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âRemember that performance under pressure - the ability to stay calm, learn, adapt, and keep on going - separates winners from losers.â - Rosabeth Moss Kanter".
In recent months, an abundance of sport stars have been required to employ mental processes and behaviours that protect them against the potentially negative effects of stressors. Most recently, Mo Farahâs performances at the World Championships in Beijing saw him run in an international competition for the first time since doping allegations were made against his coach Alberto Salazar. But how can employers learn from these athletes and help their people and teams develop the necessary skills to deal with pressure and excel at work?
The answer may lie in resilience training. For over a decade now, researchers have been attempting to determine the significance of resilience and its impact upon human performance, health and well-being. Despite this research, psychological pressure continues to adversely affect performance on a daily basis â in both the sporting and business arenas â suggesting that awareness alone is not enough to enhance performance. As such, research into the effectiveness of resilience training has suggested that work-based interventions can not only improve personal resilience, but also develop mental health and subjective well-being. Furthermore, psychosocial functioning (e.g., stress and depression) and performance (e.g. productivity and goal attainment) are believed to be enhanced as a result of training 2.
A crucial aspect of resilience training is the introduction to âadversity-related experiencesâ3. It is said that decision making and performance under pressure can be enhanced through having individuals practice whilst experiencing âdiscomfortâ (for example working towards a deadline or in challenging circumstances). These experiences see performers begin to:
a) Accept that pressure related discomfort is normal and not something to be banished completely.
b) Welcome and embrace pressure related discomfort as something that can actually be enjoyed.
c) Practice under pressure conditions, as to become acclimated to these scenarios.
d) Practice under imperfect conditions where distractions, annoyances and interruptions become neutralised or even facilitative of performance.
e) Develop the âdiscomfort muscleâ, allowing performers to feel at ease in conditions that were previously disabling.
Nowhere is this need to manage âdiscomfortâ more obvious than within the world of sport, where a recent analysis of the PGA tour dataset suggested that less experienced players are more likely to be effected by pressure than their more experienced counterparts4. Considering this (that each person will be affected by different sources of stress in different ways)5, facilitative learning environments such as those developed as part of resilience training, allow employees to safely explore resilience strategies, before adopting those that enable them to work to their full potential.
In an era where employers are expecting more from less, and employees are having to deal with heavier workloads and increased pressure, this seems to suggest that there is value in employers investing in resilience training; particularly if individual and organisational performance are to improve and develop further.
1 Cultivate a Culture Of Confidence. Rosabeth Moss Kanter
2 Resilience Training In The Workplace From 2003 to 2014: A Systematic Review. Ivan T. Robertson, Cary L. Cooper, Mustafa Sarkar & Thomas Curran. Journal of Occupational and Organizational Psychology (2015), 88, 533â562
3 Boosting Decision Making and Performance Under Pressure: How to excel under pressure conditions. Marc Schoen
4 The Impact Of Pressure On Performance: Evidence From The PGA Tour. Daniel C. Hickman & Neil E. Metz. February 2015.
5 Rising to the Challenge: Raise the Bar on your Personal Resilience |
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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Developing Searching, Skimming, and Scanning Skills With Internet Bingo
|Grades||4 â 8|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Two or three 45-minute sessions|
- Develop skill in selecting key terms by conducting Internet searches to find necessary information
- Develop skill in skimming and scanning by using websites to find information for a bingo game
- Understand the purposes of using skimming and scanning by practicing these skills in order to win a game
|1.||Seat students so they can view your computer screen. The use of a video projector or large-screen monitor is ideal for this step.
|2.||Introduce the skills of skimming (reading quickly to get the main idea of the text) and scanning (rapidly viewing the text in search of key terms, phrases, or information). Write the terms and their definitions on the chalkboard or whiteboard. You may choose to have students copy them into notebooks.
|3.||Navigate to Odyssey Online: Rome: Daily Life and spend about five minutes using a think-aloud to model both skimming and scanning. For instance, you might say the following:
Suppose I was doing the report on what life was like in ancient Rome, and I came across this website. I don't want to read every word of every website that I find on the topic of ancient Rome, so I'd want to quickly decide whether this article would be helpful for my report. The first thing I would do is read the title and subheadings. (Read them aloud.) Now, I want to skim the article to find out if I think it will be helpful to read it all. I read the first paragraph to get a better idea of it. Read aloud the first paragraph and then continue to use a think-aloud approach to skim and scan through the rest of the article.
|4.||Lead a brief discussion to review the purposes of using skimming and scanning. Questions for discussion include:
|5.||Discuss how to select key terms to use when conducting Internet searches. For example, tell students that you want to find out about swords that were used in ancient Greece. Display the Social Studies for Kids website and demonstrate how to use the search (make sure you click the radio button next to This Site and not The Web). Use a think-aloud approach and student input to work through the following steps:
|6.||Have students suggest other facts about ancient Greece that a person might investigate through a search of the Social Studies for Kids website. Using a think-pair-share, have students suggest possible search terms to use. Experiment with their suggestions by searching for some of the terms. Discuss the outcome of each search.|
Depending on how much time you allot for the game, it is possible to complete Sessions 2 and 3 as one session.
|1.||Review the definitions and purposes of skimming and scanning and how to use the search tool on the Social Studies for Kids website.
|2.||Distribute the Skim & Scan Bingo Board: Ancient Rome and Greece to students and introduce directions to the game as follows:
|3.||Students play the game. Circulate to assist students and check responses. Using a stamping marker, stamp each correct response. This will make it easier to check for bingos as the game progresses.
|4.||When time is up or when the first team fills in the entire board, stop the game and use the overhead transparency of the Skim & Scan Bingo Answer Key: Ancient Rome and Greece to review the answers to the bingo questions. You might also choose to refer to the Skim & Scan Bingo Answer Key With Links: Ancient Rome and Greece as necessary. It is recommended that the review of the answers be conducted with students seated at their regular desks.
|5.||Talk about the activity and what students learned. Discuss difficulties teams experienced when searching for answers and ask students what they did to overcome these difficulties. Ask students how they might use the skills they practiced in other contexts.|
Have students create new bingo boards using other websites and topics.
In addition to taking notes and assessing student responses to the game prompts, a Skim & Scan Bingo Reflection and Self-Assessment is provided for informal assessment purposes. Students should independently complete this handout. Use the results as a springboard for a future discussion or as a tool to determine which students may need extra practice with searching, skimming, and scanning online. |
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When confronted by an unexpected crisis that involves tragic violence, individuals will respond in their own unique ways given their personality and prior life experiences. Even so, many people find that they share some common reactions including shock, horror, sadness, anger, and anxiety.
Coping Strategies for Adults Following a Tragic Event
- Talk about your thoughts and feelings with someone you trust. Keeping negative emotions or disturbing thoughts bottled up inside only tends to make them more difficult to manage.
- Limit the amount of media exposure pertaining to the incident. Balance being informed with being overwhelmed.
- Make sure to take good care of yourself. Eat healthy, well-balanced meals. Get plenty of sleep. Exercise.
- Use positive coping strategies such as journaling, deep breathing, engaging in hobbies.
- Participate in community-based activities in response to the tragedy, such as a prayer vigil. A sense of belonging to a community at such a time can be powerful.
- Do something positive. (Overcome evil with good.) Send a note of appreciation to emergency first responders, thanking them for their selfless service. Make a donation to the victim(s). Volunteer with your church or another community-based organization that responds in times of crisis.
- Pray. Ask God to comfort all those impacted by the incident.
- Look to Scripture for encouragement. Read a devotion about overcoming trials. Meditate on parts of Scripture like Romans 8:28; Isaiah 43:1-3; or 2 Corinthians 1:3-4.
Coping Strategies for Kids Following a Tragic Event
Kids often have many questions and concerns following a tragedy or community violence. How parents respond to such incidents can greatly impact how children cope with the aftermath.
Here are some parenting tips:
- Given that every child is a unique creation of God, parents should adjust their responses given each childâs age and developmental level.
- Keep discussions of the details of the tragedy or violence to a minimum. Emphasize the measures taken to restore safety.
- If your child has questions about the event, answer them honestly, but briefly.
- Pay attention to your childâs feeling in response to the incident. Children, like adults, may feel sad, mad, worried, or confused. Validate these emotions as they are all appropriate under the circumstances.
- Encourage positive coping skills such as talking, writing, drawing, praying, playing, and exercising, for example.
- Younger children often benefit most from reassurance that parents and other adults such as police officers and firefighters are going to do everything possible to keep them safe.
- Older children might want to offer to help. Channel their energy in positive ways, such as praying for victims and their families, sending cards of encouragement to those impacted, or donating a portion of their allowance.
- Spend time reflecting on Scripture that reassures us that God is still in control, and has good plans for us. For example, read Jeremiah 29:11; John 16:33; Psalm 23:4; or Isaiah 41:10.
If you or someone you know is struggling with responding to a tragic event or natural disaster, please call 800-438-1772 to make an appointment with a counselor. You can also click here to request an appointment. |
Could you image living in a house without proper roofing? Or not having access to even a basic toilet? Unfortunately, this is the reality for countless communities in many parts of the world. From water shortages to the inability to receive education in a functioning classroom, many of the issues pervading communities around the globe can be attributed to the absence of basic infrastructure and facilities.
For this reason there are numerous volunteer abroad opportunities requiring no previous experience available for construction and building projects. These volunteer building projects are key to the development of disadvantaged communities, and all a volunteer needs is his or her hands and a readiness to get out there and work to significantly improve the quality of life of a community in need.
Building volunteers have the chance to get some fresh air, break a sweat, and become acquainted with the geography and people of their respective countries.Photo Credit: API Study Abroad
Underprivileged and often rural communities do not have proper or sufficient housing. Volunteers can help with building roofs and walls, painting, and installation of housing components. Lack of standard housing is a major global issue, and volunteers are needed to assist communities who do not have access to the resources and teams necessary to banish this problem. Apart from helping these communities, as a building volunteer you will also pick up some useful skills along the way.
Water and Sanitation
Every day adults and children all over the world suffer from illnesses associated with poor hygiene and unsafe water. Inadequate sanitation facilities and clean sources of water is an urgent global issue that must be addressed. Building volunteers can venture out into villages and help construct toilets from scratch, dig holes for sanitation structures, build clean drinking water storage units, and assemble water tanks for rainwater collection.
Children living in impoverished areas are being denied access to a quality education because their communities do not have schools, or if there are schools these schools are in a shoddy state. Building volunteers can help perform critical school repairs or assist with the construction of brand new classrooms.
Some of these activities will involve plumbing or carpentry related tasks, while other volunteer building tasks may be combined with actual teaching roles that allow for further participation in educational efforts. These efforts will change the course of childrenâs lives by providing them with the resources necessary to expand their educations.
Our environment has been experiencing intense pressure from human activity, and citizens worldwide are becoming increasingly concerned with sustainability. If going green is your thing, consider volunteering abroad to help communities become more sustainable.
Among a range of activities volunteers may find themselves building eco-houses or developing recycling facilities. Environmental volunteers can also contribute to the livelihood of communities by promoting ecotourism, which could entail building and maintaining park trails.
According to UN-Habitat, Africa has the highest slum dweller population, with 71.9% of Africans living in crowded conditions under the same roof and lacking access to safe water, access to sanitation, secure occupancy, durability of housing, or sufficient living. Many now consider the severe absence of proper housing in Africa, which is only getting worse, to be not only a socio-economic issue, but also a human rights issue.
Because the problem is widespread, building volunteers abroad can find building needs in various parts of Africa. There are many volunteer opportunities in Eastern Africa, for example, where the percentage of the population with access to improved sanitation for some countries is below 20%. Building projects in Africa are focused on building basic infrastructures that provide improved housing, sanitation conditions, and access to schools.
In Asia, construction support is needed primarily in underdeveloped rural areas where villagers are struggling with dilapidated housing and scarcity of community resources such as libraries and schools. South-Central Asia has the second highest percentage of slum dwellers at 58% and thus needs many of the same infrastructure components, such as sanitation, that African countries are lacking.
The climate of parts of Asia may demand more unique and country specific building projects. For example, building volunteers in Thailand may help communities prepare themselves for floods during the rainy season by building precautionary structures.
The varied Asian geography also allows for distinct outdoor volunteer settings. Volunteers who enjoy the wilderness can find building projects for tribal communities based in the forests of a mountainous region, and those who love the water can find building needs in a fishing village by the coast.
Latin America is a perfect region for volunteers looking for âgreenâ construction projects. Both Central and South America boast impressive biodiversity, but external threats, such as commercial development, to the diverse Latin American environment are on the rise.
For this reason, there are many opportunities in sustainability and environmental protection. Building volunteers in Latin America can help with reforestation, ecotourism and forest trail maintenance, and the creation of recycling or compost procedures.
The region is also a great location for a host of other building volunteer projects. For instance, there are initiatives in Peru aimed at installing stoves in Peruvian households to lower the rate of respiratory diseases in the Andes region, and volunteers in the country can even learn the adobe building craft if they are more interested in constructing structures like classrooms.
Are you a history buff or admirer of architecture representing hundreds or thousands of years of rich history? Why not head over to Europe to help rehabilitate an ancient French castle or breathe new life into medieval houses and other historic structures?
Volunteers can learn a variety of restoration and archeology techniques that involve stone carving, carpentry, masonry, excavation and more. Projects are available in multiple European countries, from renovation of a historic railway in Slovakia, to medieval house refurbishment in Italy.
Allowing history to live in these important and intriguing structures through building projects can also be cost-effective. Some programs, for example, will provide accommodation in the location where the restoration project is taking place for free, saving building volunteers a great deal of money on room and board as well as food.
Some helpful resources to help you plan a construction volunteer project abroad include:
- UN-HABITAT: The United Nations Human Settlements Programme or UN-HABITAT is the United Nations agency for human settlements. Its mission is to promote socially and environmentally sustainable communities and providing sufficient shelter for all. Check out their work in a variety of areas including water and sanitation, land and housing, and the environment.
- Habitat for Humanity: Habitat for Humanity is engaged in numerous construction projects around the world. Their site offers useful information on what building volunteers do and why they should volunteer.
Contributed by Jasmine Foruzani |
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A string is a sequence of displayable or nondisplayable ASCII characters. Strings provide a platform-independent format for information and data. Some of the more common applications of strings include the following:
On the front panel, strings appear as tables, text entry boxes, and labels. LabVIEW includes built-in VIs and functions you can use to manipulate strings, including formatting strings, parsing strings, and other editing. LabVIEW represents string data with the color pink.
LabVIEW represents numeric data as floating-point numbers, fixed-point numbers, integers, unsigned integers, and complex numbers. Double and Single precision as well as Complex numeric data is represented with the color orange in LabVIEW. All Integer numeric data is represented with the color blue.
Note: The difference among the numeric data types is the number of bits they use to store data and the data values they represent.
Certain data types also provide extended configuration options. For example, you can associate physical units of measure with floating-point data, including complex numbers, and you can configure the encoding and range for fixed-point data.
LabVIEW stores Boolean data as 8-bit values. You can use a Boolean in LabVIEW to represent a 0 or 1, or a TRUE or FALSE. If the 8-bit value is zero, the Boolean value is FALSE. Any nonzero value represents TRUE. Common applications for Boolean data include representing digital data and serving as a front panel control that acts as a switch that has a mechanical action often used to control an execution structure such as a Case structure. A Boolean control is typically used as the conditional statement to exit a While Loop. In LabVIEW, the color green represents Boolean data.
Most Express VIs accept and/or return the dynamic data type, which appears as a dark blue terminal.
Using the Convert to Dynamic Data and Convert from Dynamic Data VIs, you can convert floating-point numeric or Boolean data of the following data types:
Wire the dynamic data type to an indicator that can best present the data. Indicators include a graph, chart, or numeric, or Boolean indicator. However, because dynamic data undergoes an automatic conversion to match the indicator to which it is wired, Express VIs can slow down the block diagram execution speed.
The dynamic data type is for use with Express VIs. Most other VIs and functions that are shipped with LabVIEW do not accept this data type. To use a built-in VI or function to analyze or process the data the dynamic data type includes, you must convert the dynamic data type.
Sometimes it is beneficial to group related data. Use arrays and clusters to group related data in LabVIEW. Arrays combine data points of the same data type into one data structure, and clusters combine data points of multiple data types into one data structure.
An array consists of elements and dimensions. Elements are the data points that make up the array. A dimension is the length, height, or depth of an array. An array can have one or more dimensions and as many as (231)â1 elements per dimension, memory permitting.
You can build arrays of numeric, Boolean, path, string, waveform, and cluster data types. Consider using arrays when you work with a collection of similar data points and when you perform repetitive computations. Arrays are ideal for storing data you collect from waveforms or data generated in loops, where each iteration of a loop produces one element of the array.
Note: Array indexes in LabVIEW are zero-based. The index of the first element in the array, regardless of its dimension, is zero.
Array elements are ordered. An array uses an index so you can readily access any particular element. The index is zero-based, which means it is in the range of 0 to n-1, where n is the number of elements in the array. For example, n-12 represents the 12 months of the year, so the index ranges from 0 to 11. March is the third month, so it has an index of 2.
Figure 1 shows an example of an array of numerics. The first element shown in the array (3.00) is at index 1, and the second element (1.00) is at index 2. The element at index 0 is not shown in this image because element 1 is selected in the index display. The element selected in the index display always refers to the element shown in the upper left corner of the element display.
(1) Index Display | (2) Element Display
Figure 1. Array Control of Numerics
Create an array control or indicator on the front panel by adding an array shell to the front panel, as shown in Figure 2, and dragging a data object or element, such as a numeric or string control, into the array shell.
Figure 2. Placing a Numeric Control in an Array Shell
If you attempt to drag an invalid control or indicator into the array shell, you are unable to place the control or indicator in the array shell.
You must insert an object in the array shell before you use the array on the block diagram. Otherwise, the array terminal appears black with an empty bracket and has no data type associated with it.
The previous examples use 1D arrays. A 2D array stores elements in a grid. It requires a column index and a row index to locate an element, both of which are zero-based. Figure 3 shows an 8 column by 8 row 2D array, which contains 8 Ã 8 = 64 elements.
Figure 3. 2D Array
To add a multidimensional array to the front panel, right-click the index display and select Add Dimension from the shortcut menu. You also can resize the index display until you have as many dimensions as you want.
You can initialize an array or leave it uninitialized. When an array is initialized, you defined the number of elements in each dimension and the contents of each element. An uninitialized array contains a fixed number of dimensions but no elements. Figure 4 shows an uninitialized 2D array control. Notice that the elements are all dimmed. This indicates that the array is uninitialized.
Figure 4. 2D Uninitialized Array
In a 2D array, after you initialize an element, any uninitialized element in that column and in previous columns are initialized and populated with the default value for the data type. In Figure 5, a value of 4 was entered in column 2, of the 0-based array. The previous elements in column 0, 1, and 2 are initialized to 0, which is the default value for the numeric data type.
Figure 5. An Initialized 2D Array With Nine Elements
To create an array constant on the block diagram, select an array constant on the Functions palette, place the array shell on the block diagram, and place a string constant, numeric constant, Boolean constant, or cluster constant in the array shell. You can use an array constant to store constant data or as a basis for comparison with another array.
If you wire an array to or from a For Loop or While Loop, you can link each iteration of the loop to an element in that array by enabling auto-indexing. The tunnel image changes from a solid square to the image to indicate auto-indexing. Right-click the tunnel and select Enable Indexing or Disable Indexing from the shortcut menu to toggle the state of the tunnel.
If you enable auto-indexing on an array wired to a For Loop input terminal, LabVIEW sets the count terminal to the array size so you do not need to wire the count terminal. Because you can use For Loops to process arrays one element at a time, LabVIEW enables auto-indexing by default for every array you wire to a For Loop. You can disable auto-indexing if you do not need to process arrays one element at a time.
In Figure 6, the For Loop executes a number of times equal to the number of elements in the array. Normally, if the count terminal of the For Loop is not wired, the run arrow is broken. However, in this case the run arrow is not broken.
Figure 6. Array Used to Set For Loop Count
If you enable auto-indexing for more than one tunnel or if you wire the count terminal, the actual number of iterations becomes the smaller of the choices. For example, if two auto-indexed arrays enter the loop, with 10 and 20 elements respectively, and you wire a value of 15 to the count terminal, the loop still executes only 10 times, indexing all elements of the first array but only the first 10 elements of the second array.
When you auto-index an array output tunnel, the output array receives a new element from every iteration of the loop. Therefore, auto-indexed output arrays are always equal in size to the number of iterations.
The wire from the output tunnel to the array indicator becomes thicker as it changes to an array at the loop border, and the output tunnel contains square brackets representing an array.
Figure 7. Auto-Indexed Output
Right-click the tunnel at the loop border and select Enable Indexing or Disable Indexing from the shortcut menu to enable or disable auto-indexing. Auto-indexing for While Loops is disabled by default.
For example, disable auto-indexing if you need only the last value passed out of the tunnel.
You can use two For Loops, nested one inside the other, to create a 2D array. The outer For Loop creates the row elements, and the inner For Loop creates the column elements.
Figure 8. Creating a 2D Array
Clusters group data elements of mixed types. An example of a cluster is the LabVIEW error cluster, which combines a Boolean value, a numeric value, and a string. A cluster is similar to a record or a struct in text-based programming languages.
Bundling several data elements into clusters eliminates wire clutter on the block diagram and reduces the number of connector pane terminals that subVIs need. The connector pane has, at most, 28 terminals. If your front panel contains more than 28 controls and indicators that you want to pass to another VI, group some of them into a cluster and assign the cluster to a terminal on the connector pane.
Most clusters on the block diagram have a pink wire pattern and data type terminal. Error clusters have a dark yellow wire pattern and data type terminal. Clusters of numeric values, sometimes referred to as points, have a brown wire pattern and data type terminal. You can wire brown numeric clusters to Numeric functions, such as Add or Square Root, to perform the same operation simultaneously on all elements of the cluster.
Although cluster and array elements are both ordered, you must unbundle all cluster elements at once using the Unbundle function. You can use the Unbundle By Name function to unbundle cluster elements by name. If you use the Unbundle by Name function, each cluster element must have a label. Clusters also differ from arrays in that they are a fixed size. Like an array, a cluster is either a control or an indicator. A cluster cannot contain a mixture of controls and indicators.
Create a cluster control or indicator on the front panel by adding a cluster shell to the front panel, as shown in the following front panel, and dragging a data object or element, which can be a numeric, Boolean, string, path, refnum, array, or cluster control or indicator, into the cluster shell.
Resize the cluster shell by dragging the cursor while you place the cluster shell.
Figure 9. Creation of a Cluster Control
Figure 10 is an example of a cluster containing three controls: a string, a Boolean switch, and a numeric.
Figure 10. Cluster Control Example
To create a cluster constant on the block diagram, select a cluster constant on the Functions palette, place the cluster shell on the block diagram, and place a string constant, numeric constant, Boolean constant, or cluster constant in the cluster shell. You can use a cluster constant to store constant data or as a basis for comparison with another cluster.
If you have a cluster control or indicator on the front panel window and you want to create a cluster constant containing the same elements on the block diagram, you can either drag that cluster from the front panel window to the block diagram or right-click the cluster on the front panel window and select Create»Constant from the shortcut menu.
Use the Cluster functions to create and manipulate clusters. For example, you can perform tasks similar to the following:
Use the Bundle function to assemble a cluster, use the Bundle function and Bundle by Name function to modify a cluster, and use the Unbundle function and the Unbundle by Name function to disassemble clusters.
You also can place the Bundle, Bundle by Name, Unbundle, and Unbundle by Name functions on the block diagram by right-clicking a cluster terminal on the block diagram and selecting the Cluster, Class & Variant Palette from the shortcut menu. The Bundle and Unbundle functions automatically contain the correct number of terminals. The Bundle by Name and Unbundle by Name functions appear with the first element in the cluster. Use the Positioning tool to resize the Bundle by Name and Unbundle by Name functions to show the other elements of the cluster.
Use the Bundle function to assemble a cluster from individual elements or to change the values of individual elements in an existing cluster without having to specify new values for all elements. Use the Positioning tool to resize the function or right-click an element input and select Add Input from the shortcut menu.
Figure 11. Assembling a Cluster on the Block Diagram
If you wire the cluster input, you can wire only the elements you want to change. For example, the Input Cluster shown in Figure 12 contains three controls.
Figure 12. Bundle Used to Modify a Cluster
If you know the cluster order, you can use the Bundle function to change the Command value by wiring the elements shown in Figure 12.
You can also use the Bundle by Name function to replace or access labeled elements of an existing cluster. The Bundle by Name function works like the Bundle function, but instead of referencing cluster elements by their cluster order, it references them by their owned labels. You can access only elements with owned labels. The number of inputs does not need to match the number of elements in an output cluster.
Use the Operating tool to click an input terminal and select an element from the pull-down menu. You also can right-click the input and select the element from the Select Item shortcut menu.
In Figure 13, you can use the Bundle by Name function to update the values of Command and Function with the values of New Command and New Function.
Figure 13. Bundle by Name Used to Modify a Cluster
Use the Bundle by Name function for data structures that might change during development. If you add a new element to the cluster or modify its order, you do not need to rewire the Bundle by Name function because the names are still valid.
Use the Unbundle function to split a cluster into its individual elements.
Use the Unbundle by Name function to return the cluster elements whose names you specify. The number of output terminals does not depend on the number of elements in the input cluster.
Use the Operating tool to click an output terminal and select an element from the pull-down menu. You also can right-click the output terminal and select the element from the Select Item shortcut menu.
For example, if you use the Unbundle function with the cluster in Figure 14, it has four output terminals that correspond to the four controls in the cluster. You must know the cluster order so you can associate the correct Boolean terminal of the unbundled cluster with the corresponding switch in the cluster. In this example, the elements are ordered from top to bottom starting with element 0. If you use the Unbundle by Name function, you can have an arbitrary number of output terminals and access individual elements by name in any order.
Figure 14. Unbundle and Unbundle by Name
An enum (enumerated control, constant or indicator) is a combination of data types. An enum represents a pair of values, a string and a numeric, where the enum can be one of a list of values. For example, if you created an enum type called Month, the possible value pairs for a Month variable are January-0, February-1, and so on through December-11. Figure 15 shows an example of these data pairs in the Properties dialog box for an enumerated control. This is directly accessed by right-clicking the enum control and selecting Edit Items.
Figure 15. Properties for the Month Enumerated Control
Enums are useful because it is easier to manipulate numbers on the block diagram than strings. Figure 16 shows the Month enumerated control, the selection of a data pair in the enumerated control, and the corresponding block diagram terminal.
(1) Front Panel Control | (2) Selecting an Item | (3) Block Diagram Terminal
Figure 16. Month Enumerated Control
Use the Probe tool to check intermediate values on a wire as a VI runs.
Use the Probe tool if you have a complicated block diagram with a series of operations, any one of which might return incorrect data. Use the Probe tool with execution highlighting, single-stepping, and breakpoints to determine if and where data is incorrect. If data is available, the probe immediately updates and displays the data in the Probe Watch Window during execution highlighting, single-stepping, or when you pause at a breakpoint. When execution pauses at a node because of single-stepping or a breakpoint, you also can probe the wire that just executed to see the value that flowed through that wire.
Learn these LabVIEW concepts though our new, interactive experience. |
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Posted by Taigon Song on December 6, 2018
What moving to the latest transistor types will mean for IC designers.
When I was in undergrad not so long ago, all my circuits and semiconductor textbooks/professors were talking about MOSFETs (metal-oxide semiconductor field-effect transistor) that were just âbetterâ than BJTs (bi-polar junction transistor). There were still some old professors talking about how they did an excellent job using BJTs, but everyone knew it was MOSFET that was leading the game in the industry. Not so long after, people started talking about FinFETs. All of a sudden, the hottest ICs in the industry were made out of latest FinFET technologies. Reminiscing from my undergrad till now, things here really moved fast. Nowadays, living inside the industry world, I hear that even FinFETs are expected to be out of the game soon. For example, they say FinFETs canât be smaller than 5nm, but weâre already in 7nm processes. So, whatâs next?
Thatâs why nanowire FET (NWFET), also called gate-all-around FETs, are gaining attention. First, itâs scalable beyond 5nm, and itâs better in terms of speed and power than FinFET. Better speed/power and smaller. Need I say more?
So, if Iâm an IC designer, whatâs going to be the change thatâll happen to me? The interesting part of NWFET is that it can be designed in two different styles â horizontal and vertical. The horizontal NWFET (h-NWFET) shares a rather similar design style as FinFETs. In the designerâs perspective, you just swap the fins inside a FinFET to nanowires and thatâs it. Thus, if youâre a designer that has nothing to do with any devices, everything would be exactly the same when your design team decides to move on from FinFETs to h-NWFETs. Maybe the same PDK with some better transistor libraries and thatâll be it.
However, when your team decides to move to vertical NWFET (v-NWFET), things get trickier. V-NWFET lets transistors to be designed vertically. In other words, you can fill your silicon space with more transistors because v-NWFETs occupy less transistor space than any other transistor types. However, when I mentioned âtrickier,â I mean a paradigm shift in IC designs and for designers. For example, how will I design circuits out of these v-NWFETs? How about standard cells? What about SRAMs? This is because v-NWFET requires a totally different design style from any other circuit designs. Let me explain this difference by comparing a single inverter.
See how the footprint reduces 50%! Even the smallest standard cell area can be reduced to half when v-NWFET starts to be used. However, also note that the design style between h-NWFET and v-NWFET are totally different. Like the significant change between these two inverters, there would be a huge impact to all IC designs when v-NWFETs are introduced.
As a designer, I anticipate the migration to v-NWFET will be considered as a gigantic wave in the IC industry. First, every circuit design (I mean every!) is going to change. Standard cells, analog (e.g., PLL, ADCâŠ), I/O, SRAM⊠Weâll need to re-design every circuit. This will take time, but it certainly will be worth it since it will lead to smaller footprint and silicon area (which is more money). Second, because the footprint reduces, parasitics of all these v-NWFET circuits would be smaller than any other previous non-v-NWFET circuits. This will lead to better circuit performance than any other transistors. Third, vertical transistors will lead to a new era of 3D ICs. While current technologies use TSVs (through-silicon vias) to stack one chip on the top of each other, v-NWFET proposes the possibility of transistors being designed on the top of another transistor. Research papers have already proposed the prototype of this amazing concept.
Anticipating v-NWFETs to be adopted in the near future, designers would need to re-think and validate their design flows to make sure everything is right. However, we are not fighting from scratch. For extraction, for example, Synopsys extraction technologies is the golden standard reference from device level analysis (Sentaurus TCAD) to 3D field solver (Raphael XT and QuickCap) and gate-level extraction (StarRC). Synopsys is heavily focusing on new technologies and is ready to provide a full solution when we decide to make this paradigm shift from FinFETs to NWFETs.
Thinking 2 steps ahead to address future challenges at 5nm and below.
Jim is the Director of Product Marketing for NanoTime.
Bernie is Director of Product Marketing for Synthesis.
Dr. Steve Pateras
Steve is Senior Director of Marketing for Test Automation.
Kenneth serves as Sr. Staff Product Marketing Manager with focus on In-design Rail Analysis.
Shekhar serves as the Director of Product Marketing for PrimeTime Static Timing Analysis.
Ruben serves as the Director of Product Marketing for StarRC Extraction and In-design Rail Analysis.
Mark serves as Technical Marketing Manager with a focus on IC Compiler II place-and-route. |
When you decided on which goals you wanted to achieve this year, did you make an outline of the steps you will take to achieve them? Did you list how you will accomplish your goals, or did you simply write what you want to get done? There is a subtle difference between what and how, yet the critical distinction is part of what determines your success. Allow me to explain.
Letâs take the example I shared earlier this month of one of my creative goals for 2017. I wrote:
It is October 1, 2017 at noon; I have written the entire manuscript of my new book The Jack of One Trade.
Clarifying the Difference Between What and How
Iâve clearly stated what it is I want to accomplish, the deadline, and why I want to do it. But, in practical steps, how will I get it done?
- Review, story edit, and copy edit the fiction portion of the manuscript
- Draft, write, and rewrite the nonfiction study guide and essays to accompany the story
- Put these tasks into my weekly calendar.
This is where the rubber meets the road: when you know exactly how your daily and weekly tasks (the smaller âwhatâsâ) will accomplish your big âwhatââyou will make progress.
Each of the hows are also whats. You can reduce these to smaller âhowâsâ if needed:
How to draft the study guide:
- When I review the fiction story, write down questions readers may have as they read, and how the would want to apply the story to themselves.
- Curate a list of possible ideas to write about from those questions, other big ideas from the story, and notes from recent books Iâve read on the topic.
- Organize this list into an order that makes the most sense for this book.
- Draft a practical short essay on each of the topics on this list.
Some of the âhowâsâ youâll just know in your head. You wonât have to list every single detail of how to do a task, especially if it is routine for you. You may want to explore a new way of doing something, such as physical fitness or eating habits, so your hows will need to be detailed (or with a not of âUse the system provided by a certain book,â or âCall Jill every Friday to ask how she prepares her grocery list for cooking next weekâs meals.â)
I bet you already know what you need to do. Now, take the next step to fully explain how you will accomplish your goals. The difference between what and how can make all the difference in your world this year. |
Drain flies are small insects, similar to fruit flies. They are almost moth-like in appearance, as their wings and bodies are covered in hair and look almost furry. Usually less than a quarter of an inch in length, they have broad bodies and large black eyes. Feeding on bacteria found in standing water, they are usually found in kitchens and bathrooms, where they can become problematic for home or business owners.
Adult drain flies live for around 20 days, during which they breed and the female lays her eggs. Eggs are laid in areas such as water traps in plumbing fixtures, around built-in sinks and especially around garbage disposals where decaying matter is found usually in a restaurant kitchen, bar, or a residential home. Anywhere from 30 to 100 eggs are laid, which typically hatch after just two days. The larvae are about as long as the adult drain fly is broad. This stage typically lasts around two weeks, after which the larvae will pupate for another one to two days before hatching as an adult drain fly. |
The bed bug has reemerged as a worldwide pest. Usually between midnight and 5 am, the bugs creep out from their hiding place, burrow under your bedding and bite your sensitive skin. After only a few nights you may be covered in itchy red welts and lesions that can last for up to 14 days.
Understanding the Bed Bug Bite
Every time a bed bug bites a victim, it injects an anesthetic into the wound, so they donât feel the bug consuming their blood. A single bug will bite two or three times in a row and drink up to six times its body weight in one feeding. In a heavy infestation, it is possible to sustain hundreds of bites without ever waking up.
Are Bed Bugs a Health Threat?
Bed bugs are not known to spread disease and for the most part, their bites are just itchy and irritating. However, each person reacts differently:
- Secondary infections can occur from bed bug bites in some circumstances.
- Bed bug bites can cause severe reactions in some individuals. Anaphylaxis, which is a severe and often fatal reaction has been noted in some cases.
- Mental health issues can arise in those who have experienced an infestation. Even after the bed bugs are eradicated, individuals can suffer from anxiety, systemic reactions, and insomnia.
Treating a Bed Bug Bite
If you encounter bed bug bites you should wash the lesions with soap and water and apply ice to help soothe and control the itching. A tropical or oral antihistamine can also help relieve the incessant itching.
Via Trip Savvy
Bed Bug Bite Infection
For the most part, bed bug bites will disappear in a matter of days however it is possible for them to become infected and require a topical or oral antibiotic. Symptoms of an infected bed bug bite include:
- Tenderness when palpitated
- Feels warm to the touch
- Spots or red streaks might develop
- Dimpling of the skin
Anaphylaxis and Bed Bug Bites
In rare cases, bed bug bites can bring on anaphylaxis in sensitive individuals which is life-threatening. If you start to exhibit the following symptoms, seek emergency medical attention:
- Trouble breathing
- Heart palpitations
- Swelling of the lips, tongue, or throat
- Reduced blood pressure
Dangers of Bed Bug Bites to Children
Little ones are driven by instinct and automatically want to scratch if something itches. However, excessive scratching on delicate skin can cause scratches and scarring. In addition, childrenâs fingernails are a source of bacteria and scratching can allow the bacteria to invade the wound and a secondary infection to occur.
Mental Trauma from Bed Bug Bites
Bed bugs are scary. People can be relentlessly attacked while they sleep without ever seeing an insect. During the day, it is common for victims to suffer anxiety attacks. In many cases, people start to experience delusional parasitosis, a mental condition where the sufferer hallucinates bugs crawling on them. In addition, they may start seeing bugs all around them. Insomnia can also become an issue. With little sleep and bouts of serious anxiety, the sufferer often becomes unable to focus throughout the day causing other negative consequences.
Can Bed Bugs Transmit Virus or Disease?
The ability of bed bugs to transmit virusâ and diseases such as Human Immunodeficiency Virus (HIV) , Hepatitis B, and Chaggas among others, has long been a fear. Although bed bugs have been shown to carry these illnesses, at this time no evidence of transmission to humans has been found. While bed bugs can cause various physical and mental trauma, at least this is one area the nightmare falls short.
Get more information on Bed Bugs: |
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Once researchers know the fingerprints of different cancers, theyâll be able to craft customized DNA chips that doctors can use to diagnose patients with previously unheard-of accuracy. Says Staudt, âThe textbooks on cancer diagnostics are going to be rewritten over the next three to four years.[DNA-chipbased diagnostics] will very soon become routine technology.â
But the ability to read subtle genetic changes could allow doctors to do more than pinpoint the exact identity of a cancer; it could also help them read early warning signs that normal cells are about to turn cancerous-long before such changes are evident to a pathologist. Thatâs what University of South Florida cancer geneticist Melvyn Tockman is hoping, anyway.He and his colleagues are working on an early-detection method for lung cancer-a method that could make John Leventhalâs scar a relic of the medical dark ages.
The researchers take sputum samples from ex-smokers and use DNA chips to analyze which genes are active in the lung cells. By comparing the genetic profile of these damaged cells to profiles from both healthy and cancerous lung cells, Tockman hopes to find the fingerprint that indicates a cancer is just about to form. In the future a patient at risk for lung cancer might take a simple DNA-chip-based test for this genetic fingerprint each time he went for his regular checkup.
Thatâs a few years in the future, but the initial payoff of DNA chips in detecting cancer may come even sooner. Researchers are already using the chips to identify telltale proteins that can be detected by conventional cancer-screening tools. âIf a cancer has one hundred uniquely expressed genes,â explains Mohan Iyer, the vice president of business development at Santa Clara, CAbased diaDexus, âthe home run hit is to find one [of the proteins those genes code for] that can be used in a simple blood test to screen individuals for cancer.â If a protein were found to be unique to a certain cancer, says Iyer, standard hospital equipment could easily detect it in a blood sample.
With DNA-chip tools now helping to identify the proteins associated with breast, lung, colon and ovarian cancer, to name a few, Incyte Genomics, Corning and a handful of other companies are developing new protein-based screening methods for diagnosis of the diseases. These new tests should begin to reach diagnostic laboratories in the next two years or so. |
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This great article explains new research on how being overweight changes the way that we perceive things. We certainly know when we are carrying extra pounds (whether we are honest with ourselves or not), however new research suggests that our psychology (bought process) on our tasks and goals are also changed: we perceive them to be more difficult than they are. So being overweight can make us perceive that exercise is more difficult than it actually is. A self-fulfilling prophecy!
For many of my clients, they will understand that it is their emotional mind that now starts to change the way we see things, and this mind only sees things negatively. As we all know, when we feel great about ourselves, those things we want to do, or need to do, becomes easier.
Comment by Mark jones (Hypnotherapist)
As anyone whoâs ever tried knows, losing weight is hard. The more, the harder. Itâs not just that the process of dieting and exercising is difficult; the weight itself can feel insurmountableâparticularly if youâve tried and failed to lose it before. Itâs a big physical and perceptual challenge.
A recent study probes another dimension of the perception part of the challenge: our body weight changes how we see distance. Psychologist Jessica Witt, lead author on several studies examining the connection between our physical realities and perception, conducted the latest study and presented the findings at the annual meeting of the American Association for the Advancement of Science (AAAS).
âIf you find yourself out hiking with a heavy backpack, hills are going to look steeper, distances are going to look farther, gaps across a river are going to look longer,â said Witt to AAAS attendees. âYouâre not seeing the world as it is, youâre seeing the world in terms of your ability to act.â
Witt and her team conducted the experiment at a Walmart, where they set up several traffic cones and asked people to estimate the distance from where they stood to the cones. The participants were broken out into a few weight categories, with most falling into a normal range, moderately overweight, or obese.
The results: The obese participants perceived the cones as farther away than participants in the normal or moderately overweight groups. The differences between the groups correlated with the degree of obesity; people carrying an additional 200 pounds of body weight estimated twice the distance as the others.
If thatâs true, then it follows that obesity isnât just unhealthy, it also creates a perceptual obstacle that limits physical activity (because it seems even more strenuous than it really is), which in turn contributes to staying obese.
The latest study builds on a raft of research, much of which has been conducted by Witt and her team, demonstrating how perception influences performance. Hereâs a sampling:
- Hikers wearing heavy backpacks looking up at a hill perceive the slope as steeper than those with lighter backpacks (the same holds true for hikers who are tired versus well-rested).
- Golfers who sink more putts perceive the hole as larger than those who frequently miss.
- Softball players who hit well tend to overestimate the size of the ball; those who miss more often tend to underestimate the ballâs size.
- Experienced parkour athletes (who climb and leap through and over city buildings and other structures) estimate wall sizes more accurately than parkour novices, who tend to estimate walls as taller than they actually are.
- American football field goal kickers who tend to kick too low or too wide perceive the goal posts as taller or narrower than they actually are.
The study was presented at the 2016 annual meeting of the AAAS and published in the journal Acta Psychologica.
Original article: www.psychologogytoday.com |
Music of Migration
Music of Migration is a musical lecture about global bird migration, developed by Sytze Pruiksma and the Dutch professor global flyway ecology Theunis Piersma. Together they tell the life story of the black-tailed godwit from chick to mature bird. They show the vulnerability of their living conditions and the consequences that the changes in the life of the godwit in Friesland has for people on the other side of the world.
When he was a little boy Sytze wanted to become a biologist, but he ended up being a classical percussionist and composer. In the last few years he managed to bring the music and his love for nature & birds together in his compositions and improvisations based on the Frisian landscape. In Music of Migration his musical interludes, supporting the story of Theunis Piersma, do not only grab the imagination of the listeners, but they also give them the time to process the information and to let it sink in. âYou feel that people use those moments for contemplationâ, Sytze says. âIt works very well. Art can play an important role in raising peopleâs awareness.â |
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Life on Mars, is it at all possible?
My son and I recently watched âBefore Mars,â a prologue of National Geographicâs Mini-Series, âExperience Mars.â The latter is currently on-air since November 13. Our 11 year old hasnât since stopped talking about the series on the first human mission to colonize the red planet, Mars, which is set in 2033.
As soon as my son and I were done with âBefore Mars,â our 11 year oldâs mind was piqued in the fantastic idea of human colonizing and migrating to the red planet. Our sonâs interest in everything inter-stellar jump started when he went about leafing through his âScience Libraryâ volumes, when he was around 5 years old. He would endlessly talk about black holes and how the Betelguese in the constellation Orion is a lot bigger than the sun and all those geeky things, I can only try to learn from his endless babbling. I remember being in complete awe of the 6-year old that was talking Greek to me over massive inter-stellar, galactic things.
Image Credit: Wikimedia
Imagine this little manâs delight over this close-to-reality human mission of colonizing Mars! So he continued on as he watched episode after episode. He was all the more fascinated towards Episode 4, when a third team came in, whose primary role is to take care of the greenhouse where hybrid plants are nurtured. He found this somehow relatable to the Juvenile Sci-Fi book he published on Amazon when he was 10 years old, âThe Chronicles of the Plantoids: The Great Revival.â
Mars on National Geographic Channel
Airing on the National Geographic Channel, MARSâ suspenseful story of the first manned mission to Mars will be revealed in one-hour episodes over the next six weeks. The inspiring tale is told from the vantage point of a fictitious crew traveling to Mars and settling up its first colony in the year 2033. As the astronauts explore the astonishing wonders of Mars and grapple with unexpected challenges, the television audience will hear interviews with some of the most fascinating people on Earth, including astrophysicist Neil de Grasse Tyson and business magnate and inventor Elon Musk.
As we investigated further, we are amazed at the live stream of live feeds from Mars. Whoa! Donât just take our word for it, check www.makemarshome.com, and see for yourselves.
For more on the the showâs information, head on over to mars.natgeotv.com/ph.
The first ship sent to Mars was the Daedalus Crew, composed of an international coalition of Earthâs best scientists. Crew members include: Marta Kamen from Russia, a Geologist and an Exobiologist, Javier Delgado from Spain, Hydrologist and Geochemist, Hana Seung from America, Mission Pilot and Software Engineer, Ben Sawyer from America, Mission Commander and Systems Engineer, Emelie Durand from France, a Mission Physician and Biochemist, and Foucault from Nigeria, Mechanical Engineer and Roboticist.
Our son was so thrilled about this whole Mars colonizing thing, that he signed up and got his Mars ID. ID No. 91047793. You can have yours at www.experiencemars.com.
A quick Mother and Son Convo on the likelihood of embracing life on Mars
I knew I shouldâve recorded a video of him on the day he first learned about National Geographicâs mini-series on Mars, it was hard to stop him from babbling over things about Mars, when his fascination over living on another planet was yet all over the place. He was all ears as he listened to the interviews that National Geographic conducted with real engineers and NASA scientists. Sharing here a clip of the conversation we had this morning on living on planet Mars.
Tune in to the MARS Global Event Series every Thursday at 9:00PM on the National Geographic Channel and follow the first human mission to the red planet, with its cinema-quality and futuristic drama, complete with documentary sequences featuring current space-innovations. |
Experiencing knee pain during and immediately following driving is a common problem especially on long trips or in stop-and-go traffic. If that pain is located at the front of your knee under your kneecaps, you may be suffering from chondromalacia patellae (also known as CMP). This condition is characterized by the degradation of the protective cartilage that sits under your kneecaps and can be attributed to injury, aging, muscular imbalance or an anatomical misalignment of the kneecap.
Often, this type of knee pain occurs in drivers with long legs who keep their knees bent while in the car. To get relief from your knee pain, try adjusting the position of your seat. Sliding your seat back until your legs are almost totally straight will force you to only bend your ankles when operating the pedals. In this extended position, your kneecaps sit on top of your knee joint, relieving pressure and pain. If your knee pain persists, be sure to contact your physician to further evaluate your condition.
Reference: Dr. Billâs Clinic; William Thomas Stillwell, M.D.; âA Driving Tip for Aching Kneesâ; 2009; http://www.drbillsclinic.com/driving_tip.html |
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Workouts and drinking
From the U.S. Department of Health and Human Services, Iâm Ira Dreyfuss with HHS HealthBeat.
Working out might make some people work up a thirst. Researchers saw indications of this in data on 150 people ages 18 to 89 who recorded 63 days of activity, focusing on physical activity and alcohol.
Researcher David Conroy of Northwestern University Feinberg School of Medicine in Chicago did the work while at Penn State. He says his findings donât mean everyone who works out drinks, but he did note a trend:
âWhen people were more active than usual on a particular day, they ended up drinking more that day.â
He suggests people make sure their good health work in being active isnât offset by too much drinking.
The study in the journal Health Psychology was supported by the National Institutes of Health.
Learn more at healthfinder.gov.
HHS HealthBeat is a production of the U.S. Department of Health and Human Services. Iâm Ira Dreyfuss. |
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You have just received a devastating diagnosis: your baby has cerebral palsy. No one seems to be able to tell you why this happened, but you have heard that a mistake during delivery could be the cause. The only way to find out could be to educate yourself and call a medical malpractice attorney.
The Basics of Cerebral Palsy
The term cerebral palsy refers to a group of disorders that affect brain and nervous system functions. In most cases, cerebral palsy is caused by injuries to or abnormalities of the brain as the baby grows in the womb, but can also be the result of a head injury, brain infection, or bleeding on the brain during the first two years of life, when the childâs brain is still developing. Cerebral palsy can also be the result of complications during labor and delivery. Depending on the type and severity of brain damage that has occurred, children with cerebral palsy may experience the following:
- Lack of muscle control and coordination
- Difficulty breathing
- Lack of bladder or bowel control
- Difficulty eating
- Visual impairment or blindness
- Hearing loss
- Food aspiration (the sucking of food or fluid into the lungs)
- Gastroesophageal reflux (spitting up)
- Speech problems
- Tooth decay
- Sleep disorders
- Osteoporosis (weak, brittle bones)
- Behavior problems
- Intellectual disabilities
There is no cure for cerebral palsy and treatment is focused on helping the person become as independent as possible through therapy, rehabilitation, and home health care.
If Negligence Caused Your Babyâs Cerebral Palsy, Get Help
While it was once believed that oxygen deprivation during delivery was the primary cause of cerebral palsy, it is now understood that this accounts for only about nine percent of cases. In the remaining cases, premature birth, complications during birth, and problems occurring immediately after birth cause the damage to the brain. In any one of these scenarios, a mistake or negligence on the part of medical staff could be to blame. Donât face your childâs uncertain future without at least finding out if you might be able to recover damages. Fill out our online contact form now. |
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As recent at the 1970's, women's history was virtually an unknown topic in the K-12 curriculum or in general public consciousness. To address this situation, the Education Task Force of the Sonoma County (California) Commission on the Status of Women initiated a "Women's History Week" celebration for 1978. The week of March 8 was chosen to make International Women's Day the focal point of the observance. Word spread like wildfire, and event started springing up across the nation. Responding to the growing popularity of the event, in 1981 Congress passed a resolution making Women's History Week a national holiday. Within a few years, thousands of schools, communities, and organizations began participating in events, educating people, as well as celebrating Women's History Week. In 1987, National Women's History Month Resolution was approved with bipartisan support in both the House and the Senate legally expanding the focus to the whole month of March.
*The theme of National Women's History Month for the year 2008 is visionary female artists. See the honorees.*
In honor of Women's History Month, throughout the course of the month I plan on highlighting some extraordinary women who have made an impact in our world. I look forward to sharing sharing the stories and contributions of some amazing women, both past and present, and hope they inspire you as much as they do me. |
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This fall I have seen a surprising number of teenagers in my practice. I think most people will say this is not surprising with all the phones and video games teens are using. I agree. But, letâs dissect this a bit more because teens are NOT going to stop using technology and devices are getting into the hands of younger and younger children all the time. As a mom, grandma, and occupational therapist I must implore parents to do the best they can to balance tech time with lots of outdoor and indoor free whole-body play.
The teens I worked with last fall all were injured during exercise. It was awesome that they were exercising. Iâm sure they and everyone around them most likely thought what they were doing was going to keep them healthy and protect them from injury.
Some of the teens were injured during exercise they were doing on their own, and two believed they were injured during training that was part of a school activities. In two cases the activity was weight lifting, and one was following a DVD program. In all the cases the students said they had some instruction about how to do the exercise safely. When I asked them to describe how to do the tasks safely, it was quite superficial and, in most cases, included how to protect your back. This is good, but it assumes the exerciser is starting with a body in proper alignment and know how to keep their back safe.
The Nebraska Department of Health Education standard related to the use of technology states, âStudents will analyze the influence of family, peers, culture, media, technology and other factors on health behaviorsâ. This standard is becoming more and more critical as generations of people including kids, parents, and grandparents are using technology. Our children are observing us. This is how they learn how to react to stress, grammar and speech patterns, gait (walking) patterns, gestures, posture, how to spend time and energy, etc. It is not just about how technology affects health behaviors but how our family and culture is using technology. It is much bigger than what I am going to focus on in this short article.
This health education standard is incredibly important. To my knowledge, there is no direct description related to how this standard must be implemented in a schoolâs curriculum. Use of technology affects health in so many ways including mental, emotional, and physical health. Just in the category of physical health, it can affect eyesight, attention skills, coordination, posture, body weight, etc. With so much to teach related to health education, it would be easy to miss the details of posture and body alignment.
Kids are using technology with rounded backs, tilted hips, rounded shoulders, and flexed necks. They are sitting for longer and longer periods. They are less likely to spend long periods in activities where they are jumping, climbing and running with recess and gym classes being shortened. All this creates tighter muscles and fascia. All this tightness continues to pull their bodies out of alignment. When the human body is chronically out of alignment, meaning the muscles that surround the joints are either overstretched and tight or shortened and tight, the fasciaâs job is to thicken up to protect joints. The fascia is trying to protect us and support the function we are asking our bodies to do most. The problem comes when we ask our bodies to do something very different such as lifting free weights or doing burpees.
You may have heard your teen (or younger) complain of aches and pains, and you know they arenât lifting weights or doing burpees. If our bodies are chronically out of alignment and stuck, even simple activities can be problematic such as lifting a heavy trash bag, pulling a box out from under the bed, or catching the dog who got out of the yard. It can even be as simple as reaching for the shampoo in the shower. We should worry if we hear kids complaining of pain from these simple daily tasks. We should really pay attention when we know our teens are starting to participate in more demanding exercise type activities.
Typically, if our bodies were in proper alignment, it would be no big deal to grab a couple of 5-pound weights and start pressing them to the ceiling. But, if our shoulders are stuck in a rounded forward position with muscles that are tightened in either a short or elongated position (even just a few millimeters), and we lift those weights, we are asking for trouble. Our complex shoulder joints are designed for complex movement and need to be moved through their full range of motion regularly to function best. Regularly doesnât mean 3 times per week for 20 minutes. Regularly means daily, several times per day. Instead, the position our neck and shoulders see most is rounded forward grasping a phone or typing on a computer. This idea applies to our feet, ankles, knees, hips, ribs, neck, elbows, wrists and fingers, too.
We must educate our kids on what proper posture is, and that is it not just standing or sitting up straight. It starts at the feet and goes to the top of the head with many important details in between. We must take responsibility for our children to help be sure their bodies donât slowly get stuck in a poor position. We must watch over them, and if we allow lots of sitting time, we demand lots of whole-body movement time. We must watch to be sure their bodies are not slowly rounding forward at the neck, shoulders, and hips. We are setting them up for injury when they are old enough to decide on their own it is time to move and get fit. They must understand that body alignment is perhaps the most crucial part of a fitness routine. They will experience more success and fewer injuries if they pay attention to the details of alignment first.
Every fitness program, regardless of age, should begin with an assessment of your body alignment no matter how young (or old) you are. If you find details of alignment that need to be corrected, every program should begin with exercises that focus on bringing the body back into alignment. Once proper alignment is achieved, full-speed ahead.
For details on correct body-alignment visit https://mayerwellness.com/. |
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[caption id="attachment_382" align="alignleft" width="300" caption="Anopheles stephensi feeding; CDC, public domain image"][/caption]
Clearly, the mosquitoes are infected just as people are, but we seldom feel sorry for the poor mosquitoes because, well, we hate them for all sorts of reasons. The mosquito, however, does have an immune system which tries to fight off invading Plasmodium sp. parasites; Mosquitoes donât mean to transmit these dangerous parasites.
Humans have had a long and costly battle with malaria which, so far, we have not won. Though not self-evident perhaps, it makes sense that we might be able to enlist the help of the lowly mosquito to our mutual benefit, and thatâs what some researchers at Johns Hopkins University have done. Yuemei Dong et al. have genetically modified the immune system of a mosquito species, Anopheles stephensi, giving it an enhanced ability to fight off invading Plasmodium falciparum, the worst of the malaria parasites in humans.
In order for this research to prove useful in the real world, the modified mosquitoes would have to be released into the wild and allowed to breed with wild populations (and hopefully do better than the wild type). Aside from the obvious need for caution when releasing a genetically modified organism into the wild, at this point we still donât know whether:
- the resistant mosquitoes will do as well in the wild, faced with different A. falciparum strains
- other Anopheles spp., also malaria vectors, can be similarly modified (there are about 40)
- Plasmodium falciparum will develop resistance to the mosquito resistance
- all other species of Plasmodium infecting humans can be targeted this way
This breakthrough is not the answer to the battle against malaria yet, but it may be part of the answer.
Read the paper:
Dong Y , Das S , Cirimotich C , Souza-Neto JA , McLean KJ , et al. 2011 âEngineered Anopheles Immunity to Plasmodium Infectionâ PLoS Pathog 7(12): e1002458. doi:10.1371/journal.ppat.1002458 |
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Penetration testing in simple terms is a simulation of a process a hacker would use to launch an attack on a business network, attached devices, network applications, or a business website. The purpose of the simulation is to identify security issues before hackers can locate them and perform an exploit.
Ceitcon offers a penetration test, which is a simulated cyber-attack against your computer system to check for exploitable vulnerabilities. Ceitcon Pen testing involve the attempted breaching of any number of application systems, (e.g., application protocol interfaces (APIs), frontend/backend servers) to uncover vulnerabilities, such as unsanitized inputs that are susceptible to code injection attacks.
⢠Defining the scope and goals of a test, including the systems to be addressed and the testing methods to be used.
⢠Gathering intelligence (e.g., network and domain names, mail server) to better understand how a target works and its potential vulnerabilities.
⢠Static analysis: Inspecting an applicationâs code to estimate the way it behaves while running. These tools can scan the entirety of the code in a single pass.
⢠Dynamic analysis: Inspecting an applicationâs code in a running state. This is a more practical way of scanning, as it provides a real-time view into an applicationâs performance.
This stage uses web application attacks, such as cross-site scripting, SQL injection and backdoors, to uncover a targetâs vulnerabilities. Ceitcon Team then try and exploit these vulnerabilities, typically by escalating privileges, stealing data, intercepting traffic, etc., to understand the damage they can cause.
The goal of this stage is to see if the vulnerability can be used to achieve a persistent presence in the exploited system long enough for a bad actor to gain in-depth access. The idea is to imitate advanced persistent threats, which often remain in a system for months in order to steal an organizationâs most sensitive data
The results of the penetration test are then compiled into a report detailing:
⢠Specific vulnerabilities that were exploited
⢠Sensitive data that was accessed
⢠The amount of time the pen tester was able to remain in the system undetected |
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|Gerald Ernst Nedoluha
Since the discovery by NRL scientists of direct injection of forest fire smoke into the lower stratosphere by pyro-cumulonimbus (so-called pyroCb) convection, several new and exciting avenues of research have opened up. NRLâs expertise in satellite remote sensing, aerosol phenomenology, and meteorology is being used in studies that include analysis of nadir imaging satellites (e.g., GOES, AVHRR, MODIS, MISR, and NPOESS), unifying diverse satellite products (e.g., aerosol index from TOMS and OMI, profiles of aerosol extinction and water vapor by POAM), and experimenting with new satellite sources such as lidar (CALIPSO) and radar (Cloudsat). We seek to tap historical satellite and meteorological data sets as well as to investigate unfolding events of pyroconvection and related eruptive modes such as volcanoes.
The upper troposphere and lower stratosphere (UTLS) is a region of the Earthâs atmosphere thought to be crucial to our understanding of circulation, climate, and chemistry yet is poorly characterized. One reason is that observations have been notoriously sparse in the UTLS. However, sampling of the UTLS by satellites is improving and has lead to new discoveries/insights. NRL has been on the leading edge of satellite-data interpretation. In particular, there is a new focus on blending profiles of constituents such as water vapor, ozone, and aerosols in the UTLS with nadir-viewer sensitivity to clouds, aerosols, water vapor, and carbon monoxide, and oxides of nitrogen. Satellite data analysis will be combined with meteorological data to develop new and improved understanding of processes affecting the UTLS and the importance of these processes on climate.
Circulation; Forest fire smoke; Lidar; Lower stratosphere; PyroCb convection; Radar; Remote sensing; Satellite; Upper troposphere; |
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Let R be the relation on the set of ordered pairs of positive integers such that if and only if ad = bc. Show that R is an equivalence relations.
Hint: A relation is said to be an "equivalence relation" if it is reflexive, symmetric and transitive.
Proving each of those cases are true for this relation should not be very difficult
Hint 2: A somewhat similar problem was done here. There are also definitions for all the terms mentioned in that thread as well. Use it as a guide
Let be a relation on the set , such that .
First, we show that is reflexive. Since we have . Thus is reflexive. |
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We're very familiar with 'transparent electronics' here at TechRadar: it's a category that contains Amazon's Kindle 2, Sony's PlayStation 4 and all the nice looking phones from Motorola.
But now scientists at the University of Southern California have succeeded in creating genuinely see-through electronics, using nanotubes and transparent plastics.
A team at the USC Viterbi School of Engineering has made a clear, colourless disk about 5 inches in diameter that bends and twists like a playing card, but containing a lattice of over 20,000 nanotube transistors.
The thin transparent thin-film transistor technology employs carbon nanotubes - tubes with walls one carbon atom thick - as active channels for circuits, controlled by iridium-tin oxide electrodes.
This miniature transistor are capable of high-performance electronics and could be used to embed LEDs in plastic surfaces, enabling heads-up displays in cars, or tough, flexible transparent e-papers.
The real breakthrough by the boffins was perfecting a technique for creating and embedding the nanotech components without requiring high temperatures.
The nanotechnology researchers said, "Our transfer printing process allows the devices to be fabricated through low temperature process, which is particularly important for realizing transparent electronics on flexible substrates."
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RIVERSIDE, Calif. â Continental movement is not a new topic. Earthâs major land masses have been drifting across the planet for billions of years. Researchers from UC Riverside say thereâs a hidden benefit to this, as the process fills Earthâs oceans with oxygen that supports life. However, their new study warns that continental drift may also end up killing off all life that lives deep below the sea.
âContinental drift seems so slow, like nothing drastic could come from it, but when the ocean is primed, even a seemingly tiny event could trigger the widespread death of marine life,â says UC Riverside geologist and study co-author Andy Ridgwell in a university release.
Researchers explain that water at the oceanâs surface gets colder and denser as you approach the north and south pole, and then sinks. As the water sinks, it transports oxygen from the atmosphere to the ocean floor.
Eventually, a return flow carries nutrients from sunken organic matter to the oceanâs surface. All of this fuels the growth of plankton, which is a key part of the marine food web. This whole process supports the vast diversity of fish and other animals in the ocean.
Now, the new study finds this cycle of oxygen and nutrients could suddenly end under certain conditions. Using complex computer models, they found that the location of continental plates actually affects how oceans move oxygen.
âMany millions of years ago, not so long after animal life in the ocean got started, the entire global ocean circulation seemed to periodically shut down,â says Ridgwell. âWe were not expecting to find that the movement of continents could cause surface waters and oxygen to stop sinking, and possibly dramatically affecting the way life evolved on Earth.â
Oxygen changes are a âdeath sentenceâ for life in the ocean
Older models on the evolution of marine oxygen did not account for ocean circulation over the last 540 million years. In those studies, ocean anoxia â times when oceanic oxygen levels dropped off â suggested that there was also a drop in atmospheric oxygen.
âScientists previously assumed that changing oxygen levels in the ocean mostly reflected similar fluctuations in the atmosphere,â explains Alexandre Pohl, a former UCR paleoclimate modeler, now at Université Bourgogne Franche-Comté in France.
In this new study, however, researchers used a model that represented the oceans in three dimensions. The results show that the collapse of global water circulation would trigger an extreme separation between oxygen levels in the upper and lower depths of the oceans.
When this took place in the past, that divergence meant the entire ocean seafloor lost oxygen for tens of millions of years. It only started to gain it back about 440 million years ago.
âCirculation collapse would have been a death sentence for anything that could not swim closer to the surface and the life-giving oxygen still present in the atmosphere,â Ridgwell says.
Scientists know that bizarre-looking fish, giant worms, crustaceans, squid, sponges live deep down in the oceans, but the entire marine life picture at those depths is still a mystery.
When could this happen again?
The new study does not spell out a specific timeframe for when another catastrophic event like this could occur, but their models do suggest where such an event could take place.
Their climate models say that increasing rates of global warming weaken ocean circulation. In some models, an eventual oxygen collapse could start in the North Atlantic.
âWeâd need a higher resolution climate model to predict a mass extinction event,â Ridgwell explains. âThat said, we do already have concerns about water circulation in the North Atlantic today, and there is evidence that the flow of water to depth is declining.â
In theory, study authors believe an unusually warm summer or the erosion of a cliff could set off a domino effect that devastates ocean life again.
âYouâd think the surface of the ocean, the bit you might surf or sail on, is where all the action is. But underneath, the ocean is tirelessly working away, providing vital oxygen to animals in the dark depths,â Ridgwell concludes. âThe ocean allows life to flourish, but it can take that life away again. Nothing rules that out as continental plates continue to move.â
The findings are published in the journal Nature. |
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