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“WHAT DO YOU WANT to be when you grow up?” More than one professional chef got his start with an Easy Bake Oven. Here are some ideas for children 8 and up that just may inspire your child to be a scientist, engineer or designer. Science. Thames & Kosmos produces serious science kits that teach concepts and skills through handson modeling of real-world devices and processes. The manuals make for a rich learning experience. Students can learn how to build fuel cells, discover the science behind climate change, and learn the chem- Kids coughing? A new study from Penn State College of Medicine shows a simple, over-the-counter remedy that has been used for generations really works. Vapor rub (menthol, camphor and eucalyptus oils) applied to children’s chests at bedtime reduced kids’ cough frequency, cough severity and congestion and helped them sleep better. Engineering. If your children can’t get enough of amusement park rides, the Science of Disney Imagineering DVD series will open their eyes to the power of the attractions. The educational series uses physical and visual examples that demonstrate how science (magnetism, friction, trajectory) puts the magic in the rides. (Ages 8+, Disney Educational Productions $29.99) Design. Each Design Dossier in this innovative book series intro-...
F O L L O W I N G THE DEATH of Osama Bin Laden, many American young people across the country gathered on street comers and in front of the White House, some celebrating with chants of "U-S-A" and others singing the national anthem. Press coverage of the youthñil celebrators, many of them part of Generation Y or the Millennial Generation, renamed these young people the "9/11 Generation."' Newspaper accounts following Bin Laden's demise discuss him as "the common evil" that the Millennial Generation faced in much the same way as their grandparents had faced Hitler.2 One student remarks that Bin Laden's death is "the defining moment" of his generation.^ Nine-eleven, it appears, is a memorable moment for this generation. Over nine years earlier, on September 11, 2001,1 was also concemed about how young people would come to understand what came to be called "9/11." After spending the moming of September 11, 2001 watching television as the Twin Towers in New York collapsed, I arrived on campus to teach my lower-division history class, and was immediately informed that classes were cancelled for the day because of the "evil attacks." Since I regularly tell my students that "evil" is not a useful analytic term for the writing and understanding of history, I devised a questionnaire for my History 101 students to assess their understanding of the event." The History Teacher
Even if FM radio broadcasting is a fundamental means of communication, it can’t escape one of the big trends in electronics today: miniaturization. As mobile communication devices are gaining more and more functionalities, people still want to have the option of listening to FM radio on their smart phones or MP3 players. This can only be achieved through the miniaturization of the FM reception process by implementing all its functions into a microchip. This miniaturization process is widely used in the industry, but has not been explored in depth by undergraduate students. In order to appreciate the complexity of such a task, we decided to design an FM receiver in a microchip. To make the project more interesting, we chose to create a user interface facilitating its use.
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without written consent from the author. Copyright © 2010 by Lynn C. Brown Printed in the United States of America RISK WARNING: Trading foreign exchange on margin carries a high level of risk, and may not be suitable for all investors. The high degree of leverage can work against you as well as for you. Before deciding to trade foreign exchange you should carefully consider your monetary objectives, level of experience, and risk appetite. The possibility exists that you could sustain a loss of some or all of your deposited funds and therefore you should not speculate with capital that you cannot afford to lose. You should be aware of all the risks associated with foreign exchange trading and seek advice from an independent advisor if you have any doubts. Past returns are not indicative of future results. Professional Forex Investments LLC. (PFMC), Lynn Brown Forex Investment Trading, LLC (LBFXIT), and its affiliates assume no responsibility for errors, inaccuracies or omissions in these materials. They do not warrant the accuracy or completeness of the information, text, graphics, links or other items contained within these materials. Professional Forex Investments, LLC, Lynn Brown Forex Investment Trading, LLC (LBFXIT) and its affiliates shall not be liable for any special, indirect, incidental, or consequential damages, including without limitation losses, lost revenue, or profits that may result from these materials. This is not a solicitation to buy or sell currency or futures. All replies should be sent to LBFXIT@hotmail.com . Replies sent to LBFXIT@hotmail.com will be received by the Professional Forex Investments, LLC or Lynn Brown Forex Investment Trading, LLC email system and...
They wanted to show me origami robots: electronic creatures built by simply folding paper (in this case laser-cut cardboard) and adding simple electronics and engineering on top. It sounded too cool to be true. Yet, after hearing the pitch from Dash Robotics, I found myself convinced that the technology had the potential to not only perform successfully in the marketplace at a decent price point, but could do so at a commercial scale that “cheap robots” have never before achieved. Dash Robotics was founded at UC Berkeley by four Ph.D. students with a simple mission — to make robots cheap, lightweight, and fun to use. The breakthrough came when one of the founders realized that robot joints could be mechanically engineered and constructed in a completely different way. Traditionally, robots large and small have come with lots of parts. Metal parts, plastic parts, pins and screws and joints that all have to be cast or injection molded, usually one by one. This adds cost and weight and rigidity, and that’s what makes building robots so expensive. The entry price point for even the simplest toy robot starts around $300 to $400. But Dash Robotics turned all that painstaking manufacturing on its head by turning to cheap, strong and flexible cardboard. Using paper rather than plastic or metal parts meant that only glue was needed to hold the structure together. Designing the cutouts into one flat sheet of cardboard meant that the cost of goods were barely a cost at all. And including a cheap, off-the-shelf rechargeable motor that can be wirelessly controlled with a small handheld remote helped keep further engineering costs to a minimum. Voila! cheap robot. One that Dash estimates can sell for between $35 to $50, yet could possibly be manufactured for a fraction of that price. Moreover, these robots (they look and act like insects, legs and all) are highly mobile and lightweight, allowing them to maneuver in all sorts of directions and even fly when fitted with a pair wings. And if they get smashed (toys will be toys), they don’t cost an arm and a leg to replace.
http://www.enterprisehive.com/social-business-solutions/higher-education-social-software | HiveSocial provides higher learning institutions with efficient ways to connect within their communities as well as network with other institutions. Administrators, faculty, students and associations connect and share best practices, research and expertise.
Audience Profile The Core‐level Microsoft Office Excel 2010 User should be able to navigate Microsoft Office Excel 2010 software at the feature and functionality level. They should be familiar with and know how to use at least 80% of the features and capabilities of Microsoft Office Excel 2010. The core‐level user should be able to use Microsoft Office Excel 2010 to create and edit professional‐looking spreadsheets for a variety of purposes and situations. Users would include people from a wide variety of job roles from almost all areas of professional, student, and personal life. Some of the roles users might take on include, but are not limited to: • Program/Project Managers • Accountants • Sales • Clerical, Office professionals • Students • Consultants • Other members of the general • Executives/Managers population • Help desk personnel • Instructors/Trainers Tasks that might be undertaken or work products created by members of the Microsoft Excel 2010 Core‐ level User Target Audience might include, but would not be limited to: Case studies Charting Classroom instructional materials Create analytical, financial, etc. reports Data collaboration Data entry Data formatting Data manipulation Family budget Format numerical (financial, statistical, etc.) reports Forms Graphing Instructional development Investor info and analyses Process data Recipes Reporting Studies Technical support Tracking Trending
The Chernobyl accident, which occurred on 26 April 1986, led to the contamination of vast expanses of land in Europe and in particular the three former-USSR Republics of Ukraine, Russia and Belarus, as well as Norway, turning the lives of a large part of the population in these countries on end. The extent of the disaster’s damage brought about greater awareness of the difficulties inherent in managing the accidental and post-accidental impacts of such an event. It is vital that every lesson be learned from this disaster, in particular to analyse its impacts on the lives of the populations affected. In France, in the years following the accident, a number of protective actions designed to mitigate the immediate radiological impacts of an accident for the populations were first set out for the emergency phase. They are regularly tested through crisis drills in which the at-risk populations are involved. In 2005, the National directorate for nuclear safety and radiation protection (DGSNR) which has since become the Nuclear safety authority (ASN), established a Steering committee for the management of the post-accident phase of a nuclear accident or a radiological emergency (CODIRPA), at the request of the Government. This process involves a large number of stakeholders affected by post-accident management: the public authorities, operators, associations, experts, etc. This decision to take advance action, which proceeds from a far-reaching protection approach, is intended to improve protection for human beings and the environment as regards the consequences of a possible nuclear accident that might bring about contamination of the land. The approach taken by CODIRPA has resulted in the development of policy elements for post-accident management in the event of a nuclear accident of medium scale, causing short-term releases, shown in this document. These policy elements are based on the international principles of radiation protection, as well as on the figures highlighted during the research carried out by CODIRPA participants. They also include management objectives along with a variety of actions through which these can be attained, in order to address a situation that is by nature extremely complex, due to the many topics to be addressed and the number of stakeholders involved.
COURSE DESCRIPTION: One of the most notable shifts in professional practice is the wide acceptance and integration of Building Information Modeling (BIM). This class introduces a new way of thinking about deliverable documents and the collaborative framework that a parametrically virtual model is working to provide. BIM is becoming an industry standard because of its intuitive interface and for its ability to facilitate opportunities to connect between the Architect, Consultants, and Contractor. BIM simultaneously delivers real time working drawings and high quality spatial renderings to streamline the concepts-‐to-‐ working drawings process. COURSE OBJECTIVES: This course will utilize Autodesk Revit 2011 and provide the basic skills to create and maintain a parametric building model to use for renderings, working drawings, massing studies, and coordination of disciplines. Some of the program features that will be discussed are as follows: • Navigation and View Management • Maintaining Dynamic Drawings. • Creating Building/Wall Sections & Details. • Engaging External Resources. • Creating Parametric “Families.” • Maintaining Design Options. • Maintaining Tables and Schedules. • Maintaining Materials Library. • Creating Conceptual Massings. • Intro to Simultaneous Work Environments. • Professional Annotation Applications. • Intro to Consultant Interactions with the Model.
AUTODESK CERTIFICATION EXAM PREP SHEET Professional Exam Objectives ASCENT courseware mapping reference for Autodesk Certification Exam objectives The following table will help you identify which of the Autodesk Revit Architecture 2014 training guides from ASCENT (and in which chapter), you’ll find the Autodesk exam objectives to help you prepare for the Autodesk Revit Architecture 2014 Certified Professional exam. Exam Sections Exam Objectives Training Guide & Chapter Collaboration Copy and monitor elements in a linked file Collaboration Tools: Section 2.4 Use Worksharing Fundamentals: Section A.1 Collaboration Tools: Sections 4.1, 4.2, 4.3, 4.4, and 4.5 Import DWG files into the Autodesk Revit software. Fundamentals: Section 3.2 Collaboration Tools: Section 3.1 Create and modify filled regions Fundamentals: Section 16.5 Place detail components and repeating details Fundamentals: Section 16.2 Tag elements (doors, windows, etc.) by category Fundamentals: Section 15.1 Use dimension strings Fundamentals: Section 14.1 Set the colors used in a color scheme legend Conceptual Design & Visualization: Section 2.3 Change elements within a curtain wall (grids, panels, mullions) Fundamentals: Sections 6.2, 6.3, and 6.4 Create compound walls BIM Management: Section 3.1 Create a stacked wall BIM Management: Section 3.4 Differentiate system and component families BIM Management: Section 4.1 Create and modify family categories BIM Management: Section 4.1 Create a new family type BIM Management: Section 4.5 Modify an element’s type parameters BIM Management: Section 4.1 Assess review warnings in the Autodesk Revit software Fundamentals: Section 12.1 Create a building pad Site and Structural Design: Section 1.2 Define floors for a mass Conceptual Design & Visualization: Section 1.8 Create a stair with a landing Fundamentals: Section 12.1 Create elements such as a floors, ceilings, or roofs Fundamentals: Sections 8.1, 10.1, 11.2, and 11.4 Generate a toposurface Site and Structural Design: Section 1.1 Model railings Fundamentals: Section 12.5 BIM Management: Sections 6.3 and 6.4 Work with phases Collaboration Tools: Section 1.1 Edit a model element’s material (door, window, furniture) BIM Management: Sections 4.5 and 6.1 Change a generic floor/ceiling/roof to a specific type Fundamentals: Sections 8.1, 10.1, and 11.1 Attach walls to a roof or ceiling Autodesk Revit Architecture building design software works the way architects and designers think, so users can develop higher-quality, more accurate architectural designs. Fundamentals: Section 1.3 (and throughout) BIM Management: (throughout) Use Autodesk Revit family templates REVIT ARCHITECTURE 2014 COURSEWARE Fundamentals: Section 11.5 Documentation Elements Modeling ASCENTed.com ASCENT offers the following 2014 Autodesk Official Training Guides to teach Revit Architecture users how to utilize this complex software: Revit Architecture 2014 Fundamentals Revit 2014 BIM Management: Template and Family Creation Revit Architecture 2014 Collaboration Tools Revit Architecture 2014 Conceptual Design and Visualization Revit Architecture 2014 Site and Structural Design © ASCENT - Center for Technical Knowledge REVIT ARCHITECTURE 2014