CTANIFY(1) CTANIFY(1) NAME ctanify - Prepare a package for upload to CTAN SYNOPSIS ctanify [--pkgname=string] [--[no]auto] [--tdsonly=filespec ...] [--[no]unixify] [--[no]skip] filespec[=dirname] ... ctanify [--help] ctanify [--version] DESCRIPTION ctanify is intended for developers who have a LATEX package that they want to distribute via the Comprehensive TEX Archive Network (CTAN). Given a list of filenames, ctanify creates a tarball (a .tar.gz file) with the files laid out in CTAN's preferred structure. The tarball additionally contains a ZIP (.zip) file with copies of all files laid out in the standard TEX Directory Structure (TDS), which facilitates inclusion of the package in the TEX Live distribution. OPTIONS ctanify accepts the following command-line options: -h, --help Output basic usage information and exit. -V, --version Output ctanify's version number and exit. -p string, --pkgname=string Specify explicitly a package name. Normally, ctanify uses the base name of the first .ins or .sty file listed as the package name. The package name forms the base name of the tarball that ctanify produces. --noauto Do not automatically add files to the tarball. Normally, ctanify automatically includes all files mentioned in a .ins file. -t filespec, --tdsonly=filespec Specify a subset of the files named on the command line to include only in the TDS ZIP file, not in the CTAN package directory. Wildcards are allowed (quoted if necessary), and --tdsonly can be used multiple times on the same command line. At least one filename must be specified on the command line. ctanify automatically places files in the TDS tree based on their extension, but this can be overridden by specifying explicitly a target TDS directory using the form filespec=dirname. Wildcards are allowed for the filespec (quoted if necessary). ADDITIONAL OPTIONS The following options are unlikely to be necessary in ordinary usage. They are provided for special circumstances that may arise. -d dirname, --tdsdir=dirname Instead of creating a tarball for CTAN, merely create the package TDS tree rooted in directory dirname. -nou, --no-unixify Store text files unmodified instead of converting their end-of-line character to Unix format (a single linefeed character with no carriage-return character), even though CTAN prefers receiving all files with Unix-format end-of-line characters. -nok, --no-skip Force ctanify to include files such as Unix hidden files, Emacs backup files, and version-control metadata files, all of which CTAN dislikes receiving. -m, --miscify Rename directories containing a single file to "misc". (For example, rename "tex/latex/mypackage/mypackage.sty" to "tex/latex/misc/mypackage.sty".) This was common practice in the past but is now strongly discouraged. DIAGNOSTICS "Failed to copy filename (No such file or directory)" This message is typically caused by a .ins file that generates filename but that has not already been run through tex or latex to actually produce filename. ctanify does not automatically run tex or latex; this needs to be done manually by the user. See "CAVEATS" for more information. "Modified filename to use Unix line endings (use --no-unixify to prevent this)" For consistency, CTAN stores all text files with Unix-style line endings (a single linefeed character with no carriage-return character). To help in this effort, ctanify automatically replaces non-Unix-style line endings. The preceding merely message notifies the user that he should not be alarmed to see a different size for filename in the tarball versus the original filename on disk (which ctanify never modifies). If there's a good reason to preserve the original line endings (and there rarely is), the --no-unixify option can be used to prevent ctanify from altering any files when storing them in the tarball. "Excluding filename (use --no-skip to force inclusion)" ctanify normally ignores files--even when specified explicitly on the command line--that CTAN prefers not receiving. These include files whose names start with "." (Unix hidden files), end in "~" (Emacs automatic backups), or that come from a CVS or .svn directory (version-control metadata files). If there's a good reason to submit such files to CTAN (and there rarely is), the --no-skip option can be used to prevent ctanify from ignoring them. "CTAN prefers having only PDF documentation (re: filename)" Because of the popularity of the PDF format, CTAN wants to have as much documentation as possible distributed in PDF. The preceding message asks the user to replace any PostScript or DVI documentation with PDF if possible. (ctanify will still include PostScript and DVI documentation in the tarball; the preceding message is merely a polite request.) "Not including filename in the TDS tree (unknown extension)" ctanify places files in the TDS tree based on a table of file extensions. For example, all .sty files are placed in tex/latex/package-name. If ctanify does not know where to put a file it does not put it anywhere. See the last paragraph of "OPTIONS" for an explanation of how to specify explicitly a file's target location in the TDS tree. For common file extensions that happen to be absent from ctanify's table, consider also notifying ctanify's author at the address shown below under "AUTHOR". EXAMPLES The Common Case Normally, all that's needed is to tell ctanify the name of the .ins file (or .sty if the package does not use DocStrip) and the prebuilt documentation, if any: $ ctanify mypackage.ins mypackage.pdf README 490347 mypackage.tar.gz 1771 mypackage/README 15453 mypackage/mypackage.dtx 1957 mypackage/mypackage.ins 277683 mypackage/mypackage.pdf 246935 mypackage.tds.zip 1771 doc/latex/mypackage/README 277683 doc/latex/mypackage/mypackage.pdf 15453 source/latex/mypackage/mypackage.dtx 1957 source/latex/mypackage/mypackage.ins 1725 tex/latex/mypackage/mypackage.sty ctanify outputs the size in bytes of the resulting tarball, each file within it, and each file within the contained ZIP file. In the preceding example, notice how ctanify automatically performed all of the following operations: · including mypackage.dtx (found by parsing mypackage.ins) in both the mypackage directory and the ZIP file, · including mypackage.sty (found by parsing mypackage.ins) in the ZIP file but, because it's a generated file, not in the mypackage directory, and · placing all files into appropriate TDS directories (documentation, source, main package) within the ZIP file. Consider what it would take to manually produce an equivalent mypackage.tar.gz file. ctanify is definitely a simpler, quicker alternative. Advanced Usage ctanify assumes that PostScript files are documentation and therefore stores them under doc/latex/package-name/ in the TDS tree within the ZIP File. Suppose, however, that a LATEX package uses a set of PostScript files to control dvips's output. In this case, ctanify must be told to include those PostScript files in the package directory, not the documentation directory. $ ctanify mypackage.ins "mypackage*.ps=tex/latex/mypackage" FILES perl ctanify is written in Perl and needs a Perl installation to run. tar, gzip ctanify requires the GNU tar and gzip programs to create a compressed tarball (.tar.gz). zip ctanify uses a zip program to archive the TDS tree within the main tarball. CAVEATS ctanify does not invoke tex or latex on its own, e.g., to process a .ins file. The reason is that ctanify does not know in the general case how to produce all of a package's generated files. It was deemed better to do nothing than to risk overwriting existing .sty (or other) files or to include outdated generated files in the tarball. In short, before running ctanify you should manually process any .ins files and otherwise generate any files that should be sent to CTAN. ctanify has been tested only on Linux. It may work on MacOS X. It probably does not work on Windows. Volunteers willing to help port ctanify to other platforms are extremely welcome. SEE ALSO tar(1), zip(1), latex(1), Guidelines for uploading TDS-Packaged materials to CTAN (<http://www.ctan.org/TDS-guidelines.html>), A Directory Structure for TEX Files (<http://tug.org/tds/>), AUTHOR Scott Pakin<EMAIL_ADDRESS>COPYRIGHT AND LICENSE Copyright 2009 Scott Pakin This work may be distributed and/or modified under the conditions of the LATEX Project Public License, either version 1.3c of this license or (at your option) any later version. The latest version of this license is in <http://www.latex-project.org/lppl.txt> and version 1.3c or later is part of all distributions of LATEX version 2008/05/04 or later. v1.1 2009-08-02 CTANIFY(1)


Please insert Retinal image here
PREDICTIONS (Threshold : 0.5)
Normal:
Moderate:
Severe:
Normal - a normal condition of an eye.
Mild - The initial stage of DR. Micro aneurysms(small swelling) appear that may cause leak of fluid into the retina.
Moderate - The progressive stage that cause swell and distortion of blood vessels that are connected to retina(for blood and nourishment).
Severe - The severe condition of DR where many blood vessels blocked making less supply of blood to retina(new blood vessels appear).
Proliferative - The advanced stage of DR caused by blockage of tiny blood vessels(that grow inside). It damage the retina.
RESULT:


https://fchart.github.io/json/Example.json
https://fchart.github.io/json/Example2.json
https://fchart.github.io/json/Example3.json
https://fchart.github.io/json/Example4.json
https://fchart.github.io/json/School.json
https://fchart.github.io/json/TaipeiWeather.json
https://fchart.github.io/json/TaoyuanWeather.json
https://fchart.github.io/json/TaichungWeather.json
https://fchart.github.io/json/KaohsiungWeather.json
https://fchart.github.io/json/2330.json
https://fchart.github.io/json/books.json
https://fchart.github.io/json/books_all.json
https://fchart.github.io/json/books2.json
https://fchart.github.io/json/GoogleBooks.json
https://fchart.github.io/json/hotels.json
https://fchart.github.io/json/momo_items.json
https://fchart.github.io/json/movies.json
https://fchart.github.io/json/movies2.json
https://fchart.github.io/json/news.json
https://fchart.github.io/json/ptt_NBA.json
https://fchart.github.io/json/pttbeauty.json
https://fchart.github.io/json/TaiwanRailway.json
https://fchart.github.io/json/Youbike.json
https://fchart.github.io/json/Youbike2.json


Pixl: Color Palette & Enhanced UI [part 2]
Let’s make things more interesting
In part one of our tutorial, we got a pretty good start. We have a grid that refreshes gracefully based on a data array, and the user can toggle a single colors on and off for each pixel. Nice.
But in order to let the user create a wider variety of art, we need two new features.
- More colors.
- Mouse-dragging: the user can hold down the cursor, drag the mouse, and paint multiple squares.
1. Add More Colors!
<div id="palette">
<button id="randomPalette">rando</button>
<button id="reset">reset</button>
<input class="jscolor" id="swatch">
</div>
We’ll add a div
to the top of our editor that will hold “color chips”, as well as buttons to generate a random palette and reset the current one.
We’re also introducing a tiny dependency called jscolor
. The <input type="color">
tag has poor cross-browser support
. We want to enable the user to select whatever colors they choose, so we’re pulling in a simple colorpicker element.
I’m going to use a library called tinycolor to generate random palettes of related colors.
Here’s how it’ll work.
function generatePalette(startColor = "goldenrod") {
let lastC = tinycolor(startColor);
let analogues = [];
let temp = lastC.analogous();
analogues.push(temp[temp.length - 1]);
for (var i = 0; i < 10; i++) {
if (i % 2 == 0) {
temp = analogues[i].analogous();
} else {
temp = analogues[i].tetrad();
}
analogues.push(temp[temp.length - 1].spin(Math.random() * 20));
}
let res = analogues.map((e) => e.toHexString());
return res;
}
div#rainbow {
display: flex;
width: 100%;
justify-content: space-evenly;
}
div#outputColors {
font-size: 1em;
width: 80%;
}
const randomRGBA = () =>
`rgba(${new Array(3)
.fill()
.map((e) => Math.floor(Math.random() * 255))
.concat(1.0)
.join(",")})`;
var startingColor = "goldenrod";
function randomize() {
const rainbow = document.getElementById("rainbow");
let lastC = tinycolor(startingColor);
let analogues = [];
let temp = lastC.analogous();
analogues.push(temp[temp.length - 1]);
for (var i = 0; i < 10; i++) {
if (i % 2 == 0) {
temp = analogues[i].analogous();
} else {
temp = analogues[i].tetrad();
}
analogues.push(temp[temp.length - 1].spin(Math.random() * 20));
}
let res = analogues.map((e) => e.toHexString());
rainbow.innerHTML = null;
res.forEach((c) => {
let d = document.createElement("div");
d.style.width = 20 + "px";
d.style.height = 20 + "px";
d.style.borderRadius = "5%";
d.style.backgroundColor = c;
d.display = "inline-block";
rainbow.appendChild(d);
});
document.getElementById("outputColors").textContent = JSON.stringify(res);
}
window.onload = function () {
randomize("goldenrod");
document.getElementById("randomDemo").addEventListener("click", randomize);
document.getElementById("randomStart").addEventListener("click", () => {
startingColor = randomRGBA();
randomize();
});
};
See how this works? I’m using the analogues
, tetrad
, and spin
methods of tinycolor. I take a starting color. I then want to generate ten colors (analogues
) that are visually related. If the index is even, I push the last analog generated by tinycolor into the array. If the index is odd, I push the last of the tetrads from that color into the array. Then I spin the hue by a random amount within 20 degrees to add a touch more variation. There’s no algorithm behind this. I just played around with the color transformation functions until I got something that looked nice.
Try playing with the buttons. “Randomize start color” is what the user can select to refresh the entire palette. “Randomize relative” leaves the start color intact but randomizes the remaining colors in a (IMO) visually pleasing way.
Once we generate this array of random colors, all that’s left to do is to display those colors to the user, allow the user to select from them, and update the currentColor
of our editor to the selected color. Pretty simple, right?
Coding the palette
We need a function to populate a random palette. Each color will have its own color “chip”, a small div with its background color equal to the palette color.
function populatePalette() {
let pals = generatePalette();
const P = document.getElementById("palette");
pals.forEach((c, idx) => {
let chip = document.createElement("div");
chip.classList.add("chip");
chip.id = "c_" + idx;
chip.dataset.hex = c;
chip.style.backgroundColor = c;
P.appendChild(chip);
});
}
We’re using the dataset
(Docs)
property here to store the hex color code for each div. This allows us to set and access custom data-*
attributes on our HTML elements.
We also need a function to call when the user clicks the random palette button. Since we’ve already called populatePalette
on canvas initialization, we don’t need to create all those divs again. Instead, we can just re-select them and update their values with the results of generatePalette
.
We write a one-liner to generate a randomRGBA
(well, with opacity 1.0) using ES6 template literals
.
const randomRGBA = () =>
`rgba(${new Array(3)
.fill()
.map((e) => Math.floor(Math.random() * 255))
.concat(1.0)
.join(",")})`;
function randomizePalette() {
let rColor = randomRGBA();
let randos = generatePalette(rColor);
const P = document.querySelectorAll("div.chip");
P.forEach((c, idx) => {
c.dataset.hex = randos[idx];
c.style.backgroundColor = randos[idx];
c.classList.remove("activeColor");
});
setColor(document.getElementById("c_0")); // set default color;
}
Listen my code, and ye shall hear!
All we have to do to wire up the palette is set listeners on all the color chips, the random palette button, and the reset button for good measure.
document
.querySelector("button#randomPalette")
.addEventListener("click", randomizePalette);
document.querySelector("button#reset").addEventListener("click", resetCanvas);
document.getElementById("palette").addEventListener("click", switchColor);
document.getElementById("swatch").addEventListener("change", changeColorSwatch);
We add a change
event listener to the color picker element. (Docs)
gets fired when an element’s value changes: in this case, when the user has chosen a color.
function changeColorSwatch(e) {
currentColor = "#" + e.target.value;
currentColorDiv.classList.remove("activeColor");
}
And now the handler for switching colors. We define a currentColorDiv
so that when the colors change, we can remove the .activeColor
CSS class, and we add the .activeColor
class to the currently selected color.
function setColor(div) {
currentColor = div.dataset.hex;
currentColorDiv = div;
div.classList.add("activeColor");
}
In switchColor
we use Event Delegation
to determine which chip is selected. We add a single event listener on the color chip container and then filter events on that container based on the class of the element clicked. We know it’s a click on the color chip (and not the container itself) if e.target.classList
contains our class of interest, .chip
. The classList
property has a handy method contains
that returns a boolean based on whether or not the supplied class string is present in the element’s class list.
If the event is a click on a color, we ensure that it’s not a click on the current color by checking the classList
for .activeColor
.
function switchColor(e) {
let cL = e.target.classList;
if (!cL.contains("chip") || cL.contains("activeColor")) {
return false;
}
currentColorDiv.classList.remove("activeColor");
setColor(e.target);
}
Finally, we add one line to our initEditor
function that calls setColor
onload to set the default color to the first swatch:
setColor(document.getElementById("c_0")); // set default color;
2. Mouse Dragging
We’ve talked before about the mousemove
event and the need to “debounce” or not respond to every single event that this listener emits. We also need to distinguish between the user clicking a square on and off and the user holding down the mouse and dragging across multiple squares.
In the first case, we want to erase a square if the user clicks in a square with the same color as the current color. When dragging, we do not want to have this behavior.
We’ll set some flags, as well as an amount of time after which we consider the user to be clicking-and-dragging instead of just clicking. We set it to 50ms.
let mouseDown = false;
let mouseDownAt = null;
let clickAndDrag = true;
let DRAG_DELAY_MS = 50; // ms before mouse "click-and-drag" event is handled
There are three phases to a mouse click-and-drag event, so we add a listener to the canvas for all three events: mousemove
, mousedown
, and mouseup
.
canvas.addEventListener("mousemove", handleMouseMove);
canvas.addEventListener("mousedown", handleMouseDown);
canvas.addEventListener("mouseup", handleMouseUp);
function handleMouseDown(e) {
mouseDown = true;
mouseDownAt = Date.now();
}
When the mouse is clicked, we set mouseDown
and record the time at which the click occurred.
function handleMouseUp(e) {
if (clickAndDrag) {
let X = e.offsetX;
let Y = e.offsetY;
if (X >= WIDTH || X <= 0 || Y >= HEIGHT || Y <= 0) {
return false;
}
setData(coordsToIdx(X, Y), currentColor);
}
mouseDown = false;
mouseDownAt = null;
clickAndDrag = false;
}
When the mouse is released, we unset mouseDown
and reset the time at which the original mouseDown event occurred. If the user was clicking and dragging during the mouse event (clickAndDrag===true
), we record the final square that the mouse was over when the button was released. If we did not do this, clicking and dragging would always leave an empty square wherever the mouse was when the button was released on the end of the drag.
As always, we validate the coordinates of the drag so that there is no spillover.
Finally, we define a handler for mouseMove
. If the mouse is not down, we ignore the event entirely. If the mouse is down, we determine how long it has been held for. If it has been held longer than 50ms, we set clickAndDrag
to true, validate the mouse coordinates, and call setData
to color in the squares the mouse drags over while held.
function handleMouseMove(e) {
if (!mouseDown) {
return false;
}
if (Date.now() - mouseDownAt > DRAG_DELAY_MS) {
let X = e.offsetX;
let Y = e.offsetY;
clickAndDrag = true;
if (X >= WIDTH || X <= 0 || Y >= HEIGHT || Y <= 0) {
return false;
} else {
setData(coordsToIdx(X, Y), currentColor);
}
}
}
What about setData
though: won’t there be multiple calls there? Good thinking. We refactor our setData
function slightly to include the new clickAndDrag
functionality. Now it looks like this:
function setData(idx, color) {
if (dirtyIndices.includes(idx)) {
return false;
}
let currentColor = canvasData[idx];
if (!clickAndDrag) {
if (color !== currentColor) {
canvasData[idx] = color;
} else {
canvasData[idx] = DEFAULT_COLOR;
}
} else {
canvasData[idx] = color;
}
dirtyIndices.push(idx);
}
What’s the big difference? Here, we add a flag to filter out clickAndDrag
events. If the user is clicking and dragging, we ignore the code that erases squares when they are clicked with the same color. If we didn’t do this, the square would be toggled on and off a heck of a lot of times per second: every time that mousemove
fired, in fact. Finally, we don’t need to worry about the data array being needlessly toggled back and forth, because once we call setData prior to the square being drawn, the index is added to our dirtyIndices
array.
setData
ignores calls to make changes to the dirtyIndices
array, as we discussed, until the dirtyIndices
have been redrawn and the array emptied with the next tick of requestAnimationFrame
.
Step back & take a deep breath
Whew. That is a lot of code. But look at this cool thing that we’ve made! There are only a few steps left to turning this into a really sweet pixel art generator.
In the next tutorial, we’ll look at how to extract data into a .png from the canvas once an artwork has been drawn, scale the image to selected sizes, apply transparency or a background color, and display these finished product canvases in a tray so the user can save their masterpieces.


--- layout: post title: i'm in love. date: 2011-11-05 20:08:19.000000000 -04:00 type: post published: true status: publish categories: - cookies - geeky love - holidays - recipes - vegan tags: - chocolate chip - cookies - iphone 4s - love - pumpkin - vegan meta: _edit_last: '1' author: login: sophie email<EMAIL_ADDRESS>display_name: Pika first_name: '' last_name: '' ---
with my new iPhone.
love.
love.
love like this:
I have a habit of falling in love with things that are not boys.
Or people, for that matter.
But that is another point.
It's a love that leaves my half-done discrete math problem set in a heap on the kitchen table.
A love that leaves my trusty steed, the good old Canon, crying in the drawer.
A love that makes an extreme bookworm put down her reading.
Now that's saying a lot.
To be fair, it wasn't the only reason I missed out on Fashion Friday yesterday--it's Fall Break (finally! I've had it up to my ears with schoolwork) for Columbia, and the line at Port Authority turned out to be ridiculously delayed, so by the time I got home, I was in no state for a photo shoot.
Will you take a cookie as an apology?
Do not be fooled by their "healthy" facade.
They may be vegan and butterless, but these cookies are ADDICTIVE.
The fact that they're loaded with chocolate chips may or may not help.
Chewy, moist, soft and full of pumpkin flavor, it's like pumpkin pie in a cookie. With chocolate. Perfect for the holidays, which (I can hardly believe) are coming up! And try to restrain yourself from devouring all the raw batter, which tastes exactly like pumpkin pie. In cookie dough form. 'Nuff said. Can you tell I'm in love?
Ridiculously Addictive Pumpkin Chocolate Chip Cookies (Vegan)
Adapted from SparkPeople
Makes 2 dozen medium-large cookies
• 2 c flour
• 1 t baking soda
• 1 t baking powder
• 1 t cinnamon
• ¼ t salt
• 1 c brown sugar
• 1 c pumpkin puree
• ½ c unsweetened applesauce
• 1 c chocolate chips
1. Preheat oven to 350F and line two cookie sheets.
2. In a medium bowl, mix flour, baking soda, baking powder, cinnamon, and salt.
3. In a large bowl, combine sugar, pumpkin, applesauce. Stir in the dry mixture until just combined; fold in chocolate chips.
4. Drop large spoonfulls of batter onto cookie sheet.
5. Bake for about 15 min, or until puffed and firm on top.
P.S. To sweeten the deal, if you're on campus, stop by my room for a sample ! :)


A Simple Chat-Bot by Harsha.
[Code is Here]
Hi there! 👋 I am SIA. How can I help you today?
Suggestions:
Hi there! 👋 I am SIA. How can I help you today?
Suggestions:


|
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | ||||||||||
| SUMMARY: NESTED | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
java.lang.Object | +--javax.xml.soap.AttachmentPart
A single attachment to a SOAPMessage
object. A
SOAPMessage
object may contain zero, one, or many
AttachmentPart
objects. Each
AttachmentPart
object consists of two parts,
application-specific content and associated MIME headers. The
MIME headers consists of name/value pairs that can be used to
identify and describe the content.
An AttachmentPart
object must conform to
certain standards.
Content-Type
AttachmentPart
object and MUST
conform to [RFC2045]. The following is an example of a
Content-Type header:
Content-Type: application/xmlThe following line of code, in which
ap
is
an AttachmentPart
object, sets the header
shown in the previous example.
ap.setMimeHeader("Content-Type", "application/xml");
There are no restrictions on the content portion of an
AttachmentPart
object. The content may be anything
from a simple plain text object to a complex XML document or
image file.
An AttachmentPart
object is created with the
method SOAPMessage.createAttachmentPart
. After
setting its MIME headers, the AttachmentPart
object is added to the message that created it with the method
SOAPMessage.addAttachmentPart
.
The following code fragment, in which m
is a
SOAPMessage
object and contentStringl
is a String
, creates an instance of
AttachmentPart
, sets the AttachmentPart
object with some content and header information, and adds the
AttachmentPart
object to the
SOAPMessage
object.
AttachmentPart ap1 = m.createAttachmentPart(); ap1.setContent(contentString1, "text/plain"); m.addAttachmentPart(ap1);
The following code fragment creates and adds a second
AttachmentPart
instance to the same message.
jpegData
is a binary byte buffer representing the jpeg
file.
AttachmentPart ap2 = m.createAttachmentPart(); byte[] jpegData = ...; ap2.setContent(new ByteArrayInputStream(jpegData), "image/jpeg"); m.addAttachmentPart(ap2);
The getContent
method retrieves the contents
and header from an AttachmentPart
object.
Depending on the DataContentHandler
objects
present, the returned Object
can either be a typed
Java object corresponding to the MIME type or an
InputStream
object that contains the content as
bytes.
String content1 = ap1.getContent(); java.io.InputStream content2 = ap2.getContent();The method
clearContent
removes all the content
from an AttachmentPart
object but does not affect
its header information.
ap1.clearContent();
| Constructor Summary | |
AttachmentPart()
|
| Method Summary | |
abstract void |
addMimeHeader(java.lang.String name,
java.lang.String value)
Adds a MIME header with the specified name and value to this AttachmentPart object. |
abstract void |
clearContent()
Clears out the content of this
AttachmentPart object. |
abstract java.util.Iterator |
getAllMimeHeaders()
Retrieves all the headers for this
AttachmentPart object as an iterator over the
MimeHeader objects. |
abstract java.lang.Object |
getContent()
Gets the content of this AttachmentPart object as a Java
object. |
java.lang.String |
getContentId()
Gets the value of the MIME header whose name is "Content-Id". |
java.lang.String |
getContentLocation()
Gets the value of the MIME header "Content-Location". |
java.lang.String |
getContentType()
Gets the value of the MIME header "Content-Type". |
abstract javax.activation.DataHandler |
getDataHandler()
Gets the DataHandler object for this
AttachmentPart object. |
abstract java.util.Iterator |
getMatchingMimeHeaders(java.lang.String[] names)
Retrieves all MimeHeader objects that match
a name in the given array. |
abstract java.lang.String[] |
getMimeHeader(java.lang.String name)
Gets all the values of the header identified by the given String . |
abstract java.util.Iterator |
getNonMatchingMimeHeaders(java.lang.String[] names)
Retrieves all MimeHeader objects whose name
does not match a name in the given array. |
abstract int |
getSize()
Returns the number of bytes in this
AttachmentPart object. |
abstract void |
removeAllMimeHeaders()
Removes all the MIME header entries. |
abstract void |
removeMimeHeader(java.lang.String header)
Removes all MIME headers that match the given name. |
abstract void |
setContent(java.lang.Object object,
java.lang.String contentType)
Sets the content of this attachment part to that of the given Object and sets the value of the
Content-Type header to the given type. |
void |
setContentId(java.lang.String contentId)
Sets the MIME header "Content-Id" with the given value. |
void |
setContentLocation(java.lang.String contentLocation)
Sets the MIME header "Content-Location" with the given value. |
void |
setContentType(java.lang.String contentType)
Sets the MIME header "Content-Type" with the given value. |
abstract void |
setDataHandler(javax.activation.DataHandler datahandler)
Sets the given DataHandler object as the
data handler for this AttachmentPart object. |
abstract void |
setMimeHeader(java.lang.String name,
java.lang.String value)
Changes the first header entry that matches the given name to the given value, adding a new header if no existing header matches. |
| Methods inherited from class java.lang.Object |
clone, equals, finalize, getClass, hashCode, notify, notifyAll, toString, wait, wait, wait |
| Constructor Detail |
public AttachmentPart()
| Method Detail |
public abstract int getSize() throws SOAPException
AttachmentPart
object.
AttachmentPart
object
in bytes or -1 if the size cannot be determined
SOAPException
- if the content of this
attachment is corrupted of if there was an exception
while trying to determine the size.public abstract void clearContent()
AttachmentPart
object. The MIME header portion is left
untouched.
public abstract java.lang.Object getContent() throws SOAPException
AttachmentPart
object as a Java
object. The type of the returned Java object depends on (1) the
DataContentHandler
object that is used to interpret the bytes
and (2) the Content-Type
given in the header.
For the MIME content types "text/plain", "text/html" and "text/xml", the
DataContentHandler
object does the conversions to and
from the Java types corresponding to the MIME types.
For other MIME types,the DataContentHandler
object
can return an InputStream
object that contains the content data
as raw bytes.
A JAXM-compliant implementation must, as a minimum, return a
java.lang.String
object corresponding to any content
stream with a Content-Type
value of
text/plain
, a
javax.xml.transform.StreamSource
object corresponding to a
content stream with a Content-Type
value of
text/xml
, a java.awt.Image
object
corresponding to a content stream with a
Content-Type
value of image/gif
or
image/jpeg
. For those content types that an
installed DataContentHandler
object does not understand, the
DataContentHandler
object is required to return a
java.io.InputStream
object with the raw bytes.
AttachmentPart
object
SOAPException
- if there is no content set
into this AttachmentPart
object or if there
was a data transformation errorpublic abstract void setContent(java.lang.Object object, java.lang.String contentType)
Object
and sets the value of the
Content-Type
header to the given type. The type of the
Object
should correspond to the value given for
the Content-Type
. This depends on the particular
set of DataContentHandler
objects in use.
object
- the Java object that makes up
the content for this attachment partcontentType
- the MIME string that
specifies the type of the content
java.lang.IllegalArgumentException
- if
the contentType does not match the type of the content
object, or if there was no
DataContentHandler
object for this content
objectgetContent()
public abstract javax.activation.DataHandler getDataHandler() throws SOAPException
DataHandler
object for this
AttachmentPart
object.
DataHandler
object associated with
this AttachmentPart
object
SOAPException
- if there is
no data in this AttachmentPart
objectpublic abstract void setDataHandler(javax.activation.DataHandler datahandler)
DataHandler
object as the
data handler for this AttachmentPart
object.
Typically, on an incoming message, the data handler is
automatically set. When a message is being created and
populated with content, the setDataHandler
method can be used to get data from various data sources into
the message.
datahandler
- DataHandler
object to
be set
java.lang.IllegalArgumentException
- if
there was a problem with the specified
DataHandler
objectpublic java.lang.String getContentId()
String
giving the value of the
"Content-Id" header or null
if there is
nonesetContentId(java.lang.String)
public java.lang.String getContentLocation()
String
giving the value of the
"Content-Location" header or null
if there
is nonepublic java.lang.String getContentType()
String
giving the value of the
"Content-Type" header or null
if there is
nonepublic void setContentId(java.lang.String contentId)
contentId
- a String
giving
the value of the "Content-Id" header
java.lang.IllegalArgumentException
- if
there was a problem with the specified
contentId
valuegetContentId()
public void setContentLocation(java.lang.String contentLocation)
contentLocation
- a String
giving the value of the "Content-Location" header
java.lang.IllegalArgumentException
- if
there was a problem with the specified content
locationpublic void setContentType(java.lang.String contentType)
contentType
- a String
giving the value of the "Content-Type" header
java.lang.IllegalArgumentException
- if
there was a problem with the specified content typepublic abstract void removeMimeHeader(java.lang.String header)
header
- - the string name of the MIME
header/s to be removedpublic abstract void removeAllMimeHeaders()
public abstract java.lang.String[] getMimeHeader(java.lang.String name)
String
.
name
- the name of the header; example:
"Content-Type"
String
array giving the value for the
specified headersetMimeHeader(java.lang.String, java.lang.String)
public abstract void setMimeHeader(java.lang.String name, java.lang.String value)
Note that RFC822 headers can only contain US-ASCII characters.
name
- a String
giving the
name of the header for which to searchvalue
- a String
giving the
value to be set for the header whose name matches the
given name
java.lang.IllegalArgumentException
- if
there was a problem with the specified mime header name
or valuepublic abstract void addMimeHeader(java.lang.String name, java.lang.String value)
AttachmentPart
object.
Note that RFC822 headers can contain only US-ASCII characters.
name
- a String
giving the
name of the header to be addedvalue
- a String
giving the
value of the header to be added
java.lang.IllegalArgumentException
- if
there was a problem with the specified mime header name
or valuepublic abstract java.util.Iterator getAllMimeHeaders()
AttachmentPart
object as an iterator over the
MimeHeader
objects.
Iterator
object with all of the Mime
headers for this AttachmentPart
objectpublic abstract java.util.Iterator getMatchingMimeHeaders(java.lang.String[] names)
MimeHeader
objects that match
a name in the given array.
names
- a String
array with
the name(s) of the MIME headers to be returned
Iterator
objectpublic abstract java.util.Iterator getNonMatchingMimeHeaders(java.lang.String[] names)
MimeHeader
objects whose name
does not match a name in the given array.
names
- a String
array with
the name(s) of the MIME headers not to be returned
AttachmentPart
object except those that match one
of the names in the given array. The nonmatching MIME
headers are returned as an Iterator
object.
|
|||||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | ||||||||||
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Prolific web developer and programmer with 8+ years of experience developing, testing and maintaining software and web-based applications. I have worked on projects from website to web applications development with local Philippine clients to international clients in Australia and the US. Utilizing my skills in responsive web design and single page application frameworks, I have provided clients with modern, optimized websites and applications relevant to their needs. Looking to secure a career in the IT industry which requires web development expertise.
Full stack web developer responsible for building, customizing and improving websites. Converted outdated, non-responsive websites into ones with modern and intuitive interfaces that render well across multiple devices.
Developed a web-based Student Information System (SIS) for a local school which was later on used by our company as the foundation for our own full-fledged SIS product to market to other schools.
Involved in the front-end implementation of the Attendance System, one in the suite of products offered by the Employee Management System, developed by our team. This employee management software is targeted to be in our company’s array of products and has already garnered subscribers.
Outsourced to work on a Rewards Program project with Globe Telecom, one of the biggest telecommunications provider in the Philippines. Did extensive back-end work involving API requests, authentications, SMS verifications, sending data to server. Technologies and language used were Java, Liferay, jQuery and JSTL.
Involved in the improvement of GENIISYS, the company’s integrated general insurance software product, both web-based and desktop. Troubleshoot reported errors and submitted to QA for testing. Documented resolution to raised errors for reference. Softwares and languages used include Java, Jasper Reports, Javascript/AJAX, Oracle Forms and Reports, PL/SQL.
Worked with Philam Life, one of the Philippines’ top life insurance companies. Took part in the development and testing of a secure online customer portal for account monitoring and management.
Assisted in the development and maintenance of the Upland Development Program Mindanao (UDPmin) website.
Organized and maintained the UDPmin communication system.
Prepared memoranda and other documents for UDPmin.
Consolidated reports and data from DENR regional field offices in Mindanao.
Updated and maintained the official website and the electronic communication system of DENR Region 10.
Outside of work, I like to meditate by taking long walks in nature or getting lost in my thoughts through music. I also enjoy experimenting on food -- feeding loved ones with my cooking or baking.
I also love to learn, a lot. Besides exploring a framework or other technological advancements in web development, I also spend my time consuming topics in Philosophy, Psychology, Self Development, Personal Finance and Culture.


Here are the minimum PC requirements for running Half-Life: Alyx
by John PapadopoulosValve has revealed the official minimum PC requirements for its next Half-Life game, Half-Life: Alyx. According to the specs, PC gamers will at least need an Intel Core i5-7500 or an AMD Ryzen 5 1600 with 12GB of RAM.
Valve also lists the NVIDIA GeForce GTX1060 and the AMD Radeon RX580 as the game’s minimum GPU requirements. Unfortunately, there is no word on whether the game will support a low-level API like DirectX 12 or Vulkan.
Half-Life: Alyx is set in the 20 year time gap between Half-Life and Half-Life 2. The game will be using Source 2 Engine and will feature a single-player, story-driven linear FPS campaign. The game will also heavily utilize physics and will include a physical player body.
Half Life Alyx will come out in March 2020 and, as Valve has explained, it will be playable only on VR devices.
Below you can find the game’s minimum PC requirements.
MINIMUM:
-
- OS: Windows 10
- Processor: Core i5-7500 / Ryzen 5 1600
- Memory: 12 GB RAM
- Graphics: GTX 1060 / RX 580 – 6GB VRAM


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AVERAGE REFERENCE DOSAGE FOR OPERATIONS
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TIPS
BIOSPY
RFA
IVC
Prototype of Radiation Dosage Tracking System
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Speech
School Standards Minister Nick Gibb addresses the ResearchED national conference.
Thank you.
It is a pleasure to be back at ResearchED for its annual conference. As ResearchED grows year on year, so does the influence of the teaching profession in shaping the educational landscape. The relationship between research and classroom practice continues to evolve - for the better.
Speaking at ResearchED Scandanavia earlier this year, Tom Bennett highlighted how far this relationship has progressed. He reflected that only a few years ago any number of bad ideas polluted discussions of research. These pernicious ideas were inoculated from challenge by the too-often-heard phrase ‘the research shows that’.
This phrase, as many in this room will be aware, has been used to promote ideas often lacking in both evidence and sense. At the inaugural ResearchED conference in 2013, Ben Goldacre correctly identified that people can only get away with using such a phrase in an environment where they aren’t challenged or asked for evidence. Thankfully these poor ideas are gradually being forced out of our schools.
In the same speech, Goldacre noted that research matters most when findings are put into practice. The impact of ED Hirsch is not most keenly felt through his writing, but through the curricula he developed and inspired.
Too often, however, research fails to impact on the classroom. Paul Maclellan, speaking at ResearchED Science and Maths in June, warned of the distance that still exists between research findings and their actual impact. Maclellan discussed an experiment carried out by Durham University which followed primary teachers implementing a well-evidenced intervention designed to improve the impact of feedback. The original paper provided teachers with a structured approach to giving feedback. Multiple studies estimated the enhanced feedback structure to have an effect size of around 0.6.
Despite the training given to teachers and the evidence in favour of the intervention, there was no noticeable impact on pupil outcomes.
What were the reasons for this failure?
Two were suggested. Firstly, too many research papers are written in near indecipherable language making the job of translating the research into impact far too difficult. This is not a new frustration.
In the foreword to Nick Rose and David Didau’s ‘What every teacher needs to know about psychology’, Professor Rob Coe recalls how as a student-teacher he was warned off education research by an experienced colleague, who said, and I quote:
Lecturers in the university have to justify their existence with all that pointless theory - they’d be worried education is not a proper subject without it. And they need something to cover that they couldn’t hack it in the classroom. But once you start working in a school you’ll soon forget that stuff, and you’ll never miss it.
Far too many teachers have had this experience with education research.
The second reason suggested for the failure of the Durham experiment was that teachers simply didn’t have time to engage with research.
This government has made tackling the workload of teachers a priority.
In October 2014, we launched the workload challenge. More than 44,000 teachers responded to the month-long survey. The responses identified that the 3 biggest concerns of teachers were marking, planning and resources, and data management.
Three independent review groups were established to address these concerns and the reports were published in March this year. We accepted all the recommendations for government although, as the reports make clear, it is for everybody involved in education to act on the principles and recommendations in these reports. The reports are clear: if an activity is not helping to improve pupil outcomes; stop it.
As a result of the workload challenge, we committed to a lead time of at least a year for schools to prepare for significant accountability, curriculum or qualification changes.
Furthermore, Ofsted have made it clear what inspectors do and do not expect to see, to dispel myths about inspection that can result in unnecessary workload in schools.
These reforms, twinned with our funding of the Education Endowment Foundation, have provided teachers and schools with the opportunity to pursue teaching methods which will improve pupil outcomes.
The EEF has ensured that teachers in this country have much greater access to high-quality research than ever before. Earlier this year they published recommendations for school leaders, teaching school alliances and other collaborative school networks.
As Sir Kevan Collins [ CEO of the EEF ] said in response to this research:
Teachers and school leaders now have access to a significant and growing body of academic research with enormous potential to improve pupil attainment and save schools money. But to do this, we need to make sure that research findings get into the hands of teachers in ways that are most likely to have an impact.
I would echo these sentiments. As John Maynard Keynes famously wrote:
Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually slaves of some defunct economist.
And I’m sure he meant to include ‘practical women’ as well.
It is incumbent upon government, the EEF and the people in this room to help ensure that young teachers are entering a research-informed and research-enthusiastic profession - unlike the one that Professor Rob Coe encountered all those years ago.
Education research has come a long way since the Tooley Report in 1998 - the frank assessment of the dearth of quality and relevance of education research.
Tooley described an academic atmosphere rife with partisan, methodologically unsound and next-to-irrelevant research. One only needs to look down the list of speakers at this year’s conference to see that no such partisanship is on offer today.
Frank Furedi - founder of the now disbanded Revolutionary Communist Party - will speak today as he did at the inaugural ResearchED.
Regular contributors to both the Labour Teachers blogsite and its Conservative counterpart – the Conservative Education Society - are here today including the always thought-provoking Heather Fearn, Jon Brunskill and Andrew Old.
The globally respected Professor Paul Kirschner - whose work with Sweller and Clark must surely have motivated Michaela Community School - will speak on the same platforms as teachers from that wonderful school.
Classroom teachers, directors of policy, journalists, union leaders, authors, leaders of charities, researchers and politicians have gathered this weekend to debate with and listen to one another. The phrase ‘the research shows that’ will not go unchallenged today.
Research has informed the direction of reforms undertaken by this government. In 2010, Tim Oates - who is also speaking later today - laid down the gauntlet in ‘Could do better’ his scathing assessment of the English national curriculum. He correctly identified the strengths of a successful curriculum, not least entitlement - the right of all children to a knowledge rich curriculum.
Knowledge can emancipate a child from the geographical, historical and personal parochialism of everyday life. Academic education should not be the preserve of the elite. Every child has the right to an education in the best that has been thought and said. Ensuring all pupils are endowed with this right is the key to creating a socially just society and a socially mobile society.
‘Could do better’ identified problems which were holding back the achievement of children in this country, including:
The issues with the 2007 national curriculum were best summed up by the statutory requirement of secondary chemistry pupils to understand “that there are patterns in the reactions between substances”.
In the words of Tim Oates: “This statement essentially describes all of chemistry. So what should teachers actually teach? What are the key concepts which children should know and apply?”
This government acted rapidly to overhaul a curriculum which was not fit for purpose.
In maths, we placed a greater emphasis on ensuring the fundamentals were mastered:
In English, we have increased the level of demand for all ages:
Through the expansion of the academies program, the government has given teachers and headteachers greater control over the curriculum. The fruits of autonomy were in evidence in this year’s GCSE results.
The West London Free School recently announced that 76% of its pupils achieved 5 A* to C including English and maths and 37% of all grades were A*s and As. This school, inspired by the work of Dan Willingham and ED Hirsch, is one of many free schools demonstrating that a classical liberal education is for all.
Another free school, the Tauheedul Islam Boys’ High School in Blackburn, reported achieving the remarkable feat of 95% of pupils achieving 5 A* to C including English and maths. Over 4 in 5 boys at the school do not have English as a first language. This did not prevent 72% of this school’s inaugural cohort achieving the EBacc qualification.
As the academy and free school policy matures it is increasingly possible to recognise what is succeeding and what is failing. The successful approaches of these pioneer schools will be adopted and a new consensus about ‘what works’ for teaching children will emerge.
The autonomy granted to schools has been twinned with intelligent accountability. From this year Progress 8 will replace 5 A* to C including English and maths in the school performance tables. This new measure has reduced the perverse incentives associated with the 5 A* to C measure. Reducing the focus on the C/D borderline means both high and low attaining pupils will benefit from greater attention.
We have committed to working with Ofsted to introduce ‘improvement periods’, allowing teachers and headteachers 30 months to turn around underperforming schools. This follows our changes to the Ofsted framework which increased the rigour of school inspections, demanding ever higher standards. Despite this higher bar, school improvement has been such that there are now over 1.4 million more children attending good or outstanding schools than in 2010.
The EBacc is being taken by ever greater numbers, giving pupils from all backgrounds access to a core academic education.
Analysis by Dr Rebecca Allen and Dave Thomson for the Sutton Trust showed that pupils from the most disadvantaged backgrounds benefitted most from a school’s decision to switch the focus of its curriculum to these core subjects. This research looked at the impact in 300 schools that had enthusiastically adopted the EBacc curriculum, typically increasing the proportion of pupils taking the EBacc from 8% to 48%.
At the 300 so called ‘curriculum change’ secondary schools, the pupil premium gap - the difference in achievement between the least well off pupils and their peers - had reduced relative to schools with similar intakes.
Criticism of EBacc policy too often centres on the assumption that an academic curriculum is not for certain pupils, particularly those from disadvantaged backgrounds or with low prior attainment. I do not agree.
In the narrative accompanying the analysis of ‘curriculum change’ schools, Dr Becky Allen addressed some of the other concerns raised by critics of the EBacc . On the claims that less academically-orientated pupils would be forced into subject choices which would undermine their attainment and distract their focus from English and maths, she concluded that there was “no evidence”.
Pupils in ‘curriculum change’ schools were - I quote - “more likely to achieve good GCSEs in English and maths, achieved higher average grades across the board, were 1.7 percentage points more likely to be taking an A level or other level 3 qualification after the age of 16 and 1.8 percentage points less likely to have dropped out of education entirely.”
One might even say that ‘the research shows that’ a demanding, knowledge-rich curriculum benefits pupils, particularly those from the most challenging backgrounds!
Opposition to the EBacc has often centred on the impact this reform is having on other areas of the curriculum - the arts, in particular. We are clear that in following the recommendations of Tim Oates, difficult choices needed to be made as to which subjects to include in the EBacc .
The decision to restrict the number of subjects included was a deliberate one. The EBacc leaves pupils with a choice of at least 2 subjects, often more. These free option slots allow pupils to pursue another language, further humanity subjects, a technical qualification or a number of art and design options.
The government will continue to emphasise the importance of a broad and balanced curriculum. This message will be twinned with new, more demanding and more rigorous qualifications.
It is the duty of schools to produce pupils who can think critically and creatively, but the irreplaceable first step for a pupil to do so is learning a coherent body of knowledge. For a socially just and socially mobile society, pupils must have access to this knowledge.
The EBacc debate is being won, but there still exists a troubling gap in entry rates. Too few pupils with low prior attainment and from disadvantaged backgrounds are being taught this core academic curriculum at key stage 4. The arguments in favour of this curriculum entitlement must continue to be made.
As so often nowadays, it is online rather than in academic journals where these important debates are being had. Rob Coe - again in the foreword to David Didau and Nick Rose’s book - summarised the importance of social media:
Social media, led by teacher bloggers and tweeters, have helped create communities of teachers who want to engage with research and discuss the ideas and their implications. There is an appetite for research evidence and an increasingly critical and sophisticated research stance.
These growing teacher-led communities offer the greatest hope for ensuring that research reaches teachers and impacts upon their practice.
Of course, there is more to do. This vibrant community of ideas is still dominated by pioneers, many of whom are in this room today. There are, however, many reasons for optimism.
As the number of edu-bloggers swells to over 3,000 in this country; as this conference expands its reach ever further afield - having already taken in the sites of New York and Sydney, Washington DC and Amsterdam are next in Tom Bennett’s travel plans - and as more teachers appreciate the value of research-informed practice, this profession-led movement will improve the education and life chances of innumerable children.
It is for this reason that it is always a pleasure to speak at ResearchED.
Thank you very much.
Published: 12 September 2016


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Last Updated: January 23, 2020 @ 11:15 CST
Infix Notation is in progress! Currently uses Prefix Notation for demonstration of other functions.
When in doubt, add more parentheses.
Unfortunately, you can't change between scientific notation, fraction notation, or pure decimal notation yet.
If you want to calculate more accurate values with weeks, months, and years, use the time calculator. This is only accurate up to the days, and weeks, months, and years are just rough estimates.
AKA Splitting up a radical, I forgot the proper term.
As of right now, I don't know if there's any way to combine these separate functions into one. And continuing to try and come up with a solution without doing any work first has proven difficult.
Obviously, this part is going to look rough and experimental.
If right now is 11:00, then it should follow that 5 hours later, it would be 16:00, +0 Days. And getting to the same conclusion would be 12:00 plus 4 hours.
It is hours right now and I need to go hours ahead (negative numbers will be allowed), therefore, it will be _____ later.
DOES NOT INCLUDE TIME ZONES! If today is December 9, then what day will it be after 7 days? If today is December 9, then how many days will it be until December 16?
Coming Soon™
The starting day is . After days, it will be .


Named Pipes are one of the methods used to perform IPC in Windows
One-way or duplex pipe communications between pipe server and one or more pipe clients
Utilizes a unique files system called NPFS (Named Pipe Filysystem)
Any process can access named pipes, subject to security checks
All instances of a named pipe share the same pipe name, but each instance has its own buffers and handles
Many configurations
Half duplex, full duplex
Byte-oriented, packet-oriented
Local or Network!
Named pipes network communication is NOT encrypted and uses the protocols SMB (445) or DCE/RPC (135)
Named and Unnamed \ anonymous Pipes
Two types of named pipes:
• Named pipes: have a specific name, all instances share the name
• Unnamed \ anonymous pipe: is not given a name- o Only used for communication between a child and it’s parent process
o Always local; they cannot be used for communication over a network
- o Vanishes as soon as it is closed, or one of the process (parent or child) completes execution
- o Actually named pipes with a random name
Named pipes have Access Control Lists
By default DACL (discretionary access control lists) permissions are set to everyone using anonymous login (null session)
There is a max number of instances of a pipe


Ever since I was a child, I have been intrigued by the way technology works. The dynamic movement in the tech industry convinced me to finally change my major from Industrial Engineering to Computer Programming because this skill set would allow me to develop my curiousity, and enhance my creativity in the field of technology.
To quench my curiousity, I started an immersive program called Coding Dojo, where I learned how to be a sufficient web-developer. Now I am passionate about learning new technologies and working with people to create amazing projects that impact our community at large. I have the ability to easily pick up other technologies when needed and am committed to bringing positivity and confidence to the workplace everyday.


( a) Abridged general view of preparation of α-Co(OH) 2 nanowire and heterojunction α-Co(OH) 2/α-Ni(OH) 2, ( b) corresponding XRD, ( c) their FTIR spectrum, ( d) lattice diagram of the intercalated structure, ( e– g) TEM images of heterojunction α-Co(OH) 2/α-Ni(OH) 2 nanorods.


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THOUGH the witches used to be pretty lively in other places, they were fond of climbing up and down the cross that stands by the road to Malá Čermá (near Slaný). Joe Hilma heard tell of this, so he took his horse and off he rode to see. He took with him a piece of chalk which had been blessed, and made a circle with it. Then he went into the circle and waited till midnight. Then, sure enough, he saw the witches, a great swarm of them, climbing up and down the cross. They didn't see him while this was going on, but when he rode out of the circle, off went the witches after him. He galloped home at full speed. When he rode into the yard they were close on his heels. They couldn't go any farther, for they had no power to do it. I don't know how it happened, but one of them flung a burning broom after him. The broom hit the door, and the door was burned. Joe had quite enough of seeing the witches.


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You might say a poem is a semicolon, a living semicolon, what connects the first line to the last,
the act of keeping together that whose nature is to fly apart. Between the first and last lines there exists—a
poem—and if it were not for the poem that intervenes, the first and last lines of a poem would not speak to each other.
Would not speak to each other. Because the lines of a poem are speaking to each other, not you to them or they to you.


Nutmeg, H.B. Woodrose & Alcohol
I wanted to experiment with nutmeg, as I have taken it a few times but haven't had any breakthrough experiences. I ingested about 0.5 oz. of nutmeg at 1:30 pm and it took me about 30 minutes to consume it all. I knew it was going to take several hours to hit the plateau, so I just went to class and waited. I ate 9 H.B. Woodrose seeds about 3 hours later, at 5 pm. I was attempting to get both of the highs at exactly the same time, and let me tell you, I did.
It must have been around 8:30 or a little while earlier when I noticed effects that I never have on any other drug, granted I haven't taken any psychedelics before. I was sitting at my desk and I noticed that the peoples' voices in the hallway stated to sound strange. They sounded distant and distorted, not to mention that the voices sounded much louder.
Having this be a new experience for me, I got scared and really started tripping. At this point I lied on my bed and closed my eyes. Immediately I noticed my CEV’s, a series of rainbow colored fractals and other random shapes with the same color pattern, like looking through a kaleidoscope. I opened my eyes and noticed that very similar OEV’s were taking place as well, although they would become stronger later. They were not overpowering but they were very cool.
Although I was still worried and skeptical of what was to come, I tried to relax, but things were just too foreign for me and I freaked out. I got off my bed and I was bombarded with such profound thoughts about myself and my life, “what have I done,” “what kind of person am I,” “what if I die.” All very serious questions that made me terribly uneasy and more scared. I remember reading similar reports with psychedelics, so I eventually was able to overcome my fears. To help calm myself down, I turned on some music, and I was immediately aware how high I was.
I began listening to The Dark Side of the Moon first, and it was obviously playing much slower than usual, telling me that I was very high. I was wondering what would make the experience even stronger when I noticed my synesthesia. I had also read about this happening very frequently with psychedelics and it was then that which told me that I was officially “tripping.” I got very excited and upbeat because I had always to trip but I could never get my hands on acid. The first thing I noticed was that I could “see” the music, mostly in the form of the fractals and colorful shapes I had noticed earlier.
I really saw I had visual hallucinations because I was watching South Park on tv and the characters were out of focus, blurry, or otherwise distorted. This was overwhelming for me so I turned off the tv. I now realize that watching the tv or a movie probably would have been very rewarding, so I want to try it next time I trip. I returned to my computer desk and tried to type to my friends, but the trails and visuals were too strong. The trails were so strong that I remember looking at my hands while typing and it was just a big blur of trails. It looked like special effects from a movie. This was one of the coolest moments of the night. I looked at the screen and it appeared to be magnified and coming out at me, also a very cool effect.
I gave up typing because I really wanted to enjoy my trip and relax. Now that I was completely into the trip, I put Pink Floyd back on and this time it was even slower. It seemed like it may stop completely if I was any higher (and it almost did!) I then decided to grab some beers to see if they would multiply my trip. I was dehydrated from the nutmeg so drinking beer on top probably was dangerous (I was drinking water too). I noticed that because of the synesthesia I couldn’t taste the beer or feel the burden of the carbonation. Therefore I was able to drink the beers fast and without problem. They hit me hard but enjoyably and greatly multiplied the high. The music sounded as great as ever and very rich and deep.
All this while the OEV’s were continuing to occur. Another note about the synesthesia: I noticed that I couldn’t feel or hear myself breathe, but rather I could only hear a strange whistle or buzzing noise each time I inhaled. It sounds crazy, but it was very entertaining at the time.  The trip is so smooth and enjoyable now. I put on St. Pepper’s and sit down to play Mario Kart next. The game was highly enjoyable and it seemed to be playing in slow motion. After playing it for some time, I decided to go back strictly to music. I sat at my desk and listened to another CD or two.
I began to get very tired and I lied down in bed with Pink Floyd’s Animals playing. I must have fallen asleep sometime soon after lying down. Although it seems that I went to bed prematurely, the trip itself had worn off considerably and the psychedelic effects were all but gone. I was still very high from the nutmeg and the seeds had a lingering buzz that was enjoyable. I was able to sleep only for short periods of time all the next morning, but I wasn’t too tired the next day. When I woke up I had a terrible ringing in my ears and a faint heartbeat, both of which worried me somewhat. I got up to get water and I noticed that I had blurry vision and the lights were so overwhelming in the hall that I almost blacked out. I could feel and see myself starting to slip into unconsciousness so I closed my eyes, grabbed a gulp of water, and quickly made my way back to my room to lie down.
I drank a lot of water the next day and I quickly felt better, leading me to believe that if I had drank a lot of water during the trip I most likely would have no ill effects the next day. I have told all of my friends about my experience and I already have some people that want to trip with me soon. This makes me very happy. I plan on upping the dosage of both the nutmeg and the seeds for the next trip, hopefully wielding stronger results.
Happy Tripping!
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


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--- title: Spell check XML files without VIM syntax problems date: 2012-03-22 16:32:40.000000000 +02:00 categories: - memo - programming - tech tags: - greek - highlighting - hunspell - "διόρθωση" - "ελληνικά" - myspell - spell check - spelling - syntax - vim - xml - xml editor - xmlmind - xmlmind xml editor status: publish type: post published: true meta: _edit_last: '600927' geo_latitude: '37.979180' geo_longitude: '23.716647' geo_accuracy: '4584' geo_address: " " geo_public: '1' tagazine-media: a:7:{s:7:"primary";s:0:"";s:6:"images";a:0:{}s:6:"videos";a:0:{}s:11:"image_count";s:1:"0";s:6:"author";s:6:"600927";s:7:"blog_id";s:7:"5739772";s:9:"mod_stamp";s:19:"2012-03-22 16:32:40";} publicize_results: a:1:{s:7:"twitter";a:1:{i:13858422;a:2:{s:7:"user_id";s:11:"koukopoulos";s:7:"post_id";s:18:"182867406153195520";}}} _wpas_done_twitter: '1' _oembed_94c45ff7dae69350d31e22cc152fe7f1: "{{unknown}}" author: login: kouk email<EMAIL_ADDRESS>display_name: Konstantinos Koukopoulos first_name: '' last_name: '' excerpt: !ruby/object:Hpricot::Doc options: {} ---
I've been using XMLMind's XML Editor lately to write some documentation in the Docbook XML format. The editor has very good support and I'm very glad to be using it. There's one catch though, and it's to do with the spell check support. XMLMind have implemented their own system for which there are no Greek dictionaries available. Not having the time to go and create one myself I looked at other solutions.
I have the Hunspell dictionaries on my system anyway but the command line program that comes with Hunspell garbles Greek characters in the terminal. I don't know what that's about and Google didn't come up with any quick solutions. So my next try was using spell check support in VIM 7 and after a bit of trial and error I'm happy with the result. So here's what I did:
:mkspell el /path/to/hunspell/dictionaries/el_GR
.spl
file gets copied to ~/.vim/spell
~/.vim/after/syntax/xml.vim
as described below.:set spell spelllang=el,en
or something to that effect.One little problem with spell checking XML files in VIM is that the syntax highlighting interferes in a sub-optimal way. For example by default the text content of elements is not spell checked. Another example is that URL's in href
and xmlns
attributes are reported as mistakes. These problems can be solved by the following syntax commands:
syn match xmlHref +href="[^"]*"+ contained contains=xmlAttrib,@NoSpell syn match xmlXmlns +xmlns\(:[a-z]*\)\?="[^"]*"+ contained contains=xmlAttrib,@NoSpell syn cluster xmlStartTagHook add=xmlHref syn cluster xmlStartTagHook add=xmlXmlns syn spell toplevel
Now you should be good to go with spell checking XML in VIM. Another little detail about my work-flow is that I have configured gvim
as a helper application in XMLMind XML Editor and that permits me to type "Ctrl-Shift-D" while editing an XML file and get the file opened in VIM ready to be spell checked. After my corrections the file is reloaded in the XML editor.


Dear Uncle Dan
I read in an old encyclopaedia that Charles Brockden Brown (1771-1810), author of Arthur Mervyn: or Memoirs of the Year 1793, Alcuin: A Dialogue, Wieland: or The Transformation, Edgar Huntly: or Memoirs of a Sleep-Walker, Ormond: Or, The Secret Witness, Clara Howard, Somnambulism and other stories, Carwin: The Biloquist And Other American Tales And Pieces, An Address To The Government Of The United States On The Cession Of Louisiana, An Address To The Congress Of The United States On The British Treaty, and A Prospectus of a System of General Geography, was a frail, studious child, reputed a prodigy, and encouraged by his parents in that frantic feeding upon books which was expected, in those days, of every American boy of parts. What I want to know is, how can I become a “boy of parts”?
Yours sincerely,
Horst
PS—I am not American. I was born in Sumatra and now live in Belgium.
Uncle Dan says:
What you need, my boy, is vim. Vim is the trade name of a range of household cleaning products. Indeed, a scouring powder called Vim was one of the first products created by William Lever, the soapmaking tycoon whose family firm merged with a Dutch margarine manufacturer in 1930 to create that modern titan Unilever. As I am sure you know, Horst, Unilever owns Dove, Lipton, Ragu, Calve, Hellmans, Knorr, Domestos, Cif, Axe, Rexona, Calvin Klein, Cerrutti, Valentino perfumes, Bird's Eye, Domestos, Impulse, Vaseline, Ponds—that's right, Horst, Ponds!—Signal, Comfort, Slimfast, Magnum, Solero, Findus, and Ben & Jerry's. But I digress. We are talking about soap. Perhaps, young man, you are not of a technical bent? There are enticing opportunities in the soapmaking world for artistic temperaments too! You could, for example, design soap labels such as the one shown below.
Before modern soap, of course, people often used lye, which is still used today when preparing the Swedish delicacy known as Lutefisk, which is basically codfish jellied in lye.
Uncle Dan recommends wikipedia.


Welcome to administrator panel.
Here you can customize your site and write or edit articles.
Click links on left to do something you want to do.


stuff that maybe has a full new web componetn button in it
We'll cover user experience and generating ways of improving the platform by creating issues about any confusion you've run into when using the platform. Open critique is the best way to improve! This is also practicing a technique called User Story Elicitation / Generation, common in the testing and development of any product.


| 010:022 Khan | : |
He it is Who enables you to travel through land and sea, till when you are in the ships and they sail with them with a favourable wind, and they are glad therein, then comes a stormy wind and the waves come to them from all sides, and they think that they are encircled therein, they invoke Allah, making their Faith pure for Him Alone, saying: "If You (Allah) deliver us from this, we shall truly be of the grateful." |
| 010:022 Maulana | : |
He it is Who makes you travel by land and sea; until, when you are in the ships, and they sail on with them in a pleasant breeze, and they rejoice at it, a violent wind overtakes them and the billows surge in on them from all sides, and they deem that they are encompassed about. Then they pray to Allah, being sincere to Him in obedience: If Thou deliver us from this, we will certainly be of the grateful ones. |
| 010:022 Pickthal | : |
He it is Who maketh you to go on the land and the sea till, when ye are in the ships and they sail with them with a fair breeze and they are glad therein, a storm-wind reacheth them and the wave cometh unto them from every side and they deem that they are overwhelmed therein; (then) they cry unto Allah, making their faith pure for Him only: If Thou deliver us from this, we truly will be of the thankful. |
| 010:022 Rashad | : |
He is the One who moves you across the land and sea. You get onto the ships, and they sail smoothly in a nice breeze. Then, while rejoicing therein, violent wind blows, and the waves surround them from every side. This is when they implore GOD, sincerely devoting their prayers to Him alone: "If You only save us this time, we will be eternally appreciative." |
| 010:022 Sarwar | : |
When you are rejoicing in a boat, a favorable breeze and a violent storm arises with waves surrounding you from all sides. Thinking that you will not survive, you start to pray sincerely to God. In prayer, you say, "If You rescue us from this we shall certainly be grateful". |
| 010:022 Shakir | : |
He it is Who makes you travel by land and sea; until when you are in the ships, and they sail on with them in a pleasant breeze, and they rejoice, a violent wind overtakes them and the billows surge in on them from all sides, and they become certain that they are encompassed about, they pray to Allah, being sincere to Him in obedience: If Thou dost deliver us from this, we will most certainly be of the grateful ones. |
| 010:022 Sherali | : |
HE it is Who enables you to journey through land and sea until when you are on board the ships and they sail with them with a fair breeze and they rejoice in it, there overtakes them (the ships) a violent wind and the waves come on them from every side and they think that they are encompassed, then they call upon ALLAH, in sincere submission to HIM, saying, 'If thou deliver us from this, we will surely be of the thankful.' |
| 010:022 Yusufali | : |
He it is Who enableth you to traverse through land and sea; so that ye even board ships;- they sail with them with a favourable wind, and they rejoice thereat; then comes a stormy wind and the waves come to them from all sides, and they think they are being overwhelmed: they cry unto Allah, sincerely offering (their) duty unto Him saying, "If thou dost deliver us from this, we shall truly show our gratitude!" |
Concepts/Themes Covered: أركان الإسلام > التوحيد > توحيد الله تعالي > وحدانيته Pillars of Islam> Islamic> Oneness of Allah> Singularity and Being Unique أركان الإسلام > الدين > الإخلاص في الدين Pillars of Islam> Religion> Sincerity in Religion الإنسان والعلاقات الأخلاقية > الأخلاق الذميمة > البغي Man and The Moral Relations>The Dispraised Morals>Injustice الإنسان والعلاقات الأخلاقية > الأخلاق الذميمة > الكفران Man and The Moral Relations>The Dispraised Morals>Rejection الإنسان والعلاقات الاجتماعية > الإنسان > ضجره فى حال الشدة و نسيانه الشكر حال الرخاء Man and The Social Relations>Man> His Despair during the Distress and his Ingratitude during Welfare العلوم والفنون > الحقائق العلمية و الإشاة إلى وقائع أيدتهاالإكتشافات العلمية > البحر Science and Art> The Scientific Facts and the Indication to Facts which have been supported by the Scientific Discoveries>The Sea العلوم والفنون > الحقائق العلمية و الإشاة إلى وقائع أيدتهاالإكتشافات العلمية > الريح Science and Art> The Scientific Facts and the Indication to Facts which have been supported by the Scientific Discoveries>The Wind العلوم والفنون > الملاحة Science and Art>Navigation
This tool uses eight English parallel translations for the Holy Quran imported from Mr. Clay Smith. You can also visit Qurany Concepts for browsing the Quran themes or topics. If you want to search the Holy Quran for keywords, please visit Qurany Keywords.


DARK DAYS ---------
Twenty year old British filmmaker Marc Singer moved in with his subjects, homeless people living underground in New York City's Amtrak tunnels, for two years and utilized them as his crew to produce the documentary Audience Award winner of this year's Sundance Film Festival, "Dark Days."
LAURA:
We follow the grainy black and white image of Greg, a black man, walking down a street before he slips away from our view, entering the underground tunnels of Amtrak where he's made his home. It's an impressive home, with four walls and a TV. Greg explains, while using his electric shaver, that he can tap into Amtrak's power and not pay any bills, although he regrets the lack of running water. Greg makes his living turning other peoples' garbage into profits, claiming he can find just about anything a person would want for free. He doesn't have the nicest house, though, telling us that we should see Tommy's.
Tommy's a young, strapping Irish kid who keeps a number of dogs fenced in around his 'property.' He makes his living gathering empties and says he can make $60-70 dollars working all day on a Friday. Julio also keeps pets and, along with his friend Lee, takes us through a picture show of his former cats, birds and assorted animal companions (Miss Peaches, a gerbil, apparently being a favorite) like a Cheech and Chong of the pet set. The barely comprehensible Ralph, a reformed drug addict, is more practical about his dog, who he's trained to keep the rats out of his abode. Dee, a crack smoker, moves in with Ralph after her home is torched and the two bicker like an old married couple. Henry, a distinguished older black man, whips up a batch of corn bread while wearing a Drakkar Noir jacket.
Singer paints a fascinating portrait of a resilient and inventive (burglar alarms fashioned out of pot lids) group of people even as we're told that 80 percent of them are crackheads. He slowly allows the characters to build before showing a few of them recounting how they ended up in the tunnels (Dee and Ralph both because of the horrific fates of their children). Then Amtrak officials descend (filming not allowed) to clear everyone out (for their safety) while others lobby to ensure they get housing.
The conclusion is too simple. No mention is made of the fate of all those pets who were given so much screen time. We see the residents struggling to break down their solid structures with sledge hammers - were these scenes staged by the filmmaker or did officials demand the action? They all seem surprisingly eager to leave their home and are happy to live in real apartments, but we're given no clue as to their proximity - is the community still intact within one building? Singer doesn't tell us.
Still, "Dark Days" is an engrossing account of a world most of us could not have imagined inhabitted by people whose fates we care about.
B
For more Reeling reviews visit www.reelingreviews.com
<EMAIL_ADDRESS><EMAIL_ADDRESS>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


DateCheckProvider
class DateCheckProvider implements CheckProvider (View source)
Check that dates for validity.
Check that date strings are parsable into DateTimes with expected results. Check that dates-times are within certain ranges.
Traits
Properties
| protected DateTimeInterface | $now |
Methods
In order to facilitate testing, we must be able to lock/override the "now" datetime.
Get the current DateTime.
Is the candidate value can be treated as a date.
Convert the candidate value into a DateTime object.
Compare two datetimes in a PHP-version agnostic way.
Check if $value is a string containing a parseable date.
Check if $value is a date in the past.
Check if $value is a date in the past.
Check if $value is a date where the time-component is 00:00:00.
No description
No description
No description
No description
Details
in ProvideViaReflection at line 27
protected Iterator
checksFor(ReflectionMethod $reflectionMethod)
Get the checks for a given method.
in ProvideViaReflection at line 64
array
provides()
Return all the checks provided by this checkprovider.
at line 41
overrideNow(DateTimeInterface $now)
In order to facilitate testing, we must be able to lock/override the "now" datetime.
at line 52
protected
now()
Get the current DateTime.
If the DateTime that represents the current time. If it was overridden with the overrideNow() method, we return that DateTime instead.
at line 65
protected bool
canParse(string|DateTimeInterface $candidate, string|null $format = null)
Is the candidate value can be treated as a date.
at line 86
protected DateTime
dt(string|int|DateTimeInterface $candidate, string|null $format = null)
Convert the candidate value into a DateTime object.
at line 143
protected float
compare(DateTimeInterface $a, DateTimeInterface $b)
Compare two datetimes in a PHP-version agnostic way.
PHP 5.* does not account for microseconds when comparing two datetimes. We therefore convert the datetimes into floating floating point timestamps and compare them as normal floats.
at line 161
Result
checkDateParsable(mixed $value, string $format)
Check if $value is a string containing a parseable date.
at line 179
Result
checkDateAfter(mixed $value, DateTimeInterface $against)
Check if $value is a date after $against.
at line 200
Result
checkDateBefore(mixed $value, DateTimeInterface $against)
Check if $value is a date after $against.
at line 255
Result
checkAtMidnight(mixed $value)
Check if $value is a date where the time-component is 00:00:00.


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