|
Lab1
|
#include <MK70F12.h>
Data Fields | |
| uint32_t | CR |
| uint32_t | ES |
| uint8_t | RESERVED_0 [4] |
| uint32_t | ERQ |
| uint8_t | RESERVED_1 [4] |
| uint32_t | EEI |
| uint8_t | CEEI |
| uint8_t | SEEI |
| uint8_t | CERQ |
| uint8_t | SERQ |
| uint8_t | CDNE |
| uint8_t | SSRT |
| uint8_t | CERR |
| uint8_t | CINT |
| uint8_t | RESERVED_2 [4] |
| uint32_t | INT |
| uint8_t | RESERVED_3 [4] |
| uint32_t | ERR |
| uint8_t | RESERVED_4 [4] |
| uint32_t | HRS |
| uint8_t | RESERVED_5 [200] |
| uint8_t | DCHPRI3 |
| uint8_t | DCHPRI2 |
| uint8_t | DCHPRI1 |
| uint8_t | DCHPRI0 |
| uint8_t | DCHPRI7 |
| uint8_t | DCHPRI6 |
| uint8_t | DCHPRI5 |
| uint8_t | DCHPRI4 |
| uint8_t | DCHPRI11 |
| uint8_t | DCHPRI10 |
| uint8_t | DCHPRI9 |
| uint8_t | DCHPRI8 |
| uint8_t | DCHPRI15 |
| uint8_t | DCHPRI14 |
| uint8_t | DCHPRI13 |
| uint8_t | DCHPRI12 |
| uint8_t | DCHPRI19 |
| uint8_t | DCHPRI18 |
| uint8_t | DCHPRI17 |
| uint8_t | DCHPRI16 |
| uint8_t | DCHPRI23 |
| uint8_t | DCHPRI22 |
| uint8_t | DCHPRI21 |
| uint8_t | DCHPRI20 |
| uint8_t | DCHPRI27 |
| uint8_t | DCHPRI26 |
| uint8_t | DCHPRI25 |
| uint8_t | DCHPRI24 |
| uint8_t | DCHPRI31 |
| uint8_t | DCHPRI30 |
| uint8_t | DCHPRI29 |
| uint8_t | DCHPRI28 |
| uint8_t | RESERVED_6 [3808] |
| struct { | |
| uint32_t SADDR | |
| uint16_t SOFF | |
| uint16_t ATTR | |
| union { | |
| uint32_t NBYTES_MLNO | |
| uint32_t NBYTES_MLOFFNO | |
| uint32_t NBYTES_MLOFFYES | |
| } | |
| uint32_t SLAST | |
| uint32_t DADDR | |
| uint16_t DOFF | |
| union { | |
| uint16_t CITER_ELINKNO | |
| uint16_t CITER_ELINKYES | |
| } | |
| uint32_t DLAST_SGA | |
| uint16_t CSR | |
| union { | |
| uint16_t BITER_ELINKNO | |
| uint16_t BITER_ELINKYES | |
| } | |
| } | TCD [32] |
DMA - Peripheral register structure
| uint16_t DMA_MemMap::ATTR |
TCD Transfer Attributes, array offset: 0x1006, array step: 0x20
| uint16_t DMA_MemMap::BITER_ELINKNO |
TCD Beginning Minor Loop Link, Major Loop Count (Channel Linking Disabled), array offset: 0x101E, array step: 0x20
| uint16_t DMA_MemMap::BITER_ELINKYES |
TCD Beginning Minor Loop Link, Major Loop Count (Channel Linking Enabled), array offset: 0x101E, array step: 0x20
| uint8_t DMA_MemMap::CDNE |
Clear DONE Status Bit Register, offset: 0x1C
| uint8_t DMA_MemMap::CEEI |
Clear Enable Error Interrupt Register, offset: 0x18
| uint8_t DMA_MemMap::CERQ |
Clear Enable Request Register, offset: 0x1A
| uint8_t DMA_MemMap::CERR |
Clear Error Register, offset: 0x1E
| uint8_t DMA_MemMap::CINT |
Clear Interrupt Request Register, offset: 0x1F
| uint16_t DMA_MemMap::CITER_ELINKNO |
TCD Current Minor Loop Link, Major Loop Count (Channel Linking Disabled), array offset: 0x1016, array step: 0x20
| uint16_t DMA_MemMap::CITER_ELINKYES |
TCD Current Minor Loop Link, Major Loop Count (Channel Linking Enabled), array offset: 0x1016, array step: 0x20
| uint32_t DMA_MemMap::CR |
Control Register, offset: 0x0
| uint16_t DMA_MemMap::CSR |
TCD Control and Status, array offset: 0x101C, array step: 0x20
| uint32_t DMA_MemMap::DADDR |
TCD Destination Address, array offset: 0x1010, array step: 0x20
| uint8_t DMA_MemMap::DCHPRI0 |
Channel n Priority Register, offset: 0x103
| uint8_t DMA_MemMap::DCHPRI1 |
Channel n Priority Register, offset: 0x102
| uint8_t DMA_MemMap::DCHPRI10 |
Channel n Priority Register, offset: 0x109
| uint8_t DMA_MemMap::DCHPRI11 |
Channel n Priority Register, offset: 0x108
| uint8_t DMA_MemMap::DCHPRI12 |
Channel n Priority Register, offset: 0x10F
| uint8_t DMA_MemMap::DCHPRI13 |
Channel n Priority Register, offset: 0x10E
| uint8_t DMA_MemMap::DCHPRI14 |
Channel n Priority Register, offset: 0x10D
| uint8_t DMA_MemMap::DCHPRI15 |
Channel n Priority Register, offset: 0x10C
| uint8_t DMA_MemMap::DCHPRI16 |
Channel n Priority Register, offset: 0x113
| uint8_t DMA_MemMap::DCHPRI17 |
Channel n Priority Register, offset: 0x112
| uint8_t DMA_MemMap::DCHPRI18 |
Channel n Priority Register, offset: 0x111
| uint8_t DMA_MemMap::DCHPRI19 |
Channel n Priority Register, offset: 0x110
| uint8_t DMA_MemMap::DCHPRI2 |
Channel n Priority Register, offset: 0x101
| uint8_t DMA_MemMap::DCHPRI20 |
Channel n Priority Register, offset: 0x117
| uint8_t DMA_MemMap::DCHPRI21 |
Channel n Priority Register, offset: 0x116
| uint8_t DMA_MemMap::DCHPRI22 |
Channel n Priority Register, offset: 0x115
| uint8_t DMA_MemMap::DCHPRI23 |
Channel n Priority Register, offset: 0x114
| uint8_t DMA_MemMap::DCHPRI24 |
Channel n Priority Register, offset: 0x11B
| uint8_t DMA_MemMap::DCHPRI25 |
Channel n Priority Register, offset: 0x11A
| uint8_t DMA_MemMap::DCHPRI26 |
Channel n Priority Register, offset: 0x119
| uint8_t DMA_MemMap::DCHPRI27 |
Channel n Priority Register, offset: 0x118
| uint8_t DMA_MemMap::DCHPRI28 |
Channel n Priority Register, offset: 0x11F
| uint8_t DMA_MemMap::DCHPRI29 |
Channel n Priority Register, offset: 0x11E
| uint8_t DMA_MemMap::DCHPRI3 |
Channel n Priority Register, offset: 0x100
| uint8_t DMA_MemMap::DCHPRI30 |
Channel n Priority Register, offset: 0x11D
| uint8_t DMA_MemMap::DCHPRI31 |
Channel n Priority Register, offset: 0x11C
| uint8_t DMA_MemMap::DCHPRI4 |
Channel n Priority Register, offset: 0x107
| uint8_t DMA_MemMap::DCHPRI5 |
Channel n Priority Register, offset: 0x106
| uint8_t DMA_MemMap::DCHPRI6 |
Channel n Priority Register, offset: 0x105
| uint8_t DMA_MemMap::DCHPRI7 |
Channel n Priority Register, offset: 0x104
| uint8_t DMA_MemMap::DCHPRI8 |
Channel n Priority Register, offset: 0x10B
| uint8_t DMA_MemMap::DCHPRI9 |
Channel n Priority Register, offset: 0x10A
| uint32_t DMA_MemMap::DLAST_SGA |
TCD Last Destination Address Adjustment/Scatter Gather Address, array offset: 0x1018, array step: 0x20
| uint16_t DMA_MemMap::DOFF |
TCD Signed Destination Address Offset, array offset: 0x1014, array step: 0x20
| uint32_t DMA_MemMap::EEI |
Enable Error Interrupt Register, offset: 0x14
| uint32_t DMA_MemMap::ERQ |
Enable Request Register, offset: 0xC
| uint32_t DMA_MemMap::ERR |
Error Register, offset: 0x2C
| uint32_t DMA_MemMap::ES |
Error Status Register, offset: 0x4
| uint32_t DMA_MemMap::HRS |
Hardware Request Status Register, offset: 0x34
| uint32_t DMA_MemMap::INT |
Interrupt Request Register, offset: 0x24
| uint32_t DMA_MemMap::NBYTES_MLNO |
TCD Minor Byte Count (Minor Loop Disabled), array offset: 0x1008, array step: 0x20
| uint32_t DMA_MemMap::NBYTES_MLOFFNO |
TCD Signed Minor Loop Offset (Minor Loop Enabled and Offset Disabled), array offset: 0x1008, array step: 0x20
| uint32_t DMA_MemMap::NBYTES_MLOFFYES |
TCD Signed Minor Loop Offset (Minor Loop and Offset Enabled), array offset: 0x1008, array step: 0x20
| uint32_t DMA_MemMap::SADDR |
TCD Source Address, array offset: 0x1000, array step: 0x20
| uint8_t DMA_MemMap::SEEI |
Set Enable Error Interrupt Register, offset: 0x19
| uint8_t DMA_MemMap::SERQ |
Set Enable Request Register, offset: 0x1B
| uint32_t DMA_MemMap::SLAST |
TCD Last Source Address Adjustment, array offset: 0x100C, array step: 0x20
| uint16_t DMA_MemMap::SOFF |
TCD Signed Source Address Offset, array offset: 0x1004, array step: 0x20
| uint8_t DMA_MemMap::SSRT |
Set START Bit Register, offset: 0x1D


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Issue: WITH-STANDARD-IO-SYNTAX-READTABLEReferences: CLtL2 pp.565-6
Related issues: DATA-IO
Category: CLARIFICATION
Edit history: Version 1, 29-Nov-90, by Haflich
Version 2, 08-Apr-90, by Pitman
(add newly worded proposal from meeting)
Status: X3J13 passed option X3J13-MAR-91 on vote of 11-1, March 1991.
Problem description:
Proposal DATA-IO:ADD-SUPPORT passed in June 89 added the new macro
WITH-STANDARD-IO-SYNTAX which executes a body with all the read/print
special variables bound to known values. All the prescribed binding
values are immutable objects except for *READTABLE*, which is required
to be bound to "the standard readtable."
Not addressed was the question what happens if someone modifies the
readtable inside the body, or captures the value and modifies it
later.
If "the standard readtable" were the implementation's special copy of
the initial readtable, modifying this readtable would have the
unfortunate effect of breaking the defined behaviour of COPY-READTABLE
as a way of obtaining a fresh copy of the standard readtable.
If "the standard readtable" provided by the macroexpansion were a
single reusable copy of the standard readtable, COPY-READTABLE would
be safe, but the readtable seen successive calls to expansions of the
macro would not necessarily be the standard readtable.
If "the standard readtable" were a fresh copy of the standard
readtable obtained from COPY-READTABLE, there would be no surprises,
but the cost of consing readtables would be a disincentive to using
WITH-STANDARD-IO-SYNTAX where performance was important.
Other implementation strategies could be considered -- for example, a
readtable could record whether they have ever been modified, and entry
to WITH-STANDARD-IO-SYNTAX would create a fresh copy only if the
previously copy had been modified. But even this wouldn't be safe if
someone captured the readtable and modified it later after the
readtable had been reused for a later execution of a
WITH-STANDARD-IO-SYNTAX expansion.
Proposal (WITH-STANDARD-IO-SYNTAX-READTABLE:X3J13-MAR-91):
Specify that results are undefined if the standard readtable is modified.
Clarify that the `standard readtable' (the one copied by COPY-READTABLE
when it is given a NIL argument, or the one to which *READTABLE* is bound
by WITH-STANDARD-IO-SYNTAX) must not be the same as the `initial readtable'
(the one to which *READTABLE* is initially bound when Lisp starts).
Proposal (WITH-STANDARD-IO-SYNTAX-READTABLE:DISALLOW-MODIFICATION):
Specify that results are undefined if the readtable object provided by
WITH-STANDARD-IO-SYNTAX is modified.
Rationale:
This is ackowledgement of the status quo and makes explicit a
limitation of WITH-STANDARD-IO-SYNTAX which would not otherwise
be obvious to users.
Current practice:
It's unclear anyone actually implements WITH-STANDARD-IO-SYNTAX.
It's even more unclear anyone actually uses it.
It's highly unlikely anyone has ever yet written code that modifies
a readtable inside the body.
Does Genera's WITH-STANDARD-IO-ENVIRONMENT deal with this issue?
Cost to Implementors:
If ALLOW is adopted there will be some annoying changes required to
readtable implementation and readtable modifying functions if
implementors want to avoid ther overhead of copying a new readtable at
every entry to a WITH-STANDARD-IO-SYNTAX expansion.
Cost to Users:
None, assuming no user has yet violated the restriction. User code
that needs to modify a readtable is free to make an explicit copy,
but no other code needs pay the price.
Cost of non-adoption:
This is only a clarification. Modifying the readtable inside
WITH-STANDARD-IO-SYNTAX will continue to have undetermined effects
anyway.
Performance impact:
None.
Benefits:
Another X3J13-introduced crack in the language is caulked.

Discussion:
Haflich recommends adoption.


Herbert challenges your ability to see patterns and create algorithms to produce these patterns.
This Match 2 of the Imagine Cup 2008 Algorithm Invitational contest consists of 25 levels. On each level there are some white buttons; to "solve" a level you must press all the white buttons. To press the buttons, you have at your disposal a programmable robot named Herbert. You must program Herbert, in a language called “h”, to press all the white buttons while avoiding obstacles such as walls and gray buttons (walls block Herbert's path and gray buttons will reset any previously pressed white buttons to their unpressed state). You are only allotted a certain number of "bytes" (a unit of program size) per level; your program must use no more than this number of bytes. This last restriction is not too stringent for the earlier levels where the goal is to simply write a program that works. However, you will find that your program must be small and cleanly designed in order to complete the higher levels. On each level, points are awarded for each white button pressed, a bonus is awarded for solving the level, and extra points are awarded for those solutions that use less than the allotted maximum number of bytes.
Herbert is programmed in a simple but powerful language called “h”. “h” contains elements of traditional high-level languages: statements, procedures, parameters, arguments, and recursion. However, “h” is syntactically more simple, and contains some concepts (procedural arguments) that are not found in traditional languages.
Here are the basic elements of “h”:
<procedure definition> : : <main procedure>
Here is a short tutorial to get you familiar with “h” and with Herbert. First, make sure that your system is able to run Herbert with all of its functionality. See help for more information on minimum systems requirements and required security settings. Next, click here to run a practice version of Herbert. You can now follow along in the tutorial by both writing programs yourself, and checking them against the examples given, or by copying and pasting the examples from this page into Herbert to see how they work.
In this tutorial we'll learn how to program in "h" by writing a program that makes Herbert go around in a square. We'll start out with a simple solution and then show how procedures and parameters can be used to simplify and/or generalize the solution.
Our first task is to program Herbert to go around in a square 5 units per edge, and then end in the same position and facing the same direction in which he started.
The tutorial consists of a single level (level 0) which is free of buttons and obstructions. Go to the Options menu, turn on "trace", and make sure "Path" is enabled, so you can better see what your program is doing. At any time during this tutorial, feel free to adjust Herbert's speed by using the scroll bar on the bottom of the Herbert window. To watch a program more carefully, you may halt it at any time by choosing "Halt" from the "Run" menu, pressing the Halt (Pause) toolbar button, or simply clicking anywhere in the text area. You can also place a vertical bar "|" (a breakpoint) at the point in the program where you want it to stop. Once the program is halted, you can start stepping through the program one command at a time ("Step" in the "Run" menu or on the toolbar), resume execution ("Resume"), or reset Herbert to his starting position ("Reset").
Type the following into the program text area:
sssssrsssssrsssssrsssssr
Now choose "Go" from the "Run" menu. Note that "s" makes Herbert go forward one unit, while "r" makes him turn one-quarter turn to the right. As you might guess, "l" (the letter "ell") would make him turn one-quarter turn to the left. These three commands are the only ones Herbert understands.
Now reset Herbert by choosing "Reset" from the "Run" menu (or simply go ahead and edit the program; Herbert will be automatically reset on your first edit) and try:
a:sssssr aaaa
Here you've defined a procedure called "a", which does "sssssr" whenever called. By calling it four times in a row, this is effectively the same as the first example, but it's a smaller program; 11 bytes versus 24. Any single lowercase letter is legal as a procedure name (except for "s", "r", and "l" which already mean something to Herbert).
Even simpler is:
a:sssssra a
Here "a" does "sssssr" as before, and then calls itself (which then does "sssssr" and calls itself ...). When a procedure calls itself, this is called "recursion". This example is an infinite recursion; Herbert doesn't stop when he's done with the square. There is no problem with this in itself, since Herbert has an infinite stack, but you can stop him if you want by choosing "Halt" on the "Run" menu. You may wish to limit the depth of the recursion in the program itself if, for instance, you wanted him to do something else after he's gone around in a square. To do this you must use a parameter:
a(A):sssssra(A-1) a(4)
Parameters are always single uppercase letters. When a procedure with parameters is called, you must supply "arguments" for each parameter (here the argument for "A" is initially 4, then 3, then 2, etc.). The rule with arguments in "h" is that if any numeric argument in a procedure call evaluates to 0 or less, the call is not made.
You can also use a second parameter to vary the size of the square.
a(A,B):f(B)ra(A-1,B) f(A):sf(A-1) a(4,5)
Now change the "5" to "8" and see what happens. Study the procedure "f" here (we've used the letter "f" to stand for "forward"). This procedure is a very important one and will appear time and time again in your solutions.
Parameters can be supplied with "procedural" arguments as well as numeric ones. try:
a(A,B,C):f(B)Ca(A-1,B,C) f(A):sf(A-1) a(4,5,r)
Then, try changing the "r" to an "l" (ell).
That's all there is to it! For more practice with "h", try the following variations of our square program. What does each one do?
a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(4,5,r)lb(A-1) f(A):sf(A-1) b(4) a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(4,A,r)b(A-1) f(A):sf(A-1) b(10) a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(2,11-A,r)b(A-1) f(A):sf(A-1) b(10) a(A,B,C):f(B)Ca(A-1,B,C) f(A):sf(A-1) a(4,5,rslsr)
a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(4,5,r)lb(A-1) f(A):sf(A-1) b(4)
a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(4,A,r)b(A-1) f(A):sf(A-1) b(10)
a(A,B,C):f(B)Ca(A-1,B,C) b(A):a(2,11-A,r)b(A-1) f(A):sf(A-1) b(10)
a(A,B,C):f(B)Ca(A-1,B,C) f(A):sf(A-1) a(4,5,rslsr)


Before Change
def get_output_shape(self, inputs_shape, filters_shape,
subsample, border_mode, filter_dilation):
dil_filters = ((filters_shape[2] - 1) * filter_dilation[0] + 1,
(filters_shape[3] - 1) * filter_dilation[1] + 1)
if border_mode == "valid":
border_mode = (0, 0)
if border_mode == "half":
border_mode = (dil_filters[0] // 2,
dil_filters[1] // 2)
if border_mode == "full":
border_mode = (dil_filters[0] - 1,
dil_filters[1] - 1)
batch_size = inputs_shape[0]
num_filters = filters_shape[0]
return ((batch_size, num_filters,) +
After Change
class BaseTestConv(object):
def get_output_shape(self, inputs_shape, filters_shape,
subsample, border_mode, filter_dilation):
dil_filters = tuple((s - 1) * d + 1 for s, d in zip(filters_shape[2:],
filter_dilation))
if border_mode == "valid":
border_mode = (0,) * (len(inputs_shape) - 2)
if border_mode == "half":
border_mode = tuple(d // 2 for d in dil_filters)
if border_mode == "full":
border_mode = tuple(d - 1 for d in dil_filters)
batch_size = inputs_shape[0]
num_filters = filters_shape[0]


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Wilco Announces a New Album and Summer Tour
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Demonstrations
Below are a list of demonstrations you can run from the Matlab Command Window.
Simple Demos
| Basic OPTI Functionality | |
| Matlab Optimization Toolbox Overloads |
Optimization Problems
| Linear Programming | |
| Mixed Integer Linear Programming | |
| Quadratic Programming | |
| Nonlinear Programming | |
| Global Nonlinear Programming |
Utilities
| Differentiation | |
| File IO (LP + MPS) | |
| AMPL (NL) | |
| Benchmarking |
Copyright © 2011-2013 Jonathan Currie (I2C2)


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Print Your PhotosIt costs just 99¢ per photo and $3.49 for shipping. Signing up is always free, and we won't charge your card until you confirm the price.
Try it today!Nope! You sign up once on our website then you never have to use the web, an app, or CVS to print photos ever again.
By default all rectangular photos get printed on 4x6 photo paper, and square photos get printed on 4x4 paper. If you want a different size, just ask and we'll make it happen!
We'll automatically crop your photo to fit a 4x6. If we have to crop it a lot, we'll send you the cropped version to make sure it's ok before we print. Most Android and iPhone pictures require very little cropping.
No problem! Just send us a message telling us you want to delete a photo and we'll delete it for you.
It's both! We use software to handle some things and friendly people to handle the more complicated stuff. If you ever get confused, we are always available to answer your questions.
We use the most advanced wet-lab equipment in the world with silver halide prints on Fujifilm paper to deliver the best print quality possible. If your photos don't look as good as you expected them to, we'll happily refund them and print new ones for you for free.


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Tel:<PHONE_NUMBER>, Tel:<PHONE_NUMBER>, Fax:<PHONE_NUMBER>
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Growing Mustaches & Beard to Age Gracefully
Figgis is a member of this unique, new wave of young underground artists bringing painting back to circulation this year. Quite honestly, we’re almost sure that this group’s art is the antidote to process-led abstraction that took serious hold in 2014. At 42 years old, Figgis is not a …
Read More


This flag is used as a command name. Bad line break or missing [ .. ]
?
if -e .bashrc
then
echo ".bashrc already exists"
fi
or
find . -name '*.mkv'
-exec mplayer {} \;
if [ -e .bashrc ]
then
echo ".bashrc already exists"
fi
or
find . -name '*.mkv' \
-exec mplayer {} \;
You are using a name that starts with a dash as a command name. This is almost always a bug.
There are two typical ways in which this happens:
[ .. ]
or [[ .. ]]
around a test expression, like in the first example example. If you actually have a command that starts with a dash -- which you should really reconsider -- you can quote the name (or at least the leading dash). This makes no difference to the shell, but makes it clear to ShellCheck and humans that this is not intended as a flag.


Contact Us
Phone:<PHONE_NUMBER>
Email<EMAIL_ADDRESS>Address: 18827 Bothell Way NE #103, Bothell, WA 98011
Maps and Directions
Contact Us
Phone:<PHONE_NUMBER>
Address: 1817 Broadway, Everett, WA 98201
Phone:<PHONE_NUMBER>
Email<EMAIL_ADDRESS>Address: 18827 Bothell Way NE #103, Bothell, WA 98011
Phone:<PHONE_NUMBER>
Address: 1817 Broadway, Everett, WA 98201


Previous: Limiting object usage, Up: Limiting memory usage [Contents][Index]
Many operating systems permit limiting a process’ memory usage by
setting a usage limit; on most Unix-like systems, this is done
with the -v option to the ulimit
command.
Typically, the effect is to cause calls to the malloc
and
mmap
library functions to fail.
Polipo will usually react gracefully to failures to allocate memory14. Nonetheless, you should avoid using OS limits to limit Polipo’s memory usage: when it hits an OS limit, Polipo cannot allocate the memory needed to schedule recovery from the out-of-memory condition, and has no choice other than to drop a connection.
Unfortunately, some operating system kernels (notably certain Linux releases) fail to fail an allocation if no usage limit is given; instead, they either crash when memory is exhausted, or else start killing random processes with no advance warning15. On such systems, imposing an (unrealistically large) usage limit on Polipo is the safe thing to do.


--- title: General asynchronous programming concepts slug: Learn/JavaScript/Asynchronous/Concepts tags: - JavaScript - Learn - Promises - Threads - asynchronous - blocking ---
In this article, we'll run through a number of important concepts relating to asynchronous programming, and how this looks in web browsers and JavaScript. You should understand these concepts before working through the other articles in the module.
| Prerequisites: | Basic computer literacy, a reasonable understanding of JavaScript fundamentals. |
|---|---|
| Objective: | To understand the basic concepts behind asynchronous programming, and how they manifest in web browsers and JavaScript. |
Normally, a given program's code runs straight along, with only one thing happening at once. If a function relies on the result of another function, it has to wait for the other function to finish and return, and until that happens, the entire program is essentially stopped from the perspective of the user.
Mac users, for example, sometimes experience this as the spinning rainbow-colored cursor (or "beachball" as it is often called). This cursor is how the operating system says "the current program you're using has had to stop and wait for something to finish up, and it's taking so long that I was worried you'd wonder what was going on."
This is a frustrating experience and isn't a good use of computer processing power — especially in an era in which computers have multiple processor cores available. There's no sense sitting there waiting for something when you could let the other task chug along on another processor core and let you know when it's done. This lets you get other work done in the meantime, which is the basis of asynchronous programming. It is up to the programming environment you are using (web browsers, in the case of web development) to provide you with APIs that allow you to run such tasks asynchronously.
Asynchronous techniques are very useful, particularly in web programming. When a web app runs in a browser and it executes an intensive chunk of code without returning control to the browser, the browser can appear to be frozen. This is called blocking; the browser is blocked from continuing to handle user input and perform other tasks until the web app returns control of the processor.
Let's look at a couple of examples that show what we mean by blocking.
In our simple-sync.html example (see it running live), we add a click event listener to a button so that when clicked, it runs a time-consuming operation (calculates 10 million dates then logs the final one to the console) and then adds a paragraph to the DOM:
pre data-role="codeBlock" data-info="js" class="language-javascript" class="brush: js">const btn = document.querySelector('button'); btn.addEventListener('click', () => { let myDate; for(let i = 0; i < 10000000; i++) { let date = new Date(); myDate = date } console.log(myDate); let pElem = document.createElement('p'); pElem.textContent = 'This is a newly-added paragraph.'; document.body.appendChild(pElem); });When running the example, open your JavaScript console then click the button — you'll notice that the paragraph does not appear until after the dates have finished being calculated and the console message has been logged. The code runs in the order it appears in the source, and the later operation doesn't run till the earlier operation has finished running.
Note: The previous example is very unrealistic. You would never calculate 10 million dates on a real web app! It does, however, serve to give you the basic idea.
In our second example, simple-sync-ui-blocking.html (see it live), we simulate something slightly more realistic that you might come across on a real page. We block user interactivity with the rendering of the UI. In this example, we have two buttons:
If you click the first button and then quickly click the second one, you'll see that the alert does not appear until the circles have finished being rendered. The first operation blocks the second one until it has finished running.
Note: OK, in our case, it is ugly and we are faking the blocking effect, but this is a common problem that developers of real apps fight to mitigate all the time.
Why is this? The answer is because JavaScript, generally speaking, is single-threaded. At this point, we need to introduce the concept of threads.
A thread is basically a single process that a program can use to complete tasks. Each thread can only do a single task at once:
pre data-role="codeBlock" data-info="js" class="language-javascript">Task A --> Task B --> Task CEach task will be run sequentially; a task has to complete before the next one can be started.
As we said earlier, many computers now have multiple cores, so can do multiple things at once. Programming languages that can support multiple threads can use multiple cores to complete multiple tasks simultaneously:
pre data-role="codeBlock" data-info="js" class="language-javascript">Thread 1: Task A --> Task B Thread 2: Task C --> Task DJavaScript is traditionally single-threaded. Even with multiple cores, you could only get it to run tasks on a single thread, called the main thread. Our example from above is run like this:
pre data-role="codeBlock" data-info="js" class="language-javascript">Main thread: Render circles to canvas --> Display alert()After some time, JavaScript gained some tools to help with such problems. Web workers allow you to send some of the JavaScript processing off to a separate thread, called a worker so that you can run multiple JavaScript chunks simultaneously. You'd generally use a worker to run expensive processes off the main thread so that user interaction is not blocked.
pre data-role="codeBlock" data-info="js" class="language-javascript"> Main thread: Task A --> Task C Worker thread: Expensive task BWith this in mind, have a look at simple-sync-worker.html (see it running live), again with your browser's JavaScript console open. This is a rewrite of our previous example that calculates the 10 million dates in a separate worker thread. Now when you click the button, the browser is able to display the paragraph before the dates have finished calculating. The first operation no longer blocks the second.
Web workers are pretty useful, but they do have their limitations. A major one is they are not able to access the {{Glossary("DOM")}} — you can't get a worker to directly do anything to update the UI. We couldn't render our 1 million blue circles inside our worker; it can basically just do the number crunching.
The second problem is that although code run in a worker is not blocking, it is still basically synchronous. This becomes a problem when a function relies on the results of multiple previous processes to function. Consider the following thread diagrams:
pre data-role="codeBlock" data-info="js" class="language-javascript">Main thread: Task A --> Task BIn this case, let's say Task A is doing something like fetching an image from the server and Task B then does something to the image like applying a filter to it. If you start Task A running and then immediately try to run Task B, you'll get an error, because the image won't be available yet.
pre data-role="codeBlock" data-info="js" class="language-javascript"> Main thread: Task A --> Task B --> |Task D| Worker thread: Task C -----------> | |In this case, let's say Task D makes use of the results of both Task B and Task C. If we can guarantee that these results will both be available at the same time, then we might be OK, but this is unlikely. If Task D tries to run when one of its inputs is not yet available, it will throw an error.
To fix such problems, browsers allow us to run certain operations asynchronously. Features like Promises allow you to set an operation running (e.g. the fetching of an image from the server), and then wait until the result has returned before running another operation:
pre data-role="codeBlock" data-info="js" class="language-javascript">Main thread: Task A Task B Promise: |__async operation__|Since the operation is happening somewhere else, the main thread is not blocked while the async operation is being processed.
We'll start to look at how we can write asynchronous code in the next article. Exciting stuff, huh? Keep reading!
Modern software design increasingly revolves around using asynchronous programming, to allow programs to do more than one thing at a time. As you use newer and more powerful APIs, you'll find more cases where the only way to do things is asynchronously. It used to be hard to write asynchronous code. It still takes getting used to, but it's gotten a lot easier. In the rest of this module, we'll explore further why asynchronous code matters and how to design code that avoids some of the problems described above.


Disney+ 'High School Musical' series sneak peek to air on ABC
by WABCBURBANK, Calif. -- "High School Musical" fans will get a sneak peek at the series coming to Disney's new streaming service, Disney+, tonight.
The pilot episode of "High School Musical: The Musical: The Series" will air for one night only on ABC, Disney Channel and Freeform at 8 p.m. ET/PT | 7 p.m. CT on Friday, Nov. 8, four days before Disney+ launches with the rest of the series.
The show follows a group of 10 drama students and faculty members at East High, where the original "High School Musical" movie was filmed. Over the course of 10 episodes, the characters count down from auditions to opening night of the school's first-ever production of "High School Musical: The Musical" while experiencing budding romance and facing rivalries and faltering friendships.
Disney+ will also offer other original shows and movies including "The Mandalorian," "The World According to Jeff Goldblum" and "Lady and the Tramp." Click here to learn more about Disney+.
The Walt Disney Company is the parent company of this television station.


Stoke make approach for Michael O'Neill in search for next manager
Stoke, who are rock-bottom of the Championship, want the Northern Ireland boss to replace Nathan Jones
by David Anderson, https://www.mirror.co.uk/authors/david-anderson/Stoke have made an approach to Northern Ireland for boss Michael O’Neill.
Stoke have identified O’Neill as the man to succeed Nathan Jones at the bet365 Stadium and keep the struggling Potters in the Championship.
O’Neill has a £750,000 buy-out clause in his contract and the Irish FA would not stand in his way if he wanted to leave.
The IFA said in a statement: “The Irish Football Association has been approached by EFL Championship club Stoke City who are seeking permission to speak to Michael O’Neill about their vacant manager’s position.”
O’Neill has made no secret of his interest in eventually moving back into club management after his successful time in charge of League of Ireland side Shamrock Rovers, but says it must be the right job.
He is wary of joining a club side only to be sacked within months and he virtually has a job for life with Northern Ireland because of his success during his eight years in charge.
“This has been a constant thing particularly around international weeks because typically that’s when clubs look to change their manager,” O’Neill said in response to Stoke’s interest.
“I’ve always said that when I do step away from international management it’s important the club has good ownership and good people to work for so that’s the priority in any thinking I’ll have.
“It’s always flattering. It’s better to be linked than not linked, let’s be honest. That applies to any job. It’s not a distraction for me. It’s been something that has been ongoing over a couple of years.
“The focus is on preparing for next week’s qualifiers. If and when a situation arises you look at that scenario at that point in time, but at this minute my focus is on the two games that lie ahead.”


The Grifters (1990)
Grade: 82
"The Grifters" is a lurid, tense film that explores the lives of three con artists and their relationships to each other. While the violence, language, and sexual situations may offend some people, it does not detract from the film's message, which is that crime doesn't pay. The life of a grifter may be eventful, but it is ultimately dismal.
"The Grifters" stars Roy (John Cusack) as a young grifter, working 'short cons' on innocents such as bartenders and sailors. His mother Lilly (Anjelica Huston) works the racetracks for a sadistic mobster (Pat Hingle). Mother and son have an uncomfortable relationship, partly due to Roy's need for independence, but mostly due to his unresolved Oedipus complex. Roy's girlfriend is Myra (Annette Bening), a ruthless and manipulative con artist, who sees Roy as a potential partner for her specialty, 'long cons' to be perpetrated on desperate businessmen. Myra and Lilly soon take a dislike to each other, and tensions are further increased by Roy's mistrust of Myra.
The character of Myra was the most interesting for me. She really is a monster, and the more evil an action is, the more she seems to enjoy it. Roy is so independent and mistrustful that he tries to convince Myra and Lilly that he is a salesman, but he doesn't fool either of them. Lilly is the film's shrewdest character, but she is undermined by her avarice and her love for her son. The complex relationships of these three con artists creates tense and unpredictable plot developments.
"The Grifters" has several excellent supporting roles for veteran character actors. Pat Hingle plays a crafty, sinister mobster, Henry Jones is a know-it-all motel clerk, and Eddie Jones is the grifter who makes Roy his apprentice. Stephen Tobolowsky plays a jeweler who is perhaps the film's only honest character.
"The Grifters" received several Academy Award nominations: Best Actress (Huston), Best Supporting Actress (Bening), Best Director (Stephen Frears), and Best Adapted Screenplay (Donald Westlake).
<EMAIL_ADDRESS>http://members.tripod.com/~Brian_Koller/movies.html
The review above was posted to the
rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
The Internet Movie Database accepts no responsibility for the contents of the
review and has no editorial control. Unless stated otherwise, the copyright
belongs to the author.
Please direct comments/criticisms of the review to relevant newsgroups.
Broken URLs inthe reviews are the responsibility of the author.
The formatting of the review is likely to differ from the original due
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Related links: index of all rec.arts.movies.reviews reviews


The Refresh-button lets you query the current state of the ROS masters from all running master_discovery nodes.
The icons and show whether a connection to the host exists. The color of the icon indicates the connection quality as determined by the master_discovery node.
The next to each host name indicates whether the parameter servers will be synchronized by the master_sync node. You can toggle ROS master synchronization by click on this icon. A synchronisation dialog with additional options is available by button on the `host description panel`.
The multimaster capabilities are disabled, if the local ROS_MASTER_URI is referenced to a remote host.You can initiate the discovery process with the Start-button on the ROS Network widget. The discovery node can also be started on a remote host. Click on the Start-button and enter the hostname or IP address in the dialog below.
Additionally, you can enter a network number (0..99) to create your own multi robot network. Thus you avoid the redundant synchronization to non-participant robots. The roscore will be run automatically via SSH if it is not currently available.If no multicast communication is available sets the static hosts parameter to the list of availabele hosts separated by comma. This also increases the network load!
On problems while launch master discovery or master sync on remote hosts you can use to get the log output from these node.


Contoso Bank – an award-winning bank that is going through digital transformation to better serve customers. This website is a template and sole proof of concept, showcasing a responsive webpage and the chatbot frame work in action.
There is an Azure Easytables listing of all of the user's accounts for the web app. The user may ask to create new accounts by simply greeting the bot with a new account name. The database stores the account name and the balance of the account. When a new account is created, a balance of 0 dollars is set. There is a set of dummy data already within the database to showcase the functionality of the accounts functionality. The dummy accounts are such as: 'accountname001'. Each database entry contains the name of their account, their balance and a range of different foreign currencies. Due to Easytables, new column entries may be added at anytime when required.
The user may ask for the exchange rates of the current market. Any time there is an exchange rate query, the fixer.io Web API is called. The user may ask for the exchange rate from NZD (as the base currency) to a single chosen currency or a choice of the exchange rate between two chosen currencies (e.g. AUD to USD). The fixer.io API takes its source data from a limited set of currencies provided by the European Central Bank. The user, at any time, may ask for the list of available currencies. The data is provided to the user through the Bot Framework card message along with flag images (provided by flags.fmcdn.net) that correspond to the currencies of interest. On top of this, users may ask to buy currencies with their account. Their respective balances will be updated accordingly with their choice of purchase. Checks are made to account balances before purchases can be made to make sure users do not go to overdraft in account balances.
The user may ask for insurance queries utilising image links. This is a demonstration of custom vision capabilities and the idea of quickly asking/assuming queries of the user with just a simple input of an image. If the user were to put in a house image link or vehicle image link, a response with the corresponding insurance is given as the reply.
Andrew Lai · University of Auckland Computer Systems Engineering Graduate


SBMLtoODEpy¶
Overview¶
SBMLtoODEpy is a software package that converts Systems Biology Markup Language (SBML) models into Python classes that can be rapidly incorporated into biomedical systems modeling projects written in Python, such as the multiscale simulation platform CompuCell3D, or used simulated directly as ordinary equations models in Python.
Authors¶
Steve M. Ruggiero and Ashlee N. Ford Versypt, School of Chemical Engineering, Oklahoma State University
Usage¶
The simpliest use of this package is to use the ParseAndGenerate function to quickly create a python implementation of an SBML model.
import sbmltoodepy
ParseAndCreateModel(inputFilePath, jsonFilePath = None, outputFilePath = None, className = "SBMLmodel")
The parameters are:
- inputFilePath: The file path of the SBML model.
- jsonFilePath: An optional file path that if provided is where the function will create a json file containing all of the model elements. If not provided, a json file will not be created.
- outputFilePath: An optional file path of where the python model implementation will be created. If not provided, the output path will be assumed to be the same as the input but with a .py extension.
- className: The name of the class defined by the file created by this function.
This creates a new python file containing a class implementing the SBML model.
To run the model, instantiate the class and call the RunSimulation method with the desired timestep deltaT and optional specification of tolerances.
model = SBMLmodel()
model.RunSimulation(deltaT, absoluteTolerance = 1e-12, relativeTolerance = 1e-6)
Installation Instructions¶
SBMLtoODEpy requires either Python version 3.5, 3.6, or 3.7. SBMLtoODEpy can be downloaded using pip:
pip install sbmltoodepy
Alternatively, SBMLtoODEpy can be installed from its source code by running the setup.py file included.
python setup.py install
To test the package, use the TestPackage function.
import sbmltoodepy
sbmltoodepy.utilities.TestPackage()
The TestPackage function raises a warning about trying to set a constant species and 6 numbers.
1.27949533562e-06
9.42747177955e-10
1.33080766722e-07
9.79758065656e-08
4.05696056523e-07
2.66117319017e-05
These are the average relative errors for species, parameters, and compartments between the model results generated using SBMLtoODEpy and results calculated by COPASI for six different models provided in the sbmltoodepy/sbml_files subdirectory: Smallbone2013, Borisov2009, Guyton1972, Kerkhoven2013, Waugh2006, and Zi2011, respectively. These examples are discussed in more detail in the tutorial.
Supporting Python packages¶
The following Python packages were used in this project and are needed to generate and run python models:
Links¶
For more information on using this package, click here to see the tutorial.
For more information on SBML, including specifications and other software that supports SBML, click here for the SBML web site
For a good source of SBML models, the BioModels repository is a great place to search.
For this project’s code documentation, click here.
For this project’s github repository, click here.
Acknowledgments¶
The software package described here was made possible in part by funding through the award for project number HR17-057, from the Oklahoma Center for the Advancement of Science and Technology.


---
layout: default
title: Postings filed under "School"
---
Postings filed under "School"
- September 12, 2010 - Preparing for the real world from the perspective of a college student
- September 11, 2010 - Living like a college student
- June 19, 2009 - Graduation
- April 23, 2009 - Beyond College?

- November 04, 2008 - Anxiety about Academics
- September 24, 2008 - School! And stuff
- May 28, 2008 - Fall 2008!
- March 15, 2008 - New Spring 2008 Schedule
- February 26, 2008 - Spring 2008!
- January 22, 2008 - Film.
- December 20, 2007 - Revised Winter Quarter schedule
- December 18, 2007 - Okay… okay… I’ve failed.
- December 15, 2007 - Some reasons why I cannot ever relate to the common college student
- November 21, 2007 - Inevitable academic probation
- November 20, 2007 - The genius of LaRouche
- November 02, 2007 - Winter 2008!
- September 26, 2007 - Okay, this is not so bad
- September 24, 2007 - I’m retarded at planning classes.
- September 05, 2007 - Well then gentlemen…
- June 04, 2007 - Yet again, financial aid woes
- May 04, 2007 - Sweetness, Summer and (Potential) Autumn classes
- February 24, 2007 - Tentative Class Schedule for Spring Quarter


{% import "_includes/forms" as forms %} {{ forms.textField({ first: true, label: "Template folder override"|t, id: 'templateFolderOverride', name: 'templateFolderOverride', instructions: "For greater control over your comments and how they are displayed, you can provide a path to your own templates in the below folder."|t, placeholder: '_comments', value: settings.templateFolderOverride, }) }}


{%extends 'Mydiary/base.html'%} {% block content%} {% load static %}
"{{ each_entry.TodaysEntry|linebreaksbr}}"


-sqlusrattr template: pers?clnt=<name|pass>&com=sqlattrusr&whr=<where_pattern> Order of query params is not important. pattern : * | <SQL part following WHERE>. The '*' means all. A special syntax must be used: ':' for = and '|' for <space>. This is because spaces and '=' are replaced in WWW requests. Note that string values must be enclosed in single quotes. descript: returns part of the table 'user_attributes' as specified by the condition in the 'whr' query parameter. If no row in DB satisfies the conditions, the result will not have any 'row' elements (200 OK will still be returned). example : pers?clnt=name|pass&com=sqlattrusr&whr=user:'john'|order|by|user pers?clnt=name|pass&com=sqlattrusr&whr=* returns : 200 OK, 401 (fail, request error), 501 (fail, server error) 200 OK : in this case the response body is as follows <?xml version="1.0"?> <?xml-stylesheet type="text/xsl" href="/resp_xsl/user_attributes.xsl"?> <result> <row><usr>user</usr><attr>feature</attr><val>value</val></row> ... </result> comments: the reference to the xsl file allows to view results in a web browser. In case the response body is handled directly by an application and not by a browser, this reference to xsl can be ignored.


Ex-head of UK domestic spy agency calls for report's release
by EndPlayLONDON (AP) - The former head of the U.K. domestic spy agency is urging the government to publish a report into alleged Russian interference in Britain's democratic process.
Jonathan Evans, who was director-general of MI5 until 2013, told the BBC that if Boris Johnson's government is not prepared to release the report, it should explain why. The Intelligence and Security Committee report won't be made public before the general election unless it is released by early Wednesday, when Parliament is dissolved.
Evans says that "if the government have a reason why this should not be published before the election, then I think they should make it very clear what that reason is."
Johnson's Downing Street office says the report has not yet gone through the clearance process necessary for publication.


Hi everyone,
I just discovered OpenEnergyMonitor and like what you guys are doing. I've been living on solar for 10 years and have a real interest in sustainable/renewable energy.
So far looking around the site I haven't seen much in the way of the actual data aquisition, mains is handled by the emonTx and the nanonode appears to make a start in this area but no serious way to collect data from battery banks, PV arrays etc. Or for that matter to control things like load resistors etc.
_____
Rob
Re: Sensor network
Hi Rob,
Thanks for your interest. We have developed emoncms precisely for this. Emoncms can be installed on a local or remote server and can log and visuliase all types of data. Data can be posted to the emoncms server using a nanode or Arduino with an etherent shield. We have used emoncms for power monitoring, temperature monitoring, solar PV battery bank monitoring, solar hot water monitoring and control system and air source heat pump monitoring.
The data its self is logged to a MYSQL database on the sever by emoncms. One of the main features of emoncms is input processing, incoming data can be processed as it comes in before its logged to a feed. For example the most useful are: instantaneous power can be converted to Kwh/d and voltage and current can be multiplied to give power.
For an example of the sort of visulisation capabilities of emoncms see the extensions section of the documentation: http://openenergymonitor.org/emon/node/194
emoncms is free to download, give it a go!
All the best, Glyn.


{{ define "main" }}
In 2015, only 40% of 4th graders, 33% of 8th graders, and 25% of 12 graders scored proficient or better in US standardized mathematic assessments.
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics.
Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.
Source: National Research Council; Division of Behavioral and Social Sciences and Education; Center for Education; Committee on Early Childhood Mathematics; Christopher T. Cross, Taniesha A. Woods, and Heidi Schweingruber, Editors
Current research shows that:
Too many school programs focus entirely on mastery of computation and memorization of facts. Unfortunately, kids who don’t have an understanding of mathematical concepts in the early years, rarely catch up – regardless of remedial strategies employed. MathBRIX addresses the problem by focusing on the understanding of concepts underlying the notation, rather than drill and practice.
Source: A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NTCM).
MathBRIX is built upon the premise that perplexing situations will catch students’ imagination or motivate them to learn whatever is necessary in order to solve the posed problem. As students work through repeated exposures to the content, they encounter interlocking experiences of increasing sophistication. The pedagogy is derived from the federally-funded Comprehensive School Mathematics Program (CSMP), a constructivist model of learning “by doing” produced and disseminated from 1970 to 2000. The program incorporated math stories, inventive "visual languages" and unique uses of math manipulatives. Fifty studies over a 20-year period found that CSMP students – in all subgroups – scored statistically better on problem-solving and concept understanding than all others. However, in a paper-based class with a preponderance of math manipulatives, it took an overwhelming amount of time for teachers to plan and differentiate instruction for every student in real time. MathBRIX's adaptive platform takes the burden off the teacher by handling individualization, manipulative tracking, data collection and record keeping in mixed ability classrooms.
Source: McREL, (1984) Comprehensive School Mathematics Program, (Final Evaluation Report)
CSMP was a forerunner to several of the popular conceptually-focused core programs, such as Singapore and Eureka Math. Like CSMP, they adhere to Jerome Bruner's three-step learning process: concrete > pictorial > abstract. In the concrete step, students engage in hands-on learning experiences using physical objects, commonly called math manipulatives. This is followed by drawing representations of mathematical concepts. Students then solve mathematical problems in an abstract way by using numbers and symbols. MathBRIX is an ideal companion to these in-school programs as they can extend time on task in a fun and challenging way.
Source: Bruner, Jerome, (1961) The Process of Education, p. 33.
Experts agree that manipulatives play a helpful role in the teaching of concepts, especially for children struggling with math. However, too many schools forego the benefits of concrete manipulation as it is difficult to manage and assess student performance for an entire class. Dr. Jo Boaler, Professor of Mathematics Education at Stanford University and author of Mathematical Mindsets, strongly advocates teaching children mathematical concepts from a very early age. She recommends teaching with technology and manipulatives, as they invite students into visual and conceptual thinking.
Source: Boaler, Jo, (2016) Mathematical Mindsets, Publishers Jossey-Bass, San Francisco
MathBRIX adheres to the principles of Universal Design for Learning and present information in visual, audio and hands-on ways. It offers more than one way for students to access the same material and use different methods to show what they know. A multi-sensory approach is particularly helpful for young children as well as those with learning and attention issues.
Studies show that a multisensory approach and hands on math tools - the foundation of MathBRIX - boost mental math skills and address these learning problems head-on.
Universal Design for Learning principles are followed in the development process to better accommodate learning disabled and special needs students. Special product features include: (1) multiple means of representation; (2) visual schedule based on previous activities; (3) text to speech, spoken word when icons are touched; (3) dynamic skill levels; (4) attention to color keys/contrast, button/font size; (5) student-friendly level advancement; no negative feedback; (5) awards recognizing and celebrating progress: time on task, finishing a task, memory exercises and of course, math accomplishments; (6) user feedback.
Source: CAST, About Universal Design for Learning
MathBRIX is designed with a spiral or “spaced” approach – a research-based recommendation in the 2007 IES Practice Guide. Concepts are revisited repeatedly, gradually increasing in complexity. Problem-solving strategies incorporated are also outlined in the 2012 IES Practice Guide: (1) posing problems, (2) thinking about problems, (3) visual representations, (4) multiple problem-solving strategies, and (5) recognizing and articulating concepts. Follow-on activities are performance-based – rather than by grade level – with results tracked.
Sources: (1) US Department of Education, IES Practice Guide, 2007. Organizing Instruction and Study to Improve Student Learning US; (2) Department of Education, IES Practice Guide, 2012. Improving Mathematical Problem Solving in Grades 4 Through 8


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layout: page
title: ByMonth
categories: []
tags: []
status: publish
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published: true
meta: {}
---
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June 2019
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May 2019
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May 29, 2019
Return a JSON error response from file download
May 29, 2019
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May 24, 2019
Google Authentication in native CM client
May 24, 2019
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May 24, 2019
WebDrawer - Electronic document 'Not found'
May 24, 2019
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May 9, 2019
Realize
May 9, 2019
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May 1, 2019
Deleting files left behind by the Office Integration
May 1, 2019
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April 2019
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March 2019
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February 2019
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November 2018
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October 2018
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September 2018
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August 2018
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July 2018
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April 2018
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February 2018
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January 2018
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December 2017
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November 2017
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October 2017
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September 2017
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August 2017
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July 2017
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June 2017
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Jun 29, 2017
Be careful with search grammar items in string searches
Jun 29, 2017
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Jun 22, 2017
Using Postman to create a record
Jun 22, 2017
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Jun 8, 2017
ServiceAPI impersonation
Jun 8, 2017
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Jun 7, 2017
WebDrawer example - Sunshine Coast Council
Jun 7, 2017
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Jun 6, 2017
Warning when setting the ACL via the SDK
Jun 6, 2017
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May 2017
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March 2017
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February 2017
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Feb 27, 2017
WebDrawer Example - ECU
Feb 27, 2017
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Feb 23, 2017
Java ServiceAPI client
Feb 23, 2017
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Feb 21, 2017
ErrorMessage in the Visual Studio Debugger
Feb 21, 2017
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Feb 21, 2017
New in 9.1 - Copy Record Number
Feb 21, 2017
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Feb 20, 2017
CORS with Basic or Windows Authentication
Feb 20, 2017
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January 2017
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December 2016
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Dec 15, 2016
WebDrawer search form lookup items
Dec 15, 2016
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Dec 13, 2016
Take care when 'finding' a Record by number
Dec 13, 2016
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Dec 8, 2016
DataPort's Custom DataFormatters - Sample
Dec 8, 2016
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Dec 7, 2016
ServiceAPI ADFS OAuth configuration and sample
Dec 7, 2016
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Dec 1, 2016
Why does LastUpdatedOn get updated when I simply view a document?
Dec 1, 2016
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November 2016
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October 2016
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September 2016
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August 2016
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July 2016
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Jul 29, 2016
Use 'local' when running on the Workgroup Server
Jul 29, 2016
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Jul 28, 2016
ServiceAPI - page through the entire result set
Jul 28, 2016
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Jul 21, 2016
Create a new Record version in the ServiceAPI
Jul 21, 2016
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Jul 20, 2016
Web Service performance tips
Jul 20, 2016
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Jul 11, 2016
ServiceAPI searching - reserved characters
Jul 11, 2016
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June 2016
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May 2016
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April 2016
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March 2016
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February 2016
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January 2016
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December 2015
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Dec 21, 2015
New in 83 - in-line spell check
Dec 21, 2015
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Dec 18, 2015
The current thread is attempting use a database object that is currently being used by another thread...
Dec 18, 2015
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Dec 18, 2015
New in 83 - use IDOL from the WebDrawer quick search
Dec 18, 2015
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Dec 11, 2015
New in 83 - ServiceAPI batch updates
Dec 11, 2015
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Dec 10, 2015
New in 83 - Custom Property help page
Dec 10, 2015
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Dec 9, 2015
ADFS and the trailing slash
Dec 9, 2015
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Dec 8, 2015
New in 83 - Web Client add-on menu items
Dec 8, 2015
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Dec 4, 2015
Uploading files in RM 83
Dec 4, 2015
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Dec 3, 2015
Thumbnail view (WebDrawer)
Dec 3, 2015
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Dec 2, 2015
New in 83 - PDF and TIF viewing in WebDrawer
Dec 2, 2015
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Dec 1, 2015
ADFS claim rule mapping
Dec 1, 2015
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November 2015
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Nov 30, 2015
Improve TrimMainObjectSearch with LimitOnRowsReturned
Nov 30, 2015
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Nov 12, 2015
Web Client (and ADFS) troubleshooting
Nov 12, 2015
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Nov 11, 2015
ServiceAPI - Attaching keywords
Nov 11, 2015
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Nov 5, 2015
ServiceAPI file upload with date created
Nov 5, 2015
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Nov 4, 2015
ADFS - Web Client Classic
Nov 4, 2015
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Nov 4, 2015
ADFS from a .Net SDK application
Nov 4, 2015
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October 2015
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September 2015
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Sep 29, 2015
ADFS HP RM Client authentication
Sep 29, 2015
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Sep 25, 2015
ADFS client side authentication (part 2)
Sep 25, 2015
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Sep 24, 2015
ADFS client side authentication (part 1)
Sep 24, 2015
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Sep 23, 2015
Database.TrustedUser and web applications
Sep 23, 2015
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Sep 16, 2015
ServiceAPI - Attach an action
Sep 16, 2015
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Sep 12, 2015
Paging issues in the web client
Sep 12, 2015
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Sep 10, 2015
SDK Searching by record type
Sep 10, 2015
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Sep 2, 2015
A simple COM SDK VB.Net application
Sep 2, 2015
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Sep 1, 2015
How to create a communication
Sep 1, 2015
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August 2015
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Aug 31, 2015
Fun with 82 - HTTPS from the native client
Aug 31, 2015
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Aug 28, 2015
Today's question - creating record relationships from the ServiceAPI
Aug 28, 2015
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Aug 25, 2015
ExchangeLink - AutoDiscover and impersonation troubleshooting
Aug 25, 2015
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Aug 19, 2015
Security caveats for a record
Aug 19, 2015
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Aug 17, 2015
Offline Records
Aug 17, 2015
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Aug 12, 2015
Delete all Records
Aug 12, 2015
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Aug 11, 2015
Thumbnails
Aug 11, 2015
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Aug 5, 2015
Fun with 82 - Web service document cache
Aug 5, 2015
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Aug 4, 2015
WebDrawer custom_scripts
Aug 4, 2015
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Aug 3, 2015
Fun with 82 - Auto create Location
Aug 3, 2015
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July 2015
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Jul 31, 2015
Remove page numbers to make WebDrawer faster
Jul 31, 2015
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Jul 30, 2015
WebDrawer 82 - Menu at top
Jul 30, 2015
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Jul 29, 2015
Fun with 82 - Low impact CSS WebDrawer customisation
Jul 29, 2015
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Jul 26, 2015
A first event processor add-in
Jul 26, 2015
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Jul 23, 2015
Fun with 82 - Field search clause names
Jul 23, 2015
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Jul 22, 2015
ServiceAPI permissions are null
Jul 22, 2015
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Jul 21, 2015
Refine the fields in the WebDrawer search form
Jul 21, 2015
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Jul 17, 2015
Fun with 82 - Tracing errors
Jul 17, 2015
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Jul 15, 2015
Fun with 82 - WebDrawer, search forms and IDOL
Jul 15, 2015
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Jul 8, 2015
Thumbnail Views (a response for Brian)
Jul 8, 2015
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Jul 7, 2015
TrimMainObjectSearch FastCount
Jul 7, 2015
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Jul 6, 2015
Disposal in HPRM 82
Jul 6, 2015
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Jul 6, 2015
Update - display native PDF in WebDrawer
Jul 6, 2015
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June 2015
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Jun 29, 2015
Google authentication
Jun 29, 2015
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Jun 25, 2015
Simple WebDrawer ADFS
Jun 25, 2015
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Jun 24, 2015
WebDrawer and Cache-Control
Jun 24, 2015
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Jun 18, 2015
My first HPRM SDK application
Jun 18, 2015
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Jun 16, 2015
Change the logo in WebDrawer
Jun 16, 2015
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Jun 9, 2015
Location objects in Razor
Jun 9, 2015
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Jun 3, 2015
Using Postman to experiment with the ServiceAPI
Jun 3, 2015
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Jun 1, 2015
Simple document download
Jun 1, 2015
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May 2015
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May 28, 2015
Download a child document using the .Net client
May 28, 2015
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May 26, 2015
Deleting Records in the ServiceAPI from .Net
May 26, 2015
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May 21, 2015
How do I create a record relationship?
May 21, 2015
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May 21, 2015
SOAP web service ConnectionInfo
May 21, 2015
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May 21, 2015
Simplified paging
May 21, 2015
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May 20, 2015
ExcludeCount and performance
May 20, 2015
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May 13, 2015
ServiceAPI Plugin Example
May 13, 2015
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May 1, 2015
WebDrawer preview page Links / Actions button
May 1, 2015
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April 2015
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Apr 30, 2015
Customise the WebDrawer HTML preview page
Apr 30, 2015
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Apr 28, 2015
Fetch a list of record revisions and display them in WebDrawer
Apr 28, 2015
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Apr 22, 2015
Download a document directly from a list in WebDrawer
Apr 22, 2015
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Apr 21, 2015
Access properties of object properties in a WebDrawer template
Apr 21, 2015
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Apr 17, 2015
Optimising the performance of the WebDrawer details page
Apr 17, 2015
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Apr 17, 2015
Avoiding memory leaks when using the .Net SDK
Apr 17, 2015
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Apr 17, 2015
A simple HTML search form in WebDrawer or ServiceAPI
Apr 17, 2015
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Apr 15, 2015
SOAP web service .Net errors
Apr 15, 2015
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Apr 9, 2015
SOAP web service remote troubleshooting
Apr 9, 2015


I read somewhere on the internet that if more than three people email you with the same question, it’s worth writing your answer up in a blog post. Over the the course of my Ph.D I’ve gotten a few questions from younger students ranging from MCCL@LSU lab members to complete internet strangers (mostly because of a very old blog post I did for MajoringInMusic.com ) about pursing music cognition at the master’s level as a means of a career path.
Considering if it’s worth it to do a master’s degree in something as specific as music cognition (#musicscience, music psychology, whatever you want to call it) touches on some very hot issues such as “What’s the point of graduate school?” and I think it’s worth writing about. It’s my opinion (though obviously very biased) that music cognition is a good career move for people with music backgrounds if you are going to pick a field of graduate study. This of course does not come without its caveats.
I’ve had this draft sitting, waiting to be published for a while now so I figured might as well brush off the dust and press publish. It’s not the most smooth thing I’ve ever written, but that’s because this post is basically an amalgamation of ideas I would send to people who emailed me asking about this.
Grad School
In this post I hope to share some of my opinions about what it means to get a master’s degree in fields related to music science and give my opinion of what those one or two years could look like. This post is hilariously timed given recent discussions on Twitter regarding the idea of what IS music science, but I’m not about to edit this post to reflect exact operational definitions of all of that. Maybe a post for another time?
Before reading on and taking advice from some random guy (or anyone giving advice on graduate school for that matter), be very aware that there are many ways to accomplish your career goals.
What worked for me might or might not work for you and advice about gradute school often relies on a heavy, heavy dose of surviorship bias.
There is a huge tendency to look to those who have succeed, think you too can just tick the same boxes they did, and get approximately what they have.  I really encourage any peers or those in more senior positions to write similar posts on this question so prospective students have as much information as they can before making the choice to go on to graduate school. It’s a huge deal to spend the amount of time and money to attend graduate school and it’s kind of terrifying to think how little information some people have when they make this choice. If you’re thinking about grad school I also encourage you to ask as many people as possible about their experiences. If everyone says the same thing, you probably have not spoken with enough people.
One of the reasons I am writing this is because there is a demand for advice on this if people are contacting a some grad student based on his Twitter feed and a blog from over five years ago. There is a dearth of information available besides what is passed between those in and not in the know.
Before getting into this, I also want to take a second and point out that this whole conversation is not founded on the assumption that the point of higher education is to go on to academic work. Although I have been primarily involved with academic work, doing a degree that emphasizes both music and science allows for career paths beyond academia in that you can pursue industry jobs and consultancy projects given the skill sets that you can pick up on the way. Of course this also could be said for other types of degrees, but compared to other programs I have seen, it’s just not nearly as encouraged. Music plus science can even pave a career path for jobs not having anything to do with music such as data science (something I know a lot of academics are interested in).1
What’s The Point of a Master’s Degree?
So with that disclaimer out of the way, let’s take our first swing at this by trying to answer the question:
What’s the point of even getting a master’s in music science?
If I had to distill my opinion on why someone should get a master’s degree if they are coming from a music background into one sentence it would be that a Master’s (in music science) gives the student a opportunity to autonomously re-define themselves as a (scientific) researcher via engaging with a research project from start to finish.
The master’s is a chance to have space to think much more critically about some topic of interest and then engage with research in a hands-on way in order to learn about and eventually contribute to some subject in a meaningful way. If you have the chance to teach along the way, just as in the PhD, remember this is a double edged sword! You might bolster your CV for Ph.D program admissions, but there is an opportunity cost for you learning new skills (of course teaching might be the skill you want!).
That said, if you can get into a master’s program where they will let you teach on an assistantship so you don’t have to pay, that’s a huge plus for the program. Assuming that you need this teaching experience also assumes that the way forward is an academic path in some ways. I’ll say it once and will say it again: academia should not be considered the only career option for those going on to get higher education degrees.
In 2019, if you think that doing a master’s will entitle you to access to esoteric information, I think you might be a bit misguided. Most information today can be accessed via the internet or hunting down a paper on Sci-Hub or Research Gate. For people coming from music backgrounds, the adage of “Practice rooms are the same at every music school” basically becomes “Everyone has a library card and access to the internet”. (Which might be helpful to hear if you are trying to decide between programs).
In my opinion, what you are paying for (or if you’re lucky, being paid) is access to a new community and resources which you should use to open doors that are best for YOU! One way to consider how much you get out of your master’s will be how you best navigate the finite time in your degree and best make use of those resources.
How Do You Do It?
So having assumed that you want to do a master’s that incorporates both music and science, how do you go about figuring out where to go?
My advice to people is to pick a program where you will be able to connect to a valuable network of people. This could mean just academic connections, but also could mean industry or other interdisciplinary connections.
 If the program does not have a happy little family of current students and alumni, it should throw up some red flags. I lucked out three times with each of my degrees and consider myself very lucky to be member of the Baldwin Wallace Conservatory alumni, the Music, Mind and Brain group at Goldsmiths, and the School of Music and Department of Psychology at Louisiana State University. Some people have asked if you have to go to a program that specifically does music cognition or has a lab and I’m tempted to say that you really should try to get yourself in somewhere where there is a lab or network of people doing working on topics related to this. If you’re not familiar with where these places might be, check out SMPC’s lab map for some labs that are involved with this kind of research.
Additionally, you should know you probably will spend an exorbitant amount of time with these people and you need to make sure you like the people and that the current group is happy. Having colleagues that are bitter and toxic can destroy the entire experience of graduate school. Make sure you ask the current or former students about the vibe of the program. This includes both your future fellow colleagues and whoever is running the show (the P.I. or Principal Investigator).
Next, I would highly suggest programs where you can undergo a complete research project from start to finish. This normally entails writing a master’s thesis. There are programs that allow you to graduate having just done coursework, but being able to talk in-depth about a specific topic along with appropriate methodologies is a valuable part of your professional and personal development. Doing a project, as opposed to a healthy serving of classes, also allows you the freedom to learn to write a very large document (a very important skill to organize your thoughts), learn new skills (experimental design, data analysis), and will also situate yourself to pick a question you can one day have published (a ticket into PhD work?).
The research that you do as part of any music science project should also open up doors to what you want to do after you finish. This could mean contributing to a larger conversation on playlist recommendations if you want to jump over to one of the music industry giants like Spotify or Pandora, looking at questions of rhythm perception if you want to a Ph.D on rhythm, or maybe look at music based interventions for health research.
Whatever you choose, it’s nice when you find a program where all types of research are valued and not just academic master’s thesis that are the hot issue of your field. You of course also just do a master’s for the fun of it, there is nothing wrong with that either. In my experience, it just seems like a lot of people who have asked my advice are thinking of the master’s as a means to accomplish something else.
It’s my opinion that the point of the time in the master’s is to learn a lot about a new topic area and to become useful as a researcher. By useful, I also just don’t mean that in a neo-liberal “learn skills that you can sell”, but to engage with your master’s in a way that will allow you to develop a skill set that makes sense outside of academia.
Know that most people getting PhDs will not work in academia so before you enroll in your master’s, probabilitically speaking, you are even less likely at this point to continue to go on to academia as a full time gig. Of course this shouldn’t deter you from pursing further education. Pursing something you find intrinsically rewarding has value in itself. Just know that setting out for that sweet professorship job is not an easy ride. For more reading on that, check out Karen Kelsky’s book The Professor is In.
I would also suggest to make sure that you not find yourself in master’s program that is basically a “pay to play” scheme for academia. While many people might try to convince you that taking out $50,000+ in loans to pay for a master’s is a good choice, it might not be! This also goes for unpaid internships, especially if whoever is offering you a position comes from a school with a great marketing department!! As an fresh-out-of-undergraduate applicant, you might be tempted to just start googling all the “prestigious” schools and checking to see if they have cognition programs. If you’re all about this, that’s fine, but you should also know that “great” school does not always mean “great” education and it’s OK to say “No” to “great” schools.
Part of me wishes that I could go ham here on listing out all the music psychology master’s programs that there are (like Vicky Williamson used to have on her blog), but maybe that’s a post for another time.
Other Considerations
But once you have a picked a program, what are the other things to then look out for or suggest?
One thing that I think is very important is to spend a significant amount of time choosing the right question to try to answer in your research project. My friends and I always joke that the first lesson of grad school is “Be on the lookout for false dichotomies” which without a doubt applies to the research question you choose. In the entire universe of questions you can answer as part of your master’s, it is possible to answer a question where you can cultivate skills that you’ll find useful after you leave while simultaneously making an original contribution to your field of study. It’s always nice to pick a question that will challenge you to learn new skills, but be guided in that process.
(Thinking about choosing the right question will probably be a whole blog post in itself in the next few months.)
It’s also worth mentioning on this note that there is a not-so-secret currency in academia of publications for those higher up the ladder and you should be aware of that when picking both a project/thesis topic and your adviser. What often alarms a lot of rookie graduate students is the immense amount of pressure that their professors are under to publish at all times. I think it’s important to mention this because this whole sub-culture that students may or not be aware of is going to have a big impact on how you choose your adviser and project. This is important because your choice of project and adviser will also be a huge contributing factor in how grad school goes for you. So my advice to you is to pick a question that your adviser has just enough invested interest in trying to answer that they will go out of their way to try and help you solve it provided that you are going to put in the work to help out.
By helping your adviser answer a question they are (partially) working on, you will enter into a intense, but hopefully productive symbiotic relationship where they are able to mentor you into learning new skills that help them answer questions they are interested in. You will get a new skill set, hopefully a publication (again, has almost no relevance outside of academia), and a chance to establish yourself in a new network. This seems almost too obvious at this point, but to someone starting out in a field, so many students are not aware of the hidden curricula of graduate school that often determines how well someone does. I think this is especially true for first generation graduate students who are navigating this territory for the first time. I really don’t think we can be too explicit in laying out as much of the hidden curricula as possible.
Done right?
So how do you know you are on the right track or have done it right? For a music + science master’s (though a lot of this post could have relevance to Music Theory), I think this means ending with a new skill set and knowledge base that you didn’t have when you started.
A basic understanding of experimental design, ability to do some programming (ideally in R or Python since you can’t take SPSS, Matlab, SAS, Stata with you when you graduate), statistics, and the ability to engage with issues relevant to your field, and talk at length about whatever you did your master’s thesis on would all be marks of a a successful venture in my opinion.
In addition to all these lines on your CV from projects, classes, and references, it’s also always good to have some sort of tangible “thing” to show people as well. Eventually this hopefully will be something like a publication of your master’s research, but if you also can upload some of your code or writings to something like Github or your own website it’s always nice to be able to point directly to something you did so you can show and not tell. Over the last year in doing some work outside of academia I can 100% say being able to directly point to something you “did” is worth its weight in gold when it comes to non-academic employment.
Some people forget about this one, but you should also try to have references from a few new people in your department, and if you were especially intrepid during those two years, maybe some people outside of it (the Dean?, a collaborator?, the Librarian?) who can vouch for your new identity as a researcher.
Hopefully those who are now your references can now introduce you to jobs or PhD positions (if that’s your end goal). And most importantly you also have a new peer network and many new friends.
It’s nice to think that your advisers will be the one helping you out the most, but you never know which one of your peers is going to land a sweet job somewhere or land a position in a PhD program where you also want to get into. The world is so much who you know, which is only made easier when you make yourself useful.
Future Posts
So this was quite a long post here and sitting here writing it makes me realize that I could keep writing about this for hours. Re-reading it, it doesn’t flow that well and reflects that this was just a document where I would cut and paste advice I’d give undergrads when they asked me questions, so sorry if it’s a bit choppy.
Some future posts on career advice might consider diving more into the idea of what it means to use “usefulness” as a measure of the type of question you ask, what does career diversity in graduate school look like, and how does this advice translate to people wanting to pursue a master’s in Music Theory as a way to do music science.
Hopefully this blog post is helpful for people that find themselves in the position that I was in six years ago. Having just finished a Ph.D looking at this topic, I can say with complete certainly that I never imagined myself as a music science researcher even half way through my undergrad, yet the past six years have been better than I could have ever imagined. I’ve gone from a finishing a degree where I just played trumpet for hours and hours every day to learning a whole new skill set, answering questions I once thought I’d never be smart enough to ask, and most importantly have met the nicest group of people I could have ever imagined.
Since I am a card carrying music theorist, many of the people that have asked me questions about making this career move come from a background in music. I am imagining the audience of this blog post to be someone currently in or having finished their undergraduate degree in music. I am kind of writing it to the person that I was 6 years ago.↩


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Angela Davis
Radical simply means "grasping things at the root.
We have to talk about liberating minds as well as liberating society.
I decided to teach because I think that any person who studies philosophy has to be involved actively.
Racism, in the first place, is a weapon used by the wealthy to increase the profits they bring in by paying Black workers less for their work.
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UserScript example
If everything is working correctly, an alert window should appear, greeting lots of people.


GOVT. PRESS SECRETARIAT; Additional State of Emergency Orders were signed into law this afternoon by His Highness the Head of State, Afioga Tuimaleali’ifano Va’aletoa Sualauvi II. They include; ➡International travel, planes and ships:(1) Except in exceptional circumstances with Cabinet approval, starting from 12am of Thursday morning, 26 March 2020, all international travel to and from […]


DBC Cultural Blog |
DBC - The Hackerspace of the development world
February 7th 2015
My prompt this time is as follows: Based on the video, what's your take on the DBC experience? What is your impression of DBC? How do you see yourself engaging with this type of culture? Have your expectations of DBC changed? If so, how? Are you excited to participate in this kind of learning environment? Does it make you nervous? Talk about what came up for you and anything you want in addition to the questions above.
My take on the Dev Bootcamp experience is that DBC is almost more like a hackerspace than a school. As was mentioned in the video, one of the important things to remember about DBC is that we're all in this together, as opposed to the traditional school system of trying to cram away knowledge. This was most definitely the case with the different hackerspaces that I've been to, and I am even more excited for DBC if that is the atmosphere there.
The type of culture that says it's okay to experiment and learn from each other, and acknowledges that it's okay to not have answers, is one that I see myself joyfully engaging with. The video has certainly changed my expectations of DBC, for the better. Previously, I certainly had the pay money => get job mentality towards DBC. Now, (as I've already mentioned) I'm thinking of it more like a hackerspace and community with which I will enjoy engaging on something besides a mere transactional level. In particular, I found the idea that we're here to learn the general approach to development instead of a specific language or application very appealing. One of the things that skeptical friends often told me before I applied for boot camp was that ruby was on it's way out, and I should learn 'insert pet language here' instead. I'm glad that the skills I learn at DBC will be applicable regardless of language.
The last thing about the video that I wanted to bring up was a connection I made with the answer to the question about feeling like borrowing someone's ideas is plagiarism. It sounds to me that coding, rather than being analogous to the traditional classroom test, is more like minecraft or legos. In the same way that it would be absurd to try and peek at a friend's construction to find the "right" way of doing things, so it is to take a code snippet as the "right" way of doing things.
I am a little bit nervous, as an introvert, to participate in such a social learning environment, but the face that DBC recognizes the differences between extroverts and introverts is a great comfort, and builds my excitement even more!


H. B. Woodrose & Cannabis
One day in February 2005, a friend of mine, who we shall call Ivan, told me about Hawaiian Baby Woodrose seeds. He said that they contain lysergic acid amide, a chemical related closely to lysergic acid diethylamide (LSD). Ivan had ordered a package of these seeds from the internet, but he was unable to take them at the time, so he asked if I would try them out for him. Who could turn down a free trip? Not I.
So, I met him at his apartment on a chilly February evening. When I arrived, we put on some techno music that he had mixed, and I took eight seeds (around 10:00 PM). He left me for a little while to meditate and do as I please. Ivan told me that there would likely be some nausea involved, so I smoked a bowl or two of the marijuana I brought along to combat any nausea. After attaining a rather pleasant high from the Mary Jane, I sat on Ivan's couch and waited, and meditated, and waited some more.
After about 20 minutes, I began to feel the physical-inertia effects typical of my former experiences with psilocybic mushrooms. I was feelin' good. I got up to tell Ivan, who was in his makeshift techno mixing studio working his magic with the music. I leaned on the door frame and told him it was working; I described to him with the amazing coherency of a sober person how the room was gently waving. 20 minutes is usually how long it takes for a mushroom trip to hit me, and thinking that it wasn't going to get much better than the smooth, light experience I was having at the moment, I ate two more seeds.
We decided that we needed some nitrous oxide, so we went to the grocery store around the corner to buy a can of whipped cream. I started to trip here - the worst possible place to be tripping on lysergic acid. When we were in the store, there were many people around, and I could feel that some of them knew something was wrong with me, especially the worker packing dairy products I stared intently at while waiting for Ivan to get out of the bathroom. Waiting in line was very awkward, so I went outside and waited for Ivan to buy the whipped cream. It seemed like hours! Getting coffee afterwards wasn't much better because of all the people, but the walk back was very cool, with plenty of tactile and auditory hallucinations, unfortunately along with a bit of paranoia.
But I hadn't reached the top yet; it was when we arrived back at his apartment that I REALLY tripped balls. Ivan turned off all the lights and plugged in his black light. The techno music was playing, and I felt great. I peaked as we sat drawing with a neon-green HiLite pen, about two hours after I took the seeds, about 11:45 PM or midnight, I saw an beautiful blue teardrop-shaped streak momentarily take over most of my field of vision, and I felt as if I were ascending up to heaven. I was feeling great! The black light and glowing green pen were very psychadellic, the blaring techno music seemed to become a part of my existence, and I was comfortable in Ivan's slummy but familiar apartment and his caring presence.
My trip was completely ruined sometime soon after its peak, meaning that I was still way up there trippin' hard. There was a knock on the door, so I got up to get it. I stared intently at the smiling woman at the door (with huge, dilated eyes). At first, I thought she was a neighbor who wanted us to turn down the music, but it was actually Ivan's girlriend, who we'll call Katarina. Katarina smelled of booze and told us that she threw up twice. Great move, Katya.
Simply hearing that had a huge psychosomatic effect on me; I immediately felt sick, rushed to the bathroom, and dry heaved. All sorts of horrible, terrible thoughts came to my head. I convinced myself that I was going to die.  I would never see my family or friends again, and my employers were going to find out and fire me (yes, after I was dead). Intense memories flashed before me; my throat felt like it was closing up, and I definitely thought I was going to die.
In my state of intense trippage, I thought it would be a good idea to call my parents to pick me up and rescue me from this horrible trip, so I asked him to call for me. After understanding that this would not be a wise idea, I asked him to call my girlfriend instead. I gave him a number off the top of my head, which really belonged to a store, three times. I also began talking to him in a language of unintelligeable gibberish.
To make the rest of the night's long story short, we finally called my girlfriend, and the drive home to our apartment on the other side of town was a roller coaster ride from hell. After arriving home, I felt that I needed to puke out the bad thoughts, but nothing wanted to come out. I tried to lay down, but it was as if my motor neurons were snapping with electricity. I flailed about the floor for a long time until I wore myself out. But I still couldn't sleep, and couldn't puke. I finally fell asleep around 6:00 or 7:00 AM that morning.
Next time, I'll take a smaller dose.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid.


HTML5 Slide Deck
Benjamin Erb
July 2011
Feature Demonstration
HTML5 + CSS3 + some JS
Outline
Outline - Progress
S1S1
S1S2
Outline - Progress
S2S1
Outline - Progress
S2S1


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Balsamiq Wireframing Mockups for Final Project:
Web Presence Mockup:
Click here to download the Balsamiq Wireframing.
PDF:
Click here for PDF
UPDATED Balsamiq Wireframing Mockups for Final Project:
Web Presence Mockup:
Click here to download the UPDATED Balsamiq Wireframing.
PDF:
Click here for UPDATED PDF


Use this sample tool to retrieve your MappedIn API token, which needs to be sent with any query against the MappedIn API. It should be valid for two days (you can inspect the "expires_in" property of the token to be sure.)
For production usage, you need to set up your own server your app can query for your current token. Your server should cache the current token, and only request a new one when the old token is close to expiry.
DO NOT STORE YOUR API KEY AND SECRET INSIDE YOUR WEBPAGE
Input your key and secret, then hit submit. Copy the resulant JSON into the "token" definition of sample.html


#include <KeyboardHandler.hpp>
◆ KeyboardHandler() [1/2]
| KeyboardHandler::KeyboardHandler |
( |
| ) |
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◆ ~KeyboardHandler()
| KeyboardHandler::~KeyboardHandler |
( |
| ) |
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◆ KeyboardHandler() [2/2]
◆ handleJoystickButtonDownEvent()
| void KeyboardHandler::handleJoystickButtonDownEvent |
( |
SDL_JoyButtonEvent |
jball | ) |
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◆ handleJoystickButtonUpEvent()
| void KeyboardHandler::handleJoystickButtonUpEvent |
( |
SDL_JoyButtonEvent |
jball | ) |
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◆ handleJoystickEvent()
| void KeyboardHandler::handleJoystickEvent |
( |
SDL_JoyAxisEvent |
jaxis | ) |
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◆ isPressed()
| bool KeyboardHandler::isPressed |
( |
int |
keycode | ) |
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◆ isReleased()
| bool KeyboardHandler::isReleased |
( |
int |
keycode | ) |
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◆ JButtonIsPressed()
| bool KeyboardHandler::JButtonIsPressed |
( |
int |
button | ) |
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◆ operator=()
The documentation for this class was generated from the following files:


LTE module¶
- LTE.get_latency(client, coor_index, server_coor)¶
The get_latency function returns the latency between the client and a given edge server depending on the provided coordinates server_coor. Takes into account the latency introduced by the backhaul wireless comunication and fiber optics
- Parameters
client (Object of class clientclass) – The client object that has all the information about the client of that trip
coor_index (Integer) – Index of the trips dataframe
server_coor (Integer) – Index of the trips dataframe
- Returns
Returns the total amount of latency between the client and the edge server
- Return type
Integer
- LTE.latency_backhaul()¶
The latency_backhaul function calculates the total amount of time the backhaul introduces as latency between the client and the source edge server.
- Returns
Returns the total amount of time in milliseconds
- Return type
Integer