From e5614c8405e7dd889d3691e3dd9754a50586eae3 Mon Sep 17 00:00:00 2001 From: chenmo Date: Wed, 3 Jan 2024 00:30:03 +0800 Subject: [PATCH] change structure --- assets/scss/custom.scss | 6 +- config/_default/params.toml | 1 - content/.obsidian/workspace.json | 25 ++++--- content/en/page/about/index.md | 11 +-- content/en/post/Reading/C14T3P3.md | 67 ++++++++++++++---- content/zh-cn/_index.md | 2 +- content/zh-cn/categories/lostnote/_index.md | 10 --- content/zh-cn/categories/tips/_index.md | 10 --- content/zh-cn/page/about/index.md | 11 +-- content/zh-cn/page/lostnote/_index.md | 10 +++ .../zh-cn/page/lostnote/\345\220\257.md" | 16 ++--- content/zh-cn/page/search/index.md | 13 ---- .../featured-image.png" | Bin .../index.md" | 2 - .../1.png" | Bin .../index.md" | 2 - .../tips/Wayland\344\270\216Anki/index.md" | 2 - content/zh-cn/page/tips/_index.md | 8 +++ .../linux-zen\344\270\216nvidia/index.md" | 12 ++++ 19 files changed, 122 insertions(+), 86 deletions(-) delete mode 100644 content/zh-cn/categories/lostnote/_index.md delete mode 100644 content/zh-cn/categories/tips/_index.md create mode 100644 content/zh-cn/page/lostnote/_index.md rename content/zh-cn/page/lostnote/index.md => "content/zh-cn/page/lostnote/\345\220\257.md" (94%) delete mode 100644 content/zh-cn/page/search/index.md rename "content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" => "content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" (100%) rename "content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" => "content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" (97%) rename "content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" => "content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" (100%) rename "content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" => "content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" (94%) rename "content/zh-cn/post/Wayland\344\270\216Anki/index.md" => "content/zh-cn/page/tips/Wayland\344\270\216Anki/index.md" (97%) create mode 100644 content/zh-cn/page/tips/_index.md create mode 100644 "content/zh-cn/page/tips/linux-zen\344\270\216nvidia/index.md" diff --git a/assets/scss/custom.scss b/assets/scss/custom.scss index 462e451..3199f4e 100644 --- a/assets/scss/custom.scss +++ b/assets/scss/custom.scss @@ -6,8 +6,10 @@ text-align: justify; } -body, .article-content, .article-title { - font-family: 'Noto Serif', 'Noto Serif SC'; +body, +.article-content, +.article-title { + font-family: 'Noto Serif', 'Noto Serif CJK SC'; } .container { diff --git a/config/_default/params.toml b/config/_default/params.toml index 372c979..e5a45f5 100644 --- a/config/_default/params.toml +++ b/config/_default/params.toml @@ -7,7 +7,6 @@ favicon = "/favicon.ico" [footer] since = 2023 customText = "" - [dateFormat] published = "2006-01-02" lastUpdated = "2006-01-02 15:04 MST" diff --git a/content/.obsidian/workspace.json b/content/.obsidian/workspace.json index 6566bdf..3486088 100644 --- a/content/.obsidian/workspace.json +++ b/content/.obsidian/workspace.json @@ -4,16 +4,16 @@ "type": "split", "children": [ { - "id": "21d90363b8c5bb9b", + "id": "6fc4fea53a02308e", "type": "tabs", "children": [ { - "id": "9dcd163b52fc0162", + "id": "ff3296dd215d8b54", "type": "leaf", "state": { "type": "markdown", "state": { - "file": "zh-cn/post/Wayland与Anki/index.md", + "file": "en/post/Reading/C14T3P3.md", "mode": "source", "source": false } @@ -85,7 +85,7 @@ "state": { "type": "backlink", "state": { - "file": "zh-cn/post/Wayland与Anki/index.md", + "file": "en/post/Reading/C14T3P3.md", "collapseAll": false, "extraContext": false, "sortOrder": "alphabetical", @@ -102,7 +102,7 @@ "state": { "type": "outgoing-link", "state": { - "file": "zh-cn/post/Wayland与Anki/index.md", + "file": "en/post/Reading/C14T3P3.md", "linksCollapsed": false, "unlinkedCollapsed": true } @@ -125,7 +125,7 @@ "state": { "type": "outline", "state": { - "file": "zh-cn/post/Wayland与Anki/index.md" + "file": "en/post/Reading/C14T3P3.md" } } } @@ -146,12 +146,18 @@ "command-palette:Open command palette": false } }, - "active": "9dcd163b52fc0162", + "active": "ff3296dd215d8b54", "lastOpenFiles": [ + "zh-cn/page/about/index.md", + "en/page/about/index.md", + "en/post/Reading/C14T3P3.md", + "句子仿写.md", + "zh-cn/post/linux-zen与nvidia/index.md", + "en/_index.md", + "zh-cn/post/Wayland与Anki/index.md", + "zh-cn/post/linux-zen与nvidia", "zh-cn/post/Linux中批量修改文件后缀, 批量格式转换/index.md", "zh-cn/post/Linux中批量修改文件后缀, 批量格式转换/1.png", - "zh-cn/post/Wayland与Anki/index.md", - "en/post/Reading/C14T3P3.md", "zh-cn/post/Wayland与Anki", "en/post/Reading/Untitled.md", "zh-cn/page/lostnote/index.md", @@ -169,7 +175,6 @@ "zh-cn/post/Archlinux设置挂载硬盘时无需输入密码/featured-image.png", "zh-cn/post/GNU Parallel的妙用/index.md", "zh-cn/post/饥荒联机版: 专用服务器与多层世界/index.md", - "en/_index.md", "zh-cn/_index.md", "snippets/hyphenation-and-justification.css", "snippets/page-width.css", diff --git a/content/en/page/about/index.md b/content/en/page/about/index.md index 5c7c497..c761995 100644 --- a/content/en/page/about/index.md +++ b/content/en/page/about/index.md @@ -1,10 +1,11 @@ --- -title: "About" +title: About menu: - main: - weight: 4 - params: - icon: user + main: + weight: 4 + params: + icon: user +comments: --- ### There are some code, prose and photots diff --git a/content/en/post/Reading/C14T3P3.md b/content/en/post/Reading/C14T3P3.md index 0d3140c..262e3b3 100644 --- a/content/en/post/Reading/C14T3P3.md +++ b/content/en/post/Reading/C14T3P3.md @@ -1,33 +1,72 @@ --- -title: "The power of play" +title: The power of play date: 2023-06-06 categories: - - IELTS + - IELTS tags: - Reading --- ## The power of play -Virtually every child, the world over, plays. The drive to play is so intense that children will do so in any circumstances, for instance when they have no real toys, or when parents do not actively encourage the behavior. In the eyes of a young child, running, pretending, and building are fun. Researchers and educators know that these playful activities benefit the development of the whole child across social, cognitive, physical, and emotional domains. Indeed, play is such an instrumental component to healthy child development that the United Nations High Commission on Human Rights (1989) recognized play as a fundamental right of every child. +Virtually every child, the world over, plays. The drive to play is so intense that children will do so in any **circumstances**, for instance when they have no real toys, or when parents do not actively encourage the behavior. **In the eyes of** a young child, running, **pretending**, and building are fun. Researchers and educators know that these playful activities benefit the development of the whole child across social, cognitive, physical, and emotional domains. Indeed, play is such an **instrumental** component to healthy child development that the United Nations High Commission on Human Rights (1989) recognized play as a fundamental right of every child. -Yet, while experts continue to expound a powerful argument for the importance of play in children's lives, the actual time children spend playing continues to decrease. Today, children play eight hours less each week than their counterparts did two decades ago (Elkind 2008). Under pressure of rising academic standards, play is being replaced by test preparation in kindergartens and grade schools, and parents who aim to give their preschoolers a leg up are led to believe that flashcards and educational 'toys' are the path to success. Our society has created a false dichotomy between play and learning. +Yet, while experts continue to **expound** a powerful argument for the importance of play in children’s lives, the **actual** time children spend playing continues to decrease. Today, children play eight hours less each week than their **counterparts** did two decades ago (Elkind 2008). Under pressure of rising academic standards, play is being replaced by test preparation in **kindergartens** and **grade schools**, and parents who aim to give their **preschoolers** **a leg up** **are led to believe** that flashcards and educational 'toys’ are **the path to success**. Our society has created a false dichotomy between play and learning. -Through play, children learn to regulate their behavior, lay the foundations for later learning in science and mathematics, figure out the complex negotiations of social relationships, build a repertoire of creative problem-solving skills, and so much more. There is also an important role for adults in guiding children through playful learning opportunities. +Through play, children learn to regulate their behavior, **lay the foundations for** later learning in science and mathematics, figure out the complex negotiations of social relationships, build a **repertoire** of creative problem-solving skills, and so much more. There is also an important role for adults in guiding children through playful learning opportunities. -Full consensus on a formal definition of play continues to elude the researchers and theorists who study it. Definitions range from discrete descriptions of various types of play such as physical, construction, language, or symbolic play (Miller & Almon 2009), to lists of broad criteria, based on observations and attitudes, that are meant to capture the essence of all play behaviors (e.g. Rubin et al. 1983). +Full **consensus** on a formal definition of play continues to **elude** the researchers and theorists who study it. Definitions range from **discrete** descriptions of various types of play such as physical, construction, language, or symbolic play (Miller & Almon 2009), to lists of broad criteria, based on observations and attitudes, that are meant to capture the essence of all play behaviors (e.g. Rubin et al. 1983). -A majority of the contemporary definitions of play focus on several key criteria. The founder of the National Institute for Play, Stuart Brown, has described play as 'anything that spontaneously is done for its own sake'. More specifically, he says it 'appears purposeless, produces pleasure and joy, [and] leads one to the next stage of mastery’ (as quoted in Tippett 2008). Similarly, Miller and Almon (2009) say that play includes 'activities that are freely chosen and directed by children and arise from intrinsic motivation'. Often, play is defined along a continuum as more or less playful using the following set of behavioral and dispositional criteria (e.g. Rubin et al. 1983): +A majority of the contemporary definitions of play focus on several key criteria. The founder of the National Institute for Play, Stuart Brown, has described play as 'anything that spontaneously is done for its own sake’. More specifically, he says it 'appears purposeless, produces pleasure and joy, [and] leads one to the next stage of **mastery**’ (as quoted in Tippett 2008). Similarly, Miller and Almon (2009) say that play includes 'activities that are freely chosen and directed by children and arise from intrinsic motivation’. Often, play is defined **along** a continuum as more or less playful using the following set of behavioral and dispositional criteria (e.g. Rubin et al. 1983): -Play is pleasurable: Children must enjoy the activity or it is not play. It is intrinsically motivated: Children engage in play simply for the satisfaction the behavior itself brings. It has no extrinsically motivated function or goal. Play is process oriented: When children play, the means are more important than the ends. It is freely chosen, spontaneous and voluntary. If a child is pressured, they will likely not think of the activity as play. Play is actively engaged: Players must be physically and/or mentally involved in the activity. Play is non-literal. It involves make-believe. +> Play is pleasurable: Children must enjoy the activity or it is not play. It is intrinsically motivated: Children engage in play simply for the satisfaction the behavior itself brings. It has no extrinsically motivated function or goal. Play is process oriented: When children play, the means are more important than the ends. It is freely chosen, spontaneous and voluntary. If a child is pressured, they will likely not think of the activity as play. Play is actively engaged: Players must be physically and/or mentally involved in the activity. Play is non-literal. It involves make-believe. -According to this view, children's playful behaviors can range in degree from 0% to 100% playful. Rubin and colleagues did not assign greater weight to any one dimension in +According to this view, children’s playful behaviors can range in degree from 0% to 100% playful. Rubin and colleagues did not assign greater weight to any one **dimension** in determining playfulness; however, other researchers have suggested that process orientation and a lack of obvious functional purpose may be the most important aspects of play (e.g. Pellegrini 2009). -determining playfulness; however, other researchers have suggested that process orientation and a lack of obvious functional purpose may be the most important aspects of play (e.g. Pellegrini 2009). +From the perspective of a continuum, play can thus blend with other motives and attitudes that are less playful, such as work. Unlike play, work is typically not viewed as enjoyable and it is extrinsically motivated (i.e. it is goal oriented). Researcher Joan Goodman (1994) suggested that hybrid forms of work and play are not a detriment to learning; rather, they can provide **optimal** contexts for learning. For example, a child may be engaged in a difficult, goal-directed activity set up by their teacher, but they may still be actively engaged and intrinsically motivated. At this mid-point between play and work, the child’s motivation, **coupled** with guidance from an adult, can create robust opportunities for playful learning. -From the perspective of a continuum, play can thus blend with other motives and attitudes that are less playful, such as work. Unlike play, work is typically not viewed as enjoyable and it is extrinsically motivated (i.e. it is goal oriented). Researcher Joan Goodman (1994) suggested that hybrid forms of work and play are not a detriment to learning; rather, they can provide optimal contexts for learning. For example, a child may be engaged in a difficult, goal-directed activity set up by their teacher, but they may still be actively engaged and intrinsically motivated. At this mid-point between play and work, the child's motivation, coupled with guidance from an adult, can create robust opportunities for playful learning. +Critically, recent research supports the idea that adults can **facilitate** children’s learning while maintaining a playful approach in interactions known as 'guided play’ (Fisher et al. 2011). The adult’s role in play varies as a **function** of their educational goals and the child’s developmental level (Hirsch-Pasek et al. 2009). -Critically, recent research supports the idea that adults can facilitate children's learning while maintaining a playful approach in interactions known as 'guided play' (Fisher et al. 2011). The adult's role in play varies as a function of their educational goals and the child's developmental level (Hirsch-Pasek et al. 2009). +Guided play takes two forms. At a very basic level, adults can enrich the child’s environment by providing objects or experiences that promote aspects of a curriculum. In the **more direct** form of guided play, parents or other adults can support children’s play by joining in the fun as a co-player, raising thoughtful questions, commenting on children’s discoveries, or encouraging further exploration or new **facets** to the child’s activity. Although playful learning can be somewhat structured, it must also be child-centered (Nicolopolou et al. 2006). Play should stem from the child’s own desire. -Guided play takes two forms. At a very basic level, adults can enrich the child's environment by providing objects or experiences that promote aspects of a curriculum. In the more direct form of guided play, parents or other adults can support children's play by joining in the fun as a co-player, raising thoughtful questions, commenting on children's discoveries, or encouraging further exploration or new facets to the child's activity. Although playful learning can be somewhat structured, it must also be child-centered (Nicolopolou et al. 2006). Play should stem from the child's own desire. +Both free and guided play are essential elements in a child-centered approach to playful learning. Intrinsically motivated free play provides the child with true autonomy, while guided play is an **avenue** through which parents and educators can provide more targeted learning experiences. In either case, play should be actively engaged, it should be predominantly child-directed, and it must be fun. -Both free and guided play are essential elements in a child-centered approach to playful learning. Intrinsically motivated free play provides the child with true autonomy, while guided play is an avenue through which parents and educators can provide more targeted learning experiences. In either case, play should be actively engaged, it should be predominantly child-directed, and it must be fun. \ No newline at end of file + +1. Economists and officers know that these liberal policies benefit the development of the whole nation across financial, social, and educational domains. +2. Indeed, exercise is such an instrumental component to healthy child development that the government legislates PE as a compulsory subject in schools. +3. Yet, while experts continue to expound a powerful argument for the importance of water conservation, the actual use of water continues to increase. +4. Yet, while experts continue to expound a powerful argument against the growing industrial exhaust fumes, the actual emissions from factories continue to increase. +5. In China, children learn five hours more each day than their counterparts do in Australia +6. Today, people spend on luxury twice as much annually as their counterparts did two decades ago. +7. Under pressure of the domestic economic downturn and following wave of unemployment, peace is being replaced by violence in cities, and radical politicians are led to believe that engaging in a war against another country is the solution. +8. Through communicating with foreign teachers, students learn to express their opinions, lay the foundations for further learning overseas, figure out the complex negotiations with foreigners, build a repertoire of efficient language-learning skills, and so much more. +9. In addition to teachers, there is also an important role for parents in assisting children through learning opportunities. +10. A consensus of opinion on international trade between these countries continues to elude the economists and policymakers. +11. Rubin and colleagues did not assign greater weight to any one dimension in determining happiness; however, other researchers have suggested that family life and career security should be the most important aspects of happiness. + +## Why companies should welcome disorder  + +Organisation is big business. Whether it is of our lives - all those **inboxes** and calendars - or how companies are structured, a multi-billion dollar industry helps to meet this need.  + +We have more strategies for time management, project management and self-organisation than at any other time in human history. We are told that we ought to organize our company, our home life, our week, our day and even our sleep, all as a means to becoming more productive. Every week, countless seminars and workshops take place around the world to tell a paying public that they ought to structure their lives in order to achieve this.  + +This rhetoric has also crept into the thinking of business leaders and entrepreneurs, much to the delight of self-proclaimed perfectionists with the need to get everything right. The number of business schools and graduates has massively increased over the past 50 years, essentially teaching people how to organize well.  + +Ironically, however, the number of businesses that fail has also steadily increased. Work-related stress has increased. A large proportion of workers from all demographics claim to be dissatisfied with the way their work is structured and the way they are managed.  + +This begs the question: what has gone wrong? Why is it that on paper the drive for organisation seems a sure shot for increasing productivity, but in reality falls well short of what is expected?  + +This has been a problem for a while now. Frederick Taylor was one of the forefathers of scientific management. Writing in the first half of the 20th century, he designed a number of principles to improve the efficiency of the work process, which have since become widespread in modern companies. So the approach has been around for a while.  + +New research suggests that this obsession with efficiency is misguided. The problem is not necessarily the management theories or strategies we use to organize our work; it’s the basic assumptions we hold in approaching how we work. Here it’s the assumption that order is a necessary condition for productivity. This assumption has also fostered the idea that disorder must be detrimental to organisational productivity. The result is that businesses and people spend time and money organizing themselves for the sake of organizing, rather than actually looking at the end goal and usefulness of such an effort.  + +What’s more, recent studies show that order actually has diminishing returns. Order does increase productivity to a certain extent, but eventually the usefulness of the process of organisation, and the benefit it yields, reduce until the point where any further increase in order reduces productivity. Some argue that in a business, if the cost of formally structuring something outweighs the benefit of doing it, then that thing ought not to be formally structured. Instead, the resources involved can be better used elsewhere.  + +In fact, research shows that, when innovating, the best approach is to create an environment devoid of structure and hierarchy and enable everyone involved to engage as one organic group. These environments can lead to new solutions that, under conventionally structured environments (filled with bottlenecks in terms of information flow, power structures, rules, and routines) would never be reached.  + +In recent times companies have slowly started to embrace this disorganization. Many of them embrace it in terms of perception (embracing the idea of disorder, as opposed to fearing it) and in terms of process (putting mechanisms in place to reduce structure).  + +For example, Oticon, a large Danish manufacturer of hearing aids, used what it called a 'spaghetti’ structure in order to reduce the organisation’s rigid hierarchies. This involved scrapping formal job titles and giving staff huge amounts of ownership over their own time and projects. This approach proved to be highly successful initially, with clear improvements in worker productivity in all facets of the business.  + +In similar fashion, the former chairman of General Electric embraced disorganization, putting forward the idea of the 'boundaryless' organisation. Again, it involves breaking down the barriers between different parts of a company and encouraging virtual collaboration and flexible working. Google and a number of other tech companies have embraced (at least in part) these kinds of flexible structures, facilitated by technology and strong company values which glue people together.  + +A word of warning to others thinking of jumping on this bandwagon: the evidence so far suggests disorder, much like order, also seems to have diminishing utility, and can also have detrimental effects on performance if overused. Like order, disorder should be embraced only so far as it is useful. But we should not fear it - nor venerate one over the other. This research also shows that we should continually question whether or not our existing assumptions work. \ No newline at end of file diff --git a/content/zh-cn/_index.md b/content/zh-cn/_index.md index a131a3f..0b6c4ce 100644 --- a/content/zh-cn/_index.md +++ b/content/zh-cn/_index.md @@ -5,4 +5,4 @@ menu: weight: 1 params: icon: home ---- +--- \ No newline at end of file diff --git a/content/zh-cn/categories/lostnote/_index.md b/content/zh-cn/categories/lostnote/_index.md deleted file mode 100644 index dca5f59..0000000 --- a/content/zh-cn/categories/lostnote/_index.md +++ /dev/null @@ -1,10 +0,0 @@ ---- -title: LOST NOTE -description: -image: - -# Badge style -style: - background: "#2a9d8f" - color: "#fff" ---- \ No newline at end of file diff --git a/content/zh-cn/categories/tips/_index.md b/content/zh-cn/categories/tips/_index.md deleted file mode 100644 index 04a1565..0000000 --- a/content/zh-cn/categories/tips/_index.md +++ /dev/null @@ -1,10 +0,0 @@ ---- -title: 记忆 -description: 一些记忆 -image: - -# Badge style -style: - background: "#7eb2ff" - color: "#fff" ---- \ No newline at end of file diff --git a/content/zh-cn/page/about/index.md b/content/zh-cn/page/about/index.md index 8955314..df65140 100644 --- a/content/zh-cn/page/about/index.md +++ b/content/zh-cn/page/about/index.md @@ -1,10 +1,11 @@ --- -title: "关于" +title: 关于 menu: - main: - weight: 4 - params: - icon: user + main: + weight: 5 + params: + icon: user +comments: false --- ### 这里有一些代码, 散文和照片 diff --git a/content/zh-cn/page/lostnote/_index.md b/content/zh-cn/page/lostnote/_index.md new file mode 100644 index 0000000..64cc60c --- /dev/null +++ b/content/zh-cn/page/lostnote/_index.md @@ -0,0 +1,10 @@ +--- +title: "遗之书" +menu: + main: + weight: 6 + params: + icon: clock +--- + + diff --git a/content/zh-cn/page/lostnote/index.md "b/content/zh-cn/page/lostnote/\345\220\257.md" similarity index 94% rename from content/zh-cn/page/lostnote/index.md rename to "content/zh-cn/page/lostnote/\345\220\257.md" index 7a45e1e..48ae7b2 100644 --- a/content/zh-cn/page/lostnote/index.md +++ "b/content/zh-cn/page/lostnote/\345\220\257.md" @@ -1,12 +1,11 @@ --- -title: "遗之书" -menu: - main: - weight: 5 - params: - icon: clock +title: 启 +description: +date: 2023-07-09 +hidden: false +comments: false +draft: false --- - ## 启 已经凌晨两点了，我却睡不着。最近总想写点什么，写一些从内容上来说不是遗书，从作用上来说却是遗书的内容。若是意外来临，我骤然离去，也能留下些话给在乎我的人，或者即使没有死去，但不再有从前的意识，也能看着我的外表读读我写的话。 @@ -15,5 +14,4 @@ menu: 居安思危，每当我心中感到幸福时，都不由的开始担心，因为我知道幸福一定是短暂的，不知道这一次会是 怎么样的走向不幸。每当我看到美景，欣赏之余一定会感到无尽的惋惜，惋惜无论怎么做都无法将其定格。每当从一场恍若隔世的梦中醒来，我总是尝试用文字记录下那片刻所想，可回头再看时就只有平淡的情节，再也无法体会那种感受。以至于有时我会怀疑，是否是睡着时穿越到了另一个平行宇宙？经历了另一种截然不同的可能？那样触手可及又那样遥远无期，像是来自另一个世界的另一个自己。 -幸运的是，我还能用文字记录下这个世界中的我的所思所想，写下现在的自己。如果我能有幸一直活着，未来我可以和曾经的自己的对话，如果不能，他人也可以和那个曾经活着的我对话。 - +幸运的是，我还能用文字记录下这个世界中的我的所思所想，写下现在的自己。如果我能有幸一直活着，未来我可以和曾经的自己的对话，如果不能，他人也可以和那个曾经活着的我对话。 \ No newline at end of file diff --git a/content/zh-cn/page/search/index.md b/content/zh-cn/page/search/index.md deleted file mode 100644 index 1bf51d4..0000000 --- a/content/zh-cn/page/search/index.md +++ /dev/null @@ -1,13 +0,0 @@ ---- -title: "搜索" -slug: "search" -layout: "search" -outputs: - - html - - json -menu: - main: - weight: 4 - params: - icon: search ---- \ No newline at end of file diff --git "a/content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" "b/content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" similarity index 100% rename from "content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" rename to "content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/featured-image.png" diff --git "a/content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" "b/content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" similarity index 97% rename from "content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" rename to "content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" index e6c0c7c..8d62327 100644 --- "a/content/zh-cn/post/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" +++ "b/content/zh-cn/page/tips/Archlinux\350\256\276\347\275\256\346\214\202\350\275\275\347\241\254\347\233\230\346\227\266\346\227\240\351\234\200\350\276\223\345\205\245\345\257\206\347\240\201/index.md" @@ -1,8 +1,6 @@ --- title: Archlinux设置挂载硬盘时无需输入密码 date: 2023-06-05 -categories: - - tips --- 在`archlinux`上使用`udisks2`挂载硬盘时需要输入密码，挂载位置为`/run/media/$USER`. 但是在`manjaro`上挂载时不需要密码，经过一番搜索，发现是`udisk2`的配置问题. diff --git "a/content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" "b/content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" similarity index 100% rename from "content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" rename to "content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/1.png" diff --git "a/content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" "b/content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" similarity index 94% rename from "content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" rename to "content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" index 7aa0224..cc7356f 100644 --- "a/content/zh-cn/post/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" +++ "b/content/zh-cn/page/tips/Gwenview\345\212\240\350\275\275HEIC\346\240\274\345\274\217\345\233\276\347\211\207/index.md" @@ -1,8 +1,6 @@ --- title: "Gwenview加载HEIC格式图片" date: 2023-06-01 -categories: - - tips --- `Dolphin`中无法加载缩略图，也无法打开图片。 diff --git "a/content/zh-cn/post/Wayland\344\270\216Anki/index.md" "b/content/zh-cn/page/tips/Wayland\344\270\216Anki/index.md" similarity index 97% rename from "content/zh-cn/post/Wayland\344\270\216Anki/index.md" rename to "content/zh-cn/page/tips/Wayland\344\270\216Anki/index.md" index 44c624a..606c38e 100644 --- "a/content/zh-cn/post/Wayland\344\270\216Anki/index.md" +++ "b/content/zh-cn/page/tips/Wayland\344\270\216Anki/index.md" @@ -1,8 +1,6 @@ --- title: Wayland与Anki date: 2023-12-31 -categories: - - tips slug: wayland-and-anki --- 为了使用`Waydroid`不得已换`X11`为`Wayland`，随之问题就来了。基于`Qt6`的`Anki`似乎与`Wayland`兼容的不太好，无法在`KDE`中使用全局菜单，并且`Goldendict`的`Ctrl+c+c`粘贴板查词功能在`Anki`里也无法使用了。 diff --git a/content/zh-cn/page/tips/_index.md b/content/zh-cn/page/tips/_index.md new file mode 100644 index 0000000..9cf8024 --- /dev/null +++ b/content/zh-cn/page/tips/_index.md @@ -0,0 +1,8 @@ +--- +title: "记录" +menu: + main: + weight: 4 + params: + icon: infinity +--- \ No newline at end of file diff --git "a/content/zh-cn/page/tips/linux-zen\344\270\216nvidia/index.md" "b/content/zh-cn/page/tips/linux-zen\344\270\216nvidia/index.md" new file mode 100644 index 0000000..873b6a2 --- /dev/null +++ "b/content/zh-cn/page/tips/linux-zen\344\270\216nvidia/index.md" @@ -0,0 +1,12 @@ +--- +title: Linux Zen与Nvidia +description: +date: 2024-01-01T20:17:04+08:00 +image: +math: +license: +hidden: false +comments: true +draft: false +--- +`prime-run steam`命令报错`X Error of failed request: BadValue (integer parameter out of range for operation)`，原因是内核与`nvidia`驱动不匹配。按照`archwiki`的说明，安装`linux-zen-headers`和`nvidia-dkms`并添加内核参数`CONFIG_DRM_SIMPLEDRM=y`后解决。