If you are like most CFML developers the application you work on has been around for a few years. The task of securing your legacy application code from vulnerabilities can be an overwhelming and time consuming task. Many developers don't know where to start, and never do.
This session will arm you with an approach slaying the legacy security vulnerabilities in your CFML code.
Sibéal Turraoin - Irish Adventures in the North-West PassageRealsmartmedia
Slides used by Sibéal Turraoin during her presentation (Irish Adventures in the North-West Passage) at the 'Women and the Sea' symposium. A podcast of Sibéal's talk is available at http://www.ucd.ie/humanities/events/podcasts/2015/women-and-the-sea/
If you are like most CFML developers the application you work on has been around for a few years. The task of securing your legacy application code from vulnerabilities can be an overwhelming and time consuming task. Many developers don't know where to start, and never do.
This session will arm you with an approach slaying the legacy security vulnerabilities in your CFML code.
Sibéal Turraoin - Irish Adventures in the North-West PassageRealsmartmedia
Slides used by Sibéal Turraoin during her presentation (Irish Adventures in the North-West Passage) at the 'Women and the Sea' symposium. A podcast of Sibéal's talk is available at http://www.ucd.ie/humanities/events/podcasts/2015/women-and-the-sea/
Shale gas is natural gas i.e. trapped within Shale. For to extract it we have use some extraction techniques like Horizontal Drilling or Hydraulic Fracking.
Verilog code for design a specific processor to down sample a given image via a math-lab by using SPARTAN-6 FPGA. Math-lab code, results also included.
Shale gas is natural gas i.e. trapped within Shale. For to extract it we have use some extraction techniques like Horizontal Drilling or Hydraulic Fracking.
Verilog code for design a specific processor to down sample a given image via a math-lab by using SPARTAN-6 FPGA. Math-lab code, results also included.
2. Eskaintza
• Lehenengo irudi honetan, haur batek besteari
objektu bat eskaintzen dio. Horretarako, bere
besoa luzatzen du eskua zabal samar daukala
atzamar pare batekin objektua eutsiz eta
beste haurrari hurbilduz.
3. • Irudi honetan berriz, ikus daiteke, giro
atseginean daudela, haur batek besteari
objektu bat eskaintzen diola. Oraingo honetan
ere eskua luzatzen du eta distantzia fisikoa
murriztu.
4. • Eskaintza honetan haurra bestearengana
hurbiltzen da eta burua biratzen du, begiz
begiko kontaktuaren bila. Gainera, eskaintzen
ari zaion objektua haurraren begien aurrean
jartzen du, ikus dezan
5. • Irudi honetan ere haurrak bere gorputza
biratzen du, eskua luzaturik daukala, beste
haurrak objektua ikusi eta bere
komunikaziorako nahia nolabait agerian utziz.
Eskaera eta eskaintzaren antzekotasunak
agerian dira.
6. • Irudi-multzo honetan, eskaera eta eskaintzak
tartekatuko dira. Lehendabiziko irudiak
haurrak eskuetan daukan objektua ikusgarri
jartzen du, nolabaiteko ikusteko eskaintza
eginez. Eskumako haurrak bere gorputza
hurbildu eta begiz begiko kontaktua bilatuko
du eskatzeko (2. irudian). Azkenik, ezkerreko
haurrak eskaera egingo dio besoa luzatuz.
7. • Irudi-multzo honek sekuentzia bat
erakusten du. Eskaintza bat egiten
duen haurra imitatzen du hasieran
eskaintza jaso duen besteak. 1.
irudian B haurrak A-ri eskaintza
bat egiten dio, nolabait jaten
ematen ahoz lagundurik.
Bigarrenean, ikus daiteke A
haurrak gustura hartu duela
eskaintza. Laugarrenean, B
haurrak burua makurtzen du eta
bosgarrenean A haurrak imitatu
egiten du.