No fill, Invalid, untouched
No fill, Invalid, untouched, focused
No fill, Invalid, touched
No fill, Valid, untouched
No fill, Valid, untouched, focused
No fill, Valid, touched
Outline, Invalid, untouched
Outline, Invalid, untouched, focused
Outline, Invalid, touched
Outline, Valid, untouched
Outline, Valid, untouched, focused
Outline, Valid, touched
Solid, Invalid, untouched
Solid, Invalid, untouched, focused
Solid, Invalid, touched
Solid, Valid, untouched
Solid, Valid, untouched, focused
Solid, Valid, touched
Color, No fill, Invalid, untouched
Color, No fill, Invalid, untouched, focused
Color, No fill, Invalid, touched
Color, No fill, Valid, untouched
Color, No fill, Valid, untouched, focused
Color, No fill, Valid, touched
Color, Outline, Invalid, untouched
Color, Outline, Invalid, untouched, focused
Color, Outline, Invalid, touched
Color, Outline, Valid, untouched
Color, Outline, Valid, untouched, focused
Color, Outline, Valid, touched
Color, Solid, Invalid, untouched
Color, Solid, Invalid, untouched, focused
Color, Solid, Invalid, touched
Color, Solid, Valid, untouched
Color, Solid, Valid, untouched, focused
Color, Solid, Valid, touched


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Our mission is to support and empower the individual and community by creating spaces for communion, service, and social justice. We do this by alleviating the impacts of material, emotional, and spiritual poverty through direct service, education, community building, fostering dialogue and by providing witness, sanctuary, and support. Our vision is to create engaged citizen leaders who will honor the complexities of the human spirit and work to create just and sustainable communities.
The Waysmeet Center is an open and inclusive campus ministry that is in service to the University of New Hampshire community and the world.
Kristen Butterfield
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Originally from Kanto. But they can also be found in Joto and in Sinno. Pidgey are very common and can be found almost everywhere. Usually live in dense forests with tall trees.


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About me
Hello All,
I’m Heer.
My name is Heer and pursing my Bachelor’s Degree from Charotar University of Science and Technology and currently studying in Third year. I love eating chocolates.
So on that note let me share with you guys one sweet poem on chocolates:
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Chocolate is sweet
-
and so good to eat.
-
I like it whenever
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I need a good treat.
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In brownies and cookies
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and chocolate cake,
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it adds extra sweetness
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to everything you bake.
-
White chocolate. dark chocolate
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and milk chocolate galore,
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I know I could eat 100 pieces or more!
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That is for sure ;)
Thank You


Cultural Blog: Thinking Style and Learning
10/25/14
Here's my thinking chart. For the most part, I think I am an Abstract Random Thinker. However, Concrete Random Thinker and Concrete Sequential Thinker followed closely. Check my chart for a closer look!
Abstract Random: Organize information through reflection, and thrive in unstructured, people-oriented environments. They work best when;
Work and share progress with others.
Assignments that reflect and require personalization.
Get personal attention and emotional support.
Have social activities to balance work.
Have open communication with others.
Have a noncompetitive atmosphere.
Concrete Random: Tend to experiment and run tests. Self driven. They work best when;
Can try new approaches and solve problems.
Self-directed.
Competitive.
Create their own answers.
asks themselves, "How many different ways can I do this?
Use trial and error approaches.
Concrete Sequential: Tend to analyze information in an ordered and linear thought process. They work best when;
Have an orderly quiet environment.
Know the accepted way of doing things.
Have exact directions and examples.
Can be consistent and efficient.
Face limitded change in predictable situations.
Have a guided practice with an organized person.
I feel that this chart is quite accurate as I do see the three sides of me as an abstract random thinker, concrete random thinker and a concrete sequential thinker. However, I think I am more likely the Concrete Random thinker because I love to do my own experiments. I usually prove myself through trial and error and will often try more ways than one to approach a difficult problem. This will definitely give me an edge in DBC and in the future as therea re many ways to do the same thing and yield the same answer. I will be able to come in with different perspectives and analyze the situation in a broader point of view.
I think my experience with Unit 1 in Phase 0 has been SOLID. The biggest struggle for me was trying to get over my fears of leaving my previous job to pursue what I've wanted to do for years. It's scary because we're taking this leap of faith and commiting ourselves to the idea. I always thought I wouldn't be able to learn how to code just because it was out of my league but look at how far I've come now, I'm already coding HTML/CSS and parts of Ruby. All I needed was some motivation, material and most importantly my own commitment.
Throughout Phase 0 Unit 1, I realized that a growth mindset is definitely helpful and is different from a fixed mindset. I've been living with a fixed mindset all my life and I've tried to think with a growth mindset ever since starting DBC. It's only been 4 weeks but it has helped me with accepting my failures as learning experiences rather than beating myself up! Realize that there are multiple paths leading to the same mountain summit. I intend to keep my growth mindset and progress throughout DBC and my future.


Fullchee Zhang
Full Stack Developer
UofT CS Grad with a passion for the process of learning
Current Work
UofT DCS Projects Group Member
- Improved the maintainability of a React app for future volunteers
- Jest and Enzyme: Snapshot testing
- Jest and React Testing Library: Integration Testing
- ESLint
- Husky Git Hooks
- CircleCI for CI
Projects
Car Detail Exchange App
- Develped the REST API to fetch and update user data from a MySQL Server
- Built with Node.js, npm scripts and the Express framework
- Aug 2016
View Project
Created a software Router
- Written in the C Language
- Used a Linux Virtual Machine to program the router
- Built with mininet to support TCP, ICMP and NAT
- CSC458 Project
- Nov 2016
Implemented Online Prim's Algorithm
- Implemented Prim’s algorithm in Java to accommodate very large inputs
- Measured the performance of the algorithm with respect to input size
HTML5 Canvas Game
- HTML5 Canvas game using jQuery and JavaScript
- JS responds to mouse clicks on randomly generated black holes.
- Aug 2016
View Project
Java Object Oriented Terminal
- Used Scrum and agile methodologies
- Unit tested and documented the commands


{% load static %}
Mill Geek Comics is a quickly growing comic book, Magic the Gathering and gaming shop serving Mill Creek, Bothell and the surrounding areas. We welcome collectors and players of all ages and experience levels. If you have an interest in any of the items we sell of games we play at the shop, we invite you to come pay us a visit. Nurturing new collectors and players is one of the points we pride our shop on the most.
Not only is our collection of comics and cards for sale, but we also buy collections you may not want anymore. If you or anyone you know have old comics or cards that you are looking to sell, please bring them by! Russ, owner of Mill Geek Comics, will tell you what they are worth. He is always looking for exciting new items and will either trade, pay or provide store credit for things he is interested in.
Russ and everyone that works here at the shop have been geeks their entire life! We celebrate all that is geek and are always eager to meet others that share our interests. Mill Geek Comics is a haven for geeks! Please come by the shop and see for yourself what an inviting place it is.
Please get in touch with us if you have any questions about our events, buying or selling items. We always welcome your calls, emails, and shop visits. Don’t forget to ask about getting your very own subscription box with us!


16
1 Job replied to Eliphaz and the others,
2 "I have heard things like that before;
all of you, instead of helping me, are only causing me to feel more miserable.
3 Will your speeches, which are only wind, never end ?

I could make great speeches to criticize you,
and I could shake my head at you to ridicule you.
5 Then you would see whether my words encouraged you or not;
you would see whether they made you feel your pain less.
6 But now, if I talk, my pain does not decrease,
and if I am silent, my pain still certainly does not go away.
7 God, you have now taken away all my strength;
you have destroyed all my family.
8 You have shriveled me up,
and people think that shows me to be a sinner.
They see that I am only skin and bones,
and they think that proves that I am guilty.
9 Because God is very angry with me and hates me,
it is as though he were a wild animal that tore me apart with his teeth
because he was my enemy.
10 People gape at me with their mouths open to sneer at me;
they have struck me on the face to ridicule me,
and they crowd around me to threaten me.
11 It is as though God has handed me over to people who refuse to honor him
and has put me into the power of the wicked.
12 Previously, I was living peacefully,
but he crushed me;
it is as though he grabbed my neck and smashed me to pieces;
it is as though he set me up like a target.
13 It is as though I were a target, and that people were surrounding me and shooting arrows at me.
God's arrows pierce my kidneys
and cause the bile from my liver to spill onto the ground;
God does not pity me at all.
14 It is as though I were a wall that he is breaking through time after time;
he rushes at me like a soldier who is attacking his enemy.
15 Because I am mourning, I wear pieces of rough cloth that I have sewed together,
and I sit here in the dirt, very depressed.
16 My face is red because I have cried very much,
and there are dark circles around my eyes.
17 All this has happened to me even though I have not acted violently toward anyone,
and even though I always pray sincerely to God.
18 When I die, I want the ground to act as though I had been murdered; I want it to cry out against those who killed me,
and I do not want anyone to stop me while I am demanding that God act justly toward me.
19 But even now, I know that there is someone in heaven who will testify for me,
and he will say that what I have done is right.
20 My three friends scorn me,
but my eyes are full of tears while I cry out to God.
21 I pray that the one who knows what I have done would come to plead with God for me
as a person pleads for his friend.
22 I say this because within a few years I will die;
I will walk along the road to a place from which I will never return."


Hi, I am fissist, let me introduce myself,
Conversation AI
I'm built with the latest intelligence technology, I'm not your average financial bot
Safe & Secure
I'm as safe as your bank's mobile app and take your privacy seriously.
Available Anytime
Text me as you would a friend. Plain English is best.Anytime from facebook messenger or Slack
Bill Payments
I can help with your DSTV, GoTV, and even your electricity bills
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I can help you top up your phone or any other phone in Nigeria
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I can help you send money to anyone, anytime.
Make Enquiries
No need to wait endlessly on the phone to speak to a customer agent, I can help with some basic needs.I know the Current exchange rate,
Open an Account
It's 2017, I can set up a new bank account for you in minutes, just make
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Did you misplace your card? I can help you block your card
fissist is currently available on Facebook messenger, Slack, and Text messages.
Launch on Messenger
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Service Worker by @jaffathecake, although I’ve now ruined it.
This is another experiment along the lines of PWP, BFF, or EPUB Zero. The goal was to provide an environment for reading books, where the content itself was as simple as possible. There’s no JavaScript in the books; information about the book is in a web application manifest style extended with a “spine” and other “resources.” The book is displayed in an iframe. The previous/next buttons read from the manifest. A service worker allows offline reading, and can download the book as a zip file. Soon I hope to be able to package as EPUB3 as well. In the absence of a framework that understands the manifest, point to the index.html
file of each book to find ordinary navigation, etc.
What have I learned? Creating zips from a cache is tricky. The one hard problem in computer science is paths. Having a list of the components of a publication is really useful.
Yes, this is really buggy, mostly because I don’t know JS.


Copyright © 2006 W3C® (MIT, ERCIM, Keio), All Rights Reserved. W3C liability, trademark and document use rules apply.
This document is based on the accumulated experience of several years of developing multimodal applications. It provides a collection of common sense advice for developers of multimodal user interfaces.
This section describes the status of this document at the time of its publication. Other documents may supersede this document. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at http://www.w3.org/TR/.
This document is a W3C Working Group Note. It represents the views of the W3C Multimodal Interaction Working Group at the time of publication. The document may be updated as new technologies emerge or mature. Publication as a Working Group Note does not imply endorsement by the W3C Membership. This is a draft document and may be updated, replaced or obsoleted by other documents at any time. It is inappropriate to cite this document as other than work in progress.
This document is one of a series produced by the Multimodal Interaction Working Group (Member Only Link), part of the W3C Multimodal Interaction Activity. The MMI activity statement can be seen at http://www.w3.org/2002/mmi/Activity.
Comments on this document can be sent to<EMAIL_ADDRESS>the public forum for discussion of the W3C's work on Multimodal Interaction. To subscribe, send an email to<EMAIL_ADDRESS>with the word subscribe in the subject line (include the word unsubscribe if you want to unsubscribe). The archive for the list is accessible online.
This document was produced by a group operating under the 5 February 2004 W3C Patent Policy. This document is informative only. W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent. An individual who has actual knowledge of a patent which the individual believes contains Essential Claim(s) must disclose the information in accordance with section 6 of the W3C Patent Policy.
When fonts were first introduced, many messages looked like ransom notes from kidnappers. When color was introduced, many reports looked like they had barely survived an explosion in a paint factory. To avoid these annoying user interfaces, developers adopted suggestions and best practices for using fonts and colors.
With the introduction of multiple modes of input-voice, pen, and keys-inexperienced developers may design loud, confusing, and annoying user interfaces that result in low user performance and high user discontent. This document attempts to enumerate a collection of commonsense suggestions for developing high performance and high preference multimodal user interfaces. We have collected suggestions, techniques, and principles from many diverse disciplines to generate the following suggestions for developing multimodal user interfaces.
This set of suggestions originated in a brainstorming session with some of my students at the Oregon Graduate Institute of the Oregon Health and Sciences University. I categorized the suggestions, and showed them to several multimodal application developers, who added additional suggestions. These have been reviewed and revised by the W3C Multimodal Interaction Working Group. The suggestions will be reviewed by other relevant W3C working groups including Accessibility, Internationalization, and Mobile Web Initiative Best Practices.
Again, these are commonsense suggestions. You may think that no one would ever develop user interfaces that violate these suggestions, but developers have violated commonsense suggestions before and will likely do so again. Use these suggestions as a checklist when you design a multimodal interface. These suggestions should help you to construct a multimodal user interface that improves user performance and satisfaction, so intended people can use your application easily and effectively.
These suggestions can be used as follows:
Review the suggestions before designing a multimodal user interface. The suggestions will assist you in making decisions as you design your multimodal user interface.
Review the suggestions after designing a multimodal user interface. Use the suggestions as a check list to assess your design after it is completed. Some designers rank their user interface with respect to each suggestion, giving a high score if the user interface conforms to the suggestions and a low score if it does not.
The suggestions are only suggestions. There are situations when every suggestion should be overridden, and these suggestions are no exception. If there are good reasons for not following a suggestions, then ignore the suggestion.
Some users will want to configure their user interface to satisfy their personal preferences. We encourage the use of configuration dialogs to help the user achieve the configuration that is best for him or her. We also note that many users are afraid of configuration, and are happy to use the user interface "as is," without ever configuring the system.
The suggestions are organized into four major principles of user interface design. The following four principles determine how quickly users are able to learn and how effectively they are able to perform desired tasks with the user interface:
Multimodal user interface developers should follow the above four principles and apply the following suggestions to avoid many of the potential usability problems caused by using modes incorrectly.
Real-world constraints limit what the users may achieve with an application. These limitations may be due to the nature of the task the user intend to perform, other activities the user is performing, physical limitations of the user, and conditions of the environment in which the user will perform the task. The user interface should be designed to compensate for these limitations.
The nature of the task influences the mode (or modes) users select to perform the task. Tasks which are easy to perform in one mode may be difficult or impossible to perform using another mode. Task-oriented suggestions suggest which tasks lend themselves best to data entry using various modes of entry.
New mobile devices will enable users to enter data by speaking into a microphone, writing with a stylus, and pressing keys on a small keypad. These input modes can be used to perform the following four basic manipulation tasks:
There are other basic tasks, but the tasks mentioned above are performed most frequently in common applications using handheld computers.
Table 1 summarizes how users perform the four basic tasks using the following popular input modes:
| Content Manipulation Task | Voice Mode | Pen Mode | Keyboard/keypad | Mouse/Joystick |
|---|---|---|---|---|
| Select objects | (3) Speak the name of the object | (1) Point to or circle the object | (4) Press keys to position the cursor on the object and press the select key | (2) Point to and click on the object or drag to select text |
| Enter text | (2) Speak the words in the text | (3) Write the text | (1) Press keys to spell the words in the text | (4) Spell the text by selecting letters from a soft keyboard |
| Enter symbols | (3) Say the name of the symbol and where it should be placed. | (1) Draw the symbol where it should be placed | (4) Enter one or more characters that together represent the symbol | (2) Select the symbol from a menu and indicate where it should be placed |
| Enter sketches or illustrations | (2) Verbally describe the sketch or illustration | (1) Draw the sketch or illustration | (4) Impossible | (3) Create the sketch by moving the mouse so it leaves a trail (similar to an Etch-a-Sketch™) |
Select objects. Object selection is easy with a pen-just point to or circle the desired object. When using voice, just say the name of the desired object, assuming the object has a name. With a keyboard, press keys to position the cursor on the desired object and press the select key.
Enter text. Each of the four modes can be used for text entry-the user speaks words into a microphone, handwrites the words using a pen, presses keys on a keypad to spell the words or selects letters from a soft keyboard. Most users can speak and write easily. However, some training and practice may be necessary to use a keyboard or mouse efficiently.
Enter symbols. Entering mathematical equations, special characters, and signatures is easy with a pen, awkward and time-consuming with a mouse, and most difficult with speech.
Enter sketches or illustrations. Drawing simple illustrations and maps is easy with a pen, awkward with a mouse, and nearly impossible with speech. When speaking, users must verbally describe the illustration or map.
Each input mode has its strengths and weaknesses. Voice is good for describing attributes. The pen is good for pointing and sketching. Keys are good for entering text, numbers, and symbols. A useful and efficient multimodal system uses the appropriate mode for each entry.
1.1. Suggestion: For each task, use the easiest modes available on the device.
Suggestion examples include:
Different physical devices exhibit different usability characteristics. The device's size, shape, and weight affect how it may be used. Most important, the placement of a microphone and speaker, the size of the display and writing surface, and the size of keys in a keypad all affect the ease with which a user can enter information by speaking, writing or pressing keys. Table 2 summarizes the three modes of input with respect to physical usability issues.
| Device Usability Issues | Voice Mode | Pen Mode | Keystrokes Mode | Mouse/joystick mode |
|---|---|---|---|---|
| Required number of user hands | None (plus possibly one to hold the device) | One (plus possibly one to hold the device) | One or two | One |
| Required use of eyes | No | Yes | Frequently, but some users can operate familiar keyboards without looking at them | Yes |
| Portable | Yes, especially when walking | Yes, but difficult while walking | Yes, but difficult while walking | Yes, but difficult while walking |
Required number of user hands. A user's hands may be required when operating machinery, assembling parts into a device, or creating an object of art. No hands are needed to speak and listen to a voice user interface. A pen requires one hand to hold the pen. A mouse requires one hand to hold the mouse and in most cases requires a surface for the mouse to rest on. By their nature, handheld devices also may require a hand to hold the device. A 12-key keypad requires one hand to enter data, while a QWERTY keypad requires two hands to enter data efficiently. Some users become skilled at holding a small QWERTY keyboard with both hands and using their thumbs to type.
1.2. Suggestion: If the user's hands are unavailable for use, then make speech available.
Suggestion examples include:
Required use of eyes. A user's eyes should be focused primarily on the road while driving a vehicle, on a physical device to be constructed or repaired, or on subjects and their activities while observing an experiment. Usually, users must look at what they are writing with a pen or typing on a keypad. However, the user's eyes may be free to observe his or her environment while speaking.
1.3. Suggestion: If the user's eyes are busy or not available, then make speech available.
Suggestion examples include:
Portable. Speech and pen devices are very portable. Users may use them while sitting, standing, walking, and sometimes while running. Traditionally, keyboard devices are used only while the user is not moving. Keypads requiring only one hand, like those frequently found on handheld devices and telephones, can be used while sitting or standing.
1.4. Suggestion: If the user may be walking, then make speech available
Suggestion examples include:
People work in environments that may not be ideal for some modes of user interfaces. The environment might be noisy or quiet, hot or cold, light or dark, or moving or stationary with a variety of distractions and possible dangers. Multimodal user interfaces must be designed to work in the environments where they will be used. Table 3 summarizes the environmental usability issues with respect to four popular input modes.
| Device Usability Issues | Voice Mode | Pen Mode | Keystroke Mode | Mouse/joystick mode |
|---|---|---|---|---|
| Noisy environment | Works poorly in a noisy environment | Works well in a noisy environment | Works well in a noisy environment | Works well in a noisy environment |
| Other environmental concerns | Works well independently of gloves | Does not work well when users must wear thick gloves | Does not work well when users must wear thick gloves | Does not work well when users must wear thick gloves |
Noisy environment. Because speech recognition systems pick up background sounds, they often make mistakes if the user speaks in a noisy environment.
1.5. Suggestion: If the user may be in a noisy environment, then use a pen, keys,or mouse.
Suggestion examples include:
Other environmental concerns: Pen and keyboard devices are difficult if the user must wear thick gloves, such as in a cold environment or when protecting hands from rough objects.
1.6. Suggestion: If the user's manual dexterity may be impaired, then use speech.
A suggestion example is:
Efficient communication is required if teams of people are to achieve success in joint activities. Likewise, effective communication between the user and the device is necessary for achieving the user's goals. The multimodal user interface is the conduit for all communication between the user and the device. Communication should be clear and concise, avoiding ambiguities and confusion. Communication styles should be consistent and systematic so users know what to expect and can leverage the patterns and rhythms in the dialog.
Consistency enables users to leverage conversational patterns to accelerate their interaction. For example, users can follow a consistent conversational rhythm without having to pause to adjust to heterogeneous dialog styles.
Consistent prompts. If prompts are worded inconsistently, then users must pause to decode each wording format. Users must spend additional time and mental effort to respond to differently structured questions. When prompts are consistently worded, users can concentrate on the answers to questions rather than trying to understand the questions.
2.1. Suggestion: Phrase all prompts consistently.
Suggestions examples include:
Experienced callers can barge-in after they hear the question, while novice callers will respond after they hear the entire menu option list.
Consistent command format. The current state of the art of speech recognition and natural language technology does not always accurately recognize and understand arbitrary complete sentences. Keyword recognition is much faster and accurate. Many tasks lend themselves to keyword commands better than natural language sentences.
2.2. Suggestion: Enable the user to speak keyword utterances rather than natural language sentences.
Switching modes. Switching modes can be jarring and sometimes surprising. For example, a user who has just answered three verbal questions will be surprised if a textual question suddenly pops up.
2.3. Suggestion: Switch presentation modes only when the information is not easily presented in the current mode.
Suggestion examples include:
Command consistency. Using different commands for the same purpose confuses users, as does using the same command for multiple functions.
2.4. Suggestion: Make commands consistent.
Users tend to use the wording which is visually presented. Include the command name on buttons and other navigational elements in the grammar for the voice mode. All voice commands that achieve the same functionality should have the same grammar. Users tend to use known commands from their daily use of computers. Incorporate these commands into the grammar, even it they are not visually presented in the GUI.
Suggestion exampless:
2.5. Suggestion: Make the focus consistent across modes
If the user is prompted to speak a value for a field, then highlight that field in the GUI.
Suggestion examples:
Grade school teachers always teach that organizing your thoughts before writing a composition will dramatically improve its understandability. The same principle applies to user interfaces. Organizing information and transitioning between topics will improve the users' comprehension of and performance with the multimodal interface. Information should be structured and organized in ways that are familiar to the user.
Content structure. Audio cues help users understand audio information. For example, use a click to introduce each item of a bulleted list, increase the volume to emphasize highlighted text, or use a whisper to speak parenthetical text.
2.6. Suggestion: Use audio and/or visual icons to indicate the content structure.
There are generally accepted icons to represent content structure. for example, a clock may indicate that an application is busy, arrows may represent next and previous pages, etc.
Because there are no standard assignments of meanings for sounds, common sense and user testing should guide the dialog designer. Here are suggestions for items that lend themselves to non-speech sounds:
Chunks of information. Users comprehend audio information more easily if it is presented as blocks, or chunks, of information. For example, users may not recognize "six, one, seven, two, two, five, four, three, seven, six" as a telephone number, but they will recognize "six, one, seven (pause) two, two, five (pause) four, three, seven, six" as either an American or Canadian telephone number.
2.7. Suggestion: Use pauses to divide information into natural "chunks."
Suggestion examples include:
Transitions. A user may become disoriented if the information content suddenly changes. Writers are well aware of the need for transitions between topics. Similar transitions are needed for visual and verbal information.
2.8. Suggestion: Use animation and sound to show transitions.
Suggestion examples:
2.9. Use voice navigation to reduce the number of screens.
Modality synchronization. Multiple modalities should be appropriately synchronized. Here are some examples:
2.10. Synchronize multiple modalities appropriately.
Simplicity. Complex user interfaces are confusing to the user and lead to errors. While this rule applies to all user interfaces, it is especially important to multimodal user interfaces.
2.11. Keep the user interface as simple as possible.
The user interface must help users recover quickly and efficiently from errors. All users, especially novice users, will occasionally fail to respond to a prompt appropriately. The user interface must be designed to detect such errors and assist users to recover naturally. The multimodal interface also should help users learn how to use the user interface to achieve the desired results quickly and efficiently.
Principles of conversational discourse suggest that the suggestions for the nature, content, and format of information exchanged between two humans may be applied to information exchanged between a human and a computer.
Reflexive principle. The reflexive principle states that people tend to respond in the same manner that they are prompted. For example, if users are given long rambling prompts, they will likely reply with long rambling responses.
3.1. Suggestion: Enable users to use the same mode that was used to prompt them.
Suggestion examples include:
Verbal help. Speech is more immediate and does not obscure screen contents.
3.2. Suggestion: If privacy is not a concern, use speech as output to provide commentary or help.
Suggestion examples include:
When privacy is not a concern, consider using speech for help and error messages about the current contents in the diaplay, possibly augmenting the display by highlighting the area in which the error occurs.
Directed user interface. While user-directed and mixed initiative user interfaces may be useful for experienced users, they are confusing and inhibiting for novice users. Directed user interfaces always work for all classes of users. Directed search provides the user with results they want quickly and accurately.
3.3. Suggestion: Use directed user interfaces unless the user is always knowledgeable and experienced in the domain.
Context sensitive help. As an application becomes more complex, offering the user more choices, offering help becomes mandatory. For simple application with fewer choices, the user may need help only the first time the application is run. A novice user may not know the meaning of a field or command.
3.4. Suggestion: Always provide context sensitive help for every field and command
Enable users to learn the purpose and function of every field, and what values can be entered into the field.
Suggestion example:
One advantage of verbal and visual modalities is that help can be offered using speech and/or GUI interfaces.
Few situations are more frustrating to users than to have a device at hand but not be able to use it.
Operational status. Users need to know when the device is listening to them speak and when the device is not listening.
3.5. Suggestion: The user always should be able to easily determine if the device is listening to the user.
Operational status can be presented as a light or icons indicating the operational status of the device.
Power status. One especially frustrating situation is when the device suddenly goes dead because the batteries are low.
3.6. Suggestion: For devices with batteries, user always should be able to easily determine how much longer the device will be operational.
A suggestion example is:
Backup mode. In Section 1, Table 1 summarized the various strengths and weaknesses of using voice, pen, and keys as input methods. Because user tasks, environmental situations, and user distractions change, users should be able to switch modes when it becomes inconvenient or impossible to use the primary mode of input.
3.7. Suggestion: Support at least two input modes so one input mode can be used when the other cannot.
Suggestion examples include:
Visual feedback. Sometimes speech recognition systems misrecognize the words which a user speaks. It is useful to present words recognized by the speech recognition system to the user who can verify their correctness. In speech only systems, the tiresome phrase "Did you say ...?" is the only option. However, in multimodal systems, the recognized word can be presented on a display.
3.8. Suggestion: Present words recognized by the speech recognition system on the display so the user can verify they are correct.
Correction mode. When the speech recognition fails, the user needs to correct the error by entering the correct word. While the user could simply speak again, a better approach is to display the n-best list (the list of words the the speech recognizer heard but did not select) so the user can select from among these options rather than speak again (and possibly experience the same error).
3.9. Suggestion: Display the n-best list to enable easy speech recognition error correction
Response time. Response times greater than 5 seconds will significantly reduce usage. If a response time exceeds this limit, inform the user that the computer is busy processing the request.
3.10. Try to keep response times less than 5 seconds. Inform the user of longer response times.
Users often judge a computer application by its user interface. If users do not like the user interface, the application will not be used. If the user interface is not easy to learn and easy to use, the application cannot be used successfully.
There are several possible listening modes, including
In theory, always listening would be the preferred listening mode. However, this mode doesn't always work very well, and it makes heavy use of computer resources. So the generally perferred mode is push to activate.
4.1. Suggestion: Use push to activate listening mode speak to a mobile device.
It is easy for users to press a speak key before talking. This is similar to asking for permission to speak by raising your hand. However, while speaking, it is desirable to concentrate on what is being said without worring about holding down a key or pressing a key when finished speaking.
Users need feedback to determine whether the computer is processing input data, is waiting for input, or is malfunctioning.
4.2. Suggestion: Always present the current system status to the user.
Some suggestions for indicating if the computer is idle or busy are shown in Table 4.
| Mode | Idle | Busy | Error |
|---|---|---|---|
| Text | "Ready for next input" | "Processing, please wait" | Explanation for the cause of the error and how to fix it |
| Icons | Green* | Red* | Blinking "danger" icon |
| Audio | Silence | Sounds of a clicking clock or a percolationg coffee pot | Emergency vehicle siren |
* Note: because about 6 per cent of the male population has some degree of color blindness, always use another feature in addition to color. For example, use a "standing person" icon that is green to indiate the device is idle, and a "walking person" icon that is red to indicate that the current system is busy.
Normally, human short-term memory holds only a limited number of items, so it is necessary to keep verbal lists short. Instead of reading a list of options to users, display the list so users will not forget the spoken information.
4.3. Suggestion: Use the screen to ease stress on the user's short-term memory.
Suggestion examples include:
Social customs among people suggest suggestions for user interfaces between users and devices.
Privacy. Speech presented by the device is not private. Others in close proximity can hear the computer's speech. The display provides greater privacy.
4.4. Suggestion: If the user may need privacy and the user is not using a headset, use a display rather than render speech.
Speech uttered by the user is not private. Others in close proximity can hear both the user. The keyboard/mouse and pen provide greater privacy. Also, present asterisks for password fields.
4.5. Suggestion: If the user may need privacy while he/she enters data, use a pen or keys.
Suggestion examples include:
A related suggestion is to present asterisks instead of displaying private information (e.g., passwords) entered by the user.
Acceptance in meetings. Pen devices are accepted in meetings. They replace a pen and pad of paper for taking notes. Keyboards and keypads are becoming acceptable with the widespread use of laptops. However, key sounds should be turned off. Usually, devices that speak or are spoken to are not accepted in meetings without the use of earphones; and, in some cases, earphones may imply that the user is not interested in the current discussion.
4.6. Suggestion: If the device may be used during a business meeting or in a public place, and no headset is used, then use a pen or keys (with the keyboard sounds turned off).
Techniques from the field of advertising can be applied to user interfaces to make them more appealing and interesting to the user.
Important messages. Users must notice important messages.
4.7. Suggestion: Use animation and sound to attract the user's attention.
A suggestion example is:
Caution: Users tire of animation and sound quickly. Do not overuse animation and sound.
Navigational aids. It is easy for a user to become "lost in space" when using multimodal applications.
4.8. Suggestion: Use landmarks to help the know where he is.
Example Suggestions include:
Television and movie directors set the mood with set design, lighting, and background music. Screen layout, colors, and background music also create moods in multimodal user interfaces. However, in some cases, moods and emotion may not be appropriate in productivity applications.
4.9. Suggestion: Use audio and graphics design to set the mood and convey emotion in games and entertainment applications.
Suggestion examples include:
Some users have special needs that when fulfilled, enable them to gain all the benefits of computing generally available to users without special needs. Users with limited or no sight, limited or no hearing, or have a cognitive impairment should be able to access the computer.
4.10. Suggestion: For each traditional output technique, provide an alternative output technique.
Suggestion examples include:
4.11. Suggestion: Enable users to adjust the output presentation
Example suggestions include:
Designing user interfaces to support accessibility generally results in better usability for all users.
Use these suggestions as a checklist when you first construct a multimodal user interface. However, the final decisions about the usefulness and friendliness of the user interface rest in an abundance of iterative usability testing. If users do not like or cannot use the user interface, it does not matter if the suggestions were followed. The user interface needs to be changed so users will like and be productive with it, even when some suggestion may not have been followed. The users' needs should be the foremost concern for multimodal user interface designers and developers.
The following members of the W3C Multimodal Interaction Working Group contributed suggested suggestions to this Note:
Deborah Dahl, W3C Invited Expert, contributed points that were raised during a tutorial on Multimodal Interfaces presented at the Spring 2006 SpeechTEK/AVIOS meeting.
Ingmar Kliche, T-Systems, contributed suggestions based on his work with developers of multimodal applications at T-Systems.
Gerald McCobb, IBM, contributed suggestions based on his work with developers of multimodal applications at IBM.


Dashboard
Weekly Sales Stats For the week of Jun 15 - Jun 22, 2011
Area Chart
Full Calendar
Donut Chart
Traffic Overview
% New Visits
77.7%
% Mobile Visitors
33.2%
Bounce Rate
42.7%
Sparkline
32, 38, 46, 49, 53, 48, 47, 56
1,564
Total Visits
32, 38, 46, 49, 53, 48, 47, 56
872
New Visits
32, 38, 46, 49, 53, 48, 47, 56
845
Unique Visits
32, 38, 46, 49, 53, 48, 47, 56
$13,492


Article
Author
Article Type
UK
World
Business
Politics
Tech
Article Content
POST method, url: https://warehouse.co.uk/uploadArticle body: form content


Falcons’ Ridley, Trufant suffer season-ending injuries
by The Associated PressFLOWERY BRANCH, Ga. (AP) — Falcons receiver Calvin Ridley and cornerback Desmond Trufant will miss the rest of the season after getting hurt in a win over Carolina.
Coach Dan Quinn confirmed Monday that both players are done for the year and are expected to make full recoveries.
Ridley caught a team-high five passes for 76 yards and a touchdown against the Panthers before he sustained an abdominal injury. Trufant suffered a broken forearm in the second quarter.
Both players are former first-round draft picks, Ridley in 2018 and Trufant in 2013.
Ridley caught 63 passes this year for 886 yards and seven touchdowns. Trufant had a career-best four interceptions despite missing four games with a toe injury.
Ridley’s injury will create more playing time for Russell Gage, Christian Blake and Olamide Zaccheaus. Trufant’s injury will create more chances for Kendall Sheffield, Blidi Wreh-Wilson and Jordan Miller.
The Falcons (4-9) are out playoff contention as they prepare to visit San Francisco (11-2) on Sunday.
___
More AP NFL: https://apnews.com/NFL and https://twitter.com/AP_NFL
The Associated Press


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Please read our terms and conditions.


Study Buddy
Welcome
Study Buddy is a tool to help find...study buddies! Universities are typically at least 15,000 to 35,000 students, and specific departments can also be overwhelmingly large. With Study Buddy you can find other students studying the same subject either within your school or from anywhere depending on your preference.
You can login, search for a buddy based on subject, and see other students emails that have made the same search before!


Create logic functions combining patterns to achieve a more granular matching.
Complex conditions are no match for Myra.
Apart from checking a single pattern each time, Myra allows to compose patterns with logic operators. In such a case, the action will only execute if the resulting logic function is true.
These are the available logic combinators:
Is true if both patterns are true.
| Input A | Input B | Output |
|---|---|---|
| false | false | false |
| false | true | false |
| true | false | false |
| true | true | true |
Is true if one or both patterns are true.
| Input A | Input B | Output |
|---|---|---|
| false | false | false |
| false | true | true |
| true | false | true |
| true | true | true |
Is true if the pattern is false.
| Input | Output |
|---|---|
| false | true |
| true | false |
Is true if both patterns have a different value.
| Input A | Input B | Output |
|---|---|---|
| false | false | false |
| false | true | true |
| true | false | true |
| true | true | false |
Is true if both patterns have the same value.
| Input A | Input B | Output |
|---|---|---|
| false | false | true |
| false | true | false |
| true | false | false |
| true | true | true |
These combinators can be used like this:
person.Age.Match(Patterns.IsGreaterOrEqual(18) .And(Patterns.IsLesserThan(30)), p => Console.WriteLine("Person is within age range.")); dog.Match(isHusky.Not(), d => Console.WriteLine($"{d.Name} isn't a husky."));
By combining the provided operations, it is possible to express any function, like:
In fact, the default Xnor function is actually implemented combining basic operations:


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| Fig 1 |
Historic and modern sampling localities. Tamias speciosus an ... |
| Fig 2 |
Temporal and spatial population genetic structure. (A) Genet ... |
| Fig 3 |
Population histories inferred with Approximate Bayesian Comp ... |
| Fig 4 |
Derived alleles showing significant frequency shifts between ... |


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Any questions?
Talks, lectures and since Corona also online seminars usually end with: »Any questions?«. And always nobody answers or the same ones always ask the questions. Hardly anyone in the lecture hall dares to answer, or the questions that one actually wanted to ask during the course of the lecture are forgotten. In the video conferencing system, you are not anonymous. The session may be recorded. The microphones are muted. The chat quickly becomes confusing; the teacher can hardly follow the comments and questions.
If you want your lectures and online seminars to be reflected upon, you need a tool that allows you to ask questions anonymously and silently. Such an open source tool is available free of charge with »frag.jetzt«. Are there any concerns? Is the tool accessible, data protection compliant, immediately usable with any end device without training and without technical understanding? Three times yes.
If I let »frag.jetzt« be used anonymously and thus without social control, do I not invite abuse? No, because the Q&A list can be moderated live by an assistant: Only questions appropriate to the lecture remain on the list. In addition, you can automatically move all new questions to the moderator: They only become public when you or your moderator release them individually.
But I cannot answer all questions in the last ten minutes of my lecture or in the online seminar. Sure. This is where the collective tool aspect comes into play: everyone in the audience can rate each question, in other words, vote up or down. You can answer the questions rated highest by the audience immediately, the others, if you wish, later in »frag.jetzt« or in the course forum of the learning platform.
You can also use the tool before the meeting, to collect questions from the participants and make them available to each other for weighting. This involves the participants even before the meeting, allows you to ask for expectations and previous knowledge and helps you to adapt your presentation or seminar accordingly.
Anyone who has held online seminars knows what it means to speak against a »digital wall«: Talking without feedback with a tendency to talk to oneself. You can't tell if the participants are really listening, understanding what they're hearing, or even present at all. Their cameras are turned off. But even when you see the auditorium, for example face-to-face in the lecture hall, there is this uncertainty. Malte Persike explains in a podcast on podcampus.de how to activate students with audience response systems, especially backchannel tools like »frag.jetzt«:
Digitales Lehren, Lernen und Prüfen: Wie gelingt die Aktivierung von Studierenden? Opens new pageWhat makes our backchannel tool different from »Mentimeter«, »Slido«, »Poll Everywhere« and many other commercial feedback apps? It's the result of many years of experience with audience response systems in classroom and online teaching. Besides an intuitive usability, proven in empirical UX studies with hundreds of students, didactic and motivational criteria were decisive for the conception and development of the app, see our ARSnova blogOpens new page.
ChatGPT for registered users
We have integrated the chatbot based on GPT language models into »frag.jetzt«. With the
ability to define and combine prompt presets for room, role and content, the chatbot can give accurate and
personalized responses.
AI responses that have been verified by a moderator are easily accessible via the forum filter. The chatbot can optimize the learning process and the teacher's pedagogical support by providing automatic answers to frequently asked questions, additional information and explanations about the learning content as well as personalized learning paths.
Responding to or marking questions
Teachers and moderators can answer questions in the
affirmative, in
the negative, comment on them, or mark them with a star.
Of course, the icons can also be used for other marking purposes.
They can also be used as filter criteria to quickly find marked or commented questions.
If the teacher has enabled the option, participants can also comment on all questions.
Conversations are possible, i.e. comments on comments.
Awarding a bonus for »good questions«
The teacher can mark good questions with a star.
The question poser receives an 8-digit code for each star acquired (»token«).
The tokens can be redeemed for bonus points by sending an e-mail to the teacher.
The teacher checks the submitted tokens against the awarded ones in the bonus archive of their room.
Responding to or marking questions
Teachers and moderators can answer questions in the
affirmative, in
the negative, comment on them, or mark them with a star.
Of course, the icons can also be used for other marking purposes.
They can also be used as filter criteria to quickly find marked or commented questions.
If the teacher has enabled the option, participants can also comment on all questions.
Conversations are possible, i.e. comments on comments.
Categorizing questions
The room creator and moderators can define categories (labels) for questions.
The questioners can assign their question to one of the given categories, also afterwards.
Categorized questions can be filtered by clicking on the label.
For example, labeling allows the moderator in a panel discussion to filter questions from the audience by topic or
addressee:
label »Question to Mr. Biden«, label »Question to Mr. Trump« …
Bookmarking questions
Room creators and participants can individually bookmark questions.
The moderators' bookmarks are visible to each other and to the teacher.
This allows the moderators to collectively pre-select a session's Q&A session.
Keyword extraction: Analyzing and optimizing questions with AI support
Over the course of an online course,
hundreds of questions can quickly accumulate in the back channel,
making it difficult to keep track of them after the fact.
This is where AI with NLP (Natural Language Processing) helps to keep track:
The nouns in the texts are analyzed for their grammatical position in the sentence
and suggested as keywords to the questioner for thematic classification.
Well aware that the linguistic quality of an anonymous text is generally low in terms of spelling, grammar, punctuation and style, »frag.jetzt« sends the text to the online translation service »DeepL« Opens a new tab and translates it into a foreign language, for example German into English. The AI behind DeepL ignores just about any linguistic deficits. The subsequent back translation into the source language transforms a poorly written source text into a formally correct and easily readable text without distorting the content.
The thus cleaned text is passed on to the NLP software »spaCy« Opens a new tab in order to extract nouns by case as keywords from it. In a final step, we check whether the generated keyword is indexed in Wikipedia. Only then will it be displayed.
The result is impressive: We create a word cloud from the AI-generated keywords of all questions, which we aptly call »topic cloud« in »frag.jetzt«.
Question focus: Presenting questions in full view
For the discussion of the questions on the beamer,
they can be presented individually in full view.
Advancing to the next or previous question is conveniently done with the arrow keys.
You can also activate the display in "autofocus mode":
Then, incoming new questions are automatically shown in full view.
On the Q&A list, constantly new questions or ratings can make reading and presenting difficult, as the positions of the questions change. With the pause button the question stream can be frozen. However, new questions or ratings are still possible.
Searching, sorting and filtering questions
The quick location of specific questions is made possible by search, sort and filter options.
The full text search also includes the answers.
Sorting is possible by time, rating and the degree of controversy.
By clicking on the label icon of a question, all questions of this category are displayed.
By clicking on the user icon of a question, all questions of this user will be displayed.
This allows you to assess the distribution of questions among the question posers:
How many people participate? Which questions does one and the same person ask?
The following filter criteria can be selected: bonus-awarded, conversations, bookmarked, not bookmarked,
answered, unanswered, question number, censored, and own questions.
Identifying controversial questions
To identify controversial questions, that is,
questions where the positive and negative votes are balanced and have a value close to zero in the Q&A forum,
we introduce an innovative sorting criterion: the degree of controversy or contradiction.
First, we form the difference between positive and negative votes and subtract it from the total number of votes.
What remains is the absolute number of controversial votes.
We divide this value by the total number of votes to get the percentage.
Finally, we stretch the percentage with an empirical term
so that questions with very few controversial votes are not classified as more controversial
than questions with many votes.
A simple calculation with great power for controversial question rounds!
Flash Polls
The flash poll lives up to its name: it allows feedback in real time and can
be created with just one click. Our feature offers numerous survey templates with single-choice answers such as
emoticons, ABCD, school grades, or feedback on the comprehensibility of a presentation or meeting expectations.
You can format your questions with Markdown and insert images. Participants will not only see the answer options,
but also the question text with images. Display of incoming votes can be enabled to increase engagement.
Flash polls encourage participation and formatively provide valuable insights to improve your event.
Quiz rally with »antworte.jetzt«
»frag.jetzt« has a quizzing option:
We have included our popular game-based quiz app »arsnova.click«,
adapted it a bit and renamed it to »antworte.jetzt«.
The
info
pageOpens a new tab
informs you about its features.
The score in the ranking is calculated taking into account the difficulty of the quiz question
and the brevity of the answer time.
If all quiz questions intended for a bonus are answered correctly,
the player receives a bonus code, which can be redeemed by sending an e-mail to the teacher with one click.
Brainstorming
With »frag.jetzt«, brainstorming can be carried out in the spirit of the creativity method.
The question is displayed as the heading of a word cloud,
so that it is always clear to all participants what they should develop and formulate ideas for.
The idea input is anonymous, as with questioning, and can be done as often as desired.
All ideas are displayed in the word cloud synchronously with the input.
If only one word is to be entered for an idea, the AI lemmatizes it, i.e. brings it into its basic form,
so that multiple entries are reliably recognized and immediately visible due to a larger font.
In the discussion phase of the brainstorming,
the ideas can be upgraded or downgraded by all participants
by moving the mouse pointer over the entry and clicking on the corresponding icon.
The ratings have a direct influence on the size calculation of the font,
so that the word cloud updates dynamically.
The moderator can edit or ban individual entries.
When entering an idea, participants can include their name.
The idea providers become visible in the Q&A list if the corresponding filter has been activated.
Mail notification
Registered users can be informed by mail about new questions and
answers.
Weekday and time of the mail notification can be set.
Free of charge with full functionality
Any number of rooms can be created free of
charge as a guest or registered user.
The number of participating users in a room is not limited.
Only the rooms of registered users remain permanently.
However, 180 days after the last use of a room it will be deleted automatically.
All questions can be saved with their scores and comments in an Excel spreadsheet.
Accessible
In »frag.jetzt« the use cases are read aloud by an audio guide and can be navigated with the numeric keys.
This allows you to use the app comfortably and quickly without having to explore the entire page with the screen
reader first.
The user interface meets the readability requirements of WCAG 2.1 AA.
Appropriate display options are available for projector presentations and for visually impaired persons.
In particular, the font size of the questions can be scaled as needed.
Besides the room code, a session can also be entered directly via an automatically generated link.
Data protection
»frag.jetzt« can be used completely anonymously when registering as a
guest.
The accounts of registered users are stored and managed in accordance with the data protection regulations of the
DSGVO.
The program code is »Open Source Software« and can be viewed on GitHub.
Usage options
»frag.jetzt« is operated as free »Software as a Service« by TransMIT GmbH,
see imprint.
If you want to run »frag.jetzt« on your own server, you will find a Docker installation guide on
GitHub Opens a new tab
or you can commission TransMit GmbH with it.
»Progressive Web App« (PWA)
Although an ordinary Web page, it behaves like an app from the app store.
You can install it from within the browser without downloading: »Add to Home Page«.
After that it will start like an ordinary app.
As a PWA, it runs on any smartphone, no matter what operating system, no matter what browser.
So your audience will always be ready to use »frag.jetzt« on their mobile devices.
Free Software and without advertising
Since winter semester 2019/20 »frag.jetzt« is an open source project of the Technische Hochschule Mittelhessen,
THM.
The website is manufacturer-neutral and free of advertising.
Further development is guaranteed for the next years.
Then the project manager will retire and will run the project as a hobby.
But until then, hundreds of computer science students of THM will be engaged and continuously working on all
aspects of software development
(user experience, high availability and security) —not for money, but for credit points and good grades.
The use of the smartphone during the lecture naturally entails a high risk of distraction. We have learned from our many years of experience with audience response systems in lecture halls, how to didactically approach the risk of distraction:
Mobile phone use during the lecture:
An assistant moderates the Q&A list on site or from a distance.
10 minutes before the end of the lecture, the teacher answers 2-3 top questions on the beamer.
What if I don't have an assistant available?
Ask someone from the front row to take over this job.
She or he won't say no.
Create a moderator guest code for this case.
Mobile phone use only during the break:
The teacher announces the room code during the break and moderates the questions himself. After the break she answers 2-3 top questions.
No mobile phone use during the lecture (A):
The teacher creates a new room at the end of each lecture. Students can ask and rate questions at home. The Q&A list is moderated by an assistant or the teacher himself. In the first 10 minutes of the next lecture the teacher answers 2-3 top questions.
No mobile phone use during the lecture (B):
The teacher creates a room for the entire duration of the course. An assistant moderates the Q&A list during the semester. The teacher marks the relevant questions and deletes all others. The Q&A list thus serves to reflect on the lecture contents and to prepare for the exam.
Based on our own tests with blind people
we recommend the following screen readers for the use of »frag.jetzt«:
Windows computer:
NVDAopens new page
Linux computer:
ChromeVox Opens new page
macOS computer:
VoiceOver Opens new page
»frag.jetzt« is an established study object in computer science education at the Technische Hochschule Mittelhessen (THM). The development is done according to the state of the art in computer science. All development phases are documented according to engineering standards. Since »frag.jetzt« is an open source project, anyone can access the source code and design documents and participate in the ongoing development.


#include "coverage_path.h"
Go to the source code of this file.
Functions | |
| void | analyze_area (vector< geometry_msgs::Point > coords, geometry_msgs::Point &origin, double &rotation, double &width, double &height) |
| Determine properties of an area. More... | |
| void | area_callback (const nav_msgs::OccupancyGrid::ConstPtr &msg) |
| Callback function to receive the grid map. More... | |
| void | downsample (nav_msgs::OccupancyGrid &map) |
| Decrease the resolution of a occupancy grid map. More... | |
| bool | generate_path (geometry_msgs::Point start) |
| Generate an optimal coverage path for a given area. More... | |
| bool | get_path (nav_msgs::GetPlan::Request &req, nav_msgs::GetPlan::Response &res) |
| Callback function to get the coverage path. More... | |
| bool | get_waypoint (cpswarm_msgs::GetWaypoint::Request &req, cpswarm_msgs::GetWaypoint::Response &res) |
| Callback function to get the current waypoint of the path. More... | |
| int | main (int argc, char **argv) |
| A ROS node that computes the optimal paths for area coverage with a swarm of CPSs. More... | |
| void | rotate (nav_msgs::OccupancyGrid &map, double angle) |
| Rotate an occupancy grid map so the lower boundary is horizontal. More... | |
| void analyze_area | ( | vector< geometry_msgs::Point > | coords, |
| geometry_msgs::Point & | origin, | ||
| double & | rotation, | ||
| double & | width, | ||
| double & | height | ||
| ) |
Determine properties of an area.
| coords | The coordinates defining the area polygon. |
| origin | Returns the bottom left coordinate of the area. |
| rotation | Returns the angle which the area has to be rotated so the lower boundary is horizontal. |
| width | Returns the width of the area after rotation. |
| height | Returns the height of the area after rotation. |
Definition at line 11 of file coverage_path.cpp.
| void area_callback | ( | const nav_msgs::OccupancyGrid::ConstPtr & | msg | ) |
Callback function to receive the grid map.
| msg | Grid map to be covered by this CPSs. |
Definition at line 337 of file coverage_path.cpp.
| void downsample | ( | nav_msgs::OccupancyGrid & | map | ) |
Decrease the resolution of a occupancy grid map.
| map | A reference to the occupancy grid map to downsample. |
Definition at line 148 of file coverage_path.cpp.
| bool generate_path | ( | geometry_msgs::Point | start | ) |
Generate an optimal coverage path for a given area.
| start | The starting position of the path. |
Definition at line 224 of file coverage_path.cpp.
| bool get_path | ( | nav_msgs::GetPlan::Request & | req, |
| nav_msgs::GetPlan::Response & | res | ||
| ) |
Callback function to get the coverage path.
| req | Path planning request that is ignored. |
| res | The coverage path. |
Definition at line 289 of file coverage_path.cpp.
| bool get_waypoint | ( | cpswarm_msgs::GetWaypoint::Request & | req, |
| cpswarm_msgs::GetWaypoint::Response & | res | ||
| ) |
Callback function to get the current waypoint of the path.
| req | Empty get waypoint request. |
| res | The current waypoint. |
Definition at line 309 of file coverage_path.cpp.
| int main | ( | int | argc, |
| char ** | argv | ||
| ) |
A ROS node that computes the optimal paths for area coverage with a swarm of CPSs.
| argc | Number of command line arguments. |
| argv | Array of command line arguments. |
Definition at line 350 of file coverage_path.cpp.
| void rotate | ( | nav_msgs::OccupancyGrid & | map, |
| double | angle | ||
| ) |
Rotate an occupancy grid map so the lower boundary is horizontal.
| map | A reference to the occupancy grid map to rotate. |
| angle | The angle to rotate the map by. |
Definition at line 71 of file coverage_path.cpp.


SOP Upload/Creation
1. SOPs are created
using Radiant’s SOP Management tool.
2. From the SOP
Dashboard, click on the “Create New SOP” button.
3. The “SOP
Create/Upload” screen will appear as follows:
4. Click “choose
file” to upload a pre-existing file (created in the in the SOP template) or
enter the name of the SOP the “New SOP Name”:
5. Select the folder
of the department that the SOP belongs to.
a. Select the
subfolder of the department, if applicable.
6. The SOP number
will automatically populate to the next sequential number of the department
(e.g. QAF-02). The SOP number cannot be changed or modified as it is system
driven.
7. Select the
frequency of the SOP review (i.e. yearly, monthly, weekly).
8. Select the “SOP
Owner” by clicking on the drop-down menu.
9. Select the “SOP approver” by clicking on the drop-down menu.
10. Add reviewers by
clicking on the drop-down menu and selecting “add”. Multiple reviewers can be
added if required.
11. Read-only access
to the SOP can be by granted either of the following ways:
a. Access to all
employees: Click on “Read Access to All”
b. Access only to
departmental employees: Select the department from the drop-down menu.
c. Access to
individual employees: From “Add Viewers”, select employee(s) from the drop-down
menu and click “Add”
12. Click “Submit
Form” to create the SOP.
13. A message will
appear to notify the user that the SOP has been successfully created. Click on
the “SOP Dashboard” to complete the SOP.
14. Click on the
department to open SOP library. The folder will be yellow for the department:
15. Click
on the SOP name to launch the SOP from the SOP Library:
16. MS
Word will open under tracked changes. Click on “Open in Desktop App” to work on
the SOP. Refer to the reference section of the Home Page of the SOP Management
Tool on details of what to include in the sections of a SOP.
17. Once
the SOP is completed and reviewed. Follow the section from the Home Page on
instructions to Sign-off and Publish the SOP.


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Archimedes Story
"That's great. I'll let Aristippus know that once again, he has failed to stump me with a puzzle. Of course, I'll give you your due credit. Great job. I guess you've proven yourself a reliable helper for this whole crown ordeal.
"Here's my idea. Objects take up a certain amount of space, which is their volume, and they weigh a certain amount, which is their mass.
"I believe that objects that are the same size but are made up of different materials will have different weights. At the same time, I think objects that are the same weight but made up of different materials will take up a different amount of space. Does that make sense?"
"Wonderful! Now I can't very well run tests on the golden crown. Hiero would be quite upset if I did. So, to test my idea I'm thinking we can take to objects of different materials and compare their masses and volumes. Do you think we could use that container you have?" Archimedes asked, pointing at a plastic water bottle in John's hand.
John agreed and set the bottle on only exposed corner of the table in front of John.
"Alright, so we can test this idea by filling the bottle first with air and then with dirt. We can find the mass of the bottle by weighing it.
"We know the volume of the bottle isn't changing when we put different materials inside it. Look, it even says the volume on the label! But the crown doesn't come with a volume label. So I'd like to test an idea I have to use water displacement to measure volume as well.
"I believe that if we put the bottle in a tub of water filled to the brim, the amount of water that overflows (the amount of water displaced) will equal the volume of the bottle, regardless of its mass. So the same amount of water should overflow when it is filled with air as when it is filled with dirt, and that amount of water should equal the volume labeled on the bottle. Are you following?"
"Wonderful! Then let's get started. Would you grab a piece of paper from somewhere? I need you to copy down a chart to keep track of the data."


|
F´ Flight Software - C/C++ Documentation
NASA-v1.5.0
A framework for building embedded system applications to NASA flight quality standards.
|
Executes a set of components as part of a rate group. More...
#include <Svc/ActiveRateGroup/ActiveRateGroupImpl.hpp>
Public Member Functions | |
| ActiveRateGroupImpl (NATIVE_UINT_TYPE contexts[], NATIVE_UINT_TYPE numContexts) | |
| ActiveRateGroupImpl constructor. More... | |
| void | init (NATIVE_INT_TYPE queueDepth, NATIVE_INT_TYPE instance) |
| ActiveRateGroupImpl initialization function. More... | |
| ~ActiveRateGroupImpl (void) | |
| ActiveRateGroupImpl destructor. More... | |
| void | CycleIn_preMsgHook (NATIVE_INT_TYPE portNum, Svc::TimerVal &cycleStart) |
| Input cycle port pre message hook. More... | |
| void | PingIn_handler (NATIVE_INT_TYPE portNum, U32 key) |
| Input ping port handler. More... | |
| void | preamble (void) |
| Task preamble. More... | |
Public Attributes | |
| PRIVATE | __pad0__: void CycleIn_handler(NATIVE_INT_TYPE portNum |
| PRIVATE Svc::TimerVal & | cycleStart |
| U32 | m_cycles |
| cycles executed More... | |
| U32 | m_maxTime |
| maximum execution time in microseconds More... | |
| volatile bool | m_cycleStarted |
| indicate that cycle has started. Used to detect overruns. More... | |
| NATIVE_UINT_TYPE | m_contexts [NUM_RATEGROUPMEMBEROUT_OUTPUT_PORTS] |
| Must match number of output ports. More... | |
| NATIVE_INT_TYPE | m_overrunThrottle |
| throttle value for overrun events More... | |
| U32 | m_cycleSlips |
| tracks number of cycle slips More... | |
Executes a set of components as part of a rate group.
ActiveRateGroup takes an input cycle call to begin the rate group cycle. It calls each output port in succession and passes the value in the context array at the index corresponding to the output port number. It keeps track of the execution time of the rate group and detects overruns.
Definition at line 31 of file ActiveRateGroupImpl.hpp.
| Svc::ActiveRateGroupImpl::ActiveRateGroupImpl | ( | NATIVE_UINT_TYPE | contexts[], |
| NATIVE_UINT_TYPE | numContexts | ||
| ) |
ActiveRateGroupImpl constructor.
The constructor of the class clears all the flags and copies the contents of the context array to private storage.
| compName | Name of the component |
| contexts | Array of integers that contain the context values that will be sent to each member component. The index of the array corresponds to the output port number. |
| numContexts | The number of elements in the context array. |
Definition at line 27 of file ActiveRateGroupImpl.cpp.
| Svc::ActiveRateGroupImpl::~ActiveRateGroupImpl | ( | void | ) |
ActiveRateGroupImpl destructor.
The destructor of the class is empty
Definition at line 46 of file ActiveRateGroupImpl.cpp.
| void Svc::ActiveRateGroupImpl::CycleIn_preMsgHook | ( | NATIVE_INT_TYPE | portNum, |
| Svc::TimerVal & | cycleStart | ||
| ) |
Input cycle port pre message hook.
The input cycle port pre message hook is called on the thread of the calling cycle port. It sets flag to indicate that the cycle has started.
| portNum | incoming port call. For this class, should always be zero |
| cycleStart | value stored by the cycle driver, used to compute execution time. CycleIn pre-message hook |
Definition at line 102 of file ActiveRateGroupImpl.cpp.
| void Svc::ActiveRateGroupImpl::init | ( | NATIVE_INT_TYPE | queueDepth, |
| NATIVE_INT_TYPE | instance | ||
| ) |
ActiveRateGroupImpl initialization function.
The initialization function of the class initializes the member ports and the component base class
| queueDepth | Depth of the active component message queue |
| instance | Identifies the instance of the rate group component |
Definition at line 42 of file ActiveRateGroupImpl.cpp.
| void Svc::ActiveRateGroupImpl::PingIn_handler | ( | NATIVE_INT_TYPE | portNum, |
| U32 | key | ||
| ) |
Input ping port handler.
This port is called by the health task to verify task aliveness
| portNum | incoming port call. For this class, should always be zero |
| key | value returned to health task to verify round trip |
Definition at line 107 of file ActiveRateGroupImpl.cpp.
| void Svc::ActiveRateGroupImpl::preamble | ( | void | ) |
Task preamble.
This method is called prior to entering the message loop. It issues and event indicating that the task has started.
Definition at line 50 of file ActiveRateGroupImpl.cpp.
| PRIVATE Svc::ActiveRateGroupImpl::__pad0__ |
Definition at line 67 of file ActiveRateGroupImpl.hpp.
| PRIVATE Svc::TimerVal& Svc::ActiveRateGroupImpl::cycleStart |
Definition at line 78 of file ActiveRateGroupImpl.hpp.
| NATIVE_UINT_TYPE Svc::ActiveRateGroupImpl::m_contexts[NUM_RATEGROUPMEMBEROUT_OUTPUT_PORTS] |
Must match number of output ports.
Definition at line 110 of file ActiveRateGroupImpl.hpp.
| U32 Svc::ActiveRateGroupImpl::m_cycles |
cycles executed
Definition at line 107 of file ActiveRateGroupImpl.hpp.
| U32 Svc::ActiveRateGroupImpl::m_cycleSlips |
tracks number of cycle slips
Definition at line 112 of file ActiveRateGroupImpl.hpp.
| volatile bool Svc::ActiveRateGroupImpl::m_cycleStarted |
indicate that cycle has started. Used to detect overruns.
Definition at line 109 of file ActiveRateGroupImpl.hpp.
| U32 Svc::ActiveRateGroupImpl::m_maxTime |
maximum execution time in microseconds
Definition at line 108 of file ActiveRateGroupImpl.hpp.
| NATIVE_INT_TYPE Svc::ActiveRateGroupImpl::m_overrunThrottle |
throttle value for overrun events
Definition at line 111 of file ActiveRateGroupImpl.hpp.


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Susan has asked someone else to do this. Only one person can confirm Susan's identity.