jQuery Cookbook: Solutions & Examples for jQuery Developers by Cody Lindley

By Cody Lindley

jQuery simplifies construction wealthy, interactive net frontends. Getting begun with this JavaScript library is simple, however it can take years to totally notice its breadth and intensity; this cookbook shortens the training curve significantly. With those recipes, you'll research styles and practices from 19 prime builders who use jQuery for every little thing from integrating easy parts into web pages and purposes to constructing advanced, high-performance consumer interfaces.

excellent for beginners and JavaScript veterans alike, jQuery Cookbook begins with the fundamentals after which strikes to sensible use instances with verified options to universal net improvement hurdles. you furthermore may get recipes on complicated subject matters, resembling tools for making use of jQuery to massive projects.

* clear up difficulties related to occasions, results, dimensions, types, subject matters, and consumer interface parts
* the right way to improve your kinds, and the way to place and reposition parts on a web page
* utilize jQuery's occasion administration approach, together with customized occasions and customized occasion information
* Create UI elements-such as tabs, accordions, and modals-from scratch
* Optimize your code to do away with bottlenecks and confirm top functionality
* tips on how to attempt your jQuery applications

The book's individuals include:

* Cody Lindley
* James Padolsey
* Ralph Whitbeck
* Jonathan Sharp
* Michael Geary and Scott González
* Rebecca Murphey
* Remy Sharp
* Ariel Flesler
* Brian Cherne
* Jörn Zaefferer
* Mike Hostetler
* Nathan Smith
* Richard D. worthy
* Maggie Wachs, Scott Jehl, Todd Parker, and Patty Toland
* Rob Burns

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R. (1984). A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies? Learning Disability Quarterly, 7, 136–156. Konold, T. , Kush, J. , & Canivez, G. L. (1997) Factor replication of the WISC-III in three independent samples of children receiving special education. Journal of Psychoeducational Assessment, 15, 123–137. Kyllonen, P. , & Christal, R. E. (1990). Reasoning ability is (little more than) working memory capacity?! Intelligence, 14, 389–433. , & Barona, A.

The WISC-IV in the Clinical Assessment Context 17 other psychoeducational tests, which is tantamount to the proverbial throwing out the baby with the bath water. What well-trained clinicians simply rely on test results or patterns as their sole source of information when performing an assessment? If clinicians do not practice in this simplistic way, then to say that a test is not useful because it does not accurately diagnose a disorder is a specious argument because it does not take into account the richness of other sources of information that the clinician is likely to use in arriving at a diagnosis.

Well, if we have additional information that our client recently suffered a head injury, that perhaps other areas of functioning related to verbal abilities are impaired, and that that previous functioning in relevant cognitive areas was higher, then the test results are certainly strong evidence that help corroborate a hypothesis of left hemisphere impairment that has resulted in cognitive impairment of certain types. It would appear that studies looking at the validity of test scores and profiles in the assessment process need to also look at the other variables that clinicians use in their assessment including the criterion and not just at test results.

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