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Final Product What You'll Be Creating
In this tutorial you will learn how to create all-purpose water drop using the Clipping Mask and gradient fills. Water drops created in this way can be placed on any texture, both vector and raster, and the texture under the drop will look enlarged – just like a real drop of water. Creating the drop only takes a few minutes but adds a level of detail to your illustration that looks great.
Let's start our tutorial creating a grass blade. Take the Pen Tool (P) and create a closed path, similar to one shown in the figure below.
Create a rectangle using the Rectangle Tool (M) and rotate it so that it is placed along the grass blade. The rectangle should be placed in the underlayer below the shape, while the grass blade path should not cross the rectangle boundaries.
Keep the rectangle selected, go to Object > Create Gradient Mesh, and set the values shown in the figure below.
Select the rectangle and grass blade and go to Object > Clipping Mask > Make.
Now proceed to the gradient mesh points. Converge the top points in a single point so that it was located on the tip of the grass blade. It should be noted that the lines of the gradient grid cannot intersect the shape of grass blade, otherwise the shape of its path will be corrupted.
Place the points of gradient mesh so that the Mesh shape as close to the shape of the grass as possible.
Take the Mesh Tool (U) and add a few lines to the gradient mesh by clicking on its lower boundary.
Replace the colors of the created points with different shades of green.
Proceed to create the veins on the grass blade. Take the Pen Tool (P) and create two curves 1 pixel in width each, resembling the shape of grass blade edges.
Select these curves and go to Object > Blend > Make. Now go to Object > Blend > Blend Options and set the step size equal to 25.
Keep the Blend selected, go to Object > Blend > Expand. We now have a collection of curves of the same width and color. Let's make the grass veins more diversified. Select separate lines using the Direct Selection Tool (A) and change their width in the Stroke palette, within the range 0.75 – 2 pt. To make the veins more realistic, you can apply the Art Brush for them, such as the Pencil Thin for example.
Select all the veins and go to Object > Expand Appearance and fill them with linear gradient consisting of two shades of green.
Now to proceed to the topic of our tutorial – water drop creation. Take the Ellipse Tool (L) and create an ellipse. Deform the ellipse using the Direct Selection Tool (A) so that we can make the shape as shown in the figure below.
Copy this shape and paste it in front twice. Make the two upper shapes invisible and lock them in the layer palette. We will need them for further build ups.
The texture of the grass blade where it is covered by a drop should look larger due to the optical characteristics of the drop. Group all the elements of the grass blade, copy and paste it in front. Keep the copy selected, go to Object > Transform > Scale and set the value of 120% in the dialog box, click OK.
Select the drop shape and the enlarged grass blade and go to Object > Clipping Mask > Make.
Unlock the lower drop shape and make it visible in the layers palette. I hope you did not skip step 10? Fill this shape with radial gradient from white to white color with 0% opacity.
Unlock the upper shape of the drop and make it visible in the layers palette. Fill this shape with radial gradient from dark green color with opacity 0% to dark green color.
The color of this gradient depends on the color of the object on which the drop lies, you can pick the basic color of the object using the Eyedropper Tool (I) and make it darker by adding black to the Color palette (I'm using the CMYK color model). Now apply this color to the gradient.
Create a highlight on the drop. Take the Ellipse Tool (L) and create an ellipse. Deform the ellipse using the Direct Selection Tool (A) so that we could get the shape shown in the figure below. Fill the shape with linear gradient from white with 70% opacity to white color with 0% opacity.
Create a light source reflection in the drop. Create two circles using the Ellipse Tool (L). Fill both circles with white, make the bigger one look transparent.
Select both circles and go to Object > Blend > Make.
Create a shadow of the drop. Take the Pen Tool (P) and create the shape of the shadow. Now copy the shape of the drop and paste it in front, select both the drop and shadow shapes, press Minus Front from the Pathfinder palette.
The shape of the shadow should be located outside the light source, fix the shape using the Direct Selection Tool (A).
The shadow of the drop is not going to be smooth, so fill it with radial gradient from white to dark green with an opacity of 56%.
The created drop can be moved over the texture, having done a simple procedure in the layers palette. First, group up all the elements of the drop, select the drop, and lock the underlayer with the enlarged grass blade in the layers palette. Now you can move the drop over the texture.
Create a few more drops. Duplicate the drop and reduce its size.
The texture in the smaller drops is less enlarged. Select the enlarged grass blade that is blocked by the clipping mask in the layers palette and reduce it by 90%.
Create a few more drops using the same technique.
Finally create the background. Take the Rectangle Tool (M) and create a rectangle of green which lies under all the objects of the composition.
Take the Mesh Tool (U) and add plenty of points, forming a gradient mesh. Replace the color of these points with various shades of green. The background will create the illusion of plants that are in the background, but not in focus.
Take the Direct Selection Tool (A) and distorts some of the lines of the gradient mesh.
Create the final composition. Take the Rectangle Tool (M) and create a square.
Select all the objects of our composition (Command + A) and go to Object > Clipping Mask > Make. For a better contrast you can set your composition in a black frame, creating a black square and placing it in the layer below our artwork.
The created drop is all-purpose, and you can place it over any objects of raster and vector type. The texture inside the drop is not only increased but distorted too. In these cases you can deform the enlarged object, which is located under the Clipping Mask with the Bloat Tool. Remember, the underlayer with the Clipping Mask should be locked when distorted.


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Study Finds Possible Link Between Gene Variation and Teen Binge Drinking
Scientists in London have found a genetic variation that may play a role in binge drinking in teenagers, Reuters reports. The two-phase study included mice and teenage boys.
"People seek out situations which fulfill their sense of reward and make them happy, so if your brain is wired to find alcohol rewarding, you will seek it out," lead researcher Professor Gunter Schumann of King's College Institute of Psychiatry in London said in a news release.
The researchers found that a gene called RASGRF-2 is important in controlling how alcohol stimulates the brain to release the brain chemical dopamine, which triggers feelings of reward. Previous studies have suggested that this gene increases the risk for alcohol abuse, but the mechanism was unclear, the article notes.
The researchers began by studying mice whose RASGRF-2 gene was removed, to see how they would react to alcohol. The lack of the gene was found to significantly reduce alcohol-seeking activity in the mice. When the rodents did consume alcohol, the lack of the gene reduced the activity of dopamine-releasing activity in the brain, and limited any sense of reward.
The scientists then analyzed brain scans of 663 teenage boys. They found when the boys were expecting a reward in a mental test, those with genetic variations in the RASGRF-2 gene had more activity in the brain involved in dopamine release. This suggests people with the genetic variation release more dopamine when they anticipate a reward, and get more pleasure out of it, the researchers said.
Two years later, the researchers retested the boys, many of whom had begun drinking frequently. Those with the gene variation drank more often than those without it. Their findings appear in the Proceedings of the National Academy of Sciences.

source: HuggingFaceFW/fineweb-edu


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Wake up and smell the coffee! The taste of a freshly brewer cup will never taste as good as it smells
The smell of freshly brewed coffee can be hard to resist. Unfortunately, the taste doesn't always live up to expectations.
Scientists think they know why – and it is all to do with us having two senses of smell.
When we smell coffee as it is brewing, the aroma goes up through the nose and blows across a sheet of cells that send the information to the brain. Then, when the coffee is sipped and swallowed, the scent is pushed up from the throat towards the same sheet of cells at the top of the nose.
Scientists have discovered information about the taste of a food or drink is sent to a different part of the brain than smell, meaning the first sip of coffee is always bound to disappoint
But, crucially, it wafts across them in the opposite direction.
This second, 'retronasal', sense of smell leads to the information being sent to a different part of the brain and interpreted differently, the British Science Festival in Aberdeen heard.
As most of the taste of a food or drink actually comes from its smell, this, combined with many of the flavoursome chemicals in coffee being stripped out by saliva, leaves it bound to disappoint.
Professor Barry Smith, founder of the Centre for the Study of the Senses at the University of London, said: 'The smell of freshly-brewed coffee is absolutely wonderful. It's intoxicating.
'But aren't you always just a little disappointed when you taste it?
'People waste a lot of money trying to get better machines, the right pressure, sourcing the beans but it will never happen. When you put it in your mouth it mixes with saliva and that strips off about 300 of these volatile chemicals and they are never going to reach the nose again.
'What does reach the nose is going to have a different character to it because the brain actually cares about the direction the air is flowing across sheet of receptors across the top of the nose.
Dieters who fall down on a collection of memory traits are more likely to give in to temptation
'And of course, the companies that sell you it know that. It's wake up and smell the coffee. It's not wake up and taste it.'
Professor Smith said the reverse is true with whiffy cheeses which taste better than expected.
'Think of a smelly cheese, it smells like a teenager's training shoe,' he said. 'You think "do I really want to eat that?".
'But once it's in your mouth and you are experiencing the odour through your nose in the other direction, it's delicious.'
There is however, one food that always lives up to expectations.
Chocolate. No matter how it is smelt, the brain decodes the signals as being delicious.


1---a ratio of 4.6 to 1 [4].
If anyone can figure out what is different about Tennessee and Washington compared to Hawaii and New York, I'd be interested in hearing about it. My email address is at the top of the page. Here's a place to start:
Correlation of Alzheimer's disease with depression
Correlation between serious psychological distress and Alzheimer's
Depression in adults shows no significant correlation with Alzheimer's among the fifty states. This is because cultural, ethnic, and economic factors play such an important role in depression. You would probably not be surprised to find that adults in places like West Virginia, Nevada, and Utah, where there are no palm trees or sunny beaches, are more likely to be depressed, while people in Hawaii are the least. These cultural effects swamp out any correlation with Alzheimer's disease. However, depression in elderly people is highly correlated with Alzheimer's [14, 15]. Both depression and Alzheimer's cause a loss of synapses, or neuron-neuron connections in the brain. This loss of synapses might partially explain the depression in Alzheimer patients. However, the psychological impact of receiving an Alzheimer diagnosis is undoubtedly also a factor.
I should point out that there's a lot of bad data out there on this topic. Just recently, one group published a survey claiming that rates of depression are higher in some states than others. But upon examination, it turned out that their definition of "depression" was actually a measure of how well the state met the political agenda of the survey-takers.
A related measure known as'serious psychological distress' also correlates with Alzheimer's. According to data from the National Survey on Drug Use and Health (NSDUH), the rates of serious psychological distress among persons aged 18 or older are highest in West Virginia, Rhode Island, and Utah, and lowest in Hawaii and South Dakota. The coefficient of correlation with Alzheimer's was 0.32, which is statistically significant at the level of p=0.019. This means there was only a one in 52 chance that the correlation was a coincidence. Distress doesn't correlate well with other diseases, like brain cancer. So it seems unlikely that the distress could result just from learning they have Alzheimer's. Could it be that psychological trauma in early adulthood influences whether a person gets Alzheimer's later in life? Some researchers say a stress-filled life increases the risk [16, 17], but it is not yet generally accepted. More research is needed on this topic.
Map of serious psychological distress among persons 18 and older
Map of serious psychological distress among persons 18 and older. This graph was created by the Substance Abuse and Mental Health Services Administration (SAMHSA), Office of Applied Studies, a branch of the US Department of Health and Human Services. The graph is based on the National Survey on Drug Use and Health, 2004 and 2005. (
Correlation of Alzheimer's disease with diabetes and environmental factors
Diabetes is a known risk factor for Alzheimer's disease. The correlation between Alzheimer's and diabetes is highly significant at p=0.0032 (see figure below, left). Obesity, another known risk factor, also correlated weakly with Alzheimer's disease (p=0.021, not shown).
Correlation between Alzheimer's disease and diabetes
Correlation between Alzheimer's disease and diabetes
There is no significant correlation between Alzheimer's disease and several other lifestyle-related factors that might affect brain function, including asthma, autism, exercise, sexually transmitted diseases, fluoride, lead or copper in drinking water, alcohol intake, or tooth loss. Levels of a variety of atmospheric and water pollutants (based on data from the EPA website), including cadmium, mercury, thallium, vanadium, silver, zinc, arsenic, nickel, selenium, aluminum, benzene, acrylonitrile, radon, and carbon disulfide also do not correlate with Alzheimer's disease. There was a weak correlation for toluene (figure above, right). It is statistically significant (p=0.016), but the result is unconvincing because so many states had zero toluene, so it is probably a statistical artifact.
One word of caution, though: since these are state-wide statistics, and not individual or "longitudinal" studies, there is no guarantee that the individuals who get Alzheimer's are the same as the people who get diabetes. The same is true for the other statistics reported here. A more thorough investigation is needed to prove that any two diseases are really correlated. We can't even begin to determine the cause of the disease from comparing its prevalence in different states. But the state-wide correlations done here do give us a starting point--a hint about what to look for.
Correlation between Alzheimer's disease and obesity
Correlation between Alzheimer's disease and Obesity
States with the highest incidence of obesity (BMI>30) also tend to have higher rates of Alzheimer's disease, as shown by the above graph. Many factors, including race, culture, and obviously diet, also affect obesity, but the correlation with Alzheimer's is highly significant (p=0.0005, or 1 in 1900). (Data from the CDC)
Another predisposing factor is major surgery, such as coronary artery bypass surgery. Major surgery with anesthesia seems to put a tremendous amount of stress on the brain. This causes post-operative cognitive decline, a well-documented form of transient cognitive impairment that generally resolves in a few months. Some evidence suggests that this can also be a risk factor for Alzheimer's later in life. However, the results are not clear, because most studies so far have not clearly distinguished Alzheimer's from other types of dementia.
Correlation of Alzheimer's disease with cancer
The two states with the highest Alzheimer rates (Tennessee and Washington) are also among the states with highest rates of cancer of the brain and nervous system. The figure below shows the age-corrected _PHONE_ rates per 100,000, taken from the National Cancer Institute ( ). These numbers are for white males, which means any differential effects of race or gender are eliminated.
Brain cancer death rates by state
Age-corrected Brain cancer death rates by state (graph created by the National Cancer Institute )
Although there are a couple of outliers (notably Arizona, Louisiana, and Rhode Island), the states with the highest Alzheimer rates also tend to have the highest rates of brain cancer. The five highest states for brain cancer are Tennessee, South Carolina, Mississippi, Washington, and Alabama. Other types of cancer don't show a positive correlation with Alzheimer's disease; in fact, for some types of cancer, such as thyroid cancer, there appears to be a weak protective effect.
Correlation between brain cancer and Alzheimer's disease
Correlation between brain cancer and Alzheimer's disease
The correlation between Alzheimer's and brain cancer is statistically highly significant, with a probability (p value) of 0.00018, which means there is a one in 5,500 chance that this correlation is due to chance. The most likely explanation is that a standard treatment for brain cancer is whole-brain irradiation. Dementia, or loss of healthy neurons, is a common side-effect of ionizing radiation directed at the head. Another factor is that many chemotherapeutic agents are neurotoxic, which means they kill healthy neurons. This is especially true for Alzheimer patients, where the blood-brain barrier is sometimes compromised. It is likely that treatment of brain cancer causes dementia that is either mistaken for Alzheimer's disease or increases its severity.
The protective effect of the other types of cancer is probably caused by the tendency of pathologists to list a single cause of death at autopsy. If a patient with both Alzheimer's and cancer dies, the pathologist will frequently list cancer, and not Alzheimer's, as the cause of death [11]. One reason for this is that the standard death certificate form (PHS T-003) only has a single line for the immediate cause of death [12]. However, a small number of studies that did not rely on death certificates still found a small protective effect of cancer [13]. In fact, one group of researchers [18] has raised the interesting possibility that cancer and Alzheimer's are opposites: in cancer, there is too much growth, while in Alzheimer's, there is not enough. If this is true, a cure for one might also be a cure for the other. (However, even if it is true, it does not mean you can cure yourself of Alzheimer's by getting cancer!)
We need your help
The cause of late-onset Alzheimer's disease is still a mystery. But this is one mystery that the general public can help us solve. There must be something that patients with Alzheimer's have in common--maybe something that happened to them when they were younger, or something they ate that was unusual. We need to know what that is. If you have some anecdotal evidence to share, tell your doctor, or contact us directly. Or you can email me, using the address at the top of the page.
[1]; data from Kung, HC; Hoyert, DL; Xu, JQ; Murphy, SL. Deaths: Final Data for 2005 National vital statistics reports. Vol. 56, no. 10. Hyattsville, Md.: National Center for Health Statistics; 2008.
[2] Cellular prion protein mediates impairment of synaptic plasticity by amyloid-beta oligomers. Laurén J, Gimbel DA, Nygaard HB, Gilbert JW, Strittmatter SM.
[3] Marciano et al., J. Neurosci 24, 2866, 2004.
[4] Mortality trends for Alzheimer's disease, _PHONE_. Vital and Health Statistics 20


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Do you really need to know how thermal properties of polymers affect extrusion? Isn't this stuff just for the guys in the lab? Yes and no. To troubleshoot many processing issues, you'll need at least a basic understanding of how polymer thermal properties impact your process—from the feed hopper through the final product dimensions. Much of this data is hard to come by. But to understand many aspects of equipment performance, you should bone up on key polymer properties that usually aren't available in data sheets:
- Viscosity vs. shear rate data at several temperatures in the processing range.
- Specific heat.
- Thermal conductivity.
- Solid and melt density or their specific weights.
- Melting point or processing temperature.
Viscosity affects melting rate, output, melt temperature and die flow, among other things. The higher the viscosity, the higher the melting rate in the screw, extruder power usage, discharge pressure, and melt temperature. In order to determine the viscosity ranges of your materials, you'll need data from a rheometer, which applies differing loads to develop various shear rates. The rheometer can also be run at various temperatures to show how polymer viscosity responds to changes in both shear rate and temperature. Polymers such as PP are quite shear sensitive, meaning the higher the relative velocities in the screw or flow channel, the more the viscosity decreases. Other polymers such as PET are more temperature sensitive, meaning the viscosity changes a lot with temperature. Some polymers are considered to be both shear and temperature sensitive.
Specific heat defines how much energy it takes to raise the temperature of a polymer. HDPE, for example, requires an average of 0.55 BTU/lb-°F, while HIPS requires 0.4 BTU/lb-°F. Therefore, it takes almost 40% more energy to raise the temperature of 1 lb of HDPE than 1 lb of HIPS. This means more drive power is required to process HDPE than HIPS at the same lb/hr and the same melt temperature. It also takes 40% more cooling capacity to extract that heat from HDPE, which means larger cooling rolls for sheet and flat film and longer spray tanks for pipe, tubing, and profiles.
Thermal conductivity is the ability of the polymer to conduct heat. Polymers with high thermal conductivity melt easier and cool faster. For example, HDPE has an average thermal conductivity of 0.15 BTU/ft-°F-hr, while HIPS is 0.08 BTU/ft-°F-hr. Because of its higher thermal conductivity, HDPE melts more easily from heat transferred from the surrounding melted polymer or from the barrel. Likewise, it is more difficult to cool HIPS of the same thickness and temperature because of its lower thermal conductivity.
Solid and melt density are particularly important in screw design and extruder sizing. Some polymers have a modest change in density as they soften or melt, while others change significantly. Typically, crystalline polymers have a much larger change in density during processing than amorphous polymers. HDPE (crystalline) density changes 18% from 0.95 to 0.78 g/cc when melted, while HIPS (amorphous) changes only 15% from 1.04 to 0.88 g/cc when raised to the processing temperature. This means that a specific screw design would be expected to have a slightly lower lb/hr output with HDPE than HIPS, since screw output is volumetric. This change in density has to be calculated into a screw design.
Melting point can be confusing, as only crystalline polymers have a defined melting point, while amorphous polymers simply soften as they get hotter. As a result, it is best to compare polymers by their typical extrusion processing temperatures. By multiplying the specific heat and the temperature rise necessary to heat polymers to their processing temperature, you can estimate the relative power required to process various polymers. This data is important in the design of the screw and the sizing of the extruder drive.
Thermal diffusivity is a combination of the thermal conductivity divided by the specific weight and specific heat. Specific weight is the density multiplied by 64.43 lb/ft³, which is the weight of a cubic foot of water. Diffusivity combines three thermal properties to provide a reference for the energy necessary to reach the processing temperature at a specific thickness and the cooling necessary for removing that heat. For example, the diffusivity for HDPE and HIPS are 0.0046 and 0.0031, respectively. This result shows that it is almost 50% more difficult to add or remove heat from HIPS than HDPE.
The more you know about polymer properties the easier it will be to quickly find the correct answer to many processing problems.
About the Author
Jim Frankland is a mechanical engineer who has been involved in all types of extrusion processing for more than 40 years. He is now president of Frankland Plastics Consulting, LLC. Contact _EMAIL_ or _PHONE_.

source: openbmb/Ultra-FineWeb


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Why Is Uncle Sam Called Uncle Sam?
Uncle Sam
America recently celebrated its Independence Day this year in the middle of a pandemic as well as heightened racial tension. July 4 celebrations were largely subdued (unless you count President Trump's recreation of Triumph of the Will at Mt. Rushmore), with a vocal minority calling for a proclaiming: "That flag is a lie!" Absent were the huge crowds watching fireworks displays as well as the ubiquitous hometown parades featuring someone dressed up as Uncle Sam, a character that has been the US government's mascot for decades and whose fictional birthday is July 4, 1776.
With less time out celebrating and more time to ponder a reality where independence day celebrations could receive a makeover moving forward, we wondered, could the "old, white man" Uncle Sam, too, be retired as an image used to represent the country? With protestors advocating the removal of statues of founding fathers like George Washington and other famous presidents like Abraham Lincoln because of "problematic" aspects of their lives, it seems only logical that Uncle Sam's history as a symbol used to represent the United States during wartime could land him in the same position, even if he was not a real person – or was he?
Uncle Sam posters
Uncle Sam is a familiar character used for decades to represent the US government, in particular during wartime. Sam as we have come to know him has often been portrayed as a slender, older, white gentleman, resplendent in his red, white and blue tuxedo and matching top hat, with white, curly locks and a goatee, pointing his finger and telling you with a stern look in his eyes: I WANT YOU FOR THE U.S. ARMY.
Uncle Sam the character is said by historians to have been derived from Samuel Wilson, a meat packer who lived in Troy, New York. During the War of 1812, Wilson aided the US Army in their fight against the British by supplying rations of beef. Though the barrels bore a stamp that read "U.S." for "United States," someone joked that the initials actually stood for "Uncle Sam," and soldiers allegedly began to refer to the rations as Uncle Sam's. From there, the story was reported in newspapers and "Uncle Sam" began slowly catch on as a nickname for the United States.
Though Samuel Wilson died in 1854, Uncle Sam was often used as a character to represent the US government in political cartoons and the like, with his image changing and evolving over time. Sometimes he was drawn to look more like Benjamin Franklin and then more like Lincoln after his death in 1865. It was not until 1916 when James Montgomery Flagg created the now-iconic "What Are You Doing For Preparedness?" World War One recruitment poster that Americans first saw the Uncle Sam we know now. Flagg's poster was modeled after an almost identical British army recruitment poster showing Lord Kitchener in the same pose. This particular rendering of Uncle Sam stuck and the image was used heavily again in US Army materials during World War Two.
Uncle Sam posters
Though some have questioned the validity of the claim that Samuel Wilson was Uncle Sam incarnate, the meat packer from Troy, New York was officially recognized by the US government in 1961 as the man behind Uncle Sam. Additionally, Wilson's birthday, September 13, was designated "Uncle Sam Day" in 1989 via a Congressional joint resolution, and in Wilson's birthplace of Arlington, Massachusetts, as well as his hometown of Troy, New York, one can find statues in his honor – for now.
TikTok logo
Will TikTok start World War 3?
Soviet Pepsi machine
When the Soviets Swapped Warships for Pepsi


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Ann Emerg Med. 1998 Jan;31(1):87-91.
How do physicians and nurses spend their time in the emergency department?
Author information
 - 1Summer Research Program, Methodist Hospital of Indiana, Indianapolis, IN, USA.
To determine how emergency physicians and nurses spend their time on emergency department activities.
An observational time-and-motion study was performed at a 36-bed ED with annual census of 84,000 in a central city teaching hospital sponsoring an emergency medicine residency program. Participants were emergency medicine faculty physicians, secondand third-year emergency medicine resident physicians, and emergency nurses. A single investigator followed individual health care providers for 180-minute periods and recorded time spent on various activities, type and number of activities, and distance walked. Activities were categorized as direct patient care (eg. history and physical examination), indirect patient care (eg. charting), or non-patient care (eg. break time).
On average, subjects spent 32% of their time on direct patient care, 47% on indirect patient care, and 21% on non-patient care Faculty physicians, residents, and emergency nurses differed in the time spent on these three categories of activities. Although the overall time spent on direct patient care activities was not significantly different, emergency nurses spent more of their time (2.2%) providing comfort measures (a subcategory of direct patient care) than did faculty physicians (.05%) or resident physicians (.03%). Emergency nurses spent 38.9% of their time performing indirect care, whereas faculty physicians spent 51.3% and resident physicians 53.7%. Resident physicians spent more time charting than did faculty physicians or emergency nurses (21.4%, 11.9%, and 6.9%, respectively). Emergency nurses spent more time on personal activities than did physicians, and faculty physicians walked less than either emergency nurses or resident physicians.
Emergency physicians and nurses spent almost half of their time on indirect patient care. Physicians spent significantly more time on indirect patient care activities and significantly less time on personal activities than did nurses.
[PubMed - indexed for MEDLINE]
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Pitt's Historic Impact
Beware of Mr. Yuk!
"Mr. Yuk is mean. Mr. Yuk is greeeeen." Those were the opening lyrics of a 1971 commercial jingle about the scowling green face that warns children not to consume toxic household chemicals.
That year, due to an alarming number of children's deaths by poisoning in the Pittsburgh area, Pitt founded the Pittsburgh Poison Center (PPC) and introduced Mr. Yuk as a substitute for the traditional skull-and-crossbones symbol, which children were no longer associating with danger. (Among other things, the Jolly Roger, was part of the Pittsburgh Pirates' logo decades before that had become somewhat toxic, at least among local sports fans.) But when children see Mr. Yuk's stuck-out tongue and sickly green color, they understand he is disgusted and sick, and poison is pretty nasty stuff.
Mr. Yuk is now famous, and the PPC took a national leadership role among more than 660 poison centers in 1978. Directed by pharmacist Edward Krenzelok, the PPC and Mr. Yuk have educated and protected millions of children regarding the dangers of poisoning. Each year, the poison center distributes millions of Mr. Yuk stickers designed to be put on bottles of household chemicals and to keep kids out of danger.


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- Basic Research
- Applied Research
- Grant Writing
- Some areas of specialization:
- Healthcare: virology, immunology, enzymology
- Pharmacology: drug properties, interactions, application and development
- Environmental: testing, air, water, and waste management, regulation
- Agricultural: crop production, herbicide/pesticide development and application
- Food science: preservation, nutrition
- Cosmeceutical: development and application
- Forensic: toxicology, DNA analysis, scientific instrumentation
- University laboratories
- Federal government laboratories/agencies:
- National Science Foundation
- National Institutes of Health
- Food and Drug Administration
- Environmental Protection Agency
- Department of Agriculture
- Department of Energy
- Armed Services
- State and local government laboratories/agencies
- Public health departments
- Hospital laboratories
- Commercial medical laboratories
- Private testing laboratories including forensics
- Independent research foundations
- Food processing
- Bachelor's degree in biochemistry, biology, or chemistry qualifies one for laboratory technician or research assistant positions.
- Choose courses with laboratory components to build experimental and instrumentation skills.
- Gain experience in area of interest through internships, research with professors and/or complete a senior research project.
- Complete a certificate training program, usually one year, to learn specialized laboratory techniques.
- Take a course in grant writing.
- Earn master's degree in biochemistry for advanced positions, greater responsibility, and higher pay.
- Obtain Ph.D. to direct research projects and lead research teams.


Ohio University
Recent OHIO computer engineering, math grad shares transformative Peace Corps experience
Recent OHIO computer engineering, math grad shares transformative Peace Corps experience
Author: Baylee Demuth
For recent Russ College graduate Dylan Denner, BSEE '19, joining the Peace Corps was uncharted territory he was admittedly scared to pursue. It ended up being a decision that changed his life for the better.
Denner, a double major in applied mathematics and computer engineering, had several promising post-Commencement prospects. He'd already completed a Pathways co-op position with the NASA Glenn Research Center in Cleveland; was offered a job teaching at an inner-city charter school in Brooklyn, New York; and had looked into attending graduate school for mathematics. But then in fall 2018, Denner opened his email to find a chance to join the Peace Corps, and he knew it was an opportunity worth pursuing.
"When I evaluated Peace Corps, I was like, 'Wow, this is something that I just don't know what I'm going to get myself into,'" Denner said. "But something that I had learned throughout my undergraduate years was that the things that generally scared me ended up being the direction that I needed to pursue and push myself toward."
Shortly thereafter, Denner was accepted into the Peace Corps as a secondary math education teacher. He would take his education, leadership skills and teaching abilities to Ghana in June 2019 to work with 23 other individuals on a 27-month commitment.
Denner's experiences as a Russ College student had outfitted him for the challenge. He had helped found the Russ College's student chapter of the American Institute of Aeronautics and Astronautics (AIAA), where he led OHIO's rocket design and engineering team as chief engineer for two years. As president of the engineering honorary Tau Beta Pi, he developed a peer-led mathematics mentoring program for fellow students, and the chapter received the national chapter excellence award. And as a junior, he was named along with just 20 other students to the inaugural class of President Nellis' Presidential Leadership Society.
He applied what he had gained from those leadership and development opportunities to his teaching in Ghana.
"It was about working with students and getting them to find potential within themselves," Denner said. "And I think that that's what really drove me into joining the Peace Corps, that I felt like I had some success in doing that at OU, which was interacting with students and getting them to realize the potential within themselves."
Monica Burdick, Associate Professor of Chemical and Biomolecular Engineering and Tau Beta Pi adviser, had no doubts whether Denner was a fit for the Peace Corps, given his track record.
"Dylan is a true, inspirational leader," Burdick said. "I greatly admire his enthusiasm and vision, whether leading initiatives like the math instruction support team through Tau Beta Pi or sharing his love of learning and STEM through the Peace Corps. He's the type of person you know will make an impact on the world."
The experience began with a couple months of pre-service training about the Ghanaian education system, culture and lifestyle. Denner was then off to Ghana, and while teaching was his primary responsibility, he immersed himself in the community. He'd stay just eight months instead of his full term due to the mind-March evacuation of Peace Corps volunteers as the coronavirus pandemic was sweeping the world.
"I spent those eight months really just trying to learn and understand what my community did, why they did it – the culture, and the history and the reasoning behind things – because it's not always apparent at face value," Denner explained.
For Denner, the culture shock was difficult, but he learned to step away from what he'd always known and take the new lifestyle one day at a time, which ultimately helped him appreciate Ghanaian culture even more.
"Peace Corps has a platinum role, which is to treat others as they wish to be treated," Denner said. "And the reason behind that is because, with a cultural difference, how I wish to be treated is not necessarily a respectful way that others wish to be treated."
Denner said that living in a community in a Sub-Saharan African country taught him the world is actually a big place.
"We often say ours is a small world, but it's generally just the people that we interact with who make it so much smaller because it's a very large world," said Denner, who has applied to OHIO's graduate program in mathematics education. "I hope to be a university professor or lecturer, and that way, I can continue to have projects, and travel and work with different schools and do this type of work."
Colleen Carow contributed to this story.


The art of breath workshop: Pranayama
Schedule: SATURDAY Feb 25th
1:30pm - 1:45pm: Informational slideshow
1:45pm - 2:30pm: practical class
Cost: $10 per person
The quality of the life depends on the quality of the breath. In this workshop, we will practice the art of breath and improve our lungs capacity while walking through different Pranayama Techniques applied in sitting, kneeling, facedown, and supine postures. Class will end with a breath awareness exercise.
Optional info:
Some effects of this class are: increased oxygen intake, slower heartbeats, lowered blood pressure, and improved digestion system. When both physical and mental tensions are removed, the individual becomes serene and dynamic. The energy within the body also becomes active.


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Since the course started in January it has been an exciting journey of learning with the March course on Mass, marking the halfway stage and it was a heavy weight week!
As a quality, mass that is in cob and earth and stone literally gives great depth and character to the learning experience and to the walls and building we are making together.
Techniques learnt in the previous two modules are all being woven into this new structure. Our students have learned to work with a variety of materials, such as wood, natural fibres, and stone. 40 Oak pegs have been shaved with draw knives by the students and will be used to hold the roof structure together. Following an analysis of river sand the students have learnt how to blend the sand with chippings from a quarry here on the Dartington estate in order to make a lime pointing mix for the stone wall plinth.
One of the features of the course is to have projects large and small e.g. weaving a bread basket, carving a plate or making a coracle boat. These varied projects give students the skills to tackle bigger project such as house building.
Artist's sketchbooks have also been used for creative development as part of the course and to record learning. The students have used these sketchbooks to capture the inspirations and ideas using sketches and notes. Heater Scott, a student on the course says that on this week's course she has learnt pointing, theory on aggregates, and chemistry! She says that working with natural materials is much more intuitive and to learn from tutors who are so passionate has been inspiring.
This week sees the start of Module 4 which looks at Insulation in Natural Building. The course is now fully booked however there a few places left on the following courses:
For further information about the courses please email:


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Level III-Art Lesson 12: Da Vinci's Clock
Learn to create a collage from shapes inspired by the parts of da Vinci's clock
The lesson is suitable for students in grade 5 through adult.
Art Lesson Description:
We often think of Leonardo da Vinci as a painter. Who hasn't heard of his painting of the Mona Lisa, The Last Supper, or the Lady with the Ermine? But da Vinci was more than a painter. In fact he thought of himself first of all as an engineer/inventor, and invented
- The first self-propelled "car,"
- A robot,
- War machines, and
- Several clocks.
The Academy Model Company has converted one of his plans for a clock into a working model, making it easy to study the clock's mechanics. The model makes it easy to imagine what the invention might have looked like if one were using 15th Century materials.
Students will study the parts of the clock, and use them as inspiration to create a collage. In the process they will:
- Collect templates,
- Collect paper with a variety of textures,
- Trace the template shapes onto the papers, cut them out, and
- Glue the shapes into a collage.
In the PowerPoint version, the collage with be finished in monochromatic colors, using paint and oil pastels. In the Video version, the collage is finished with aluminum foil and color media. Students learn techniques to achieve unity in a composition. It's an exciting way to explore collage and create an original composition.
This lesson includes both POWERPOINT and VIDEO versions of the lesson.
List of Supplies for Each Student:
- (This lesson has NO drawing warm-up)
- A piece of cardboard about 11" x 14"
- Acrylic paints (_TAG_)
- Set of brushes (_TAG_)
- 1 set of oil pastels (_TAG_)
- White glue or glue stick (_TAG_)
- 1 scissors
- A collections of geometric shapes to be used for templates
- A collection of papers with different textures to be cut for the collage
- Aluminum foil (video version)
- Colored magic markers (_TAG_) (optional for the video version)
Suggestions for Cross-Curricular Connections:
- Learn why Da Vinci's clock was an important invention.
- Watch the model clock in operation.
- Watch a different da Vinci clock invention as it ticks.
- Da Vinci invented the first alarm clock. Read about it in "Springs and Things" in Leonardo Da Vinci's Life.
- You can also watch a third da Vinci clock in operation.
- Learn about the history of timekeeping devices with this video. (You may find the opening moments controversial, but stay with it for a good summary of clock history).
- Do an experiment with pendulums.
- Find ideas for science projects with pendulums.
- Learn about a 3-pendulum rotary harmonograph.
The Life of Da Vinci
- Read Neo Leo: The Ageless Ideas of Leonardo da Vinci (_TAG_) by Gene Barretta.
- Read Amazing Leonardo da Vinci Inventions: You Can Build Yourself (Build It Yourself) (_TAG_)
- Read "Leonardo Da Vinci as Told to Children" (p. 19 in this UNESCO publication).
- Find several lesson plans about Da Vinci.
- Learn how Da Vinci combined art and science.
- Read some Quick facts about Da Vinci.
- Find 20 things you probably didn't know about Da Vinci.
- Discover more facts about da Vinci.
History: What makes a person like da Vinci a "Renaissance Person?"
Approximate Time to Complete the Art Class:
- Collecting textures: 1-60 minutes (Take your time! This can be a lot of fun.)
- Tracing and cutting shapes: 20 minutes
- Arranging, gluing and painting the collage: 45 minutes
- Total time: 125 minutes


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Lost in Transition: Constructing Memory in Contemporary Spain
H. Rosi Song
This book examines how the political period in Spain following Franco's death, known as the Transición, is being remembered by a group of writers, filmmakers and TV producers born in the sixties and early seventies. Reading against the dominant historical account that celebrates Spain's successful democratisation, this study reveals how recent television, film and fiction recreate this past from a generational perspective, linking the experience of the Transición to the country's present political and financial crises. Privileging above all an emotional connection, these artists use personal feelings about the past to analyse and revisit the history of their coming-of-age years. Lost in Transition considers the implications of adopting such a subjective positioning towards history that encourages an unending narrative, always in search of more meaningful and intimate connections with the past. Taking into account recent theoretical approaches to memory studies, this book proposes a new look at the production of memory in contemporary Spain and its close relationship to popular culture, shifting the focus from what is remembered to how the past is recalled affectively to be made part of an ongoing and enduring everyday experience.
H. Rosi Song is Associate Professor of Spanish at Bryn Mawr College and the co-editor of Traces of Contamination: Unearthing the Francoist Legacy in Contemporary Spanish Discourse (Bucknell UP, 2004).
[List of Illustrations]
2. Ordinary Memories: Feeling the Past
3. The Moment of Memory
4. Mediating Memory (or Telling How It Happened)
5. Transitional Stories
Copyright: © 2016
Publication: May 6, 2016
Series: Contemporary Hispanic and Lusophone Cultures 12


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London, March 24 (ANI): People who have made their houses more energy efficient are more likely to give in to small excesses, a new British research has pointed out.
David Lomas, Loughborough University, UK, hinted such excesses could work up a big tab and cost as much as half of the anticipated savings from making homes more energy efficient.
"Some householders who install double-glazing, insulation and energy-efficient boilers end up using fuel at close to the old levels, often because they are more concerned about comfort than saving energy," New Scientist quoted Lomas as saying.
Paul Stern of the US National Research Council nodded in agreement but added that efficiency measures did their bit in conserving energy overall.
The results were published in Building Research & Information. (ANI)


ABU DHABI, Abdul Rahman bin Mohammad bin Nasser Al Owais, Minister of Health and Prevention, said that the humanitarian legacy of the late Sheikh Zayed still lives on, and his memory will remain present in the hearts of the UAE's people, through the values of benevolence and tolerance regardless of nationality, gender, or religion.
Al Owais made the remarks on the occasion of the Zayed Humanitarian Day, pointing out that the state's leadership has maintained this unique legacy to cement the UAE's position as a global destination for charitable and humanitarian work.
He added that this day is an important milestone in the history of humanity in recognition of the role of Sheikh Zayed in the journey of humanitarian giving and charitable deeds, by highlighting the noble values of his initiatives and expressing the feelings of loyalty for his unprecedented march of giving.
Al Owais affirmed that Sheikh Zayed was an exceptional and inspirational leader who founded a modern state carrying a cultural and humanitarian message and seeking to become a sustainable symbol for development and goodness and a landmark on the international humanitarian map. He underlined that the leadership has followed the same approach for the UAE to become a destination for giving, fraternity, and tolerance.
He went on to say that the celebrations of Zayed Humanitarian Day this year coincide with the achievements in light of the COVID-19 pandemic, something that reflects the deeply-rooted human values in Emirati society.
Concluding his remarks, Al Owais shed light on the strong presence of the UAE in the relief work in many countries and its support with humanitarian aid, medical supplies, and vaccines, thus consolidating its position as a centre for the industry of hope and a pioneering model for humanitarian action, something that has earned the country the respect and recognition of the world.
Source: Emirates News Agency


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Re: Pulse Pressure 60 to 65 - Why?
[QUOTE=Inquisitive1too;_PHONE_]What might cause an "elevated sympathetic nervous system outflow" that isn't a result of anxiety or exercise?
Well, this is commonly occurring in essential hypertension. It is one of many abnormalities evident. If you indeed have essential hypertension, I think that there is currently no answer as to why this occurs.
As far as vascular compliance, yes there is a test that some dr. have the capability to do, its done in the office. Ive forgotten the name of the product used to do this testing. It is more informational than anything right now, because the results do not change the management of the high blood pressure.
So, since it sounds like you have been to the doctors over the years, I presume that you have been worked up for hyperaldosteronism, pheochromocytoma, renal artery stenosis, coarctation of the aorta (ruled out because you state you had an echocardiogram)?? You have normal kidney function? Thyroid is normal?


Home > Math Topics > Rounding >
Approximating Values
Answer Keys Here
Aligned To Common Core Standard:
High School - HSN-Q.A.3
How Do You Go About Approximating a Value? Approximation takes a crucial place in mathematics. Approximating a value is the act or a process of finding/calculating a value that is considered acceptable or close to an exact value. This value is then called approximate value, and the act/process is called approximation. In scientific experiments and engineering, approximation has always played a key role because it is always almost impossible to find the exact answer to a certain value. There is always a need to approximate value because it is impossible to make accurate measurements and also because certain numbers are difficult to express in decimal notation. For such cases, approximations are used. For example, if you have to approximate decimal or irrational numbers, such as pi that are nonterminating or nonrepeating decimals, the number 3._PHONE_ can be approximated to 3.14 or 3.1416 and so on until the desired accuracy is reached. The method of approximation is not merely limited to problems or simple numbers. It is also used for complex mathematical concepts. These are widely used in graphs and calculating the value of a function also. These worksheets and lessons help students understand how to identify an value that is acceptably close to an expected value.
Printable Worksheets And Lessons
More Practice Versions
One for each of the basic approaches to renaming numbers.
All Kinds of Practice Worksheets
These sheets cover all major forms that students will encounter until they reach trigonometry.


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The Mathematics Consultation Clinic
The main objective of this course is to provide opportunities for students to consolidate their mathematical knowledge, and to obtain a perspective on the meaning and significance of that knowledge. This course is unlike any other at LSU, as students are exposed to a role played by mathematicians in industry and how mathematical thinking can be used to solve real-world problems.
Other objectives include
- Understand the nature of the problem to the extent that there is some idea of what mathematical paradigm it fits and what tools might help to solve it.
- Build a mathematical model that covers the crucial features but yet can be implemented easily.
- Implement the model so that the end user can easily enter and retrieve data.
Students who normally enroll in this course are students who are majoring or minoring in mathematics or computer science. Students are required to have some previous knowledge and experience in working with computer applications. This means knowing how to use various mathematical software, and their capabilities and shortcomings. Students extensively use mathematical software such as MATLAB, Maple, Mathematica, Excel and OPL Studio.
Students work in teams under guidance of LSU faculty or graduate students. Faculty and graduate students at LSU have supervised teams of students on many significant projects, including projects that involve control theory and other important areas. You can read more about some of the teams here and at the Projects by Semester links on this page. During the Spring 2016 semester, the focus in the Clinic was on 3D printing and 3D scanning. The emphasis in Math 4020 is on the success of the teams and students' contributions to them. Students often meet with clients who visit to give feedback, and then team members give oral presentations. This gives students a unique opportunity to communicate results to people who are interested in the end product more than the technical details. Problems and projects come from refineries, hospitals, security agencies, banks and other departments and industries.


Quantum sensing using laser-cooled atoms shows promise for Army navigation, detection
Wed, 03/20/2013 - 12:00am
U.S. Army
ADELPHI, Md. (March 20, 2013) -- U.S. Army Research Laboratory scientists in the Sensors and Electron Devices Directorate are currently exploring the field of quantum sensing and are discovering ways in which the Army can benefit from innovations that were once thought impossible.
According to Qudsia Quraishi, Ph.D., a physicist in the Sensors and Electron Devices Directorate, or SEDD, who is working at the forefront of quantum sensing research at ARL, classical physics can limit the performance of precision sensing technologies such as time-keeping, imaging and navigation.
Laser cooled atoms are small yet coherent, meaning that one can measure a change in gravity or magnetic field, are extremely precise, and are highly sensitive.
In the Army's case, quantum sensors based on atomic systems are a major development that can benefit Soldiers because the use of atoms in an interferometer leads to more accurate navigation and environmental sensing.
Wineland in particular has used cooled ions to develop optical atomic clocks that are the most accurate clocks in the world.
Scientists are working to make it possible for Soldiers to carry miniature atomic clocks that will assist with time synchronization and position of tactical operations, such as directing missiles after they have been launched in GPS-denied environments.
"The first goal would be to create a table top compact sensor that could be used for Army installations or in tanks and planes, and the long-term goal would be for Soldiers to be able to carry compact sensors in their backpacks for precise navigation in GPS-denied environments," Quraishi said.
Just like with the classic computer though, scientists cannot imagine all of the possibilities of the quantum computer, which is still very much in its infancy as well.
There is much to be explored on what Quraishi calls the "quantum horizon," and those explorations could be vital to our Soldiers on the battlefield and have the potential to forever change the way they execute their missions.
The experiments with cold atoms at ARL are led by Patricia Lee, Ph.D., of SEDD. She is supported by Quraishi, SEDD post-docs Violeta Prieto, Ph.D., Jason Alexander, Ph.D., Dan Stack, Ph.D, and SEDD undergraduate students Matt Bahnsen and Ian Grissom.
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In Limble it is possible to share tasks with vendors or other people outside of your organization. This article will show you how to do that and teach you how the process works.
Share Task With Vendor
In the upper right corner of a task you will see a "Share" button. When you click it, a drop down menu will appear. Select the option to "Share Task Externally."
Next, you will need to choose a person or vendor to share the Task with. If you already have added your vendors to Limble you can select the green "Pick Vendor" button to select a vendor. (Click here to learn how to add vendors.) If you do not have the vendor added to Limble you can type their email in the field labeled "To:". The benefit of having your vendors entered into Limble is that all of their past tasks will be organized and you'll be able to look up their history.
Once you select the "Share Task" button, the Vendor will receive an email with a link to the task. When they click the link, a browser page will open and it will contain the task as if they were a Limble user at your organization. They will be able to follow the instructions on the task and complete them. They can also upload the invoice for their services. However, they will not be able to see anything else on your Limble account.
When the Vendor selects the "Finish" button, they will be logged out of the Limble task and the person who assigned the Task will be notified so they can review the work performed by the vendor.
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What is the default file permission of /etc/shadow in CentOS? Is there any difference in the default file permission of /etc/shadow in previous versions of CentOS?
That's an interesting observation; the only concrete evidence I could find, so far, is this SCAP mailing list thread talking about the change from RHEL5's default permissions of 0400 to RHEL6's default of 0. You can also observe that in the list of Common Configuration Enumartions on the Working Group's now-archived website.
The shadow file is specifically designed to be read ONLY by root. The point in this file is to prevent people from seeing your encrypted passwords because there are commands like "crack" than can figure out many passwords from their encrypted values. Prior to introduction of the shadow file the encrypted passwords were stored in /etc/passwd and if they weren't properly formed were very easy to break.
/etc/shadow file stores actual password in encrypted format for user's account with additional properties related to user password i.e. it stores secure user account information. All fields are separated by a colon (:) symbol. It contains one entry per line for each user listed in /etc/passwd file
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intellectual knowledge and experiential knowledge. Because researchers often do not have sufficient time for training or to attend events like this one, as an alternative to the face-to-face summer school events, we also plan to package the content into Carpentries-style lessons that can be used either in shorter training sessions, webinars, or asynchronously.
The URSSI summer school is primarily aimed at the people and careers portion of URSSI's impact goals, and secondarily at the research software sustainability and research software ecosystem portions.
5.2.2 Develop a Research Project Carpentry lesson program that teaches people how to turn code into a formal project
Overview: One challenge faced by many research software developers is how to convert a small (individual) coding effort into a more formal project. This situation occurs frequently as researchers develop small units of code to accomplish tasks important in their own work. When other researchers are exposed to these code units, they often want either to use the code, add to the code, or both. This is the point when the researcher needs to convert that code into a more formal project, both to ensure quality as others use it and to allow the community to contribute to it. Therefore, we propose to develop a Research Project Carpentry lesson plan, along similar lines as Software Carpentry, that will help researchers make this transition from an individual coding effort to a community-focused project.
Content: The goal of this effort will be to help projects develop a good project plan. As such, the Research Project Carpentries lesson program will focus on helping researchers understand what content a good plan needs to contain. It will also provide information researchers need for making choices about which of the various practices are most relevant to their particular project. The topics to be covered in Research Project Carpentry include: (1) requirements elicitation, (2) issue tracking, (3) source and version control, (4) testing, (5) documentation, (6) packaging and distribution, (7) pair programming, (8) code review, and (9) metrics. Note that there is some overlap between the focus of Research Project Carpentry and the Summer School described above. We anticipate reusing relevant content between these efforts.
Format: We will develop modules on the topics above as carpentries-style modules. This approach will allow the Research Projects Carpentries materials to be used either in a face-to-face training course, like the Summer School, or as stand-alone units. This flexibility will allow researchers to access the content in a mechanism that is most relevant to them. When this material is tested, we will use use a diversity statement submitted by potential participants as an input to the decision process, and at least 25% of the selected participants will be members of underrepresented groups.
Note: While this activity is relevant to the URSSI effort, we believe that it will have appeal beyond URSSI. Therefore, even though we include it here in the plan, we will also seek funding to support it from organizations outside of NSF. We also plan to solicit other organizations and individuals to contribute to this activity. URSSI will lead this work, organizing a community that will include external participants.
The Research Project Carpentry lesson program is primarily aimed at the research software sustainability portion of URSSI's impact goals, and secondarily at the research software ecosystem portion.
5.2.3 Plan a review service for software project plans
Building on the work done for Research Project Carpentries, URSSI has identified the need for a service where experts review and comment on proposed project plans. Researchers who are interested in this service would submit a project plan in a specified format. Then, experts would review the plan to ensure both that it is (1) complete with respect to the content necessary for the type of project and its current stage, as well as (2) the choices made for each aspect of the project plan are consistent with best practices. Once the review is completed, the reviewer would work with the project team to help resolve any deficiencies identified in the original project plan. This model is akin to that used by many "incubators" for start-up companies.
This activity is likely beyond the scope of URSSI, so we will create an initial plan for it, then seek to partner with other organizations who are pursuing similar efforts and explore external funding sources. In addition to the operating the service, URSSI and partners will need to develop and make available the following resources: (1) templates for project plans, (2) checklists for researchers to follow when developing the plan, and (3) guidance on how to choose from various alternatives for each section of the plan.
The softare project plan review service is aimed at the research software sustainability portion of URSSI's impact goals.
5.2.4 Evaluate and document successes and failures of the use of industrial software development practices in research software
Industrial software engineering has developed and refined a number of best practices for software engineering and software development, resulting in a large body of related literature. Conversely, it is not always clear which of these practices are relevant for use in developing research software, most notably because of the different incentive structures for developers in the research arena. It is also not always clear which aspects of the research software domain motivate the need to develop new software engineering or software development practices to handle the unique contexts within which research software exists. To accomplish this activity, URSSI will need to perform the following steps.
First, URSSI will gather experience reports describing the successful and unsuccessful use of industrial software engineering and software development practices in research software projects. Gathering these experiences will involve conducting surveys and interviews of developers of research software to document important information. In addition to the successes and failures with specific practices, these experience reports will also document cases where developers of research software encountered a situation or a problem for which they were unable to find software engineering or software development practices that were relevant. Cases where there is a lack of relevant practices suggest opportunities for creation of new practices.
Second, URSSI will analyze the experience reports to systematize the successes and failures and develop a series of evidence-based lessons learned. Because this information will be based upon real experiences from research projects, they will have great value to other research software projects.
The results of these efforts will feed into the next activity by providing concrete experiences that we can document into best practices. These experiences will be beneficial because we will draw them from experiences on real projects, with knowledge about the context within which the practice works. This context will help provide a description of the limitations on the practice, which is equally important to document.
This activity is primarily aimed at the research software sustainability portion of URSSI's impact goals, and secondarily at the research software ecosystem portion.
5.2.5 Compile and maintain a body of knowledge of best practices for research software development
Based on the outcomes of the above activities, URSSI will develop a portal to provide living information about best practices for research software development. In addition to including content developed from our own activities, URSSI will also actively find, through various means that include workshops and surveys, and curate information from other sites related to the development of research or scientific software. We will specifically ensure that information produced by the Carpentries is included, as relevant.
We will curate the following types of information:
Checklists for sustainable software - much of the content here will overlap with ideas discussed in earlier activities.
Templates for use in developing software, including templates for project plans, templates for documenting requirements, templates for test planning, and templates for community guidelines and policies.
Badging efforts that provide recognition for various qualities of research software and research software projects.
In addition to best practices, the URSSI clearinghouse will also curate information about training resources. In addition to providing links to the URSSI-developed training (described above), we will also link to other relevant training resources developed through other efforts like MoLSSI, SGCI, and IRIS-HEP. To help individual researchers and teams better understand how to make use of the various training options, we will develop roadmaps that guide people to the most relevant training for their current situation.
This activity is also primarily aimed at the research software sustainability portion of URSSI's impact goals, and secondarily at the research software ecosystem portion.
5.3 Cross-cutting activities
To support the five activities described above, URSSI will also need to perform a number of cross-cutting activities as follows:
Curriculum Development and Coordination To achieve the goals stated above, URSSI will need to support the development of new training materials. We anticipate providing support to experts in the research software community who can take their existing knowledge and package it in a Carpentries-style format that is most amenable to be used in the various types of training activities URSSI will support. Importantly, the training proposed above is meant to build upon, and provide a complement to existing educational outreach efforts. This training will provide follow on, more advanced content than the Carpentries, and will be longer in duration. We can provide this advanced content because our target audience is a subset of the audience focused on by the Carpentries.
Instructor Training To help deliver all of the developed content to a wide range of audiences in various locations, URSSI will need to provide support for training instructors. These instructors will be integral to the success of the Summer School and the Research Projects Carpentry.
Piloting Workshops As we develop content, we will conduct smaller workshops to pilot the content to ensure its sufficiency before deploying it to a larger audience. Because we will be asking people to participate in content development by providing feedback, we will need to have resources to support the travel for instructors and participants.
Gathering Experiences on Successes and Failures of Software Practices URSSI will support a team of researchers, who are experienced in survey and interview methods, to gather experiences, summarize the results, and document the findings. In addition, URSSI


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English language courses
This course gives participants the opportunity to analyse key aspects of drug-related deaths provision upon release from prison and other custodial settings, learn how to prevent an opiate overdose and explains what to do in the case of witnessing an opiate overdose.
By the end of the course, participants will also have an understanding of the opiate overdose reversal medication naloxone, where to obtain a kit and how to utilise it in the case of an overdose.
This course is to support prison doctors, prison health care workers, NGOs, people who come into contact with people who use drugs, GPs, nurses, teachers, police, housing workers and social workers and mental health workers.
Subjects of course:
- Identify the signs and symptoms an opioid overdose and explain how to prevent an overdose
- What is Naloxone and how its use.
- How Naloxone its used in Scottish prison.
This free course is a product of the project "My first 48 hours out – comprehensive approaches to pre and post-prison release interventions for drug users in the criminal justice system".
This course has been designed to be a complete tool to provide staff in low-threshold settings the knowledge, skills and techniques needed for testing people who use drugs for HIV and HCV and linking them to needed care.
It was developed within the EU-funded programme, Joint Action on HIV, Viral Hepatitis and Tuberculosis among People Who Inject Drugs in Europe (HA-REACT).
- Basic information about HIV, HCV, and TB
- What types of HIV and HCV tests exists and how they work
- The standards of test counselling
- Understand philosophy of harm reduction
- Address gender issues within existing services and/or develop gender-specific services
- Integrated approaches in realtion to substance use and HIV/HCV testing
- What can be done to support linkage
- How to choose the right tools and uderstand the meaning of quality
- Standards for HIV and HCV testing in prison settings
The main goal of the course is to broaden knowledge about substitution therapy in such specific conditions as penitentiary units. Participants have the opportunity to become acquainted with the main goals of substitution therapy and the benefits that prisons achieve by applying it. In addition, the most important methods of this type of treatment and its ethical basis have been described.
The content on this course is based on the expertise of scientists and medical doctors/psychiatrists/healthcare professionals working in the field of substitution treatment in prisons.
This course is to support prison doctors, contracted doctors, prison health care workers, prison administration, NGOs and others in delivering or supporting substitution treatment to opioid dependent prisoners.
Subjects of the course
- The main goals of substitution treatment.
- Benefits of substitution treatment.
- Schemes of substitution treatment.
- Threats and limitations of substitution therapy.
- The most commonly used drugs in substitution therapy.
- Implementation of substitution treatment in prisons.
- Information for patients in substitution treatment.
- Continuation of treatment after commencement or termination of prison sentence.
- Linking substitution therapy to treatment of blood-borne and other infections.
- Medical ethics of substitution treatment in a prison.
From the data provided in the "Condom Summit" report, condom distribution programs exist in 58 of the 193 countries listed by the UN in 2018. It accounts for only 30 percent of all countries in the world and testifies to the low coverage of such programs.
In this course we analysis of the studies and other published and unpublished data on the effectiveness of condom provision in prisons.
In the first part, we present examples of implementation of the programs of prisons with their assessment of the prisoners and the prison service.
In the second part, we presented the long-term effects of condoms in New South Wales prison in Australia
The last subject is the conclusion and recommendation regarding condom provision.
The "Harm reduction in prison" course provides a useful introduction to themes related to drug use in the prison setting and risks related to the transmission of infections through drug use and sexual activities, as well as an introduction on risk reduction strategies and services in prison both from the point of view of service description and of specific organisational and methodological aspects related to the provision of these services in a setting such as prisons.Before starting the course please read the manual on this page
This course aims to provide information and practical guidance to support the implementation of NSP in prisons and other closed settings. The course presents models of PNSP that have been tried and evaluated around the world, and provides recommendations and practical advice on advocating, starting, scaling up and monitoring PNSP.
The intended audience for this course includes prison governors, administrators and staff, health-care managers and programme coordinators at all levels across all types of custodial institutions, prison administrations, non-governmental organizations (NGOs) and trade union officials.
- The scientific evidence on the effectiveness of PNSP.
- A legal framework for PNSP.
- Models of needle and syringe programmes in prison.
- Elements of an effective programme.
- Document HIV, hepatits, injecting drug use and risk behaviours among prisoners.
- Identify and educate key stakeholders.
- Implement the programme at the prsion level.
- Monitor, evaluate and conduct quality assurance.


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Tactile sensors and electrotactile stimulators can provide important links between humans and virtual environments, through the sensation of touch. Soft materials, such as low modulus silicones, are attractive as platforms and support matrices for arrays sensors and actuators that laminate directly onto the fingertips. Analytic models for the mechanics of three dimensional, form-fitting finger cuffs based on such designs are presented here, along with quantitative validation using the finite element method. The results indicate that the maximum strains in the silicone and the embedded devices are inversely proportional to the square root of radius of curvature of the cuff. These and other findings can be useful in formulating designs for these and related classes of body-worn, three dimensional devices.
All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)


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|Paper Plate Charactor Masks and Bible Story Plays
paper plates,glue,yarn,construction paper,scissors,markers,crayons
Choose a story from the Bible...
Example "Daniel and the Lions Den",Use the paper plates to make a lion mask, daniel mask, or angel mask, kings mask etc.
Take the paper plates and cut holes for the childrens eyes, glue yarn for the mane of the lions and brown paper for the face of the lion and the whiskers, make a crown for the king, a halo for the angel etc. Attach to the childrens faces with string and have them play act the story out as you read it to the class. They really love this and makes them remember it a lot better. Other great stories to do with this are...
Noah's ark (using two of animals), David and Goliath (have children make armor out of plates), Moses (long white beard with yarn on the plate), Samson and Delilah (have long hair of yarn that they can cut off).
Have fun with it and let the kids make their own and have fun play acting.


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Independence National Historic Park ~ _URL_
Independence National Historical Park, located in downtown (called "Center City"), Philadelphia, is often referred to as the birthplace of our nation. At the park, visitors can see the Liberty Bell, an international symbol of freedom, and Independence Hall, a World Heritage Site where both the Declaration of Independence and the U.S. Constitution were created. In addition, the park interprets events and the lives of the diverse population during the years when Philadelphia was the capital of the United States from 1790 to 1800. A section of the park where Benjamin Franklin's home once stood is dedicated to teaching about Franklin's life and accomplishments. Spanning approximately 45 acres, the park has about 20 buildings open to the public.


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Key to More Active, Slimmer Kids: Friends
MONDAY, May 28 (HealthDay News) -- Could your young child be putting on excess pounds because her friends sit around? A small study suggests it's possible: Kids seemed to become more active in after-school programs if they hung out with active kids, and the reverse was true, too.
The findings don't prove that friends directly affect how active kids are, and it's not clear whether there's enough of an impact to make a difference in obesity or activity levels throughout the day.
Still, the research raises questions about whether chubbier kids can be influenced by more active peers, said study co-author Eric Tesdahl, a graduate student in Vanderbilt University's department of human and organizational development. Perhaps, he said, less-active kids could be grouped with more-active ones.
"There's a pretty good chance that you could make some significant changes based on the social-influence factor alone," Tesdahl said. This is especially true, he said, since the research suggests kids don't simply flock to other kids who are like them -- active or non-active -- but instead are influenced by their peers.
In the study, researchers analyzed 81 kids aged 5 to 12 in after-school programs. Their average age was 8 and most were black or Latino. The researchers followed them over three months, asked them about their friends and tracked their activity levels with devices called accelerometers. They only wore the devices during the after-school programs, which lasted for three hours a day.
The kids appeared to adjust their activity levels to those closest to them. While other research has suggested that kids are drawn to those who are most similar to them in terms of obesity -- "obese kids tend to befriend obese kids," as Tesdahl put it -- this study didn't show that.
"It was much more likely for a child to adjust their activity level to that of their friends than it was for them to not adjust or to go in the opposite direction," Tesdahl said.
The study found that children consistently increased their activity levels by 10 percent to be more in line with their peers.
Ray Browning, an assistant professor at Colorado State University's department of health and exercise science, praised the study and said it helps clarify "how relationships affect health-related behavior" even though "it is easy to look at a study like this and say 'duh.'"
However, he said, the study only looks at a few hours of the day.
In the big picture, he said, it's "well-established" that peers make a major difference in teenagers when it comes to things like using drugs. But the influence of other kids is not as clear in younger kids.
To make things more complicated, "the friendships of young children are fairly dynamic," he said. "They're forming and reforming with some relatively high frequency."
By contrast, he said, "we tend to think of obesity as more of a chronic condition that we acquire over time. When the friendships are coming and going, you could make the argument that it may have less of an impact."
The study appears in the June issue of the journal Pediatrics, published online May 28.
For more on childhood obesity, visit the U.S. Centers for Disease Control and Prevention.
SOURCES: Eric Tesdahl, M.A., graduate student, department of human and organizational development, Vanderbilt University, Nashville, Tenn.; Ray Browning, Ph.D., assistant professor, department of health and exercise science, Colorado State University, Fort Collins; June 2012 Pediatrics


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|Student interns can learn fish identification during fish processing events
|Students involved in video experiments on burrowing crayfish behavior
Frequently Asked Questions
The crustacean collection represents over 37,000 specimens, while the fish collection
represents 17 Million specimens primarily from Indiana, the Midwest, and Southeastern United
States. The fish collection includes the second largest collection of larval and juvenile
stages of freshwater fishes in North America. Current projects include the completion of
the Fishes of Indiana and beginning the formation of the Crayfishes of Indiana. These
projects would require the incumbent to assist in the development of tables, figures, and
literature citations. Information will be included in the Surveys electronic database.
The Survey is a small group of research scientists, so the ability to follow directions
and work with minimal supervision is a must. The Survey is an affiliate of the Indiana
Academy of Science and is committed to the study of the flora and fauna of Indiana.
The Aquatic Research Center of the Indiana Biological Survey is a 501(c)(3) not-for-profit institution interested in the aquatic fauna and flora of Indiana. One of the principal missions of the Center is the training of students. Thus, the Center is committed to training, mentoring, and publishing with student interns and volunteers. Since the Survey is a small group of research scientists, the ability to follow directions and work with minimal supervision is a must. The Survey is an affiliate of the Indiana Academy of Science. There are many opportunities for current students, as well as graduated students.
Frequently Asked Questions
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- So what can I expect to get involved in with the Center?
- Past students have been involved in field research and worked in all 92 Indiana counties;
- Past students have worked outside Indiana with other researchers from other organizations;
- Students have conducted research projects with senior scientists and conducted their own original research;
- Students have published peer-reviewed journal articles;
- Students have assisted in the curation of the specimen collection;
- Students have worked on the collection database;
- Students have been involved in the fish processing events (THE Marathon of fish processing!);
- Students learn basic systematics, taxonomy, and scientific nomenclature;
- Students work in the library cataloguing articles and performing searches.
- What if I need to do an internship for my University degree? Can the Survey help me?
- Yes, the Center has sponsored over 40 students from a variety of college campuses. You do not have to be a student at Indiana Unversity to work with the Center; however, many of our students come from the Bloomington campus. Generally, these positions are known as internships and the Center will involve you in current research projects. The student agrees to 300 hours of service and in return the Center will provide a stipend, training, publication opportunities, and expense reimbursement for project related costs. Please contact the Center for a list of current projects and research opportunities since these opportunities change frequently.
- I qualified for Work Study can the Center hire me?
- The Center has funds set aside each year to hire undergraduate and graduate students. These students are paid directly by their University. These students are involved in the curation of the specimen collections and work directly with the Curators and Collection Manager in maintaining the specimens and in adding new material to the collection. Check with your University to determine the amount of funding support you are eligible for, then contact the Center with this information to see if there are opportunities. Opportunities change each semester so if you are unable to join us – continue to check back!
- What if I have already graduated?
- Students can take advantage of the student mentorship program. This program enables students to get valuable experience in aquatic studies so that they can improve their resume. The process includes mentorship by one of the senior staff members at the Center. The incumbent selects an area of research and then designs their project from the bottom up! Study design, sampling protocols, field collection of information, data analysis, manuscript preparation, and publication are all part of the experience. At the conclusion of the process, the student will have attained valuable experience that will benefit them in achieving their future professional goals.
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Presentation is a fundamental component in how adults comprehend and retain information in continuing education courses and seminars. When preparing an instructor-led continuing education course, it is important to use techniques which will make your presentation straightforward and engaging.
The 90/20/8 rule, developed by the Bob Pike Group, is a structured formula for best presenting content to adult students. The rule states a class should break every 90 minutes to ensure participants understand and absorb course material. In addition, the presenter should ask for audience participation every 8 minutes to promote discussion and keep content interesting. Dividing course content into 20-minute segments can be an advantageous way to introduce material in manageable portions. Revisiting content through audience involvement will help students apply course information and resources to future projects.
Providers, what are your adult learning tips and techniques?
Additional resources on adult learning techniques:
The Bob Pike Group