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Returns information about a window. Use GET.WINDOW in a macro that requires the status of a window, such as its name, size, position, and display options.
Syntax
GET.WINDOW(type_num, window_text)
Type_num is a number that specifies what type of window information you want. The following list shows the possible values of type_num and the corresponding results:
| Type_num | Returns |
| 1 | Name of the workbook and sheet in the window as text. For compatibility with Microsoft Excel version 4.0, if the window contains only a single sheet that has the same name as the workbook without its extension, returns only the name of the book. Otherwise, returns the name of the sheet in the form "[Book1]Sheet1". |
| 2 | Number of the window. |
| 3 | X position, measured in points from the left edge of the workspace (in Microsoft Excel for Windows) or screen (in Microsoft Excel for the Macintosh) to the left edge of the window. |
| 4 | Y position, measured in points from the bottom edge of the formula bar to the top edge of the window. |
| 5 | Width, measured in points. |
| 6 | Height, measured in points. |
| 7 | If window is hidden, returns TRUE; otherwise, returns FALSE. |
The rest of the values for type_num apply only to worksheets and macro sheets, except where indicated:
| Type_num | Returns |
| 8 | If formulas are displayed, returns TRUE; otherwise, returns FALSE. |
| 9 | If gridlines are displayed, returns TRUE; otherwise, returns FALSE. |
| 10 | If row and column headings are displayed, returns TRUE; otherwise, returns FALSE. |
| 11 | If zeros are displayed, returns TRUE; otherwise, returns FALSE. |
| 12 | Gridline and heading color as a number in the range 1 to 56, corresponding to the colors in the View tab of the Options dialog box; if color is automatic, returns 0. |
Values 13 to 16 for type_num return arrays that specify which rows or columns are at the top and left edges of the panes in the window and the widths and heights of those panes.
The first number in the array corresponds to the first pane, the second number to the second pane, and so on.
If the edge of the pane occurs at the boundary between rows or columns, the number returned is an integer.
If the edge of the pane occurs within a row or column, the number returned has a fractional part that represents the fraction of the row or column visible within the pane.
The numbers can be used as arguments to the SPLIT function to split a window at specific locations.
| Type_num | Returns |
| 13 | Leftmost column number of each pane, in a horizontal numeric array |
| 14 | Top row number of each pane, in a horizontal numeric array. |
| 15 | Number of columns in each pane, in a horizontal numeric array. |
| 16 | Number of rows in each pane, in a horizontal numeric array. |
| 17 | Number indicating the active pane: 1 = Upper, left, or upper-left 2 = Right or upper-right 3 = Lower or lower-left 4 = Lower-right |
| 18 | If window has a vertical split, returns TRUE; otherwise, returns FALSE. |
| 19 | If window has a horizontal split, returns TRUE; otherwise, returns FALSE. |
| 20 | If window is maximized, returns TRUE; otherwise, returns FALSE. |
| 21 | Reserved |
| 22 | If the Outline Symbols check box is selected in the View tab of the Options dialog box, returns TRUE; otherwise, returns FALSE. |
| 23 | Number indicating the size of the window (including charts): 1 = Restored 2 = Minimized (displayed as an icon) 3 = Maximized |
| 24 | If panes are frozen on the active window, returns TRUE; otherwise, returns FALSE. |
| 25 | The numeric magnification of the active window (as a percentage of normal size) as set in the Zoom dialog box, or 100 if none is specified. |
| 26 | Returns TRUE if horizontal scrollbars are displayed in the active window; otherwise, returns FALSE. |
| 27 | Returns TRUE if vertical scrollbars are displayed in the active window; otherwise, returns FALSE. |
| 28 | Returns the tab ratio of workbook tabs to horizontal scrollbar, from 0 to 1. The default is .6. |
| 29 | Returns TRUE if workbook tabs are displayed in the active window; otherwise, returns FALSE. |
| 30 | Returns the title of the active sheet in the window in the form "[Book1]Sheet1". |
| 31 | Returns the name of a workbook only, without read/write indicated. For example, if Book1.xls is read only, then "Book.xls" will be returned without "[Read Only]" appended. |
Window_text is the name that appears in the title bar of the window that you want information about. If window_text is omitted, it is assumed to be the active window.
Examples
If the active window contains the workbook Book1, then:
GET.WINDOW(1) equals "Book1"
If the title of the active window is Macro1:3, then:
GET.WINDOW(2) equals 3
In Microsoft Excel for Windows, the following macro formula returns the gridline and heading color of REPORT.XLS:
GET.WINDOW(12, "REPORT.XLS")
In Microsoft Excel for the Macintosh, the following macro formula returns the gridline and heading color of REPORT MASTER:
GET.WINDOW(12, "REPORT MASTER")
Related Functions
GET.DOCUMENT Returns information about a workbook
GET.WORKSPACE Returns information about the workspace
Return to index


The SIMI S300 is the first phone to be 'made in Uganda' and it's not even a smartphone – Techjaja
Rwanda recently unveiled it’s first home-made Mara smartphone, Uganda has followed suit with the launch of its first ICT manufacturing and assembling plant whose first phone is a non-smartphone called the SIMI S300. Under the SIMI mobile brand, this is the first phone to be mass assembled in Uganda at their new factory in Namanve.
Launched by the President of Uganda, the new plant comes into force after government signed an agreement with Chinese owned SIMI technologies in July this year to promote the manufacturing of ICT electronics in Uganda.
The assembly plant of the SIMI S300 phone will run three production lines at full capacity; each line with daily production of 2,000 feature phones, 1,500 smart phones, 800 laptops, 2,000 chargers, 4,000 USB cables and 4000 sets of earphones and directly employing more than 400 staff. The manufacturing of these 2G feature phones however goes against government’s recent push for 3G and 4G wireless mobile technologies country-wide and increasing internet penetration.
SIMI S300 Specs
- Network: 2G GSM + GPRS/2G Dual Band(900/1800)
- SIM: Dual SIM support
- Camera: 0.08 megapixels
- Display: 1.77 inches
- Internal Storage: 32 MB
- RAM: 32 MB
- Battery: 1050 mAh
- Other: FM Radio/MP3 music support/ LED torch/ Bluetooth
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Each SIMI S300 will cost only UGX 20,000 ($5.24) but price point should’t be surprising given that fact that its a feature phone. The aim of government is to reduction in the importation of phones. And wants to “encourage Ugandans today is to buy the products made in Uganda for the growth, development and betterment of our country,” State Minister for Investment and Privatization, Evelyn Anite said .
According to ICT Minister, Mr Frank Tumwebaze, one of the cost-push factors for internet is failure by people to afford devices that are able to connect to the internet.
The SIMI S300 phones cannot connect to the internet (hence why it’s called a feature phone) but the company will soon start manufacturing real smartphones under their brand name. According to the Daily Monitor, a plan is underway to connect all industrial Parks to the National Backbone infrastructure. Investors will not have to incur high costs of internet connectivity which in this day & age is an essential component of any industrial operation,” he said.
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View time dynamic glacier scans


Braveheart
Enraged at the slaughter of Murron, his new bride and childhood love, Scottish warrior William Wallace slays a platoon of the local English lord's soldiers. This leads the village to revolt and, eventually, the entire country to rise up against English rule.
El laberinto del fauno
Living with her tyrannical stepfather in a new home with her pregnant mother, 10-year-old Ofelia feels alone until she explores a decaying labyrinth guarded by a mysterious faun who claims to know her destiny. If she wishes to return to her real father, Ofelia must complete three terrifying tasks.
Starship Troopers
Set in the future, the story follows a young soldier named Johnny Rico and his exploits in the Mobile Infantry. Rico's military career progresses from recruit to non-commissioned officer and finally to officer against the backdrop of an interstellar war between mankind and an arachnoid species known as "the Bugs".
GoodFellas
The true story of Henry Hill, a half-Irish, half-Sicilian Brooklyn kid who is adopted by neighbourhood gangsters at an early age and climbs the ranks of a Mafia family under the guidance of Jimmy Conway.
Avatar
In the 22nd century, a paraplegic Marine is dispatched to the moon Pandora on a unique mission, but becomes torn between following orders and protecting an alien civilization.
Ready Player One
When the creator of a popular video game system dies, a virtual contest is created to compete for his billions.
TRON: Legacy
Sam Flynn, the tech-savvy and daring son of Kevin Flynn, investigates his father's disappearance and is pulled into The Grid. With the help of a mysterious program named Quorra, Sam quests to stop evil dictator Clu from crossing into the real world.
Pulp Fiction
A burger-loving hit man, his philosophical partner, a drug-addled gangster's moll and a washed-up boxer converge in this sprawling, comedic crime caper. Their adventures unfurl in three stories that ingeniously trip back and forth in time.
The Lord of the Rings: The Fellowship of the Ring
Young hobbit Frodo Baggins, after inheriting a mysterious ring from his uncle Bilbo, must leave his home in order to keep it from falling into the hands of its evil creator. Along the way, a fellowship is formed to protect the ringbearer and make sure that the ring arrives at its final destination: Mt. Doom, the only place where it can be destroyed.
No Country for Old Men
Llewelyn Moss stumbles upon dead bodies, $2 million and a hoard of heroin in a Texas desert, but methodical killer Anton Chigurh comes looking for it, with local sheriff Ed Tom Bell hot on his trail. The roles of prey and predator blur as the violent pursuit of money and justice collide.
Man on Fire
Jaded ex-CIA operative John Creasy reluctantly accepts a job as the bodyguard for a 10-year-old girl in Mexico City. They clash at first, but eventually bond, and when she's kidnapped he's consumed by fury and will stop at nothing to save her life.
Harry Potter and the Chamber of Secrets
Ignoring threats to his life, Harry returns to Hogwarts to investigate ? aided by Ron and Hermione ? a mysterious series of attacks.


{% extends 'inheritanceClassworkApp/base.html' %} {% block content %}
We serve as a resource for parents, educators, and other organizations looking to address the digital skills gap, and raising awareness about the importance of diversity in tech and the role of computer science education in lifting prosperity in Memphis. CodeCrew is passionate about students and the community alike to have access to quality computer science and tech education. As advocates raising awareness of the importance of computer science education, we whole heartedly support other initiatives in Memphis engaged in this work. Below you will find a diverse number of resources across Memphis and beyond.
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News story
Queen’s Birthday Honours recognise the contribution of teachers, foster parents and carers.
More than 90 people are today recognised for their service to education, children and families in the 2014 Queen’s Birthday Honours List. Six of those involved in education received knighthoods or damehoods, while nine have been given the British Empire Medal, a historic award revived for the Queen’s Diamond Jubilee in 2012.
Chris Wormald, Permanent Secretary at the Department for Education, said:
Congratulations to everyone working across the gamut of education and children’s services who have had their endeavours recognised in the Queen’s Birthday Honours List. Their impressive contribution is helping every child realise their potential, regardless of their background or circumstances.
Those honoured today include teachers, carers and foster parents from across England.
Susan Stamp, of South Ockendon, Essex, is awarded a British Empire Medal for services to education.
A former primary teacher at Bonnygate Primary School, in South Ockendon, her colleagues say she is convinced that any child, irrespective of their home circumstances, can thrive if shown love, trust and belief.
She put this into practice by spending countless hours before, during and after school, coaching young people and building up their confidence and self-esteem.
While teaching she took her Grade 1 violin exam alongside her pupils in order to demonstrate to them her own aspirations for self-improvement.
Retiring in 2008 to care for her mother, she returned to the school in 2010 to teach and mentor pupils voluntarily.
Andrew Carter, of Tilford, Surrey, is knighted for services to education.
As headteacher of South Farnham School for the last 24 years, Mr Carter has helped make it one of the best schools in England. Almost every single one of its pupils has achieved at least the expected level in both English and maths for the last five years.
In 2010 he became a national leader of education and the school was designated a national support school. Since then he has helped improve more than 20 schools. Many of the teachers Mr Carter has recruited have gone on to become outstanding teachers and headteachers themselves.
He is also chair of the Primary Academies Group in Surrey, supporting schools to convert to academies. He has written ‘School to Academy’, a guide to the conversion process.
Barry Day, of Cropwell Bishop, Nottinghamshire, is knighted for services to education.
As chief executive of the Greenwood Dale Foundation Trust (GDFT), Barry has experience managing 21 open academies. Prior to this he was the headteacher of Greenwood Dale School from 1991 to 2009.
GDFT specialises in taking on challenging projects, including sponsoring Sinfin Community School, in Derby.
He was appointed a National Leader in Education in 2007 and was awarded an OBE that year. He ran the SSAT ’s aspirant headteachers programme for six years, helping 1,800 aspirant senior leaders to become successful headteachers.
Miriam and Victor Bennett, of Leeds, Yorkshire, are appointed MBEs for services to children and families.
Over more than 40 years, the Bennetts have fostered hundreds of children, including those on short- and long-term stays, and emergency and pre-fostering children. Many of the children, now grown up, return to the Bennetts for visits with their own families.
In 2007 Mrs Bennett was named Carer of the Year at the Pride of Britain Awards and also received a Local Heroes Pride of our Nation award from ITV Yorkshire. Ruth Diver, of Sheringham, Norfolk, is made an MBE for services to education after teaching at a special school for severely disabled children for nearly 40 years.
At Sheringham Woodfields School, she teaches children with severe learning difficulties or autism. She also runs and personally subsidises school trips and raises funds for the school.
She has raised more than £100,000 for Friends of Woodfields, which pays for extra equipment for the school’s pupils. Her colleagues say she constantly strives to achieve the best possible outcomes for her pupils, who face major barriers to their achievement.
Beth Smith, of York, North Yorkshire, is made an MBE for services to education.
For the past 7 years Beth has taught and inspired early years special educational needs pupils at the Forest School in Knaresborough, North Yorkshire. Beth has also been an outreach worker for autism for North Yorkshire County Council, supporting mainstream schools within the county to educate students with autistic spectrum disorder (ASD).
| Award | Forename | Surname | Short citation |
| Knight Batchelor | Sir Andrew | Carter | Headteacher, South Farnham Community Junior School, Surrey. For services to education |
| Knight Batchelor | Sir Barry | Day | Chief Executive, Greenwood Dale Foundation Trust and The Greenwood Academies Trust. For services to education |
| Knight Batchelor | Sir John | Dunford | Education Consultant. For services to education |
| DBE | Dame Nicola | Nelson-Taylor | Headteacher, Beech Hill Primary; Executive Headteacher, Walbottle Primary School, Newcastle upon Tyne. For services to education |
| DBE | Dame Erica | Pienaar | Lately Executive Headteacher, Leathersellers Federation of Schools, Lewisham. For services to education. |
| Knight Batchelor | Sir Anthony | Seldon | Headteacher, Wellington College, Berkshire. For services to education and to modern political history |
| CB (Companion of the Order of the Bath) | Claire | Johnston | Director, Legal Adviser’s Office, Department for Education. For services to the Department for Education and to voluntary work with Home-Start UK |
| CBE | Elizabeth | Allen | Lately Headteacher, Newstead Wood School for Girls, Orpington, London. For services to education |
| CBE | Linda | Garbett | Headteacher, Priory School, Shrewsbury. For services to education |
| CBE | Sylvia | Jones | Headteacher, Valentines High School, Redbridge. For services to education |
| CBE | Peter | Mitchell | Education Adviser, Edge Foundation and Senior Education Adviser, Baker Dearing Educational Trust. For services to education |
| CBE | Susan | Snowdon | Chief Executive Officer, Beal Multi Academy Trust. For services to education |
| CBE | Robert | Sykes | Headteacher, Thornden School, Chandler’s Ford, Hampshire. For services to education |
| OBE | Lorna | Bertrand | G7, Head of International Evidence and Partnerships Team, Department for Education. For services to education |
| OBE | Gillian | Cartwright | Headteacher, Old Park School, Brierley Hill West Midlands. For services to education |
| OBE | Roger | Easthope | Lately Headteacher at Cheam Common Junior School, Surrey. For services to education |
| OBE | Cherry | Edwards | Headteacher, Bourne Abbey Primary School, Bourne, Lincolnshire. For services to education |
| OBE | Michael | Firth | G6, Senior Advisor, Funding Allocations and Student Support, Education Funding Agency. For services to education and to the Scouts in South Yorkshire |
| OBE | Katharine | Frood | Headteacher, Eleanor Palmer Primary School, Camden, London. For services to education |
| OBE | Stephen | Goodman | Director of Morning Lane Associates. For services child protection |
| OBE | Angela | Harding | Co-Founder and Trustee of Christopher Place, Speech, Language and Hearing Centre for under 5s. For services to children |
| OBE | Lesley | Hastie | G7 Team Leader, Local Government Pension Scheme and Local Intelligence Team, Department for Education. For services to the Department for Education and to the TS Rebel Trust |
| OBE | Neil | Hopkins | Lately Principal, Peter Symonds Sixth Form College, Winchester, Hampshire. For services to education |
| OBE | Barry | Huggett | Headmaster of More House School and Chair of the Special Needs Committee of the Independent Schools’ Council. For services to education |
| OBE | Pamela | Jones | Lately Headteacher, Ifield School, Gravesend. For services to education |
| OBE | Marion | Layberry | Lately Managing Director at Safehouses Fostering Agency. For services to children and families |
| OBE | Gordon | Lee | Lately CEO, Malachi Community Trust (MCT). For services to children |
| OBE | Thanos | Morphitis | Director of Strategy and Commissioning for Children’s Services, London Borough of Islington. For services to children and families |
| OBE | Elizabeth | Morris | Headteacher, Netherton Infant & Nursery School, Huddersfield. For services to education |
| OBE | Kendrick | Morris | Executive Principal, Hamstead Hall Academy, Birmingham. For services to education and community cohesion |
| OBE | Jonathan | Owen | Co-Founder TeachFirst, Future Leaders and Teaching Leaders. For services to education |
| OBE | Yvonne | Powell | Principal, Walworth Academy and lately Headteacher, Little Ilford School, Newham. For services to education |
| OBE | Vivien | Randall | Headteacher of Colmore Infant and Nursery School, Birmingham. For services to education |
| OBE | Alan | Rushton | Lately Chair of Board of Trustees, PAC (Post-Adoption Centre), London. For services to adoption and children |
| OBE | David | Shemmings | Professor of Social Work, University of Kent. For services to child protection |
| OBE | Frances | Stevens | Chair, Birmingham Governors’ Network, and Chair of Governors, Stanville Junior and Infant school. For services to education |
| OBE | Margaret | Walls | School Governor of Chobham Academy and Kay Rowe Nursery School, Newham, and lately Headteacher, Oliver Thomas Nursery School, Newham. For services to education |
| OBE | Alan | Yellup | Executive Headteacher, Wakefield City Academy, CEO Wakefield Regional Teaching School Alliance, CEO, Wakefield City Academies Trust. For Services to education |
| MBE | Mark | A’Bear | For services to school governance in Wokingham and schools in Reading |
| MBE | Hedi | Argent | Volunteer and Lately Trustee, PAC. For services to children and families |
| MBE | Susan | Beaman | Headteacher, Red Gates SEN School, Croydon. For services to special needs education |
| MBE | Miriam | Bennett | Foster Carer, Leeds. For services to children and families |
| MBE | Victor | Bennett | Foster Carer, Leeds. For services to children and families |
| MBE | Christine | Burditt | Foster Carer, Sheffield City Council. For services to children and families |
| MBE | Harry | Burditt | Foster Carer, Sheffield City Council. For services to children and families |
| MBE | Margaret | Byrne | Lately Chair of Governors, Mousehole Primary School, Cornwall. For services to education |
| MBE | Maurice | Chappell | For over 40 years of services to adults and children with severe learning disabilities and their families in South Holland, Lincolnshire |
| MBE | Sheenagh | Davis | Manager, HOPE Family Center, Bromyard, Herefordshire. For services to children and familes |
| MBE | Ruth | Diver | Teacher, Sheringham Woodfields School, Norfolk. For services to education |
| MBE | Christine | Eyden | Lately Primary School Teacher, Charlton Church of England Primary School, Dover. For services to education |
| MBE | John Bruce | Glover | Head of Humanities & Duke of Edinburgh Co-ordinator, Knights Templar School, Baldock, Hertfordshire. For services to education |
| MBE | Kenneth | Green | Manager of Care Management Activity Service. For services to young people with special needs in Manchester |
| MBE | Avril | Head | Foster Carer, London. For services to children and families |
| MBE | Ronald | Head | Foster Carer, London. For services to children and families |
| MBE | John | Hegarty | Teacher and Vice Principal, Budmouth School, Weymouth. For services to education |
| MBE | Edwin | Jackson | Lately Head of Highfurlong Special School, Blackpool. For services to special needs education |
| MBE | Eileen | Keeling | For services to Children with special educational needs in Timperley |
| MBE | Michael | Lees | Campaigner and Founder, Asbestos in Schools Group. For services education |
| MBE | Evelyn | Lyons | Governor at Garston CE School. For services to education and to Girl Guiding |
| MBE | Herman | Martyn | Governor at North West London Jewish Day School. For services to education |
| MBE | Richard | Masters | Lately EO, Ministerial and Public Communications Division, Department for education |
| MBE | Shelagh | Moore | Deputy Head, Rugby High School, Rugby. For services to education |
| MBE | Thomas | Morkill | School Governor, Dame Alice Owen’s School, Potters Bar. For services to education |
| MBE | Keith | Page | Duke of Edinburgh Award Leader and Co-ordinator, Cowplain Community School, Hampshire. For services to education |
| MBE | Marie-Antoinette | Peakes | Assistant Headteacher, Miles Coverdale Primary, Shepherd’s Bush, London. For servies to education and to charity |
| MBE | Simon | Platford | Deputy Head, High Arcal School, Dudley. For services to education |
| MBE | Edna | Pratt | Foster Carer, Leigh-on-Sea, Essex. For services to children and families |
| MBE | Edward | Pratt | Foster Carer, Leigh-on-Sea, Essex. For services to children and families |
| MBE | Margaret | Rhodes | For services to the community and children and families in Newhaven, Sussex |
| MBE | Peter | Rhodes | Foster Carer, Newhaven, Sussex. For services to children and families |
| MBE | Emlyn | Roberts | Local Authority Leader of Education Advisor, and lately Headteacher, Oakmeadow CofE Primary and Nursery School, Bayston Hill, Shropshire. For services to education |
| MBE | Kay | Saunders | Senior Teaching Assistant, Our Lady Catholic Primary School, Hitchin. For services to education |
| MBE | Perdita | Sawbridge | Foster Carer, Northamptonshire County Council. For service to children and families |
| MBE | Ronald | Sawbridge | Foster Carer, Northamptonshire County Council. For services to children and families |
| MBE | Fauziah | Scarisbrick | Head of the Department of Mathematics, Queen Elizabeth’s School, Barnet. For services to education |
| MBE | Barbara | Smith | Fundraiser for Action for Children. For services to Children |
| MBE | Elizabeth | Smith | Early Years Teacher at The Forest School, Knaresborough. For services to education |
| MBE | Kathryn | Smith | School Volunteer, Silkstone Common Junior and Infant School, Barnsley. For services to education |
| MBE | Robin | Steere | School Volunteer, Alder Hey Hospital School, Wirral Hospitals’ School and Calday Grange Grammar School, Mersyside. For services to education |
| MBE | Anthony | Tarrant | Foster Carer, Slough Borough Council. For services to children and families |
| MBE | Sarah | Tarrant | Foster Carer, Slough Borough Council. For services to children and families |
| MBE | Jonathan | Ullmer | Principal at CATS Canterbury and Director of Education at the Cambridge Education Group. For services to education |
| MBE | Barry | Welck | Lately Founder and Chairman of the Langdon Foundation. For services to education |
| MBE | Ann | Whalley | Foster Carer, Warrington Council. For services to Children and Families |
| MBE | Warren | Whalley | Foster Carer, Warrington Council. For services to children and families |
| MBE | Janferie | Wilton | Chairman of Governors, Sir Thomas Rich’s School, Longlevens, Gloucester. For services to education |
| MBE | David | Yates | Lately Engineer and School Volunteer, Church Lench CE First School, Evesham. For services to education |
| MBE | Patricia | Young | School Administration and Finance Officer, Atkinson Road Nursery School, Benwell, Newcastle upon Tyne. For services to education |
| BEM | Barbara | Brook | Lately School Caretaker, Lowerhouses Junior, Infant and Early Years School. For services to education |
| BEM | Christoforos | Cartoudis | Principal of the Greek School of St. Andreas, Birmingham. For services to education |
| BEM | Rosamond | Dommett | Founder, Ashcott Parent and Toddler Group, Somerset. For services to children and families |
| BEM | Rose | Milton | Child and Family Liaison Officer, St Mary’s Church of England Primary School, East Folkstone. For services to education |
| BEM | Martin | Needler | Volunteer, and Former Trustee and Chairman, The Sailors’ Children’s Society. For services to children |
| BEM | Derek | Phillips | NSPCC Volunteer, Finchley and Potters Bar. For services to vulnerable children |
| BEM | Susan | Stamp | Primary School Teacher and Volunteer, Bonnygate Primary School, Ockendon. For services to education |
| BEM | Helen | Warren | Lately Parent Teacher Association Volunteer, Poole Grammar School, Dorset. For services to education |
| BEM | Marjory | Young | School Governor, Kirk Smeaton Primary School, West Yorkshire. For services to education |
The full Queen’s Birthday Honours list is also available.


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A device for comminuting feed material is provided that has a housing including longitudinal walls and transverse walls for accommodating a rotor that rotates about a longitudinal axis. The rotor is equipped about its circumference with processing tools, and has, on its faces, an annular disk, each of which is concentric to the longitudinal axis. Within the housing, at least one screen path extends over a part of the circumference of the rotor, each screen path running at a slight radial distance from the annular disks while forming a seal gap. The feed material is supplied to the rotor through a feed shaft and is directed out of the device via a material discharge extending downstream of the screen path. In order to return material that emerges through the seal gap to the remaining material flow annular disks are each arranged with an axial clearance A from the transverse walls.
This nonprovisional application claims priority under 35 U.S.C. §119(a) to German Patent Application No. DE 10 2010 045 125.8, which was filed in Germany on Sep. 12, 2010, and which is herein incorporated by reference.
1. Field of the Invention
The invention relates to a device for comminuting feed material.
2. Description of the Background Art
Such devices belong to the field of mechanical process engineering, in particular the comminution of feed material in the manner of cutting, clipping, tearing, or crushing. But the dissociation of the bond of composite materials, which is always accompanied by a comminution of the feed material, also resides within the scope of the present invention. Generic devices consequently are suitable for the comminution of piece goods and bulk materials, in particular plastics with and without admixtures, wood, waste wood, paper, cardboard, cellulose, textiles, waste material, vulcanized rubber, natural rubber, resins, leather, foodstuffs, semi-luxury foodstuffs, fodder, minerals, pigments, dyes, pharmaceuticals, metals, composite materials such as electronic scrap, cables, used tires, and the like.
The basic principle of material processing is a result of the interaction of rotating cutting, shearing, or tearing tools with stationary tools or else from the impact energy of rapidly rotating striking tools such as hammers, plates, and the like, which crush the feed material. After it has been reduced sufficiently in size, the feed material is removed from the device through a screen, wherein the screen can additionally act as a comminution tool. Thus, the screen functionally subdivides the interior of the housing into an upstream comminution area and a downstream area for discharging the material that has already been comminuted.
In machines of this nature, the attachment of rotating machine parts to stationary machine parts proves to be problematic; in particular the attachment of the rotor to the housing proves to be a critical zone with regard to wear, heat buildup within the device, and quality of the end product.
Mills with a housing having longitudinal walls and transverse walls, in which a rotor extends from one transverse wall to the opposite transverse wall, are generally known. The rotor moving relative to the transverse wall during the course of comminution carries the feed material along in its circular path, which leads to considerable friction at the stationary transverse walls. The consequences are, firstly, wear on the inside of the housing wall and, secondly, an input of heat into the housing itself, since a portion of the supplied drive energy is converted into friction heat. This not only leads to additional thermal loading of the device, with the result that measures may need to be taken for cooling, but also leads to reduced energy efficiency. An example of such a device is disclosed in DE 34 01 929 A1.
In order to counter these problems, it is known to provide, on the faces of the rotor, an annular disk that rotates with the rotor and whose outer circumference extends radially past the comminution tools. The co-rotating annular disk prevents the feed material from coming into direct contact with the housing wall and causing wear and excessive heat there on its circular path. So that the feed material does not jam in the gap between the annular disk and the inside of the housing, the housing wall has a recess concentric to the annular disk into which the rotor extends with its annular disk. In this design, only a small radial annular gap is maintained between the outer circumference of the annular disk and the inner circumference of the recess. Thus, while the problem of wear of the housing inner wall is solved to a great extent in such an embodiment, it has nonetheless become apparent that fine feed material gets into the annular gap between the annular disk and the housing wall, and in this way the annular gap clogs in the course of time. In order to limit frictionally caused wear and heat development in the annular gap, it is necessary to clean it at regular time intervals, with the disadvantage that the expenditure of time required for this purpose increases the downtime of the device.
In order to remedy this problem, US 2006/0118671 A1 proposes forming the concentric recess in the housing walls over the entire thickness of the transverse wall, which is to say to produce a concentric opening in the housing wall within which the rotor is arranged with its rotating annular disk. The radial distance between the annular disk and the housing wall is chosen sufficiently small here that a sealing action arises with respect to the feed material. Nevertheless, during the course of comminution, especially fine particles get into the gap and reemerge on the outside of the housing. In order to capture and remove this material, in accordance with US 2006/0118671 A1 a metal duct is provided on the outside of the housing in the area of the gap.
It proves to be a disadvantage here that the material escaping from the outlet from the seal gap, and hence from the housing, is separated from the remaining flow of material by the transverse wall, and consequently must be recaptured by additional peripheral machine components and delivered to further processing, which entails additional structural and processing costs. From a static perspective, the transverse wall is structurally weakened by the large opening in which the annular disk is located, which impairs the stiffness of the machine construction. The opening also has the result that the rotor cannot be mounted on the transverse walls of the housing, the rotor instead having to be mounted directly on the substratum. The metal ducts attached to the transverse walls are not static load-bearing machine parts such as, e.g., the transverse walls, and consequently cannot be used for mounting the rotor. With regard to cleaning and maintenance that are as fast and effective as possible, the metal ducts on the outsides of the transverse walls only make for additional projections and corners that make such tasks more difficult.
It is therefore an object of the invention to improve conventional devices with regard to both structure and function.
A first advantage of the invention results from the structural feature of displacing the attachment region of the rotating rotors axially inward towards the center of the housing to stationary machine parts, such as to the screen path, specifically while simultaneously creating a free space between the housing and rotor. This measure remedies two serious disadvantages of the above-described prior art at once.
Firstly, material that gets through the seal gap is returned to the remaining material flow directly and without additional provisions. Consequently, a device according to the invention is characterized by a simplified machine construction and, at the same time, reduced operating expense. Secondly, the thermal problems that have hitherto been known are eliminated by the air gap in the free space between the housing wall and the rotor. The air gap represents thermal insulation for the transverse wall, which consequently no longer heats up as strongly. As a result, temperature-related problems occur to a far lesser degree in an device according to the invention. In an advantageous refinement of this concept, cooling air can flow through the free space, the cooling air being supplied through openings in the housing, for example. In the event that the air flows through the free space from the top to the bottom, the cooling air additionally supports the flow of material.
The transverse walls represent structurally load-bearing parts, for which the bearing of static and dynamic loads is an important function. By displacing the seal gap axially inward from the plane of the transverse wall (US 2006/0118671 A1), the transverse wall can remain without structural weakening, and thus can serve better for load bearing.
In carrying this concept further, the transverse walls of a device according to the invention can accomplish the mounting of the rotor, for example in that support brackets are attached to the outsides of the transverse walls. This results in an extremely compact construction in which all important components are within or attached to the housing.
It proves to be an advantage if the transverse walls are connected to one another in a deflection-resistant manner by longitudinal profiles, thus forming a stiff supporting frame. This allows for doors to be installed in the longitudinal sides of the device, through which accessibility to the interior of the housing is ensured.
It is advantageous for the free space to be closed at both sides and at the top. The surfaces delimiting the free space in this design can be composed of the longitudinal walls and the cover plate, for example. At the top, the closure to the clearance surrounding the upper circumferential section can also be composed of a shaped part, which is located between the metal wearing plate and the transverse wall for the purpose of attachment of the metal wearing plate on the face side. In this way, the material escaping from the seal gap is collected and reunited with the flow of material in a targeted manner.
So as not to impede the material flow within the free space, yet also to protect the transverse walls from excessive heat radiation, it is necessary for there to be a minimum distance between the annular disks of the rotor and the associated transverse walls. In this context, distances of at least 2 cm, preferably at least 3 cm or 5 cm, have proven to be advantageous.
The seal gap running around the annular disks must satisfy two requirements. On the one hand, it is necessary to prevent feed material that has not been properly reduced in size from getting into the material discharge, for which purpose the seal gap cannot exceed a certain width. On the other hand, the most unhindered possible rotation of the rotor with respect to stationary machine parts, such as the screen paths, must be ensured, which requires a minimum width of the seal gap. In order to satisfy these fundamentally conflicting requirements, the invention provides for a maximum width of the seal gap of 3 mm, preferably a maximum of 1 mm or 0.5 mm.
In this regard, the smaller the installation tolerances of the machine components forming the seal gap are, the narrower it is possible to make the seal gap. In this context, the invention provides for installation of the screens on the associated screen support frame in which the screens are not only clamped, but also their backs are simultaneously braced against the screen support frame. Since the screen support frame determines the precise nominal geometry, it is ensured in this manner that the screen paths also have the desired geometry over the entire length of the seal gap, and the width of the seal gap can be minimized.
In order to increase the efficiency of a device according to the invention, the screen paths extend as a whole over at least half the rotor circumference, for example over two-thirds thereof. In order to ensure a precise fit of the screens on the screen support frame over the entire intended circumferential section, it is advantageous here for the rotor to be surrounded by two or more screen paths.
The invention is explained in detail below with reference to an exemplary embodiment in the form of a cutting mill shown in the drawings. Since the exemplary embodiment is not to be understood as limiting, devices of similar construction and based on the same principle of operation, such as drum shredders, beating mills, and the like, also reside within the scope of the invention.
Further scope of applicability of the present invention will become apparent from the detailed description given hereinafter. However, it should be understood that the detailed description and specific examples, while indicating preferred embodiments of the invention, are given by way of illustration only, since various changes and modifications within the spirit and scope of the invention will become apparent to those skilled in the art from this detailed description.
The present invention will become more fully understood from the detailed description given hereinbelow and the accompanying drawings which are given by way of illustration only, and thus, are not limitive of the present invention, and wherein:
figref[FIG. 1] is a cross-section through an inventive device along the line I-I shown in figref[FIGS. 2 and 3] ,
figref[FIG. 2] is a longitudinal section through an inventive device along the line II-II shown in figref[FIG. 1] ,
figref[FIG. 3] is a horizontal section through an inventive device along the line III-III shown in figref[FIGS. 1 and 2] , and
figref[FIG. 4] is a detail of the area IV marked in figref[FIG. 2] .
The more precise structure of the inventive device is evident from figref[FIGS. 1 through 4] , which show a cutting mill. The cutting mill has, resting on a substructure labeled 1, a housing 2 which is composed essentially of two opposing, plane-parallel transverse walls 3 and 4, whose outline is rectangular in the bottom region and trapezoidal in the top region (figref[FIG. 1] ). The transverse walls 3 and 4 are structurally load-bearing parts, which are frictionally connected to one another at their base region by one longitudinal spar 5 on each side. In the transition region between the rectangular region and the trapezoidal region, longitudinal spars 7, which likewise are axially parallel, reinforce the housing construction, with the overall result of a stiff supporting frame. Each of the longitudinal sides of the housing 2 are closed off by longitudinal walls 9 and 10, which can pivot about a vertical axis by means of hinges 11 after the lock 13 has been released in order to ensure accessibility to the interior of the housing.
The top of the housing 2 has a rectangular opening 12, which continues in the housing interior as a vertical feed shaft 15 with a rectangular cross-section, and leads to the region of action of a rotor 17 that rotates about a longitudinal axis 16 and is centrally located in the housing 2. The sides of the feed shaft 15 are covered with metal wearing plates 14. The regions of the housing top that are located outside of the feed shaft 15 are sealed off with cover plates 47, which rest on the housing walls (see primarily figref[FIGS. 1 and 2] ). The lower region of the housing 2 constitutes a material discharge 33, and is open to the bottom.
As is also evident from figref[FIGS. 1 and 2] , the rotor 17 comprises a drive shaft 18, on which are mounted, in a rotationally fixed manner, rotor disks 19 that are arranged coaxially to one another and axially spaced apart. Evenly distributed about their circumference, the rotor disks 19 have radial edge recesses that are intended to accommodate axially parallel blade strips 20. The blade strips 20 are fixed in the edge recesses by means of radially tensioned clamping wedges 21 in such a manner that the cutting edges 8 of the blade strips 20 lie on a common cutting edge circle 22.
It is apparent from figref[FIGS. 2 and 3] that the ends of the drive shaft 17 pass through the transverse walls 3 and 4, and are rotatably mounted outside the housing 2 in shaft bearings 44. To this end, brackets 23, upon which the shaft bearings 44 rest at an axial distance from the transverse walls 3 and 4, are welded to the outside of the transverse walls 3 and 4. The weight of the rotor and dynamic forces are conducted away from the transverse walls 3 and 4. By means of a drive that is not shown in detail, the drive shaft 18, and hence the entire rotor 17, is set in rotation. The direction of rotation is indicated by the arrow 24 in figref[FIG. 1] .
The face ends of the rotor 17 are composed of annular disks 25 concentric to the axis 16, which in the present example are composed of three annular segments that each have a circumferential section of 120° and are axially screwed to the first and last rotor disk 19. The outside diameter of the annular disks 25 is greater than the diameter of the cutting edge circle 22 here. In figref[FIGS. 1 and 4] , the outside circumference of the annular disk 25 is labeled 26. figref[FIG. 2] discloses that the metal wearing plates 14 of the feed shaft 15 are recessed in the region of the annular disks 25, and the annular disks 16 are arranged within the recesses, wherein their outer circumference 26 is located a short radial distance opposite the metal wearing plates 14, and in this way form a seal gap 43. The wear plates 14 on the face side and the annular disks 25 or 26 consequently lie essentially in one plane.
As is evident from figref[FIG. 1] , in the circumferential region of the rotor 17, stator blades 27 are arranged directly laterally to the two longitudinal sides of the feed shaft 15; these blades extend across the entire axial length of the rotor 17 and their cutting edges 8 are opposite the blade strips 20 of the rotor 17 while maintaining a radial blade clearance. The stator blades 27 are attached to the housing 2 by means of clamping bars 28, likewise axially parallel, which extend from the transverse wall 3 to the transverse wall 4 where they are removably attached and mounted in receiving slots 30. The stator blades are braced against the clamping bars 28 by means of clamping plates 29.
Radially opposite the rotor 17 at the lower apex is another axially parallel longitudinal spar 31, which adjoins the transverse walls 3 and 4 in a deflection-resistant manner for reinforcement of the housing 2. The circumferential sections between the two clamping bars 28 and the longitudinal spar 31 are each covered by a curved screen path 32, which extends in the axial direction over the entire length of the rotor 17 to the outsides of the annular disks 25 and 26, and maintains an axial clearance from each of the transverse walls 3 and 4. Together, the two screen paths 32 cover more than two thirds of the rotor circumference in this way.
Each screen path 32 is composed essentially of a screen support frame 34, which is reinforced by curved ribs 35. Welded to the screen support frame 34 in the region of the longitudinal spar 31 are legs 36, the free ends of which sit on a shaft 37 in a rotationally fixed manner. The shafts 37 run parallel to the longitudinal spar 31, and in order to fold up the screen elements 32, their ends are coupled to a rotary drive, which is not shown.
On the inside facing the rotor 17, screen support frames 34 and ribs 35 are each fitted with perforated plates 38. For the purpose of precisely positioned securing of the perforated plates 38, their top and bottom edges in the circumferential direction are braced against one another by means of clamping strips 39 and 40. The force vector of the clamping force thus exerted has both a radial and a tangential component in the direction of the opposite screen edge. In this way, it is ensured that the perforated plates 38 fit precisely against the inside circumference of the screen support frame 34 and the ribs 35.
As a result of this type of construction, a closed region is created within the housing 2 that, in the radial direction, is delimited by the longitudinal walls of the feed shaft 15, the clamping bars 28, the screen paths 32, and the longitudinal spar 31, and in the axial direction by the two rotating annular disks 25 and the walls of the feed shaft 15 composed of the metal wearing plates 14 on the face side. In terms of process technology, the said machine parts thus constitute a separation, wherein the region upstream of the separation is devoted to active comminution of the feed material, while the region located downstream of the separation serves the discharge of the comminuted material out of the device via the material discharge 33.
Very important in this context is the attachment of rotating machine parts, namely the annular disks 25, to stationary machine parts, here primarily to the screen paths 32 and the face-side metal wearing plates 14. On the one hand, it is necessary to ensure that feed material in this region that is only insufficiently reduced in size does not reach the discharge region of the device by circumventing the screen path 32, which calls for a relatively narrow gap. On the other hand, the gap between rotating and stationary machine parts cannot be so small that the rotary movement of the rotor is impaired by it or that the development of heat due to friction is excessive.
figref[FIG. 4] shows this region in a larger scale. Of the rotor 17, one can see a part of the end rotor disk 19, whose outside circumference bears a blade strip 20, whose cutting edge in turn is labeled with reference number 8. Coaxially attached to the outside of the rotor disk 19 is the annular disk 25, whose outside circumference 41 projects radially past the cutting edge 8 of the blade strip 20. Screwed to the outside of the annular disk 25, in turn, is a bar-shaped clearing tool 42, which extends radially past the outside circumference 41 of the annular disk 25.
In the radial direction, the annular disk 25 is located opposite the perforated plate 38 resting on the screen support frame 34 of the screen path 32, wherein a small radial seal gap 43 with a width from 0.5 mm to 3 mm, preferably 1 mm, is maintained between the outside circumference 41 of the annular disk 25 and the perforated plate 38. The width of the seal gap 43 depends essentially on the type of feed material, the type of comminution, and the desired fineness, as well as the requisite clearance for the rotary motion of the rotor 17. The clearing tool 42 extends radially beyond the seal gap 43, and in doing so captures fine feed material that gets through the seal gap 43 and in this way prevents clogging of the seal gap 43.
In the axial clearance, a transverse wall 3 is located opposite the annular disk 25 and the screen element 32; the part of the bracket 23 for the shaft bearing 44 is visible on the outside of this transverse wall. The clearance distance is at least 1 cm, preferably at least 2 cm or at least 3 cm. In the present example, the cutting mill even has a distance of 5 cm, which can be even larger if necessary. A sufficient distance ensures that no accumulations of material collect in the free space 6, which would hinder free flow, and the thermal load on the transverse walls is reduced.
As a result of the clearance between the transverse wall 3 and annular disk 25, a disk-shaped free space 6 is produced in accordance with the invention; radially toward the bottom, this free space transitions directly into the material discharge 33 of the device. The free space 6 advantageously extends over at least the entire part length of the seal gap 43 in the region of the screen paths 32, which is to say that all material that emerges from the gap 43 between the annular disk 25 and screen paths 32 is captured in the free space 6. However, the free space 6 can also extend over the entire circumference of the seal gap 43, which is to say also over the region of the feed shaft 15. The free space 6 is delimited at the sides essentially by the longitudinal walls 9 and 10, and at the top by the cover plates in this region. The width of the free space 6 thus corresponds essentially to the width of the transverse walls 3 and 4. The free space 6 is thus closed off at the top and at the sides, and is only open at the bottom in the direction of the material discharge 33. In this design, the drive shaft 18 passes through the free space 6, with the free space surrounding the drive shaft in an approximately annular shape.
With the aid of the free space 6, feed material that gets through the seal gap 43 axially is redirected in the radial direction in the free space 6, and is fed directly and without further measures to the material flow downstream of the screen elements 32.
As is shown primarily in figref[FIG. 2] , the transverse walls 3 and 4 can each have one or more openings 45, which open into the free space 6 from outside, and by means of which the free space 6 can be subjected to an airflow 46. The airflow 46 can serve to cool the device, but can simultaneously also support the material flow within the free space 6 and additionally in the material discharge 33.
The invention being thus described, it will be obvious that the same may be varied in many ways. Such variations are not to be regarded as a departure from the spirit and scope of the invention, and all such modifications as would be obvious to one skilled in the art are to be included within the scope of the following claims.


Conflicts in Traffic
April 19th, 2015
So we are going to talk about Conflict. Not out in some far land, but how do we face conflict in the most secretive of places. I'll begin by saying that I had a fight with my girlfriend this afternoon. Nothing major, but I got angry.  I was preparing to merge into the turn lane when some yahoo blows past me and cust me off. I was furious. And I yelled. And I upset my wonderfully sweet girlfriend who is ever so patient with me.
She doesn't like it when I get angry, and neither do I. When we got home she was upset and I had to think about why I was so mad at that kid in the kitted out Prelude.  I was pissed because he put other people in danger with his thoughtless actions. He put me in danger. Worse, he put someone I truly care for in harms way. That's why I wanted to yell. Not because of me, but because of her. Yet, even though I feel justified in being mad, I should not have acted in that way. I know that when I lose my cool, be it coding or driving, I no longer think clearly. If I had to do it again, I would breathe and hope that the young man driving so recklessly doesn't end up hurting himself or someone else. I learned that I need to be better than I have been. I can't doe anything about careless or reckless drivers, but I can do something about how I react.
Again Soon,
Staunton


|
||||||||
| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||
| SUMMARY: INNER | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |
The avalon behavioural component interface of a searcher.
This component defines an interface for searching. The idea is to abstract the process of searching having a query string, and an index, and generating hits which matches the query string in the index.
| Field Summary | |
static java.lang.String |
ROLE
The ROLE name of this avalon component. |
| Method Summary | |
org.apache.lucene.search.Hits |
search(java.lang.String query_string,
java.lang.String default_field)
Search a query-string, returning zero, or more hits. |
void |
setAnalyzer(org.apache.lucene.analysis.Analyzer analyzer)
Sets the analyzer attribute of the LuceneCocoonSearcher object The analyzer determines the tokenization of the query, and strategy of matching. |
void |
setDirectory(org.apache.lucene.store.Directory directory)
Sets the directory attribute of the LuceneCocoonSearcher object The directory specifies the directory used for looking up the index. |
| Field Detail |
public static final java.lang.String ROLE
Its value if the FQN of this interface,
ie. org.apache.cocoon.components.search.LuceneCocoonSearcher
.
| Method Detail |
public void setAnalyzer(org.apache.lucene.analysis.Analyzer analyzer)
The analyzer determines the tokenization of the query, and strategy of matching.
The analyzer class defined here should be equivalent to the analyzer class used when creating the index used for searching.
analyzer
- The new analyzer valuepublic void setDirectory(org.apache.lucene.store.Directory directory)
The directory specifies the directory used for looking up the index. It defines the physical place of the index
directory
- The new directory valuepublic org.apache.lucene.search.Hits search(java.lang.String query_string, java.lang.String default_field) throws ProcessingException
query_string
- A query string parsable by a query parser.default_field
- The default field of the query string.ProcessingException
- throwing due to processing errors while
looking up the index directory, parsing the query string, generating the hits.
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| PREV CLASS NEXT CLASS | FRAMES NO FRAMES | |||||||
| SUMMARY: INNER | FIELD | CONSTR | METHOD | DETAIL: FIELD | CONSTR | METHOD |


About
Levi is a full-stack web-applications engineer.
Levi is crazy about JavaScript development and is constantly trying to push the envelope with new and exciting ideas for web applications. With each new web app he develops, he tries to learn new technologies and new ways of doing things. He takes pride in his work and strives to design all of his projects to be intuitive and "easy on the eyes"—both from an outward-facing user perspective and from an internal code-level perspective.
Levi currently works at Idean—where he creates awesome user experiences.
Levi is originally from from Olympia, WA. He now lives in Sunnyvale, CA with his new wife. She is a beautiful marine mammal ecologist whom he met at the University of Washington in Seattle.
Levi loves code and has a lot of experience as an applications engineer. Check out his projects page to learn more. Or fork one of his projects on GitHub. You could also check out some of his projects on CodePen.
Outside the realm of computer science, Levi has many hobbies/interests. First and foremost, he is a musician. In addition to fiddling with various instruments, Levi is a classically trained singer and has led in many operas and musicals; some of his more notable performances include: Dido and Aeneas (Aeneas), Savitri (Satyavan), and My Fair Lady (Henry Higgins). While at the UW, Levi studied voice with Thomas Harper. You can hear him sing beautiful Germain art songs from his senior recital or twelve a capella songs—which he arranged, performed, recorded, and mixed—at ReverbNation.
Some of his other hobbies include: games! (board games, card games, video games, pretty much any game...), brewing beer, scuba diving, blacksmithing, and cooking and baking.
Levi is also an Eagle Scout, and spent his highschool summers as a camp counsellor/lifeguard at Camp Hahobas, a boy scout camp in Washington state.


{!extends base.html !} {!block title!}{%set page 'glossary'%}Jangod, basic concept as conversation{!endblock!} {!block content!} This page is building. {!endblock!}


*** User 2017-05-05 22:11:36.976 ***
22:11:36.976 [info] Disabling blocking sync...
*** User 2017-05-05 22:11:36.981 ***
22:11:36.981 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-1@MacBook-Pro-de-Anne-France'
*** User 2017-05-05 22:11:38.551 ***
22:11:38.551 [info] Enabling membership...
*** User 2017-05-05 22:11:38.553 ***
22:11:38.553 [info] Disabling blocking sync...
*** User 2017-05-05 22:11:38.558 ***
22:11:38.558 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-2@MacBook-Pro-de-Anne-France'
*** User 2017-05-05 22:11:40.159 ***
22:11:40.159 [info] Enabling membership...
*** User 2017-05-05 22:11:40.161 ***
22:11:40.161 [info] Disabling blocking sync...
*** User 2017-05-05 22:11:40.167 ***
22:11:40.167 [info] Configured peer_service_manager partisan_default_peer_service_manager on node 'node-3@MacBook-Pro-de-Anne-France'
*** User 2017-05-05 22:11:40.475 ***
Joining node: 'node-3@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54240
*** User 2017-05-05 22:11:40.476 ***
Joining issued: 'node-3@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54240
*** User 2017-05-05 22:11:40.476 ***
Joining node: 'node-2@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54225
*** User 2017-05-05 22:11:40.477 ***
Joining issued: 'node-2@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54225
*** User 2017-05-05 22:11:40.478 ***
Joining node: 'node-1@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54214
*** User 2017-05-05 22:11:40.478 ***
Joining issued: 'node-1@MacBook-Pro-de-Anne-France' to 'runner@MacBook-Pro-de-Anne-France' at port 54214
*** User 2017-05-05 22:11:40.539 ***
Waiting for join to complete with manager: partisan_default_peer_service_manager
*** User 2017-05-05 22:11:40.540 ***
Finished.
*** CT 2017-05-05 22:11:40.540 *** COVER INFO
Adding nodes to cover test: ['runner@MacBook-Pro-de-Anne-France']
*** CT 2017-05-05 22:11:40.549 *** COVER INFO
Successfully added nodes to cover test: []
*** User 2017-05-05 22:11:40.563 ***
Case finished: query_test
*** User 2017-05-05 22:11:47.615 ***
22:11:47.615 [info] Application lasp exited with reason: stopped
*** User 2017-05-05 22:11:47.616 ***
22:11:47.616 [info] Application partisan exited with reason: stopped
=== Ended at 2017-05-05 22:11:47
=== successfully completed test case
=== Returned value: ok
Test run history
| Top level test index


An object representing an entry in the iPod's music library.
Properties
| albumArtist |
[String]
|
|
The album artist ID3 tag contents. |
| albumTitle |
[String]
|
|
The album title ID3 tag contents. |
| albumTrackCount |
[Number]
|
|
The total number of tracks on the album. |
| albumTrackNumber |
[Number]
|
|
The track number of the album. |
| artist |
[String]
|
|
The artist ID3 tag contents. |
| composer |
[String]
|
|
The composer ID3 tag contents. |
| discCount |
[Number]
|
|
The total number of discs comprising the album. |
| discNumber |
[Number]
|
|
The disc number of the album. |
| genre |
[String]
|
|
The genre ID3 tag contents. |
| isCompilation |
[Boolean]
|
|
Whether or not the media is part of a compilation album. |
| lyrics |
[String]
|
|
The lyrics ID3 tag contents. |
| mediaType |
[Number]
|
|
The type of the media. One of the MUSIC_MEDIA_TYPE_* constants on Titanium.Media. |
| playCount |
[Number]
|
|
The total number of plays. |
| playbackDuration |
[Number]
|
|
The playback length. |
| podcastTitle |
[String]
|
|
The podcast title. Only valid for media of type MUSIC_MEDIA_TYPE_PODCAST. |
| rating |
[Number]
|
|
The user rating. |
| skipCount |
[Number]
|
|
The total number of skips. |
| title |
[String]
|
|
The title ID3 tag contents. |


video
c.c. noncommercial by Hiroyuki Nakano
audio
This is a recording of a talk called Reclaim HTML5 which was orinally delieved in Vancouver at a Super VanJS Meetup. It is hosted by The Internet Archive and licensed under CC 3.0.


{{ _('To rate collections, you must have an add-ons account.') }}
{{ _('Create an Add-ons Account') }}
{% trans login=login_link() %} or log in to your current account {% endtrans %}


2017-dibsi-metagenomics
1.0
Site
2017 Metagenomics workshop at UC Santa Cruz
Welcome!
Booting a Jetstream Computer Instance for your use!
Short read quality and trimming
Run the MEGAHIT assembler
Annotation with Prokka
Mapping and Binning a Metagenome Assembly
Gene Abundance Estimation with Salmon
Mapping
Slicing and dicing with k-mers
Using and Installing Circos
Workflow and repeatability discussion
Data
Building this site on your own
2017 / April / Metagenomics
Day 2 - installation instructions
K-mer Spectral Error Trimming
Page
Starting up an Amazon Web Services machine
Start here:
boot
Full table of contents:
Indices and tables
Source
Starting up an Amazon Web Services machine
¶
Start here:
Start an Amazon Web Services computer:
¶
Full table of contents:
¶
Start an Amazon Web Services computer:
0. Select “EC2 - virtual servers in the cloud”
1. Switch to zone US West (N California)
2. Click on “Launch instance.”
3. Select “Community AMIs.”
4. Search for ami-05384865 (ubuntu-wily-15.10-amd64-server)
5. Click on “Select.”
6. Choose m4.xlarge.
7. Click “Review and Launch.”
8. Click “Launch.”
9. Select “Create a new key pair.”
10. Enter name ‘amazon-key’.
11. Click “Download key pair.”
12. Click “Launch instance.”
13. Select View instances (lower right)
14. Bask in the glory of your running instance
Log into your instance with the UNIX shell
Log into your instance via the UNIX shell (Mac/Linux)
Log into your instance via MobaXTerm (Windows)
Log into your instance from a Mac or Linux machine
Change permissions and execute ssh
Successful login
Log into your instance from a Windows machine
Configure your instance firewall
1. Select ‘Security Groups’
2. Select ‘Inbound’
3. Select ‘Edit’
4. Select ‘Add Rule’
5. Enter rule information
6. Select ‘Save’.
7. Return to the Instances page.
Creating your own Amazon Machine Image
1. Actions, Create image
2. Fill out name and description
3. Wait for it to become available
Working with persistent storage: volumes and snapshots
Creating persistent volumes to store data
Creating snapshots of volumes
Terminating your instance
1. Select Actions, Instance State, Terminate
2. Agree to terminate.
3. Verify status on your instance page.
Things to mention and discuss
When do disks go away?
What are you charged for?
Regions vs zones:
Running RStudio Server in the cloud
1. Start up an Amazon instance
2. Configure your network firewall
3. Log in via the shell
4. Set a password for the ‘ubuntu’ account
5. Install R and the gdebi tool
6. Download & install RStudio Server
7. Open your RStudio Server instance
Indices and tables
¶
Index
Module Index
Search Page
LICENSE:
This documentation and all textual/graphic site content is released under
Creative Commons - 0 (CC0)
--
fork @ github
.


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Architecture Patterns
Table of Contents
1 About This Sprint
This sprint covers different patterns that are useful for getting started with a software architecture.
2 User Stories covered in this Sprint
- As a software architect I want to start my design with a well known structure so that I can be sure that I am addressing my quality requirements in the best way.
3 Introduction
I am going to address the user stories in this sprint from two different perspectives. Both of them backs up to how Christopher Alexander described a pattern language for architectures (as used e.g. by Gamma et al. in the Design Pattern book). The first perspective is the common and widely used idea of architectural styles and architectural patterns as a design template. For example, if I describe a system as having a “Layered Architecture”, being a “Pipes and Filters system”, or a “Model-View-Controller” architecture, this means that the basic structure of the architecture is done according to these patterns. They can be described as ready-made solutions that describe the overall structure of your system, along with the roles and responsibilities of each component. This is the approach taken e.g. by Buschmann et al. (1996)
The second perspective is the one that Bass et al. (2012) uses, where they describe patterns as specific building blocks that you use for specific purposes, and thus your overall architecture is composed by these smaller building blocks. They refer to these blocks as Architecture Tactics. The two perspectives are not mutually exclusive. You are likely to start with an overall architecture pattern to setup a potential for achieving a certain blend of quality requirements. As you continue to design your architecture, you will then encounter specific challenges that you need to design an architectural solution for, where you will apply architectural tactics to address the challenge.
3.1 Architecture Patterns
I will not go through all of the architectural patterns or the tactics; there are simply too may of them, it will simply be a boring enumeration, and it does not help you understand them. It is, however, good to have an overview of the architectural styles, since these will be your starting point when creating (or approaching an existing) new system. Just as with design patterns, it is good to know their names, roughly how they organise your system, and what problem(s) they address, since this means that you will share a vocabulary with other software developers.
Study the Architectural Patterns in Buschmann et al. so you have a broad overview of the problems they address and how they are structured.
| Pattern | Brief Summary |
|---|---|
| Layered | Decompose system into groups of subtasks that are on different levels of abstraction (such as closer to the user interface or closer to the metal) |
| Pipes and Filters | Process a data stream in a series of different steps |
| Blackboard | Several “workers” collaborating over a shared data set |
| Broker | Decouple distributed components |
| Model-View-Controller | Separate data and rules for data consistency from presentation and user input |
| Presentation-Abstraction-Control | Separate viewing and manipulating data into independent but cooperating agents |
| Microkernel | Support a minimal core where it is easy to plug in new components |
| Reflection | Separate the software into a self-aware “knows how to configure and run jobs” part and a “knows how to do the job” part |
3.2 Architecture Tactics
The architecture tactics are organised in a different way. The classic design patterns and architecture patterns are described with a generic problem, an example, a solution, and a discussion of the solution. Tactics start from the notion of quality attribute scenarios, which is a way to define the parameters of a quality requirement. Consider the example in Figure 1. In this scenario a user starts a transaction when the system is running as normal. The user expects the transaction to be processed within two seconds on average.
Figure 1: An example of a Quality Attribute Scenario
The next step is to find a tactic that can control the response such that the response measure is achieved. In the example in Figure 1, how may we ensure that transactions are processed within an average of two seconds? This is a performance issue, so we look in Bass et al. under Chapter 8, “Performance” and find the tactics listed in Table 2. We then choose the tactic(s) that best suit our particular problem.
| Overall Strategy | Specific Tactics |
|---|---|
| Control Resource Demand | Manage Sampling Rate |
| Limit Event Response | |
| Prioritise Events | |
| Reduce Overhead | |
| Bound Execution Times | |
| Increase Resource Efficiency | |
| Manage Resources | Increase Resources |
| Introduce Concurrency | |
| Maintain Multiple Copies of Computations | |
| Maintain Multiple Copies of Data | |
| Bound Queue Sizes | |
| Schedule Resources |
Notice that tactics do not tell you exactly which components are needed, or what responsibilities they should have. Instead they merely discuss the solution, and things to consider when using this particular solution. It is then up to you to define which components you will need to implement the tactic, and where in your overall architecture (e.g. which layers) they fit. Not only does this give you a freedom as software designer, it enabled Bass and his colleagues to discuss and categorise architecture solutions for quality requirements that were traditionally “ignored” because they could not be expressed as a set of interacting components.
3.3 One More Thing…
One part of architecture patterns which I have not mentioned yet is that just as there are basic design principles for object oriented designs, there are also good practices for architectures. C. Larman, Applying UML and Patterns, 3rd Edition summarises a set of these with respect to package design. These principles should be applied even when working within a particular architecture pattern or when designing in a particular architecture tactic.
4 Learning Material
4.1 Book Chapters
- C. Larman, Applying UML and Patterns, 3rd Edition, Chapters:
- Package Design
4.2 Further Reading
- F. Buschmann, R. Meunier, H. Rohnert, P. Sommerlad, and M. Stahl. Pattern-Oriented Software Architecture - A System of Patterns. John Wiley & Sons, Chichester UK, 1996.
- L. Bass, P. Clements, and R. Kazman. Software Architecture in Practice, Third Edition. Addison-Wesley Publishing Co., Reading MA, 2012.
- A. Brown, G. Wilson, The Architecture of Open Source Applications, available online at: http://www.aosabook.org/en/index.html .
- The chapter on architectural tactics (Chapter 5) from the Second Edition of Bass, Clements, and Kazman
5 Experiential Learning
5.1 Sprint Test Plan
Go through the user stories for this sprint and make sure you have a clear understanding of how to solve each of them.
Revisit and update your risks and contingencies section.
Add and/or revise the following items to your glossary:
- Architecture Pattern (also the individual architecture patterns mentioned above)
- Architecture Tactic (also the individual tactics for different quality attributes)
- Quality Attribute Scenario
Make sure you understand what each item is, the notation for them, and how to use them either in isolation or together with the other concepts.
5.2 Self-Study: Architecture Challenges and Tactics
Study the architecture of a couple of open-source systems in the AOSA-book (http://www.aosabook.org/en/index.html). Identify the main challenges they have with respect to:
- Modifiability
- Performance
- Testability
You are free to study any of the systems, but you should be warned that not all of these texts actually describe the architecture of the applications or, if they do, in a way that enables evaluation with respect to quality attributes or tactics. I have previously used the following chapters for similar purposes in software architecture courses:
Once you have identified the main challenges for the system, explore the different architecture tactics that might address the challenges (Unless you have access to the third edition of Bass et al., you may use The chapter on architectural tactics (Chapter 5) from the Second Edition of Bass, Clements, and Kazman).
How did they decide to address the challenge? Which architecture tactics best correspond to their solution? Exactly how is this tactic instantiated into a workable system architecture?
The intention of this self-study task is that by going in one direction (from an already solved solution to a generic tactic) you also get experience in seeing how the other direction (going from the tactic to a workable solution) may be done.
5.3 Update Course Backlog
This sprint, and the previous, describes a “top-down” approach to creating an architecture. By this I mean that you start with the problem and then you create an overall architecture, and then (theoretically) you continue by doing detailed design (e.g. with the help of RUP/UML) inside each component or module. How would this fit into a workflow that is primarily based on RUP/UML, which can be described as a more “bottom-up” approach?
Are there any other questions that you want answered? Add them, along with a brief strategy for how to find an answer.
6 Sprint Acceptance Tests
You are done with this sprint when:
- You understand how architecture patterns and architecture tactics can be used as “shortcuts” to create a reusable and sustainable software architecture.
- You understand how you can express your quality attributes, with the help of quality attrbute scenarios, so that you can measure and control whether you meet your quaity goals.
You may also have
- Explored architecture challenges and tactics for one or more open-source system.
- Updated your Sprint Test Plan
- Updated your Course Backlog


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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
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To use this block, simply copy and paste the following rows into your HTML file:
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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In this section you will see what modifications you can do to the block.
You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
Like all the other blocks this block is based on a grid. It contains a navigation menu, social buttons, and another button that takes you to the top of the page. You need to add your own URLs to the social buttons.
We have created this example for you to see how this block looks combined with other content.
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
All elements in this block have center alignment. This block contains navigation links and some text with links on the bottom.
We have created this example for you to see how this block looks combined with other content.
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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This block is based on a grid and consist of two parts - top and bottom. The top part of this block has a special container for a map:
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
@import '../../ui-kit/ui-kit-footer/less/footer-10.less';
In this section you will see what modifications you can do to the block.
You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
Like all the other blocks this block is based on a grid. It contains a logo, navigation links and social buttons on top, a slogan in the middle and links in the bottom. You need to add your own URLs to the social buttons.
We have created this example for you to see how this block looks combined with other content.
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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This block is very simple. It only contains a slogan, which, of course, you can replace with your own.
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This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
@import '../../ui-kit/ui-kit-footer/less/footer-13.less';
In this section you will see what modifications you can do to the block.
This block contains navigation links and a logo.
You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
We have created examples for you to see how this block looks along with other content.
You can see it in next samples:
sample # 17
sample # 18
This block was developed as special footer block. All blocks that marked as footer should use once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version) and paste next code into your '.less' file after that rows that you already had to paste.
@import '../../ui-kit/ui-kit-footer/less/footer-14.less';
In this section you will see what modifications you can do to the block.
You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
Like all the other blocks this block is based on a grid. It contains a logo, navigation links and social buttons. You need to add your own URLs to the social buttons.
We have created this example for you to see how this block looks combined with other content.
You can see it in sample # 19
This block was developed as a special footer block. All blocks that are marked as footer can only be used once on one page.
If you haven't already done all the instructions from the how to install page of this documentation, please do that first.
To use this block, simply copy and paste the following rows into your HTML file:
Copy the same code as in css version and paste it in your '.less' file. Put the following line after that code:
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You can modify the elements in this block as you wish, but you should keep the same HTML structure to maintain its look and functionality.
This block contains some text and social buttons which are developed as regular buttons. You need to add your own JavaScript functionality to the social buttons.