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64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | You may use the same trick that support staff and sales representatives use: avoid using expressions like "no", "cannot", "sorry but...".
Instead you turn it around like so: "In order to achieve this goal, we need to do the following...", and then list all the things that are required for it to happen.
If you follow this pattern you have been honest and given full disclosure about what they need to do, without explicitly discouraging. | Never underestimate the power of motivation, goal setting, and breaking a task down into "bite sized" chunks.
The word "educate" comes from Latin "e" and "ducare" - "[to draw out that which lies within](https://educarenow.wordpress.com/)". As a teacher, you may think it is your job just to cram knowledge into your students; but as an *educator*, it is your job to "find what lies within the students, and bring it out".
That means that you have to get to know your students and their innate motivations; shape those motivations towards the goal; and then leverage their talents and passion to help them prepare themselves to meet the challenges they will have to overcome along the way.
While giving an honest assessment is an essential element of this, it should be cast in the context of the bigger goal: "at the rate you are studying, you will only cover half the modules needed to pass the exam" is an objective statement, and the student who hears that feedback can decide "work harder", "plan to take the exam next year", or "drop out". On the other hand, "you will fail" is not objective, and does not permit the student to make adjustments that will get them closer to (your or their definition of) success.
I moved to a different country when I was 17; the school I attended had a special course to prepare for the very tough entrance exam of the most prestigious universities. I was told that, as a foreigner with little English, my chances were extremely slim - almost no pupil of that school had ever passed the exam, even after being "in the right syllabus all their life", and having English as a first language. But the way they phrased it, it became a positive challenge to try where others had failed. Nobody stopped me from studying harder than I had ever done - and I passed.
Realism is good - but focus on bringing out the best in your students. They will amaze you. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | Instead of telling the student that he or she will fail, and thereby making a judgement of them at your own prerogative, you could delegate this difficult judgement to the student's own mind.
Doubtless you do not baselessly decide a student will fail or not on a whim, you have some sort of logic. Even in your question you have hinted at the logic: They have poor knowledge of even the syllabus and seem to be at such a low level that they are unlikely to cover all the material in the time that remains. Also, sometimes instructors who have seen dozens or hundreds of students develop an intuition for the sort of student who will do well or badly, just based on how the student is acting. This may not always be 100% correct, but in my experience is often quite informative. Rarely have I seen an instructor claim that student X will do badly, after which student X will perform well in spite of expectations (note, I say "rarely", which means exactly that - not never, but not often).
Take the logic, and the facts you are basing your thinking on, and explain these to the student. Do not conclude that they will fail or not, let them judge for themselves how likely they are to succeed, how much work it will take, and whether they are willing to do that work.
For instance:
* "*You were consistently in the bottom 10% of the class in the last 5 quizzes - in my experience, it is very uncommon for a student to suddenly improve in the exam after a run like this - I have never seen it happen having taught about 400 students.*"
* "*You have missed 60% of the lectures - in my experience, students who miss that many days have a lot of difficulty dealing with the exam, because class discussions are directly relevant to the exam questions.*"
* "*You don't seem to know the syllabus very well, but this is a very comprehensive exam. Students who don't know the syllabus would have a lot of trouble getting up to speed with the material in a timely manner.*"
* "*The exam is soon and there is a lot of material to cover - do you think you will be able to manage it all in time?*"
After explaining your reasoning, make sure to finish with something like "If you want to succeed in this course, you would likely need to work very hard, based on what I've told you".
Advantages of this:
* It is honest and treats the student like an adult, not a child, letting them make their own decisions about their life. The responsibility for the decision is likewise placed on the student, not you.
* If the student is a genius who can succeed anyway, they are free to disregard your advice, and nothing you said is falsified even if they do since you only advised them of heuristics and probabilities.
* If the student indeed fails as you suspect, you have not told them a comforting lie about how they will "get an A".
* Limited self-fulfilling prophecy effect - you do not tell the student that they cannot succeed, thereby killing their motivation and thus ability to succeed, you are only giving them an idea of their odds.
* If the student is enlightened by the information you provide, they have the opportunity to steer the discussion in a direction they are comfortable with: Those who feel they have the mental fortitude can say "I'm gonna fail, won't I?". Those willing to rise up to the challenge can say "This sounds like it will be a very tough exam, what do you think I can do to improve my odds?".
The disadvantage is that some people may feel that full, unconditional confidence in a student's potential (even in spite of the facts) is necessary for optimal learning outcome. If you subscribe to this notion, you are effectively doing a disservice to the student, by not giving them the most optimistic version (and instead giving a sober, realistic version). The decision here is *whether* you subscribe to it, which is for you to resolve. | Kudos to you for wanting to honor the truth. Now:
>
> I myself told them the truth and they stopped the class telling me
> that I'm a very discouraging teacher.
>
>
>
Question: Are you *happy* with this interaction? If you continue with the same tactic in the future, do you think that you'll get a different result, or the same result? Some observations:
* There's a difference between "telling a lie" and "being diplomatic" (it's not entirely a black-and-white relationship). You could say something like, "Yes, it's possible to pass. It's going to take a lot of work. In your case, we know that there are some gaps that are going to make it more challenging for you. In my experience, few students in your situation pass the final."
* Due to the [Dunning-Kruger effect](https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect), the worst students will also be the ones least capable of honestly assessing their situation, or interpreting your advice. Regarding the suggested line above, they may hear the first word and then zone out on everything after that. Being brutally honest with these students is more likely to cause more conflict. Maybe you're okay with that.
* I've personally been wrong about predictions like this in the past. I actually had a disagreement with an administrator in which I said of a particular student "She obviously has no chance of passing the final" (had failed 2 of 3 tests to that point, skipped the 3rd). Then she did actually pass the final, and I had major egg on my face. So there's at least some margin of error in our predictions that you have to account for in your statements.
* Depending on your situation, your employer may also possibly sanction you or say that it's not your place to encourage students to leave the institution (actually, there's a famous case today where the [President of Mount St. Mary's College](http://abcnews.go.com/US/wireStory/mount-st-marys-university-president-resigns-amid-furor-37296210) in the U.S. was forced to resign over similar comments). But this needs to be balanced with possible complaints on the other end regarding how much people "blame you" for their failing.
* A great idea, as others have mentioned, is to use/highlight a first-day diagnostic and later in-class quizzes (or tests, or test previews, or whatever you call it). This gives documentation you can point to, that the student in question was deficient all along, even on the first day before you had any interaction with them. This at least gives a stronger trail of evidence if a student or administrator complains in this regard.
I would encourage you to broaden your skill set and *find a way to be diplomatic in this regard*. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | When I was in college I had long hair, wore a bandanna and workout clothes to my classes, if I ever showed up. The fact is I learned faster on my own.
I was in an advanced Calculus class my freshman year due to me testing out Calc I-III. I showed up the first class and grabbed the syllabus and then a month later, the class before the first exam.
The professor asked me a question, I misheard, and he basically told me the same thing you told your students.
I came to the test two days later, turned it in a half hour later - he asked to talk to me in the hall. He said he rather not fail me and asked me to drop his class. I just told him to grade the test.
I got a 97% on the test (points taken off a problem for not showing work). I grabbed my test and left the class right after.
The next test, same deal, he asked to talk to me in the hall. This time asked me if I thought about switching my major to mathematics (I was taking his class for an elective).
My point is - you do not know who you are talking to. By making assumptions you will just make yourself look like an ass. If you want to get your point across make a really simple (very simple) pretest that anyone that has a chance passing should get a 100%. | Kudos to you for wanting to honor the truth. Now:
>
> I myself told them the truth and they stopped the class telling me
> that I'm a very discouraging teacher.
>
>
>
Question: Are you *happy* with this interaction? If you continue with the same tactic in the future, do you think that you'll get a different result, or the same result? Some observations:
* There's a difference between "telling a lie" and "being diplomatic" (it's not entirely a black-and-white relationship). You could say something like, "Yes, it's possible to pass. It's going to take a lot of work. In your case, we know that there are some gaps that are going to make it more challenging for you. In my experience, few students in your situation pass the final."
* Due to the [Dunning-Kruger effect](https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect), the worst students will also be the ones least capable of honestly assessing their situation, or interpreting your advice. Regarding the suggested line above, they may hear the first word and then zone out on everything after that. Being brutally honest with these students is more likely to cause more conflict. Maybe you're okay with that.
* I've personally been wrong about predictions like this in the past. I actually had a disagreement with an administrator in which I said of a particular student "She obviously has no chance of passing the final" (had failed 2 of 3 tests to that point, skipped the 3rd). Then she did actually pass the final, and I had major egg on my face. So there's at least some margin of error in our predictions that you have to account for in your statements.
* Depending on your situation, your employer may also possibly sanction you or say that it's not your place to encourage students to leave the institution (actually, there's a famous case today where the [President of Mount St. Mary's College](http://abcnews.go.com/US/wireStory/mount-st-marys-university-president-resigns-amid-furor-37296210) in the U.S. was forced to resign over similar comments). But this needs to be balanced with possible complaints on the other end regarding how much people "blame you" for their failing.
* A great idea, as others have mentioned, is to use/highlight a first-day diagnostic and later in-class quizzes (or tests, or test previews, or whatever you call it). This gives documentation you can point to, that the student in question was deficient all along, even on the first day before you had any interaction with them. This at least gives a stronger trail of evidence if a student or administrator complains in this regard.
I would encourage you to broaden your skill set and *find a way to be diplomatic in this regard*. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | Kudos to you for wanting to honor the truth. Now:
>
> I myself told them the truth and they stopped the class telling me
> that I'm a very discouraging teacher.
>
>
>
Question: Are you *happy* with this interaction? If you continue with the same tactic in the future, do you think that you'll get a different result, or the same result? Some observations:
* There's a difference between "telling a lie" and "being diplomatic" (it's not entirely a black-and-white relationship). You could say something like, "Yes, it's possible to pass. It's going to take a lot of work. In your case, we know that there are some gaps that are going to make it more challenging for you. In my experience, few students in your situation pass the final."
* Due to the [Dunning-Kruger effect](https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect), the worst students will also be the ones least capable of honestly assessing their situation, or interpreting your advice. Regarding the suggested line above, they may hear the first word and then zone out on everything after that. Being brutally honest with these students is more likely to cause more conflict. Maybe you're okay with that.
* I've personally been wrong about predictions like this in the past. I actually had a disagreement with an administrator in which I said of a particular student "She obviously has no chance of passing the final" (had failed 2 of 3 tests to that point, skipped the 3rd). Then she did actually pass the final, and I had major egg on my face. So there's at least some margin of error in our predictions that you have to account for in your statements.
* Depending on your situation, your employer may also possibly sanction you or say that it's not your place to encourage students to leave the institution (actually, there's a famous case today where the [President of Mount St. Mary's College](http://abcnews.go.com/US/wireStory/mount-st-marys-university-president-resigns-amid-furor-37296210) in the U.S. was forced to resign over similar comments). But this needs to be balanced with possible complaints on the other end regarding how much people "blame you" for their failing.
* A great idea, as others have mentioned, is to use/highlight a first-day diagnostic and later in-class quizzes (or tests, or test previews, or whatever you call it). This gives documentation you can point to, that the student in question was deficient all along, even on the first day before you had any interaction with them. This at least gives a stronger trail of evidence if a student or administrator complains in this regard.
I would encourage you to broaden your skill set and *find a way to be diplomatic in this regard*. | Never underestimate the power of motivation, goal setting, and breaking a task down into "bite sized" chunks.
The word "educate" comes from Latin "e" and "ducare" - "[to draw out that which lies within](https://educarenow.wordpress.com/)". As a teacher, you may think it is your job just to cram knowledge into your students; but as an *educator*, it is your job to "find what lies within the students, and bring it out".
That means that you have to get to know your students and their innate motivations; shape those motivations towards the goal; and then leverage their talents and passion to help them prepare themselves to meet the challenges they will have to overcome along the way.
While giving an honest assessment is an essential element of this, it should be cast in the context of the bigger goal: "at the rate you are studying, you will only cover half the modules needed to pass the exam" is an objective statement, and the student who hears that feedback can decide "work harder", "plan to take the exam next year", or "drop out". On the other hand, "you will fail" is not objective, and does not permit the student to make adjustments that will get them closer to (your or their definition of) success.
I moved to a different country when I was 17; the school I attended had a special course to prepare for the very tough entrance exam of the most prestigious universities. I was told that, as a foreigner with little English, my chances were extremely slim - almost no pupil of that school had ever passed the exam, even after being "in the right syllabus all their life", and having English as a first language. But the way they phrased it, it became a positive challenge to try where others had failed. Nobody stopped me from studying harder than I had ever done - and I passed.
Realism is good - but focus on bringing out the best in your students. They will amaze you. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | In general, it is not a good practice to make negative remarks about a student in front of others. Any such feedback should be provided in private. Also, since your course is only three weeks old, you may not have enough information to gauge a student's ability. | Kudos to you for wanting to honor the truth. Now:
>
> I myself told them the truth and they stopped the class telling me
> that I'm a very discouraging teacher.
>
>
>
Question: Are you *happy* with this interaction? If you continue with the same tactic in the future, do you think that you'll get a different result, or the same result? Some observations:
* There's a difference between "telling a lie" and "being diplomatic" (it's not entirely a black-and-white relationship). You could say something like, "Yes, it's possible to pass. It's going to take a lot of work. In your case, we know that there are some gaps that are going to make it more challenging for you. In my experience, few students in your situation pass the final."
* Due to the [Dunning-Kruger effect](https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect), the worst students will also be the ones least capable of honestly assessing their situation, or interpreting your advice. Regarding the suggested line above, they may hear the first word and then zone out on everything after that. Being brutally honest with these students is more likely to cause more conflict. Maybe you're okay with that.
* I've personally been wrong about predictions like this in the past. I actually had a disagreement with an administrator in which I said of a particular student "She obviously has no chance of passing the final" (had failed 2 of 3 tests to that point, skipped the 3rd). Then she did actually pass the final, and I had major egg on my face. So there's at least some margin of error in our predictions that you have to account for in your statements.
* Depending on your situation, your employer may also possibly sanction you or say that it's not your place to encourage students to leave the institution (actually, there's a famous case today where the [President of Mount St. Mary's College](http://abcnews.go.com/US/wireStory/mount-st-marys-university-president-resigns-amid-furor-37296210) in the U.S. was forced to resign over similar comments). But this needs to be balanced with possible complaints on the other end regarding how much people "blame you" for their failing.
* A great idea, as others have mentioned, is to use/highlight a first-day diagnostic and later in-class quizzes (or tests, or test previews, or whatever you call it). This gives documentation you can point to, that the student in question was deficient all along, even on the first day before you had any interaction with them. This at least gives a stronger trail of evidence if a student or administrator complains in this regard.
I would encourage you to broaden your skill set and *find a way to be diplomatic in this regard*. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | Teachers should make every effort for students to learn, but in some professions, you also have to weed-out those who don't qualify.
In this case, you should have a conversation with these students and give them your honest assessment. If they really want to pass this course, you may want to set some intermediate goals. Could you prepare a sample test to cover a subset of the material? If they're able to do what it takes for them to learn it, they may have a chance.
This just seems like a very rigorous program that many students cannot handle. You owe them your professional opinion. It's up to them to heed the advice and either do what it takes to improve or drop out. | Kudos to you for wanting to honor the truth. Now:
>
> I myself told them the truth and they stopped the class telling me
> that I'm a very discouraging teacher.
>
>
>
Question: Are you *happy* with this interaction? If you continue with the same tactic in the future, do you think that you'll get a different result, or the same result? Some observations:
* There's a difference between "telling a lie" and "being diplomatic" (it's not entirely a black-and-white relationship). You could say something like, "Yes, it's possible to pass. It's going to take a lot of work. In your case, we know that there are some gaps that are going to make it more challenging for you. In my experience, few students in your situation pass the final."
* Due to the [Dunning-Kruger effect](https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect), the worst students will also be the ones least capable of honestly assessing their situation, or interpreting your advice. Regarding the suggested line above, they may hear the first word and then zone out on everything after that. Being brutally honest with these students is more likely to cause more conflict. Maybe you're okay with that.
* I've personally been wrong about predictions like this in the past. I actually had a disagreement with an administrator in which I said of a particular student "She obviously has no chance of passing the final" (had failed 2 of 3 tests to that point, skipped the 3rd). Then she did actually pass the final, and I had major egg on my face. So there's at least some margin of error in our predictions that you have to account for in your statements.
* Depending on your situation, your employer may also possibly sanction you or say that it's not your place to encourage students to leave the institution (actually, there's a famous case today where the [President of Mount St. Mary's College](http://abcnews.go.com/US/wireStory/mount-st-marys-university-president-resigns-amid-furor-37296210) in the U.S. was forced to resign over similar comments). But this needs to be balanced with possible complaints on the other end regarding how much people "blame you" for their failing.
* A great idea, as others have mentioned, is to use/highlight a first-day diagnostic and later in-class quizzes (or tests, or test previews, or whatever you call it). This gives documentation you can point to, that the student in question was deficient all along, even on the first day before you had any interaction with them. This at least gives a stronger trail of evidence if a student or administrator complains in this regard.
I would encourage you to broaden your skill set and *find a way to be diplomatic in this regard*. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | The response to such a case is almost always: "Yes, but...". You present a clear and present picture of what their problem will be, make clear that it is going to be more challenging for them than for anyone else at the course, as they started late, and they thus have to work much harder than anyone else to achieve the standard. You may be quite right that they are not the students that end up with an A, but it is not for you to decide at this stage whether they are, only to demonstrate to them what they need to do to achieve it.
Maybe they will surprise you, maybe not. But present to them their available choices, and there is always the chance of a "Kobayashi Maru" (unexpected solution of a seemingly impossible dilemma).
TL;DR: make them appreciate the difficulty of what they aim to do, but don't tell them that getting an A is impossible, because you do not **know for sure** this at this stage, as well-founded as your estimate may be. | Instead of telling the student that he or she will fail, and thereby making a judgement of them at your own prerogative, you could delegate this difficult judgement to the student's own mind.
Doubtless you do not baselessly decide a student will fail or not on a whim, you have some sort of logic. Even in your question you have hinted at the logic: They have poor knowledge of even the syllabus and seem to be at such a low level that they are unlikely to cover all the material in the time that remains. Also, sometimes instructors who have seen dozens or hundreds of students develop an intuition for the sort of student who will do well or badly, just based on how the student is acting. This may not always be 100% correct, but in my experience is often quite informative. Rarely have I seen an instructor claim that student X will do badly, after which student X will perform well in spite of expectations (note, I say "rarely", which means exactly that - not never, but not often).
Take the logic, and the facts you are basing your thinking on, and explain these to the student. Do not conclude that they will fail or not, let them judge for themselves how likely they are to succeed, how much work it will take, and whether they are willing to do that work.
For instance:
* "*You were consistently in the bottom 10% of the class in the last 5 quizzes - in my experience, it is very uncommon for a student to suddenly improve in the exam after a run like this - I have never seen it happen having taught about 400 students.*"
* "*You have missed 60% of the lectures - in my experience, students who miss that many days have a lot of difficulty dealing with the exam, because class discussions are directly relevant to the exam questions.*"
* "*You don't seem to know the syllabus very well, but this is a very comprehensive exam. Students who don't know the syllabus would have a lot of trouble getting up to speed with the material in a timely manner.*"
* "*The exam is soon and there is a lot of material to cover - do you think you will be able to manage it all in time?*"
After explaining your reasoning, make sure to finish with something like "If you want to succeed in this course, you would likely need to work very hard, based on what I've told you".
Advantages of this:
* It is honest and treats the student like an adult, not a child, letting them make their own decisions about their life. The responsibility for the decision is likewise placed on the student, not you.
* If the student is a genius who can succeed anyway, they are free to disregard your advice, and nothing you said is falsified even if they do since you only advised them of heuristics and probabilities.
* If the student indeed fails as you suspect, you have not told them a comforting lie about how they will "get an A".
* Limited self-fulfilling prophecy effect - you do not tell the student that they cannot succeed, thereby killing their motivation and thus ability to succeed, you are only giving them an idea of their odds.
* If the student is enlightened by the information you provide, they have the opportunity to steer the discussion in a direction they are comfortable with: Those who feel they have the mental fortitude can say "I'm gonna fail, won't I?". Those willing to rise up to the challenge can say "This sounds like it will be a very tough exam, what do you think I can do to improve my odds?".
The disadvantage is that some people may feel that full, unconditional confidence in a student's potential (even in spite of the facts) is necessary for optimal learning outcome. If you subscribe to this notion, you are effectively doing a disservice to the student, by not giving them the most optimistic version (and instead giving a sober, realistic version). The decision here is *whether* you subscribe to it, which is for you to resolve. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | Many students lack the emotional maturity to understand you are telling them this for thier own benefit, but they will eventually realize it. A high schooler doesn't typically take a graduate level physics course, nor should someone who does not have the rudimentary math skills necessary to effectively complete an advanced class be taking it. Their time is simply better spent on progressing in area of math they have a base knowledge in. I wouldn't feel bad about telling them this, even if they get mad at you for saying so. It is, what it is. The field of mathematics is very linear as you know; you can't just jump from pre-algebra to econometrics without a hiccup, it will be a foreign language. | It is not your responsibility to tell them if they are going to pass or not (in your view) unless they ask you explicitly.
Your responsibility is to teach, theirs is to learn. If they don't learn it is their responsibility, if they don't care to figure out how they are doing, it is their responsibility.
Your responsibility is to teach them, help them when they ask, be available, and be honest to them (when asked a question).
If they are disrupting the class it is your responsibility to tell them to stop, but you are not responsible to tell each and every student if they will pass or not, just to do your best so they can understand the material.
You could, if you have already given them partial grades, make a general statement such as "whoever has a grade so far of less than xxx better work harder or he/she may fail the exam", but make it general, not personal. |
64,362 | I'm an Advanced Level math teacher in my country. I teach two courses Pure and Applied. Its duration is 3 years. At the end of three years, there is one exam for the whole three years. Only 1200 students are selected for universities out of 50000.
I told (Privately) two of my students that they are going to fail the August AL exam if they are not going to work hard.
They have no knowledge of their syllabus. (They joined my class three weeks ago). I myself told them the truth and they stopped the class telling me that I'm a very discouraging teacher. I could have told them "Yes you can," but as a teacher I told them the reality.
Is it better to tell them that "You will get an A" or to tell them the truth?
This course contains 40 lessons and it is a 3 year course from which now only five months are left. | 2016/03/02 | [
"https://academia.stackexchange.com/questions/64362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/50139/"
] | Instead of telling the student that he or she will fail, and thereby making a judgement of them at your own prerogative, you could delegate this difficult judgement to the student's own mind.
Doubtless you do not baselessly decide a student will fail or not on a whim, you have some sort of logic. Even in your question you have hinted at the logic: They have poor knowledge of even the syllabus and seem to be at such a low level that they are unlikely to cover all the material in the time that remains. Also, sometimes instructors who have seen dozens or hundreds of students develop an intuition for the sort of student who will do well or badly, just based on how the student is acting. This may not always be 100% correct, but in my experience is often quite informative. Rarely have I seen an instructor claim that student X will do badly, after which student X will perform well in spite of expectations (note, I say "rarely", which means exactly that - not never, but not often).
Take the logic, and the facts you are basing your thinking on, and explain these to the student. Do not conclude that they will fail or not, let them judge for themselves how likely they are to succeed, how much work it will take, and whether they are willing to do that work.
For instance:
* "*You were consistently in the bottom 10% of the class in the last 5 quizzes - in my experience, it is very uncommon for a student to suddenly improve in the exam after a run like this - I have never seen it happen having taught about 400 students.*"
* "*You have missed 60% of the lectures - in my experience, students who miss that many days have a lot of difficulty dealing with the exam, because class discussions are directly relevant to the exam questions.*"
* "*You don't seem to know the syllabus very well, but this is a very comprehensive exam. Students who don't know the syllabus would have a lot of trouble getting up to speed with the material in a timely manner.*"
* "*The exam is soon and there is a lot of material to cover - do you think you will be able to manage it all in time?*"
After explaining your reasoning, make sure to finish with something like "If you want to succeed in this course, you would likely need to work very hard, based on what I've told you".
Advantages of this:
* It is honest and treats the student like an adult, not a child, letting them make their own decisions about their life. The responsibility for the decision is likewise placed on the student, not you.
* If the student is a genius who can succeed anyway, they are free to disregard your advice, and nothing you said is falsified even if they do since you only advised them of heuristics and probabilities.
* If the student indeed fails as you suspect, you have not told them a comforting lie about how they will "get an A".
* Limited self-fulfilling prophecy effect - you do not tell the student that they cannot succeed, thereby killing their motivation and thus ability to succeed, you are only giving them an idea of their odds.
* If the student is enlightened by the information you provide, they have the opportunity to steer the discussion in a direction they are comfortable with: Those who feel they have the mental fortitude can say "I'm gonna fail, won't I?". Those willing to rise up to the challenge can say "This sounds like it will be a very tough exam, what do you think I can do to improve my odds?".
The disadvantage is that some people may feel that full, unconditional confidence in a student's potential (even in spite of the facts) is necessary for optimal learning outcome. If you subscribe to this notion, you are effectively doing a disservice to the student, by not giving them the most optimistic version (and instead giving a sober, realistic version). The decision here is *whether* you subscribe to it, which is for you to resolve. | Never underestimate the power of motivation, goal setting, and breaking a task down into "bite sized" chunks.
The word "educate" comes from Latin "e" and "ducare" - "[to draw out that which lies within](https://educarenow.wordpress.com/)". As a teacher, you may think it is your job just to cram knowledge into your students; but as an *educator*, it is your job to "find what lies within the students, and bring it out".
That means that you have to get to know your students and their innate motivations; shape those motivations towards the goal; and then leverage their talents and passion to help them prepare themselves to meet the challenges they will have to overcome along the way.
While giving an honest assessment is an essential element of this, it should be cast in the context of the bigger goal: "at the rate you are studying, you will only cover half the modules needed to pass the exam" is an objective statement, and the student who hears that feedback can decide "work harder", "plan to take the exam next year", or "drop out". On the other hand, "you will fail" is not objective, and does not permit the student to make adjustments that will get them closer to (your or their definition of) success.
I moved to a different country when I was 17; the school I attended had a special course to prepare for the very tough entrance exam of the most prestigious universities. I was told that, as a foreigner with little English, my chances were extremely slim - almost no pupil of that school had ever passed the exam, even after being "in the right syllabus all their life", and having English as a first language. But the way they phrased it, it became a positive challenge to try where others had failed. Nobody stopped me from studying harder than I had ever done - and I passed.
Realism is good - but focus on bringing out the best in your students. They will amaze you. |
1,031,554 | Let us say we have an aerospike cluster running with interface mtu as 1500. If I want to switch to jumbo frames, do I need to restart the aerospike cluster? If yes, why? | 2020/08/26 | [
"https://serverfault.com/questions/1031554",
"https://serverfault.com",
"https://serverfault.com/users/589378/"
] | I found that the issue is not due to the Google Cloud server. After hours of investigation, I found a malware plugin file sit inside my WordPress plugin folder. After renaming it, all my websites are up running. I don't know how this plugin went into my WordPress directory. The malware details are as follow:
Plugin Name: Custom Code
Description: show cusom ad codes with many options .
Author: Alberto Uozumi
Version: 1.0
It hides from the plugin menu, so you can't deactivate or delete it in WordPress. It is not a folder type plugin in the plugin directory. It appears as "ccode.php" in the directory.
I think this malware has been a long time in my WordPress directory. After checking on the code, I note that it will secretly draw ads to your website's new visitors. This function is hidden if you were logged in or you are an admin. I have customers complain to me early, but I don't see any pop up from my end, so I just ignored them. I didn't expect this will happen.
This malware also has its auto-update feature. I think it updates itself at 11 am today but run into a coding mistake or compatible issue. Therefore, all my websites were down at the same time. It also has a line of code to hide the error message caused by the plugin, therefore, I didn't receive any error message.
I hope that my finding could be helpful to the community. | This is likely due to using a nulled template or plugin. I have seen the exact same thing on a few sites I maintain with nulled plugins. Always check the error.log first as this will point to the error immediately. If you can't locate the compromised plugin, you can have a CRON job delete this *wp-content/plugins/ccode.php* file every hour or clear the contents of the file and make it read only.
edit: It also created a file in the same folder called *admin\_ips.txt* that it uses. |
55,166 | How did the huge dragon skulls get placed in the dungeon of the Red Keep? In the TV series (Season 1) I didn't see any door large enough to accommodate them. | 2014/04/28 | [
"https://scifi.stackexchange.com/questions/55166",
"https://scifi.stackexchange.com",
"https://scifi.stackexchange.com/users/25637/"
] | **In universe**, IIRC from the books, the skulls used to be in the Throne Room. They were moved into the dungeon after Robert became king.
**Out of universe**, in the show the set designers probably simply did not think of having a sufficiently large door. | The dungeon in the Red Keep would have to be, in theory, big enough to hold giants since not only do they exist in the canon but are known to be quite troublesome.
So there surely had to be a door big enough for the skulls. As for carrying it, giants again. |
55,166 | How did the huge dragon skulls get placed in the dungeon of the Red Keep? In the TV series (Season 1) I didn't see any door large enough to accommodate them. | 2014/04/28 | [
"https://scifi.stackexchange.com/questions/55166",
"https://scifi.stackexchange.com",
"https://scifi.stackexchange.com/users/25637/"
] | **In universe**, IIRC from the books, the skulls used to be in the Throne Room. They were moved into the dungeon after Robert became king.
**Out of universe**, in the show the set designers probably simply did not think of having a sufficiently large door. | There are many gaps in your assumptions.
1. Just because we did not see the door, does not mean it does not exist.
2. Even if no door exists, the skull is possibly a uniquely large object. Doors can be temporarily widened (or sections of wall removed) to accommodate the large skull.
3. Robert wanted the skull out of the throne room. There has been no mention of him wanting to keep it. It stands to reason that the dungeon was the **easiest** place to move it to without Robert having to see it. Thus, it must logically have been **easy** to bring the skull there. If it required an extraordinary effort, Robert could likely have thrown the thing outside because it was too much hassle (unless someone else *really* wanted to keep it, e.g. Pycell or a random Targaryen sympathiser)
4. Qyburn managed to get his ballista down there too, so it stands to reason that there's a door at least big enough to move the ballista. I doubt that they would've taken it apart and reconstructed it (though it is possible). This is somewhat evidenced by the ballista later being transported in one piece (when Bronn uses it on Drogon). It does have foldable arms (the big bow arms) for storage purposes, so it seems to have been built with the intention of keeping it in one piece.
5. You're forgetting about the existence of **[ceiling doors](http://www.metalpress.co.il/_userfiles/AC/avizarim/Access-Door/ADS-1.jpg)**. We have not seen the ceiling in the dungeon. Assuming that it is customary to store large objects in the dungeon, it makes perfect sense to use a ceiling door, **which allows you to use a crane or winch** to bring objects up/down.
I'm a big fan of the ceiling door option. It makes a lot of sense, both as to why the Red Keep would have one (using a crane for logistical ease of transportation, similar to how a boat's cargo is loaded) and why we didn't see it. |
55,166 | How did the huge dragon skulls get placed in the dungeon of the Red Keep? In the TV series (Season 1) I didn't see any door large enough to accommodate them. | 2014/04/28 | [
"https://scifi.stackexchange.com/questions/55166",
"https://scifi.stackexchange.com",
"https://scifi.stackexchange.com/users/25637/"
] | When I moved out of my last house, I had to take my couch out through the living room window (double hung). Basically, I don't think it would be a stretch of the imagination for the servants of the Red Keep to move the skulls into the dungeon following orders from King Robert Baratheon, by opening a section of wall or floor large enough to do the job. In fact, this sort of seems a bit more like Robert's style; heavy handed and gratifyingly disrespectful to the Targaryens. | The dungeon in the Red Keep would have to be, in theory, big enough to hold giants since not only do they exist in the canon but are known to be quite troublesome.
So there surely had to be a door big enough for the skulls. As for carrying it, giants again. |
55,166 | How did the huge dragon skulls get placed in the dungeon of the Red Keep? In the TV series (Season 1) I didn't see any door large enough to accommodate them. | 2014/04/28 | [
"https://scifi.stackexchange.com/questions/55166",
"https://scifi.stackexchange.com",
"https://scifi.stackexchange.com/users/25637/"
] | When I moved out of my last house, I had to take my couch out through the living room window (double hung). Basically, I don't think it would be a stretch of the imagination for the servants of the Red Keep to move the skulls into the dungeon following orders from King Robert Baratheon, by opening a section of wall or floor large enough to do the job. In fact, this sort of seems a bit more like Robert's style; heavy handed and gratifyingly disrespectful to the Targaryens. | There are many gaps in your assumptions.
1. Just because we did not see the door, does not mean it does not exist.
2. Even if no door exists, the skull is possibly a uniquely large object. Doors can be temporarily widened (or sections of wall removed) to accommodate the large skull.
3. Robert wanted the skull out of the throne room. There has been no mention of him wanting to keep it. It stands to reason that the dungeon was the **easiest** place to move it to without Robert having to see it. Thus, it must logically have been **easy** to bring the skull there. If it required an extraordinary effort, Robert could likely have thrown the thing outside because it was too much hassle (unless someone else *really* wanted to keep it, e.g. Pycell or a random Targaryen sympathiser)
4. Qyburn managed to get his ballista down there too, so it stands to reason that there's a door at least big enough to move the ballista. I doubt that they would've taken it apart and reconstructed it (though it is possible). This is somewhat evidenced by the ballista later being transported in one piece (when Bronn uses it on Drogon). It does have foldable arms (the big bow arms) for storage purposes, so it seems to have been built with the intention of keeping it in one piece.
5. You're forgetting about the existence of **[ceiling doors](http://www.metalpress.co.il/_userfiles/AC/avizarim/Access-Door/ADS-1.jpg)**. We have not seen the ceiling in the dungeon. Assuming that it is customary to store large objects in the dungeon, it makes perfect sense to use a ceiling door, **which allows you to use a crane or winch** to bring objects up/down.
I'm a big fan of the ceiling door option. It makes a lot of sense, both as to why the Red Keep would have one (using a crane for logistical ease of transportation, similar to how a boat's cargo is loaded) and why we didn't see it. |
55,166 | How did the huge dragon skulls get placed in the dungeon of the Red Keep? In the TV series (Season 1) I didn't see any door large enough to accommodate them. | 2014/04/28 | [
"https://scifi.stackexchange.com/questions/55166",
"https://scifi.stackexchange.com",
"https://scifi.stackexchange.com/users/25637/"
] | There are many gaps in your assumptions.
1. Just because we did not see the door, does not mean it does not exist.
2. Even if no door exists, the skull is possibly a uniquely large object. Doors can be temporarily widened (or sections of wall removed) to accommodate the large skull.
3. Robert wanted the skull out of the throne room. There has been no mention of him wanting to keep it. It stands to reason that the dungeon was the **easiest** place to move it to without Robert having to see it. Thus, it must logically have been **easy** to bring the skull there. If it required an extraordinary effort, Robert could likely have thrown the thing outside because it was too much hassle (unless someone else *really* wanted to keep it, e.g. Pycell or a random Targaryen sympathiser)
4. Qyburn managed to get his ballista down there too, so it stands to reason that there's a door at least big enough to move the ballista. I doubt that they would've taken it apart and reconstructed it (though it is possible). This is somewhat evidenced by the ballista later being transported in one piece (when Bronn uses it on Drogon). It does have foldable arms (the big bow arms) for storage purposes, so it seems to have been built with the intention of keeping it in one piece.
5. You're forgetting about the existence of **[ceiling doors](http://www.metalpress.co.il/_userfiles/AC/avizarim/Access-Door/ADS-1.jpg)**. We have not seen the ceiling in the dungeon. Assuming that it is customary to store large objects in the dungeon, it makes perfect sense to use a ceiling door, **which allows you to use a crane or winch** to bring objects up/down.
I'm a big fan of the ceiling door option. It makes a lot of sense, both as to why the Red Keep would have one (using a crane for logistical ease of transportation, similar to how a boat's cargo is loaded) and why we didn't see it. | The dungeon in the Red Keep would have to be, in theory, big enough to hold giants since not only do they exist in the canon but are known to be quite troublesome.
So there surely had to be a door big enough for the skulls. As for carrying it, giants again. |
57,067,256 | We have a multi-tenancy website. We are trying to use social share components where the url needs to be shared. Since we have a dispatcher configured, we are picking up the domain from a context aware configuration. How do we use different domains for environments based on run-modes
I have tried to use different ca-config folder for each environment but this is not ideal. | 2019/07/17 | [
"https://Stackoverflow.com/questions/57067256",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/5077638/"
] | Sling context aware configurations don't work on run modes. For your current requirement you should be using Externalizer service which works basis sling maps, request origin and OSGI configs based on what method you choose.
<https://helpx.adobe.com/in/experience-manager/6-3/sites/developing/using/externalizer.html>
<https://helpx.adobe.com/experience-manager/6-4/sites/developing/using/reference-materials/javadoc/com/day/cq/commons/Externalizer.html> | You can use Day CQ Link Externalizer which is available in the OSGI configurations, <http://localhost:4502/system/console/configMgr>.
It is an OSGI service that allows you to programmatic-ally transform a resource path into an external and absolute URL. You can configure this configuration for different run modes |
57,067,256 | We have a multi-tenancy website. We are trying to use social share components where the url needs to be shared. Since we have a dispatcher configured, we are picking up the domain from a context aware configuration. How do we use different domains for environments based on run-modes
I have tried to use different ca-config folder for each environment but this is not ideal. | 2019/07/17 | [
"https://Stackoverflow.com/questions/57067256",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/5077638/"
] | Sling context aware configurations don't work on run modes. For your current requirement you should be using Externalizer service which works basis sling maps, request origin and OSGI configs based on what method you choose.
<https://helpx.adobe.com/in/experience-manager/6-3/sites/developing/using/externalizer.html>
<https://helpx.adobe.com/experience-manager/6-4/sites/developing/using/reference-materials/javadoc/com/day/cq/commons/Externalizer.html> | You can also use a 2-step approach. 1st you create a Run-Mode dependent OSGi config. 2nd you use the built-in **Override via OSGi configuration**.
See here: <https://sling.apache.org/documentation/bundles/context-aware-configuration/context-aware-configuration-override.html#override-via-osgi-configuration> |
9,801,170 | Currently i am studying ARM Cortex M3 micon from fujitsu.
What OS that has been ported to this micon?
I prefer proprietary OS.
Thanks a lot | 2012/03/21 | [
"https://Stackoverflow.com/questions/9801170",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/1282870/"
] | I would look at uCOS-II and FreeRTOS, both of which readily support Cortex M3. | Maybe you should look at [rt-thread](http://www.rt-thread.org/), [coocox](http://www.coocox.com/), [ecos](http://ecos.sourceware.org/).
All of these RTOSes support Cortex-M3. |
9,170 | When I go to <http://www.chessgames.com/>, I can search for matches that end in draws. However, I can not figure out how to filter those draws to specifically threefold repetition. How can I find these types of draws while filtering out the rest? | 2015/05/03 | [
"https://chess.stackexchange.com/questions/9170",
"https://chess.stackexchange.com",
"https://chess.stackexchange.com/users/2697/"
] | If you have a collection of games in PGN format, you could probably search for threefold repetitions using the [Chess Query Language](https://web-beta.archive.org/web/20160303173407/http://www.rbnn.com/cql/). In particular, you might look in the "Matching positions: the position list" portion of the manual at the provided link; the `:sequence` keyword would likely be instrumental to a CQL solution.
For an example of using CQL to do this sort of thing, see my answer to [an earlier question](https://chess.stackexchange.com/q/1717/167) about seeking out exchange sacrifices in games. The method given there uses CQL to scan games for short sequences of successive positions that have a material difference of an exchange. I imagine you'd be able to do something similar to seek out sequences of positions repeating three times. | There is an option in [pgn-extract](https://www.cs.kent.ac.uk/%7Edjb/pgn-extract/) (--repetition) that will identify PGN games in which three-fold repetition occurs, regardless of whether the game is ended by it or not. Combined with the --markmatches option a comment can be added at the point(s) where this occurred for ease of identification. |
291,268 | Simon was feeling exhausted because\_\_\_\_
A) the baby wasn't sleeping all night
B) the baby hadn't slept all night
My book says choice "B" is correct, but I cannot understand why. Specifically, I want to understand it using the rules of verb tenses. The exercise is called "narrative tenses." | 2015/12/02 | [
"https://english.stackexchange.com/questions/291268",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/149652/"
] | **Both are grammatically correct, but they are used in different circumstances.**
If the baby had been in the habit of not sleeping through the night, then choice A would be appropriate.
If the baby didn't sleep well just last night then B would be the one to use. | A is past continuous tense, which is used to describe an action that happened and is still happening at this moment. B is past perfect tense, meaning it happened in the past and is not happening at this moment. Because Simon's action is a reaction to a past situation (meaning the baby's action already happened and is not at this moment), the past perfect would have to be used. |
291,268 | Simon was feeling exhausted because\_\_\_\_
A) the baby wasn't sleeping all night
B) the baby hadn't slept all night
My book says choice "B" is correct, but I cannot understand why. Specifically, I want to understand it using the rules of verb tenses. The exercise is called "narrative tenses." | 2015/12/02 | [
"https://english.stackexchange.com/questions/291268",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/149652/"
] | **Both are grammatically correct, but they are used in different circumstances.**
If the baby had been in the habit of not sleeping through the night, then choice A would be appropriate.
If the baby didn't sleep well just last night then B would be the one to use. | B, which uses "hadn't," is a better description of an event that has already ended. In this example, Simon feels exhausted because he was unable to get any sleep during the night. So the night is over, and we switch to a more perfect tense to describe what went on inside it.
<http://www.englishpage.com/verbpage/pastperfect.html>
A's use of "wasn't" probably falls under the Simple Past designation. "The baby wasn't sleeping all night" — you might come across this sentence in a book when the narrator talks about a year when insomnia was a bodily habit of the baby. But it's not specific about the time in which this took place. B talks about a recent and contained span, while A could refer to a longer one. For example, "last month the baby wasn't sleeping through the night." In the page linked below, glance at uses 3, 4 and 5.
<http://www.englishpage.com/verbpage/simplepast.html>
In short, "had" indicates that an action has been completed. "Was" is a more general description of the past that can cover a whole time period. This example calls for a narrow description of when poor Simon had to stay up.
Hope that helps. Narrative tenses are tricky until you get a lot of practice. |
291,268 | Simon was feeling exhausted because\_\_\_\_
A) the baby wasn't sleeping all night
B) the baby hadn't slept all night
My book says choice "B" is correct, but I cannot understand why. Specifically, I want to understand it using the rules of verb tenses. The exercise is called "narrative tenses." | 2015/12/02 | [
"https://english.stackexchange.com/questions/291268",
"https://english.stackexchange.com",
"https://english.stackexchange.com/users/149652/"
] | B, which uses "hadn't," is a better description of an event that has already ended. In this example, Simon feels exhausted because he was unable to get any sleep during the night. So the night is over, and we switch to a more perfect tense to describe what went on inside it.
<http://www.englishpage.com/verbpage/pastperfect.html>
A's use of "wasn't" probably falls under the Simple Past designation. "The baby wasn't sleeping all night" — you might come across this sentence in a book when the narrator talks about a year when insomnia was a bodily habit of the baby. But it's not specific about the time in which this took place. B talks about a recent and contained span, while A could refer to a longer one. For example, "last month the baby wasn't sleeping through the night." In the page linked below, glance at uses 3, 4 and 5.
<http://www.englishpage.com/verbpage/simplepast.html>
In short, "had" indicates that an action has been completed. "Was" is a more general description of the past that can cover a whole time period. This example calls for a narrow description of when poor Simon had to stay up.
Hope that helps. Narrative tenses are tricky until you get a lot of practice. | A is past continuous tense, which is used to describe an action that happened and is still happening at this moment. B is past perfect tense, meaning it happened in the past and is not happening at this moment. Because Simon's action is a reaction to a past situation (meaning the baby's action already happened and is not at this moment), the past perfect would have to be used. |
30,329 | While seeing the series *Black sails*, there's an episode where two guys face each other in a pistol duel. While preparing the weapons, it is clearly seen that the assistants put a piece of cloth wrapping the bullets. Why is it done? | 2016/06/12 | [
"https://history.stackexchange.com/questions/30329",
"https://history.stackexchange.com",
"https://history.stackexchange.com/users/8655/"
] | Not sure about wrapping a bullet entirely, but muzzleloading firearms do generally require a patch of some kind (typically some sort of cloth or paper) between the ball and the powder. This is because the ball is made to be a slightly smaller diameter than the barrel, so it doesn't get stuck in the barrel while loading. If the gun was fired without a patch, the gases could escape around the ball, greatly reducing the velocity imparted to it. The patch provides a seal to keep the expanding gases trapped behind the ball, so the only way they can escape is by pushing it outwards. | To elaborate on Patrick N's answer, the cloth is called "wadding."
<https://en.wikipedia.org/wiki/Wadding> |
62,932 | [Hessian](http://hessian.caucho.com) is a custom binary serialization protocol, (which is open-source - I think), that forms the basis for a binary cross platform remoting framework. I'd like to know if anyone here has used it, and if so, what sort of performance can we expect from a solution that bridges a Java app on one side with a C# app on the other. (Let us consider that we are serializing simple classes, and may be arrays, lists, dictionaries of simple classes.) | 2008/09/15 | [
"https://Stackoverflow.com/questions/62932",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/6995/"
] | Have you looked at the HessianC# project (<http://www.hessiancsharp.org/>)? | This is the sort of problem that web services were designed to solve. Although no longer simple, the SOAP format allows you to serialize objects to an XML representation on a Java/C# application, transmit them across the wire and deserialize them in the corresponding Java/C# application (Java/C# may be replaced with virtually any language that can translate an XML document). Although "serialize" is used here, it is also common for this process to be referred as "marshalling".
However, moving away from SOAP for web services is currently being considered by many. Find out more about web services from Wikipedia: <http://en.wikipedia.org/wiki/Web_services> |
62,932 | [Hessian](http://hessian.caucho.com) is a custom binary serialization protocol, (which is open-source - I think), that forms the basis for a binary cross platform remoting framework. I'd like to know if anyone here has used it, and if so, what sort of performance can we expect from a solution that bridges a Java app on one side with a C# app on the other. (Let us consider that we are serializing simple classes, and may be arrays, lists, dictionaries of simple classes.) | 2008/09/15 | [
"https://Stackoverflow.com/questions/62932",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/6995/"
] | I am author of [jni4net](http://jni4net.sf.net/), open source intraprocess bridge between JVM and CLR. It's build on top of JNI and PInvoke. No C/C++ code needed and it should be relatively fast. I'm not sure if marshalling by reference across boundary would solve your problem. | This is the sort of problem that web services were designed to solve. Although no longer simple, the SOAP format allows you to serialize objects to an XML representation on a Java/C# application, transmit them across the wire and deserialize them in the corresponding Java/C# application (Java/C# may be replaced with virtually any language that can translate an XML document). Although "serialize" is used here, it is also common for this process to be referred as "marshalling".
However, moving away from SOAP for web services is currently being considered by many. Find out more about web services from Wikipedia: <http://en.wikipedia.org/wiki/Web_services> |
62,932 | [Hessian](http://hessian.caucho.com) is a custom binary serialization protocol, (which is open-source - I think), that forms the basis for a binary cross platform remoting framework. I'd like to know if anyone here has used it, and if so, what sort of performance can we expect from a solution that bridges a Java app on one side with a C# app on the other. (Let us consider that we are serializing simple classes, and may be arrays, lists, dictionaries of simple classes.) | 2008/09/15 | [
"https://Stackoverflow.com/questions/62932",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/6995/"
] | Have you looked at the HessianC# project (<http://www.hessiancsharp.org/>)? | Admitting "Soap is over-engineered" and then praising an implementation that un-engineers/abstracts it is like me writing this entry in French, and then asking you to use Google Translate to read it, and then in English praising Google Translate.
Binary Protocols are the way of the future. If you are prepared to write "smart" code you will thank yourself when it performs exactly how it was programmed and developed to perform.
All it takes is one latent Soap service to bring your SOA architecture into an "exception" mode ... I call this the "exception" mode because companies with SOA's implemented in soap (READ: XML) implement exceptions around the SOA whenever they encounter a transactional type of data-interchange in which very large records may be read in succession.
\*(I can just imagine the post SOAP implementation conversations being had)
So you have an SOA?
:Yes we do
Everything?
:Well everything except our business critical transports...
Check out WSO2 webservices and their ESB while you are at it - you will thank yourself again if you do.
There is a reason Mule, and then WSO2 provided support for HESSIAN.
You might also want to read: <http://java.sun.com/developer/technicalArticles/WebServices/fastWS/> |
62,932 | [Hessian](http://hessian.caucho.com) is a custom binary serialization protocol, (which is open-source - I think), that forms the basis for a binary cross platform remoting framework. I'd like to know if anyone here has used it, and if so, what sort of performance can we expect from a solution that bridges a Java app on one side with a C# app on the other. (Let us consider that we are serializing simple classes, and may be arrays, lists, dictionaries of simple classes.) | 2008/09/15 | [
"https://Stackoverflow.com/questions/62932",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/6995/"
] | I am author of [jni4net](http://jni4net.sf.net/), open source intraprocess bridge between JVM and CLR. It's build on top of JNI and PInvoke. No C/C++ code needed and it should be relatively fast. I'm not sure if marshalling by reference across boundary would solve your problem. | Admitting "Soap is over-engineered" and then praising an implementation that un-engineers/abstracts it is like me writing this entry in French, and then asking you to use Google Translate to read it, and then in English praising Google Translate.
Binary Protocols are the way of the future. If you are prepared to write "smart" code you will thank yourself when it performs exactly how it was programmed and developed to perform.
All it takes is one latent Soap service to bring your SOA architecture into an "exception" mode ... I call this the "exception" mode because companies with SOA's implemented in soap (READ: XML) implement exceptions around the SOA whenever they encounter a transactional type of data-interchange in which very large records may be read in succession.
\*(I can just imagine the post SOAP implementation conversations being had)
So you have an SOA?
:Yes we do
Everything?
:Well everything except our business critical transports...
Check out WSO2 webservices and their ESB while you are at it - you will thank yourself again if you do.
There is a reason Mule, and then WSO2 provided support for HESSIAN.
You might also want to read: <http://java.sun.com/developer/technicalArticles/WebServices/fastWS/> |
169,735 | Reading [the US government's article on the testing requirements for travel to the US](https://travel.state.gov/content/travel/en/international-travel/before-you-go/covid-19_testing_required_US_Entry.html) (see the "Is there a specific test that must be taken?" section of the FAQ) , they specifically mention that you need a "viral test (NAAT or antigen test)". What stands out to me here is that PCR is not mentioned verbatim. Is PCR a type of NAAT test, or what does this mean exactly? Can I use a negative PCR test to satisfy the testing requirement? | 2021/11/16 | [
"https://travel.stackexchange.com/questions/169735",
"https://travel.stackexchange.com",
"https://travel.stackexchange.com/users/92456/"
] | According to the [CDC](https://www.cdc.gov/coronavirus/2019-ncov/lab/naats.html):
>
> A Nucleic Acid Amplification Test, or NAAT, is a type of viral diagnostic test for SARS-CoV-2
>
>
> (...)
>
>
> NAATs can use many different methods to amplify nucleic acids and detect the virus, including but not limited to:
>
>
> * **Reverse transcription polymerase chain reaction (RT-PCR)**
> * Isothermal amplification including:
> * Nicking endonuclease amplification reaction (NEAR)
> * Transcription mediated amplification (TMA)
> * Loop-mediated isothermal amplification (LAMP)
> * Helicase-dependent amplification (HDA)
> * Clustered regularly interspaced short palindromic repeats (CRISPR)
> * Strand displacement amplification (SDA)
>
>
>
*So-called "PCR tests" are in the vast majority of cases actually RT-PCR tests.* | Yes, a PCR (RT-PCR) test is one NAAT method to detect the COVID-19 virus.
>
> [How is the COVID-19 Virus Detected using Real Time RT-PCR? | IAEA](https://www.iaea.org/newscenter/news/how-is-the-covid-19-virus-detected-using-real-time-rt-pcr%23)
>
> RT–PCR is a variation of PCR, or polymerase chain reaction. The two techniques use the same process except that RT–PCR has an added step of reverse transcription of RNA to DNA, or RT, to allow for amplification. ... **Since the COVID-19 virus only contains RNA, real time or conventional RT–PCR is used to detect it**.
>
>
>
>
> [Nucleic Acid Amplification Tests (NAATs) | CDC](https://www.cdc.gov/coronavirus/2019-ncov/lab/naats.html)
>
> ...
>
> NAATs can use many different methods to amplify nucleic acids and detect the virus, including but not limited to:
>
>
> * **Reverse transcription polymerase chain reaction (RT-PCR)**
> * Isothermal amplification including:
> + Nicking endonuclease amplification reaction (NEAR)
> + Transcription mediated amplification (TMA)
> + Loop-mediated isothermal amplification (LAMP)
> + Helicase-dependent amplification (HDA)
> + Clustered regularly interspaced short palindromic repeats (CRISPR)
> + Strand displacement amplification (SDA)
>
>
> ...
>
>
> |
167,635 | Long ago I read somewhere that it is best to buy houses that need some amount of rework rather than those in tip-top condition. The reasons given were:
1. There is less competition from other buyers so can be be bought more easily
2. Less money required from mortgage lender which is the loan on interest
Once such a home has been bought, a person would spend money on it to bring it into good condition (which is subjective), possibly over number of few years. Usually this would (atleast) involve cleaning up the place, mowing the gardens, new paint, new wallpaper and new carpet at the very least.
In other words, find a run down house and then make it beautiful. Can get house for cheaper and then work to renovate it gradually.
Now my question is simple. Since such houses are going to be old and possibly not well maintained for some time, what are the main risks in buying such houses and what should one look out for so we don't end up with a rather expensive mistake and regret it? | 2019/06/20 | [
"https://diy.stackexchange.com/questions/167635",
"https://diy.stackexchange.com",
"https://diy.stackexchange.com/users/102958/"
] | The short answer is Yes, X-ray lead paint detectors can 'see' lead through top layers of non-lead paint.
But it depends to some degree on the thickness of the layers of paint as well as the type of X-ray detector 'gun' used.
There are 2 types used for lead detection: K X-rays and L X-rays.
The K X-rays have higher energy than the L, which means that they are less attenuated by layers of paint.
So a K X-ray lead detector will be better able to detect lead in lower layers of paint than an L X-ray detector.
If you're concerned that you might get a positive reading from an X-ray lead detector, then you'd probably be better off having a chemical lead test done instead, since this should only be able to find lead in the surface paint layer. | XRF is testing the exposed surface it is pointed at, it does not "penetrate" to see if there is anything below that. It's not an "X-Ray" as in a medical X-ray that sees *through* things, it USES an X-ray beam generator to "fluoresce" (make glow) any metals *on the surface* it is aimed at; think in terms of a fluorescent light making a poster glow with different colors. The gun has a color analyzer that evaluates the colors that are reflected back as to the presence of specific metals, such as lead.
So if your painted surface has multiple layers of "clean" latex paint over the lead paint, the lead is covered up and not exposed to that x-ray beam. However if the latex is flaked off, chipped or worn down, the lead underneath may show up.
Edit; obviously brhans knows more about this than I do, I wasn't aware of there being two types. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | I asked in the comments
>
> Is the work he was asked to perform usable by your company? Or was it
> a throwaway project that cannot be used?
>
>
>
You replied
>
> What's the point of a throwaway project? Of course I assign usable
> work. But for this case I haven't opened his project yet and I don't
> plan to.
>
>
>
So, you are getting real work done for free. Sounds like a good deal for you. So good, in fact, that it is reasonable for someone to assume that they were only given the coding test in order to get free work out of them, and that you may have no intention of ever hiring anyone.
If you want real work done, pay for it. Don't dress it up as an interview test, even if you are legitimately using it as one.
If you are going to use the work, then yes, most definitely, you want to be VERY clear about it when you assign the work to the interviewee.
Legal concerns
==============
In addition to the above, be aware (keeping in mind that IANAL) that anyone who writes any code retains the copyright to it unless they explicitly turn it over to you. So, unless there is some sort of license attached to your interviewees' work (any of them, not just this one that tried to invoice you), you may have opened your company up to some very nasty legal liability with these coding tests. | The idea of doing the test and sending along an invoice seems to be pretty rare, mostly because it almost certainly means that the interviewee just wasted their chance at moving forward and spent whatever time was put into the test for nothing.
The sentiment that people don't want to spend hours on a technical test before they get to speak with anyone (or otherwise need to invest hours of their spare time at no recompense) on the other hand seems to be growing a bit. There's plenty of questions on the Workplace here from developers bothered by these tests and looking for ways around them, or even flat out saying they refuse to take them unless they get paid for them.
So while it's unlikely you'll be getting any more invoices, you might get more people opting out of your interview process or asking for payment before taking the test. You should probably be happy with this result though; it'll take you a whole lot less time to reject this interviewee for being unprofessional than it took the interviewee to complete the test before throwing away their chances by attaching an invoice. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | You are certainly not obliged to pay the invoice, since there was no "meeting of the minds" about paying for the work.
I personally don't think it's unreasonable to have some sort of coding exercise as part of an interview process. However, some employers have gone off the rails with this, and have coding exercises that require multiple days worth of work. Anecdotally, a few employers have even used this tactic to get free consulting and development work. Applicants who have run into this sort of mistreatment might be sensitive about whether they are being exploited.
You've clearly ticked this applicant off. It might be worth a bit of reflection on whether you or the applicant is the one being unreasonable. Can the exercise really be completed in a couple of hours? Is the exercise really an exercise, or does it solve an actual business issue? If the exercise takes more than four hours, or solves an actual business issue, then the applicant might have grounds for being upset. On the other hand, some folks just have short fuses, and the exercise has shown you something about the candidate.
Edit: OK, I see from your comments that apparently you are one of the employers using "real life" problems for an exercise. Attempts by an employer to benefit from free labor are a big flashing red light for applicants, indicating "not a place I want to work". Doing an hour or so of pair programming on a real problem is reasonable. Sending a candidate home to do free development for you is not. I wouldn't have bothered sending you a bill, since that's pointless, but I certainly would have lost all interest in the position. | The idea of doing the test and sending along an invoice seems to be pretty rare, mostly because it almost certainly means that the interviewee just wasted their chance at moving forward and spent whatever time was put into the test for nothing.
The sentiment that people don't want to spend hours on a technical test before they get to speak with anyone (or otherwise need to invest hours of their spare time at no recompense) on the other hand seems to be growing a bit. There's plenty of questions on the Workplace here from developers bothered by these tests and looking for ways around them, or even flat out saying they refuse to take them unless they get paid for them.
So while it's unlikely you'll be getting any more invoices, you might get more people opting out of your interview process or asking for payment before taking the test. You should probably be happy with this result though; it'll take you a whole lot less time to reject this interviewee for being unprofessional than it took the interviewee to complete the test before throwing away their chances by attaching an invoice. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | The idea of doing the test and sending along an invoice seems to be pretty rare, mostly because it almost certainly means that the interviewee just wasted their chance at moving forward and spent whatever time was put into the test for nothing.
The sentiment that people don't want to spend hours on a technical test before they get to speak with anyone (or otherwise need to invest hours of their spare time at no recompense) on the other hand seems to be growing a bit. There's plenty of questions on the Workplace here from developers bothered by these tests and looking for ways around them, or even flat out saying they refuse to take them unless they get paid for them.
So while it's unlikely you'll be getting any more invoices, you might get more people opting out of your interview process or asking for payment before taking the test. You should probably be happy with this result though; it'll take you a whole lot less time to reject this interviewee for being unprofessional than it took the interviewee to complete the test before throwing away their chances by attaching an invoice. | Leaving aside the specifics of your question for the moment, it is certainly becoming more common for candidates to be compensated for their time and/or money.
A very common example is where the candidate travels a long way for interview and/or has to stay overnight. In these cases mileage/travel and reasonable accommodation costs can be claimed.
For larger testing sessions, an potential employee may also lay on coffee or a buffet meal.
As for your question, if you're expecting a professional to spend hours or days on code that could reasonably be used at the end, yes - they're going to feel exploited unless it is made clear the work is gratis and/or they're part of a very small pool of select candidates.
Perhaps a better way is to carry out a phone interview in the first instance, or ask them to complete a questionnaire or written test to weed out the weaker candidates before moving onto the project element. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | I asked in the comments
>
> Is the work he was asked to perform usable by your company? Or was it
> a throwaway project that cannot be used?
>
>
>
You replied
>
> What's the point of a throwaway project? Of course I assign usable
> work. But for this case I haven't opened his project yet and I don't
> plan to.
>
>
>
So, you are getting real work done for free. Sounds like a good deal for you. So good, in fact, that it is reasonable for someone to assume that they were only given the coding test in order to get free work out of them, and that you may have no intention of ever hiring anyone.
If you want real work done, pay for it. Don't dress it up as an interview test, even if you are legitimately using it as one.
If you are going to use the work, then yes, most definitely, you want to be VERY clear about it when you assign the work to the interviewee.
Legal concerns
==============
In addition to the above, be aware (keeping in mind that IANAL) that anyone who writes any code retains the copyright to it unless they explicitly turn it over to you. So, unless there is some sort of license attached to your interviewees' work (any of them, not just this one that tried to invoice you), you may have opened your company up to some very nasty legal liability with these coding tests. | You are certainly not obliged to pay the invoice, since there was no "meeting of the minds" about paying for the work.
I personally don't think it's unreasonable to have some sort of coding exercise as part of an interview process. However, some employers have gone off the rails with this, and have coding exercises that require multiple days worth of work. Anecdotally, a few employers have even used this tactic to get free consulting and development work. Applicants who have run into this sort of mistreatment might be sensitive about whether they are being exploited.
You've clearly ticked this applicant off. It might be worth a bit of reflection on whether you or the applicant is the one being unreasonable. Can the exercise really be completed in a couple of hours? Is the exercise really an exercise, or does it solve an actual business issue? If the exercise takes more than four hours, or solves an actual business issue, then the applicant might have grounds for being upset. On the other hand, some folks just have short fuses, and the exercise has shown you something about the candidate.
Edit: OK, I see from your comments that apparently you are one of the employers using "real life" problems for an exercise. Attempts by an employer to benefit from free labor are a big flashing red light for applicants, indicating "not a place I want to work". Doing an hour or so of pair programming on a real problem is reasonable. Sending a candidate home to do free development for you is not. I wouldn't have bothered sending you a bill, since that's pointless, but I certainly would have lost all interest in the position. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | I asked in the comments
>
> Is the work he was asked to perform usable by your company? Or was it
> a throwaway project that cannot be used?
>
>
>
You replied
>
> What's the point of a throwaway project? Of course I assign usable
> work. But for this case I haven't opened his project yet and I don't
> plan to.
>
>
>
So, you are getting real work done for free. Sounds like a good deal for you. So good, in fact, that it is reasonable for someone to assume that they were only given the coding test in order to get free work out of them, and that you may have no intention of ever hiring anyone.
If you want real work done, pay for it. Don't dress it up as an interview test, even if you are legitimately using it as one.
If you are going to use the work, then yes, most definitely, you want to be VERY clear about it when you assign the work to the interviewee.
Legal concerns
==============
In addition to the above, be aware (keeping in mind that IANAL) that anyone who writes any code retains the copyright to it unless they explicitly turn it over to you. So, unless there is some sort of license attached to your interviewees' work (any of them, not just this one that tried to invoice you), you may have opened your company up to some very nasty legal liability with these coding tests. | Leaving aside the specifics of your question for the moment, it is certainly becoming more common for candidates to be compensated for their time and/or money.
A very common example is where the candidate travels a long way for interview and/or has to stay overnight. In these cases mileage/travel and reasonable accommodation costs can be claimed.
For larger testing sessions, an potential employee may also lay on coffee or a buffet meal.
As for your question, if you're expecting a professional to spend hours or days on code that could reasonably be used at the end, yes - they're going to feel exploited unless it is made clear the work is gratis and/or they're part of a very small pool of select candidates.
Perhaps a better way is to carry out a phone interview in the first instance, or ask them to complete a questionnaire or written test to weed out the weaker candidates before moving onto the project element. |
136,785 | I'm currently interviewing candidates for a back-end web development position. I ask them to perform some basic work (a real project, not a throwaway exercise) to get a sense for how they go about designing code and troubleshooting. I just had one candidate complete and send me his completed test, along with an invoice charging me almost $1000 for his time! Of course I won't be paying, and he won't be moving forward with us, but is this becoming common enough that I should put out a disclaimer, or is this just one incredibly unprofessional experience? | 2019/05/17 | [
"https://workplace.stackexchange.com/questions/136785",
"https://workplace.stackexchange.com",
"https://workplace.stackexchange.com/users/104786/"
] | You are certainly not obliged to pay the invoice, since there was no "meeting of the minds" about paying for the work.
I personally don't think it's unreasonable to have some sort of coding exercise as part of an interview process. However, some employers have gone off the rails with this, and have coding exercises that require multiple days worth of work. Anecdotally, a few employers have even used this tactic to get free consulting and development work. Applicants who have run into this sort of mistreatment might be sensitive about whether they are being exploited.
You've clearly ticked this applicant off. It might be worth a bit of reflection on whether you or the applicant is the one being unreasonable. Can the exercise really be completed in a couple of hours? Is the exercise really an exercise, or does it solve an actual business issue? If the exercise takes more than four hours, or solves an actual business issue, then the applicant might have grounds for being upset. On the other hand, some folks just have short fuses, and the exercise has shown you something about the candidate.
Edit: OK, I see from your comments that apparently you are one of the employers using "real life" problems for an exercise. Attempts by an employer to benefit from free labor are a big flashing red light for applicants, indicating "not a place I want to work". Doing an hour or so of pair programming on a real problem is reasonable. Sending a candidate home to do free development for you is not. I wouldn't have bothered sending you a bill, since that's pointless, but I certainly would have lost all interest in the position. | Leaving aside the specifics of your question for the moment, it is certainly becoming more common for candidates to be compensated for their time and/or money.
A very common example is where the candidate travels a long way for interview and/or has to stay overnight. In these cases mileage/travel and reasonable accommodation costs can be claimed.
For larger testing sessions, an potential employee may also lay on coffee or a buffet meal.
As for your question, if you're expecting a professional to spend hours or days on code that could reasonably be used at the end, yes - they're going to feel exploited unless it is made clear the work is gratis and/or they're part of a very small pool of select candidates.
Perhaps a better way is to carry out a phone interview in the first instance, or ask them to complete a questionnaire or written test to weed out the weaker candidates before moving onto the project element. |
258,626 | I recently upgraded to 12.10 and found it was running a little slow. My laptop is a few years old and so I accept that the issue is probably my hardware.
When looking online I found it mentioned on many sites that installing Gnome3 would (or should) give me back my speed.
I found a few tutorials on You Tube and they all used the same methods to get the install done.
I followed these and the system worked fine - until I restarted.
I began to lose functions one at a time and now cannot boot back into Ubuntu at all.
I have a Windows 8 dual boot. Windows 8 is still working as well as it was before.
I can boot up ok to the login screen. I can login as a guest and have function - just no access to my files.
When I try to log in as my username I get as far as loading the background and it stops. This is in Unity, Gnome, Gnome Classic and Gnome Classic w/o frills.
What have I done wrong? How do I recover back to the start without losing files?
Any help appreciated. | 2013/02/20 | [
"https://askubuntu.com/questions/258626",
"https://askubuntu.com",
"https://askubuntu.com/users/133802/"
] | Maybe it's a problem with Ubuntu and Win 8 DualBoot as ist was reported here: <http://www.h-online.com/open/features/Linux-and-Windows-8-Fast-Startup-puts-data-at-risk-1780640.html>
What happened if you use Unity without Changes for a longer time? Also dataloss?
What happened if you use another Desktop like XFCE? | My laptop using dual boot too. With win8. but i'm installing ubuntu with fresh install not upgrade, and it works fine. To install Gnome just go to Terminal and type Sudo apt-get install gnome gnome-shell |
946,029 | The title really says it all. I have Skype on Windows 7 Professional, and I routinely set it from *online* to *busy/don't disturb*, *invisible* or *offline* depending on how much I can't answer to incoming calls/chat/support requests.
While I *may* sometimes "forget" to switch to a lower DEFCON state when the pressure abates, and so I do find occasionally useful Skype's deciding that I'm not that busy after all, in the majority of cases this unwanted helpfulness on Skype's part is a major annoyance.
I only have the one account on this one computer (I uninstalled Skype from my Android phone several weeks ago, after hearing people complaining of this same annoyance and agreeing that "one device - one account" was the way to make things work).
The behaviour has been reported [as early as 2012](http://community.skype.com/t5/Modern-Windows-archive/Skype-changes-status-from-quot-Invisible-quot-to-quot-online/td-p/1215478), and apparently [working installations are wont to pick up this habit for no reason](http://community.skype.com/t5/Mac/Status-keeps-changing-from-invisible-to-online/td-p/3771781). While having two devices seems to be [sometimes](http://community.skype.com/t5/Windows-desktop-client/Skype-Status-Keeps-Changing-From-Invisible-Back-To-Online/td-p/3800464/page/2) the cause, it's evidently not the only one. It happens on [Macs](http://community.skype.com/t5/Mac/Status-keeps-changing-to-online-even-when-I-set-another-status/td-p/3817302) as well as PCs.
None of the working "tricks" on the quoted links has worked for me:
* changing the password to ensure all sessions expire
* reinstalling Skype
* making sure it is only running on one device at a time
* logging in/out of Skype site
* removing my Microsoft account (I haven't one)
Has anyone some additional suggestion before I employ the *One True Trick*, which **will** get Skype to stop going online by itself... stop displaying ads... stop consuming CPU resources and bandwidth... and stop occupying space on my hard disk? (It involves having it take a trip to Mount Doom). | 2015/07/27 | [
"https://superuser.com/questions/946029",
"https://superuser.com",
"https://superuser.com/users/166800/"
] | If you have a Hotmail / Outlook email account, visit outlook.com from your web browser and click on your profile picture (top right). Set the status to "Invisible".
Now quit your Skype application and open it again.
It resolved switching from Invisible to Online status.
Hope it helps. | Since I don't keep Skype for the sake of keeping Skype, but to communicate - and to do so whenever I want, and not at any other time - I looked for an alternative.
Google Hangouts has the same features I need of Skype (possibly it lacks God knows how many others -- but, not needing them, I wonder if I could care less).
I wasn't too hopeful, but uninstalling does seem to be enough to keep Skype disconnected (apparently Skype doesn't employ [GWX](http://answers.microsoft.com/en-us/windows/forum/windows_10-windows_install/how-do-i-delete-the-gwxexe-file-to-prevent-further/97952191-1ebe-416b-adb8-055f94a70b39?auth=1) technology).
Pity for those few bucks left in my Skypeout account, but it was worth it. |
682 | This question is more for me to understand the uses of convolution reverb, how to perform it, and clear up any misconceptions I have.
As I understand it, to create a convolution impulse you:
* Set up a speaker and measurement mic in the space you wish to model
* Play an impulse from the speaker and record the result. I was told to use a sound file that is a click followed by a sine sweep, followed by another click.
* Load the original file and the recorded file into a deconvolver and create an output file.
* Use the output file with your convolution reverb plugin
Convolution reverb should be the ideal way to process your ADR, but I've never been on a project that used it. I've only played with the built in profiles that come with the plug-in.
My questions are:
* What kind of equipment do you use to record in the field?
* What deconvolver program do you use?
* What kinds of applications do you profile for?
Thanks! | 2010/04/13 | [
"https://sound.stackexchange.com/questions/682",
"https://sound.stackexchange.com",
"https://sound.stackexchange.com/users/220/"
] | You have a pretty thorough understanding of the process. To answer your questions:
*• What kind of equipment do you use to record in the field?*
There are no hard and fast rules but you should try to use as professional a product as you can get your hands on. A powered speaker is a must, so be sure you have a source of power wherever you are planning on recording. Re. microphones, many folks use DPAs or Earthworks, but Schoeps, ATs and Neumanns are all great choices. If you don't have access to any of those, use what you do have! You also have a choice as to how many channels you are going to record, ie. mono, stereo, quad or higher. What configuration you choose will depend on your recorder, how much time you allot for setup, and of course your application. If you are preparing for strictly ADR purposes then stereo would more than suffice.
*• What deconvolver program do you use?*
[Altiverb](http://www.audioease.com/Pages/Altiverb/AltiverbMain.html) is the most popular in film post-production (at least here in LA). Another choice is [TL Space](http://www.avid.com/US/products/TL-Space-TDM-Edition). Still another is [IR-L](http://www.waves.com/Content.aspx?id=270) from Waves (although I've not used it). [Here's](http://www.soundonsound.com/sos/jun06/articles/qa0606_1.htm) an excellent article from Sound on Sound regarding the various apps and how they compare.
*• What kinds of applications do you [use] the profile for?*
Totally depends on what you **want** to use if for! You could stay strictly within the constraints of treating ADR to match dialog (or whatever space you are trying to match into), or use it on music or sound effects to simulate a desired real-space. I often use Altiverb to change the original file altogether, to design it into something new. Also, remember that convolution reverbs do not have to use only impulse responses from real spaces; they can use any sound sample that you throw into it to convolve against something else, ie. an anvil hit used as an impulse response will impart a metallic characteristic into whatever sound you process.
Experiment and have fun!
PS. There are many 3rd party impulse response libraries out there for users of convolution reverbs. [Here's one](http://www.1-1-1-1.net/pages/impulses/index.htm) that I've enjoyed using from time to time. | "I was told to use a sound file that is a click followed by a sine sweep, followed by another click."
Hmmm... Who told you that? If you record the response to a click, then that *is* the impulse response. It's literally the response of a room to an impulsive noise, like a click. No deconvolution or other processing necessary. You then convolve your music with the impulse response, and it will sound as if you had played the music in the space instead of the click.
You probably want to use a dedicated clicker, though, rather than a speaker. You want the sound as close to an ideal impulse as possible, not filtered through a speaker's frequency and phase response. You want it to sound as if your performer is actually in the cathedral, not like you're playing a boombox of their CD inside a cathedral. You also want it as loud as possible (without clipping), so that the signal-to-noise ratio of your recording is high.
You can also derive the impulse response from a sine sweep or [maximum-length sequence](http://en.wikipedia.org/wiki/Maximum_length_sequence) or other signal by [deconvolving](http://en.wikipedia.org/wiki/Deconvolution) first. This improves the signal to noise ratio, but (ideally) it's going to produce the exact same thing as the straight impulse response. Practically, one method might produce better results than the other. See [Wikipedia](http://en.wikipedia.org/wiki/Convolution_reverb#Creation_of_impulse_responses)
See [here](http://www.silcom.com/~aludwig/Signal_processing/Maximum_length_sequences.htm) and [here](http://www.libinst.com/mlsmeas.htm) for the use of maximum-length sequences to measure impulse responses. These work like a chirp, but better.
And remember you can record from two microphones at once to get a stereo image of the response. |
682 | This question is more for me to understand the uses of convolution reverb, how to perform it, and clear up any misconceptions I have.
As I understand it, to create a convolution impulse you:
* Set up a speaker and measurement mic in the space you wish to model
* Play an impulse from the speaker and record the result. I was told to use a sound file that is a click followed by a sine sweep, followed by another click.
* Load the original file and the recorded file into a deconvolver and create an output file.
* Use the output file with your convolution reverb plugin
Convolution reverb should be the ideal way to process your ADR, but I've never been on a project that used it. I've only played with the built in profiles that come with the plug-in.
My questions are:
* What kind of equipment do you use to record in the field?
* What deconvolver program do you use?
* What kinds of applications do you profile for?
Thanks! | 2010/04/13 | [
"https://sound.stackexchange.com/questions/682",
"https://sound.stackexchange.com",
"https://sound.stackexchange.com/users/220/"
] | You have a pretty thorough understanding of the process. To answer your questions:
*• What kind of equipment do you use to record in the field?*
There are no hard and fast rules but you should try to use as professional a product as you can get your hands on. A powered speaker is a must, so be sure you have a source of power wherever you are planning on recording. Re. microphones, many folks use DPAs or Earthworks, but Schoeps, ATs and Neumanns are all great choices. If you don't have access to any of those, use what you do have! You also have a choice as to how many channels you are going to record, ie. mono, stereo, quad or higher. What configuration you choose will depend on your recorder, how much time you allot for setup, and of course your application. If you are preparing for strictly ADR purposes then stereo would more than suffice.
*• What deconvolver program do you use?*
[Altiverb](http://www.audioease.com/Pages/Altiverb/AltiverbMain.html) is the most popular in film post-production (at least here in LA). Another choice is [TL Space](http://www.avid.com/US/products/TL-Space-TDM-Edition). Still another is [IR-L](http://www.waves.com/Content.aspx?id=270) from Waves (although I've not used it). [Here's](http://www.soundonsound.com/sos/jun06/articles/qa0606_1.htm) an excellent article from Sound on Sound regarding the various apps and how they compare.
*• What kinds of applications do you [use] the profile for?*
Totally depends on what you **want** to use if for! You could stay strictly within the constraints of treating ADR to match dialog (or whatever space you are trying to match into), or use it on music or sound effects to simulate a desired real-space. I often use Altiverb to change the original file altogether, to design it into something new. Also, remember that convolution reverbs do not have to use only impulse responses from real spaces; they can use any sound sample that you throw into it to convolve against something else, ie. an anvil hit used as an impulse response will impart a metallic characteristic into whatever sound you process.
Experiment and have fun!
PS. There are many 3rd party impulse response libraries out there for users of convolution reverbs. [Here's one](http://www.1-1-1-1.net/pages/impulses/index.htm) that I've enjoyed using from time to time. | I also had the impression that one could use just a static click for the impulse sound. I was thinking of using a start pistol for recording convolution impulses.
Now that I think of the click-sweep-click-theory, it could have the idea of gathering attack - pre delay - frequency response of the reflections - and lastly decay information.
Would be nice to know more on this approach. Anyone? |
682 | This question is more for me to understand the uses of convolution reverb, how to perform it, and clear up any misconceptions I have.
As I understand it, to create a convolution impulse you:
* Set up a speaker and measurement mic in the space you wish to model
* Play an impulse from the speaker and record the result. I was told to use a sound file that is a click followed by a sine sweep, followed by another click.
* Load the original file and the recorded file into a deconvolver and create an output file.
* Use the output file with your convolution reverb plugin
Convolution reverb should be the ideal way to process your ADR, but I've never been on a project that used it. I've only played with the built in profiles that come with the plug-in.
My questions are:
* What kind of equipment do you use to record in the field?
* What deconvolver program do you use?
* What kinds of applications do you profile for?
Thanks! | 2010/04/13 | [
"https://sound.stackexchange.com/questions/682",
"https://sound.stackexchange.com",
"https://sound.stackexchange.com/users/220/"
] | You have a pretty thorough understanding of the process. To answer your questions:
*• What kind of equipment do you use to record in the field?*
There are no hard and fast rules but you should try to use as professional a product as you can get your hands on. A powered speaker is a must, so be sure you have a source of power wherever you are planning on recording. Re. microphones, many folks use DPAs or Earthworks, but Schoeps, ATs and Neumanns are all great choices. If you don't have access to any of those, use what you do have! You also have a choice as to how many channels you are going to record, ie. mono, stereo, quad or higher. What configuration you choose will depend on your recorder, how much time you allot for setup, and of course your application. If you are preparing for strictly ADR purposes then stereo would more than suffice.
*• What deconvolver program do you use?*
[Altiverb](http://www.audioease.com/Pages/Altiverb/AltiverbMain.html) is the most popular in film post-production (at least here in LA). Another choice is [TL Space](http://www.avid.com/US/products/TL-Space-TDM-Edition). Still another is [IR-L](http://www.waves.com/Content.aspx?id=270) from Waves (although I've not used it). [Here's](http://www.soundonsound.com/sos/jun06/articles/qa0606_1.htm) an excellent article from Sound on Sound regarding the various apps and how they compare.
*• What kinds of applications do you [use] the profile for?*
Totally depends on what you **want** to use if for! You could stay strictly within the constraints of treating ADR to match dialog (or whatever space you are trying to match into), or use it on music or sound effects to simulate a desired real-space. I often use Altiverb to change the original file altogether, to design it into something new. Also, remember that convolution reverbs do not have to use only impulse responses from real spaces; they can use any sound sample that you throw into it to convolve against something else, ie. an anvil hit used as an impulse response will impart a metallic characteristic into whatever sound you process.
Experiment and have fun!
PS. There are many 3rd party impulse response libraries out there for users of convolution reverbs. [Here's one](http://www.1-1-1-1.net/pages/impulses/index.htm) that I've enjoyed using from time to time. | Be sure to use as flat a mic and speaker set as you can in terms of frequency response so that you capture as accurate an impulse response as possible. |
682 | This question is more for me to understand the uses of convolution reverb, how to perform it, and clear up any misconceptions I have.
As I understand it, to create a convolution impulse you:
* Set up a speaker and measurement mic in the space you wish to model
* Play an impulse from the speaker and record the result. I was told to use a sound file that is a click followed by a sine sweep, followed by another click.
* Load the original file and the recorded file into a deconvolver and create an output file.
* Use the output file with your convolution reverb plugin
Convolution reverb should be the ideal way to process your ADR, but I've never been on a project that used it. I've only played with the built in profiles that come with the plug-in.
My questions are:
* What kind of equipment do you use to record in the field?
* What deconvolver program do you use?
* What kinds of applications do you profile for?
Thanks! | 2010/04/13 | [
"https://sound.stackexchange.com/questions/682",
"https://sound.stackexchange.com",
"https://sound.stackexchange.com/users/220/"
] | "I was told to use a sound file that is a click followed by a sine sweep, followed by another click."
Hmmm... Who told you that? If you record the response to a click, then that *is* the impulse response. It's literally the response of a room to an impulsive noise, like a click. No deconvolution or other processing necessary. You then convolve your music with the impulse response, and it will sound as if you had played the music in the space instead of the click.
You probably want to use a dedicated clicker, though, rather than a speaker. You want the sound as close to an ideal impulse as possible, not filtered through a speaker's frequency and phase response. You want it to sound as if your performer is actually in the cathedral, not like you're playing a boombox of their CD inside a cathedral. You also want it as loud as possible (without clipping), so that the signal-to-noise ratio of your recording is high.
You can also derive the impulse response from a sine sweep or [maximum-length sequence](http://en.wikipedia.org/wiki/Maximum_length_sequence) or other signal by [deconvolving](http://en.wikipedia.org/wiki/Deconvolution) first. This improves the signal to noise ratio, but (ideally) it's going to produce the exact same thing as the straight impulse response. Practically, one method might produce better results than the other. See [Wikipedia](http://en.wikipedia.org/wiki/Convolution_reverb#Creation_of_impulse_responses)
See [here](http://www.silcom.com/~aludwig/Signal_processing/Maximum_length_sequences.htm) and [here](http://www.libinst.com/mlsmeas.htm) for the use of maximum-length sequences to measure impulse responses. These work like a chirp, but better.
And remember you can record from two microphones at once to get a stereo image of the response. | Be sure to use as flat a mic and speaker set as you can in terms of frequency response so that you capture as accurate an impulse response as possible. |
682 | This question is more for me to understand the uses of convolution reverb, how to perform it, and clear up any misconceptions I have.
As I understand it, to create a convolution impulse you:
* Set up a speaker and measurement mic in the space you wish to model
* Play an impulse from the speaker and record the result. I was told to use a sound file that is a click followed by a sine sweep, followed by another click.
* Load the original file and the recorded file into a deconvolver and create an output file.
* Use the output file with your convolution reverb plugin
Convolution reverb should be the ideal way to process your ADR, but I've never been on a project that used it. I've only played with the built in profiles that come with the plug-in.
My questions are:
* What kind of equipment do you use to record in the field?
* What deconvolver program do you use?
* What kinds of applications do you profile for?
Thanks! | 2010/04/13 | [
"https://sound.stackexchange.com/questions/682",
"https://sound.stackexchange.com",
"https://sound.stackexchange.com/users/220/"
] | I also had the impression that one could use just a static click for the impulse sound. I was thinking of using a start pistol for recording convolution impulses.
Now that I think of the click-sweep-click-theory, it could have the idea of gathering attack - pre delay - frequency response of the reflections - and lastly decay information.
Would be nice to know more on this approach. Anyone? | Be sure to use as flat a mic and speaker set as you can in terms of frequency response so that you capture as accurate an impulse response as possible. |
68,585 | Is there any plugin or setting for firefox that can simplify the invalid SSL certificate process to a single click, or even not put up any errors and just display a warning indicator?
Working on a dev network using self-signed cerificates for initial design means contantly having to go through the 5 step process to grant an exemption for a site, which is a real pain when swapping things around. | 2009/09/25 | [
"https://serverfault.com/questions/68585",
"https://serverfault.com",
"https://serverfault.com/users/11495/"
] | You can use this addon to change the certificate acceptance behavior in Firefox:
<https://addons.mozilla.org/en-US/firefox/addon/6843> | One thing you might want to consider doing is to simply self sign a wildcard certificate for use on your development network. Then install that wildcard cert on all the systems. Once you accept the certificate once it should be good everywhere. |
68,585 | Is there any plugin or setting for firefox that can simplify the invalid SSL certificate process to a single click, or even not put up any errors and just display a warning indicator?
Working on a dev network using self-signed cerificates for initial design means contantly having to go through the 5 step process to grant an exemption for a site, which is a real pain when swapping things around. | 2009/09/25 | [
"https://serverfault.com/questions/68585",
"https://serverfault.com",
"https://serverfault.com/users/11495/"
] | Talk to your sysadmin. They can setup a CA on your domain (assuming a Windows network here). Have the dev servers use certs from that internal CA, which will be trusted by all machines on the domain. | One thing you might want to consider doing is to simply self sign a wildcard certificate for use on your development network. Then install that wildcard cert on all the systems. Once you accept the certificate once it should be good everywhere. |
466,673 | I have a circuit with a piezoelectric transducer which converts mechanical energy to electrical. The ceramic is connected to a 1 Megaohm resistor and a voltmeter which reads voltage.
If I want to determine the power generated, do I just use P=V^2/R? And if so, how do I account for fluctuating voltage values? For example: [](https://i.stack.imgur.com/Fv8s6.png)
I have the actual values of the voltages on a separate data table. How do I determine total power generated if voltage values are not the same? Do I do summation of power? Essentially, which voltage values do I choose to determine power?
Thank you very much! I appreciate it! | 2019/03/15 | [
"https://physics.stackexchange.com/questions/466673",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/195763/"
] | Your assumption of a three dimensional sphere is wrong, because we are in the General relativity framework in cosmology, i.e. we have space time, and the Big Bang happened , in the original model, at a (0,0,0,0) four dimensional point.
The three space dimensions are like the surface of a sphere ,in a two dimensional analogue, and time is at the radius of the analogue. This means that all space points now were at the origin of the Big Bang.
The [current Big Bang](https://en.wikipedia.org/wiki/Inflation_(cosmology)) model posits a fuzzy beginning due to quantum mechanical uncertainties, in effective quantizations of gravity.
[](https://i.stack.imgur.com/BPYSx.png)
>
> I'm asking whether the fact that the universe is isotropic and that the Big Bang happened contradict each other.
>
>
>
The quantum mechanical fuzziness and the inflation period in the plot generate the isotropy. Before introducing the inflation period there could be no thermodynamic equilibrium, due to the light cone separations at the early universe.
Take a usual balloon and assume it started expanding from a point, where all the surface was concentrated at a point. All points at the surface of the balloon were at the origin where expansion started. This is an analogue of the BB eartly universe in two space dimensions and one time.
If at the early universe there were no light cone then yes, you would expect a thermodynamic equilibrium . But it is General Relativity and four vectors that describe the universe, and at the very early times it is the light cone that does not allow thermodynamic equilibrium, and the inflation period has been included in the BB model to fit the observed isotropy. | Your intuition is faulty because you are imagining universe’s expansion as similar to the expansion of gases from a bomb blast. Something like the “front of the universe” is expanding and occupying some sort of imaginary space, moving away from a central point. A wrong intuition that may come from the name “Big Bang”.
When we say the universe is expanding, we mean the **distance** between two adjacent points in universe is becoming bigger, just like a rubber band with 2 marks that is being stretched.
Imagine a container with a lot of balloons having a small amount of some chemical reactants whose reaction produces gases. After some time, the balloons will start expanding and occupying a bigger volume. However this expansion isn’t starting in a particular point, it is coming from **everywhere** since each of the balloons is pulling over the ones around it. This is the same type of expansion that happens when you boil a cup of rice.
For a better intuition, imagine the entire universe as a 4D Mobius “strip” balloon(1), inflating from a zero size volume. |
466,673 | I have a circuit with a piezoelectric transducer which converts mechanical energy to electrical. The ceramic is connected to a 1 Megaohm resistor and a voltmeter which reads voltage.
If I want to determine the power generated, do I just use P=V^2/R? And if so, how do I account for fluctuating voltage values? For example: [](https://i.stack.imgur.com/Fv8s6.png)
I have the actual values of the voltages on a separate data table. How do I determine total power generated if voltage values are not the same? Do I do summation of power? Essentially, which voltage values do I choose to determine power?
Thank you very much! I appreciate it! | 2019/03/15 | [
"https://physics.stackexchange.com/questions/466673",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/195763/"
] | Your assumption of a three dimensional sphere is wrong, because we are in the General relativity framework in cosmology, i.e. we have space time, and the Big Bang happened , in the original model, at a (0,0,0,0) four dimensional point.
The three space dimensions are like the surface of a sphere ,in a two dimensional analogue, and time is at the radius of the analogue. This means that all space points now were at the origin of the Big Bang.
The [current Big Bang](https://en.wikipedia.org/wiki/Inflation_(cosmology)) model posits a fuzzy beginning due to quantum mechanical uncertainties, in effective quantizations of gravity.
[](https://i.stack.imgur.com/BPYSx.png)
>
> I'm asking whether the fact that the universe is isotropic and that the Big Bang happened contradict each other.
>
>
>
The quantum mechanical fuzziness and the inflation period in the plot generate the isotropy. Before introducing the inflation period there could be no thermodynamic equilibrium, due to the light cone separations at the early universe.
Take a usual balloon and assume it started expanding from a point, where all the surface was concentrated at a point. All points at the surface of the balloon were at the origin where expansion started. This is an analogue of the BB eartly universe in two space dimensions and one time.
If at the early universe there were no light cone then yes, you would expect a thermodynamic equilibrium . But it is General Relativity and four vectors that describe the universe, and at the very early times it is the light cone that does not allow thermodynamic equilibrium, and the inflation period has been included in the BB model to fit the observed isotropy. | Einstein assumed space was isotropic and homogeneous because he believed the universe was closed.
And it simplified the model.
Also, an isotropic and homogeneous space is needed for constant curvature.
Cosmology principals assume the universe is isotropic and homogeneous - basically has a "stream line flow".
In fact, the cosmological principle reduce a 10 parameter theory to a single function and discrete parameter which characterizes Robertson-Walker space time.
However to determine the structure of the universe, we need an accurate measure of distance - which currently doesn't exist.
For instance, Google for the "Fingers of God" - which is a plot of all the measured red shifts in a quadrant of the sky - for instance the Virgo Galaxy. It looks like there's a big finger pointing back to the Earth.
And another interesting plot is the "Pancakes of God" - which suggests the universe is just a web of Machian objects. |
466,673 | I have a circuit with a piezoelectric transducer which converts mechanical energy to electrical. The ceramic is connected to a 1 Megaohm resistor and a voltmeter which reads voltage.
If I want to determine the power generated, do I just use P=V^2/R? And if so, how do I account for fluctuating voltage values? For example: [](https://i.stack.imgur.com/Fv8s6.png)
I have the actual values of the voltages on a separate data table. How do I determine total power generated if voltage values are not the same? Do I do summation of power? Essentially, which voltage values do I choose to determine power?
Thank you very much! I appreciate it! | 2019/03/15 | [
"https://physics.stackexchange.com/questions/466673",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/195763/"
] | Your intuition is faulty because you are imagining universe’s expansion as similar to the expansion of gases from a bomb blast. Something like the “front of the universe” is expanding and occupying some sort of imaginary space, moving away from a central point. A wrong intuition that may come from the name “Big Bang”.
When we say the universe is expanding, we mean the **distance** between two adjacent points in universe is becoming bigger, just like a rubber band with 2 marks that is being stretched.
Imagine a container with a lot of balloons having a small amount of some chemical reactants whose reaction produces gases. After some time, the balloons will start expanding and occupying a bigger volume. However this expansion isn’t starting in a particular point, it is coming from **everywhere** since each of the balloons is pulling over the ones around it. This is the same type of expansion that happens when you boil a cup of rice.
For a better intuition, imagine the entire universe as a 4D Mobius “strip” balloon(1), inflating from a zero size volume. | Einstein assumed space was isotropic and homogeneous because he believed the universe was closed.
And it simplified the model.
Also, an isotropic and homogeneous space is needed for constant curvature.
Cosmology principals assume the universe is isotropic and homogeneous - basically has a "stream line flow".
In fact, the cosmological principle reduce a 10 parameter theory to a single function and discrete parameter which characterizes Robertson-Walker space time.
However to determine the structure of the universe, we need an accurate measure of distance - which currently doesn't exist.
For instance, Google for the "Fingers of God" - which is a plot of all the measured red shifts in a quadrant of the sky - for instance the Virgo Galaxy. It looks like there's a big finger pointing back to the Earth.
And another interesting plot is the "Pancakes of God" - which suggests the universe is just a web of Machian objects. |
410,596 | I'd like to know which character is output from which key, including with modifiers like ⌥ ⌘ ⇧ ⌃, including the character and its Unicode number.
Only the primary characters appear on my physical keyboard, but some less-known ones are produced with the modifiers.
This can actually be seen under System Preferences->Keyboard->Input Sources; Select language and then press modifier keys. However, I cannot screenshot the image of the keyboard with a modifier because the screenshot key-combination overrides the modifier key; and in any case this is a tiny image of the keyboard, whereas I would like a precise listing in text form.
Is this in a configuration file somewhere on my Macbook (2017 15 inch; OS 10.15.7), or can I output it with a certain command?
---
[Edit]: In addition to the answer below, using Ukelele, note [this code](https://github.com/doitintl/mac-keymappings) which processes Ukelele output into a searcable document. | 2021/01/06 | [
"https://apple.stackexchange.com/questions/410596",
"https://apple.stackexchange.com",
"https://apple.stackexchange.com/users/351942/"
] | Use [Keyboard Viewer](https://support.apple.com/guide/mac-help/use-the-keyboard-viewer-on-mac-mchlp1015/11.0/mac/11.0) instead of the preferences pane.
Use the Screenshot app found in Applications/Utilities to create shots of the different modifier levels.
I don't know of any easy way to get the Unicode numbers. Perhaps the [Ukelele](https://software.sil.org/ukelele/) app, which can make a copy of the current input source for analysis. | [This site](https://slcr.wsu.edu/help-pages/keyboards-osx/) provides a key-to-character mapping for the default US keyboard in Mac OSX. |
410,596 | I'd like to know which character is output from which key, including with modifiers like ⌥ ⌘ ⇧ ⌃, including the character and its Unicode number.
Only the primary characters appear on my physical keyboard, but some less-known ones are produced with the modifiers.
This can actually be seen under System Preferences->Keyboard->Input Sources; Select language and then press modifier keys. However, I cannot screenshot the image of the keyboard with a modifier because the screenshot key-combination overrides the modifier key; and in any case this is a tiny image of the keyboard, whereas I would like a precise listing in text form.
Is this in a configuration file somewhere on my Macbook (2017 15 inch; OS 10.15.7), or can I output it with a certain command?
---
[Edit]: In addition to the answer below, using Ukelele, note [this code](https://github.com/doitintl/mac-keymappings) which processes Ukelele output into a searcable document. | 2021/01/06 | [
"https://apple.stackexchange.com/questions/410596",
"https://apple.stackexchange.com",
"https://apple.stackexchange.com/users/351942/"
] | The [Ukelele](https://software.sil.org/ukelele/) app suggested in [this answer](https://apple.stackexchange.com/a/410598/24324) can give you a printout of the keyboard layout for every combination of modifier keys in the form of keyboard diagrams (not a list unfortunately). The resulting diagram looks like this:
[](https://i.stack.imgur.com/yPmOT.png)
Follow below steps to get a diagram:
1. Install and open Ukelele, you're greeted by the main window:
[](https://i.stack.imgur.com/CsXd8.png)
2. Open System Preferences → Keyboard → Input Sources and select the input source for which you want an overview. Alternatively select it in the menubar:
[](https://i.stack.imgur.com/dng8r.png?s=256)
3. In Ukelele go to File → New From Current Input Source, this creates a copy of the keyboard layout:
[](https://i.stack.imgur.com/Yvj4L.png)
4. Double click on it to open the keyboard layout in the main window.
5. Press the Print button in the top right corner:
[](https://i.stack.imgur.com/vcYGX.png)
6. Actually print the overview or save it as a PDF (through the PDF dropdown in the lower middle of the print dialog).
7. Repeat step 2 to 6 for any other input sources you need. | Use [Keyboard Viewer](https://support.apple.com/guide/mac-help/use-the-keyboard-viewer-on-mac-mchlp1015/11.0/mac/11.0) instead of the preferences pane.
Use the Screenshot app found in Applications/Utilities to create shots of the different modifier levels.
I don't know of any easy way to get the Unicode numbers. Perhaps the [Ukelele](https://software.sil.org/ukelele/) app, which can make a copy of the current input source for analysis. |
410,596 | I'd like to know which character is output from which key, including with modifiers like ⌥ ⌘ ⇧ ⌃, including the character and its Unicode number.
Only the primary characters appear on my physical keyboard, but some less-known ones are produced with the modifiers.
This can actually be seen under System Preferences->Keyboard->Input Sources; Select language and then press modifier keys. However, I cannot screenshot the image of the keyboard with a modifier because the screenshot key-combination overrides the modifier key; and in any case this is a tiny image of the keyboard, whereas I would like a precise listing in text form.
Is this in a configuration file somewhere on my Macbook (2017 15 inch; OS 10.15.7), or can I output it with a certain command?
---
[Edit]: In addition to the answer below, using Ukelele, note [this code](https://github.com/doitintl/mac-keymappings) which processes Ukelele output into a searcable document. | 2021/01/06 | [
"https://apple.stackexchange.com/questions/410596",
"https://apple.stackexchange.com",
"https://apple.stackexchange.com/users/351942/"
] | The [Ukelele](https://software.sil.org/ukelele/) app suggested in [this answer](https://apple.stackexchange.com/a/410598/24324) can give you a printout of the keyboard layout for every combination of modifier keys in the form of keyboard diagrams (not a list unfortunately). The resulting diagram looks like this:
[](https://i.stack.imgur.com/yPmOT.png)
Follow below steps to get a diagram:
1. Install and open Ukelele, you're greeted by the main window:
[](https://i.stack.imgur.com/CsXd8.png)
2. Open System Preferences → Keyboard → Input Sources and select the input source for which you want an overview. Alternatively select it in the menubar:
[](https://i.stack.imgur.com/dng8r.png?s=256)
3. In Ukelele go to File → New From Current Input Source, this creates a copy of the keyboard layout:
[](https://i.stack.imgur.com/Yvj4L.png)
4. Double click on it to open the keyboard layout in the main window.
5. Press the Print button in the top right corner:
[](https://i.stack.imgur.com/vcYGX.png)
6. Actually print the overview or save it as a PDF (through the PDF dropdown in the lower middle of the print dialog).
7. Repeat step 2 to 6 for any other input sources you need. | [This site](https://slcr.wsu.edu/help-pages/keyboards-osx/) provides a key-to-character mapping for the default US keyboard in Mac OSX. |
63,053,065 | We're encountering issues with using Flyway for database migrations with multiple nodes in parallel, backed by a PostgreSQL database behind [PgBouncer with transaction pooling](https://www.pgbouncer.org/features.html).
The problem is that when multiple nodes start up at the same time, Flyway gets an exclusive lock but this seems to be a *session* lock, which isn't supported by PgBouncer transaction pooling (as multiple nodes may get the same session). This then causes each node to not start up because they've locked each other.
Is there anything we can change or configure in Flyway to support this? We'd prefer not to switch away from transaction pooling if possible, as that's our main motivation for using PgBouncer. | 2020/07/23 | [
"https://Stackoverflow.com/questions/63053065",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/6282/"
] | At the moment, Flyway doesn't support PgBouncer, so you're seeing errors because of that lack of support. No work arounds from the developers currently. I'd suggest opening an issue on the [Community Github](https://github.com/flyway/flyway/issues). That's the best way to get changes in. | As a workaround, we're currently configuring two data sources for our application - one to PgBouncer as normal, and another with a single connection that's used solely for Flyway that bypasses PgBouncer and connects directly to the PostgreSQL back-end. |
8,842 | My fridge is sending bad clacks to my loudspeakers when it turns on/off, I fear for the tweeters. I'd add a snubber/suppressor to the compressor but my notions about RC filters from school are 15 years old and I have no idea how to dimension it.
It's an old european fridge, so mains are 220V 50Hz, and the compressor mentions two other values In=0.8 and Icc=6.3, which I suppose are nominal and startup current. Do I need to compute the motor inductance? What condensator/resistor values to pick? Is an RC snubber even the correct fix?
How to estimate the RC values for snubbing an A/C motor?
---
Trying another approach. I've found a some usual R/C values for suppressors. For instance [this one](http://www.redlion.net/Products/Groups/NoiseSuppression/SNUB/Docs/12027.pdf) is 47ohm / 0.1µF, giving 33kHz of cutoff frequency... but the datasheet says up to 62Hz? Why is there 3 orders of magnitude difference ?
---
EDIT: in the end I added a capacitor to the fridge and that resolved the problems. That was quite long ago so I don't remember the exact value, but if anyone wants it just bump me… | 2011/01/10 | [
"https://electronics.stackexchange.com/questions/8842",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/2560/"
] | The fridge may be dumping noise on your power line, but the real problem is the amplifier driving your speakers. Either the amp itself has bad line filtering, or your setup allows noise to get into its audio inputs.
Disconnect the audio input from the amp and see if the fridge can still cause clicks in the speakers. If so, then the amp has a crappy power supply circuit and needs help in the form of a line filter.
If the noise goes away when the input to the amp has been disconnected, then the noise is already on the audio signal by the time it gets to the amp. There are two likely causes to this, bad shielding and bad grounding. If you are using regular off the shelf shielded audio cable and it is properly connected at each end, then shielding is probably not the cause. The most likely cause is then a ground loop. Is the amp plugged into the same outlet as whatever equipment is producing the line level audio signals going into it? If not, then you have a ground loop. The fridge is probably causing a significant ground bounce when it turns on and off, and this is getting into your audio signal due to the different ground points. Plug all the audio equipment into the same outlet strip plugged into a single outlet in the house. Adding a line filter to that wouldn't be a bad idea.
You can try to reduce the noise the fridge is making, but that's just one noise source of many that the audio system needs to be immune to anyway. Crap on the power line happens, regularly. The audio system should be set up to deal with it properly. | You may want to consider using an [NTC inrush limiter](http://en.wikipedia.org/wiki/Inrush_current_limiter) in series with the compressor instead of a snubber. Make sure you choose one well-sized for the steady-state current of the appliance.
You may also wish to try putting an appropriately-sized [metal-oxide varistor](http://en.wikipedia.org/wiki/Varistor) across the mains to clamp any badness generated by the compressor.
A [safety-recognized X-capacitor](http://en.wikipedia.org/wiki/Filter_capacitor) across the mains may also help suppress noise.
There are also [off-the-shelf EMI filters](http://www.lcr-inc.com/catalog/095-02-series.pdf) that could help with the noise if you prefer a pre-fab solution. I would guess that the motors in a washing machine wouldn't be so different from those in a fridge from an EMI standpoint. |
8,842 | My fridge is sending bad clacks to my loudspeakers when it turns on/off, I fear for the tweeters. I'd add a snubber/suppressor to the compressor but my notions about RC filters from school are 15 years old and I have no idea how to dimension it.
It's an old european fridge, so mains are 220V 50Hz, and the compressor mentions two other values In=0.8 and Icc=6.3, which I suppose are nominal and startup current. Do I need to compute the motor inductance? What condensator/resistor values to pick? Is an RC snubber even the correct fix?
How to estimate the RC values for snubbing an A/C motor?
---
Trying another approach. I've found a some usual R/C values for suppressors. For instance [this one](http://www.redlion.net/Products/Groups/NoiseSuppression/SNUB/Docs/12027.pdf) is 47ohm / 0.1µF, giving 33kHz of cutoff frequency... but the datasheet says up to 62Hz? Why is there 3 orders of magnitude difference ?
---
EDIT: in the end I added a capacitor to the fridge and that resolved the problems. That was quite long ago so I don't remember the exact value, but if anyone wants it just bump me… | 2011/01/10 | [
"https://electronics.stackexchange.com/questions/8842",
"https://electronics.stackexchange.com",
"https://electronics.stackexchange.com/users/2560/"
] | The fridge may be dumping noise on your power line, but the real problem is the amplifier driving your speakers. Either the amp itself has bad line filtering, or your setup allows noise to get into its audio inputs.
Disconnect the audio input from the amp and see if the fridge can still cause clicks in the speakers. If so, then the amp has a crappy power supply circuit and needs help in the form of a line filter.
If the noise goes away when the input to the amp has been disconnected, then the noise is already on the audio signal by the time it gets to the amp. There are two likely causes to this, bad shielding and bad grounding. If you are using regular off the shelf shielded audio cable and it is properly connected at each end, then shielding is probably not the cause. The most likely cause is then a ground loop. Is the amp plugged into the same outlet as whatever equipment is producing the line level audio signals going into it? If not, then you have a ground loop. The fridge is probably causing a significant ground bounce when it turns on and off, and this is getting into your audio signal due to the different ground points. Plug all the audio equipment into the same outlet strip plugged into a single outlet in the house. Adding a line filter to that wouldn't be a bad idea.
You can try to reduce the noise the fridge is making, but that's just one noise source of many that the audio system needs to be immune to anyway. Crap on the power line happens, regularly. The audio system should be set up to deal with it properly. | Your fridge may have poor grounding. I've run into more than a few old ones that had a floating ground that intermittently 'closed' to Earth, one of which gave me my first close encounter with mains power (and later used to shock people at parties, but that is another tale). Measure the compressor chassis voltage versus mains Earth/ground (or see if there's only 2 prongs in the plug). Of course ya can't just short the chassis to ground straight away if this is the issue -- see if there's a constant current path, first. I'm not sure why there would be, but it's possible! If there is, I'd look into it some more: *why is the chassis energized? Is some insulation worn through?* Oh yeah - don't get killed or anything.
The other way to go about this is to protect the speakers directly. This can be done with clamping diodes or [other TVS parts](https://electronics.stackexchange.com/q/8798/2118). |
3,182,036 | I want to develop a good chat in my page, I know how to program in php, actionscript 2 and 3, and how to manage MySQL databases.
So, given that I know to program, what do you suggest? Any good tutorials for making one? good open source projects? Implication of using this technologies in chats? | 2010/07/05 | [
"https://Stackoverflow.com/questions/3182036",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/310648/"
] | I would recommend you use IRC - this way you don't have to worry about the server aspect.
Also, you should take a look at this Ajax-based IRC PHP Client:
<http://ajaxian.com/archives/mibbit-ajax-based-irc-client> | Take a look at [this](http://rad-dev.org/lithium_anologue/source) for how other people have implemented something similar. Perhaps consider an IRC backend to avoid creating your own system. |
31,680,259 | I have read through the documentation, and it seems that a SQL BATCH command and a transaction accomplish the same purpose, that is committing all statements as an all-or-nothing transaction.
Is this correct, or am I missing something?
I am using Orient through the PhpOrient language binding, and see that it supports both transactions and batches, but I am using SQL exclusively and would like to perform transactions using SQL only. It seems the same from my testing, but I wanted to confirm. | 2015/07/28 | [
"https://Stackoverflow.com/questions/31680259",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2475951/"
] | SQL Batch
a) SQL Batch is just that a collection of commands that need to be executed without guaranteed of success or fail.
b) Batch Processing means things are put into queue and it is processed when a certain amount if items is reached, or when a certain period has passed. You can do undo/rollback in this.
In BATCH PROCESSING, the bank would just queue xyz's request to deposit amount. The bank would just put your request in queue with all the other requests and process them at the end of the day or when they reach a certain amount.
SQL Transaction
a) SQL Transaction is a collection of commands that are guaranteed to succeed or fail totally.Transactions won't complete half the commands and then fail on the rest, if one fails they all fail.
b) Transaction is like real time processing that allows you to rollback/undo changes.
In TRANSACTIONS, it's just like the batch, but you have the option to "cancel" it. | >
> transaction
>
> Transactions are atomic units of work that can be committed or rolled back. When a transaction makes multiple changes to the database, either all the changes succeed when the transaction is committed, or all the changes are undone when the transaction is rolled back.
>
> Database transactions, as implemented by InnoDB, have properties that are collectively known by the acronym ACID, for atomicity, consistency, isolation, and durability.
>
>
>
[Mysql Manual](http://dev.mysql.com/doc/refman/5.7/en/glossary.html#glos_transaction) |
18,709 | **1995 Blazer - 4.3 L Vortec V6 CMFI (vin W w/ PCM)**
230,000 miles
There are no trouble codes. This is a OBD-I or 1.5 system from a GM transitional year (I have the OBD-II style connector).
I have issues that are possibly related to the Evaporator Canister Purge system...
1. ~~Occasionally, I get "dieseling" (run-on) after shutting off the truck.~~ See edit 1 below.
2. I occasionally smell a slight amount of gasoline fumes when driving with the windows down.
3. After fixing a lot of other things1, I still occasionally have some slight lack-of-power issues.
The gas smell seems to be coming from the rear of the truck. When I remove the tank vent from the canister (the middle hose; from canister to tank), a little gas drips out. I know that's not right. Visually, I see no leaks from any of the lines or the canister.
~~The GM service manual also has a page for "dieseling" in the drivability section. It points to the Evaporator Purge system.~~ Edit: This has been ruled out.
So what causes gasoline to get into the vent line? I'd rather not change the canister without knowing why fuel is getting into it. Does gasoline in the canister explain the engine run-on? I've read about ways to bypass or eliminate the canister, but these techniques also cause a gas smell. Are there any definitive tests that will narrow down the source of trouble?
FWIW, this vehicle is not subject to emissions testing.
---
1 *"after fixing a lot of other things"* refers to a rough idle condition that led to checking everything... spark plugs, wires, compression testing, timing chain slack, etc. Ultimately, the rough idle was fixed by setting the timing back to factory spec (it was 10 degrees retarded)... still not right... so then changing the entire distributor (bad bearings) and setting timing to factory spec ultimately took care of 90-95% of the rough idle. [*(Edit: Root cause of rough idle ended up being a pinhole leak in the gas return line inside the intake plenum.)*](https://mechanics.stackexchange.com/questions/18806)
---
Fuel pressure leak-down test was performed many times about a month ago while chasing down the rough idle condition. Pressure held steady for more than 20 minutes at 58 psi. This would rule out any/all leaks from pump to CMFI "spider". *(**Edit: Wrong!!** It only rules out the gas feed side and the "spider". However, if you have a leak in the fuel return side coming out of the "spider" inside the plenum, a leak-down test will be completely useless. [This was exactly my problem](https://mechanics.stackexchange.com/questions/18806)!)*
---
**EDIT 1**:
I removed the top hose (from canister to engine) and drove around a bit. I still have the run-on, which presumably rules out the canister as the cause.
---
**EDIT 2**: This was flagged as a possible duplicate. However, these two questions are not the same. This question specifically is asking about how the Evap Purge system operates, a gasoline odor, why there is gasoline inside the canister, symptoms of failure, and what can/should be done about it.
The [other newer question](https://mechanics.stackexchange.com/questions/18806) specifically delves into the possible causes of a dieseling condition, what's been recently done, and what else can be done. | 2015/07/22 | [
"https://mechanics.stackexchange.com/questions/18709",
"https://mechanics.stackexchange.com",
"https://mechanics.stackexchange.com/users/11163/"
] | I removed the top hose (engine to canister) and drove. I still experienced the run-on, so I believe this conclusively rules out the canister as the cause of the dieseling.
I also found that the connection of this top hose to the metal tubing was very loose and possibly the cause of the gasoline smell. I put a hose clamp here to eliminate this.
As far as why there is gasoline going into the canister through the tank hose, this part is still unknown. | There is a check valve in the vent line where the line sits in the gas tank. This valve, Looks like a ball bearing and a seat, closes the line off unless there is pressure. This allows the vapor, and vapor only, to travel to the canister. Some liquid will condense, but it should never be full of gas. |
47,387 | I've been hearing about triggers, and I have a few questions.
What are triggers?
How do I set them up?
Are there any precautions, aside from typical SQL stuff, that should be taken? | 2008/09/06 | [
"https://Stackoverflow.com/questions/47387",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/115/"
] | Triggers allow you to perform a function in the database as certain events happen (eg, an insert into a table).
I can't comment on mysql specifically.
Precaution: Triggers can be very alluring, when you first start using them they seem like a magic bullet to all kinds of problems. But, they make "magic" stuff happen, if you don't know the database inside out, it can seem like really strange things happen (such as inserts into other tables, input data changing, etc). Before implementing things as a trigger I'd seriously consider instead enforcing the use of an API around the schema (preferably in the database, but outside if you can't).
Some things I'd still use triggers for
* Keeping track of "date\_created" and "date\_last\_edited" fields
* Inserting "ID"'s (in oracle, where there is no auto id field)
* Keeping change history
Things you wouldn't want to use triggers for
* business rules/logic
* anything which connects outside of the database (eg a webservice call)
* Access control
* Anything which isn't transactional ( anything you do in the trigger MUST be able to rollback with the transaction ) | This question is old and other answers are very good, but since the user asked about precautions that should be taken, I want to add something:
* If you use replication in a complex environment, don't make a massive use of Triggers, and don't call stored procedures from triggers.
* Triggers are slow in MySQL.
* You can't use some SQL statements within triggers. And some statements are permitted but should be avoided, like LOCK. The general rule is: if you don't fully understand the implications of what you are doing, you shouldn't do it.
* Triggers can cause endless loops, so be careful. |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | It sounds like you are not getting the level of detail you want due to the limited dynamic range of your camera. You could try shooting RAW to ensure that full usage of the dynamic range occurs (and to adjust the shadows to be dark while keeping the image bright). You could also try using HDR techniques (either in camera or in post production) to expand the dynamic range your camera can capture. | Capturing translucency requires the viewer to identify light showing through the object-being-portrayed as coming through the object *from the background*.
This is not evident in either of your posted images. The object looks opaque due to the dominant lighting you have added from the camera-right side of the shot according to the highlights on the textured object.
When I shoot a glass of beer, I want it to look translucent not transparent as it does sitting on the bar in front of you. To get the visual effect, I put a white card behind the glass of beer trimmed carefully to not appear in the image. Then, I carefully light the card independent of the beer. The effect is a light translucent cool glass of beer. The light travels through the beer. If I take away the card, the background shows through the transparent liquid. It loses its appeal.
Light, itself, is not visible and cannot be photographed.
You cannot take an image of light. You can only capture the effects of the light as it reflects from an object. Similarly, you can capture the effects of light as it passes through an object.
You are photographing a lighted object not the light falling on the object. So you have to make the subject *appear* as though it's translucent.
Light is electromagnetic energy. It is not a solid, liquid, plasma, or gas. As such it isn't observable, per se. I can see something illuminated by light but I don't see the flow of it toward the object and back in the same sense as I would as with a stream of water from a fire hose, say.
While this is a very FINE point, it is the essence of photography. You must look at the object and how light affects its appearance. Think about how the effect you wish to capture must appear to the viewer in order to portray the effect you wish to communicate. I was taught that this is the process of visualization (an analysis of the subject). |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | It sounds like you are not getting the level of detail you want due to the limited dynamic range of your camera. You could try shooting RAW to ensure that full usage of the dynamic range occurs (and to adjust the shadows to be dark while keeping the image bright). You could also try using HDR techniques (either in camera or in post production) to expand the dynamic range your camera can capture. | With all my respects to some other answers. It has NOTHING to do with dynamic range or RAW. **Stan nailed it**.
You see your lamp translucent because you interact with it, you see it on the morning, and see it diferently on the evening or during the night.
(Here is a similar situation, where you know there are sparkles because you interact with the real subject [How to photograph frost and snow sparkling?](https://photo.stackexchange.com/questions/72729/how-to-photograph-frost-and-snow-sparkling/72738#72738))
But on this shoots, where the light looks comming from the front on the first shoot (probably the camera flash) and on the side on the second one (off camera flash) the light is **bouncing**.
You do not want the light to "bounce" you **want the light to go "thru it and disperse"** that is the definition of translucent" so put a light either behind or inside it.
It looks like a lamp. Do you have a light inside it? Can you put an off camera flash behind it, probably with a snoot? You then need to balance the ambient light with the artificial light. |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | you have too much dynamic range. First of all shoot raw so you shoot the full dynamic range and can balance the different components to achive your desired depth and light play. Secondly, your highlights will be difficult not to clip. you could try a polariser, and turn it to dampen them a bit, just dont close them off completely, or shoot from a tripod with multiple exposures and [blend them in from a darker exposure](http://www.youtube.com/watch?v=mq2QVlO5qfs).
I'm deliberately not recommending "HDR", as that most often lead to crazy looks, when people get started with it. | Capturing translucency requires the viewer to identify light showing through the object-being-portrayed as coming through the object *from the background*.
This is not evident in either of your posted images. The object looks opaque due to the dominant lighting you have added from the camera-right side of the shot according to the highlights on the textured object.
When I shoot a glass of beer, I want it to look translucent not transparent as it does sitting on the bar in front of you. To get the visual effect, I put a white card behind the glass of beer trimmed carefully to not appear in the image. Then, I carefully light the card independent of the beer. The effect is a light translucent cool glass of beer. The light travels through the beer. If I take away the card, the background shows through the transparent liquid. It loses its appeal.
Light, itself, is not visible and cannot be photographed.
You cannot take an image of light. You can only capture the effects of the light as it reflects from an object. Similarly, you can capture the effects of light as it passes through an object.
You are photographing a lighted object not the light falling on the object. So you have to make the subject *appear* as though it's translucent.
Light is electromagnetic energy. It is not a solid, liquid, plasma, or gas. As such it isn't observable, per se. I can see something illuminated by light but I don't see the flow of it toward the object and back in the same sense as I would as with a stream of water from a fire hose, say.
While this is a very FINE point, it is the essence of photography. You must look at the object and how light affects its appearance. Think about how the effect you wish to capture must appear to the viewer in order to portray the effect you wish to communicate. I was taught that this is the process of visualization (an analysis of the subject). |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | you have too much dynamic range. First of all shoot raw so you shoot the full dynamic range and can balance the different components to achive your desired depth and light play. Secondly, your highlights will be difficult not to clip. you could try a polariser, and turn it to dampen them a bit, just dont close them off completely, or shoot from a tripod with multiple exposures and [blend them in from a darker exposure](http://www.youtube.com/watch?v=mq2QVlO5qfs).
I'm deliberately not recommending "HDR", as that most often lead to crazy looks, when people get started with it. | With all my respects to some other answers. It has NOTHING to do with dynamic range or RAW. **Stan nailed it**.
You see your lamp translucent because you interact with it, you see it on the morning, and see it diferently on the evening or during the night.
(Here is a similar situation, where you know there are sparkles because you interact with the real subject [How to photograph frost and snow sparkling?](https://photo.stackexchange.com/questions/72729/how-to-photograph-frost-and-snow-sparkling/72738#72738))
But on this shoots, where the light looks comming from the front on the first shoot (probably the camera flash) and on the side on the second one (off camera flash) the light is **bouncing**.
You do not want the light to "bounce" you **want the light to go "thru it and disperse"** that is the definition of translucent" so put a light either behind or inside it.
It looks like a lamp. Do you have a light inside it? Can you put an off camera flash behind it, probably with a snoot? You then need to balance the ambient light with the artificial light. |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | The problem here is the lighting and contrast. The first difficulty in capturing spheres in a realistic way is conveying that they are spheres instead of just flat circles. With light placed to the side and forward a bit towards the ball you'll see a light and dark side to the sphere, for example, and this kind of difference will make it feel more like a sphere. Additionally, in your photos you can see that the contrast is high -- some parts are dark while others are blown-out to pure white -- and this large difference is too much for the dynamic range of your camera to capture.
Applying these ideas: a softbox or umbrella and flash would help a lot. You can position the light to make the ball look good, and the added light will brighten the whole ball, reducing contrast.
Now, that will help you capture the sphere but I suspect it won't quite let you capture the translucence very well and it may not show off the colors you see. Honestly, off the top of my head I'm not sure how to approach that. But! The book [Light: Science and Magic](http://amzn.com/0240812255) is exactly the resource you want. I'm not sure where my copy is right now, but I'm sure it has exactly the information about how to capture such detail (and lots of other interesting stuff, too)! | Capturing translucency requires the viewer to identify light showing through the object-being-portrayed as coming through the object *from the background*.
This is not evident in either of your posted images. The object looks opaque due to the dominant lighting you have added from the camera-right side of the shot according to the highlights on the textured object.
When I shoot a glass of beer, I want it to look translucent not transparent as it does sitting on the bar in front of you. To get the visual effect, I put a white card behind the glass of beer trimmed carefully to not appear in the image. Then, I carefully light the card independent of the beer. The effect is a light translucent cool glass of beer. The light travels through the beer. If I take away the card, the background shows through the transparent liquid. It loses its appeal.
Light, itself, is not visible and cannot be photographed.
You cannot take an image of light. You can only capture the effects of the light as it reflects from an object. Similarly, you can capture the effects of light as it passes through an object.
You are photographing a lighted object not the light falling on the object. So you have to make the subject *appear* as though it's translucent.
Light is electromagnetic energy. It is not a solid, liquid, plasma, or gas. As such it isn't observable, per se. I can see something illuminated by light but I don't see the flow of it toward the object and back in the same sense as I would as with a stream of water from a fire hose, say.
While this is a very FINE point, it is the essence of photography. You must look at the object and how light affects its appearance. Think about how the effect you wish to capture must appear to the viewer in order to portray the effect you wish to communicate. I was taught that this is the process of visualization (an analysis of the subject). |
46,740 | I'm trying out my new DSLR (Nikon 5300) and 18-200 Nikkor lens. Long ago, I had a film SLR, but since then I've had point-and-shoot cameras. It's great to get back into SLRs again.
That said, here's my current obsession: capturing items that have some depth and translucence to them. There is this glass ball hanging in my back yard, and when the light hits it, it's spectacular. I'm having a very tough time capturing that light. My images either come out looking too flat with little depth, or too dark with too much contrast. And none of them really capture the range of colors in the sunlight hitting the glass; yesterday I saw yellows and blues in the white highlights. Couldn't figure out how to get them with my camera.
How do you film translucence and glass? How do you capture both the depth of the glass and the spectrum of light hitting it? Are there processing tweaks that help?
Attempting to attach photos so you can get an idea of what I'm talking about ... (this is my first time doing this here, so please bear with me).
The first is bright but flat; the second is too dark but begins to show depth, although it doesn't capture the brilliance of the light striking the ball.
 | 2014/01/09 | [
"https://photo.stackexchange.com/questions/46740",
"https://photo.stackexchange.com",
"https://photo.stackexchange.com/users/25260/"
] | The problem here is the lighting and contrast. The first difficulty in capturing spheres in a realistic way is conveying that they are spheres instead of just flat circles. With light placed to the side and forward a bit towards the ball you'll see a light and dark side to the sphere, for example, and this kind of difference will make it feel more like a sphere. Additionally, in your photos you can see that the contrast is high -- some parts are dark while others are blown-out to pure white -- and this large difference is too much for the dynamic range of your camera to capture.
Applying these ideas: a softbox or umbrella and flash would help a lot. You can position the light to make the ball look good, and the added light will brighten the whole ball, reducing contrast.
Now, that will help you capture the sphere but I suspect it won't quite let you capture the translucence very well and it may not show off the colors you see. Honestly, off the top of my head I'm not sure how to approach that. But! The book [Light: Science and Magic](http://amzn.com/0240812255) is exactly the resource you want. I'm not sure where my copy is right now, but I'm sure it has exactly the information about how to capture such detail (and lots of other interesting stuff, too)! | With all my respects to some other answers. It has NOTHING to do with dynamic range or RAW. **Stan nailed it**.
You see your lamp translucent because you interact with it, you see it on the morning, and see it diferently on the evening or during the night.
(Here is a similar situation, where you know there are sparkles because you interact with the real subject [How to photograph frost and snow sparkling?](https://photo.stackexchange.com/questions/72729/how-to-photograph-frost-and-snow-sparkling/72738#72738))
But on this shoots, where the light looks comming from the front on the first shoot (probably the camera flash) and on the side on the second one (off camera flash) the light is **bouncing**.
You do not want the light to "bounce" you **want the light to go "thru it and disperse"** that is the definition of translucent" so put a light either behind or inside it.
It looks like a lamp. Do you have a light inside it? Can you put an off camera flash behind it, probably with a snoot? You then need to balance the ambient light with the artificial light. |
13,203 | I have a Garmin Edge 500 with hear rate monitor, which I use while riding. Now I have all this hear rate data which I don't know how to apply. Can anyone point out how I should use this data for training, with the intention of racing? | 2012/11/13 | [
"https://bicycles.stackexchange.com/questions/13203",
"https://bicycles.stackexchange.com",
"https://bicycles.stackexchange.com/users/4723/"
] | As others have pointed, heart-rate alone is not enough to organize a comprehensive training program, and some preliminary steps (fitness tests, mostly) are necessary so that you can properly train guided by heart rate zones.
The main idea is the following: heart rate is one of the best measures of your physical effort. Each person have an individual maximum heart rate, depending on a lot of factors, mostly age. When you know your maximum rate, then it is possible to calculate the HEART RATE ZONES, as percent ranges of that maximum, which are directly related to training levels. Below a given zone there is no training, inside a given zone you keep the conditioning you already have, above a given zone you are improving your aerobic level, and so on. This can also be used to actively rest during an interval training, when you apply the next effort cycle only after some time below some threshold.
Of course, this talk applies specifically for TRAINING. If you ride only for fun, then you can use the heart rate just to compare efforts, more "informally" speaking. For example, if you ride the same route at the same speed many times, you can look for the higher heart rates and know during which rides you were more tired. Also, there are some ways to measure POWER with GPS devices (STRAVA does so if you provide your weight and the bike's weight). When you relate power and heart rate, you can obtain a measure of your fitness and/or efficiency at a given stretch.
With this flood of data nowadays, the possibilities are almost endless!
Hope this helps! | In addition to Google/books ("Total Heart Rate Training" by Joel Friel is a worthwhile read, IMO) have an Active Metabolic Rate test, VO2Max test, or something similar performed at a sports lab to measure exactly where your zones are. Don't waste time with "214-(age\*0.8)" or other faith-based calculations. |
13,203 | I have a Garmin Edge 500 with hear rate monitor, which I use while riding. Now I have all this hear rate data which I don't know how to apply. Can anyone point out how I should use this data for training, with the intention of racing? | 2012/11/13 | [
"https://bicycles.stackexchange.com/questions/13203",
"https://bicycles.stackexchange.com",
"https://bicycles.stackexchange.com/users/4723/"
] | As others have pointed, heart-rate alone is not enough to organize a comprehensive training program, and some preliminary steps (fitness tests, mostly) are necessary so that you can properly train guided by heart rate zones.
The main idea is the following: heart rate is one of the best measures of your physical effort. Each person have an individual maximum heart rate, depending on a lot of factors, mostly age. When you know your maximum rate, then it is possible to calculate the HEART RATE ZONES, as percent ranges of that maximum, which are directly related to training levels. Below a given zone there is no training, inside a given zone you keep the conditioning you already have, above a given zone you are improving your aerobic level, and so on. This can also be used to actively rest during an interval training, when you apply the next effort cycle only after some time below some threshold.
Of course, this talk applies specifically for TRAINING. If you ride only for fun, then you can use the heart rate just to compare efforts, more "informally" speaking. For example, if you ride the same route at the same speed many times, you can look for the higher heart rates and know during which rides you were more tired. Also, there are some ways to measure POWER with GPS devices (STRAVA does so if you provide your weight and the bike's weight). When you relate power and heart rate, you can obtain a measure of your fitness and/or efficiency at a given stretch.
With this flood of data nowadays, the possibilities are almost endless!
Hope this helps! | I would also recommend Friel's book.
Basically, to train with a HRM, you need to set up your zones. There are three ways of doing this:
1) Based on an estimated maximum heart rate. This is better than nothing, but not by a lot, as it is an average. If you have a big heart, this may result in zones that are too high, while if you have a small heart, it may result in zones that are too low.
2) Based on a measured maximum. This is better than an estimated maximum, but isn't great because zones are better set using your anaerobic threshold, which changes based on your fitness level. As you get better trained, you want your zones to move up.
3) Based on a test, generally a field test that you perform on your bike. IIRC, Carmichael uses two 3-mile time trial efforts, while Friel uses one 20-minute effort. Both give decent numbers.
I would recommend the field test approach since you are just getting started. If you get serious, you may want to switch to using a power meter, which is better than using a HRM. |
6,083 | 1. I buy BTC on Coinbase, let's assume that my BTC wallet address is publicly tied to my real identity.
2. I use ShapeShift to convert the BTC to XMR.
3. I receive the XMR in a wallet I've never used before on MyMonero
4. I send the XMR to someone else using MyMonero 'medium' privacy settings.
Is there any reasonable way someone could tell that the final XMR transaction was connected to me and if they could, how much would they know about who I sent it to and how much I sent? | 2017/09/20 | [
"https://monero.stackexchange.com/questions/6083",
"https://monero.stackexchange.com",
"https://monero.stackexchange.com/users/3507/"
] | If "someone" doesn't have access to any of the services, there's no way he can tell that the final TX is connected to you.
If "someone" had access to only ShapeShift data, he'd know to which Monero address you withdrew, and how much. He could suspect when you move those funds elsewhere but never be sure if it was you or it just so happened that someone else used your output as "decoy". Even if he assumed that you moved the coins, he'd have no way of telling to which address or how much. He'd just see that you **maybe** moved those (or part of, he can't tell) coins **somewhere**.
If "someone" had access to only MyMonero data (or forced MyMonero to collect whatever data it can), they wouldn't know from where your balance came. They wouldn't know who "you" are. The source and your ID would remain hidden. When sending, MyMonero could know the amount. If sending to a non-MyMonero user, they wouldn't know the destination address. If sending to a wallet also registered at MyMonero, they could also know the destination address.
If "someone" had access to both MyMonero and ShapeShift, they'd know who you are, how much you received and how much you sent. If sending to a non-MyMonero user, they wouldn't know the destination address. If sending to a wallet also registered at MyMonero, they could also know the destination address.
If "someone" got access to only recipient data, they wouldn't be able to trace it back to you. If they got the recipient data and ShapeShift data, they'd have a loose link but wouldn't be able to prove anything.
If "someone" got access to recipient, MyMonero and Shapeshift data, they could establish the link.
The only way to protect against someone coercing all involved services is to use an independent wallet instead of MyMonero and do some ["churning"](https://monero.stackexchange.com/questions/4565/what-is-churning) before sending to final destination. That way, even if someone had the recipient and ShapeShift data, you'd have fuzzed the trail enough to erase any suspicion. | When you send BTC to shapeshift, shapeshift can see your Bitcoin wallet address. If shapeshift were to get hacked, and if shapeshift keeps records, then this means the XMR outputs that shapeshift sends to you can be tied to your Bitcoin wallet address and therefore to your real world identity.
However, this does not matter. As soon as you send the outputs on to someone else, a ring signature is created. This means no one that observes the transaction knows which outputs were actually being sent.
The bottom line is: no matter who knows your identity when you receive XMR from someone, when you send it on the link is broken. Even if your Monero wallet address was publicly known because you'd told the world, no one can tell when you spend your Monero that the Monero came from your wallet.
The amount of your transaction is unknowable, as is the destination wallet address of your transaction. Wallet addresses are never disclosed on the Monero blockchain. |
301,750 | As consumer is a countable noun, is consumer or consumers the right word in this sentence and why?
The final delivery service is one work aspect that is needed to be completed partially through **consumer** effort.
The final delivery service is one work aspect that is needed to be completed partially through **consumers** effort. | 2021/11/07 | [
"https://ell.stackexchange.com/questions/301750",
"https://ell.stackexchange.com",
"https://ell.stackexchange.com/users/117941/"
] | With some exceptions, nouns used as adjectives - to modify other nouns - are mostly singular. For example, '*customer* service'. In your specific example, '*consumer effort*' would be understood to be the effort made by consumers in general, and there is no need to pluralise it. Remember that 'consumer effort' doesn't necessarily mean more than one consumer, anyway.
There are other contexts where you could use the same words in a different way and this may not apply. For example, in UK schools, it is common to have a "parents association". It would seem unusual to say "parent" when most children have two parents, and could sound exlusionary. Likewise, in similar contexts, you could refer to "consumers' effort" if you wanted to emphasise that the effort was made by a specific, countable number of consumers, rather than just consumers in general. | Nouns used as adjectives are nearly always used in the singular, even if the meaning is of several of that noun. Consider the many compound nouns you're familiar with where the first noun suggests many of those things, but are all singular: *classroom, computer store, car wash, card holder, costume designer,* and so forth. A "computer store" is a store for computer***s***, not for just one computer, but "computer" is singular because it's not the root noun.
In your example, "consumer" is used as an adjective to modify "effort", so it should be singular. |
168,653 | For clarity
===========
It's already clear from several other questions that [a Glamour bard may not maintain concentration on Mantle of Majesty and another concentration spell at the same time](https://rpg.stackexchange.com/questions/148896/can-you-use-a-concentration-spell-while-using-mantle-of-majesty). This is not my question.
Rules
=====
A creature may not normally cast 2 spells of 1st level or higher in the same turn, even if one is an action and the other is a bonus action. They may maintain concentration and cast a level 1+ spell that does not require concentration. They may also cast a cantrip and a level 1+ spell.
The question
============
Does the Glamour bard's "free" casting of the 1st-level spell *command* as a bonus action granted by the Mantle of Majesty feature qualify as a spell of 1st level or higher, preventing the bard from casting another spell of 1st level or higher, such as *charm person* or *dispel magic*, on the same turn?
My thoughts
===========
I suspect it does not, as most abilities such as martial moves, ki, or breath weapons are not treated as spells. However. I have not found any defense for this in any of the rulebooks. | 2020/05/08 | [
"https://rpg.stackexchange.com/questions/168653",
"https://rpg.stackexchange.com",
"https://rpg.stackexchange.com/users/36136/"
] | You are effectively asking if a spellcast that is granted by a class feature that is not the *Spellcasting* feature is subject to the "only one non-cantrip spell may be cast per turn rule."
The answer is that it is and therefore you may not.
---------------------------------------------------
The rule for casting a bonus action spell states:
>
> A spell cast with a bonus action is especially swift. [...] You can't cast another spell during the same turn, except for a cantrip with a casting time of 1 action.
>
>
>
This is a blanket statement that doesn't care about the source of the spell. It does not matter if the spell is cast as a result of a magical item, the slots granted by the *Spellcasting* feature, or some other class/race feature.
If you, by whatever means, cast a bonus action spell, you may only cast a cantrip with your action.
---
### There is a caveat to this.
Sometimes there are class features that say they produce an effect without mentioning the phrase "you cast" and conclude with the phrase "as if you were concentrating on a spell." So long as the words "you cast" are not used, the ability is not a spellcast.
For example, the Archfey Warlock's *Dark Delirium* ability:
>
> [...] as an action, choose a creature that you can see within 60 feet of you. It must make a Wisdom saving throw against your warlock spell save DC. On a failed save, it is charmed or frightened by you (your choice) for 1 minute or until your concentration is broken (as if you are concentrating on a spell).
>
>
>
Though it functions very similar to one, this is not a spell because the ability does not say that the Warlock is casting anything. It merely borrows the same concentration mechanic from those kinds of spells to serve as a possible way for the effect to end.
You have to be careful not to get lured into thinking that the phrase "as if you were concentrating on a spell" means it's not a spell in all cases. It's important to read the full description of the ability. For example, your *Mantle of Majesty* also includes the phrase "you cast".
It does this because, in addition to casting *Command*, the ability tacks on the added benefit "you take on an appearance of unearthly beauty for 1 minute" and it's clarifying that this extra benefit also ends when you lose concentration.
Another thing you might see: some abilities/features use the phrase "as if you had cast" such as the magical item Ventilating Lungs and its *gust of wind* ability. This phrase indicates that you are not casting a spell but achieving the same effect *as if you were*. | It counts as a bonus action spell, and thus you cannot cast another leveled spell on that turn
----------------------------------------------------------------------------------------------
The language of the feature is fairly clear:
>
> As a bonus action, you **cast** *command*...
>
>
>
Since you are casting a spell as a bonus action, you would be unable to cast leveled spells as addressed in [this Q&A](https://rpg.stackexchange.com/q/49532/41726) and in the Basic Rules:
>
> You can't cast another spell during the same turn, except for a cantrip with a casting time of 1 action.
>
>
>
The reason features such as maneuvers, most ki features1, and breath weapons don't interact with this rule is because you are not casting spells as a bonus action.
---
1 There is one ki feature that does cast a spell as a bonus action: Searing Arc Strike of the Way of the Sun Soul. This would similarly prevent any other leveled casting for that turn. |
1,914,605 | I just saw [this section of Unladen Swallow's documentation](http://code.google.com/p/unladen-swallow/wiki/ProjectPlan#Global_Interpreter_Lock) come up on Hacker News. Basically, it's the Google engineers saying that they're not optimistic about removing the GIL. However, it seems as though there is discussion about the garbage collector interspersed with this talk about the GIL. Could someone explain the relation to me? | 2009/12/16 | [
"https://Stackoverflow.com/questions/1914605",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2147/"
] | The really short version is that currently python manages memory with a reference counting+a mark&sweep cycle collector scheme, optimized for latency (instead of throughput).
This is all fine when there is only a single mutating thread, but in a multi-threaded system, you need to synchronize all the times you modify refcounts, or else you can have values "fall trough the cracks", and synchronization primitives are quite expensive on contemporary hardware.
If refcounts weren't changed so often, this wouldn't be a problem, but pretty much every single operation you do in cpython can cause a refcount to change somewhere, so the options are either GIL, doing refcounts with some kind of synchronization (and literally spend almost all your time on the synch), or ditch the refcounting system for some kind of a real garbage collector. | Tuna-Fish's answer basically covers it. If you want more details, there was a discussion about how the GIL could be removed without having *too* much of an effect on the reference counting here: <http://mail.python.org/pipermail/python-ideas/2009-October/006264.html> |
1,914,605 | I just saw [this section of Unladen Swallow's documentation](http://code.google.com/p/unladen-swallow/wiki/ProjectPlan#Global_Interpreter_Lock) come up on Hacker News. Basically, it's the Google engineers saying that they're not optimistic about removing the GIL. However, it seems as though there is discussion about the garbage collector interspersed with this talk about the GIL. Could someone explain the relation to me? | 2009/12/16 | [
"https://Stackoverflow.com/questions/1914605",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2147/"
] | The really short version is that currently python manages memory with a reference counting+a mark&sweep cycle collector scheme, optimized for latency (instead of throughput).
This is all fine when there is only a single mutating thread, but in a multi-threaded system, you need to synchronize all the times you modify refcounts, or else you can have values "fall trough the cracks", and synchronization primitives are quite expensive on contemporary hardware.
If refcounts weren't changed so often, this wouldn't be a problem, but pretty much every single operation you do in cpython can cause a refcount to change somewhere, so the options are either GIL, doing refcounts with some kind of synchronization (and literally spend almost all your time on the synch), or ditch the refcounting system for some kind of a real garbage collector. | I just found another point of view on this subject here: <http://renesd.blogspot.com/2009/12/python-gil-unladen-swallow-reference.html> |
25,559 | I'm in the process of editing my novel, and realized that it would be much better when narrated in third person. i was a much better person when it comes to writing in third person. Is there a good way to transfer from third to first person? Should I do it? Or is rewriting the only way? | 2016/12/17 | [
"https://writers.stackexchange.com/questions/25559",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/22598/"
] | Third person is not just a grammatical category, it is the whole angle of attack on the subject matter. Most particularly, the third person brings the protagonist into the frame (assuming, of course, that your narrator is your protagonist, which is usually the case when people start off in first person and then find it doesn't work). Bringing the protagonist into the frame -- making them a subject of examination, rather than the conduit for a second-hand examination of other subjects, changes the entire shape of the story.
Despite its popularity among aspiring writers (where it is much more common than in published works), first person is difficult. It is a cramped perspective, and one that is not natural to traditional storytelling. The fact that you have realized that it is not working for you is an indication that you have realized how cramped and confining it can be. So yes, take off the shackles. But you do have to realize that you are going to have to substantially rewrite and rework your shackled text, and that the changes you are going to have to make are probably at the block structure level, not just the textual level. | If you need to transform existing text, you must rewrite. No way around it.
If you want to shift the perspective mid-way through, it's easier. It requires a "zoom out" transition of story-within-story.
>
> I breathed hard, bleeding from many scratches, my hand broken, hanging limply, but I was drunk with elation in my victory. I did it, against all odds, I prevailed.
>
>
> "Good job, Frank." Lee tapped my back. "We've shown them!"
>
>
> \* \* \*
>
>
> "And what then, grandpa?"
>
>
> Frank leaned in his armchair, exposing the old bones to the warmth of the fireplace. He peered out of the window onto the impeccable garden of the daycare center. He smiled at Lisa, his little sunshine at the dusk of his life. "This, my dear granddaughter, is a story for..." - but he didn't finish. The door to his room burst open, and a grizzled, tan man in a tattered dark jacket burst in. Frank's face brightened in a smile. "Lee! It's been ages!"
>
>
> "No time for that, Frank! They need us!"
>
>
> |
25,559 | I'm in the process of editing my novel, and realized that it would be much better when narrated in third person. i was a much better person when it comes to writing in third person. Is there a good way to transfer from third to first person? Should I do it? Or is rewriting the only way? | 2016/12/17 | [
"https://writers.stackexchange.com/questions/25559",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/22598/"
] | Third person is not just a grammatical category, it is the whole angle of attack on the subject matter. Most particularly, the third person brings the protagonist into the frame (assuming, of course, that your narrator is your protagonist, which is usually the case when people start off in first person and then find it doesn't work). Bringing the protagonist into the frame -- making them a subject of examination, rather than the conduit for a second-hand examination of other subjects, changes the entire shape of the story.
Despite its popularity among aspiring writers (where it is much more common than in published works), first person is difficult. It is a cramped perspective, and one that is not natural to traditional storytelling. The fact that you have realized that it is not working for you is an indication that you have realized how cramped and confining it can be. So yes, take off the shackles. But you do have to realize that you are going to have to substantially rewrite and rework your shackled text, and that the changes you are going to have to make are probably at the block structure level, not just the textual level. | By "transfer" I presume you mean transition, leaving the beginning of the story in first person, and just start writing in 3rd.
That's going to seem weird, I wouldn't do it. Rewrite from third person in the first place.
You also need to decide **which** form of 3rd person you want to use, and stick to it.
* 3P Omniscient: The narrator knows the inner thoughts and feelings of every character. The narrator *might* know the future and past as well, things even the characters do not know. Either way, this can be a difficult story to tell; because once you establish the narrator as omniscient, the reader will feel cheated if the author keeps something a secret. If Jim knows Bob killed Diane, and the author lets Jim deny this without telling the reader the truth, the author is cheating. Once the author proves access to all thoughts and feelings, anything that would be important to the reader is expected to be told.
* 3P Limited: The narrator knows the inner thoughts and feelings of ONE character, the MC. This is easier. If our MC is Mary, then Jill can keep a secret from Mary, Jill can secretly betray Mary without Mary knowing about it, and thus the narrator doesn't know about it. But again: If Mary knows something important and the narrator doesn't tell us what she is thinking, the narrator is cheating.
* 3P Objective: The narrator does not know the inner thoughts and feelings of ANY character, they are an astute observer, as if they were beside the characters, but all the narrator does is describe what can be seen, heard, sensed in terms of cold or humidity or heat. The narrator reports communications (and can be presumed to understand the signs or signals the characters use), can translate writing, perhaps all languages spoken, etc. In a way this is easier, even the MC can have secrets the reader doesn't know. But it can also feel standoffish. Obviously this is the closest to what is done in film or TV, We may be following one character but we only see and hear what is actually done and said. Of course, even if a character is alone, we can see if they are crying, or joyful, or angry, by their acts and expressions and what they voice. But you can't say "Angela felt X" because you don't know that. You have to describe what Angela ***did*** that makes the reader conclude she is feeling "X".
You shouldn't try to mix these, pick a lane and drive in it. I believe the most popular is 3P Limited, both for authors and readers. Authors like describing inner thoughts and feelings, and readers like them, it helps their immersion in the story. |
25,559 | I'm in the process of editing my novel, and realized that it would be much better when narrated in third person. i was a much better person when it comes to writing in third person. Is there a good way to transfer from third to first person? Should I do it? Or is rewriting the only way? | 2016/12/17 | [
"https://writers.stackexchange.com/questions/25559",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/22598/"
] | Third person is not just a grammatical category, it is the whole angle of attack on the subject matter. Most particularly, the third person brings the protagonist into the frame (assuming, of course, that your narrator is your protagonist, which is usually the case when people start off in first person and then find it doesn't work). Bringing the protagonist into the frame -- making them a subject of examination, rather than the conduit for a second-hand examination of other subjects, changes the entire shape of the story.
Despite its popularity among aspiring writers (where it is much more common than in published works), first person is difficult. It is a cramped perspective, and one that is not natural to traditional storytelling. The fact that you have realized that it is not working for you is an indication that you have realized how cramped and confining it can be. So yes, take off the shackles. But you do have to realize that you are going to have to substantially rewrite and rework your shackled text, and that the changes you are going to have to make are probably at the block structure level, not just the textual level. | The process isn't the big deal others seem to think it is. I don't believe there are hard and fast rules to writing but I believe an author should apply a set of rules to a particular work.
Ask yourself a very simple question: what is the effect of continuing a scene after the 1st person narrator leaves the room?
Answer: the scene becomes third-person.
At this point you need to use your other tools (not rules). We can try to signify the transition by utilising tense. This reduces the third-person narrative to being retrospective hearsay, but, hey, we're not in a court of law.
"You're pregnant!" screams my mother. "I didn't raise you to be no whore."
Her slaps stings. I run from the room in tears, the pain more emotional than physical.
My brother's angered. "Did you just call my sister, your daughter - a whore?"
Mother turned away from him.
"She's upstairs crying right now. Did you mean it?"
"I was angry," said my mother. "I'd hoped she wouldn't follow my path . . ."
Too many aspiring writers lack nuance and get bogged down in the technicalities without realising all aspects of the craft are related. An example of my own: "Little Miss Lightning" - I'll label the technique "active narration (story-telling)." The novel is the story of sporting, competitive siblings. It appears to be in third-person but scrutiny of the text reveals the narrator is breaking conventional rules. The narrative appears dithery and wordy and interjects 'God' into the narrative at every opportunity. It is not until chapter 8 (I think) that the narrator uses the word 'I'. Turns out the story is probably first-person but the narrator doesn't like to talk about himself. Because the story is in past tense the narrator is taking license to represent scenes in which he's not present. |
25,559 | I'm in the process of editing my novel, and realized that it would be much better when narrated in third person. i was a much better person when it comes to writing in third person. Is there a good way to transfer from third to first person? Should I do it? Or is rewriting the only way? | 2016/12/17 | [
"https://writers.stackexchange.com/questions/25559",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/22598/"
] | By "transfer" I presume you mean transition, leaving the beginning of the story in first person, and just start writing in 3rd.
That's going to seem weird, I wouldn't do it. Rewrite from third person in the first place.
You also need to decide **which** form of 3rd person you want to use, and stick to it.
* 3P Omniscient: The narrator knows the inner thoughts and feelings of every character. The narrator *might* know the future and past as well, things even the characters do not know. Either way, this can be a difficult story to tell; because once you establish the narrator as omniscient, the reader will feel cheated if the author keeps something a secret. If Jim knows Bob killed Diane, and the author lets Jim deny this without telling the reader the truth, the author is cheating. Once the author proves access to all thoughts and feelings, anything that would be important to the reader is expected to be told.
* 3P Limited: The narrator knows the inner thoughts and feelings of ONE character, the MC. This is easier. If our MC is Mary, then Jill can keep a secret from Mary, Jill can secretly betray Mary without Mary knowing about it, and thus the narrator doesn't know about it. But again: If Mary knows something important and the narrator doesn't tell us what she is thinking, the narrator is cheating.
* 3P Objective: The narrator does not know the inner thoughts and feelings of ANY character, they are an astute observer, as if they were beside the characters, but all the narrator does is describe what can be seen, heard, sensed in terms of cold or humidity or heat. The narrator reports communications (and can be presumed to understand the signs or signals the characters use), can translate writing, perhaps all languages spoken, etc. In a way this is easier, even the MC can have secrets the reader doesn't know. But it can also feel standoffish. Obviously this is the closest to what is done in film or TV, We may be following one character but we only see and hear what is actually done and said. Of course, even if a character is alone, we can see if they are crying, or joyful, or angry, by their acts and expressions and what they voice. But you can't say "Angela felt X" because you don't know that. You have to describe what Angela ***did*** that makes the reader conclude she is feeling "X".
You shouldn't try to mix these, pick a lane and drive in it. I believe the most popular is 3P Limited, both for authors and readers. Authors like describing inner thoughts and feelings, and readers like them, it helps their immersion in the story. | If you need to transform existing text, you must rewrite. No way around it.
If you want to shift the perspective mid-way through, it's easier. It requires a "zoom out" transition of story-within-story.
>
> I breathed hard, bleeding from many scratches, my hand broken, hanging limply, but I was drunk with elation in my victory. I did it, against all odds, I prevailed.
>
>
> "Good job, Frank." Lee tapped my back. "We've shown them!"
>
>
> \* \* \*
>
>
> "And what then, grandpa?"
>
>
> Frank leaned in his armchair, exposing the old bones to the warmth of the fireplace. He peered out of the window onto the impeccable garden of the daycare center. He smiled at Lisa, his little sunshine at the dusk of his life. "This, my dear granddaughter, is a story for..." - but he didn't finish. The door to his room burst open, and a grizzled, tan man in a tattered dark jacket burst in. Frank's face brightened in a smile. "Lee! It's been ages!"
>
>
> "No time for that, Frank! They need us!"
>
>
> |
25,559 | I'm in the process of editing my novel, and realized that it would be much better when narrated in third person. i was a much better person when it comes to writing in third person. Is there a good way to transfer from third to first person? Should I do it? Or is rewriting the only way? | 2016/12/17 | [
"https://writers.stackexchange.com/questions/25559",
"https://writers.stackexchange.com",
"https://writers.stackexchange.com/users/22598/"
] | By "transfer" I presume you mean transition, leaving the beginning of the story in first person, and just start writing in 3rd.
That's going to seem weird, I wouldn't do it. Rewrite from third person in the first place.
You also need to decide **which** form of 3rd person you want to use, and stick to it.
* 3P Omniscient: The narrator knows the inner thoughts and feelings of every character. The narrator *might* know the future and past as well, things even the characters do not know. Either way, this can be a difficult story to tell; because once you establish the narrator as omniscient, the reader will feel cheated if the author keeps something a secret. If Jim knows Bob killed Diane, and the author lets Jim deny this without telling the reader the truth, the author is cheating. Once the author proves access to all thoughts and feelings, anything that would be important to the reader is expected to be told.
* 3P Limited: The narrator knows the inner thoughts and feelings of ONE character, the MC. This is easier. If our MC is Mary, then Jill can keep a secret from Mary, Jill can secretly betray Mary without Mary knowing about it, and thus the narrator doesn't know about it. But again: If Mary knows something important and the narrator doesn't tell us what she is thinking, the narrator is cheating.
* 3P Objective: The narrator does not know the inner thoughts and feelings of ANY character, they are an astute observer, as if they were beside the characters, but all the narrator does is describe what can be seen, heard, sensed in terms of cold or humidity or heat. The narrator reports communications (and can be presumed to understand the signs or signals the characters use), can translate writing, perhaps all languages spoken, etc. In a way this is easier, even the MC can have secrets the reader doesn't know. But it can also feel standoffish. Obviously this is the closest to what is done in film or TV, We may be following one character but we only see and hear what is actually done and said. Of course, even if a character is alone, we can see if they are crying, or joyful, or angry, by their acts and expressions and what they voice. But you can't say "Angela felt X" because you don't know that. You have to describe what Angela ***did*** that makes the reader conclude she is feeling "X".
You shouldn't try to mix these, pick a lane and drive in it. I believe the most popular is 3P Limited, both for authors and readers. Authors like describing inner thoughts and feelings, and readers like them, it helps their immersion in the story. | The process isn't the big deal others seem to think it is. I don't believe there are hard and fast rules to writing but I believe an author should apply a set of rules to a particular work.
Ask yourself a very simple question: what is the effect of continuing a scene after the 1st person narrator leaves the room?
Answer: the scene becomes third-person.
At this point you need to use your other tools (not rules). We can try to signify the transition by utilising tense. This reduces the third-person narrative to being retrospective hearsay, but, hey, we're not in a court of law.
"You're pregnant!" screams my mother. "I didn't raise you to be no whore."
Her slaps stings. I run from the room in tears, the pain more emotional than physical.
My brother's angered. "Did you just call my sister, your daughter - a whore?"
Mother turned away from him.
"She's upstairs crying right now. Did you mean it?"
"I was angry," said my mother. "I'd hoped she wouldn't follow my path . . ."
Too many aspiring writers lack nuance and get bogged down in the technicalities without realising all aspects of the craft are related. An example of my own: "Little Miss Lightning" - I'll label the technique "active narration (story-telling)." The novel is the story of sporting, competitive siblings. It appears to be in third-person but scrutiny of the text reveals the narrator is breaking conventional rules. The narrative appears dithery and wordy and interjects 'God' into the narrative at every opportunity. It is not until chapter 8 (I think) that the narrator uses the word 'I'. Turns out the story is probably first-person but the narrator doesn't like to talk about himself. Because the story is in past tense the narrator is taking license to represent scenes in which he's not present. |
4,159,193 | i have just gone through making some basic apps on android and was wondering
how to get graphics on the screen....and how to go about
developing something like the tom cat application first and then go onto games...
could you'll plz point me in the right direction as to how to approach this...
and wat all it requires? | 2010/11/11 | [
"https://Stackoverflow.com/questions/4159193",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/502310/"
] | I highly recommend you read [through this series of tutorials](http://www.droidnova.com/playing-with-graphics-in-android-part-i,147.html) to get you started with drawing 2D graphics on Android for games. | It sound like you are new to development, if yes: you should read more basic
Everything is on android development official site.
Ho through basic and learn math then you will be able to do complex apps like Tom cat |
4,159,193 | i have just gone through making some basic apps on android and was wondering
how to get graphics on the screen....and how to go about
developing something like the tom cat application first and then go onto games...
could you'll plz point me in the right direction as to how to approach this...
and wat all it requires? | 2010/11/11 | [
"https://Stackoverflow.com/questions/4159193",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/502310/"
] | The Android API "Lunar Lander" got me started on 2D gaming. Of course, it's now apparent that there are flaws in it the demo, but still.. It gives you an idea of how to draw objects on the screen. | It sound like you are new to development, if yes: you should read more basic
Everything is on android development official site.
Ho through basic and learn math then you will be able to do complex apps like Tom cat |
26,369,509 | I have been learning Storm and Samza in order to understand how stream processing engines work and realized that both of them are standalone applications and in order to process an event I need to add it to a queue that is also connected to stream processing engine. That means I need to add the event to a queue (which is also a standalone application, let's say Kafka), and Storm will pick the event from the queue and process it in a worker process. And If I have multiple bolts, each bolt will be processed by different worker processes. (Which is one of the things I don't really understand, I see that a company that uses more than 20 bolts in production and each event is transferred between bolts in a certain path)
However I don't really understand why I would need such complex systems. The processes involves too much IO operations (my program -> queue -> storm ->> bolts) and it makes much more harder to control and debug the them.
Instead, if I'm collecting the data from web servers, why not just use the same node for event processing? The operations will be already distributed over the nodes by load-balancers which I use for web servers. I can create executors on same JVM instances and send the events from web server to the executor asynchronously without involving any extra IO requests. I can also watch the executors in web servers and make sure that the executor processed the events (at-least-once or exactly-one processing guarantee). In this way, it will be a lot easier to manage my application and since not much IO operation is required, it will be faster compared to the other way which involves sending the data to another node over the network (which is also not reliable) and process it in that node.
Most probably I'm missing something here because I know that many companies actively uses Storm and many people I know recommend Storm or other stream processing engines for real-time event processing but I just don't understand it. | 2014/10/14 | [
"https://Stackoverflow.com/questions/26369509",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/4142929/"
] | My understanding is that the goal of using a framework like Storm is to offload the heavy processing (whether cpu-bound, I/O-bound or both) from the application/web servers and keep them responsive.
Consider that each application server may have have to serve a large number of concurrent requests, not all of them having to do with stream processing. If the app server is already processing a significant load of events, then it could constitute a bottleneck for lighter requests, as the server resources (think cpu usage, memory, disk contention etc.) will already be tied to heavier processing requests.
If the actual load you need to face isn't that heavy, or if it can simply be handled by adding app server instances, then of course it doesn't make sense to complexify your architecture/topology, which could in fact slow the entire thing down. It really depends on your performance and load requirements, as well as on how much (virtual) hardware you can throw at the problem. As usual, benchmarking based on your load requirements will help make a decision of which way to go. | you are right to consider that sending data across the network will consume more time of the total processing time.
However, these frameworks (Storm, Spark, Samza, Flink) were created to process a lot of data that potentially does not fit in memory of one computer. So, if we use more than one computer to process the data we can achieve parallelism.
And, following your question about the network latency. Yes! this is a trade off to consider. The developer has to know that they are implementing programs to deploy in a parallel framework. The way that they build the application will influence how much data is transferred through the network as well. |
3,278,871 | i know Java,not Objective-c but like to program IPHONE and IPAD.
now i need to use some sort of framework directly for device communication and function
communication(http connection API,barcode reader API,remote file access API,twitter API)
is there any framework that is written in Java using GWT.
i saw phoneGAP.but like GWT.
i like GWT but like some sort of framework(Device API + Function API) on top of GWT.
is there any suggestion? | 2010/07/19 | [
"https://Stackoverflow.com/questions/3278871",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/153506/"
] | GWT is a Java-based framework. GWT or wrappers around GWT will not work on the iPhone or iPad, because native app development for those platforms requires writing code in C, Objective C or C++.
As a service to your fellow Stack Overflow users and for people who search old questions on Stack Overflow, please mark some of your previous questions as answered, where people took the time to give you correct or useful answers. | You cannot create a native iphone/ipad app using GWT (except perhaps through PhoneGap), but you can create a web page using GWT which will run on a server. The iphone/ipad can then access the app using it's browser. With HTML 5, you can do some advanced things such as access the GPS store data in a local database etc. |
3,278,871 | i know Java,not Objective-c but like to program IPHONE and IPAD.
now i need to use some sort of framework directly for device communication and function
communication(http connection API,barcode reader API,remote file access API,twitter API)
is there any framework that is written in Java using GWT.
i saw phoneGAP.but like GWT.
i like GWT but like some sort of framework(Device API + Function API) on top of GWT.
is there any suggestion? | 2010/07/19 | [
"https://Stackoverflow.com/questions/3278871",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/153506/"
] | Why not use PhoneGap? I've used it for a GWT based application and it works great. You just need to wrap the PhoneGap API that you need in a JSNI call, but otherwise it works great. | You cannot create a native iphone/ipad app using GWT (except perhaps through PhoneGap), but you can create a web page using GWT which will run on a server. The iphone/ipad can then access the app using it's browser. With HTML 5, you can do some advanced things such as access the GPS store data in a local database etc. |
19,156,972 | I'm writing a small text-based adventure in C# that uses the command prompt for everything, and I'm looking for a way to change the colour of outputted text. None of the methods I've looked at have worked properly. | 2013/10/03 | [
"https://Stackoverflow.com/questions/19156972",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/2842262/"
] | ls -l
Or, if you're running Windows:
DIR
Or you can get some info from VSTs (Virtual System Tables) like \_Logging.\_Logging-BiLogSize. | The Virtual System Tables are your best bet when checking from within a Progress program.
If you're checking the BI size from the command prompt:
* fire up ProMon on the database
* Choose the option R&D
* Choose option 1, Status displays
* Choose option 9, BI Log
This will show you the size of all the bi logs for this database. |
47,432,562 | I was wondering what would be the recommended way to host a long running scheduled task in AWS.
Currently we have an EC2 instance (windows) in charge of triggering our app every few hours. This task will take between 1-3 hours depending on the number of items to process.
* Lambda does not seem to be appropriate since my task is too long
* Found this topic about Hangfire [Scheduled Jobs in .NET Core 2 Web app hosted in AWS](https://stackoverflow.com/questions/46321059/scheduled-jobs-in-net-core-2-web-app-hosted-in-aws). Seems good but outside of AWS.
Any suggestions?
Thx
Seb | 2017/11/22 | [
"https://Stackoverflow.com/questions/47432562",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/4478810/"
] | I would recommend AWS Step Functions. Very easy to implement. Part of the AWS Serverless Platform.
[AWS Step Functions](https://aws.amazon.com/step-functions/)
>
> AWS Step Functions makes it easy to coordinate the components of
> distributed applications and microservices using visual workflows.
> Building applications from individual components that each perform a
> discrete function lets you scale and change applications quickly. Step
> Functions is a reliable way to coordinate components and step through
> the functions of your application. Step Functions provides a graphical
> console to arrange and visualize the components of your application as
> a series of steps. This makes it simple to build and run multistep
> applications. Step Functions automatically triggers and tracks each
> step, and retries when there are errors, so your application executes
> in order and as expected. Step Functions logs the state of each step,
> so when things do go wrong, you can diagnose and debug problems
> quickly. You can change and add steps without even writing code, so
> you can easily evolve your application and innovate faster.
>
>
> | [Using AWS Lambda with Scheduled Events](https://docs.aws.amazon.com/lambda/latest/dg/with-scheduled-events.html) would let you create an AWS Lambda that will respond to a scheduled event. This Lambda could then trigger your app. Your app doesn't need to be in a Lambda itself. |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | One strategy is to pursue some activity you already practiced back home (sport, music, dance, volunteering…) or pick up a new one. If you live in an area with a lot of expats or work for a large international company, a university or an international organization, avoid going only to the sports facility offered by your employer but seek a local club.
Making friends always takes time, though (there are even some sociological/psychological theories as to why it *should* take time) and unlike expats, most locals will already have a network of local friends so it's always more difficult and you have to take the initiative. | Couchsurfing.org,
Servas.org,
Hospitalityclub.net,
and the like.
You don’t have to offer or receive lodging to contact other members. Most users search for a place they plan to go to. You would search for the place you are already at.
Also one of the many sites for meeting people who want to practice a language.
Italki, babelyou, mylanguageexchange, etc.
Some of these are online only, but some of them have you specify whether you’re looking for chat, e-mail, Skype, or face-to-face.
Here’s one I forgot to mention the first posting: meetup.com |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | I prefer dating sites.
Granted that narrows the selection to mostly people who're looking for romantic relationships, but it still is a great way to find a large pool of locals who are actively interested in meeting new people. And dating can just as often lead to lifelong friendship as it can to romantic relationship.
There's been much written about the new norm of having a permanent OkCupid profile, and I think it's especially valid for travellers. It's a good way of showing that you're always open to meeting new people. | Couchsurfing.org,
Servas.org,
Hospitalityclub.net,
and the like.
You don’t have to offer or receive lodging to contact other members. Most users search for a place they plan to go to. You would search for the place you are already at.
Also one of the many sites for meeting people who want to practice a language.
Italki, babelyou, mylanguageexchange, etc.
Some of these are online only, but some of them have you specify whether you’re looking for chat, e-mail, Skype, or face-to-face.
Here’s one I forgot to mention the first posting: meetup.com |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | I have gone now through 10 relocations from 6 months to 4 years stay and gathered some methods to improve chances to meet people. My realization is that it is finally almost never a single item but rather a combination of all things that will help you. I will leave out the obvious clubs, sports and work-related topics and focus on your everyday life.
1. Where to live: In most cases, you have a choice where to get an apartment/house. It is more important where you live for the first 2-4 years. In this time you will need to build up a social network, you can later move somewhere else. You will later also have a better idea where to invest into buying a place or renting something larger. Ideally, you get your first place in an urban environment where people walk from their apartments to shops and restaurants nearby. If you live there, you will have higher chances at meeting the same people at the same time again, be it in front of your door, at the baker in the morning or the newspaper stand. Also, if you do not know people, you will want to pop out for dinner in the pizzeria next door rather than taking a car to drive downtown or sitting by yourself at home, alone.
2. Have a regular lifestyle around your home: Try to find as soon as possible a hairdresser, dentist, bar, restaurant, coffee shop, baker, butcher, supermarket etc possibly near your place and keep going there. You will start to meet the same people. Use the shop owners and staff as an anchor point and talk to them about the area you live in etc. Tell them you live next door now and want to get to know the neighborhood. When you pay, leave a tip and say you will be back. Once you know them, you will start to know the other regular clients in their shop, and your network will expand. These will not necessarily all be people you want to spend your Sunday night with, but through them you will meet other people, and like this you will spread your network. Be loyal to your neighborhood, and it will support you.
3. Find restaurants and bars with a counter so you can talk to the barkeep/chef and speak with other people: This is the most effective one. Bar keepers are social networkers. On top of that, at a bar it's the easiest to talk to other people. Sushi restaurants and the like are also great. You need to go to the same places at least once a week, better twice. You will be recognized and people feel more at ease to talk to you. It's maybe a bit more expensive to eat out often, but see it as an investment into your life.
4. Learn the language. As much as you can as soon as possible. Specially if you do not look like the other people around you. The more different you look, and the better you know the local language, the more people will remember you. A Japanese guy, speaking Japanese in Japan in a Sushi restaurant is just one of the thousands that walk by every day. A Caucasian speaking Japanese in Japan in a Sushi restaurant will be remembered months after eating there. Ask people how to pronounce stuff form the menu. Ask them if you said something correctly. Show an interest in the language, the culture, try to remember what to say as greetings and what for holidays ("Merry Christmas!" etc). Learn the phrases like "I moved into an apartment very nearby and try to find a [shop]".
5. Find a local sports bar and go there for the big games. Make sure you cheer for the local team, as hard as that might be. Irish pubs seem to be good all around the world for that. Common interests always make good friends. Throw in a beer and a TV and you are almost there.
6. Try to avoid places where tourists or commuters hang out. You will disappear in a crowd and everyone is just a passer-by. Find shops & restaurants that are small and have fewer staff so you do not have someone else in front of you each time you visit.
7. If you moved there with your partner, be careful not to fall into the "homely home" trap. While it may be great and comfy at home in front of the TV with your partner, remember that the earlier you build up a social network, the better your life will be in the long run. I recommend that you try to go for a drink sometimes by yourself to meet people. I found it often easier to talk to strangers when I am by myself than when I am with my wife. | Couchsurfing.org,
Servas.org,
Hospitalityclub.net,
and the like.
You don’t have to offer or receive lodging to contact other members. Most users search for a place they plan to go to. You would search for the place you are already at.
Also one of the many sites for meeting people who want to practice a language.
Italki, babelyou, mylanguageexchange, etc.
Some of these are online only, but some of them have you specify whether you’re looking for chat, e-mail, Skype, or face-to-face.
Here’s one I forgot to mention the first posting: meetup.com |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | I have gone now through 10 relocations from 6 months to 4 years stay and gathered some methods to improve chances to meet people. My realization is that it is finally almost never a single item but rather a combination of all things that will help you. I will leave out the obvious clubs, sports and work-related topics and focus on your everyday life.
1. Where to live: In most cases, you have a choice where to get an apartment/house. It is more important where you live for the first 2-4 years. In this time you will need to build up a social network, you can later move somewhere else. You will later also have a better idea where to invest into buying a place or renting something larger. Ideally, you get your first place in an urban environment where people walk from their apartments to shops and restaurants nearby. If you live there, you will have higher chances at meeting the same people at the same time again, be it in front of your door, at the baker in the morning or the newspaper stand. Also, if you do not know people, you will want to pop out for dinner in the pizzeria next door rather than taking a car to drive downtown or sitting by yourself at home, alone.
2. Have a regular lifestyle around your home: Try to find as soon as possible a hairdresser, dentist, bar, restaurant, coffee shop, baker, butcher, supermarket etc possibly near your place and keep going there. You will start to meet the same people. Use the shop owners and staff as an anchor point and talk to them about the area you live in etc. Tell them you live next door now and want to get to know the neighborhood. When you pay, leave a tip and say you will be back. Once you know them, you will start to know the other regular clients in their shop, and your network will expand. These will not necessarily all be people you want to spend your Sunday night with, but through them you will meet other people, and like this you will spread your network. Be loyal to your neighborhood, and it will support you.
3. Find restaurants and bars with a counter so you can talk to the barkeep/chef and speak with other people: This is the most effective one. Bar keepers are social networkers. On top of that, at a bar it's the easiest to talk to other people. Sushi restaurants and the like are also great. You need to go to the same places at least once a week, better twice. You will be recognized and people feel more at ease to talk to you. It's maybe a bit more expensive to eat out often, but see it as an investment into your life.
4. Learn the language. As much as you can as soon as possible. Specially if you do not look like the other people around you. The more different you look, and the better you know the local language, the more people will remember you. A Japanese guy, speaking Japanese in Japan in a Sushi restaurant is just one of the thousands that walk by every day. A Caucasian speaking Japanese in Japan in a Sushi restaurant will be remembered months after eating there. Ask people how to pronounce stuff form the menu. Ask them if you said something correctly. Show an interest in the language, the culture, try to remember what to say as greetings and what for holidays ("Merry Christmas!" etc). Learn the phrases like "I moved into an apartment very nearby and try to find a [shop]".
5. Find a local sports bar and go there for the big games. Make sure you cheer for the local team, as hard as that might be. Irish pubs seem to be good all around the world for that. Common interests always make good friends. Throw in a beer and a TV and you are almost there.
6. Try to avoid places where tourists or commuters hang out. You will disappear in a crowd and everyone is just a passer-by. Find shops & restaurants that are small and have fewer staff so you do not have someone else in front of you each time you visit.
7. If you moved there with your partner, be careful not to fall into the "homely home" trap. While it may be great and comfy at home in front of the TV with your partner, remember that the earlier you build up a social network, the better your life will be in the long run. I recommend that you try to go for a drink sometimes by yourself to meet people. I found it often easier to talk to strangers when I am by myself than when I am with my wife. | I prefer dating sites.
Granted that narrows the selection to mostly people who're looking for romantic relationships, but it still is a great way to find a large pool of locals who are actively interested in meeting new people. And dating can just as often lead to lifelong friendship as it can to romantic relationship.
There's been much written about the new norm of having a permanent OkCupid profile, and I think it's especially valid for travellers. It's a good way of showing that you're always open to meeting new people. |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | One strategy is to pursue some activity you already practiced back home (sport, music, dance, volunteering…) or pick up a new one. If you live in an area with a lot of expats or work for a large international company, a university or an international organization, avoid going only to the sports facility offered by your employer but seek a local club.
Making friends always takes time, though (there are even some sociological/psychological theories as to why it *should* take time) and unlike expats, most locals will already have a network of local friends so it's always more difficult and you have to take the initiative. | Couchsurfing - not only hosting, but attending the weekly meetings - helped me a lot: I found not only travelers, but also expats living in the city, and locals too. Especially if you live in a bigger city, you might always find smaller or bigger events (a hike, a potluck, movie night or party), or just try to organize one - there are always some couchsurfers to come.
Other was, as mentioned above, joining clubs/groups whose interests I share: in my case it was a choir and also volunteering.
One more: if you are in a bigger city/capital, try to find the embassy or consulate of your home country - you can surely find expats, but also other people (locals) who are interested in your home country, or just join the events of the cultural center, for example.
And last, but not least: get on a language course - learn how to speak with the locals, and that would automatically connect you with at least one local (the teacher) and other non-locals (your colleagues). Finding someone to have language exchange class is also a good way: I teach you my language, you teach me yours, it's a win-win :) |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | We’ve talked about “how” as in methods, resources, but there’s another factor that one might want to know how to overcome: <http://www.fluentin3months.com/shy-solution/>
A lame attempt at a summary:
5 crazy ways to get over shyness immediately, no drink/drugs required
1. HOST Couchsurfers (i.e., be a host)
2. Become an amateur photographer (use a camera or some unusual item to get people to approach you)
3. Clink first, ask questions later (don’t plan what to say, just blurt something out)
4. Embrace your inner Klingon (find a group interested in something you are interested in)
5. Aim to fail (quantity, not quality)
---
There’s more, but the rest is more specific to language learning.
A summary can’t do justice to the guy’s style—have to read it for the headings to really make sense. But I tried to explain them a bit in the parentheses.
Example for #2: I recently bought a Brompton folding bicycle. I've used it in Perú on eight or nine different days, and at least eleven people (one of them a police officer) have approached me to talk about it. | Couchsurfing.org,
Servas.org,
Hospitalityclub.net,
and the like.
You don’t have to offer or receive lodging to contact other members. Most users search for a place they plan to go to. You would search for the place you are already at.
Also one of the many sites for meeting people who want to practice a language.
Italki, babelyou, mylanguageexchange, etc.
Some of these are online only, but some of them have you specify whether you’re looking for chat, e-mail, Skype, or face-to-face.
Here’s one I forgot to mention the first posting: meetup.com |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | Couchsurfing - not only hosting, but attending the weekly meetings - helped me a lot: I found not only travelers, but also expats living in the city, and locals too. Especially if you live in a bigger city, you might always find smaller or bigger events (a hike, a potluck, movie night or party), or just try to organize one - there are always some couchsurfers to come.
Other was, as mentioned above, joining clubs/groups whose interests I share: in my case it was a choir and also volunteering.
One more: if you are in a bigger city/capital, try to find the embassy or consulate of your home country - you can surely find expats, but also other people (locals) who are interested in your home country, or just join the events of the cultural center, for example.
And last, but not least: get on a language course - learn how to speak with the locals, and that would automatically connect you with at least one local (the teacher) and other non-locals (your colleagues). Finding someone to have language exchange class is also a good way: I teach you my language, you teach me yours, it's a win-win :) | Couchsurfing.org,
Servas.org,
Hospitalityclub.net,
and the like.
You don’t have to offer or receive lodging to contact other members. Most users search for a place they plan to go to. You would search for the place you are already at.
Also one of the many sites for meeting people who want to practice a language.
Italki, babelyou, mylanguageexchange, etc.
Some of these are online only, but some of them have you specify whether you’re looking for chat, e-mail, Skype, or face-to-face.
Here’s one I forgot to mention the first posting: meetup.com |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | I have gone now through 10 relocations from 6 months to 4 years stay and gathered some methods to improve chances to meet people. My realization is that it is finally almost never a single item but rather a combination of all things that will help you. I will leave out the obvious clubs, sports and work-related topics and focus on your everyday life.
1. Where to live: In most cases, you have a choice where to get an apartment/house. It is more important where you live for the first 2-4 years. In this time you will need to build up a social network, you can later move somewhere else. You will later also have a better idea where to invest into buying a place or renting something larger. Ideally, you get your first place in an urban environment where people walk from their apartments to shops and restaurants nearby. If you live there, you will have higher chances at meeting the same people at the same time again, be it in front of your door, at the baker in the morning or the newspaper stand. Also, if you do not know people, you will want to pop out for dinner in the pizzeria next door rather than taking a car to drive downtown or sitting by yourself at home, alone.
2. Have a regular lifestyle around your home: Try to find as soon as possible a hairdresser, dentist, bar, restaurant, coffee shop, baker, butcher, supermarket etc possibly near your place and keep going there. You will start to meet the same people. Use the shop owners and staff as an anchor point and talk to them about the area you live in etc. Tell them you live next door now and want to get to know the neighborhood. When you pay, leave a tip and say you will be back. Once you know them, you will start to know the other regular clients in their shop, and your network will expand. These will not necessarily all be people you want to spend your Sunday night with, but through them you will meet other people, and like this you will spread your network. Be loyal to your neighborhood, and it will support you.
3. Find restaurants and bars with a counter so you can talk to the barkeep/chef and speak with other people: This is the most effective one. Bar keepers are social networkers. On top of that, at a bar it's the easiest to talk to other people. Sushi restaurants and the like are also great. You need to go to the same places at least once a week, better twice. You will be recognized and people feel more at ease to talk to you. It's maybe a bit more expensive to eat out often, but see it as an investment into your life.
4. Learn the language. As much as you can as soon as possible. Specially if you do not look like the other people around you. The more different you look, and the better you know the local language, the more people will remember you. A Japanese guy, speaking Japanese in Japan in a Sushi restaurant is just one of the thousands that walk by every day. A Caucasian speaking Japanese in Japan in a Sushi restaurant will be remembered months after eating there. Ask people how to pronounce stuff form the menu. Ask them if you said something correctly. Show an interest in the language, the culture, try to remember what to say as greetings and what for holidays ("Merry Christmas!" etc). Learn the phrases like "I moved into an apartment very nearby and try to find a [shop]".
5. Find a local sports bar and go there for the big games. Make sure you cheer for the local team, as hard as that might be. Irish pubs seem to be good all around the world for that. Common interests always make good friends. Throw in a beer and a TV and you are almost there.
6. Try to avoid places where tourists or commuters hang out. You will disappear in a crowd and everyone is just a passer-by. Find shops & restaurants that are small and have fewer staff so you do not have someone else in front of you each time you visit.
7. If you moved there with your partner, be careful not to fall into the "homely home" trap. While it may be great and comfy at home in front of the TV with your partner, remember that the earlier you build up a social network, the better your life will be in the long run. I recommend that you try to go for a drink sometimes by yourself to meet people. I found it often easier to talk to strangers when I am by myself than when I am with my wife. | One strategy is to pursue some activity you already practiced back home (sport, music, dance, volunteering…) or pick up a new one. If you live in an area with a lot of expats or work for a large international company, a university or an international organization, avoid going only to the sports facility offered by your employer but seek a local club.
Making friends always takes time, though (there are even some sociological/psychological theories as to why it *should* take time) and unlike expats, most locals will already have a network of local friends so it's always more difficult and you have to take the initiative. |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | One strategy is to pursue some activity you already practiced back home (sport, music, dance, volunteering…) or pick up a new one. If you live in an area with a lot of expats or work for a large international company, a university or an international organization, avoid going only to the sports facility offered by your employer but seek a local club.
Making friends always takes time, though (there are even some sociological/psychological theories as to why it *should* take time) and unlike expats, most locals will already have a network of local friends so it's always more difficult and you have to take the initiative. | We’ve talked about “how” as in methods, resources, but there’s another factor that one might want to know how to overcome: <http://www.fluentin3months.com/shy-solution/>
A lame attempt at a summary:
5 crazy ways to get over shyness immediately, no drink/drugs required
1. HOST Couchsurfers (i.e., be a host)
2. Become an amateur photographer (use a camera or some unusual item to get people to approach you)
3. Clink first, ask questions later (don’t plan what to say, just blurt something out)
4. Embrace your inner Klingon (find a group interested in something you are interested in)
5. Aim to fail (quantity, not quality)
---
There’s more, but the rest is more specific to language learning.
A summary can’t do justice to the guy’s style—have to read it for the headings to really make sense. But I tried to explain them a bit in the parentheses.
Example for #2: I recently bought a Brompton folding bicycle. I've used it in Perú on eight or nine different days, and at least eleven people (one of them a police officer) have approached me to talk about it. |
767 | If you're moving somewhere new, and want to meet other expats, then we've got a [great question on how to meet other expats when you move to a new country](https://expatriates.stackexchange.com/questions/357/meeting-other-expats-when-you-move-to-a-new-country). Alongside that though, you might want to meet and make friends with some local people too! Whether that's to learn more about the country you've moved to, practice your language skills, have a wider pool of friends, or maybe just sometimes escape the "expat bubble" which certain places can encourage, you might well want to make some local friends. To do that, you'll need to meet and socialise with some local people!
Clearly language can be an issue here. If you don't speak much / any of the language where you're moving to, then your interactions with locals is likely to be pretty restricted, at least initially.
Assuming you can speak at least some of the local language, as a new arrival in town, how do you go about meeting + socialising with locals? | 2014/03/23 | [
"https://expatriates.stackexchange.com/questions/767",
"https://expatriates.stackexchange.com",
"https://expatriates.stackexchange.com/users/120/"
] | One strategy is to pursue some activity you already practiced back home (sport, music, dance, volunteering…) or pick up a new one. If you live in an area with a lot of expats or work for a large international company, a university or an international organization, avoid going only to the sports facility offered by your employer but seek a local club.
Making friends always takes time, though (there are even some sociological/psychological theories as to why it *should* take time) and unlike expats, most locals will already have a network of local friends so it's always more difficult and you have to take the initiative. | I prefer dating sites.
Granted that narrows the selection to mostly people who're looking for romantic relationships, but it still is a great way to find a large pool of locals who are actively interested in meeting new people. And dating can just as often lead to lifelong friendship as it can to romantic relationship.
There's been much written about the new norm of having a permanent OkCupid profile, and I think it's especially valid for travellers. It's a good way of showing that you're always open to meeting new people. |
49,746,080 | I've already googled it, seems some people are complaining the Visual Studio 15.6 version that this trouber has begun.
-I've already tried uninstall Java 9 and back to Java 1.8.0\_161 with no success
-I've already tried changing last line of "apksigner.bat" to:
call "%java\_exe%" %javaOpts% -classpath "%frameworkdir%" -jar "%jarpath%" %params%
-Tried enable ProGuard
No success...
Does anyone is facing this problem? Anyone has a solution?
Or Microsoft messed things up in this update? | 2018/04/10 | [
"https://Stackoverflow.com/questions/49746080",
"https://Stackoverflow.com",
"https://Stackoverflow.com/users/5921486/"
] | I have faced the same problem when I updated my VS to 15.6.1. I remember that I have spend about 1.5 day to make my VS work. Finally, I made it by reinstalling the Android SDK, you can look [here](https://developercommunity.visualstudio.com/content/problem/209865/cannot-deploy-xamarin-forms-app-error-install-pars.html?childToView=215698#comment-215698).
Also, you can refer to [here](https://stackoverflow.com/questions/49234509/how-to-solve-deployment-error-in-xamarin-forms/49247807#49247807), like @FetFrumos said, you can downgrade to 15.5.
But now I am using the 15.6.4, so you can update your VS to the last version.
If @FetFrumos's answer can't help you, you can reinstall the VS. | VS 15.6.6 / java 1.8.0\_162
Originally failing to find keystore even though both were present.
Did a Repair
Now get apksigner.bat exited with code 1 |
561,062 | In Leonard Susskind's video lecture on the Higgs Boson, he uses a model of a box made from very light, very reflective material containing photons, explaining how in this way, for example, the proton can get its mass. Would it be intuitive to think that a smaller container would make the box more massive due to more reflections?
Lecture, @ $40:14$
<https://www.youtube.com/watch?v=JqNg819PiZY&t=3267s> | 2020/06/22 | [
"https://physics.stackexchange.com/questions/561062",
"https://physics.stackexchange.com",
"https://physics.stackexchange.com/users/266154/"
] | Simply putting the photons in a smaller box does not change the gravitational mass of the box + photons, because the box will contain the same amount of energy. This is not quite true, because when the photons are closer together they have lower gravitational potential energy, so the overall energy is very slightly reduced.
On the other hand, putting the photons in a large box and then squeezing the box to make it smaller will raise the frequency of the photons and increase their energy, thereby increasing the gravitational mass of the box + photons. Squeezing the box requires energy, which becomes added photon energy. | It's not the reflections that make the box massive, it is the energy. If you put the same energy in a smaller box, the box isn't more massive.
Furthermore, it is not necessarily easy to describe what "a reflection" is in a small box, because radiation is a wave and does not undergo isolated reflection events, the way lots of fast bouncing balls in a box would. In a sense the radiation is being reflected all the time. |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | Why not throw in a third choice:
*#3* - Close the account and generate a one-time use coupon code with the credit balance value (and e-mail it to the user).
If the user decides to come back he/she can top his/her account up with the coupon code. | If a user wants to close their account, assign the credit to the e-mail address.
Whenever they decide to sign up again (same e-mail address), assign this credit back to their account.
Notify them before closing their account. |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | I would go with the first Option "Warn the user that closing their account will forfeit their credit" but as you mentioned this might create frustration when it comes to real money, even its only cents.
You can reduce this frustration by donating the money to a charity, therefore you can reinforce your brand image also users don't feel like they are throwing away their money, so you convert a negative action to a positive one. | If a user wants to close their account, assign the credit to the e-mail address.
Whenever they decide to sign up again (same e-mail address), assign this credit back to their account.
Notify them before closing their account. |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | I like to take informed decisions myself, so I recommend (1). If you keep me from deleting my account (to stop those annoying newsletters, for example), even if I am willing to lose money, I'd be really angry.
The really user-friendly offer (just to mention this :-) would be to offer to transfer my credit (to another store, to my bank). That's what I would really wish for in that situation... But I understand that, as designers, that decision is out of our reach. | First, you have State laws. In some cases you are not allowed to extinguish (read: pocket) stored value, nor are you allowed to have the same effect by "nibbling it down" with monthly, storage or inactivity fees. For instance that applies to pretty much every retail gift card (McDonalds, Target, AMC theaters, etc. Because they have presence in at least one State with those laws. Your customer could move to such a State, and now you are up the creek. For instance his IP is now coming from Poland, and now he's under EU laws. You must comply with the most restrictive laws of any State in which you hope to draw customers.
After that, listen to Customer Service
--------------------------------------
They've dealt with customers in the past, and they know which method is going to cause the minimum friction, user rage, and social media blowback. Those things are important.
But still, have "delete" functionally be a "suspend"
----------------------------------------------------
I certainly recommend that when someone "deletes" their account, that you simply flag it deleted. This is normal; even MS-DOS didn't eradicate a deleted file, they simply marked it deleted and otherwise left the file there. **This protects YOU** from the consequences of a prank or malicious account deletion. It also protects the user from an emotional "ragequit" that he later regrets. For instance, in Blizzard games, you can delete your account all day, but the hewn-over-years progression of your characters is not deleted, and you can "undelete" your account almost as easily as logging in again. To truly obliterate the account, you need to delete, wait out a 30-day cooling-off period, then send CS a bunch of documentation to prove who you are. It's too much trouble; if they get 10 of those a month, I would be shocked. *And even then* I bet if someone made a good case to CS that their PvP enemy had forged all that, there's a backup tape somewhere they could fish the data back out of.
Mind you, retaining your account's *in-game data* is not the same as retaining the customer's PII. Here's what is not PII: the fact that you have 6 of 8 pieces of the Legionkiller armor, 40 stacks of Mithril ore in your bags, or 1.2 million gold in your bank. (In at least some Blizzard games, it's difficult and extremely circuitous to convert cash to game gold.)
Even if you needed their PII to reinstate their account, nothing says you can't take the PII you already have, normalise it, take salted MD5s of it (in several slice directions) and store that. Now to reclaim their account they need to be able to repeat back the PII they gave you before and one of the sliced MD5s has to match up.
Suspension is incentive to return
---------------------------------
Why does Blizzard and other MMO platforms go to all the trouble of disabling, not deleting? Because they know your progression is an incentive to return -- just knowing that you can pick up where you left off, rather than starting from scratch in another game. |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | I would go with the first Option "Warn the user that closing their account will forfeit their credit" but as you mentioned this might create frustration when it comes to real money, even its only cents.
You can reduce this frustration by donating the money to a charity, therefore you can reinforce your brand image also users don't feel like they are throwing away their money, so you convert a negative action to a positive one. | I like to take informed decisions myself, so I recommend (1). If you keep me from deleting my account (to stop those annoying newsletters, for example), even if I am willing to lose money, I'd be really angry.
The really user-friendly offer (just to mention this :-) would be to offer to transfer my credit (to another store, to my bank). That's what I would really wish for in that situation... But I understand that, as designers, that decision is out of our reach. |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | I would go with the first Option "Warn the user that closing their account will forfeit their credit" but as you mentioned this might create frustration when it comes to real money, even its only cents.
You can reduce this frustration by donating the money to a charity, therefore you can reinforce your brand image also users don't feel like they are throwing away their money, so you convert a negative action to a positive one. | While the existing thoughts here are well, there are legal dimensions that may redefine everything you're thinking about — and complicating #1
Credits, in some states, are like gift cards. The value cannot expire and you cannot just drop it without giving the person a way to transfer it into a 'movable' form - like a physical card, voucher, etc.
If you are operating with exposure to states that have this legislation, then you will need to solve that (as a business) and work it into the information in your account-close UX. You may be able to tell the user it will be (e)mailed to them, if your business can secure a relationship with a gift card and coupon provider that includes this physical card / e-card service.
(obviously that service cost may make the value of the credit to be cancelled insofar as your profit margins, but that is the cost of doing business, in states with such laws, and given you grant the user these small forms of credit) |
119,096 | I'm working with a site with member accounts. Those accounts can have credits attached (say from a referral incentive, a voucher, or a prize). The credits can then be spent in the site's shop - they're a dollar value in the same currency the site uses.
I am wondering how to handle a user closing their account while it is still in credit - what will users expect to happen?
I can think of two possible solutions:
1. **Warn the user that closing their account will forfeit their credit** (throw their credit away) *Obviously the simplest, but I wonder if it's too unfriendly.*
2. **Don't allow the user to close their account while it has a credit balance** (make them spend it). *I think this is a non-starter because the balance may be too low to actually buy anything outright, which would mean that they'd need to spend their own money to close their account.*
Am I missing anything? What would you expect to happen in this situation?
**There are a lot of great responses to this question below.** I've accepted one that suits my situation, but others would be very viable on different sites/services. | 2018/06/27 | [
"https://ux.stackexchange.com/questions/119096",
"https://ux.stackexchange.com",
"https://ux.stackexchange.com/users/30287/"
] | While the existing thoughts here are well, there are legal dimensions that may redefine everything you're thinking about — and complicating #1
Credits, in some states, are like gift cards. The value cannot expire and you cannot just drop it without giving the person a way to transfer it into a 'movable' form - like a physical card, voucher, etc.
If you are operating with exposure to states that have this legislation, then you will need to solve that (as a business) and work it into the information in your account-close UX. You may be able to tell the user it will be (e)mailed to them, if your business can secure a relationship with a gift card and coupon provider that includes this physical card / e-card service.
(obviously that service cost may make the value of the credit to be cancelled insofar as your profit margins, but that is the cost of doing business, in states with such laws, and given you grant the user these small forms of credit) | If a user wants to close their account, assign the credit to the e-mail address.
Whenever they decide to sign up again (same e-mail address), assign this credit back to their account.
Notify them before closing their account. |
Subsets and Splits