1. The document provides formulas for calculating slope, deflection, and maximum deflection for various beam types under different loading conditions. It gives the equations for cantilever beams with concentrated loads, uniformly distributed loads, and varying loads. It also provides the equations for simply supported beams with these different load types and with couple moments applied. The equations relate the beam properties like length, load location, and intensity to the resulting slope and deflection values.
This document discusses beam deflection. It begins by defining beam deflection and the factors that affect it, including bending moment, material properties, and shape properties. It then presents the general formula for calculating beam deflection using double integration of the bending moment equation. Examples are given of using boundary conditions to solve for deflection in simply supported beams, cantilever beams, and beams under various loading types. Common deflection formulas are also presented.
The document discusses the load elongation curve for ligaments and identifies the region where straightening of crimped ligament fibrils occurs. It states that this takes place in region A-B, known as the toe region, where crimped ligaments begin to straighten out under non-linear, physiological level loading. It provides explanations for why the other answer choices representing regions B-C, C-D, E-F and point E are incorrect based on their characterization as the elastic region, plastic region, region of complete failure, and failure point respectively.
This document presents a problem solving steps for calculating the resultant hip joint force (J) given new positions of the acetabulum. When the acetabulum is moved medially, the problem asks to calculate J. The document lists the given information, assumptions made, and outlines the steps to set up and solve the static equilibrium equations to find J. These steps include: drawing a free body diagram of the forces on the hip; selecting a point to take moments about; writing the moment equilibrium equations; and solving the equations to find the unknown force J.
9 Viscoelasticity and biological tissuesLisa Benson
This document discusses viscoelastic properties of biological tissues. It defines viscoelasticity as time-dependent stress and strain behavior that exhibits both viscous and elastic properties. Materials show both instantaneous and delayed deformation when loaded, and some but not all deformation is recovered upon unloading. The document compares the viscoelastic behaviors of creep and stress relaxation in different tissues like muscle, ligament, tendon and cartilage. It explains that tissues contain different proportions of collagen and elastic fibers, contributing to their distinct viscoelastic properties. Examples are given of tendon, ligament and arterial tissues.
This document discusses mechanical models for representing viscoelastic materials in biomechanics. It introduces spring and dashpot models like the Maxwell and Voigt (Kelvin-Voigt) models that use equations to mathematically describe the stress and strain of viscoelastic behavior. The solid linear viscoelastic model combines features of the Maxwell and Voigt models to model viscoelastic materials.
11 kinematics and kinetics in biomechanicsLisa Benson
This document outlines the key topics to be covered in the BIOE 3200 biomechanics course for Fall 2015. Students will learn to define and distinguish between kinematics, which describes motion without regard to causes, and kinetics, which analyzes the forces that cause motion using Newton's laws. The course will teach how to draw free body diagrams, apply equations of motion, and use kinematic relationships to solve biomechanics problems involving subjects extending their legs as quickly as possible.
This document discusses diarthrodial joints and joint motion. It identifies important connective tissue structures in diarthrodial joints like synovial fluid, articular cartilage, meniscus, ligaments, tendons, and muscles. These structures provide lubrication, load distribution, joint stability, and transmission of forces. Joints allow six degrees of freedom consisting of three translations and three rotations. Applying statics to joint biomechanics problems requires assumptions like known axes of rotation and muscle attachments, negligible friction, and consideration of only two-dimensional forces. Anthropometric data provides average human body measures used in the analysis.
1. The document provides formulas for calculating slope, deflection, and maximum deflection for various beam types under different loading conditions. It gives the equations for cantilever beams with concentrated loads, uniformly distributed loads, and varying loads. It also provides the equations for simply supported beams with these different load types and with couple moments applied. The equations relate the beam properties like length, load location, and intensity to the resulting slope and deflection values.
This document discusses beam deflection. It begins by defining beam deflection and the factors that affect it, including bending moment, material properties, and shape properties. It then presents the general formula for calculating beam deflection using double integration of the bending moment equation. Examples are given of using boundary conditions to solve for deflection in simply supported beams, cantilever beams, and beams under various loading types. Common deflection formulas are also presented.
The document discusses the load elongation curve for ligaments and identifies the region where straightening of crimped ligament fibrils occurs. It states that this takes place in region A-B, known as the toe region, where crimped ligaments begin to straighten out under non-linear, physiological level loading. It provides explanations for why the other answer choices representing regions B-C, C-D, E-F and point E are incorrect based on their characterization as the elastic region, plastic region, region of complete failure, and failure point respectively.
This document presents a problem solving steps for calculating the resultant hip joint force (J) given new positions of the acetabulum. When the acetabulum is moved medially, the problem asks to calculate J. The document lists the given information, assumptions made, and outlines the steps to set up and solve the static equilibrium equations to find J. These steps include: drawing a free body diagram of the forces on the hip; selecting a point to take moments about; writing the moment equilibrium equations; and solving the equations to find the unknown force J.
9 Viscoelasticity and biological tissuesLisa Benson
This document discusses viscoelastic properties of biological tissues. It defines viscoelasticity as time-dependent stress and strain behavior that exhibits both viscous and elastic properties. Materials show both instantaneous and delayed deformation when loaded, and some but not all deformation is recovered upon unloading. The document compares the viscoelastic behaviors of creep and stress relaxation in different tissues like muscle, ligament, tendon and cartilage. It explains that tissues contain different proportions of collagen and elastic fibers, contributing to their distinct viscoelastic properties. Examples are given of tendon, ligament and arterial tissues.
This document discusses mechanical models for representing viscoelastic materials in biomechanics. It introduces spring and dashpot models like the Maxwell and Voigt (Kelvin-Voigt) models that use equations to mathematically describe the stress and strain of viscoelastic behavior. The solid linear viscoelastic model combines features of the Maxwell and Voigt models to model viscoelastic materials.
11 kinematics and kinetics in biomechanicsLisa Benson
This document outlines the key topics to be covered in the BIOE 3200 biomechanics course for Fall 2015. Students will learn to define and distinguish between kinematics, which describes motion without regard to causes, and kinetics, which analyzes the forces that cause motion using Newton's laws. The course will teach how to draw free body diagrams, apply equations of motion, and use kinematic relationships to solve biomechanics problems involving subjects extending their legs as quickly as possible.
This document discusses diarthrodial joints and joint motion. It identifies important connective tissue structures in diarthrodial joints like synovial fluid, articular cartilage, meniscus, ligaments, tendons, and muscles. These structures provide lubrication, load distribution, joint stability, and transmission of forces. Joints allow six degrees of freedom consisting of three translations and three rotations. Applying statics to joint biomechanics problems requires assumptions like known axes of rotation and muscle attachments, negligible friction, and consideration of only two-dimensional forces. Anthropometric data provides average human body measures used in the analysis.
This document discusses the viscoelastic properties of biological materials like bone and ligament, noting that the elastic modulus and strength of bone increases as the strain rate increases from slow walking to fast running. It also explains that bone is composed of mineralized collagen fibrils, giving it viscoplastic behavior where it will continue to deform under constant stress over time without fracturing. Graphs are presented showing the relationship between bone strain over time and increases in modulus and strength with higher loading rates.
This document discusses internal forces and moments in bending structures. It defines shear forces and bending moments, and explains that when a structure is loaded, internal forces and moments keep it from being pulled apart. It outlines how to determine these internal forces and moments by drawing a free body diagram of the structure, then making imaginary cuts along the structure and analyzing the forces and moments at each cut section. Resources for learning about free body diagrams, support reactions, and shear forces and bending moments are also provided.
Biomechanical testing of clavicle fx devicesLisa Benson
The document describes a study that tested various clavicle fracture fixation devices under torsion and bending loads. The objectives were to compare the mechanical strength, stiffness, and failure modes of different plate designs. Devices from Synthes and DePuy were tested, including dynamic compression plates, locking plates, and a pin. Results showed differences in torsional strength and stiffness between devices, as well as differences in failure mechanisms. Calculated torque values based on plate geometry and material properties were generally consistent with experimental torque measurements at yield, though assumptions introduce some error.
This document discusses torsion and stresses in structures subjected to twisting forces. It begins by describing the torsion formula which relates shear stress to radius and polar moment of inertia. Maximum shear stress occurs at the outer radius. Torque is dependent on position along the length. Principal stresses in torsion occur at 45 degrees to the centerline and are equal in magnitude but opposite in direction (tensile and compressive). The magnitude of the principal stresses equals the maximum shear stress.
This document discusses principal stresses, maximum shear stress, and how to calculate and visualize them. It describes principal stresses as the minimum and maximum normal stresses in a material, which occur when shear stress is zero. It presents equations to calculate principal stresses and maximum shear stress from the normal and shear stresses, and how to find the angles at which they act. The document also discusses sketching and visualizing these stresses on a stress element.
This document discusses stress transformations, which are calculations of stresses in multiple planes within rigid bodies. It provides learning objectives about calculating stresses in different planes, defines stresses within rigid bodies and stress elements. It then recalls the definition of stresses in 3D and discusses summing forces on an inclined stress element. Finally, it presents equations to calculate the transformed stresses σxx', σyy' and τxy' in a new coordinate system defined by the angle θ.
This document discusses the mechanical properties of bone. It begins by outlining the learning objectives, which are to conduct stress analysis on bone samples, identify how bone's anisotropic material properties arise, and analyze how changes in bone composition affect stress and strain. It then explains that mechanical testing of materials involves applying and measuring forces and deformations. The document discusses how bone is a composite material made of collagen and hydroxyapatite mineral, giving it anisotropic properties, and strongest in compression. It attributes bone's anisotropic properties to its cortical and cancellous bone structures. Finally, it notes bone is a dynamic material that repairs itself and changes with aging and weight-bearing levels.
2 stress and strain intro for slideshareLisa Benson
This document defines key concepts related to stress and strain in engineering. It introduces terminology like stress, strain, Young's modulus, and Poisson's ratio. It explains that internal forces develop in objects under load to prevent separation. Stress is defined as the internal force per unit area, and can be normal or shear. Strain is the deformation from loading, and can be normal changes in length or shear changes in angle. Constitutive equations relate stress and strain through material properties like Young's modulus and Poisson's ratio.
This document defines key concepts in stress and strain analysis:
1) It defines normal stress, shear stress, normal strain, shear strain, and material properties like Young's modulus and Poisson's ratio.
2) It explains that internal forces develop in materials under loading to prevent separation, and that stress is calculated as the limit of force over area as the area approaches zero.
3) It notes that stress is a tensor with directional components, while strain describes changes in size and shape from loading.
Bone is a composite material made up of cells and an extracellular matrix. At the micro level, bone contains osteoblasts that build bone tissue, osteoclasts that resorb bone, and osteocytes embedded in the matrix. The matrix is made of collagen fibers mineralized with hydroxyapatite crystals. Bones can be classified by their macro structure as long, short, flat, or irregular. Long bones have a diaphysis and epiphyses. Bone structure is adapted to its mechanical functions according to Wolff's law.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
This document provides guidance on designing a course syllabus. It compares key elements of course design to those of a research project. Some of the main steps outlined include determining student backgrounds and interests, formulating learning objectives based on these as well as the instructor's expertise, and choosing an appropriate scope and content. The document also discusses developing learning experiences and assessments to achieve the objectives and preparing the syllabus. Key components that should be included in the syllabus are identified, such as course information, policies, and required materials. The purpose of writing learning objectives and designing the syllabus from a learner-centered perspective are also addressed.
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Frameworks and External Requirements for Eng and Sci EducationLisa Benson
This document discusses various educational frameworks and accreditation criteria that engineering instructors must consider when designing learning activities. It outlines ABET criteria for engineering programs, including abilities in math/science, experiment design, engineering problem-solving, communication, and professional responsibilities. General education requirements at universities are also examined, showing similarities to traditional liberal arts of grammar, logic, rhetoric, arithmetic, music, geometry and astronomy. The effect of general education requirements on engineering education is discussed, considering how they may support or conflict with developing engineering skills based on ABET criteria.
This document discusses teaching Millennial and diverse students in engineering. It provides characteristics of Millennials, such as being sheltered, confident, and team-oriented. It also discusses the increasing diversity of future college students and different learning styles models. However, it notes debate around whether learning styles accurately describe how students learn and cautions against overgeneralizing based on models like Myers-Briggs personality types. The key is teaching in multiple modalities and balancing students' preferred and non-preferred modes.
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECTjpsjournal1
The rivalry between prominent international actors for dominance over Central Asia's hydrocarbon
reserves and the ancient silk trade route, along with China's diplomatic endeavours in the area, has been
referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
This document discusses the viscoelastic properties of biological materials like bone and ligament, noting that the elastic modulus and strength of bone increases as the strain rate increases from slow walking to fast running. It also explains that bone is composed of mineralized collagen fibrils, giving it viscoplastic behavior where it will continue to deform under constant stress over time without fracturing. Graphs are presented showing the relationship between bone strain over time and increases in modulus and strength with higher loading rates.
This document discusses internal forces and moments in bending structures. It defines shear forces and bending moments, and explains that when a structure is loaded, internal forces and moments keep it from being pulled apart. It outlines how to determine these internal forces and moments by drawing a free body diagram of the structure, then making imaginary cuts along the structure and analyzing the forces and moments at each cut section. Resources for learning about free body diagrams, support reactions, and shear forces and bending moments are also provided.
Biomechanical testing of clavicle fx devicesLisa Benson
The document describes a study that tested various clavicle fracture fixation devices under torsion and bending loads. The objectives were to compare the mechanical strength, stiffness, and failure modes of different plate designs. Devices from Synthes and DePuy were tested, including dynamic compression plates, locking plates, and a pin. Results showed differences in torsional strength and stiffness between devices, as well as differences in failure mechanisms. Calculated torque values based on plate geometry and material properties were generally consistent with experimental torque measurements at yield, though assumptions introduce some error.
This document discusses torsion and stresses in structures subjected to twisting forces. It begins by describing the torsion formula which relates shear stress to radius and polar moment of inertia. Maximum shear stress occurs at the outer radius. Torque is dependent on position along the length. Principal stresses in torsion occur at 45 degrees to the centerline and are equal in magnitude but opposite in direction (tensile and compressive). The magnitude of the principal stresses equals the maximum shear stress.
This document discusses principal stresses, maximum shear stress, and how to calculate and visualize them. It describes principal stresses as the minimum and maximum normal stresses in a material, which occur when shear stress is zero. It presents equations to calculate principal stresses and maximum shear stress from the normal and shear stresses, and how to find the angles at which they act. The document also discusses sketching and visualizing these stresses on a stress element.
This document discusses stress transformations, which are calculations of stresses in multiple planes within rigid bodies. It provides learning objectives about calculating stresses in different planes, defines stresses within rigid bodies and stress elements. It then recalls the definition of stresses in 3D and discusses summing forces on an inclined stress element. Finally, it presents equations to calculate the transformed stresses σxx', σyy' and τxy' in a new coordinate system defined by the angle θ.
This document discusses the mechanical properties of bone. It begins by outlining the learning objectives, which are to conduct stress analysis on bone samples, identify how bone's anisotropic material properties arise, and analyze how changes in bone composition affect stress and strain. It then explains that mechanical testing of materials involves applying and measuring forces and deformations. The document discusses how bone is a composite material made of collagen and hydroxyapatite mineral, giving it anisotropic properties, and strongest in compression. It attributes bone's anisotropic properties to its cortical and cancellous bone structures. Finally, it notes bone is a dynamic material that repairs itself and changes with aging and weight-bearing levels.
2 stress and strain intro for slideshareLisa Benson
This document defines key concepts related to stress and strain in engineering. It introduces terminology like stress, strain, Young's modulus, and Poisson's ratio. It explains that internal forces develop in objects under load to prevent separation. Stress is defined as the internal force per unit area, and can be normal or shear. Strain is the deformation from loading, and can be normal changes in length or shear changes in angle. Constitutive equations relate stress and strain through material properties like Young's modulus and Poisson's ratio.
This document defines key concepts in stress and strain analysis:
1) It defines normal stress, shear stress, normal strain, shear strain, and material properties like Young's modulus and Poisson's ratio.
2) It explains that internal forces develop in materials under loading to prevent separation, and that stress is calculated as the limit of force over area as the area approaches zero.
3) It notes that stress is a tensor with directional components, while strain describes changes in size and shape from loading.
Bone is a composite material made up of cells and an extracellular matrix. At the micro level, bone contains osteoblasts that build bone tissue, osteoclasts that resorb bone, and osteocytes embedded in the matrix. The matrix is made of collagen fibers mineralized with hydroxyapatite crystals. Bones can be classified by their macro structure as long, short, flat, or irregular. Long bones have a diaphysis and epiphyses. Bone structure is adapted to its mechanical functions according to Wolff's law.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
This document provides guidance on designing a course syllabus. It compares key elements of course design to those of a research project. Some of the main steps outlined include determining student backgrounds and interests, formulating learning objectives based on these as well as the instructor's expertise, and choosing an appropriate scope and content. The document also discusses developing learning experiences and assessments to achieve the objectives and preparing the syllabus. Key components that should be included in the syllabus are identified, such as course information, policies, and required materials. The purpose of writing learning objectives and designing the syllabus from a learner-centered perspective are also addressed.
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Frameworks and External Requirements for Eng and Sci EducationLisa Benson
This document discusses various educational frameworks and accreditation criteria that engineering instructors must consider when designing learning activities. It outlines ABET criteria for engineering programs, including abilities in math/science, experiment design, engineering problem-solving, communication, and professional responsibilities. General education requirements at universities are also examined, showing similarities to traditional liberal arts of grammar, logic, rhetoric, arithmetic, music, geometry and astronomy. The effect of general education requirements on engineering education is discussed, considering how they may support or conflict with developing engineering skills based on ABET criteria.
This document discusses teaching Millennial and diverse students in engineering. It provides characteristics of Millennials, such as being sheltered, confident, and team-oriented. It also discusses the increasing diversity of future college students and different learning styles models. However, it notes debate around whether learning styles accurately describe how students learn and cautions against overgeneralizing based on models like Myers-Briggs personality types. The key is teaching in multiple modalities and balancing students' preferred and non-preferred modes.
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECTjpsjournal1
The rivalry between prominent international actors for dominance over Central Asia's hydrocarbon
reserves and the ancient silk trade route, along with China's diplomatic endeavours in the area, has been
referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
Use PyCharm for remote debugging of WSL on a Windo cf5c162d672e4e58b4dde5d797...shadow0702a
This document serves as a comprehensive step-by-step guide on how to effectively use PyCharm for remote debugging of the Windows Subsystem for Linux (WSL) on a local Windows machine. It meticulously outlines several critical steps in the process, starting with the crucial task of enabling permissions, followed by the installation and configuration of WSL.
The guide then proceeds to explain how to set up the SSH service within the WSL environment, an integral part of the process. Alongside this, it also provides detailed instructions on how to modify the inbound rules of the Windows firewall to facilitate the process, ensuring that there are no connectivity issues that could potentially hinder the debugging process.
The document further emphasizes on the importance of checking the connection between the Windows and WSL environments, providing instructions on how to ensure that the connection is optimal and ready for remote debugging.
It also offers an in-depth guide on how to configure the WSL interpreter and files within the PyCharm environment. This is essential for ensuring that the debugging process is set up correctly and that the program can be run effectively within the WSL terminal.
Additionally, the document provides guidance on how to set up breakpoints for debugging, a fundamental aspect of the debugging process which allows the developer to stop the execution of their code at certain points and inspect their program at those stages.
Finally, the document concludes by providing a link to a reference blog. This blog offers additional information and guidance on configuring the remote Python interpreter in PyCharm, providing the reader with a well-rounded understanding of the process.
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...IJECEIAES
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
International Conference on NLP, Artificial Intelligence, Machine Learning an...gerogepatton
International Conference on NLP, Artificial Intelligence, Machine Learning and Applications (NLAIM 2024) offers a premier global platform for exchanging insights and findings in the theory, methodology, and applications of NLP, Artificial Intelligence, Machine Learning, and their applications. The conference seeks substantial contributions across all key domains of NLP, Artificial Intelligence, Machine Learning, and their practical applications, aiming to foster both theoretical advancements and real-world implementations. With a focus on facilitating collaboration between researchers and practitioners from academia and industry, the conference serves as a nexus for sharing the latest developments in the field.
Electric vehicle and photovoltaic advanced roles in enhancing the financial p...IJECEIAES
Climate change's impact on the planet forced the United Nations and governments to promote green energies and electric transportation. The deployments of photovoltaic (PV) and electric vehicle (EV) systems gained stronger momentum due to their numerous advantages over fossil fuel types. The advantages go beyond sustainability to reach financial support and stability. The work in this paper introduces the hybrid system between PV and EV to support industrial and commercial plants. This paper covers the theoretical framework of the proposed hybrid system including the required equation to complete the cost analysis when PV and EV are present. In addition, the proposed design diagram which sets the priorities and requirements of the system is presented. The proposed approach allows setup to advance their power stability, especially during power outages. The presented information supports researchers and plant owners to complete the necessary analysis while promoting the deployment of clean energy. The result of a case study that represents a dairy milk farmer supports the theoretical works and highlights its advanced benefits to existing plants. The short return on investment of the proposed approach supports the paper's novelty approach for the sustainable electrical system. In addition, the proposed system allows for an isolated power setup without the need for a transmission line which enhances the safety of the electrical network
Generative AI leverages algorithms to create various forms of content
7 bending stresses
1. BIOE 3200 - Fall 2015
Galileo’s Beam
To read more about the history of beam theory, check this out:
https://newtonexcelbach.wordpress.com/2008/02/27/the-history-of-the-theory-of-beam-bending-part-1/
Normal and
Shear
Stresses in
Bending
3. Axial loads in long bones create
bending
BIOE 3200 - Fall 2015
4. Normal Stresses in Beams
BIOE 3200 - Fall 2015
From http://www.strucalc.com/engineering-
resources/normal-stress-bending-stress-shear-stress/
Normal stress in beam cross-
section in bending:
σx =
𝑀 𝑧
𝐼
𝑦 𝑑𝐴 =
𝑀 𝑧
𝑦
𝐼 𝑧
σx = Normal (flexural) stress
Mz= Bending moment
y = vertical distance from the neutral axis
Iz = Second moment of area
Definition of
normal stress:
5. Shear Stresses in Beams
BIOE 3200 - Fall 2015
Shear stress in beam cross-section in bending:
τxy =
𝑉 𝑥 𝑑𝑥
𝐼
𝑦 𝑑𝐴 =
𝑉(𝑥)𝑄
𝑡𝐼 𝑧
τxy = Shear stress
Q = first moment of the shaded area with respect to the neutral axis
V(x) = Calculated shear at specific section
y = vertical distance from the neutral axis
I = Second moment of area
t = Width of beam at depth of specific section
6. What is the first moment of area?
Area: A = 𝐴
𝑑𝐴
First moment of area
𝑄 𝑦 = 𝐴
𝑥 𝑑𝐴 ; 𝑄 𝑥 = 𝐴
𝑦 𝑑𝐴
◦ Qy=Axc , Qx=A yc ; Q=0 about centroid
axes
Centroid:
◦ xc = Qy/A
◦ yc = Qx/A
Second moment of area:
𝐼x = 𝑦2
𝑑𝐴
◦ 𝐼 = 𝑏ℎ3
12
for rectangular cross sections
BIOE 3200 - Fall 2015
7. Calculating first moment of area Q(y) at
a point p in a rectangular cross-section:
𝑦𝑝 : Distance from origin of z-y
coordinate (centroid of the rectangle)
to centroid of the shaded area
y : Distance from origin of z-y
coordinate (centroid of the rectangle)
to bottom of the shaded area (where p
is located)
𝐴 𝑝: Area value of the shaded area
b = width of beam; h = height of beam
Qx=𝐴 𝑝 𝑦𝑝
BIOE 3200 - Fall 2015
Editor's Notes
σx balances moment Mz across cross section of beam
Shear stress balances shear force across cross section of beam
Just as the moment of force is force times distance from an axis, the moment of area is area times the distance from an axis.
The point at which mass is concentrated is called the center of gravity.
The point at which area is concentrated is called the centroid.
If area is a flat thin slice of a mass, the centroid is then at the same place as the center
of gravity. This point is where you could balance the thin sheet on a sharp point and it would not tip off in any direction.
Full explanation of how to calculate Q shown in text on pp. 218 – 219, Example 5.4.