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U.are.U SDK
3.2
DigitalPersona U.are.U SDK
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Define FMD properties. More...
#include <dpfj.h>
Data Fields | |
| unsigned int | record_length |
| unsigned int | cbeff_id |
| unsigned int | capture_equipment_comp |
| unsigned int | capture_equipment_id |
| unsigned int | width |
| unsigned int | height |
| unsigned int | resolution |
| unsigned int | view_cnt |
Define FMD properties.
Structure defines minutiae data properties for FMDs in ANSI 378-2004 and ISO 19794-2-2005 formats.
| unsigned int capture_equipment_comp |
4 bits: compliance;
| unsigned int capture_equipment_id |
12 bits: capture device id, vendor specified
| unsigned int cbeff_id |
CBEFF product identifier
| unsigned int height |
height of the fingerprint image, in pixels
| unsigned int record_length |
total length of the image, including headers and all views
| unsigned int resolution |
resolution of the fingerprint image
| unsigned int view_cnt |
number of views
| unsigned int width |
width of the fingerprint image, in pixels


Design a mobile application that would allow users across the YouView ecosystem to set recordings
and
reminders from their phone when they are away from the home.
Allow Users to be able to see
and
manage their existing recordings
and to plan for the future
YouView TV Ltd
2016
Product Designer
As it expanded its reach into the UK television market, YouView wanted to give their customers a way to remotely record the TV shows and Films they enjoy on the go. A feature much requested by existing users this app would be the first step into pushing the product to a much wider audience and being able to take the YouView experience out of the home.
Work started with the YouView mobile app with the use of personas, we adjusted a few variables in relation to taking the product onto the small screen in the form of mobile phones and tablets. These new personas were created with the help of external agencies who we also outsourced our initial user research too. This company were brought in various times throughout the project to relay feedback and to help shape our vision of the product.
The first step in our thinking was how best to replicate the journeys the users had been
accustomed to when using the product in the home.
We wanted a consistent pattern in both platforms whilst also taking both the apple and
android guidelines and creating consistency with the overall branding and UI of our existing
work.
The information architecture of the app was decided early, creating a strong foundation
of hierarchy and a user centred approach to delivering the right information at the right time
in order to benefit our users. Working
alongside the Lead Interaction Designer we collaborated on various aspects of the the app,
bouncing ideas with each other and using an agile approach to the workflow, creating a dynamic
working relationship leading to furthering
ideas and concepts.
Industry research in conjunction with user feedback told us that the discovery of new content
was one of the pain points people had when using TV products. With that in mind we created the
idea of a whole area relating to discovering the content you would
like to watch when you got home, allowing the user to set the recordings for the evening
By splitting the content into relevant categories it allowed us to highlight content
first and foremost for the user whilst also having a quick shortcut to see all of the content
The concept came from concept of allowing the user to scroll leisurely through the
content available to them at anytime, with a actions available on a long press of the content. I
also wanted to ensure that the user wasn’t
overwhelmed with choice and so we limited the carousels to 10 items with a SEE ALL call to
action. This also improved page loading on the app as the back end service didn’t have to
request so many images at once
As the app gained popularity inside our user base, there was a business decision to push the app
further with the introduction of a tablet mode,initially with the iPad and then as the
opportunity arose moving onto android tablets
A key point with making a project for second screen devices was using the screen estate
in the correct way and when creating the application with the larger tablet form in mind we
wanted to ensure that we could create
a more lean-back experience. The goal was to create a bespoke experience for a tablets to allow
us to show more on screen at one time utilizing the bigger screen size
The final visuals for the app were constantly adjusted with each new feature and release that was available to customers so there may be some variations depending on the release version of the app available currently.
Combined app downloads of over 1,000,000 across both Android and iOS
Constant high usage by a high portion of the YouView user-base
“YouView’s Remote Record app is a definite saviour for those days when you’re stuck
at work, late on public transport, or something else just happens to crop up”


We’re a team of 15 and more people based at
The University of Texas at Austin.
Most of us work with collecting data and interacting with community
and two of us work on the mapping platform (designing and coding).
We love what we do, and we love our environment.
Hello from:
Kerry Kinney, Paola Passalacqua, Juan Pedro,
Harish Sangireddy, Fernando Almada Calvo,
Stephen Curtis Feronti, Felipe Gutierrez,
Shahana Khurshid, Chloe A. Woolridge, Alexandra Caya,
Eric Hersh, Michal C Ziv-El, Richard Corsi, Lynn Katz,
Jay Banner


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Want to learn more about Computing? If so we’re the society for you! We are a society aimed at encouraging, mentoring, and bringing together tech enthusiasts of all sorts: people who want to know WHY and HOW the technologies surrounding us really work. Our weekly meetings include challenges of multiple difficulty levels, bootcamps covering topics essential to turning a computing passion into practical skills, tech talks introducing new and trendy Open Source tools to help you out on your journey. Of course we also have social events giving us all a great chance to get to know the rest of Manchester’s Computing community better. We also support and put together teams for the various Hackathons happening in Greater Manchester, which are always a blast! Interested? Come along to our next meeting!
This week the commitee introduced themselves and explained the plans for the society over the coming academic year. We then all went to Atmosphere and enjoyed pizza and one of the famous Computing Society pub quizes!
This week Steve gave an introduction to version control and demonstrated the power of git.
This week Henry got showed everyone the basics of C#. By the end of the session everyone had a functioning calculator. Whilst not the most "interesting" app, it taught everyone the basics of C# and Visual Studio 2015.
This week Sam and Henry ran a workshop about game development in C#. Everyone started with a stripped back version of Space Invaders, and added features to it. By the end of the session everyone knew the basics of game development with C# Windows Form Applications.
This week Bilyana introduced us all to the world of programming challenges with an interactive session where we all got our hands dirty and solved a range of problems, individually and in groups.
With Hack Manchester around the corner, Henry helped answer the age old question, "Just what is a hackathon exactly?". His talk was followed by brainstorming sessions for all the teams from the University of Salford.
This week, everyone was invited to give a short talk about a topic they find interesting. We heard a range of subjects from Hack Manchester enteries, to why we should consider wearing a white poppy as well as a red one.
Sam and Steve talked about their life changing experience at the anual Cyber Security Camp that Salford takes part in each year.
This week was the pilot of the Research@Salford talks planned for the 2017/18 Academic year. Dr Li spoke introduced us all the basics of Machine Learning and Artificial Neural Networks, and then discussed his research into novelty detection (which is used on the New York stock exchange).


* out of ****
Year: 2000. Starring John Travolta, Barry Pepper, Forest Whitaker, Kim Coates, Sabine Karsenti, Richard Tyson, Marie-Jose Croze, Kelly Preston. Screenplay by Corey Mandell and J.D. Shapiro. Directed by Roger Christian. Rated PG-13.
"Battlefield Earth" is the best comedy of the year. It has to be. The other prospect is just too horrifying to consider.
Bad Movie Syndrome struck me again, so after witnessing how much "Battlefield Earth" has been proclaimed a train wreck in both critical and popular circles, I felt the masochistic urge to see the disaster first-hand. Is it as bad as advertised? Oh yes, very much so. The plot is incomprehensible. The acting is atrocious. The special effects are mediocre. The action is dull. The implausibilities are legion. The dialogue is cringe-inducing. The whole package is funny when it wants to be serious and irritating when it wants to be funny. I don't even want to continue reviewing this movie; I'd like to purge the atrocity from my mind as soon as possible, but you probably want to read my thrashing in all its sarcastic glory, so here it is:
The premise is basically a rip-off of "Planet of the Apes," only minus the apes and philosophical discussion, and plus a race of evil aliens from the planet Psychlo. The year is 3000, the Psychlos have conquered Earth, and the human population has been enslaved. Only a handful of humans escaped to radiation-rich areas to escape the aliens; they live out their lives in fear. One man, Johnny Goodboy (I know, I know) Tyler (Barry Pepper), ventures to the outworld and is captured by the Psychlos.  Pressed into slavery, Johnny vows to lead a revolution and take the planet back.  He decides to give Johnny knowledge of the Psychlo language and technology (this is where the plot gets ridiculous . . .) so the "man-animal" can lead a mining expedition into places the Psychlos can't go. Terl then plans to keep the mined gold for himself. Of course, his plan doesn't work.
So many things wrong with this movie -- where to begin? How about with Travolta, whose Hollywood clout brought about this, the cinematic version of Scientology guru L. Ron Hubbard's sci-fi novel? Early previews for "Battlefield Earth," with constant shots of a makeup-laden Travolta cackling like Lex Luthor, had me (and several audience members) remarking, "What the hell is Travolta thinking?" The movie did nothing to stem such remarks. All that ridiculous cackling he did in the trailers is in full force here: Terl cackles after nearly every line, and so does every other Psychlo. Of course, this makes every scene hilariously overwrought, no more so than when the script clumsily stumbles into political commentary. The Psychlos are probably supposed to be some kind of satire of corporate America, but CEOs generally don't laugh maniacally after denying pay raises to their employees. ("You were going to be promoted -- but now you're not! Fwahahahahahahahaha!!!!!")
 He breaks every kind of supervillain rule in the book. He underestimates his enemies, assuming he'll win just because he's smarter. (He uses the word "leverage" like some sort of Scientologist mantra.) Not content to go the James Bond villain route of explaining his plans to the hero, he hooks him up to a machine that gives him knowledge of all the Psychlos' language and technology. (Why this machine is even around in the first place is beyond me.) He then appears shocked that Johnny points a gun at him. No wonder this guy never got his promotion.
The plot inconsistencies are too numerous to mention. Why do the Psychlos build an Earth base in which both they and the human slaves must wear little breathing apparatuses to survive? How come the Psychlos are wasting their time mining for gold when the doors of Fort Knox are wide open? How in the world did all those fighter jets survive sitting in a hangar for 1,000 years? And how do all these previously brain-dead cavemen learn to fly them so quickly? There's a whole lot more to scratch one's head about in "Battlefield Earth." Bring a scorecard to track the plot holes.
Director Roger Christian shoots "Battlefield Earth" in the most distracting way possible, tilting nearly every shot sideways for no discernible reason. All the characters appear to be standing on the walls, and it's awfully difficult to watch a movie when you must tilt your head just to watch ordinary passages of dialogue. The action sequences are atrociously edited, every one turned into an endless slow-motion parade that drains all potential excitement. Are these things really so hard to construct? My respect for supposed "lightweight" action directors has grown by leaps and bounds after witnessing in "Battlefield Earth" how badly an action sequence can be shot.
This movie is an absolute headache. It's not just the shot selection and editing; the movie, quite frankly, makes no sense. For most of "Battlefield Earth's" running time, I just didn't know what was happening.  When I pieced the plot together later, it didn't look any better. Here's how much of a disaster this is: "Battlefield Earth" is already the worst movie of the year, and it's going to take something really, really inept to top it. The only thing we can take comfort in about the film is that no one will be suckered into joining the Church of Scientology because of it. In fact, I'd think that Hubbard's cult would want to distance themselves from this bomb as fast as possible.
That'll teach me to give into Bad Movie Syndrome again.
-reviewed by Shay Casey
For more reviews, go to http://www.geocities.com/sycasey/movies.html
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rec.arts.movies.reviews newsgroup (de.rec.film.kritiken for German reviews).
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--- date: 2023-08-31 title: "To create a world from scratch …" description: "Alsafi, a fictional, retro-futuristic sci-fi world I'm creating to tell stories via different media." image: "/assets/blog/to-create-a-world/title-card.png" imageAlt: "A dark planet's surface with an overcasting moon. The landscape is rough, with sharp-edged stone formations in dark brown, gray, and black, partially covered by something that looks like snow but is actually ash. Some of those ash flakes are still in the air." linkTitle: "View the article where I officially kick off the journey I'm on, building a world." banner: "/assets/blog/to-create-a-world/banner" bannerAlt: "A dark planet's surface with an overcasting moon. The landscape is rough, with sharp-edged stone formations in dark brown, gray, and black, partially covered by something that looks like snow but is actually ash. Some of those ash flakes are still in the air." summary: "
For a while now, I've been building my own fictional, retro-futuristic sci-fi world called Alsafi, also known as Sigma Draconis. Here I tell what it is, why I'm doing it, and what comes next.
" tags: ["post", "general", "alsafi"] ---Or whatever Carl was saying, but I for sure want more than an apple. Anyway, already as a child, I loved imagining my own worlds, coming up with what the people would be like, the technology, the day of a regular child — now it's the day of an adult, not much has changed. I still love imagining worlds — sci-fi worlds in particular. And because of that, I one day decided to do just that — write down a world, making it more than just the shifting images and words in my head.
I have many ideas about many things. I'm not saying they're all good or original, but I like them. And ideas about things I like are even more plentiful. Cassette futurism, as seen in Blade Runner or Alien (); anything sci-fi, with spaceships, exploring new worlds; software, and what it can or cannot do in our lives.
 There are images, music, specific sounds, and feelings that need to be invoked. Even though I started this blog to get better at writing, I'm not sure whether I can bring all of this down to words yet, and still, I want to write, tell a story, invoke feelings, show what this world looks like, and …
I plan. I'm a planner. Sylvain Neuvel once said he plans and writes his books like lasagna. He starts each chapter very thin, sometimes just one sentence, and layers them up until he is happy. Using the same metaphor, I see myself as planning a hunter's pot. I take different concepts and ideas and let them cook forever, taking a bowl out for a specific story and never emptying the pot.
My people, groups, places, and world are not functions of a specific story that solely evolves from one concrete implementation. They all make up everything, and I find a story in that place. This is at least how I would describe what happened when I set out to create a world.
I started imagining the basic setup: where is everyone? How should this world look? Then I filled it with ideas, events, and groups; then people, unions, corporations, and religions; even tech, jobs, and software. What constraints are present, what drives people, and why are they there?
Yes, all of it. After a while of working on my world, stories emerged naturally.
I could write a short story about that mining corporation on planet Athree and the miner who killed their supervisor with a wrench after they found out what the corp' was drilling for.
A game where you are a train driver who discovers a signal in the middle of nowhere, thinking this could be a sign of the long-lost colony that first came to the system.
Or an animated short film, following a lone space trucker delivering a large crate only labeled "Rats MK4" to a remote outpost to get her union benefits, trying not to care about why the crate vibrates from time to time.
Of course, I have to pick some of it, no? I cannot do it all — probably. But I'm also a hopeless optimist, so I started writing a short story, working on a game, and learning to animate a short film. Even if none of it ever sees the light of day, I'm having a blast. Partially, though, things will see some light as I write this article, taking a first step and telling about my world*.
Around , a breakthrough in magnetoplasmadynamic thruster (MPDT) technology enabled faster space travel and greatly reduced the time to reach the stars — or at least objects in our solar system. It took until , with the invention of the so-called GEM Engine, a gravitoelectromagnetic generator that creates artificial gravity, before we were truly able to reach the stars and live permanently in space.
In , a colony ship called the Onveer left Sol on its way to Alsafi, also known as Sigma Draconis, a single star in the northern constellation of Draco. It's a real system, 18.8 light years from our sun, and the name I gave my world.
This starship did broadcast its journey, which took over 40 years, before arriving in the system — it indeed turned out to be as rich in resources as promised. I loosely based it on the real system, though I added more planets and moons besides the currently known ones.
In my world, the system was picked because it was a promising candidate for habitable planets. The most promising planets were one covered fully in water, later called Frisicum Planes, and another rocky planet, just called A3, as the third planet in the system, with a solid surface at 1.2 of Earth's G, covered in water clouds with constant storms around the equator, that can only be traversed via vehicle or environment suits.
Around , and shortly after the new colony reworked the ship that brought them there to its first station, Port Neha, with a permanent orbit around Frisicum Planes, the last broadcast reached Sol in — unremarkable, as usual, reporting on the progress of the colony. After that, no new signal left Alsafi from the first colony.
In , 12 years after Sol retrieved the last broadcast, a second colony ship started its journey to the system. After only 38 years of travel, in , the second ship arrived in the system, finding the colony ship and established station of the first colonists initially closed off, clean, and without traces of the people who once inhabited the space.
Years passed, and people moved on. The system got colonized, stations were built, and trade routes established. Only a few are still looking for what happened to the first colonists. Some see it as a sign, others as a warning. Children tell each other ghost stories about the long-lost colony; most people don't even think about them anymore.
The year now is , 42 years after the second colony ship arrived. The main hubs of this new world are Port Neha, in orbit around the water planet Frisicum Planes, now called Frisland, and Thrumuland, a colony on planet A3, renamed Athree, producing hydrogen as sodium borohydride and being a major economic force, led by the "Thrumuland Trade Union".
What was once unclear in the beginning — if the settlers could survive on their own in this new world — is now clear: yes. Due to the very favorable conditions of Alsafi the new frontier strove in no time, creating their own laws, rules, and customs — eventually a society detached from Earth, where all once began.
That's the short base the world is built upon: a retro-futuristic sci-fi world, leaning toward cassette futurism, grounded, only partially explored, with the feeling of great opportunity awaiting.
I have a ton more information about the world, the people, unions and corporations, communities, places, technology, ideologies, religions, events, etc., and I want to view it somewhere. Currently, everything is in Markdown files managed through Obsidian. I love the tool, but I also want something more visual. So I made the decision to create an interactive website, hosting every information around the world and making it a design and world document I can then share and interact with, as well as gather early feedback to improve the world and my writing.
Hopefully, this will build up the world and fill it with everything to make it feel alive, then enrich it with stories. As said earlier, the idea is to create a small game, a book, and an animated short film, all following a different person in that world, doing their job and living their lives.
Everything will help everything: synergies. The book will fill the world further, making it just that much bigger. This will help create the stories for the small game and short film. Furthermore, I will be able to reuse the assets, like 3D models, graphics, or sounds, I create for the game for the animated short film that I plan on creating with Blender, and vice versa.
Even though I already have a lot of information created for the world, I'm not shy about cutting, changing, or reforming the world and the stories in it. Everything is subject to change if it helps create a better world. And until the actual release of the first story in that world, there is no reason not to, even if it means reworking large parts.
In the end, that is the idea behind creating this world more or less in the open: getting active feedback to improve all aspects of it.
Next, I will work on the interactive website that will be available online at alsafi.world, expanding the universe, as well as write updates here on my blog. As said, I want to create the world in the open, getting as much feedback as possible.
The site will also already include some concept art of places and technologies in that world, created by the amazing Vitaliy Ostaschenko, as well as a set of short stories I've already written.
I know this is a lot, but I have time*. I have a day job, so I'm doing this on the side as a hobby because I like to. No deadlines, no financial pressure, thankfully. And due to the many different aspects of what I'm planning, I can switch things up: do something visual, write a new story, or work on code. It will never get boring.
Even more important, I will create my own tools to support this work as good as possible. I already have the basics of a world-building tool to help map events, locations, and people to a timeline. I will extend this tool to support the website I build and also integrate it into the game. A slice of that tool will even be open source, as I did with other projects of mine.
And with this 18.8-light-years of journey ahead, I will chop it away, one step at a time.
Until then 👋🏻


The script rtf2xml converts Microsoft's proprietary rich text format (RTF) format to XML. It preserves as much information the RTF files as possible, giving an XML author the choice of what elements to use for further transformations.
The raw XML file that results from an rtf2xml transformation seeks to be identical to the original file--with the exception that the transformation is structured XML. Ideally, only one could use rtf2xml and XSLT to change a file to and from RTF with not data loss.
Use this script to transform RTF to a more open and usuable such as XHTML or FO. You can find some stylesheets on the download page for these purposes, though they are far from perfect.
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The script rtf2xml will convert older RTF that has 8-bit representations, which includes most (all?) of the languages of Europe. However, rtf2xml cannot convert older files in the Japanese or Chinese language. It can convert newer files in these languages, but the older RTF gives no unicode markings, making conversion impossible.
Will often misrepresent RTF produced with Open Office.
Open Office RTF produces some characters as double question marks (??). Other RTF readers can filter out these charcters, but the script rtf2xml cannot, and in my opinion, these double question marks do not follow Microsoft's guidelines.
Won't convert pictures.
See the use section on what rtf2xml does with pictures.


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The SKY UX font system is based on the Blackbaud Sans typeface. To use these fonts in web applications and desktop applications, you link directly to the Blackbaud CDN. For more information, see our design resources.
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Displays the Attach Toolbars dialog box, which you use to attach or associate toolbars with documents. The Attach Toolbars dialog box is available when you click the Customize command (View menu, Toolbars submenu), click the Toolbars tab, and then click the Attach button.
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ATTACH.TOOLBARS?( )
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When you interact with the Site, we may use data collection technologies like cookies, web beacons, web server log files, mobile analytics software or other tracking technologies to collect certain information about your equipment, browsing actions, and patterns, including the following:
- Information about your device and internet connection such as your IP address, operating system, device and software data (such as type, configuration and unique identifiers), mobile carrier, geo-location (GPS, Wi-Fi, or user-entered) and mobile number; and
- â¢nformation about your interaction with the Site, including your navigation patterns such as whether you clicked on one of our advertisements or our promotional content, pages you visited on the Site, videos you watched, which website you came from, date and time stamp information of your access, and other online activity such as course and lesson selections, reviews, ratings, payment history, correspondence, and other navigation information.
On the Site you may watch educational videos or videos about us, educational institutions and other providers. By watching the video content, you agree that we may share your video viewing with or obtain information about your video viewing from analytics providers, advertising partners and third-party social networking sites for two years from the date of data collection, or as permitted by applicable law, unless you withdraw consent.
Although information we collect through these tracking technologies is not always personally identifiable when collected, we may combine such information with personally identifiable information like your name or email address. We may also use these technologies to collect information about your online activities over time and across third-party websites or other online services for online behavioral tracking. Please see below to learn more about how we may collect information about you from third parties. The information we collect helps us improve the Site to deliver better and more personalized services. Please see Section 7 ("How We Use Your Information") for more information about how we use the information we collect.
Please see Section 13 ("More about Cookies and Related Technology") for more information about how we use cookies and other tracking technologies.
6. Information We Collect from Third Parties
We collect information from third parties in connection with the operation of our services. For example, we may offer you an option to create an account and log in to the Site using your account credentials through certain third-party social networking sites ("SNSs") such as Facebook. If you elect to register or use the Site using an account you already have with an SNS, we may obtain your information from the applicable SNS pursuant to your agreement with that SNS. The information we collect may depend on the privacy settings you have with the applicable SNS, so please check their privacy and data practices.
We also collect and receive information about you from third parties, including websites which publish our ads and offers as well as other online and offline sources such as identity verification services and consumer reporting agencies, and we may combine such information with other information you have provided to us. We may supplement this information with information from other sources, including offline data, your browsing behavior on other websites and interactions with our advertising.
Your friends may also provide information about you to us through our referral or sharing features. Your friends may provide your name and e-mail address and ask us to send you information about our Services.
We use information that we collect about you or that you provide to us as below:
- To make the Site and content available to you;
- To provide you with information, products, or services that you request from us (e.g., providing college search and matching services which you select by matching your background to the admission requirements and/or preferred student backgrounds of colleges and universities);
- To provide you with notices about your membership and subscriptions;
- To carry out our obligations and enforce our rights arising from any contracts entered into between you and us, such as for determining your eligibility for a free trial or teacher membership, billing and collection, etc.);
- To promote our service offerings to you and other users (e.g., sending email with updates, such as new opportunities and additional listings which may be of interest to you);
- To promote our partners' products and services we believe will interest our users (e.g., sending promotional announcements, displaying advertisements on their behalf on the Site, etc.);
- To third parties so that they may make you aware of their products and services;
- To notify you about changes to the Site or services we provide;
- To provide you with information pertaining to your Site account;
- To customize the Site to your interests or location and enhance your overall experience (e.g., selecting Content that may interest you, providing local Content, showing relevant search results, providing recommendations for Online Courses and other lessons, and personalizing our services and marketing to better reflect your particular interests);
- To respond to your inquiries and requests;
- To allow you to participate in interactive features on our Site;
- In any other way we may describe when you provide the information;
- To fulfill any other purpose for which you provide it; and
- For any other purpose with your consent.
8. Disclosure of Your Information
We may disclose the information we collect from you or that you provide to us as described below:
- To our subsidiaries and affiliates;
- To educational institutions;
- To SNSs upon your request (e.g., so you can post recent activity on the Site back to your social networking account);
- To contractors, service providers, and other third parties we use to support our business (e.g., website hosting service providers, data analytics providers, etc.) and in connection with processing or fulfilling your requests or inquiries (e.g., call centers, fulfillment services, etc.);
- To a buyer or other successor in the event of a merger, divestiture, restructuring, reorganization, dissolution, or other sale or transfer of some or all of our assets, whether as a going concern or as part of bankruptcy, liquidation, or similar proceedings in which your information held by us is among the assets transferred;
- To third parties to market their products or services to you if you have not opted out of these disclosures;
- To third parties who may resell, exchange or otherwise provide your information to other businesses for various marketing purposes, including to contact you with offers regarding third party products or services;
- To fulfill the purpose for which you provide it (e.g., to reference your information for your friend when you use the "refer a friend" feature of the Site);
- For any other purpose disclosed by us when you provide the information; or
- For any other purpose with your prior written consent.
We may also disclose your information:
- To comply with any court order, applicable law, legal process, rule or regulation, including to respond to any government or regulatory request;
- To cooperate with law enforcement;
- To enforce or apply our Terms of Service and other agreements, including for billing and collection purposes; or
- If we believe disclosure is necessary or appropriate to protect the rights, property, reputation or safety of Study.com, our employees, our customers, or others (e.g., in connection with fraud protection, credit risk reduction, etc.).
The information we disclose to third parties in accordance with this Section 8 may include your education personal information unless such disclosure is restricted by applicable law.
Once disclosed, your personal information may be processed in accordance with the recipients' privacy policies. We may also disclose aggregated information about our users that does not identify any specific individual without restriction for any purpose not prohibited by law. For more information, please see Section 9 ("Your Choices").
9. Your Choices
We value your privacy and strive to provide you with choices regarding the handling of personal information you provide to us. Here are ways you may control your information:
- Providing Information. You can always choose not to provide us with your personal information if you are not comfortable with our ability to use and share that information as set forth in this Privacy Policy. Please note, however, that you may not have access to certain of our products and services (e.g., our school matching service or subscription service) if you decide not to provide us with your information.
- Opting Out of Promotional Emails from Us. You may opt out of receiving marketing and promotional emails from us at any time by using the opt-out mechanism contained in such emails (also referred to as "unsubscribe"), or by submitting your request to<EMAIL_ADDRESS>Please allow 30 business days for us to process your opt-out request. Also, please note that opting out of receiving promotional email communications will affect only future communications from us. If we already provided your information to a third party before you changed your preferences or updated your information, you may have to directly contact the relevant third party to communicate your choice to them in accordance with their policy.
- Declining Browser Cookies and Other Tracking Technologies. If you do not want us to track your information using browser cookies, you can adjust your browser settings to decline cookies. Other tracking technologies such as Flash cookies may be also disabled. To learn how you can manage your Flash cookie settings, visit the Flash player settings page on Adobe's website. You should note, however, that certain areas of the Site may not operate properly if you decide not to accept cookies.
- NAI Opt-Out. Some third party advertising companies we use may collect information about you through cookies and other technologies in connection with their behavioral advertising programs. Please see Section 13 ("More about Cookies and Related Technology") for additional information. Although we do not control the programs, practices, or policies of such third party advertising companies, the Network Advertising Initiative (NAI) maintains an opt-out tool which allows you to opt out of participating in behavioral advertising programs of NAI member companies. To access the NAI opt-out tool and learn more about behavioral advertising, visit the NAI website at: http://www.networkadvertising.org/managing/opt_out.asp.
- Opting Out of Disclosure of Your Information with Third Parties. If you do not want us to share your personal information with unaffiliated or non-agent third parties for their promotional purposes, you can opt out by contacting us using the addresses described in Section 16 ("Contact Information").
- Canceling Your Membership. You may cancel your membership with us at any time by accessing the "My Dashboard" page on our website and following the instructions for cancellation under the "Change subscription settings" link. We will, however, retain all information as needed to provide you with the services, including but not limited to, the ability to reactivate your account upon your request at a later time. We will also retain and use your information as necessary to comply with our legal obligations, resolve disputes, and enforce our agreements.
10. Your California Privacy Rights
California Civil Code Section § 1798.83 permits users of the Site that are California residents to request certain information regarding our disclosure of personal information to third parties for their direct marketing purposes. To make such a request, please contact us using the addresses described in Section 16 ("Contact Information"). Requests shall only be accepted via the email address above with the phrase "California Privacy Request" in the subject line or at the physical address in Section 16 ("Contact Information"). Your request must include your name, physical mailing address, user account and email address. We are not responsible for requests made over the telephone or by any other means.
11 Do Not Track
California Business & Professions Code Section 22575(b) (as amended effective January 1, 2014) provides that California residents are entitled to know how we respond to "Do Not Track" browser settings. Study.com does not currently take actions to respond to Do Not Track signals because a uniform technological standard has not yet been developed. We continue to review new technologies and may adopt a standard once one is created.
12. Our Data Security Procedures
We have implemented security measures to help protect against the loss, misuse and/or unauthorized alteration of information you provide to us or that we collect. We adopt both online and offline security methods, including firewalls, passwords and restricted physical access to the servers where your information is stored.
The safety and security of your information also depends on you. You are the only user authorized to update your account unless you provide your login/password information to another party. We will assume that anyone who has the required login/password information for your account is you, so please keep this information confidential and do not share it with anyone.
In order to provide you with ease of access to your user account, we implement technology that enables us to recognize you as the user account holder and provide you with direct access to your user account without requiring you to retype any password or other user identification when you revisit the Site. You can choose not to take advantage of this feature by unchecking the box "Remember me" when you log in to the Site. Visit "My Dashboard" on the Site to change your setting on access to your user account. You are responsible for maintaining the confidentiality of your account access information and for restricting access to your computer or device through which you access your user account with us. Where possible, users of public or shared devices should log out at the completion of each visit. If you sell or return a computer or device, you should log out and remove your user data as applicable before doing so. If you do not maintain the security of your password or device, or fail to log out or deactivate your device, subsequent users may be able to access your user account, including your personal information.
Unfortunately, no security system can be guaranteed to be 100% secure. Although we do our best to protect your personal information, we cannot guarantee the security of your information. Any transmission of your information is at your own risk. We are not responsible for circumvention of any privacy settings or security measures contained on the Site.
13. More about Cookies and Related Technology
Cookies are small data files that are stored on your computer's hard drive by your web browser. Cookies may be set by us or our business partners and service providers when you visit the Site or when you interact with one of our advertisements or other Content. Cookies are stored in your computer or mobile device. In addition to storing your preferences and other information, cookies allow us to gather information about your interactions within the Site and/or with one of our advertisements. We use both session cookies, which terminate when you close your browser, and persistent cookies, which remain on your computer until you manually delete them.
We may also track your movements through the Site, advertisements and other content through web beacons (also called pixel tags or clear gifs). When you access a page, email or other content containing a web beacon, the web beacon generates a notice to us, our service providers or third-party business partners. Web beacons can be used for various purposes, including to help us improve our marketing communications by measuring the response to our promotions and campaigns.
We have relationships with third-party advertising companies to place advertisements on our behalf onto other websites, to perform tracking and reporting functions for the Site and our advertisements, and to place third-party advertisements on the Site. These advertising companies may automatically collect information about your visit to the Site and other websites, including information about web pages you viewed and advertisements you interacted with, and your IP address, date/time stamp information, your Internet service provider and the browser you use to visit this Site, for example. They do this by using cookies, web beacons and other technologies. Information collected may be used, among other things, to deliver advertising (from us and from other companies) targeted to your preferences and interests, and to better understand the usage and visitation of the Site and the other websites tracked by these advertising companies.
We do not control these third-party tracking technologies or how they may be used. If you have any questions about an advertisement or other targeted content, you should contact the responsible provider directly. If you would like more information about targeted advertising (also called behavioral advertising) and to learn about your choices with respect to such practices, including how to opt out of behavioral advertising programs of third-party advertisers, advertising networks and ad servers who are members of the Network Advertising Initiative, please see Section 9 ("Your Choices") for more information.
14. Transfer of Information
We may transfer your information outside the United States where we have facilities or engage third parties such as payment processors, cloud services or other IT and service providers.
15. Effective Date and Updates to This Privacy Policy
This Privacy Policy is effective and was last revised as of the date indicated at the top of the Privacy Policy. We reserve the right to change this Privacy Policy at any time by posting an updated Privacy Policy. We encourage you to check this page often for updates and revisions and update your email address if it changes. We will notify you by email of any material revisions to the Privacy Policy if you provide us with an accurate and current email address. You will be required to click to accept the revised Privacy Policy before you may continue to use the Site. You will not be permitted to continue to use the Site unless you accept the revised Privacy Policy.
16. Contact Information
Your privacy is important to us. If you have questions about any of the provisions described above, please contact us at<EMAIL_ADDRESS>Alternatively, you may contact us at: Study.com Attention: Privacy & Legal Department, 100 View St, Suite 202, Mountain View, CA 94041.
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Making memorable notes is one of the main pleasures of traveling. With OsmAnd Audio/video notes plugin, you can add media right to the map to watch it later. Want your pictures to be added to the locations they were made at? Easy. Need a comfortable video recorder? No problem. Want to make an audio note and link it to the location? Problem solved.
You have to install Audio/video notes plugin. It is free of charge and all you have to do is go to the plugins menu, then choose Audio/video notes and tap Enable. That's it. Now you can make audio, video or photo notes and link them to the exact location of your choice.
You can choose settings for your photo, video, audio files. You can click to Settings of Audio/video notes plugin.
Just tap onto a spot on the map-> Actions, then choose Take a video note/Take an audio note/Take a photo, depending on what you need right now. The recording of audio and video will start automatically, you can stop it by tapping on the widget in the upper-right corner of your screen. You can also use the same widget to make a new note. Great, the media is now ready. What next? You can store it to watch later, play it, view it on the map, rename, delete and, of course, share it.
For viewing your notes on the map you can switch on the Recording layer in app menu -> Configure map -> Show (Recording layer).
You can tap on your note on the map. After that you see details screen where you can play/show your note or delete it. Of course you can share this note or make other Actions with it.
All your notes you can find in app menu-> My places-> A/V Notes. Here you can sort your list, share your notes or delete it. If you click to one of your note you will see it on the map.
You can click to three points button of note for play/show, share, show on map, rename, delete it.
AV Notes Plugin stores media files in a format:
{SHORTLINK_LOCATION}_Description.{avi,mp3,jpg} where SHORTLINK_LOCATION is encoded latitude/longitude according to specification https://wiki.openstreetmap.org/wiki/Shortlink.
You can use this plugin while recording the GPX track. This way, all your notes will be added to the track as waypoints automatically. When viewing the track, you'll see exactly what was recorded where.
To view everything later, you can export the track together with all the media and see them in the JOSM editor. Please note that you'll need to put the media in the corresponding folder (you'll know which one if you click on a video note and see the message about a missing file. Just put it in the indicated folder).
So there you have it: your personal notes linked to the map and stored in one place. Document your adventures!
Known issue: The app might crash if user takes too many photos at once. We're working on it!


--- layout: post title: no title date: '2018-01-07T11:30:34+01:00' categories: - Storyboards picture_url: https://film-Storyboards.tumblr.com/post/169429438639 ---


V1: Basically the index.html has layed out the minimum foundation for the home page. It has displayed the navigation bar and has an introduction for people who visit the cite. Styles.css has has the color and fonts I wanted displayed one the site as of right now. These are all temporary and I may make drastic css changes in the future. 5/2/2020
V2: No new pages were added but css has helped in improving the looks of the site overall. There's a new background image and smoother ui in general to help make the pages look more inviting. There's even a prompt on the smash logo on the home page to take the user to the official smash website, if they wanted to find more info that I couldn't provide. 5/16/2020


Driverbot Controls
Blacklisted topics:
Control scheme:
Triggers + Left Analog
Left Analog
Keyboard
Current speed:
Current direction:
Console:


The JVM throws a java.lang.OutOfMemoryError exception when the heap is full and the JVM cannot find space for object creation. Heap usage is a result of the application design, its use and creation of object populations, and the interaction between the heap and the garbage collector.
The operation of the JVM's Garbage Collector is such that objects are continuously allocated on the heap by mutator (application) threads until an object allocation fails. At this point, a garbage collection cycle begins. At the end of the cycle, the allocation is tried again. If successful, the mutator threads resume where they stopped. If the allocation request cannot be fulfilled, an out-of-memory exception occurs. See Memory management for more detailed information.
java -Xmx320m MyApplication
javac -J-Xmx128m MyApplication.java
In the case of a genuine object leak, the increased heap size does not solve the problem and also increases the time taken for a failure to occur.
Out-of-memory exceptions also occur when a JVM call to malloc() fails. This should normally have an associated error code.
A Java object leak is caused when an application retains references to objects that are no longer in use. In a C application you must free memory when it is no longer required. In a Java application you must remove references to objects that are no longer required, usually by setting references to null. When references are not removed, the object and anything the object references stays in the Java heap and cannot be removed. This problem typically occurs when data collections are not managed correctly; that is, the mechanism to remove objects from the collection is either not used or is used incorrectly.
The output from a dump can be processed by the FindRoots package to produce a reference tree to point to any mismanaged data collections. See General debugging techniques above.
If an OutOfMemoryError exception is thrown due to private storage area exhaustion under the 31-bit JVM, verify if the environment variable _BPX_SHAREAS is set to NO. If _BPX_SHAREAS is set to YES multiple processes are allowed to share the same virtual storage (address space). The result is a much quicker depletion of private storage area. For more information on _BPX_SHAREAS, see http://publib.boulder.ibm.com/infocenter/zos/v1r10/topic/com.ibm.zos.r10.bpxb200/shbene.htm.


LevelAdjust QML Type
Adjusts color levels in the RGBA color space. More...
| Import Statement: | import QtGraphicalEffects 1.0 |
| Since: | QtGraphicalEffects 1.0 |
| Inherits: |
Properties
- cached : bool
- gamma : variant
- maximumInput : color
- maximumOutput : color
- minimumInput : color
- minimumOutput : color
- source : variant
Detailed Description
This effect adjusts the source item colors separately for each color channel. Source item contrast can be adjusted and color balance altered.
| Source | Effect applied |
|---|---|
Note: This effect is available when running with OpenGL.
Example
The following example shows how to apply the effect.
import QtQuick 2.0 import QtGraphicalEffects 1.0 Item { width: 300 height: 300 Image { id: butterfly source: "images/butterfly.png" sourceSize: Qt.size(parent.width, parent.height) smooth: true visible: false } LevelAdjust { anchors.fill: butterfly source: butterfly minimumOutput: "#00ffffff" maximumOutput: "#ff000000" } }
Property Documentation
This property allows the effect output pixels to be cached in order to improve the rendering performance.
Every time the source or effect properties are changed, the pixels in the cache must be updated. Memory consumption is increased, because an extra buffer of memory is required for storing the effect output.
It is recommended to disable the cache when the source or the effect properties are animated.
By default, the property is set to false
.
gamma : variant |
This property defines the change factor for how the value of each pixel color channel is altered according to the equation:
result.rgb = pow(original.rgb, 1.0 / gamma.rgb);
Setting the gamma values under QtVector3d(1.0, 1.0, 1.0) makes the image darker, the values above QtVector3d(1.0, 1.0, 1.0) lighten it.
The value ranges from QtVector3d(0.0, 0.0, 0.0) (darkest) to inf (lightest). By default, the property is set to QtVector3d(1.0, 1.0, 1.0)
(no change).
| Output examples with different gamma values | ||
|---|---|---|
| gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 0.4, 2.0) | gamma: Qt.vector3d(1.0, 0.1, 4.0) |
| minimumInput: #000000 | minimumInput: #000000 | minimumInput: #000000 |
| maximumInput: #ffffff | maximumInput: #ffffff | maximumInput: #ffffff |
| minimumOutput: #000000 | minimumOutput: #000000 | minimumOutput: #000000 |
| maximumOutput: #ffffff | maximumOutput: #ffffff | maximumOutput: #ffffff |
| Pixel color channel luminance curves of the above images. | ||
|---|---|---|
| X-axis: pixel original luminance | ||
| Y-axis: color channel luminance with effect applied |
This property defines the maximum input level for each color channel. It sets the white-point, all pixels having higher value than this property are rendered as white (per color channel). Decreasing the value lightens the light areas.
The value ranges from "#ffffffff" to "#00000000". By default, the property is set to "#ffffffff"
(no change).
| Output examples with different maximumInput values | ||
|---|---|---|
| maximumInput: #FFFFFFFF | maximumInput: #FFFFFF80 | maximumInput: #FFFFFF30 |
| minimumInput: #000000 | minimumInput: #000000 | minimumInput: #000000 |
| minimumOutput: #000000 | minimumOutput: #000000 | minimumOutput: #000000 |
| maximumOutput: #ffffff | maximumOutput: #ffffff | maximumOutput: #ffffff |
| gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) |
| Pixel color channel luminance curves of the above images. | ||
|---|---|---|
| X-axis: pixel original luminance | ||
| Y-axis: color channel luminance with effect applied |
This property defines the maximum output level for each color channel. Decreasing the value darkens the light areas, reducing the contrast.
The value ranges from "#ffffffff" to "#00000000". By default, the property is set to "#ffffffff"
(no change).
| Output examples with different maximumOutput values | ||
|---|---|---|
| maximumOutput: #FFFFFFFF | maximumOutput: #FFFFFF80 | maximumOutput: #FFFFFF30 |
| minimumInput: #000000 | minimumInput: #000000 | minimumInput: #000000 |
| maximumInput: #ffffff | maximumInput: #ffffff | maximumInput: #ffffff |
| minimumOutput: #000000 | minimumOutput: #000000 | minimumOutput: #000000 |
| gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) |
| Pixel color channel luminance curves of the above images. | ||
|---|---|---|
| X-axis: pixel original luminance | ||
| Y-axis: color channel luminance with effect applied |
This property defines the minimum input level for each color channel. It sets the black-point, all pixels having lower value than this property are rendered as black (per color channel). Increasing the value darkens the dark areas.
The value ranges from "#00000000" to "#ffffffff". By default, the property is set to "#00000000"
(no change).
| Output examples with different minimumInput values | ||
|---|---|---|
| minimumInput: #00000000 | minimumInput: #00000040 | minimumInput: #00000070 |
| maximumInput: #ffffff | maximumInput: #ffffff | maximumInput: #ffffff |
| minimumOutput: #000000 | minimumOutput: #000000 | minimumOutput: #000000 |
| maximumOutput: #ffffff | maximumOutput: #ffffff | maximumOutput: #ffffff |
| gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) |
| Pixel color channel luminance curves of the above images. | ||
|---|---|---|
| X-axis: pixel original luminance | ||
| Y-axis: color channel luminance with effect applied |
This property defines the minimum output level for each color channel. Increasing the value lightens the dark areas, reducing the contrast.
The value ranges from "#00000000" to "#ffffffff". By default, the property is set to "#00000000"
(no change).
| Output examples with different minimumOutput values | ||
|---|---|---|
| minimumOutput: #00000000 | minimumOutput: #00000070 | minimumOutput: #000000A0 |
| minimumInput: #000000 | minimumInput: #000000 | minimumInput: #000000 |
| maximumInput: #ffffff | maximumInput: #ffffff | maximumInput: #ffffff |
| maximumOutput: #ffffff | maximumOutput: #ffffff | maximumOutput: #ffffff |
| gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) | gamma: Qt.vector3d(1.0, 1.0, 1.0) |
| Pixel color channel luminance curves of the above images. | ||
|---|---|---|
| X-axis: pixel original luminance | ||
| Y-axis: color channel luminance with effect applied |
source : variant |
This property defines the source item that provides the source pixels for the effect.
Note: It is not supported to let the effect include itself, for instance by setting source to the effect's parent.


You get a limited, free quota with your API Key. It's recommended you explore voices and settings for free on Google's site.
Google's Pricing and Free-tier info
Full list of voices
Text-to-speech Speak-it demo
See help on getting your own Google Text-to-Speech API Key
Google allows for a limited number of free words every month (counted by characters). This is known as a quota. Once this quota is exceeded, Google starts charging.
The quota counter in this extension is only an approximate count. It's not exact and only gives a rough idea of how many characters have been sent to Google.
Currently, there is no automated way (API) to get the actual current usage from Google.
IMPORTANT Google's quotas and rates are subject to change. The information here may be out of date! See pricing list
You are about to clear quota data. This should be done once a month as your Google text-to-speech quota is reset.
cancel OK clear data


The Office of Career & Professional Development (OCPD) partners with students and alumni on all aspects of their career development through individual career counseling, specialized programming and extensive resources. OCPD sponsors a variety of recruitment programs, networking events and other initiatives to connect students with private and public sector employers in the U.S. and abroad. We educate students and alumni about workplace professionalism, self-assessment, developing effective job search campaigns and the diverse range of career opportunities available to those with legal training.
OPCD is located in Suite 122, and we can be contacted at<PHONE_NUMBER>. Please explore our website to learn more about our services, and we look forward to working with you!
Connect with OCPD!
Need Assistance?
- General questions? CareerLink technical support? Please email<EMAIL_ADDRESS>- Have trouble finding or viewing a page on this site? Contact our Resources Coordinator: Kendall Brown
Office of Career & Professional Development • American University Washington College of Law
4801 Massachusetts Avenue, NW, Suite 122 Washington, DC 20016 •<PHONE_NUMBER> F:<PHONE_NUMBER>


Nurse suffered stroke at just 23-years-old after blood clot on her brain
Nurse Hannah McGrath has spoken out on the emotional toll of suffering a stroke, saying that she is haunted by fears it will happen again
by Helen Johnson, Ben WeichA nurse who suffered a stroke aged just 23 has warned others of the "terrifying" emotional aftermath.
Hannah McGrath had just started her career in Sheffield and had travelling plans to look ahead to when she developed blood clots in her brain .
Hannah, now working at Manchester Royal Infirmary as an A&E nurse, developed suffered the clots after taking the contraceptive pill for just two months.

She had just finished when she suddenly felt agonising pain in her head, as though she had "been hit by something".
She told the Manchester Evening News: "I got this really sudden extreme headache at the back of my head. Then the room was tipping from side to side. I thought I was going to fall over, I lowered myself to the ground.
"I was home alone so I don't know if I had any symptoms but I just knew I couldn't stand up and thought I was going to throw up.
"I just stayed on the floor for what I didn't realise until afterwards was about three hours.
"It seems silly now but I just thought I was exhausted and stressed.
"I felt off for the rest of the week. The following Sunday I was at work and I was doing a medication round and had to open a bottle of water and I dropped it.
"I couldn't pick it up off the ground, I couldn't grip my hand".
Hannah was admitted to hospital and after a battery of tests, doctors eventually found that Hannah had developed the clots.
She said: "It was a weird situation, I wanted a reason for it. I was in denial that it happened.
"I'd started my career as a nurse, I'd just booked a ticket to go travelling for a couple of months, I had loads planned and was told none of that was going to happen.
"It was a difficult time. I've got friends who have been on the pill for 15 years. I was on it for eight weeks - what are the chances of that?"
Hannah decided to speak out to describe the ways in which the emotional recovery is the most difficult aspect of having a stroke.
Time and again she was told by acquaintances that she "didn't look like she'd had a stroke".
It was an extra blow, having to also cope with being physically exhausted and terrified of another stroke.
Hannah said: "Everything that seems really important to you at 23, like your job, has been taken away.
"I had to leave my job, I was living with friends with Sheffield and I had to move back to Norwich to the family home that I hadn't lived in for four or five years.
"I lost my independence, I wasn't able to drive. It was still under investigation so I was living in fear of it happening again in my sleep and not waking up, or walking up paralysed or not being able to talk. These kind of things were at the forefront of my mind.
"It affected me emotionally in a big way, I was low in mood for a long time, didn't really get out of bed or leave the house for had a low mood for a long time.
"Because I didn't have any physical long term difficulties, my hand was weak, but not visible to anybody else.
"I used to get all the time 'Well you don't look like you've had a stroke' but I felt exhausted, I felt terrified.
"The emotional, psychological effects that people don't see are really difficult to overcome, it's taken a while to get in a better head space with that.
"I still get it now, if I tell someone I've just met, who isn't aware of what's happened, they'll say 'really?' or 'you don't look like you've had a stroke', like I made it up".
What are the warning signs of a stroke?
The main stroke symptoms can be remembered with the word FAST:
- Face – the face may have dropped on one side, the person may not be able to smile, or their mouth or eye may have drooped.
- Arms – the person with suspected stroke may not be able to lift both arms and keep them there because of weakness or numbness in one arm.
- Speech – their speech may be slurred or garbled, or the person may not be able to talk at all despite appearing to be awake.
- Time – it's time to dial 999 immediately if you notice any of these signs or symptoms.
Other symptoms and signs may include:
- Complete paralysis of one side of the body
- Sudden loss or blurring of vision
- Dizziness
- Confusion
- Difficulty understanding what others are saying
- Problems with balance and co-ordination
- Difficulty swallowing (dysphagia)
- A sudden and very severe headache resulting in a blinding pain unlike anything experienced before
- Loss of consciousness
Hannah spoke to stroke survivors of a similar age, whom she found through the Stoke Association's Young Stroke network.
She quickly understood that there were many others who were experiencing the same ordeal.
She added: "When you hear stroke, I think people assume an elderly person with disabilities unable to talk, whereas there's a lot of people of working age.
"The feedback I got from people was that they were trying to get on with their lives and they didn't need people saying 'Well, you look fine, why are you so tired? There's nothing wrong with you'."
Although she will now have to take medication for the rest of her life, Hannah has finally been able to return to work as a nurse.
She has begun raising awareness of stroke to coincide with the release of new research by the the Stroke Association, concerning the fears stroke survivors experience, and the ways it diminishes their wellbeing.
According to the research, eight out of ten people felt scared to go out alone and 90 per cent lived in fear of having another stroke.
One in five reportedly kept their fears to themselves, without disclosing their fears to anyone else.
The Stroke Association has urged those living with fear and anxiety after a stroke to contact them for support.
Juliet Bouverie, the chief executive of the Stroke Association, said: “It takes a team to rebuild lives after stroke. When stroke strikes, part of your brain shuts down, and so does a part of you.
"Recovery is tough, but with the right specialist support, the brain can adapt after stroke. I have heard countless stories, and know countless people who, after many years continue to make remarkable recoveries.
"The first step to eliminating fear is to ask for help and support.
"If you are a stroke survivor, this could mean speaking to your doctor or social worker to get some answers. If you know a stroke survivor, reach out, ask them how they’re feeling. No one should have to live their life in constant fear.”
The Stroke Association's helpline can be reached on 0303 3033 100, and support can be accessed from stroke.org.uk/rebuilding-lives


---
layout: post
authors: ["Daniel Chen"]
title: "Assessing Our Learners Part I"
date: 2015-06-23
time: "09:00:00"
tags: ["Assessment"]
---
Three weeks ago, Jason Williams, Jeramia Ory, and Daniel Chen met at the New York Public
Library to work out an initial survey to assess our learners. Greg Wilson
and Katerena Kuksenok joined virtually to provide feedback.
The goal was to take the comments from the
various
initial
GitHub
issues
and create a draft of an assessment survey for everyone to provide input.
Our first draft is up,
so please provide feedback at
{{site.github_url}}/assessment/issues/6.
We set out to create an intial set of questions on the following topics:
- attitude/opinions/mindsets,
- facts/declarative knowledge, and
- actual, testable skills.
and discussed the idea of giving out the survey immediately after the
end of the workshop. This way we can get a decent number of responses
about how that particular workshop went for students. Additionally,
some hosts conduct surveys of their own after the workshop so we
should aim to have about 15 to 20 minutes after the workshop for
feedback.
The survey itself will have the format outlined below.
Introduction
A few words on the purpose and importance of the survey, as well as
information on privacy, etc.
Questions about this particular workshop
Quick questions about the overall experience of this particular workshop
- Likert scale: Strongly Disagree to Strongly Agree
- The agenda for the workshop was reasonable
- I got sufficient help from instructors and helpers
- The overall atmosphere of the workshop was welcoming and unintimidating
- I learned valuable things at this workshop
- this question is a bit vague can could lead to unexpected responses
- really want to capture if the workshop was useful (at all) to the individual
- possible rephrases per Katerena:
- 'The workshop was worth my time'
- 'I'm glad I went to the workshop'
- Rate how you perceived the pace of the workshop
- Too slow (We dwelled too long on most topics)
- Somewhat slow
- Just right
- Somewhat fast
- Too fast (Most topics presented at a pace I could not follow)
- Inconsistent (Some parts were too slow, and others were too fast)
- 5 or 7 pt. Scale: How did you feel about the balance of lecture to hands-on exercises?
- Too much hands-on..... balanced .... too much lecture
- trying to measure whether people prefer lecture, or more hands on.
- Are our lessons too much towards one side?
Attitudes
Perspectives we want to get from our learners (hopefully that we have
convinced them on) types of people who come:
- People who come with no intention of using any of the skills (just curious)
- PIs who want their researchers to learn skills used in the lab
- Researcher who need skills to function in the lab
- People who see 'shell, python, R, git, SQL' and want to attend (more detail)
- Self taught programmers who want more formal instruction and learn better/best practices
We wanted to create a series of questions that can account for the above types of attendees.
- Ranking: Here are some reasons why people take a Software
Carpentry Workshop. Rank your top 3 reasons below. If your reason is
not listed, please enter it under 'Other'
- To get an overview of technologies, skills, and best practices used in my field
- To apply these skills in making my analyzes more efficient (automated)
- To share these skills by training others
- To improve my coding or learn a new language
- Because these skills will be needed for my research
- To explore different options for approaching some specific ongoing project(s)
- To gain a specific skill for some specific ongoing project(s)
- The workshop was recommended by my colleagues or advisers
- Because it was a workshop (not an online course)
- Other: ___
- What we want target: We want to find out if we have made
learning difficult things easier and less intimidating and whether
people are feeling better about some of the topics we cover
(assuming they felt intimated about them previously)
We need feedback on how to better phrase these questions
- Likert: Before the workshop, did you feel any of the
following topics were intimidating? (Not intimidating |
Intimidating | Did not know what this was):
- Shell
- Git
- R/Python/Matlab/etc
- SQL
- Likert: If your opinion has changed about these topics,
please indicate which ones below: (I now feel less intimidated |
I now feel more intimidated | No change):
same choices as above
- Likert: Before the workshop how valuable did you consider
skills in the following topics? (Not valuable | Valuable | Did
not know what this was):
same choices as above
- Likert: After the workshop how valuable do you consider
skills in these areas? (Not Valuable | Valuable | No change):
same choices as above
Select all the statements you think this workshop accomplished for you (116)
Made learning these skills enjoyable
Made me more likely to continue learning these skills
etc.
Important Takeaways
- 3-5 key facts or concepts that we need every learner to understand
- automation
- modular code
- version control
- structured data
Skills: Self-assessment
Originally we thought of asking students to check off which learning
objectives from the lessons students thought they could do. But there
are too many objectives in the lessons to list in a survey. We need a
better (and fast) way to assess actual skills that doesn't take any
significant time away from the workshop itself.


When learning to code, I thought it would be a good idea to have a goal in mind for me to drive towards. I decided to code a bot using Twitter API that would post cool and interesting images daily.
The posts are made by reading the top scores of a selection of subreddits via reddit and then taking the images and title and posting accordingly and then giving credit if certain parameters are met.
Through time, the account has undergone a few changes. This includes the connection between a list of keywords and emoji's as an article once suggested Tweets with emoji's get more interactions.
It's understandable that sometimes the bot will post an image from a photographer and it may not give proper credits. I've tried to do so as much as possible, although it's almost impossible to get it right 100% of the time. If you've fallen victim to this and would like the Tweet removed, send a Direct Message to @ObdurateThought and I'll get to it the second I see it.
If you don't mind your image being on the account but the bot hasn't given proper credits, then send a Direct Message to @ObdurateThought and I'll be happy to remove the Tweet and resubmit with any and all credits along with any links you would like (So long as they are not malicious).


If you want your question to go here, please send a mail to<EMAIL_ADDRESS>I will put any question that might help other users of my port on this page.
A: ONC RPC (formerly calles Sun RPC) is a de-facto RPC standard for Unix. It is included in all major Unix distributions. Microsoft RPC (MS RPC) is a different RPC system and it is interoperable with OSF/DCE RPC. OSF/DCE is also available for nearly al OSs, but usually it is not part of the standard distribution. OSF/DCE RPC is newer and a little bit more powerful than ONC RPC, but for most applications both RPC systems will do the job. ONC RPC and OSF/DCE RPC (and thus MS RPC) are not interoperable at all.
A: ONC RPC is exactly what you need. This port for NT and the Unix-implementations are interoperable (thanks to XDR from Sun).
A: Again, ONC RPC is exactly what you need. This port for NT and the Unix-implementations have the same APIs (but don't forget to call "rpc _nt_init()" and "rpc_nt_exit()" in the client code).
A: You may use, copy or modify ONC RPC for Windows NT according to the Sun copyright. In my understanding this includes the free use in your (commercial) applications. Please read the standard disclaimer.
A: Yes, everything but the portmapper service will work (Windows95 does not support the service API). You don't need the portmapper at all, if you write a client-only application on Windows 95. For a server the ascii version of the portmapper (pm_ascii.exe) is ok as well and this runs also on Windows95. Also, it is easy to learn from NTs service implementation how to run the portmapper as one thread of a GUI application.
A: No, this has never been a goal of my port. Maybe, some parts (client, XDR) run on Win32s, but I never tested that.
A: I known some companies that offer RPC products commercially, but I dont't know about the details (see www.noblenet.com, www.netmanage.com, www.distinct.com, and www.intergraph.com (called RhaPC-d).
A: Have a look at this short lesson based on UNIX Network Programming from W. Richard Stevens, Prentice Hall, Inc., consult the Solaris (SunOS) manuals, or a good book on ONC RPC programming.
A: For testing you should log in as "Administrator". Copy
'oncrpc.dll' to the windows system32 directory. Then you should open three
command line interfaces.
- in the first start 'pm_ascii'
- in the second start 'cou_svc'
- in the third start 'do_cou localhost'
This should result in some local action. If this works you should install
the portmapper service by copying portmap.exe also to the windows system32
diretory. Then register it using inst_pm (e.g. 'inst_pm c:\winnt35\system32\portmap.exe').
Then start the portmapper with the service control panel. Then do the test
again and leave out the first step 'pm_ascii'.
If this also works you have the infrastructure installed for compiling
your own ONC RPC applications. For building them you will need the rpcgen
stub generator, the oncrpc.lib in the linker comand line and the directory
'rpc' with the include files in the compilers include path.
A: The current distribution runs out-of-the-box only with MS VC++ (works with all 32 bit versions, but best with version 4.2). Sorry I have no Borland or Watcom compiler availabel.
A: Yes, you should ignore these warnings. I did only those changes to the original code that were absolutly necessary to get it running (always included in #ifdef WIN32). I did not try to make it more ANSI C like.
A: It tried to call the C preprocessor, namely "cl.exe" from VC++. It couldn't execute it. Make sure it is in the standard path.
A: I assume you entered a wrong executable for the portmap service when using inst_pm. Sorry for the unprecise description, but you have to enter the full pathname plus the filename of the executable i.e. you have to enter something like: inst_pm c:\winnt\system32\portmap.exe. If it still fails, please check in with regedt32 in the current_control\service section the entered executable for the portmap service.
A: Make sure you are using a binary file. This awful "CR-LF" translation often breaks ported code.
A: No, if you are willing to trust me (and the others who did the compilation) and the compilers and you work with NT on Intel,PowerPC,orALPHA you can use the provided binaries.
A: An easy way to do GUI-integration is to use separate threads that execute the RPC server-loop and maybe also the client. These threads should communicate with the GUI threads via events. In order to use the server-stub in another program, you have to redefine the "main()" to something else like e.g. "server_main()". You can do this with the preprocessor if you don't want to change the 'rpcgen'-generated file.
A: I would recommend to define a C subproject that produces a library with the (C-)stubs in it. Then use this lib and the "rpcgen"-generated header-file (included in 'extern "C" {...}) in your C++ main project.
A: No.
A: No, but version 1.11 produces header-files that are at least a little bit more understandable for C++.
to be continued ...


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YaRouter assumes 2 things.
You are, through your server or document root config file, directing all traffic through a single entry point/bootstrap file; such as index.php
.
Your views file-names reflect your URL structure. For example, If your URL is example.com/foo/bar/my-page
, YaRouter expects to find the view for this page at path/to/templates/foo/bar/my-page.html
. [1].
Example:
/views | |__index.html (example.com)<-default view | |__/about | | | |_team.html (example.com/about/team) | | | |_products.html (example.com/about/products) | |__/services | |_service1.html (example.com/services/service1) | |_service2.html (example.com/services/service2) | |_service3.html (example.com/services/service3) ...etc...
 If you are using an autoloader, like composer Start by requiring the autoloader script: require __DIR__ . '/vendor/autoload.php';
. Then use
the SageworksStudio\YaRouter
. If you're not using an autoloader just include
the YaRouter.php script
Next create a new YaRouter()
object.
Finally, call the get_view()
method and define your parameters. get_view requires 3 arguements:
$location
This is the path to the main directory (without the trailing slash) where all of your views are stored.
$default
The name of the default view file (without the extension). Typically used for home or index page.
$type
This is the _type_ of view file you are calling (without the dot). E.g., html, php, etc...
This example assumes you're using an autoloader. Otherwise just include the YaRouter class in your bootstrap file.
(index.php)
require __DIR__ . '/vendor/autoload.php'; use SageworksStudio\YaRouter; $location = 'path/to/views'; $default = 'index'; $type = 'html'; $r = new YaRouter(); $r->get_view( $location, $default, $type );
1 Your views can use any extension. E.g., .htm, .html, .md, .php, etc..., but they must all be the same type.


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Just a little about me Christopher. 23. Enjoy playing guitar and surfing. Also coding. Its a work in progress. Which one is me? Probably the one on the right.