Glossary of Tools and Terms
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The Book of Apigee Edge Antipatterns V2.0
The Book of Apigee Edge Antipatterns Avoid common pitfalls, maximize the power of your APIs Version 2.0 Google Cloud Privileged and confidential. apigee 1 Contents Introduction to Antipatterns 3 What is this book about? 4 Why did we write it? 5 Antipattern Context 5 Target Audience 5 Authors 6 Acknowledgements 6 Edge Antipatterns 1. Policy Antipatterns 8 1.1. Use waitForComplete() in JavaScript code 8 1.2. Set Long Expiration time for OAuth Access and Refresh Token 13 1.3. Use Greedy Quantifiers in RegularExpressionProtection policy 16 1.4. Cache Error Responses 19 1.5. Store data greater than 512kb size in Cache 24 1.6. Log data to third party servers using JavaScript policy 27 1.7. Invoke the MessageLogging policy multiple times in an API proxy 29 1.8. Configure a Non Distributed Quota 36 1.9. Re-use a Quota policy 38 1.10. Use the RaiseFault policy under inappropriate conditions 44 1.11. Access multi-value HTTP Headers incorrectly in an API proxy 49 1.12. Use Service Callout policy to invoke a backend service in a No Target API proxy 54 Google Cloud Privileged and confidential. apigee 2 2. Performance Antipatterns 58 2.1. Leave unused NodeJS API Proxies deployed 58 3. Generic Antipatterns 60 3.1. Invoke Management API calls from an API proxy 60 3.2. Invoke a Proxy within Proxy using custom code or as a Target 65 3.3. Manage Edge Resources without using Source Control Management 69 3.4. Define multiple virtual hosts with same host alias and port number 73 3.5. -
Google for Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair
Google For Education National Parks VR Google Expeditions Google Arts & Culture Be Internet Awesome Made with Code CS First Google Science Fair Learn how tools built for teaching and learning, Discover the hidden worlds of our Take a field trip to virtually anywhere (even Explore works of art and stories from around Teach learners the fundamentals of digital Make the connection between coding and Learn the basics of Computer Science using the Create projects that show how Science, like Classroom, G Suite for Education, and National Parks on ranger-guided trips places school buses can’t go) using immersive the world with 360° tours of exhibits in over 70 safety and citizenship so they can be safe, creativity, empowering girls to engage with block-based programming language, Scratch. Technology, Engineering, and Math can be used Chromebooks, can increase engagement through virtual reality. AR and VR technology. different countries. confident explorers of the online world. technology and bring their ideas to life. to impact the world around us. and inspire curiosity. Google for National Google Google Arts Education Parks VR Expeditions & Culture Discover the hidden worlds of Explore works of art and stories Tools built for teaching and learning. Field trips to virtually anywhere. our National Parks. from around the world. Over 80 million teachers and students around the world Take a ranger-guided journey through the glaciers of What if you could journey to the surface of Mars or From The Metropolitan Museum of Art to Nairobi’s communicate and collaborate using Classroom and Alaska’s Kenai Fjords or get up close with active climb to the top of Machu Picchu without ever leaving Kenya National Archives, Google Arts & Culture offers G Suite for Education, while Chromebooks are the most volcanoes in Hawai’i. -
Code Girl Tracey Acosta Santa Clara University
Santa Clara University Scholar Commons Computer Engineering Senior Theses Engineering Senior Theses 6-1-2015 Code girl Tracey Acosta Santa Clara University Amanda Holl Santa Clara University Paige Rogalski Santa Clara University Follow this and additional works at: https://scholarcommons.scu.edu/cseng_senior Part of the Computer Engineering Commons Recommended Citation Acosta, Tracey; Holl, Amanda; and Rogalski, Paige, "Code girl" (2015). Computer Engineering Senior Theses. 43. https://scholarcommons.scu.edu/cseng_senior/43 This Thesis is brought to you for free and open access by the Engineering Senior Theses at Scholar Commons. It has been accepted for inclusion in Computer Engineering Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Code Girl by Tracey Acosta Amanda Holl Paige Rogalski Submitted in partial fulfillment of the requirements for the degrees of Bachelor of Science Computer Science and Engineering Bachelor of Science in Web Design and Engineering School of Engineering Santa Clara University Santa Clara, California June 1, 2015 Code Girl Tracey Acosta Amanda Holl Paige Rogalski Computer Science and Engineering Web Design and Engineering Santa Clara University June 1, 2015 ABSTRACT Despite the growing importance of technology and computing, fewer than 1% of women in college today choose to major in computer science.[1] Educational programs and games created to interest girls in computing, such as Girls Who Code and Made With Code, have been successful in engaging girls with interactive and creative learning environments, but they are too advanced for young girls to benefit from. To address the lack of educational, computer science games designed specifically for young girls, we developed a web-based application called Code Girl for girls age five to eight to customize their own avatar using Blockly, an open-source visual coding editor developed by Google. -
March 21–25, 2016
FORTY-SEVENTH LUNAR AND PLANETARY SCIENCE CONFERENCE PROGRAM OF TECHNICAL SESSIONS MARCH 21–25, 2016 The Woodlands Waterway Marriott Hotel and Convention Center The Woodlands, Texas INSTITUTIONAL SUPPORT Universities Space Research Association Lunar and Planetary Institute National Aeronautics and Space Administration CONFERENCE CO-CHAIRS Stephen Mackwell, Lunar and Planetary Institute Eileen Stansbery, NASA Johnson Space Center PROGRAM COMMITTEE CHAIRS David Draper, NASA Johnson Space Center Walter Kiefer, Lunar and Planetary Institute PROGRAM COMMITTEE P. Doug Archer, NASA Johnson Space Center Nicolas LeCorvec, Lunar and Planetary Institute Katherine Bermingham, University of Maryland Yo Matsubara, Smithsonian Institute Janice Bishop, SETI and NASA Ames Research Center Francis McCubbin, NASA Johnson Space Center Jeremy Boyce, University of California, Los Angeles Andrew Needham, Carnegie Institution of Washington Lisa Danielson, NASA Johnson Space Center Lan-Anh Nguyen, NASA Johnson Space Center Deepak Dhingra, University of Idaho Paul Niles, NASA Johnson Space Center Stephen Elardo, Carnegie Institution of Washington Dorothy Oehler, NASA Johnson Space Center Marc Fries, NASA Johnson Space Center D. Alex Patthoff, Jet Propulsion Laboratory Cyrena Goodrich, Lunar and Planetary Institute Elizabeth Rampe, Aerodyne Industries, Jacobs JETS at John Gruener, NASA Johnson Space Center NASA Johnson Space Center Justin Hagerty, U.S. Geological Survey Carol Raymond, Jet Propulsion Laboratory Lindsay Hays, Jet Propulsion Laboratory Paul Schenk, -
Digital Resources Approved for Use in Academy District 20 As Of
Digital Resources Approved for use in Academy District 20 as of August 20, 2021 Title URL of Resource SPII collected Link to Privacy Policy Link to Terms of Service 10 Frame Fill https://itunes.apple.c This software does http://www.classroo om/us/app/10-frame- not collect Student mfocusedsoftware.co fill/id418083871?mt= Data m/cfsprivacypolicy.ht 8 ml 123 NUMBER MAGIC https://itunes.apple.c This software does http://preschoolu.co http://preschoolu.co Line Matching om/us/app/123- not collect Student m/Privacy- m/Privacy- number-magic-line- Data Policy.html#.Wud5Ro Policy.html#.Wud5Ro matching/id46853409 gvyUk gvyUk 4?mt=8 123TeachMe https://www.123teac This software does https://www.123teac https://www.123teac hme.com/ not collect Student hme.com/learn_spani hme.com/learn_spani Data sh/privacy_policy sh/privacy_policy 12Bart http://www.bartontile First Name;#Last http://www.bartontile http://www.bartontile s.com/ Name s.com/Barton-Tiles- s.com/Barton-Tiles- App-Privacy-Policy.pdf App-Privacy-Policy.pdf 2080 Media https://www.nfhsnet This software does https://www.nfhsnet https://www.nfhsnet Inc/PlayOn Sports work.com/ not collect Student work.com/privacypoli work.com/termsofuse Data cy 270 to Win https://itunes.apple.c This software does https://www.270towi https://www.270towi om/us/app/270towin/ not collect Student n.com/privacy/ n.com/privacy/ id483161617?mt=8 Data 3 DS Max https://www.autodes First Name;#Last https://www.autodes Terms of Use k.com/products/3ds- Name;#Students don't k.com/products/3ds- max/overview need to make an max/overview account to use this. -
How to Embed Google Drawings Edublogs
How to embed a Google Drawing in a blog post or page Part 1: Get the embed code 1 Open your Google Drawing Find your Drawing in your Google Drive. Double click on the Drawing to open it. 2 Publish to the web Go to File > Publish to the web. Click on Embed. Select the Drawing size. Click Publish. A pop-up box will confirm you want to publish. Press OK. 3 Copy the embed code Your HTML embed code will appear in a box. You need to copy this code to add it to your blog post or page (Control/Command C). Edublogs Support: Embed Google Drawings 1 How to embed a Google Drawing in a blog post or page Part 2: Add the embed code to your blog post (or page) 1 Open your blog post (or page) Go to your blog dashboard and open the post you’re working on. Or, go to Posts > Add New. 2 Add Media Place your cursor where you want the Google Drawing to appear and then click on the Add Media button. 3 Insert Embed Code In the Add Media window, click on the Insert Embed Code tab on the left. Paste the embed code into the Insert Embed code box (Control/Command V). Press Insert Into Post. 4 Publish When you've finished writing your post, click Publish. You should now see your embedded Google Drawing when you view the published post. You can also preview your post before publishing to see what it will look like. Edublogs Support: Embed Google Drawings 2. -
Using Google Drawings to Create Homework Exercises
Using Google Drawings to Create Homework Exercises We show how Google Drive’s Drawings tool can be used to create homework exercises suitable for both online and face-to-face classes. This approach allows students to create graphs actively “from scratch,” similar to the traditional pencil-and-paper approach, with a minimal investment of time and money. This could be a useful active-learning tool for online, blended, and tradi- tional courses. Oskar Harmon† Robert Szarka‡ †University of Connecticut, ‡State University of New York at Oneonta © 2018 Journal of Economics Teaching. All rights reserved. Harmon and Szarka / Journal of Economics Teaching (2018) 1. Background Although enrollments in online and blended versions of traditional courses are rising rapid- ly, recent research using randomized trials finds that exam scores for the control group taught in the traditional face-to-face format are higher than for the treatment group taught in the online format (Alpert 2016; Joyce 2015; Figlio 2010). Given the central role that graphs play in economics classes, one potential concern is that students don’t obtain enough practice creat- ing graphs when homework is completed online rather than by hand. Instructors who assign homework online for face-to-face classes may have a similar concern. Increased use of slides, especially when used by students in lieu of note-taking, may also mean that students are less actively engaged with graphs during lectures. Students who rely solely on the provided slides will miss the minimal, but potentially valuable, practice constructing graphs that tradition- al note taking allows, even if the instructor takes care to explain the process of constructing graphs step-by-step. -
321444 1 En Bookbackmatter 533..564
Index 1 Abdominal aortic aneurysm, 123 10,000 Year Clock, 126 Abraham, 55, 92, 122 127.0.0.1, 100 Abrahamic religion, 53, 71, 73 Abundance, 483 2 Academy award, 80, 94 2001: A Space Odyssey, 154, 493 Academy of Philadelphia, 30 2004 Vital Progress Summit, 482 Accelerated Math, 385 2008 U.S. Presidential Election, 257 Access point, 306 2011 Egyptian revolution, 35 ACE. See artificial conversational entity 2011 State of the Union Address, 4 Acquired immune deficiency syndrome, 135, 2012 Black Hat security conference, 27 156 2012 U.S. Presidential Election, 257 Acxiom, 244 2014 Lok Sabha election, 256 Adam, 57, 121, 122 2016 Google I/O, 13, 155 Adams, Douglas, 95, 169 2016 State of the Union, 28 Adam Smith Institute, 493 2045 Initiative, 167 ADD. See Attention-Deficit Disorder 24 (TV Series), 66 Ad extension, 230 2M Companies, 118 Ad group, 219 Adiabatic quantum optimization, 170 3 Adichie, Chimamanda Ngozi, 21 3D bioprinting, 152 Adobe, 30 3M Cloud Library, 327 Adonis, 84 Adultery, 85, 89 4 Advanced Research Projects Agency Network, 401K, 57 38 42, 169 Advice to a Young Tradesman, 128 42-line Bible, 169 Adwaita, 131 AdWords campaign, 214 6 Affordable Care Act, 140 68th Street School, 358 Afghan Peace Volunteers, 22 Africa, 20 9 AGI. See Artificial General Intelligence 9/11 terrorist attacks, 69 Aging, 153 Aging disease, 118 A Aging process, 131 Aalborg University, 89 Agora (film), 65 Aaron Diamond AIDS Research Center, 135 Agriculture, 402 AbbVie, 118 Ahmad, Wasil, 66 ABC 20/20, 79 AI. See artificial intelligence © Springer Science+Business Media New York 2016 533 N. -
Bittium Tough Mobile User Manual
Bittium Tough Mobile Quick Start Guide Device at a glance 1 Power key / status indicator LED / emer- gency key 2 Earpiece and auxiliary microphone 3 Headset and protective cover 4 Front camera 5 Back camera 6 Loudspeakers 7 Flash LED 8 Volume key 9 Programmable key 10 Battery cover 11 Battery charging connectors 12 USB 3.0 port and protective cover 13 Main microphones 14 Noise cancellation microphone 2 Bittium Tough Mobile Quick Start Guide 1 2 3 4 6 5 7 8 9 10 13 12 13 11 11 14 Bittium Tough Mobile Quick Start Guide 3 The ambient light sensor and proximity sensor are located next to the camera on the front of Tough Mobile. The micro USB 3.0 port is located on the bottom of Tough Mobile. Please read this quick guide carefully before using the device. Bittium Tough Mobile is water and dust resistant (IP67). In order to maintain the water and dust resistance the battery cover, the USB connector cover and the headset cover must be properly closed and un- damaged. Intentional dropping and underwater immersion of Bittium Tough Mobile should be avoided. Bittium Tough Mobile is not designed for underwater use or use for example in shower. Purposeful use of the device in these environments will result in a void of the warranty. For more info on Bittium Tough Mobile Ingress Protection see www.bittium.com/BittiumToughMobile. Box contents Bittium Tough Mobile sales package contains the following items: • Battery • Charger, with US, UK and EU adapters • Micro USB cable • 3.5 mm Headset • Quick Start Guide • Plastic wedge for opening battery cover Box contents and the appearance of the accessories may vary. -
Grade 6 Learning from Home: Day 2 Here Is Your Learning to Complete Whilst You Are at Home Today
Grade 6 Learning from Home: Day 2 Here is your learning to complete whilst you are at home today. If you have any questions please feel free to send your teacher an email via Compass. Have a wonderful day of learning. Reading Learning Intention: To make a prediction before reading and give evidence from Focus the text Success Criteria: I am successful when I can: Visit the website storybox online. The username and password are below: Activity Username: taylorshill Password: taylorshill Search for the following text: When the Wind Changed by Colin Lane https://storyboxlibrary.com.au/stories/when-the-wind-changed Firstly, using information on the front cover, make a prediction. Don’t forget to activate your prior knowledge. Record your prediction in your Reading Slide on Google Drive. Remember to include the date, title of the text and your response. Then, listen to the story and check if your prediction was correct. Record the reasons why or why not your prediction was correct or incorrect. After this you are to complete 30mins of Independent Reading and complete a Track or work on your Reading Goal. Access Reading Eggspress and complete your assigned activities Writing / Writer’s Notebook / Spelling Learning Intention: To research and develop a plan Focus Success Criteria: I am successful when I can: - Use keywords to research my topic - Find useful and appropriate websites - Put findings into my own words - Develop a user friendly plan - Plan the structure of a persuasive text (Title, opening statement, arguments with evidence and concluding statement) Activity Reflect on the topic you chose yesterday and begin to research, finding evidence to support your arguments . -
19 Western Berlin Policemen Kidnaped by Soviet Gunners
M, *“ ‘ K w S 4 t i TUESDAY, SEPTEMBER T, IHB n s W i B t h d B VAGI rOUBTEEir iianrliPB tw EofttitiB A vstm ^ Daily Net Press Bun I Feeeeais of U. s. Wgaftar B v M SWthaMemhefAeseMlSa gradea. Ih a cuatodlana bava eom- y aad w ana'^ aflwB^'' village Camera Club members Mr. and Mrs. Joseph H. Marsh- pleted amaJl repairs and general Men and women o f the Cove eeal wlada aaar goaot) vofttlM will resume monthly meetings to bum of Norman, Oklahoma, who Well Again After Schools Ready cleaning In all buildings duitog the nant-Congregations* church are re- were here for the wedding of their 9,243. JordoMMl MiiM M# oueated to meet at the church thi« morrow night at eight o’clock at summer months. WANTED A bout Town the y . M. C. A. Started iMt son. Joseph H. Marshbum, Jr. and 2 Years in Hospitals partly deadly norgdag. evening at 6 o’clock to make pw- Mias Patricia E. Dowd, aalled to For Reopening The Board of Bducatlcm haa March the enrollment la now 30. hired 35 new teaohera to till va narattona for the dedication of the day for England where they plan M ancheM ler^^ CUy of rOlago Charm ' 8 t BOTiwdatte’* Ifethcn Clrel; ^ church addition, and family Several leettirea were given In cancies. The new teachere have CASHIER I UlU BBMt tCBlght »t * June, and ten membera completed to spend a year. They have been banquet at 6:30 o'clock Saturday. visiting Mr. and Mrs. Page Bennett Sessions to Start at’8:45 filled all vacanoiee In the Man PLEASANT WOBKINO tiM ¥<-«• V t Mn- Mward Faber of an early summer course. -
Public Response to RFI on AI
White House Office of Science and Technology Policy Request for Information on the Future of Artificial Intelligence Public Responses September 1, 2016 Respondent 1 Chris Nicholson, Skymind Inc. This submission will address topics 1, 2, 4 and 10 in the OSTP’s RFI: • the legal and governance implications of AI • the use of AI for public good • the social and economic implications of AI • the role of “market-shaping” approaches Governance, anomaly detection and urban systems The fundamental task in the governance of urban systems is to keep them running; that is, to maintain the fluid movement of people, goods, vehicles and information throughout the system, without which it ceases to function. Breakdowns in the functioning of these systems and their constituent parts are therefore of great interest, whether it be their energy, transport, security or information infrastructures. Those breakdowns may result from deteriorations in the physical plant, sudden and unanticipated overloads, natural disasters or adversarial behavior. In many cases, municipal governments possess historical data about those breakdowns and the events that precede them, in the form of activity and sensor logs, video, and internal or public communications. Where they don’t possess such data already, it can be gathered. Such datasets are a tremendous help when applying learning algorithms to predict breakdowns and system failures. With enough lead time, those predictions make pre- emptive action possible, action that would cost cities much less than recovery efforts in the wake of a disaster. Our choice is between an ounce of prevention or a pound of cure. Even in cases where we don’t have data covering past breakdowns, algorithms exist to identify anomalies in the data we begin gathering now.