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by Staff Writers
Atlanta, GA (SPX) Dec 05, 2012
Using deceptive behavioral patterns of squirrels and birds, researchers at the Georgia Institute of Technology have developed robots that are able to deceive each other. The research is funded by the Office of Naval Research and is led by Professor Ronald Arkin, who suggests the applications could be implemented by the military in the future. The research is highlighted in the November/December 2012 edition of IEEE Intelligent Systems.
Arkin and his team learned by reviewing biological research results that squirrels gather acorns and store them in specific locations.
The animal then patrols the hidden caches, routinely going back and forth to check on them. When another squirrel shows up, hoping to raid the hiding spots, the hoarding squirrel changes its behavior. Instead of checking on the true locations, it visits empty cache sites, trying to deceive the predator.
Arkin and his Ph.D. student Jaeeun Shim implemented the same strategy into a robotic model and demonstration. The deceptive behaviors worked. The deceiving robot lured the "predator" robot to the false locations, delaying the discovery of the protected resources.
"This application could be used by robots guarding ammunition or supplies on the battlefield," said Arkin, a Regents Professor in Georgia Tech's School of Interactive Computing. "If an enemy were present, the robot could change its patrolling strategies to deceive humans or another intelligent machine, buying time until reinforcements are able to arrive."
Click here to see a lab video of the demonstration.
Arkin and his student Justin Davis have also created a simulation and demo based on birds that might bluff their way to safety.
In Israel, Arabian babblers in danger of being attacked will sometimes join other birds and harass their predator. This mobbing process causes such a commotion that the predator will eventually give up the attack and leave.
Arkin's team investigated whether a simulated babbler is more likely to survive if it fakes or feigns strength when it doesn't exist.
The team's simulations, based on biological models of dishonesty and the handicap principle, show that deception is the best strategy when the addition of deceitful agents pushes the size of the group to the minimum level required to frustrate the predator enough for it to flee. He says the reward for deceit in a few of the agents sometimes outweighs the risk of being caught.
"In military operations, a robot that is threatened might feign the ability to combat adversaries without actually being able to effectively protect itself," said Arkin.
"Being honest about the robot's abilities risks capture or destruction. Deception, if used at the right time in the right way, could possibly eliminate or minimize the threat."
From the Trojan Horse to D-Day, deception has always played a role during wartime. In fact, there is an entire Army field manual on its use and value in the battlefield.
But Arkin is the first to admit that there are serious ethical questions regarding robot deception behavior with humans.
"When these research ideas and results leak outside the military domain, significant ethical concerns can arise," said Arkin.
"We strongly encourage further discussion regarding the pursuit and application of research on deception for robots and intelligent machines."
This isn't the first time Arkin has worked in this field. In 2010, he and Georgia Tech Research Institute Research Engineer Alan Wagner studied how robots could use deceptive behavior to hide from humans or other intelligent machines.
Related Links
Georgia Institute of Technology
All about the robots on Earth and beyond!
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Romantic Cottage Suite 7 / Romantic Getaway for 2!
The hand painted bombe chest and chenille chairs add a touch of elegance and comfort to the sitting area. The lavish bathroom has an inviting corner double whirlpool tub and separate glass shower. The cozy breakfast room with a comfortable dining set has a refrigerator, microwave and gourmet coffeemaker.
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'How I Met Your Mother' Producers are Treating Eighth Season as its Last
Is season eight the end for comedy "How I Met Your Mother?"
Maybe, but maybe not. But probably.
"We want the show to come back next year," says Nina Tassler, Eye entertainment division chief. But Tassler admits there has been no deal arranged to keep the show running, and the vagueness of the show's future is throwing the producers for a loop.
Apparently writers have a specific plan in place for the show's inevitable wrap-up, but will need to know an end date to implement it. Knowing the show's penchant for expert and hilariously arranged timelines, we imagine that's causing a lot of stress and anxiety on set.
Co-creator and executive producer Craig Thomas spoke on the potential demise of the much-loved show, saying that whether the show is in its last season or not, producers are treating it as if it is.
So what will this mean for the future of "HIMYM?" If season eight is shot for the finale and the show gets picked back up, CBS is going to be finding itself up a creek, having wound down the series and tied up all the ends. Will we continue to care about the group once Ted has found his lady and Barney has settled down?
The excitement of finally getting to meet Ted's wife and the mother of his incredibly bored but patient children seems to be drawing attention away from that question. Thomas hints that we will, at last, get to meet the yellow umbrella-toting mystery woman, and, honestly, everything after that statement was kind of a blur.
Season eight will wrap up a lot of the loose ends between the rest of the characters, as well. Marshall and Lily deal with the stress of parenthood, and more surprises will be revealed about the much-teased Barney and Robin wedding that Thomas promises we'll go mad for.
So, who will play the much-anticipated Mother?
Thomas remains persistently mute on the casting of that role, maintaining that he wants to keep Mrs. Mosby a total surprise for his audience.
How I Met Your Mother


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A primary school choir are set to open the Love Loughton event this weekend.
Around 16 students from Staples Road primary school will perform at the festival that attracted hundreds of people last year.
The day's entertainment will include a Rodeo Bull, Tea Cup Ride, Circus Skills workshops and performances, as well as a variety of live stage acts, local charity stands, stalls and games.
The eight to ten year olds will be singing open the event on Saturday at midday.
Staples Road Music Teacher Jan Smithers, said: "We have a very busy choir and perform each year as part of the 8000 person Young Voices choir at the O2.
"We are really looking forward to the Love Loughton event and hope it goes well."


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Ketorolac is used to relieve moderately severe pain, usually pain that occurs after an operation or other painful procedure. For Migraine disease, it is usually prescribed when other medications have not worked. It is also sometimes used in its injectable form for emergency treatment of severe Migraine. It belongs to the group of medicines called nonsteroidal anti-inflammatory drugs (NSAIDs). Ketorolac is not a narcotic and is not habit-forming. It will not cause physical or mental dependence, as narcotics can. However, ketorolac is sometimes used together with a narcotic to provide better pain relief than either medicine used alone.
Ketorolac has side effects that can be very dangerous. The risk of having a serious side effect increases with the dose of ketorolac and with the length of treatment. Therefore, ketorolac should not be used for more than 5 days. Before using this medicine, you should discuss with your doctor the good that this medicine can do as well as the risks of using it.
Remember, pain is the 5th vital sign, so be honest with your doctor about the level of disability pain causes you and work to prevent as many Migraine attacks as possible, always keeping in mind that it is much better to take out a Migraine before it runs its painful course.
Toradol« is available only with your doctor's prescription, in the following dosage forms:
Before Using This Medicine
Also tell your health care professional if you are allergic to any other substances, such as foods, preservatives, or dyes.
Older Adults-
Other medicines-
Other medical problems-The presence of other medical problems may affect the use of ketorolac. Make sure you tell your doctor if you smoke tobacco or if you have any other medical problems, especially:
Proper Use of This Medicine
For patients using ketorolac injection:
For safe and effective use of this medicine, do not use more of it, do not use it more often, and do not use it for more than 5 days
Ketorolac should be used only when it is ordered by your doctor for treating certain kinds of pain. Because of the risk of serious side effects, do not save any leftover ketorolac for use in the future, and do not share it with other people.
Missed dose-
Precautions While Taking This
Ketorolac may cause some people to become dizzy or drowsy. If either of these side effects occurs, do not drive, use machines, or do anything else that could be dangerous if you are not alert.
Side Effects of This Medicine
Stop using this medicine and check with your doctor immediately if any of the following side effects occur:
Also, check with your doctor as soon as possible if any of the following side effects occur:
Other side effects may occur that usually do not need medical attention. These side effects may go away during treatment as your body adjusts to the medicine. However, check with your doctor if any of the following side effects continue or are bothersome:
Other side effects not listed above may also occur in some patients. If you notice any other effects, check with your doctor.
Information offered at this Web site by either a lay person or a health professional should not be interpreted as giving a diagnosis or a treatment recommendation. These can only be provided by a physician who has had an opportunity to interact with a patient in person and at length, with access to the patient's previous records and appropriate follow-up.
About MAGNUM ●
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|All information offered on the Web Site, whether by a lay person or a health care professional, is for educational purposes only and should not, in any way, be construed as medical advice, diagnosis, or recommendation for treatment. While this information can provide you with a basis for discussion with your health care team, it cannot take the place of professional medical care. Please consult your practitioner.
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CommentsBack to Article
Contribute your own thoughts, experience, questions, and knowledge for the benefit of all MedPage Today Healthcare Professionals and Expert Patients™.Post a comment
robert adams
From the morphology of the fungus pictured on TV, it appeared to be Aspergillis..
jk lenehan
How long ago was this lot available? Last summer?.
Henry Aucoin, PA-C
According to the Food and Drug Administration: New England Compounding Center (NECC) is conducting a voluntary recall of three lots of methylprednisolone acetate 80 mg/ml injection produced st their facility in Framingham, Massachusetts. The lot numbers are #05212012@68, #069292012@26 and #08102012@51..


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Best Down-Alternative Comforters
This JC Penney comforter is tops for warmth. Consumers were particularly drawn to the soft, jacquard fabric. The full/queen comforter is well stuffed with 36 ounces of down, which is considered excellent for loft. Dry cleaning is recommended. (jcpenney.com)
• The comforter earned a perfect score for warmth.
• The fabric had minimal pilling and performed well on the strength test, so the comforter will last for years, but should be protected with a duvet cover.
• Our consumer testers liked the soft fabric and fullness of the stuffing.
• Tests verified compliance with the industry standards for the product's claims.
• The comforter also complies with U.S. labeling laws on the identification of down.
• The comforter shrank a bit after five dry cleanings.
• This was the heaviest down comforter we tested — something to note if you don't like the feeling of being weighed down by the covers.
The Pacific Coast Embrace Down Comforter is specifically designed to accommodate two people. An extra line of baffle boxes (a construction technique to keep fill in place) in the center prevents disturbance if one person tosses and turns, and regulates each sleeper's individual warmth. Dry cleaning is recommended. (pacificcoast.com)
• This comforter provides very good warmth.
• The comforter keeps its appearance after being washed.
• The fabric didn't show any pilling — a sign of good quality.
• The uniquely sewn edges are designed to prevent the down from shifting to the ends of the comforter.
• This product fully complied with industry standards for fill.
• The Embrace comforter shrank the most of any down comforter tested. The stitching shrank significantly, causing the comforter to bunch up or pucker.
• This comforter did not fare well on the strength test — keep it covered with a duvet to protect the fabric from snagging and reduce the frequency with which you'll need to wash it.
• Our consumers were confused by the design until the comforter was fully laid out.
Best Reusable Water Bottles


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For more information, contact Rebecca Anwar at (267)


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text: MINI - Unregistered August 16, 2008 6:01 PM Oh do shut up. its not like they r running away with the championship anyways, whats a pole position if the engine dont last the distence. if they where like the seats in the wtcc id agree with you, as there not i dont so stop going on and on and on ffs 0 agree 0 disagree


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2.7 How does sound travel in different environments?
Provided by Kenan Fellows Program.
Sound waves need to travel through a medium such as a solid, liquid, or gas. The sound waves move through each of these mediums by vibrating the molecules in the matter. The molecules in solids are packed very tightly. Liquids are not packed as tightly as solids. And gases are very loosely packed. The spacing of the molecules enables sound to travel much faster through a solid than a gas. Sound travels about four times faster and farther in water than it does in air. This is why whales can communicate over huge distances in the oceans. Sound waves travel about thirteen times faster in wood than air. They also travel faster on hotter days as the molecules bump into each other more often than when it is cold.
Learning outcomes
The students will:
- identify mediums that sounds can travel through and classify them from slowest to fastest.
- learn how whales communicate with sound through water (liquid).
Teacher planning
Time required
One 60-minute period
Materials needed
- glass, plastic, and metal containers
- various metal, wood, and string musical instruments
- audio recordings of killer whales and humpback whales with corresponding sound spectrograms
See the Learn More section in the sidebar for websites with audio recordings and spectrograms. You can use the Raven Lite software mentioned below to create sound spectrograms.
- data table worksheets
- science notebooks
- optional: suction cup and microphone
Technology resources
Free Raven Lite software from the Cornell Lab of Ornithology. You can use this software to record, save, and visualize sounds as spectrograms and waveforms.
This lesson uses the 5E instructional model, which includes five phases: engage, explore, explain, elaborate, and evaluate.
Ask students if sound would travel better in solids, liquids, or gases. Have them share examples of when they heard things through the different mediums (air, bathtub or swimming pool, ear to a wall, etc.).
Have students demonstrate the three different states of matter and how a vibration would go through them. Divide students into three groups and quickly model the vibration traveling through the different states of matter. In the gas group, students stand far apart and it is difficult to pass, wiggle, or push along. In the liquid group, students stand close together but not super tight and it is easier. In the solids group, students are packed tightly and the vibration easily goes through all the molecule-kids.
Have students test how sound travels through solids. Students will work in pairs at their seats. One student will tap lightly on his/her desk and the second student will record what they hear through the air. The same person will tap lightly again while the second person lays his or her ear on the desk. The students should compare the sounds and record what they hear through the solid. Have the students try the experiment one last time, tapping louder, and, again, recording the results. Use a data table similar to the one below.
|Sound Observations
|Light taps heard through air (gas)
|Light taps heard through table (solid)
|Heavy taps heard through air (gas)
|Heavy taps heard through table (solid)
Allow students to explore how sound travels through glass, plastic, and metal containers. After students have experimented for awhile, let them transition from these normal, everyday objects to musical instruments. The class will explore instruments of various mediums such as metal, wood, and string. Metallaphones, vibraslaps, cow bells, melody bells, and glockenspiels can be used to explore rapid, metallic vibrations. Various drums can be used to explore vibrations in wood instruments. Autoharp, guitar, or piano can be used to explore the vibrations of strings. By using these musical instruments to determine the tempo (speed) of the vibrations, students will discover which medium allows sound to travel the loudest and farthest.
Discuss how sound was much louder through the table than through the air. Ask students how they think sound would travel in a liquid. Accept reasonable responses.
Have students listen to sounds of killer whales and humpback whales. Discuss the whales' habitat. Students should make some observations about the whale sounds related to pitch, duration, and volume. Replay the recordings so that students have time to represent the sounds pictorially in their science notebooks. After they have created their own representations, show the students spectrograms of the whale songs.
Students will express that how loud something is depends on how much energy went in to creating the sound. Loud sounds have large amplitudes and carry a lot of energy. Small sounds carry less energy. Engage students in a game of echo singing. The game may consist of words, sounds, or syllables. After echo singing a given pattern, students will take turns creating an improvisation of the pattern. Play the game together as a class. Then break into smaller groups of four to allow each student the opportunity to improvise and change the pattern of song like whales do.
Students should be evaluated based on teacher observation, participation, data table worksheets, and science notebook entries.
Using a suction cup, attach a microphone to the metal, glass, and plastic containers. Strike the object in some way and record the sound with the microphone. Use these recordings to create sound spectrograms in Raven Lite to allow students the opportunity to compare what they hear with what they see. If a microphone is unavailable a stethoscope may be substituted for listening.
Express how sound can be heard without ears. Profile deaf percussionist, Evelyn Glennie, who plays barefoot in order to feel the vibrations. You can see a video of her performing with the Sesame Street Grouchketeers on YouTube.
Research what different cultures used to make instruments. For example, the Inuit from the Arctic used whale bones.
Critical vocabulary
- solid
- is a certain size and shape
- liquid
- can flow, be poured, and spilled
- gas
- matter that has no shape or size of its own
- vibrations
- mechanical oscillations about an equilibrium point
- pitch
- the highness or lowness of a tone, as determined by the frequency of vibrations per second
- duration
- amount of time or a particular time interval
- tempo
- the speed of music
- sound wave
- audible acoustic waves
- North Carolina Essential Standards
- Music Education (2010)
Grade 5
- 5.CR.1 Understand global, interdisciplinary, and 21st century connections with music. 5.CR.1.1 Understand how music has affected, and is reflected in, the culture, traditions, and history of the United States. 5.CR.1.2 Understand the relationships between...
Grade 6
- 6.CR.1 Understand global, interdisciplinary, and 21st century connections with music. 6.CR.1.1 Understand music in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence...
- Science (2010)
- 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. 6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound. 6.P.1.2 Explain the relationship...
- Music Education (2010)
North Carolina curriculum alignment
Music Education (2001)
Grade 4
- Goal 8: The learner will understand relationships between music, the other arts, and content areas outside the arts.
- Objective 8.01: Identify similarities and differences in the meanings of common terms used in dance, music, theatre arts, and visual arts including line, color, texture, form/shape, rhythm, pattern, mood/emotion, theme, and purpose.
- Objective 8.02: Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.
Grade 5
- Goal 8: The learner will understand relationships between music, the other arts, and content areas outside the arts.
- Objective 8.01: Identify similarities and differences in the meanings of common terms used in dance, music, theatre arts, and visual arts including line, color, texture, form/shape, rhythm, pattern, mood/emotion, theme, and purpose.
- Objective 8.02: Identify ways in which the principles and subject matter of other content areas taught in the school are related to those of music.


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This sounds really, really interesting. :] I guess i might give this a try and that would also be my first time joining a workshop. I'm not sure where this will take me but i guess this is a great opportunity to push myself further.
Cannot wait to see what all others come up with either. :]