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MSU IT offers a number of valuable tools and services that can help you create an experience that facilitates student success regardless of bandwidth, time zones, or class size. To make an appointment with an instructional technologist, fill out the appointment form located at https://tech.msu.edu/service-catalog/teaching/instructional-design-development/ or e-mail the MSU IT Service Desk at ithelp@msu.edu and request a consultation with Instructional Technology and Development. If you prefer the phone, you can also contact them at (517)432-6200. 

Key facts

Dengue is a mosquito-borne viral infection.
The virus responsible for causing dengue, is called dengue virus (DENV). There are four DENV serotypes, meaning that it is possible to be infected four times.
Severe dengue is a leading cause of serious illness and death in some Asian and Latin American countries. It requires management by medical professionals.
While many DENV infections produce only mild illness, DENV can cause an acute flu-like illness. Occasionally this develops into a potentially lethal complication, called severe dengue.
There is no specific treatment for dengue/severe dengue. Early detection of disease progression associated with severe dengue, and access to proper medical care lowers fatality rates of severe dengue to below 1%.
Dengue is found in tropical and sub-tropical climates worldwide, mostly in urban and semi-urban areas.

1.  Consider Your Clothing. 

You don’t have to dress nicely by any means, but you should probably follow a couple of basic rules.  Most importantly, don’t ever consider fanny packs/bum bags.  Not under any circumstances.  They are easy to rob, mark you as a tourist, and most damning of al they are goddamn ugly.  For North Americans, leave behind the white socks, white sneakers, and baseball cap as well.  It’s certainly okay to keep your own sense of style, but if you want people to treat you more fairly, then avoiding the stereotypes is a good idea.

 

2. Money Matters

How much should you take and in what form?  The simplest approach is to forget traveler’s checks and large wads of cash.  Instead, bring your ATM card and pull out your money as you need it.  Try to withdraw the equivalent of a couple hundred at a time–this way you don’t pay a fortune in transaction fees, but if you lose your cash or are robbed it’s not the end of the world.  Most cities and almost all airports are connected these days–if you are going to be in one or passing through one you should be just fine. 

 

3.  Your Budget Will Be Wrong. 
You can plan down to the last tuppence, but in the end your trip–be it 2 weeks or 12 months–will cost more than your highest estimate.  Whether it’s replacing stolen/lost items, mailing things home, signing up for expensive tours, loads of souvenirs, or simply finding that the least expensive places are that way for a reason, that’s the nature of dealing with the unexpected.  Most importantly, don’t stress when things cost more than you expected.  (It’s the nature of the beast.  If you are simply flat broke, there are places all over the Internet about working abroad.)

The classic egg drop experiment gets reinvented as a driving question for physics students to explore a real-world problem.

By Suzie Boss
July 26, 2018
When a teenager climbs atop his desk and drops an object to the floor, teacher Johnny Devine doesn’t object. Far from it—he’s as eager as the rest of the class to see what happens next.

In a split second, the student and his teammates get positive feedback for the object they have cobbled together by hand. A small parachute made of plastic and held in place with duct tape opens as planned, slowing the descent and easing the cargo to a safe landing. Students exchange quick smiles of satisfaction as they record data. Their mission isn’t accomplished yet, but today’s test run brings them one step closer to success as aspiring aerospace engineers.



To boost engagement in challenging science content, Devine has his students tackle the same problems that professional scientists and engineers wrestle with. “Right away, they know that what they are learning can be applied to an actual career,” Devine says. “Students are motivated because it’s a real task.”

From the start of Mission to Mars, students know that expert engineers from local aerospace companies will evaluate their final working models of Mars landing devices. Their models will have to reflect the students’ best thinking about how to get a payload from orbit onto the surface of the Red Planet without damaging the goods inside. While real Mars landings involve multimillion-dollar equipment, students’ launchers will carry four fragile eggs.

THE ROAD MAP

Although the project gives students considerable freedom, it unfolds through a series of carefully designed stages, each focused on specific learning goals. Having a detailed project plan “creates a roadmap,” Devine explains, “for the students to really track their progress and see how what they’re learning connects back to the guiding question: How can we successfully land a rover on Mars?”

©George Lucas Educational Foundation

Before introducing technical content, Devine wants students to visualize what space scientists actually do. By watching videos of engineers who design entry, descent, and landing systems for spacecraft, students start getting into character for the work ahead.

Devine introduces a series of hands-on activities as the project unfolds to help students put physics concepts into action. They learn about air resistance, for instance, by experimenting with parachute designs and wrestling with a real challenge: How will they slow their landers to a reasonable speed for entry into the thin Martian atmosphere?

To apply the concept of change in momentum, students design airbag systems to go on the bottom of their landers—a location aptly called the crumple zone. They experiment with bubble wrap and other materials as potential cushioners for their cargo.

As the grand finale approaches, students keep using what they learn to test, analyze, and modify their designs. “You have to repeat the equations with different trials,” one student explains. “Being able to use that math over and over again helps it stick.”

Much of the hands-on learning in this PBL classroom “might look like a traditional physics lab,” Devine acknowledges, with students learning concepts through inquiry investigations. What’s different is the teacher’s ongoing reminder “to make sure students stay in character” as systems engineers. Each lab investigation relates back to their driving question and creates more opportunities for Devine to ask probing questions and formatively assess his students’ understanding. “We do a lot of framing in and framing out after each of those lessons so students have the chance to reflect and connect it back,” the teacher explains.

EXPERT CONVERSATIONS

When it is finally time for students to launch their precious cargo off a second-story landing, engineers from local aerospace companies are standing by to assess results. How many eggs in each lander will survive the fall?

Even more important than the test data are the discussions between experts and students. One engineer, for instance, asks to see earlier versions of a team’s design and hear about the tests that led to modifications. A student named Elizabeth perks up when she hears engineers using the same technical vocabulary that she and her classmates have learned. “It was kind of a connection—this is actually a thing that goes on,” she says.

“They had really deep, meaningful conversations so that students could practice communicating their justification for their designs,” Devine says. Hearing them use academic language and apply physics concepts tells the teacher that students deeply understand the science behind their designs. “At the end of the day, that’s what I’m most concerned about,” he says.

https://youtu.be/bKc2shFqLao


 

Does this test have other names?
ESR, sed rate
What is this test?
Erythrocyte sedimentation rate (ESR) is a blood test. It measures how quickly erythrocytes, or red blood cells, separate from a blood sample that has been treated so the blood will not clot. During this test, a small amount of your blood will be put in an upright tube. A lab specialist will measure the rate that your red blood cells settle toward the bottom of the tube after 1 hour.
If you have a condition that causes inflammation or cell damage, your red blood cells tend to clump together. This makes them heavier, so they settle faster. The faster your red blood cells settle and fall, the higher your ESR. A high ESR tells your healthcare provider that you may have an active disease process in your body.
Why do I need this test?
You may need this test if you have symptoms of one of the diseases that may cause ESR to go up.
You may also need this test if you have already been diagnosed with a disease that causes a high ESR. The test can allow your healthcare provider to see how well you are responding to treatment.
The ESR blood test is most useful for diagnosing or monitoring diseases that cause pain and swelling from inflammation. Other symptoms may include fever and weight loss. These diseases include:


Temporal arteritis


Rheumatoid arthritis


Polymyalgia rheumatica


ESR is not used as a screening test in people who do not have symptoms or to diagnose disease because many conditions can cause it to increase. It might also go up in many normal cases. ESR doesn't tell your healthcare provider whether you have a specific disease. It only suggests that you may have an active disease process in your body.
What other tests might I have along with this test?
You may have other tests if your healthcare provider is doing this test to diagnose a disease. One of these tests is called a C-reactive protein test, or CRP. This test also measures active inflammation in the body.
Your healthcare provider may do an ESR alone if they are monitoring a disease you already have.
Because ESR tells your healthcare provider only what is happening right now, you may need to have the test repeated over time.
What do my test results mean?
Test results may vary depending on your age, gender, health history, and other things. Your test results may be different depending on the lab used. They may not mean you have a problem. Ask your healthcare provider what your test results mean for you.
ESR is measured in millimeters per hour (mm/hr). The normal values are:


0 to 15 mm/hr in men


0 to 20 mm/hr in women


ESR above 100 mm/h is most likely caused by an active disease. For instance, you may have:


A disease that causes inflammation in your body


An active infection


Cancer


Heart disease


Kidney disease


Blood disease


Diabetes


Collagen vascular disease


How is this test done?
The test is done with a blood sample. A needle is used to draw blood from a vein in your arm or hand.
Does this test pose any risks?
Having a blood test with a needle carries some risks. These include bleeding, infection, bruising, and feeling lightheaded. When the needle pricks your arm or hand, you may feel a slight sting or pain. Afterward, the site may be sore.
What might affect my test results?
Many things that are not active diseases can increase your ESR. These include:


Pregnancy


Old age


Being female


Having a menstrual period


Having recently eaten a fatty meal


Being obese


Taking certain medicines


How do I get ready for this test?
You don't need to prepare for this test. Be sure your healthcare provider knows about all medicines, herbs, vitamins, and supplements you are taking. This includes medicines that don't need a prescription and any illegal drugs you may use. Tell your healthcare provider if you ate a fatty meal recently, if you are having your period, or if you may be pregnant.

Medical Reviewers:

Chad Haldeman-Englert MD
Raymond Turley Jr PA-C
Tara Novick BSN MSN

Department of Haematology
Notes

Full blood counts are performed on automated equipment and provide haemoglobin concentration, red cell indices, white cell count (with a differential count) and platelet count.
The presence of abnormal white cell and red cell morphology is flagged by the analysers.
Blood films may be inspected to confirm and interpret abnormalities identified by the cell counter, or to look for certain specific haematological abnormalities.
Grossly abnormal FBC results and abnormal blood films will be phoned through to the requestor.
There is no need to request a blood film to obtain a differential white count. It is, however, important that clinical details are provided to allow the laboratory to decide whether a blood film, in addition to the automated analysis, is required.
Under some circumstances a differential is not routinely performed, e.g. pre-op, post-op, antenatal and postnatal requests.
Full Blood Counts are performed at CGH and GRH
See also: Reticulocyte Count

The FBC comprises the following tests
Standard

Haemoglobin (Hb)
White Blood Count (WBC)
Platelet Count (Plt)
Red Cell Count (RBC)
Haematocrit (HCT)
Mean Cell Volume - Red cell (MCV)
Mean Cell Haemoglobin (MCH)

Differential White Cell Count (where applicable)

Neutrophils
Lymphocytes
Monocytes
Eosinophils
Basophils

And if appropriate

Blood Film

Sample Requirements
2ml or 4ml EDTA sample or a Paediatric 1ml EDTA sample.

 

Sample Storage and Retention

Pre analysis storage: do not store, send to laboratory within 4 hours.
Sample retention by lab: EDTA samples are retained for a minimum of 48 hours at 2-10°C
Transport of samples may affect sample viability, i.e. FBC results will degenerate if exposed to high temperatures, such as prolonged transportation in a hot car in summer.

This test can be added on to a previous request as long as there is sufficient sample remaining and the sample is less than 24 hours old.
Turnaround Times

Clinical emergency: 30 mins
Other urgent sample: 60 mins
Routine: within 2 hours

Reference Ranges


If references ranges are required for paediatric patients please contact the laboratory for these.

Parameter Patient Reference Range Units Haemoglobin Adult Male 130 - 180 g/L   Adult Female 115 - 165 g/L Red Cell Count Adult Male 4.50 - 6.50 x10^12/L   Adult Female 3.80 - 5.80 x10^12/L Haematocrit Adult Male 0.40 - 0.54 L/L   Adult Female 0.37 - 0.47 L/L Mean Cell Volume Adult 80 - 100 fL Mean Cell Haemoglobin Adult 27 - 32 pg White Cell Count Adult 3.6 - 11.0 x10^9/L Neutrophils Adult 1.8 - 7.5 x10^9/L Lymphocytes Adult 1.0 - 4.0 x10^9/L Monocytes Adult 0.2 - 0.8 x10^9/L Eosinophils Adult 0.1 - 0.4 x10^9/L Basophils Adult 0.02 - 0.10 x10^9/L Platelet Count Adult 140 - 400 x10^9/L


 




 

Department of Haematology
Notes

Full blood counts are performed on automated equipment and provide haemoglobin concentration, red cell indices, white cell count (with a differential count) and platelet count.
The presence of abnormal white cell and red cell morphology is flagged by the analysers.
Blood films may be inspected to confirm and interpret abnormalities identified by the cell counter, or to look for certain specific haematological abnormalities.
Grossly abnormal FBC results and abnormal blood films will be phoned through to the requestor.
There is no need to request a blood film to obtain a differential white count. It is, however, important that clinical details are provided to allow the laboratory to decide whether a blood film, in addition to the automated analysis, is required.
Under some circumstances a differential is not routinely performed, e.g. pre-op, post-op, antenatal and postnatal requests.
Full Blood Counts are performed at CGH and GRH
See also: Reticulocyte Count

The FBC comprises the following tests
Standard

Haemoglobin (Hb)
White Blood Count (WBC)
Platelet Count (Plt)
Red Cell Count (RBC)
Haematocrit (HCT)
Mean Cell Volume - Red cell (MCV)
Mean Cell Haemoglobin (MCH)

Differential White Cell Count (where applicable)

Neutrophils
Lymphocytes
Monocytes
Eosinophils
Basophils

And if appropriate

Blood Film

Sample Requirements
2ml or 4ml EDTA sample or a Paediatric 1ml EDTA sample.

 

Sample Storage and Retention

Pre analysis storage: do not store, send to laboratory within 4 hours.
Sample retention by lab: EDTA samples are retained for a minimum of 48 hours at 2-10°C
Transport of samples may affect sample viability, i.e. FBC results will degenerate if exposed to high temperatures, such as prolonged transportation in a hot car in summer.

This test can be added on to a previous request as long as there is sufficient sample remaining and the sample is less than 24 hours old.
Turnaround Times

Clinical emergency: 30 mins
Other urgent sample: 60 mins
Routine: within 2 hours

Reference Ranges


If references ranges are required for paediatric patients please contact the laboratory for these.

Parameter Patient Reference Range Units Haemoglobin Adult Male 130 - 180 g/L   Adult Female 115 - 165 g/L Red Cell Count Adult Male 4.50 - 6.50 x10^12/L   Adult Female 3.80 - 5.80 x10^12/L Haematocrit Adult Male 0.40 - 0.54 L/L   Adult Female 0.37 - 0.47 L/L Mean Cell Volume Adult 80 - 100 fL Mean Cell Haemoglobin Adult 27 - 32 pg White Cell Count Adult 3.6 - 11.0 x10^9/L Neutrophils Adult 1.8 - 7.5 x10^9/L Lymphocytes Adult 1.0 - 4.0 x10^9/L Monocytes Adult 0.2 - 0.8 x10^9/L Eosinophils Adult 0.1 - 0.4 x10^9/L Basophils Adult 0.02 - 0.10 x10^9/L Platelet Count Adult 140 - 400 x10^9/L


 




 

Summary
Deep learning is the new state-of-the-art for artificial intelligence. Deep learning architecture is composed of an input layer, hidden layers, and an output layer. The word deep means there are more than two fully connected layers.
There is a vast amount of neural network, where each architecture is designed to perform a given task. For instance, CNN works very well with pictures, RNN provides impressive results with time series and text analysis.