"They begin to learn to love what is true. They are drawn to what is beautiful. They recognize that goodness is desirable" says Robert Jackson of Great Hearts Academies

#Critical Power: Generators and System Design
This generator and generator system design course will go over the critical details and best practices to consider when commissioning and designing generator systems for various building types and applications.

The learning objectives for this course are:

• Understand the applicable code requirements including NFPA 70: National Electrical Code and NFPA 110: Standard for Emergency and Standby Power Systems
• Learn the criteria for selecting the appropriate generator or generators for the building type and/or application
• Understand the criteria for designing the generator system, and know the differences between prime rated versus standby rated engines (U.S. EPA standards)
• Learn the criteria for commissioning generators and the electrical systems they support.

Critical Power: Hospital Electrical Systems

Power loss for a hospital could be devastating. In the event of a utility outage, patients' lives are at risk, and maintaining power and communication systems through emergency power-generation systems is critical.

The learning objectives for this course are:

• Explain the applicable codes and standards: NFPA 70 National Electrical Code, Article 517; NFPA 99: Health Care Facilities Code; NFPA 110: Standard for Emergency and Standby Power Systems; and various hospital accrediting agencies.
• Assess the unique electrical system requirements of hospitals including those for patient care and nonpatient areas.
• Analyze and compare the differences between emergency and essential power, connected load and demand load, the branches of the emergency power supply system (EPSS), and the types of equipment associated with each branch.
• Outline backup, standby, and emergency power systems for hospitals versus other building types.
• Highlight recommended best practices such as ASHE Handbook for Electrical Systems and IEEE White Book.

#Electrical Systems: Designing Electrical Rooms
In this course, registrants will learn about the criteria involved with designing electrical rooms, requirements for electrical rooms, and best practices to consider during the design process. Each section throughout the course will guide you to designing an electrical room that is safe and secure, and functions properly.

#Learning objectives for this course are:

• Understand the applicable code requirements including NFPA 70: National Electrical Code.
• Learn the design criteria for appropriate electrical room size to accommodate present and future needs.
• Understand the requirements for coordinating with structural, architectural, fire protection, and HVAC requirements.
• Understand the requirements for foreign systems such as ductwork and piping.

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Art Robinson

In addition to mental models, facts, and the capacity to meld them in thought, the mind also needs a frame of reference – an anchor – a location for itself in the universe. It needs to know the answers to questions that are beyond the capacity of the human mind. That anchor and those answers are best supplied by Christian faith. Faith is combined with facts and models in the mind by means of the human spirit. All three – facts, models, and faith – are entirely self-consistent, but this consistency cannot be proved by science or other constructs of human reason. //

Education programs are often advertised as means for teaching the student to “think,” but one rarely sees a definition of “thinking” in this context. A reasonable definition of such a program may be as follows:

First, it imparts to the student an extensive set of excellent mental models – models of mathematics, science, history, economics, personal affairs, ethics, morality, and other essential subjects.

Second, it provides the student with a sufficient body of facts with which to test these models and to conduct his own initial verification of them.

Third, and most importantly, it teaches the student to derive new conclusions from old models, to create new models, and to continually and intuitively move back and forth between mental models and facts in order to check the accuracy of both.

How are these skills taught? They are best taught in the way that most students learn – by example. The student will emulate the study environment, study habits, and mental methodology of his teacher. In addition, the student will follow the example of the person he knows best – himself.

If the student is required to solve problems – beginning with easy problems when he is five or six years old and increasing in difficulty as he becomes older -by himself and with no specific help from his teacher, the student will gradually teach his mind to flow productively between mental models and their underlying facts and to subconsciously compare all new and old facts to his current collection of mental models. //

Since the fundamental thought processes required for modeling in mathematics and science are the same as for any other mental modeling process, math and science provide excellent material for teaching this ability, regardless of the student’s ultimate goals. //

When Zachary and Noah were in their home school, each day (six days per week) began with a fixed number of math problems. Until they had worked those correctly without help, the rest of their day could not begin. After they finished calculus, physics and chemistry problems were solved. The younger four Robinsons are successfully using the same method. //

If the models – mathematical, physical, personal, moral, and ethical- are well-chosen and the mind is skilled in the use and checking of its models, that person’s mind is well equipped to deal with both the opportunities and the vicissitudes of life.

Our custom Bible-based curriculum coordinates perfectly with our Torchlighter videos. Student guides contain puzzles, crafts, discussion questions and more for kids ages 8-12. Leader guides feature four Scripture-focused lesson plans, as well as additional teacher resources. Download them today!

Looking for other Torchlighter resources? Check out 10 ways you can use Torchlighters in your church.

Random page -- good for education!

When you enroll at AOA, your student receives an individualized learning plan based on his goals, his current academic standing, and his style of learning. A personalized academic support team of teachers, advisors, and counselors is then selected to ensure your student has a strong foundation for achievement. Pinpointing your student’s current academic situation, we create a lesson plan structure with the help of placement tests that center on what your student really needs to learn to graduate.

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“Most valuable information is widely accessible.

Great books of centuries past are free online.

Thinkers of today argue publicly on Twitter.

YouTube is a lecture hall that seats millions.

Podcasts are private tutors for the masses.

A golden age for the self-motivated learner.”

GET CREATIVE

GET CONNECTED

GET CODING

BBC micro:bit is a tiny programmable computer, designed to make learning and teaching easy and fun!

Of course, I'd prefer my child read classic literature and learn history than sit around reading propaganda on an iPad, but we can't return to a classical education in the truest sense of the phrase.

hat, then, did schools that were “classical” look like more than 100 years ago? A number of schools in the 19th century published their instructional plans. A friend of mine, Ian Mosley, instructor of Latin at the School of the Ozarks, provides a glimpse into one such school.

Compared with any number of published instructional plans from German gymnasia from the same time period, one curricular distinctive stands out: The overwhelming majority of instruction was in languages, especially Latin and Greek, both through explicit grammar instruction and reading in primary sources. These primary sources, the works of Cicero, Xenophon, Herodotus, etc., were the classics, hence “classical” education, and the objects of study, not Charles Dickens, J.R.R. Tolkien, or C.S. Lewis.

All other subjects of instruction, including the study of history and literature in the vernacular, were accorded substantially less time. Most modern classical schools include instruction in Latin, sometimes as much as five hours a week. Occasionally, a classical school will offer Greek or a modern language. But compared with students at a 19th century gymnasium, students at classical schools today are mere dabblers.

High school-aged students at a German gymnasium in the 19th century would have spent 10 hours a week or more in Latin instruction, five hours or more in Greek, and additional hours of instruction in Hebrew and modern languages. The result was students, at least those at the top of the academic heap, who could read and even compose in the classical languages with relative fluency. Just imagine: Most doctrinal dissertations written in Germany well into the middle of the 19th century were composed in Latin.

. Traditional public schools have by and large abandoned the Western heritage and are nurseries for demagogy.

Students at modern “classical” schools, on the other hand, gain mastery of English grammar and are immersed in great writing from the best English children’s literature, such as “The Adventures of Tom Sawyer” and “The Wind in the Willows,” to staples of the Western canon, such as Homer’s “Odyssey” (in English translation, of course).

Choose between sending my son to school where he will learn to write beautifully in cursive, receive a content-rich instruction in history and science, and read “Treasure Island” versus a school where he’d be given an iPad, sat in “pod” with other students pooling their ignorance, and read sections of “I Am Malala”? That’s a no-brainer. But I’m also under no illusion that my son would be receiving a classical education in the historical sense of the word.

Physics for Entertainment was written by Yakov Perelman in the 1920’s (in Russian) and updated periodically through the 1930’s. There are actually two parts to it, but Volume 1 is long out-of-print (though findable online — more on that later). The book I have is a 1975 translation of Volume 2. The book is a series of a few hundred examples, no more than one or two pages each, asking a question that illustrates some idea in basic physics.

It’s neat to see what has and hasn’t changed in the last century or so. Many of the examples he uses seem to be straight out of a modern high school physics textbook, while others were totally new to me.

Description: In this lecture, Professor Devadas continues with cryptography, introducing encryption methods.

Cryptography is an indispensable tool for protecting information in computer systems. This course explains the inner workings of cryptographic primitives and how to correctly use them. Students will learn how to reason about the security of cryptographic constructions and how to apply this knowledge to real-world applications. The course begins with a detailed discussion of how two parties who have a shared secret key can communicate securely when a powerful adversary eavesdrops and tampers with traffic. We will examine many deployed protocols and analyze mistakes in existing systems. The second half of the course discusses public-key techniques that let two or more parties generate a shared secret key. We will cover the relevant number theory and discuss public-key encryption and basic key-exchange.

The problem is that as children grow older, the statistical benefits of reading for pleasure become less clear-cut. It’s quite easy to raise “readers” who eventually find that screens are better at providing them utilitarian information and light entertainment.

This is a really, really bad thing, but it’s so normal it’s hard to realize how dangerous it is. A free country such as ours is dependent on the premise that the citizenry are capable of thinking in a certain way.

They must be able to hold large ideas in their minds. They must be able to recognize the differences between logic and propaganda. They must possess the self-discipline needed to focus on issues that are boring, and seek the wisdom to differentiate between what is right versus what is expedient or amusing. Most of all, they must possess the perspective of a true education in ideas so they can think outside the echo chamber of our era.
All of this is deeply connected to what and how we read. It is not that people who use their phones frequently are necessarily dumber than people who don’t. Like any tool, though, screens can be dangerous. They can fill the spare moments of life until no time is left for thought and deep learning. They can retrain our brains and make it hard to focus on a long-form conversation, whether in-person or in print.Books are one of the best ways to guard our minds against a misuse of screens. Books aren’t magical mind-vitamins, of course. Yet in order to cultivate the ability to think, we must engage with good, wise, and true thoughts. And it happens that the works of humanity’s greatest thinkers are found in books.I would rather raise a thoughtful child who reads sometimes than a child who mindlessly consumes a favorite type of book without pause. This isn’t to say that children should read only highbrow literature. The point is to make friends of books. It’s about leaving room in our lives for contemplation. If you are ready to embark on a structured course of study and are seeking detailed guidance, you might check out Susan Wise Bauer’s “The Well-Educated Mind.” She provides background on different genres of writing, suggests an approach to annotated reading, and offers lists of historically significant titles. Mortimer Adler’s “How to Read a Book” is also highly respected.It’s helpful to do something when you finish a book. Discussing it with friends is a good option. Simply keeping a reading journal—on paper or perhaps via GoodReads—is another. It’s quite satisfying to look back at a given year and see what you’ve read and what you thought of it.