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Probabilistic graphical models are a powerful framework for representing complex domains using probability distributions, with numerous applications in machine learning, computer vision, natural language processing and computational biology. Graphical models bring together graph theory and probability theory, and provide a flexible framework for modeling large collections of random variables with complex interactions. This course will provide a comprehensive survey of the topic, introducing the key formalisms and main techniques used to construct them, make predictions, and support decision-making under uncertainty.
Collaboration Policy and Honor Code: You are free to form study groups and discuss homeworks and projects. However, you must write up homeworks and code from scratch independently without referring to any notes from the joint session. You should not copy, refer to, or look at the solutions in preparing their answers from previous years' homeworks. It is an honor code violation to intentionally refer to a previous year's solutions, either official or written up by another student. Anybody violating the honor code will be referred to the Office of Judicial Affairs.
53. These situations have caused sister earth, along with all the abandoned of our world, to cry out, pleading that we take another course. Never have we so hurt and mistreated our common home as we have in the last two hundred years. Yet we are called to be instruments of God our Father, so that our planet might be what he desired when he created it and correspond with his plan for peace, beauty and fullness. The problem is that we still lack the culture needed to confront this crisis. We lack leadership capable of striking out on new paths and meeting the needs of the present with concern for all and without prejudice towards coming generations. The establishment of a legal framework which can set clear boundaries and ensure the protection of ecosystems has become indispensable; otherwise, the new power structures based on the techno-economic paradigm may overwhelm not only our politics but also freedom and justice.
223. Such sobriety, when lived freely and consciously, is liberating. It is not a lesser life or one lived with less intensity. On the contrary, it is a way of living life to the full. In reality, those who enjoy more and live better each moment are those who have given up dipping here and there, always on the look-out for what they do not have. They experience what it means to appreciate each person and each thing, learning familiarity with the simplest things and how to enjoy them. So they are able to shed unsatisfied needs, reducing their obsessiveness and weariness. Even living on little, they can live a lot, above all when they cultivate other pleasures and find satisfaction in fraternal encounters, in service, in developing their gifts, in music and art, in contact with nature, in prayer. Happiness means knowing how to limit some needs which only diminish us, and being open to the many different possibilities which life can offer.
The course description summarizes the purpose and key topical areas of the course, and includes special requirements if they exist. It indicates the mode of instruction, such as lecture and/or laboratory; if no mode is indicated, the course is supervised independent study. If a course can be taken more than once for credit, the description will indicate that either major credit or total credit is limited to a specified number of units. Some course descriptions end with information about whether the course was "formerly" another course or whether the course is cross-listed. A cross-listed course is the same course offered within multiple subject areas, MCRO/WVIT 301 Wine Microbiology for example.
Analysis of motions of particles and rigid bodies encountered in engineering. Velocity, acceleration, relative motion, work, energy, impulse, and momentum. Further development of mathematical modeling and problem solving. Vector mathematics where appropriate. Course offered in hybrid format with classroom-based and online learning. 3 lectures. Crosslisted as HNRS 214/ME 212.
Introduction to mechanical engineering and its application in professional practice. Investigation of personal and professional ethics. Familiarization with the ME curriculum including cooperative education and international exchange opportunities. Course may be offered in classroom-based or online format. 1 lecture.
Biomechanical analysis of the musculoskeletal system. Emphasis on the use of statics, dynamics, strength of materials, viscoelasticity, and poroelasticity to analyze the mechanical loads acting on human joints, the mechanical properties of tissues, and the design of artificial joints. Course offered in hybrid format with classroom-based and online learning. 3 lectures, 1 laboratory.
Air and water distribution components and systems and the design of these systems with applications to the heating, ventilating and air-conditioning (HVAC) industry. Course offered in hybrid format with classroom-based and online learning. 3 lectures, 1 laboratory.
Introduction to continuum mechanics. Kinematics, stress, and balance laws. Constitutive theory for isotropic and anisotropic solids and viscous fluids. Applications including design of beams and pressure vessels, stress concentrations, fiber-reinforced composites, and non-homogeneous biological materials. Course offered in hybrid format with classroom-based and online learning. 4 lectures. Crosslisted as CE 511/ME 501.
Perfectly plastic and work hardening materials; von Mises and Tresca yield, isotropic and kinematic hardening flow rules, boundary-value problems. Finite elasticity: kinematics, Cauchy- and Green-elasticity, invariance, constraints, Neo-Hookean and Mooney-Rivlin materials, experimental approaches, non-uniqueness, anisotropy, residual stress, thermoelasticity, boundary-value problems. Course offered in hybrid format with classroom-based and online learning. 4 lectures. Crosslisted as CE 513/ME 503.
These scientific complexities are further compounded for discovery of antibacterial agents targeting Gram-negative bacilli because of the unique biology of the Gram-negative cellular structure [19]. The lipid-rich membrane bilayer that envelops the cell wall creates unique physiochemical barriers to antibacterial penetration into the interior of the cells. Furthermore, porins and efflux pumps are ubiquitous among Gram-negative bacteria as a means to control nutrient and toxin influx and efflux and thus serve as natural resistance mechanisms for many antibacterial agents. These factors likely account for the lack of development of any new antibacterial classes for Gram-negative bacteria for more than 45 years (since nalidixic acid, the progenitor of the synthetic fluoroquinlones, was developed).
She expounded on her reasoning in a second follow-up and called on school teachers to show the problem to classes. In her final column on the problem, she gave the results of more than 1,000 school experiments. Most respondents now agree with her original solution, with half of the published letters declaring their authors had changed their minds.[22]
On June 22, 2014, Savant made an error in a word problem. The question was: "If two people could complete a project in six hours, how long would it take each of them to do identical projects on their own, given that one took four hours longer than the other?" Her answer was 10 hours and 14 hours, reasoning that if together it took them 6 hours to complete a project, then the total effort was 12 "man hours". If they then each do a separate full project, the total effort needed would be 24 hours, so the answer (10+14) needed to add up to 24 with a difference of 4.[27] Savant later issued a correction, as the answer ignored the fact that the two people get different amounts of work done per hour: if they are working jointly on a project, they can maximize their combined productivity, but if they split the work in half, one person will finish sooner and cannot fully contribute. This subtlety causes the problem to require solving a quadratic equation and does not have a rational solution. Instead, the answer is 4 + 40 {\displaystyle 4+{\sqrt {40}}} (approximately 10.32) and 8 + 40 {\displaystyle 8+{\sqrt {40}}} (approximately 14.32) hours.[28]
Third quarter of a three-quarter introductory physics course geared toward life-science majors. The physics of oscillations and waves, vibrating strings and sound, and the interaction of light with matter as illustrated through optics and quantum mechanics. Examples from biology, sports, medicine, and current events. PHYS 1C and 1CL are designed to be taken concurrently but may be taken in separate terms; taking the lecture before the lab is the best alternative to enrolling in both. Prerequisites: PHYS 1B or 2B, and MATH 10B or 20B.
Unlike air-flow over flat surfaces, individual stress components for the marine boundary layer are not well resolved, and their interactions are even less well determined. The complicating factor for the oceanic case is the presence of a free surface at the boundary. As the wind blows over the ocean, waves form, grow, interact with each other, and eventually break. In addition to the stress from the viscous boundary effects and turbulence, there is also stress due to the form of the waves (e.g., Janssen, 1989; Belcher and Hunt, 1993; Makin et al., 1995; Hare et al., 1997; Edson and Fairall, 1998). Recent work (Veron et al., 2008) at low to moderate wind speeds has also shown that that there are wave-modulated sensible and latent heat fluxes. In the marine atmospheric boundary layer, the partition between viscous, turbulent, and wave stresses, is poorly understood. The consensus seems to be that in low winds, the viscous stress dominates, whereas the role of the surface waves and breaking wave decreases. Therefore, the classical wall-layer approach needs to be modified to incorporate a sea-state dependence which is usually parameterized by the wave age. Furthermore, modeling shows that the momentum flux is strongly linked to breaking wave and near-surface wind properties rather than just wind speed (Sullivan and McWilliams, 2010). Thus, the role of surface waves, and breaking waves in particular, needs to be better understood. 2b1af7f3a8
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