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Best Practices for Secure Web DevelopmentThe following document is intended as a guideline for developing secure web-based applications. It is not about how to configure firewalls, intrusion detection, DMZ or how to resist DDoS attacks. This is a task best addressed at system and network level. However, there is little material available today intended for developers. We have entered the dotcom age in which a web site is no longer an isolated site, but an extension of the internal business systems, yet there isn’t much about how to create this extension securely.
Traditionally, developers have worked on systems for environments where malicious intents were not a real threat: internal systems, software for home use, intranets. There may have been occasional exceptions, sometimes with embarrassing outcomes, but they could be dealt with at HR level and the example prevented others from attempting it again. An isolated (read: not linked with internal systems) web site is not far from the same scenario: the security was treated mostly at the system level by installing the necessary OS and web server fixes and applying correct settings and permissions. If a breach occurred, the system was taken offline, rebuilt better and the site put up again. Everything at a system administration level.
However, as the Internet becomes more and more commercial (after all, this is where the .com comes from), a web site becomes more and more an application. Thus, the team has more and more developers, skilled in web and traditional development. However, few resources for them focus enough on securityImporting Maya Models into CrysisT his tutorial will explain how to export static textured models (meaning no animation yet) from Maya into Crysis. I’ll update this tutorial as I learn more about the process and more tools become available. Big thanks to Psychojohno and Spiderdan for their tutorials which taught me a lot!
What you need:
• Maya 6.0
• The Far Cry SDK version 1.4 (you can get it from fileShack)
• This script: CryExportUserInterface_001b.mel. (look for an updated version at http://seithcg.com/wordpress/?page_id=51)
Important requirements:
• Your object should be in its own directory inside of “Crysis/Game/Objects/My Objects/”. e.g.: “Crysis/Game/Objects/My Objects/toto/toto.ma”
• The object’s textures should be inside the object’s directory. e.g.: “Crysis/Game/Objects/My Objects/toto/toto.dds”. But you can actually use any texture from any object, as long as the files are in the Crysis/Game folder.
• For now the shader you use in Maya HAS to be either a “blinn” or a “phong” shader (NOT a “lambert”!).
Download pdf Importing Maya Models into CrysisBlood 2: The Chosen - Games Cheats Hints & Trainer PC GuideThe fact that we can remember a game released seven years ago and still keep it in such high regard is simply enough. Unlike the first installment, Blood, which was set in 1920s, Blood II takes place in the year 2028, so in addition to conventional weapons and magical items, it also incorporates science-fictional technology. As well as its predecessor, the game is significant with excessive graphic violence and a crude style of humor.
Cheat mode: Press T for the “Talk” feature, then enter one of the following codes to activate the corresponding cheat function. “Brian L. Goble is a programming god!” message - mpgoble “Brian L. Goble is a programming god!” message - mpscorpio “Jim Totaro is da man!” message - mptotaro 100 armor - mpnewcroward 25 to armor - mpward 300 health - mpreallynicenurse Add 25 to health - mpnicenurse All items - mpgoshopping All weapons - mpkfa Assault rifle - mpassaultrifle Beretta; enter again for dual weapon - mpberetta Bug buster - mpbugbuster Changes character model to Caleb - mpcaleb Changes our character model to Ophelia - mpophelia Changes your character model to Gabriella - mpgabby Changes your character model to Ishmael - mpishmael Cobalco laser rifle - mplaserrifle Extra weapons - mpbeansofcoolness Flare gun; enter again for dual weapon - mpflaregun Full ammo - mpammo Full health - mphealthy God mode - mpgod Hide coordinates - mphideme Howitzer - mphowitzer Increase speed - mpspeedup Increase strength - mpstronger Increased power; more gore - mpbeefcake Invisibility - mptakeoffshoes3DGIS TRAINING TUTORIALThe content of data production in 3D city model is 3D Model Data (3DMD) including Digital Elevation Model (DEM), Digital Orthoimage Map (DOM) and objects (artificial and natural objects). DEM and DOM should be produced according to the traditional and mature criterion. 3D city model data production based on aerial remote sensing and 2DGIS should include three aspects: aerial survey 3D geometry model building, field texture collecting and building, terrain sight building and CAD model building for parts of objects.
3D city model building based on aerial survey mainly adopts JX4A workstation and 3D model builder 3DCM. Field texture collection relates to the usage of digital camera and image processing software Photoshop and so on. Terrain sight building should adopt 3D model builder 3DCM. CAD model building for parts of objects should adopt model builder 3DMax.
3D city model is different from 3DMax cartoon scene, virtual imitation scene, and is especially different from 3D game scene. So if we want to produce regular data product, something special should be mastered well in actual work.
Download pdf 3DGIS TRAINING TUTORIALProgrammable Telemetry Transmitter Instruction DataThe RFL 98 TMX (Fig. 1) is a programmable telemetry transmitting module, capable of operating within wide input and output parameter ranges. It uses Digital Signal Processing (DSP) techniques to produce telemetry signals, having greater stability than conventional analog telemetry devices. The operating characteristics of the RFL 98 TMX can be changed by using the RFL 9800 Programmer/Calibrator, which plugs into a dedicated connector on the front of the module. RFL 98 TMX modules are designed for use in anRFL 9800 Series chassis. Each module requires five horizontal units (5E) of chassis space. Power and data connections are made through an RFL 98 DATA I/O 19-point I/O module, which is installed in the chassis directly behind the module.
INSTALLATION
Before the RFL 98 TMX can be placed in service, it must be installed in a chassis. Installation involves inserting an RFL 98 DATA I/O module into the rear of the chassis, connecting all signal and power wiring to the I/O module, checking the settings of all jumpers, and inserting the module into the front of the chassis. Wiring assignments for the RFL 98 DATA I/O module 6. are given in Figure 2. Figure 3 shows the location of all controls and indicators used during installation and operation of the RFL 98 TMX; these controls and indicators are described in Table 2.
Get pdf Programmable Telemetry Transmitter Instruction DataBeginner's Guide to Online Learning in the Digital Media ZONEThe ZONE is a physical and virtual space/place where you can receive help and support from those who have special knowledge and skills, but where you are ultimately responsible for your own learning. Your instructor and the ZONE Mentors do not teach you in a traditional classroom approach. They help you learn by providing guidance and support while you learn by doing. The ZONE is staffed by Mentors (Faculty and PhD students from the MU School of Information Science & Learning Technologies) who are focused on helping you learn by doing.
The ZONE is part of the School of Information Science & Learning Technologies in the College of Education at the University of Missouri-Columbia. It is physically located in 201D of the Reflector in Townsend Hall on the main campus of University of Missouri. The Reflector is a technology-rich support environment for students enrolled in the MU College of Education. To learn more about the ZONE and the full range of support for online students enrolled in Digital Media Zone courses offered by the ZONE, please visit http://zone.missouri.edu.
Download pdf Beginner's Guide to Online Learning in the Digital Media ZONECharacterization of Off-Road Motorcycle UseSuzuki (www.suzukicycles.com; shown at bottom of dual sport/dirt and motocross pages). ?Study your owner's manual and always inspect your Suzuki before
Download PDFDisaster Recovery Procedures for Microsoft SQL 2000 and 2005 using N seriesThis IBM® Redpaper gives a example of procedures to restore the Microsoft® SQL 2000 and 2005 using SnapManager®.There are options discussed that depend on the type of disaster, the type of data recovery, and the type of system on which the disaster applies.
Recovering a snapshot with SnapManager for SQL
The process to restore a SQL database requires DBA skills and knowledge of the SnapManager product. In the SnapManager Administration guide several restore options are described, followed by a step-by-step instruction. This paper does not describe those steps.
Restoring a snapshot with SnapManager
In this section we discuss the steps taken in a test scenario as executed during a disaster recovery test. Log on to the SQL server (in this case SQL2000 PDC1DB005) with SA_snapdrive and start Enterprise Manager for SQL.
1. Select properties of the database that you want to restore.
2. Set the database in single user mode.
3. Close Enterprise Manager.
4. Stop the (remote) services that connect to the database. Use the process information of SQL Enterprise Manager to find active processes.
5. Start SnapManager for SQL. Depending on what database you must restore (and the sort of backups taken for that database), the procedure may differ.
Download pdf Disaster Recovery Procedures for Microsoft SQL 2000 and 2005 using N seriesUsing Visual Studio .NET: IntelliSense and DebuggingSince you're going to be stuck using Visual Studio .NET anyway, at least for this edition of the .NET Compact Framework, you might as well get familiar with some of the features it provides. A lot of the things in Visual Studio .NET are targeted at database development, Web development, and other projects very different from .NET Compact Framework programming, but there are at least two features beyond the basic code entry and compilation which are well worth learning: IntelliSense, which helps you type correct code, and the debugging features, which can help you sort out what's going on when your program logic doesn't behave as expected.
If you've used Visual Studio .NET before, this chapter may not be very exciting to you. Feel free to skip around.
IntelliSense
IntelliSense is a feature Microsoft provides to help you navigate through the ever-growing number of methods and parameters in their libraries and the code you write yourself. Thanks to IntelliSense, whenever you type an object or variable name it recognizes and type a period, you'll get a menu of choices that Visual Studio .NET thinks might be appropriate there. Type the first few letters, and IntelliSense will show you the possibilities corresponding to what you typed. Hit the space bar (or any other key that isn't allowed in a variable, property, or method name, and it will fill in the rest for you. You can also summon IntelliSense with keyboard combinations, or use the Edit > IntelliSense menu to request particular assistance.
The IntelliSense menuWeb 2.0 in and out of the Language ClassroomThis poster aims to provide the concept of Web 2.0 and its relevant tools in language teaching and learning. An online blog is served as an information kiosk and indicate possible instructional design and applications to language education. By experimenting with the Web 2.0 tool in a participatory community, we are hoping language teachers will learn about appropriate tools ready to be used and further think about the relationship of Web 2.0 and the four skills (listening, speaking, reading and writing) and 5 Cs (communication, culture, connections, comparisons, and communities) as well as the Wallace’s framework for assessing its effectiveness
The purpose of this poster is to investigate Web 2.0 and to understand users’ perspectives of its application in language teaching and learning. As discussed by O'Reilly (2005), an important principle of Web 2.0 is the web as a platform that facilitates the building of web-based communities and the contribution from collective intelligence. Web 2.0 has a multitude of good features (Amol Deshpande & Alejandro Jadad, 2006; O'Reilly, 2005; Skiba, 2006). It: 1) presages a freeing of data, 2) permits the building of virtual applications, 3) is participative, 4) has applications that work for the users, 5) has applications that are modular, 6) is about sharing, 7) is about community and facilitating community, 8) is about remixing, 9) is smart, 10) opens up the Long Tail.
Given the fact that Web 2.0 is such a new concept, many language teachers and learners may still not be aware of this revolutionary progress in
