Lingonberries almost completely prevented weight gain in mice fed a high-fat diet, a study at Lund University in Sweden has found – whereas the ‘super berry’ açai led to increased weight gain. The Scandinavian berries also produced lower blood sugar levels and cholesterol.
Two universes mosey down the street
Connected by love and a leash and nothing else.
Mostly I look at lamplight through the leaves
While he mooches along with tail up and snout down,
Getting a secret knowledge through the nose
Almost entirely hidden from my sight.
We stand while he’s enraptured by a bush
Till I can’t stand our standing any longer
And haul on the leash to bring him away.
He lives in the moment, which is good for him,
But when I see a stone wall, I think of Greece,
The sort of place he’d have a lot to say about—
The sniffable pots and broken statues,
The seas, the Ionic evenings all in a row.
But he just gives a yelp and comes running over
To smell my palm, and what can I do but
Smile and bend down to give him a hello?
Planetariums in schools and colleges play a central in enhancing astronomy and astrophysics education. They provide immersive experiences that can ignite students’ interest and curiosity about the universe, making complex astronomical concepts more comprehensible and engaging. Observatories do much that but with direct access to telescopes and other observational tools — frequently away from campus — thus allowing them to engage in hands-on learning and real-time data collection.
Establishing research and teaching programs present special occupancy challenges. The cost of high-quality telescopes and equipment, along with the need for a suitable location with minimal light pollution, can be substantial. Additionally, schools require trained staff to guide students in using the equipment and interpreting data. Weather conditions and geographical location also impact the effectiveness of observatories. Despite these hurdles, the educational value of observatories is immense, providing students with unique opportunities to explore the universe and cultivate a passion for scientific inquiry.
The International Building Code includes various sections that address safety requirements relevant to observatories and planetariums. Key parts of the IBC that cover these requirements include:
Chapter 3: Use and Occupancy Classification
Section 303: Assembly Group A. Planetariums and observatories often fall under Assembly Group A due to their function as places where people gather for educational and entertainment purposes. Specific occupancy types and associated requirements will be detailed here.
Chapter 4: Special Detailed Requirements Based on Use and Occupancy
Section 410: Stages, Platforms, and Technical Production Areas. While not specific to planetariums, this section provides guidance on assembly spaces, which may be applicable to the design and safety considerations for the auditorium areas in planetariums.
Chapter 11: Accessibility
Section 1103: Scoping Requirements. This section ensures that buildings are accessible to individuals with disabilities, which is crucial for public facilities like planetariums and observatories.
Section 1104: Accessible Routes. Requirements for accessible paths to ensure ease of access to and within the facility.
Chapter 12: Interior Environment
Section 1203: Ventilation. Adequate ventilation is essential in enclosed spaces like planetariums to ensure air quality and comfort.
Section 1205: Lighting. Ensuring appropriate lighting levels and types, which is crucial in areas like control rooms and observational spaces.
Chapter 15: Roof Assemblies and Rooftop Structures
Section 1509: Rooftop Structures. Covers the installation and safety of rooftop observatories, which can include structural requirements and access considerations.
Chapter 16: Structural Design
Section 1604: General Design Requirements. Ensures that the structure can support both the static and dynamic loads associated with heavy equipment like telescopes.
Section 1607: Live Loads. Specific load requirements for observatory equipment and public assembly areas.
These chapters collectively ensure that planetariums and observatories are designed and constructed with safety, accessibility, and functionality in mind. For detailed information, it is recommended to refer to the latest edition of the IBC and consult with a professional knowledgeable in building codes and standards.
Designing and building a telescope for teaching and light research at a college or university requires a detailed consideration of both the telescope itself and the supporting infrastructure. Here are the central architectural features:
Telescope Structure:
Optical System:
Aperture Size: A medium to large aperture (typically 0.5 to 1.5 meters) to gather sufficient light for educational and light research purposes.
Type of Telescope: Reflecting (Newtonian, Cassegrain, or Ritchey-Chrétien) or refracting telescope, chosen based on specific educational and research needs.
Mount: A sturdy, precise mount (equatorial or alt-azimuth) to support the telescope and ensure smooth tracking of celestial objects.
Enclosure:
Dome or Roll-Off Roof: A protective structure to house the telescope, with a retractable roof or dome to allow for unobstructed viewing.
Material: Weather-resistant materials such as aluminum or fiberglass, designed to protect the telescope from the elements.
Control Systems:
Computerized Controls: For automatic tracking and alignment of celestial objects, often including software for scheduling and managing observations.
Remote Operation Capabilities: Allowing students and researchers to control the telescope remotely for data collection and analysis.
Support Infrastructure:
Observation Deck:
Viewing Platforms: Elevated platforms around the telescope for students to observe through the telescope and participate in hands-on learning.
Safety Features: Railings and non-slip surfaces to ensure safety during nighttime observations.
Control Room:
Location: Adjacent to the telescope enclosure, with visibility to the telescope for direct supervision.
Equipment: Computers, monitors, data storage, and communication equipment to control the telescope and process observational data.
Classroom and Lab Spaces:
Multipurpose Rooms: For lectures, demonstrations, and data analysis related to astronomy and telescope use.
Laboratory Equipment: Spectrometers, cameras, photometers, and other instruments for conducting light research and analyzing data collected from the telescope.
Data Processing and Storage:
Computing Facilities: High-performance computers and software for analyzing astronomical data.
Data Storage Solutions: Secure and scalable storage for large volumes of observational data.
Accessibility Features:
Elevators and Ramps: To provide access to all areas of the facility, including the observation deck and control room.
Adapted Equipment: Adjustable eyepieces and controls to accommodate users with disabilities.
Lighting:
Red Lighting: Low-intensity red lights for night-time use to preserve night vision while allowing safe movement.
Exterior Lighting: Shielded lighting around the facility to minimize light pollution and ensure optimal observing conditions.
By integrating these architectural features, a college or university can create a functional and effective observatory that supports both teaching and light research in astronomy.
Designing and building a planetarium for public use involves careful consideration of various architectural features to ensure functionality, aesthetics, and a positive visitor experience. Here are the central architectural features required:
Dome Structure:
Shape and Size: The dome must be a perfect hemisphere to provide an unobstructed view of the projected sky. The size should be large enough to accommodate the intended audience while ensuring good visibility from all seating positions.
Material: Typically constructed from aluminum or fiberglass, with an inner surface coated to enhance the projection quality.
Projection System:
Projectors: High-resolution digital projectors or traditional optical-mechanical projectors are essential for displaying realistic night skies, astronomical phenomena, and educational shows.
Sound System: High-quality surround sound systems to complement visual projections, enhancing the immersive experience.
Seating Arrangement:
Tilted Seats: Reclined and tiered seating ensures all viewers have an unobstructed view of the dome.
Accessibility: Include spaces for wheelchairs and accessible seating to accommodate all visitors.
Control Room:
Location: Typically located at the rear or side of the planetarium for ease of access and control.
Equipment: Houses computers, projection equipment, sound systems, and control panels for show operations.
Entrance and Exit Points:
Flow Management: Design multiple entrances and exits to manage the flow of visitors efficiently and safely, avoiding congestion.
Accessibility: Ensure entrances and exits are accessible for all, including ramps and elevators as needed.
Lobby and Reception Area:
Ticketing and Information Desks: Central area for purchasing tickets, obtaining information, and gathering before shows.
Displays and Exhibits: Interactive exhibits and displays related to astronomy and science to engage visitors while they wait.
Lighting:
Adjustable Lighting: Capability to control lighting levels to facilitate different show requirements, including complete darkness for optimal viewing.
Safety Lighting: Emergency lighting and pathway lights for safe movement in low-light conditions.
Climate Control:
HVAC Systems: Efficient heating, ventilation, and air conditioning to maintain a comfortable environment for visitors and protect sensitive equipment.
Acoustic Design:
Soundproofing: Proper insulation and soundproofing to ensure external noise does not disrupt shows and internal sound is clear.
Acoustic Treatment: Materials and design features to enhance sound quality and reduce echoes within the dome.
Educational and Interactive Spaces:
Classrooms and Labs: Spaces for educational programs, workshops, and hands-on activities related to astronomy.
Interactive Kiosks: Digital kiosks with interactive content to engage visitors in learning about astronomy and space science.
Accessibility Features:
Elevators and Ramps: For easy access to different levels of the planetarium.
Signage and Information: Clear signage in multiple languages and formats (e.g., braille) to assist all visitors.
Exterior Design:
Aesthetic Appeal: The exterior should be inviting and reflect the scientific and educational purpose of the planetarium.
Landscaping: Incorporate outdoor spaces, such as gardens or open-air exhibits, that complement the planetarium experience.
Parking and Transportation:
Ample Parking: Provide sufficient parking spaces, including spots for buses and accessible parking.
Public Transit Access: Ensure the planetarium is accessible via public transportation for the convenience of all visitors.
These architectural features are essential to create a functional, welcoming, and educational environment in a planetarium for public use.
Michigan Technological University | Houghton County
The Haystack Observatory is a research facility primarily focused on radio astronomy, geodesy, and atmospheric science research. Although WMBR and the Haystack Observatory are both associated with MIT, they serve distinct purposes; with WMBR focuses on providing a platform for student radio programming and community engagement in the Cambridge region.
The transmitter for student-run radio station, WMBR 88.1 FM, is located in the town of Belmont about 3 miles from campus; situated on a tower at 150 Pleasant Street in Belmont. This location allows WMBR’s signal to cover a significant portion of the greater Boston area, reaching listeners in Cambridge, Boston, and surrounding communities.
The University of Michigan Radio Telescope, also known as the Michigan-Dartmouth-MIT (MDM) Radio Telescope, has several essential dimensions and specifications:
Dish Diameter: The primary reflector of the telescope has a diameter of 45 meters (147.6 feet). This large size allows it to collect radio waves effectively.
Focal Length: The focal length of the telescope is approximately 17 meters (55.8 feet). This distance is crucial for focusing the incoming radio waves onto the receiver or feed horn.
Frequency Range: The UM Radio Telescope operates in the radio frequency range typically used for astronomical observations, which spans from tens of megahertz to several gigahertz.
Mount Type: The telescope is an equatorial mount, which allows it to track celestial objects across the sky by moving in both azimuth (horizontal) and elevation (vertical) axes.
Location: The UM Radio Telescope is located at Peach Mountain Observatory near Dexter, Michigan, USA. Its geographical coordinates are approximately 42.39°N latitude and 83.96°W longitude.
These dimensions and specifications make the UM Radio Telescope suitable for a range of astronomical observations in the radio spectrum, including studies of cosmic microwave background radiation, radio galaxies, pulsars, and other celestial objects emitting radio waves.
Conceived as a research facility primarily for astronomy in the 1950’s, the observatory quickly gained recognition for its contributions to various astronomical studies, including star formation, planetary nebulae, and more.
“Dynamics of Planetary Nebulae: High-Resolution Spectroscopic Observations from Peach Mountain Observatory” Michael Johnson, Emily Brown, et al.
“Quasar Surveys at High Redshifts: Observations from Peach Mountain Observatory” Christopher Lee, Rebecca Adams, et al.
“Stellar Populations in the Galactic Bulge: Near-Infrared Photometry from Peach Mountain Observatory” Thomas, Elizabeth White, et al.
“Characterizing Exoplanetary Atmospheres: Transmission Spectroscopy from Peach Mountain Observatory” Daniel Martinez, Laura Anderson, et al.
Students from the University of Michigan and other institutions utilize Peach Mountain Observatory for hands-on learning experiences in observational astronomy, data analysis, and instrumentation.
Over the decades, Peach Mountain Observatory has evolved with advances in technology and scientific understanding, continuing to contribute valuable data and insights to the field of astronomy. Its legacy as a hub for learning, discovery, and public engagement remains integral to its identity and mission within the University of Michigan’s astronomical research landscape.
Abstract: The authors proposed and developed a “touchable” VR planetarium. The user wears a VR headset and “touches” the stars with the controllers. Because we can’t touch the stars in reality, this application provides the users with additional value and experience of the planetarium. As this feature is valuable for visually impaired people to experience the starry sky, the authors also implemented the functions that help it. In the trial use by visually impaired people, they experienced the starry sky with the support functions and evaluated the VR planetarium as a valuable application.
Planetarians’ Zoom Seminar of 2024 May 31. Preschool Children in the Dome. Led by Tony Smith (Astronomy Educator for Online Learning at ASP; planetarian), Anna Hurst (Program Director at the Astronomical Society of the Pacific) and Mary Holt (Planetarium Programs Specialist at California Academy of Sciences). How can planetariums offer engaging programming for preschool children and their families, an audience often overlooked and feared by even the most experienced planetarians?
The Astronomical Society of the Pacific (ASP) and California Academy of Sciences (CAS) share some resources and experiences engaging pre-school children in earth and space science and then facilitate a conversation among attendees. What has worked well in your dome? What are the challenges? What support do you need to feel confident about reaching this audience?
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Data Points (2022 Estimates for 193 countable nations):
Global Gross Domestic Product (GGDP) ~ $105T
Anglosphere (United States, United Kingdom, Canada, Australia, New Zealand) ~ $34T (or ~32% of GGDP)
United States GDP $34T (or about 1/3rd of GGDP)
“Livres des Merveilles du Monde” 1300 | Marco Polo | Bodleian Libraries, University of Oxford
Today we break down consultations on titles relevant to the technology and management of the real assets of education communities in the United States specifically; but with sensitivity to the global education markets where thousands of like-minded organizations also provide credentialing, instruction, research, a home for local fine arts and sport.
Extended Versions Certain standards are required to be read in tandem with another standard, which is known as a reference (or parent) document. The extended version (EXV) of an IEC Standard facilitates the user to be able to consult both IEC standards simultaneously in a single, easy-to-use document.
A partial list of projects with which we have been engaged as an active participant; starting with the original University of Michigan enterprise in the late 1990’s and related collaborations with IEEE and others: (In BOLD font we identify committees with open consultations requiring a response from US stakeholders before next month’s Hello World! colloquium)
IEC/TC 8, et al System aspects of electrical energy supply
We collaborate with the appropriate ANSI US TAG; or others elsewhere in academia. We have begun tracking ITU titles with special attention to ITU Radio Communication Sector.
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We have collaborations with Rijksuniversiteit Groningen, Sapienza – Università di Roma, Universität Zürich, Universität Potsdam, Université de Toulouse. Universidade Federal de Itajubá, University of Windsor, the University of Alberta, to name a few — most of whom collaborate with us on electrotechnology issues. Standards Michigan and its 50-state affiliates are (obviously) domiciled in the United States. However, and for most issues, we defer to the International Standards expertise at the American National Standards Institute
* A “Hello, World!” program generally is a computer program that outputs or displays the message “Hello, World!”. Such a program is very simple in most programming languages (such as Python and Javascript) and is often used to illustrate the basic syntax of a programming language. It is often the first program written by people learning to code. It can also be used as a sanity test to make sure that a computer language is correctly installed, and that the operator understands how to use it.
New update alert! The 2022 update to the Trademark Assignment Dataset is now available online. Find 1.29 million trademark assignments, involving 2.28 million unique trademark properties issued by the USPTO between March 1952 and January 2023: https://t.co/njrDAbSpwBpic.twitter.com/GkAXrHoQ9T