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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Consensus-Based Clinical Practice Recommendations for the Examination and Management of Falls in Patients with Parkinson’S Diseaseq
Parkinsonism and Related Disorders 20 (2014) 360e369 Contents lists available at ScienceDirect Parkinsonism and Related Disorders journal homepage: www.elsevier.com/locate/parkreldis Editor’s comment: In this thoughtful and provocative Point-of-View contribution, van der Eijk and colleagues address the shortcomings of the classical model of “professional physician-centered care” and describe an alternative “collaborative patient-centered care” approach that involves, among many other things, shared decision making with patients in the context of a multidisciplinary care setting. They propose that this alternative approach may improve quality of care and produce better outcomes for individuals with disorders such as Parkinson’s disease, while also being cost-effective. The authors discuss their experience with such an approach and describe both the benefits and barriers they have encountered. Whether one agrees or disagrees with the authors’ proposals, this article will provide much food for thought and reflection. Ronald F. Pfeiffer, Editor-in-Chief Department of Neurology, University of Tennessee HSC, 855 Monroe Avenue, Memphis, TN 38163, USA Point of view Consensus-based clinical practice recommendations for the examination and management of falls in patients with Parkinson’s diseaseq Marjolein A. van der Marck a, Margit Ph.C. Klok a, Michael S. Okun b, Nir Giladi c, Marten Munneke a,d, Bastiaan R. Bloem e,*, on behalf of the NPF Falls Task Force1 a Radboud university medical center, Nijmegen Centre for Evidence Based Practice, Department -
Curriculum Overview Physics/Pre-AP 2018-2019 1St Nine Weeks
Curriculum Overview Physics/Pre-AP 2018-2019 1st Nine Weeks RESOURCES: Essential Physics (Ergopedia – online book) Physics Classroom http://www.physicsclassroom.com/ PHET Simulations https://phet.colorado.edu/ ONGOING TEKS: 1A, 1B, 2A, 2B, 2C, 2D, 2F, 2G, 2H, 2I, 2J,3E 1) SAFETY TEKS 1A, 1B Vocabulary Fume hood, fire blanket, fire extinguisher, goggle sanitizer, eye wash, safety shower, impact goggles, chemical safety goggles, fire exit, electrical safety cut off, apron, broken glass container, disposal alert, biological hazard, open flame alert, thermal safety, sharp object safety, fume safety, electrical safety, plant safety, animal safety, radioactive safety, clothing protection safety, fire safety, explosion safety, eye safety, poison safety, chemical safety Key Concepts The student will be able to determine if a situation in the physics lab is a safe practice and what appropriate safety equipment and safety warning signs may be needed in a physics lab. The student will be able to determine the proper disposal or recycling of materials in the physics lab. Essential Questions 1. How are safe practices in school, home or job applied? 2. What are the consequences for not using safety equipment or following safe practices? 2) SCIENCE OF PHYSICS: Glossary, Pages 35, 39 TEKS 2B, 2C Vocabulary Matter, energy, hypothesis, theory, objectivity, reproducibility, experiment, qualitative, quantitative, engineering, technology, science, pseudo-science, non-science Key Concepts The student will know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. The student will know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. -
The Brain That Changes Itself
The Brain That Changes Itself Stories of Personal Triumph from the Frontiers of Brain Science NORMAN DOIDGE, M.D. For Eugene L. Goldberg, M.D., because you said you might like to read it Contents 1 A Woman Perpetually Falling . Rescued by the Man Who Discovered the Plasticity of Our Senses 2 Building Herself a Better Brain A Woman Labeled "Retarded" Discovers How to Heal Herself 3 Redesigning the Brain A Scientist Changes Brains to Sharpen Perception and Memory, Increase Speed of Thought, and Heal Learning Problems 4 Acquiring Tastes and Loves What Neuroplasticity Teaches Us About Sexual Attraction and Love 5 Midnight Resurrections Stroke Victims Learn to Move and Speak Again 6 Brain Lock Unlocked Using Plasticity to Stop Worries, OPsessions, Compulsions, and Bad Habits 7 Pain The Dark Side of Plasticity 8 Imagination How Thinking Makes It So 9 Turning Our Ghosts into Ancestors Psychoanalysis as a Neuroplastic Therapy 10 Rejuvenation The Discovery of the Neuronal Stem Cell and Lessons for Preserving Our Brains 11 More than the Sum of Her Parts A Woman Shows Us How Radically Plastic the Brain Can Be Appendix 1 The Culturally Modified Brain Appendix 2 Plasticity and the Idea of Progress Note to the Reader All the names of people who have undergone neuroplastic transformations are real, except in the few places indicated, and in the cases of children and their families. The Notes and References section at the end of the book includes comments on both the chapters and the appendices. Preface This book is about the revolutionary discovery that the human brain can change itself, as told through the stories of the scientists, doctors, and patients who have together brought about these astonishing transformations. -
Systematic Errors in High-Precision Gravity Measurements by Light-Pulse Atom Interferometry on the Ground and in Space
Systematic errors in high-precision gravity measurements by light-pulse atom interferometry on the ground and in space Anna M. Nobili,1, 2 Alberto Anselmi,3 and Raffaello Pegna1 1Dept. of Physics \E. Fermi", University of Pisa, Largo B. Pontecorvo 3, 56127 Pisa, Italy 2INFN (Istituto Nazionale di Fisica Nucleare), Sezione di Pisa, Largo B. Pontecorvo 3, 56127 Pisa, Italy 3Thales Alenia Space Italia, Strada Antica di Collegno 253, 10146 Torino, Italy (Dated: February 18, 2020) We focus on the fact that light-pulse atom interferometers measure the atoms' acceleration with only three data points per drop. As a result, the measured effect of the gravity gradient is system- atically larger than the true one, an error linear with the gradient and quadratic in time almost unnoticed so far. We show how this error affects the absolute measurement of the gravitational acceleration g as well as ground and space experiments with gradiometers based on atom inter- ferometry such as those designed for space geodesy, the measurement of the universal constant of gravity and the detection of gravitational waves. When atom interferometers test the universality of free fall and the weak equivalence principle by dropping different isotopes of the same atom one laser interrogates both isotopes and the error reported here cancels out. With atom clouds of different species and two lasers of different frequencies the phase shifts measured by the interferometer differ by a large amount even in absence of violation. Systematic errors, including common mode acceler- ations coupled to the gravity gradient with the reported error, lead to hard concurrent requirements {on the ground and in space{ on several dimensionless parameters all of which must be smaller than the sought-for violation signal. -
Evaluation Guide for Older Adult Clinical Fall Prevention Programs
CDC STEADI: Evaluation Guide for Older Adult Clinical Fall Prevention Programs Stopping Elderly Accidents, Deaths & Injuries www.cdc.gov/steadi CDC STEADI: EVALUATION GUIDE FOR OLDER ADULT CLINICAL FALL PREVENTION PROGRAMS | 2019 2 CDC STEADI: EVALUATION GUIDE FOR OLDER ADULT CLINICAL FALL PREVENTION PROGRAMS | 2019 CDC STEADI: Evaluation Guide for Older Adult Clinical Fall Prevention Programs By 1 1,2 Gwen Bergen, PhD, MPH, and Iju Shakya, MPH 1Division of Unintentional Injury Prevention National Center for Injury Prevention and Control Centers for Disease Control and Prevention Atlanta, Georgia 2Oak Ridge Institute for Science and Education (ORISE) fellow to the Centers for Disease Control and Prevention 2019 3 CDC STEADI: EVALUATION GUIDE FOR OLDER ADULT CLINICAL FALL PREVENTION PROGRAMS | 2019 This document is a publication of the National Center for Injury Prevention and Control of the Centers for Disease Control and Prevention: Centers for Disease Control and Prevention Robert R. Redfield, MD, Director National Center for Injury Prevention and Control Debra Houry, MD, MPH, Director Division of Unintentional Injury Prevention Grant Baldwin, PhD, MPH, Director Home, Recreation, and Transportation Branch Ann Dellinger, PhD, MPH, Branch Chief Home and Recreation Injury Prevention Team Robin Lee, PhD, MPH, Team Lead ACKNOWLEDGEMENTS We acknowledge and appreciate the important contributions of Elizabeth Burns, Erin Parker, Robin Lee and Celeste Chung for their guidance in preparing and organizing the contents of the guide. We also thank Elizabeth Eckstrom, Daniel Kidder and Briana Moreland for their thoughtful review and constructive feedback in finalizing the guide. Suggested Citation: Bergen G, Shakya I. CDC STEADI: Evaluation Guide for Older Adult Clinical Fall Prevention Programs. -
LIGO: the Search for the Gravitational Wave Sky
LIGO: The Search for the Gravitational Wave Sky • Science • LIGO status • UO in LIGO R Frey Oct 2008 1 General Relativity • Grav ity as a “fic titious f orce” Gravity can be “removed” in a special ref. frame -- free fall • Einstein took this as a clue that gravity is really caused by the structure of spacetime • Postulates of General Relativity (Einstein ca. 1915): Equivalence of inertial and gravitational mass There is no physics experiment which can distinguish between a gravitational field and an accelerating reference frame • An elevator at rest in earth’s gravity (g=9.8 m/s2) • An elevator accelerating upward with a= 9. 8 m/s2 • What this means extends special relativity to non-zero acceleration GitGravity re-dibddescribed as curva ture o f space time • A test particle (or light) in free fall follows a “straight” geodesic R Frey Oct 2008 2 General Relativity (contd) SdiiSome predictions: Gravity influences both mass and energy • e.g. bending of light in regions with gravitational field • 1919 Eddington; Gravitational lensing: Einstein Cross Many small deviations from Newtonian gravity in “weak” fields • Gravitational “redshift” (e.g. clocks on satellites are faster) • Perihelion advance of mercury • Global Positioning System would not work without GR corrections “Strong” field effects 2 • Black holes; Rs = 2GM/c Spacetime structure of universe – evolution of spacetime from Big Bang • the “bi g s tre tc h” And gravitational radiation (gravitational waves) R Frey Oct 2008 3 GWs in GR R Frey Oct 2008 4 The 4 Forces of Nature -
Albert Einstein's Key Breakthrough — Relativity
{ EINSTEIN’S CENTURY } Albert Einstein’s key breakthrough — relativity — came when he looked at a few ordinary things from a different perspective. /// BY RICHARD PANEK Relativity turns 1001 How’d he do it? This question has shadowed Albert Einstein for a century. Sometimes it’s rhetorical — an expression of amazement that one mind could so thoroughly and fundamentally reimagine the universe. And sometimes the question is literal — an inquiry into how Einstein arrived at his special and general theories of relativity. Einstein often echoed the first, awestruck form of the question when he referred to the mind’s workings in general. “What, precisely, is ‘thinking’?” he asked in his “Autobiographical Notes,” an essay from 1946. In somebody else’s autobiographical notes, even another scientist’s, this question might have been unusual. For Einstein, though, this type of question was typical. In numerous lectures and essays after he became famous as the father of relativity, Einstein began often with a meditation on how anyone could arrive at any subject, let alone an insight into the workings of the universe. An answer to the literal question has often been equally obscure. Since Einstein emerged as a public figure, a mythology has enshrouded him: the lone- ly genius sitting in the patent office in Bern, Switzerland, thinking his little thought experiments until one day, suddenly, he has a “Eureka!” moment. “Eureka!” moments young Einstein had, but they didn’t come from nowhere. He understood what scientific questions he was trying to answer, where they fit within philosophical traditions, and who else was asking them. -
CAT 3. Effective Interventions for Preventing Or Reducing Falls Appraised by Kevin Galbraith, December 2016 Update Due 2019
Critically Appraised Topics (CATs) CAT 3. Effective interventions for preventing or reducing falls Appraised by Kevin Galbraith, December 2016 Update due 2019 Clinical question Search terms Among people with Parkinson’s, what are the most (Parkinson Disease/ OR Parkinson$) AND effective interventions for preventing or reducing falls? (Randomised Controlled Trials as topic/ OR randomi$) AND (Accidental Falls/ OR fall$) AND prevent$. Background Search strategy Among people with Parkinson’s, falls are both Ovid Medline, and adapted for Cochrane Library, frequent and recurrent, with 45–68% falling and CINAHL. All searches 2010 to August 2016, annually, and two-thirds of these falling English language. recurrently.1 Falls, gait impairment, and postural instability increase the risk of mortality and Evidence morbidity. Falls in PD can lead to fractures, From 31 articles, 10 addressed fall incidence or increased dependency, nursing home admission and frequency as a clinically relevant outcome. One 2 poor quality of life. This CAT sought to identify additional phase 2 trial, which investigated the the most effective interventions for preventing or effect of rivastigmine on gait stability,3 was added reducing falls among people with Parkinson’s. after discussion with the Evidence Based Practice Themed Working Group, in view of wide publicity. Clinical bottom line Summary of evidence Evidence was found from well-conducted The search conducted in this study yielded 10 randomised controlled trials (RCTs) that intervention studies with fall reduction as an outcome: progressive resistance strength training and one meta-analysis of exercise and motor training;4 movement strategy training (both combined with three RCTs evaluating balance training specifically;5-7 fall prevention education), and Tai chi are effective one RCT evaluating two specific physiotherapy in preventing falls. -
Part 629 – Glossary of Landform and Geologic Terms
Title 430 – National Soil Survey Handbook Part 629 – Glossary of Landform and Geologic Terms Subpart A – General Information 629.0 Definition and Purpose This glossary provides the NCSS soil survey program, soil scientists, and natural resource specialists with landform, geologic, and related terms and their definitions to— (1) Improve soil landscape description with a standard, single source landform and geologic glossary. (2) Enhance geomorphic content and clarity of soil map unit descriptions by use of accurate, defined terms. (3) Establish consistent geomorphic term usage in soil science and the National Cooperative Soil Survey (NCSS). (4) Provide standard geomorphic definitions for databases and soil survey technical publications. (5) Train soil scientists and related professionals in soils as landscape and geomorphic entities. 629.1 Responsibilities This glossary serves as the official NCSS reference for landform, geologic, and related terms. The staff of the National Soil Survey Center, located in Lincoln, NE, is responsible for maintaining and updating this glossary. Soil Science Division staff and NCSS participants are encouraged to propose additions and changes to the glossary for use in pedon descriptions, soil map unit descriptions, and soil survey publications. The Glossary of Geology (GG, 2005) serves as a major source for many glossary terms. The American Geologic Institute (AGI) granted the USDA Natural Resources Conservation Service (formerly the Soil Conservation Service) permission (in letters dated September 11, 1985, and September 22, 1993) to use existing definitions. Sources of, and modifications to, original definitions are explained immediately below. 629.2 Definitions A. Reference Codes Sources from which definitions were taken, whole or in part, are identified by a code (e.g., GG) following each definition. -
Lessons Learned from the VHA and Recommendations for Fall Related Injury Prevention
Lessons Learned from the VHA and Recommendations for Fall Related Injury Prevention Christina Soncrant M.P.H. VA National Center for Patient Safety Christina Soncrant, M.P.H. Christina Soncrant, MPH, has worked for the VA National Center for Patient Safety for 8 years. She is currently a Health Science Specialist at the NCPS Field Office in Vermont. She joined the VA in 2011 after graduating from Dartmouth College with her masters degree in public health with a focus in healthcare improvement, implementation science, and health science research. Over the last 8 years her focus has been on fall and fall related injury prevention, fall data collection and evaluation, and coaching and leading breakthrough series nationwide on the topics of implementation science, falls prevention, pressure injury prevention, CAUTI and sepsis. In addition she does extensive work with other program offices such as the VISN 8 falls PSCI, the VA National surgery office, and the National Anesthesia Office. Her work involves evaluation of patient safety efforts such as Ensuring Correct Surgery, development of surgical and anesthesiology adverse event lessons learned for the field and research on adverse event prevention and improvement on various topics areas as well as research on implementation science and improvement projects such as the lessons learned and virtual breakthrough series. Learning Objectives: 1. Discuss the background of the current problem on preventing falls and fall related injuries. 2. Share the success stories from collaboration between the National Center for Patient Safety and State Veterans Homes in preventing fall and fall related injuries. 3. Describe the results and lessons learned from a year of reported root cause analyses on serious falls in the VHA. -
Gravity and Projectile Motion
Do Now: What is gravity? Gravity Gravity is a force that acts between any 2 masses. Two factors affect the gravitational attraction between objects: mass and distance. What direction is Gravity? Earth’s gravity acts downward toward the center of the Earth. What is the difference between Mass and Weight? • Mass is a measure of the amount of matter (stuff) in an object. • Weight is a measure of the force of gravity on an object. • Your mass never changes,no matter where you are in the universe. But your weight will vary depending upon the force of gravity pulling down on you. Would you be heavier or lighter on the Moon? Gravity is a Law of Science • Newton realized that gravity acts everywhere in the universe, not just on Earth. • It is the force that makes an apple fall to the ground. • It is the force that keeps the moon orbiting around Earth. • It is the force that keeps all the planets in our solar system orbiting around the sun. What Newton realized is now called the Law of Universal Gravitation • The law of universal gravitation states that the force of gravity acts between all objects in the universe. • This means that any two objects in the universe, without exception, attract each other. • You are attracted not only to Earth but also to all the other objects around you. A cool thing about gravity is that it also acts through objects. Free Fall • When the only force acting on an object is gravity, the object is said to be in free fall.