Choosing the right microcontroller: A comparison of 8-bit Atmel, Microchip and Freescale MCUs

When choosing a microcontroller there are many options, so which platform should you choose? There is little independent information available to help engineers decide which platform might best suit their needs and most designers tend to stick with the brand with which they are familiar. This is a difficult question to answer without bias if the people conducting the evaluations have had previous experience with MCU programming predominantly on one platform. This article draws on a case study. We built three “Smart” Sprinkler Taps, small, self-contained irrigation controllers, differing only in the microcontroller unit (MCU) on the inside. We compare cost, development software quality and hardware performance from the perspective of a new user to each of the platforms

Amelioration of Acute Sequelae of Blast Induced Mild Traumatic Brain Injury by N-Acetyl Cysteine: A Double-Blind, Placebo Controlled Study

Background: Mild traumatic brain injury (mTBI) secondary to blast exposure is the most common battlefield injury in Southwest Asia. There has been little prospective work in the combat setting to test the efficacy of new countermeasures. The goal of this study was to compare the efficacy of N-acetyl cysteine (NAC) versus placebo on the symptoms associated with blast exposure mTBI in a combat setting. Methods: This study was a randomized double blind, placebo-controlled study that was conducted on active duty service members at a forward deployed field hospital in Iraq. All symptomatic U.S. service members who were exposed to significant ordnance blast and who met the criteria for mTBI were offered participation in the study and 81 individuals agreed to participate. Individuals underwent a baseline evaluation and then were randomly assigned to receive either N-acetyl cysteine (NAC) or placebo for seven days. Each subject was re-evaluated at 3 and 7 days. Outcome measures were the presence of the following sequelae of mTBI: dizziness, hearing loss, headache, memory loss, sleep disturbances, and neurocognitive dysfunction. The resolution of these symptoms seven days after the blast exposure was the main outcome measure in this study. Logistic regression on the outcome of 'no day 7 symptoms' indicated that NAC treatment was significantly better than placebo (OR = 3.6, p = 0.006). Secondary analysis revealed subjects receiving NAC within 24 hours of blast had an 86% chance of symptom resolution with no reported side effects versus 42% for those seen early who received placebo. Conclusion: This study, conducted in an active theatre of war, demonstrates that NAC, a safe pharmaceutical countermeasure, has beneficial effects on the severity and resolution of sequelae of blast induced mTBI. This is the first demonstration of an effective short term countermeasure for mTBI. Further work on long term outcomes and the potential use of NAC in civilian mTBI is warranted. Trial Registration: ClinicalTrials.gov NCT00822263

A View From Within: A School Founder\u27s View of Educating Children from the Inside Out

The media and political affiliations often color the view of charter schools within different sectors of the community. However, there is no argument that there is much to be done improve achievement in our public school systems across the country, especially those who educate high numbers of often marginalized populations. This study looks at one charter school in Chicago, Illinois, which has a focused mission and vision to “Educate Children from the Inside Out.” It examines the school through the social science portraiture method. Data collection includes interviews with current and former staff and students, observations, review of school documents, and reflections of the writer who also founded the school but currently works in another setting. In creating the school’s portrait, the methods of Sara Lawrence-Lightfoot are highly utilized to find common themes and trends that highlight the successful practices, which undergird the school’s overall positive affect on students. Through the voices of alumni more than 10 years after their education began at the school, the teachers who spent more than a decade creating and serving it and the parents who took a chance on a new school and enrolled their kids in an unproven entity, themes for school success emerged. As the school embarks on yet another difficult transition in leadership, the hope is that these trends can help solidify ongoing practices within the school that led to success with this diverse student population

Green fluorescent protein as an indicator of cryoinjury in tissues.

The fluorescence intensity of Green Fluorescent Protein (GFP) has previously been demonstrated to be an accurate indicator of cellular viability following cryoinsult in individual GFP-transfected cells. In an attempt to ascertain whether GFP fluorescence intensity may also be used as a viability indicator following cryogenic insults in whole tissues, this study examines the transient fluorescence intensity of GFP-transfected mouse hepatic tissue ex vivo following cryoinsult. The observed trends are compared with diffusion-based models. It was observed that the fluorescence intensity of the exposed tissues exhibited slow exponential decay, while the solution in which the tissues were placed inversely gained fluorescence. This slow decay (~3 h) is in contrast to the rapidly diminished fluorescence intensity (seconds) seen in GFP-cell cultures following cryoinsult. These trends suggest that mass diffusion of GFP in the interstitial space, and ultimately into the surrounding medium, is the primary mechanism which determines the fluorescence loss in cryoinjured tissues. These results suggest GFP-transfected tissues may be effectively used as indicators of cryoinjury, and hence viability, following hypothermal insult provided that a sufficiently long incubation is held before observation. It was found that a meaningful observation (15% reduction in fluorescence) could be made three hours subsequent to cryoinjury for the tissues used in this study

"You want to catch the biggest thing going in the ocean": a qualitative analysis of intimate partner stalking

This study employs a qualitative phenomenological exploration of the “lived” experiences of male intimate partner stalking (IPS) perpetrators serving a custodial sentence in the United Kingdom for an offense related to intimate partner violence (IPV). The purpose of this study is to capture the nature and complexity of the experiences of the pathway to IPS from the perspective of the perpetrator. The study seeks to provide a unique understanding of how IPS perpetrators attribute meaning to their behavior, illuminating the underpinning cognitive characteristics and emotions that play a role in their behavior. Semi-structured interviews were conducted with seven men with a history of IPS behavior. The resultant transcripts were analyzed using interpretative phenomenological analysis (IPA). Five superordinate themes reflecting participants’ experiences were identified: (a) “The quest for attention and affection creating connection,”(b) “Conflicted identity and extremes of self,” (c) “My life, a film set,” (d) “Gameplaying: One step ahead,” and (e) “Severed connections, changing the Gameplay.” The findings are presented in relation to the existing literature and theoretical frameworks which seek to explain stalking perpetration. The analysis provides a greater understanding of men who have engaged in IPS behavior, demonstrating how hearing the perspective of the perpetrator has value in informing theory and intervention. The study has provided valuable insight into the cognitive characteristics of this population and a rich understanding of the profiles of men who have engaged in IPS behavior. Implications for forensic practice, policy, and research are outlined, and recommendations for future research and overall limitations are discussed

The Potential for Student Performance Prediction in Small Cohorts with Minimal Available Attributes

The measurement of student performance during their progress through university study provides academic leadership with critical information on each student’s likelihood of success. Academics have traditionally used their interactions with individual students through class activities and interim assessments to identify those “at risk” of failure/withdrawal. However, modern university environments, offering easy on-line availability of course material, may see reduced lecture/tutorial attendance, making such identification more challenging. Modern data mining and machine learning techniques provide increasingly accurate predictions of student examination assessment marks, although these approaches have focussed upon large student populations and wide ranges of data attributes per student. However, many university modules comprise relatively small student cohorts, with institutional protocols limiting the student attributes available for analysis. It appears that very little research attention has been devoted to this area of analysis and prediction. We describe an experiment conducted on a final-year university module student cohort of 23, where individual student data are limited to lecture/tutorial attendance, virtual learning environment accesses and intermediate assessments. We found potential for predicting individual student interim and final assessment marks in small student cohorts with very limited attributes and that these predictions could be useful to support module leaders in identifying students potentially “at risk.”.Peer reviewe

Eliciting students' preferences for the use of their data for learning analytics. A crowdsourcing approach.

Research on student perspectives of learning analytics suggests that students are generally unaware of the collection and use of their data by their learning institutions, and they are often not involved in decisions about whether and how their data are used. To determine the influence of risks and benefits awareness on students’ data use preferences for learning analytics, we designed two interventions: one describing the possible privacy risks of data use for learning analytics and the second describing the possible benefits. These interventions were distributed amongst 447 participants recruited using a crowdsourcing platform. Participants were randomly assigned to one of three experimental groups – risks, benefits, and risks and benefits – and received the corresponding intervention(s). Participants in the control group received a learning analytics dashboard (as did participants in the experimental conditions). Participants’ indicated the motivation for their data use preferences. Chapter 11 will discuss the implications of our findings in relation to how to better support learning institutions in being more transparent with students about the practice of learning analytics

Eliciting students' preferences for the use of their data for learning analytics. A crowdsourcing approach.

Research on student perspectives of learning analytics suggests that students are generally unaware of the collection and use of their data by their learning institutions, and they are often not involved in decisions about whether and how their data are used. To determine the influence of risks and benefits awareness on students’ data use preferences for learning analytics, we designed two interventions: one describing the possible privacy risks of data use for learning analytics and the second describing the possible benefits. These interventions were distributed amongst 447 participants recruited using a crowdsourcing platform. Participants were randomly assigned to one of three experimental groups – risks, benefits, and risks and benefits – and received the corresponding intervention(s). Participants in the control group received a learning analytics dashboard (as did participants in the experimental conditions). Participants’ indicated the motivation for their data use preferences. Chapter 11 will discuss the implications of our findings in relation to how to better support learning institutions in being more transparent with students about the practice of learning analytics