What type of lin­ear actu­a­tors can be used at education?

Lin­ear actu­a­tors are devices that con­vert mechan­i­cal energy to phys­i­cal lin­ear motion. Lin­ear actu­a­tors can be used to per­form var­i­ous tasks that are asso­ci­ated with edu­ca­tion. This includes the move­ment of books in libraries, as well as adjust­ing of chairs, doors and win­dows in class­rooms. This is impor­tant in ensur­ing that the stu­dents con­cen­trate on the learn­ing out­comes. This paper will high­light the var­i­ous types of lin­ear actu­a­tors that are suit­able for education.

There are var­i­ous types of lin­ear actu­a­tors that can be used at edu­ca­tion. Lin­ear actu­a­tors have three dis­tin­guish­ing char­ac­ter­is­tics that include the stroke, the force and the speed. The types that can be used in edu­ca­tion include the DC lin­ear actu­a­tors that con­vert the rotary motion into lin­ear motion. Mus­cle wire and sole­noids lin­ear actu­a­tors can also be applied in edu­ca­tion to enhance the var­i­ous oper­a­tions. This is mainly because the loads involved in edu­ca­tion are light, and the motion is on a straight line. The lin­ear actu­a­tors help in adjust­ing the posi­tion of pro­jec­tors, reg­u­lat­ing the inten­sity of light, open­ing and clos­ing of doors and win­dows among other tasks.

actuator

Accord­ing to web­site pro­vides actu­a­tors and TV lifts, lin­ear actu­a­tors are essen­tial in the automa­tion of class­rooms and the edu­ca­tion sec­tor in gen­eral. There are var­i­ous types of lin­ear actu­a­tors that can be used in edu­ca­tion. This includes the DC lin­ear actu­a­tors, sole­noids, and mus­cle wire. They ensure that the instruc­tors and the stu­dents focus their atten­tion on the learn­ing out­comes. This also helps in improv­ing the over­all stan­dards of edu­ca­tion by enhanc­ing the var­i­ous oper­a­tions involved in education.

Intro­duc­tion

It is human nature to dis­agree on some of the daily issues due to the dif­fer­ence in per­son­al­ity. A stu­dent within the fam­ily is prone to a con­flict that may affect their edu­ca­tional per­for­mance. It is vital that stu­dents under­stand how con­flict may arise, and more impor­tantly deal with the con­flict to ensure that their edu­ca­tion is not adversely affected.

Tech­nol­ogy

Accord­ing to web­site whre you can find essays tips and top­ics online, in the age of Tech­nol­ogy,  most stu­dents have been absorbed into gad­gets that have seg­re­gated them from their fam­i­lies. These gad­gets are a way of life for a new gen­er­a­tion. Par­ents with­hold  the gad­gets as a way to pun­ish the chil­dren. A stu­dent needs to appro­pri­ate his time to ensure a sub­stan­tial time is spent with the fam­ily rather than on their phones, tablets and gam­ing devices.

Money

Stu­dents need money to buy gad­gets that the par­ents do not deem essen­tial. New game pads are not con­sid­ered a neces­sity in this tough finan­cial times. Con­flict may arise when a stu­dent fails to get financ­ing to sup­port his hob­bies. A stu­dent can avoid this con­flict by work­ing for an allowance. Offer­ing to trim the fence for a small allowance can help pay for a new phone.

Argu­ing over chores

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Par­ents assign chores to chil­dren to instill a sense of respon­si­bil­ity in their chil­dren. Chores are thus a source of con­flict in the fam­ily. Some chil­dren feel that some chores are tough for them. Employ­ing work­ers are expen­sive, thus not afford­able for most fam­i­lies. A fam­ily can avoid this con­flict, though chore rotation.

Con­clu­sion

Accord­ing to ser­vice, where you can buy essay, money, chores and tech­nol­ogy are the main sources of con­flict between stu­dents and their fam­i­lies. These are obsta­cles that a stu­dent needs to over­come to ensure that his edu­ca­tional per­for­mance is not affected. Other sources of con­flict may still hin­der a student’s per­for­mance unless they come up with strate­gies to over­come them.

The edu­ca­tional tech Star­tups sec­tor is one that has been grow­ing in the recent past. The sec­tor raised roughly around $500 mil­lion in the first quar­ter of last year. This fig­ure is the largest quar­ter for the cap­i­tal that has ever been set aside for that sec­tor in the past five years. Edu­ca­tional tech star­tups have been described by many stake­hold­ers in the edu­ca­tion sec­tor as the key to trans­for­ma­tion of edu­ca­tion for the bet­ter in the future. The time frame or the approach that will be fol­lowed to attain this has not been spec­i­fied but it is going to hap­pen. We will focus on the future of edu­ca­tional Tech startups.

Tech­no­log­i­cal inno­va­tions and the edu­ca­tion sec­tor are aspects that are linked to each other. Edu­ca­tional tech star­tups have enhanced the inte­grated approach to man­age­ment of vir­tual courses, as well as, the inno­va­tion in the edu­ca­tion field. Invest­ments made by sev­eral com­pa­nies in the edtech star­tups sec­tor have been iden­ti­fied as among the lead­ing cause of growth of the sec­tor. Automa­tion, cura­tion, as well as, gam­i­fi­ca­tion are tech­no­log­i­cal trends that are said to have a great impact on the edu­ca­tional sec­tor. The credit from investors has made growth of the star­tups pos­si­ble thus con­tribut­ing to the enor­mous growth in that sec­tor. The total cap­i­tal that has been raised by the edu­ca­tional Tech com­pa­nies in the US is amount­ing to around $135 bil­lion com­ing from over three-hundred investors.

Accord­ing to web­site where you can buy essays online, edu­ca­tion and tech­nol­ogy are two areas that are closely inter­twined with each other. Edu­ca­tional Tech star­tups have con­tributed to the man­age­ment of vir­tual courses and inno­va­tion in that sec­tor. The sec­tor has been grow­ing because of the invest­ments made by var­i­ous companies.

The sun rises and the sun sets. It seems like the sun rotates around the Earth. Can­cer cells rise and are killed by surgery, radi­a­tion and chemother­apy. It seems like can­cer is a dis­ease. But the sun does not rotate around the Earth, and can­cer is not a dis­ease. The many kinds of can­cer cells are the prod­ucts of the dis­ease neo­pla­sia that can emerge in our bod­ies’ organs and tissues.

Strange as it may seem, much of the fail­ure of the war on can­cer — and more impor­tantly, much of the poten­tial for finally win­ning it — has to do with the def­i­n­i­tion of can­cer. If we think of can­cer as a com­pli­cated array of con­di­tions aris­ing from the dys­func­tional bod­ily process of neo­pla­sia, it makes it eas­ier to orga­nize research and treat­ment around pre­vent­ing and stop­ping that process. The jour­nal Neo­pla­sia does this by encom­pass­ing the tra­di­tional dis­ci­plines of can­cer research as well as emerg­ing fields and inter­dis­ci­pli­nary inves­ti­ga­tions. Can­cer remains a daunt­ing chal­lenge, but at least we have con­cep­tual clar­ity now to guide us rather than over­whelm­ing confusion.

To sim­plify the mat­ter, killing can­cer cells is like using insulin to lower the blood sugar lev­els in dia­betes. Both can­cer cells and high blood sugar are prod­ucts of under­ly­ing dis­eases: can­cer cells of neo­pla­sia and high blood sugar of defi­cient insulin pro­duc­tion by the islets of Langer­hans cells of the pan­creas in type 1 or insulin insen­si­tiv­ity in type 2 diabetes.

The major focus of can­cer treat­ment has been on destroy­ing can­cer cells … not on pre­vent­ing or stop­ping their for­ma­tion. Tumors are iden­ti­fied, and surgery, radi­a­tion and/or chemother­apy are used to elim­i­nate can­cer cells. In the process, espe­cially with radi­a­tion and chemother­apy, nor­mal grow­ing cells are destroyed as well, and the body’s nat­ural defense sys­tem — the immune sys­tem — is com­pro­mised. This model relies upon the fal­lacy that med­ical inter­ven­tions can cure a dis­ease with­out the help of our bod­ies’ nat­ural defenses. Most impor­tantly, it focuses on the prod­ucts of a dis­ease — can­cer cells — rather than on the dis­ease  itself … neoplasia.

A more real­is­tic and pro­duc­tive model is based on the fact that our nor­mal body cells are con­tin­u­ously chang­ing and dying. If in that process they do not die nor­mally, they can mutate through neo­pla­sia and become can­cer cells. Although pro­posed in 1957 and sub­se­quent decades, only recently has the focus of can­cer research been shift­ing to why there is a lapse in our bod­ies’ nat­ural defenses in our immune sys­tems that ordi­nar­ily detect and destroy abnor­mal cells. That lapse per­mits can­cer cells to grow and spread.

So inter­ven­tion must occur ear­lier in the process of neo­pla­sia. To do this, the med­ical com­mu­nity has to break away from the notion that peo­ple in an early stage of neo­pla­sia are “healthy” and, there­fore, shouldn’t be treated. Peo­ple are not healthy if they’re on a path toward cancer.

If this seems rad­i­cal and far-fetched, con­sider this. We have pre­vented mil­lions of heart attacks and strokes by using the same strat­egy. Heart dis­ease does not start with the heart attack; it starts way ear­lier with dietary fac­tors and insulin that cause arte­r­ial plaque (hard­en­ing of the arter­ies). So we treat those. In the same way, a stroke doesn’t start with a blood clot in the brain. It often starts with hyper­ten­sion. So we treat that with dietary, lifestyle changes and drugs. Car­dio­vas­cu­lar dis­ease, of course, is nowhere near as com­plex as can­cer is, but the prin­ci­ple is the same. We can pre­vent and com­ple­ment the treat­ment of can­cer with dietary and life style changes as well.


Jack C. West­man is a psy­chi­a­trist and pres­i­dent of Wis­con­sin Cares, Inc.  He is the author of The Can­cer Solu­tion: Tak­ing Charge of your Life with Cancer.

www.thecancersolution.net

www.jackwestman.com

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