I have some series that are dual audio and am wondering if there's a way to change the default audio. It's just a minor pet peeve since every time I watch a new episode I have to change the audio. If Jellyfin doesn't have an option does anyone know a free tool that could do this in bulk? Since some of my series are 100+ episodes.

It's the latest economic and lifestyle trend to take over TikTok, with couples flaunting montages of their DINKWAD lives over an audio that goes: "I just learned the phrase DINK, which means double income, no kids, and I was like, that sounds pretty lit. And then I heard the phrase DINKWAD, which is double income, no kids, with a dog. Bro, sign me up."

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Step 3: Once the pairing is done, just tap the three-dot icon present on the right and click on 'Advanced Settings'. If the option is not turned on, then toggle on the 'dual audio' option as it allows users to connect to two devices at a time.

Most of the Android mobile phones and iPhones today allow dual audio and audio sharing capabilities respectively, i.e. audio can be played out of two devices at the same time. All the iPhone 8 models have an audio sharing feature, so if you have a very old handset, there are chances that your phone should offer a dual audio option. Similar is the case with the Samsung Galaxy S8 or the latest models. The dual audio option allows you to pair various Bluetooth devices and speakers and can be found in Bluetooth settings.Option not available on all devices:

At another time her affections were deeply engaged by a young gentleman who visited a lady on a neighboring plantation. It was after they went to Mississippi to live. The young man was engaged to be married to the young lady, and they sometimes called upon Margaret, driving over of afternoons in a buggy. Edna was a little miss, just merging into her teens; and the realization that she herself was nothing, nothing, nothing to the engaged young man was a bitter affliction to her. But he, too, went the way of dreams.

Determining the impact of process-based approaches on listeninghas included plenty of empirical investigations with mixed results. Thefindings of the current investigation are in parallel with those of previousstudies (Baleghizade & Rahimi, 2011; Bolitho, Carter, Hughes, Ivanic,Masuhara, & Tomlinson, 2003; Bozorgian, 2012, 2014; Coskun, 2010; Cross,2010; Fahim & Fakhri, 2014; Goh & Taib, 2006; Marrschal, 2007;O'Bryan & Hegelheimer, 2009; Rahimi & Katal, 2012; Vandergrift,2002, 2003; Vandergrift & Tafaghodtari, 2010; Zeng, 2012) and providefurther empirical support for the contribution of metacognitive instructionto the listening comprehension performance of Iranian EFL learners, but noneof the above-mentioned studies pondered over a comparative investigation ofmetacognitive instruction through audio and video texts. However, thefindings of the present study are not in accord with those studies whichfound metacognitive instruction to have no effect on the improvement oflearners' listening comprehension (O'Malley, Chamot,Stewner-Manzanares, Kupper, & Russo, 1985; Thompson & Rubin, 1996;Ozeki, 2000; Chen & Huang, 2011; Rahimi & Katal, 2013). This lack ofsignificance could be associated with the role of the channel of listeningsince the participants in these studies were just exposed to the audiochannel; thus, the incongruity between learners' learning stylepreferences and the channel of listening in listening comprehension whichwere not considered in earlier studies can make their own contributions.

There are a number of limitations in this study that should betaken into account. First, only one group of language proficiency level(intermediate) was explored. In future studies, investigation of various andmiscellaneous language proficiency levels may provide more insightfulanalyses. Second, the genres of the listening texts in this study are limitedto three categories, that is, interview, documentary and lecture. Therefore,succeeding studies can include mixed genres in order to clarify issuesaccompanying listening texts in greater details. In addition, this study hasjust focused on group performance rather than individual differences thatexist among different learners. Future explorations can take a deeper lookinto issues related to individual differences and how they may influencelearners' listening comprehension.

So, when in my original post I complained that "I wish I could use Arch more than I do," that's 100% really what I meant. I want one system to be able to handle all applications, like Windows used to be able to do for me. They're very different OSes, obviously, with different priorities. But I already do dual-boot (or did until recently), and I'm currently investigating doing a GPU passthrough setup to run Windows in VM, since what tends to happen in practice (at least for me) with dual-booting is that you tend to forget about one or the other OS for a few weeks at a time, and if you want to use a particular piece of software, rebooting just to do 1 thing is a bit annoying. It would just be nice if I could boot up and do everything I want to do in one environment, and I'd like that environment to be Arch. That's all I guess Arch has spoiled me.

Arch is absolutely my daily driver. I have 3 separate Arch installs; 2 on separate laptop hard drives used in (surprisingly) my 2010 Dell Latitude E6410, and 1 installed on a 2012 s5-1414 HP Pavilion dekstop. I do have Windows 10 and Ubuntu 17.10 installed on one of the laptop hard drives (triple-booted with Arch), and also Gentoo (Gentoo is soooooo much more complex than Arch, and I have as yet to successfully get it booting to a GUI) on the other laptop hard drive (dual-booted with Arch), though I rarely use anything other than Arch, as everything else just frustrates the fuck out of me sooner or later. be457b7860

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