No it is not a case of being inordinately lucky. In my school someone who somehow managed to get stuck in a low-tier track but latter showed high tier competence would simply be moved up the sets.

Admittedly there was a cut of point to get into the fast maths and science classes because once they started curriculum coverage rates started diverging making moving into those sets basically impossible. The cut off point was at age 14 at the start of the school year in September. To not make the cut you would have had to show many years of poor educational attainment.

Note the fast maths and fast science where by invitation only and there where plenty that had the opportunity and chose to pass, because it was a lot hard work.

More utter rubbish from someone who has never experienced streaming in a comprehensive school in the United Kingdom. I went to my local school it took everyone of all abilities. The next nearest school in county (think state if you are in the USA) was 15 miles away as I grew up in rural Northumberland. Inside the school we where streamed on ability. You could and pupils did move up the sets if you either showed the ability. Conversely pupils that dropped out where moved down the sets.

The point is had my mathematics class just been picked at random then I would not have been able to get an extra qualification in Statistics. Similarly for my science classes.

Like I said degrading *MY* educational opportunities so that someone else might do better is utterly unacceptable. It is socialism at its utter worst.

The 11+ was abandoned in England 30 years ago (well 29 to be precise it was removed in 1976). The system never existed in Scotland.

There are still vestiges of the system remaining in various parts of the
Grammar schools. I was streamed in a Comprehensive school that had been a secondary modern under the 11+ system. Its exam results regularly exceeded those of its paired 500 year old Grammar school in the next town

https://en.wikipedia.org/wiki/...

So basically you are talking out of your backside about a school system that was abandoned years before I ever got anywhere near an 11+ exam.

When it comes to learning to read in English at least there are several methods. My mother now retired who had a reputation of never letting a child leave her class unable to read (reception/ year one teacher) tells me that some children take to phonics and some to whole language/look and say.

The skill of a good teacher is to identify the method that works best for the individual child and use an appropriate reading scheme.

So while phonics on average works best, some children will never get it, and if you continue to force them to study phonics they will become failed readers where a switch to look and see is likely to have more success.

As such the claim that learning styles don't exist is disproved by the single example of where learning styles *DO* exist.

Any study that shows that is complete and utter total crap. I know that to be a fact from the education I personally received in the U.K. It would have been simply impossible for me to have achieved the qualifications I did aged 16 if I had been taught in mixed ability classes.

Explain to me how being grouped in maths class of clever students that where able to speed through the curriculum take the exam early and then speed through a Statistics O level ending up with two qualifications instead of one those in the "fast" maths class I did worse than if I had been in a mixed ability class and only done the standard mathematics O level? You can't it is utterly impossible for me to have done better being in a mixed ability class.

Repeat for a fast science class where instead of three hours a week for each of biology, chemistry and physics the clever students had the option of doing each in two hours a week and fitting another option in.

The result is that by streaming/tracking I was able to achieve 10 good O level results compared to the standard which was 8.

People who think that not streaming children results in better results for ALL children are in fact complete MORONS. Anyone who has done a study that proves that clearly failed to take a statistics qualification at some point because my *SINGLE* example disproves the cherished educational theory.

These are the sorts of MORONS that result in the William Tyndale scandal

https://www.tes.co.uk/article....

Yes I know all about this because my parents who where both teachers visited the school at my Aunt's request where she was a school manager.

Back when I was doing my O levels (last year that did them before they became GCSE) this was a widespread practice at good schools in England and Wales (Scotland has a completely different school system).

I can also clearly remember my school days *BEFORE* we hit the age where streaming was introduced. I remember being extremely frustrated at the slow pace of the lessons for years.

Clever children do better if they are streamed, and holding clever children back so they can pull other people back is completely unacceptable.

Funny because I spent my whole school career from about 11 onwards being what we called in the UK being "setted". I will now add that age 12 my parents split up. I will further add that I had no problems getting into top sets. I will also further add that children moved up and down in sets all the time.

I will further add that for my 'O' levels I was in the "fast" mathematics and "fast" science groups. That is in the space of ordinary maths lessons we studied for a normal Mathematics O level and the a Statistics O level. For the "fast" science instead of taking three science options for physics, chemistry and biology and getting three hours of lessons a week in each, we took it as a combined two options and had two hours in each subject a week, freeing up timetable space to take another option. I and many others where able to get 10 O level is this manner. Two years later my brother followed and got 10 GCSE's.

By not streaming children you are denying the right of clever children to achieve their potential. It is never acceptable to have an educational system that does this *EVER*.

How about streaming the pupils so that those of similar ability are grouped together for their classes. Ok it might not work at primary school level so much as these tend to be smaller often with only enough pupils for a single class per year. However even then you can arrange the class into groups of different abilities.

Hum, perhaps you might read the relevant manual page "man setleds"

Then perhaps you might read the following web page

http://martybugs.net/electroni...

In short you are just 100% plain wrong in your assertion. You could easily use three flashing LED's to indicate all sorts of error codes.

the Emacs vs VI war is over (Emacs won)

Nope. B-)

When I got my first UNIX box, back in the '80s, it had two megabytes and did NOT have demand paging, which would have allowe a larger virtual image to run. That was too small to compile emacs. (The joke at the time was that the name was really an acronym for Eight Megabytes And Constantly Swapping. B-) )

So I learned VI. Then I used it VERY heavily for years, on the original conferencing system whose software was later ported to The Well. After that a number of editing idioms were "wired into" my hindbrain and I could do the things I wanted to do with text very efficiently with vi.

As machines improved I tried emacs several times. Each time I found that the stuff I depended on took about 1.5 to 3 times as many keystrokes. This was too much of a penalty to pay for the handful of features it offered.

At one point I considered going to it but running in a vi emulator mode and gradually migrating to native idioms. But I discovered that, kitchen sink that it was, it had TWO vi emulator modes, each with distinct deviations from vi (alias "bug sets"). With one vi emulator, even with substantial shortcomings, I might still have made the shift. With two there was no easy way to chose, so I didn't bother.

Now I'm using vim, which is close enough. One of my regular colleagues is an emaxian rather than a vithian and we get along just fine. B-)

Also: It's not clear to me which group should be handling this. It seems to be a conflict between how two projects downstream of the compiler itself are handling a global namespace.

I'd only expect the compiler guys to fix it if they decided the downstream stuff was a problem and pulled part of it into their own stuff to settle the matter.

Wouldn't it be easier to check your bugzilla ticket?

There were already several tickets out on it (and flames from the maintainers about duplicates) so I didn't file another. None of them seemed to indicate that anyone, let alone the core compiler crew, were intending to do anything abut it.

I was hoping someone more actively engaged in either reporting or dealing with the issue might happen to be participating here and care to chime in. B-)

Meanwhile, others should know that there IS (or, we can hope, WAS) an issue before they make plans to try to use the toolset for a new project.

Did they fix the conflict between gcc-multilib and gcc-arm-linux-gnueabihf?

Since Ubuntu Trusty was released, over a year ago, there has been a conflict between gcc-multilib (needed for building and running 32-bit application on 64-bit Intel/AMD architectures) and several cross compiler suites including gcc-arm-linux-gnueabihf (the cross-compiler suite needed for developing applications for ARM processors, such as those on the BeagleBones and many Internet of Things devices.)

This means if you want to do cross-development and you have a 64-bit machine running a 64-bit install and doing builds for itself for both 64 and 32 bit environments, or running some 32-bit applications, you can't just install the cross-tools from the repository and dig in. You need a separate machines for cross-development, or you need to take time out to do your own hacking of the tools.

I've looked around the net for solutions: The issue seems to be a disconnect between teams, primarily over conflicting uses of the symlink at /usr/include/asm. But I haven't found any clear description of how to work around this, nor has the problem been fixed in the repositories. After over a year I find this very disappointing.

Has this been addressed with this new release of the underlying compilers?

For a change, his were not... He is basically Russian Zuckerberg, made his fortunes on Internet businesses...

Paul B.

Yes this is especially true since they updated Kerbal Space Program manager to 1.02...