Work and Stuff

Making a Flash front end to a database

Fri, 23 Oct 2009 10:05:26 -0500

I am currently working on a project with Hannah Williams in Gravitational Wave Physics. What she wanted to do was to display maps of pulsars and their related information. Up to now, the data has only existed in text format. Pretty boring. What I'm doing is using Flash to display a blank map and connecting to their database to retrieve data to dynamically plot the pulsar locations on the map. Once the pulsars are plotted, viewers can click on any pulsar and view information about that particular pulsar in a sliding panel below the map. There are four maps and each has its own set of pulsars. To do this I have a PHP script that accesses the database and reads out all the data directly into flash. My actionscript in Flash will then parse the data and create associative arrays of the data for each map in the database. The site is currently password-protected, but here is a screenshot of what it looks like:

This was a very helpful project for me in that it allowed me to learn several things at once: How to retrieve data from a database via actionscript and PHP, how to parse that data, how to dynamically place movie clips at specific locations on the screen, and how to remove them properly. What will be cool about this is that they will be able to add new pulsars and data to the database and it will just automatically show up in the Flash interface.

Wirecast and UStream Live Broadcasting

Thu, 30 Jul 2009 09:25:21 -0500

Recently we did a live broadcast of our department's Learning Design Summer Camp, a two day festival for geeking out on all things instructional design. We wanted to try and do a live broadcast, so UStream.com was the service we were using to go live. We also wanted to do live switching between what is shown on the auditorium screen and the speakers, so I used Wirecast s/w for that part. Wirecast is pretty cool because it allows you to have 2 video sources, which I hooked up to my Mac's single Firewire port via a Belkin 6-port Firewire hub. We set up the video cameras in the auditorium's AV booth in the back of the room which had a sliding glass window we could shoot through. Here is a pic:

So, you can see our setup. The video camera on the tripod was shooting the speaker at the podium. There is another video camera sitting on the desktop (actually on some battery boxes to make it the right height and angle) that was only trained on the auditorium screen. The computer on the left was for monitoring the live broadcast's sound and video, which my associate, Kim Winck did while she operated the video camera that followed each speaker. The one on the right was the one I used to run Wirecast and broadcast to UStream. Luckily we were able to get a wired connection in there so we didn't have to compete with the folks in the audience using wireless connections.

They had an RCA line level audio output there (on the right just below the desktop) where we could just plug in to the house sound. I used a stereo RCA to 1/8" audio jack to plug into my Mac's audio Line In jack. Normally plugging in to the Line In will result in poor audio, but since this was line level audio I was able to get good sound. If it's not, you need to use a USB adapter for your mic input.

Once I got the audio and video hooked up, I turned the cameras on before starting Wirecast. I had settings saved from a couple weeks of testing that I used which made setup easier. If you don't have your cameras on, it will ask you to identify the video sources you have listed in your settings. Once they're on and working you can see which video source you want to switch to and just click on it to toggle between them. You have a choice of many transitions, but I just used a simple fade, which worked well.

Wirecast and UStream both have an archiving feature. Just click the Record button and Wirecast will save a copy of the broadcast to your hard drive already compressed. UStream will also do this and will allow you to go back and trim some video off the beginning and/or end of the video after it's available. I did run into issues with both of them, however, and it was very disappointing. Since we were doing a live broadcast and the sessions were an hour and a half long, somewhere along the line we would have had to stop the broadcast and put in a new tape, then reconnect to UStream, which would start a separate video. I did not want to do this, because initially we were going to have to use a wireless connection and I didn't want to risk not being able to connect again, and the fact that it would break up the live broadcast. So I opted to rely on Wirecast's recording to my hard drive. I figured that between Wirecast and UStream we should get a good recording. I was wrong.

When I reviewed a couple of the recorded videos on UStream, I found that the audio was out of synch. We're not talking a few frames here, I mean that the audio from one person was playing while another person on the video was speaking. Checking my hard drive for the recordings that Wirecast made, I found that the problem was even worse. On one video the audio did not start until 29 minutes into the video, and all the audio that would have been after the video stopped recording was of course lost. I was able to save a couple of the presentations by re-synching the audio with the video in QuickTime Pro, but the rest were lost. This was very disappointing, needless to say. The session I recorded after the one that went incredibly bad seemed good, so I have no idea what went awry. It was a bit disconcerting after all the tests I had run previously.

I think if I were to do this again, I would split the audio feed to both cameras so that they play audio when the camera is switched. I would also try to convince the event planners to try and keep the sessions under 80 minutes, which would then fit on a tape. That way we'd have a good backup source (although it would take a lot of work to resynch both videos). As it was, though, we were able to do a live broadcast, which included chat, and we were able to record most of the sessions for later playback, which I was able to upload to our YouTube presence the next day with very little editing.

Was the Cowardly Lion Really in Fact Socrates?

Tue, 28 Jul 2009 13:09:16 -0500

While researching what Socrates looked like for a project I'll be involved in, I came to the obvious (to me) conclusion that the Cowardly Lion from the Wizard of Oz movie was actually modeled after the marble bust of Socrates that is on display in the Louvre. I'm putting a side-by-side comparison of the two to prove my point.

Now through the magic of Photoshop, the secret is finally revealed...

Videofurnace demo

Fri, 10 Jul 2009 15:44:27 -0500

I attended a presentation hosted by TNS of the Video Furnace IP Video solution. This was a very impressive array of hardwarre and software. VideoFurnace is a cross platform distribution system that could be useful in distributing video at Penn State. VideoFurnace recently merged with the H.264 encoders and codec systems vendor HaiVision. If you are connected to a Multicast enabled network you can watch C-SPAN & C-SPAN2 24/7 using the VideoFurnace InStream Viewer thanks to Northwestern University. Here is a wiki page with instructions on how to access the player. Using their Makiio encoder on the broadcasting end, they can create video streams in both SD and HD which can stream across multicast or unicast networks simultaneously using h.264 compression. The latency is only 70 milliseconds, so you can see what is broadcast in less than a tenth of a second. Almost real time. The video can be broadcast live, recorded prior and scheduled to play at a scheduled time, and also archived for later playback. The encoders are small, lightweight, and can be set up to be stationary or portable. They can be powered by a battery pack. It only takes 13 watts to run. The encoders are always on and take very little manpower to support. They are very reliable. On the user end there is no video player to download a java applet runs the video in the computer's RAM, not caching on the user's computer, so it could be TEACH Act compliant. It can be used to broadcast television via IP. Dartmouth runs 67 channels on their system and Northwestern runs 45 channels. This will replace their RF systems.

The activity of any user can be tracked, and content can be controlled using LDAP credentials. Emergency messages can be broadcast immediately to all users, and you have complete control over what anyone sees. It can also broadcast to iPhones if a $1000 Wowza media server is used (Wowza is a competitor to Flash Media Server). The admin software can create histograms and usage data for all chnannels.

MacSpeech Dictate for Speech-to-text Video Captioning

Tue, 07 Jul 2009 20:56:44 -0500

I was going to write a blog post about MacSpeech Dictate, a piece of software that I got today that does speech to text, but I thought "Why type it when I can just say it?" So, that's what I'm doing right now, and you get to see how well MacSpeech Dictate works after a short training session. I was really surprised how well it interpreted almost every word that I said.

We had done a project last year for Philosophy 12 that required us to caption many videos. We used Dragon Naturally Speaking to make a first pass of the text of the videos. Trying to capture the text directly from the videos will not yield very good results, since the speaker has not done any training in MacSpeech Dictate. The trick, however, is to wear a headset microphone where you can hear what is being said in the video, and you repeat it into the microphone. Since your voice is recognized by the speech to text software engine, you get much better results. It is still pretty tedious, however, as you need to keep replaying the video to make sure you got the words right. But once you get through the whole video, you have a pretty good text transcription of the video. Now to make captions, I can just import this text file created by MacSpeech Dictate into my Parity software. I just set in the Parity preferences how many characters per line I want, and when I import the text, it will try to break the text up into that many characters per caption, and also try to break at commas or periods. Then I just need to load my movie and click the Set Timecode button once, and then just hit the Return key as each phrase is spoken in the video. Once I get to the end of the video, I'm done. I can export as one of 14 different formats, including SRT, which can be uploaded to YouTube where it is set as captions.

As I was using this process to caption Cole's latest YouTube video, "A Response to a Call for Amazing Stories of Openness from PSU", I got to thinking "What if I got Cole to record himself reading the training script for MacSpeech Dictate?" So, I could play back his recording of the voice training script into MacSpeech and create a new speech profile for Cole's videos. I'm thinking I could possibly get a more accurate direct translation from the videos this way, and I wouldn't have to go through the process of repeating everything he says. I could just let the video run and let MacSpeech transcribe it for me. It probably won't be as good as live training, but I think it might be worth a shot.

So, with very little editing (I'd say it got 95% correct), I've typed my latest blog post without typing it all. What do you think?

Live Broadcasting with Wirecast and Ustream

Tue, 30 Jun 2009 10:51:15 -0500

I've been messing around with live broadcasting via Ustream and using some software called Wirecast that allows me to use two video cameras and switch live between the two. That way I could have one camera on a mirrored monitor to capture what the speaker has on his podium computer and another camera on the speaker. Wirecast allows you to switch back and forth between them using a number of transitions. It's almost like running your own TV production from your computer screen. Wirecast also allows you to put titles under a speaker to identify them. You can also put logos and other graphics up as well. Setting up Wirecast wasn't too difficult. Since my Mac laptop only has one firewire input, I got a firewire hub and plugged both of my video cameras into it. I'm using a Sony VX1000 and a Sony VX2000 for testing. I had some problems initially with an older video camera, but when I switched to these two it worked just fine. Once I got both video cameras working (by selecting Show Asset Manager from the Media menu), I then went to the Broadcast menu and selected Broadcast Settings. In the Broadcast Settings window I set the Encoder preset to Flash Medium Bandwidth and the Destination to UStream. I then entered the name of my UStream channel and my username. After that I clicked the Generate RTMP button and entererd my UStream password. The RTMP url then appeared at the bottom of the window and I clicked Save to close the window. I then clicked Wirecast's Broadcast button to begin broadcasting and pointed my browser to ustream.tv. After logging in there, I clicked the Broadcast Now button and it was all set up for live broadcasting. I just clicked the Start Broadcasting button and also the Record button (to record a version for later playback). UStream also has a chat option, which is very nice for fielding questions from your audience.

We will try to use Wirecast and UStream to do live broadcasts of our Learning Design Summer Camp here at Penn State on July 21st and 22nd.

NMC 2009 - Misc. Sessions

Wed, 17 Jun 2009 15:03:08 -0500

Some of the session I attended were only limited in what I got out of them. One was called International Presentations and Conferences: Examples and Lessons. The presenters from the University of North Carolina at Pembroke talked about how they taught art classes internationally and the problems they faced. One class was taught to Chinese students in mainland China. They were using iChat AV but found that the Chinese had strict limitations on file sizes that could be downloaded. When bandwidth became an issue they switched from iChat AV to Skype video, which they said gave them better video throughput, but not the ability to add files to download via the chat interface as they could with iChat. Not much mention of other video conferencing s/w such as Wirecast or UStream, however.

Another session was called Teaching New Media Literacy to Undergrads. I thought that this was going to be how they taught digital media to students via hands-on projects, but instead it was more of an overview of the different media. The class had a negotiated syllabus and they voted on what percentage each type of activity would count for. These were class participation, weekly essays, talking points, short activities, and a term paper.

Some of the weekly topics the students were given to explore were:

• Interactivity - studied game design and multimedia interactivity. Each student had to write a software review for an essay

• New media and art - had to do a group PowerPoint activity. Also gave them a 75 word description and they had to interpret it into a drawing.

• Ethics, copyright, piracy, and privacy - An amusing anecdote in this section was the comparison of stealing music and stealing a car. When confronted with this question, one student made this analogy: "No, I wouldn't steal that car, but if I could make an exact duplicate of that car and leave it where it sits, I would."

• People morphology

• Story morphology - Choose your ending activity.

• Video games - Discussed Zork, a text-based adventure game

• Social networking, viral video, and mashups

• Lies and hoaxes

• Virtual reality - Anaglyphs and 3D effects

• MMUGs and roleplaying

• Artificial intelligence

A particularly interesting session was Building Community Around Tools for Automated Video Transcription presented by MIT. They are building an engine called The Spoken Media Project funded by Nokia that can in almost real time transcribe videos well enough that they can be searched. A search will bring up a certain number of words before and after the searched word so you can read it in context. Although accuracy they say is only about 52%,

it still seems to work very well for searching videos. The terms that people use to search are very often transcribed properly. Nokia wants this to be phone functional. It takes about 10 passes with the same speaker for the transcription engine to get really good at transcribing what a particular speaker says. The transcripts are passed through phonemic, acoustic, and semantic models before making the transcription to increase accuracy. We also discussed crowd-sourcing as a potential avenue for increasing the accuracy of the transcripts. A click to edit feature for trusted users might be implemented. Depending on how Nokia feels about it, they would like it to become open source and estimated about 8 months until a beta-worthy version is available. A couple other software solutions for doing transcriptions were DocSoft, which apparently runs about $15k, and VideoNote,which is more of an annotation software I'm guessing to be similar to StudioCode. Info about this project can be found at http://icampus.mit.edu/projects/SpokenLecture.shtml

One of the speakers at the Five Minutes of Fame demonstrated a method of transcribing video where he had trained MacSpeech in recognizing his voice and as he listened to a video with headphones simply repeated the words into a microphone and the computer transcribed his voice. Simple but very effective.

The other Five Minutes of Fame presentation I liked was from Tulane where they used high quality audio recordings of Guatemalan natives to teach Mayan language via a self-paced, Flash-based interface. The module allowed the student to listen to the words, then record them and play back the recordings. They used a Flash Media Server for this application.

NMC 2009 - Producing Captivating Tutorials: Tools for Screen Capture and Recording

Wed, 17 Jun 2009 10:51:53 -0500

This was taught by Raymond Riley from Alma College. Ray showed some of the main screen capture programs and gave a synopsis of the good a bad qualities of each. He also introduced a few helper applications that went hand-in-hand with these programs to help you create better tutorials. A few of these were Backdrop, ScreenshotHelper, and XScope.

Backdrop is a simple utility to fill your screen with a white window so you can take screenshots without having to clean up your desktop.

ScreenshotHelper shows a full screen window with a solid color or a desktop picture so that you can take a clean screenshot without having irrelevant windows and desktop icons in the background.

xScope is a useful utility that can give you the dimensions of any image on your web page, it can find distances in pixels between images,it can add pre-defined backdrops, rulers, guides, but most helpful for screen captures is its Loupe function. The Loupe can magnify any portion of your screen under the mouse.

Grab is a utility that is shipped with all Macs that can do screen captures. It can include the cursor in the screen capture as well.

Screenshot Plus is an enhancement to Apple's Grab tool. It uses Grab to capture the image, but then allows you to scale and capture in a select format such as JPEG, TIFF, PSD, and more.

Mousepose' is a tool that can dim the screen and put a spotlight on the area around the mouse pointer, easily guiding the audience's attention to an area of interest on the screen.

Omnidazzle is a set of fun and useful enhancements to help you highlight certain areas of your screen, create visual effects, and track the location of your mouse pointer. Some examples are that you can do a flashlight effect to highlight certain areas, draw odd-shaped boxes around certain information, auto-hightlight form fields with a box around them, yellow marker hightlighting, draw circles around words and object, a water-ripple effect wherever you click the mouse, comic book action stars with Pow!, Biff!, and Zot!, a footprints effect that walks across your screen, and also a zoom plugin.

He also showed the built-in ability of the Mac OS to zoom in and out of anything on the screen. This must first be enabled by going to the System Preferences/Universal Access settings and turning Zoom on. Default key command is SHIFT+APPLE+EQUALS and SHIFT+APPLE+MINUS.

Another built-in Mac trick is to get great-looking icons by copying any application and pasting it into Preview. You will get a perfect icon of that application along with any alpha channel that may be associated with ti.

Soundflower lets us record the audio being played from the system

Snapz Pro: Good a still frame screen capture, but video takes a long time to render when you complete your screen recording. Good quality video, however, the audio export options are lacking. No AAC audio export option.

iShowU can record video and audio on the screen into a QT movie in real time, it can pause and continue, the mouse can be recorded as a separate track, and it can record mic and system audio via Soundflower. The HD and HD Pro versions can also record keystrokes, and output from an iSight or DV camera.

Jing only records as SWF formatted movies. It can do still shots or video, can pause and continue, can record mic or system audio (however it is only at 22 kHz). The Pro version will save as MPEG-4 with no watermarks and can share directly to YouTube.

ScreenFlow was the presenter's s/w of choice for doing screen capture presentations. ScreenFlow gives you an audio and video timeline that allows you to edit your production afterwards, you can set markers that can make QT movie chapters, it can highlight an area in a circle, and titles get treated like any other video track.

NMC 2009 - Using Multi-Media for Scholarly Communication (pre-conference workshop)

Mon, 15 Jun 2009 14:59:28 -0500

I attended this pre-conference workshop on using multimedia for scholarly writing. This would include scholarly journals, theses, white papers, and other formal writing that has always been done on paper until recent years. Using embedded media in scholarly writing is starting to catch on, but still has some resistance. Online journals especially have been leading the way. Some examples include:

• http://www.scivee.tv - Research publication via video, podcasts, postercasts

• http://ijlm.net - International Journal of Learning and Media

• http://www.jove.com - Journal of Visualized Experiments

Media is being peer-reviewed as scholarly work, but it is also introducing new problems like setting standards for citing examples used. What happens if the peer-reviewer goes to check out the embedded work, but it is no longer available on the Internet? Do we need to embed the media instead of just linking to it to assure it will still be there? Is this a copyright violation if we do? There is an extended conversation going on at Academic Intersections http://www.academicintersections.com/ about these issues. They also showed the Apple Learning Interchange http://edcommunity.apple.com/ali/ which I thought might be a good replacement for our MTO project repository. However, as I have read on their discussion board, some people have been waiting for weeks and months for their submissions to get approved. It must be one guy reviewing everything.

The instructors of the workshop went on to outline the components of a published work (at least their standards, that is). It can be broken down into the following:

1. Abstract

2. Intro

3. Body (3-4 sections of content)

4. Future Directions or Conclusion

5. Acknowledgements

6. Bibliography

7. Author's Statement

Peer reviews were discussed. Even the online journals have problems with editing and proofreading. A person in the class pointed out a typo in one of the published articles that spell check would not have caught. The peer review criteria should make sure that the work:

• Is related to the journal's purpose

• Presents a media-rich academic/creative work

• Is grounded in the literature in a manner that is relevant and accurate with respect to the expectations of the home discipline

• Provides adequate documentation

• Not published elsewhere in its present form

• presents new perspectives, new techniques, new pedagogy

• Is not a commercial

NMC 2009 Keynote "Creating Passionate Learners" by Kathy Sierra

Mon, 15 Jun 2009 11:12:30 -0500

Everyone wants to be good at something, but often times, they never get out of the "I am no good at this" phase to reach a deeper level of understanding where their knowledge will allow them to do great things. Do people say, "This company kicks ass", or do they say, "This product kicks ass?" What we really want them to say if we design their learning experience right is "I kick ass," which means that we have empowered them to learn so well that they feel they can accomplish anything. This is what is meant by creating passionate users. Kathy showed a Nikon camera brochure. It was a slick 3-color glossy brochure that really sold the product with its flowery conversational voice. She said, "This is how they treat you before the sale..." Then she went on to show an ugly monochromatic user guide for the same camera on cheap paper that spoke to the user in formal technical terms. "And this is how they treat you after the sale." Point well taken. If the same care was taken for the manual as they took for the brochure, wouldn't it create real power-users of this camera? The people who used it would think what great photographers they were after learning to use the camera well and being able to take great photos. So it's really about the pictures, not the camera that elicits the response from the user, and in the end creates dedicated customers. She went on to say that we need to learn to look at what the brain pays attention to (Kathy has been interested in the brain and artificial intelligence since her days as a game developer). What does the brain pay attention to? It pays attention to chemistry, the very thing that it feels. But what creates that chemistry? Emotion-invoking things create chemistry. Things that are scary, things that are different, things that make you wonder, cute things like a puppy or a baby, in short anything that elicits an emotional response. We need to somehow tap into that emotion to create passionate learners. The human brain is very good at filtering things it must pay attention to. It lets very few things into its inner core that will involve one's whole attention. We need to talk to the brain, not just the learner's mind. If we can elicit an emotional response, we can get past the brain's filtering mechanism and engage the learner in a deeper way. She outlined 10 tricks to do so. I hope I've gotten them all right, they weren't all numbered in her slides:

1. Focus on what the user does, not what you do. Don't ask "How do we build a better camera?" Instead ask "How do we build a better photographer?"

2. Electric Rain, makers of Swift-3D s/w has a motto that says "Every user must be able to do something cool within 30 minutes of learning the software."

3. What makes the user smarter?

4. Don't focus on X, but focus instead on what X is a subset of. Don't blog about your kitchen appliance, but instead blog about cooking.

5. Shrink the 10,000 hours it takes to make someone a master. You do this by learning the patterns. She spoke of a man named Bruce Wilcox, who mastered a game called "Go" in record time by writing s/w for it, which made him identify the patterns of the game.

6. Make your product or documents reflect the their feelings. If you want them to RTFM (Read the F***ing Manual) then you should try to make a better F***ing Manual.

7. Create a culture of support. Talked of the javaranch.com user site for java programmers. The terms of service were simply "Be nice". There are no dumb questions and no dumb answers. People will sooner become participants instead of lurkers if they see the water is safe.

8. Do NOT insist on insensitivity. Passionate users "talk different". Remember that success = more users kicking ass.

9. Make the right thing easy and the wrong thing hard. You don't use the treadmill in the corner of your room, because of the very fact that it is in the corner of your room. Move it to the middle and you will use it.

10. Total immersion jams (this seems to go back to #5 above). You will be more successful at learning something when it's crammed into 16 hours over 2 days rather than 16 hours over 2 months.

11. Be brave (an extra tip thrown in)

Kathy was a very compelling speaker. She would be a great guest speaker at our symposium some year. Everyone fully enjoyed her presentation.

Flex Builder training

Mon, 18 May 2009 09:16:43 -0500

Last week I attended a 3 day workshop on Flex Builder. Flex is a Flash-based interface development tool that allows you to easily put together a Rich Internet Application (RIA) that can tie into a database backend. Flex is built on XML and Actionscript and the Flex Builder software is like an application development software where you can drag components out onto the interface and they program them to do what you want. Why not just use Flash to do the same thing? Well, Flex makes it easier to do rather complicated interface components such as accordian type menus, button bars, link bars, tab bars, and can also do what they term "view states" where you might have a box of text on the screen that can get larger or smaller when you click on it for more info. This also is less strain on the server in that it doesn't make a call to get a new web page. It is all self-contained when the page downloads initially. Flex can interface with just about any type of database backend. It could also use plain XML files if you don't have a database to call on. Flex can also use style sheets to control the look of the text and menubars and also has built-in animation effects that can be controlled via their properties. The instructor, Rob Rush, did an excellent job of teaching. You could tell he was a real user of the software. He is a consultant with Adobe and works on client web applications. He showed us some examples of projects done in Flex that were pretty amazing. It would have taken quite a bit of code in any other language to achieve the results that they were able to do much easier with Flex.

Gene Therapy: A Dramatization, starring President James Garfield

Wed, 29 Apr 2009 16:25:15 -0500

This is once again for Bi Sci 002. I had to explain how gene therapy works, so I had to dumb it down just a tad for non-biology majors after I understood the process myself. It was going to be pretty boring until I came across a profile photo of President Garfield, which sort of colored the feel of the whole thing. I still need to add another panel that will be a closeup of the cell at the end, but here it is for now. Turn your speakers up for full effect.

Electrophoresis Animation

Tue, 21 Apr 2009 10:39:09 -0500

This was also done for BiSci 002. I drew this right in Flash using a Wacom tablet. Sort of a wide angle lens perspective, but it gets the idea across to show the process. I used a screenshot of this in the CSI comic I did posted previously. (click image for larger view)

Cloning Sheep for Fun and Profit

Tue, 21 Apr 2009 10:18:16 -0500

This was done for BiSci 002 as well. We needed an illustration that simplifies the process of cloning sheep for intro biology students. (click image for larger view)

CSI: Keeping the Streets Clean

Sun, 12 Apr 2009 14:53:45 -0500

That's the title of my cartoon I did to show how DNA fingerprinting is used in crime scene investigation. This was created for BiSci 002's Genetics module. Prior to this Michael Troyan had a single image showing a chalk outline of a body and a diagram to explain how samples were taken and analyzed. We talked about actually fleshing out a story in comic book form (sort of) to explain the process instead. I wrote the story as I went, illustrating each panel as I decided where the story would go and actually changed the ending a few times, but I think it works. It was a "big hit" when it was shown in class last week. Check it out: