#Synthesis And Design Homework Help

[anti-clerical]

LUXURIOUS CARS TRANSPORTED BY SAN JOSE AUTO SHIPPING

Safely Transporting Luxurious Cars

Imagine a luxurious car sitting in a workshop. Its inside is pristine, with leather seats and shiny controls. Transporting it isn't just about speed; it’s about safety. A professional car carrier company with a fully insured car shipping options knows how to handle these cars without any damages. They use a modern equipment to secure the vehicle firmly. It's not just about getting from one place to another. It’s also about keeping every piece intact, from the dashboard to the tiniest knobs. These carriers are trained in how to load and unload high-end cars carefully. They plan routes that avoid rough roads and sharp turns. During the trip, the driver keeps the interior safe from dust and dirt. They often cover the car to protect it from weather. Clear communication between the car owner and carrier is key.

The goal is simple: deliver the car in perfect condition. This process requires attention to detail and years of shipping experience. Car owners trust these carriers because they know their luxury car is in good hands. Transporting a luxurious car with cool interiors is about more than just shipping a vehicle. It’s about protecting a valuable investment from start to finish.

CARS WITH STYLISH DESIGN THAT SAFELY TRANSPORTED

Finding a reliable auto transporting guide on how to choose a trustworthy shipper and what to look for is necessary before transporting your luxury car, to make sure you are equipped with the right knowledge before committing to the right car shipping service to handle your vehicle with care and deliver it smoothly. Doing your homework helps you pick a trusted company and keeps your car protected.

A good car carrier keeps your vehicle safe and arrives on time. Take the time to find the right transport service and drive with confidence. Your luxurious car deserves the best, so choose wisely before shipping it.

Car collectors who want these automotive masterpieces should know the cost per mile to ship cars across state lines. Premium vehicles with such carefully crafted interiors just need special handling during transport.

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SETTING THE FUTURE OF COOL INTERIOR DESIGN

Electric power-trains are reshaping what car makers can do with automotive interiors. EV's give designers complete freedom to re-imagine the cabin experience, unlike traditional vehicles limited by bulky engines and transmission tunnels.

How Electric Vehicles Are Changing Car Interior Style

EV architecture offers key advantages for interior design. Native EV's can optimize battery packaging in a simple, rectangular shape at the vehicle's floor. This creates flat cabin layouts that add up to 10% more interior space compared to traditional vehicles with the same wheelbase. Designers can now create innovations that were impossible in conventional cars.

EV manufacturers now lean toward minimalism and spatial efficiency. Tesla led this shift with sleek, button-free cabins that feature a single large central screen. Other manufacturers across the industry have adopted this design philosophy. This less-is-more esthetic aligns with changing buyer priorities, as user experience ranks among the top factors for EV buyers.

Modern EV interiors now feel more like versatile, homelike spaces. They feature "living room" style seating, automatic climate control systems, and flexible configurations. The Chrysler Synthesis Cockpit concept at CES showcases this trend with its 37.2-inch infotainment screen and AI assistant. Hyundai's IONIQ Concept Cabin takes it further with seats that swivel to face passengers toward each other for better social interaction.

Sustainability has become the lifeline of modern EV interior design. More manufacturers use recycled, upcycled, and bio-based materials. The Kia Concept EV2 shows this approach with liquid-formed textiles that eliminate waste through a no-weave process. It also features mycelium-based components with excellent insulation properties and AmpliTex™—a bio-based composite from flax fibers that cuts weight while maintaining strength.

Smart cockpit technology sets modern EV's apart with integrated human-machine interfaces and connectivity. These systems create individual-specific experiences through sensors, cameras, and biometric technologies that adjust settings based on user priorities. The future integration of augmented reality heads-up displays (AR-HUDs) will project navigation and hazard warnings onto windshields. This helps drivers makes a wise decision while keeping their eyes on the road.

WHY CHOOSING THE RIGHT TRANSPORTER MATTERS

Transporting luxury interiors requires attention to detail at every stage. The goal is to deliver your luxury car safely and gets to the new location in perfect condition. It’s about trust, skill, and doing a proper research. This careful and smart approach makes sure every detail of a luxury car’s interior looks perfect, no matter the distance.

When professionals handle luxurious vehicles, car owners can relax knowing their prized possessions are in safe hands. It’s a level of service that combines experience with passion for quality.

Take the time to find the right nationwide car transportation services and drive your luxury car with confidence. Your car deserves the best, so choose wisely before moving it.

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[miekasa]

speaking of college boys, what do the college au aot babies study??

Okay, okay, I think I’ve talked about this in an ask before but I can’t find it 😭😭 but it’s okay, I love college aus, so I’ll talk about it again! Plus, now I’ve got more thoughts for more characters, so here we go

Levi — neuroscience and psychology of human behavior

He started out on track to do a bachelor of arts in psychology, but when they touched on the anatomy and biological parts of it during his first year lecture, he switched to a bachelor of science.

The focus is still psychology, but through a more clinical lens. Essentially, he gets the best of both worlds this way. He’s intuitive and analytical, so clinical and mental diagnosis is easy to dissect for him. He’s also canonically good at math, so the calculus and stats parts aren’t too bad, either.

This major also leaves him with a few options post-grad, which is a nice bonus for him. He’s likely going to medical school, but that’s not the only route open to him: law school, therapy, lab work, medicine and pharmacy, even teaching are all viable options without going to grad school.

Do not talk to him about Freud unless you wanna get punted off a building.

Be careful with him, because with a single glance he’s already got scarily accurate predictions about your parental and emotional attachment styles, your behavior in social settings, and the onset (or seemingly lack thereof) of your frontal lobe development.

He thinks he’s so smart making comments like, “I see those synaptic connections aren’t working so well for you today,” like mf come here let me lobotomize you and see how well your synaptic connects are working after that🙄

Eren — general health sciences

He’s interested in science and the discovery aspects of it, but picking a specific field of focus right now feels too final. He likes it this way, because his schedule and requirements are less restrictive, and he has more room to find out what really interests him.

He does best when he’s doing something he loves, so picking a major with a bunch of reqs that he couldn’t care less about would have sucked big time for him. It also would have affected his grades. There are still some classes he has to take that he’s not fond of (see: chemistry), but that’s to be expected. Science in general is cool to him and he hopes to make his own discovery some day, even if it’s microscopic.

He also plays a lot of sports, keeping his schedule flexible is important. The sports end up helping him excel academically, which is a nice bonus. Honestly, Eren uses his time at university to learn more about himself than anything, so having control and freedom to do what he likes the majority of the time was important to him. 

He uses his elective credits to take philosophy or history courses of his interest, or maybe even a course that you’re in just to spend time with you. He also uses you as a live model for his homework bye, congrats on being patient number one to him.

Armin — astronomy and physics

He’s still interested in marine biology, but unless he attended a school near a coast, or with a specialized integrated program for that, it’s unlikely he’d major in it during undergrad.

Space and ocean exploration aren’t all that different. Both are vast, largely unexplored domains that reel-in Armin’s interest for discovery. So, while studying astronomy, he still gets to study evolution and make his own predictions about what could be out there because there’s so much to know.

Physics comes with the territory of learning about planetary science, and he’s mathematically inclined, so it works out for him. Learning about the different physical properties of other planets and space masses is honestly pretty sick to him. Because math isn’t a struggle, he actually considered aeronautical engineering, but he didn’t want to be a part of the college to military pipeline; that is, he didn’t want any potential design of his to be weaponized. 

He still gets to study animal biology through his elective courses, and might even find a few focused on marine animals to satiate him. Plant and cell biology are also of interest to him, and are just further applications of his primary study anyway, so he’s got plenty of room to work with.

This boy is interning at NASA and still, with his whole chest out is like, “I don’t need to discover a new planet, you’re my whole world.” Armin, go check on the Mars rover or something please.

Mikasa — anthropology + minor in japanese language studies

Anthropology is virtually interdisciplinary in nature, and Mikasa is a pretty well rounded student, so she’s able to excel in a program like this. She gets to study history, science, cultural studies, and even a bit of art all at once.

She’s still debating between going to law school vs med school, so anthro this is a good in-betweener. She gets a taste of science through her anatomy and kin courses; and lots of practice with reading and dissecting texts through the historical and cultural lectures. So, when the time comes to decide, she’ll have some experience with both.

Don’t know whether it’s confirmed that she’s (part) Japanese or not, but either way I headcanon that she speaks/spoke some second language at home. She wanted to delve more into it, and courses were offered at the university so why not?

Cultural studies courses end up being her favorite. She likes learning about the history of people and their cultures, and it encourages her to learn more about her own family history and culture. It also propels her to apply for a study abroad opportunity, so she spends at least one semester doing an exchange program and absolutely loves it.

She would also encourage you to apply and go, too. You guys might not be in the same program, but if there’s an applicable program in the same country she’s going to, then she’d definitely want you to apply. Spending the semester away with you would be a dream come true.

Hange — bioengineering + minor in political philosophy and law

It’s almost self-sabotage to be in an engineering program and have a minor; the coursework for engineering alone is backbreaking, and bioengineering has the added weight of human intricacies, but of course Hange makes it possible. 

They’re nothing short of a genius, so of course they have time to work a completely unrelated minor into their schedule. It doesn’t surprise anyone that they go on to complete an MD-PhD after undergrad. Insane. 

Bioengineering is essentially the synthesis of chemical engineering and health sciences; Hange spends their time exploring biological sciences and applies the engineering aspects of their coursework to their understanding of (and interest in creating) medicine. Truly a one of a kind mind. 

They also have an interest in philosophy and justice, so when they found out they only needed a measly nine or ten courses to minor in, they went for it, of course. In honesty, they don’t find the studies all that opposing: both law making and medicine making both have some kind of philosophy or method to them in their eyes. 

Hange has... little to no free time pls. They don’t mind it, because they love their coursework, but this means you are essentially ducking into their labs or scrambling to find them in-between their classes during your time in undergrad. They appreciate every second spent with you tho, and will gladly rope you into long discussions about their work. 

Jean — biochemistry + minor in art sustainability

He was undeclared his first year, and took a little bit of everything: art, science, history, anthropology, english. Basically, anything that fit into his schedule. It was hard for him to pick one thing—he liked the science and lab applications of STEM courses, but not the math; and the obvious painting and creativity of art, but hated the pretentious air about art history.

What he wants to do is make a difference, which is how he ends up knowing that he wants to go to med school after, so he picks a science-heavy major, but uses his elective spaces to take art courses. When he mixes the two, he ends up on sustainability—and the complexities about it that are applicable to both science and art are what really reels him in.

Interdisciplinary studies end up being his forte. He can approach sustainability from a science perspective which impacts his art style and materials; and tuning into his creative side allows him to think about science not just from a purely clinical perspective, but from a human one, too—patients are people after all.

He believes that everything is connected somehow, even things as seemingly opposite as art and biochemistry. And he works towards finding the unique intersection where everything overlaps. His studies are pretty cool, and he’s very passionate about them, so ask him about it 😌

The art he makes is pretty sick, too, and often commentary about science; he’s proving they’re not so opposite. You also heavily influence his studies in both areas: caring about you so much inspires him to take the healthcare focus seriously, and your very nature is inspiration to his art. 

Sasha — nursing

She’s friendly and good at working with people, so nursing was an easy choice for her. She accredits most of her motivation to being around her younger family members, and learns that she finds a simple kind of joy in helping to take care of others.

She struggles a bit her first year when it’s mostly all grades and standardized testing, but when she starts getting clinical experience and working in the hospital on campus, things round out for her.

Patient care is her strongest point. A lot of people often forget that knowing everything isn’t everything; if you don’t know how to calm or even just talk to your patient, you’re not that great of a healthcare professional.

Pretty certain that she wants to work with kids in the future, but she’s open to public health and even being a travel nurse if she finds opportunity there!

Of course, she’s pretty doting when it comes to you and all her friends. She might want to go into pediatrics, but the basics of nursing and health care extend to everyone, so you’re guaranteed to be well taken care of with Sasha around. You might even have to switch roles and take care of her sometimes, because her coursework can get pretty out of hand.

Connie — computer engineering with a focus on game design

He might not look it, but Connie has a brain under that shaved head of his. Computer engineering is cool to him because he basically learns about how simple things he uses every day (ie: phone, computer, microwave) works.

Systems and coding are actually the easy part for him, especially when they get into the application of it and aren’t just stuck looking at examples. That’s how he gets into game design.

The part about math and electricity and magnetic fields… well let’s just say he needed to make friends with someone who likes math and hardware his first year to get through it. But the struggle was worth it, because by his junior year he’s found a professor willing to mentor/supervise him as he works on his game and other projects, so life is good.

His school work is definitely hard, which is why the lives by the mantra of “work hard, party harder.” It’s only fair. 

He makes you a little avatar so you can test out his games for him <33 best boyfriend things <33 He’d also… build a game about your relationship. Every level is a different date you guys went on, and he definitely includes something cheesy, like “There are unlimited lives because I love you forever babe <3”

Porco — kinesiology + maybe mechanical engineering

He’s pretty into athletics and working out, but didn’t wanna go down the sports psychology route; he wanted something that left him with a few more options, so he ended up in kinesiology.

He was surprisingly pretty good at biology in high school, so something stem-oriented works out in his favor, and it turns out he’s pretty damn good at anatomy, too. He’ll probably end up in physical therapy after graduation.

He’s also got a knack for cars, which is where the engineering comes in, but he doesn’t care so much for the math part of it (he doesn’t care for it at all actually, fuck that); he just wants the hands on experience of building/fixing things and working with his hands. So, if he can get a minor in it and not struggle through 4 years of math, then he’d do that. If not, he’d take a few workshop-like classes.

Because he wants to go into physical therapy, you are essentially his practice patient. Your back hurts? Not a problem, he’s basically a professional masseuse. Muscle aches? He’s got a remedy and understanding of why it’s happening. Don’t let him catch you hunting over your desk grinding away at your homework, because he will poke your neck and correct your posture (he’ll also massage your shoulders, but after the scolding).

Pieck — classics + minor in philosophy

Ancient studies interest her, but more than that, the language of ancient Greek and Roman culture fascinates her, so classics is the way to go.

Because her focus within Classics ends up being Greek and Latin language studies, she is essentially learning both languages at the same time. She gets farther with Latin that she does with Greek. For whatever reason, the former comes almost naturally to her, so her written and translated work is more complex in Latin.

However, she finds cultural studies relation to Greece more interesting than that of Rome, so it’s a give and take with both; better at languages for Roman studies, better at culture and history for Greek studies.

Her minor is a natural evolution from her primary coursework. Ancient Romans and Greeks set the foundation for a lot of modern day philosophy, so it comes up in her major classes, but she wanted to delve further into the philosophy, and not just look at it historically, so she takes more courses to fulfill the minor.

Can be found laying on a blanket in the quad on a hot day, with her books spread out all around her, highlighter in hand as she works through her reading. You’re always invited to sit with her, and more often than not, it ends up with Pieck’s head in your lap, a book in her hands, and your own schoolwork in yours as you both read in each other’s company.

Bertholdt — computer science and coding

He’s level headed, good at planning, and above all, patient, so he’s cut out for this. He doesn’t consider himself to be particularly creative, which is why he doesn’t pick a speciality with lots of design; but he’s good at streamlining and ideas to life.

The patience really comes in when his code doesn’t run. It’s frustrating to scroll for two hours just to find out that the issue is a missing semi-colon in line 273 that he overlooked, but Berty will sit there until he finds it.

He’s also good at fixing issues. That’s not limited to issues in the code itself; it can mean finding shorter ways to produce the same function or loop, or integrating new aspects into existing code.

Also, he’d just be so cute, coding away on his computer. Just imagine: Berty working on his homework in the library, he’s got his signature crewneck + collared shirt look going for him, his blue-light glasses, a cup of coffee nearly as tall as him sitting at the corner of his desk. Adorable.

He’d make little codes/programs for you, too, even if it’s silly. A simple code that helps you decide what to eat for dinner or where to go on a date, one that shuffles different reminders for you, hell he’ll even forgo the torture of design engineering just to build you a little robot that says “I love you” to you.

Reiner — english + minor in justice & political philosophy

Everyone expects Reiner, star quarterback of the university’s rugby team, to be a business student or communications student; but no, he’s an English major, and he loves it.

Just imagine a guy as huge as Reiner absolutely manhandling someone on the field, just to show up in his lectures with a tiny paperback of The Great Gatsby tucked between his fingers with his reading glasses on. It’s so precious.

He’s always running a bit late to class—either coming from the gym, or practice, or oversleeping from exhaustion—but he’s so sweet to his professors and genuinely interested in the literature that they don’t give him a hard time about it. They can tell that balancing school and sports is difficult, and they just appreciate that he takes his studies seriously.

Yeah he’s in a book club and he dog-ears his books. What about it. They’re doing poetry this month and Reiner actually likes Edgar Allen Poe. Who said jocks can’t be sentimental.

He also reads a lot outside of his classes, and has a soft spot for coming of age stories. He usually empathizes with the main character somehow. His ideal weekend plans after a week of grueling games and essays is taking a long, relaxing shower at your place, while you both share a bottle of wine, and maybe even get you to read a chapter or two of his current book out loud to him.

Annie — clinical psychology/neuroscience

Almost scarily analytical and methodic, so this major was calling her name. Localizing brain legions is… insanely intuitive to her it’s incredible. She’ll be an insanely impressive doctor someday, even if she doesn’t end up working with patients directly. 

She doesn’t care too much for the more philosophical/reading heavy parts of psychology. Even experiments and research closer to the social end of the spectrum aren’t all that interesting to her; but the brain science behind it it.

Nobody should be good at cellular biology. Nobody should be able to ace cell bio and neuro and calc and work towards their thesis proposal in the same semester, but Annie proves it’s possible.

Ends up working in one of her professor’s labs by her junior year. She was offered three TA positions working with first year students, but she swiftly turned them down. Teaching isn’t her thing.

She doesn’t bring up her studies to you unprompted, but if you ask her about them she’ll explain it to you. Her notes are color coded and it’s super neat, and very cute; coloring them is somewhat relaxing for her. She usually saves the coloring part for when you guys study together; there’s extra comfort in doing it with you around.

[matlabhwexperts-blog]

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Synthesis is  a concept which is used in the digital signal  processing. Synthesis is a process in which one can design the mathematical modeling of different types of filtering schemes and techniques  that can transmit the information. Design teams are increasingly looking for  design flows that can rapidly lead to high performance and low power  implementation of DSP algorithms. Synthesis in the digital signal processing  system using Matlab can use different types of concepts which include inverting  amplifier characteristics, filter banks, transfer function characteristics, transform calculus, etc.www.matlabhomeworkexperts.com helps students to  avail highest grades in their academics by providing proper guidance and help  regarding problems in MATLAB Synthesis &  Design. Students can get in  touch with our Synthesis &  Design tutors. Our Online Synthesis & Design Tutors and MATLAB Synthesis &  Design Experts will provide  detailed solutions for all your Synthesis &   Design homework assignments  at low price.

[itommyjaytc]

Students in a digital age

Teacher interview questions: To get a bit of background, I asked what subjects/grade levels the teacher has taught in the past, and which do they teach now. I also asked a multiple choice question about which equipment they have in their classroom, and whether there's something they are really missing.

I split my survey in three parts, the first being about integrating tech in lesson plans:

how much weight they put on technology when planning a lesson?

what are takeaways when planning a lesson with a) heavy tech involved, b) little to no tech involved.

what they've learnt over their career about integrating technology, or how they adapted their lessons to new technology.

I lastly asked teachers to rate where screen-based technology benefits students in 15 areas on a scale of 1-5.

In the second part, I asked about a home connection:

how much time teachers think screen-based tech should be used out of the classroom,

planning homework with tech in mind,

impacts and encouragement/discouragement of being on a device out of school time.

My last section asked about EAL, LS and special ed. students;

have they used tech differently with EAL students?

have they used tech differently with LS/special needs students?

my last question was about EdTech designed specifically for LS/special needs/EAL students, and which technology they use which they feel is most helpful.

For the student questionnaire, I also made a three part survey. It felt basically impossible to ask meaningful questions that would cover all seven areas while keeping it in eight questions, so I did my best to ask one question per category to check the box for each topic. I had five of my students fill in the quiz before our lesson, and for privacy/GDPR reasons edited the full output of the quiz to share in this spreadsheet, where you can also see the questions asked. Note that questions/answers in column E through J are a multiple choice grid.

Lastly, I did my best to squeeze my synthesis from the two interviews and create a infographic on our cohort discussion of technology used in classes in this video log, which I mercilessly cut down from a 25 minute video into a crisp 6 minutes and 58 seconds.

[valuebmore]

Synthesis Week!

It was synthesis week in our Value PBS last Friday. Using the data we obtained from our first co-design sessions with the VALUE Peer Ambassadors, we began to look for patterns in the data to determine greater themes and insights. We also discussed design principles for our research and created personas that will help guide our design process. 

Themes and Insights

We worked in teams of two (Team Quicksilver and Team Lemon and Ginger) to identify insights and themes. Some themes we explored were: combatting medical mistrust, addressing future vaccine engagement, addressing vaccines for kids, engaging with social media, providing materials, and providing accurate information. Using mural, we were able to populate our themes with observations, quotes, and ideas from ambassador shadowing, online COVAX meetings, and our co-design sessions. Over the next week, we’ll continue to solidify our themes and craft insights that go deeper and address tensions within the themes.

Design Principles

Together, we collaborated on design principles for this project. We learned that design principles are key reminders to guide the design process and should be informed by research. Some ideas we brainstormed included: listen to people’s COVID stories and honoring their lived experiences, acknowledge that people’s anxieties and concerns are often informed by historical and social context, approach with empathy, design with and not for ambassadors, and validate the successes of the ambassadors. We’ll continue to establish our design principles as part of this week’s homework.

Personas

After discussing whether personas would be a useful tool for this project in particular, we decided to create personas based on two peer ambassador categories and two types of people who PAs engage with. The peer ambassador personas were Experienced Eve and Newbie Naomi, and the other personas were Ambivalent Amber and Conspiracy Connie. Each persona had a name, image, quote,  bright spots, and pain points. We’ll add more personas as needed and if PAs find them to be useful. We’re looking forward to getting feedback on our personas from PAs themselves. 

-KM

[meterhunter889]

Mdsolids

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Mdsolids tutorial mdsolids registration code mdsolids answers mdsolids 4.0 download Provide assistance for the introductory mechanics of materials course. (Serial Download) Those of a certain age may remember Mom frying up poultry about an early Sunday morning and exiting it in the MDSolids Software electrical skillet for after services. MDSolids Software. MDSolids is educational software designed to assist engineering students in the introductory mechanics of materials course. MDSolids explains and solves a wide variety of. MDSolids is conceived as a tool to help students solve and understand homework problems typically used in the mechanics of materials course. The software is versatile, graphic, informative,. MDSolids is software for topics taught in the Mechanics of Materials course (also commonly called Strength of Materials or Mechanics of Deformable Solids). This course is typically a part of civil, mechanical, and aerospace engineering programs and a number of related programs. 1 Answer to Use the MDSolids modules Section Properties, Determinate Beams, and Mohr’s Circle Analysis to solve the following problem. A W24 × 94 wide-flange steel cantilever beam supports a distributed load of 1.5 kips/ft and concentrated load of 20 kips, as shown in Fig.

The tool civil and mechanical engineering specialists need.

With the name MDSolids you'll find a practical program for those who are responsible for the teaching and study of the mechanics of deformable materials, also called mechanics of deformable solids.

As you will have no doubt already worked out just from the name, MDSolids is a handy tool that is offered as a course for the specialties of civil, mechanical and aerospace engineering. In addition, the program also has a number of modules that focus on the full course of Statistics.

MDSolids has the experience of over ten years, solving the needs of engineering students and professionals, making available routines on beams, columns, pressure vessels, assemblies of torque, and transformations and deformations of many materials. After studying the analysis, MDSolids offers graphics options for graphically showing the results.

It may be that, at first glance, the program seems a complex program to manage, but after downloading and installing MDSolids on your computer, you will see that it is very simple and easy to use with an intuitive graphic user interface. You will very quickly learn the management and control of this great program. If you want to see everything you can do with it, don't miss the opportunity to download a free trial version MDSolids. It's absolutely free, so what are you waiting for to download it? Do it now!

Download the Technology Interface / Spring 1998

Best macbook pro for video editing. Bridging the Gap between Mechanics of Materials Lectures and Homework with MDSolids

by Timothy A. Philpot tim.philpot@murraystate.edu Department of Industrial and Engineering Technology Murray State University

Abstract

Current educational software for the mechanics of materials course is typically presented as either tutorials, worksheets, or basic analysis packages. A new software package, called MDSolids, presents an alternative to these types of products. MDSolids was conceived as a tool to help students solve and understand homework problems typically used in the mechanics of materials course. The software is versatile, graphic, informative, and very easy-to-use. MDSolids is being used at a number of schools around the world, and feedback from users has been uniformly positive and enthusiastic.

Introduction

For many years, computers and particularly personal computers have offered the promise of a revolution in the way that traditional engineering topics are taught. In some regards, this revolution has occurred. Computer-aided drafting and design (CADD) and sophisticated analysis packages have changed the engineering curriculum, making it possible for students to analyze and design at a level of precision impossible to accomplish with hand-calculations alone. However, much of this improvement occurs at the upper-end of the engineering curriculum. At the introductory level, in courses such as mechanics of materials, the impact of computer software on the teaching of fundamental concepts has been less successful. Although educational software has been packaged with textbooks for a number of years, book company editors know that, in general, book adoption decisions are not strongly influenced by the accompanying software. Therefore, if computers and computer software hold such promise as educational tools, why isn't educational software more effective at teaching engineering fundamentals?

How Do Students Learn Mechanics of Materials

In the field of education, Benjamin S. Bloom proposed a developmental sequence for learning, commonly called the Bloom Taxonomy (1). This taxonomy is comprised of six levels, starting with the least level of sophistication. Typical examples pertaining to the mechanics of materials course are given for each level.

Level 1 - KNOWLEDGE. The student is able to remember either by recognition or recall information, terminology, phenomena, etc. Example: Define the term proportional limit.

Level 2 - COMPREHENSION. The student is able to know an abstraction well enough so that he or she is can correctly demonstrate its use when specifically asked to do so. Example: Compute the normal stress in a rod given the load and cross-sectional area.

Level 3 - APPLICATION. The student is able to apply the appropriate abstraction without having to be prompted as to which abstraction is correct or to be shown how to use it in that situation. Example: Determine the elastic modulus given load-deflection data.

Level 4 - ANALYSIS. The student is able to break down the problem into its constituent parts and to detect relationships among the parts and the way they are organized. Example: Determine the maximum load that a structure can support given limits on both stress and deformation.

Level 5 - SYNTHESIS. The student is able to put together elements and parts to form a complete solution. Relates concepts and processes. Able to adapt knowledge from various sources to solve problems. Creative expression with ideas being learned and with ideas already known. Example: Design a beam, incorporating statics, shear/moment/deflections diagrams, normal and shear stresses, and combined stress analysis to determine principal stresses.

Level 6 - EVALUATION. The student is able to apply standards and determine levels of quality. Example: Design concrete beams to best satisfy several considerations.

As professors, we seek to guide students from Level 1 up to Level 5 in the introductory mechanics of materials class. While more fundamental levels of learning (knowledge, comprehension, and application) may be addressed in lectures, time constraints dictate that in-class examples and problems focus on developing analysis and synthesis skills. Each student learns at his or her own rate, and unfortunately, the pace of lecture topics is sometimes faster than the student finds comfortable. Concepts and problem solving skills that should be firmly in place before proceeding to analysis topics are sometimes absent or underdeveloped.

Homework assignments are the primary device used to develop the student's understanding of the mechanics of materials topics. The typical assignment can be somewhat lengthy; therefore, only selected problems can be assigned. Professors may expect (or hope) that their students will work enough extra problems so that the fundamentals are firmly grasped, but students sometimes struggle just to keep up with the homework and exam schedule. To supplement the student's educational development, the self-study potential offered by software would seem to be the ideal means of filling the gap between the material presented in lectures and the understanding and skills expected in homework and exams.

Educational Benefits Unique to Software

Software can help students study mechanics of materials and develop the necessary problem solving skills in several ways that are not inherent in lectures or customary homework assignments.

Correct Solution and Intermediate Results: When learning a new concept, it's very helpful to use the correct solution as a benchmark. Knowing that the problem has been solved correctly gives the student confidence in their problem solving skills and thereby provides a foundation for more challenging problems. Every textbook provides answers to selected problems for this reason. Software can provide the student with the correct solution for a particular problem, but in addition to the final answer, software can provide intermediate solutions that can be used to confirm the calculations along the way. These intermediate results can be helpful in tracking down faults in the problem solving approach.

What-If Analyses: Observing a cause-and-effect relationship can be quite helpful to students. For example, a single concentrated load placed on a simply supported beam produces a shear and moment diagram. The student can add a second concentrated load and observe the changes in these diagrams. As another example, the student can readily change the end support conditions or add intermediate supports to a column and then observe the effects on the buckled shape. Without calculating a single number, the student can learn something about the nature of structures by simply observing these changes. This can help students to develop engineering intuition that will help them know what the correct solution should be before they calculate a single number.

Availability: In the evening hours, during weekends, or when working at home (which may be distant from the classroom), students don't have access to professors, graduate assistants, or others who can help them understand the course material. Having a versatile software tool at hand to supplement the textbook and lecture notes can be a big asset.

Repetition: Some people must see or perform more repetitions involving a concept before they begin to fully understand it. Time limits the number of examples that can be presented in lectures, and textbooks can only present a few examples. With software, students can drill themselves, trying various numeric combinations for a particular problem type until they feel confident in their understanding of the concepts.

Visualization: Software can depict deformations or show stress distributions produced in the problem being considered. Visualization of the material's behavior in response to the loads acting on it can help the student to understand the relevant theory and to develop engineering intuition.

Current Mechanics of Materials Educational Software

Most of the current educational software developed for the mechanics of materials course can be grouped into three categories: tutorials, worksheets, and basic analysis packages.

Tutorials direct the student through a series of prepared screens, each focused on a specific concept or skill. In this manner, tutorials are like lectures delivered in a different format. Recent tutorials such as the Multimedia Engineering series (2, 3) feature an impressive presentation, complete with animation, video clips, and audio files. Despite excellent presentation, however, tutorial products are limited in applicability. The student must follow the sequence of the tutorial presentation in the same way that they would follow along in a lecture. The student must master the concept presented by the tutorial and then apply that concept to the particular problems that they are asked to solve in their homework assignments.

Worksheets for equation-solving software such as Mathcad, MatLab, and TKSolver have also been developed to supplement the mechanics of materials course (4, 5). One drawback of worksheets is that the student must be somewhat familiar with the host software package in order to use the worksheet. In a sense, this disadvantage can also be viewed as an advantage since worksheets encourage the student to develop some command of the equation-solving software, and familiarity with the equation-solving software is a skill that is useful in later engineering courses. However, to the student whose immediate goal is learning the mechanics of materials concepts, the added burden of gaining proficiency with the equation-solving software can be daunting.

Basic analysis packages have been included in several widely available mechanics of materials textbooks such as Lardner/Archer (6) and Craig (7). These programs are useful as tools for assisting students in fundamental skills such as plotting shear and bending moment diagrams or performing Mohr's circle calculations. Basic analysis programs may require students to define nodes and elements and to assign section properties and material constants to the elements. While this is the way that the calculations must be organized for the computer, this approach is not user-friendly for the novice engineer. Furthermore, basic analysis programs have typically lacked a well-developed graphical user interface. Input for these programs has typically been very text-based, often requiring a user's manual to ensure that the proper data and the proper sign conventions are used and to help in interpreting the program output.

Mdsolids Runtime Error

In all three categories, the software is generally developed from the professor's point of view, emphasizing lecture topics or permitting the student to perform more advanced calculations. To be successful, educational software should be developed from the student's point of view. Rather than forcing the student to solve a problem posed by the software, the software should solve the problem of interest to the student. To do this, educational software must be:

versatile in the types of problems that can be solved,

strongly visual to illustrate the behavior of materials,

informative in explaining how and why the calculations are performed, and

intuitive and easy-to-use so that the student is presented with just the right amount of information and analytical power.

The MDSolids Concept

MDSolids is an educational software package devoted to the introductory mechanics of materials course. The hypothesis of the MDSolids concept is that students are most interested in understanding the specific homework problems assigned by their professors, and that students will use educational software that helps them with their immediate course concerns. In the process, the software can help to develop problem solving skills by giving students an intuitive interface that guides them to the important factors affecting various problem types, helps them visualize the nature of internal stresses and deformations, and provides an easy-to-use means of investigating a greater number of problems and variations. Based on this premise, MDSolids was developed with several objectives in mind:

Versatility: MDSolids has routines pertaining to all of the topics taught in a typical mechanics of materials course. These routines are grouped in modules, similar to typical textbook chapters, and the modules can be individually accessed in any sequence. Eleven modules are presently available to handle a wide range of common textbook problems: basic stress and strain, beam-and-strut axial problems, trusses, statically indeterminate axial structures, torsion, determinate beams, section properties, general analysis (of axial, torsion, and beam members), column buckling, and Mohr's circle transformations. Within the modules, each routine solves types of problems typically found in all mechanics of materials textbooks. Some routines are fairly general (e.g., Mohr's circle analysis) while some routines are specific (e.g., plotting a stress-strain curve). The scope of MDSolids offers routines to help students at all levels of understanding, from the most fundamental knowledge-, comprehension-, and application-type problems to more complex problems requiring analysis and synthesis.

Ease-of-Input: Ease-of-input is an essential aspect in the MDSolids concept. Solving the mechanics of materials problems is confusing enough for students. To be effective, educational software must not add to the confusion. Ideally, the student should be able to define a problem intuitively and directly from a textbook without the need for a user's manual. Throughout MDSolids, graphic cues are provided to guide users in entering data. The illustrations can be easily adjusted so that the MDSolids input screen looks very similar to the textbook illustration. Various units (e.g., stress units, length units) are available and internal conversion factors are present to ensure dimensional consistency.

Visual Communication:Each MDSolids routine features a picture, sketch, or plot that graphically depicts important aspects of the problem. Sketches are used to show the direction of internal stresses, applied loads, and reaction forces. Plots are given for a number of topics including critical buckling stress, beam deflections, and shaft shearing stress. As the cliché goes, 'one picture is worth a thousand words.'

Correct Solution and Intermediate Results: MDSolids is an 'electronic solutions manual,' giving not only the correct solution for a particular problem but also providing intermediate solutions that can be used to confirm the problem solving approach step-by-step.

Text-based Explanations:Many of the MDSolids modules provide extra explanations to describe in words how the calculation is performed. These explanations can help students develop the thought processes used in solving mechanics of materials problems. The text explanations are dynamic and context-sensitive. The message is tailored specifically to the particular problem being considered, in terms of the values and units entered for the problem. Common mistakes in equilibrium equations, unit inconsistencies, and equation manipulations become obvious when a student compares his or her hand calculations with the MDSolids explanations.

Ease-of-Modeling: MDSolids takes advantage of mouse input to facilitate the creation of models. For example, defining a truss with 13 members and various loads can be accomplished graphically with a mouse in about 30 seconds. Various cross-sectional shapes can be defined just as rapidly. This simplicity encourages students to test out their problem solving skills on alternative configurations.

Help Files: The MDSolids help files contain instructions for using the software, but more importantly, the help files contain theoretical background and practical suggestions for solving various types of problems. The help files also contain a number of worked example problems. These example problems describe how to solve the solid mechanics problem by hand, not through the use of MDSolids. Therefore, MDSolids users can take advantage of the software to solve a problem as well as getting a detailed step-by-step description of the solution process.

MDSolids has been used by students at Murray State University for three semesters. The software was made available free-of-charge to the engineering educational community in January, 1998 at the MDSolids website http://msumusik.mursuky.edu/mdsolids. In the first two months of its availability, over 1500 professors and students from around the world downloaded the software. The response of MDSolids users has been uniformly positive and enthusiastic.

MDSolids Exhibits

Text-based Explanations: MDSolids includes a wide range of routines pertaining to problems typically used in teaching the mechanics of materials course. The Stress-Strain module focuses on introductory problems used to develop an understanding of basic concepts and problem solving skills. All problems in this module have a consistent style, as illustrated by the bolted connections routine.

The user is presented with questions typically asked for this type of problem. Depending on the choice of question, the user is directed to supply the necessary input data. Upon clicking the Compute button, the numeric results are displayed, a simple free body diagram is shown, and a text description of the process used to solve the problem is printed.

One of the most important skills developed in the mechanics of materials course is creation of shear force and bending moment diagrams. In the Determinate Beam module, the student can quickly create a shear force and bending moment diagram, such as shown below.

While the diagrams are useful in themselves, MDSolids also provides tips on constructing the shear force and bending moment diagrams. For example, the student can put the mouse cursor on the beam supports in the load diagram to see the equilibrium equations applicable to the beam:

The student can position the mouse cursor over a region of the shear diagram to get tips on constructing the moment diagram. Clicking the mouse on this region produces further explanation on how to find the area under the shear diagram and how this area dictates the change in the moment diagram.

Calculation of cross-sectional properties is essential in many typical mechanics of materials problems. MDSolids provides a number of typical shapes that the student can select. After defining the appropriate dimensions,

After clicking the Compute button, the student is given a report of the section properties, but additionally, the student can see details of the calculation procedure. These details, shown below for the centroid and moment of inertia calculation, are presented in tabular format referring to the numbered shapes shown in the figure above.

Visual Communication: MDSolids relies on graphical depictions to help students develop an understanding of the behavior of materials in response to applied loads. For example, bending stresses in a beam (either normal stress or shear stresses) are depicted for a specified beam cross-sectional shape and at any specified point along the beam:

For torsion, the deformations occurring in a circular shaft in response to an applied torque and the shear stresses acting at a typical point are illustrated in addition to the numeric solution:

In Mohr's circle transformations, the Mohr's circle is constructed from the specified normal and shear stresses:

Elements showing the magnitude and orientation of the principal stresses and of the maximum shear stresses are also shown:

MDSolids is also useful in helping students visualize the behavior of structures. For example, the Euler buckling shape of a column braced at midheight is shown below. While the column buckling theory used to prepare this illustration is beyond the scope of the introductory mechanics of materials course, this type of active sketch can help students to develop intuition about column behavior.

Help Files: MDSolids also contains a number of help files. While these help files contain instructions for using the software, they also include general discussions describing skills needed to solve mechanics of materials problems. There are also a number of worked example that explain in detail the calculation procedure needed for a hand solution of typical problems.

Mdsolids Centroids Game

Conclusions

Mdsolids Registration

MDSolids has proven to be a valuable addition to the mechanics of materials courses at Murray State University, and it is becoming known and being used by professors and students around the world. The software is conceived as a tool to help students bridge the gap between topics presented in lectures and the application of that theory in solving problems commonly used in mechanics of materials homework assignments. Using MDSolids, students get numerical, visual, and textual results and details pertinent to a wide range of problems. Since MDSolids is so easy-to-use and because it provides ample feedback, students are encouraged to attempt more mechanics problems and to explore what-if variations. Through this extra repetition, students develop engineering intuition and greater confidence in their problem-solving skills. MDSolids has been successful in helping students attain mastery of the knowledge, comprehension, application, analysis, and synthesis levels of the learning process.

Mdsolids Registration Code

References

Mdsolids Software

Bloom, B.S., ed. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, David McKay, New York, N.Y.

Gramoll, K., Abbanat, R., and Slater, K. (1996). Multimedia Engineering Statics. Addison Wesley Interactive, Reading, Mass.

Gramoll, K., Abbanat, R., and Slater, K. (1996). Multimedia Engineering Dynamics. Addison Wesley Interactive, Reading, Mass.

Evensen, T.C. (1997). Mathcad Supplement in Gere, J.M. and Timoshenko, S.P. (1997). Mechanics of Materials, 4th ed., PWS Publishing Co., Boston, Mass.

Turcotte, L.H. and Wilson, H.B. (1998). Computer Applications in Mechanics of Materials using MATLAB. Prentice Hall, Upper Saddle River, N.J.

Lardner, T.J. and Archer, R.R. (1994). MECHMAT in Mechanics of Solids: An Introduction, McGraw Hill, New York, N.Y.

Craig, R.R. (1996). MechSolid in Mechanics of Materials, John Wiley & Sons, New York, N.Y.

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A Guide on Electrical Muscle Stimulation

Electrical Muscle Stimulation (EMS) has always been a little confusing to performance coaches and sports medicine professionals because the research is cloudy at best. Many of the reasons behind the limitations of science are the ethical boundaries you need to navigate, and the expectations you have with the results of those studies. I recently spent more time working with EMS, as more and more athletes are using EMS devices on their own and we are dealing with the hangover of injuries still lingering in the off-season. What I have learned is that the science is not perfect and there are no best practices.

There has been a resurgence in EMS in sport over the last five years because of Bill Knowles, Derek Hansen, and Henk Kraaijenhof sharing their experiences with athletes. I believe that EMS suit inluding electrostimulation vest has a place in sports performance and the rehabilitation of athletes, but we don’t have a solid explanation of why some athletes don’t respond to it while others seem to come alive from it. In this first piece, I will review some of the current literature on EMS and present a healthy perspective on this modality. (Part 2 will be published as “The Top 6 EMS Protocols for Sports Performance.”)

A Brief History of Electrical Muscle Stimulation in Modern Sport

Without getting into any unnecessary background on electrotherapy (such as a retelling of the way the ancient civilizations used electric fish or citing references to Volta and Galvani), it’s valuable to know how e-stim or EMS has been part of sport in the last few decades. Outside of product design, very little innovation has occurred since the 1950s, making EMS more of an art than a science. Coaches and therapists are sometimes frustrated because transcutaneous electrical nerve stimulation, or TENS for short, gets confused with sports electrostimulation.

To understand the difference between TENS and EMS, you need to know just a little bit about engineering and biology. TENS targets the sensory nerves, while EMS attacks the motor nerve and attempts to recruit as many muscle fibers as possible. TENS is currently used—mainly in vain, in my opinion—to manage pain. In 1965, Ronald Melzack and Patrick Wall proposed the “gate control theory” of pain. What we know about the pain experience is extremely complex and personal, making the TENS intervention for sport very dated and extremely limited for athletes. Some research has shown positive findings, but the modality method of working with athletes in pain is lazy and proven unproductive in clinical research.

EMS focuses mainly on sending current to muscle groups in the hope of eliciting either a recovery response or a performance response later. Based on the current literature, recovery indices appear very limited, and performance benefits have shown up enough with some populations—including athletes—to be accepted as valid complementary treatments. The truth is that our understanding of electrostimulation is usually confined to a few studies on stroke victims and post-surgical wasting, and nothing I have seen has excited me.

What interests me, instead, are the clinicians who have used EMS creatively. Some of the studies on cellular and performance outcomes are strong enough to show that EMS isn’t just a placebo. I have used the Compex systems for nearly 20 years, and have some experience with the Marc Pro, PowerDot, Globus, and ARPwave. If I had to conclude which I think works best, it will be a short answer: All of them work, so choose one based on your needs and not its features.

If you were to go to a medical bookstore and check the physical therapy section on EMS, you would see that it tends to be a set of protocols based on pad placement, current settings, and scheduling sessions. This approach is nowhere near the same as what the modern clinician does and, since we are now entering the bionic athlete era with gait retraining, this only widens the gap between practice and research. It’s easy to shout that you’re ahead of the research, but without evidence, much of what clinicians do becomes like the dated RICE protocol that we still see people clinging to.

A Rapid Review of Electricity for Coaches and Therapists

Electric current can flow in different ways, such as through a wire, or something lesser known, such as a plasma state. The current generated from a muscle electrostimulator uses a conductive pad to transfer through the skin, causing the muscle to contract. The specifics of the muscle contraction will come later, but the important information is that electricity from medical muscle stimulators is more complicated than voltage and ampere. Electricity is not just about whether something is “on” or “off,” and we often take much of the technology we use for granted, especially the safety of the muscle stimulators. Most companies that get involved with e-stim devices are regulated, but it’s up to the consumer to do their homework on the quality of the product.

Experienced coaches and therapists commonly refer to stimulation parameters and share their practices, including the use of different types of settings, such as Russian Stimulation or strength protocols. Stimulation parameters and waveforms can be the subject of their own article but, for the most part, duty cycle, frequency, intensity, and ramp details are part of electrotherapy theory, but are not very well-documented. Regardless of the intimate details, many parallels exist between classic training principles and the current clinical practices of EMS use. Cycles, or waves of energy, are part of a “unified training theory�� proposed by several coaches and sport scientists. EMS should be used to improve athletes, similarly to loading the body with training or rehabilitation.

Companies must do their job, not only to prove their machines are delivering exactly what they promise, but also to ensure that their products are used as intended. Most companies have terrible product education, and visiting their YouTube channels makes me cringe more than their highest simulator settings.

The Science of Electrical Contractions With Muscle

Sending electricity through a muscle group sounds like a bad science fiction movie, but that’s precisely what athletes are willing to do to get or feel better. It’s a priority to know what EMS can do physiologically and what is likely ineffective. Five years ago, pioneering researcher Nicola Maffiuletti summarized the differences between a normal muscular contraction and one from electrical stimulation in his NSCA journal article. The two types of contractions have similarities and differences that a coach should know. Overall, EMS is not going to make a major difference. However, like all things in sports training, the little things matter.

One development that throws this concept out the window is the rise in functional electrical muscle stimulation, equipped with electrostimulation shorts, which incorporates active training with the simultaneous overlay of EMS. While we can assume that the merging of both contractions will yield a hybrid result, most of the research is with disease models and only clinical rehabilitation has shown merit with this in early post-operation subjects. I have yet to see a single study with elite athletes performing EMS in conjunction with conventional training, but the case reports and work with spinal cord injury patients is promising.

Finally, EMS is used to help with neuromuscular adaptations and, while sessions may prevent atrophy, the improvements are from neural drive-like mechanisms, not from increased protein synthesis rates. EMS doesn’t directly create hypertrophy changes to the muscle, and a study on nutrition and e-stim showed no acute changes.

What is also important to know is that electrically stimulated muscles are, for the most part, superficial, and that is useful for propulsive muscle groups. Some rogue therapists are using fine needle EMS with low current for deeper muscle penetration for rehabilitation purposes. Most EMS experiences are one muscle at a time, but some athletes are getting simultaneous total body sessions. Nobody knows if total bodywork is more time-efficient or if a possible synergistic benefit exists, but down the road, studies will likely discover if there is a value beyond convenience.

The Scientific Benefits of Stimulating the Neuromuscular System

If you were to read a catalog of features and settings for a personal e-stim device, the list would be very long, ranging from relaxation massage all the way to explosive strength. While, technically, different settings will have unique stimulation protocols from the device programming in the electrostimulation center, the reality is that only three purposes exist with EMS and the research is enough to form a realistic expectation. The three EMS benefits are strength training, rehabilitation, and a little regeneration. Distilling the benefits more, you can make an argument that EMS helps with general muscle strength and facilitates low-level recovery for travel. That’s about it, but it’s enough to warrant investing in it, especially when sport moves into the unfortunate health compromise for winning.

Sports Performance

EMS and strength, and the results that may lead to jump and sprint performance, are mixed in the research. However, enough research shows that if EMS is done with specific protocols, a positive result is possible, especially with the less-trained athlete. So far, much of the work has been done with soccer, and some recent investigations of youth jumping performance and plyometrics had favorable outcomes.

[acedemicsblog]

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Synthesis is  a concept which is used in the digital signal  processing. Synthesis is a process in which one can design the mathematical modeling of different types of filtering schemes and techniques  that can transmit the information. Design teams are increasingly looking for  design flows that can rapidly lead to high performance and low power  implementation of DSP algorithms. Synthesis in the digital signal processing  system using Matlab can use different types of concepts which include inverting  amplifier characteristics, filter banks, transfer function characteristics, transform calculus, etc.

www.matlabhomeworkexperts.com helps students to  avail highest grades in their academics by providing proper guidance and help  regarding problems in MATLAB Synthesis &  Design. Students can get in  touch with our Synthesis &  Design tutors. Our Online Synthesis & Design Tutors and MATLAB Synthesis &  Design Experts will provide  detailed solutions for all your Synthesis &   Design homework assignments  at low price.

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[coldstreams]

Energy: Should you buy carbon offsets, an EV or solar PV to reduce your environmental impact? It depends.

Some people think they should buy carbon offsets to reduce their environmental impact.

Others think that by switching to an EV, they will reduce their CO2-emissions.

And of course, some think that installing solar PV panels, they will cut their CO2-emissions.

The reality is far more complicated.

Does your electrical utility source most of its electricity from fossil fuels?

Do not buy an EV. Install solar PV panels instead.

If you live in area where all or most of the local electrical utility’s power comes from burning coal, oil or natural gas, then your purchase of an EV will yield a minimal CO2-emissions reduction (and may result in producing more CO2 when the vehicle’s lifetime energy use, half of which typically comes from its manufacture, is included, as it must be).

Installing solar panels will directly reduce your use of their fossil-fuels. Buying solar panels is a more effective first step. Although this too “depends”. If you live in a location beset by endless cloudiness, then you might have to double the solar PV investment to a cost prohibitive level.

If you already drive a relatively fuel efficient vehicle, the best possible choice for the environment is to keep driving that vehicle as long as possible. That’s because of the large amount of energy consumed during the manufacturing of vehicles (for many fuel efficient vehicles, their largest consumption of energy and production of CO2 was when the vehicle was made – not while it is being driven.)

If you replace your existing vehicle with an EV, think through the details.

You either sell your vehicle so someone else uses it to emit CO2, or you junk the vehicle, thereby throwing all the energy used during the manufacturing of the vehicle. The more fuel efficient your existing vehicle is, the larger the percent of lifetime energy was used during its manufacture.

You then buy a new EV, which consumes large amounts of energy in sourcing its raw materials, transporting sub assemblies between factories and vendors, manufacturing and delivering the vehicle. All so you can decrease your usage of gasoline while increasing your local utilities burning of coal, oil or gas and increasing their CO2 emissions!

Details matter!

Does most of your electrical utility power come from “green” energy?

If you live in an area where your local electrical generation comes all or mostly from “green” power such as hydroelectric power, then purchasing an EV or plug in hybrid EV will likely reduce your CO2-emissions.

Installing solar PV may have minimal impact on CO2 reduction – and including the panels raw materials, manufacturing, shipment and installation – may even produce more CO2 emissions.

Is your goal virtual signaling and money is no object?

Install solar PV and buy an EV.

Unfortunately, a survey by Volvo found that about 75% of EV buyers today are doing so for virtue-signaling reasons yet, paradoxically this “helps them to feel better about making less environmentally conscious decisions in “other areas of life.”‘

Wow. That last part is revealing and scary – and likely leads to such individuals increasing their CO2-emissions, rather than decreasing – because people have little understanding of the energy inputs or CO2-emission outputs of their choices.

For example, I know some people who drive one or more expensive Tesla EVs – while living in an area where almost all power comes from non-CO2 emitting hydropower. Their use of a Tesla EV has them feeling self righteous even though their CO2 emissions reductions are nil.

Worse, as wealthy individuals, they take a number of airline flights to Europe and Asia for vacation trips. They likely view their use of a Tesla EV as offsetting their airline CO2 emissions -but they are not even close to doing so.

Consequently, virtue signaling choices can lead to increasing CO2 emissions while falsely believing they are acting good for the environment.

What about carbon offsets?

As noted a day ago, the carbon offset field has its own problems with scams. These include paying people not to cut down trees that they had no plans to cut down anyway, as one example.

Undoubtedly, just as Volvo found that EV purchasers are virtue signaling and then using that as an excuse to make worse environmental decisions, the same occurs with purchasing carbon offsets.

Carbon offset purchases also have built in inefficiencies – you need to purchase them through the equivalent of a broker who likely extracts perhaps a 15% royalty for managing the process. That’s 15% that is not accomplishing any CO2-emissions reductions. Does the broker also verify that the underlying “CO2 asset” is doing what they claim its doing? There are costs associated with insuring compliance and scam avoidance.

A FAR BETTER CHOICE THAN BUYING OFFSETS

If living where your electricity comes from coal and fossil fuels, help your neighbors to:

Reduce their energy consumption by eliminating waste. This includes improving home insulation and minimizing electrical usage (such as incandescent lighting). Consider more efficient appliances, especially including refrigerators, freezers and clothes dryers. Add an insulation blanket to water heaters and/or consider replacing with on-demand water heaters.

Help them install or purchase a solar PV system.

If living where your electricity comes from green sources, then instead of installing solar PV, switch to an EV and/or help your neighbors directly to purchase EVs.

These are examples of taking direct actions where you can see the result without going through brokers (carbon offsets) and potentially investing in scams.

Disclaimer

I began making posts about energy and transportation issues because I am interested in EVs. I think they are neat. But as I did my homework, I realized that purchasing an EV is problematic for me in that it would be mostly charged by fossil fuels, and there are very, very few public charging stations within 150-200 miles of where I live, rendering cross country travel difficult, or at least risky. I learned that plug-in hybrid EVs make far more sense for us – but I also learned that environmentally, it is actually better to drive my 2015 Honda Fit getting about 42 mpg for as long as possible. That’s because most people ignore the invisible energy/emissions used/created during their vehicles manufacturing.

Separately, I run a blog on the widespread use of propaganda to influence individuals and the public, called Social Panic. Even before I read Dr. Hans Rosling’s book Factfulness, I was well aware that what we think we know is often untrue. I read his book just before I began looking at EVs and as I did my own reading, I became aware of widespread misconceptions about climate, EVs and solar PV.

While posting items on this blog about energy and transportation, I have simultaneously been writing at Social Panic about the distorted thinking that has resulted from faulty climate communications. Much of that propaganda is back firing and turning people off to understanding the issues and instead causing them to tune out. Many others with far more qualifications than I are also starting to see this problem.

We have reached a state in social media that I call the “culture of perpetual outrage”. Anything anyone says that you may disagree with (even if you beliefs are poorly sourced and even wrong) is grounds for outrage. Consequently, I end every post on climate communications with the following.

tandard Disclaimer Applies: How to Do Climate Communications – Never Cry Wolf

As I previously wrote

The Nature Conservancy should focus on facts of atmospheric CO2 levels rising, land and sea surface temperature anomalies, ice pack changes, ocean Ph and sea level change (IPCC Synthesis Report, Figure SPM.1) – as reported by reputable scientific bodies, but they did not. Instead they went straight for hyperbole and making untrue claims to promote fear and hysteria.

or

Stick with the facts of CO2 rising, sea level ice and temperature changes, ice mass changes or risk tuning all of us out. Shrill terminology designed to create emotional outrage and responses is a total turn off.

and

The facts are sufficient. The impacts of untrue propaganda hysteria, on the other hand, are to turn off the target completely. We have learned nothing from the parable of the boy who repeatedly cried Wolf!

The propaganda messaging methods in use are leading to public opinions that are not based in facts, logic or evidence. In the U.S. 51% of those aged 18-34 believe humanity may become extinct within 10-15 years, even though there is zero evidence to support such a conclusion. This disconnect between belief and reality risks the potential for major backlash against taking action to reduce CO2-equivalent effects on climate.

Some suggest focusing on solutions and opportunities – instead of unrealistic, dystopian catastrophes designed primarily as click-bait – would be a more effective and positive way forward for climate communications. Instead, we get intense negativity – and falsehoods – that have led to children and adults to seek mental health treatment for induced anxiety.

Personal Notes on Climate Realism

We are taking direct actions to reduce our CO2-equivalent emissions. In late 2019, we are spending $18,000 (before credits) to install a solar PV array that will reduce our home’s annual grid-provided electricity to net zero (likely less). Our utility generates 56% of its electricity by burning coal and 14% by burning natural gas (about half the emissions of coal). Solar PV directly cuts our portion of those GHG emissions to zero.

We are spending over $5,000 to upgrade 40 year old R-19 attic insulation (which has settled such that it is less than that) to R-49 building code standards. For an all electric house, we currently use 1/3d the amount of electricity of similar homes. We heat using locally sourced wood pellets and our home is cold most every winter day. I drive a Honda Fit averaging about 42 mpg and after researching the reality of EV usage in my climate, my geography and within my fossil-fueled electric utility footprint, I plan to keep driving it as long as possible.

While spending an amount similar to a low end electric vehicle, our solar and attic upgrades we will have a far greater reduction in CO2 emissions than buying an EV. About half of an EV’s lifetime CO2 emissions occur during its manufacturing and if you live where your electricity is generated by burning coal, your overall CO2 emissions reductions are small. While EVs will generally reduce CO2 emissions, for many they seem to be primarily a virtue signaling device (a survey by Volvo found about 75% of purchasers said this, and selected an EV because paradoxically it “helps them to feel better about making less environmentally conscious decisions in “other areas of life.” – ouch.)

I post this at the end of each climate communications post because merely asking any questions about climate change results in being called a climate denier or a Nazi.

Call me a climate realist but don’t call me a denier or a Nazi.

[corpasa]

eSpark–Self-paced Learning for Math and Reading

If you’ve heard the buzz about eSpark this summer at conferences or training sessions, you already know it’s more than “just another math and reading learning platform”. Sure, it is that but what sets it apart is eSpark’s clever blend of learning tools that encourage students to progress at their own pace in their own way, to review when needed and move ahead when they get it. Each targeted quest curates a collection of third-party apps, webtools, videos, games, and other resources that focus on particular math or reading skills identified by the teacher or from the student’s earlier work as an area of academic need.

eSpark works on all devices–desktops, Chromebooks, iPads (with the free app)–pretty much whatever digital device you use in your classroom. In fact, some students can be working on Chromebooks while others use iPads. Because students log in, the program syncs between devices, starting students where they ended on their last visit.

What is eSpark?

Let me dig deeper. eSpark is a student-centered series of self-guided, self-paced PK-5 math and reading lessons that are based on class goals, teacher input, and individual academic need Students work independently, taking the time they need. Teachers monitor individual progress, see what each student completed on their last visit as well as when that was and how long it lasted, view students’ self-described moods, assess their pre- and post-quiz scores, and view their summative synthesis videos that provide evidence of their knowledge as they teach others what they just learned.

Right now, eSpark is only available for schools, not individual sign-ups (such as homeschoolers).

How to get started

ESpark makes it easy to get started for both teachers and students:

Teachers

Set up your class. This can be incorporated into Google Classroom or another LMS that you use.

If preferred, print log-in cards for students with their username and password picture.

If preferred, send letters to parents letting them know about this new learning platform their children will engage in at school and maybe at home as homework.

Review the teacher resources on the educator dashboard. This includes introductory videos, learning tools, and more to assist you in finding the best way to blend eSpark into your class.

Create assignments from scratch or from an on-demand library where teachers select skills, grade level, and students to be targeted. eSpark will collect all the third-party apps required to teach these skills and post them all in one spot. You don’t have to search the internet for the right app and wonder if the one you picked really works.

Receive weekly emails from eSpark to summarize that week’s class data including opportunities for targeted instruction, feedback, and accomplishments.

The teacher dashboard is clean and easy to understand. Here’s a screenshot:

Students

The first time students open the program, eSpark takes time to get to their base skill level. That done, it develops a differentiated and personalized learning plan. This keeps students challenged with math and reading material that meets them where they are in their journey and progresses at their pace, slower for difficult material and faster for the skills they intuitively grasp.

Here’s what students do:

Log into the eSpark app with the username and password picture provided by the teacher.

Access the assignment provided by the teacher. Start by telling eSpark how you’re feeling. This helps teachers monitor the highs and lows of daily progress.

If this is your first time, take the Getting Started Quest to learn about eSpark and help eSpark get to know you. Based on the results, eSpark will target your individual needs with the most relevant instruction.

Begin the first quest. It usually starts with a video that introduces and contextualizes the skills included in the quest. Once that is completed, access other challenges via online apps (usually third party, outside of the eSpark app), new videos, or something else.

Play/view assignments as often as needed until you understand the skills.

When finished, return to the eSpark app and finish the rest of the challenges.

When all the challenges are completed, take a post-test. You must answer 80% of the questions correctly to move on.

Finish up by recording a synthesis video teaching what you just learned (see the video below for an example).

What I really like about eSpark

There are a lot of pieces to this unique learning platform that I liked but here are my favorites:

The eSpark website includes lots of teacher resources to facilitate both the roll out of the program and its ongoing success. These include parent letters, how to use eSpark in centers or as a split or whole class activity, best practices, and more.

Learning is aligned not just with Common Core and Next Generation Learning Standards, but with many state standards like Ohio’s Learning Standards, Michigan Academic Standards, and Illinois Learning Standards.

It works with Google Classroom–now that’s exciting.

Social-emotional growth is seamlessly integrated by starting eSpark lessons with a well-being check-in from students.

Based on the results of the quest’s pre-quiz, students either skip ahead or work through the lesson.

Skills are cleverly taught with a mixture of games, drills, quizzes, and multimedia. This not only makes learning more fun, it differentiates for varied learning styles.

Because eSpark curates skill-specific resources, teachers don’t have to test new webtools, try them out on their students, or evaluate their effectiveness. Here’s what Tracy Feeney, a 1st grade teacher, says:

“Each week eSpark saves me about 3 hours because it is individualized for each student.” 

4 Great Education Applications

Here are a few ways to apply eSpark immediately to your classroom ecosystem:

Access the eSpark free 30-day guide to a happier classroom, especially designed for back-to-school.

Use eSpark in centers for youngers while other students learn other subjects, to reinforce past learning, fill in gaps for some learners while enriching learning for others.

Take advantage of eSpark’s ability to work just as well with small groups or individuals as an entire class.

Record student-driven videos as evidence of learning to not only confirm that students understand the lesson but experience the joy of appearing on camera, teaching fellow students, and sharing their knowledge. Here’s how this works:

***

Overall, teachers like the targeted learning, students love the engagement, and parents appreciate that their child is learning while having fun. If this sounds like what you need, I have great news: eSpark has a free, one-year trial. Click and sign up. The ‘free’ button is in the upper right corner.

Still reading? Can’t quite decide whether this works in your classroom environment? Watch this quick, ninety-second video:

–while this is a sponsored post, all opinions are my own.

@esparklearning

#eSparkClassroom

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

eSpark–Self-paced Learning for Math and Reading published first on https://medium.com/@DLBusinessNow