#passive — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #passive, aggregated by home.social.
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Passive DNS recon without touching the target: query Certificate Transparency logs via crt.sh. One curl command pulls subdomains from indexed X.509 certs, parsed with jq. Works on Linux/macOS with curl+jq. #network #snippet #passive-recon
https://www.valtersit.com/vault/passive-dns-enumeration-via-certificate-transparency-logs-fe9ddc/
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Cooling Without the Grid: Can Passive Technology Solve the Global South's Heat Crisis?
Repost to help others discover this.
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Cooling Without the Grid: Can Passive Technology Solve the Global South's Heat Crisis?
Repost to help others discover this.
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No, this has always been the American Dream. Capitalism means living off one's capital (ie, passive income), which only the rich can do. People who have to work for a living (ie, most people) aren't capitalists, but wage slaves.
https://www.wsj.com/lifestyle/careers/passive-income-dreams-2e67ee5c?eafs_enabled=false
#capitalism #america #usa #americandream #money #income #passive #passiveincome #rich #poor #wealth #people #slavery #freedom
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No, this has always been the American Dream. Capitalism means living off one's capital (ie, passive income), which only the rich can do. People who have to work for a living (ie, most people) aren't capitalists, but wage slaves.
https://www.wsj.com/lifestyle/careers/passive-income-dreams-2e67ee5c?eafs_enabled=false
#capitalism #america #usa #americandream #money #income #passive #passiveincome #rich #poor #wealth #people #slavery #freedom
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What does it mean for students to use AI in active rather than passive ways?
If anyone is wondering why I’ve suddenly started saying ‘AI’ it’s because I’ve (reluctantly) accepted this is a necessary requirement for communicating effectively in higher education policy work. I still think we should be talking about models and will continue to write about them in my theoretical work.
What does it mean for students to use AI in active rather than passive ways? In Generative AI for Academics I talked about the difference between thinking with AI and using AI as a substitute for thinking. This roughly maps onto the cognitive outsourcing concept which I’ve argued we need to move away from. It’s too binary a distinction to capture the complexity of how users engage with AI, even if it does nonetheless track a meaningful distinction which matters. In some cases a user is actively thinking about their use and in other cases they are not. Furthermore, this is a distinction in practice which matters in principle. What it means to use AI is different if you are thinking about the use you are making of it. It doesn’t necessarily mitigate the risks but ceteris paribus it’s better to think about your use then not think about it.
I’ve tried two routes towards fleshing out this distinction as a spectrum. The first is to look at specific practices which a student might engage with in relation to AI. For example the HEPI (2025) research shows a variegated picture in terms of what students have used AI for in assessments. I’ve argued these practices range from the obviously problematic (use in assessment without editing) or obviously acceptable (explain concepts*) but that most are an ambiguous middle-ground in which context-sensitive judgements have to be made in terms of cohort characteristics, disciplinary standards and assessment design. This helps crack open the black-box of AI practice (treating AI use as if it’s fundamentally interchangeable rather intensely varied) but it doesn’t really address the question of what active use actually is. It simply restates the problem at a more granular level of specific practices which we can either assume to be active or passive in all usual cases or which we can inquire about activity or passivity in context-sensitive terms.
The other strategy was to use this notion from Jonathon Jackson’s interesting account of degrees of LLM use in learning. He suggests we need to design learning activities which inculcate the habit of shifting left so that if students reach human-in-the-loop or llm-centric use then they do not remain there. This feels important to me because it highlights how active use is something which has to be worked at longitudinally. It suggests that if we incorporate AI into learning we should do so in a way which ensures a left-shift is likely. This is particularly important when we consider the structural drivers of habituation which are going to intensify in consumer-focused subscription based LLMs over the coming years. If the student is not going to opt out entirely (and obviously they can’t if we’re building this into an assessment) then what matters becomes developing the inclination to pull back into more active forms of use.
In neither case have I really addressed the question though. What is active use? The notion of epistemic agency (introduced to me by Peter Kahn) offers a way through which we might begin to think about this question. Juuso Henrik Nieminen, Eeva Haataja & Peter J. Cobb offer hints of a potential answer in this paper. They define this for students as “their sense of agency in using, evaluating and producing knowledge” (970). It’s the outcome of “students’ transformational relationship with knowledge” (972) facilitated (or frustrated) by the environment in which teaching and learning is taking place. In a case study of student epistemic agency in authentic assessment they define the following area of focus for their inquiry (my bold):
We first focused on students’ accounts of their epistemic actions: how they explained learning and studying as they progressed in the course. We then analysed how these actions reflected students’ orientation to knowledge: how they positioned themselves with respect to knowledge in digitally-mediated authentic assessment
Pg 977Note that the first concept is emic: how do students account for their learning and progress. The second concept is etic: what can we infer from their actions about their orientations towards knowledge? This split is important I think because it enables us to take student narrations of knowledge work seriously without taking them literally. There’s a further level of inference we can make. Therefore we might ask in relation to AI use:
- How do students account for their actions with AI in terms of knowledge?
- What can we infer from student actions about their orientation towards knowledge?
In their analysis they offer a number of themes which can help us clarify what to look for in relation to these questions:
- A sense of being an active learner
- A sense of being a user of knowledge
- A sense of contributing to society
These are all things we can ask students about in their use of AI. To what extent do they feel they are using it an active way? It’s a fallible guide but we can nonetheless talk to students about whether it feels like they are learning (thanks to David Meecham for this point). It’s a phenomenological datapoint that can be taken seriously. Likewise we can ask them about the extent to which they feel they are actively engage with knowledge when they use AI? Does it feel like they are passive recipients or that they are linking thinks together in active ways? An interesting point in the paper was the role of interdisciplinarity and the acts of synthesis it invites in bringing this about.
In another paper Juuso Henrik Nieminen and Laura Ketonen talk about the same concept of epistemic agency in terms of assessment more broadly. They argue that what I think of as the promissory function of assessment (ensuring that a student given a credential has the learning the credential claims) and the stakes for students of the ensuing culture undermines an active and transformative engagement with knowledge. If it’s all about validating knowledge conceived of as a property of the individual student then the active engagement (facilitated by the environment) will tend to be neglected. Likewise a focus on employability skills too easily leads to a focus on discrete competencies to be reproduced in the workplace rather than the more diffuse meta-competency (?) which might or might not underlie them. If assessment is targeted at demonstrations of knowing rather than knowing it leaves us with a performative assessment culture.
It’s important that epistemic agency is conceived of in terms of the environment which facilitates or frustrates it. We encounter active or passive use of AI at the level of the individual student and the specific practices they are engaged in. I suggested in the previous post that we might see cognitive ownership at the task level and the learning journey level. The tasks which constitute the student’s learning (including informal learning) jointly combine into a learning journey which is characterised by a certain degree of cognitive ownership. What I’m talking about as cognitive ownership maps onto the phenomenological sense of being an active learners and being a user of knowledge. These are present at the task level and they jointly combine into characteristics of the learning journey.
The evaluative level which the student cannot conclusively adjudicate on is whether a sense of (actual) cognitive ownership is matched by (real) epistemic agency. It’s the latter question which forces us to look again at the context. To what extent is the learning environment (encompassing everything from learning design through to assessment and institutional provision of resources) facilitating epistemic agency? We’ve already seen from the second paper how assessment culture can frustrate epistemic agency at the learning journey level even if it might flicker into being at the task level. This gives us a framework for thinking about institutions as enabling epistemic agency by making it easier for students to use AI in active ways defined by cognitive ownership. It means we need to design environments that make this easier, as well as supporting activities and assessments which make this easier.
So what does it mean to talk about a student using AI in an active way? This is what I’m gesturing towards though it is still provisional:
- An experienced sense of being an active learner
- An experienced sense of actively working with knowledge
- A transformative engagement to knowledge (Nieminen and Ketonen) i.e. the student’s understanding is changed by the interaction
- The capability is retained in spite of the AI use (Pritchard’s challenge here)
I think this use is possible. In future posts I’ll have a go at defining it in concrete terms with examples. It’s a high threshold though: it’s ok if not all use meets this threshold but that’s exactly why we should left-shift in Jackson’s terms. It also means we should discourage use which does not incline towards this threshold because that would be ‘cognitive outsourcing’ in precisely the sense in which so many academics are worrying about it.
*The one pushback I had to this was that ‘explaining concepts’ is a problem because of the anglocentric bias of the corpus. Surely this would suggest though that ‘explaining concepts’ using resources from a library or articles from a journal system that hasn’t been colonised would be equally problematic? It seems like a category error to treat this as a problem specific to LLMs (as opposed to other knowledge sources) but I can see the specific risk that LLMs launder objectivity by presenting themselves as authoritative new sources of neutrality. But this itself suggests to me we need to scaffold the practice for students rather than retreat from it.
#AI #assessment #epistemicAgency #learning #passive #pedagogy -
What does it mean for students to use AI in active rather than passive ways?
If anyone is wondering why I’ve suddenly started saying ‘AI’ it’s because I’ve (reluctantly) accepted this is a necessary requirement for communicating effectively in higher education policy work. I still think we should be talking about models and will continue to write about them in my theoretical work.
What does it mean for students to use AI in active rather than passive ways? In Generative AI for Academics I talked about the difference between thinking with AI and using AI as a substitute for thinking. This roughly maps onto the cognitive outsourcing concept which I’ve argued we need to move away from. It’s too binary a distinction to capture the complexity of how users engage with AI, even if it does nonetheless track a meaningful distinction which matters. In some cases a user is actively thinking about their use and in other cases they are not. Furthermore, this is a distinction in practice which matters in principle. What it means to use AI is different if you are thinking about the use you are making of it. It doesn’t necessarily mitigate the risks but ceteris paribus it’s better to think about your use then not think about it.
I’ve tried two routes towards fleshing out this distinction as a spectrum. The first is to look at specific practices which a student might engage with in relation to AI. For example the HEPI (2025) research shows a variegated picture in terms of what students have used AI for in assessments. I’ve argued these practices range from the obviously problematic (use in assessment without editing) or obviously acceptable (explain concepts*) but that most are an ambiguous middle-ground in which context-sensitive judgements have to be made in terms of cohort characteristics, disciplinary standards and assessment design. This helps crack open the black-box of AI practice (treating AI use as if it’s fundamentally interchangeable rather intensely varied) but it doesn’t really address the question of what active use actually is. It simply restates the problem at a more granular level of specific practices which we can either assume to be active or passive in all usual cases or which we can inquire about activity or passivity in context-sensitive terms.
The other strategy was to use this notion from Jonathon Jackson’s interesting account of degrees of LLM use in learning. He suggests we need to design learning activities which inculcate the habit of shifting left so that if students reach human-in-the-loop or llm-centric use then they do not remain there. This feels important to me because it highlights how active use is something which has to be worked at longitudinally. It suggests that if we incorporate AI into learning we should do so in a way which ensures a left-shift is likely. This is particularly important when we consider the structural drivers of habituation which are going to intensify in consumer-focused subscription based LLMs over the coming years. If the student is not going to opt out entirely (and obviously they can’t if we’re building this into an assessment) then what matters becomes developing the inclination to pull back into more active forms of use.
In neither case have I really addressed the question though. What is active use? The notion of epistemic agency (introduced to me by Peter Kahn) offers a way through which we might begin to think about this question. Juuso Henrik Nieminen, Eeva Haataja & Peter J. Cobb offer hints of a potential answer in this paper. They define this for students as “their sense of agency in using, evaluating and producing knowledge” (970). It’s the outcome of “students’ transformational relationship with knowledge” (972) facilitated (or frustrated) by the environment in which teaching and learning is taking place. In a case study of student epistemic agency in authentic assessment they define the following area of focus for their inquiry (my bold):
We first focused on students’ accounts of their epistemic actions: how they explained learning and studying as they progressed in the course. We then analysed how these actions reflected students’ orientation to knowledge: how they positioned themselves with respect to knowledge in digitally-mediated authentic assessment
Pg 977Note that the first concept is emic: how do students account for their learning and progress. The second concept is etic: what can we infer from their actions about their orientations towards knowledge? This split is important I think because it enables us to take student narrations of knowledge work seriously without taking them literally. There’s a further level of inference we can make. Therefore we might ask in relation to AI use:
- How do students account for their actions with AI in terms of knowledge?
- What can we infer from student actions about their orientation towards knowledge?
In their analysis they offer a number of themes which can help us clarify what to look for in relation to these questions:
- A sense of being an active learner
- A sense of being a user of knowledge
- A sense of contributing to society
These are all things we can ask students about in their use of AI. To what extent do they feel they are using it an active way? It’s a fallible guide but we can nonetheless talk to students about whether it feels like they are learning (thanks to David Meecham for this point). It’s a phenomenological datapoint that can be taken seriously. Likewise we can ask them about the extent to which they feel they are actively engage with knowledge when they use AI? Does it feel like they are passive recipients or that they are linking thinks together in active ways? An interesting point in the paper was the role of interdisciplinarity and the acts of synthesis it invites in bringing this about.
In another paper Juuso Henrik Nieminen and Laura Ketonen talk about the same concept of epistemic agency in terms of assessment more broadly. They argue that what I think of as the promissory function of assessment (ensuring that a student given a credential has the learning the credential claims) and the stakes for students of the ensuing culture undermines an active and transformative engagement with knowledge. If it’s all about validating knowledge conceived of as a property of the individual student then the active engagement (facilitated by the environment) will tend to be neglected. Likewise a focus on employability skills too easily leads to a focus on discrete competencies to be reproduced in the workplace rather than the more diffuse meta-competency (?) which might or might not underlie them. If assessment is targeted at demonstrations of knowing rather than knowing it leaves us with a performative assessment culture.
It’s important that epistemic agency is conceived of in terms of the environment which facilitates or frustrates it. We encounter active or passive use of AI at the level of the individual student and the specific practices they are engaged in. I suggested in the previous post that we might see cognitive ownership at the task level and the learning journey level. The tasks which constitute the student’s learning (including informal learning) jointly combine into a learning journey which is characterised by a certain degree of cognitive ownership. What I’m talking about as cognitive ownership maps onto the phenomenological sense of being an active learners and being a user of knowledge. These are present at the task level and they jointly combine into characteristics of the learning journey.
The evaluative level which the student cannot conclusively adjudicate on is whether a sense of (actual) cognitive ownership is matched by (real) epistemic agency. It’s the latter question which forces us to look again at the context. To what extent is the learning environment (encompassing everything from learning design through to assessment and institutional provision of resources) facilitating epistemic agency? We’ve already seen from the second paper how assessment culture can frustrate epistemic agency at the learning journey level even if it might flicker into being at the task level. This gives us a framework for thinking about institutions as enabling epistemic agency by making it easier for students to use AI in active ways defined by cognitive ownership. It means we need to design environments that make this easier, as well as supporting activities and assessments which make this easier.
So what does it mean to talk about a student using AI in an active way? This is what I’m gesturing towards though it is still provisional:
- An experienced sense of being an active learner
- An experienced sense of actively working with knowledge
- A transformative engagement to knowledge (Nieminen and Ketonen) i.e. the student’s understanding is changed by the interaction
- The capability is retained in spite of the AI use (Pritchard’s challenge here)
I think this use is possible. In future posts I’ll have a go at defining it in concrete terms with examples. It’s a high threshold though: it’s ok if not all use meets this threshold but that’s exactly why we should left-shift in Jackson’s terms. It also means we should discourage use which does not incline towards this threshold because that would be ‘cognitive outsourcing’ in precisely the sense in which so many academics are worrying about it.
*The one pushback I had to this was that ‘explaining concepts’ is a problem because of the anglocentric bias of the corpus. Surely this would suggest though that ‘explaining concepts’ using resources from a library or articles from a journal system that hasn’t been colonised would be equally problematic? It seems like a category error to treat this as a problem specific to LLMs (as opposed to other knowledge sources) but I can see the specific risk that LLMs launder objectivity by presenting themselves as authoritative new sources of neutrality. But this itself suggests to me we need to scaffold the practice for students rather than retreat from it.
#AI #assessment #epistemicAgency #learning #passive #pedagogy -
#passive : accepting what happens without resistance
- French: passif
- Italian: passivo
- Portuguese: passivo
- Spanish: pasivo
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Try our new word guessing game @ https://24hippos.com
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#passive : accepting what happens without resistance
- French: passif
- Italian: passivo
- Portuguese: passivo
- Spanish: pasivo
------------
Try our new word guessing game @ https://24hippos.com
-
Yamaha
Japan Technology
Many of you only know Yamaha from a few of their skillsets.
Yes I said skillsets not products.
Yamaha has specialists in many fields
They create wonderful things in the fields of
- Music
- instruments
- woodwinds
- brass
- trumpet
- tuba
- saxophone
- bass
- alto
- tenor
- sopraan
- sopranino
- strings
- Bass Guitars
- acoustic
- electric
- Guitars
- violins
- ContraBass
- cello
- recorders
- Audio
- tape decks (Pro Open Reel)
- turntables
- cassette decks
- radios
- receivers
- transceivers
- Pro Audio
- Mixing console
- multiple channel
- from 8 to 32 analog
- FOH mixing console
- stage mixing console
- compressor
- limiter
- equalizer
- microphones
- dynamic
- condenser
- PA speakers
- passive
- active
- floor monitors
- FOH speaker systems (full sets)
- passive
- active
- subwoofer
- studio monitor
- amplifiers
- class B
- class D
- Bass guitar enclosures
- Bass amp heads
- guitar enclosures
- guitar amp heads
- Display systems
- [data]
- Mechanics
- engines
- motorcycles
- RD 400 2 stroke Daytona
- mopeds
With the subjects I just mentioned I only covered the surface of what Yamaha specialists can produce with their skillsets
If you purchase a Yamaha Grand Piano, Yamaha goes so far that when you've chosen it (in person!) they deliver install, secure and tune your grand piano, so your experience is similar to what their musicians and technical building experts have (had) when building and playing the Grand.
Yamaha has perfectionists who live and work by the principle of Kysen. They will tune and tweak their sublime work so it becomes even more sublime. Yamaha specialists gurus and experts do this in all fields that Yamaha is in.
Images & photographs
As you see I've included photographs of an 8 channel Yamaha portable mixing system, designed for micro live performance, with a build in two channel class D amplifier, and a set of dual driver speakers / monitors, which I use when I need balanced physical PA speaker output, that my sets of headphones cannot produce, in the studio, simply because the physics in combination with the acoustics prohibits such output.
The system is tuned to the space, thus is small.
It delivers a balanced flat sound up to 90dB of SPL in the this closed real world setting, if needed (though that is rare)
This level has been measured (and is regularly done). I do this to make sure I don't overload my ears with dB thus damaging my precious engineering organsYamaha in my personal and Pro live
Yamaha plays an important role in my professional PA live.
- I have mixing consoles made by them, which blow all others just plain out of the water, when I chose those Yamaha consoles.Note 1
- microphones
- dynamic
- condenser
- speaker systems
- full range
- monitors (floor)
- subwoofers
In my musical live Yamaha plays an important role too. I have instruments ranging from the humble recorder to
- string instruments
- brass
- many others, too many to specify here
Note 1
Naturally I have specialized mixers from other brands which do an excellent job. Yamaha does not make those, so I have no fields of comparable parametersZ
#Yamaha #instruments #technology #mathematics #physics #brass #trumpet #trombone #saxophone #alt #tenor #bass #sopranino #sopraan #string #piano #bass #cello #doublebass #woodwinds #flute #Audio #PA #console #mixer #speaker #passive #active #amp #compressor #limiter #eq #equalizer #parametric #graphic #analog #digital 🎶 ##Retro #Legacy #current #Analog
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Yamaha
Japan Technology
Many of you only know Yamaha from a few of their skillsets.
Yes I said skillsets not products.
Yamaha has specialists in many fields
They create wonderful things in the fields of
- Music
- instruments
- woodwinds
- brass
- trumpet
- tuba
- saxophone
- bass
- alto
- tenor
- sopraan
- sopranino
- strings
- Bass Guitars
- acoustic
- electric
- Guitars
- violins
- ContraBass
- cello
- recorders
- Audio
- tape decks (Pro Open Reel)
- turntables
- cassette decks
- radios
- receivers
- transceivers
- Pro Audio
- Mixing console
- multiple channel
- from 8 to 32 analog
- FOH mixing console
- stage mixing console
- compressor
- limiter
- equalizer
- microphones
- dynamic
- condenser
- PA speakers
- passive
- active
- floor monitors
- FOH speaker systems (full sets)
- passive
- active
- subwoofer
- studio monitor
- amplifiers
- class B
- class D
- Bass guitar enclosures
- Bass amp heads
- guitar enclosures
- guitar amp heads
- Display systems
- [data]
- Mechanics
- engines
- motorcycles
- RD 400 2 stroke Daytona
- mopeds
With the subjects I just mentioned I only covered the surface of what Yamaha specialists can produce with their skillsets
If you purchase a Yamaha Grand Piano, Yamaha goes so far that when you've chosen it (in person!) they deliver install, secure and tune your grand piano, so your experience is similar to what their musicians and technical building experts have (had) when building and playing the Grand.
Yamaha has perfectionists who live and work by the principle of Kysen. They will tune and tweak their sublime work so it becomes even more sublime. Yamaha specialists gurus and experts do this in all fields that Yamaha is in.
Images & photographs
As you see I've included photographs of an 8 channel Yamaha portable mixing system, designed for micro live performance, with a build in two channel class D amplifier, and a set of dual driver speakers / monitors, which I use when I need balanced physical PA speaker output, that my sets of headphones cannot produce, in the studio, simply because the physics in combination with the acoustics prohibits such output.
The system is tuned to the space, thus is small.
It delivers a balanced flat sound up to 90dB of SPL in the this closed real world setting, if needed (though that is rare)
This level has been measured (and is regularly done). I do this to make sure I don't overload my ears with dB thus damaging my precious engineering organsYamaha in my personal and Pro live
Yamaha plays an important role in my professional PA live.
- I have mixing consoles made by them, which blow all others just plain out of the water, when I chose those Yamaha consoles.Note 1
- microphones
- dynamic
- condenser
- speaker systems
- full range
- monitors (floor)
- subwoofers
In my musical live Yamaha plays an important role too. I have instruments ranging from the humble recorder to
- string instruments
- brass
- many others, too many to specify here
Note 1
Naturally I have specialized mixers from other brands which do an excellent job. Yamaha does not make those, so I have no fields of comparable parametersZ
#Yamaha #instruments #technology #mathematics #physics #brass #trumpet #trombone #saxophone #alt #tenor #bass #sopranino #sopraan #string #piano #bass #cello #doublebass #woodwinds #flute #Audio #PA #console #mixer #speaker #passive #active #amp #compressor #limiter #eq #equalizer #parametric #graphic #analog #digital 🎶 ##Retro #Legacy #current #Analog
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Inferring Car Movement Patterns from Passive TPMS Measurements
https://dspace.networks.imdea.org/handle/20.500.12761/2011
#HackerNews #Inferring #Car #Movement #Patterns #from #Passive #TPMS #Measurements #cartech #automotive #dataanalysis #TPMS #innovation
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Inferring Car Movement Patterns from Passive TPMS Measurements
https://dspace.networks.imdea.org/handle/20.500.12761/2011
#HackerNews #Inferring #Car #Movement #Patterns #from #Passive #TPMS #Measurements #cartech #automotive #dataanalysis #TPMS #innovation
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Those who will not reason
Perish in the act:
Those who will not act
Perish for that reason.W. H. Auden (1907-1973) Anglo-American poet [Wystan Hugh Auden]
“Shorts,” No. 7 (c. 1930), Collected Poems, Part 2 “1927-1932” (1976 ed.) [ed. Mendelson]More about this quote: wist.info/auden-w-h/26031/
#quote #quotes #quotation #qotd #whauden #auden #action #danger #deed #hesitation #hesitancy #inaction #indecision #irrationality #paralysis #passive #reason #reflex #thoughtlessness #unreason #whimsy -
The first $AVAX ETF is now live on Nasdaq!
VanEck’s spot ETF includes staking rewards and zero fees on the first $500M. Will it boost Avalanche adoption - and price? Full breakdown here: https://auriccrypto.com/altcoins/avax/first-avax-etf-on-nasdaq-goes-live/
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#passive : receiving or enduring without either active sympathy or active resistance
- French: passif
- Italian: passivo
- Portuguese: passivo
- Spanish: pasivo
------------
Try our new word guessing game @ https://24hippos.com
-
#passive : receiving or enduring without either active sympathy or active resistance
- French: passif
- Italian: passivo
- Portuguese: passivo
- Spanish: pasivo
------------
Try our new word guessing game @ https://24hippos.com
-
Doctoral Thesis: Improving #bird #sound #classifiers for #passive #acoustic #monitoring In recent years, passive acoustic monitoring #PAM has emerged as a powerful tool for biodiversity assessment for vocalizing taxa such as birds, bats, amphibians and insects. helda.helsinki.fi/items/219f9a...
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Doctoral Thesis: Improving #bird #sound #classifiers for #passive #acoustic #monitoring In recent years, passive acoustic monitoring #PAM has emerged as a powerful tool for biodiversity assessment for vocalizing taxa such as birds, bats, amphibians and insects. helda.helsinki.fi/items/219f9a...
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CW: creampie anal
cw: explicit, bareback, creampie
🇫🇷 Le Bareback sans justification. Offrir mon anus pour qu'ils puissent jouir librement, sans barrière, et garder leur sperme en moi. C'était la finalité de chaque rencontre. 🍑💦
Tout mon parcours : https://bit.ly/3MkwplS
🇬🇧 Bareback without justification. Offering my ass so they could cum freely, no barriers, and keeping their semen inside me. The finality of every encounter.
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CW: NAKED URBAN ART
w
🇫🇷 S'afficher nu au regard de tous. Ce n'est pas l'argent que je cherchais, mais cette reconnaissance par le regard. Le nu public comme identité. 👁️🚌
Mon histoire : https://bit.ly/3MkwplS
🇬🇧 To be seen by everyone. It wasn't money I sought, but recognition through the gaze. Public nudity as identity.
-
CW: bareback creampie gangbang
cw
🇫🇷 J'étais devenu un objet. Rien de plus qu'un anus offert où les mecs venaient juste jouir. Sans un mot, juste le plaisir brut qu'ils déchargeaient en moi. Fier de ce rôle de réceptacle. Mon histoire : https://bit.ly/3MkwplS 🍑💦
🇬🇧 I had become an object. Nothing more than an offered anus where guys just came to cum. No words, just raw pleasure discharged inside me. Proud of this role.
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"Storming the capital" doesn't sound like such a silly idea these days
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A very informative video on the improvement of sound quality of (professional) audio equipment with capacitors.
This knowledge can also be used in improving the tone of my Bass Guitar which suffers from a 3-6dB loss of signal on the third string (D string)
#music #capacitors #electronics #audio #interfaces #PA #pedals #bass #Joyo #passive #active #circuit
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A very informative video on the improvement of sound quality of (professional) audio equipment with capacitors.
This knowledge can also be used in improving the tone of my Bass Guitar which suffers from a 3-6dB loss of signal on the third string (D string)
#music #capacitors #electronics #audio #interfaces #PA #pedals #bass #Joyo #passive #active #circuit
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#passive : receiving or enduring without either active sympathy or active resistance
- French: passif
- Italian: passivo
- Portuguese: passivo
- Spanish: pasivo
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Word of The Hour's Annual Survey @ https://wordofthehour.org/r/form
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@kojoidrissa so #obvious but yet so #illusive. #life has a #gravitational #force. Allowing #yourself to be #passive is too often the #default #disposition.
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Here's a photograph of the SBC with the Broadcom IC uncovered.
Thank you for the correction. That IS the **SOC** not the WiFi IC.
#Electronics #SBC #ARM #Pie #Raspberry #GPIO #OpenSource #Temperature #Management #passive #WiFi #Broadcom #SOC
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Here's a photograph of the SBC with the Broadcom IC uncovered.
Thank you for the correction. That IS the **SOC** not the WiFi IC.
#Electronics #SBC #ARM #Pie #Raspberry #GPIO #OpenSource #Temperature #Management #passive #WiFi #Broadcom #SOC
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This photograph was composed less than 15 minutes ago to portray the heat sink which has now been installed on the Broadcom SOC integrated circuit
In a passive set up the heat sink does not do much, the temperature drops just with a couple of degrees and the order of two to 3° C
With a fan spinning air on the heat sink the temperature drop is significant
From my experience with electronics I know that heat sinks designed for Passive cooling have longer fins. For example the heat sink that I used to repair my National monochromatic television 12" when I was a kid, had very long fins and the heat sink was about as tall as my thumb {8.5cm}
That analog Integrated Circuit controlled almost everything in the television, which made the circuit board quite Compact and easily maintainable
Corrections made with the compliments of @AnachronistJohn I entangled the SOC with the WiFI IC since it's from Broadcom, which also makes network ICs
#Electronics #SBC #ARM #Pie #Raspberry #GPIO #OpenSource #Temperature #Management #passive
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"Some of you may not want to hear this, but sometimes #autism #accommodation means giving that #socially #awkward #person who said something that came off as #passive #aggressive or uncomfortable the benefit of the doubt. Not everyone is capable of reading #social rules and cues effectively, I thought this was autism 101."
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AUDIOPHILE MAN - YOUTUBE REVIEW: SP601 SPEAKERS FROM FOSI AUDIO
Relatively large standmount speakers promising a relatively large sound, Paul Rigby listens and is hit by deja vu... Click: https://youtu.be/xNvE0NKvl-M #youtube #video #review #speakers #fosi #audiophile #hifi #passive
