The document discusses the OWASP Top Ten Project, which focuses on improving application security. It provides an overview of the top 10 security risks, including failure to restrict URI access, insecure communications, insecure cryptographic storage, broken authentication/sessions, information leakage, cross-site request forgery, insecure direct object references, malicious file execution, injection flaws, and cross-site scripting. For each risk, it offers brief explanations and recommendations for mitigation.
The document discusses improvements in JDK 7 for supporting dynamic languages on the JVM. These include method handles, which provide lightweight method pointers, and invokedynamic, which allows dynamic method dispatch. The Multi Language Virtual Machine project aimed to better support dynamic languages by allowing separate compilation and late-binding of method calls.
Gerry's spelling goal is to improve and reach club level 500 by the end of the term. His writing goals are to underline his work and finish on time. He lists some of his favorite activities like skateboarding and rugby. The document also contains samples of Gerry's writing and math work from class.
This document describes a branded personal assistance program that companies can provide to customers, prospects, employees, and members. The program involves distributing custom greeting cards that contain a toll-free number to access live 24/7 phone-based personal assistants. Assistants are trained to help with various tasks like making reservations, finding information, completing purchases, and more. The goal is to provide a high level of personalized service and help callers feel valued.
Bodene introduces himself and his interests in becoming a spy. He discusses his progress in spelling clubs and goals for practicing spelling, writing techniques, and Te Reo. Bodene also reflects on participating in athletic events and improving his speech-giving skills. He includes samples of his monster poem, writing, and math skills along with questions about others' fear of monsters.
This document appears to be a collection of notes and assignments from a student. It includes reflections on spelling achievements, goals for improving writing skills like using adjectives and metaphors. There are also notes about physical education classes, speeches, geometry shapes, and M¨¡ori language words and sentences.
The document discusses marketing challenges for underground music genres with small audiences. It notes that word of mouth and social media sites like MySpace are commonly used to promote artists. The artist interviewed uses simple posters around the local area and a small newspaper ad to advertise upcoming shows. For the project, the student will design a 5x5 cm newspaper ad and neon poster fitting the genre's style to promote the artist, addressing limitations of advertising in magazines.
The document discusses the OWASP Top Ten Project, which focuses on improving application security. It provides an overview of the top 10 security risks, including failure to restrict URI access, insecure communications, insecure cryptographic storage, broken authentication/sessions, information leakage, cross-site request forgery, insecure direct object references, malicious file execution, injection flaws, and cross-site scripting. For each risk, it offers brief explanations and recommendations for mitigation.
The document discusses improvements in JDK 7 for supporting dynamic languages on the JVM. These include method handles, which provide lightweight method pointers, and invokedynamic, which allows dynamic method dispatch. The Multi Language Virtual Machine project aimed to better support dynamic languages by allowing separate compilation and late-binding of method calls.
Gerry's spelling goal is to improve and reach club level 500 by the end of the term. His writing goals are to underline his work and finish on time. He lists some of his favorite activities like skateboarding and rugby. The document also contains samples of Gerry's writing and math work from class.
This document describes a branded personal assistance program that companies can provide to customers, prospects, employees, and members. The program involves distributing custom greeting cards that contain a toll-free number to access live 24/7 phone-based personal assistants. Assistants are trained to help with various tasks like making reservations, finding information, completing purchases, and more. The goal is to provide a high level of personalized service and help callers feel valued.
Bodene introduces himself and his interests in becoming a spy. He discusses his progress in spelling clubs and goals for practicing spelling, writing techniques, and Te Reo. Bodene also reflects on participating in athletic events and improving his speech-giving skills. He includes samples of his monster poem, writing, and math skills along with questions about others' fear of monsters.
This document appears to be a collection of notes and assignments from a student. It includes reflections on spelling achievements, goals for improving writing skills like using adjectives and metaphors. There are also notes about physical education classes, speeches, geometry shapes, and M¨¡ori language words and sentences.
The document discusses marketing challenges for underground music genres with small audiences. It notes that word of mouth and social media sites like MySpace are commonly used to promote artists. The artist interviewed uses simple posters around the local area and a small newspaper ad to advertise upcoming shows. For the project, the student will design a 5x5 cm newspaper ad and neon poster fitting the genre's style to promote the artist, addressing limitations of advertising in magazines.
The document discusses the need for open source economies and open currencies. It proposes that three new components are needed to enable open currencies: open transport, open rules, and open data. Open transport, rules, and data would allow for greater choice, power, and transparency compared to closed systems.
The First Meeting in Amman of the Jordan Brain Gain network exceeded expectations. Participants from the US contributed greatly to the success of the meeting. In a follow up meeting, an action plan was developed to further the goals of the network. This report outlines achievements to date, summaries of the first and follow up meetings, and an action plan with items like developing a strategic plan, organizing monthly meetings and newsletters, and establishing partnerships. The next meeting will be in Amman before Ramadan.
This document appears to be a presentation on marketing strategies and concepts. It introduces marketing topics like the marketing mix, consumer behavior, marketing research, and more. It also profiles some influential marketing thinkers like Kotler, Porter, and Sen. Additionally, it discusses the evolution of marketing approaches and the exchange process between businesses and customers. The presentation emphasizes understanding marketing from the customer's perspective.
The document outlines presentations from the Socal UX Camp 2014 on accessible UX. Joseph Karr O'Connor discussed including people with disabilities in testing and persona creation. Glenda Watson Hyatt and Cara Quinn discussed keyboard accessibility, using labels instead of placeholders, autofilling forms, and proper semantic structure. Shawn Henry discussed making interfaces perceivable, operable, and understandable for all. Eric Wright and a demonstration of BIG Launcher controlled via Tecla Shield focused on the same accessibility topics. The day concluded with a discussion from Sarah Horton and Witney Quesenbery on building an accessible web for all.
The document discusses theories of language learning, emphasizing that learners learn best through active thinking and repetition with errors corrected immediately, rather than passive acquisition. It also notes the importance of following the sequence of hearing, speaking, reading and writing when learning a language. Theories of learning are not directly linked to descriptions of specific languages.
J. M. W. Turner was a renowned 19th century British landscape painter known for his historical, architectural, mountainous, pastoral and marine landscapes in his early career. In his middle years, he focused more on color than details. A turning point came in 1829 when he became absorbed with rendering color, light and atmosphere, as seen in works like Norham Castle, Sunrise from 1845.
5. §³§ä§å§Õ§Ö§ß§ä §·: Let¡¯s go to the movies tonight. §³§ä§å§Õ§Ö§ß§ä §µ: I have to study for an exam. §µ§ä§Ó§Ö§â§Ø§Õ§Ö§ß§Ú§Ö (§Ó§ä§à§â§Ú§é§ß§í§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§í§Û §Ñ§Ü§ä) §°§ä§Ü§Ý§à§ß§Ö§ß§Ú§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ (§á§Ö§â§Ó§Ú§é§ß§í§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§í§Û §Ñ§Ü§ä) §ª§Þ§Ö§Ö§ä §Ò§å§Ü§Ó§Ñ§Ý§î§ß§í§Û §ç§Ñ§â§Ñ§Ü§ä§Ö§â
7. §±§à§Ò§å§Õ§Ú§ä§Ö§Ý§î§ß§í§Ö §Ó§í§ã§Ü§Ñ§Ù§í§Ó§Ñ§ß§Ú§ñ §£§Ö§Ø§Ý§Ú§Ó§à§ã§ä§î - §à§ã§ß§à§Ó§ß§Ñ§ñ §Þ§à§ä§Ú§Ó§Ú§â§à§Ó§Ü§Ñ §à§ã§å§ë§Ö§ã§ä§Ó§Ý§Ö§ß§Ú§ñ §Ü§à§ã§Ó§Ö§ß§ß§í§ç §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§í§ç §Ñ§Ü§ä§à§Ó §³§â: Leave the room. I order you to leave the room. I wonder if you would mind leaving the room.
8. §¤§â§å§á§á§í §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§Û §Õ§Ý§ñ §Ó§í§â§Ñ§Ø§Ö§ß§Ú§ñ §Ü§à§ã§Ó§Ö§ß§ß§í§ç §á§â§à§ã§î§Ò §Ú §á§à§Ò§å§Ø§Õ§Ö§ß§Ú§Û 1. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §ã§á§à§ã§à§Ò§ß§à§ã§ä§Ú §¯ §à§ã§å§ë§Ö§ã§ä§Ó§Ú§ä§î §¡: - Can you reach the salt? You could be a little more quiet. Have you got change for a dollar? 2. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §Ø§Ö§Ý§Ñ§ß§Ú§ñ S §Ú§Ý§Ú §ß§Ö§à§Ò§ç§à§Õ§Ú§Þ§à§ã§ä§Ú §Õ§Ý§ñ S , §é§ä§à§Ò§í §¯ §à§ã§å§ë§Ö§ã§ä§Ó§Ú§Ý §¡: I want you to do this for me. I wish you wouldn¡¯t do it.
9. 3. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §à§ã§å§ë§Ö§ã§ä§Ó§Ý§Ö§ß§Ú§ñ §Ñ§Ü§ä§Ñ §¡ §ã§Ý§å§ê§Ñ§ð§ë§Ú§Þ §¯: Will you quit making that awful racket? Aren¡¯t you going to eat your cereal? 4. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §Ø§Ö§Ý§Ñ§ß§Ú§ñ §Ú§Ý§Ú §ã§Ü§Ý§à§ß§ß§à§ã§ä§Ú §¯ §Õ§Ö§Ý§Ñ§ä§î §¡: Would you be willing to write a letter of recommendation for me? 5. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §á§â§Ú§é§Ú§ß §à§ã§å§ë§Ö§ã§ä§Ó§Ý§Ö§ß§Ú§ñ §¡: You should leave immediately. Why not stop here?
10. You are standing on my foot. I must have told you a dozen of times not to eat with your mouth open. 6. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ó §Ü§à§ä§à§â§í§ç §à§Õ§Ú§ß §Ú§Ù §á§Ö§â§Ö§é§Ú§ã§Ý§Ö§ß§ß§í§ç §Ó§í§ê§Ö §ï§Ý§Ö§Þ§Ö§ß§ä§à§Ó §Ó§ç§à§Õ§Ú§ä §Ó §ã§à§ã§ä§Ñ§Ó §Õ§â§å§Ô§à§Ô§à: Would it be too much if I suggested that you could possibly make a little less noise. I hope you won¡¯t mind if I ask you if you could leave us alone.
11. §¶§Ñ§Ü§ä§í: §²§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§Þ§í§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ §ß§Ö §à§Ò§Ý§Ñ§Õ§Ñ§ð§ä §á§à§Ò§å§Õ§Ú§ä§Ö§Ý§î§ß§à§Û §ã§Ú§Ý§à§Û §Ó §Ü§Ñ§é§Ö§ã§ä§Ó§Ö §é§Ñ§ã§ä§Ú §Ú§ç §Ù§ß§Ñ§é§Ö§ß§Ú§ñ I¡¯d like you to do this for me, Bill, but I am not asking you to do it or requesting that you do it or ordering you to do it or telling you to do it.
12. 2. §£ §â§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§Þ§í§ç §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ§ç §ß§Ö§ä §à§Õ§ß§à§Ù§ß§Ñ§é§ß§à§ã§ä§Ú §ã§Ý§Ö§Õ§å§ð§ë§Ö§Ô§à §ä§Ú§á§Ñ: ?§ß§Ñ§Ý§Ú§é§Ú§Ö §á§à§Ò§å§Õ§Ú§ä§Ö§Ý§î§ß§à§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§à§Û §ã§Ú§Ý§í? vs. ?§à§ä§ã§å§ä§ã§ä§Ó§Ú§Ö §á§à§Ò§å§Õ§Ú§ä§Ö§Ý§î§ß§à§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§à§Û §ã§Ú§Ý§í? 3. §¯§Ö§ã§Þ§à§ä§â§ñ §ß§Ñ §æ§Ñ§Ü§ä§í 1 §Ú 2 , §ï§ä§Ú §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ §ã§ä§Ñ§ß§Õ§Ñ§â§ä§ß§í§Þ §à§Ò§â§Ñ§Ù§à§Þ §Ú§ã§á§à§Ý§î§Ù§å§ð§ä§ã§ñ §Õ§Ý§ñ §Ó§í§ã§Ü§Ñ§Ù§í§Ó§Ñ§ß§Ú§ñ §á§à§Ò§å§Ø§Õ§Ö§ß§Ú§ñ. - I want you to stop making that noise, please.
13. 4. §²§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§Þ§í§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ §ß§Ö §ñ§Ó§Ý§ñ§ð§ä§ã§ñ §Ú§Õ§Ú§à§Þ§Ñ§Þ§Ú §Ó §à§Ò§í§é§ß§à§Þ §ã§Þ§í§ã§Ý§Ö §ã§Ý§à§Ó§Ñ Why don¡¯t you be quiet, Henry? Well, Sally, there are several reasons for not being quiet. 5. §µ§ä§Ó§Ö§â§Ø§Õ§Ñ§ä§î, §é§ä§à §ï§ä§Ú §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ §ß§Ö §ñ§Ó§Ý§ñ§ð§ä§ã§ñ §Ú§Õ§Ú§à§Þ§Ñ§Þ§Ú §ß§Ö §à§Ù§ß§Ñ§é§Ñ§Ö§ä §å§ä§Ó§Ö§â§Ø§Õ§Ñ§ä§î, §é§ä§à §à§ß§Ú §ß§Ö §ñ§Ó§Ý§ñ§ð§ä§ã§ñ §Ú§Õ§Ú§à§Þ§Ñ§ä§Ú§é§ß§í§Þ§Ú Do you want to hand me the hammer over there on the table? Is it the case that you at present desire to hand me that hammer over there on the table?
14. 6. §¥§Ý§ñ §â§Ñ§ã§ã§Þ§Ñ§ä§â§Ú§Ó§Ñ§Ö§Þ§í§ç §á§â§Ö§Õ§á§à§Ý§à§Ø§Ö§ß§Ú§Û §Õ§à§á§å§ã§ä§Ú§Þ§í §Ú§ç §Ò§å§Ü§Ó§Ñ§Ý§î§ß§í§Ö §å§á§à§ä§â§Ö§Ò§Ý§Ö§ß§Ú§ñ, §Ó §Ü§à§ä§à§â§í§ç §à§ß§Ú §ß§Ö §Ó§í§ã§ä§å§á§Ñ§ð§ä §Ó §Ü§Ñ§é§Ö§ã§ä§Ó§Ö §Ò§å§Ü§Ó§Ñ§Ý§î§ß§í§ç §á§â§à§ã§î§Ò 7. §£ §ã§Ý§å§é§Ñ§ñ§ç, §Ü§à§Ô§Õ§Ñ §ï§ä§Ú §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ §Ó§í§ã§Ü§Ñ§Ù§í§Ó§Ñ§ð§ä§ã§ñ §Ó §Ü§Ñ§é§Ö§ã§ä§Ó§Ö §á§â§à§ã§î§Ò, §à§ß§Ú §Ó§ã§× §Ø§Ö §ã§à§ç§â§Ñ§ß§ñ§ð§ä §ã§Ó§à§× §Ò§å§Ü§Ó§Ñ§Ý§î§ß§à§Ö §Ù§ß§Ñ§é§Ö§ß§Ú§Ö §Ú §å§á§à§ä§â§Ö§Ò§Ý§ñ§ð§ä§ã§ñ §Ú§Þ§Ö§ß§ß§à §Ü§Ñ§Ü §Ó§í§ã§Ü§Ñ§Ù§í§Ó§Ñ§ß§Ú§ñ §ã §ï§ä§Ú§Þ §Ù§ß§Ñ§é§Ö§ß§Ú§Ö§Þ. Can you pass the salt? §¡) No, sorry, I can¡¯t, it¡¯s down there at the end of the table. §£) Yes, I can.
15. 8. §¬§à§Ô§Õ§Ñ §à§Õ§ß§à §Ú§Ù §ï§ä§Ú§ç §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§Û §Ó§í§ã§Ü§Ñ§Ù§í§Ó§Ñ§Ö§ä§ã§ñ §ã §á§Ö§â§Ó§Ú§é§ß§à§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§à§Û §è§Ö§Ý§î§ð §á§à§Ò§å§Ø§Õ§Ö§ß§Ú§ñ, §à§Õ§ß§à§Ó§â§Ö§Þ§Ö§ß§ß§à §à§ã§å§ë§Ö§ã§ä§Ó§Ý§ñ§Ö§ä§ã§ñ §Ú §Ò§å§Ü§Ó§Ñ§Ý§î§ß§í§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§í§Û §Ñ§Ü§ä. Can you reach the salt? He asked me whether I could reach the salt.
16. 1. Can you pass me the salt? 2. Salt is made of sodium chloride. §²§Ö§ê§Ñ§ð§ë§Ú§Ö §Ü§à§Þ§á§à§ß§Ö§ß§ä§í §â§Ö§é§Ö§Ó§à§Ô§à §à§Ò§ë§Ö§ß§Ú§ñ: §³§ä§â§Ñ§ä§Ö§Ô§Ú§ñ §å§ã§ä§Ñ§ß§à§Ó§Ý§Ö§ß§Ú§ñ §ã§å§ë§Ö§ã§ä§Ó§à§Ó§Ñ§ß§Ú§ñ §ã§Ü§â§í§ä§à§Û §Ú§Ý§Ý§à§Ü§å§ä§Ú§Ó§ß§à§Û §è§Ö§Ý§Ú §®§Ö§ç§Ñ§ß§Ú§Ù§Þ §å§ã§ä§Ñ§ß§à§Ó§Ý§Ö§ß§Ú§ñ §ï§ä§à§Û §ã§Ü§â§í§ä§à§Û §è§Ö§Ý§Ú
17. §¥§â§å§Ô§Ú§Ö §ä§Ú§á§í §Ü§à§ã§Ó§Ö§ß§ß§í§ç §â§Ö§é§Ö§Ó§í§ç §Ñ§Ü§ä§à§Ó: I am sorry I did it.- §Ú§Ù§Ó§Ú§ß§Ö§ß§Ú§Ö I am so glad you won. - §á§à§Ù§Õ§â§Ñ§Ó§Ý§Ö§ß§Ú§Ö I intend to try harder next time, coach. - §à§Ò§Ö§ë§Ñ§ß§Ú§Ö I am grateful for your help. - §Ò§Ý§Ñ§Ô§à§Õ§Ñ§â§ß§à§ã§ä§î
18. §¬§à§ã§Ó§Ö§ß§ß§í§Ö §à§Ò§ñ§Ù§Ñ§ä§Ö§Ý§î§ã§ä§Ó§Ñ §¤§â§å§á§á§í §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§Û, §Ó§í§â§Ñ§Ø§Ñ§ð§ë§Ú§ç §Ü§à§ã§Ó§Ö§ß§ß§à§Ö §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§Ö §ã§Õ§Ö§Ý§Ñ§ä§î §ß§Ö§é§ä§à §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §á§à§Õ§Ô§à§ä§à§Ó§Ú§ä§Ö§Ý§î§ß§í§ç §å§ã§Ý§à§Ó§Ú§Û §¡) §é§ä§à S §ã§á§à§ã§à§Ò§Ö§ß §à§ã§å§ë§Ö§ã§ä§Ó§Ú§ä§î §à§á§â§Ö§Õ§Ö§Ý§×§ß§ß§í§Û §Ñ§Ü§ä: Can I help you? b) §¹§ä§à H §ç§à§é§Ö§ä, §é§ä§à§Ò§í S §à§ã§å§ë§Ö§ã§ä§Ó§Ú§Ý §Õ§Ñ§ß§ß§í§Û §Ñ§Ü§ä: - Would you like some help?
19. 2. §á§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §å§ã§Ý§à§Ó§Ú§ñ §Ú§ã§Ü§â§Ö§ß§ß§à§ã§ä§Ú: I intend to do it for you. 3. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §å§ã§Ý§à§Ó§Ú§ñ §á§â§à§á§à§Ù§Ú§è§Ú§à§ß§Ñ§Ý§î§ß§à§Ô§à §ã§à§Õ§Ö§â§Ø§Ñ§ß§Ú§ñ: I will do it for you. Shall I give you the money now? 4. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §Ø§Ö§Ý§Ñ§ß§Ú§ñ §Ú§Ý§Ú §ã§Ü§Ý§à§ß§ß§à§ã§ä§Ú S §ã§Õ§Ö§Ý§Ñ§ä§î §¡ : - I want to be of any help I can.
20. 5. §±§â§Ö§Õ§Ý§à§Ø§Ö§ß§Ú§ñ, §Ü§Ñ§ã§Ñ§ð§ë§Ú§Ö§ã§ñ §Õ§â§å§Ô§Ú§ç §á§â§Ú§é§Ú§ß §Õ§Ý§ñ §à§ã§å§ë§Ö§ã§ä§Ó§Ý§Ö§ß§Ú§ñ §Ô§à§Ó§à§â§ñ§ë§Ú§Þ §Ñ§Ü§ä§Ñ §¡: - I think I had better leave you alone - If you wish any further information, just let me know.