oggdec(1) Vorbis Tools oggdec(1) NAME oggdec - simple decoder, Ogg Vorbis file to PCM audio file (Wave or RAW). SYNOPSIS oggdec [ -Qhv ] [ -b bits_per_sample ] [ -e endianness ] [ -R ] [ -s signedness ] [ -o outputfile ] file ... DESCRIPTION oggdec decodes Ogg Vorbis files into PCM-encoded ("uncompressed") audio files, either Wave or RAW format. For each input file, oggdec writes to a filename based on the input file‐ name, but with the extension changed to ".wav" or ".raw" as appropriate. If the input file is specified as - , then oggdec will read from stdin, and write to stdout unless an output filename is specified. Likewise, an output filename of - will cause output to be to stdout. Writing Wave format to stdout is a bad idea. Wave requires a seekable medium for the header to be rewritten after all the data is written out; stdout is not seekable. OPTIONS -Q, --quiet Suppresses program output. -h, --help Print help message. -V, --version Display version information. -b n, --bits=n Bits per sample. Valid values are 8 or 16. -e n, --endian=n Set endianness for 16-bit output. 0 (default) is little-endian (Intel byte order). 1 is big-endian (sane byte order). -R, --raw Output in raw format. If not specified, writes Wave file (RIFF headers). -s n, --sign=n Set signedness for output. 0 for unsigned, 1 (default) for signed. -o filename, --output=filename Write output to specified filename. This option is only valid if one input [file] is specified, or if raw mode is used. EXAMPLES Decode a file enabler.ogg to enabler.wav as little-endian unsigned 16-bit (default options): oggdec enabler.ogg Decode a file enabler.ogg to enabler.raw as headerless little-endian unsigned 16-bit: oggdec --raw=1 enabler.ogg Decode enabler.ogg to enabler.crazymonkey as unsigned 8-bit: oggdec -b 8 -s 0 -o enabler.crazymonkey enabler.ogg Decode enabler.ogg to enabler.raw as big-endian signed 16-bit (any of the following): oggdec -R -e 1 -b 16 enabler.ogg oggdec -R -e 1 -b 16 -o enabler.raw - < enabler.ogg oggdec -R -e 1 -b 16 - < enabler.ogg > enabler.raw Mass decoding (foo.ogg to foo.wav, bar.ogg to bar.wav, quux.ogg to quux.wav, etc.): oggdec *.ogg AUTHORS Program Authors Michael Smith<EMAIL_ADDRESS>Manpage Authors Frederick Lee<EMAIL_ADDRESS>assisted by a few million mon‐ keys armed with keyboards in irc://irc.openprojects.net/#vorbis SEE ALSO ogg123(1), oggenc(1), vorbiscomment(1), flac(1), speexdec(1) Xiph.Org Foundation 2008 September 9 oggdec(1)


Company profile - Canadian Company Capabilities
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Paul Burwell Photography
Legal Name:
Paul Burwell Photography
Operating Name:
Burwell School of Photography
Mailing Address:
628 Henderson St NWEDMONTON, Alberta
T6R 1S7
Location Address:
628 Henderson St NWEDMONTON, Alberta
T6R 1S7
Tel.:<PHONE_NUMBER>
Tel.:<PHONE_NUMBER>
Fax:
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Company Profile
An Edmonton Photography School, the Burwell School of Photography started providing photography training, classes, courses and workshops in 2007. The vast majority of our courses are offerred out of the Providence Conference Centre in south west Edmonton, Alberta, Canada. Our wildlife photography workshops are currently run out of British Columbia, Canada and Kalispell, Montana, USA.
Full profile
Full profile
Contact information
Company description
Product / Service / Licensing
Unlike some of the community photography classes available, our photography school and courses were designed by photographers for photographers.
No matter what your photography style or interests are, The Burwell School of Photography provides an unparalleled learning experience for its students. Our courses are offered in a down-to-earth manner and focus on an interactive and experiential learning experience. Whether you are a new digital photographer wanting to learn how to better use your camera or an intermediate searching to sharpen your skills, we have a course for you. The school offers courses on Digital SLR Fundamentals, Photography Fundamentals, Adobe Lightroom, Adobe Photoshop, Portrait Photography, Portrait Retouching, Wedding Photography Wildlife Intensive Weekend Workshops, a Loon Photography Workshop and five annual workshops that allow students to photograph animals in natural settings that would either be difficult or dangerous to see in the wild.
Students who have completed courses with the Burwell School of Photography rave about their experiences. Register now-we have small class sizes and our courses sell out quickly!
Sector information
Unique applications:
Photographic education by and for photographersSuccess stories:
Paul made sure this workshop was very laid back, yet very informative and thorough. I was a bit intimidated by the bootcamp part of the course name, but Paul is a great instructor and made learning the program easy.  I fell into a love for photography (as opposed to taking pictures) quite by accident when I won my DSLR camera. Unlike most photographers who have moved from film photography to digital photography, I had absolutely no knowledge or aperture, shutter speed, ISO, etc. and when I started reading my camera manual, it was like reading a foreign language. So I started using my DSLR camera in its auto mode and the built in scene modes, with great success (I think). But then I became frustrated with not knowing how to use the camera. Pauls 2-day bootcamp has given me a whole new outlook on my camera I now understand how it works and how to make it work for me. Thanks Paul. I look forward to attending more workshops and to continue growing as a photographer. <<==>>Jocelyne
I learned more in four days than Ive learned in the last year! <<==>> LO
I had been photographing animals over the past few years, and had found that Id reached a level where I was wondering if I was getting the best results, as I have learned about most of the technical aspects of photographing them through experimenting, as opposed to studying them. This course seemed to touch upon the specific practical questions that Id had in mind recently, and therefore, the timing of it, for me, was perfect. I found that the class served to inform me of a few things that I did not know about composition, and also, confirmed that obtaining the right settings for the conditions is not that difficult; both can make the difference between a good photo, and a striking photo. The small class size makes the instructor very accessible, the students were friendly, and it really was a great experience all around. <<==>> Tracy P.
Photography enthusiasts in the Edmonton area are very fortunate to have access to Paul Burwells School of Photography. Paul shares not only his knowledge and skill as a professional photographer but also his passion for maintaining the habitat in which there is wildlife to photograph. <<==>> Stuart M.
Mr. Burwells patience, clarity and presentation was very helpful and encouraging. Any questions regardless of the persons experience or knowledge was answered with warmth, humour and easy to follow terms. His level of professionalism is outstanding. Im a big fan of Paul Burwell both his photography and teaching style. I look forward to future courses with Mr. Burwell!! <<==>> Stacey S.
Testimonial:
Paul made sure this workshop was very laid back, yet very informative and thorough. I was a bit intimidated by the bootcamp part of the course name, but Paul is a great instructor and made learning the program easy.  I fell into a love for photography (as opposed to taking pictures) quite by accident when I won my DSLR camera. Unlike most photographers who have moved from film photography to digital photography, I had absolutely no knowledge or aperture, shutter speed, ISO, etc. and when I started reading my camera manual, it was like reading a foreign language. So I started using my DSLR camera in its auto mode and the built in scene modes, with great success (I think). But then I became frustrated with not knowing how to use the camera. Pauls 2-day bootcamp has given me a whole new outlook on my camera I now understand how it works and how to make it work for me. Thanks Paul. I look forward to attending more workshops and to continue growing as a photographer. <<==>>Jocelyne
I learned more in four days than Ive learned in the last year! <<==>> LO
I had been photographing animals over the past few years, and had found that Id reached a level where I was wondering if I was getting the best results, as I have learned about most of the technical aspects of photographing them through experimenting, as opposed to studying them. This course seemed to touch upon the specific practical questions that Id had in mind recently, and therefore, the timing of it, for me, was perfect. I found that the class served to inform me of a few things that I did not know about composition, and also, confirmed that obtaining the right settings for the conditions is not that difficult; both can make the difference between a good photo, and a striking photo. The small class size makes the instructor very accessible, the students were friendly, and it really was a great experience all around. <<==>> Tracy P.
Photography enthusiasts in the Edmonton area are very fortunate to have access to Paul Burwells School of Photography. Paul shares not only his knowledge and skill as a professional photographer but also his passion for maintaining the habitat in which there is wildlife to photograph. <<==>> Stuart M.
Mr. Burwells patience, clarity and presentation was very helpful and encouraging. Any questions regardless of the persons experience or knowledge was answered with warmth, humour and easy to follow terms. His level of professionalism is outstanding. Im a big fan of Paul Burwell both his photography and teaching style. I look forward to future courses with Mr. Burwell!! <<==>> Stacey S.
Third-Party Information Liability Disclaimer
Some of the information on this Web page has been provided by external sources. The Government of Canada is not responsible for the accuracy, reliability or currency of the information supplied by external sources. Users wishing to rely upon this information should consult directly with the source of the information. Content provided by external sources is not subject to official languages, privacy and accessibility requirements.
Contacts
Contact information
Description
Company description
Products, services and licensing
Product / Service / Licensing
Unlike some of the community photography classes available, our photography school and courses were designed by photographers for photographers.
No matter what your photography style or interests are, The Burwell School of Photography provides an unparalleled learning experience for its students. Our courses are offered in a down-to-earth manner and focus on an interactive and experiential learning experience. Whether you are a new digital photographer wanting to learn how to better use your camera or an intermediate searching to sharpen your skills, we have a course for you. The school offers courses on Digital SLR Fundamentals, Photography Fundamentals, Adobe Lightroom, Adobe Photoshop, Portrait Photography, Portrait Retouching, Wedding Photography Wildlife Intensive Weekend Workshops, a Loon Photography Workshop and five annual workshops that allow students to photograph animals in natural settings that would either be difficult or dangerous to see in the wild.
Students who have completed courses with the Burwell School of Photography rave about their experiences. Register now-we have small class sizes and our courses sell out quickly!
Sector
Sector information
Unique applications:
Photographic education by and for photographersSuccess stories:
Paul made sure this workshop was very laid back, yet very informative and thorough. I was a bit intimidated by the bootcamp part of the course name, but Paul is a great instructor and made learning the program easy.  I fell into a love for photography (as opposed to taking pictures) quite by accident when I won my DSLR camera. Unlike most photographers who have moved from film photography to digital photography, I had absolutely no knowledge or aperture, shutter speed, ISO, etc. and when I started reading my camera manual, it was like reading a foreign language. So I started using my DSLR camera in its auto mode and the built in scene modes, with great success (I think). But then I became frustrated with not knowing how to use the camera. Pauls 2-day bootcamp has given me a whole new outlook on my camera I now understand how it works and how to make it work for me. Thanks Paul. I look forward to attending more workshops and to continue growing as a photographer. <<==>>Jocelyne
I learned more in four days than Ive learned in the last year! <<==>> LO
I had been photographing animals over the past few years, and had found that Id reached a level where I was wondering if I was getting the best results, as I have learned about most of the technical aspects of photographing them through experimenting, as opposed to studying them. This course seemed to touch upon the specific practical questions that Id had in mind recently, and therefore, the timing of it, for me, was perfect. I found that the class served to inform me of a few things that I did not know about composition, and also, confirmed that obtaining the right settings for the conditions is not that difficult; both can make the difference between a good photo, and a striking photo. The small class size makes the instructor very accessible, the students were friendly, and it really was a great experience all around. <<==>> Tracy P.
Photography enthusiasts in the Edmonton area are very fortunate to have access to Paul Burwells School of Photography. Paul shares not only his knowledge and skill as a professional photographer but also his passion for maintaining the habitat in which there is wildlife to photograph. <<==>> Stuart M.
Mr. Burwells patience, clarity and presentation was very helpful and encouraging. Any questions regardless of the persons experience or knowledge was answered with warmth, humour and easy to follow terms. His level of professionalism is outstanding. Im a big fan of Paul Burwell both his photography and teaching style. I look forward to future courses with Mr. Burwell!! <<==>> Stacey S.
Testimonial:
Paul made sure this workshop was very laid back, yet very informative and thorough. I was a bit intimidated by the bootcamp part of the course name, but Paul is a great instructor and made learning the program easy.  I fell into a love for photography (as opposed to taking pictures) quite by accident when I won my DSLR camera. Unlike most photographers who have moved from film photography to digital photography, I had absolutely no knowledge or aperture, shutter speed, ISO, etc. and when I started reading my camera manual, it was like reading a foreign language. So I started using my DSLR camera in its auto mode and the built in scene modes, with great success (I think). But then I became frustrated with not knowing how to use the camera. Pauls 2-day bootcamp has given me a whole new outlook on my camera I now understand how it works and how to make it work for me. Thanks Paul. I look forward to attending more workshops and to continue growing as a photographer. <<==>>Jocelyne
I learned more in four days than Ive learned in the last year! <<==>> LO
I had been photographing animals over the past few years, and had found that Id reached a level where I was wondering if I was getting the best results, as I have learned about most of the technical aspects of photographing them through experimenting, as opposed to studying them. This course seemed to touch upon the specific practical questions that Id had in mind recently, and therefore, the timing of it, for me, was perfect. I found that the class served to inform me of a few things that I did not know about composition, and also, confirmed that obtaining the right settings for the conditions is not that difficult; both can make the difference between a good photo, and a striking photo. The small class size makes the instructor very accessible, the students were friendly, and it really was a great experience all around. <<==>> Tracy P.
Photography enthusiasts in the Edmonton area are very fortunate to have access to Paul Burwells School of Photography. Paul shares not only his knowledge and skill as a professional photographer but also his passion for maintaining the habitat in which there is wildlife to photograph. <<==>> Stuart M.
Mr. Burwells patience, clarity and presentation was very helpful and encouraging. Any questions regardless of the persons experience or knowledge was answered with warmth, humour and easy to follow terms. His level of professionalism is outstanding. Im a big fan of Paul Burwell both his photography and teaching style. I look forward to future courses with Mr. Burwell!! <<==>> Stacey S.


UC Riverside Staff Assembly
Message from the President
Dear UCR Staff,
It is an honor to be leading the UCR Staff Assembly for the 2016-2017 year and I am excited to be working with some great staff members on the Executive Board. Our mission is to enhance the staff experience here at UCR and we do this in three distinct ways.
First, we have several RECOGNITION activities including our service milestone recognitions held at our general meetings, our peer to peer Get Recognized Program and our annual Outstanding Staff Awards.
ENGAGEMENT is the second way that UCR Staff Assembly works to enhance the staff experience. Throughout the year, Staff Assembly is involved in several events aimed at engaging staff including our partnership with the Chancellor for the Fall Staff Picnic, our annual holiday event and our end of your celebration. Each of these events are designed to be opportunities for staff to get together and get to know each other across campus.
Finally, the UCR Staff Assembly enhances the staff experience through DEVELOPMENT. Annually, the Professional Development committee of Staff Assembly distributes approximately $4500 in staff professional development scholarships.
The President and Vice President also serve on the Council of University of California Staff Assemblies (CUCSA). The mission of CUCSA is to maintain and enhance communication within the University Community on matters of interest to staff employees in accordance with California laws and Regent policy.
I would like to thank Chancellor Wilcox for his annual financial support, Vice Chancellor Anguiano for her tremendous leadership and guidance and our generous staff donors who participate in our Society ’54 fundraising program. A payroll donation of $5 a month is all it takes to be a part of enhancing the staff experience here at UCR.
I look forward to another successful year.
Helping UCR Staff Stay Informed, Involved, Connected and Recognized
UCR Staff Assembly is an association of employees dedicated to promoting the interests and welfare of all UCR staff. It seeks to inform, involve, connect and recognize staff in one of the fastest growing campuses in the UC system.
Who is in Staff Assembly?
All UCR career staff employees are members of the organization and are invited to participate in all Staff Assembly events.
- Learn more about Staff Assembly
- Meet the Executive Board
- See the history of the Executive Board membership
- See our quarterly meeting schedule
Getting Involved with Staff Assembly
Want to do more? Serve on a committee or volunteer at an event? Or perhaps become a Staff Assembly Ambassador? There are plenty of ways you can get involved.
Staff Assembly Scholarships
Staff Assembly offers Degree Attainment Scholarships and Professional Development Scholarships to career staff employees.
Awards and Recognition Programs
Staff Assembly works to recognize and award the achievements of our staff members through a series of programs, including the Get Recognized Peer Recognition Program, the annual Outstanding Staff Awards, and the quarterly Service Awards.
Follow Us on Facebook and Twitter
Staff Assembly is on social media! Become a fan on Facebook and follow us on Twitter to keep abreast of everything happening with UCR Staff Assembly.


18 July 2018
The first chapter of Search Inside Yourself by Chade-Meng Tan offered insight about mindfulness and emotional intelligence.
Mindfulness is defined as 'moment to moment non-judgemental awareness' and / or 'bicep curls for the brain'.
Emotional intelligence (EI) is defined as a 'collection of emotional skills'.
You can build your EI by:
I have been practicing meditation and mindfulness intermittently since last year.
The Headspace app was a useful introductory tool. However, I didn't share the same enthusiasm as reviews praising the voice of the narrator. I'm looking for alternative guided meditations that includes voices of women and in particular women and femmes of colour.


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[§323D-81] Prior acquisitions. Any acquisition of a hospital before July20, 1998 and any acquisition in which an application for a certificate of need has been granted by the agency before July20, 1998 is not subject to this part. [L 1998, c 257, pt of §1]
Revision Note
"July 20, 1998" substituted for "the effective date of this part".


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We have 12 years of experience in renewable energy industry.
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Everything was made perfectly. It was my the best descision to pick this author. Client for a life!
Really cool stuff! I am sure I will use it again in my projects!
Everything was made perfectly. It was my the best descision to pick this author. Client for a life!
Really cool stuff! I am sure I will use it again in my projects!
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Wisconsin man suffers second-degree burns in acid attack, police say
by Bradford BetzA man in Milwaukee allegedly threw battery acid on another man's face Friday night, police said, adding that it stemmed from an argument over a parking spot.
Mahud Villalaz, 42, suffered second-degree burns on his face, Fox 6 reported. Police did not respond to Fox News' request for comment, but the Journal Sentinel reported officers were investigating the incident as a racially motivated hate crime.
Speaking before reporters Saturday, Villalaz said he no longer felt safe to go outside.
"I feel scared being an American citizen," said Villalaz, adding that he's a native of Peru who immigrated to the U.S. when he was young. "I feel scared that I cannot feel protected in my own country with my neighbors."
Villalaz told reporters he'd parked near a Mexican restaurant for dinner around 8:30 p.m. Friday when a man from a nearby bus stop approached him and spoke to him in an anti-immigrant tone, the Journal Sentinel reported.
"He approached me with those hate words," Villalaz said. "Go back to your country. You don’t belong here. This is my country."
 The suspect pulled out a bottle, uncapped it and threw a substance on his face, Villalaz said.
The substance was so strong that it burned through his jacket and sweatshirt, Villalaz said. Police were searching for the attacker who has been described as a white man, approximately six feet tall with a medium build.
CLICK HERE TO GET THE FOX NEWS APP
Alderman Jose Perez, in a statement, called the incident a "heinous" offense and an act of "senseless violence."
The Associated Press contributed to this report.


[NSJSONSerialization] SR-3013 Fix incorrect boolean coercion and enhance NSNumber encoding #699
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46b9fc2
Update tests to reflect correct behavior.
swizzlr 42b30b5
Rewrite sequential if-statements in pattern matching style.
swizzlr b07cc5d
Correctly serialize value booleans.
swizzlr a19d445
Implement objCType for NSNumber.
swizzlr ca11d35
Test serialization of object-like arrays of bools separate to value l…
swizzlr 88d5ad7
Fix tests, fix encoding of NSNumber-boxed booleans.
swizzlr 8753c12
Correct objctype encodings.
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This class encapsulates the compliant contact model force computations as described in detail in Compliant Contact in Drake.
More...
#include <drake/attic/multibody/rigid_body_plant/compliant_contact_model.h>
template<typename T>
class drake::systems::CompliantContactModel< T >
This class encapsulates the compliant contact model force computations as described in detail in Compliant Contact in Drake.
Instantiated templates for the following kinds of T's are provided:
- Note
- The templated ScalarTypes are used in the KinematicsCache, but all CompliantContactModels use RigidBodyTree<double>. This effectively implies that we can e.g. AutoDiffXd with respect to the configurations, but not the RigidBodyTree parameters. The collision engine does not (yet) support AutoDiffXd, so calls to that logic will throw errors at runtime.
◆ CompliantContactModel() [1/4]
◆ CompliantContactModel() [2/4]
◆ CompliantContactModel() [3/4]
Instantiates a CompliantContactModel.
◆ CompliantContactModel() [4/4]
◆ CalcContactParameters()
Given two collision elements (with their own defined compliant material properties, computes the derived parameters for the contact.
Returns the portion of the squish attributable to Element a
(sₐ). Element b
's squish factor is simply 1 - sₐ. See contact_model_doxygen.h for details.
- Parameters
-
| [in] | a | The first element in the contact. |
| [in] | b | The second element in the contact. |
| [out] | parameters | The net contact parameters. |
- Return values
-
| sₐ | The "squish" factor of Element a – the fraction of the full penetration deformation that a experiences. |
◆ ComputeContactForce()
Computes the generalized forces on all bodies due to contact.
- Parameters
-
| tree | A Multibody Dynamics (MBD) model of the world. |
| kinsol | The kinematics of the rigid body system at the time of contact evaluation. |
| [out] | contacts | The optional contact results. If non-null, stores the contact information for consuming on the output port. |
- Returns
- The generalized forces across all the bodies due to contact response.
- Exceptions
-
| std::runtime_error | if T is non-double and potential gradient information would have been lost (currently this is happens precisely when penetration is detected). |
◆ default_material()
◆ operator=() [1/2]
◆ operator=() [2/2]
◆ set_default_material()
Defines the default material property values for this model instance.
All elements with default-configured values will use the values in the provided property set. This can be invoked before or after parsing SDF/URDF files; all fields that were left unspecified will default to these values. See drake_contact and CompliantMaterial for elaboration on these values.
◆ set_model_parameters()
Configures the model parameters – these are the global model values that affect all contacts.
If values are outside of valid ranges, the program aborts. (See CompliantContactParameters for details on valid ranges.)
◆ CompliantContactModel
The documentation for this class was generated from the following files:


Live AIS statistics
Area: {{areaPresets[preset].name}}. Vessel Statistics (Bounding Box: {{areaPresets[preset].box}})
Proclaimed Fastest Ships (According to Sensor Data)
| # |
Name |
MMSI |
Speed (knots) |
Type |
details |
| {{$index + 1}} |
{{vessel[2]}} |
{{vessel[0]}} |
{{vessel[1]/10}} |
{{vessel[3]}} |
(details) |


Bandwidth's Developer Documentation has been updated! Please visit our new documentation website for updated documentation.


Device Files#
The device file describes the device metadata and peripheral tree in XML. Information from one device can be extracted by providing the device identifier.
Device Identifier#
The device identifier is the canonical representation of the device name within the device file. It consists out of the following elements with examples for device names stm32f407vg and atmega328p:
| Element | STM32 | AVR |
|---|---|---|
| platform | stm32 | avr |
| family | f4 | atmega |
| name | 407 | 328 |
| type | p | |
| pin-id | v | |
| size-id | g | 32 |
Notice that type and pin-id have different interpretations on the STM32 and AVR platform, which reflects in the device file format.
Naming Scheme#
All device files can be currently found in the xpcc/architecture/platform/devices/
, with the naming schemes dependend on architecture.
Examples include:
- avr:
- AT90:
at90
+sizes-type
at9032_64_128-can.xml
for AT90CAN(32|64|128)
- ATtiny, ATmega:
atmega
+sizes-types
atmega48_88_168_328-a_none_p_pa.xml
for ATMEGA(48|88|169|328)(a|p|pa)?
- ATxmega:
xmega
+sizes-package-types
xmega64_128-a1-none_u.xml
for ATXMEGA(64|128)A1(U)?
- AT90:
- stm32:
- STM32F:
stm32f
+names-pins-sizes
stm32f405_407_415_417-i_r_v_z-e_g.xml
for STM32F(405|407|415|417)(I|R|V|Z)(E|G)
- STM32F:
File Format#
The device files encode information about one or several very similar devices using a tree representation. The device tree root declares its device scope using OR'ed device identifier elements.
Here is the ATmega328 device family as an example:
<device platform="avr" family="atmega" name="48|88|168|328" size_id="4|8|16|32" type="a|none|p|pa"> ... </device>
This looks very similar for the STM32F407 device family:
<device platform="stm32" family="f4" name="405|407|415|417" pin_id="i|r|v|z" size_id="e|g"> ... </device>
Available Elements#
Inside the device tag, the following elements describe the device:
| Element | Description |
|---|---|
| flash | size of available non-volatile memory in bytes |
| ram | size of available volatile memory in bytes |
| eeprom | size of available eeprom in bytes (avr-only) |
| linkerscript | name of linkerscript (cortex-m-only) |
| core | name of CPU core |
| mcu | avrdude name of device (avr-only) |
| pin-count | number of pins on device |
| header | required device header(s) |
| define | required device define(s) |
| driver | a peripheral driver implementation |
For example, all devices in the STM32F407 family have 192kB of RAM:
<ram>196608</ram>
However, each element may also declare its device scope by including device identifier attributes.
To distinguish filterable device identifier attributes from declaration attributes, they must be prefixed with device-
.
For the ATmega328 family several RAM sizes exist depending on device name:
<ram device-name="48">512</ram> <ram device-name="88|168">1024</ram> <ram device-name="328">2048</ram>
You are even able to use the value of these elements to further limit the scope of new elements.
An example of this can be seen in the core driver file (discussed later), which uses the core element as device-scope:
<template core="cortex-m3|cortex-m4|cortex-m4f">hard_fault_handler.cpp.in</template>
As the device file is declarative, the filtering engine will resolve all dependencies recursively and throw an error in case of unresolved elements or circular referencing.
Available Drivers#
The driver elements link the device hardware peripheral with a software implementation, which are found in xpcc/architecture/platform/driver/
.
Each driver is divided into several hardware dependend implementations.
A selection of the most important drivers are:
driver |-- adc |-- can |-- clock |-- fsmc |-- gpio | |-- at90_tiny_mega | |-- generic | `-- stm32 |-- i2c |-- spi | |-- at90_tiny_mega | |-- at90_tiny_mega_uart | |-- generic | |-- stm32 | `-- stm32_uart |-- timer `-- uart
Notice the generic
folders. These are available for all platforms and are automatically included.
Also, notice how there exist two implementations for spi for the stm32 and at90_tiny_mega platform. One is for using the dedicated SPI hardware, and the other is for the UART hardware in SPI mode, however, both conform to the same SPI interface:
<driver type="spi" name="stm32" instances="1,2,3"/> <driver type="spi" name="stm32_uart" instances="1,2,3,4,5,6"/>
Of course, drivers may also declare device scope. For the STM32F407 family, the FSMC is not available for pin-id R
(=64 pins):
<driver device-pin-id="i|v|z" type="fsmc" name="stm32"/>
Any childen of a driver element will be available inside the driver instance template. Except for the reserved name parameter
, there are no limitations on data structure or naming.
For example, the GPIO driver needs to know which pins are available for the requested device (with the gpio
element), and what alternate functions to connect to them (with the af
element).
This information is encoded as driver element children (here for the ATmega328 device family):
<driver type="gpio" name="at90_tiny_mega"> <gpio port="B" id="0" pcint="0"/> ... <gpio port="D" id="1" pcint="17"> <af peripheral="Uart0" type="out" name="Txd"/> </gpio> <gpio port="D" id="2" pcint="18" extint="0"/> ... </driver>
Of course, device scope may also be declared for individual pins and even alternate functions (here for the STM32F407 device family):
<driver type="gpio" name="stm32"> ... <gpio device-pin-id="i|v|z" port="E" id="1"> <af id="12" peripheral="Fsmc" name="Nbl1"/> </gpio> <gpio device-pin-id="i|v|z" port="E" id="2"> <af id="12" peripheral="Fsmc" name="A23"/> </gpio> <gpio device-pin-id="i|v|z" port="E" id="3"> <af id="12" peripheral="Fsmc" name="A19"/> </gpio> <gpio device-pin-id="i|v|z" port="E" id="4"> <af id="12" peripheral="Fsmc" name="A20"/> </gpio> ... </driver>
This structure is then available as a dictionary inside the device driver template files.
Driver Files#
The device file only describes which folder contains the driver implementation and metadata for its implementation. It does not specify which files are part of the implementation, and how multiple instances of a driver are created.
This is done using the driver.xml
file inside each driver implemenation.
For the at90_tiny_mega
GPIO driver it contains:
<driver type="gpio" name="at90_tiny_mega"> <static>gpio_define.h</static> <template>gpio.hpp.in</template> ... </driver>
Here the elements stand for:
<static>
: copy source file without modification,<template>
: generate source filegpio.hpp
fromgpio.hpp.in
template with the device file GPIO data
Let's look at how to generate several driver instances using a driver file.
Here is the at90_tiny_meta
UART driver file:
<driver type="uart" name="at90_tiny_mega"> <template instances="0,1,2,3" out="uart{{id}}.hpp">uart.hpp.in</template> ... </driver>
Here the driver file has the capability to generate the instances 0,1,2 and 3 of the UART classes, and write them into the format specified by the out
attribute.
The instances
attribute can be used to generate different instances out of different template files as shown in the stm32
UART driver file:
<driver type="uart" name="stm32"> <template instances="1,2,3,6" out="usart_{{id}}.hpp">uart.hpp.in</template> <template instances="4,5" out="uart_{{id}}.hpp">uart.hpp.in</template> ... </driver>
Note, that only the instances declared in the device file will actually be generated!
So for the ATmega328, only UART instance 0 will be generated, since that has been declared in the device file:
<driver type="uart" name="at90_tiny_mega" instances="0"/>
Custom elements#
In the driver file, custom device-scoped elements may be declared, as in the at90_tiny_mega
GPIO driver file:
<driver type="gpio" name="at90_tiny_mega"> ... <notoggle device-family="atmega" device-name="8|16|32|64|128|162|8515|8535">True</notoggle> <notoggle device-family="attiny" device-name="26">True</notoggle> ... </driver>
Here the notoggle
element will be added to the substitution dictionary only for the specified devices.
Parameters#
In order to customize drivers further parameters may be declared. There are currently three types available:
int
: has a minimum and a maximum valuebool
: true/falseenum
: semicolon-separated values
All buffered UART implementations have two parameters named tx_buffer
and rx_buffer
, which are of type int
and set the size of the atomic transmit and receive buffer.
<driver type="uart" name="at90_tiny_mega"> ... <parameter name="tx_buffer" type="int" min="1" max="254">8</parameter> <parameter name="rx_buffer" type="int" min="1" max="254">4</parameter> </driver>
Each UART instance receives their own two independent parameters with these default values.
The stm32
core driver features the other two types:
<driver type="core" name="cortex"> <parameter name="allocator" type="enum" values="newlib;block_allocator"> block_allocator </parameter> <parameter name="enable_gpio" type="bool">true</parameter> ... </driver>
These parameter may be overwritten in either the device file, or in the project.cfg
in the section [parameters]
, which follows the naming scheme type.name.instance.parameter
:
[parameters] uart.at90_tiny_mega.0.tx_buffer = 200 uart.at90_tiny_mega.0.rx_buffer = 100
Generator#
We designed the device file format to use this form of XML to not only be human readable, but much more important, to be human-writeable.
We decided to group multiple devices of the same functionality family into one device file, instead of providing one device file for each of these devices.
This made accessing the devices files computationally more complex, since we have to evaluate the device-scope, however, it dramatically reduces redundancies and allows a much more natural description of devices in this language.
While the first device files were still written manually, a device file generator soon became necessary to allow inclusion of many devices and to help with refactoring during API changes.
This generator uses multiple manufacturer provided description files to extract data about multiple devices and compress them into one device file, while preserving readability and correctness.
Further information about the device file generator can be found in the Readme at /tools/device_file_generator
.


Crossover Customer Application is a software for manage basic information of our customers.
Learn more about this on the documentation.


Speech
Secretary of State for Education and Minister for Women and Equalities Nicky Morgan addresses The Education World Forum.
Thanks, Dominic [Savage, Director-General, British Educational Suppliers Association] and for the wonderful performance we’ve just enjoyed.
A very warm welcome to you all for what promises to be an incredibly exciting and inspiring week, both here and at the BETT conference.
I know that many of you have travelled a long way to be here - some for the very first time - and I’m delighted you can be with us.
It’s a huge privilege to be hosting this, the biggest global gathering of education ministers. Dominic deserves great credit for bringing us together.
Now it feels impossible for me to begin without remembering that just over a month ago we celebrated as Malala Yousafzai became the youngest ever Nobel Prize winner - and then, just a week later, mourned the terrible school massacre in Peshawar.
When I saw photos of the victims taken before the attack - the children, smart and hopeful in their school uniforms, and their proud, devoted teachers - what was striking and so poignant was that they could have been children and teachers from any country.
Because whether you’re in a border region of Pakistan, in a fast-developing African city or in a leafy English village, this is what schools everywhere come down to - children who are hungry for knowledge, teachers who want to help them and families who want schools to give their child the best possible start in life and equip them for the modern world.
The power of education to change lives is something that unites us all.
And we need to do all we can to harness this power; not just to improve standards in education, but to unlock the potential of all young people - girls and boys. And by doing that, to narrow inequalities, reduce poverty and achieve our wider development goals.
As both Education Secretary and Minister for Women and Equalities, this is a personal priority for me - as I know it is for so many of you too.
That’s why I hope we can really seize this opportunity to learn from each other and transform our children’s futures - and those too of our countries.
This is very much the spirit in which we’ve been reforming our education system in England - making changes inspired by the world’s best systems and, in turn, hopefully inspiring others.
We’re fortunate in this country to have some of the most outstanding teachers, schools, colleges and universities in the world, with many of our institutions proving a beacon for large numbers of students, researchers and academics from overseas.
And there’s our world-beating flair for innovation and enterprise that I’m sure will be showcased to great effect at BETT this week.
But, in 2010, we knew that our education system needed to raise its game.
For years, too many of our children - particularly those from the poorest backgrounds - had been falling behind.
At the same time as exam results in England soared ever higher, our international performance was stagnating, with other countries overtaking us in rankings like the PISA survey.
We knew we needed to make urgent changes and looked to the world’s leading education systems for inspiration.
We saw that they shared some key features: high levels of autonomy, accountability and aspiration, as well as a strong focus on teacher quality.
We saw that the results of countries like Germany and Poland had improved massively following moves to ensure that all their pupils studied core academic subjects, regardless of whether they went on to an academic or vocational path.
We saw that high performers like Singapore and Massachusetts had developed world-class curricula that were leaving our pupils in England trailing as their peers abroad raced ahead.
And we saw, crucially, that the some of the most successful systems, like South Korea, promoted the highest-quality teaching, with their brightest and best graduates flocking to join the profession.
So in developing our plan for education in England, we were keen to learn these lessons and ensure that our reforms were based on what was proven to work.
Hence our push to give teachers in England more autonomy - balanced by robust accountability - through our highly successful academies programme.
And our focus on raising aspirations and standards through a new, more ambitious national curriculum and the English Baccalaureate, so that all children leave school with the knowledge, skills and values to compete in the global economy.
In particular, we’re encouraging more young people - especially girls - to study science, technology, engineering and maths through the Your Life campaign with business, so the next generation can benefit from the endless career opportunities these subjects offer.
But at the heart of our reforms - at the heart of all great education systems - are great teachers and great teaching.
I’m delighted to see that this is a major theme here this year because the international evidence is clear - nothing is more vital to how well children do at school.
Championing these gifted, dedicated professionals who regularly go the extra mile for our children is an absolute priority for me.
Which is why we, in England, are doing much more to trust and empower our teachers.
We’re changing the way we recruit and train teachers, to attract top talent into the profession via initiatives like Teach First - which was, of course, inspired by Teach for America. And, through our new School Direct programme, giving schools more responsibility for training the next generation of teachers.
We’re supporting high-quality professional development through projects like our exchange with Shanghai, which has seen teachers from this education powerhouse teaching maths in primary schools across England.
And we’re encouraging schools to work together more closely to share expertise and help others improve through, for example, our growing network of over 600 teaching schools.
Because this is surely, ultimately, what we’re all trying to achieve; not systems driven by diktat, but systems that are self-improving, with schools learning from schools and countries learning from countries.
But let’s not forget that it’s teachers - who shape what happens every day in classrooms from Lagos to Los Angeles - who are the forefront of all progress.
And I’m in no doubt that it’s largely thanks to them:
And it’s good to see that just as we’ve made strides inspired by the world’s best, we too are blazing a trail for others.
Over 40 countries have visited my department over the past 2 years to learn about our reforms and exchange ideas on the challenges we all face.
So just as we visited Finland to find out how they approach initial teacher education, they too will visit us later this year to find out more about our teaching schools.
Just as we went to France to learn about early years provision, they too have shown an interest in our approaches to keeping young people for longer in education, and to promoting the STEM subjects.
And then there’s our teacher exchange with Shanghai, which is proving rewarding for all concerned: for English teachers and pupils who are experiencing the Shanghai teachers’ more in-depth and imaginative approaches to maths teaching, and for the Shanghai teachers, who are seeing what works well here.
But we’re not complacent. We know there’s much more to do, particularly on teacher quality, both here in the UK and abroad.
Key to this is a profession that’s more confident and held in the highest public regard - and that has a strong voice to promote the highest professional standards.
That’s why we’re supporting teachers who want to set up a new, independent college of teaching in England.
And it’s why I’m delighted to announce today [19 January 2015] that we’re launching new, more ambitious standards for headteachers that better support a self-improving system.
Drawn up by the profession, these standards go further than the minimum we expect, spurring our headteachers to really strive for excellence, and also inspiring greater public confidence in their work.
Today I’m also pleased to welcome the publication of a review carried out by Sir Andrew Carter into what makes for effective initial teacher training and how our system in England could be improved.
There’s a lot to consider in this report, particularly the critical link between initial teacher training and further professional development. But it’s good to see that, overall, our system is found to be performing well; although more needs to be done to ensure all trainees receive some core grounding in the basics of classroom management and subject knowledge.
We are also today setting out plans to address Sir Andrew’s recommendations, including commissioning an independent group of experts to develop a framework of content for initial teacher training, as well as commissioning the Teaching Schools Council to develop a set of national standards for mentors. I look forward to responding more fully in due course.
And these efforts to help our teachers continuously improve come on top of our commitment to reduce unnecessary teacher workload, following a consultation to find out what it is that’s forcing teachers in England to spend more time working outside the classroom than their peers abroad.
I know that these issues - around workload, training and standards - are not unique to the UK .
I’m hopeful that by continuing to work together we can all make headway in these areas, and not only improve teacher quality, but - as I said at the beginning - really harness the power of education as an engine for wider change.
This is especially important as we take forward the unfinished millennium development goals and set the post-2015 sustainable development goals.
There was much to welcome in the UN Secretary-General’s recent synthesis report, especially the recognition that progress won’t be possible without strong, peaceful societies and inclusive, effective institutions.
On education specifically, there’s some good progress to build on.
The focus in the millennium development goals on universal education provision for all primary school children has really helped mobilise international efforts.
But we need to widen this focus beyond access, to ensure that the post-2015 agenda also captures the quality of education, and also do more to ensure that everyone, at all levels - including our brilliant, committed teachers - is on board.
I’m proud of the way we in England have taken the lead from the world’s best systems to deliver for our young people. And, drawing on our own strengths, are also shining a light for others.
Because it’s only by coming together as we have today - to celebrate, support and learn from each other’s efforts - that we can make the difference we all want to see in education and, indeed, in all our endeavours to build a better world.

Thank you.
Published: 19 January 2015


How to close a Callout
without disposing it (or without disposing its content)
Normally, a Callout
component will dispose itself (and its content) as soon as you close it. However, sometimes we might want to reuse it again, or we might want to reuse its content in another Callout
(or elsewhere).
Close without disposing content
The disposeContent
property may be set to false
to tell the Callout
that the content should be preserved when the Callout
closes. Let's create a Label
that we will show in a Callout
every time that a Button
is triggered.
We'll start with a simple class that extends LayoutGroup
and we'll create the Label
, the Button
, and add a listener for Event.TRIGGERED
to the Button
:
public class Example extends LayoutGroup
{
public function Example()
{
super();
this.autoSizeMode = AutoSizeMode.STAGE;
}
private var _label:Label;
private var _button:Button;
override protected function initialize():void
{
this.layout = new AnchorLayout();
this._label = new Label();
this._label = "Hello World";
var buttonLayoutData:AnchorLayoutData = new AnchorLayoutData();
buttonLayoutData.horizontalCenter = 0;
buttonLayoutData.verticalCenter = 0;
this._button = new Button();
this._button.label = "Click Me";
this._button.layoutData = buttonLayoutData;
this._button.addEventListener( Event.TRIGGERED, button_triggeredHandler );
this.addChild( this._button );
}
private function button_triggeredHandler( event:Event ):void
{
}
}
Next, in the event listener, we'll show the Label
in a Callout
:
var callout:Callout = Callout.show( this._label, this._button );
callout.disposeContent = false;
By setting disposeContent
to false
, the same Label
will be reused every time while a different Callout
shows it. Each Callout
will still dispose itself when it closes, of course. Only its content will be preserved.
We have one last thing to remember; we need to ensure that the Label
is disposed eventually, so let's override dispose()
on the LayoutGroup
:
override public function dispose():void
{
if( this._label )
{
this._label.dispose();
this._label = null;
}
super.dispose();
}
Close without disposing itself
This time around, let's keep showing the same Callout
every time that the Button
is triggered. We'll be using the the disposeOnSelfClose
property.
Again, we'll start with a simple class:
public class Example extends LayoutGroup
{
public function Example()
{
super();
this.autoSizeMode = AutoSizeMode.STAGE;
}
private var _callout:Callout;
private var _button:Button;
override protected function initialize():void
{
this.layout = new AnchorLayout();
var buttonLayoutData:AnchorLayoutData = new AnchorLayoutData();
buttonLayoutData.horizontalCenter = 0;
buttonLayoutData.verticalCenter = 0;
this._button = new Button();
this._button.label = "Click Me";
this._button.layoutData = buttonLayoutData;
this._button.addEventListener( Event.TRIGGERED, button_triggeredHandler );
this.addChild( this._button );
}
private function button_triggeredHandler( event:Event ):void
{
}
}
Notice that we haven't created the Label
or the Callout
yet. Let's do that now in the event listener:
if( this._callout )
{
PopUpManager.addPopUp( this._callout, true, false );
}
else
{
var label:Label = new Label();
label.text = "Hello World";
this._callout = Callout.show( label, this._button );
this._callout.disposeOnSelfClose = false;
}
The disposeOnSelfClose
property ensures that the Callout
will not dispose itself when closed. Since the Callout
isn't getting disposed, its content won't be disposed yet either. When we want to show it again, we simply need to add it back to the PopUpManager
.
Similar to the previous example, we should make sure that the Callout
gets disposed when our LayoutGroup
is disposed.
override public function dispose():void
{
if( this._callout )
{
this._callout.dispose();
this._callout = null;
}
super.dispose();
}
As long as the disposeContent
property is set to the default value of true
, the Label
will be disposed too, since it is a child of the Callout
.


Normally, referencing code in another block is not a problem.
For example, the code is this block:
function factorial(n)
{
return n <= 1 ? 1 : factorial(n-1) * n;
}
Can be called from this one:
var sampleFactorials = [1,2,3,4,5,6,7,8].map(function(x) { return {x : x, fact : factorial(x)}})
Giving us: sampleFactorials
But what if the function we're referencing appears later in the document, e.g. cube_def.
We should still be able to reference it, and use it:
var cubes = [1,2,3,4,5].map(function(num) { return {x : num, cube : cube(num)}})
Which will give us:
cubes
What about referencing other variables?
For example, given the definition arr_def, can we write:
var factCubes = arr.map(function(x) {
return { x : x, factCube : factorial(cube(x))}
})
?arr
hasn't been defined yet at this point in the flow of the document.
We should be able, however, to reference specific code blocks, in advance, by their ID, and have them embedded into our blocks.
For example, we can write:
@@("arr_def")
var factCubes = arr.map(function(x) {
return { x : x, factCube : factorial(cube(x))}
})
We essentially embed the code block with id arr_def
into the above code block. The exact code of arr_def
will be embedded as-is. In case it also has embedded code in it, it will also be resolved and embedded, recursively.
And this should work, giving us: factCubes
Note:
This feature has a nice corollary - it allows us to embed code block wherever we want them, even before they appear.
This essentially gives us the ability to write higher level code in one place in the document, and break it down into more detailed chunks later.
This might be useful if you want, for example, to separate the flow of control of from the actual data processing, and provide explanations to them separately.
As a very simplistic example, consider the following code, which creates a greeting:
@@("pimped_date") //embedding code for extra Date object definitions.
var greeting = new Date().getHours() < 12 ? @@("am_code") : @@("pm_code")
Giving us a greeting: greeting
The actual code blocks calculating the greeting, can be written separately, e.g. down here:
A morning greeting is:
"Good morning, what a lovely " + @@("season") + " morning"
while an afternon/evening greeting is:
"Good afternoon, what a lovely " + @@("season") + " day"
And the season determined here:
new Date().season()
Invoking a function defined here:
Date.prototype.season = function()
{
var month = new Date().getMonth()+1;
var ret = "";
switch (true)
{
case month >= 4 && month < 6 : ret = "Spring"; break;
case month >= 6 && month < 9 : ret = "Summer"; break;
case month >= 9 && month < 11 : ret = "Autumn"; break;
default : ret = "Winter"; break;
}
return ret;
}
This example, however simple, also shows that embeddings can happen recursively - an embedded block may also embed others.
Also, it shows how to reuse code, and opens the door for clearer documents, allowing us to focus on each part of the program where appropriate.
function cube(x) { return x * x * x; }
var arr = [1,2,3,4,5,6]


How to write a blogpost
Basic layout of a blog post
To create a new blogpost its as simple as creating a new file in the _posts
directory. The naming scheme is a bit tricky, though. You have create a file
using the scheme YEAR-MONTH-DAY-title.MARKUP
. For example, this blog is named
2015-12-14-writing.md
.
Once you have touch
ed that file you can proceed putting content in it. The
first thing you have to do is create a so-called ‘Front Matter’. A silly name
for a header.
The Front Matter for this post, for example is shown below.
---
layout: post
title: How to write a blogpost
description: Introduction to writing a blogpost using Jekyll
comments: true
---
The layout
directive tells Jekyll what kind of page this is. It’s the name of
the layout you want to use. Looking at the _layout
directory we see that we
have default.html
, page.html
and post.html
. The value is just the filename
without extension. For your blogposts this will obviously be post.html
.
The title
directive is… the title. The description is used to describe the
content of this page. The blog is configured such that the description will be
used for some minor SEO. You want people to read this stuff, right? Then make it
a good one. And finally the comments
directive, as explained in the
introduction post 1.
Once you have that set up it’s basically just writing blog posts. You can use the regular Markdown syntax you are used to. Check out a basic markdown guide on how to do this if you are not familiar.
Mathjax
Since this blogging template has been setup with some basic MathJax I will spend a little time on how I have done this and how you can use it.
The mathjax platform, for me in particular, lacked some expresivity. I write a
lot of “greek” and for that I use the mathpartir
library. Mathjax does not
support this so I have predefined a few macros to mitigate that shortcoming as
much as possible. These are present in the _include/mathjax.html
file. So when
you want to write more than basic mathjax, in particular, derivation rules and
such, you should alwyas import that file first.
To add some latex to your post you can then use the regular mathjax.
A simple example, that does not require any imports, is the following:
which is, in the source code, nothing more than this:
$$This \ is \ \textbf{super} \ \texttt{awesome}$$


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"Anthony is a creative problem solver with a vast background in development and IT solutions. I was very impressed with his ability to understand different network technologies, topologies, and infrastructure from hardware to operating systems."
- David Ralph
"I was Anthony’s high school principal. Anthony was a fantastic student. He worked hard and even did a couple of projects for the school. He is kind and a team player. He would be a good asset to any company."
- Carol Boatman


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assigned
by James R. Griffin III at 2020-10-19 17:51:45.moved_columns_in_project
by James R. Griffin III at 2020-10-19 17:51:57.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:24:43.Double checked with Matt that no further action is needed. Closing this issue, thanks @kelynch !
closed
by Kevin McElwee at 2020-10-19 19:38:00.mentioned
by Kate Lynch at 2020-10-19 19:38:00.subscribed
by Kate Lynch at 2020-10-19 19:38:00.renamed
by Kevin McElwee at 2020-10-19 17:11:18.head_ref_force_pushed
by None at 2020-10-19 14:12:26.The graphql mutation is failing at the validation step: https://github.com/pulibrary/figgy/blob/51b52b5b3b2972cd37652db54212c594ac28bb97/app/graphql/mutations/update_resource.rb#L54
The resource has 146 objects, and the graphql params only have 110.
In fact all 36 which are on the resourced but not coming through graphql do not exist in figgy.
I replaced the member_ids list on the resource.
labeled
by None at 2020-10-19 12:54:28.mentioned
by None at 2020-10-19 12:54:28.subscribed
by None at 2020-10-19 12:54:28.closed
by None at 2020-10-19 20:51:45.assigned
by James R. Griffin III at 2020-10-19 16:42:51.moved_columns_in_project
by James R. Griffin III at 2020-10-19 16:43:01.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:24:38.@axamei The last two commits fix the visual regressions.
Explanation:
The /deep/
selector does not work with "functional" components, which provide much faster rendering. The spacing issues in Approvals are the application css overwriting the non-scoped css, so that should be fixed in the Approvals app. Also, to correct for the removal of /deep/
, I created a style
attribute for tag-items so we can apply the pill to the Approvals cards in a PR to that repo.
Unless I'm missing something, I don't think we can prevent a breaking change when trying to accommodate the changes required in the functional component work. I will update the semver appropriately when releasing. LMK what you think, and merge if you are 👍 .
mentioned
by Axa Mei Liauw at 2020-10-19 22:08:38.subscribed
by Axa Mei Liauw at 2020-10-19 22:08:38.base_ref_changed
by None at 2020-10-19 13:13:17.base_ref_changed
by None at 2020-10-19 13:13:20.base_ref_changed
by None at 2020-10-19 13:13:21.@hackmastera Cool! We were just closing or merging PRs prior to making the update. Good to know the script exists.
moved_columns_in_project
by None at 2020-10-19 13:09:55.assigned
by None at 2020-10-19 13:09:58.referenced
by None at 2020-10-19 13:18:46.mentioned
by None at 2020-10-19 13:23:51.subscribed
by None at 2020-10-19 13:23:51.closed
by None at 2020-10-19 13:24:40.moved_columns_in_project
by None at 2020-10-19 13:24:41.referenced
by None at 2020-10-19 13:24:40.merged
by None at 2020-10-19 13:24:40.closed
by None at 2020-10-19 13:24:40.head_ref_deleted
by None at 2020-10-19 13:24:41.base_ref_changed
by None at 2020-10-19 13:13:15.referenced
by None at 2020-10-19 15:01:14.merged
by None at 2020-10-19 15:01:14.closed
by None at 2020-10-19 15:01:14.head_ref_deleted
by None at 2020-10-19 15:01:15.The pagination was ordering the events in a DESC order; as a result the latest created event was on top of the page. The rake task was getting from the events page response the last event that happened to be on the same page and at the end (bottom) of the page. We need to make sure when we apply the pagination that we will adjust all the rake tasks that look for an event to be the correct event based on the order of the pagination and across the pages of the pagination. example task: https://github.com/pulibrary/marc_liberation/blob/356503c58ab51eb7dcf53f79b190dd7cb01f05de/lib/tasks/orangeindex.rake#L148
Coverage increased (+0.007%) to 81.975% when pulling 21d6f49d042b001b09557950f3a036c98330d2bc on 839-scsb-export into 04d2ca718b7f026ab9d0723d37880058e3c624e0 on main.
base_ref_changed
by None at 2020-10-19 13:13:16.head_ref_force_pushed
by Christina Chortaria at 2020-10-19 13:21:20.head_ref_force_pushed
by Christina Chortaria at 2020-10-19 13:29:09.added_to_project
by Christina Chortaria at 2020-10-19 15:17:50.assigned
by Christina Chortaria at 2020-10-19 15:18:15.labeled
by Christina Chortaria at 2020-10-19 15:18:31.moved_columns_in_project
by Christina Chortaria at 2020-10-19 15:40:32.renamed
by Christina Chortaria at 2020-10-19 15:51:04.Coverage remained the same at 81.968% when pulling 1b64c488589616bf09e6e87fb9d14e14b926ca0b on 806-alma-traject into 211cab0e287dfc04c892f1e325147eb042887c47 on main.
base_ref_changed
by None at 2020-10-19 13:13:18.head_ref_force_pushed
by Christina Chortaria at 2020-10-19 13:47:16.head_ref_force_pushed
by Christina Chortaria at 2020-10-19 16:26:55.When the production backup is used to reset staging the events will still be broken because the files are different on the staging box.
Document how a reset should work.
moved_columns_in_project
by Christina Chortaria at 2020-10-19 16:39:47.closed
by James R. Griffin III at 2020-10-19 23:56:19.moved_columns_in_project
by James R. Griffin III at 2020-10-19 23:56:20.Coverage remained the same at 81.968% when pulling 7be9f62e8d3b70e5dc60964149b8fc670297c3ff on 752-update-nodejs-12x into 211cab0e287dfc04c892f1e325147eb042887c47 on main.
base_ref_changed
by None at 2020-10-19 13:13:19.head_ref_force_pushed
by Christina Chortaria at 2020-10-19 21:27:42.referenced
by James R. Griffin III at 2020-10-19 23:56:19.merged
by James R. Griffin III at 2020-10-19 23:56:19.closed
by James R. Griffin III at 2020-10-19 23:56:19.head_ref_deleted
by James R. Griffin III at 2020-10-19 23:56:20.ready_for_review
by None at 2020-10-19 11:11:06.referenced
by None at 2020-10-19 11:11:13.merged
by None at 2020-10-19 11:11:13.closed
by None at 2020-10-19 11:11:13.head_ref_deleted
by None at 2020-10-19 11:11:14.https://app.circleci.com/pipelines/github/pulibrary/orangelight/959/workflows/d6d4b613-9fba-40a5-94ae-470409ab3833/jobs/2232 looks to be stable, but I would prefer to clean the branch (as well as the CircleCI command syntax) before I issue a pull request for this.
assigned
by James R. Griffin III at 2020-10-19 15:22:21.moved_columns_in_project
by James R. Griffin III at 2020-10-19 15:22:31.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:24:27.Indexed first on staging. https://catalog-staging.princeton.edu/?utf8=%E2%9C%93&f%5Bformat%5D%5B%5D=Senior+thesis&search_field=all_fields&q=id%3Adsp*&range%5Bpub_date_start_sort%5D%5Bbegin%5D=2020&range%5Bpub_date_start_sort%5D%5Bend%5D=2020&commit=Limit 1,175 senior thesis collection in DataSpace for 2020 total Senior thesis: 76,813
assigned
by Christina Chortaria at 2020-10-19 20:40:27.labeled
by Christina Chortaria at 2020-10-19 20:40:35.assigned
by James R. Griffin III at 2020-10-19 20:41:24.unassigned
by James R. Griffin III at 2020-10-19 20:55:25.renamed
by Christina Chortaria at 2020-10-20 00:00:07.Possible approach for doing this: https://github.com/pulibrary/figgy/issues/4289
fixed by https://github.com/pulibrary/princeton_ansible/pull/1767
closed
by None at 2020-10-19 15:12:46.fixed by https://github.com/pulibrary/princeton_ansible/pull/1742
closed
by None at 2020-10-19 15:14:02.fixed by https://github.com/pulibrary/princeton_ansible/pull/1770
closed
by None at 2020-10-19 15:15:15.assigned
by None at 2020-10-19 15:19:41.assigned
by James R. Griffin III at 2020-10-19 18:17:44.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:17:54.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:24:46.moved_columns_in_project
by James R. Griffin III at 2020-10-19 18:25:09.referenced
by None at 2020-10-19 18:53:39.closed
by Axa Mei Liauw at 2020-10-19 19:33:48.referenced
by Axa Mei Liauw at 2020-10-19 19:33:48.merged
by Axa Mei Liauw at 2020-10-19 19:33:48.closed
by Axa Mei Liauw at 2020-10-19 19:33:48.head_ref_deleted
by Axa Mei Liauw at 2020-10-19 19:33:49.I agree @jrgriffiniii it would be very useful to have this documented.
mentioned
by James R. Griffin III at 2020-10-19 16:33:28.subscribed
by James R. Griffin III at 2020-10-19 16:33:28.Waiting on https://github.com/pulibrary/lux/pull/340
closed
by None at 2020-10-19 12:09:01.referenced
by None at 2020-10-19 12:52:36.closed
by Kevin Reiss at 2020-10-19 14:18:46.referenced
by Kevin Reiss at 2020-10-19 14:18:46.merged
by Kevin Reiss at 2020-10-19 14:18:46.closed
by Kevin Reiss at 2020-10-19 14:18:46.head_ref_deleted
by Kevin Reiss at 2020-10-19 14:18:55.mentioned
by None at 2020-10-19 20:03:28.subscribed
by None at 2020-10-19 20:03:28.


{% extends "base.html" %} {% block head_title %}Bank Details{% endblock %} {% block extra_head %}{% endblock %} {% block content %}
We don't keep a record of your bank details ourselves - they are kept safely with GoCardless who handle our billing for the Fruit and Veg scheme.
If you need to change your bank direct debit details, the fastest way to change them is to contact GoCardless directly - you can reach them on 020 7183 8674, or email them at<EMAIL_ADDRESS>For more information please see their support site, help.gocardless.com.
If you have any other queries you can always reach us at<EMAIL_ADDRESS>or call us during office hours on 020 7502 7588.


Find your way back into the mountains behind the Pacific Palisades and you'll stumble onto Murphy Ranch, AKA the Los Angeles 'Nazi Camp'. During WWII a couple, the Stephens', believing that Germany would win the war and conquer America, bought some canyon land from the Will Rogers and built a compound capable of withstanding the collapse of the USA. Altogether the property would come to include a 500,000 gallon water storage tank, a hardened concrete structure holding their dual 50,000 amp diesel generators. The compound house included guarded carport and and military bunker style metal reinforced construction.The property also boasted elaborate horse stables, massive planter-box garden, miles of water piping and and the second longest continuous staircase in the country, including a dizzying 400 step climb through the canyon. Rumor had it Adolf Hitler had been invited to a hearty vegetarian dinner upon his arrival in the conquered America.


Duke CSA is
a non-political cultural group that provides services to its members, guides new blue devils especially undergraduate international Chinese students in becoming part of the Duke community. CSA also represents the Duke Chinese undergraduate community at Duke, and promotes Chinese and Asian awareness on Duke campus and within the Durham community.
Every year, CSA organizes all kinds of networking, academic, cultural, and sports events. Check out the events section for more details. CSA will provide lots of amazing service opportunities. Join us and register for years of fun and cultural experience!
Go back


Tempoyak is a typical Jambi food which is also popular in various other regions in Sumatra.
Tempoyak has food ingredients in the form of fermented durian. Generally, Tempoyak is served together with white rice.
Apart from being eaten directly, this Jambi special food can also be used as a spice in cooking as a flavoring for other foods. It's no wonder that many tourists bring them for souvenirs.
Gulai Tepek Ikan is a delicious dish from Jambi. As a typical Jambi traditional dish, Gulai Tepek Ikan is often served at traditional events such as weddings and religious events.
This Jambi traditional culinary is a combination of fish tepek which at first glance looks like Palembang pempek combined with curry sauce, creating a rich flavor of spices in the style of Indonesian cuisine.
Of course, almost everyone in Indonesia knows pempek, with its distinctive vinegar sauce. However, there is something different from this pempek variant, namely the sauce uses chili sauce.
Mixed with lime leaves and turmeric leaves, this Jambi traditional dish is Jambi's answer to Pempek!
The distinctive white color of this cake comes from rice flour, sago flour, and salt plus coconut milk.
This talam ebi-like cake is usually served in a square or bowl mold. The sprinkling of fried onions on top makes this cake taste delicious.
Perumahan Kebon jeruk Elok Blok A, No. 4, RT. 10, Kel. Solok Sipin, Kec. Danau Sipin, Kota Jambi
<EMAIL_ADDRESS>+62 813 2216 8022


Triangle Tracker
Types of triangles and their properties
Equilateral
- All sides are equal
- All angles are equal to 60
- All angles add up to 180
Isosceles
- Two sides are equal
- Two angles are equal
- All angles add up to 180
Scalene
- No sides are equal
- No angles are equal
- All angles add up to 180
Types of angles and their properties
- Acute angles: All angles less than 90
- Obtuse angle: One angle greater than 90
- Right angle: One angle equal to 90
To find out more about triangles click here


An extremely boring set of CSS. If you have a page of basic, unstyled HTML, and want to do almost no work, just pop this in.
<link rel="stylesheet" href="https://unpkg.com/drab.css/css/drab.min.css">
The remainder of this page serves as a demo for the stylesheet.
A block quotation is a quotation in a written document, that is set off from the main text as a paragraph, or block of text. A citation
This is a text link.
Strong is used to indicate strong importance.
This text has added emphasis.
This text is deleted and This text is inserted.
Superscript®. Subscript for things like H2O.
This small text is small for for fine print, etc.
Abbreviation:
HTML
This text is a short inline quotation.
This is a citation.
The mark element indicates a highlight. The time element:
| Table Heading 1 | Table Heading 2 | Table Heading 3 | Table Heading 4 | Table Heading 5 |
|---|---|---|---|---|
| Table Footer 1 | Table Footer 2 | Table Footer 3 | Table Footer 4 | Table Footer 5 |
| Table Cell 1 | Table Cell 2 | Table Cell 3 | Table Cell 4 | Table Cell 5 |
| Table Cell 1 | Table Cell 2 | Table Cell 3 | Table Cell 4 | Table Cell 5 |
| Table Cell 1 | Table Cell 2 | Table Cell 3 | Table Cell 4 | Table Cell 5 |


PROBLEMS
five divisions of complete width and height with blue color scheme
checkbox
iphone
moving div


Shakib meets Bangladesh anti-graft agency chief
by bdnews24.comShakib Al Hasan, who was banned from cricket for breaching graft code last week, has met Anti-Corruption Commission Chairman Iqbal Mahmood at its Dhaka headquarters.
The former Test and Twenty20 International captain of the national team has been the ACC’s goodwill ambassador since 2018.
He did not speak to the press.
“He came to discuss an issue. It was a scheduled meeting,” ACC spokesman Pranab Kumar Bhattacharya said.
ACC officials said they treated Shakib to traditional winter cakes.
He will not be able to play until Oct 29 next year due to the ban slapped by the International Cricket Council for not reporting “corrupt approaches” by a bookie. He also faces another year of suspended ban.
ACC chief Iqbal had earlier hailed Shakib for accepting the charges brought by the ICC.
He hoped Shakib would be with the ACC in its efforts to prevent corruption.


Profundidade
Force-Graph
dot-SVG Graph
Largura
Force-Graph
dot-SVG Graph
Bi-Direcional
Force-Graph
dot-SVG Graph


PittBike
Visualization for Pittsburgh Bike-Share
Station overview
Bike balance viz
Trip period frequency viz
Trip duration viz


class Hunter::Api
- Hunter::Api
- Reference
- Object
Direct Known Subclasses
- Hunter::Api::Account
- Hunter::Api::Domain
- Hunter::Api::Email
- Hunter::Api::Leads
- Hunter::Api::LeadsLists
Defined in:
hunter/api.crConstant Summary
-
APIVERSION =
"v2"
-
HEADERS =
HTTP::Headers {"Content-Type" => "application/json", "Accept" => "application/json", "User-Agent" => "hunter.cr"}
Constructors
Class Method Summary
Instance Method Summary
-
#handle_response(response : HTTP::Client::Response) : JSON::Any
200 - OK / The request was successful
Constructor Detail
Class Method Detail
Instance Method Detail
200 - OK / The request was successful
201 - Created / The request was successful and the resource was created
202 - Email verification in progress / The Email verification is still in progress. Feel free to make the same verification again as often as you want, it will only count as a single request until we return the response
204 - No content / The request was successful and no additional content was sent
222 - Email verification failed / The Email verification failed because of an unexpected response from the remote SMTP server. This failure is outside of our control. We advise you to retry later
400 - Bad request / Your request was not valid
401 - Unauthorized / No valid API key was provided
403 - Forbidden / You have reached the rate limit
404 - Not found / The requested resource does not exist
422 - Unprocessable entity / Your request is valid but the creation of the resource failed. Check the errors
429 - Too many requests / You have reached your usage limit. Upgrade your plan if necessary
451 - Unavailable for legal reasons / The person behind the requested resource has asked us directly or indirectly to stop the processing of this resource. For this reason, you shouldn't process this resource yourself in any way
5XX - Server errors / Something went wrong on Hunter's end


Description : ( HINDI DUET )
The contest shall comprise of two rounds:
For the preliminary round:
The partners in the duet should belong to the same college.
The participants may perform a song of their choice.
The time allotted to each duet is 2-3 minutes.
Accompaniments or backing tracks are not allowed for this round.
Each participant can exclusively participate in ONE duet.
The number of duets qualifying for the final round shall be decided
by the organizers on the basis of participation.
For the final round:
The participants can perform any song of their choice.
The time allotted is 5-6 minutes. Failing to keep within the time limit shall result
in deduction of points.
The participants are allowed a maximum of 2 accompaniments.
Backing tracks/karaoke are permitted.
The judges shall have the unanimous and unquestionable say and their decision
shall be final. The judges shall base their decision on the following criterions: quality
of voice, sense of scale and beat and the quality of rendition.


grupo-docente
Materias
Foros
Mensajes
Materia uno
Materia dos
Materia tres
Materia cuatro
Josè Lòpez
Grupo 1
I've had a pretty messed up day. If we just...
Esther Fernadez
Grupo 3
I've had a pretty messed up day. If we just...
Carlos Gutierrez
Grupo 4
I've had a pretty messed up day. If we just...


I help companies grow online.


Leatherface
Leatherface is a movie starring Stephen Dorff, Lili Taylor, and Sam Strike. A teenage Leatherface escapes from a mental hospital with three other inmates, kidnapping a young nurse and taking her on a road trip from hell, while being...


A NIGHTMARE ON ELM STREET PART IV: THE DREAM MASTER A film review by Michael C. De Masi Copyright 1988 Michael C. De Masi
As an avid Freddy fan, I was a little concerned about whether the folks at New Line could keep up with their own image. Would it be possible for the makers of some of the best (and only) horror in the last few years to once again treat us to a night with Freddy, the psycho we all love to love?
Definitely. Freddy's back once again, and more lovable than ever in A NIGHTMARE ON ELM STREET, PART IV: THE DREAM MASTER, which in my humble opinion is easily the best episode since the original. Along with a large group of the faithful, I saw the film on its opening night.
There's very little more difficult for a movie maker to do than please a jaded audience, especially in the realm of horror. Sure, it's easy to make a movie or two with enough gimmicks and surprises (and nude co-eds getting hacked right after sex) to pull in the teenage crowd, but when your audience has come to expect good writing, primo special effects and real suspense, all blended with a dose of good old black humor, it gets a little more difficult. This is what we expected, this is what we got.
It's hard to make me jump, but jump I did a few times in the course of this little horror fest. The story, much as one would expect, is much the same as ever. Freddy Kreuger, "Bastard son of a hundred maniacs," despite the best efforts of the folks of his home town, once again decides to come back and show a few neighborhood kids around his place. As always, some of the kids realize what's going on and band together to bring Freddy to the hideous end he must always face. In the mean time, a lot of people get whacked in a lot of different and interesting ways. So what's so great about all that? Why of course, the man himself.
Once again, Robert Englund (who is in reality the world's most harmless- looking soul) plays Freddy to perfection. Unlike some other horror stars I could mention, Freddy is a real character. He doesn't just act out of some brainless and impersonal lust for gore, he kills because he *loves* it. In return, his victims don't just fear him, they loath him with the hatred of old enemies reunited. This is the payoff for a true Freddy-phile.
High points? Apparently, Freddy has decided to expand his horizons and not rely on the old glove as much as before. The "high tech" horror fans among us will not be disappointed at some of the best F/X I've seen in quite a while. Another aspect I much appreciated was that the "cutesy" aspect of the kids from DREAM WARRIORS [A NIGHTMARE ON ELM STREET PART IV] was gone and replaced with a sort of hip, world-weariness which I find a great deal more appropriate.
And for those who like Freddy's sense of humor, the man is at his sarcastic best.  Obviously a comic genius.
See this movie, then do what me & the boys did: Have pizza.
Pleasant dreams, MikeD
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
to ASCII to HTML conversion.
Related links: index of all rec.arts.movies.reviews reviews


Overview
Krabby is a browser extension (for Chrome and Firefox) for keyboard-based navigation, inspired by Kakoune.
The main differences with existing extensions are: multiple selections, keyboard layout agnostic, SOV (subject–object–verb) constructs and simple interaction with external programs. It is also quite usable with the mouse.
Features
- Subject–object–verb order. Learn more at Differences with Vi(m).
- Keyboard layout agnostic. Maps to physical keys, but displays with the US layout.
- Multiple selections as a central way of interacting
- Powerful selection manipulation primitives
- Link hints
- External editor support. Open your favorite editor on text inputs.
- Tab search
- Contextual commands
- Contextual help
- Simple interaction with external programs
- Usable with the mouse. You can for example create a selection by grabbing a link with the mouse and to create the selection. Or create multiple selections by clicking on hints with . If you hold Control or Command, you can even make selections with the mouse selection area.
- Limited scope. Krabby is not Vim, nor Kakoune. Krabby is trying to be a navigation tool and some concepts from code editors don’t translate well. For example, there is no concept of mode in Krabby, but a system of contexts.
- Composability. Composability is better than extensibility. Krabby tries hard to provide features that interact well with each other. For example, and are two building blocks to focus a link and yank its URL. Depending on the context, will yank the page or a link URL.
- Modular (think Emacs). Krabby is divided into multiple small projects. At its core Krabby just holds the configuration and grabs its functionalities from other projects.
- Chrome and Firefox support. It has also been tested on Opera, Vivaldi and Brave.
Demos
See YouTube · Krabby and krabby-resources for all available demos.
Live demo
- Make sure to deactivate your extension and browser bindings.
- Press to activate Krabby.
- Press for help.
Notes
- Commands are bound to physical keys and displayed with the US layout.
- You can click on the keys themselves to run the commands.
Tutorial
| Keys | Example | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Scroll down. | ||||||||||
| Scroll up. | ||||||||||
| Scroll to the bottom of the page. | ||||||||||
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| Scroll down. | ||||||||||
| Copy page address. | ||||||||||
| Scroll down. | ||||||||||
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In Pokémon Red and Blue and Pokémon FireRed and LeafGreen, the player receives one of the Kanto starters as his first Pokémon from Professor Oak. The player’s rival receives the starter Pokémon whose type is stronger against the player’s chosen starter. | |||||||||
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