Deception Point Page 70

â€Å"Correct,† Tolland said. â€Å"This species would have fell under its own weight on the off chance that it strolled around on earth.† Corky's temple wrinkled with inconvenience. â€Å"Well, Mike, except if some cave dweller was running a repulsive force mite ranch, I don't perceive how you might finish up a two-foot-long bug is natural in origin.† Tolland grinned internally to think Corky was missing such a basic point. â€Å"Actually, there is another possibility.† He concentrated intently on his companion. â€Å"Corky, you're accustomed to turning upward. Look down. There's a copious repulsive force condition directly here on earth. What's more, it's been here since ancient times.† Corky gazed. â€Å"What the damnation are you talking about?† Rachel additionally looked astonished. Tolland brought up the window at the twilight ocean shimmering underneath the plane. â€Å"The ocean.† Rachel let out a low whistle. â€Å"Of course.† â€Å"Water is a low-gravity environment,† Tolland clarified. â€Å"Everything weighs less submerged. The sea underpins colossal delicate structures that would never exist ashore jellyfish, goliath squid, lace eels.† Corky submitted, yet just marginally. â€Å"Fine, however the ancient sea never had goliath bugs.† â€Å"Sure, it did. It despite everything does, actually. Individuals eat them regular. They're a delicacy in most countries.† â€Å"Mike, who the hellfire eats goliath ocean bugs!† â€Å"Anyone who eats lobsters, crabs, and shrimp.† Corky gazed. â€Å"Crustaceans are basically monster ocean bugs,† Tolland clarified. â€Å"They're a suborder of the phylum Arthropoda-lice, crabs, creepy crawlies, bugs, grasshoppers, scorpions, lobsters-they're completely related. They're all species with jointed extremities and outer skeletons.† Corky unexpectedly looked sick. â€Å"From a characterization angle, they look a great deal like bugs,† Tolland clarified. â€Å"Horseshoe crabs look like mammoth trilobites. What's more, the paws of a lobster take after those of an enormous scorpion.† Corky turned green. â€Å"Okay, I've eaten my last lobster roll.† Rachel looked interested. â€Å"So arthropods ashore remain little on the grounds that the gravity chooses normally for littleness. Be that as it may, in the water, their bodies are lightened, so they can become very large.† â€Å"Exactly,† Tolland said. â€Å"An Alaskan ruler crab could be wrongly delegated a monster creepy crawly on the off chance that we had constrained fossil evidence.† Rachel's energy appeared to blur presently to concern. â€Å"Mike, again excepting the issue of the shooting star's clear credibility, disclose to me this: Do you think the fossils we saw at Milne might have originated from the sea? Earth's ocean?† Tolland felt the explicitness of her look and detected the genuine load of her inquiry. â€Å"Hypothetically, I would need to state yes. The sea floor has segments that are 190 million years of age. A similar age as the fossils. What's more, hypothetically the seas could have supported life-shapes that resembled this.† â€Å"Oh please!† Corky sneered. â€Å"I can't accept what I'm hearing here. Excepting the issue of the shooting star's legitimacy? The shooting star is verifiable. Regardless of whether earth has sea depths a similar age as that shooting star, we sure as damnation don't have sea floor that has combination outside layer, irregular nickel substance, and chondrules. You're getting a handle on at straws.† Tolland realized Corky was correct, but envisioning the fossils as ocean animals had denied Tolland of a portion of his wonderment over them. They appeared to be by one way or another progressively recognizable at this point. â€Å"Mike,† Rachel stated, â€Å"why didn't any of the NASA researchers consider that these fossils may be sea animals? Indeed, even from a sea on another planet?† â€Å"Two reasons, truly. Pelagic fossil examples those from the sea floor will in general show a plenty of blended animal varieties. Anything living in the a huge number of cubic feet of life over the sea floor will inevitably bite the dust and sink to the base. This implies the sea floor turns into a memorial park for animal categories from each profundity, weight, and temperature condition. Be that as it may, the example at Milne was spotless a solitary animal types. It looked progressively like something we may discover in the desert. A brood of comparable creatures getting covered in a dust storm, for example.† Rachel gestured. â€Å"And the second explanation you speculated land as opposed to sea?† Tolland shrugged. â€Å"Gut intuition. Researchers have consistently accepted space, on the off chance that it were populated, would be populated by creepy crawlies. What's more, from what we've seen of space, there's significantly more soil and rock out there than water.† Rachel fell quiet. â€Å"Although†¦,† Tolland included. Rachel made them think now. â€Å"I'll concede there are profound pieces of the sea floor that oceanographers call no man's lands. We don't generally get them, yet they are zones in which the flows and food sources are with the end goal that basically nothing lives there. Only a couple of types of base dwelling foragers. So from that outlook, I guess a solitary animal types fossil isn't altogether out of the question.† â€Å"Hello?† Corky protested. â€Å"Remember the combination outside layer? The mid-level nickel content? The chondrules? For what reason are we in any event, discussing this?† Tolland didn't answer. â€Å"This issue of the nickel content,† Rachel said to Corky. â€Å"Explain this to me once more. The nickel content in earth rocks is either extremely high or low, however in shooting stars the nickel content is inside a particular midrange window?† Corky bounced his head. â€Å"Precisely.† â€Å"And so the nickel content in this example falls decisively inside the normal scope of values.† â€Å"Very close, yes.† Rachel looked astonished. â€Å"Hold on. Close? What's that expected to mean?† Corky looked exasperated. â€Å"As I clarified before, all shooting star mineralogies are extraordinary. As researchers find new shooting stars, we continually need to refresh our estimations with regards to what we consider a satisfactory nickel content for meteorites.† Rachel looked staggered as she held up the example. â€Å"So, this shooting star constrained you to reconsider what you consider satisfactory nickel content in a shooting star? It fell outside the built up midrange nickel window?† â€Å"Only slightly,† Corky terminated back. â€Å"Why didn't anybody notice this?† â€Å"It's a nonissue. Astronomy is a powerful science which is continually being updated.† â€Å"During an extraordinarily significant analysis?† â€Å"Look,† Corky said with an episode, â€Å"I can guarantee you the nickel content in that example is a helluva parcel nearer to different shooting stars than it is to any earth rock.† Rachel went to Tolland. â€Å"Did you think about this?† Tolland gave a hesitant gesture. It hadn't appeared to be a significant issue at that point. â€Å"I was told this shooting star displayed somewhat higher nickel content than seen in different shooting stars, however the NASA pros appeared unconcerned.† â€Å"For great reason!† Corky added. â€Å"The mineralogical evidence here isn't that the nickel content is definitively meteoritelike, but instead that it is decisively non-earth-like.† Rachel shook her head. â€Å"Sorry, yet in my business that is the sort of defective rationale that gets individuals murdered. Saying a stone is non-earth-like doesn't demonstrate it's a shooting star. It essentially demonstrates that dislike anything we've at any point seen on earth.† â€Å"What the damnation's the difference!† â€Å"Nothing,† Rachel said. â€Å"If you've seen each rock on earth.† Corky fell quiet a second. â€Å"Okay,† he at last stated, â€Å"ignore the nickel content in the event that it makes you anxious. We despite everything have an immaculate combination hull and chondrules.† â€Å"Sure,† Rachel stated, sounding neutral. â€Å"Two out of three ain't bad.† 83 The structure lodging the NASA focal central station was a mammoth glass square shape situated at 300 E Street in Washington, D.C. The structure was spidered with more than 200 miles of information cabling and a huge number of huge amounts of PC processors. It was home to 1,134 government employees who regulate NASA's $15 billion yearly spending plan and the every day activities of the twelve NASA bases across the nation.

Sojourner Truth Essays - American Slaves, Sojourner Truth

Sojourner Truth In a regularly changing world , the development of man has been the generally uncommon as far as innovative, ecological, and enthusiastic headway. With extraordinary developments in the different zones referenced before the individual has overlooked the very substance of there presence, and the intensity of thinking, the capacity to appreciate directly from wrong without bending. The Story of Sojourner Truth represents the hardships that were suffered: subjugation, lack of education, underclassing, merciless attacks, and murders. The African - American ladies were classed as disappointing rate in the human scale that was executed by the slaveowners; classified under the whites, at that point under the African-American guys. The African-American ladies were kept in great representing the accommodation of youngster bearing. Overburdened with the hardships of servitude Sojourner Truth had the option to thrive with profound convictions. Sojourner Truth's soundness was made conceivable by a solid faith in the Holy Spirit. God was the significant wellspring of direction, what's more, self discipline from the initiation of the slave exchange until the liberation of bondage. Servitude was coordinated on a mass scale and made the partition of numerous families all together guarantee that slaves would stay with there individual bosses. Compliance to the slaveowners was viewed as hallowed. Slaves were intellectually customized to accept there aces were divine beings. The spouses of the slaveowners were viewed as goddess' ,with there prime goal on down playing the every day work done by the African-American ladies. This was clear with Sojourner's first slave fancy woman, the continuos work schedule that was suffer by Sojourner, was hard for guys to achieved. the slaves faithful to there experts. Obliviousness of the slaves was a crucial point as far as devotion. Considering slave information was constrained, regarding the hereditary appearance, convictions, and language; slaveowners could utilize this in a deigning way to situate themselves as divine beings according to Sojourner and different slaves. As of now she viewed her lord as a God; and accepted that he could see her consistently, even as God himself. 1 Female African-American's were shielded from encountering any type of higher learning, they were limited to normal family unit errands obligations that were befitting of a house keeper. The greater part were sent to perform field obligations. The Narrative obviously shows that Sojourner (a.k.a.) Isabella was exposed to this kind of work all through her grown-up life ,mean while her life started to come to fruition notwithstanding the continuos diminishing of her enthusiastic development. This is legitimately identified with her mom's early declaration about the most noteworthy spirits and the greatness of his capacity in relations to affliction and upsetting circumstances. My youngsters there is a God, who hears and sees you, A God, mau-mau! where does he live? asked the kids. He lives in the sky, she answered, and when you are beaten ,or brutally treated, or fall into any difficulty, you should solicit help from him, and he will consistently hear and support you. She instructed them to bottom and state the Lord's supplication. 2 Underclassing misused the African American ladies generally Sojourner was evaluated inferior by the spouse of her slave driver, the ace was energetic about the slave that would work for quite a long time upon days without rest. Not at all like some other slave Sojourner would work entire heartedly with no type of faltering. As far as perspectives on different outstanding tasks at hand, and distinctive occupation types, a neighborhood. In spite of the fact that Sojourner was exceptionally noted as a slave she was constantly sited as something that was irrespectfull of a human. It was a fine triumph for Sojourner and her lord, and she turned out to be more aspiring than any other time in recent memory to satisfy him; and he animated her aspiration by his tribute, and by bragging her to his companions, revealing to them that that vixen (highlighting Isabel) is smarter to me than a man-for she will do a decent family's washing in the night, and be prepared toward the beginning of the day to go into the field, where she will do as much at raking and authoritative as my best hands. 3 Sojourner's hard working attitudes were received without the motivation of money related increase or responsibility for. Installment was the continuation of life, opportunities to have

6-3

6-3 Its no secret that Course 6-3 (Computer Science) is one of the most, if not the most popular major at MIT. According to the Registrar, there were 757 undergraduate students alone enrolled in Course 6-3 for the Fall 2017 term. Thats roughly a fifth of the undergrad population (that declared a major)! So its not just a meme when people say that if you had to guess what course someone was, its probably 6-3. As such, Course 6-3 often has a fair bit of stigma as a sellout major, since its a) extremely popular and b) associated with a higher probability to earn above-average salaries after graduation. The fact of the matter is that pretty much all the people Ive met who are 6-3 (which is a lot) arent in it solely for the money. 6-3 is actually a fun  major believe it or not, and Ive gotten far enough along in it now to explain what its been like from my perspective. This post was motivated because Ive been corresponding with a prefrosh on Reddit that had a lot of really good questions about 6-3 that I didnt realize wasnt common knowledge becase Id been exposed to 6-3 for so long. So I thought Id make a fair, not but exhaustive, overview. Why is it 6-3 and not just 6? Course 6 (Electrical Engineering and Computer Science), at its heart, is broken down into three separate portions of a spectrum: 6-1, 6-2, and 6-3. 6-1 is pure EE, 6-2 is a hybrid of EE/CS, and 6-3 is pure CS. (Im being a little disingenuous to keep the spectrum analogy: theres also 6-7, which is CS/Biology, and 6-14, which is CS/Economics. However, 6-7 and 6-14 are named because 7 is biologys course number, and likewise for economics, whereas the numbers 1, 2, and 3 mentoined prior dont  refer to Course 1, 2, or 3.) Although its a spectrum, if you weight it based on enrollment, its lopsided towards 6-3: based on the same information from the Registrar, there were 59 people in 6-1, 380 people in 6-2, and 757 people in 6-3 as mentioned before. The fact that its called 6-3 doesnt mean that its a lesser major or a minor, its a full-fledged major that is one of many offered by the Electrical Engineering and Computer Science (EECS) department, which itself falls under the general School of Engineering. What classes do you take? First, lets go over the required classes. Most of this information is provided by the MIT Catalog. Sometimes, you will have to make a choice between two or so classes, like choosing between 6.045 and 6.046 or between 6.034 and 6.036. Feel free to refer to the Catalog for full requirements. If youre new to programming or computer science and dont know some terms as this section goes along, dont worry this blog post is meant to serve as an overview of the major, to give you a sense of whats to come. Notes: There is a possibility I give slightly outdated information for some classes since Im describing them based on the semester I took them, and not the most recent offering. I dont have an opinion on some of the classes, since I havent taken them: so I have several 2E (Next House) friends/alums who are/were 6-3 that will chime in in those cases! 6.0001 Introduction to Computer Science Programming in Python: This class is essentially what the title says. No prior programming experience is required yes, you can be a 6-3 without knowing anything coming in! You learn really basic things in the beginning, like declaring variables and setting them equal to numbers! Then you learn about lists, and tuples, and dictionaries, and functions, and recursion, and then finally you learn about classes and basic object-oriented stuff like inheritance. There are a few problem sets, and theyre comprehensive and long and will serve as the bulk of the class. Its six units, so if youre new to programming, taking four full classes plus this is a great start to your first freshman fall. 6.042 Math for Computer Science: Basically your discrete math class. Really useful, starts off by going over proofs and ways to construct them, then takes you on the tour of counting, graphs, probability, and other fun stuff. The art of constructing proofs are really the backbone of the entire course and you use the skill throughout, which is why its covered first. Its also taught using the flipped TEAL format, which means that you arent in a lecture hall but in a small group setting with around five other classmates. In addition, you learn the material outside of class and apply it in class by working on problems. 6.01 Introduction to EECS via Robotics: If you take this as a 6-3 and intend to go pure CS, itll probably be the most EE class youll take. 6.01 belongs in a trio of courses (6.01, 6.02, 6.03) that are intended to serve as introductions to the general EECS department. 6.02 deals with communications networks, and 6.03 deals with medical technology, but 6.01 deals with robots! When I took the class, there was a final exam, but last semester, it was replaced by a final project instead, which I think is great. 6.01 was broken up into four main modules that took you on a tour of EECS: signals/systems, circuits, (mainly Bayesian) probability, and (mainly graph search) algorithms. You do labs every week that revolve around a cute robot that will be able to do a surprising number of things by the time youre done with it, like follow an infrared sensor around, park itself neatly into a miniature parking space, and find its way out of an unknown maze just by sensing the walls around it! 6.004 Computation Structures: This was a really fun class, although it was also really hard! It takes you on a low-to-high level tour of a typical computational machine (otherwise known as well, a computer). You start by learning binary and how MOSFETs work, and how MOSFETs can be combined to make basic logic gates like ANDs, ORs, XORs, et cetera. Then you start putting the ANDs and ORs together to make some more complicated structures like ALUs (Arithmetic Logic Unit) or ROMs (Read-Only Memory). Theres an actual software program that you can use to build the gates and units yourself as part of labs and homework! Then comes one of the hardest, but coolest parts: you learn the parts of a basic processor, and build your own, called the Beta. After accomplishing this great feat, you get your own sticker your can put on your laptop that says Beta inside. :) Of course, youre not done there: once you have a processor up and running, now you need to know how to use it! Next up is assembly code, where you learn how binary is actually magical and how assembly code translates to actual binary, and then you learn how to wrangle all 32 registers you have to your advantage. Youll eventually be able to code a bubble sort algorithm using assembly. Youll also learn how to pipeline your processor. Then comes the high-level stuff: how caching works, how virtual memory works, how compilers work, how semaphores work and how deadlock happens, what kernels are and how to make your own really tiny OS, how to deal with multi-core structures. Finally, with all this newfound knowledge, youll be challenged to make your Beta run as fast as it can, in the form of a final design project. 6.UAT Oral Communication (CI-M): (i might be biased bc im a GTA for this course this coming semester) One of the most useful courses Ive taken at MIT. Really hones your ability to present and convey ideas efficiently and in an engaging manner. (Break the MIT stereotype that were all just awkward nerds who cant talk!) Your experience is highly dependent on your recitation TA/RI who give you feedback on how to be a better presenter. Tony Eng is a great lecturer and a really nice guy. Tbh would recommend taking this class not your senior year, it helps develop so many soft skills that you can use in other class presentations and interviewing and everything. (Laura P. 19) 6.006 Introduction to Algorithms: 6.042 used a lot of math, but this class was when I really felt like I was starting to put on my thinking cap, and the major went from programming all day all the time! to am I a math major? Instead of programming as the central focus of a class, 6.006 will rack your brain as most of the time you spend on problem sets will be thinking of the solution through lots of metaphorical pen and paper. Youll be in front of the keyboard to implement certain algorithms or type up your pset in LaTeX, but other than that, youll most likely be pacing back and forth (me), whiteboarding with other people in your pset group, or spending long nights at your desk wondering how the heck were going to get this pizza delivered in O(E+V ·log(V)) time. Taking this class during my sophomore fall was an interesting time for me, because a number of things happened: I was sick with a crap disease all semester, I was losing motivation trying to keep up with 18.100A (which ultimately led me to drop it and give up on Course 18), and my feelings for MIT in general were at an all-time low (senior house and its aftermath). In the end, I got a C in the class, which I didnt mind because I felt like I wasnt able to give that semester my best effort anyway, and I was okay with that. 6.006 reassured me that even though I wasnt going to pursue any form of a Course 18 major or minor, Course 6 offers more than its fair share of challenging you in the mathematical sense. Which leads me to 6.046 Design and Analysis of Algorithms: I thought 6.006 was hard. Then I had to take THIS class. Oh my god. Where do I even begin with 6.046. I can safely say that 6.046 picked me up, chewed me up, and spit me out drenched in dense, long proofs, esoteric definitions (I wish I could remember what alpha-convexity means), and hellish psets twice as hard as 6.006. That being said it was a good class because it pushed me a lot, and I was finally able to put in enough effort to where I felt a lot better with algorithmic thinking and proving things related to algorithms. I got a lot better at analyzing asymptotic time/space complexity, understanding harder algorithmic concepts like streaming algorithms and linear programming, and getting used to CS-based math in general. There was a fair share of referenced research done in recent decades, which was cool. There wasnt any programming, which I see as a downside since although I get the general concept of a given topic covered in that class now, Ill still have to put in a lot of effort in if I want to implement those concepts in the future. Also, the curve (read: grade cutoffs) was really good last semester, which gave me a lot of faith that the course instructors knew that the class was really hard. I absolutely got destroyed on the final (two full SDs below average) but managed to pass with a pretty okay grade, to which I say, heck yes. To all your friends that say Course 6 is an easy major, please tell them to look at 6.046. 6.045 Automata, Computability, and Complexity: Basically a sampler of 18.404 (Theory of Computation). Prof has changed, but I had Ryan Williams and he was amazing. Very different from most topics in cs, doesnt require you to have a background in anything, it teaches you a different way of approaching a very unique space of problems. Doing psets is almost like solving puzzles. (Laura P. 19) I can’t really say much about 6.045, but since 18.404 goes over similar material, just perhaps more rigorous and with more proofs, I would definitely recommend. It helps you understand better computing power, the limitations of computers, and sets the basis of why algorithms are important. (Alicia O. 19) 6.009 Fundamentals of Programming: Basically, you get a lot of (Python) programming experience through this class, and this experience is gained through long, educational labs. The Lisp interpreter lab was one of the most fun labs Ive done so far at MIT. Learning how to write a language (especially a cool one like Lisp) using another was just really cool! There were a lot of other fun labs as well: n-dimensional Minesweeper, autocomplete, and a platformer adventure game. :) The labs are probably slightly different now but youll get your fair share of labs you dont care for and labs that are actually pretty darn cool. 6.009 pairs into 6.031, and together they form what used to be 6.005, which doesnt exist anymore. 6.031 Elements of Software Construction: 6.031 is probably my favorite class tbh. Its hard as hell, theres a ton of work, but it was a class that made me go yep course 6 was the right choice. Theres nothing like finally completing a pset, looking at the cool thing you just made with your own two hands (plus computer lol), and just appreciating all the work you put in to get there. Like carlosh said, its definitely made me better at programming, and its How To Software (For Realâ„¢?) (Shavina C. 19) 6.031 is what I knew as 6.005, and it was one hell of a class to go through. They upped it to I think a 15 unit class which is just slightly more representative of the fuckload of work youll have to do for it. I struggled a lot with that class, especially because I had trouble transitioning from knowing only Python and being used to a syntactically lightweight language to something as obscenely verbose as Java. That being said, I am undoubtedly a better programmer as a result of 005, and its essentially How To Not Get Fired In Industry: The Classâ„¢. (Carlos H. 17) 6.033 Computer System Engineering (CI-M): Katrina and Chill. Probably one of my all around favorite classes. Katrina is such an amazing lecturer and youre doing yourself a disservice if you dont go to lecture. Its a CI-M so theres a lot of writing, which some people like to complain about but youre going to be an engineer whos going to have to write and be able to digest technical papers so that practice is welcome. YMMV by a lot with the final project. (Carlos H. 17) Despite being a CI-M, 6.033 has given me the most applicable technical knowledge out of any class Ive taken so far. (Cory L. 20) 6.034 Artificial Intelligence: Winston and Chill Part 1. Gives you a sampler buffet as Winston would call it, essentially brief history of where AI was, where it is now, and where itll be going with the Spiritual/Right Now lectures. Had probably my favorite grading mechanism re: tests, where the final had sections corresponding to each midterm you took, and your score would be max(midterm grade, final grade), so it was a essentially a second shot at your midterm. If you were happy with all your midterm grades, you didnt need to take the final, but if you bombed only one midterm then youd only need to do that section on the final. Didnt do too much in terms of giving you hot marketable ML skills a la 6.036, but was a chill way to satisfy that requirement (chiller than 036 imo but ymmv depending on whether you enjoy the 036 material). (Carlos H. 17) In addition to what Carlos said about 6.034, I really liked the “right now” lectures they do. Like every week, exception being in the beginning they don’t do it as much and at the end it’s almost every lecture, they invite an expert in a field of AI to talk about their research and the applications. I found them inspiring, and honestly a class is much more fun to take when you’re reminded of the end picture/have an answer to “but why are we learning this?”. Also you learn a lot about human intelligence, which you need to understand to do AI. (Alicia O. 19) 6.036 Introduction to Machine Learning: You can take either 6.034 or 6.036 to satisfy the major requirement. 6.036 deals a lot more with the how with respect to machine learning, and probably less of the why than 6.034. You will be *fairly* proficient with numpy (a Python library) by the time youre done with this class. The lecturer last semester, Leslie, is great and also was my freshman advisor so thats a double thumbs up for me when recommending this class. Youll learn a lot, too: from simple linear classification problems to regression, to simple neural nets, to CNNs, to RNNS, to MDPs, and more, this class has a lot of material. Youll be able to make your own neural network for your own projects. :) Those were all the required explicitly named classes, but theres a number of electives you have to take to round out the major, and once again we have people that chimed in with thoughts about classes theyve taken that are related to Course 6-3. Note: some of these classes wont count for the major since theyre in a different department, but theyre still cool classes! Also, this section is growing and more stuff should be updated by tomorrow or so. CMS.609 The Word Made Digital: When I walked into ‘The Word Made Digital’ on the first day, my professor (Nick Montfort) had the game ‘Everything’ pulled up on the projector, and proceeded to play around for about the first 15 minutes of class. He didn’t provide any real context, and he didn’t provide any introduction until he was done, but I already had a feeling I was going to like this class. Looking back, ‘The Word Made Digital’ was a little abstract, a little zany, a little technical, but definitely an all around engrossing experience. In the strict sense, the class looks to analyze non-narrative digital uses of text, using approaches from poetics and computer science. (link) But for me, it was a chance to really explore my creative side by using my technical talents. The class centers on 4 programs, each featuring a unique prompt, and each one giving me a chance to try out programming in an artistic way that I had never even considered before. Overall, the assignments were a really nice break from the concrete instructions of typical course 6 classes, and Prof. Montfort was an incredible resource who helped me think about the unusual and really put my skills to use. To date, this is one of my favorite classes I’ve taken at MIT. (Matt F. 20) Matts programs for the class can be found here. 6.813 User Interface Design and Implementation: You work one 1 UI project for the duration of this course in a group of 6, plus you have a series of psets building web version of candy crush. Good foundation for what defines good/bad UI/UX, kind of a freebie class as long as you turn in the work on time. After taking this course you likely will pay attention to the usability of things and call out the ones with bad UI. (Laura P. 19) 6.858 Computer Systems Security: Hands on security class. Every assignment in this class revolves around breaking systems and building even more secure systems, in a variety of languages. Theres never a correct answer, as long as you find the vulnerability holes and successfully break or fix the system. (Great class if you want that kind of hands on work around security, also it feels awesome when you break things LOL) (Laura P. 19) With a lot of those classes under your belt, do you think youre prepared to go into the industry? Oh god no. Far from it. Course 6-3 is mostly Python before something like 6.031, which means that if you need to learn other languages (to be more employable, to do non-Python projects, do web development) you need to learn a lot of things on your own. I came into MIT with not a lot of programming experience (Course 18 was more my thing). I knew some basic Java and that was about it. Since then, Ive gotten to be fairly proficient with Python, but not much else. Arguably, this is a bad thing, since youre limiting yourself to one language. But after thinking about it, I think exclusively working in Python for almost two years wasnt so bad after all. The exclusivity let me really get into Python and understand a lot about how it works, and how programming languages worked in general. This meant that I could learn other languages on my own much more easily. Im reading/learning Java and Scala right now for my internship, and theyre much less painful experiences because even though I dont have a specific background in those languages, I have a background in general programming and thinking algorithmically/like a CS student. My journey through Course 6-3 is only half over, anyways. I have yet to take 6.031 (I will in the fall), which is like, the  software engineering class, among lots of other fun things. :) Why did you choose Course 6-3? Initially, when I came to MIT, I had no idea what I was going to do, except that I was into math and probably wanted to go into computer science. My dad was into electrical engineering and did programming as a hobby, going as far as getting a software engineering job for a short time in Korea before quitting and moving to the States. So I had a little bit of exposure to programming, but not much. I picked up a couple programming books when I was younger (Visual Basic 6, C++) but didnt get very far because it was all too confusing at the time. I did read a fair amount about Java my senior year of high school, so going into MIT I had a little bit of programming knowledge that served as a really nice cushion while I was taking 6.0001. I took 6.01 and 6.042 after 6.0001 because I wanted to see what the EECS department as a whole was like (motivation to take 6.01) and wanted to see what math in a CS lens was like (motivation to take 6.042). I thoroughly enjoyed both classes, and it was at that time I knew that I wanted to go into some version of Course 6. If I didnt like 6.042 or 6.01, I probably would have tried a different major, probably Course 18 or Course 2-A. To be honest, I could easily be Course 6-1 or 6-2 instead and still be happy: I really enjoyed learning about signals and systems, circuits, and low-level stuff in 6.004. But I think I liked programming just a *little* bit more to stick to 6-3 instead of the others. I appreciate the thought and design that goes into programming languages just as much as the structure of human language (linguistics is cool), even though Im still a noob when it comes to programming language design stuff. Ultimately, I chose to go for an applied 6-3 route instead of a theoretical 6-3 route or 18 because although I love mathematics very much, I get satisfaction and pleasure from working on projects that have relatively immediate positive impacts on other people, and I feel like I get more of that from doing 6-3 over 18. So thats the end of it, for now. Course 6-3 is a really big community with a lot of really great people, some amazing professors, and a lot of opportunities. Obviously, some classes wont hit the mark for you, whether it be the subject matter or bad course management or instructors. This varies with time: 6.036 used to be run poorly (according to general sentiment), but now its pretty alright! Overall, its a great time, and even though it has its stereotypical traits mentioned in the very beginning of this post, its genuinely a rewarding intellectual experience as well. The class list above will be edited over time as more responses come through from friends and others: if youre an alum or someone who has more things to say about Course 6-3, feel free to comment or let me know and I might add your thoughts! :)

The Epidemic Growth Of Information Technology - 2646 Words

Introduction The epidemic growth of information technology has integrated the world into a global economy where exchange of information is very easy, and with this ease of access to information opens up new opportunities for cyber- criminal activities. According to Nir Kshetri cybercrimes is defined â€Å"as criminal activities that uses computers or computer networks as the main means of committing a crime over the internet. Examples include cyber-theft, cyber-trespass, cyber obscenity, critical infrastructure attacks and cyber-extortions†(Kshetri, 2009). In the medical sector the congress approval of the Health Information Technology for Economic and Clinical Health Act in 2009 made an impact on the ease of access to patient medical records. Most physician offices and health care institutions responded to the mandate to create electronic health care records and did away with paper records (Rustagi, Singh 2012). With this mandate came the outpouring growth of medical identity theft and potential for fraud in the medical industry. The objective of this paper is to explore the hypothesis that data breaches and cybercriminal activity are increasing at a significant rate in the medical sector thus resulting to an increase rate of medical identity theft, with the ultimate goal of Suggesting strategies to reduce data breaches. Research Questions The research question for this study include the following: Has the growth of medical identity theft increased in the medical sector?Show MoreRelatedThe Family Nurse Practitioner ( Fnp ) Program Online At South University s Online Program865 Words   |  4 Pagescarry a BMI greater than 95% per the Centers for Disease (CDC) pediatric growth chart. The goal is a target rate of 14.5%, with a current improvement of 10% over the baseline. There are disparities related to gender, ethnicity and race, therefore this is very important public health problem and for the future of our country and health care of our citizens. Obesity is of epidemic proportions so there was a plethora of information found at South University’s library site of which will be reviewed inRead MoreThe Increasing Epidemic Of Childhood Obesity914 Words   |  4 Pages The increasing epidemic of childhood obesity The problem of childhood obesity has been increasing for the past 30 years, many children do not eat family home made meals anymore, like it used to be decades ago, in this new generation children do not have the support they need or the motivation to believe that they can be on shape. According to the Alliance for healthier Generation. 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The first stage, typical ofRead MoreVeterans Swot Analysis1344 Words   |  6 Pagesmedicine/research †¢ Advanced Technologies †¢ Continuously search for innovative solutions WEAKNESSES: (Internal) †¢ Delays in treatment †¢ Manipulation of records †¢ Long wait times †¢ Overwhelmed caseload †¢ Administrative (claims, medical records, etc.) †¢ Failed internal aspects can result in harm and/or death of Veterans OPPORTUNITIES: (External) †¢ Greater transparency †¢ Technological applications (Apps) †¢ Community-based prevention †¢ Laws that support accountability †¢ Technology-enhanced interventionsRead MoreThe Future Challenges of Healthcare Management607 Words   |  3 Pages Essay March 5, 2016 Health care management denotes the management of clinical information technology and human resources to deliver optimal health care. The health care sector is a very extensive one because it encompasses preventive care, emergency services, follow-up, and rehabilitation. Forecasting the future of health care may be seenRead MoreAn Analysis Of Emily Hoerner s Novel Ide Fostering Literacy By Eliminating Book Deserts1596 Words   |  7 Pages Spreading across the United States is a growing epidemic and while the disease will not maim or kill, it is known to be harmful to the growth and success of children. This epidemic is known as a literary desert. Emily Hoerner defines a literary desert in her 2015 article â€Å"A Novel Idea: Fostering Literacy by Eliminating Book Deserts† as an area â€Å"where children and parents lack access to quality books.† Literary deserts occur due to lack of reading materials and because of a growing loss of interestRead MoreHow Technology Has Changed Our Lives1606 Words   |  7 PagesA few centuries ago, before technology was underdeveloped due to limited resources and knowledge, communication between countries on the opposite end of the world was extremely slow or not possible. Most people did not know much about other lands, people, and cultures. What people thought they knew about the world was often wrong or inaccurate. However, within the past hundred years, the pace of our technology has accelerated rapidly. Nowadays traveling across the globe in less than 24 hours is notRead MoreSmartphone Addiction Essay901 Words   |  4 Pageswith the behavior, temporary sensation, loss of control and suffering negative consequences (Sussman Sussman 2011). Does this sound like the issue today’s youth is facing with their smartphones? Do these younger adults and teenagers realize what epidemic they’re falling into? Using the SAS scale (smartphone addiction scale) it has been proven that teenagers are the most vulnerable to smartphone addiction. The scale shows these phones have led to, and are increasingly leading to, more social problemsRead MoreWhy has Childhood Obesity Become a Paramount Problem in the United States?1609 Words   |  7 Pagesabnormal. This weight can be caused by several elements ranging from bones/muscles to fat (Bresnahan and Saad). It is crucial to understand the contrast between to two to fully grasp the severity that obesity poses. The history of the obesity ‘epidemic’ is short-lived and has only begun to take flight in the early twentieth century. According to an article by Marek Brabec, statistician for the National Institute of Public Health, the BMI’s of teenaged boys increased by nearly seven kilograms,

The Things They Carried By Tim O Brien - 896 Words

Trouble without a doubt is what First Lieutenant Jimmy Cross carried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizes a meaning of separate but together. In the story, â€Å"The Things They Carried†, Tim O’ Brien clearly organizes every detail and puts it into perspective, like how he mentions the soldiers carrying things that comfort them. One person he mentions in the story is Martha. He is very curious to find out if she is a virgin or not. The obsession of virginity means he wanted something pure to come back from battle. Usually someone who is out in war comes back with Post trau matic stress or with other problems and want something pure to help them forget the horrifying images of war. Holding on to that hope of Martha is probably the only thing that is keeping First Lieutenant Jimmy Cross from dying or giving up. There are many themes in the story, which are, memory, death, and storytelling, each of these themes play a huge part and so does the symbolism. Tim O’ Brien is the narrator of the story and also the protagonist. He mentions that every soldier not only carries physical items butShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Brien1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions t aken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happ ened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first part of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –Read MoreThe Things They Carried By Tim O Brien Essay984 Words   |  4 PagesVery few novels and short stories have managed to clarify, in any lasting process, the means of the war in Vietnam for America and for the troopers who served there. With The Things They Carried, author (Tim O’Brien), captures the war s pulsing rhythms and trying dangers. However he goes abundant any. By moving on the far side the horror of the fighti ng to look at with sensitivity and insight the character of affection, courageousness and worry, by questioning the role that imagination plays

Moral values Free Essays

It would be gross injustice to categorize all children and youths as lacking in manners and morals, but the general trend would certainly suggest there has been a major decline among many of them. Family values have changed dramatically in the past few decades, producing a crop of undisciplined teenagers and children who lack morals and manners as a result of poor training. Good manners were once the norm with young people very much aware the older generation. We will write a custom essay sample on Moral values or any similar topic only for you Order Now Saying â€Å"please† and â€Å"thank ou†, giving up a seat on the bus and holding open doors were all considered normal mannerly behavior. Times have changed and we now live in a predominantly me-first society which is reflected in many young people. If good manners are taught at an early age, they will generally continue to be part of the personality of the young child all the way into adulthood. The lack of good manners observed in society in general is no doubt a reflection of the situation found within the home. Without parental xample and training the area of manners, it is likely the children will sadly lack in displaying them. The same can be said of the lack of morals we find in many of today’s youth. A large proportion of children have grown up with little or no respect for authority, for property, for family or even themselves. Living a life of immorality is considered normal behavior today and has produced a bumper crop of young people with venereal disease, unwanted pregnancies and a feeling of emptiness in their ives. Lacking in moral stability, we find young people involved in crime, violence and drug abuse. The so-called freedom they have has actually brought them into slavery to an amoral lifestyle. There is a contrast though in many children and teenagers who are moral and do have good manners, proving that it is still possible to develop these delightful characteristics. It is a real pleasure to come across young people who are mannerly and who have the courage to lead a moral life, not†¦ How to cite Moral values, Papers

Competency Standard for Licensed Practice Nurse

Question: Discuss about the Competency Standard for Licensed Practice Nurse. Answer: CLPN is the Competency Profile for the Licensed Practical Nurse are the set of standards or the safety regulations given by the Canadian Council for Practical Nurse Regulators (CCPNR) federation. The one competency standard that have helped in enhancing the learning experience is the Knowledge based Practice (Standards of Practice for Licensed Practical Nurses in Canada, 2013). This states that Licensed practical nurse should possess the knowledge and critical thinking skills and should involve in continuous learning process. The learning experience have been very significant, because it helped to learn and gain experience through integrated nursing research findings, gathering information from videos, research paper, group discussions, review and development of the care plans. The learning experience, which is gained and that complements with the Knowledge based Practice, as it allowed gaining knowledge and ability about suction pumps, how to use appropriate suction pressure, how to do suctioning of the newborns and infants and how to apply bulb suction for the newborns. This learning experience and knowledge gathering is meaningful, because it helped to demonstrate the skills and ability to perform the procedure of suctioning according to the needs of the patient for deep or shallow suction. I learned to maintain the functioning of the suction, and leaning about different kinds of suctioning like, nasopharyngeal suctioning, oropharyngeal suctioning, oral suctioning and also tracheostomy tube suctioning (Kacmarek, Stoller, Heuer, 2016). I would rate proficiency in the Knowledge based Practice as excellent. For achieving this rating I demonstrated the best ability to use the suctioning equipment, as I was able to apply my knowledge of nursing theories and sciences. I was also able to apply evidences to inform decision making. I was able to access and use the credible and relevant information from the sources. I achieved the skills and attitude, so that my knowledge and learning experience became seamless with my everyday nursing practice. I was also able to provide holistic licensed practical nursing care to the clients, by considering various factors associated to the overall environment of health promotion, preventing illness and restoring health. I was able to demonstrate and understand my role, my interrelation with the patients and other healthcare professionals (Kilpatrick et al, 2013). After being successful in the course I will apply my learning and experience through Knowledge based Practice in my future practice by recognizing the significant practice environment and other environmental factors that can impact health outcomes of the clients and my professional practice. I will apply my knowledge and learning by providing quality care to the clients and developing and modifying care plans and will assure patients well-being and safety. I will apply my knowledge in my clinical practice to impact the clients in positive way and by displaying cultural competence (Towle, 2016). As, becoming a graduate in the future I will apply my knowledge gained in this course by providing quality care to patients, making clinical decision through evidence based practice and applying nursing theories practical nursing environment. I will involve in active and purposeful evidence based practice and problem solving process. I will provide the best possible care to the patients. I wi ll take the challenges and always check for reliability and accuracy of information in evidence based practice. References Kacmarek, R. M., Stoller, J. K., Heuer, A. (2016).Egan's fundamentals of respiratory care. Elsevier Health Sciences. Kilpatrick, K., DiCenso, A., Bryant-Lukosius, D., Ritchie, J. A., Martin-Misener, R., Carter,(2013). Practice patterns and perceived impact of clinical nurse specialist roles in Canada: results of a national survey.International journal of nursing studies,50(11), 1524-1536. Standards of Practice for Licensed Practical Nurses in Canada. (2013). Retrieved from: https://www.clpna.com/wp-content/uploads/2013/02/doc_CCPNR_CLPNA_Standards_of_Practice.pdf Towle, A. (2016). Nurses Must Knock Down Professional Silos and Create Quality, Safe and Effective Interprofessional Teams. From the Inside Looking Out: A Healthcare Providers Experience Being the Family Member. Journal of Nursing and Care.