Speech
Her Majesty's Chief Inspector Sir Michael Wilshaw's speech to launch Ofsted's 2015/16 annual report for education, early years and skills.
This is my final Annual Report as Her Majesty’s Chief Inspector of Schools, Children’s Services and Skills.
Over the past 5 years of my tenure as Chief Inspector and in my 43 years as a teacher and as a head, I have had the pleasure of working with a huge number of great educators who have served this nation’s children and young people extraordinarily well.
I am delighted that many of them are in this room today alongside HMI and other colleagues from Ofsted with whom I have had the honour of working over the last few years.
I am proud to have been Chief Inspector and I am proud of this organisation, Ofsted. It has been a privilege to lead an organisation that has been one of the major drivers of improvement in education since its inception in 1992.
Those who question whether we need independent inspection have short memories and little perspective. So let me remind them what it was like before the advent of Ofsted.
Standards were far lower than they are today and in our capital city in which we sit, absolutely dire.
I know this because I was a teacher and head in inner London in the 3 terrible decades before Ofsted came into being. London’s schools − like many outside the capital − were failing whole generations of children. Schools like Hackney Downs − the predecessor to my old school Mossbourne − and William Tyndale may have grabbed the headlines, but there were many others that were only a whisker away from gaining similar notoriety.
Since those dark days, greater accountability and much greater political focus have transformed our education system. No, we are not yet world class, but children and young people across the phases are getting a much better deal now than ever before. We know schools improve incrementally and the same is true for our education system as a whole. It is a step-by-step process.
It’s easy to echo the familiar drumbeat of criticism common in much of the press. Comprehensives are invariably ‘bog standard’, classrooms are always in chaos and qualifications are never worth the paper they are written on. But for the most part, those criticisms are simplistic, out of date and frankly wrong.
So what of more recent history? In my first Annual Report , I described our system’s performance overall as ‘not good enough; must do better’.
I am happy to report 5 years on, we have seen some significant improvements.
Let me tell you exactly what our education system has achieved in recent years.
1.8 million more pupils are now in good or outstanding schools than in 2010
9 in 10 early years providers are now good or better – a 22 percentage point increase
The proportion of good or outstanding nurseries is now virtually identical in the least and most deprived areas of the country
Nearly 7 in 10 young children now reach a good level of development by the age of 5, compared to just over half in 2013
Primary school performance has improved dramatically, from 69% good or outstanding to 90%. That means that 1.3 million more pupils now benefit from a better primary school and children in disadvantaged areas have consistently seen most improvement
The gap between the proportion of good and outstanding primary schools in the most and least deprived areas has more than halved. 5 years ago, it stood at 24 percentage points; this year it is 9 percentage points
Key stage 1 and key stage 2 results at the age of 7 and 11 have improved. Pupils on free school meals have gained ground on their better-off peers in every subject in these tests
Let me give you one example among many. In 2012 when I was appointed, I criticised the poor performance of primary schools in Coventry, which was at the bottom of the primary league table published in my first report. Thanks to the focus and hard work of the local authority and school leaders, the city has turned things around. The proportion of children attending a good or outstanding primary school in Coventry has now more than doubled, from 42% of pupils to 93%.
That’s nearly 18,000 more children in good or outstanding primary schools in Coventry alone. And for Coventry, you can substitute Norfolk, Bristol and numerous other areas that have seen significant improvements in their primary schools in the last few years.
Outcomes have markedly improved at the other end of the education spectrum too. In 2003, only 27% of the population had a degree. By 2013, that had grown to 38% and it is projected to increase to 47% by 2020.
Particularly gratifying are the increasing numbers of youngsters from deprived backgrounds who now make it to university. The trend has been so marked in inner London that, astonishingly, A-level students from disadvantaged backgrounds in the capital are now more likely to go to university than their peers.
We can also be proud of the success our schools have had in forging social cohesion. It’s an achievement that has gone largely unnoticed, but it’s no less real for that. In most places in Europe, the children of immigrants do badly compared to their peers. Here, they do just as well, if not better.
Whatever cultural tensions exist outside school, race and religion are not barriers within them. In the vast majority of schools, children are taught equally and benefit equally. Children in schools across the country are learning about modern British values and seeing them in practice.
Take a moment to think what an incredible boon this is to our society. And think how much more fractured and divided our society would be if schools did not perform this valuable service. Schools, especially in some of our mono-cultural communities, are the only places where children have the chance to breathe the oxygen of our shared values and gain a sense of modern Britain and the wider world. Many of these children would otherwise suffocate under the weight of their community’s insularity.
It is absolutely critical, therefore, for our country that we have good schools in these mono-cultural areas. Why? Because they must have the capacity to promote greater social cohesion and provide children with a sense of their worth in modern Britain.
If youngsters in these areas go to underperforming schools and are denied the same opportunities as youngsters elsewhere then I fear that further fragmentation and isolation will follow from that.
It is also why we should worry about the growth of illegal schools. Far too many parents, often for cultural or religious reasons, are turning away from mainstream provision. This is dangerous; dangerous because those who wish to do harm to children will exploit unregulated institutions run by people who have little regard for safety, the requirement to provide a balanced curriculum or the promotion of British values.
This year alone we have identified more than 150 potentially illegal schools and that number is growing daily.
Ofsted is on the frontline in tackling this growing problem but our specialist team of inspectors is struggling to cover the ground. Local authorities must do more and commit more resources to this issue, supported, if necessary, by central government.
But back to mainstream education.
All these improvements have happened alongside the development of a more rigorous curriculum, the end of grade inflation and the introduction of more demanding inspection frameworks.
And I make no apology for the latter. I know I may have ruffled a few feathers over the last few years, but there is no question in my mind that the system as a whole has responded positively to our demand that good should be the only acceptable standard in schools and colleges.
I know that, in particular, my early decision to scrap the ‘satisfactory’ grade and replace it with ‘requires improvement’ was greeted with a great deal of sound and fury. But it was unquestionably, looking back, the right step to take. This decision, more than any other, has ramped up expectations and galvanised many schools to do significantly better.
In 2012, nearly a million children were being educated in schools that had been ‘satisfactory’ or mediocre for at least two inspections in a row.
This just would not happen now. Schools know that the clock is ticking. Under the inspection arrangements introduced 4 years ago, schools know they have a limited time to get to good.
The figures speak for themselves. At the point when we brought in the new grade in September 2012, there were nearly 4,800 primary schools that were judged to be satisfactory. Many had been content to coast along carrying that label year after year. Today, 79% of those primary schools have improved to good or outstanding.
There were 933 satisfactory secondary schools 4 years ago. Today, 56% of them are good or outstanding.
And again, this improving picture has disproportionately helped children from the most deprived backgrounds.
There are, of course, many areas of our education system where performance continues to worry me – some of which I will come onto in a minute.
However, I am convinced that the education reforms of the last few years, the increased diversity in the system and the new freedoms gained have made a real difference. A system that isn’t required to continually improve will stagnate. Overall, I agree with Andreas Schleicher of the OECD (Organisation for Economic Co-operation and Development). Autonomy matched by accountability works.
These successes have been hard won. The radical changes to school structure and school-led improvement need more time to bed in. They should not be jeopardised by ill-thought-through policy decisions or a lack of attention to what really matters. And what really matters is having enough good teachers and good leaders in our schools in every part of the country, and especially in those areas where standards are low.
Because, make no mistake, there are still parts of the country where our education system is not yet working well, particularly for children after the age of 11.
I would have liked to stand here and report that, during my tenure, everything had improved, that all the indices were pointing in the right direction and that henceforth the country can expect only good news. Sadly, I can’t do that.
Overall, the proportion of good and outstanding secondary schools has increased over the last 5 years, from 66% to 78%. We should be pleased that there are 420,000 more pupils in good or outstanding secondary schools than in 2010.
However, that improvement has not benefited all parts of the country and in some areas performance has stagnated.
Last year, I highlighted the disproportionate number of less than good secondary schools in the north and Midlands compared to the south of England. I regret to say that the gap persists and has even widened slightly this year. Overall, 72% of secondary schools in the north and Midlands are good or better compared to 84% in the south.
That means 135,000 more children in the north and Midlands attend an underperforming secondary school than in the south of the country.
Of the 10 worst performing local authority areas, 7 are north of the Wash.
Shockingly, the north and Midlands are home to nearly 3 quarters of the secondary schools judged inadequate for leadership.
This is not a result of unfair inspection practice. Every Ofsted region in the north and Midlands is below the national level on every major measure – Progress 8, Attainment 8 and the EBacc (English Baccalaureate). Pupils here are less likely to achieve top grades at GCSE than elsewhere.
And while the number of young people going to universities has grown, some of the shocking statistics in the Social Mobility Commission’s recent report should give us some pause for thought. For example, not 1 child on free school meals from the entire North East, Yorkshire and Humber region went to Oxbridge after leaving school in 2010.
The north west is of particular concern. Five years ago, it was one of the strongest regions. But over the past 5 years, the proportion of good and outstanding secondary schools has increased by only 3% in the north west compared to 13% nationally. 3 in 10 secondary schools in Manchester and 5 in 10 in Liverpool are now less than good, compared to 1 in 10 in London.
This north/south divide was a central feature of my last Annual Report 2014/15 . I must admit to hesitating before deciding to highlight it again. But it is beholden on me to speak out.
Education has the power to bring people together, but it can also divide.
The fissures in the standard of education that divide our regions and towns from each other is destabilising our country. Regions that are already less prosperous than the south are in danger of adding a learning deficit to their economic one. So it will not be healthy for them or the country as a whole if these disparities are not addressed.
Recent political history shows what can happen when large parts of the population feel alienated because they think they are not being dealt with fairly.
What’s more, as I have already suggested, the comparatively low standards in many northern and Midlands secondary schools risk further polarising the communities already living parallel lives in some of the towns and cities in that part of the country.
It is no good wringing hands after the event. We have known about this educational inequality and its likely consequences for some time. My report on ‘Access and achievement’ raised concerns near the start of my tenure. I am sorry to say that many of my recommendations in that report have not been acted upon.
Perhaps we now need the government to appoint a high profile minister for the north to bang heads together across the regions and make sure action is urgently taken.
And action needs to be taken. I want to emphasise this point because if we do not act now, the fissures we are already seeing will deepen and all the improvements we have seen to date will be at risk.
Most urgent of all, we need to address the endemic capacity issues in our education system. We can make all the structural changes we want, but if we do not have sufficient teachers, they will be for naught.
If it is the first duty of government to defend its citizens, then the first duty of the education system is to ensure that there is a supply line of high quality teachers and leaders to our schools, particularly those that need them most.
And I am sorry to report that we are failing in that duty. Everywhere I go, headteachers – particularly secondary heads − tell me how difficult they are finding it to appoint high-calibre teachers.
I have raised this issue in my last 2 annual reports, but the problem persists. We need to face up to this crisis.
The recorded rate of vacancies and temporarily filled positions in schools has more than doubled in 5 years. And this problem is only going to get worse as the secondary school population increases.
Just as worrying is the disproportionate impact this is having on the areas that are already struggling the most.
My regional director reports that, in parts of the north west, for example, headteachers say that there is practically an auction for secondary teachers in hard to fill subjects.
Let me be clear. Education is a people business. Without enough people – good people – it cannot and will not function. This is the most pressing issue facing the education system today.
I accept it is not easy to recruit or retain teachers. The triple whammy of a growing economy, public sector pay restraint, and the still comparably low status of teaching in England means it is hard to attract the right people into the workforce.
But I believe there is more that the government could and should be doing.
So why does the Department for Education have such a “weak understanding of the extent of local teacher supply shortages”, according to the National Audit Office?
Why are the campaigns to sell teaching as a profession so underwhelming?
Teaching is the best job in the world. I have never for one minute regretted my decision 40 odd years ago to become a teacher.
We need to do more to celebrate the difference you can make as a teacher to the lives of thousands of children. We need to do more to encourage the brightest and the best to pursue it as a career of choice.
They say teaching is a noble profession and it is. But I’m not sure you would gather we were members of an aristocracy from the way the job is advertised.
One more question − why isn’t the government slapping golden handcuffs on newly qualified teachers to compel them to start their careers in the state system that trained them and gave them up to £30,000 tax free in the process?
There are similar challenges with the supply of school leaders. Two-fifths of governors say they find it hard to recruit to senior posts. That situation is only going to get harder as the ‘baby-boomer’ generation of school leaders nears retirement.
We know that some good multi-academy trusts are effective at securing the teachers and leaders their schools need, but we also know that there are still too many underperforming MATs and it remains the case that some of the better MATs are themselves predominantly based in the south of England and particularly in London.
Sir Nick Weller’s report last week on the northern powerhouse was a welcome acknowledgement of the issues I have been raising. Unless we, as country, develop and implement a more coherent, strategic approach to training and retention that matches supply to the most pressing demand, our schools will struggle to meet our expectations and the progress that I’ve outlined over the last few minutes will slow.
England’s education system is not yet running on empty but it cannot be sustained for long with lofty ambitions, good intentions and blind faith in the invisible hand of the market. England needs more and better teachers and leaders. And we need them now. The improvements we have made over the last few years are at risk.
Unfortunately, geographic divisions and a lack of capacity are not the only fractures that risk undermining our education system. We also have to acknowledge our persistent failure to provide a high-quality technical and vocational education to those children who do not go on to university, the forgotten half of our student population.
As I said earlier, we have made remarkable progress getting ever-greater numbers of students from all backgrounds into university. Sadly, we have yet to provide enough good technical and vocational avenues for those who do not. Report after report after report finds that careers guidance in both schools and colleges is uniformly weak, while the way we prepare young people for the world of work remains poor.
Put simply, compared to our competitors - Norway, Germany and Switzerland, for instance - England struggles to guide youngsters into high quality alternatives to higher education.
The country is facing serious skills shortages, particularly in the wake of the vote to leave the European Union. A quarter of all vacancies in the country – some 200,000 posts – are in skills shortage areas. Yet, the performance of the institutions responsible for the large majority of the country’s technical and vocational education for 16- to 18-year-olds continues to decline.
This year, nearly half of the 82 further education colleges we inspected were less than good - half. 12 of them were inadequate.
In these underperforming colleges, students are much more likely to experience teaching that is not good enough and be given undemanding work. Links with local businesses are often poor. Many students are on courses that are not linked directly to local or national skills shortages.  These are places that instead of specialising are still trying to do too much and as a result are falling through too many gaps and failing too many.
This is simply not good enough. For half a century, the FE sector has been the Cinderella arm of the education service. The problem is that this has somehow been acceptable. Is that because this is a sector that educates other people’s children? Each year, around 100,000 16-year-olds enroll at a further education college to do technical or vocational courses. How many of them are the children of the powers that be - of national politicians and the commentariat?
What if your child was one of the 40% who do not get 5 good GCSEs? He or she may have done their best, but is not academically inclined. Maybe they received poor careers advice and guidance in secondary school and tried but failed to get the EBacc. Maybe they just missed out and got a D in maths or English.
What if their only option is to go to the local underperforming further education college, which caters for 10,000 other learners? What if they end up on a course that is irrelevant to the local job market? What if the teaching they receive is not as good as it should be? What if they fail to get a C or better when retaking their GCSE maths and English − as around two-thirds do each year? Would you demand action then?
As a nation, we spend £7 billion on the further education sector. We can no longer afford to accept mediocrity on such a grand scale. We cannot allow this state of affairs to continue. Things have got to change.
I wish I could believe that the answer is further consolidation. But merging 2 poor colleges to create one even larger college is unlikely to improve them and may well make them worse. Creating ever bigger, more amorphous and impersonal institutions will only mean more young people falling through the net.
We have to learn from what works elsewhere. We need to look at Germany with its specialist colleges, where employers take the lead.
There is a moral and economic case for radical change. The autumn statement was a pretty frightening forecast of what is ahead of us. We must develop a technical and vocational education system which produces a workforce that is highly skilled and will improve productivity.
The obsession with grammars and the top 10% ignores this problem. I started this speech by talking about the importance of accountability measures. We now need the same level of accountability at 19 as we have at 16 and at 11. We need a radical shake-up of the system.
University technical colleges may be part of the answer, but it is early days. They have the potential to raise the quality of vocational education, but some as you know are struggling. Many are finding it difficult to enlist students at the age of 14 and recruit teachers with the necessary industry experience.
The government has sought to address the nation’s skills shortage by increasing dramatically the number and the quality of apprenticeships. This year the proportion of good or better apprenticeships is 12 percentage points higher compared to last year, and that’s good news. But almost 2 in 5 apprenticeship programmes inspected this year were still less than good.
I hope that bringing responsibility for this sector into the Department for Education will make a difference. Because unless we get out of this self-defeating spiral, it is difficult to see how our education system will deliver for many of the youngsters who need a good technical and vocational training at this time.
This is the last speech I will make in public as Chief Inspector, so I hope you will indulge a former history teacher if I return to the past before I draw it to a close.
Forty years ago, James Callaghan made a speech at Ruskin College that outraged the educational establishment. Our schools, he said (and I was around at the time when he said it), were not good enough. Traditional teaching had been neglected. The new ‘informal instruction’ was of some concern.
They were reasonable criticisms, very mildly put. But the reaction was anything but mild. It was furious. Prime ministers traditionally did not venture into the ‘secret garden’ of education. That was for the experts. And the experts weren’t happy.
The unions were excoriating. The ‘Times Educational Supplement’ sneered that judging education was a skill too sophisticated for the prime minister to grasp. And my predecessor as Chief Inspector rebuked No 10 for interfering. “This is none of your business,” she warned. I confess it’s a line I’ve never tried with the present or previous occupant. I would rightly expect short shrift if I did.
Jim Callaghan foresaw that we would expect more of our education system, that we should expect more. “We demand more from our schools than did our grandparents,” he said. And how right he was. But I doubt even he could envisage how much change our schools would have to accommodate.
What would Callaghan make of our education system if he were around now? He would be alarmed, I suspect, by the divisions between north and south, between the status of academic and vocational education and between the divergent performance of our primaries and secondaries. Yet, in other respects, I think he would be very, very impressed.
As I said earlier, I don’t think the many critics of our education system appreciate just how much has changed. If they did, perhaps they wouldn’t be so dismissive of a system that has delivered so much to so many over the last number of years. Nor would they blithely advocate turning the clock back to a time when the top few per cent went to grammar schools and the rest were left with a very threadbare education.
The world that schools have to prepare their students for has altered fundamentally. It is not just a question of equipping them with excellent academic, vocational and technical qualifications, important though that is. It is also a question of equipping them with the values that our diverse, dynamic and constantly evolving society needs to function.
If anything, as I come to the end of my time as Chief Inspector, I wonder whether we sometimes ask schools to do too much in this regard. Do we expect schools to do alone what must also be the wider responsibility of society, communities and families?
Tiger economies, after all, need tiger attitudes to learning, and that should come from home. Where it doesn’t, the only answer to feckless families is fiery leadership which not only reminds parents and pupils that no one owes them a living but also unashamedly takes on that parenting role. That’s what I did at the schools I led and that’s what truly great headteachers are doing now.
All my experience as a teacher, headteacher and Chief Inspector tells me that schools can make that difference.
Recently, I met a group of old pupils for dinner. They were all in employment, all struggling to cope with ludicrous London property prices and were all doing better than their modest backgrounds might have suggested when they were growing up. They were unquestionably modern Britons: tolerant, compassionate, and at ease with the diverse society in which they live. I am pleased that some of them here today.
It is the success of old pupils like these that motivated me as a teacher and headteacher. And I know, it is the success of pupils like these that motivates hard working teachers and headteachers up and down the country today.
Until I became Chief Inspector, I thought that teaching was the most fulfilling and − at times − the most frustrating job you could do. I have to say this job has given teaching a run for its money in that respect. But I am proud of having done both and, as I take my leave, I wish my successor as Chief Inspector all the success in the world. You have the power to close the divides in our country. Young people like these depend on you.
Thank you.
Published: 1 December 2016
From: Ofsted Sir Michael Wilshaw
Part of: Ofsted Annual Report 2015/16


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See: Description
| Interface | Description |
|---|---|
| NameSampleDataStreamFactory.Parameters | |
| ParseSampleStreamFactory.Parameters | |
| WordTagSampleStreamFactory.Parameters |
| Class | Description |
|---|---|
| AbstractSampleStreamFactory<T> |
Base class for sample stream factories.
|
| BioNLP2004NameSampleStream |
Parser for the training files of the BioNLP/NLPBA 2004 shared task.
|
| BioNLP2004NameSampleStreamFactory | |
| ChunkerSampleStreamFactory |
Factory producing OpenNLP
ChunkSampleStream s. |
| Conll02NameSampleStream |
Parser for the dutch and spanish ner training files of the CONLL 2002 shared task.
|
| Conll02NameSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| Conll03NameSampleStream |
An import stream which can parse the CONLL03 data.
|
| Conll03NameSampleStreamFactory | |
| ConllXPOSSampleStream |
Parses the data from the CONLL 06 shared task into POS Samples.
|
| ConllXPOSSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| ConllXSentenceSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| ConllXTokenSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| DetokenizerSampleStreamFactory<T> |
Base class for factories which need detokenizer.
|
| DirectorySampleStream |
The directory sample stream scans a directory (recursively) for plain text
files and outputs each file as a String object.
|
| DocumentSampleStreamFactory |
Factory producing OpenNLP
DocumentSampleStream s. |
| EvalitaNameSampleStream |
Parser for the Italian NER training files of the Evalita 2007 and 2009 NER shared tasks.
|
| EvalitaNameSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| LanguageSampleStreamFactory<T> |
Stream factory for those streams which carry language.
|
| LeipzigDoccatSampleStream |
Stream filter to produce document samples out of a Leipzig sentences.txt file.
|
| LeipzigDocumentSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| NameFinderCensus90NameStream |
This class helps to read the US Census data from the files to build a
StringList for each dictionary entry in the name-finder dictionary.
|
| NameSampleDataStreamFactory |
Factory producing OpenNLP
NameSampleDataStream s. |
| ParseSampleStreamFactory |
Factory producing OpenNLP
ParseSampleStream s. |
| SentenceSampleStreamFactory |
Factory producing OpenNLP
SentenceSampleStream s. |
| TokenSampleStreamFactory |
Factory producing OpenNLP
TokenSampleStream s. |
| WordTagSampleStreamFactory |
Note: Do not use this class, internal use only!
|
| Enum | Description |
|---|---|
| Conll02NameSampleStream.LANGUAGE | |
| Conll03NameSampleStream.LANGUAGE | |
| EvalitaNameSampleStream.LANGUAGE |
Copyright © 2015 The Apache Software Foundation. All rights reserved.


12-year-old Minnesota boy sees color for the 1st time in heartwarming video
by KABCMINNESOTA -- A 12 year-old Minnesota boy experienced a flood of emotions when he saw color for the first time.
Jonathan Jones tried on special glasses that allow him to see color after his principal, who is also colorblind, let him borrow them.
Jones will soon have his own after a GoFundMe page was created to buy him a pair. The goal was to raise $350 but the page raised over $23,000.
The leftover funds will be donated to a foundation that purchases colorblind glasses for those who can't afford them.


---
layout: theorems
---
Let $V$ be a finite dimensional vecor space over $\mathbb{C}$ and $T:V\to V$ be a linear transformation. Then there is a basis $B$ for $V$ such that $[T]_B$ is upper triangular.
Concepts
Coming soon
Hypothesis
Coming soon
Results
Coming soon
Proof
Coming soon


About Zigo Parcel App
This is a mobile and a web platform for checking available, reliable and affordable parcel delivery companies within Nyeri, Nanyuki, Nairobi and Nyahururu.
What we offer
This is a mobile and a web platform for checking available, reliable and affodable parcel delivery companies.
Current Place You can find our Solutions
Nyeri, Nanyuki, Nairobi and Nyahururu.


--- layout: post status: publish published: true title: Beautiful iPod by iArrire author: Leask author_login: leask author_email<EMAIL_ADDRESS>author_url: https://leaskh.com wordpress_id: 391 wordpress_url: http://leaskh.wordpress.com/2006/12/16/beautiful-ipod-by-iarrire date: '2006-12-16 17:43:29 +0800' date_gmt: '2006-12-16 17:43:29 +0800' categories: - Entertainment tags: [] comments: [] ---


Xiaomi launches Redmi Note 8 Pro "dark blue" version in Taiwan -
by Efe UdinXiaomi launches Redmi Note 8 Pro “dark blue” version in Taiwan
3.7 (73.33%) 3 votes
The Redmi Note 8 Pro is already selling globally but the company now has a new colour option. In addition to the ice jade, pearl white, and electro-optic ash, Redmi has now added a “dark blue” colour in Taiwan. This smartphone is currently on “Arrival Notice” but it will be available from November 11. The price of 6GB+64GB is NT$6,599 ($218) while the 6GB+128GB version costs NT$7,599 ($251).
The Redmi Note 8 Pro comes with an Helio G90T processor that uses 2 ARMCortex-A76 and 6 Cortex-A55 cores. On the screen side, this smartphone features a 3D four-curved glass body with a 6.53-inch screen and a resolution of 2340×1080. This display comes with TÜV Rheinland Eye Certification.
In the camera department, we have a 64MP Samsung GW1 main camera. The Samsung GW1 uses a 1/1.7-inch ultra-large bottom sensor, which is 34% larger than the 48MP sensor. It supports 4-in-1 pixel technology, pixel-isolated ISOCELL PLUS technology, and an intelligent ISO technology. In front, there is a 20MP camera.
The Note 8 Pro comes with a built-in 4500mAh battery which supports 18W fast charge. In addition, this smartphone supports other features like the USB Type-C interface, 3.5mm headphone jack, multi-function NFC, Infrared remote control, etc.


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<
Random
>
Quote
Annotation
Date
Changelog
11/04/2018
Implemented URLs for standalone quotes and made other cool things with JS History API
10/04/2018
Minor changes and font size tweaks
26/03/2018
Made the changelog
Binded arrow keys to prev/next
25/03/2018
Some other things.


{% extends "layout.html" %} {% block title %}
{{ client.name }} would like access to your wank.party account. If given access, {{ client.user.username }} will be able to see your username and email address, but will not be able to upload on your behalf.
{% endif %} {% endblock %}


{% extends "pagefetch/base.html" %} {% block content %}
Register and play!
Sign up here for your PageFetch account. It only takes a few seconds!


The code for Hello World, as you will see, is quite simple. It consists mainly of User Interface gadgetry and uses just a few message handlers.
The main component of the application is the Process object, an instance of
HelloProcessClass
(a subclass of
GenProcessClass
). This object makes all drawing and color changes by handling messages sent from the window manager and the triggers in the dialog box. The Process object basically manages the application, keeping track of the relevant data and interacting with the UI gadgetry.
The Process object is event-driven, meaning it has no
main()
routine run when the program is launched. Instead, the program does nothing until an event occurs (such as the view window sending
MSG_META_EXPOSED
when first opened). When the event (message) is received, the Process object responds to it and then waits until the next event occurs. Note, however, that the vast majority of events a Process object will receive and handle are not generated by your code but by the kernel and the UI.
Both the menu and the dialog box, once defined in the source code as objects, are implemented automatically by the system software. The application does not have to draw or otherwise manage these objects; they will interact directly with the UI to do the proper thing.
The triggers within the dialog, however, request actions that must be carried out by the application (changing the color to blue and gold, respectively). Although the application does not have to instantiate, draw, or otherwise modify the trigger objects, it must handle messages sent out by them when they are pressed by the user. This is discussed below, under "Changing the Text Color."
Almost everything is handled automatically by the User Interface for the Hello World application. This includes implementation of the system menus for the primary window and the scrolling functionality of the scrollable View window.
The view object (of
GenViewClass
) is powerful and provides a lot of what most applications need. It automatically handles all window resizes and scrolls, and it will cause proper redrawing when another object (such as a pinned menu) is moved across it. The only thing it does not do is actually draw the application's images.
When the view senses that some portion of its window has become invalid (through scrolling or when the view window is first opened, for example), it will send a
MSG_META_EXPOSED
message to the Hello World application's Process object. The Process object will respond by drawing the text appropriately--it does not, however, have to worry about what portion of the text is visible or what portion of the screen the view window occupies. The view will automatically clip the text properly and display it within the window's bounds.
In all, the Process object can handle six events specific to this application:
MSG_META_CONTENT_VIEW_WIN_OPENED
(sent by the view when it first creates its window),
MSG_META_CONTENT_VIEW_WIN_CLOSED
(sent by the view when its window is being destroyed),
MSG_META_EXPOSED
(described above),
MSG_HELLO_CHANGE_TO_BLUE
(sent by the Blue trigger),
MSG_HELLO_CHANGE_TO_GOLD
(sent by the Gold trigger), and
MSG_HELLO_REDRAW_DOCUMENT
(sent by the Process object to itself).
The Process object maintains two global variables:
helloTextColor
contains the current color of the text, and
winHan
contains the window handle of the view's window. When it draws the text, the Process object checks
helloTextColor
before drawing. Therefore, the handlers for the change-color messages change the value of
helloTextColor
.
However, changing the text's color is not quite that easy. Because the view window does not have any way of knowing that the Process object has changed the text, the application must inform the UI of the change. Otherwise, the change will be made in the document but will not appear on the screen until the view window is moved or resized by the user.
Therefore, we must force a window invalidation when we change the color. This will cause the View window to generate a new
MSG_META_EXPOSED
that will force the redrawing of the text in the new color. The window handle is cached in
winHan
for just this purpose; when the text color changes, we must invalidate the window so the UI will redraw its contents. We invalidate the window by calling the special graphics routine
GrInvalRect()
, passing the window's handle. We get the window handle when the view first creates the window--it will send out a
MSG_META_CONTENT_VIEW_WIN_OPENED
. When the window closes, the view will send
MSG_META_CONTENT_VIEW_WIN_CLOSED
in which Hello World destroys the cached window handle.


Working with WRF CHEM part71 emission inventory CBE Ndown
2014-09-06
###WRF CHEM for Coimbatore domain with emission inventory and one way nesting using ndown.exe###
####WPS#### 1. The WPS components geogrid.exe, ungrib.exe and metgrid.exe was from the output of last run on detailed in this
####real.exe#### 1. Real.exe also from the last run output. The output comprised of files namely wrfbdyd01, wrfinputd01, wrfinputd02, wrfinputd03, wrfinputd04 were used as such for convertemiss.exe run.
####PrepChemSrc.exe####
1. It was executed as per the tutorial and PrepChemSrc.exe was executed by following point 3 in that tutorial.
2. The input file for PrepChemSrc.exe named as PrepChemSrc.inp is edited following namelist.wps last run based on emissioninventoryguide, it has option for nesting also by choosing number of grids and for CBE case by entering four grids. The used inp file is this. After editing inp file PrepChemSrc.exe was run by ./Prep_Chem_Src.exe
command in its bin folder. It run successfully as specified in the tutorial and it created seven files with three bin files for each grid as per the tutorial. Earlier attempt failed by an un recognized error message and it was then resolved by editing a mistake in the inp file with two dots in variables such as POLELAT
.
3. The created bin files are linked inside the emreal folder of wrf serial compile is made by the commands as per the [emissioninventoryguide](http://ruc.noaa.gov/wrf/WG11/Emissionguide.pdf). But the command creates broken link, the command has to changed as per below and executed from real_em folder
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-ab.bin emissopt3_d01
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-bb.bin emissfire_d01
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-gocartBG.bin wrf_gocart_backg_d01
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-ab.bin emissopt3_d02
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-bb.bin emissfire_d02
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-gocartBG.bin wrf_gocart_backg_d02
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-ab.bin emissopt3_d03
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-bb.bin emissfire_d03
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-gocartBG.bin wrf_gocart_backg_d03
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-ab.bin emissopt3_d04
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-bb.bin emissfire_d04
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-gocartBG.bin wrf_gocart_backg_d04
As different from emissguide wrfgocartbackg was given domain identifier for maintaining convention of executing convertemiss.exe as wrfgocartbackg_d01.
####convertemiss.exe####
1. Nesting is not enabled with convertemiss.exe as per this. So each nesting has to be run by changing the namelist.input and considering as single domain. So the namelist.input used in last DUSTONLY simulation was edited based on emissioninventoryguide page number 8 and 9. The namelist was renamed as namelist.input_CE_do1
for distinguishing domains. File name for wrfgocartbackg_d01 was renamed into wrfgocartbackg and then executed convertemiss.exe by ./convert_emiss.exe
1. Convert_emiss.exe run for sometime end abruptly with following lines,
Number of fire emissions: 37
FIRE EMISSIONS INPUT FILE TIME PERIOD (GMT): -1 TO 0
NOW OPEN FILE FOR WRITE: wrffirechemi_d01
FIRE EMISSIONS OUTPUT file name: wrffirechemi_d01
EMISSIONS CONVERSION : end of program
but it created three files as specified in the tutorial. It was rechecked with m2lab ncview and made sure that some emission inventory are there.  After convertemiss.exe again real.exe was executed with the same namelist.input and end with successful completion and creation of wrfinput and wrfbdy files. ####wrf.exe for D01#### 1. With this the wrf.exe was run using this [namelist](namelist.inputCE_d01) and it ends with error saying that
FATAL CALLED FROM FILE: <stdin> LINE: 826
... Could not find matching time in input file wrfchemi_gocart_bg_d01
-------------------------------------------
this error problem was latter solved by correcting the namelist as per the earlier emission inventory tutorial namelist. the used namelsit was this and all former steps real.exe, convert_emiss.exe, and rea.exe was rerun for requiered input files for wrf.exe . Using that namelist solved the last error on wrf.exe but it ends with new error as below
Timing for processing lateral boundary for domain 1: 0.14533 elapsed seconds
WRF TILE 1 IS 1 IE 90 JS 1 JE 85
WRF NUMBER OF TILES = 1
1 40
Segmentation fault (core dumped)
- The error segmentation fault seems to be a error due to large domain size as compared to last successful emission inventory tutorial. So the domain two of the current namelist is executed to check the last assumption.
Made soft link for prepchemsrc outputs for grid 2 that is for domain 2.
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-ab.bin emissopt3_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-bb.bin emissfire_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-gocartBG.bin wrf_gocart_backg
Edited namelist for moving the second domain as main first domain and run real.exe and it ends with error indicating mismatch with metem domain size. So the domain 2 metem file was soft linked and its name was changed as of domain one
ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d02.2014-06-05_03:00:00.nc . ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d02.2014-06-05_06:00:00.nc .
Then run the real.exe with this namelist making chemopt=0 and resolution into 9000 as of metem file. it ran and created input and bdy file, with this convertemiss.exe was run with this [namelist](namelist.inputCE_03), using real.exe namelist ends in creation of only wrfchemi no other chemi files. But used this namelist, it created all chemi files.
Reused the last used namelist and edited chem_opt=301 and run real.exe, it created bdy and input file, then wrf.exe it worked without memory error, making certain thaat problem is with large domain running wrf.exe.
Based on this page, it is expected that the error might be due to difference in namelist.input, so the current namelist.input was edited to consider this by comparing it with emissTut namelist. The edited namelist was this. But running wrf.exe return error of
FATAL CALLED FROM FILE: <stdin> LINE: 780 input_wrf.F: SIZE MISMATCH: namelist ide,jde,kde= 90 85 31 ; input data ide,jde,kde= 90 85 36 -------------------------------------------
Indicating staring from real.exe has to run again.
Emiss files are linked by this command
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-ab.bin emissopt3_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-bb.bin emissfire_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g1-gocartBG.bin wrf_gocart_backg
Used this namelist for real.exe and this namelist for convert_emiss.exe. It created input and bdy condition files without any error.
With this namelist wrf.exe was run and it was running without any error, it took 3:15 hours to simulated do1 for 6 hours.
####Ndown for DO2#### 1. Pre step for Ndown.exe is to have wrfinput file named as wrfndid02 for domain 02. So has to run the real.exe with all emiss input file and create wrfinput01 and wrfbdy01. For this the namelist was edited and used this [namelist](namelist.inputD02). The prepchemsrc link was made and run real.exe.
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-ab.bin emissopt3_d01
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-bb.bin emissfire_d01
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g2-gocartBG.bin wrf_gocart_backg
- Then executed real.exe with chemopt=0 in the namelist.input for wrfinputd01 and wrfbdy_d01, the metfiles for doiman d02 was changed into d01 for this. It created files as required.
- These files are used for running convertemiss.exe, by using this [namelist.input](namelist.inputCED02) file for specifically to create three chmei files created by the program. This resulted in creation of required files such as wrffirechemid01, wrfchemigocartbgd01 and wrfchemid01.
- Then executed the real.exe using this namelist.input and it created two files of wrfinputd01 and wrfbdyd01 with files size 59.4MB and 54.6MB respectively. The files were renamed into wrfndid02 and wrfbdyd01_D02 respectively.
- Using maxdom=2 [namelist](namelist.inputNdownD01D02) for d01 and do2, then executed the ndown.exe. It created two files namely wrfinputd02 and wrfbdyd02 with files size of 15.7MB and 7.9MB respectively. The files makes to worry about the correctness of this procedure, since the input files are 50MB in range.
- Then executed the wrf.exe using this namelist.input. it was successfully initiated. But forget to rename the wrf output of domain 01, the 00:00:00 file was replaced. It took 1 hour 20 minutes to run a single hour simulation. Considering this huge time requirement, the files are transfered to parallel compiled wrf and executed with 3 cores by tis command
mpirun -np 3 -host localhost ./wrf.exe
, it considerably reduced the simulation time from 1 hour 20 minutes to 14 minutes for single hour simulation, this stands as astonishing achievement of parallel programming experienced by me.
####Ndown for DO3#### 1. Edited the last used namelist for single domain D02 for current domain D03. Changed chemopt=301 into chemopt=0 and renamed the metfiles into d01 domain from d03 and made link for non available time metfiles as follows
ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d03.2014-06-05_03:00:00.nc .
ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d03.2014-06-05_06:00:00.nc .
- Then executed real.exe and created wrfinputd01 and wrfbdyd01 with file size of 31MB and 11MB respectively.
The prepchemsrc files are linked by
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-ab.bin emissopt3_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-bb.bin emissfire_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g3-gocartBG.bin wrf_gocart_backg
These files are used for running convertemiss.exe, by using this [namelist.input](namelist.inputCED03) file for specifically to create three chmei files created by the program. This resulted in creation of required files such as wrffirechemid01, wrfchemigocartbgd01 and wrfchemid01.
Then executed the real.exe using this namelist.input with chemopt=301 and it created two files of wrfinputd01 and wrfbdyd01 with files size 110MB and 75MB respectively. The files were renamed into wrfndid03 and wrfbdyd01D03 respectively.
Using maxdom=2 [namelist](namelist.inputNdownD02D03 ) for d02 and do3, then executed the ndown.exe. It created two files namely wrfinputd02 and wrfbdyd02 with files size of 29MB and 10MB respectively.
Then executed the wrf.exe using this namelist.input by changing chemopt into 301 and changing into wrfinputd01, wrfbdy_d01. it was successfully initiated. It took whooping 8 hours to simulate (from 11:43PM to 7:45 PM) with 3 core parallel processing for a six hour simulation. it create 112MB files for each hour wrfoutput.
####Ndown for DO4#### 1. Edited the last used namelist for single domain D03 for current domain D04. Changed chemopt=301 into chemopt=0 and renamed the metfiles into d01 domain from d03 and made link for non available time metfiles as follows
ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d04.2014-06-05_03:00:00.nc .
ln -sf /home/swl-sacon-dst/wrf/WRF341/WRF_CHEM_trails/CBE_dustonly/WPS/met_em.d04.2014-06-05_06:00:00.nc .
- Then executed real.exe and created wrfinputd01 and wrfbdyd01 with file size of 64.6MB and 15.6MB respectively.
The prepchemsrc files are linked by
ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-ab.bin emissopt3_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-bb.bin emissfire_d01 ln -sf /home/swl-sacon-dst/wrf/WRF341/PREP-CHEM-SRC-1.4_1/bin/FIRE-RRCH-T-2014-06-05-000000-g4-gocartBG.bin wrf_gocart_backg
These files are used for running convertemiss.exe, by using this [namelist.input](namelist.inputCED04) file for specifically to create three chmei files created by the program. This resulted in creation of required files such as wrffirechemid01, wrfchemigocartbgd01 and wrfchemid01.
Then executed the real.exe using this namelist.input with chemopt=301 and it created two files of wrfinputd01 and wrfbdyd01 with files size 231MB and 107MB respectively. The files were renamed into wrfndid02 and wrfbdyd01D03 respectively.
Using maxdom=2 [namelist](namelist.inputNdownD03D04 ) for d02 and do3, then executed the ndown.exe. It created two files namely wrfinputd02 and wrfbdyd02 with files size of 61MB and 15MB respectively.
Then executed the wrf.exe using this namelist.input by changing chemopt into 301 and changing into wrfinputd01, wrfbdyd01. Files such as wrfinputd01, wrfbdyd01, wrffirechemid01, wrfchemigocartbgd01, wrfchemid01 and namelist was copied inside parallel compiled wrf test/em_real folder
It took 8 to 9 hours for single hour simulation, so for 6 hour simulation it would take 36 hours. It created 234 MB files for each hour simulation output. The various steps taken for whole simulation is depcted in the


Here's a code block:
<?php $message = 'Hello World!'; echo $message;
Here's one that holds a list:
- list item - another list item


--- title: Forms layout: default htmlclasses: bg-white-warm-2 bodyclasses: bg-white lh-body m0 pt0 pb8 fw300 ---


In this guide, we are using periph.io, a library for peripheral I/O in Go, to set one of the Raspberry Pi’s General Purpose I/O (GPIO) pins to a logical high (3.3V) or low (0V) signal.
periph.io supports the Raspberry Pi 3 and Raspberry Pi 4, starting with version
v3.6.4
.
To verify the code is doing what we expect, let’s connect a multimeter as per pinout.xyz’s pinout:
BCM24
, labeled 24
in the pinout above)GND
)We need to set the multimeter to “Voltage measurement, DC (direct current)”.
To set the pin high and low, alternatingly, with a 5 second frequency, we will
be using the hello-gpio
program, which is a slightly modified version of the
example at periph.io/device/led:
package main
import (
"log"
"time"
"periph.io/x/periph/conn/gpio"
"periph.io/x/periph/host"
"periph.io/x/periph/host/rpi"
)
func doGPIO() error {
log.Printf("Loading periph.io drivers")
// Load periph.io drivers:
if _, err := host.Init(); err != nil {
return err
}
log.Printf("Toggling GPIO forever")
t := time.NewTicker(5 * time.Second)
for l := gpio.Low; ; l = !l {
log.Printf("setting GPIO pin number 18 (signal BCM24) to %v", l)
// Lookup a pin by its location on the board:
if err := rpi.P1_18.Out(l); err != nil {
return err
}
<-t.C
}
return nil
}
func main() {
if err := doGPIO(); err != nil {
log.Fatal(err)
}
}
Install the program on your Raspberry Pi using gokrazy (see Quickstart):
gokr-packer \
-update=yes \
github.com/gokrazy/hello \
github.com/gokrazy/breakglass \
github.com/gokrazy/serial-busybox \
github.com/gokrazy/hello-gpio
…and wait a few seconds for it to reboot.
At this point, we should be able to see the high/low signal on the multimeter, alternating between 3.3V (high) and 0V (low) every 5 seconds:


Neuroplasticity is the ability our brain has to change or adapt and even reshape through our experiences, thoughts and practice. People should learn about and understand how important it can be not only for personal growth, like learning a new language or how to play an instrument, but also to get out of depression, for example.
In my case, as I'm learning a whole lot of new skills on my journey to become a web developer, the more I'm aware that's how the brain works the more I will learn. I need to practice basically everyday so I'm constantly accessing my memory and strengthening the neural connections with my brain.
There's a video on Youtube I found very interesting and that explains in a very simple way what Neuroplasticity is and how it works. Click here to watch it.
GROWTH MINDSET
Growth mindset is to believe you can develop attributes, habits or learn new skills with practice, hard work and positivity. It's important for people to learn about it so they don't doubt themselves when trying to change something in their lives or trying to do something new or that seems hard.
My experience while learnig to code is I catch myself sometimes in panic thinking how am I gonna learn all this in a short period of time. That's when I take a break and start reflecting and understand that it's not impossible, it just demands me to stay focused, positive and practice practice and practice not letting myself doubt it.
An article on Entrepreneur Asia Pacific website explains a bit more of Carol Dweck's discovery and why startups should cutlivate growth mindset.


On the Login page, you log in in with your personal login data. To reach the Login page, you type the access URL in your Web browser's address bar, choose a corresponding bookmark, or click the link provided in the email with your login data you have received.
To log in:
If you try to log in with a wrong password, your account may be locked after the third attempt. This depends on whether your organization maintains its user data in an external authentication system. In this case, passwords can only be changed or reset in this system. If user data are maintained in the platform, contact your administrator who can reset your password. You will get a new temporary password for your next login.
If you have forgotten your password, click Forgot your password? on the Login page. This allows you to define a new password for your user ID. Defining a new password is not possible if your account is locked or if your organization maintains its user data in an external authentication system.
If you have forgotten your user ID, contact your administrator who can look up the IDs of all users registered for your organization.
If your session expires, you have to log in again.


Two of my goals for this year are to finally get a passport and to work abroad for 2 months. I wasn’t one of those fortunate kids who got to tour Europe out of college or high school. After graduating I immediately began working and aside from a trip back to Hawaii a few years ago I haven’t had the opportunity to leave the main land - let alone go to another country.
New Job
In May I was hired on by a very hot company called Unity Technologies as a web developer. I had been contracting with them for about a month prior to being hired. They also flew me down to San Francisco in April to be their official photographer and to document their time at the Game Developers Conference. Unity has long been a competitor in the middleware game engine space with a company I used to work for - GarageGames. While GG shifted their focus over the last few years to other things, Unity focused on improving their core products and have steadily gotten better, and more profitable over the years.
One of my requirements for working with them was that I have the freedom to continue living in Portland, rather than move to San Francisco where their North American office is based. We agreed that I would occasionally (about once a month) work at the office, but the rest of the time I would be free to work anywhere else. It has worked out for the most part except that their primary office (and where the rest of the developers work) are actually in Copenhagen, which is about a 9 hour time difference to Portland.
Going to Copenhagen
My project(s) are for the most part independent of what the rest of the developers at Unity are working on. I focus primarily on web related projects (store, site, etc), while the rest of the Unity is focusing on engine and tool development. Still our paths do occasionally cross so it makes perfect sense for me to become better acquainted with them. The solution then is to fly my girlfriend and I over for at least a month, set us up in a hotel, and force us to enjoy Copenhagen during the summer.
A co-worker has a vacation coming up at the end of July so they wanted to make getting me out there a top priority so that we would have plenty of time to work together. This gave me just the excuse I needed to get my passport, and also gets me half way through another goal of working abroad for 2 months.
On July 6th I will be taking my first international flight to Copenhagen where I will be working on-site for at least 3-4 weeks.
Passport Acquired
I had always entertained the idea of getting a passport whenever I went to the post office. When I finally did go that purpose though the place was packed with people had the same idea. Thankfully I was 2nd in the line, because it took the guy almost an hour to process me alone. We got the fastest processing time possible and my passport arrived in just under 2 weeks.
Beyond Copenhagen
I ended up getting us one way tickets to avoid having to commit to a departure city and to keep our travels open ended. There is just way to much of Europe that I would like to explore but I have neither the time or the money to do it right now. We would like to see some of the near by countries like Germany, Belgium, and the Netherlands. I also wouldn’t mind being able to stay in a single awesome city for a week and just explore the heck out of it. Either way we have the month in Copenhagen to figure it out.
Plans for this Site
My plans are to be more active on this site in terms of documenting my experiences with traveling - beyond my photography, though I promise there will be plenty more of that. In preparation for my trip I finally graduated from my flimsy $35 aluminum tripod that I got years ago to a nice, light, travel-friendly carbon fiber Manfrotto tripod.
Expect lots of panoramas and HDR like shots in the future as we tour around Copenhagen and beyond.


Table of Contents
Trying to hash out different ideas of how to attack the pre-tested commit feature (JENKINS-1682.)
TeamCity implementation
- Every personal build (PB) and team build gets a build number from the same counter. But PBs are invisible to people other than the submitter, so this causes some gap in the build number. It's presumably done this way to handle both kinds of builds uniformly internally.
- When I submit a PB, those changes also remain in the workspace. This is both good and bad — good because you can continue to make the follow up changes (say you are 50% done in a big refactoring, so you can submit a build, then continue to work on the remaining 50%), bad because you can't move on to work on something totally different.
- My PB is tested against the tip of SCM, not against the revision I had locally.
- When I submit a PB, entire files are sent to TeamCity, instead of just diff. So if the tip of SCM contains a change from Bob in the same file, Bob's change is overwritten by mine. This situation is detected later when IDE tries to commit them, as it then notices that the file being committed is not the latest. This just appears to be a limitation in the implementation, as I don't see anything preventing them from just sending a diff.
- The delayed commit correctly excludes all the additional changes that I made after submitting a PB. This appears to be done by (1) pushing my current files aside, (2) bringing back the files as they were when a PB was started, (3) run SCM commit, then (4) bring back the files set aside in step 1. I can see this process in the IDE editor panes, as they change the contents.
Issues
Who writes IDE support?
TC implements this basically as a build with a patch as a build parameter, so it's straight-forward. OTOH, the delayed commit part is very tedious — if we are to do this outside IDE, we need to write the SCM commit handling, and if we are to do this inside IDE, we have to add this functionality into all the IDEs.
Don't reinvent the patch management
For a developer to make a progress while a PB is running, he has to come up with his own patch management mechanism, such as quilt. Whatever you do there, it isn't integrated with the delayed commit workflow, and so you can't use delayed commits in the fire-and-forget style.
For example, say you want to (1) work on bug A, (2) do a delayed commit, (3) work on another bug B, (4) do a delayed commit, ..., then between (2) and (3) you have to push your diff off to somewhere, so that you can come back to it if PB fails and you can work on bug B without mixing bug A. This is exactly the kind of things SCMs are good at, so why not let SCM do it? (For example, by using branches)
OTOH, this implementation hides those untested changes from showing up in SCM, and for SCMs like CVS and Subversion that has a rather poor merge capability, this simplifies the change tracking and forensic analysis of the SCM history later.
"Branchy SCM" approach
This implementation approach is based on the idea that untested commits are OK, as long as they aren't in the main branch of the development. So the model here is to let people commit untested commits as new branches, then let Hudson build them and integrate them automatically.
We can also let Hudson prune branches that are "done" — for example by deleting branches if they are successfully merged and no additional change was made to it for N days, or for example by using a naming convention or metadata or something like that.
User experience / Usage scenario
The following two scenarios show how the same feature can be used in different ways.
Working on multiple bug fixes in the fire-and-forget style
Joe wants to fix bug A and B in his project, which are independent.
- Joe checks out the workspace, and come up with a fix for A
svn co trunk; vi abc
- Joe commits this to a "bug-A" branch
svn cp trunk branches/bug-A; svn switch branches/bug-A; svn commit
- Joe goes back to the trunk and come up with a fix for B
svn switch trunk; vi abc
- Joe commits this to a "bug-B" branch
svn cp trunk branches/bug-B; svn switch branches/bug-B; svn commit
Hudson detects that those two branches are feature branches for automatic integration, so it'll merge them with the tip of the upstream branch, do a build/test, and if they run fine, it'll be committed to the upstream branch.
If the build or merge fails, Joe will be notified and he can work on those branches. Maybe he'll make a follow-up change, or maybe he'll sync it with the upstream branch to resolve merge conflicts, or maybe he just deletes the branch to abandon the change entirely.
Another benefit of this approach is that this can be used to organize workspaces into a multi-level hierarchy, instead of just forcing it to be 2 levels, as in team build/personal build distinction.
Personal branch under a team branch
Alice, Bob, Charlie, and 23 other engineers are in a team that works on the same code base. Each person gets a branch off from the team branch.
- Alice checks out the workspace and makes some changes
svn co branches/alice; vi abc; svn commit
- Hudson detects this change, it'll merge them with the tip of the team branch, do a build/test, and if they run fine, it'll be committed to the upstream branch.
- Alice keeps on changing her branch, while Hudson is doing all that asynchronously on the server
vi abc; svn commit; vi abc; svn commit
Issues
This requires SCMs that have a reasonably modern branching and merging support, such as Subversion 1.5, Git, and Mercurial. OTOH, this won't work at all with SCMs that lack a decent merge support, such as CVS and earlier versions of Subversion.
Possible design decisions
How are testable branches identified?
There could be an explicit list of branches to test, or you could just have a name pattern.
Or you might wish to only test branches when explicitly requested, rather than having Hudson poll branches for changes. Or you might wish to have changes in branches trigger informational builds, but not merge unless requested.
What constitutes a successful merge to trunk?
No file-level conflicts? No line-level conflicts?
(Mercurial supports both modes, FWIW.)
When to merge back from trunk?
It is possible for Hudson to attempt to merge trunk back into available branches immediately after accepting changesets for trunk. (If there is a merge conflict, just skip it - let the branch owner resolve the conflict when they are ready.)
Some sites may prefer for developers to synchronize their branches with trunk manually. Of course in this case the developers need to remember to do so reasonably frequently; otherwise the chance of their changes being unusable when merged with trunk, or failing to merge with trunk at all, increases steadily over time.
Should the same set of tests be used for all branches?
This is certainly simpler. But particular users or subteams might be interested in a specific set of tests which is too slow to be run for every commit to the repository. At least there needs to be a lowest common denominator test set which is required for merge to trunk.
One possibility is to create a separate plugin which supplies the list of modified files to the build in an environment variable, so you can use various tools and heuristics to decide which tests it might be prudent to run. Or just require project admins to handle it as part of the build script, e.g. by running some additional tests based on the name of the branch.
Test before merge, after merge, or both?
There are several possible topologies:
- Test in parallel, only before merge. Quick but unsafe since the merge could introduce a regression not present in the merge parents.
- Test only after merge. Safe but slow since testing of all branches must be serialized, say using a round-robin policy.
- Test branches in parallel, then test again after merge. Faster since the post-merge test will rarely fail.
- Test and merge in a more complex tree with some fan-in factor. Potentially fastest, though the heuristics for picking the tree layout can be complex.
How to deal with diachronic builds?
Some projects - notably Maven modulesets using non-snapshot dependencies - succeed or fail based on factors other than the currently checked-out SCM snapshot.
Probably punt on this and require such modulesets to be built as separate projects. Assume that all the necessary tests covering changes in a module are in fact present in that module (or at least in a snapshot-related sister module included in the same project).
Minimimal approach
Make it possible for folk to configure this up on their own, and then we can incrementally improve IDE integration, automatic detection etc. This is a variation of the Branch SCM approach, but deliberately punting on all the hard questions.
New SCM methods
Add new optional methods to the interface SCM's implement (probably via a new subinterface to keep binary compatibility) with two calls:
- merge(URL)
- commit(message)
New merge-branch plugin
This plugin would require 2 parameters to builds it is enabled on : a url to merge, and a commit message to give. The plugin would simply call the new SCM methods, for the SCM in use on a build, before and after the build (and only on stable builds).
Benefits
- Gets something up and running.
- Can work with any SCM that implements the interface. Note that you can do decent merges in old svn and even in CVS if you record appropriate metadata - and the SCM implementation can choose to do that.
- Few changes needed.
Caveats
- May waste some builds on bzr/git/hg because it depends on the SCM to reject/permit commits done to the same branch without updating the work area first.
- May commit some broken builds on cvs/svn for the same reason - because these SCM's permit out of date commits to work.


This is the most southerly atoll of the inhabited Tokelau islands and is the closest to Samoa. It is known for its swimming pigs and who forage for shellfish to eat. The island is reported as being incorrectly charted.
Position 171° 15' W, 9° 25' S.
There is an anchorage due west of Fakaofo islet, but it is exposed to the SE tradewinds.
An alternative anchorage, recommended by the islanders, is NW of the island, off Fenua Fala islet. The dinghy can be landed on the nearby beach, although a strong outboard engine may be needed to get through the surfline.
It has a store, a post office, internet and a clinic.


Most of the [app challenge applications](https://github.com/webinos-apps/webinos-appChallenge) use this API
In order to get a reference to the API, you will have to discover the API. You can use the dashboard to allow the user pick the service for you, but you can also do this manually in code (see the API description for the dashboard use).
##Service Discovery
This is the list of URIs used to declare this API's features, for use in the widget config.xml and as identifier for service type in service discovery functionality. For each URI, the list of functions covered is provided.
webinos.discovery.findServices(new ServiceType
('http://webinos.org/api/events'), {onFound:function (service) {
//Stores the Service in a local variable
foundService = service
}
From this point we will refer to the found service as if it was stored in the foundService variable.
##Bind
Before using a service, you need to bind to it. Binding is similar on all services. The following code shows how to bind to the Events API. Bind to the found and select a service and use. This is required to make calls possible on the webinos service that we created.
eventAPIToUse.bind({onBind:function(){
$('#messages').append('
Events API ' + eventAPIToUse.api + ' bound.');
$('#messages').append(' My APP ID ' + eventAPIToUse.myAppID + ' ');
}});
Called right after the moment in time specified by the "referenceTimeout" attribute is reached and the given primary recipient did not successfully sent back at least one event in response to the given event.
callback.onTimeout = function (event, recipient) {
//params.event, params.recipient
$('#messages').append(' onTimeout()');
};
Called as soon as unsuccessful event delivery has been reported w.r.t. a given recipient.
callback.onError = function (event, recipient, error) {
//params.event, params.recipient, params.error
$('#messages').append(' onError() ' + error + " recipient: " + recipient + '');
};
Called as soon as successful event delivery has been reported by a given recipient or if the recipient notifies that it did already receive an event with the same ID.
callback.onDelivery = function (event, recipient) {
//params.event, params.recipient
$('#messages').append(' onDelivery() at ' + recipient + '');
};
Called right after the event has been put into the Local Event Cache for later transmission (e.g., when trying to send it to a remote entity but no connectivity is currently available).
callback.onCaching = function (event) {
//params.event
$('#messages').append(' onCaching()');
};
Called right after the event has been put into the Local Event Cache for later transmission (e.g., when trying to send it to a remote entity but no connectivity is currently available).
callback.onCaching = function (event) {
//params.event
$('#messages').append(' onCaching()');
};
Allows to pass a set of status monitoring callbacks to event sending/forwarding methods.
callback.onSending = function (event, recipient) {
//params.event, params.recipient
$('#messages').append(' onSending() to ' + recipient + '');
};
Creates a new event.
eventAPIToUse.createWebinosEvent();
Sends the event and specifies the onMsgError callback for handling error delivery notifications.
evt.dispatchWebinosEvent({onError: onMsgError});
Registers an event listener.
listenerID = eventAPIToUse.addWebinosEventListener(function (event)
Unregisters an event listener.
eventAPIToUse.removeWebinosEventListener(listenerID);


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The description of how memory resident data is described and defined. A complete implementation is available for both Java and for C++.
The description of network suport for pvData. A complete implementation is available for both Java and for C++.
The description of an IOC (Input Output Controller) that supports pvData. The Java version has lots of functionality. The C++ version is in the early stages of development.
The description of a set of services based on pvData/pvAccess/pcIOC. Both the Java and C++ versions are in early stages of development. The C++ version is in VERY early stages of development. There is also a python version of part of the C++ services
This note provides measurement results on the performance of Channel Access and pvAccess. For this benchmarking we used pvAccess implemented in Java, and Channel Access implemented in C/C++.


I strive to be as authentic as possible with myself and with others. Dishonesty makes me uncomfortable, even when it is for the sake of protecting someone’s feelings. While I try my best to communicate with compassion, I believe that it is necessary to be clear and direct in order to demonstrate respect. At the end of the day, I would much rather be disliked for who I am than to be liked for pretending to be someone who I am not.
My most treasured memories all involve developing bonds with others through shared experiences. I find immense joy in getting to know people deeply - understanding what motivates them, what scares them, what fulfills them. When it comes to social relationships, I value quality over quantity. I am intentionally selective about who I spend time with, but I am extremely loyal to those in my inner circle and fully invested in their well-being.
I have high self-efficacy when I am at my best. I aim to have full control of my decisions and take full responsibility for their outcomes. In general, I think it is important to protect everyone’s right to individual liberty. Personally, I want to live my life in peace without being coerced by someone else’s agenda. In turn, I refrain from imposing my own morals onto others. I believe that people who have different moral systems can coexist and find common ground when they practice mutual respect.
Growth is achieved by developing discipline to lean into hard things consistently. By showing up for myself, hard things eventually become easier, and effortful things eventually become automatic habits. I believe that people are antifragile and the only way to be prepared for the chaos of life is to continually find new ways to challenge the mind and body. I add tasks to my routine that make me uncomfortable, but from which I am able to adapt and recover.


{include file='index/extra/header' title='BlogPusher'}
Create a New Article for Blog and Push it to the GitHub
Check one of the Article you have pushed and revise it
Look at all of Tags of article in order to overall whole Blog
Look for Website Traffic metrics including Page View and so forth...


(
no frames
)
Class List
Method List
File List
Transit: MongoDB Backed Rails CMS Engine
Alphabetic Index
File Listing
README
Namespace Listing A-Z
A
Asset
Attachments
(Transit::Extension)
Audio
B
Base
(Transit::Definition)
C
ClassMethods
(Transit::Extension::Publishing)
ClassMethods
(Transit::Definition::Page)
ClassMethods
(Transit::Deliverable)
ClassMethods
(Transit::Extension::Attachments)
ContentBlock
ContentBlocks
(Transit::Extension)
Context
D
Definition
(Transit)
Deliverable
(Transit)
Delivery
(Transit)
DeliveryHelper
E
EmbeddedContentBlock
EmbeddedImage
Engine
(Transit)
Extension
(Transit)
H
HtmlContent
I
ImageData
(EmbeddedImage)
InlineText
L
Loader
(Transit::Extension)
M
MediaContext
MissingDefinitionError
(Transit::Definition)
MissingExtensionError
(Transit::Extension)
P
Page
(Transit::Definition)
Post
(Transit::Definition)
Publishing
(Transit::Extension)
S
String
T
TextBlock
Transit
Translations
(Transit::Extension)
U
UndeliverableContextError
(Transit::Delivery)
UndeliverableResourceError
(Transit::Delivery)
V
Video


serviceworker
"The serviceworker
keyword may be used with
link
elements. This keyword creates an external
resource link that is used to declare a service worker registration and its
script url, scope url, type,
and use cache setting.
User agents must implement the processing model for link
-element
serviceworker links described in Service
Workers, using the href
, scope
, workertype
, and
usecache
attributes.


larv.System = class System(builtins.object) |
| |
Abstract base class from which every system will inherit from.
Systems are responsables for the logic around the game.
Every system will need to reimplement the update method.
Update method will be called every game loop and must implement the logic
of the system (aka, where the magic happens).
When wanting to get components from entity manager, remember to call for those
using component_class.__name__, else they will not be recognized. |
| |
Methods defined here:
- __init__(self)
- Systems may not have to implement a __init__ because they may not need
any extra info to work.
- bindToEntityFactory(self, entity_factory)
- Method used by the engine when the system is added to it.
Can't be override.
@entity_factory: instance of larv.EntityFactory.EntityFactory
- bindToEntityManager(self, entity_manager)
- Method used by the engine when the system is added to it.
Can't be override.
@entity_manager: instance of larv.EntityManager.EntityManager
- bindToGroupManager(self, group_manager)
- Method used by the engine when the system is added to it.
Can't be override.
@group_manager: instance of larv.GroupManager.GroupManager
- update(self)
- This abstract method will be called every tick of the game loop and
will iterate over every component the system is intended to work with,
implementing game logic.
Needs to be override.
Data descriptors defined here:
- __dict__
- dictionary for instance variables (if defined)
- __weakref__
- list of weak references to the object (if defined)
- entity_manager
- Returns the entity manager assigned to the system.
- group_manager
- Returns the group manager assignet to the system.
Data and other attributes defined here:
- __abstractmethods__ = frozenset(['update'])
|


This Day in History: Nov. 4
by Fox NewsOn this day, Nov. 4 …
1980: Republican Ronald Reagan wins the White House as he defeats President Jimmy Carter by a strong margin.
Also on this day:
- 1862: Inventor Richard J. Gatling receives a U.S. patent for his rapid-fire Gatling gun.
- 1922: The entrance to King Tutankhamen’s tomb is discovered in Egypt.
- 1956: Soviet troops move in to crush the Hungarian Revolution.
- 1979: The Iran hostage crisis begins as militants storm the United States Embassy in Tehran, seizing its occupants; for some of them, it would be the start of 444 days of captivity.
- 1991: Ronald Reagan opens his presidential library in Simi Valley, Calif.; President George H.W. Bush and former Presidents Jimmy Carter, Gerald R. Ford and Richard Nixon all attend — the first-ever gathering of five past and present U.S. chief executives.
- 1995: Israeli Prime Minister Yitzhak Rabin is assassinated by a right-wing Israeli minutes after attending a festive peace rally.
- 2001: Hurricane Michelle roars across Cuba, forcing the government to shut down power for much of the communist island and evacuate 750,000 people.
- 2001: The Arizona Diamondbacks won their first World Series by beating the New York Yankees 3-2 in Game 7.
- 2007: King Tutankhamen’s face is unveiled for the first time to the public more than 3,000 years after the pharaoh was buried in his Egyptian tomb.
- 2008: Democrat Barack Obama is elected the first black president of the United States, defeating Republican John McCain.
- 2008: California voters approve Proposition 8, a constitutional amendment outlawing same-sex marriage, overturning a state Supreme Court decision that gave gay couples the right to wed just months earlier.


Get to know our dynamic team of lead by the experienced trustees and executive members.
Find out about our range of services in Social/Cultural, Health, Civic Engagements, Home and Leadership.
Do not miss our next event..Stay tuned to our calender for exciting upcoming events.
Be the first to know about the upcoming events and activities.


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Esther 3:3
Then the king's servants, which were in the king's gate, said unto Mordecai, Why transgressest thou the king's commandment?


What is emotional intelligence?
Emotional intelligence is ability to identify and manage self and others emotions through emotional awareness,
body language and other emotional behavior
How is it different to IQ?
IQ only involves baseline knowledge like mathematics, visualizing objects in space and working memory questions
to determine anyone intelligence.


|
Pegmatite
|
A parser delegate that is responsible for creating AST nodes from the input. More...
#include <ast.hh>
Public Member Functions | |
| ASTParserDelegate () | |
| Default constructor, registers this class in thread-local storage so that it can be referenced by BindAST fields in subclasses when their constructors are run. | |
| virtual parse_proc | get_parse_proc (const Rule &) const |
| Returns the handler for the specified rule. | |
| template<class T > | |
| bool | parse (Input &i, const Rule &g, const Rule &ws, ErrorReporter err, std::unique_ptr< T > &ast) const |
Parse an input i , starting from rule g in the grammar for which this is a delegate. More... | |
Protected Member Functions | |
| void | set_parse_proc (const Rule &r, parse_proc p) |
| Registers a callback in this delegate. | |
Static Protected Member Functions | |
| static void | bind_parse_proc (const Rule &r, parse_proc p) |
| Registers a callback for a specific rule in the instance of this class currently under construction in this thread. | |
Friends | |
| template<class T > | |
| class | BindAST |
BindAST is a friend so that it can call the set_parse_proc() function, which should never be called from anything else. | |
A parser delegate that is responsible for creating AST nodes from the input.
This class manages a mapping from rules in some grammar to AST nodes. Instances of the BindAST
class that are fields of a subclass of this will automatically register rules on creation.
The recommended use for this class is to only register rules on construction (either explicitly in the constructor or implicitly via BindAST
members). This will give a completely reentrant delegate, which can be used by multiple threads to parse multiple inputs safely.
|
inline |
Parse an input i
, starting from rule g
in the grammar for which this is a delegate.
The rule ws
is used as whitespace. Errors are returned via the el
parameter and the root of the AST via the ast
parameter.
This function returns true on a successful parse, or false otherwise.


DateTimes in JSON are hard.
The problem comes from the JSON spec itself, there is no literal syntax for dates in JSON. The spec has objects, arrays, strings, integers and floats, but it defines no standard for what a date looks like.
The default format used by Json.NET for dates is the same one used by Microsoft: "\/Date(1198908717056)\/". You can read more about it here.
DateTime JsonConverters
With no standard for dates in JSON, the number of possible different formats when interoping with other systems is endless. Fortunately Json.NET has a solution to deal with reading and writing custom dates: JsonConverters. A JsonConverter is used to override how a type is serialized.
public class LogEntry
{
public string Details { get; set; }
public DateTime LogDate { get; set; }
}
[Test]
public void WriteJsonDates()
{
LogEntry entry = new LogEntry
{
LogDate = new DateTime(2009, 2, 15, 0, 0, 0, DateTimeKind.Utc),
Details = "Application started."
};
string defaultJson = JsonConvert.SerializeObject(entry);
// {"Details":"Application started.","LogDate":"\/Date(1234656000000)\/"}
string javascriptJson = JsonConvert.SerializeObject(entry, new JavaScriptDateTimeConverter());
// {"Details":"Application started.","LogDate":new Date(1234656000000)}
string isoJson = JsonConvert.SerializeObject(entry, new IsoDateTimeConverter());
// {"Details":"Application started.","LogDate":"2009-02-15T00:00:00Z"}
}
Simply pass the JsonConverter you wish to use to the Json.NET serializer.
JavaScriptDateTimeConverter
The JavaScriptDateTimeConverter class is one of the two DateTime JsonConverters that come with Json.NET. This converter serializes a DateTime as a JavaScript Date object.
new Date(1234656000000)
Technically this is invalid JSON according to the spec but all browsers, and some JSON frameworks including Json.NET, support it.
IsoDateTimeConverter
IsoDateTimeConverter seralizes a DateTime to an ISO 8601 formatted string.
"2009-02-15T00:00:00Z"
The IsoDateTimeConverter class has a property, DateTimeFormat, to further customize the formatted string.
One final thing to note is all date values returned by Json.NET are in UTC time.


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