Re: Change all occurences of "echo -n" to "printf" for portability (issue 5903046)

[dak]

http://codereview.appspot.com/5903046/diff/1/smart-autogen.sh
File smart-autogen.sh (right):

http://codereview.appspot.com/5903046/diff/1/smart-autogen.sh#newcode16
smart-autogen.sh:16: printf $AUTOGEN_INPUT_CHECKSUM > $CHECKSUM_FILE
On 2012/03/24 06:00:52, dak wrote:

I'd prefer "%s" "$AUTOGEN_INPUT_CHECKSUM" here too in order to avoid

teaching

sloppy use of printf, but it can't actually do harm here since md5sum

does not

produce backslashes or percent characters.


And while we are at it: the trailing whitespace could be removed as
well.

http://codereview.appspot.com/5903046/

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Change all occurences of "echo -n" to "printf" for portability (issue 5903046)

[dak]

http://codereview.appspot.com/5903046/diff/1/scripts/build/install-info-html.sh
File scripts/build/install-info-html.sh (right):

http://codereview.appspot.com/5903046/diff/1/scripts/build/install-info-html.sh#newcode129
scripts/build/install-info-html.sh:129: printf "$name: Writing index:
$index_file..."
This is dangerous since $name could contain print control characters.
So one should rather write
printf "%s: Writing index: %s..." "$name" "$index_file..."

http://codereview.appspot.com/5903046/diff/1/smart-autogen.sh
File smart-autogen.sh (right):

http://codereview.appspot.com/5903046/diff/1/smart-autogen.sh#newcode16
smart-autogen.sh:16: printf $AUTOGEN_INPUT_CHECKSUM > $CHECKSUM_FILE
I'd prefer "%s" "$AUTOGEN_INPUT_CHECKSUM" here too in order to avoid
teaching sloppy use of printf, but it can't actually do harm here since
md5sum does not produce backslashes or percent characters.

http://codereview.appspot.com/5903046/diff/1/smart-configure.sh
File smart-configure.sh (right):

http://codereview.appspot.com/5903046/diff/1/smart-configure.sh#newcode19
smart-configure.sh:19: printf $CONFIGURE_CHECKSUM >
$CONFIGURE_CHECKSUM_FILE
See last comment.

http://codereview.appspot.com/5903046/diff/1/stepmake/bin/stepmakeise.sh
File stepmake/bin/stepmakeise.sh (right):

http://codereview.appspot.com/5903046/diff/1/stepmake/bin/stepmakeise.sh#newcode37
stepmake/bin/stepmakeise.sh:37: printf "Checking version..."
Good enough: literal string without control or format characters is
harmless.

http://codereview.appspot.com/5903046/

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Re: patch going unpushed

[Peter Chubb]

Hi Graham,
> "Graham" == Graham Percival  writes:

Graham> We don't really have a frog meister, so nobody is taking
Graham> responsibility for pushing

   I have another patch waiting, that depends on the first.

Is there supposed to be a procedure for casual contributers to follow?
The other open-source projects (QEMU, Linux Kernel, uClinux) I
contribute to set up a Maintainer for each subsystem, and patches are
submitted to that person to get pushed.  

I don't really want to get much more involved in LilyPond than I am already
--- I'm involved in two other open source projects (QEMU and Linux
Kernel at present) that take up most of my (little) free time. --- but
if you wanted to give me commit access, I could undertake to maintain
articulate.  

Peter C

--
Dr Peter Chubb  peter.chubb AT nicta.com.au
http://www.ssrg.nicta.com.au  Software Systems Research Group/NICTA

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Re: volunteer for patchy new-patches

[Graham Percival]

On Fri, Mar 23, 2012 at 10:42:54PM +0100, Marek Klein wrote:
>Exception: Command 'git fetch' returned non-zero exit status 128
>error: insufficient permission for adding an object to repository
>database .git/objects
>fatal: failed to write object
>fatal: unpack-objects failed

Well, you need to figure out why
  git fetch
in your $LILYPOND_GIT repository fails.

- Graham

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Re: Add an example implementation of cross-staff stems (issue 5882053)

[plroskin]

OK, I'll use make-engraver in the next revision.  I guess I'll need to
strip all Lilypond 2.14 compatibility stuff if this snippet is to be a
part of the Lilypond documentation.  I missed scheme engravers because I
was looking for "\consists #" on one line, my bad.

http://codereview.appspot.com/5882053/

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Re: volunteer for patchy new-patches

[Marek Klein]

2012/3/23 Graham Percival 

> On Fri, Mar 23, 2012 at 10:31:20PM +0100, Marek Klein wrote:
> >I've succeeded in building lilypond. :)
> >test-patches.py says: No new patches to test.
> >What are my next steps?
>
> I've just set issue 2216 to Patch-new, so try running it again.
>
>
Trying issue 2216
Found patch: (2216, '/home/marek/lilypond-patchy/issue5843060_6001.diff',
'AU: Document all options for lilypond -dhelp')
Traceback (most recent call last):
  File "test-patches.py", line 16, in 
main(issues_id)
  File "test-patches.py", line 12, in main
patchy.do_check(issues)
  File "/home/marek/lilypond-patchy/projecthosting_patches.py", line 213,
in do_check
compile_lilypond_test.main(patches)
  File "/home/marek/lilypond-patchy/compile_lilypond_test.py", line 282, in
main
autoCompile.prep_for_rietveld()
  File "/home/marek/lilypond-patchy/compile_lilypond_test.py", line 140, in
prep_for_rietveld
self.update_git()
  File "/home/marek/lilypond-patchy/compile_lilypond_test.py", line 112, in
update_git
run("git fetch")
  File "/home/marek/lilypond-patchy/compile_lilypond_test.py", line 45, in
run
raise Exception("Command '%s' returned non-zero exit status %d\n%s" %
(cmd, returncode, stderr.strip()))
Exception: Command 'git fetch' returned non-zero exit status 128
error: insufficient permission for adding an object to repository database
.git/objects

fatal: failed to write object
fatal: unpack-objects failed
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Re: volunteer for patchy new-patches

[Graham Percival]

On Fri, Mar 23, 2012 at 10:31:20PM +0100, Marek Klein wrote:
>I've succeeded in building lilypond. :)
>test-patches.py says: No new patches to test.
>What are my next steps?

I've just set issue 2216 to Patch-new, so try running it again.

- Graham

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Re: volunteer for patchy new-patches

[Marek Klein]

I've succeeded in building lilypond. :)
test-patches.py says: No new patches to test.

What are my next steps?

Marek
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Re: casual contributors

[Graham Percival]

On Fri, Mar 23, 2012 at 08:06:23PM +0100, David Kastrup wrote:
> 
> Engineering student numbers have dropped significantly
> at my former university, and it is to be expected that standards were
> adjusted downwards in order to get enough students back (we have state
> education almost exclusively, but the funds are distributed according to
> student numbers).

Sounds familiar.

> And that means that the degree is less worth as a means of securing a
> reputation and a job.

Sure, but it'll take 5-20 years for employers to realize this
(depending on the employer).  Government elections happen every
4-5 years, so guess what the government pressures universities to
do?

Famous quote (well, paraphrase) from a high-ranking UK government
official approximately ten years ago:

Official: we want to have over 50% of school-aged students
attending university in ten years.
Reporter: excuse me sir, but only 40% of students finish their
A-levels.  [these are high school exams for academic-oriented
students]
Official: well then, we'll just have to reduce the difficulty of
the A-levels.

*shrug*
They know what they were doing.  The government, and universities,
know that they're trading short-term "number of students with
degrees" and "tuition fees from foreign students" for "quality of
degrees".  I don't think that's a good trade-off, but then again I
always tend to favor long-term approaches.  But although I
criticize their goals, I cannot find fault with their methods.
They wanted to reduce long-term quality in exchange for short-term
numbers, and they are succeeding.

- Graham

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Re: casual contributors

[Janek Warchoł]

On Fri, Mar 23, 2012 at 8:06 PM, David Kastrup  wrote:
> "What impressed you most about the LilyPond code base?"  "No comment."
> "But I really want to know!" "I just told you."

LOL!!  That's a quote-of-the-month!
Janek :D

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Re: casual contributors

[David Kastrup]

Graham Percival  writes:

> On Fri, Mar 23, 2012 at 05:26:11PM +0100, David Kastrup wrote:
>
>> The definition of a customer for me is a person receiving something
>> valuable.  A person merely believing to receive something valuable is
>> a sucker instead.
>
> Oh, they *are* receiving something valuable.  They're receiving an
> engineering university degree from a 500+-year-old university.
> This gives them additional social standing and job opportunities.

They are receiving a piece of paper.

In Germany, we have a state pension system where you earn "points", and
when you retire, those points are used to calculate your pensions,
depending on how much gets paid into the system by the current workers.
It is a "solidarity" system where workers pay for the retirement of
former workers with the expectation that the same will happen for them.

Works so-so, because population is diminuishing.  So now we have
additional _private_ pension systems where the payout is not a
consequence of "points" but rather of what you actually paid in, with
interest.  Great idea, except for the tiny little detail that money,
just like "points", is a piece of paper that is worth a proportion of
what goods are being produced by the current generation of workers.

When there are no jobs because the engineers can't compete with those
from countries where the engineering is actually able of creating
products rather than degrees, you have no additional social standing.

Somebody has to make those papers worth what is printed on them.

> They gain a _bit_ of knowledge, but at first guess I'd say that
> their entire four-year degree is equal to one year at a German
> university.

I have no idea.  Engineering student numbers have dropped significantly
at my former university, and it is to be expected that standards were
adjusted downwards in order to get enough students back (we have state
education almost exclusively, but the funds are distributed according to
student numbers).

> I hate to sound like a grumpy old man -- no wait, who am I
> kidding, I love being a curmudgeon :) -- but I agree.  There are
> some people who do amazing stuff these days: spaceX, machine
> learning at google, the plummeting cost of DNA analysis, etc.  But
> there seems to be a growing rift between the top
> scientists+engineers and everybody else.

And that means that the degree is less worth as a means of securing a
reputation and a job.

> Anyway, this is rather far afield from getting help for casual
> contributors to lilypond.  :)

Ah, but our code base is rather musical: "if you can make it there, you
can make it anywhere, it's up to you"...

"What impressed you most about the LilyPond code base?"  "No comment."
"But I really want to know!" "I just told you."

-- 
David Kastrup


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Re: casual contributors

[Graham Percival]

On Fri, Mar 23, 2012 at 05:26:11PM +0100, David Kastrup wrote:
> Graham Percival  writes:
> 
> That was about the failure rate in the Theoretical Electrotechnics and
> the Electronic Parts exams.
...
> Parts of the process
> were ridiculous, and sort of a competition in ugliness among professors
> where each considered their course the most important of the whole
> study, of course expecting the students to work much harder than for any
> other course.

That's what I expected electrical engineering to be.

> > 100% of the fourth-year students would fail, and the department
> > would fire me.  I don't think I can make you understand just how
> > much of a difference there is between UK engineering students in
> > 2012 and German engineering students 20-30 years ago.
> 
> It is not the students.  That's like saying that the average human
> nowadays is bred worse for sports than those from a century ago.  It's
> the conditions.

I totally agree that it's the conditions!  I'm not going to single
out any one of them -- low standards in high schools, ease of
distactions, general cultural disinterest in math+science, quality
of parenting, etc -- but they combine into a mess.

> > [1] telling us "that's impossible due to the Shannon-Nyquist
> > theorem" was bonus marks.  BONUS MARKS.  We then asked those
> > students to solve it for 5000 Hz instead, still giving poles at
> > 1/2 and 3/2 pi.
> 
> Uh, it's impossible not due to Shannon-Nyquist, but because a sampled
> signal is not a sine wave, period.  If your reconstruction filter is a
> lowpass at 1Hz, you get a sine of 5000Hz out.  If your
> reconstruction filter is a bandpass admitting 1Hz to 2Hz, you
> get a sine of 15000Hz out.  That is not just hypothetical: quadrature
> mirror filters (?) work partly by subsampling signals above the Nyquist
> frequency of the subsampling.  Nyquist just limits the _bandwidth_ of
> what you can sample, not the absolute frequencies.

Fair point.  If a student had discussed _that_ in the oral exam, I
would have been overjoyed to give them bonus marks.  :)

> > If anything, it's worse -- universities are
> > increasingly being run as businesses, and it doesn't make business
> > sense to turn away customers, right?
> 
> The definition of a customer for me is a person receiving something
> valuable.  A person merely believing to receive something valuable is a
> sucker instead.

Oh, they *are* receiving something valuable.  They're receiving an
engineering university degree from a 500+-year-old university.
This gives them additional social standing and job opportunities.
They gain a _bit_ of knowledge, but at first guess I'd say that
their entire four-year degree is equal to one year at a German
university.

> Engineering and "hard sciences" are
> going that way today, and the damage is quite more direct.
> 
> We first lost sight of the goals of living.  Now we are losing sight of
> the means of living.

I hate to sound like a grumpy old man -- no wait, who am I
kidding, I love being a curmudgeon :) -- but I agree.  There are
some people who do amazing stuff these days: spaceX, machine
learning at google, the plummeting cost of DNA analysis, etc.  But
there seems to be a growing rift between the top
scientists+engineers and everybody else.

Anyway, this is rather far afield from getting help for casual
contributors to lilypond.  :)

- Graham

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Re: casual contributors

[David Kastrup]

Graham Percival  writes:

> On Fri, Mar 23, 2012 at 11:11:21AM +0100, David Kastrup wrote:
>> Graham Percival  writes:
>> 
>> > But hey, it's my job to teach them
>> > at whatever level they're at, right?
>> 
>> Nope.  It is your job to teach them from the level they should have left
>> high school with.  After two terms of electrical engineering, it was
>> expected of me to be able to deal with, say, Riccatti equations, vector
>
> If I did that, then 80% of the first-year students would fail,

That was about the failure rate in the Theoretical Electrotechnics and
the Electronic Parts exams.  And more than half of those who passed
Electronic Parts passed with the worst grade (4.0).  I was 3.7 I think.
There was one among something like 200 who managed 3.0 (the scale of
passing grades runs from 1.0 to 4.0).  Few managed in the first attempt,
and several took a whole term each just working on those exams (after
the "Vordiplom", roughly equivalent to a bachelor, it was up to you what
exams you took when), when in order to keep with the prospected study
duration, you had to take about 6 exams per term.  Parts of the process
were ridiculous, and sort of a competition in ugliness among professors
where each considered their course the most important of the whole
study, of course expecting the students to work much harder than for any
other course.

> 100% of the fourth-year students would fail, and the department
> would fire me.  I don't think I can make you understand just how
> much of a difference there is between UK engineering students in
> 2012 and German engineering students 20-30 years ago.

It is not the students.  That's like saying that the average human
nowadays is bred worse for sports than those from a century ago.  It's
the conditions.  You have quite higher passing rates than we had at that
time.  The problem is that _some_ of our students were up to the
challenge.  And they'll fare better in, and for the field than if they
had not been challenged.  Of course, there are also those exceptional
persons you can't keep from becoming good, whatever the conditions.  The
kind of people who made "dilettant" a term of reverence in the middle
ages.  Nowadays "dilettant" means "even worse than those who do it for a
living".

> The whole "degrees and radians" thing arose because we were giving
> them an oral exam about resonant filters.  "I have a system
> running at 2 Hz, and I want to generate a sine wave at 15000
> Hz [1].  Draw the poles on this unit circle in the s-plane."

> [1] telling us "that's impossible due to the Shannon-Nyquist
> theorem" was bonus marks.  BONUS MARKS.  We then asked those
> students to solve it for 5000 Hz instead, still giving poles at
> 1/2 and 3/2 pi.

Uh, it's impossible not due to Shannon-Nyquist, but because a sampled
signal is not a sine wave, period.  If your reconstruction filter is a
lowpass at 1Hz, you get a sine of 5000Hz out.  If your
reconstruction filter is a bandpass admitting 1Hz to 2Hz, you
get a sine of 15000Hz out.  That is not just hypothetical: quadrature
mirror filters (?) work partly by subsampling signals above the Nyquist
frequency of the subsampling.  Nyquist just limits the _bandwidth_ of
what you can sample, not the absolute frequencies.

Stroboscopic tuners work quite fine.

> If anything, it's worse -- universities are
> increasingly being run as businesses, and it doesn't make business
> sense to turn away customers, right?

The definition of a customer for me is a person receiving something
valuable.  A person merely believing to receive something valuable is a
sucker instead.

Literary sciences, linguistics and philosophical departments have been
turned into a sucker farm decades ago, and the damage was sort of
abstract and hard to quantify.  Engineering and "hard sciences" are
going that way today, and the damage is quite more direct.

We first lost sight of the goals of living.  Now we are losing sight of
the means of living.

-- 
David Kastrup

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Re: casual contributors

[Graham Percival]

On Fri, Mar 23, 2012 at 06:36:43AM -0600, Colin Campbell wrote:
> On 12-03-23 12:28 AM, Graham Percival wrote:
> 
> >We need a *secretary*. We need a *paper pusher*. We need a trained
> >monkey.
> 
> I could take it on, Graham, especially if the countdown process gets
> automated.  I read -user, -devel and -bug daily, to maintain context
> on patches, so helping newbs through the process shouldn't be too
> hard.

Sounds good, but I make no promises about automatic the countdown
process.  I hope to get that done by the end of May, but that's
some ways off.

- Graham "I always had a soft spot for Rincewind"

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Re: casual contributors

[Graham Percival]

On Fri, Mar 23, 2012 at 11:11:21AM +0100, David Kastrup wrote:
> Graham Percival  writes:
> 
> > But hey, it's my job to teach them
> > at whatever level they're at, right?
> 
> Nope.  It is your job to teach them from the level they should have left
> high school with.  After two terms of electrical engineering, it was
> expected of me to be able to deal with, say, Riccatti equations, vector

If I did that, then 80% of the first-year students would fail,
100% of the fourth-year students would fail, and the department
would fire me.  I don't think I can make you understand just how
much of a difference there is between UK engineering students in
2012 and German engineering students 20-30 years ago.

The whole "degrees and radians" thing arose because we were giving
them an oral exam about resonant filters.  "I have a system
running at 2 Hz, and I want to generate a sine wave at 15000
Hz [1].  Draw the poles on this unit circle in the s-plane."
They all eventually got the answer of 1/2*pi and 3/2*pi (some of
them needed a few hints, and two of them needed to be coached on
how to divide 15000 by 2 without a calculator!)
But when it came to drawing them, 8 out of 14 students got it
wrong.

[1] telling us "that's impossible due to the Shannon-Nyquist
theorem" was bonus marks.  BONUS MARKS.  We then asked those
students to solve it for 5000 Hz instead, still giving poles at
1/2 and 3/2 pi.

oh yeah, and this question?  It was worth a quarter of their
grades for the year-long course.  No, it wasn't just one of 10
test questions for a midterm exam.

> > (sure, 30% of the first-year students are a joy to teach.  But the
> > overall horrendous level of facebook and plagiarism tends to stick in
> > one's mind much more than the students who actually work.)
> 
> If you are interested in propelling people at a level where it makes
> most of a difference, you'll be sitting at a 20/80 point in the bell
> curve.  If you are not supposed to be weeding out

I wish I could.  :(

University in the UK and Canada is rapidly becoming, or has
already become, the new high school.  Over 40% of students in the
UK go to a post-secondary institution; that figure was 5% in my
parent's generation.  This would require a huge shift in how
universities deal with students, but I don't see that happening
right now.  If anything, it's worse -- universities are
increasingly being run as businesses, and it doesn't make business
sense to turn away customers, right?

I need to walk a fine line between "what the administration will
let me get away with" and "academic standards".  In order to stay
sane, I must fool myself into believing that I don't care how
unprepared the students are, provided that they are willing to
work to overcome such deficiencies.  Simply filtering on "is
obviously not working" weeds out as many students as I can get
away with.  :(

- Graham

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Re: Tracks old announcements, news and changelogs. (issue 5843069)

[Graham Percival]

On Fri, Mar 23, 2012 at 12:22:59PM +0100, Julien Rioux wrote:
> On Fri, Mar 23, 2012 at 5:12 AM,   wrote:
> > Awesome work as always.  There's some unintended (and bad) changes to
> > GNUmakefile.in.
> 
> That's a mistake when I uploaded (pointing to the wrong commit in
> git-cl upload). Just trust me that I won't commit this, but I am not
> uploading again in order to get the countdown over with.

Fair enough.

> > It's also missing the changelog and announcement for 2.14, but that can
> > get added in a different patch.  The important thing is to get this
> > infrastructure pushed.
> >
> 
> hmmm, where are those? Not in the origin/archive/web branch.

Mailing list archives?  It's not your job to do this, but after
the patch is pushed, somebody should dig them up and add them to
the archive

- Graham

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Re: Add an example implementation of cross-staff stems (issue 5882053)

[dak]

On 2012/03/23 13:04:19, Pavel Roskin wrote:

This is also the first use of a scheme engraver in input/regression.


Apart from scheme-engraver.ly, scheme-engraver-instance.ly, and
scheme-text-spanner.ly.

http://codereview.appspot.com/5882053/

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Re: Add an example implementation of cross-staff stems (issue 5882053)

[dak]

http://codereview.appspot.com/5882053/diff/2001/input/regression/stem-cross-staff-engraver.ly
File input/regression/stem-cross-staff-engraver.ly (right):

http://codereview.appspot.com/5882053/diff/2001/input/regression/stem-cross-staff-engraver.ly#newcode100
input/regression/stem-cross-staff-engraver.ly:100: `((acknowledgers
Why don't you use make-engraver here?  Instead of the backquoted list,
you write

(make-engraver
 (acknowledgers
  ((stem-interface trans grob source)
   (set! stems (cons grob stems 
 ((process-acknowledged trans)
  (make-stem-spans! ctx stems trans)
  (set! stems '(

It is easier on the eyes.

http://codereview.appspot.com/5882053/

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Re: casual contributors

[Colin Campbell]

On 12-03-23 06:42 AM, David Kastrup wrote:

Colin Campbell  writes:


On 12-03-23 12:28 AM, Graham Percival wrote:


I cannot emphasize how little I want from the frog meister, other
than keeping up with email on a daily basis and looking at the
countdown when it finishes three times a week.

I could take it on, Graham, especially if the countdown process gets
automated.  I read -user, -devel and -bug daily, to maintain context
on patches, so helping newbs through the process shouldn't be too
hard.

Cheers,
Colin "Ook ook" Campbell

I know that Graham said a trained monkey could do this, but I think that
the proper image of a frog _meister_ requires something more akin to
croaking than grunting.

Hope this helps



For some reason, perhaps having taken the World's Finest Grand-nippers 
to a film about Birute Galdikas, I was channelling the Librarian at the 
Unseen University.  Much of the way Lilypond comes to be makes more 
sense in that context.


Besides, as I'm holding off a Spring cold until after a choir concert 
tomorrow, I'm reluctant to entertain the notion of croaking!


Colin

--
I've learned that you shouldn't go through life with a catcher's mitt on both 
hands.
You need to be able to throw something back.
-Maya Angelou, poet (1928- )


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Add an example implementation of cross-staff stems (issue 5882053)

[plroskin]

Reviewers: ,

Message:
This is also the first use of a scheme engraver in input/regression.

Description:
Add an example implementation of cross-staff stems

Please review this at http://codereview.appspot.com/5882053/

Affected files:
  A input/regression/stem-cross-staff-engraver.ly



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Re: casual contributors

[David Kastrup]

Colin Campbell  writes:

> On 12-03-23 12:28 AM, Graham Percival wrote:
>
>> I cannot emphasize how little I want from the frog meister, other
>> than keeping up with email on a daily basis and looking at the
>> countdown when it finishes three times a week.
>
> I could take it on, Graham, especially if the countdown process gets
> automated.  I read -user, -devel and -bug daily, to maintain context
> on patches, so helping newbs through the process shouldn't be too
> hard.
>
> Cheers,
> Colin "Ook ook" Campbell

I know that Graham said a trained monkey could do this, but I think that
the proper image of a frog _meister_ requires something more akin to
croaking than grunting.

Hope this helps

-- 
David Kastrup


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Re: casual contributors

[Colin Campbell]

On 12-03-23 12:28 AM, Graham Percival wrote:




We need a *secretary*. We need a *paper pusher*. We need a trained 
monkey. I could even teach a first-year university student how to be a 
perfect Frog meister, and having taught for a few years you have no 
idea how low my opinion of those creatures are. We need somebody to 
say "thank you for your interest, please read this link to get your 
patch in the review stream", and then a few days later, to say "great, 
your patch has been accepted, please email me your final patch". You 
don't even need to have git push ability; if you take care of the 
administration, just send me the final patch for pushing. This has 
absolutely *nothing* to do with programming. I cannot emphasize how 
little I want from the frog meister, other than keeping up with email 
on a daily basis and looking at the countdown when it finishes three 
times a week.


I could take it on, Graham, especially if the countdown process gets 
automated.  I read -user, -devel and -bug daily, to maintain context on 
patches, so helping newbs through the process shouldn't be too hard.


Cheers,
Colin "Ook ook" Campbell

--
... it is not enough to show that a situation is bad; it is also 
necessary to be reasonably certain that the problem has been properly 
described, fairly certain that the proposed remedy will improve it, and 
virtually certain that it will not make it worse.
- Robert Conquest, (As quoted in _Basic Economics, A Citizen's Guide to 
the Economy_ by Thomas Sowell)


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Re: Don't reload initialization files when processing multiple files (issue 5874044)

[julien . rioux]

LGTM

http://codereview.appspot.com/5874044/

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Re: Tracks old announcements, news and changelogs. (issue 5843069)

[Julien Rioux]

On Fri, Mar 23, 2012 at 5:12 AM,   wrote:
> Awesome work as always.  There's some unintended (and bad) changes to
> GNUmakefile.in.
>

That's a mistake when I uploaded (pointing to the wrong commit in
git-cl upload). Just trust me that I won't commit this, but I am not
uploading again in order to get the countdown over with.

> It's also missing the changelog and announcement for 2.14, but that can
> get added in a different patch.  The important thing is to get this
> infrastructure pushed.
>

hmmm, where are those? Not in the origin/archive/web branch.
--
Julien

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Re: lilypond-book: Set include path for --output option (issue 2423). (issue 5846075)

[Julien Rioux]

On Fri, Mar 23, 2012 at 4:33 AM,   wrote:
> I'm seeing "old chunk mismatch" for this patch.  Could you try uploading
> it again to a new rietveld issue?
>
> http://codereview.appspot.com/5846075/

Fixed, it was a bad upload (no need for a new issue number).

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Re: Corrected style of comments (issue 5862052)

[Łukasz Czerwiński]

On 22 March 2012 15:43,  wrote:

> Are the changes to .gitignore intentional?
>
> http://codereview.appspot.com/**5862052/
>

Ooops, changes - yes, placing them in the patch - of course no.

Łukasz
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Re: casual contributors

[David Kastrup]

Graham Percival  writes:

> On Fri, Mar 23, 2012 at 07:44:45AM +0100, David Kastrup wrote:
>> Graham Percival  writes:
>> 
>> > We need a *secretary*.  We need a *paper pusher*.  We need a
>> > trained monkey.  I could even teach a first-year university
>> > student how to be a perfect Frog meister, and having taught for a
>> > few years you have no idea how low my opinion of those creatures
>> > are.
>> 
>> They could become like you if taught properly.  Didn't you?
>
> I have never told my teacher "just wait a moment" in order to
> finish writing a message on facebook during class.

Well, then tell the pupil that you understand that facebook is more
important for him than classes, and so he should leave your class and
come back once facebook shuts down.

Seriously.

-- 
David Kastrup


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Re: casual contributors

[David Kastrup]

Graham Percival  writes:

> On Fri, Mar 23, 2012 at 07:44:45AM +0100, David Kastrup wrote:
>> Graham Percival  writes:
>> 
>> > We need a *secretary*.  We need a *paper pusher*.  We need a
>> > trained monkey.  I could even teach a first-year university
>> > student how to be a perfect Frog meister, and having taught for a
>> > few years you have no idea how low my opinion of those creatures
>> > are.
>> 
>> They could become like you if taught properly.  Didn't you?
>
> I have never told my teacher "just wait a moment" in order to
> finish writing a message on facebook during class.  I have never
> answered a mobile phone while my teacher was giving me a short
> oral examination (part of graded labs).  I have never submitted
> code for grades with a different student's name still in a comment
> at the top of a file.

Well, I presume that different student is doing reasonably well, or why
would they have picked his paper?

> I don't mind explaining -- slowly, over five or ten minutes -- how you
> can calculate how many coins to return to a customer using division
> and modulus instead of using a while() loop and subtraction
> (i.e. "items cost $2.35, customer gives $5").  I don't mind teaching
> fourth-year engineering students how to convert between degrees and
> radians.  I don't even mind repeating that lesson three times, for a
> total of an hour of lecture time over a few weeks, when it became
> clear that most of them still didn't get it.  4th-year electrical
> engineering.  Not music students.  But hey, it's my job to teach them
> at whatever level they're at, right?

Nope.  It is your job to teach them from the level they should have left
high school with.  After two terms of electrical engineering, it was
expected of me to be able to deal with, say, Riccatti equations, vector
analysis, the basics of special relativity (as applied to
electromagnetic fields) and of course, all of the physics and mechanics
leading up to that (of course, determining and working with principal
axes of inertial tensors and stuff).  After four terms, you were
expected to be able to use complex analysis and homomorphic mappings (I
really am no friend of Schwartz-Christoffel (sp?)) to determine the
electrical field distributions of simple static arrangements, and work
out the charge distributions in solid state semiconductors.

Yes, school education took 13 years in Germany at that time, and the
university I was doing EE in was not particularly renowned as
easy-going, but we still had 800 students (about 20 of them female)
starting in that term.

In contrast, my girlfriend at that time studied romance languages and
philosophy.  Much of that was literature and language science at a toy
level far below that of the professors, more designed to keep the
students off the streets than starting them on a path where they could
expect to overtake their teachers at one point of time and advance the
state of science.  It was embarrassing to the professors that they were
unable to award her more than the best grades (she was far off the
scale).  The only grading that actually made any sense was how satisfied
she was with her work herself.

Where is the point in that?

> I don't mind that stuff.

You should.  There is no point in providing toy science for everyone if
it means that _no-one_ will afterwards be able to actually be productive
in the field he is supposed to have studied.  You have to produce, at
least, some Grahams in order to sustain operations.

> But facebook and taking phone calls while I'm talking to a student?
> No, that's just not kosher.

Well, one literature professor here had a phone on the table in the
first row ringing in his lecture and without missing a beat he swept it
up and threw it out of the window.  Students were a bit more careful
after that.

> (sure, 30% of the first-year students are a joy to teach.  But the
> overall horrendous level of facebook and plagiarism tends to stick in
> one's mind much more than the students who actually work.)

If you are interested in propelling people at a level where it makes
most of a difference, you'll be sitting at a 20/80 point in the bell
curve.  If you are not supposed to be weeding out (estimates in my
engineering courses were that half did not survive two terms, and half
of the remaining ones did not survive the intermediate exams after four
terms), then you'll have to live with those 80%.  If you are good,
they'll only be 70% afterwards.

-- 
David Kastrup

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Re: Issue 1320: Rewriting bar-line::print

[Marc Hohl]

Am 21.03.2012 21:39, schrieb Nicolas Sceaux:

Le 20 mars 2012 à 09:39, Marc Hohl a écrit :


Hello list,

I want to rewrite most if not all definitions currently settled in
lily/bar-line.cc in scheme.  Please see the attached file for my
progress so far; I don't get any error messages, but no bar lines either :-(

Is this a feasible approach? What am I currently doing wrong?

I've done something like that, to create baroque repeat bars, and suggested
repeat bars:


Nicolas


Just a nitpick: in line 222ff. you define 
bar-line::custom-calc-glyph-name, and
in line 241ff. again the same function with the use of index-cell 
instead of an if-clause.

index-cell, however, is already defined in scm/lily-library.scm.

Regards,

Marc

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Re: Corrected style of comments (issue 5862052)

[k-ohara5a5a]

This patch adds helpful comments.


http://codereview.appspot.com/5862052/diff/1/flower/include/direction.hh
File flower/include/direction.hh (right):

http://codereview.appspot.com/5862052/diff/1/flower/include/direction.hh#newcode77
flower/include/direction.hh:77: * Thanks to a #define below, instead of
writing:

Only you and Han Wenn have answered. Maybe other agree on
changing do to for_UP_and_DOWN? How do I know?


You cannot know every individual opinion, so you must decide what is
wise.   You know that I fear that I will forget if there is any
difference between do{}while(flip()) and for_UP_and_DOWN.  You know that
HanWenn suggests changing all do{}while(flip) at once.

If you change just a few do{}while(flip) to your new idiom, then I will
be tempted to create a third idiom:
 for (Direction d = UP; d >= DOWN; d = (Direction)(d + DOWN - UP)

http://codereview.appspot.com/5862052/diff/1/lily/note-collision.cc
File lily/note-collision.cc (right):

http://codereview.appspot.com/5862052/diff/1/lily/note-collision.cc#newcode183
lily/note-collision.cc:183: */
Move the block comment above down below your new comments, to keep it
adjacent to the if...elseif... block that it describes.

http://codereview.appspot.com/5862052/diff/1/lily/note-collision.cc#newcode286
lily/note-collision.cc:286: // The offset should depend on line
thickness, not staff space, at least in some cases (like stem-to-stem,
where it should be bigger for smaller font size)
What does "the offset" refer to?  shift_amount?

http://codereview.appspot.com/5862052/diff/1/lily/note-collision.cc#newcode383
lily/note-collision.cc:383: void update_offsets (Drul_array

*offsets,
What I was taught on the university is to write short
  and simple functions that do only one thing.


In this case, the function is too short, relative to the complexity of
the interface(*), for separation.

(*) The function changes what is pointed to by its first argument, which
is not unusual, but milimetre88 found the same operation in another
function worth a comment with a '!'.
The second argument is used only for its dimensions, which are related
to the dimensions of the first argument for reasons we can understand
only by looking at the calling function.  I would be confused wondering
why the function does not simply use the dimensions of offsets[][].

http://codereview.appspot.com/5862052/

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Re: casual contributors

[Graham Percival]

On Fri, Mar 23, 2012 at 07:44:45AM +0100, David Kastrup wrote:
> Graham Percival  writes:
> 
> > We need a *secretary*.  We need a *paper pusher*.  We need a
> > trained monkey.  I could even teach a first-year university
> > student how to be a perfect Frog meister, and having taught for a
> > few years you have no idea how low my opinion of those creatures
> > are.
> 
> They could become like you if taught properly.  Didn't you?

I have never told my teacher "just wait a moment" in order to
finish writing a message on facebook during class.  I have never
answered a mobile phone while my teacher was giving me a short
oral examination (part of graded labs).  I have never submitted
code for grades with a different student's name still in a comment
at the top of a file.

I don't mind explaining -- slowly, over five or ten minutes -- how
you can calculate how many coins to return to a customer using
division and modulus instead of using a while() loop and
subtraction (i.e. "items cost $2.35, customer gives $5").  I don't
mind teaching fourth-year engineering students how to convert
between degrees and radians.  I don't even mind repeating that
lesson three times, for a total of an hour of lecture time over a
few weeks, when it became clear that most of them still didn't get
it.  4th-year electrical engineering.  Not music students.  But
hey, it's my job to teach them at whatever level they're at,
right?  I don't mind that stuff.

But facebook and taking phone calls while I'm talking to a
student?  No, that's just not kosher.

(sure, 30% of the first-year students are a joy to teach.  But the
overall horrendous level of facebook and plagiarism tends to stick
in one's mind much more than the students who actually work.)

- Graham

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