How fast can Evangelion run? Application of aerodynamics and scaling laws to the Super Robot

Super robots are huge, powerful robots that protect mankind from various invaders, and thus these superheroes are the main figures in many science fiction movies and Japanese animations. Among them, Evangelions have been a very popular type of super robot since the 1990s given that the animation series Neon Genesis Evangelion has been globally influential in various pop cultures. Evangelions (also called Evas) are cyborgs comprised of huge human body and robotic systems, and in the animation series, they often run at seemingly high speeds, which is quite different from traditional super robots. In this paper, we attempt to estimate the running speed of Evangelions based on known scientific facts. First, we measured the running speed of Eva Unit 01 (Eva-01) to be between 910 and 980 m/s based on its step length measured in movie scenes, and the Mach cone formed behind Eva-01. Second, we employed scaling laws known for animals and find that the maximum running speed of Eva-01 is 0.9 m/s. This striking difference between the anime-based speed and the physics-based speed raises a question as to how Eva-01 can run at such a high speed, and we conjecture that the cyborg can do so due to internally stored electrical power

Learning through personal connections: Cogenerative dialogues in synchronous virtual spaces

This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

An Investigation of the SOAR Study Strategy for Learning from Multiple Online Resources

This dissertation investigated the effects of the SOAR study strategy for learning from multiple online resources. SOAR includes the components of Selection, Organization, Association, and Regulation. In past research, the effects of SOAR training were investigated with one online resource and with students studying provided or partially provided materials following training. This dissertation examines the effects of SOAR when learning from multiple online resources and when students create their own study materials following training and thus addresses this research gap. One hundred thirty-four (134) college students were assigned randomly to the control or experimental groups. All students participated in online training in their respective study strategy. Both groups studied the same materials. The experimental group was taught to use SOAR, whereas the control group used their preferred study strategies. Following training, both groups were presented with the same online materials. Participants in the experimental group studied using SOAR and were prompted to take notes and create study materials based on SOAR components. The control group participants studied the material using their preferred study strategies. They created notes and developed study materials of their choice. Both groups were given time to study. Following the study period, participants were tested on the online material with respect to fact, relationship, and concept learning. After testing, all participants completed an attitudinal survey regarding their experiences. Follow-up interviews were conducted with participants from each group in the following five weeks. Results showed that students who use SOAR when learning from multiple online resources score higher on fact, concept, and relationship items and created higher quality study materials than students who followed their preferred study strategies. Findings showed that without instruction, students use ineffective study strategies when learning from multiple online resources. SOAR training changed college students’ study behavior and raised achievement. Adviser: Allen Steckelber

Finding the Connections Between Art and Teaching: A Case Study

Finding the connection between art and teaching can be a difficult task for pre-service teachers who do not have a background in the arts. This qualitative case study explores the journey of a group of pre-service elementary teachers in an art methods course considering what it means to teach and to be an artist. The way in which these students defined the arts and teaching changed over the course of the semester and found connective threads, productively tying together the work of teaching and the creative process. Findings from pre-service teacher course work indicated three important themes: connections between art and teaching, finding connections to self, and becoming a teacher. Data revealed implications for pre-service teachers making productive connections, beginning to see them-selves as capable, creative teachers, able to encourage the creativity of their future students. Practicing teachers and teacher educators are also implicated as art and teaching find authentic connections throughout an art methods course

Fluid Mechanics Education Using Japanese Anime: Examples from “Castle in the Sky” by Hayao Miyazaki

Current K-12 and undergraduate student have grown up with constant exposure to visual popular culture (e.g., movies, TV programs, graphic novels, etc.). Because youth find pop culture references in the classroom to be engaging, many science and engineering instructors have shown that examples found in visual pop culture can be used to teach science and engineering concepts.1,2 One recent study on the efficay os using pop ulture for instruction found that high school studetns learning from graphic-novel styles comics acquired deeper understanding of complex subject matter and reported higher engagement with the instructional materials as compared to students learning from traditional text materials.3 Futhermore, the increased engagement with the instructional comics was even greater for students who were less likely to self-identif as a science person

Learning through personal connections: Cogenerative dialogues in synchronous virtual spaces

This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other

Fluid Mechanics Education Using Japanese Anime: Examples from “Castle in the Sky” by Hayao Miyazaki

Current K-12 and undergraduate student have grown up with constant exposure to visual popular culture (e.g., movies, TV programs, graphic novels, etc.). Because youth find pop culture references in the classroom to be engaging, many science and engineering instructors have shown that examples found in visual pop culture can be used to teach science and engineering concepts.1,2 One recent study on the efficay os using pop ulture for instruction found that high school studetns learning from graphic-novel styles comics acquired deeper understanding of complex subject matter and reported higher engagement with the instructional materials as compared to students learning from traditional text materials.3 Futhermore, the increased engagement with the instructional comics was even greater for students who were less likely to self-identif as a science person