic requests for substantiation directed to individual companies or civil investigative demand, if necessaryRelevance of Post-Claim Evidence in Substantiation Cases: Flexible EnforcementRely on post-claim evidence to…Evaluate appropriate policy of enforcement / public interestAssess adequacy of substantiation at time claim was made exposing deficiencies in materials Determine need or scope of order to be entered against firm lacking reasonable basisSelf-Regulation Groups and Government AgenciesClose working relationships with self-regulation groups and government agencies Will not necessarily defer to finding of self-regulation groupCommission makes its judgment independently, evaluating each case on meritsMay rely on expertise and findings of other groups and government agencies Endorsements and TestimonialsBackground rules have become much stricter1970’s: FTC published first set of guidelines1980: AmendedSeen as created safe harbor for “results my vary”Ex: Jared the subway guy2000 AmendmentEliminates safe harborConcern: will limited ability for advertisers to create aspirational adsDiscusses blogging OK if telling of own opinion or experiences factually2009 Guidelines comprehensive attempt to address internet advertising and viral marketingFTC Guides Concerning use of Endorsements and Testimonials in Advertising (2009)Endorsements must reflect the honest opinions, finding, beliefs, or experience of the endorserRequirements for Permissible EndorsementEndorsements may not convey deceptive representationsCan’t convey any express/implied representation that would be deceptive if made directly by advertiserSubject to Substantiation“An advertiser may use an endorsement of an expert or celebrity only so long as it has good reason to believe the endorser continues to subscribe to the views presented.” (§255.1(c))E.g., building contractor loves house paint must confirm still believes it’s great / bona fide user before userE.g, administrative assistant of 10 years may be expert endorsement of keyboard Endorser Liability – §225.1(d)Experts and celebrities (and BLOGGERS) may be personally liable for any misrepresentations they express (Garvey – actual opinion)E.g., celebrity + 30 min chicken cooker that takes 60 minBloggers: To limit potential liability, advertiser should ensure advertising service trains bloggers concerning need to ensure statements are truthful and substantiated advertiser has responsibility too!Advertiser Liability – Consumer Endorsements – §255.2Consumer endorsements must be substantiatedEndorsement MUST disclose “generally expected performance” (“typicality”)Use of actors must be “clearly and conspicuously disclosed” If ad says “actual consumer,” MUST be ACTUAL consumer or discloseMUST DISCLOSE if circumstances to obtain endorsement would materially affect the weight/credibility of endorsementE.g., Restaurant “spontaneous” patron, but informed of potential interviews before entering, but do NOT have to disclose if informed of hidden camera only after interviews completed even if compensatedDisclosure of Material Connections – §255.5Pharmaceutical researchCelebrity EndorsementsTV Commercials do NOT need to disclose ($ is assumed)Social Networking MUST disclose (consumers might not realize $)Physicians (financial motivation shouldn’t materially affect credibility)ActorsBloggers, forum posters (receive merchandise / compensation for reviews)Viral marketers (kids with SWAG on playground)RECAP:Don’t say anything through endorsement that advertiser couldn’t say directly“Actual” must be ACTUALFocus on TYPICALITY for resultsThink about consumer impressions Social media v. TV commercials; street teams/bloggers; medical field If there are incentives that would materially affect the weight or credibility of endorsement CLEARLY AND CONSPICUOUSLY DiscloseFTC v. Garvey (9th Cir. 2004):Facts: Weight loss system by Enforma – 2 dietary supplements – hired Modern Media for 2 infomercials – hired Garvey (retired 1st basement LA Dodgers) to star and be spokesperson gave him and wife supply for 4 weeks, he lost 8 lbs and wife lost 27lsb received script 2 days before filming, read from script; aired 48k times across US over 18 months; also made radio/TV appearances to promote FTC said violated §§5 and 12D. Ct. Garvey can’t be liable as ‘endorser’ because no evidence showing statements not good faith belief/opinion, and reasonable substantiationHolding: Not liable as ‘endorser’ or ‘direct participant’ under the GuidesDirect Participant Liability: Injunctive Relief: individual may be subject to injunctive relief if direct participation or authority to control them; Restitution: requires actual knowledge of material misrepresentations or reckless indifference to falsity; or awareness of high probability of fraud and intentional avoidance of truthReasonable basis collapses into knowledge requirement for restitution what did individual know when making claims?Garvey’s experience REASONABLE BASIS for claimsEndorser Liability / Endorsements: must reflect honest opinions, findings, beliefs or experience Garvey only shared his actual experiences with weight loss with Enforma, so substantiated TAKEAWAY – ENDORSER LIABILITY: No intent requirement; no need to show ∆ intended to deceive customers STRICT LIBAILITY COATAKEAWAY – DIRECT PARTICIPANT LIABILITY:Actual Knowledge or Recklessly Indifference to truth of statementsAware that fraud was highly probably and intentionally avoided truthE. “Little” or “Baby” FTC ActsState Statutes Targeting Unfair and Deceptive Trade Practices (rise in 1960s)Most have State AG public enforcement (like FTC)Many (not all) provide for private enforcement by competitors / businesses (like Lanham)Typically confer PRA upon consumers who purchased for personal use for practices, including false ads (UNLIKE FTC + Lanham), MAY ALSO:Enhance RemediesMake it easier for consumers to proceed than if using common law claimsProvide claims based on violations of state administrative regulationsState Regimes differ along 3 Critical DimensionsStanding to sueScope and extent to which they look to applicable federal law (Lanham/FTC)RemediesChoosing Baby Acts over Federal Acts: State Acts are NOT PreemptedStanding easier under Little FTC than under LanhamLanham Act requires actionable conduct in interstate commerceRemedies may be easier, and Lanham does not provide PUNITIVE damagesFDA Preemption – REJECTED: ∆s may argue that Food, Drug, and Cosmetic Act (FDCA) preempts state (or even federal advertising laws) REJECTED (Altria Group v. Good (SCOTUS 2009))Lanham Act claims should not (generally) be precluded on basis of FDCA law as long as Lanham claim can be resolved without reference to that body of lawSchwarz Farm v. Breckenridge Pharm (ED Wis. 2005): mere FDA regulation of a term does not necessarily bar all Lanham Act claims that pertain to that term F. Commercial Disparagement and False AttributionOverviewCommercial Disparagement: publication of false statements about another’s personal property or business AKA: Product disparagement, business disparagement, injurious falsehood, slander on title, and trade libelTwo BranchesCommon Law (older):Offshoot of False Advertising (newer):Common Law Commercial Disparagement – Important because §43 is limitedRST 2d Torts – Defamation Elements:(1) ∆ published(2) Defamatory Statement(3) Concerning ΠOld Common Law Defamation strict liability with truth as defense∆ shouldered burden of proving statement was trueDamages could be presumed for statement that was defamatory on its facePer se Defamatory: Π’s character for dishonesty, fraud, unchastity, reprehensible personal characteristics, or professional incompetenceInjurious statements about a person’s reputation/character seriousCurrent Defamation Standard: Officials or public figure Πs must prove falsity + “actual malice” by clear and convincing evidence (NYT v. Sullivan – SCOTUS 1964)Actual malice = knowing falsity or reckless disregard for the truthCommercial Disparagement: More difficult to prove than defamationInvolves statements about important things Higher bar for Πs commercially because business bad mouth each otherΠ must prove (1) Intent, (2) Falsity, (3) Special DamagesSTEPS for COMMON LAW Commercial Disparagement(1) Elements Π Must Prove (Paidar – Minn. 2000)Publication by ∆Disparaging wordsOf and concerning the ownership, quality, or other characteristics of Π’s goods, services, or propertyFalsityIntentSpecial Damages: Pecuniary loss resulting directly + immediately from effect of conduct of third persons and expense of measures reasonably necessary to counteract the publicationSpeculative damages precluded, BUT, evidence that Π lost specific sales or growth opportunities can support damages award“Malice” – varies by state, some presume after showing first 6 (burden shifts to ∆), some states require Π to proveRST 2d Torts §623A - Malice: (1) ∆ knew falsity / acted recklessly wrt falsity; (2) ∆ motivated by ill will towards Π; (3) ∆ intended to interfere with economic interest of Π in unprivileged fashion(2) ∆ Qualified/Conditional PrivilegesProduct comparisons: puffery, unless false wrt unfavorable factsRival claimant: ∆ claims he not Π owns property must be subjectively honest and in good faithCommon interest: speaker reasonably believes publication protects/furthers common interest – reasonable + good faithSpeaker’s interest: sufficiently important interest + reasonably believes publication necessary to protect/further interestRecipient’s interest: reasonable belief that information affects important interest of recipient + obligation to inform recipient Fair Comment: privilege limited to statements of opinion today, opinions absolutely privileged, so little applicability(3) Π can prove ∆ abused privilegeProof of malice: negates ALL conditional privileges, except for product comparisonExcessive (more than reasonably necessary) PublicationLanham Act §43(a) – “Depictions or Representations concerning His or Another’s Goods, Services, or Commercial Activities” Elements the same as False Ads, but Π’s goods “Commercial Activities” of Π - Should be construed broadly (P&G)Congress did not intend to narrowly limit term, but indeed to encompass those activities which do not solely involve provision of services / production of goods “Commercial Advertising or Promotion” by ∆ – Gordon & Breach (SDNY 1994)(1) Commercial speech(2) by ∆ who is in commercial competition with Π(3) for purpose of influencing consumers to buy ∆’s goods or services, and(4) disseminated sufficiently to the relevant purchasing public to constitute advertising/promotion within that industry Need not be classic advertising campaign; may consist of informal promotion7th Cir: form of promotion to anonymous recipients, as distinguished from face-to-face communication and relies on prefabricated promotional material Note:Reactive badmouthing of a competitor over the counter does not rise to commercial speech (Fendi)Mere fact that speech contains other elements does not transform it from commercial speech (P&G)False statements alone not sufficient absent commercial advertising/promotion (Oprah)Major CasesP&G v. Haugen (10th Cir. 2000): Facts: Haugen (Amway rep) spread rumor about P&G (competitor) supporting Lucifer over industry distribution networkHolding: SJ improvidently granted for ∆ P&G has claim for commercial disparagementCommercial Activities: extends to association with Lucifer claimsCommercial Speech: Yes, Gordon & Breach factors + message’s promotion of ∆’s products at expense of P&G’s patently fallacious message here = commercial speech, okay by 1A On remand, D. Ct. later awarded $19.25MFashion Boutique of Short Hills v. Fendi (2d Cir. 2002)Facts: Π alleges commercial disparagement – former seller of Fendi products, ruined when Fendi opened on Madison Ave, claimed Fendi employees told customers Π sold bogus bags – in-person and rumorsHolding: Π failed to prove ∆s actions constituted “commercial advertising or promotion” more than traditional ads, but not so broad as to encompass all commercial speech; not face-to-face communication unless Proactive policy to disparage, or Reactive to customers and ∆ maintains well-enforced policy to disparage its competitor each time mentioned by a customerSpecial Issue – False Statements about Health Risks of Food – “Food Disparagement”Some states devised their own statutes after food industry fall-outsAuvil v. CBS “60 Minutes” (9th Cir. 1995): JMOL for ∆s because Πs didn’t prove statements made during broadcast were false (Alar chemical may cause cancer)Texas Beef v. Winfrey (5th Cir. 2000): JMOL because Πs failed to show ∆s had not knowingly disseminated false information didn’t show her comment was ‘commercial advertising or promotion;’ reserved judgment whether TX statute applied to fed cattle as “perishable food product” Commercial Disparagement Claims based on False Accusations of Infringement∆ falsely accused Π of infringing a patent or other intellectual property rightForms of AccusationCease + Desist letterForms of communication warning others against using/buying Π’s infringing goodsCommon Law claims are privileged and non-actionable if in good faith Kenmart v. Printing Arts (9th Cir. 1959): qualified privilege is recognized in cases where publisher and recipient of publication have a common interest which might be reasonably believed to be protected / furthered by publication, and publication is made in good faithPatent Policy Approach Once patent granted, presumption of validity only overcome by proof of invalidity by clear and convincing evidence (Ariad Pharm – Fed. Cir. 2009)Patent-holders may give notice to public that it holds patent would be undermined by allowing commercial disparagement But, Π would have to prove falsity anywaysFirst Amendment Approach patent monopolist may enforce monopoly on patentException-Sham Litigation: where persons use governmental process as opposed to outcome of process as anticompetitive weapon baseless claims of infringement against competitor merely to raise competitor’s costs of production must prove by clear/convincing evidence, difficultFederal Circuit: substantial obstacles for unfair competition claims premised on false assertion of patent or other IP claims federal patent law preempts state law commercial disparagement claim absent proof of bad faithNo preemption if claim is federal under Lanham commercial disparagement G. False Attribution BackgroundConcerned with Passing Off (TM Infringement) v. Reverse Passing Off (Plagiarism)Copyright law in most other countries confer a “moral right” of attribution to their workMoral Rights of Attribution – French & German Law:(1) against misattribution: name on another’s work or another’s name on your work(2) against non-attribution: omission of one’s name from one’s own work(3) right o publish anonymously or pseudonymously (4) right to void promise to publish anonymously or pseudonymously (sometimes)1970’s began to see this idea in the US:Federal cases seemed to accept expansive readings of the law to allow this (Gilliam, below)State laws in CA & NY allowed for limited moral rights re: certain visual artsFederal Visual Artists Rights Act (VARA, see below)Limited to: paintings, drawings, prints, sculptures or photos existing in a single copy for exhibition, single copy signed by the author, or certain limited editionsLicensing arrangements often used in lieu of Lanham Act US Visual Artist’s Rights Act (VARA): Federal Statute after Berne Convention Qualifying “works of visual art” rights of attribution and integrity(1) paintings, drawings, prints, sculptures in single/limited copy/copies(2) still photographic images produced for exhibition purposes only, single/limited copy/copies(3) created after enactment (6/1/91)(4) OUTSIDE SCOPE: all other works (movies, literary works, works for hire), reproductions of visual art not in limited edition copies; pre-6/1/91Alternatives to VARAContractual or licensing arrangements; binding promises But, bargaining power problem, courts reluctant to enforce promises running with chattel beyond initial purchasersCreative Commons: license conditions use of copyright works on proper attributionDirectors Guild has collective bargaining agreements for motion picturesCopyright: confers upon authors exclusive right to prepare derivative worksState Laws: NY and CA created limited moral rights protection for qualifying visual artFalse advertising: if misrepresentation meets all false advertising elementsUnfair Competition: Lanham §43(a) – false designation of origin, or false description or representationLanham §43(a) – Unfair Competition Protection against False Attribution Passing Off: B sells B’s product labeled as A’s product (c.f., trademark infringement)RST 3d Unfair Competition §4: “If in marketing of goods or services, actor makes a representation likely to deceive or mislead prospective purchasers by causing the mistaken belief that the actor’s business is the business of the other, or that the actor is the agent, affiliate, or associate of the other or that the goods or services that he actor markets are produced, sponsored or approved by the other”Injury: consumers misled into buying wrong product B benefits from A’s goodwillNOTE: If Π’s name amounts to a TM (e.g., “Monty Python”), the unauthorized use of that name in connection with goods or services might amount to trademark infringement and false endorsement LOC in consumers viewing programBut, reverse passing off claims are less likely to dovetail with TM infringement or false endorsement claims, insofar as they remove source-identifying characteristics of originalReverse Passing Off: B sells A’s products labeled as B’s Product (c.f., plagiarism)RST 3d Unfair Competition §5: “If in marketing goods or services manufactured, produced, or supplied by the other, the actor makes a representation likely to deceive or mislead prospective purchasers by causing the mistaken belief that the actor or a third person is the manufacturer, producer, or supplier of the goods or services if the representation is to the likely commercial detriment of the other.”E.g., Teller (Magician’s Shadow Rose): magicians formerly self-policed, but European magician began performing US-magician’s trick and passing off as European’s own.Gilliam v. ABC (2d Cir. 1976) Providing Moral Rights-Like Remedies with §43(a)Facts: Π (Monty Python) have copyright on scripts, retain artistic rights in agreement with BBC to veto any alterations prior to recording; BBC deal with ABC to air, but ABC cut 24 of 90min to make room for ads Theory: ABC mutilated work to such extent that ABC falsely identified Π as author of the work violating §43(a)!!Holding: Πs have valid COA for distortion that impairs integrity of Π’s work and represents to public product that is mere caricature of their talents§43(a): invoked to prevent misrepresentation that may injure Π’s business or personal reputation even where no registered TM is concerned Sufficient if representation of product, although technically true, creates false impression of product’s origins (like passing off)Deforming work and presenting artist to public as creator of work that is not his own makes him subject to criticism for work he hasn’t done artist would suffer consequences of mutilationUnauthorized editing of underlying work, if proven, would constitute infringement of copyright exceeding license granted by copyright ownerBBC can’t give rights it doesn’t have; legal protection for artists increase production and dissemination (public interest)Concurrence: No need to reach Lanham Act not substitute for moral rights; so long as ABC makes clear ABC version is not approved by Monty Python no misdescription of originDastar v. 20th C. Fox Film (SCOTUS 2003, Scalia): Goods = TANGIBLEFacts: Eisenhower’s bio; Fox ended-up derivative rights (Crusade) of public domain material fell out of copyright, Dastar used film to make Campaigns and for less than Crusade; Fox alleged copyright infringement, and then said “reverse passing off” because sold without crediting Crusade in violation of Lanham §43(a) Holding: Lanham doesn’t require search for Nile and all its tributaries “Origin” of “Goods” refers to where tangible goods originate§43(a) does not have boundless application: Dastar didn’t ‘merely repackage’ the videotapes; took public domain creative work, copied it with minor modifications and produced own videotapes ORIGIN refers to PHYSICAL goods; CANNOT trace origin of communicative productsLanham Application too difficult for communication because potential liability for giving credit (passing off/mutilation) or not giving credit (Dastar/reverse passing off) Catch 22: liability for failing to designate (reverse passing off) and for designating and implying endorsement (passing off)Lanham subbing for plagiarism conflicts with Samara (clothing knock-offs) finding product-design trade dress never inherently distinctiveWould make VARA superfluous TAKEAWAY: “Origin of Goods” refers to the producer of tangible goods that are offered for sale, and NOT to the author of any idea, concept or communications embodied in those goodsTAKEAWAY: If advertising/promotion for Campaigns implies substantial difference from Crusades, then may have §43(a)(1)(B) misrepresentation of nature/characteristics/ qualities AFTERMATH:BB: §43(a) may survive if strong Gilliam-like factsCourts have construed broadly, see below:Zyla v. Wadsworth (1st Cir. 2004): cookbook co-author fall-out; Zyla wants her name off 4th edition DASTAR controls false authorship claims should be pursued under CopyrightBretford v. Smith Mfg (7th Cir. 2005, Easterbrook): no passing-off when competitor (∆) used some of Π’s pieces to sell ∆’s A-frame computer tables“ORIGIN” was Smith (∆) doesn’t matter who made component partsRudovsky v. West Publishing (ED PA 2010): refused to do their part of treatise without more money, but published with professors’ names (reverse passing off claim) Dastar was forward passing off, but applied here!Consumers only care about physical origin of physical good!Policy Note: Destar represents a very “American” view; contrast w/ moral rights viewBB: this is tragic; in an ideal world, we would have a sense of the tradition thinkers leading up to current ideas; instead we treat it like a product False Advertising Claims premised on ∆’s Falsely Advertising Π’s authorship, performance in, or substantial involvement with, a creative workStephen King v. Innovation Books (2d Cir. 1992): Author assigned producer rights to short story, and film billed as “Stephen King’s Lawnmower Man” (“possessory credit”) and as being “based upon” Π’s story King filed §43(a) claiming film departed from story too much that both credits were literally falseHolding: Π likely to succeed on possessory credit, but not “based upon” credit because more leeway with that claimPPX Enters v. Audiofidelity (2d 1987): misattribution of Jimi Hendrix as feature performer in recording where Hendrix either didn’t participate at all or only in background violated §43(a)De minimus non Curat Lex (Get over it):Choe v. Fordham Law (SDNY 1995): dismissed former law students §43(a) claim based on Journal publishing note with tons of errorsStratta v. George Duke Enterprises (SDNY 1997): dismissing conductor’s §43(a) claim premised on ∆’s release of CD with Π’s name misspelledH. First Amendment Constraints §43(a)(1)(B) + Freedom of ExpressionTwo Important Speech-Protecting Limitations in §43(a)(1)(B)“In Commercial Advertising or Promotion”P&G v. Haugen (10th Cir. 2000)Fashion Boutique v. Short Hills v. Fendi (2d Cir. 2002)“False or misleading description of fact” not “mere statement of opinion”Four-Step Balancing Test – Central Hudson Gas v. Public Service Comm’n (SCOTUS 1980)(1) Whether speech is misleading (or promotes illegal transactions)States may ban this speech entirelyDoesn’t apply to Dilution (Blurring/Tarnishment) BLURRING not misleading by definition; tarnishment may be just an opinion, and opinions can’t be misleading(2) Whether asserted government interest is substantialWide array of government interests considered for restrictions on purely commercial speech(3) Whether regulation directly advances the important government interestLeast restrictive means not required reasonable fit(4) Whether regulation is narrowly tailored to achieve its goals + does not restrict more speech than necessaryLeast restrictive means not required reasonable fitRegulation of SpeechContent-Based: regulates on the basis of content Strict Scrutiny compelling state interest + narrowly tailored to achieve that endContent-Neutral: justified without reference to the content of regulated speech Intermediate Scrutiny substantial government interest + do not unreasonably limit alternative avenues of communicationNon-Speech: such low social value that outside scope of 1AObscenity; fighting words; “true threats;” incitement of imminent lawless action, and child pornography (Miller v. California - SCOTUS 1973)Commercial Speech: strong public interest in the free flow of commercial information protected by lesser 1A (VA Bd. of Pharmacy v. VA Citizens Consumer Council – SCOTUS 1976)Less, but Substantial 1A Protection: justification for protection is providing accurate information to consumers + it’s “objective,” “more easily verified,” and more “hardy” than other speech and less likely to be chilledDifferent Treatment Justifications (US Healthcare): (1) Contribution to marketplace of ideas; (2) Durability of comm. speech; (3) Sophisticated speakers; (4) Avoid diluting 1ACourts will bend and manipulate tests to reach desired resultTEST (Bolger – 1983): (1) ads; (2) specific product; (3) ∆’s economic motivationTEST (Mattel – 9th Cir.): ∆-friendly commercial speech is speech that does no more than propose financial transactionOne-Drop Principle (VA Pharmacy): if one drop of something other than transaction-speech, then non-commercial speech deserving 1A protectionTEST (US Healthcare): purpose is financial, and differentiate from other speech (Bending Virginia Pharmacy) Statement of Opinion does NOT Fall under §43(a)(1)(B)Boule v. Hutton (2d 2003): Π art collectors claimed ∆’s questioning in ARTnews of authenticity of Khidekel works in Π’s collection violated §43(a)(1)(B) Comments were OPINION, and were NOT commercial speechTest for “Commercial Advertising or Promotion” (Fashion Boutique): (1) Commercial Speech(2) For the purpose of influencing consumers to buy ∆’s goods or services; and(3) Although representations less formal than those made as part of classic ad campaign may suffice, they must be disseminated “sufficiently to the relevant purchasing public”Test is 3 of 4 Prongs from Gordon & Breach: 4th prong (Π and ∆ competitors) not necessary to find commercial ads/promotion here Gmurzynska v. Hutton (2d Cir. 2004): Art experts’ opinions on authenticity of certain art works, solicited by an art collector and museum, are not commercial advertising or promotion for ∆ art gallery and NOT within §43(a)(1)(B)Groden v. Random House (2d Cir. 1995): ∆ published ad stating Π was “Guilty of misleading the American public” Statements of opinion are not generally the basis for Lanham liability subject of manifest public interest (like Kennedy assassination) needs ample leeway to advertise books by expressing opinions, no matter how extravagantly worded, about merits of opposing viewpoints.Anti-SLAPP Statutes (CA) (Strategic Lawsuit Against Public Participation)If Π tries to silence ∆’s speech Allows ∆s to dismiss early and get attorney’s feesFalse Advertising v. Commercial Disparagement Current Law Treats them the SameFalse Advertising false information about ∆ Commercial Disparagement false information about Π Sounds more like defamation which could trigger 1A Sullivan – Actual Malice standard, but NO! Treated the same.NYT v. Sullivan (SCOTUS 1964): DEFAMATION REQUIRES ACTUAL MALICE Holding: Officials or public figure Πs must prove falsity + “actual malice” by clear and convincing evidence actual malice = knowing falsity or reckless disregard for the truthActual malice does NOT apply to commercial disparagement claims under the Lanham Act US Healthcare v. Blue Cross of Greater Philadelphia (3d Cir. 1990): Facts: BCBS started PPO and started PPO v. HMO ad campaign; US Healthcare responded with own ads and civil action against BCBS for commercial disparagement, defamation, tortious interference; BCBS counterclaimedHolding: Statements (ads pure and simple) are commercial in nature 1A requires no higher standard of liability than mandated by substantive law of each claim Commercial Speech: (1) ads; (2) refers to specific products; (3) desire for revenue motivated speechTAKEAWAY: commercial disparagement Πs need NOT show actual maliceActual malice standard likely applies to common law commercial disparagement claimsBose v. Consumers Union (1st Cir. 1982)(NOT Lanham):Facts: Bose designed Bose speaker system, CU engineers wrote a critical report in magazine describing sound as “wandering about the room” sued under product disparagement; Π won damages, but liability reversed on appealHolding: Unable to find clear and convincing evidence that ∆ published statement with knowledge that it was false or with reckless disregard of falsity guilty of imprecise language, but that is NOT actual maliceDebate: ∆ says statement is “merely the opinion” expert panel despite sounding scientific/factual; no such thing as a false idea assume factual and false applies NYT v. Sullivan and Π failed to prove actual maliceKey Note: Bose did not contest that it was a public figure and that actual malice standard appliedSupreme Court has NOT addressed the issue, though courts apply NY Times to all common law commercial disparagement H. International and Comparative Law ConsiderationsGeneralArticle 10 of the Paris Convention Operationalizes the agreementsOriginally, not way to force compliance from member states1995 – TRIPS art. 2(1) requires compliance But Art. 10 leaves most of the details of compliance up to the member states themselves §44 of the Lanham Act applies the Paris Convention to American law§44(h) – protection of foreign nationals against unfair competitionCourts have generally held that this does not create additional substantive rights, other than national treatment for foreign nationals Some but very few courts have found that it does create separate substantive rights §44(i) – citizens or residents of the US also entitled to benefit from §44In practice, just throw §44 in as an addition when raising other claims Where 2 US citizens: 44(i) does not to create substantive rights beyond what is already in 43(a) Includes dormant anti-competition clause that may become important in the future Paris Convention: International Treaty requiring member nations to recognize claims for false advertising and disparagement Lanham Act §44: Operationalizing Paris Convention, Art. 10Basically covered by §43(a), but toss it in with other actions§44 doesn’t confer any substantive rights other than national treatment Int’l Café v. Hard Rock (11th Cir. 2001): §44 incorporated Paris Convention, BUT! Paris Convention creates substantive rights beyond those independently provide in Lanham Act only requires “national treatment”No new COA for unfair competition in §44A few courts HAVE found incorporation of substantive provisions of Paris Convention GM v. Ignacio (ED Mich. 1996): creates fed law of unfair competition applicable in international disputesNational Treatment: foreign nationals should be given same treatment in each of member countries as that country makes available to its own citizensDormant unfair competition clause may become more important in the futureExtraterritorial Application: some case of ‘national treatment’ may require extraterritorial application, but courts can reject this (Int’l Café v. Hardrock)VIII. Remedies to Trademark Infringement and False AdvertisingA. Remedies to Trademark InfringementGeneralTrademark remedies are organized around a property ruleinfringers have no “right” to use the trademark by paying damages like under a liability rulekey difference with most property rules: TM owners cannot sell property rightPrimary method of relief is injunctions, but Lanham Act allows for some other remedies where appropriate Injunctive Relief – Lanham §34: Courts may grant injunctions “to prevent the violation of any right of the registrant of the mark … or to prevent a violation of §43(a).” Πs may seek injunction as matter of course once infringement is proven 5-Part Test for TM Injunction (Pretty Girl v. Pretty Girl Fashion – EDNY 2011- eBay):(1) Likelihood of success on the merits (examination of LOC Polaroid Factors)(2) Π is likely to suffer irreparable injury absent injunction(3) Remedies at law (such as monetary damages) are inadequate to compensate for injury(4) Balance of hardships tips in Π’s favor(5) Public interest will not be disserved by issuance of preliminary injunctionRationalesTMs protect a unique good (Π’s business goodwill) that can’t be bought backProtect consumers from confusionInjunction Functions: (1) Stop sale or use of TM(2) Issue corrective ads or implement disclaimers PBM Products v. Mead (4th Cir. 2011): injunctive relief proper because PBM suffered irreparable harm based primarily on fact that Mead’s advertising misled customersProfits, Damages, Costs – Lanham §35: General ConceptsNo double-counting: If court awards Π’s losses, will NOT include ∆’s profitsNot to be a windfall for Πs (Bandag) should only be made wholeCompensation not a penaltyDeterrence justification varies Deterrence is too week and too easily invoked a justification for severe / cumbersome remedy of profits award (Alpo Petfoods)Π must prove fact + amount of damage measured by any direct injury Π can prove, lost profits which Π would have earned but-for infringementAccounting is to award profits only on sales attributable to infringing conductDifficult calculation, so may award damages based on ∆’s profits unjust enrichment theoryWhere there is no actual competition between TM good and infringing product, some courts may allow injunction but NOT damages (Minn. Pets, 8th Cir 1994)Issue of IntentDisgorgement may or may not require intent post-1999 (see below)Attorney’s Fees (Exceptional) malicious, fraudulent, deliberate, willfulConsiderations: Strength of markActual confusionWillful Infringement: deliberate, false, misleading, fraudulentDisgorgementPreviously limited to fraud/palming off bad faith cases (Champion Spark – 1947)Post-1999 Lanham Amendment: no bright-line willfulness requirement1999: “With a violation under §43(a), or “willful violation under §43(c).” Factor-Based Approach (Banjo Buddies– 3d Cir. 2005, citing Quick Techs.)(1) ∆’s intent to confuse/deceive(2) Whether sales have been diverted(3) Adequacy of other remedies(4) Any unreasonable delay by Π in asserting rights(5) Public interest in making misconduct unprofitable(6) Whether case of palming offC.f., LVM v. Dooney & Bourke (SNDY 2007): McCarthy’s right Bajo Buddies places too much weight on 1999 Amendment willfulness is still required!Bad Faith – Requirement to Search for Mark’s Senior use before Junior Uses?Int’l Star Yacht v. Hilfiger (SDNY 1999): no bad faith with cursory search of TM bankBlair & Cotter: some level of search activity for TM should be required of ∆Enhancements: Courts may award enhanced damages for TM infringementMust be framed as compensation and not punitive damagesPunitive damages ONLY in the context of counterfeiting§35(a): “May enter judgment … above actual damages, not exceeding 3x amount.”Willful conduct Market Distortion Compensation for misconduct causing lost profits and continuing distortion in the market (but may not award interest and inflation) (Alpo)NOTE on Pre-Lanham – Mark Thurmon:Common Law Actions Πs could recover their provable lost profitsEquity Actions Courts would award injunctions and either Π’s lost profits or (more commonly) ∆’s profit attributable to infringement, but $ required willfulnessCourts retained discretion to raise/lower monetary awards, but not to award penaltiesBy mid-1900s, some courts had begun to award punitive damages when Π could prove actual damagesLindy Pen v. Bic Pen (9th Cir. 1993): Lindy sues Pic for TM infringement of “Auditor’s” pen LOC wrt telephone orders because can’t compare side-to-sideHolding: Weak mark, no actual confusion, unintentional infringement compensation not penalty calculated with loss of profits from infringing conduct; no attorney’s fees because not exceptional (willful, malicious)TAKEAWAY: Π must prove fact + amount (direct injury Π can prove + lost profits) or can prove unjust enrichment in form of ∆’s profitsExceptional Cases (Willfulness): treble damages + attorney’s feesTAKEAWAY: Merely needs to show general level of Πs and then ∆s must come up with specificity, and judges will determine profitsSpecificity typically required, but may estimate where ∆ has not maintained recordsADIDAS v. Payless (D. Or. 2008): awarding ADIDAS $31M as damages in form of reasonably royalty and $19.7M in Payless’ profits denied Payless’ motion for new trial, conditioned on ADIDAS accepting remittitur of $15M punitive damages awardLVM v. Akanoc (9th Cir. 2011): vacating judgment/remanding with instructions that D. Ct. award statutory damages in amount of $10.5M for contributory TM infringement, and $300k for contributory copyright infringement, for which 2 ∆s jointly/severally liableRodgers v. Wright (SDNY 2011): finding infringement, but concluding Π is not entitled to damages for ∆’s infringement of his TM or attorney’s fees where ∆ did not act in bad faithCorrective AdvertisingΠs with money may begin combatting the ads and be reimbursed for expenditures Πs without resources are not disadvantaged still compensated for cost of proportional corrective ad campaign (Big O)No requirement that ∆ engage in ‘passing off’ would grant big brands impunity in snatching small senior’s marksCase of reverse confusion, no intent to trade on Π’s goodwill = still may be compensated for corrective ad campaignCalculation of Corrective Advertising Award: Market-presence of Π (where Π must run corrective ads) to correct for ad campaign of ∆, take that percent of ∆’s ad expenditure, discount by 75% under FTC rule (award 25% of amount ∆ spent infringement) Does not have to be a 1:1 ratio to correct!!E.g., Big O v. Goodyear (10th Cir. 1977): Big O in 14:50 states Goodyear advertised (28%) 28% of %10M = $2.8M 25% of $2.8M = $680k capAlso awarded punitive damages of $4M Trademark Counterfeiting – Special Remedies:Trademark Counterfeiting Act of 1984: knowingly counterfeiting a mark in connection with sale of goods/service is a FELONY FINES + IMPRISONMENT for offenders + Permissible DESTRUCTION of counterfeit goodsLanham §34(d): seizure of counterfeit goods/records of sale before trialLanham §35(d): award of treble damages + attorney’s fees and prejudgment interest against counterfeiters unless court finds ‘extenuating circumstances’Lanham §36: destruction of counterfeit goodsException to 1984 Act: those who are authorized to use TM “at time of manufacture or production” of goodsAnti-Counterfeiting Consumer Protection Act 1996: Amended Lanham §35(c) statutory damages as alternative to actual damages in civil counterfeiting cases 2008 – Doubled statutory range: May award statutory damages “not less than $1,000 or more than $200,000 per counterfeit mark per type of goods or services sold,” and may award up to $2M if violation is “willful”Posner (LVM v. Lee – 7th Cir. 1989): Deterrence with multiple damages in counterfeiting because impossible for TM owners to police every retail store in nation + stop counterfeiting with injunctions Special Counterfeiting – Aerospace and pharmaceuticals: Especially dangerous double penalties ($5M or 20 years in prison)US v. Giles (10th Cir. 2000): I’m not trafficking in goods because I only have labels/marks, and no purses! Innocent because labels not attached, but NOW AMENDED!! B. Remedies for False Advertising May treat the same, but note the different Cause of Action!!!Remedies: Doctrine is Basically the same as TM InfringementInjunctive Relief under LanhamMust show LIKELIHOOD of Deception/ConfusionDamages under Lanham Must show ACTUAL Deception/ConfusionElements of False Advertising Claim – Lanham §43(a)(1)(B)(1) False or misleading(2) Description or representation of fact regarding Π’s goods, which(3) Actually deceives or is likely to deceive consumers, and is(4) Material to the consumers purchasing decision, and(5) Injures the ΠModes of False AdvertisingLiterally False Presumption of Deception (unclear if Likelihood or Actual)Literally False (Direct TV – Simpson)False by Necessary Implication (Direct TV – Shatner)Misleading (Impliedly False)Kraft – processing removes calciumInjunctive Relief – Overbreadth Arguments: Courts must closely tailor injunctions to harm addressed (Gulf Oil – DC Cir. 1985)Redressing the harm, not suppression of speech (e.g., ALPO – Ralston barred from hip discussion in veterinary magazines not related to harm)1A concernsAlso applies to FTC Cease & Desist Orders (Kraft – argument rejected by 7th Cir.)ALPO v. Ralston (DC Cir. 1990):Facts: Both sued under §43(a) about puppy food claims (Ralston – hip dysplasia; ALPO – 2:1 vets prefer); both violated §43(a), but ALPO awarded ∆’s profits ($10.4M) VACATEDDamages Holding: Both entitled to actual damages (lost profits) and no attorney’s feesD. Ct. erred awarding ALPO Raston’s profits (no willful, targeted wrongdoing) ALPO entitled to actual damages. Since both violated §43(a), §35(a) does not authorize damages to less blameworthy party Ralston gets actual damages tooAttorney’s Fees exceptional cases ‘willful/bad faith’ no found hereTAKEAWAY: Π may not get ∆’s profits (false ads or infringement) absent proof of ∆’s conduct was willfulInjunction Holding: Injunction too expansive (barring all hip claims even non-Ralston) D. Ct. enjoined use of false ads, required to disseminate corrective releasesBalance Dynamics v. Schmitt Ind. (6th Cir. 2000) – Corrective Ads: Facts: Π (Balance) sued ∆ for false ads over use of ozone-depleting materials; Π had engaged in corrective ads to mitigate damage Holding: (1) Π can recover for control costs without showing false ads created actual confusion in marketplace or actual damages; (2) To recover damages to goodwill or disgorgement of profits, MUST show at least some damage and cannot rely solely on literal falsehood of adLiteral Falsity Proof: presumption of confusion, so Π doesn’t have to demonstrate, BUT! Can’t recover marketplace damages on this (Lindy)Literal falsity alone doesn’t raise inference of damage to goodwill, but may if accompanied by bad faith / deliberate intent But! Even though Schmitt targeted Balance, no damages to recoverDamage Control Costs must be reasonably necessary to counter ∆’s false adsTAKEAWAY: Marketplace damages require ACTUAL damages, but Damage control expenses different LIKE INJUNCTION done to prevent lost sales/profits/goodwillNo requirement that Π wait to take action until actual damagesCashmere & Camel v. Saks Fifth Ave. (1st Cir. 2002):Facts: Cashmere manufacturers association sues Saks for saying (1) that goods sold contained cashmere, and (2) that it didn’t specify ‘recycled cashmere’ when industry assumption is it is virgin manufacturers seek injunction (other Πs sought damages)Holding: A reasonable factfinder could conclude that ∆’s material mislabeling of their garments deceived the consuming public, enabled ∆s to lower garment prices and caused Πs to lose sales Statement (1) literally false; Statement (2) false by necessary implicationMateriality likely to influence purchasing decision (prominent labels)LOC/LOD presumption of deception for literally false statementsPresumption of Deception for Literal Falsity Injunction + Damages!Some Circuits find when ad is literally false, for damages, Π need not prove any of its customers were actually persuaded by ads (EFCO v. Symons – 8th Cir. 2000) may grant relief without evidence of consumer reaction if ads are literally falseInterstate commerce is clearInjury usually goodwill/diversion of salesPorous Media v. Pall (8th Cir. 1997): Π suing to enjoin need not prove specific damage, but courts require heightened level of proof of injury to recover money damages (affirmed $1.5M award) IX. Trademark Infringement in the Age of the InternetRescuecom Corp. v. Google (2d Cir. 2009) – Use of Π’s mark in search = Use in CommerceSix Aspects of Use in Commerce – TM use for Targeting Search = Actionable Use(1) Commerce clause limitation(2) Establishing priority: CL = actual use; Federal = actual/constructive use (3) Establishing ownership: who is the “user”?(4) Determining whether a mark has been abandoned: when does “use” stop?(5) Determining actionable use(6) Determining “fair use”Network Automation v. Advanced Systems Concepts (9th Cir. 2011): Facts: Network (declaratory Π seeks judgment of non-infringement) sells “AutoMate,” and Systems sells “ActiveBatch” Network paid for “ActiveBatch” keyword on search engines (Google/Bing) to serve sponsored links; D. Ct. ruled in favor of ∆ granting injunctionHolding: (1) Use of mark as search engine keyword was “use in commerce,” and (2) use of mark was NOT likely to cause initial interest confusionApplied 8-Factor (pliant/non-exhaustive) Sleekcraft LOC Test: (1) strength inherently distinctive(2) proximity of goods closeness bolsters confusion (Playboy); interchangeable products, so consider degree of labeling/ad appearancesAre consumers mislead or presented with choices?(3) similarity of marks D. Ct. erred in treating keyword differently from System’s TM artificial distinction doesn’t reflect what consumers ‘encountered in the marketplace ‘Consider labeling/appearance of ad, whether it identifies Network’s mark, care and sophistication of consumer(4) evidence of actual confusion proof is difficult; diminished weight at injunction stage (more so in SJ)(5) market channels less important when marketing channel less obscure; it would be rare for commercial retailer not to advertise online(6) types of goods/degree of care of purchaser sophisticated consumer would shop for business software; growth of online marketplace(7) ∆’s intent in selecting mark only relevant insofar as it bolsters finding that use of TM serves to mislead consumers rather than truthfully inform them of choice of products must first find intent to deceive(8) likelihood of expansion into product lines unimportant where direct competitors**(9) other relevant factors what was seen on screen + what did consumers believe in context?D. Ct. 3-Factors Significant for Internet (Brookfield)(Internet Trinity / “Troika” Factors): (1) similarity of marks; (2) relatedness of goods or services; (3) simultaneous use of Web as marketing channel all favored ∆Poor fit here! Two Principles: (1) Non-exhaustive; (2) FlexibleSine qua non of TM Law is Consumer ConfusionUse of a TM as search engine keyword that triggers the display of a competitor’s advertisement is a “use in commerce” under Lanham ActImplies sufficient labeling of sponsored link to distinguish it from organic links can’t make the finding of fact, LOC must be found by D. Ct.Google has persuaded courts that organic links are “objective” may be an issue if Google had biased approach to search results Open to abuse/retaliation if Google didn’t list site, online presence would be dead Google = “Gateway to Internet”TAKEAWAY: LOC is KEY! (1) Labeling / appearance of ads; (2) Sophistication/care of consumersNote: “We must be acutely aware of excessive rigidity when apply the law int eh Internet context; emerging technologies require a flexible approach.”Brookfield (2001): Π had entertainment database “MovieBuff” and ∆ registered domain for his movie store LOC test is flexible; Π will likely succeed as senior user and LOCMetatags are different than domain names used to attract people to the site, may be less likely to be confused, but found INITIAL INTEREST CONFUSIONPlayboy (2006): ‘keying’ practice by Netscape; sold lists of terms to sponsors and ads would appear when keywords were searched; Netscape required advertisers from adult entertainment industry to link ads to list with 400 terms, including Playboy’s TM reversed SJ for ∆ as inappropriate because issues of fact Analyzed initial interest confusion banners for ads unlabeled = more likely to cause confusionPlayboy claimed Netscape misappropriated goodwill of marks by leading Internet users to competitor’s sites expert study that ‘statistically significant number’ of internet users thought Playboy SPONSORED adsAnalyzing nature of goods + consumer presumed average searcher seeking adult material online is easily diverted from a specific product s/he is seeking especially if more graphic ones appear quicklyHearts on Fire v. Blue Nile (D. Mass. 2009): LOC will ultimately turn on what consumer saw on screen and reasonably believed given the contextAnalogies to Shopping in the StorePlayboy Concurrence: Shopping in Macy’s en route to CK, diverted by big Charter One ads, eventually reaches CK can’t say that Macy’s infringed on CK’s TM by diverting customer with clearly labeled, but more prominent displayAssumptions about Consumers: familiar with grocery stores, assume they can distinguish between name brand/generic products (Conopco); varying degrees of skill/sophistication wrt InternetNot the store shelf, you may start on the right thinking it is a featured link (Network); Playboy assumption of unsophisticated consumersDematerialization of Economy resisted in Dastar grounded in tangible goods; consumers don’t’ care what the origin is (fetishization of commodity)Rosetta Stone v. Google (4th Cir., 4/9/2012): Facts: Pre-2004 Google said 3rd parties couldn’t buy TMs that belong to others; Post-2004, Google changed allowing 3rd parties to bid on ‘keywords’ to prompt ads linked to search terms – ranging from few cents to $2 per click! Process can pit company against competitor for its own TM! 2009 Policy: (1) Sponsor/reseller of genuine TM product; (2) sponsor makes/sells parts for TM product; (3) sponsor offers compatible parts/goods for TM product; (4) sponsor provides info/reviews on TM product. Π’s product best known in market by far, 150 countries, millions on ads. Claims not only LOC, but actual confusion misleading internet users into purchasing counterfeits Rosetta Stone sues Google for direct + contributory + vicarious TM infringement, and TM dilution. SJ vicarious + unjust enrichment claims; vacate SJ wrt direct + contributory infringement and dilutionHolding:LOC (Haute Diggity Dog Factors): (1) Π owns valid mark; (2) ∆’s use was use in commerce; (3) ∆ used mar (or imitation of it) “in connection with sale, offering for sale, distribution, or advertising” Of goods or services; (4) ∆’s LOC (9-Factor Test)D. Ct. didn’t address all LOC factors Okay because in ‘referential or nominative type of use” application is difficult with all factors (e.g., mark will always be identical; strength of mark limited probative value)***NOT adopting position about viability of nominative fair-use doctrine as a defense to TM infringement or whether it should alter LOC test save for another dayINTENT FACTOR: Google increased revenue from 2009 policy solicited advertisers “you may now use TM terms in ad text even if you don’t own TM”EVIDENCE OF LOC: anecdotal and survey + Google’s in house surveySophistication of consumers high (tech + educational)Contributory Infringement (Inwood Labs.): intentionally induces another to infringe TM or continues to supply product to one whom knows / has reason to know is engaging in TM infringementGoogle allowed keyword advertisers to continue after Π notified they were not authorized resellers / counterfeiters (200 times) Vicarious Infringement (Hard Rock v. Concession – 7th Cir. 1992): ∆ and infringer have apparent or actual partnership, authority to bind one another in transactions with 3rd parties or exercise joint ownership or control over infringing product NOT the case wrt GoogleDilution (Mosely v. V Secret Catalogue – SCOTUS 2003): dilution not concerned with confusion, but concern over strong mark losing value through unauthorized use by othersFederal TM Dilution Act (FTDA, 1996): Owner of famous mark … shall be entitled to injunction against another person who … commences use of mark or trade name in commerce that is likely to cause dilution by luring or dilution by tarnishment of the famous mark, regardless of the presence/absence of actual/likely confusion, competition, or actual economic injury.D. Ct. TM “FUNCTIONAL” when used by search engine to trigger sponsored links, and therefore, uprotectable based on function (VACATED BY CIRCUIT)BB: This is absolutely INSANE could have called it ‘nominative fair use’ Tiffany v. eBay (2d Cir. 2010): eBay maintained “Verified Rights Owner (‘VeRO’) Program” which allowed TM owners to report potentially infringing items so eBay could remove the listings eBay promptly removed challenged listingsBut, Rosetta Stone: Issue of whether continued supply after notice of confusion / counterfeiting.European Court of Justice: Google search engine is likely NOT liable for any confusion caused by sponsored links, BUT! Advertisers may potentially be found liable (and choose not to advertise with Google to avoid liability)TM of Domain Names: In re Oppendahl (Fed Cir 2004): “Patents.com” merely descriptive of computer software for managing database of records/tracking records on InternetTLDs (.com, .net, .org, etc.) don’t hold meaningCompare to Corp., Co., Inc., and similar designations TLDs give more information (type of association with internet)But! BB says ridiculous to think .com has no ID significance; e.g., “Half.com” never identified as “Half”ConfusionLOC Applying the Multi-Factor Test in Unique ContextsThe internet internet actually increased LOCGoTo.com v. Walt Disney Facts: GoTo sought preliminary injunction against Disney for use of the mark GoToHolding: In 9th Circuit there are only three factors, the Troika Factors; but this is extremely pertinent in the internet context!Takeaway: Internet “Troika” SimilarityRelatedness of GoodsUse of Web as market channelNote: In 2000, internet consumers seen as very unsophisticated may have changed since thenInitial Interest Confusion: rarely found on the internet by courts, ESPECIALLY on the internet because it is easy to click the back buttonRecent movement away from finding initial interest confusion, especially in the internet context because it is easy for consumer to “correct” mistake Playboy Enterprises v. Netscape (9th Cir 2004) – concurrence by Berzon: initial interest confusion should not be found simply because consumer is given a choice (here, however, it was found!)
What is the test established in Inwood Labs v. Ives Labs for determining contributory trademark infringement, and how was this applied in the Tiffany v. eBay case?
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| null | 994,065 | 0 | 1,085 |
NAME_1 passes to NAME_2.
mpg
g1d
gps
g2d
g shoots from the mid-range and misses.
Fonti gets the defensive rebound.
End of possesion.
s1d
s misses layup.
--
cps
s5d
spg
NAME_1 attempts a pas to NAME_3 but fails. NAME_1 turnover.
--
s5d
spr
NAME_3 makes the 2 pointer. Assist by NAME_4.
--
s2d
sxl
--
gpc
cpg
gps
spc
cx2
Fonti gets the defensive rebound.
End of possesion.
gps
spg
go2
--
m4d
mx2
NAME_5 gets the defensive rebound.
End of possesion.
r1d
rol
--
s1d
spm
m1d
mol
Fonti foul
NAME_2 screens cucho who dribbles 2 times and misses the layup.
NAME_5 gets the defensive rebound.
End of possesion.
s4d
spg
NAME_1 attemps a pass to NAME_2 but fails. Turnover commited by NAME_1. Steal by NAME_5
--
spm
m1d
mpc
foul by NAME_6
m2d
mx2
--
gpm
mpc
cpm
m1d
mpr
rpm
m1d
mps
s4d
spm
mpc
c2d
cx3
--
c5d
cpr
rps
foul by NAME_5
rpc
cpg
gpc
c2d
Foul by NAME_6
gx3
NAME_7
m8d
mpc
c1d
cpg
g3d
gps
spm
mpr
rx2
NAME_6 gets the defensive rebound.
End of possesion. 6:48
g7d
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cx2
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g11d
gxl
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gpc
c4d
cpg
gpm
mpr
rx2
NAME_6 gets the defensive rebound.
End of possesion.
cps
s2d
sx2
--
moreb
mx2
Fonti gets the defensive rebound.
End of possesion.
s2d
spm
mpg
g3d
gps
spg
gpc
c1d
cx2
--
s11d
spc
--
c6d
cpm
mo2
--
c4d
cpr
rpc
cpr
rx3
--
gpm
m1d
mo2
--
m2d
mo2
--
m5d
mpr
rx2
NAME_6 gets the defensive rebound.
End of possesion.
s5d
spr
r1d
1ps
s2d
sx2
NAME_6 gets the defensive rebound.
End of possesion.
g8d
gx2
NAME_6 gets the defensive rebound.
End of possesion.
g3d
gpm
mpc
Foul by NAME_6
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g5d
gps
spm
m1d
mx2
Fonti gets the defensive rebound.
End of possesion.
s12d
foul by Fonti
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mo2
--
s1d
spg
NAME_1 attempts a pass to NAME_4 but fails. NAME_1 commits a turnover
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gpc
cpm
mpc. Alley-oop assist by NAME_2 (11:04) Cucho makes layup.
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spm
mpg
g1d
gxl
Fonti gets the defensive rebound.
End of possesion.
s2d
sxl
Fonti gets the defensive rebound.
End of possesion.
c2d
cxl
Fonti gets the defensive rebound.
End of possesion.
cO3
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g3d
gps
spr
rx2
NAME_7
Foul by NAME_6.
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spc
cpr
Foul by Bauti
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gx3
NAME_6 gets the defensive rebound.
End of possesion.
G2D
GPS
gps
spr, NAME_4 sets the pick and roll for NAME_3
NAME_3 passes to NAME_2.
NAME_2 passes to NAME_3.
NAME_3 makes the 2 pointer. Assist by NAME_2.
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m3d
mxl
NAME_5 gets the defensive rebound.
End of possesion.
c5d
Cucho turnover
steal by Minifran.
End of possesion.
s7d
NAME_4 attempts a pass to NAME_3, but fails. NAME_4 commits a turnover.
stolen by fonti.
End of possesion.
r1d
rol
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s9d
sol
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mxl
Fonti gets the defensive rebound.
End of possesion.
cpg
col. assist by cucho.
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g5d gpr
r1d rpm
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ac2134e9dec749a48806c88478cfd02f
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zai-org/LongAlign-10k
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c9edbabc4142bab14f5f1d6bd1912d30bd13213f208af716
| 6,356 | 0 | 39,000 |
Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled EducationAll authors are joint-first authors. The authorship order was decided on the scores of the Academic Wheel of Privilege we developed (see Supplementary Figure 2).Mahmoud M. ElsherifORCID: 0000-0002-0540-3998, email: [email protected],Department of Psychology, University of Birmingham, UK.Sara L MiddletonORCID: 0000-0001-5307-8029, email: [email protected] of Biology, University of Oxford, UK.Jenny Mai PhanORCID: 0000-0002-4924-9857. Email: [email protected] / [email protected] Center, University of Wisconsin–Madison, US. Incoming affiliation: Department of Neuropsychology, Children’s National Hospital, US.Flavio AzevedoORCID: 0000-0001-9000-8513. Email: [email protected] of Psychology, University of Cambridge, UK.Bethan J. IleyORCID: 0000-0002-5813-3303. Email: [email protected] of Psychology, Queen’s University Belfast, UK.Magdalena Grose-HodgeORCID: 0000-0002-0675-5215, email: [email protected] of English Language and Linguistics, University of Birmingham, UKSamantha L. TylerORCID: 0000-0001-9602-5015, Email: [email protected] of Neuroscience, Psychology & Behaviour, University of Leicester, UK.Steven K. KappORCID: 0000-0002-4440-1688. Email: [email protected] of Psychology, University of Portsmouth, UK.Amélie Gourdon-KanhukamweORCID: 0000-0002-3060-1320. [email protected]’s College London, UK.Institute for Globally Distributed Open Research and Education, London, UK.Desiree Grafton-ClarkeORCID: 0000-0002-0529-4023. Email: [email protected]'s College London, UKSiu Kit YeungORCID: 0000-0002-5835-0981, Email: [email protected] / [email protected] of Psychology, University of Hong Kong, Hong Kong Special Administrative Region, China. Incoming affiliation: Department of Psychology, Chinese University of Hong Kong, Hong Kong Special Administrative Region, China.John J. ShawORCID: 0000-0003-3190-6772, Email [email protected] of Psychology, De Montfort University, Leicester, UKHelena HartmannORCID: 0000-0002-1331-6683. Email: [email protected] Neurosciences, Department of Neurology and Center for Translational Neuro- and Behavioral Sciences (C-TNBS), University Hospital Essen, Germany.Marie DokovovaORCID: 0000-0002-4350-6082. Email: [email protected] of Speech and Language Therapy, University of Strathclyde, UKAbstractNot all people conform to what is socially construed as the norm and divergences should be expected. Neurodiversity is fundamental to the understanding of human behaviour and cognition. However, neurodivergent individuals are often stigmatised, devalued, and objectified. This position statement presents the perspectives of neurodivergent authors, the majority of whom have personal lived experiences of neurodivergence(s), and discusses how research and academia can and should be improved in terms of research integrity, inclusivity and diversity. The authors describe future directions that relate to lived experience and systematic barriers, disclosure, directions on prevalence, stigma, intersection of neurodiversity and open scholarship, and provide recommendations that can lead to personal and systematic changes to improve acceptance of neurodivergent individuals’ lived experiences within academia.Keywords: Academia; Community; Disability Research; Inclusion; Intersectionality; Neurodiversity; Open Scholarship; Open Science; Representation; Social Justice; Abstract (Portuguese)Nem todas as pessoas se conformam com o que é socialmente interpretado como a norma, e divergências devem ser esperadas. A neurodiversidade é fundamental para a compreensão do comportamento e cognição humana. Entretanto, os indivíduos neurodivergentes são frequentemente estigmatizados, desvalorizados e objetivados. Esta declaração de posicionamento apresenta as perspectivas de autores neurodivergentes, a maioria dos quais tem experiências pessoais vividas de neurodivergência(s), e discute como a pesquisa e a academia podem (e devem) ser melhoradas em termos de integridade, inclusividade e diversidade da pesquisa. Os autores descrevem direções futuras relacionadas à experiência vivida e barreiras sistemáticas, divulgação, indicações sobre prevalência, estigma, intersecção de neurodiversidade e ciencia aberta, e fornecem recomendações que podem levar a mudanças pessoais e sistemáticas para melhorar a aceitação da experiência vivida de indivíduos neurodivergentes dentro da academia.Palavras chave: Academia; Comunidade; Pesquisa sobre Deficiências; Inclusão; Interseccionalidade; Neurodiversidade; Ciência Aberta; Representação; Justiça Social; Abstract (Italian)Non tutti si conformano a ciò che socialmente è interpretato come la norma e ci si dovrebbero aspettare divergenze. La neurodiversità è fondamentale per la comprensione del comportamento e della cognizione umana. Tuttavia, gli individui neurodiversi sono spesso stigmatizzati, svalutati e oggettivati. Questa dichiarazione di posizione presenta le prospettive degli autori neurodiversi, la maggior parte dei quali ha esperienze vissute personali di neurodivergenza, e discute come la ricerca e il mondo accademico possano e debbano essere migliorati in termini di integrità, inclusività e diversità della ricerca. Gli autori descrivono le direzioni future che riguardano l'esperienza vissuta e le barriere sistematiche, la divulgazione, le indicazioni sulla prevalenza, lo stigma, l'intersezione della neurodiversità e la scienza aperta e forniscono raccomandazioni che possono portare a cambiamenti personali e sistematici per migliorare l'accettazione delle esperienze vissute degli individui neurodiversi all'interno del mondo accademico.Parole chiave: Accademia; Comunità; Ricerca sulla Disabilità; Inclusione; intersezionalità; Neurodiversità; Scienza Aperta; Rappresentazione; Giustizia socialeIntroductionAcademia still remains an exclusive club in an Ivory Tower. The voices, perspectives, and experiences of minorities have been systematically excluded, while members are overwhelmingly White, male, cisgender-heterosexual (cis-het), and nondisabled. This specific demographic of researchers is more likely to receive institutional support and access to positions, funds and resources, perpetuating and heightening existing inequalities. Academia’s few diverse voices often lead to biased and unfair perspectives benefiting the majority at the expense of minorities. A recent study by Cech (2022) with 25,324 participants examined the demographic privileges within the US STEM field observed that White able-bodied heterosexual males were at a significant advantage compared to all other demographics, with LGBTQ Black disabled females the most disadvantaged across several measures, including social inclusion, workplace harassment, lower professional respect, career advancement opportunities, and persistence intentions. Further decomposition analysis focused on explaining the observed differences in five categories including background characteristics, job characteristics, and family responsibilities, but across all measures a significant proportion of the difference remained unaccounted for by these (e.g. persistence intentions only 31.18% of the gap could be explained by the variables), suggesting privilege as the other factor. This privilege towards White able-bodied heterosexual males contributes to a toxic feedback loop such that minoritised voices are not being heard due to a lack of representation, thus disincentivising minorities from participating in academia and the workforce. These power relations and inequalities are also clearly observable across academia, with Anthropology (Tallmana & Bird, 2020), Ecology (Tseng et al., 2020), Engineering (Rampler et al., 2022), Ethology (Cooke, 2022; Howard, 2022), and Psychology (Gruber et al., 2021; Ledgerwood et al., 2022) facing issues of representation of minorities and acknowledging their contribution (Reardon, 2022). Furthermore, the hidden curriculum (Parsons et al., 2022) and current academic infrastructure focused on metrics and closed scientific systems perpetuate global inequalities and stereotypes reinforcing hierarchies that silence marginalised voices and reinforce their subordination. This justification is further perpetuated by science being misused as a weapon to socially oppress minoritised voices by clinging to the assumption that scientific practice is rational, impartial, and objective, when in fact it is not (e.g., Eagly et al., 2012). In turn, these so-called ‘facts’ are used to justify the claim that under-represented minorities are unable to ascend to positions of power, thus limiting their freedom, opportunities to succeed, and opportunities to participate equally in society. To counter these inequities, local, as well as, international collaborations of early-career researchers have initiated grassroot movements (e.g., ReproducibiliTea; FORRT; Open Scholarship (OSch); see review by Whitaker & Guest, 2020) aimed at pushing for a bottom-up change. Operating primarily within higher education institutions (Tennant et al., 2020), OSch discourse requires us to rethink pedagogical and scientific practices in order to make them more equitable, open, diverse, and accessible (Azevedo et al., 2019, 2022; Farran & Scerif, 2021; Fecher & Friesike, 2014). These include limiting questionable research practices (Bouter et al., 2016; John et al., 2012) in the scientific process, restructuring access to scientific knowledge, and improving reproducibility and replicability (Farrar et al., 2020, 2022; Parsons et al., 2022; Pownall et al., 2021a, 2022) and though there are some difficulties with adoption (e.g., see Kalandadze & Hart, 2022 for a discussion on how to adopt OSch in developmental science), change is afoot. However, the interplay between open scholarship and social justice has not received much focus, despite discussion about how OSch can benefit marginalised voices (e.g., Baum et al., 2022; Roberson, 2020; Pownall et al., 2021b). Therefore, it remains one of the overlooked principles of contemporary scholarship (Azevedo et al., 2019, 2022) even though paired with social justice, it is a means to help dismantle the systematic barriers in academia, such as difficulty in accessing scientific knowledge due to scientific outputs being behind a paywall, unnecessarily complex academic writing, and lack of data sharing, all of which contribute to a further schism within academia between researchers, as well as between academia and the public. This gatekeeping of scientific knowledge leads to fewer policy changes in underprivileged countries, which is associated with shorter life expectancy, and less access to education and health systems (see Roser & Ritchie, 2020, who show COVID vaccines are being globally disseminated unfairly to countries). Therefore, widespread adoption of OSch practices can aid in abolishing barriers to education, facilitating career progression, and providing more opportunities to enter academia for everyone without exceptions. What OSch can provide to students and aspiring scholars are accessible and ethically curated tools, equipping them with the knowledge and skills to advance not only open and reproducible scholarship by progressing the processes of science making, but also to contribute to sustained culture changes by ultimately improving diversity and representation within science. If we break the boundaries posed by the present academic environment, an inclusive space can be constructed for all scholars to thrive, and in particular, neurodivergent students and scholars, who are underrepresented in academic scholarship and often marginalised in academia. Aim While there has been some discussion in academia about how OSch can benefit marginalised voices such as females, transgender individuals, and underrepresented ethnic and racial minorities (e.g., Ledgerwood et al., 2022; Pownall et al., 2020; Robertson, 2020), neurodivergent researchers have not received as much attention as is critically needed. In this manuscript, we aim to discuss neurodiversity and its relevance to, and relationship with, OSch, then reflect on how these movements may benefit one another. We follow with an in-depth consideration of the interplay between neurodiversity, other protected characteristics (e.g., gender, race, and sexuality), and social justice. Finally, prior to drawing conclusions and identifying some of the current issues and potential avenues for future discussion, we address a concrete action plan of how OSch can be used to mitigate the effect of barriers encountered by neurodivergent researchers and how this is being implemented by Framework of Open Reproducible Research and Training (FORRT) (https://forrt.org/).Our PositionalityWe are a group of neurotypical and neurodivergent researchers at different career stages who are a part of the FORRT community, aiming to make academia and the OSch community more open to neurodiversity. Everyone is welcome in this group. This manuscript is written as a collective work of early career researchers that includes incoming graduate student(s), doctoral researchers, postdoctoral associates, and lecturers from different backgrounds and countries. The plurality of these perspectives is especially beneficial to explore OSch from a neurodiversity viewpoint, by bringing a wide variety of perspectives, experiences, capacities, and resources that can be used to best promote scientific practices and improve scientific dissemination and educational practices. The meaning of the term ‘neurodiversity’ and linguistic prescription of neurodivergent condition slightly differs among the authors of this paper, depending on our epistemological, ontological, and methodological perspectives and also, our unique lived experiences (see Dwyer, 2022 regarding different meanings of neurodiversity). The concept of neurodiversity was formed out of a need to combat the ableist nature that has suppressed the voices of neurodivergent individuals (Singer, 2017), and the recommendation that academia and psychology need to be critically restructured in order to include neurodivergent voices (Muggleton et al., 2022). We aim to discuss how the neurodiversity movement intersects with other minority movements and OSch. We want to emphasise how differences should be highlighted and accepted, shed light on the barriers encountered by neurodivergent individuals, and evaluate the ableist, colonial, heteronormative and patriarchal assumptions about the concept of knowledge, accessibility, and the concept of neurodiversity. We share specific recommendations that further support diversity in research, equity, and social justice while differing in research epistemology, methodology, etc. Our neurodiversity team is a group that currently consists of anxious, autistic, depressive, developmental coordination disorder/condition: (DCD/DCC), dyslexic, and attention deficit hyperactivity disorder/condition (ADHD/ADHC) individuals as well as neurotypical allies who champion neurodiverse voices in academia (see supplementary tables). To reflect our mission of justice and equity in academia we created the Academic Wheel of Privilege (see Supplementary Figure 2) as a framework for reflecting on our intersecting identities across multiple domains (e.g. race, wealth, health, gender, education, etc). This framework was adapted from Sylvia Duckworth’s Wheel of Privilege and acknowledges the intersectionality framework developed by Kimberlee Crenshaw (Crenshaw, 2017). We each examined our degree of privilege/marginalisation experienced in academic and wider societal context through a scoring system. Authors with fewer “privileges points” were prioritised in the author list.Part 1: Neurodiversity Neurodiversity is the non-pathological variation in the human brain regarding movement, sociability, learning, attention, mood, and other mental functions at a group level (Singer, 2017). An individual is neurodivergent if their neurology diverges from that of the neurological majority (neurotypical; see examples in neurodiversity sphere in Figure 1 and Supplementary Table 1 for a glossary of terms such as autistic, DCD/DCC, and ADHD/ADHC). Neurodivergent conditions are frequently centred around diagnoses fitting a narrow set of presentations or behaviours, as such a universal agreement on the classification of neurodivergence does not currently exist (Ne’eman & Pellicano, 2022). We take an inclusive approach to neurodivergence and propose that it is not solely dependent on a diagnosis and takes into account the variable nature of human neurobiology.Although one can descriptively argue for neurodivergence to include differences such as left-handedness, here we especially refer to neurological disabilities (and for neurodiversity to refer to the inclusion of people with and without neurological disabilities: Kapp, 2020). The neurodiversity movement takes place within the disability rights movement, borrowing concepts from other sub-movements like Deaf culture, independent living, and self-advocacy of people with intellectual and developmental disabilities (Ne’eman & Pellicano, 2022). The movement began from autistic rights activists counteracting the elimination narrative that autism could be prevented, normalised, or cured, and instead focussed on the need for accommodation, support, and even amelioration of traits that threaten the quality of life (Kapp et al., 2013). Its grassroots activists advocate for the full autism spectrum (Kapp, 2020; Ne’eman & Pellicano, 2022), and likewise, value the contributions of people with intellectual disabilities to scholarship and society. Supported by the growth of the inclusive post-secondary education movement (Raynor et al., 2016) and participatory research (e.g., Chapko et al., 2020; Tilley et al., 2021), people with intellectual disabilities increasingly contribute to higher education and participatory research. The issue of the scope or boundaries of neurodivergence is important but relatively unexplored and demands future research on the views of people with neurological conditions (see Dwyer, 2022; Ne’eman & Pellicano 2022 for discussions on ethical considerations).Neurodiversity is critically relevant to the social sciences as it discusses the diverse cognitions and behaviours forming the foundations of what it means to be unique and human. Importantly, the neurodiversity movement questions the assumption that all humans must conform to the same expectations in order to flourish, but instead assumes that neurodivergent individuals such as autistic, ADHD/ADHC, dyslexic and/or DCD/DCC individuals have valuable human differences in behaviour and brain function and that it is okay to be different. Put simply, ‘Variety’s the very spice of life, That gives it all its flavour’ (Cowper, 1785, lines 606–607). With this in mind, in a system such as academia that draws upon a hidden curriculum and is focused upon unstandardised metrics, where are the neurodivergent researchers, scholars, and students? We are here but hardly seen or recognised. Within US universities, data from 2015/16 suggest that 19% of undergraduates as well as 12% of postgraduate students reported a disability (NCES, 2017). Similarly, according to the UK Higher Education Statistics Agency (HESA, 2022), in 2020/21 17% of undergraduates reported a disability, dropping to 12% for postgraduates. This decreases even further, as only 5% of staff at UK universities in 2020/2021 disclosed a physical or neurological disability (HESA, 2022). The true figures for staff disability are likely to be higher than reported as concerns regarding negative perceptions of disability disclosure remain, with recent literature highlighting concerns around feelings of being defined by their disability (Brown & Leigh, 2018), or perceptions of not being able to contribute to academia due to their disability being mentioned as reasons not to disclose (Mellifont et al., 2021). Figure 1.The nested intersecting spheres of neurodiversity, Open Scholarship (OSch), Social Justice and Universal Design for Learning. The smaller spheres of Open Scholarship and Social Justice show key pillars and their interactions with each other. The six pillars in the social justice sphere are adapted from North (2006). The smaller spheres in the neurodiversity sphere illustrate examples of neurodiversity (e.g., dyslexia, bipolar disorder/condition and neurotypicality). The outermost ring of the neurodiversity sphere indicates other identities (e.g., socio-economic status) that intersect with being neurodivergent/neurotypical and each other. The outer ring connecting neurodiversity, OSch and Social Justice shows the shared values between them with Universal Design being at the intersection of these values. Note our examples of neurodivergent conditions and intersecting identities are not exhaustive and we present a subset here. See Supplementary Figure 1 for extended figure description.Part 2: Synergistic relationship between neurodiversity and Open ScholarshipOne key foundation of OSch is accessibility, a key facet that also belongs to the neurodiversity movement (e.g., Brown & Leigh, 2018; Brown et al., 2018). Yet despite this significant overlap between the goals of OSch and Neurodiversity movements (e.g., accessibility, fairness, equity, diversity, and inclusion as core values), current discussions in OSch have given little attention to the neurodiverse experience. It is thus a priority to build a community that discusses how the neurodiversity movement can be included into OSch, as the lived experience of neurodivergent individuals (including encountered barriers) may help to enhance accessibility, allowing OSch to be truly open (Whitaker & Guest, 2020).There are many potential ways that embracing neurodiversity would benefit the OSch movement. Neurodivergent individuals think about and experience the world differently, thus including neurodivergent researchers in the OSch discourse would only strengthen and diversify it, offering a perspective based on the difficulties that we encounter in accessing traditional science. Although there has been no direct work investigating the influence of neurodiversity on OSch, some links have been made between neurodiversity and scientific or applied science practices more generally. One common problem that autistic scholar Damian Milton (2012) has termed the “double empathy problem” explains communication breakdowns that often occur between autistic and neurotypical individuals caused by both parties’ difficulties in understanding one another. Further reflective work by autistic clinical psychologists has suggested that difficulties in understanding (neurotypical) social rules and others’ thought processes, which under the medical model would be viewed as a disability, may in fact add value by encouraging observation, evidence gathering, active attempts to understand viewpoints different from one’s own, and developing the ability to ask “difficult” questions (Hawker, 2017; Muggleton & Johnston, 2016; Radev, 2020). This process could benefit all through challenging the hidden curriculum and encouraging reflection on what is taught in classrooms in a less explicit way, whilst also potentially benefiting minorities by inviting a critical evaluation of the implicit biases we all hold and may incorporate in classes unintentionally. Furthermore, Radev (2020), an assistant psychologist diagnosed with autism, noted that “being self-aware of my difficulties further encourages me to follow information-gathering procedures and to always be questioning my own conclusions and methods” (p. 50). Although these qualities were discussed in relation to clinical training, they reflect crucial elements of OSch - transparent and critical evaluation of one’s own and others’ work. Neurodivergent individuals also differ in their moral judgement, cognitive judgments, and decisions (Dempsey et al., 2020; Rozenkrantz et al., 2021), which may be helpful in the OSch movement and advancement of science. For example, a strong sense of justice is often reported in autistic (e.g., Russell et al., 2019) and ADHD/ADHC (Schäfer & Kraneburg, 2015) individuals, with other neurominorities (e.g. DCD/DCC; Smith & Kirby, 2021) also anecdotally reporting a similar strong sense of justice. These traits arguably exemplify the integrity and transparency of OSch. Within academia, this strong sense of justice can motivate activism in OSch and other social movements, such as movements for social justice or opposing the climate crisis. In discussing their experiences as autistic researchers, Grant and Kara (2021) identify this as a motive for engaging in emancipatory and participatory health research. Furthermore, differences in moral reasoning may help neurodivergent researchers to identify ethical or epistemological issues which would otherwise remain uncovered. This difference in moral reasoning reflects a larger heterogeneity of information processing across the neurodiversity spectrum, including differences in creative or divergent thinking (Best et al., 2015; Colautti et al., 2021; Magenes et al., 2021; Majeed et al., 2021; Sedgwick et al., 2019), vocabulary and reading experience (e.g., Elsherif et al., 2021), pattern recognition (Baron-Cohen et al., 2009; Schneps et al., 2011), and the influence of cognitive biases (Rozenkrantz et al., 2021). In particular, cognitive biases such as confirmation bias have been identified as a key issue in the interpretation of scientific results. However, autistic individuals appear to be less prone to these biases and generally make more rational judgements and decisions (Rozenkrantz et al., 2021). Given that OSch aims to identify and mitigate against these biases (Bishop, 2020), autistic researchers could play a key role in assessing existing research systems and processes for potential sources of bias, developing ways to mitigate against such biases, or conducting research including replication studies, meta-analyses and systematic reviews with reduced bias. Cognitive and behavioural differences also influence the process of assessing others’ work. For example, autistic researchers have reported strengths in repetitive and detail-oriented tasks, such as data processing (Grant & Kara, 2021; Hawker, 2017). These skills are particularly valuable in peer review of preprints or open code as they enable the identification of errors, one of the major goals of OSch.Though not always the case, some neurodivergent individuals also experience strong interests (commonly labelled “special interests” in the autistic community, but sometimes labelled as involving “monotropism”; Murray, 2020; Murray et al., 2005), reflecting a preference for a narrower range of topics of interest than average but deeper knowledge about them. Neurodivergent individuals also report experiences of hyperfocus, that is, an intense state of attention upon an intrinsically rewarding task which results in inattention to one’s surroundings (Ashinoff & Abu-Akel, 2021). Hyperfocus is often linked to the pursuit of one’s special interest (Russell et al., 2019), but has also been reported to occur for ADHD/ADHC individuals and neurotypicals (Groen et al., 2020; Hupfeld et al., 2018). Neurodivergent researchers often report having their research area as their special interest (i.e., intense and passionate level of focus on things or events of interest; Martin, 2020). Within the context of academia, OSch may become a special interest of a neurodivergent scholar. This would lead the individual to learn more about the problems identified by the OSch movement and proposed methods to overcome these issues. On the individual level, this may lead to research led by a scholar implementing these solutions and becoming more rigorous. For example, a scholar who develops a special interest in robust statistical inference could be expected to apply this to their own work and share the good practice by making their statistical code openly available. Furthermore, hyperfocus would allow the neurodivergent researcher to immerse themself in their subject of interest and assess aspects of their research. On a broader level, this may drive engagement and innovation in OSch practices, as the individual may encourage colleagues' participation, overcome organisational issues relating to OSch, or aim to address unsolved issues.Though the previous paragraphs are primarily focused on autistic academics, this is a reflection on the literature available, with little research currently done on other conditions (Bishop, 2010). Regardless, OSch would clearly benefit from greater inclusion of neurodivergent researchers, and likewise, neurodivergent individuals would also benefit from their inclusion in this movement.The cultural and institutional reforms advocated for by the OSch movement are of particular benefit to neurodivergent researchers. Team Science (Kozlowski, 2018; Rolland et al., 2021) and large-scale collaborations allow us to highlight our skills while allowing others to compensate for our struggles. For example, a ADHD/ADHC and/or dyslexic researcher may develop innovative ideas but struggle to implement them; likewise, an autistic researcher may have a preference for systematising others’ ideas. Furthermore, the shared workload may lead to reduced pressure on individual disabled researchers. It is important to note that to benefit from these collaborations, they must be accessible to all and account for all communication preferences.Another reform that would benefit all is “slow science”. Contrasting from the current system of publish-or-perish culture that actively encourages poor research practice in order to get more publications (see the glossary for p-hacking, salami slicing), slow science emphasises a move towards fewer publications but with a greater focus on higher quality research practice, teamwork, and transparency of the process (Frith, 2020; Parsons et al., 2022). Though slow science would benefit everyone involved in the research process, for neurodiverse individuals the reduction of publication pressure and the implementation of a teamwork-focused research culture would allow the opportunity to maximise the strengths listed above. The adoption of these two methods wouldn’t just benefit neurodiverse researchers, but science as a whole.Beyond research, it has been noted that changes to systems that benefit neurodivergent academics often also benefit neurotypical academics (Martin, 2020). For example, before the COVID-19 global pandemic, technologies such as Microsoft Teams, Panapto, and Zoom enabled remote learning to occur but were not always deemed to be a popular choice (e.g. Geange et al., 2020; Zhao et al., 2020) and thus rarely used. However, due to the COVID-19 pandemic, there was a sudden need to rely on remote teaching, and these technologies were seen as successful tools and lauded by neurotypical individuals as methods to improve accessibility (e.g. Crawford et al., 2020; Zhao et al., 2020). This highlights how remote learning improves accessibility for both neurodivergent and neurotypical individuals, with tools to include closed captions in online meetings/learning improving accessibility further. In turn, reducing the highly pressured workload faced by academics generally would improve working conditions for all but with a particularly noticeable impact on neurodivergent individuals.However, OSch can also benefit the neurodiversity movement beyond academia. By reducing barriers to accessing and engaging in science, it improves the extent to which neurodivergent members of the public can inform research. For example, the traditional model of having two or three reviewers from within the field and often suggested by the author(s) limits the perspectives and constructive critiques which influence published research. Early access to preprints allows for more perspectives to be taken into account, including those of academic and non-academic neurodivergent individuals. As a step further, editorial boards can recruit reviewers from neurodivergent communities who may have experiences and strengths that can aid in improving the clarity of the manuscript, making the sharing of data and stimuli more open and accessible, while allowing for the layperson to have access to a deeper understanding of their own condition, with some journals already adopting this practice (e.g. non-academic autistic reviewers among at least one autistic reviewer per paper policy of the Autism in Adulthood journal). This allows neurodiverse perspectives to influence research which affects them, the findings of which in turn can inform their self-advocacy and may feed into wider social or organisational policies. Similar to the imperative to pay community partners fairly in participatory research (Nicolaidis et al., 2019), community reviewers also should be compensated (see Aczel et al., 2021).Neurodiverse perspectives can be more explicitly included in research and policy-making decisions that affect them using emancipatory and/or participatory approaches, such as participatory action research (e.g., Bertilsdotter-Rosqvist et al., 2019; Fletcher-Watson et al., 2018; Grant & Kara, 2021; Leadbitter et al., 2021; Nicolaidis et al., 2019; Strang et al., 2019; Strang et al., 2020). These have considerable potential for facilitating collective knowledge creation, which simultaneously drives social change that benefits neurodivergent people, as it enables co-creation of projects that consider a diverse range of perspectives. Participatory approaches are rarely considered in quantitative research (Gearing, 2004), although there is some discussion within qualitative research,( see Bennett, 2021 and Tamminen et al., 2021 for recommendations). However, these approaches can work hand-in-hand simultaneously to generate transparent and rigorous research, while addressing current OSch principles and practices which serve to reinforce inequalities.To summarise, making research more accessible is essential for unlocking barriers to participating in research, allowing science to truly progress. However, until we acknowledge that accessibility means accessible for everyone, OSch cannot truly be ‘open’.Part 3: Intersectionality, interplay of neurodiversity, social justice and Open Scholarship and universal designInterplay of Social Justice and Open ScholarshipMany OSch policies and practices (e.g., FAIR principles, open code, data, education, materials, etc.) are rooted in ethical and utilitarian interests (McKiernan et al., 2016; Willinsky, 2006) such as that of accessibility, inclusivity, equity, and integrity in the creation, comprehension, dissemination and evaluation of research (Azevedo et al., 2022; Fecher & Friesike, 2014). However, OSch is largely embedded within academia, which in turn can be viewed as a microcosm of wider society. Just as society’s institutions and systems of power and privilege serve a narrow demographic, so does academia, which reinforces the dominant values of the academic archetype (Shin, 2008). Alone, OSch practices are unlikely to be able to promote social justice and may propagate injustices, as academic power and privilege remains in the hands of the few (e.g., Bropen Science, Whitaker & Guest, 2020). Policies such as open source, where data systems curated mostly by the academic archetype, can introduce and propagate unconscious biases along the data pipeline, as perspectives from marginalised groups are excluded (Johnson, 2014). Solving the myriad of ways that inequalities are reinforced in societal and academic spheres requires an understanding of the interplay of these power-privilege systems from the individual to the societal level.Despite these issues, OSch shares key goals with contemporary social justice: creating equitable and inclusive spaces for the benefit of the whole community, not only a few selected members of it. Multiple models of social justice exist (see North, 2006), but a central tenet of social justice in most of those models is fairness by means of solving inequalities as a collective (Barry, 2005). In striving to solve inequalities, there is a recognition of the multidirectional tensions between social organisational scales (e.g., from individuals to communities and institutions, see social justice sphere in Figure 1; North, 2006). OSch and social justice must be paired to create an inclusive learning/research environment for all to thrive. One way in which this can happen is through citizen science, a branch of OSch. Citizen science bridges the academic and society spheres by recognising the importance of a transdisciplinary approach to knowledge creation and dissemination (Cohn, 2008). This democratisation of research can be facilitated by harnessing technological advances (e.g., artificial intelligence and smartphone applications; Robinson et al., 2018; Scheibein et al., 2022). Citizen science, in addition to participatory research, provides another opportunity for neurodivergent individuals who might have faced barriers to entering or staying in academia and contributing to scholarship.Intersectionality and NeurodivergenceIndividuals exist in society within multiple overlapping socio-political identity spheres. Intersectionality acknowledges the complexity of this multifaceted and dynamic nature of people’s identity and provides a perspective on how multiple forms of inequality operate together to exacerbate each other (Crenshaw, 1989). One implication of the intersectionality framework is that identity cannot be examined on a single axis at a time in isolation (e.g., only race, gender, sexuality, (dis)ability, socio-economic status, religion, see outer ring in Figure 1 for more examples) but instead requires simultaneous consideration of overlapping forms of identity. These different concurrent forms of identity can have multiplicative effects that are not the sum of the component elements. Those effects are experienced along a privilege-discrimination spectrum. The contemporary use of intersectionality by Crenshaw (1989) was borne out of the need to address the compounded socio-economic discrimination experienced by African American women during the Civil Rights era. It is noteworthy that uses of intersectionality have been adopted by various temporal and cultural contexts, including those outside the Global North, and are not restricted to the axes of race and gender (Collins & Bilge, 2020). In the neurodiversity context, Singer consciously meant for the term neurodiversity to form a new axis within the intersectionality framework, as a means to interrogate discrimination based on neurology (Botha & Gillespie-Lynch, 2022; Singer, 2017). Further, the neurodivergent sphere is diverse with people with other axes of identity mentioned above, presenting unique sets of challenges and/or privileges in navigating society in general and specifically academia. Adopting the intersectionality lens in academia is necessary to challenge the dominant academic narrative, which currently excludes under-represented voices (Collins & Bilge, 2020; Khelifa & Mahdjoub, 2022). Intersectionality in OSch also allows us to examine inclusion practices to identify and reduce toxic behaviour, whilst uplifting traditionally marginalised voices. Doing so will allow us to make an environment more accessible, equitable and inclusive to all.Individuals with intersecting identities can experience the resulting benefits and/or challenges. The perspective of an all-or-nothing between benefits and challenges (i.e., intersecting identities and scholarship) ignores the nuance of intersectionality and importantly, the intrinsic and extrinsic experiences surrounding an individual’s identities and social structures. Individuals with intersectional identities are often faced with situations and environments to survive rather than thrive. They may grapple with balancing the benefits of self-disclosure of their multiple identities (e.g. accommodations, cultural awareness) with potential challenges (e.g. loss of opportunities, being perceived as a nuisance). Resorting to survival mechanisms, such as masking or camouflaging, a neurodivergent individual with intersecting identities finds ways to “blend in” among neurotypical peers (Sedgewick et al., 2021). The trade-off of chronic masking is its impact on an individual’s psychological wear-and-tear and sense of identity at the cost of blending in with social standards. In an environment where diversity, equity, and inclusion (DEI) are promoted, gaps between teaching and practice lead to a mis-messaging of DEI awareness and acceptance (Cage & Howes, 2020). This leads to confusion for all on whether it is truly safe for an individual to disclose their intersectional identities and ask for accommodations, even through appropriate administrative mechanisms. Being turned down for an accommodation request – even if that request is reasonable by general standards – can leave an individual unsure whether the denial could relate to their disability status, socio-political identity (e.g., race, ethnicity, gender, sexual orientation), both, or neither. This ambiguity adds to the daily microaggressions experienced by individuals who are marginalised by social standards favoured by neurotypical, non-disabled, and cis-het societies. Multiple minoritised neurodivergent people can experience poorer psychological and physical wellbeing through this ‘minority stress’ from the compounded stress of masking, discrimination, or stigmatisation, in addition to everyday stresses experienced by everybody (Meyer, 2003). This increased burden of stress on neurodivergent students results in poorer academic attainment and in extreme cases, may mean their only option is to drop out of their program of study (Cage & Howes, 2020; Botha & Gillespie-Lynch, 2022). Intersection of Neurodivergence, Race and EthnicityThe complex socio-historical legacy of neurodiversity research as only a “white boys” phenomenon is still evident today in many racialised people of colour (POC) communities (Botha & Gillespie-Lynch, 2022). The research of neurodivergent conditions, remains practised by and studied on a slender demographic (Jones & Mandell, 2020; but see Lopez & Strang, 2021). The narrow blueprint for what constitutes “acceptable” neurodivergent presentations or characteristics has meant that many neurodivergent POC, women and trans and/or non-binary people are chronically under-/misdiagnosed, and under-represented in research, both as researchers and as study subjects (Botha & Gillespie-Lynch, 2022; Morgan et al., 2022). Racialised Black neurodivergent people in North America and Europe encounter multi-layered challenges with accessing a formal diagnosis, social integration, and wellbeing (Botha & Gillespie-Lynch, 2022; Jones & Mandell, 2020; Robinson, 2013). In the US, even accounting for socio-economic factors, Black Americans experience more healthcare inequalities compared to White people (Jones & Mandell, 2020). Racial inequalities, coupled with the Black American community’s distrust of medical research from historic violations (e.g., Tuskegee syphilis study and Henrietta Lacks’ immortal cells), has led to their low engagement in neurodiversity research (Jones & Mandell, 2020; Nature, 2020).Many neurodivergent POC face a suite of delays and misdiagnoses, often leading to receiving their correct diagnosis later in life, if at all (Jones et al., 2020). People of Colour who are diagnosed in childhood have to combat challenges as outlined in Mandell et al.’s (2006) study. Ethnic disparities in autism diagnosis within the US are a common problem with significant diagnosis delays in Asian (Fong et al., 2021) and Arab American children (Habayeb et al., 2020), as well as misdiagnoses in Black children (Dababnah et al., 2018). For example, Black children in the US were about 2.5 times less likely than White children to receive an autism diagnosis during their first specialist appointment. Black children were more likely to be misdiagnosed with conduct disorder or adjustment disorder than ADHD/ADHC at approximately 5 and 2.5 times the rate of White children, respectively (Mandell et al., 2006). Similar experiences of misdiagnoses and/or misattributions of neurodivergent behaviours are seen in Black dyslexic students in educational settings in the US (Robinson, 2013). Asian children are less likely to receive outpatient services and lower case management services compared to other racial groups (Bilaver et al., 2021; Shorey et al., 2020). These racial/ethnic disparities are likely attributed to a combination of differences in awareness of the diverse presentations of neurodivergence among caregivers, and difficulties communicating and interpreting these differences among educators and clinicians (Liang, 2022; Mandell et al., 2006).The intersection of race and ethnicity in the social integration, identity development and wellbeing of POC is scarcely considered in academic research and societal provisions (Botha & Gillespie-Lynch, 2022). Many POC in White-majority countries are burdened with the stress of triple masking: masking or code-switching in White spaces to assimilate to Eurocentric professional standards (e.g., moderating use of African American Vernacular English (AAVE)), masking in neurodivergent (White) spaces (e.g., not discussing cultural special interests), and masking neurodivergent traits (e.g., supressing self-stimulatory behaviours) in POC community spaces to avoid lateral discrimination/ostracisation (Botha & Gillespie-Lynch, 2022; Liang, 2022). Many neurodivergent POC make numerous daily micro-decisions between their comfort and wellbeing on the one hand and personal safety on the other. Examples include not wearing headphones needed to prevent auditory sensory overload in public, in order to be aware of potential danger; wearing restrictive “smart” office attire to educational or financial institutions to be seen as competent and/or not suspicious, at the expense of sensory comfort; forcing eye contact; and suppressing self-stimulatory behaviour or potential shutdowns/meltdowns/situational mutism in public, to minimise chances of being seen as a threat. In the U.S., POC, particularly Black and Latine autistic people have disproportionally more negative and fatal encounters with law enforcement like arrest, brutality, and murder by police officers than White or Asian Americans (Liang, 2022; Menifield et al 2018). It is thought up to 50% of people killed by U.S. police officers are disabled, but disaggregated data of law enforcement engagement in both racialised minorities and disabled communities is unknown (Liang, 2022). Even if these negative encounters with police occur outside the campus gates, the psychological stress bleeds into study/work life affecting wellbeing, sense of belonging and productivity. In academic settings, the disproportionate weight of first impressions, known as the primacy effect (Forgas, 2011), means many neurodivergent POC do not have the privilege of unmasking (Giwa Onaiwu, 2020). The intersection of neurodivergence with race/ethnicity adds to the burden of already trying to counteract racial/ethnic stereotypes in White-majority spaces (e.g., Black women as angry or hypersexualised, Black men as lazy, Arab men as terrorists, Asians as inferior, Asian women as submissive and demure). This adds to the weight of initial impressions at first committee/supervisor meetings, or conference networking events as these interactions can determine access to future job and funding opportunities.These enduring stressors can lead to an eroded sense of self with negative consequences for wellbeing. However, Botha and Gillespie-Lynch (2022) noted that neurodivergent POC youth within POC family/community networks with strong cultural and value systems were buffered from some of these effects of navigating oppressive spaces and had a well-developed racial/ethnic identity.Intersection of Neurodivergence and LGBTQIA+The heterogeneity of neurodiversity is matched by equal diversity in gender, sexuality, and sexual orientation (Sala et al., 2020). Individuals whose neurodivergent identity intersects with one belonging to the lesbian, gay, bisexual, transgender, queer, intersex and asexual/aromantic (LGBTQIA+) spectrum may grapple with double disclosure as a double minority. Disclosure of one, the other, or both may depend on the context and environment. Open disclosure of both identities can have a positive effect on awareness and acceptance as an advocate of others and on individual empowerment as a self-advocate, which can come with a cost. Individuals who identify as one or more of the LGBTQIA+ identities may have similar disparity experiences and realise that there could also be differences in their disclosure experiences. Focusing differences that can occur during disclosure, a neurodivergent individual who is also transgender may find that they are often overexplaining their intersectionality to educate others, something that other neurodivergent individuals on the LGBTQIA+ spectrum may not experience to an extent (Strang et al., 2018). Specific to transgender individuals, approximately 6–26% meet diagnostic criteria for autism (see a systematic review by Thrower et al., 2019). Autistic individuals and gender-diverse individuals, respectively, often report feeling isolated, and at the intersectionality of both, the impact of social isolation is even stronger (Strang et al., 2018). Emerging research is finding higher rates of non-heterosexuality in autistic adolescents and young adults than their non-autistic peers (Weir et al., 2021). In this research literature, much of the focus is on mental health problems that are experienced by autistic LGBTQIA+ individuals (Davis et al., 2022), and less attention has been given to resilience traits and identity development, as well as advocacy empowerment. The intersectionality between neurodivergence and gender, sexuality, and sexual orientation is unfortunately an understudied topic; therefore, those who identify with this intersectionality are not represented in scientific work limiting evidence-based approaches that can improve this population’s quality of life. There is emerging scholarship at the intersection of neurodivergence and LGBTQIA+ with the use of the term neuroqueer in academic and social justice circles (Oswald et al., 2021). Neuroqueer, first coined by the scholars Yergeau, Michaels-Dillon and Walker, aims to extend the neurodiversity paradigm using an intersectional lens with queer theory (Walker & Raymaker, 2021). Neuroqueerness actively challenges the dominant societal expectations of cis-heteronormativity and neuronormality by resisting compliance, conformity and narratives of cures (e.g., Applied Behavioural Analysis and conversion therapy; Oswald et al., 2021). It values neurodiversity and queerness as non-pathological variations in people, allowing individuals to fluidly reclaim space to fully be and express oneself (Walker & Raymaker, 2021; Oswald et al., 2021).Intersection of Neurodivergence and Co-occurring DisabilitiesMany neurodivergent individuals also have diagnoses of other disabilities and have to grapple with additional accessibility challenges and ableism (Mannion & Leader, 2013, Tye et al., 2019). Research suggests that a small number of physical-related health conditions are prevalent in neurodivergent conditions, including asthma, daytime urinary incontinence, epilepsy, faecal incontinence, gastrointestinal issues, allergies and sleep disorders (e.g., Ajdacic-Gross et al., 2020; Cashin et al., 2018; von Gontard et al., 2021). To date, research regarding co-occurrence and neurodivergent individuals has focused on describing the overlap of a specific neurodivergent condition with other medical conditions, with findings suggesting that on average, neurodivergent individuals have other conditions that are ignored or rarely acknowledged (Bishop-Fitzpatrick & Rubenstein, 2019; Elsherif et al., 2021), leading to less discussion of how best to provide reasonable adjustments that can support the individual and make them feel included and belonged in a specific environment. In turn, this makes it more challenging for students to continue their education. We need to develop a deeper understanding of the mechanisms of these co-occurrences at the patient, provider, systems, and population level and how they affect the quality of life for these specific individuals in order to make the environment they live in less discriminatory, embarrassing, and more inclusive.In addition, there is still an assumption that there is one form of ‘the human mind’ and accordingly, many systems (education, employment, health, and social services, social relationships) have been built up premised on being neurotypical and able-bodied. Building a society that is accessible for neurodivergent people is not only beneficial for everyone, but fair. However, professionals lack basic knowledge for neurodivergent individuals that they can provide a constructive dialogue in order to deliver effective treatment to aid neurodivergent individuals with physical-related illnesses such as incontinence. As a result of this double empathy problem (see Supplemental Table 1), it can lead to additional illnesses to be ignored or excluded, thus neurodivergent individuals with these physical-related illnesses will be more likely to have poorer mental health and be unable to alleviate the burden they may encounter. In light of this increased potential for poor long-term outcomes, it is critical that those who provide education and health services to possess a fundamental knowledge of these conditions to support neurodivergent individuals; to rely on not a single professional but an interdisciplinary and holistic approach, to provide optimal care in order to provide the best quality of life for neurodivergent individuals (e.g., see Ready to Act model; Scottish Government, 2016); and finally to be cognisant of the intersectionality between neurodivergent and other physical-related health communities.However, as a result of poor awareness, it is also common for neurodevelopmental conditions to be misdiagnosed as mental illness, alternative neurodivergent conditions and physical-related conditions, leading to the individual feeling like the problem and believing they will place additional burdens on other adults. Any effort to support neurodivergent children with several co-occurring conditions should be provided in a culturally safe and responsive manner. Professionals should develop their knowledge on neurodiversity by working to build understanding of the barriers these neurodivergent subgroups may encounter, examine their own privilege and biases, and integrate these insights to inform the care that can best provide a more holistic picture of the neurodivergent individual. Individuals whose identity intersects with neurodiversity and other co-occurring disabilities may deal with additional experiences that may not be understood by individuals who are only neurodivergent. Accessing and communicating support needs can be challenging when symptoms overlap between neurodivergent conditions and physical disabilities. For example, it can be difficult to disentangle the cause and therefore access to appropriate diagnoses/support for issues like poor working memory (“brain fog”), which is common with ADHD/ADHC, as it is for chronic inflammatory conditions like arthritis or lupus (Mackay, 2015). For ADHD/ADHC individuals with heart conditions, it can be harder to manage their ADHD/ADHC where often the first line of treatment is stimulant medication, due to increased risk of heart problems (Sinha et al., 2016). For neurodivergent individuals experiencing a flare up in their chronic illness (e.g., increased pain and/or fatigue and brain fog), it can further exacerbate executive functioning issues already present with their neurodivergent condition. Flare ups can be stress-induced (Jedel et al., 2014), which can be caused by being in high-pressure academic settings, leading to lower quality of life and work performance. DuPaul et al (2020) noted that ADHD/ADHC students in the U.S. were more susceptible to effects of stress especially with co-occurring psychiatric conditions like depression resulting in lower grade point averages (GPA) and likelihood of course completion compared to their peers without depression and/or anxiety.The dynamic nature of physical disabilities adds additional challenges to neurodivergent staff and students in academia, as performance metrics are set at a neurotypical and able-bodied standard. Individuals will often need to take time off to manage their chronic illness (e.g., rest days, hospital check-ups, physical therapy), which can put pressure on ongoing commitments such as teaching, research, or assignments. These work absences mean individuals are unable to consistently fulfil their academic duties, which can lead to ableist remarks of being “lazy” or “unmotivated” from their peers. Further, a lack of awareness of disabilities in academic spaces means individuals expend a lot of time and energy advocating for accommodations, which are not always granted. Pre-pandemic, flexible or remote working was a frequently denied accommodation for chronically ill/neurodivergent people, as in-person attendance was seen as “essential” (Bosua & Gloet, 2021; Schur et al., 2020). However, the pandemic forced us all to re-examine our relationship to work. It has shown us that effective remote working is possible, albeit with some challenges, for various academic activities like online meetings, conferences, networking and teaching (Chacón‐Labella et al., 2021; Pionke, 2022). Emerging evidence is showing that flexible working has been beneficial for people’s wellbeing and productivity: autistic people (Lawrence, 2021), cancer survivors (Kruse et al., 2022), Postural Tachycardia Syndrome (Knoop & Dunwoody, 2022), arthritic individuals, people with cardiovascular diseases, and sleep disorders (Vanajan et al., 2020). It is important to acknowledge and address the barriers of flexible/remote working such as access to digital infrastructure, lack of flexibility, disability cultural awareness and training of managers, being overlooked for opportunities only available in-person (Bosua & Gloet, 2021; Schur et al., 2020) to create academic spaces that foster a sense of belonging and are fully accessible for disabled people.Intersection of Neurodivergence and Socioeconomic StatusMicro- and macro-systematic barriers, such as health service disparity and access to education, disproportionately impact neurodivergent individuals from low-to-middle income countries (LMIC). OSch is necessary for connecting these individuals with professionals, researchers, educators and policy experts. Accessibility needs to include open access of knowledge and education to populations that are most impacted by systemic inequities (e.g., intersectionality of neurodivergence and LMIC). When scholarship is inaccessible (e.g., publication fees, journal subscription), the inequity gap widens; for instance, authors from LMIC rarely are lead authors (Ross-Hellauer, 2022; Kwon, 2022), while the number of neurodivergent lead authors is unknown, as is the intersection of neurodivergence and LMIC authors. Scientific work on marginalised and minoritised communities needs to be accessible to individuals who come from these backgrounds. Thus, self-advocacy is strengthened by use of empirical science and theoretical frameworks guiding information through advocacy for policy change.Socioeconomic inequity impacts access to formal diagnosis, especially for individuals in low-to-middle income socio-economic status (SES). While early diagnosis has been a consistent aim among stakeholders (Freeman et al., 2019; Gu, 2019; Harris et al., 2019; Song et al., 2022), a significant proportion of the low-to-middle income SES population continues to be unscreened for developmental and mental health disabilities as well as co-occurring medical conditions, particularly POC (Keynejad et al., 2018; Niessen et al., 2018). Burgeoning late diagnosis of a developmental disability (Green et al., 2019; Leedham et al., 2020) indicates six of several underlying problems: 1) lack of access to early screening (Choo et al., 2019); 2) low awareness of developmental disabilities (Whittle et al., 2018); 3) distrust of healthcare professionals (Zeleke et al., 2019); 4) fear of not being believed (Lewis, 2017); 5) misgendering or sex bias in characterizing disability conditions (Bargiela et al., 2016; Santos et al., 2022); and 6) low cultural competency in patient-provider interactions (Aylward et al., 2021; Eken et al., 2021). Some still cannot access a formal diagnosis when missed as a child due to living in a LMIC or region, immigration status, lack of healthcare coverage, language/communication barrier, or lack of access to a professional licensed to conduct diagnostic evaluations. For these individuals, self-diagnosis through increased awareness and openly accessible screenings may be the only option. Until the six underlying problems above are addressed, self-diagnosis will continue to be some individuals’ only option for self-advocacy. Taken together, classist, sexist, paternalistic and racist systems of oppression and domination coordinate to deliver the figure of a neurodivergent individual as cisgender, White, middle class and male. This neurominority is taken to reflect the average neurodivergent individual, despite being a product of the systems of oppression which cooperatively function to pathologise neurominorities, misdiagnose under-represented minorities to exclude them from participating in the social phenomenon of neurodiversity, provide few (if any) reasonable adjustments, and perceive neurominorities as a commodities/objects to be studied, rather than world-makers/subjects in society. People with intersecting oppressed identities experience not only the same oppression as people in any of these groups, but also unique lived experiences of prejudice and disadvantage that apply to a combination of identities. This highlights that intersectionality is required to combat the institutional prejudice and disadvantages that pervade society. Only when institutions take responsibility for making adjustments to support and accommodate under-represented individuals, rather than placing the onus upon these individuals, can an equitable society be realised. Universal Design for Learning and NeurodiversityThere has been a recent shift towards the use of Universal Design for Learning (UDL). Defined as educational institutions proactively making adjustments to their approach to learning (e.g., providing editable documents or assignment options) rather than relying on students actively requesting accommodations. When properly implemented, UDL leads to an inclusive environment for learning and scholarship including people of all backgrounds within higher education (Burgstahler & Cory, 2010; CAST, 2022). UDL shares a commonality with the neurodiversity movement: that all of us have a brain that is unique (Waisman et al 2022; Singer, 2021; Blume, 1998). UDL can offer a more flexible and inclusive practice, there is no need to disclose one’s disability, irrespective of student status (Clouder et al., 2020). University staff should recognise the different manners in which students may communicate and contribute, whilst being open to collaborating with students to find suitable approaches. In addition, UDL allows students to engage in the material that best suits their learning. Traditionally, university students are assessed through essays/dissertations, group/individual presentations or examinations, but neurodivergent students may find these types of assignments more challenging despite having the knowledge to succeed. UDL encourages educators to examine the students’ strengths, as opposed to weaknesses and allows students to have more choice. Learners could do a recorded presentation, as opposed to presenting in a group or present the skills they have acquired on the course in a different form that may suit them better. This would benefit the students in terms of better preparation for employment, by focusing on the student’s ability and professional values, as opposed to the challenges. Put simply, it can be described as neurodiversity involvement for pedagogy.Universities are already making some progress incorporating elements of universal design. This is being accomplished with social and technological changes shaping the educational landscape (e.g., closed captions). Before the COVID-19 pandemic, the use of closed captions in the university context was beginning to be adopted for neurodivergent and neurotypical students to aid learning (Dello Stritto & Linder, 2017) but the rapid transition to remote contexts saw an increased use of closed captions that was seen as beneficial by many students (Chen et al., 2022). More recently, Nightingale et al., (in prep) evaluated the extent undergraduate students used captions in video recorded learning materials (e.g., pre-recorded lectures and/or supplementary lecture recordings). They included closed captions (e.g., rolling ‘subtitles’) or a transcript function in Panopto recordings. Each approach to text-based support depends on automated speech recognition on Panopto but has differing levels of accuracy. The authors found that 60% of students use either closed captions or the transcript function in Panopto video recordings. There were higher levels of use among those that disclosed specific learning difficulties (e.g., ADHD/ADHC, dyslexia) and English language learners. In one-to-one interviews, the authors also noted that students use captioning to support note-taking, their understanding and increase their engagement with recorded materials when viewing recordings and/or revisions. Closed captions were used to compensate for the lecturer’s speaking style (e.g., speaking too quickly to take notes), nature of the material (e.g., unfamiliar scientific terminology) or technical issues (poor audio quality). The use of closed captions offers new endeavours to transform the design of educational experience for students and educators and how current, outdated and existing views of pedagogy fail to recognise new approaches as knowledge contributors in terms of teaching students by making education an inclusive experience. A further UDL incorporation, which can similarly improve the experience of neurodivergent and neurotypical people alike, is the embedding of plain language in teaching and communicating with students. The plain language campaign is currently led by the US government (Blasie, 2021) and wider adoption and effectiveness studies are needed. Plain language is one of the recommendations for accommodation for people with intellectual disabilities (Raymaker et al., 2019) and Developmental Language Disorder/Condition (DLD/DLC) individuals because some of them can experience difficulties processing oral and written sentences (Jones & Westermann, 2021). However, the evidence base for support and accommodations in DLD/DLC is still underdeveloped (Royal College of Speech and Language Therapists, 2020). DLD/DLC is highly prevalent in the population (7.6% prevalence rate, Norbury et al., 2016) and a small proportion of DLD/DLC individuals attend university despite facing barriers (Dubois et al., 2020). Due to the recency of adoption of the term DLD/DLC and it being an invisible disability, it is likely that large portions of the population, student bodies, and academic staff at universities are underserved. Hence, it is essential for universities to consider this type of UD adjustment, especially with the aim of widening access for DLD/DLC individuals and intellectually disabled people. As with other aspects of UD it may be anticipated that plain language will benefit other neurodiverse groups as well (Shailes, 2017).An important core property of UDL is to provide choice to allow students to develop agency in their own learning. Lecturers may feel that academic standards will not be maintained or students will not achieve the learning outcomes. However, student choice and agency aims to remove structural barriers, such as making a specific activity unnecessarily difficult. The aim is not to reduce the academic level. In fact, its aim is to create an environment that benefits all and is crucial to some. For instance, lecture capture allows the student to learn in an environment that suits them and to learn at their own pace. Over decades, lecturers have questioned the effectiveness of lecture capture (Nordmann et al., 2021), but students, for example dyslexics, who otherwise would struggle, may engage with learning and develop at their own speed (Nightingale et al., 2019). Rather than creating concerns on whether students will continue to engage, UDL offers learners an opportunity to develop agency in the process , a goal that lecturers should encourage. Applied more broadly to the academic employees’ relationships, UDL can also improve the academic culture, providing academic workers with opportunities to engage in their trade in a way that fits their neurocognitive style and thus provide a new perspective. Last but not least, UDL promotes and facilitates social justice and equality. For UDL and inclusion for neurodiverse individuals to be truly universal, they need to be embraced both bottom-up and top-down. This would look like individual instructors opting for accessible teaching strategies and universities making a formal commitment to implement recommendations for inclusivity (e.g., Lynch, 2020, Spaeth & Pearson, 2021). Whilst the framework of UDL is widely considered to be beneficial for neurodivergent/disabled learners (Spaeth & Pearson, 2021), there remains challenges to its practical implementation, critique of efficacy for all learners (Boysen, 2021) and accessibility conflicts. Educators in higher education institutions are often not adequately trained or given sufficient resources to implement UDL (e.g. multi modal lecture delivery). Well intentioned educators may continue to use familiar pedagogy because of the perceived (or actual) high workload needed to embed UDL, adding to their already pressured roles. The responsibility of implementing UDL should not solely rest with educators, but requires a partnership between educators, students, and administrators. Resources should be allocated to train educators and administrators in how best to support neurodivergent/disabled learners. It is important to note that UDL does not erase all barriers to learning as some accessibility conflicts will remain (e.g. a neurodiverse class may have an autistic individual who needs low sensory input to learn, whilst another ADHD/ADHC student needs high sensory input), but offers a solution to widespread issues within the current system.Finally, we want academia to approach neurodiversity in the same way that true cosmopolitans approach cultural diversity. We want academics to reject the idea that the lived experiences of neurominorities such as dyslexia, autism, intellectual disability, ADHD/ADHC, which differ from the neuromajority, should be pathologised. Rather, these experiences should be accepted as fundamental to the human experience, to allow us to have different perspectives to understand what it means to be human. As a result, by considering this perspective, ‘‘our strengths and deficits will shape, not deny, our humanity” (Grinker, 2010, p.173). For example, striving for lay and/or plain language, such as including a lay abstract or community brief (now standard in journals like Autism and Autism in Adulthood) makes scholarship more cognitively accessible by explaining complex concepts simply. Through their experience, we can expect neurodivergent academics to be more likely to adopt and promote UDL principles for teaching and learning. The inclusion of neurodivergent people in academia, and particularly in OSch, is therefore likely to support the adoption of those principles which facilitate social justice. Not only that, but as neurodivergent academics, we want to promote UDL principles not only in teaching and learning, but throughout the organisational cultures we navigate daily: UDL applied beyond the classroom to the academic environment, from research seminars to departmental meetings to organisational development, would ensure to promote social justice and equality in our teaching, and in academic career development.Future Directions and Our Action PlanNeurodiversity-informed scholarshipWe are currently crowdsourcing a database of papers by neurodivergent researchers to: recognize their scientific contributions; reduce bias in science by supporting the inclusion of perspectives by both neurotypical researchers and neurodivergent researchers in research articles; and diversify course syllabi by supporting the inclusion of work and perspectives by neurodivergent researchers in lecture notes and readings. In the past two decades, there have been more and more neurodivergent researchers in the fields of education, psychology, and neuroscience. Lived experiences of neurodivergent researchers offer diverse perspectives to advance science, notably but not limited to science of neurodiversity (e.g., Chown et al., 2017; Gillespie-Lynch et al., 2017; Grant & Kara, 2021; Kapp, 2020). For example, Michelle Dawson is commendable for her work in “enhanced perceptual functioning” in Autism (Mottron et al., 2006), and Damien Milton is a pioneer in the “Double Empathy Problem” theory (Milton, 2012). We also hope that this database improves learning engagements and satisfaction of neurodivergent students by diversifying course syllabi, so that they feel included, welcome, and respected by instructors and peers, and that they can have strengths that are essential for research and knowledge development (Grant & Kara, 2021).Furthermore, we believe and hope that the OSch movement can continue to support and benefit the neurodiversity movement. We are part of the FORRT community, which consists of a very inclusive neurodiversity team with both neurodivergent and neurotypical researchers. For example, in our first meetings, we discussed everyone’s access needs and we recognised the dynamic nature of accommodations. In our Code of Conduct (https://forrt.org/coc/), we emphasised that “We pledge to make participation in our community a harassment-free experience for everyone, regardless of age, body size, visible or invisible disability, ethnicity, sex characteristics, gender identity and expression, level of experience, education, social and economic status, nationality, personal appearance, race, religion, neurodiversity, or sexual identity and orientation”, and we “Welcome neurodivergent people to make themselves comfortable – feel invited to tic, self-stimulate/stim, fidget, move around etc.”. We hope other education and research communities will incorporate similar important statements in their Code of Conduct and ensure inclusivity of their environments. In addition, we hope our initiative will inspire more many-lab/collaborator projects in neurodiversity or development of neurodiversity teams within Big Team Science groups, notably in developmental psychology (Mascolo & Bidell, 2020), educational psychology (Annan et al., 2008), neuroscience (Gau et al., 2021; Yen et al., 2017), and clinical psychology (Hall et al., 2019) fields following the examples already set (FORRT: Azevedo et al., 2019, 2022; Parsons et al., 2022; Many Babies: Frank et al., 2017; ManyBirds: Lambert et al., 2022; ManyDogs: Espinosa et al., 2022; ManyPrimates: Many Primates et al., 2019; Psychological Science Accelerator: Moshontz et al., 2018). As mentioned above, Big Team Science offers excellent opportunities for neurodivergent individuals, with unique strengths and challenges, supporting each other through an inclusive environment. Moreover, we hope that future conferences in OSch can consider the needs and challenges of neurodivergent individuals (Levitis et al., 2021; Nuwer, 2020). One possible solution is to provide the option of participating in a conference virtually (or in real life if they prefer and can). Another solution, taking inspiration from the International Society for Autism Research annual meeting who, among others, offers quiet rooms where participants with sensory challenges can have breaks (Nuwer, 2020). This can be incorporated in future OSch conferences. Finally, future conferences can actively seek feedback and suggestions from neurodivergent individuals and implement such suggestions if feasible (Levitis et al., 2021). Neurodiversity in Higher Education and Academia SurveysThere have been surveys on frequency rates of neurodivergent conditions (e.g., HESA, 2022; NCES, 2017), but we are not aware of any non-US/UK or cross-cultural study; studies on experiences of people with neurodivergent conditions in higher education and academia are very limited. To address these gaps and move forward, we plan to conduct quantitative surveys and/or qualitative research to: 1) investigate the frequency of neurodivergent conditions and co-occurring mental health conditions in academia and higher education; 2) understand experiences (e.g., accommodations, relationships with colleagues and supervisors, satisfaction, different types of stigma, disclosure experiences) by neurodivergent individuals in academia and higher education; 3) understand attitudes towards OSch and neurodiversity of both neurotypical and neurodivergent individuals. Victor et al., (2022) investigated the frequency of mental health conditions and experiences of disclosure and stigma among applied psychology graduate students and faculty members in the universities in the United States, finding prevalence rates of ADHD/C, Autism, and Specific Learning Disability are 8.9%, 0.3%, and 3.0% respectively. We hope to adapt (focusing on neurodivergent conditions) and extend their pioneering work by including participants from different disciplines (not limited to psychology), different educational and career stages (i.e., from undergraduate students to tenured professors), and different regions (not limited to United States or United Kingdom samples). Given the aforementioned differences in recorded frequency rates between different education stages (NCES, 2017), we expect that there would also be differences in experiences by neurodivergent individuals and attitudes towards Neurodiversity and Open Scholarship at different career stages (e.g., postgraduate students versus faculty members, see Victor et al., 2021), between disciplines (e.g., Psychology versus other fields), and across cultures (e.g., Western samples versus Asian samples). Investigating such possible differences and moderators in frequency rates, experiences, and attitudes may be important for developing more contextually and culturally-tailored solutions. We believe this would be implementable, given the inclusive, collaborative and multi-cultural nature and rapid growth of “Big Team Science” projects in the Open Scholarship community (Azevedo et al., 2019, 2022; Forscher et al., 2020; Moshontz et al., 2018; Tierney et al., 2020, 2021). We will present and discuss this plan at the The Society for the Improvement of Psychological Science (SIPS) 2022 Conference, through a hackathon. We hope that we will gain additional insights from the Open Scholarship community for conducting such important research. This would be an important step of understanding and improving conditions and experiences of neurodivergent students and researchers, thus advancing social justice, making Open Scholarship more diverse and representative of the many needs of academics. Further recommendationsIn addition to our own action plan, we want to recommend a number of initiatives and future directions to our readers. We suggest by no means that all these recommendations should be adopted at once: in the spirit of OSch, we want to encourage readers to approach these suggestions as a buffet, changing practices where they can and at a rhythm that they can sustain (Bergmann, 2019, as cited by Whitaker & Guest, 2020).The movement from Diversity, Equity and Inclusion (DEI) to Diversity, Equity, Inclusion and Accessibility (DEIA), the promotion and use of Universal Design for Learning (UDL), and the Plain English campaign are existing initiatives that we have mentioned above and which can be adopted to make OSch more open, thanks to enhanced inclusion. Additionally, we want to highlight to readers the proposal to shift to inclusive metrics to measure impact (e.g., mentoring; Davies et al., 2021), and the use of inclusive recruitment practices in recruitment (e.g. cluster hiring; Sgoutas-Emch et al., 2016), not only in departments, but also in editorial teams; both these actions would ensure that more diverse voices are heard in the production of science, thereby advancing social justice. At the recruitment level, decision-makers should ensure that assessment methods do not discriminate against neurodivergent applicants, for example by expecting eye contact or body language as usually produced by neurotypical people; providing interview questions in advance; and, learning from UDL, giving job applicants the opportunity to present in flexible formats. Managers in academia should also consider how the workplace environment they provide could be less stimulating at the sensory level, or at least how each staff member can be in control of the amount of sensory stimulation they receive. Management should also consider shifting to hybrid working, enabling remote working when tasks do not require it, rather than prioritise a return to campus. Finally, the use of self-certified sick days would also allow neurodivergent academics to autonomously manage their conditions along their work-life balance. UDL principles can furthermore be brought into academic publishing in order to open scholarship to all groups: this can include, but is not limited to, the use of alternative communication in conferences (e.g., sign language, built-in text-to-speech), and alternative texts walking readers through models, figures and tables in publications (see Anstett et al., 2021 for an example). This would not only make scientific outputs more open to neurodivergent scholars, but simply to the broader neurodivergent community, who may wish to learn more about their condition(s), perhaps even to self-advocate. Finally, to further include the broader neurodivergent community, we also recommend seeking community-based partners to develop participatory research projects, and to compensate these partners for their consultation (i.e., to write their participation into grants/budgets). Including neurodivergent communities at all stages of research would not only promote their voices further, but would ensure that research questions are addressed with their perspectives in mind. A first effect of this, we argue, would be to reduce the use of ableist language in publications: while we encourage non-neurodivergent authors to make efforts on their own to use non-ableist language (see examples in Bottema-Beutel et al., 2021 - specific to autism research but generalizable to all neurominorities), the inclusion of neurodivergent communities in research projects would support this further, allowing not only draft manuscripts but also, for example, press releases and other similar communications, to be reviewed for sensitivity. At the other end of the research cycle, another way to support the reduction of ableist language in publications is for editorial boards to recruit and compensate reviewers from neurodivergent communities, in the same way that the British Medical Journal now seeks pre-publication reviews not only from academics and medical practitioners, but also from the wider community; this should be particularly true of journals focusing on neurodivergence (e.g., we note that such a mechanism does not seem to exist at the Journal of Attention Disorders, Journal of Fluency Disorder). Finally, the requirement to have a community involvement statement (such as seen in, e.g. Autism) in every paper is a good research practice to include in academic journals about neurodivergence.ConclusionTo conclude, science is in service to the people, however not all people are treated equally. The lived experience of neurodiversity is rarely discussed but is still stigmatised and discriminated against within the current structure of academia. As a result, not all neurodivergent individuals encounter the same opportunities as the authors of this manuscript, but instead experience frustrations that result in burnout, impacts on their mental health, and often leads to exclusion from academia. Neurodivergent individuals have been marginalised in so many ways that opportunities to ensure their lives improve have been missed. While we cannot change what has happened in the past, this position statement aims to be the first step to ameliorate the toxic, exclusionary Ivory Tower known as academia. Readers, especially those in power (e.g., White, male, cisgender, affluent, able-bodied, neurotypical), can identify and implement concrete steps to offer a constructive dialogue within their research group, discipline, department and program and ensure their neurodivergent colleagues can thrive, not just survive. In psychological science and OSch, there is a broad discussion regarding social justice, equity, diversity and inclusion, however a position statement will not suffice to adequately resolve these matters. This conversation requires dedicated and self-reflective individuals, who want to produce ongoing actions to enable sustained and meaningful changes that will impact culture, and hopefully, wider society. These provisions need to continue post-pandemic because we cannot return back to normalcy, as the conversation about disability, race, language, gender and sexuality has truly started (see Figure 1). Ghai (2021) noted that “[W]e have a huge opportunity to not only advance our science but also to equitably serve all of humanity” (p. 2), and to further this point, we hope, and truly believe, that science and OSch are capable to complete this task, ensuring that the name of OSch is truly open. DisclosureParts of the manuscript are based on an Educators’ Corner on navigating Open Scholarship for neurodivergent researchers published at FORRT’s blog (Elsherif et al., 2022; https://forrt.org/educators-corner/010-neurodiversity). We wrote this Position Statement with reference to that piece but expanded on several topics and made substantial changes and additions.Statement of AuthorshipWe represent a diverse range of abilities, class, cultures, ethnicities, genders, races, and sexualities, but we also recognise that our experiences do not encompass all lived experiences within the fields of sciences. AcknowledgmentsWe are a group of neurodivergent and neurotypical academics at diverse career stages, which also means that some of us are in more privileged positions and can publicly self-identify as neurodivergent, along with their other identities. Therefore in this section, some of us will publicly present how they each identify, but we want to remind our readers that no assumption should be drawn about other authors who chose not to self-identify below.We would like to thank Tamara Kalandadze, Liwen Bing, and Max Gattie for helpful comments on earlier versions of this manuscript.Amélie Gourdon-Kanhukamwe: I am a white French non-binary AFAB (pronouns: she/they), who was diagnosed as ADHD/ADHC-Combined (both Hyperactive and Inattentive) as an adult, after completing all my studies. The period, country and working class origins I grew up in had little, if any, discussion of ADHD/ADHC, and even when I started studying psychology in France in the 2000s, the condition was still stereotypically presented as a male one, mainly expressed through physical hyperactivity. Even after my daughter was diagnosed with ADHD/ADHC, I kept attributing my difficulties to my presumed own flawed traits for a while. Only letting go of that stereotype, thanks to conversation with, and reading about, women and AFAB with ADHD/ADHC, was I able to learn about myself and receive diagnosis. Also a first-generation higher education graduate with a non-traditional path post-high school, I was still able to benefit from buffers to the effects of my ADHD/ADHC, through white privilege and growing up in a country with great social security.Jenny Mai Phan (she/her/hers): Jenny is Asian American with Vietnamese ancestry, bilingual, a child of immigrant parents, and a first generation college graduate. Jenny openly identifies as autistic and neurodivergent and was diagnosed as an adult after recognizing autistic traits within herself from her children receiving a diagnosis of Autism. She attributes her late diagnosis to lack of access to a licensed psychologist who can diagnose adults with developmental conditions and to her family’s lack of awareness about developmental conditions and female presentation of autism, low SES background, minimal English communication, and pressure to assimilate in a new country. After her diagnosis, she is learning to be a better self-advocate and expanding her comfort zone with disclosure of her neurodivergence.Flavio Azevedo (he/him/his) is a Brazilian immigrant ensuing from a low-SES background and experienced extreme poverty. He is also a first generation university graduate. He was able to start his Bachelor in Psychology, at the age of 26, via a special program aiming to make higher-education accessible to older, uneducated, and economically disadvantaged populations. Flavio was informally referred to as a child/teen with learning disabilities in schools by educators but only well into his adulthood he was formally diagnosed as ADHD/ADHC and Dyslexia during his masters for constantly needing more time to finish his exams. Flavio now identifies as a neurodivergent early-career scholar.Mahmoud Elsherif (we/they): We are an Arab non-binary AMAB who uses we/they pronouns. They are an Arabic Egyptian Muslim, multilingual, child of immigrant parents, and a first generation university graduate. Mahmoud openly identifies as DCD/DCC. Their diagnosis was around adolescence and is privileged that this occurred during this time, as otherwise it would have been a late diagnosis. My family lacked awareness about neurodevelopmental conditions, had a strongly negative view about disability within Middle Eastern, North African and Turkish (MENAT) countries, low SES background, minimal English communication, and pressure to be culturally aware of the English culture. John J Shaw (He/Him/His) is a white first-generation academic from a working-class background in the north of England. John was diagnosed with ADHD/ADHC-c and DCD/DCC at the end of the PhD aged 24 after a chance meeting with an ADHD/ADHC-c researcher at a conference who upon seeing him struggle encouraged him to contact different GP and see about a diagnosis. Although always struggling to some level academically and labelled an underachiever, when the topic of potential ADHD/ADHC-c came up this was never taken seriously under the premise that he was doing “fine” for someone from his background.Declarations of Conflicting InterestsWe have no competing interests to declare.FundingThis position statement was supported by the Society for Improvement in Psychological Science Grant-in-aid.ReferencesAczel, B., Szaszi, B., & Holcombe, A. O. (2021). A billion-dollar donation: estimating the cost of researchers’ time spent on peer review. Research Integrity and Peer Review, 6(1), 1-8. https://doi.org/10.1186/s41073-021-00118-2 Ajdacic-Gross, V., Rodgers, S., Müller, M., von Känel, R., Seifritz, E., Castelao, E., Strippoli, M-P.F., Vandeleur, C., Preisig, M., & Howell, P. (2020). Hay fever is associated with prevalence, age of onset and persistence of stuttering. 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Examples of neurodiversity are displayed as 13 smaller circles overlapping the neurodiversity circle. The neurodiversity examples listed are Developmental Co-ordination Disorder/Condition, Personality Disorders/Conditions, Developmental Language Disorder/Condition, Bipolar Disorder/Condition, Anxiety and Depression, Attention Deficit Hyperactivity Disorder/Condition, Obsessive Compulsive Disorder/Condition, Autism, Stuttering and Cluttering, Tourette’s syndrome and Tics, Panic Disorders/Conditions, Neurotypicality, Dyslexia, Dysgraphia and Dyscalculia. The outermost ring of the neurodiversity circle has 9 circles providing examples of identities which can intersect. They read: (dis)ability and mental health, socio-economic status, language and citizenship, gender and sexuality, religion and culture, caring duties, race and ethnicity, age, and body size. The neurodiversity circle is linked by a ring to 2 other circles, social justice, and open scholarship. The social justice circle is pink and has 6 central tenets shown as smaller circles labelled as individuals, community, equity, equality, recognition, and redistribution. The shared values of social Justice and neurodiversity are labelled as justice, integrity, and perspective. The open scholarship circle is blue and has 6 examples shown as broader perspectives, FAIR data, citizen science, research integrity, open access and inclusive culture. The shared values of open scholarship with neurodiversity are community, openness, and innovation. The shared values of social justice and open scholarship are fairness, equity and accessibility, Universal design is shown as a yellow circle linked to social justice and open scholarship and overlapping with the outer identity ring.Supplementary Table 1.Glossary of key terms and concepts related to Open Scholarship, Neurodiversity, Social Justice and Universal Design.Note. The synonyms are a combination of our personal experiences and the literature. Supplementary Table 2.Authors’ Examples of Negative Disclosure and/or Sharing Experiences regarding Personal Identity and/or Experiences of Neurodiversity (adapted with reference to Victor et al., 2022 supplementary section).Trigger Warning: The following vignettes contain materials that may be harmful or traumatising to some audiences. Please have a look at the keywords first before reading each vignette.Note. Examples have been de-identified, pseudo-randomised, and lightly edited for clarity.Supplementary Table 3.Authors’ Examples of Positive Disclosure, Sharing Experiences and/or examples of neuro-inclusive practices/accommodations regarding Personal Identity and/or Experiences of Neurodiversity (adapted with reference to Victor et al., 2022 supplementary section).Note. Examples have been de-identified, pseudo-randomised, and lightly edited for clarity.Supplementary Figure 2 with extended figure descriptionThe Academic Wheel of Privilege is based on twenty identity types spanning seven categories: living and culture, caregiving, education and career, gender and sexuality, race, health and wellbeing and childhood and development. These identity types are shown as circles connected to three concentric rings (outer, middle and inner) of “identity” circles with increasing privilege as you go towards the centre. The effect of the concentric rings makes it appear like a funnel – the closer you get to the centre the more you’re likely to spiral into more privilege. For further explanation of categories and identities see Supplementary Table 4. We used the academic wheel of privilege to determine authorship order in this manuscript based on points with each identity weighted equally. The maximum “points” is 60, representing the most privilege/least marginalisation. Those with a lower privilege score were prioritised in the authorship order. Identities in the outer ring of circles equal 1 point, middle ring of circles equals 2 points and inner ring of circles represent 3 points. The identities circles read from least to most privileged are: skin colour: dark, various shades, White. Neurodiversity: multiply neurodivergent some neurodivergence, neurotypical. Mental health: vulnerable, mostly stable, robust. Disability: multiply disabled, some disability, able bodied. Body size: large, average, slim. Caregiver educational level: primary coma secondary, tertiary. Childhood household wealth: poor, middle class, rich. Childhood household stability: unstable, mostly stable, stable. religion and culture: not widely accepted, usually accepted, widely accepted. Citizenship: undocumented, documented, citizen. language: non-English monolingual, learned English, English. Current wealth: poor, middle class, rich. Housing: homeless, renting, owns property. caring duties: sole care, shared care, no care. Funding/resources: none/ very low, medium, high. career stage: early career, mid-career, late career. institution: teaching intensive, equal teaching and research, research intensive. Formal education: none, limited, degree(s). gender: (trans, non-binary, intersex), cis woman, cis man. Sexuality: (lesbian, bi, pan, asexual), gay man, heterosexual. The centre of the wheel of privilege shows a large circle with the text academic wheel of privilege. The identities listed here are a subset and are by no means exhaustive. Adapted from Sylvia Duckworth.Supplementary Table 4.Definitions of categories and identities in the Academic Wheel of Privilege. Note. The definitions are a combination of our personal perspectives and the literature.
What are some of the key issues and barriers faced by neurodivergent individuals in academia?
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