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Originally for our summary of learning Roxanne and I decided to try out this videoscribe that everyone is talking about. We struggled with it for a while before talking to a colleague who encouraged us to try a podcast. He had this super awesome microphone for us to use and walked us through a program that was very useful in creating our podcast. I'm so glad that we changed our idea of how to present our learning from this semester as we were able to enjoy, reminisce, and laugh while putting our podcast together… all of this was possible with our super awesome microphone! Last semester we figured out animoto, and now we have had a great experience using welcome to cast to create our final summary of learning. By clicking the link below you will have a chance to travel back in time with us as we discuss our learning from the semester.
Category: EC&I 833
First Impression of Virtual/Augmented Reality = MAN CAVE
When I first heard the terms augmented reality and virtual reality my thoughts automatically went to my husband and his passion for gaming. I thought about his countless, useless hours spent in front of a stupid gaming system and was struggling to make any kind of connection between his gaming habits and education; specifically teaching and learning. After having the opportunity to read Erin's blog this week I didn't feel so bad as she immediately linked the thought of these realities to pokemon go, once she was able to get past that augmented and virutal reality were more than just gaming then she was able to see ways of incorporating them into our educational system. Logan and Bill did a wonderful job of presenting in a manner that I was able to relate to. Following their presentation I was able to make the connection to my own teaching and learning experiences.
The take-away from this presentation was that I was able to understand augmented reality is putting something on top of the world that we already live in (an example would have been Logan's Pokémon that was seen in the same photo as the bun he was eating at that particular moment). Virtual reality is more of a digitally projected environment and world (some examples of this would be Google cardboard, PlayStation vr, etc.)
I haven't had the opportunity to research in-depth augmented and virtual reality. I think this is more so due to my lack in motivation to actually start researching. I suppose the lack of motivation is simply because it is low on my totem pole of interests. I think if I can' t be enthusiastic, engaged and excited about the opportunity to use augmented and virtual reality in my own classroom, how am I going to get the students excited about it? I think part of this comes from my lack of knowledge and training/professional development in these varying types of realities. If I could receive more training or professional development in these realities, I would be more comfortable and confident in incorporating them into my classrooms. Technology and I have never really cultivated a good friendship, playing around with a program or application and trying to figure out its use is not an effective way for me to learn.
During this week's presentation I became very intrigued as to how I could incorporate augmented and virtual realities into education (physical education to be specific). I immediately did a search in Google and discovered a webpage that offered some wonderful insight as to how virtual reality could be incorporated into our schools. Some of the suggestions this website offered were:
- a variety of ways of assessing our lessons
- we have the opportunity to watch demonstration videos that may alter views making the demonstration more accessible to all
- we could take our students to athletic events, sites, on field trips through virtual reality, without the help of the magic school bus
- we can look more in depth at the human body and its inner systems
- we can provide opportunities for simulation (nursing said this is a big hit within their profession)
- virtual reality could be beneficial for those involved in drivers education programs; they could go through a driver simulation prior to being thrown into the real world
- students could practice various presentations or ways of presenting
- parents/students/teachers etc. could take a virtual tour of schools rather than having to be physically in the building for the tour.
- Source
As you can see there are many ways virtual reality can be incorporated into our education programs.
If I focus specifically on physical education and this list, I really like the idea of providing the opportunity to our students to watch demonstration videos with differing views that may help them to perfect a particular skill or activity. I am also drawn back to the presentation and the demonstration that Bill and Logan gave on the Aurasma application. I was immediately intrigued by this application and I began thinking about how I could incorporate it into my physical education classroom. One example I thought of was having circuit cards with pictures on them and then when the application is used an explanation of that particular exercise or activity would become accessible. Rochelle had a great way of using this application in the library as well; I think this application could be beneficial to many teachers provided we determine the appropriate ways to use it in the classroom.
Aurasma app in action!
The article Augmented Reality Brings New Dimensions to Learning was quite informational and helped to in understanding multiple ways of incorporating augmented realities into our schools. The article suggests that augmented reality allows us to create our own active learning experiences. Our learning experiences go beyond reading and listening, they also happen through interaction. Augmented reality allows students to construct their own exciting, fun, educational learning worlds. The article suggested that we as students and educators need to explore and figure out what works and what doesn't. The article had a variety of ways to incorporate augmented reality into our schools however the one that I found to be inspiring was the parent involvement. It suggested that we put a trigger picture on the student's desk and when a child feels like they need inspiration or encouragement they can scan the picture and a voice recording from their parents will be there providing special words to their child.
I do believe this type of technology is slowly starting to be integrated into our world, our society and now into our schools. Like many technologies, rather than trying to avoid using them, we need to move towards figuring out ways to use them appropriately. We need to teach our students how to be good digital citizens and how to use technology for educational purposes and not only for entertainment. I have started to shift my thinking from my husband's gaming to a world of possibility! If we begin to incorporate both augmented and virtual reality into our schools, anything is possible.
Assistive Technologies Within Our Schools
I would like to thank this week's group for putting together a great presentation that was loaded with very useful information and resources. As a physical education specialist I haven't had the opportunity to use many assistive technologies in my workplace setting. However, I have been around these aids within the school environment and have seen them put to good use. Within our school we have students who require visuals, structure, routine, etc. I use the visual timer in the gymnasium to hopefully help these students transition from one activity to another.
I set the visual timer so they can see how much time we have remaining in class or I use the timer for simple, small activities that are occurring in my lessons. Many teachers within our school have visual timers set up in their classroom. These timers can be useful for everyone and not just for students who have trouble transitioning from one task to another.
Another assistive technology that I wouldn't have thought was and assistive technology that we use in our school is the different types of seats for students.
Our seats range from rocking chairs, to wiggle seats to things that can be put on a regular chair for the student to sit on. These chairs have been useful for our students in the sense that they are able to wiggle and move throughout a lesson without disrupting the entire class. Many students have trouble being stationary and focusing; these chairs enable them to move, focus on the task at hand and draw less attention to themselves throughout the lesson. When I think back to my childhood in school, I remember teachers were always saying "sit down, be quiet, stop moving". I can imagine how difficult and frustrating this was for everyone in the classroom. If these seats were available in my school days, would the students have been more successful, better focused and able expend energy in a positive manner?
IPads have been a great resource for many teachers in our school. Although I do not have access to IPads in the gymnasium classroom, I do see how they could be beneficial for our students. IPads have a variety of applications that are accessible to students to help with their varying needs. Students do not necessarily have a learning disability to benefit from these IPads, all students can find something on an IPad that will enable them to be successful in whatever they are learning.
Chrome books and computers are other forms of technology that are used often in our school. These types of technology allow students to learn in a different way and hopefully ensures they are successful. Computers allow our students who have difficulties writing the option to type. Another program that I have mentioned before in my blog is the Google Voice to Text. This program allows our students to speak and the computer types what the student is saying. This tool can be a real benefit to students with or without difficulties.
In the past I have worked with a student who has a hearing impairment. This student have hearing aids to assist him with his disability and contributes to his success in learning. This past year we have begun to use a microphone that synchronises directly with his hearing aid; what is being said in the microphone is amplified for him and not for the other students. The teachers that have used this piece of technology with this student have found it very beneficial and the student has nothing but positive things to say about it as well. We have tried this system out in the gymnasium and after the first class using it we had a discussion about how this aid worked in the gym environment. There were definitely things I could change or do differently to ensure that he was receiving the necessary instruction better through his aid. However, on his own without the influence of others the student decided that this tool was not benefit to him in the gymnasium. He indicated there was more time spent on activities rather than the instruction itself. We haven't used it since at his request and he has been very successful in physical education so far.
Resistance bands and fidgets have been a go to for many of our students. Although these may not be seen as technology they are something that is assists our in learning. Resistance bands can be a real benefit for students who feel they need to be on the move, expend energy but are unable to get up and move based on the particular lesson. The use of fidgets can also be a benefit in keeping students busy, focused, and keeping their hands to themselves and on task. Students can either be beneficial or can be a distraction for other students and teachers.
Like most things these aids require funding. Our school board doesn't necessarily have the funding allocated to these aids in order to provide all of the options for our schools, students and staff. With lack of funding and resources there is only so much that we can do to create a positive learning environment that meets the needs of each individual student.
Rethinking assistive technology suggests that as educators we have little to no training in the assistive technology department which hinders our progress in implementing these tools in our classrooms successfully. As an educator I would find it beneficial to have some training, background information, ways of implementation in these types of technologies in my classroom. This article also suggests that there has been no evidence that suggests all students have access to the necessary tools, devices and services that they need. If we as educators are not providing our students with the necessary tools, devices and resources how to we ensure that they are successful individuals in our classrooms and in our society?
Assessment Tools In P.E.
When we as teachers thought about assessment, some words that came to mind were quizzes, incoming marks, grades, learning outcomes, formative assessment, summative assessment, showing what you know, summary of learning, and testing knowledge. All of these words are descriptors of assessment. However, there are many ways in which assessment can be used in our classrooms depending on our individual students, our teaching styles, our lessons etc.
Pre-assessment is a way teachers can determine prior knowledge, with the use of pre-assessment we are able to determine what our students know, what they would like to know, and what direction to take. Pre-assessment allows us to help focus our lesson and help plans to the individual needs of our students and provide opportunities for them to be successful. Some forms of pre-assessment suggested this week by the group were google forms and survey monkey. I not had the opportunity to use these types of pre-assessment tools, however, I would be interested in investigating them further in the future.
This week our group suggested that a formative assessment is most helpful when it happens in real time. It was recommended that technology is one way of providing teachers with instant results. As a specialist teacher, I often don't get to work in the classrooms with students as I spend most of my time in the gymnasium. However, this year I am teaching a grade 6/7 science class which has been a real eye-opener for me in regards to the reading/writing level of our students. I had a conversation with their classroom teacher expressing my concerns with a few students in this science class that have trouble putting their words onto paper. She suggested I use voice to text on Google. I haven't had the opportunity to try out this feature in Google but I have heard positive reviews from other teachers who have been using it throughout the year with their individual students.
Summative assessment can be a good method of testing what students know or what they have learned about in a specific unit. It does not necessarily have to be done with the use of testing or a midterm; students have the flexibility to show what they have learned throughout a unit by completing a project and by using technology as a way of representing what they know/learned etc.
Technology has become a huge part of our everyday lives and as a physical education teacher I see both the positive and negative impacts technology has had on the students in my classroom. I am guilty of not using technology in my physical education classes, however, I know there will be a point where I need to move in the direction of incorporating technology into my daily lessons with my students. I want to teach my students how to use technology in a way they will benefit and improve their health and fitness rather than do the opposite. SPARK has been a fabulous resource for many elementary teachers teaching their own phys ed classes who do not have a physical education background. Like many people who teach physical education we deal with many challenges, one of them being a lack of equipment. If we can incorporate technology into our teaching, learning and assessing, I think we will connect with our students on another level.
SPARK has suggestions on how we can incorporate technology and ways that we can perform assessments using technology in our classrooms. Some ways I would be interested in incorporating assessment that is related to technology into my classroom is using pedometers, heart rate monitors, health tracking, various apps, video resources and games. All of these ideas and suggestions come from the SPARK resource that is provided to all schools within the Regina Public School System. Addressing the individual needs of each student is essential in all academic areas including physical education. It is understandable that not all students are as active as one another, therefore, by setting goals and finding ways to achieve these individual goals can be essential to the successful in physical education. With the use of pedometers we could set individual goals, we would be able to measure steps throughout a variety of tasks, both in and out of school. Educators need to be mindful of when using pedometers we need to be aware that heart rates vary among children with different abilities and activity levels. It is essential that we take this into consideration when doing our planning.
Heart rate monitors are another way we can individualize and customize goals to meet the individual needs of our students. Through the use of heart rate monitors we could measure individual student's pulses' while participating in physical activities. The use of heart rate monitors would challenge students to achieve a obtainable goal. Students can feel involved in the process and are left with the encouragement to participate in movement activities. Using this type of technology in our classrooms allows us to provide instant feedback and allows students to change or adjust their goals as they feel necessary.
Various apps that are accessible through IPad, computer, phone etc. (ex. MapMyFitness, MyFitnessPal etc.) allows students to track their activity and nutrition levels. Through the use of applications like this it allows our students to improve in athletics, performance cues in relation to skills etc. The applications allow them to make comparisons between what they are able to do and what the application instructs them to do. Through the use of applications we can set individualized goals and assess our students based on their individual needs.
With the use of video resources we can teach a wide variety of things. Educators and students are also able to create their own video resources. This enables students the opportunity to show off and share their knowledge and learning in a different way. The teacher can also assess a students learning based on their video resource presentation.
The group that presented this week did a wonderful job of sharing information and knowledge about assessments. I did however find many of the topics discussed unrealistic to use as a specialist teacher. For example, if a classroom teacher has to enter 30 students into the program they are using, then do I as a specialist teacher enter all 300 students or more that I teach? If there was a collaboration piece and the classroom teacher and I could get on the same board with using the same types of assessment tools, it would make things much easier.
Although I was unable to test out any assessment tools in my classroom this week, I do use gradebook on a regular basis. Someone in class this week mentioned that paper copies of report cards are not needed. I disagree because some students and parents within our school often don't have online access and this is the only way parents can monitor the progress of their child. Gradebook has been a great resource for assessment in my teaching career thus far. It provides the opportunity to link my teaching/assignments to the various outcomes and provides parents with a way of seeing what we are teaching and what their children are learning.
I hope to continue using gradebook throughout my career as I do really like the program. It does have its shortfalls but nothing that would deter me from continuing to use it as my main source of assessment. I hope within the next few years to slowly begin to incorporate different types of technological assessments into my classroom.
Web 1.0.. Check! Web 2.0… Check! Web 3.0…. ???
First, I would like to thank Erin, Naomi, Angus, Kyle and Heidi for sharing this week about Web 1.0-3.0. Prior to this week's class, I did not have a lot of information or knowledge about the various Web's. From their presentation I left understanding Web 1.0 are internet browsers, email, chat rooms etc. Some things that are made possible for teacher's through web 1.0 are bulletin boards, practical information, keeping up-to-date with current research. Students can also engage in gaming, online books, information processing and the ability to share information. The use of web 1.0 changed teaching with a shift towards being less teacher directed and more focused on the student. It has also brought on new challenges, mainly for teachers as they became resistant to the use of technology due to inadequate training etc. Although there are certainly a few downfalls, web 1.0 has allowed us to connect with the outside world.
From what I understand from the information shared in the presentation Web 2.0 is more of a social web which includes things such as blogs, wiki's podcasts, twitter, YouTube, blogs etc. Through the use of web 2.0 social networking occurs and online communities are formed. With the use of web 2.0 the teacher becomes more of a facilitator of learning rather than the distributor of knowledge. Web 2.0 encourages creativity and collaboration among students. The presentation compared web 1.0 and 2.0 which helped me to understand the differences. It was suggested that web 1.0 was a place to "look stuff up" and web 2.0 was a place where we can create, collaborate and connect.
Just when I thought I was in the clear by understanding web 1.0, web 2.0, they threw in web. This is when things got a little messy for me. Based on Benita's post this week she had similar feelings as I did when it comes to web 3.0. She commented about finally getting a handle on 2.0 and now there's a 3.0!? (I don't think either one us is quite ready for the 3.0 just yet). She also suggested that in order for web 3.0 to be accepted by educators and as society we will have to fully adopt web 2.0. I agree with Benita in the sense that web 3.0 is coming whether we are ready for it or not; we may as well prepare ourselves, make necessary changes to our teaching and learning in order to accommodate it. Tyson also left me feeling reassured after the presentation, I was feeling lost, perhaps even clueless as to what web 3.0 was. Tyson also admitted he was unable to grasp the concept fully and was worried about missing the big picture. After a handy-dandy google search Tyson discovered that web 3.0 is still being pieced together, developed and is still unknown. Thanks to Tyson's research and for his post this week I was more comfortable and confident knowing that I was not the only one who was left with questions and uncertainties about the whole web 3.0.
Gerstein's article suggests that with the shift of web 1.0-3.0 happening there should also be a shift happening in our teaching. Gerstein suggests that as educators we should be following what is happening via the internet in regards to students function, learning, play, work, health, interactions etc. However, this shift is not quite happening yet. She suggests many educators are still stuck on Web 1.0 and have yet to move to 2.0 and definitely most have yet to reach 3.0. This article provided great information that helped me to lay out the differences of web's and allowed me to make connections to my own teaching and learning. The article suggests web 1.0 there is one way of providing knowledge and that is from teacher to student. This information is often provided through resources, text books etc. Although they are able to work on activities in relation to their learning they are often in isolated groups where information is regurgitated. Web 2.0 includes greater opportunity for interaction between the teacher and student, students to one another, and the student to the information being learned. With the use of technology this allows us to enhance, make more meaningful and interactive opportunities for our students within their learning. Web 3.0 allows us to individualize to meet the needs of each individual, allows them to learn about relevant information in an interactive, personalized, free manner.
When it comes down to the shift from web to web and education I think it will be difficult for most of us. I do think many teachers will be resistant to so many changes. However, eventually it will not be a choice and they will have to make adaptations and changes to their own teaching in learning to accommodate it. As an individual who has never been confident or up-to-date with technology, I think these changes will be harder for me to adapt to versus someone who is already engaged, confident and moving towards the use of 3.0 already. There will definitely need to be some professional development and training required so teachers can successfully implement the use of web 3.0 within their own teaching and learning. Without training and further guidance many teachers will experience uneasiness and frustration. I do think the same will go for students, as educators once we have received information, training etc. it is our job to ensure that our students are able to use web 1.0-3.0 successfully in their own teaching and learning. I do fear that if we rely solely on technology in our teaching and learning there will be many students who are disadvantaged due to lack of access at home. Is there a way to ensure all of our teachers and students are on a fair playing field? If we are moving towards web 3.0, how can we ensure that everyone is comfortable and confident before being submerged into using it? There are so many uncertainties and questions that are left unanswered, and until there are answers and successful transition into web 3.0, there will always be individuals who will resist using it.
Blogging, Zoom, Google +, Twitter In Relation To My Own Teaching And Learning
Technology has never really been my thing and I can say without reservation, technology is a work in progress for me. I was fortunate to have taken a class from Alec last semester that enabled me to feel more comfortable in this semester's session. Some of the tools were introduced to me last semester I continued to use this semester that aid in my learning are: my personal blog page, zoom, google plus and twitter. I have also been introduced to a variety of other tools through presentations of others that could be useful in my own teaching and learning.
I really enjoy the whole blogging experience. I think that in a blog I am able write about things without having the formalities attached to it. There are no worries about APA format; I can write at ease and can include a variety of media sources into my writing. I like the idea of the blog in the sense that once I have created it, I will always have it. I can use my blog for educational purposes (my own teaching and learning), personal reasons (family etc.), and as a means of communication to others that I don't often see. There are many uses for a blog. Once it is has been created there are many ways it can be used. The blog hub that Alec has provided for us has been very helpful for me in connection to other people in the class. I can remain updated on their learning through the blogging process. This leaves us with opportunities to read one another's work and to comment or have discussion about what we are learning. I am more confident with the blogging process and how to use a blog in general, however, I think if I was ever in a position to teach other's how to use a blog I would be doing them an injustice. Alec and Katia did a wonderful overview last semester and broke down the blogging process step by step which was very helpful for me to understand blogs. There are always new things popping up as we learn and I think blogging is an example of this. If I taught an online class or distance education class, I think blogging would be a great way of keeping track of my students and their learning – my only concern is how I would evaluate? Assessment is a big component in education and I think blogs would be difficult and challenging to assess.
Twitter is another tool that many of my master's classes have decided to use. I like the idea of twitter because I can connect with my classmates as well as others. Twitter enables me to read about a variety of things that pertain to my own teaching and learning. Twitter also allows me to collaborate ideas/resources etc, It gives me the opportunity to be engaged in a different way. I would love to incorporate twitter into my own teaching. I know many teachers that have used it in their classrooms and it has been very successful for them. My main concern with Twitter is the privacy issues and the formalities that go along with it. I attended a session during one of our professional development days that discussed the use of twitter in your classroom. I found the session very helpful and informative but would prefer to have someone walk me through the steps of setting up a twitter account for a classroom. It would also be beneficial to understand the pros and cons, and the responsibilities of both the teacher and learner when it comes to the account. If I was in a situation where I taught an online class or a distance learning class, I would incorporate Twitter into my teaching. Like blogging, with Twitter I struggle on how I would perform any kind of assessment.
Zoom is a tool that I have been fortunate enough to use these past two semesters. Like Alec discussed in our last class zoom is great in the sense that it is affordable and you can share it with several colleagues. As an educator I think having the funds to do things or use certain programs etc. definitely play a part in what we choose to use. I like Zoom because you can log on as a class, communicate with classmates, can speak or just listen (depending on your comfort level). The chat feature is a great option for those that aren't comfortable verbalizing all the time and as an added bonus the features within the breakout room are great. If I was teaching an online class, I would use Zoom because it's affordable and I am pretty comfortable using it. There are always new and updated features that can be learned, but those can be learned with trial and error as the program is being used.
Google + is another tool that has been used in my online classes. I like the idea of Google Plus, however, I am guilty of not using it as much as I could. Google + offers a great way to collaborate, share resources/ideas and ask questions etc. Overall I think Google + is a great idea! I just need to get in the habit of using it more often so I can become more comfortable with it and all the features it has. Having said this, I am going to leave this open-ended; I am not certain I like the idea of it but I haven't used it enough to know whether or not I would incorporate into my own teaching.
Face-to-face interaction versus online interaction can impact learners in many different ways. I think it really comes down to the learner and their style – what is more comfortable for them, how as an educator can we meet the needs of these learners regardless if it is online or face-to-face. I think teaching an online class with the teacher present and visible is more beneficial than teaching an online class where there is no teacher present. Personally, having a teacher present keeps me accountable, on task and I have a heightened comfort level. I think that if there are ever situations where I have questions or concerns having a teacher present they are able to respond. It is also nice when you can put a face to the name and have interaction instead of just working on a course at my own pace without any guidance other than a syllabus. I think it depends on the individual, there are many people who would rather work on a class at their own pace and their own time rather than having to log on to Zoom at a scheduled time. However, based on my needs and my learning style I would run a class similar to how Alec is currently running his online classes.
#TablessThursday…. I Could Get Used To This Idea!
I would like to start off by saying how much I loved this video. I think this video portrayed a day in the life of me. I often find myself running off on tangents, having a million tabs open, clicking around trying to figure out which tab I need in order to complete what I am working on.
(Right now I currently have 13 separate browsers open, most of which have nothing to do with one another… ooppss!!)
I agree that I don't remember the last time I concentrated on working on one thing without trying to do something else at the same time. I had a good laugh at the end of the video when he says I don't doubt that you were doing something else while you were watching the video, of course I was! I was watching the video, trying to take notes, and organizing piles and piles of things on my desk at work… he caught me
In the video he brings up some good points that are worth discussing. With the help of research it was suggested that Facebook and texting have negatively affected the overall GPA of College/University students. I can see why; many students in College/University have their lap tops with them and rather than paying attention to the instruction from the teacher they are focused on Facebook. The students may think they are able to do both well, however, research shows that if we focus on one thing and only one thing you will be able to do that thing well and to your fullest capability rather than putting in half the effort.
One thing that he has adopted into his own life was Tab-less Thursday. Tab-less Thursday suggests that you don't use the internet in a traditional way, you single task, you do one thing, you can do work but only on ONE thing at a time. Once you begin working with this mindset you can make a judgement call, "Do I want to finish what I am working on or do I want to stop and do something else?" I really like this idea. However, in my daily life I think it would be a hard task for me to exercise this mindset on a continual basis. I would love to say I am only working on one thing and can devote all my attention to what I am working on. However, I often find this becomes quite a challenge for me. I am the kind of person with a million things going on at once. I will watch television and be on my phone at the same time. I will make supper while watching television and still check my phone continually. When I am working on a computer I always have several tabs open researching a number on topics and for a variety of different reasons. I would say I am up for the challenge, it is my goal one day a week to set everything aside and focus on one task at a time. If we make a conscious effort to do this, I think the things we are focusing on will be more successful. "Tabs are a metaphor for life, if you can have one open and focus on that you will do great at it."
This video suggests "Heavy media multitaskers are more susceptible to interference from irrelevant environmental stimuli" – proceedings of the National Academy of Sciences. When I hear this statement I think about my students at school. I think our students are growing up in a world where multi-tasking is the norm. Multi-tasking can be a great quality to have but it can also create obstacles and challenges along the way. Our students that are used to interruptions and things going on around them will often find themselves being distracted. I think about trying to teach a lesson and all the distractions that go along with it. I never would have thought students who are heavy media multitaskers are more likely to be interrupted by these distractions than those who don't – this does not surprise me.
Technology and how we interact with it has affected us in everyday life. Are we developing an inability to focus because we don't focus on one thing at a time? He brought up a good point and I would definitely have to say yes. We are constantly multi-tasking and trying to do more than one thing at a time, therefore, our focus is being divided up among many things.
If our focus is being divided up into many things, this would attribute to our inability to focus on one thing for an extended period of time. I often see this in my students. I know there are many other reasons why students are unable to focus, however, I do believe and agree that the use of technology perhaps has attributed their inability to focus on the task at hand.
Another interesting point that was addressed in the video was "When workers don't check email, they focus for longer on tasks and show less physiologic signs of stress" – Mark & Voida, Proceedings of SIGHI Conference on Human factors in Computing. I think about my work life; email has become a big part of it. Just today I had a parent emailing about their child's grade that they were able to view on gradebook. This added to my stress as I was already trying to teach my classes but also felt obligated to return their email explaining their child's grade. If I hadn't of checked my email until the end of the day, I would definitely have been less stressed about everything going on. This is just one example of how email can attribute to a person's stress levels.
When I think about life in general, I think we are all multi taskers in some fashion or another. My husband would be a prime example. He went over and above when he decided the basement needed to become a "man cave". In the man cave some nights he is watching television (football or hockey), playing a video game, doing something on the Ipad, texting and has the baby monitor down there listening for my son. It often crosses my mind how he could possibly be doing so many things at once. Although he is able to do all these things at once, is he doing them to the best of his capabilities? Probably not! I would definitely say the internet can become a big distraction, however, it also enables us to do many things that without it would or could be impossible. I think we need to moderate what we are doing and learn to focus on one thing at a time, this way we can ensure we are putting our best effort forward towards the task at hand.


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Overview Detail Legend Zoom: ?? Overlay features legend For more map options click on any overview map area or any detail map feature. Detail Map Features Showing 4 items: Slievecarran 326m, Tracks: 1025, 17km 3235, 7km 2868, 5km Find Suggested WalksOpen walks finder Find hill, mountain, island, coastal feature. Videos Recent Contributions 1 2 3 .. 23 Next page >> Quick up and down Knockakishaun Track 3877 markwallace 7 hours ago Starts from layby opposite a house about 1km before the road crosses the bridge over the Bunowen River.Short traverse ... walk, Len: 4.4km, Climb: 308m, Area: Knockakishaun, Croagh Patrick (Ireland) MOUNTAINVIEWS MEMBERS MEET SEPTEMBER 2018 Forum: General liz50 a day ago Traverse of Brandon Ridge is scheduled for Saturday 8th September. The walk from the Connor Pass to Brandon Creek is around 18km with 1300m ascent taking around 7 hours. There is a slightly shorte... Near Slievanea, Central Dingle (Ireland) Track 698 simon3 20 hours ago Important note. The end of this route is at Ballyduff Graveyard around Q54076 10104. We no longer recommend finishing ... walk, Len: 16.5km, Climb: 849m, Area: Slievanea, Central Dingle (Ireland) Sli Crocknafarragh: The High Route around Glentornan Lough Summit Comment jsramsey1491 3 days ago Last Thursday (16/08/2018) a few friends and I decided to do a recce of a walk around Glentornan Lough. We started close to the Gaelic pitch on the southwestern shore of Lough Nacung Upper, passed... Knockakishaun: Bunowen River can present problems Summit Comment markwallace 2 days ago Parked at a layby further up the valley from the crossing point mentioned in James Sheerin's comment to do a circuit of Laghta Eighter and Knockakishaun. Access to Laghta Eighter was easy from hig... An Bhinn Bhuí: Benwee Head Loop. Summit Comment sandman 4 days ago As already stated Benwee Head has some of the most dramatic costal scenery in Ireland and with this in mind i decided to enjoy on a clear sunny day the joys of walking the 12.4km of the Benwee Hea... Burrane Upper Track 3907 conormcbandon 2 days ago walk, Len: 0.8km, Climb: 43m, Area: Burrane Upper, Clare Coastal Hill (Ireland)... Knocknanacree: Storm Beach and Cliffs at lower western reaches Summit Comment Bunsen7 4 days ago A view of "Acres" from Minard Beach. This is apparently a geologically interesting spot in itself as it is a storm beach comprised of large sandstone boulders. The castle is on private land and no... Kilmore Track 3906 conormcbandon 2 days ago walk, Len: 1.0km, Climb: 26m, Area: Kilmore, Clare Coastal Hill (Ireland) Kilmo... Knockafeehane: From the horse's mouth Summit Comment Bunsen7 4 days ago This is the trail description post at Q59652 00497. It summarises the route if taken from east to west, as per track 3881.Vastly superior to my own garbled efforts!Annascaul obviously is a very we... Oileán an Bhromaigh Track 3905 conormcbandon 2 days ago walk, Len: 1.1km, Climb: 21m, Area: Oile?n an Bhromaigh, Galway Islands (Irelan... Knockafeehane: Easily Accessible and not overly demanding Summit Comment Bunsen7 4 days ago There is a waymarked trail to the summit which loops over the ridge leading west from this hill. See track 3881.The quickest route to the top would see you park in Annascaul village and walk up th... Most Recent Monthly Newsletter. Conditions and Info Use of MountainViews is governed by conditions. General information about the site is here. Opinions in material here are not necessarily endorsed by MountainViews. Hillwalking is a risk sport. Information in comments, walks or shared GPS tracks may not be accurate for example as regards safety or access permission. You are responsible for your safety and your permission to walk see conditions. Credits and list definitions are listed here Credits RSS Feed for Recent Items. Visit our Facebook page. Video display West Clare Area More detail Place count in area: 14, OSI/LPS Maps: 51, 52, 57, 58 Highest place: Slievecallan, 391m Maximum height for area: 391 metres, Maximum prominence for area: 365 metres, Places in area West Clare:Abbey Hill 240mAillwee 304mBen Dash 267mBouleevin 222mClifden Hill 189mCloontohil 190mGleninagh Mountain 316.1mKnockanes 205mKnocknalarabana 204mMullagh More 180mSlieve Elva 344mSlieveacurry 255mSlievecallan 391mSlievecarran 326m Note: this list of places includes island features such as summits, but not islands as such. Centre on map. Slievecarran Hill Sliabh Cairn A name in Irish (Ir. Sliabh Cairn [logainm.ie], 'mountain of the cairn') Clare County, in Binnion List, Nodular & crinoidal limestone with chert Bedrock Height: 326m OS 1:50k Mapsheet: 52 Grid Reference: M32478 05443 Place visited by 74 members. Recently by: FrankMc1964, padstowe, Damian120, Cathal-Kelly, ColinCallanan, sinhel001, IainT, tagoona, conormcbandon, hivisibility, lw24, cravaxe, Buny Clare, murney, omurchu I have visited this place: NO (You need to be a logged-in member to change this.) More detail Longitude: -9.008682, Latitude: 53.095585 , Easting: 132478, Northing: 205443 Prominence: 211m, Isolation: 3.7km, Has trig pillar ITM: 532442 705475, GPS IDs, 6 char: Slvcrn, 10 char: SlvcrnBedrock type: Nodular & crinoidal limestone with chert, (Ballyelly Member) There is a substantial cairn on the summit named Carnbower. Slievecarran is the third highest hill in the West Clare area and the 1097th highest in Ireland. Trackback: https://mountainviews.ie/summit/927/?PHPSESSID=pfpo8di4nu7r5kin2286d98ag3 Rate Gallery COMMENTS for Slievecarran 1 2 Next page >> Karst cliffs and flowers .. by group (Show all for Slievecarran) Turlough Hill loop walk .. by fkaatje (Show all for Slievecarran) Slievecarran .. by scapania (Show all for Slievecarran) Mountain Avens for Scapania .. by paddyhillsbagger (Show all for Slievecarran) Picture from Damian120 : Slieve Carran Picture: Slieve Carran One of my favourites in the Burren by Damian120 6 Jan 2018 Slieve Carran is an easy enough climb but still offers up some astounding scenery overlooking Eagle's Rock. At the summit, there's a huge megalithic cairn that has never been excavated. Take your time walking across the limestone as it can be deceptive in many parts. Trackback: https://mountainviews.ie/summit/927/comment/19836/ Your Score: Very useful << >>Average Annual christmas walk .. by kaygeebee (Show all for Slievecarran) COMMENTS for Slievecarran 1 2 Next page >> (End of comment section for Slievecarran.) Some mapping: Open Street Map (Various variations used.) British summit data courtesy: Database of British & Irish Hills (Creative Commons Licence) MountainViews.ie, a Hill-walking Website for the island of Ireland. 11 Million Visitors Per Year. 1300 Contributors.

subset: commoncrawl


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I had never really given sidewalks a lot of thought before, but that was only because I had never been on the purchase end of getting some put in. When my wife and I decided to have our driveway redone, the contractor suggested that we redo our sidewalks to match the pavement on the driveway. I didn't think it would really matter much because who would really notice the difference? Well, it turns out that I would. I did a search for concrete sidewalks in Nassau County before calling the company back that did our driveway, because I wanted them to go ahead with the sidewalks to match.
The driveway looked really great by the time they were done with it, and we had received a lot of compliments on it. A good friend of ours who is a photographer even took a picture for us with her drone and sent it to us. Continue reading


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Senator Marco Rubio is a bona fide political star able to communicate his ideas and vision with an eloquence few can match. He's also Hispanic and a Republican, which freaks the left out — and by "left," I of course mean the mainstream media.
The media's biggest fear is Obama losing his reelection and Rubio is the kind of VP candidate that keep the corrupt MSM up nights. Not only could he help to swing the all-important Hispanic vote into GOP terrtory, he also hails from the all-important swing state of Florida.
Nothing terrifies Obama's MSM Palace Guards more than thought of this attractive, articulate young man taking it to Obama and on the march to making history as the first Hispanic to hold the office of Vice President.
Unfortunately, the MSM is corrupt but not dumb, which is why over the last few months we've seen two major pushes from two major news outlets to discredit, toxify, and marginalize Rubio. Oh, and both of those pushes were riddled with errors that we're assured were hoonest mistakes.
The first came from The Washington Post back in October. Their information was so blatantly wrong, that early one Saturday morning I caught them red-handed quietly scrubbing their mistakes from the hit-piece. This is what I wrote at the time:
How about that? Suddenly those so-called embellishments aren't part of some "dramatic account" on Senator Rubio's part. The difference might just be a few words, but those words make all the difference in the world. It's also worth noting that I saw no editorial notes indicating any changes had been made to the original story. …
Race. Race. Race. And all of it is motivated by race and generated to protect Obama. …
The Rubio hit was designed to take down an attractive Hispanic Republican for fear he might be the 2012 vice presidential nominee and drain away enough Hispanic votes to make The MSM's Precious One a one-termer.
You bet it's about race. An attractive Republican who is not Caucasian represents an existential threat to the Democrat party and their media allies, which brings me to the Reuters fiasco from just last week. This error-ridden hit job was wishfully titled: Florida's Rubio a star, but an unlikely VP pick. The author is David Adams and the goal is obviously to do to Rubio what the MSM does to all left-wing apostates, and that's qustion their identity. You see, you can't be a conservative and a woman, or black, or Hispanic:
In a Latino Decisions tracking poll last year, 72 percent of Hispanic voters said Republicans either "didn't care" or were "hostile" to their community.
It is unclear whether Rubio is the right choice to fix the party's image. He has not endeared himself to Hispanic voters on several fronts, analysts say.
He opposed the so-called DREAM Act, which would have provided a path to citizenship for some illegal immigrants, and he expressed support for a harsh immigration law in Arizona.
Rubio opposed President Barack Obama's Supreme Court nomination of Sonia Sotomayor, who is of Puerto Rican descent, and more recently blocked the confirmation of another Puerto Rican, Marie Carmen Aponte, as ambassador to El Salvador.
He also opposed Obama's healthcare overhaul, which is popular among many low-income Hispanics.
"He's on the wrong side on every issue that matters to Hispanics," said Fernand Amandi with Bendixen & Amandi, a political consulting firm in Miami that has been retained by the Obama campaign. "He's going to have to answer to those positions."
That's nothing more than left-wing opinion disguised as objective analysis. Par for the MSM course. But this hit-piece was so outrageously over the top in its zeal to destroy Rubio and turn its own headline into reality, that no less than five corrections had to be made after it was published and, according to the Daily Caller's Matt lewis, two factually incorrect mistakes remain uncorrected.
How about that? Glaring, larger-lthan-life factual errors from two big, wealthy, fact-check-heavy MSM outlets like the "legendary" Washington Post and Reuters.
I'm sorry, but that seems inconceivable to me, and both episodes remind me an exchange of dialogie in Otto Preminger's 1959 courtroom classic, "Anatomy of a Murder":
Defendant (Aside): How can the jury disregard what it already heard?
Defense Attorney: It can't.
As the Washington Post scrubbed and Reuters chiseled, both did so safe in the knowledge that nowhere near as many members of the jury read the correction as read their original hit.


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In Nature We Trust: Brand Design for Jiya's Organic Almond Oil
Smriti, the creator of Jiya's, come to us through a friend and previous client. She had a dream of creating an organic almond oil that you can use on your body and your hair. Smriti had a vision of how she wanted her brand to look. We created a bold yet feminine logo that we applied to the bottle packaging. We truly enjoyed working on this gorgeous brand and we also enjoyed using it!


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Friday, February 10, 2012
China, here we come!
10 comments:
- Kam said...
That's so stinkin' awesome! Our little guy is in Henan...so spoiler alert. I'll be scouring your blog everyday while you are there! lol. I would be anyway...so excited for you! But I'm anxious to see you go to Henan! Yay you!
- February 10, 2012 at 9:25 AM
- Team Robichaux said...
Yay!! I love the visual aid for the flights. I may have to borrow the image for our blog when we go.
I should have the package on its way to you on Saturday. Thank you so so much! :)
You'll be holding your baby boy SOON!!
- February 10, 2012 at 11:45 AM
So pleased and happy for you both. Your forever family, that's so sweet..xxx Ann F.
- February 10, 2012 at 10:01 PM
- Tara and Julian said...
I LOVE that map- so creative! Sounds pretty similar to how ours is shaping up except we'll fly out of the east. How exciting you can see your family too- very special.
- February 11, 2012 at 6:27 AM
- Carmel said...
Congratulations!! I will also be stalking your blog and reading about you trip and seeing picture of you with your DS in your arms. I will be taking *mostly* the same route in a few months. That map is AWESOME!!! Where did you get it??
- February 12, 2012 at 8:48 AM
- Tony and Sue said...
Congratulations! Wish we could have gone together but maybe it will be slightly warmer when you are here! check the weather forecast and bring appropriate coats!
- February 12, 2012 at 8:45 PM
- linxx said...
Thank you, everyone!
Carmel: I found the map on the web years ago but tweaked it myself on a design program called Illustrator. You could probably do something similar in Photoshop. :)
Sue: I'm so excited about you meeting your little boy tomorrow... or tonight (US time)! Will be packing layers for sure!
- February 13, 2012 at 8:35 AM
I'm picturing you doing the "Are we there yet? Are we there yet? Are we there yet?" dance.
P.S. Nice map design nerd! <3
- February 13, 2012 at 11:54 PM
- linxx said...
Ha-ha-ha, you know me too well, Heth! xx
- February 14, 2012 at 10:20 AM
That's brilliant news! We are so happy and excited for you both can't explain how we are all feeling through your journey. And we can't wait to meet him too. Xxxx big shell
- February 14, 2012 at 2:37 PM


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To automatically get available driver updates for your hardware, set Windows to install recommended updates. You can set Windows to automatically install important and recommended updates or important updates only. Optional updates aren't downloaded or installed automatically. To get all available updates for your devices, periodically check Windows Update for optional updates.
- Open Windows Update by clicking the Start button. In the search box, type Update, and then, in the list of results, click Windows Update.
- In the left pane, click Change settings.
- Under Important updates, click an item in the list. You can decide which updates to automatically download and install.
- Under Recommended updates, select the Give me recommended updates the same way I receive important updates check box, and then click OK. If you're prompted for an administrator password or confirmation, type the password or provide confirmation. You can also allow anyone using your computer to install updates by selecting the Allow all users to install updates on this computer check box.
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Is the subject right for me?
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For further information, please contact Mr Wood (Head of PE) at the school.


text:
Category: Robotics
More Webcams, Fewer Problems
I want to have two applications using the same webcam under Linux, in my case an app using Kivy to render the webcam view and let people interact with it, and ROS.
My first hope had been to have a Kivy app that subscribed to a ROS image topic and displayed the resulting image, but I've spent two days beating on it and only found a variety of ways to make a python program give me a segfault.
The new plan is to use v4l2loopback to create two virtual cameras, and have them both fed from /dev/video0 (the actual camera).
sudo modprobe v4l2loopback devices=2
That gets me the two devices. The thing is, these devices don't actually output any video. They're just fake video devices that a program can write to. There are a lot of instructions on feeding them with ffmpeg. For some reason, my computer says it has ffmpeg installed, but locate can't locate it. Instead, I've used gstreamer to set up /dev/video1 as a video device that ROS's usb_cam node can handle, and configured the launch file for usb_cam to read /dev/video1
gst-launch v4l2src device=/dev/video0 ! video/x-raw-yuv,width=640,height=480,framerate=15/1 ! v4l2sink device=/dev/video1
That solves half of my problem. The other half is having the second video device get fed, and getting Kivy to read /dev/video2.
gst-launch v4l2src device=/dev/video0 ! video/x-raw-yuv,width=640,height=480,framerate=15/1 ! tee name=t ! v4l2sink device=/dev/video1 t. ! queue ! v4l2sink device=/dev/video2
Adding the tee and queue gives me two video devices playing the same video, both fed by /dev/video0. The usb_cam ROS node can read either one of them. The basic Kivy camera app that I bashed together doesn't work, though. It seems to default to trying to open /dev/video0, and then failing because the gst-launch invocation is using it.
AnchorLayout: anchor_x:"center" anchor_y:"center" Camera: id: camera resolution:(640,480) play: True index:2 KeyboardListener: id:kbd_lstn
Adding index:2 to my Kivy app's .kv file gets me a kivy app with my video in it. As long as my ROS nodes are looking at /dev/video1 and my Kivy app is looking at /dev/video2, no one steps on anyone's toes, and they both can operate at the same time.
ROS and OpenCV will fite u, m8
I recently wanted to do some computer vision stuff using OpenFace, which is a collection of face-processing computer vision algorithms and tools to use them. It uses OpenCV 3.0.something, which uses, among other things, vtk6, and friends libvtk6-dev and python-vtk6.
Normally, this wouldn't be a problem, but I use ROS Indigo, as does the lab I work in. ROS Indigo uses some previous version of vtk, and so attempting to install OpenCV 3.0 blows away my ROS install, and makes apt freak out when I try to install it again. The actual error was something like "you have broken held packages", only I didn't actually have held packages OR broken packages.
Apt just gives up at this point. Aptitude, on the other hand, proposes removing the offending VTK packages and proceeding with the ROS install. Only time will tell if I've trashed my OpenCV install, but if I have, I can just go back to an older OpenCV version.
Further Troubles with TinyRobos
The white version of the TinyRobo board that has the missing ground trace also doesn't have a proper connection for the pullups on the I2C address lines for the motor drivers. The drivers are still there, and scanning the I2C bus with a Bus Pirate (Amazon) showed me that they were at 0x63 and 0x64 on the I2C bus, rather than where I expected them to be (at 0x66 and 0x68). The difference is consistent with a connection that should have been to Vcc being left open.
I'm not wild about the problem, but it did give me an opportunity to set up and use Pulseview/Sigrok, my cheap clone logic analyzer, and my Bus Pirate, so it's not a total waste.
For my own future reference, as well as anyone else who's interested, the way to set up the Bus Pirate on Ubuntu is this:
- Plug it into a USB port
- Open up a terminal and type screen /dev/buspirate 115200 8N1 , where /dev/buspirate is whatever device your bus pirate ended up on. Mine was /dev/ttyUSB0.
- The terminal will go blank. Hit enter, and you should get the "HiZ>" Bus Pirate terminal.
The I2C bus scan is run by hitting "m" to get the menu, "4" to get I2C mode, "3" to set speed to 100kHz, and then "(1)" to run the scan macro.
The cheapo logic analyzer I got is a USBee & Saleae clone, which I got because I'm
bad and should feel bad not rich. It has a switch to determine which device it claims to be. In Saleae mode, Sigrok loads an alternate firmware onto it, so I'm not really sure where that falls in the intellectual property/doing the right thing by small businesses framework, but if you can afford one, get a proper USBee or Saleae. They're much better built (the Saleae Logics in particular are tanks) and have more and better features.
I'm doing all this stuff in Enschede, at U. Twente. I've been hanging out with the people in the HMI group, which "does things with stuff". They do a lot of work with things like proxemics in interaction, socially aware robots and technology, and so forth. There's something of a distinction here between technical stuff, which is what I do a lot of, and more abstract work with avatars and such. I'm a better fit with the RaM (Robotics and Mechatronics) group, which builds things like pipe-crawling robots and quadcopters.
Bugs in new boards
I seem to have left a ground connection off the PCB, which causes the 3.3v regulator to not work. I've fixed it in the PCB design in the repository, but the DirtyPCBs order link goes to a product that doesn't work, so I still have to fix that.
Since I'm going to have to do a new version of the PCB anyway, I've added a blinky light on one of the IO pins so that I can have an additional channel for debug information.
New Swarm Controllers
I've ordered the second version of the swarm control boards. If you want some, you can get them here, but I advise against doing so until after a post shows up here saying either that they work, or that they're busted.
In the mean time, I've been realizing that the boards are good for all sorts of stupid tricks. For instance, you can control people using galvanic vestibular stimulation, which uses 1-1.5mA at pretty low voltages (More academic version, more hacking). Since the swarm control boards already use a 3.7v lithium cell, additional voltage regulation isn't needed (if anything, they may be too weak), and PWM can be used to control the current. A resistor in series might also be good, in case of… errors.
The same board could also be connected to a door latch, or magnetic strike, which would let a user connect to a web page (the ESP8266 can serve web pages and act as an AP) and put in a password to open the door. Lockitron appears to be making a business out of selling this, but the mechanics are cheaper.
Given that there's also an I2C bus on the device, IO expanders, sensors, and other goofiness could be added to make wearables that respond to the environment, smart dust sensors, IoT nodes for home automation, scales that tweet about how much you weigh, etc. IoT is the new black! It's a floor wax! It's a dessert topping!
ESP8266, Serial Adapters, and Resets
As detailed in the previous post, I've been having some trouble getting the Arduino development environment to automatically reset my ESP8266 board using the DTR and CTS lines of the serial adapter. Part of my problem may still have been the cheap serial adapter, but today I found a new part.
The ESP8266 is extremely sensitive to noise on the CH_PD line, and I was using a 9″ long jumper to connect CH_PD to RTS. I confirmed with my O-scope that RTS was pulsing as it should, but the first pulse threw the ESP8266 into some weird state where it spewed noise on a bunch of pins (GPIO0 seemed to be the worst), and uploading would, naturally, fail.
Switching to 3″ jumpers cleared up the problem and let my Arduino IDE reset the ESP8266 as it should.
I've changed the schematic in the Github repo for the project to reflect the new reset wiring, but I still have to add a 5V input connection for charging the battery. Once that's done, I can design a new PCB.
A Word of Warning
My PhD work (TinyRobo) uses a USB-Serial converter to talk to the ESP-8266 modules in the tiny robots. Normal FTDI cables have a cable that ends in a 0.1″ 6-pin header with this pinout:
- Black – Ground
- Brown – CTS
- Red – VCC
- Orange – TX
- Yellow – RX
- Green – RTS
It turns out that esptool can manipulate the DTR and RTS lines to reset the chip in bootloader mode, which is great for uploading code to it. It also means I can get away with not having any parts on the TinyRobo boards to handle the reset, which is great because it lets me keep the board small. Unfortunately, the FTDI cable I have doesn't expose the RTS line, so I got a converter module for cheap off Amazon. The particular module I got is this one:
I added that red wire and cut a trace so that the pins would be:
- Ground
So far, so good, but I can't upload with it. I threw a scope on the lines, and it looks like instead of swinging from VCC to ground like well-behaved TTL serial lines, they swing from VCC to VCC minus some tiny voltage, less than a volt. Adding pull-downs on the lines doesn't seem to have helped. It could be that the timing is of, but I suspect that somewhere, some cheapskate saved some fraction of a cent on this board, at the expense of it doing the one thing it was supposed to do (YOU HAD ONE JOB).
Serious MOSFETs
I'm designing a simple H-bridge for simple but large projects. These are 300A 40V MOSFETS. The board also has a driver for the MOSFETs. I hope to find a driver that uses I2C or some other interface, rather than PWM.
The board overall is pretty small, but I haven't figured out a good way to heat sink it. The unpopulated round footprints are for capacitors, and when the caps are installed, they block any easy installation of a heat sink over the MOSFETs. I may design the second iteration of the board around thermal management, and have holes for mounting a commodity CPU heat sink over the FETs.
The current design of the board is available here.
I've tested a prototype of the current design, and it does work, but I didn't stress it very hard.
Toybrain Returns Again
I found a motor driver chip that looks promising. It does not support easy (solderless) swapping of the motor drivers, but I've also had a bit of a shift in my use case. I'm still looking to lobotomise and re-animate children's toys, but I'm doing it for swarm robotics on the cheap, so being small outweighs replacing the motor driver chips.
The IC is the TI DRV8830. It is a 1A single-channel MOSFET H-bridge with an I2C interface and automatic current limiting. The automatic current limiting makes it very hard to blow the driver by overloading it, so I don't have to worry about replacing the drivers as much.
Giving up on the Shark Joystick
I'm going to hang on to the parts, but instead of reverse engineering the joystick control scheme for my Dynamic Controls Shark joystick, I'm going to replace the motor driver and everything related to it.
The main reason to give up on this is that it's not the project I'm doing. The project is "build a mobility platform for fire art" not "reverse engineer a joystick". Hacking the joystick would have helped with the real project, but it's also a time sink. For $60, I can get a "100A" motor driver from China. It's probably not good for 100A, but it will probably work well enough to let me get on with the rest of the project.
I had hoped that the existing motor driver was able to be easily converted to use my own control IC, but it has a very-fine-pitch surface mount part that appears to be custom silicon, so I can't easily drop in a programmable replacement. THe custom chip is probably partly to blame for why I couldn't interface to it, since only Dynamic Controls knows how they implemented the UART. I did figure out where the H-bridge drive lines were, so if I felt like it, I could probably drive it, but the difficulty would probably be on par with making my own driver, and the results would be messier.


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- Worldwide Rank #183,290,413
- Follower/Following Ratio 1.6
- Daily New Followers 0
Marina Fedorenko Twitter Stats
@00_marisha - Tracking Marina Fedorenko Twitter profile since April 9, 2013
Marina Fedorenko's story
Marina Fedorenko, also known as @00_marisha has a reasonably significant presence on Twitter and is ranked by us in the 30% percentile for account strength. Active on Twitter since April 2012, Marina Fedorenko made it to having a respectable 16 Twitter followers and to being ranked 183,290,413 for number of followers among all Twitter users.
The plot thickens when considering Marina Fedorenko's follower-to-following ratio, which is 1.6.
Tweeting is apparently one of @00_marisha's favorite pastimes, with an average of 0 tweet(s) per day in the past 30 days. That's pretty consistent with a total of 4,676 since @00_marisha joined Twitter.
This account is tracked by us for quite some time now, actually since April 2013. As of August 15 2018 we track 290722354 Twitter accounts, so feel free to search for other accounts you're interested in and reveal their Twitter story!
Marina Fedorenko Tweets
@00_marisha has posted 0 tweets in the last 22 days, which translates to an average of 0 tweets per day.
Marina Fedorenko Twitter Followers
@00_marisha has 16 followers on Twitter.
This account is #183,290,413 in the worldwide rank of the most popular Twitter users.
Marina Fedorenko Following on Twitter
@00_marisha is following 10 Twitter accounts.
Last month this account followed 2 users.
Marina Fedorenko Predictions & Milestones
@00_marisha will hit 16 followers in the next 3 months, and 16 in one year.
You are on Marina Fedorenko's Twitter stats page
We track these Twitter stats since April 9, 2013 . You can see how many followers Marina Fedorenko lost or gained and what the prediction is for tomorrow or the next 15 days, together with all kinds of other stats like rank compared to all Twitter users, tweets etc.
Why don't you give it a try and compare Marina Fedorenko to yourself ? Or if you are Marina Fedorenko get even more feature rich & up-to-date stats with our premium Twitter Stats.
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Drug Profile
Research programme: autoimmune therapeutics - Scripps Research InstituteAlternative Names: SR 1001
Latest Information Update: 16 Jul 2016
Price : *
At a glance
- Originator Scripps Clinic
- Class Small molecules
- Mechanism of Action Retinoic acid receptor alpha antagonists; Retinoic acid receptor gamma antagonists; Th17 cell inhibitors
Orphan Drug Status
Orphan designation is assigned by a regulatory body to encourage companies to develop drugs for rare diseases.
- Available For Licensing Yes
Highest Development Phases
- No development reported Multiple sclerosis
Most Recent Events
- 16 Jul 2016 No recent reports of development identified for preclinical development in Multiple-sclerosis in USA
- 18 Apr 2011 Research programme: autoimmune therapeutics - Scripps Research Institute is available for licensing. http://www.scripps.edu
- 18 Apr 2011 Preclinical trials in Multiple sclerosis in USA (unspecified route)


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After our great Cybersafety session with ACMA last week we have 30 drink bottles to give away. If you would like to be in the draw submit your best Cybersafety tip in the comments. Add your first name and grade so I can give you a ticket to go in the draw. Entries will close on Monday 25th February and the draw will be on Feb 27th when our Cybersafety expert Tony Richards comes to Epsom to help us learn even more about safety. Good luck!
28 thoughts on "Cybersafety competition"
Never share passwords to anyone and never talk to people online that you dont know.
My tip is not to tell any personal information to people you dont know.
If you dont wont to be cyber bullyed dont talk to people on the internet that you dont know.And dont be mean to people or they could get angry and you cant take it back once its there, is there forever!
1. Something I learnt is: if getting cyber bullying you are better of to tell a grown up or a bigger person then they could sort it out with you
If you use facebook or anything never put your full name, last name and if you are going somewhere never put it on the Internet because some one could start following you everywhere. Never talk to people that you don't know.
My tip is not to put persnal details and to tret people like you want to be treted
Dear Mrs Ashby cyber bulyling on the computer is very bad for you you can get into fights and it can kill you
From Milly
Never be mean to anyone. Because it can follow them for the rest of their life and they can end up killing them self. Just cause you did a little thing to that person.
If your on facebook, don't add people that you don't know. If you do they might hack you and humiliate you.
If your on Facebook, don't add people you don't know, they could humiliate you. If you don't know them, they are not your friend.
If you are on what so ever website if some one is abuseing bad words tell your mum dad.
Cyber bullying is a thing which upsets you or it gets you to do scams. For example; someone might say that you won a million dollars and you think it's true and you give your bank accounts when they say and they have access to all your money. Don't ever fall for these scams!
Dear Mrs Ashby,
never ever write your or anybody's
last name.
from your blogging buddy Tahlia
Dear Mrs Ashby,
My best cyber safety tip is don't show aney one you passcode.
From jorja H 3/4 d
Dear Mrs Ashby,
You don't swear on the computer.
Dear Mrs Ashby,
You do not write your address and name on the computer.
Caleb Gr 34
Dear Mrs Ashby,
My best cyber safety tip is
Create a hard password so hackers can get in
From Aidan
Do not shaer your password on line.
dear mrs ashby,
i will never tell someone my password
Don't do anything naughty
Don't click on anything you don't know or understand and if there is something you don't understand ask a parent or teacher.
Liam w 3/4D
Hello everybody,
My tip is to only add people as your friends if you really know who they are.If you add strangers they could hack you,give you a spam or even take over your whole computer.
From JackC GR 5/6B
Always ask a parent or teacher if you are not sure of anything when you are on the Internet.
Campbell 1/2 O
Do not give out you private address or phone number to anyone on the Internet.
Dear Mrs Ashby,
Our cybersafety tip is to never add anyone to Facebook or a site you haven't physicaly met. Also make sure you Facebook is set to friends not public.
Asher and Breeza
don't add friends if they are sranger
On wednesday the 27th of February we went to meet Tony. We learnt something that was very inpertent on cybersafety. We learnt the if you see a message on facebook and they are a stanger then you do not text or call them.
From Layla 3/4 Davey
Dear Epsom ps
Today with Tony I lerned that some people do cyber bullying without knowing that they do it.
From your blogging buddy Daniel 🙂
Holly Class say…NEVER give out personnal information to anyone you do not know!
DO NOT Cyber bully…it is mean!


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Since the days of 'Sam and Cat', I've always adored Ariana's flair and style. The 22-year-old pop star, Ariana Grande is on the cover of Billboard Magazine's June issue.
She landed the cover which called her a 'diva.' and was photographed by Joe Pugliese.
Grande wore a white towel on her head and one around her chest. She was showered in diamond jewelry and looked pretty in red lipstick and white Chanel sunglasses.
While being interviewed, Ariana talked about how she has finally met the man of her dreams after a tough one-year relationship with rapper Big Sean.
'We're happy. I'm a very happy girl. I have a healthy life right now, and I think that's all anyone cares to know. The end,' the beauty said.
In another shot the pony-tailed diva showed off her back in a blue dress.
She also talked about the double standard for men and women.
'If you're going to rave about how sexy a male artist looks with his shirt off and a woman decides to get in her panties or show her boobies for a photo shoot, she needs to be treated with the same awe and admiration'
'I will say it until I'm an old-ass lady with my tits out at Whole Foods. I'll be in the produce aisle, naked at 95, with a sensible ponytail, one strand of hair left on my head and a Chanel bow. Mark my words. See you there with my 95 dogs.'
As far as staying out of cat fights in the music industry, Ariana says she keeps it clean.
'If people are fighting, I stay as far away as possible,' she noted. 'I've said this a million times: I hate drama.'
Grande then said: 'I love women in the industry. I'm a big fan of all my peers, and I try to keep it a hundred. That's why I don't look at anything. I'm like, "My song's out!" Then I run for the hills. "Here's another picture of my dogs! Bye!"
Read more: dailymail.co.uk
Pop Star Ariana Grande Covers Billboard Magazine's June Issue Reviewed by Ibitoye Tolulope on May 21, 2016 Rating:


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We are delighted to announce that Churnet View has won the Moorlands Inter-Schools Cross Country Championships for the second year running.
The competion involved Year 5 to Year 11 teams from secondary and middle schools across the Staffordshire Moorlands area with Churnet View team winning all four races to take the championship in impressive style.
The team were coached by Great Britain International Endurance Runner and member of staff, Mr Jason Burgess. Mr Burgess said, " We had excellent performances from all year groups especially from Year 5 pupils Sienna Philips and Alex Johnson, Nathan Pointon in Year 7 and team captain Ethan Ollier also in Year 7. It has been an honour and a privilege to have coached the team over the past two years and I hope to continue our successful running and fitness training programme."
Congratulations to all the team members who should be very proud of this tremendous achievement.


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Hi, I have £2000 to test the waters before dedicating more money, while still a beginner.(I know its not much) Looked into some companies and made a portfolio in who I want to invest in to spread the risk.
Here's the 10 companies: https://simplywall.st/user/portfolio/82114?secretCode=NjI4MDMwMzk1NTgyOTkzMTY0MDYxMjU2MjU2MTAz
Same in PDF in case you can't view on website: http://docdro.id/RMvKhJT
Before taking the plunge I wanted to double check with people who've got experience.
Q1: 10 companies too much to spread 2k over?
Q2: Some share prices are higher and can only afford 2 shares compared to 60 of another when splitting the pot equally, is this silly or still reasonable? – I know the fees for buying per stock is higher but its £8 per trade maximum I'm paying is ~ £4 per share on some of the expensive one too much?
Q3: Any problems you can see with the portfolio I've made?
View Reddit by SurveyQuery – View Source


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A defect in wires that connect hearts to defibrillators caused at least 22 deaths, possibly as a result of a short circuit that is difficult to detect during routine monitoring, according to a study in the journal Heart Rhythm.
The manufacturer of the wires, St. Jude Medical, estimated that about 79,000 patients in the United States and about 49,000 patients elsewhere have had the wires implanted. Removing the wires is considered dangerous.
The study looked at deaths reported to the Food and Drug Administration that were associated with two models of the wires, also known as leads, under the brand names Riata and Riata ST. St. Jude stopped making the leads in 2010, and in 2011 warned physicians about problems involving wires that were found to be protruding from the protective casing on the leads.
St. Jude introduced the Riata in 2002 and the Riata ST in 2005.
The most recent study found that the problem with the protruding wires did not contribute to any deaths, while the electrical malfunction was more serious, said Dr. Robert Hauser, the author of the study and an advocate for improved safety of medical devices.
"When I went in, I thought I would find more deaths related to externalized cables," he said, referring to the problem of wires poking through the casing. "But as it turned out, the externalized cables really didn't factor in."Continue reading the main story
Defibrillators, small battery-powered canisters implanted into muscle under the collarbone, apply electrical shocks to the heart when its beating becomes dangerously rapid or chaotic. The shocks can restore normal heart rhythms before the heart stops and prevent sudden death. The leads are used to sense when the heart is experiencing a rhythm that requires a shock and then helps deliver the shock.
Dr. Hauser said he found that the silicone insulation on the Riata cables was breaking down and resulting in an electrical short. Such shorts are dangerous, he said, because they can prevent the device from delivering the shock that restores a normal heartbeat. They can also occur without any warning that the device is defective.
In his study, released on Monday, Dr. Hauser found that eight patients had died during procedures to remove the wires.
He said that the number of deaths was small compared with the number of patients who had these models of wires. However, "because it may be catastrophic, we need to be paying more attention to what are the electrical signs that might help us identify patients who are at risk," he said.
Dr. Mark Carlson, chief medical officer at St. Jude, questioned some of Dr. Hauser's conclusions. He said the reports the F.D.A. collects are often incomplete. He said the company's data showed the number of deaths to be 20, not 22, and he said seven of the deaths resulted from a far more common type of failure caused by the wire rubbing against the defibrillator. He said St. Jude had not called more attention to the electrical malfunctions — in contrast to its warnings about the protruding wires — because the electrical failures were far more common.
Dr. Lawrence M. Epstein, chief of the arrhythmia service at Brigham and Women's Hospital in Boston and an associate professor of Medicine at Harvard Medical School, said two of his patients had suffered electrical failures of Riata leads but survived because they were in the hospital at the time. Dr. Epstein has worked as a consultant for St. Jude and other device makers. Since removing the wires is dangerous, "it creates a real clinical dilemma for patients and the doctors taking care of them," he said.
An article on Wednesday about a defect in defibrillator wires that may have led to some patient deaths misstated details of a 2011 recall of the wires, manufactured by St. Jude Medical. St. Jude stopped making the wires in 2010 and in 2011 sent a letter to physicians warning of problems with the wires; it says it did not issue a recall. (The Food and Drug Administration later classified the letter as a recall.) The article also misstated the number of deaths caused by the wire rubbing against the defibrillator, according to the company's data. It was seven, not 13.


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GSSE students win at Big Toy Design 2017
The 2nd Runner Up
The BIG (Bangkok International Gift fair) Toy Design awards is an annual 3-month workshop and competition that is open to students and designers from all over Thailand to participate in and win prize money and an opportunity to get their products produced by a manufacturer.
At this year's awards, two of Thammasat University students, Ms.Butsaratip Santisutham and Ms.Nattha Premruetai, students from the School of Global Studies, who teamed up with Mrs.Ornanong Sihsobhon from Jiratcha Co.,Ltd., Mrs.Piengrudee Chaichoomsak from Big production Co.,Ltd. and Ms.Pakamas Amorndilokkul from Channapatana International Design Institute, won 2nd Runner Up at Big Toy Design 2017. Their team, called Team Rabbit Play, produced a winning design entitled 'Shy Little Pal', It is a wooden story book with interactive lights and sounds. The concept behind the toy is to enhance children's imagination, language, communication development and strengthen relationships between family members.
The event was hosted by the Thai Toy Industry Association and the Department of International Trade Promotion, Ministry of Commerce.


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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|Ruediger Pluem <rpl...@apache.org>
|Re: SNI in 2.2.x (Re: Time for 2.2.10?)
|Wed, 08 Oct 2008 20:14:00 GMT
On 10/08/2008 09:56 PM, Jim Jagielski wrote: > > On Sep 23, 2008, at 5:37 AM, David Shane Holden wrote: > >> Kaspar Brand wrote: >>>> Making SNI support configurable at runtime also seems a more attractive >>>> solution to me - it would basically mean that in ssl_init_ctx(), the >>>> SNI >>>> callback is not registered unless it's explicitly configured. I would >>>> suggest using something like >>>> >>>> SSLEnableSNI port [port] ... >>>> >>>> which would be used as a per-server directive (i.e. not within vhosts, >>>> only globally) and enable SNI on the specified ports. >>>> >>> >>> Attached is a proof of concept for such an "SSLEnableSNI" config >>> directive (for 2.2.x only). >>> >>> Will need more fine-tuning, most likely, but I would appreciate to get >>> feedback whether this is considered a feasible approach - thanks. >>> >>> Kaspar >>> >> I managed to find some time to experiment with this patch against >> 2.2.9, and so far so good. It works as advertised. I'm eager to see >> SNI included in Apache! >> > > As we all know, this will not be in 2.2.10... Please recall that > things must be in -trunk before being viable for backport to 2.2.x. I must admit that I lost a little bit of track of the exact status of SNI in trunk. It would be very cool if Joe could point out the remaining issues with the trunk version of SNI so that it can be worked on. I guess Kaspar would be happy to supply at least some of the needed patches. I will then try to do my very best to review this. Regards Rüdiger
|View raw message


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WeTeach_CS is dedicated to the success of CS teachers, so we know what an important role professional development plays in creating that success. We also know all too well the challenges involved in funding and creating professional development opportunities for teachers. That's why we were thrilled when DonorsChoose.org and Infosys Foundation USA announced a partnership to help fund CS professional development projects.
Now that summer's here, we want to remind everyone that this program is still going on and for a limited time Infosys Foundation USA will be matching ALL contributions to CS professional development projects on DonorsChoose.org. So checkout the list of projects, donate, or add your own to the list while there's still time.
View Computer Science Teacher Development on DonorsChoose.org


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Talk about gorgeous! The Miles Kimball Cobalt Blue Depression Style Glass Cat Candy Dish, pictured above, is one of the prettiest candy dishes this crazy cat lady has ever laid eyes on.
This beauty is available on Amazon and, obviously would make a great gift idea for any cat lover – even (maybe especially!) if the cat lover is YOU.
See Miles Kimball Glass Cat Candy Dish for more information.
If you love hens, check out this gorgeous Miles Kimball Red Hen Depression Style Candy Dish.