friends on the brain posted by adam benforado on october 27, 2011 have a lot of friends on facebook? think that makes you special? well, researchers at university college london suggest that you might just be right. according to a new study published in proceedings of the royal society b, facebook users with the largest number of pals had greater brain density in areas of the brain associated with social perception and associative memory. for anyone who has been following the debate over whether technology has been changing our brains, it ’ s worth a read, although the research doesn ’ t answer the question of whether the brain differences in the sample were an effect or a cause of individuals having more online friends. an abstract of the paper appears below : the increasing ubiquity of web - based social networking services is a striking feature of modern human society. the degree to which individuals participate in these networks varies substantially for reasons that are unclear. here, we show a biological basis for such variability by demonstrating that quantitative variation in the number of friends an individual declares on a web - based social networking service reliably predicted grey matter density in the right superior temporal sulcus, left middle temporal gyrus and entorhinal cortex. such regions have been previously implicated in social perception and associative memory, respectively. we further show that variability in the size of such online friendship networks was significantly correlated with the size of more intimate real - world social groups. however, the brain regions we identified were specifically associated with online social network size, whereas the grey matter density of the amygdala was correlated both with online and real - world social network sizes. taken together, our findings demonstrate that the size of an individual ’ s online social network is closely linked to focal brain structure implicated in social cognition. related situationist posts :


this tree diagram shows the relationships between several groups of organisms. the root of the current tree connects the organisms featured in this tree to their containing group and the rest of the tree of life. the basal branching point in the tree represents the ancestor of the other groups in the tree. this ancestor diversified over time into several descendent subgroups, which are represented as internal nodes and terminal taxa to the right. you can click on the root to travel down the tree of life all the way to the root of all life, and you can click on the names of descendent subgroups to travel up the tree of life all the way to individual species. close box insects have a large number of unique, derived characteristics, although none of these are externally obvious in most species. these include ( kristensen, 1991 ) : - lack of musculature beyond the first segment of antenna. - johnston ' s organ in pedicel ( second segment ) of antenna. this organ is a collection of sensory cells that detect movement of the flagellum. - a transverse bar forming the posterior tentorium inside the head - tarsi subsegmented - females with ovipositor formed by gonapophyses from segments 8 and 9 - annulated, terminal filament extending out from end of segment 11 of abdomen ( subsequently lost in most groups of insects ) one notable feature linking thysanura + pterygota is the presence of two articulations on each mandible. archaeognathans have only one mandibular condyle or articulation point ; they are " monocondylic ". thysanura + pterygota, with their two mandibular condyles, are sometimes called dicondylia. the many other apomorphies linking dicondylia are described in kristensen ( 1991 ). it is possible that the thysanurans are not themselves monophyletic ; thysanura ( exclusive of the family lepidothricidae ) plus pterygotes may be monophyletic, with lepidothricids sister to this complex ( kristensen, 1991 ). beutel, r. g. and s. n. gorb. 2001. ultrastructure of attachment specializations of hexapods, ( arthropoda ) : evolutionary patterns inferred from a revised ordinal phylogeny. journal of zoological systematics and evolutionary research 39 : 177 - 207. bitsch, j


of attachment specializations of hexapods, ( arthropoda ) : evolutionary patterns inferred from a revised ordinal phylogeny. journal of zoological systematics and evolutionary research 39 : 177 - 207. bitsch, j. and a. nel. 1999. morphology and classification of the extinct archaeognatha and related taxa ( hexapoda ). annales de la societe entomologique de france 35 : 17 - 29. boudreaux, h. b. 1979. arthropod phylogeny with special reference to insects. new york, j. wiley. carpenter, f. m. 1992. superclass hexapoda. volumes 3 and 4 of part r, arthropoda 4 of treatise on invertebrate paleontology. boulder, colorado, geological society of america. carpenter, f. m. and l. burnham. 1985. the geological record of insects. annual review of earth and planetary sciences 13 : 297 - 314. caterino, m. s., s. cho, and f. a. h. sperling. 1999. the current state of insect molecular systematics : a thriving tower of babel. annual review of entomology 45 : 1 – 54. chapman, r. f. 1998. the insects : structure and function. cambridge university press, cambridge, u. k., new york. daly, h. v., j. t. doyen, and a. h. purcell iii. 1998. introduction to insect biology and diversity, 2nd edn. oxford university press, oxford. dindall, d. l. 1990. soil biology guide. new york, john wiley & sons. engel, m. s. and d. a. grimaldi. 2004. new light shed on the oldest insect. nature 427 : 627 - 630. evans, h. e. 1993. life on a little - known planet. new york, lyons & burford. gereben - krenn, b. a. and g. pass. 2000. circulatory organs of abdominal appendages in primitive insects ( hexapoda : archaeognatha, zygentoma and ephemeroptera ). acta zoologica 81 : 285 - 292. grimaldi, d. 2001. insect evolutionary history from handlirsch to hennig, and beyond. journal of paleontology 75 : 1152 -


5th grade oral language resources students will : • learn about the concept of whales. • access prior knowledge and build background about whales. • explore and apply the concept of whales. students will : • demonstrate an understanding of the concept of whales. • orally use words that describe different types of whales and where they live. • extend oral vocabulary by speaking about terms that describe whales and whale body parts. • use key concept words [ inlet, humpback, ocean, fins, underwater ; submerge, ascend, baleen, mammal ]. explain • use the slideshow to review the key concept words. • explain that students are going to learn about : • where whales live. • parts of a whale ' s body. model • after the host introduces the slideshow, point to the photo on screen. ask students : what kind of animal do you see in this picture? ( whale ). what do you know about these animals? ( answers will vary ). • ask students : what are the dangers facing whales? ( too much hunting, polluted environment ). • say : in this activity, we ' re going to learn about whales. how can we protect whales? ( not pollute the environment, join groups that are concerned with their safety ). guided practice • guide students through the next two slides, showing them examples of whales and the way whales live. always have the students describe how people are different from whales. apply • play the games that follow. have them discuss with their partner the different topics that appear during the talk about it feature. • after the first game, ask students to talk about what they think a whale ' s living environment is like. after the second game, have them discuss what they would like and dislike about having the body of a whale. close • ask students : how do you move in the water? • summarize for students that since whales are mammals, they have to come above water to breathe. encourage them to think about how they breathe underwater.


injectable nanogel can monitor blood - sugar levels and secrete insulin when needed. cambridge, mass. - in work that recasts archaeologists ' thinking aboutpeoples living in the western region of ancient mexico, mit researchershave shown that these people had a significant impact on other culturalgroups by producing large numbers of metal artifacts and distributing themto centers as far south as belize. because the majority of these artifacts, such as bells andtweezers, were symbols of sacred and political power, by exporting them thewest mexican peoples not only affected economic systems but also influencedreligious and ritual behavior. " they were exporting a religious ideology, " said dorothy hosler, associate professor of archaeology and ancient technology in the departmentof materials science and engineering. professor hosler and andrew w. macfarlane, a research affiliate in the department and an associateprofessor at florida international university, are authors of an article onthe work in the september 27 issue of science. west mexican peoples were one of many cultural groups, includingthe aztec and maya, who lived in a region archaeologists call mesoamerica. this region encompassed central and southern mexico, guatemala, belize, western honduras, and el salvador. until now, archaeologists had thoughtthat the west mexicans were relatively isolated and had little impact onother mesoamerican peoples. the new work, which links copper and bronze artifacts excavated atmany sites in mesoamerica to west mexican ore deposits, " is the firstevidence we have that west mexican peoples were interacting intensivelywith other mesoamerican groups, " professor hosler said. " so it alters ourthinking about the economic and social networks in this period [ ~ a. d. 1200 - 1521 ]. " in the summer of 1995 professor hosler spent two months in mexicocollecting ore samples from 15 deposits in west mexico, oaxaca, and easternmexico ( veracruz ). with a permit granted by mexico ' s national institute ofanthropology and history, she also took samples of 171 copper artifactsfrom a variety of mesoamerican archaeological sites. " i came back to mitwith boxes and boxes of artifact and ore samples, " said professor hosler, who is also a member of the mit center for archaeological materials. the researchers then determined the ratios of lead isotopes in eachsample ( isotopes of an element have different atomic weights ). lead isotopeanalysis, a standard technique, " can be used


is also a member of the mit center for archaeological materials. the researchers then determined the ratios of lead isotopes in eachsample ( isotopes of an element have different atomic weights ). lead isotopeanalysis, a standard technique, " can be used to identify ore sources forartifacts made from copper and copper alloys by matching the isotopicsignatures of ore lead to those of the artifacts, " the researchers write inscience. professor hosler notes that mit undergraduate jennifer pinson, nowa junior in materials science, played a key role in the analysis. " sheworked all last year on the project ; at one point she went to florida tohand - deliver ore samples to professor macfarlane because we were afraid wemight lose them if we shipped them. " ( the samples were analyzed atprofessor macfarlane ' s lab. ) the lead - isotope results showed that most of the mesoamericanartifacts sampled were indeed made of metal smelted from west mexican ores. these analytical data combined with historical and archaeological evidencetherefore show that the west mexicans were exporting artifacts throughoutthe mesoamerican region. among the archaeological evidence that supports this conclusion isthat " as far as we know, other mesoamerican peoples did not develop thetechnical expertise to make these artifacts, " professor hosler said. shenoted that west mexican bells, for example, are difficult to cast. " last january, mit professors sam allen, linn hobbs, and i led a class in ancientmexican bell casting. the students spent two weeks trying to cast copies ofthese bells, and we don ' t have it exactly right yet. " professor hosler concluded that although she had suspected that thewest mexicans played a major role in the production and distribution ofmetal artifacts, " until the lead isotope analysis we had no way ofsubstantiating what we thought might be true. " for more information about mit research on the history ofmaterials, go to : < http : / / tantalum. mit. edu / dmse _ research / crabrochure / history _ of _ materials. html >. the work reported in science was supported by a grant from grupomexico ( industrial minera mexico ), american smelting and refining company, and southern peru copper.


from lawguru wiki template : crimpro in united states constitutional law, the exclusionary rule is a legal principle holding that evidence collected or analyzed in violation of the u. s. constitution is inadmissible for a criminal prosecution in a court of law ( that is, it cannot be used in a criminal trial ). the exclusionary rule does not apply to all violations of the fourth, fifth, or sixth amendments. an example of this is the 2006 supreme court ruling hudson v. michigan, the exclusionary rule is designed to provide a remedy and disincentive, short of criminal prosecution, for prosecutors and police who illegally gather evidence in violation of the fourth and fifth amendments in the bill of rights, which provide for protection from unreasonable searches and seizure and compelled self - incrimination. the exclusionary rule applies to all citizens or aliens ( illegal or documented ) that reside within the united states. it is not applicable to aliens residing outside of u. s. borders. united states v. alvarez decided that property owned by aliens in a foreign country is admissible in court. certain persons in the u. s. receive limited protections, such as prisoners, probationers, parolees, and persons crossing u. s. borders. corporations, by virtue of being, also have limited rights under the fourth amendment ( see corporate personhood ). the fruit of the poisonous tree doctrine holds that any evidence discovered indirectly through an illegal search or seizure is inadmissible in court. the rationale is that the evidence would not have been found were it not for the violation of the fourth amendment and therefore must be suppressed because it is the " fruit of the poisonous tree. " if the prosecution can prove that the evidence in question would have been discovered even without the illegal search, then this evidence is admissible. this principle is known as inevitable discovery. history of the rule the exclusionary rule was created in 1914 in the case of weeks v. united states. this decision, however, created the rule only on the federal level. it was not until mapp v. ohio, 367 u. s. 643 ( 1961 ) that the exclusionary rule was also held to be binding on the states through the fourteenth amendment, which guarantees due process. this landmark decision was considered by former justice potter stewart as " the most important search and seizure decision in [ american ] history. " the court ' s rationale for its holding in hudson is that a search whose only illegality is the failure to announce cannot uncover any evidence that would


former justice potter stewart as " the most important search and seizure decision in [ american ] history. " the court ' s rationale for its holding in hudson is that a search whose only illegality is the failure to announce cannot uncover any evidence that would not have been uncovered if the announcement had been properly made, and therefore the suppression of evidence is not an appropriate remedy. exceptions to the rule the exclusionary rule does not apply in a civil case, in a grand jury proceeding, or in a parole revocation hearing. in any of these circumstances, illegally obtained evidence will not be barred by the rule. furthermore, such evidence can be admitted to impeach the credibility of the defendant ' s trial testimony ; however, this exception applies only if the defendant testifies, and the evidence is relevant to call into question the truthfulness of the defendant ' s testimony. the inevitable discovery doctrine was adopted first by the united states supreme court in nix v williams in 1984. it holds that evidence obtained through an unlawful search or seizure is admissible in court if it can be established, to a very high degree of probability, that normal police investigation would have inevitably led to the discovery of the evidence. this decision was upheld because given the fact that the exclusionary rule was created specifically to deter police and state misconduct, excluding evidence that would inevitably ( hypothetically ) have been discovered otherwise would not serve to deter police misconduct. in people v. stith, the court stated that this doctrine may not be used to admit primary evidence but only secondary evidence, i. e. evidence found as a result of the primary evidence. the attenuation exception to the exclusionary rule is that evidence may be suppressed only if there is a clear causal connection between the illegal police action and the evidence. the evidence must result from the unlawful conduct. a three - pronged test was created in people v. martinez to determine whether there was sufficient attenuation of this connection ( i. e. the lack of connection between the disputed evidence and the unlawful conduct ) : ( 1 ) the time period between the illegal arrest and the ensuing confession or consensual search ; ( 2 ) the presence of intervening factors or event ; and ( 3 ) the purpose and flagrancy of the official misconduct. the independent source exception allows evidence to be admitted in court if knowledge of the evidence is gained from a separate, or independent, source that is completely unrelated to the illegality at hand. this rule was formally accepted in people v. arnau. the good - faith exception may allow


troubleshooting problems while in safe mode safe mode is a troubleshooting option for windows that starts your computer with only basic services and functionality. if an existing problem does not reappear when you start windows in safe mode, you can eliminate the default settings and basic device drivers as possible causes. if you haven ' t installed any new programs or hardware recently, you can use the process of elimination to help you find the problem. try starting all of the programs you commonly use, including the programs in your startup folder, one by one to see if a program might be the cause of the problem. the program might be incompatible with this version of windows. try using system restore to restore your system to a point in time when it worked correctly. for more information, see what is system restore? the driver for the device might be incompatible with this version of windows. for information about uninstalling a device driver, see tips for fixing common driver problems. if uninstalling or restoring the driver back to a previous version does not fix the problem, try uninstalling or removing the hardware, and then restarting your computer. try restarting your computer using safe mode with networking, the only safe mode option that allows networking and internet capabilities. if you can ' t connect using this option, be sure to rule out hardware issues by restarting your computer and also any network hardware you are using, such as a modem or router. for more information, see troubleshoot internet connection problems. system restore can return your system files to a previous point in time before you noticed a problem. for more information, see what is system restore? if system restore does not fix the problem, try running startup repair from your windows installation disc. for more information, see startup repair : frequently asked questions.


is simply a weight around women ’ s necks. often people value their personal relationships and home life above all else, because they seem to offer a haven from the stresses of the outside world. but that doesn ’ t change the role the family plays under capitalism. and for a lot of the time, people looking for comfort and sanctuary in the family are disappointed. the haven they hoped to find ends up being a pressure cooker where built - up tensions are unleashed — and women often bear the brunt of them. the key role that the family plays explains why our rulers hate criticism of it and attack anyone who falls outside it. that ’ s why there is homophobia, panic over single parents and pressure on single people to get married. this also shapes the way people think about rape. most women who are raped know their attacker, and violence is more likely to happen within families — yet the most common view of rape is of a shadowy stranger leaping out of a bush late at night. sexist ideas are so ingrained because women ’ s oppression has existed for thousands of years, since the rise of class societies. this is why it seems so natural and permanent. but some of those who argue that we can ’ t challenge oppression do so because they have an interest in maintaining it. and it helps them to focus on individual acts of violence, because that distracts from the systemic oppression at the heart of capitalism. we can end women ’ s oppression — but to do it we need to get rid of the system that props it up. oppression affects all women, but the impact is vastly different depending on class. it is key to a system that ruling class women do very well out of — which is why we can ’ t rely on alliances with rich women to win change. ordinary people have a common interest in getting rid of capitalism. it wrecks the lives of working class women and men. it relies on oppression to divide and weaken the working class. and it atomises us and distorts even our most intimate relationships. in the process of creating a new world, people transform themselves. they throw off what marx called the “ muck of ages ” and ideas that have survived for centuries start to fall away. and in every revolutionary movement, women come to the forefront to lead the struggle. revolution isn ’ t a fairytale. already this year we ’ ve seen revolutions in egypt and tunisia that have thrown out dictators and raised the prospect of workers ’ control of society. collectively, we have the power to smash the system and create real


numbers on the page that the user must enter to login. make sure this series changes each time the user tries to login, that it is an image ( rather than simple text ), and that it cannot be identified by an optical character recognition script. second, add in a simple counter. if you detect a certain number of failed logins in a row, disable logging in to the administration area until it is reactivated by someone responsible. if you only allow each potential attacker a small number of attempts to guess a password, they will have to be very lucky indeed to gain access to the protected area. this might be inconvenient for authentic users, however is usually a price worth paying. finally, make sure you track ip addresses of both those users who successfully login and those who don ' t. if you spot repeated attempts from a single ip address to access the site, you may consider blocking access from that ip address altogether. one excellent way to make sure that even if you have a problem with someone accessing your database who shouldn ' t be able to, you can limit the damage they can cause. modern databases like mysql and sql server allow you to control what a user can and cannot do. you can give users ( or not ) permission to create data, edit, delete, and more using these permissions. usually, i try and ensure that i only allow users to add and edit data. if a site requires an item be deleted, i will usually set the front end of the site to only appear to delete the item. for example, you could have a numeric field called " item _ deleted ", and set it to 1 when an item is deleted. you can then use that to prevent users seeing these items. you can then purge these later if required, yourself, while not giving your users " delete " permissions for the database. if a user cannot delete or drop tables, neither can someone who finds out the user login to the database ( though obviously they can still do damage ). php contains a variety of commands with access to the operating system of the server, and that can interact with other programs. unless you need access to these specific commands, it is highly recommended that you disable them entirely. for example, the eval ( ) function allows you to treat a string as php code and execute it. this can be a useful tool on occasion. however, if using the eval ( ) function on any input from the user, the user


background : a new type of stethoscope relies on ultrasound to enable doctors to hear the sounds of the body in extremely loud situations, such as during the transportation of patients in medevac helicopters, or wounded soldiers in blackhawk helicopters. how it works : these new ultrasound models transmit a sound signal into the patientıs body. this sound is reflected back to the stethoscope at a slightly different frequency because it bounces off the internal organs, changing the sound wave patternı essentially, the doppler effect. the difference in frequencies between the transmitted sound wave and the returning sound wave received by the instrument can be computed to determine the motion of the internal organs. this difference in frequency is then converted into audible sound. ultrasound stethoscopes produce a markedly different sound than conventional ones. an acoustic stethoscope yields a ılub - dubı sound from a heartbeat with the first beat being the strongest. an ultrasound stethoscope yields a ıta - da - taı pattern with the second beat being the strongest. the problem : traditional stethoscopes transmit and amplify sound within the range of human hearing : from 20 hertz to 20, 000 hertz. most body sound, such as that of the heart and lungs, fall into the 100 to 200 hertz range. current acoustic stethoscopes detect and amplify vibrations that allow doctors to hear the heart and lungs better. however, they become difficult to use around 80 decibels ı a noise level comparable to an alarm clock or a busy street, - - and are useless above 90 decibels. modern electronic stethoscopes improved that threshold to 95 decibels by replacing the earpieces with loudspeaker inserts, which provide a better seal over the ear canal. they also have electrical cables instead of the conventional tubing, decreasing acoustic noise. but this is still not sufficient to make the instruments useful in very noisy environments. the ultrasound stethoscope is nearly impervious to loud noise and can make accurate readings at noise levels up to 120 decibels, similar to the volume experienced in the front row at a rock concert. the doppler effect : both sound waves and light waves exhibit the doppler effect. just as a train whistle will sound higher as it approaches a platform and then become lower in pitch as it moves away, light emitted by a moving object is perceived to increase in frequency ( a blue shift ) if it is moving toward the observer ; if


restrictions of freedom the act on protection against family violence of 2003 covers the issue of violence perpetrated within families and therefore covers the case of violence towards a relative with dementia. the definition of violence is very comprehensive and includes restriction of freedom of movement and presumably various coercive measures. “ family violence is any use of physical force or psychological pressure against the integrity of a person ; any other behaviour of a family member which can cause or potentially cause physical or psychological pain ; causing feelings of fear or being personally endangered or feeling of offended dignity ; physical attack regardless of whether or not it results in physical injury, verbal assaults, insults, cursing, name - calling and other forms of severe disturbance ; sexual harassment ; stalking and other forms of disturbance ; illegal isolation or restriction of the freedom of movement or communication with third persons ; damage or destruction of property or attempts to do so. ” ( cited by the united nations division for the advancement of women, 2009 ). united nations division for the advancement of women ( 2009 ), the un secretary - general ’ s database on violence against women : extract on croatia. accessed online on 20 october 2011 at : http : / / webapps01. un. org / vawdatabase / searchdetail. action? measureid = 6015 & basehref = country & basehrefid = 388 last updated : mercredi 14 mars 2012


so i ' ve been reading a lot of carl jung ' s works recently. in ' dreams, memories and reflections ' as well as ' the archetypes and the collective unconscious ', he describes in great detail various communications he has made with his unconscious mind, which manifest themselves in all sorts of figures and scenes. many of the experiences he describes were prophetic in nature and in my opinion, his description of the archetypes is incredibly fascinating and links in with tony ' s idea of the daemon. in ' on the relation of analytical psychology to poetry ' jung writes : - ' the primordial image, or archetype, is a figure - - be it a daemon, a human being, or a process - - that constantly recurs in the course of history and appears wherever creative fantasy is freely expressed. essentially, therefore, it is a mythological figure.... in each of these images there is a little piece of human psychology and human fate, a remnant of the joys and sorrows that have been repeated countless times in our ancestral history.. ' concerning direct communication with this ' daemon ' archetype jung came up with a method called ' active imagination ', which he said he had used on himself and his patients to communicate with their subconscious ( their daemon ). copied from wikipedia : - active imagination is a concept developed by carl jung between 1913 and 1916. it is a meditation technique wherein the contents of one ' s unconscious are translated into images, narrative or personified as separate entities. it can serve as a bridge between the conscious ' ego ' and the unconscious and includes working with dreams and the creative self via imagination or fantasy. jung linked active imagination with the processes of alchemy in that both strive for oneness and inter - relatedness from a set of fragmented and dissociated parts. key to the process of active imagination is the goal of exerting as little influence as possible on mental images as they unfold. for example, if a person were recording a spoken visualization of a scene or object from a dream, jung ' s approach would ask the practitioner to observe the scene, watch for changes, and report them, rather than to consciously fill the scene with one ' s desired changes. one would then respond genuinely to these changes, and report any further changes in the scene. this approach is meant to ensure that the unconscious contents express themselves without overbearing influence from the conscious mind. at the same time, however, jung was insistent that some form of participation in active imagination


, and report any further changes in the scene. this approach is meant to ensure that the unconscious contents express themselves without overbearing influence from the conscious mind. at the same time, however, jung was insistent that some form of participation in active imagination was essential : ' you yourself must enter into the process with your personal reactions... as if the drama being enacted before your eyes were real '. of the origination of active imagination, jung wrote : “ it was during advent of the year 1913 – december 12, to be exact – that i resolved upon the decisive step. i was sitting at my desk once more, thinking over my fears. then i let myself drop. suddenly it was as though the ground literally gave way beneath my feet, and i plunged into the dark depths. ” carl jung developed this technique as one of several that would define his distinctive contribution to the practice of psychotherapy. active imagination is a method for visualizing unconscious issues by letting them act themselves out. active imagination can be done by visualization ( which is how jung himself did it ), which can be considered similar in technique at least to shamanic journeying. active imagination can also be done by automatic writing, or by artistic activities such as dance, music, painting, sculpting, ceramics, crafts, etc. jung considered indeed that ' the patient can make himself creatively independent through this method... by painting himself he gives shape to himself '. doing active imagination permits the thoughtforms of the unconscious, or inner ' self ', and of the totality of the psyche, to act out whatever messages they are trying to communicate to the conscious mind. for jung however, this technique had the potential not only to allow communication between the conscious and unconscious aspects of the personal psyche with its various components and inter - dynamics, but also between the personal and ' collective ' unconscious ; and therefore was to be embarked upon with due care and attentiveness. indeed, he warned with respect to ' " active imagination "... the method is not entirely without danger, because it may carry the patient too far away from reality '. the post - jungian michael fordham was to go further, suggesting that ' active imagination, as a transitional phenomenon... can be, and often is, both in adults and children put to nefarious purposes and promotes psychopathology '. http : / / en. wikipedia. org / wiki / active _ imagination has anybody tried this method or done any further research into it?


one half of optics was missing at optical frequencies, electromagnetic waves interact with an ordinary optical material ( e. g., glass ) via the electronic polarizability of the material. in contrast, the corresponding magnetizability is negligible for frequencies above a few thz, or in other words, its magnetic permeability is identical to unity ( μ ( ω ) = 1 ). consequently, the optical properties of an ordinary optical material are completely characterized by its electric permittivity ε ( ω ) ( or dielectric function ). as a result, we can only directly manipulate the electric component of light with an appropriate optical device while we have no immediate handle on the corresponding magnetic component. one half of optics has been missing. artificial magnetism at optical frequencies photonic metamaterials open up a way to overcome this constraint. the basic idea is to create an artificial crystal with significantly sub - wavelength periods. analogous to an ordinary optical material, such a photonic metamaterial can approximately be treated as an effective medium characterized by effective material parameters ε ( ω ) and μ ( ω ). however, the proper design of the elementary building blocks ( or " artificial atoms " or " meta - atoms " ) of the photonic metamaterial allows for a non - vanishing magnetic response and even for μ < 0 at optical frequencies – despite the fact that the constituent materials of the photonic metamaterial are completely non - magnetic. negative refractive index … much of the early excitement in the field has been about achieving a negative index of refraction n < 0 by simultaneous ε < 0 and µ < 0 at near - infrared or even at visible frequencies. a negative refractive index means that the phase velocity of light is opposite to the electromagnetic energy flow ( the poynting vector ). this unusual situation has inspired fascinating ideas like the so - called " perfect lens ", which employs the fact that the optical path length between two spatially separate points can be made equal to zero, rendering the two points equivalent for the purpose of optics. … and beyond artificial magnetism is also a necessary prerequisite for obtaining strong optical activity and circular dichroism. these phenomena are based on magnetic dipoles excited by the electric component of the light field and vice versa. three - dimensional metal helices have been a corresponding paradigm building block in optical textbooks, but their nanofabrication has not been possible until quite recently. such gold - helix metamaterials can be applied as compact and broadband ( more than one octave ) circular


metal helices have been a corresponding paradigm building block in optical textbooks, but their nanofabrication has not been possible until quite recently. such gold - helix metamaterials can be applied as compact and broadband ( more than one octave ) circular polarizers - the circular analogue of the good old wire - grid linear polarizer ( already used by heinrich hertz in his pioneering experiments on electromagnetic waves in karlsruhe in 1887 ) and possibly a first down - to - earth application of the deceptively simple but far - reaching ideas of photonic metamaterials. transforming optical space further flexibility for achieving certain functions arises from intentionally spatially inhomogeneous optical metamaterials. such structures can be designed using the concepts of transformation optics, which is inspired by albert einstein ’ s theory of general relativity. in essence, distortions of actual space ( e. g., due to heavy masses ) can equivalently be mimicked by distortions of optical space, i. e., by tailoring the local index of refraction. invisibility cloaking structures have been a demanding benchmark example for the strength of transformation optics because invisibility cloaks would have been considered " impossible " just five years ago. today, direct laser writing has allowed for the first three - dimensional invisibility cloaking structures. lately, even visible operation frequencies have become accessible. a complete list of publications can be found here.


| risk factors is a chronic, severe, disabling brain disorder. it interferes with the way a person interprets reality. people with schizophrenia may : - hear voices or see things that others do not - become paranoid that people are plotting against them - experience cognitive deficits - withdraw socially these and other symptoms make it difficult for people with schizophrenia to have positive relationships with others. regions of the brain copyright © nucleus medical media, inc. the cause of schizophrenia is unknown but it is associated with problems in brain structure and chemistry. there may be some genetic role. schizophrenia does not develop because of one factor. you may have a gene that increases your chance of schizophrenia, but you may not develop the disease based on your environment. environment means any outside factor like stress or infection. factors that increase your risk of schizophrenia include : - having a parent or sibling with schizophrenia - marijuana use or other drug use - father being of older age - other factors, like problems during pregnancy or birth such as infection men typically develop symptoms in their late teens or early twenties. schizophrenia in women tends to occur in their twenties or thirties. in rare cases, it is seen in childhood. symptoms often appear slowly. they may become more disturbing and bizarre over time or occur in a matter of weeks or months. symptoms may include : - hallucinations — seeing or hearing things / voices that are not there - delusions — strong but false personal beliefs that are not based in reality - disorganized thinking - disorganized speech — lack of ability to speak in a way that makes sense - catatonic behavior — slow movement, repeating rhythmic gestures, pacing, walking in circles, refusal to do things, repetitive speech - emotional flatness — flat speech, lack of facial expression, and general disinterest and withdrawal - inappropriate laughter - poor hygiene and self - care your doctor will ask you about your symptoms and medical history. a physical exam will be done. schizophrenia is diagnosed by certain symptoms that : - exist most of the time during a period of one month - cause a decreased level of functioning - continue for at least six months ( certain symptoms ) the doctor will rule out other causes, such as drug use, physical illness, or other mental health conditions. schizophrenia is not curable, but it is highly treatable. hospitalization may be required during acute episodes. symptoms are usually controlled with antipsychotic medicine. talk to your doctor about the best treatment plan for you. options may include one or more of the following : antipsychotic medicines


cyberattacks on it systems are increasing at an exponential rate. from 2006 to 2009, organizations reported that the number of security incidents grew more than 400 percent. according to reports, many of these security breaches were introduced at the user level. along with an increase in attacks, there has also been an increase in the quantity and type of data stored on networks. given the number of staff members with varying security levels who require access to networks, organizations have had to redouble efforts to protect data and systems. yet securing the desktop, a major access point to the network, is often overlooked. following are some simple and effective ways to protect desktops — ensuring that they do not become gateways for unauthorized access to the agency network. although it ' s common practice in many organizations to limit the use of flash drives and other devices that utilize usb ports, many others do not do this. flash drives open organizations to data theft, and an infected usb device can introduce viruses. if it ' s necessary to use flash drives, it ' s best to select a secure drive with on - board antivirus software. typically, antivirus software is already installed on pcs when they arrive from the factory. this is often the first line of defense against viruses attempting to gain access via individual client devices. whether scanning e - mail attachments or preventing intrusions from infected websites, antivirus software should not be ignored. many users, however, disable their antivirus software or do not update it. these actions render the software ineffective or obsolete. scheduling automatic updates and maintaining the software are both necessary for it to remain effective and serve as a defense against the barrage of viruses that attack networks every day. most malware that enters a desktop, and ultimately the network, comes from users who have downloaded infected software or applications. restricting the ability of staff to automatically download software or applications reduces vulnerabilities at the desktop and limits the ways in which malware can access an organization ' s systems. secure kvm ( keyboard, video, mouse ) switches let users access both secure and nonsecure networks through a single set of peripherals. by keeping various networks isolated from one another, secure kvm switching devices eliminate potential data breaches. authorized workers can then access secure data with neither the threat of introducing harmful data to the secure network nor any risk of accidentally copying or transferring classified data to systems outside the secure network. additionally, many secure kvm switches can lock down usb devices, allowing only authorized devices — such as keyboards, mice and common access card readers


unexplained spiritual experiences, seemingly accidental that pushed him more and more towards spiritual quests of higher levels. these experiences were enhanced by his meetings with sister nivedita in 1902 and an experience of ' the vacant infinite ' at the sankarachaya hill in kashmir in 1903. mrinalini bose, the young wife of aurobindo had not been able to join in her husband ' s spiritual journey, and their differences became more than just the differences in their ages, as he became more involved in politics and yoga. five years after his marriage to her, he wrote to her saying that he was suffering from madness. he categorized his madness at three levels. first, was that he realized his talents and resources had to be used for one purpose only i. e. for god ' s work. his second madness he describes as his quest to have a direct ' realization with god '. thirdly, to him india was the mother, the divine embodiment of sakti that propelled him towards politics. politically aurobindo was becoming more and more determined to help the cause of independence for indians from the british. he was convinced that the western influence on the indian mind was an impediment for the indian spiritual maturity. he moved to bengal in 1906 to become the principal of bengal national college. here he joined secret political societies, and orchestrated an underground organization with printing of anti - british pamphlets. the same year he assisted bipin chandra pal in founding the radical newspaper, bande mataram. later, he took over the editorship of the newspaper and succeeded bipin chandra pal as the leader of national party in bengal. he wrote several articles including the one called ' the doctrine of passive resistance, ' that later became the main instrument of gandhi in his freedom struggle to oust the british from india. for his article in bande mataram, he was arrested in 1907, on charges of sedition and then released on bail. even in his development as a political revolutionary, aurobindo went through several evolutions as well. first he was the secret revolutionary, advocating and preparing for an armed insurrection. secondly, he undertook the task of convincing the nation that its citizens deserved and could attain independence. the country was in a state of forced subjugation, and thought that the british were too powerful and indians too impotent to dream of independence. moreover, indians were under the impression that the lofty idea about independence was impractical, unattainable and almost an insane chimera


, and thought that the british were too powerful and indians too impotent to dream of independence. moreover, indians were under the impression that the lofty idea about independence was impractical, unattainable and almost an insane chimera. lastly, aurobindo had come a full circle when he wrote articles and assisted in organizing people to passively resist and practice non - cooperation. aurobindo resigned from bengal national college and became a leader of the nationalist movement, giving several speeches both in bengal and western india. in january of 1908 he met vishnu bhaskar lele, a yogi in baroda, who taught him the technique of silencing the mind and experiencing the timeless brahman, a form of spiritual realization. he was again arrested in 1908 in connection with alipore conspiracy case and spent a year in jail, including in solitary confinement. he utilized his time in jail studying the geeta, meditation and practice of yoga. after his acquittal, he started publications of two weeklies - karmayoga in english and dharma in bengali. during his stay in calcutta for a period of five years as a revolutionary leader, aravinda ghose tried to prove to the indians that a politically oppressed population could not express its distinctive spiritual and cultural genius. move to pondicherry aurobindo had concluded that independence for india was inevitable, and he then embraced the spiritual evolution of the soul with the same fervor as he had in raising the consciousness of indians. in the year 1910, when aurobindo was 37 years old, he abruptly withdrew from active politics and moved to pondicherry to continue his spiritual work. there he met paul richard, a french diplomat who became an ardent fan of aurobindo. mira richard, * * his wife was a spiritual personality ( born mira alfassa on february 21, 1878 in paris ), who had mystic and psychic experiences during her adolescence. after hearing about aurobindo she met him in 1914, an encounter instantly and profoundly spiritual for both. mira richard was to become “ mother ” later, a symbol of sakti who was to play a central role in the creation of the aurobindo ashram and auroville in pondicherry. mira richard saw aurobindo as the divine hero of tomorrow and hope for all humanity. the day after her meeting with him she wrote in her diary : “ little by little the horizon becomes precise, the path becomes clear. and we advance to an even greater


| © 1999 - 2013 brainpop. all rights reserved. | in this movie, children will learn about different seasons and different types of weather. they ' ll learn how earth is tilted on its axis, and how as our planet orbits the sun, seasons change in different parts of the world! review with children that we divide the year into seasons, or sets of consecutive months that have similar weather patterns and length of days. there are four seasons in many parts of the world : winter, spring, summer, and fall ( also called autumn ). other parts of the world have two seasons : wet and dry. children should observe that seasons happen in the same cycles year after year and that different types of weather occur during different seasons. which is the coldest season? which is the hottest? children should know that temperature is how hot or cold something is, and this can be measured with a thermometer. though temperatures and amount of precipitation varies across different areas, winter typically has lower temperatures than the rest of the year. snow, sleet, hail, and rain are common forms of precipitation in the winter. in snowy areas, many animals have difficulties finding food and some will even hibernate to conserve energy. children can learn more about hibernation by watching the hibernation movie. december, january, and february are considered winter months in the northern hemisphere, though some countries acknowledge november to be a part of winter. children should understand that during winter they may wear heavier clothing like coats, hats, and scarves and participate in cold - weather activities such as sledding or skiing. as the winter ends, spring begins and temperatures slowly rise as the days get longer. snow and ice melt and more rain tends to fall during this season. flowers and plants grow and bloom, and animals become active again. many animals will have their young in the spring when food is plentiful. furthermore, their young will have time to grow before experiencing a cold winter themselves. the united states marks the beginning of spring with the vernal equinox in march and the end of spring with the summer solstice in june. children should understand that in spring they may wear lighter coats and rain gear, and also begin outdoor activities like baseball, softball, or gardening. after spring is summer, which begins in june and ends around september in the united states. summer is the warmest season and has the longest days, because our part of earth is tilted toward the sun throughout the season. most areas receive the least amount of precipitation during this


in the northern hemisphere might see a particular constellation in the summer, people living in the southern hemisphere might see the same constellation in the winter. for children who want to learn more information about the seasons, we recommend watching other movies in the weather unit. | © 1999 - 2013 brainpop. all rights reserved. | season to season as a long - term project, have your students observe and record the weather each week of the school term or year. students can take the temperature outdoors and measure the amount of precipitation with a rain or snow gauge. ( simply take a waterproof ruler and place it in a clear plastic container to create a homemade gauge. ) if possible, students can use a wind sock or anemometer to measure the amount of wind. you can have students record their observations in their notebooks or use a large class calendar or datebook. different small groups could also be responsible for recording the weather conditions each week, and reporting their findings to the class. as the seasons change, have students look at the data and make inferences about the weather. how does the weather change throughout the year? what patterns do they see? bring in examples of travel guides and brochures to your students. explain that many guides have descriptions of the weather and activities available each season. have your students pick a city or country from around the world and create a travel guide or poster. you may wish to break up the students into small groups so they can research together. students should find out about average temperatures for each season, kinds of precipitation, historical landmarks, as well as fun activities or festivals that occur during each season. if possible, hold a “ travel fair ” where students can share their work and make recommendations about which season is preferable to visit their chosen country. for example, students might like to recommend mexico in the fall to see the migrating monarch butterflies arrive or holland in the spring to view the tulips. students will learn how people have always celebrated the seasons ' annual cycle. seasonal fashion show hold a seasonal fashion show with your students. students can bring in outfits that they wear during the winter, spring, summer, and fall and model them with the class. teach students the correlation between temperature and proper attire : at 50 degrees fahrenheit ( 10 degrees celsius ), students might wear an autumn jacket over their clothes. at 80 degrees ( 27 celsius ), they might be dressed in shorts and a shirt. you can encourage students to bring in athletic jerseys and equipment that they use during each season. have


, students might wear an autumn jacket over their clothes. at 80 degrees ( 27 celsius ), they might be dressed in shorts and a shirt. you can encourage students to bring in athletic jerseys and equipment that they use during each season. have student volunteers describe their outfits and discuss why they are appropriate for each season. ( make sure children understand dress codes and wear appropriate cover - ups for any beachwear. ) as the world turns have small groups of students make models of earth and the sun and show how earth orbits around the sun. remind students that earth tilts at an angle as it orbits the sun. students can paint styrofoam balls to model the earth and sun ( take care to use relative sizes of balls ) or use different colors of clay. students can put in a paper clip or pencil at the poles of the earth to show the tilt, and draw a horizontal line to show the equator. modeling the earth and sun will help students visualize how the tilt and orbit cause the seasons to change. | © 1999 - 2013 brainpop. all rights reserved. | remind your child that different plants grow in different seasons. for example, apple trees bear fruit in the fall while orange trees bear fruit in the winter. despite this, your child may notice that apples and oranges are available in the grocery store all year round. why do they think that is? research the fruits and vegetables to find out the season those plants bear fruit. look for stickers and labels on the fruits and vegetables that identify the country or place of origin. how do we get apples in early summer if trees bear fruit in the fall? explain that because of earth ’ s tilt and orbit around the sun, different parts of the world have different seasons. explain to students that these fruits and vegetables are flown around the world. if possible, visit a local farmer ’ s market to explore seasonal produce together, and see if you can create a seasonal meal made from locally - grown produce. ‘ tis the season for … together with your child, set goals that are appropriate for each season. for example, the goal for the summer might be to go camping for a weekend, remember to wear sunscreen, or learn how to dive. a goal for the spring might be to spot a nest of eggs or hatchlings, plant flowers, spring clean, or go see a baseball game. find goals that you and your family can do together and are realistic and able to be fulfilled. have your child write them down in his or her notebook or create a list


this is a " self delivery " pack which has been designed specifically for national science and engineering week 2013. the science behind fingeprints is well known! what is not so well known is the link between fingerprints and footprints. right angle events have launched a new education pack called ‘ toes for turf ’ comprising at least 4 hours of fun teaching material linked to key stage 1 - 4 mathematics. we have designed a fantastic scheme especially for national science & engineering week called " toes for turf ". the science behind fingerprints is well known. what is not so well known is the science behind footprints or " feet prints ". this activity enables students to take, classify and " lift " both fingerprints and foot prints. as the research on footprints is meagre, this scheme will allow students to make some discoveries about the correlation or otherwise between fingerprints and feet prints. barbara hepworth : the hospital drawings, taking place at pallant house gallery, chichester, ( 16 february - 2 june 2013 ) reveals the remarkable series of drawings and paintings made by barbara hepworth during the late 1940s, illustrating surgeons at work in operating theatres within post - war britain. featuring over 30 works, including hepworth ’ s sketchbook, the exhibition is the most significant presentation of this extraordinary series to date, comprising key loans from national, public and private collections. saturday, 16 february, 2013 - 10 : 00 to sunday, 5 may, 2013 - 16 : 30 scottish fisheries museum an exhibition investigating the existence of sea monsters and exploring the science behind the myths. curated by dr charles paxton of the university of st andrews, the exhibition looks at various sea monster legends and tests them scientifically to see whether such monsters could actually exist – with sometimes surprising conclusions. the exhibition comprises display panels, natural history specimens from the university and the museum ’ s collections, and interactive activities. all our students will be making their own enclosed garden in a plastic bottle or a plastic container. they will be doing this to demonstrate how the water cycle works on our planet. over the coming weeks the students will be able to make their own observations about what is happening in their enclosed gardens. come and take a tour around the museum to learn about five victorians who were responsible for making great advances in science and technology in the region. the tour will focus on the lives and inventions of william armstrong, charles parsons, joseph swan and george and robert stephenson. discover how stanley mills was using renewable energy over 200 years ago. learners will find out about different types of waterwheels then work in teams


innovation in education the existence of schools such as carroll represents, in and of itself, a significant educational innovation. schools that are dedicated to an atypical learning profile, in carroll ’ s case dyslexia, are relatively rare. a program that is designed specifically for one type of learner is also innovative in a landscape of schools that are required to serve all children in their city or town. carroll balances curriculum, instructional practices, and programs that have helped children for over 45 years at carroll with compelling new interventions resulting from both research and implementation evidence. carroll is so fortunate to be located in the greater boston area, where an incredible amount of revolutionary research is underway about how the human brain learns. carroll constantly seeks to combine the proven with the promising. the combination of interventions that carroll uses reveals this balance with a set of innovative, evidence - based programs, such as orton - gillingham, rave - o, visualizing and verbalizing, lexia learning, kurzweil, thinking reader, singapore math, thinking through math, symphony math, stern structured materials, the number race, reflexmath, cognitive development, inspiration, and scores of web - based software applications. much of our decision making about educational innovation results from our associations with some of the most accomplished researchers in the fields of education, neuroscience, and technology. the research updates section of the carroll website will keep viewers apprised of some of the research that we are following.


a composting program to reduce waste output, and the impact of weekly " power down " days started by the environmental clubs to reduce energy usage. an easier path might have been to ask for the energy and water bills and call it a day, or to plant a few trees and declare our " greening " mission complete. but we wanted the students, teachers, and administrators to take ownership of the process, to figure out what their impact is, and decide what kind of sustainability initiatives made sense. by modeling an iterative process, we are showing students how science can inform their actions and lead to lasting change. we are also helping them think through some of the really difficult questions that relate to any greening initiative, such as whether it really is more " green " to purchase compostable lunch trays made from corn if we ' re unable to compost them on site, or whether we should install energy - efficient lightbulbs when most of the energy in the school is being used for heating and cooling. engaging in this process is complex, but we believe such engagement develops a citizenry that is thoughtfully dedicated to understanding their local environment. we are thrilled that we have been able to undertake this long - term project with the rhinebeck school district and look forward to expanding this effort to other districts.


affect vision. treatment is often controversial because complete surgical removal may be curative but can also cause memory, vision, behavioral, and hormonal problems. partial surgical removal plus radiation therapy is an alternative. children treated for these tumors usually need long - term follow - up care for visual and / or hormonal problems. germ cell tumors : a small percentage of childhood brain tumors arise in the pineal or suprasellar regions, above the pituitary gland. they are most often diagnosed around the time of puberty and are more likely to affect boys than girls. these tumors often respond favorably to chemotherapy and / or radiation therapy, following surgery. choroid plexus papillomas : the choroid plexus is located within the ventricles in the brain and produces csf. choroid plexus papillomas ( benign ) and choroid plexus carcinomas ( malignant ) account for 1 % to 3 % of pediatric brain tumors. these types of tumors usually arise in infants and often cause hydrocephalus. the treatment of choice is surgery and, if the tumor is malignant, chemotherapy, and / or radiation therapy. supratentorial pnets / pineoblastomas : supratentorial pnets and pineoblastomas account for approximately 5 % of pediatric brain tumors. their symptoms depend on location and proximity to the csf spaces. treatment involves maximal surgical resection, radiation therapy to the brain and spine, and chemotherapy. - related topics - brain tumor facts and glossary - research news and reports - cbtf publications


in the rear seats of a vehicle. the legislative history of cgs 14 - 296aa does not address the issue of whether it applies to frs and gmrs equipment. according to the federal communications commission ( fcc ), frs is a type of citizens band radio service. family, friends, and associates can use it to communicate within a neighborhood and while on group outings. frs has a communications range of less than one mile and the radio has a maximum power of no more than one - half watt. it cannot be used to make a telephone call but can be used for business - related communications. gmrs is a land - mobile radio service available for short - distance two - way communications to facilitate the activities of an adult and his or her immediate family members. in most cases it has a power capacity of no more than 50 watts. family members typically use the equipment to communicate among themselves near their residence or during recreational outings. some equipment can be used for both frs and gmrs. the fcc rules consistently refer to the equipment used by both services as “ radios ” rather than “ telephones. ” since frs cannot be connected to the public switched telephone network under 47 cfr 95. 193 ( e ), it appears that such devices do not fall within the definition of mobile telephones. however, they may fall within the definition of mobile electronic devices. fcc rules permit transmissions of data regarding the location of the frs station. the rules also permit the transmission of brief text messages. the maximum transmission time may not exceed one second, and the minimum time before the next data transmission must be not less than 30 seconds. only those frs radios that the fcc has specifically certified for such data operation may actually transmit data. so it appears that using frs equipment can be used to make calls while driving, but using it to transmit text messages or data would violate cgs § 14 - 296aa. gmrs equipment can only be connected with the public switched telephone network under very limited circumstances under 47 cfr 95. 141. it generally can only be used for voice communications, but 47 cfr 95. 181 also permits a gmrs station operator to communicate a one - way voice page to a paging receiver. it appears that gmrs equipment can be used to make calls while driving, but using it to send pages would violate cgs § 14 - 296aa. using a speakerphone it appears that cgs § 14 - 296aa does not prohibit a driver from dialing a number and then using the speakerphone function to hold a conversation, so long as


without sensors, a robot is just a machine. robots need sensors to deduce what is happening in their world and to be able to react to changing situations. this chapter introduces a variety of robotic sensors and explains their electrical use and practical application. the sensor applications presented here are not meant to be exhaustive, but merely to suggest some of the possibilities. please do not be limited by the ideas contained in this chapter! assembly instructions for the kit sensors are given in section 2. 6. the basic function of an electronic sensor is to measure some feature of the world, such as light, sound, or pressure and convert that measurement into an electrical signal, usually a voltage or current. typical sensors respond to stimuli by changing their resistance ( photocells ), changing their current flow ( phototransistors ), or changing their voltage output ( the sharp ir sensor ). the electrical output of a given sensor can easily be converted into other electrical representations. there are two basic types of sensors : analog and digital. the two are quite different in function, in application, and in how they are used with the roboboard. an analog sensor produces a continuously varying output value over its range of measurement. for example, a particular photocell might have a resistance of 1kin bright light and a resistance of 300k in complete darkness. any value between these two is possible depending on the particular light level present. digital sensors, on the other hand, have only two states, often called " on " and " off. " perhaps the simplest example of a digital sensor is the touch switch. a typical touch switch is an open circuit ( infinite resistance ) when it is not pressed, and a short circuit ( zero resistance ) when it is depressed. some sensors that produce a digital output are more complicated. these sensors produce pulse trains of transitions between the 0 volt state and the 5 volt state. with these types of sensors, the frequency characteristics or shape of this pulse train convey the sensor ' s measurement. an example of this type of sensor is the sharp modulated infrared light detector. with this sensor, the actual element measuring light is an analog device, but signal - processing circuitry is integral to the sensor produces a digital output. the roboboard contains input ports for both analog and digital sensors. while both types of ports are sensitive to voltage, each type interprets the input voltage differently and provides different data to the microprocessor. the analog ports measure the voltage and convert it to a number between 0 and 255,


and digital sensors. while both types of ports are sensitive to voltage, each type interprets the input voltage differently and provides different data to the microprocessor. the analog ports measure the voltage and convert it to a number between 0 and 255, corresponding to input voltage levels between 0 and 5 volts. the conversion scale is linear, so a voltage of 2. 5 volts would generate an output value of 127 or 128. the digital ports, however, convert an input voltage to just two output values, zero and one. if the voltage on a digital port is less than 2. 5 volts, the output will be 0, while if the input is greater than 2. 5 volts, the output will be 1. thus, the conversion is very nonlinear. the c library function analog ( port - # ) is used to return the value of a particular analog sensor port. for example, the ic statement sets the value of the variable val equal to the output of port # 27. many devices used as digital sensors are wired to be active low, meaning that they generate 0 volts when they are active ( or true ). the digital inputs on the roboboard have a pull - up resistor that makes the voltage input equal to 5 volts when nothing is connected. a closed or depressed touch switch connected to a digital port would change that voltage to 0 volts by shorting the input to ground. the resulting outputs : open switch, and closed switch, are the logical opposite of what we usually want. that is, we would prefer the output of the digital port to have value 0 or false normally, and change to 1 or true only when the switch hit something ( like a wall or another robot ) and was depressed. the ic library function digital ( port - # ), used to read a true - or - false value associated with a particular sensor port, performs this logical inversion of the signal measured on a digital port. hence, the depressed touch switch ( measuring 0 volts on the hardware ) causes the digital ( ) function to return a 1 ( logic true ) or logical true value. for example, the c statement returns a true value ( the number 1 ) and calls the function do _ it ( ) if the value at port # 2 was zero volts ( indicating a depressed switch ). the standard plug configuration used to connect sensors to the roboboard is shown in figure 9. 1. notice that the plug is asymmetric ( made by removing one pin from a four - pin section


as illustrated in figure 9. 5. touch sensors can also serve as limit switches to determine when some movable part of the robot has reached the desired position. for example, if a robot arm is driven by a motor, perhaps using a gear rack, touch switches could detect when the arm reached the limit of travel on the rack in each direction. figure 9. 6 shows how a switch is wired to a sensor input port. when the switch is open ( as it is shown in the diagram ), the sensor input is connected to the 5 volt supply by the pull - up resistor. when the switch is closed, the input is connected directly to ground, generating a 0 volt signal ( and causing current to flow through the resistor and switch ). most push - button - style switches are " normally open, " meaning that the switch contacts are in the open - circuit position when the switch has not been pressed. microswitches often have both normally open and normally closed contacts along with a common contact. when wiring a microswitch, it is customary to use the normally open contacts. also, this configuration is the active - low mode expected by the standard library software used to read the output values from digital sensor ports. however, you can wire the switch differently to perform some special function. in particular, several switches can be wired in series or parallel and connected to a single digital input port. for example, a touch bumper might have two switches, and the robot only needs to know if either of them ( # 1 or # 2 ) are closed. it takes less code and less time to check just one digital port and to use parallel switch wiring to implement the logic or function in hardware. as the name suggests, a mercury tilt switch contains a small amount of mercury inside a glass bulb. the operation of the switch is based on the unique properties of mercury : it is both a conductor and a liquid. when the switch tilts mercury flows to the bottom of the bulb closing the circuit between two metal pins. the mercury tilt switch can be used in any application to sense inclination. for example, the tilt switch could be used to adjust the position of an arm or ramp. most thermostats contain a mercury tilt switch mounted on a temperature sensitive spring. changes in temperature tilt the switch, turning the furnace or air conditioner on or off. a potentiometer ( or " pot, " for short ) is a manually - adjustable, variable resistor. it is commonly used for volume and tone controls in stereo equipment


tilt the switch, turning the furnace or air conditioner on or off. a potentiometer ( or " pot, " for short ) is a manually - adjustable, variable resistor. it is commonly used for volume and tone controls in stereo equipment. on the roboboard a 10k pot is used as a contrast dial for the lcd screen, and the roboknob of the board is also a potentiometer. in robotics, a potentiometer can be used as a position sensor. a rotary potentiometer ( the most common type ) can be used to measure the rotation of a shaft. gears can be used to connect the rotation of the shaft being measured to the potentiometer shaft. it is easiest to use if the shaft being measured does not need to rotate continuously ( like the second hand on a clock ), but rather rotates back and forth ( like the pendulum on a grandfather clock ). most potentiometers rotate only about 270 degrees ; some can be rotated continuously, but the values are the same on each rotation. by using a gear ratio other than 1 : 1, the position of a shaft that rotates more than 270 degrees can be measured. a potentiometer connected to a shaft and a lever can also be used to determine the distance to a wall and to make the robot follow a path parallel to the wall. the lever, perhaps with a small wheel on the end, would extend from the side of the robot and contact the wall ; a rubber band would provide a restoring force. if the robot moved closer to the wall, the lever would pivot, turning the shaft and the potentiometer. the control program would read the resulting voltage and adjust the robot steering to keep the voltage constant. potentiometers have three terminals. the outer two terminals are connected to a resistor and the resistance between them is constant ( the value of the potentiometer ). the center terminal is connected to a contact that slides along the resistance element as the shaft is turned, so the resistance between it and either of the other terminals varies ( one increases while the other decreases ). the assembly instructions suggest wiring the potentiometer in the voltage divider configuration, with the on - board pull - up resistor in parallel with one of the potentiometer ' s two effective resistances ( figure 9. 7 ). this will yield readings of greater precision ( although they will not be linear ) than if the pot were used as a two - terminal variable resistor. you may want to try


. the resistance of a photocell decreases with an increase in illumination ( an inverse relationship ). because of the wiring of the voltage divider ( the photocell is on the lower side of the voltage divider ), an increase in light will correspond to a decrease in sensor voltage and a lower analog value. the infrared reflectance sensor is a small rectangular device that contains a phototransistor ( sensitive to infrared light ) and an infrared emitter. the amount of light reflected from the emitter into the phototransistor yields a measurement of a surface ' s reflectance, for example, to determine whether the surface is black or white. the phototransistor has peak sensitivity at the wavelength of the emitter ( a near - visible infrared ), but is also sensitive to visible light and infrared light emitted by visible light sources. for this reason, the device should be shielded from ambient lighting as much as possible in order to obtain reliable results. the amount of light reflected from the emitter into the phototransistor yields a measurement of a surface ' s reflectance ( when other factors, such as the distance from the sensor to the surface, are held constant ). the reflectance sensor can also be used to measure distance, provided that the surface reflectance is constant. a reflectance sensor can be used to detect features drawn on a surface or segments on a wheel used to encode rotations of a shaft. it is important to remember that the reflectivity measurement indicates the surface ' s reflectivity at a particular wavelength of light ( the near - visible infrared ). a surface ' s properties with respect to visible light may or may not be indicators of infrared light reflectance. in general, though, surfaces that absorb visible light ( making them appear dark to the eye ) will absorb infrared light as well. the sensor part ( the phototransistor ) can be used alone as a light sensor, for example to detect the starting light, and it is usually much more sensitive than the photocell. the light falling on a phototransistor creates charge carriers in the base region of a transistor, effectively providing base current. the intensity of the light determines the effective base drive and thus the conductivity of the transistor. greater amounts of light cause greater currents to flow through the collector - emitter leads. because a transistor is an active element having current gain, the phototransistor is more sensitive than a simple photoresistor. however, the increased sensitivity comes at the price


greater currents to flow through the collector - emitter leads. because a transistor is an active element having current gain, the phototransistor is more sensitive than a simple photoresistor. however, the increased sensitivity comes at the price of reduced dynamic range. dynamic range is the difference between the lowest and highest levels that can be measured. the roboboard analog sensor inputs have a range of 0 - 5 volts, and relatively small variations in light can cause the phototransistor output to change through this range. the exact range depends on the circuit used. as shown in figure 9. 8, the phototransistor is wired in a configuration similar to the voltage divider. the variable current traveling through the resistor causes a voltage drop in the pull - up resistor. this voltage is measured as the output of the device. the light emitting element ( an led ) uses a resistor to limit the current that can flow through the device to the proper value of about 10 milliamps. normally the emitter is always on, but it could be wired to one of the led output ports if you wanted to control it separately. in this way you could use the same sensor to detect the starting light ( using the phototransistor with the emitter off ) and then to follow a line on the board ( normal operation with the emitter on ). the infrared slotted optical switch is similar to the infrared reflectance sensor except that the emitter is pointed directly at the phototransistor across a small gap. as the name implies, the slotted optical switch is a digital sensor, designed to provide only two output states. the output of the switch changes if something opaque enters the gap and blocks the light path. the slotted optical switch is commonly used to build shaft encoders, which count the revolution of a shaft. a gear or other type of wheel with with holes or slots is placed in the gap between the emitter and detector. the light pulses created by the turning wheel can be detected and counted with special software to yield rotation or distance data. this detector also might be used to detect when an arm or other part of the robot has reached a particular position by attaching a piece of cardboard to the arm so that it entered the gap at the desired arm position. the slotted optical switch operates in the same fashion as the infrared reflectance sensor, with the exception that a different value of pull - up resistor must be added externally for the particular model of optical switch we


the gap at the desired arm position. the slotted optical switch operates in the same fashion as the infrared reflectance sensor, with the exception that a different value of pull - up resistor must be added externally for the particular model of optical switch we use. the modulated infrared light detector is a device that combines an infrared phototransistor with specialized signal processing circuitry to detect only light that is pulsing at a particular rate. the elec 201 kit includes the sharp gp1u52 sensor, which detects the presence of infrared light modulated ( pulsed ) at 40, 000 hz. normal room light, which is not modulated, does not effect the sensor, a big advantage. this type of sensor is used for the remote control function on televisions, vcrs, etc. in elec 201 this sensor is used to detect the specially modulated infrared light emitted by the beacon on the opponent robot. the software can distinguish different pulse patterns in order to distinguish between the beacons on the two robots. ( in a television remote, different pulse patterns would correspond to different functions, such a changing the channel up or down. ) the principles of operation and use are explained further in section 5. 8, which also discusses the circuit used to create the modulated infrared light for the beacon. an explanation of the software interface to the sharp sensors is given in section 10. 11. 2. the elec 201 kit contains both an analog sensor that provides information about the strength of the magnetic field and a digital sensor, a magnetic switch. a device called a hall effect sensor can be used to detect the presence and strength of magnetic fields. the hall effect sensors have an output voltage even when no magnetic field is present, and the output changes when a magnetic field is present, the direction of change depending on the polarity of the field. the digital magnetic sensors are simple switches that are open or closed. internally the switches have an arm made of magnetic material that is attracted to a magnet and moves to short out the switch contacts. these switches are commonly used as door and window position sensors in home security systems. the switch will close when it comes within 1 ' ' of its companion magnet. either sensor can be used to detect magnets or magnetic strips that may be present on the elec 201 game board table. with the magnets typically used on the game board, the hall effect sensor output voltage changes only a small amount when a field is present. the no - field voltage varies between sensors, but it is very stable for a particular sensor


game board table. with the magnets typically used on the game board, the hall effect sensor output voltage changes only a small amount when a field is present. the no - field voltage varies between sensors, but it is very stable for a particular sensor, so the small changes can be detected reliably to determine the presence of a magnet. hall effect sensors can be used to make magnetic shaft encoders, by mounting a small piece of magnet on a wheel that rotates past the sensor element. hall effect sensors can also be used to build a proximity sensor or bounce - free switch, which detects a magnet mounted on a moving component when it is near the sensor element. magnetic switches are used in much the same way as a touch switch, except the switch closes when it is near a magnetic, instead of when it contacts something. the digital nature of the switch makes it easier to use than the hall effect sensors, but it may be less sensitive. you should try both. they can also be used to make an inclination sensor by dangling a magnet above the sensor. the hall effect sensor included in the elec 201 kit is a digital device that operates from a 5 volts power supply. it uses about 6 ma of current for standard operation. it can sink 250 ma of current into its output, creating a logic low. the sensor cannot drive a logic high and therefore requires a pullup resistor for proper operation. the motor output drivers of the elec 201 roboboard contains circuitry that produces an output voltage related to the amount of current being used by a motor. since the motor current corresponds to the load on the motor, this signal can be used to determine if the motor is stalled and the robot is stuck. the voltage signal depends on a number of factors, including battery voltage, and must be calibrated for each application. this application is explained further in section 5. 4. 1.


cascading style sheets and themes development cascading style sheets, commonly referred to as css, is commonly used to style web pages written in html and xhtml, but can be used together with any kind of xml document. it is a style sheet language used to describe the look and formatting ( presentation semantics ) of a document written in a markup language. the primary use of css is to separate document content from document presentation, such as layout, fonts and colors. this allows for tableless web design, gives the web designer more flexibility and control, and makes it possible for multiple pages to share the same formatting. the css specifications are maintained by the world wide web consortium ( w3c ). css history – the beginning before css was developed, the presentational attributes of html documents were almost always contained within the html markup. the web designer had to explicitly describe all backgrounds, font colors, borders, element alignments, etcetera. the aim of css was to allow web designers to move most of this information to a separate style sheet. style sheets have been round since the early days of sgml ( standard generalized markup language ), i. e. since the 1970s. as html became more and more widely used, html came to encompass a wide variety of stylistic possibilities to meet the demands of increasingly complex web page designs. the designers ' gained more and more control, but in the process, html became more and more complicated to write and maintain. robert cailliau, the belgian informatics engineer who together with tim berners - lee developed the world wide web, wanted to find a way to separate the structure from the presentation. he also wanted to give the user the option of choosing between three different kinds of style sheets : one for screen presentation, one suitable for printing and one for the editor. eventually, nine different style sheet languages was presented to the world wide web consortium. two of them was chosen : cascading html style sheets ( chss ) and stream - based style sheet proposal ( ssp ). chss had been suggested by norweigan web pioneer hakon wium lie, while ssp was the brainchild of dutch computer scientist ber bos. lie teamed up with computer scientists yves lafon and dave raggett to make raggett ' s arena browser support css, while lie and bos worked together to turn chss into the css standard. ( the letter h was removed since their style sheets was to be


this paper, submitted to astronomy education review, describes a series of activities in which students investigate and use the models of planetary motion introduced by the hellenistic astronomer claudius ptolemy in the 2nd century, by the polish astronomer nicolaus copernicus in the mid - 16th century, and by the danish astronomer tycho brahe in the late16th century. the activities involve the use of open source software to help students discover important observational facts, learn the necessary vocabulary, understand the fundamental properties of different theoretical models, and relate the theoretical models to observational data. once they understand the observations and models, students complete a series of projects in which they observe a fictitious solar system with four planets orbiting in circles around a central star and construct both ptolemaic and copernican models for that system. activities on using stellarium to observe solar and planetary motions this zip archive contains two activity handouts that guide students through using open source planetarium software ( stellarium, available at … more... download 211kb. zip published : january 4, 2013 modeling the history of astronomy poster a poster describing the same material, presented at the winter meeting of the american association of physics teachers, january 2013, new orleans, la. download 370kb. pdf published : january 11, 2013 % a todd timberlake % t modeling the history of astronomy : ptolemy, copernicus and tycho % d january 10, 2013 % u http : / / www. compadre. org / repository / document / servefile. cfm? id = 12579 & docid = 3173 % o application / pdf % 0 report % a timberlake, todd % d january 10, 2013 % t modeling the history of astronomy : ptolemy, copernicus and tycho % 8 january 10, 2013 % u http : / / www. compadre. org / repository / document / servefile. cfm? id = 12579 & docid = 3173 disclaimer : compadre offers citation styles as a guide only. we cannot offer interpretations about citations as this is an automated procedure. please refer to the style manuals in the citation source information area for clarifications.


- about us - schools & departments - news & events - prospective students - alumni & giving - contact us - faculty resources more clues about why chimps and humans are genetically different contact : jason maderer aug 23, 2012 | atlanta, ga ninety - six percent of a chimpanzee ’ s genome is the same as a human ’ s. it ’ s the other four percent, and the vast differences, that pique the interest of georgia tech ’ s soojin yi. for instance, why do humans have a high risk of cancer, even though chimps rarely develop the disease? in research published in september ’ s american journal of human genetics, yi looked at brain samples of each species. she found that differences in certain dna modifications, called methylation, may contribute to phenotypic changes. the results also hint that dna methylation plays an important role for some disease - related phenotypes in humans, including cancer and autism. “ our study indicates that certain human diseases may have evolutionary epigenetic origins, ” says yi, a faculty member in the school of biology. “ such findings, in the long term, may help to develop better therapeutic targets or means for some human diseases. “ dna methylation modifies gene expression but doesn ’ t change a cell ’ s genetic information. to understand how it differs between the two species, yi and her research team generated genome - wide methylation maps of the prefrontal cortex of multiple humans and chimps. they found hundreds of genes that exhibit significantly lower levels of methylation in the human brain than in the chimpanzee brain. most of them were promoters involved with protein binding and cellular metabolic processes. “ this list of genes includes disproportionately high numbers of those related to diseases, ” said yi. “ they are linked to autism, neural - tube defects and alcohol and other chemical dependencies. this suggests that methylation differences between the species might have significant functional consequences. they also might be linked to the evolution of our vulnerability to certain diseases, including cancer. ” yi, graduate student jia zeng and postdoctoral researcher brendan hunt worked with a team of researchers from emory university and ucla. the yerkes national primate research center provided the animal samples used in the study. it was also funded by the georgia tech fund for innovation in research and education ( gt - fire ) and national science foundation grants ( mcb - 0950896 and bcs - 0751481 ). the content is solely the responsibility of the principal investigators and does not


osteoporosis is a disease, more common in women, that causes bones to become fragile and more susceptible to breaking. the disease can have serious effects on women ' s health and quality of life. some women - most commonly those who don ' t have good access to health care - experience fractures that could have been prevented if their osteoporosis had been treated. at the same time, not every woman who is warned about bone thinning needs to be worried. what is osteoporosis? osteoporosis literally means porous bone. throughout life, natural process breaks down bones and builds them back up again at the microscopic level. pregnant women release bone to transfer needed minerals to the developing fetus and then build their own bone strength up again after giving birth. after age 35 - 40 all adults begin to lose bone as the breaking down process overwhelms the building process. for a few years around the time of menopause, women lose bone more quickly, possibly because they no longer need extra stores of minerals to support a developing fetus. osteoporosis occurs when the natural process of aging goes too far and bones become weak and fragile. osteoporosis has several causes - age alone can be a cause of osteoporosis, especially in people who didn ' t build up their bones to their fullest potential during childhood and young adulthood. removing women ' s ovaries increases their risk of getting osteoporosis. people who have osteoporosis are at greater risk for fracturing their bones, especially in the hip, vertebrae ( spine ) and wrist. hip fractures lead to hospitalization, can take a long time to heal, and many women never fully recover from them. the most common screening tool is a dexa x - ray scan, which measures bone mineral density in the hip or spine. dexa results compare a woman ' s bone density to that of a healthy young adult ( almost guaranteeing the scan will reveal bone loss, since everyone loses bone with age ). if a woman ' s bone density is significantly lower than a young adult ' s, she is diagnosed with osteoporosis. women diagnosed with osteoporosis are usually told they need to take prescription medication to prevent further bone loss and reduce the risk of fractures. the most common drugs are : the food and drug administration ( fda ) has approved estrogen and progestin treatment to prevent osteoporosis - - but not to treat it


hydraulic head distribution in the plover aquifer system, vulcan sub - basin petroleum hydrogeology reveals oil leakage from traps csiro ’ s team of hydrogeologists have developed techniques to help solve problems in australia ’ s oil industry and identify safe storage options to reduce carbon dioxide emissions. 30 november 2009 | updated 14 october 2011 in the field of hydrogeology, most scientists work on shallow water resources, groundwater contamination and soil salinity problems. csiro has developed a team of hydrogeologists that have adapted special techniques for understanding hydrodynamic processes of the deep subsurface where oil and gas is generated and trapped and where co2 can be safely stored for thousands of years. this unique application of expertise helps geologists and engineers to understand why some hydrocarbon traps have leaked their oil while others have retained oil fields for millions of years. when an oil company starts producing oil and gas from a deep reservoir, only a portion of the oil can be extracted, leaving the remainder in the pore space of the rocks. csiro petroleum hydrogeologists study new ways that we can improve the percentage of oil that can be extracted from a reservoir. csiro uses this knowledge to provide services to the oil and gas industry to help understand : csiro has a team of hydrogeologists who have developed enabling technologies for understanding hydrodynamic processes of the deep subsurface. oil migration and trapping compartmentalisation of hydrocarbon deposits on production the effects of aquifer pressure depletion to evaluate geological sequestration of co2. improvement in oil recovery could greatly reduce the need to find new hydrocarbon fields. by understanding geological conditions that have retained hydrocarbons for millions of years we can then identify deep geological structures that are capable to safely store co2 for long periods of time. deep underground storage of co2 in abandoned oil fields not only provides an alternative to atmospheric emission, but also provides and opportunity to increase oil production. learn more about csiro ' s work in energy from oil & gas.


a visual arts lesson combined with language arts, where the students will create a visual poem using crayons. students are asked to make a connection to an important aspect or event their lives. have you ever wondered why children are so afraid to express themselves through poetry? possibly it is because they think a poem has to rhyme, have a certain pattern, or look a certain way. this lesson will allow children to use their imagination to create a visual poem. they will be encouraged to think independently. through this exposure to writing poems and making visual representations of their poems, the children will learn how to respond emotionally and verbally to different visual poems. in addition to this, the students will develop an appreciation for poetry and other forms of expression. creative expression : each student will create a visual poem, using colored crayons, which will illustrate an important aspect of his or her life. aesthetic valuing : the students will share their visual poems with the class, which will help them to appreciate the variations in poetry and recognize the different styles of visual poetry. 1. direct instruction - teacher will explain different types of visual poems and give examples. 2. guided discovery - students will create their own unique visual poem. 3. group process - student will share their poems with a partner. introduction - first, the teacher will read a poem to the students, and ask them if they liked the poem. what things did you like / dislike? then, the teacher will share 3 - 4 different examples of visual poems ( done by 3rd graders ) with the kids, which will show them a couple different styles. these examples will be shown on transparencies. 1. as a beginning activity to expose children to poetry, the teacher will provide the students with a worksheet. the worksheet will have 3 sentences on it, each one starting with " i wish... ". the students will be asked to respond with 3 things they wish for. then, the students will be told that they just created a poem. 2. the teacher will engage the students in a brainstorming activity ( using a large sheet of white butcher paper ) where they discuss some of their favorite things from favorite colors, to hobbies, to important people, etc. 3. the teacher will instruct the students to create a visual poem, which illustrates something which is very important to them. 4. a piece of plain white paper will be passed out, along with a box of crayons. watercolors will be available at the art table if children elect to