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Before you begin troubleshooting buffering issues for your computer/device:

If you are on a work, school, hotel, or hospital public WiFi:

Check with your network administrator to make sure streaming services such as Hallmark Movies Now are supported and not intentionally blocked.

Note that many public networks have limited bandwidth. Try a BCBGeneration Rigbie Women US 95 Black Knee High Boot ErqOl
to check your download speed.

If you're using a cellular data network or satellite Internet:

If possible, try a different network. Cellular data and satellite Internet connections commonly have slower connections speeds than cable Internet or DSL. We recommend trying a speed test to check your download speed. If your network supports streaming, and meets our Minimum Streaming Requirements (3 MBPS for SD, 5 MBPS for HD), completing the steps below will resolve most connection issues.

1) Reboot your computer/device

If you haven't already, try turning your computer/device completely off, wait for 10 seconds, and then power back on before trying to stream again. Most Hallmark Movies Now streaming problems can be fixed in this way.

2) Restart your home network

For this step, make sure to leave your computer powered off and ALL of your home network equipment unplugged as a group for one minute before plugging each device back in one by one.

3) Connect your computer/device directly to your modem

If you're connecting through a wireless router that's connected to your modem, and still can't connect after restarting your network, try bypassing the router and connecting directly to the modem with an Ethernet cable. This will help identify what's causing the problem by eliminating the router or wireless connectivity problems as a possible cause. Obviously, some devices (such as tablets and phones) are incapable of direct connections to a modem.

If this step gets you streaming again:

If you're still not able to stream:

If you were unable to complete this step:

4) Improve your WiFi signal

If you're connecting over WiFi and the above steps didn't help, try the suggestions below to improve your wireless connectivity:

What should I do next?

If you are still having trouble connecting to Hallmark Movies Now, you will want to contact the provider who set up your home network. They should be able to help you determine if your router is properly set up to communicate with the other devices on your home network.

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for details about how the module application is desugared. If defined by hand, mempty would be

Although record types are a natural fit for Haskell-style type classes, you can use instance arguments with data types to good effect. See the examples below.

A seen above, instance arguments in the context are available when solving instance arguments, but you also need to be able to define top-level instances for concrete types. This is done using the instance keyword, which starts a block in which each definition is marked as an instance available for instance resolution. For example, an instance Monoid (List A) can be defined as

Or equivalently, using copatterns :

Top-level instances must target a named type ( Monoid in this case), and cannot be declared for types in the context.

You can define local instances in let-expressions in the same way as a top-level instance. For example:

Instances can have instance arguments themselves, which will be filled in recursively during instance resolution. For instance,

Note the two calls to _==_ in the right-hand side of the second clause. The first uses the Eq A instance and the second uses a recursive call to eqList . In the example ex , instance resolution, needing a value of type Eq (List Nat) , will try to use the eqList instance and find that it needs an instance argument of type Eq Nat , it will then solve that with eqNat and return the solution eqList {{eqNat}} .

Note

At the moment there is no termination check on instances, so it is possible to construct non-sensical instances like . To prevent looping in cases like this, the search depth of instance search is limited, and once the maximum depth is reached, a type error will be thrown. You can set the maximum depth using the flag.

Although instance arguments are most commonly used for record types, mimicking Haskell-style type classes, they can also be used with data types. In this case you often want the constructors to be instances, which is achieved by declaring them inside an instance block. Typically arguments to constructors are not instance arguments, so during instance resolution explicit arguments are treated as instance arguments. See instance resolution below for the details.

An IndieFlix Original Documentary

The filmmakers' goal is to have a global conversation and raise awareness around anxiety. Angst features candid interviews with kids and young adults who suffer, or have suffered, from anxiety and what they've learned about it. The film includes discussions with mental health experts about the causes of anxiety and its sociological effects, as well as help, resources and tools.

The Angst Weekly
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The Mighty’s 4 Things That Help Ease Anxiety

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The Mighty’s list of 22 Fictional Characters People With Anxiety Relate To

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Build Up Your Community

Is anxiety affecting you and the people living in your community? Are you a teacher who sees many students dealing with stress or anxiety? Or a parent with children experiencing anxiety? Help break the stigma around anxiety and get the discussion started today.

Host a Screening

Why isn't this online?

Angst is not available online at this time because we are currently screening the film at schools and community centers across the country. We believe it is important to follow up this film with an in-person discussion. At some point in the near future, we hope to make the film available online as well.

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Experts, Educators Public Figures

"Angst is inspirational; the courageous effort made by teens in the film to face their fears and become competent in coping is heart-warming and breath-taking."

"I welcomed the opportunity to be a part of to further the dialogue around mental health and to help people understand the impact anxiety has on our mental state and encourage people, especially kids, to ask for help."

"I also find that anxiety is a debilitating disease with our students and wanted to share your vision and hope with them. "

Students, Teens Parents

"So glad my dad got to see this movie now he knows I'm not making it up."

"I wish this film had existed when I was growing up it would've saved me and my family a lot of heartache."

"I never knew that what I was experiencing was severe anxiety I'm so grateful to know that there is treatment."

"It's powerful, spot-on, genuine, educational and hopeful. Well done!!"

Angst Gallery

We know anxiety can cause you, your loved ones, and your friends a lot of stress. Here are some of the resources we believe can help. This list has been examined by experts in the mental health field and will continue to grow. Please note these are just recommendations, and not "one size fits all".

If our musical expectations change according to context, then a number of important questions arise: How many different musical schemas can a listener maintain? How fast are listeners able to identify the context and invoke the appropriate schema? When the context changes, how fast are listeners able to switch from one schema to another? What cues signal the listener to switch schemas? How do listeners learn to distinguish different contexts? How are the expectations for one schema protected from novel information that pertains to a different schema? How does a listener assemble a totally new schema? What happens when the events of the world straddle two different schemas?

We might begin by asking how listeners know what schema to start with. We already know that an isolated tone tends to be heard by listeners as the tonic. But is this the tonic of a major or minor key? Following exposure to an isolated 2-second tone, listeners are more than three times as likely to expect a tone whose pitch is a major third above as a minor third above. This implies that Western listeners have a tendency to start by assuming a major mode. [4] It is conceivable that a musically-pertinent schema may be invoked prior to the onset of any sound.

Once the music has begun, how fast are listeners able to recognize the musical context? In the case of music, dramatic changes in listeners' expectations arise depending on the style or genre of the music. Perrott and Gjerdingen (1999) have observed that listeners are very quick to identify different styles. When scanning the radio dial, listeners make split-second decisions regarding the style of music being played on each station. Perrott and Gjerdingen tested this observation by selecting random musical segments from samples of 10 different styles of music, including jazz, rock, blues, country western, classical, etc. They showed that listeners are adept at classifying the type of music in just 250 milliseconds. With just one second of exposure, ordinary listeners' abilities to recognize broad stylistic categories is nearly at ceiling; that is, further exposure to the musical work does not lead to a significant improvement in style identification. If we assume that identifying a schema is tantamount to activating the schema, then these observations suggest that experienced listeners can activate a schema appropriate to the genre of music they are hearing in a very short period of time.

What about the phenomenon of schema switching ? How rapidly can a listener switch from one schema to another? Although little research has been carried out pertaining to this question, suggestive evidence has come from the work of Krumhansl and Kessler (1982). Krumhansl and Kessler traced the speed with which a new key was established in modulating chord sequences. Modulations to related keys were "firmly established" within three chords lasting a few seconds (Krumhansl, 1990; p.221). However, some sense of the initial key was maintained throughout the modulating passage. Since modulation is common in Western music, this ability to switch rapidly between schemas might pertain only to key-related schemas. One might imagine that switching, say, from a Western string quartet to Beijing opera would take longer -- although perhaps not very long in absolute duration. Bi-lingual speakers differ in their abilities to switch rapidly between different languages. But this skill appears to be related to how often speakers must change language in their daily life.

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