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|Advanced Mechanics of Materials and Applied Elasticity by Anthony E. Armenakas
|E-book Particulars :
Advanced Mechanics of Materials and Applied Elasticity by Anthony E. Armenakas
This textual content is an outgrowth of the fabric used by the writer for a number of a long time in senior and graduate programs for college students of mechanical, aerospace and civil engineering. It offers with the issue of computing the stress and displacement fields in strong our bodies at two ranges of approximation: the extent of the linear idea of elasticity and the extent of the theories of mechanics of supplies. The linear idea of elasticity is predicated on only a few assumptions and might be utilized to our bodies of any geometry.
The theories of mechanics of supplies are based mostly on many assumptions along with these of the idea of elasticity and they are often utilized solely to our bodies of sure geometries (beams, bars, shafts, frames, plates shells and thin-walled, tubular members). On this textual content the formulation of the theories of mechanics of supplies are derived in a method that the assumptions on which they're based mostly might be clearly understood.
Furthermore, wherever potential the outcomes obtained on the premise of the theories of mechanics of supplies are in contrast with these obtained on the premise of the idea of elasticity. Prior to now, the use of the linear idea of elasticity was restricted by the truth that only some issues might be solved utilizing the out there classical strategies. Thus, approximate theories just like the theories of mechanics of supplies had been formulated for which actual options might be discovered.
With the appearance of the digital laptop, many issues involving our bodies whose geometry doesn't justify the use of the theories of mechanics of supplies, are formulated on the premise of the linear idea of elasticity and solved roughly with the help of a pc. Thus, a mechanical, civil or aerospace engineer who works within the space of stress evaluation and design usually makes use of software program based mostly on the linear idea of elasticity. It will be significant subsequently that grasp's stage college students of mechanical, aerospace and civil engineering who specialize within the space of stress evaluation and design, ought to purchase some data of utilized elasticity.
The ebook consists of 18 chapters and 7 appendices. Within the first chapter a quick evaluation of vector evaluation is offered adopted by a really elementary, however concise introduction to the algebra of symmetric tensors of the second rank. Within the theories of mechanics of supplies and elasticity one offers with portions reminiscent of stress, pressure and moments and product of inertia that are symmetric tensors of the second rank. It's fascinating subsequently that the coed learns on the very starting the transformation properties of such portions in addition to the best way to decide their stationary values.
Download Advanced Mechanics of Materials and Applied Elasticity by Anthony E. Armenakas simply in PDF format totally free.


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Is there really such a phenomenon as playing it safe?
I suppose one could make an intelligent case that some activities are more risk free than others. Sitting on my couch watching television seems to be safer than bungee jumping. Investing money in penny stock seems much riskier than hiding money under my bed. There's clearly a common sense element to this notion we'd all benefit from understanding. However, the admonition to play it safe can also be a major dream killer if one doesn't place it in a broader context.
In almost all cases where someone speaks of playing it safe, they're thinking in terms of what is 1) physically harmless 2) economically conservative or 3) NOT socially embarrassing.
But what happens to our concept of safe if we add the following two categories into the mix: what is 1) psychologically palatable and 2) spiritually satisfying?
Does it then become possible that every decision is risky and safe at the same time, but in a different sense?
Is it possible that by playing it safe in one sense, we are placing ourselves at great risk in another?
In relationship to what, exactly, are we playing it safe?
As you consider making plans and setting goals, are you focused solely on not losing money, avoiding discomfort, or escaping the possibility of embarrassment?
Is your concept of playing it safe causing you to put your happiness at risk? By not taking any chances, are you playing Russian roulette with your spiritual legacy?
In light of the four categories of risk I've mentioned, what if there is no such thing as playing it safe at all?
If there is no such thing as playing it safe, what should the basis of your decisions be?
You tell me! I'd love to hear your thoughts.

source: openbmb/Ultra-FineWeb


Facts about Skunk cabbage
Skunk cabbage (Symplocarpus foetidus) is a member of the arum lily family, which is unique in the fact that some of its members are thermogenic. In terms of plants, this infers the ability to provide heat in excess of ambient temperatures. The skunk cabbage is able to accomplish this increase in temperature due to the large quantity of respiratory tissue in the spadix, as well as from the deep fleshy roots. The spadix is a fleshy spike, which carries dense clusters of small, inconspicuous flowers, enclosed by a leafy hood, the spathe. Early in the spring, skunk cabbage will begin to push its green and purple spathe and spadix up through the cold mud and snow. Due to this anatomical and physiological adaptation, skunk cabbage has the ability of temporarily maintaining a core temperature in the spadix that is 15 to 30 degrees Celsius higher than ambient temperatures (Knutson 1974). Even during cold nights skunk cabbage can maintain
this unusual warm temperature. This heat is produced by sterile male flowers through a regulated rate of oxidative metabolism. However, due to this excessive heat production, the flowers must consume oxygen at a rate much higher than normal. In fact, this rate of oxygen consumption is comparable to that of a homoeothermic animal the size of a shrew or a hummingbird. What this heat accomplishes is, it serves to volatilize odoriferous compounds (often amines or indole) that mimic decomposing flesh and attract certain pollinating insects.
Facts about Shunk-cabbage
Materials and Methods
Results and Discussion


Genealogy Friday: Genealogy Gift Ideas for Senior Adults
posted in: Genealogy, Gifts, Holidays, Pictures | 0
 1. Blankets—older adults often get cold very easily. However, you can take a picture and have Wal-Mart, Walgreens, Shutterfly
 family puzzle
 family puzzle
 or another company create a blanket from a family picture.
 2. Coffee Mugs—each morning my grandmother has hot chocolate with her 3 great-grandchildren. This mug was a Christmas present and she loves it.
 3. Calendars—create a calendar using family pictures. Once again you can easily create this online.
 4. Pillows—use family pictures and create pillows. You can make your own or order online.
 5. Find or make old style toys {dolls, cars, etc} that your loved one may have grown up with. This may prompt all types of memories.
 6. Puzzles—create a puzzle or order one online based on a family picture. This can be so much fun for everyone as the family slowly begins to take shape. You'll be saying, "This is "insert name" nose…"
 7. Ornaments—create family ornaments that are special to your family.
 family quilt
 family quilt
 8. Crossword Puzzles or Word Searches using family names, places, etc. you can find online software to help you with this.
 9. Magnets for the refrigerator, kitchen or cabinets with family pictures. Senior adults love to brag on their grandchildren and great-grandchildren.
 10. Family Quilt—if you enjoy quilting, create a quilt using pictures of family members.
 11. Bonus: Life of Yesteryear—memory books for grandparents can easily be found. This is a great gift for everyone. Grandma/Grandpa can write out their memories which will be saved and cherished for years to come.
What are some fun gift ideas you have?


Is blood ever really blue?
If you've heard the term "blue blood" — used refer to royalty, or to police officers — you might wonder: is blood ever really blue?
blue blood red blood
Royal blue
Blue blood, when referring to royalty, is translated from the Spanish phrase sangre azul. The term most likely finds its origin in the upper class of ancient societies, whose untanned skin clearly showed the bluish veins just under their skin — unlike the heavily tanned working class, who toiled outside in the sun and the elements.
blue veins showing through pale skinMuch more recently, police officers sometimes also use the expression "our blood runs blue," referring to the bond of officers, with the blue the color of the majority of police uniforms.
Venous vs arterial blood: Is blood ever blue?
Basic physiology lesson: With just a couple exceptions near the heart, arteries carry oxygen-rich blood from the heart to the various parts of the body (oxyhemoglobin), while veins return the blood, after oxygen delivery is complete, to the heart (deoxyhemoglobin).
Blood is bright red — think fire-engine red — when oxygenated, and a more burgundy/maroon color when it's not. That means it might look a little bluish, but is still well within the red color spectrum. (This is known as the arteriovenous oxygen difference.)
Those blue veins
Despite their bluish appearance from the burgundy-colored blood within, that which flows through your veins — such as those on the underside of your wrist — it is still quite red.
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The blue tint of the vein's appearance is partially caused by the same phenomenon that makes the sky appear blue: Rayleigh scattering.
And why do we only really see veins through the skin, not arteries? Because they're bigger, closer to the surface, and have thinner walls than most arteries.
The textbook case
veins blue arteries redFor clarity in anatomical drawings, most medical texts are illustrated showing the arteries in red (because they move oxygen-packed blood cells throughout the body) and the veins in blue (with that de-oxygenated blood heading back to the lungs for a refill). This kind of artistic rendering — as seen to the right — may contribute to the misconception that sometimes human blood is blue.
If you're interested in getting a way, way in-depth view on this topic, check out this scientific study from 1996: Why do veins appear blue? A new look at an old question.
A horse of a different color
But is there ever really such a thing as blue blood — outside the science-fiction world, that is?
Yes. It's just that human blood is never blue.
Now, if you're a mollusk (clams and the like), which also includes cephalopods (squid, for example) and gastropods (slugs and snails), or a select few arthropods — like the horseshoe crab, as shown at right — you bleed blue. This is due to the fact that all these animals' blood contains the protein hemocyanin — about 50g per liter, according to chapter 11 of Carl Shuster's The American Horseshoe Crab.
Horseshoe crab - photo courtesy National Park ServiceHemocyanin (note the cyan — meaning blue — in the middle there) is colorless when deoxygenated and dark blue when oxygenated, and the blood of the horseshoe crab is generally grey-white to pale yellow, since they live in low oxygen environments. It's only upon bleeding that their blood shows its true color.
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Technically, since horseshoe crabs blood also contains lymph fluid as well, what they bleed is technically called hemolymph — but if you ask me, that's close enough.
So the blue blood score is Horseshoe Crab: 1; Humans: 0.
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Design for manufacturability
Every ERREKA Plastics injection moulding model, focuses on design for manufacturability. Dedicated project teams contribute from all areas of expertise throughout each stage of product development ensuring smooth transition from design to manufacture.
- Product design review & development utilising CAD.
- Rheology studies by simulation software to support product design & material selection.
- Design for manufacture and assembly, maximising output, minimising cost.
- Comprehensive knowledge of engineering plastics & processes.
- Rapid Prototyping.
- Optimisation of processes and equipment.
- FMEA, Capability studies and DOE Validation and Qualification.


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The Infinity Gauntlet is a gauntlet used for channeling the power of the Infinity Stones. A knockoff gauntlet was in Odin's vault, which was right-handed, while the real one, which is left-handed, is in Thanos' possession. It grants the bearer infinite power over reality through the use of the six Infinity Stones (Mind, Reality, Soul, Time, Power, and Space) embedded in it.
A right-handed Infinity Gauntlet with replicas of the Infinity Stones is on display in Odin's weapon vault, and is guarded by The Destroyer.
In Thor's hallucination, Thor sees the Infinity Stones being assembled on a cloud-like version of the Infinity Gauntlet.
Because both Loki and Ronan the Accuser failed to retrieve the Infinity Stones for him, Thanos opens a vault and put on his left-handed Infinity Gauntlet, and decides to hunt for the Stones so that he can destroy Earth himself.
The false Gauntlet reappears in Asgard. While Hela explores Odin's vault, she finds the right-handed Infinity Gauntlet and immediately discerns that the "Infinity Stones" within it are replicas and not the real Infinity Stones.
The gauntlet is utilized by Thanos during his invasion of Earth. It is also revealed that he forced a band of dwarves, led by Eitri, to make it. After having collected all of the Infinity Stones by the end of the movie, despite the greatest efforts of the Avengers and the Guardians, Thanos utilizes the Gauntlet's power by snapping his fingers, causing half of all life in the entire universe to disintegrate, but damages the Gauntlet in the process.
Three weeks after Thanos's victory, the Avengers ambushed Thanos at his farm and Thor sliced off his hand that held the Infinity Gauntlet with Stormbreaker. Unfortunately, the Infinity Stones were not on the Gauntlet, forcing Captain America to question the whereabouts of the Stones. Thanos replied that once the Snap was complete, the Stones had no purpose and that he had reduced the Stones to atoms. This forced Thor to slice off Thanos's head and the Avengers returned back to Earth. They leave the charred and useless Infinity Gauntlet behind to rust.
- When holding the Infinity Stones, the Infinity Gauntlet grants the bearer infinite powers when used within the universe of its origin. Thanos successfully uses the Gauntlet to wipe out half the population of the entire Marvel Cinematic Universe, setting in motion the conflict for Avengers: Endgame.
- In Thor, the Gauntlet is depicted as being worn on the wielder's right hand, while in Avengers: Age of Ultron and the Avengers: Infinity War teaser, it is depicted as being worn on the wielder's left hand, like in the comics. It was revealed by Kevin Fiege that there are two Infinity Gauntlets. However, this was disproved in Thor: Ragnarok, in which the right-handed one was revealed to be a fake by Hela.
- This gauntlet, along with its Infinity Stones, were created by Asgardians to show how the item is supposed to look given, as Volstagg explained that the only Infinity Stone Asgard has in its possession is the Tesseract.


MartinLogan SL3 loudspeaker Manufacturer's Comment part 2
What is the difference between the near field and the far field?
In the far field the dispersion pattern can be described in terms of angles and a constant (1/R) term. Meaning the radiation pattern is independent of the distance. In the near field, this is not the case. The radiation pattern is dependent on the distance.
What the hell does all this mean to us?
What it means is that a person sitting 3' away from the speaker will hear something different than a person sitting 10' away, even if they are at the same angle to the speaker. How then do we get a fair measurement of the speaker's frequency response? The way it is done at ML is to set the speaker up according to the owner's manual and measure the response. This is usually done at a distance to the speaker of 9-12'. The SL3's response curve at 10' is shown in fig.2. (Note: 8.9V at 3.2m is scaled such that a 90dB/2.8V/m point-source speaker would read 90dB on this graph.)
Fig.2 Martin-Logan SL3, response on-axis at 3.2m, 8.9V input level (5dB/vertical div.).
The speaker has been designed so that a person who takes these speakers home, reads through the owner's manual, and sets them up accordingly will achieve a response similar to the one shown above. The most critical part of the set-up is to get the speaker positioned so that when the listener looks at the curve of the ESL element they see the inside third of the panel.—Gayle M. Sanders, Martin-Logan Ltd.


Qigong Lesson 2: Awareness
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 1. Robert Whiteside says
 Thank you for this exercise.
 This, like the first exercise, is very effective. I carry too much tension in the shoulders. I have already started using this at work to allay spots of tension I sense during the day.
 2. mahmoud ali says
 How can I feel that any part of my body has tension o it is relaxed?
 - Ben Sterling says
 This will come with practice. Use the previous exercise on relaxation to begin building the awareness of when things are tense. Also, begin to check frequently throughout your day for excess tension.
 There is almost always more tension than is necessary even in advanced Tai Chi masters. So look for wherever you are holding the most tension. Then release it. Then look for where you are now holding the most tension and release it.
 You could even put this on a schedule. Pick several times throughout the day and do this exercise for a minute or two. Or set your phone to chime every hour as a reminder.
 Eventually you want to build this into a habit. So you are constantly releasing excess tension throughout the day without even thinking about it.


text: How we develop our serious games concept for effectiveness and fun Last update: october 2019 Developing a serious game concept (or the gamification of problem solving) requires some extra steps compared to traditional game development, so we summarized our internal approach as a piece of game development advice. Introducing research early and making it an integral part of game development reduces the risk of spending all the budget on a serious game that will prove to be ineffective in the end. We are trying to get the best of both worlds – using the power of research and the expertise of a game development company to make a fun and effective serious game. The goal of research is to ensure that the core mechanics are effective in terms of both entertainment and education. These insights may be interesting for serious game companies, researchers, or clients who are interested in making a serious game. During the production phase, research aims to gather feedback about the usability, engagement, and learning of the game in order to continually make improvements. Finally, during the post-production phase, the final game is tested for its efficacy and effectiveness in terms of the learning goal. Based on these different types of research needed for each production phase, we propose the following five steps: Concept phase: making sure that we have a solid, evidence-based game concept ("How can the game make a measurable impact?") Pre-production phase: testing the core mechanics using prototypes ("Does the core mechanics work for the entertainment and education goals?") Production phase: testing the usability, engagement, and learning iteratively ("Is the game easy to understand, fun, and effective?") Post-production phase 1: doing efficacy and effectiveness research of the final game ("Is the game efficacious and effective in reaching the learning goal?") Post-production phase 2: tracking metrics after game is released ("Is the game effective in real life?") This article will focus on the first part – the concept phase. I will outline the steps that we take to develop the game concept in the next section. What are the steps in the concept phase of creating a serious game? The steps we take to develop our serious game concept: Define the goal of the game Extract requirements for the game from a problem analysis Create concepts filtered by the requirements Participate in the game testing with the target audience together with the clients/domain experts 1. Define the goal of the game How do we define the goal of a game? Defining the goal of the game is the most important step before creating a game concept. Ideally, we want a goal that is specific, time-bound, measurable, feasible, and relevant. To make sure that we have a scientific list of requirements for the game, we do a literature research together with the clients/domain experts, which results in a document called "Problem Analyses". We define the problems that the game tries to solve. The solutions becomes the goal of the game for the players and the theoretical background it is based upon. 2. Extract requirements for the game from a problem analysis How do we define the requirements for a game? From the "Problem Analyses", we extract requirements for the game concept. The requirements are dictated by the results from the literature research, as in, what does the literature offer as the solution for a given problem. These requirements are added to any requirements a client might have beforehand. 3. Create concepts filtered by the requirements How do we use the requirements to create a concept? When we finish the list of requirements for a game concept, we sent it to the clients/domain experts and ask them to rate the priority of each requirement. Based on their ratings we have a brainstorming session and come up with several game concepts. We start from the requirement that we think is the most important and jot down whatever concepts that come to mind. After we have an initial list, we run the concepts through the requirements that we derived from the previous step and select the game concept that meet the most requirements. 4. Participate in the game testing with the target audience together with the clients/domain experts How does participating in testing help our game concept? We do many tests with the clients and their target players to evaluate the effectiveness and fun of the game. We also look to see if players are clear on the goals the game communicates. From those tests, we narrow down elements that worked the best. Its best to have people from the game development team also participate in the testing, so that we can also observe what worked the best in terms of gameplay. To read more on game testing read this comprehensive wikipedia article: Game Testing. At the end of these steps, we might go through these steps again if there are indications that we need to refine our concept. If you're interested in how we apply the steps above to our own products, have a look at our method page as well. Do you want to learn more about serious games and their impact? Subscribe to our newsletter to read more articles like this. Subscribe now! Additional Advice Elicit feedback from within the company as soon as we have a draft of the game concept Sometimes. the first time someone within the company, who was not on this project saw the game concept,was when we had the complete first game concept. They provide very insightful feedback, but we did not incorporate that because we did not have enough time. In the future, we should show the draft of the game concept as soon as we have a rough draft to make use of the team's intuitions and expertise in making fun games. Add a step to filter the clients/domain experts' feedback before revising the game concept We added a step to filter domain experts' feedback. In this step, we separate the functional requirements from the creative suggestions. In other words, we follow the clients/domain experts' requirements about the goals of the game but are more cautious when they suggest how the game should look, how the gameplay should be, or how the educational elements should be incorporated into the gameplay. When we are in doubt, we can get the opinions of other domain experts and the other members of the company or test the ideas with the target audience. If the clients/domain experts do not like the game concept, but it is effective and liked by the target audience, we stand our ground. Expect a communication curve and communicate more frequently with the clients/domain experts From the initial ideas that the client came to us with to the current game concept, there can be multiple iterations. During every iteration, we can discover discrepancies between what we thought the clients/domain experts wanted and what they actually wanted. It feels like the discrepancy is getting smaller and smaller when we talk with each other more and more. Eventually we will reach the Bull's eye – a game concept that we are both happy with. Some parts of the communication curve are avoidable. For example, if we can get the requirements from the clients/domain experts and clarify them earlier, and if we could involve the clients more while making the first game concept, we can make a game concept that is more on-point the first time. Other parts of the curve are inevitable because the clients/domain experts may not be able to tell us what exactly they want until they see the concrete game concept. It indicates that when we plan for the development of a serious game, we should take the communication time into account, and communicate with the clients/domain experts earlier and more frequently. Conclusion We took some time to address this workflow and are now benefiting from it in our new projects. One of these projects is Reducept, a virtual reality game that helps reduce chronic pain. Its game concept was developed in line with the workflow we described above, and is receiving many favorable reactions. Hopefully you can use our advice to improve (parts of) your game concepts. Thanks for reading and good luck! Resources Game Testing Serious Game Effectiveness Serious Games This is a condensed version of an earlier article, you can find it here.


The Need for Constant Reinforcement
Homework and revision may often seem like a tiring element of learning. However, revising and reinforcing each night the lessons and knowledge of the day can often benefit students.
While cramming for the exam or composing the essay in one hit eliminates time, there are few benefits for learning and processing of information. Doing a little bit each night, rather than in one big block on the weekend, builds momentum. By allocating time each night, the student can process the information in smaller portions. With smaller bouts of knowledge covered, the likelihood of the student remembering and retaining the information is much higher than if a cram session was to be allocated for the night before.
Revising and reinforcing each night also leads to a sense of consistency for the student. Scheduling out time and days for specific subjects or tasks will not only enhance the learning process but also ensure that reinforcement is constantly occurring each week. This consistency in having specific days and subjects to cover each night, consequently, builds a routine. With both consistency and a routine, the student will be better engaged during the reinforcement of each concept.
An aspect of reinforcement that also contributes to the student's learning process is the development of their confidence. In reinforcing each night, information is both processed and absorbed better. In knowing the theory and feeling a sense of achievement, confidence is restored. With this new sense of confidence, the student is equipped for the learning ahead; approaching each task with the help of revision and reinforcement. This helping hand of reinforcement each night in turn promotes engagement and participation within the classroom.
Going over everything each night is an important part of the learning process at school; however, the act of reinforcement can also be used in further studies. If the student begins to allocate time each night to go over the day's work, the better prepared the student is not only for upcoming exams but for possible future studies. Unlike our favourite teachers, tertiary programs do not offer reminders of what should be completed on what day. Instead, it's just a final due date. Getting in the habit of working on each subject each night then prepares students for possible further study.
By mapping out a plan each night and dividing each subject into smaller components of study, the student is participating in reinforcement. Revising and reinforcement can offer consistency and momentum for the student, creating a rhythm for learning. A better sense of confidence is achieved by the student, with the probability of engagement and participation increasing as a result. The importance of reinforcement of theories and tasks each night inevitably leads to a more prepared, engaged and confident student.


Descent of Man
Charles Darwin first illustrated an evolutionary explanation of beards in 'The Descent of Man'.
In which he hypothesized that the process of sexual selection may have led to beards. Females find hirsute suitors sexy. Explanations for the existence of beards include signalling sexual maturity and signalling dominance by increasing perceived size of jaws, and clean-shaved faces are rated less dominant than bearded. Detractors may deny it, but modern biologists have reaffirmed Darwin's theory with evidence that the ladies find mates with beards more attractive than their clean-shaven brethren.


Complex Civil Litigation
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Understanding Your Rights in a Qui Tam Action
"Whistleblower" Actions under the False Claims Act
Do you know someone who's been cheating on his taxes? A person who's been wrongfully collecting Medicaid or Medicare or illegally obtaining other government benefits? If so, you may be able to file a form of whistleblower action known as a "qui tam" lawsuit, whereby you'll be entitled to a portion of whatever the government recovers from the person committing the fraud. Here's how it works.
Under the federal False Claims Act, enacted in 1863 (also known as the "Lincoln Law"), a citizen who successfully reports fraud on the government may be entitled to anywhere from 15% to 25% of any amounts recovered from the wrongdoer. The law allows the private citizen, known under the law as a "relator," to essentially bring a lawsuit on behalf of the United States. There is no requirement under the False Claims Act that the relator have actually suffered any direct personal harm because of the actions of the person perpetrating the fraud. The relator must have information that proves that the wrongdoer intentionally or knowingly made false claims to the government. Furthermore, the information must not be in the public domain.
The law also provides for attorney's fees for any successful lawsuit and prohibits a private citizen from bringing a qui tam action without an attorney. Once the qui tam action has been filed by the relator's counsel, the federal government may opt to intervene and prosecute the lawsuit. The defendant, however, is prohibited by law from disclosing any information related to the qui tam action, including the mere fact that a qui tam action has been filed.


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MEMPHIS, TN (abc24.com) - Mississippi River levels have been steadily declining throughout the summer. Levels have been disastrously low and have fallen within a foot of record lows. Drought is to blame for the decline, but weekend rain in the Mid-South and across the Ohio Valley has been some help.
The Mississippi River levels have risen around two feet on the Memphis gauge. The Army Corps of Engineers measured the river at -7.0 feet and it is forecast to climb another two feet over the next five days. Widespread rain across the Ohio Valley flows into tributaries that lead to the Mississippi River, helping water levels to climb in the Mid-South.
River engineers say that the Mid-South isn't out of the woods yet. River levels could fall again, but proactive measures are being taken to keep the channel open.
Jim Pogue with U.S. Army Corps of Engineers Public Affairs says, "We're in such better shape than we were in 1988. We could probably sustain minus 10.7 and wouldn't see groundings in our part of the river here."
Man-made structures, like dykes, have been introduced to the river. Dykes help guide the river current to prevent sediment from building up on the river floor.
"The dykes help channel the river and speed it up a little. So, you don't get as much sediment that settles. Thus the river stays open," says Pogue.
Mid-South harbors are a different story. Many harbors are shallow and unsafe for navigation. River engineers plan to dredge the harbor at President's Island for the second time next week.

source: HuggingFaceFW/fineweb-edu


Jo Moules cuts through the confusion and gets to the heart of formative assessment
© iStock
Only occasionally does a publication change national policy and practice, but that's what happened with the publication in 1998 of Paul Black and Dylan Wiliam's book Inside the black box.1 That short review of the nature and value of formative assessment, along with follow-up publications from the same authors,2 created a national agenda for assessment. Its impact can be seen in the assessment policies of most schools in the UK and in aspects of classroom practice such as 'wait time' and 'no hands up'.
But what is formative assessment? A brief review of the literature reveals a variety of definitions. They vary in complexity and detail – some are useful, others less so. In the belief that simple is both helpful and less liable to misinterpretation, here's my classroom-based description of formative assessment:
 - There is a gap between where learners are and where we want them to be.
 - Teachers cannot close the gap, only learners can close the gap.
 - To do this they need to know where they are, where we want them to be and have some ideas about how to make the journey between the two.
Any activity that illuminates this contributes to formative assessment.
Speak up at the back
The critical principle underpinning formative assessment is the use of dialogue between learners, and between learners and teachers, to reveal what learners are thinking. Talk contributes to both learning and assessment, providing a bridge between the two. As Black and Wiliam put it, 'Opportunities for pupils to express their understanding should be built into any piece of teaching, for this will initiate the interaction whereby formative assessment aids learning.'
I find it ironic that primary schools spend time and effort building up learners' ability to use language effectively to discuss, argue, explain, explore and express themselves and their ideas, only to see these skills undervalued in many secondary schools. Of course there are secondary classrooms where dialogue is viewed as an important element of lessons – but there are many where it isn't.
Chemistry classes in particular can benefit from classroom dialogue. Productive talk leads to scientific thinking and scientific enquiry.
Neil Mercer's work on exploratory talk highlights the key benefits.3 Mercer describes how talk encourages people to ask questions and make reasoned challenges to ideas. He emphasises the importance of everyone being encouraged to contribute to a joint decision in answering questions and solving problems.
Similarly, Robin Alexander's work on dialogic teaching reminds us deep learning is more likely to occur where the voices and ideas of learners are valued in lessons, and talking together is viewed as a central part of learning.4
Simplicity is often the key to effective classroom teaching. In an increasingly busy and challenging school environment, it is important to be able to deliver a lesson as well at 2pm on Friday afternoon as you could at 10am on Monday morning. Teachers need quick, simple and effective ways to support assessment and learning.
There is nothing more informative, simple and direct than providing a stimulus for talk, stepping back, listening, assimilating and evaluating. This helps us to understand what learners are thinking and what the next steps in learning should be.
What factors lead to productive talk?
If talk is to be useful as a formative assessment tool it should engage students, be purposeful, and present alternative possibilities.
The stimulus and discussion need to be engaging
If learners aren't engaged they will not talk productively; if they do not talk productively, they will not learn as much as they could.
The richest and most productive questions are those learners ask for themselves. Most of us have experienced moments when a learner asks the perfect question at the perfect moment (and, of course, the wrong question at the wrong moment). Spontaneous opportunities like these need to be seized and moulded whenever we encounter them.
Developing a culture of asking questions will support this. The use of exciting demonstrations, surprising revelations and interesting practical work can create opportunities to engage learners. However, this flash–bang approach is difficult to sustain and not every topic lends itself to it. Skilful questioning from teachers and opportunities for dialogue promote a minds-on approach to complement hands-on enquiry in science.
Talk must also have a clear purpose
Discussions need a supportive framework in which dialogue can take place, limited in scope but not constrained in the ideas it explores.
There should be a clearly defined outcome to the discussion, such as a problem to solve where a clear decision is the goal. The abstract nature of some of the ideas in chemistry creates challenges, so setting the discussion (wherever possible) in familiar contexts, using concrete and everyday examples, makes dialogue accessible and open to all.
Ensuring that high-achieving learners engage is not usually difficult, as many of them are self-motivated and take pleasure in learning. Lower-achieving learners generally need more structure and context, with down to earth and personally relevant examples. In other words, they need a reason to ask questions, suggest ideas and seek a solution.
Dialogue should explore alternative viewpoints
Talk should leave scope for debate and lead to open thinking and new ideas rather than well-rehearsed responses.
Closed questioning that leads to a series of textbook correct answers or disappointingly incorrect ones generally tells us little about what has or has not been fully understood. An open discussion between learners, exploring a range of possible ideas, tells us far more about where learners are and how to help them move forward in their learning journey.
The idea that misconceptions are contagious is wholly misguided. Misconceptions are widespread, and learners will cling to them unless there are opportunities to express them, attempt to justify them and discover their limitations. Alternative viewpoints create cognitive conflict and this is a superb stimulus for learning.
Finding a suitable stimulus for talk
One quick, simple and effective way of getting learners to engage in discussions about chemistry is to use concept cartoons.5 These are popular with learners as well as being very manageable for teachers. They present a dialogic model of learning, where all the characters in a concept cartoon contribute different ideas to the discussion. This provides an explicit illustration of exploratory talk and the only way the characters can resolve their difference of opinion is through evidence and reasoning.
The latest set of concept cartoons explores ideas for older learners, including a significant number of chemistry examples.6 They are a great way to get learners talking about chemistry as they encounter new ideas, or review their learning before moving on to more complex ideas.
For example, figure 1 deliberately uses an everyday situation to make it accessible. It exposes and explores the misconception that dissolved solids 'disappear', and opens up a discussion about what actually happens to dissolved solids.
© Millgate House Education Ltd
Figure 1: Concept cartoon for discussion of solvation
This may not be a thought that has ever crossed the minds of learners. Presenting four plausible but contradictory answers promotes cognitive conflict and motivates those discussing it to seek a solution.
Students might choose to side with one of the characters or they may have other ideas of their own. Either way, the discussion draws us into a constructivist approach to learning where a common and agreed understanding is the goal. Allowing learners to side with a particular character encourages everybody to contribute and supports less-confident learners. In this way we develop not only students' knowledge and understanding, but also their social skills, their ability to take risks in exploring their views and to work successfully with others.
The follow-up activities encourage learners to explore and find out about this problem by trying them out, creating a clear purpose for enquiry-based learning and collaboration.
What is the teacher's role?
A teacher shouldn't simply to give students the 'right' answer, or evaluate the rightness or wrongness of their answers.
Most of the time a teacher needs to suspend judgment about students' ideas and listen carefully. By listening we learn. We learn about who has which ideas, whether they are firmly held or tentative and to what extent their ideas are scientifically acceptable. We also learn about how effective our teaching is and how we might need to adjust it to make learning better.
This is a key principle in the effective use of talk for formative assessment. Talking without listening doesn't help anyone, so we need to be effective listeners and help our learners to develop their listening skills too.
© Millgate House Education Ltd
Figure 2: Concept cartoon addressing neutralisation
The example shown in figure 2 illustrates the importance of both listening and talking. Neutralisation is a deceptively difficult concept for some learners. It is very easy to fall back on the 'cancelling out' model as a way of thinking about neutralisation and it is possible the way we speak about it may reinforce this misconception. Equally, the concept of neutrality is one that is most readily attributed to water and some learners become drawn to this idea and miss the subtlety that a neutral solution has been formed.
In the context of answering questions about neutralisation, these alternative (incorrect) frameworks may not be a problem in the short term. However, in relation to the goal of developing a full and rounded understanding of chemistry, they will cause problems later on.
Discussion is the way to tackle this. Talking clarifies learners' ideas by making them articulate and justify them to others (self assessment); it challenges their ideas by comparing them with those of their peers (peer assessment) and it provides valuable information to the teacher about what is or isn't understood (formative assessment).
Going further
Teachers often overlook the background text provided with concept cartoons. After learners have explored ideas and tried to reach a consensus, they need some further stimulus to spur their discussion into its next phase. That might evolve from their own enquiry, or it could come from working with the background text for the concept cartoons.
The background text gives ideas for follow


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The African mango (Irvingia gabonensis) is an edible fruit that is mostly valued for its fat and protein rich seeds. Its unique properties are suggested to aid weight loss by shifting unwanted fat and lowering blood fat levels. African mango has taken over the slimming world and is appearing to shift goji berries, acai berries and pomegranate out of the limelight. This humble bush fruit is even giving expensive weight loss solutions a run for their money. Its edible protein-rich seed can be used in cooking and is now featured in supplement form that can aid weight loss.
Many studies have been carried out to test the effect of African mango on weight loss with some interesting results and findings. Much research has noted greater weight loss and improved blood-test results from taking the African mango. Significant reductions have been found in overall weight, waist circumference, hip circumference and systolic blood pressure; however stronger evidence is needed to suggest that African mango has a significant effect on a reduction of body-fat percentage.
A lot of studies however have concluded weight loss, improved blood fat and glucose levels, lower blood pressure and other factors contributing to the metabolic syndrome. But there seems to be some confusion between African mango and where the extract actually comes from. African mango extract comes from its seed, also known as the dika nut, which holds all of the fat burning potential. This patented extract from the African mango fruit is actually named IGOB131, which is responsible for considerable reductions in blood cholesterol and increased leptin that could be significant for decreasing appetite.
All studies have lead researchers to suggest that African mango could work by inhibiting fat cell development and increasing levels of leptin that plays a role in controlling appetite. Some have concluded that the African mango seed fibre has the ability to bind bile acids in the gut in order to help carry them out of the body, which then results in lowering cholesterol and blood lipids. The African mango fruit itself is incredibly high in dietary fibre and the relation between high fibre fruits and weight loss has been recognised for years, giving just another tick in African mango's health boxes!
Some studies have suggested that African mango extract supplements can encourage significant weight loss, without making any changes to your diet. However it is strongly recommended to incorporate African mango into a healthy lifestyle of a calorie controlled diet and exercise plan.


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Image from Steve Bowers
|Kiyoshi A shell, the largest component of the Pentad. The outermost shell of statite reflectors can be seen above the outermost living environment. Also visible are the intrastellar mass-streams that connect the five stars of the Xi Scorpii system.|
Kiyoshi - Data Panel
|Primary:||Xi Scorpius 5|
|Original Class:||Five star system - A and B: F5V, C and D: G8V, E: K2V|
Note: The A and B components of the Xi Scorpius system have both been subjected to extensive core modification and starlifting procedures resulting in the removal of approximately.5 solar masses from each body and the subsequent conversion of each component into extremely stable G-class stellar bodies with a consequent reduction in temperature and increase in lifespan.
|modification Luminosity:||1.4 to.71x Sol|
|Distance from Sol:||92.5 ly|
The A and B components of the system form a binary pair with an average separation of some 19 Astronomical Units. The C component orbits the A&B system with an average distance of some 210AU. The D and E binary pair orbits some 8000AU from the ABC complex and are in turn separated by an average distance of 329AU.
|Region:||Outer edge of the Inner Sphere|
|Planets:||None. All original planetary material converted into the Kiyoshi Pentad and associated structures.|
|Dysonology:||The Kiyoshi Pentad and the Transport Net|
The A, B, C, and D components of the Kiyoshi system have all been enclosed in mass-stream supported dyson sphere layers.
Each of the four primary elements of the Kiyoshi complex consists of some 10,000 concentric habitation shells, with each shell supported by a geodesic grid work of active compression streams accelerated by magnetic induction and powered by the central star. With an innermost average radius of some 3.7 million kilometers and an average distance between shells of 10 kilometers (providing a gravity differential of approximately 10% across the entire thickness of each habitat shell from approximately 9-11 m/s2), each dyson possesses some 3 billion times the surface area of a terrestrial planet such as Earth. For a 1.75m tall neb standing at sea level the Kiyoshi horizon is, on average, 114.5km distant. A similar sized neb standing on a 1km high mountain/arcology can see for >2750km (in reality atmospheric hazing prohibits this range at visible wavelengths). The combined habitable area of the entire dyson complex is approximately 12 billion times the surface area of a terrestrial world.
Spread across the surface of each of the four dysons are millions of environments and habitats of nearly all sorts. Most are terrestrial, many are not. Illumination for each is provided by a network of light-pipes, reflectors, and filters running from the innermost surface of the structure all the way to the outermost level. At the final outer layer of each dyson, the light is sent upward toward an array of statite light sails that reflect it back down to provide illumination for the outer shell. For those biomes that use non-terrestrial atmospheres or have significant pressure differentials, industrial grade air-walls, extending from 'floor' to 'ceiling' between the interior levels, and hundreds of kilometers above the outer surface, prevent atmospheric mixing. While most Kiyoshin biomes are of planetary dimensions others are hundreds, thousands, or even millions of times the size of a planetary environment. Despite this, barely more than half of the total surface area of the complex has been fully developed, with the rest still left for the work of future generations.
The E component has also been surrounded by a network of mass-streams but uses these dynamic compression members to support an extensive network of manufacturing and processing complexes in close proximity to the central star. In addition to supporting the elements of the manufacturing system, the mass-stream network is also used to launch finished products and materials toward the other components of the Kiyoshi system and its wormhole links.
Running between the layers of each dyson structure, above their outer surfaces, and through the space between them is a second mass beam network. Numerous skyhooks connect the surface of each layer to the local mass streams and from there to the entire network as a whole. Using the Transport Net it is possible to rapidly reach virtually any point on any of the primary dyson spheres and to travel between the spheres themselves in a matter of days to months depending on ones destination and preferred method of travel along the mass streams.
Control and stabilization of the intrastellar transport links is managed by a system of re-collimation and re-aiming stations spaced at regular intervals along the network and controlled by comm-gauge wormhole links. As the components of the Kiyoshi system orbit around each other, the stabilization system continuously adjusts and re-aims the mass beams to maintain system integrity as well as compensating for the occasional magnetic or gravitic anomaly originating in the central stars.
Cooling of the overall Kiyoshi complex is also handled in part by the Transport Net. In combination with a recycling dust layer magnetically pumped between each habitat level and then out into space, the mass stream particles of the transport net are used to absorb heat from each habitat level and then ultimately release it into the cold of intrastellar space as the mass streams converge on and are then sent through the deep space components of the system connecting the major elements of the Kiyoshi complex.
|Important Local Artificial Intelligences||AI overseer: Kiyoshin Transtelec Synod Cluster (S4 distributed intellect with associated S3 and lower sub-minds in secondary roles. Dream Factory elements are also present in an advisory capacity)|
AI's ethos: The thrill of adventure and the joy of discovery. Kiyoshi is a major sponsor of deep space probe expeditions, exploration swarms, and the continuing maintenance and operation of the Argus Array.
|Allegiance||Mutual Progress Alliance|
|Psyche, Art, Culture; Government and Administration||Metapsychology, Art, Culture, Society, Ideology, Language: See main|
entry on MPA
Government, Legal system, Constitution: See main entry on MPA
|Economics and Local Infrastructure||Major Industries: Tourism, environment design and construction, habitat design and construction, megascale architecture, aesthetics theory, transapient design services|
Angelnetting: Ubiquitous throughout the Kiyoshi system but generally kept to a low profile. Most angelnet functions are fulfilled by small, personal net systems rather then the large-scale global systems. Exceptions include the various climate and habitat control systems which maintain and separate the various elements of the Museum of the Worlds, the general maintenance systems of the overall Kiyoshi complex, and many of the larger Oasi, inside which angelnetting may be expanded up to virtually total coverage.
Major Orbitals: At least 50,000 High Oasi are scattered across and between various parts of the mass-beam Transport Net connecting the components of the Kiyoshi system. Many are magnetically coupled to the mass beams and ride along them much like the transport capsules and omnicraft that use them for transport. Traveling craft may match velocities and dock with an Oasi and their passengers spend a few hours or days enjoying the various entertainments and luxuries that these large communities have to offer.
The Oasi often compete among themselves to see which can produce the most enticing and enjoyable entertainments, resulting in a vast outpouring of art, music, and culture, as well as some of the most famous hedonics centers outside of the NoCoZo. For this reason, even the most impatient traveller will usually try to move between the Kiyoshin components via 'The Scenic Route' at least once in the course of a lifetime.
Hop, Skip, Jump to Medius (5500m)
The Trains Always Run On Time to Greylag(Negentropy Alliance)(2850m)
Street of Dreams to Long Haul (MPA) (1800m)
Like Clockwork to Monostheria (Metasoft) (1500m)
Enlightened Self-Interest to Branswerg (1800m)
Shortcut short range gate connecting the Scorpius A and B binary system to the D and E binary system. (300m)
Spaceports: Virtually anywhere a spacecraft or transfer pod can dock is considered a spaceport among the High Oasi. Simply taking up a complimentary velocity vector or linking into an approved spot within the cluster is usually considered sufficient among the Caravansari.
The primary Kiyoshi habitats employ extensive traffic control systems to both assign orbital slots and to direct shuttlecraft and incoming omnicraft to Transport Net access points as well as local Oasi landing ports.
Cycler Routes: 14 beam-lines with 8 lines expanded to handle particularly heavy beamrider traffic. At any given time over 100 beamrider craft are operating within, or within a light-year of, the Kiyoshi system.
Population: Total system population of the Kiyoshi complex is currently some 148 trillion sophonts ranging across a broad cross-section of clades, types, and species. It is sometimes claimed that examples of nearly every race that is can be found somewhere within the Kiyoshi system.
Hazard Rating: 0.0 -0.5 depending on where in the system a visitor is at any given moment
Image from Steve Bowers
|Kiyoshi B shell, the second largest suprash


text:
It is an undeniable fact that playing sports gives you a variety of physical, psychological, and mental benefits. It is because of the good things that you get that makes sports become a very popular way of exercise and physical activity. Sports is more than just a game, it is a way of life. It is with this that you need to make sports a habit.
You might also want to check out togel online before continuing reading.
- Healthier Lifestyle
One of the best reasons why you need to make playing sports a habit is because it gives you a healthier lifestyle. When you get to engage in sports, you also get to improve your overall body processes. Your body becomes active, which is why it becomes stronger. You become more immune to diseases as your body can smoothly fight it off. Indeed, playing sports gives you a healthier and longer life.
- Happier Outlook in Life
Playing sports is not just about getting the physical benefits, but it's also more about the psychological and mental benefits. When you play sports, you become happier in your life. This is because you feel the feeling of companionship and teamwork. You no longer feel alone, which is why the tendency of you feeling depressed and sad decreases dramatically. Interaction is one of the most important features of sports, which is why you get to meet new people, have new friends, and have a happier and more joyful life. Making it a part of your habit and lifestyle will surely help you have a happier life.
- Improved Productivity
Remember that sports conditions your body, makes it more active, and sees to it that all of your body processes will work properly. It is because of this that you get to feel stronger than ever and you don't easily get tired. In turn, you are able to do more things, and become a more productive person with the help of sports.


Asked by: Sherly Xuereb
asked in category: General Last Updated: 15th March, 2020
How do you keep a glass kettle clean?
Fill the kettle 1/2 full using a solution of equal parts water and vinegar. Bring the solution to boil and allow the kettle to switch off. Unplug the kettle and allow the solution to sit in the kettle for at least half an hour. Pour out the vinegar solution and rinse the kettle again and again with clear water.
Click to see full answer.
In this regard, how do I clean my Ikich kettle?
[Warm Tips] To descale your kettle, simply fill it with some vinegar and water, boil it, and let it soak for 1 hours. Finally wipe away the scale with a cloth. Please feel free to contact us when you meet any questions or problems.
how often should you change your kettle? You can wash off the layer of minerals once a weak. Otherwise, you will have to change your kettle very quick. Still, if you live in a hard water area, you will be better off if you change your kettle after maximum two years of use.
how do I get rid of limescale in my kettle naturally?
Fill the kettle with a solution of equal parts water and vinegar, and let this soak for an hour. After that, boil the kettle, then turn it off and unplug it from the power. Let the water and vinegar mixture sit in the kettle for another 15-20 minutes, then throw it away and rinse the kettle thoroughly.
Is it safe to drink from a kettle with limescale?
Limescale comes from the high concentration of calcium found in the hard water we drink, so it will not cause you harm if you consume some from your kettle or coffee maker. However, there is no research which shows that drinking hard water increases your risk of developing kidney stones.
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text:
Neural implant monitors multiple brain areas at once, provides new neuroscience insights
|SEM images of the neural implant's microelectrode array. Images courtesy of Nature Neuroscience|
April 27, 2021 -- How do different parts of the brain communicate with each other during learning and memory formation? A new study by researchers at the University of California San Diego takes a first step at answering this fundamental neuroscience question.
The study was made possible by developing a neural implant that monitors the activity of different parts of the brain at the same time, from the surface to deep structures—a first in the field. Using this new technology, the researchers show that diverse patterns of two-way communication occur between two brain regions known to play a role in learning and memory formation—the hippocampus and the cerebral cortex. The researchers also show that these different patterns of communication are tied to events called sharp-wave ripples, which occur in the hippocampus during sleep and rest.
The researchers published their findings Apr. 19 in Nature Neuroscience.
"This technology has been developed particularly for studying interactions and communications between different brain regions simultaneously," said co-corresponding author Duygu Kuzum, a professor of electrical and computer engineering at the UC San Diego Jacobs School of Engineering. "Our neural implant is versatile; it can be applied to any area of the brain and can enable study of other cortical and subcortical brain regions, not just the hippocampus and cerebral cortex."
|The neural implant connected to a customized printed circuit board.|
"Little is known about how various brain regions work together to generate cognition and behavior," said Takaki Komiyama, a professor of neurobiology and neurosciences at UC San Diego School of Medicine and Division of Biological Sciences, who is the study's other co-corresponding author. "In contrast to the traditional approach of studying one brain area at a time, the new technology introduced in this study will begin to allow us to learn how the brain as a whole works to control behaviors and how the process might be compromised in neurological disorders."
The neural implant is made up of a thin, transparent, flexible polymer strip fabricated with an array of micrometer-sized gold electrodes, onto which platinum nanoparticles have been deposited. Each electrode is connected by a micrometers-thin wire to a custom-printed circuit board. Kuzum's lab developed the implant. They worked with Komiyama's lab to perform brain imaging studies in transgenic mice.
Engineering a multi-use neural probe
What makes this neural implant unique is that it can be used to monitor activity in multiple brain regions at the same time. It can record electrical signals from single neurons deep inside the brain, like in the hippocampus, while imaging large areas like the cerebral cortex.
"Our probe enables us to combine these modalities in the same experiment seamlessly. This cannot be done with current technologies," said Xin Liu, an electrical and computer engineering Ph.D. student in Kuzum's lab. Liu is a co-first author of the study along with Chi Ren, a recent UC San Diego biological sciences Ph.D. graduate who is now a postdoctoral researcher in Komiyama's lab, and Yichen Lu, an electrical and computer engineering Ph.D. student in Kuzum's lab.
|The flexible neural probe allows the working distance of the microscope to be close to the surface (top), while a conventional probe with rigid parts makes the working distance (red arrows) much farther (bottom).|
Several design features make multi-region monitoring possible. One is that this probe is flexible. When it is inserted deep into the brain to monitor a region like the hippocampus, the part that sticks out of the brain can be bent down and make room for a microscope to be lowered close to the surface to do imaging of the cerebral cortex at the same time. Conventional neural probes are rigid, so they get in the microscope's way; as a result, they cannot be used to monitor deep brain structures while imaging the brain's surface. And even though the UC San Diego team's neural probe is soft and flexible, it is engineered to withstand buckling under pressure during insertion.
Another important feature is that this probe is transparent, so it gives the microscope a clear field of view. It also does not generate any shadows or additional noise during imaging.
Exploring fundamental neuroscience questions
The motivation for this study was getting to the root of how different cognitive processes, such as learning and memory formation, occur in the brain. Such processes involve communication between the hippocampus and cerebral cortex. But how exactly does this communication happen? And which brain region initiates this communication: the hippocampus or the cerebral cortex? These types of questions have been left unanswered because it is very difficult to study these two brain regions simultaneously, said Kuzum.
"We were interested in investigating the nature of cortical-hippocampal interactions, so we built a technology to explore this neuroscience problem," she said.
The researchers used their probe to monitor the activity of the hippocampus and the cerebral cortex in transgenic mice. Specifically, they monitored activity before, during and after oscillations that occur in the hippocampus called sharp-wave ripples.
Their experiments revealed that communication between the hippocampus and cerebral cortex is two-sided: sometimes the cortex initiates communication, other times it's the hippocampus. This is an important first clue for understanding inter-region communication in the brain, the researchers said.
|L-R: Co-first authors Xin Liu, Chi Ren and Yichen Lu.|
"The hippocampal-cortical interaction is important in memory consolidation and retrieval," said Ren. "The two-sided communication we reported here is different from the conventional notion that the cortex passively receives the information from the hippocampus. Instead, the cortex is actively involved in encoding information into the brain and may play an instructive role during memory consolidation and retrieval."
"We can now begin new studies to unlock how processes like learning and memory happen," said Kuzum. "For example, when the brain acquires new information, how does the hippocampus transfer the memory to the cortex for storage, or does the cortex send a cue to transfer the memory? Our findings show that communication can be initiated by either, but to go beyond that we'd need to do behavioral studies."
|Examples of different cortical activity patterns during sharp-wave ripples.|
This study also reveals that there are diverse and distinct modes of communication between the hippocampus and the cerebral cortex. The researchers found that the hippocampus communicates with at least eight different parts of the cerebral cortex every time sharp-wave ripples occur. Further, each of these eight cortical activity patterns is tied to a different population of neurons in the hippocampus.
"These findings suggest that the interactions between brain regions, not only between cortex and hippocampus, can be fundamentally diverse and flexible. Therefore, multiple brain regions can efficiently work together to generate cognition and behavior that rapidly adapt to changing environments," said Ren.
Paper title: "Multimodal neural recordings with Neuro-FITM uncover diverse patterns of cortical-hippocampal interactions." Co-authors of the study include Yixiu Liu, Jeong-Hoon Kim and Stefan Leutgeb, all at UC San Diego.
This research was supported by the Office of Naval Research (N000142012405 and N00014162531), the National Science Foundation (ECCS-_PHONE_, ECCS-_PHONE_ and ECCS-_PHONE_), and the National Institutes of Health (R21 EY029466, R21 EB026180, DP2 EB030992, R01 NS091010A, R01 EY025349, R01 DC014690, R21 NS109722 and P30 EY022589).
Jacobs School of Engineering


text: Usual English form of the Latin name Hadrianus 'man from Hadria'. Hadria was a town in northern Italy, which gave its name to the Adriatic Sea; it is of unknown derivation. The initial H- has always been very volatile. The name was borne by the Roman emperor Publius Aelius Hadrianus, during whose reign (ad 117–138) Hadrian's Wall was built across northern England. The name was later taken by several early popes, including the only English pope, Nicholas Breakspeare (Adrian IV). It was in early use among immigrants from the Low Countries, and is found in some English regions from the mid-16th century. It has enjoyed considerable popularity in the English-speaking world since the late 20th century.


text:
Ptolemy of Aloros
|This article does not cite any references or sources. (February 2007)|
Ptolemy of Aloros (Greek: Πτολεμαῖος), was sent by King Amyntas III of Macedon as an envoy to Athens c. 375–373 BC. After Amyntas' death, he began a liaison with his widow, Eurydice. In 368, he assassinated her son, his predecessor Alexander II in order to gain control of the throne. This caused a stir in the families of Macedon, which called in Pelopidas to reestablish peace. As part of the peace settlement, Philip, Alexander II's brother, was taken as hostage to Thebes.
Ptolemy ruled as a regent for Perdiccas III until Perdiccas killed him in 365 BC.
|This Ancient Greek biographical article is a stub. You can help Wikipedia by expanding it.|


Code Question – Air-Sampling Network Smoke Detection
Code Question – "Does the Annex A recommendation for located a smoke detector not closer than 3 feet from a supply or return air opening also apply to air-sampling network smoke detection?"
An air sampling-type smoke detector, commonly called an aspirating smoke detector, uses piping to draw air from a protected space back to a sensing chamber for detection. Modern air sampling detectors typically use a photoelectric type detection to provide high sensitivity detection.
Air sampling detectors sometimes get confused with duct smoke detectors. While both may use "tubes" for detection, they are completely different types of detectors. Duct smoke detectors are designed to detect smoke in the HVAC system with the primary purpose of HVAC shutdown to prevent the spread of smoke. Duct detectors may be mounted in the duct but are primarily mounted externally and use sampling tubes with holes in them that extend into the duct to sample the air in the duct.
Air sampling detectors use piping run through the protected area with sampling port holes in the pipe. The piping system is connected to an aspirating fan that draw air into the piping and transports it to the detection unit which detects smoke or other fire products. of NFPA 72 requires that each sampling port be treated as a spot-type smoke detector for purposes of location and spacing (unless performance based design criteria has been applied). The airflow produced by the system fan is not enough to significantly effect smoke flow around the protected space, so sampling ports must be treated as a passive device like a spot type smoke detector.
NFPA 72, 17.7.4 states that spaces served by air handling systems shall not locate detectors where airflow prevents operation of detectors. Annex A, A.17.7.4, recommends that detectors not be located in the direct airflow or closer than 36 inches from air supply diffuser or return air opening. This recommendation is intended to prevent airflow from diluting smoke or delaying smoke reaching the detector, both of which can significantly delay detection.
It is important to note that this is recommendation Annex A material, which makes it a "should" (recommendation, but not a requirement). The recommendation should be accommodated if reasonable, but not meeting the recommendation does not violate the requirements of the code.
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Open source kit for implementing an integrated FPGA-based NMR spectrometer
Kazuyuki Takeda1
Estimated cost
ca. 5000€
Stable release
software version 2.0.0 (3), hardware version v.0.0.1-v.0.0.3
GPL License
OPENCORE NMR is an open-source toolkit for implementing an NMR spectrometer. This console has the size of a laptop computer, making it easy to transport. The cost of its parts is very low compared to the prize of commercial systems. This integrated system has 3 radio frequency transmitting channels capable of operating at up to 600 MHz (14 T). It has been successfully combined with high-temperature superconducting magnets, as well as with a portable 1T permanent magnet. The toolkit comes with a multiplatform graphical user interface software to run the spectrometer.
Its key feature is that a single Field-Programmable Gate-Array (FPGA) chip does most digital jobs of the spectrometer. It allows building digital hardware modules, called core modules, by writing a software code in VHDL language. The FPGA is responsible for the pulse sequence controls, the digital part of DDS, the quadrature demodulation, filtering, and PC communication. The FPGA chip is complemented with several peripheral boards for USB communication, direct-digital synthesis (DDS), RF transmission and signal acquisition. Resources necessary for reproducing the FPGA-based NMR spectrometer are publicly available. They include source code of the modules, circuit diagrams, board drawings, control software, and technical documents
The OpenCore NMR spectrometer has not been designed to compete against commercial systems, but to complement them by being a test-bench for concepts that may require strong hardware modifications. Nevertheless, its performance can be as high as that of commercial systems. Some of the projects developed with the Opencore NMR spectrometer include: Magic-angle adjustment with X0-shimming, dynamic receiver-gain modulation, paramagnetic shimming, hetero-nuclear covariance spectroscopy employing a dual-receiver system, and Double-resonance Magic Angle Coil Spinning. The spectrometer has also been complemented with a field-gradient waveform generator to acquire 3D NMR images (MRI).
The OPENCORE NMR spectrometer facilitates setting up a system for non-conventional NMR experiments within a reduced development time. This work can promote novel and exciting NMR experiments by lowering the barrier for building a handmade NMR spectrometer.
1Division of Chemistry, Graduate School of Science, Kyoto University, Kyoto, Japan


text:
Outdoor Learning Pack (Grades 3-6)
Receive a 30% discount when purchasing our bundled packs! Or purchase individual products and receive a 25% discount.
This bundled pack of books, experiments, activities and educational toys will inspire your child to explore the world outside and teach students about animals, weather, physics, space, geometry, scientific observation and experimentation. This pack is leveled for 3rd through 6th grade. Our books are intended to educate in a playful way and to instill a natural curiosity to ask questions and learn independently. Hours of activities and experiments are included in this pack that will reinforce important concepts and lessons.
This Outdoor Learning pack includes the following products (click titles to view more details or to buy individual products):
- Backpack Explorer: Bird Watch: What Will You Find? (hardcover book)
- Bubble Science Kit
- Citizen Scientist: Be a Part of Scientific Discovery from Your Own Backyard (paperback book)
- Maker Lab Outdoors: 25 Super Cool Projects (hardcover book)
- Outdoor School Essentials: Animal Tracks (paperback book)
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text:
This exploratory study investigated executive attention during nonverbal and verbal processing among adults with a range of bilingual experience. Previous research has found that bilingual children control their attention better than their monolingual peers and that superior attentional control in some processing contexts persists into adulthood among lifelong bilinguals. An open question is whether late-acquired experience learning and using two languages can lead to enhanced executive attention or whether these cognitive advantages are available only to individuals whose bilingualism develops in early childhood. A total of 48 Spanish?English bilinguals completed verbal and nonverbal tasks designed to assess aspects of executive attention including inhibitory control and monitoring and switching of attention (i.e. working memory capacity). Preliminary results suggest an association between bilingual experience and enhanced efficiency of these components of executive attention in the nonverbal domain. Furthermore, a significant relationship between the efficiency of inhibitory control in verbal and nonverbal domains hints at a connection between specific control over language and enhanced domain-general executive control that may be more or less evident depending on task demands. These encouraging pilot results warrant larger-scale replication that brings together data from both linguistic and nonlinguistic processing as bilingualism research seeks to extend its understanding of bilingual cognition.
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- Question: What did you learn whilst you were studying the Northern Lights?
 Asked by RandomKitty to Miriam on 13 Nov 2018.
 - Photo: Miriam Hogg
 Miriam Hogg answered on 13 Nov 2018:
 We learnt about how they occurred.
 The Sun gives off lots of excited particles (which are quite dangerous) which stream out in every direction. When they come to Earth they hit our magnetic field which surrounds us. They put a lot of pressure on the field and eventually the outer layers snap and the particles stream down the field lines and hit the poles of Earth (which is why the lights are always at the north and south pole). They hit the atmosphere and throw off their energy as light which is why we see the northern lights.
 Interestingly we get different colours depending on how high they are in the atmosphere and what element they hit! Typically, when the particles collide with oxygen, yellow and green are produced. Interactions with nitrogen produce red, violet, and occasionally blue.
 So if you think about it you can get different colours based on different elements, so you can tell what an atmosphere is made of by looking at its Northern or Southern Lights! (we've done this with Jupiter and Saturn)


text:
Published October 31, 2012 | 9:23 am
Washington: Indian-American computer scientist Ashutosh Saxena and his team at Cornell University have created a flying robot as smart as any bird, with a tremendous potential in search-and-rescue operations, they said.
Designed by Saxena, assistant professor at Cornell, the flying robot, the size of a card table is able to guide itself through forests, tunnels or damaged buildings.
The toughest part is keeping the object from slamming into walls and tree branches.
Human controllers can't always react swiftly enough and the radio signals may not reach everywhere the robot goes, according to a Cornell statement.
So, Saxena, who did his B.Tech. in 2004 from the Indian Institute of Technology (IIT) Kanpur, in a bid to overcome these limitations is building on methods he previously had developed to turn a flat video camera image into a 3-D model.
He used such cues as converging straight lines, the apparent size of familiar objects and what objects are in front of or behind each other — the same cues humans unconsciously use to supplement their stereoscopic vision.
The flying robot was tested in 53 autonomous flights in obstacle-rich environments — including Cornell's Arts Quad — succeeding in 51 cases, failing twice because of winds.
The test vehicle is a quadrotor, a commercially available flying machine about the size of a card table with four helicopter rotors.
Graduate students Ian Lenz and Mevlana Gemici trained the robot with 3-D pictures of such obstacles as tree branches, poles, fences and buildings. The robot's computer learns the characteristics all the images have in common, such as colour, shape and texture.
The resulting set of rules for deciding what is an obstacle is burned into a chip before the robot flies.
In flight, the robot breaks the current 3-D image of its environment into small chunks based on obvious boundaries, decides which ones are obstacles and computes a path through them as close as possible to the route it has been told to follow.
Saxena plans to improve the robot's ability to respond to environment variations such as winds and enable it to detect and avoid moving objects, like real birds.
The results were presented at the International Conference on Intelligent Robots and Systems in Portugal during early October.
© 2013 - Saanj Inc.


Some Notes on the Baume Hydrometer
George H. Taber
1920 Journal of Industrial & Engineering Chemistry
After the name crude oil and the names of some of its products, the first thing likely t o come t o the attention of anybody engaging in the petroleum business, or studying i t theoretically or practically, is a reference t o what is called the "Baume gravity" of the oils; b u t i t is a conservative assertion t h a t a very large majority of the users of the Baume hydrometer and its readings are under some one or more misapprehensions in regard t o the instrument, its principles or their
more »... ples or their application. It is quite likely, as some readers may point out, t h a t the present writer shares in some of these misapprehensions, but, if so, they are self-inflicted and of long standing. Baume hydrometers are of the constant-weight, variable-volume type. As a n aid t o understanding what the Baume instrument is, and what it is not, it will be well first t o consider the constant-weight, variable-volume specific gravity hydrometer, which it is precisely like except in its stem divisions and numbers. The basic principle of all hydrometers is t h a t a floating body displaces an amount of liquid equal t o its own weight. As the weight of the hydrometer under consideration is constant, the same weight of all liquids is displaced by i t when floating freely in them, and the specific gravities of the liquids vary inversely as the volumes displaced, these volumes being indicated by marks on the stem of the hydrometer, accompanied by numbers giving the corresponding specific gravities. Since t h e numbers marked on the stem delimit equal increments of specific gravity, and the volumes immersed vary as the reciprocals of these numbers, the successive volumes will necessarily form a harmonic series, the differences between the successive terms of which will increase as the specific gravities decrease; t h a t is, the spaces between the divisions showing equal increments of specific gravity increase in width from the bottom t o the top of the stem. The same thing may be stated in another way: namely, if the successive specific gravities marked on the stem be considered as abscissas of a rectangular hyperbola, t h e constant k of whose equation equals the volume immersed when the hydrometer is floating in water, the successive total volumes immersed will correspond t o the ordinates of the hyperbola. It will be seen from the preceding paragraph t h a t if, reversing the usual practice, the stem of the specific gravity hydrometer were graduated with equispaced divisions t o show the volume immersed, the corresponding specific gravities would not decrease by equal decrements, b u t these decrements would decrease in amount from the bottom t o the top of the stem. Disregarding the principles upon which the graduation and markings of t h e stems of Baume hydrometers were originally Eased, and the object of their adoption, and without going into details as t o the differences in scales which have prevailed in the past-some of which still persist-it suffices t o state here t h a t Baume A N D E N G I N E E R I N G C H E M I S T R Y 593 scales are now based on mathematical formulas, and t h a t the formula which has the most authority in this country for liquids heavier t h a n water is and for liquids lighter t h a n water-145 being what is called the modulus of the former scale, and 140 t h a t of the latter. Examining the formula for liquids heavier t h a n water, we see t h a t Be.: = the reciprocal of the specific gravity multiplied by 145, and the product subtracted from 145; and t h a t the greater the specific gravity, the greater the equivalent Be., degrees. From the formula for liquids lighter t h a n water, we see t h a t Be.: = the reciprocal of the specific gravity multiplied by 140, and the product diminished by 140 less IO; and t h a t the greater the specific gravity, the smaller the equivalent Be., degrees. The deduction of I O from the modulus, which is in effect deducting the modulus and adding I O t o the result, shows t h a t water is 10' by this scale, instead of o o as by the heavy scale. Since, as previously stated, the specific gravity varies inversely as the volume of liquid displaced, if the stem of a specific gravity hydrometer were divided t o show equal increments of immersion, the corresponding specific gravity numbers would form a harmonic series; and since the equivalent Baume degree numbers are reciprocals of a harmonic series of specific gravities, modified only by being multiplied by a constant and added t o another constant, they form a n arithmetic progression, and if these Baume degree numbers were applied t o such a scale, we should have an equispaced scale with equicrescent numbers, or in fact a Baume scale,-heavy or light according t o the conversion formula used. The following are some frequently misunderstood points: I-The name is Baume, not Beaume. 2-Specific gravity numbers are ratios, not degrees. Baume numbers are degrees, not ratios. 3-The Baume scale is not inaccurate, and it is not unscientific. From its equispaced divisions, it is likely t o be more correctly divided in the making, the correctness of its graduations can be more easily checked, and almost anyone can interpolate its markings readily by the eye, whereas correct, rapid interpolation between specific gravity graduations is practically impossible. Of course, in significance, Baume degrees are inferior t o specific gravity ratios, and it requires one more step in calculation t o convert them into pounds per gallon or other absolute density standards; however, the Baume scale has become so fastened t o the petroleum business t h a t in all probdoi:10.1021/ie50126a028 fatcat:kok3xxvgofh2tcs3rsf3zmpq6e


text:
New epilepsy, schizophrenia clues found
British scientists say studying the way a person's brain
sings could improve our understanding of conditions such as epilepsy and schizophrenia.
Researchers in Cardiff University's Brain Research Imaging Center say they've discovered a person's brain produces a unique electrical oscillation at a particular frequency when a person looks at a visual pattern. That frequency of oscillation, the scientists said, appears to be determined by the concentration of a neurotransmitter chemical, GABA in the visual cortex of each person's brain. The more GABA, the higher the frequency or
note of the oscillation became.
GABA is a key inhibitory neurotransmitter and is essential for the normal operation of the brain.
Using sophisticated "¦ brain imaging equipment, we've found that when a person looks at a visual pattern their brain produces an electrical signal, known as a gamma oscillation, at a set frequency, Professor Kirsh Singh, who led the study, said.
In effect, each person's brain 'sings' at a different note in the range 40-70 Hz.
The researchers said their findings have important implications, especially in terms of increasing our understanding of conditions such as epilepsy and schizophrenia, where it is known there might be a problem with GABA.
The study that included Suresh Muthukumaraswamy and Richard Edden is reported in the Proceedings of the National Academy of Sciences.


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Software Experiences by Robert Nickel
cynical: scrum
Scrum, a cynical definition
Robert Nickel - January 08, 2021 🏷 Cynical Glossary | Agile
Scrum: A highly selling agile framework that is based on a prerequisite that is impossible to fulfill: knowing how long a chunk of work will take to complete [1]. It is all so great!
[1] Gray, Aaron, A criticism of Scrum
Software Experiences by Robert Nickel
cynical: doing agile
Doing agile, a cynical definition
Robert Nickel - December 29, 2020 🏷 Cynical Glossary | Agile
Doing agile: We do understand, that every team member is selfish, has poor communication skills and insufficient knowledge to solve an undefined problem that everyone pretends to understand in a predictable amount of time.
Therefore we are shifting the focus from believing the experts and their plans to learning, experimenting and repeatedly checking something useful gets done. And we do test-driven SAFe T-shaped daily pair programming Kanban with our Scrum PO.
P.S. We don't do documentation, because we value working software more.
Software Experiences by Robert Nickel
A lumberjack metaphor
Software Engineers are Lumberjacks, Features are Trees
Robert Nickel - December 18, 2020 🏷 Agile
To illustrate 12 very important aspects of agile software engineering, I want to use the oversimplified metaphor of lumberjacking. A forester, who represents the product owner, leads a team of lumberjacks, which is the development team, to the most important trees to cut down. The trees represent features or stories. How is this metaphor valuable?
 1. Segregation of responsibility: One marks the trees to cut, the others define how and do cut them.
 2. The lumberjacks who have the strength, skills and tools to cut down trees, although not everyone is on the same level of experience, so they help each other out. Some trees can be cut alone, others need to be cut together.
 3. The forester pays the team of lumberjacks to cut down trees, so that he can futher explore the infinite forest of valuable trees.
 4. In order to collaborate, mutual respect for the counterpart's discipline is required. Discussions and proposals are valuable and humility is a prerequisite, but the circles of competence are known and respected.
 5. The lumberjacks are able to state concerns: It could be dangerous to cut down a tree, because of uncertainty where the tree will fall. Risks, depending on what is on the line (another tree? A human?), need to be evaluated strategically and should be reduced on the long run.
 6. The forester can ask questions: Do you think, we can chop this tree safely already, or do we need to chop another tree first?
 7. CYA concerns are resolved easier: It is either the wrong tree, or it is the wrong way to cut it down.
 8. No one is perfect: Sometimes a tree is mouldy (=> wrong feature), sometimes the chopping takes longer than expected (=> unexpected technical complexity).
 9. Some trees are in the way and need to be cut down in order to get to the 'good' trees.
 10. The forester doesn't tell the lumberjacks to sharpen their chainsaw or axes (=> write tests, update IDE's etc.): They know and do it themselves, better than the forester could. They will do it within the working hours.
 11. It is dangerous to cut trees. It is important to have safety precautions and stick to them (=> QA).
 12. After a tree is chopped, the work is not done (=> definition of done): It needs to be cut into smaller pieces and carried away. Then the wood goes trough a number of procedures (=> build pipeline) in order to be made valuable. Sometimes the value is to give shelter, craft furniture or build a ship, sometimes it just gives comfy warmth in front of a fireplace. The foresters intention might materialize here (=> business value).
To be honest, I do not know so much about lumberjacking or foresting, so forgive my oversimplification and maybe misconceptions. The goal is to write about software engineering metaphorically, and I find some concepts easy to understand using these wooden examples. I have a more detailled and less metaphorical article about the segregation of responsibility here.
Software Experiences by Robert Nickel
Behavior-Driven Development
TDD to BDD - Principles and Tools with an Impact on Business Value and Communications
Robert Nickel - December 05, 2020 🏷 Agile | Projects
For the module "Agile Procedure Models" at my university, I write an essay about BDDs origin, principles, advantages, evaluation and how to approach it. Since we need to hand in a PDF version and a markdown version, I decided to go the extra mile and have a always up-to-date version of it hosted as Github Pages website here: bdd.guru,
so that I can receive early feedback from other readers and the professor. Please send me a mail (_EMAIL_) if you have any feedback for me.
Update: The paper is done.. I think it is worth reading. Feedback is still valuable to me.
I then realised, that it is generic enough to use it for all future essays and thesis', so I extracted a template repository which makes it really easy to get started with a new paper, export it as HTML and host it as Github Pages website with every commit and additionally export it as PDF using pandoc and the latex pdf engine with minimal effort. Find it on Github to experience the same ease.
Software Experiences by Robert Nickel
Closing feedback loops
Hammurabis understanding of evolutionary loops
Robert Nickel - June 05, 2020 🏷 Thinking | Agile
A long time ago, King Hammurabi of Babylonia, wrote a code of law, the so called Code of Hammurabi, which holds some surprisingly effective thoughts regarding the contract between a landlord and a house builder.
„If a builder build a house for a man and complete it, (that man) shall give him two shekels of silver per SAK [a length unit] of house as his wage." [1]
A bigger house costs more money. But isn't it interesting, how the house builder is not paid depending on the time it took to build it? There is no hourly rate, which means, the landlord wont get any unhappy financial surprises, which is good. But wait a second! Doesn't that mean, that a house builder will do anything as fast and cheap as possible, wouldn't that be a catastrophy? He might put those people in danger, who want to live in this house later on. The key question is: How can the owner of the house assure, that it has a good quality, if he only pays depending on the size of the house?
Hammurabi thought about this, did some risk management, and solved this „quick and dirty" approach by the following law:
„If a builder build a house for a man and do not make its construction firm, and the house which he has built collapse and cause the death of the owner of the house, that builder shall be put to death. If it cause the death of a son of the owner of the house, they shall put to death a son of that builder." [2]
There is no need to explain, that the house builders will do their absolute best to prevent houses to collapse and kill someone, because they have so much skin in the game for an unlimited amount of time, meaning they can be killed because a house collapsed, they built 20 years ago. How exactly assured Hammurabi the quality of houses? By closing a feedback loop for the craftmanship of house building. Those who are really good at building houses will be able to keep building houses, while those who fail doing that will be stopped putting peoples live in danger. It might sound like a cruel practice from our modern cultural perspective, but it led to ridiculously good houses, there is no doubt. The house building quality solution is not a solution for house building anymore, maybe because of technological advancement and regulations, but I believe we can learn a lot from Hammurabis structural solution here. He shows us, that we need to close the feedback loop and reduce its complexity. This is, in my opinion, the single most important task of agile software processes. What I mean goes far beyond „You build it, you run it.".
One example: A software architect, who does architectural work on a project and then leaves over to the next project, has zero skin in the game of the old project, and is therefore hardly able to improve. In a frictionless world, this architect would maybe get verbal feedback from people on the lower technical levels, that experience the actual haptical feedback that result from his decisions. But in the real world, complexity, reputation and hierarchy fog this verbal feedback, which complicates improvement for the architect further. And this is just one example for the concept of closed feedback loops, and therefore having skin in the game.
Lets enhance our motto: „You build it, you run it.. and you bleed for it.", where bleeding is metaphorical for all the (negative) consequences that result from our decisions. It may be a phone call in the middle of the night,


text:
Health science refers to a large group of disciplines related to the delivery of health care to humans through the application of science, engineering, mathematics and technology. It is the field in which knowledge is taken from pure science and other related sources and applied to practical and clinical practices to maintain and improve the health of living beings.
This exciting field provides students an opportunity to grow and evolve within a vital industry. Our CTE pathway of health science courses to come include:
- Introduction to Health Science & Careers (Coming January 2022)
- Health Science Technology Exploration (Coming Fall 2022)
- Patient Care & Diagnostics Capstone (Coming 2022-2023 School Year)
- Biotechnology & Lab Science Capstone (Coming 2022-2023 School Year)
- Health Informatics & IT Capstone (Coming 2022-2023 School Year)
Download the Health Science Courses — Pathway Outline to the right to learn more about what these courses will entail. To learn more about our upcoming offerings and how you can bring health science to your students, inquire with your STEM Fuse representative or contact us!