Though this decade has treated Disney fans well, one area of Walt Disney's career output has eluded them. True-Life Adventures was a series of films, both short and feature-length, that sought to document the natural world in a way that could entertain a wide audience. They began with Seal Island in 1948 and concluded with Jungle Cat in 1960, amassing a total of 13 adventures (seven features and six shorts) when all was said and done. They've never held the cultural significance of Snow White or Cinderella, but they took in respectable earnings and were showered with Oscars in both the short subject and documentary fields.

A great admirer of nature, the True-Life projects were near and dear to Walt's heart, as well as that of his nephew, Roy E. Disney, who did some of his earliest film work behind the scenes of a True-Life Adventure. Those who remember the films from their childhood seem to do so fondly and Walt's posthumous devotees have long been interested in this series that impacted the Disney legacy more profoundly than its meager name recognition might suggest.

Why, then, have they gone unreleased on DVD so long? Well despite their significance, they still chiefly appeal to a niche market, to which only so many titles can be pitched each year. The Walt Disney Treasures line is the premiere series of DVDs for Disney fans and has been since 2001, and though it confines itself to rarities, space for inclusion in a Treasures set is limited. With 13 films to its credit, the True Life Adventures series would need multiple Treasures volumes for a complete release. That's exactly what was expected for a short time, though, but the highly anticipated True-Life Treasures tin was temporarily passed over in favor of more marketable and manageable material. When Wave 6 of the Treasures was announced without a single True-Life Adventure in sight, some lamented the extended wait now imposed upon them. Fortunately, Disney had something even better up their sleeve: Walt Disney's Legacy Collection. This new line, emerging much to everyone's surprise and delight, is a collector's series similar to the Walt Disney Treasures and intended to run alongside it, though its precise parameters aren't yet clear. The first wave, released this December just two weeks before Wave 6 of the Treasures, is devoted entirely to Walt's True-Life Adventures.

So what's all the fuss about? I was wondering that myself, having only the occasional excerpt and countless rounds on the Jungle Cruise attraction (inspired by the films) to go on. I've never been one for science; it was my least favorite subject in school, Animal Planet bores me, and I've never even briefly considered a subscription to National Geographic. Fearing more of the same, I was skeptical of these documentaries but still, the Disney name promised something worthwhile. I'm pleased to report that it delivered.

The True-Life Adventures are remarkable. Yes, they document nature, fulfilling the "True-Life" component, but they do so in an enchanting way. Therein lies the "adventure." These films aren't plotted in advance (Perri notwithstanding; more on that in a moment), but they are cleverly designed to entertain while educating. Beyond merely showing reality's antics, they address the logic behind them and relate the behavior of nature to the common experiences of humanity. That's achieved through the employment of several brilliant techniques.

The first is narration. Brimming with 1950s charm, Winston Hibler's narration is always on-hand to make sure that the viewer knows what's going on. As a result, the audience members are more than just spectators, they are informed spectators, learning as they observe. Never preachy or professing, Hibler maintains a friendly, almost conversational tone that emphasizes the light-hearted whimsy of the world on-screen. Viewers can rest assured that they will hear enough to satisfy and intrigue them but not so much as to overwhelm or disinterest them. This vocal mediator is a key ingredient in making these adventures accessible even to those with an aversion to science.

The second is the score. The music, too, harks back to its time, invoking nostalgia. The score capably matches every animal's hop and scurry with a note, just as the slapstick gags of the Disney cartoon shorts were treated, though the music here is nearly as lush in arrangement as Bambi's. It bends with the tone, too, ranging from amusing to dramatic in order to accent each scene. There's something very Fantasia-esque to these films, in part due to the emphasis on nature, but primarily because the music is such an integral part of the experience.

Finally, the True-Life Adventures are produced with a unique perspective. The 1950s was a time when technology was greeted with much excitement and people seemed eager to explore. That adventuresome, progressive spirit is evidenced in a lot of Disney's Golden Age output and it is pervasive in these films. Ever ambitious, Disney seized the new tools of technology at his disposal in capturing the outside world. The unabashedly rampant use of extreme close-ups and stop-motion photography puts the audience in closer contact with their environment than film typically allows. The filmmakers immersed themselves in these settings, getting up close and personal to provide a truly intimate experience, and it paid off.

The real treasure in these films, though, is that they drive home Walt Disney's world view. The True-Life Adventures majestically illustrate that the same magic found in all those classic Disney films can be found in our own backyard too.

Uniting fantasy with reality was arguably Walt's greatest hope for his works. These films reveal what Walt always saw in nature and in doing so, help us understand the man whose imagination gave birth to the rascally chipmunks, talking deer, and living forests that have so profoundly affected culture ever since.

The fourth installment of Walt Disney's Legacy Collection, Volume 4 - Nature's Mysteries, rounds up the remaining True-Life Adventures not included in the first three volumes, making their availability on DVD complete. In addition to a healthy helping of bonus features, there are two feature films (though running a little over an hour, they barely qualify as such), one short film, and two seemingly complete "Disneyland" episodes that directly relate to this set's contents. As the title suggests, these adventures are concerned with the hidden secrets of the inner-workings of life, even containing the first and only "True-Life Fantasy". For a descriptive detailing of Volume 4's complete contents, read on...

Though it comes on the fourth volume, this feature seems like the perfect introduction to the True-Life Adventures. It travels from one corner of the globe to the next, profiling animal and plant life from all over the natural spectrum. Its focus is the means by which life supports, sustains, and replicates itself. Coverage includes blooming flowers, forest fires, pollination, the Venus Flytrap, the life cycles of ants and bees, a twig-like water bug, the striated frogfish of Africa, and a variety of other fascinating species both above and below the shore. The most memorable scenes involve battles between competing queen bees and a family of ants taking on a snake.

Perri / Running Time: 1:14:29 / Theatrical Release: August 28, 1957

Premiering after nearly a decade of True-Life Adventures, Perri was marketed as the first "True-Life Fantasy". That moniker is a bit of a stretch, truth be told, though it does feature one extended dazzlingly fantastical sequence. It is, however, distinguished from the others by its use of a pre-scripted storyline, loosely based on the 1938 novel by Felix Salten (author of Bambi). It tells the story of a young squirrel named Perri, whose exploration of the world, epic rivalry with an aggressive marten, and destined love with another squirrel drive all of the action. It's as much a coming-of-age-story or romantic comedy as it is a fantasy, but whatever you call it, it's an entertaining and touching tale. There are a few musical numbers, but its score earned it recognition. It was nominated for the Best Scoring Oscar in 1958 but lost to The Bridge on the River Kwai.

I'm not sure why this two-reel short is labeled as a bonus feature, because it is clearly part of the True-Life Adventure canon. It even took home the Academy Award for Best Short Subject (Two-Reel) in 1951. Nevertheless, it's happily available here. Its subjects are less exotic than that of Secrets of Life (some overlap with bees aside). "Nature's Half Acre" is a bit of land that could be anywhere, even in one's backyard, and the goings-on of a world that tends to go unseen are exposed. Think of any scene you've come across that depicts the blossoming of spring and you'll have a good idea of this documentary's focus.

This episode of "Disneyland" (known as "Wonderful World of Color" at the time) is part-preview, part-making-of featurette for Secrets of Life, which debuted in theaters less than two months later. It reuses some footage from film but many of the scenes are viewed from a different angle. Winston Hibler shows up to profile some of the then-new technologies used in creating the True-Life Adventures and many tricks of the trade are revealed. It's a fascinating program and a more relevant supplement could be found.

Walt Disney begins this episode of "Disneyland" (this time in black & white and bearing the original title, despite coming a year after "Nature's Mysteries", presumably because it was in production for several years) with a haunting entrance into the Disney morgue, which turns out to be a lot less scary once the lights come on. After that, he gives his audience a run-down of Disney history from Mickey and Snow White all the way up to Perri, the project with which this episode is concerned. Wildwood Heart is the fictional setting of Perri and this special goes on-"set" to tell part of the story. Accordingly, some footage is reused (though in black & white form) but this episode is more focused on footage of the filmmakers themselves and their efforts at capturing real-life footage that will correspond with their pre-determined script. As with "Nature's Mysteries", there's a healthy balance of promotion and behind-the-scenes substance, and this is another grade-A bonus.

The wear and tear of age, however, have been nearly eliminated. Artifacts, grain, and excessive darkness are far and few between. These documentaries contain some positively stunning imagery and it comes through with radiance in this new transfer. Jaws don't often drop for half-century old footage, but they will do just that for these.

The two "Disneyland" episodes don't look quite as good, though they, too, look like they've been touched up. The fact that any restoration has gone into what are essentially bonus features (though substantial they may be) is both surprising and impressive, not to mention appreciated. Here, artifacts and grain appear with more frequency (more-so in "Nature's Mysteries") and colors are sometimes less than ideally vibrant. The black & white episode looks a little better, with mostly consistent tones. Both look better than could be expected for their origin and age and can be easily enjoyed without much distraction.

The audio is presented in two-channel mono, which is true to its original presentation. The sound is never noticeably problematic, given that an expanded sound presentation isn't really necessary (though a multi-channel presentation of the isolated score might make for an interesting DVD-Audio release if the True-Life Adventures suddenly spike in popularity). The soundtrack always capably conveys the sounds of nature (featured most in Perri and sometimes dubbed) and the rich orchestral score.

In fact, those anthology installments only comprise about half of the extra material. Most of that is found on the second disc, but Disc One isn't completely hung out to dry. It launches with an introduction to the new Legacy Collection from Roy E. Disney, who serves as a host for the entire set. His role is similar to that of Leonard Maltin in the Treasures releases and his greetings are every bit as fun and warm as Maltin's too. Roy then returns for a second introduction (1:59), this one specific to the contents of Volume 4.

Roy's back on Disc 2 in "Backstage With Roy Disney at Disney's Animal Kingdom: Butterflies" (7:21). With the help of a few ever-smiling Disney cast members, Roy and his viewers learn a few things about butterflies and have a few laughs in doing so. The featurette is tied in with both the documentaries and the theme park. Sure, it's blatant cross-promotion, but who cares? It's both informative and relevant. Roy genuinely looks to be having a good time and his fun is infectious. My only beef with this is that its widescreen presentation is needlessly non-anamorphic.

"Tribute to Winston Hibler" (15:01) profiles the career of a man who meant a great deal both to the True-Life Adventure films and the Walt Disney Company as a whole. The late Winston Hibler served as narrator for the documentaries, but also penned their scripts. In fact, he wrote many of Disney's feature films, Peter Pan, Cinderella, and Sleeping Beauty among them. He has numerous directing, producing, and songwriting credits with the studio too. In a nice touch, the featurette is hosted by Hibler's family, many of whom work or have worked for Disney themselves, and they look back on his prolific work and his legacy. Of course Hibler could be the subject of his own feature-length documentary, but this does a good job at commemorating his fascinating career within the scope of a featurette. (Parks fans will get a kick out of the color video footage of Walt's Disneyland dedication speech -- which Hibler wrote -- which is most often seen in black & white and at a different angle).

"Filmmakers' Journal" (34:43) interviews several of the living individuals involved with these documentaries' production, Roy E. Disney, Julio Vera (Archivist), Paul Kenworthy (Photographer & Director), Jimmy MacDonald (Sound Effects Designer, via a 1983 interview), and Norman "Stormy" Palmer (Editor) among them. Discussion ranges from the concept behind the films to the tricky demands placed upon the filmmakers in creating them. A lot of valuable information and insightful memories come out as the featurette progresses.

Behind it there is not only a banner that labels the volume number and title and replicated Roy E. Disney's signature, but also a colorful and very classy canister that is designed to resemble a film reel. Volume 4's depicts a lovely underwater scene (even though most of its content takes place above the sea). The canister is situated inside a green felt container, from which it is easily removed. Inside this slim canister, both discs are found, each housed atop its own cardboard disc designed to keep the DVD in place. With the canister removed, the felt tray can be taken out as well (and instructions on how to perform this easy task are even included beneath the canister). Behind that are three flyers: the collectible "Passport" that shows a map of the world and matches a few of the creatures profiled in these Adventures to their respective geographic origins, the list of DVD contents/ad for the first two waves in the Legacy collection, and finally an ad for Expedition: Everest at Disney's Animal Kingdom and the free Disney vacation planning DVDs that anyone can order. I'm also keep the promotional backing that is glued to the exterior of the tin when first purchased in this area as well -- a good solution for those looking to keep that.

Getting into this case requires a little more effort than the standard keepcase and it is undoubtedly ripe for wear and tear from repeated access. Collectors may also lament the lack of a spine, as these look fairly nondescript on a shelf. Others may be disappointed to find neither an imprinted serial number nor certificate of authenticity. I, for one, am exceedingly refreshed by such a creative departure from the same ole "standard black keepcase with (highly annoying) protective side snaps" routine. This just might be the neatest DVD packaging I've come across and its attractiveness should overshadow any other shortcomings, even for collectors.

The main menu is simple enough, though it kicks off with some nice animation, is accompanied by that wonderful True-Life music, and is classy all around. Either feature can be accessed directly from Disc 1's menu, as can Roy Disney's disc-specific introduction. Disc 2 works the same way, with the bonuses listed on the menu. The "Sneak Peeks" option on the first disc does not open up the typical menu of DVD previews but rather one extended commercial for Disney's Animal Kingdom theme park (6:10), which for parks fan will be more of a bonus feature than an advertisement. This promo does not play when the disc begins but, as previously mentioned, an introduction to the Legacy Collection. The features are divided into convenient chapter stops but unfortunately, there's no scene selection menu (which would come in handy for Secrets of Life).

CLOSING THOUGHTS

Despite that nasty "educational" label that must be applied to them, the True-Life Adventures are wonderfully entertaining documentary films. They're undoubtedly worth at least your consideration, whether for their significance to the Disney fan or for their sheer quality. Walt Disney's Legacy Collection has treated them very well on DVD, with top-notch restoration and a full slate of bonuses. The documentaries included on Volume 4 lend themselves to a first-timer's introduction to the series, though even those who have already digested the first three volumes should be pleased, for Perri shakes things up a bit from the norm. The only complaints one can reasonably raise are minor ones and aren't likely to come up at all. Disney has done an excellent job, leaving this reviewer impressed and ready to recommend.


<?php
/*
 * Copyright 2016 Google Inc.
 *
 * Licensed under the Apache License, Version 2.0 (the "License"); you may not
 * use this file except in compliance with the License. You may obtain a copy of
 * the License at
 *
 * http://www.apache.org/licenses/LICENSE-2.0
 *
 * Unless required by applicable law or agreed to in writing, software
 * distributed under the License is distributed on an "AS IS" BASIS, WITHOUT
 * WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. See the
 * License for the specific language governing permissions and limitations under
 * the License.
 */

class Google_Service_Games_PlayerScore extends Google_Model
{
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  public $kind;
  public $score;
  public $scoreTag;
  public $timeSpan;

  public function setFormattedScore($formattedScore)
  {
    $this->formattedScore = $formattedScore;
  }
  public function getFormattedScore()
  {
    return $this->formattedScore;
  }
  public function setKind($kind)
  {
    $this->kind = $kind;
  }
  public function getKind()
  {
    return $this->kind;
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  public function setScore($score)
  {
    $this->score = $score;
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  public function getScore()
  {
    return $this->score;
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  public function setScoreTag($scoreTag)
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  public function getTimeSpan()
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}


/* Code generated by IfcQuery EXPRESS generator, www.ifcquery.com */
#include <sstream>
#include <limits>

#include "ifcpp/model/AttributeObject.h"
#include "ifcpp/model/BuildingException.h"
#include "ifcpp/model/BuildingGuid.h"
#include "ifcpp/reader/ReaderUtil.h"
#include "ifcpp/writer/WriterUtil.h"
#include "ifcpp/IFC4/include/IfcBoundedSurface.h"
#include "ifcpp/IFC4/include/IfcPresentationLayerAssignment.h"
#include "ifcpp/IFC4/include/IfcStyledItem.h"

// ENTITY IfcBoundedSurface
IfcBoundedSurface::IfcBoundedSurface( int id ) { m_entity_id = id; }
shared_ptr<BuildingObject> IfcBoundedSurface::getDeepCopy( BuildingCopyOptions& options )
{
	shared_ptr<IfcBoundedSurface> copy_self( new IfcBoundedSurface() );
	return copy_self;
}
void IfcBoundedSurface::getStepLine( std::stringstream& stream ) const
{
	stream << "#" << m_entity_id << "= IFCBOUNDEDSURFACE" << "(";
	stream << ");";
}
void IfcBoundedSurface::getStepParameter( std::stringstream& stream, bool /*is_select_type*/ ) const { stream << "#" << m_entity_id; }
const std::wstring IfcBoundedSurface::toString() const { return L"IfcBoundedSurface"; }
void IfcBoundedSurface::readStepArguments( const std::vector<std::wstring>& args, const std::map<int,shared_ptr<BuildingEntity> >& map )
{
}
void IfcBoundedSurface::getAttributes( std::vector<std::pair<std::string, shared_ptr<BuildingObject> > >& vec_attributes ) const
{
	IfcSurface::getAttributes( vec_attributes );
}
void IfcBoundedSurface::getAttributesInverse( std::vector<std::pair<std::string, shared_ptr<BuildingObject> > >& vec_attributes_inverse ) const
{
	IfcSurface::getAttributesInverse( vec_attributes_inverse );
}
void IfcBoundedSurface::setInverseCounterparts( shared_ptr<BuildingEntity> ptr_self_entity )
{
	IfcSurface::setInverseCounterparts( ptr_self_entity );
}
void IfcBoundedSurface::unlinkFromInverseCounterparts()
{
	IfcSurface::unlinkFromInverseCounterparts();
}


Welcome to the PokéCommunity!

Hi there! Thanks for visiting PokéCommunity. We’re a group of Pokémon fans dedicated to providing the best place on the Internet for discussing ideas and sharing fan-made content. Welcome! We’re glad you’re here.

In order to join our community we need you to create an account with us. Doing so will allow you to make posts, submit and view fan art and fan fiction, download fan-made games, and much more. It’s quick and easy; just click here and follow the instructions.

PGM is all set for February. This month, we're playing through a game known as Eevee's Tile Trial. If you wish to earn rewards, please head over to our event thread by clicking on the provided link and give yourself a shot at the game!

Hey Unregistered! How fast can you game? The Marathon II is up and running in Video Game's - compete against your friends to see how quickly you can complete sixty intense in-game challenges. See you there!

*New game region: Isiah - full of different environments and secrets to discover
*more than 200 fakemons!
*rich custom graphics, full of details
*improved dungeon-like structures, for the best explorations ever!
*new game mechanics, such as camera system
*Jrpg-oriented storyline, with epicness and deep subjects
*original music and sounds!
*side-quest system: missions available depending upon your *Trainer Rank
*time-based events: Isiah looks differently depending on hour and days!
*trophys: master the hardest challenges to unlock them!
*[wip] downloadable content for in-game expansions

Storyline

«The question is: to rein consciously our destiny, or to be swept by the flow of time because of our ignorance?
Isiah's very roots are to be shaken, the cycle of life changed forever. In the midst of our heart a new fear spreads. The biggest shadow is concealed by light, as much as the darkest place is a lighthouse's base.
The confine between myth and reality has never been so small.»

Pokémon Garnet let you assume the role of a young boy or a young girl. Some differences happens throughout the game depending on your gender, but the adventure remains the same. It's the day of your seventeenth birthday: you can now embark on your journey as a pokémon trainer, starting from your hometown Fleurville. Professor Cedar awaits you and your friends at Fleurville's Research Centre to introduce you into the world of Pokémon.
Choose your first pokémon among three and begin your travel. You'll meet obstacles of all sorts, from hard pokémon battles to savage places.
Will you gather enough strength to embark the greatest adventure?
Will you have enough courage to face the darkest fears?
Will you heed the call of your destiny?

I'm actually going to eventually make a game called Pokemon Garnet, idk how far away that is though. Anyway, its looking really good so far (from what I have seen here and on dA) I actually first found this game on dA. Keep up the great work, but when I make finally make a thread for my game I'll have to think of something so people don't get names mixed up (and I sure hope little noobs don't say "Sorry, already a game called Pokemon Garnet. You will have to change it" because names aren't copyrighted here so anyone can use anything). The hero/ine are done really well btw lol

I'm actually going to eventually make a game called
Pokemon Garnet, idk how far away that is though. Anyway, its looking really good so far (from what I have seen here and on dA) I actually first found this game on dA. Keep up the great work, but when I make finally make a thread for my game I'll have to think of something so people don't get names mixed up (and I sure hope little noobs don't say "Sorry, already a game called Pokemon Garnet. You will have to change it" because names aren't copyrighted here so anyone can use anything). The hero/ine are done really well btw lol

It's not a problem, I've chosen that name for the particular story of the game, but I think the same thing you said, names aren't copyrighted in fangames! I will never say you to change your project's name! XD

Little new abouto features:
There will be three additional pokémon types in garnet:
-Space
-Light
-Sound

I think that's because of her long-tight dress...
Anyway, thanks to everyone and a little new.

Thanks to Blazeknight work an Giulio's concept for the legendary, we have finally animated title screen. There will be also a "press start" on it. That's only an animated gif for the background.
Hope you'll like it! :3

Now this is some great eye candy. I'm normally not to fond of fire starters, but in this case I'd definitely have to go with fire. You've made good use of Kyledoves tiles and is that even new palettes I spy? Your trainers are really impressive and the mapping, oh the mapping. Keep it up man you and your team are doing really well. I look forward to seeing more. Love the Titlescreen By the way

Those are some great graphics. Definitely looking forward to seeing some more of those new pokemon. :3 That map is neat-looking too, I actually like it better than the original game maps.

Although I think I agree with whoever said it earlier, the female's body looks a little too long. I think if you added a little more definition to her waist it would look fine, though. :3 Other than that, it's all great. Keep it up~

Dude three things:
1. It is spelled Cries not Cryes. (You were probably just in a hurry)
2. Your logo looks like that bird in LoZ going around the triforce. Cool
3. Nice fakemon and graphics especially the water

The PokéCommunity

Meta

Pokémon characters and images belong to The Pokémon Company International and Nintendo. This website is in no way affiliated with or endorsed by Nintendo, Creatures, GAMEFREAK, or The Pokémon Company International. We just love Pokémon.


Up to 80% of India’s surface water is polluted, according to a 2015 report . But while much of the pollution comes from untreated sewage, industrial waste water is a major contributor, with textile production releasing dyes and unwanted chemicals into rivers.

For small-scale industrial production in rural towns, there often isn’t an easy way to clean this particularly tricky industrial wastewater, which is contaminating bathing and drinking water. But a group of designers and biochemical engineers at University College London have created a leaf-shaped clay tile that can clean heavy metals out of wastewater by capturing these particles in an algae-infused hydrogel. They designed the algae-coated tiles to cover the walls of factories or other buildings. A wastewater tank stored on top of the building, powered by nothing but gravity, would funnel water naturally through the tiles’ vein-like channels.

The tiles, called Indus, use a scientific process called bioremediation, in which biological organisms–in this case, algae–help break down the contaminants, cleaning the water in a sustainable way. This technique has been used since the 1940s to clean up messes on heavily contaminated sites: microbes like algae, bacteria, and fungus can eat plastic and oil spills, and have even found their way into household cleaning supplies that can munch on the oils that are clogging your sink.

As part of the design process, the designers traveled to India and observed the production processes of bangle makers in Kolkata and textile dyers in Panipat, where they found that different batches of fabric or jewelry would produce different types of heavy metals within the wastewater. Through testing, the team found that one particular algae species has the ability to reduce the concentration of the cadmium 10 times within 45 minutes. This algae species was infused into a seaweed-based hydrogel because the gelatinous material is a handy home base for the algae while it’s cleaning the water.

The Indus tiles were fabricated in Khurja, India, the country’s ceramic capital, and the designers worked with locals to experiment with materials and techniques. For the small batch they manufactured, each tile cost between $5 and $7 per square foot depending on which technique they used, though the team anticipates the cost would come down when manufactured en masse.

While this particular prototype was designed for an Indian context, the idea is bigger than that. “We imagine Indus to be adaptable in different regions and continents, made from materials such as sandcrete, laterite, stone, or even waste materials–which are now being increasingly explored in the form of living material composites,” Brenda Parker, a lecturer in biochemical engineering at UCL, tells Fast Company via email.

While the project is still at early stages, the designers also envision building out an entire system of different tiles tailored to specific heavy metals, each with a different algae species that is best suited to each metal. Then, the hope is to install the tiles onto one building to test the viability of the entire system.


Q:

Windows CMD how to bypass the confirmation prompt if windows is installed in an other langueages

so I'm trying to add registry value and the echo y| allows me to update it (overwrite it)when it already exists as it already sends the y(yes) command. I recently tested it with some of my friends and one has noticed that the command prompt bugged out spamming, turns out as his windows installation is not English it won't recognize the Y as yes (as he has to write yes in he's language or its starting letter). Is there a Universal way to pick yes or a workaround to make it use "Echo I|" if his computer is in that other language if the first code didn't work?
echo y | reg add HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Run /v UsageMonitorStartup /t REG_SZ /d "\"%var%\MonitorUpdate.exe\"

A:

It sounds like you just want to bypass the confirmation prompt.  If that's the case, just pass the /f parameter to the command line, to "force overwriting the existing registry entry without prompt."
So instead of this:
echo y | reg add HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Run /v UsageMonitorStartup /t REG_SZ /d "\"%var%\MonitorUpdate.exe\

Just do this:
reg add HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Run /f /v UsageMonitorStartup /t REG_SZ /d "\"%var%\MonitorUpdate.exe\


Saturday, August 31, 2013

31 August 1980 - Chinaglia's Record-Setting Night

On 31 August 1980, New York Cosmos striker Giorgia Chinaglia scored seven goals in a playoff game against Tusla, setting seven records in the process.

The match was in the first round of the NASL playoffs. The Cosmos had already beaten Tulsa 1-3 away in the first leg and were hosting them at Giants Stadium for the second leg. Chinaglia scored the opening goal in the 21st minute, opening the floodgates for the strikes that soon followed.

His second came five minutes later from the penalty spot before Tulsa's Billy Caskey closed the gap to 2-1. Then a Franz Beckenbauer goal pushed the margin to 3-1, followed by another Chinaglia penalty kick to make it 4-1. Five minutes after that, the Italian international tallied his fourth of the day to end the half 5-1 to New York. He added a fifth goal in the 75th minute, then a sixth with a diving header about five minutes later. Then, with just over a minute left, he scored his seventh of the day to set the final margin at 8-1.

His tally set seven different records, including (1) most goals in a playoff game, (2) most goals in a half at 5, (3) most points in a playoff game (15, under the NASL rules of two points per goal and one per assist), (4) most points in a half with 10, (5) the shortest time between two goals at 4 minutes and 48 seconds, (6) career goals in the playoffs with 29, and (7) career playoff points with 65. Chinaglia already held the latter two records, while most of the others he took over from the Minnesota Kicks' Alan Willey.

Chinaglia continued his impressive performance throughout the playoffs, culminating with a brace in New York's 3-0 win over the Fort Lauderdale Strikers in the Soccer Bowl.


Q:

What's the state of the art in parallel ODE methods?

I'm currently looking into parallel methods for ODE integration. There is a lot of new and old literature out there describing a wide range of approaches, but I haven't found any recent surveys or overview articles describing the topic in general.
There's the book by Burrage [1], but it's almost 20 years old and hence does not cover many of the more modern ideas like the parareal algorithm.
[1] K. Burrage, Parallel and Sequential Methods for Ordinary Differential Equations, Clarendon Press, Oxford, 1995

A:

I'm not aware of any recent overview articles, but I am actively involved in the development of the PFASST algorithm so can share some thoughts.
There are three broad classes of time-parallel techniques that I am aware of:

across the method — independent stages of RK or extrapolation integrators can be evaluated in parallel; see also the RIDC (revisionist integral deferred correction algorithm)
across the problem — waveform relaxation
across the time-domain — Parareal; PITA (parallel in time algorithm); and PFASST (parallel full approximation scheme in space and time).

Methods that parallelize across the method usually perform very close to spec but don't scale beyond a handful of (time) processors.  Typically they are relatively easier to implement than other methods and are a good if you have a few extra cores lying around and are looking for predictable and modest speedups.
Methods that parallelize across the time domain include Parareal, PITA, PFASST.  These methods are all iterative and are comprised of inexpensive (but inaccurate) "coarse" propagators and expensive (but accurate) "fine" propagators.  They achieve parallel efficiency by iteratively evaluating the fine propagator in parallel to improve a serial solution obtained using the coarse propagator.
The Parareal and PITA algorithms suffer from a rather unfortunate upper bound on their parallel efficiency $E$: $E < 1/K$ where $K$ is the number of iterations required to obtain convergence throughout the domain.  For example, if your Parareal implementation required 10 iterations to converge and you are using 100 (time) processors, the largest speedup you could hope for would be 10x.  The PFASST algorithm relaxes this upper bound by hybridizing the time-parallel iterations with the iterations of the Spectral Deferred Correction time-stepping method and incorporating Full Approximation Scheme corrections to a hierarchy of space/time discretizations.
Lots of games can be played with all of these methods to try and speed them up, and it seems as though the performance of these across-the-domain techniques depends on what problem you are solving and which techniques are available for speeding up the coarse propagator (coarsened grids, coarsened operators, coarsened physics etc.).
Some references (see also references listed in the papers):

This paper demonstrates how various methods can be parallelised across the method:  A theoretical comparison of high order explicit Runge-Kutta, extrapolation, and deferred correction methods; Ketcheson and Waheed.
This paper also shows a nice way of parallelizing across the method, and introduces the RIDC algorithm: Parallel high-order integrators; Christlieb, MacDonald, Ong.
This paper introduces the PITA algorithm: A Time-Parallel Implicit Method for Accelerating the Solution of Nonlinear Structural Dynamics Problems; Cortial and Farhat.
There are lots of papers on Parareal (just Google it).
Here is a paper on the Nievergelt method: A minimal communication approach to parallel time integration; Barker.
This paper introduces PFASST: Toward an efficient parallel in time method for partial differential equations; Emmett and Minion;
This papers describes a neat application of PFASST: A massively space-time parallel N-body solver; Speck, Ruprecht, Krause, Emmett, Minion, Windel, Gibbon.

I have written two implementations of PFASST that are available on the 'net: PyPFASST and libpfasst.

A:

Although this post is now two years old, in case someone stumbles across it, let me give a brief update:
Martin Gander recently wrote a nice review article, that gives a historical perspective on the field and discusses many different PINT methods: http://www.unige.ch/~gander/Preprints/50YearsTimeParallel.pdf
There is now also a community website which lists very many references and gives descriptions of different methods: http://www.parallel-in-time.org/
A discussion of the Parareal parallel-in-time algorithm in particular can be found here: https://en.wikipedia.org/wiki/Parareal

A:

Here is a short introduction to waveform relaxation.  When talking about the time-parallel method like parareal or PITA or other methods, one should distinguish between the dissipative and the conservative (Hamiltonian) ODE systems.  The latter seems more difficult to parallelize in time dimension by partitioning to time sub-intervals. Here is an analysis of parareal for Hamiltonian systems. The dissipative system is easier because the error caused at initial time $u_0$ tends to disappear due to the dissipation $u(t)=\exp(-\lambda t)u_0,$ $\mathrm{Re}\,\lambda>0.$


Super powered janitorial duty isn’t glamorous, but it’s a team effort. Sometimes you’re the striker, and sometimes you’re the guy painting the lines on the field. Or hosing down the bleachers.

There’s probably plenty of things Sydney could be doing at a construction site besides just sweeping and scooping, buuuut, someone needs to be doing it and she is still just a recruit.

Unfortunately for Sydney, Jiggawatt can’t use the radio when she’s arc-stepping (not to be confused with ArcSTEP, Archon’s dance division, which totally exists). In some ways, Jiggawatt is a better teleporter than Harem. She can take slightly more (inanimate) mass with her, but she needs line of sight, or at least an indirect path, as she can jump into then through several sufficiently large/dense clouds before coming back down. A single arc-step is about as fast as Harem, but each extra bounce adds time, and Harem can potentially go much further in a single ‘port.

I guess Sydney’s wrist comp was making her arm sweaty, so she took it off. ¬.¬

Patreon supporters can view this page at twice the size! (as soon as I wake up and post it then immediately go back to sleep since Patreon doesn’t have a way to schedule posts yet.) $1 and up, but feel free to contribute as much as you like :)

Here’s the link to the new comments highlighter for chrome, and the GitHub link which you can use to install on FireFox via Greasemonkey.


Introduction {#S0001}
============

To prepare for careers in medicine, medical students must develop clinical teaching skills \[[@CIT0001]--[@CIT0003]\]. As residents, medical graduates are typically active in educator roles and are responsible for a considerable component of the medical education of clinical clerkship students \[[@CIT0002]\]. In principle, medical students who teach become better learners, more effective communicators and better prepared to teach later in their careers \[[@CIT0003]\]. This implies a benefit from early involvement and engagement in clinical teaching.

Many medical schools provide opportunities for medical students to develop scholarly research skills as prescribed by formal medical school accreditation standards \[[@CIT0004],[@CIT0005]\]. On the other hand, there are no formal accreditation requirements mandating the promotion of teaching skills to undergraduate medical students. In 2008, a survey of 130 medical programs in the United States indicated that 44% (43 of 99 respondents) offered student-as-teacher (SAT) programs \[[@CIT0006]\]. Prevailing content within these programs includes clinical teaching skill development, small group teaching skills and feedback derived from direct observation or videotaped teaching activity \[[@CIT0006]\]. However, this study also indicated that a number of barriers exist regarding these SAT programs, including the challenge of creating a sense of value attributed to these initiatives, the lack of established national teaching competency standards to guide these programs, and the challenge of collating objective longitudinal data for the purposes of program evaluation \[[@CIT0006]\]. Nonetheless, at least in the United States, many medical schools appear to provide formal clinical teaching skill training for their medical students. As of 2015, at least in the literature, it appeared that no Canadian medical school program offered the opportunity to develop clinical teaching skills to their medical students.

Medical residents and clinicians teach in multiple settings. However, over the past twenty years, bedside teaching has diminished as a teaching modality with only 17% of students receiving dedicated bedside teaching \[[@CIT0007]\]. In 2015, to help address the deficiency of clinical teaching skills training, the University of Ottawa Faculty of Medicine established Canada's first clinical teaching elective (CTE) \[[@CIT0008]\]. This was offered to medical students in their final year of undergraduate medical education. The elective was intended for a small number of fourth year medical students \[[@CIT0005],[@CIT0006]\]; however, a surprisingly high number of students sought enrollment in the elective, with 25--30 students (out a class of 150) registering and eventually participating in the CTE \[[@CIT0008]\]. It was unclear whether this interest in clinical teaching was unique to our institution or whether there was a greater sense of interest in the broader population of senior medical students.

There is currently little known regarding Canadian medical student perceptions of clinical teaching training at the undergraduate level, including motivations for pursuing such training, barriers to participation and what objectives and content should be included in such initiatives. As such, the primary aim of this study was to conduct a national needs assessment, based on medical student self-perceptions to guide the development of a formal elective in clinical teaching. This needs assessment study would address perceived areas of deficiency in clinical teaching skills in senior medical school students, and would aim to design a clinical teaching skills initiative that conveys the teaching skill competencies required by Canadian medical school students.

Methods {#S0002}
=======

Respondents and setting {#S0002-S2001}
-----------------------

Most Canadian medical schools offer a four-year Doctor of Medicine (MD) program, with two years of pre-clinical education followed by two years of clinical clerkship. Two Canadian medical schools (McMaster University and the University of Calgary) have a three-year MD program, with clinical clerkship occurring in the second and third years. Three of 17 medical schools in Canada offer instruction exclusively in French (these schools are in the province of Quebec). The survey was open to all senior medical students (in their last two years of training).

### Ethics {#S0002-S2001-S3001}

Ottawa Health Science Network Research Ethics Board granted ethics approval for our study.

### Survey {#S0002-S2001-S3002}

We developed a 15-question online survey, available in English and French on the Survey Monkey platform (see [Table 1](#T0001){ref-type="table"}). We asked basic demographic characteristics; dichotomous ('yes/no') questions regarding teaching or research experience and future plans; and questions regarding confidence in their own teaching abilities rated on a 5-point Likert scale ('strongly disagree' to 'strongly agree'). For each quantitative survey item, the option to provide open-ended qualitative feedback (if students felt the need to expand or justify their Likert selection) was provided via a comment box. The survey was developed with two medical education consultants and piloted by three medical students prior to distribution.Table 1.English survey questions.Question \#Question**1**State your age**2**Select your gender**3**Select the Faculty of Medicine to which you are affiliated**4**Please indicate your intended residency choice**5**Do you have any prior teaching experience?**6**If yes, please select all those that apply (e.g. Lecturer, Peer tutor, TAClinical teacher, Other)**7**Do you plan on working in an academic hospital?**8**Are you interested in pursuing clinical teaching for medical students/residents upon completion of residency?**9**If yes, please indicate which factors motivate you to engage in clinical teaching (e.g. Academic\
Advancement, Intrinsic Interest, Prestige, Requirement to work in an academic centre, Desire to 'give back', Increase confidence in teaching, Other)**10**Have you undertaken research in the area of medical education?**11**Confidence in Teaching abilities (Likert scale)**12**I would participate in a clinical teaching elective during my last year of medical school (Likert scale)**13**What would the ideal duration for the elective be?**14**What topics would you include in a two-week medical education/clinical teaching elective?**15**If you have any other comments, please enter them below[^1]

### Recruitment and survey distribution {#S0002-S2001-S3003}

We recruited respondents indirectly through their national student representatives. Briefly, each Canadian medical school has student representation on the Canadian Federation of Medical Students (CFMS). These representatives were contacted via email and these students agreed to disseminate the survey to the target medical student population at their home institution (note, each student was not contacted directly by our researchers). The student representatives then relayed these emails (including a brief introduction to the survey in English and in French, as well as the link to access the survey) to the senior medical students at each school, with one reminder email sent two weeks before the survey was closed. In total, 13 CFMS representatives (out of 17) agreed to help disseminate this survey to their local institutions. As such, the data collected from our survey represents the views from 76% of Canadian medical schools. At the time of the study there were 5583 senior medical students registered in the 17 Canadian Faculties of Medicine \[[@CIT0009]\]. A total of 4154 students had access to the survey (from the 13 participating medical schools) and there were 321 eventual respondents, resulting in a response rate of 7.7% of those surveyed.

### Statistical analysis {#S0002-S2001-S3004}

We computed simple descriptive statistics (frequencies and percentages) for each survey question using Survey Monkey.

Results {#S0003}
=======

We collected 321 responses from senior medical students at 13 Canadian medical schools. Four Canadian medical schools declined to participate, including all three unilingual Francophone schools.

Demographic information is outlined in [Table 2](#T0002){ref-type="table"}. Of the 321 respondents, 311 (96%) responded to the survey in English while 10 responded to the survey in French. The majority of respondents were female (69%).Table 2.Demographic characteristics of 321 senior medical student survey respondents\*CharacteristicsN (%)Sex Male98 (30.7%)Female220 (69%)Prefer not to state1 (0.3%)Age ≤ 18019--24160 (50%)25--29132 (41%)30--3422 (7%)35--397 (2%)≥ 400Medical School University of Ottawa71 (22%)University of British Columbia45 (14%)University of Toronto37 (12%)Dalhousie University34 (11%)McMaster University30 (9%)McGill University28 (9%)University of Alberta27 (8%)University of Manitoba15 (5%)Queen's University10 (3%)Western University10 (3%)Memorial University of Newfoundland9 (3%)University of Saskatchewan3 (1%)University of Calgary2 (1%)[^2]

The majority (74%) had prior teaching experience, of which the most common was as a tutor/peer tutor/supplemental instructor (either in premedical or early medical school training) as indicated in [Table 3](#T0003){ref-type="table"}. Many survey respondents have academic plans: 95% will pursue clinical teaching upon completion of their residency, and 71% would like to work in an academic hospital. 53% of respondents hope to train in one of three disciplines: family medicine (27%), internal medicine (16%) and pediatrics (10%)Table 3.Teaching experience and future career goals of 321 senior medical student survey respondentsSurvey questionResponse'Do you have any prior teaching experience?' Yes (%)74No (%)26Total (n)320'Have you undertaken research in the area of medical education?' Yes (%)28No (%)72Total (n)321'Do you plan on working in an academic hospital?' Yes (%)71No (%)29Total (n)317'Are you interested in pursuing clinical teaching for medical students/residents upon completion of residency?' Yes (%)95No (%)5Total (n)321'Please indicate your intended residency choice' (N = 314) Family Medicine (n)86Internal Medicine (n)50Pediatrics (n)32Emergency Medicine (n)23Obstetrics and Gynecology (n)18Anesthesiology (n)8General Surgery (n)7Diagnostic Radiology (n)7Ophthalmology (n)7Plastic Surgery (n)7Neurology (n)6Prefer not to state (n)27Other (n)36

Many respondents felt confident giving presentations (75% agreeing or strongly agreeing) and facilitating small group sessions (71%), while fewer felt confident providing bedside teaching (47%), teaching sensitive issues (42%), and presenting at journal clubs (42%) ([Table 4](#T0004){ref-type="table"}). The majority of students felt confident providing written feedback to learners (74%) and 67% felt confident in providing verbal feedback.Table 4.Perceived confidence in teaching abilities expressed by 319 senior medical student survey respondents.Answer OptionsStrongly disagreeDisagreeNeutralAgreeStrongly agreeI feel confident giving presentations.2%5%18%**56%19%**I feel confident facilitating small group sessions.1%8%20%**52%18%**I feel confident performing bedside teaching.3%17%34%**38%8%**I feel confident teaching about sensitive issues, communication, and ethics.3%23%32%**33%9%**I feel confident presenting at a journal club.4%26%28%**32%10%**I feel confident giving verbal feedback.2%8%23%**56%11%**I feel confident giving written feedback.1%7%18%**53%21%**

Of the students surveyed, the majority (75%) agreed/strongly agreed that they would like to participate in such a clinical teaching elective, while 15% were neutral and 10% disagreed/strongly disagreed ([Figure 1](#F0001){ref-type="fig"}). In follow-up questioning, 61% of respondents indicated two weeks would be the ideal duration for the elective, while 31% preferred one week, and 4% chose one month.Figure 1.Response of 320 senior medical student survey respondents to statement 'I would participate in a clinical teaching elective during my last year of medical school'.

The needs analysis ([Table 5](#T0005){ref-type="table"}) showed that students would like sessions on the following topics: bedside teaching (85%), teaching physical examination skills (71%), moderation of small group learning (63%), and how to mentor in medicine (60%).Table 5.Clinical teaching elective topics preferred by 318 senior medical student survey respondents\*Topics%Bedside teaching85Teaching physical exam skills71Effective moderation of small group learning63Mentorship in medicine60Effective presentation skills54Simulation in medical education51Leadership in medicine47Assessment in medical education43Teaching in the ambulatory care setting43Teaching in the emergency room setting43How to give effective journal club presentations38Curriculum design in medical education37How to publish in the field of medical education24[^3]

Discussion {#S0004}
==========

Our study demonstrates that the majority of senior Canadian medical student survey respondents are interested in, but not prepared for, teaching in a clinical setting. While 74% of survey respondents reported some form of teaching experience, only 3.3% of those had experience as clinical teachers ([Table 3](#T0003){ref-type="table"}). A total of 95% planned to deliver clinical teaching in their career, but only 47% felt confident with bedside teaching ([Table 4](#T0004){ref-type="table"}); only 42% of student were comfortable conducting and presenting at journal club, an expected educational task in most residency programs \[[@CIT0010]\].

The second objective of the study was to assess student interest in participating in a clinical teaching elective if offered at their institution ([Figure 1](#F0001){ref-type="fig"}); 75% of survey respondents expressed interest in such an elective, with the majority indicating an ideal duration of two weeks.

This is the first Canadian study to ask these questions of medical students. In Australia, Burgess and colleagues evaluated the impact of a similar educational program, the 'Teaching on the Run' (TOR) program \[[@CIT0011]\]. Prior to participating in TOR, Year three medical students expressed lack of confidence in their understanding of key educational principles and activities. Also, students were very interested in TOR -- 67% of eligible students participated in the program. A key study by Soriano *et al* also noted that close to 50% of all U.S. medical schools offer students as teachers (SAT) training with 31% of schools offering two or four week teaching electives \[[@CIT0006]\].

In this study, students were also surveyed regarding potential curricular content of a clinical teaching elective. Despite the advances in curriculum development and delivery over the past 10 years, students still have an overwhelming desire to be good bedside teachers and acquire confidence in explaining physical examination maneuvers to junior colleagues ([Table 5](#T0005){ref-type="table"}). 85% of respondents felt bedside teaching to be an important component of such an elective, while students were least interested in including topics pertaining to publishing in the field of medical education (24%). The present clinical teaching elective offered at our institution uses standardized patients and small group sessions to help students improve bedside teaching techniques \[[@CIT0008]\]. The evaluation component of this elective is currently in progress, but it is interesting to note other studies showing a potential long-term impact of such electives on clinical teaching outcomes \[[@CIT0012]\].

Our study has two major limitations, first of which is the low response rate. While 321 senior medical students completed our survey, there are approximately 5583 senior medical students in Canada this year. The survey was advertised indirectly to 4154 students from 13 of 17 medical schools. The relatively low participation rate in this population has historically been attributed to survey fatigue and lack of time in clinical clerkship settings. We were unable to contact each student directly to participate in the survey, but relied upon school representatives to forward on the survey link which may have had reduced efficiency in the delivery of the survey. Despite this, there would likely be a reasonable absolute number of students who would engage in a formal teaching elective if offered at each medical school. Even if we were to presume that our respondents were the only students in Canada interested in participating in a clinical teaching elective, this is still potentially 240 students -- enough for an 8--10 person elective at each academic year at each participating school. During the final year of medical training, elective time in Canadian medical schools is quite limited and often geared towards electives that will enhance the chances of matching to limited residency positions. Hence, it is interesting to note that if given the chance, many students would participate in such an elective, which is not directly linked to any particular residency program. Based on our small study, the inclusion of such an elective should strongly be considered as a curricular component in the last year of medical training.

A further limitation of our study is the existence of selection bias. First, our inability to survey students at four of 17 Canadian medical schools could be problematic. It is conceivable that students at the non-participating schools (a distributed medical education school, and three unilingual Francophone schools) may have less interest in clinical teaching than students at the 14 participating schools, but we believe this is unlikely.

Additionally, there were a high number of respondents interested in matching to residency positions in family medicine, internal medicine, and pediatrics; it is plausible that students interested in these specialties are more interested in clinical teaching than other students are. These three specialties account for the bulk of clinical learning experience for medical students, so it would be natural for students to associate them with opportunities for clinical teaching. Pragmatically this does not detract from our findings. Indeed, our sample is reflective of the Canadian reality: 53% of our respondents indicated an interest in one of these three specialties, whereas post-graduate training data indicate 65% of graduating medical students will start a residency in one of these specialties \[[@CIT0005]\].

Conclusion {#S0005}
==========

Our study demonstrates a large number of senior medical students at Canadian medical schools are interested in developing their clinical teaching abilities, with a particular interest in participating in a 2-week elective during the latter part of medical school training. Based on our data, a key component of such an elective would be teaching medical students to be confident bedside teachers.

The authors of the study would like to the thank the University of Ottawa Undergraduate Research Opportunity Program for funding a portion of this study.

Disclosure statement {#S0006}
====================

No potential conflict of interest was reported by the authors.

[^1]: TA: teaching assistant.

[^2]: \*Not all respondents answered all the questions.

[^3]: \*Respondents were able to select more than one topic


Dydd Santes Dwynwen

(; Welsh for St Dwynwen's Day) is considered to be the Welsh equivalent to Valentine's Day and is celebrated on 25th of January every year. It celebrates Dwynwen, the Welsh saint of lovers.'''

Story

Much of Welsh history is based on stories and songs which were traditionally passed on by word of mouth. As such, the original tale has become mixed with elements of folktales and Celtic stories, and so there are a number variations on the tale.

In the 5th century, Dwynwen fell in love with a man named Maelon Dafodrill. Maelon returned Dwynwen's feelings but they could not be together, for Dwynwen's father forbade the marriage and her father had already promised her to someone else. Distraught by her love for Maelon, Dwynwen prays she would fall out of love with him.

After falling asleep, or possibly while still awake in a woods she had run to in her distress, Dwynwen was visited by an angel, who appeared carrying a sweet potion designed to erase all memory of Maelon and turn him into a block of ice. God then gave three wishes to Dwynwen. First she wished that Maelon be thawed, second that God met the hopes and dreams of true lovers and third that she should never marry ever. All three were fulfilled, and as a mark of her thanks, Dwynwen devoted herself to God's service for the rest of her life.

Llanddwyn

Dwynwen became a nun, fulfilling her wish to never marry. She left for the island of Anglesey and built a Church, which became known as Llanddwyn, literally meaning "Church of Dwynwen". Its remains can still be seen today on the island of Llanddwyn, off the coast of Anglesey. The smaller island also contains Dwynwen's well, where, allegedly, a sacred fish swims, whose movements predict the future fortunes and relationships of various couples. Another tradition claims that if the water boils while visitors are present, then love and good luck will surely follow.

Celebration
The popularity and celebration of St Dwynwen's day has increased considerably in recent years, with special events, such as concerts and parties, often held and greetings cards printed. Although still not as popular as St Valentine's Day in February, St Dwynwen is certainly becoming better-known among today's population of Wales. A big boost for St Dwynwen’s Day came in 2003 when the Welsh Language Board teamed up with UK supermarket Tesco to distribute 50,000 free cards in 43 of its Welsh stores. One card was inserted with a special heart, the finder of which would be entitled to a prize. The board also suggested numerous ways to celebrate the feast besides sending cards, for example, organize a love-themed gig, set up a singles night, prepare a romantic meal and perhaps compose a love poem to read at the local pub.

The Welsh often celebrate with concerts and parties, and exchange Dydd Santes Dwynwen greetings cards.

Children's versions
This version of the story is told to younger children, usually in primary school or nursery as it is generally considered the most appropriate for children.

Dwynwen was the beautiful daughter of Brychan Brycheiniog, who was said to have had eleven sons and twenty-four daughters (although these figures vary greatly, to the extent of suggesting he had over fifty children). She met and fell madly in love with a man called Maelon, and he reciprocated her feelings. She asked her father if she could marry Maelon but Brychan disliked Maelon and refused to give his permission. Maelon begged, as did Dwynwen, but Brychan would not relent and Maelon was forced to leave. Dwynwen was so upset that she ran into the forest. There, she met an angel in a dream who granted her the position of the Saint of Love.

References

External links

Category:Saints days
Category:January observances
Category:Love
Category:Holidays in Wales


Q:

How to detect a page redirect?

I have a page that should be displayed slightly differently if users are coming from a particular link.
I.e.
The normal page is example.com/foo
If someone clicks on a link to example.com/foo-bar I want it redirected to example.com/foo, which can be done with the following line in a .htaccess file:
Redirect permanent /foo-bar /foo

I was planning to then using the following javascript to determine which page a user has come from:
<script type="text/javascript">
document.write(document.referrer);
</script>

Which does print out the referrer URL if the user has come from a normal link on the site to /foo. But if they have clicked on a link to /foo-bar it prints out the URL of the page with the link, rather than the /foo-bar address that I need.

Is there a way to redirect a URL to another URL, and detect this on the page redirected to?

(Note that that the difference of content on the page isn't critical, so if the 1% of users with javascript turned off see the wrong thing when they go to /foo-bar it wouldn't be an issue.)

A:

change your redirection code to:
Redirect permanent /foo-bar /foo#redirected

and then in /foo:
if( window.location.hash == 'redirected' ) {
    ...
}


Q:

Adding a new maven dependency causes ArtifactDescriptorException error

I am adding a new maven dependency my project :
<dependency>
        <groupId>org.deeplearning4j</groupId>
        <artifactId>deeplearning4j-ui_2.10</artifactId>
        <version>1.0.0-beta3</version>
</dependency>

After adding this, I have an error on the Overview page of the POM file :

ArtifactDescriptorException: Failed to read artifact descriptor for
  org.deeplear

I tried to clean and restart the project but it didn't resolve the issue.
How can I solve this problem?

A:

I asked on deeplearning4j platform, they suggested to recreate the project with Intellij Idea, not Eclipse. I was using Eclipse, it might have problems with building maven dependencies. When I tried with Intellij, the problem solved.


PyTorch Stack: Turn A List Of PyTorch Tensors Into One Tensor 3:03

Examine the MNIST dataset from PyTorch Torchvision using Python and PIL, the Python Imaging Library

< > Code:

Transcript:

This video will show how to examine the MNIST dataset from PyTorch torchvision using Python and PIL, the Python Imaging Library.

The MNIST dataset is comprised of 70,000 handwritten numerical digit images and their respective labels.

There are 60,000 training images and 10,000 test images, all of which are 28 pixels by 28 pixels.

First, we import PyTorch.

import torch

Then we print the PyTorch version we are using.

print(torch.__version__)

We are using PyTorch 0.3.1.post2.

Now that we have PyTorch available, let's load torchvision.

import torchvision

Torchvision is a package in the PyTorch library containing computer-vision models, datasets, and image transformations.

Since we want to get the MNIST dataset from the torchvision package, let's next import the torchvision datasets.

import torchvision.datasets as datasets

First, let's initialize the MNIST training set.

mnist_trainset = datasets.MNIST(root='./data', train=True, download=True, transform=None)

We already have the files downloaded, so that was pretty fast.

Next, we initialize the MNIST test set.

mnist_testset = datasets.MNIST(root='./data', train=False, download=True, transform=None)

Now, let's examine what the MNIST train set and the MNIST test set Python variables have.

First, let's check the number of items in each Python variable.

For the MNIST train set, we use the Python len function to get the number of items.

len(mnist_trainset)

We see that the variable has 60,000 items which is what we expect as the MNIST training set is comprised of 60,000 images.

For the MNIST test set, we again use the Python len function to get the number of items.

len(mnist_testset)

We see that the variable has 10,000 items which is what we expect as the MNIST test set is comprised of 10,000 images.

Next, let's explore what those items actually are.

We'll look at the first item in the MNIST train set variable.

mnist_trainset[0]

We see two things - a PIL image item, then a comma, and a number.

Remember that Python is a zero-based index language so it uses zero instead of the number one.

This is the zero and this is where the PIL image is.

We can check the type of this item to figure out what it is.

type(mnist_trainset[0])

It tells us that this is a Python tuple.

Python tuples are a sequence of immutable Python objects.

In this case, it's a two-element sequence where the first element is a PIL image and the second is an integer.

Let's use the Python variable assignment convention to get the image and integer into two separate Python variables.

train_image_zero, train_target_zero = mnist_trainset[0]

The first element of the tuple goes to the Python variable train_image_zero.

The second element of the tuple goes to the Python variable train_target_zero.

Because we're using Python 3.6.4 and Anaconda, and Conda as our package manager, we already have PIL available to us.

So let's look at the image using PIL show operation.

train_image_zero.show()

This opens the image viewer on my Mac and shows the train_image_zero image which does indeed look like the handwritten number five.

We can then confirm what the label or target is for this image by checking to see what the train_target_zero Python variable contains.

print(train_target_zero)

We get the number five.

Let's do another check, only this time, let's use the test set to see what we get.

test_image_eighty, test_target_eighty = mnist_testset[79]

We look at the image first.

test_image_eighty.show()

It looks like a handwritten number seven.

Let's check the target now.

print(test_target_eighty)

And it's the number seven.

Brilliant!

We were able to examine the MNIST dataset from PyTorch torchvision using Python and PIL, the Python Imaging Library.


For most, Thanksgiving might stir peaceful images of families sitting down to a meal and feeling content, maybe even a little sleepy. Not here! Around my family and friends, Thanksgiving has become another venue for outright competition as we struggle to make the biggest, tastiest, most outrageous creations we can, and then further compete about how they were made or consumed.

Whose turkey is the most heirloom, organic, and local? Whose pumpkin pie is the richest? Who can eat the most Thanksgiving dinner? (Two years ago, I ate 7 lbs and Saul beat me with 10 lbs that he claims he still hasn't lost!)

So, for this Thanksgiving, to help celebrate a cornucopia stuffed way beyond its limit and literally exploding with excess, Instructables is holding a Take Thanksgiving to the Next Level contest. Anything and everything Thanksgiving related is eligible and great documentation counts just as much as great concepts. Some ways you could take Thanksgiving to the next level:

How, where, and why you found a specific breed of turkey that is raised only by one farm, fed only organic grubs, and sung lullabies every evening before it went to sleep. Or, how to hunt a turkey -- whichever, really.

Thanksgiving games, particularly unruly, rowdy ones, or games that lead to even more excess, like "increase in body-fat during Thanksgiving dinner" competitions.

Unique recipes, especially secret family recipes, or recipes not usually considered part of Thanksgiving. What better way to bring more excess than to increase the potential list of things to make?


(* Computation of dependencies in the "match" return predicate was incomplete *)
(* Submitted by R. O'Connor, Nov 2009 *)

Inductive Symbol : Set :=
 | VAR : Symbol.

Inductive SExpression :=
 | atomic : Symbol -> SExpression.

Inductive ProperExpr : SExpression -> SExpression -> Type :=
 | pe_3 : forall (x : Symbol) (alpha : SExpression),
    ProperExpr alpha (atomic VAR) ->
    ProperExpr (atomic x) alpha.

Definition A (P : forall s : SExpression, Type)
 (x alpha alpha1 : SExpression)
 (t : ProperExpr (x) alpha1) : option (x = atomic VAR) :=
 match t as pe in ProperExpr a b return option (a = atomic VAR) with
 | pe_3 x0 alpha3 tye' =>
      (fun (x:Symbol) (alpha : SExpression) => @None (atomic x = atomic VAR))
       x0 alpha3
 end.

Definition B (P : forall s : SExpression, Type)
 (x alpha alpha1 : SExpression)
 (t : ProperExpr (x) alpha1) : option (x = atomic VAR) :=
 match t as pe in ProperExpr a b return option (a = atomic VAR) with
 | pe_3 x0 alpha3 tye' =>
      (fun (x:Symbol) (alpha : SExpression) (t:ProperExpr alpha (atomic VAR)) => @None (atomic x = atomic VAR))
       x0 alpha3 tye'
 end.


Microsoft has announced that its game development organization is rebranding. Starting today, Microsoft Studios is rebranding as Xbox Game Studios. According to corporate vice president of Xbox Game Studios Matt Booty, "Xbox" has become Microsoft's brand for gaming no matter the device.

This move seems to double down on Microsoft's recent efforts to bolster its first-party and exclusive games lineup, which has included the recent acquisitions of several third-party studios including Obsidian Entertainment, Ninja Theory, Compulsion Games, and InXile Entertainment.

Xbox Game Studios is made up of the following studios and development groups:

343 Industries

The Coalition

Compulsion Games

The Initiative

InXile Entertainment

Minecraft

Ninja Theory

Obsidian Entertainment

Playground Games

Rare

Turn 10 Studios

Undead Labs

Microsoft's Global Publishing group

In addition, the post runs down 2019 releases like Crackdown 3, Gears 5, and Ori and the Will of the Wisps, while mentioning that the teams are also working on big content updates for titles like Sea of Thieves, Forza Horizon 4, and Minecraft. The first game under the Xbox Game Studios banner will release next week with Crackdown 3 launching on February 15.


%------------------------------------------------------------------------------%
% Copyright (C) 2001, 2002 IFSIC.
% This file may only be copied under the terms of the GNU Library General
% Public License - see the file License in the Morphine distribution.
%
% Author : Erwan Jahier <jahier@irisa.fr>
%
% Generates a monitor (to be run by collect) that performs the predicate
% coverage.
%

:- module generate_pred_cov.
:- interface.
:- import_module io.

:- pred main(io__state::di, io__state::uo) is det.

:- implementation.

:- import_module coverage_util.

:- import_module char.
:- import_module int.
:- import_module list.
:- import_module pair.
:- import_module parser.
:- import_module require.
:- import_module string.
:- import_module set.
:- import_module term.
:- import_module term_io.

main -->
	io__command_line_arguments(Args),
	( { Args = [FileName| _]  } ->
	    (
		io__see(FileName, Result),
		( { Result = ok } ->
		    get_read_item_list(ItemList),
		    io__seen,

		    { get_imported_module_list("", ItemList, ImpModList) },
		    get_all_imported_module_list("", ImpModList, ImpModList,
			    AllModList, _),

		    % we want the predicates defined in the module it imports
		    % which are in the same directory
		    { get_proc_det_list(FileName, ItemList, DetList1) },
		    get_all_proc_det_list(AllModList, DetList2),
		    { append(DetList1, DetList2, DetList) },

		    { get_pred_list_criteria(DetList, PredCritList) },
		    generate_monitor(FileName, pc(PredCritList), "pred")
		;
		    io__write_string("File does not exist\n")
		 ))
	;
	     print("*** generate_pred_cov take a mercury file name as input\n")
    ).

%-----------------------------------------------------------------------%
%-----------------------------------------------------------------------%

:- pred get_pred_list_criteria(list(proc_det)::in, list(pred_crit)::out)
        is det.
get_pred_list_criteria(DetList, PredCritList) :-
	map(pred_to_pred_crit, DetList, PredCritList).

:- pred pred_to_pred_crit(proc_det::in, pred_crit::out) is det.
pred_to_pred_crit((Mod0-Pred0) - Det, pc(Mod, Pred, PortList)) :-
	( remove_suffix(Mod0, ".m", Mod1) -> Mod = Mod1 ; Mod = Mod0 ),
	( sub_string_search(Pred0, "__", Int) ->
		Pred = string__right(Pred0, length(Pred0) - (Int+2))
	;
		Pred = Pred0
	),
	det_to_port_list(Det, PortList).


Into the paranormal world: While regaining his strength, a horse shifter must accept the inevitability of change in order to dream of a brighter future.

Baron and his friend plan a coup, staged in hopes of a better future, but it all goes horribly wrong. He is caught, and his friend is killed. When Baron refuses to rat out his buddy’s wife and daughter’s location, he’s tortured for his silence. Left hanging in his chains for several days, Baron expects death. Instead, he’s rescued by a stranger who assures him that his friend’s loved ones are well. Baron asks to be taken to them and ends up at the estate of a gargoyle clutch. Baron’s surprise is compounded when Conchlin walks in with his evening meal…and Baron recognizes the small, bright-orange gargoyle as his mate. While Baron wants the man, he doesn’t think he can give Conchlin everything he needs to complete their bond. Before Baron has even had a chance to heal and find out, Conchlin’s past comes back to haunt him, putting their mating in jeopardy. Baron realizes it’s not all about him. Will standing beside Conchlin and supporting him through adversity be enough for them to find their future together?

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Glutathione alleviates the cadmium exposure-caused porcine oocyte meiotic defects via eliminating the excessive ROS.
Heavy metal cadmium (Cd) is a widespread environmental contaminant with a potential toxicity that might adversely influence the health of experimental animals and humans. It has been known that Cd might accumulate in vertebrates for many years and thus leads to the hepatic and renal toxicity. Additionally, Cd concentration in the ovary increases with age and is highly related to the reproductive hazard. However, the underlying mechanisms regarding how Cd affects the female reproductive system especially the oocyte quality have not yet fully defined. Here, we reported that Cd exposure led to the defective nuclear maturation of oocytes via the impairment of cytoskeleton assembly, displaying the aberrant spindle organization, chromosome alignment and actin polymerization. In the meantime, Cd exposure caused the impaired cytoplasmic maturation by showing the disrupted dynamics of mitochondrial integrity and cortical granules, and thereby resulting in the compromised sperm binding ability and fertilization capacity of oocytes. More importantly, we found that glutathione (GSH) supplementation was able to recover the meiotic failure induced by Cd exposure through suppressing the excessive ROS level, DNA damage accumulation and apoptotic incidence. Taken together, our findings demonstrate that Cd exposure has the adverse effects on the oocyte meiotic maturation as well as subsequent fertilization, and provide a potential effective strategy to improve the quality of Cd-exposed oocytes.


I got referred by my EAP Plan. Dr. Grenados was helpful and gave me lots of good recommendations to follow. I went for 5 sessions and will go back if my sessions are extended.

Was this review helpful to you?

Message from Dr. Regina Granados

Experienced, Compassionate, Caring Psychological Services for Young Children and Families. Dr. Granados treats children 2-6 years of age. She has a special interest in Speech Delays, Autism, and Developmental Disabilities. Visit her webiste to learn more about her services. Her clinic in conveniently located in Folsom (near Sacramento, Roseville, and El Dorado Hills).

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SU6668 inhibits Flk-1/KDR and PDGFRbeta in vivo, resulting in rapid apoptosis of tumor vasculature and tumor regression in mice.
SU6668 is a small molecule inhibitor of the angiogenic receptor tyrosine kinases Flk-1/KDR, PDGFRbeta, and FGFR1. In mice, SU6668 treatment resulted in regression or growth arrest of all large established human tumor xenografts examined associated with loss of tumor cellularity. The events underlying loss of tumor cellularity were elucidated in detail in several tumor models. SU6668 treatment induced apoptosis in tumor microvessels within 6 h of the initiation of treatment. Dose-dependent decreases in tumor microvessel density were observed within 3 days of the first treatment. These changes were accompanied by decreased tumor cell proliferation and increased tumor cell apoptosis. Rapid increases in VEGF transcript levels were seen, consistent with the induction of tumor hypoxia. Using Western blot analyses, we determined that these in vivo antiangiogenic and proapoptotic effects of SU6668 occur at doses comparable to those required to inhibit Flk-1/KDR and PDGFRbeta phosphorylation in tumors. Potent, dose-dependent inhibition of Flk-1/KDR activity in vivo was independently demonstrated using vascular permeability as a readout. These data demonstrate that SU6668-induced inhibition of angiogenic receptor tyrosine kinase activity in vivo is associated with rapid vessel killing in tumors, leading to broad and potent antitumor effects.


70 F.3d 129
NOTICE: Federal Circuit Local Rule 47.6(b) states that opinions and orders which are designated as not citable as precedent shall not be employed or cited as precedent.  This does not preclude assertion of issues of claim preclusion, issue preclusion, judicial estoppel, law of the case or the like based on a decision of the Court rendered in a nonprecedential opinion or order.Juanito C. ESLAVA, Petitioner,v.OFFICE OF PERSONNEL MANAGEMENT, Respondent.
No. 95-3375.
United States Court of Appeals, Federal Circuit.
Nov. 8, 1995.

Before LOURIE, CLEVENGER, and SCHALL, Circuit Judges.
DECISION
PER CURIAM.

1
Juanito C. Eslava petitions for review of the March 1, 1995 final decision of the Merit Systems Protection Board, Docket No. SE0831940692-I-1, sustaining a decision of the Office of Personnel Management ("OPM").  In its decision, OPM determined that Eslava was not entitled to a retirement annuity under the Civil Service Retirement Act ("CSRA").  Because Eslava has not demonstrated any error in the board's decision, we affirm.

DISCUSSION

2
In March 1958, Eslava received an indefinite, excepted service appointment as a Clerk-Typist in the Department of the Navy.  The Notification of Personnel Action form documenting the appointment indicated that the appointment was not subject to the CSRA.  In June 1986, following a series of reassignments and promotions, Eslava took mandatory retirement from the position of Supervisory Supply Technician.  He then requested a retirement annuity, which OPM denied on April 5, 1988.  OPM determined that Eslava did not have five years creditable service and had not worked in a position covered by the CSRA.  Eslava sought reconsideration of the decision, and on April 20, 1989 OPM affirmed its denial of Eslava's application.  Eslava appealed to the board.

3
Eslava's appeal to the board was filed more than five years after OPM's reconsideration decision;  however, the Administrative Judge ("AJ") found good cause for the untimely filing.  On the merits, the AJ found that Eslava received a single, indefinite appointment in the excepted service.  The AJ further determined that there was no evidence that Eslava was ever covered by the CSRA.  Accordingly, the AJ affirmed OPM's reconsideration decision.  The AJ's initial decision became the final decision of the board when it denied Eslava's petition for review.  See 5 C.F.R. Sec. 1201.113 (1995).  This appeal followed.

4
The scope of our review of a board decision is limited to determining whether it is (1) arbitrary, capricious, an abuse of discretion, or otherwise not in accordance with law;  (2) obtained without procedures required by law, rule, or regulation having been followed;  or (3) unsupported by substantial evidence.  5 U.S.C. Sec. 7703(c) (1994).  Substantial evidence is "such relevant evidence as might be accepted by a reasonable mind as adequate to support the conclusion reached."  Hayes v. Department of the Navy, 727 F.2d 1535, 1537 (Fed.Cir.1984).

5
On appeal, Eslava argues that the board erred in finding that he served pursuant to a single, indefinite appointment in the excepted service.  We disagree with Eslava's contention.  The board's finding that all of Eslava's service was pursuant to a single, indefinite excepted service appointment is supported by substantial evidence.  Eslava's employment records indicated that he was in the excepted service, not the competitive service, throughout his federal employment.  There is no evidence that his pay was ever subject to CSRA deductions.  In addition, Eslava's employment records consistently indicated that he was not covered by the CSRA, identifying his coverage as "none" or "other."   Eslava points to no probative evidence in the record to the contrary.

6
Because the board did not err in finding that Eslava served under a single, indefinite appointment in the excepted service, it also did not err in determining that none of Eslava's service was covered by the CSRA.  See Rosete v. Office of Personnel Management, 48 F.3d 514, 519 (Fed.Cir.1995) (OPM may properly exclude indefinite appointments made after January 23, 1955 from CSRA coverage pursuant to 5 C.F.R. Sec. 831.201(a)(13)).

7
We have considered Eslava's remaining arguments, including his contention that the board should have applied 5 U.S.C. Sec. 8338(a), but find them unpersuasive.  We therefore affirm the board's decision.


/*
 * Licensed to the Apache Software Foundation (ASF) under one or more
 * contributor license agreements.  See the NOTICE file distributed with
 * this work for additional information regarding copyright ownership.
 * The ASF licenses this file to You under the Apache License, Version 2.0
 * (the "License"); you may not use this file except in compliance with
 * the License.  You may obtain a copy of the License at
 *
 *      http://www.apache.org/licenses/LICENSE-2.0
 *
 * Unless required by applicable law or agreed to in writing, software
 * distributed under the License is distributed on an "AS IS" BASIS,
 * WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied.
 * See the License for the specific language governing permissions and
 * limitations under the License.
 */
package org.apache.jackrabbit.oak.benchmark;

import javax.jcr.Node;
import javax.jcr.RepositoryException;
import javax.jcr.security.AccessControlManager;
import javax.jcr.security.Privilege;

import org.apache.jackrabbit.oak.spi.security.principal.EveryonePrincipal;

/**
 * Concurrently reads random items from the deep tree where every 10th node is
 * access controlled.
 */
public class ConcurrentReadAccessControlledTreeTest extends ConcurrentReadDeepTreeTest {

    int counter = 0;

    public ConcurrentReadAccessControlledTreeTest(
            boolean runAsAdmin, int itemsToRead, boolean doReport) {
        super(runAsAdmin, itemsToRead, doReport);
    }

    @Override
    protected void visitingNode(Node node, int i) throws RepositoryException {
        super.visitingNode(node, i);
        String path = node.getPath();
        if (!path.contains("rep:policy")) {
            AccessControlManager acMgr = node.getSession().getAccessControlManager();
            Privilege[] privileges = new Privilege[] {
                    acMgr.privilegeFromName(Privilege.JCR_READ),
                    acMgr.privilegeFromName(Privilege.JCR_READ_ACCESS_CONTROL)
            };
            if (++counter == 10) {
                addPolicy(acMgr, node, privileges, EveryonePrincipal.getInstance());
                counter = 0;
            }
        }
    }
}


Lingual antimicrobial peptide and IL-8 expression are oppositely regulated by the antagonistic effects of NF-κB p65 and C/EBPβ in mammary epithelial cells.
Pathogen contact induces quickly in Mammary Epithelial Cells (MEC) the expression of the proinflammatory cytokine IL-8 and delayed that of the bactericidal β-defensin LAP. Both genes encoding these factors feature on their proximal promoter a composite NF-κB/CEBP binding site. We compare here in MEC the role of NF-κB and C/EBP factors in regulating basal and pathogen-induced expression of both genes from cattle. Abrogating NF-κB binding to that site by introduction of a single point mutation blocks promoter activity of both genes in reporter gene assays. Chromatin accessibility PCR and Chromatin immunoprecipitation reveal that the chromatin of the resting LAP promoter is tightly packed and NF-κB p50 homodimer binding prevails. Infection results in chromatin decompaction accompanied by predominant recruitment of NF-κB p65 for promoter activation. Overexpression of transcription factors confirms a stimulatory role of NF-κB p65 but also a repressive function of C/EBPβ for LAP promoter activity. These factors reverse roles to control IL-8 expression. NF-κB p65 homodimers already reside on the resting IL-8 promoter and induction recruits NF-κB p50. Overexpression of both NF-κB factors represses the promoter in MEC, but not in HEK293 cells. Inhibitors of NF-κB activation and nuclear recruitment both tremendously increase basal and pathogen stimulated IL-8 mRNA concentrations in MEC. Mutation of the C/EBP-binding site blocks and overexpression of C/EBPβ stimulates IL-8-promoter activity. Thus, the pathogen-induced fast activation of diverse transcription factors acting through a common promoter binding site is gene specifically differentiated into opposite functional significance for swiftly (IL-8) or slowly (LAP) induced genes in MEC.


20 Feb Quotes from The Art Spirit: Notes, Articles, Fragments of Letters and Talks to Students, Bearing on the Concept and Technique of Picture Making, the Study of Art

I have no sympathy with the belief that art is the restricted province of those who paint, sculpt, make music and verse. I hope we will come to an understanding that the material used is only incidental, that there is artist in every man; and that to him the possibility of development and of expression and the happiness of creation is as much a right and as much a duty to himself, as to any of those who work in the especially ticketed ways.


Most recent review

"We booked with Touchstone last minute as we were driving to Taos, so we had no idea what to expect. It was a wonderful surprise. This is a lovely B&B right outside downtown Taos on a beautiful piece of land. Every room is decorated with an artist's touch (including hand-painted sinks in t..."

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"This place is wonderful if you want to get away and really experience Taos. There is no TV or phone in the room which I liked. The house it's self is quaint and charming. Easy walk to the galleries or shopping district. The breakfast is amazing and plentiful. Would recommend to friends and fa..."


set(COMPONENT_SRCS "app_main.c")
set(COMPONENT_ADD_INCLUDEDIRS ".")

register_component()


Q:

Is it possible to chain event listeners in Android?

I have an activity which contains QuickContactBadges. I'm looking for a way to either chain event listeners on the QuickContactBadge, or to call the default listener from within an override.
Specifically, what I am looking to do is have the QuickContactBadge, when clicked to show the QuickContact card, and then to setResult and finish, to close my activity.
So either I want to add a second listener to the badge in addition to the default one, or implement something like the following:
bdg.setOnClickListener(new View.OnClickListener() {
    public void onClick(View view) {
        QuickContactBadge bdg = (QuickContactBadge) view;
        bdg.base.onClick();  // PSEUDO-CODE LINE
        setResult(RESULT_CANCELED, null);
        finish();
    }
});

Are either of these methods possible, or is there some other way I should be doing this?

A:

Well, the answer to what I was trying to do was not actually in an event listener at all.
The key to getting my activity to close when the QuickBadge is clicked was to add android:noHistory="true" to the activity definition in the application manifest file.
Though, it would still be interesting to know yes/no if there is a way to chain event listeners.


Coupled hydrodynamic model for laser-plasma interaction and hot electron generation.
We present a formulation of the model of laser-plasma interaction (LPI) at hydrodynamical scales that couples the plasma dynamics with linear and nonlinear LPI processes, including the creation and propagation of high-energy electrons excited by parametric instabilities and collective effects. This formulation accounts for laser beam refraction and diffraction, energy absorption due to collisional and resonant processes, and hot electron generation due to the stimulated Raman scattering, two-plasmon decay, and resonant absorption processes. Hot electron (HE) transport and absorption are described within the multigroup angular scattering approximation, adapted for transversally Gaussian electron beams. This multiscale inline LPI-HE model is used to interpret several shock ignition experiments, highlighting the importance of target preheating by HEs and the shortcomings of standard geometrical optics when modeling the propagation and absorption of intense laser pulses. It is found that HEs from parametric instabilities significantly increase the shock pressure and velocity in the target, while decreasing its strength and the overall ablation pressure.


Q:

Best way to declare member functions in a hpp file that point to an existing memory address

Due to changes in the MVSC x86/x64 compiler, I cannot use __asm(jmp addr) to perform direct functions via the memory address in the project.
For non-member functions, this Q&A did the trick: replace inline assembly tailcall function epilogue with Intrinsics for x86/x64 msvc
But for member functions, I now need an alternative; it must be pointed out that this is also required for constructors and deconstructors, as well as for functions of the same name for which my variant does not work. Of course, suggestions for improvement are also welcome, and yes, I only have the memory address, so there is no other way to call it up.
zstring.hpp:
#pragma once

#include <string>
#include "../asmjmp.h"

int __cdecl operator==(class zSTRING const &, char const * const);
int __cdecl operator==(class zSTRING const &, class zSTRING const &);

class zSTRING
{
public:
    zSTRING() {
        __asm( jmp 0x00402AF0);
    }

    zSTRING(zSTRING const &) {
        __asm( jmp 0x00416500);
    }

    ~zSTRING() {
         __asm( jmp 0x00401160);
    }

   int Overwrite(unsigned int, class zSTRING const &) {
        __asm( jmp 0x0046B6A0);
    }

    int Overwrite(string) {
        __asm( jmp 0x0046B6FF);
    }

    int Insert(unsigned int, class zSTRING const &) {
        __asm( jmp 0x0046B400);
    }

    /* My Variant: */
    int (*Insert)(unsigned int, class zSTRING const &) = ((int(*)(unsigned int, class zSTRING const &))0x0046B400);

    int Delete(class zSTRING const &, enum zTSTR_KIND) {
        __asm( jmp 0x0046BCF0);
    }

    /* My Variant: */
    int (*Delete)(class zSTRING const &, enum zTSTR_KIND) = ((int(*)(class zSTRING const &, enum zTSTR_KIND))0x0046BCF0);

    char * ToChar() const
    {
        __asm( jmp 0x004639D0);
    }

    zSTRING Copied(unsigned int, unsigned long) const
    {
        __asm( jmp 0x0046C170);
    }

    zSTRING &operator+=(char const *) {
        __asm( jmp 0x0067A7B0);
    }

    /* My Variant (without knowing if it would work): */
    zSTRING (*&operator+=)(char const *) = ((zSTRING (*)(char const *))0x0067A7B0);

    char & operator[](unsigned int) {
        __asm( jmp 0x00445A20);
    }

    /* My Variant (without knowing if it would work): */
    char & (operator[])(unsigned int) = ((char &(*)(unsigned int))0x00445A20);
};

A:

if you want that some function containing single jmp instruction to some address - you need declare it with __declspec(dllimport) (this is Microsoft Specific and work only for CL compiler but think another compilers have equvalent syntax). say for example
void __declspec(dllimport) TrimLeft(char);

in case you ned this for all member functions in class - declare all class with this:
class __declspec(dllimport) zSTRING
{
    zSTRING();
    // .. more declarations
};

this will have effect on all not virtual member functions and static data member for class like it declared with __declspec(dllimport)
when function declared with __declspec(dllimport) compiler declared extern pointer variable:
extern void* __imp___FUNCDNAME__;

where __FUNCDNAME__ is decorated name of function + __imp_ prefix; and every time when you call such function compiler generate call __imp___FUNCDNAME__ instruction (after pass function arguments to registers or stack). with Edit and Continue options compiler usually generate less optimized code:
call func
func:
jmp __imp___FUNCDNAME__ ; exactly what you try - single jmp in function body

which is by fact equivalent to single call __imp___FUNCDNAME__
now obvious that for every imported functions void* __imp___FUNCDNAME__ must be somewhere defined and containing real function address. otherwise you got well known linker error LNK2001: unresolved external symbol
usually we use LIB file where exactly defined __imp___FUNCDNAME__ symbols - in this case linker put all this __imp_* variable in IAT section of PE and describe it in import section. as result loader assign correct address for every __imp___FUNCDNAME__ when load your image.
if you try import this functions from some DLL and this DLL export this functions - you must have LIB file for this. even if you have no LIB - you can easy create you yourself - create separate project with output file name exactly match to dll name from which you will call code and "implement" all this functions with __declspec(dllexport) for every single function or class. implementation of every function -  can be empty or single return 0; - really when we build lib - it not containing any code (as result implementation can be fake/empty). it containing exactly function names and dll name (because this output file name for project must be exactly dll name. but say project target - exe or dll - does not matter). in general - this must look like:
void __declspec(dllexport) TrimLeft(char)
{
}

class __declspec(dllexport) zSTRING
{
public:
    zSTRING()
    {

    }

    int Overwrite(unsigned int, class zSTRING const &)
    {
        return 0;
    }
    //...
};

you easy build this code and got LIB file (import library) all what you need.
in case this functions not exported - unclear from where you got addresses, but in any case - this can not be hard-coded absolute addresses. you can in extreme case use hard-coded RVA from DLL... in any case if this functions not exported - you need yourself define all __imp___FUNCDNAME__ yourself. and yourself assign correct function addresses for it at begin.
because __FUNCDNAME__ usually containing illegal for C/C++ symbols - you will be need declare it in asm, something like:
_BSS segment

__imp_?TrimLeft@@YAXD@Z DQ ?
__imp_??0zSTRING@@QEAA@XZ DQ ?
__imp_??1zSTRING@@QEAA@XZ DQ ?
__imp_??0zSTRING@@QEAA@AEBV0@@Z DQ ?
__imp_?Insert@zSTRING@@QEAAHIAEBV1@@Z DQ ?

public __imp_?TrimLeft@@YAXD@Z
public __imp_??0zSTRING@@QEAA@XZ
public __imp_??1zSTRING@@QEAA@XZ
public __imp_??0zSTRING@@QEAA@AEBV0@@Z
public __imp_?Insert@zSTRING@@QEAAHIAEBV1@@Z

_BSS ends

and implement function for resolve import yourself
resolveimport proc

    lea rax,[rcx + rva_1]
    mov __imp_?TrimLeft@@YAXD@Z,rax

    lea rax,[rcx + rva_2]
    mov __imp_??0zSTRING@@QEAA@XZ,rax

    ;...

    ret

resolveimport endp

say you call resolveimport from c++ code with address of dll - resolveimport(LoadLibraryW(L"my.dll"));