Vibro School Video

Vibro School Video === https://shurll.com/2t7UBB

Note: These videos may contain outdated CDC branding and agency names because they were produced in the 1990s. However, the cholera-related information might still be relevant for cholera treatment or dealing with cholera outbreaks.

Math can be a helpful bridge for English language learners (ELLs) that have studied math in their home countries or in other schools. Nevertheless, some students will have limited math experience, and all ELLs will need practice mastering the language of math and learning how to understand word problems and use language in math class for tasks such as explaining their answers. These resources offer strategies for math instruction at various grade and English proficiency levels.

The TEEM vision is to increase the proportion of English Learner (EL) students completing challenging mathematics courses by creating communities of inquiry among students, teachers and school leaders. Students engage in structured inquiry through the use of interactive notebooks in mathematics; teachers improve mathematics instruction by forming communities of inquiry supported by Summer Institutes and Lesson Study; and principals develop as instructional leaders in mathematics. Key strategies include talking through number lessons, lesson study cycles based on strategies commonly used in Japan, and math journals. The project was recently featured in Education Week.

Why did we use the hairless skin on the palms of the hands and the soles of the feet? Because this skin is more sensitive than hairy skin, and therefore has a lower vibrotactile threshold. We thought that singers could use their fingertips to feel the vibrations caused by other musicians. However, musicians playing instruments with their hands would need to use their feet to feel the vibrations. To provide the vibration, we used a flat disc that contacts the hand or the foot, connected to a device called an electrodynamic shaker (Figure 1). Shakers are similar to loudspeakers, but instead of producing sound, they only make vibration. A loudspeaker is fragile and is easily damaged so it can not be touched, but a shaker is robust and can support the weight of a hand or foot.

For low-pitched notes, we found that the heel and the forefoot had lower vibrotactile thresholds than the fingertip. Most musicians can not use their fingertips while they are playing an instrument, so it is helpful that their feet are more sensitive, and they can use those to detect vibrations. We also found that the vibrotactile threshold for fingertips is similar for people with normal hearing and people who are deaf. This means that vibration could be used by everyone.

Our equipment was installed in the Royal School of the Deaf Derby. Video 1 shows the responses of staff and pupils who used the vibrotactile equipment to understand musical pitch and play music together in their lessons [5]. The music teacher, Matthew Taylor, found that the equipment made a positive change to his teaching and that it created a calmer atmosphere in the classroom. Matthew used the equipment to help his students make a connection between vibration and the pitch of a note. This helped the students decide if one note was higher or lower than another note. Matthew said that his students became more interested, independent, and active in music lessons, and that they really enjoyed playing music together.

In June, the Tooth Fairy sculpture was returned to the school and placed in the new West Courtyard. The iconic sculpture, created by artist (and U-M alumni) Bill Barrett, was originally the centerpiece of the school's former large courtyard. It was removed in July 2019 for the renovation which took more than 18 months to complete. Now back on site, the sculpture is part of a new open space at the school.

The school opened the courtyard addition, which is the first addition of new space at the school in more than 50 years. Occupying more than half the former courtyard area of the school, the 48,000-square-foot addition includes research labs, student meeting spaces, conference rooms, offices and a new entrance from North University Avenue.

The courtyard addition is now completely enclosed and interior work has commenced. This new, 48,000-square-foot addition to the school provides new space for research labs, student meeting spaces, conference rooms and offices.

The structural portion of the courtyard addition was completed in March. The school celebrated with a beam-signing party. Many members of the school community joining Granger, the construction management team, for coffee and cookies while they signed a steel beam that will be a permanent part of the courtyard addition. The beam was installed a few days later.

Construction at the north entrance that will include a new clinic entrance and main reception area for the school. The build-out area was covered by a temporary roof to createthe construction zone that will create new space on three floors.

A new main entrance and redesigned registration area will flow directly to predoctoral dental clinics, which will all be on one floor for a more streamlined and efficient entry to the school and appointments. Patients utilizing specialty clinics elsewhere in the building will find improved wayfinding signage, pathways and elevators that allow them to more easily navigate to their appointments. Larger, improved dental operatories and the latest technological improvements in dental equipment will allow students and faculty to maintain the innovative treatment that has long marked U-M as one of the top-ranked dental schools in the world. The latest advances in electronic health records, developed for the School of Dentistry, will aid in more efficient care for patients. A new clinic for patients with special needs will provide specialized equipment and practices to serve patients with a wide variety of physical and mental limitations, such as developmental disabilities, cognitive impairments, blindness or hearing loss, complex medical problems, stress disorders related to military service or vulnerable conditions unique to the elderly.

Many of the benefits for patients are also benefits for students and faculty, particularly the larger dental operatories that will allow more access for the practice of modern dentistry and to accommodate the team of specialists who provide individualized interprofessional care. Centralized equipment dispensaries and sterilization services will help students provide more efficient patient care, as will the revised design of the clinic areas. Technology improvements will include operatories with video capability for creating instructional videos.

Construction will be coordinated in several major phases to allow the school to continue its educational, clinical and research mission during the renovation, with completion expected sometime in early 2022.

When COVID-19 emerged as a threat to our global community, I pondered how I could use these unique visualization tools to help. These measurement systems excel at showing how air moves around, so it was clear to me that I could use these tools to create qualitative video content that illustrates the importance of wearing a face covering and the pros and cons of various kinds of homemade face coverings in an easily understandable way.

NIST does not endorse any particular face covering pattern. There are many good patterns available for free on the web and I have personally made at least 8 different kinds from these tutorials. This video show qualitative air flow differences among different face covering designs and materials, not which are the best available. We recommend that you try several different tutorials. Chose the one that best matches your sewing skills and the materials you have available. Then tweak it if necessary to get, as Matt says above a breathable, multi-layer, comfortably snug fit. Happy sewing!

This NIST project does not show the transmission of viruses. And homemade face coverings are clearly not as effective as N95 masks and other personal protective equipment at filtering viruses. What this video does show is the dramatic difference with and without a face covering in the trajectory for the bulk of airflow created while breathing, talking, and coughing. As the author states, this shows qualitatively how wearing a well-fitting face covering can protect others.

I had my concerns about the validity of the use of cloth masks ever since the CDCx first declared them ineffective. However, logic told me that something was better than nothing since natural breathing is a release into the air...inside and outside. The test in this video was well executed and should be shown in all venues...especially in churches (singing), schools and colleges and childcare facilities.

Great video. Thanks for doing it and sharing it with us. I am looking forward to seeing the one with the fog droplets. I would like some further confirmation of the 6 foot social distancing recommendation. The current video seems to indicate that even without a mask, 6 foot is excessive, especially for normal breathing. (I can always turn my head away from others or cough into my sleeve when I am near others.) I understand that since the video only shows the flow of gas that is warmer than the surrounding air, it doesn't show the full extent of the aerosol dispersion. The exhaled air quickly cools down to ambient temperature but an aerosol would continue to move in the direction projected, only affected by gravitational forces and other air flows.