In Black Hat Go, you'll learn how to write powerful and effective penetration testing tools in Go, a language revered for its speed and scalability. Start off with an introduction to Go fundamentals like data types, control structures, and error handling; then, dive into the deep end of Go's offensive capabilities. Black Hat Go will show you how to build powerful security tools to pen test huge networks, fast.

Higher education provision is an essential component (socially as well as economically) of modern social structures. British Labour and Higher Education focuses on the development of Labour policy on higher education from 1945 to 2000. It analyses the rapid expansion and series of fundamental transformations in higher education and Labour's part in both shaping and reacting to them. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology. As always with 'Labourism', perspectives are contentious and contested, spanning the centralist 'Fabians', the liberal moralists, and the socialist left. How far, if at all, have Labour's policy stances in this area confronted the elite social reproduction functions of universities or the instrumentalist needs of corporate capitalism? Has this policy evolution given concrete evidence to support Ralph Miliband's pessimistic assessment of 'Labourism' as a political formation structurally unable to confront capitalist social structures, or to see a viable 'Third Way', as advocated by New Labour?

Higher education provision is an essential component (socially as well as economically) of modern social structures. The British Labour Party and Higher Education focuses on the development of the Labour Party's policy on higher education from 1945 to 2000. It analyses the rapid expansion and series of fundamental transformations in higher education and Labour's part in both shaping and reacting to them. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology. As always with Labourism', perspectives are contentious and contested, spanning the centralist Fabians', the liberal moralists, and the socialist left. How far, if at all, have Labour's policy stances in this area confronted the elite social reproduction functions of universities or the instrumentalist needs of corporate capitalism? Has this policy evolution given concrete evidence to support (Ralph) Miliband's pessimistic assessment of Labourism' as a political formation structurally unable to confront capitalist social structures, or to see a viable Third Way', as advocated by New Labour?

Alfred Orage was one of those mysterious figures in our cultural history who was in his lifetime extremely influential, and after his death almost forgotten. He was the man who co-founded the Leeds Arts Club, possibly the only genuine manifestation of Expressionism in pre-second world war Britain, which promoted the philosophy of Nietzsche, the mystical socialism of the early Labour movement and suffragette feminism, as well as literary and artistic modernism. He turned the weekly newspaper the New Age from a failing organ of the Christian Socialism movement into the British equivalent of Germany's Der Sturm, and the most widely read cultural periodical of its age. And he was the first mentor of one of the most important writers on modern art of the twentieth century, Herbert Read, helping to shape his philosophy of art, and through him the direction of international modernism. In this book Tom Steele follows Orage's career alongside the history of the Leeds Arts Club, showing that modernism in Britain was not wholly a London-centred affair. Whilst Roger Fry and Bloomsbury were following and promoting French modernism in the first two decades of the twentieth century, Orage and other figures associated with the Leeds Arts Club, including Holbrooke Jackson, Arthur Penty, Michael Sadler, Frank Rutter and of course Herbert Read, were engaged in the far more radical modernist ideas coming out of Germany, with Sadler even collecting paintings by Wassily Kandinsky in Leeds as early as 1913.

It has been nearly twenty years since Universal UMDA, the maintenance and defense organization for the Universal Government, saved the planet Modius from the imprisonment of its occupiers. Since that time, all has remained quiet and no military actions were taken by any planet, star system, or galaxy. But unbeknownst to most of the universe, the Dark Ways have slowly crept into the minds and hearts of many individuals, turning their hearts to evil through lies of power and grandeur. The power of the Dark Ways has even infiltrated the minds of the overwhelmed Universal Committee of Magicians-the governing body of the Universal Government. It is at this time, when tensions are high and the threat of war looms, that the dark lord Satantine, the Dark One, orders his servants to begin the final stages of a plot that has taken all of Time to ripen. It will begin with the retrieval of the last seven mystical gems called energy crystals to power the Dark One's monstrous machine of war: The Weapon. Servants, intoxicated by the Dark Ways, will infiltrate the planetary governments and plant their seeds of evil. A secret colossal military buildup, one in which the likes the universe has never before seen, shall take control of every planet. As the universe struggles to repel the evil workings of Darkness, Nasil the Great must instruct his apprentice, Jude Forque, of her place in this conflict while desperately trying to save the innocent people around him. UMDA must go into hiding as the Universal Government crumbles around it and all must eventually submit to Darkness rule. The time has come. Satantine has declared war on all Creation.

Five friends are blasted into an adventure when they are initiated into their energy crystals. The five teenagers team up with new friends and battle an evil super-crook in a heart-pounding climax at the top of giant multi-factory where their enemy awaits them Modius is under attack. A good king and queen give birth to their first child, who is put under a curse by an evil witch, who threatens Modius's entire way of life Join three good sorcerers as they fight to save the Modiun kingdom and restore peace. Someone is searching for the energy crystal of Kenex and will stop at nothing to find it. Five UMDA agents must uncover the mystery of the deadly red algae, its secrets, and stop the evil that lurks in the deep A new experiment is taking place on Agrista. Biosphere was supposed to be a simple science experiment. Our heroes must fight to save Agrista when the Biosphere runs out of control The Robotic Confederation takes over Modius, and a Queen must race to the universe's capital to prove to them that her story is true. Then face the evil Emperor Visus and his Employer, the mysterious Magician, and Darkness. Interested readers can find out more by visiting www.adventuresacrosstheuniverse.com.

Here is the ultimate collection of the funniest, nastiest, and most outrageous classic insults in one easy reference. You'll find putdowns and zingers from famous literary figures, politicians, comedians, and movie stars on everything from appearance, marriage, and manners to food, politics, sports, and religion. A few choice picks:

On the Sexes:
"Girls bore me-they still do. I love Mickey Mouse more than any woman I've ever known."-- Walt Disney

On Food:
"I will not eat oysters. I want my food dead-not sick, not wounded-dead."-- Woody Allen

On Politics:
"Nobody likes to be called a liar. But to be called a liar by Bill Clinton is really a unique experience."-- Ross Perot

On Books:
"The paperback is very interesting, but I find it will never replace a hardcover bookit makes a very poor doorstop."-- Alfred Hitchcock

To give a foe an insult or a "friend" a left-handed compliment with the acuity and flair of such masters as Oscar Wilde, Dorothy Parker, and Mel Brooks, The Book of Classic Insults is the answer.

This study is the first extensive attempt to chart the rise and fall of popular educational movements across Europe following the 1848 revolutions to their demise at the outbreak of World War Two. It examines in detail the relationships between the educational, political and social aspirations of the emergent nationalist, workers' and women's movements, and the challenge to traditional intellectuals and academic knowledge. Following the emergence of the bourgeois public sphere in the early modern period, popular educational movements were central to the pursuit of democratic civil societies and also fertile ground for innovatory subjects of knowledge and interdisciplinary study, which have frequently reshaped the academic curriculum. Radical forms flourished, ranging from civic educational leagues to folk high schools, workers' study circles, rationalist schools, Volksheims and university settlements that fed the demand for high-quality, socially relevant and politically charged education for adults. These stimulated radical social change, challenging the old empires and clerical domination. The study plots the cross-cultural influences at work and shows why some models were more palatable than others, drawing special attention to the rise of sociological positivism and anti-clericalism. It concludes by considering the contemporary global currents of renewal.