our framework is still being refined, and the design of the memory module primarily draws from the description in Cambrian-S, implementing core memory expansion and management functions.

This erodes modularity

there are automatic ways to measure execution time, such as via the timeit module.

Modules do not add anything to the global (window) scope. Modules always are in strict mode. Loading the same module twice in the same file will have no effect, as modules are only executed once. Modules require a server environment.

For now, because you haven't published the module yet, you need to adapt the example.com/hello module so it can find the example.com/greetings code on your local file system.

模块感知模式

It does not follow, because our difficulties are stupendous, because there are some souls timorous enough to doubt the validity and effectiveness of our ideals and our system, that we must turn to a State-controlled or State-directed social or economic system in order to cure our troubles.  That is not liberalism; it is tyranny.  It is the regimentation of men under autocratic bureaucracy with all its extinction of liberty, or hope, and of opportunity.  Of course, no man of understanding says that our system works perfectly.  It does not.  The human race is not perfect.  Nevertheless, the movement of a true civilization is toward freedom rather than regimentation.  This is our ideal

Instead, we met the situation with proposals to private business and the Congress of the most gigantic program of economic defense and counter attack ever evolved in the history of the Republic.  We put it into action.

The countries of Europe proved unable to withstand the stress of the depression.  The memories of the world had ignored the fact that the insidious diseases left by the Great War had not been cured.  The skill and intelligence of millions in Europe had been blotted out by battle, disease and starvation.  Stupendous burdens of national debts had been built up.  Poisoned springs of political instability lay in the treaties which closed the war.  Fears and hates held armaments to double those before the war.  Governments were fallaciously seeking to build back by enlarged borrowing, by subsidizing industry and employment with taxes that slowly sapped the savings upon which industry must be rejuvenated and commerce solidly built.  Under these strains the financial systems of many foreign countries crashed one by one.

To meet our domestic emergencies in credit and banking arising from the reaction to acute crisis abroad the National Credit Association was set up by the banks with resources of $500,000,000 to support sound banks against the frightened withdrawals and hoarding. It is giving aid to reopen solvent banks which have been closed. Federal officials have brought about many beneficial unions of banks and have employed other means which have prevented many bank closings. As a result of these measures the hoarding withdrawals which had risen to over $250,000,000 per week after the British crisis have substantially ceased.

The emergencies of unemployment have been met by action in many directions. The appropriations for the continued speeding up of the great Federal construction program have provided direct and indirect aid to employment upon a large scale.

Not surprisingly, foes of the yellow press were more eager to disparage than define. Thus were the yellow journals accused of such malevolent effects as "corrupting the young and debauching the old, championing vice and lewdness, and defying respectability and decency."39 The practice of yellow journalism was likened, moreover, to a "contest of madmen for the primacy of the sewer."40

The Journal gloated about its extravagant spending on newsgathering. Not atypical was this claim, in which the Journal disparaged its rivals, notably the New York Sun: "The reason the old journalism doesn't like the Journal is that the Journal gets the news, no matter what it costs. The Sun and its kind cannot afford to spend money since the Journal has taken their readers away from them, and the probability is they would not do so if they could afford it. They are still living in the Silurian age."16

use the go mod edit command to edit the example.com/hello module to redirect Go tools from its module path (where the module isn't) to the local directory (where it is).

go mod edit -replace example.com/greetings=../greetings

main purpose, get rid of annoying errors caused by side effect imports

It is very important that your gem reopens the modules ActiveJob and ActiveJob::QueueAdapters instead of defining them. Because their proper definition lives in Active Job. Furthermore, if the project reloads, you do not want any of ActiveJob or ActiveJob::QueueAdapters to be reloaded. Bottom line, Zeitwerk should not be managing those namespaces. Active Job owns them and defines them. Your gem needs to reopen them.

Analytics modules that run in the background, monitor user interaction, and send the data to a server.

Many jQuery plugins attach themselves to the global jQuery object.

A polyfill for example, might not do anything, because it finds that the feature that it enables is already supported by the browser.

A module with side-effects is one that changes the scope in other ways then returning something, and it's effects are not always predictable, and can be affected by outside forces (non pure function).

Import a module for its side effects only Import an entire module for side effects only, without importing anything. This runs the module's global code, but doesn't actually import any values.

Well, since you're reading this, let me tell you a little more about HMR. Magic is actually not such a good think in software development, so if we can demystify HMR a bit, it will probably benefits you when it comes to answer setup questions or, generally, get the most out of your HMR experience.

Because of that, it's essential that the bundler doesn't treat the package as an external dependency. You can either modify the external option under server in rollup.config.js or the externals option in webpack.config.js,

however, if this is relevant to just one spec, you don't necessarily need to include devise helpers to all your controllers specs, you can just explicitly include those helpers in that one controller describe block: require 'spec_helper' describe MyCoolController include Devise::TestHelpers it { } end

Create aliases of directories and register custom module paths in NodeJS like a boss

In contrast to import (which handles 1+2 pretty much the same way, but would send you looking in node_modules right away) path 'module' indeed means your project root for paths without a need to resolve, like output.path in your webpack config... and: (on resolving) Only 3 is subject to resolve.root and resolve.moduleDirectories resolving, see webpack docs here

Future kernel updates would require the updated kernels to be signed again, so it makes sense to put the signing commands in a script that can be run at a later date as necessary. A sample script /root/module-signing/sign-vbox-modules is given below.

withindex.js, we have a single source of truth, giving fine grained control on what we expose to the outside world.

import statements will become much smaller, as we will be importing stuff from less files. For example AbstractNode.js has only on import statement now, where it had two before.

The reason that this solves our problem is: we now have full control over the module loading order. Whatever the import order in internal.js is, will be our module loading order.

Here are few, real-life commits of refactorings that make use of this solution:

The crux of this pattern is to introduce an index.js and internal.js file.

If you do want to include the module in your bundle, you need to tell Rollup how to find it. In most cases, this is a question of using @rollup/plugin-node-resolve.

It lives in a context="module" script — see the tutorial — because it's not part of the component instance itself; instead, it runs before the component is created, allowing you to avoid flashes while data is fetched.

// resolve dependencies from node_modules

When you publish this module, you do not want to bundle React, for the reasons described above. (It would be even worse to bundle React in a library, because then its copy would duplicate that loaded by the application!) But the fix is slightly different for a library than an application. In this library's Rollup configuration, we only want to specify external, not globals:

many CDNs nowadays ultimately source from npm (before caching the JavaScript on their own edge servers). So you'll be guaranteed to have the same library version on the CDN as on npm

Why bundling 3rd-party dependencies can be a very bad idea

So React, and other large third-party dependencies, should not be bundled alongside your application; they should be kept external. But where will they come from then?

The only module names that Rollup understands out of the box are relative or absolute file paths, like ./maths.js in the example. This works just fine for your own code—but what about 3rd-party dependencies?

external

Resolve imports to module ids (i.e. file names) using the same plugins that Rollup uses, and determine if an import should be external. If null is returned, the import could not be resolved by Rollup or any plugin but was not explicitly marked as external by the use

Rollup will only resolve relative module IDs by default.

If your package.json file also has a module field, ES-module-aware tools like Rollup and webpack 2+ will import the ES module version directly.

globals are assumed to have their field value on the window object and can be referenced inside the bundle by their field name globals: { name: 'Value', }, assumes that some other script tag or whatever establishes window.Value and the emitted umd bundle for example, calls the factory like factory(global.Value). So globals is just stuff to bring into the factory on the globals object. It doesn't even make it "global" inside the bundle. Basically, the resolver does not check the globals object during the loading process. The resolver needs to be told how to link these globals and that's what the external option is for. external: ['name'], Then you can reference it like import myName from 'name'; myName();

we've learned why you might want to use external but not globals: libraries. We've started to factor some of our client-side JS as libraries to share between projects. These libraries import $ from 'jquery'. However they don't want to presume how that import might be "fulfilled". In most projects it's fulfilled from a global i.e. a script loaded from a CDN. However in one project it's fulfilled from a local copy of jQuery for reasons I won't get into. So when these libraries bundle themselves for distribution, as ES6 modules, they mark 'jquery' as an external and not as a global. This leaves the import statements in the bundle. (Warning: Don't bundle as an IIFE or UMD, or Rollup will guess at fulfilling the import from a global, as @Rich-Harris mentions above.)

Since most CommonJS packages you are importing are probably dependencies in node_modules, you may need to use @rollup/plugin-node-resolve:

Base directory to resolve non-absolute module names.

Let's say you import { Interface } from "api/interfaces", from source file /src/views/View.ts. Typescript would then look for the module in the following paths: /src/views/api/interfaces.ts /src/api/interfaces.ts /api/interfaces.ts

Neutrino only babel-compiles first party source (the JSX -> JS transformation is handled by a babel plugin). It does this because even when using the module entry in package.json, it's expected that the provided file (and it's imports) still be JS and not in some other format - ie: the only difference from the content in main should be that it can use modules syntax (that is import and export rather than require etc).

module

The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.

they do not describe all that can or shouldbe taught

6 | iNTrOduCTiONCommon Core State StandardS for enGLISH LanGUaGeartS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS1.The Standards define what all students are expected to know and be able to do, not how teachers should teach.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the

students must be able to understand and describe the text before they are able to analyze its elements.

Important hints that an author drops to prepare the reader for what is to come, and help the reader anticipate the outcome.

Charlotte's Web

I am very careful to make sure the books I have come from reputable publishers, I read everything before I put it on the shelf, and I am watching out for your kids,”

build great confidence in new readers

Prose books and comics are challenged for the same reasons,” Brownstein says. “Content addressing the facts of life about growing up, like sexuality, sexual orientation, race issues, challenging authority, and drug and alcohol use are causes for challenges. [Profanity] is often a factor,” as is violence.

pedagogical

youth prepare for a “performance of possibilities”(Madison,2005) as they share their writing publicly; that is, they use classroom forums, micro-phones, and stages as a way to (re)present themselves to the world

y. Not only did Jennifer struggle with keeping students in her class and out of in-school suspension, but she also had to deal with constant interruptions. By December, the students' instructional time had

found that these students really struggled with maintaining a positive discursive environment. For example, many of their language practices dom inated discussion groups, such as giving orders, using insults, and disagreeing.

s part of a writing activity for fifth graders, I asked the stu dents to write a description of their community. Dale responded, "It is a dirty neighborhood, there was a shooting in my backyard. There is a store on the cor ner that got robbed two times." Kelly echoed, "It's dirty with too much drugs. There are bad kids, aban doned buildings; it stinks like fish, people getting killed and stray cats."

d the re search that collaboration and group work can lead to positive conseque

ncour age using written conversations to talk about books of interest. This format provides for regular feedback to students and establishes an audit trail for student progress.

tudents should take responsibility for filling in the blanks in the state-of-the-class chart. From this practice, children develop a sense that responsibility comes along with op portunity. This simple record keeping process provides teachers with a daily audit trail of student activity and requires minimal te

ni-lessons allow teachers to ful fill local curriculum mandates regarding stu dent performance objectives a

HMR allows patching the browser state without a full refresh making it particularly handy with libraries like React where a refresh blows away the application state. The Hot Module Replacement appendix covers the feature in detail.

etry is often neglected in classroom literacy experiences (Denman, 1988). We have discovered, however, that it is a genre that is not only accessible to primary children, but can be the genre that excites children and motivates them to read and write. A

ead great poetry. Use your own definition of "great" poetry. It doesn't matter what sort of poetry you read, just pick some thing that you enjoy. The most important thing you can do is get to know a poem yourself and understand why it speaks to you before attempting to use it in your classro

uring the poetry unit, poetry is read at this time.

iterature response logs are regular records, usually daily, that children keep as running diaries of their read ing. Third, they may update their reading re cords.

o offset this state of emotional neutrality in classrooms, teachers must thoughtfully re consider how reading instruction may be reor ganized to rekindle a sense of joy and ownershi

he only problem associated with this second block of sharing time is stopping. Sticking to the 10-minute time limit is often very difficult because children sincerely enjoy this time for sharing their ideas, work, and discoverie

r. Sheets also notes that mini-lessons force him to be concise in his demonstrations of skills in real reading situations.

ome teachers like to act in the role of "recorder" for the group or "wait in silence."

elf-selected reading. During SSR stu dents may become involved in one or more ac tivities (see Figure 1). To begin the workshop, students and teachers spend 10 minutes en gaged in free reading of a book they have cho sen for recreational reading or they may be reading goal pages established in their litera ture response group.

turn on a CD of classical background music.

hen the timer bell sounds, the chil dren begin to write their entries on the lines provided below the spaces where they drew their illustrations. A

riting complete sentences writing sentences that ask a question

Each child draws an illustration about the new or ongoing topic he or she has selected to write about. Children may talk with peers or with me about their topics or drawings.

any op portunities for connecting reading de coding skills with writing occur during these sessions.

ost of my direct writing instruc tion takes place during these brief ses sions, which may last up to 15 minutes.

This cluster of social ills is rooted in what Garfinkel (1967) referred to as the “normals” view of gender: The belief that there are two, and only two, gender categories; that all people, with very few exceptions, fit neatly into one of those two gender categories; and that all people, with very few exceptions, fit neatly into the gender category they were assigned at birth.

The project of this dissertation is to confront societal norms around gender, gender identity, and gender expression in order to open up spaces for children and adults to interrogate and explore their relationship to their own and others’ genders.

is a social justice concern not only for the estimated one in 500 American children who are “significantly gender variant or transgender” (Brill & Pepper, 2013, p. 2), and for the 4-6 percent of children who exhibit “gender variant behavior” (Hein & Berger, 2012; Van Beijsterveldt, Hudziak, & Boomsma, 2006), but for all learners, regardless of their gender identity or expression.

Recent research suggests that the most frequent victims of bullying in K-12 schools are gender variant children: Those whose clothing, hairstyles, mannerisms, or other forms of self expression diverge from accepted norms for their assigned gender

Yet a growing body of research makes it clear that children begin to internalize dominant beliefs about gender as early as preschool

Cultural expectations about gender are folded into, for example, the spoken and tacit rules for how women and men, girls and boys, should dress and carry their bodies and engage with others and make decisions about relationships, family, and careers.

he African American abolitionist Frederick Douglass recalled how reading two books set him on his life's course: the political essays and dialogues in The Columbian Orator, edited by David Blight (New York University Press, 1998), which Douglass read in early adolescence; and the piquant documents of the abolitionist William Lloyd Garrison.

Because of this, reading education has to go beyond scientific considerations to include the social,political, and cultural dimensions, if our students are to become the kinds of readers we want in ademocratic society.

It is no longer enough to fill the classroom with high-quality books and read aloud one or twoeach day. Reading aloud and creating a literate environment are necessary but insufficient forimplementing a literature-based approach to reading instruction. A shift in theoretical understandingsneeds to accompany this shift in instructional resources

Reading a great book changes us.

but the message is too important to be filed away. This work must be must shared with educators.

When classroom collections are largely by and about white people, white children have many more opportunities to make connections and become proficient readers.

The greatest advantage Webpack has over these tools is Hot Module Replacement (HMR). In short, it provides a way to patch the browser state without a full refresh. We'll discuss it in more detail when we go through the React setup

Step 3: My Initial Read

Feel free to share your observations and thoughts with others below before moving on to the next exercise.

must

must

DISCUSSION QUESTIONS (SHARE YOUR ANSWERS BELOW IN THE COMMENTS SECTION)

A final exercise will challenge you to bring the skills you hone through this process to bear on a complex scenario involving several ethical issues.