Mid-Autumn Festival (15th August in Lunar Calendar), which is also named ' Reunion Day' is just around the corner, how can the festival being celebrated without candle? Lit the candle in paper lantern, you will be overwhelmed with the festive atmosphere. While walking with the lanterns, do bring along candles, so as to replace the candle, let the lanterns lit all the way.
Storage: It's not suitable to keep in high temperature place, to prevent the shape from being distorted or stick together.


The Institute of Education Sciences (IES) has launched a new tool that can make it easier and more cost-effective for states and school districts to evaluate the impact of their programs. RCT-YESTM is free, user-friendly software that assists those with a basic understanding of statistics and research design in analyzing data and reporting results from randomized controlled trials (RCTs) and other types of evaluation designs.
RCT-YESTM was developed by Mathematica Policy Research, Inc. under a contract from the IES National Center for Education Evaluation and Regional Assistance. While the software has a simple interface and requires no knowledge of programming, it does not sacrifice rigor. RCT-YESTM uses state-of-the-art statistical methods to analyze data.
The software can be downloaded from the RCT-YESTM website, along with a quick start guide, interactive how-to videos, and a detailed user's manual. A report properly generated using RCT-YESTM will include all the statistical information necessary for a review by the What Works ClearinghouseTM (WWC). The WWC, another IES investment, reviews high-quality research on interventions and programs to determine what works in education.
The new tool is part of IES' ongoing efforts to build the capacity of states and school districts to conduct and use high-quality research. Other IES-led efforts include grants for researcher-practitioner partnerships, technical assistance for conducting and using research in each area of the country, and grants to state education agencies to build and use their longitudinal data systems.
For more information on RCT-YESTM, visit www.rct-yes.com.
Reprinted from the IES June 14, 2016 press release.
For further information, read the blog post, RCT-YES: Supporting a Culture of Research Use in Education, by Ruth Curran Neild, delegated director.


text:
Bata Imre (Egerlövő, 1930. augusztus 26. - Budapest, 2000. május 1.) magyar irodalomtörténész, kritikus, szerkesztő. Szülei: édesanyja Zubor Ida, édesapja Bata Imre, felesége Mile Emma főiskolai tanár, leánya Bata Zsuzsanna (1956-) orvos, egyetemi tanár.

Életpályája
A Borsod megyei Egerlövőn járt elemi iskolába, majd az ún tehetségmentés révén Kassán, ill. Mezőkövesden lett diák. Mezőkövesden érettségizett 1951-ben. 1955-ben végzett a Debreceni Egyetemen. 1965-1967 között a Szegedi Tanárképző Főiskola adjunktusa volt. 1967-től az Állami Gorkij Könyvtár munkatársa. Ezt követően az Országos Széchényi Könyvtárban dolgozott. 1975-től a Magyar Tudományos Akadémia Irodalomtudományi Intézetének munkatársa lett. 1982-1991 között az Élet és Irodalom főszerkesztője, majd munkatársa.

Főként XX. századi magyar irodalommal foglalkozott.

Művei
 Debreceni bibliográfia. Alapvető irodalom a város ismeretében (Lengyel Imrével és Varga Zoltánnéval, 1961)
 Ívelő pályák (tanulmányok és kritikák, 1964)
 Képek és vonulatok (tanulmányok, 1973)
 Veres Péter alkotásai és vallomásai tükrében (kismonográfia, 1977)
 Weöres Sándor közelében (tanulmányok, emlékezések, 1979)
 Szabó Pál faluképe (tanulmány, 1984)
 Változó horizontok; Tevan, Békéscsaba, 1996
 Egybegyűjtött levelek, 1-2.; szerk. Bata Imre, Nemeskéri Erika, jegyz. Nemeskéri Erika, utószó Bata Imre; Pesti Szalon–Marfa-Mediterrán, Bp., 1998

Jegyzetek

Források
 Ki kicsoda a magyar irodalomban? Könyvkuckó Kiadó, Budapest, 1999

További információk
 Bata Imre a Napkút Kiadó honlapján
 Kortárs magyar írók

Magyar irodalomtörténészek
Magyar kritikusok
József Attila-díjasok
1930-ban született személyek
2000-ben elhunyt személyek
Tekintet-díjasok

redpajama_set_name: RedPajamaWikipedia


Rachel Whittaker is a lecturer in the English Philology Department of the Madrid Universidad Autónoma. She works in the areas of reading and writing in Content and Language Integrated Learning (CLIL) and EFL, and in discourse analysis.
In this talk I present two related views on writing in secondary school in CLIL contexts: that of development of genre and register in writing, and that of spoken interaction guided by these notions as a tool teachers can use to scaffold writing development. The studies discussed analyze texts collected over the four years of Obligatory Secondary Education in CLIL history classes in state schools in the Madrid region, as part of the UAM-CLIL corpus (Llinares et al. 2012). Analyses focus on the development of coherence, of register (Martin and Rose 2008) and of the "voice of the historian", as manifested in the appraisal resources used (Coffin, 2006; Christie & Derewianka, 2008). The proposal for a principled approach to scaffolding interaction for oral work on writing is based on David Rose's work with Reading to Learn (Rose, 2012; Acevedo 2011; Rose and Martin 2012). This approach has recently been found to be useful for CLIL contexts in which group collaborative writing takes place (TeL4ELE project). In the talk, then, I will try to give the audience a taste of the work of the UAM-CLIL group on written texts and of the possibilities of the Reading to Learn pedagogy for writing.
Whittaker, R., A. Llinares & A. McCabe (2011) Written discourse development in CLIL at secondary school. In Content-Based Language Teaching: Convergent Concerns Across Divergent Contexts Special issue of Language Teaching Research Roy Lyster & Susan Ballinger (eds.) Volume 15, 3, 343 -362.
Llinares A. & R. Whittaker (2011) Functions of language in CLIL secondary classes: a systemic functional approach . In C. Escobar, & L. Nussbaum (eds.) Aprendre en una altra llengua/Learning through another Language/ Aprender en otra Lengua. Barcelona: UAB. 141-161.
Whittaker, R. 2010. Using SFL in Content and Language Integrated Learning. NALDIC (National Association for Language Development in the Curriculum) Special Issue: Learning language, learning through language and learning about language: the contribution of systemic functional linguistics.
Llinares A. & R. Whittaker (2010) Writing and speaking in the history class: data from CLIL and first language contexts. In C. Dalton-Puffer, T. Nikula & U. Smit (eds) Language Use in Content-and-Language Integrated Learning (CLIL). AILA Applied linguistic series (AALS). Amsterdam: John Benjamins Publishers. 125-143.
Whittaker, R. & A. Llinares: CLIL in social science classrooms: analysis of spoken and written productions. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds.) Content and Language Integrated Learning. Evidence from Research in Europe. Bristol: Multilingual Matters. 215-234.
Dr. Linda H. Mason is Associate Professor of Education at the University of North Carolina. Her research and teaching focuses on literacy for students with special needs, curriculum development, reading and writing methods, assessment, and effective instruction. She has been awarded two U.S. Department of Education grants focusing on reading comprehension and writing intervention for low-achieving students.
Writing development begins with lower-level skill mastery and progresses to the higher-level writing processes of planning, generating organized and interesting text, and revising and editing to create text. When these higher-level writing processes occur in academic content domains such as literature, science, social studies, and history, learning shifts from a learning-to-write model to writing-to-learn. Many students, however, lack the skills required for writing successfully in the content classroom. These students need support in applying writing process skills to content writing tasks. Unfortunately, many content teachers lack experience in developing students' writing skills. In this session, activities for establishing writing-to-learn routines in the content classroom will be described. Procedures for Self-Regulated Strategy Development (SRSD) for short and extended writing will be used to illustrate a proven model for effective writing-to-learn instruction. Research-based writing-to-learn strategy instruction approaches will be presented. Special attention will be given to how to implement approaches to support narrative, informative, and persuasive writing in literature, science, social studies, and history. Adaptations and modifications, as noted by researchers and teacher practitioners, to meet the needs of diverse learners, will be highlighted.
Harris, K.R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Brooks Publishing Co. Inc.
Mason, L.H., Meadan, H., Hedin, L, & Cramer, A. (2012). A qualitative examination of intervention effects on students' motivation for reading and writing. Reading and Writing Quarterly, 28, 70-96.
Berry, A., & Mason, L.H. (2012). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education, 33, 124-136.


3/4" Brass die with Compass symbol and removable 3" dark brown Wood Handle.
This seal is nice and on the smaller side, which I find is nice to use on a smaller envelope. I do which the imprint were a bit deeper, but overall it is a nice stamp!
Ordered two stamps from this collection, the greyhound and raptor. Each were to be given as presents to our guest's at a small wedding. Received both in a perfect gift box and in a very quick/ timely manner. Please do not hesitate to order, the gifts were very well received and make for a very nice customized present.


Welcome to the Playa de Palma Hotels & Travel Guide, your online travel specialist. Playa de Palma Hotels offers you comprehensive information and online booking facilities for Hotel Bahamas, car rentals & golf.
As a leading online hotels and travel guide, the volume of hotel reservations that we send to our selected hotels, apartments & resorts in Playa de Palma means that we have negotiated the most competitive rates for our customers. Below you can find more information on the hotel you selected, Hotel Bahamas.
This accomodation Hotel Bahamas offers several amenities from 24-hour front desk, Arcade/game room, Babysitting or childcare (surcharge) to Bar/lounge.
With a stay at Hotel Bahamas in Playa de Palma (El Arenal), you'll be minutes from Aqualand and close to Port of El Arenal. This hotel is within the vicinity of Palma Beach and Maioris Golf Club.
Make yourself at home in one of the 239 air-conditioned guestrooms. Satellite television is provided for your entertainment. Bathrooms with shower/tub combinations are provided. Conveniences include phones, as well as safes and desks.
Enjoy a range of recreational amenities, including a health club, an outdoor pool, and a sauna. This hotel also features complimentary wireless Internet access, babysitting/childcare (surcharge), and an arcade/game room.
Featured amenities include dry cleaning/laundry services, a 24-hour front desk, and multilingual staff. Parking is conveniently located nearby.


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Forget the 'mitumba' rage, we must strengthen manufacturing
By Gladys Wanga | 7mos ago
Second-hand cloth shop at Toi Market in Kibra, Nairobi. June 9, 2022. [Stafford Ondego, Standard]
The excitement that kicked in after the Monday launch of Azimio flagbearer Raila Odinga's manifesto was palpable across the republic.
In particular, the debate that followed Raila's mitumba remarks was quite engaging, seen from the perspective of job creation and manufacturing. It may have passed as a by the way but given a close look, it offered a major food for thought.
In 2007, 2013 and 2017, Raila's manifestos have largely revolved around infrastructure. Indeed, at the launch at Nyayo National Stadium, he emphasised infrastructure as one of the key areas of economic growth that he will leverage.
The centrality of infrastructure in the country's growth agenda cannot be gainsaid. The Kibaki-Raila and Uhuru governments have particularly made remarkable achievements in the infrastructure front.
There are mega road projects that we previously saw only on thriller Western movies, such as the Thika Super Highway – the hallmark of the Kibaki regime's road development to the Mombasa Road's new iconic Expressway.
What is Raila Odinga up to? Azimio boss's latest move keeps people guessing
Raila of old returns to Kamukunji, and he's singing a not-so-new song of redemption
This year, Raila has made a significant gear shift. His priority is industrialisation. His message in the campaigns has been as clear – one county one product. Imagine the possibility of having 47 mega factories focused on products servicing the needs of the regions.
That is why the rage on 'mitumba' remarks was completely unnecessary. Manufacturing means harnessing our own local resources. It means more money in the pockets of the farmers. It means employment opportunities for the youth. It means access to ready markets and it all translates to an overall economic prosperity and a powerful brand Kenya.
According to government statistics, the manufacturing sector has remained flat in the last decade, contributing a static 11 per cent to the value of Kenya's goods and services. This can be tripled, and the results will be instant in its contribution to national output and exports, and for job creation.
Manufacturing was also one of President Kenyatta's Big Four agenda. At the heart of Raila's development agenda will be the 'Buy-Kenya-Build Kenya' philosophy. Azimio wants to strengthen jua kali manufacturers – with orders for doors, windows, nails, hinges – under the affordable housing programme. Huge resources have been invested in the Big Four projects that cannot go to waste.
We can't do the same thing all the time and expect different results. To realise the full potential of devolution, we must invest more in manufacturing. Economists will tell you that increasing a country's share of manufacturing will translate into sustained economic growth.
Poor governance practices are substantially to blame for our county's current social, political, and economic challenges. Ten years after devolution, the counties, including Homa Bay where I come from, are still confronted with teething socio-economic challenges.
A strong manufacturing sector, good infrastructure, elimination of graft, hence, good governance, improved health and well-being, enhanced food security, adequate jobs and sustained social and cultural development, is what Kenya requires to catch up with the Asian Tigers. It can be done.
The writer is Homa Bay Woman Rep and governor aspirant
Mitumba Raila Odinga Azimio la Umoja manifesto
Museveni hosts Trade CS Kuria

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Infinity-Scroll [Wordpress, Origin Theme, Shadowbox Plugin] I've never done Javascript,
On the website I've added rel="shadowbox" to the posts to pull up the lightbox of the post. The template has infinity-scroll built in and I've seen that you have to use a callback to make shadowbox work on the new posts. The problem is where do I put the code and how?
Example:
$("#container").on("focusin", function(){ $("a.ajaxFancyBox").fancybox({ // fancybox API options here 'padding': 0 }); // fancybox }); // on

Do I put this in the head in a script tag?

A: You could include it in the head of your website if you'd like... something like this may work for you:
<script>
$(function(){

    $("#container").on("focusin", function(){ $("a.ajaxFancyBox").fancybox({
         // fancybox API options here 'padding': 0
        }); // fancybox
    });

});
</script>

If you're not so much a programmer and want a top-notch modal plugin (lightbox), I suggest checking out Easy Fancybox.  It works and looks great.  http://wordpress.org/extend/plugins/easy-fancybox/

A: Scratch that, Took Shadowbox & Easy FancyBox out completely.
Used Wordpress Built in Thickbox
Above the post added
<?php add_thickbox(); ?>

add a class
class="thickbox"

At the end of the link added because it was an iframe
?KeepThis=true&TB_iframe=true&height=400&width=600

Which I think does it's own callback (I Can't find if I put it in)
If so add the following to the header.php
<script> tb_init( $('a.thickbox, area.thickbox, input.thickbox',this) );</script>

Like I said I don't think it needs it.
Thanks for your help though.

redpajama_set_name: RedPajamaStackExchange


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text:
Local Choice & Economic Development
BillFarley.Net
J.A. Murray Biography
Murray's Life in Postcards
1921 Headlines: The Fight for Murray's Estate
Serra's First Mass: Monument & Poem
Murray and Hugeutte Clark's Father
Senator James E. Murray
Salvador Dali's "Enid Haldorn"
Cycling Iowa
Murray's Monterey
July 7, 2016 July 22, 2017 / Bill Farley	/ 2 Comments
Murray's mansion and the property he held across the street (labeled a private park in property records).
Last month I travelled to Monterey, California to tie up loose ends on research for my biography of James A. Murray. I knew several things about Murray's life in Monterey prior to my trip. He moved there in 1904, at age 64, eight years into his second marriage. He purchased the Tevis Estate from David Jacks, and was likely the home's first permanent occupant. The home remained in the Murray family until it was demolished in the 1940's to make way for the expansion of Cannery Row. Murray died in the home in 1921 and the battle for his estate played out in the Monterey Superior Court. Today, a portion of the residence (the horse stables and corral) is the site of the Monterey Bay Plaza & Spa. Five other buildings occupy the site as well. The Monterey Bay Inn sits on the location of his main residence. During the seventeen-year period that Murray called Monterey his home, he commissioned a monument to mark the location of Junipero Serra's first mass, purchased a Leon Trousset painting of the same event, found work for a dear friend at the Monterey Cypress newspaper, buried that friend at the San Carlos cemetery, commissioned a monument to mark his friend's grave, and loaned money to several Monterey residents, including artist Charles Rollo Peters. Murray's wife remained in Monterey after his death, as did her son by another marriage, Stuart Haldorn, and his wife Enid Gregg.
Murray's Trousset painting now hangs in the Carmel Mission.
My primary research objective on this trip was to define the relationship between Murray and Charles Rollo Peters. My secondary objective was very broad. I wanted to find any other information that would further define Murray's role in Monterey's early history. My advance work for the trip was aided by James Perry at the Monterey County Historical Society and Dennis Copeland at the City Library. Perry pulled the case numbers I needed to look up court records involving Murray – two of which involved Peters. Copeland pulled a glass negative of the Trousset painting that I could examine to determine if Murray's version was the same one that now hangs in the Carmel Mission. My plan was to review the cases at the Superior Court, see if the negative matched the Trousset painting at the Carmel Mission and then spend time looking though reels of local newspapers at the City Library. My time flipping through the newspapers was just a hunt for random stories.
My time at the court went very quickly. The lawsuits between Murray and Peters were very revealing. Murray lent Peters a total of $15,000 in two loans between 1906 and 1907. This was a significant amount of money in that time period. It would take a blue collar worker 30 years to earn that amount, and a white collar worker ten. Both loans were secured against his estate (Peters' Gate). This was at a time of lavish spending for Peters. He took in artists after the 1906 earthquake and opened a gallery at the Del Monte hotel. Both notes were due within one year, but as with many of his charitable loans, Murray did not make any effort to collect. When Murray died, he held over 50 uncollected private loans to individuals totaling over $1.25 million. Many were worthless and of a similar age to Peters' notes. It seems he only moved to collect on these private loans if he felt slighted.
It appears Murray's lawsuits were prompted because Peters sold his estate (Murray's collateral) between 1909 and 1910, and did not use the any of the proceeds to repay Murray. This likely irritated Murray, so he foreclosed on the new property owner to assert his right to title. It appears he won his effort to gain title to the property, as new owner entered into a mortgage with Murray. Whether any money exchanged hands for the clouded title is unclear. Murray probably did not receive much, but the foreclosure process allowed him to go after Peters for some compensation. The court records indicate Peters was forced to sell two paintings hanging at the St. Francis hotel in San Francisco to make at least a symbolic payment to Murray. Paintings by established California artists at that time sold for $50 to $500.
The lawsuit with Hugh Porter revealed that Murray started the Monterey Cypress newspaper in 1907 and lent Porter, the paper's editor, half of the start-up money to be a partner in the business. Murray did this with a lot of people to avoid paying them a salary – instead, his partners worked for free and had to make sufficient profit to pay off Murray's loan. In this case, Porter also had to make sure he could pay John Maguire's salary as associate editor. Murray also owned newspapers in Pocatello, Idaho and Livingston, Montana where he had business interests. He also invested heavily in the radical Butte Bulletin.
When I visited the City Library I discovered that in the week prior, the library has just transitioned all of their microfilm roles to an on-line platform. I searched the database very quickly and found a great article on (new-to-me) renovations at the Carmel Mission funded by Murray in 1908. This work was completed shortly before the installation of his Serra Monument. I then spent some time in the California Room browsing through file cabinets and shelves. I found some good articles on Charles Rollo Peters to provide context for Murray's loans and the disposition of Peters' Gate. The image of Murray's Trousset was out for scanning, so Dennis arranged to send me a copy via email later in the week.
Steps to small pulpit in Carmel Mission. Repaired by Murray.
I accomplished all of the goals I set for the trip, so I shortened my stay in Monterey and booked a room near U.C. Berkeley. I wanted to check out the Douglas Tilden papers to see if there were any mention of the base reliefs he prepared for the Serra Monument Murray commissioned at the Lower Presidio Historic Park. As I left town the next day for Berkeley, I stopped by the Carmel Mission to see if any of the work Murray commissioned still existed. The curator, Jewel Gentry, was kind enough to give me a tour of the mission. It appeared to me that only the work Murray did with the stairways remained. My last stops before leaving the area were the Monterey County Historical Society and the County Recorder. At the society office I had a chance to brief Perry on what I had found, and at the Recorder's Office I found several new-to-me property documents that enlarged the footprint of Murray's ocean front mansion.
My trip to Berkeley the next day only provided a couple bits of new information, but reading Tilden's papers was a very moving experience. With a few extra hours I had, I made another unplanned trip to Mission Delores to see a bronze casting of the Tilden base relief that was part of Murray's Serra monument.
Murray's Hunter's Hot Springs Resort with Mission Style Architecture (Montana).
With my new research I have a fuller picture of Murray's role in Monterey's historic preservation, the lengths he went for his good friend John Maguire, and the secret role he played in funding the area's artist colony. It also came clear to me just how much influence the mission architecture influenced his other projects. Two resorts that he developed in Montana reflected this influence. Monterey was fortunate that they were able to experience the best of Murray's personality. Most places where he did business were not so fortunate.
Now back to writing the biography of my complicated relative……
Presenting at the Glucksman Ireland House in October
June 29, 2016 June 29, 2016 / Bill Farley	/ Leave a comment
The Glucksman Ireland House
I learned yesterday that my most recent paper has been accepted for the Mid-Atlantic regional meeting of the American Conference for Irish Studies. The conference is being held at the Glucksman Ireland House on the campus of New York University. NYU has an outstanding Irish Studies program and it is exciting to be on their campus for this conference. Below is a description of my paper:
The Butte Bulletin: Ireland's Voice in the Western Labor Camps
The Butte Bulletin held the largest circulation and reach of any paper in Montana between 1918 and 1921 – a period rife with labor unrest and a time when entire communities were shackled by martial law. At the center of the conflict was the State's rich deposits of copper and the corporations that mined, processed and transported the precious metals to munition companies arming America's allies. The Butte Bulletin was labor's organ during this tumultuous time, reaching mining and timber camps throughout the West – but it also held an equally radical pro-Irish agenda, a focus that has been given little attention by historians. Past research into the paper's origins and operations has focused on ties to the IWW and Communist Party, and the intense focus of the Military Intelligence Division on the paper's seditious editors. In this paper I look specifically at the Irish roots of the paper's start-up. Two of the principal promoters of the paper were James A. Murray and his nephew, NYU alum James E. Murray. My recent article in Montana: The Magazine of Western History, titled "Rocky Mountain Radicals; Copper King James A. Murray and U.S Senator James E. Murray, and Seventy-Eight Years of Montana Politics, 1883-1961" provides a political biography of the pair, and reveals their role with the Butte Bulletin. Here, I delve further into other Irish connections to the paper, and consider the influence the paper had in promoting Ireland's cause during the final push for freedom.
Coming in Fall 2017
March 30, 2016 April 1, 2016 / Bill Farley	/ Leave a comment
Signed on today with Mountain Press Publishing Co to publish the biography of James A. Murray, a radical Western millionaire.
Murray built his fortune alone and unaided. The Irish immigrant was a fervent supporter of labor and Irish Nationalism, and fought at every turn against corporate capitalism. He operated his business empire, stretching from Seattle to San Diego and east to Colorado, out of saloons and hotel lobbies. He dined with hack drivers and prostitutes in Rocky Mountain mining camps, and Diamond Jim Brady and Lillian Russell in New York City. During the Gilded Age he owned the most magnificent home on the California Coast and a five star resort at the edge of Yellowstone Park.
Presenting this Weekend at the American Conference for Irish Studies Western Regional
October 14, 2015 October 14, 2015 / Bill Farley	/ Leave a comment
The theme of the conference is Ireland: Memory and Monument. My presentation is about the potential meaning behind three monuments commissioned by James A. Murray, an Irish immigrant; a Celtic cross, a theater stage, and a pick and shovel.
Murray built a fortune in the American West with discipline, ruthless determination, deception, and colorful shenanigans that made him a favorite of the press. Murray's accentuated personality included a remarkable radical streak unmatched by other Western millionaires. His radicalism first surfaced during the Irish Land League protests of 1883, and reached a zenith when Irish-American nationalism surged following the Easter Rising in 1916. Estranged nephew, NYU-trained lawyer, and future U.S. Senator James E. Murray served as elder Murray's main political operative following The Rising. Elder's money and younger's ambition formed a powerful combination that rattled military agencies tasked with protecting wartime industries and filled coffers for Ireland's revolution.
My paper explores the motivation behind Murray's remarkable actions to support radical Irish organizations and labor unions, using three unusual monuments he commissioned over 100 years ago.
Toward Revolution!
October 2, 2015 October 2, 2015 / Bill Farley	/ Leave a comment
Next week I will be speaking on the campus of University of Wisconsin – La Crosse at the Midwest Section of the American Conference for Irish Studies (ACIS). The theme of the conference is "Towards Revolution," and my contribution will be a paper on the path of James E. Murray to the top of Eamon De Valera's support group, the American Association for the Recognition of the Irish Republic. Murray's involvement with De Valera started when the Irish leader first toured America in 1919 and ended with the start of the Irish civil war in 1922.
Murray's climb was promoted by the Butte Bulletin, a radical labor daily funded by his wealthy uncle. The paper, distributed to labor camps throughout the West, was backed by the IWW and championed labor, socialism, and the end of British Imperialism. New information will be presented at this conference on the relationship between Uncle Murray and the Butte Bulletin.
Community Wealth Shapes Local Economic Development Programs
A Survey of Local Economic Metrics in Virginia
Rethinking Metrics for Local Economic Development
Reporting Accuracy in Local Economic Development Programs
Tourism for taxes or good jobs?
Capitalism Economic Development Examples Fair Wages Full Employment Irish Republicanism Jim Murray Just Host Monterey Area Publishing Research San Diego Senator Murray
Fair Wages
Full Employment
Irish Republicanism
Just Host
Monterey Area
Senator Murray
The views expressed on this blog are my own and do not reflect the views of my employer or the Commonwealth of Virginia.


text:
Verilog EN: Diferență între versiuni
De la WikiLabs
Versiunea de la data 12 aprilie 2018 09:54 (vizualizați sursa)
Cbira (Discuție | contribuții)
(→Concatenation operator)
Versiunea curentă din 30 mai 2018 10:54 (vizualizați sursa)
(Nu s-au afișat 33 de versiuni intermediare efectuate de același utilizator)
== Modules (synthesizable) ==
The Verilog language is structured on modules. Each module represents a circuit that implements a certain function. For example, a module may be a summation, ie a circuit that has two entries specifying the two operands and an output representing the result of the assembly. The content of the module is the (structural or behavioral) description of the gates that computes the sum of the two entries. Therefore, the definition of a Verilog module has two parts:
The Verilog language is structured on modules. Each module represents a circuit that implements a certain function. For example, a module may be a summation, ie a circuit that has two entries specifying the two operands and an output representing the result of the assembly. The content of the module is the (structural or behavioral) description of the gates that calculate the sum of the two entries. Therefore, the definition of a Verilog module has two parts:
* interface - the list of all the input and output ports of the circuit, specified by name and size;
* implementation - actual circuit description using input values to calculate output values;
=== Verilog Module Interface ===
The '' Adder '' module interface is shown below. '''''' Note: '''''' As in the decimal system, where the sum of two numbers' 'n''' digits needs' n '=18), and in the binary system, the sum of two '' n '''bits will be on' 'n + 1''' bits.
The '' Adder '' module interface is shown below.
''''' Note: ''''' As in the decimal system, where the sum of two numbers '''n''' digits needs '''n+1''' digits ( 9 + 9 = 18), in the binary system, the sum of two ''' n ''' bits will be on '''n + 1''' bits.
[[File: Adder_interface.svg | thumb | Representation of the Adder module (black box)]]
<syntaxhighlight lang="verilog">
input [3: 0] in0,
input [3: 0] in1
//implementation
The keywords '''''module''''' and '''''endmodule''''' are used to start and end defining a module. Immediately after the keyword '''''module''''' follows the module name.
The keywords''''' modules''''' 'and''''' endmodule '''' 'are used to start and end defining a module. Immediately after the keyword '''' 'module''''' follows the module name.

 '''' 'Convention:'''''  The name of a module will begin with a large letter.
 '''''Convention:'''''  The name of a module will begin with a large letter.
After defining the module name, the list of ports, placed between '''round brackets' 'and separated by''' comma '' follows. Accepted keywords are '''' 'output''''' (representing an output port), '''' 'input''''' (representing an input port) and '''' 'inout' ''''(representing a bidirectional port).
After defining the module name, the list of ports, placed between '''round brackets''' and separated by '''comma''' follows. Accepted keywords are '''''output''''' (representing an output port), '''''input''''' (representing an input port) and '''' 'inout' ''''(representing a bidirectional port).

 '''' 'Tip:'''''  ''. They introduce [http://en.wikipedia.org/wiki/Tri-state_buffer#Tri-state_Buffer Tri-state Buffer] elements that are ineffective. A more efficient alternative is to define two ports, one input and one output, with similar names (ex: '' data_in '' and '' data_out '').
 '''''Tip:''''' ''' Introduction of [http://en.wikipedia.org/wiki/Tri-state_buffer#Tri-state_Buffer Tri-state Buffer] elements is ineffective. A more efficient alternative is to define two ports, one input and one output, with similar names (ex: '' data_in '' and '' data_out '').
 '''' 'Convention:'''''  First the outputs, then the inputs of a module are defined.
 '''''Convention:'''''  First the outputs, then the inputs of a module are defined.
 '''' 'Convention:'''''  '''' module '''' '.
 '''''Convention:'''''  '''''module'''''.
According to the port type, it follows its size, specified in the bit indexes, where the least significant bit has the index 0. For example, a 4 bit signal will have the following specification: '''[3: 0]''' significantly has index 3, least significant 0, total 4 bits). '''' 'Note:''''' One-bit signals lack the size specification:
According to the port type, it follows its size, specified in the bit indexes, where the least significant bit has the index 0. For example, a 4 bit signal will have the following specification: '''[3: 0]''' significantly has index 3, least significant 0, total 4 bits). '''''Note:''''' One-bit signals lack the size specification:
After the list of ports in brackets, the interface definition ends with the ''';''' character.
#'''''Remark:''''' There are non-synthesizable modules (which do not have logical gaps), which are used as test programs in simulation environments and are called test modules. These modules have no input and output ports and are used only to give the input port values of the module to be tested, and to check the values on the output ports of the module. For these modules, the list of ports and their associated parentheses are missing:
Module TestModule;
=== Implementing Verilog Modules ===
* blocks '''initial'''
''''' Remark: ''''' Not any block '''assign''' or '''always''' is synthesizable. There are syntactic constructs that do not have a correspondent in the circuit. These blocks can be simulated but can not be used to program an [[FPGA]] board.
''''' Remark: ''''' Not all '''assign''' or '''always''' blocks are synthesizable. There are syntactic constructs that do not have a correspondent in the circuit. These blocks can be simulated but can not be used to program an [[FPGA]]
'''''Note:''''' The order of blocks in a module does not matter.
==== Wires (wire) and registers (reg) ====
==== Fire (wire) and registers (reg) ====
The threads are used for linking modules and for assigning partial results in combinational circuits, therefore:
The threads are used for linking modules and for assigning partial results to combinational circuits, therefore:

 '''''' Rule: '''' ' '' or '' as the output of a module (never both simultaneously).
 ''''' Rule: ''''' '' or '' as the output of a module (never both simultaneously).
wire [3: 0] wire;
wire [3: 0] bunch_of_wires;
Registers are commonly used to implement sequential stumps, and then they define physical registers, but:
Registers are commonly used to implement sequential circuits, and in those circuits they are physical registers, but:
'''''' Remark: '''''''''''''' does not necessarily translate into a physical register. Translating it depends on how it is used.
''''' Remark:''''' A '''reg''' element does not necessarily translate into a physical register. Translating it depends on how it is used.
A register is defined as follows:
Linia 92: Linia 102:
 '''''' Rule: '''' ' or '''initial'''.
 '''''Rule:'''''  or '''initial'''.
 '''' 'Rule:'''''  No element can change its value in more than one block. That is, for a wire ('' wire ''), there can not be two blocks '''assign''' in which it takes values, and for '' reg '''there is only a block' 'always''' or '''initial''' in which it changes its value.
 '''''Rule:'''''  No element can change its value in more than one block. That is, for a wire (''' wire '''), there can not be two '''assign''' blocks in which it changes the value, and for ''' reg ''' there is only one block of '''always''' or '''initial''' in which it changes its value.
'''' 'Note:''''' An entry of a module is always' wire ''. That's the statement
'''''Note:''''' An input of a module is always a '''wire'''. Therefore the statement
'''' 'Remark:''''' 'An output of a module may be' wire '' or '''reg'''. If not specified, it is a '''wire' 'type. That's the statement
'''''Remark:''''' An output of a module may be a ''' wire ''' or '''reg'''. If not specified, it is a '''wire''' type. Therefore the statement
==== Blocks '''assign''' ====
==== '''assign''' blocks ====
[[File: Adder.png | thumb | Adder module implemented]]
Assign '''is a key word that generates [[combinational circuits]]. As the summator is a [[combinational circuits | combinational circuit]], and output is implicitly wire type, we can implement it with a block '''assign'''
'''assign''' is a key word that generates [[combinational circuits]]. As the summator is a [[combinational circuits | combinational circuit]], and output is implicitly wire type, we can implement it with a block '''assign'''
module Adder (
assign out=in0 + in1;
<syntaxhighlight>
'''' 'Note:''''' Generally, a block '''assign''' will generate a synthesizable circuit. There are also exceptions when the desired operation is too complex to be implemented through a combination circuit effectively. E.g:
'''''Note:''''' Generally, a block '''assign''' will generate a synthesizable circuit. There are also exceptions when the desired operation is too complex to be implemented through a combinational circuit effectively. E.g:
assign out=in0 /in1;
is not a synthesizable code for most synthesis tools, but works fine in a simulation.
==== Combined '' always''' blocks ====
==== Combinational ''' always''' blocks ====
Always, a block '''always''' is used to give values of '''reg''' signals. A block '''always''' may translate into [combinational circuits]] or [[sequential circuits]], depending on its list of sensitivities. The general format for a '''always''' block is the following:
As the name calls it, the list of sensitivities is the list of sensitive signals, that is, the registers described by the block '''always''' depend on. If only the name of a signal is passed in the list of sensitivities without any additional specifiers, then the block is sensitive to any change of this signal. If a block '''always''' has more signals to which it is sensitive, they split into the sensitivity list using the keyword '''or'''.
'''' 'Note:''''' If the list of sensitivities contains only signals without other specifiers, then the result of the block synthesis will be a combinational circuit.
'''''Note:''''' If the list of sensitivities contains only signals without other specifiers, then the result of the block synthesis will be a combinational circuit.
In this case, we can redo the implementation of the summator using a block '''always''' as follows:
always @ (in0 or in1) begin
==== Blocks '''always''' sequential. Non-blocking assignments ====
==== '''always''' sequential blocks. Non-blocking assignments ====
[[Sequential Circuits | Sequential Circuits]] are circuits that are synchronized by [Sequence Circuits #Clock Signal | Clock Signal]. This signal is usually produced by a clock generator and is defined as input for each sequential module (in which there is at least one register). We can modify the previous example so that the output of the summation module is synchronous (that is, change only on the positive clock front). Thus, in the module interface, the clock signal also appears:
//implementation here
 '''''' Rule: '''' ' Always use a''' always '' block to describe sequential circuits.
 '''''Rule:''''' Always use a '''always''' block to describe sequential circuits.
always @ (posedge clock) begin
'''' 'Note:''''' The key word that specifies the positive front of a signal is posedge '''and the negative signal side is'''negedge'''.
'''''Note:''''' The key word that specifies the positive front of a signal is '''posedge''' and the negative signal side is '''negedge'''.
Note the operator '''<=''' used to assign the amount of the target register. It is NOT the 'less than or equal' logical operator, but it is a non-blocking assignment mode. The difference between blocking assignment ('''=''') and non-blocking ('''<=''') is that the second one evaluates all the expressions on the right hand side of the assignment operator front, sum '' in0 + in1 '') and only then assigns the result of the target register. For example, if we want to invert the values of two registers, 'reg0' and 'reg1', so that 'reg0' takes the value of 'reg1' and vice versa, we will do the following:
Note the operator '''<=''' used to assign the amount of the target register. It is NOT the 'less than or equal' logical operator, but it is an assignment mode called non-blocking. The difference between blocking assignment ('''=''') and non-blocking ('''<=''') is that the second one evaluates all the expressions on the right hand side of the assignment operator front, sum '' in0 + in1 '') and only then assigns the result of the destination registry. For example, if we want to invert the values of two registers, 'reg0' and 'reg1', so that 'reg0' takes the value of 'reg1' and vice versa, we will do the following:
module RegSwapper (
reg [31: 0] reg0;
 '''''' Rule: '''' ' In the same block''' always''', the same type of assignment operator is used for all operations.
 ''''' Rule: ''''' In the same block''' always''', the same type of assignment operator is used for all operations.
==== Instance blocks ====
==== Instantiation blocks ====
[[File: adder4.png | thumb | A four-digit sumer consisting of three summers of two numbers]]
Once a module is defined, it can be used anytime during one or more projects. This system is called instantiation. Let's take as an example a module that has to make the sum of 4 3-bit numbers. We can use for this purpose the 4-bit '' Adder '''module as defined above, in the configuration in the figure. Notice that the same module is used three times. It's inefficient and useless to write the implementation of the module three times, so we'll resort to the instantiation method. Any instance of a module must have a unique name, as in a programming language, the same kind of variables must have a unique name.
It is further noted that there are "threads" in the Adder4 module that are neither input nor output and are used only to connect the Adder '''(the red and the green ones) . These signals are wire ('' wire '') and must be declared as such.
It is further noted that there are "threads" in the Adder4 module that are neither input nor output and are used only to connect the Adder (the red and the green ones). These signals are wires ('' wire '') and must be declared as such.
The syntax for instantiating a module is as follows:
.nume_intrare_sau_iesire_n (nume_semnal_legat_la_intrare_sau_iesire_n)
//define the binding yarns
//define the connecting wires
wire [3: 0] subsum0;
.in0 (in0), //at the input called in0 of the adder0 instance, the input in0 of the module
.in1 (in1) //at the input called in1 of the adder0 instance connects the input in1 of the module
Adder adder1 (
.in0 (in2), //at the input called in0 of the adder1 instance, the in2 input of the module
.in1 (in3) //at the input called in1 of the adder1 instance it binds the input in3 of the module
.in0 (subsum0), //at the input called in0 of the adder2 instance, the thread subsum0
.in1 (subsum1) //at the input called in1 of the adder2 instance, the thread subsum1
'''''' Note: Adder0 and adder1 have links to 3-bit and 4-binary inputs, although their ports have 4 or 5 bits (inputs and outputs). In this case, the bindings are aligned to the least significant bit, and a mismatch port is generated. Although the programs we use support the above code, there are programs that do not support such constructions, and stop erroneously. To be very rigorous, we will use the concatenation operator to correct the code in the following way (more about the operators you will find below):
''''' Note:''''' Adder0 and adder1 have links to 3-bit and 4-binary inputs, although their ports have 4 or 5 bits (inputs and outputs). In this case, the bindings are aligned to the least significant bit, and a mismatch port is generated. Although the programs we use support the above code, there are programs that do not support such constructions, and stop eroding. To be very rigorous, we will use the concatenation operator to correct the code in the following way (more about the operators you will find below):
.out (subsum0), //the called out of the adder0 instance links to the submodule thread
.in0 ({1'b0, in0}), //at the input called in0 of the adder0 instance binds a bit 0 concatenated with the input in0 of the module
.in1 ({1'b0, in1}) //at the input called in1 of the adder0 instance binds a bit 0 concatenated with the input in1 of the module
.in1 ({1'b0, in1}) //at the input called in1 of the adder0 instance binds a 0 bit concatenated with the in1 input of the module
.out (subsum1), //the outgoing output of the adder1 instance binds to the subsume1
.in1 ({1'b0, in3}) //at the input called in1 of the adder1 instance it binds a bit 0 concatenated with the input in3 of the module
.in1 ({1'b0, in3}) //at the input called in1 of the adder1 instance, a bit 0 concatenated with the input of the module
.out (out), //the outgoing output of the adder2 instance links to the outgoing module
.in0 (subsum0 [3: 0]), //at the input called in0 of the adder2 instance, the least significant 4 bits of the submodule thread
.in1 (subsum1 [3: 0]) //at the input called in1 of the adder2 instance, the least significant 4 bits of the substring 1
.in1 (subsum1 [3: 0]) //At the input called in1 of the adder2 instance, the least significant 4 bits of the submode thread 1
The test modules are used to check the functionality of another synthesizable module. The figure below shows the block diagram for a 4-bit checker module. A generic test module follows a few clear rules:
* for each input of the test module, a '''reg''' variable of the same size as the input is used to generate circuit stimuli;
* for each input of the test module, a variable '''''''' of the same size as the input is used to generate circuit stimuli;
* for each output of the test module, a '''wire''' type variable of the same size as the output used to verify the behavior (usually by waveform display) is defined;
* for each output of the test module, a '' wire '' type variable of the same size as the output used for behavioral verification (usually by waveform display) is defined;
* instantiates the test module and links the previously defined variables to the inputs and outputs of the instance;
* Write a stimulus generator (an '''initial''' block) in which a timed sequence of input transitions is programmed;
* Write a stimulus generator (an '''''''block) in which a timed sequence of input transitions is programmed;
* Use simulation software to run the test and see the waveforms.
The '''' initial '' block is used to give input values to the test module. He starts execution at time t=0. Each line is executed at the same time point until the #operator who encounters time passes is encountered. Thus, in the example above, the first two lines are executed at t=0, line 3 is executed at t=5, lines 4 and 5 at t=7, lines 6 and 7 at t=10 and the last line at t=15. The $ stop () function calls the end of the simulation.
The ''' initial ''' block is used to give input values to the test module. He starts execution at time t=0. Each line is executed at the same time point until the #operator who encounters time passes is encountered. Thus, in the example above, the first two lines are executed at t=0, line 3 is executed at t=5, lines 4 and 5 at t=7, lines 6 and 7 at t=10 and the last line at t=15. The call to $ stop () determines the end of the simulation.
=== Clock signal in test modules ===
The keyword '''' forever '''is used to execute a assignment or function call repeatedly until the end of the simulation. This is particularly useful for generating a clock signal. The next sequence of code generates a clock signal with two time units:
The keyword ''' forever ''' is used to execute a assignment or function call repeatedly until the end of the simulation. This is particularly useful for generating a clock signal. The next sequence of code generates a clock signal with two time units:
reg clock;
initial begin
clock=0;
forever #1 clock =! clock;
forever #1 clock = ~clock;

Rule: For the sequential circuits, the test module will have two ''' initial '''blocks. The first is similar to the one above, and used to generate the clock signal. The second is used to generate the other input signals and the simulation stop directive. The reason for this segregation is that the instruction '''forever''' is blocking (that is, the instructions put after it will not run). All of the '''initial''' blocks in a test module run in parallel.

Rule: For the sequential circuits, the test module will have two '''initial''' blocks. The first is similar to the one above, and used to generate the clock signal. The second is used to generate the other input signals and the simulation stop directive. The reason for this segregation is that the instruction '''forever''' is blocking (that is, the instructions given after it are not executed). All of the '''' initial ''' blocks in a test module run in parallel.

== Verilog syntax ==
|- bgcolor="#ddffdd" align="center"
|Division || /|| a /b
|Negation || - || -a
|'''Operation''' || '''Operator''' || '''Example'''
|Equal || == || a == b
|Equality || == || a == b
Different || !=|| a!=b
|Non-equality || !=|| a!=b
|Less || <|| a <b
Less or equal || <= || a <= b
|Less or equal || <= || a <= b
|Higher || > || a> b
|More || > || a> b
|Higher or equal || >=|| a>=b
|More or equal || >=|| a>=b
|Or || <nowiki> | </nowiki> || and <nowiki> | </nowiki> b
|Exclusively || ^ || a ^ b
|Exclusive or || ^ || a ^ b
==== Bitwise logical operators ====
|Deny || ! or ~ || ! a or ~ b
|Negation || ~ || ~ b
|And the bits of a signal || & || & a
|And the bits of a signal|| & || & a
|Or the bits of a signal || <nowiki> | </nowiki> || <Nowiki> | </nowiki> a
|Left shift || << || a <> || a >> b
==== Bit access operator ====
Given a n-bit signal, the access operator to a signal bit sub-sequence is '''[m: k]''' where m and k are indexes of the desired bits with n <m <k. For example:
Given a n-bit signal, the access operator to a signal bit sub-sequence is '''[m: k]''' where m and k are indexes of the desired bits with n < m < k. For example:
reg [31: 0] one_register;
reg [31: 0] a_register;
wire [7: 0] one_wire;
wire [7: 0] a_wire;
wire another_wire;
assign one_fir=one_register [30:23]; //the wire "one_wire" takes the value of the bit sequence from 23 to 30 in the register "one_register"
assign a_wire = a_register [30:23]; //the wire "a_wire" takes the value of the bit sequence from 23 to 30 in the register "a_register"
assign another_wire=one_wire [3]; //the "another_wire" wire will take the bit 3 value of the "one_wire" signal that is the bit 26 of the "one_register"
assign another_wire = a_wire [3]; //the "another_wire" wire will take the bit 3 value of the "a_wire" signal that is the bit 26 of the "a_register"
==== Concatenation operator ====
The concatenation operator is "{" and "}". Thus, a series of semicolon-separated and closed signals between two braces will result in a single signal of size equal to the sum of the dimensions of the component signals.
The concatenation operator is '{' and '}'. Thus, a series of semicolon-separated and closed signals between two braces will result in a single signal of size equal to the sum of the dimensions of the component signals.
wire [3: 0] a;
wire [3: 0] and;
wire [4: 0] b;
wire c;
==== Replication operator ====
The replication operator is used when it is desired to replicate a large or unknown number of times (given as a parameter). Thus, the construction '''{n {m}}''' represents the signal '''m''', multiplied by '''n''' times.
The replication operator is used when it is desired to replicate a large or unknown number of times (given as a parameter). Thus, the construction '''{n {m}}''' represents the signal '''m''' multiplied by '''n''' times.
The conditions can be expressed in three ways:
* using the known conditional operator in C (condition '''?'''value_for_true''': '''value_for_false);
* using the known conditional operator in C (condition '''?'''_value_value''': '''value_for_fals);
* using the ''' if - else ''' construction;
* using the '' if - else '' construction;
* using the case-endcase case or endcase case or endcase case.
wire [3: 0] d;
assign b=a ? c: d; //if it is true (ie if it is equal to 1), then b takes the value of c, otherwise, b is the value of d
assign b=a? c: d; //if it is true (ie if it is equal to 1), then b takes the value of c, otherwise, b is the value of d
//in any other case, b is 0
always @ (a or c or d) begin
case (a)
2'b00: e=c;
2'b01: e=d;
default: e=3'b000;
Versiunea curentă din 30 mai 2018 10:54
1 Modules (synthesizable)
1.1 Verilog Module Interface
1.2 Implementing Verilog Modules
1.2.1 Fire (wire) and registers (reg)
1.2.2 assign blocks
1.2.3 Combinational always blocks
1.2.4 always sequential blocks. Non-blocking assignments
1.2.5 Instantiation blocks
2 Test modules (not synonymous)
2.1 Clock signal in test modules
3 Verilog syntax
3.1 Constants
3.2.1 Arithmetic Operators
3.2.3 Bitwise logic operators
3.2.4 Bitwise logical operators
3.2.5 Bit shift operators
3.2.6 Bit access operator
3.2.7 Concatenation operator
3.2.8 Replication operator
3.3 Blocks and conditional operators
Modules (synthesizable)
interface - the list of all the input and output ports of the circuit, specified by name and size;
implementation - actual circuit description using input values to calculate output values;
Verilog Module Interface
The Adder module interface is shown below. Note: As in the decimal system, where the sum of two numbers n digits needs n+1 digits ( 9 + 9 = 18), in the binary system, the sum of two n bits will be on n + 1 bits.
Representation of the Adder module (black box)
output [4: 0] out,
The keywords module and endmodule are used to start and end defining a module. Immediately after the keyword module follows the module name.
Convention: The name of a module will begin with a large letter.
After defining the module name, the list of ports, placed between round brackets and separated by comma follows. Accepted keywords are output (representing an output port), input (representing an input port) and ' 'inout' '(representing a bidirectional port).
Tip: Introduction of Tri-state Buffer elements is ineffective. A more efficient alternative is to define two ports, one input and one output, with similar names (ex: data_in and data_out ).
Convention: First the outputs, then the inputs of a module are defined.
Convention: module.
According to the port type, it follows its size, specified in the bit indexes, where the least significant bit has the index 0. For example, a 4 bit signal will have the following specification: [3: 0] significantly has index 3, least significant 0, total 4 bits). Note: One-bit signals lack the size specification:
input signal_de_un_bit,
After the list of ports in brackets, the interface definition ends with the ; character.
Remark: There are non-synthesizable modules (which do not have logical gaps), which are used as test programs in simulation environments and are called test modules. These modules have no input and output ports and are used only to give the input port values of the module to be tested, and to check the values on the output ports of the module. For these modules, the list of ports and their associated parentheses are missing:
Implementing Verilog Modules
The implementation of Verilog modules is done through blocks. These blocks may or may not correspond to a physical scent. If all blocks of a module have a correspondent in a physical circuit, then the module is synthesizable and can be transformed into a physical circuit. Blocks that can generate synthesizable constructions are of four types:
blocks assign
blocks always
Instance blocks
blocks generated
In addition, Verilog can define threads (wire) and registers (reg).
Blocks that are always unintelligible and are used exclusively for simulation:
blocks initial
Remark: Not all assign or always blocks are synthesizable. There are syntactic constructs that do not have a correspondent in the circuit. These blocks can be simulated but can not be used to program an FPGA
Note: The order of blocks in a module does not matter.
Fire (wire) and registers (reg)
Rule: or as the output of a module (never both simultaneously).
The threads in a Verilog module are defined as follows:
Remark: A reg element does not necessarily translate into a physical register. Translating it depends on how it is used.
reg [3: 0] register;
Rule: or initial.
Rule: No element can change its value in more than one block. That is, for a wire ( wire ), there can not be two assign blocks in which it changes the value, and for reg there is only one block of always or initial in which it changes its value.
Note: An input of a module is always a wire. Therefore the statement
is equivalent to
input wire [3: 0] in0,
Remark: An output of a module may be a wire or reg. If not specified, it is a wire type. Therefore the statement
output wire [4: 0] out,
assign blocks
Adder module implemented
assign is a key word that generates combinational circuits. As the summator is a combinational circuit, and output is implicitly wire type, we can implement it with a block assign
Note: Generally, a block assign will generate a synthesizable circuit. There are also exceptions when the desired operation is too complex to be implemented through a combinational circuit effectively. E.g:
Combinational always blocks
Always, a block always is used to give values of reg signals. A block always may translate into [combinational circuits]] or sequential circuits, depending on its list of sensitivities. The general format for a always block is the following:
always @ (<sensitivity list>) begin
As the name calls it, the list of sensitivities is the list of sensitive signals, that is, the registers described by the block always depend on. If only the name of a signal is passed in the list of sensitivities without any additional specifiers, then the block is sensitive to any change of this signal. If a block always has more signals to which it is sensitive, they split into the sensitivity list using the keyword or.
Note: If the list of sensitivities contains only signals without other specifiers, then the result of the block synthesis will be a combinational circuit.
In this case, we can redo the implementation of the summator using a block always as follows:
output reg [4: 0] out,
out=in0 + in1;
always sequential blocks. Non-blocking assignments
Sequential Circuits are circuits that are synchronized by [Sequence Circuits #Clock Signal | Clock Signal]. This signal is usually produced by a clock generator and is defined as input for each sequential module (in which there is at least one register). We can modify the previous example so that the output of the summation module is synchronous (that is, change only on the positive clock front). Thus, in the module interface, the clock signal also appears:
module SyncedAdder (
Rule: Always use a always block to describe sequential circuits.
SyncedAdder Module
Block always that describes a sequential circuit has only the clock signal in the list of sensitivities and it is not sensitive to any clock transition but only to one of the fronts (usually the positive one). Thus, we can implement the Synchronizer as follows:
out <= in0 + in1;
Note: The key word that specifies the positive front of a signal is posedge and the negative signal side is negedge.
Note the operator <= used to assign the amount of the target register. It is NOT the 'less than or equal' logical operator, but it is an assignment mode called non-blocking. The difference between blocking assignment (=) and non-blocking (<=) is that the second one evaluates all the expressions on the right hand side of the assignment operator front, sum in0 + in1 ) and only then assigns the result of the destination registry. For example, if we want to invert the values of two registers, 'reg0' and 'reg1', so that 'reg0' takes the value of 'reg1' and vice versa, we will do the following:
//correct code
reg0 <= reg1;
The module will behave as expected. The operator <= will not block the rest of the always block evaluations and therefore all assignments are made simultaneously after evaluating the operator's right-hand expressions. On the other hand, if we do the blocking assignment:
//incorrect code
reg0=reg1;
this will block the rest of the operations until the assignment ends. In this case, after the first clock queue, both registers will contain the initial value of reg1 .
The non-blocking assignment operator (<=) is used only in blocks always or initial.
Rule: In the same block always, the same type of assignment operator is used for all operations.
Use non-blocking assignment for all blocks always which generate sequential circuits (are clock synchronized) and blocking assignment in all other cases.
Instantiation blocks
A four-digit sumer consisting of three summers of two numbers
Once a module is defined, it can be used anytime during one or more projects. This system is called instantiation. Let's take as an example a module that has to make the sum of 4 3-bit numbers. We can use for this purpose the 4-bit Adder 'module as defined above, in the configuration in the figure. Notice that the same module is used three times. It's inefficient and useless to write the implementation of the module three times, so we'll resort to the instantiation method. Any instance of a module must have a unique name, as in a programming language, the same kind of variables must have a unique name.
It is further noted that there are "threads" in the Adder4 module that are neither input nor output and are used only to connect the Adder (the red and the green ones). These signals are wires ( wire ) and must be declared as such.
NameModuleInstantiatedNameName (
.nume_intrare_sau_iesire_0 (nume_semnal_legat_la_intrare_sau_iesire_0)
So let's see what the Verilog code for the Adder4 module looks like:
module Adder4 (
//instantiating the modules
Note: Adder0 and adder1 have links to 3-bit and 4-binary inputs, although their ports have 4 or 5 bits (inputs and outputs). In this case, the bindings are aligned to the least significant bit, and a mismatch port is generated. Although the programs we use support the above code, there are programs that do not support such constructions, and stop eroding. To be very rigorous, we will use the concatenation operator to correct the code in the following way (more about the operators you will find below):
wire [4: 0] subsum0; //define the 5-bit threads because the output of adder0 and adder1 is 5 bits
Test modules (not synonymous)
Test mode for 4-bit add-on
for each input of the test module, a variable ''' of the same size as the input is used to generate circuit stimuli;
for each output of the test module, a wire type variable of the same size as the output used for behavioral verification (usually by waveform display) is defined;
instantiates the test module and links the previously defined variables to the inputs and outputs of the instance;
Write a stimulus generator (an ''block) in which a timed sequence of input transitions is programmed;
Use simulation software to run the test and see the waveforms.
Thus, the test module for the 4-bit adder will look like this:
module AdderTester;
//this is the definition of variables and wires
//for driving signals
reg [3: 0] i0;
wire [4: 0];
//this is where the stimulus is added for the module
i0=0;
#5 i0=3;
#5 $ stop ();
//this is where the tested module is instantiated
Adder deviceUnderTest (
.out (a)
.in0 (I0),
.in1 (i1)
The initial block is used to give input values to the test module. He starts execution at time t=0. Each line is executed at the same time point until the #operator who encounters time passes is encountered. Thus, in the example above, the first two lines are executed at t=0, line 3 is executed at t=5, lines 4 and 5 at t=7, lines 6 and 7 at t=10 and the last line at t=15. The call to $ stop () determines the end of the simulation.
Clock signal in test modules
The keyword forever is used to execute a assignment or function call repeatedly until the end of the simulation. This is particularly useful for generating a clock signal. The next sequence of code generates a clock signal with two time units:
Rule: For the sequential circuits, the test module will have two initial blocks. The first is similar to the one above, and used to generate the clock signal. The second is used to generate the other input signals and the simulation stop directive. The reason for this segregation is that the instruction forever is blocking (that is, the instructions given after it are not executed). All of the ' initial blocks in a test module run in parallel.
Verilog syntax
Constants are numerical values. For each value, specify the number of bits that it represents and the base in which it is written. For example, 8'b111 is an 8-bit constant whose value in binary is 111 (ie in decimal, 7). In the same way, 16'd10 represents 10 in decimal represented by 16 bits. It is possible to specify the value without the number of bits or base (in which case the default is the decimal one, and the number of bits is approximated by the compiler).
Operation Operator Example
Addition + a + b
Substraction - a - b
Multiplication * a * b
Division / a /b
Equality == a == b
Non-equality != a!=b
Less < a <b
Less or equal <= a <= b
More > a> b
More or equal >= a>=b
Bitwise logic operators
And & a & b
Or | and | b
Exclusive or ^ a ^ b
Bitwise logical operators
Negation ~ ~ b
And the bits of a signal & & a
Or the bits of a signal | | a
Or exclusively on the bits of a signal ^ ^ a
Bit shift operators
Left Shift << a <> a >> b
Bit access operator
Given a n-bit signal, the access operator to a signal bit sub-sequence is [m: k] where m and k are indexes of the desired bits with n < m < k. For example:
Concatenation operator
//the signal d is formed by the concatenation of the signals a, b, c
//where a is in the most significant position and c
//in the least significant position
assign d={a, b, c};
Replication operator
The replication operator is used when it is desired to replicate a large or unknown number of times (given as a parameter). Thus, the construction {n {m}} represents the signal m multiplied by n times.
wire a;
wire [7: 0] c;
wire [15: 0] d;
assign b={5 {a}}; //b will take the value of a, replicated 5 times
assign d={2 {c}}; //d will take the value of c (8 bits) replicated 2 times
Blocks and conditional operators
using the known conditional operator in C (condition ?_value_value: value_for_fals);
using the if - else construction;
using the case-endcase case or endcase case or endcase case.
The conditional operator can be used in any type of block. Example:
Blocks' if - else , case - endcase can only be used in blocks always. Example:
reg [3: 0] b;
if (a) begin
b=c;
end else begin
b=d;
Example case - endcase:
reg [3: 0] e;
//if a is equal to 0, then it takes the value of c
//if a is equal to 1, then it takes the value of d
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text:
Quick Review of Research
An Intervention to Facilitate Return to Work
A Consumer Digest of Model System Research:
Intervention Bundle to Facilitate Return to Work for Burn-Injured Workers: Report From a Burn Model System Investigation
Researchers were interested in the effectiveness of an intervention that increased the rate of return to work among burn survivors. The study looked at a group of interventions that sought to return employees who had been injured on the job back to work within 90 days of their insurance claim. The intervention bundle included patient, family, and employer education. It also involved contact between the Vocational Rehabilitation (VR) counselor and employers, recommendations for work accommodations, provision of employee status letters, and Activity Prescription Forms (APFs).
What did the study find?
The study found that 93.5% of participants returned to work after receiving the interventions. In addition, only 1.3% of the participants in the study returned to work in greater than 90 days. Researchers also identified risk factors for unsuccessful return to work. In this study, participants were more likely to not return to work if they were male, construction workers, required surgery, and had limited range of motion in early outpatient visits. The authors suggest that the strategies used in this intervention may be useful for clinicians who are helping burn survivors return to work.
Who participated in the study?
The study included 338 participants who had sustained a work-related burn injury. All participants received care at the UW Medicine Regional Burn Center between 2010 and 2015. Additional eligibility requirements included: (1) coverage by the Washington State Department of Labor & Industries insurance program and (2) evaluation by a VR counselor during outpatient recovery for an acute burn injury. The average age at time of injury was 36 years, and 84% of participants were male.
How was the study conducted?
Researchers reviewed the medical records of participants to learn about the specifics of their injury, interventions provided, vocational services received, accommodations provided, and pre and post-burn employment information. Statistical tests were run to help researchers better understand the characteristics of the participants and their relationships to the time course of return to work.
Carrougher, G. J., Brych, S. B., Pham, T. N., Mandell, S. P., Gibran, N.S. (2016). Intervention Bundle to Facilitate Return to Work for Burn-Injured Workers: Report From a Burn Model System Investigation. Journal of Burn Care & Research, 31, 1, 70-77.
The contents of this quick review were developed under a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90DP0082). However, these contents do not necessarily represent the policy of Department of Health and Human Services, and you should not assume endorsement by the Federal Government.


Life is good for Kit Marshall She s a staffer in D.C for a popular senator, and she lives with an adoring beagle and a brainy boyfriend with a trust fund Then, one morning, Kit arrives at the office early and finds her boss, Senator Langsford, impaled by a stainless steel replica of an Army attack helicopter Panicked, she pulls the weapon out of his chest and instantlyLife is good for Kit Marshall She s a staffer in D.C for a popular senator, and she lives with an adoring beagle and a brainy boyfriend with a trust fund Then, one morning, Kit arrives at the office early and finds her boss, Senator Langsford, impaled by a stainless steel replica of an Army attack helicopter Panicked, she pulls the weapon out of his chest and instantly becomes the prime suspect in his murder.Circumstances back Kit s claim of innocence, but her photograph has gone viral, and the heat won t be off until the killer is found Well loved though the senator was, suspects abound Langsford had begun to vote with his conscience, which meant he was often at odds with his party Not only had the senator decided to quash the ambitions of a major military contractor, but his likely successor is a congressman he trounced in the last election Then there s the suspiciously dry eyed Widow Langsford.Kit s tabloid infamy horrifies her boyfriend s upper crust family, and it could destroy her career However, she and her free spirited friend Meg have a pressing reason to play sleuth The police are clueless in ways than one, and Kit worries that the next task on the killer s agenda will be to end her life.Book 1 in the Washington Whodunit mystery series.
An interesting snapshot into the world of Senate staffers from a Capitol Hill insider. Political intrigue, mystery, and a rescue beagle named Clarence. What more could you ask for?
I received a copy of this book in exchange for a honest review.Here it is.I found it to be very interesting.I was hooked from the first page and didn't want to put it down. I had no idea who the murderer was which is was a good thing.
Colleen Shogan's first book in her Washington Whodunit series is definitely a page turner. She had me guessing the identity of the killer right to the end, along with Kit and Meg. Highly recommend this book for mystery readers as well as political junkies. I look forward to reading the next books in the series.
I did not figure out who the killer was, however I thought this books was very back and forth. It would have a strong story line and then often veer off with useless details or information. At times I felt like the characters were behaving like teenagers. I got a free copy in exchange for my honest review.
I received an ARC to write an honest review. I really enjoyed this book. Politics, a murder mystery, local Washington DC color . . . . It is well written and I absolutely loved my inability to solve the murder before the end of the story! I'm looking forward to the next book in Colleen's Washington Whodunit series!
I thoroughly enjoyed this tale of murder and mystery in the inner workings of the Senate. Seeing events from an insider's perspective was quite interesting to me. I love reading a mystery and learning at the same time. Thank you, Colleen Shogun.
Pretty good book but I was disappointed with the evidence that broke the case.


To bridge the gender gap as regards access to educational opportunities in the state, Special Adviser to Edo State Governor on Gender Issues, Ms. Efosa Uyigue, has commenced a campaign to encourage enrolment of adolescent females and adults in learning centres across the 18 local government areas of the state.
Delivering a keynote address to launch the campaign in Etsako East, Etsako Central, and Etsako West Local Government Areas, Uyigue said: "We can never over-emphasise the need for an awareness campaign such as this. This is a movement to bridge the gender gap and it is a cause worth following, which will bring about societal balance, equity and justice.
According to her, the Governor Obaseki-led administration is poised to enforce the Edo State Gender Policy and drive home the Sustainable Development Goals (SDGs) 7 outcome targets, which include universal primary and secondary education, early childhood development and universal pre-primary education, equal success to technical/vocational and higher education, among others.


Happy birthday Ozzy! Here's hoping your planned out day isn't as bad as it sounds my friend.
I say, that's splendid news, what?
I always enjoy reading your posts Wiz.
Happy Birthday Brother. I hope you'll have many many more.
Thanks everyone! It was a good, busy day. Going to sell off all my goats tomorrow, and between getting them 'grandstand perfect', and shearing sheep, I'm toast!
Sorry Wiz, belated, but I hope you had a great B-Day yesterday!
I have been a bit unplugged lately so, Happy belated OW.


text:
The Rules on Performance of the Concession Contract under the 2014 Concession Directive and the Triangle of Rights: A Brief Dialectic
Roxana Vornicu
This paper examines the post-award mechanisms for verifying the legality of concession contract performance, modification and/or termination as laid down under Directive 2014/23/EU. It begins by an attempt to understand whether, for the purpose of the directive, this should have been contemplated at all and then questions if the rules under the directive on performance of contract provide for effective and adequate tools to avoid abusive conduct from either the contracting authority/entity or the concessionaire, but also, whether these rules on performance of contract allow in any way for third parties to the contract to voice any breach of their own rights and interests. As far as the last research question is concerned, the starting point lies in the fact that, generally, long term concession contracts imply a shift of paradigm whereby, during the performance of the contract, the role of individuals towards the contracting entity/authority changes from one of citizens to one of consumers. This implies that the concessionaires become responsible for a service that affects the rights of members of the community greatly but also that such members of the community need to be given the legal remedies to voice the breaches of their rights, whether towards the concessionaires or the administration. The study tries to identify if such aspects have been contemplated at all in the European legal texts and if not, whether and how they should have been. At a first glance however, the rigidity of the Directive's texts as regards concession modifications triggering the applicability of the award rules under the Directive, the procedural guarantees therein as well as the remedies stipulated under Directive 89/665/EC to any modification that might have an impact upon the contract seem to create a sufficient (if not excessive as it has been argued), remedial mechanism. Finally, the paper raises and tries to answer the question of how a fairly balanced mechanism of remedies would look like in the complex triangle of rights of the concessionaire, the contracting authority/entity, and citizens/consumers during the performance of a concession contract.
Roxana Vornicu, PhD Eur, Member of the Bucharest Bar Association, Associate Researcher with the Centre for Good Governance Studies, Babes-Bolyai University, Cluj Napoca, Romania. DOI: 10.21552/epppl/2016/3/5
Vornicu, R.


Brand New Item / In Stock! ProX X-MXTPRO3LT fits Numark MixTrack Pro3 Flight Road Case With Sliding Laptop Shelf. The ProX flight case X-MXTPRO3LT is the perfect companion for the state-of-the-art digital DJ, made to fit Numark Mix Track Pro3.
This ProX ATA style 300 gig ready case is designed to protect the Numark Mix Track Pro3, and it does the job well. The case is constructed with a rugged and durable 1/4 Premium Series Plywood, reinforced steel ball corners, as well as recessed steel padded handles and latches. There is additional space for cables and small accessories in the back of the unit for convenience, as well as a removable front panel so you can access your inputs easily. The Sliding Laptop Shelf creates a tablespace and gives you functionality and ease of use during gigs. For the safety of your equipment, do not attempt to transport with any gear stored on the sliding shelf and be aware that the shelf can be removed when slid out to its furthest point.
This ProX Digital Media controller case is manufactured with the Honey Comb laminated surface Design. Made with the super-sleek look of Honey Comb hexagon grids on all shell surfaces, which gives the cases an almost alien look! Also as opposed to regular laminated plywood cases from other manufacturers, the ProX Honey Comb design helps prevent minor to mild scratches. The Honey Comb Digital line design was inspired by the design of New York City Street Manhole covers which are made to handle rough and tough everyday punishment. ProX Goes Green: The durable hard rubber foams used in our cases contain 70% recycled content.
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When it comes to wedding planning it can be a stressful but exciting experience. There are so many things to remember and sometimes it can become overwhelming. From planning the ceremony to making sure your guests enjoy themselves, there are endless boxes to tick.
Here at The Old Rectory Wedding Venue in Essex we've put together some helpful hints to make sure your day goes as smoothly as possible.
Going above your budget is easily done when organising. There are so many temptations, from expensive menu choices to unique table decorations. It is important to remember that you need to stay within your budget. Whatever price range you set for yourself needs to be realistic, and there is no point in causing yourself extra stress.
If you do want to splash out on one particular element, then ensure that you make savings elsewhere if you need to.
Keeping your guests in mind when wedding planning helps your day to run smoothly. With happy guests you are guaranteed to have one of the best days of your life. When it comes to picking a venue for your ceremony and reception, it is worth getting these close together. Making your guests wait for a long time between events can be tiring. If you can't find a reception venue close enough to your ceremony, then consider putting on transport for those around you.
Another helpful tip is to avoid having a cash bar. Expecting your guests to pay for their own drinks may not go down well, and there are a few things you can do to provide drinks.
Some venues will offer a selection of wine or other alcohol and it can be worth asking for a drinks package. Doing this keeps your guests happy and your prices down.
At the end of the day it is your wedding day, so it is important not to give in to peer pressure. Giving in to demands to invite certain people or to include decorations that you do not want does not have to be what you do. Setting boundaries for your day can help to relieve stress and keep things on track.
Remembering to spend time with each other is the most important thing. Put time aside when planning to go out for a meal or even stay in with a takeaway and a film. No matter what you do, forgetting each other is the biggest thing to avoid. After all, it's your wedding!
View more about the venue here or give us a call today on 01268 544 417.


Laxey Sidecar Driver. Brian, has competed every year in the TT since 1977, some 46 races in all. A company director, married to Ann with a son Barry, he has so far won only two bronze replicas - proving how coveted such awards are!


Posted on March 31, 2011 by gayle.	This entry was posted in Fiction and tagged girls in trucks, katie crouch. Bookmark the permalink.
Crouch had me with the cover. I enjoyed Girls in Trucjks as well as Crouch's other book Men..((at 6:30am I can't recall it, brain not quite functioning yet). I look at them as light fun reads. I enjoy the Charleston setting. I look forward to Crouch's next book and hope she maintains the same type of covers and story.
I haven't read this one yet, but I want to since I enjoyed Men and Dogs by the same author.
I enjoyed it, but agree with your assessment that it is sort of odd. I found the second half to be a bit disjointed, lots of jumping around and no real resolution. But I agree with Elisabeth – the cover is fantastic.
I totally agree with your review. I was disappointed that Sarah never changed!


text:
Why place a character in the middle of no-where? In The Cedar Tree, Italian-raised Stella Moretti marries into the O'Riain family during World War Two and finds herself living on a sheep property on the barren edges of the Strzelecki Desert. Slowly her life unravels. Of course the Far West of NSW, specifically Corner Country, is hardly the middle of no-where however it is remote for more urban dwellers, and in the 1940s it was removed from civilisation. Placing a naïve newly married city-born female character on the fringes of the desert was the ultimate location to test Stella and of course the environment is a marked contrast to the lushness of the Richmond Valley which features in the 1860s section of the novel.
As part of the research for The Cedar Tree I flew to Broken Hill from Moree via Sydney, hired a four-wheel drive and headed north-west for nearly three hours. My destination was an outback station on the NSW–South Australian border, where the wild dog fence stands as a dividing line between states and a Royal Flying Doctor airstrip close to the homestead reminded me of the challenges of isolation.
Surveyor-General Sir Thomas Mitchell was the first white man in the area. Three years later, in 1844, Charles Sturt named the Barrier Ranges and mentioned a 'broken hill'. Although Sturt's expedition failed to find a great inland sea, their mapping and descriptions of the far northwest helped to open this unknown region. Pastoralists followed the early explorers in the 1850s. This was the beginning of major changes for the local Aboriginal communities: flocks of sheep, fences and mining interrupted their traditional way of life.
I selected this area specifically for its isolation, so that Stella's expectations of her new life – one she'd chosen for love and to escape her strict Italian culture – were constrained by more than just her husband's attitude. The owners of the property I visited were very welcoming. I'd enquired in advance if I might access the property to study the environment, and I ended up spending my nights in the main homestead, delving into archives. In the 1940s the Second World War created labour problems across Australia but particularly in remote locations. The state government arranged shearing contractors to circuit the sheds, ensuring wool got to market – we were under contract to Britain during the war to provide wool for uniforms, however the logistics of finding men to help muster sheep from large paddocks for yarding was a specific problem that was difficult for some stations to address. And the desert provides its own set of unique complications. Sand in sheep's wool decreased the sale price of the clip but was impossible to eradicate.
The fringes of the Strzelecki Desert in Far West NSW is an extraordinary environment made up of quartz rock deposits, gibber plains and rolling red dunes. If you've been to Broken Hill or further into our interior then you'll understand that the light is extraordinary. Everything seems more vivid and more engulfing. The Strzelecki Dunefields are part of the Australian continental dunefields, which start in central Australia. Most of the dunefield lies in the Lake Eyre Basin and the edge of the region extends into the NSW corner country. In NSW, the dunes are formed by a westerly wind that moves sand from distant lake shores and sandy deposits. The light glitters across the landscape. The clarity of the air is stunning. Combined with the rich red of the land, the ceaseless dunes and infinite space, the spirituality that whispers of those who dwelt in these areas long before the arrival of white men is tangible. But the desert can be a harsh place. I spent long days roaming massive dunes, the vegetation growing ever more stunted the further west I walked, the taste of salt on my tongue. This is an arid, desolate environment. A place where life is dependent upon water and it's more than easy to become disorientated. While I ensured I had my compass, map and a full water bottle, eons ago the Aboriginal inhabitants of this region used shallow seepage wells between dunes for drinking water, and foraged native plants and animals to survive.
My in-the-field research is an essential but also one of the most enjoyable aspects of writing historical fiction. Apart from creating a strong sense of place in the narrative, occasionally there is the added bonus of hearing stories from that region. The Far West was no exception. The Wild Dog Destruction Board employs boundary patrollers to maintain the wild dog and dingo fence. Earlier last century, horses were the method of transport and one resilient rider preferred doing his rounds across many miles, buck naked – rain, hail or shine. Why? Because that's just what he did. Then there was the woman who killed her husband by gradually adding arsenic to his evening meal. Apparently, she simply tired of eating mutton. And there's many a tale of men who rode away from their homesteads only to succumb to a fit of the 'willies' and never return.
Next week I'll be taking a closer look at Charles Sturt's travels and his search for Australia's great inland sea.
By Nicole Alexander| 2020-03-10T04:54:32+00:00 March 10th, 2020|A WRITERS LIFE, Australian History, Australian pastoral history, Outback Australia|0 Comments


Did you know your child's feet are packed with as many message-sending neurons as their hands?
This means your kids' growing brain can get as many vital sensory messages from their feet as their hands, which is why letting kids' feet feel as much as possible is so important.
Bare feet that can feel send more sensory messages whizzing from kids' brains around their bodies, ideal for growing active, brainy superheroes.
All this awesome, sparking, feet-brain connectivity isn't only important for the development of their strength, agility and balance: but also for their creativity too.
Creativity comes from the brain taking disparate, unconnected pieces of information and putting them together in new and incredible ways. So the more active connections sparking between your child's feet and brains the better!
And for when it just isn't realistic to go barefoot – which, for most of us, is a lot of the time – Vivobarefoot Kids are designed to be barely-there enough to keep kids' feet feeling.
Vivo Kids' shoes are created to be thin, wide and bendy: kids' feet feel, while keeping them protected from climate and terrain. Traditional shoes, however, are stiff, rigid and narrow, dulling the vital sensory feedback your child can get, as well as weakening their growing bones and tendons. Not a good look for a junior superhero.
So let them free to run wild in nature: it's best for their bodies, brains – and feet!
Active feet mean active brains, so help grow wild, creative small people (which is what our planet really, really needs).


Back in June, we ran a contest for readers to attend the Debbie Macomber Fan Retreat in Nashville. Pat from Brazil, IN won two tickets to attend the retreat, which took place last weekend. Pat was kind enough to answer some questions for us and share some pictures of the weekend. Read all about her experiences in this blog piece.


The first fundraiser this year was our Bingo night on Wednesday, 7 November, we raised £400 from the Prize Bingo and Raffle. Thanks to all who attended and donated raffle prizes, and special thanks to our fantastic Bingo caller, Robert Chapman.
We also offered a bake sale on Friday, 23 November to staff and students. As you can see from the photograph, there were many treats on offer! This event added another £91 towards this years' costumes.