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GNOME 40: Files Autocompletion on Location (WIP/MR)
Okay, first try to ignore my BS, there is something wrong with me today! And second, it is true that GNOME Files hasn’t much of development the last year. And I don’t think much will happen till GTK 4 port. But one thing that can be fixed until then, is the locations auto- completion story. Very very well known story, we go on location mode and simply we don’t get places autocomplete.
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YENİ PİRAMİD NEREDE YAPILDI NE ANLATMAK İSTENİYOR ? ORTAK DİN, DİL, IRK KAPIDA MI ? ŞOK !!
Have you ever studied the new structures in the world? Can you hear more of what they say than its designer? Are you aware that the states that you cannot even imagine have created incredible masonic structures while they are struggling with the occult systems of Freemasonry? In this video, we will take a look at the interesting structures that you have probably never seen before, and the messages he gave more than his designer.
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Incubator for cocoa butter crystals Customer feedback| KADZAMA
This is a Studio for making chocolate “Fern Flower”. We used this kind of butter, you all know about that, so the chocolate will be tempered. This method has its drawbacks, because everything must be clearly controlled, lumps may remain, it’s necessary to have the appropriate temperature. And we bought from Dima Kadzama such a wonderful device that produces butter in this form, I’ll show you. You take the butter in solid form.
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Flight over Viennas Danube in 1570 - directors cut
Our flight over the Danube in 1570 starts 7 km upstream from historical Vienna. Elaborate hydraulic constructions deflect the flow towards the city. Bifurcation of new ‘Wolfs arm’ (left) and old ‘Tabor arm’ (right) The upper ‘Tabor arm’ later transformed to today’s ‘Donaukanal’. Toll station ‘Neuer Tabor’ at the ‘Tabor bridge’ (left) between ‘Tabor arm’ and today’s ‘Donaukanal’ (middle). We pass the ‘Untere Werd’ (Leopoldstadt) on the left and Vienna with its fortification on the right.
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#VímeCoMame - představení kampaně
Hello. My name is Tomáš Kopečný and I am the Deputy Minister for Industrial Cooperation of the Ministry of Defence of the Czech Republic My job is to develop the technology base of the Czech defence industry. For a few years now, I have been asked why we do it. The answer is simple: Because the Czech defence industry is worth it! CZECH INDUSTRY MODERN TECHNOLOGY SKILLED EXPERTS UNIQUE KNOWHOW CZECH DEFENCE TECHNOLOGIES Ministry of Defence of the Czech Republic Security cannot be taken for granted and defence industry is a key component of the defence capabilities of every country.
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MicroOS - A new Immutable Linux Desktop by OpenSUSE
You have been warned! Traditional Linux is dying, and you’re dying with it too! You think you’re cool because you run Arch and Gentoo? You’re just Linux supreme noobs! This time is Micro OS arriving on desktop! It’s a containerized system based on OpenSUSE, and similar to Silverblue it is designed with an immutable base image on runtime. Since the system is read only, Micro OS uses transactional-updates that are atomic.
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🍏 Recovering Data after Mac OS Update, Reinstall or Disk Format 🍏
Hello everybody! In this video, I’m going to show you how to recover data after you reinstalled or updated your MacOS, or after you have formatted the hard disk. The majority of Mac users claim that the most widespread case of data loss is when the operating system is updated or reinstalled, or when the hard disk is formatted. The need to reinstall the operating system may arise after a system error, when the computer works too slowly, or when you need to erase all personal data.
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CuVoodoo #029 - quest to dryland
watch “This Is Not What I expected” to get the perfect preparation hydration level 4 is a good choice Welcome to CuVoodoo, the sorcery of copper. this is an Alpatec DH 10 STM32F103-based blue pill fx2lafw, 8 channels, 24 MHz ST-Link/V2 clone *evaporator I use sigrok to read from the logic analyzer and pulseview to show the trace just a high level e.g. bidirectional I used the MCU’s internal pull-up since I did not have a resistor at hand I use lepton-EDA and pcb-rnd STM8S003 as MCU, and AHT20 as humidity sensor with no parts (or traces) on the back side .
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Bangkok Market with Kim (Pre-Covid Walkaround)
Cafe Amazon I like. It’s pretty hot outside. I think I should get something to drink. What would you like to drink? Ice latte, no sugar. What about you? That looks yummy. So good the ice water, no I mean the iced coffee. This one looks ok. Cookies. Their cookie is so thin. Their strawberries are so cheap here. But I am so stuffed, I can’t have any more strawberries.
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גישה ללמידה - ד"ר הנרי שלינגר
I think teachers and parents as well and maybe many other people in the culture assume that the differences we see between individual children are fundamentally genetic differences or inherent differences if you look at kids when they’re newborns you find very few differences between them as they grow older if the differences magnify I would argue that those differences are differences in their environment because as I mentioned earlier the environment is all of the stimuli that affect behavior at a given moment and no two individuals can have the same environment so you have different rates of growth of behavioral development because there are different environments that impact different kids so so the first the first tool that behavior analyst can offer educators is a philosophy about kids and about learning and the first part of that philosophy is that all kids are potentially capable of learning anything we throw at them they’re all capable of mastering everything now you understand why that philosophy is not held by most people because that doesn’t happen in schools not all kids master what we wanted to learn so is it easier to to throw the blame or the responsibility onto the kid or onto the educational system well in our culture it’s much easier to throw the responsibility to the end to that to the kid if a kid doesn’t learn something it’s not my fault as a teacher or an educator or or in this principal or a school a superintendent it’s the child’s responsible and there’s something with the child the child is incapable of doing that so a behavior analytic approach first offers the philosophy that all kids are equal in what they can learn secondly behavior analysts then offers the tools with which teachers can more effectively teach kids and I think you need to talk about the word teach because frequently people say you know I’m a teacher or you know what I’m going to teach today and they make those claims without looking whether the kids are actually learning so if the kids aren’t learning then you’re not teaching so I think that that people need to re-evaluate what what the word teaching means the tools that behavior analysts can offer teachers in addition to the philosophy are specific methods by which to allow children to achieve that mastery BF Skinner mentioned mentioned four general guidelines that I think are really important too remember the first one is be clear about what is to be taught so for example if you ask a math teacher what do you want your kids to learn and they say math well that’s not it that’s not very clear there are a lot of things that comprise what math is so by being clear what is to be taught you have to specify the exact behavior and the exact environmental circumstance that you want just to give you an extremely simplistic example if you want to teach a child to say for to the question 2 + 2 well 2 + 2 is the stimulus that’s the that’s what we would call a discriminative stimulus and we want a correct answer to that stimulus now if a child can do that we don’t necessarily say the child knows math but the more the child can do things like that the more we might say the child can do math the second guideline that Skinner suggests is to teach first things first and this is often a mistake that educators make first we need to start where the kids are at you can’t assume that all kids have mastered the same level of material so you have to start where an individual kid is at and then you have to teach first things first everything that we teach in school whether it’s whether it’s arithmetic or reading or spelling or writing or science there’s always a first step there’s a first thing that kids need to learn so after we’ve been clear about what we want to teach them then we have to specify exactly what the steps are okay now once those two guidelines have been met the third one which perhaps is the most important one is that we need to stop making all kids progress at the same rate and skinner has suggested that this one change alone could revolutionize American education because we all know that when we get a you know when kids go to first grade or a third grade or whatever you have a group of 30 or 40 kids and the teacher tries to teach all of them and they’re all supposed to move the same rate and we all know the reality the reality is they don’t all move at the same rate some move much more quickly and sometimes we give them names like gifted and some move much more slowly and we also have names for them which are not generally too flattering and then there’s some in the middle who all move around the same rate so if we could stop making children all progress at the same rate that would revolutionize American education it presents legit ethical problems because right now we have an overcrowded educational system so we have one teacher for 30 or 40 kids which is definitely not an ideal learning environment for anybody if you stop making all kids move at the same rate and you allow them to progress at their own rate while still making sure they master the material then you have to reorganize and restructure the the educational setting because one teacher can’t do that now there’s a there’s a method called direct instruction which is basically scripted learning and the teacher reads a script and so in that sense you don’t really need a qualified credential teacher to do that because anybody can read the script and teach the kids teachers have a problem with that because they go to school and their credential disty Jers and they don’t like the notion they’re feel threatened by the notion that somebody else could come in and just read a script and have that and have that you know teach the kid but the point is that if you if you allow kids to move with their own rate you have to restructure the classroom so that kids can do that and there are a number of different ways you can do that just in considering that the other tools that behavior analysts can offer and this is the fourth guideline that Skinner suggests and that is program program that material and what that means is you break down complex subjects into stepwise components because let’s face it any complex intellectual task that you want to learn if it’s whether it’s algebra or critical thinking or spelling or writing it’s all it’s composed of smaller components or constituents so if you break down the complex behavior into its smaller component parts and then teach those individually and make sure reinforcement is contingent on each of those then you have programmed the material and you’re more likely for the child to have mastered the content that you want them to master and so just to summarize in the educational system the way we have it now not all children master the material and yet we passed them through grade after grade an educational system that is designed by behavior analysts would make sure that all children master the material but that they do it at different rates and it’s okay if somebody does it faster that’s fine if somebody does it slower that’s fine but they all learn the same material and then they’re able to move on to the next phase .