While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The books unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzles origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles. Anany Levitin is a professor of Computing Sciences at Villanova University. He is the author of a popular textbook on design and analysis of algorithms, which has been translated into Chinese, Greek, Korean, and Russian. He has also published papers on mathematical optimization theory, software engineering, data management, algorithm design techniques, and computer science education. Maria Levitin is an independent consultant specializing in web applications and data compression. - 1988 Lincoln Town Car Service Manual - Drivers License Font Georgia - Download Free Typing Games With Cars Races Software Applications - Algorithmic Puzzles By Anany Levitin Pdf Converter - The Brotherhood In Saffron Pdf File - Midas. She has previously worked for several leading software companies. Description Based on a new classification of algorithm design techniques and a clear delineation of analysis methods, Introduction to the Design and Analysis of Algorithms presents the subject in a coherent and innovative manner. Written in a student-friendly style, the book emphasizes the understanding of ideas over excessively formal treatment while thoroughly covering the material required in an introductory algorithms course. Popular puzzles are used to motivate students' interest and strengthen their skills in algorithmic problem solving. Other learning-enhancement features include chapter summaries, hints to the exercises, and a detailed solution manual. • Employs an innovative and more comprehensive taxonomy of algorithm design techniques • Covers mathematical analysis of both nonrecursive and recursive algorithms, as well as empirical analysis and algorithm visualization • Discusses limitations of algorithms and ways to overcome them • Treats algorithms as problem-solving tools and develops algorithmic thinking by using puzzles and games • Contains over 600 exercises with hints for students and detailed solutions for instructors • Exercises and engaging puzzles. • The most important change in this edition is the new order of the chapters on decrease-and-conquer and divide-and-conquer. There are several advantages in introducing decrease-and-conquer before divide-and-conquer: • Decrease-and-conquer is a simpler strategy than divide-and-conquer. • Decrease-and-conquer is applicable to more problems than divide-and-conquer. • The new order makes it possible to discuss insertion sort before mergesort and quicksort. • The idea of array partitioning is now introduced in conjunction with the selection problem. The author took advantage of an opportunity to do this via the one-directional scan employed by Lomuto’s algorithm, leaving the two-directional scan used by Hoare’s partitioning to a later discussion in conjunction with quicksort. • Binary search is now considered in the section devoted to decrease-by-aconstant-factor algorithms, where it belongs. • The second important change is restructuring of Chapter 8 on dynamic programming. Specifically: • The introductory section is completely new. It contains three basic examples that provide a much better introduction to this important technique than computing a binomial coefficient, the example used in the first two editions. • All the exercises for Section 8.1 are new as well; they include well-known applications not available in the previous editions. • The author also changed the order of the other sections in this chapter to get a smoother progression from the simpler applications to the more advanced ones. • More applications of the algorithms discussed are included. • The section on the graph-traversal algorithms is moved from the decrease-and-conquer chapter to the brute-force and exhaustive-search chapter. • The Gray code algorithm is added to the section dealing with algorithms for generating combinatorial objects. • The divide-and-conquer algorithm for the closest-pair problem is discussed in more detail. • Updates include the section on algorithm visualization, approximation algorithms for the traveling salesman problem, and the bibliography. • The author added about 70 new problems to the exercises. Some of them are algorithmic puzzles and questions asked during job interviews. Table of Contents New to the Third Edition xvii Preface xix 1Introduction 1 1.1 What Is an Algorithm? About the Author(s) Dr. Anany Levitin graduated from the Moscow State University with an MS degree in Mathematics. He holds a Ph.D. Degree in Mathematics from the Hebrew University of Jerusalem and an MS degree in Computer Science from the University of Kentucky. Introduction to the Design and Analysis of Algorithms has been translated into Chinese, Russian, Greek, and Korean and is used in hundreds of schools all over the world. Levitin is also the author of Algorithmic Puzzles, publishing in Fall 2011. Levitin teaches courses in the Design and Analysis of Algorithms at Villanova University.
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By Heitor Villa-Lobos ( 1887 - 1959 ) Edited by Frederic Zigante Published by Editions Durand Villa-Lobos's Suite populaire bresillienne for guitar is a reflection of the composer's youth, when he took part in groups of 'choro,' the typical form of traditional music in Brazilian towns in the early years of the twentieth century. This famous composition, in its definitive version was published by Max Eschig in 1955 from the 1948 manuscript, in five movements. A much earlier manuscript of the Suite dating from the late 1020's has recently been discovered in the archives of the publisher Max Eschig. This very carefully written manuscript includes fingerings, these being absent in the subsequent four-movement version. While the first three pieces are early versions of those published in 1955, the Valse-Choro is an entirely different workd from the later Valsa-Choro which appeared in 1955. With its highly sophisticated language and instrumental writing, it is closer in style to the Studies than to the traditional tone of the work for which it was originally intended. This discovery is a major musical event for the guitar world, as it is a score of remarkable quality, on a level with the innovative works of Heitor Villa-Lobos in the 1920's. After the first publication during the composer's lifetime, here is a new edition of the Suite populair bresilian that at last incorporates the many recently available sources, and is enriched with the first edition of the Valse-Choro from the 1928 manuscript. Contents: • Mazurka-Choro • Schottisch-Choro • Valsa-Choro • Gavotta-Choro • Chorinho • Valse-Choro. Download 50 free sheet music and scores:suite populaire. Download free sheet music and scores: suite. Populaire Bresilienne. Heitor Villa-Lobos. Heitor Villa-Lobos, Suite Populaire Bresilienne (Ed. Zigante).pdf - Download as PDF File (.pdf) or read online.Missing. 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Advanced Office Password Breaker unlocks password-protected Microsoft Office documents Go to Download. Driver Supported Following Models Of Cherry Mobile Snap: Cherry Mobile Snap Modem / Com port / Android USB Driver The package provides the installation files for Cherry Mobile Snap ADB USB Driver. Download File Contain Three Package: 1. All MTK USB Driver - Manual Installation 2. Download, Extract and Install the DRIVERS. ( x64 for 64 bit Win7/8, x86 for 32 bit Win7/8 ) 2. Download the Firmware for your SNAP, also the ResearchDownload. Open the Research Download. On Research Download, click LOAD PACKET, then search for CM Snap by Tres Marias LOGO.pac 5. Now Click START. Now, remove your phone's battery, and reinsert it. After you insert your phone's battery, Hold Volume DOWN, and Connect your phone to your PC. ( Research Download starts flashing ). If Research Download starts flashing, release the volume down, and wait it to finish flashing.!! VOILA, Your phone is REVIVED. Download, Extract and Install the DRIVERS. ( x64 for 64 bit Win7/8, x86 for 32 bit Win7/8 ) 2. Download the Firmware for your SNAP V2, also the ResearchDownload. Open the Research Download. On Research Download, click LOAD PACKET, then search for CM Snap V2 [Updated].pac 5. Now Click START. Now, remove your phone's battery, and reinsert it. After you insert your phone's battery, Hold Volume DOWN, and Connect your phone to your PC. ( Research Download starts flashing ). If Research Download starts flashing, release the volume down, and wait it to finish flashing.!! VOILA, Your phone is REVIVED. Sponsored links How to unlock CM Snap V1 & V2 too many pattern attempts? Unlock CM Snap how-to guide. A good friend of mine brought his old device to me for repair. The problem is not in the phone but his memory. He forgot his CM Snap pattern lock. Due to many failed attempts, the problem is elevated to his phone becoming inaccessible at all. The second problem is, he also forgot his Gmail password. So, I asked him if he has important data in it. He replied that he needs his contacts, pictures and other files. The good thing is he saved almost all of his files on SD card and some of his contacts are also saved on his SIM card. As he left, I told him that I will do my best to keep everything but I will not promise. He nod in agreement. Honestly, the easiest way to unlock CM Snap pattern lock is to hard reset or to restore it in factory default settings. However, since I will try to save all of the files I have to try other ways first; besides hard reset is not always an option. There are instances that it may not work because phones couldn’t enter into Android System Recovery mode. Sponsored links Possible Solutions • Input + Select all + copy + paste trick. • Using the Researchdownload tool. • Hard reset • Restore Factory default settings. How to unlock (Cherry Mobile) CM Snap pattern lock using Research download Please be guided before doing this, save all your important Data if you can or just remove your SD and SIM cards. • Download ResearchDownload tool:. • Download USB Driver:. • Cherry Mobile CM Snap Packet:. • Extract the USB driver and install. • Download and remember the location of your CM Snap Packet. • Unrar the ResearchDownload tool and run it. • Click the “Load Packet” button at the top-left, search for the CM Snap packet. • Select it and click open. • Click “Start downloading” button. • Remove your phones’ battery and re-place it. • Hold “Volume down” and connect your CM Snap phone. • ResearchDownload should start flashing, you can now release the volume down button and wait until it finish flashing CM Snap. • If finished, you now have a clean CM Snap. All of the problems are now gone including the pattern lock. How to hard reset CM Snap? As what I have said earlier this is the easiest method to unlock pattern lock of CM Snap. It is also helpful on solving other issues, like apps incompatibility, freezing and etc. • See to it that you have at least 60% battery power. • Press and hold “power button + Volume down + and home” simultaneously. • Wait for the Android System Recovery like the image below • Use the volume button to select the “Wipe/data factory reset” and press “home” button to confirm and reboot your CM Snap. • However, if you did not get into Android system recovery, instead you see the image below. • It means that this method is not for you. Don’t worry; the next method will surely work. How to unlock CM Snap by restoring factory default settings? This sounds easy. Indeed it is, but if you forgot your pattern lock there is no way you can access your settings. What if you are able to access your settings? Still you can’t do a restore factory default settings, not until you draw the right pattern lock. However, providing this method may also helpful to anyone with different situation. Remember, before following this guide save all your important data, remove your SIM and SD cards. So here it is. Sponsored links • Go to “Settings” and then select “Privacy”. • Click the “Factory Data reset”. • You will then be prompted “This will erase all data from your phone’s internal” and an option to also erase files from your SD. • Lastly, press “Reset phone”, to restore your phone to its default settings. How to unlock CM Snap too many pattern attempts? Call this trick whatever you want, unusual, funny, ridiculous, so on and so forth but it works 100%. If you will follow the step by step guide slowly but surely, there is a big chance that your CM Snap will be usable again. CM Snap pattern lock will be no more. So, let’s start. • Into your “To unlock, Sign in with Google account” window, click the email field. • Type anything in it, as in whatever, as many characters as you want. • Then, click the “pencil icon”. • Click “Select all” → “Copy” → “Paste”, do it over and over again. Until your phone reboot itself. Wait for about 1 to 2 minutes. If nothing happens, long-pressed the power button. • When CM Snap opens, click the “Home” button, you can now access everything in your phone. However, this is just temporary. It will be locked again after seconds of inactivity or if you press the power button. • So, to solve that issue, try to connect it with WiFi or through mobile data. Unlock CM Snap Pattern lock • Go to “Settings” → “Accounts and Sync” → “Add account” → “Select Google” and follow the wizard accordingly until finished. • Go back to “Settings” → “Accounts and Sync”. Click the new Gmail account that you just created and sync contacts, Gmail and Calendar. • Go to “Settings” → “Applications/Apps” → “Manage Applications” → “All” tab. • Select and clear the cache & data of the following applications; Gmail, Google calendar, Google Contacts, Google Partner setup, Google Play Store, Google Search and Google Services Framework. • Then click “Google Play store”, you will be prompted which account you should use. Select the account that you just created. Remember your Gmail account and password. If Google Play Store accepted your new account, click the “Power” button. • Now, in the email and password field, input your new account and password. You just unlock CM Snap pattern lock. You can now use your (Cherry Mobile) CM Snap Android phone. If you have any new idea on how to unlock CM Snap too many pattern attempts that’s not in this guide. Feel free to share it at the comment box below. It will be highly accommodated with much appreciation. Basically HTC PC Suite is know as HTC Sync manager. Through which you can easily transfer your multimedia content between computer and your HTC Smartphone. Htc Explorer Pc Suite Download New Free Downloads - 2000 Shareware periodically updates software information and pricing of Htc Explorer Pc Suite Download. • Minimum of 512 MB Hard disk Space. • Display Monitor with 1024 x 768 Pixel Resolution or More. • Supported Windows – Windows 8,7,Vista,XP HTC Sync Manager Key Features: • Sync Media to and From your Computer with HTC Smartphone. • Sync All Your Personal Info i.e Phone Contacts,Events or Calendar etc. • Backup Your Precious Data like Music,Videos,Photos etc • Manage Your Photos,Organize them and Edit them plus more. Pankaj Kumar is a Content Marketing Professional and SEO Expert @Rushinformation where he has written and published over 700+ Unique SEO Optimized articles comprising of latest Technology News, Windows and Android Tutorials, Debugging Error codes and much more. He studied and graduated with Bachelors degree in Engineering (Electronics and Communications) from one of the Top Universities (Guru Gobind Singh Indraprastha University, New Delhi) in India. Apart from being a part time Blogger and SEO Expert currently he is working Full Time with one of the leading IT company in the World as a Software Engineer. With encouragement from friends and support of family, Pankaj Kumar started Rushinformation with an aim of providing and resolving Windows and Smartphone User common issues. In his free time, Pankaj loves to watch Movies, Read Novels and listen to Music ( Will prefer to sail with my Girlfriend though later on:) Grateful for being with an amazing Group of College Buddies, Family friends and some special motivating colleagues, Pankaj makes sure that everyone is welcomed with an open heart filled with Joy:). To connect your Bluetooth headset in your mobile follow this step: 1.) Make sure that your Bluetooth headset is ON and discoverable or visible. 2.) Same in your mobile Bluetooth turn on 3.) In your phone Bluetooth settings press menu and then choose SCAN. Your phone starts researching Bluetooth device. 4.) Select the name of your headset. 5.) Enter the passcode of your headset then connect. After it’s connected you will see the name of your headset in your Bluetooth device list of your phone. You can now use your Bluetooth headset. Leader Board Leading Today Pts Helpful 1. 200 74% Leading this Week Pts Helpful 1. 200 100% Leading this Month Pts Helpful 1. The Best Thai Sandwich Recipes on Yummly. Sweet chili sauce. Thai basil, vegetable oil and 15 more. Browse Strawberry Ice Smoothie Recipes. Can you substitute Asian red chili paste. Red Chili Paste (Thai Kitchen): red chili. – logophobe Apr 8 '15 at 13:41. 'What can I substitue for Thai chili paste in recipes? Are Thai chili paste and Chinese chili paste interchangeable? The biggest difference between Thai and Chinese chili paste is that Thai chili paste usually includes shrimp paste and or fish sauce and often tamarind, which gives it a sour, tart note. Chinese chili paste is generally made from ground chilis, salt, oil and sometimes garlic. There is definitely a difference in flavor, but if your recipe calls for just a little–say, less than 1/2 teaspoon–of either one, it will probably only affect the outcome in a subtle way. Is an example of a recipe where this substitution would work just fine. Chili sauce is a condiment made from chiles, tomatoes and spices, similar to ketchup but spicier. The condiment can be used on burgers and other sandwiches, used to make a spicy salad dressing, or added to soups or even to top a meatloaf. In cooking the term can be confusing because it really can mean something different depending on the recipe. Many 'American' recipes typically refer to a product such as Heinz chile sauce. 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Be sure to keep the FRITZ!Box password in a safe place. Restoring the factory settings to the FRITZ!Box will overwrite all of the settings. Fritz!Box, stylised as FRITZ!Box, is a series of residential gateway devices produced by the German company AVM GmbH. In 2010 it was estimated the series had a market share of 68% of the digital subscriber line (DSL) consumer equipment in Germany. I've been working lately on a friend's FRITZ!Box modem, model 7270_v2. I had discovered that there was some kind of anomaly (or, if you will, contradiction) from the side of AVM. The latest firmware I could get (running the in-build updater) was 54.05.51, while he following file at the AVM site was telling it should be 54.05.52: I informed AVM about it. Today I checked again the friend's modem for firmware update, and now I got indeed version 54.05.52. I am not saying that it was me who triggered AVM to check things again at their site. 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Via het lek kregen criminelen toegang tot de modems, die er vervolgens telefoonfraude mee pleegden, wat voor hoge rekeningen zorgde. In eerste instantie werd gesteld dat het probleem zich alleen voordeed bij gebruikers die Remote Access of de MyFRITZ! Service op de modem hadden ingeschakeld. Het Duitse Heise Security meldt dat het probleem in principe alle gebruikers van een FRITZ!Box treft en dat het niet vereist is dat Remote Access is ingeschakeld. 'Het probleem is dus veel ernstiger dan eerst werd gedacht', zo laat Heise weten. Scaffolding is used in many industries every day, all over the world, in the construction industry; for commercial and industrial maintenance; the staging and entertainment markets; the shipbuilding industry; mining; industrial plants, including power plants; hydro and nuclear power facilities; pulp and paper plants; petrochemical plants; oil refineries; and offshore drilling rigs. This book serves as a guide to any person involved with scaffolding in any way so that they will have a training and reference book that they can refer to for both scaffolding product knowledge and for estimating. The first ten chapters of this book include historical data and background information including product knowledge on all types of built-up scaffolding, suspended cradles, and swingstages. The eleventh chapter of this book is dedicated to the procedures that are used for estimating; preparing proposals, bids, and contracts, including systematic instructions on how to calculate the formulas that are most commonly used for estimating materials and labour outputs for scaffolding. Additionally, there are several sections of this book dedicated to temporary enclosures, built-up shoring and falsework, as well as manual and motorized suspended swingstages and cradles. There are very few books available on these topics. To my knowledge there are none dedicated to product knowledge and the estimating of built-up scaffolding systems. No book can be all-inclusive, and this handbook does not claim to be. Much time and research has been put into this book to ensure that as many of the proven estimating methods and design concepts for all types of built-up and suspended scaffolding have been covered. Since one of our greatest assets in any business are our employees, the proper training of all craft and support staff within an industry is of primary importance. Additionally, the continuity in the training given to staff should always be kept up to a measurable standard and continually maintained to an acceptable level. • • 1.5k Downloads • Abstract Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations. In social constructivist paradigms for learning, students are supposed to engage in argumentation with learning partners, negotiate meaning, and understand multiple perspectives of issues at stake for co-constructing knowledge and solving tasks. Students need to express their informed opinions on what they think, what they mean, what they believe, and what they need from their peers so as to resolve differences of opinion on the issue at stake and solve task-related problems that confront them (see Kirschner et al. Argumentation is a vehicle for collaborative learning processes such as knowledge co-construction and meaning making (see Baker ). This is known as CABLe in which argumentation is used by learning partners as a means to engage in collective exploration of a dialogical space of solutions (Andriessen ). CABLe—otherwise known as argumentative knowledge construction (see Weinberger and Fischer )—is regarded not only as a discourse for changing learners’ conceptions or convincing others through logical and evidence-based theses but also as a way to present and discuss disagreements and reasoning for demonstrating truth or falsehood, and to gain understanding of the multiple perspectives of the issue at stake (see Kirschner et al. That is why Baker ( ) argues that the point of CABLe is not necessarily changing learners’ conceptions or beliefs, but rather broadening and deepening their views and making them more reasoned and reasonable, which will enable them to understand each other’s point of view. This is an important distinction, because when learners perceive argumentation as competitive, it is likely that they will merely engage in what Asterhan and Schwarz ( ) call a “debate-type win-lose situation” as in law (see Pinkwart et al., ), in which they try to refute their opponents’ views and prove the superiority of their own arguments. This is more or less similar to a situation where argumentation merely serves as a means for persuasion or eristic argumentation (“fighting”). Thus, argumentation can effectively contribute to learning when it is not used as an adversarial means for competition during CABLe practice (Andriessen; Asterhan and Schwarz ). Difficulties for Collaborative Argumentation-Based Learning. Despite the presence of argumentation in everyday life and its emphasis on “winning” the argument, students often struggle to generate, analyze, interpret, and evaluate valid arguments during CABLe (see Kuhn ). Several factors could contribute to the observed difficulties (see Noroozi et al. Scaffolding - The Handbook for Estimating and Product Knowledge [Michael Terry Marks] on Amazon.com. *FREE* shipping on qualifying offers. Scaffolding is used in. Scaffolding The Handbook Of Estimating And Product Knowledge Quiz. Heating and Air Conditioning Mechanics and Installers. Install, service. For an overview of these difficulties). Some difficulties have to do with cognitive, emotional, and social barriers during discourse. For example, while some students might hold positive epistemic emotions (being curious or anxious when receiving counterarguments), others might be emotional based on their achievements (being proud of their success or shameful of their failure) during CABLe. Other contributing factors are the complex, nonlinear, ill-defined nature of argumentation, and the pressure in a real-time situation that makes it difficult for learners to follow a set of rules and unbending laws on how to construct arguments and respond to counterarguments. Finally, some students perceive CABLe similar to argumentation that is used in everyday life situations. In everyday life, argumentation is often used as a clash of ideas in which the goal is neither learning nor resolution, but rather “winning” the argument. A variety of approaches has been introduced to cope with complexities and difficulties for CABLe. The most prominent approach is the use of computer support systems for CABLe. Computer Support Systems for Collaborative Argumentation-Based Learning. There are computer support systems for collaborative argumentation which assist sharing, constructing, and representing arguments to support learning, and which also lighten some of the responsibilities of teachers in terms of time pressure and availability. Such systems provide tools for collaborative development of arguments and argumentation schemas and possibly also for checking the consistency/inconsistency between arguers and their arguments (see Kirschner et al.; Scheuer et al.; Noroozi et al. For an overview). Computer support systems can scaffold critical discourse and argumentation processes in a number of ways, for example through representational guidance tools, digital dialogue games as well as macro- and micro-scripting approaches. The underlying rationale for representational guidance tools is to provide learners with graphical representation of the structure of argumentation to support argumentation processes in the form of schematic representation (Schwarz and De Groot ), tables (Suthers and Hundhausen ), or visualizations (Noroozi et al.; Scheuer et al. The underlying rationale for digital dialogue games is based on the dialogic dimension of argumentation that guides students towards desirable argumentative moves and sequences (see Ravenscroft, for an overview) such as CoLLeGE (e.g., Ravenscroft and Pilkington ), AcademicTalk (e.g., McAlister et al. ), and InterLoc (e.g., Ravenscroft and McAlister ). Macro-scripting provides learners with predefined roles and activities that can stimulate argumentative discourse activities such as assigning and rotating roles (see De Wever et al.; Schellens et al. The underlying purpose for using micro-scripting is to help learners follow a desired mode of interaction and argumentation using explicit guidelines for learners to clarify what, when, and by whom certain activities need to be executed during CABLe; examples of these activities are prompts (Baker and Lund ), sentence openers (McAlister et al. ), or question stems (Ge and Land ). To conclude, macro-scripts might be regarded as scripts that provide support at the scene, and also the role components of the SToG, without any further guidance at the scriptlet (activity) level. Micro-scripts might be regarded as scripts that provide support for components of the SToG specifically for the provision of guidance at the scriptlet level. Although most of these scaffolds have been successful on their proximal intended outcomes (first-order argument scaffolding), this does not necessarily mean that they achieved second-order argument scaffolding (acquiring argumentation for transfer to similar situations). Even if students learn about the criteria for assessing and evaluating the quality of argumentation in such systems, they may still have difficulties applying these argumentation criteria in similar tasks. That is why, in a study by Noroozi et al. ( ), learners were found to score high on construction of a single argument, yet they were not able to put that into practice in a new comparable case. Therefore, additional support is needed if students are to acquire argumentation competence (second-order scaffolding) for carrying out corresponding domain-specific tasks (first-order scaffolding) in similar situations. Below, the nature and conditions of the first- and second-order argument scaffolding are described. First- and Second-Order Argument Scaffolding. Application of the Script Theory of Guidance for Realization of Adaptive External Support for Collaborative Argumentation-Based Learning In this section, based on the SToG, we specifically focus on the typology of different types of external support (instruction) that can be adapted to different kinds of configurations on the internal script side. Based on the SToG, which assumes its components to be flexible and interactive, when a learner has selected a certain play in a given situation (such as collaborative argumentation or collaborative problem-solving), this “selected” play yields expectations about the phases of the CABLe situation (i.e., the knowledge of which is stored in “scenes”), and the selection of a particular scene yields expectations about activities that are likely to be shown by different actors in the play (i.e., the scriptlet and the role components). When one single activity for which knowledge can be represented in a scriptlet is missing during CABLe (e.g., the learner does not provide warrants to claims), this could be a sign that a certain internal script component is lacking in the learner’s repertoire (i.e., the learner does not know that a claim needs to be warranted or does not know how to provide warrants to claims), or that a functional play in the learner’s repertoire is not yet enacted. When a single activity for which knowledge can be represented in a scriptlet is repeatedly missing in a certain play, then possible assumptions are that the scriptlet is just not associated with the play or the scriptlet is not at the learner’s disposal. So, even though the learner might be capable of describing or enacting that activity, that activity might not be demonstrated during learning. In such a case, a reminder could help the learner to enact that activity. Another assumption is that a certain scriptlet is repeatedly missing in a certain play because a certain internal play might not be in the repertoire of the learner. In such a case, a direct instruction by the feedback authoring tool is likely to work better than a reminder instruction. When a certain internal script component is not part of the learner’s repertoire (i.e., a lack of knowledge about the particular scriptlet is observable or discernible), adaptive support would mean that “direct instruction” will need to be given explaining how this activity is to be enacted (e.g., Here you don’t provide warrants for your claim. Warrants are the underlying assumptions that connect your data to your claim. You need to provide one or more for your claim). When a single activity for which knowledge can be represented in a scriptlet is sometimes available and sometimes missing in a certain play, then we can assume that a certain internal script is in the repertoire of the learner but that it is sometimes not enacted (for whatever reasons: group pressure, focusing on task completion, situational, relational, cognitive, emotional, and social barriers during CABLe, etc.). Therefore, in such a case when the play is part of the repertoire of the learner but not enacted, a reminder instruction (e.g., Here you forgot to provide warrant(s) for your claim. How can you solve this?) by the authoring tool would work better than a direct instruction. For this situation, adaptive support would mean that the learner will need only to be pointed to this “suboptimal” selection of the scriptlet that is associated with the play. Such direct and reminder instructions can be realized for several other nonenacted internal script components during CABLe, such as the situation when a certain scriptlet is missing with regard to providing grounded and qualified claims, responding to counterarguments, generating multiple arguments, analyzing, integrating, and extending the arguments, and/or engaging in transactive argumentation (see Noroozi et al. For a list of CABLe activities). Since CABLe also includes group activities, the reminder and direct instruction can sometimes be given to all members of a learning group at the same time rather than only to individual members of a group. This is the case when most or all group members have a dysfunctional play or lack of knowledge, for example of how to build reasoning on the reasoning of other group members during CABLe (see Teasley ). In such a case, a direct instruction that can be sent to all group members could be a message that they need to engage in high-level transactive argumentation during CABLe An example of a reminder instruction here could be a message that just alerts members of a group to build on the reasoning of others group members (e.g., Did you forget to integrate one another’s arguments?). When a functional play is in a learner’s repertoire and is adequately enacted during CABLe (i.e., a certain expected scriptlet is observed), it might be beneficial to receive a reminder instruction with positive feedback indicating that the learner is doing it right. For example, when a learner provides grounded claims a couple of times during CABLe, the feedback authoring tool can send a positive message indicating that the learner has adequately grounded claims according to the rules of argumentation (e.g., Good job with providing grounded claims). This would encourage the individual learner always to provide grounded claims. These types of positive feedback could not only be given to individual learners but also to the members of a learning group at the same time when they engage in fruitful CABLe, such as engaging in transactive collaborative argumentation according to the rules of argumentation (e.g., Good job with building on the reasoning of one another’s contributions). Of course, such reminders for positive feedback should not be overused: such prompts, if used too frequently, might distract students from engaging in actual CABLe. One challenge for the realization of adaptive scripting on the basis of the SToG is how to clarify whether the lack of a certain scriptlet component is due to (a) the lack of a certain internal script component which is not part of the learner’s repertoire or (b) a functional play that is in the repertoire of the learner yet not enacted. In such a case, our suggestion is to rely on the continuous assessments of the performance of the learner during CABLe (e.g., with the aid of the authoring tool) that are diagnosed by the underlying system algorithms. When a certain scriptlet is repeatedly missing in a certain play, then we can assume that a certain internal play is not in the repertoire of the learner. In such a case, a direct instruction by the feedback authoring tool would work better than a reminder instruction. When a certain scriptlet is sometimes available and sometimes missing, then we can assume that a certain internal script is partially present in the repertoire of the learner but that at times, due to situational, motivational, relational, or other factors, it would not be enacted. In such a case, a reminder instruction by the authoring tool would work better than a direct instruction. In the following section, we explain how to implement adaptive external support by taking into account the current level of internal argumentative scripts of the individual learners in such way as to promote the transfer of argumentation in similar situations. Adaptive Fading of the External Support. Fading Scaffolds for Collaborative Argumentation-Based Learning To date, various approaches have been used for fading instructional support for CABLe. These approaches include fading through time control (McNeill et al. ), based on learning phase progression (Lee and Songer ), based on number of posted messages (Bouyias and Demetriadis ), and based on number of information search strategy clues (e.g., Wecker et al. Mixed results have been achieved for these fading scenarios. For example, McNeill et al. ( ) showed that when support is faded over time, students provide stronger explanations themselves in terms of their reasoning compared to the continuous support group. On the other hand, Wecker et al. ( ) found that fading controlled by the number of information searches during discourse was not successful in terms of internalization of the external script. The authors attributed this to the fact that fading was not based on actual quality of the discourse processes. Bouyias and Demetriadis ( ) found that fading controlled by the number of posted messages during discourse did not yield better acquisition of argumentation competence than continuous script support or peer-monitoring support. Students in the peer-monitoring group acquired higher levels of argumentation competence than those in the continuous script support group. The same was true with regard to domain-specific knowledge acquisition. In other words, students in the peer-monitoring group outperformed students in the fading and continuous support groups. Furthermore, in a study by Lee and Songer ( ), fading that was controlled by the learning progression phase during discourse yielded a lower quality of reasoning explanations than continuous support. A study by Vogel et al. ( ) also found that the adaptable argumentation script did not lead to any better outcome than the high-structured and low-structured scripts during collaborative work on mathematical tasks. However, in adaptable argumentation script condition, self-regulation skills were a significant positive predictor for argumentation skills. Fischer et al. ( ) as well as Wecker and Fischer ( ) do not consider these inconclusive and disappointing results surprising. They argue that fading can be an effective approach only when the design of components of external support are based on the learners’ internal script components in such a way as to secure continuous application of the suggested strategy even after the external script components are faded out. In CABLe, external script components could be faded to enhance self-regulated learning and to avoid cognitive overload in overly scripted collaborative tasks, provided that the fading procedure is tuned to the level of internal script components of the learners (Dillenbourg; Jermann and Dillenbourg ). Wecker and Fischer ( ) argue that fading of the instructional script alone does not automatically guarantee successful transfer of the learning responsibility and control from the environment to the learner. This is because learners need to dynamically reconfigure their internal script components as a response to changing situations, and their individual goals to continue acting in accordance with the strategy suggested by the external script (see also Fischer et al. Therefore, fading itself should be supported by other complementary approaches that can secure the continuous application of the targeted activities even after the support is faded out. Complementing Fading for Collaborative Argumentation-Based Learning To date, only limited approaches have been proposed to complement fading for internalizing and securing continuous application of CABLe strategies (as suggested by external scripts) by learners themselves. The most prominent recent approach is the use of adaptive fading (e.g., Kumar et al.; Tsovaltzi et al.; Vogel et al. When the continuous application of a strategy (as suggested by external instructional support) is guaranteed, adaptation and adjustment of the strategy through fading is necessary for internalization of the external script and enhancement of the internal script development. That is why, in an empirical study by Tsovaltzi et al. ( ), the conclusion was drawn that adaptive fading in which external script components are continuously adjusted to the quality of discourse activities can be much more effective than fixed regimes for the development of learners’ internal script components. As discussed, adequate and proper diagnosis of the discourse and situation is essential for realization of adaptive fading. Although adaptive fading might be a good strategy for fostering acquiring argumentation competence in the rather short term (e.g., Kumar et al.; Tsovaltzi et al. ), there is no evidence for longer-term effects of adaptive fading on developing an internal script, and for application of the acquired argumentation competence in similar learning situations. We argue that, although adaptive fading may foster the transfer of the learning responsibility and control from the environment to the learner in a particular situation (see Wecker and Fischer ), it alone does not guarantee a successful application of the acquired competence in comparable situations. There could be a situation in which adaptive fading leads to successful internalization of the external script (see Kumar et al.; Tsovaltzi et al. ); however, fading something that is not fully understood or has not fully been learned but is still internalized in a particular situation cannot be sufficient for fostering independent learner application of the targeted activities in the long run. We thus need to make sure that adaptive fading targets both internalization of the external script (i.e., acquisition) and development of the internal script (i.e., consolidation). To this end, we propose using peer assessment, automatic response support tools, and (adaptable) self-assessment when using adaptive fading to make sure that the learners actually understand and learn (i.e., achieve consolidation as well as acquisition) the targeted activities as suggested by external support. Peer Assessment Fading Approach (Indirect Feedback) Peer assessment has been considered as a powerful instructional practice to enhance both students’ motivation and argumentation quality (Gabelica et al.; Nelson and Schunn ). Receiving feedback from learning peers with the same motivational needs and also giving them feedback in a reciprocal manner are important aspects of learning processes during CABLe. Peer assessment provides students with the opportunity to broaden and deepen their thinking and understanding when they compare their own line of reasoning and arguments with those of others (Nelson and Schunn; Yang ). Peer assessment can be used as a sort of indirect feedback for adaptive fading to make sure that learners have actually learned the targeted activities that have been externally supported. Using feedback from learning partners in a group can be a suitable approach to adjusting adaptive support and informing learners about their current state and progress. In such an approach, contributions from learning partners can also be used as input for self-assessment and reflecting on what contributes to high-quality performance during CABLe. That is likely to be the reason why, in a study by Wecker and Fischer ( ), fading the external script fostered acquisition of argumentation, since the argumentation strategy suggested by the external script was monitored by the learning partner. Peer assessment for adaptive fading has other advantages as well: for example, it helps students engage in collaborative discourse by unveiling the disapproval of conflicting arguments (Wecker and Fischer ). Although scientific literature highlights the importance and the features of high-quality peer assessment for argumentation quality (see Nelson and Schunn; Tsai and Chuang ), peer assessment can be challenging, especially with regard to constructing high-quality feedback in CABLe settings (see Noroozi et al. There could be several reasons for this. First, peer assessment requires high-level cognitive processing (King ), and this may not happen intrinsically (Kollar and Fischer ). Second, there are psychological, emotional, and social barriers to peer assessment during CABLe that may cause assessment to remain at the surface level and lack well-founded arguments for promoting critical thinking and deep and elaborative learning. For example, some students would be reluctant to oppose and disagree with their learning peers, while others may not appreciate being challenged themselves. Furthermore, less assertive students may avoid giving critical assessment merely due to the (negative) competitive and disagreement aspects of the critique (Nussbaum et al. Last but not least, not all students fully trust in the competence of their learning peers to evaluate their work (Kaufman and Schunn ). Distrust in the quality of the peer assessment of learning peers may not only impede learning but also create a negative perception that can even evoke negative emotional responses and further complications during CABLe (Cheng et al. Lack of trust among learning partners can be minimized by using multiple raters instead of just one, as well as assigning and rotating the roles of students in the group (see Cho and Schunn ). This might reduce the provocation of the negative perceptional and emotional responses to the feedback, which is a factor that impedes learning (Cheng et al.; Hanrahan and Isaacs; Shute ). These challenges point to the need for additional instructional strategies to complement fading in CABLe settings. Additional complementing strategies for fading external support is needed in CABLe environments to fully safeguard effective peer assessment. Fading Approach Through Automatic Response Support Tools (Direct Feedback) One approach to coping with challenges inherent to peer assessment for complementing adaptive fading is to provide direct feedback for adoption of scaffolds according to the rules of argumentation through automatic response support tools. Such an approach could diminish the risk of distrust and low-quality peer assessment by the learning peers. The use of automatic diagnostic tools is an approach to using adaptive fading to ensure that learners have actually learned the targeted activities as suggested by external support during CABLe. Such tools can determine to what extent, when, and how support can be faded during discourse activities. Wecker and Fischer ( ) propose employing diagnostic tools based on standard methods such as recall measures and reaction times, or advanced methods such as computer-linguistic tools (Mu et al. ) or script formalization (Hernandez-Leo et al. The type of support should, however, be attuned to students’ competence in constructing valid arguments and engaging in discourse activities according to the rules of argumentation. We have argued that most of the available computer support systems for CABLe have been designed for stimulating argumentation and interactive discussions among learners in a group for acquiring a complex cognitive skill (i.e., first-order argument scaffolding). There is no systematic evidence, and hence no knowledge, of whether such scaffolds can help students acquire argumentation competence that can be transferred for dealing with new comparable tasks (i.e., second-order argument scaffolding). We have also argued that the focus of computer support systems for CABLe should be expanded: from the study of first-order scaffolding alone, to including the study of second-order scaffolding as well. Both arguments above are based on the synthesis of a wealth of literature in this field, not on the basis of profound empirical findings. For example, due to the general n. May 31, 2012 RED ALERT 3 LANGUAGE PACK MISSING. Please try again later. حل مشكلة لعبة red alert 3, install at least one language pack. I'm a paragraph. Click here to add your own text and edit me. I'm a paragraph. Click here to add your own text and edit me. I'm a paragraph. Click here to add your own text and edit me. SOPHIE'S COOKING TIPS. © 2023 by Salt & Pepper. Proudly created with Wix.com Create Your Site. Verga ya veo que estas personas saben mucho de english! Pero de la pregunta no saben nada. Jajaajaj primero!!!!! El RedAlert3_english_patch1.06 es una actualizacion!!!!! Lo que nesesitas es un crack yo lo baje de FlashGet Primero busca el RedAlert3_english_patch1.04 despues descarga Red_Alert_3_1.04_Crack es el crack! Mm dice 'Por Favor instale el pack en un solo lenguaje', em algo fallado con el lenguaje, si tenias el error antes y despues de colocar el patch, es un error del juego que no se si tenga solucion, podria ser un error de archivos, o el crack estara malo, de seguro es el crack, prueba colocando otro crack, si no te funciona coloca el patch de nuevo, si sigue sin funcionar no se:S Saludos y Suerte! EDIT: Ahi esta la diferencia que dijo Mariote que yo no distingui jiji, ahi dice Pack y tu colocaste un Patch, el Patch generalmente son para 2 o 3 archivos, los Packs son para una gran cantidad de archivos, no sera que debes buscar un Pack? Tu instalaste un patch, aunque creo que seria lo mismo xDD. EDIT2: Lo siento pero no encuentro ningun pack, tendras que seguir buscando, no se por donde buscaste porque a mi me sale cualquier cosa xD, y eso era el crack, pero el juego no te pide patch, sino PACK SUERTE!!! • Tell us some more • Upload in Progress • Upload failed. Please upload a file larger than 100x100 pixels • We are experiencing some problems, please try again. • You can only upload files of type PNG, JPG, or JPEG. • You can only upload files of type 3GP, 3GPP, MP4, MOV, AVI, MPG, MPEG, or RM. • You can only upload photos smaller than 5 MB. • You can only upload videos smaller than 600MB. • You can only upload a photo (png, jpg, jpeg) or a video (3gp, 3gpp, mp4, mov, avi, mpg, mpeg, rm). • You can only upload a photo or a video. • Video should be smaller than 600mb/5 minutes • Photo should be smaller than 5mb •. About This Game The desperate leadership of a doomed Soviet Union travels back in time to change history and restore the glory of Mother Russia. The time travel mission goes awry, creating an alternate timeline where technology has followed an entirely different evolution, a new superpower has been thrust on to the world stage, and World War III is raging. The Empire of the Rising Sun has risen in the East, making World War III a three-way struggle between the Soviets, the Allies, and the Empire with armies fielding wacky and wonderful weapons and technologies like Tesla coils, heavily armed War Blimps, teleportation, armored bears, intelligent dolphins, floating island fortresses, and transforming tanks. • Star-Studded Storytelling Command & Conquer's trademark live-action videos return in HD, with over 60 minutes of footage featuring the largest cast in the history of the Command & Conquer franchise. • Command the Seas, Conquer the World Experience Gameplay as for the first time in the series, waging war on the water will be every bit as important as dominating by land and air. Gain strategic advantages by controlling resources in the seas and mounting three-pronged attacks from all directions. • Ready your Man Cannons! Armored War Bears, and Anime-inspired psychic school girls join your favorite Red Alert units like Sonic Dolphins, Tesla Troopers, Attack Dogs, and the ever popular Tanya. • A New Threat From the East The deadly Empire of the Rising Sun is a technological terror, with designs influenced by a mixture of anime, science-fiction, martial arts and robot culture. The Empire's futuristic units can transform into alternate forms, and they specialize in naval warfare. What do I mean by cracking 12 characters passwords and above? I'm simply stating that with modern hardware, like the, we can almost exhaustively search the highest probability keyspace for candidate passwords, against fast hashes like MD5, NTLM, SHA1, etc., in a reasonable amount of time. Normally anything above 8 characters isn’t practical and/or feasible to brute force against standard fast hashing algorithms. When factoring in language and human peculiarities, like the average English word is only and people preferring multiple common words when creating 10 characters or longer passwords, you are within cracking distance of these passwords. For a quick reference guide to the various cracking tools and their usage check out. Also for some password cracking swag head on over to to check out the latest. Practically speaking, people that manually create passwords above 10 characters, for the most part, use common words or phrases. Why do they do this? Because remembering the password 'horsebattery123' is way easier than 'GFj27ef8%k$39'. It's just simple human behavior exhibiting path of least resistance that will always exist and, until auto-generating password managers gain mass adoption, this vulnerability will always be around. I agree that of four random words is sound but only for non-fast hashing algorithms like bcrypt. In this article we will demonstrate Combo and Hybrid Attacks using that will expand your cracking knowledge toolkit. These examples will show how an attacker can efficiently attack this larger keyspace, with, and make these so called strong passwords succumb to his cracking methodology. We have prepared a list of the top 10 best password cracking tools that are widely used by ethical hackers and cybersecurity experts. These tools include the likes of. Reusable Security Tools. Wikipedia Wordist Generator. Also may be used to create a wordlist of cracked passwords to use in other password cracking. Let's look at how the Combo attack can help us with passwords that are English words appended to each other, and the best dictionary to get the job accomplished is. This is a list of the 10,000 most common English words in order of frequency, as determined by of the. Now lets use an example of two randomly selected english words combined to form a 16 character password like shippingnovember. Here's how we would combo attack this password with Hashcat if it was hashed as an Md5: Example hashcat -a 1 -m 0 hash.txt google-10000.txt google-10000.txt. Let's go big and attack the XKCD password instructions of four random english words to create a new password ' sourceinterfacesgatheredartists'. This addition of one more word just drastically increased our keyspace to 10,000,000,000,000,000 candidates, but just like the previous attacks it will fall, mostly because of us using MD5 as the hashing function. Again we will use our newly created 'combined' dictionary twice and tell Hashcat to perform a combo attack: Example hashcat -a 1 -m 0 hash.txt google-10000-combined.txt google-10000-combined.txt. For the first example we will use our previous work from the Combo Attack demonstration and incorporate the google-10000.txt list to form the base words of our candidate generation. Then we are going to break out and focus on the dictionary from. I picked the hashesorg dictionary because of its efficiency rating of 65.9 and its relatively small size. What we will do is analyze the hashesorg dataset and create masks based on the most popular password patterns constrained to a certain character length. These masks will be appended/prepended to our base words from google-10000.txt to form an efficient Hybrid Attack. Now let's use Hashcat's built-in mask derived from the Rockyou password dataset. The rockyou masks in Hashcat have been broken into smaller chunks that grow in size based on the numbering, which what I assume accounts for the percentage of passwords that fall within that category of masks. We are going to use the smallest.hcmask file rockyou-1-60 because it contains the higher probability masks and it works well with a Hybrid attack. We are also going to pair this with the actual Rockyou passwords which can be retrieved at Skullsecurity. Be careful when pairing a mask with a dictionary to ensure the dictionary is not too large, otherwise your attacks will take a VERY long time. I like to keep my Hybrid dictionary size below 500MB and even smaller based on the masks I plan to append/prepend. Let's draw at random from the Rockyou dictionary the password ' sophia**!' And we will add an arbitrary date ' 1996' just like a user would to the front. This leaves us with the password 1996sophia**! To test against. Again this attack is going to run through the lists of mask sequentially contained in the rockyou-1-60 dataset and append to them to every password contained in the Rockyou dictionary. Example hashcat -a 7 -m 0 hash.txt rockyou-1-60.hcmask rockyou.txt. Let's get creative and create our own dictionary and masks to pair with a Hybrid Attack and since we learned that the average English word is long we will make our dictionary contain words only up to 5 characters long. We will again use the rockyou.txt dictionary for this example. Here is an how we can chop the first 5 characters from the dictionary and sort it uniquely into our new first5_dict.txt dictionary. Depending on your hardware this may take some time to complete. You will also notice this new dictionary comes out to 18MB's in size which is a little on the small side for an attack against MD5 but would be perfect for a slower hash. Example cut -c 1-5 rockyou.txt| sort -u > first5_dict.txt. I know this isn't a Hybrid attack but it's worth mentioning that 12 character mask attacks are still reasonable, especially if you formulate them using the PACK tool. A 1 day attack (86400 seconds) can be formulated using the speed of your rig against a certain hash type, which can be measured by performing a hashcat -b -m #type from the terminal. Let's quickly show how to follow these steps to create a mask attack for passwords from 12 - 15 characters in length using PACK. Let's again use the rockyou.txt dictionary as an example to generate these masks, but let's first estimate the speed of our cracking rig against md5 hashes. Example (md5) hashcat -b -m 0. So as you can see 12 character passwords are not that inconceivable to crack. It just takes a little finessing and a little creativity to formulate the correct strategy. Also don't always assume that since your password is above 11 characters that the online service you trusted with this password is going to hash it properly, thanks. I hope I've demonstrated that you need unique words, digits and not just four random common words all lowercased, and if you need more convincing check out my friend Troy Hunt's write-up. If you are really smart you will begin using a password manager like 1Password or Keepass to generate and database your passwords across devices. I'd like to plug as a good place to find hashes to practice on for research purposes. You can follow me on Twitter, and lastly for a good pocket reference guide on cracking tool usage and syntax check out. |
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